lntroduction

Verb forms
1 The present simple: She works 6
2 The present continuous: It's raining 9
3 The present continuous: He's smoking oR the present simple: He smokes? 13
4 The present continuous and the present simple with future meaning 16
5 The past simple: He wqs/He arriued l8
6 The past continuous: He was working 22
7 The present perfect: I'ue lost my job 25
8 Thepresent perfectwithjus yet, euer,etc. 27
9 The present perfect: other uses 30
l0 The past simple: He came on the present perfect: He's come 32
l1 The present perfect continuous: He's been waiting for hours 36
l2 The present perfect: continuous or simple? 39
13 The past perfect:He hadcome 42
14 The future: will/won't, shall/shan't 45
15 Going to op. will? 48
16 The future continuous: I'll be waiting and the future perfect: He'll haue left 50

Passives
17 The passive l: He was sacked Forms and main uses 53
18 The passive 2: other constructions 56
19 Haue/get something done 60

Questions and answers

20 Questions 62
2l Question lags: You're English, aren't you? 65
22 The question words Who? What? Which? Do you know who/what/if, etc? 69
23 I think so, I hopeso, etc. So do I, Neitherdo I,etc. 72
24 Auxiliary verbs used alone: Will you come? - I might 75

Modals and auxliary verbs

25 Can, could, be able to 79
26 Can, could, may, wouldinrequests, offers and invitations 82
27 Must/mustn't Hae to/don't haue to 85
28 Must, can't Must haue done, can't haue done 89
29 May (haue), might (haue), could (haue) 92
30 Should/oughtto, had better Should haue/oughtto haue 95

Other verb constructions

3l Hauegot/haue 99
32 Phrasal verbs: He took off his coat 102
,,
JJ Look, feel, etc. + adjectiveor like/es if 105
34 Used to 108
35 Get used to Be used to l1l
36 The verb need 11,4
,1
JT Verb + direct object/indirect object: I sent him a letter ll7
lf clauses and other conditionals
38 1/sentences: 1st and 2nd conditional 120
39 If in past situations: 3rd conditional 124
40 Unless, prouided (thet) As long as, in case 127
4t I wish .../If only... 130

The infinitive and the -ing torm

42 The infinitive of purpose In order to So that, so 133
43 Verb + infinitive with fo: I uant to go 136
44 Yerb + object + infinitive: I want you to listen 140
45 Adjective + infinitive: It's difficult to say 143
46 Verb + -ing: I enjoy swimming 146
47 Preposition + -rng: I'm tired of waiting 148
48 Doyoumind+-ingl Idon'tmind+-ing lt'snouse,there'snopoint,etc.+-lng 151
49 -rng clauses: l1e sat listening 154
50 Like, loue, hate + infinitive with Io or -ing 157
5l I prefer to do/l prefer doing I'd prefer to/l'd rather 161
52 Verb + infinitive with fo or + -ing'. Remember to do or remember doing 164

Reported speech
53 Reportedspeech: He soid it was a good car 168
54 Reported questions, commands, etc.: Sfte asked me where I was from 173

Articles
55 The definite article: the (l) 177
56 The definite article: the (2) 182
57 A, an, some 184

Nouns
58 Nouns: singular and plural: book/books, child/children 187
59 Countable and uncountable nouns: cars, traffic, pollution 190

Quantif iers
60 Much, many, a lot, plenty, (uery) little, (uery) few A little, afew 194
61 Some, any, no, none 197
62 All/euerything, euerybody All/euery/each whole 200
63 All (of), most (of), some (of), etc. Both (of), neither (of), either (of) 204

Pronouns
64 Demonstratives: this, that, these, those 207
65 Reflexive and emphatic pronouns myself, himself, themselues, elc. 210
66 Someone, something, somewhere, anyone, onything, onywhere, etc. 214
67 Possessive forms: The man's children, the door of the room, a friend of mine 217
68 Possessive adjectives and pronouns: my, mine, elc. My oun ... Whose ...? 221
69 One/ones 224
Adjectives
70 The use and position of adjectives 227
7l Comparatives and superlatives (1) 230
72 Comparatives and superlatives (2) 235
73 Adjectives ending in -ed and -ing: interested,/interesting 239

Adverbs
74 Adverbs of manner and degree: slowly, uery 241
75 Adverbs of frequency, time and place often, today, there 246
76 Adverbs of degree: quite, fairly, pretty, rather So, such 250
77 Adverbs of degree: a lot, a bit, much, e|c. More, most, better, esl, etc. 254
78 Still, yet Any more/any longer,/no longer 257
79 Tooandenough 260

Prepositions
80 Time prepositions: in, 0t, on 263
81 Prepositions of place: in, on, at 266
82 Prepositions of place'. under, opposite, elc. 270
83 Prepositions of movement: up, down, elc. 274
84 Prepositions used for travel and transporl: by bus, go to, arriue at 277

Prepositions/Li nk words
85 For, since, ago 280
86 For, during, while 283
87 When, as soon as, etc. in future sentences 286
88 By/by the time, till/until 288
89 Like and as As if/as though 290
90 Although, though, euen though In spite of Because, since, so 293

Relative clauses
91 Relative clauses with who, which, that 296
92 The relative pronouns where, whose, what 299
93 Defining and non-defining relative clauses 302
94 Clauses with -rng or a past participle With in identifying phrases 305

Appendices
1 American English - British English 308
2 Contractions or short forms (l'm, they're, can't, etc.) 310
3 Spelling 311
4 Phrasal verbs 313
5 Adjectives with prepositions 315
6 Verbs with prepositions 316
7 Irregularverbs 317
8 Glossary of grammatical terms 318
lndex 320
il*

1
:l

,Paul Hart and'Sarah'For.d live,in'the same block of flats'in Avonmouth.

Paul's a postman. He gets up at 5.30 a.m. and goes to work at 6. He
usually catches the bus. Sarah lives in the next flat. She's a nurse. She
works nights. She gets home from work at 6 a.m., at the same time as
Paul leaves'for'work! They meet on the stair.s and say hello; but that's
all. He sometimes tries to arrange a date with her, but he doesn't find it
easy. And they don't see each other at weekends because Sarah works
mot weekens. lrlur dont have an easy life. But she says she likes
nursing and she doesn't want to change her job. 'l enjoy my job, but I
don't have a very good social life. Paul and I don't spend any time
together. We often try to arrange a date, but we're never free at the
same time.'

present simple

We use the present simple to talk about:

o habits or regular activities and situations.
Paul gets up at 5.30 a.m. They meet on the stairs.
Paul qnd Sarah liae in Auonmouth.
o facts and attitudes that are generally or always true.
Nursesdon't hqae qn easy life. Sarah likes nursing.
o We don't use the present simple to talk about things that are in progress now,
that are temporary. We don't say: Look! It rains. We have to use the present
continuous: Look! It's roining.
(For the present continuous, see Unit 2. For the present simple used with a future
meaning, see Unit 4 Step 2.)

CHECK QUESTIONS 1 Which sentences describe a regular activity or an attitude?

I Paul has a shower every morning. 2 He went to bed late last night.
3 Sarah's going to Spain next summer. 4 She loves the sun.

Step 2 The present simple: affirmative/positive forms

Towork I work You work He/she/it works

We work You work Theywork

o In the affirmative, the present simple has the same form as the infinitive in all
persons except the 3rd person singular (he, it, Paul, the flat, etc.). We add -s in the
3rd person singular.
Paul gets up at 5.30 a.m. Sarah likes nursing.
o With verbs that end in -o, <h, -sh, -ss (g,o, catch, watch, wash, kiss, etc.), we add -es
and not just -s in the 3rd person singular.
Paul goes to work at 6. He usually catches the bus.
 . With some verbs that end in -y (cry, fly, hurry, try, etc.) the -y changes to -es in the
3rd person singular.
Paul often tries to arronge a date with her.
o But with verbs with a vowel before -y (buy, play, say, etc.) we simply add -s.
Buf she says she likes nursing.

CHECK QUESTIONS 2 Complete the sentences, using the present simple.

I Paul (play) football. 2 Sarah (study) Spanish in her spare time.
3 Paul sometimes (miss) the bus to work. 4 Sarah (do) her shopping on Thursdays.

Step 3 The present simple: negative and question forms

Negative Questions
I don't work Do I work?
You don't work Do you work?
He/she/it doesn't work Does he/she/it work?
We don't work Do we work?
You don't work Do you work?
They don't work Do they work?
o To form the negative we use don't (do not) f.or all persons except the 3rd person
singular.
They don't see each other at weekends. I don't haae a uery good sociol life.
Paul and I don't spend much time together.
o In the 3rd person singular we use doesn't (does nor). We don't add -s to the verb
that follows doesn't.
She doesn't u)qnt to change her job. (Nor She doesn't wants)
He doesn't find it easy. (Nor He doesn't finds it easy.)
o To form questions we use do for all persons except the 3rd person singular.
Do + subject + infinitive without fo
Do you know any nurses?
Do Paul and Sorah liue together?
When do they see each other?
o In the 3rd person singular we form the question with does.
Does Paul workatweekends?
When does Sarah get home from work?
Does she like nursing?
o Note the short answers.
Does Saroh work nights? Yes, she does.
Does Poul work nights? No, he doesn't.
Do they liue in the same block of flats? Yes, they do.
Do they spend much time together? No, they don't.

-:aK QUrSr/ONS 3 Complete the sentences, using the present simple.

1 Where (live) Paul? 2 Paul (not work) at weekends.
3 Sarah (not want) to change her job. 4 (have) nurses a good social life?

.'5 !,i,ER5 IO 1 Paul has a shower every morning. She loves 3 1 Where does Paul live? 2 Paul doesn't work
r- uE-s i!o,ry5 the sun. at weekends. 3 Sarah doesn't want to change
1. 2 ANL) l 2 I Paul plays football. 2 Sarah studies Spanish her.iob. 4 Do nurses have a good social life?
in her spare time. 3 Paul sometimes misses the
bus to work, 4 Sarah does her shopping on
Thursdays.
 The present continuous for actions in progress

o We use the present continuous to talk about something that's in progress now at
this moment.
Dad's making supper. His wife isn't helping him.
She's uatching teleuision. The children aren't helping him either.

iJiST /ONS l Are these things happening now in the situation above? Answer Yes or No.
1 They're having supper. 2 Tim's playing a computer game.
3 Helen's doing her homework. 4 Jessie's going out.

Step 2 Forms of the present continuous

o We form the present continuous with the present of be + the -rng form of the verb.
Note: The negative has two possible forms.
Affirmative Negative
I'm ( am) working I'm not working
You're (ou are) working You aren't/You're not working
He's (He is) working He isn't/He's not working
She's (She is) working She isn't/She's not working
It's Qt is) working It isn't/lt's not working
We're C/e are) working We aren'tflVe're not working
You're ou are) working You aren't/You're not working
They're (fhey are) working They aren't/They're not working
 Questions Short answers
Am I working? Yes, I am. oR No, I'm not.
Are you working? Yes, you are. oR No, you aren't/you're not.
Is he/she/it working? Yes, he is. on No, he's not/he isn't.
Are we working? Yes, we are. oR No, we're not/we aren't.
Are you working? Yes, we are. oR No, we're not/we aren't.
Are they working? Yes, they are. oR No, they're not/they aren't.
o Note the spelling changes before -lng.
Words ending in: e have having
m swim swimming
n run running
p stop stopping
t get getting
(See also Appendix 3.)

H:(.1 Ql-/fSi/al/VS 2 Put the verb into the present continuous.

1 Dad (make) supper. 2 Jessie (help) her father? No, she ...
3 She (get) ready to go out. 4 The boys (not help) their father.

in the present continuous

Dad: Tim, I know you're busy, but I want some help.

Tim: But Dad, l'm doing something important.
Dad: lmportant? What do you men? I don't believe youl

o Some verbs (most of them verbs of thinking and feeling) are almost never used in
the present continuous. The most common are'. ogree, be, belieue, belong, care,
forget, hate, hear, know, like, loue, mean, mind, notice, oun, remember, seem,
suppose, understand, want, wish.
(See also Unit 3, Step 3.)

( HE( K ()UF.\TION5 3 Which sentences are incorrect?

I James is being in his bedroom at the moment. 2 He's playing a computer game.
3 He's loving computer games. 4 His father's hating computer games.
5 He's thinking they're a waste of money. 6 James isn't agreeing.

the present continuous

It's 8.30 p.m. Jessie's doing her maths homewor(. This year she's
studying maths, physics and economics. She's going out wth a boy in
her class called Carl. At the moment they're spending a lot of time
together. Jessie's Dad doesn't think she's doing enough school work.
He's also worried about Tim. Tim's always playing games on his
computer.
Dad: Youlre always wasting your time. Why don't you do something
usefu I ?
Tim: Oh, you're always saying that, Dad. You're always complaining.

10
 o
We often use the present continuous to talk about a temporary activity or
situation. It may not be in progress at the moment of speaking.
This year she's stud.ying maths, physics and economics.
Carl and Jessie are going out together.
Note: The only thing that is happening now (at 8.30) is that Jessie is doing her
maths homework. The other things are not happening at this moment.
o We sometimes use the present continuous wilh always to talk about things that
happen frequently and are irritating.
Tim's aluays playing games on his computer.
You're alusays complaining.

_.,. truEsr/oNs 4 In these sentences, are we talking about what is happening at this moment (A), or
about a temporary situation which may not be happening now @)? Write A or B.
I Carl's also studying maths, physics and economics.
2 Jessie's sitting at her desk in her bedroom.
3 She's waiting for Carl to phone.
4 She's finding physics quite difficult.
Write sentences using always and the present continuous.
5 You (go) out in the evening!
6 She (use) the phone!

Step 5 The present continuous with future meaning

Dad: What are you doing tonight, Jessie?

iessie: 'm goi(lg out- l'm.meeting Carlandwe're go ng to a c ub

o We often use the present continuous to talk about arrangements we've made for
the future. (See also Unit 4.)
I'm going out. I'm meeting Carl.
(Ihese are her arrangements for the future. She isn't going out at the moment.)

-...: i)UESTIONS 5 Complete the conversation.

Dad: Where you (1 meet) Carl tonight? And what time you (2 come) home?
Jessie: We (3 meet) at the town hall. I don't know what time I (4 come) home, but
not late.

AN5WFRs IO 1 1 No. 2 Yes. 3 No. 4 No. 3 1,3,4,5,6

: aK QUESIi ONS
- 2,3.44ND5 2 1 Dad's making supper. 2 ls Jessie helping her 4 1B 2A 3A 48 5You're always going out in
father? No, she isn't/No, she's not. 3 She's the evening. 6 She's always using the phone.
getting ready to go out. 4 The boys aren't 5 l
areyou meeting 2areyou coming 3 We're
helping their father. meeting 4 l'm coming

11
 Liz Rix is working for a year on a Greenpeace ship in the Mediterranean.
Theylre checking pollution levels. Liz is writing a letter to her,mther;
'... l'm writing this letter in my cabin. The sea's quite rough at the
moment and l'm finding it difficult to write! I usually get about two
hours'free time a day, and I often write letters or read a book (or I
sometimes don't do nhing at all - I just sleepl). l'm reading a book
about the history of Greenpeace at the moment. Greenpeace workers
come from all over the world, but, fortunately, everybody on this ship
speaks English ... '

Things happening now oR things happening repeatedly?

o We use the present continuous to talk about something that's in progress at the
moment of speaking.
I'm writing this letter in my cabin. I'm fnd.ing it difficult to write.
o We also use the present continuous to talk about a present activity or situation
that may not be in progress at the moment of speaking.
I'm reading a booh about Greenpeace at the moment. (Nor I read a book)
(Liz hasn't finished her book; she's still reading it, but not at this moment. At this
moment she's writing her letter.)
o We use the present simple to talk about repeated actions and regular situations.
We often use words like always, often, usually, sometimes, neuerwilh the present
simple. Qor always with the present continuous, see Unit 2, Step 4.)
I usually get two hours' free time a day. (Nor I'm getting)
I often write letters or reqd. I sometimes don't do anything at all.
o We also use it to talk about a situation or a general fact.
Euerybody on the ship speahs English. (ruor is speaking)
Greenpeoce uorkers come from all ouer the world.

.-..K QUESTIONS 1 Choose the correct verb form.

1 Liz (writes/is writing) a letter.
2 In her free time she (reads/is reading) a lot.
3 Greenpeace workers (come/are coming) from all over the world.

Step 2 Temporary situations oR more permanent situations?

1
... At the moment, l'm,working:w-ith Thor Sve'Rsen,'a Norwegian
rnarine bilog,ist, We;retaki'ngwter,sarnples and,,anfysingthem, Thor
works at Oslo University, but he's working for Greenpeace for a year ...'

We use the present continuous to talk about temporary actions or situations.

At the moment, I'm u;orking with Thor Suensen.
(Liz will probably have a different job on the ship soon.)

13
 . we use the present simple to talk about more permanent situations. compare:
Thor uorhs at oslo uniuersity. (present simple) (fhat's his permanent job.)
He's utorhing for Greenpeace for a year. (present continuous)
(This is a temporary job, for only a year.)

II.IICK QUESTIANS 2 Answer the questions.

I What's Thor's permanent job? He ... at Oslo University.
2 What's Liz's present job on the ship? She ... Thor Svensen.

the continuous

' ... I think this is the best job l've ever had. I want to do it for another
year. I like the people on the ship and I know we're doing a useful job. I
love life at sea. l'm looking really healthy. The ship has very little fresh
water and l'm being extravugunt at the moment - washin three times
a day! l'd like a shower, but the ship doesn't have showers. But l'm
having a great time. l'll f inish my letter now because I don't feel very
well.Theship,srollingalot'lnfact,l,mfeelingabitsick.l,mthinkingof
you. Love, Liz.'

o Some verbs describe a state (a situation that stays the same) and not an action.
We don't normally use these verbs in the continuous form: belieue, belong, contain,
exist, forget, hate, hear, know, like, loue, mean, need, own, prefer, reolise, remember,
seem, suppose, understand, want.
I uant to stay for anotheryear. (Nor I'm wanting)
I lhe the people. (Nor I'm liking the people.)
I hnou we're doing a useful job. (Nor I'm knowing)
o Some verbs (rlnft , haue, be, see, smell, taste) can describe a state or an action.
When the verb is an action we can use the continuous form.
I thinh this is a great job.0 think =I believe =a state)
I'm thinhing of you. (fhoughts of you are going through my mind. = an action)
The ship doesn't haae showers. (= a state. Nor isn't having)
I'm haaing a great time. (= an action. I'm doing a lot of great things.)
I'm extrauagant. (= astate, describing the person's character.)
I'm being extraagant. (= an action. I'm doing an extravagant thing.)
o The verbs look (= someone's appearanc e), feel (= sensation s), hurt can be used in
the simple or the continuous form. The meaning is the same.
I'm loohingreally healthy. (on I look really healthy.)
I don't feel well at the moment. (on I'm not feeling well.)

(-HtcK. oL)r!T|rlN\ l Complete the sentences.

I Liz (know) she's doing a useful job.
2 The ship (not have) a lot of fresh water.
3 Liz (feel) a bit sick at the moment.

A^t5\/,/ER5 fA 1
(.TIFLK QUFST!CN5
1 is writlng 2 reads 3 come 3 1 knows 2 doesn't have 3 feels/is feeling
2 1 He works at Oslo university. 2 She's working
T, ) AAID J with Thor Svensen.

14
 'What are you doing for your birthday, Jake?'
'l'm having a party on a boat on the Thames. About fifty people are
coming. My father, who lives in Germany, is coming over specially for
the party. The boat company's providing the food, and everybody's
bringing their own drink. l'm not having a disco. I prefer live music, so
we're having a reggae band on the boat.'

The present continuous for arrangements for the future

o We use the present continuous to talk about things that we've already arranged
to do in the future. We don't use the present simple here.
What are you doing for your birthday? (Nor What do you do for your birthday?)
I'm haaing a party on a boat on the Thames. (Nor I have)
I'm not haoing a disco. (xor I don't have a disco.)
o lt's possible to use be going fo here. We could say:
What are you going to do for your birthday?
I'm going to haue a party on a boat on the Thames.
sut be going fo suggests an intention more than an arrangement.
(For the use of e going to see Unit 15.)

CHECK QUESTIONS 1 Look at the text. Complete the questions.

I How many... ? About fifty. 2 Who ... ? The boat company.
3 ... you ...? No, I prefer live music.

The present simple for programmes and timetables

This is the timetable for Jake's party:

'The boat leaves Henley at 8 p.m. Then we go down river to Sonning.
We stop there for an hour. Then, at 10.30, the boat turns round and
comes back to Henley. We get back at about midnight.'

o We often use the present simple when we talk about a programme of future
events or a timetable. The time is often given.
The boat leaaes at I p.m. We get bach to Henley ot about midnight.

CHfCK QTJESTIONS 2 Complete the questions.

1 What time ... the boat ... Henley? About eight o'clock.
2 What time ... it ... to Sonning? At 9.30. 3 When ... they... to Henley? At about 12.

ANSWERS TO 'l 1 How many people are coming? 2 Who's 2 1 What time does the boat leave Henley?
CHECK QUESTIONS providing the food? 3 Are you having a disco? 2 What time does it get to Sonning? 3 When
7 AND2 do they get (back) to Henley?
 Ruben'Kleinsteuber,:(62) f rom Cleve!nd,,Ohio, was n,a Med iterra nea n
cruise. His wife wasnrt with him. She was back"home in the States.,His
children weren't with hm either. They were too old to go on holiday
with their father and they weren't interested in Mediterranean cruises.

Past simple of the verb be

o We use the past simple of the verb to be to talk about a past situation.
Ruben u)as on a Mediterranean cruise.
His children u)eren't uith him.
o We form the affirmative with uas oy were.
I was we were
you were you were
he/she/it was they were
His wife uas back home in the States.
His two children u)ere too old to go on holiday with him.
o We form the negative wilh wasn't (was not) or weren't (were not).
His wife u:esn't with him.
His children useren't interested in Mediterranean cruises.
o We form questions and short answers like this:
Was he on his own? Yes, he uas.
Were his children with him? No, they ueren't.

CHE{K AUESTIONS 1 Complete these questions and answers, using uas,/roasn't, roere/weren't.
1 ... Ruben on a Caribbean cruise? No, ...
2 Where ... he from? He ... from Cleveland, Ohio.
3 ... his two children with him? No, ...

Past simple of regular and irregular verbs

Last Monday Mr Kleinsteuber's ship arrived in Mallorca. He decided to

visit the town of Palma. But he didn't want to go sight-seeing with the
other passengers. They always visited churcheiand museums. He didn't
lik;H;;L .r,r,.r'"r. so he stopp"J"iu "i uno th"n went-to a
restaurant. There he ate a large paella and drank several glasses of
wine. When he looked at his watch, he saw that it was already 3.55 p.m.
He didn't have much time. He only had five minutes! He ran back to the
port and got there at 4.02 p.m. His ship was already three m.etres from.
if'e qr"y. He tried to jump aboard, but he didn't reach the ship' He fell
into thewater below. 'Why did you do that?' a man on the quay said.
'That wasn't your ship. Yor ship's over there!'
That evening tfre otnlr prir"ng"* asked him, 'Why didn't you come
with us to the cathedral this afternoon? Where did you go?' Mr
Kleinsteuber replied, 'Oh, Ijust went for a swim.'
 . We use the past simple of regular and irregular verbs to talk about something
that happened and finished in the past, a completed action. We usually say or know
when the action happened. The moment in the past is clearly defined.
Last Monday Ruben's ship arriaed in Mallorca.
He got there at 4.02 p.m.
o Often we don't need to say when something happened. It is understood.
He uent to a restaurant instead.
(We know that this happened in the past when he was in Palma.)
o We also use the past simple to describe:
something that happened regularly or continually in the past.
They aluays aisited churches and museums.
a situation that existed in the past over a period of time, not just at one fixed moment.
He didn't lihe looking at old churches.

Which sentences refer to the past?

I Ruben goes on a cruise every year.
2 Last year he went on a Caribbean cruise.
3 He enjoyed it.
4 His wife doesn't like cruises.

simple

o We form the past simple of most regular verbs by adding -ed to the infinitive. It is
the same for all persons.
look He looked
visit They visited
o Note the spelling changes:
like liked
try tried
stop stopped (See also Appendix 3.)
o The -ed ending can be pronounced in three different ways:
[id] a{ter the sounds [d] and [t]
decided uisited
It] after unvoiced sounds (except It])
looked qsked
Id] after voiced sounds (except Id])
qrriued tried
o Many common verbs are irregular. We don't form the past simple with -ed. (A full
table of irregular verbs is on page 317.)
He went to a restaurqnf. (irregular verb go)
There he ate a large paella. (irregular verb eaf)
He drank a lot of wine. (irregular verb drink)

llas,oNs J What is e past simple of these verbs, and how do you pronounce the final -ed?
1 wait 2 stop 3 move 4 want 5 watch 6 reply
What is the past simple form of these verbs?
7 get 8 come t have 10 say
 Step 4 The past negative

o We form the negative of the past simple with didn't (did not) + the infinitive
without fo.
Affirmative Negative
He liked He d.idn't like old churclres. (Nor didn't liked)
He reached He d.idn't reqch the ship. (Nor didn't reached)
He had He d.id.n't hoae much fme. (Nor didn't had)
He went He d.idn't go with the others. (Nor didn't went)

CHECK QUESTI)NS 4 Make these sentences negative.

I Ruben's family came on the cruise with him.
2 Ruben liked sight-seeing.
3 The other passengers went to the restaurant.
4 Ruben missed his boat.

Step 5 The past questions and shrt answers

o We form questions in the past simple with dd or didn't + the infinitive without fo.
We form short answers with did or didn't.
Did Ruben go to the cothedral? No, he didn't.
(Nor Did Ruben went to the cathedral?)
Did he fctll into the water? Yes, he did.
Where did you go2 Why did you do that? Why didn't you come with us?

CHTC,( QUE.STION.S 5 What questions give these answers?

I What ... ? He ate a large paella.
2 How much ... ? He drank several glasses of wine.
3 When ... ? He left the restaurant at 3.55 p.m.
4 What time... ? He got to the port at 4.02 p.m.

ANSWIRS TA 1 1 Was No, he wasn't. 2 was was 3 Were 1 Ruben's family didn't come on the cruise with
CHECK QUESIIONS No, they weren't. him. 2 Ruben didn't like sight-seeing. 3 The
1,2,3,1 AND 5 2 2,3 other passengers didn't go to the restaurant.
3 I waited [idJ
2 stopped [t]
3 moved [d] 4 Ruben didn't miss his boat.
4 wanted [id]
5 watched ttl
6 replied tdl 1 What did he eat? 2 How much did he drink?
7 got t
B came had 10 said 3 When did he leave the restaurant?
4 What time did he get to the port?

20
 A detective interviewing MrsJane Garfield about a b'ank robbery.
is
Detective: What wer you doing at 10.30, at the time of the
robbery?
Mrs Garfield: I was walking along King Street.
Detective: Were you going to the bank?
Mrs Garfield: No, I wasn't. lwas going to the post office: There were a
lot of other people in the street. They were just doing
their shopping, quite normally.
Detective: What were the robbers wearing? '

Mrs Garfield: They were both wearing jeans nd dark sweaters.

conti n uous

o We use the past continuous to talk about something that started before a certain
time in the past and was still in progress at that time.
At 10.30 I u:as walhing olong King Street. I usas going to the post office.
o We often use the past continuous to describe a situation, to give the background
to a scene that happened in the past.
What uere they wearing? They uere wearing jeans.
People uere just doing their shopping, quite normally.
o We don't use the past continuous with verbs not normally used in t[e
continuous f.orm. (know, want, etc. See Unit 3, Step 3.)
o We don't normally use the past continuous to talk about a repeated action in the
past. (See used to, Unit 34.)

cHfc,( Qt-/_s7loN5 7 Which two actions were in progress near the bank at 10.30?

Step 2 Forms of the past continuous

o We form the past continuous wilh wss/uere + the -ing form of the verb.
Affirmative Negative Questions
I was working I wasn't working Was I working?
You were working You weren't working Were you working?
He was working He wasn't working Was he working?
She was working She wasn't working Was she working?
It was working It wasn't working Was it working?
We were working We weren't working Were we working?
You were working You weren't working Were you working?
They were working They weren't working Were they working?
o Note the short answers.
Were you working? Yes, I was./No, I wasn't.
Were they working? Yes, they were./No, they weren't.

CHECK QUESTIONS 2 Complete these sentences.

1 At 10.30 Mrs Garfield/not golto the bank.
2 Where/shelgo? 3 She/goltothepost office.
 Step 3 The past continuous oR, the past simple?

Detective: What were you doing when you saw them?

Mrs Garfield: I was standing outside the post office. I was looking in my
bag for my letters when I heard a shout. Then I saw them
run out of the bank.
Detective: And what did you do when you saw them?
Mrs'Garfield: I just stopped. I didn't try to do anything, because one of
them was carrying a gun. They ran past me and jumped
into a car that was waiting near the bus-stop. People were
shouting and screaming. The manager rushed out of the
bank and ran towards the cal but it was too late. He
couldn't stop them.

o The past continuous and the past simple don't mean the same. We use the past
continuous to talk about an action or a situation that was in progress. We use the
past simple to talk about a completed action.
People uere shouting and screaming. (past continuous)
(fhat was the situation before and after the robbers ran past Mrs Garfield.)
They ran post me and jumped into a car. (past simple)
(fwo completed actions that started and finished while she was watching.)
o We often use the past continuous and the past simple in the same sentence. The
action in the past simple is short and usually unexpected. It interrupts the 'longer'
action in the past continuous.
What were you doing when you saus them?
I uas standing outside the post office when I saw them.
I uas looking in my bag for my letters when I heard a shout.
They jumped into a car that u;as uaiting near the bus-stop.
o Note the difference:
a) Past continuous + past simple
What were you doing when you sau them?
I was standing outside the post office when I sqw them.
b) Past simple + past simple
What did you d.o when you squ them? When I squ; them I stopped.
In a) she saw them when she was 'in the middle of' standing outside the post office.
(One action 'inside' another.)
In b) she saw them and then, after that, she stopped. Cfwo separate actions.)

-!f( OUESI/ONS 3 Complete the sentences with the past continuous or the past simple.
I I (walk) past the bank when the door suddenly (open).
2 While I (watch) they (throw) a bag of money into the car.
3 As they (drive) away, the manager (run) out of the bank.

AiVSWFR. IO 1 '1 Mrs Carfield was walking along King Street. bank. 2 Where was she going? 3 She was
4ECK QUESTIONS 2 People were doing their shopping. gong to the post office.
'I )AND}
2 1 At 10.30 Mrs Carfield wasn't going to the 3 1 was walking opened 2 was watching
threw 3 were driving ran
 Mick: You look miserable. What's the matter? Have you lost your job?
Dave: No, lhaven't.
Mick: Well, what's happened?
Dave: l've cut my finger.
Mick: You've cut youl fingerl ls that all?
Dave: lt's serious. I can't play the guitar. Our band's playing at a big concert
tomorrow night. And they've asked Rick to play instead of me.

The present perfect: the past and the present connected

o The present perfect connects the past and the present. It refers to a past action,
but we're more interested in the present effects or results of the action.
I'oe cut my finger @ave cut his finger in the past, but it hurts now)
o We often use the present perfect to give people some new information or (in the
question form) to ask for information.
What's the mqtter? Haae you lost your job?
(Mick's first question shows that he's interested in the situation now. In his second
question he asks for information that will explain the present situation.)
They'oe oshed Rick to play instead of me.
Qt doesn't matter when the band asked Rick. Dave is only interested in the present
result - he can't play with the band.)

,siloNS 1 Answer the questions.

1 Is Dave miserable because of his job? No, he hasn't ... job.
2 What's the problem with his finger? He ... it.
3 Can he play at the concert? No, they... Rick instead.

Step 2 The forms of the present perfect

o We form the present perfect wilh haue/has + the past participle.
Affirmative Negative Question
I've (have) started I haven't started Have I started?
You've started You haven't started Have you started?
He/she's (has) started He/she hasn't started Has he/she started?
We've started We haven't started Have we started?
They've started They haven't started Have they started?
o Note the short answers: Have you started? Yes, I have./No, I haven't.
Has the film started? Yes, it has./No, it hasn't.

-:. aEST|ANS2 Which sentences have a verb in the present perfect?

I Dave's miserable. 2 Has he lost his job?
3 He's cut his finger. 4 His band's playing tomorrow.

',,5r/ER_S rO I 1 No, he hasn't lost his job. 2 He's cut it. 2 2,3
Q UE5rlO,ry5 3 No, they've asked Rick to play instead.
1 AND2
 Lucy wants a job. She started looking for worktwo months ago. She's
looked in the newspaper every day. She's visited the job centre in town
every week. But she hasn't found anything so far.

The present perfect: past time up to now

o The present perfect connects the past and the present. We use it to talk about
what has happened (or hasn't happened) in the period up to the present.
She's (has) looked in the newspoper euery day.
(Lucy has done this during the last two months and today too.)
But she hasn't found anything so far.(so for = ug to now)
(She hasn't found a job in the two months up to today.)

:a< OIIFSTANS 1 I Ask Lucy: What/you/do/so far? 2,3 Give her answers.

Step 2 The present perfect already, yet and iust

.De,a.frl:nd,,hasjustme't'Lucy,,!n,town.
Dee: Hi, Lucy. How are you? Have you found a job yet?
Lucy: No, not yet. l've written to four companies so far; but I haven't

,Dei:' ,livgjust,sen.qn advert inthe newsagnt's, The4li,.looking r,','

someone.

o We use already with the present perfect to emphasise that the action has
happened before the moment of speaking.
We normally use it only in affirmative sentences and questions.
We usually put it between haue, as, etc. and the main verb.
I'ue already phoned them.
(Lucy emphasises that she's phoned them before now.)
o We use yef with the present perfect to say that something has not happened up
to noq but we expect it to happen some time in the future. We use it only in
questions and negative sentences. We put it at the end of the sentence.
Haue you found a job yet? I hauen't had any replies yet.
(Lucy expects to have some replies in the future.)
o We often usefus (= a very short time ago) with the present perfect.
We put it between haue, has, etc. and the main verb.
Dee has just met Lucy in town. (= a few moments ago)
I'ue just seen an aduert in the newsagent's.
Note: American English. Americans often usejust, already, yef with the simple past:
Dee just met Lucy in town. I already phoned them. Did you find a job yet? (See
Appendix l.)
CHECK QUTS IONS 2 Answer the questions.
1 Has Lucy found a job? No, she ... one ...
2 Why doesn't Lucy contact the newsagent's? She's ... them.
3 How does Dee know about the job at the newsagent's? She ...

Step 3 The present perfect with eve4 never, before

The manager of the local newspaper is interviewing Lucy for a job.

Manager: Have you always lived in Billingham?
Lucy: Yes, l've lived here all my life. I know the town very well.
Manager: Where have I seen you before? l'm sure l've seen you before
somewhere.
Lucy: ii.OlUiv i, the Red Lion in King Street. l've often worked
behind the bar there.
Manager: Ah, yes. I remember now. Er ... Have you ever worked on a
newspaper?
Lucy: No. I've done a few part-time jobs so faL but l've never
worked on a newspaper.
Manager: Have you ever worked in an office?
Lucy: No. l've had jobs in shops and restaurants, but l've never
worked in an office before.
Manager: Have you travelled much? Have you ever lived abroad?
Lucy: Well, l've been abroad on holiday, but l've never lived
abroad.

o We often use euerwith the present perfect to ask if something has happened at
any time up to the present. We normally use it only in questions.
Haue you eaer worked on a newspaper?
o We use neuerwith the present perfect to say that something hasn't happened at
any time up to the present.
We put euer and never betwe en haue, as, etc. and the main verb.
I'ue never liued abroad.
o We often use before (= before now) with the present perfect. We usually put it at
the end of the sentence.
I'ue seen you before. Where haue I seen you before?
Note: We sometimes se neuer and before in the same sentence.
I'ue neaer uorhed in an office before.

(HECK QUESTIONS 3 Has Lucy worked in an office?

I Add euerto this question.
2 Add before to the same question.
3 Answer the question usingneuer. No, she ...

A,rysr,liFR5 iO 1 What have you done so{ar? 2l've looked in 3 1 Has Lucy everworked in an office? 2 Has
( HE'K QU5TION5 the newspaper every day. 3 l've visited the .iob Lucy worked in an office before? 3 No, she's
1,2 AND 3 centre every week. (has) never worked in an office.
1 No,she hasn'tfoundoneyet. 2 She's
already phoned them. 3 She's just seen the
advert.

28
 Hardwick! an Amercan anthlopolgOiit from Los Ang9!es'5het
Satly
bee alt over the world. she's ben t Africa, shels been t South .
Shefs:
mer:ica and she's been to lndia., Now sh's gone torAustr-alia,
:

gone:to:livewithagroupof]Austr:alianbori9,inal'people.

She's

o Gone fo and been to don't mean the same'

A gone to Austratia. B She's been to Africa'
S/e's
(A Sally'sn't in LA now. She's in, or on the way to' Australia')
in Sn""ittt't in Africa now, but she went there in the past')
CTIE(K QUESIIONS 7 Whichquestions(Where'sSatlygone?Where'sSallybeen?)givetheseanswers?
t To Soth America and India. 2 To Australia'

Step 2 Words and phrases often used with tht ptttglt !9at
Sally,sboyf'riendhasonly.seen'herfortwomonthsthisyear.She,s. this ''
;riia i rr* on." this"month. She's tried to phone him four times
*t, Uri f," f,rn;i answered. She,slrled to phone him twf ce today. ,,

this euening' this weeh'

o We often use the present perfect wilh" today, this morning'
at the moment of speaking'
this year,etc. when in"r" p"iiods aren't completed
Iie's only seen her for tio months this year' (Ihe year isn tlinished')
She's tried to phone him twice today' (Ioday isn't finished')

CHECK QI.)E'IIONS 2 Complete these questions.

1 Hw many tims (she/write) to him this month?
2 How many times (she/phone) him today?

Step 3 It's the f irst time ... /the best + the present Perfect

Satlyr5 o* in Western Ausiralia. lt's the firsttime shefsrlived in.a $9sert.

ii r,sn't ,.ri'nd in this:region fofiveyears' lt'S the longst drouoht
they,ve ever had. Sallyls eting with som:abriginals,itlsthe
fit time
il;'t ;;*. r.ang.iot*eat::rtls the belt meat sherl ever tarrud,
,

is the first
o we use the present perfect (Nor the simple present) afler lt's/This
(second, third, elc.) time ... and often after superlatives'
' It'sfirst time'she's liaed in a desert' (Nor she lives
the )
the longest drought they'ae eoer hqd

CHCK QUFSI/ONs 3 Answer the questions.

1 Has she eaten kangaroo before? No, it's ... i|. 2 Does she like
it? Yes, it's "'

ANSWERS TO 1 1 Where's Sally been? 2 Where's Sally gone? 3 1 the first time she's eaten it 2 the best meat
she's ever tasted.
CHECK QUISTIONS 2 t has she written 2 has she Phoned
1,2 AND )
30
 1CI
Jenny Price is 16. She lives with her mother in Sidmouth
It's 6 p.m. on Thursday evening and veryone's asking:'Where's Jenny?'
She left school at 4 olclock, but she hasn't come home. She hasn't
phoned her mother. She hasn't left a note. None of her friends have
seen her since 4 o'clock. Shels dsappeared.
What happened before 4 o'clock this afternoon? Jenny was at school all
day. she dldn't go str:aight home after school. At five past fo-ur she .
bolght some sweets atlhe corner shop. Then she said goodbye to her
f riends.

Step I The difference between the past simple and the present perfect

o We use the past simple to talk about an event or a situation that happened at a
particular time in the past, which is now {inished.
She left school at 4 o'clock.
(fhis is a finished action that happened at a particular time.)
J"rry *r" at school all day. (She isn't there now because school is finished.)
o We use the present perfect when we're more interested in the present results or
ef{ects of a past action. The action is unfinished at the time of speaking.
She hasn't come home. (She isn't at home now.)
She's disappeared. (Ihat's the present situation.)

CHECK AUESTIONS 1 Look at these two sentences.

Present perfect AJenny has had the same boyfriend for six months'
Past simple: B Jenny had the same boyfriend for six months.
1 Does A mean she has the same boyfriend now?
2 Does A mean she doesn't go out with him now?
3 Does B mean she has the same boyfriend now?
4 Does B mean she doesn't go out with him now?

Step 2 Time words often used with the past simple

Jeny3 parents came to live in Sidmouth 18 years ago' Jen4y was bofn
two iears later. Her,father teft home ryhqn Jenny was twelvq.'He went
to livewitf! aother woman. For thq nexttwo years Jennr:9.,m9hef was
very poor, The Jenny's'grandfather died'and leftthem a lot of 6oney.
They bought a new hous, ltwas l'enny's 16th birthday last Tusday, Her
GCsEexamsstartedyesterday. ' ,' ., ' ': 'rr,
 . In sentences with the past simple there is often a word, phrase or clause that
tells us when the action happened or when a situation existed.
Jenny's parents came to Sidmouth 18 years ago.
Her father left home when Jenny uas tuele.
For the next two years Jenny's mother was ery poor.
Her GCSE exams storted yesterday.
We use the past simple (not the present perfect) after the question word When?.
When did Jenny's father leaae home? (;tast simple)
Nor When has Jenny's father left home? (present perfect)
o When the time that the action happened is understood, we can use the past
simple without time words and phrases
He uent to liue with another woman.
@e understand that this happened immediately after he left home.)
They bought a new house.
(Me understand that this was soon after the grandfather died.)

.K OUESTIANS 2 Which words, phrases or clauses answer the question When? in these sentences.
1 Jenny's parents moved to Sidmouth when they got married.
2 They were happy at first.
3 Her father lost his job in 1990.
4 Jenny met her first boyfriend last year.

Step 3 Time words often used with the present perfect

It's now 24 hours after Jenny's disappearance. Detective lnspector Green

has come to Sidmouth to investigate. There's been no news of Jenny
today. Her mother hasn't seen her since y.esterday morning. lnspector
Green has already spoken to her mother. He's just checked all the local
hospitals. But he hasn't spoken to Jenny's teachers yet. They've known
Jenny for five years. The.lnspector still hasnt discovered why Jenny.has
disappeared.

o In sentences with the present perfect there's often a word or a phrase which
shows that the action or situation is a present one, or which connects the present
situation with the past. These are the most common:
today this morning, week, elc. just still yet already recently since
There's been no news of Jenny today.
Her mother hosn't seen her since yesterday morning.
Inspector Green has already spoken to her mother.

QUESTIONS 3 What is the word in these sentences that often goes with the present perfect?
1 He's just checked all the local hospitals.
2 He hasn't spoken to Jenny's teachers yet.
3 He still hasn't discovered why Jenny has disappeared.
 Step 4 Time words used with the past simple or the present perfect

lnspector:GreenwenttoJenny,shome.Hewasthereforanhour.Now
he's at her school. He's been there for two hours. Jenny's headteacher
introduced him: 'The police have come to school this morning to ask
you about Jenny Price.'
After school, one of the students told his parents: 'The police came to
school this morning. They think Jenny Price has been kidnapped.'
. t,,

o We can use time words and phrases (for two hours, this morning, etc.) with the
past simple and the present perfect.
Past simple: He was at Jenny's home for qn hour.
(FIis visit, which lasted an hour, is now finished.)
Present perfect: He's been at the school for tuo hours.
(His visit to the school is not finished. After two hours he's still there.)
Present perfect: 'The police hqae come to school this morning to ask you obout
Jenny Price. ' (Ihe morning isn't finished.)
Past simple: 'The police came to school this morning.'
(fhe morning is finished. It's now evening.)
o We can also use these words and phrases with either the present perfect or the
past simple:
all morning all afternoon all euening all year all his life
this afternoon this euening this year
today tonight
for two hours, for three weeks, for ten years, eLc.

CHECK OUESIONS 4 Answer the questions.

1 Jenny's mother didn't sleep all night; she was so worried. Is the night finished
now?
2 She slept for an hour this morning. Is it the morning now?
3 She has waited by the telephone all day. Is it still today?
4 'l haven't seen the newspaper this evening. Is there any news of Jenny?' Is it the
evening now?

ANSWERS TO 1 1Yes.2No.3No.4Yes. 3 fiust 2yet 3 still

CHECK Qi.JESTIONS 2 1 when they got married 2 at first 3 in 1990 4 1Yes.2No. 3 Yes. 4 Yes.
1,2,]AND4 4 last year

34
 The rock band Avalon are giving a concert in London' People are
queueing to get tickets. A reporter's talking to a man i the queue:
'How long have you been standing here?'
'i\,;t";;";i; ;ilo r,rii's"ome people have been queueins all
day. That girlove-r:there has been waiting since 6 o'clockthis morning!'

Actions that continue into the present

we use the present perfect continuous to talk about an action that started in the
past, that has continued over a period of time and is still continuing now.

PAST NOW
l....-........''.'........'......'.....l....'........'....'.>
i'ue been u)aiting for tuso hours.
(FIe arrived two hours ago and he's still waiting now)
o We often use the present perf ect continuous with for and since f"o say how Iong
an action has been haPPening.
Note: We don't use the present continuous here.
I'ue been waiting for ttoo hours. (Nor I'm waiting for two hours')
She's been waiting since 6 q.m. (Nor She's waiting since 6 a'm')
(For the uses of for, since see Unit 85')

(HECK AUESIONS 1 Complete the sentences.

1 Some people came early this morning, so they/wait/all day'
2 One girl said: 'l/queue/6 o'clock this morning.'

Step 2 The forms of the present perfect continuous

Affrrmative Negative Questions

I've been working I haven't been working Have I been working?
You've been working You haven't been working Have you been working?
He's been working He hasn't been working Has he been working?
She's been working She hasn't been working Has she been working?
It's been working It hasn't been working Has it been working?
We've been working We haven't been working Have we been working?
You've been working You haven't been working Have you been working?
They've been working They haven't been working Have they been working?
o We form the present perfect continuous wllh haue/has + been + -ing'
a Been is usually pronounced /bin/.

(HFCK OUESTIONS 2 Put the sentences a) into the negative b) into the question form'
I They've been queueing.
2 He's been waiting.
 Step 3 Actions repeated over a period of time

Th reporterfs.talking,to-a youngWgman in the queuqi ,' ' :

'Have you ever seen Avalon in ioncert?'
;o, I 'havent I'veibeen tryin to get into,onelof theiiconcerts for':','
years. l've been buying their albums for a long time. ln fact, l've been
listening to their music sincel was.15.' : ., ,. :

o We use the present perfect continuous to talk about repeated actions which have
continued over a period of time up to now.

PAST 1991 1993 1994 1995 NOW

I rtll
I'oe been buying their qlbums for a long time.
I'ae been trying to get into one of their concerts for years.

. HEC( OUESI/ONS ] Complete the answers.

1 Has she often tried to see them in concert? Yes ... for years.
2 Has she often bought their albums? Yes, ... for a long time.
3 Has she often listened to their music? Yes, ... since she was 15.

Actions that have just stopped

The reporter has arrived back at the office. His editor:'s talking to him. '.,
'What have you been doing?'
'l've been standing in the rain for the last hour. l've been talking to
some of the people in the queue for the Avalon concert.'

o We also use the present perfect continuous to talk about an action which started
in the past, which continued over a period, and which has just stopped.

'1 hour ago NOW

rll
I'oe been standing in the rain for the last hour.
ftle isn't standing in the rain now. He's just come back to the office.)
Note: We don't use the present perfect continuous with verbs that aren't normally
used in the continuous form. (See Unit 2.)
(For the difference between the present perfect continuous and the present perfect
simple, see Unit 12.)

. \ QUESTIONS 4 I Was the reporter standing in the rain a short time ago?
2 Is he talking to the people in the queue now?

ANSWERS TO ,|
1 ... so they've been waiting all day. 2l've 1 Yes, she's been trying to see them for years.
-.aK QUESTIONS been queueing since 6 o'clock this morning. 2 Yes, she's been buying their albums for a long
1,2,34ND4 2 1a) They haven't been queueing. b) Have time. 3 Yes, she's been listening to their music
they been queueing? 2a) He hasn't been since she was 15.
waiting. b) Has he been waiting? 1 Yes. 2 No.

37
 12
MandyBatistv.hasbe:enil.e/nng.bei..apartrnen..th's;nor.nigr.Sofar
shels',eleaned:the kitchn and shers'd;6the"bi,throm:...jn asn1t done
the bedroom or the living room yet.

Actions over a period of time on completed actions?

o We use the present perfect continuous to talk about an activity over a period of
time. It doesn't matter if it's finished or not. (See Unit I l.)
Mandy hqs been cleaning her aportment this morning.
o we normally use the present perfect simple to talk about a completed action.
We're interested in the present result of the action. (See Unit 7.)
She's cleaned the kitchen.
(Ihe kitchenis finished. It's clean now.)
She hqsn't done the bedroom.
(fhe bedroom isn't done.lt's still dirty.)
:saK OUSIIOIV 7 I What has Mandy been doing?
2 What has she done so far?

Step 2 Actions over a long period on actions over a shorter period?

Mandy works at NASA, the American Space Agency in Houston, Texas.

She's always worked in the space industry, buithis is a new job and she,s
only been working at NASA for six weeks. She,s been trying to get a job
there for years. She's lived in Houston all her life, but a few days ago she
moved into a new apartment. She's only been living ther for iour-days. :l

o we can use both the present perfect continuous and the present perfect simple
(with verbs like work and liue) to talk about actions that started in the past andstill
continue now.
o But we normally use the present perfect simple for actions or situations that
continue over a long period.
She'salways worhed in the space industry.
o We normally use the present perfect continuous for actions or situations that
continue over a shorter period.
She's been uorking at NASA for six weehs.
o Note that we can use the present perfect continuous for actions that continue
over a long period when we're talking about repeated actions.
She's been trying to get o job there for years.

-:a!, QUESTTANS 2 I Has she lived in Houston for long? Yes, she ... all her life.
2 Has she lived in the apartment for very long? No, she ... only ... four days.
 Step 3 How long oR How many?

For hundreds of years peo-ple have asked the question, 'Are we alone in
the universe?i For the last few weeks NASA has been receiving reports
from the American publ,ic about strange objects in theisky. They've
received several letiers from a man in r,izona and Mandy has talked to
him twice on the phone. He says that a spacecraft has \anded three
timesnearhishome,andthathe,smetatman,fromouterspacet

o We can use both the present perfect simple and the present perfect continuous
to say how long something has been happening. (See Step 2.)
For hundreds of years people haae oshed the question.
For the last few weeks NASA has been receiaing reports.
But we must use the present perfect simple to say how many things we've done
or how many times something has happened.
They'ue receiaed seaeral letters from a man in Arizona.
A spacecraft ho,s landed. three times near his home.

auac QU.i/oN5 i Complete these questions.

I How many times/a spacecraft/land/near the man's home?
2 How lone/NASA/receive/reports about objects in the sky?

Step 4 Verbs not used the present perfect continuous

Mandy has been divorced for three years, and she hasn't had any contact
with her ex-husband for the last year. For the last month she's been
going out w th a nf lot She's known him since she started work at NASA

o Some verbs like be, haue (= possess), know, efc. (when they describe a state, not
an action) aren't used in the present perfect continuous.
Mandy has been diaorced for three years. (Nor Mandy has been being divorced)
She hqsn't had any contact with her husband for the last year.
(r.lor She hasn't been having any contact)
She's knoun him since she started work qt NASA. (Nor She's been knowing him)
(For verbs which aren't normally used in the continuous form, see Unit 3, Step 3.)

LLI{CK OUTST!ol'}5 ,l Complete the sentences.

1 Mandy (be) at NASA for six weeks.
2 She (have) a new boyfriend for a month.
3 The pilot (know) her since she started work at NASA.

AtJ-Sl,4/tRs iO I 1 She's been cleaning her apartment. 2 She's near the man's home? 2 How long has NASA
CIiE( K QUESTION:; cleaned the kitchen and she's done the been receiving reports about obiects in the sky?
1, 2, .3 AND 4 bathroom. 4 1 Mandy has been at NASA for six weeks.
2 1 Yes, she's lived there all her life. 2 No, she's 2 She's had a new boyfriend for a month.
only been living there for four days. 3 The pilot has known her since she started
3 1 How many times has a spacecraft landed work at NASA.
 13
ln 1994 Enzo Manzoni was living in the ltalian quarter of Los Angeles.
He was an ltalian immigrant from Naples. He had come to the USA in
1992. He'd been in America for two years, but he hadn't learnt to speak
much English. During those two years he'd worked hard, and by 1994
he'd saved up enough money to go back to Naples for a holiday.
Oh'Jufy 151fi.[iis:pianerfeft tolAngels airport:ai, '2a30. fterinzo had .

eten a lar,ge dinner and hqd drunk some wine, h,'fe,lllasleep.,

Uses of the past perfect

o If we're already talking about the past, we use the past perfect when we want to
talk about an earlier past.
Enzo had come to the USA in 1992.
(We're talking about the past - 1994. So we use the past perfect to talk about
what happened in an earlier past - 1992.)
o When something happened in the past before another thing, we use the past
perfect for the first action and usually the past simple for the second action.
(lst action) (2nd action)
After he'd eaten a large dinner, he fell asleep.

CHICK QUESTIONS 1 Which thing happened first? Which thing happened after at? Write (lst) and
(2nO.
I He'd emigrated to Los Angeles. ... He worked hard. ...
2 He decided to go to Naples. ... He'd saved up enough money. ...
3 He fell asleep. ... He'dlad a big meal. ...

Step 2 The forms of the past perfect

o We form the past perfect with had + a past participle.

Affirmative Negative Questions
I'd (had) started I hadn't (had not) started Had I started?
You'd started You hadn't started Had you started?
He'd started He hadn't started Had he started?
She'd started She hadn't started Had she started?
It'd started It hadn't started Had it started?
We'd started We hadn't started Had we started?
You'd started You hadn't started Had you started?
They'd started They hadn't started Had they started?
o Note the short answers.
Had Enzo come from Naples ? Yes, he had.
Had he learnt English ? No, he hadn't.

CHECK AULSTIONS 2 Put the verbs into the past perfect.

1 How long (live) Enzo in America?
2 He (not make) many friends in Los Angeles.
3 He (want) to go back to Naples for a long time.
 Step 3 The past perfect or the past simple?

