Devoloping.Grammar In Context

:

Developing
Grammar
in Context
Grammar reference and
practice

|

with answers |


Acknowledgements
vi
Introduction

1

he

oON DH

a

a

The present continuous

12

25

26
27
28
29

and tense

The present simple

10
11

24

~

Learning grammar, and how to use this
book
1

Ww

Time

v

7
12

forms

30
31
32

69

101

130

Other verb forms

23

Articles 1: general introduction
177
Articles 2: special uses
183
Personal, possessive and reflexive
pronouns

Reported speech 1: say, tell, ask
107
Reported speech 2: reporting verbs
113
Defining relative clauses
119

Non-defining relative clauses
125

Review Unit 2 Units 13-22 Sentences

174

189

Possessives and demonstratives
194
Countable and uncountable nouns and
expressions of quantity 200
35 Adjectives and adverbs
206
36 The order of adjectives
212
218
37 -ed and -ing adjectives
38 Too, (not) very, (not) enough, so and
such 223
Review Unit 4 Units 30-38 Naming and
describing 229
33
34

Word order 73
The imperative and instructions 78
Do and other auxiliaries for emphasis
83

Features of spoken English 89
Question forms 1: basic questions 95
Question forms 2: tags and indirect
questions

157

Naming and describing

Sentences

19
20
21
22

The passive
151
Verbs confused with the passive
Get / have something done
163
Be/getusedto
168

Review Unit 3 Units 23-29 Other verb

The past simple
18
The past continuous and the past
simple

23
Used to and would 29
The present perfect simple 35
The present perfect continuous
41
The past perfect 47
Going to and will 53
Present tenses for talking about the
future 58
The future continuous and the future
perfect 63

Review Unit 1 Units 2-12 Time and tense

13
14
15
16
17
18

First, second and zeteéendifional
sentences
139
The third conditional, wishes and
regrets
145

Verbs followed by the infinitive or the -ing
form

133

Functional

areas

39 Requests, permission and offers 223
40 Suggestions and advice 239
41 Talking about ability 244
42 Frequency expressions and tend to 250
43 Ways of comparing 1 255
44 Ways of comparing 2 261
45 Describing with look and like 267
46 Similarities and differences: so and
47
48

neither 273
Possibility in the present 278
Possibility in the past 284


49
SO

Present obligation and necessity
Past and future obligation and

necessity

296

Review Unit 5 Units 39-50 Functional
areas

302

WE

290

Appendix 1 Irregular verbs
Appendix 2

Glossary
Answer key

306

Phonemic symbols

309
311

308


Acknowledgements

Much time has elapsed since this book was first thought of.

We would like to thank first of all Bob Obee for putting us
in touch with Cambridge University Press, and then Jeanne

McCarten for leading us up to the commissioning of the
title and beyond. Since those early days our thanks go also
to Alison Sharpe, Mickey Bonin and Brigit Viney, who
helped us see the project through to the final stages. Along
the way we also owe thanks to Noirin Burke, Geraldine
Mark, to Jean Hudson for CANCODE

data, and to all the

staff at Cambridge University Press involved in the
development and production of the book. Thank you too to
Bell International for providing writing time for Mark.
For our children, Laura and Alex, who nearly stopped the
whole thing in its tracks, and for our parents.
The authors and publishers would like to thank the
following people and institutions who reviewed and pilot
tested material from this book and helped to shape it.
Prof. Snezana Bilbija, Montenegro, The Federal Republic of
Yugoslavia
Trevor Bryant, Language Studies International, Cambridge,
UK
Henny Burke, British Language Centre, Madrid, Spain

Stephen Bush, The British Institute of Florence, Italy
Claire Embleton, London, UK

Chiara Ferdori, Casalecchio, Italy

Leigh Fergus, Executive Language Services, Paris, France
Mick Gammidge, London, UK
Rebecca Hughes, University of Nottingham, UK
Lindsay Kelly, Turkey
Key Language Services, Quito, Ecuador
Samantha Lewis, Centro de Estudios de Ingles, Madrid, Spain
Raul Mar, Universidad de Cuautitlan Izcalli, Mexico
Prof. Antonio Morales, School of Tourism, Cienfuegos, Cuba

Leticia Moreno, Universidad Juarez de Durango, Mexico
Graham Palmer, Bell School, Saffron Walden, UK
Maroussa Pavli, Athens, Greece

Mary Nava, LUniversita Cattolica and IULM, Milan, Italy

Sosefina Pefia, Sol y Son, Habana, Cuba
Peter Strutt, British Institute, Paris, France

Wayne Trotman, The British Council, Izmir, Turkey

G.N. Woods, The Language Factory, Cuorgné, Italy

The authors and publishers are grateful to the authors,
publishers and others who have given permission for the
wse of copyright material identified in the text. It has not
been possible to identify, or trace, sources of all the
materials used and in such cases the publishers would
welcome information from copyright owners.

