INTERNATIONAL EDITION—Not for S a le in th e U.S.A. Grammar F O U R T H E D IT IO N with ANSWER KEY Betty S. Azar Stacy A. Hagen Irregular Verbs: An Alphabetical Reference List note: Verbs followed by a bullet (•) are defined at the end of the list on the inside back cover. Simple Form Simple Past Past Participle Simple Form Simple Past Past Participle arise aw ake be b ear beat becom e begin bend b et* bid* bind* bite bleed blow break b reed* bring broadcast* build burn burst* buy cast* catch choose cling* com e cost cre e p * cut d e a l* arose awoke was, were bore beat becam e began bent bet bid bound bit bled blew broke bred brought broadcast built burned/burnt burst bought cast caught chose clung cam e cost crept cut dealt fly forbid forecast* forget forgive forsake* freeze get give dig do draw dream drink drive eat fall feed feel fight find fit fle e * fling* dug did drew dream ed/dream t drank drove ate fell fed felt fought found fit/fitted fled flung arisen awoken been borne/born beaten/beat become begun bent bet bid bound bitten bled blown broken bred brought broadcast built burned/burnt burst bought cast caught chosen clung come cost crept cut dealt dug done drawn dream ed/dream t drunk driven eaten fallen fed felt fought found fit/fitted fled flung flew forbade forecast forgot forgave forsook froze got gave went ground grew hung had heard hid hit held hurt kept kneeled/knelt knew laid led leaned/leant leaped/leapt learned/learnt left lent let lay lighted/lit lost made m eant met mislaid mistook paid proved put quit read rid rode rang flown forbidden forecast forgotten forgiven forsaken frozen gotten/got* given gone ground grown hung had heard hidden hit held hurt kept kneeled/knelt known laid led leaned/leant leaped/leapt learned/learnt left lent let lain lighted/lit lost made m eant met mislaid mistaken paid proven/proved put quit read rid ridden rung go grind* grow h a n g ** have hear hide hit hold hurt keep kneel know lay lead lean leap learn leave lend let lie light lose make mean m eet mislay mistake pay prove put q u it*** read rid ride ring *In British English: get-got-got. In Am erican English: get-got-gotten/got. ** H a n g is a regular verb when it means to kill someone with a rope around his/her neck. C o m p a r e : I h u n g my clothes in the closet. They h a n g e d the murderer by the neck until he was dead. ***A lso possible in British English: quit-quitted-quitted. ( continued on the inside back cover) PEARSON U nderstanding and Using English G ram m ar, Fourth Edition with Answer Key Copyright © 2009, 2002, 1989, 1981 by Betty Schrampfer Azar All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Azar Associates: Shelley H artle, Editor, and Sue Van Etten, M anager Pearson Education, 10 Bank Street, W hite Plains, NY 10606 Staff credits: The people who made up the Understanding and Using English Grammar Fourth Edition team, representing editorial, production, design, and manufacturing, are Janice Baillie, Dave Dickey, Ann France, Amy M cCorm ick, Robert Ruvo, and Ruth Voetmann. Text composition: S4C arlisle Publishing Services Text font: 10/12.5 Plantin Illustrations: Don M artinetti, pages 2, 3, 4, 5, 14, 16, 17, 18, 23, 26, 27, 31, 36, 37, 47, 50, 51, 65, 72, 73, 81, 84, 88, 91, 99, 103, 107,109, 115, 119, 120, 121, 123, 127, 131, 135, 139, 143, 145, 148, 152, 161, 169, 183, 185, 188, 190, 194,201, 213, 220, 223, 232, 236, 238, 247, 255, 256, 259, 260 (top), 275, 278, 280, 286, 287, 292, 301, 303, 308, 316, 319, 321, 328, 340, 342, 347, 353, 355, 357, 362, 371, 373, 389, 396, 408, 413, 420, 424, 425, 432, 441, 446; Chris Pavely, pages 8, 41, 43, 45, 47, 54, 56, 60, 68, 70, 71, 74, 75, 77, 79, 86, 98, 100, 113, 116, 138, 142, 146, 153, 158, 170, 174, 175, 178, 181, 196, 198, 206, 211, 228, 235, 251, 257, 260 (bottom), 265, 272, 284, 289, 293, 309, 315, 331, 345, 349, 360, 363, 367, 378, 385, 393, 394, 403, 414, 422, 428; Kris W iltse, pages 17, 19, 28, 29 L ib rary o f Congress C ataloging-in-Publication Data Azar, Betty Schrampfer, 1941U nderstanding and using English grammar. — 4th ed. / Betty S. Azar, Stacy A. Hagen, p. cm. ISBN -13: 978-0-13-233333-7 (with audio) ISBN -10: 0-13-233333-3 (with audio) ISBN -13: 978-0-13-233331-3 (with audio and answer key) ISBN-10: 0-13-233331-7 (with audio and answer key) [etc.] 1. English language—Textbooks for foreign speakers. 2. English language—Grammar—Problems, exercises, etc. I. Hagen, Stacy A., 1956II. T itle. PEI 128.A97 2009 428.2'4—dc22 2008050357 Printed in the United States of America ISBN 13: 978-0-13-233331-3 ISBN 10: 0-13-233331-7 1 2 3 4 5 6 7 8 9 10—CRIC— 14 13 12 11 10 09 ISBN 13:978-0-13-246450-5 (International Edition) ISBN 10: 0-13-246450-0 (International Edition) 1 2 3 4 5 6 7 8 9 10—CRIC— 14 13 12 11 10 09 For Larry B.S.A. For Andy and Julianna S.H. \ Contents P r e fa c e to th e Fourth E d it io n ................................................................................................................................xi A c k n o w le d g m e n ts .............................................................................................................................................. xiii C h a p te r 1 OVERVIEW OF VERB TENSES..........................................................................................................1 1-1 1-2 1-3 1-4 1-5 1-6 C h a p te r 2 PRESENT AND PAST; SIMPLE AND PR O G R ESSIV E...........................................................13 2-1 2-2 2-3 2-4 2-5 2-6 2-7 2-8 2-9 2-10 C h a p te r 3 Simple p re s e n t....................................................................................................................14 Present progressive............................................................................................................14 Non-progressive verbs .................................................................................................... 16 Regular and irregular v e rb s............................................................................................. 20 Irregular verb list .............................................................................................................. 20 Regular verbs: pronunciation of - e d en d in g s............................................................27 Simple p a s t........................................................................................................................... 29 Past progressive ................................................................................................................. 29 Using progressive verbs with a lw a y s .........................................................................33 Using expressions of place with progressive v e r b s ..................................................34 PERFECT AND PERFECT PROGRESSIVE TENSES ..............................................................3 6 3-1 3-2 3-3 3-4 3-5 3-6 3-7 C h a p te r 4 The simple te n se s .................................................................................................................... 2 The progressive tenses .......................................................................................................... 3 The perfect tenses ..................................................................................................................4 The perfect progressive tenses ........................................................................................... 5 Summary chart of verb ten ses.............................................................................................. 6 Spelling of - m g and - e d fo r m s ..................................................................................... 10 Present p e r fe c t....................................................................................................................38 H a v e and h a s in spoken English ............................................................................... 42 Present perfect vs. simple p a s t....................................................................................... 43 Present perfect progressive.............................................................................................46 Past perfect .........................................................................................................................50 H a d in spoken E n g lish .....................................................................................................53 Past perfect progressive.....................................................................................................55 FUTURE TIME ................................................................................................................................... 60 4-1 4-2 4-3 4-4 Simple future: w ill and b e g o in g t o ............................................................................61 W ill vs. b e g o in g t o .......................................................................................................... 63 Expressing the future in time clauses ......................................................................... 67 Using the present progressive and the simple present to express future t im e ........................................................................................................... 69 CONTENTS V 4-5 4-6 Future progressive ............................................................................................................. 71 Future perfect and future perfect progressive ..........................................................73 C h a p te r 5 REVIEW OF VERB TENSES ............................................................................................................ 76 C h a p te r 6 SUBJECT-VERB AGREEM ENT.......................................................................................................84 6-1 6-2 6-3 6-4 6-5 C h a p te r 7 NOUNS ...........................................................................................................................................100 7-1 7-2 7-3 7-4 7-5 7-6 7-7 7-8 7-9 7-10 7-11 7-12 C h a p te r 8 8-3 8-4 8-5 8-6 8-7 .................................................................................................................................135 Personal pronouns ....................................................................................................... 136 Personal pronouns: agreement with generic nouns and indefinite pronouns ......................................................................................................140 Personal pronouns: agreement with collective n o u n s ...........................................142 Reflexive p ro n ou n s....................................................................................................... 143 Using y o u , o n e , and th e y as impersonal pron ou ns.......................................... 147 Forms of o t h e r ............................................................................................................... 148 Common expressions with o t h e r .............................................................................. 152 MODALS, PART 1 ......................................................................................................................... 157 9-1 9-2 9-3 9-4 9-5 9-6 9-7 9-8 9-9 9-10 9-11 9-12 Vi CONTENTS Regular and irregular plural n o u n s ........................................................................ 101 Possessive n o u n s............................................................................................................ 105 Nouns as adjectives .................................................................................................... 107 Count and noncount nouns ..................................................................................... 109 Noncount nouns ..........................................................................................................110 Some common noncount n o u n s ..............................................................................110 Basic article usage ....................................................................................................... 114 General guidelines for article u sag e.........................................................................118 Expressions of quantity used with count and noncount n o u n s......................122 Using a feu> and f e w ; a little and little .............................................................. 126 Singular expressions of quantity: o n e , e a c h , e v e r y .......................................... 129 Using o /in expressions of q u a n tity .........................................................................131 PRONOUNS 8-1 8-2 C h a p te r 9 Final - s / - e s : use, pronunciation, and sp e llin g .......................................................... 85 Basic subject-verb a g re e m e n t........................................................................................ 87 Subject-verb agreement: using expressions of quantity ........................................ 89 Subject-verb agreement: using t h e r e + b e ............................................................... 91 Subject-verb agreement: some irregularities ............................................................ 93 Basic modal in tro d u ctio n .............................................................................................157 Polite requests with “I ” as the s u b je c t...................................................................... 158 Polite requests with “y o u ” as the subject ...............................................................159 Polite requests with w o u ld y o u m in d ................................................................... 160 Expressing necessity: m u s t , h a v e to, h a v e g o t to ............................................. 164 Lack of necessity and prohibition: h a v e to and m u s t in the negative . . . . 165 Advisability: s h o u ld , o u g h t to, h a d b e t t e r ..........................................................167 The past form of s h o u ld ............................................................................................. 170 Obligation: b e s u p p o s e d t o .........................................................................................173 Unfulfilled intentions: w a s / w e r e g o in g t o ............................................................ 176 Making suggestions: l e t ’s , w h y d on 't, s h a l l H w e ............................................. 177 Making suggestions: c o u ld vs. s h o u l d .................................................................... 178 C h a p te r 10 MODALS, PART 2 ..................................................................................................................... 180 10-1 10-2 10-3 10-4 10-5 10-6 10-7 10-8 10-9 10-10 C h a p te r 11 THE PASSIVE 11-1 11-2 11-3 11-4 11-5 11-6 11-7 11-8 C h a p te r 12 Active vs. passive ............................................................................................................. 211 Tense forms of the passive ........................................................................................... 213 Using the passive .............................................................................................................214 The passive form of modals and phrasal m o d a ls .................................................. 220 Non-progressive p a ssiv e ................................................................................................ 227 Common non-progressive passive verbs + prepositions......................................229 The passive with g e t ........................................................................................................233 Participial ad jectives........................................................................................................236 Introdu ction....................................................................................................................... 242 Noun clauses beginning with a question w o rd ...................................................... 244 Noun clauses beginning with w h e t h e r or i f .........................................................249 Question words followed by infinitives .................................................................... 252 Noun clauses beginning with th a t ............................................................................253 Quoted s p e e c h ..................................................................................................................258 Reported speech: verb forms in noun clauses ........................................................ 261 Using - e v e r w o rd s .......................................................................................................... 268 ADJECTIVE CLAUSES 13-1 13-2 13-3 13-4 13-5 13-6 13-7 13-8 13-9 13-10 13-11 C h a p te r 14 ............................................................................................................................. 211 NOUN CLAUSES ......................................................................................................................2 4 2 12-1 12-2 12-3 12-4 12-5 12-6 12-7 12-8 C h a p te r 13 Degrees of certainty: present t im e ........................................................................... 180 Degrees of certainty: present time n eg a tiv e........................................................... 183 Degrees of certainty: past time .................................................................................. 186 Degrees of certainty: future tim e ................................................................................189 Progressive forms of m o d a ls ......................................................................................193 Ability: c a n and c o u l d ................................................................................................198 Using w o u ld to express a repeated action in the past ..................................... 200 Expressing preference: w o u ld r a t h e r .................................................................... 201 Combining modals with phrasal modals ............................................................... 202 Summary chart of modals and similar expressions ........................................... 204 ............................................................................................................2 7 0 Adjective clause pronouns used as the s u b je c t............................................270 Adjective clause pronouns used as the object of a verb ..........................273 Adjective clause pronouns used as the object of a p rep o sitio n .............274 Using w h o s e ................................................................................................................... 277 Using w h e r e in adjective clauses ..............................................................................279 Using w h e n in adjective c la u s e s ................................................................................ 280 Using adjective clauses to modify pronouns ......................................................... 283 Punctuating adjective clauses ...................................................................................... 285 Using expressions of quantity in adjective c la u s e s ...............................................290 Using w h ic h to modify a whole sentence ...............................................................291 Reducing adjective clauses toadjective p h ra se s.......................................................294 GERUNDS AND INFINITIVES, PART1 ..................................................................................301 14-1 14-2 14-3 Gerunds: introduction .................................................................................................. 301 Using gerunds as the objects of p reposition s.......................................................... 302 Common verbs followed by g eru n d s..........................................................................307 CONTENTS Vii 14-4 14-5 14-6 14-7 14-8 14-9 14-10 C h a p te r 15 GERUNDS AND INFINITIVES, PART 2 ............................................................................... 331 15-1 15-2 15-3 15-4 15-5 15-6 15-7 15-8 C h a p te r 16 16-4 In trod u ction ...................................................................................................................... 365 Using adverb clauses to show time relation sh ip s................................................. 368 Using adverb clauses to show cause and effect ....................................................373 Expressing contrast (unexpected result): using e v e n th o u g h ........................374 Showing direct contrast: w h i l e .................................................................................. 