Gold Experience B1+ 2nd Edition SB

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GRAMMAR FILE

present perect simple

We use the present perect simple:

present simple We use the present simple: • or habits and repeated actions. I go go sailing  sailing every weekend. My brother usually comes usually comes with  with me. • or acts, or things that are always true. You don’t need any need any expensive equipment or swimming. Some hobbies cost cost a  a lot o money. • with state verbs, e.g. like like,, love love,, think , understand , realise realise,, hear , smell , sound . I love love surfing!  surfing! I don’t understand what understand what you’re saying. • to describe what happens in a film, book or story. stor y. In the end, she wins wins and  and becomes becomes the  the world champion. Luckily,, the police arrive and rescue him. Luckily

• or things that happened at an unspecified time in the past. I’ve ridden a horse a ew times. time. • with superlatives and the phrase it’s the first time. It’s the best film I’ve I’ve ever seen. seen. It’s the first time I time I’ve ’ve tried acting. • or actions that have finished recently. He’s He ’s just  just won won an  an award or his business. • or actions that happened in the past, but have a result in the present. The ocus is on the result rather than the action. I’ve lost my phone, so I can’t call him. We ofen use the t he past • to introduce a topic about the past. We simple to give more details. I’ve finished my project! I did the final bits last weekend.

present perect continuous

present continuous

positive

We use the present continuous:

I/ We/ You/ They

have be been

r ight now or around now. • or actions that are happening right

He/She/It

has been

I’m ’m  doing doing my  my homework at the moment. Oh, no! It’s It’s raining! raining! • or situations that are changing. Gymnastics is becoming much more popular. More young people are getting into surfing. always,, or things that happen ofen or repeatedly, and • with always are usually annoying. I’m always losing things! losing things! Dan is always complaining! complaining!

working.

negative I/ We/ You/ They

haven’t been

He/She/It

hasn’t been

working.

questions Have

I/we/you/they

Has

he/she/it

been working?

short answers

adverbs and adverbial phrases o requency Adverbs o requency (e.g. always always,, usually , ofen ofen,, never ) go beore the main verb, but afer the verb be be.. We We usually use adverbs o requency with the present simple. I usually get home get home at about 7.30. We ofen spend the spend the whole day at the beach. It is usually warm usually warm and sunny in June. The water is ofen quite ofen quite cold. Adverbial phrases (e.g. every day , in summer , most  weekends weekends,, at   the moment ) usually go at the end o a sentence, se ntence, but they can also go at the beginning or emphasis. I they go at the beginning, they are ollowed by a comma.

Yes,/No,

I/we/you/they

have/haven’t.

he/she/it

has/hasn’t.

We use the present perect continuous: • or actions that started in the past and are still continuing. He’s He ’s  been running his running his own business since he was thirteen. • to emphasise that an activity has continued or a long time. We’ve We ’ve been waiting or ages! Remember: With stative verbs, we use the present perect simple, not the present perect continuous. I’ve loved acting ever since I was a child.

I ve loved acting ever since I was a child. I go running most evenings. evenings.

We use or  or  or since since with  with the present perect simple and present perect continuous to say how long something s omething has continued. We use or  +  + a period o time and since since +  + a point in time.

Most people spend more time outdoors in summer. summer. Most days, days, the waves are really good or surfing.

It’s It ’s been raining or three hours! We’ve We ’ve lived in this house since I was our. 144

 

4  Write the sentences with the present perect continuous orm o the verbs.

1 we / live / in this house / or ten years

1  Choose the correct verb orms to complete the sentences.

  2 Rob / not eel / very well / this week

loving singing, and my dream is to become a 1 I love / ‘m loving singing, proessional singer!

 

2 Singing is great or everyone because it helps / ‘s helping  helping  people to relax.

3 how long / you / wait?

practising or about two hours every day. 3 I practise / ‘m practising or

 

4 I learn / ‘m learning a learning a great new song at the moment. moment .

4 my brother / study / at university / or two years

understanding why 5 My parents don’t understand / aren’t understanding why I spend so much time singing.

 

past , it was difficult to get an audience, audien ce, but the 6 In the past, internet makes / is making that easier now.

 

2  Complete the opinions about BMX biking with the correct orm o the verbs in brackets.

 

5 I / not work / very hard recently 6 how long / it / rain?

5  Choose the correct words to complete the sentences.

has just scored / just been scoring 1 Oh, no! The other team has just a goal!

1

I   (want) to take up BMX biking. Any suggestions?

Yes, do it! I 2   the best hobby ever!

2 How long have you written / have you been writing your own songs? ever ridden / have ever  ever been 3 This is the first time I have ever  riding a camel!

(think) BMX riding is

4 Oh, no! Someone has stolen / has been stealing my bike. Bikes are expensive, but more 3   (become) available to buy second-hand now. Look online.

5 Sam is tired. He has played / has been playing tennis or over three hours! 6 I’ve always thought / ’ve always been thinking that it would be un to be a ashion model.

I you’re you’re into BMX , watch the new film about it. Some teenagers 4   (decide) to build their own BMX track because there’s nowhere or them to practise. It’s a great film!

6  Complete the article with the correct present perect orm o these words. ever/make

know

just/win

produce

study

teach

There’s always a new I5   (try) challenge to learn a with new BMX. trick at the moment. I’m determined I’ll do it! Check out the BMX track in Winters Lane. Me and my riends 6   (go) there every weekend. It’s amazing!

3

  3  Add the time expression to the correct place in each sentence.

1

young   people all about fashion for over 100 years, and it 2   a lot of famous designers. Ellie, eighteen, The London College of Fashion

  there for two years now. ‘I 4 that I wanted to be a fashion designer since I was about ten, and deciding to come to the London College of Fashion was the best decision I 5

3 My brother is late or school. (ofen)

,’ she   says.. ‘The course is says i s brilliant! Doing the end-of-year fashion shows is the best

4 I go to the cinema. (most weekends)

part, and I’m really pleased because

1 We go somewhere warm or our holidays. (usually) 2 I’m trying to write a song. (at the moment)

I6

5 You can’t play tennis outside. (in winter)

 

an award for my

latest collection of clothes!’

 

6 My sister is asking i she can borrow my laptop! (always)

145

 

adjectives past simple

• Comparative adjectives compare two people or things. My  M y sister is taller than my than my mother. Horse-riding is a more challenging activity than riding a bike.

We use the past simple: • or finished past actions/events, or a sequence o actions. I ell ell  off off my  my bike last week. • or a past habit or situation. When I was younger, I couldn’t couldn’t ride  ride a bike.

past continuous

• Superlative adjectives compare one person or thing in a group with others in the same group. It was the wettest day we’d had. in beore  beore singular nouns and o   • Afer superlatives, we use in beore plural nouns.

We use the past continuous:

Wendy’s the best student best student in in her  her class.

• or actions in progress in the past and temporary past situations.

Wendy’s the best  best o o all  all the students.

My brother was was  living living in  in London at that time. • or an action which was interrupted by another action.  We were We were  having having a  a picnic when it started started to  to rain. • to describe the background or a story, action or event.

• Irregular adjectives include: little – less – the least and much//many – more much more –  – the most .

adverbs Adverbs ollow the same general rules as adjectives. more//less + adverb (+ than than)) to orm the comparative. • We use more

We were driving to the hotel when we got lost.

used to We use used to/ to/didn’t use to + to + infinitive or repeated past actions, habits and states which are no longer true. Stella used to play the violin  violin but now she preers the piano.

would  We use would  +  + infinitive or repeated past actions but NOT or habits and states.

Sam runs more more  quickly quickly  than than I  I do. • We use the most /the least to orm the superlative o most adverbs ending in -ly .  Kim did her project the Kim the  most most  careully o all her riends. • Some short adverbs have the same comparative and superlative orm as adjectives: early , ar , ast , hard , high  high,, late  late,,  long,, low , near , soon long  soon,, well , badly . The journey took longer longer  than than we  we expected. Here are some irregular adverbs:

I would would  spend spend all  all my holidays playing outside.

adverb

comparative

superlative

present perect simple or past simple?

well

better

the best

We use the present perect simple or actions in the past, when we don’t know/mention the time. When we know/mention the time, we use the past simple.

badly

worse

the worst

ar

arther/urther

the arthest/urthest

little

less

the least

My sister’s sister’s won a won a singing competition.

(not) much/a lot

more

the most

My sister won won a  a singing competition last last  month month..

past perect simple ( had had + past participle)

other comparative structures

We use the past perect:

(not ) as … as with as  with adjectives and adverbs to compare • We use (not  equal things.

• or an action, event or situation that happened beore another one in the past. The audience had had  started started laughing  laughing beore he finished the joke. ), with phrases • with superlative adjectives (e.g. the best , the worst ), such as It’s It’s//It was the first time (that ) and with ever/never . It was the best holiday holiday  I’d ever ever had  had.. e.g. just , already , yet , ever , never . • with adverbs o time, e.g. just  We had never been whitewater rafing beore.

past simple or past perect simple? We use the past simple, not the past perect, i the order o events

 

My mobile phone isn’t as good as hers. as hers.

• We can use adverbs o degree to make comparisons o adjectives and adverbs stronger (e.g. much much,, a lot , ar ) or weaker (e.g. a (e.g.  a bit , a little, little, slightly ). ).  

Today’s news is much more interesting than interesting than usual.

(not ) enough (+ to to-infinitive) -infinitive) with adjectives • We use too and (not  and adverbs.  

It’s too cold and windy today windy today to go out go out in the boat.