PP-2. 53, 77, 119 (bottom), 150 (Classwork), 180, 190 and

296 (left): adapted extracts from The One Hundred Stupidest
Things Ever Done, by Ross and Kathryn Petras reprinted by
permission of Michael O’Mara Books Ltd; p.7: ‘Fame and

Foster’, by Gabrielle Donnelly from Sainsbury's The
Magazine, December 1996; p.8: ‘My kind of day: Jane
Seymour’, from Radio Times, 9-15 November 1996; p.11:
‘Just nipping to the shops ... for a few days’, by Michael
Booth from The Independent on Sunday, 19 January 1997;
p-12: ‘Trufflers dognapped’, © The Observer, 2 February
1997; p.18: ‘The trickle-down family economy’, by Vivek
Chaudhary © The Guardian, 14 August 1996; p.21: ‘Wheel
of fortune’, by Mark Lawson © The Guardian, 27 December

1995; p.29: ‘Father's story, daughter’ story’, by Val Sampson
from the Daily Mail, 5 December 1995; p.35: ‘New job/old
job’, by Peter Carty © The Guardian, 13 December

1995,

p-41: ‘Mystery of Yuletide cards from nowhere’, by Richard
Smith from The Independent, 21 December 1996; p.47: ‘The

plane that flew solo’, by Martin Kettle © The Guardian,
25 November 1997; p.63: ‘Doctors’ orders in a brave new
world’, by Sarah Boseley © The Guardian, 3 December

1998; pp.70 (top), 75 and 197: adapted extracts from Tall

Stories, by Russell Ash and Mike Gordon, reproduced by
permission of Russell Ash, Aurum Press 1994; p.70

(bottom): ‘Zoo waits for its 297 Ib baby to take her bow’,
by Nicholas Schoon from The Independent, 19 January 1996;
p.73: ‘Golden goal makes it 425-1’, by Richard Smith from
The Independent, 9 November 1998; pp.78, 79 and 82:
extracts from The Exploratory’ Adventures in Science, used
by permission of The Exploratory, Bristol; p.83: ‘Hardlife —
The parapsychologist forever sceptic’, by Johnny Beardsall
© Telegraph Group Limited, 21 October 1995; p.95: ‘The
questionnaire — Pat Cash’, compiled by Rosanna

Greenstreet, as seen in The Guardian, 4 July 1998; p.107:
‘Gunman flees with £650,000 Picasso’, by Dan Glaister
© The Guardian, 7 March 1997; p.113: ‘Branson's crew

ditched $2,000’, by Paul Marston © Telegraph Group
Limited, 10 January 1997; p.119 (top): extract from The
Guardian © The Guardian, 5 April 1997; p.119 (centre):
‘Monkey business fills Punjab jail’, by Rahul Bedi ©
Telegraph Group Limited, 19 August 1997; p.121: ‘Taking
the Mickey II’, the Daily Express, 9 February 1996, p.125:
‘The new deal’, by Douglas Kennedy from The Independent,
9 December 1995; p.127: ‘A model come-back — after 28
years and 10 children’, by Richard Smith from The

Independent, 3 March 1997; p.128: ‘Honour for hero in river
rescue’, the Bath Chronicle, 25 March 1998; p.133: extracts

from the cover of Harry Potter and the Philosopher's Stone,
by J.K. Rowling, and the cover illustration by Thomas
Taylor, with the permission of Bloomsbury Publishing Plc;
p.136: ‘Shy 10-year-old piano prodigy’, by David Ward


Tim mem,

23 Sepumber 1997: pp.137 (texts 1 and 2)

amt DOG (agian): Bezarve Tales from New Scientist.

Tapniincnd
win permission from New Scientist magazine,
‘the global! sxtharaty on science and technology news © RBI
wwe
NewSciemtist.com: pp.137 (text 3), 278 and 279:
adegerd extracts from Fortean Times Weird Year, 1996; p.139:

‘Jeguner. saviour of the world’, by Adrian Berry © Telegraph
Gaoup Limited, 27 January 1996; p.145 (top): ‘Alive after
four days in a watery tomb’, by Luke Harding &
Cimistopher Zinn © The Guardian, 10 January 1997; p.145
(boom): ‘Talking parrot saves trapped van driver’, by Sean
ONeill © Telegraph Group Limited, 19 February 1998;
p.147: Cartoon copyright © 1996 Steven Appleby, first
published in the Weekend Guardian, 23 November

1996;

p.151: Police? I want to report a burglary’, by Stuart Miller
© The Guardian, 19 November 1997; p.154: ‘Number

crunching: Coca Cola’, Time Out, 27 September—4 October
1995: p.155 (top): ‘A prize reprised’, by Tristan Davies ©
Telegraph Group Limited, 11 October 1997; p.155: ‘Teenage
couple’ © The Observer, 19 October 1997; pp.157 and 288:
adapted extracts from The Giant Book of the Unexplained, by
Damon Wilson, with the permission of Constable and