376 Expressing conditions in adverb clauses: z/-clauses ............................................ 377 Shortened j/-c la u se s .......................................................................................................378 Adverb clauses of condition: using w h e t h e r o r n o t and ev e n i f ...................379 Adverb clauses of condition: using in c a s e ......................................................... 381 Adverb clauses of condition: using u n le s s ........................................................... 382 Adverb clauses of condition: using o n ly i f ..............................................................383 REDUCTION OF ADVERB CLAUSES TO MODIFYING ADVERBIAL PHRASES ...............................................................................................................3 87 18-1 18-2 18-3 18-4 18-5 Viii CONTENTS Parallel structure ............................................................................................................352 Parallel structure: using co m m as................................................................................ 354 Paired conjunctions: b o t h . . . a n d ; n o t o n ly . . . b u t a ls o ; e it h e r . . . o r ; n e it h e r . . . n o r ...................................................................................... 358 Separating independent clauses with periods; connecting with a n d and b u t ....................................................................................................................... 361 ADVERB C LA U SES......................................................................................................................3 6 5 17-1 17-2 17-3 17-4 17-5 17-6 17-7 17-8 17-9 17-10 17-11 C h a p te r 18 Infinitive of purpose: in o r d e r to ..............................................................................331 Adjectives followed by infinitives................................................................................333 Using infinitives with to o and e n o u g h ................................................................... 335 Passive infinitives and gerunds .................................................................................. 338 Using gerunds or passive infinitives following n e e d ............................................ 339 Using verbs of p ercep tio n ............................................................................................. 341 Using the simple form after let and h e lp ........................................................... 343 Using causative verbs: m a k e , h a v e , g e t .............................................................344 COORDINATING C O N JU N C T IO N S................................................................................3 5 2 16-1 16-2 16-3 C h a p te r 17 G o + gerund ....................................................................................................................309 Special expressions followed by - i n g ........................................................................ 310 Common verbs followed by infinitives......................................................................313 Common verbs followed by either infinitives or g e ru n d s .................................. 317 It + infinitive; gerunds and infinitives as subjects ...............................................322 Reference list o f verbs followed by g eru n d s........................................................ 324 Reference list o f verbs followed by infinitives..................................................... 325 In trod u ction ...................................................................................................................... 387 Changing time clauses to modifying adverbial phrases .....................................388 Expressing the idea of “during the same time” in modifying adverbial phrases ............................................................................................................. 389 Expressing cause and effect in modifying adverbial p h rases.............................390 Using u p o n + - in g in modifying adverbial phrases ..........................................393 C h a p te r 19 CONNECTIVES THAT EXPRESS CAUSE AND EFFECT, CONTRAST, AND C O N D IT IO N ........................................................................................................................3 9 7 19-1 19-2 19-3 19-4 19-5 19-6 19-7 19-8 19-9 C h a p te r 20 CONDITIONAL SENTENCES AND WISHES 20-1 20-2 20-3 20-4 20-5 20-6 20-7 20-8 20-9 20-10 A p p en d ix Using because o f and due t o ...................................................................................... 397 Cause and effect: using therefore , consequently, and so ...............................399 Summary of patterns and punctuation .....................................................................400 Other ways of expressing cause and effect: such . .. that and so . . . t h a t ................................................................................................................... 402 Expressing purpose: using so that ............................................................................ 404 Showing contrast (unexpected r e s u lt)....................................................................... 406 Showing direct contrast .................................................................................................408 Expressing conditions: using otherwise and or (else) ...................................... 410 Summary of connectives: cause and effect, contrast, and co n d itio n ................411 .......................................................................4 1 6 Overview of basic verb forms used in conditional sentences ............................416 True in the present or fu tu re.........................................................................................417 Untrue (contrary to fact) in the present or future ................................................ 419 Untrue (contrary to fact) in the p a s t .......................................................................... 421 Using progressive verb forms in conditional sentences ...................................... 427 Using “mixed time” in conditional sentences ........................................................428 Omitting i f ..........................................................................................................................429 Implied co n d itio n s...........................................................................................................430 Verb forms following w i s h ........................................................................................... 434 Using would to make wishes about the future ...................................................... 436 SUPPLEMENTARY GRAMMAR CHARTS .......................................................................... 4 3 9 Unit A: B asic A -l A-2 A-3 A-4 A-5 A-6 G ram m ar Term inology ...............................................................................................439 Subjects, verbs, and o b jects............................................................................................439 A djectives............................................................................................................................ 439 Adverbs .............................................................................................................................. 440 Prepositions and prepositional phrases .....................................................................440 The verb be ....................................................................................................................... 441 Linking v e r b s .....................................................................................................................441 Unit B: Q u e s tio n s ......................................................................................................................................... 442 B -l Forms of yes /no and information questions .......................................................... 442 B-2 Question words ................................................................................................................443 B-3 Shortened yes/no questions ......................................................................................... 445 B-4 Negative q u e stio n s...........................................................................................................445 B-5 Tag q u estio n s.....................................................................................................................446 Unit C: C o n tractio n s ..................................................................................................................................447 Unit D: N e g a tiv e s ......................................................................................................................................... 448 D -l Using not and other negative w o r d s ..........................................................................448 D -2 Avoiding double negatives ........................................................................................... 448 D -3 Beginning a sentence with a negative w o r d ............................................................. 448 Unit E: Preposition C o m b in a tio n s ....................................................................................................... 449 E Preposition combinations with adjectives and v erb s.............................................. 449 CONTENTS ix Unit F: The S u b ju n ctive .........................................................................................450 F UnitG: The subjunctivein noun c la u s e s ....................................................................450 Troublesome V e rb s ...................................................................................450 G R a is e / r i s e , s e t ls it , la y H i e ............................................................................ 450 Listening S c rip t............................................................................................................... 451 Answer K e y ..................................................................................................................... 465 In d e x ................................................................................................................................517 A udio CD Tracking List ................................................................................................ 530 x CONTENTS Preface to the Fourth Edition Understanding and Using English Grammar is a developmental skills text for intermediate to advanced English language learners. It uses a grammar-based approach integrated with communicative methodologies to promote the development of all language skills in a variety of ways. Starting from a foundation of understanding form and meaning, students engage in meaningful communication about real actions, real things, and their own real lives in the classroom context. Understanding and Using English Gram m ar functions principally as a classroom teaching text but also serves as a comprehensive reference text for students and teachers. The eclectic approach and abundant variety of exercise material remain the same as in the earlier editions, but each new edition incorporates new ways and means. In particular: • W A R M -U P E X E R C I S E S F O R T H E G R A M M A R C H A R T S Newly created for the fourth edition, these innovative exercises precede the grammar charts and introduce the point(s) to be taught. They have been carefully crafted to help students discover the target grammar as they progress through each warm-up exercise. • L IS T E N IN G P R A C T IC E Numerous listening exercises help students interact with the spoken language in a variety of settings that range from the relaxed, casual speech o f everyday conversation to the academic content of classroom lectures. An audio C D accompanies the student text, and a full audio script can be found in the back of the book. • A C A D E M IC R E A D IN G S Students can read and respond to a wide selection of carefully crafted readings that focus on the target grammar structure. • E X P A N D E D S P E A K IN G A C T IV IT IE S Students have even more opportunities in this fourth edition to share their experiences, express their opinions, and relate the target grammar to their personal lives. T h e text often uses the students’ own life experiences as context and regularly introduces topics of interest to stimulate the free expression of ideas in structured as well as open discussions. • C O R P U S -IN F O R M E D C O N T E N T Based on the findings of our corpus researcher, Gena Bennett, grammar content has been added, deleted, or modified to reflect the discourse patterns of spoken and written English. xi Understanding and Using English Gram m ar is accompanied by • A comprehensive W o r k b o o k , consisting of self-study exercises for independent work. • An all-new T e a c h e r ’s G u id e , with step-by-step teaching suggestions for each chart, notes to the teacher on key grammar structures, vocabulary lists, and expansion activities and PowerPoint presentations for key chapters. • An expanded T est B a n k , with additional quizzes, chapter tests, and mid-term and final exams. • T e s t - G e n e r a t o r software that allows teachers to customize their own tests using quizzes and tests from the Test Bank. • A z a r In te r a c tiv e , a computer-based program keyed to the text, provides easily understood content, all-new exercises, readings, listening and speaking activities, and comprehensive tests. • P o w e r P o in t presentations for key chapters. Based on real-world readings, these lessons are designed for use in the classroom as “beyond-the-book” activities. They can be found in the new Teacher’s Guide or downloaded from AzarGrammar.com. • A C h a r t b o o k , a reference book consisting only of the grammar charts. • A z a r G r a m m a r .c o m . This Web site provides a variety o f supplementary classroom materials and is a place where teachers can support each other by sharing their knowledge and experience. • F u n w ith G r a m m a r , a teacher resource text by Suzanne Woodward with communicative activities correlated with the Azar-Hagen Grammar Series. It is available as a text or as a download on AzarGrammar.com. The Azar-Hagen Grammar Series consists of • Understanding and Using English Gram m ar (blue cover), for upper-level students. • Fundamentals o f English Gram m ar (black), for mid-level students. • Basic English Gram m ar (red), for lower or beginning levels. PREFACE / Acknowledgments a A revision o f this scope could not have been done without the skills of top-notch professionals. We began with a group of outstanding reviewers whose detailed comments guided our writing. We wish to express our gratitude for their thoughtful reviews. They areTonie Badillo, El Paso Community College; Edina Bagley, Nassau Community College; Michael Berman, Montgomery College; Elizabeth Bottcher, Columbia University; Eric Clinkscales,Teikyo Loretto Heights University; Cathy Costa, Edmonds Community College; Ms. Carlin Good, Columbia University; Deanna Cecil Ferreira, English Language Institute; Linda Gossard, D P T Business School E S L Program; Dr. Sheila Hakner, St. John’s University; Martha Hall, New England School of English; Jennifer Hannon, Massachusetts Community College; Alyson Hanson, Gateway Community College; Joan Heiman, Community College of Denver; Steven Lasswell, Santa Barbara City College; Linda Leary, Albany Education; Louis Lucca, LaGuardia Community College; Kate Masterson, Boston Center for Adult Education; Phyllis M cCollum, D P T Business School E S L Program; David Moody, El Paso Community College; Jan Peterson, Edmonds Community College; Antonina Rodgers, Northern Virginia Community College; Lenka Rohls, LaGuardia Community College; Rebecca Suarez, The University of Texas at El Paso; Ann Marie Tamayo, Queens Community College; and Kelly Roberts Weibel, Edmonds Community College. We would like to thank a terrific support team that allows us to do what we do with enjoyment and ease: Shelley Hartle, managing editor par excellence, who worked magic on every page; Amy M cCormick, Azar product manager, who oversaw our project and handled our myriad requests with unfailing grace, humor, and skill; Ruth Voetmann, development editor, whose attention to detail helped polish each chart and exercise; Janice Baillie, expert production editor and copy editor; Sue Van Etten, our skilled and multi-talented business and Web site manager; Gena Bennett, corpus researcher, whose findings helped keep us abreast o f the nuances and changes in spoken and written discourse; and Robert Ruvo, our invaluable production liaison at Pearson Education. Finally, we’d like to thank the dedicated leadership team from Pearson Education that guided this project: JoAnn Dresner, Anne Boynton-Trigg, Rhea Banker, and Sherry Preiss. For the new design of this fourth edition we were lucky to have had the combined talents of Michael Cimilluca from Lindsay Communications, Ann France from Pearson Education, and freelance artist KrisW iltse. Our appreciation also goes to illustrators Don M artinetti and Chris Pavely for their humor and inspired artwork. Finally, we would like to thank our families for their unflagging patience and encouragement throughout this extensive revision. Their insights and support are a continual source of inspiration. Betty S. Azar Stacy A. Hagen x iii Chapter 1 Overview of Verb Tenses □ Exercise 1. Let’s talk: interviews and introductions. Interview a classmate, and then introduce this person to the rest o f the class or to a small group of classmates. Use the given topics or topics of your own choosing. 1. 2. 3. 4. 5. □ name spelling of name country of origin birthplace current residence 6. 7. 8. 9. 10. reason for coming here length of time, both past and future, in this city/country field of study or work activities in free time comments on living here Exercise 2. Let’s talk: preview of verb tenses. (Chapters l -> 5) Work with a partner. Take turns asking questions with vohat + a form o f do. Help each other decide which verb tense should be used. When you finish asking and answering the questions, discuss your use of verb forms with the rest of the class. Example: every morning P a r t n e r A: What do you do every morning? P a r t n e r B: I (go to classes / eat breakfast / etc.) every morning. What do you do every morning? P a r t n e r A: I (eat breakfast / do my homework / etc.). P artn er A 1. 2. 3. 4. 5. □ every day before you leave home since you got up this morning right now at (this exact time) yesterday by the time you got here today P artn er B 1. 2. 3. 4. 5. last night tomorrow for the past five minutes at (this exact time) tomorrow by the time you go to bed tonight Exercise 3. Warm-up. (Chart l- i) Do you agree or disagree with each sentence? Circle yes or no. Discuss the verbs in blue. What information do the verb tenses provide? 1. 2. 3. 4. Warm air rises. I talk on the phone a lot. I sent an email today. I ’m going to make a phone call today. yes yes yes yes no no no no 1 1 -1 The Simple Tenses This basic diagram will be used in all tense descriptions. past ■ Tense Sim ple Present ■future Exam ples (a) It s n o w s in Alaska. (b) Tom w a tc h e s J V every day. XXXXX Sim ple Past XXXXX (c) It s n o w e d yesterday. Meaning In general, the simple present expresses events or situations that exist always, usually, habitually; they exist now, have existed in the past, and probably will exist in the future. A t one particular time in the past, this (d) Tom w a tc h e d T V last night. happened. It began and ended in the past. (e) A t one particular time in the future, this will ------ X------- Sim ple Future (f) □ It w ill s n o w tomorrow. It is g o in g to s n o w tomorrow. happen. Tom w ill w atch T V tonight. Tom is g o in g to w atch T V tonight. Exercise 4. Let’s listen and talk. (Chart l - i) CD 1 T rack 2 Listen to the sentences and write the words you hear. Are the sentences true for you? Choose yes or no. Share your answers with the class, adding information if you like. Example: You will hear: I wore jeans to class yesterday. You will write: I _____ wore_____ jeans to class yesterday. yes You might say: I didn’t wear jeans to class yesterday. I wore a skirt. 1. my own dinner last night, yes no 2. a textbook yesterday. yes no yes no 3. 2 on the internet every day. 4. ____ home tonight. yes no 5. I ____________________a movie this weekend. yes no CHAPTER 1 □ Exercise 5. Warm-up. (Chart 1-2) Answer the questions. 