Enzo woke up when his plane landed. When he looked at his watch, he
ws'surprised.'The flight hadnlt tkeh very lng. When'held been
through customs, he came out of the terminal. He was surprised no-one
had come to meet him. After he'd waited for a bit, he took a bus into
the city. He was a\azed when he saw how much NaOtel had changed.

o When one action is an immediate reaction to another, or when the two actions
are almost simultaneous, we use the past simple for both actions.
Past simple + Past simple
When he looked at his wqtch, he was surprised.
o But when it is clear that the first action was completed before the second
started, we often use the past perfect.
Past perfect + Past simple
After he'd waited for a bit, he took a bus.
o Note the difference'. Enzo woke up when his plane land.ed..
(Enzo woke up at the same time that the plane landed.)
Enzo woke up when the plane hod landed.
(Ihe plane landed, and after that Enzo woke up.)
CHCK QUESTIONS 3 In which sentence was one action completed before another started?
I He went back to Naples as soon as he'd saved enough money.
2 By the time the bus arrived in the city, he was very confused.
3 He was amazed when he saw how different Naples was.

perfect continuous

Enzo sat down on a bench. After he'd been sitting there for a few
minutes, he asked a policeman where he was. 'New York, of coursel'
He hurried back to the airport. When he arrived, the airline had been
calling his name for the last 20 minutes. They'd been looking for him
everywhere. But they hadn't found him, so the plane had left for
Naples. lt had only stopped in New York to pick up more passengers!

o We use the past perfect continuous if we want to emphasise that something had
been in progress continuously up to a certain time in the past.
The airline had been calling his name for the last 20 minutes.
(Ihis had continued during the 20 minutes before he arrived.)
o We form the past perfect continuous wilh had/hadn't been * an -rng form.
Affirmative: He'd (He had) been waiting
Negative: He hadn't been waiting Questions: Had he been waiting?
.i1TCK QUESTIONS 4 Complete the sentences with the past perfect continuous or the simpte past.
I Enzo (live) in Los Angeles for two years when he (decide) to go back to Naples.
2 On the plane Enzo (eat) for an hour when he (fall) asleep.
3 Enzo (not sit) on the bench for long, when he (see) a policeman.
AA/sWRs TO 1 11st 2nd 22nd 1st 32nd 1st 3 Sentence 1
.HEC.K QUESTIONS 2 t had Enzo lived 2 He hadn't made 3 He'd 4 t had been living decided 2 had been eating
T,2,}AND1 wanted fell 3 hadn'tbeensitting saw

43
 14
Jan and Mike want to go to Eurodisney. They're trying to decide when
to go.
Mike: I think it'l[ be better in October. The hotels will be cheaper then.
There won't be as many people. In July we'll probably have to
queue for hours to go on the rides. We shan't have time to see
everything.
Jan: Yes, but the weather won't be as good in October. lt'll probably
rain all the time, and it'll be cold. We'll have to take winter
clothes.

Will, won't, shall, shan't for simple predictions

o We use will or won'twhen we make simple predictions about future actions or
situations.
The hotels will be cheaper in October.
But the ueather u)on't be as good.
o Alter l and rue, we can use oil/ or sholl in affirmative sentences. But we normally
use the short forms Q'll, we'lt).
We'll haue to take winter clothes.
(= We shall have to/We will have to)
In negative sentences, after l and we, we can use uon't o shan't. Won't is more
common.
We uon't haue time to see euerything.
= We shqn't haue time to see euerything.
o Weoftenusel(don'f) thinh, I(don't)expect, I'msure, I'mafraidandprobably,
definitely, perhaps, etc. with will and won't.
I think it'll be better. We'll probably haue to gueue for hours.

:1TCK QUESTIONS 1 Complete the sentences.

1 Jan prefers July, because she thinks the weather ... be better.
2 Mike prefers October, because they... have to pay as much for a hotel.
3 Jan says: 'July will be bette because we ... need to take winter clothes.'

Step 2 Shall l?/Shall we? for offers and suggestions

, Mike: So; what shall we do? Shall we go in October?

Jan: No, letrs go in July. I know it'l[ be more crowded then,.but l'm sure -

the weather will be better.

Mike: OK. Shall I book the tickets?

o In questions, we use Shell l/Shall we (and not wilt) when we make suggestions or
offers:
Shqll we go in October? Shall I book the tickets?
o and when we ask for suggestions.
What shall we do?

45
 CHECK QUTSilONS 2 Complete the questions.
1 Jan asks Mike to suggest a date for their trip. 'When ....go?'
2 Mike offers to go to the travel agent's. '.... to the travel agent's?'

Step 3 Will for intentions (sudden decisions and requests)

Jan and Mike are now at Eurodisney. Jan's trying to persuade Mike to l

go on the Big Thunder Mountain ride, but Mike won't go. He's sure the
ride will make him sick.
)an: Come on! You'll be all right. l'll sit next to you. l'll hold your hand,
lpromsel
Mike: No, l've told you. I won't come. l'll just sit here and watch.
Jan: Oh, OK. Willyou hold my camera ? Willyou take a photo of me? ,.

Mike: Yes, sure.

Jan: And afterwards we'll have a drink at the Last Chance Caf, and l'll
tell you all about it.

o We can use will/won'f when we talk about something we decide to do or not to do

at the moment of speaking.
I'll sit next to you.
We'll haue e drink ot the Last Chance Caf.
o We use 11to make arequest.
WilI you hold my camera? WilI you tahe a photo of me?
o We use won'twhenwe refuse to do something.
I won't come.
Mike won't go on the BigThunder Mountain ride.

CT{ECK QUESf IONS 3 Jan and Mike are in the Last Chance Caf after Jan's ride. Complete their
conversation.
I What will you have to drink, Jan? I ... anything, thanks. I feel a bit sick.
2 What about you, Mike? I think ... a coffee.
3 Jan, are you all risht? No. I think... to the toilet.

A,VWFRS IO 'l '1 will be 2 won't 3 won't/shan't

CIlECK QUESTIANS 2 '1 shall we 2 Shall I go
1, 2 AND .) 3 1 won't have 2 I'll have 3 l'll go

46
 Joe: Hi! What are you going to do today?
Daniel: l'm going to go for a bike ride.

Daniel: Princetown. I was going to ride to Bovey, but itt too far.
Joe: l'll come with you, if you like, and l,ll bring some sandwiches.

Decisions futu re

o We use be going to + infinitive (and not wilt) lo talk about future actions we've
already decided on.
I'm going to go for a bike ride. (A decision he made before the phone call.)
What are you going to do? (= What are your plans?)
o_ We use ucs/were going to + infinitive to talk about intentions or plans we had in
the past (but we've now changed our plans).
I utas going to ride to Bouey, but ... (rhat was his intention, but it isn't now.)
o In contrast, we generally use will (Not goine fo) when we decide to do something
at the moment of speaking. (See Unit 14.)
I'll come with you, if you tike. (fhis wasn't Joe's intention before he phoned.)
CI.lfCK OU6I/OAJS ,,
Use goingto/will in your answers.
I what does Daniel intend to do today? 2 where has he decided to go?
3 But what was his first intention?
4 They decide to take some food. What does Joe say?

Step 2 Predicting future events: will or going to?

Daniel's looking at the weather forecast in the newspaper.
'lt will be fine at first, but rain will spread from the west to all areas by
late morning. The westerly wind will become fresh to strong. The
temperature will fallto 8" this afternoon., Now he,s phoning Joe.
Daniel: The weather forecast,s awful. tt,s going t;,='i, ;;; ,, g;ing ao
be very windy. lt won,t be much fun on the road.
Joe: Well, what shallwe do?
Dan el: Eat our sandwiches in the kitchen, l suppose!
j

o We normally use will,/won't for simple predictions. (See Unit 14.)

Rain usill spreqd from the west. It uton,t be much fun.
o But we use gorng fo (Nor wilt) tor predictions about the future when there's
present evidence of a future event.
It's going to rain. It's gong to be uery windy
(Ihe weather forecast he's looking at tells him this.)
CHI:CK QUESTIONS 2 what does the forecast tell Daniel about this afternoon's temperature?

A,rysWf /ts Io
(IiECK QUESTIONS
1 '1 He's going to go for a bike
ride. 2 He's going 2 1 lt (The temperature) is going to fall (io B"
to go to Princetown. 3 He was going to ride t
1 AND2 Bovey. 4 "l'll bring some sandwiches.,,
 It's Saturday morning. Andy's phoning Anna to ask if shelsfree this
evenrng.
Andy: icould come round at about 7.30.
'
at - .-
Ann: No, sorry. !,ll be playing volleyball at 7.30, My match starts 7.15.
Andy: How about 9 o'clock?
Rnn: 'No, l'[l be having a swim then, afterthe match' : . - .

Andy: Ah, OK, I understand. Will you be seeing Alison today?. ,l

;;, yei, l,lt'e seeing her at lunchtime. she lways eats at the same'
'
pub as me on SaturdaYs. WhY?
Andy: Lun you ask her if she;s f ree this wenilng? .'
enn:Shewon,tbegoingoutthisevening.5helllbewtchingthe

Form and uses of the future continuous

Subject + will/uon't + be + -ing form of the verb

Affirmative: I'U be playine uolleyball.
Negative: She won't be going out.
going out?
Question: Witt You be

o We use the future continuous (wilt be/won't be + -ing) to say that something
will
be in progress at a certain time in the future'
I'tt be playing uolleYball at 7.30.
(She'll be in the middle of her game.)
I'll be haaing a swim at 9 o'clock.
(Anna will alieady be in the swimming pool at 9 o'clock')
o We also use the future continuous to talk about things that will happen
a) because they're part of the normal routine:
I;llbe seeing her at lunchtime. She aluays eats at the same pub os me on
Saturdays.
(Anna always sees Alison at lunchtime on Saturdays')
orb) because they've been Planned.
She'll be watching the football on teleuision.
(Alison decided to watch this football match some time ago')
Noie: We could also use the present continuous in b). (See Unit 4')
Sheb utatchng the football on teleuison thts euening.
Note: We can also use the future continuous in questions to ask about somebody's
plans because we want them to do something.
Will you be seeing Alison today?
(Andy asks this because he wants Anna to give Alison a message.)

CHECK OUESTIONS 1 Answer the questions.

1 What will Anna be doing aL7.45?
2 Will Alison be going out tonight?
3 What will she be doing?
 Step 2 Form and uses of the future perfect

Andy's now phoning Fona to ask if she's free this evening.

Fiona: l'm sorry, Andy. l've got a lot of college work to do.
Andy: What time will you have finished?
Fiona: l'll have finished my work by 9, but my uncle will have arrived by
then. He's just come over from Australia. He won't have eaten
when he arrives, so we'll be having a late dinner. Sorry.

Subject + u;ill/uon't + hqae + past participle of the verb

Affirmative: I'U haue finished.
Negative: He won't haue eaten.
Question: Will you haue finished?
o We use the future perfect (will haue/won't haue + past participle) to talk about
something that hasn't happened yet, but that will be or won't be completed before
a certain time in the future.
I'll hoae finished my work by 9.
(by 9 = not later than 9 o'clock)
He uon't haae eaten when he arriues.

.HECK QTJESTIONS 2 What will have happened at Fiona's by 9 o'clock? (Iwo things)

Step 3 Another use of the future continuous and the f uture perfect

Andy,sstilltryingtoarrangesomethingfor:thisevening'
Andy: lthink l'll phone Lucy.
Friend: Don't phone her now, Andy.
Andy: Why not? She won't be in bed. She'll have got up by now.
Friend: I know, but it's Saturday morning. She'll be doing the shopping

:.,.. .ri. .].,ir.. ...,..i. ...r..i ,

o We can also use the future continuous and the future perfect (and the simple
future) to talk about the present. We use them when we think that something is
probably happening at the moment or has probably happened by now.
She'll be doing the shopping norl. (future continuous)
She'll haae got up by now. (future perfect)
She uon't be in bed. (simple future)

-.K QUsI/ONs 3 1 Is Lucy in bed now? What does Andy think?

2 What's Lucy doing now? What does Andy's friend think?

A,^/SWFRs rO 1 1 She'll be playing volleyball. 2 No, she won't 3 1 She won't be in bed./She'll have got up by
liCK QUISTIONS 3 She'll be watching the football on television. now. 2 She'll be doing the shopping.
1, 2 AND .] 2 '1 She'll have finished her work.
2 Her uncle
will have arrived.
 17
DJ Mak Wa lsh was iaCked,,yesterday..by'Radrio Lon don,,rMark ha d bee n
given the job of DJ amonth ago. Yesteiday morning he had an
argument with a oman calln Mrs Dora Hind. The arEument was
heard by the dir,ector- gf iheriadj st.atian Mr Brian Hpkins.
'The
piogr,amme was,lmmeditely stpp.ed; ,Mr Wlsh,ws told to leave and
old Beatles records were played tbi tfre rest of the show.
The morning show on Radio-London is listened to by over 1 million
people. Mr Hopkins commented: 'Our listeners must be treated with
respect. Ivlrs Hind shouldn't have been insulted. Mr Walsh hasn't been
offer.ed his.i;ob,baick.,lf heldpologised,'hervoul:nlt'have been sacked.
An qW, D-J w! fl be cli:qsen'soo n an d,a' lette r . on. ap,olio gy i s be ing se nt t o
, ;

Mrs Hind.'
Mr Walsh'later agreed to be intervigrnrg.d by the_,Daily,ExBress, He told,
th-e reportqr:'i,I,h;ope;tob offered'a jb:b;y,noth'gy:rad;io;sl9tion. I was
sacte.d for,'rio ood,realo,n. l wasbeing'iiisulted by i!!y'woman. I was
s.

called,totof tude names. 5o I insulted her:,back, Wbatlswrdngwith ,'

that?'

Forms passrve

o Radio London sached Mark Walshis an active sentence.

Mark Walsh was sacked by Radio London is a passive sentence.
The object of the active sentence becomes the subject of the passive sentence.
Subject+verb+object
Active: London sacked
Radio Mark Walsh.
Passive: Mark Walsh was sacked by Radio London.
o We form the passive with the verb be (is, was, has been, etc.) + a past participle
(heard, stopped, eic.)
Subject + verb + pastparticiple
The argument wos heard by the director.
o The tense of the verb e changes to form the different tenses in the passive.
Present simple; The show is listened to by 1 million people
Present continuous: A letter is being sent to Mrs Hind
Past simple: The argument usas heqrd by the director.
Present perfect: Mr Walsh has not been offered his iob back.
Past continuous: I usas being insulted by a silly uoman.
Past perfect: He had been giaen the job a month ago.
Future: A new DJ uill be chosen soon.

-ECK QUESTIONS 1 Make the sentences passive.

I A lot of people listen to Mark Walsh's show.
2 Radio London have received a lot of complaints.
3 They won't allow Mark Walsh to work for them again.
4 A lot of people in Liverpool remember the Beatles.
 Step 2 Passive infinitives

o Some verbs are followed by an infinitive, for example modal verbs (can, must,
should, will, would, etc.). When these verbs are used in a passive construction, we
use a passive infinitive (e + past participle).
Active: We must treat our listeners with respect.
Passive; Our listeners must be treated with respect.
Note the past form of the passive infinitive (haue been + past participle).
Active: He shouldn't have insulted Mrs Hind.
Passive: Mrs Hind shouldn't haoe been insulted.
o We also use a passive infinitive construction after verbs llke want to, expect to,
lgree to, hope to, etc.
Mr Walsh agreed to be interaieued by the Daily Express.
I hope to be offered a job by another rqdio station.

CHECK OUESTIONS 2 Make passive sentences.

1 DJs mustn't insult their listeners.
2 I don't think they should have sacked Mark Walsh.
3 Mark doesn't expect that they'll give him his job back.

Step 3 Main uses of the passive

o We use the passive when the person or thing doing the action isn't important or
isn't known or is understood.
The programme wqs immediately stopped.
Qt isn't necessary to say who stopped the programme.)
Mr Walsh wqs told to leaue the studio.
@e understand that the director told him to leave.)
Old Beatles records uere played for the rest of the show.
(We don't know who played them, but it isn't important.)
o A passive sentence is usually more formal than an active one. Compare:
We'll choose a new DJ soon. (Active. Informal comment)
A new DJ toill be chosen soon. (Passive. Formal statement)
o The passive is very common in English, especially in news reports, signs and
notices, scientific and technical descriptions. In these contexts we're more
interested in the things that happen rather than what/who makes them happen.
o ln a passive construction we can mention the person or thing that does the
action (the agent) after the word y.
He was sacked by Radio London. He was being insulted by a silly uoman.

cHEC( OUISriONS 3 A or B: Which is better?

I A: They opened Radio London in 1994.
B: Radio London was opened in 1994.
2 A: They told Mr Walsh to apologise to Mrs Hind.
B: MrWalsh was told to apologise to Mrs Hind.
3 A: Mr Walsh will be paid until the end of the month.
B: They'll pay Mr Walsh until the end of the month.

A,rySWERs IO '1 '1 Mark Walsh's show is listened to by a lot of 1 Listeners mustn't be insulted by DJs. 2
I

CHLCK QUESTIONS people. 2 A lot of complaints have been don't think Mark Walsh should have been
T, 2 AND .] received by Radio London. 3 Mark Walsh sacked. 3 Mark doesn't expect to be given his
won't be allowed to work for them again. 4 job back.
The Beatles are remembered by a lot of people 1B 2B 3A
in Liverpool.
 18
Bill Marsh is too old to look after himself. He's in,an old people's home
called Merrif ield. A nurse has to feed him. He hates being fed. She tells
him he's very difficult. He doesn't like being criticised, so he gets angry.
She tells him to stop shouting, but he's tired of being told what to do.
He remembers being treated like this when he was a child.

Step 1 The passive -ingform

o We can use the -ingform of a verb in the passive. We use being + past participle.
He hates being fed.
(Active: He hates people feeding him.)
He's tired of being told what to do.
(Active: He's tired of people telling him what to do.)
He remembers being treated like this when he was a child.
(Active: He remembers people treating him like this.)

(-HFCK OUESTIONS 1 Make passive sentences.

1 The nurses callhim'Billy'. He doesn't like ... 'Billy'.
2 They tell him he's difficult. He's tired of ... he's difficult.
3 A doctor examines him every month. He hates ...

Step 2 Passive verb + infinitive with fo

'Billis.saidtobediffi-cult,buthehadadifficuI.tchildhood.Hisparents
are thought to have died when he was 14. He went to work on a farm.
Hewasexpectedtogetupat5'30a.m.andtoworkfor.twelvehouri'
He was considered to be a good worker. But when he wasr16,,he was
found to have poliomyelitis, andihe's believed to have spent two years
in hospital.

o We often use an infinitive (to haue) or a perfect infinitive (to hatte had) in passive
constructions with these verbs:
belieue consider expect fear feel find
intend know report say think understand
Passive: Bill's said to be difficult.
(Active; People say Bill is difficult.)
Passive: He was considered to be a good worker.
(Active: They considered he was a good worker.)
Passive: He's belieued to haae spent to yeors in hospital.
(Active: They believe he spent two years in hospital.)
Passive: His parents are thought to haae died when he was 14.
(Active: They think his parents died when he was 14.)
 . Note the difference between the infinitive and the perfect infinitive. Compare:
When he was 16, he wcts found to haae poliomyelitis.
(= At the age of 16 he had poliomyelitis.)
When he was 16, he was found to haoe had potiomyelitis.
(At the age of 16 he didn't have poliomyelitis. He had it before he was 16.)

( HF.CK QUESTIONS 2 Make passive sentences.

1 People know that Bill is very independent.
2 People say that Bill has no brothers or sisters.
3 People think that Bill had a difficult childhood.

Step 3 It's said .../lt's known .../lt's reported... etc.

thought that there are over 1 million old people in Britain who can't
It's
look after themselves. lt was reported that more than 200 old people
died of cold last winter. lt's feared that most of them died because they
had nobody to look after them. lt's often said that this is one of society's
biggest problems. lt's expected that more old people's homes will be

We can use f + a passive verb + a hor clause to talk about what people in general
say or think or feel about a situation. It can be used with these verbs: agree,
announce, decide, expect, fear, feel, find, hope, intend, know, mention, regret, report,
say, suggest, think, understand.
It's thought (that) there are oDer I million old people.
(= There are thought to be over I million old people.)
It's often said. (that) this is one of society's biggest problems.
(= This is often said to be one of society's biggest problems.)
It was reported (that) more than 200 old people died of cold last winter.
(= More than 200 old people were reported to have died.)

"E(K QUESTIONS 3 Rewrite the sentences, usingft + a passive verb.

I People think that many old people die because no-one looks after them.
2 The authorities have announced that more old people's homes will be built.
3 People hope that the situation will improve.

supposed

Merrifield is supposed to be a very good old people's home. The nurses

are supposed to be well-trained and kind. But Biil doesn't like them. tf
he gets out of bed at the wrong time, he's told: 'Billy, you're supposed
to be in bed.' When he watches a late night film, they say: 'Billy, you
aren't supposed to watch television after 10.30.'Bill often gets very
angry. 'This is supposed to be a home, not a prison!'

o Be supposed tohas two different meanings. It can mean that something is the
general opinion of most people.
Merrifield is supposed. to be a good old people's home.
(= People say that Merrifield is a good old people's home.)
 I
o It can also mean that something should happen because it's the rule or because
it's been planned.
You're supposed to be in bed.
ou should be in bed because that's the rule.)
This is supposed to be a home, not a prison.
(Merrifield was intended to be a home, not a prison.)
o We use the negative form to say that something isn't allowed.
You qren't supposed to watch teleuision after 10.30.
(fhis isn't permitted.)

CHICK QUESTIONS 4 Rewrite the sentences, using be supposed to.

1 Bill has to get up at 6.30 a.m. - that's the rule.
2 Bill sometimes smokes, but srnoking isn't permitted.
3 People say the nurses at Merrifield are nice.

Step 5 He was given .../He's been offered ... , etc.

Last Thursday Bill was given a boiled egg for his breakfast. 'l've 9"9n .
given a boiled egg three times this week. You know I don't like boited
eggsl' He got very angry. He was promised some toast and m.armalade
if he was quiet. He just got angrier, so he was given an injection to calm
him down. The nurses refused to look after him any more, so he's been
offered a room at another home. He was shown his new room this
morning but he refuses to move.

o When a verb has two objects (indirect and direct: see Unit 37) it's possible to
have two passive sentences.
(Active: They gave Bill a boiled egg.)
I Bill was giuen a boiled egg.
2 A boiled egg uas giuen to Bill.
But we normally make the person the subject, as in sentence l.
He was promised some toast and marmalade.
He's been offered q room at another home.
o we can use this construction with these verbs'. allow, giue, hand, lend, offer, owe,
pay, promise, sell, send, shou, teach, tell.

.Hf I ,( QUT! I/ON 5 Make passive sentences.

I The authorities have sent Bill a letter saying he must leave.
2 They've offered Bill a better room at the new home.
3 They say they'll give him the kind of food he likes.

ANSI,T/IRs IO 1 I He doesn't like being called 'Billy'. 2 He's be built. 3 lt's hoped that the situation will
CHECK QUESTIONS tired of being told he's difficult. 3 He hates improve.
1,2 ,3,4 AND 5 being examined. '1 Bill'ssupposed to get up at 6.30 a.m. 2 but
2 1 Bill is known to be very independent. 2 Bill is he isn't supposed to (smoke). 3 The nurses at
said to have no brothers or sisters. 3 Bill is Merrifield are supposed to be nice.
thought to have had a difficult childhood. 1 Bill's (has) been sent a letter saying he must
1 lt's thought that many old people die because leave. 2 Bill's been offered a better room at
no-one looks after them. 2 lt's been the new home. 3 They say he'll be given the
announced that more old people's homes will kind of food he likes.
 79
When,Stev and Louise,bught,thei,r,flat; itwa5 in aterrlbls:tatei Thelr
touldn,t'd.a]lthe-jobsthemse[ves;5o,they.ha.deentral.heati1-9,.
:windows replaced; and they- had the flat, : l
i nsta l led. :Thy,a lso gt the
:

pafntd,,e.trihey tivenlt- had'th caipqt's elend yet, 'And ngwthw

heed:to hae nw,lok fitied to.the,fiont door because ;1esteday, ,
'LouiSe had.he/car br-oke intq and h'er handbag'stolen' The fr:ont door
key was in her bagl

Step Use of have/get something done

o we can say ue haue something done if we don't do the lob ourselves. we decide
to employ another person to do the job for us. Compare
ASteie ind Louise had their flat painted. (Someone painted their flat for them')
B Steue and Louise painted their ftat. (Ihey painted their flat themselves.)
o We can use the verb gef instead oi haue. Gef is more informal'
They got (on o@ the uindows replaced.
c we can also use hot-e something done when we talk about something, often
unpleasant, that happened to someone.
Louise hqd her car brohen into. She had her bag stolen'
Note: We don't normally use gef instead of haue here'

CilEfK QUESTIONS 1 Which jobs did theY do themselves?

t They had some new curtains made. 2 They put up som-e shelves'
3Theyhadatelephoneinstalled.4Theydecoratedthebedrooms.

somethng

haae object past particiPle

Subject + + +
checked.
They are having the electricitY
They have had central heating installed.
They had a telephone installed.
They the carpets
are going to have cleaned.
Have they had the bedrooms decorated?
Did they have the roof repaired?
o Note thatthe tense of theverb haue canchange'
o we don't use the contracted forms of haue ('ue, 's and d) with this construction'
They had the flat painted (Nor They'd the flat painted')

CHECK QUESTIONS 2 Put in the correct fotmof haue.

1 Last week they... the roof repaired.
2 At the moment they.... the bedrooms decorated'
3 Next week they ... their new kitchen fitted.

4,rysWRS TO I 2,4
CHECK QUESTIONS 2 1 they had 2 they're having 3 they're going
1 AND2 to have

60
 20
Libby Johns wants to join an international expedition to the Himalayas.
She's answering'some of the questions on the application form.

Are you over 18 and under 60? ."""""""Y'g:'"""""""

Were you 18 before March 30th this year? """"Y"9:'"""
Are you taking any medication at the momen tl """""N'9:'
6'000m'
The expedition will be climbing to altitudes of over

Do you have any problems with your breathing? " 'Ng "
If so, does your doctor know about the problem? """"'-" """
Did you have any serious illnesses when you were
a chlldl ""N'9':"""""
Have you been to the Himalayas before? " Ny'
9'f' :" " " " " " " " "
Can you attend a meeting in London on June 6fh1 " " " "Y'

q uestions
o To make a question we put the auxiliary verb (be, haue, do or a modal verb: ccn,
will, would, etc.) before the subject.
Auxiliary verb Subject Main verb
Are you takingany medication?
Has Libby been to the Himalayas before?
Can she attend the London meeting?
When e is the main verb, it comes before the subject.
Are you ouer 18? Were you 18 before March 30th?
o In the present simple we use do/does to make questions. (See also Unit 1 Step 3.)
Auxiliary Subject Main verb
Do you haue any problems with your breathing?
Does your doctor know ebout the problem?
In the past simple we use dld. (See also Unit 5.)
Did you haue anY serious illnesses?
o Note that the main verb is always in the infinitive form.
Does your doctor hnou? (Nor Does your doctor knows?)
Did you haae ony serious i//nesses? (Nor Did you had?)

CHECK QUESTIONS 1 Make the sentences into questions.

I Libby wants to go to the Himalayas.
2 She's hoping to join the expedition.
3 She's over 18.
4 She's filled in the form.
 Step 2 Questions introduced by question words

Libby's leaving next Sunday. Her friends are asking her questions:
What time are you leaving on Sunday? - At six in ifre morning.
Where do you fly to? - Kathmandu.
How long does the expedition last? - Two months.
How many people are there in the group? - Twenty.
Where do they come from? - From all over the world.
Who's leadng the group? - A man called Richard Lane.
Whatdoes,Flimalaya,mean?_ltmeans,homeofthesnoWs,]

oWe often begin questions with the following question words: What? When?
Where? Which? Who? Whose? Why? How?
What does 'Himalaya' mean? (Not What means 'Himalaya'?)
o or with phrases like: what time/colour? what kind (of)? How long? How much? etc.
What time ore you leauing? (Nor What time you are leaving?)
o Note the position of prepositions (ro, from, etc.) in Wh- questions.
Where do you fly to? Where do they come from?
..I1ECK AUESTION\ ) Put the words in the right order.
I is/when/leaving/Libby? 2 is/theexpedition/leading/who?
3 tolthe/does/expedition/where/fly? 4 does/how long/take/getlitltolthere?

Step 3 Negative questions

Libby's packing. A friend has come to say goodbye.

'Hi, Libby. Haven't you packed yet? Can I help?'
'No, it's all right. But l'd like a drink. Why don,t you make a cup of tea?,
'OK. ... You haven't packed your camera. Aren't-you taking it?;
'Yes, but I need some flms for it.'
'Why didn't you tell me? l'll go to the chemist's. Don't they sell films?,
'Yes, but don't worry, l'll get some at the airport tomorrow.,
'The Himalayas! Doesn't it sound exciting! Aren,t Vou
luckVl,

We use negative questions: a) to show surprise: Haaen,t you pached. yet?

b) when something seems very probable:
Don't they sell films? (lt's probable the chemist sells them.)
c) often with Why? to show surprise or frustration, or to make a suggestion:
Why didn't you tell me? Why don't you mq.he a cup of tea?
d) in exclamations (we usually use an exclamation mark, not a question mark):
Doesn't it sound exciting! Aren't you lucky!
.:K AUESTIONS 3 Make negative questions.
I Libby wants to take photographs. (she/not taking/a camera?)
2 She needs sun cream. @hy/she/not go/to the chemist,s?)
3 Look at this photo of Mount Everest. (itllook/great!)
ANswE Rs r o 1 to the Himalayas?
1 Does Libby want
to go
expedition? 3 Where does the expedition fly to?
-:'KQUEST|oNS 2lsshelopingtojoin'heexpedition? 3lsshe 4Howlongdoesittaketogttoitnranaz
1' 2 AND r overrcl qusshefillediniheform? 3 '1 lsn'tsheiakinga ru u whydoesn't
2 1 When is Libby leaving? 2 Who is leading the she go to the "rff
chmist's? 3 Doesn'i it look
great!

63
21
Trvo young people are at Melbourne airportwaiting for their plane
back to London.
A: You're English, aren't you?
B: Yes, lam.
A: Our plane's late, isn't it?
B: Yes, l'm afraid so.
A: The flight back takes 2-4 hours, doesn't it?
B: No, I think it's 26 actua[lY.'

q uestion

o A question tag is an expressio nllke aren't you?'/isn't it? ot doesn't f2 at the end of
a r".i"n.e. We use question tags in conversation to ask if what we said is true or
not, or if the other person agrees or not.
o If we use a rising intonation (i{ our voice goes up) with a question tag, we're
asking a real question. We're not sure if the answer is yes or no'
You're English, aren't you? y'
The flight-back takes 24 hours, doesn't it?
y'
Qn each [uestion his voice rises at the end
because he isn't sure if it's true or not')
o If we use a falling intonation (if our voice goes down), we're expecting the other
person to agree with what we've just said.
Our plane's late, isn't it? \
ftle means 'l'm sure You agree.')
o Question tags are much less common in American English'
Americans often use tag words llke Right? or OK? instead'
You're English, right? (instead of You're English, aren't you)

QUESTtOfIS 1 Are these 'real' questions or not?

I You're not Australian, are You? \
2 lt's hot, isn't it? \
3 They take English money on the plane, don't lhey? r'

Step 2 Positive or negative question tag?

A: It's been hot, hasn't it?

B: Yes, very hot. And dryl lt hasn't rained foi weeks, hs it?
A: No, it hasn't.

If we say something positive, the question tag is usually negative'

Positive Negative
It's been hot,
hasn't it?
If we say something negative, the question tag is positive'
Negative Positive
It hasn't rained for weeks, has it?

65
(HELK etlEsnnts 2 Choose the correct question tag.
I Australia's a big country, isn't it?/is it?
2 Things here aren't expensive, aren't they?/are they?
3 Food's cheaP, isn't it?/is it?

q uesto n

A: You're pretty brown.

B: Yes, lam, arn't l? lspent most of thetime.on the beach'
A; But Australians don't get brown, do'the1t?
B: No, they all wear hats and T-shirts, don't they?
A: Yes. Everybody's worried:about skin cancer; aren't ^they?
B: Yes, it sems so. Yu didn't see any sharks, did you?
A: No, no sharks. But I saw plenty of snakes'
B: There are quite a lot of snakes,.aren't th-ere.?
A: Yes. They've got poisonous spiders too, havenft theVl. . ,.
B: Yes, but j diOn't see any. Austrlian wine's quite good, isn't it?
, v"s, very good. And thl beer. You've tried Australian beer,
haven't you?
B:
A: Our plane should be leaving soon, shouldn't it?
B: Yes, iet's ask what time it's goin9, shall we?
A:
B: Look after my bag, willYou?
A: Yes, of course.

o Question tags always have two words: an auxiliaryverb (are, can, haue, uill, elc.)
*u The pronoun refers to the subject of the sentence'
p.o^or.4 it, he, they,etc.).
Auitralians don't get brown, do they? (lhey = Australians)
o Note the verbs which we use in question tags.
Present simple: do/ does, don't/doesn' t
They all weer hats and T'shirts, don't they?
Pastsimple: did/didn't
You didn't see any sharks, did You?
Present perfect: haue/ has, hauen't/ hasn' t
You'ue tried Australian beer, haoen't you?
Havegot: haue/has,hasn't/hauen't
They'ue got poisonous spiders, haoen't they?
o Note the form of the negative question tagaller I am.
You're pretty brown. Yes, I am, aren't I? (Nor am't I?)
o If a statement has a modal auxiliaryverb (wiII, should, would, might, can, etc.), we
use the same auxiliary verb in the question tag.
Our plane should be leauing soon, shouldn't it?
o After There is/There are the question tags are is there?/isn't there? and are
there?/aren't there?
There are quite a lot of snakes, aten't there?

66
 . The question tag after lel's is shall we?
Let's ask what time our plane's leauing, sholl use?
o After an imperative we can use the following question tags can you/can't you?
will you/won't you? would you? could you?
Look after my bag, uill you?
o After euerybody/somebody,/nobody, efc. we use the pronoun they iothe question
tag. (See also Unit 66 Step l.)
Euerybody's worried about skin cancer, aren't they?

.<E'K QUESTIONS 3 Add question tags.

1 Australians drink a lot of beer, ...
2 Everybody's friendly, ...
3 I suppose you met a lot of nice people, ...
4 Let's have a drink, ...

q uestion

Are you feeling OK?

No, not really. I went out to dinner last night.
And you had too much to eat, did you?
Yes, ldid.
And now you've got indigestion, have you?
Yes, I have. You couldn't lend me a dolla1 could you? I need some
coffee and I haven't got any Australian money lft.
Yes, here you are.
You don't know where the nearest toilet is, do you?
Yes, there's one over there.

We can use a positive question tag (with a rising intonation) after a positive
statement to express interest, sympathy, surprise or sarcasm.
Positive statement Positive question tag
You had too much to eat, did you? /
Now you'ue got a indigestion, haue you? y'
o We sometimes use a negative statement followed by a positive question tag (with
a rising intonation) when we make a request or ask for information.
You couldn't lend me a dollqr, could. you? y'
You don't know where the nearest toilet is, do you? y'
QUTSTIONS 4 Complete the sentences.
1 Someone has lost their plane ticket. Show your concern. You've lost ...
2 Ask somebody to help you with your luggage. You couldn't ...
3 Ask somebody if they know when the plane gets to London. You don't know when ...

ANSWERS IO 1 1 No. 2 No. 3 Yes. 4 1 You've lost your plane ticket, have you?
-:.K QUFSIlON5 2 '1 2 are lhey ? 3 isn't it?
isn't it? 2 You couldn't help me with my luggage, could
1,2,34ND4 3 1 don't they? 2 aren'tthey? 3 didn't you? you? 3 You don't know when the plane gets
4 shall we? to London, do you?

67
22
WhatdidAlfred:Nobelintvegt?.+,,Dynamite; . :, .,1,,. .,,'
What started in April 1861 in the USAU - The American Civil War.
Who did Lee Harvey Oswald kill in Dallas in 1963? - president Kennedy.
Who:ki.l|ed,LeeHarvev.oswaid?,_:Jack.Rub!l,:.':.,
Which travels faster - light or sound? - Light.
Whieh'doesahl.biv'Ore rreter,-re-attor:gras5?-Grass. :.

What, which subject

o Object + Auxiliary verb + Subject + Main verb
Who did Oswald kiil?
Who killed Oswald?
Which does a herbiuore prefer?
Which trauels faster?
What did Alfred Nobel inuent?
What storted in April 1861?
o When the question words who, which, what arethe subject of a sentence, we
don't use do, does, dd with the verb.
(Flere we don't say: Who did kill Julius Caesar? Which does travel faster?)
Note: I4lo did Lee Horuey Oswqld kill? (= Who was his victim?)
Who killed Lee Haruey Oswald? (= Who was his killer?)

:K AUESTIONS 1 Complete these questions.

I Who/discover/oxygen? 2 What/Joseph Priestley/discover/in 1774?
3 Which/be/worth more - a US dollar or a British pound?

noun?

. What-instrument did Louis Ar:mstr"ong play? - The.trumpet.

What sea separates England from France? - The English Channel.
Which way does the Mississippi flow? - South.
Which president of the USA resigne d in 1974? - president Nixon.

o We can often use uhat or which + a noun without changing the meaning.
What (o*.Which) sea separotes England from France?
But uhich is more common with people. And we normally use which when there's a
limited choice of possibilities, and what when there's a large or unlimited choice.
Which US president resigned in 1974? (which + aperson)
Which uay does the Mississippi flow? Qhe choice is: north, south, east or west.)
Compare: Whqt instrument did Louis Armstrong play?
(Ihere are a lot of alternatives, but they aren't given.)
Which instrument did he play - the trumpet or the clarinet?
(Here we use which because the alternatives are given.)
.Hr.( eursloNs ? Put in What or Which'
1 ... languages do they speak in Belgium? 2 "' man gave his name to America?
3 ... language do they speak in Brazil - Spanish or Portuguese?

Which people/things Which

:'Whi.h .orntry joined the EuropeaR Union i.n 1973? Br'itain' . . :

,wh,ch
/what Grman composer was also a famous organist? Bach'
Which of the Battes was'tilted in trtew York in 1980? John Lennon'
Lndontctocks.WhichoneisthemostfamoUs?BigBen.

for things' but with a

o Whocan only be used for people' What onits own is used
pt" German composer)' Which car" te used for
noun it can be used tor peo lWn"t
peopte (Which GermanZomposer) and things (Which country)'
oWe can use which + one/ones and + o/'
killed?
Which one is the most famous? Which of the Beatles uas
Wecan'tusehafandwhowilhof'Wecan'tsay:WhooftheBeatleswaskilled?

cfit(.K QUESTIONS i Put in Which or What.

I Sardinia and Corsica are islands' "' one is French?
2 ... country do the Maoris live in - New Zealand or Australia?
3 ... of the American states is an island? 4 "' is Esperanto?

Do you know/Could you tetl me, efc + a question

word
tep 4
the most widely-used language in the world?
ls English
No'
Vu know if English ii the most widely-used language?
Dos the River Thames flow east or west?
CoutdyoutellmewhethertheThamesflowseastorwest?East'
What does'goodbYe' mean?
gs you knoit whai'goodbye' means? Yes, 'God be with you''

o We often begin indirect questions wilh Do you know/Could you tell me'
Simple questioi: Is English the most widely used language?
lndirect question: Do 7ou know if Engtish ii the most widely used
language?
Simple question: What does'goodbye' mean?
Indirect question: Do you know uhat 'goodbye' means?
o Where there is no question word, we use if or whether'
Simple question: Doei the River Thames flow east or west?
flows east or west?
Indirect question: Couti you te,lt me if/whethet the Thames

CI.IE(K QUL'TION.' 4 Start the questions with Do you hnow'

1 What diA Beil invent? 2 Was Columbus Spanish?
3 Who wasMontezuma? 4 Whatdoes aspeleologistdo?
A /v5 Y/[Rs IO 1 1 Who discovered oxygen? 2 What did Priestley 4 1 Do you know what Bell invented? 2 Do you
CHEaK QUI:5TlO!': discover in 1774? 3 Which is worih more know iflwhether Columbus was Spanish?
i. 2. 3 A^!1,- 1 2 1 What 2 Which 3 Which 3 Do you know who Montezuma was?
3 1 Which 2 Which 3 Which 4 What 4 Do you know what a speleologist does?

70
23
Two people are on a flight frorn Lgndon to Barcelona' '
jtttEa,bit'burnpy,'isn't'itl
tt it atwals like this over the Pyrenees?'
'v*, r;, but we'll be there soon''
'ip" to."itriito,
ipanish time isn't the same as British time' is it?'
..No;.t.don,tthinkso..i:irrint.te,y'rean,hourahead,;
,|Th,atmens.itlshalfpastseve.nin:Barcelonanow.,
'Yes, I think so.'
rh weather's usally god there, isn't it?'
'l believe so.'
'ttitt b" nice and warm.' ;'
'V"s,-fipitlso,ldonltthinkitlll rainmuch"
't hope not' F'lave you'got a street rnap of Barcelona?' :

'No, l'm afraid not.'

'Oo'yo, think l'll be able to get one at the airport?'
'l imagine so.'
',Doth-e,airportShopsclose in the'evning?' '
:

'l don't trPPot" to.'

rfhe probtem. is thoug h;,the}r wo't aicept Engl ish money; wil l they?'
'No, isuppose not.'

Step 1 tthink so/don'tthink so t hope so/l hope not

olnshortanswerswhenwewanttoagreewithwhatSomeonehassaid,weuseso
presume' reckon'
after the following ve rbs: belieue, expect, guess,
hope' imagine'
seem, suppose, suspect, think, be afrqid'
We'll be there soon. - I hoPe so'
It's half past seuen in Barcelona notl' - Yes' I thinh
so'
We don't say: I hope or I hope it or I hope that'
offen
o With all of these verbs except guess, hope' presume' suspect' be afraidwe
* negative forms with so'
use
Spiitn ilme isn't the same as British time' is it? - No' I don't
think so'
I don't suppoe o'
Do the airport shops close in the euening? -
gut wemust use not-after guess, hope, presume' suspect' be afraid'
so')
I don't think it'll rQin mich. - I hope not' (Nor I don't hope
Haue you got a street map of Barcelona?
No,I'm alraid nof' (Nor I'm not afraid so')
o We can use both forms with belieue, expect and' suppose'
so'
Do the airport shops close in the euening? - I don't suppose
They won"t accept English money' will they? - No' I suppose not

CHECK QUESTIANS 1 Give short answer:ri.

1We'llbeabletogetataxiattheairport,won'twe?1"'(hope)
2 It won't take long to get to the hotel, will it? I "' (hope) (expect)
3 We won't get to ihe h-"otel before 9 o'clock, will we? I "'
Step 2 So do l, Neither do l/Nor do t

'We're going to Sitges. lt's a place on the coast, not far from Barcelona.,
'That's funny! So are we. We haven't been to Sitges before.,
'Neither have we.'
'The trouble is they eat a lot of fish in Spain, and I don,t like fish.,
'Nor does my husband. I hope there are other things to eat at the hotel.'
'Yes, so do l.' ([ater) 'l've been learning a bit of Spanish.,
'So have l. I bought a little phrase book.'
'So did l. I can say a few words in Spanish now.'
'Yes, so can L But I don't like speaking foreign languages.,
'Neither do l. You feel so stupid, don't you.'
'Oopsl lt's a bumpy flight. l'll be glad when we get there.'
'So will ll'

o When we want to say that we do the same or feel the same as someone else, we
can use the short answer So + auxiliary verb + subject after positive statements.
We're going to Sitges. - So are we. (= We're going to Sitges too.)
o After negative statements we use lt{either or Nor + auxiliary verb + subject.
I don't like speaking foreign languages.
- Neither do I. onNor do L (= I feel like you. I don't like it.)
I don't like fish. - Nor/Neither does my husband.
(= My husband's the same as you. He doesn't like fish.)
o The auxiliary verb in the short answer will be a form of the verbs be or haue. or a
modal verb (can, could, will, etc.)
We're going to Sitges. - So are we.
I'ae been learning a bit of Spanish. - So haoe L
I'll be glad when we get there. - So ull I.
o When the present simple or the past simple is used in the first statement, we use
do, does or did.
I don't like speaking foreign languages. - Neither do I
I bought a little phrase book. - So did I.
o Note the word order.
So/Neither/Nor + auxiliaryverb + subject
So cQn I
Neither does my husband.
o We can replace the So construction with foo and the lVeifh er/Nor construction
with a negative auxiliary + either.
We're going to Sitges. - So are we. oRWe qre too.
I don't like speaking foreign languages. - Neither do I. op.I don't either.

Ilf_I/aJN.t 2 Respond with So ... I or Neither/Nor ... L

I I usually go to Spain for my holiday. 2 I went there last year.
3 But I've never been to Sitges before. 4 I don't like flying.

. iri5 r,^, RS IO 'l 1 lhopeso. 2lhopenot. 3ldon'texpect 2 1 So do l. 2 5o did l. 3 Neither/Nor have I

. )U IO NS so./l expect not. 4 Neither/Nor do l.
i A^tD
'.:;T )
24
Amy Masters works for a market research organisation. She's
,:interviewinglpeop1e.inth.street,...'|......'.
A: Excuse me, sir. l'm doing a survey of people's reading habits. Could
you answer a few questions, please?
B: l,cou,ld. if it dosn't take too long; What arth questions?
A: Do you read much?
B: No. I should, I suppose, but I never have time. I would if I had more time.
A: So you aren't reading a book at the moment?
B: l'm not, no. But my wife is. She reads a lot.
(later)
A: Excuse me, madam. Have you got time to answer a few questions?
C: No, I haven't. l'm in a hurry, l'm afraid, so I can't. But my friend here
isn't. You could ask her. l'm not really interested in books, but she is.
l' -'i'"
"l'].ll'll"""'l']l 'l:']:1"'ll" ':''::"'::t'll ':-" "''I

Single auxiliary verbs used alone

o We often use an auxiliary verb (be, houe, misht, would, can, elc.) alone, without
the main verb. We do this when we don't want to repeat the main verb.
Could you answer a few questions, please?
- I could, if it doesn't take too long. (= I could answer)
So you aren't reading a book at the moment?
- I'm not, no. But my wife is.
(= I'm not reading. My wife is reading.)
o The verb be can also be used alone when it's a main verb.
Haue you got time to ansuer some questions?
- I'm in a hurry, I'm afraid, but my friend here isn't.
(= My friend isn't in a hurry.)
I'm not really interested in books, but she is.
(= She's interested in books.)
o The auxiliary verb is used alone in yes/no short answers.
Haue you got time to ansuer some questions? - No, I hqaen't.
Do you read much? - No, I don't. @or do see Step 3.)
Is your wife reading a book at the moment? - Yes, she is.
o We use the full form of auxiliaries when they're affirmative.
I'm not, but my wife is. (Nor my wife's)
I uould if I hod more fme. (Nor I'd)
o The auxiliary verb(s) in the answer can be different from the one(s) in the
question.
Do you read much? - No. I should, I suppose. (= I should read, but ...)
I toould if I hod more time. (= I would read.)

:aK OUIriON 7 Rewrite the sentences, avoiding repetition.

I The first person can answer her questions, but the second one can't answer her
questions.
2 Could you answer a few questions? I might answer. It depends.
3 Her friend isn't in a hurry, but she's in a hurry.
 auxliary

A: Where did you get the book you're reading at the moment?
D: I borrowed it from the library.
A: Would you have bought it, if it hadn't been in the library?
D: lwould if it hadn't been so expensive'
A: How many books have you read this year? Twenty?
D: I might have. lcan't remember.

o when there are two auxiliary verbs, we usually repeat only the first.
Would you haoe bought it, if it hadn't been in the library?
- I utould if hadn't been so expenslue. (Nor I would have)
But if the verb form changes (for example haue changes Io might haue), we use
two auxiliaries in the answer.
How many books haae you read this year? Twenty?
- I might haue. (Nor I might') = I might have read twenty'
( ilta: Qt-i-! 7io,r5 2 Rewrite the sentences, avoiding repetition.
1 Would you have bought the book if it had been cheaper? - Yes, I would have
bought the book.
2 He btught the book, but if it had been in the library, he wouldn't have bought it.

Arny Masters is nterviewing a middle-aged woman and her husband.

A: What kind of books do you and your husband read?
E: Well, t lrike thriller. My husband doesn't; He reads historical novels.
He reads a lot more than I do.

E:' About three days ago. Well, i did: My husband didn't, He staygd
Outsid because ! was lookinO for a sur,Pr:ise birthday present for him'

o When the main verb is in the present simple or the past simple, we use the verb
do to avoid repeating the main verb'
I tihe thrillers. My husband doesn't' (= He doesn't like thrillers')
He reqds a lot more than I do. (= more than I read)
Did you go into the bookshop? - I did. My husband didn't.
(= I wentlnto the bookshop. My husband didn't go into the bookshop.)

a Hf a/( lu157/o:r j Rewrite the sentences, avoiding repetition.

I Her husband doesn't like thrillers, but she likes thrillers.
2 He reads historical novels, but she doesn't read historical novels.
3 She talked a lot, but her husband didn't talk a lot.

76
 Step 4 Short reply questions

Amy's now talking to a strange old man.

F: ldon't really like books.
A: Don't you?
F: No. But I read a good book once.
A: Did you? What was it?
F: lt was a book about bees.
A: Was it? That sounds interesting.
F: Yes, it was. You see, these bees could kill.
A: Could they?
F: Yes. But I didn't f inish the book.
A: Didn't you?
F: No. And I haven't read a book since then.
A: Haven't you? Why not?
F: Too many pages. I can't read more than 20 pages.
A: Can't you? Why not?
F: I always fall asleep after 20 pages.
A: Doyou?
F: And then I forget what l've read, so I have to start the book aOaln

o we often reply to what someone says by using a short question with an auxiliary
verb. we use it to show polite interest or surprise. It means Really? or Is that true?
They could kill. - Could they? (oReally)
o We use do/don't/does/doesn't in reply questions after a statement in the present
simple.
I always fall asleep after 20 pages. - Do you?
I don't reolly like books. - Don't you?
o We use did/didn't after a statement in the past simple.
I req.d a good book once. - Did you?
I didn't fnish the book. - Didn't you?
If the statement has an auxiliary verb, we repeat the verb in the reply question.
I hqaen't read a book since then. - Haaen't you?
If the statement has the verb e, used as a main verb, we repeat it in the reply
question.
It uas about bees. - Was it?
o We use a positive reply question after a positive statement.
I read a good booh once. - Did you?
o We use a negative reply question after a negative statement.
I cqn't read more than 20 pages. - Can't you?
(For questionLags You're tired, aren'tyou? seeUnit 21.)

CK QUEST|ONS ,] Add a reply question.

I Amy has worked for the company for ten years. ... ?
2 She's very interested in her work. ... ?
3 Yesterday she interviewed over fifty people. ... ?
4 Several people wouldn't answer her questions. ... ?
/\,/-5 Y'ltR C) 1 1 but the second one can't. 2l might. It 3 1 but she does. 2 but she doesn't. 3 but her
-t( k oLtLSTtot,,ts depends. 3 but she is. husband ddn't.
1, ). I A^!D 1 2 1Yes,l would. 2 he wouldn't have. 4 1 Has she? 2 Is she? 3 Did she? 4 Wouldn't
they?

77
 25
Ha:nnah'Wj I tis'is.studyin g .langua ges in London, She's havi n g an
interview for a job as a tourist guide.
'Miss Willis, how many languages can you speak?'
'l can speak Spanish, ltalian And German.l'd like to.be able to s.peak a
bit of Japanese, but they don't teach it at my college.'
'That's a pity, because we get a lot of Japanese visitors in London. We
need people who can spek Japanese, but we haven't been able to find
any. But this summer there'll be a lot of German and Spanish visitors
too, so you'll be able to use your Spanish and German. Can you start
work in May?'
'No, l'm afraid I can't. I can't miss college. lwon't be able to start until
the end of term in June.'

be able

o We use can,/can't (= cannot) + an infinitive without fo to talk about someone's

ability or inability to do something.
I can speah Spanish. (= I know how to speak Spanish.)
I can't speah Japanese. (= I don't have the ability to speak Japanese.)
o We also use can/can't (= cannot) + an infinitive without fo when we talk about
what is possible or impossible.
Can you start work in May? (= Is it possible for you to start in May?)
I can't miss college. (= It isn't possible for me to miss college.)
o Can and can'thave the same form for all persons. Q can, he can, we can, elc.)
o In the present it's often possible to use be able to or can, but e able to is more
formal and a lot less common.
How many languages can you speak?
(How many languages are you able to speak? is very lormal.)
o But because can has no infinitive form or present perfect form, we have to use
forms of be able fo here.
I'd like to be able to speak a bit of Japanese. (infinitive)
We haoen't been able to find any. (present perfect)
o When we tdk about the future we can normaily use can or will,/uon't be able to.
But if it's important to emphasise the future time, we :use will/won't be able to.
Can you start work in May? (on Will you be able to start work in May?)
I uton't be oble to start until June. (on I can't start until June.)
You'll be oble to use your Spanish and German.

HECK OUESTIONS 1 Write the sentences using a different verb.

1 Is Hannah able to speak Japanese? ... Hannah speak Japanese?
2 She isn't able to start work immediately. She ... immediately.
3 She can't start work in May. She ...
4 She can start work at the end of term. She ...
 stup 3-k ould or was/were able to?
Hannah finished college on June 13th and she was able to start work
the next day. She took a group of Germans round London' Most of
them could speak English. At London Zoo one woman dropped her
camera into the lionsT enclosure. She could see the camera, but she
couldn't reach it. Fortunately a keeper was able to reach it with a
fishing net. Later, Hannah's group was in St Paul's cathedral. one man
starte to play the organ. He could play very well. Hannah told him that
visitors couldn't play the organ, but she couldn't persuade him to stop.
Later, in a big depaitment siore in oxford Street, two members of
Hannah,s grup got stuck in the lift. They couldn't get out because they
weren,t able to open the doors. After about 30 minutes workmen
managed to open them and the two Germans were able to get out.

o when we talk about the past we can use could or uas/were able to.
o To talk about a general ability, we use could more often than was/usere able to'
Most of them could sPeah English.
(More common than were able to speak English.)
o But, in affirmative sentences, when we talk about a particular action or situation
in the past, we use was/were able to and not could.
Hainah finished college on June I.\th and she uas able to start work the next day.
(rlor could startJ
The tuo Germans were able to get out (Nor could get out)
(fhey got out of the lift. This was a particular action.)
o In negative sentences we Can use either couldn't or wasn't/weren't able ta,
although couldn'tis more common.
She couldn't stop the mqn hom playing the organ.
(on She wasn't able to stoP the man.)
o Note lhal couldn't can sometimes mean wasn't/weren't allowed to'
She explained to him that uisitors couldn't play the organ.
(= Visitors weren't allowed to play the organ.)
o Before verbs of perception (see, hear, feel, etc.) and verbs llke understand,
rememberwe normally use could rather lhan uas/uere able to'
She could see the camera, but she couldn't reach it.

( i-tr( K aLlLilON5 2 Put in could/couldn't ot was/wasn't/utere able to.

I One of Hannah's group ... play the organ very well.
2 The woman who dropped the camera '.. reach it herself.
3 But the keeper ... reach it with a fishing net.
4 At last, after 30 minutes, the workmen '.. open the lift doors.