• We can also make comparisons between clauses and phrases.   It’s more diffi d iffi cult to be b e unny in a oreign language than it is  is  in your own language.

is clear or i one action happens immediately afer the other. They reached reached the  the mountain top then started started to  to climb down again. 146

   

4  Complete the sentences with these words. 1  Choose the correct verb orms to complete the sentences.

1 By the time we finished going round the exhibition, most o the visitors lef / had lef the lef the museum. 2 The film had already started / already started when started when we got to the cinema, so we missed the beginning. 3 The historian gave his talk and then he had accepted / accepted questions accepted  questions rom the audience. 4 They walked / were walking down walking down the street when a mad dog jumped dog  jumped / was jumping out jumping out at them. read in ages. 5 It was the unniest book she read / had read in 6 Nick had never been / never went skiing went skiing beore. began her presentation 7 The teacher had just begun / just began her when there has been / was was a  a power cut. 8 They would / used to live to live just by the station but now they live out in the country.

as

A young child of three years old 1   (have) to go into therapy recently recently to break his tablet habit! He 2   (play) for four hours every day and 3

(start) screaming if his parents     (try) to take the tablet away from him. Obviously, his parents 5   (not realise) that children so young could develop a problem like that. 4

the

worst

interested in world news

3 That joke was the wasn’t unny.

I’ve ever heard! It just

4 We wanted the tour guide to talk that we could understand him better! 5 The painting was older seen beore.

quickly so anything I’ I’d d ever

6 The exhibition o the writer’s diaries was best part o the visit. 5  Complete the text with one word in each gap. Brian, the quietest boy 1

 

our class, went or a

week’s work experience experi ence last month mo nth in the offi ce o a railway company. All day long he heard complaints rom customers: there weren’t 2   trains on in the mornings, there were 3   many delays, the coffee wasn’t 4   good as it used to be ... Strangely, Brian ound it easier to reply to these complaints 5   he did to answer questions in class. He did 6   better in the job than anyone expected – people started calling just to talk to him! What a success!

Crazy robots!

Toddler trouble!

than

afer her trip abroad. 2 The trip to the ancient city wasn’t as tiring I had imagined.

A robot at a Tech Fair 1   (talk) to some children when he suddenly 2   (lose) control 3 and   (crash) into an exhibition stand. The organisers 4   (discover) (discove r) that the exhibitor who 5   (control) the robot 6   (hit) the forward button by accident instead of the reverse button.

B

more

1 Katie was much

 Comple te the news items with the correct orm o the verbs 2  Complete in brackets. In B, use ‘used to’  to’  or ‘would’  ‘would’ where necessary. necessary. A

less

6  Rewrite the second sentence using the word given. Use between two and five words, including the word given.

1 I knew a ew more answers in the quiz this term.  

BIT

 

I was

successul in the quiz this term.

2 I don’t know anyone unnier than my riend Owen.   THE  

Owen

I know.

3 Some items o news aren’t as interesting as others. 3  Complete the story with one word in each gap.

GHOSTS

OR

WHAT?

Two young people, Tim and Flora, 1   heard stories about a ghost in a gloomy old house so one day, they decided to find out if they were true.   week, they 3 4   and while they they noticed that it 5   2

  to the house approaching the front door, open, so they went in.

Something tall and thin floated out of a room and made a strange cry. Tim and Flora had 6   heard such a noise before. They ran back out of the house – and away from the mystery.

 

LESS

 

Some items o news

others.

4 The waterall looked ar away, but it was nearer than we thought.  

AS

 

The waterall wasn’t

we thought.

5 Mia didn’t expect to find a job so quickly.  

MUCH

 

Mia ound a job

she expected.

6 More tourists visit the Acropolis than other sites in Greece.   POPULAR  

The Acropolis is other sites in Greece.

with tourists than

147 14 7

   

phrases or talking about the uture We use certain phrases or talking about uture events: be about to,, be due to, to to, be likely /unlikely to. to.

present simple

The talk is due to start in start in ten minutes. Shall we go into the lecture theatre?

We use the present simple or timetables and scheduled s cheduled events.

adverbs o likelihood

The boat leaves  or Crete at 10 p.m. We should be there an leaves or

We ofen use adverbs o likelihood with uture tenses: tense s: certainly , 

hour earlier.

definitely , probably , possibly , etc. Jack is is  probably probably  going to come with me on Saturday Saturday..

present continuous We use the present continuous or arranged uture events. We’re We ’re flying to flying to Spain on Friday Friday..

going to

so , such ( a/an )

We use going to or to or uture plans and intentions.

We use so so +  + adj/adv (+ that ) and such (a/an an)) (+ adj) + noun (+ that ): ):

I’m going to visit a wildlie park on Saturday Saturday..

• or emphasis.

will  We use the uture simple: • or predictions, quick decisions, promises, offers and warnings.  

You’ll You ’ll have a have a long and happy lie.

   

OK, I’ll plant some beans and you can pick the apples. We’ll We ’ll be at be at the park by 10 a.m.

 

I’ll show you show you how to create your own webpage i you like.

 

You’ll You ’ll get wet i wet i you don’t take an umbrella!

cert ainty. • to express certainty.  

Helen will be at be at home by now – why don’t you ring her?

 

We had such a antastic time on time on holiday!

res ult. • to give inormation about a cause and a result.  

The arm trip was so interesting that we that we didn’t want to leave!

Other common phrases are: so much/ much/so many /such a lot o  +  + noun. There were such a lot o people on  we lef people  on the beach that that we immediately. We saw so many fish in fish in the sea while we were on holiday.

too ,  ,  ( not  not   )  … enough  ) We use too + adj/adv (+ toto-infinitive) infinitive) and (not  (not ) + adj/adv + enough (+ to to-infinitive/ -infinitive/that that clause) to say why a result isn’t possible. It’s too cold to go swimming today.

uture continuous

It isn’t isn’t warm enough to go swimming today.

We use the uture continuous:

We can also use  use (not ) enough (+ adj) + noun (+ to to-infinitive). -infinitive).

• or an action that will be in progress at or around a specific time in the uture.

There wasn’t wasn’t enough time to see everything that we wanted to.

 

I think I ate too much pizza – pizza – but it was so good!

In two weeks’ time, I’ll be relaxing on a beach!

Other common phrases are: too much/ much/too many  +  + noun.

• with certain time phrases: this time next year , next week , this time tomorrow , in three weeks’ time, time, etc.

There were too many stray dogs in dogs in the village.

 

There wasn’t enough pizza or pizza or everyone  everyone to have two slices.

This time next week, we we’ll ’ll be cycling to the coast – amazing!

Note the use o or.

uture time clauses We use a present tense instead o a uture tense in uture time clauses with afer , as soon as, as , beore  beore,, by the time, time, until , when  when   and while and  while.. As soon as we we get  get home,  home, I’ll start my project on endangered animals.

Phrasal verbs (e.g. grow up, look afer ) consist o a verb and one or two particles. It’s a good idea to learn phrasal verbs in sets, perhaps having the same particle or connected by topic. They are most common in inormal writing and speech. Regarding word order, order, i the object o the phrasal verbs is a noun, it can go afer the particle OR between the verb and the particle. par ticle. chop down trees OR OR  chop trees down

I the object is a pronoun, it can only go between the verb and the particle. chop them down (NOT chop down them) them)

148

 

4  Match the sentence halves (1–6) with (A–F).

1 I’d never seen 2 There wasn’t enough

 A because there was too much traffic.

3 It was so hot

B we couldn’t pick them all.

4 The penguins were too ar away

C such an amazing sunset beore.

1 Do you think our o cleaning up the beaches beidea popular?

5 There were so many strawberries

D interest in the trip so it was cancelled.

2 Can you hurry up? The bus that goes to the lake leave in ten minutes.

6 We didn’t get to the sea

E to see them clearly.

1  Complete the sentences with these words and phrases. are having

is going

is due to

will

will be spending

won’t

a book sale next month to raise money 3 We or the new wildlie centre. 4 Sam’s away on an owl-watching weekend but he to tell us all about it on Monday. Monday. 5 I outdoor lie.

ever really like bugs, but I enjoy the

6 This time next week, we the day at Kew Gardens, one o the world’s greatest botanical gardens. 2  Choose the correct verb orms to complete the text.

Holiday time! I live in Puerto Vallarta in Mexico. This weekend 1 I’m going / I’m about to go on go on a school trip to Banderas Bay. So this time tomorrow, 2 I’m watching  watching / I’ll be watching the watching the wild dolphins there! I’m sure 3it’ll be / be / it is  is be be really  really exciting. On the Saturday morning, our Biology teacher 4gives / is giving us giving us a talk first and then 5we’ll definitely go / go / we definitely go out go out on a boat. I’ll report back next week afer we 6 are getting / get get back  back rom the trip!

F we had to stay inside in the afernoons. 5  Complete the sentences with one word in each gap.

1 The biggest swimming pool in the world is in Chile. It’s big that people even sail boats on it! 2 The lack o rain last year meant there wasn’t water to use or the crops. 3 White-water rafing down the river r iver was antastic! We’d never had un beore! 4 I was surprised to see so behind the erry boat! 5 There was able to relax.

seagulls flying much noise on the beach to be

6 Some species o whale keep their mouths open most o the time since they need to eat so ood! 6  Rewrite the second sentence using the word given. Use between two and five words, including the word given.

1 Jack cycled too ast or me to keep up.  

ENOUGH

 

I couldn’t cycle

keep up with Jack.

2 I ate a lot o ice cream yesterday and I elt ill later.  

MUCH

 

I ate

yesterday that I elt ill later.

3 I was very tired, so I didn’t finish my biology homework. 3  Complete the text with one word in each gap.

What will life be like?! Lie in the uture 1   likely to be 2 interesting. Firstly, there   be new and exciting methods o travel. In fify years’ 3   , many o us will probably 4   flying to work using jetpacks or even our own personal mini-planes! Scientists are also 5   to be working on small, environmentally riendly submarines or travel underwater.. As soon as they 6 underwater   ready, I want to go in one!

   

TO I was

my biology homework.

4 The park was antastic and we didn’t want to go home!  

A

 

We had didn’t want to go home!

time at the park that we

5 It’s impossible to visit all the lovely places in the world.  

MANY

 

There to visit them all.

lovely places in the world

6 We decided to stay at home because o the bad weather we ather..  

SO

 

The weather

that we decided to

stay at home.

149

 

no obligation We use don’t have to, to, haven’t got to, to, don’t need to, to, needn’t  +  + infinitive  or lack o obligation. infinitive There’ss a bus, so my parents don’t have to drive me There’ drive  me to school.

ability We use can can,, can’t , could , couldn’t , be able to + to  + infinitive or ability. I can’t can’t  speak speak Chinese.  Chinese.

We haven’t got to do any maths homework tonight. Hooray! You don’t need to help me. help me. I can find the t he inormation, thanks. We needn’t worry about Lauren. She’ll be fine.

We weren’t weren’t  able able  to to  get get into  into the house without our keys!

advice

Will you be be  able able  to to  come come and  and visit us next summer?