Robinson Publishing Limited; p.163: ‘50p brooch sells for
£13,000’ © The Guardian, 25 February 1998; p.168: ‘Its a

power thing’, by Rosalyn Clark © The Guardian, 14
November 1996; p.177: ‘Inmate copied cell keys from

memory’, from The Independent, 3 March 1998; p.183:

Prospect Music and Art Tours; p.189: ‘March of the

machines’, by Kevin Warwick from the Daily Mail, 5 March

1997; p.194: ‘Twin troubles’, reproduced by permission of
Family Circle, December 1996; p.200: adapted extracts from
Malaysia, Singapore & Brunei, ed. 4, Lonely Planet, 1991,

‘reproduced by permission of Lonely Planet Publications;
p.203: adapted extract from Round the World in Recipes, by
Michael Bateman. Reproduced by permission of Hodder
and Stoughton Educational Limited; p.218: ‘Lost girl takes a

tough trek via field and forest’, by Richard Alleyne from the
Daily Mail, 10 December 1997; p.233: The Bash Street Kids
are @p and © D.C. Thomson & Co. Ltd.; pp.224 and 225:
adapted extracts from ‘From music to maths’ by Jamie
Wilson from The Guardian, 23 September

1997 © Jamie

from the Cambridge Evening News, 29 January 1997; p.284
(bottom:): ‘Our ancestors were such an upright lot’, by
Charles Arthur from The Independent, 11 September 1996,

p.285 (left): ‘Stop, thief! You’ve dropped your cash’, from
the Daily Mail, 27 January 1997; p.285 (right): ‘£30,000

pedigree chum is grabbed by dog nappers’, by John
Hampshire from the Daily Mail, 15 January 1996; p.290:
‘Anna Blundy calls Denise Lewis’, by Anna Blundy,
© Times Newspapers Limited, 14 February 1998; p.292

‘Odd jobs for young Bonds’, from the Daily Mail,
5 December 1995.

p.40: the Classwork activity is based on an activity in
Grammar Games, Mario Rinvolucri, Cambridge University
Press, 1984; p.199: the Classwork activity is based on an
idea (Values Topics) in Keep Talking, F Klippel, Cambridge
University Press,

1984.

The authors and publishers are grateful to the following
for permission to reproduce copyright photographs:
p.7: Rex Features Ltd/Stewart Cook; p.23: Advertising

Archives; p.29: Rex Features/Mike Lawn; p.49:
Corbis/Joseph Sohm. ChromoSohm; p.58: Eye
Ubiquitous/David Lansfied: p.63: Corbis; p. 70: Chester Zoo;
p.73: Corbis JFPI Studios, Inc.; p.95: Action Images Ltd;
p.101: NHPA/Henry Ausloos; p.107: ‘Téte de Femme —
Dora Maar’, 1939 by Pablo Picasso. Colour transparency
© The Solomon R. Guggenheim Foundation, New York;
© Succession Picasso/DACS 2003; p.113: Popperfoto;
pp.125, 218 and 229: News Team International Ltd; p.137:
NHP&A/Eric Soder; p.145: South West News Service; p.156:

Life File Photographic Agency/Andrew Ward; p.168:
Guardian Newspapers Ltd/Sean Smith; p.183:
Corbis/Charles & Josette Lenars; p.189: Science Photo
Library/Sam Ogden; pp. 94 and 281 (centre):

PowerStock/Superstock Ltd; p. 200: NHPA/Mark Bowler;

p.206: Corbis/Stephen McDonough; p.212 (top and centre):
Bonhams Picture Library; p.228: NHPAJJames Carmichael
Jr;
p.250: The Bath Chronicle; p. 261: VinMag Archive; p. 266:
Corbis/Adam Woolfitt; p.267 (left): Capital Pictures/Phil

the merrier’, by Joanna Moorhead © The Guardian,

Loftus; p.267 (right): The Lookalikes Agency; p.281 (top):
Arcaid/lan Lambot; p.281 (bottom): Jacqui Hurst; p.290:
Action Plus.

1997; p.244 (text 1): ‘Squeeze star’, from the Cambridge

Commissioned photography by Nigel Luckhurst: pp.1
and 89.

Wilson; p.228: ‘Beetle maniacs who make power lifters look
puny’, the Daily Express, 9 February 1996; p.229: ‘The more
29 January 1997; p.239: Augusta, by Angus McGill and
Dominic Poelsma from the Mail on Sunday, 25 February
Evening News, 7 February 1997, p.244 (text 2): ‘Animal
magic’ © The Guardian, 23 October 1998; p.244 (text 3):
the Department of Work and Pensions; p.249: ‘How
Rosencrantz and Macduff passed a screen test to prove that
monkeys can add up’, by Tim Radford © The Guardian,
23 October 1998; pp.255 and 257: ‘Flying in the face of
modern travel’, by Kevin Rafferty © The Guardian,
28 February 1996; p.259 (text 1): ‘Pain relief’, Marie-Claire,