A^'!,Y'/EAi-', 1(r 1 I Can Hannah speak Japanese? 2 She can't 2 1 could 2 couldn't/wasn't able to 3 was able
( t/ ( /( (')1,,5ri OlJs start work immediately. 3 She won't be able to to 4 were able to
I Ai\lD 2 start work in May. 4 She'll be able to start
work at the end of term.
26
I r I

Robert: Can we have a table for two- please? And coutd we tit over
- -:

there bY the window?

Waiter: Yes, of .ourt".
itui*, vriy we have'the menu? And would you tqke my coat?
Waiter: CertainlY, sir.
Selina: Can you give us tl're wine'[ist?
Waiter: Ys, here it is' ,.. Can ltake your order now?
Robert: We 'r ot quite read, yet' Could y'gl'" ut t bit
loner?

Can, could, maY, would in requests

o We use can, could and maylo ask for things or

permission'
please?
Csn ue haue a table for two? May we haue the menu'
Coutd we sit ouer there by the window?
Couldis a little more polite than ccn'
May is more polite and formal than could and is less common'
o We also use these verbs to ask someone to do something'
Can you giue us the wine tist? Could you giue us a bit
longer?
Would You take mY coat, Please?
Coutd l/yu? is a little more polite than Ca l/you?
you and is less common.
wiuta y;uis more polite and formal than coutd you and can
Note: In requests we never use 1or we afler would'
menu?')
@e can't sy: 'Would we have the
e must ,uy Con ue/Could we/May we hlue the menu?

CHECK QUES'TIAN5 1 Complete these requests with can/could ot toould'

1 I'm hungry. (we/have) something to eat?
2 I don't understand some of the things on the menu. (you/tell me) what they
are?

3 I haven't got any money. (you/lend me) some?

could, permlsslon

Selina: Can lsmoke?

w;ii;;, o, t', afraid you can't. This is a non-smoking section'
Robert: Can I PaY bY.credit gard? .
Yes, you can. We take Visa, but not American
Express'
Waiter:
Robert: Ah, could I PaY bY cheque?
.ia"t, Yes,,you c"n, iir, {aue you got a cheque card?
nonert: ves, i have' May I use your pen, please?
Waiter: CertainlY, sir.
Selina: May we use the phone to call a taxi?
Waiter: Yes, of course You can.

o We use can, could or may to ask for permission'

phone?
Can I smoke? Could I pay by cheque? May we use the -.
Could lsslightly more politeihn can' May is more polite li,an could'
 . To give permission we normally use can. We can use may, but it' s very formal and
not common. We don't :use could.
Con I pay by credit card? - Yes, you can. Could I poy by cheque? - Yes, you can , sir.
To refuse permission we use con't.
Can I smoke? - No, I'm afraid you can't.

//f(,(QU[5rlONS; Complete the sentences.

I ... we sit at another table? Yes, you ...
2 ... have an ashtray? No, ... , I'm afraid. Smoking's not allowed.
3 ... speak to the manager? Yes, ...

Selina: Robert, can I pay half the bill?

Robert: No, it's all right.
Waiter: May I help you with your coat?
Selina: Oh, thank you.

o We use Can I/May I? when we offer to do something.

Can I pay half the bill? - May I help you with your coat?
Can Iis less formal lhan May I and much more common.

. K oit[sTtoNS .3 Selina does not want Robert to pay for everything. Complete her offers.
1 ... pay for the tip? 2 ... pay for the taxi home?
3 ... buy you a drink before we go home?

Step 4 Would like in offers and invitations

Robert: The taxi isn't here yet. I rang ten minutes ago.
Waiter: Would you like me to ring again, sir?
Robert: Yes, please.
Waiter: Would you like to wait at the bar? And would you like more coffee?
Selina: Yes, tht would be nice. Thank you.

o We use would like to offer something or to offer to do something.

Would you like more coffee? Would you lihe me to ring again?
o We also use would like oinvite someone to do something.
Would you like to sit at the bar while you're waiting?
(For would like see also Unit 43 and Unit 50.)

naa( oufsl/oNs 4 Complete the offers and intations.

I ... another coffee, Selina? 2 ... me to phone you tomorrow?
3 ... come to a party with me on Saturday?

,V.5\,'/t RS f{l 1 Can we/Could we have 2 Can youlCould No, you can't 3 Could l/Can l/May I Yes, you
)E( K QUESTION5 youlWould you tell me 3 Can youlCould can.
1, 2 AND .l youlWould you lend me 3 l Canl/Mayl 2Canl/May I 3Canl/Mayl)
1 Can we Yes, you can. 2 May we/Can we 4 1 Would you like 2 Would you like 3 Would
you iike to

83
27
D.riihg in Britain.,Advice for Americandriv.ers- ' , ,,..
When you come'to Britain, remember: - , '

You must drive on the left.

Diivers and passe.ngers ,have tb wear Seat:belts t.a ll times'
You must have an international driving licence.
You have to have valid insurance.
You mustn't overtake on the left on motorways.
You mustn't drive with more than 0.45 mg of alcohol in your blood.

Forms of must

Present and future

Affirmative Negative Questions
I must go mustn't (must not) go
I Must I go?
You must go You mustn't go Must you go?
He/she/it must go He/she/it mustn't go Must he/she lit go?
We must go We mustn't go Must we go?
You must go You mustn't go Must you go?
They must go They mustn't go Must they go?
o Must is followed by the inf initive without fo.
(Nor I must to go)
o There's no final -s in the 3rd person singular.
(Nor He musts go. Nor He must goes)
o Questions and negatives are formed without do.
(Must you go2 Nor Do you must go?)
o For the past tense of must, we use had to. (See below.)
o (For must haue + past participle, see Unit 28.)
Present
I have to go Idon't have to go Do I have to go?
You have to go You don't have to go Do you have to go?
He/she/it has to go He doesn't have to go Does he have to go?
We have to go We don't have to go Do we have to go?
You have to go You don't have to go Do you have to go?
They have to go They don't have to go Do they have to go?
Past
I had to go I didn't have to go Did I have to go?
Future
I'll have to go I won't have to go Will I have to go?

-:aK QUESTTONS 1 Put in the correct form ofthe verb.

1 You (have to) drive on the right or the left in Britain?
2 An American driver in Britain (must) have valid insurance.
3 He also (have to) have an international driving licence.
4 A driver (must) drink and drive.

85
 tep 3 Uses of must and have to

o We use musf and haue to to say that something is necessary or obligatory.

Sometimes, it doesn't matter which we use. In the text in Step I both must and haue
fo could be used in all the four affirmative sentences.
Driuers and passengers haue to usear seat-belts.
on Driuers and passengers must weqr seat-belts.
o For questions asking if something is necessary or obligatory, we normally use Do
I, you, etc. haae to?The question f'orm Must I, you, elc.? is far less common'
Do you haae to haue an international driuing licence?
o For the negative forms, see SteP 5.

at1f( t< a(I:41' ol,t\ ,) Answer these questions.

I Do you have to drive on the left or the right in Britain? You "'
2 When must you wear seat-belts? You ".

tep S Differences between must and have to

lrvine wallace, an American, is in Britain and has hired a car. He has to

wear glasses when he drives, and he's iust broken them'
'l musi get some new glasses. I must go to the optician's''
He{ rJA" an appoint-ment for tomorrow morning. He's telling his wife:
'We can't go to'xford tomorrow. I have to 9o to the optician's at
1 1.30.',

o There's sometimes a clear difference between musf and haue to. We use musf
to
obligation that we impose on other people or on ourselves. It's our
talk about an
personal It's subiective.
^ must opinion.
I o b the optician's. Qrvine thinks this is necessary')
o In contrast, we normally use houe fo when the obligation comes from outside the
speaker. It's obiective, it's outside the speaker's control'
I haue to go to the optician's at 11.30.
by an outsider, the optician')
6ff," ti-Jot lrvine' appointment has been decided
o Note that the obligation or necessity is often habitual'
Iruine has to wear glasses when he driues. (Ihis is an habitual necessity.)

a Hi.a K Otl,\itt.)N\ l Put in must or haae to/hos to.

say we
I Irvine can't go to Oxiord tomorrow. He's thinking: 'l ... phone the hotel to
aren't coming.'
go to the
2 He's phoninglhe hotel: 'l'm afraid we can't come tomorrow I "'
optician's here in London.'
3 lrvine's eyesight isn't very good. He '...have an eye-test once a year'

86
 Have got

,,lr\ine's got tq take a tax! to the optician's because he canit drive,his car ,:, '
He's talking to the taxi driver:
'First, l've got to stop at a bank to change some travellers' cheques.
Then w1il have to hurry, beeause l've got to get to the'optician's by

o Haue gof 1o usually means the same as haue to.

It's more informal and colloquial than haue to, but it's used a lot in spoken English.
I'ae got to get to the optician's by I 1.30.
op.l hsae to get to the optician's by I 1.30.
o We often use haue got to in preference lo haue fo when we're talking about a
specif ic, not habitual, situation.
First, I'ae got to stop at a bank. (Rather lhan I hqae to stop at a bank.)

atIF-ct QUL5rlo!.t\ 4 Put in forms of haoe got to.

I What time ...you ... be at the optician's?
2 I ... be there at 11.30.
3 The taxi driver doesn't know the way to the optician's. He ... to stop to look at a
map.

Step 5 Mustn't or don't have to/ haven't got to?

Usually in the USA you mustn't drive at more than 55 m.p.h. lt's the law.
lrvine drives at this speed on the motorway in Britain. But he doesn't
have to drive so slowly, because the speed limit in Britain is 70 m.p.h.

o The negative forms musfn't and don't haue to/hauen't got to don't mean the same.
We use mustn'tlo tell people not to do something, that something is wrong or
against the law.
t-lsualty in the uSAyou mustn't driue at more than 55 m.p.h.
o But we use don't haue to or hauen't got to lo say that there's no obligation to do
something.
He doesn't hqoe to driue so slowly. (lt isn't necessary.)
Mustn't = You have no choice. You can't choose.
Don't haue to/hauen't gof o = You have a choice. You can choose'

-:aK OLlI\TIONS 5 Put in mustn't or don't hqae to.

1 You ... drive at more than 30 m.p.h. in towns in Britain.
2 On American highways you ... overtake on the left; you can overtake on the right
if you want to.

ANlWtR5 Tt) 1 'l Do you have to drive 2 must have 3 has to 3 1 I must 2 I have to 3 He has to
,lCl< OUF.SIION! have 4 mustn't 4 t have you got to be 2 l've goi to be 3 He's
1 ) ),1 AllD5 2 1 You havetolmust drive on the left. 2 You got to stop
have to/must wear them at all times. 5 1 mustn't 2 don't have to

87
 28
i[here' an area in the,Atlantic- ealled the grmuda Triang.le. A,lot of .
boats and planes have mysteriously disappeared there. lt must be a
strange place. People rnust feel worried when they cross it. lt can't be
easy for them. A friend of mine is on a ycht in the Triangle at the
moment;.H e rn ust be .feelin g,nervu:''f{e, canlt be enjoyin g the tr i p. So,
is he crazy? He must be. I wouldn't go there. Does he know the risks? He
must do.

Deductions about the present must/can't + infinitive

o We can use musr + infinitive without fo when we make a logical deduction from
the information or evidence we have. We use can't + infinitive without fo (not
mustn'f) when we talk about a logical impossibility.
People must feel worried. (Because of the disappearances.)
It cqn't be easy for them. (Because they're worried.)
o Note the continuous forms must be/can't be + -ing.
He must be feeling neruous.
ou're sure he's feeling nervous.)
He can't be enjoying the trip.
ou're sure he isn't enjoying the trip.)
o Note the short answers: Is he crazy? - He must be.
Does he know the risks? - He must do.
(For other uses of musf see Unit 27.)

CHECK AUESTIONS 1 Put in must or can't.

1 People who cross the Triangle ... be very happy about it.
2 They... know about the strange disappearances.
3 The writer's friend ... be feeling worried at the moment.

89
 Step 2 Deductions about the must have, can't have

Last July Art Fidler left Miami in his private jet to f ly to Bermuda. He
never arrived. He had plenty of fuel when he left, so he can't have run
out of fuel. His radio can't have been working, because there was no
radio contact with him. There must have bee something wrong with
his plane. And it must have crashed into the sea and sunk immediately,
because nothing was found. Did he make a stupid mistake? He can't
have done. He was an experienced pilot. Was he killed? He must have

o We use must haue + past participle to say we're almost certain something
happened in the past, because of the information we have. We use can't hate t.:' .*
mustn't haue) + past participle to say we think something was impossible.
It must haae sunk immediatelY.
Qllothing was found.)
He cqn't hae run out of fuel.
(lmpossible. He had plenty.)
o Note the continuous lorms must/can't haue been + -ing-
His radio can't haae been working.
o Note the short answers.
Did he make a mistake? - He cqn't hqae done.
Was he killed? - He must hqae been.

(HECK AU[STlONS 2 Put in must haue or can't hqoe.

I Nothing was found, so the plane ... exploded in the air.
2 Fidler... felt scared.
3 He ... been expecting a normal flight.

AN5WFRS IO 1 l can't 2 must 3 must

CIlLCK QUESTIONS 2 1 can't have 2 must have 3 must have
1AND2

90
 29
John Speight keeps snakes at home. Monty, his favourite python, has
escaped. His wife's terrified.
'John, that snake may be dangerous. lt may attack someone. lt might
'eat,the tat, lt could be und.er.the, bd:and l might,ot see:it'when I get
int bed. Ughi lt could be anywhe,re-,lt migtlt be-ih the,gardn.'
'No, it couldn't be in the garden because allthe doors and windows are
closed. Donrt,worw. l'll find it. lt may be under'the flooiboar:ds.l,didnlt
feed it this morning. lt may be feeling hungry. lt could be looking for
food.'
'And you may not f ind it. We need some help. We could phone the

May, might, could for present and future possibility

o We can use may, might or could + an infinitive without fo when we want to say
that something is possible (in the present or the future). There is no significant
difference between them.
It may attack someone. (= It's possible it'll attack someone.)
It might eat the cat. (= It's possible it'll eat the cat.)
It could be under the bed. (= It's possible it's under the bed.)
o But we use could, not moy or might, to make suggestions.
We could phone the police. (= Shallwe phone the police?)
o We use the negative f.orms may not or might not (or mightn'f) to talk about
possibility, but not couldn't.
I might not see it when I get into bed. (= It's possible I won't see it.)
Couldn'tmeans that something is totally impossible.
It couldn't be in the garden. (= That's not possible.)
o We often use the continuous forml' may be, might be, could be + -ingto talk about a
present possibility.
It may be feeling hungry. (= It's possible it's feeling hungry.)
It could be looking for food. (= It's possible it's looking for food.)
c May, might, couldhave the same form for all persons.
I may/might/could come. He may/might/could come, etc.
(For could, see also Unit 25.)

-:.CK QUESTTONS 1 Rewrite these sentences.

1 Perhaps the snake will attack someone. The snake ...
2 Perhaps it's under the floorboards. It ...
3 It's possible John won't find it. He ...
4 Perhaps the snake's hiding in a cupboard. The snake ...
5 It isn't possible that it's in this cupboard. It ...
 May have, might have, could have f or past possibility
te p May as well/might as well

A police officer has come to talk to John about his snake.

'Have you any idea where the snake may have gone?'
'lt might have gone under the f loorboards. lt may have fallen asleep
somewhere in the house. It could have gone down the toilet.'
'Could someone have stolen it?'
'No. A thief couldn't have got into the house. I was here all the time.'
'How did it escape?'
'l found the cover of its tank on the floor. I might not have put it on. I
might have forgotten. I can't remember. The snake may have moved it
itself. lt may have been feeling hungry. lt might have been looking for
food. I could have given it some this morning, but it didn't seem hungry.'
'Are you sure you've looked under all the beds?'
'Yes, lthink so.'
'Well, we may as well look again, just in case.'
'l suppose you're right. We might as well.'
'Wait a minute. That plant over there ... lt's moving.'

o We can use either may haue, might haue or could haue + a past participle to say
that something was possible in the past.
It may hqae fallen asleep. (= It's possible it's fallen asleep.)
It might haae gone under the floorboards. (= That's possible.)
It could hoae gone down the toilet. (= That's possible.)
o Could haue can also mean that something was possible, but didn't happen.
I could haae gioen it some food this morning. (FIe didn't give it any food.)
o Note the negative forms: may not haue/might not(n't) haue.
I might not haae put the coer on. (= It's possible I didn't.)
o Couldn't hare means that something was totally impossible.
A thief couldn't haae got into the house. (= It wasn't possible.)
o We often use the continuous form: may haue been, might haue been, could haue
been + -ing to talk about a past possibility.
It may haae been feeling hungry. (= It's possible it was feeling hungry.)
o Note the expressions may as well and might as wellwhich mean the same. We use
them when we suggest doing something because it seems the only sensible thing to
do, but we aren't very enthusiastic.
We may as uell look again. (= There's nothing better to do.)

,iECK QUESTIANS 2 Relwite the sentences.

I Perhaps the snake went under the floorboards. The snake ...
2 Perhaps the snake was feeling hungry. The snake ...
3 It was possible for John to feed it, but he didn't. John ...
4 Perhaps it hasn't gone very far. It ...

AA/5WIR5 7C) I 1 The snake may/might/could attack someone. 2 1 The snake may have/might have/could have
:HLCK QUESTION5 2ltmay/mightlcould be under the gone underthe floorboards. 2 The snake may
1 AND) floorboards. 3 John may not/might not find it. have/might have/could have been feeling
4 The snake maylmight/could be hiding in a hungry. 3 John could have fed it, but he
cupboard. 5 It couldn't be in this cupboard. didn't. 4 lt may not have/might not
have/mightn't have gone very far.

93
 30
There's too much traffic on British roads. people have different
oprnrons.
- We ought to make petrol more expensive.
- We shouldn't make so many cars.
- People should pay to use the roads.
- We oughtnft to allow cars in city centres.

should /ought

o We use should + infinitive without to or ought to + infinitive when we think

something is the right thing to do.
People should pay to use the roads = People ought to pay.
o We use shouldn't (should not) or oughtn't to (ought not to) when we think
something isn't a good idea.
We shouldn't mahe so many cars = We oughtn't to mqhe.
:.1ICK QUESTIANS 1 Put in should(n't) or ought(n't) to.
I We ... build more roads. That will only make the problem worse.
2 We .... build more railways. I think that's the best answer.

Should ought

Sanr Travis is in his ear..The police have stopped him. . ,, ,

lExtuse me, sir. You should be wearing your seat-belt. And your back
lights aren't working. You oughtn't to be driving this car.'

o We use should(n't)/ought(n') to + be + -ingto talk about something that

should(n't) be in progress now.
You should be uearing your seat-belt. You oughtn't to be drioing this car.

.ECK QUSTIONS 2 Put in should(n't) or ought(n't) to.

I Is Sam wearing his seat-belt? No, but he ...it.
2 Are his back lights working? No, so he ... his car.

95
 tep 3 Other uses of should/oughtto

Sam's going to a football match at 7.30. He's telling his wife about it.
'England should win tonight. Scotland aren't very good this year.'
'Are you going to the match by train?'
'Yes. lf I get a train at 6 p.m., I shouldn't be late. I ought to be there by 7.
Or do you think I should catch an earlier train?'
'Yes, I think you should.'

o We use should and ought to when we talk about how probable something is, or
what we expect to happen in the future.
Englond should win.
(Sam expects this, because Scotland aren't very good.)
I shouldn't be late. I ought to be there by 7 p.m.
(Ihis is probable if he catches a train at 6 p.m.)
o Note the use of. should/oughf Io without a main verb.
Do you think I should catch an earlier train?
Yes, I thinkyou should. (on /es, I thinkyou ought to.)

!flrak atulr/oA/q l Put in should(n't)/ought(n\) to.

I If the train's on time, Sam .... be late.
2 His wife thinks he .... catch an earlier train.

Step 4 Had better + infinitive without to

'Sam! You're going to mi.ss yor.rr train. Y9u'd bette hurry, ltlsten to six!'
tWhat!Illlnevercatchthattrainnow"l,dbettero.bycar.,
fYes, you'd betten But wait a minute The lights on'i wort<. Perhaps

o We use had better ('d better) + infinitive without 10 to say that something is the
right thing to do. We use it with I and we to talk about an immediate intention.
I'd better go by car.
We use it with you or he, she, it, they when we're giving advice or a warning about
the present or the immediate future.
You'd better hurry.
o Note the negative form had ('d) better not.
You'd better not take the car.
o Note the use oI had better (nofJ without a main verb.
I'd better go by cor. Yes, you'd better.

CHECK QUESTONS 4 Put in had better (not).

I Your car lights don't work, Sam. ... fix them.
2 You ... drive without lights.

96
 Step 5 Should have/oughtto have + past participle

Sam decided to take the car. On his way home he was eating a
hamburser. He hit the car in front. uu,tiln ;i,
;;" ;;ui "pp"n"a.
'There was too much traffic! r shourdn,t
h";"i"k;;-irr" .rr. r .rgit" -
have gone by train.,
'well, r:tt yorr turtt. you ought to have listened
to me. you should have
left home earlier. Alg.you Jughtn,tto fruu" U""n
inthecar.Youshouldhavebenwatchingtr,u".;"rrirg-J;;:;

we use should houe or ought to haue + a past participre to say that something
the past was a mistake. in
I shouldn't haae taken the car. (But he took it.
' -'/
It was a mistake.)
I ought to haae gone by train. (ut he didn,t go by
train.)
o we lrse should(n't)
lgu.e.or ought(n't) to haue + been * -ng when we tark about
something that shourd(n't) have been in progress at a particurar moment in the
past.
You should hqae been watching the road.
(But he wasn't watching the road.)
You oughtn't to haae been eating a hamburger.
(But he was eating a hamburger.)

( QUESIiONS 5 Put in should(n,t) haae or ought(n,t) to haae.

i Sam took the car. That was a mistake. He .... it.
2 He didn't listen to his wife. That was a mistake. He ... to her.
3 He wasn't watching the road. That was a mistake. He .... the road.

ANSWT R.5 TO 1 1 shouldn't/oughtn't to 2 should/ought

.iECK QUESTIOI'IS to 4 1 You'd better 2 you'd better not
2 1 should be/ought to be wearing 2 souldn,t
1,2,3,4AND5 beloughtn't to be drivins
5 I shouldn't have/oughtn't to have taken
2 should have/oughtto have listened 3 should
3 I shouldn't/oughtn't to 2 should/ought to have been/ought to have been watching
 31
Marie Thomas hasn't got many friends so she put an advertisement in
the Personal column of a local,newspaper. he received this reply.
Dear Marie,
First lhe good news. l've got blue eyes and J've got brown hair.'l,ve got
a flatrand t've gt.a job, Aut t haven't got a girlfr.iend! .

Now for the bad news. llve got b:ig ears and f haven't got much hair teft.
I've got asthma too. I used to have a good job, but I lost it. The job tlve
had for the last year is badly paid. I had a car a month ago, but I haven't
got one now. ldidn't have enough money, so I sold it. My flat's very
small - itrs only got one bedroom, and it hasntt got a very bg kitchen ...

of have
o Haue gof and haue mean the same. But in informal English we normally use haue
gof rather lhan houe when we talk about:
Possessions: I'ae got a flat. It's only got one bedroom.
Relatives: I haoen't got a girlfriend.
Illnesses: I'ae got asthma. (I'ae got a headache, o cold, a bad back, etc.)
Personal characteristics: I'ae got blue eyes and brown hair.
o We could use hque in all the above examples. But haue gof is far more common.
I haoe a flat. It only ho,s one bedroom. I don't hqae a girthiend.
o In American English we use the affirmative {orms of haue got, but we rarely use
the negative or question forms.
British English: Haoe you got a car? I hauen't got a car.
American English: Do you haae a car? I don't haoe o car.
o The forms of haue got Present simple:
Affirmative Negative Question
I've got I haven't got Have I got?
He's got He hasn't got Has he got?
They've got They haven't got Have they got? etc.
Contracted forms: 's got = has got hasn't got = has not got
've got = have got haven't got = have not got
o Note the short answers: Yes, I haue/Yes, he has/No, they hauen't, elc.
(ruor Yes, I've got/Yes, he's got/No, they haven't got)
Has he got a girlhiend? No, he hqsn't. (lror No, he hasn't gotJ
o In the past simple we can use either had/didn't haue or had got/hadn't gotbut
hod/didn't haue is more common.
I hod a car a month ago. (Nor I'd got a car a month ago.)
o In other tenses (present perfect, past perfect, future, etc.) and forms (the
infinitive) only haue (Nor have got) is possible.
The job I'ae had for the last year. (Nor The job I've had got.)
I used to hqae a good job. (tvor I used to have got.)

.HECK OUESTIONS 1 Put in forms of haae got.

I ... Marie ... many friends? No ...
2 She ... a boyfriend last year, but she ... not ... one now.
3 Her girlfriends ... all ... husbands and children.

99
 for actions

... I haven't got any bad habits although, I must admit, I usually have
dinner in front of the television and I sometimes have a cigarette
afterwards. And I don't have a bath every day!
At weekends I often have a long walk in the country. Then I have a meal
in a country pub. Once a year I have a holiday on the south coast. But
l'm not having one this year because I haven't got enough money.
l,d really like to meet you. Perhaps we.can have dinner together soon.
Best wishes,
RaYmond
PS Icould meet you any evening next week except for Thursday. That.
evening l,m having a game of badminton with a friend. And then we're
having a drink together afterwards.

o We use haue (Not have got) to talk about actions/activities'

I haoe dinner in front of the teleuision. (Nor I've got dinner)
I haae a holiday on the south cocsf. (Nor I've got a holiday)
o When we use hauelikethis, we can use continuous forms because we're
describing actions.
I'm not haaing a holiday this Year.
We're haaing a drink together ofterwards.
o Note the negative and question forms in the present simple.
I don't haae a bath euery daY.
Does he haae a holiday euerY Year?
o We don't use contractions with hauewhe it's describing an action'
I haue a cigarette afterwards. (Nor I've a cigarette)
o Look at this list of further examples ol, haue used for actions.
have breakfast, dinner, a drink, a sandwich, etc.
have a bath, a shower, a wash, a shave, a sauna, etc.
have a rest, a sleep, a dream, etc.
have a holiday, a nice time, a day ofi, etc.
have a swim, a game, a walk, a ride, etc.
ha.e an argument, a talk, a discussion, a meeting, etc.
have a go, a try, etc.
haveababy havealook havealesson
CHECK QUEST!ON! 2 Put in forms of haae.
1 Raymond (not have) a shower in the morning. He usually (have) a bath'
2 He (have) his breakfast at the moment.
3 he (have) a holiday in July? Yes normally, but he (not have) a holiday this year.

A,rysW[Rs r(-) 1 1 Has Marie got many friends? No, she hasn't 2 1 Raymond doesn't have a shower in the
CHECK QUfSTIANS 2 She had a boyfriend last year, but she hasn't morning. He usually has a bath. 2 He's having
lAND) got one now. 3 Her girlfriends have all got his breakfast at the moment. 3 Does he have a
husbands and children. holiday in July? ... he isn't/he's not having a
holiday this year.

100
r
I
l
I 32
Monday, February 3rd
A bad day-l l woke up wth a,'headaehe.l, got uprlate I turned on the
radio,, Th'e news,was bad, so lturned off,the radio and had ,a shower.
Thewatef wasrcold.,Then lwentutfor:a wa!k. ltwas ralning,''

Step 1 What are phrasal verbs?

o Phrasal verbs are usually two-word verbs (a verb + an adverbial particle)'. wake
up, go out, turn on, elc.
o We can use different particles with the same verb. The particle changes the
meaning of the verb.
I tumed on the radio. I turned off the radio.
o Phrasal verbs are very common, especially in informal English.
We could say I awoke with a headache, but this is very formal. We normally say:
I wohe up with a heedache.

CHECK QUESTIONS 1 What are the five phrasal verbs?

I sat down, had breakfast, washed up and set off for work. When I went out, it was
still raining. It went on raining all day.

Different types of phrasal verb

Tuesday, February $th

The'car broke down. I rang up a gar:ge. The mechanic found. out why
l'd stopped - l'd run out of petroll
I don't get on with the people at work, so today I filled in an application
form for a new job. I put it down somewhere in the office. Now I can't
find it!
At home I switched on the TV. Cigarette prices are going up. I must give
up smoking. And the governmentrs planning to put up taxes. l'm not
looking forward to that. They've already put them up twice this year.
l've just worked out that l'll soon have no money. I can't go on like this.

Some phrasal verbs never take an object.

The car brohe down. I can't go on like this. Prices are going up.

102
 . Most phrasal verbs can take an object. The object can usually go before or after
the particle.
verb + particle+ object verb+object+particle
I rang up a garzge. oR Irang agarlge up.
I switched on the W. oR I switched the W on.
o But if the object is long, it usually goes after the particle.
I filled in an application form. (Nor I filled an application form in.)
o If the object is a pronoun the construction is always:
verb + pronoun + particle
I put it down (Nor I put down it.)
They'ue put them up (Nor They've put up them.)
o Some phrasal verbs are three-word verbs with a particle + a preposition. The
object can only come after the preposition.
I don't get on uith the people at work.
I'd run out of petrol. I'm not looking forward to that.
o (For a list of phrasal verbs see Appendix 4.)
CHLCK OUTSTIONS ) Are these right or wrong?
I They're going to put taxes up.
2 They're going to put up taxes.
3 They shouldn't put up them.
4 I'm not looking it forward to.

ANSWERS IO 1 I sat down 2 washed up 3 set off

CHECK QUESTIONS 4 went out 5 went on
1 AND2 2 I Right. 2 Right. 3 Wrong. 4 Wrong

103
 33
Justin Cox works at an advertising agency. Hefs writing a TV commercial
for a new product called Vitamax.
'You seem depressed. What's the problem?'
'ljust feel tired all the time. When I see my face in the mirrol I look
terrible. Food doesn't taste good any more. l've got no appetite.'
'Try Vitamax, the drink with five esrentiul vitamins. lt will c'hange your
life.'
'That sounds interesting. t'll try it. Mmm! lt smells good. And it tastes
good too!'

'Well, you sound happy!'

'l feel happyl And all my friends say I look great. Thanks to Vitamax!'

look, feel, sound, taste, smell, seem + adjective

o We use these verbs to talk about our impression of things. We use an adjective
after them, not an adverb.
I look terrible. (Nor terribly) Food doesn't taste good. (Nor well)
We use lookto talk about visual appearance.
I looh terrible. (= 1ry5"n she sees her face in the mirror, that's her impression.)
We use sound lo talk about things that we hear.
That sounds interesting. (= What you said seems interesting.)
o Seem is never used in the continuous form.
cHEcK euEsrtovs 1 Answer the questions.
I Before she takes Vitamax how does she feel all the time?
2 But 3 days later, how does she sound? 3 And how does she look?

I .rstin Cqx iswr:iting adieisementior o Dew oo,:alcoholii be er

called Old Gold.
'lt looks,like'beer, lt smells lik beer,:lttastes like beer, And when you
drink it, it feels like liquid gold in your mouth. Why not have a glass of
Old Gold?'
'That seems like a great idea. Cheersl'

o We use like + a noun after these verbs to describe what someone or something is
similar to.
It smells like beer. It feels lihe liquid gold.
When we use these verbs to describe what something is like, we usually use the
present simple (not the present continuous).
It looks good. It looks like beer. (Nor It's looking)

105
 Note: We use 1fte to make a comparison, but we use fasfe, smell + of when there is a
particular smell or taste on something.
This glass tastes of tipstick. My shirt smells of beer.

( Hf:(K AUE5TIOI;5 2 Answer the questions.

1 What does old Gold look like? 2 what does it feel like in your mouth?

tep 3 Look, feel, sound, seem + as if /as though

r u st i n's w r t ins a rV co m m e rc ia Ifor t'' r'' psl,lli,

f: ::: H ;"J": i
i

o 'The washing machine isn't working. Who- can I phone on a v z.

It doesn't sound as if she can repair it herself. She sounds as though she
needs help. She needs Helpline on 0800 56 56 56'
o Here,s r Thorpe. tte's mirsed his last bus home. He calJ find a taxi. lt
looks as though e'll have to walk home. wait a minute. He can use the
telephone. gJt now he looks as if he's got anothet pI?919T He hasn't
got any changel Don't panic, Mr Thorpe. You can call Helpline free.
I ,Oh,i feeltrrible. lt teels as though the whole room's going round
and round. I feel as if l'n going to faint. The doctor. t must phone the
doctor. Oh no, l've forgotten his number.'
W.t"" it r""ms as f thre's no one who can help you, call Helpline, a
number you won't forget.

o we can use cs if/as though + a subject and a verb after these verbs to describe
our impressions. As if and as though mean the same'
She'sounds as though she neeis hetp. (= She sounds as if she
needs help.)
o we often use the impersonal lf with these verbs, with the meaning'it seems'.
It looks as though h'e'll haue to walk home' (= It seems as though "')
It feels as thouih the room is going round and round'
It doesn't sound as if she can repair it herself'
Note: In informal English we often use /ifte instead of as if/as though.ln
American
English llfte is frequentlY used.
it doesn't sound like she can repair it herself'
(= It doesn't sound as if she can repair it herself ')
It looks lihe he'll haue to walk home.
(= It looks as though he'll have to walk home')
i feels like the room's going round and round'
(= It feels as though the room's going round and round')
When it seems like there's no one who can help you "'
(= When it seems as if there's no one who can help you "')
see Unit 89')
f'or liAe and as and other uses of as if/as though

ctlt(K Qtltsl lONS 3 Rewrite these sentences, using as if/as though'

1 She sounds in need of helP' She ...
2 He'll probably have to walk home. It '.'
3 I think I'm going to faint.

A,\5WR5 IO 1 '1 She feeis tired. 2 She sounds happy. 3 She 3 I She sounds as iflas though she needs help
( HI.(.K ()LJES I'ION.\ (OR she's in need of help). 2 lt looks as iflas
looks great.
1, ) AN!) ] 2 1 lt loks like beer. 2 lt feels like liquid gold. though he'll have to walk home. 3 I feel as
iflas though I'm going to faint.

106
34
ari'r*ri..' useC.ittect g,ol1 llr He usd to walk:with hs d,99,
lri1ry',enihi,liatgolf cours; an.tidqg u :to fild a lot oflbalfs'
n
Hi rr, t"t th er no "i nd,put, th9m: i, boxei,,the n in,drawet"'-then
i

.JpUt.at, 't didnt:u'se= to piay- Wiitr'them,iMr titmus cgmmented" '

: '

'althou g h, l. rsed to, b

:q"itl'u!d play'n, when I was you n ge r'-l si*1y,
re,
,seA'toln j o cou nting ihe m,, At,w he n, t'd tletted' 1'5, :to-:
3 89'th e.
1e.w9
no' mo r,e driwers and i o rnre iu p6oi i s i efl, io usd
l put the,mi n',

of used to

Affirmative: used to + infinitive

Negative: didn't use fo + infinitive
Qustions: dld + subject + use to infinitive
+
Affrrmative Negative Question
Did I use to go?
I used to go I didn't use to go
You used to go You didn't use to go Did you use to go?
He used to go He didn't use to go Did he use to go?
She used to go She didn't use to go Did she use to go?
It used to go It didn't use to go Did it use to go?
We used to go We didn't use to go Did we use to go?
You used to go You didn't use to go Did you use to go?
They used to go TheY didn't use to go Did they use to go?
o Note the final -d in the affirmative (used to)'
Harry used to collect golf balls. (Nor Harry use to collect)
question forms (ddn't use to/did
But note that there,s nolinal -d in the negative and
he use to).
I didn't use to PlaY with them.
(Nor I didn't used to play with them')
Where did he use to Put them?
(Nor Where did he used to?)
o Note the short answers.
Do you cottect gotf balls, Harry? No, but I used to'
Do"you u"o, glott"t now, Harry? Yes, but I didn't use to'
o Note that the -s- in used fo is pronounced [s], toin used to is pronounced [te]
before a consonant and [tu:] before a vowel sound'
I used to [te] be .'. I used to [tu:] enjoy "'
o We use the negative form ... neuer used fo for emphasis: use to play with them'
I neter used to play with themisa stronger version o I didn't

CHECK QUESTIONS 1 Write three sentences wit}a use(d) to'

I (affirmative) His wife/find golf balls in the bath
2 (negative) SheiPlaY golf
3 (qustion) Why/Harry/collect golf balls?
 Step 2 Used o to describe regular actions in the past

o We use used to to talk about a habit or regular activity in the past that doesn't
happen now. Used to emphasises that the activity was repeated many times.
He used to collect golf balls.
His dog used to find a lot of balls.
If we use the past simple here, the idea that the action happened many times isn't
emphasised.
He collected golf balls. His dog found a lot of balls.
Note: If we describe a number of regular activities in the past, it isn't necessary to
repeat used to each time. We can use the past simple instead.
Harry tooh them home ond put them in boxes.
(= Harry used to take them home and he used to put them in boxes.)
o We can also use would + infinitive without fo to talk about past habits. When we
use uould, we usually say when or how often the action happened.
He used to toolh with his dog on the locol golf course.
ox He would walk with his dog eaery day on the local golf course.
Note: I4lou1d is generally more formal and less common.

(HECK OU'TIONS 2 Answer these questions with either Yes or No.

I Does Harry collect golf balls now?
2 Did he regularly look for golf balls in the past?
3 Does he still put golf balls in the bath?
4 Did his dog often find balls for him?

Step 3 Used to to describe situations in the past

o We also use used fo to talk about situations in the past which don't exist now.
Harry used to be quite a good player.
All the drawers in the house used to be full of golf balls.
Note: We don't use wouldwhen we talk about a past situation. We can't say; 'Harry
would be quite a good player.'

CHECK QUESTIANS 3 Answer these questions with Yes or No.

1 Is Harry a good player now?
2 Was he quite a good player when he was younger?
3 Are the drawers full of golf balls now?
4 Were the drawers full of golf balls at one time in the past?

AN5WE,R.S /O I 1 His wife used to find golf balls in the bath. 2 I No. 2 Yes. 3 No. 4 Yes
CHECK QUESTIANS 2 She didn't use to play golf. 3 Why did Harry 3 I No. 2 Yes. 3 No. 4 Yes
1,2AND] use to collect golf balls?
 35
Dimitri Poulos, a Greek student, has come to London to learn more
,English. At first things were very strange. English money was a problem
at f irst, but now he's got used to it. Enlish fod is different from creek
food, but he's getting used to it, slowly! He's also getting used to
speaking English all the time. But he hasn't got usd to'tie traffic in
England. He hasn't got used to looking righi before he crosses the road.
That's still a problem.

Step 1 to get used to + anoun/pronoun on + - ing

o we use ge t used to something or get used to doing something when we talk about
the process of becoming accustomed to something. something that was strange
and unfamiliar, at first, becomes more familiar and normal.
He's getting used to English food. (+ a noun)
(At first English food was strange, but it's becoming less strange.)
He's getting used to lf. (+ a pronoun. lf = English food)
He's getting used to speaking English. (+ the -ing form)
Vhen he speaks English, he now finds it easier than before.)
He's (has) got used to English money.
(fhe process of understanding English money has finished. Now it isn't strange.)
o Note the forms of get used to.
Affirmative Negative Question
Present continuous
I'm getting used to I'm not getting used to Am I getting used to?
He's getting used to He isn't getting used to Is he getting used to?
Present perfect
He's got used to He hasn't got used to Has he got used to?
Past simple
He got used to He didn't get used to Did he get used to?
Future
He'll get used to He won't get used to Will he get used to?
o We don't use an infinitive afI"er get used to. Tohere is a preposition, so it is
followed by the -ing form of the verb.
He's getting used to speahing English all the time.
(Nor He's getting used to speak English all the time.)
o Used is pronounced /ju:st/.
':HECK QUESTIONS 1 Put in forms of get used to.
1 Dimitri hasn't ... English food yet.
2 English money was a problem, but after a few days he ... it.
3 Slowly he ... (live) in London.
 tep 2 be used to + a noun/pronoun oR + -ing

Dimitri has been i England for six weeks now and he's used to a lot of
things that were strange at f irst. He's used t_o speaking English a.ll the
time. He,s used to the English weather. Traffic in England doesn't worry
him any more * now he's used to looking right before he crosses the
road. But there'are some things he still isn't used to' He isn't used to
having milk in his tea and coffee and he's not used to drinking instant
coffee.Andheisn.tusedtoswimminginacoldsea.

o We use be used to + a noun or a pronoun or + the -ing,Orm of a verb when we say

that something isn't strange any more.
He's used to the English weather.
(Ihe English weather doesn't surprise him any more')
He's used to speaking English all the time.
(Ihis was a problem, but it isn't now.)
He's not used to drinking instant coffee.
(tn Greece he drinks 'real' coffee. So instant coffee is strange to him.)
o Note the forms oi be used to.
Affirmative Negative Question
Present
I'm used to I'm not used to Am I used to?
He's used to He isn't used to Is he used to?
Past simple
He was used to He wasn't used to Was he used to?
Future
He'll be used to He won't be used to Will he be used to?
o Note that we don't use an infinitive after be used to.7o here is a preposition, so it
is followed by the -ingfotm of the verb.
He's used to speaking English all the time.
(Nor He's used to speak English all the time.)
o Compare:
A Dimitri is used to eating English food.
B Dimitri used to eat English food.
Note: These two sentences have completely different meanings'
A means 'Eating English food isn't strange to him any more and he often eats
it
now.'
B means 'Eating English food was his habit in the past, but he doesn't eat
it now.'
(For the verb used fo see Unit 34.)

at]a( (l{./EIlONs 2 Put in forms of (not) be used to-

1 Dimitri's ... (hear ) English now.
2 He still ... (drink) tea with milk in it.
3 The sea's warm in Greece. So he ... (swim ) in a cold sea'

A,V,SW R5 / C) 1 1 Diimitri hasn't got used to English food yet. 2 1 Dimitri's used to hearrng English now. 2 F:
( i tL( K Qt-l la N S
F':,1 2 English money was a problem, but after a few still isn't used to drinking tea with milk in it
1 A^lD 2 days he got used to it. 3 Slowly he's getting 3 he's not (he isn't) used to swimming in a c: :
used to living in London. sea.
 Nick wants to go to New York. He's in a travel agent's;

llf you're British, you don't nee.d a visa. You just need to take a
passport.'
,l need to hir:e a car while l'm over there. Do I need an international
aiiring Licence?'
'v"t, y, Oo, and you'll also need a credit card,'. .

;Whai about the violence and crime in New York?'

,You don't need to worry too much. You just need to be careful where
you go, especially at ni9ht.'
'So I needn't buy a gun then?'
'No, you needn't.'
'lf I go in September, what sort of clothes do I need to take?'
'lt's ruarm in wew york in September, s you needn't take Winter
clothes.'
i

o We use need + noun/pronoun when we talk about the things it's necessary
to
have.
You'll need a cred.it card. (= It'll be necessary to have one')
Do I need a uisa? (= Is it necessary to have a visa?)
Note: Need has two negative forms: don't need/doesn't need and needn't.When
*
we're talking about soething that isn't necessary we use don't need/doesn't need
noun, not needn't.
You don't need a ulso. (Nor You needn't avisa.)
o We use need * infinitive with fo when we talk about an obligation or necessity in
the present or the future.
I need to driue white I'm ouer there. (= That's necessary.)
You need to be careful' (= It's necessary to be careful')
o We use don't/doesn't need to or needn't when we mean it isn't necessary to do
something.
I needn't buy a gun then? or.I don't need to buy a gun'
o Note that You don't need to/You needn'tmean the same as You don't hctue fo. (See
Unit 27.)
You don't need to worrY too much.
oR )'ou needn't worrY too much.
(= You don't have to worrY too much.)
o Needn'tisn't used much in American English.

(Ht{K AUESf tONS 1 Rewrite the sentences, using need.

I lt's necessary for Nick to hire a car when he's in the States'
2 Is it necessary for him to have an international licence?
3 It isn't necessary for him to buy a gun.

114
 the verb need

Affirmative Negative
I need to go Idon't need to go on I needn't go
He needs to go He doesn't need to go He needn't go
They need to go They don't need to go
They needn't go
Questions
Do I need to go?
Does he need to go?
Do they need to go?
o The verb needhas no continuous form. You can't say, for example: 'You're
needing a passport.'

CHTCR OIIF<;TION\ ) Put in forms of the verb need.

I Nick ... a visa.
2 But he ... a passport.
3 ... take winter clothes? No, he doesn't.

Step 3 Needn't have + past participle or didn't need to + infinitive?

Six weeks later Nick,goes back to the travel agent's. : ' ' '
'New York was great! I needn't have worried about the crime and
violence. I didn't see any.'
'So you didn't need to tke a gun?'
'No, I didn't. And I needn't have had travel insurance. lwas never ill and
nothing was stolen. And you were right. I didn't need to take winter
clothes. The temperature never went below 30'!'

o We use needn't houe + past participle when someone did something that wasn't
necessary. It was a waste of time or effort. But at the time they didn't know this.
I need.n't haue usorried about rf. (But he worried about it.)
I needn't haae tqhen insurance. (But he took insurance.)
o We use didn't need to + infinitive when it wasn't necessary to do something. But it
isn't always clear if it was done or not.
I didn't need to tahe winter clothes.
0t wasn't necessary, but it isn't clear if he took winter clothes or not.)
o Compare 1 needn't haae tqken winter clothes.
(= He took winter clothes, but it wasn't necessary.)
I didn't need to take winter clothes.
(= Perhaps he took them, perhaps not, but it wasn't necessary.)

Ir/5I/ONS J Add a sentence with didn't need to or needn't haoe.

I He took S1,000. He didn't spend it all. He ...
2 He took two credit cards, but he only used one. He ...
3 He didn't have a visa. The agent said it wasn't necessary.

15l,ytA! ra) 1 1 Nick needs to hire a car when he's in the 2 1 doesn'tneed 2 needs 3 Does he need to
) ti !::\T I O I'l \ States. 2 Does he need an international 3 IHe needn't have taken f 1,000 (OR so much
I I AA/i-) ).
licence? 3 He doesn't need to buy a gun. OR money). 2 He needn't have taken two credit
He needn't buy a gun. cards. 3 He didn't need to have a vis.

115
 37
On July 17th, 1965 Micky Nash of Finchley, north London wrote a letter
to his brother, Frank. He gave it to his wiie and asked her to post it for
him when she went to the shops. Micky wrote his brother a letter
because he needed money. He explaind the problem to him. He'd just
lost his job, and he wanted to buy a pram for his new baby. He wrote:
'Can you lend me l2O? nl give you the money back when lget a new
job.'
On July 13th, 1995 Micky received the reply. 'l got your letter yesterday,
askin f or f20.1 can lend it to you, but nowadays I think a pram will cost
you a bit more than that! And do you really need a pram for your 30-
year-old son?!' Frank then went to the posi office and showed them the
Ietter. They promised him an officialapology.

Verb + indirect object + direct object

o Some verbs can have two objects, an indirect object and a direct object
Normally the indirect object refers to a person, and comes first.
verb + indirect object + direct object
Micky wrote his brother a letter
(His brotheris the person who Mic wrote to - the indirect object.,4 letteris
what Mic wrote - the direct object.)
He shoued them Michy's letter.
Con you lend me s20?
I'll giue you the money.

CHECK QUESTIONS 1 Write the correct word order.

I Mic/his brother/wanted/him/to lend/some money.
2 Hel aletter/him/sent.

d irect object +

o We sometimes use fo with the indirect object, which then comes after the direct
object.
verb + direct object + indirect object
Micky wrote a letter to his brother.
He gaue it to his wife.
o We use 1o + the indirect object when we want to emphasise the indirect object.
Compare these two sentences from the text:
A Micky wrote a letter to his brother.
B Micky wrote his brother a letter because he needed money.
In sentence A we want to say who Micky sent the letter to, so we emphasise hs
brotherby saying to his brother.
In sentence B, we already know he's written to his brother. Now we want to say why
he wrote, so we don't need to emphasise his brother.

117
 . We also use 10 with the indirect object:
when both objects are pronouns (it, him, you, them, efc.).
it to you.
I can lend
(n informal English we can say: I can lend you it. ox I can lend it you.)
or when the direct object is a pronoun (it, them).
He gaue it to his wife.
o We must use fo with the verbs describe, explain, mention, report, suggest.
He explained the problem to him.
(Nor He explained him the problem.)

CHICK QUESIIONS 2 Complete the sentences, using fo.

1 Micky wrote the letter and (sent/his brother/it)
2 (He/the letter/his wife/showed) when he'd finished it.
3 (Helherlitlread)

o We often use an indirect object oy to + an indirect object with the following verbs:
bring, giue, hand, lend, offer, pass, oue, pay, read, recommend, sell, send, show,
teach, tell, throw, write.
Micky Nash urote a letter to his brother.
We use fo+ the indirect obiect when we're talking about something which passes
from one person to another.
o But we use for + the indirect object when we're talking about doing something
that will be of value to another person, or when one person does something instead
of another person.
He wanted to buy a pram for his new baby.
(onHe uanted to buy his new baby a pram.)
Do you really need to get a pram for your son?!
(ox Do you really need to get your son a pram?)
He asked her to post the letter for him when she uent to the shops'
o We often use for + an indirect object with the following verbs: book, bring, build,
buy, choose, cook, cut, do, fetch, find, get, keep, leaue, mahe, order, play, prepare,
reserue, saue, sing, take.
o with some verbs (attow, cause, charge, cost, fine, promise, refuse, rursh) we must
use the indirect obiect on its own. We don't use fo or for.
A pram will cost you a bit more than that!
They promised him an official apology.

(HECK ()UTSTIONS } Write complete sentences, adding either to or for.

I Micky didn't post the letter himself. (his wifeihim/itlposted)
2 Mic and his wife went to the shops (the baby/a new pram/to buy)
3 Frank/the letter/the post office/took
4 They couldn't/him/explain/why the letter had arrived so late

A AI5 WFR. IT) 1 1 Micky wanted his brother to lend him some 3 I His wife posted it for him. 2 to buy a new
CIlI'K Qt,/FSTlC)N5 money. 2 He sent him a letter. pram forthe baby. 3 Frank took the letterto
1, 2 Al'D 3 2 1 Micky wrote the letterand sent itto his the post office. 4 They couldn't explain to him
brother. 2 He showed the letter to his wife 3 why the |etter had arrived so late.
He read it to her.

118
 Cal'and Lee aie footbalt fans. Their team, Leeds United, qre ptaying ,

tonight. Cal'stalking about the game.

lThey'll win the championship if they'beat Arsenal ton,ight; And if the4
win the championship, theyrl p'lay in the European cup next season''

1st conditional: /f+ present simple + will

o We use /+ a verb in the present simple to talk about a possible future action or
situation. The i/clause is often followed by another clause with will or won't.
If they win the championship, they'll play in the Europeon Cup.
(Leeds may win the championship or they may not. winning is a factual
possibility.)
o /f + present simple (l/clause) + future rorll (main clause)
If they utin the championship, they'll play in the European Cup.
This sentence is about the future, but we don't use a verb in the future in the l/
clause. we don't say 'lf they will win the championship.'we use a present tense,
often the present simple.
o We can put the lf clause at the beginning or at the end.
They'tl win the chompionship if they best Arsenal tonight.
or.If they beat Arsenal tonight, they'll win the championship-
Note: Don't confuse if and when.
If they beqt Arsenal tonight, they'll win the championship.
(1f = a condition. We're talking about a possibility.)
When they beat Arsenql tonight, they'll win the championship-
(When = a point in time. It's certain they'll beat Arsenal.)

CIIECK OUESTIONS 1 Complete the questions.

I What (happen) if ...? They'll win the championship.
2 What (happen) if ...? They'll play in the European Cup'

a present tense + can, should, may, mi7ht, etc.

talking about Leeds United.

Cal's still
'And if they pla-y in the European Cup, they might make a lot of money'
lf they make a lot of money, they can buy some new players. And if they-
buy new players, they should win the championship again next year "''

o In addition to the future ui11, we can also use can, could, should, ought to, may,
might, mustin the main clause.
If they ptoy in the Cup, they might mlke a lot of money.
(= Perhaps they'll make a lot of money.)
If they make a lot of money, they can buy new players.
(= They'll be able to buy new players.)
If they buy new players, they should win the championship again-
(= They'll probably win the championship again.)

120
 ;..K OUESTIAN\ 2 Write these sentences in a different way. Use should, can, might.
I If Leeds play badly, perhaps Arsenal will win tonight. If Leeds play badly, ..
2 If Leeds play well, they'll probably beat Arsenal. If Leeds play well, ...
3 If they buy new players, they'll be able to improve the team. If they truy...

Step 3 lf + a present tense + the present simple or the imperative

'Listen, Cal, if we don't leave now, we'll miss the bus. So, if you,ve
,finished talking, can,wego? Come;onI]lf you'e cominglo the match,
hurry up! And if you want to get in, don't forget your tickeil They
don't let people in if they don't have a ticket.'
'OK, OK! l'm looking for my scarf. Leeds always win if I wear my scarf.'
: . ....--. . - ..a:: . : . ::.,.a :,..: :

o We can use the construction 1f + present simple + present simple when we're
talking about something that's always true.
Present simple (main clause) If + present simple (fclause)
Leeds always u;in if I uear my scarf.
(= Every time I wear my scarf, Leeds win.)
They don't let people in if they don't haae a ticket.
(= They never let people in without a ticket.)
o We can use an imperative (a command) in the main clause.
If + present (ifclause) + imperative (main clause)
If you're coming to the match, hurry up!
If you want to get in, d.on't forget your ticket!
Note also:
If+ present perfect
If you'ae finished talking, con we go? (= If you've finished now.)
If+ present continuous
If you're coming, hurry up! (= If you intend to come.)

,4ECK QUE'TIONS 3 Put the verb in the correct tense.

I If you (want) to get into the ground, (not forget) your ticket!
2 If you (go) to an 'all-ticket' match, you (need) a ticket to get in.
3 If Cal (wear ) his scarf, Leeds always (win).
4 Come on, CaMf you (come) to the match, hurry up!

conditional:

Lee and Cal have missed the busl The next bus is in 35 minutes. An old
man on a bike is giving them some advice.
Old man: lf I were you, I wouldn't wait for the next bus, l'd walk.
Lee: We haven't got time. lf we walked, it would take us an hour to get
there, and we'd miss the first 20 minutes of the game.
Cal: There wouldn't be a problem if there were more buses.
Lee: lf we had a cal we'd be all right.
Cal: No, we wouldn't. lf we went by cal we might not find a place to park.
Lee: lf we had f30, we could get tax.
Old man:Well, lf I was going to a big match, l'd leave home much
earlier. I wouldn't risk missing the bus, like you two. lt's your own fault.
Lee: Cal, if-we asked him nicely, we could borrow this old man's bike!
 . We use / + a verb in the past simple to talk about an action or situation in the
present or the future which is improbable, hypothetical or imaginary. The lf clause
is often followed by the conditional uould or wouldn't'
/f + past simple + uould
lf we hqd a car, we'd be all right.
Qmaginary: They haven't got a car.)
o Note the difference between the lst and 2nd conditional:
If we utolk, it toitl tahe us an hour to get there' (7sl)
(fhis is a factual possibility. It's an ope choice. They can walk or not. See Step 1')
ut Lee says: If we wathed, it ttsould tahe us an hour to get there' (2Dd)
(Ihis is an unreal hypothesis, because Lee doesn't want to walk. He doesn't want to
miss the beginning of the game.)
o To emphasise the improbability or the impossibility we often use uere instead of
uas, but tDas can also be used here.
If I were you, I wouldn't uait. (oRIf I was you)
o We can use could or might ln the second clause'
If we had a car, we might not find anyuhere to park'
(= Perhaps we wouldn't find anywhere to park')
If we had 530, we could get 0 tlxi.
(= It would be possible to get a taxi')
o If necessary, we can use the past continuous in the ifclause'
If I was going to a big match, I'd leaue home much earlier'
o we form the conditional with would + an infinitive without fo.
Affrrmative Negative Question
I'd (would) be late Iwuldn't be late Would I be late?
He'd be late He wouldn't be late Would he be late? Etc'

CTIECK QUT.STIONS 4 Complete the sentences.