We use should /shouldn’t , ought (not ) to  to,, had better (not ) + infinitive  to give advice. infinitive

We use was able to rather to rather than could  or  or ability or a single event in the past. In the negative, we we can use couldn’t  or  or single events.

I think you should train harder. train harder.

In the competition, I was able to deeat all deeat all my opponents.

They ought to  to eat eat more  more resh ruit and vegetables.

I couldn’t lif that lif that stone – it was too heavy!

You’d You ’d  better better  go go now  now – Stella is waiting or you.

We can use be able to afer to afer another modal.

We can also use should to ask or advice.

I might be able to see you see  you on Wednesday Wednesday..

Should I buy buy the  the tickets now, do you think?

permission

regrets about the past

We use may , can  can,, be allowed to, be permitted to + infinitive or permission.

We use shouldn’t have + have + past participle or regrets about the past.

You can ask questions at the end o the talk. Students are permitted to use mobile phones at break times.

I shouldn’t have shouted at him. That was a big mistake.

requests

I’m allowed to have a party or my birthday. We use could or was/were allowed/permitted to or general permission in the past. For permission on a particular par ticular occasion in the past, we have to use was/were allowed/permitted to. When I was younger, I could play with play with my riends every night.

We use will, would  +  + infinitive or requests. Please will will you  you put put that  that box in the cupboard or me?  you help  me or a minute, please? Would you Would help me Would is more polite than will.

They were allowed to go to go to the concert last night. May  and  and be permitted to are more ormal than can and be allowed to. to.

prohibition We use mustn’t , may not, can’t , not be allowed to, not be  permitted to + infinitive or permission. You mustn’t shout in the classroom. Boys can’t run in the girls’ race.

certainty We use must  or  or can’t when we make a guess about a situation which we are almost sure is correct. Everyone looked shocked: There must be a be a mistake. I don’t believe it! They can’t expect us expect us to do that, surely?

possibility

No, you may not have another biscuit. I’m not allowed to invite more than thirty people to my party.

We use may (not)/might (not)/could to express possibility in the present or uture.

For prohibition in the past, either in general or on particular occasions, we use couldn’t or wasn’t/weren’t allowed/permitted to.

Ben isn’t here – he may may still  still have have a  a problem with his knee.

James couldn’t ride his bike in the park last night.

I think she could could  be be a  a success i she really tried hard.

The competition is tough – they might not qualiy or qualiy or the final.

We weren’t permitted to wear earrings at primary school.

obligation

generalisations We use could to make general statements about the past.

We use must , have to, to, have got to, to, need to + to + infinitive  infinitive or obligation.

When I was younger, it could could  take take me  me ages to decide what I wanted or my birthday!

You must must  remember to take your ootball kit to school.

Note: we Note:  we cannot use couldn’t in this context.

Why do you have to go home go  home so early? I’ve got to do my do  my homework now.

expectations

We can use have to and need to in past or uture orms.

We use should/shouldn’t or expectations.

I had to  to catch catch the  the 7 o’clock bus yesterday. She will need to work very hard next year year..

I’m looking orward to the quiz night. It should should  be be antastic!  antastic! You’re running one mile? That shouldn’t shouldn’t  be be too  too diffi di fficult cult..

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4  Rewrite the sentences using the words in brackets.

dentist ’s. (may) (may) 1 Lyn isn’t here; perhaps she’s at the dentist’s. 1  Choose two o the sentences, A, B or C, that have the same meaning.

Lyn isn’t here;

at the dentist’s.

2 They’ve trained hard, so I’m sure they can play much better now. (must)

1 A Can I sit here? B May I sit here? C Would I sit here?

5 A I wasn’t able to sleep. B I didn’t have to sleep. C I couldn’t sleep.

2 A He should do it. it . B He must do it. C He needs to do it.

6 A We could stop. B We’d better stop. C We ought to stop.

3 Everyone’s Everyone’s going to the party, par ty, so I expect it will be un. (should)

3 A Will you help? B Would you help? C Are you able to help?

7 A I didn’t need to leave. B I shouldn’t have lef. C I regret that I lef.

4 Do you think that woman is a new teacher? (could)

You’re not permitted 4 A You’re to run. B You needn’t run. C You can’t run.

8 A We haven’t got to go. B We mustn’t go. C We don’t have to go.

Afer all that training they much better now.

to play

Everyone’ss going to the party, so Everyone’

un.

a new teacher?

 

but I’m sure that isn’t the t he right 5 He’s given up running – but decision. (be) He’s given up running – but that right decision.

the

6 It’s possible that Alex won’t come to the concert. (might) 2  Choose the correct verbs to complete the sentences.

Alex

to the concert.

1

Ella:   Please may / would Ella:  would I  I go to Fay’s house later? Mum: No, sorry, you 2can’t / had better visit Fay tonight. You Mum:  3 need to / would tidy your room. It’s disgusting! Ella:   I know. I 4had better / should have done it at the Ella: weekend, but I 5had got / had to do my history project. I 6needn’t / couldn’t do anything else. Mum: You 7must / ought not to leave big projects to the Mum:  last minute. You will 8be allowed / need to be more organised i you want to get good grades. Ella:  I’ll try to be more organised, Mum, I promise. Hey, I’ve Ella:  got a great idea! Fay’s really organised. Why Why don’t I go to her house to ask her or some advice? words/phrases in 3   Rewrite the sentences replacing the words/phrases bold with these words/phrases. Make any other necessary changes. able

had better

may

must

mustn’t

5  Read the advert and choose the correct answer, A, B or C.

How about joining the  g    n g  l i i n  C a l l    s  t  n  t u d e    s s  l  l  a  s   Y e a r  n Y  i n  1 !  1 0 – 1

Debating Society?

You have to be fourteen or older to join, but we 1   change the rules in future to include younger students. We usually discuss a topic in teams of two or three. Then other speakers give their opinions and finally, we take a vote. It 2   be quite challenging for new speakers, but it’s also exciting. You 3  

think that it’s your ‘thing’ ‘thing’,, but why not have a 4

needn’t

shouldn’t have

will

to book the concert tickets soon. 1 You ought to book Can I  I eat the last slice o pie? 2 Can regret telling  telling her the truth. 3 I regret Would you  you give this note to Mrs Strong, please? 4 Would

  go? Itthe can help more confident and  just the pers person onyou we be need! Even Even better,, you better yo u 5you it!   enjoybe Next week’s topic is: 80 percent of teenagers are addicted to social media. media. That 6   be right! Come and join us, it 7  

be interesting!

to share this secret with anyone. 5 You’re not allowed to share to be there until 8 o’clock. 6 She doesn’t have to be

1 A should

B  may

C must

can’t run  run as ast as you. 7 We can’t

2 A might

B  should

C  must

to have a rest. 8 I’ve got to have

3 A shouldn’t

B can’t

C  may not

4 A could

B  can

C  should

5 A can

B  must

C  might

6 A mustn’t

B  can’t

C  shouldn’t

7 A should

B  must

C  can’t

151 15 1

 

We can sometimes use a reduced relative clause instead o a ull relative clause. We We orm a reduced relative clause with the present or past participle o the verb. The orm is the same or all persons. We use a defining relative clause to speciy which person, thing, animal, place or time we mean. We use:

I the verb in the ull relative clause is in the active, we use the present participle in the reduced relative clause.

• who or people.

People who live in live in this area all support the new college.

The teacher who teaches this course is ver y experienced. • which or things or animals. The homework which he gave us last la st week was too diffi cult. • where or places. The classroom where we have lessons is on the first floor. • when or times. I’ll never orget the day when I got my exam results. • whose or possession. The students whose trip was cancelled were very disappointed.

→ People living living in  in this area all support the new college. Anyone who experiences problems should talk to the head teacher. → Anyone experiencing experiencing problems  problems should talk to the head teacher. teacher. We can only use a reduced relative clause i the relative pronoun is the subject, NOT the object o the verb in the relative clause. Compare: The people who are organising the concert are very excited. ( people =  people = the subject; we can use a reduced relative clause) → The people organising the concert are all very excited.

We can use that instead o who or which which..

The people who they are inviting to loca lly. inviting to the concert all live locally.

Students who who//that pass the exam can move up to the next class.

( people =  people = the object; we can’t use a reduced relative clause)

The book which which//that he lent me was really interesting.

I the verb in the ull relative clause is in the passive, we use the past participle in the reduced relative clause.

We can leave out who, which and that when they are the object The books that are used by the students all belong to the school. o the verb. We We can’t leave them out when they are the subject o → The books used used by  by the students all belong to the t he school. the verb. We can’t leave out where, when or whose. The students who were invited to take part in the scheme all The students (who (who//that that)) she teaches all enjoy her lessons. benefited rom it. (students students =  = the object o the verb; we can leave out the relative pronoun) The teacher who who//that that takes  takes us or biology is amazing! (teacher  =  = the subject o the verb; we can’t leave out the relative pronoun)

Non-defining relative clauses add extra inormation about a person, thing, animal, place or time. We We use commas to separate se parate the non-defining relative clause rom the main clause. In non-defining relative clauses, we use who who or  or people and which which   or things and animals. We can’t use that . The new timetable, which was introduced last year, is more flexible. Carla, who is a student at the school, welcomes the changes to the timetable. We can’t omit the relative pronoun in non-defining relative clauses.

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→ The students invited to take part in the scheme all benefited rom it.

4  Choose the correct words to complete the sentences.

1 The school wants to increase the number o students studying / who studying / studied  studied languages.  languages. 1  Choose the correct words to complete the sentences. Are the relative clauses defining (D) or non-defining (ND)?

1 Games that / who develop students’ concentration can help improve grades.

2 The ood which served / served / serving in the school caeteria isn’t always healthy. 3 Students who are giving / giving / given more homework don’t necessarily get better grades. 4 The subjects that taught / that are teaching / taught in

2 Go to the music room, which / where is next to the hall. 3 Afernoons are ofen a time where / when students struggle to concentrate.

schools should be relevant to the students. 5 You need to prepare or the exams taking / that taken /  that you’re taking next term.

4 Students who / whose ideas are respected will be keener to share them in class.

6 The number o schools teaching / taught / that are taught computer programming has increased.

5 The library, where / which students can go to read quietly, is on the first floor floor.. 6 Mrs Low, who / that teaches maths, is a great teacher. 2  Join the sentences using defining or non-defining relative clauses. More than one relative pronoun may be possible. Can any relative pronouns be omitted?

