ENGL 151 - Course Book

School of Education
ENGL151
ADVANCED
WRITING SKILLS
Fall 2019-2020
Reading
Unit 1 Sports and Obsession
Page 3
Skills Inferring Certainty
Unit 2 The Consequences of Fraud
Page 25
Skills Inferring Comparison - Identifying Main Idea and Examples
Unit 3 Exploring the Red Planet
Page 31
Unit 4 Language and Power
Page 34
Skills Inferring the Meaning of Proverbs
Unit 5 Careers of the Future
Page 40
Skills Paraphrasing - Recognizing Irony
Unit 7 Finding a Spouse
Page 49
Skills Explaining Metaphors
Listening & Speaking

Unit 1 A Test of Endurance
Page 57
Skills Integrating Signal Words
Unit 2 Avoiding Identity Theft
Page 64
Skills Classifying Connotation of Words
Unit 3 Why Explore Space?
Page 68
Skills Exploring Pronoun References
Speaking Activity one
Page 73
Unit 4 Words that Persuade
Page 74
Speaking Activity Two
Page 88 to 93
Listening for Speaker Emphasis - Identifying Superlative
Skills Adjectives
Unite 5 Follow your Passion
Page 94
Skills Modeling Intonation for Yes/No and WH- Questions
Speaking Activity Three 98 to 102
Skills Asking Follow-up Questions
Unit 7 Before You say "I Do"
Page 103
Speaking Activity Four
Page 108
Skills Applying Transitions in Oral Presentations
Grammar
Lesson Page
Present & Past 111
Present Perfect & Past 123
Conditionals 175
Countable and Uncountable 131
Modal Verbs 154
Prepositions 143
Adjectives & Adverbs 162
Writing
The writing Process 185
The First and Second Steps in Essay Writing 212
The Third Step in Essay Writing 240
The Fourth Step in Essay Writing 266
Cause or Effect Essay 297
Compare or Contrast 323
For and Against 349
Sentence Skills
Simple Sentences 365
Compound sentences 376
Complex Sentences 388
Sentence Variety 399
Fragments 405
Run-ons 413
Faulty Parallel Structure 420
Reading
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Listening &
Speaking
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Grammar
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110
Unit
1 Present continuous (I am doing)
A Study this example situation:
Sarah is in her car. She is on her way to work.
She’s driving to work. (= She is driving …)
This means: she is driving now, at the time of speaking.
The action is not finished.
am/is/are + -ing is the present continuous:
I am (= I’m) driving
he/she/it is (= he’s etc.) working
we/you/they are (= we’re etc.) doing etc.
B I am doing something = I started doing it and I haven’t finished; I’m in the middle of doing it.
Please don’t make so much noise. I’m trying to work. (not I try)
‘Where’s Mark?’ ‘He’s having a shower.’ (not He has a shower)
Let’s go out now. It isn’t raining any more. (not It doesn’t rain)
How’s your new job? Are you enjoying it?
What’s all that noise? What’s going on? or What’s happening?
Sometimes the action is not happening at the time of speaking. For example:
Steve is talking to a friend on the phone. He says:
I’m reading a really good book at the moment.

It’s about a man who …
Steve says ‘I’m reading …’ but he is not reading the book at

the time of speaking.
He means that he has started reading the book, but has not
finished it yet. He is in the middle of reading it.
Some more examples:

Kate wants to work in Italy, so she’s learning Italian.
(but perhaps she isn’t learning Italian at the time of speaking)
Some friends of mine are building their own house. They hope to finish it next summer.
C You can use the present continuous with today / this week / this year etc. (periods around now):
a: You’re working hard today. (not You work hard today)
b: Yes, I have a lot to do.
The company I work for isn’t doing so well this year.
D We use the present continuous when we talk about a change that has started to happen. We often use
these verbs in this way:
getting, becoming changing, improving
starting, beginning increasing, rising, falling, growing
Is your English getting better? (not Does your English get better)
The population of the world is increasing very fast. (not increases)
At first I didn’t like my job, but I’m starting to enjoy it now. (not I start)
111
Unit
Exercises 1
1.1 What’s happening in the pictures? Choose from these verbs:
cross hide scratch take tie wave
1 2 3 4 5 6
1 She’s taking a picture. 4 his head.

2 He a shoelace. 5 behind a tree.
3 the road. 6 to somebody.
1.2 The sentences on the right follow those on the left. Which sentence goes with which?
1 Please don’t make so much noise. a I’m getting hungry. 1 f

2 We need to leave soon. b They’re lying. 2
3 I don’t have anywhere to live right now. c It’s starting to rain. 3
4 I need to eat something soon. d They’re trying to sell it. 4
5 They don’t need their car any more. e It’s getting late. 5
6 Things are not so good at work. f I’m trying to work. 6
7 It isn’t true what they say. g I’m staying with friends. 7
8 We’re going to get wet. h The company is losing money. 8
1.3 Write questions. Use the present continuous.

1 What’s all that noise? What’s happening? (what / happen?)
2 What’s the matter? (why / you / cry?)
3 Where’s your mother? (she / work / today?)
4 I haven’t seen you for ages. (what / you / do / these days?)
5 Amy is a student. (what / she / study?)
6 Who are those people? (what / they / do?)
7 I heard you started a new job. (you / enjoy / it?)
8 We’re not in a hurry. (why / you / walk / so fast?)
1.4 Put the verb into the correct form, positive (I’m doing etc.) or negative (I’m not doing etc.).
1 Please don’t make so much noise. I’m trying (I / try) to work.
2 Let’s go out now. It isn’t raining (it / rain) any more.
3 You can turn off the radio. (I / listen) to it.
4 Kate phoned last night. She’s on holiday with friends. (She / have)
a great time and doesn’t want to come back.
5 Andrew started evening classes recently. (He / learn) Japanese.
6 Paul and Sarah have had an argument and now (they / speak)
to one another.
7 The situation is already very bad and now (it / get) worse.
8 Tim (work) today. He’s taken the day off.
9 (I / look) for Sophie. Do you know where she is?
10 The washing machine has been repaired. (It / work) now.
11 (They / build) a new hospital. It will be finished next year.
12 Ben is a student, but he’s not very happy. (He / enjoy) his course.
13 (The weather / change). Look at those clouds.
I think it’s going to rain.
14 Dan has been in the same job for a long time. (He / start) to get bored
with it.
112
Unit
2 Present simple (I do)
Alex is a bus driver, but now he is in bed asleep.

He is not driving a bus. (He is asleep.)
but He drives a bus. He is a bus driver.
drive(s), work(s), do(es) etc. is the present simple:
I/we/you/they drive/work/do etc.
he/she/it drives/works/does etc.
B We use the present simple to talk about things in general. We use it to say that something happens all the
time or repeatedly, or that something is true in general:
Nurses look after patients in hospitals.
I usually go away at weekends.
The earth goes round the sun.
The cafe opens at 7.30 in the morning.
We say:
I work but he works you go but it goes
they teach but my sister teaches I have but he has
For spelling (-s or -es), see Appendix 6.
C We use do/does to make questions and negative sentences:

work? work
do I/we/you/they I/we/you/they don’t
drive? drive
does he/she/it he/she/it doesn’t
do? do
I come from Canada. Where do you come from?
I don’t go away very often.
What does this word mean? (not What means this word?)
Rice doesn’t grow in cold climates.
In the following examples, do is also the main verb (do you do / doesn’t do etc.):
‘What do you do?’ ‘I work in a shop.’
He’s always so lazy. He doesn’t do anything to help.
D We use the present simple to say how often we do things:

I get up at 8 o’clock every morning.
How often do you go to the dentist?
Julie doesn’t drink tea very often.
Robert usually goes away two or three times a year.
E I promise / I apologise etc.

Sometimes we do things by saying something. For example, when you promise to do something,
you can say ‘I promise … ’; when you suggest something, you can say ‘I suggest … ’:
I promise I won’t be late. (not I’m promising)
‘What do you suggest I do?’ ‘I suggest that you …’
In the same way we say: I apologise … / I advise … / I insist … / I agree … / I refuse … etc.
113
Unit
Exercises 2
2.1 Complete the sentences using the following verbs:
cause(s) close(s) connect(s) go(es) live(s) speak(s) take(s)
1 Tanya speaks German very well. 5 My parents in a very small
2 Ben and Jack to the same flat.
school. 6 The Olympic Games place
3 Bad driving many accidents. every four years.
4 The museum at 4 o’clock on 7 The Panama Canal the
Sundays. Atlantic and Pacific oceans.
2.2 Put the verb into the correct form.
1 Julia doesn’t drink (not / drink) tea very often.
2 What time (the banks / close) here?
3 I have a car, but I (not / use) it much.
4 Where (Maria / come) from? Is she Spanish?
5 ‘What (you / do)?’ ‘I’m an electrician.’
6 Look at this sentence. What (this word / mean)?
7 David isn’t very fit. He (not / do) any sport.
8 It (take) me an hour to get to work in the morning. How long
(it / take) you?
2.3 Complete the sentences using these verbs. Sometimes you need the negative.
believe eat flow go grow make rise tell translate
1 The earth goes round the sun. 7 An interpreter
2 Rice doesn’t grow in cold climates. from one language into another.
3 The sun in the east. 8 Liars are people who
4 Bees honey. the truth.
5 Vegetarians meat. 9 The River Amazon
6 An atheist in God. into the Atlantic Ocean.
2.4 You ask Lisa questions about herself and her family. Write the questions.
1 You know that Lisa plays tennis. You want to know how often. Ask her.
How often do you play tennis ?
2 Perhaps Lisa’s sister plays tennis too. You want to know. Ask Lisa.
your sister ?
3 You know that Lisa goes to the cinema a lot. You want to know how often. Ask her.
?
4 You know that Lisa’s brother works. You want to know what he does. Ask Lisa.
?
5 You’re not sure whether Lisa speaks Spanish. You want to know. Ask her.
?
6 You don’t know where Lisa’s grandparents live. You want to know. Ask Lisa.
?
2.5 Complete using the following:
I agree I apologise I insist I promise I recommend I suggest
1 Mr Evans is not in the office today. I suggest you try calling him tomorrow.
2 I won’t tell anybody what you said. .
3 (in a restaurant) You must let me pay for the meal. .
4 for what I said. I shouldn’t have said it.
5 The new restaurant in Baker Street is very good. it.
6 I think you’re absolutely right. with you.
114
Unit Present continuous and present simple 1
3 (I am doing and I do)
A Compare:
present continuous (I am doing) present simple (I do)

We use the continuous for things happening at We use the simple for things in general or things
or around the time of speaking. that happen repeatedly.
The action is not complete.
I am doing I do
past now future past now future
The water is boiling. Be careful. Water boils at 100 degrees Celsius.

Listen to those people. What language Excuse me, do you speak English?
are they speaking?
Let’s go out. It isn’t raining now. It doesn’t rain very much in summer.
‘I’m busy.’ ‘What are you doing?’ What do you usually do at weekends?
I’m getting hungry. Let’s go and eat. I always get hungry in the afternoon.
Kate wants to work in Italy, so she’s Most people learn to swim when they
learning Italian. are children.
The population of the world is Every day the population of the world
increasing very fast. increases by about 200,000 people.
We use the continuous for temporary situations We use the simple for permanent situations
(things that continue for a short time): (things that continue for a long time):
I’m living with some friends until I find a My parents live in London. They have
place of my own. lived there all their lives.
a: You’re working hard today. Joe isn’t lazy. He works hard most of
b: Yes, I have a lot to do. the time.
See Unit 1 for more information. See Unit 2 for more information.
B I always do and I’m always doing

I always do something = I do it every time:
I always go to work by car. (not I’m always going)
I’m always doing something = I do it too often or more often than normal.
For example:
I’ve lost my keys again. I’m always losing them.
I’m always losing them = I lose them too often,

or more often than normal.
Paul is never satisfied. He’s always complaining. (= he complains too much)

You’re always looking at your phone. Don’t you have anything else to do?
115
Unit
Exercises 3
3.1 Are the underlined verbs OK? Correct them where necessary.
1 Water boils at 100 degrees Celsius. OK
2 How often are you going to the cinema? do you go
3 Ben tries to find a job, but he hasn’t had any luck yet.
4 Martina is phoning her mother every day.
5 The moon goes round the earth in about 27 days.
6 Can you hear those people? What do they talk about?
7 What do you do in your spare time?
8 Sarah is a vegetarian. She doesn’t eat meat.
9 I must go now. It gets late.
10 ‘Come on! It’s time to leave.’ ‘OK, I come.’
11 Paul is never late. He’s always starting work on time.
12 They don’t get on well. They’re always arguing.
3.2 Put the verb into the correct form, present continuous or present simple.
1 a I usually get (I / usually / get) hungry in the afternoon.
b I’m getting (I / get) hungry. Let’s go and eat something.
2 a ‘ (you / listen) to the radio?’ ‘No, you can turn it off.’
b ‘ (you / listen) to the radio a lot?’ ‘No, not very often.’
3 a The River Nile (flow) into the Mediterranean.
b The river (flow) very fast today – much faster than usual.
4 a I’m not very active. (I / not / do) any sport.
b What (you / usually / do) at weekends?
5 a Rachel is in New York right now. (She / stay) at the Park Hotel.
b (She / always / stay) there when she’s in New York.
1 Why are all these people here? What’s happening (What / happen)?
2 Julia is good at languages. (She / speak) four languages very well.
3 Are you ready yet? (Everybody / wait) for you.
4 I’ve never heard this word. How (you / pronounce) it?
5 Kate (not / work) this week. She’s on holiday.
6 I think my English (improve) slowly. It’s better than it was.
7 Nicola (live) in Manchester. She has never lived anywhere else.
8 Can we stop walking soon? (I / start) to get tired.
9 Sam and Tina are in Madrid right now. (They / visit) a friend of theirs.
10 ‘What (your father / do)?’ ‘He’s an architect.’
11 It took me an hour to get to work this morning. Most days
(it / not / take) so long.
12 I (I / learn) to drive. My driving test is next month. My father
(teach) me.
3.4 Finish B’s sentences. Use always -ing.

1 a: I’ve lost my keys again.
b: Not again! You’re always losing your keys .
2 a: The car has broken down again.
b: That car is useless. It .
3 a: Look! You’ve made the same mistake again.
b: Oh no, not again! I .
4 a: Oh, I’ve left my phone at home again.
b: Typical! .
116
Unit Present continuous and present simple 2
4 (I am doing and I do)
A We use continuous forms (I’m waiting, it’s raining etc.) for actions and happenings that have started but
not finished.
Some verbs (for example, know and like) are not normally used in this way. We don’t say ‘I am knowing’,
‘they are liking’. We say ‘I know’, ‘they like’.
The following verbs are not normally used in the present continuous:
like want need prefer
know realise understand recognise
believe suppose remember mean
belong fit contain consist seem
I’m hungry. I want something to eat. (not I’m wanting)
Do you understand what I mean?
Anna doesn’t seem very happy right now.
B think
When think means ‘believe’ or ‘have an opinion’, we do not use the continuous:
I think Mary is Canadian, but I’m not sure. (not I’m thinking)
What do you think of my idea? (= what is your opinion?)
When think means ‘consider’, the continuous is possible:
I’m thinking about what happened. I often think about it.
Nicky is thinking of giving up her job. (= she is considering it)
C see hear smell taste look feel

We normally use the present simple (not continuous) with see/hear/smell/taste:
Do you see that man over there? (not are you seeing)
The room smells. Let’s open a window.
This soup doesn’t taste very good.
You can use the present simple or continuous to say how somebody looks or feels now:
You look well today. or You’re looking well today.
How do you feel now? or How are you feeling now?
but
I usually feel tired in the morning. (not I’m usually feeling)
D am/is/are being
You can say he’s being … , you’re being … etc. to say how somebody is behaving now:
I can’t understand why he’s being so selfish. He isn’t usually like that.
(being selfish = behaving selfishly now)
‘The path is icy. Don’t slip.’ ‘Don’t worry. I’m being very careful.’
Compare:
He never thinks about other people. He’s very selfish.
(= he is selfish generally, not only now)
I don’t like to take risks. I’m a very careful person.
We use am/is/are being to say how a person is behaving (= doing something they can control) now.
It is not usually possible in other situations:
Sam is ill. (not is being ill)
Are you tired? (not are you being tired)
117
Unit
Exercises 4
1 Are you hungry? Do you want (you / want) something to eat?
2 Alan says he’s 90 years old, but nobody (believe) him.
3 She told me her name, but (I / not / remember) it now.
4 Don’t put the dictionary away. (I / use) it.
5 Don’t put the dictionary away. (I / need) it.
6 Air (consist) mainly of nitrogen and oxygen.
7 Who is that man? What (he / want)?
8 Who is that man? Why (he / look) at us?
9 Who is that man? (you / recognise) him?
10 (I / think) of selling my car. Would you be interested in buying it?
11 I can’t make up my mind. What (you / think) I should do?
12 Gary wasn’t well earlier, but (he / seem) OK now.
4.2 Use the words in brackets to make sentences.

1 2
Are you OK?

You look worried.
(you / not / seem / very happy today)
You don’t seem very (I / think)
happy today.
3 4
(this / smell / good)

(who / this umbrella / belong to?)
I’ve no idea.
5 6
(these gloves / not / fit / me)

Excuse me. (anybody / sit / there?)
No, it’s free.
They’re too small.
4.3 Are the underlined verbs OK? Correct them where necessary.
1 Nicky is thinking of giving up her job. OK
2 It’s not true. I’m not believing it. I don’t believe it.
3 I’m feeling hungry. Is there anything to eat?
4 I’ve never eaten that fruit. What is it tasting like?
5 I’m not sure what she does. I think she works in a shop.
6 Look over there. What are you seeing?
7 You’re very quiet. What are you thinking about?
4.4 Complete the sentences. Use is/are being (continuous) or is/are (simple).
1 I can’t understand why he’s being so selfish. He isn’t usually like that.
2 You’ll like Sophie when you meet her. She very nice.
3 Sarah very nice to me at the moment. I wonder why.
4 They very happy. They’ve just got married.
5 You’re normally very patient, so why so unreasonable about waiting
ten more minutes?
6 Would you like something to eat? hungry?
118
Unit
5 Past simple (I did)
A Study this example:
Wolfgang Amadeus Mozart was an Austrian

musician and composer. He lived from 1756 to
1791. He started composing at the age of five
and wrote more than 600 pieces of music.
He was only 35 years old when he died.
lived/started/wrote/was/died are all past simple
B Very often the past simple ends in -ed (regular verbs):

I work in a travel agency now. Before that I worked in a department store.
They invited us to their party, but we decided not to go.
The police stopped me on my way home last night.
Laura passed her exam because she studied very hard.
For spelling (stopped, studied etc.), see Appendix 6.
But many verbs are irregular. The past simple does not end in -ed. For example:
write → wrote Mozart wrote more than 600 pieces of music.
see → saw We saw Alice in town a few days ago.
go → went I went to the cinema three times last week.
shut → shut It was cold, so I shut the window.
For a list of irregular verbs, see Appendix 1.
C In questions and negative sentences we use did/didn’t + infinitive (enjoy/see/go etc.):

I enjoyed you enjoy? I enjoy
she saw did she see? she didn’t see
they went they go? they go
I enjoyed the party a lot. Did you enjoy it?

How many people did they invite to the wedding?
I didn’t buy anything because I didn’t have any money.
‘Did you go out?’ ‘No, I didn’t.’
Sometimes do is the main verb in the sentence (did you do?, I didn’t do):
What did you do at the weekend? (not What did you at the weekend?)
I didn’t do anything. (not I didn’t anything)
D The past of be (am/is/are) is was/were:

I/he/she/it was/wasn’t was I/he/she/it?
we/you/they were/weren’t were we/you/they?
I was annoyed because they were late.

Was the weather good when you were on holiday?
They weren’t able to come because they were so busy.
I wasn’t hungry, so I didn’t eat anything.
Did you go out last night or were you too tired?
119
Unit
Exercises 5
5.1 Read what Laura says about a typical working day:
I usually get up at 7 o’clock and have a big breakfast. I walk to work, which
takes me about half an hour. I start work at 8.45. I never have lunch. I finish
work at 5 o’clock. I’m always tired when I get home. I usually cook a meal
in the evening. I don’t usually go out. I go to bed at about 11 o’clock, and I
always sleep well.
LAURA
Yesterday was a typical working day for Laura. Write what she did or didn’t do yesterday.
1 She got up at 7 o’clock. 7 at 5 o’clock.
2 She a big breakfast. 8 tired when home.
3 She . 9 a meal yesterday evening.
4 It to get to work. 10 out yesterday evening.
5 at 8.45. 11 at 11 o’clock.
6 lunch. 12 well last night.
5.2 Complete the sentences using the following verbs in the correct form:
buy catch cost fall hurt sell spend teach throw write
1 Mozart wrote more than 600 pieces of music.
2 ‘How did you learn to drive?’ ‘My father me.’
3 We couldn’t afford to keep our car, so we it.
4 Dave down the stairs this morning and his leg.
5 Joe the ball to Sue, who it.
6 Kate a lot of money yesterday. She a dress which
£100.
5.3 You ask James about his holiday in the US. Write your questions.
1 YOU: Where did you go ?
JaMES: To the US. We went on a trip from San Francisco to Denver.
2 YOU: How ? By car?
JaMES: Yes, we hired a car in San Francisco.
3 YOU: It’s a long way to drive. How long ?
JaMES: Two weeks. We stopped at a lot of places along the way.
4 YOU: Where ? In hotels?
JaMES: Yes, small hotels or motels.
5 YOU: good?
JaMES: Yes, but it was very hot – sometimes too hot.
6 YOU: the Grand Canyon?
JaMES: Of course. It was wonderful.
5.4 Complete the sentences. Put the verb into the correct form, positive or negative.
1 It was warm, so I took off my coat. (take)
2 The film wasn’t very good. I didn’t enjoy it much. (enjoy)
3 I knew Sarah was busy, so I her. (disturb)
4 We were very tired, so we the party early. (leave)
5 It was hard carrying the bags. They really heavy. (be)
6 The bed was very uncomfortable. I well. (sleep)
7 This watch wasn’t expensive. It much. (cost)
8 The window was open and a bird into the room. (fly)
9 I was in a hurry, so I time to call you. (have)
10 I didn’t like the hotel. The room very clean. (be)
120
Unit
6 Past continuous (I was doing)
Yesterday Karen and Joe played tennis. They started at

10 o’clock and finished at 11.30.
So, at 10.30 they were playing tennis.
they were playing =
they were in the middle of playing, they had not finished
was/were + -ing is the past continuous:
he/she/it was playing
doing
we/you/they were working etc.
B I was doing something = I was in the middle of doing it at a certain time. The action or situation started
before this time, but had not finished:
I started doing I was doing I finished doing
past past now

This time last year I was living in Hong Kong.
What were you doing at 10 o’clock last night?
I waved to Helen, but she wasn’t looking.
C Compare I was doing (past continuous) and I did (past simple):

I was doing (= in the middle of an action) I did (= complete action)
We were walking home when I met We walked home after the party last
Dan. (in the middle of walking home) night. (= all the way, completely)
Kate was watching TV when we Kate watched TV a lot when she was ill
arrived. last year.
D You can say that something happened (past simple) in the middle of something else (past continuous):
Matt phoned while we were having dinner.
It was raining when I got up.
I saw you in the park yesterday. You were sitting on the grass and reading a book.
I hurt my back while I was working in the garden.
But we use the past simple to say that one thing happened after another:
I was walking along the road when I saw Dan. So I stopped, and we talked for a while.
Compare:
When Karen arrived, we were having When Karen arrived, we had dinner.
dinner. (= we had already started before (= Karen arrived, and then we had
she arrived) dinner)
E Some verbs (for example, know and want) are not normally used in continuous forms (is + -ing,
was + -ing etc.). See Unit 4A for a list of these verbs.
We were good friends. We knew each other well. (not we were knowing)
I was enjoying the party, but Chris wanted to go home. (not was wanting)
121
Unit
Exercises 6
6.1 Complete the sentences. Choose from:
was looking was wearing wasn’t listening weren’t looking
was snowing was working were sitting were you going
1 Today Helen is wearing a skirt. Yesterday she was wearing trousers.

2 ‘What did he say?’ ‘I don’t know. I .’
3 We at the back of the theatre. We couldn’t hear very well.
4 This time last year Steve on a farm.
5 They didn’t see me. They in my direction.
6 The weather was bad. It was very cold and it .
7 I saw you in your car. Where ?
8 I saw Kate a few minutes ago. She for you.
6.2 Which goes with which?
1 When I got to the cafe a when she was living in Rome. 1 f

2 We fell asleep b she was working in a clothes shop. 2
3 Amy learnt Italian c when I was driving home. 3
4 Tom didn’t come out with us d but nobody was watching it. 4
5 The car began to make a strange noise e while we were watching a film. 5
6 The TV was on f my friends were waiting for me. 6
7 When I first met Jessica g because he wasn’t feeling well. 7
6.3 Put the verb into the correct form, past continuous or past simple.
1 2
SUE
I saw (see) Sue in town yesterday, but I (cycle) home yesterday

she (not/see) me. when a man (step) out into the
She (look) the other way. road in front of me.
I (go) quite fast, but luckily
I (manage) to stop in time,
and I (not/hit) him.
6.4 Put the verb into the correct form, past continuous or past simple.
1 Jenny was waiting (wait) for me when I arrived (arrive).
2 ‘What (you / do) at this time yesterday?’ ‘I was asleep.’
3 ‘ (you / go) out last night?’ ‘No, I was too tired.’
4 How fast (you / drive) when the accident (happen)?
5 Sam (take) a picture of me while I (not / look).
6 We were in a very difficult position. We (not / know) what to do, so we
(do) nothing.
7 I haven’t seen Alan for ages. When I last (see) him, he
(try) to find a job.
8 I (walk) along the street when suddenly I (hear)
something behind me. Somebody (follow) me. I was scared and I
(start) to run.
9 When I was young, I (want) to be a pilot. Later I
(change) my mind.
10 Last night I (drop) a plate when I (do) the washing up.
Fortunately it (not / break).
122
Unit
7 Present perfect 1 (I have done)
I’ve lost my key. Tom can’t find his key.

He’s lost his key. (= He has lost …)
he has lost his key =
he lost it and he doesn’t have it now
have lost / has lost is the present perfect simple:
finished
I/we/they/you have (= I’ve etc.)
lost
done
he/she/it has (= he’s etc.) been etc.
The present perfect simple is have/has + past participle. The past participle often ends in -ed
(finished/decided etc.), but many verbs are irregular (lost/done/written etc.).
For a list of irregular verbs, see Appendix 1.
B When we say ‘something has happened’, this is usually new information:

Ow! I’ve cut my finger.
The road is closed. There’s been an accident. (= There has been …)
Police have arrested two men in connection with the robbery.
When we use the present perfect, there is a connection with now. The action in the past has a result now:
Tom has lost his key. (= he doesn’t have it now)
He told me his name, but I’ve forgotten it. (= I can’t remember it now)
Sally is still here. She hasn’t gone out. (= she is here now)
I can’t find my bag. Have you seen it? (= do you know where it is now?)
Compare gone (to) and been (to):
James is on holiday. He has gone to Italy. (= he is there now or on his way there)
Amy is back home now. She has been to Italy. (= she has now come back)
C You can use the present perfect with just, already and yet.
Just = a short time ago:

‘Are you hungry?’ ‘No, I’ve just had lunch.’
Hello. Have you just arrived?
Already = sooner than expected:
‘Don’t forget to pay the bill.’ ‘I’ve already paid it.’
‘What time is Mark leaving?’ ‘He’s already left.’
Yet = until now. We use yet to show that we are expecting something to happen.
We use yet in questions and negative sentences:
Has it stopped raining yet?
I’ve written the email, but I haven’t sent it yet.
D You can also use the past simple (did, went, had etc.) in the examples on this page. So you can say:
Ben isn’t here. He’s gone out. or He went out.
‘Are you hungry?’ ‘No, I’ve just had lunch.’ or ‘No, I just had lunch.’
123
Unit
Exercises 7
7.1 Read the situations and complete the sentences using the present perfect. Choose from these
verbs:
break disappear go up grow improve lose shrink stop
1 Tom is looking for his key. He can’t find it. Tom has lost his key.
2 Maria’s English wasn’t very good. Now it is better. Her English
3 My bag was here, but it isn’t here any more. My bag
4 Lisa can’t walk and her leg is in plaster. Lisa
5 Last week the bus fare was £1.80. Now it is £2. The bus fare
6 Dan didn’t have a beard before. Now he has a beard. Dan
7 It was raining ten minutes ago. It isn’t raining now. It
8 I washed my sweater, and now it’s too small for me. My sweater
7.2 Put in been or gone.

1 My parents are on holiday. They’ve gone to Italy.
2 Hello! I’ve just to the shops. I’ve bought lots of things.
3 Tom has just out. He’ll be back in about an hour.
4 Alice isn’t here at the moment. I don’t know where she’s .
5 You’re very late. Where have you ?
7.3 Complete the sentences using the present perfect.