I Whydon'ttheYwalk? Becauseif ...
2 There aren't many buses. If ... , ... a problem'
3 Couldtheygetataxi? Theycould, i{...

A5WRS rO 1 '1What will happen if they beat Arsenal? 3 l want don'tf orgetl 2 go need 3wears
CHE(K QUFSTIONS 2 What will hapPen if theY win the win 4 you're coming
1, 2, 3 AI'JD 4 championship? 4 I Becase if they walked it would take them
2 1 lf Leeds play badly, Arsenal mightwin. . . an hour to get there. 2 lf there were more
tonight. 2 lf Leeds play well, they should beat buses, ther wouldn't be a problem. 3 if they
Arsenal. 3 lfthey buy new players, they can had f30.
improve the team.

122
 Lynth,fJgw.bac!,to
On Tuesday evenring; November: t6th tast year; Dvid
t:ingandttreweather wastrrjble. lf the'wgather
ingf and frbm Tunisl
eve ni-n g'
rl""rl' good, Davi wo-ul d h ave a rr:ived'hom e on Tuesday
f it had n lt b e e nr
tif e wou l d n,t h ave. ch a n ge.d,,
;;.,t;;;rfi
l
ry,' a n a, r, ir
t
t
didnlt land
foggy. they,would n;;" iA^J--ri:l-onn irprt uttlev

/f + past perfect + would have

about something that didn't
o We use the past perfect in the lf clause to talk
past'
happen or a siiuation that didn't exist in the
If the weather had been good, they would hqae lqnded in London'
(lhe weather wasn't good' It was terrible')
o We use the past conditional in the main clause'
Past conditional
P^ast Perfect
If the weather had been they woutd haae londed in London'
good,
if ctause. we don't say'lf the weather
Note: we don,t use th";?;;;;.ditioal in the
would have been good, ...'

CHE{K QUESTIONS 1 Ifithadn'tbeenfoggy,theywouldhavelandedatLondonAirport'andDavid's

life wouldn't have changed'
1 Was it foggY?
2 Did theY land at London AirPort?
3 Did David's life change?

Forms of past conditional

o The past conditio nal = would hae + apast participle'

Affrrmative Negative Questions
I'd (would) have won I wuldn't have won Woutd I have won?
He'd have won He wouldn't have won Would he have won?
We'd have won We wouldn't have won Would we have won?
Etc.
o There are two possible contracted forms:
I'd have won oR I would've won, etc'
I would've /wudev/ won'
o Note the pronunciation: I'd have laidevlwon'
I wouldn't have /wudntev/ won'
Note: hod and uou1d both have the contracted
form d'
in he'd (= would) haue got home on time'
If he'd(= had) tandei L'ondon,

CHECK QUESTIONS 2 Complete the sentences.

1 If 'd been on the plane, I (be) worried'
2 I (not take) the plane if it had been foggy'
5 Itir," plan hadlanded in London, he (get) home on time?
 Step 3 lf + past perfect + could have or might have

lf the weather had been bettel thre wouldn't have been a problem.
They could have landed in'London quite easily, and it wouldnrt have
been'necessary to f ly. to scotland. lf David had needed to get home that
night, he could have gone back to London by train. But h decided to
stay in a hotel. At the reception desk a woman dropped her pen. He
picked it up for her. lf he hadn't been standing there, he wouldn't have
seen her. lf she hadn't dropped her pen, he might not have noticed her.
lf he hadn't been there, someone else might hve picked it up.

o
We can also use could haue and might haue in the main clause.
If the weather had been better, they could hqae landed in London.
(= They would have been able to land. It would have been possible to land.)
If he hadn't been there, someone else might haae picked it up.
(= Perhaps someone else would have picked the pen up.)
@or could houe and might haue see also Unit 29.)
o We sometimes use the past perfect continuous (see Unit l3) in the l/clause.
If he hodn't been standing there, he wouldn't haue seen her.

:TCK OUISTIONS 3 Answer the questions.

I If he'd needed to get home that night, what could he have done?
2 What might have happened if the woman hadn't dropped her pen?

Step 4 /f + past perfect + would or would be + -ing

, David and.Hanrah; the woman,he met in the hotel, are now married .

and living in Scotland. They often talk about their first meeting.
'lf I hadn't dropped my pen, I wouldn't know you now and I wouldn't
be wearing this ring.'
'Yes, it's funny. lf I hadn't met you, l'd still be living in London. And if
:someoh els had, picked your pen u, I wouldnlt'be-'heie with you now.'

o We sometimes link the past with the present by using uould or would be +- ing.
/f + past perfect (past action) + would (present situation)
If I hadn't dropped. my pen, I uould.n't hnou you nou.
If + past perfect (past action) + uould be + -ing @resent situation)
If I hadn't met you, I'd still be living in London now.

--.CK QUSTIANS 4 Make sentences with f.

I He met her. He isn't living in London now.
2 She dropped her pen. He knows her now.
3 He picked her pen up. He's here with her now.
AI-5WEs IO
iECK QUESTTONS
1 1 Yes, it was. 2 No, they didn't. 3 Yes, it did 4 1 lf hehadn'tmethet he'd still belivingin
2 1 l'd have been worried. 2 I wouldn't have London now. 2 lf she hadn't dropped her pen,
1, 2, 3, AND 4 taken 3 would he have got home on time? he wouldn't know her now. 3 lf he hadn't
3 1 He could have gone back to London on the picked her pen up, he wouldn't be here with
airline bus. 2 He might not have noticed her. her now.

125
 40
Rosanna Fisher works at an outdoor activities ceRtre on the
west coast
of Scotland. she teaches mountain crimbing, scuba ri"g rng-
"" at rre
gliding. she's talking to some young peopr who've just rrived
centre.
'You can't do any of the actvities unless you're with an instructor.
we
won't let you start an activity unless you have the correct equipment.
You can't go scuba diving unresr yor;r" done thetr.ir; .;ire.
And
remembe; you can't leave the centre unless you say whe" yor;i" -
going.'

Unless

o Unless = if ... not.

unless + affirmative verb
You cqn't leaue the centre unless you say where you're going.
OR if+ negative verb
You can't leaue the centre if you don't say where you're going.
o unless is followed by the same tenses as /in the lst and 2nd conditional (see
Unit 38). It can't be foliowed by will or would.
we won't let you start an actiuiry unless you haoe the correct equipment.
(Nor unless you will have the correct equipment)

CHLCK QUESTIONS 1
Rewrite these sentences using unless.
1 You can't go hang-gliding if you aren,t 16 or over.
2 If you haven't got a medical certificate, you can,t go scuba diving.

p rov d ed (th at) / p rov i d i n g (th at)

Two young people are asking Rosanna if they can do certain things.
'Can I go into town this evening, Rosanna?,
'Yes, provided that you go with a friend, and as long you get back by
as
10.30 p.m.'
'Will it be safe to go windsurfing this afternoon?,
'Yes. You'll be oK providing there's an instructor with you
and as long
as you don't go too far out to sea.,

o we usepro uided/prouiding.(thoe or as rong as to talk about a condition. They,re

stronger than Iand mean only if.
As long as and prouided/prouiding (that) altmean the same and they,re
followed by
the same tenses as rf (in the lst ad 2nd conditional)
You can go into town, proaided that you go with a friend.
(= You can go, only if you go with a friend.)

127
 You'll be OK, as long as you don't go too far out to sea.
don't go too far out to sea.)
(= You'Il be OK, only if you
o We often leave out that after prouided and prouiding.
You'll be OK, proaiding there's an instructor uith you.
(= You'll be OK, proaiding that there's an instructor with you.)

CHECK QUESTIANS 2 Complete these sentences with as long as or proaided/providing (that)-

I Mark can go windsurfing ... there (be) enough wind.
2 Emily can go into town ... (get back) late.

Rosanna's taking a group of young people into the mountains

tomorrow.
,Bring a waterproof jacket with you in case it rains and an extra sweater
in case it gets cold. We'll take survival bags with us in case we have to
spend the night on the mountain. Last month ltook a group out and
we took surv'ival bags and extra sweaters in case the weather changed.
Well, it suddenly got very foggy and we were on the mountain for 48
hours. So, don't forget your survival bags in case we can't get home
tonight.'

o We use in case to talk about the precautions we take before we do something. We

use a present tense after in cose when we talk about the future. We don't use uli1.
You'll each need a jacket in case it rains. (Nor it will rain)
(= Take a jacket as a precaution because it might rain.)
Take your suruiual bags in case we can't get home tonight.
(= Take them as a precaution because we might not get home.)
o In case doesn't mean the same as lf. Compare:
AB
Bring a uaterproof jacket in case it starts to rain.
(= Biing a waterproof iacket when we leave, because it might start to rain later.)
BA
Bring a waterproof jacket if it starts to rain
(= Bring a waterproof jacket after the rain has started.)
In both sentences A happens first.
o We can also use in case to talk about precautions we took in the past.
We tooh suruiuel bags and extra sueaters in case the weather changed.
(= We took survival bags and extra sweaters because it was possible the weather
would change.)

CII.CK QESTIONS J Put in if or in cqse.

1 We should get back for dinner ... we leave now.
2 We'll take plenty of food with us ... we don't get back for dinner.
3 We'll also take some matches ... we need to light a fire.

AllswERS TO 1 1 You can't go hang-gliding unless you're 16 or (that) there's enough wind. (on as long as)
CHTCK QU5I/O,rys over. 2 Unless you've got a medical certificate, 2 Emily can go into town as long as she doesn :
1,2AND3 you can't go scuba diving. get back late. on provided/providing
2 1 Mark can go windsurfing provided/providing 3 if
1 2 in case 3 in case

124
 Louise, Mqlissa and Brad all share,a flat just-outside London' The two
girls don't like some of Brad's habits.
wish Brad would stop.smoking. The wholefla! smellsof cigarette
smoke.'
,And I wish he wouldn,t leave his clothes everywhere. He's so untidy.'
lAnd he never does any housework. lf only he'd do the'washing-up
sometimes.
l
sometimes wish we could periuade him to- leave. lf only he'd go qnd
f another flat!' .

'l wish l could juSt say to him iBrad, we'd like you to leave'' But'it's
d iff icu lt.'

Wish/lf only + would

o We use wish or If only + would when we want something or someone to change
or
when we want someone to do something.
I uish Brad uould stop smoking. @rad smokes; they want him to stop')
I wish he wouldn't leaue his clothes euerywhere'
@rad leaves his clothes everyr,vhere. They want him
to be more tidy.)
o we don't tse would afler I uishl... and I wish we... . we often use could after I
and oe to talk about a regret about a present or future inability'
I wish I could just say to him "Br(td, we'd like you to leaue "
(Nor: I wish I would just say to him ...)
I wish ue could persuade him to le(tue'
(Nor: I wish we would persuade him to leave.)
o Iwish... and If onty... meanthesame,but If onty... canexpressthewishmore
strongly.
If only he'd go and find another flat!
(HECK AUESTIONS 1 Complete the sentences.
1 Mlissa wishes that Brad ... the washing-up occasionally'
2 Louise: 'Brad, I wish you ... leave your clothes everywhere''
3 Melissa: 'lf only we ... persuade Brad to find another flat''

Wish/lf only + the past simple/the past continuous

Brad works in central London, He's talking to Louise and Me.lissa.

il *irh the f lat was nearer the offiCe. lt's a long way to travel every day.'
'Yes, I bet you wish you had a nice flat in Chelsea''
'Too expesive. I wish I was earning a lot more money"
'Well, why don't you give up smoking, then you'd save some money?'
lIwishldidn,t'smoke,but1can,tstop.,
'Yes, you could, if You tried.
;you,e criticising me again! lf only you two were more tolerant.
Sometimes lwish I lived on my own, ren lcoutd do what lwantl'
 . We use wish (or If only) + the past simple or the past continuous when we talk
about a regret about a present situation.
I wish I didn't smofte. (He smokes, but he regrets it.)
I wish the flat wqs nearer the office. (lt isn't near the office.)
I wish I uas eq.rning a lot more money. (He isn't earning a lot more.)
Note: We don't use wouldhere. We don't say: 'l wish the flat would be nearer the
office.'
o Note that with this construction we can use either oas or were after { he, the flat,
etc. (lst and 3rd person singular):
I wish the flot uas (o*were) nearer the office.
I uish I uas (oa uere) earning a lot more money.

CHECK QUESTION' 2 Complete the sentences.

1 Brad wishes he (live) in his own flat.
2 He wishes he (have) a lot of money.
3 He wishes he (not smoke).

Wish/lf only + the past perfect

It's a month later. Brad has left the flat. The two girls are talking abot
him.
'lt seems strange without Brad, doesn't it?'
.'Yes,l sgmetimeswish we hadn't asked him to leave, He was a very nice
' guy ieafiy He had a great sense of humour. I wish we'd tried to discuss
ir,ingt wth him.'
'l know. lwish I hadn't criticised him so much.'
'lf only he hadn't been so untidy.'
'lf only he hadn.'t smoked in the flat.'
'lf only, if only! lf only things had been different! Why are we talking
like this? We can't change the past.'

o We use rsl and if only + the past perfect when we talk about a regret we have
about something that happened or didn't happen in the past.
I wish we hadn't asked him to leaue.
(But they asked him to leave.)
If only he hadn't smoked in the flat.
(But he smoked in the flat.)
o We don't :use would haue afler wish/if only.
I wish we'd tried (had tried) to talk to each other more.
(Nor I wish we would have tried.)

lECK QUTSf IONS } Complete the sentences.

I They asked Brad to leave. Now they wish they ... him to leave.
2 Brad was untidy. Now Louise says: 'l wish he ... so untidy.'
3 Brad smoked a lot. Theywish he ... in the flat.

A/V5WFRs iO 1 1 would do 2 wouldn't leave 3 could 3 I hadn't asked 2 hadn't been 3 hadn't
.iECK C)UESTIONS persuade smoked
1 )AND} 2 1 lived 2 had 3 didn't smoke

131
 42
Sarah Judd's a student. She's saving up to pay for a trip to lndia. She,s
going to sell her motorbike and her CD player to make some money. ln
order to sell them she put an advert in the local paper last week. She
works- in a b'ar two evenings a week in order: to.ern some:extra money.
Her parents have given her f500 to help her pay.for her trip.

Step 1 Talking about the purpose of an action

o To talk about the purpose of an action we can use the infinitive of
purpose (fo + infinitive).
She's sauing up to pay for o holiday.
She works in a bar to eqrn some extra money.
o We can also use in order to + infinitive. It is more formal.
In order to sell them she's put an aduert in the locol paper.
She works in a bar in ord.er to eorn some extro money.
we can use these two structures only if each part of the sentence has the same
subject.
Sqrah's sauing up to pay for a holiday.
(Sarah's saving up. Sarah wants to pay for a holiday.)
o Note that there's no negative form of the infinitive of purpose.
We can't say: Sarah stays in most evenings not to spend money.
We use so that + a verb in the negative or so as not to + infinitive. (See Step 3.)

cHrck ouEsiloNs ? Answer the questions with the infrnitive of purpose or in order to.
1 Why does Sarah need money?
2 Why has she put an advert in the local paper?
3 Why did she phone the local paper last week?

Step 2 Talking about the purpose or use of a thing

Sarah dosn't have time to have breakfast at home. She takes

& to,rad|;;,;usu[y a travql book
sorn,thi1g1 toe''qt. OnrthgUs:and',? b
,gbui.lniq.,n..t {e.ye inrr.jf t!iei:nothing to watch on televisioU".,', : .
and she hasn't got any work to do, she plans her trip. She'll need a
,su{debAkilbftlpher:plah-he,<iuterind engugh money to payr.fo':..
,her.{.ood'ad,1d$ng. She's also going to,take.''n,oteboktowiite.hr,,,.,
experiences in. Shet looking for someone to go rtvith because she
do,sh,'t t.tolgo.,.raln'e . .:::',t, ,, ,,a ,; ,

o we use the infinitive of purpose (not rn order to) to talk about the purpose or use
of something.
She doesn't haue time to haoe breakfast ot home.
She takes something to eat on the bus. She takes q book to reqd..
 .Notethattheprepositionisstillincludedwhenweuseaverbasaninfinitiveol
comes after the oblect'
purpose. When the.'"-ttu' an object' the preposition
' (Sfre wants to go with someone')
ihe's tooking fr someone to go ttsith'
(She'11 writher experiences in a notebook')
ii-3 going to take to write her experiences in'
'o'"book
of purpose'
(HI'K QU'51IQNS 2 Answer the questions, using the infinitive
her in the mornings?
f^ Wttv o"t ir," tuk" boo[wi*r
2 Why will she need a guide book?
Wn *iU she need money on the triP?

Step 3 So that/so

EveryweekSarahputshermoneyinthebanksothatsheWon,tspend so that she can

iil A travel agent f'u, gi;'rr'hr uiot of information
sarah has found a friend to
choose the cheapest retui ight
to lndia.
gowith,Hisname,sS""jit.H;ianlndianstudentatthesamecollege. coutd discuss
yesterday sarah inviteo s^it t" r,!J,rr.ouse so that they
it maps of lndia so they could
their plans. She told f i* 'irri^g uli f
both iook at them'

Weusesothat(andnottheinfinitiveofpurpose)totalkaboutthepurposeofan
action:
each part of the sentence'
o when there is a different subject in the
nfoimation so thot she can choose
A tratsel qgent no, gi,", i"i_b,t of
cheaPest return flight to India'
o when the PurPose is negative' it!
the bank so that she uon't spend
Euery ueek sarah puts nir'*""y in
oNotethatwecanalsousesoasnotto+infinitive.Themeaningstaysthesame'
Eueryweeksarahputsn*''iy'thebanksoasnottospendit!
oSofhafisoftenfollowedbywitt,won,t,would,wouldn't,can,can't,could,couldn't,
she won't spend it!
i'i"i'p'i ner money n tie bank so thqt their plans'
e "ia S'njit so that they could dlscuss

o Note that so fhaf is often shortened totheyso'could look at them together'

she told him to bring
so
She told him to bring "u-nl'pt
alt i"lt lpt so tht they could look (tt them together'
These two sentences mean the same'
(or so)'
IHECK eu:srtolvs 3 Answer the questions with so that ^
money in the bank?'
I d;d""t'saratt put her '
a lot of information?
2 Whv has the travel agent gi"ett Sutun
3 Why i Sutut' invitJSanlit to her house?

1 To read on the bus. 2 To help her plan her

forlln order to pay for her trip to
2
A5WfRs ]O I 1 To Dav .,
rori" j To pay for her fooditand2 lodging'
aHf(1( et./t5,rlL)Al! lndia. i To sell/ln order to sell her motorblKe r"" i*,tl tri.'*on't spend so (that) she
l putan 3
1) At',lD nJ f,r.tCD player. 3 To put/ln orderto .-.iiot. the cheapest return flight 3 So
adveri in (the PaPer). plans
itf,u th"y could discuss their
 l ti)r*"'rg2,l:,,i:scatsmaiin;Arthut,r'erg1rt",:#H:
Trafalgar Square, London. Ferguson mar l?ffi,"'.,
,,r'eiioi:ioium;itrfmouEltatreinthetquare'wa9for s[:He,,, .

'iiiiila Ait.himtfra niomni' tor oly tit000..rhe,f merican asreed

was very rich'
.',,to uy,it;**edkte1y, and he,co1!d affor:d t,'hecuse''he
',
t+din'i:'kloWW,L get it back to his"r'a,ncli,!n Texat'but'he'certainty'
to work or,th Bank:of Erc tan d ;' so,the
r
. i*ili t.t e g1rsn cim .

"
,'m:rl,can Ueid nott ask for.reontract,an6'6i'1,!ieiitte
to give ,
l umn
I ;;-;;il;;, i**l t" li, rei uon h' ad" rs,0,Q',nd N e.lso n's c i
still in Trafalgar Square!

inf in itive
verb is normally the
o when these verbs are followed by another verb, the second
ash, 1ttempt, beg, choose,
infinitive wit h to.. afford, agree, aim' Tppear, arrTnge, happen'
endeauoir, expect, fail, guarantee,
claim., consent, decide, delnan'ct, deseiue, (= intend)'
i'ilni' (how)' learn' long' monagq mean
help, hesitate, hope, nu"y, knou'
neglect,offer,omit,plan,prepare'pretend'promise'proue'refuse'seek'seem'swear'
teid, threaten, train, want, wish'
fie managed to conuince him that it wqs for sale'
He offerld b sell him the monument for 56'000'
Hedidn,tknowhowtogetthemonumentb(lcktohisranch.
o Note the negative form of the infinitive:
The American decided not to ash for a contracL
hurry, mean, neglect,
we don,t normally use u.r"guti"" infinitive after fait, hesitate,
omit, prepare, refuse, train, want' wish'
oWithmanyoftheseverbs(afford,expect,intend,mean,seem,uant,etc.)itisn't
context' we iust use
n"."rrury t repeat tt e sna.r"rL itit'r understood from the
fo instead.
TheAmericanagreedtobuyit,andhecouldoffordto,becausehewasueryrich.
(= He could afford to buY it')
Texas, but he intended to'
He didn't know hou to gt iLt'back to his ranch in
(= He intended to get it back')

:HECK eulsrtous 1 Complete the sentences'

1 Feiguson (hope/make) a lot of money quickly'
2 He (decide/sell) Nelson's Column'
3 The American Qearn/not/believe) everybody he met'
 Step 2 Dare, help + infinitive with and without to

The American soon realised he'd lost his f6,000. At first he didn't dare
tell the police because he didn't want to look foolish. But finally he
asked them to help him find Ferguson. They said they couldn't help him
to get his money back because they had more important crimes to
solve.
Ferguson was planning to sell something else. ll daren't sell Nelsonrs
Column again,' he thought. 'How about Big Ben? Do I dare sell Big
Ben?'
He sold the famous clock for f 10,000 to an ltalian millionairel ,

o In the present, we can use dare as a modal verb or an ordinaryverb. The modal
verb is more common.
I daren't sell Nelson's Column again. (modal)
op.l don't dare (to) sell Nelson's Column again. (ordinary)
In the past we normally :use dare as an ordinary verb.
He didn't dore (to) tell the police. (Rather lhanl. dared not)
In questions dare can be used as a modal verb or an ordinary verb (but in past
questions the ordinary verb form is more common).
Do I dare (to) sell Big Ben? onDqre I sell Big Ben?
o When we use dare as an ordinaryverb it can be followed by an infinitive with or
without lo. The infinitive without fo is more common in informal spoken English.
o Note that dare is normally used only in questions and negative sentences.
o The verb help can be followed by an infinitive with or without fo. The meaning is
the same.
He asked them to help him fnd Ferguson.
on He asked them to help him to find Ferguson.
They couldn't help him to get his money back.
oxThey couldn't help him get his money back.

CITCK UESTIONS 2 Complete the sentences.

I Ferguson (dare/sell) Nelson's Column again?
2 No, he (dare/try) to sell it a second time.
3 The police (not help the American/find) Ferguson.

and see/go and work

'After1hatFergusondecided'to.go.andWortintheU5A..outsidethe.
White House in Washinton he stopped and talked'to some visitors '
from Chicago. He rented them ten rooms in the White House for

o After verbs like go , come, stop, run, stay, hurry up we often use and + infinitive
without fo.
He decided to go and uork in the States.
They could come and see their rooms later.

137
 And we always use and in commands like come and help me! Go and look! etc.
(nor Come to help me!)
o Note that and can also be followed by a past tense.
He stopped o,nd tqlked fo some uisitors from Chicago.
(= He stopped to talk to some visitors)

. Lii:lK OilL\ li{)i'.!:. ; Complete the sentences using and and the verbs.
I After the sale Ferguson (not stay/talk) to the people from Chicago.
2 He (golcatch) a bus the airPort.

tep 4 Verb + question word + infinitive with to

Ferguson then considered what to do next. He had to decide where to

go, He decided to go to New York. When he arrived he asked someone
how to get to Liberty lsland. There, he sold the Statue of Liberty to
some people from Brazil! But Ferguson didn't know when to stop. And
he was finally arrested while he was trying to sell the Empire State
Building ! He was sent to prison for f ive years.

o After the following verbs we often use a question word + the infinitive with fo:
ask, consider, decide, discouer, dscuss, explain, find out, forget, know, learn,
remember, show, teach, tell, understand, wonder.
Ferguson then considered uhat to do next.
He had to decide uhere to go.
He didn't knou uhen to stop.
o The question words we use in this construction are:
how what who where u/ren (Nor why)
We also use the word, whether in this construction.
At first Ferguson couldn't decide ushether to stay in New York or not
o Note that the verb know can't be followed directly by an infinitive. We say I know
how to driue a car. (Nor I know to drive a car.)

( Ht( K OIlLSIIOl\ll; 4 Complete the sentences.

I Ferguson had discovered (ho(become) rich.
2 He knew (what/say) to make people believe him.
3 After the Statue of Liberty, he didn't know (what/sell) next.

At5\4/R5 /O 1 Ferguson hoped to make a lot of money 1 Ferguson didn't stay and talk to the people
( HE( K Qt-iF5TtONS quickly. 2 He decided to sell Nelson's Column from Chicago. 2 He went and caught a bus to
1. 2. j At'tD 4 3 The American learned not to believe the airport.
everybody he met. 1 Ferguson had discovered how to become
'1 Did Ferguson dare (to) sell Nelson's Column rich. 2 He knew what to say to make people
again? 2 No, he didn't dare (to) try to sell it a believe him. 3 he didn't know what to sell
second time. 3 The police didn't help the next.
American (to) find Ferguson.

138
 4&
'society encourages me to be the same as everyone else. But l'm not. At
school they don't allow me to be different. They advise me to conform.
I ask them to listen to me, but they tell me to be quiet. They teach me to
speak French, but they don't teach me how to live my life. My parents
expect me to work hard and to get a job. They warn me not to waste
time. For them the most important thng is to earn money. Big multi-
national companies produce things andlhen get people to buy them. lf
vou havent so]ltre .tgngy,to buy,!h,e1,va ayn't a good.citi
'

Step 1 Verb + object (noun or pronoun) + infinitive with to

o We use the following verbs in the structure verb + object (noun or pronoun) +
infinitive when we say or do something to influence someone else: aduise, allow,
ask, beg, cause, compel, encourage, expect, forbid, force, get, instruct, inuite, oblige,
order, persuade, recommend, remind, reguest, teach, tell, warn.
verb + object + infinitive
They don't allow me to be different.
They warn me not to uaste time.
Theyget people to buy their products
o With these verbs we use the infinitive with fo (negative not to).
o After the verb teachwe often add howbefore the infinitive.
They teach me to speak French. (on how to speak French.)
But they don't teach me hous to litse my life.
o The verb gef is often used with the meaning persuade.
They get people to buy them.
(=They persuade people to buy them.)
o Many of these verbs are reporting verbs used in reported speech. (See Unit 54.)

CHECK QUESTIANS 1 Write complete sentences.

I Her parents/expect/Carla/get a job.
2 Theylwarn/her/not be lazy.
3 Society/encourage/people/earn money.

Step 2 Make and /et + infinitive without to

My parents make.me work every evening. They make me feel guilty if I

watch televisori. They don't let me o out during the week. My friends'
parents let them do what they like. My parents make me so angry!

Note the use of this construction wilh make and let.

Mahellet + otrject + infinitive without fo
Thev make me- work.
Thev don't le,t me go out.

140
 . Make has two meanings - force and cause.
They mahe me work. (=They force me to.)
They make me feel guilty. (=They cause me to.)
o Mahe meaning cause to e can be followed by an adjective.
They make me so angry.
o Moke can be used in a passive construction. It's followed by the infinitive with fo.
Corla is made to u;orh euery euening.
Note that /ef can't be used in a passive construction. We use allow + infinitive
with fo.
Her friends are alloued to do what they like.

.HFCK OLIESTIONS ) Rewrite the sentences, using make or let.

1 They don't allow her to watch television.
2 They force her to stay in during the week.
3 They only allow her to go out on Saturday evening.
4 Her friends cause her to be envious.

Want, would like, would love, would prefer, would hate

Carla's grandfather enjoys talking 16 fiq. They have endless'discussions.

'l want society to change.'
'But what would you like people to do?'
'l'd like them to take control of their own lives. And I want the
government to see that people are more important than economic
growth.'
'Well; If d hate you to be very ill if there were no hqspitals or doctog' '
Governrnents needlrnoney to pay for health eare and education.'
,

",

'l know, but l'd prefer them not to make money by selling arms. If we
. wantwarstostop,we rnuststop{hearmstradenow.'r .,'
. 'But you want things to chAnge too quickly. These thngs take time.'

o We use want, would like, uould loue, would prefer, would hafe + object + infinitive
with fo when we talk about our wishes.
vrb + object + infinitive
I want society to change.
What would you like people to do?
I'd prefer them not to make money,
Note: With wantwe use the structure verb + object + infrnitive.
(Nor I want that society changes. on If we want that wars stop.)

-Eak QU5r/O5 l Write complete sentences.

I Carla/want/the government/listento people.
2 She/would like/the government/stop selling arms.

AI\/SWERs IO I I Herparents expectCarlato getajob. let her go out on Saturday evening. 4 Her
. f FC /<QUFSI/O,\/5 2 They warn her not to be lazy. 3 Society friends make her envious.
1,2 AND ] encourages people to earn money. 3 I Carla wants the government to listen to
2 1 lhey don't let her watch television. 2rhey people. 2 She'd like the government to stop
make her stay in during the week. 3 They only selling arms.

141
 45
A policeman is talking to the dr,iver o.f a sportsrcar he's just stopped.
'Good evening, sir.'
'Good evening, officer.'
'lsuppose it's easytorbreakthe speed Iimit in a fast carlike this. lt must
be an exciting car to drive.'
'Er, yes, it is.'
'lt must be hard not to drive fast.'
'Yes, it isn't easy.'
'And, it isn't easy to remember that the: sped imitls'70 m. p.h.l
I

'No, sometimes it isn't.'

'How fast do you think you were going?'
'lt's difficult to say.'
'Would1rou be surpr:ised to know that you were breaking the limit?'

Step 1 Adjective (+ noun) + infinitive with to

. adjective + infrnitive with fo
ft's difficult to say.
It isn't easy to remember that the speed limit's7) m.p.h.
o We sometimes use a negative infinitive with nof after the adjective.
It must be hard not to drioe fast.
o The most common adjectives used with an infinitive are'. cheap, dangerous,
difficult, disappointed, easy, exciting, expensiue, good, hard, important, impossible,
interesting, lucky, nice, pleased, possible, ready, safe, sensible, silly, stupid, surprised,
terrible, wonderful.
o We sometimes use the construction:
adjective + noun + infinitive
It must be an exciting car to driue.

.HECK QUESNONS 1 Complete the sentences using the words in brackets.

1 It's ... the speed limit. (important/remember)
2 It's ... with the police. (stupid/argue)
3 It's ... too fast. (sensible/drive)

Step 2 Adjective + for + noun/pronoun + infinitive with to

'But it's norrnal for drivers to break the speed limit by a few miles an

lYou aren't the first person to say that, sir. I admit, it irn't unusual for
people to do 75 or 80 m.p.h. But you were doing over 100 m.p.h.l Now,
l'm afraid it's necessary for me to have your name and address.'
 . adjective + for + noun/pronoun + infinitive with fo
[t's normal for driuers to breok the limit.
[t's necessary for me to haue your name.
We use this construction with adjectives like'. common, difficult, easy, essential,
importan| necessary, normal, rare, unnecessary, unusual, usual.
o lt's also used with the first, the second, etc. and the next, the last.
You aren't the first person to say that, sir.

CH[(K OUESTIONS 2 Rewrite the sentences.

1 A lot of people drive too fast. It's common for ...
2 But not many people drive at over 100 m.p.h. It's unusual for ...
3 Drivers shouldn't break the speed limit. It's important for ...

Step 3 To be+ adjective + of + noun/pronoun + infinitive with to

'All right, officer:. lt was wrong f me to break the speed limit. lt was
stupid of me to drive so fast. l'm sorry. Now, can I go?'
'Well, it was good of you to apologise, sir. But you can't go yet, l'm
afraid. Your name and address, please.'

o Note this construction:

be + adjective + of + noun/pronoun + infinitive with fo
It was wrong of me to break the limit
lt uas good of you to apologise.
We use this construction with adjectives that describe how someone Lrehaves:
careless, cleuer, generous, good, kind, mean, nice, polite, silly, stupid, wrong.

CHE( K QUESTIANS } Complete the sentences.

1 He drove too fast. It was stupid of ... fast.
2 He didn't see the police car behind him. It was careless of ...
3 He thought the police officer would let him go. It was silly of ...

AA/5WERs IO I lt's important to remember the speed limit. m.p.h. 3 lt's important for drivers not to break
CHLCK QUESTIANS 2 lt's stupid to argue with the police. the speed limit.
1, 2 AND .] 3 lt's sensible not to drive too fast. on lt's not 3 1 lt was stupid of him to drive too fast. 2 lt
sensible to drive too fast. was careless of him not to see the police car
1 lt's common for people to drive too fast. behind him. 3 lt was silly of him to think that
2 lt's unusual for people to drive at over 100 the police officer would let him go.

144
 It's the weekend. Rowan's asking Emma what she wants to do'
'What do you fancy doing? Shall we go for a walk?'
lNo. Ican't imagine doing anything more. boring!'
'Do you fancy going round to Pete's place?'
'No, I don't want to risk seeing his sister' I owe'her f20, so l'm trying to
avoid meeting her, if Possible.'
rru"ii i r'"r"nit tinitr,"a cleaning the windows. Do you mind helping me?'
'No, you know I don't enjoy doing that. That's your job''

Step 'l Verbs that are followed by the -ing form (gerund)
of e
o If these verbs are followed by another verb, we use the -lng form (gerund)
fancy, finish,
second verb: admit, ouoid, ,onid"r, deny, detest, distike, enioy, escape,
imagine, keep, mind, miss, practise, recall, regret, risk, suggest'
Vhat do you fancy doing? (Nor fancy to do)
I don't uant to rish seeing her (Nor risk to see)
Would you mind hetping me? (Nor mind to help me)

C.HECK QIJTSTIONS 1 Complete the sentences using the verbs go, do, make'
1 Rowan keeps ... suggestions. 2 He suggests "' for a walk'
3 Emma dislkes ... for walks. 4 She doesn't enjoy "' that'

Step 2 Co and come followed by the -ingform

'Well, shallwe go swimming? Or we could go windsurfing" .

'l've never been windsurfin! and l:donrt fancy starting now'!
'Do you want to come jogging with me?'
'Joggingl No, thanksl'
Do you w-ant to come shopp ing;?'
'Well, I migh! go into-town;
'No i*ensrrpplng yesterday.'l don'twanttodoanyth'or:'-, t,
.
oWeusegoandcome+.ingwhenwetalkaboutsportsoroutsideactivities.
Shall w go swimming? (Nor Shall we go to swim?)
I'ue neuer been uindsurfing.
-
I went shopping yesterday. Do you uant to come iogging with
me?

go cycling)
CHECK QUESTION\ 2 What do you do with these things? @xample: a bike 'You
1 a fishing rod 2 skis 3 a credit card

A,\i5WER TO I 1 Rowan keeps making suggestions. 2 He 2 l You go fishing. 2 You go skiing. 3 You go

IIlECK QUESTIONS suggests going for a walk. 3 Emma dislikes shopping.

1 AND2 goig for walks. 4 She doesn't enloy doing
that.
 4V
Judy Barnard's being interviewed for a job with a travel company.
'Thank you for coming, Miss Barnard. Before starting, l'd like to say that
l'm not interested in interviewing people who simply like the idea of
travelling round the world. The job is more difficult than that.'
'Don't worry. l'm fed up with rloing temporary jobs. l'm keen on doing a
realjob for a change.'
'Good. NoW I see you left school without taking any exams.'
'Yes. I was tired of studying. I was more interested in earning some
money. By staying at sho|, I was just wasting my time.'
'What did you do after leaving school?'
'Well, I wanted to go to Australia, and by working hard for six months, I
saved up enough money to pay for the fare.'

Step 1 (Adjective) + preposition + -lng

o When a verb follows a preposition (in, at, on, etc.), the verb ends in -rng. The
preposition is sometimes on its own.
Before starting, I'd like to soy thot ... by staying at school
without taking any exams. after leauing school
o There's sometimes an adjective before the preposition.
I'm not interested in interuiewing people. I'm keen on doing a real job.
Here are some other common adjectives + preposition: afraid of doing something,
excited about doing something, angry about doing something, fond of doing
something, bod at doing something, good at doing something, cleuer at doing
something, proud of doing something.
o There's sometimes a noun before the preposition.
people uho simply like the idea of trouelling
I don't like the thought of not getting the job.
That's the advantage of working for a trauel company.

CHECK OUESTIONS 1 Add a preposition + an -ing form.

I Why do a lot of people want to work for travel companies? Because they like the
idea...
2 Why does she want a real job for a change? Because she's fed up ...
3 How did Judy get enough money to go to Australia? By...

-Step Z I v.ro*preposition+-ing
,WhatdidyoudoinAustralia;MissBarnard?,
'l travelled'a loi.-t ;"r[; ii'" i, ,nJ *r'"n I felt like moving on, ljust
got on a bus. I don't believe in staying in the same place all the time. I
think I succeeded in visiting every Australian state.'
'And did you come home ten?'
'Yes. I thought about staying longel but my visa ran out, and I was
looking forward to coming home and seeing my friends again.'

148
 . Some verbs are followed by a preposition + an -ingform.
verb + preposition + the -ing form of a verb
I thought about stayinglonger.
I felt like moutng on.
I was looking forwqrd
to seeing my friends.
o Here are some other common verbs + preposition: to apologise for doing
something, to dream of doing something, to approe of doing something, to insist
on doing something, to decid.e against doing something, to talh about doing
something.
o Note that fo is normally the infinitive mark(l wanted to come home). But fo is
sometimes used as a preposition.
I was looking forward to coming home.
(7'o here is a preposition so you can't say'l was looking forward to come home.')
I wanted to come home.
(?'o here is the infinitive mark, so you can't say'l wanted to coming home.')

iiicNs:' Answer the questions.

I Why did Judy keep moving on? She ... (not believe)
2 How many states did she visit? She ... (succeed)
3 Why did she want to come home? She ... Qook forward to)

object preposition

'Well, Miss Barnard, l'd like to thank you for coming. And I congratulate
you on getting the jobl'
''ve got"the oZ nelttyZ Thanks very muchl Um, forgive me for askng,
but what will my salary be?'

o Some verbs are followed by an object, usually a person, and a preposition.

vert + object + preposition + verb ending in -ing
I'd like to thank you for coming.
I congratulate you on getting the job.
Forgiue me for osking
o Here are some other verbs + object + preposition:
to accuse someone of doing something
to blame someone for doing something
to preuent someone from doing something
to stop someone from doing something
to succeed in doing something
to suspect someone of doing something

-![5r/ON5 ] Answer the questions.

I What does he thank Judy for? He thanks ...
2 How does she know she's got the job? He congratulates ... it.

r/v-srvERs Io 1 1 the idea of travelling round the world. 3 She was looking forward to seeing her
: QUFST/OTV5 2 Because she's fed up with doing temporary friends.
T,2 AND ) lobs. 3 By working hard for six months. 3 '1 He thanks her for comng.
2 1 She didn't believe in siaying in the same 2 He congratulates her on getting t.
place. 2 She succeeded in visiting every state
 48
'Tom! Do you mind taking these books off my desk? And would,you
mind not leaving my computer switched on?'
'Sorry, Dad. I was doing my homework.'
'l don't mind helping you with your homework. I don't mind you using
my computer; but would you mind asking me before yu use it?'

Do/Would you mind? I don't mind/he doesn't mind

o When mind is followed by a verb we always use the -ing form.
Do youmind takingyour books off my desk?
I don't mind helping you with your homework.
Would you mind ashing me before you use it?
Do you mind? arrd Would you mind? are polite ways of asking someone to do
something. Would you mind? is a little more polite.
o When we say we don't mind what someone else does, we use:
don't mind + a noun or pronoun + -ing
I don't mind you using my computer.
o Note that we can use a negative -ingform afler mind:
Would you mind not leaaing my computer suitched on?
o Note that we only use the negative and question f.orm of mind.

.HICK QUESTIONS 1 Complete the sentences.

1 He (not mind/help) Tom with his homework.
2 He (mind) Tom using his computer?

Now Tom's father is talking to Tom's siste4 Kate.

'Kate! Turn that music down! I can't stand listening to that terrible
noise! And I can't stand you wasting your time. Dosome homework!'
(Later) 'Mum. What's the matter with Dad? Why's he so angry?'
'He can't help being irritable sometimes. I can't help thinking he's got
problems at work..We all get angr.y, and sometimes we can't help i!,1

o We use can't standlo show strong dislike. It means hqte or detest. When it's
followed by a verb, we always use the -ingform.
I can't stand listening to that terrible noise.
(Ihe expression can't bear means the same as can't stand, so we can say 'l can't
bear listening to that awful noise.' But can't bear can also be followed by the
infinitive with fo: 'l can't bear to listen to that awful noise.')
o When we say we can't stand what someone else does, we use:
cqn't stand + noun or pronoun + -ing
I can't stand you wasting your time.

151
 Or we can saY:
cqn't stqnd + it + rften clause
I can'tstand it whenyouwasteyourtime'
It's often
f.rom doi1g..s-o-mething'
o Can't helpmeans that you can't stop yourself we always use -ng'
foled Uy ir. Wfren it's followed by a verb'
'" 'io"t"s it' (=we can't stop ourselves')
we can't hetp
himself)
He can't help being irriabte'' (= He can't stop

(HECK QIJESTIONS 2 Rewrite the sentences.

1 He hates Kate to waste her time' He can't He
"'
i He can't stop himself from getting angry' can't "'

-ing
there's no Pont, t's (not) worth +

Kate's talking to her bro-

ther later in the evening'
school say it's
'ro, i."opf" at
tf'u'"' good film on television at 10'1can
Dad if we watch it?'
|."u'liv *I t'i^g' ittall we ask
,lt,s no use asking hi* .i ih;;;;;ri. r. irn', worth it. He'll say no'
There's no Point asking him''
'He'might y"t' lt's rorth trying''
(Later) 'y
)l
tri", but it was no good' He said no" .;
';;;;; ',t;u'"t *o-t*' askins him; I told vou''

olt,snouse/There,snopoint/It,s(isn,t)wortharefollowedbythe-rngformofthe
verb, not the infinitive with fo'
ns-''iti Dad' (Nor lt's no use to ask Dad')
fn"i;i'o "ning
poinlasking him tt's worth trying'
worth meanmore or less the same
(= there,s
It,s no use, There,s no point"ina It isn,t
no sense in doing something)'
something'
o We can also use worth + -inglo(or not to)'recommend tathing to at the momenL
The film,s really worth o" is't worth
""2"s.o lt's no use'
o We can say ft's no good instead
i;;;-;;;h (= It's no use'asking Dad)
"snin{naa' point in doing sometiing,but n is often
omitted'
=
we sometimes say There s'no
There's no Point (in) asking him'
= oSometimeswedon'tneedtorepeatthefollowingverb'
use,trying')
= I tried, but it ulas no use' (= tt was-no
There's no point ashing him' It isn't uortn tt'
Itls no use sking him' There's
no point'

(-HtK Qttsrtovs 3 Relwite the sentences'

f it'"'" was no point asking their father' It was "'
2 It wasn't worth trYing' There "'

l:
=
ANsWR5 IO 1 1 He doesn't mind helping Tom with
f'.r"r.*if
his
2 Does h'e mind Tom using his
3
- '1 It was no use/no good asking their
rt *utn;t *orth askig their father'
father' on
2 There
CHECK QUt:51 iOl'lS *t " pirt ttying n lt was no use/no good
'1
,2 AND J comouter?
trYing.
2 t He can't stand Kate wasting her time
2 He can't helP getting angrY'

152
 49
Salesman Barry Tate:of olihult,.B:irmingham sat.ih his car:,listeni'ng.to
the'r io and thinkng about hlsrnext qstomer.'SddenlV a'cr went
past-Mr iate culdn'ibelieve it two legswere hanging o-ut fthe':
back'! He decided ta'fol'low the c'ar' He nar:ly had an actident lrying to
.phone the:police o, hi5'6o6ile p,hone, t'te couldnrt contact them' .,-. '-
Takin a'pnout f his,poket, hethen'r:ole'down the car',',,, ., .

reg[stiati.on number. H avi ng written' dswn -th e n um beL' he'*t,"U'*o ou.ll

the police again.

The -ing form for one of two actions

o If two actions happen at the same time, we can use a verb in the -lng form for one
of the actions.
He sat in his car listening to the radio.
(= He sat and listened at the same time.)
He sat thinhing about his next customer.
(= He sat and thought about his next customer.)
We often use this construction after the verbs be, lie, sit, stand.
o If one action happens while another action is going on, we Can use a verb in
the -ing form for the longer action.
He early hqd an accident trying to phone the police on his mobile phone.
(= He nearly had an accident while he was trying to phone the police.)
o If one action immediately follows another action, we can use a verb in the -ing
form for the first action.
Taking a pen out of his pochet, he wrote doun the car's registration number.
(= He took his pen out, then immediately wrote down the number')
o If we need to emphasise that one action was completed before another action
started, we use hauing + a past participle'
Harsing uritten down the number, he tried to call the police again'

CHECK QUFS'TIONS 1 Rewrite the two sentences as one.

1 He was sitting. He was watching the car in front.
2 He used his mobile phone. He tried to call the police.
3 He failed to contact the police the first time. He tried to phone them again.
Step 2 The -ing form to say why something happened

Thinking that the legs must belong to a murder victim, Mr Tate was very
excited. lmagining that he'd be a hero the next day, he tried to stop the
car by f lashing his lights. Not understanding what Mr Tate's signals
meant, the driver kept going. But when Mr Tate flashed his lights again,
he stopped. A man got out of the boot of the car and explained
everything. They were mechanics. There was a strange noise at the back
of the car. Having tried without success to find the reason for the noise
at the garage, they'd decided to take the car out on the road. Wanting
to listen more carefully, he'd climbed into the boot. lt was his legs that
were hanging out of the back!

o We can use a clause with a verb in the -lng form to explain why something
happened.
Thinking that the legs must belong to o murder uictim, Mr Tate was uery excited.
(Mr Tate was excited because he thought the legs belonged to a murder victim.)
Imagining that he'd be a hero the next day, he tried to stop the car.
(He tried to stop the car because he imagined he'd be a hero.)
o We can use a negative form.
Not und.erstanding what Mr Tate's signals meant, the driuer kept going.
(Ihe driver kept going because he didn't understand.)
o If we need to emphasise that the action giving the reason was completed before
another action started, we use hauing + a past participle.
Haaing tried without success to find the reason for the noise, they'd decided to take
the car out on the road.

__ asI/oN5 2 Rewrite the two sentences as one.

1 The driver thought there must be something wrong. He stopped.
2 He was in the boot of the car. It was easier for him to hear the noise.
3 Mr Tate stopped the car in front. He got out to speak to the driver.
4 Mr Tate felt stupid. He asked them not to tell anyone what had happened.

. i r'"/E,Rs IO 1 He was sitting watching the car in front. 3 Having stopped the car in front, Mr Tate got
-JE-SI/OA/5 2 Using his mobile phone, he tried to callthe out to speak to the driver. OR Mr Tate, having
1 AND2 police. 3 Having failed to contact the police stopped the car in front, got out... 4 Feeling
the first time, he tried to phone them again. stupid, Mr Tate asked them not to tell anyone
1 Thinking there must be something wrong, what had happened.
the driver stopped. 2 Being in the boot of the
ca it was easier for him to hear the noise.
 50
'D-uring a-Healtfi and:Leisu,e programm_e.on TV, people were asked, .
'What do you like doing in your spare time?' These were some of their
answers:
'l like doing active things. I like swimming and going for walks. I hate
sitting around and doing nothing.'
'l love to go to the coffee shop and meet friends. I hate playing sport.
but I enjoy watching it on TV. I don't like people telling me l'm lazy.'
1l don't
tiket.go ot mucfr. l,gnjor relaxingat.honie,:f like watching
television and listening to music. And I like frends coming round to see
me;'
. lii llirr,:ltli

Step 1 Like, love, hate + infinitive with to and -ing, en joy + -ing
o The verbs like, loue and hate can be followed by -ing or by the infinitive with fo.
The meaning is the same. The construction with -rng is more common.
verb + -ing verb + infinitive with fo
I like doing actiue things. oR I like to do qctiue things.
I hate playing sport. oR I hate to play sport.
I loue going to the coffee shop. oR I loue to go to the coffee shop.
o The verb enjoy can only be followed by -ing.
I enjoy usatching sporr. (Nor I enjoy to watch sport.)
(For the verb prefer + infinitive with fo or -lng see Unit 51.)
o When we say we like or don't like what someone else does, we normally use this
construction:
likefloae/hate/enjoy+noun/pronoun+-ing
I like friends coming round.
I don't like people telling me I'm lazy.

CHTCK OUISTIONS 1 Write complete sentences.

I A lot of people/enjoy/go to the coffee shop/and/meet friends.
2 Some people/not like/go out much. They/like/read/and/listen to music.
3 Some people/hate/play football/but/enjoy/watch it.
 inf in itive

Another question was: 'What do you do to stay healthy?'

,t like to eat fruit and fresh vegetabls at leait nce a day. And I like to
take at least half an hour's exrcise every day. I like to look after myself.'
'l like to go to the doctor's twice a year. I like him to check my blood
pressure.'

o When we use tike to say that something is a good idea, 1ke is followed by the
infinitive with 1o, nol-ing.
I like to go to the doctor's twice a yeor.
(= I go because it's a good thing, not because I enjoy it')
Noie: 't tit<e going to the doctor's' = 'l enjoy going to the doctor's.'
o When we say what someone else does is a good idea, we use this construction:
lihe, etc. + noun/pronoun + infinitive with fo
I tike him to check my blood pressure'

.HECK QUTSTIOI)IS 2 Complete the sentences.

1 I like chocolate, but I don't like (eat) it every day.
2 I like (go) swimming. I really enioy it.
3 I like (go) to the dentist's regularly.

Step 3 woutd like/would love/woutd hate + infinitive with to

Tthe presenter then asked: 'Wguld'you like to make'qny 'thanges in'you

life?;
'l'd like to take more exercise because l'd like to lose weight''
;would you ike to
He,asked the smskeis in theudience: ive up
smoking?'Most of them said: 'l'd love.to, but lcan't'' ..
He then-asked a beer-drinker if held'l!ke to o1ve,yn,$rinking beer'
He

o Would like, woutd loue, would hate arefollowed by the infinitive with fo, not the
-ingf.orm.
1' nne to lose weight. (Nor I'd like losing weight.)
I'd hate to giae up my only pleasure. (Nor I'd hate giving up)
o Note that sometimes after woutd like/loue/hate it isn't necessary to repeat the
complete infinitive. We just use o.
I' toae to, but I can't. (= I'd love to give up smoking')
o (For I'd tike/hate/prefer + obiect + infinitive with fo, see Unit 44')
( HE(K OUESf IONS 3 Put in usould like/would hqte + vetb.
I I'm too heavy. I ... weight. (lose)
2 I ... smoking.lt isn't good for me. (stop)
3 I love going to the pub. I ... drinking beer. (give up)

158
 Step 4 Would like/love/hate + to have + past participle

The presenter then asked people if they.had any regrets. 'What would
rou'like to have done?',T[ese wer some olthir answers:
'l'd Iike to have played more sport when I was younger.'
'l've always worked in an office. l'd like to have had a more active job.'
'l'm lucky. l've never been ill. l'd hate to have had problems with my
health.'

o would like, etc. + to haae past participle

+
I'd like to hque ployed more sport.
I'd hate to houe had problems.
We use this construction to talk about the present regrets we have about a past
situation.
I'd like to haoe had a more actiue job.
(= I didn't have an active job in the past. I regret it now.)

CHECK QUESTIONs 4 Put in would lihe/uould hqte to hqoe.

I I didn't eat well when I was young. I ... less junk food. (eat)
2 I gave up smoking last year. I (give it up) ... ten years ago.
3 In the 1950s London was polluted. I (live) ... in London then.

ANSWERs IO 1 1 A lot of people enjoy gong to the pub and 2 1 eating 2 going (less common: to go)
:ECK QUESTIONS meeting friends. 2 Some people don't like 3togo
1,2,3\ND4 going out (to go out) much. They like reading 3 1 l'd like to lose weight. 2 l'd like to stop
(to read ) and listenlng (to listen) to music. smoking. 3 l'd hate to give up drinking beer.
3 Some people hate playing (to play) football, 4 1 l'd like to have eaten 2 l'd like to have given
but enjoy watching it. it up 3 l'd hate to have lived
 57
Justin and Raghei have on]y been rnarried for six months, butthey.lve
already discovered that they prefer doing different things. Rachel
doesn't like staying at home in the evening. She prefers going out and
meeting people. iustin prefers staying in t going out. He prfers to sit
in front of the television.
Rachel: Shall we go to Jake's party?
Justin: I don't want to go out thii evening. l'd prefer to stay at home.
OK?
Rachel: No, it's not OKI You always prefer doing nothing.
Justin: Thai's not true. But this evening l'd prefer to watch television
rather than go to a party.
Rachel: But you always say: 'l'd prefer not to go out this evening.'
You're so boring!