1 Last summer I had a sailing lesson. I was on holiday then. 2 I met the clothes designer. Her designs won the award. 3 My brother is really into science. He is eighteen. bir thday.. 4 I told her about the video game. I got it or my birthday 5 Mr Samson is the teacher. He teaches me French. s even. 6 In Germany children don’t start school until they are seven. I grew up there. 3  Complete the article with relative clauses. Use the inormation below to orm each missing relative clause.

Develop your creative skills! A lot o the jobs 1that people do today  require creative thinking skills. Being able to learn inormation by heart, 2   , will not be enough to get an interesting  job in the uture. uture. Yo Young ung people, people, 3   , should ocus on developing their creative thinking skills too. Reading is a great place to start, as people 4   are more likely to come up with great ideas. Drama and art activities are also helpul – in act, anything that gets you thinking. The summer holidays is a time 5   . So, what are you waiting or? Check out your local museums, art galleries and arts centres, 6   , and get creative this summer!

1 People do these jobs today. 2 This is a useul skill or getting through exams. 3 Their brains are still growing. 4 They have a well-developed imagination. 5 Lots o creative activities are organised then.

5  Tick the our sentences that can be rewritten using reduced relative clauses. Then rewrite these our sentences using reduced relative clauses.

1 Students who are taught how to cook at school are more likely to eat healthily. healt hily. or. 2 I passed all the exams which I had revised or. 3 There were a lot o students who were having problems with their homework. 4 The teachers who are employed by the school all enjoy working there. 5 I went back to visit the primary school that I had attended. 6 Students who want to join the school trip should add their name to the list. 6  Complete the article with the correct participle orm o these verbs. achieve

ask

behave

notice

offer

spend

 Relaxing  your way to

 

success The number of schools 1   yoga to students is increasing, and some schools believe the results are very encouraging. In a study in one London school, students 2   at least an hour a week doing yoga said they definitely felt calmer and able to concentrate better. Teachers 3 to comment on the benefits   of the classes reported that there seemed to be fewer students 4   badly in classes. And the benefits 5   by teachers are not just in behaviour. The 6 average grades   by students also improved after the yoga classes were introduced.

6 You can find details o courses and activities there.

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either, neither, either … or, neither … nor 

We use either  and  and neither  to  to talk about two alternatives.

to-infinitive to -infinitive

We use either … or  to  to talk about two positive alternatives, and neither … nor  to  to talk about two negative alternatives. Notice that we use neither  with  with a positive verb, not a negative one.

We use the toto-infinitive: infinitive:

We can either either take  take the lif or or walk  walk up the stairs. (= both are possible)

• afer certain verbs, e.g. agree, appear, decide, expect, hope, intend, manage, mean, promise, reuse, want, would like/love/   preer .

 the public believe that cloning people is Neither scientists nor Neither scientists nor the a good idea. (= scientists don’t and the public don’t)

We managed to get some get some good photos o the gorillas. I’m hoping to go to go to Arica next year. • afer certain verbs + object, e.g. ask, encourage, expect, want .

We use either on its own to mean ‘one or the other’, and neither on its own to mean ‘not ‘not one or the other’ other’.. You can choose to study either either project.  project. (= both are possible)

He encouraged us to accept the accept the young animal as a gif.

They thought that neither neither project  project would be successul. (= not one and not the other)

No one expected the animals to survive. survive .

Not + either means the same as neither :

 and who who.. • afer where, what, when, how  and I don’t know what what  to do. do. He showed us where where  to find the animals.

infinitive without to We use the infinitive without to afer certain verbs + object, e.g. help, let, make.

They thought that neither neither project  project should receive unding. They didn’t didn’t think  think that either either project  project should receive unding.

each, all, none, every  We use all (o ) the + plural noun or uncountable noun to talk about more than two people or animals.

Seeing the animals playing in the water made us smile. smile.

All the/All o the cloned All  the cloned animals have experienced health problems.

The trip helped me recover rom recover rom my illness.

Thank you or all the/all o the work you have done.

-ing ing orm  orm

We can also use all (but not all o ) without the, to talk about people or things in general.

We use the -ing -ing orm:  orm:

All animals deserve animals deserve our protection.

• afer certain verbs, e.g. avoid, deny, enjoy, imagine, involve, suggest .

We use none o + plural noun or uncountable noun to mean ‘not any’. We can use a singular or plural verb afer it.

I really enjoy looking afer animals. afer animals.

None o the o the projects was/were successul.

It was raining, so I suggested going home. going home.

None o the inormation was correct.

• afer prepositions. Scientists think they can save the animals by breeding them breeding them in captivity. Are you interested in having an having an exotic pet? Tom insisted on staying at staying at home.

We use each and every + singular noun to talk about all the people and things in a group. Each scientist has scientist has their own budget. Every project is important in helping us develop our understanding. We also use each o the + plural noun with the same meaning. Notice that we still use a singular verb. We cannot use every in

( a )  ) little,  little, ( a )  ) few   few  We use little little and  and a little with little with uncountable nouns, and we use ew and a ew with countable nouns. Little and a little reer to a small amount o something, and ew and a ew reer to a small number o things.

this way. o  Each o the experiments is experiments is careully monitored. (NOT every o  the experiments) We can also use each (but not every ) to mean ‘both’. They are two different species, and each one has one has its own characteristics. (NOT every one)

 A little and a ew  have  have a positive meaning, and little little and  and ew  have  have a negative meaning. We have a little ood. little ood. Would you like some? (= positive: some, a small amount) The climate is harsh, and there is little little ood.  ood. (= negative: not very much/not enough) We had a ew visitors ew visitors last year (= positive: a small number) The hotel has ew ew guests.  guests. (= negative: not many/not enough)

154

 

6 They produced two cloned animals, but either / neither one lived or very long. 7 Every / All o the new discovery takes us one step closer to

a cure or the disease. 1  Complete the sentences with the correct orm o the verbs in brackets.

1 Most o us wouldn’t know how i we were lost. 2 Many animals appear sense o direction.

(get) home

5 The journeys o some birds involve over huge mountain ranges.

(travel)

6 Bees manage (find) their way back to the hive rom many miles away away.. 7 Scientists are interested in about these abilities.

(learn) more

8 Knowing more about animals’ abilities makes them (seem) even more amazing! 2  Complete the text with the correct orm o these verbs. escape

all of the

each of

fly

have

run

see

either

every

neither

none of 

whales nor dolphins can survive or long

1

4 Some birds may use the Earth’s magnetic field to help them (fly) long distances.

catch

4  Complete the sentences with these words and phrases.

(have) a very good

3 They seem to avoid (go) the wrong way, even though they have no maps or sat nav.

be

8 Solar energy doesn’t cause any pollution, and wind power doesn’t either / neither.

outside water. 2 Scientists are making new discoveries about the power o the human brain day. 3 There are two project teams, and its own budget.

them has

4 He’s invented a lot o things, but been very successul.

them have

5 Dr Samson doesn’t believe people will ever live on Mars, and I don’t . 6

people involved in the project were disappointed when it ended.

5  Complete the act file with one word in each gap.

 Amazing animal superpowers

stay

Beady eyes

The opossum produces a special chemical in its body that protects it rom snake bites. Amazingly, the chemical works or 1   types o snakes, even ones rom countries where opossums don’t live!

Can you imagine 1   able to see all around you at the same time? A lot o spiders can do this because they have eight eyes. This allows them 2   danger coming 3 easily, so they know when   away! They are also very good hunters – they certainly know how 4   ood. Many spiders build webs which are almost invisible, so flies can’t avoid 5   into them. And once a spider has a fly in its web, it almost never lets it 6   ! Trapdoor spiders build a hole in the ground, with a cover, which helps them 7   hidden until their prey is close by. Raf spiders, which live near water, are known or

To protect our skin, we have to 2   use suncream or stay out o the sun. But hippos produce a liquid which comes out o their own skin, to stop them rom burning. Most snakes can only move along the ground, but a 3   have developed the ability to jump rom

8

  the ability to walk on water so they can hunt small insects easily.

tree to tree, seeming to fly through the air! The bombardier beetle keeps stores o two separate chemicals on its body. 4   chemical is harmul on its own, but when they are mixed together a reaction causes them to heat up and create a powerul chemical weapon.

3  Choose the correct words to complete the sentences.

Many birds can fly long distances with very 5   rest. Some small birds such as swifs can fly or 200 days without stopping.

1 A ew / A little scientists are working on trying to bring extinct species back to lie. 2 All / All o scientists agree that we need cleaner energy. me thods, but neither / none o them worked. 3 I tried three methods,

There are many very strong animals, but 6   o them are as strong as an elephant, which can lif almost 300 kilos with its trunk.

4 Each o the / Every scientists received an award. 5 The project has not gone well, and there is now a little /  little chance that it will succeed.

155

 

I wish/If only  We use:

zero conditional We use the zero conditional (i  ( i /when + present simple + present simple) or general truths or or the result o a situation or action. I you I  you travel travel abroad,  abroad, you normally need need to  to have a passport. In all conditional sentences, we put a comma when the i clause comes at the beginning o the sentence. There is no comma when

• I wish/I only + past simple or past continuous or a wish about a present or uture situation.  

I only it wasn’t wasn’t  raining raining!! Now the trip to the sea will be cancelled.

• I wish/I only + could or a wish about a present or uture ability.  

I only I only I could could  understand understand Italian  Italian better!

the i clause comes second. People like like it  it i you speak their speak their language.

• I wish/I only + would/wouldn’t to complain about a present situation.

first conditional

 

We use the first conditional (i/unless (i/unless + present simple + will / won’t/might ) or a uture possibility.

• I wish/I only + past perect or a wish or regret about the past.  

I you I  you decide decide to  to go to the islands, you won’t won’t  regret regret it.  it. I they I  they have have a  a caravan caravan holiday, I think they’ll they ’ll really enjoy it. enjoy it. I George doesn’t I George doesn’t  go go on  on the trip, he might might  visit visit some  some riends instead. Unless means means  ‘i not’ n ot’.. Unless I save Unless I save  up up some  some money, I won’t won’t  be be  able able to  to buy a new mobile phone.

