Tài liệu A complete English language course part 25 docx

Notice what happens in questions: Do you always leave the TV on? Have you often visited Italy? – the adverb comes after the SUBJECT . Exercise 8 Decide which of these sentences have the adverb in the wrong position, and correct them. Some of the sentences are okay. 1 Simon reads often in the evenings. 2 You probably’ll miss the bus. 3 Does Gerry usually drive to work? 4 They’ll definitely want to come with us. 5 Suzie likes a lot Indian food. 6 Is often the weather wet in this part of the country? 7 Barry doesn’t like at all Indian food. 8 We every Saturday go to watch a football match. 9 Every evening I have a bath. 10 I have a bath every evening. Exercise 9 Turn these statements into questions – watch out for the adverbs. 1 Henry’s often in the local library. 2 James is always working in the Internet café. 3 Tom’s brother and his wife have often visited France. 4 You usually go to the restaurant next door. 5 He often has to go abroad. 6 George goes to the pub every Friday evening. Phrasal verbs drive (around) – ‘drive to lots of different places’; we can drive around, or we can drive people around. Let me drive you around means ‘Let me take you to different places in the car and tell you about them’. show (a)round – ‘show someone lots of different places’; Will you show us round? means ‘Will you take us to different places and tell us about them?’. You can show someone round a town or city, or you can show them round your house! When people come to look at your house to see if they want to buy it, we say Let me show you round. 1111 2 3 4 5 6 7 8 9 10 11 1211 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 4211 223 Life and living – people and population There’s a lot of talk about people in this unit, and in the United Kingdom there’s certainly no shortage of people. Nearly sixty million people live in the four constituent countries of the UK – by far the majority (48 million) live in England, with 6 million living in Scotland, 3 million in Wales and 2 million in Northern Ireland. Also part of the British Isles, but not part of the UK, is the Republic of Ireland with over 3.5 million people. Britain is famous for the multicultural nature of its population. Particularly in the cities – not just London but other cities such as Birmingham (Britain’s second city), Bristol and Brighton (where Helen and Justine in Dialogue 2 come from) – you’ll meet people from all parts of the world. Just walk down the street and you’ll encounter British citizens whose family links go back to Africa, India, China and just about anywhere else in the world you can think of. Many of these people speak languages in addition to English – for example, in London there are over 200 languages spoken among the 8 million inhabitants of the city! If you want to broaden your experience of this side of things, you can buy books in the same series as this one to help you learn: Chinese, Cantonese, 224 Hindi, Urdu, Panjabi, Gujarati, Somali, for example, as well as two language which, like English, are indigenous to the UK: Welsh and Scottish Gaelic. This cultural and linguistic diversity is what many people think makes Britain a very special place to live and work, and of course a great country to visit! Glossary shortage – not many (so no shortage means ‘a lot’) constituent countries – the countries that together form the UK majority – most, the greatest number multicultural – having people from many cultural backgrounds encounter – meet links – connections just about – almost, very nearly inhabitants – people who live in a place broaden – widen, make more broad as well as – and also indigenous – something or someone that arose or was born in a place rather than being imported or coming from somewhere else diversity – variety, having many different aspects great – wonderful, very good 1111 2 3 4 5 6 7 8 9 10 11 1211 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 4211 225 14 What would you do? In this unit you will learn how to: • talk about things that haven’t happened • talk about what might happen • discuss possibilities • identify and use the two main types of conditional in English Dialogue 1 Justine and Ann are in town. Suddenly Justine sees a newsagent’s and remembers something she has to do. J USTINE : Hang on a minute, Ann! I need to go into the newsagent’s. A NN : What for? We’ve already got a newspaper. J USTINE : I need to buy a lottery ticket. A NN : A lottery ticket? I’m surprised at you, Justine – really I am! What a waste of money! J USTINE : What do you mean, a waste of money? If I play, I might win! A NN : Like hell! But anyway, even if you did win, what would you do with the money? J