Prefer to do/prefer doing would prefer

o When we talk about what someone generally prefers, we can use either preler +
-ing or prefer + infinitive with to. The meaning is the same.
They each prefer doing different things.
(= They each prefer to do different things.)
He prefers to sit in front of the teleuision.
(= He prefers sitting in front of the television.)
o When we're talking about a particular situation, we normally use would ('d)
prefer + infinitive with fo.
I'd prefer to stay at home.
Note'. Would preferis never followed by-rng.
o When we talk about two alternatives, we say:
Justin prefers staying in to going out.
onJustin prefers to stay in rother thon ga out.
When we use prefer + -ingwejoin the alternatives with fo.
When we use prefer + infinitive with fo we join the alternatives with rather than
followed by an infinitive without fo.
o Note that we can use a negative infinitive.
I'd prefer not to go out this euening.
o The verb preferis never used in continuous tenses. We can't say: 'l'm preferring
to stay at home.'
or would prefer + object + infinitive, see Unit 44.)
-. -< QUESTIONS 1 Complete the sentences, using (uould) prefer to do/prefer doing.
I Tonight Justin ... (watch) a video.
2 He usually... (stay) at home to ... (go out)
3 This evening Rachel ... (go) to a party rather than ... (watch) television.
4 She always prefers ... (go out) with her friends rather than ... (stay) at home.
 Would prefer to/would rather

Rachel: Well, if we don't go to the party; l'd rather go to a pub than stay
at home. Would ytu rather stay at home or come with me?
Justin: Oh, all right then, l'll come. But l'd rather not go to a pub. l'd
prefer togo to the cinema. Would you like to do that?
Rachel: No, l'd rather not. Listen, why don't we go to Jake's party? You
enjoyed,the party we went to last week, didn't you?
Justin: No, ot really. l'd rather have watched the football on
television.
Rachel: Well, l'm going outl
Justin]l,dratheryoudidn.tgo.l,dratheryoustayedherewithme.
Rachel: And l'd rather we went out together' But you don't want to.

o To talk about what we prefer in a particular situation, we say:

I'd prefer to go to the cinema. oxl'd rather go to the cinema-
These two sentences mean the same.
Note: After would prefer we use the infinitive with fo.
Afler would ratherwe use the infinitive without fo.
o Note the question forms:
Would you rather stay at home or come with me?
oxWould you prefer to stqy at home or come with me?
o Note the negative short answers:
Would you tike to do that? No, I'd rather nof' oR /y'o, I'd prefer not to'
o When we talk about two alternatives, we say:
I'd rather go to a pub than stay at home.
oxl'd prefer to go to a pub tather than stay at home.
o When our preference includes another person, we use a verb in the form of a
past tense affer would rather.
I'd rather you didn't go. (on I'd prefer you not to go.)
I'd rather you stayed here. (oxl'd prefer you to stay here.)
I'd rather ue uent out together. (on I'd prefer us to go out together')
Although the verb has a past form, we're talking about the present or future.
o When we talk about regrets we have now about something that happened in the
past, we can use these constructions:
would rqther haue +
+ past participle
I'd rather haue watched the football.
uould prefer + to haoe + past participle
I'd prefer to haue watched the football.
We use would rather haue more often.
Note: With these constructions we're talking about actions that didn't happen' In
the example Justin didn't watch the football.

CHFCK AUTSTIONS 2 Complete these sentences.

1 What/Rachel/prefer/do? 2 She/rather/golto a pub.
3 Last night they went to a pub. Justin/rather/stay at home.
4 Rachel often says: llratherlwelgo out more.

ANSWR5 IO I 1 would prefer to watch 2 prefers staying .. 2 1 What would Rachel prefer to do? 2 She'd
CHFCK QUFSTIANS to going out 3 would prefer to go ... rather rather go to a pub. 3 Justin would rather have
1 AND2 than watch 4 prefers to go out .. . rather than stayed at home. 4 l'd rather we went out mor
stay

162
 52
Gavin arrnitr,ons besan writins his firit .rffiiflil,1*:,y:i:H-'fjX.
in ltaly. When he'got back to England he bought himse-lt a sec
complltet'and star:ted wiiting hjs book again, on streen, He was slow:
because he didntt bother to larn to type ' he only ued two,filger:: He
continued typing every evening after Work. He intended !o'f inish lhe
book before Easter.

followed
o Some verbs can be followed by the infinitive with fo or the -lng form.
The meaning is usually the same. The most common verbs are: begin, bother,
continue, intend, start.
verb + -ing verb + infinitive
He begon wriling OR He began to write
He started writing OR He started to urite
He didn't bother learning OR He didn't bother to learn
He continued tYqing OR He continued to tYPe
He intended finishing OR He intended to finish
o We don't use the -ing form after a verb in a continuous tense (where the main
verb ends in-ing).
He uqs beginningto think of ideas for his book.
(nor He was beginning thinking of ideas)

CHECK QUESTIONS 1 choose from these verbs to complete the sentences: ue, buy, send, write.
1 He began ... when he was still at school.
2 He didn't bother ... a new computer'
3 He continued ... two fingers to type.
4 He was intending ... his novel to two or three publishers'

Step 2 Co on, need, stop + the infinitive with to or -ing

Gavn went on writing for seven months. He was sure that if he could
finish this first novel, he could go on to become a famous writer' one
evening, just before Easter; he sat down and started writing. Now he
only neled to write the last chapter. He wrote for six hours. He only
;i;p"J;rting twice, First, when the cat needed feeding, he stopped
i" i" t ,orn"ihing to eat. Then, when he felt tired, he stopped to
make a cup of strong black coffee'

164
 o These verbs can also be followed by the infinitive with 1o or the -lng form, but the
meaning is not the same: go on, need, stop.
o Go on to do oxgo on doing?
We use go on + infinitive with fo when a situation or an action comes later.
He could go on to become a famous writer.
(= Then, later, he could become a famous writer.)
We use go on + -rng when we continue doing the same thing.
He usent on writing for seuen months.
(= He continued writing for seven months.)
o Need to do oaneed doing?
We use need + the infinitive with fo when we say what it's necessary to do.
He needed to urite the last chapter.
(= It was necessary to write the last chapter.)
We use need + -lng when we say that something is in need of attention.
The cat needed feeding. (= The cat was in need of food.)
o Stop to do oRstop doing?
We use sfop + the infinitive with fo when we stop one action in order to do a
different one. The infinitive here is the infinitive of purpose. (See Unit 42.)
He stopped to mshe a cup of strong black coffee.
(He stopped writing in order to make a cup of coffee.)
We use stop + -ingIo say that an action finishes.
He only stopped uriting twice.
(FIe was writing, then he stopped. He didn't stop in order to write.)

.HT(K AESTIONS 2 Put in the right form of the verb.

I He needed ... the book by Easter. (finish)
2 For a long time he didn't stop ... (work)
3 Then he stopped ... something to drink. (have)
4 After that he went on ... for another three hours. (type)

Step 3 Forget, remembe1 regret, try + infinitive with to or -ing

G.atin,wa,typigthe final page of th]ast e haptr of his book,wh,en , r,.,

ther:e wa s , power. ct.S uddniy ve ry-t fling: disa ppgared f t rn t h e
comp-ter 54r,een. Nrmally he rememberedt savhis work",blit'this ,:
time he'd forgotten:,to saVe,what he'd ritten.,Whg the py14gr came
bek, h.desperately tr-ied.t fnd the wok,he'd,done..He tied':prgssing:
Vr'y button' onthe Eomputer, llelte6, p:honing,ihe ioftar.cornpa ny.
But;hjs{ast,chapterhdsimplydisappeared, , ,l. ,' :,,' ,. ,. ,

He1[!'ngverforg,et.losing that ]ast chapterl'Helll'al*r.t1"get ntsavin

it;.Hettl,alwayf eern'ber s[ng,, the c puter, l!,r,9!n,g o, b lanA
,r,

o The verbs forget, remember, regret, try can be followed by the infinitive with 1o or
the-ing form, but the meaning is not the same.
o Forget to do oa forget doing?
We use forget * the infinitive with fo to say we didn't do something we should have
done.
He'd. forgotten to saae what he'd written.
(= He didn't save what he'd written. He should have done.)
 We use forget + the -ing form (normally in negative sentences) when we talk about
memories of things we did in the past.
He'll neuer forget losing that last chapter'
(= He'll always=have the memory of losing the chapter')
o Remember to do o*remember doing?
We use remember + the infinitive witlifo when we remember
that we have to do
something.
Normally he remembered to saae his work'
(= He remembered he had to save his work')
we did in the past'
we use remember* the -lng form when we talk about something
He'll always remember seeing the screen go blank'
go blank')
(= He'll aliays have the m"-.y of seeing the screen
o If the remembering or the forgetting comes:
before the action remember/forge + infinitive with fo
after the action remember/forget + -ing
o Try fo do on try doin$ effort to do something or
we use ffy + the infinitie with fo when we say we make an
see if we can do something.
He tried to find the work he'd done'
ftIe made an effort to find it.) solution to a problem'
W" rr" fry + the -ingformwhewe talk about a possible
He tried phoning the software company
(= He phned thcompany to see if they could help him')
tried pressing euery button on his computer'
i-Ie
o Regret to do oxregret doingl
news'
We uJe regret + the iirfinitive with 1o to announce bad
I regret to ssy that I lost the last chapter'
done something'
We ,rs regret +ihe -ing form when we wish we had/hadn't
He'll alwaYs regret not saoing it'

CHECK AUTSIIONS 3 Put in the right form of the verb.

I Normally he remembered ... what he'd written' (copy)
2 He tried ... his computer, but that didn't work'
(hit)
computer screen' (see)
3 He'll never forget ... the empty
4 The next day he tried ... wrraitre,d written, but he couldn't. (remember)
5 Now he regrets ... more careful' (not be)

ANSWERS IO 't '1He began to write/began writing when he fingers to type. 4 He was intending to send his
CHECK QUESTIONS was stillt school. 2 He didn't bother to novel to two or three Publishers.
1,2 AND 3 buy/didn't bother buying a new computer' 2 1 to finish 2 working 3 to have 4 typing
3 e continued to use/continued using two 3 t to .opy 2 hitting 3 seeing 4 to remember
5 not being
 Anna Radford bought a second.-hand car f rom a man'who seerned
honest.
lHe sd it was a good car. He told nre he'd had lt for two year-s' He
thought it had a new engine,'

Step'l Uses of reported speech

o We often report what another person said but we don't use exactly the same
words. This is called reported speech or indirect speech'
Directspeech RePortedsPeech
'lt's a good car.' He said it was a good car'
'l've hd it for two years.' He told me he'd had it for two years'
we use' ... ' (inverted commas/speech marks) to show directspeech. we don't use
' ... ' in reporied speech. We don't write: He said 'it was a good car''
o We often leave out that afler the reporting verb.
He said. it was a good car. (Less formal)
He said that it uos a good car. (More formal)
o we can use both say and tel/ as reporting verbs. If we mention who we're talking
to, we use fel1 + indirect object (me, him, the man, etc')' We don't put fo before the
indirect object.
He told me it was a good car.
(Nor He told to me it was a good car.)
If we don't mention who we're talking to, we use soy.
He soid it was a good car.
(Nor He said me it was a good car.)

CHECK OUESTIONS 1 Change to reported sPeech.

1 'lt isn't expensive.' He said ...
2 'lt's got a good radio.' He told ...
Change to direct speech.
3 He said it had new tYres. 'lt .'. '
4 He told her it was very reliable' 'lt ..' '

Step 2 How verb forms change reported speech

:w|iaya,he;A:qevra4i;;;ry:pr*t cay;t1{boqgb1,,ffir,9,,an,
;,,wr.ryn4h
ii'a-6,a a,nnewiilt:tglttni*ee k9t,y:, i,ta'l,e;'d
:b :hA ig al:**lniiiianAa;iy.:lnad.giiea'tnn,n9it4t:,,sa\1*9,',",
,lionratiffi *boldseid:,Ealutn9"p.4ts..:Hl.1$).was!:.rtlgging':

168
 . If the reporting verb is in the past (He said ... He told me...), the verb in reported
speech usually changes. It'goes back' one tense into the past.
Direct speech Reported speech
Present simple Past simple
'It's a good car.' He said it was a good car.
Present continuous Past continuous
'l'm not selling it' He said he wasn't selling it
Past simple Past perfect
'... my company gle He sqid his company hod giuen
me a new cor.' him a new car.
Past continuous Past perfect continuous
'l was hoping to keep it.' He said he'd been hoping to keeP it
Present perfect Past per{ect
'l'ue neuer had any He said he'd neuer had anY
trouble with it.' trouble with it.
Future: will/shall Would/should
'l'll sendyou all the He promised he would send me
papers.' all the papers.
Future: going to Was/were going to
'You're not going to He said I wasn't going to regret
regret buying the car.' buying the car.
o Note that a verb in the past simple in direct speech can stay the same in reported
speech.
'l bought it from an old lady.'
He said he bought it from an old lady. (ox: he had bought)
o Note that if we use the past perfect in direct speech, we use the same tense in
reported speech.
'When I bought the cqr, it hod only done 10,000 miles.'
He said the car had only done 10,000 miles.

CHECK QUESTIONS 2 Change to reported speech.

1 'lt always starts first time.' 2 'lt doesn't use much petrol.'
3 'l've taken it to France a couple of times.' 4 'l'll take you for a ride in it.'

Step 3 Modal verbs in reported speech

He to'ld rne,the'car.shouldnlt give rme Ry tr'ouble, lt:ought to last for

years. He also5aid lculq:ri.{,frim it I frO anv'pnobleri aftouEl'.h.e.
,might,not be at home:.He told me l'must pay:him assoon as'posible"

Direct speech Reported speech

Can Could
'Youcanringme if you He said I could ring him if I had
haue any trouble.' any trouble.
May Might
'l may not be at home.' He said he might not be at home.
o Note that the verbs would, could, should, might and ought do don't change in
reported speech.
'lt shouldn't giue you He said it shouldn't giue me any trouble.
any trouble.'
'lt ought to last foryears.' He said it ought to last for years.
 o Musf either stays the same in reported speech or changes
to had fo. Musf is more
common.
'You must pay me as soon as possible''
He told me I must (oxhad to) pay him as soon as possible'

CHICK QUESIIONS 3 Change to rePorted sPeech.

I 'You can pay me cash or give me a cheque'' He told her "'
2 'You musl phone me if there's a problem''
3 'You should use unleaded petrol''

Step 4 Other changes reported sPeech

'H.e s1i9 !r11na1e was Leach and he

wanted f 1'250 forthe t"';'Unfi:
r.,,* ii,oo and said I would give h.im the rest the following d
who
next day the car wouldn;t start so I rang him' The wornan
day bLfore. Then the police r3n9 me
,r*"ra said Leach had leftrthe
;;;;iJil'carldini uetons to him - he,d stoten irthe week before.
They also said the,"i.|i*anted his car back -that dayl'

The pronouns (1, we, me,etc.) and possessive adjectives (my' our' etc')
o also
change in reported sPeech.
Directspeech RePortedsPeech
'My name's Leach' He said his name was Leach'
o The following words also change in reported speech:
this that
'There's nobody called She said there was nobodY
Leach at this address.' called Leach at thot address.
tomorrow the following daY on the next daY
'l'll giue you the rest I said I would giue him the rest
tomorrou.' the following daY.
yesterday the day before oR the Previous daY
'He left yesterday.' She slid he'd left the daY before.
last week the week before oR the previous week
'He stole it last ueeh.' They said he'd stolen it the ueeh before
today that day
'He wants his car back He said he wanted his car back
today.' that day.
o Note also these changes:
next week/next month, etc. the following week / month, etc'
now then
this morning/evening, etc. that morning/evening, etc'
tonight that night
three days ago three days before

(11fCK QU[.5TIONS 4 Change to rePorted sPeech.

1 'l fiist met Leach two days ago.' She said she "'
2'l gotthe moneyout of the bankthis morning'' She said-shepolice
"'.
said she "'
3 'yu must return the car to the owner next weekend.' The

170
Step 5 Reported speech when the situation exists

'And now l've spoken to a lawyer and he says he'll see me next week
but he doesn't think l'll ever get my money back. But my! boyfriend said
he'll find Leach and get the money. '
'

o Note that words and phrases in direct speech don't change in reported speech if
it's still the same day or week, etc.
Direct speech Reported speech
'I'll see you next ueeh.' He says he'll see me next ueeh.
(lt's still this week when she reports what the lawyer said.)
o If the reporting verb is in the past but the situation still exists, we can keep the
same tense.
'I'll find Leach and get the
But my boyhiend said he'll find
monev.' Leach and get the money.
(Her boyfriend is still looking for Leach when she says this.)
o If the reporting verb is in the present, the future or the present perfect, the tense
of the verb in reported speech doesn't change.
Direct speech Reported speech
'You'll neuer get your He says I'll neer get my
money back.' money back.

Change to reported speech.

1 'l've lost 51000.' (Anna still hasn't got her money back.) She said she ...
2 'l don't think I'll buy another car.' She says she ...

1 He said it wasn't expensive. 2 He told her it phone him if there was a problem. 3 He told
had a good radio. 3 " lt's got new tyres. " her she should use unleaded petrol.
4 " lt's very reliable. " 1 She said she'd first met Leach two days
1 He said/He told her it always started first before. 2She said she'd gotthe money outof
time. 2 He said/He told her it didn't use much the bank that morning. 3 The police said she
petrol. 3 He said/He told her he'd (had) taken must/had to return the car to the owner the
it to France a couple of times. 4 He said/He following weekend.
told her he'd (would) take her for a ride in it. 1 She said she's lost 1OOO. 2 She says she
1 He told her she could pay him cash or give doesn't think she'll buy another car.
him a cheque. 2 He told her she must/had to
54
N,iek, a Brltish tourist, is telling his American,gir,lfiiend 66fi lfis ,, ,,

questions he was asked at Kennedy Airport, ew York.

'Tostartwith the immigr,aton,ffi asked m where I was from and
why l'd come to the Sttes. That wasn't a problem. But then she wanted
to know how much money I had. When ltold hen she said $800 wasn't
enough for three weeks. jhe wondered why I hadn't brought more. She
then asked me if I intended to work. She wanted to know whether I
really planned to go back to the UK after three weeks.'

Changes in reported questions

o In reported questions, the word order is subject + verb. This is not the same as in
the direct question.
Direct question Reported question
verb + subject subject + verb
'Where are you hom?' She asked me where I was from.
(Nor She asked me where was I from.)
'Why haoe you come?' She asked me why I had come.
(uor She asked me why had I come.)
Note: There's no question mark at the end of a reported question.
o Notice how questions in the present simple and the past simple change in
reported speech.
Direct question Reported question
'How much money She asked me how much
do you hoae?' money I had.
'Where did you buy She asked me where
your ticket?' I bought my ticket. (on.I had bought)
o If there's no question word like why, who, where, etc. in the direct question, we
use lf or whetherin the reported question.
Direct question Reported question
'Do you intend to work?' She esked me if I intended to work.
'Do you really plon She wanted to know whether I
to go back?' really planned to go bach.
o We often use these verbs in reported questions:
ask wanttoknow wonder (Norsay)
Direct question Reported question
'How much money She wanted to knou how much
do you haue?' money I had. (on She asked ...)
'Why houen't you She utondered why I hadn't
brought more?' brought more.

..K QUESTIONS 1 Change to reported questions.

1 'What's your name?'She asked me ...
2 'When are you returning to Britain?' She asked me ...
3 'Do you have friends in the USA?'She wanted to know ...

173
 Step 2 The infinitive reported commands, requests, etc.

,Thn she told me to show her my return ticket. she warned.me not to
trytogetajob.Shealsoaskedmetogivel.,"I.*yaddressin,theStates.l
be
tota r,r I ws staying with you in New York. She said New York could
a bit dangerous, nd she avised me not to carry a lot of money on me.'

requests
o we normally use this construction in reported commands, warnings,
and advice.
subject + verb + object + infinitive with to
She told me to show her mY tichet.
Direct speech Reported sPeech
Commands
'Show me your ticket.' She told me to show her mY ticket'
'Don't try She warned me not to trY
to get a iob!' to get a iob.
Requests
'Can you giue me Your She asked me to gie her mY
address in the States?' address in the States.
Advice
'You shouldn't carrY a She aduised me not to carrY a lot
lot of money on You.' of moneY on me'
o Note that in reported requests with the verb asft, we can
sometimes use the
construction ask (someone) for something'
She asked me to giue her my address in the States'
onSfte oshed (me) for my address in the States'

(HICK AUTSTIONS 2 Change to rePorted sPeech.

1 'Show me your PassPort!'
2 'Canyou fill in an immigration form?'
3 'You shouldn't go to some parts of Manhattan''

Other reporting verbs

,Then she offered to give me the address of the American Youth Hostel
organisation. she explained that there were hundreds of
hostels all
,
carne from' l
over the States. She iuggested I visited Boston, where
she

;;;*i;-i; g" i.", l hrd tir". she aoofo.sised fo. askins me so

*"nyqo"'tis.sheremindedmetobecarful.,
 we use agree, inite, offer, promise, refuse, remind, threatenas reporting
' this construction.
with
verbs
subject + verb (+ object) + infinive with fo
She offered b giue me the address.
@irect speech: 'l'll give you the address.,)
She reminded me b be careful.
@irect speech: 'Don't forget to be careful.')
I promised b go there.
@irect speech: 'l'll certainly go there.')
o We can se qdd, admit, agree, comment, claim, complain, deny, explain, insist,
mention, promise, remind, suggesf as reporting verbs with this nstruction.
verb + flafclause
She suggested (that) I Disited Boston.
@irect speech: 'Why don't you visit Boston?,)
She explained thqt there were hund.reds of hostels
@irect speech: 'You see, there are hundreds of hostels.')
o We use apologise for + -ing as a reporting verb.
She apologised for asking me so mony quesiions.
(Direct speech: 'l'm sorry I asked you so many questions.')

CHECK QUEST/ONs J Change to reported speech.

I 'l'll show you on a map.' She offered ...
? lWf,V don't you go to New England.' She suggested ...
3 'lt's the most beautiful part of the States.' Shi added ...
4 'Remember. Don't try to get a job., She reminded me ...

ANSWERS TO 1 She asked me what my name was. 2 She 3 She advised me not to go to some parts of
CHECK QUESTIONS asked me when I was reiurning to Britain. Manhattan.
T,2AND3 3 She wanted to know if I hadriends in the 3 1 She offered to show me on a map. 2 She
USA. suggested I went to New England. 3 She
I She told me to show her my passport. added that it was the most beautiful part of the
2 She asked me to fill in an immigration form States. 4 She reminded me that I mustn't (on
shouldn't) try to get a job.

175
55
We noticed the advertisement in the travel agent's. '

'Going to the USA? Go with the airline that rally looks after you, the
one that gives you real value for money. The honest airline. f ly USR|rt'
The price was so low we booked the tickets the same day.

pron u nciatio n of the

o The definite article has only got one forml. the.lt is used before singular and
plural nouns:
the tickets the same day
o The is pronounced/e/
before words beginning with a consonant (b, d, y, etc.):
the trauel agent's the price
before vowels that have a consonant sound:
the USA /e ju: es erl the one le wr,;.rl
o The is pronounced /i:/ before words starting with a vowel sound (a, e, i, e|c.).
the aduertisement the eosy woy the honest airline

1 QUESTIANS 1 How do you pronounce the before these words? Write lel or li:/.
Ithe/ /holiday 2theairportl l3thel /UnitedStates 4the/ /Americans

We phoned'for a:taxi; Thetaxj was.late. On,the way to,the airport there:

' 5 a' 1, ,6ic jam on, the,motor:wp Becusel of the traffic ja m we arrived'
,at-the airrpotfate. at,hlf past twelve, The fligftt left at quarter past
one.

o We use fhe when we talk about a particular person or thing. Note the difference
between:
We phoned for a tqxi. (Any taxi. Not a specific taxi.)
and The tctxi wes late. Sh,e particular taxi they phoned for.)
See also: The tlight left at quarter past one.
(fhe particular Ilight they had tickets for.)
o Note also that we use the indefinite article a, anwhen a noun is mentioned for
the first time. After that we use the definite article the wlIh that noun.
We phoned for a taxi. The taxi was late.
There was a traffc jam on the motorway. Because of the traffc iam we orriued
at the airport late.

.:r. QUtsTlaNS 2 Complete the sentences with a/an or the.

I ... taxi they phoned for arrived late at their house, at quarter past twelve.
2 ... taxi-driver didn't say he was sorry.
3 ... traffic jam was caused by... accident on ... motorway. ... car had collided with
... lorry.

177
 Step 3 Other uses of the

It was the longest flight l'd ever been on (and also the most expensive!).
We left London in the afternoon. After an hour we were flying over the
south of lreland and after 7 hours we were flying over the centre of
New York - and it was still the afternoon! Out of the window on the
right we could see Manhattan, and on the the Statue of Liberty.
left

We also use fhe

o with superlatives:
the longest flight the most expensiue flight
o with parts of the day to say when something happens:
in the afternoon in the morning
in the euening (eur at night)
o with words which describe geographical position and place:
the south of lreland the centre of New York
the window on the right

cHEC\ QUESTtot,ts 3 Complete these sentences.

I We sat at ... back of the plane.
2 ... best part of the flight was the in-flight movie, ... worst was the coffee!
3 New York is ... ... north-east of the United States.
4 At two o'clock... ... afternoon in London, it's nine o'clock... ... morning in New
York.

On the plane we had lunch an'd,dinner. When.we arivedin New York

we just wanted to go to bed. We went by bus to the centre of town. lt
was Saturday. so the streets of Manhattan werenrtoo crowded.'Most
New Yorkeri don't go to work on Saturdays; they stay ot horne in'the
suburbs. Our hotel was on 42nd Street. We took a taxi. The taxi-driver
was Puerto Rican and he spoke mainly Spanish. I didn't learn Spanish at
school.

We don't use t/e

o in the phrases in bed/to bed, at uork/to work, at home.
we wented to go to bed they don't go to uorh
they stay qt home
o before days, months and festivals in phrases like:
It was Saturday. They don't go to work on Saturdays.
in June at Christmas before Easter
o before meals in sentences like: We had lunch and dinner.
o before school subjects: I didn't learn Spanish at school.
o before time expressions like: lqst week next month next Monday
o in the phrases by bus, by train, elc.: We went by bus.

178
 :HE'K QU|STTQNS 4 Put in ffte where necessary.
I We had ... breakfast at ... home in London before we left.
2 ... bus station was on ... 38th Street.
3 We went to ... hotel by... taxi.
4 We're flying home ... next Thursday.

The taxi driver took us all over Manhattan. We saw the Hudson River;
'
the Empire State Building, the Metropolitan Opera Uouse.nJ f ttft
Avnue, Where the rich and the fanrous do their shopping. On the
sidewalks there were people from China, ttaly, the est lidies, Africa
and Asia. For:ty minutes later we arrived at the Wellington Hotel on
42nd Street and the taxi-driver asked for $781 Our room was on the
fifth floor. ln our room we looked at a map of New york for the f irst
time. The hotel was only 200m f rom the bls station I That taxi-driver
must think the English are stupid !

We use fe:
o with the names of rivers, oceans, and groups of mountains and islands.
the Hudson Riuer the Atlqntic the Rocky Mountains the Azores
BUr not with the names of lakes and individual mountains and islands.
Lake Ey'ie Mount Euerest Mallorca
o with the names of buildings like cinemas, hotels, etc.
the wellington Hotel the Empire state Building the Metropolitan opera House
BUT not with the names of churches, castles, palaces, squares, streets, etc.
St Patrick's Cathedral Windsor Castle 42nd Street
Buckingham Palace Washington Squore Fifth Auenue
o with the names of 'plural'countries like:
the United Stetes the West Indies the Netherlonds
and note also: ffte United Kingdom.
BUT not with the names of most countries and continents:
Puerto Rico Japan Spain Africa Europe Asia America North America

a'ltCK AUESTIONS 5a Put in fe where necessary.

I ... United Nations Headquarters faces ... East River.
2 ...White House is probably... most famous building in ... United States.
3 ... Roc Mountains are in ... west of ... America.
We also use the
o when we use an adjective (for example: English) to refer to the people of a
country.
the English the French the Dutch the Spanish the Japanese the Chinese
eur when we use a plural noun (Americans) to refer to the people of a country or a
continent, f/e is normally optional.
(the) Americans (the) Puerto Ricans (the) Itolians (the) Europeans
o with an adjective to describe groups of people.
the rich the fomous
o with ordinal numbers: the first the third the fifth (Sth) floor etc.
BUT not with positions in a race, a competition, etc.
He came third in the race.

179
 ct-tECK euESrroNS 5b COmplete the SentenCeS, using fe where nece55ary.
1 ... first American we met said he preferred ... Irish to ... English.
2 ... Americans seem to work harder than ... British.
3 ... Long Island is where many of ... rich and ... famous live.

Step 6 When we don't use the bef ore school, hospital, church , etc.

On Sunday we went to church. We went to the church on Broadway. On

the way back to the hotel we saw a shooting at the university on 39th
and tw,o studenfs,were taken hosnl]ul
!o . -
't1eet ,, .,. ., ,.'

o We don't use f/e when we're talking about the main purpose or use of these
places: church, hospital, school, uniuersity, college, prison, court.
On Sunday ue tDent to church.
Two students were taken to hospital.
o We use the bef.ore these words when we're talking about a particular church, a
particular university, etc.
We uent to the church on Broadway.
We saw a shooting at the uniuersity.

CHECK OUESTIONS 6 Complete the sentences, using ffte where necessary.

I Our hotel manager went to ... school in England, then went to ... university in the
States.
2 The New York police arrested a man for the shooting. He was a cleaner at ...
university.
3 He'll appear in ... court next week. He'll definitely go to ... prison.

4,ry5!4,/FR5 rO 1 1 /e/ 2 /i:./ 3 /e/ 4 /i:/ 5a '1 The the 2 The the the 3 The Rocky
CllLCK QUESTIONS 2
2 3,4,54ND6
lfhe 2The 3The an the A a Mountains the west
3 l lhe 2 The ihe 3 in the 4 in the in the 5b I The the the 2 (The) the 3 the rich and
4 2 The bus station 3 the hotel (the) famous
6 2the

180
 Life isn't simple any more. The world is a dangerous place' Water and
t"oa .r" tt"n porrted. chemicals, additives and pesticid"t 3r" ...
uui,*"r". They,re in the water we drink and the food we buy. We
il; i;;";ui"i ,na .l"-n uir. w" need food that isrproduced without
of the world js_unhealthy
.Jirr"i r^d pesticides. Life in the big cities
Do we care
and.unsafe. The lakes and the rivers of Europe are dying'
need better public transport, not new
more auout nature or profit? We
t*Ot. if*peopte of eritain need jobs, not unemployment'
Party!
We need
g"^";.tity, noi self isfrness. We need the Alternative

Step 1 Nouns without the

general sense:
We don't use f/e when we use the following nouns in a
o plural nouns. Chemicals, additioes and pesticides are euerywhere'
o uncountable nouns. Water and food are often polluted'
o abstract nouns. Life isn't simple any more'
We need genetosity, not selfishness'

CHECK QUESIIONS 1 Which is right, A or B?

1 ...is becomlng more difficult. (A Life B The life)
2 ... aredamaging our food. (A The pesticides B Pesticides)
3 People ur" *ioi"d about ... (A the pollution B pollution)

o We use fhe with plural and uncountable nouns when

we mean particular people
or things.
Theieopte of Britain need jobs' the water we drink the food
we buy
The lokes and the riaers of Europe are' dying'
Here,wedon'tmeanallpeople,allwater,allfood'alllakesandrivers'Wemean
particular food (the food we buy), etc'
farticular water (the water we drink),
oNotethatwesometimestalkaboutaparticularthing,butuseitinageneral
sense. So we don't use fhe.
Life in the big cities of the world is unhealthy and unsqfe'
(Not all life in the *orl, u"t all life in the big cities, which is
still a general idea')
We need food th(tt is produced without additiues'
(Not all food, but all iood that is produced without additives)

CHECK OUESTIAN' 2 Complete the sentences, using ffte where necessary'

i AIi over the world ... cars cause "' pollution'
2 Is there room on ... roads of Britain for "' cars we're making?
i o*uauys ... people seem to prefer "' food with "' additives'

ANsWE,Rs IO 1 1A 28 38
CHTCK QUESrtoNs 2 2 the the
1 AND2
 Amy Clarke's a university student. She livesin a,house wi.th 1 d^ozen
othr:ituents, Sheshaii arreorn with'a friend.'Moneyris u$llly' 4' ,'

wotks two'eveningi' wee k 5 h e's a

pr b l"*,so amy's, tira' ; oO,, Sft '
"
a b o ut
" it,u' rt. a, pizza.resii iant' sh9' ea r.nii f 5 a n h our:! sh e makes
.flOn vning,.Stre.hsto We_ara uniform, '[ hav aneormous. ],., :
'

reatfasi, onth"u tunch.l'have.big:dnnerrat wo.lf,'.'a.huge.''1" '

bt-,1
nd..a ice'aream, lt's'an irrteresting,iob'gnd'l
meet.a lot'f::'t '
Ezza .
t,.'.,.t. ..
people.'

or an?
sound'
o We use alel beforewords that begin with a consonant
q restaurant a part-time job s uniform
o We use anlatlbefore words which begin with avowel sound'
an ice cream an interesting job qn hour
We don't pronounce the ft' so
Note: The first sound in o,' i"'itt" vowel sound /aue/'
pronounce the h'
*" ,uy rr, hour.Bulnote o /ouse because we first sound in these words is the
Note also a uniuersity stii"l"r, a uniform.The
consonant sound lil nolthe vowel sound /'t/'

.HECK OUES/ON 7 Put a or an before these words:

1]ob2union3unusualname4enormousicecream5holidayGhonestman

Step 2 Main use of a/an (lhe indefinite article)

o We usuall y use a/an with singular countable nouns'
ahouse afriend aneaening
o We use a,/an whenwe talk about a person or a
thing for the first time' We don't
identify the Person or thing.
She-liuesin a don't say which house')
house. (We
friend.)
She shares a room *;;;;i;"r. foe aon't ruy*hi.h room or which

CHICK QUTSTIONS 2 Put in a/an where necessary'

I She works in restaurant in street near the station'
i For lunch she only has apple and glass of milk'

Step 3 Other uses of a/an

etc'
We use a/anbeore occupations, jobs and religions'
.She's a student. She's a waitress' He's a Muslim'
We use o/onwhenwe talk about numbers or quantities'
pounds) ct few friends
a dozen other students-*i iof p""pte St00 ( hundred
We can use a/an with the meaning per'
two euenings a week 54 qn hour 52 a kilo
We also use a/an in exclamations like:
What a huge pizza! What on interestingiob!
iECK QUESTIOI'I' 3 Put in a,/anwhere necessary.
Amy's friend works in pub. She's barmaid. She works three evenings week. She
earns 54.50 hour.

We don't use o/an:

o before uncountable nouns (see Unit 59).
Money is usually a problem for students. (Nor A money)
o before the names of meals (breakfast, lunch, dinner, etc.).
I don't haue /unc. (uor I don't have a lunch.)
But if we use an adjective before the meal, we must use a/an'.
I houe q big dinner at roork. (Nor I have big dinner)

'HFCA
QUTST/ONs 4 Put in a/anwhere necessary.
Amy likes good food, but food's expensive for student, and she doesn't like
spending money. She has big breakfast; she only has apple for lunch, but she has
dinner at work.

plural a/an: nou n,

ln the street where Amy lives there are some people who don't like
students. They say students have an easy Iife and don't do any work. ls
this true? ln fact, students usually have very little money. Some students
get jobs to pay for their food and accommodation. Some students
borrow money from their parents. A lot of Amy's friends are students.
They don't all have rich parents. And they can't all find part-time jobs.

o We often use some as the plural ol o,/on when we mean a certain number.
There are some people who don't lihe students.
(A certain number of people, but not all.)
Some students borrow money from their parents.
Q\ot all students borrow money from their parents.)
We don't use some:
o when we're interested in the things or people themselves, not the number of them.
They get jobs to pay for their food and qccommodation.
They don't all haue rich parents.
o when we talk about things or people in general.
They say students haue an eosy life. (= all students)
Students usually houe uery little money.
(For the use of some with uncountable nouns see Unit 61.)

lECK QUESTIONS 5 Put in some where necessary.

1 There are people who say that students have an easy life.
2 There are very nice students who live in our house.
3 People understand students'problems, and people don't.
ANSWERS TO 1 lajob 2aunon 3anunusual name 3 apub abarmaid aweek an hour
.HECK QUESTIONS 4 an enormous ice cream 5 aholiday 4 a student a big breakfast an apple
1.2. 3.4 AND 5 6 an honest man 5 1 (some) people 2 some very nice students
2 '1 a restaurant a street 2 an apple a glass 3 Some people some people
 58
ROBBERY IN FIGHT IN CITY CENTRE
STAPLETON ROAD
aaaaaaaaaaaaaaaaaa ........:::::::......
Thieves stole cameras and Two police offlrcers were injured in
videos from two shops in a fight last night. One policeman
Stapleton Road yesterday. lost four teeth.Three other people
They also took several were also injured.The police were
boxes of video cassettes called to the Central car park where
and hundreds ofaudio there was a fight involving about
cassettes. two dozen young men and women.
Dozens of cars and two buses were
damaged.

plural
o Most nouns have a plural ending in -s.
a camera > two cameras an officer, two officers
(For the spelling of plural endings, see Appendix 3.)
o This final -s is pronounced in two different ways:
lsl atter the consonanls c, p, t, k, f and th: shops, cassettes
lzl after all other consonants and after vowels (a, o, etc.):
thieoes cameras uideos cqrs
When the plural ends in -es (after c, s, x, z, ss, sh, ch) -es is pronounced lrul:
boxes buses
o A few common words have irregular plural forms.
Singular Plural Singular Plural
man men foot feet
uoman women tooth teeth
person people child children
(Persons is very formal.) mouse mice
o These are sometimes part of other words:
policewoman > policewomen grandchild, grandchildren
a Frenchman > Frenchmen (eut o German > trDo Germans)
o In compound nouns the more important word takes the plural form.
police office> police officers credit card, credit cards
uideo cassette , uideo cqssettes car park, car parhs
o Some nouns (usually numbers) don't change in the plural.
a dozen > two dozen a hundred > two hundred
a thousand > two thousand a million > two million
eur when these words are used to talk about an indefinite number, they have the
plural -s.
Dozens of cqrs uere damaged. hundreds of audio cassettes

:HECK eu:SrtoNs 1 Put in the plural forms.

I a policeman, two ... 2 a businesswoman, two ...
3 a young person, two ... 4 a police station, two ...
5 an Englishman, two ... 6 a thousand, ... of people
 Step 2 Nouns: singular or plural?

United buy Baresco New shop opens Government says

aaaaaaaaaaaaaaaa aaaaaaaaaaaaaaaaaaaaa

Manchester United have Clothes are cheaper at Stax. Ifyour

:::'::":i:.::::::
paid d8 million for family need new clothes, why not The government has
Baresco, the Italian try Stax?'I bought some trousers formed a new
goalkeeper.'People in for {,25,'said Benny Sampson. committee.The
Manchester want to see 'Nowadays f"25 isr,'t a lot to pay for committee have
the world's best players,' a pair oftrousers. Jeans are cheap produced a document
commented the manager. too. And my wife bought some called'Politics in Britain
tights for oily f,2.99!' is an honest profession'.

o A few nouns look singular, but are used with a plural verb.
people police Manchester United (or any sports team)
People uant to see the world's best players. (Nor wants)
Manchester United haae bought (Nor has)
Collective or group nouns can be followed by a singular verb (if we're thinking of
the group as a single unit), or by a plural verb (if we're thinking of the group as a
number of individuals). The most common are family, gouernment, team, crowd,
army, audience, company, group.
If your family need new clothes My family isn't uery big.
The gouernment has formed a committee.
The gouernment haae discussed the problem.
o When we think of a certain quantity of money, distance or time as a single unit,
we use a singular verb.
525 isn't a lot of money to pay for a pair of trousers.
Slax s two miles from town. Two miles is a long way to walk.
o Some nouns are only plural. The most common arel. belongings, clothes, confents'
headquarters, sauings, surroundings, thanks.
Clothes are cheaper at Stax.
o There's another group of nouns that are also only plural: glasses, pants, knickers,
pyjamas, jeans, scissors, shorts, tights, trousers.
I bought some trousers for 525. (Nor a trousers)
Jeans are cheap. She bought some tights. (Nor a tights)
Before these words you can also use the phrase a pair of * a singular verb.
A pair of trousers costs 525.
o Some nouns end in -s, but are followed by a singular verb: news, politics,
mot h ematics, phys i cs, e c onomic s.
Politics is an honest profession.

CHECK QUI.'TION' 2 Choose the correct form of the verb.

1 Clothes (isn't/aren't) cheap nowadays.
2 People (doesn't/don't) buy clothes that are too expensive.
3 560 (is/are) a lot of money for a pair of ieans.
4 The government (is/are) trying to keep prices low.
ANSWERS TO 1 1 polcemen 2businesswomen 3young 2 1 aren't 2 don't 3 is 4istrying/are trying
CHECK QUESI/ONS people 4 police stations 5 Englishmen
1 AND2 6 thousands

188
 59
been several accidents on the roads. A number of people were hurt in
'an'a:cidetni:thl'A.3;2':mslirwgyuihentw:a'cats:hednarJuniitioo
. '4:',Andthi,ete ard:4,few problems tor rail'Trateitlt9,:,,,t91ny.;trais,,befween
cities in the west and London are running twenty to thirty minutes late.

Countable nouns: car, problem, etc.

o Countable nouns are people or things which we can count. They have both a
singular and a plural form.
Singular Plural
train trains
city ctttes
problem problems
o We can use o or cn or numbers with a countable noun.
a car two clrs a mnute tuenty mmutes
o We use these words and phrasesonlywith countable nouns:
many several a few a number of both a couple of
seaeral accidents a number of people a feu problems
o Note the use of the exclamation What ...!
Singular: What a terrible morning! (Nor What terrible morning!)
Plural: What terrible driuers!

CHECK OUESTIONS 1 Which are the eight countable nouns in this news report?
'Four cows escaped from the market at Winford this morning. It took three police
officers and several farmers over an hour to catch them. Two old women were hurt
when the cows ran down the main street.'

Uncountable nouns: air, coLtrage, etc.

An explosion ha5 destr:oyed a chemical fac1ory in Brislington' Thanks to

the courage of the f iref ighters no-one-was,hurt. The air rsund th
factor.y is still thick with smoke, and, for their own safety, esidenti have
Ueen iotO ot to drihk the water. Residents are worried about their
children's health and the damage to the environment caused by the
explosion.

o Uncountable nouns are things that we can't count. They have no plural form. Air,
for example, is an uncountable noun. We can't say one qir, two airs.
o Most uncountable nouns are:
materials or substances: air, water, smohe, eLc.
feelings or qualities: couroge, loue, anger, etc.
abstract ideas: safety, justice, freedom, etc.

190
 . The exclamation What ...! (see Step 1) can be followed by an uncountable noun
without a, an.
What terrible damage! (Nor What a terrible damage!)

*:.< QUESTIONS 2 What are the eight uncountable nouns in the news report of the explosion at
Brislington?

uncountable

less violence in the St Paulis district of Bristol than there was two
There's
ago But'many young people still have nothig to do in the
year:i ,,,i
' even'inEs; Severral,yoth leaders have ask-d for a nqyu youth club.
A nl.mber of localcourncillors hav accpted.the ide'butrthe counciI
has very little money and the government hasn't offered financial
trppori. So there is't much hpe that the youth club will be built.

o We can't use o or an with uncountable nouns, even if there's an adjective before

the noun.
financial supporf (Nor a financial support)
o We can't use numbers with uncountable nouns. We can't say'two violences'.
o We can't use these words and phrases with uncountable nouns:
many several a few a number of both a couple of each every these those
many young people (countable)
But Nor many violences (uncountable)
o These words and phrases can only be used with uncountable nouns:
(a) little very little much less
less uiolence uery little money there isn't much hope
@ut some people use less with countable nouns nowadays.)
o For the use of some, any, no with countable and uncountable nouns, see Unit 61.
-::K QUESI/ONS ., Choose the correct word.
1 The council hasn't got (many/much) money.
2 The young people of St Paul's like (a/-) loud music.
3 That's why (a few/a little) local people don't want a youth club.

Countable u ncou ntable?

ome interesting research has been done recently in the.food industr:y.

One piece of research is particularly interesting. icientists have looked
at spaghetti, which normally takes 15 minutes to cook. They've
produced a spaghetti that takes only a minute to cook. They've also
workd. on beer. There's sme good hews for beer-drinkers who drive.
You can now have several glasses of beer and drive your car safely
afterwards. A new beer has been produced which is non-alcoholic, but
which tastes like real beer.
 . Some words are countable in most languages, but are uncountable in English and
are used with a singular verb. The most common aye: accommodation, aduice,
baggage, behauiour, bread, damage, equipment, euidence, furniture, garbage,
homework, informqtion, knowledge, luck, luggage, money, neus, nonsense, progress,
re search, rubbish, spaghetti, traffic, transport, weather.
Some interesting research has been done. (Nor have been done)
spaghetti which normally tahes l5 minutes to cook (Nor take)
There's some good neros. (Nor there are)
o The following words are normally uncountable, but can also have a plural use:
business, grass, hair, trauel, work.
Business in St Paul's is getting better. (uncountable)
Seueral neu businesses haue been started. (countable)
(uslnesses = 'companies, firms')
o If we want to talk about a certain quantity of these things, we normally use a
countable noun + o/+ the uncountable noun.
One piece of research is particularly interesting.
You can nou hae seueral glasses of beer.
These words are often used in this construction:
A cup of tea/coffee, etc. A glass of beer/milk, etc.
A bottle of whisky/wine, eLc. A bowl of soup,/solad, etc.
A pachet of sugar/flour/washing-pouder, elc.
A jar of jam/marmalqde, etc. A tin of salmon/soup, etc.
A loaf of bread A slice of bread/ham, etc. A piece of toast/cake, erc-
A piece of furniture/ information/ adu ice, elc.
All these phrases can be used in the plural.
Two cups of tea, a few tins of soup, etc.
o Note that with words like tea, coffee, beer, whisky we can say:
I'd like a glass of beer ox I'd like a beer.
Do you uJant a cup of coffee? ox Do you ant a coffee?
o Many words in English for food and drink can be used sometimes as uncountable
nouns (when used in a general sense), sometimes as countable nouns (when used
to talk about a particular type of something).
They'ue looked at spaghetti. (spaghetti in general: uncountable)
q spaghetti that tahes only a minute to cook
(a spaghetti = a particular type of spaghetti: countable)
They'ue worked on beer. (beerin general: uncountable)
A new beer has been produced.
(A beer = a particular type of beer: countable)
Here are some other words that can be countable or uncountable: cheese, wine,
mel[ soup, coffee, tea, whisky.
CHE'A QU'SIIONS 4 Choose the correct word.
I There (isn't/aren't) any more information about the new beer.
2 Progress Qras/have) been made on producing non-alcoholic beer.
3 The English like (cheese/cheeses), but there aren't many different
(cheese/cheeses) produced in Britain.

AA/-SVvtRS IC) 1 cow, market, morning, police officer, farmer, 3 1 much money 2 loudmusic 3afewpeople
CiECi( QUE5I/O/!5 hou woman, street 4 1 There isn't much information 2 Progress has
1,2,]AND1 2 courage, air, smoke, safety, water, health, been made 3 The English like cheese
damage, environment many different cheeses

192
 60
lttatiaa lndian.andrlhineselfood,,.qnd lots of
Br1ish.peqp.[e,eat1,a,,fo1of
junk food. Nowadays there aren't many people who have a traditional
English breakfast (eggs and bacon). Many people eat cereals like
cornflakes instead. They also eat a lot of things with sugar in. Shops sell
plen of biscuits - the rish spend f 500 million on bisiuits every'year!
Therers plenty of food for cats in the supermarkets too. The British don't
spend much on their children's shoes, but they spend a lot on cat food -
f250 million a year! The British drink a lot of wine nowadays. But
because of the climate there aren't many vineyards so they don't make
much wine. But they import 500 million litres each year!

Step 1 A lot, much, many, plenty

o We use muchwllh uncountable nouns (food, wine, etc.) to talk about a quantity of
something. We use it only in questions and in negative sentences.
Do they make much wine? They don't make much wine.
o We use manywith plural nouns (people, uineyards, etc.) to talk about a number of
things or people. We use it in questions and in negative sentences. (lt's sometimes
used in affirmative sentences, particularly at the beginning of a sentence.)
Do many people eat a traditionel English breakfast?
There aren't many uineyards in Britain. Many people eat breakfast cereals.
o We use a lot ofilots ofwith countable and uncountable nouns to talk about a
number of things or people or a quantity of something. They are used mainly in
affirmative sentences, but can also be used in negative sentences and questions.
lofs of means the same as a lot of.lt's more informal.
They eat a lot of Chinese food. (Nor mucft Chinese food)
Do they eat q. lot of Indian food? (oxmuch Indian food)
They eat a lot of things with sugar in (More common lhan: many things)
They don't make o lot of wine. (oxmuch wine)
o We use p/e nty of wilh countable and uncountable nouns to talk about a number
o{ things or people or a quantity of something.
Plenty (of means 'more than enough', but it's often used with the meaning of 'a lot

There's plenty of food for cats. Shops sell plenty of biscuits.

o Much, many, a lot, lots, plenty can be used alone, without a noun.
They don't spend much on children's shoes, (= much money)
but they spend a lot on cat food. (= a lot of money)
o Note the question forms:
How much? (with uncountable nouns) How many? (with countable nouns)

CIlCK QUESTIONS 1 Put in much, mony or a lot.

1 Do the British eat ... Italian food? Yes, they eat ...
2 How ... do they spend on their children's shoes? Not ...
3 Are there ... vineyards in Britain? No, there aren't ...
4 How ... people have a traditional English breakfast? Not
 Step 2 Little/very little few/very few a little/a few

Many British people are unfit. They take very tittle exercise, and do few
active sports. They eat very little fruit and very few vegetables. lf you
want to be healthy, you should eat a little fresh fruit every day and a
few fresh vegetables. You should also take a little exercise.

o We use little/uery littlewith uncountable nouns to talk about a small quantity. We

use few/uery few wilh plural nouns to talk about a small number. Very little and uery
fewhave a negative meaning. We use them more often than little and few.
They take oery little exercise,/little exercise.
(= not much exercise, not enough exercise)
They eat aery few uegetables,/feu) uegetables.
(= not many vegetables, not enough vegetables)
o A little and a few have a more positive meaning.
You should take o little exercise. (not much, but enough to be healthy)
You should eat q feus fresh uegetables. (not many, but enough to be healthy)

lECK QI.JESTIONS 2 Are these positive or negative things to do?

I Ieatveryfewvegetables. 2 Itake alittle exerciseeveryday.
3 I do a few active sports. 4 I eat little fresh fruit.

Step 3 So much/so many too much/too many

5o much,food is wstedowadays beca5ewe:thro\/ aay so much. It',s

terrible when you think that so many people in the world don't have
enough food. Many adults and children in the rich countries are
, overweig ht because ther'at too rnch,nd beause'theret'too much
:

trgrr an-d fat in their dit. Vtany children have got bad teeth because
tggmany,sweets andtoo mSh junkfood,:1, , ,'
,,thV,et '

o We use so much to emphasise that we're talking about a big quantity, and so
many lo emphasise that we're talking about a large number of people or things.
So much food is wasted. So many people don't haue enough food.
o We use too much and foo many Io mean 'more than necessary'.
Too many people eat too much. (An excessive number eat more than is
necessary.)
o So much and foo muc (unlike much) can be used in affirmative sentences.
So much food is u;asted. There's too much sugar.

al^ QUESr/ON5 i Answer these questions using so much/too much,/too mqny.

1 How do we waste food? We throw away...
2 Do British people eat many sweets? Yes, they eat far ...
3 Do they eat much junk food? Yes, far ...

ANSWERS IO 1 1 much/a lot of a lot 2 much much ( a lot) 2 1 Negative 2 Positive 3 Positive 4 Negative
-lCK QUESTIONS 3 many/alot of many/alot 4 many many/a 3 1 We throw away so much/too much. 2 Yes,
1,2AND3 lot they eat fartoo many. 3 Yes, fartoo much.

195
 61
Joss and.Anna have arrived at a camp site. Joss is going to the shop.
Joss: l'll get some burgers and some fruit. And we need some milk too.
Anna: OK. Have we got any cooking oil?
Joss: Yes, there's some in that bag. Oh no, I didn,t bringr any matches.
'
Anna: You'll have to buy some.
Joss: What about bread?
Anna: We haven't got any. Get some bread rolls.

of some,
o Some and any can be used with uncountable nouns:
Get some fruit. Haue ue got q.ny coohing oil?
and plural countable nouns.
Get some burgers. I didn't bringany matches.
o we usually use some in affirmative sentences and, any inquestions and negative
sentences. @ut see Steps 3 and 4.)
we need some milk. Haue we got any cooking oil? I didn't bring any matches.
c Some and any can be used alone, without a noun.
There's some in that bag. We hauen't got any.

. -<. QUESTIONS 1 Put in some or qny.

I Joss bought ... burgers from the shop.
2 He also bought ... milk, because they didn't have ...
3 Did they bring ... cooking oil with them? No, but they need ...

.Thecp- site,isnt vAfy:g9,.d..fhere are no,showers; and there,s no hot

water in the washroom. lt's got no publictelephone. lt,s difficult at
night because there are no lights at the entrance and there are none in

i.ii:l:r.r:,i:i:lii:rlirrr.i: lr rlirr:triii:rii.:llrli:,i:l:::i.t',iirll1r'.tti,rllr
li:,rl

o ^/Vo and none are used with a verb in the affirmative.

There are no showers. (= There aren't any showers.)
There are none. (= There aren't any.)
No/none with an affirmative verb = anywith a negative verb.
o 1[o is used with countable and uncountable nouns.
There are no shouers. (= There aren't any showers)
There's no hot uater. (= There isn't any hot water.)
o None is used alone, without a noun.
There are none in the toilets. (= There aren't any in the toilets.)
o We often luse
no/nonewith there is/there are and haue got.
There's no hot water. It's got no public telephone.
With other verbs we normally use not + any.

197
CHECK OIJESTIONS 2 Put in no oY none.
1 This camp site is awful! There are ... doors on the toiletsl
2 There's ... paper in the toilets, and there's ... room in the rubbish bins.
3 We've got ... camping gas left and they've got ... at the shop.

q uestions

Jossistalkingtothepeopleinthenexttent.
Joss: Have you got any camping as?
Man: Yes, we have.
Joss: Could we have some, please?
Man: Yes, no problem. Would you like some coffee? We've just made
some.

o We use some io questions when we expect the answer Ies.

Could we haue some, please?
(Joss knows that they've got some camping gas, so he expects the answer )'es.)
r,ut: Haue you got any camping gas?
(Flere Joss doesn't know if they've got any camping gas or not, so he uses ony.)
o We also use some in offers. Would you like some coffee?

CH[( A QUESIION J Anna and Joss are having supper with the people in the next tent. Complete the
sentences witlt some or any.
1 Would you like ... spaghetti, Joss? - Yes, please.
2 Have you got ... cheese in your tent? We haven't got ... here.
3 Yes, we have. Shall I go and get...?

affirmative sentences

A notice in the camp site office said:

Any campers making a noise after 11 p.m. will be asked to leave the
,a p slt''tf yo,need any: information, ask at the eam,B offite. 1f you

o Any can be used in affirmative sentences where it means it doesn't matter

which/how much/when, etc. It's o{ten used after If...
Any campers mahing a noise after l1 p.m. will be asked to leaue.
If you need any information, ask at the camp office.