I wish those wish those kids wouldn’t wouldn’t  scream scream so  so loudly. I wish wish I  I’d ’d packed my packed my trainers. These flip-flops are not much good or walking.

I’d rather  • We use I’d rather  +  + (not  (not ) + infinitive without to … (than (than)) or present and uture preerences.  

I’d rather  rather have have a  a small bedroom on my own than than a  a large one that I have to share with my sister!

We can also use i + present continuous/present simple +

sth), we do not use than • When we use I’d rather not (do sth), aferwards.

imperative or giving instructions or advice.  you want  to get a good g ood seat, don’t  late! I you I want to don’t  be be late!

 

I’d rather not travel late travel late at night or very early in the morning.

second conditional We use the second conditional (i  (i  +  + past simple + would /could / might ) or hypothetical situations in the present or uture. I we lived by  by the sea, I’d I’d go swimming go swimming every day.  I we lived II we had a  a house in the mountains, we couId couId  go go there  there at the    we had weekends. I you I  you really wanted wanted to  to learn Japanese, I might might  come come along  along too. We can also use the phrase I I were you, I’d … to make suggestions and give advice. I I were you, I’d book your tickets soon.

third conditional We use the third conditional (i ( i + past perect + would have + past participle) or hypothetical situations in the past or or regrets about the past. I the been by the sea, we would have gone there. gone there.  I the campsite had been by We can also use could have/ have/might have + past participle to express past possibility or regrets about past ability.  I could have been fluent been fluent in Spanish by now i i I  I’d ’d spent more spent more time with my relatives in Spain.

156

 

3  Match the sentence halves (1–6) with (A–F).

1  Complete the sentences with the correct orm o these verbs.

1 I wish we

 A the mountain another day.

2 I’d rather not

B spend more time with us.

3 I wish Jo wouldn’t

C lost the tickets.

be

buy

get

keep

learn not forget not take pay

1 I Ashley lessons, she

not lose

not pack

more attention in her French a lot more French.

2 I I on holiday, I

5 I only James hadn’t

holiday.. E were still on holiday

6 I wish Oliver could

F talk so much.

1 she’d she’ d be more careul.   A I wish B  I’d rather 2

to the hotel earlier i we

 

4 Mum and dad

3

that lovely house i it cheaper.

5 I I toothbrush!

D travel too ar today.

4  Choose the correct answer, A or B.

my passport in a sae place when I was it.

3 We the wrong road.

4 I’d rather we climbed

 

my things so quickly, I

my

 

2  Rewrite the second sentence using the word given. Use between two and five words, including the word given.

5  

1 The weather wasn’t good, so they couldn’t go or a picnic.  

COULD

 

I the weather had been good, they

IF

 

The room would look bigger

it white.

3 Mike got sunburnt because he didn’t wear his cap.  

WORN

 

Mike wouldn’t have got sunburnt i his cap.

MIGHT

 

I the tourists had had more time, they the art gallery.

UNLESS

 

I won’t come on the trip arrangements.

we hadn’t lost our tickets. A I only

B  I’d rather

I could speak Chinese. A I wish

B  I’d rather

not stay in a lighthouse. A I wish

B I’d rather

5  Complete the conversation with the correct orm o the verbs in brackets.

Where have you been recently? I haven’t seen you around. Oh, didn’t you know? I’ve been to Bologna to stay with my pen-riend.  

(go)

Hah. I only you 2   (can) see Bologna! It’s a antastic city AND a oodie capital too. Really?

5 I you don’t make all the arrangements, I won’t come on the trip.  

B  I’d rather

Cool – but I think I’d rather 1 to Venice or Rome.

4 The tourists wanted to visit the art gallery, but they didn’t have enough time.  

A I only

or

a picnic. 2 Why don’t you paint the room white and make it look bigger?  

4

they didn’t say anything.

all the

6 We missed the train because you spent hal an hour having breakast!  

HAVE

 

I you hadn’t spent hal an hour having breakast, we the train!

Yes, we we went to a place called Eataly World where you can learn about Italian cooking. I wish we 3   (have) more time there because I would have taken a class. OK, well, i only I 4   (know) some Italian, I’d I’d go there tomorrow! What’s your Italian like? Not bad – but I wish the Italians 5   (not speak) so ast! I couldn’t understand a word.

157

 

We use have have +  + object + past participle when we don’t do something ourselves, but arrange or someone else to do it or us. All tenses are possible: In active sentences, the subject is the person or thing that does the action o the verb. In passive sentences, the object o the active verb becomes the subject: A retired teacher bought bought the  the house. (active sentence)

I need to have my hair cut. cut. I had my eyes tested last week. We’re We’ re going to have the house painted. painted.

The house was bought by bought by a retired teacher. (passive sentence)

We can use get  +  + object + past participle in the same way, in inormal English, but we don’t usually use get in the present perect tense.

tense

passive orm and example

I need to get my phone repaired. repaired.

present simple

am/is/are + past participle He is expected to win.

But: She’s She ’s  had her ears pierced. (NOT She’s got her ears pierced.) pierced.)

present continuous

am/is/are being + past participle

We can also use have something done but NOT get something done when something bad or unpleasant happens to us.

past simple

was/were + past participle

I think we are being watched. watched.

I had my bag stolen yesterday.

The money was stolen last night. past continuous

was/were being + past participle

present perect

has/have been + past participle

past perect

had been + past participle

My phone was being repaired. repaired. The thieves have been arrested. arrested. The tickets had already been paid or. or.

be going to

am/is is//are going to be + past participle The votes are going to be counted. counted.

w ill

will/won’t be   + past participle Robots will be used more in the uture.

We use the passive when: • we want to ocus on the action, not the person who does the action. A new school will be built next year. • we don’t know who does the action, or we preer not to say. My car has been stolen. stolen. The show is watched all over the world. We ofen use the passive in ormal reports. It was ound that ound that playing video games improved certain skills. We can use by  with  with passive verbs to say who or what does the action o the verb. He was arrested   an off-duty o ff-duty police officer. arrested by by an The show is watched  watched by by millions  millions o people. In inormal English, we can use orms o get  instead  instead o be be in  in some passive sentences. She was worried she would get caught i she cheated.

158

 

4  Choose the correct words to complete the sentences.

1  Complete the passive sentences with one word in each gap.

1 Maths o years. 2 Calculators

been taught in schools or thousands used in schools until the 1960s.

We need to have them clean / get 1 The windows are dirty. We them cleaned. 2 I’m having tested my eyes / having my eyes tested  tested  tomorrow. 3 You can collect the items rom the store, or you can have them deliver / get them delivered to your home.

3 Beore that time, all sums had

done  by hand. done

4 In the 1990s, computers were gradually introduced  into schools or the first time. introduced 5 Now computers around the world.

cut? 5 Your hair looks nice. Have you got cut / had it cut?

being used in classrooms

1 I decided to ask someone to check my spelling beore I handed my essay in.

‘by’  where 2  Rewrite the sentences in the passive. Use ‘by’  necessary. Use ‘get’  ‘get’ or sentence 3.

I decided to

1 They are going to buy some new computers or our school. Some new computers Electronic fitness trackers

They

a lot o people now.

3 Maybe one day they will connect our brains to the internet.  

Maybe one day our brains

You will

last night. by a vet i you’re worrie worried. d. by a proessional make-up artist.

6 Someone stole his passport while w hile he was on holiday.

a lot o people.

I was upset because my phone

The school

5 A proessional make-up artist will do your make-up or you.

He

6 I was upset because someone had stolen my phone.  

3 Someone broke some windows at the school last night.

You should

  A new version o the video game . 5 A lot o people watched that science documentary. That science documentary

o their wedding.

4 You should ask a vet to examine your pet i you’re you’re worried.

to the internet.

4 They have produced a new version o the video game.

 

beore I handed my essay in.

2 They asked someone to make a film o their wedding.

or our school.

e lectronic fitness trackers. 2 A lot o people now use electronic  

6 My laptop has slowed right down. I need to check it / get it checked at the store. done’. In 5  Rewrite the sentences using ‘have something done’.  which sentences can you NOT use ‘get something done’?

6 Even more powerul computers will developed in the uture.

 

s chool. I had / got my bike stolen last week! 4 I can’t cycle to school.

while he was on holiday holiday..

.

7 They are teaching computer programming in schools now.  

Computer programming

in schools now.

8 The science museum was closed because they were repainting it.  

The science museum was closed because it

.

3  Choose the correct verb orms in the comments.

What’s the most intelligent animal? I’d go or pigs. They 1have taught / taught / have been taught to play video games in laboratories, and sometimes they 2have beaten / beaten / have been beaten humans! Definitely chimpanzees. They 3recognise recognise /  / are recognised by recognised by many scientists as the most intelligent animals. They live in large groups, and use tools that they 4have made / made / have been made. made. We all know that rats are highly intelligent. I’m sure more about their abilities 5will discover / discover / will be discovered, discovered, and we 6will eel / eel / will be elt even more amazed. It’s dolphins, o course. Little 7know know /  / was known about these creatures in the past, but now we understand how they live and communicate with each other. I just hope they 8are going to save / save / are going to be saved rom extinction! 159

 

reporting verbs Other common reporting verbs that ollow the same pattern as say (+ that ) include: add , admit , believe believe,, complain complain,, explain explain,, insist , know , mention mention,, realise realise,, think . When we report what people said in the past, the verb normally goes back one tense. Pronouns, time and place words may also change. Common Common reporting verbs are say  (that   (that ) or tell  sb sb (  (that  that ). ).

tense changes direct speech

reported speech

Sue insisted insisted  that that she  she elt well enough to go on the school trip. Other common reporting verbs that ollow the same pattern as tell  (someone  (someone + that/to + infinitive) include: advise advise,, convince convince,,  promise,, inorm  promise inorm,, warn. The teacher inormed the students that they would have an extra day’s holiday the ollowing week. Note: Sometimes Note:  Sometimes an object pronoun is needed in the reported

present simple

past simple

present continuous

past continuous

past simple

past perect simple

present perect simple

past perect simple

am//is am is//are going to

was/were going to

w ill

would

 

can

could

 

may

might

 

must /have to

had to

We use ask  +  + i/whether to report yes yes//no no questions.  questions.

should /could /might /ought to/ to/ would 

no change

‘Was it diffi cult to find tickets ticket s or the estival?’ estival? ’ the teacher teach er asked Max. →

‘I’m ‘I ’m going on holiday tomorrow tomorrow,’,’ Eva said. → Eva said she was going on going on holiday the next day. day. ‘I’ve ‘I ’ve been to Paris once,’ he said. →

sentence. ‘Please have your passports ready’, he said. → He told them them to  to have their passports pa ssports ready.

questions

The teacher asked Max i/ i/wheth whether er it had been diffi di fficult cult to  to find tickets or the estival. We use ask  +  + wh wh-- word to report wh wh-- questions.