1 Sally is still here. She hasn’t gone (she / not / go) out.
2 I can’t find my bag. (you / see / it) anywhere?
3 I can’t log on to the website. (I / forget) my password.
4 I sent Joe an email this morning, but (he / not / reply).
5 Is the meeting still going on, or (it / finish)?
6 (the weather / change). It’s colder now.
7 (you / not / sign) the form. Could you sign it now, please?
8 Are your friends still here, or (they / go) home?
9 Paul doesn’t know what he’s going to do.
(he / not / decide / yet).
10 ‘Do you know where Julia is?’ ‘Yes, (I / just / see / her).’
11 ‘When is David going away?’ ‘ (he / already / go).’
12 a: (your course / start / yet)?
b: Not yet. It starts next week.
7.4 Read the situations and write sentences with just, already or yet.
1 After lunch you go to see a friend at her house. She says, ‘Would you like something to eat?’
You say: No thank you. I’ve just had lunch . (have lunch)
2 Joe goes out. Five minutes later, the phone rings and the caller says, ‘Can I speak to Joe?’
You say: I’m afraid . (go out)
3 You are eating in a restaurant. The waiter thinks you have finished and starts to take your plate away.
You say: Wait a minute! . (not / finish)
4 You plan to eat at a restaurant tonight. You phone to reserve a table. Later your friend says,
‘Shall I phone to reserve a table?’ You say: No, . (do it)
5 You know that Lisa is looking for a place to live. Perhaps she has been successful.
You ask her: ? (find)
6 You are still thinking about where to go for your holiday. A friend asks, ‘Where are you going
for your holiday?’ You say: . (not / decide)
7 Laura went out, but a few minutes ago she returned. Somebody asks, ‘Is Laura still out?’
You say: No, . (come back)
124
Unit
8 Present perfect 2 (I have done)
A Study this example conversation:
DaVE: Have you travelled a lot, Jane?
JaNE: Yes, I’ve been to lots of places. Jane’s life
DaVE: Really? Have you ever been to China? (a period until now)
JaNE: Yes, I’ve been to China twice.
DaVE: What about India? past now
JaNE: No, I haven’t been to India.
When we talk about a period of time that continues from the past until now, we use the present
perfect (have been / have travelled etc.). Here, Dave and Jane are talking about the places Jane
has visited in her life, which is a period that continues until now.
In the same way we say:

Have you ever eaten caviar?
We’ve never had a car.
I don’t know what the film is about. I haven’t seen it.
Susan really loves that book. She’s read it three times. (She’s = She has)
It’s a really boring movie. It’s the most boring movie I’ve ever seen.
been (to) = visited:
I’ve never been to Canada. Have you been there?
B In the following examples too, the speakers are talking about a period that continues until now
(recently, in the last few days, so far, since I arrived etc.):
Have you heard anything from Ben recently? recently
I’ve met a lot of people in the last few days.
Everything is going well. There haven’t been any in the last few days
problems so far. since I arrived
The weather is bad here. It’s (= It has) rained every past now
day since I arrived. (= from when I arrived until now)
It’s good to see you again. We haven’t seen each other for a long time.
In the same way we use the present perfect with today, this evening, this year etc. when these
periods are not finished at the time of speaking:
I’ve drunk four cups of coffee today. today
Have you had a holiday this year?
I haven’t seen Tom this morning. Have you? past now
C We say ‘It’s the (first) time something has happened’. For example:
Don is having a driving lesson. It’s his first lesson.
We can say: This is the first time
I’ve driven a car.
It’s the first time he has driven a car. (not drives)
or He hasn’t driven a car before.
or He has never driven a car before.
In the same way we say:
Sarah has lost her passport again. This is the second
time this has happened. (not happens)
Andy is phoning his girlfriend again. It’s the third
time he’s phoned her this evening.
125
Unit
Exercises 8
8.1 You ask people about things they have done. Write questions with ever.
1 (ride / horse?) Have you ever ridden a horse?
2 (be / California?) Have
3 (run / marathon?)
4 (speak / famous person?)
5 (most beautiful place / visit?) What’s
8.2 Complete B’s answers. Some sentences are positive and some negative. Use these verbs:
be be eat happen have have meet play read see try
A B
1 What’s Mark’s sister like? I’ve never met her.

I’ve no idea.
2 Is everything going well? Yes, we haven’t had any problems so far.
3 Are you hungry? Yes. I much today.
4 Can you play chess? Yes, but for ages.
5 Are you enjoying your holiday? Yes, it’s the best holiday for a long time.
6 What’s that book about? I don’t know. it.
7 Is Brussels an interesting place? I’ve no idea. there.
8 I hear your car broke down again Yes, it’s the second time
yesterday. this month.
9 Do you like caviar? I don’t know. it.
10 Mike was late for work again today. Again? He late every day this week.
11 Who’s that woman by the door? I don’t know. her before.
8.3 Write four sentences about yourself. Use I haven’t and choose from the boxes.
used a computer travelled by bus eaten any fruit
been to the cinema read a book lost anything today
this week
1 I haven’t used a computer today. recently
2 for ages
3 since …
4 this year
5
8.4 Read the situations and complete the sentences.

1 Jack is driving a car for the first time. He’s very nervous and not sure what to do.
It’s the first time he’s driven a car.
2 Some children at the zoo are looking at a giraffe. They’ve never seen one before.
It’s the first time a giraffe.
3 Sue is riding a horse. She doesn’t look very confident or comfortable.
She before.
4 Joe and Lisa are on holiday in Japan. They’ve been to Japan once before.
This is the second time .
5 Emily is staying at the Prince Hotel. She stayed there a few years ago.
It’s not the first this hotel.
6 Ben is playing tennis for the first time. He’s a complete beginner.
before.
126
Unit
13 Present perfect and past 1 (I have done and I did)
Tom is looking for his key. He can’t find it.

He has lost his key. (present perfect)
This means that he doesn’t have his key now.
Ten minutes later:
Now Tom has found his key. He has it now.

Has he lost his key? No, he has found it.
Did he lose his key? Yes, he did.
He lost his key (past simple)
but now he has found it. (present perfect)
The present perfect (something has happened) is a present tense. It tells us about the situation now.
‘Tom has lost his key’ = he doesn’t have his key now (see Unit 7).
The past simple (something happened) tells us only about the past. If somebody says ‘Tom lost his key’,
we don’t know whether he has the key now or not. We know only that he lost it at some time in the past.
Compare present perfect and past simple:
They’ve gone away. They’ll be back on Friday. (they are away now)
They went away, but I think they’re back at home now. (not They’ve gone away)
It has stopped raining now, so we don’t need the umbrella. (it isn’t raining now)
It stopped raining for a while, but now it’s raining again. (not It has stopped)
B You can use the present perfect for new or recent happenings:
I’ve repaired the washing machine. It’s working OK now.
‘Hannah has had a baby! It’s a boy.’ ‘That’s great news.’
Usually, you can also use the past simple:
I repaired the washing machine. It’s working OK now.
Use the past simple (not the present perfect) for things that are not recent or new:
Mozart was a composer. He wrote more than 600 pieces of music.
(not has been … has written)
My mother grew up in Italy. (not has grown)
Compare:
Somebody has invented a new type of washing machine.
Who invented the telephone? (not has invented)
C We use the present perfect to give new information (see Unit 7). But if we continue to talk about it,
we normally use the past simple:
a: Ow! I’ve burnt myself.
b: How did you do that? (not have you done)
a: I picked up a hot dish. (not have picked)
a: Look! Somebody has spilt something on the sofa.
b: Well, it wasn’t me. I didn’t do it. (not hasn’t been … haven’t done)
127
Unit
Exercises 13
13.1 Complete the sentences. Use the present perfect where possible. Otherwise use the past simple.
1 2
The office is empty now.
I can’t get in.
Everybody
I ’ve lost (lose) my
(go) home.
key.
3 4
I meant to call you last night,
but I
(forget).
Helen
(go) to New York for a holiday, but
she’s back home in London now.
5 6 Can you help us? Our car
before
(break) down.
Are you OK? Yes, I (have) a

headache, but it’s OK now.
13.2 Are the underlined parts of these sentences OK? Correct them where necessary.
1 Did you hear about Sophie? She’s given up her job. OK
2 My mother has grown up in Italy. My mother grew up
3 How many plays has William Shakespeare written?
4 I’ve forgotten his name. Is it Joe or Jack?
5 Who has invented paper?
6 Drugs have become a big problem everywhere.
7 We’ve washed the car, but now it’s dirty again.
8 Where have you been born?
9 Ellie has gone shopping. She’ll be back in about an hour.
10 Albert Einstein has been the scientist who
has developed the theory of relativity.
13.3 Put the verb into the correct form, present perfect or past simple.
1 It stopped raining for a while, but now it’s raining again. (it / stop)
2 The town where I live is very different now. It has changed a lot. (it / change)
3 I studied German at school, but most of it now. (I / forget)
4 The police three people, but later they let them go. (arrest)
5 What do you think of my English? Do you think ? (it / improve)
6 Are you ready to go? your coffee? (you / finish)
7 for a job as a tour guide, but I wasn’t successful. (I / apply)
8 Where’s my bike? outside the house, but it’s not there now. (it / be)
9 Quick! We need to call an ambulance. an accident. (there / be)
10 a: I’ve found my phone.
b: Oh, good. Where it? (you / find)
a: at the bottom of my bag. (It / be)
11 a: Ben won’t be able to play tennis for a while. his arm. (He / break)
b: Oh. How ? (that / happen)
a: off a ladder. (He / fall)
128
Unit
14 Present perfect and past 2 (I have done and I did)
A We do not use the present perfect (I have done) when we talk about a finished time (for example,
yesterday / last year / ten minutes ago etc.). We use a past tense:
It was very cold yesterday. (not has been)
Paul and Lucy arrived ten minutes ago. (not have arrived)
Did you eat a lot of sweets when you were a child? (not have you eaten)
I got home late last night. I was very tired and went straight to bed.
Use the past to ask When … ? or What time … ? :
When did your friends arrive? (not have … arrived)
What time did you finish work?
Compare:
Present perfect Past simple

Tom has lost his key. He can’t get Tom lost his key yesterday.
into the house. He couldn’t get into the house.
Is Carla here or has she left? When did Carla leave?
B Compare:
Present perfect (have done) Past simple (did)

I’ve done a lot of work today. I did a lot of work yesterday.
We use the present perfect for a period of time We use the past simple for a finished time in
that continues until now. For example: the past. For example:
today / this week / since 2010. yesterday / last week / from 2010 to 2014.
unfinished finished
today yesterday
past now past now
It hasn’t rained this week. It didn’t rain last week.
Have you seen Anna this morning? Did you see Anna this morning?
(it is still morning now) (it is now afternoon or evening)
Have you seen Ben recently? Did you see Ben on Sunday?
(in the last few days or weeks)
I’ve been working here since 2010. I worked here from 2010 to 2014.
(I still work here now) (I don’t work here now)
I don’t know where Lisa is. I haven’t seen a: Was Lisa at the party on Sunday?
her. (= I haven’t seen her recently) b: I don’t think so. I didn’t see her.
We’ve been waiting for an hour. We waited (or were waiting) for an
(we are still waiting now) hour. (we are no longer waiting)
Jack lives in Los Angeles. He has lived Jack lived in New York for ten years.
there for seven years. Now he lives in Los Angeles.
I’ve never ridden a horse. (in my life) I never rode a bike when I was a child.
It’s the last day of your holiday. You say: After you come back from holiday you say:
It’s been a really good holiday. I’ve really It was a really good holiday. I really
enjoyed it. enjoyed it.
129
Unit
Exercises 14
14.1 Are the underlined parts of these sentences OK? Correct them where necessary.
1 I’ve lost my key. I can’t find it anywhere. OK
2 Have you eaten a lot of sweets when you were a child? Did you eat
3 I’ve bought a new car. You must come and see it.
4 I’ve bought a new car last week.
5 Where have you been yesterday evening?
6 Maria has left school in 1999.
7 I’m looking for Mike. Have you seen him?
8 ‘Have you been to Paris?’ ‘Yes, many times.’
9 I’m very hungry. I haven’t eaten much today.
10 When has this bridge been built?
14.2 Make sentences from the words in brackets. Use the present perfect or past simple.
1 (it / not / rain / this week) It hasn’t rained this week.
2 (the weather / be / cold / recently) The weather
3 (it / cold / last week) It
4 (I / not / eat / any fruit yesterday) I
5 (I / not / eat / any fruit today)
6 (Emily / earn / a lot of money / this year)
7 (she / not / earn / so much / last year)
8 (you / have / a holiday recently?)
14.3 Put the verb into the correct form, present perfect or past simple.
1 I haven’t been (I / not / be) to Canada, but I’d like to go there.
2 Paul and Lucy arrived (arrive) about ten minutes ago.
3 I’m tired. (I / not / sleep) well last night.
4 (There / be) a bus drivers’ strike last week, so
(there / be) no buses.
5 Edward (work) in a bank for 15 years. Then
(he / give) it up. Now he works as a gardener.
6 Mary lives in Dublin. (She / live) there all her life.
7 My grandfather (die) before I was born.
(I / never / meet) him.
8 I don’t know Karen’s husband. (I / never / meet) him.
9 It’s nearly lunchtime, and (I / not / see) Martin all morning. I wonder
where he is.
10 a: (you / go) to the cinema last night?
b: Yes, but the movie (be) awful.
11 a: (It / be) very warm here since we arrived.
b: Yes, (it / be) 35 degrees yesterday.
12 a: Where do you live? b: In Boston.
a: How long (you / live) there? b: Five years.
a: Where (you / live) before that? b: In Chicago.
a: And how long (you / live) in Chicago? b: Two years.
14.4 Write sentences about yourself using the ideas in brackets.

1 (something you haven’t done today) I haven’t eaten any fruit today.
2 (something you haven’t done today)
3 (something you didn’t do yesterday)
4 (something you did yesterday evening)
5 (something you haven’t done recently)
6 (something you’ve done a lot recently)
130
Unit
69 Countable and uncountable 1
A A noun can be countable or uncountable:
Countable Uncountable
I eat a banana every day. I eat rice every day.
I like bananas. I like rice.
Banana is a countable noun. Rice is an uncountable noun.
A countable noun can be singular (banana) An uncountable noun has only one form (rice).
or plural (bananas). There is no plural.
We can use numbers with countable nouns. We cannot use numbers with uncountable
So we can say one banana, two bananas nouns. We cannot say ‘one rice’, ‘two rices’
etc. etc.
Examples of nouns usually countable: Examples of nouns usually uncountable:
Kate was singing a song. Kate was listening to music.
There’s a nice beach near here. There’s sand in my shoes.
Do you have a ten-pound note? Do you have any money?
It wasn’t your fault. It was an accident. It wasn’t your fault. It was bad luck.
There are no batteries in the radio. There is no electricity in this house.
We don’t have enough cups. We don’t have enough water.
B You can use a/an with singular countable We do not use a/an with uncountable nouns.
nouns: We do not say ‘a sand’, ‘a music’, ‘a rice’.
a beach a student an umbrella
But you can often use a … of. For example:
a bowl / a packet / a grain of rice
You cannot use singular countable nouns alone You can use uncountable nouns alone
(without a/the/my etc.): (without the/my/some etc.):
Do you want a banana? I eat rice every day.
(not want banana) There’s blood on your shirt.
There’s been an accident. Can you hear music?
(not There’s been accident)
You can use plural countable nouns alone:
I like bananas. (= bananas in general)
Accidents can be prevented.
C You can use some and any with plural You can use some and any with uncountable
countable nouns: nouns:
We sang some songs. We listened to some music.
Did you buy any apples? Did you buy any apple juice?
We use many and few with plural countable We use much and little with uncountable
nouns: nouns:
We didn’t take many pictures. We didn’t do much shopping.
I have a few things to do. I have a little work to do.
131
Unit
Exercises 69
69.1 Some of these sentences need a/an. Correct the sentences where necessary.
1 Joe goes everywhere by bike. He doesn’t have car. He doesn’t have a car.
2 Helen was listening to music when I arrived. OK
3 We went to very nice restaurant last weekend.
4 I brush my teeth with toothpaste.
5 I use toothbrush to brush my teeth.
6 Can you tell me if there’s bank near here?
7 My brother works for insurance company.
8 I don’t like violence.
9 When we were in Rome, we stayed in big hotel.
10 If you have problem, I’ll try and help you.
11 I like your suggestion. It’s interesting idea.
12 Can you smell paint?
13 I like volleyball. It’s good game.
14 Lisa doesn’t usually wear jewellery.
15 Jane was wearing beautiful necklace.
16 Does this city have airport?
69.2 Complete the sentences using the following words. Use a/an where necessary.
accident biscuit blood coat decision electricity
ice interview key moment music question
1 The road is closed. There’s been an accident .

2 Listen! Can you hear music ?
3 I couldn’t get into the house. I didn’t have .
4 It’s very warm today. Why are you wearing ?
5 Would you like in your drink?
6 Are you hungry? Have !
7 Our lives would be very difficult without .
8 Excuse me, can I ask you ?
9 I’m not ready yet. Can you wait , please?
10 The heart pumps through the body.
11 We can’t delay much longer. We have to make soon.
12 I had for a job yesterday. It went quite well.
69.3 Complete the sentences using the following words:

air day friend joke language meat
patience people picture queue space umbrella
Sometimes the word needs to be plural (-s), and sometimes you need to use a/an.
1 I had a camera with me, but I didn’t take any pictures .
2 There are seven in a week.
3 A vegetarian is a person who doesn’t eat .
4 Outside the cinema there was of people waiting to see the film.
5 I’m not good at telling .
6 Last night I went out with some of mine.
7 There were very few in town today. The streets were almost empty.
8 I’m going out for a walk. I need some fresh .
9 Paul always wants things quickly. He doesn’t have much .
10 I think it’s going to rain. Do you have I could borrow?
11 How many can you speak?
12 Our flat is very small. We don’t have much .
132
Unit
70 Countable and uncountable 2
A Many nouns are sometimes countable, and sometimes uncountable. Usually there is a difference in meaning.
Compare:
Did you hear a noise just now? I can’t work here. There’s too much
(= a specific noise) noise. (= noise in general)
I bought a paper to read. I need some paper to write on.
(= a newspaper) (= material for writing on)
There’s a hair in my soup! You’ve got very long hair. (not hairs)
(= one single hair) (= all the hair on your head)
This is a nice room. You can’t sit here. There isn’t room.
(= a room in a house) (= space)
I had some interesting experiences I was offered the job because I had a
while I was travelling. lot of experience. (not experiences)
(= things that happened to me) (= experience of that type of job)
Enjoy your trip. Have a great time! I can’t wait. I don’t have time.
Coffee/tea/juice/beer etc. (drinks) are normally uncountable:

I don’t like coffee very much.
But you can say a coffee (= a cup of coffee), two coffees (= two cups) etc. :
Two coffees and an orange juice, please.
B These nouns are usually uncountable:

accommodation behaviour damage luck permission traffic
advice bread furniture luggage progress weather
baggage chaos information news scenery work
We do not normally use a/an with these nouns:

I’m going to buy some bread. or … a loaf of bread. (not a bread)
Enjoy your holiday! I hope you have good weather. (not a good weather)
These nouns are not usually plural (so we do not say ‘breads’, ‘furnitures’ etc.):
Where are you going to put all your furniture? (not furnitures)
Let me know if you need more information. (not informations)
News is uncountable, not plural:
The news was unexpected. (not The news were)
Travel (noun) means ‘travelling in general’ (uncountable). We do not say ‘a travel’ to mean a trip
or a journey:
They spend a lot of money on travel.
We had a very good trip/journey. (not a good travel)
Compare these countable and uncountable nouns:
I’m looking for a job. I’m looking for work. (not a work)
What a beautiful view! What beautiful scenery!
It’s a nice day today. It’s nice weather today.
We had a lot of bags. We had a lot of baggage/luggage.
These chairs are mine. This furniture is mine.
That’s a good suggestion. That’s good advice.
There were a lot of cars. There was a lot of traffic.
133
Unit
Exercises 70
70.1 Which is correct?
1 a The engine is making strange noise / a strange noise. What is it? (a strange noise is correct)
b We live near a busy road so there’s a lot of noise / there are a lot of noises.
2 a Light / A light comes from the sun.
b I thought there was somebody in the house because there was light / a light on inside.
3 a I was in a hurry this morning. I didn’t have time / a time for breakfast.
b We really enjoyed our holiday. We had great time / a great time.
4 a Can I have glass of water / a glass of water, please?
b Be careful. The window has been broken and there’s broken glass / a broken glass on the floor.
5 a We stayed at a hotel. We had very nice room / a very nice room.
b We have a big garage. There’s room / a room for two cars.
70.2 Which is correct?

1 Did you have nice weather / a nice weather when you were away? (nice weather is correct)
2 We were very unfortunate. We had bad luck / a bad luck.
3 Our travel / journey from Paris to Moscow by train was very tiring.
4 When the fire alarm rang, there was complete chaos / a complete chaos.
5 Bad news don’t / doesn’t make people happy.
6 There’s some lovely scenery / a lovely scenery in this part of the country.
7 I like my job, but it’s very hard work / a very hard work.
8 I want to print some documents, but the printer is out of paper / papers.
9 The trip took a long time. There was heavy traffic / a heavy traffic.
10 Your hair is / Your hairs are too long. You should have it / them cut.
70.3 Complete the sentences using the following words. Use the plural (-s) where necessary.
advice chair damage experience experience
furniture hair luggage permission progress
1 We didn’t have much luggage – just two small bags.
2 We have no , not even a bed or a table.
3 There is room for everybody to sit down. There are plenty of .
4 Who is that woman with short ? Do you know her?
5 Carla’s English is better than it was. She’s made good .
6 If you want to take pictures here, you need to ask for .
7 I didn’t know what I should do, so I asked Chris for .
8 I don’t think Dan should get the job. He doesn’t have enough .
9 Kate has done many interesting things. She could write a book about her .
10 The caused by the storm will cost a lot to repair.
70.4 What do you say in these situations? Use the word in brackets in your sentence.
1 Your friends have just arrived at the station. You can’t see any cases or bags. You ask:
(luggage) Do you have any luggage ?
2 You go to a tourist office. You want to know about places to visit in the town.
(information) I’d like .
3 You are a student. You want your teacher to advise you about which courses to do. You say:
(advice) Can you give ?
4 You applied for a job and you’ve just heard that you were successful. You call Tom and say:
(good news) Hi, Tom. I . I got the job!
5 You are at the top of a mountain. You can see a very long way. It’s beautiful. You say:
(view) It , isn’t it?
6 You look out of the window. The weather is horrible: cold, wet and windy. You say:
(weather) What !
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Unit
71 Countable nouns with a/an and some
A Countable nouns can be singular or plural:
a dog a child the evening this party an umbrella
dogs some children the evenings these parties two umbrellas
Before singular countable nouns you can use a/an:
Bye! Have a nice evening.
Do you need an umbrella?
You cannot use singular countable nouns alone (without a/the/my etc.):
She never wears a hat. (not wears hat)
Be careful of the dog.
What a beautiful day!
Did you hurt your leg?
B We use a/an … to say what kind of thing something is, or what kind of person somebody is:
That’s a nice table.
In the plural we use the noun alone (not some …):
Those are nice chairs. (not some nice chairs)
Compare singular and plural:
A dog is an animal. Dogs are animals.

I’m an optimist. We’re optimists.
My father is a doctor. My parents are both doctors.
Jane is a really nice person. Jane and Ben are really nice people.
What a lovely dress! What awful shoes!
We say that somebody has a long nose / a nice face / blue eyes / long fingers etc. :
Jack has a long nose. Jack has blue eyes.

(not the long nose) (not the blue eyes)
We use a/an when we say what somebody’s job is:

Sandra is a nurse. (not Sandra is nurse)
Would you like to be an English teacher?
C You can use some with plural countable nouns. We use some in two ways.
(1) some = a number (of) / a few (of) / a pair (of):
I’ve seen some good movies recently. (not I’ve seen good movies)
Some friends of mine are coming to stay at the weekend.
I need some new sunglasses. (= a new pair of sunglasses)
Often you can say the same thing with or without some. For example:
I need (some) new clothes.
The room was empty apart from a table and (some) chairs.
Do not use some when you are talking about things in general (see Unit 75):
I love bananas. (not some bananas)
My aunt is a writer. She writes books. (not some books)
(2) some = some but not all:
Some children learn very quickly. (but not all children)
Tomorrow there will be rain in some places, but most of the country will be dry.
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Unit
Exercises 71
71.1 What are these things? Choose from the box and write a sentence.
1 an eagle It’s a bird.
2 a pigeon, a duck and a penguin They’re birds. bird(s)
flower(s)
3 carrots and onions
game(s)
4 a tulip
insect(s)
5 Earth, Mars and Jupiter language(s)
6 chess planet(s)
7 a hammer, a saw and a screwdriver river(s)
8 the Nile, the Rhine and the Mekong tool(s)
9 a mosquito vegetable(s)
10 Hindi, Arabic and Swahili
71.2 Read about what these people do. What are their jobs? Choose from:
chef interpreter journalist nurse plumber surgeon tour guide waiter
1 Sarah looks after patients in hospital. She’s a nurse.
2 Gary works in a restaurant. He brings the food to the tables. He
3 Jane writes articles for a newspaper.
4 Kevin works in a hospital. He operates on people.
5 Jonathan cooks in a restaurant.
6 Dave installs and repairs water pipes.
7 Anna shows visitors round her city and tells them about it.
8 Lisa translates what people are saying from one language into another, so that they can understand
each other.
71.3 Which is right?

1 Most of my friends are students / some students. (students is correct)
2 Are you careful driver / a careful driver?
3 I went to the library and borrowed books / some books.
4 Mark works in a bookshop. He sells books / some books.
5 I’ve been walking for hours. I’ve got sore feet / some sore feet.
6 I don’t feel very well. I’ve got sore throat / a sore throat.
7 What lovely present / a lovely present! Thank you very much.
8 I met students / some students in a cafe yesterday. They were from China.
9 It might rain. Don’t go out without umbrella / without an umbrella.
10 People / Some people learn languages more easily than others.
71.4 Put in a/an or some where necessary. If no word is necessary, leave the space empty.
1 I’ve seen some good movies recently.
2 Are you feeling all right? Do you have a headache?
3 I know lots of people. Most of them are − students.
4 When I was child, I used to be very shy.
5 birds, for example the penguin, cannot fly.
6 Would you like to be actor?
7 Questions, questions, questions! You’re always asking questions!
8 I didn’t expect to see you. What surprise!
9 Do you like staying in hotels?
10 Tomorrow is a holiday. shops will be open, but most of them will be closed.
11 Those are nice shoes. Where did you get them?
12 You need visa to visit countries, but not all of them.
13 Kate is teacher. Her parents were teachers too.
14 I don’t believe him. He’s liar. He’s always telling lies.
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Unit
72 a/an and the
A Study this example:
Joe says ‘a sandwich’, ‘an apple’ because this is

I had a sandwich and an apple
for lunch.
the first time he talks about them.
The sandwich wasn’t very good, Joe now says ‘the sandwich’, ‘the apple’
but the apple was nice. because we know which sandwich and
which apple he means – the sandwich and
the apple he had for lunch.
JOE
Compare a and the in these examples:

A man and a woman were sitting opposite me. The man was American, but I think the
woman was British.
When we were on holiday, we stayed at a hotel. Sometimes we ate at the hotel and
sometimes we went to a restaurant.
B We use the when we are thinking of a specific thing. Compare a/an and the:
Tim sat down on a chair. (maybe one of many chairs in the room)
Tim sat down on the chair nearest the door. (a specific chair)
Do you have a car? (not a specific car)
I cleaned the car yesterday. (= my car)
We use a/an when we say what kind of thing or person we mean. Compare:
We stayed at a very cheap hotel. (a type of hotel)
The hotel where we stayed was very cheap. (a specific hotel)
C We use the when it is clear which thing or person we mean. For example, in a room we talk about the
light / the floor / the ceiling / the door / the carpet etc. :
Can you turn off the light, please? (= the light in this room)
I took a taxi to the station. (= the station in that town)
(in a shop) I’d like to speak to the manager, please. (= the manager of this shop)
We also say ‘(go to) the bank / the post office’:
I have to go to the bank and then I’m going to the post office.
(The speaker is usually thinking of a specific bank or post office.)
and ‘(go to) the doctor / the dentist’:
Clare isn’t well. She’s gone to the doctor.
I don’t like going to the dentist.
Compare the and a:
I have to go to the bank today.
Is there a bank near here?
I don’t like going to the dentist.
My sister is a dentist.
D We say ‘once a week / three times a day / £1.50 a kilo’ etc. :

I go to the cinema about once a month.
‘How much are those potatoes?’ ‘£1.50 a kilo.’
Helen works eight hours a day, six days a week.
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Unit
Exercises 72
72.1 Put in a/an or the.
1 This morning I bought a book and magazine. book is in my bag,
but I can’t remember where I put magazine.
2 I saw accident this morning. car crashed into tree.
driver of car wasn’t hurt, but car was badly damaged.
3 There are two cars parked outside: blue one and grey one. blue
one belongs to my neighbours. I don’t know who owner of grey one is.
4 My friends live in old house in small village. There is beautiful
garden behind house. I would like to have garden like that.
72.2 Put in a/an or the.

1 a This house is very nice. Does it have garden?
b It’s a beautiful day. Let’s sit in garden.
c I like living in this house, but it’s a shame that garden is so small.
2 a Can you recommend good restaurant?
b We had dinner in very nice restaurant.
c We had dinner in best restaurant in town.
3 a What’s name of that man we met yesterday?
b We stayed at a very nice hotel – I can’t remember name now.
c My neighbour has French name, but in fact she’s English, not French.
4 a Did Paula get job she applied for?
b It’s not easy to get job at the moment.
c Do you enjoy your work? Is it interesting job?
5 a ‘Are you going away next week?’ ‘No, week after next.’
b I’m going away for week in September.
c Gary has a part-time job. He works three mornings week.
72.3 Put in a/an or the where necessary.

1 Would you like apple? Would you like an apple?
2 How often do you go to dentist?
3 Can you close door, please?
4 I have problem. I need your help.
5 How far is it from here to station?
6 I’m going to post office. I won’t be long.
7 Paul plays tennis. He’s very good player.
8 There isn’t airport near where I live.
9 Nearest airport is 70 miles away.
10 There were no chairs, so we sat on floor.
11 Have you finished with book I lent you?
12 Chris has just got job in bank in Zurich.
13 We live in small apartment in city centre.
14 There’s shop at end of street I live in.
72.4 Answer these questions. Where possible, use once a week / three times a day etc.
1 How often do you go to the cinema? Three or four times a year.
2 How often do you go to the dentist?
3 How often do you go away on holiday?
4 How long do you usually sleep?
5 How often do you go out in the evening?
6 How many hours of TV do you watch (on average)?
7 What’s the usual speed limit in towns in your country?
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Unit
73 the 1
A We use the when there is only one of something:
Have you ever crossed the equator?
(there is only one equator)
Our apartment is on the tenth floor.
Buenos Aires is the capital of Argentina. THE EQUATOR
I’m going away at the end of this month.
We use the + superlative (best, oldest etc.):
What’s the longest river in Europe?
Compare the and a/an (see also Units 71–72):
The sun is a star. (= one of many stars)
The hotel where we stayed was a very old hotel.
We live in an apartment on the tenth floor.
What’s the best way to learn a language?
B We say ‘the same’:

Your sweater is the same colour as mine. (not is same colour)
‘Are these keys the same?’ ‘No, they’re different.’
C We say: the world the universe the sun the moon the earth
the sky the sea the ground the country (= not a town)
I love to look at the stars in the sky. (not in sky)
Do you live in a town or in the country?
The earth goes round the sun, and the moon goes round the earth.
We also use Earth (without the) when we think of it as a planet in space (like Mars, Jupiter etc.).
Which is the planet nearest Earth?
We say space (without the) when we mean ‘space in the universe’. Compare:
There are millions of stars in space. (not in the space)
I tried to park my car, but the space was too small.
D We say:
(go to) the cinema, the theatre
I go to the cinema a lot, but I haven’t been to the theatre for ages.
TV / television (without the), but the radio
I watch TV a lot, but I don’t listen to the radio much.
but Can you turn off the television, please? (the television = the TV set)
the internet
The internet has changed the way we live.
E We usually say breakfast/lunch/dinner (without the):

What did you have for breakfast?
We had lunch in a very nice restaurant.
But we say ‘a big lunch’, ‘a wonderful dinner’, ‘an early breakfast’ etc.
We had a very nice lunch. (not We had very nice lunch)
F We say: size 43, platform 5 etc. (without the)

Our train leaves from platform 5. (not the platform 5)
Do you have these shoes in size 43? (not the size 43)
In the same way, we say: room 126, page 29, vitamin A, section B etc.
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Unit
Exercises 73
73.1 Put in the or a where necessary. If no word is necessary, leave the space empty.
1 a: Our apartment is on the tenth floor.
b: Is it? I hope there’s lift.
2 a: Did you have nice holiday?
b: Yes, it was best holiday I’ve ever had.
3 a: Where’s nearest shop?
b: There’s one at end of this street.
4 a: It’s lovely day, isn’t it?
b: Yes, there isn’t cloud in sky.
5 a: We spent all our money because we stayed at most expensive hotel in town.
b: Why didn’t you stay at cheaper hotel?
6 a: Would you like to travel in space?
b: Yes, I’d love to go to moon.
7 a: What did you think of movie last night?
b: It was OK, but I thought ending was a bit strange.
8 a: What’s Jupiter? Is it star?
b: No, it’s planet. It’s largest planet in solar system.
73.2 Which is right? (For the, see also Unit 72.)