USTINE : If I won I’d do lots of things – I’d go on a trip round the world, for a start. And I’d buy my Mum and Dad a new house. And I’d give money to charity. And . . . A NN : I bet you wouldn’t be happy, though. J USTINE :[snorts] I bet I would! If you won the lottery, you’d be happy, wouldn’t you? A NN : I wouldn’t play in the first place, so it wouldn’t happen, would it? J USTINE : But if you did. You’d find plenty of things to spend the money on, wouldn’t you? A NN : Well, yes . . . I suppose I would. But . . . J USTINE : Well there you are then! Wait here while I go in and buy a ticket. A NN : You’ll be wasting your money. J USTINE : You won’t say that if I win. [Justine goes in, but Ann calls after her] A NN : Justine! J USTINE : Yes, what is it now? A NN : Get me a ticket as well, would you? Language point 79 – conditionals C ONDITIONALS are forms of the verb that describe actions or events that have not happened, but could happen – things that are possible. Conditional sentences have two parts: a MAIN CLAUSE and an IF - CLAUSE . There are two main types of conditional in English – C1 and C2 – and we are going to look at both of them in this unit. So – let’s look at the following similar, but different, sentences: [C1] If I have time, I’ll help you with the washing-up [C2] If I had time, I’d help you with the washing-up You can see that these sentences are the same except for the verbs. Now let’s look at the meanings: • in the C1 sentence, I am saying that it is possible that I’ll have time to help, but that I don’t know for sure – so it’s possible that I’ll be helping with the washing-up; • in the C2 sentence I am saying that I haven’t got the time, so I won’t be helping with the washing-up at all. You can see the difference in Dialogue 1, where Justine uses both C1 and C2 conditionals – she says if I win (C1) because she thinks it’s a possibility, but when talking about Ann she says if you won (C2) because Ann doesn’t do the lottery and so it won’t happen and is therefore unreal. We’ll look at C2 conditionals later in this unit, but first we’ll concentrate on C1. 1111 2 3 4 5 6 7 8 9 10 11 1211 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 4211 227 The normal verb pattern for C1 conditionals is: if-clause PRESENT SIMPLE – main clause WILL - FUTURE Here are some examples showing both statements and negatives: If she stays, I’ll stay too If she doesn’t stay, I won’t stay either If I stay, she won’t If I don’t stay, she will This is usually all we need to know to form C1 conditionals. But there are other tenses that can be used in C1 conditionals, and especially the MODAL AUXILIARIES . For example, in Dialogue 1 Justine says If I play I might win; we saw the might /mait/ in Unit 13 (Language point 72) – it indicates that the speaker thinks the action or event described could happen, so it fits well in a condi- tional sentence. Here are some more examples with modals: If it’s fine tomorrow, we could take the boat out on the river If you don’t get the job, you could apply for another one If the students don’t do their homework tonight, they can’t go swimming tomorrow If we don’t take the car, we must carry the shopping home If Helen is late, we should start without her If the bus is full, we might not get a seat Exercise 1 Look at these conditional sentences and simply decide whether each one is possible or unreal – the first one has been done for you. Be careful with no. 4. 1 I’ll buy the drinks if you order the food possible / unreal 2 If Dave broke the window, he’d have to buy new one possible / unreal 3 If we hurry we’ll catch the bus possible / unreal 4 The food would keep longer if we put it in the fridge possible / unreal 5 If you give me the money, I’ll take care of it possible / unreal 228 6 We’d miss you if you went away possible / unreal 7 If it rains we’ll get very wet possible / unreal 8 If it started to snow now the kids would be excited possible / unreal Exercise 2 Match the actions on the left to their results on the right – the first one has been done for you. 1 If you cut your finger, a your eyes close. 2 If you heat glass, b it burns. 3 If you sneeze, c it turns to ice. 4 If you freeze water, d you get wet. 5 If you go out in the rain e it bleeds. 