He said he had he had been to been to Paris once. ‘You should stay here a bit longer, but I must go today today,’,’ she said. →

‘How do you→eel about perorming in public?’ the trip leader asked Alice.

She said that I should I  should stay  stay here a bit longer, but she had she had to go  go  that day. day.

The trip leader asked Alice how she elt about elt  about perorming in public.

When the reporting verb is in the present, we do not change the tense.

Note the word order or reported questions.

Lewis says says he  he’s ’s bored.  bored. We can use say  when  when reerring to signs, notices or what is written in an article, book, etc.

‘What time are you leaving?’ he asked us. → He asked us what time we were leaving. leaving.

orders and requests

The notice says  ‘No ball games in the pool’. pool’. says ‘No

For orders and requests, we ollow this pattern:

We can use to to afer  afer say  (he  (he said to me), me), but not afer tell (he told me). me).

verb (e.g. tell /ask ) + person (or object pronoun, e.g. me me,, you you,, her ) + (not ) + to to-infinitive -infinitive

Dad said to me that me that he was going out. Dad told me that me that he was going out.

‘Please cover all the urniture with old sheets,’ the painter told the amily.

other changes

The painter asked painter asked the amily to cover cover all  all the urniture with old sheets.

direct speech

reported speech

now

then

Other verbs or reporting orders and requests include: beg beg,, order ,  persuade, remind , warn  persuade, warn..

today, tonight

that day, that night

‘Don’t orget to revise or the test!’ my riends told me.

tomorrow

the next/ollowing day, the day afer

My riends reminded riends reminded me to revise or revise  or the test.

yesterday

the previous day, the day beore

next ne xt week week/m /mon onth th/ye /year ar

the th e ol ollo lowin wing g week/ week/mo mont nth/y h/year ear

last la st wee week/ k/mo mont nth/ h/ye year ar

the th e prev previo ious us wee week/ k/mo mont nth/ h/ye year ar

here

there

this

that

I, we

he/she, they

160

 

3  Rewrite the sentences in reported speech. Make all other changes necessary.

floor,’ said Felix. 1 ‘I won’t get paint all over the kitchen floor,’ Felix promised that 1  Read what each person says then complete the sentences in reported speech with one or two words.

the se abstract paintings mean, mean,’’ 2 ‘I can’t understand what these Jake said. Jake admitted that

1

2

.

.

I hate TV reality shows! We shouldn’t waste our time watching them!

weekend,’’ Scott said. 3 ‘I don’t have time to come out at the weekend,

I’m starting to get interested in traditional dances.

est ival,’’ Helen said to her 4 ‘You ought not to miss the estival, riends.

Scott complained that

Helen advised

.

.

3

My uncle was a rich and quite amous film star in his lietime and never had any financial problems.

4

There haven’t been many good live shows on recently.

5

5 ‘The band are playing here again next week ,’ Matt told us. Matt inormed us that . 6 ‘I must finish my project on the history o art tonight,’ Olivia explained. Olivia explained that

I you want to be really good at painting, pa inting, you’ll have to put in a lot o hard work.

1 Emily said that she that we 2 Philip told us that he traditional dances.

.

4  Complete the reported questions with these words. There is one extra word you do not need.

TV reality shows and waste our time watching them.

how

to get interested in

if/whether

what

1 I asked her such a success.

a rich and quite 3 Louisa said her uncle amous film star in his lietime, and any financial problems.

2 They asked the organiser going to end.

4 Simon said that there on recently.

3 They asked me 4 The teacher asked me during the estival.

5 Maria told me that i I painting, I

many good live shows to be really good at have to put in a lot o hard work.

2  Read the conversation. Then write the people’s exact words in direct speech.

Zoe:   So what Zoe: what did Stella say about her birthday? Billy:   She said she was going to take us all out Billy: out to the cinema, and aferwards or a curry. curr y.

when

where

why

she thought her book had been the exhibition was I had any filming experience. I was going to stay

5 My riend asked me

much the lessons cost.

5  Complete the blog post with one word in each gap.

Life as an extra

Zoe:   And who’s coming? Zoe:

Today, I finally made a decision. My mother had asked me 1   I would like to be a film extra since

Billy:   Well, she said she’d invited the usual crowd plus a Billy: couple o her riends rom her art school. Zoe:   Do you know what she wants or her birthday? Zoe:

she was one and we could appear in the same films. I asked her 2   I’d I’ d have to do and it didn’t

Billy:   Stella told me that we shouldn’t get anything too Billy: expensive – ha ha! – so what do you think ?

sound too difficult so I agreed. So, the day arrived. They told us 3   to have our mobiles with us

Zoe:   My mum said that she would show us an interesting Zoe: new shop that sells un arty things. I’m sure we’ll find something there.

during filming – o course – and they also warned us that we shouldn’t take any photos o the filming. Other than that, everything was quite easy, although although it was 4 a tiring day. When When a riend asked me   the day had gone, I replied that it had been great.

Billy:   OK, cool. Billy: Stella: ‘I’m

.’

‘I’ve

.’

Then she reminded 5   to send her some inormation about a project we were doing, so I orgot

‘You

.’

all about the film world and got back to reality.

Zoe’s mum: ‘I

.’ 161 16 1

 

 

EXAM FILE: SPEAKING You take take the Speaking test with a partner. There are are two examiners. One examiner (the interlocutor) speaks to you, and the other examiner just listens. The Speaking test takes 14 minutes.

Task overview The interlocutor asks you and your partner some personal questions in turn. These questions may be about what you like or don’t like doing, your interests, your everyday lie, your plans or the uture and so on. You You should answer your own questions clearly, and and just listen to your partner’s answers.

language talking about entertainment It depends on what on what I’m doing. I I’m studying, I like to listen to quiet to  quiet music, but i I’m with riends, we preer rock preer rock music. I’m not keen on classical on classical music though. Yes, I once went to see a see  a live concert at a local stadium, but I don’t go very ofen. It’s It’s too expensive. I have to read books or books or school, so so I  I don’t read many at home. I ofen buy a buy a magazine about films because then I then I can find out about new films I might like to see. Oh, definitely in definitely in the cinema! It’s much more exciting,

Example task What sort o music do you enjoy listening to? (Why?)

although some evenings my riends come round and we watch a film at home. It’s It’s un to be able to talk about it and relax. But I preer the preer the cinema.

Have you ever been to a live concert? (Why/Why not?)

talking about everyday lie

Do you enjoy reading books or magazines? (Why/Why not?)

Yesterday I went to a to a antastic science museum with my riends.

Entertainment

Do you preer to watch films in the cinema, or at home? (Why?) Daily lie Have you done anything unusual or interesting this week? What do you usually do in the evenings in the summer? (Why?) ( Why?) Would you rather spend your ree time outside or inside? (Why?) Do you use the internet regularly or your studies? (Why/Why not?) The uture Do you have any amily celebrations planned in the t he near uture? (Why/Why not?) Tell us about something you’re hoping to do next month. What would you like your uture career to be? (Why?) (Why ?) I you could have a holiday anywhere in the world next year, where would it be? Why?

Exam help •

•

•

•

I haven’t done anything special this week, but last month I went on a day trip to a really interesting castle. It’s very hot in the summer so I usually stay at home in the evenings and chill out or go to the beach. Although I spend lots o time with riends, I think it’s important to spend time in the evenings with my amily as well. I’m an outdoor person so I hate spending time inside. I love hiking and camping. I definitely use the internet every internet every day or studying because it’s easy to find fi nd inormation quickly.

talking about making plans and the uture It’s my parents’ wedding anniversary this anniversary this year and we’re going to have a big party or them. I’m really looking orward to that. to that.

Listen careully to the question. ques tion. I you don’t hear or understand it, ask the interlocutor to repeat it.

I’m hoping to learn French soon, probably next month when the school term starts.

Give interesting answers, but don’t say too much. Leave time or your partner’s questions. The examiners want to hear hea r about you both and what you both think.

What I really want my uture career to be is a doctor. That’s doctor. That’s because I love science!

Don’t prepare answers beore the exam because you don’t know what the exact questions will w ill be. You You might answer the wrong question! Relax, smile and speak clearly. cle arly. Try to sound as natural as possible, and don’t be nervous!

That ’s a difficult question That’s que stion since s ince I haven’t decided yet. Maybe I’ll be a teacher! I’d love to visit Australia on holiday as holiday as I  I have relatives there and I’ve never met them.

giving reasons That’s why/That’s the reason I reason I want to learn English. The main reason I like tennis like tennis is that it’s that it’s very competitive. I want to go there  there because it seems a very interesting town. It’s very hot in summer, so summer, so I  I go to the beach. As my riends don’t live near me, I usually spend usually spend the weekends with my amily.

164

 

Task overview You both speak alone or about a minute. The interlocutor gives each o you two photographs in turn. You You compare these photographs and answer another question about them. t hem. This question is written on the page above the photographs. You should talk about what’s similar and different in your photographs beore you answer this question. Afer a minute the interlocutor stops you and asks your partner a short question about your photographs. You Yourr partner is then given their photographs, and the examiner asks you a question about these photographs once your partner has finished speaking.

language comparing the photographs Both photographs show people people  studying but they’re in different places and different situations. Some people are studying outside – it it looks like a park pa rk because there are trees – while/whereas while/whereas the  the others are inside a classroom. In both photographs there are people are  people who seem to be enjoying what they’re doing but they’re also working hard.

Candidate A, the photographs show people studying in different

The students who are in the classroom seem to be having a formal debate or discussion. They’re listening to a girl who is explaining something to them. On the other hand,  hand,  the group outside are just chatting although they could be helping each other to study.

places. Compare the photographs and say what you think the people are enjoying about studying in these places.

In both photographs the students are learning something, although I can’t see a teacher in either photograph.