1 I haven’t been to cinema / the cinema for ages. (the cinema is correct)
2 Sarah spends most of her free time watching TV / the TV.
3 Do you ever listen to radio / the radio?
4 Television / The television was on, but nobody was watching it.
5 Have you had dinner / the dinner yet?
6 It’s confusing when two people have same name / the same name.
7 What do you want for breakfast / for the breakfast?
8 Fruit is an important source of vitamin C / the vitamin C.
9 This computer is not connected to internet / the internet.
10 I lay down on ground / the ground and looked up at sky / the sky.
11 Next train / The next train to London leaves from platform 3 / the platform 3.
73.3 Put in the or a where necessary. (For a and the see also Units 71–72.)
1 Sun is star. The sun is a star.
2 I’m fed up with doing same thing every day.
3 Room 25 is on second floor.
4 It was very hot day. It was hottest day of year.
5 We had lunch in nice restaurant by sea.
6 What’s on at cinema this week?
7 I had big breakfast this morning.
8 You’ll find information you need at top of page 15.
73.4 Complete the sentences. Choose from the box and use the where necessary.
breakfast cinema gate Gate 24 lunch question question 3 sea
1 I’m hungry. It’s time for lunch .
2 There was no wind, so was very calm.
3 Most of the questions in the test were OK, but I couldn’t answer .
4 ‘I’m going to tonight.’ ‘Are you? What are you going to see?’
5 I’m sorry, but could you repeat , please?
6 I didn’t have this morning because I was in a hurry.
7 (airport announcement) Flight AB123 to Rome is now boarding at .
8 I forgot to shut . Can you shut it for me?
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Unit
74 the 2 (school / the school etc.)
A Compare school and the school:
ELLIE
Ellie is ten years old. Every day she goes to Today Ellie’s mother wants to speak to her
school. She’s at school now. School starts daughter’s teacher. So she has gone to the
at 9 and finishes at 3. school to see her. She’s at the school now.
We say a child goes to school or is at school Ellie’s mother is not a student. She is not ‘at
(as a student). We are not thinking of a specific school’, she doesn’t ‘go to school’. If she
school. We are thinking of school as a general wants to see Ellie’s teacher, she goes to the
idea – children learning in a classroom. school (= Ellie’s school, a specific building).
B We use prison (or jail), hospital, university, college and church in a similar way. We do not use the
when we are thinking of the general idea of these places and what they are used for.
Compare:
When I leave school, I plan to go I went to the university to meet
to university / go to college. Professor Thomas.
(as a student) (as a visitor, not as a student)
Joe had an accident last week. He was Jane has gone to the hospital to visit
taken to hospital. He’s still in hospital Joe. She’s at the hospital now.
now. (as a patient) (as a visitor, not as a patient)
Ken’s brother is in prison for robbery. Ken went to the prison to visit his
(He is a prisoner. We are not thinking brother. (He went as a visitor, not as a
of a specific prison.) prisoner.)
Sarah’s father goes to church every Some workmen went to the church to
Sunday. (for a religious service) repair the roof. (a specific building)
With most other places, you need the. For example, the station, the cinema (see Units 72C and 73D).
C We say go to bed / be in bed etc. (not the bed):

I’m going to bed now. Goodnight.
Do you ever have breakfast in bed?
but
I sat down on the bed. (a specific piece of furniture)
go to work / be at work / start work / finish work etc. (not the work):
Chris didn’t go to work yesterday.
What time do you usually finish work?
go home / come home / arrive home / get home / be (at) home / do something at home etc. :
It’s late. Let’s go home.
I don’t go out to work. I work at home.
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LESSON FIVE: Prepositions
A preposition is a word that connects a noun or a pronoun to another word in a sentence. Most
prepositions such as above, below, and behind usually indicate a location in the physical world, but
some prepositions such as during, after, and until show location in time.
In, At, and On
The prepositions in, at, and on are used to indicate both location and time, but they are used in
specific ways.
Preposition Time Example Place Example
year in 1942 country in Zimbabwe
month in August state in California

in season in the summer city in Chicago
time of day (not

in the afternoon
with night)
On
day on Monday surfaces on the table
date on May 23 streets on 124th Street

on
specific modes of
on Independence Day on the bus
days/dates transportation
At
at 1600 P ennsylvania
time at five o’clock addresses
at Avenue
with night at night location at Rooney’s Grill
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Prepositions – Time
English Usage Example
• on  days of the week on Monday
• in  months / seasons in August / in winter

 time of day in the morning
 year in 2006
 after a certain period of time (when?) in an hour
• at  for night at night

 for weekend at the weekend
 a certain point of time (when?) at half past nine
• since  from a certain point of time (past till now) since 1980
• for  over a certain period of time (past till now) for 2 years
• ago  a certain time in the past 2 years ago
• before  earlier than a certain point of time before 2004
• to  telling the time ten to six (5:50)
• past  telling the time ten past six (6:10)
• to / till /  marking the beginning and end of a period of from Monday to/till Friday
until time
• till / until  in the sense of how long something is going He is on holiday until Friday.
to last
• by  in the sense of at the latest I will be back by 6 o’clock.

 up to a certain time By 11 o'clock, I had read five pages.
Prepositions – Place (Position and Direction)
• in  room, building, street, town, country in the kitchen, in London

 book, paper etc. in the book
 car, taxi in the car, in a taxi
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 picture, world in the picture, in the world
• at  meaning next to, by an object at the door, at the station

 for table at the table
 for events at a concert, at the party
 place where you are to do something typical (watch at the cinema, at school, at work
a film, study, work)
• on  attached the picture on the wall

 for a place with a river London lies on the Thames.
 being on a surface on the table
 for a certain side (left, right) on the left
 for a floor in a house on the first floor
 for public transport on the bus, on a plane
 for television, radio on TV, on the radio
• by, next to,  left or right of somebody or something Jane is standing by / next to /
beside beside the car.
• under  on the ground, lower than (or covered by) something the bag is under the table
else
• below  lower than something else but above ground the fish are below the surface
• over  covered by something else put a jacket over your shirt

 meaning more than over 16 years of age
 getting to the other side (also across) walk over the bridge
 overcoming an obstacle climb over the wall
• above  higher than something else, but not directly over it a path above the lake
• across  getting to the other side (also over) walk across the bridge
 getting to the other side swim across the lake
• through  something with limits on top, bottom and the sides drive through the tunnel
• to  movement to person or building go to the cinema

 movement to a place or country go to London / Ireland
144
 for bed go to bed
• into  enter a room / a building go into the kitchen / the house
• towards  movement in the direction of something (but not go 5 steps towards the house
directly to it)
• onto  movement to the top of something jump onto the table
• from  in the sense of where from a flower from the garden
Other important Prepositions
• from  who gave it a present from Jane
• of  who/what does it belong to a page of the book

 what does it show the picture of a palace
• by  who made it a book by Mark Twain
• on  walking or riding on horseback on foot, on horseback

 entering a public transport vehicle get on the bus
• in  entering a car / Taxi get in the car
• off  leaving a public transport vehicle get off the train
• out of  leaving a car / Taxi get out of the taxi
• by  rise or fall of something prices have risen by 10 percent

 travelling (other than walking or horseriding) by car, by bus
• at  for age she learned Russian at 45
• about  for topics, meaning what about we were talking about you
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Prepositions of Place
Exercise 1: Complete the exercise according to the picture.
1. At/In/On the picture, I can see a woman.

2. The woman is sitting at/in front of/on a table.
3. She is sitting at/in/on a chair.
4. There is another chair across/beside/opposite the woman.
5. Her feet are beside/on/under the table
6. The woman is holding a cup at/in/into her hands.
7. Above/At/On the table are a laptop, a paper, a calculator, an appointment calendar, two pens and a
muffin.
8. The woman is looking at/on/to her laptop.
9. The woman's bag is between/behind/under the table.
Exercise 2: Complete the exercise according to the picture.
1. At/In/On the picture, there are four people.

2. A couple is sitting at/on/under the table.
3. They are sitting at/on/under chairs.
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4. The drinks are at/on/under the table.
5. One woman is standing behind/in front of/on the table.
6. Behind/Between/In front of her is a man who is barbecuing.
Prepositions of Time
Exercise 3: Fill in the correct prepositions.
1. Peter is playing tennis ------------- Sunday.

2. My brother's birthday is ------------- the 5th of November.
3. My birthday is------------- May.
4. We are going to see my parents ------------- the weekend.
5. ------------- 1666, a great fire broke out in London.
6. I don't like walking alone in the streets ------------- night.
7. What are you doing ------------- the afternoon?
8. My friend has been living in Canada ------------- two years.
9. I have been waiting for you ------------- seven o'clock.
10. I will have finished this essay ------------- Friday.
Exercise 4: Decide whether to use »since« or »for«.
since - if the starting point is given (two o'clock, last Friday, 1998)
- for - if the period of time is given (twenty minutes, two days, one year)
1. I have been waiting since/for 4 o'clock.

2. Sue has only been waiting since/for 20 minutes.
3. Tim and Tina have been learning English since/for six years.
4. Fred and Frida have been learning French since/for 1998.
5. Joe and Josephine have been going out together since/for Valentine's Day.
6. I haven't been on holiday since/for last July.
7. Mary has been saving her money since/for many years.
8. I haven't eaten anything since/for breakfast.
9. You have been watching TV since/for hours.
10. We have been living here since/for 2 months.
Exercise 5: Complete the exercise with the correct prepositions.
1. If you want to go ----------------- bus, you have to go ----------------- the bus stop.
2. You look ----------------- the time table.
3. Then you wait ----------------- your bus.
4. When the bus arrives, you get ----------------- the bus.
5. You buy a ticket ----------------- the driver or show your ticket the driver.
6. When you arrive ----------------- your destination, you get ----------------- the bus.
7. Sometimes you even have to change buses ----------------- another bus stop.
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Prepositions after Verbs
Prepositions often follow verbs to create expressions with distinct meanings. These expressions are
sometimes called prepositional verbs. It is important to remember that these expressions cannot be
separated.
Verb +
Preposition Meaning Example
My husband always agrees

agree with to agree with something or someone
with me.
to express regret for something, to say sorry

apologize for I apologize for being late.
about something
apply for to ask for something formally I will apply for that job.
to have a firm conviction in something; to I believe in educating the

believe in
believe in the existence of something world’s women.
to think that someone or something is I care about the health of our

care about
important oceans.
I heard about the teachers’

hear about to be told about something or someone
strike.
Will you look after my dog

look after to watch or to protect someone or something
while I am on vacation?
We will talk about the

talk about to discuss something
importance of recycling.
I will speak to his teacher

speak to, with to talk to/with someone
tomorrow.
I will wait for my package to

wait for to await the arrival of someone or something
arrive.
Tip: It is a good idea to memorize these combinations of verbs plus prepositions. Write them down
in a notebook along with the definition and practice using them when you speak.
148
Exercise 6: Complete the following sentences by choosing the correct prepositional verb.
1. Charlotte does not ________ (apologize for, believe in) aliens or ghosts.
2. It is impolite to ________ (hear about, talk about) people when they are not here.
3. Herman said he was going to ________ (believe in, apply for) the internship.
4. Jonas would not ________ (talk about, apologize for) eating the last piece of cake.
5. I ________ (care about, agree with) the environment very much.
Exercise 7: Complete the following sentences by choosing the correct prepositional verb
1. hang ----------------------
2. listen ----------------------
3. talk ----------------------
4. go ----------------------
5. arrive ----------------------
6. look ----------------------
7. sleep ----------------------
8. lie ----------------------
9. wait ----------------------
10. hide ----------------------
Prepositions after Adjectives
Similar to prepositions after verbs, prepositions after adjectives create expressions with distinct
meanings unique to English. Remember, like prepositional verbs, these expressions also cannot be
separated.
Adjective +
to feel or show anger toward (or about) I am angry about the oil spill in
angry at, about
someone or something the ocean.
to be unable to think with clarity about Shawn was confused about the
confused about
someone or something. concepts presented at the meeting.
I was disappointed in my husband

disappointed in, to feel dissatisfaction with someone or
because he voted for that
with something
candidate.
He was dressed in a pin-striped

dressed in to clothe the body
suit.
to show happiness for someone or I was happy for my sister who

happy for
something graduated from college.
giving attention to something, expressing

interested in I am interested in musical theater.
interest
149
Adjective +
to feel resentful or bitter toward someone

I was jealous of her because she
jealous of or something (because of their status,
always went on vacation.
possessions, or ability)
I am thankful for my wonderful

thankful for to express thanks for something
friends.
I was tired of driving for hours

tired of to be disgusted with, have a distaste for
without end.
to express anxiety or worry about I am worried about my father’s

worried about
something health.
Exercise 8: Complete the following sentences by choosing the correct adjective and preposition .
1. Meera was deeply ________ (interested in, thankful for) marine biology.
2. I was ________ (jealous of, disappointed in) the season finale of my favorite show.
3. Jordan won the race, and I am ________ (happy for, interested in) him.
4. The lawyer was ________ (thankful for, confused about) the details of the case.
5. Chloe was ________ (dressed in, tired of) a comfortable blue tunic.
Exercise 9: Choose the best preposition to use in each of the sentences:
1. I'm not capable ________________ that type of behavior.

of
in
at
2. Smoking is bad ________________ you.

at
for
on
3. I'm so angry ________________ this!

about
with
to
4. I'm so angry _______________ you!

about
to
with
150
5. She was dressed _______________ pink.
with
in
on
6. This restaurant is famous _______________ its mussels.

in
with
for
7. George is married _______________ a German woman.

to
with
by
8. Are you afraid ________________ him?

of
to
on
9. I'm so proud _______________ you!

with
of
to
10. We're not associated _______________ that company.

along
in
with
Tip: The following adjectives are always followed by the preposition at:
• Good
She is really good at chess.
• Excellent
Henry is excellent at drawing.
• Brilliant
Mary Anne is brilliant at playing the violin.
151
LESSON ONE: Modal Verbs
We all need to express our moods and emotions, both in writing and in our everyday life. We do
this by using modal auxiliaries.
Modal auxiliaries are a type of helping verbs that are used only with a main verb to help express its
mood.
The following is the basic formula for using a modal auxiliary:
Subject + modal auxiliary + main verb
James may call

There are ten main modal auxiliaries in English.
Modal
Auxiliary Use Modal Auxiliary + Main Verb
I can lift this forty-pound box. (ability)

Can Expresses an ability or possibility We can embrace green sources of energy.
(possibility)
I could beat you at chess when we were

kids. (past ability)
Expresses an ability in the past; a
Could present possibility; a past or future We could bake a pie! (present possibility)
permission
Could we pick some flowers from the
garden? (future permission)
I may attend the concert. (uncertain future

action)
Expresses uncertain present/future
May You may begin the exam. (permission)
action; permission; request permission
May I attend the concert? (requesting
permission)
Expresses uncertain present/future I might attend the concert (uncertain future

Might
action action—same as may)
I shall go to the opera. (intended future

Shall Expresses intended future action
action)
I should mail my RSVP. (obligation, same

Expresses obligation; ask if an as ought to)
Should
obligation exists Should I call my mother? (asking if an
obligation exists)
152
Modal
Auxiliary Use Modal Auxiliary + Main Verb
I will get an A in this class. (intended future

action)
Expresses intended future action; ask a
Will
favor; ask for information Will you buy me some chocolate? (favor)
Will you be finished soon? (information)
I would like the steak, please. (preference)
Would you like to have breakfast in bed?

States a p reference; request a choice (request a choice politely)
politely; improbable result of a
Would
condition; introduce habitual past I would go with you if I didn’t have to
actions babysit tonight. (improbable result)
He would write to me every week when we

were dating. (habitual past action)
must Expresses strong obligation We must be on time for class.
I ought to mail my RSVP. (obligation, same

ought to Expresses obligation
as should)
Modal and Modal Phrases (Semi-Modals)
A modal is a type of auxiliary (helping) verb that is used to express: ability, possibility, permission
or obligation. Modal phrases (or semi-modals) are used to express the same things as modals, but
are a combination of auxiliary verbs and the preposition to. The modals and semi-modals in English
are:
1. Can/could/be able to
2. May/might
3. Shall/should
4. Must/have to
5. Will/would
Can, Could, Be Able To
Can, could and be able to are used to express a variety of ideas in English:
Ability/Lack of Ability
Present and Future:

can/can’t + base form of the verb
1. Tom can write poetry very well.

2. I can help you with that next week.
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Unit
26 can, could and (be) able to
A We use can to say that something is possible or allowed, or that somebody has the ability to do
something. We use can + infinitive (can do / can see etc.):
We can see the lake from our hotel.
‘I don’t have a pen.’ ‘You can use mine.’
Can you speak any foreign languages?
I can come and see you tomorrow if you like.
The word ‘dream’ can be a noun or a verb.
The negative is can’t (= cannot):
I’m afraid I can’t come to the party on Friday.
B You can say that somebody is able to do something, but can is more usual:
We are able to see the lake from our hotel.
But can has only two forms: can (present) and could (past). So sometimes it is necessary to use
(be) able to. Compare:
I can’t sleep. I haven’t been able to sleep recently.

Tom can come tomorrow. Tom might be able to come tomorrow.
Maria can speak French, Spanish and Applicants for the job must be able to
English. speak two foreign languages.
C Sometimes could is the past of can. We use could especially with:

see hear smell taste feel remember understand
We had a lovely room in the hotel. We could see the lake.
As soon as I walked into the room, I could smell gas.
I was sitting at the back of the theatre and couldn’t hear very well.
We also use could to say that somebody had the ability to do something, or was allowed
to do something:
My grandfather could speak five languages.
We were totally free. We could do what we wanted. (= we were allowed to do)
D could and was able to

We use could for general ability and with see, hear etc. :
My grandfather could speak five languages.
I could see them, but not very clearly.
But to say that somebody succeeded in doing something in a specific situation, we normally
use was/were able to or managed to (not could):
The fire spread quickly, but everybody was able to escape. (not could escape)
I didn’t know where Max was, but I managed to find him in the end. (not could find)
Compare:
Jack was an excellent tennis player when he was younger. He could beat anybody.
(= he was good enough to beat anybody, he had the ability)
but Jack and Andy played a match yesterday. Andy played well, but Jack managed to beat him.
(= he succeeded in beating him this time)
The negative couldn’t (could not) is possible in all situations:
My grandfather couldn’t swim.
I looked for Max everywhere, but I couldn’t find him.
Andy played well, but he couldn’t beat Jack.
154
Unit
Exercises 26
26.1 Complete the sentences using can or (be) able to. If can is not possible, use (be) able to.
1 Gary has travelled a lot. He can speak five languages.
2 I haven’t been able to sleep very well recently.
3 Nicole drive, but she doesn’t have a car.
4 I used to stand on my head, but I can’t do it any more.
5 I can’t understand Mark. I’ve never understand him.
6 I can’t see you on Friday, but I meet you on Saturday morning.
7 Ask Katherine about your problem. She might help you.
8 You have to be careful in this part of the city. It be dangerous.
9 Michael has lived in Italy a long time, so he should speak Italian.
26.2 Write sentences about yourself using the ideas in brackets.

1 (something you used to be able to do)
I used to be able to sing well.
2 (something you used to be able to do)
I used
3 (something you would like to be able to do)
I’d
4 (something you have never been able to do)
I’ve
26.3 Complete the sentences with can/can’t/could/couldn’t + the following:

believe come hear run sleep wait
1 I’m afraid I can’t come to your party next week.
2 When Dan was 16, he 100 metres in 11 seconds.
3 ‘Are you in a hurry?’ ‘No, I’ve got plenty of time. I .’
4 I don’t feel good this morning. I last night.
5 Can you speak a little louder? I you very well.
6 I was amazed when I heard the news. I it.
26.4 Complete the answers to the questions with was/were able to … .

1 a: Did everybody escape from the fire?
b: Yes. The fire spread quickly, but everybody was able to escape .
2 a: Did you finish your work this afternoon?
b: Yes, there was nobody to disturb me, so I .
3 a: Did you solve the problem?
b: Yes, we did. It wasn’t easy, but we .
4 a: Did the thief get away?
b: Yes. No-one realised what was happening and the thief .
26.5 Complete the sentences using could, couldn’t or managed to.

1 My grandfather travelled a lot. He could speak five languages.
2 I looked everywhere for the book, but I couldn’t find it.
3 They didn’t want to come with us at first, but we managed to persuade them.
4 Jessica had hurt her foot and walk very well.
5 There was a small fire in the kitchen, but fortunately I put it out.
6 The walls were thin and I hear people talking in the next room.
7 I ran my first marathon recently. It was very hard, but I finish.
8 My grandmother loved music. She play the piano very well.
9 We wanted to go to the concert, but we get tickets.
10 A girl fell into the river, but some people pull her out. She’s all right now.
155
Unit
27 could (do) and could have (done)
A Sometimes could is the past of can (see Unit 26):
Listen. I can hear something. (now)
I listened. I could hear something. (past)
But could is not always past. We also use could for possible actions now or in the future, especially to
make suggestions. For example:
What shall we We could go to the cinema.
a: What shall we do tonight? do tonight?
b: We could go to the cinema.
a: When you go to Paris next month,
you could stay with Sarah.
b: Yes, I suppose I could.
Can is also possible in these sentences (‘We can go to the
cinema.’ etc.). Could is less sure than can.
B We also use could (not can) for actions that are not realistic. For example:
I’m so tired, I could sleep for a week. (not I can sleep for a week)
Compare can and could:
I can stay with Sarah when I go to Paris. (realistic)
Maybe I could stay with Sarah when I go to Paris. (possible, but less sure)
This is a wonderful place. I could stay here for ever. (unrealistic)
C We also use could (not can) to say that something is possible now or in the future:
The story could be true, but I don’t think it is. (not can be true)
I don’t know what time Lisa is coming. She could get here at any time.
Compare can and could:
The weather can change very quickly in the mountains. (in general)
The weather is nice now, but it could change later. (the weather now, not in general)
D We use could have (done) to talk about the past. Compare:

I’m so tired, I could sleep for a week. (now)
I was so tired, I could have slept for a week. (past)
The situation is bad, but it could be worse. (now)
The situation was bad, but it could have been worse. (past)
Something could have happened = it was possible, but did not happen:
Why did you stay at a hotel? You could have stayed with me.
David was lucky. He could have hurt himself when he fell, but he’s all right.
E I couldn’t do something = it would not be possible:

I couldn’t live in a big city. I’d hate it. (= it wouldn’t be possible for me)
Everything is fine right now. Things couldn’t be better.
For the past we use couldn’t have … (= would not have been possible):
We had a really good holiday. It couldn’t have been better.
Note that ‘I couldn’t do something’ has two meanings:
(1) I couldn’t = it would not be possible now, I would not be able:
I couldn’t run ten kilometres now. I’m not fit enough. (= I would not be able)
(2) I couldn’t = I was not able (past)
I couldn’t run yesterday because I’d hurt my leg. (= I was not able)
156
Unit
Exercises 27
1 What shall we eat tonight? a We could go away somewhere. 1 c

2 I need to phone Vicky sometime. b You could give her a book. 2
3 What shall I get Ann for her birthday? c We could have fish. 3
4 Where shall we put this picture? d You could wear your brown suit. 4
5 What would you like to do at the weekend? e You could do it now. 5
6 I don’t know what to wear to the wedding. f We could hang it in the kitchen. 6
27.2 Put in can or could.

1 This is a wonderful place. I could stay here forever.
2 I’m so angry with him. I kill him!
3 I hear a strange noise. What is it?
4 It’s so nice here. I sit here all day but unfortunately I have to go.
5 I understand your point of view, but I don’t agree with you.
6 Peter is a keen musician. He plays the flute and he also play the piano.
7 The company Amy works for isn’t doing well. She lose her job.
8 Some people are unlucky. Life be very unfair.
9 I’ve been really stupid. I kick myself.
10 Be careful climbing that tree. You fall.
gone could be could come could sleep
have moved could have could have come could have been
1 a: Are you tired?
b: Yes, very tired. I feel as if I could sleep for a week.
2 a: I spent a very boring evening at home yesterday.
b: Why did you stay at home? You out with us.
3 a: Shall I open this letter?
b: Yes. It important.
4 a: How was your exam? Was it difficult?
b: It wasn’t so bad. It worse.
5 a: I got very wet walking home in the rain.
b: Why did you walk? You taken a taxi.
6 a: Where shall we meet tomorrow?
b: Well, I to your office if you like.
7 a: Does Tom still live in the same place?
b: I’m not sure. He could .
8 a: Did you go to university?
b: No. I could have , but I didn’t want to.
27.4 Complete the sentences. Use couldn’t or couldn’t have + these verbs (in the correct form):
afford be be live manage stand study wear
1 I couldn’t live in a big city. I’d hate it.
2 We had a really good holiday. It couldn’t have been better.
3 I that hat. People would laugh at me.
4 You helped me a lot. I without you.
5 The staff at the hotel were really good. They more helpful.
6 There’s no way we could buy a car now. We it.
7 Jack prepared for the exam as well as he could. He harder.
8 I wouldn’t like to live near the motorway. I the noise of
the traffic.
157
Unit
33 should 1
A You should do something = it is a good thing to do or the right thing to do.
You can use should to give advice or to give an opinion:
You look tired. You should go to bed.
The government should do more to improve
schools.
a: Should we invite Stephanie to the party?
b: Yes, I think we should.
The man on the motorbike should be wearing a helmet.
You shouldn’t do something = it isn’t a good thing to do:
You shouldn’t believe everything you read in newspapers.
We often use should with I think / I don’t think / Do you think … ? :
I think the government should do more to improve schools.
I don’t think you should work so hard.
a: Do you think I should apply for this job?
b: Yes, I think you should.
Should is not as strong as must or have to:
You should apologise. (= it would be a good thing to do)
You must apologise. / You have to apologise. (= you have no alternative)
B We use should when something is not right or what we expect:

Where’s Tina? She should be here by now.
(= she isn’t here yet, and this is not normal)
The price on this packet is wrong. It should be £2.50, not £3.50.
We also use should to say that we expect something to happen:
Helen has been studying hard for the exam, so she should pass.
(= I expect her to pass)
There are plenty of hotels in the town. It shouldn’t be hard to find a place to stay.
(= I don’t expect it to be hard)
C You should have done something = you didn’t do it, but it would have been a good thing to do:
You missed a great party last night. You should have come. Why didn’t you?
(= you didn’t come, but it would have been good to come)
I wonder why they’re so late. They should have been here long ago.
You shouldn’t have done something = you did it, but it wasn’t a good thing to do:
I’m feeling sick. I shouldn’t have eaten so much. (= I ate too much)
She shouldn’t have been listening to our conversation. It was private.
(= she was listening)
Compare should (do) and should have (done):
You look tired. You should go to bed now.
You went to bed very late last night. You should have gone to bed earlier.
D ought to …
You can use ought to instead of should in the sentences on this page.
We say ‘ought to do’ (with to):
Do you think I ought to apply for this job? (= Do you think I should apply … ?)
Jack ought not to go to bed so late. (= Jack shouldn’t go …)
It was a great party last night. You ought to have come. (= You should have come)
158
Unit
Exercises 33
33.1 For each situation, write a sentence with should or shouldn’t + one of the following:
go away for a few days stay up so late look for another job
put some pictures on the walls take a picture worry so much
1 Anna needs a change. She should go away for a few days.

2 Your salary is very low. You
3 Jack always finds it hard to get up. He
4 What a beautiful view! You
5 Laura is always anxious. She
6 Dan’s room isn’t very nice.
should solve should be working OK shouldn’t cost more shouldn’t take long
should receive should pass the exam should be much warmer should be here soon
1 Helen has been studying hard, so she should pass the exam .
2 Joe hasn’t arrived yet, but he .
3 The TV has been repaired. It now.
4 It to get to the hotel. About 20 minutes.
5 I sent the documents to you today, so you them tomorrow.
6 The weather is unusually cold. It at this time of year.
7 The best way to get to the airport is by taxi. It than ten pounds.
8 If you have a problem with the computer, try restarting it. That the problem.
33.3 Complete the sentences. Use should … or should have … + the verb in brackets.
1 You look tired. You should go to bed. (go)
2 You missed a great party last night. You should have come . (come)
3 I’m in a difficult position. What do you think I now? (do)
4 I’m sorry that I didn’t take your advice. I what you said. (do)
5 We lost the game, but we were the better team. We . (win)
6 We don’t see you enough. You and see us more often. (come)
7 We went the wrong way and got lost. We right, not left. (turn)
8 My exam results weren’t good. I better. (do)
33.4 Read the situations and write sentences with should / should have / shouldn’t / shouldn’t have.
1 I’m feeling sick. I ate too much.
I shouldn’t have eaten so much.
2 When we got to the restaurant, there were no free tables. We hadn’t reserved one.
We
3 Laura told me her address, but I didn’t write it down. Now I can’t remember the house number.
I
4 The shop is open every day from 8.30. It is 9 o’clock now, but the shop isn’t open yet.
5 I was looking at my phone. I wasn’t looking where I was going. I walked into a wall.
6 Kate is driving. The speed limit is 30 miles an hour, but Kate is doing 50.
She
7 I wasn’t feeling well yesterday, but I went to work. That was a mistake. Now I feel worse.
8 Tomorrow there is a football match between Team A and Team B. Team A are much better.
9 I was driving. The car in front stopped suddenly and I drove into it. It wasn’t my fault.
The driver in front
159
Unit can/could/would you … ? etc.
37 (Requests, offers, permission and invitations)
A Asking people to do things (requests) Could you open the door, please?
We use can or could to ask people to do things:
Can you wait a moment, please?
or Could you wait a moment, please?
Helen, can you do me a favour?
Excuse me, could you tell me how to get to the bus station?
You can say Do you think you could … ? :
Do you think you could take me to the airport?
(not Do you think you can)
B Asking for things

To ask for something, we use Can (I) have … ? / Could (I) have … ? or Can (I) get …?:
(in a shop)
Can I have these postcards, please? or Can I get these postcards, please?
(in a restaurant)
Could we have the menu, please? or Can we have the menu, please?
May I have … ? is also possible:
May I have these postcards, please?
C Asking to do things Could I use your phone charger?