1. What are you doing right now? Look around the room. What are your classmates doing right now? What is happening outside the classroom right now? 2. Where were you at two o’clock this morning? What were you doing? 3. Where will you be at two o’clock tomorrow? What will you be doing? 1-2 The Progressive Tenses be + -in g ( present participle) Form: Meaning: The progressive ten ses* give the idea that an action is in progress during a particular time. T he tenses say that an action begins before, is in progress during, and continues after another time or action. Present Pro gressive o o o (a) Tom is s le e p in g right now. __ _ un It is now 11:00. Tom went to sleep at 10:00 tonight, and he is still asleep. His sleep began in the past, is in progress at the present time, and probably will continue. (b) Tom was sle e p in g when 1 arrived. Tom went to sleep at 10:00 last night. I arrived at 11:00. He was still asleep. His sleep began before and was in progress a t a particular time in the past. It continued after I arrived. (c) Tom w ill be sle e p in g when we arrive. Tom will go to sleep at 10:00 tomorrow night. W e will arrive at 11:00. T h e action of sleeping will begin before w e arrive, and it will be in progress a t a p a rticular time in the future. Probably his sleep will continue. c cd f— i------------ — t Past Progre ssive o o o o o ^ V M - " Future Prog ressive o o o o o ^ V *T h e progressive tenses are also called the “continuous” tenses: present continuous, past continuous, and future continuous. □ Exercise 6. Let’s listen and talk. (Chart 1-2) Listen to the sentences and write the words you hear. Are the sentences true for you? Choose yes or no. Share your answers with the class, adding information if you like. 1. At midnight last night, I 2. Right now I 3. Tomorrow I 4. Tonight at 9 :0 0 ,1 5. Last night at 9 :0 0 ,1 yes no about grammar. yes no in class at this time. yes no yes no yes no TV. TV. Overview of Verb Tenses 3 □ Exercise 7. Warm-up. (Chart 1-3) Answer the questions. 1. Have you eaten today? When did you eat? 2. Had you eaten before you went to bed last night? 3. Will you have eaten by the time you go to bed tonight? 1 -3 The Perfect Tenses Form: have + past participle M eaning: T he perfect tenses all give the idea that one thing happens before another time or event. Present Per feet (a) Tom ha s already eaten. Tom finished eating sometime before now. T he exact time is not important. (b) Tom h a d already eaten when his friend arrived. First Tom finished eating. Later his friend arrived. Tom’s eating was completely 8 § ------------X— 1 (time?) Past Perfec 0) > finished before another time in the past. O Ctf - x — x— Future Perf<act (c) O > 11 E O 03 — X— X— □ First Tom will finish eating. Later his friend will arrive. Tom’s eating will be completely finished before another time in the future. Exercise 8. Let’s listen and talk. (Chart 1-3) * Listen to the sentences and write the words you hear. Are the sentences true for you? Choose yes or no. Share your answers with the class, adding information if you like. Track 4 4 Tom w ill already have eaten when his friend arrives. 1. I _____________________________ my homework already. yes no 2. Before I went to bed last night, I _____________________________ all my homework. yes no 3. By the time I finish this chapter, I __________________________________ several verb exercises. yes no 4. I _____________________________ all the English verb tenses. yes no 5. Before I began this class, I _____________________________ all the English verb tenses. yes no CHAPTER 1 □ Exercise 9. Warm-up. (Chart 1-4) Answer the questions. 1. What are you doing right now? How long have you been (doing it)? 2. What were you doing last night at nine o’clock? What time did you stop (doing it)? Why did you stop (doing it)? How long had you been (doing it) before you stopped? 3. What are you going to be doing at nine o’clock tomorrow night? What time are you going to stop (doing it)? Why? How long will you have been (doing it) before you stop? 1 -4 The Perfect Progressive Tenses Form: have + been + -in g {present participle) Meaning: T he perfect progressive tenses give the idea that one event is in progress im m ediately before, up to, until another time o r event. T he tenses are used to express the duration of the first event. Present Perfe5Ct Progressive -------- t (a) Tom has been s tu d y in g for two hours. Event in progress: studying. W hen? Before now, up to now. How long? For two hours. (b) Tom had been s tu d y in g for two hours before his friend came. Event in progress: studying. W hen? Before another event in the past. How long? For two hours. (c) Tom w ill have been s tu d y in g for two hours by the time his friend arrives. Event in progress: studying. W hen? Before another event in the future. How long? For two hours. ! 2 hrs. Past Perfect Progressive - 1 = 3 — 2 hrs. Future Perfe Dt Progressive 2 hrs. Li Exercise 10. Looking at grammar. (Chart 1-4) Complete the sentences with your own words. 1. I ’m in class right now. I arrived in class today and sat down at ___________________ {time). Right now the time is ___________________ . T h at means that I have been sitting in this seat for ___________________ minutes. 2. I had been sitting here f o r ___________________ minutes before class started. 3. By the time class finishes at ___________________ , I will have been sitting here for _____________________minutes. Overview of Verb Tenses 5 1 - 5 Summary Chart o f Verb Tenses Present Progressive Simple Present \ / V \1 \/ \ / \ 1 V V \J V V A A A A A J\ A A A A A- )J ' V v j Tom s tu d ie s every day. Tom is s tu d y in g right now. Simple Past Past Progressive Y v ----------- K------------X Y 1 / / / , 7 1 Tom s tu d ie d last night. Tom w as s tu d y in g when the / came. Simple Future Future Progressive ---------¥ ------- 1— \/ -------------- n ------------------------------- Tom w ill s tu d y tomorrow. Tom is g o in g to s tu d y tomo row. □ Tom w ill b e s tu d yin g when t hey come, Tom is g o in g to b e s tu d y in i when they come. Exercise 11. Looking at grammar. (Charts 1-1 -> 1-5) Complete the sentences with a form of s tu d y and any words in parentheses. Then compare your completions with the sentences in Chart 1-5. 1. Tom is a student. He _____stu die s _________________ every day. 2. Tom is at his desk. He _____________________________ right now. 3. Tom had some homework to do, so he _____________________________ last night. 4. Tom began studying at 7:00 last night. His friends came over around 7:30. Tom was still at his desk when they arrived. In other words, Tom __________________________________ last night when his friends came over. 5. Tom __________________________________ tomorrow. 6. Tom is going to begin studying at 7:00 tomorrow. His friends are going to come over at 7:30. Tom ________________________________________when they arrive. 6 CHAPTER 1 Present Perfect Present Perfect Progressive A Y v \ 'ii > \ \' \ Tom h as already s tu d ie d Ch apter 1. Tom h as b e e n s tu d y in g for t no hours. Past Perfect Past Perfect Progressive A V A A V Y Y /i\ i ^ i i Tom h a d already s tu d ie d Ch apter 1 before he began studying C hapter 2. Tom h a d b ee n s tu d y in g for t wo hours before his friends came. Future Perfect Future Perfect Progressive A Y AY A Y Tom w ill already h ave stu d it id Chapter 4 before he studies Chapter 5. Y & i ■- i Tom w ill h a v e b e e n studying -j for two hours by the time his roommate gets home 7. Tom is studying Chapter 2. H e (already) ________________________________________ Chapter 1. 8. Last week Tom finished studying Chapter 1. This week he’s studying Chapter 2. He (already) _______________________________________ Chapter 1 when he started Chapter 2. 9. Next week Tom will finish Chapters 4 and 5. Before Tom studies Chapter 5, he (already) _________________________________________________ Chapter 4. 10. Today Tom began studying at 8:00. Now it is 10:00. Tom ______________________________ ________________________ for two hours. 11. YesterdayTom began studying at 8:00. Tom ’s friends came over at 10:00. Before his friends came, Tom __________________________________ for two hours. 12. It’s 8:00. Tom ’s roommate gets home at 10:00. By the time Tom ’s roommate gets home, Tom _________________________________for two hours. Overview of Verb Tenses 7 □ Exercise 12. Let’s talk. (Charts l-l -> 1-5) In the following dialogues, many of the verbs are in italics * In pairs, in small groups, or as a class, discuss the meanings of the italicized verbs. What information do the verb tenses provide? 1. A: What do you do in the evening? B: I do my homework and watch a little TV. > The speakers are talking about daily habits. 2. A: What did you do last night? B: I watched a movie on television. 3. A: What are you doing} B: I am working on English grammar. 4. A: I called you last night around 9:00, but noone answered. Where were you? B: I was home, but I was studying. I alwaysturn my phoneoff when I want to study. 5. A: H ave you ever seen a comet? B: I ’ve seen shooting stars, but I ’ve never seen a comet. 6. A: Have you talked to Mrs. Chang yet? B: I will talk to her after lunch. 7. A: L et’s meet at the park after work today. B: Okay. I will be sitting on a bench near the Forest Avenue entrance. Look for me there. 8. A: How long have you been working on this grammar exercise? B: About ten minutes. 9. A: Did you like the food at Paul’s Cafe? B: Yes. I h ad never eaten there before. Thanks for the recommendation. □ Exercise 13. Let’s talk. (Charts l-l -> 1-5) Answer the questions in complete sentences. If you work in pairs, alternate asking and answering the sets of questions. You may want to take notes and later share a few of the answers with the rest of the class. If you work in small groups, select a leader who will ask the questions and elicit two or three responses to each. You may wish to rotate the role of leader. If you work as a class, close your book and answer the teacher’s questions. 1. a. What b. What 2. a. What b. What 3. a. What b. What c. What *W ords that are “italicized” or “in italics” have slanted print. Regular print looks like this. Italic prim looks like this. 8 CHAPTER 1 □ 4. a. What were you doing at this time yesterday? b. What will you be doing at this time tomorrow? 5. a. What have you done since you got up this morning? b. What are you doing right now? How long have you been doing that? 6. a. What were you doing before you walked into the classroom today? How long had you been doing that? b. What will you be doing before our teacher walks into the classroom tomorrow? How long will you have been doing that? Exercise 14. What do I already know? (Appendix Charts B-i, B-2, and D-i) This exercise covers question and negative verb forms you will use in the following chapters. Check your understanding of these forms by correcting the errors in these sentences.* 1. Does Pedro walks to work every morning? 2. What you are talking about? 3. Did you finished your work? 4. My friend doesn’t liking her apartment. 5. Do you are working for this company? 6. What time your plane did it arrive? 7. How long have you are living in this city? 8. Ali won’t to be in class tomorrow. □ Exercise 15. Warm-up: listening. (Chart 1-6) /*>; You will be using many verbs in their - in g and - e d forms in the following chapters. Use this G® pretest to check your spelling. Example: You will hear: Listened. We listened to music. Listened. You will write: _____listened_________________ 1. 6. _____________________________ 2. _____________________________ 7. _____________________________ 3. _____________________________ 8. _____________________________ 4. _____________________________ 9. _____________________________ 5. _____________________________ 10. _____________________________ *F o r inform ation about form ing questions and negatives, see these self-study charts in the Appendix: B - l (Form s o f Yes/No and Inform ation Q uestions), B -2 (Question Words), and D -l (Using N ot and O ther Negative Words). Overview of Verb Tenses 9 1 -6 Spelling of -ing and -ed Forms (1) VERBS THAT END IN A CONSONANT AND - e (2) VERBS THAT END IN A VOWEL AND A CONSONANT (a) hope date injure hoping dating injuring hoped dated injured form: If the word ends in -e, drop the and add -in g * -e d form: If the word ends in a consonant and -e, just add -d. ■ing ■e ONE-SYLLABLE VERBS (b) stop rob (c) rain fool stopping robbing raining fooling stopped robbed rained fooled 1 vowel -> 2 consonants** 2 vowels -> 1 consonant TWO-SYLLABLE VERBS (d) listen offer (e) begin prefer listening offering beginning preferring listened offered (began) preferred (3) VERBS THAT END IN TWO CONSONANTS (f) start fold demand starting folding demanding started folded demanded If the word ends in two consonants, just add the ending. (4) VERBS THAT END (g) enjoy pray (h) study try reply enjoying praying studying trying replying enjoyed prayed studied tried replied If -y is preceded by a vowel, keep the -y. If -y is preceded by a consonant: -in g form: keep the -y; add -ing. -e d form : change -y to -/; add -ed. (i) die lie dying lying died lied in -y (5) VERBS THAT END IN - i e 1st syllable stressed -*• 1 consonant 2nd syllable stressed -> 2 consonants -in g -e d form: Change -ie to -y; add -ing. form: Add -d. *E xception: I f a verb ends in -ee, the final -e is not dropped: seeing, agreeing, freeing. **E xcep tio n : -tv and - x are not doubled: plow -* plowed;fix -* fixed. □ Exercise 16. Looking at spelling. (Chart 1-6) Write the correct forms of the given verbs. P a r t I. Write the -in g form of these verbs in the correct columns. /d a te dine enjoy grade happen put Drop the -e. dat'ma 10 CHAPTER 1 stay stop win Double the consonant. Just add -in g . P a r t II. Write the - e d form of these verbs in the correct columns. / answer control listen offer open permit plan prefer D o not double the consonant. Double the consonant. answ ered Exercise 17. Looking at spelling. (Chart 1-6) Practice spelling verb forms. P a r t I. Write the correct - in g form of the given verbs. 1. hold holding_____________ 7. eat 2. hide ________________________ 8. pat 3. run ________________________ 9. lie 4. ruin ________________________ 10. begin 5. come ________________________ 11. earn 6. write ________________________ 12. fly P a r t II. Write the correct -in g and - e d forms of the given verbs. 1. boil boiling, boiled______________________ 2. plan _______________________________________ 3. rain _______________________________________ 4. tape _______________________________________ 5. tap _______________________________________ 6. enter _______________________________________ 7. prefer _______________________________________ 8. translate _______________________________________ 9. die _______________________________________ 10. employ ________________________________________ Overview of Verb Tenses 11 □ 11. bury ________________________________________ 12. admit _______________________________________ 13. visit _______________________________________ 14. wait _______________________________________ Exercise 18. Listening. (Chart 1-6) /Ph Listen to the sentences and write the words you hear. Q® TCDk‘6 Example: You will hear: We are visiting family this weekend. You will write: We _____ a r e v is itin g ____ family this weekend. 1. We ________________________ an apartment in the city. 2. We ________________________ to rent and see how we liked city life. 3. The earthquake ________________________ the town. 4. Our children ________________________ their grandparents. 5. We ________________________ a little weight on our vacation. 6. I _____________________________ a short trip this summer. 7. I _____________________________ a few weeks off from work. 8. Right now I _______________________________ to several emails. 9. I ’m done. I ________________________ to all o f them. □ Exercise 19. Let’s talk and write. (Chapter l) Do one or more of these activities. Activities: 1. Interview a classmate outside of class and write a story o f his/her life. 2. Interview a native speaker of English and write a story o f his/her life. 3. With a classmate, take a trip to a particular place, such as a museum, a park, or a restaurant. Write a report of your trip, or give an oral report to your classmates. 4. Write a brief paragraph about yourself, telling who you are, what you have done in the past two years, and what your plans are for the next two years. Then exchange papers with a classmate. Read your classmate’s paragraph and ask questions if you need more information or clarification. Next, join two other students to form a group of four. Tell the others in the group about your classmate. Use the information from the paragraph he/she wrote. 12 CHAPTER 1 Chapter 2 Present and Past; Simple and Progressive □ Exercise 1. What do I already know? (Chapter 2) Correct the errors in verb forms. do 1. I not agree with your opinion. 2. I ’m not knowing Sam ’s wife. 3. My roommate usually watch television, listen to music, or going out in the evening. 4. When I turned the key, the car was starting. 5. Air is consisting of oxygen, nitrogen, and other gases. 6. The children drawed some pictures in school this morning. 7. Right now Sally in the kitchen eating breakfast. 8. While I ’m driving home last night, I heared a strange noise in the engine. 9. A: What you are talking about? B: I talking about the political situation in my country. □ Exercise 2. Warm-up. (Charts 2-1 and 2-2) Work individually and then as a class. P art I. Read each sentence and circle yes or no. If the information is not true, restate it. 1. I read a newspaper every day. yes no 2. I am sitting next to someone from Asia. yes no 3. The sun revolves around the earth. yes no P a r t II. Answer the questions. 4. Which sentence discusses a general truth? 5. Which sentence talks about a daily habit? 6. Which sentence talks about something that is happening right now? 13 2 -1 Simple Present (a) W ater c o n s is ts of hydrogen and oxygen. (b) T he average person bre athe s 2 1 ,6 0 0 times a day. 2 -2 o f fact and general truths. (c) T he world is round. (d) I g e t up at seven every morning. T h e simple present is used to express (e) I always eat a salad for lunch. habitual o r everyday activities. Present Progressive ( f ) T he students are s ittin g at their desks right now. rv. tJ A V) £ o •a \ s / / (g) I need an umbrella because it (h) I am ta k in g five courses this semester. is ra in in g . / % □ T he simple present says that something was true in the past, is true in the present, and will be true in the future. It expresses general statem ents T he present progressive expresses an activity that is in progress at the m om ent o f speaking. It is a tem porary activity that began in the past, is continuing at present, and will probably end at som e point in the future. Exercise 3. Let’s talk. (Charts 2-1 and 2-2) Work in small groups. P a r t I. Discuss the given topics. Each member of the group should contribute one sentence for each topic. Share some of your sentences with the class. Topics: Tell your group one daily habit you have. Look around the room. Describe one activity that is happening right now. Describe something that is happening in the world right now. P a r t II. Use the simple present to make generalizations about some of the given topics. Use your own verbs or those in the list. beat breathe cause Topics: the earth air trees the human heart consist contain drink eat have live make produce revolve snowflakes the average person hybrid cars* mammals snowflakes *hybrid cars = cars that use both gasoline and electricity for power. 14 CHAPTER 2 save sleep use □ Exercise 4. Looking at grammar. (Charts 2-1 and 2-2) Complete the sentences with the simple present or the present progressive form o f the verbs in parentheses. 1. Kristin can’t come to the phone because she (wash) is washing her hair. 2. Kristin (wash) ___________________ her hair every other day or so. 3. Tony (sit, usually) in the front row during class, but today in the last row. he (sit) _________ 4. Please be quiet. I (try) .____________________ 5. (you, lock, always) _________________________ to concentrate. _____the door to your apartment when you leave? 6. I wrote to my friend last week. She hasn’t answered my letter yet. I (wait, still) ________________________________ for a reply. 7. After six days of rain, I ’m glad that the sun (shine) ___________________________ 8. Every morning, the sun (shine) _____________ today. in my bedroom window and (wake) ________________________ me up. □ Exercise 5. Listening. (Charts 2-1 and 2-2) <® Listen to the sentences. Circle the correct completion(s). More than one completion may be possible. CD 1 Track 7 1. right now. every day. in the summer. 2. today. in the winter. every April. 