6 If you light a candle, f it melts. Exercise 3 Rewrite the verbs in these sentences in the correct tenses – the first one has been done for you. 1 If he (go) to Finland next week, he (need) a passport. goes ’ll need 2 If Gerry (be) late, we (leave) without him. _____ _____ 3 If you (stand) in the rain, you (get) wet. _____ _____ 4 If the TV (break down), James (repair) it. _____ _____ 5 If I (not see) you tonight, I (phone) you in the morning. _____ _____ 6 If Suzi (not hurry), she (miss) the bus. _____ _____ 7 Mike (be) pleased if he (get) the job. _____ _____ 8 This microwave (not work) if you (not plug) it in. _____ _____ 1111 2 3 4 5 6 7 8 9 10 11 1211 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 4211 229 Exercise 4 Match the if-clauses and main clauses to make complete sentences – the first one has been done for you. 1 If it rains, a you’ll have to wear a hat. 2 If you write the essay, b I’ll pay for them. 3 If the sun gets too hot, c it will break. 4 If you bend this too much, d we’ll miss the concert. 5 If you don’t leave now, e you won’t improve. 6 If Simon orders the drinks, f we won’t have a picnic. 7 If you don’t practise, g you’ll miss your train. 8 If the bus is late, h I’ll check the spelling. Language point 80 – ‘if’ and ‘when’ We use if to talk about things that may happen, but that we are not sure about. If we know for certain that something will happen, then we must use when. Compare: If it rains tomorrow, . . . not ‘When it rains tomorrow ’ When it gets dark tonight not ‘If it gets dark tonight ’ Exercise 5 Start the clauses below with either if or when as you think right. 1 _____ this programme finishes, . . . 2 _____ the sun rises, . . . 3 _____ there’s a thunderstorm next week, . . . 4 _____ the shop is still open, . . . 5 _____ it’s a nice day tomorrow, . . . 6 _____ you decide not to come, . . . Language point 81 – ‘what for?’ What for? is another way of saying Why? in colloquial English, when asking about purpose. It can be used on its own, as in Dialogue 1, when Ann asks why Justine is going into the news- agent’s, but if it’s being used in a sentence it has to be split up, with for? going to the end of the sentence: 230 Why are you going in the = What are you going in the shop? shop for ? Why are you looking at me? = What are you looking at me for ? Why did you do that? = What did you do that for? Why is he here? = What is he here for ? But what for? can’t be used with negatives: Why didn’t you tell me? not ‘What didn’t you tell me for? ’ Why isn’t he here? not ‘What isn’t he here for? ’ and it can’t be used when the why? question asks about a reason rather than purpose: Why are the summers getting hotter? not ‘What are the summers getting hotter for? ’ Why does wood float? not ‘What does wood fl oat for?’ Exercise 6 Some of these why? questions can be rewritten with what for? Decide which ones can, and rewrite them. The first one has been done for you. 1 Why is John carrying that brick? What is John carrying that brick for? 2 Why didn’t you phone me? ________________________________ 3 Why did your sister leave early? ________________________________ 4 Why does the sun rise in the east? ________________________________ 5 Why did the Romans invade Britain? ___________________________ 6 Why did the Roman Empire collapse? ___________________________ 7 Why haven’t you bought any tickets? __________________________ 1111 2 3 4 5 6 7 8 9 10 11 1211 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 4211 231 8 Why is English a world language? ___________________________ 9 Why did Sweden win the ice hockey? ___________________________ 10 Why are you watching the ice hockey? ___________________________ 232 Idiom • Like hell! Justine says If I play, I might win, and Ann replies Like hell! We use this phrase to express disagreement with what’s just been said. It is very informal, but is not rude. Here are some more examples: Do you think Arsenal will – Like hell! win tonight? or – Like hell they will! We’re going to get a pay – Like hell! rise. or – Like hell we are! Simon says he paid the bill. – Like hell! or – Like hell he did! Amy says she wasn’t rude – Like hell! to Gerry or – Like hell she wasn’t! • Be careful with this idiom when a tag is added: Like hell he will ! means He won’t! Like hell we are ! means We aren’t! Like hell she wasn’t means She was! But there is also a phrase the hell which we use as an intensifier, particularly with question words (but not whose? or which?), and in this use it is usually rather rude, or at least abrupt: Who are you? Who the hell are you? What’s wrong? What the hell is wrong? Why are they here? Why the hell are they here? Where are my keys? Where the hell are my keys? How should I know? How the hell should I know? It’s safer not to use the hell with people you don’t know, unless you want to be rude, of course! . that are possible. Conditional sentences have two parts: a MAIN CLAUSE and an IF - CLAUSE . There are two main types of conditional in English – C1 and. whose family links go back to Africa, India, China and just about anywhere else in the world you can think of. Many of these people speak languages in addition