(HTCK QUESTIONS 4 Complete the sentences with some or any.

I If you need extra blankets, there are ... in the camp office.
2 Don't damage ... equipment on the camp site. ... damage must be paid for.
3 Please leave ... money or valuables at the camp office.

AA/5WER5 IO 1 1 some 2 some any 3 any some 3 1 some 2 any any 3 some
CHECK QUESTIONS 2 1no 2no no 3no none 4 '1 some 2 any Any 3 any
1,2,34ND4

198
 62
Natasha's a refugee. She's escaped from the war in her own country and
has come to live in Eccleston, a village in theiouth of Eirland. She's

Everything is new. Everything is different. But everybody is very kind to

her. hey give her everything she needs. They do atl they can to help
her. She thanks everyone for their kindness with a smile, because she
can't speak English. All she can,say is'Hello'. She isn't happy because all
she wants to d is go home.

Step '! Al I or everyth in g/ everybody / everyone?

o When we mean'all the things'we usually say euerything, not all. When we mean
'all the people' we use euerybody or eeryone, nol all.
Eaerything is new. (Nor All is new.)
Eaerybody is hind ro er. (Nor AII are kind to her.)
She thanks eaeryone for their hindness. (Nor She thanks all ...)
o Euerything and euerybody/eueryone are followed by a verb in the singular.
Euerything's Qs) different. (Nor Everything are different.)
Euerybody is kind. (Nor Everybody are kind.)
o But we use they, them, their afler euerybody/eeryone.
Eaerybody is uery kind to her. They giue her euerything she needs.
She thanks eeryone for their kindness. (Nor: his kindness)
o Note that we can use a// followed by a relative clause. It has two meanings:
'everything' or 'the only thing(s)'.
They do all they can to help her. (= They do everything they can)
All she uants to do is go home. (= The only thing she wants to do)
We usually leave out the relative pronoun that after all.
AII (that) she can say is'Hello'.
Note: We sayA11 she can say or All that she can say, but Nor AII what she can say.

CIiECK QUESTIANS 1 Rewrite the sentences, using all, eaerything or eoerybody/eeryone.

1 All the things Natasha sees are new. 2 All the people want to help her.
3 The only thing she can do is wait for the war to stop.

or each?

offered'fo,hlp Natasha., Peop e have

Al l th e f ami f ies i n,Ecc[eston,have I

been.to every house to collect monelfor hr.rAll the rnoRey ges into a
spil banktcount: There are three pbs in,the village, The:owner of
eachrpub'is coltecting moneyto. They've each eolleeted about f 100.
rhe ewsageni'has'also asked e-ach:f ,his customis to give money.
'some'peopi are dec.or,atingatasha's flat.'Theyfie,painti'every ''
'.

roorn. Each roomts,a differentrOlour, Each cOlour is,part of her national

f lag.
 o Al1 and euery often mean the same.
All the families in Eccleston = Eaery family in Eccleston
all the houses in the uillage = eery house in the uillage
Note: euery is followed by a singular noun.
o But we use all nol euery wilh uncountable nouns.
All the money goes into a special bank accounf. (Nor every money)
o We use eery and,each + a singular noun when we talk about all the people or all
the things in a group. We can often use either.
Eoery family in Eccleston ho,s offered to help Natasha.
op.Each family in Eccleston has offered to help Natasha.
o But, if we see the people or the things individually, if we talk about them
separately, we normally :use each.
They're painting eaery room. (= all the rooms)
They're painting each room a different colour. (= the rooms one by one)
o We can use each (Nor every) on its own or with of
They'ue eqch collected about 5100.
The newsagent has asked esch of his customers to gie money.

:I]'CK QU5I/ONs 2 Putin eaeryoreach.

I Natasha needs ... penny she can get.
2 The council has asked ... shop in the village to give money.
3 They've asked ... shop to give S30.
4 ... ofthe two farmers in Eccleston has given S50.

W hole

Natasha's whole life has changed. She had sp-ent the whole of her life in
Akabi, a mountain village. But now the whole of Akabi has been
destroyed and she's lost her whole family. On the day she arrived in
Britain she was very hungry and tired, They gave herbread, fish and
milk. She ate a whle Ioat f bread and a whole tin of tuna and she
drank allthe.mitk.

We use whole malnly with singular countable nouns.

Natasha's whole life has changed. (= Her life has changed totally.)
She's lost her uhole family. (= all her family)
She ate a whole lo(tf of bread. (= She ate a complete loaf of bread')
o We don't use whole with uncountable nouns.
She dronk all the mllft. (Nor the whole milk)
o We can use the phrase the whole of + a noun:
She had spent the uthole of her life in Akabi' (= her whole life)
We must use this phrase with the names of places.
The whole of Akabi has been destroyed. (Nor the whole Akabi)

K QUESTIQAIS 3 Rewrite the sentences, using uhole.

I She drank all the bottle of milk.
2 Natasha's village has been completely destroyed.
3 All Eccleston is trying to help Natasha.
 Step 4 preposition

all about
There are r;efugees like Natasha all:over the world' They know.
crjes all
war and suffering. Natasha's.still so unhappy that she often .
iii;.;ihe nigt. She'd like tortell her friends in Eccleston about
all
herliinAkb,B,utshe'can',.tspeakEnglishyet.,,

down' ouer' tound' through)'

o We can use all before prepositions (about, along'
There are refugees olt- ooir the world' (= over the whole world)
They know all qbout war and suffering' (= everything about)

CHECK QUTSf IONS ,1 Rewrite the sentences, using all + apreposition'

I There are refugees living everywhere in Britain' her experiences'
2 Natasha wants to tell people the whole story of

step 5 Ll,yyyttnn whole in time expresslons

atash a d rea ms a bout h er terri ble
N
"-0" l.nT-
she's awake atl night. Her doctor has giv-" ' :H?ls[; il]"rx:,,,
thre"e hours. And every two weeks she goes.to
see a
i. t"[" to
"""iy
prviiuttitt.ish" h", an English lesson every day',lTt""t:r comes
thev spe,1,?i'I":lins tosether'
iji;;;;;, ;",;i;s J i'o '*' 'nd day at college' She has a busy
Every Wedn"sd"y s"-rpends the whole
li;;;.*; u.riui1 "y srr thinksof her familv and frfends,
week' month' yeor' Monday'
o In time expressions with words like minute, hour' day'
Tuesday,etc. we use eery lo say how often something
happens'
faey morning at l0 a.m. her teacher comes to the flat'
She reams abut her terrible experiences euery
night'
Eaery two ueehs she goes to see a psychiatrist'
year' elc' to say
o We use allor the whole wilh morning, euening, day' week, month'
how long something lasts.
Theypend att morning together' (on the whole morning)
She'spends the whole day at college' (on all day)
Somtimes she's awahe oll night' (on the whole
night)

.HFCK AL)ESTIOI5 5 Putin alloreaetY.

1 She goes to college ..' Wednesday'
2 She'i at college ... day on Wednesdays'
3 Her English teacher comes to see her "' day'
4 Yesteray they spent ... evening listening to music'
2 Natasha's whole village/The whole of
AA/5Wf,R5 IO 1 1 Everything Natasha sees is new'
Natasha's village has been destroyed .
LHICK QUFS//OA/5 z pvervbodv (Evervone) wants to help her'
3 The whole of Elcleston is trying to help
1 ). l. I A^!D 5 3 All se .u do it *rit for the war in her
country to stoP. Natasha. r
2 1 every fienny 2 every shop 3 each shop 4 I There are refugees living all over Britain'
4 Each 2 Natasha wants to tell people all about her
experiences.
3 1 She drank the whole bottle of milk'
5 levery 2all 3everY 4ali

202
 63
Most British people watch a lot of television. Most young people watch
mr than 20 hours a week. Most of the yurg people nterviewed'
reeently in.a surveyr said they walched 1 [p5f 24 hours a week. And
some of them watched up to 28 hours.
Some old people watch 0 hortt a week. Some of them aren't really
interested in half-the programrnes. Most of the time they watch

Many viewers have special interests. Some watch all the wildlife
programmes, for example; and some watch all the sport, ,

Some people sy that all violence.on TV shoqld be bnned. They say

that some of it encourages children to be violent. But the TV companies
Say:that all parents should contr,ol what their children watch- All'of
them are responsible.
Most of us see television as a problem. But none of the viewers
interviewd recently have thrown their televisions awayi None of them
has stopped watchig !

o We use:
all, most, some, any, many, a feu + plural noun
all, most, some, any, much + uncountable noun'
most people some old people all uiolence all parents
('Most' = 'nearly all'. 'Some' = 'a part, but not all'.)
o All, most, etc. have a general, unlimited meaning.
All of, most of, etc. have a more specific, limited meaning.
Compare:
Most young people watch 24 hours a week. (= most young people in general)
most of the young people interuiewed (= a specific group of young people)
o But we often leave out o/after all and half.
all (of) the sport half (of) the programmes
o With all, most, some, elc.we must use of before a pronoun (it, us, you, them).
some of it (= some of the violence. Nor some it)
most of us (= most of the people in Britain. r',tor most us)
all of them (= all (of) the parents. Nor allthem)
o We can use all most, some, etc. as pronouns on their own.
Some watch all the uildlife programmes. (= some viewers)
o We can use a singular or plural verb after none of.
None of the oiewers interaieued haae thrown their teleuisions away! None of
them has stopped watching! ftlere, we could say has thrown or haue stopped.)
(For all, see also Unit 62.)

CtltCK t)UESrlt)NS 1 Put in of the ornothing at all.

I Some ... people think there's too much violence on television.
2 Many ... people I know don't watch much television.
3 I don't watch any ... programmes my friends like.
4 Not all ... television programmes are of high quality.

204
 Both (of), either (of), neither (of)

Both Mr and Mrs Hopewatch terevision

They all enjoy soaps and wildlife prograr ffilllljl;tX|fr lliX;l?lfl'#,
tfrathe ctritren watch too much. gth ther children watch television
i;;i.;; ri' " arv-"ii.il; *;, u"rv much. And neither or turn
them has other interests. lf Mfs Hope asks either of the'children to
the television off, there's usually an argument''For both of them
i;;i;i,r;-i;; '. "i1'i vt' fuop" or his wife.know what to do'
They've both talked about the problem a lot..with_other parents. lt
seems theyrre a[l experiencing ihe ,r*" pro1"m.'They can either force
the ch to watch ess often, orthey can get r d of the television
ldrn

o we use both, either, neitherwhenwe talk about two people or things. Note the
possible constructions:
both/either/neither + (of) + (the,etc) + noun/pronoun
Both parents
Both the Plrents
Both of the Parents
Both of rhem (Nor both them)
Either/Neither child
Either/Neither of the children
Either/Neither of them
o We can say both X and Y neither X nor Y either X or Y.
Both Mr ond Mrs Hope uatch teleision regularly.
Neither Mr Hope nor his wife know what to do.
They can either force them to watch less often, or they can "'
o After Neither of ... and Neither ... nor ... we can use a singular or plural verb.
Neither of them has other interesfs. (on cue)
Neither Mr Hope nor his wife hnow what to do. (on knows)
sut Neither + noun is always followed by a singular verb'
Neither child reads uerY much.
o ,4/1 and ofh, used on their own, usually come in mid-position (before the main
verb or between the auxiliary verb and the main verb)'
They all enioy soaps and uildlife programmes.
They'ae both talhed about the problem a lot.

-4LCK QUTSTIQNS 2 Put in both, either of or neither of-

I ... children watch television too often.
2 ... them reads books.
3 There are two possible solutions. Mr Hope doesn't like "' them'

Add the words in brackets to the sentence.

4 They want to solve the television problem. (all)
5 The two children have agreed to watch less television' (both)

ANSWERS TO '1 1 Some people 2 Many of the people 3 any 2 I Both children 2 Neither of them 3 either of
HFCK QUESTIANS of the programmes 4 Not all television them 4 They all want to solve the television
1,2 AND 3 programmes problem. 5 ihe two children have both agreed
to watch less television.

205
 64
Polly and James are at the beach: James has just had a swim"
James: Can I borrow that towel?
Polly: No, this tow"lls *ine. ifratt your towel over there.
James: Oh, OK.
Polly: Do you want one of these chicken sandwiches?
James: l,,lo ihanks. But l'd like one of those apples. ... Thanks. Did you
see? I swam out to those rocks.
Polly: Which rocks?
James: Those over there. Where that man is now.
Polly: Which man?
James: That man with the mask on.

demonstratives th is, those

o We use this + a singular noun for something which is near the speaker.
This towel's mrne. (Ihis towel here.)
We use faf + singular noun for something further away.
Can I borrow that towel? (fhat towel there.)
o We use these + plural noun for things near the speaker.
Do you uant one of these sandwiches?
(Ihese sandwiches here.)
We use those + plural noun for things further away.
I'd lihe one of those apples. (fhose apples there.)
o Note that /s, that, these, those can be used as adjectives or pronouns.
This touel's mlne. (adjective)
This is my towel. (pronoun)
o We use them as pronouns when it's clear what we're talking about.
Which rocks? Those ouer there.
(He doesn't repeat rocfts because they've already been mentioned in the
question.)
o This is only true if we're talking about things, not people.
That mon with the mask on. (Nor That with the mask on.)
BUT we use this/these on their own when we introduce people:
This is my wife, Polly. And these are my children, Marh and Anna.

.ilECK QUTSTIONS 1 Putin this, that, these or those.

1 What's in ... sandwich you're eating?
2 Look at ... people over there.
3 I can't use ... towel. It feels wet.
4 Ugh! I can't eat ... sandwiches. They've got sand in them.

207
 of this,

' Polly: . That sandwich was nice; Are you sure you don:t wnt one?
James: Quite sure, thanks.
Polly.: This is the life! I know we're very busy these days but we should
spend more time like this. Do you remember when we were
students? ln those days we spnt a lot of time just doing
nothing.
James: What'sthat noise?
Polly: lt's your mobile phone!
James: Hello? Who's that?
Simon: This is Simon. Listen, this is important. You must come into th
office this afternoon. l've got a problem with this new
computer program.
James: Sirnon, thatt your problem, not mine, This s mY daY oO-
,,,

o We use ls and fhese when we're talking about a present situation or something
near in time.
This is the life. We're uery busy these days.
We should spend more time like this.
You must come into the. office this afternoon.
o We can also use fhs to refer to a subject we're going to talk about.
Listen. This is important.
o We use that and fhose when we're talking about something further away in time.
Thot sandwich was nice. (Past: She's finished eating it.)
Compare: This sandwich is nice. (Present: She's still eating it.)
In those days we spent o lot of time doing nothing. (Past)
Compare: We're uery busy these days. (Present)
o We can also use that lo refer back to a subject or an idea that's already been
mentioned.
I'ue got a problem with this new computer progrom.
That's your problem, not mine.
o Note that when we speak on the telephone in British English we use fls to
introduce ourselves and fhaf to ask who the caller is.
This is Simon. Who's that?
In American English f/is is used for both.
This is Simon. Who's this?

t. l-tfaK Alll\1 lof'ls 2 Put in this, these, that or those.

I A: Hello. Who's ...? B: ... is Simon. Is ... James?
2 Do you remember ... computer programs you bought last month?
3 Can you help me? I can't solve all ... problems on my own.
4 I can't help you now. I'm very busy ... week.

AA/!tl/lH5 /O I '1 that 2 those 3 this 4 these

atltc.K QUE,inoi'i5 2 l that This that 2those 3these 4this
i ,\i',]D )

208
 65
Mrs Betty Withers is 89 and lives alone,Lat week she fell and hurt' , , ,

hersetf bdly, But shedosnltwat to o,irnf,3n,old peoprlls home" '1 ,

may be'89; btt can still,lok afte mrself, The'm'exd,ooj5 q'ly g0,
but he canlt even make:a pice.of tast with,out,briin, himself !'l to.ld ,:
him the other, dy: lRe Dwyil,youllikilrlrurelf ne,dy if,you a!:en't
more carefi.' Men arenlt veryigod t l,oking,,after themse,lve;,are ,
they? Women are much better.:We know how to lok after:'surselve5,,,',
don't we?'

Step 1 The main use of reflexive pronouns

o We use a reflexive pronoun (myself, himself, etc.) when the subject and the object
of the verb are the same person. The action is directed back to the person who
does it.
subject verb object
She hurt herself.
(She and herself are the same person.)
You 'U kill yourself.
(You and yourself are the same person.)
o The reflexive pronouns are:
Singular Plural
I myself We ourselues
You yourself You yourselues
He himself They themselues
She herself
It itself
Note that when there is more than one person, the ending of the reflexive pronoun
changes from -self to -selues:
yourself -- one person (singular)
yourselues = two or more people (plural)
I can still look after myself (singular)
We know how to looh after ourselaes. (plural)

CHECK QUESTIONS 1 Put in reflexive pronouns.

I Betty Withers thinks she can look after ...
2 She thinks the man next door might kill ... one day.
3 Most old people prefer to look after ...
Step 2 Common reflexive verbs Preposition + reflexive pronoun

'l wake up at about half past six every morning. I get up at seven. I wash
and dress and then I make myself a good breakfast. I keep myself busy
by doing the housework. Of course, by the evening, I feel tired and I go
to bed early. I don't enjoy myself very often - I don't go out much. But I

ne\rer feel sorr'y for: myself, l.never cornpla;in; l don"t mind living b4
myself,' said Mrs Withers.
I MrsWithers'social worker blames himself for,her accident. Hets angfiJ
with hirself ,s6u5erhe didn't insstthat sh went nto an old peopf e's
home. 'She's too old to be responsible for herself. I worry that one day
she miOht kill,herself if,she has another accident"' , I

o A few verbs in English are often used with a reflexive pronoun. The most
common are:
to ornuse yourself to behaue yourself to blame yourself to burn yourself
to control yourself to cut yourself to dry yourself to enjoy yourself
to help yourself to hurt yourself to hill yourself to look after yourself
to make yourself something to keep yourself busy, uarm, etc.
I mahe myself a good breakfast.
I heep myself busy by doing the housework.
I don't enjoy myself uery often.
She might kill herself if she hqs another occident.
o Many verbs are reflexive in other languages, but not normally in English:
to change (clothes) to dress
to wake up to get up to go to bed
to shaue to wash
to stand up to sit down to lie down
to feel (+ adjective) to relax to rest
to complain to concentrate to remember to worry
I uahe up at half pasf six. (ruor I wake myself up)
I feel tired. (ruor I feel myself tired)
I neuer complcin. (Nor I never complain myself)
I worry that she might kill herself (Nor I worry myself)
o We sometimes use a reflexive pronoun after an adjective + preposition:
to be angry with yourself to be ashqmed of yourself to be pleased with yourself
to be proud ofyourself to be responsible foryourself to be sorry foryourself
I'm neuer sorry for myself.
The social worker's angry uith himself.
o Note the expression by myselfwhich means 'on my own'or 'alone'.
I don't mind liuing by myself.
We can use it with all the reflexive pronouns: by herself, by themselues, etc.

I.K OUESTIONS 2 Put in reflexive pronouns if necessary.

I Mrs Withers gets ... up early.
2 She doesn't often enjoy...
3 But people like her prefer to live by...
4 The social worker blames ... for Mrs Withers' accident.
 Emphatic pronouns: myself , yourself , etc.

Mrs Withers doesnt want to go into an old people's home, and the i,

social worker himself admits that she's very independent. 'Why should I
go into a home?' asked Mrs Withers. 'The doctor himself said I was still
very healthy. I can do most of my housework myself. And look at this
cake l've made. Could that social worker make a cake like this himself?'

o We often use these pronouns as emphatic pronouns to emphasise that someone

does something without help. We put the pronoun at the end of the sentence.
I can do my housework myself. (= No one helps me.)
Could that social worker mctke a ceke like this himsel? (= without help)
o We sometimes use the emphatic pronoun to emphasise a noun or pronoun. We
put it immediately after the noun or pronoun.
The doctor himself said thet I was still uery healthy.
(She's emphasising that it was the doctor who said this.)
o When we speak, we stress the final syllable (-self or -selues).

CHTC( QU5TIO5 ] Add emphatic pronouns.

I Mrs Withers can't do all her housework.
2 Mrs Withers admits that she finds some things difficult.

Step 4 Ourselves, yourselves, themselves on each other?

Mrs Withers continued: 'The old people in the village are very
independent. They prefer to look after themselves. But they look after
each othertoo, ln fact, we often do things for: each other. I cook hot ,

mealsfor Reg Dwyer next door and he does the shopping for me. We atl
help one another when it's necessary.'

o Compare these two sentences. They don't mean the same.

AThe old people in the uillage look after themseloes.
B They look after each other too.
A means that they do things independently, on their own.
B means that one old person helps another old person. It's a two-way action
involving different people.
o We can say each other or one another. (But one another usually means we are
talking about more than two people. It is also more formal.)
We all help each other. = We all help one another.

CI'It:CK QLJESTIONS 4 Rewrite these sentences using eqch other.

1 Reg helps me and I help him. We ...
2 He does things for me and I do things for him. We ...

AN5WERS TO 1 t herself 2 himself 3 themselves herself. 2 Mrs Wthers herself admits...

(..HFCK QUESTIONS
2 2 herself 3 themselves 4 himself 4 1 We help each other. 2 We do things for eac-
1,2,}AND4 3 1 Mrs Withers can't do all her housework other.

212
 66
Paul and Beth stopped at a small petrol station in Scotland. No-one
came to serve them. They couldn't see anyone. 'somebody must be
here, because they've teft tfre office door open. Perhaps tiere's
someone in the office. Go and see, Beth. lf you find anybody, tell them
we want some petrol.' Beth knocked, but nobody answered. She went
in, but she couldn't see anybody. 'ls anybody there?' No-one answered.
Then she saw a notice. lf nobody's hre, n.'r. closed, it said.

Someone/ samebody, anyone/ anybody, no-one/ nobody

o Someonelsomebody both mean the same, as do anyonelanybody, no-onelnobody.

They couldn't see anyone. = They couldn't see anybody.
o Someone, onyone, no-one are used with a verb in the singular.
Perhaps there's someone in the office. If nobody's here, we're closed.
BUT we use they, them, theirwhen we refer to someone, etc.
Somebody must be here, because they'ue left the door open.
If you find anybody, tell them we want some petrol.
o We usually use someone in affirmative sentences and anyone in questions and
negative sentences.
Somebody must be here. Is anybody there? She couldn't see anybody.
BUT we can use anyone in affirmative sentences. It means 'it doesn't matter who'.
If you find anybody, tell them we want some petrol.
o No-one is used with a verb in the affirmative. No<tne came to serue them.

CHE( K AL}ISTIOINS 1 Put in someone (body), onyone (body), noone (body).

1 Was there ... at the petrol station? 2 ... had left the office door open.
3 Beth didn't find ... in the office. 4 When she called, ... answered.

Step 2 Someth i ng, anythi ng, noth in g

Atlunchtime.,PaulandBethstoppedatacaf-Paul.wasn,thungry.'
'Paul, are you going to eat anything?'
'No, there;s notfring I like on the mnu. lwon't have anything.'
'But you must eat something. You've eaten nothing all day.'
'Oh, all right. l'll have something like a sandwich. hat about you? Are
you going to have something hot?'
'Yes, l'm starving. lcould eat anythingl'

c Something, anything, nothingfollow the same rules as someone, anyone, no-one.

(See Step l.)
o Note that we can use onything in affirmative sentences, where it means 'it doesn't
matter what'. lcould eat anything!
o Note thal somethine (like someone and somewhere) can also be used in polite
questions, offers or suggestions.
Are you going to haue something hot?

214
4E{K AU['TtON\ ) Put in something, anything or nothing.
1 Paul doesn't want ... 2 Is there ... he likes on the menu?
3 He's eaten ... all day. 4 He wants ... light.

Step 3 Som ew h e re, anywh ere, n owhe re

The next morning Paul and Beth were deciding what t do.
'Where shall we go this,mornin g?'' . .:
.

1l don't mind. We can go anywhLre you like.r ' ",

'shallwe go somewheie bylhe seai'
'OK,Where's the map? Have you seen it anywhere?'
'lt must be somewhere in our room.'
'No, it isn't there. And it's nowhere in the car. I can't find it anywhere.

o Somewhere also follows the same rules as someone, onyone, no-one. (See Step l.)
o Note that somewhere (Nor anywhere) is used in suggestions. (See Step 2.)
Shall ue go someuthere by the seo?
c Anywhere can be used in affirmative sentences. It means 'it doesn't matter where'.
We can go anyuthere you like.

) UESIIO5 J Put in sometohere, anyuhere or nouhere.

I Beth wants to go ... by the sea.
2 Paul hasn't seen the map ... 3 It's ... in their room.

Step 4 Something, etc. + infnitive or adjective

Paul and Beth are in lnverness, They're looking at the tourists, quide.
'Nolhing to do today? you want sohewhere n"ce goi So;;;";
different? come to lnverness. There's nowhere moreleautiful in
. Scotlnd,.Jhere,sso-rnethngite r'estingi:6a the f;,i.,ft,u''',: ,''
som eth in g .slecia ! 61 11're Ciil e SouveiTr S h op. H a ve,rom"t f,igll
to.drt
at craigie's 5-star restaurant. you won't find anything better in-
scotland! And you might meet somebody famolsr rf"you n"J .oru
information, you'll find someone to helpyou at the Tturist office.,-

Afler someone, something, somewhere, etc. we often use:

o an infinitive. Nothing to do? you'll always find someone to help you.
o an adjective or an adjective + an infinitive.
Somewhere different? something interesting somewhere nice to go
:JTSTIONS 4 Paul and Beth didn't enjoy Inverness. put in anything, anybody or nobody.
1 They didn't meet ... famous at Craigie's.
2 They couldn't buy ... special at the Castle. It was closed.
3 And there was ... to help them at the Tourist Office.

-/5V1/[R5 rO 1 1 anyone (-body) 2 someone (-body)

,QUFSTIONS 3 1 somewhere 2 anywhere 3 nowhere
3 anyone (-body) 4 no-one (-body) 1 anyone (-body) 2 anything
'.?.lAND4 2 1 anything 2 anything 3 nothing 4 something
4
3 no-one (-body)

215
 67
The multi-mi,llionaire, Mr Barney,Varley,r is dead..A maid found Mr
Varley's body at his luxury flat in tondn. The dog's lead was tied round
Mr Varley's hands, but the dog had disappeared. The millionaire's
children, Anna and Seth, wern't with him. Anna and Seth's motheL
Mrs Fay Varley, is in hospital suffering from shock. The children's
grandmothel Mrs Ena Varley, is now looking after them. The police are
refusing to answer reporters' questions.

Main uses of the apostrophe: 's and s'

o We use 's to show that something belongs to someone, or that something is
associated with someone. We use it with singular nouns (people and animals).
Mr Varley's body the dog's lead
o With plural nouns, we add an apostrophe after the final s.
The police are refusing to onswer reporters' questions.
o With plural nouns without a final s (men, women, etc.) we use 's.
the children's grandmother
o With two or more names, we put 3 after the last name.
Anna and. Seth's mother
o 's is pronounced lsl aiter c, f, k, p, ph, t, th: Seth's lselsl,
lzl afler all other consonants: The dop's ldogzl lead,
lizl after ch, s, sh'. The boss's I tbosizl daughter.
-:ak QUTSI/ON5 i Answer the questions.
1 What was found round Mr Varley's hands?
2 Who is Mrs FayVarley? She's ... wife.
3 Who is Mrs Ena Varley? She's ... grandmother.

Today's newspapers all report Mr Varley's death. He was the chairman

of Blitainli biggest tompny and ne,f the Counlry.t'richest men. The
company's employees were shocked by his death. He had just returned
from three weeks' holiday in Greece. The night before his death he
stayed at his brother's in north London. lt seems he went to the
chemist's to buy some aspirin. He didn't have his own car; he was
driving his wife's.

We can use the 3 or s'form:

o on its own, when it isn't necessary to repeat a noun.
He didn't haue his own car; he was driuing his toife's.
o on its own, when we talk about someone's home or a shop.
He stayed at hisbrother's. (= at his brother's house or flat)
He went to the chemistb. (= the chemist's shop)
 o with organisations or groups of people (company, government, etc.).
The company's employees were shocked.
Here, we can also use the noun + of+ noun construction.
The employees of the company uere shocked (See Step 3.)
o with places/countries.
the country's richest men. Britqin's biggest company
o with expressions of time (today, Monday, a month, elc.).
today's neuspapers three ueehs'holiday in Greece

(H'CK OUESTTONS 2- Answer the questions.

1 What's special about Mr Varley's company?
2 Who was shocked by his death?
3 Did Mr Varley stay at his own flat the night before his death? No, he stayed ...
4 Whose car was Mr Varley driving?
5 Why had he been to Greece? For ...

Mr Varley's body was found in the kitchen of his London flat. The
kitchen windowwas open: Therewas a glove on the table. The maid
;;;i";;;'"il;r;i" r,,"i"i oi*,li."n". rhe car keys and one or
Mr Varley's thre cars were missing. The maid is the wife of the man
who loos after Mr Varley's cars. S'he hasn't seen her husband for two ,,,

days.

o When we talk about things, rather than people or animals, we usually use noun +
of noun rather than 'sls'to say that something belongs to something, or that
+
something is associated with something.
the kitchen of his flat. (Nor his flat's kitchen)
the horuor of the scene. (Nor the scene's horror)
o We can often simplify noun + ot+ noun and use just noun + noun.
the car keys (You can also say: 'the keys of the car')
the hitchen uindou (Nor the window of the kitchen)
Sometimes both constructions are possible (see car keys above), but not always.
There's no clear rule that tells you when you can or can't use the noun + noun
construction. If necessary, use a good dictionary.
o When the noun is accompanied by a descriptive phrase or clause, we must use o/
(and not 3).
She's the uife of the msn uho loohs after Mr Varley's cars.
We can't say'She's the man's wife who looks after Mr Varley's cars' because it isn't
clear who looks after the cars.

cHfcK QUrsrloNs l Complete the sentences.

1 The police want to find (owner/glove).
2 They want to find (husband/the maid who works for Mr Varley).
3 They also want to find (keys/car).

218
 A friend of mine/a friend of Mr Varley's

o A friend, etc. ofcan be followed by a possessive pronoun mine, yours, hers, elc.
(see Unit 68) or by 3.
a tennis racket of his q friend of mine
a friend of his daughter's
We use a friend, etc. + o/when we want to describe something by saying who it
belongs to, or someone by saying who they're associated with.

.'CK OUESTIONS 4 Answer the questions.

I Did Ralph Digby know Barney Varley well? Yes, he was ...
2 Does his son Alex know Mr Varley's daughter well? Yes, he's ...

ANSWERS TO 1 A dog's lead. 2 Barney Varley's wife 3 the '1 The police want to find the owner of the
: aK QUTSIlON5 children's grandmother on Anna and Seth's glove. 2They wantto find the husband of the
1,2,34ND4 grandmother maid who works for Mr Varley. 3 They also
1 lt's Britain's biggest. 2 The company's want to find the car keys.
employees. on The employees of the company. I Yes, he was a friend of his. 2 Yes, he's a
3 No, he stayed at his brother's. friend of hers.
4 His wife's. 5 For three weeks' holiday.
 58
Helen has j.ust,got married Ar rrer,famiry have come
to the weddng" At
the party afterwards she's teiling a frien *ho ,u Jitr";;;r';:;;;.
'That old lady's my grandmother. She,s 9,l, but she,s
very inO"p"naent.
on her own. rhe girt by the wnowl;d.;t got h",
lf-111 L,r.s company. And -
-oy.l,:oT?rter
that,s her brother, Jack. Tffi,re
cousins. The man standing next to them is their father.,
my"
'So, he's your uncle.,
'Yes.'
'How old are your cousins?,
'Jack's 17, and Maggy's 25.,
'What about the'couple by the door?,
'They're our neighbours. They're quite rich. They've.got their own
swimming pool.'
'ls that their dog?'
'Yes. Have you seen its legs? lt's only got three!'

Step 1 Possessive adjectives: my, your, etc_

I my I lihe my brother.
You your Do you like your uncle?
He his Does he like his slsfers?
She her She doesn't like her father.
It its The dog likes its food.
We our We like our neighbours.
You your Do you both lik your porents?
They their They like their grandmother.
o- Possessive adjectives are always followed by a noun, either singular
or plural.
The form of the possessive adjective is the same before a singular"or plurai
noun.
my grandmother my cousins
your uncle your cousins
o We use possessive adjectives to make it clear that one person or thing belongs to
another, or is associated with another.
o we use the possessive adjective lfs when the possessor is an animal or a thing.
Don't confuse it with ,fi (= it is on it has).
Haue you seen its legs? It,s (= it has) only got three!
o we use a possessive adjective + oun when we say that something belongs
completely to someone.
She's got her oun computer company.
They'ue got their oun swimming pool.
o Note the expressions on my oun, on his own, on their own, etc.
She still liues on her oun. (= She lives alone.)
CHECK QESTIONS 1 Look at the text above and complete the sentences using the correct posses.sive
adjective. Use own where necessary.
,Jack
I l*!, 'Maggy's ... sister.' 2 Helenr
3 'Is Helen granddaughter?'
and Maggy are ... cousins.,
... Grandmother: ,yes, she ls.,
4 What a strange dog! What,s ... name?' .... name,s Tripod.,
5 Maggy's got ... computer company. 6 she doesn't live with anyone. she
lives ...

221
 Step 2 Possessive pronouns: mine, yours, etc. Whose?

Itls late, One of the ue,sts attheweddinb W:aritS t leave.'but he canlt

move hisfar.because another car is in the way' HefstalkinE:to anothr
man.
'Whose car is this? ls it yours?'
'No, it isn't mine. Mine's a Ford.'
'What about Daniel? ls it his?'
'No, it isn't his. His is a Volkwagen.'
'What about the neighbours? ls it theirs?'

'l'llask Janet. Perhaps it's hers.'

'No, it isn't hers. She hasn't got a car.'
?h. hrg are Jack and Maggy. tll ask thrrn,'H!; 1lou,tw ! - o yq know
whose car this is? ls it yours?'
lN,o;it'isn|turj.ldon,.tknowho.jtis;|

I mine This cor belongs to me. It's mine.

You yours Does this car belong to you? Is it yours?
He his This car belongs to him. It's his.
She hers This car doesn't belong to her. It isn't hers.
It (no possessive pronoun)
We ours This car belongs to us. It's ours.
You yours Does this car belong to you two? Is it yours?
They theirs This car belongs to them. It's theirs.
o We use possessive pronouns on their own without a noun. We use them when it
isn't necessary to repeat a noun (singular or plural).
Whose car is this? Is it yours?
(Ihe speaker doesn't need to say'ls it your car?' His first question has already
made it clear that he's talking about a car.)
Note: There isn't a possessive pronoun for 11.
o We use the question word Whose to ask who something belongs to. There are
two ways to ask the same question.
Whose car is this? (= Who does this car belong to?)
Whose is this car? (= Who does this car belong to?)
We use Whose without a noun when we don't need to repeat the noun.
Whose is this?
(ilhen the speaker asks this question, it's clear he's pointing at the car.)
Note how we say that we don't know who something belongs to:
I don't know whose it is.
on plural: I don't know whose they are.

CHECK QUESTIOI'|' 2 Answer the questions, using a possessive pronoun.

I Does the car belong to the other man? No, it isn't ...
2 Does the car belong to Janet? No, it isn't ...
3 Does the car belong to the neighbours? No, ...
4 'Who does this car belong to?' Ask this question in another way.

A,rysWERs IO 'l 1 my 2 my 3 your 4 its lts 5 her own 2 1 No, it isn't his, 2 No, it isn't hers. 3 No, t
{HE( K QIJESTIONl) 6 on her own isn't theirs. 4 Whose car is this? on Whose is
1,2 AND 1 this car?

222
 69
Sphie's bu,yiig e lothes. Shers talking to a shqp Assist? o,1',.:
'llm looking for a T--shrt with lon sleevqs. Have you got one?'
tVlfhat eolouf doyu'wnt?' '': . '

'Have you got a blue one?'

,.ldont-thinksa.;;:.,l|e,got.aigreenon.:.,.
lNo,,[relly',wanted.a,hlue one.' ': " ,' :.:

= a/an
o We use one when we don't want to repeat a singplar n6un. We already know what
the noun is.
Haue you got one?
(Sophie doesn't need to repeat 'a T-shirt with leng sleevet')
o When we add an adjective, we use v'n + dieetive +.cne.
Haue you got q blue one?

CHECK QUE,STIONS 1 Replace a word in each of these sentere*r*tth *tr-*irt

ar-
1 Sophie wants a T-shirt, but they haven't got a she likes.
2 There's a green T-shirt, but Sophie wants a b$ue T-shirt.

The one/the ones Which one(s), etc.

'Which ones do you mean? The blue ones?'

'No, these black ones.'
'Ah, thos are f39.99.' . ,:

'And how much is that red skirt?'

'Which one? Do you mean the one with pockets?'
'Yes.'
'Er, that one's f45.99. The green one ithout pockets is f39'00-'

o When we compare or select things and don't want to repeat the noun, we use
one/ones with f/e, this, that, which.
Do you mean the one with pockets?
(Ihe shop assistant doesn't need to repeat'the red skirt'.)
Which ones do you mean?
(She doesn't need to repeat 'jeans'.)
o Note that we don't usually use ones after the plural forms these and fhose. We say
these rafher than these ones.
But if rhese and f/ose are followed by an adjective we use ones.
Ah, those are 539.99. These black ones.

224
.f iECK OIJESTIONS 2 Rewrite these sentences so that the noun is not repeated. Use one or ones where
necessary.
1 Sophie wants some jeans; she likes the black jeans.
2 She prefers the red skirt to the green skirt.
3 Those jeans are S50.00, but these jeans are a lot cheaper.

can't one/ones

Sophie doesnt earo,much money, and she spends the money she earns '

on clothes.
It's Saturday morning. She's going shopping in town. lt's raining. She
can't f ind her umbrella.
'Mum! I can't find my umbrella. I can see yours, but I can't find mine.'
'OK. You can take mine.'
Sophie wants some new shoes, so she's come into town to buy some.
She wants some red ones. She's seen a few that she likes, but there
aren't any in her size. The trouble is, she's got qute big ieet.

o We never use one to replace an uncountable noun (like money, music, water,
etc.).
Sophie doesn't earn much money, and she spends the money she earns on clothes.
(Nor She spends the one she earns on clothes.)
o We don't use one/ones after the possessive adjectives my, your, etc. Instead, we
use a possessive pronoun, mine, yours, elc. without one/ones.
I can see yours, but I can't find mine.
(Nor I can see your one, but I can't find my one.)
o We don't use one/ones after'number'words like some, any, a few, many, a lot,
three, fifteen, elc.
She's come into toun to buy some. (ruor some ones)
She's seen a few that she likes. (ruor a few ones)
There aren't any in her size. (Nor any ones)
But if there's an adjective after these words, we must use one/ones.
She's looking for some red ones. (Nor some red)

-:a( OUErlOtu J Rewrite these sentences so that the noun is not repeated.
I Sophie can see her mother's umbrella, but she can't find her umbrella.
2 Sophie wants to buy some shoes, but she can't find any shoes in her size.
3 She doesn't really need any more shoes, but she's going to buy some shoes.
4 She doesn't want black shoes; she's looking for some red shoes.
5 Most girls don't have big feet, but her Ieet are big.

,AN5W,q5 IO
'.CK QTJESTIANS
1 '1 but they haven't got one she likes. 2 but 3 '1 but she can't find hers. 2 but she can't find
Sophie wants a blue one. any in her size. 3 but she's gong to buy some.
1,2AND] 2 'l she likes the black ones. 2 to the green one 4 she's looking for some red ones. 5 but hers
3 but these are a lot cheaper. are big.
 7A
Martin Paxnran is rich.rHe had rich,parents.who left.him a fortune when
they died. He lives in a big house in the town of Modbury. But that isn't
his only home. He also owns a farm in a neighbouring village.
Nowadays the rich sometimes feel embarrassed when they see the
homeless on the streets and when they read about the unemployed in
the newspapers.
But Martin isn't ashamed. His life is good. He rarely gets ill. He's never
alone. He just thinks he's been lucky and he's glad to be alive.

Step 1 Adjectives used before a noun or not Adjectives as nouns

o Adjectives are used to describe things or people. They're the same before
singular and plural nouns. Most adjectives can be used after a verb and before a
noun.
Martin Paxman is rich. (used after the verb e)
He had rich parents. (used before a noun - parents)
o The following adjectives aren't normally used before a noun:
afraid, aliue, alone, apart, ashamed, asleep, awake, auare, glad, ill, pleased, ready,
sure, unable, upset, well.
Martin isn't ashamed (You can't say'an ashamed person')
He rarely gets iIL ffou can't say 'an ill person')
o Some adjectives aren't normally used alone after a verb. The most common are:
euentual, existing, countless, indoor, main, maximum, neighbouring, occasional,
only, outdoor, principal.
It isn't his only home. (You can't say'The home is only')
a neighbouring aillage. (Nor The village is neighbouring)
o Sometimes when we talk about a group of people in general, we can use r/e +
adjective as a noun. I/re + adjective is followed by a plural verb.
The rich sometimes feel embarrassed (= rich people)
when they see the homeless (= e-""ss people)
when they read about the unemployed. (= unemployed people)
Some common examples of adjectives used as nouns are:
the blind, the dead, the deqf, the disobled, the elderly, the English, the Spanish, etc.,
the handicapped, the homeless, the injured, the old, the poor, the underpriuileged,
the unemployed, the young.

::1ECK QUESTIONS 1 Complete the sentences, using each of these adjectives once: alone, lonely, glad,
happy.
I Martin's got lots of friends. He certainly isn't a... person.
2 He's always ... when his friends come to see him.
3 He really enjoys life. He's a very ... man.
4 Martin isn't ... in the house tonight. Jessica's with him.
 Step 2 The order of adjectives

Martin's 25 rears old, Hefs a pleasant young ma:o' Ht honest 9nd ,

lgenerous. l-Jis glrlfriend .ssica is a beEutiftll slim dark'haired American
;i;;li;;",;i;;;;i;lr.-i".^alxb.n'iueslver
:

|we1tery..She,slive|y,warmndintelligent'
Last week Martin bought himself a big new wooden bed. ltrs 2.5 m long
a;am;iJJ.ir'".*-"trssis75cmtict.rt.e'a1so,boughtaredand
old duvet cover to go on th bed. He wanled a long _bed because
he's
early 2 m tall. But noW fie aoesn't know where he"ll;be sleeping in a
few weeki' time, This morning he had some sudden r1rrrVrg ne1v1, The
bank wher.e he keeps ail his money is having serious financial'problems

o when we use more than one adjective, we put the adjective that gives our
opinion before the adjective that gives factual information'
He's a pleasont young mcn. (xor a young pleasant man)
Martin's pleasant = an opinion. Martin's young = a fact'
o Adjectives usually go in a particular order:
1234567
(opinion) (size) (shape) (age) (colour) (origin)(material/type)
' tS neu wooden bed
a beautiful slim darh-haired American girl
long black 's1ft dresses
serious financial Problems
o Two adjectives together are often joined by and'.
when there are two colour adjectives.
He also bought a red and gold duuet couer to go on the bed.
when there are two adjectives alone after a link verb.
Heb always pleasant and generous.
o When there are three adjectives alone after a link verb, we usually put a comma
after the first, and andbetween the last two.
She's liaely, warm and intelligent.
o When we give measurements, we put the adjectives deep, high, long, old, tall,
thick, wide after measurement nouns.
Martin's 25 years old. He's nearly 2 m tqll.
The bed's 2.5 m long and 3 m wide.
The mattress is 75 cm thich.
Note: We don't say'l'm 65 kilos healy.'We say'l'm 65 kilos in weight.

CHF(K OUESTIONS 2 Put the adjectives in the best order. Add and where necesary.
1 That (tall/younginice) man is Martin Paxman.
2 He's got a (blue/grey) Mercedes.
3 His girlfriend's got (round/big/brown) eyes.
4 She's about (tall/lm 60).

A,\i5WFs 7C, 1 1 lonely 2 glad on happy 3 happy 4 alone

CTlT'K QUESTIOI'' 2 1 That nice tall young man 2 a blue and grey
1 ANDz Mercedes 3 big round brown eyes 4 She's
about 1m 60 tall.
 71
Hre are the rsults of a survey of the differen,ces betwee!"r'rRen and -r'
women in Britain.
r Wornen ar cle-aner than men. 6 A% of women,,but ooly 42% of men,
have a bath or a lhwei every day. The cleanest women (7%) have a
.'bathor'ashoertwiceadayl.....
o Men are faster drivers than women. On motorways they're faster by
17 k.p.h., in town by 11 k.p.h.
o On average, adult men are taller than women (by 5 cm), because they
usually:have longer legs; The tallest man in the world was Rober[ ,
' Wadlw, He.wai 2,m 7zt .ftre tllestwomn (Zeng jinlian) was 2m 481
lA man'S brin is bigger than a woman's, but'Neanderthal manls brain
was bigger than modern man's.

Uses of the comparative and superlative

We often compare people and things; we say how they are similar or different.
o If there are two things or people or two groups of things or people, we use the
comparative.
A man's brain is bigger than o uoman's.
Women are cleaner than men.
o If there are three or more people or things, we often use the superlative.
The tallest man in the world was Robert Wadlow.
o We generally use /e with the superlative. Sometimes fhe isn't used in informal
speech. But we must use the lf the superlative begins the sentence.
Women who haue a bath twice a day are (the) cleanest.
The cleanest uomen haue a bath twice a day.
o The comparative is often followed by than.
A man's brein is bigger than a tDoman's.
Women are cleaner thqn men.

CHECK QUESTIONS 1 Complete e sentences with a comparative or a superlative.

1 What's the difference between men and women drivers? Men are ... . (fast)
2 Young men between 17 and 20 are ... drivers. (fast).
3 Modern man's brain is ... than Neanderthal man's. (small)

230
 tep 2 Comparative and superlative forms: short adjectives

We form the comparative by adding -er to the adjective, and the superlative by
adding -esf.
Comparative Superlative
clean cleaner (the) cleanest
fast faster (the) fastest
tall taller (the) tallest
long longer (the)
longest
Note the spelling changes in adjectives like these. (See also Step 3.)
big bigger (the) biggest
fat fatter (the) fattest
large larger (the) largest
dry drier (the) driest

"E, l, a)UtST,C,tls 2 Write the missing forms.

1 old the oldest
2 ... cleaner
3 wet
4 ... nicer

Step 3 Adjectives with two syllables

o Men:hae dirtier hair-'than 1r,,romen-On average, women wash their ' :

hair twice a week, men only once.
lWomen arg'more honest than men. 460/o o, men say the4often d the
cooking. 32% of women agree.
r' o'Marr.ied,rrlt'r dr healthier than unmart iedi:men.'The healthiest ' ,

people are unmarried womenl

r,itrlornen, arei'more afr:aid of sp.iders than rne n::69n/9 of women, 160/o of
b:,,11nz0 ?nd 40 are the most afraidt;
,*uol'*omen ;.'.::. ::":'

o We usually form the comparative and superlative of adjectives with two syllables
ending in y, -le, -er, -otD like this:
dirty dirtier (the) dirtiest
simple simpler (the) simplest
clever cleverer (the) cleverest
narrow narrower (the) narrowest
o We form the comparative and superlative of other two-syllable adjectives with
more and (the) most.
honest more honest (the) most honest
afraid more afraid (the) most afraid

:. olfsrlOlv ] Write the missing forms.

I ... healthier the healthiest
2 easy
3 ... more careful
4 modern

231
 adjectives

o Men are more interested in sport than women. 30% of men talk
about it often, but only 5% of women.
o Woman are more romantic than men. 620/o of women keep old love
letters, and only 22Vo of men.
o Women are more religius than men. 8% go to chui"ch regularly, and
6% of men. Women o-r"r 65 are the most ligio-rt.
o Men are more untidy than women, Only 18lo of men hang up their
clothes at night, compared to 370/o of women' Boys between ten and
eohteena1ethemostuntidy.,.

o We usually form the comparative and superlative of long adjectives (with three
syllables or more) wilh more ar'd (the) most.
interested more interested (the) most interested
romantic more romantic (the) most romantic
religious more religious (the) most religious
o with adjectives that have a negative form beginning with un- (e.g. tidy - untidy),
we can form the comparative and superlative using eilher -er/-est or more/(the)
most.
untidy untidier/more untidy (the) untidiest/most untidy
unhappy unhappier/moreunhappy (the)unhappiest/mostunhappy
unhealthy unhealthier/moreunhealthy (the)unhealthiest/mostunhealthy
i
CHFCA QUESI/ONS 4 Write the missing forms.
I intelligent
2 ... more dangerous
3 ... the most interesting

Step lrregular comparatives and superlatives

a 52Vo of men pass the driving test first time, but only 39% of women.
I ,But does:thismean thet're:b'e.tGr, diileslthri wgme,n? ln fact the
..bst dr,ivers'(nd,the safest driver:s)'are omen b-eten '30 and 40'
The, wo rst d'riv r's rre youn g ;me n, betr,yg e:n 1 8 and' 75; beca us e th ey' re
..,thmostdangerous.,-..:..,'..,...,...|;

A few adjectives have irregular comparative and superlative forms.

goodbetter (the) best
bad worse (the) worst
old older/elder (the) oldest/(the) eldest
far farther/further (the)farthest/(the)furthest
o We use elder, the eldest onlywhen we talk about members of a family, in phrases
like:
my elder brother my eldest sister
We don't use elder + than. We can't say: 'He's elder than his brother.'

232
 . Farther a\d further refer to distance . Further can also mean 'additional'.
Liuerpool's I 0 miles away. Manchester's farther/further.
Haue you got any further questions?
CHTCK QUISTIONS 5 Complete the answers asing better, toorse, the best, the worst.
I Are men better drivers than women? No, they,re ...
2 Are men between 18 and 25 the best drivers? No, they,re ...
3 Are women between 30 and 40 the worst drivers? No, they're ...
4 Do men think they're worse drivers than women. No, they think they're ...

Ste 61The comparison of adverbs

o ln general women drive better and more carefully than men. They
have 25Yo fewer accidents. They drive most carefully when they have
children in the car.
o Women get up earlier than men and go to bed later. (Six minutes
earlier in the morning and ten minutes later at night.)
o Women work harder than men in the home. Wom-en aged between 45
and 60 workthe hqrdest (They spend2, 25hours a dayln housework )

we form the comparative and superlative o{ most adverbs wirh more and mosl.
carefully more carefully (the) most carefully
They driue most carefully when they hnue children in the car.
There are some irregular adverbs:
well/better/(the) best badly/worse/(the) worst
farlfarther (further)/the farthest (the furthest)
Women driue better than men.
we form the comparative and superlative of the irregular adverbs fast, soon,
hard, high, near, long, late, early with -er and -es/.
Women get up earlier than men.
Women work hctrder thon men in the home.

..K QUESTIONS 6 Complete the sentences, using a comparative or a superlative.

1 Do women really drive ... than men? (well)
2 Who gets up ... in your family? (early)
3 Women drivers wait ... than men at traffic lights. (patient)
4 In general men sleep ... than women. (long)

,N.5WRS IO 1 1 fasler 2 the fastest 3 smaller 1 more intelligent the most intelligent
( QUfSrioNS 2 1 older
2 clean the cleanest 3 wetter the 2 dangerous the most dangerous
:1,5AND6 wettest 4 nice the nicest 3 interesting more interesthg
3 t healthy 2easier theeasiest 3careful the 5 1 worse 2 the worst 3 the best 4 better
most careful 4 more modern the most 6 'l better 2 (the) earliest 3 more patiently
modern 4 longer

233
 v2
You can now go from England to France by plane, by train through the
Channel Tunnel ('Le Shuttle'), by ferry, or by hovercraft. The plane is
four times as quick as the train, but a train ticket doesn't cost as much as
a plane ticket. And nowadays going by train is just as comfortable as
gpirig by plane. The,hovercraft is twice as fgst as the:ferryrbut it isn't as
fast a1 ll Shttle', The ferry costs about the same as thhovercrafi,'but:
the hovercraft doesn't have the same facilities as the ferry.

o We use os ... as ... to say that two things are the same or similar.
"/usladds emphasis.
Going by train is just as comfortable as going by plane.
o We use not os ... os ... to say that two things are different.
A train ticket doesn't cost as much as a plane ticket.
(= A plane ticket costs more than a train ticket.)
The houercraft isn't as fqst qs 'Le Shuttle'.
(= 'Le Shuttle' is faster than the hovercraft.)
o We can use twice, three times, etc. to show the difference more precisely.
The houercraft is ttoice as fast as the ferry.
o We use the same/not the some cs ... to say two things are or are not the same.
The ferry costs obout the same as the houercroft.
The houercraft doesn't haue the same facilities s the ferrv.

-.aK QUISI/ONS 7 Make complete sentences.

I The hovercraft/nearly as fast/'Le Shuttle'
2 A train ticket/cost as much/a plane ticket
3 Travelling by ferry/not the same/travelling by hovercraft

'Double' comparativesi bigger and bigger

Every year more and more people travel from England to the continent.
The cross-channel ferries are getting bigger and bigger. And they're
becoming more and more luxurious.
:,r.,, :r.r, .irl,.rr.rr i:r.:ir..l,liirr al,: l'.,:,rilj.,r''r:rri:r:ril,li,:1,.::r'I

o If something is increasing, we can use a comparative + and + a comparative.

More q.nd more people ffauel from England.
The ferries are getting bigger and bigger.
They're becomingmore and more luxurious.

]{ QUFsIIONs 2 Complete the sentences with a'double' comparative form.

I Holidays on the continent are becoming ... (popular).
2 Nowadays ... English people travel abroad.
3 The English Channel is getting ... (busy).
 The bigger the better

. T.he ferry companies are building bigger ferries - the b,ig.ger the better.
:
they think that the more comfortabte theferries are; the happier their
passengers will be. But passengers want cheaper tickets - the cheaper
the,,b'etter. With the artival of,'L ShuttLe', there's more Competition.
' Trt more'competition'there is,,the mor quickly prices.willcome {own'

o Note this construction: the + a comparative + the better.

The bigger the better. The cheaper the better.
o When we want to talk about a change in one thing causing a change in another,
we use the + acomparative followed by the + a different comparative.
The more comfortqble the ferries are, the happier their passengers will be.
ThLe mofe competition there is, the more quickly prices will come, down.

-., _. i- .-l
Complete the sentences, using comparatives.
.
cHc(.oufs/oNs
i.i
3'r
I ... ttie lerries are, ... they are. (big/comfortable)
2 ... they are, ... people will use them. (cheap/more)
3 ,Priires must come down soon. ... ... ! (soon/good)
Moiel(the) most, less/(the) least, etc.
*lWhat'3 the least expensive way to cross the Channel? By ferry. At the
moment it's less expensive than 'Le Shuttle'.
. W.n ii"iing i"klr the most tirme? The ferry. Which crossing takes
the least time? 'Le Shuttle'.
* Ferries can carry the most trucks. They can carry more foot passengers
than 'Le Shutt'. 'Le Shuttle'takes leis freight and fewer cars than the
ferry. The hovercraft takes the fewest foot passengers. .