3. every year. right now. this week. 4. right now. today. every winter. 5. every summer. right now. in the spring. 6. this week. every January. every winter. Exercise 6. Let’s talk: class activity. (Charts 2-1 and 2-2) On a piece o f paper, write an action that a classmate can demonstrate (e.g., stand up, smile, open the door, sneeze, write on the board). Give your paper to the teacher, who will redistribute the papers at random to the class. Everyone will take turns performing these actions for the entire class. Describe the actions using the present progressive. Present and Past; Simple and Progressive 15 u Exercise 7. Warm-up. (Chart 2-3) Choose the correct completions. 1. The chef is in his kitchen right now. He a. cooks b. is cooking 2. He _______some soup. a. tastes b. is tasting 3. It ---------- too salty. a. tastes b. is tasting 4. He it. a. doesn’t like b. isn’t liking 2-3 Non-Progressive Verbs know your cousin. (a) I (b) in c o r r e c t : Som e verbs, like know , are non-progressive;* i.e., they are rarely used in progressive tenses. They describe states, not actions. (“States” are conditions or situations that exist.) I am -knowing your cousin. Com m on Verbs That Are Usually Non-Progressive (like know ) know believe doubt recognize rem em ber suppose understand like appreciate care about please prefer dislike fear hate mind (c) I f/7/n/rthat your cousin is very nice. (d) I ’m thinking about my trip to Rome. belong possess own desire need want wish consist of contain hear sound exist matter seem look like resemble Som e verbs, like th in k, have both and progressive meanings. agree disagree mean promise am aze surprise non-progressive meanings In (c): th in k means “believe.” In (d): am th in k in g means “thoughts are going around in my mind right now.” Comm on Verbs with Both Non-Progressive and Progressive Meanings (like think ) look NON-PROGRESSIVE PROGRESSIVE looks cold outside. appears to be tired today. 1 think that Mr. Liu is a good teacher. 1 feel that Mr. Liu is a good teacher. 1 have a bicycle. is looking out the window. appearing on a T V show today. 1’m thinking about my family right now. 1’m feeling a little tired today. 1’m having a good time. T h e doctor is seeing a patient right now. T he chef is tasting the soup. Ann is smelling the perfume to see if she wants to buy it. Ken is enjoying parenthood. In fact, h e ’s loving it! Al is ill but w on’t see a doctor. He is being foolish.** It appear think feel have Jack see D o you s e e that bird? taste T he soup smell love be Something smells bad. W hat is it? Ken loves his baby daughter. M ary is old and wise. tastes salty. O lga S h e ’s *Non-progressive verbs are also called “stative verbs” or non-action verbs. * * A m /is/a re b e in g + ail adjective describes temporary behavior. In the example, A1 is usually not foolish, but right now he is acting that way. 16 CHAPTER 2 Exercise 8. Let’s talk. (Chart 2-3) Discuss the differences in meaning of the italicized verbs in each group of sentences. Work in pairs, in small groups, or as a class. 1. a. These flowers smell good, b. James is smelling the flowers. 2. a. I think Roberto is a kind man. b. I am thinking about this exercise. 3. a. I see a butterfly. Do you see it too? b. Alex is seeing a doctor about his headaches. c. Jack and Ann are seeing each other. They go out together every weekend. 4. a. Astrid looks cold. I ’ll lend her my coat, b. Tina is looking out the window. She sees a butterfly. 5. a. b. c. d. Sue is feeling the cat’s fur. The cat’s fur feels soft. I ’m not feeling well today. I feel that it is important to respect other people’s opinions. 6. a. I remember my first teacher. Do you remember yours? b. Aunt Sara is looking through an old picture album. She is remembering the wonderful days of her childhood. 7. a.The children want a snack. T h ey ’re hungry, b. Like many kids, our children are often quite noisy when they play. They’re playing right now in the next room. Hmmm. Th ey ’re being awfully quiet. What do you suppose they’re doing? 8. a.Our son is appearing in a school play this week, b. The grocer is weighing the bananas. He appears to be busy. Present and Past; Simple and Progressive 1 □ Exercise 9. Looking at grammar. (Chart 2-3) Choose the correct completions. 1. This isn’t my notebook. It _______to Mai. a.) belongs b. is belonging 2. Ask Ahmed for your notebook. He _______it. a. has b. is having 3. Your notebook is over there. Ahmed _______it. a. holds b. is holding 4. Look at Olga. She’s smiling and dancing. She _______a good time. a. has b. is having 5. Relax. You don’t have to tell me any more about it. I _______you. a. believe b. am believing 6. Dinosaurs became extinct a long time ago. They _______anymore. a. don’t exist □ b. aren’t existing Exercise 10. Looking at grammar. (Charts 2-1 -> 2-3) Complete the sentences. Use the simple present or the present progressive of the verbs in parentheses. 1. Look. It (begin) is beginning___________ to rain. Unfortunately, I (have, not*) ________________________ my umbrella with me. I (own, not) __________ ____________ an umbrella. Spiro is lucky. He (wear) ________________________ a raincoat. I (wear) ___________________ a waterproof hat on rainy days. 2. Right now Martha is in the science building. The chemistry experiment she (do) ___________________ is dangerous, so she (be) ___________________ very careful. She (want, not) ___________________ to spill any of the acid. She (be, always) .________________________ careful when she does a chemistry experiment. *A form of do is usually used in the negative when the main verb is have, especially in American English (AmE) but also commonly in British English (BrE): I don’t have a car. Using h a v e without a form of do is also possible but less common: I haven’t a car. 18 CHAPTER 2 3. Right now I {look) _____________________________ at Nicole. She (look) ________________ angry. I wonder what’s the matter. She (have) ___________________ a frown on her face. She certainly (have, not) ________________________ any fun right now. 4. A: How (you, like) _____________________________ the soup? (it, need) _________________ ___________________ more garlic? B: No, it (taste) ___________________ delicious. It (remind) ____________________ me of my grandmother’s soup. 5. A: What (you, look) __________________________________ at? B: You! You (look) ________________________ like your father. A: (you, think) _____________________________ so? Many people tell me I (resemble) ________________________ my mother. B: I (see) ________________________ _ your father’s face when I look at you. 6. Right now I (look) ________________________ around the classroom. Yoko (write) ________________________ in her book. Carlos (bite) _________________________ his pencil. Wan-Ning (scratch) ________________________ his head. Ali (stare) _______________________ out the window. He (seem) ___________________ to be daydreaming, but perhaps he (think) ________________________ hard about verb tenses. What (you, think) ______________ ____________________ Ali (do) _________________________ ? Exercise 11. Let’s write. (Charts 2-1 -> 2-3) Go to a place where there are many people (such as a zoo, a hotel lobby, a street corner) or imagine yourself to be there. Describe what you see. Let your reader “see” what you see by drawing a picture in words. Use present tenses. Write one paragraph. Begin with a description o f what you are doing: I am sitting on a bench a t th e zoo. Present and Past; Simple and Progressive 19 2-4 Regular and Irregular Verbs Regular Verbs: The simple past and past participle end in -e d . English verbs have four principal parts: SIMPLE FORiM SIMPLE PAST PAST PARTICIPLE PRESENT PARTICIPLE hope stop listen study start hoped stopped listened studied started hoped stopped listened studied started hoping stopping listening studying starting Irregular Verbs: The simple past and past participle do not end in -e d . SIMPLE FORM SIMPLE PAST PAST PARTICIPLE PRESENT PARTICIPLE hit find swim break hit found swam broke hit found swum broken hitting finding swimming breaking (1) (2) (3) (4) simple form simple past past participle present participle Som e verbs have irregular past forms. Most of the irregular verbs in English are given in the alphabetical list on the inside front and back covers. 2-5 Irregular Verb List Group 1: All three form s are the same. SIMPLE FORM SIMPLE PAST PAST PARTICIPLE SIMPLE FORM SIMPLE PAST PAST PARTICIPLE bet burst cost cut fit hit hurt bet burst cost cut fit/fitted hit hurt bet burst cost cut fit/fitted hit hurt let put quit shut split spread upset let put quit shut split spread upset let put quit shut split spread upset hide prove ride rise shake speak steal swell take wake write hid proved rode rose shook spoke stole swelled took woke/waked wrote hidden proven/proved ridden risen shaken spoken stolen swollen/swelled taken woken written Group 2: Past participle ends in awake bite break choose drive eat fall forget forgive freeze get give awoke bit broke chose drove ate fell forgot forgave froze got gave -e n . awoken bitten broken chosen driven eaten fallen forgotten forgiven frozen gotten/got* given * In B rE : get-got-got. Group 3: Vowel changes from begin drink ring run 20 CHAPTER 2 began drank rang ran a in the simple past to begun drunk rung run shrink sing sink swim u in the past participle. shrank sang sank swam shrunk sung sunk swum Group 4: Past tense and past participle forms are the same. bend bleed bring build burn buy catch dig feed feel fight find flee grind hang have hear hold keep lay lead leave lend light lose make mean meet bent bled brought built burnt bought caught dug fed felt fought found fled ground hung had heard held kept laid led left lent lit/lighted lost made meant met bent bled brought built burnt bought caught dug fed felt fought found fled ground hung had heard held kept laid led left lent lit/lighted lost made meant met mislay pay read say seek sell send shoot sit sleep slide sneak speed spend spin stand stick sting strike sweep swing teach tell think understand weep win mislaid paid read said sought sold sent shot sat slept slid snuck/sneaked sped/speeded spent spun stood stuck stung struck swept swung taught told thought understood wept won mislaid paid read said sought sold sent shot sat slept slid snuck/sneaked sped/speeded spent spun stood stuck stung struck swept swung taught told thought understood wept won Group 5: Past participle adds -n to the simple form , with or without a spelling change. blow do draw fly grow know lie blew did drew flew grew knew lay blown done drawn flown grown known lain see swear tear throw wear withdraw saw swore tore threw wore withdrew seen sworn torn thrown worn withdrawn Group 6: The first and third forms are the same. become come run became came ran become come run Group 7: One of the three forms is very different. be go was, were went been gone Group 8: Both regular and irregular forms are used. (The regular form is m ore com m on in A m E , and the irregular form is m ore com m on in B rE .) burn dream kneel lean burned/burnt dreamed/dreamt kneeled/knelt leaned/leant burned/burnt dreamed/dreamt kneeled/knelt leaned/leant learn smell spill spoil learned/learnt smelled/smelt spilled/spilt spoiled/spoilt learned/learnt smelled/smelt spilled/spilt spoiled/spoilt N o t e : S e e th e insid e fro n t and b a ck covers for an alphabetical list o f th ese verbs as well as som e add ition al irregu lar verb s th a t o c cu r less frequently. A lso in clu d ed are definitions o f th e lesser-know n verbs. Present and Past; Simple and Progressive 21 □ Exercise 12. Listening. (Charts 2-4 and 2-5) /*s Listen to the questions. Complete each answer with the correct form o f the verb you hear. n o t e : Exercises 1 2 through 19 are quick reviews of the simple past of irregular verbs. Which Track8 irregular verbs are easy for you? Which ones are more troublesome? Which ones don’t you know? Make a note of the verbs that are difficult for you and review them. Example: You will hear: Did Sara go to class yesterday? You will write: Yes, she went to class yesterday. S i t u a t i o n 1: Sara is a lazy student. She doesn’t care about studying. She was at school yesterday. 1. Yes, she _________________her notebook. 2. Yes, she _________________her homework. 3. Yes, she _________________a lot of mistakes on the writing test. 4. Yes, she _________________several words incorrectly. 5. Yes, she _________________another student’s homework to copy. S i t u a t io n 2: Jim is a serious student. He loves to learn. He was at school yesterday. 6. Yes, he ____________________his homework. 7. Yes, he ____________________the homework. 8. Yes, he ____________________his homework to class. 9. Yes, he ____________________a good grade on the test. 10. Yes, he ____________________all the answers on the test. S i t u a t io n 3 : Ms. Brooks is a good English teacher. She’s also friendly. She taught yesterday. 11. Yes, she ________________________ class on time. 12. Yes, she ________________________ clearly. 13. Yes, she ________________________ a fair test. 14. Yes, she ________________________ extra time helping her students. 15. Yes, she ________________________ her students jokes. 16. Yes, she ________________________ her students a song. 17. Yes, she ________________________ with her students. 22 CHAPTER 2 Exercise 13. Let’s talk: pairwork. (Charts 2-4 and 2-5) Work with a partner. Partner A asks the questions. Partner B answers the questions with Yes and a complete sentence, n o t e : Although a short answer is usually given to a yes/no question (D idyou sit down? Yes, I did.), practice the long answer in these exercises. S i t u a t i o n : Imagine that you came to class today with a big bandage on your finger. You were in a pet store yesterday. You were thinking of buying a parrot, but it bit you. Example: P a r t n e r A (book open): Did you go somewhere? P a r t n e r B (book closed): Yes, I went somewhere, o r Yes, I did. I went somewhere. 1. 2. 3. 4. 5. Did Did Did Did Did Change roles. you find a pet store? 6. Did you leave the pet store? you buy a parrot? 7. Did you go to a doctor? you take it out o f its cage? 8. Did you drive to the doctor’s office? you have some trouble with (-"fr £ft 9. Did she put a bandage on your finger? it bite you? /w\SP 10- Did you pay her? m Exercise 14. Listening. (Charts 2 4 and 2 5) Listen to the questions. Complete each answer with the correct form of the verb you hear. S i t u a t i o n : A group of friends was at the beach yesterday. 1. Yes, they in the water. 2. Yes, they in the waves. 3. Yes, they down in the waves. 4. Yes, they barefoot on the sand. 5. Yes, they in the sun. 6. Yes, they sunscreen. 7. Yes, they in the sand. 8. Yes, they giant sandcastles. 9. Yes, they their names in the sand. 10. Yes, they pictures in the sand. 11. Yes, they their feet in the sand. 12. Yes, they songs. 13. Yes, some bees 14. Yes, they them. the sunset. Present and Past; Simple and Progressive 23 □ Exercise 15. Let’s talk: pairwork. (Charts 2-4 and 2-5) Work with a partner. Partner A asks the questions. Partner B answers the questions with Yes and a complete sentence. S i t u a t i o n : You just came back from a vacation in Greece. Example: Did you fly back last night? P a r t n e r A (book open) : Did you fly back last night? P a r t n e r B (book closed)-. Yes, I flew back last night. 1. 2. 3. 4. 5. 6. 7. □ ^ CD1 Track 10 Did Did Did Did Did Did Did you you you you you you you have a great trip? come back feeling rested? meet many people? hang out with* local people? do a lot o f tourist activities? stand on the Acropolis? spend time in museums? Change roles. 8. Did you buy some Greek sandals? 9. Did you speak a little Greek? 10. Did you eat in typical Greek restaurants? 11. Did you get my emails? 12. Did you bring me a present? 13. Did you send me a postcard? 14. Were you sad to leave Greece? Exercise 16. Listening. (Charts 2-4 and 2-5) Listen to the questions. Complete each answer with the correct form o f the verb you hear. S i t u a t i o n : Maria was sick yesterday. J J 1. Yes. she up sick. 2. Yes, she a cold. 3. Yes, her head 4. Yes, she her temperature. 5. Yes, she a fever. 6. Yes, she bad. 7. Yes, she her pajamas on. 8. Yes, she on the couch. 9. Yes. she for several hours. 10. Yes. she about scary things. 11. Yes, she some chicken soup. 12. Yes, she to the doctor. 13. Yes, she some medicine. 14. Yes. she the instructions on the label. * hang out with = spend time with. 24 CHAPTER 2 □ Exercise 17. Let’s talk: pairwork. (Charts 2-4 and 2-5) Work with a partner. Partner A asks the questions. Partner B answers the questions with Yes and a complete sentence. NOTE: Use the appropriate pronoun (he/she) in the questions. S i t u a t i o n : Y ou come to class very, very tired. You live with a noisy roommate and didn’t get n o t e : Tell your partner if you have a male or female roommate. much sleep, Example: Did you have a bad night? P a r t n e r A (book open): Did you have a bad night? P a r t n e r B (book closed)'. Yes, I had a bad night. 1. Did your roommate wake you up a lot? 2. Did you hear a lot of noise? 3. Did your roommate’s cell phone ring many times? 4. Did she/he fight with someone? 5. Did she/he put on a CD? 6. Did she/he sing loudly? 7. Did she/he make breakfast at midnight? Change roles. 8. Did she/he grind some coffee beans first? 9. Did she/he feed the neighbor’s cats? 10. Did she/he sweep the floor afterwards? 11. Did she/he know you were awake? 12. Did she/he mean to wake you up? 13. Did she/he upset you? 14. Were you upset? Exercise 18. Listening. (Charts 2-4 and 2-5) CD 1 Track 11 Listen to the beginning of each sentence. Circle the correct completion(s). More than one completion may be possible. 1. happy. good about my decision. on some ice. 2. two classes. about his wife. at night. 3. the car with gas? sick? okay? 4. with colored pencils. several faces. for several hours. 5. in the woods. some money. the rain. 6. a picture. from the math class. some money from the bank. 7. my hand. some rice. was cooking. 8. the washing machine? these jeans? my shirt? 9. at the sad ending. the actors. when the play finished. over the fence. very quickly. in a sunny spot. 10. □ Exercise 19. Listening. (Charts 2-4 and 2-5) fjj P art I. Anna had a bad experience last night. Listen to her story with your book closed. C<S Then open your book and listen to the statements. Circle “T ” for true and “F ” for false. 1. T F 4. T F 2. T F 5. T F 3. T F 6. T F Present and Past; Simple and Progressive 25 P a r t II. Listen again. Complete the sentences with the verbs you hear. I ______________ a terrible experience last night. You won’t believe what happened! A thief into my apartment while I was asleep. There I was, just sleeping peacefully when someone ___________________ the glass in the sliding door! 3 T he sound ___________________ me up. I ________________ 4 5 the sliding door open, so I reached for the phone by the bed and called the police. My voice as I told the operator there was an intruder in my home. I ______________ in mv bedroom closet while the thief was sneaking around my office. Soon 7 I ___________________ sirens as the police _______________ to my building. From the crack in 8 9 the closet door, I ______________ the thief as he _______________ outside with my computer. 10 11 The police jumped out o f their cars and followed the thief, but he managed to get away in a car that was waiting for him. The police back in their cars and drove after 12 him. Later I learned that they ____ the thief a few miles from my building. 