May 1997: p.259 (text 2): ‘Mind and body; big ears’, by Rita
Carter from She magazine, September 1996; p.260 (text 1):
‘How to avoid getting a cold this winter’, Red, December
1999: p.261 "At £5.000 a pair, the jeans worth inheriting’,
by Natalie Clarke from the Daily Mail, 27 January 1997,

p.284 (top): ‘Killer comet's deadly strike’, by Steve Farrar

ACKNOWLEDGEMENTS

Freelance picture research by Mandy Twells
Cover design by Mark Diaper

Concept design by Dave Seabourne
Design, illustration and page makeup by
Oxford Designers & Illustrators


Introduction

Developing Grammar in Context (intermediate) is a grammar reference and practice book which can
be used by learners for self-study, or can be used in class. A basic premise of the book is that
learners need to meet examples of a grammatical structure in an authentic context, and think
about its use, before they try to use it for themselves.

To the learner
You do not have to start Developing Grammar in Context at the beginning and work through to the
end. You can use the Contents pages to help you find the particular areas that you want to
understand and practise. We do suggest, however, that you start with Unit 1, which is different
from the other units. It is a guide to using this book, and it also helps you to think about learning
grammar.

To the teacher
Each unit has four sections. These are:
=

^

.

7

Getting started: This section presents the grammatical structure in context in a written or

spoken text. It is a good idea to do some scene-setting work before your learners read the
text. For example, in Unit 4, the text is about children’s spending money, and you could
discuss with your class how much money children have in their country or countries. Teach
any difficult words in the text before they read. Let learners do the short exercises in pairs,
or let them compare their answers with one another.
Looking at language: This is the language reference section of each unit. You can just read
through it with your learners, stopping to do the short exercises which test learners’
understanding of the explanations. You could also ask learners to make their own notes from
this section. If you prefer to clarify language points in your own way, learners could read this
section at home.
Getting it right: Exercise 1 (accompanied by the symbol Pp ) is the core exercise here. It is
designed to raise awareness of a grammatical structure rather than ask learners to produce it.
For this reason, always do this exercise with your learners, and do it first. Exercises 2-4
(which have the symbol [~) provide practice of the structure, and you or your learners can

choose which exercises are most useful for your learners and / or the order in which to do
them. In all exercises, it is a good idea to allow learners to work in pairs or groups to discuss

a

and compare their answers. You may be able to exploit some exercises for speaking practice.

Classwork: This is a speaking activity designed to provide fluency practice. Make sure that

learners are able to do the work in the pairs or groups suggested, and take notes while they
are doing an activity so that you can provide feedback (both positive and negative) on their
use of the language points practised, as well as their performance of the activity. Think about


how best to use your classroom for these activities; you may want to rearrange seating
patterns or furniture.
Review units practise and test mixed structures, so they are best used after all the units in a

particular section have been studied. Again, encourage learners to work in pairs and compare
answers.


‘use this book
Getting started
1 Read the text below, How to use this book, and answer the
questions.
a) How many sections does each unit of the book have?

c) Where can you find different grammar points in the same
OXCICISE?

occ
ccc ccce cece eceneeseetteeesaetiettveteenereeeseneeted

How to use this book
Each unit of the book begins with a section called Getting started. In this, you read a short
text and answer some questions about it. The text has examples of the new grammar in the
unit. Then the Looking at language section explains the new grammar and has some short
exercises. The Getting it right section provides four exercises. You should always start with

Exercise 1 which has a > sign. This exercise checks you understand the grammar points in
the unit. Then Exercises 2-4 of Getting it right give you practice in using the grammar. These
exercises have a [> sign to show that you can choose which ones to do. You can use the last
section, Classwork, in class. Here you can practise the grammar by speaking to other
students.
There are 50 units in the book and five Review units. The Review units revise the
grammar points in the previous group of units and let you practise different grammar points
in the same exercise.

2

Look at this sentence from the text:

You read a short text and answer some questions about it.
Find an example of the following in the sentence:
a) a plural noun.....................

c) an article......................

b) averb.....................

đ) a pronoun.....................

e) an adjective.....................


Looking at language
Here is a list of some of the grammatical terms used in the book. How many do you know?
Nouns

and

related words

Noun

This is usually the name of a thing, place or person: table, furniture,
London, Sue. Nouns can be countable with a singular and a plural (table,
tables) or uncountable (furniture).
the, a, an
A word which shows possession: my, your, his, her, its, their, our (house, car
etc.)
A word which can replace a noun: J, you, he, she, it, they, we, him, us,
which, that, mine, ours.

Article
Possessive
Pronoun

Adjective

A word which describes a noun: lovely, bad, big, exciting.

Verbs and related words
Main verb

A verb which usually shows actions and situations: She went to bed early
last night. I live in London.