Example task

What are the people enjoying about studying in these places?

answering the question and speculating The students in students in the classroom look classroom look as though they’re listening to someone giving their point of view. She could be a classmate because she looks too young to be the teacher. They seem to be enjoying working enjoying working together. The students outside are probably friends. Maybe Maybe they’ve  they’ve been given some difficult homework to do and want to do it together. together. The boy looks as if he’s showing the girls some work he’s done already. I think the friends are enjoying studying outside because outside  because it’s more relaxing and they don’t feel any pressure. That pressure. That might make it easier for them to do good work, work, although  although it could also be harder for them to concentrate.

  Candidate B, which o these places would you preer to study in? (Why?)

Exam help

The students in the classroom could benefit from having lots of resources like books to help them. They’re probably enjoying the enjoying  the fact that the lesson will finish soon, whereas the students in the park can ca n stay as long as they want to – as long as it doesn’t rain! rain! Perhaps the students are enjoying studying in a formal situation in the classroom because they think they will learn more. more .

  The question is written above the photographs. Remember to compare the photographs beore you answer this question. Don’t answer it immediately or you will run out o things to say.

giving your opinion (the listening candidate question)

Don’t just describe descr ibe what you can see in each photograph – you you must compare them.

For me, the classroom looks a better place to study, because it’s more motivating and I could concentrate better there.

Organise your ideas clearly, and use a wide range o language to talk about the photographs.

I’d say that studying outdoors is always fun, but there could be lots of distractions, so I’d prefer to be inside.

•

•

•

•

•

•

so because

Use connectors such as ideas.

,

whereas

 and

 to link your

Keep speaking until the interlocutor stops you and don’t worry about the time. It’s better to be talking at the end o the minute than to stop too early. Answer the question about your partner’s photographs in an interesting way, but don’t say too much – you only have a short time or your answer.

Both places look good to study in, but in,  but on balance b alance I’d prefer to study with friends outside. o utside. To be honest, I always enjoy being in school, so that’s where I’d rather study. It’s difficult to study outside because there might be so many distractions such as noise and things like birds, so birds, so I’d rather study rather  study in a classroom.

165

  

language giving and asking for opinions

Overview The examiner gives you a question to discuss with your partner. This question is written on the page with five ideas called ‘prompts’, which give you things to talk about. You don’t need to talk about all the prompts, but you should say as much as you can about each one beore moving on to the next. Afer two minutes, the examiner stops you and asks you a second question about the same topic you’ve been discussing. You should try to reach a decision in about a minute. Remember that the ocus is interacting with your partner, not talking on your own.

As far as I’m concerned, driving isn’t necessary.

Example task

What do you think about that?

drive a car

organise time well

Is it necessary for young people to learn to do all these things before they leave home?

accept advice from others

manage money

socialise

It seems to me that … I think that managing that managing money is necessary. Personally, I don’t think that driving is useul. Do you agree? Do you think the same?

speculating Maybe driving is a bit a bit irresponsible because … I suppose learning to drive makes you …

agreeing and disagreeing Yes, you’re right.

I agree with you. Follow-up question: Which of these things is least important for young people to learn to do before they leave home?

I suppose so. I know what you mean, mean, but  but managing  managing …

Exam help You should talk naturally to what your partner, par tner, and and listen to them careully so that you can agree, disagree or add something some thing to what they’ve said.

•

That’s a good point.

That’s a good point, but I but I think that … You said … said … , but I think … think …

•

Explain what you think. Give reasons. You You don’t have to agree with your partner. par tner.

managing the discussion

•

Try to introduce new ideas as well as respond to what your partner says.

Let’s start with learning with learning to drive.

Don’t worry i you don’t have time to talk about all the prompts – it’s it’s not necessary to discuss them all.

Shall we move on to managing to managing money?

In the second question, quest ion, try not to repeat ideas you’ve already mentioned. Don’t make a decision too quickly as you may not fill the minute.

Can I add something to what you said?

•

•

Tell me what you mean.

reaching a decision So, which one do you think is think is least important? We both think … , don’t we?

Overview The examiner asks you and your partner some questions connected with the topic you discussed in Part Par t 3. These questions are about your opinions, and you should give reasons or your ideas. The examiner may ask each o you a question individually,, or ask both o you the same question. Even i your partner is asked a individually question, you can add to what they have said or disagree with them.

I think X is probably more/less important than Y because … I don’t think X is as interesting as Y because … In my opinion, X is the least/most useful because …

Example task Is it better or young people to learn practical lie skills at home or at school? (Why?) Some people say the most important import ant thing parents can do is encourage their

language

children to be independent. Do you agree? (Why/Why (Why/ Why not?) What practical skills do you think are most diffi cult to learn? (Why?) ( Why?)

giving reasons and examples

Why do you think some people don’t like to learn to do new things?

This is because you can’t buy happiness.

Do you think the most important thing in lie is just to be happy? (Why/Why not?)

Exam help

The main reason is that leaving home is hard.

It’s important to learn these things since/as … To give an example, my parents taught me …

Listen to what your partner says so you can respond appropriately.

explaining and adding detail

Don’t dominate the conversation i the examiner asks a question to both o you – ask your partner what they think.

What I mean is, …

•

Extend your answers by giving reasons and examples.

•

Use a wide range o language. I you can’t think o a word, paraphrase paraphrase it.

On top of that, it’s difficult to learn lea rn to do it well.

•

There is no ‘right’ answer. You are marked on how well you can express your ideas.

•

•

Also, it’s Also,  it’s quite tiring to do that.

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EXAM FILE: WRITING language introduction

Example task In your English class you have been talking about whether museums are important today. Now your English teacher has asked you to write an essay for homework.

Is this really true?

Write your essay using all  the notes and giving reasons for your point of view. all the

It’s a diffi cult question que stion to answer. a nswer.

‘Museums are not necessary necessar y nowadays because we can find all the information we need on the t he internet’. Do you agree?

There may not be an a n easy answer to the question.

Notes

introducing ideas

Write about:

One benefit of … is …

•

•

•

bringing history to life

An advantage of … must be …

school trips

On the other hand, …

(your own idea)

Of course, not all museums …

Write your essay in 140–190  words. 140–190 words.

Example answer

There are arguments for and against the idea.

Introduce the

Another potential advantage is …

It’s sometimes said that museums are not necessary It’s nowadays because all the inf in formation is on the internet i nternet,, but is this actually true? There are arguments on both sides. Firstly, museums museums give visitors the opportunity to see and touch real things from the past, and it’ it ’s impossible to get the same experience from looking up facts online. Clearly, Clearly, museums bring history to life. There are also museums about science, space travel and so on where visitors can touch interactive exhibits and get a real understanding of things that affect life today. In addition to this, teachers often often organise school trips to museums.. Obviously, this is a very valuable experience for museums for students, as they are learning outside the classroom with their friends, and talking about the trip is very motivating. On the other hand, it can be expensive to visit museums, although some are ar e free. free. However Ho wever,, they are good value for money, as they provide more accurate information than the internet, which can be unreliable. On balance, I would say that museums are not only necessary nowadays, no wadays, but are enjoyable places to visit. We would miss them if they disappeared.

expanding points

topic and catch the reader’s interest with a rhetorical question.

One reason for this is that … This is because … In fact, … Without a doubt, …

Start each new point clearly.

Clearly, this is …

adding and contrasting ideas Moreover, …

Organise ideas and paragraphs well using linking words and phrases.

In addition to this, … However, this is not always true/the case. Although it seems that … Despite this …

writing a conclusion Make sure you include an idea of your own in a separate paragraph. Give your own opinion in the conclusion.

To sum up, … On balance, … In conclusion, …

Exam help •

•

Over to you Now write your own answer to the task. Make sure that you include everything ever ything required in the task and use the Exam help to check your work.

•

•

•

Start your essay with a short paragraph introducing the topic. End with a conclusion that follows your argument logically. Focus on one idea in each of the three middle paragraphs. Make Make sure you include a new idea of your own. Use a formal or semi-formal style, with a range of vocabulary and linking words. Don’t write fewer than 140 words because you won’t be able to include all the ideas you should. Don’t write more than 190 words because you may include ideas that are not relevant. Make sure you read your essay through to check that it makes sense, and that you haven’t made any grammatical or spelling mistakes. 167 16 7

   

Example task

language greetings

You have received this email rom your English riend, Carole.

Hi! How are you?

Hi!

It was great to hear from you!

Guess what! Some school riends are coming to your town on an exchange visit. They’ll be staying with host amilies or a ortnight.

It’s been ages since I heard from you!

Have you got any useul tips I could give them? They want to do as much as they can, but they’ve got lessons every morning, so only have the afernoons ree. One o them has asked me to find out whether whet her they should bring presents or their host amily and what amily lie is like. Thanks or your help, Carole

explaining why you’re writing I’d love to give you some tips. There are so many things I can tell you about.

using linkers Anyway, … Besides, …

Write your email in 140–190 140–190 words.  words.

On top of that, …

Example answer Hi Carole, Thanks for your email – it was great to hear from you.

Use conventional greetings in inormal emails and letters.

giving opinions and advice I guess … The best way to get around is … I think they should …

I’d love to give your friends some tips for their visit! They’ll have a fantastic time. There are loads of things to do here in the afternoons – there’s an amazing museum about local history which is worth seeing, and a ruined castle. It’s hundreds of years old! On top of that cultural stuff there’s a brand new leisure centre with a state-of-the-art swimming pool. It’s easy to get around the town on foot and by bus, though they might like to rent bicycles and get out into the local countryside c ountryside.. You asked about family life. It won’t be hard to t in – it’s similar to your country, although your friends may nd we eat earlier in the evenings than they’re used to. Of course the weather here isn’t so good – we’re famous for rain! I’m sure that host families would like any small present that’s special from your country, but tell your friends not to worry about it.

Introduce the topic o the email or letter appropriately.

finishing your email or letter Keep in touch, All the best,

Use paragraphs or new points.

Use inormal language to a riend. Make sure you include all the inormation asked or in the task.

Cheers!

Exam help Use the appropriate inormal phrases or starting •

and ending emails or letters. •

•

•

Group ideas into paragraphs and link them with inormal connectors. Use language that is appropriate or the person you’re you’ re writing to. Make sure you include everything the task asks or.