13 I really frightened by all this. It really me, as you 15 14 can imagine. I think I ’ll stay at my sister’s house tonight. Exercise 20. Warm-up: listening. (Chart 2-6) CD 1 Track 1 26 Listen to each pair of verbs. Decide if the verb endings have the same sound or a different sound. Examples: You will hear: You will choose: talked, pushed same different You will hear: You will choose: rented, called same different 1. same different 4. same different 7. same different 2. same different 5. same different 8. same different 3. same different 6. same different 9. same different CHAPTER 2 2 - 6 Regular Verbs: Pronunciation o f - e d Endings Final - ed has three different pronunciations: /t/, Idl, and /ad/. T he schwa /a / is an unstressed vowel sound. It is pronounced like a in alone in normal, rapid speech (e.g., She lives alone.). (a) -»• -> Final looked lo o k /t/ clapped -*■ c la p /t/ missed m is s /t/ watched -> w a tc h /t/ finished ->■ fin is h /t/ laughed la u g h /t/ -ed is pronounced /t/ after voiceless sounds. Voiceless sounds are made by pushing air through your mouth; no sound com es from your throat. Examples of voiceless sounds: “k,” “p,” “s," “ch,” “sh," “f.” -> (b) (c) □ D □ CD 1 Track 15 smelled saved cleaned robbed played decided needed wanted invited Final -> sm ell/d/ -> s ave/d / c le an /d/ rob/d/ play/d/ -ed is pronounced 161 after voiced sounds. Voiced sounds com e from your throat. If you touch your neck when you make a voiced sound, you can feel your voice box vibrate. -*■ -> -» -*■d ec id e /a d / -> n e e d /a d / -» w a n t/a d / -*• invite/ad/ Exam ples of voiced sounds: "1,"“v,” “n,” “b,” and all vowel sounds. Final -ed is pronounced /a d / after “t” and “d” sounds. T h e sound /a d / adds a whole syllable to a word. co m p are: looked one syllable look/t/ smelled one syllable smell/d/ needed two syllables need/ad/ = = = -*■ -*■ -*• Exercise 21. Listening. (Chart 2-6) Listen to each word. Circle the pronunciation of the - e d ending you hear. 1. !xl /d/ /ad/ 4. Ixl Idl /ad/ 7. IxJ Idl /ad / 2. III Id/ /ad/ 5. Ixl Idl /ad/ 8. Ixl Idl /ad / 3. Ixl Id/ /ad/ 6. IxJ Idl /ad/ 9. Ixl Idl /ad / Exercise 22. Listening and pronunciation. (Chart 2-6) Listen to the sentences. Practice saying them aloud. Write the pronunciations of the - e d endings you hear. 1. Olga blinked It I, yawned / 2. Mrs. Olsen mopped / the carpet, and dusted / 3. The meeting started / 4. My friend jumped / /, and stretched / /. / the kitchen floor, vacuumed / / / the furniture. / late and ended / / early. /u p and down and yelled // when she got the news. 5. T h e airplane departed / 6. When I asked / / at six and landed / / at eight. / the doctor about some medication, he suggested / / a new one. Present and Past; Simple and Progressive 27 □ Exercise 23. Let’s talk: small groups. (Chart 2-6) Work in small groups. Take turns choosing a verb from the list in any order you wish. Say the simple past. Your classmates will write that word in the correct column. accept believe chase miss need play complain die fix push rain request thank work worry /3d/ Id/ M Exercise 24. Let’s talk: pairwork. (Chart 2-6) Practice pronouncing the - e d endings. P a r t I. Check ( / ) all the activities you did yesterday. Tell your partner about them. __ combed my hair __ washed clothes __ surfed the internet __ brushed my teeth __ typed an email __ translated some words __ cooked breakfast __ worked on a computer __ added some numbers __ waited for a bus __ exercised __ cleaned my room __ walked to school __ talked on the phone __ listened to music P a r t II. Choose four to six activities your partner talked about. Tell the class about them. □ Exercise 25. Warm-up. (Charts 2-7 and 2-8) Write the complete sentence (a. or b.) that correctly describes each scene. a. Rita was standing under a tree when it began to rain. b. Rita stood under a tree when it began to rain. # |J P ............................. j ^ JM £ 1st: It b eg a n to rain. S c e n e 1: 28 CHAPTER 2 ________________ 2nd: Rita stood under a tree. 1st: Rita stood under a tree. S cen e 2: ___________________ 2 -7 Simple Past Y A (a) 1 w a lke d to school yesterday. (b) John liv e d in Paris for ten years, but now he lives in Rome. (c) 1 b o u g h t a new car three days ago. T he simple past indicates that an activity or situation began and (d) Rita s to o d under a tree when it bega n If a sentence contains w h en and has the simple past in both clauses, the action in the when-clause happens first. to rain. (e) When Mrs. Chu he a rd a strange noise, she g o t up to investigate. (f) When 1 d ro p p e d m y cup, the coffee s p ille d on my lap. ended a t a particular time in the past. In (d): 1st: T he rain began. 2nd: Rita stood under a tree. 2 - 8 Past Progressive (g) I was w a lkin g down the street when it began to rain. In (g): 1st: I was walking down the street. 2nd: It began to rain. (h) W hile I was w a lkin g down the street, it began to rain. Both actions occurred at the sam e time, but one action began earlier ( i) v Rita was s ta n d in g under a tree when it began to rain. ( j) At eight o'clock last night, I was stu d yin g . (k) W hile I was s tu d y in g in one room of our apartment, my roommate w as h a vin g a party in the other room. □ and was in progress when the other action occurred. In (j): My studying began before 8:00, was in progress at that time, and probably continued. Sometimes the past progressive is used in both parts of a sentence when two actions are in progress simultaneously. Exercise 26. Let’s talk. (Charts 2-7 and 2-8) Choose the question or statement you would expect the speaker to say. Discuss your answers. Work in pairs, in small groups, or as a class. 1. When I went to bed late last night, I noticed that the light was on in your bedroom, a. Were you reading? b. Did you read? Present and Past; Simple and Progressive 29 2. Jane’s cousin was at the party last night. a. Were you meeting him? b. Did you meet him? 3. A small airplane flew over our house several times last night. a. We were sitting out on the patio, and it made us nervous. b. We sat out on the patio, and it made us nervous. 4. I ’m not sure if I met Carol Jones at the party last night. Describe her for me. a. What was she wearing? b. What did she wear? Exercise 27. Looking at grammar. (Charts 2-7 and 2-8) Complete the sentences. Use the simple past or the past progressive of the verbs in parentheses. 1. I am sitting in class right now. I (sit) was sitting______________ in class at this exact same time yesterday. 2. I (call) ___________________ Roger at nine last night, but he (be, not) ____________________ at home. He (study) _____________________________ at the library. 3. I (hear, not) _____________________________ the thunder during the storm last night because I (sleep) _____________________________ . 4. It was beautiful yesterday when we went for a walk in the park.The sun (shine) _____________________________ . A cool breeze (blow) _______________________ . The birds (sing) 5. My brother and sister (argue) _____________________________ about something when I (walk) ________________________ into the room. 6. I got a package in the mail. When I (open) _____________________________ it, I (fin d ) ________________________ a surprise. 7. While Mrs. Emerson (read) _____________________________ the little boy a story, he (fa ll) ________________________ asleep, so she (close) _________________________ the book and quietly (sneak) ________________________ out of the room. 8. A: (you, hear) _____________________________ what the teacher just said? B: No, I {listen, not) _____________________________ . I (think) ________________________ about something else. 9. I really enjoyed my last vacation. While it (snow) _____________________________ in Iowa, the sun (shine) ______________________________in Florida. While you (shovel) _____________________________ snow in Iowa all last week, I (lie) ________________________ on a beach in Florida. 30 CHAPTER 2 Exercise 28. Let’s talk: pairwork. (Charts 2-7 and 2 8) Work with a partner. Complete the sentences with the given verbs and the words in parentheses. Use the simple past or the past progressive. Role-play one of the dialogues for the rest of the class or a small group of classmates. Try not to look at your book when you perform the dialogue. 1. call, wait A: Why weren’t you at the meeting? B: I for an overseas call from my family. A: (they) B: Yes. It was wonderful to hear from them. 2. break, cross, slip A: How (you) ____________________________ your arm? B: I _____________________ on the ice while I ______________________________ ____ the street in front of the dorm. 3. find, look, park A: You’re late again! You were supposed to be here ten minutes ago. Where were you? B: I _____________________________ for a place to park. A: (you) _____________________________ one? B: Well, yes and no. I ________________________ my car illegally. 4. ask, decide, look, see, work A: How did it go? (you) you ________________ B: No, she the manager for a raise when ___ her yesterday? ____________ on a big presentation for next week. She pretty busy. I ________________________ to wait until later. 5. drive, get, happen, keep, pay, see A: I had a bad day yesterday. B: Oh? What ______________ A: I _______________________ a traffic ticket. B: Really? T h at’s too bad. What was it for? A: For running a red light. I _____________ home and (not) attention to the road. I (not) the red light and just _______________ driving. Present and Past; Simple and Progressive 31 Exercise 29. Grammar and listening. (Charts 2-7 and 2-8) n r CD 1 Complete the sentences. Use the simple past or the past progressive form of the verbs in the list. Then listen to the passage to check your completions. Use each verb only one time. be find look sit speak stop walk It was my first day o f class. I fin ally ________________________ the right room. The room l already full of students. 2 On one side of the room, students were talking to each other in Japanese or Arabic. On the other side, students _____________________________ in Spanish or Portuguese. It sounded like 3 the United Nations. Some of the students, however, _____________________________ quietly by 4 themselves, not talking to anyone. I ________________________ for an empty seat in the last row and sat down. In a few 5 minutes, the teacher ________________________ into the room, and all the multilingual 6 conversation suddenly ___________________________ . Exercise 30. Let’s talk. (Charts 2-7 and 2-8) Watch a classmate perform a pantomime. Then in pairs, in small groups, or as a class, describe the actions in the pantomime step by step. Pay special attention to the use of past verb forms in the descriptions, s u g g e s t i o n : Watch and describe a few pantomimes in each class period for the next week or two in order to keep practicing past verbs. Example: washing one’s hands —> She was standing at a sink. She turned on the faucet. Then she picked up some soap. While she was washing her hands, the soap slipped out of her hands and dropped to the floor. She bent over to pick it up. Then she finished washing her hands and turned off the faucet. At the end, she wiped her hands on a towel. Possible pantomime subjects: opening a door with a key taking a picture with a camera □ reading a newspaper while drinking a cup of coffee being unable to start a car; looking under the hood Exercise 31. Let’s write. (Charts 2-7 and 2-8) In writing, describe one or more of your classmates’ pantomimes. Give a title to the pantomime and identify the pantomimist. Use a few time words to show the order in which the actions were performed: first, next, then, after that, before, when, while, etc. □ Exercise 32. Let’s write. (Charts 2-1 -►2-8) First, write about your first day or two in this country or city. Use past tense verbs. What did you do? What did you think? What did you see? Who did you meet? Did you have any interesting experiences? How did you feel about this place? Second, write about how you feel about this place now. In what ways are your present experiences here different from your earlier experiences? 32 CHAPTER 2 □ Exercise 33. Warm-up. (Chart 2 9) Check ( / ) the sentences that are correct. What do you notice about the use of a lw a y s with verb tenses in these sentences? 1. 2. 3. 4. __ __ __ __ Nadia is always talking on the phone when I ’m trying to study. Frank always studies in the library after school. My friends always do their homework together. Our math teacher is always giving us surprise quizzes. 2 - 9 Using Progressive Verbs with Always (a) M ary a lw a ys le a ve s for school at 7:45. In sentences referring to present time, usually the simple present is used with a lw a y s to describe habitual or everyday activities, as in (a). (b) M ary is a lw a y s le a v in g her dirty socks on the floor for me to pick up! W ho does she think 1 am? Her maid? In special circumstances, a speaker may use the present progressive with a lw a y s to express annoyance, as in (b). (c) 1 am a lw a y s /fo re v e r/c o n s ta n tly p ic k in g up M ary’s dirty socks! In addition to a lw ays, the words fo re v e r and c o n s ta n tly are used with progressive verbs to express annoyance. □ Exercise 34. Let’s talk. (Chart 2-9) Your roommate, Jack, has many bad habits. These bad habits annoy you. Pretend you are speaking to a friend and complaining about Jack. Use the present progressive of a verb in Column A and complete the sentence with a phrase from Column B. Use a lw a y s , c o n s ta n tly , or f o r e v e r in each sentence. Say your sentence aloud with annoyance in your voice. Example: H e’s always messing up the kitchen! Column A 1. 2. 3. 4. 5. 6. 7. □ mess up leave borrow try brag crack forget Column B a. / b. c. d. e. f. g- about himself the kitchen my clothes without asking me to give me my phone messages his dirty dishes on the table to show me he’s smarter than m e* his knuckles while I ’m trying to study Exercise 35. In your own words. (Chart 2-9) Complete the sentences with your own words. A: I don’t know if I can stand Sue as a roommate one more day. She’s driving me crazy. B: Oh? W hat’s wrong? A: Well, for one thing she’s always __________________________________________________ l *In formal English, a subject pronoun follows th a n : H e’s older than I (am). In everyday informal English, an ob ject pronoun is frequently used after th a n : H e ’s older than me. Present and Past; Simple and Progressive 33 B: Really? A: And not only that. She’s forever 2 B: That must be a hassle for you. A: It is. And what’s more, she’s constantly Can you believe that? And she’s always 3 4 B: I think you’re right. You need to find a new roommate. □ Exercise 36. Warm-up. (Chart 2-10) Read the two short dialogues. What do you notice about the word order? How is the focus different? 1. A: What was Hans doing when you arrived? B: He was reading a book in bed. 2. A: Where was Hans when you arrived? B: He was in bed reading a book. 2 - 1 0 Using Expressions of Place with Progressive Verbs (a) — W hat is Kay doing? — She studying in h e r room . In usual word order, an expression of place follows a verb. (b) — W h ere’s Kay? — She in h e r ro o m studying. An expression of place can som etimes come between the auxiliary b e and the -in g verb in a progressive verb form. s s In (a): is studying + in h e r ro o m = the focus is on Kay’s activity. In (b): was + in h e r ro o m + studying = the focus is on Kay’s location. □ Exercise 37. Looking at grammar. (Chart 2-10) Work individually, in small groups, or as a class. Use the given verbs and expressions of place to complete the dialogues. Use usual word order if the focus is on an activity in progress. If the focus is on the person’s location, put the expression of place between be and the -ing verb. 1. listen to music \ in her room A: W here’s Sally? B: She's in her room listening to music.____________________________________________ 2. listen to music \ in the living room A: W hat’s Soon doing? B: H e’s listening to music in th e living mom._______________________________________ 3. watch TV\ in his bedroom A: Where was Jim when you got home? B: He was ___________________________________________________________________________ 34 CHAPTER 2 4. watch T V \in his bedroom A: What was Jim doing when you got home? B: He was ________________________________________________________________________ 5. take a nap \on the couch in the living room A: W hat’s Kurt doing? B: H e’s __________________________________________________________________________ 6. take a nap \ on the couch in the living room A: W here’s Kurt? B: H e’s __________________________________________________________________________ 7. attend a conference \ in Singapore A: W here’s Ms. Chang this week? B: She’s __________________________________________________________________________ Exercise 38. Check your knowledge. (Chapter 2) Correct the errors. 1. Breakfast is an important meal. I ’m always eating breakfast. 2. While I was working in my office yesterday, my cousin stops by to visit me. 3. Yuki staied home because she catched a bad cold. 4. My brother is looks like our father, but I am resembling my mother. 5. Jun, are you listen to me? I am talk to you! 6. While I was surfing the internet yesterday, I was finding a really interesting Web site. 7. Did you spoke English before you were come here? 8. Yesterday, while I was working at my computer, Shelley was suddenly coming into the room. I wasn’t knowing she was there. I was concentrate hard on my work. When she suddenly speak, I am jump. She startle me. Present and Past; Simple and Progressive 35 Chapter 3 Perfect and Perfect Progressive Tenses Exercise 1 . Let’s talk: pairwork. (Charts 2-4 and 2-5) Work with a partner to review past participles. Partner A asks questions beginning with Have you ever. Partner B answers the questions with No, I haven’t. I’ve never . . . . Example: see a silent film P a r t n e r A (book open): Have you ever seen a silent film? P a r t n e r B (book closed): No, I haven’t. I ’ve never seen a silent film. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. buy a boat break a window hide from the police teach English make ice cream win a contest ride an elephant fly an airplane catch a butterfly leave your umbrella at a restaurant dig a hole to plant a tree drive a school bus draw a picture of yourself Change roles. 14. build a house 15. forget your own name 16. fall off a ladder 17. hold a poisonous snake 18. steal anything 19. eat a duck egg 20. swing a baseball bat 21. feed a lion 22. split wood with an axe 23. hit a baseball 24. read a play by Shakespeare 25. grow tomatoes from seed 26. tear a page out o f a library book 36 □ Exercise 2. Let’s listen and talk. (Charts 1-6 and 2-4) You will hear a sentence and the beginning of a question. Complete the question with the past participle of the verb you heard in the first sentence. Have you ever done these things? Circle TraAn yes or no. Tell another student some of the things you have and haven’t done. Example: You will hear: I took an English test. Have you ever . . . ? You will write: Have you ever an English rest? yes ) no 1. Have vou ever a book? yes no 2. Have you ever your wallet? yes no 3. Have you ever a mountain? yes no 4. Have you ever a speech to a large audience? yes no 5. Have vou ever a lie? yes no 6. Have vou ever in public? yes no 7. Have you ever on a motorcycle? yes no 8. Have you ever Turkish coffee? yes no 9. Have you ever a cooking class? yes no Have you ever hands with a famous person? yes no 11. Have vou ever another person with English? yes no 12. Have you ever in a tent? yes no 13. Have you ever a truck? yes no 14. Have vou ever a car accident? yes no 15. Have you ever biology? Jf yes no 16. Have you ever a violin? ffl yes no 10. □ taken J Exercise 3. Warm-up. (Chart 3-1) Complete the sentences with your own words. What do you notice about the verb tenses in blue? In which sentences do the situations continue from the past until now? 1. I got up at 2. I have been awake since (time) today. (time). 3. I am studying English grammar in this class. I have come to this class ___________________ (number) times so far this month. 4. I took my first English class in ___________________ (year). Perfect and Perfect Progressive Tenses 37 3-1 Present Perfect (a) (a) Mrs. Oh has been a teacher since now < 2002 2002 . (b) I have been in this city since last May. (c) W e have been here since nine o’clock. (d) Rita knows Rob. T hey met two months ago. She ha s k n o w n him for two months. I met him three years ago. I have k n o w n him for three years. ( i \- The present perfect is often used with since and for to talk about situations that began in the pa st and continue up to now. In (a): up to now (e) I have k n o w n Rob since I was in high school. = being a teacher = from 2 0 0 2 up to now situation time frame Notice the use of since vs. for in the examples: since + a specific po in t in time (e.g., 2002, last May, nine o ’clock) for + a length o f time (e.g., two months, three years) In (e): since + a time clause (i.e., a subject and verb may follow since).* (f) — Have you ever seen snow? — No, I h a v e n ’t. I ’ve never seen snow. But Anna has seen (f) S •a snow. (g) Have you fin is h e d your hom ework ye?? I still h a v e n ’t fin is h e d mine. Jack has already fin is h e d his. T he present perfect can talk about events that have (or haven't) happened before now. The exact time of the event is unspecified. The adverbs ever, never, yet, still, and already are often used with the present perfect. In (f): = seeing snow = from the beginning of their lives up to now event time frame In (g): = doing homework = from the time the people started up to now event time frame (h) W e have h a d three tests so far this term. (h) (i) O tD C ‘5 c 'Eh o I V e m e t many people since I cam e here. T he present perfect can also express an event that has occurred repeatedly from a po in t in the p a st up to the present time. The event m ay happen again. In (h): = taking tests = from the beginning of the term up to now repeated event time frame x-x- In (i): = meeting people = from the time I cam e here repeated event time frame up to now con tractions : (j) I ’ve been there. You’ve been there. W e’ve been there. T hey’ve been there. H e ’s been there. S h e ’s been there. I t ’s been interesting. *S e e Chart 18-2, p. 3 8 8 , for more information about time clauses. 