Auxiliary verb

Modal verb

Active verb
Passive verb

(be, đo, have) A verb which is used with a main verb to give short answers

and to express negatives, questions, the passive and some tenses: This song
was written ten years ago. We’re having breakfast at the moment. Do you like
sport? Yes, I do. Jamie doesn’t eat meat. They've travelled all over the world.
(will, would, can, could, may, might, must, should etc.) A verb which is used

with a main verb to add extra meaning. Modal verbs express, for example,
ability, possibility and obligation: I can speak English. They might have
some tickets. You should buy your mother a birthday present.
This is used when we want to focus on the person or thing doing the
action: Susie opened the parcel. Three cars blocked the road.
This is used when we want to focus on the person or the thing affected
by the action: The parcel was sent three days ago. The road was blocked.

Infinitive

A form of the verb: (to) go, (to) eat, (to) write, (to) like.

Imperative

A verb form that looks like the infinitive without to and is used to give
orders and instructions: Come here. Take the top off the bottle.

Adverb

A word which describes verbs, adjectives or other adverbs. Adverbs often

Tag question

end with -ly: easily, nicely.
A phrase added at the end of a sentence to make a question: It’ good, isn’t it?

1 Write the grammatical term for each underlined word in the story below.
Edgar Lunden was easily caught and arrested after he stole six pounds of potatoes from a
supermarket. One reason for his quick arrest was that Edgar Lunden had his full name tattooed
across his forehead.

UNIT

1

LEARNING

GRAMMAR,

AND

HOW

TO

USE

THIS

BOOK


Words

about

sentence

Subject

structure

A noun (or pronoun) which normally comes before the main verb: Sue is
busy at the moment. Tigers live in the jungle.
A noun (or pronoun) affected by the action of a verb: He watched a film.
A group of words which contains a subject and main verb. Sentences can
have one or more clauses: The plane took off (clause 1) and we were on

Object
Clause

our way

Phrase

(clause 2).

A group of words together: very quickly, at the moment, with long hair.

Other words about grammar
Comparative

A word used to compare two things: bigger, easier, more comfortable.

Conjunction

A word which joins two phrases or clauses together: and, but, when etc.

Contraction

This happens when a verb is shortened and joined with the previous
word: I'll, I'd, I’m, we’re, you’re, it’s.

Preposition

A word usually placed before a noun to express a relationship such as
time or place: I'll see you at eight o'clock. It’s in the house.
This is used to report what someone said: He said that he would like to be
president. He invited me to his house.
Words used to compare one thing with a group of other things: the
biggest, the most comfortable.

Reported speech
Superlative

2 Draw lines to match each word and phrase to a grammatical term.
1 the easiest

reported speech

2 on

3 theyre

contraction

4 faster
preposition

5 She told metogo.
tag question

6 He's nice, isn’t he?

superlative

comparative

Getting it right
p Exercise 1 How we learn grammar
A How do you think you learn grammar? Put sentences a)—d) in the right order, 1-4.
a) You try to use the new grammar, but make some mistakes. .....
b) You notice some new grammar that you haven't seen before. ..!..
c) You read about the grammar again to understand it better, and then you can use it
correctly! .....
d) You try to understand the meaning of-the new grammar. .....

B Now match the underlined words in sentences a)—d) to the grammatical terms below.

Example: adjective ........ NOW oo.
1 adverb......................

4 contraction......................

2 article......................

5 inflinitive.....................

3 cotmparative.......................

6 modal verb......................

7 plural nown......................

GETTING

IT RIGHT

ma


Exercise

2

What is grammar?

A Look at the pairs of sentences and put a cross (¥) next to those which are not correct.
Example:

a) Give Sally the flowers. She love flowers.

..%...

b) Give Sally the flowers. She loves flowers.
1 a) Ive been to New York in 1999.
b) I went to New York in 1999.

.......

.......

.......

2 a) She used to live in a big old house in the country.

.......

b) She would live in a big old house in the country.

.......

3 a) He told me he couldn't come with us. .......
b) He said me he couldn’t come with us. .......
4 a) There were too many people in the room and it got very hot. .......
b) There were too much people in the room and it got very hot. .......
5 a) While I was thinking, I walked into a garden.

.......

b) While I was thinking, 1 walked into the garden.
6

a) I love Italian food. This is wonderful.

.......

b) 1 do love Italian food. This is wonderful.

.......

7 a) Do you think you could pass me that pen?
b) Can you pass me that pen?

.......

.......

.......

8 a) IfI can, Pll get that book for you. .......
b) If 1 could, Pd get that book for you.

.......

B Look at these two statements about learning grammar:
a) Learning grammar is learning what is right and wrong.
b) Learning grammar is choosing the best form for a particular situation.
Look back at sentences 1-4 and 5-8 and answer the questions.

1

Which group, 1-4 or 5-8, shows us that statement a) is true?

.......

2 Which group shows us that statement b) is true? .......
From your answers you can see that learning grammar is learning the correct form and

choosing the best form for a particular situation.