We use can I or could I to ask to do something:
(on the phone) Hello, can I speak to Steve, please?
‘Could I use your phone charger?’ ‘Sure.’
Do you think I could borrow your bike?
May is also possible:
May I ask you a question?
May is more formal than can or could.
You can also say:
Do you mind if I … ?
Is it all right if I …? / Is it OK if I … ?
Do you mind if I use your phone charger?
‘Is it all right if I sit here?’ ‘Yes, of course.’
D Offering and inviting

You can use Can I … ? to offer to do something:
‘Can I help you?’ ‘No, it’s OK. I can manage, thanks.’
‘Can I get you some coffee?’ ‘That would be nice.’
To offer or to invite, we use Would you like … ? (not Do you like):
‘Would you like some coffee?’ ‘No, thanks.’
‘Would you like to eat with us tonight?’ ‘That would be great.’
I’d like … (= I would like) is a polite way to say what you want:
(at a tourist information office) I’d like some information about hotels, please.
(in a shop) I’d like to try on this jacket, please.
160
Unit
Exercises 37
1 Could you pass the sugar? a It depends what you want me to do. 1 e
2 Would you like to go to the cinema? b No, that’s fine. 2
3 Can I use your toilet? c Me too. Let’s go out for a walk. 3
4 Do you mind if I leave work early? d Sure. It’s the door on the left. 4
5 Can you do me a favour? e Yes, here you are. 5
6 Would you like something to eat? f No, it’s all right. I can manage, thanks. 6
7 Can I give you a hand? g Maybe. What’s on? 7
8 I’d like some fresh air. h No, thanks. I’m not hungry. 8

I’d like Would you like to try Do you mind Can I take
Can I give Would you like to come Would you like I’d like to
1 You’re driving and you see a friend walking along the road. You stop and say:
Hi Joe. Can I give you a lift?
2 You’re making a cold drink for your friend. Perhaps he wants ice. You ask:
ice in your drink?
3 You’re ordering something to eat in a cafe. You say:
a chicken salad, please.
4 You have an extra ticket for a concert. Maybe your friend will come. You ask:
to a concert tomorrow night?
5 You answer the phone. The caller wants to speak to Lisa. You say:
Lisa’s not here. a message?
6 You need to see a dentist. You phone for an appointment. You say:
Hello. make an appointment, please.
7 You work in a shoe shop. A customer asks you about some shoes. You ask:
them on?
8 You go into a cafe and see some people you know. You ask:
if I join you?
37.3 What would you say in these situations?

1 You’re carrying a lot of things. You can’t open the door yourself. There’s a man near the door.
You say to him: Could you open the door, please?
2 You’ve finished your meal in a restaurant and now you want the bill.
You ask the waiter:
3 You’ve filled in some forms in English. You want your friend to check them for you.
You ask your friend:
4 The woman in the next room is playing music. It’s very loud. You want her to turn it down.
You say to her:
5 You’re on a train. The window is open and you’re cold. You’d like to close it.
You ask the man next to you:
6 You’re on a bus. You have a seat, but an elderly man is standing. You offer him your seat.
You say to him:
7 You’re a tourist. You want to go to the station, but you don’t know how to get there.
You ask at your hotel:
8 You are in a clothes shop. You see some trousers you like and you want to try them on.
You say to the shop assistant:
9 You meet a very famous person. You want to get his/her autograph.
You ask:
161
LESSON FOUR: Adjectives & Adverbs
An adjective is a word that describes a noun or a pronoun. It often answers questions such as which
one, what kind, or how many?
1. The green sweater belongs to Iris.
2. She looks beautiful.
• In sentence 1, the adjective green describes the noun sweater.
• In sentence 2, the adjective beautiful describes the pronoun she.
An adverb is a word that describes a verb, an adjective, or another adverb. Adverbs frequently end
in -ly. They answer questions such as how, to what extent, why, when, and where.
3. Bertrand sings horribly.
4. My sociology instructor is extremely wise.
5. He threw the ball very accurately.
• In sentence 3, horribly describes the verb sings. How does Bertrand sing? He sings horribly.
• In sentence 4, extremely describes the adjective wise. How wise is the instructor? Extremely
wise.
• In sentence 5, very describes the adverb accurately. How accurately did he throw the
ball? Very accurately.
• Adverbs are used to express how something is done (adjectives express how someone or
something is).
Comparative versus Superlative
Comparative adjectives and adverbs are used to compare two people or things.
1. Jorge is thin.
2. Steven is thinner than Jorge.
• Sentence 1 describes Jorge with the adjective thin.
• Sentence 2 compares Jorge to Steven, stating that Steven is thinner. So thinner is the
comparative form of thin.
Form comparatives in one of the following two ways:
1. If the adjective or adverb is a one syllable word, add -er to it to form the comparative. For
example, big, fast, and short would become bigger, faster, and shorter in the comparative
form.
2. If the adjective or adverb is a word of two or more syllables, place the word more in front of it
to form the comparative. For example, happily, comfortable, and jealous would become more
happily, more comfortable, and more jealous in the comparative.
Superlative adjectives and adverbs are used to compare more than two people or two things.
1. Jackie is the loudest cheerleader on the squad.
2. Kenyatta was voted the most confident student by her graduating class.
• Sentence 1 shows that Jackie is not just louder than one other person, but she is the loudest of
all the cheerleaders on the squad.
• Sentence 2 shows that Kenyatta was voted the most confident student of all the students in her
class.
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Form superlatives in one of the following two ways:
1. If the adjective or adverb is a o ne-syllable word, add -est to form the superlative. For
example, big, fast, and short would become biggest, fastest, and shortest in the superlative
form.
2. If the adjective or adverb is a word of two or more syllables, place the word most in front of it.
For example, happily, comfortable, and jealous would become most happily, most comfortable,
and most jealous in the superlative form.
Tip: Remember the following exception: If the word has two syllables and ends in -y, change the -
y to an -i and add -est. For example, happy would change to happiest in the superlative
form; healthy would change to healthiest.
Comparative Form and Superlative Form (-er/-est)

 one-syllable adjectives (clean, new, cheap)
 two-syllable adjectives ending in -y or -er (easy, happy, pretty, dirty, clever)
positive
comparative form superlative form
form
clean cleaner (the) cleanest
Exceptions in spelling when adding -er / -est

 silent ‘e’ is dropped
Example: late-later-latest
 final ‘y’ after a consonant becomes i

Example: easy-easier-easiest
 final consonant after short, stressed vowel is doubled

Example: hot-hotter-hottest
Comparative Form and Superlative Form (more/most)

 adjectives of three or more syllables (and two-syllable adjectives not ending in -y/-er)
positive
comparative form superlative form
form
difficult more difficult most difficult
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Comparative Form and Superlative Form (irregular comparisons)
superlative
positive form comparative form
form
good better best
bad / ill worse worst
little (amount) less least
little (size) smaller smallest
much / many more most
far (place + time) further furthest
far (place) farther farthest
late (time) later latest
late (order) latter last
near (place) nearer nearest
near (order) - next
old (people and things) older oldest
old (people) elder eldest
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Exercise 1:
Positive Form Comparative Superlative
high
wild
short
loud
wonderful
Exercise 2:
Positive Form Comparative Superlative
nice
wild
forgetful
healthy
cloudy
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Exercise 3: Fill in the correct form of the words in brackets (comparative or superlative).
1. My house is (big)--------------- than yours.

2. This flower is (beautiful) ----------------- than that one.
3. This is the (interesting) ----------------------- book I have ever read.
4. Non-smokers usually live (long) ---------------------- than smokers.
5. Which is the (dangerous) --------------------------- animal in the world?
6. A holiday by the sea is (good) ------------------------ than a holiday in the mountains.
7. It is strange but often a coke is (expensive) ------------------------- than a beer.
8. Who is the (rich) -------------------- woman on earth?
9. The weather this summer is even (bad) ---------------------------- than last summer.
10. He was the (clever) --------------------------- thief of all.
Exercise 4: Fill in the comparison with as ... as.
1. John is (tall)-------------------- Glen.

2. Janet is (beautiful)--------------------- Jeniffer.
3. You are (crazy)-------------------- my sister.
4. We can run (fast)--------------------- they can.
5. My mom is (not / strict)----------------------- your mum.
6. Your mobile phone is (not / trendy)------------------------ mine.
7. Matrix II was (not / interesting)------------------------ Matrix I.
8. This yoghurt (not / taste / good)----------------------- the one I bought yesterday.
9. I can do (many / press-ups)--------------------- you.
10. I (not / earn / much / money)------------------------- you do.
Irregular Words: Good, Well, Bad, and Badly
Good, well, bad, and badly are often used incorrectly. Study the following chart to learn the correct
usage of these words and their comparative and superlative forms.
Comparative Superlative
Adjective good better best
Adverb well better best
Adjective bad worse worst
Adverb badly worse worst
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Good versus Well
Good is always an adjective—that is, a word that describes a noun o r a pronoun. The second
sentence is correct because well is an adverb that tells how something is done.
Incorrect: Cecilia felt that she had never done so good on a test.
Correct: Cecilia felt that she had never done so well on a test.
Well is always an adverb that describes a verb, adverb, or adjective. The second sentence is correct
because good is an adjective that describes the noun score.
Incorrect: Cecilia’s team received a well score.
Correct: Cecilia’s team received a good score.
Bad versus Badly
Bad is always an adjective. The second sentence is correct because badly is an adverb that tells how
the speaker did on the test.
Incorrect: I did bad on my accounting test because I didn’t study.
Correct: I did badly on my accounting test because I didn’t study.
Badly is always an adverb. The second sentence is correct because bad is an adjective that describes
the noun thunderstorm.
Incorrect: The coming thunderstorm looked badly.
Correct: The coming thunderstorm looked bad.
Better and Worse
The following are examples of the use of better and worse:

Tyra likes sprinting better than long distance running.
The traffic is worse in Chicago than in Atlanta.
Best and Worst
The following are examples of the use of best and worst:

Tyra sprints best of all the other competitors.
Peter finished worst of all the runners in the race.
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Tip: Remember better and worse compare two persons or things. Best and worst compare three or
more persons or things.
Exceptions in spelling
exception example
silent e is dropped in true, due, whole true → truly
y becomes i happy → happily
le after a consonant is dropped sensible → sensibly
after ll only add y full → fully
Exceptions
adjective adverb (meaning) adverb (meaning)
good well
difficult with difficulty
public publicly
deep deep (place) deeply (feeling)
direct direct directly (=soon)
hard hard hardly (=seldom)
high high (place) highly (figurative)
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late late lately (=recently)
most most mostly (=usually)
near near nearly (=almost)
pretty pretty (=rather) prettily
short short shortly (=soon)
The following adjectives are daily, enough, early, far, fast, hourly,
also used as adverbs little, long, low, monthly, much, straight,
(without modification): weekly, yearly, …
 Adjectives are used to modify nouns:

The dog is loud.
 Adverbs are used to modify verbs, adjectives or other adverbs:

The dog barks loudly.
Linking Verbs
Some verbs can only be used with adjectives; others might change their meaning when used with
an adverb.
verb used with an adjective used with an adverb
look look good (= appearance) look well (= healthy)
feel feel good (= state of health/mind) feel well (= have a good sense of touch)
smell smell good (= odour) smell well (= have a good sense of smell)
taste taste good (= preference) taste well (= have a good sense of taste)
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The following verbs can only be used with adjectives:
 be
 become
 get
 grow
 keep
 remain
 seem
 sound
 stay
 turn
Exercise 5: Write good, well, bad, or badly to complete each sentence.
1. Donna always felt ________ if she did not see the sun in the morning.
2. The school board president gave a ________ speech for once.
3. Although my dog, Comet, is mischievous, he always behaves ________ at the dog park.
4. I thought my back injury was ________ at first, but it turned out to be minor.
5. Steve was shaking ________ from the extreme cold.
6. Apple crisp is a very ________ dessert that can be made using whole grains instead of white
flour.
7. The meeting with my son’s math teacher went very ________.
8. Juan has a ________ appetite, especially when it comes to dessert.
9. Magritte thought the guests had a ________ time at the party because most people left early.
10. She ________ wanted to win the writing contest prize, which included a trip to New York.
Exercise 6: Write the correct comparative or superlative form of the word in parentheses.
1. This research paper is ________ (good) than my last one.
2. Tanaya likes country music ________ (well) of all.
3. My motorcycle rides ________ (bad) than it did last summer.
4. That is the ________ (bad) joke my father ever told.
5. The hockey team played ________ (badly) than it did last season.
6. Tracey plays guitar ________ (well) than she plays the piano.
7. It will go down as one of the ________ (bad) movies I have ever seen.
8. The deforestation in the Amazon is ________ (bad) than it was last year.
9. Movie ticket sales are ________ (good) this year than last.
10. My husband says mystery novels are the ________ (good) types of books.
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ADVERBS
Adjectives ending in -ic: adjective + -ally (exception: public-publicly)
adjective adverb
fantastic fantastically
Adjectives ending in -ly: use ‘in a … way / manner’ or another adverb with similar meaning
adjective adverb
friendly in a friendly way

in a friendly manner
likely probably
Exceptions
adjective adverb (meaning) adverb (meaning)
good well
difficult with difficulty
public publicly
deep deep (place) deeply (feeling)
direct direct directly (=soon)
hard hard hardly (=seldom)
high high (place) highly (figurative)
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late late lately (=recently)
most most mostly (=usually)
near near nearly (=almost)
pretty pretty (=rather) prettily
short short shortly (=soon)
The following adjectives are daily, enough, early, far, fast, hourly,
also used as adverbs little, long, low, monthly, much, straight,
(without modification): weekly, yearly, …
Exercise 7: Find the adjective in the first sentence and fill the gap with the adverb.
1. Joanne is happy. She smiles happily.

2. The boy is loud. He shouts --------------------.
3. Her English is fluent. She speaks English --------------------.
4. Our mum was angry. She spoke to us --------------------.
5. My neighbor is a careless driver. He drives --------------------.
6. The painter is awful. He paints --------------------.
7. Jim is a wonderful piano player. He plays the piano --------------------.
8. This girl is very quiet. She often sneaks out of the house --------------------.
9. She is a good dancer. She dances really --------------------.
10. This exercise is simple. You -------------------- have to put one word in each space.
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Comparison
Comparison (-er/-est)
Comparative ending in - Superlative ending in -

er est
one-syllable adverbs (hard) harder hardest
adverbs with the same form as adjectives earlier earliest

(early)
Comparison (more / most)
Comparative formed with more Superlative formed with most
adverbs ending in -ly (happily) more happily most happily
Irregular comparisons
positive form comparative superlative
well better best
badly worse worst
ill worse worst
little less least
much more most
far (place + time) further furthest
far (place) farther farthest
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late (time) later latest
Exercise on Comparison of Adverbs
Exercise 8: Fill in the correct adverb form (comparative or superlative) of the adjectives in
brackets.
1. I speak English (fluent)-------------------- now than last year.

2. She greeted me (polite) -------------------- of all.
3. She smiled (happy) -------------------- than before.
4. This girl dances (graceful) -------------------- of all.
5. Could you write (clear) -------------------- ?
6. Planes can fly (high) -------------------- than birds.
7. He had an accident last year. Now, he drives (careful) -------------------- than before.
8. Jim can run (fast) -------------------- than John.
9. Our team played (bad) -------------------- of all.
10. He worked (hard) -------------------- than ever before.
Exercise 9: Rewrite the sentences and put the adverbs in correctly.
1. We were in London. (last week) → We were in London last week.

2. He walks his dog. (rarely) → ------------------------------------------------------------------------------------
3. She waited. (patiently) → --------------------------------------------------------------------------------------
4. My father goes fishing. (always) → ----------------------------------------------------------------------------
5. Your bedroom is. (upstairs) → ----------------------------------------------------------------------------------
6. We don't go skiing. (in summer) → ----------------------------------------------------------------------------
7. Cats can hear. (well) → --------------------------------------------------------------------------------------
8. I saw him. (there) → -------------------------------------------------------------------------------------------
9. The girl speaks English. (fluently) → --------------------------------------------------------------------------
10. I have seen that film. (never) / (before) → --------------------------------------------------------------------
Exercise 10: Choose the correct form (adjective or adverb).
1. Niagara Falls form a natural/naturally border between the United States and Canada.
2. Tourists visit this place frequent/frequently.
3. The Falls are very noisy/noisily.
4. So you must speak loud/loudly or nobody can understand you.
5. Many years ago, the Iroquois tribe lived here peaceful/peacefully.
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LESSON SIX: CONDITIONALS
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Conditional Sentences—Rules You Need to Know
• There are four types of conditional sentences.
• Use a comma after the if-clause when the if-clause precedes the main clause.
Conditional sentences are statements discussing known factors or hypothetical situations and their
consequences. Complete conditional sentences contain a conditional clause (often referred to as the
if-clause) and the consequence (result clause).
Here are four different types of conditional sentences in English. Each expresses a different degree
of probability that a situation will occur or would have occurred under certain circumstances.
• Zero Conditional Sentences
• First Conditional Sentences
• Second Conditional Sentences
• Third Conditional Sentences
How to Use Zero Conditional Sentences
Zero conditional sentences express general truths—situations in which one thing always causes
another. When you use a zero conditional, you’re talking about a general truth rather than a specific
instance of something. Consider the following examples:
If you don’t brush your teeth, you get cavities.

When people smoke cigarettes, their health suffers.
First, when using the zero conditional, the correct tense to use in both clauses is the simple present
tense. A common mistake is to use the simple future tense.
When people smoke cigarettes, their health will suffer.

Secondly, notice that the words if and when can be used interchangeably in these zero conditional
sentences. This is because the outcome will always be the same, so it doesn’t matter “if” or “when”
it happens.
How to Use First Conditional Sentences
First conditional sentences are used to express situations in which the outcome is likely (but not
guaranteed) to happen in the future. Look at the examples below:
If you rest, you will feel better.

If you set your mind to a goal, you’ll eventually achieve it.
Note that we use the simple present tense in the if-clause and simple future tense in the main
clause—that is, the clause that expresses the likely outcome. This is how we indicate that under a
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certain condition (as expressed in the if-clause), a s pecific result will likely happen in the future.
Examine some of the common mistakes people make using the first conditional structure:
If you will rest , you will feel better.

If you rest , you will feel better.
Explanation: Use the simple present tense in the if-clause.
If you set your mind to a goal, you eventually achieve it.

If you set your mind to a goal, you’ll eventually achieve it.
Explanation: Use the zero conditional (i.e., simple present + simple present) only when a certain
result is guaranteed. If the result is likely, use the first conditional (i.e., simple present + simple
future).
Exercise 1: Choose the correct form.
If Clauses Type I - Form

 In the if clause of a Conditional Sentence Type I, we use Simple Present/Will-Future.
 In the main clause of a Conditional Sentence Type I, we use Simple Present/Will-Future.
 If we go/goes/will go to London, we visit/visits/will visit the Tower.
 If the shop are/is/will be open, I buy/buys/will buy a souvenir.
 If she miss/misses/will miss the bus, she do not get/does not get/will not get here on time.
 He help/helps/will help me if he know/knows/will know the answer.
 Jane let/lets/will let you in if I am not/is not/will not be here.
Complete the Conditional Sentences Type I.
 If you (eat) -------------------- an ice-cream, I (have) -------------------- a hot chocolate.

 If she (need) -------------------- a computer, her brother (give) -------------------- her his computer.
 If we (have / not) -------------------- time this afternoon, we (meet) -------------------- tomorrow.
 He (talk) -------------------- to her if you (want / not) -------------------- to do it.
 You (win / not) -------------------- the game if you (know / not) -------------------- the rules.
How to Use Second Conditional Sentences

Second conditional sentences are useful for expressing outcomes that are completely unrealistic or
will not likely happen in the future. Consider the examples below:
If I inherited a billion dollars, I would travel to the moon.

If I owned a zoo, I might let people interact with the animals more.
Notice the correct way to structure second conditional sentences is to use the simple past tense in
the if-clause and an auxiliary modal verb (e.g., could, should, would, might) in the main clause (the
one that expresses the unrealistic or unlikely outcome). The following sentences illustrate a couple
of the common mistakes people make when using the second conditional:
If I inherit a billion dollars, I would travel to the moon.

If I inherited a billion dollars, I would travel to the moon.
Explanation: When applying the second conditional, use the simple past tense in the if-clause.
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If I owned a zoo, I will let people interact with the animals more.
If I owned a zoo, I might let people interact with the animals more.
Explanation: Use a modal auxiliary verb in the main clause when using the second conditional
mood to express the unlikelihood that the result will actually happen.
Exercise 2: Complete the Conditional Sentences Type II.
 If I (have) -------------------- more time, I (learn) -------------------- to play the guitar.

 If she (study) -------------------- harder, she (get) -------------------- better marks.
 If we (know) -------------------- more about history, we (be / not) ----------------- afraid of the test.
 I (go) -------------------- jogging with Tom and Sue if they (be) -------------------- here this week.
 It (surprise) -------------------- me if she (help / not) -------------------- you.
How to Use Third Conditional Sentences
Third conditional sentences are used to explain that present circumstances would be different if
something different had happened in the past. Look at the following examples:
If you had told me you needed a ride, I would have left earlier.
If I had cleaned the house, I could have gone to the movies.
These sentences express a condition that was likely enough, but did not actually happen in the past.
The speaker in the first sentence was capable of leaving early, but did not. Along these same lines,
the speaker in the second sentence was capable of cleaning the house, but did not. These are all
conditions that were likely, but regrettably did not happen.
Note that when using the third conditional, we use the past perfect (i.e., had + past participle) in the
if-clause. The modal auxiliary (would, could, shoud, etc.) + have + past participle in the main clause
expresses the theoretical situation that could have happened.
Consider these common mistakes when applying the third conditional:
If you would have told me you needed a ride, I would have left earlier.
If you had told me you needed a ride, I would have left earlier.
Explanation: With third conditional sentences, do not use a modal auxiliary verb in the if-clause.
If I had cleaned the house, I could go to the movies.

If I had cleaned the house, I could have gone to the movies.
Explanation: The third conditional mood expresses a situation that could have only happened in
the past if a certain condition had been met. That’s why we use the modal auxiliary verb + have +
the past participle.
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Exercise 3: Conditional Sentence Type I or II: Complete the sentences with the correct form
(Type I or II).
 If you need the car in the afternoon, I go/will go/would go/went shopping in the morning.
 If I wear/will wear/would wear/wore a hat, I would look like an old woman.
 I'll buy this bag if they have/will have/would have/had it in blue.
 She wouldn't pay cash if she have/will have/would have/had a credit card.
 If I didn't have you, I do not know/will not know/would not know/did not know what to do.
Punctuating Conditional Sentences
Despite the complex nature of conditional sentences, punctuating them properly is really simple!
Use a comma after the if-clause when the if-clause precedes the main clause.
If I’d had time, I would have cleaned the house.

If the main clause precedes the if-clause, no punctuation is necessary.
I would have cleaned the house if I’d had time.
Review Exercises
Exercise 4: Complete the Conditional Sentences Type I.

 If you (go)---------------- out with your friends tonight, I (watch) )---------------- the football match
on TV.
 I (earn) )---------------- a lot of money if I (get) )---------------- that job.
 If she (hurry / not) )---------------- , we (miss) )---------------- the bus.
Exercise 5: Complete the Conditional Sentences Type II.
 If he (try) )---------------- harder, he (reach) )---------------- his goals.

 I (buy) )---------------- these shoes if they (fit) )---------------- .
 It (surprise / not) )---------------- me if he (know / not) )---------------- the answer.
Exercise 6: Complete the Conditional Sentences Type III.
 If we (listen) )---------------- to the radio, we (hear) )---------------- the news.

 If you (switch) )---------------- on the lights, you (fall / not) )---------------- over the chair.
 She (come) )---------------- to our party if she (be / not) )---------------- on holiday.
Exercise 7: Complete the Conditional Sentences with the correct form (Type I, II or III).
 If I am/will be/were/had been/would be/would have been stronger, I'd help you carry the piano.
 If we'd seen you, we stop/will stop/stopped/had stopped/would stop/would have stopped.
 If we meet/will meet/met/had met/would meet/would have met him tomorrow, we'll say hello.
 He would have repaired the car himself if he has/will have/had/had had/would have/would have
had the tools.
 If you drop the vase, it breaks/will break/broke/had broken/would break/would have broken.
 If I hadn't studied, I do not pass/will not pass/did not pass/had not passed/would not pass/would
not have passed the exam.
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Exercise 8
If clauses Conditional type 1, 2 and 3
What type is it? Type one, type two or type three?
1. How would you feel if you saw a bear? Conditional Type ------------------
2. I will miss you if you leave London. Conditional Type------------------
3. Will you text me when you arrive there? Conditional Type ------------------
4. Emma would have opened her own shop if she had had the money. Conditional Type ------------------
5. If the policeman had been quicker, he would have caught the thief. Conditional Type ------------------
6. If I were you, I would do a computer course. Conditional Type ------------------
7. If it was your birthday, I would buy you a present. Conditional Type ------------------
8. Emma will write a report if the teacher asks her to. Conditional Type ------------------
9. If you don´t know the number, you won´t be able to phone him. Conditional Type ------------------
Exercise 9
If clauses type 1- exercises
Fill in the correct form of the verb.
1. He ------------------------------ the postcard if she sends it today. (get)
2. If I ------------------------------ my pocket money, I will buy the new DVD. (save)
3. You will pass your exam if you ------------------------------ hard. (work)
4. He ------------------------------ if you wait. (come)
5. If he ------------------------------ quietly, they will not hear him. (talk)
Exercise 10
If clauses type 2
Fill in the correct form of the verb - main clause.
1. If I was/were you, I -------------- ---------------- this offer. (accept)
2. It ------------- ----------------- nice if you came to the party on Saturday. (be)
3. If the sun shone, everybody --------------- --------------- happy. (be)
4. If the shoes were too big, I -------------- ---------------- them back. (take)
5. The teacher -------------- ---------------- us a map if we didn´t have one. (give)
Exercise 11
If clauses type 3 - exercises
Fill in the correct form of the verb. (Where possible fill in more verbs in one gap.)
1. If you ------------------- the party, you ------------------- home. (enjoy/not go)
2. ------------------- you------------------- him the truth if you ------------------- to? (tell/have)
3. If Jake ------------------- the film, he ------------------- the DVD. (like/buy)
4. If we ------------------- to the summer camp, we ------------------- in a cabin. (go/stay)
5. If I ------------------- him, he ------------------- never ------------------- . (not tell/know)
Writing
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6: Four Bases for Revising Essays
This chapter will show you how to evaluate an essay for
• unity
• support
• coherence
• sentence skills
What emotions come to mind as you look at this photograph taken in the aftermath of Hurricane
Katrina? Write an essay about a tragedy you have experienced in your own life. What was the
experience like and how did it change you—for better or worse? After writing the first draft of
your essay, check that you have covered the four bases of writing: unity, support, coherence, and
sentence skills.
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A FOR AND AGAINST ESSAY
An essay is an academic formal piece of writing which describes, analyses or discusses a
particular issue
The most common types are:
 Opinion essays: presents the writer’s personal opinion of the topic, supporting this
opinion with examples and reasons.
 For and against essays: it presents both sides of an issue in a balanced way. In the
concluding paragraph you can say why you find one side more convincing than the
other.
In this post, I'll guide you step by step to write a good for and against essay.
 Step 1. Tips and Guidelines +sample essay (pdf)

 Step 2. Presentation + sample essay
 Step 3. Using connectors of contrast
 Step 4. Using connectors of purpose
 Step 5. Write: 53 topics to write about.
TIPS AND GUIDELINES+ SAMPLE ESSAY
1. The first stage in writing is producing ideas. It’s important to dedicate two or three
minutes to carefully planning what you are going to say. Make a list of the points for
and against. Remember that the key to writing a good balanced essay is to include as
many arguments you disagree with as those you agree with. They should be noted
impartially although in your conclusion you can say why you find one side more
convincing than the other.
2. Producing and organising ideas is one thing. Shaping ideas and the organisation of your
writing is another. But often the most difficult part is starting a first draft.
Once you have your first draft pay attention to how you have organised the
information into paragraphs and grouped ideas.
Once this is done you can focus on expression. This means looking at sentence
structure, tense usage and vocabulary. It’s important to write clearly and
economically. This can mean either rephrasing ideas in two sentences instead of one,
or rewriting two longer sentences as one shorter sentence. So, go over your first draft,
looking for ways of improving sentence structure, tense usage and vocabulary.
3. Organise your essay into three parts:

 Introduction- Paragraph 1- Introduce the topic. Te opening should engage the
reader’s interest and give a hint of what is to follow
 Main Body- Normally you have two paragraphs. In Paragraph 2, you state your
arguments for and in Paragraph 3, your arguments against.
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 Conclusion – In paragraph 4 you refer back to the topic, summarize and here
you can say why you find one side more convincing than the other
4. It’s important that you begin each paragraph with a main idea and then develop this
idea. For a new idea, begin a new paragraph.
5. This is academic writing, so don’t use informal style ( no contractions, colloquial words,
or emotional language)
6. Remember to use a variety of structures and vocabulary adequate to your level.
USEFUL LINKING WORDS AND EXPRESSIONS
• To list points: Firstly, First of all, In the first place, To begin/start with, Secondly,
Thirdly, Finally
 To list advantages: One/Another/A further/An additional (major) advantage of… is …