38 CHAPTER 3 Have and has are usually contracted with personal pronouns in informal writing, as in (j). n o te : He's there. H e ’s = He is H e ’s been there. H e ’s = He has □ Exercise 4. Looking at grammar. (Chart 3-1) Complete the sentences with since or for. 1. There has been snow on the ground ___________ New Year’s Day. a long time. 2. The weather has been cold less than a year. 3. Maria has studied English they were in college. 4. Mr. and Mrs. Roberts have been together 5. They have known each other 6. We haven’t seen Aziz 7. I ’ve had a cold more than fifty years. last month. over a week. 8. I haven’t heard from my sister □ the beginning of March. Exercise 5. Let’s talk. (Chart 3-1) Complete the sentences with any appropriate time expression. Work in pairs, in small groups, or as a class. 1. Today is ____ th e 14th o f Ju n e____ I bought this b o o k ______ two weeks_____ ago. I have had this book since _____th e first o f Ju n e-----------------------------I have had this book f o r _____two weeks--------------------------------------- 2. I m o v e d to th is city _______________________________________________ . I hav e b e e n in th is c ity s in c e _______________________________________________ . I hav e b e e n h e re fo r _______________________________________________ . 3. I t is th e y e a r _______________________________________________. I s ta rte d g o in g to s c h o o l in th e y ea r _______________________________________________ . I ’ve b e e n a s tu d e n t f o r ________________________________________________. I ’ve b e e n a s tu d e n t s in c e _______________________________________________.. 4. I first met our teacher ________________________________________ . I ’ve k n o w n h e r/h im f o r _______________________________________________. I ’ve k n o w n h e r/h im s in c e _______________________________________________ . 5. I hav e (a!an) _____________________________th a t I b o u g h t ______________________________________ago. I hav e h a d it s in c e _______________________________________________. I hav e h a d it fo r _______________________________________________. Perfect and Perfect Progressive Tenses 39 □ Exercise 6. Let’s talk. (Chart 3-1) Answer the questions in complete sentences. Student B will use f o r . Student C will use s in c e . Close your book. Example: To A: When did you come here? To B: Use f o r . To C: Or, using sin c e? T ea ch er: When did you come here? S t u d e n t A : I came here on June 2nd. T e a c h e r :H ow long has (Student A ) been here? Use fo r . S t u d e n t B: He/She has been here for two weeks. T ea ch er: Or, using sin c e? S t u d e n t C: H e’s/She’s been here since June 2nd. 1. To A When did you get to class today? To B How long has ( ____ .)been in class? U se for. To C: Or, using since? 2. To A What time did you get up this morning? To B How long has ( ____ ) been up? Use for. To C: Or, using since? 3. To A Who in this class owns a car/bicycle? When did you buy it? To B How long has ( ____ ) had a car/bicycle? Use for. To C: Or, using since? 4. To A Who is wearing a watch? When did you get it? To B How long has ( ____ ) had his/her watch? Use for. To C: Or, using since? 5. To A Who is married? When did you get married? To B How long has ( ____ ) been married? Use for. To C: Or, using since? _ 6. To A Do you know ( )? When did you meet him/her? To B □ How long has ( ____ ) known ( _____ )? Use for Exercise 7. Looking at grammar. (Chart 3-1) Underline the present perfect verbs. What is the time frame in each situation? Example: I haven’t attended any parties since I came to this city. I don’t know anyone here. > Present perfect verb: haven ’t attended > Time fram e: from the time the speaker arrived in this city to the present time 1. So far this week, I ’ve had two tests and a quiz. And it’s only Wednesday! 2. Try not to be absent from class again for the rest o f the term. You’ve already missed too many classes. 3. I ’m really hungry. I haven’t eaten since I got up. 4. Nadia started her homework right after dinner, but she still hasn’t finished it. She probably won’t be able to go to bed until after midnight. 5. A: Hi, Judy. Welcome to the party. Have you ever met my cousin? B: No, I haven’t. 40 CHAPTER 3 6. A: Do you like lobster? B: I don’t know. I ’ve never eaten it. 7. A: How did you like the book I lent you? B: Gosh, I ’m sorry, but I haven’t read it yet. I haven’t had time. □ Exercise 8. Let’s talk. (Chart 3-1) Answer the questions. Work in pairs, in small groups, or as a class. Example: S p e a k e r A (book open)'. How many tests have you taken since you started coming to this class? S p e a ic e r B {book closed)'. I have taken (three, several, many) tests since I started coming to this class. OR I h a v en ’t ta k e n any te sts sin ce I sta rte d c o m in g to th is class. 1. 2. 3. 4. 5. How How How How How many many many many many textbooks have you bought since the beginning of the year? emails have you gotten so far this week/month? emails have you written since the beginning of the week/month? questions have I asked so far? times have you flown in an airplane? (Change roles i f working in pairs.) 6. How many people have you met since you came here? 7. How many classes have you missed since the beginning of the semester? 8. How many cups of coffee have you had since you got up this morning? 9. How many classes have you had so far today? 10. How many times have you eaten your native food at a restaurant this month? □ Exercise 9. Let’s write and talk. (Chart 3-1) What are some interesting and unusual things you have done in your lifetime? Answer this question by writing four to six sentences, some of them true and some of them false. Then share your sentences with a partner, a small group, or the class, who will guess whether your statement is true or false. Example: S p e a k e r A: I have jumped from an airplane. S p e a k e r B: I think that’s false. S p e a k e r A : You’re right. I ’ve never jumped from an airplane, but I ’ve thought about going skydiving sometime. □ CD 1 Track 18 Exercise 10. Warm-up: listening. (Chart 3-2) Listen for reduced speech in these sentences. How are h a v e and h a s pronounced? 1. The Browns have decided to grow their own vegetables. 2. 3. 4. 5. 6. It’s past midnight. Where have you been? Laura has offered to help us move into our new apartment. Is Nick in trouble again? What has he done this time? Janet has traveled all over the world. Her parents have traveled a lot too. Perfect and Perfect Progressive Tenses 41 3-2 Have and Has in Spoken English (a) In spoken English, the present perfect helping verbs has and are often reduced following nouns and question words.* In (a): have can sound like /v/ or /av/. In (b): has can sound like Iz l or /az/. In (c): has can sound like /s / or /as/.** you been? you been? or How/av/ you been? How have have Spoken: H ow N I (b) Jane has (c) Mike has already eaten lunch. Spoken: Jane/zJ already eaten lunch, or Jane/szJ already eaten lunch. Spoken: note: already left. M ik e ls l already left, or M /ce/as/ already left. Jane/zJ eaten. J a n e ’s = Jane has Jane/zJ here. J a n e’s = Jane is M ik e /s /le ft. M ike’s = Mike has M ike /s/h e re . M ike’s = Mike is *In very informal writing, h a s is sometimes contracted with nouns (e.g., J a n e ’s already eaten.) and question words (e.g., W h e re ’s he gotie?). H a v e is rarely contracted in writing except with pronouns (e.g., I ’ve). See Chart 3-1 for written contractions o f h a v e and h a s with pronouns. See Appendix Chart C for more information about contractions in general. ** S e e Chart 6-1, p. 8 5 , for the pronunciation o f final - s after voiced and voiceless sounds. □ Exercise 11. Listening. (Chart 3-2) CD 1 Track 19 Listen to the sentences. You will hear reduced forms for have, has, and is, but you will write their full (non-reduced) forms and any other words you hear. Example: You will hear: Sorry I ’m late. How long have you been here? You will write: How lo n g _____have you been______ here? 1. My teacher _ in the classroom. 2. Your teacher 3. All of the other teachers too. 4. You’re late! Where ____ 5. Susan has a guilty look on her face. What 6. Finally! The mail ______________________ 7. My neighbors ___________________ 8. Vicky __________________________ in the same apartment for over thirty years. a trip to Brazil. 9. It’s great to see you. How 10. India ____________________ 11. The weather . _________________very nice. 12. The weather . warm lately. 13. The children 14. Ruth _______ 42 an independent country since 1947. CHAPTER 3 _____ their drawings. four novels so far this month. □ Exercise 12. Warm-up. (Chart 3-3) What do you notice about the verb tenses in blue? Discuss the differences. I've heard a lot o f good things ab o u t Professor Stevens, but I haven't taken any of her classes. Have you? Present Perfect vs. Simple Past 3 - 3 P re s en t Perfect E (a) 1V e m e t Linda, but 1 h a v e n ’t m e t her husband. Have you m e f them? is no specific m ention o f time. 1 •n c v In (a): The speaker is talking about \ \ The present perfect is used to talk about past events when there i some unspecified time before now. • up to now S im p le Past (b) >> 03 T3 C O U~J CJ >> 1 m e t Helen yesterday at a party. Her husband was there too, but 1 d id n ’t m ee t him. D id you m ee t them at the party? T he simple past is used when there is a specific m ention o f time. Sam has been a teacher for ten years. He loves teaching. The In (b): The speaker is thinking of a specific time: yesterday. A Y P re s en t Perfect (c) o 03 M u 03 N r. . i \ is used for In (c): T he present perfect tells us that Sam is still a teacher now. CJ o V present perfect situations that began in the p a st and continue to the present. , ----------------- up to now (d) Jim was a teacher for ten years, from 1995 to 2005. Now he is a salesm an. S im p le Past in o o OJ 1 simple past is used for situations that began an d ended in the past. In (d): The simple past tells us that Jim is not a teacher now. in C \ Y A The ' / i V Perfect and Perfect Progressive Tenses 43 Exercise 13. Looking at grammar. (Charts 2 6 and 3-3) Complete the sentences. Use the simple past or the present perfect form of the verbs in parentheses. 1. Fatima is from a hot, arid part of her country. She (see, never) _______________________ _____________________________ snow. 2. Last January, I (see) ________________________ snow for the first time in my life. 3. Last night my friend and I (have) ________________________ some free time, so we (go) ________________________ to a show. 4. Since classes began, I (have, not) _____________________________ much free time. My classes keep me really busy. 5. Ming Won (be) ____________________________in this class for three months. His English is getting better and better. He plans to take this class until the end of May. 6. Mrs. Perez (be) __________________________ in our class for three months, but then she left school to get a job. 7. Late-breaking news! A major earthquake (occur, just) __________________________________ in southern California. It (occur) ________________________ at 9:25 A .M . Pacific Standard Time. 8. I admit that I (get*) _____________________________ older since I last (see) _______________ you, but with any luck at all, I (get, also) _______________________________________ wiser. 9. A: Are you taking Chemistry 101 this semester? B: No, I (take, already* * ) _____________________________________________it. I (take) ________________________ it last semester. This semester I ’m in 102. 10. Greg Adams? Yes, I know him. I (know) ________________________ him since college. 11. Joe North passed away? I ’m sorry to hear that. I (know) ________________________ him well when we were in college together. ‘ C om pa re: (a) I h a v e g o tte n OR h a v e g o t fo u r letters so f a r this week. In this sentence, have gotten / have got is present perfect, ( n o t e : G ot is used as the past participle o f get in both Am erican English and British English. Gotten occurs only in American English.) (b) I h a v e g o t a problem. In this sentence, have got is n o t present perfect. I ’ve got a problem = I have a problem. T h e expression have got means “have” and is com m on in informal spoken English. Its meaning is present; it has no past form. **Typically, the present perfect is used in sentences with already, yet, and just, but in some situations the simple past is also commonly used with these adverbs in informal English, especially American English, with no difference in meaning. CHAPTER 3 □ Exercise 14. Let’s talk: find someone w h o ___ (Charts 3-1 and 3-3) Walk around the room. Ask a complete question for each item using the present perfect of the given verb. Begin your questions with Have you ever. When you find someone who answers “yes,” ask a follow-up question using the wh-word and the simple past. Example: see a bear? Where? S p e a k e r A: (Hassan), have you ever seen a bear? S p e a k e r B: N o , I h a v e n ’t. S p e a k e r A: Okay. Thanks. (M aria), have you ever seen a bear? S p e a k e r C: Yes, I have. S p e a k e r A: Really? Where did you see it? S p e a k e r C: I n a zoo. H ave you ever . . . 1. break something valuable? What . . . ? 2. lose something important? W h a t.. . ? 3. stay up all night? Why . . . ? 4. travel to an interesting place? Where . . . ? 5. be in a car accident? When . . . ? 6. play a team sport? Which . . . ? □ Exercise 15. Warm-up. (Chart 3-4) Check ( / ) each correct sentence. NOTE: One sentence in each group is incorrect. 1. Anita is at the bus stop. a. ___ She is waiting for the bus. b. ___ She is waiting for the bus for fifteen minutes. c. ___ She has been waiting for the bus for fifteen minutes. 2. Tarik is at the bus stop too. a. ___ He is standing beside Anita. b. ___ He is standing there since five o’clock. c. ___ He has been standing there since five o’clock. Perfect and Perfect Progressive Tenses 45 3 -4 Present Perfect Progressive \ V I (a) Right now 1 am s ittin g at my desk. com pare: (b) 1 have been s ittin g at my desk since seven o’clock. 1 have been s ittin g here for two hours. an activity in progress right now. (S ee Chart (c) how long It ’s been ra in in g all day. It's still raining right now. up to now? In (a): T he p r e s e n t p r o g r e s s iv e expresses 2-2, p. 14.) In (b): The p r e s e n t p e r f e c t p r o g r e s s iv e expresses how long an activity has been in progress. In other words, it expresses the duration o f an activity that began in the past and continues to the present. Tim e expressions often used with this tense are • since and for, as in (b). • a ll day/all m orn ing /all week, as in (c). note: In (c): I t ’s been raining. I t ’s = It has It's still raining. I t ’s = It is (d) 1V e k n o w n Alex since he was a child. in c o r r e c t : ^ ve-been-know in^ Alex since he was a child. For non-progressive verbs such as know, the present perfect (not the present perfect progressive) is used to express the duration o f a situation that began in the past and continues to the present. (S ee Charts 2-3, p. 16 , and 3-1, p. 38.) (e) How long have you been liv in g here? (f) How long have you liv e d here? (g) Al ha s been w e a rin g glasses since he was ten. (h) Al h a s w o rn glasses since he w as ten. For som e (not all) verbs, the idea of how long can be expressed by either tense — the present perfect progressive or the present perfect. n o te : (e) and (f) have the sam e meaning; (g) and (h) have the sam e meaning. Either tense can be used only when the verb expresses the duration of present activities or situations that happen regularly, usually, habitually: e.g., live, work, teach, study, wear glasses, play chess, etc. r \ V recently 46 CHAPTER 3 ( i) 1V e been th in k in g about looking for a different job. This one doesn’t pay enough. (j) All of the students ha ve been s tu d y in g hard. Final exams start next week. W hen the tense is used without any mention of time, it expresses a general activity in progress recently, lately. For example, (i) means I ’ve been thinking about this recently, lately. □ Exercise 16. Looking at grammar. (Chart 3-4) Complete the sentences. Use the present progressive or the present perfect progressive form of the verbs in parentheses. 1. Mr. and Mrs. Jones (sit) _____are sitting____________________outside on their porch right now. They (sit) _____ have been sitting_____________ there since after dinner. 2. The test begins at 1:00. Right now it’s 11:00. Sara is at the library. She (review) __________________________________ her notes right now. She (revieiv) __________________ ________________________ her notes all morning. 3. Marco is in a store. He (stand) __________________________________ at a checkout counter right now. He (stand) __________________________________ there for over five minutes. He wishes he could find a salesperson. He wants to buy a pair of jeans. 4. The little girl is dirty from head to foot because she (play) __________________________________ in the mud. 5. The children are excited about the concert. They (practice) _______________________________________ a lot in the last few weeks. They’re going to sing for their parents. 6 . My back hurts, so I (sleep) _______________________________________ on a pad on the floor lately. The bed is too soft. □ Exercise 17. Let’s write. (Charts 2 - 6 , 3-1, and 3-4) Write about the picture using the verbs in the list and the verb form given in each item. cook fix memorize plant vacuum wash 1. Tom has had a busy day so far. Right now, he’s taking a break. What has Tom been doing? Write at least four sentences on another piece of paper. Use the present perfect progressive. 2. Rewrite your sentences using yesterday. Use the simple past. 3. Rewrite your sentences using just. Use the present perfect. Perfect and Perfect Progressive Tenses 47 □ CD 1 Track 20 Exercise 18. Listening. (Charts 3-1 and 3-4) Listen to the dialogue one time with your book closed. Then, with your book open, listen again and write the words you hear. A: Good to see you! So what __________________________________ up to lately? l B: Not too much. _______________________________________ it easy. 2 A: How nice! Glad to hear you ____________________________________________ too hard. 3 By the way, ___________________ your parents? I ______________________________ them 4 5 for a while. B: _____________________________ great. ________________________________________ now 6 7 that they’re retired. A: How long ___________________________________retired? 8 B: Gosh, I don’t know. _________________________a couple of years now. 9 A: So _______________________________________ a lot*? 10 B: Yeah. _______________________________________ in warm, sunny places in the winter and li ___________________ summers here. 12 A: What a great way to spend retirement! I ’m glad to h e a r _______ 13 themselves. □ Exercise 19. Looking at grammar. (Charts 3-1 and 3-4) Complete the sentences. Use the verb in italics in the first sentence of each item to complete the remaining sentence(s). Use the present perfect or the present perfect progressive. In some sentences, either verb form is correct. 1 . I ’m trying to study. I _____have been trying____ to study fo r the last hour, but something always seems to interrupt me. I think I ’d better go to the library. 2. Joe has an old bicycle. He _____h a s had_______the same bicycle fo r twenty years. 3. M att works at the A BC Company. He _____h a s worked / h a s been working______ there since 2005. 4. Toshi is waiting for his friend. He ________________________________________for her since five o’clock. She’s late for their date. 5. I like cowboy movies. I ________________________________________cowboy movies ever since I was a child. *N otice: A statement form (not a question form ) can sometimes be used to ask a question by using a rising intonation at the end o f a sentence. 48 CHAPTER 3 6 . Susie is watching a cowboy movie. She _______________________________________ it for over two hours without a break. 7. Dr. Chang teaches math. He is an excellent teacher. He _____________________________ math at this school for more than 25 years. 8 . Sue and Rick are playing tennis right now and they’re getting tired. They _____________________________________ since nine o ’clock this morning. Sue’s winning. She’s the better tennis player. She ___________________________________ tennis since she was ten. Rick started playing only last year. □ CD 1 Track 21 Exercise 20. Listening. (Charts 3-1 and 3-4) Listen to the description of each item and complete the sentence that follows it. Use the present perfect and the present perfect progressive. Example: You will hear: Manuel has called Eva five times in the last hour, but her line is busy. H e’ll keep trying until he reaches her. You will write: Manuel (try) hag been trying_______ to reach Eva for an hour_______ to talk about their plans for the weekend. 