UNIT 1

LEARNING

GRAMMAR,

AND HOW TO USE THIS BOOK


b Exercise 3

Learning from learners

Look at the corrected mistakes in these examples from learners’ writing. Suggest a unit of
this book that will help them avoid this mistake again.
am taking

Example: At the moment I teke a short course at a language school near my home.
Unit 3. The. present continuous

listening

reading

1 In my spare time I enjoy Hsten to music and sead storybooks.
"¬

TH

TT TỰ

0T 0000008 099010 0n1100011d1trntdtrrttrrdtrrrtrrtiirditeintrilnniird

2

When I was a child I live in Bucharest. ....0000.0....cccccccccccssccueccccecuueeveceecseuueseccseceeseeeseeeseveseeeses

3

You putting the card in the machine and the money comes out here.

put

.

TẬÉ 1111111181111 2121

.

1T 1n HT

tp DỰ n2

rrr

crn

4 People need a stadium for sport. It can also ase for entertainment.
HÀ n1121T1111 11111 1211111181

Su ng

9 th nh gtnttgngntttntdtttrrdeeerdnelrinneuie

5 I was born in Singapore, but | d#ve in Kuala Lumpur since I started work.
easier

|

6 I have not been to a single-sex school, but I feel that it is mere-easier for a teacher to teach
in a single-sex schoOÌ. . . . . . . . . . . .

exciting

c2 nh

7 The party was really
told
8 My teacher seid me I needed to work harder..............

nh HH

HH HH

55252 2 n0

HH
122

HH khu
sau

tb Exercise 4 Choosing what to do
You should always do Exercise 1 in Getting it right. After that try to choose the most useful
exercises for you.
Look at Exercises 2, 3, 4 and Classwork from Unit 2, and choose the most useful exercise(s)
for learners 1-5.

Example:

1 have problems making questions. Exercise 2 and Classwork

Learner 1

I learn best when I can talk to other students and practise my spoken English.

Learner 2

I think I can improve my grammar by writing in English.

Learner 3

I’m sure I learn best from seeing mistakes and trying to work out how to correct
0:
Ả....

Learner 4

I like to do all kinds of grammar exercises as well as practising my writing and
speakÍng........................ ch
HH He

Learner 5

I’m not sure about question forms and I also need to try more writing in English.

GETTING IT RIGHT

ra


Classwork..
1 Look at the questions in the chart about learning a language. Write yes or no in the You
column.
2 Interview your partner and write his / her answers in the Your partner column.
Compare your answers. Which questions suggest good ways of learning a language?
„

Question

]

You

' Your partner
{

1 When you speak English, do you stop yourself when you

l

notice you have made a mistake?

2 Do you often guess the meaning of new words?

.... „.

Fgae

3 Do you always speak to your classmates in your own
language?
4 When you are speaking, do you stop the conversation and
look up words you don’t know in a dictionary?
5 Do you try to remember new words by using English
explanations or pictures?
6 If someone doesn’t understand you, do you try to say the
sentence again in a different way?
7 Can you often guess the meaning of what somebody says
from their facial expression or gestures?
8 Do you try to find people to practise your English with?

UNIT 1

LEARNING

GRAMMAR,

AND HOW TO USE THIS BOOK

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ocits: Tate

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rhe present simple

Getting started
1 The text below is from an interview with Jodie Foster, a Hollywood actress and director.
Read the text and answer the questions.
a) In what ways is Jodie Foster's life not like a starS HÍe?..............................
nh Hee

b) Why does Jodie want to have an ordinary life? 0000.00.00.

ct neces

odie enjoys living a life around Los Angeles
that is as un-starlike as she can make it. She
refuses to have a personal assistant, does her

own food shopping and takes her own letters to
the post office. ‘I have always lived like that,’

she says, ‘and I always will. I don’t want to become

„ „Š
=|

someone who doesn’t know how to do things. If I’m in
Calcutta and I need to get to Bombay and a flight gets
cancelled so I need to take the train, I want to know
how to do that.’ She lives in a rented apartment in

Hollywood and says that, when she is not working, her
favourite thing is to do absolutely nothing!

2 Look at these present simple sentences from the text:
She refuses to have a personal assistant, does her own food shopping and takes her own
letters to the post office.
I don’t want to become someone who doesn't know how to do things.
She lives in a rented apartment in Hollywood ...
How much do you know about the present simple? Underline the correct choice, i) or ii), below:
a) The present simple is used to talk about things that are:
i) generally true
ii) happening now
b) It is used to say how often something happens, with words like:

i) for and since
ii) always, sometimes and never
c) It is made like this:
i) I/ you/ we/ they take
she / he / it takes

ii) I/ you / we / they takes
she / he / it take

d) Negatives and questions are made with:
i) do and does

ii) did


Looking at language
The present simple
Use

We use the present simple to talk about things and situations that are generally true:
Digital cameras cost a lot of money. They have very complex parts and they use a lot of
battery power.
She’s 27 years old and she has a small flat.
The general truth can be:
= a repeated action: She takes the train to work, but I usually drive.
a a permanent situation: She lives in a small flat in London.
The present simple can also be used in informal stories. For example, describing a film scene
or telling a joke:
She walks into the room, and sees the bottle and two glasses on the table, so she knows ...