The main/greatest/first advantage of… is …
• To list disadvantages: One/Another/ A further/An additional (major)

disadvantage/drawback of. The main/greatest/most serious disadvantage /drawback
of… Another negative aspect of…
• To introduce points/arguments for or against: One (very convincing) point/argument in

favour of/ against … A further common criticism of… It could be argued/It is often
claimed/It is suggested that … It is widely argued/ believed that … Some/many/most
people/experts/scientist/critics ….claim/suggest/argue/ feel/maintain/believe/point
out/agree/support the view that… oppose the view that… are in favour of/against…
are of the opinion that/convinced that… are opposed to…
• To add more points to the same topic: in addition (to this), furthermore, moreover,
besides, apart from, what is more, as well as, not to mention (the fact) that, also, /as
well, both … and
• To make contrasting points: on the other hand, however, still, yet, but, nevertheless,
even so, although, though, even though, while, whereas, despite/in spite of
• To introduce examples: for example, for instance, such as, like, in particular,
particularly, especially, This is (clearly) illustrated/shown by the fact that… One/A
clear/striking/ typical example of (this)…
• To emphasise a point: clearly, obviously, naturally, needless to say
• To make general statements: as a (general) rule, generally, in general, in most cases
• To make partially correct statements: to a certain extent/degree, to some

extent/degree, in a way/sense, this is partly true (but)
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• To explain/clarify a point: in other words, that is to say, this/which means that
• To express cause: owing to, due to (the fact that), because, as, since
• To express effect: therefore, as a result/consequence, consequently, so, for this

reason.
• To express intention: to, so as to, in order to, so that, with the intention of (+ing)
Useful expressions and linking words/phrases: Conclusion expressing balanced

considerations/opinion indirectly
In conclusion, it can be said/claimed that … …

On balance, it seems/appears that… ...
All things considered, it would seem that… …
Taking everything into account it is likely/unlikely/possible that …
/consideration, it is clear/obvious that… …
To conclude, there is no/little doubt that …
To sum up, it is true to say that … …
All in all, it may be concluded/said that …
Finally/Lastly, it is my belief/opinion that …
I (firmly) believe/feel/think that … …
I am convinced that … …
I am inclined to believe that …
Source: Writing Advanced by Ron White
Successful Writing Proficiency" by Virginia Evans
----------------------------------------------------------------------------------------------
Should smoking be prohibited in Public Places?
Whatever smokers may tell you, smoking is an anti-social habit. While the smokers themselves
may enjoy their cigarettes, their enjoyment often causes much discomfort around them. The
time has come to forbid smoking in all public places.
 Paragraph 2 : arguments against
On the one hand, those who are against the prohibition of smoking- usually the smokers
themselves-tend to claim this is a move against their personal liberty. They say that smokers
form a large part of the population and that no one has the right to tell them where or when
they can smoke. Moreover, they state that if their smoke annoys non-smokers, the non-
smokers can always move to another (smoker-free) place
 Paragraph 3: arguments for
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On the other hand, those who believe that smoking should be prohibited in public places say
that it is not always possible to move away from smokers. What happens if a smoker lights up
at the table next to you in your favourite restaurant? The most important factor for non-
smokers is probably not the inconvenience- it is the health hazard from passive smoking. A
non-smoker who spends a lot of time in a smoke-filled atmosphere is seriously endangering his
or her health.
 Paragraph 4: Conclusion. Refer back to the topic and restate views.
In conclusion, it is obvious that health must come before personal pleasure. I strongly believe
that governments should act to make smoking illegal in public places
Blog de Cristina
www.cristinacabal.com
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“For and Against” Essays
Intermediate 1 Writing
(Notes from Succesful Writing by
Virginia Evans)
Type of writing
• It is a type of discursive writing in which you discuss advantages and
disadvantages of a specific topic.
• You must not include opinion words (I believe, I think, etc.) in the
introduction or the main body. You can only use opinion words in the final
paragraph, where you may state your opinion on the topic.
• It is written in a formal style. Therefore, you should avoid: strong language

(I know, I am sure, etc.), short sentences, colloquial expressions or idioms.
• You can find this type of writing in articles in newspapers, magazines, etc.
Therefore you must include a title.
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Structure
• Introduction Paragraph 1: present the topic, making
a general remark about it without giving your
opinion.
• Main body Paragraph 2: write two or three
advantages. Paragraph 3: write two or three
disadvantages. Support your arguments with
justifications / examples.
• Conclusion Paragraph 4: include your opinion (e.g.
In my opinion / I believe / I think, etc.) or a balanced
summary of the topic.
Techniques to begin or end your essay

• Address the reader directly e.g. If you take the
time to train your dog, it will learn to obey you.
• Include a quotation. It is necessary to mention

the name of the person who said/wrote it. e.g.
As George Orwell wrote, “All animals are equal,
but some are more equal than others.”
• Include a rhetorical question e.g. Are all families

ready for a dog?
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Main Body Paragraphs
• You should start each main body paragraph with a
topic sentence which introduces or summarises the
main topic of the paragraph.
• The topic sentence should be followed by supporting

sentences which justify the arguments presented in the
topic sentence, by giving examples or reasons.
• You should use linking words/phrases to present your

justifications, such as: first of all, what is more, for
example, etc.
Example of Main Body Paragraph

Travelling by train has a lot of advantages.
(topic sentence) First of all, it is comfortable as
trains are spacious so there is plenty of room to
walk about. What is more, trains are
convenient. For example, you do not have to
take any food or beverages with you, because
most trains have a restaurant. Finally, when you
travel by train you reach your destination fairly
quickly. (supporting sentences)
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Example of a “For and Against” Essay
Living without a TV
Almost every family today has a TV, in fact probably more than one, and
people everywhere spend hours watching it. But, a few families choose not
to have a TV because they think there are many drawbacks to owning one.
Living without a TV has certainly got its advantages. The first one is
that families spend more time talking to each other. Secondly, they spend
more time doing more creative things like reading or painting. Thirdly,
they spend more time outdoors, and therefore they are usually more fit.
But on the other hand, there are also disadvantages. For example,
children who don’t have a TV may feel different from their school friends,
and often won’t know what they are talking about. Also, it is not true that
all TV programmes are bad. There are good ones, like documentaries, and
people who live without a TV may know less about what’s happening in
the world.
In conclusion, although living without a TV has some advantages, I
think today it’s unrealistic and that we should try to turn the TV off when
there’s nothing good on.
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1. Analyze the sample essay below, tick the items that apply in the chart on the next
page (10 minutes)
A Sample For & Against Essay

Pay close attention to the structure that you can apply to your writings:
Animal Testing
Animal testing has benefited human health for years, and thousands of animals are used for
testing all around the world to improve human health and life span. In US 99% of all active doctors
say that animal research has helped for medical advancements, and 97% of these doctors support
continuous use of animals for research. However, there are some people, as well, who believe that
animal testing is cruel and it should not be legal. In this essay, I will outline both the advantages and
disadvantages of animal testing.
There are some advantages of animal testing in labs. One of the good points about animal
testing is that it is more difficult for scientists to carry out these tests on humans. It would be much
crueler to test new drugs on people, or to let people die because of it. Another advantage is that the
cost of animal testing makes it an affordable option. Laboratory animals are in abundance. It is easy
to find rats and other animals, and keep and feed them in labs. Because of these advantages, some
people consider animal testing as advantageous.
On the other hand, animal testing has various disadvantages. Because of the dangers of
animal testing, many people have opposed this idea since it was carried out for the first time.
Opponents of animal testing claim that it is harmful not only for the body of the animals but also for
the psychology of them. Thousands of animals die or live in terrible conditions as a result of lab
studies. Another problem is that the animals used in testing may face extinction as they are killed in
labs. For many people, scientists commit crimes in these labs.
To sum up, it is a difficult to say whether animal testing is good or bad. Although it is easier
to use these animals in labs for studies, it brings certain problems out for the animals. Perhaps, we
need more detailed ethical rules and a law about animal testing in labs, and I personally believe that
the advantages are greater than the disadvantages.
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Organization of a For & Against Essay
2. Check out the basics of “For and against essay” below (5 minutes)
A For & against (advantages & disadvantages) essay that we studied consists of 4 paragraphs:
 Introduction
 Body 1 (Advantages Para.)
 Body 2 (Disadvantages Para.)
 Conclusion
1. Introduction paragraph includes:

A sentence that catches the reader’s attention (a hook). It may be a question,
an interesting information or statistical data:
A few sentences that include background information about the topic to give a
broader picture of the issue or details about the history of the issue:
A thesis statement that clearly states the writer’s point of view about the issue:
2. Body Paragraphs include:

1st Body 2nd Body
A topic sentence to draw attention to the advantages (and disadvantages in Body 2)

of the topic:
At least 2 supporting details:
Explanations of supporting details (they can be facts, examples, statistics,

definitions, causes and effects, quotations, anecdotes, or even questions):
A concluding sentence that packs all in the paragraph (not a must):
3. Conclusion paragraph includes:
A restatement of the thesis that was written in the introduction paragraph:
A brief summary of advantages and disadvantages presented in body paragraphs:
A personal comment, prediction, warning to reinforce the writer’s point of view:
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3. Write a four-paragraph essay on whether or not you think new technology such as cell phones,
computers, and DVDs benefit our society. Before you begin to write, review the suggested time
management strategy below:
Step 1: BRAINSTORMING: 5 minutes

 Below, list three advantages and three disadvantages about the topic. Then list as many details as
you can to explain each one.
Advantages: Disadvantages:
1. _________________________________ 1. _________________________________
2. _________________________________ 2. _________________________________
3. _________________________________ 3. _________________________________
Step 2: OUTLINING: 10 minutes

 Write an outline for your essay in the form below.
Introduction
Hook (Back ground information/questions/statistical, etc.) : ……………………………………………………………….
……………………………………………………………………………………………………………………………………………………………..
Thesis statement: ……………………………………………………………………………………………………………………..............
……………………………………………………………………………………………………………………………………………………………..
Body Paragraph 1
Topic sentence: …………………………………………………………………………………………………………………….................
Support 1: …………………………………………………………………………………………………………………….........................
Support 2: …………………………………………………………………………………………………………………….........................
Body Paragraph 2
Topic sentence: …………………………………………………………………………………………………………………….................
Support 1: …………………………………………………………………………………………………………………….........................
Support 2: …………………………………………………………………………………………………………………….........................
Conclusion
Personal comment, prediction, warning: ……………………………………………………………………………………………
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Step 3: Writing 50 minutes:
Write a four-paragraph essay on whether or not you think new technology such as cell phones,
computers, and DVDs benefit our society:
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Step 4: Editing 10 minutes: Turn back to page 2 and check if you have applied the structure well.
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16 Simple Sentences
Chapter 16
SEcTION THEME: Popular Culture
Learning Objectives
LO 1 Identify subjects.
(p. 252)
LO 2 Identify
prepositional
phrases. (p. 255)
LO 3 Identify verbs.
(p. 257)
LO 4 Identify helping
verbs. (p. 258)
In this chapter, you will read about

topics related to advertising and
consumerism.
Complete this Writer's The Writer’s Journal

Journal activity at
What is your cultural background? How would you identify yourself culturally?
mywritinglab.com
Write a paragraph about your cultural identity.
LO 1 Identify subjects. Identify Subjects

Teaching Tip A sentence contains one or more subjects and verbs, and it expresses a complete
For the Writer’s Journal thought. Although some sentences can have more than one idea, a simple sentence
activity, students can expresses one complete thought. The subject tells you who or what the sentence is
brainstorm ideas in pairs. about. The verb expresses an action or state. If a sentence is missing a subject or a
You might adapt the prompt verb, it is incomplete.
to suit the writing pattern
that you are teaching.
365
Chapter 16 Simple Sentences 253
Singular and Plural Subjects Teaching Tip
Chapter 16
The grammar chapters
Subjects may be singular or plural. To determine the subject of a sentence, ask yourself are flexible. You can skip
who or what the sentence is about. certain chapters or do them
in whatever order suits your
A singular subject is one person, place, or thing.
course syllabus or teaching
Kayla Rice is a marketing consultant. style. Before working
through the grammar
Manhattan has many advertising agencies. chapters, you may ask
students to review some
A plural subject is more than one person, place, or thing. key grammar terms in
Appendix 1.
Contemporary marketers try to reach a mass audience.
Many countries import American products.
Pronouns Teaching Tip

Ask students what words
A subject pronoun (he, she, it, you, I, we, they) can act as the subject of a sentence, and
the pronouns replace in the
it replaces the noun. sample sentences.
Jeff Bezos sold books. He founded Amazon.com.
Consumers have rights. They can complain about unethical advertising.
Gerunds (-ing words) ESL Teaching Tip

Remind students that the
Sometimes a gerund (-ing form of the verb) is the subject of a sentence. -ing form can be a noun or
Advertising surrounds us. a verb. Write the next two
sentences on the board to
Business planning is an ongoing process. illustrate the point.
Relaxing is important.
Compound Subjects I am relaxing right now.
Many sentences have more than one subject. Compound means “multiple.” Therefore,
a compound subject contains two or more subjects.
Men and women evaluate products differently.
The accountants, designers, and managers will meet to discuss the product
launch.
Copyright © 2015 by Pearson Education
Hint Recognizing Simple and Complete Subjects User Community

“My favorite part of this
In a sentence, the simple subject is the noun or pronoun. The complete name book, the part most helpful
of a person, place, or organization is a simple subject. to my students, is The
he dancer Omar Epps Sony Music Corporation Editing Handbook. The
exercises are plentiful
The complete subject is the noun, plus the words that describe the noun. In and challenging, while the
the next examples, the descriptive words are in italics. grammar explanations are
concise and clear.”
new electric piano old, worn-out shoes Anna’s green sofa —Rhonda Wallace, Cuyahoga
In the following sentences, the simple and complete subjects are identified. Community College
simple subject
The glossy new magazine contained interesting articles.
complete subject
366
254 Part IV The Editing Handbook
ESL Teaching Tip PRACTICE 1

Chapter 16
Nonnative speakers may Underline the complete subject and circle the simple subject(s).
have additional problems
determining the simple Example: Academic institutions teach popular culture.
subject. In many languages,
adjectives have plural forms 1. Popular music, films, books, and fashions are the sources of our common culture.
and can appear after nouns.
In French, Spanish, and 2. Marketing is linked to all types of entertainment.
Italian, for instance, people
say “hairs browns” instead 3. You and your friends and family may see hundreds of ads each day.
of “brown hair.” If you have
many nonnative speakers 4. Jack Nevin and Linda Gorchels study consumer behavior.
in your class, discuss how
word order differs in their 5. Traditional marketing methods are losing their impact.
languages.
6. Restless and cynical citizens are bored with television, radio, and billboard ads.
7. Creative advertisers constantly look for new ways to seduce the public.
8. Social networking sites are now targeted by marketing firms.
9. Other strategies include buzz marketing and guerilla marketing.
10. Expensive advertising does not always produce results.
Special Subject Problems

Unstated Subjects (Commands)
In a sentence that expresses a command, the subject is unstated, but it is still
understood. The unstated subject is you, and “should” is implied.
Remember to use your coupon.
Pay the cashier.
Teaching Tip
Cooperative Learning Here/There
(Jigsaw)
Here and there are not subjects. In a sentence that begins with Here or There, the
Place students in teams of
subject follows the verb.
three to five. Assign each
team a grammar concept There are five ways to market a product.
from the chapter. Teams are
responsible for teaching the Here is an interesting brochure about cosmetics.
class about the concept.
They should summarize
key ideas, give examples,
PRACTICE 2
and prepare some practice In the following paragraph, circle the simple subject(s). If the subject is unstated, then
sentences. Then each team write the subject (you) before the verb.
can present a short lesson you (should)
to the class. Example: To see the announcement, watch carefully.
^
There are many advertisements on the streets of our cities. Look at any
bus shelter, billboard, store window, or newspaper. Certainly, some ads appear
in surprising places. There are framed announcements on the doors of hotel
bathrooms, for example. Furthermore, there are commercials hidden in the
367
middle of the action in movies and television shows. For instance, soft-drink
Chapter 16
and car companies advertise during the popular reality show American Idol.
There are soft drinks on the table in front of the show’s judges. The show’s
You (should)
performers often sing a tribute to an American automobile company. View
advertising with a critical eye.
Identify Prepositional Phrases LO 2 Identify prepositional

phrases.
A preposition is a word that links nouns, pronouns, or phrases to other words in a
sentence. It expresses a relationship based on movement or position. Here are some ESL Teaching Tip
common prepositions. Ask nonnative students to
underline prepositions that
they do not understand.
Common Prepositions Then they can look up those
words in the dictionary or
about around beyond from off to discuss them with native
above at by in on toward speakers.
across before despite inside onto under
after behind down into out until
against below during like outside up
along beside except near over with
among between for of through within
A phrase is a group of words that is missing a subject, a verb, or both and is not ESL Teaching Tip
a complete sentence. A prepositional phrase is made up of a preposition and its To help nonnative speakers
object (a noun or a pronoun). In the following phrases, an object follows the understand the idea of
preposition. prepositional phrases, ask
students to brainstorm
short sentences containing
Preposition + Object the prepositions in the list,
in the morning such as, On the roof, a robin
made a nest.
among the shadows
over the rainbow
Hint Be Careful
Because the object of a preposition is a noun, it may look like a subject.

However, the object in a prepositional phrase is never the subject of the
sentence. For example, in the next sentence, the subject is child, not
cereal box.
subject
Inside the cereal box, the child found the hidden gift.
Sometimes a prepositional phrase appears before or after the subject. To help you
identify the subject, you can put parentheses around prepositional phrases or mark
them in some other way. In each of the following sentences, the subject is in boldface
type and the prepositional phrase is in parentheses.
368
(With huge sales,) Amazon is an amazing success story.

Chapter 16
Jeff Bezos, (with very little money,) launched his Web site.
Sometimes a sentence can contain more than one prepositional phrase.
prepositional phrase prepositional phrase

(In the mid 1990s,) (inside his Seattle garage,) Bezos created his online bookstore.
Hint According to . . .
When a sentence contains according to, the noun that immediately follows is not
the subject of the sentence. In the following sentence, Jack Solomon is not the
subject.
subject
(According to Jack Solomon,) consumers are easily persuaded.
PRACTICE 3
Place parentheses around the prepositional phrase(s) in each sentence. Then circle
the simple subject.
Example: (In a suburb,)a young girl shows a new phone to her friends.
1. In the early 1990s, the advertising industry began to market actively to young
teens.
2. With their disposable cash and their desire to be cool,)tweens are a marketer’s
dream customer.
3. Children(between eight and thirteen years old)spend billions of dollars
annually.
4. According to CBS News,)some marketing companies pay for children’s slumber
parties.
5. “Alpha” girls,(with their good looks and their self-confidence,) convince their
guests to buy certain products.
6. In her book Born to Buy,)author Juliet Schor criticizes such selling techniques.
7. With no concern for the children,) marketers take advantage of peer dynamics.
8. GIA Marketing, (with its 40,000 “secret agents”,)relies on its tween influencers.
9. In spite of the criticism,)viral marketing is here to stay.
PRACTICE 4
Look at the underlined word in each sentence. If it is the subject, write C (for “correct”)
beside the sentence. If the underlined word is not the subject, then circle the correct
subject(s).
Examples: In past eras, bustling markets contained consumer goods. ______
Enclosed shopping malls are a fairly recent development. C
______
1. In Edina, Minnesota, the first indoor mall was built. ______
2. The world’s largest mall has eight hundred stores. ______
369
3. For some consumers, the local dress shop is a dangerous place. ______
Chapter 16
4. On her twenty-second birthday, Amber Wyatt divulged a secret. ______
5. During the previous four years, she had piled up $60,000 in
credit card debts. ______
6. She acknowledges, with a shrug, her shopping addiction. ______
7. Today, with a poor credit rating, Amber is unable to get a lease. ______
8. Her brother, boyfriend, and aunt have lent her money. ______ Teaching Tip
9. Her parents, with some reluctance, allowed their daughter Item 8 includes three
______ subjects: brother, boyfriend,
to move back home. and aunt.
10. Many American men and women, according to a recent survey,
have a shopping addiction. ______
Identify Verbs LO 3 Identify verbs.

Every sentence must contain a verb. The verb either expresses what the subject does
or links the subject to other descriptive words.
Action Verbs
An action verb describes an action that a subject performs.
In 2006, China launched an electric car called the ZAP Xebra.
Engineers designed the car’s energy-efficient engine.
Linking Verbs ESL Teaching Tip

Nonnative speakers often
A linking verb connects a subject with words that describe it, and it does not show an
try to make linking verbs
action. The most common linking verb is be. passive. They might write
sentences such as “It is
The marketing campaign is expensive.
become important.” Point
Some advertisements are very clever. out that linking verbs do not
express an action but simply
Other linking verbs refer to the senses and indicate how something appears, smells, link the subject to words that
tastes, and so on. describe it.
The advertising photo looks grainy.

The glossy paper feels smooth.
Common Linking Verbs

appear feel smell
be (am, is, are, was, were, etc.) look sound
become seem taste
Compound Verbs
When a subject performs more than one action, the verbs are called compound verbs.
Good advertising informs, persuades, and convinces consumers.
Members of the public either loved or hated the logo.
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ESL Teaching Tip Hint Infinitives Are Not the Main Verb
Chapter 16
Draw attention to the hint.

Students often think that the
Infinitives are verbs preceded by to such as to fly, to speak, and to go.
infinitive is a main verb. An infinitive is never the main verb in a sentence.
V infinitive V infinitive
Kraft wants to compete in Asia. The company hopes to sell millions of
products.
PRACTICE 5
Underline one or more main verbs in these sentences. Remember that infinitives such
as to sell are not part of the main verb. Write L above two linking verbs.
Example: Our consumer culture affects everyone.
1. Before the 1940s, diamonds were not more popular than other stones.
2. During marriages, a groom gave a simple gold or silver band to his bride.
3. Then, in 1947, Frances Gerety created the best marketing slogan in history.
4. A diamond is forever.
5. The slogan connected diamonds with love and marriage.
6. D
e Beers also paid Hollywood stars to pose with diamond
engagement rings.
7. T
he advertising campaign had a huge impact on diamond
sales.
8. T
he emotional appeals changed people’s habits and helped
sell diamonds.
9. Marketers produced an irrational demand for an expensive
product.
10. Today, the majority of brides expect to receive a diamond ring.
LO 4 Identify helping verbs. Identify Helping Verbs

A verb can have several different forms, depending on the tense that is used. Verb
tense indicates whether the action occurred in the past, present, or future. In some
tenses, there is a main verb that expresses what the subject does or links the subject to
descriptive words, but there is also a helping verb.
The helping verb combines with the main verb to indicate tense, negative
structure, or question structure. The most common helping verbs are forms of be,
have, and do. Modal auxiliaries are another type of helping verb; they indicate
ability (can), obligation (must), possibility (may, might, could), advice (should), and
so on. For example, here are different forms of the verb open. The helping verbs are
underlined.
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is opening had opened will open should have opened Tech Teaching Tip
Chapter 16
was opened had been opening can open might be open Ask students to watch one
has been opening would open could be opening could have been opened of the YouTube Volkswagen
ads called “The Fun Theory.”
The entertaining ads show
The complete verb consists of the helping verb and the main verb. In the following how making a banal activity,
examples, the helping verbs are indicated with HV and the main verbs with V. such as taking the stairs,
HV HV V into a fun activity can
American culture has been spreading across the globe for years. change people’s behavior.
As a writing prompt,
HV HV V students can then work in
You must have seen the news articles. pairs to describe one of the
ads and then argue that it is
In question forms, the first helping verb usually appears before the subject. or is not an effective way to
HV subject HV V advertise the Volkswagen
Should the coffee chain have expanded so quickly? brand.
HV subject V
Will the coffee and cakes sell in Moscow? Teaching Tip
Interrupting words may appear between verbs, but they are not part of the Cooperative Learning
(Pair & Share)
verb. Some interrupting words are easily, actually, not, always, usually, sometimes,
Do the Tech Tip described
frequently, often, never, and ever. above. Then ask pairs to
HV V exchange paragraphs. They
Consumers have often complained about product quality. should circle all subjects and
underline all complete verbs
HV HV V in the other pair’s paragraph.
The car maker should not have destroyed its electric cars. They can put two lines under
the main verbs.
PRACTICE 6
Underline the helping verbs once and the main verbs twice. Be careful because some Grammar Link
sentences only have main verbs. For information on the
position of mid-sentence
Example: The modern consumerism movement has been strong since the 1960s. adverbs, such as often,
sometimes, and never,
1. In 1961, President John F. Kennedy outlined the Consumer Bill of Rights. see pages 414–415 in
Chapter 30.
2. Products should not be dangerous or defective.
3. A single company should never have a monopoly.
4. Businesses must provide consumers with honest information.
ESL Teaching Tip
5. Some companies have been sued for defective products. Your nonnative speakers
may be confused by some of
6. Merck, a pharmaceutical company, was forced to remove the drug Vioxx from
the verb forms in Practice 6.
the market. Point out that Appendix 3
7. To protect consumers, the Federal Trade Commission has implemented rules to contains a visual guide to
the main verb tenses.
prevent misleading advertising.
8. Some companies have been fined for deceptive marketing methods.
9. In a Volvo ad, a monster truck ran over a row of cars and crushed all but the
Volvo station wagon.
10. In fact, the Volvo’s structure had been reinforced.
11. Volvo was fined $150,000 for deceptive marketing.
12. How should companies respond to consumer complaints?
372
PRACTICE 7
Chapter 16
Circle the simple subjects and underline the complete verbs. Remember to underline
all parts of the verb.
Teaching Tip Example: Consumer activists can have an impact.

You might ask students to
place parentheses around
1. In 1989, Kalle Lasn and Bill Schmalz started a new media foundation with the
prepositional phrases. They name Adbusters. They have produced a magazine and Web site. Adbusters
can also write V over main
verbs. does not accept advertising. Instead, the anti-consumption magazine often
parodies common advertisements. Contributors to the magazine have created
amusing spoof ads. For example, some graphic designers have mocked Joe
Camel cigarette advertising. One ad depicts “Joe Chemo” in a hospital bed. The
cartoon camel is hooked up to IV tubes. In another spoof ad, an image of a
broken Absolut Vodka bottle has the headline “Absolut Mayhem.” And a
different parody of the vodka brand shows a sagging bottle with the title
“Absolut Impotence.”
2. On its Web site, Adbusters describes itself as “a global network of artists,

activists, writers, pranksters, students, educators and entrepreneurs.” The
founders want people to reconsider their consumption habits. The not-for-
profit organization sponsors social marketing campaigns such as “Buy Nothing
Teaching Tip Day.” More recently, in mid-2011, Adbusters Foundation was behind the
Group Work Occupy Wall Street movement. Over the years, the organization has had many
Groups of students can supporters and critics. In his textbook Consumer Behavior, Michael R. Solomon
practice identifying subjects
and verbs by looking at a advises corporations to listen to unhappy consumers. It is easy to dismiss
reading in Part V. Ask them
to focus on one or two organizations such as Adbusters as “the lunatic fringe.” However, according to
paragraphs in the reading. Solomon, such organizations deserve to be taken seriously.
Teaching Tip Reflect On It

With the Reflect On It
activity, you can verify Think about what you have learned in this chapter. If you do not know an answer,
whether students have
review that concept.
understood the main
concepts. 1. What is a sentence? _ __
2. What does the subject of a sentence do? _____________________________The

subject expresses who or what
373
3. What is a verb? __
Chapter 16
4. Write an example of a linking verb and an action verb.
Linking ________________________ Action ________________________
Circle the best answers.
5. Can the object of a preposition be the subject of a sentence? No Yes
6. Can a sentence have more than one subject? No Yes
7. Can a sentence have more than one verb? No Yes
Final Review Teaching Tip

You can use the final review
Circle the simple subjects, and underline the complete verbs. Underline all parts of the as a test. Additional test
verb. Remember that infinitives such as to go or to run are not part of the main verb. material appears in the
Instructor’s Resource Manual.
Example: A good name and logo are immensely important.
Teaching Tip
1. In their book Marketing: Real People, Real Choices, Michael R. Solomon,
You might ask students to
place parentheses around
Greg Marshall, and Elnora Stuart discuss brands. 2. With a great deal of care,
prepositional phrases. They
can also write V over main
companies must carefully choose the best name for their products. 3. According verbs.
to the authors, product names should be memorable. 4. Irish Spring, for Teaching Tip
instance, is a fresh and descriptive name for soap. Pair Work
As an additional activity,
ask pairs of students to
5. Occasionally, mistakes are made. 6. The company Toro called its brainstorm a new brand
name for a product such as
lightweight snow blower “Snow Pup.” 7. The product did not sell well. 8. Later, soap, a car, or diapers. Each
team can then construct a
the product was renamed “Snow Master” and then “Snow Commander.” 9. The paragraph explaining and
defending the name they
sales have improved tremendously since then. have chosen.
10. Some brands have become the product name in consumers’ minds. Teaching Tip
For a review and practice
11. Everyone knows popular brands such as Kleenex, Jell-O, Scotch Tape, about the basic parts of
speech, ask students to try
and Kool-Aid. 12. Without a second thought, many consumers will ask for a Appendix 1.
Kleenex but not for a tissue with another brand name. 13. Therefore, a great
name can be linked to the product indefinitely.
374
14. According to Solomon, Marshall, and Stuart, there are four important
Chapter 16
elements in a good brand name. 15. It must be easy to say, easy to spell, easy to
read, and easy to remember. 16. Apple, Coke, and Dove are examples of great
product names. 17. Good names should also have a positive or functional
relationship with the product. 18. Drano is a very functional name. 19. On the
other hand, Pampers and Luvs suggest good parenting but have no relation to
the function of diapers. 20. Ultimately, large and small businesses put a great
deal of care into product branding.
Complete these
writing assignments at
The Writer’s Room
mywritinglab.com
Write about one of the following topics. After you finish writing, identify your
subjects and verbs.
Teaching Tip
1. Describe an effective advertising campaign. List the elements that make
Cooperative Learning
(Question Cards) the campaign so successful.
Place students in teams of 2. Compare two online shopping sites. Describe the positive and negative
three or four. Each team uses features of each site.
cards or cuts paper into small
pieces. Teams brainstorm
questions about the chapter’s
key concepts. They write the
question on one side of the
paper and the answer on the
other side. Teams should
write about six questions.
Then teams can exchange
cards with another team. They
can look at each question,
answer it as a group, and then
check the answer.
Teaching Tip
Writer’s World Competition
Please advise students
that they can submit their
paragraphs and essays
for possible publication to:
www.pearsonhighered
.com/essayrewards/
writingrewards.html
375
Compound Sentences
SECTION THEME: Popular Culture

topics related to fads and fashions.
17
lEarning objEctivEs
LO 1 Compare simple
and compound
sentences. (p. 263)
LO 2 Combine sentences
using coordinating
conjunctions.
(p. 264)
using semicolons.
(p. 267)
using transitional
expressions. (p. 269)
ThE WritEr’s JoUrnal Complete this Writer's

Journal activity at
Do you have body art, such as tattoos and piercings? In a paragraph, explain why
mywritinglab.com
you do or do not have body art.
Compare Simple and Compound LO 1 Compare simple and

compound sentences.
Sentences
When you use sentences of varying lengths and types, your writing flows more smoothly TEaching Tip
and appears more interesting. You can vary sentences and create relationships between For the Writer’s Journal
ideas by combining sentences. activity, students can
brainstorm ideas in pairs.
Review the differences between simple and compound sentences.
You might adapt the prompt
A simple sentence is an independent clause. It expresses one complete idea, to suit the writing pattern
and it stands alone. Simple sentences can have more than one subject and more that you are teaching. Then
than one verb. ask students to combine
sentences and edit them.
376
One subject and verb Tattooing is not a new fashion.