1. Susan (wait) __________________________________ in the doctor’s office since ____________________ She hopes she doesn’t have to wait much longer. 2. Alexi (own) _____________________________ his motorcycle for _________________________ . 3. Joe (decide, not) __________________________________ which job to take yet. H e’ll decide soon. 4. Mika is frustrated. She (sit) __________________________________ in rush-hour traffic since ________________________ . She’s going to be very late for work. 5. Andrew and Donna (play) ________________________________ chess f o r __________ hours. □ Exercise 21. Let’s write. (Charts 3-1, 3-3, and 3-4) Choose one topic to write about. Topics: 1. Write about your first day in this class. What did you see, hear, feel, think? Then write about what you have done and have been doing in this class since the first day. 2. Describe your last week at home before you came to this city/country. Then describe what you have done and have been doing since you arrived here. □ Exercise 22. Warm-up. (Chart 3-5) Each of the following talks about two events. Which event happened first? 1. The teacher stood up. Someone had knocked on the classroom door. 2. I looked at the chalkboard. The teacher had written my name there. Perfect and Perfect Progressive Tenses 49 (a) c I (b) 6 cd C/3 T he past perfect expresses an Sam arrived at 10:00. Ann left at 9:30. In other words, Ann h a d already le ft when Sam arrived. By the time Sam got there, Ann h a d already left. activity that was com plete before another activity or time in the past. In (a): 1st: Ann left. 2nd: Sam arrived. Adverb clauses with by the time are frequently used with the past perfect in the main clause, as in (b ).* (c) (d) Sam h a d le ft before Ann got there. Sam le ft before Ann got there. (e) (f) A fter the guests h a d left, I went to bed. A fter the guests left, I went to bed. If either before or after is used in the sentence, the past perfect is often not necessary because the time relationship is already clear. T he simple past may be used, as in (d) and (f). note: (c) and (d) have the same meaning; (e) and (f) have the sam e meaning. (g) A ctual spoken words: I lo s t my keys. (h) R eported words: Jenny said that she h a d lo s t her keys. The past perfect is commonly used in reported s p e e c h .** If the actual spoken words use the simple past, the past perfect is often used in reporting those words, as in (h). Comm on reporting verbs include tell (someone), say, find out, learn, and discover. (i) ( j) Written: Bill felt great that evening. Earlier in the day, Annie h a d c a u g h t one fish, and he h a d c a u g h t three. They h a d h a d a delicious picnic near the lake and then h a d g o n e swimming again. It h a d been a nearly perfect vacation day. T he past perfect is often found in more formal writing such as fiction. I ’d finished. You’d finished. We’d finished. T hey’d finished. Had is often contracted with personal pronouns in informal writing. S he 'd finished. H e ’d finished. I t ’d finished. In (i), the fiction writer uses the simple past to say that an event happened {Bill felt great), and then uses the past perfect to explain what had happened before that event. note: I ’d finished. I ’d = I had I ’d like to go. I ’d = I would *F o r more information about by the time, see C hart 17-2, p. 368. ** F o r more information about verb form usage in reported speech, see Chart 12-7, p. 261. 50 CHAPTER 3 Exercise 23. Looking at grammar. (Charts 2-6 and 3 5) Use the simple past or the past perfect form of the verbs in parentheses to complete the sentences. In some cases, either tense is correct. 1. Samir (be) b ecam e 2 . I (fe e l) was / had been a newspaper reporter before he (become) a businessman. a little better after I (take) the medicine. 3. I was late. The teacher (give, already) ____________ a quiz when I (get) __________________________________ to class. over, the 4. It was raining hard, but by the time class (be) _____ rain (stop) _____________________________ . 5. Millions o f years ago, dinosaurs (roam) _____________________ the earth, but they (become) ________ ________________ extinct by the time people first (appear) 6 . I (see, never) __________________________________ any o f Picasso’s paintings before I (visit) __________________________________ the art museum. 7. After work, I went to Rosa’s office to give her a ride home, but I couldn’t find her. She (leave) with someone else. 8 . I got ready to pay the bill, but when I (look) ________________________ in my pocket, I discovered that I (leave) ________________________ my wallet at home. With some embarrassment, I told my friend that I ( forget) _____________________________ my wallet. She kindly (offer) .________________________ to pay my part of the bill for me. Perfect and Perfect Progressive Tenses 51 9. Yesterday at a meeting, I (see) ________________________ Rick Collins, an old friend of mine. I (see, not) _____________________________ him in years. At first, I (recognize, not) __________________________________ him because he (lose) ____________________________ a great deal of weight. 10. In 1980, my parents (emigrate) ______________________________ to the United States from China. They (travel, never) __________________________________ outside of China and were, of course, excited by the challenge of relocating to a foreign country. Eventually, they (settle) ________________________ in California. My sister and I were born there and (grow) ________________________ up there. Last year, I (go) _________________________ to China for the first time to study at Beijing University. I (want, always) __________________ to visit China and learn more about my own family background. My dreams finally came true. □ Exercise 24. Looking at grammar. (Chart 3-5) Underline the past perfect verbs. Which of the passages is typical of fiction writing? Which of the passages is typical of spoken English? What are the differences in verb form usage? 1. The thief simply walked in. Mrs. Garcia had forgotten to lock the door. Her son’s school had called to say that he was ill, so she had rushed out the door without thinking to lock it. 2. Hey, Anna! Did you hear? A thief got into Mrs. Garcia’s house. Yeah. She forgot to lock the door. The school called and told her that her son was sick, so she rushed out the door without locking it. 3. Sometime in 1995, Mr. Parvaz took a long, hard look at his life. He had had the same job for almost three decades. His dear wife had passed away. His children had grown and moved away. So he quit his job, packed everything he owned, and moved to London. That was the beginning of his adventure. u Exercise 25. Warm-up: listening. (Chart 3-6) Listen for reduced speech in these sentences. How is h a d pronounced? Track22 52 ^'m sorrY we missed the meeting. We had forgotten about it. 2. The movie had already begun by the time we got there. 3. I couldn’t change my schedule. I had already planned my day. 4. I got home late. My roommate had already gone to bed. CHAPTER 3 3 -6 Had in Spoken English (a) J o e had already heard the story. Spoken: Jo e ld l already heard the story, o r J o e /a d / already heard the story. (b) In spoken English, the helping verb had in the past perfect is often reduced following nouns and question words. It can be pronounced as /d / or as /a d /.* Who had been there before you? Spoken: W ho/d/ been there before you? o r W ho/ad/ been there before you? Had is not reduced when it is a main verb, as in (c). (c) T he dog had a bone. Spoken: The dog h a d a bone. *S ee Chart 3-5 for written contractions o f h a d with pronouns. □ CD 1 Track 23 Exercise 26. Listening. (Chart 3-6) Listen for reduced forms of had. If you hear a reduced form, underline had and the word it is combined with. Practice saying the reduced forms. Examples: You will hear: You will underline: Anna had missed the bus. Anna had missed the bus. You will hear: She had a headache. You will underline: (nothing) 1. We had never seen it. He had never seen it. They had never seen 2. We got home late. The children had already fallen asleep. it. 3. My roommates had finished dinner by the time I got home. 4. My roommates had dinner early. 5. We couldn’t drive across the river. The flood had washed away the bridge. 6 . You were at Jim ’s at 8:00. Where had you been before that? 7. □ ^ CD 1 Track 24 I had never visited there before. I ’d like to go again. I had agood time. Exercise 27. Listening. (Charts 3-2 and 3-6) Listen to the sentences. You will hear reduced forms for have, had, is, and would, but you will write their non-reduced forms. 1. You’re a new student, aren’t you? How long ______ have_____ you been in this country? 2. You must miss your old neighbor. How long ___________________ you known Mr. Kim before he moved away? 3. You’re looking for Jack? Jack _______ left. He isn’t here. 4. We were late, and Natasha ____________________ left by the time we got there. 5. Unfortunately, I didn’t have my cell phone with me when we got lost. I ___________________ left it at home. Perfect and Perfect Progressive Tenses 53 6 . Since we’re teachers, we have the summers off and do a lot of traveling. We ___________________ like to travel to Africa next. 7. Talk about long marriages! Can you believe that Mr. and Mrs. Cho ___________________ been married for 65 years? 8 . Serena ___________________ an amazing chef. She ____________________ created so many new and popular dishes that it’s almost impossible to get a reservation at her restaurant. □ Exercise 28. Listening. (Charts 3-5 and 3-6) /fh First listen to the whole passage. Then listen again, and write the words that you hear. C<i7 CD 1 Track 25 A Pleasant Surprise Last night, Amy got home from work two hours late. Usually she’s home by 7:30, but last night she didn’t get there until almost 9:30. When she got home, her husband, Jamal, __________________________________ dinner l and was washing the dishes. With a worried tone in his voice, he asked her where _____________________________ . She told him ______________________________ to work late, 2 3 and then, on her way home, _____________________________ a big accident that had 4 slowed traffic to a crawl. He asked her why she _____________________________ . She said 5 _____________________________ to recharge her cell phone, so she couldn’t call him. 6 Jamal smiled warmly and said that he was just glad that she was safely home. Then he offered to make her dinner — which she gratefully accepted. A home-cooked meal sounded wonderful. _____________________________ a long day! 54 CHAPTER 3 □ Exercise 29. Warm-up. (Chart 3-7) Which sentence (a. or b.) logically follows each statement? Discuss the meanings of the verbs in blue. 1 . I have been working outside for almost an hour. ____ 2 . I had been working outside for almost an hour. ____ _ a. It’s hot. I think I ’ll go inside. b. But I got too hot and came inside. 3. I have been waiting for Jack since 5:00. ____ 4. I had been waiting for Jack since 5:00. ___ _ a. Then I left. b. And I ’m still here. 3-7 Past Perfect Progressive o CO (a) Eric finally cam e at six o'clock. 1 h a d been w a itin g for him since four-thirty. (b) The police h a d been lo o k in g for the criminal fortwo years before they caught him. o O ----- X — 1 ^ 1 duration o f waiting ---- X— X — i i (c) W hen Judy got home, her hair was still wet because she ha d been swimming. (d) 1 went to Ed’s house after the funeral. His eyes were red because he h a d close in time (e) (f □ ) A ctual spoken words: The past perfect progressive emphasizes the duration o f an activity that was in progress before another activity o r time in the past. The past perfect progressive is used infrequently com pared to other verb tenses. n ote: This tense also may express an activity in progress close in time to another activity o r time in the past. been cryin g . 1have been w a itin g for you. Reported words: Lia to ld m e th a t she h a d been w a itin g for me. The past perfect progressive also occurs in reported speech. S ee Chart 3-5, exam ples (g) and (h). Exercise 30. Looking at grammar. (Charts 3-4 and 3-7) Complete the sentences. Use the present perfect progressive or the past perfect progressive form of the verbs in parentheses. 1. We (wait) ____ have been waiting__________________ for Nancy for the last two hours, but she still hasn’t arrived. 2. We (ivait) ____ had been waiting___________________ for Nancy for over three hours before she finally arrived yesterday. 3. It is midnight. I (study) _______________________________________ for five straight hours. No wonder I ’m getting tired. Perfect and Perfect Progressive Tenses 55 4. It was midnight. I (study) ________________________________________for five straight hours. No wonder I was getting tired. 5. Jack suddenly realized that the teacher was asking him a question. He couldn’t answer because he (daydream) _______________________________________ for the last ten minutes. 6 . Wake up! You (sleep) _____________________________ long enough. It’s time to get up. Exercise 31. Looking at grammar. (Chart 3-7) Complete the sentences. Use the past perfect progressive form of the verbs in the list (or your own words). dance draw look play / sing studytalk S it u a t i o n : M s . Reed, a teacher, left the classroom for fifteen minutes. During that time, her students did whatever they wanted. When she came back, . . . . 1. She learned that a few students _____ had been singing----------------------------- loudly. 2. She found out that a couple of students _________________________________on cell phones. 3. Someone told her that one student _________________________________________ loud music. 4. She heard that several students ________________________________________in the aisles. 5. She found out that a group of students ______________________________ in her grade book. 6 . She saw that a couple of students ________________________________________pictures on the board. 7. She happily discovered that a few students _____________________________________________ the whole time. CHAPTER 3 Exercise 32. Let’s talk: class activity. (Chapters l -> 3) Discuss the meaning of the verb forms and answer the questions about each pair o f sentences. Work in pairs, in small groups, or as a class. 1. a. When the rain stopped, Gloria was riding her bicycle to work. b. When the rain stopped, Paul jumped on his bicycle and rode to work. Q u e s t i o n : Who got wet on the way to work? A n s w e r : Gloria. 2. a. Ms. Lincoln taught at this school for nine years. b. Mr. Sanchez has taught at this school for nine years. Q u e s t i o n : Who is teaching at this school now? 3. a. Alice was opening the door when the doorbell rang, b. George walked to the door after the doorbell rang. Q u e s t i o n : Who had been expecting a visitor? 4. a. Donna lived in Chicago for five years. b. Carlos has been living in Chicago for five years. Q u e s t i o n : Who still lives in Chicago? 5. a. Jane put some lotion on her face because she had been lying in the sun. b. Sue put some lotion on her face because she was lying in the sun. Q u e s t i o n : Who put lotion on her face after she finished sunbathing? 6. a. I looked across the street. Mr. Fox was waving at me. b. I looked across the street. Mrs. Cook waved at me. Q u e s t i o n : Who began to wave at me before I looked across the street? 7. a. Dan was leaving the room when I walked in. b. Sam had left the room when I walked in. Q u e s t i o n : Who did I see when I came into the room? 8. a. Ken went to the store because he was running out of food, b. Ann went to the store because she had run out of food. Q u e s t i o n : Who is better at planning ahead? 9. a. Jack had been studying Spanish since he was in elementary school. He spoke it very well by the time he moved to Peru, b. Robert has been studying Spanish since he was in elementary school. His Spanish is getting quite good. Q u e s t i o n : Who is studying Spanish in school? Perfect and Perfect Progressive Tenses 57 Li Exercise 33. Listening. (Chapters 1-> 3) ^ Listen to each situation. Choose the sentence (a. or b.) that correctly describes it. 01 T<ack26 Exatnpk.' You will hear: Haven’t you finished your term paper yet? You’ve been working on it for three days. It’s due tomorrow, you know, Alice. You will circle: (a.) Alice has been working on her term paper. b. Alice finished her term paper three days ago. 1. a. Yoko knows how to ski now. b. Yoko is learning to ski. 2 . a. Yoko knows how to ski now. b. Yoko is learning to ski. 3. a. M ia is working as an auto mechanic right now. b. M ia has experience as an auto mechanic. 4. a. Jon is traveling now. b. Jon has traveled in the past, but he isn’t traveling now. 5. a. Jon is currently working in sales. b. Jon no longer works in sales. □ Exercise 34. Check your knowledge. (Chapters i -►3) Correct the errors. 1. Since I came to this country, I am learning a lot about the way of life here. 2. I arrive here only a short time ago. I am here since last Friday. 3. How long you been living here? I been here for almost two years. 4. Why you no have been in class for the last couple o f days? 5. I am coaching a soccer team for the last two months. 6 . My grandfather had lived in a small village in Italy when he was a child. At nineteen, he had moved to Rome, where he had met and had married my grandmother in 1957. My father had been born in Rome in 1960. I am born in Rome in 1989. 7. I ’m living in my cousin’s apartment since I have arrived here. It very small, and we are sharing the bedroom. I am needing my own place, but I don’t find one so far. 8 . When I was a child, I had lived with my grandmother instead of my parents. Grandpa has die before I am born, so I never knew him. Grandma raised me alone. 58 CHAPTER 3 □ Exercise 35. Let’s talk. (Chapters l >3) From the given situation, make up a “chain story.” One person begins the story; then others continue the story in turn, using cue words from the list. T h e cue words may be used in any order and may be used more than once. Work in small groups or as a class. Example: S peaker S peaker S peaker (Pierre) had a terrible day yesterday. The trouble began early in the morning. His alarm clock rang at 7:00. A : W h en his alarm clock rang, he got out of bed and stepped on a snake. He was nearly frightened to death, but the snake got away without biting him. B: A fte r the snake left, Pierre got dressed in a hurry and ran downstairs to have breakfast. C: W h ile he was running downstairs, he fell and broke his arm. Etc. after after that already as soon as before because by the time for (a length of time) later never next since then when while Possible beginning sentences: 1 . ( ____ ) had a terrible day yesterday. 2 . ( _____) had a great vacation last summer. 3. ( ____ ) got into a lot of trouble a couple of days ago. 4. ( ____ ) had an interesting experience last week. 5. (M ake up your own beginning sentence.) □ Exercise 36. Let’s write and talk: small groups. (Chapters l -> 3) Form a group and sit in a circle. On a separate sheet of paper, write the following sentence, using the name of the person sitting to your right: ( . . . ) h ad a strange experience yesterday. Then write two or three additional sentences and pass your paper to the person sitting to your left, who will continue the story. Continue to pass the papers to the left until everyone in the group has had a chance to write part of each story. Then decide which story in your group is the most entertaining or the most interesting. As a group, make any necessary corrections in grammar or spelling. Read the story aloud to the rest of the class. NOTE: You may wish to establish a time limit for each contribution to the story. (Use a buzzer or bell, or appoint someone to say “pass.”) When the time limit is up, each person must pass his/her paper to the left even if it contains an unfinished sentence. T h e next person will then have to finish the sentence and continue writing the story. □ Exercise 37. Let’s write. (Chapters l >3) Choose one to write about. 1. Describe the state of the world in the year of your birth. What significant or historical events occurred or were occurring at that time? Who were the leaders of your country? Then describe the changes that have occurred since that time and discuss the state o f the world today. 