This man goes into a bar, and orders an orange juice and a packet of crisps ...

1 Fill in the gaps in this text by another Hollywood actress with verbs in the present simple.
Life is pretty busy at the moment. 11 ................ a 14-hour day, but I’m lucky because we're
filming in the Santa Monica mountains, 15 minutes from home. I’m usually up at 4 a.m.
My husband 2................ up then, too — he 3................ to work before the phone starts
ringing — and, after a coffee, Ï 4................ to Agoure to arrive at exactly 5.42. It’s a wonderful
drive — 1 see mountain lions, coyotes and sometimes snakes. My day 5 ................ with hair and
make-up. Then it’s straight into filming.
(from Radio Times, 9~15 November

1996)

Form
Positive statements

Negative statements

Wh- questions

I/ you / we / they play

I do not (don’t) play

Where do you play?

she / he / it plays

she does not (doesn’t) play

Where does she play?

Yes / No questions

Positive short answers

Negative short answers

Do you play?

Yes, I do.

No, I don’t.

Does she play?

Yes, she does.

No, she doesn’t.

Spelling

Other spellings of the third person singular are:
a in verbs which end in sh, ch, ss, x, an es is added: washes, watches, kisses, fixes. This is

pronounced /1Z/.
m in verbs which end in a consonant +y, the y is changed to an i and es is added: try — tries,
carry — carries.

UNIT 2

THE PRESENT SIMPLE


Other points

= We can say how often something happens with adverbs of frequency like (nearly) always,
usually, (quite) often, sometimes, (almost) never:
She nearly always takes the train to work.
I don’t often go shopping.
« Note the present simple form of to be: I am, you / we / they are, she / he / it is.
a Note the third person singular forms: have — has, do — does, go — goes.
mw We often use you + present simple to mean ‘everyone’:
You need two photos to get a passport.
= We use the present simple question What do you do? to mean ‘What's your job?’
See Unit 3 for a comparison of the present simple and the present continuous.

Getting it right
b Exercise 1 Subjects and verbs
In the advertisements below, fill in the gaps with the correct pronoun from the box. The
form of the present simple verb (e.g. doesn’t have or don’t have) will help you.
he

it

you

I

she

they

at

Microwave-heated body/bed warmer
This special warmer gives you all the same warmth as a traditional

hot-water bottle but

. ./!. .

doesn’t have the problem of dangerous hot water.

just put it in the microwave to heat up, and 2

stays hot for

always use mine on cold nights. It’s so easy to use!’

This electronic dictionary contains over
100,000 words.

just needs two small batteries to run for hours

and hours. Ordinary dictionaries are large, and for man
y
.
.
6S,

y
people 5
are inconvenient to carry around, but
.
te
.
aos
this electronic dictionary fits easily into your pocket or
`
bag, so 6
can take it wherever you go.
.
.
never go anywhere without my electronic
.
dictionary. My colleagues often want to borrow it, and
:
my daughter uses it too ~ 8
checks her
homework with it.’

DIETING

SUCCESS

Does your weight depress you?
Do you hate dieting?

Dr Dawes’s video course can help. On

.

.

:

this new video Dr Dawes explains how
to
9

eat

.

healthily.

.

shows

In
you

up

.

six
how

easy

steps,

to change

.

your eating habits. ‘I’m much slimmer
now, and 10 ........... thank Dr Dawes
for that.’

Extension

Write a similar advertisement for something you have bought recently.
GETTING IT RIGHT

mw


_ b Exercise 2 Asking questions
Linda Magee, a television news reporter, was interviewed about her day. Use the
underlined sections of the article to write the interviewer's questions.
| get_up

around

7.00,

some

time

before

my

husband,

Alan.

1

He’s_a

photographer, so he can often choose the time of day that he wants to work. |

don’t have breakfast, 2 because | eat_a lot of snacks in the studio, but | get

breakfast for the kids before | leave the house. 3 They usually have fruit_and
cereal or toast. 4 | generally walk or cycle to work unless the weather’s bad, and
5 it takes_about half an hour on foot and about ten minutes by bike. When |
arrive, 6 | discuss the day’s main stories with the news editor over a cup of
coffee. We usually prepare the midday news after that, but sometimes new stories

come in and we have to start again. At 11.00 Sandy, 7 the hair and make-up
assistant, gets me ready for the camera. 8 Just before the broadcast | often feel
nervous, even after all these years!

9 The programme starts at exactly 12.00 and

10 lasts 20 minutes. Then it’s back to the news editor to do the whole thing again
in time for the 4.00 broadcast.

¬

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To ele

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—

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——

10

Learning from learners

Look at this extract from a learner’s letter to a penfriend. There are 11 mistakes in it.
Find them and correct them. The first one has been done for you.
Dear

Akram,

am

Thank you for your very interesting letter. i very

pleased to be

your penfriend. Are you really have a swimming pool in the garden?
It sound
years

wonderful.

ola and

came

As you know

from

from Cartagena.