" tvloit business travellers go by plane, although it costs the most.

o less,/the least + adjective

The ferry's less eipensiue than the train.
the least expensiue uoy to cross the Channel.
. more,/the most + plural/uncountable noun
They carry more foot passengers.
Which takes the most time?
o less,/the least + uncountable noun
It takes /ess freight than the ferry.
Which takes the least time?
o fewer/the fewest + plural noun
It takes fewer cars than the ferrY.
It tqkes the fewest foot passengers.
o Note that mosf isn't always a superlative. It can be used (without fhe) with the
meaning nearly all. Most business trauellers go by pLane'

CHECK OI,}ESTION' 4 Use a comparative or a superlative.

I The ferry is ... expensive way to cross the Channel.
2 The hovercraft takes ... time than the ferry to cross the Channel.
3 The hovercraft carries ... passengers than the ferry.
4 The ferry carries ... freight and ... cars than 'Le Shuttle'.

236
 Step 5 Slightly, a bit, much, a lot, etc. + a comparative

Crossthe channel on a p&o ferry! our new ferries are now far more
luxurious. They're also a bit faster than they were. There,s a lot more
space for the children to play. And we offei you far more
entertainment. Theret a casino and a cinema on,board. Welre now
much bigger and much better! And weire siitiv.rr""p"ii..l
--'

o can use slightly, a bit, a little, much, fqr, o lot before a comparative to say how
"we
different things or people are.
And we're slightly cheaper too!
(Slightly, a bit, o littlehave approximately the same meaning.)
Our new ferries are now far more luxurious.
(Much, far, a lothave approximately the same meaning.)

lECK OUESTIONS 5 Add the word in brackets to the sentences.

I P&O think their new ferries are more luxurious. (far)
2 Their ferries are bigger now. (a lot) 3 They say they're cheaper. (a little)

The superlative + in or of or a relative clause

*Travel by lL" Shuttle'through the longest

railway tunnel in Europe!
The most exciting of all thelhannel ctssingsl
*Travelwith P&O - the biggest ferry company
in Britainl
*Sail on 'Stena Europe', the
newesi ferry in t-he Stena fleet!
*You'll have the best holiday of your lif
when you cross the channel
with 'Sealink'l The most experienced of allthe ferry companies.
*The smoothest channel crossing you'll
ever havet why noi tty to France
with British Airways? tt'll be the best decision you,ve r"r, ,".

o After superlatives we can use phrases with in or o/. we use in with the names of
places and with words like c1ass, school, team, family, fleet, elc.
the longest railwoy tunnel in Europe the newest ferry in the stena fleet
the most exciting of all the Chonnel crossings
o We can also use a relative clause.
The smoothest crossing (that) you'tt eaer haoe.
The best decision (that) you,oe eaer mqd.e.

..K QUIS IONS 6 Complete the sentences.

1 Which is the longest railway tunnel ... the world?
2 Dover is the busiest ... all the channel ports.
3 Which is the biggest ferry company ... Europe?
4 If you fly to France, it'll be the smoothest Channel crossing that ... !

AfusVYR5 TO 1 1 f he hovercraft is nearly as fast as ,,Le 3 I The bigger the more comfortable 2 The
:i( QUESI/OA/S Shuttle". 2 Atrain ticket doesn't cost as much cheaper the more 3 The sooner the betterl
| 3,4,5AND6 as a plane ticket. 3 Travelling by ferry isn,t the 4 1 the least 2 less 3 fewer 4 more more
same as travelling by hovercraft. 5 1 far more luxurious 2 alotbigger 3 a little
2 1 more and more popular 2 more and more cheaper
3 busier and busier 6 1 in 2 of 3 in 4 you'll ever have on you,ve
ever had

237
73
Two people are watching television
'This pr,ogrammers boring. Can we change chanrrels?,
'No, it's interesting.
'Well, l'm bored wtf, t. l'm not interested in the destruction of the
Brazilian rainforests. I mean, it isn't exactly fascinating, is it? ljust find it
depressing. Cant we watch'something morq exciting? here,s a game-
show on lTV.'
'l'm surprised at you I You only want to watch rubbish.'
'Why's that surprising? l'm tired when I get home.r
'You're so boring I Why don't you just g to bedZ'

Use of adjectives ending in -ing

o We use these adjectives to describe what something, or someone, is like.
This programme's boring. No, it's interesting.
You're so boring! I just find it depressing.

QUESTIONS 1 Choose the best word to complete ese sentences: amusing depressing,
surprising.
I Programmes about the destruction of the environment are often ... .

2 It's ... how many programmes about the environment they have on TV.
3 The film was very... . We laughed a lot.

Step 2 Use of adjectives ending in -ed

o We use these adjectives to describe how we feel.

Well, I'm bored. I'm not interested..
I'm surprised ot you. I'm tired..
o The most common adjectives with -ed and -lng endings are:
omazed/amazing amused/amusing annoyed/qnnoying astonished,/astonishing
bored/ boring confused/ confus ing depressed,/depressing
disappointed/disappointing disgusted/disgusting embarrassed/embarrassing
excited/exciting fascinated/fascinating frightened/frightening
interested/interesting shocked/shocking surprised/surprising tired/tiring
worried/worrying
- '1U FSTtONS 2 Choose the correct word.
I I think game-shows are very... (amused/amusing)
2 l'm .... that you like them. (surprised/surprising)
3 I think they're ... (bored/boring)

A/5VyFR5 rO I 1 depressing 2surprising 3amusing

. QUE5I/O/V5 2 lamusing 2surprised 3boring
1 AND)
74
Laura was Spanish. Matthew was Enslish., He Was extremely interested
in cricket. She wasn't. She thought it was an absolutely stupid game. He
asked her rather nervously if she'd like to go and see a match between
England and Australia. ShL answered polily that she knew notfring
about cricket. Matthew said that he could easily explain the rules to her.
Unfortunately she couldn't think of another so she sad yes, bui
she didn't say it terribly enthusiastically. "r.rr",
The next day, at the match, Matthew explained the rules to Laura very
carefully. She listened patiently, but she didn't really understand a
thing !

Use of adverbs of manner, adverbs of degree, sentence adverbs

o We use an adverb of manner to describe how someone does something- The
adverb modifies the verb. It tells us more about the verb. It answers the question
How?
She answered politely. (FIow did she answer? Politely.)
She listened patently. (FIow did she listen ? Patiently.)
o Remember, an adjective describes someone or something. It tells us more about
a noun (a person, place or thing).
Laura was polite. (Polite tells us more about Laura.)
Note: After the verbs look, feel, sound, smell, taste we use an adjective, not an
adverb. She sounds polite. (See Unit 33.)
o Adverbs of degree (extremely, uery, etc.) can modify an adjective.
verb+adverb+adjective
He wos extremelv interested.
It was an absolute,lv stupid pame
They can also modify another adverb.
verb + adverb + advertr
He explained the rules uery carefully.
She didn't soy it terribly enthusiastically.
o Sentence adverbs like unfortunately, fortunately, octually, clearly, perhaps modify a
whole clause.
Unfortunately she couldn't think of another excuse.
. QUESr/ONs 7 What are the adverbs here?
Laura wasn't really interested in cricket; she thought it was a silly game, but clearly
Matthew wanted her to go, so she reluctantly said yes.

Forms of the adverbs of manner

To form an adverb of manner we normally add -/y to the adjective.

adjective adverb
pltient patiently
polite politely

241
 . But, note these spelling changes:
easy easily Qt, after a consonant.)
careful corefully (l , ll
terrible terribly (le, I
enthusiastic enthusiastically (ic > ically)
('1F(K OItFSTONS ) Form adverbs from these adjectives.
I rude 2 noisy 3 horrible 4 automatic 5 quick

Wel l, nearly, hard / hardly, late/ lately

It was a good match. The ground was nearly full - there were hardly any
empty seats. England hadn't been playing well lately, but they were
playing very well today. Laura tried hard to concentrate, but she could
hardly keep her eyes open and once or twice she nearly went to sleep.
Then she had an idea. 'Matthew can we go now? l'm not well. l've got
a really bad headache. And I've just remembered that l've got an
English lesson at 4.45 and I don't want to arrive late.'

o Note: Adjective: good , Adverb: rle11 (r'uor goodly).

It was a good match. England were playing uery uell.
o We can also use well as an adjective meaning'in good health'.
I'm not well. (= I'm ill.)
o Note the meaning of. nearly.
The ground was nearly fu11. (= 1-ora 1r,,,
She nearly went to sleep.
(= She didn't go to sleep, but she almost went to sleep.)
o Note the difference between the adverbs hard and hardly and late and lately.
She tried hard to concentrate. (= She made a lot of effort.)
She could hardly keep her eyes open.
(= She could almost not keep her eyes open.)
There were hardly any empty seats. (= There were almost no empty seats.)
She didn't want to arriue late.flate = the opposite of early)
They hadn't been playing well lately. flately = recently)
o See also: high (= a long way above something) and highly (= very).
The ball uent high into the air.
Cricket is a highly popular sport in Australia.
and,: hee (= without paying) and freely (= with no restrictions).
Some people got into the ground free.
You don't haue to stay in your seat; you con moue around freely.

rHr,' QUESII()S I Choose the correct word.

1 Matthew has been out with Laura several times (late/lately) ...
2 But he doesn't know her very (good/well) ...
3 He used to have a girlfriend called Anna, but he (hardihardly) ... sees her now.
4 Matthew and Laura didn't arrive (late/lately) ... at the match.

242
tem glggtives and adverbs with the same form

Matthew didn't want to leave the match early. He wanted to watch it

right to the end. Laura wanted to go straight home. He had to think
fast - what was he going to do? He found some aspirin in his pocket.
'You don't need to go t your English lesson. you've been working too
hard, that's why you've got a headache. Here, take some aspirin q'ri.t.
We won't stay'long, I promise. Just anothertwo hours.,

o The words early, fast, late, high, low, right, urong, free, hard., long, straight can be
used as adjectives and adverbs.
Matthew didn't want to leaue early. (adverb)
Loura wanted to cotch an early frain. (adjective)
He wonted to watch the match right to the end. (= exactly: adverb)
For him it wasn't the right time to leaue. (= correct: adjective)
Laura wanted to go straight home. (= directly: adverb)
Laura had long, straight alr. (adjective)
Matthew had to think fast. (= quickly: adverb)
Cricket isn't a uery fast game. (adjective)
You'ue been working too hard. (adverb)
Cricket's a hard. game to understand (adjective)
We won't stoy long, I promse. (= for a long time: adverb)
For Lauro it was a long day. (adjective)
o Note that in informal English we often use the adjective f.orms cheap, quick, slow,
loud as adverbs:
Take some aspirin quick! (= quickly)
Don't tolk so loud! I'm trying to watch the game. (= loudly)
Matthew got the tickets cheap. (= cheaply)
Go slou!(= slowly)
( ailLsTt()tn,;4 Choose the right word to complete the sentences. Use sfraiglr t, long, early, hard.
I Matthew thought ... for a moment.
2 Laura wanted to leave ...
3 She wanted to go ... back to her flat.
4 They'd stayed at the match too ...

of adverbs of manner/degree, and sentence adverbs

Laura looked at Matthew angrily. He sadly realised that he had nor ,

choice, Clearly he had to leave the match early. She certainly wouldn't
wait till the end. He got up slowly. He could hrdly take his Lyes off the
game. At least rnglaid had playd well. He picke up his jaclet
impatiently. He nearly changed,his mind, but then he saidsadly: 'Let's
go. l'll probably come again tomorrow, Fortunately the match:goes on
for another four days!'
 . Note that we can't put an adverb between a verb and its object. We can't say:
He could take hardly his eyes off the game.
on: He picked up impatiently his jacket.
o There are three normal positions for adverbs:
front position (at the beginning of a clause).
Clearly he had to leaue the match early.
mid-position (before the main verb, or between an auxiliaryverb and the main
verb).
He nearly changed his mind. I'll probably come again tomorrow.
end position (after the main verb, at the end of the clause).
Laura looked at him angrily. He picked up his jacket mpatiently.
o Adverbs of manner normally go in mid-position or end position.
He picked up his jacket impatiently. (end position)
oe.He impatiently picked up his jacket. (mid-position)
sur they go in end position when we want to emphasise the adverb.
Laurq looked at him angrily. (1Me want to emphasise her anger.)
He got up slouly. (Me want to emphasise the way he got up.)
o Sentence adverbs like fortunately, unfortunately, clearly, actually, perhaps usually
come in front position.
Fortunately the match goes on for another four days.
BUr the sentence adverbs probably, certainly, definitely don't come in front position.
We usually put them in mid-position.
I'll probably come tomorrou.
o Note that in negative sentences with the contracted form -n 7 we put certainly,
definitely, probably, simply before the auxiliary.
She certainly wouldn't wait till the end.
o We put the adverbs of degree nearly, almost, hardly in mid-position.
He could ho.rdly take his eyes off the game.
o We put the adverbs well and badlyin end position.
At least England had played usell. (ruor England had well played.)
Note: It is not always possible to give precise rules about the position of adverbs in
the sentence. But if you follow the rules in this Step you will not be wrong.

CHECK AL]ESTIONS 5 Put in the adverbs.

I Laura wasn't interested in cricket. (clearly)
2 Matthew had explained the rules to her. (patiently)
3 She didn't want to stay at the match. (definitely)
4 She'd fallen asleep once or twice. (nearly)

AN5WERs IO 1 lreally 2clearly 3reluctantly 5 1 Clearly Laura wasn't interested in cricket. on

CHECK QUESTIANS 2 lrudely 2noisily 3honibly 4automatically Laura clearly wasn't nterested 2 Matthew had
1,2,3.1AND5 5 quickly patiently explained the rules to her. on
3 l lafely 2 well 3 hardly 4late Matthew had explained the rules to her
4 t hard 2 early 3 straight 4 long patiently. 3 She definitely didn't want to stay
at the match.
4 She'd nearly fallen asleep once or twice.

244
 Some foreign visitors were asked: 'What do you like best about Britain?,
- The fact that people always say'plese'. They.re very rarely rud,e.
- The old people. They're friendly and they often call you 'Love' or
'Dear'.
- The television. There's always something good to watch every evening.
- Carpets in pubsl ln Gre'ece you hardly ever find a carpet on the floor i
a bar. But there are usually carpets in English pubs.
- British gardensl They're bautiful. Oo w usually have gardens in the
USA? Yes, we normally do. But we don't usually have so many flowers.
l've never seen so many lovely flowers.
- The weather! Every summer in Turkey it's always hot and dry, and we
don't normally have any rain. Here in Britain it's generally warm.
Sometimes it rains, of course. And occasionally I miss the sun. But it
doesn't rain every day, and British weather is always interestingl

Step 1 Adverbs of frequency often, always, sometimes, etc.

o We use adverbs of frequency when we say how often something happens. The
most common are:
100% always
usually/normally/generally
often/f requently
sometimes/occasionally
rarely/seldom
hardly ever
0% never
People always say please. We don't normally haue roin.
I'ue neoer seen so many louely flowers.
o Frequently = often.But often is more common.
Seldom = rarely.But-rarely is more common.
Usually, normolly, generally all mean the same, but usually is the most common.
Occasionally and sometimes mean approximately the same, bul sometimes is
more common.
Note: It is not always possible to give precise rules about the position of adverbs in
the sentence. But if you follow the rules in Steps 2 and 3 you will not be wrong.

CHTCK AUESTIONS 1 1 How often do you find carpets in Greek bars?

2 How often do British people use the word 'please'?
3 How often can you find an interesting programme on British TV?
 Position of adverbs of frequencY
o Adverbs of frequency normally come in mid-position'
They come before a main verb'
adverb + main verb
People alwaYs srY 'Please'
Thiy oftei call You'Loue'or'Dear''
They come between an auxiliary and the main verb'
auxiliary * adverb + main verb
I'ue neuer seen so many louely flowers'
We don't normallY haue anY rain'

o sut adverbs of frequency come after the verb be'

be + adverb
Their answers were often different
There's (is) alwaYs something good to watch-
o In questions and in short answers, adverbs of frequency come just before the
main verb.
adverb + main verb
Do we usually haue gardens in the Stqtes?
Yes, we normallY do.
e' But in short
In questions with the verb o e these adverbs come after the verb
answers they come before.
be + adverb
1s there usuallY a car7et on the floor?
Are old people alwaYs friendly? - TheY usuallY are.
usually, generally'
o We usually put the adverbs sometimes, occasionally, often,
normally in mid-Position.
It sometimes rains, of course. I occqsionally miss the sun'
But we can put them in front or end position to emphasise them'
Sometimes it rains, of course. Occasionqlly I miss the sun'
Does it rain often? - It rains occasionally'
o Note that we don't usually put the adverbs always, neuer' rarely' seldom' hardly
euerinfront position. We cant say: 'Always people say'please''' -
(sur we musi put always and, neuerbefore an imperative: 'Never forget
to say
'please'!')
come in
o Adverb phrases like euery day, eery year, euery euening' etc' usually
end positin. But they.u., lro iome in front position if you want to emphasise
them.
There's somethinggood to watch on TV eoery eoening'
Ersery etsening there's something good to watch'
These phrases are never used in mid-position'

.< QUESTIONS 2 Which sentences are correct?

1 I've visited olten Britain.
2 I don't usually come in the winter.
3 British gardens normally have lots of flowers in them'
4 It rains in Turkey hardly ever in the summer'

247
 place:

- The postal service is the best thing about Britain. lf I post a letter
:today;it,Il.almost''certqinly',arrivetomorroW.The.letters:llendvery
rarely arrive late.
- Clean air! Nowadays most English people have stopped smoking. Now
you can go into restaurants and offices and breathe clean air.
- Car drivers usually stop at pedestrian crossings here. But it's different

o Adverbs of time answer the question 'When?'The most common are: agoin, nou,
then, recently, once, nowadays, suddenly, immediately, finally, afterwards, today,
tomorrow, yesterday, late, early.
+ adverb phrases like: on Monday/last week/next summer, etc.
We usually put them in end position, at the end of a clause.
If I post a letter today, it'll almost certainly arriue tomorrous.
o Now, then, recently, once, nowadays, suddenly, finally, ofterwards, tomorrolD,
yesterdoy and the adverb phrases above can also go in front position for emphasis.
Nouadays most English people haue stopped smoking.
o Adverbs of definite time likeyesterday, tomorrow, last weeh, etc. don't go in mid-
position, but they can go in front position for emphasis.
I posted a letter yesterday. Yesterday I posted a letter.
xor I yesterday posted a letter. (mid-position)
c Now, then, recently and once can come in front, mid or end position.
Noto you can go into offices and breathe clean air.
You can now go into offices and breathe clean air.
You can go into offices and breathe clean air nou.

alltcA QUISIi ONS 3a Which sentences are correct?

I Nowadays very few English people smoke.
2 I went into a restaurant last week and no-one was smoking.
3 I posted yesterday a letter and it today arrived.
o Adverbs of place answer the question 'Where?'. They include words like here,
there, nearby, opposite, upstairs, etc. and phrases like in Britain, at home, eIc.
These adverbs normally go in end position.
Car driuers usually stop at pedestrian crossings here. But it's different in France.
But they can come in front position for emphasis:
There, driuers uery rarely stop.
o Note that if there are several adverbs in a sentence, the normal word order is:
degree+manner+place+time
It rained ery heauily in London yesterday

.HECK OUEST|ANS ]b Which sentences are correct?

I I arrived in Britain yesterday.
2 I like Britain and I here come every year.
3 Next summer I'm coming here again.

AJ5WER5 IO 1 1 Hardly ever on Rarely/Seldom. 2 Frequently 3a 1,2

CHECK QUISTIONS oa Often. 3 Always 3b 1,3
1.)AND3 2 )?

248
 76
Now itls time for the weather forecast hel'e on Radio 5: Thereill be quite
a big (hange'in theweathertoday. Most of the countrywill be .'qite
cold, with temperatures b-etween 5" and 8c. Winds from the sou'th east '
will be fairly strong.ln the north it'l| be a fairly wetiday, and it's likely to
rain quite heaviiy on'the north west coast. -

Quite, fairly
o We use the words quite, pretty and fairty lo change the strength of an adjective or
an adverb.
Hot 35"
Quite, pretty hot 28'
Fairly hot 25"
It'll pretty cold. (adverb + adjective)
be
It's lihely to rain quite heauily. (adverb + adverb)
o Pretty usually means the same as quite but it's more informal. Fairly isn't as strong
as pretty or quite.
o Note that if we stress the words quite, pretty and fairly and not the adjective
which follows, we make the adjective less strong.
It'll be quite cold. (= 4' perhaps)
It'tl be quite cold. (= not as cold as 4", perhaps 8")
o We often use quite belore an adjective + noun.
quite + a/an + adjective + noun
There'll be quite 0 big change in the weather.
It'll be quite a drY day
But with fairly and prettylhe word order is different.
a/an + fairlY/Pret$t + adjective + noun
It'll be a fairly uet day.

CI4ECK AUESTIONS 1 Put in quite, fairly or pretly.

1 It'll be... cold tomorrow, about 8".
2 Thursday will be ... a fine day.
3 It'll also be a... windy day.

Step 2 Other uses of quite

The weather in the south will be quite different. ln the south it'll be
quite a dry day, with quite a few sunny periods and only one-or two
,.shoiivers;.But'it:,I1 b:p'retty coJd:with tgrnp,aturel rnever'higher than 7l'
Winter hasn't quite finished yet, l'm afraid, although I must say I quite
enjoy cold, clear days like todaY.

250
 o rr'hen rte use it rrith soire
Quite can also mean'completely' or'absoluteh''
adjctives. The most common are: alone, amazing. brilliant. cerlo.n. dtfiereni
dradfut, extraord.inary, right, sure, terrible, true, unnecessorrl usele-ss- u'rong
The weather in the south will be quite different.
(= completely dilferent from the weather in the north)
o we can also use quite (bulnol pretty or fairly) with these verbs: agree. enLo)
finish, forget, like, understand.
Quife sometimes means'a little/moderately'.
although I quite enioy cotd, clear days (= enjoy a little)
It can also mean 'absolutely/completely'.
The winter hasn't quite finished yet' (= hasn't completely finished)
o Note the expressi on quite a few which means 'quite a lot of
''
uith guite a feu sunnY Periods

':it (K otJEtTtOl\S 2 Complete these sentences with quite, pretty or fairly'

1 Te weather this winter has been ." extraordinary, hasn't it?
2 Yes, I ... agree. We've had ..' a lot of sunshine'

Now the forecast fortomorrow.lt'll o" ,:lT":::X

in the north.,But the weather will be rat,.-' ilfl:::'J;[
," -"- - - - iJ11*,
it;ti u" rather a warmrdy for the time of year. the kind of day I rather
like, with temperatures reaching 14''

o When we use rather, it usually gives the adjective a negative meaning'

It's rqther warm today' (= too warm' not pleasant)
It's quite warm today. (= pleasantly warm)
o But we can also use ratherwhen a positive adiective is surprising'
It'Il be rather a u)arm day for the time of year'
(= This is surprising. It's ot normally warm at this time of year')
o We can use rafher (n or quite, fairly or pretty) before comparatives'
The weather will be tather better in the south'
o Rather can come before ot affer a/Qn.
It'tt be rather a tt)arm day for the time of year'
oxlt'tt be a rather warm day for the time of year'
o Rather can also be used with certain verbs like enioy, hope, like, thinh.lt means
'moderately' or'to some degree'.
the kind of day I rather lihe

1E(K QUtsflo\s 3 Can you add 'rather'to these sentences?

I The weather tomorrow will be ... good'
2 h ... rains in the north of England.
3 lt's been ... a wet month.
 *oo fiottlthe forecasttoi rriday'tiwolt uesueh' a cold'day.' fn the. -, '
'-
: nrth, an it wonlt b:so'wet. epfe,up there w16s glad'to,h'ear thls
,' becuse thevlve had such bad,we!,ther
andrsuch twtmpefatures'., l

recentl.y.,ln,fact,on,thelnorth.west eoas! theyf1e had.,swh,ailot of rain

','that ,,,,ny:ho,uses,hal'bee.f tooded., nrs,aind{or,so,!onglin Barrow
lo a pe o pi h aven lt left,the ir, h-mer fr dars. e,ut ih e ra i n
, ifi;t .o r" t

, h snJl beeo rrch a p r.oblrn in othei,Parti.of, th. reE o n'

+ noun'
o we use such before a noun (countable or uncountable) or an adjective
adjective + noun that foliows. Note the word
Sucft emphasises the noun or ihe
order:
such + a/an + adjective + nOUn
been such 0 problem.
It hasn't
It uon't be such a cold day.
such low temperatures
They'ue had such bad weather.

o we can use such before a 1of of (but nor before much and many).
They'ue had such a lot of rain.
o We use so before an adiective without a noun, or before an adverb'
It won't be so uet. (adjective)
It's rained for so long. (adverb)
o We can use so and sucl + a fhaf clause when we talk about a result'
It's rained for so long (that) some people hauen't
left their homes'
They,ue hctd such a"tit ofoin (that) many houses haue been flooded.
Note: We often leave ovl that.
o We use so (Nor such) with many and muclr' (See Unit 60')
(HECK OESTIONS 4 Put in so or sucft.
I The north of England hasn't had "' a lot of rain for months'
2 The wind was ... strong that trees were blown down'
3 In the east of England they haven't had "' much rain'

ANSWTRS IO 1 1 quite/fanly/pretty 2 quite 3 fairlylpretty 3 lYes 2 No 3Yes

CHECK QUESTIANS 2 1 quite 2 quite quite 4 lsuch 2so 3so
1,2,lAND4
Practice
with adjective with adverb with verb with comparative
quite: quite slow quite slowly t quite agree X
rather: rather slow rather slowly t rather like rather better
fairly/pretty: fairlylpretty slow fairlylpretty slowly X X
so + adjective on its own: l'm so hungry.
so + muchlmany + (adjective) + noun: so many interesting people
such + alan (+ adjective) + noun: such a good film
such (+ adjective) + plural noun: such difficult questions
such (+ adjective) + uncountable noun: such terrible weather
such + a lot of (+ adjective) + noun: such a lot of empty seats

Complete this school report, asingquite + a borrow it?'

positive adjectiveand, rather + a negative 'No, it's (9) ....................... all right thanks.I'm
adjective.
reading a (10) ........... more interesting
Science: Katherine is (l) ...................... good at
book at the moment.'
Physics but her Chemistry is
(2) ........ .. .. ...... weak. 3 Complete the following text, using sucft orso.

French: Katherine's pronunciation is Truck driver Ed Johnson from Red Oak, Texas,
(3) ...................... poor but her writing is felt (l) ill he went to the Glenwood
(4) .. ... .. ... ..... alot better. hospital in Fort Worth. Doctors there decided

English: She writes (5) .................... interesting he was (2) ..................... a difficult case they

essays but her spelling is still needed to consult a heart specialist from

(6) ...................... bad. Dallas. He told Mr Johnson it wasn't

History: She finds History (7) .......... ... ....... (3) .. .. .............. a serious problem after all and

difficult although she is obviously he only needed a minor heart operation.

(8) ...................... intelligent. Two weeks later Mr Johnson was feeling

, (4) ..................... much better the doctors

Complete this dialogue, using quite, rather,
fairly or preffy. It is sometirnes possible to use decided he could go home. He thanked the
more than one of these words. nurses for being (5) ..................... kind and went
I m reading (l) . .. .... ............ a good book at to the desk to ask for the bill. There they told
:he moment. It's about the historv of the him that he'd spent (6) ..................... a long time
railways in Britain.' in hospital and he'd had (7) a lot of
li sounds (2) .. .................... boring to me.' tests, that the bill came to $27,964. Mr Johnson
\o. in fact it's (3) . interesting. was (8) shocked he dropped dead
- tere's (4) ........ ... .. ....... a lot about social
of a heart attack.
r:story which I (5) .......... enjoy. I haven't
i.l ....................... finished it yet. I can lend it to
-,
ru when I've finished. I think you'd
-r ....................... enjoy it. But I'm afraid it's
i, ........................ a long book. Do you want to

253
 77
The American Marianne Rich is only 16, but she's ahleady a tennis star.
'l started playing when I was 5. My father helped me a little, but then I
got my own tennis coach when lwas 6. I played a lot between the ages
of 7 and 14. at least four hours a day.'Life wasnrt esy. I didn't like it
vey much, t wa getting arbit bored wfthtennis- And I didn't see my
friends much. Last year I'injured my back. lt hurt so much I had to go
linto hospital, For six months after the injury l couldn't play as much, and
at last t could relax a'bit. I enjoyed that very mueh. and after those six
months I felt a lot stronger and very much happier. And I started to play
much more positively.'

A lot, much, etc. used alone or before an adjective or adverb

o We can use a 1o a littte, a bit, much, uery much, so much, as much on their own, as
adverbs. They tell us something more about the verb.
My father helped me q little.
(tlow much did your father help you? He helped me a little.)
o We normally put them a{ter the main verb and its object.
main verb + object + adverb
Myfather helped me a little.
I didn't like it uery much.
I didn't see my friends much
o Note that we can use uery much in positive or negative sentences. But we can
only use much on its own (without uery) in negative sentences.
I enjoyed that aery mucft. (Nor I enjoyed that much.)
I didn't like it aery much. I didn't see my friends much.
o we often use o 1o1, a bit, a little, much, uery much, so much before a comparative
adjective or adverb.
I fett q lot stronger and oery much happier.
I started to play much more positioely.
Note: Much + adjective or adverb can be used in positive sentences.
A bit aod a tittte (buf not a lot, much, uery much, so much) can also be used with an
adjective not in the comparative form.
I was getting o bit bored with tennis.
o A loI means the same as ery much. A bf means the same as a little but it's less
formal and is used more often.

CHFCK QUESTIANS 1 Add the words in brackets to the sentences.

I Marianne didn't Iike practising. (very much)
2 When she was in hospital, her friends didn't visit her. (much)
3 She sometimes feels tired (a bit).
4 But generally she feels happier now. (a lot)

254
 rlNowadays I practise less, per.hap only f,o_.urtee,hur a'week.,l havent
gottime io [i".tir", becase ]traVl a tot m,re,L,play in tour'n:ments
,Iu.tfl.orld' IJike WirnUtedon miost''l love tiiegratseourtsrthre- I
play best
-n gia5i, ftls:strange, bt the tor,nament,l lke east,is tl* ,
,

*rican, on at f lrsh,i ng-M e-ad -ow, l always p al ost there, l donlt',

...:....--...-..;:...:.'....,.-,.il',','...t:i.--;l:.
l

'rknow why Perhaps l'll do betterthisyear'l , ' ,

o The comparative forms more, less, better, worse and the superlative
forms mosf,
their own, adverbs of degree. We usually put
least, best, iorst canbe used on as
them after the main verb and its object'
NowadaYs I Practise less.
(= I don't practise as much as I used to')
the tournament I like least
(= I prefer all the other tournaments')
I tike Wimbtedon most' (= Wimbledon is my favourite')
I alwaYs PlaY usorst there'
(= I play better at all the other tournaments')
o we can use o /of, a bit, much, uery much, so much before more, less, better, worse'
I trauel a lot more nou' op'l trauel much more notD'
sentences,
Note that we can use much in positive sentences as well as in negative
when it comes before more, less, better, worse'
past
o Most, least, best, u)orst calalso be used with adjectives formed from the
ParticiPle of verbs.
wateon is the best hnoutn tennis tournament in the world.
MarianneisthemostphotographedtennisplayerintheUSA.

:.( eursr/oNs : Rewrite the sentences, using less, least an'd utorse'
1 She doesn't practise as much now' She practises "'
2 She prefers iil tt other tournaments to the American open. she likes ...
3 "
She ptayea two sets against the wimbledon champion. she
played better in the
first set than in the second' She played "'

!5W[R5 rO '1 1 Marianne didn't lke practising very much 2 1 She practses less now 2 She likes the
Q UF-S ll OA/5 2 ... her friends didn't visit her much. American Open least. 3 She played worse in
1 AND2 3 She sometimes feels a bit tired. the second set than in the first.
4 But generally she feels a lot happier now.
 78
Bill Myers is 82, but he still acts like a 50-year-old. He still plays tennis.
He still drives a car. He's still interested in women and he's got a
'girlfriend'called Doris, who's 79. He asked her to marry him five years
ago. He's stllwaiting for her answer!

Step 1 Stillin affirmative sentences and questions

o We use slll/ (= up to now) to talk about an action or a situation that is continuing
longer than we expected.
He still plays tennis. (We don't expect an 82-year-old to play tennis.)
o In affirmative sentences we put sflll after the verb be,before a main verb on its
own, and between an auxiliary and the main verb. In questions we put sfl/I after the
verb be and after the auxiliary.
the verb be + still
He's still interested in women.
Is he still interested in women?
auxiliary + still + main verb
He still plays tennis.
Does he still play tennis?
He's still waiting for her answer!
Is he still waiting for her answer?

-ICK QUESTIONS 1 Put sfill into these sentences.

I Bill's interested in tennis.
2 He's got a'girlfriend'.
3 Doris is his 'girlfriend'.

Step 2 Still and yet in negative sentences

Bill lost his.glasses lst night; His daughter,s phoniing h,im: ,

'Have you found your glasses yet?'

'No, l've looked everywhere in the house, but I still haven't found them.
Of course they may be in the car. I haven't looked there yet.'
'Have you phoned the optician's?'
'l can't read the number in the phone book, so I haven't phoned them
yet.'
IHow's Doris?'
'She's fine. She's coming to see me this morning, but she hasn't arrived
yet.'
'Has she said "yes" yet?'
'No, she still hasn't given me an answer.'
 . We use yel (= 'up to now') in negative sentences and in questions when we talk
about something that hasn't happened, but that we expect to happen in the future.
We normally put yef at the end of the sentence or clause. (See also Unit 8.)
She hasn't arriued yet. Has Doris said 'yes'yet?
o In negative sentences, if we want to emphasise that something hasn't happened
up to now, we use sfill, nolyet.
Bill hasn't found his glasses yet. He's loohed euerywhere but he still hasn't found
them. Q1e hasn't found them, even after looking everywhere.)
Here, we put sfl11 before the auxiliary (hasn't, doesn't, eIc.).

( i1i:{.K QUL\1 IONS ) Put in yef or sfi/I.

I Doris hasn't said'yes'to Bill ... 2 She ... hasn't answered him.
3 Bill lost his glasses last night and he's ... looking for them.
4 He hasn't phoned the optician's ...

t*p Any more, any longer, no longer

Things have changed for Bill. He and Doris don't see each other any
more. Three weeks ago he told her: 'Doris, if you can't decide, I can't
wait any longer.' He sees her occasionally in town, but they no longer
speak to each othel and Doris doesn't visit him any more.
At f irst Bill missed Doris, but he doesn't miss her any more and he's no
longer lonely, Two months ago he met Gladys, who's 81, in the club. He's
no longer got a girlfriend. He's got a wife! He married Gladys yesterday!

o We use any more and any longerin negative sentences to say that a past situation
has now finished. We put them at the end of the sentence. Any more is more
common than any longer.
They don't see each other any more. (oaany longer)
I can't woit any longer. (on any more)
o We can use a positive verb + no longerinstead of a negative verb + any more/any
longer. No longerisn't used as often as any more,/any longer and is more formal.
They no longer speah to each other.
(= They don't speak to each other any more.)
He no longer misses Doris. (= He doesn't miss Doris any more.)
o We put no longer alter the verb be, before a main verb on its own, and between an
auxiliary and the main verb.
the verb e + no longer
He's no longer lonely.
auxiliary + no longer + main verb
They no longer speak to each other.
He's (has) no longer got a girlfriend.

CHL{ K QtjtSl tOlts S Put any more,/any longer or no longerin these sentences.
1 Bill speaks to Doris. 2 They aren't going to get married.
3 Bill couldn't wait for an answer. 4 Doris visits him.

Al.Jst4/fti5 IO
( t1E( K ()tJtSTta^lt
1 1 Bill's still interested in tennis. 2 He's still got a 3 1 Bll no longer speaks to Doris. 2 They aren't
girlfriend. 3 Doris isstill his girlfriend. going to get married any more/any longer.
2 1 yel 2 still 3 still 4 yet 3 Bill couldn't wait any longer for an answer. c:
Bill couldn't wait for an answer any longer/anr
more. 4 Doris no longer visits him.
 79
This is part of a speech given at a political meeting.
lThiglgove-rnnr-en[,has been in power for a'v-erylo,ng:tirne; l0,fact lhey've ,

been in power for too long. They've made too many mistakes and
wasted too much money. But they're much too proud to admit it or
they're too stupid to relise it. lt'i too easy for ministers to say "Be
'pqti ent. TJi i ns are gettin g,bettei :',We|v he rd:th at,f a r,to6 y
times. lt's too late for them to say that now ...'

o Too means 'more than is necessary'. It doesn't mean the same as uery. Too
always has a negative meaning. Very is neutral. It can have a positive or negative
meaning, depending on the word that follows. We can say uery good or uery bad.
This gouernment has been in power for a aery long time.
(a uery long time = a simple fact)
In fact they'ue been in power for too long.
(too long = a criticism, a negative comment)
o We often use foo before an adjective or an adverb.
They're too proud to admitif. (adjective)
The gouernment has been in power for too long. (adverb)
o Note the use o{ oo in this construction:
too + adjective/adverb + (for + object) + infinitive
They're too stupid to realise it.
h's too easy for ministers to say.
h's too late for them to sqy.
o We also use foo many + a countable noun and too much + an uncountable noun.
(See also Unit 63.)
They'ue made too many mistaftes. (countable noun)
They'ue wasted too much money. (uncountable noun)
o We can put the words much, far, a little, a lot, a bitbetore too.
far too many times they're much too proud
CHECK AUESTIONS 1 Put in foo+ one of these words: many (x 2), much, easy, long.
1 15 years in power is ... for any government.
2 Some people think governments have ... power.
3 And it's ... for them to say things will get better.
4 ... ministers have made ... mistakes.

260
 Step

'... The country's in a rness. Some people don't have enough to eat.
There's never enough money for schools or hospitals. But there's always
enough for motorways and nuclear submarines. This government has
been in power for long enough. Even some of its supporters are honest
enough to admit it. Government ministers Say,,"Give us more time." lt's
easy enoughfor.them to say that,'But they've had enough time.
They've had enough opportunities. And now we've heard enough of
their promises. The people of this country have had enough of this
government!'

o Enough means 'a sufficient number or amount'. It normally comes before a noun
(countable or uncountable).
They'ue had enough opportunities. (= a sufficient number)
They'ue had enough time. (= a sufficient amount)
o Enough comes after an adjective or adverb.
It's easy enough for them to say that.
This gouernment has been in power for long enough.
o We use enough + noun.
There's neuer enough money. (ruor enough of money)
But, we use enough + of before pronouns (him, them, etc.) or words like the, this,
my,etc.+anoun.
And now we'ue heard enough of their promises.
The people of this country haue had enough of this goemmenL
o Enough can be used on its own when the noun is understood.
There's always enough for motorways. (= enough money)
o Note the use of. enough in these constructions:
adjective + enough + infinitive with o
Ils supporters ore honest enough to adm it.
adjective + enough + for + object + infinitive with to
h's ezsy enough for them to say that.
enough + (noun) + infrnitive with fo
They'ue had enough time to improue the situation
They don't haue enough to eat.

.aK OUESTIONS 2 Add enough to these sentences.

I It's easy for ministers to make promises.
2 They don't understand the country's problems well.
3 There aren't hospitals or schools.
4 There's always money to build more roads.
Rewrite the sentences, using enough of.
5 We don't want this government any more. We've had ...
6 We don't want to see their failed policies any more. We've seen ...

A,N5WE,Rs IO 1 1 too long 2 too much 3 too easy 2 1 lt's easy enough 2 well enough 3 enough
.:( QUESI/O,ryS 4 Too many too many hospitals or schools 4 enough money
1 AND2 5 We've had enough of this government.
6 We've seen enough of their failed policies.

261
 80
ln the 1930s a lot of people tried to break flying records. At that time
Douglas corrigan was a young pilot, and in 193g he decided to try to f ly
solo, non-stop across the USA. He planned to leave early in the
mor"ning, and on the morning of MondayJuly 1:6th. 19jg, at dawn, '
corrigan took off from an airport near Nlw york, exactlyon time. He
expected to land in california in about twenty-three hors, just in time
to celebrate his birthday on July 17th. ln the zummerthere re usually
clear skies over the usA, but in July that year the weather was bad ad
corrigan had to fly in thick cloud. it rcio on Tuesday ,rt"rnoon, t"
"i
end of a heroic flight, he landed - in lreland, not california! He'd made
the flight in twenty-eight hours, but he'd flown east, not west! After
the f light he wa5 lways calted Douglas ,Wrong Way, Corrigan ! I ,' i

Step 1 ln bef ore periods of

We use n with periods of time:
o parts of the day: early in the morning, in the afternoon, in the euening
o months: in July, in October
. seasons: in (the) summer, in (the) autumn, in (the) ainter, in (the) spring
. years: in 1938, in 1995, in 2001
o decades and centuries in the 1g30s, in the 2lst century
o 1n can mean 'during or within a period of time,.
He'd mode the flight in twenty-eight hours.
1n can also mean 'at the end of a period of time'.
He expected to land in California in about 23 hours.
o Note that the phrase in time means 'early enough for something' or ,not too late
for something'.
just in tme to celebrate his birthday on Juty 17th
: ,.
-,.CK QUESTIANS 1 Answer the questions.
1 When did a lot of people try to break flying records?
2 In which year did Corrigan make his famous flight?
3 In which month?

days/dates
We use on before particular days or particular dates:
o days: on Monday, on Tuesdoy, on his birthday, on Christmas Day
o dates: on July l7th, on Nouember 2nd
o with parts of days/dates: on Tuesday afternoon, on Friday euening,
on the morning of Monday, July l6th
o Note that the phrase on time means 'at exactly the right time'.
Corrigan left exactly on time.
| ..
"t
^''
ali[a( (]Llf\ IlOrV5 Put in or on before these words and phrases.
1 Monday morning 2 Tuesday 3 July 16th 4 1938

exact

We use af:
o with clock times: ot 16.20, at six o'cloch
But we don't normally use af in questions like:
What time did he leaue New York?
(At what time did he leaue New Yorh? is very formal.)
o with single words meaning a time of day.
at dawn, at midday, at lunchtime, dt night
o with beginning, stlrt, end.
qt the end of a heroic flight at the beginning of the flight
o with the words time, moment.
at thot time he was a young pilot at the moment (= now)
o with public holidays and festivals.
at Christmos (eur on Christmas Day)
at Easter (sut on Easter Sunday. See Step 2 above.)
at the weekend ('onthe weekend'in American English.)

./r.( .tr-1r!r/N5 i Put in or on or af before these words and phrases.

I 10.15 2 dawn 3 the winter 4 l9l1 5 the start of the flight 6 breakfast

o We don't use n, on or atbefore the words eery, next, this, last and tomorrow,
yesterday.
Corrigan's making his flight next Monday. (Nor on next Monday)
He thinks about his flight eaery dcy. (Nor on every day)
He left New York this morning. (Nor on this morning)
He hopes to ctrriue in California tomorrotD morning.
(Nor on tomorrow morning)
He lqnded in lreland last Tuesday. (Nor on last Tuesday)

CI.ILCK QLJE'TIONS .1
Put in, on or qt or no word at all before these words and phrases.
I everyevening 2 theevening 3 yesterdayevening 4 thisevening
5 tomorrow evening 6 the evening of July 16th 7 next Christmas
8 three o'clock in the morning

AAJSir'TR IO 1 '1 ln the 1930s. 2ln 1938. 3 ln .luly. 4 I everyevening 2 intheevening 3yesterday
.-HLCK QLJ[:;I IANS 2 Monday mornng 2 on Tuesday
1 on evening 4 this evening 5 tomorrow evening
'1 ) IANDl 6 on the eveningof July 16th 7 next
3 on July 16th 4 in 1938
3 1 at 10.15 2 at dawn 3 in the winter Christmas 8 at three o'clock in the morning
4in 1911 5 atthe startof the flight
6 at breakfast

264
 81
There was an arilcle in the Daily Mail recently about the number of
homeless people in Britain.
lason Mitiheli lives in a tent in the park'in the middle of a square in
London, He sleeps in a sleeping bag. He hasn't slept in a bed since he
was in hospita! last year. His dog sleeps with hm in a corner of the tent.
He used to live in the country, but it's easier to find food in the city.
He finds food in the waste bins in the street, outside restaurants. But
when he's got some money in his pocket. he eats in cheap cafs.

o In general, we use n when we talk about an enclosed space that is surrounded on

all sides.
He liues in a tent. He sleeps in a sleeping bag.
o We use it with buildings and areas surrounded by walls, etc.
in cheap cafs in the parh in a square in the street
o with larger areas like cities, states, countries, continents.
in the city in the country in London in Britain
o with words that describe the relative position of something.
in the middle of the square in q corner of the tent
in the south of England
o with words llke hospital, church, school.
He was in hospital last year.
o with newspapers and magazines.
an article in the Dqily Mail

(.,HECK QUESTIONS 1 Add in where necessary.

1 There are lots of homeless people Britain, especially London'
2 You read about them every day the newspapers.
3 Jason doesn't live a house. He lives a tent.
 Alexander Berrisford, an nternational art dealer; lives on the top floor
of an apartment building on the north bank of the River Thames.
There are Persian rugs on the floor of his apartment and valuable
paintings on the walls.
Alexander often sits on his balcony. On the left he can see Tower Bridge
and on the right Westminster Bridge. On the other side of the river he
can see the National Theatre.
He's got two other homes - a castle on an island on the west coast of
Scotland, and a villa on a lake on the border between ltaly and Austria.
He does most of his work on the phone and on his computer. He's quite
famous. He's often on television and this morning his photograph was
on the front page of the newspapers.

In general, we use on when we talk about a horizontal or vertical surface.

on the floor on the front page on the ualls
We use it with any kind of line.
on the north bank of the Riuer Thames
on the border betueen ltaly and Austria
on the uest coast of Scotland
with machines.
on the phone on his computer on teleuision
with the positions right and left and the word sde.
on the right on the left on the other side of the riuer

-ECK euESnaNS: Add on where necessary.

I Alexander's apartment's the top {loor.
2 He's quite famous and he's often the radio and television.
3 His castle's the north coast of the island.

267
 Step 3
The Perring family also live in London; at 89, Elm Road, Balham. Alan
Perrin'g works at the garage near,h|s house. Carol Perring works at the
newsagent's at the end of the road. Their two children are at the local
primary school. They meet their friends at the children's playground at
the bottom of the hill.
At the front of the Perrings' house there's a small garden. At the back,
there's a bigger garden.
The Perrings spend most evenings at home. But sometimes they meet
their friends at the Ten Pin Bowling at the corner of the street. And
Alan sometimes sees his friends ati football match on Saturday.

o In general, we use of when we talk about a particular point.

The playground's qt the bottom of the hill.
The Ten Pin Bowling's at the end of their road.
At the back of the house there's a gorden.
o We use af with a building when we're thinking about what normally happens
there, and not about the building itself.
Alan works at the garage. Carol works qt the newsagent's.
Compare: 'There's a dog in the newsagent's.' (= inside the four walls of the shop')
Compare also:
The Perrings liue in Balham. (= surrounded by houses, etc.)
The train stops at Balham. (= a point on the railway line.)
o Note that we say at the corner of the street (a point) but in the corner of the room
(a place surrounded on all sides).
o We use af with social activities:
Alan Perring sometimes sees /s friends ot a football match.
I'll meet you at the theatre/qt the cinema/at the parly.
o Note these expres slons'. at home, at uork, at school.
The Perrings spend most euenings at home. Alan doesn't haue lunch qt uorh.
o With addresses, we use at if we give the house number.
They liue in Elm Road. eut They liue at 89, Elm Road.
(ln American English we say'They live on Elm Road.')

CHICK O.ESTIONS 3 Add af or in where necessary.

1 There's a Ten Pin Bowling Balham, the corner of Elm Road.
2 During the day, the Perrings' children are school.
3 The children have got friends who live 16, Elm Road.
A/V5WTR.S I() ,|
1 in Britain in London 2 newspapers
in the 3 on the north coast
c it[( K QU tsTtaft\ 3 in a house in a tent 3 1 in Balham at the corner 2 at school
1, .). Al'lD l 2 1 on the top floor 2 on the radio on television 3 at 16, Elm Road.
 lwantedto.liveoutsdeLondon,andl,waslookingfor'a;f|.atin.'
nch:mond, The estate agent took me to see'ne, The flat was,opposite a
church, near Richmond Park. lt was above a Chinese restaurant. We
stbod on,the pav-ement i n front of th e rest;tl !,a nt, lt' waq rain! n g so: I
held'arnewspaper over my head. The entranc to,the f lat ws iound the
side of the rliirrrrt, I ated the agent w64t 'iould park my cr.rnl'
said there was a parking place behid the restaurant.
'NoW would you like to see inside the flat?' he asked me.

Step 1 Outside, inside, behind, in front of, above, over, near, round, opposite

It was aboae a restlurant I held a neusplper oaer in front of the restaurqnt

my head.

a parking place behind I wanted to liue outside Wouldyou like to see

the restaurant London. inside the flat?

I
n
It was opposite a church neqr Richmond Park. The entrance wqs round
the side of the restaurant.

270
 . AboDe and ouerusually have the same meaning: 'higher than'.
The flat was aboue (ox oaer) a restaurant.
But ouercan sometimes mean'covering'.
I held a neuspzper oaer my head.
o We use nsde rather than ln to emphasise the interior of an enclosed space.
A flat in Richmond. Would you like to see inside the flat?

. " QUE5//ONs 7 Complete the sentences with prepositions.

I Richmond is ... London.
2 The flat was ... a restaurant.
3 It was ... Richmond Park.
4 She could park her car ... the restaurant.

tep 2 Among, between, under, below, on top of , nextto, beside, by

There were four rooms in the flat. The bathroom was between the
bedroom and the living room. The kitchen was next to the living room.
ln the living room there was a table and two chairs under an old sheet.
'All included in the price!'the agent said. The flat was by the Thames,
on top of a hill, and there was a lovely view. I stood beside the estate
agent at the living room window. I could see Richmond Park below,us.
There were some deer among the trees in the park. And I could see the
river between the trees. Suddenly we heard a loud crash below us and
people shouting in Chinese. 'Have you got any other flats?' lsaid. '

a table and two chairs under I could see the park belou us
an old sheet

some deer qmong the trees I could see the riuer betueen the trees.

271
 The flat u)as on top of a hill. The kitchen uas next to the liuing
room.

m.fi
The flat was by the Thames I stood beside the oqent

o Below and, under often have the same meaning: 'lower than'.
The restaurant kitchen was below (oxunder) the liuing room-
But we use below and not underwhenwe mean 'lower than', but not necessarily
'directly under':
I could see the park belou us. (Nor vertically under them)
We use underwhenwe mean'covered by'.
There was a toble under an old sheet. (Ihe sheet covered it.)
o Among and between don't mean the same. We say something or someone is
betueen two or more things when we see these things as separate objects.
I could see the riuer betueen the trees.
(She could see it in the space that separated one tree from another.)
We say that somethingis omong a group of things or people when it's surrounded
by them. We don't see these things or people separately.
There were some deer among the trees.
(Ihe deer were in the middle of the trees.)
o By, next to and beside all mean 'very close to'. Compare:
The flat was by the Thames. (= very close to the river)
The flat was neqr the Thames. (= close to - further away than try)

:HE.K QUEsnoNS 2 Complete the Sentences with prepoSitiOns.

I The agent stood ... her and showed her the view.
2 They could see Richmond Park ... them, because they were ... a hill.
3 There were some children playing ... the trees in the park.

ANS\/1i LI?5 TO 1 1 outside 2 above/over 3 near 4 behind

CIlL'K QUESTIA[,15 2 1 beside/next to 2 below on top of
1 AND2 3 among

272
 83
Yesterday Miss Ada Jenkins of Cardiff tried for half an hour to catch her
cat Floss io give it some medicine. But it ran away from her. lt ran out of
the kitcherl.upthe stairs,'round and round,the bedroom;,down the ..
stairs a gain; in aiid out of the 1 ivin g roorn, from the llving room'into tle
kitchen and finatly into'the back garden, She chasd it rond the garden
pond. Then the cat ctirnbed up a treand cou,tdnlt get don: So Miss , '
Jenkins wentto the phone and Ialg the Fire Brade. Ten minutes,lal.gl:
they arrived. The f irefighters took a ladder off the fire engine. They then
carii"ditthr:ough'theh|landthe]kitchenahdintothebaqkgarden.

Step 1 rou nd, out of, through,

'f\+:1
4l-,4
t f --=:71 --

The cat ran auay from her. It ron out of the kitchen

up the stairs down the stairs

..@-"
from the liuing room into the back garden
ffi
-lF,iil
lffil"<
Ii-FJ
/x

round the garden pond. She went to the Phone.

They took a ladder off the fire engine. They carried it through the halL
o We can join some of these prepositions wilh and:
round qnd round, up and down, in snd out of, on and off to and from

(<@
round ond rounilhe bedroom
@
in and out of the liuing-room

altFCR QUtSilONs 1 Complete the sentences with prepositions of movement'

1 Miss Jenkins followed the cat ... the stairs and ... the bedroom.
2 The cat ran ... the house and ... the garden.
3 The firefighters had to carry the ladder ... the hall and the kitchen because they
couldn't get ... the side of the house.

274
Step 2 Along, towards, onto, past, across, under, over

One of the firefighters climbed up the tree, then along a branch

towards the cat. Floss moved onto another branch ! Bul twenty minutes
later the firefighter climbed down with Floss in his arms. Just as the fire
engine was leaving, Floss ran past Miss Jenkins and jumped over the
garden fence. The cat then ran across the road and under the wheels of
ihe f ire engine. Unfortunately, the driver couldn't stop in time.

ilfil@ .-"hY Wiii'ttv

along a branch touards the clt onto a branch

The cot ron past Miss

.lenkins
%
and jumped oaer the
garden fence.
.i].].il.l-

The cat ren qcross the

rood

and under the wheels of

the fire enpine.

cu5 r/04/s ) Complete the sentences with prepositions of movement.

I The firefighter climbed up the ladder ... the cat.
2 They walked ... the road to their fire engine parked on the other side.
3 They put their ladder back ... the fire engine.

] J5 W]R5 IO 'l 1 up into 2outof into 3through round

al l/F5ri oN-s
.1
2 1 towards 2 across 3 onto
AN) )
 84
Every year students at Bristol Univer:sity have a competition to see who
can travel the furthestin 24 hours, without spending any money on
transport. Last year the winner was Danny Green.
'l couldn't travel by air or by rail, because you need a ticket to go by
plane or by train and we weren't allowed to spend any money on
transport. You can't usually travel free on a plane or on a train, so the
only solution was to go by road and to get a lift in a car or a truck.'