Chapter 17
Two subjects Tattooing and body piercing are not new fashions.
Two verbs Della
McMahon speaks and writes about current
trends.
A compound sentence contains two or more simple sentences. The two complete
ideas can be joined in several ways.
Vera creates handbags. + She also designs shoes.
Add a coordinator Vera creates handbags, and she also designs shoes.
Add a semicolon Vera creates handbags; she also designs shoes.
Add a semicolon and Vera creates handbags; moreover, she designs
conjunctive adverb shoes.
using coordinating
Combine Sentences Using
conjunctions. Coordinating Conjunctions
User Community A coordinating conjunction joins two complete ideas and indicates the connection
“In addition to teaching
between them. The most common coordinating conjunctions are for, and, nor, but,
the grammar and sentence or, yet, and so.
structure sections, I teach
students to use those Complete idea, coordinating conjunction complete idea.
chapters as a reference
guide in editing their work.
This is helpful to students Review the following chart showing coordinating conjunctions and their functions.
because they do not master
this material just by reading
and studying the chapter Coordinating
the one time it is specifically Conjunction Function Example
assigned.”
—Lynn Saul, Pima Community for to indicate a reason Henna tattoos are great, for they
College–Desert Vista are not permanent.
and to join two ideas Jay wants a tattoo, and he wants
to change his hairstyle.
nor to indicate a negative idea Cosmetic surgery is not always
successful, nor is it particularly
ESL Teaching Tip safe.
This chart is useful for
but to contrast two ideas Tattoos hurt, but people get them
nonnative students.
Suggest that students use anyway.
the word “FANBOYS” to or to offer an alternative Jay will dye his hair, or he will
help remember the seven shave it off.
coordinating conjunctions.
You might also point yet to introduce a surprising He is good-looking, yet he wants
out that for is rarely used choice to get cosmetic surgery.
as a coordinator. It is so to indicate a cause and He saved up his money, so he will
more commonly used as a
effect relationship get a large tattoo.
preposition.
377
Chapter 17 Compound Sentences 265
Hint Recognizing Compound Sentences Teaching Tip
Chapter 17
Draw attention to the Hint
To be sure that a sentence is compound, place your finger over the coordinating box. Ask students to use the
conjunction, and then ask yourself whether the two clauses are complete finger technique when they
sentences. try Practice 1.
Simple The fashion model was tall but also very thin.
Compound The fashion model was tall, but she was also very thin.
PRACTICE 1
Indicate whether the following sentences are simple (S) or compound (C). Underline
the coordinating conjunction in each compound sentence.
Example: There are many ways to alter your appearance. S
_____
1. Many humans permanently alter their bodies, and they do it
for a variety of reasons. C
_____
2. Body altering is not unique to North America, for people in
every culture and in every historical period have found ways
to permanently alter their bodies. C
_____
3. In past centuries, some babies in South America had boards
tied to their heads, and their soft skulls developed a long,
high shape. C
_____ Teaching Tip
4. In Africa, Ubangi women used to extend their lower lips with Cooperative Learning
S (Jigsaw)
large, plate-sized pieces of wood. _____
5. In the 1700s, wealthy European men and women ate tiny three to five. Assign each
amounts of arsenic to have very pale complexions. S
_____ team a grammar concept
6. Then, in the next century, European and American women responsible for teaching the
wore extremely tight corsets, and they suffered from respiratory class about the concept.
and digestive problems. C
_____ They should summarize
key ideas, give examples,
7. Today, some people want to improve their physical appearance, and prepare some practice
so they sculpt their bodies with cosmetic surgery. C
_____ sentences. Then each team
can present a short lesson to
8. Botox injections are popular but dangerous. S
_____ the class.
9. Body altering can be painful and very costly, but people do it

anyway. C
_____
PRACTICE 2
Read the following passages. Insert an appropriate coordinating conjunction in each
blank. Choose from the list below, and try to use a variety of coordinating conjunctions.
for and nor but or yet so
378
but
Example: Fashions usually take a while to be accepted, __________ fads appear
Chapter 17
and vanish quickly.
1. Have you heard of Harajuku culture? Harajuku is the name of a district

and, but it is also a teen subculture. Every Sunday afternoon,
in Tokyo, __________
and
hundreds of Japanese teenagers meet on Jinju Bridge, __________ they engage
but
in “cosplay” (costume play). Some young males dress up, __________ most of
so
the Harajuku kids are female. The girls want to be noticed, __________ they
wear homemade frilly dresses and carry parasols. Their costumes require a lot
or
of effort. They might dress up as a cute cartoon character, __________ they can
choose to dress in dark gothic costumes.
2. for
The pop star Gwen Stefani has a perfume brand called “Harajuku,” __________
and, so
she loves that subculture. Today, the Harajuku district is famous, __________
many visitors go there. Tourists and professional photographers search for the
and, so she
best-dressed youths. Seventeen-year-old Shoshi lives in Toyko, __________
visits Jinju Bridge every week. Next Sunday, she might wear a yellow
or
bow in her hair, __________ she may wear a white lace cap. Her
so, and she attracts a lot of

costumes are elaborately detailed, __________
yet, but she is not self-conscious.

attention. Tourists stare at her, __________
for, and, so she always wears the

Shoshi is frequently photographed, __________
nor
most eye-catching outfits. She never refuses to pose, __________ do
most of her friends.
3. but, yet
Curiously, participants love to socialize and make friends, _____________ they
and
do not use their real names. The teens choose special names, _____________ they
use those pseudonyms whenever they dress up in costume. Harajuku culture will
probably remain a unique Japanese lifestyle.
379
Hint Place a Comma Before the Coordinating Conjunction
Chapter 17
Add a comma before a coordinating conjunction if you are certain that it joins
two complete sentences. If the conjunction joins two nouns, verbs, or adjectives,
then you do not need to add a comma before it.
Comma The word fashion refers to all popular styles, and it
does not refer only to clothing.
No comma The word fashion refers to all popular styles and not Teaching Tip
only to clothing.
Remind students that
sentences containing and,
but, and other coordinating
conjunctions are not
necessarily compound.
To show the differences
PRACTICE 3 between simple and
Create compound sentences by adding a coordinating conjunction and another compound sentences,
write a few examples on
complete sentence to each simple sentence. Remember to add a comma before the the board, and then ask
conjunction. Answers will vary. students how to punctuate
each sentence. Here are
, but they worry about their personal style.
Example: Many people deny it _________________________________________ some examples you could
use:
1. I don’t have a tattoo _______________________________________________
He pierced his nose and
________________________________________________________________ got a tattoo.
He pierced his nose, and
2. Body piercing is common __________________________________________ he got a tattoo.
________________________________________________________________ People either diet to lose
weight or have cosmetic
3. Cosmetic surgery is expensive _______________________________________ surgery to change their
body shape.
________________________________________________________________ People either diet to lose
weight, or they have
4. She dyed her hair _________________________________________________
cosmetic surgery to
________________________________________________________________ change their body shape.
Combine Sentences Using Semicolons LO 3 Combine sentences

using semicolons.
Another way to form a compound sentence is to join two complete ideas with a
semicolon. The semicolon replaces a coordinating conjunction.
Complete idea ; complete idea.
Advertisers promote new fashions every year; they effectively manipulate

consumers.
380
Teaching Tip Hint Use a Semicolon to Join Related Ideas

Chapter 17
Advise students to use

semicolons sparingly.
Do not use a semicolon to join two unrelated sentences. Remember that a
For more practice using semicolon takes the place of a conjunction.
semicolons, refer students Incorrect Some societies have no distinct word for art; people like to
to Chapter 20, “Fragments,” dress in bright colors.
and Chapter 21, “Run-Ons.”
(The second idea has no clear relationship with the first idea.)
Correct Some societies have no distinct word for art; art is an intrinsic
part of their cultural fabric.
(The second idea gives further information about the first idea.)
PRACTICE 4
Insert the missing semicolon in each sentence.
;
Example: Often, bizarre fashion styles become accepted almost everyone adopts
the style. ^
1. Ashley Harrell has identified some of this century’s worst fashion trends her
article appeared in the SF Weekly blog.
2. Crocs are on her list the bright plastic shoes are not attractive.
3. She also criticizes long pointy-toed shoes they are only good for kicking
something.
4. Other critics hate the low pants trend most people should not show their
bellies.
5. Since 2000, pierced tongues have been popular dentists benefit from the
fashion.
6. Derek has decided to stretch his earlobe holes with heavy rings he may regret
his decision one day.
7. Next year, perhaps shaved eyebrows will become popular fashionistas will
follow the trend.
8. People should be careful they should think twice before altering their bodies to
follow a trend.
Teaching Tip PRACTICE 5

Students might be tempted Write compound sentences by adding a semicolon and another complete sentence
to join ideas that do not
fit together. They can test
to each simple sentence. Remember that the two sentences must have related
their sentences by verifying ideas. Answers will vary.
whether the semicolon
could be replaced by a
; she regretted her decision.
Example: Last year my sister had her tongue pierced ________________________
coordinating conjunction.
1. Youths rebel in many ways __________________________________________
________________________________________________________________
381
2. Hair dyes can be toxic ______________________________________________
Chapter 17
________________________________________________________________
3. At age thirteen, I dressed like other teens _______________________________
________________________________________________________________
4. Running shoes are comfortable __________________________________________
________________________________________________________________
Combine Sentences Using LO 4 Combine sentences

using transitional
Transitional Expressions expressions.
A third way to combine sentences is to join them with a semicolon and a transitional
expression. A transitional expression can join two complete ideas together and show
how they are related. Most transitional expressions are conjunctive adverbs such as
however or furthermore.
Transitional Expressions
Comparison Example or Result or
Addition Alternative or Contrast Time Emphasis Consequence
additionally in fact equally eventually for example consequently
also instead however finally for instance hence
besides on the contrary nevertheless later namely therefore
furthermore on the other hand nonetheless meanwhile of course thus
in addition otherwise similarly subsequently undoubtedly
moreover still
If the second part of a sentence begins with a transitional expression, put a ESL Teaching Tip
semicolon before it and a comma after it.
Group Work
Ask nonnative speakers to
Complete idea; transitional expression, complete idea. underline transitional words
that they do not understand.
Yuri is not wealthy; nevertheless, he always wears the latest fashions. Then, in groups, those who
; however, understand a term can teach
; nonetheless, the others by using the term
; still, in a sentence.
PRACTICE 6
Punctuate the following sentences by adding any necessary semicolons and commas.
; ,
Example: Tattoos are applied with needles thus they are painful.
^ ^
1. During the era of the Roman Empire, soldiers received tattoos on their hands
consequently deserting soldiers could be easily identified.
2. More recently, tattoos represented a person’s spirituality or profession for

instance sailors commonly had anchors tattooed on their biceps.
382
3. During World War II, some people were forced to get tattoos for example the
Chapter 17
Nazis tattooed concentration camp victims.
4. Since the 1990s, tattoos have surged in popularity in fact ordinary citizens of
all ages and from all economic classes get them.
5. Some people hate the new fad meanwhile others have become addicted to
tattooing.
6. At age sixteen, Rick Genest got a skull and crossbones tattoo on his left
shoulder eventually he tattooed his arms, his face, and his skull.
7. He has spent over $17,000 on tattoos hence his hobby is very expensive.
8. These days, tattoos are not always harmless body decorations on the contrary
they can symbolize membership in a criminal organization.
9. In Japan, “yakuza” criminals have large colorful tattoos similarly in El

^
Salvador, members of the Mara 18 gang have lip tattoos.
10. Most of my friends have tattoos nevertheless I refuse to get one.
PRACTICE 7
Combine sentences using one of the following transitional expressions. Choose
an expression from the following list, and try to use a different expression in each
sentence. Answers will vary.
in contrast for example however of course thus

in fact for instance nevertheless therefore
; however, young
Example: Today’s parents often complain about their children. Young people
today are not more violent and rebellious than those of past generations.
1. Youth rebellion is not new. In each era, teenagers have rebelled.
2. Teenagers distinguish themselves in a variety of ways. They listen to new music,
create new dance styles, wear odd fashions, and break established social habits.
3. The most visible way to stand out is to wear outrageous

; therefore, teenagers
fashions. Teenagers try to create original clothing and hairstyles.
4. In the past fifty years, rebellious teens have done almost everything to their
hair, including growing it long, buzzing it short, dyeing it, spiking it, shaving it
383
; thus, it
Chapter 17
off, and coloring it blue. It is difficult for today’s teenagers to create an original
hairstyle.
5. Sometimes a certain group popularizes a style. Hip-hop artists wore baggy
clothing in the late 1980s.
6. Many parents hated the baggy, oversized pants. Boys wore them.
7. In the past, most people pierced their ears with tiny holes. Many of today’s
youths stretch their earlobes to create large holes.
8. “Retro” hair and clothing styles will always be popular. People often look to the Tech Teaching Tip
Ask students to work in
past for their inspiration. pairs. They should find
random simple sentences
in their cell phone text
Hint Subordinators versus Conjunctive Adverbs messages. Then, with
a partner, they should
A subordinator is a term such as when, because, until, or although. Do not transform the sentences into
confuse subordinators with conjunctive adverbs. When a subordinator is added compound sentences. Ask
to a sentence, the clause becomes incomplete. However, when a conjunctive them to create three different
adverb is added to a sentence, the clause is still complete. sentences:
1. c lauses joined with a
Complete She wore fur. coordinator
Incomplete (with subordinator) When she wore fur. 2. clauses joined with a
semicolon
Complete (with conjunctive adverb) Therefore, she wore fur. 3. clauses joined with a
transitional expression
When you combine two ideas using a conjunctive adverb, use a semicolon.
No punctuation She was criticized when she wore fur.
Semicolon It was very cold; therefore,she wore fur.
PRACTICE 8 Teaching Tip

Create compound sentences by using the next transitional expressions. Try to use a Pair Work
different expression in each sentence. Answers will vary. Ask students to do
Practice 8 with a partner.
in fact however therefore furthermore consequently
; therefore, I refuse to spend money following

Example: I have my own style __________________________________________
the latest fad.
__________________________________________________________
1. Designer clothing is expensive _______________________________________
________________________________________________________________
2. I cannot sew _____________________________________________________
________________________________________________________________
384
3. Some men shave their heads _________________________________________

Chapter 17
________________________________________________________________
4. My best friend loves to shop ____________________________________________
________________________________________________________________
Reflect On It
Think about what you have learned in this unit. If you do not know an answer,
review that concept.
Teaching Tip A simple sentence is an independent clause.
1. a. What is a simple sentence? _____________________________________
The Reflect On It activity can ______________________________________________________________
be used to verify whether
students have understood Answers will vary.
b. Write a simple sentence. __________________________________________
the main concepts.
______________________________________________________________
A compound sentence contains two or
2. a. What is a compound sentence? __________________________________
Teaching Tip more simple sentences.
______________________________________________________________
Cooperative Learning Answers will vary.
(Quick Review) b. Write a compound sentence. _______________________________________
Divide the class into teams ______________________________________________________________
of three or four. Assign a
part of the chapter to each for, and, nor, but, or, yet, so
3. What are the seven coordinating conjunctions? ________________________
team. Each team should
review the information and _________________________________________________________________
generate three questions. 4. When two sentences are joined by a coordinating conjunction such as
Then ask teams to read
but, should you put a comma before the conjunction? Yes ☐ No
the questions aloud.
Anybody in the class can 5. When you join two simple sentences with a transitional expression, how
answer a question. Or,
should you punctuate the sentence?
as an alternative, you can
ask teams to exchange Put a semicolon before the transitional expression and a comma following it.
_________________________________________________________________
questions and to answer
another team’s questions. _________________________________________________________________
Teaching Tip Final Review

You can use the final
review as a test. Additional
Read the following essay. Create at least ten compound sentences by adding
test material appears in semicolons, transitional expressions (however, therefore, and so on), or coordinating
the Instructor’s Resource conjunctions (for, and, nor, but, or, yet, so). You may choose to leave some simple
Manual. sentences. Answers will vary.
385
; for example, top
Chapter 17
Example: The fashion industry does not hire average-sized models. Top models
are very tall and thin.
1. The fashion industry and advertisers promote an unrealistic body
type. They use tall, skinny models to sell clothing. A public backlash has
developed against the skinny top model image. People on both sides of the
, or they
controversy have an opinion. They may love the fashion industry. They may
hate it.
2. Critics accuse the fashion industry of creating impossible standards. Most Teaching Tip
; thus, they Pair Work
models must fit into a size zero. They need a 32-inch bust, 23-inch waist, and
As an additional activity,
you might have students
34-inch hips. That is an unhealthy size. It is more realistic for children. The compare their answers with
a partner. This activity will
average eight-year-old has a 22-inch waist. Also, in recent years, models demonstrate the various
; for instance, in possible combinations
have become younger and younger. In 2011, French Vogue used ten-year-old for making compound
sentences.
Thylane Loubry Blondeau in a sexy fashion layout. Additionally, the fashion
industry affects males. Young men feel pressured to have perfect six-pack
, so insecure
stomachs. Insecure adolescents often become addicted to intense exercise.
Many people also develop dangerous eating disorders. Pro-anorexia Web sites
,” and they
use magazine images for “thinspiration.” They also use clips from programs
such as America’s Next Top Model.
3. Most in the modeling industry have ignored the complaints. Some are
getting the message. In 2006, fashion organizations in Spain banned super-thin

, and
models from catwalks. Italian fashion shows did the same thing a few years
later. In 2012, Vogue editors promised to exclude underage and underweight

, but they
models. They refused to stop Photoshopping images to make models
look perfect. In 2012, Israel became the first country to ban underweight
, so maybe
models from advertising. Maybe other countries will follow with
legislation.
386
Tech Teaching Tip

4.
Chapter 17
The skinny model controversy will continue. Many in the fashion industry
(Sharing Circle) refuse to change. H&M clothing company has defended its practice of using
three or four. Each team computer-generated bodies on its models. According to designers Karl
creates a short exercise
, so critics
about grammar points
covered in this chapter.
Lagerfeld and Victoria Beckham, clothing looks better on thin models. Critics
Teams can place their , but it
exercise, without the should stop complaining. The debate about underweight models is important. It
answers, onto a PowerPoint
slide. A second slide would may never be resolved.
show the same exercise with
the answers. You can ask
the class to complete the
exercise. You could have a
competition to see which
group can complete the
exercise first.
Complete these
The Writer’s Room
mywritinglab.com
Write about one of the following topics. Include some compound sentences.
Teaching Tip 1. Think about some fashions over the last one hundred years. Which
fashion trends do you love the most? Give examples.
Please advise students 2. List the steps you take when you make a major purchase. For example,
that they can submit their what process do you follow when you decide to buy an appliance, car,
paragraphs and essays for computer, or house?
possible publication to:
www.pearsonhighered.com/
essayrewards/
writingrewards.html
387
18
CHAPTER 18 Complex Sentences 275
Complex Sentences
Section Theme: Popular Culture
lEarning objEctivEs
LO 1 Identify a complex
sentence. (p. 276)
LO 2 Use subordinating
conjunctions.
(p. 276)
LO 3 Use relative
pronouns. (p. 280)
LO 4 Use embedded
questions. (p. 282)
In this chapter, you will read about topics

related to sports and activity fads.
ThE WritEr’s JoUrnal Complete this Writer's

Journal activity at
How active are you? Write a paragraph about some of the physical activities that mywritinglab.com
you do. Provide specific examples and anecdotes.
TEaching Tip
For the Writer’s Journal
activity, students can
brainstorm ideas in pairs.
that you are teaching. Then
ask students to combine
sentences and edit them.
388
LO 1 Identify a complex What Is a Complex Sentence?

Chapter 18
sentence.
Before you learn about complex sentences, it is important to understand some key
terms. A clause is a group of words containing a subject and a verb. There are two
types of clauses.
Teaching Tip An independent clause has a subject and a verb and can stand alone because it
expresses one complete idea.
Explain that an independent
person needs no help, Laban Nkete won the race.
whereas a dependent person
must lean on someone else. A dependent clause has a subject and a verb, but it cannot stand alone. It “depends”
Students can then apply this on another clause to be complete.
idea to sentence structure.
Although he had injured his heel
A complex sentence combines both a dependent and an independent clause.
dependent clause independent clause
Although he had injured his heel, Laban Nkete won the race.
Teaching Tip Hint More About Complex Sentences

Cooperative Learning Complex sentences can have more than two clauses.
(Jigsaw)
1
Place students in groups of
three to five. Assign each Although women have played organized football for over a century, their
group a grammar concept 2 3
from the chapter. Each salaries are not very high because their games are rarely televised.
team is responsible for
teaching the class about that You can also combine compound and complex sentences. The next example is
concept. The teams should a compound-complex sentence.
summarize what they have
learned. They can provide complex
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



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







the class with examples and

Although Kyra is tiny, she plays basketball, and she is a decent player.
give the class some practice
sentences. compound












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Use Subordinating Conjunctions
LO 2 Use subordinating
conjunctions.
An effective way to create complex sentences is to join clauses with a subordinating
conjunction. When you add a subordinating conjunction to a clause, you make the
User Community clause dependent. Subordinate means “secondary,” so subordinating conjunctions are
“The helpful, clear
words that introduce secondary ideas. Here are some common subordinating
explanations of the various conjunctions followed by examples of how to use these types of conjunctions.
grammatical points, the
‘Hint boxes,’ and the ‘boxes’ Common Subordinating Conjunctions
containing, for example,
common subordinating after as though if though where
conjunctions, are easily although because provided that unless whereas
reviewed as reference
material.”
as before since until wherever
—Lynn Saul, Pima Community as if even if so that when whether
College–Desert Vista as long as even though that whenever while
389
Chapter 18 Complex Sentences 277
Main idea subordinating conjunction secondary idea.
Chapter 18
The fans celebrated because the team won the game.
Subordinating conjunction secondary idea, main idea.
Because the team won the game, the fans celebrated.
PRACTICE 1
The following sentences are complex. In each sentence, circle the subordinating
conjunction, and then underline the dependent clause.
Teaching Tip
Example:
Even if we cannot know for sure, early humans probably played games Write two short sentences
and sports. on the board (The team
won. Crowds cheered.).
1. When humans shifted from being food gatherers to hunters, sports probably Ask students to join them
developed in complexity. with different subordinating
conjunctions. Point out how
2. It would be important to practice cooperative hunting before humans attacked the sentence would have to
mammoths or other large creatures. change to accommodate
some of the conjunctions.
3. Early groups of humans probably also practiced war games so that they could Also discuss how the
win battles with other tribes. subordinating conjunction
can alter the meaning of the
4. Spectator sports evolved when societies had more leisure time. sentence.
5. In many places, spectators watched while young boys passed through their
initiation rituals.
6. Whenever early humans played sports or games, they tested their physical,
intellectual, and social skills.
Meanings of Subordinating Conjunctions

Subordinating conjunctions create a relationship between the clauses in a sentence.
Cause Condition
or Reason or Result Contrast Place Time ESL Teaching Tip
Conjunctions as as long as although where after Nonnative speakers may not

because even if even though wherever before understand the meanings
since if if once of the subordinators, so the
so that provided that though since chart is especially useful
only if whereas until for them. If you have many
so that unless when/whenever nonnative speakers in class,
unless while
suggest that they work in
Example Eric learned He will not People learn Wherever you After he pairs creating sentences that
karate because fight unless karate even travel, you will received his use different subordinators.
he wanted to be he feels though it is find karate black belt, he
physically fit. threatened. difficult to enthusiasts. became a
master. teacher.
390
PRACTICE 2
Chapter 18
In each of the following sentences, underline the dependent clause. Then, indicate the
type of relationship between the two parts of the sentence. Choose one of the following
relationships.
condition contrast reason place time
Example:
When Rebeka feels lonely, she goes on her
Teaching Tip Facebook page. time
_______________
Pair Work time
1. After the invention of computers, many new fads emerged. _______________
Ask students to do this
practice with a partner.
2. Social networking sites are popular because people can
stay in touch with their friends. reason
_______________
3. A lot of college students use Facebook or Twitter
whenever they have spare time. time
_______________
4. Generally, students use Facebook whereas professionals
use LinkedIn. contrast
_______________
5. Wherever Rebeka goes, she can check her Facebook page. place
_______________
6. Rebeka will continue to use Facebook unless a better
networking site appears. condition
_______________
Hint Punctuating Complex Sentences
If you use a subordinator at the beginning of a sentence, put a comma after

the dependent clause. Generally, if you use a subordinator in the middle of the
sentence, you do not need to use a comma.
Comma Even though he is afraid of heights, Malcolm tried skydiving.
No comma Malcolm tried skydiving even though he is afraid of heights.
PRACTICE 3
Underline the subordinating conjunction in each sentence. Then add eight missing
commas.
,
Example: Although most sports are quite safe some
^
sports are extremely hazardous.
1. Each year, many people are killed or maimed when
they practice a sport. Although skydiving and bungee
jumping are hazardous extreme sports like base
^
jumping, free diving, and rodeo events are even more
dangerous.
2. Even though they may get arrested many people try
^ ,
base jumping. Wherever there are tall structures there
391
may also be base jumpers. The jumpers wear parachutes and dive off buildings
Chapter 18
and bridges so that they can feel an adrenaline rush. Because the parachute can
get tangled on the structure base jumping is an extremely risky sport.
3. Free divers hold their breath until they are as deep as possible underwater. So
,
that they can break existing records some free divers have dived almost 400 feet.
, ^
If their brains lack oxygen they have to be resuscitated.
4. Although most rodeo sports can be safe bull riding is dangerous. Many bull
^
riders are injured or even killed because the bull throws them off and tramples
them.
5. Surprisingly, most sports-related injuries occur when people ride bicycles. If

,
anyone rides a bike he or she should wear a protective helmet.
^
PRACTICE 4
Add a missing subordinating conjunction to each sentence. Use each subordinating
conjunction once.
although even though when whereas
because unless whenever
When
Example: ________________ you refer to a “football” in Europe, Africa,
or Asia, most people assume you are talking about a round
black-and-white ball.
unless
1. British people will assume you are speaking about soccer ______________
you specifically say “American football.”
because
2. Soccer is the world’s most popular sport ________________ it is inexpensive
Whenever
to play. ___________________ someone decides to join a soccer team, he
or she does not require expensive padding or equipment.

Even though/Although
3. ___________________________ a lot of Americans love to play soccer,
there are not many professional teams in the United States. Sports such as
basketball, baseball, and football have professional teams and are shown on
whereas
network television ________________ soccer is not widely viewed.
Even though/Although
4. ___________________________ soccer has yet to become as popular as other
sports in the United States, it is America’s fastest-growing sport, according to the
American Soccer Federation.
392
ESL Teaching Tip Hint Put a Subject After the Subordinator

Chapter 18
In some languages,
there is no pronoun after
When you form complex sentences, always remember to put a subject after the
subordinators; therefore, subordinator.
it
nonnative speakers may Wrestling is like theater because involves choreographed maneuvers.
make language transference ^ they
errors as shown in the Hint Boxers do not know who will win the round when enter the ring.
box. ^
PRACTICE 5
Combine each pair of sentences into a single sentence. Add one of the following
subordinating conjunctions. Use each conjunction once. Answers will vary.
although even though because after when if
Example: I am not athletic. I love football.