Maria and Fernanda, and they

my advertisement,
in Chile. 1e

I have. IT

got two sisters,

is both older than me. My father own

a small paper factory, but my mother don’t work. We living ina
house just outside the city. I enjoying playing football and I am like
science-fiction

UNIT

2.

THE

PRESENT

Films.

SIMPLE


Exercise
fb

4

Written practice

Write a description of the world’s largest shopping centre using the information below and
the verbs in the box in the order given.
West

Edmonton

Mall, Alberta, Canada

5.2 million square feet.
800 shops, 110 restaurants (25,000 meals
a day).
20,000 staff.
20 million visitors per year.

Visitors’ spending: $16 million per day.
A 30-minute drive from the city centre.

26 cinemas but no theatre.
Open 08.00-24.00.

(adapted from an article by Michael Booth, The Independent on Sunday, 19 January 1997)

over

have

serve

employ

attract

spend

be

have

nothave

open

close

Classwork
1 Work in groups of three or four. Learner 1 thinks of a job.
2 Learners 2, 3 and 4 ask him / her questions in the present simple to find out what the job is.

They can only ask ten questions. Learner 1 can only answer Yes, No or Sometimes.
Example:
Do you get up early?

Yes, I do.

Do you wear a uniform?

Yes, I do.

Does this job need a lot of qualifications?

No, it doesn't.

Do you work inside?
Is the job very well-paid?

No, I dont.
No, it isn’t.

Are you a postman?

Yes,

Lam.


1e present continuous |

Getting started

4 A truffle is a fungus found under the ground which is very good to eat.
Read the newspaper article about truffle-hunting dogs and answer the
questions.
a) How are truffles found?

EE LRT

b) What is the problem for truffle farmers in the year of the
aTtiCÌ€?.................... che

a

a truffle

TRUFFLERS DOGNAPPED |
Farmers are getting around £150
a kilo for truffles this year. Herve
de Chiré, mayor of the village of
Pernes-les-Fontaines, said: ‘Training
the dogs takes years and the truffle
season

is very short.

Some

of the

farmers are offering up to £650 for
the return of their dogs.’

2

Underli
derline three examples of the present continuous (am / is / are + -ing) in the article

3

Tick (/) the correct choices:
a) The underlined verbs in the article refer to:
i)

every year .....

ii) the year of the article
b) The present continuous is used to talk about actions and situations which are:
i)

true at the moment

ii)

always true

TƯƠNG

olice in southern France are
trying to find ten truffle-hunting
dogs, stolen from their owners in
the middle of the season for the

fungi. Police in Carpentras believe
the dogs, trained to dig up truftles
growing five centimetres below the
ground, have been kidnapped.

%


Looking at language
The present continuous
Use

The present continuous is used to talk about:
1 Actions that are going on around or at the time of speaking:
Jane’s having a bath at the moment.
2 Temporary situations. Compare:

He’s working in Oxford just now. (but next year he will do something else)
present continuous — a temporary situation

He works for a company in Oxford. (he works there all the time)
present simple — a permanent situation

3 Changing situations, especially with verbs like get and become and with comparative
adjectives like more, worse, better:
He’s getting fat, isn’t he?
This city is becoming more and more dangerous.
4 Behaviour that happens more often than expected, with always, forever and constantly:
Why are you always shouting?

She’s forever buying me presents.
Note that the auxiliary be comes before words like always and forever.
5 Future plans. See Unit 11.
1 Are these sentences examples of 1, 2, 3 or 4 above?
a) I'm sure the air quality is getting worse round here. .....
b) I hope he’s OK. He’s constantly getting headaches. .....
c) I’m staying with friends in New York at the moment, but I live in Washington. .....

d) You can’t see her I'm afraid. She’ trying to get some rest. .....
Stative verbs

Some verbs are not usually used in the continuous. They are called stative verbs, and are:
a verbs which describe thoughts, feelings and senses: think, know, believe, agree, remember,
forget, understand, like, love, hate, mind, prefer, want, see, hear, smell, taste. So we do not say:

Prrknewing-theanswer or Sheisnt-understandinganspthing. We say: I know the answer. She
doesn’t understand anything.
We use can with sense verbs. We do not say: Paenethearingyou. or Ldont+hearyou.
We say: I can’t hear you.
m some other verbs which describe what things (and people) are, what they are like, and
what they possess: be, have, need, own, involve, depend on, seem, look, sound, smell, taste,

weigh. So we do not say: Hanebeinghungry: or This-soup-is-tastingnice. We say: I am hungry.
This soup tastes nice.
But some of these stative verbs can be used in the continuous sense. Compare She's tasting
the soup (her action) and The soup tastes good (what the soup is like), and What are you
thinking about? (what are your thoughts?) and What do you think? (what is your opinion?).
LOOKING

AT LANGUAGE

Ea