Co by air, by train, etc. on a bus/ in a car

o To talk about different ways of travelling we use by + air, reil, road, sea and
+ train, bus, coach, car, plane, boat, taxi, etc. with the verbs go, come, trauel.
I couldn't trauel by air or by rail. You need a ticket to go by plane or by train.
o We use on with different kinds of public transport: on a train, a plane, a boat, a
ferry, a houercraft, a tram, a bus, a cooch. (But we also use on with a bike, a
motorbike, a horse.)
We use n with other forms of transport: in a car, a truck, a tqxi, a small boet or
plane.
You can't trauel free on a plane or on a troin. to get a lift in a car or a truck
...K QUESTIONS 1 Put in prepositions.
I Danny knew he couldn't go ... air or ... rail.
2 He couldn't go ... a bus or ... a coach, because that cost money.
3 He had to go ... road, ... a car or ... a truck.

Cet into/out of a car, on/off a train Co into/outof a building

Arrive in atown/a country Arrive at a place

Da,nny contnued;,,1 did,the f ifst two kilometres of my trip on foot - |

went out of the university building and into the first shop I could find to
buy some food. Then t wlted to the beginning of the motorway. I got
into the f irst car that stopped for me. The driver was going to London.
We got to London at 2.1 5. I got out of the cal and my ne*i lift was even
better - a motorcyclist. I got on his motorbike and I arrived in
Folkestone, on ,the,south'coast, at 4.30. When'l,got off the motorbike, I
walked for a bit and arrived at the Shuttle Terminal ten minutes later.
Now I needed to get to France as quickly as possible. I had to get on a
train and through the Channel Tunnel - without paying l'

Note that we say on foot and not 'by foot'.

I did the first two kilometres on foot. (= I walked.)
We use out of and nfo when we're talking about buildings or rooms.
I went out of the uniuersity building and into the first shop I could find.
 o We say to get into (on in) ,/out of a car, a taxi, a truck, etc.
I got into (on in) the first car that stopped for me.
I got out of the car, and my nexf lift uas euen better.
o We say to get on/off a train, a bus, a plane, a boat, a bike, a motorbike.
I got on his motorbike. I got off the motorbike and walked for a bit.
o We say to get to a town or a country.
We got to London at 2. I 5. Now I needed to get to France.
o But we say to arriue in a town or a country.
I arriued in Folkestone at 4.30. When will he orriue in France?
And we say to arriue aI a place.
I arriued at the Shuttle Terminal ten minutes later.
(See also In, on, at, Unit 81.)

( Ht:a k o!)i\t i()NS ) Put in prepositions.

I He got ... the car and they got ... London two hours later.
2 When he arrived ... Folkestone he got ... the motorbike.
3 He soon arrived ... the Shuttle Terminal.

Step

'At the terminal I found a car driver who had room for another
passenger. We arrived in France half an hour later! My next lift was in a
French truck. I told the driver I wanted to go to the south of France.
Fortunately, the driver had been to England several times and he spoke
English. He said he'd also been to Scandinavia, to Russia, to ltaly and to
Greece. He took me to Paris. l'd never been to Paris before. ln fact l'd
never been to France. Next, a woman in a big Mercedes took me all the
way to the south coast. We got there just before 12 o'clock the next
day. I went to the post office and posted a card to prove where I was
afler 24 hours - Marseille, 1,411 kilometres from Bristol! And it hadn't
cost me a penny! Now it was time to go home again. But I didn't have
to get home in 24 hours!'

o We say to go to a place, a town, a country, a continent.

The truck driuer had been to England seueral times.
I told him I wanted to go to the south of France.
I'd neuer been to Paris before. I went to the post office.
o Note that we don't use a preposition before the word home wilh verbs like go,
get, come, arriue, leaue.
I uanted to go home. I didn't haue to get home in 24 hours.

ct-t[cK Q][sTtoNS ) Complete the sentences, using prepositions where necessary.

I Had the truck driver been ... Scandinavia?
2 Had he been ... Greece?
3 After 24 hours Danny was ... Marseille.
4 He didn't know how to get ... home.

AA/5it/FRs 7O 11 l:y by 2on on 3by in in

aHLt-K QUt5nONS 21 into to 2 in off 3 at
'i
.2 /',ND J 3r to 2to 3 in 4-
278
 85
The British have had the'metric'sy:stem for nearly 30 years. Some of; ,
them use it for two or three weeks a year when they go on holiday to
continental Europe.'B'ut-most of 'them stil'l dont understand litres,
kilometres and kilograms, ln the,1970s, when the system ws first
introduced, theyr6 used pints and gallns, miles and pounds for a long
time, and they didn't.want to chaige. One old man.said:.'When I was
young, lllived in.Francg for atear,'but I cquldn't understand kifometres
and kilograms. l've used miles and pounds alt my life. I cant change
now. t'l!o on using them for the.rest of my:life" '

preposition for
o We use for to answer the question 'How long?'
Foris usually followed by a period of time, often a number of hours, days, weeks,
months, years, etc.
The British haue had the metric system for nearly 30 years.
I liued in France for a year.
o Forcan be used with past, present and future tenses.
Present simple: They use it for two or three weeks a year.
Present perfect: I'ae used miles and pounds for sixty years.
Past perfect: They'd" used pints and gallons for a long time.
Past simple: I liaed in France for a year.
Future: I'll go on using them for the rest of my life!
o We don't use forwith expressions like: a1l morning, all day, all euening, all year, all
my life,elc.
I'ue used miles all my /ife. (Nor for all my life)

{HECK QUESTIANS 1 Use for in your answeni.

1 How long have the British had the metric system?
2 How long did the old man live in France?
3 How long will he continue to use the word 'gallon'?

Since

The British have had the metric system since the 1970s, and ever since
then they've b,en unhappy abot it. The old man said: 'lt's a long time
since I was in France..When I was there I always asked for "a litre" of
beer. But then I came back to England, and I haven't used.the word
"litre" since. Of course, young people in Britain have used the metric
system sincethey started school, so it's not a problem for them.'

We use since * a point in time to say when something started:

The British haue had the metric system since the 1970s.
 on (with a negative verb) to say when something stopped.
The old man hasn't liued in Frence since 1952.
o Since is often followed by a subject + a verb to show the point in time.
Young people haue used it since they started school.
o We usually use srnce with the present perfect.
The British houe hed the metric system since 1971.
o We use euer since when we want to emphasise that something has continued
without stopping for a period of time.
Eaer since then the British haue been unhappy about it.
o Since and euer since can be used on their own.
I hauen't used the word'litre'since.
o Note these common expressions with slnce.
It's a long time since I was in France.
Hou; long is it snce the old man liued in France?
(For since see also Units 8 and 90.)

(HFCK OI]FSTIONS 2 Answer these questions, using since.

I How long have the British had the metric system?
2 When did the old man last use the word 'litre'? He hasn't used it ...

The Ameritans started to.introdCe the rnetr|c sy.stem q.long,time ag,o, .. .

in 1 785, when they changed'pounds, shillings' and'pence' to'dollars'

' and f._c,er1ts'.;Twentyyears ago the'A1erienrgovernmentrlnounced, '. ,

plans to introduce more of the metric system. A few days ago an

American senator asked: 'How long ago did we decide to make the
change? Twenty years ago! Rnd waihras changed since then?
Nothing I'

o We use agolo say when something happened in the past.

Tuenty years ago the American gouernment announced plans.
(Iwenty years ago = twenty years before now.)
o We put ago aiter the expression of time.
twenty years ago a few days cgo (Nor ago twenty years)
o We use ago with the past simple (and sometimes with the past continuous). But
we don't use it with the present perfect.
A feu days ago an American senator asked.
@e can't say: 'A few days ago an American senator has asked.')
o Note these question forms:
How long ago did we decide to make the change?
How many years ago did they introduce 'dollars' and 'cents'?

rFC( QUESTONs J Use ago in your answers.

I When did the US government first plan to introduce the metric system?
2 When did the senator talk about the metric system?
3 How long ago did the USA change to 'dollars' and 'cents'?
ANSWFRs IO
4ECK QUESTIONS
1 1 For nearly thirty years. 2 For ayear. 3 1 Twenty years ago. 2 Afew days ago
3 For the rest of his life. 3 A long time ago. on Years ago.
1,2AND3 2 1 Since the 197Os 2 since he lived in France
 85
For a long tire Mr and Mrs Fuller had wanted to go on holiday abroad.
ln March 1995 they decided to go camping in France. For three months
they planned their trip. Then on July 1Oth they arrived in France. For ten
days they had a nice time, but then, one morning, their car broke down.
They'd had the car for yeais and it had never broken down before. They
sat in the car for ages, waiting for someone to stop and help them.

o Foranswers the question 'How long?' (See Unit 85.)

For three months they planned their trip.
(Nor During three months they planned their trip.)
For ten days they had a nice time.
(Nor During ten days they had a nice time.)
o Note these common expressions with /on
for hours, for days, for weeks, for months, for years, for ages.
For a long time they'd wanted to go on holiday abroad.
They sat in the car for ages.
We don't use durlng in these expressions.

CTIECK QUESTIONS I Answer these questions, using for.

I How long had the Fullers wanted to go on holiday abroad?
2 How long had they had their car?
3 How long did they wait for help?

During

.Attata'.artopped.Thedriver..was.Eng!ish.HisnamewasBrian
WalterS. During th conversation he told Mr and Mrs Fuller that he
,always spent t\/o-:months in France'during,the summer; and during his
holidays heid learnt,to speak -French well, F{e.phoned Several garages
' forthem, Bu.t itwas Saturday and most garages were'only open duringl
the wek; At last me.chnic alrived. He sa,id hd co'uldn't work on,the
car during the Weekend and t wouldrOrobAtlV tke,a Week to reOaf r, ltl

o During doesn't mean the same as for.

For answers the question 'How long?'
During answers the question 'When? In what period of time?'
o We use duringbef.ore a fixed period of time (the day, the week, elc.).
Most gorages were only open during the weeh.
We don't use duringwith a number of days or weeks, etc.
The mechanic said he needed the car for q week. (= 1 week)
(Nor during a week)
 . We use duringbef.ore some form of activity'
during his hotidays during the conaersation
period of
o Note that when we say that something happens inside a particular
time, we can use eilher during or in-
He spent tuo months in France during/in the summer'

(H'CK UESIANS 2 Choose fororduring.

1 The Fullers ttuy"d ut the first camp site (for/during) a week'
2 (For/During) the day they swam in the pool and sunbathed'
3 (ForiDuring) their stay in France it only rained once'

tep While

Fuller
While the mechanic was talking to Mr Walters, Mr and Mrs
it.rirJtfreir problem. Mrs rJller had to get back to Engla.nd because
were trvins what to
;;;J *l[ in two davs. while thev pris ]" 9":id,"
train to
", Vlr" wafaers offeieJto take her to to catch a
-B_o11",9n"
,Don,t worry,' said IVIr Fuller,
"; she could get the ferry to England.
,wnilu Brian,s driiing you to paris, t1l look after the car and find a
hotel.'
nil. and Mrs Fuller arrived at the^ station in Paris' While she,was
utt"r,
getting her luggage out of the car, Mr Walters asked' in French' which
ii"i* irr" dli;iin t"ttfiom. ten minuies later Mrs Fuller was
Mr Walters,
on the train. while ir,i"Li" h"* lucky she,d been to meet
she discoverea, Ouring u'.o"nr",ion *itft the woman
in the next seat,
that she was on a non-stop train to Bologna in ltalyl

c Whiteis a conjunction. It is followed by a subiect * a verb'

Duringis a preposition. It is followed by a noun'
-iil" th" mechanic uaswith talhing to Mr Walters "'
during a conaersqtion the woman in the next seat "'
o We often use while+ the past continuous followed by a verb in the past simple'
uhile they uere trying to decide, Mr Walters offered to toke "'
(For the past continuous, see Unit 6.)
o When while isused in a future Sentence, it's followed by a verb in the present and
not will. (See Unit 87.)
While'Brian is driaingyou to Paris, l'll look after the car'
o We can use the -ing fLorm of a verb after while'
white thinhing hw lucky she'd been to meef Mr Walters "'

CHECK CIUE5TiONS 3 Choose the right word to complete the sentences'

about the train'
i tutrc Fuller aited (for/during/while) Mr Walters asked lucky
thought how sh,e was'
i (ForDuringiwhile) she was waiting, she
where it was
a conversation on the train she discovered
Go.Tnurin!Vf,lt"j
going.
+ iforipuring/While) a few minutes she couldn't believe what the woman had said'

AI'ISVV ER' TA 1 1 For a long time. 2 For Years. 3 For ages. 3 1 while Mr Walters asked about the train'
( TIECK ()UE5TIAN5 '1 for a week 2 During the daY 3 During their 2 While she was waiting 3 During a
2
1,2AND3 conversation on the train 4 For afew minutes
stay in France

284
 87
Fgr,youngpe,ople'argtalkine aboutlthir.tutur',,,',:", :' :',
Sim gn : .Wh en l, leave:ichooi lim goin g. to:traln to be ,teacher,' Then.,,
' ..""fter- i've qalified; llll,Brob.dtyteatrr e ngtisn.aUroaC'.
Bethr :r, [tmgoing.to,buy,a cer,,,w.Wen l'iv:e savgd]enough.money,,Therr l'm,
' , | ,'go{n. tget,married assoon aslfiRd:the, lghlrman- I dont
,',

want to be alone when l'm older. But I don't want to get

Shanti;',I dori't want,tiettle Uowl:until lfve travelled q lot, Onie t,\te

"'
'

Harry: Jobs are Oitcult to tnAll might be 25 by the time I get a job! I
:: . rr. ,donrt:knwwhat l'ant-to d.lill deide,wtlile'l'm at.coflee., ,

When, etc. + a present tense or the present perfect

When we talk about the future, we use either a present tense (normally the present
simple) or the present perfect after the link words when, as soon as, once, after,
before, while, by the time, until (till). We don't use il/.
When clanse (present) + Main clause (future)
When I leaue school, I'm going to train as a teacher. (uor When I will leave)
fllften clause (present perfect) + Main clause (future)
After I'ue qualified, I'll probably fecch. (Nor After I will have qualified)
Note: When we use when as a question word, it can be followed by will or going to.

CHECK O.UESTIONS 1 Answer these questions.

I When's Beth going to get married? ... the right man.
2 Is she going to get married when she's 25? No, she ... 30.
3 When will Harry decide about his future?

Step 2 The slmple present or the present perfect?

o It's often possible to use either the simple present or the present perfect after
when, as soon as, etc. without changing the meaning.
I'm going to get married as soon as I find/I'ae found the right man.
o eur when it's important to make it clear that one action will be finished before
the second one starts, we must use the present perfect.
I don't want to settle down until I'ae traoelled a lot.
(Shanti can't say until I treuel. She can't settle down while she's travelling! So she
uses the present perfect. She'lI finish travelling, and then she'll settle down.)

(HECK USIONS 2 Is it essential to use the present perfect in these sentences? Yes, or no?
I Shanti: Once I've done that, I'll probably get married.
2 Beth: I'm going to buy a car when I've saved enough money.

AAiSWRS IO 1 1 As soon as she finds the righi man. 2 She 3 While he's at college
CHECK QUESTIONS isn't going to get married before she's 30. 2 1Yes.2Yes.
1AND2

286
 Zoe and her boyfriend Ben are arranging to meet'

7o", r.lo, ot Uy then. Byihe time l,ve had a bath it'll be quarter to

o By here is a preposition of time' It means 'not later

than''
(= Can you be ready at 8'30 or but not later?)
Can you be ready by 8.30? !elor3'
not later)
t coiU be ready by nine. (= a't 9 o'clock or,earlier' but
by time or date (5'15, June 1sf' etc')
ylt ut"uffy fottw a

o By the time (that) is a linking phrase' It's always followed by a verb'

Iiy the time I'ue had a bath it'll be quarter to nine'
her bath)
1l not later than the moment she finishes

ct-tECK QUSrtoN\ 1 Put in by or bY the time-

i t.un'iu"."ay ... 8.30. 2 But we must be there "' 9'
3 ... we've finishd this phone call it'llbe 7 o'clock'

Till/Until

,Ben arrived a8.55. But.hehadltowait untif Z-

)/vas f:dYl,.un!i|.9'15,,',.','
iltr-ii*,;-,rirr, u.". l,:had t work,tilt 7,15 and we didn'ta!,tiu
l

1. , '-,otloc't.,i-trn Ihadtowait:tilmy:sisterhdfiniihed'!nthq,,-.,', '

0"1r"or. And by then it was quarter to nine "'

which continues
o we use till or untilwhen we talk about an activity or a situation
and then stops at a particular time'
and stopped at 7'15')
I had to work tilt z.lS.'i= f," *"s working before 7'i5
and stopped at 9'15')
Ben had to wait untit i.ti. 1= H" was waiiing before 9'15

o Tilt is short for until. Till is more common in informal English'

o llntil and il/ can be link words or prepositions'
He had to uait until Zoe uas ready' Qink word + a clause)
We didn't eat till S o'cloch. (preposition)
o By = not later than that lime' Until = up to that time'
9')
oe wasn't ready by nine' (= She wasn't ready at or before -
g' 15'i= She was ready at 9'15 but not before')
Zoe wnsn't reoy titt

CHECK QUESTION\ 2 Put in by, by the time or till/until ., o

1 I didn't get home ...7.45. 2 My sister was in the bathroom "' ^r
8'45'
3 ... we'd ad dinner, it was 8.30. 4 I've got to be home "' 12'

A/V5WERS IO 1 1 bv 2 bv 3 Bv the time

CHECK QUESTIANS 2 t tilunti 2 tliuntil 3 Bv the time 4 by
1 AND2

288
 Sue goes out to work all day. Then she comes home to her famity and
has to start wo!'k again:
'lt's like this every day 1 work like a slave at the factory and then I come
home and the huse is like a pin'sty. Other women Iike me come home
and the dinner's cooked and the house istidy. lwanted to be something
exciti'ng, like an air-hostess. Bui tjust do boring th!nqs,.like making beds
and feeding th family. lt's like havng two full-time jobs, but this one's
unpaidl'

o Note the two meanings of the preposition 1fte:

A We use 1lfte when we compare one thing or person with another. llfte usually
means'similar to'or'in the same way as''
The house is like a pig-sty (nor as a pig-sty)
I work like a slaue. (xor as a slave)
B Like can also be used when we mean 'for example''
I just do boring things, lihe making beds. (xor as making)
I wanted to be something exciting, like an air-hostess.
o Like is a preposition. we use it before a noun, a pronoun or the -ing form of a
verb.
I work like a sloae. (/lke + noun)
other women lihe me (like * an object pronoun)
It's tike this euery day. (like + ademonstrative)
It's like haaing tuo iobs. (like + the -rng form o{ a verb)

CHECK QUESTIONS 1 Find examples in the textoi like. which have meaning A and which have
meaning B?

Step 2 As and as if /as though

Suefs angry again. 'Darren! Your.cltheS are lf,ovr thg floor again; just ,,,,

' as I xpectd. Now, do as l'sayt Pt them away! Jessie, l'm not your ''. :,.

., iervant'il,you pleaSetidy yoriroom!"Y,ou all act:as if you're guestsinrr ,,,

htl,'Af,,you tret rne as thogh'1 ws a htel mid!'As: my friend: ..,1

Meg said, I d far too much for you.'

o We use as (= 'in the same way') before a subject + averb. We don't normally use
/e here. @ut see the note on informal English and American English below.)
Do as I say!(Nor Do like I say.)
Your clothes are all ouer the floor again, just as I expected.
o ,4s if and as though both mean the same. We use them before a subject + a verb to
say that two things are similar.
You act qs if (on as though) you're guests in a hotel.
 We sometimes use a past tense form after as if/as thoughwhen
'about the present:
we're talking
You treat me as thoughlroas (on were) o hotel maid.
We use the past tense form (roas) here to show how unreal the idea is. (Sue isn't
a
hotel maid.) we can arso use were ro emphasise this unreality.
o But if the speaker thinks that something is real, he or she can use the present
tense.
You act as if you,re guests in a hotel.
(Sue really thinks they behave like guests at a hotel!)
o In informal English, we often use /ifte instead of as, as if/as though.
Like is often used here in American English too.
like my hiend Meg sord (= As my friend Meg said)
You all act lihe you're guests in a hotel. (= as if you,re guests)
o We often use cs if/as though with a verb of perception (took, feet, seem, eIc.)
See Unit 33.

ctlrcK euESrioNS 2 Put in as or as if.

1 Sue wants Darren to do ... she says.
2 Jessie acts ... her mother is her servant.
3 They treat the house ... it's a hotel.

ot as?

Sue works as a machinist during the day. In the evenings and at

weekends she works as a mother and a housekeeper. lhe says she works r,
like a slave, and her family treat the house like a hotel. when she has
time she reads romantic novels. she uses them as an escape from reality.

o As can be used as a preposition followed by a noun. But it doesn't have the same
meaning as like + a noun. we use as to say what someone or something really is. we
use llfte to compare things or people:
During the day she works as a machinist. (She is a machinist.)
Her family treat the house like a hotel. (Ihe house isn't a hotel.)
o We also use os when we talk about the role or function of something.
She uses them as on escape from reality.

IlECK QLlESTIONS 3 Put in lihe or qs.

I Is their house a hotel? No, but they treat it ... a hotel.
2 Sue works in a factory... a machinist.

AA/5WRs TO I Meaning A: lt's like this. I work like a slave. 2 las 2asif 3asif
HFCK QIJISTIO.]IS
1,2AND3
The house is like a pig-sty. Other women Iike 3 llike 2as
me. lt's like having two full-time jobs.
Meaning B: like an air-hostess. like making
beds.
90
Although Britain isnt a very important country, the English language is
very important all over the world. Nearly 400 million people speak
English as their first language. English isn't the most widely used
language in the world though. Mandarin (Northern ehinese) is spken
by 580 million people. But, in spite of being the most widely-used
language, it isn't spoken by many people outside China.
Even though there are about S0O,OOO words in English, many English
speakers only use about 5,000. Learning a foreign language is difficult,
but, in spite of the diff iculty, more and more people are starting to
learn English every year. They can try to learn 800,000 words if they
want to, though they only need to know about 2,000 to speak English
quite welll

Step 1 Although, though, even though and in spite of

o We use the link words although, though, euen though to join two parts of a
sentence. We use them to contrast two statements.
Although Britain isn't a uery important country, the English language is uery
important all ouer the world.
(Contrast: Britain isn't important eur the English language is.)
o We use euen though when the contrast is particularly strong.
Eaen though there ore about 800,000 words in English, many English speakers only
use about 5,000.
(big contrast: 800,000 5,000)
'
o Wecan usethough instead oialthough.
They can try to learn 800,000 words, though they only need to know about 2,000.
o We can use though (Nor although) at the end of a sentence.
It isn't the most widely-used language in the world though.
(= But it isn't the most widely-used language in the world.)
o In spite o/is usually followed by a noun, a pronoun or the -lng form of a verb.
In spite of the difficulty, more and more people are starting to learn English
eery year.
(= although it's difficult, more and more people ...)
In spite of being the most widely used language, it isn't spoken by many people
outside China.
(= although it's the most widely-used language)
o We can also use the expression in spite of the fact that.
In spite of the fact thatit's the most widely used language, it isn't spoken by many
people outside China.

Rewrite the sentences using although and though.

1 In spite of the fact that I'm not very good at languages, I want to learn English.
2 English isn't easy to learn, in spite of being a very useful language. English isn't ...
3 But thousands of people learn it. Thousands ...
 Step 2 Because, since and so

Many people from Europe and South America go to the USA because
they need to do business there. And, since they have to speak to
Americans, they have to learn English.
English is impoitant because it's the language of business and science.
As75% of all business letters in the world are written in English, it's
easy to see why business people want to learn it.
English is used for air and sea communications, so airline pilots and
ships' officers have to learn it too.
But the importance of English is a problem for many British and
American people. They think everybody in the world should speak :

English, so they refuse to learn any foreign languages!

o We use the link word s because, slnce and os when we want to say why we do
something or why something happens.
We normally :use because to give the reason, and the because clause usually comes
at the end.
We normally use since and os when the reason is already known. Snce and os mean
the same.
Many people from Europe and South America go to the USA becsuse they need to
do business there.
And since (on as) they haue to speak to Americans, they haue to learn English.
o We use the link word so to talk about the result of an action or situation.
They think euerybody in the world should speak English, so they refuse to learn any
foreign languages!
(For other link words see Units 40, 87 and 88.)

CHF(K OIJESTION' 2 Make single sentences, asingbecause, since or so.

I Air communications are in English. Airline pilots must learn it.
2 Many people in Europe want to work abroad. They have to learn a foreign
language.
3 Many British and American people won't learn foreign languages. They think
everybody should speak English.

A,rysWFRs IO 't 1 Although l'm not very good at languages, I 2 1 Since/As air communications are in English,
(I.If CK QUESTION5 want to learn English. 2 English sn't easy to airline pilots must learn it. on Air
1 AND2 learn although/though it's a very useful communications are in English, so airline pilots
language. 3 Thousands of people learn it must learn it. 2 Many people in Europe want
though. to work abroad, so they have to learn a foreign
language. 3 Many British and American
people won't learn foreign languages because
they think everybody should speak English.

294
 Bernard Thomas is from Cariacou, a small island which is part tl:t""rr"
West lndis.,Heiscome to Britain'to f ive'with a cousin who's got : ,.-: -.
in Leeds, His cousin's tettihg 6* about tlle p-eopie who live in h!s_street,

'w.lB;i;y;;
--
'You must meet Betty.'
'
,She,stheonewhotookslikeMargaretThatcher.,
'Who's Margaret Thatcher?'
rshe'sthe'wman who was Prime Ministef i the 80s. Betty's'very
patr.iotic. Shet got a doorbelI whith plays th National'Anthem whqn
yu presS ittlAni then there's Tom Marchant'' ' :
'
: .'
'Whot Tom Marchant?'
,He,s
th guy that or" to play football for Manchester nited, l9,t 1!.
on" *ho ivs at number z3.ihe house that's pantd red'ahd'white''

Who/that for people Which/that for things

o He's come to liue with a cousin who's got a flat in Leeds'
*io,, go, o flat in Leedsis a relative clause. A relative clause identifies a person or a
thing.ihe clause who's got a flat in Leeds identifies the cousin.
o We use the relative pronoun who forpeople, and whichfor things'
She's the one uho tooks like Margaret Thatcher'
o doorbell uhich plays the National Anthem
o BUrweoftenuseftaf instead of whoanduhich'
She's the one thqt looks like Margaret Thatcher'
a doorbell that ptays the National Anthem
He's the guy tnai @iwho) used to ptay footbalt for Manchester
united,
the hous that's (oxwhich is) painted red and white
With people, we use whomore often than fhaf'
With things we use thatmore often than uhich'
Step 1')
Note: Sometimes we must use who and which, nol that' (See Unit 93

CHECK QUESTIONS 1 Put in a relative Pronoun.

1 Bernard's the man ... has just arrived from Cariacou'
2 Cariacou's an island ... is north ol the South American coast'
3 Bernard's got a brother ..' lives in Leeds'
4 His brother lives in a house '.. was built in the 1920s'

which, that as objects,

Bernard,s cousin lrvin has lived in England forfifteen years.

I earn' The
'1 like the.iob that t'u" got.:r can live uite welf on the mo'ney
people wo r know rif i" r"ry iriendlV. ird like toget married, but
"i
most of the women I meet have alrady got a husband!.I really liked.a
Ther:e's one thing
iiii*"i,i^ a pub the other day, but shb Was'married. the Caribbean:sun.'
rri.rr I ion't iike in England. T-he weatherl t'miss
 . Who, which, that can be the subject of the relative clause.
She's the uoman usho was Prime Minister. (She was Prime Minister.)
We can't leave out who, which, thathere.
o Who, which, that can also be the object of the relative clause.
I like the job thot I'ue gof. (l've gol the job.)
The people uho I know at work are uery friendly. ( know the people.)
There's one thing uhich I don't like in England. Q don't llke one thing.)
When ro, which, thqt are the object, we can leave them out. We usually leave them
out in informal spoken English. We prefer to say:
I like the job I'ue got. The people I know at work are hiendly.
There's one thing I don't like in England.
o We can use whom when the object is a person.
The people whom I know ot work ore ery friendly.
But whom is very formal and rarely used in conversation. We usually leave out the
pronoun, or we use lo instead.
the people (who) I know

CHCR QUTSf IONS 2 Which relative pronouns are left out?

I The women Irvin meets are usually married.
2 The thing Irvin misses is the Caribbean sun.

Step 3 Prepositions in relative clauses. The man I spoke to.

, lrvin's making,plans,for-$ernard, ttil,l take you to the clu'b l go to. And

you must meet the friends I play football with. We must find you a job
too. The company I work for is looking for a truck driver. l'll ask Gary
Miller about it, Hg-ls,tlre man !,spoke to, last night in the club; W could
atk Tom M.archant to-You know the rnarl:ttold you about, He ons,a

o When we use verbs followed by a preposition, the preposition usually comes at

the end of a relative clause.
(l go to a club.) I'll take you to the club I go to
(l play football with friends.) You must meet the friends I play football uith.
Q work for a company.) The company I work for.
o In very formal English we can put the preposition before whom or which.
He's the mon to whom I spoke last night in the club.
He might haue a job for which you can apply.
But in conversation we prefer to say:
He's the man I spohe to last night in the club.
He might haue a job you can apply for.

.!1ECK QUTSTIONS 3 Make relative clauses ending with a preposition.

I (lrvin works for a company.) Britex is the company...
2 (fhey're looking for a truck driver.) Bernard might be the man ...

A/VSWERS TO 1 1 who (preferable to that) 2 that/which 3 1 Britex is the company he works for.
.i1ECK QUESTIONS 3 who (preferable to that) 4 that/which 2 Bernard might be the man they're looking for.
1,2AND3 2 '1 that/who 2 that/which
 92
Helen Gore's 17. She's left school but she hasnlt got a job. She's bored.
'The town where I live hasn't got anything for young people. We need a
club where we can go and meet friends. Somewhere where we can play
music and have a drink. It's boring here. I want to leave. I want to go
where I can get a job. I want to live where I can have more fun.'

Where in relative clauses

o We use the relative pronoun where to describe places:
the toun where I liue ('where I live' describes the town)
We need e club where e con go and meet friends.
o We can also use where wilhout identifying the place it describes.
I want to go uhere I cln get a job.
I wont to liue uhere I can haue more fun.
Here, where = to a place/in a place where.
o Sometimes we can leave out where and add a preposition to the verb.
the town uhere I liue op.the town I liue in

aHtcK QUtsf taNs 1 Rewrite the sentences, using uthere.

I The lownHelen liues in is boring.
2 She wants to be in a place where il's possible to find a job.

Step 2 Whose in relative clauses

'l donlt like living in a town where people are always talking about '
their neighbours. When they see someone in the street they say: 'She's
the woman whose husband ran off with the doctor's wife. He's the man
whose daughter the police arrested for selling drugs. He lives in the
house whose curtains are always drawn. He's the owner of a company
: whose workers are ery badly paid, and.so on and so on. They're only

o We often use the possessive word whose in relative clauses. It's always followed
by a noun. It can be the subject or object of the verb. It can't be left out.
the woman uhose husband ran off with the doctor's wife
(Subject: Her husband ran off with the doctor's wife.)
the man whose daughter the police arrested (Object: The police arrested her.)
o We use whose mostly for people.
the mqn ushose daughter the police arrested
But it can also be used for things.
the house uhose curtains are always drawn
a compqny uhose workers are Dery badly paid
o Don't confuse: uhose and who's (=who is or who has)
That's the man who's (= who is) the manager of the supermarket.

299
CTTECK QUISTIONS 2 Make a single sentence, using roftose.
1 She's the woman. Her dog attacked the postman.
2 He's the man. I saw his young son drinking whis in the pub.
3 She owns the house. Its garden looks like a jungle.

What in relative clauses

'This townls dead. That's what I think, And that's what worries me' l'm
going to leave soon. I can't find what I want here. what l'd really like to
o islive in London. I can do everything I want there. But I haven't got
enough money. what I need is a job. But what's difficult is finding one.'

o The relative pronoun what means 'the thing(s) that'. It can be used as the subject
or object of a verb.
I can't find what I want here. (Obiect = the things that I want)
that's whqt worries me (Subject: = the thing that worries me)
a we can start a sentence wilh whatlfwe want to emphasise something.
What I'd really like to do is liue in London.
(= I'd like to live in London. That's the important thing.)
What I need is a job. (= I need a job. That's the important thing')
what's difficutt is finding a job. (= Finding a job is the most difficult thing')
Note that we don't use uhaf afte r euerything and all. (See Unit 6l Step I .)
I can do eaerything I uant there.
(Nor everything what I want)

CHECK QUESIJONS 3 Rewrite the sentences, using uhat.

1 The town can't give her the things she needs.
2 The thing she wants to do is go to London.
3 The thing that's difficult is that she hasn't got enough money'

AIVSWERS TO 1 1 The town where Helen lives is boring. 3 1 The town can't Sive her what she needs.
(.HLCK QUESTIONS 2 She wants to be where it's easy to find a job 2 What she wants to do is go to London.
1,2 AND 3 2 1 She's the woman whose dog attacked the 3 What's difficult is that she hasn't got enough
postman. 2 He's the man whose young son I money.
saw drinking whisky in the pub. 3 She owns
the house whose garden looks like a jungie.

300
93
ick Rimmr' and h iswife are]ooking: at the'bo'ats in' the'mari 'f '', ' ;' " :
....
Portsmouth.
1tok !'fht the man who's'plann in g tOiiai'l' rlo nd,the world, And :, :'
that;s'ihe'boat he :built himself, theine thatls pa i nte6 i*a .hd,,whit'' :
And the other man must be the man he's going with.'
Later that evening they heard this report on the local radio:
lOurlreporter'wai-atthe rnar'|na this iiiniig,:H:met]Sy,earold:Alan
'iileeks;rwhSrplanningto sailund'theor:td.''Ftre lo:Spoketo 73;o ' '' '
y*rl -oid e"r,rf eiks, Who rAtant- ging with: Alanls bo!, whch.herbuilt
tirnself, is,ta liJd;,:Morning,,star; Moining \tar,which'tokAlan,five,years
tbuild iia lSrnnetrecatamaran.r:.1. ",' . ','

Non -defini n g relative clauses

o There are two types of relative clause, defining (or identifying) and non-defining'
Defining:
Thati the man who's planning to sqil round the u;orld'
Here, the relative clause identifiei 'the man'. It tells us which man the speaker's
talking about.
Non-defining:
He met 7l1,ear-old Alon weeks, who's planning to sail round _the uorld.
Here, the -u., i, already identified ('7S-year-old Alan weeks') so the relative
clause
It
doesn't identify him. simply gives us extra information about him'
o Note that in written English we put a comma (,) before a non-defining relative
clause. If it's in the middle of a sentence we put a comma after it as well.
'Morning Star', tohich took Alan fae years to build, is a lS-metre catomaran'
We don't put a comma before a defining relative clause'
That's the man uho's planning to sail round the world'
o In defining relative clauses we can leave out who, which and haf when they're
objects. (See Unit 91.)
the man he's going uith
(= the man who (on that) he's going with)
the boat he built himself
(= the boat that (onwhich) he built himself.)
Bui in non-defining relative clauses we can't leave out who and uhich.
He spoke to Gerry Banks, toho Alan's going with'
Alan's boat, ushich he built himself, is called 'Morning Star''
o we don't use faf in non-defining relative clauses. we can't say: Alan's boat, that
he built himself, is called'Morning Star'.

CHECK AUESTIONS 1 Put commas Q where necesary.

1 Jack Rimmr saw the man who's going to sail round the world'
2 Alan Weeks is sailing with Gerry Banks who's a friend of his'
3 The boat that he built is called 'Morning Star'.
4 He's sailing from Portsmouth which is on the south coast o{ England.
 Where/whose/which non -defini ng relative clauses

The news report continued: , .

lAlan and Geriy,'whose lifelong ambition hSbeen,to'sai[ round the

world, leave tomorrow. By this time next year they hope to be back in
Por:tsrnouth; where ihey're sure to receive a hero's,relcome.:Their trip
is sponsored by Barclay's Bank, who Alan used to work for. The bank
have sent Alan a card, which they've written a good luck message on.
Alan and Gerry are gping'to be. away for a long timg, which wll be
difficutt for their families. But Majory Weeks, Alnfs wife; said Jast .,
inigh-+:"'They-'re boih doing something'they've lways wa-ted to do,
which is marvellous." '

o We can also use where and whose in non-defining relative clauses .

Alan and Gerry, u:hose lifelong ambition has been to sail round the uorld,
leaue tomorrow.
By this time next yeor they hope to be b(tck in Portsmouth, uhere they're sure to
receiae a hero's welcome.
o In formal English we can use whom and. which after a preposition in a non-
def ining relative clause.
Their trip is sponsored by Barclay's Bank, for whom Alan used to worh.
The bank haue sent o card, on which they'ue written a message.
But in informal English we normally say:
Their trip is sponsored by Barclay's Bank, uho Alqn used to work for.
The bank heue sent a card, which they'ue written q messoge on.
o Which can refer to a whole clause.
They're going to be away for a long time, which will be difficult for their families.
They're both doing something they'ue always wanted to do, uhich is maruellous.
Note: We use which here, ruor ohaf.

(Hf(K OUESTIONS 2 Make single sentences, using relative clauses.

I That's Alan Weeks. I spoke to him this morning.
2 That's his boat 'Morning Star'. He's going to sail round the world on it.
3 The two men are over 70. This is amazing.

ANSWERS TO 1 1 )ack Rimmer saw the man who's going to sail 2 I That's Alan Weeks, who I spoke to this
:HECK QUESTIONS round the world. 2 Alan Weeks is sailing with morning. on (formal) That's Alan Weeks, to
1 AND2 Cerry Banks, who's a friend of his. 3 The boat whom I spoke this morning. 2 That's his boat
that he built is called 'Morning Star'. 4 He's Morning Star, which he's going to sail round
sailing from Portsmouth, whlch is on the south the world on. on (formal) That's his boat
coast of England. Morning Star, on which he's going to sail round
the world. 3 The two men are over 70, whlch
is amazing.

303
 94
A woman coming out of the Midland Bank in Tonbridge High Street
was attacked this morning by two people carrying knives. Mrs Amy
Hyde of Church Street, Tonbridge lost a handbag contaning f35 in the
attack. There were several people walking past the bank at the time.
A man selling newspapers tried to help Mrs Hyde, but the attackers
stabbed him rep:eatedly before escaping in a ii'iiitin,1 1.ta end,pf
the street. The man injured in the attack has since died in hospital. A
knife found on the pavement is thought to be the weapon used in the
attck; There waslpriceticket,attached to the,,knife. ,. ' '

The p,olice are looking for,a man in:h:is 20swithjeans and,a.baseball,

cap, and a young woman with long blond hair and a silver ring in her
n
-ose",Th e) Wre driving a b I ue Ford Escort with,a broken side wi ndow.
Anyone who saw the incident should contact the police on 0371
668453.

o We can use a clause with the -ing form of a verb to say what someone or
something is doing or was doing.
A woman coming out of the Midlctnd Bank
(= who was coming out)
She was attacked by two people carrying kniues.
(= who were carrying)
We can also use it to describe a situation that exists or existed.
a handbag containing 535 (= that contained)
The -rng form is often used wilh There is/qre/was/were.
There usere seueral people ualhing past the bank at the time.
o Note that these clauses are similar to relative clauses, but we must use a full
relative clause for a completed action in the past.
Anyone who sqw the incident
(Nor Anyone seeing the incident)

CHECK QUTSTIANS 1 Make single sentences, using the -ing form.

1 A woman was attacked this morning. She was doing her shopping.
2 A young man stole her handbag. He was wearing a baseball cap.
3 He also stole a silver bracelet. It belonged to the woman.
4 There was a man near the bank. He was selling newspapers.
 Clauses beginning with a past participle

o we can also use a clause beginning with a past participle (iniured, used, found,
etc.). This type of clause has a passive meaning.
The man injured in the attach has since died. (= who was injured)
A knife found on the pauement is thought to be the weapon used in the attack.
(= that was found; that was used)
o A past participle is often used after There is/are/was/were.
There was a price ticket attached to the knife.

CHTCK QUES-TIONS 2 Make single sentences, using a past participle.

I They escaped in a car. It was parked at the end of the street.
2 The woman is Mrs Amy Hyde. She was attacked by the thieves.
3 The money hasn't been found. It was stolen from Mrs Hyde.

Step 3 With used to identify people and things

o We can use a noun + with lo describe the physical features or possessions of
someone or something.
a man in his 20s withieans and a baseball cap
(= who was wearing jeans and a baseball cap)
a young uomon with long btond hqir and a silaer ring in her nose
(= who had long blond hair and a silver ring in her nose)
a blue Ford Escort utith a brohen side uindow
(= that had a broken side window)

CHECK QUfSI/ONS 3 Make single sentences, using urifft.

1 A man attacked Mrs Hyde. He had short dark hair.
2 Laler the police found an empty handbag' It had blood on it.
3 A boy was walking past the bank at the time of the attack. He had a dog'

A,rysWERs IO 1 1 A woman doing her shopping was attacked thieves is Mrs Amy Hyde. 3 The money stolen
CHECK QUESTIONS this morning. 2 A young man wearing a from Mrs Hyde hasn't been found.
1,2AND3 baseball cap stole her handbag. 3 He also stole 3 1 A man with short dark hair attacked Mrs
a silver bracelet belonging to the woman. Hyde. 2 Later the police found an empty
4 There was a man near the bank selling handbag with blood on it. 3 A boy with a dog
newspapers. was walking past the bank at the time of the
1 They escaped in a car parked at the end of attack.
the street. 2 The woman attacked by the

306
(For the use of phrasal verbs, see Unit 32.)
to break down My car brohe doutn and I had to walk home'
to break off The United States has brohen off diplomatic relations with Cuba.
to break up Andy and Gemma haue brohen up; Gemma uants a diuorce.
to bring up My father brought me up; my mother died uhen I was uery young.
to burn*dwn Hls house burned down last week and he lost euerything.
to call in I',ll call in to see JoannT on my woy home this eoening.
to carry on The party carried on till 3 a.m.
to carr| out St0,000 has been stolen. The potice are carrying out an inestigation'
to catch up Don't uait for me. I'll catch you up'
to clear ui a) The weather's clearing up b) Your bedroom's in a mess. Clear it up!
to close dbwn The factory has closed down so I'ue lost my iob'
to come back I'ue been to Greece. I cqme backyesterday'
next yeor
to come off a) The button's come off. b) If my ptan !9m9y.off, I'll be liuing in Hawaii
to come out 1 Wnrt ti^" can you come out tonight? b) His new book comes out tomorrolU'
to come round He came round to see me yesterday'
to cross out You hauen't spelt the address correctly. Cross it out and write it again'
You must smoke less'
to cut down a) Th:iybe ,it ott the trees doun. A) Cut doun your smoking'
to cut off fney iut off his electricity because he hadn't paid his bill.
to cut out They didn't show the whole fitm on w. They cut out the uiolent scenes'
io do ,rp I'ue bought an old house in the country; l'm going to do it up.
to drop in Drop ii and see me any time. You don't need to phone first-
to fall through plans to go to New York haue fallen through' I haen't got enough money'
" MyCn you fillln this form, please, and sign your nome at the bottom'
to fill in
to find out I don't know where he liues, but I'll find out and tell you his address.
to get away The police ran after the thief, but he got quqy'
i E"t nu.t We ieaue at T a.m. and we get back at 6 this euening. (= c.ome back)
i Eet on She's getting on ery well at college. Her results a.re good.
to let through I'm triing tlphone her, but I can't get through. The line's engaged.
to get up I get uP at 7 euerY morning.
to !i,r" rvuy ln't uant my old bike any more' so I gaoe it auay
to [ive Uac I lent him some CDs, but he hasn't giuen them backyet.
The potlice question'ed him for thre hours, until he gaoe in snd.Qdmitted
to the crime'
to [ive in
to five out Can-you gitse the books out? Giue one to each member of the class'
to [ive up I gaae up the piano two yeors ago' I play -the-.guitar nou'
a holiday)
a\ Go away! I don't want to talto y:ou." b) Iln going away for a week. for
(=
i Eo u*i,
to go on The meeting uent on for thre'e hours'
io o out g Gry weit out at 7 and I hauen't seen him since then. b) The lights suddenly went out'
to go ,p The price of petrol has gone up again'
to [.o* up My i2-year-old son wants to be an architect when he grotos up.
to and in When I arriued at the hotel I had to hqnd in my passport.
to hand over A man with o gun uent into the bank and asked them to hand
ooer all the money'
to hold up I'm sorry I'm late. The traffic held me up'
to keep on My chitdren keep on asking me to stop smoking'
to keep out They built a fenie round th camp to keep olt! tle wild animals.
to knotk down a) Tney'ue hnoched down the old church. b) She was hnocked
down by a car'
leaae 'that' ouL
to leave out You dn't haue to soy 'The car that I bought'. You can
to let in Mrs Reeues is at the door. Can you let her in, please?
ro let off I thought the traffic warden wa"s going to giue me a parking ticket, but she let me off'
to look round I thought t heard someone behind me, so I loohed round'
up the new words in a
:o look up Q Tn:ry ail tooked up when I came into the room. b) Looh
diclionorY-
:o make up He's uery inuentiue. He mqkes up stories to tell his children.
: r pay bak I lent him 550, but he hasn't paid me backyet
313
to pick up a) I'ue dropped my pen. Can you pick it up for me? b) I'll pick you up ot the airport at 8.
to put away Put your books away. Don't leque them on the table.
to put down Put that uase doun. You might drop it.
to put off a) They'ue put the motch off till next Saturday. b) I didn't buy it. The price put me off.
to put on a) Put a coot on. It's cold outside. b) He put the radio on to listen to the neus.
to put out The fire brigade came and put the fire ouL
to put through
(telephone) Do you uont to speak to Mrs Hill? I'll put you through to her office.
to put up a) The hotels qre full. I'll put you up for the night. b) They'ue put up the price of beer again.
to see off When he left for Austrelia, his whole family come to the airport to see him off.
to set out If we set out early, we should get to London by eleuen o'clock.
to set up The Japanese houe set up a new computer compony in England.
to settle down Settle down, euerybody, and listen. I want to talk to you.
to show off Jock's always showing off, He loues being the centre of attention.
to stay up I stayed up uery lote. I didn't go to bed till 2 a.m.
to switch off Switch the teleuision off. I don't uant to watch it any more.
to switch on Suitch the lights on. I can't see a thing.
to take down I uant to paint your bedroom, so you'll houe to take all your posters dousn.
to take off a) The plane took off at 11.30. b) It was ho so I tooh my sweoter off.
to take over a) I'll tahe oaer the driuing if you're tired. b) A US company has taken oaer our firm.
to take up a) It's too big. It tahes up too much room. b) Tahe up yoga, if you uant to be heolthy.
to talk over I can't decide now. I'll haue to talh it oaer with my wife first.
to think over You don't haue to tell me nou. Why don'tyou think it ooer ond tell me tomorrow?
to throw away Don't throut that old painting away. It might be ualuable.
to try on I like this blue sweqter. Can I try it on?
to try out I'ue just bought a neu surfboard. I'm going to try it out this afternoon.
to turn down a) I applied for a job, but they turned me doun. b) Turn the rqdio doun. It's too loud.
to turn off Don't forget to turn the lights off before you go to bed. (= switch/put off)
to turn on Turn the teleuision on. There's a good film on. (= switch/put on)
to turn out I didn't like my neu teacher at first, but she turned out to be uery nice.
to turn over Turn the steak ooer. It's done on that side.
to turn up a) He was late. He turned. up at 7 o'clocft. b) Turn the W up. I can't hear it.
to wear off His tooth was painful when the anaesthetic uore off.
to wear out He walked across India. He uore out fiue pairs of shoes!
to wipe out The poisonous gas utiped out the whole uillage. Eueryone uas killed.
to work out 285 x 46? Giue me the calculator. I can't u:ork it out in my heod.

Phrasal-prepositional verbs
to be up to a) The job's too difficult for Anna. She isn't up to it.
b) I can't help you any more. It's up to you now.
to catch up with I'm not ready yet. Why don't you leaue now and I'll catch up roith you.
to come up to I was stonding on the corner when a mon came up to me and asked me the uay to the
station.
to fall out with Gemma's fallen out with her boyfriend. They don't speak to each other any more.
to get on with a) 'Do you get on uith your parents?' 'No. We argue a lot.'
b) I can't talk to you for long, beceuse I must get on utith my work.
to go off with Jack's father left his wife and uent off with another woman when Jack was six.
to keep up with a) Don't walk so fast! I can't keep up toith you.
b) Danny always reeds the local neuspaper. He likes to keep up toith all the local news.
to look
forward to I'm loohing foruard to seeing my girlfriend tomorrow. I hauen't seen her for three weeks.
to look out for Zoe said she might be in town this morning. We must looh out for her.
to put up with My neighbours play loud music all night. I can't put up nsith the noise any more. I'm
going to tetl the police.
to run out of I rqn out of petrol in town this morning, and I had to push the car to a garoge.

314
(For adjectives + preposition + the -lng form of a verb, see Unit 50.)
o bad, brilliant, good, hopeless, useless lr
He's uery good at chess, but he's useless at ball games.
o amazed, surprised, shocked ar/sv
I was really surprised at (on y) her reaction. She was furious!
o excited, upset, worried aeour
I'm really excited about the holiday. She's upset about her mother's death. Don't be worried about me!
o disappointed, happy, pleased aeour (a situation) (See wrrr-r.)
He's got a new job. He's uery pleqsed about it, but his wife isn't happy qbout mouing house.
o angry, annoyed, cross ABour (something)/wrrH (someone)
Someone stole her car; she's uery annoyed about it. My father's uery angry about my exam results.
Pleose don't get angry usith me. She's uery cross with her brother because he broke her Walkman.
. sorryABour/ron
I'm sorry about the broken uase. I'll buy you onother one.
I feel sorry for Jenny. She's hed o uery hard life.
o difficult, easy, essential, important, impossible ron
It's difficult for people to find jobs. It's impossible for me to come because I hauen't got a car.
o famous, late, responsible non
'What's Shakespeare famous for?' 'He's famous for the plays he wrote.'
There was a traffic jam, so I was lqte for work and the children were late for school.
I broke the lamp, but I'm not responsible for the broken window.
o different rxoxt (different rois possible, but it is considered less 'correct')
I can't use this disk because your computer is different from mine.
o interested, involved IN
.Work3 uery interested in photography. Gemma was inaolaed in a serious road accident last week.
o careless, clever, good, kind, nice, sensible, silly, stupid, unreasonable, wrong oF
It was good of you to come. It was stupid of the man to driue at 110 k.p.h. through the uillage.
o afraid, ashamed, aware, fond, frightened, jealous, proud, scared, tired op
\(rs White's uery proud of her children. I'm scqred of heights. She's asham ed of what she did.
o full, short, capable on
The room's full of people. He's just won a million pounds, so he'll neuer be short of money.
.\[aria lost all her matches this year. She's capable of better results.
o keen oN She loues uolleyball and she's uery heen on tennis too.
o cruel, good, kind, nice, rude, unkind ro
The nurses uere uery good. to me. Don't be rude to your mother!
r engaged, married ro
Is Rick mq.mied to Anna?' 'No , he's only engaged to her.'
r related, similar ro
':our stDeeter's similar to the one I bought. 'Are you relqted to him?' 'Yes, he's my cousin.'
bored, fed up wnn
, m bored uith my job and I'm fed up with the people I work with.
o disappointed, pleased, satisfied wru (a person, a thing)
lhe players are d.isappointed with their performance, and the manager isn't pleased uith them.

315
(For verbs + preposition + the -lng form, see Unit 50.)
agree with Yes, you're right. I agree uith you.
apologise for I apologised for my mistake.
apply for He applied for the job, but he didn't get .
approve of Her parents don't approae of her boyfriend.
argue with Don't argue with me! Do os I tell you!
ask for Con you ash for another bottle of wine?
believe in Do you belieoe in ghosts?
belong to 'Whose is this umbrellq?' 'lt belongs to Jack.'
care about He doesn't care qbout his family. They aren't important to him.
care for Old Mrs White liues alone. She needs help. She hasn't got anyone to care for her.
complain abouf The music ot the party was a bit loud. The neighbours complained qbout the noise.
complain to
/about My hotel room was dirty. I complqined to the manager qbout it.
concentrate on I don't like carphones. You can't concentrq.te on your driuing if you're using a phone.
consist of The United Kingdom conssfs of England, Scotland, Wales ond Northern lrelond.
decide on They could buy a new car or haue an expensiue holiday. They decided on q neu) car.
depend on 'Can we go to the beach tomorrow?' I don't know. It depend.s on the weather.'
die of Both my parents died of cancer.
dream about I had a strange dream last night. I dreamt about my birth.
happen to What's happened to Jenny? I haen't seen her all day.
hear about Haue you heqrd about James? He was in a car accident yesterday.
hear from She went to Australiq o year ogo. I hauen't heard. from her since. She hasn't written.
hear of 'Haue you heqrd of a restaurant colled'The Hotpot'?' 'No, I'ue neuer heq.rd of it.'
hope for Daniel said he'd contoct me today. I'm hoping for a telephone call this morning.
laugh at When I dyed my hair green, euerybody laughed at me. They thought I looked ridiculous.
listen to Don't turn the rqdio off. I'm listening to the news.
live on He isn't uery healthy. He liaes on junk food.
look after I can't come out tonight. I'ue got to looh after my baby brother.
look at 'What are you loohing at?' 'l'm loohing at that man with the dog.'
look for 'What are you loohing for?' 'l'm loohing for my credit card. I can't find it anywhere.'
pay for 'l'ue only got 55.' 'Don't worry. I'll pay for the tickets.'
refer to The newspaper report refers to a bank robbery in London on Tuesday.
rely on Emily will be here on time. You can rely on her. She's neuer late.
run into I had an accident in my car. I rqn into a lorry. (on I crashed into a lorry.)
search for The police are searching for two men who robbed a bank.
shout at He shouts qt me when he gets angry.
shout to I saw Henry in the High Street. I shouted to him, but he didn't hear me.
suffer from He suffers from high blood pressure.
talk about I met Nick in town. He w(ts talking about his new job.
talk to Haue you got a minute? I'd like to talh to you.
think about 'You look worried. Whot are you thinhing about?' 'l'm thinhing about my exams.'
think of 'What do you think of Emmo's new boyfriend?' 'He seems quite nice.'
wait for I'll see you at about 8. I'll uait for you outside the restourant.
write to Don't forget to urite to me when you're on holidoy.
Note that the following verbs are not followed by a preposition:
approach We were approaching London when the train suddenly stopped.
enter Suddenly a policeman entered the room.
expect I don't think the hotel will be full. We don't expect many people in October.
phone I'll phone you when I get to the airport.
reach It was about 7.30 when we reached London.

316