Although I am not athletic, I love football.
_________________________________________________________
1. Professional football players can achieve fame and fortune. Many students want
to play the sport.
Because professional football players can achieve fame and fortune, many
________________________________________________________________
students want to play the sport.
________________________________________________________________
2. Football is a great sport. It has some drawbacks.
Even though football is a great sport, it has some drawbacks.
________________________________________________________________
________________________________________________________________
3. Linebackers hit other players. They can develop head injuries.
When linebackers hit other players, they can develop head injuries.
________________________________________________________________
________________________________________________________________
4. Players have concussions. They should receive proper medical care.
If players have concussions, they should receive proper medical care.
________________________________________________________________
________________________________________________________________
5. Professional football players retire. Some have long-term health problems.
After professional football players retire, some have long-term health
________________________________________________________________
problems.
________________________________________________________________
LO 3 Use relative
pronouns.
Use Relative Pronouns
A relative pronoun describes a noun or pronoun. You can form complex sentences
by using relative pronouns to introduce dependent clauses. Review the most common
relative pronouns.
who whom whomever whose which that
393
That
Chapter 18
Use that to add information about a thing. Do not use commas to set off clauses that
begin with that.
In 1947, Jackie Robinson joined a baseball team that was located in Brooklyn.
Which
Use which to add nonessential information about a thing. Generally, use commas to ESL Teaching Tip
set off clauses that begin with which. Draw attention to the
spelling of which. It is a word
Football, which was segregated in 1945, included African-American players the
that nonnative speakers
following year. commonly misspell.
Who Teaching Tip

Use who (whom, whomever, whose) to add information about a person. When a clause To help students understand
begins with who, you may or may not need a comma. Put commas around the clause if essential versus nonessential
it adds nonessential information. If the clause is essential to the meaning of the sentence, information, give them the
next sentences. Show them
do not add commas. To decide if a clause is essential or not, ask yourself if the sentence
that some sentences can still
still makes sense without the who clause. If it does, the clause is not essential. be understandable without
the who clause whereas
Most women who play sports do not earn as much money as their male
others can’t.
counterparts. The boy who was riding a
(The clause is essential. The sentence would not make sense without the who clause.) skateboard had an accident.
Local skateboarding
Tennis player Serena Williams, who has won many tournaments, earns millions champion Freddie Tarlo,
of dollars in endorsement deals. who lives near me, had a
(The clause is not essential.) serious accident.
Hint Using That or Which
Both which and that refer to things, but which refers to nonessential ideas. Also,
which can imply that you are referring to the complete subject and not just a part Grammar Link
of it. Compare the next two sentences. For more information
about punctuating relative
Local baseball teams that have very little funding can still succeed.
clauses, refer to
(This sentence suggests that some teams have good funding, but others don’t.)
Chapter 34, “Commas.”
Local baseball teams, which have very little funding, can still succeed.
(This sentence suggests that all of the teams have poor funding.)
Teaching Tip
PRACTICE 6 The specific distinction
between which and that
Using a relative pronoun, combine each pair of sentences to form a complex sentence. is difficult, but students
Answers will vary. sometimes ask to know the
difference. Here is another
Example: The cheerleaders do complex routines. The routines can lead to injuries. example to help clarify the
Cheerleaders do complex routines that can lead to injuries. difference between that
__________________________________________________________
and which. (The second
1. In the past, cheerleading was often a popularity contest. It attracted the best- sentence suggests that all
looking girls. the clubs were stolen.)
My golf clubs that cost a
In the past, cheerleading was often a popularity contest that attracted
________________________________________________________________ lot were stolen.
My golf clubs, which cost
the best-looking girls.
________________________________________________________________ a lot, were stolen.
394
Teaching Tip 2. These days, it is a legitimate sport. It involves complex acrobatic stunts.
Chapter 18
Reinforce the difference These days, it is a legitimate sport that involves complex acrobatic stunts.
________________________________________________________________
between essential and
nonessential clauses. ________________________________________________________________
Discuss why number 4
requires commas around 3. Young men and women become cheerleaders. They must be as flexible as
the “who” clause whereas gymnasts.
number 3 doesn’t. The
information in number 3 is Young men and women who become cheerleaders must be as flexible as
________________________________________________________________
essential. In number 4, the
information in the “who” gymnasts.
________________________________________________________________
clause could be removed
and the sentence would still 4. Tiara has leadership qualities. She is the captain of the squad.
make sense.
Tiara, who has leadership qualities, is the captain of the squad.
________________________________________________________________
________________________________________________________________
5. Halftime shows last for fifteen minutes. They feature fabulous stunts.
Halftime shows, which last for fifteen minutes, feature fabulous stunts.
________________________________________________________________
________________________________________________________________
PRACTICE 7
Add a dependent clause to each sentence. Begin each clause with a relative
pronoun (who, which, or that). Add any necessary commas.
that have good leadership often win tournaments.
Example: Teams ________________________
who wins
1. The player _________________________________________________
might be hired to promote running shoes.
who cheats
2. An athlete __________________________________________________
should be suspended for at least one game.
that is quite dangerous.
3. Bungee jumping is an activity ___________________________________
, which gives a huge adrenaline rush,
4. Skydiving __________________________________________________
is a sport I would like to try.
5. A who want to be the best
thletes ____________________________________________________________
should be warned about the dangers of steroids.
LO 4 Use embedded
questions.
Use Embedded Questions
It is possible to combine a question with a statement or to combine two questions. An
embedded question is a question that is set within a larger sentence.
Question How old are the Olympic Games?

Embedded question The sprinter wonders how old the Olympic Games are.
Embedded questions do not require the usual question word order, added helping
verbs, or in some cases, even question marks. As you read the following examples, pay
attention to the word order in the embedded questions.
395
Combine two questions.
Chapter 18
Separate Do you know the answer? Why do they like bullfighting?
(The second question includes the helping verb do.)
Combined Do you know why they like bullfighting? ESL Teaching Tip
(The helping verb do is removed from the embedded question.) Question forms are
Combine a question and a statement. particularly difficult for
nonnative speakers. Many
Separate I wonder about it. When should we go to the arena? languages do not have the
(In the question, the helping verb should appears before the subject.) equivalent of helping verbs
such as do, does, or did.
Combined I wonder when we should go to the arena.
(In the embedded question, should is placed after the subject.)
Hint Use the Correct Word Order
When you edit your writing, make sure that you have formed your embedded Teaching Tip
questions properly. Remove question form structures from the embedded questions. Because both native and
he thought nonnative speakers make
He wonders why do people like bullfighting. I asked him what did he think this error, you might draw
about the sport. special attention to the Hint.
PRACTICE 8 Tech Teaching Tip

Correct eight embedded question errors, and modify verbs when necessary. Have a timed competition
in a computer lab. Ask
is students to go to a magazine
Example: Have you seen what is the latest sport ?
^ or newspaper Web site of
your choice. Then give them
1. In 1998, J.K. Rowling released the first Harry Potter novel. In the book, young a topic such as “embedded
questions.” They can
wizards play a game. Do you know what is the sport? It is called Quidditch. compete to find an example
on the site. You can then
give them another topic such
Wizards fly on broomsticks and attempt to score points by putting a “Quaffle”
as “sentences combined with
a relative clause” and so on.
ball through hoops. In 2007, reporters were amazed to learn what have some
students done. College students on more than two hundred American campuses
have replicated the fictional sport.

2. Of course, many people wonder how can humans play
Quidditch. Real-life players run holding a broomstick. Do

looks
you know what does a Quidditch “pitch” look like? On college
campuses, Quidditch matches are played on grass fields, and
there are three hooped goal posts on both ends of the field. In
the Harry Potter novels, a “Snitch” is a golden ball with wings.
Guess what do human Quidditch players do. At each game, a neutral player dresses
in gold and tries to evade capture. Fans love to see how do players catch the snitch.
396
3. There have been Quidditch matches in countries around the world. There is even
Chapter 18
was
a Quidditch World Cup. Do you know where was last year’s Quidditch World Cup?
Last year, Randall, New York, hosted about one hundred Quidditch teams from
will
around the world. I wonder when will I see a Quidditch game.

The Reflect On It activity can
be used to verify whether Think about what you have learned in this chapter. If you do not know an answer,
students have understood
the main concepts.
then review that concept.
Answers will vary.
1. Write six subordinating conjunctions. _______________________________
______________________________________________________________
Answers will vary.
2. Write a complex sentence. ________________________________________
______________________________________________________________
who, whom, whomever, whose, which, that
3. List six relative pronouns. ________________________________________
4. Correct the error in the following sentence.
he should
Clayton wonders why should he wear a helmet when he goes skateboarding.

You can use the final
review as a test. Additional The following paragraphs contain only simple sentences. To give the paragraphs more
test material appears in variety, form at least ten complex sentences by combining pairs of sentences. You will
the Instructor’s Resource have to add some words and delete others. Answers will vary.
Manual.
When people , they
Example: People pierce their tongues. They risk getting an infection.
Teaching Tip
Cooperative Learning 1. Many activity fads come and go. Many of these fads are ridiculous. Why do
(Question Cards) .
Place students in teams of fads become so popular? Nobody knows the answer. There were some unusual fads
three or four. Each team when hula
uses cards or cuts paper in the 1960s. Hula hoops hit the market. Millions of people bought and used the
into small pieces. Teams even though it
brainstorm questions about circular plastic tubes. The hula hoop fad did not last long. It briefly provided
the chapter’s key concepts. Whenever people
They write the question on people with an innovative way to exercise. People put the hoops around their
one side of the paper and , they
the answer on the other side.
waists. They would gyrate to keep the hoops spinning. In the spring of 1974, a
Teams should write about
six questions. Then they can
exchange cards with another streaking fad began. It occurred on college campuses in Florida and California.
team. They can look at each when young Although they , they
question, answer it as a Young people stripped naked. They may have felt embarrassed. They ran through
group, and then check the
answer. public places such as football stadiums and malls.
397
Chapter 18
2. Fads are not always the same around the world. Some Japanese parks and spas Teaching Tip
have amusement baths. People wear bathing suits. They jump into a large round Pair Work
Ask students to compare
answers with a partner.
tub filled with noodles. The bathtub looks like a giant soup bowl. New Zealanders
They will be able to share
methods for combining
have a zorbing craze. A zorb looks like a giant hamster ball. It is very safe. Someone sentences.
climbs inside the transparent ball. He or she rolls down a hill. ESL Teaching Tip
If your class includes
3. Today, many people want to exercise. They do not want to leave their homes. students from other nations,
engage in a class discussion
Luckily, video games no longer encourage lethargy. Companies have produced about fads from other
that countries.
When children
active games. The games force participants to move vigorously. Children play
,they
Dance Dance Revolution. They burn three times more calories than those who
because they Teaching Tip
use traditional hand-held games. Even adults buy the games. They can play tennis
why adults
or football in their living rooms. Do you know the answer to the following Please advise students
question? Why do adults love active video games? The reasons are simple. The
www.pearsonhighered
games are entertaining and provide some exercise. .com/essayrewards/

writingrewards.html
The Writer’s Room Complete these

mywritinglab.com
Write about one of the following topics. Include some complex sentences.
1. Think about a sport that you really enjoy and a sport that you dislike.
Compare and contrast the two sports.
2. What causes children to love or hate gym class in grade school?
398
19
lEarning objEctivEs
Sentence Variety
Section Theme: Popular Culture
LO 1 Define sentence
variety. (p. 286)
LO 2 Combine
sentences. (p. 287)
LO 3 Include a question,
a quotation, or an
exclamation. (p. 288)
LO 4 Vary the opening
words. (p. 289)
with a present
participle. (p. 290)
with a past
participle. (p. 291) In this chapter, you will read about
LO 7 Combine sentences topics related to cultural icons and
with an appositive. issues in popular culture.
(p. 293)
Complete this Writer's ThE WritEr’s JoUrnal

Journal activity at
Would you like to be famous? What are some problems that could be associated
mywritinglab.com
with fame? Write a paragraph about fame.
LO 1 Define sentence
variety.
What Is Sentence Variety?
In Chapters 17 and 18, you learned how to write different types of sentences. This
TEaching Tip chapter focuses on sentence variety. Sentence variety means that your sentences have
For the Writer’s Journal assorted patterns and lengths. In this chapter, you will learn to vary your sentences by
activity, students can consciously considering the length of sentences, by altering the opening words, and
brainstorm ideas in pairs. by joining sentences using different methods.
that you are teaching.
After students finish this
chapter, ask them to reread
their paragraphs and add
sentence variety.
399
Chapter 19 Sentence Variety 287
Combine Sentences LO 2 Combine sentences.
Chapter 19
A passage filled with simple, short sentences can sound choppy. When you vary the
lengths of your sentences, the same passage becomes easier to read and flows more
smoothly. For example, read the following two passages about social networking
and relationships. In the first paragraph, most of the sentences are short, and the
style is repetitive and boring. In the second paragraph, there is a mixture of simple,
compound, and complex sentences.
Simple Sentences
Grammar Link
Many people are becoming disillusioned with social networking. They feel If you forget what
frustrated about the time wasted online. They may have hundreds of cyber compound and complex
contacts. Most are not real friends. For instance, Hal Niedzviecki is a writer. sentences are, refer to
He invited his six hundred Facebook “friends” to a gathering. About thirty Chapters 17 and 18.
responded. Only one person came. He was quite upset. At the same time, the
incident was revealing. People want connections with others. They don’t want
to work at those relationships.
Simple, Compound, and Complex Sentences

Feeling frustrated about the time wasted online, many people are becoming Teaching Tip
disillusioned with social networking. They may have hundreds of cyber Ask students to identify
contacts, but most are not real friends. For instance, Hal Niedzviecki, a writer, simple, compound, and
invited his six hundred Facebook “friends” to a gathering; about thirty complex sentences in the
responded. Only one person came, so he was quite upset. At the same time, the passage.
incident was revealing. Although people want connections with others, they
don’t want to work at those relationships.
Hint Be Careful with Long Sentences
If a sentence is too long, it may be difficult for the reader to understand. If you
have any doubts, break up a longer sentence into shorter ones.
Long and Elvis Presley is a cultural icon who achieved the American
complicated
dream by using his musical skills to transform himself from
a truck driver into a rock-and-roll legend, yet he did not
handle his fame very well, and by the end of his life, he
was unhappy and addicted to painkillers.
Better Elvis Presley is a cultural icon who achieved the American
dream. Using his musical skills, he transformed himself

from a truck driver into a rock-and-roll legend. However,
he did not handle his fame very well. By the end of his life,
he was unhappy and addicted to painkillers.

Pair Work
Modify the following paragraph so that it has both long and short sentences. Make
Ask pairs of students to
sure you write some compound and complex sentences. Answers will vary. work together on Practice 1.
You could also have
A cultural icon can be an object, a person, or a place. Cultural icons symbolize students work separately
and then compare how they
a belief or a way of life. Each country has its own icons. They become part of the rewrote the paragraph.
400
288 part iv The Editing Handbook
ESL Teaching Tip country’s history. For example, Mickey Mouse is more than eighty years old. The
Chapter 19
Put students into groups cartoon character symbolizes American optimism. The Statue of Liberty is also a
of four, and have them
brainstorm about other potent symbol. It represents America’s willingness to welcome immigrants. People can
cultural icons. Remind them
that an icon will stand the be icons, too. Benito Juarez is celebrated in Mexico. Martin Luther King Jr. is idolized
test of time. If you have
many nonnative speakers, in the United States. These icons reflect shared cultural experiences.
you might have them
discuss icons from their
cultures.
Include a Question, a Quotation,
LO 3 Include a question, a
quotation, or an exclamation.
or an Exclamation
The most common type of sentence is a statement. A simple but effective way to
achieve sentence variety is to do the following:
 Ask and answer a question. You could also insert a rhetorical question, which
does not require an answer but is used for effect.
Did Elvis really do anything shocking?
 Include the occasional exclamation to express surprise. However, do not overuse
exclamations, especially in academic writing.
Elvis’s swinging hips were considered obscene!
 Add a direct quotation, which includes the exact words that somebody said.
Elvis said, “I didn’t copy my style from anybody.”
In the next passage, a question, an exclamation, and a quotation add variety.
Some divorce attorneys are pleased with the massive expansion
Question ➣ of Facebook. Why are they so happy? Social networking sites have
contributed to marital breakups. According to Tom Johansmeyer, in
an article for Daily Finance, “More and more divorce petitions are
Quotation ➣ mentioning Facebook and similar tools as contributing factors.”
In the past, people could spend weeks or months tracking down old
flames, and communication was difficult, with long-distance phone
Exclamation ➣
bills leaving telltale evidence. These days, with a click of the mouse,
a man can find his high school sweetheart in minutes! Those flirty
exchanges, however, can provide clear evidence in a court of law.
Hint Punctuating Quotations
If you introduce your quotation with a phrase like “he said,” put a comma after
the phrase and before the opening quotation marks. Put the final period inside
the closing quotation marks.
Marilyn Monroe once complained, “Everybody is always tugging at you.”
If the end of the quotation is not the end of the sentence, place a comma inside
the final quotation mark.
“They were terribly strict,” she once said.
401
PRACTICE 2 Grammar Link
Chapter 19
Read the following passage. Change one sentence to a question, one to an exclamation, For more information about
punctuating quotations,
and one to a quotation. Answers will vary.
refer to Chapter 35.
Why do most ?
Example: Most people want to be famous./
Why do many
We are living in a celebrity era. Many ordinary people achieve almost saintly
status./ In previous centuries, heroes were those who fought bravely in wars or who
rescued others. Today, actors, musicians, politicians, and athletes are routinely deified.
!
Even criminals such as Al Capone and Charles Manson become household names./
“Celebrity
In the words of Daniel J. Boorstin, celebrity worship and hero worship should not be
”
confused. However, we confuse them every day.
Vary the Opening Words LO 4 Vary the opening

words.
An effective way to make your sentences more vivid is to vary the opening words.
Instead of beginning each sentence with the subject, you could try the following
strategies.
Begin with an Adverb Teaching Tip

An adverb is a word that modifies a verb, and it often (but not always) ends in -ly. Cooperative Learning
(Jigsaw)
Slowly, usually, and suddenly are adverbs. Other adverbs include words such as
sometimes, never, however, and often. three to five. Assign each
Generally, a cultural icon arouses strong feelings in members of that culture. team a grammar concept
Often, an extremely gifted and famous person becomes an icon. responsible for teaching the
class about the concept. They
should summarize key ideas,
Begin with a Prepositional Phrase give examples, and prepare
some practice sentences.
A prepositional phrase is a group of words made up of a preposition and its object. Then each team can present
Under the chair, in the beginning, and after the fall are prepositional phrases. a short lesson to the class.
In New York’s harbor, the Statue of Liberty welcomes visitors.

At dawn, we photographed the statue.
Hint Comma Tip
Generally, when a sentence begins with an adverb or a prepositional phrase,

place a comma after the opening word or phrase.
Cautiously, the reporter asked another question to the volatile star.
Without any warning, she stood up and left the room.
402
290 part iv The Editing Handbook
PRACTICE 3
Chapter 19
Rewrite the following sentences by placing an adverb or prepositional phrase at the

beginning. First, strike out any word or phrase that could be moved. Then, rewrite that word
or phrase at the beginning of the sentence. Finally, correctly punctuate your new sentence.
Actually, the
Example: ______________________________ The United States’ most
recognizable symbol was actually made in France.
1. In 1865, a
______________________________________________ A group of French
intellectuals, in 1865, met in a restaurant and discussed the United States.
2. Carefully, the
______________________________________________ The French artists and
thinkers carefully criticized their oppressive emperor, Napoleon III.
3. In quiet voices, they
______________________________________________ They then expressed
in quiet voices admiration for America’s new democratic government.
4. Suddenly, a
______________________________________________ A sculptor suddenly
decided to create a gift for the United States.
5. During a visit to the United States,
____________________________________________ Frédéric Auguste Bartholdi
searched for a site to place his sculpture during a visit to the United States.
With the help of many workers, he
6. ______________________________________________ He crafted Lady Liberty
with the help of many workers.
PRACTICE 4
Add an opening word or phrase to each sentence. Use the type of opening that is indicated
in parentheses. Remember to punctuate the sentence properly. Answers will vary.
Surprisingly,
Example: (Adverb) ________________________ the playwright Naomi Iizuka
loves the 50-foot Hollywood sign.
1. (Adverb) _____________________________________ the sign is more than just
white letters that spell “Hollywood.”
2. (Prepositional phrase) _____________________________________ the sign is
like a beacon to aspiring actors.
3. (Prepositional phrase) _____________________________________ thousands
of people arrive with dreams of stardom.
4. (Adverb) _____________________________________ some people find acting
jobs, but many do not.
5. (Prepositional phrase) _____________________________________ the sign is
an important American symbol.
with a present participle.
Combine Sentences with a
Present Participle
You can combine two sentences with a present participle. A present participle is a
verb that ends in -ing, such as believing, having, and using. Combine sentences using
an -ing modifier only when the two actions happen at the same time and the sentences
have the same subject.
403
Separate sentences He looked across the harbor. He saw the Statue of Liberty.
Chapter 19
Combined sentences Looking across the harbor, he saw the Statue of Liberty.

When beginning a sentence
Combine the next sentences by converting one of the verbs into an -ing modifier.
with a present participle,
students may inadvertently
Example: Pop artists focused on familiar images. They painted comic strips and create dangling or misplaced
supermarket products. modifiers. If they make
such errors, refer them to
Focusing on familiar images, pop artists painted comic strips
__________________________________________________________ Chapter 31.
and supermarket products.
__________________________________________________________
1. Andy Warhol worked as an illustrator. He drew footwear for a shoe company.

Working as an illustrator, Andy Warhol drew footwear for a shoe company.
________________________________________________________________
________________________________________________________________
2. He desired respect. He wanted his work to be in art galleries.
Desiring respect, he wanted his work to be in art galleries.
________________________________________________________________
________________________________________________________________
3. One gallery owner rejected Warhol’s art. She wanted original ideas.
Wanting original ideas, one gallery owner rejected Warhol’s art.
________________________________________________________________
________________________________________________________________
4. Warhol felt inspired. He decided to create pop art.
Feeling inspired, Warhol decided to create pop art.
_______________________________________________
_______________________________________________
5. Warhol needed an original idea. He focused on his favorite
brands.
Needing an original idea, Warhol focused on his favorite
_______________________________________________
brands.
_______________________________________________
6. He reproduced soup cans and Coke bottles. He attracted a lot

of attention.
Reproducing soup cans and Coke bottles, he attracted a lot of attention.
________________________________________________________________
________________________________________________________________
Combine Sentences with a Past Participle with a past participle.
Another way to combine sentences is to use a past participle. A past participle is a
verb that has an -ed ending (although there are many irregular past participles, such
as gone, seen, broken, and known).
404
Fragments
Section Theme: Psychology 20
LEARNINg OBJECTIVE
LO 1 Identify fragments.
(p. 298)
In this chapter, you will read about topics

related to psychological profiles.
TEAChINg TIP
For the Writer’s Journal
activity, you might adapt
the prompt to suit the
writing pattern that you are
teaching. After students
finish the chapter, they can
edit their paragraphs for
fragments.
ThE WRITER’S JoURNAl Complete this Writer's

Journal activity at
How do men and women deal with personal problems? Do they use different
mywritinglab.com
strategies? Write about problem-solving techniques that men and women use.
405
LO 1 Identify fragments. Fragments

A sentence must have a subject and a verb, and it must express a complete thought.
Teaching Tip
A fragment is an incomplete sentence. Either it lacks a subject or a verb, or it fails to
Native and nonnative
express a complete thought. You may see fragments in newspaper headlines and
speakers often write
sentence fragments. advertisements (Wrinkle-free skin in one month). However, in college writing, it is
Emphasize how important it unacceptable to write fragments.
is to verify that all sentences
in their writing express a Sentence Sigmund Freud was a famous psychologist.
complete idea. If students Fragment Considered to be the founder of psychoanalysis.
need to review how to
identify subjects and verbs,
refer them to Chapter 16. Phrase Fragments
Chapter 20
A phrase fragment is missing a subject or a verb. In the following examples, the

fragments are underlined.
No verb First, B. F. Skinner. He did research on human behavior.
No subject B. F. Skinner wrote a novel about human behavior. Called Walden
Two.
How to Correct Phrase Fragments

Teaching Tip To correct a phrase fragment, either add the missing subject or verb, or join the
fragment to another sentence. Here are two ways you can correct the phrase fragments
(Jigsaw)
in the previous examples.
Place students in teams of Join sentences First, B. F. Skinner did research on human behavior.
team a grammar concept Add words B. F. Skinner wrote a novel about human behavior. It was called
from the chapter. Teams are Walden Two.
responsible for teaching the
class about their topic. They
should summarize key ideas, Hint Incomplete Verbs
give examples, and prepare
some practice sentences. A sentence must have a subject and a complete verb. If a sentence has an
Then each team can present incomplete verb, it is a phrase fragment. The following example contains a
a short lesson to the class. subject and part of a verb. However, it is missing a helping verb; therefore, the
sentence is incomplete.
Fragment Many books about psychology written by Carl Jung.
To make this sentence complete, you must add the helping verb.
Sentence Many books about psychology were written by Carl Jung.
Teaching Tip
PRACTICE 1
Team Work
Ask students to generate Underline and correct six phrase fragments.
the names of television by
show titles. Write some of
Example: Studies show that people become happier. By doing selfless acts.
the titles on the board. Ask
them to identify which titles
are complete sentences. If 1. Happiness. It means different things to different people. Psychologists,
all of the titles are fragments,
then ask teams to create biologists, and philosophers reflect on happiness. Religious philosophers give
complete sentences out of
the fragments. advice. On how to achieve happiness. But what is happiness?
406
Chapter 20 Fragments 299
2. Most people know when they are happy. Or unhappy. Happiness is a state of
mind. Statistics. They show that people need a threshold of money to achieve
a basic level of happiness. However, after the threshold has been reached,
acquiring more wealth does not increase a person’s level of happiness. Happy
people spend time with family. And friends. They are often engaged in a
pastime. Or volunteer work. Happy people are often very generous hearted.
Chapter 20
Fragments with -ing and to
A fragment may begin with a present participle, which is the form of the verb that ends
in -ing (running, talking). It may also begin with an infinitive, which is to plus the base
form of the verb (to run, to talk). These fragments generally appear before or after another
sentence that contains the subject. In the examples, the fragments are underlined.
-ing fragment
Thinking about positive outcomes. It helps people cope with
stress.
to fragment Oprah Winfrey has developed a resilient attitude. To overcome
her childhood traumas.
How to Correct -ing and to Fragments

To correct an -ing or to fragment, either add the missing words or join the fragment
to another sentence. Here are two ways to correct the previous examples.
Join sentences Thinking about positive outcomes helps people cope with stress.
Add words Oprah Winfrey has developed a resilient attitude because she
had to overcome her childhood traumas.
Hint When the -ing Word Is the Subject
Sometimes a gerund (-ing form of the verb) is the subject of a sentence. In the ESL Teaching Tip
next example, listening is the subject of the sentence.
Nonnative speakers may
Correct Listening is an important skill. confuse gerunds and
A sentence fragment occurs when the -ing word is part of an incomplete verb progressive verb forms.
Point out that gerunds
string or when the subject was mentioned in a previous sentence.
function as nouns.
Fragment Dr. Phil has achieved success. Listening to people’s
problems.
PRACTICE 2
Underline and correct six -ing and to fragments.
to
Example: Many schools help students. To deal with bullies.
Bullying is getting a lot of attention in society. Bullying is abusive behavior. To
acquire power over someone. Using methods of intimidation. Bullies can control their
407
victims. Psychologists study cases of bullying. To discover the causes and effects of such
conduct. Studying the link between bullying and school violence. Researchers have
found that two-thirds of students say they have been victims of bullies. Furthermore,
studies have shown that 60 percent of identified male student bullies were convicted
of a crime by age twenty-four. Recognizing the harmful effects of bullying. School
administrators and teachers are implementing anti-bullying programs. People need

Chapter 20
to make great efforts. To reduce bullying in all areas of society.
Explanatory Fragments
An explanatory fragment provides an explanation about a previous sentence and is
missing a subject, a complete verb, or both. Such fragments are sometimes expressed
as an afterthought. These types of fragments begin with one of the following words.
also especially for example including particularly

as well as except for instance like such as
In each example, the explanatory fragment is underlined.

Fragment Carl Jung studied with many prominent psychologists. For instance,
Sigmund Freud.
Fragment Psychologists analyze behavior. Particularly through methods of
observation.
How to Correct Explanatory Fragments

To correct explanatory fragments, add the missing words, or join the explanation
or example to another sentence. Here are two ways to correct the fragments in the
previous examples.
Add words Carl Jung studied with many prominent psychologists. For
instance, he worked with Sigmund Freud.
Join sentences Psychologists analyze behavior, particularly through methods
of observation.
PRACTICE 3
Underline and correct six explanatory fragments. You may need to add or remove
words.
loyal, especially
Example: Some fans are very loyal. Especially Red Sox fans.
Stephen Dubner wrote Confessions of a Hero-Worshipper. He describes the
personality of sports fans, and his book has interesting anecdotes. For example,
the 1994 World Cup. The saliva of male soccer fans was tested before and after an
408
important match. The chosen fans were from Brazil. As well as Italy. The testosterone
levels in the fans of the winning team rose quickly. Particularly during the final
minutes of the game. The losing fans’ testosterone levels decreased. Researcher Paul
Bernhardt was surprised. Especially by the percentages. The fans of the winning team,
with a 20 percent increase, had the same level of testosterone as the athletes. The
findings may explain aggressive episodes. Such as soccer hooliganism. Immediately

aggressively, especially
Chapter 20
after a testosterone surge, some males may act more aggressively. Especially when
provoked.
Dependent-Clause Fragments
A dependent clause has a subject and a verb, but it cannot stand alone. It depends on Tech Teaching Tip
another clause to be a complete sentence. Dependent clauses may begin with Have a timed competition
subordinating conjunctions (subordinators) or relative pronouns. The following are in a computer lab. Give
some of the most common words that begin dependent clauses. students a topic such as
“fragments.” Then ask
them to find an online
Common Subordinating Conjunctions Relative Pronouns advertisement. The first
student who identifies a
after before though whenever that fragment wins. You can then
ask students to explain what
although even though unless where which
type of fragment they have
as if until whereas who(m) found.
because since what whether whose
The next two examples contain dependent-clause fragments. In each example, the
fragment is underlined.
Although I cross my fingers for luck. I know that it is a silly
Fragment
superstition.
Fragment I will not walk under a ladder. That is leaning against a wall.
How to Correct Dependent-Clause Fragments

To correct dependent-clause fragments, either join the fragment to a complete
sentence or add the necessary words to make it a complete idea. You could also delete
the subordinating conjunction. Here are two ways to correct the fragments in the ESL Teaching Tip
previous examples. Nonnative speakers may
have trouble distinguishing
Delete the subordinator I cross my fingers for luck. I know that it is a silly between complete clauses
superstition. and fragments that begin
with subordinators. If you
Join sentences Although I cross my fingers for luck, I know that it
have many nonnative
is a silly superstition. speakers in your class, ask
I will not walk under a ladder that is leaning against them to do Practice 4 with a
a wall. partner.
409
PRACTICE 4
Underline and correct five dependent-clause fragments.
, negative
User Community Example:
Whenever they blame themselves. Negative thinkers make their
“In the Editing Handbook problems larger.
section, I especially like the
numerous exercises that 1. Andrew Shatte is a University of Pennsylvania researcher. Who worked on
accompany each chapter. I
have found that by working the Resiliency Project. For the project, graduate psychology students taught
through the exercises in
class, my students seem to seventy children. That they can become more resilient. Children learned the
grasp the concepts more
Chapter 20
easily.”
difference between productive and self-defeating thinking. After they looked
—Crystal Echols,
Sinclair Community College
at their own fears. The children had to test their expectations to see if they
were realistic.
2. One child in the program who came from a tough inner-city neighborhood
even
had convinced himself that he would probably end up in a gang. Even
though he hated violence. The program taught this boy. That there are other
possible outcomes. He learned that he did not have to focus on worst-case
scenarios.
Tech Teaching Tip Reflect On It