Over to you

Anyway, I hope that helps. Let me know if you need anything else. Keep in touch! Carla

They might like to …

Finish your email or letter in an appropriate way.

Now write your own answer to the task. Make sure that you include everything required in the task and use the Exam help to check your work.

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Example task

language greetings

You see this announcement on the school noticeboard.

Dear Sir/Madam,

I’ve received complaints about the use of mobile phones in school s chool and I’d I’ d like to hear what students think. Send me a letter explaining your opinion, giving your reasons, and making suggestions for ways of dealing with the situation. I will discuss everyone’s suggestions at my next meeting with the student council. John Jackson (Principal) Write your letter in 140–190 140–190 words.  words.

Example answer Dear Mr Jackson, I’m writing to give you my opinion about the way students use mobile phones in school. Firstly, we all have mobile phones, and this is the situation we have to live with. However, some people do use them

Dear Mr/Ms …

opening your email or letter, explaining why you’re writing I would like to complain/explain/apply for … I am writing to … I am writing in response to …

Use conventional greetings in

using linkers In addition, … Consequently, …

semi-formal emails and letters. State the reason you are writing at the beginning of the email or

Obviously, Obvious ly, … Firstly, …

making suggestions You could think about … It would be a good idea to …

selshly, and this may be why some people have complained. selshly, Personally it irritates me when people talk loudly on their phones in the corridors corridors.. In my opinion, it would be helpful to ban mobile phones in some parts of the school. I think people don’t realise that even when they text, the bright light from the screen is distracting. Consequently, I suggest restricting their use in places where we study. It goes without saying that they should never be used in class. I suggest having specic areas where phones may be used, and other areas where they are forbidden. There should be signs explaining this, though, so that students know what the rules are. It seems to me that although we should be allowed allo wed to have mobile phones in school, we should still be polite, respect other people’s personal space, and use our phones thoughtfully. I hope my suggestions are helpful. Best wishes,

letter.

I recommend … I suggest …

Use connectors to order your ideas clearly.

giving your opinion It seems to me that …

Give reasons or relevant

In my opinion, …

examples to support your opinion.

finishing your email or letter

Make different points or suggestions in separate paragraphs. Give your personal opinion to finish the letter and confirm your suggestions.

Personally, Persona lly, …

I look forward to hearing from you. I hope my ideas are helpful. Yours, Best wishes,

Exam help •

•

•

•

Finish your semi-formal email or letter appropriately.

•

Use the appropriate conventions of starting and ending formal letters or emails. Begin your letter or email appropriately appropriately,, giving your reason for writing clearly. Group ideas into paragraphs and link them using formal connectors. Use a wide range of appropriate language and avoid idioms or colloquial expressions. Make sure you include everything the task asks for.

Over to you Now write your own answer to the task. Make sure that you include everything required in the task and use the Exam help to check your work.

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Example task

language giving an opinion

You see this announcement in your college magazine.

From my point of view, …

We need some film reviews to publish in the magazine next month.

I’d say that …

Have you seen a film which had special effects you thought were important to the success of the film?

What I loved/hated about it was …

Write a review, explaining what the film was about and why you felt the special effects were particularly important impor tant or effective. Would Would you recommend this film to other people in the college?

It told the story of a family on their way to start a new life on a distant planet, and the problems they encountered on

The best part was …

It was about …

Example answer

Have you ever gone to see a lm you were looking forward to, and been even more impressed than you’d hoped? Well, I saw ‘Journey to the Red Planet’ last week and it exceededd my expectations. Not only was the plot gripping, exceede the special effects effects were literally out of this world.

It completely lived up to my expectations.

describing or narrati narrating ng

Write your review in 140–190 140–190 words.  words.

An amazing lm you won’t be able to forget!

What I found frustrating was …

What happened was … Start with a question or a statement that will interest the reader.

It tells the story of … who …

making recommendations I’d certainly/definitely/really/strongly recommend it. Despite the fact that … , I’d still recommend it.

Briefly describe what you’re reviewing.

All in all, … Make sure you don’t miss it. You should definitely give it a go.

their journey. The acting was superb, but the special effects were spectacular. spectacular. I really r eally felt felt as though th ough I was sharing the journey with them. One scene in particular, where they passed through a meteor storm, was beautiful beautiful and terrifying terrif ying at the same time.

Explain what was so good about the film. Give an example

Itowon’t tellbut youit’ because I wouldn’t want in spoil it, itwhat ’s safehappened to say that you’ll have your heart  your mouth mouth many many times. times. Al Although though the the acting acting was great great,, it was the special effects effects that lifted this lm to another level, and the feelings they created stayed with me for days afterwards. If you’re a sci- fan like me, don’t miss this!

of something that impressed you. Use a range of adjectives and colourful language. Explain the importance of the special effects.

Exam help Include a title.

•

Remember that the purpose of a review is to inform, but also to entertain the reader.

•

Write in a friendly style. st yle. Try Try to interest the t he reader by asking a question que stion at the beginning, and giving your own experiences and opinions.

•

Use a range of interesting language such as adjectives and expressions to interest the reader.

•

Divide your review into paragraphs.

•

Finish with a clear recommendation and include a reason for this.

•

Over to you Now write your own answer to the task. Make sure that you include everything required in the task and use the Exam help to check your work.

Finish with a recommendation.

170

 

Example task

language involving the reader

You see this announcement on an English-language website.

Do you find … ?

Articles wanted

Why not try it?

How do you concentrate on your studies? Tell us what works best for you. Why does it help? How did you find out about it?

using interesting language I came across it by chance.

Write us an article answering these questions. We’ll publish the best ones on the website.

That was weird! I found myself singing along.

Write your article in 140–190  words. 140–190 words.

Example answer How I solved my problems with studying!

It’s made all the difference.

explaining reasons

Give your article a title.

I don’t, as I get distracted … I found myself m yself … instead instead of …

Do you nd studying easy? I don’ don’tt, as I get distracted quickly. I’ve tried different things to help me concentrate, but without success. My friends recommended playing music while I studied, but I found myself singing along instead of focusing on what I was doing. My parents suggested working in complete silence, but that was weird! I could hear the computer keys tapping, which put me off! The solution came completely out of the blue. One day, my

Introduce subject of the your article clearly and try to involve the reader. Include some personal anecdotes to interest the

It’s changed my life!

Exam help •

Give your article a title. An article should interest and engage the reader from the start.

•

Use paragraphs so that your article is easy to read.

•

Use colourful language to interest the reader.

•

Finish in an interesting way.

mind was wandering, as usual. I decided to go for a run to get some exercise and while I was jogging round the park, I began thinking about my homework and how to do it. When I got back to my room, I had a shower and then found I was able to get down to work. I realised that running made it easier for me to concentrate. So now I break up periods of work with some physical exercise, and for me it’s made all the difference. I feel great, and having a balance between work and exercise works for me. It’s honestly changed my life!

reader. Answer all the questions in the task. Finish with a memorable question or statement that involves the reader and rounds off the article.

•

Remember that an article should entertain the reader as well as inform them.

Over to you Now write your own answer to the task. Make sure thatthe youExam include everything required in the task and use help to check your work.

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Example task You have seen this announcement in an international magazine for young people.

language sequencing events and using time expressions

We need some stories!

At first …

Could you write a story for our magazine? Your Your story must begin be gin with this sentence:

Suddenly, … / All o a sudden, …

 Jon switched switched on the computer and settled down to to do his homework. homework.

Afer a while …

Yourr story must include: You •

an email

•

a journey

Then …

At that moment … All at once …

building interest

The best stories will be published in the magazine.

He knew he’d been lazy … Write your story in 140–190  words. 140–190 words.

Example answer I should have read it properly! Jon switched on the computer and settled down to do his homework. He wasn’t looking forward to it as he had lots to get through. He knew he’d been lazy and hadn’t kept up with his assignments. Suddenly, a ping told him an email had arrived. He opened it and saw it was from an old friend, Carlo. They had lost touch, but Jon was excited to read that

Think of an engaging and

‘Should I go or work?’ he asked himsel.

relevant title.

What else could go wrong? Jon had run out o options.

Make sure you use the first sentence correctly.

using interesting verbs and adjectives

Use interesting adjectives and verbs. Include both

He had lots to get through. t hrough. He was excited. He decided to spend the time … He set off to catch the bus. He trudged the long way home.

Carlo wanted to spend the day together. Should I go or work?’ he asked himself. He decided to spend the time with his friend.

points in the task.

Exam help •

Give your story an interesting and relevant title.

•

He wanted cycle,the butbus, his sister had ve borrowed hisitbike. He set off totocatch but after minutes broke down and the passengers got off. Jon decided to use the metro instead. He ran onto the platform and  jumped on the t he rst train, t rain, which wh ich stopped sto pped after three stations because of an electrical fault. What else could go wrong? Jon had run out of options, and trudged the long way home. He was amazed to nd Carlo there. He had misread the email, so his bad journey had been pointless!

Use direct speech to make it interesting.

•

•

Include a logical, interesting ending.

•

•

Plan your story so that it has a clear narrative. You may need to use a variety of tenses so that your story is easy to understand. Use interesting language such as colourful verbs and phrasal verbs. Use sequencing words such as then then,, afer that, suddenly. Remember that a story should be entertaining enter taining and easy to follow.

Over to you Now write your own answer to the task. Make sure that you include everything required in the task and use the Exam help to check your work.

172

 

IRREGULAR VERB LIST Verb

Past simple

Past participle

Verb

Past simple

Past participle

be

was/were

been

lose

lost

lost

become

became

become

make

made

made

begin

began

begun

mean

meant

meant

bring

brought

brought

meet

met

met

build

built

built

pay

paid

paid

buy

bought

bought

put

put

put

catch

caught

caught

read

read

read

choose

chose

chosen

ride

rode

ridden

come

came

come

ring

rang

rung

cost cut

cost cut

cost cut

run say

ran said

run said

do

did

done

see

saw

seen

draw

drew

drawn

sell

sold

sold

drink

drank

drunk

send

sent

sent

drive

drove

driven

show

showed

shown

eat

ate

eaten

shut

shut

shut

fall

fell

fallen

sit

sat

sat

feed

fed

fed

sleep

slept

slept

feel

felt

felt

speak

spoke

spoken

fight

fought

fought

spend

spent

spent

find

found

found

stand

stood

stood

fly

flew

flown

steal

stole

stolen