(Sharing Circle) Think about what you have learned in this unit. If you do not know an answer,
Place students in groups of review that concept.
3 or 4. Each team creates
a short exercise about A fragment is an incomplete sentence.
1. What is a sentence fragment? ______________________________________
grammar points covered ______________________________________________________________
in this chapter. Teams
can place their exercise 2. What are the types of fragments?
without the answers onto a phrase fragments, -ing and to fragments, explanatory fragments, and
PowerPoint slide. A second
______________________________________________________________
slide would show the same dependent-clause fragments.
______________________________________________________________
exercise with the answers.
You can ask the class to 3. Correct the next fragment.
complete the exercise. because
You could also have a According to Freud, people unintentionally repress certain memories. Because
competition to see which
they are painful or threatening.
group can complete the
exercise first.
410
Final Review
Correct fifteen fragment errors.
to
Example: Humans rely on memory. To perform any action.
1. Have you ever forgotten a telephone number? That you have just looked
up. Forgetting an item of information. It happens to all of us. Memory is an
intriguing process. Psychologists identify three types of memory. First, sensory
Chapter 20
memory. It refers to the initial perception of information. The second kind of
memory is short-term memory. By rehearsing, we can transfer information
from our sensory memory to our short-term memory. Researchers have
discovered that we can hold about seven pieces of information in our short-
term memory. But only for about 30 seconds. We store information in our
long-term memory. Through chemical changes in our brain.
2. As we age, our memory decays. However, there are techniques that we can
attempt. To help our memory. We can remember information more
easily. Using mnemonics. One mnemonic device employs rhymes. A familiar
example is the rule i before e except after c. Which helps us with our spelling.
Another mnemonic technique is the acronym. An acronym uses the first letters
of a series of words. Such as FBI (Federal Bureau of Investigation). A third type
of mnemonic device is called the peg system. Alphabet books. They generally
use the peg system when they teach A for apple, B for ball, and so on.
3. A very effective memory device is called the SQ4R. According to psychologists.
SQ4R (pronounced “square”) is an acronym for a study strategy: Survey,
Question, Read, Reflect, Recite, and Review. Researchers believe that this
system is very useful for students. Who need to remember large amounts of
information. By following the SQ4R method, students may have more success
at retaining information. Especially when they study for exams.
411
4. Finally, we must practice organizing and rehearsing information. Because we
cannot develop a good memory by being passive. We should use mnemonic
devices. When we need to remember a phone number or another item of
information.
Chapter 20
Complete these
The Writer’s Room
mywritinglab.com
Write about one of the following topics. Check that there are no sentence
fragments.
Teaching Tip
1. Explain why people are superstitious, and give examples to support your
point of view.
that they can submit their 2. Look again at Practice 2. Have you ever been bullied, bullied someone
else, or witnessed bullying? Describe your experience.
www.pearsonhighered
.com/essayrewards/
writingrewards.html
412
Run-Ons
Section Theme: Psychology 21
LEARNINg OBJECTIVE
LO 1 Identify and correct
run-ons. (p. 305)

the brain and personality differences.
ThE WRITER’S JoURNAl Complete this Writer's

Journal activity at
Do you have any good habits? In a paragraph, describe your good habits. Why
mywritinglab.com
do you think they are positive?
Run-Ons LO 1 Identify and correct

run-ons.
A run-on sentence occurs when two or more complete sentences are incorrectly
joined. In other words, the sentence runs on without stopping. There are two types TEAChINg TIP
of run-on sentences. For the Writer’s Journal
activity, you might adapt
 A fused sentence has no punctuation to mark the break between ideas. the writing prompt to suit
Psychologists describe human behavior they use observational
Incorrect the writing pattern that you
are teaching. After students
methods. finish the chapter, they can
 A comma splice uses a comma incorrectly to connect two complete ideas. edit their paragraphs and
check for sentence errors.
Incorrect Wilhelm Wundt was born in 1832, he is often called the founder
of modern psychology.
413
Teaching Tip PRACTICE 1

Tell students that some Read the following sentences. Write C beside correct sentences and RO beside
run-on sentences may have
more than two ideas that are
run-ons.
improperly connected.
Example: Sigmund Freud and Carl Jung were two famous psychologists
they profoundly influenced the field of psychology. RO
_______
Teaching Tip
If you think the distinction 1. Psychologists study human behavior, researchers have developed
between fused sentences many theories on human nature. RO, CS
_______
and comma splices is
important, ask students to 2. Instinct theory is one model developed by psychologists it proposes
identify comma splices by that behavior is based on biology. RO
_______
writing CS.
C
Chapter 21
3. Learning theory suggests that humans learn through experience. _______

4. Trait theories focus on human characteristics, psychologists
describe personality types. RO, CS
_______
Teaching Tip 5. Freud developed a theory about personality in which he divided
the mind into three parts. C
_______
(Jigsaw) 6. Freud named the parts the id, ego, and superego his theory
Place students in teams of became enormously influential. RO
_______
team a grammar concept 7. Psychoanalysis started to lose its popularity by the 1940s,
from the chapter. Teams are at that time other personality theories were developing. RO, CS
_______
responsible for teaching the
class about their topic. They 8. One psychologist, William Sheldon, tried to connect personality
should summarize key ideas, to body shapes. C
_______
some practice sentences. 9. Sheldon’s types were mesomorphic, or lean; endomorphic,
Then each team can present or fat; and ectomorphic, or tall and thin. C
_______
a short lesson to the class.
10. Human personalities vary greatly it is difficult to categorize them. RO
_______
Teaching Tip How to Correct Run-Ons

Remind students that
run-ons are not necessarily You can correct run-on sentences in a variety of ways. Read the following run-on
long sentences. For the sentence, and then review the four ways to correct it.
following sentences, ask
students which one is the Run-On His parents were Jewish, Freud didn’t believe in God.
run-on:
Maria Montessori was 1. Make two separate sentences. His
parents were Jewish. Freud
a medical doctor, she was didn’t believe in God.
also a psychologist.
Maria Montessori 2. Add a semicolon. parents were Jewish; Freud
His
observed that children didn’t believe in God.
learned through their
environment, so she 3. Add a coordinator. His parents were Jewish, but
developed an alternative (for, and, nor, but, or, yet, so) Freud didn’t believe in God.
teaching method in
early-childhood education, 4. Add a subordinator Although his parents were
and she was very active in (after, although, as, because, before, Jewish, Freud didn’t believe in God.
educational reform. since, when, while)
414
Chapter 21 Run-Ons 307
PRACTICE 2
A. Correct each run-on sentence by making two complete sentences.
. They
Example: Psychologists study children’s behavior, they write articles about their
findings.
1. Carolyn Weisz was a little girl, she attended the Bing Nursery School.
2. Carolyn went to the daycare everyday it was on the campus of Stanford University.
3. One day, Carolyn was asked to play in a small room it had a desk and a chair.
Chapter 21
B. Correct each run-on by joining the two sentences with a semicolon.
;
Example: Some children need few rules others need a firm hand.
; ^
4. Carolyn was told to sit at the desk, there was a plate full of marshmallows on the
^
desk.
5. A young man told Carolyn that she could have one treat right away if she
^
waited while the man was out of the room, Carolyn could have two treats when
he returned.
6. Carolyn does not remember her reaction her mom thinks that Carolyn waited
^
for the man’s return.
C. Correct the next run-ons by joining the two sentences with a comma and a
coordinator such as for, and, nor, but, or, yet, or so.
, but
Example: Most children want to be independent they also need specific rules.
^
7. The Stanford marshmallow experiment was initially meant to demonstrate how
people delayed gratification the experiment showed some other surprising results.
8. Psychologist Walter Mischel became curious about the children in the
study he asked his daughters, who knew and grew up with the test subjects,
how their Bing Nursery School friends were doing.
9. Dr. Mischel noticed that those who waited to get two treats did well in
life those who could not wait did less well.
415
D. Correct the next run-ons by joining the two sentences with a subordinator such
as although, even though, because, where, when, and so on.
When children
Example: Children receive praise, they are more cooperative.
10. Psychologist Terrie Moffitt did the same study in New Zealand she wanted to see
if the marshmallow experiment could be replicated.

Although the
11. The children in both experiments wanted to eat the treat, the patient children
Chapter 21
could distract themselves in order to wait for two goodies.

Even though these ,
12. These two experiments have astonishing results more studies have to be done
on self-control.
PRACTICE 3
Some sentences are correct and some are run-ons. Write C beside each correct
sentence and RO beside the run-ons. Using a variety of methods, correct each run-
on error.
, and
Example: There are many self-help books some people read them for guidance
^
when they are examining their lives. RO
_______
1. One of the first pop psychology columns was Dear Abby, it was
a syndicated newspaper column containing common-sense
advice to letter writers. RO
_______
2. Abby’s real name was Pauline Phillips, she had a twin sister
^
named Eppie Lederer. RO
_______
3. Eppie was also a newspaper columnist she wrote a similar advice

^
column under the name Anne Landers. RO
_______
4. Another early self-help guru was L. Ron Hubbard he wrote

^
Dianetics: The Modern Science of Mental Health about the
relationship between the mind and the body. RO
_______
Because the
5. The book was successful, he started the Church of
Scientology from the proceeds of the book sales. RO
_______
6. Oprah Winfrey, one of the most successful talk show

hosts in history, made self-help books and gurus very popular
with audiences. C
_______
7. Dr. Phil McGraw attained celebrity status he appeared on

^
Oprah’s show. RO
_______
416
8. Pop psychology has been criticized for being overly simplistic,

it sometimes helps people understand the causes of their behaviors. RO
_______
9. However, because proper treatment for mental disorders is important,

people who suffer from such conditions should see a qualified doctor. C
_______
PRACTICE 4
Correct twelve run-on errors.
, but
Example: About 3 percent of births in the United States are twins the percentage
^
Chapter 21
is increasing.
1. Thomas Bouchard Jr. and some colleagues at the University of Minnesota
began studying twins in 1979. Bouchard had read about twins who had been
;
raised apart,/ he contacted them to study their similarities and differences. By
1990, Bouchard’s team had studied seventy-seven sets of identical twins.
2. Most of the separated twins had astounding similarities.
For example, two men named Jim had been separated at
birth. They met in 1979 they found that they were similar
in many ways. They smoked the same brand of cigarettes,
they were both volunteer firefighters. The Jims also enjoyed
carpentry, they built similar white benches.

Jim Lewis and Jim Springer
3. In the study, one set of twins was unusual. Japanese-born
twins were adopted by different families in California. They
shared some similarities researchers were puzzled by their differences. One

twin had 20/20 vision, the other wore glasses. One was afraid to travel by
airplane the other had no such fear. One twin was quite timid, the other was
easygoing and friendly.
4. Researchers suspect that the environment may play a role in twin differences.
For example, one twin could be malnourished the other could have a healthy
diet. The differences in diet could affect the development of the twins’ brains
. For instance,
and bodies. Birthing problems may also result in differences between twins one
twin might receive less oxygen during delivery.
417
Teaching Tip
5. The separated-twin studies suggest certain possibilities, for example, twins
With the Reflect On It
activity, you can verify
raised separately may be more similar than twins raised together. Twins raised
whether students have
understood the main
concepts. together may emphasize their differences twins raised apart would have no
need to search for their individuality. More research is needed to know how
genes influence behavior.

Chapter 21
(Question Cards) Think about what you have learned in this unit. If you do not know an answer,
Place students in teams of review that concept.
three or four. Each team
uses cards or cuts paper
A run-on sentence consists of two or more sentences
1. What is a run-on? __________________________________________________
into six parts. Teams that are incorrectly joined.
_________________________________________________________________
brainstorm questions about
the chapter’s key concepts. A comma splice consists of two sentences that are
2. Define a comma splice. ______________________________________________
They write the question on
one side of the paper and
incorrectly joined with a comma.
_________________________________________________________________
the answer on the other side. A fused sentence has no punctuation to mark the
Teams should write about
3. Define a fused sentence. _____________________________________________
six questions. Then teams break between two sentences.
_________________________________________________________________
can exchange cards with
another team. They can look 4. Explain the four ways to correct a run-on sentence.
at each question, answer it Write two separate sentences.
a. ______________________________________________________________
as a group, and then check
Add a semicolon.
b. ______________________________________________________________
the answer.
Add a coordinating conjunction.
c. ______________________________________________________________
Add a subordinating conjunction.
d. ______________________________________________________________
Final Review
Correct fifteen run-on errors.
; it
Teaching Tip Example: The brain is an extremely complex organ, it is the center of the human
You can use the final nervous system.
review as a test. Additional
test material appears in 1. The basis of human behavior is the human brain, if it malfunctions, people
the Instructor’s Resource
Manual. experience problems. Yet, researchers still have a lot to learn about the human
brain.
2. In 1985, Dr. Oliver Sacks wrote a book called The Man Who Mistook His Wife
for a Hat, he analyzed some interesting cases of patients who had exhibited
. He
puzzling behavior. One of Dr. Sacks’s patients was a music teacher he had lost
^
his ability to identify objects or people. This condition is known as agnosia, it
418
has many possible causes. For example, Anita Kaye was in a car accident.
She was hurled out of the car, she experienced brain trauma. Now she no
longer recognizes people, shapes, and objects. She can see a plate placed before
her she cannot name it. If she wants something, she describes the object to a
family member.
3. Another interesting case concerned Mrs. O’C. She was old, she started to hear
Irish music. She became Dr. Sacks’s patient she wanted to stop hearing the music.
Chapter 21
Apparently, she was experiencing small epileptic seizures they triggered her brain
to recall music from her childhood. Mrs. O’C was an orphan, the seizures may
have released a desire to relive her childhood before her parents’ death.
4. A Russian composer had a similar experience. During World War II, a bomb
exploded near Dmitri Shostakovich a small piece of metal lodged in his head.
Years later, he consulted a Chinese neurologist, the composer wanted to know Tech Teaching Tip
Ask students to create a
if the metal should be removed. Whenever he moved his head, the piece of blog by going to a free
blog site. They can write a
metal shifted, and he would hear music. The doctor recommended leaving the blog post about one of the
suggested Writer’s Room
metal in place,/ the bomb had actually done some good. topics, or they can write
about a topic that interests
them. Have students read
5. The brain is a mysterious organ researchers are trying to understand it. and respond to each other’s
blog. Students can also
According to neurologist Wilder Penfield, the brain is the organ of destiny, it peer-edit grammar errors
particular to this grammar
holds secrets that will determine the future of the human race. chapter.

mywritinglab.com
Write about one of the following topics. Make sure that you have not written
any run-ons. Teaching Tip
1. Narrate a story about one of your earliest memories. Writer’s World Competition
2. Describe a set of twins. Compare and contrast twins by looking at their that they can submit their
similarities and differences. If you don’t know any twins, then describe paragraphs and essays
the similarities and differences between siblings (brothers and sisters). for possible publication to:
www.pearsonhighered
.com/essayrewards/
writingrewards.html
419
22
LEARNINg OBJECTIVES
Faulty Parallel Structure
Section Theme: Psychology
LO 1 Define parallel
structure. (p. 312)
LO 2 Identify faulty
parallel structure.
(p. 313)
FPO

topics related to psychological
experiments.
Complete this Writer's ThE WRITER’S JoURNAl

Journal activity at
Write a short paragraph comparing your personality to that of a family member
mywritinglab.com
or friend. Describe how your personalities are similar and different.
LO 1 Define parallel
structure.
What is Parallel Structure?
Parallel structure occurs when pairs or groups of items in a sentence are balanced.
In the following sentences, the underlined phrases contain repetitions of grammatical
structure but not of ideas. Each sentence has parallel structure.
TEAChINg TIP
For the Writer’s Journal Internet sites, magazines, and newspapers published the results of the experiment.
activity, you might adapt (The nouns are parallel.)
the writing prompt to suit
the writing pattern that you Psychologists observe and predict human behavior.
are teaching. After students (The present tense verbs are parallel.)
finish the chapter, they can
edit their paragraphs and The experiment was fascinating, groundbreaking, and revolutionary.
check for sentence errors. (The adjectives are parallel.)
312
420
Chapter 22 Faulty Parallel Structure 313
To get to the psychology department, go across the street, into the building, and Teaching Tip
up the stairs.
(The prepositional phrases are parallel.) (Jigsaw)
There are some test subjects who develop a rash and some who have no reactions. Place students in teams of
(The “who” clauses are parallel.)
team a grammar concept
PRACTICE 1 responsible for teaching the
class about their topic. They
All of the following sentences have parallel structures. Underline the parallel items. should summarize key ideas,
Example: Students in my psychology class listened to the instructor, took notes, some practice sentences.
and asked questions. Then each team can present
Chapter 22
a short lesson to the class.
1. Professor Stanley Milgram taught at Yale, conducted a famous experiment, and
wrote a book about his research.
Tech Teaching Tip
2. Milgram’s experiment was controversial, provocative, and surprising. Explain to students that
parallel construction makes
3. His experiment tried to understand how humans reacted to authority, how they ideas clear. Have students
obeyed authority, and how they felt about authority. go online and examine
brochure ads, newspaper
4. For his experiment, Milgram used one actor in a lab coat, one actor with
ads, or political speeches.
glasses, and one unsuspecting subject in street clothes. Working in pairs, students
5. The psychologist told the subject to sit at the desk, to watch the “patient” can look for phrases that use
parallel construction.
behind the glass, and to listen to the experiment “leader.”
6. The leader told the subject when to start electric shocks, when to increase the
level of shocks, and when to stop the experiment.
7. Milgram’s experiment raised important questions, ended in astonishing results,
and gave valuable insight into human behavior.
8. Psychologists continue to perform experiments, give lectures, and debate issues.
Identify Faulty Parallel Structure LO 2 Identify faulty parallel

structure.
It is important to use parallel structure for a series of words or phrases, paired clauses,
a comparison, and a two-part construction.
Series of Words or Phrases

Use parallel structure when words or phrases are joined in a series. Teaching Tip
Ask students to imagine that
Not parallel Students, administrators, and people who teach sometimes
they are applying for a job.
volunteer for psychology experiments. Ask them to suggest some
strengths and weaknesses,
Students, administrators, and teachers sometimes volunteer for
Parallel
and write them on the board.
psychology experiments. Have the group ensure that
(The nouns are parallel.) the words are parallel.
Not parallel I plan to study for tests, to attend all classes, and listening to the
instructor.
Parallel I plan to study for tests, to attend all classes, and to listen to the
instructor.
(The verbs are parallel.)
421
Paired Clauses
Use parallel structure when independent clauses are joined by and, but, or or.
Not parallel He was surprised by the results, but he did not have a feeling of
pleasure.
Parallel He was surprised by the results, but he was not pleased.
(The adjectives are parallel.)
Not parallel She felt dizzy, and she also had a feeling of fright.
Parallel She felt dizzy, and she also felt frightened.
Chapter 22
Grammar Link Hint Use Consistent Voice

To learn more about
When a sentence has two independent clauses and is joined by a coordinating
active and passive voice,
see pages 340–342 in
conjunction, use a consistent voice. In other words, if one part of the sentence is
Chapter 24. active, the other should also be active.
Not parallel The researcher conducted the experiment, and then a
report was written by him.
Parallel The researcher conducted the experiment, and then he
wrote a report.
(Both parts use the active voice.)
PRACTICE 2
Correct the faulty parallel structure in each sentence.
original
Example: Some psychology experiments are bold, pioneering, and show their
originality.
1. Ivan Pavlov was a Russian physiologist, a research scientist, and he won a

Nobel prize.
2. Pavlov became interested in dog salivation/, and digestion also interested him.
3. To get to his lab, Pavlov walked through the door, up the stairs, and the
.
department is where he entered.
4. Pavlov used many sound-making devices to stimulate his dogs, such as

metronomes, whistles, and he also used tuning forks.
5. Pavlov noticed that the dogs heard the noise, saw the food dish, and were salivating.
6. Some of the dogs were excited, nervous, and were acting with enthusiasm.
7. Western scientists found Pavlov’s experiments to be astounding, innovative,

and thought they were important.
8. Ivan Pavlov worked quickly and was very efficient.
422
Comparisons
Use parallel structure in comparisons containing than or as.
Not parallel Creating new experiments is more difficult than to re-create an
earlier experiment.
Creating a new experiment is more difficult than re-creating an
Parallel
earlier experiment.
(The -ing forms are parallel.)
Not parallel His home was as messy as the way he kept his laboratory.
Parallel His home was as messy as his laboratory.
Chapter 22
(The nouns are parallel.)
Two-Part Constructions
Use parallel structure for the following paired items.
either . . . or not . . . but both . . . and
neither . . . nor not only . . . but also rather . . . than
Not parallel My psychology class was both informative and a challenge.

Parallel My psychology class was both informative and challenging.
Not parallel I would rather finish my experiment than leaving early.

Parallel I would rather finish my experiment than leave early.
(The verbs are parallel.)
PRACTICE 3
Correct twelve errors in parallel construction.
interesting
Example: Philip Zimbardo is creative and an interesting person.
1. Philip Zimbardo created an experiment that was both unique and startled
others. The Stanford Prison Experiment examined how ordinary people react
when placed in positions of power or helplessness. He chose twenty-four
students who were healthy, stable, and they abided by the law. Each subject
would be either a guard or a prisoner for a two-week period.
2. On the first day of the experiment, each guard was told to wear a uniform,
carry a baton, and sunglasses were put on. Ordinary people who had
committed no crime, who had broken no laws, and had been honest were
placed in a cold room. The prisoners were not only arrested but the guards also
deloused them.
423
3. Immediately, the experimenters observed shocking behavior. Some of the
guards started to act controlling, sadistic, and they abused the prisoners. On
the second day, the prisoners rioted, and the guards attacked. Some prisoners
decided that they would rather leave than continuing with the experiment.
4. During the next few days, officials, priests, and teachers observed the
experiment. Nobody questioned the morality of the proceedings. Then, on the

she expressed shock
sixth day, Zimbardo’s girlfriend visited the lab, and her shock was expressed. At
Chapter 22
first, Zimbardo’s response was neither receptive nor did he encourage her.
5. Later that day, Zimbardo agreed that the actors were taking the experiment too
seriously. Both the prisoners and the students playing the guards could experience
depressed
long-term effects. They might be seriously hurt, distressed, and suffer from
depression. Zimbardo terminated the planned two-week experiment after six days.
to complete
He decided it was safer to end the experiment than completing it.
PRACTICE 4
Correct nine errors in parallel construction.
interesting
Example: Information about bystander apathy is surprising and of interest.
1. Bystander apathy is the unwillingness of an individual to help another in
an emergency. In the 1960s, psychologists started to collect data, investigate
behaviors, and proposing theories about bystander apathy. One celebrated
instance of bystander apathy is the Kitty Genovese case.
2. On March 13, 1964, Kitty Genovese was on her way to her apartment in
quickly
Queens, New York. She was walking quietly and her steps were quick.
Suddenly, she saw a strange man. He attacked her, and she screamed for help.
tragically
Kitty Genovese died slowly, violently, and in tragic circumstances.
3. According to the New York Times, thirty-eight people heard the screaming,
and the attack was watched by some of them, but nobody called the police. After
reading the article, citizens were shocked and were feeling outrage. They called
for the bystanders to be punished. We now know that the media exaggerated
some aspects of the case. According to a 2007 American Psychologist article,
424
one person called the police

fewer people saw the attack, some people lied, and the police were called by one
person. Still, nobody intervened in time, and Genovese died.
4. Many psychologists have studied the phenomenon of bystander apathy/, and the
results have been published by them. There are many reasons a bystander may not
help someone in trouble. Bystanders may not want to risk their own lives, they may
they may worry about legal problems
not have the skills to help in an emergency, or legal problems could be incurred.
In addition, many people do not want to look stupid or be seen as being foolish if
Chapter 22
there is no real emergency. Psychologists believe that these are only some possible
reasons for bystander apathy.
PRACTICE 5
Write sentences using parallel structure with the following grammatical items. Answers will vary.
1. Parallel nouns: ____________________________________________________
________________________________________________________________ Teaching Tip
2. Parallel verbs: _____________________________________________________ Group Work
________________________________________________________________ Ask students to work
together to compose the
3. Parallel adjectives: __________________________________________________ sentences. One student
from each group could write
________________________________________________________________ a sentence on the board,
4. Parallel who clauses: ________________________________________________ or groups could exchange
papers and underline the
________________________________________________________________ parallel items.
Reflect On It Teaching Tip

With the Reflect On It activity,
Think about what you have learned in this chapter. If you do not know an answer, you can verify whether
review that concept. students have understood
Parallel structure occurs when items in a the main concept.
1. What is parallel structure? _________________________________________
sentence have the same grammatical pattern.

______________________________________________________________
Parallel structure adds balance and
2. Why is parallel structure important? ________________________________
smoothness to writing.
______________________________________________________________
Fill in the blanks of the following sentences. Make sure the grammatical structures
are parallel.
3. The college I attend is both ____________________________________ and
___________________________________.
4. In my spare time, I ______________________, ______________________,
and ______________________.
425

You can use the final review Correct fifteen errors in parallel construction.
as a test. Additional test
material appears in the counselors
Instructor’s Resource Manual. Example: Psychiatrists, psychologists, and other people who are counselors help
patients deal with their mental health problems.
1. Have you ever been in a group discussion where you wanted to offer a
Teaching Tip
different point of view but did not? Psychologist Irving Janis was ambitious,
Ask students to be careful
when they do this practice. intelligent, and worked hard. In 1972, he studied group dynamics and then
Chapter 22
If they change a compound

sentence to a simple a book was written by him. He called his book Groupthink.
sentence, they will have to
remove a comma.
2. Groupthink occurs when members of a group feel a strong need to agree with
others. These are people who do not criticize a prevailing position, who do not
offer alternative strategies, and do not voice any disagreement. Group
participants not only suppress common sense, but unpopular opinions are also
avoided.
Tech Teaching Tip 3. Janis presented an interesting example of groupthink in his book. In 1961,
Cooperative Learning CIA operatives, military leaders, and people in American politics wanted
(Quick Review)
Place students in teams to overthrow Fidel Castro. When President John F. Kennedy heard about
of three or four. Each enthusiastic
team makes a PowerPoint the plan to invade Cuba, he was both agreeable and enthusiasm was felt by
presentation about the
grammar section’s key him. Kennedy’s group of advisors wanted to be both cooperative and acting
concepts. Teams should
write about six questions. patriotic. As a result, all of Kennedy’s counselors agreed with the proposal. The
For each item, one slide
would have a question, invasion was planned blindly, quickly, and without care. As a result, the Bay of
and the next slide would
have the detailed answers. Pigs invasion was a failure.
Then teams can give their
PowerPoint presentation 4. In October 1962, the Soviet Union placed nuclear warheads in Cuba.
to the class. You can
ask the class to answer When Kennedy heard about the missiles, he wanted to react immediately
the questions or have a
competition to see which rather than delaying his response. He walked rapidly through the garden,
team can answer the
questions first. along the corridor, and he went into the Oval Office. At the meeting with
his advisors, Kennedy employed strategies to avoid groupthink. His advisors
were encouraged to discuss, to debate, and they could disagree. Therefore, the
men could either challenge bad ideas or good ideas could be analyzed. Using
diplomacy, the president solved the crisis. The Soviets removed the nuclear
quickly / speedily
weapons from Cuba immediately and with speed.
426
5. Janis’s book has shown how groupthink can have negative consequences
in government, in academics, and for people who work in business. Many

learn
executives ignore groupthink rather than to learn about it. It is a phenomenon
that can lead to very bad decision making.

mywritinglab.com
Choose one of the following topics and write a paragraph or an essay. When
Chapter 22
you write, remember to follow the writing process.
1. What makes you happy? Describe some situations or events that make Reading Link
you happy. To learn more about beliefs
and psychological issues,
2. What are some different ways that people deal with their fears? Classify
read the next essays.
their responses to fear into three categories.
“What Is Luck?” by Matt
Hutson (page 211)
“Don't Worry, Act Happy”
by Albert Nerenberg
(page 224)
“The Catcher of Ghosts”
by Amy Tan (page 525)
The Writers’ Circle Collaborative Activity “The Sanctuary of
School” by Lynda Barry
When you apply for a job, the employer often asks you what your strengths and
(page 528)
weaknesses are. Work with a team of students to do the following activity. “Musicophilia” by Oliver
STEP 1 Think of a successful person. You could choose a person from any of Sacks (page 531)
“Why We Make Mistakes”
the next categories. by Joseph T. Hallinan
A business tycoon A politician A movie star (page 534)
A musician An athlete A writer or artist
STEP 2 Brainstorm one list of that person’s strengths and another list of that
person’s weaknesses. ESL Teaching Tip
The Writers’ Circle activity
STEP 3 Write a short paragraph about that successful person, discussing the gives students, especially
nonnative speakers, an
person’s strengths and weaknesses. opportunity to share ideas
and to learn from others.
STEP 4 Exchange paragraphs with another team. Proofread the other team’s
paragraph, checking especially for fragments, run-ons, and parallel Teaching Tip
structure.
www.pearsonhighered
.com/essayrewards/
writingrewards.html
427

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School of Education

Listening & Speaking

Steve is talking to a friend on the phone. He says:

I’m reading a really good book at the moment.

Steve says ‘I’m reading …’ but he is not reading the book at

Some more examples:

1 She’s taking a picture. 4 his head.

1 Please don’t make so much noise. a I’m getting hungry. 1 f

1.3 Write questions. Use the present continuous.

Alex is a bus driver, but now he is in bed asleep.

C We use do/does to make questions and negative sentences:

D We use the present simple to say how often we do things:

E I promise / I apologise etc.

present continuous (I am doing) present simple (I do)

The water is boiling. Be careful. Water boils at 100 degrees Celsius.

B I always do and I’m always doing

I’ve lost my keys again. I’m always losing them.

I’m always losing them = I lose them too often,

Paul is never satisfied. He’s always complaining. (= he complains too much)

3.4 Finish B’s sentences. Use always -ing.

C see hear smell taste look feel

4.2 Use the words in brackets to make sentences.

Are you OK?

(this / smell / good)

(these gloves / not / fit / me)

Wolfgang Amadeus Mozart was an Austrian

B Very often the past simple ends in -ed (regular verbs):

C In questions and negative sentences we use did/didn’t + infinitive (enjoy/see/go etc.):

I enjoyed the party a lot. Did you enjoy it?

D The past of be (am/is/are) is was/were:

I was annoyed because they were late.

Yesterday Karen and Joe played tennis. They started at

past past now

C Compare I was doing (past continuous) and I did (past simple):

1 Today Helen is wearing a skirt. Yesterday she was wearing trousers.

1 When I got to the cafe a when she was living in Rome. 1 f

I saw (see) Sue in town yesterday, but I (cycle) home yesterday

I’ve lost my key. Tom can’t find his key.

B When we say ‘something has happened’, this is usually new information:

Just = a short time ago:

7.2 Put in been or gone.

7.3 Complete the sentences using the present perfect.

In the same way we say:

1 What’s Mark’s sister like? I’ve never met her.

8.4 Read the situations and complete the sentences.

Tom is looking for his key. He can’t find it.

Ten minutes later:

Now Tom has found his key. He has it now.

Are you OK? Yes, I (have) a

Present perfect Past simple

Present perfect (have done) Past simple (did)

14.4 Write sentences about yourself using the ideas in brackets.

1 The road is closed. There’s been an accident .

69.3 Complete the sentences using the following words:

Coffee/tea/juice/beer etc. (drinks) are normally uncountable:

B These nouns are usually uncountable:

We do not normally use a/an with these nouns:

70.2 Which is correct?