2. Describe your family in the year you were born. Where were they living and working? Were they in a good situation? Who did your family consist of? Who in your family hadn’t been born yet? Then describe the changes in your family that have occurred since the year of your birth and your family’s current situation. Perfect and Perfect Progressive Tenses 59 Chapter 4 Future Time □ Exercise 1. What do I already know? (Chapter 4) Look at the verbs in italics. Do the sentences express present or future time? 1. The students are going to give oral reports today. present future 2. I ’m beginning a new job next week. present future 3. Look. I t ’5 beginning to rain. present future 4. The teacher will be in her office after class today. present future 5. When class is over, the teacher will be in her office. present future 6. Finally, class is over. L et’s get a cup o f coffee. present future 7. Oh no! We have only five minutes to make our train! present future 8. Our train leaves from Track 37 in five minutes. present future 9. The soccer team is playing in Barcelona next week. present future present future 10. The soccer team is playing well today. They’re winning. □ Exercise 2. Warm-up. (Chart 4-1) Correct the errors. 1. Marie will cooks some chicken and rice for dinner tonight. 2. Where you will be tomorrow morning? 3. I no will ride the bus to work tomorrow. 4. M arco will probably to call us this evening. 5. I going to look for a new apartment. 60 4 -1 Simple Future: Will and Be Going To V A (a) Jack w ill finish his work tomorrow. (b) Jack is go in g to finish his work tomorrow. W ill and be g o in g to express future time and often have essentially the sam e meaning. Exam ples (a) and (b) have the sam e meaning. S e e Chart 4 -2 for differences in meaning between the two forms. W ill (c) Anna w ill come tomorrow around 5:00. W /// typically expresses predictions about the future, as in (c). W ill does not take a final -s. W ill is followed immediately by the simple form of a verb. in co r rect : Anna -wills- come. in co r rect : Anna wiH- comes. in c o rrec t : Anna will to come. (d) Alex w ill n o t be here tomorrow. Peter w on’t be here either. (e) Will you be here tomorrow? How w ill you get here? negative: w ill + n o t = w o n ’t question: w ill + subject + main verb In (e): T he speaker is asking for information about a future event.* (f) Spoken or written: I ’ll be there. CONTRACTIONS WITH PRONOUNS AND NOUNS: (g) Spoken: Tom’ll be there too. Written: Tom w ill be there too. W ill is often contracted with pronouns in both speaking and informal writing: I’ll, you’ll, she’ll, he’ll, it'll, we'll, they'll. (h) Spoken or very informal writing: Nobody’ll notice. That’ll be fun. There’ll be a test tomorrow. W ill is also often contracted with nouns in speaking but usually not in writing, as in (g). In very informal writing, w ill may be contracted with other kinds of pronouns and there, as in (h). B e G o in g To (i) (j) Anna is go ing to come tomorrow around 5:00. Informally spoken: A n n a ’s gonna come tomorrow around 5:00. (k) Tom is n ’t going to come. negative: b e + n o t + g o in g to, as in (k) (1) A re you going to come? question: be + subject + g o in g to, as in (1) Be g o in g to also commonly expresses predictions about the future. In informal speech, going to is often pronounced “gonna." *W ill can also be used in questions to make polite requests: W ill you o p e n the door for me, please? See Chart 9 -3 , p. 159. □ ^ Exercise 3. Listening. (Chart 4-1) If you hear a form of w ill, choose yes. If not, choose no. Track27 Exam ple: I ’ll have time to see you tomorrow. I have time to see you tomorrow. yes) yes 1 . yes no 5. yes no 2 . yes no 6 . yes no 3. yes no 7. yes no 4. yes no 8 . yes no Future Time 61 Exercise 4. Pronunciation. (Chart 4-1) Practice pronouncing contractions with w ill. 8 . Bill will be here too. 1 . Bob will be here soon. 2. 3. 4. 5. 6. 7. —> B o b ’ll be here soon. I ’ll come. H e’ll come. You’ll come. She’ll help us. They’ll help us too. I ’m sure we’ll do well on the test. It’ll probably rain tomorrow. The weather will be hot in August. Mary will come tomorrow. 9. The children will be home at 3:00. 1 0 . Who will be at the meeting? 1 1 . Where will you be around five? 1 2 . How long will Tom be here? 13. Nobody will recognize you in that wig. 14. That will be interesting. 15. What will you do? □ Exercise 5. Listening. (Chart 4-1) ffj) Complete the sentences with the words you hear. Write the non-contracted forms of the verbs you hear. CD 1 T ract 28 1. to turn in all your assignments by tomorrow, 2. for the final exam on Monday. ____ 50 questions. 3. The 4. ____ 50 questions on the exam. 5. ____ the whole hour to complete the test. 6 . It’s a long exam. Sorry, but 7. __________________________ ___________________________early. a lot of work. Study hard! ____ available in my office the next day. 8 . The Exercise 6. Listening. (Chart 4-1) Listen to the sentences. Circle whether you hear “going to” or “gonna.’: <33 CD 1 Track 29 □ 1 . going to gonna 3. going to gonna 2 . going to gonna 4. going to gonna Exercise 7. Let’s talk: small groups. (Chart 4-1) Choose a leader for your group. Practice using b e g o in g to. Follow these steps: ( 1) Every person in the group, including the leader, will hand the leader a slip o f paper on which is written the name o f an occupation or any kind of work adults do. Examples: movie star, teacher, plumber, peace activist, artist, stay-at-home dad, civil engineer, architect, politician. (2 ) The leader will redistribute the slips o f paper to the group. (3) Each member o f the group will then explain what he/she is going to be or do according to what is written on the slip o f paper. Exam ple: “I ’m going to be a famous movie star.” (4) The group will ask the speaker questions about his/her future career. Exam ple: “What kind o f movies are you going to be in? Where will you live?” Etc. 62 CHAPTER 4 □ Exercise 8. Warm-up. (Chart 4 2) Read the sentences and answer the questions. a. b. c. d. It’s going to rain tomorrow. I ’m going to paint the house next week. Here. I ’ll help you carry that box. It looks heavy. It will be cloudy this weekend. 1. Which sentence expresses a prior plan? ____ 2. Which sentences are predictions? ___ _ and 3. Which sentence expresses willingness? ____ _ 4-2 W ill vs. Be Going To P re d ic tio n (a) According to the w eather report, it w ill b e cloudy tomorrow. (b) According to the w eather report, it is go in g to be cloudy tomorrow. W ill and be g o in g to mean the sam e when they make predictions about the future (prediction = a statem ent about something the speaker thinks will be true or will occur in the future). Exam ples (a) and (b) have the sam e meaning. P r i o r P la n (c) — W hy did you buy this paint? — 1 m go in g to p a in t my bedroom tomorrow. Be g o in g to (but not w ill) is used to express a prior plan (i.e., a plan m ade before the moment of speaking ).* In (c): T he speaker already has a plan to paint his/her bedroom. W illin g n e ss (d) — T he phone’s ringing. — 17/gefit. (e) — How old is Aunt Agnes? — 1 don’t know. She won ’t te ll me. (f) *C The car w on't sta rt. Maybe the battery is dead. W ill (but not be g o in g to) is used to express willingness. In this case, w ill expresses a decision the speaker makes at the mom ent of speaking. In (d): The speaker decides to answer the phone at the imm ediate present moment; she/he does not have a prior plan. W ill n o t / w o n ’t can express refusal, as in (e) with a person or in (f) with an inanimate object. o m pa re: S itu a tio n 1: A: Are you busy this evening? B: Yes. I ’m g o in g to m e e t Jack at the library at seven. We’re g o in g to s tu d y together. In Situation 1, only be g o in g to is possible. T h e speaker has a prior plan, so he uses be g o in g to. S itu a tio n 2: A: Are you busy this evening? B : Well, I really haven’t made any plans. I ’ll e a t (OR I ’m g o in g to e a t) dinner,o f course. A n d then I ’ll p r o b a b ly w a tc h ( o r I ’m p r o b a b ly g o in g to w a tch ) T V fo r a little white. In Situation 2, either w ill or be g o in g to is possible. Speaker B has not planned hisevening. He is“predicting” his evening (rather than stating any prior plans), so he may use either w ill or be g o in g to. Future Time 63 Exercise 9. Looking at grammar. (Chart 4-2) Discuss the italicized verbs in these short conversations. Decide if the speakers are expressing (a) predictions, (b) decisions they are making at the moment o f speaking (willingness), or (c) plans they made before the moment of speaking. 1. A: Are you busy Saturday night? I ’ve got front-row seats for the baseball game. B: Oh, I wish I could, but I can’t. I ’m going to be at my niece’s wedding on Saturday. 2. A: M asako’s such a creative artist. And she’s so patient with children. B: S h e’// be very successful as an elementary art teacher. 3. A: W e’re going to go out to dinner in a few minutes. Do you want to join us? B: Sure. Give me just a minute. I ’ll grab my coat. 4. A: I heard Sue and David are engaged for the third time! B: They zvon’t ever get married. They fight too much. 5. A: How do you spell “accustomed”? B: I ’m not sure. I ’ll look it up for you. 6 . A: T h at’s great news about your new job. B: Well, actually, I ’ve changed my mind about it. I ’m not going to take it after all. I ’ve decided to stay with my old job. □ Exercise 10. Looking at grammar. (Chart 4-2) Decide if each italicized verb expresses a prediction, a prior plan, or willingness, 1 . Dinner’s almost ready. I ’ll set the table. prediction plan willingness 2. Ivan has some vacation time. He is going to take next week off. prediction plan willingness 3. Heidi will love her birthday present. It’s just what she wants. prediction plan willingness I don’t like my job. I ’m going to quit when I get back from vacation. prediction plan willingness 5. T h at’s okay. D on ’t worry about the spilled coffee. 17/ clean it up. prediction plan willingness prediction plan willingness prediction plan willingness prediction plan willingness 4. 6 . Someday, there are going to be computers in every classroom in the world. 7. The light bulb is burned out. I ’11get a new one from the supply room. 8 . I ’m going to the bookstore. Do you want to go with me? 64 CHAPTER 4 □ Exercise 11. Looking at grammar. (Chart 4-2) Complete the sentences with b e g o in g to if you think the speaker is expressing a prior plan. If you think she/he has no prior plan, use w ill. Use w o n ’t if the speaker is expressing refusal. 1. A: This letter is in French, and I don’t speak French. Can you help me? B: Sure. I (translate) _____will tra n slate_____it for you. 2. A: Do you want to go shopping with me? I ( go) _____am going to go___ to the shopping mall downtown. B: Sure. What time do you want to leave? A: How about 1:00? B: Great! See you then. ' He, u n i t c o m e . t o m o r r o w . H e m i l c o m e t t o u io r r o iv : He. u n U l.co m e to H io ir o cv . 3. A: Who wants to erase the board? Are there any volunteers? B: I (do) ______________________ it! C: I (do) _ _ ________________it! 5. A: How about getting together for dinner tonight? B: Sounds good. Where? A: How about Alice’s Restaurant or the Gateway Cafe? You decide. B: Alice’s Restaurant. I (meet) ________________________ you there around six. A: Great. I (see) ________________________ you then. B: It’s a date. Future Time 65 6 . A: Do you have plans for dinner? B: Yes. I (meet*) ___________ a co-worker for dinner at Alice’s Restaurant. Want to join us? 7. A: Why is that little boy crying? B: I don’t know. He (tell, not) ___________________ me. I wonder where his parents are. 8 . A: W hat’s wrong? B: The door (open, not) ___________________________________ . A: Well, of course not. It’s locked. □ Exercise 12. Listening. (Chart 4-2) f';. Listen to the sentences and choose the expected response (a. or b.). CD1 Track 30 1. a. I ’m going to work at a summer resort in the mountains. b. I ’ll work at a summer resort in the mountains. 2. a. Sure. b. Sure. 3. I ’m going to drop it off on my way to work, I ’ll drop it off on my way to work. a. I ’m going to attend my cousin’s funeral, b. I ’ll attend my cousin’s funeral. 4. a. Here, give it to me. I ’m going to fix it for you. b. Here, give it to me. I ’ll fix it for you. 5. a. I ’m going to sweep the front steps, b. I ’ll sweep the front steps. □ Exercise 13. Warm-up. (Chart 4-3) Complete the sentences with your own words. All the sentences talk about future time. What do you notice about the verbs in blue? 1. After I leave this class, I ’m going to ___________________________________________________ 2. As soon as I get home tonight, I ’ll ____________________________________________________ 3. When I finish my English studies, I ’m going to ________________________________________ *\Vhen b e g o in g to expresses a prior plan, it is often also possible to use the present progressive with no change in meaning. See Chart 4 -2 , p. 63. T here is no difference in meaning between these sentences: / a m g o in g to m e e t Larry at Alice’s Restaurant at six. I a m m e e tin g Larry at Alice’s Restaurant at six. 66 CHAPTER 4 4 - 3 Expressing the Future in Time Clauses (a) Bob will come soon. When Bob com es, we will see him. (b) Linda is going to leave soon. Before she leaves, she is going to finish her work. (c) 1will get home at 5:30. A fte r 1g e t home, 1will eat dinner. (d) The taxi will arrive soon. As soon as it a rrive s, we’ll be able to leave for the airport. (e) They are going to come soon. I'll wait here until they com e. (f ) While 1am tra v e lin g in Europe next year, save money by staying in youth hostels. I’m going to (g) 1will go to bed after 1 fin is h m y work. (h) 1will go to bed after 1have fin is h e d m y work. In (a): W hen B o b co m e s is a time clause.* + subject + verb = a time clause When the meaning of the time clause is future, the simple present tense is used. Will or be going to is not used in the time clause. w hen time clause begins with such words as when, before, and while and includes a subject and a verb. The time clause can come either at the beginning of the sentence or in the second part of the sentence: When he comes, we'll see him. or We’ll see him when he comes. Notice: A comma is used when the time clause comes first in a sentence. A after, as soon as, until, Sometimes the present progressive is used in a time clause to express an activity that will be in progress in the future, as in (f). Occasionally, the present perfect is used in a time clause, as in (h). Examples (g) and (h) have the same meaning. The present perfect in the time clause emphasizes the completion of one act before a second act occurs in the future. *A time clause is an adverb clause. See Charts 17-1 (p. 365) and 17-2 (p. 368) for more information. □ Exercise 14. Looking at grammar. (Chart 4-3) Draw brackets around the time clause in each sentence and underline its verb. Identify and discuss the use of verb tenses. 1. We’ll be here [when you arrive tomorrow.] 2. After the rain stops, I ’m going to sweep the front porch. 3. I ’m going to start making dinner before my wife gets home from work today. 4. I ’m going to wait right here until Sonya comes. 5. As soon as the war is over, there will be new elections. 6 . Right now the tide is low, but when the tide comes in, the ship will leave the harbor. 7. While I ’m driving to work tomorrow, I ’m going to listen to my Greek language CD. □ Exercise 15. Looking at grammar. (Chart 4-3) Use will/be going to or the simple present. (In this exercise, both w ill and be going to are possible when a future verb is necessary, with little or no difference in meaning.) 1. Pete is going to leave in half an hour. He (finish) ____________ will finish / is going t o finish_all o f his work before he (leave) _____ leaves ____________________ Future Time 67 2. I ’m going to eat lunch at 12:30. After I (eat) _____________________________ , I (take, probably) _______________________________________ a nap. 3. I ’ll get home around six. When I (get) _____________________________ home, I (give) __________________________________ Sharon a call. 4. I ’m going to watch a T V program at nine, but before I (watch) ________________________ the program, I (call) __________________________________ my parents. 5. Bakir will come soon. I (wait) __________________________________ here until he (come) I ’m sure it will stop raining soon. As soon as the rain (stop) ______________ I (zvalk) __________________________________ to the store to get some film. I ’m a junior in college this year. After I (graduate) _______________________ with a B.A. next year, I (intend) ________________________ to enter graduate school and work for an M.A. Perhaps I (go) ________________________ on for a Ph.D. after I (get) ___________________ my master’s degree. 8. I (listen) _________________________________ to an English language course while I (sleep) _____________________________ tonight. Do you think it will help me learn English faster? □ Exercise 16. Let’s talk: interview. (Chart 4-3) Make questions using the given words. Ask two students each question. Share some of their answers with the class. Use b e going to for the future verb. 1. What \you \ do \ after \you \wake up \ tomorrow? 2. What \you \ do \ as soon as \ class \ end \ today? 3. Before \you \ go \ to bed \ tonight \what \you \ do? 4. What \you \ do \when \you \have \free time \this weekend? 5. When \you \ finish \ school \what \you \ do? □ Exercise 17. Warm-up. (Chart 4-4) Decide if each sentence has a present or future meaning. What do you notice about the verb tense in each sentence? 68 1. I ’m meeting a friend for dinner tonight. present meaning future meaning 2. We’re taking a flight at midnight. present meaning future meaning 3. Class starts in ten minutes. present meaning future meaning CHAPTER 4 4 - 4 Using the Present Progressive and the Simple Present to Express Future Time P re s e n t P ro g re s s iv e (a) My wife has an appointment with a doctor. She is seeing Dr. North next Tuesday. (b) Sam has already made his plans. He is leaving at noon tomorrow. (c) — What are you going to do this afternoon? — A fter lunch, 1 am meeting a friend of mine. We are going shopping. Would you like to come along? The present progressive may be used to express future time when the idea of the sentence concerns a planned event or definite intention. compare: A verb such as rain is not used in the present progressive to indicate future time because rain is not a planned event. A future meaning for the present progressive tense is indicated either by future time words in the sentence or by the context. S im p le P re s e n t (d) The museum opens at 10:00 tom orrow morning. (e) Classes begin next week. (f) John's plane arrives at 6:05 p.m . next Monday. The simple present can also be used to express future time in a sentence concerning events that are on a definite schedule or timetable. These sentences usually contain future time words. Only a few verbs are used in this way: e.g., open, close, begin, end, start, finish, arrive, leave, come, return. □ Exercise 18. Looking at grammar. (Chart 4-4) Decide the meaning o f each italicized verb. Write in the fu t u re , n o w , or habitually. 1. I am taking four courses next semester. ____ iXLthe future. 2. I am taking four courses this semester. ____ Qow_________ 3. Students usually take four courses every semester. ____ habitually___ 4. I ’ll mail this letter at the corner when I take Susan home. _________________ 5. My brother’s birthday is next week. I am giving him a sweater. _________________ 6. Shhh. The broadcaster is giving the latest news about the crisis overseas. I want to hear what she’s saying. _________________ 7. When I graduate, I ’m going to return home. _________________ 8 . When students graduate, they receive diplomas. _________________ 9. I ’m tired. I am going to bed early tonight. _________________ 10. 11. When I am in New York, I ’m going to visit the Museum of Modern Art. _________________ When I am home alone in the evening, I like to read or watch television. _____________ __ Future Time 69 12. A: Are you busy? B: Not really. A: What are you doing? A: B: I ’m writing a letter to my folks. B: A: When you finish your letter, do you want to play a game of chess? A: 13. A: What are you doing after work today? □ A: B: I ’m playing tennis with Brown at the health club. And you? B: A: I ’m meeting Smith for a round of golf. A: Exercise 19. Looking at grammar. (Chart 4-4) Complete each sentence with any present progressive verb. 1. A: How about going across the street for a cup o f coffee? B: I can’t. I am m eeting_______________ Jennifer at the library at 5:00. 2. A: Why are you in such a hurry? B: I have to be at the airport in an hour. I _____________________________ the four o’clock plane to New York. I have an important meeting there tomorrow. 3. A: I see you’re smoking. I thought you stopped last month. B: I did. I don’t know why I started again. I _____________________________ tomorrow, and this time I mean it. 70 CHAPTER 4 4. A: Your cough sounds terrible! You should see a doctor. B: I know. It just won’t go away. I _________________________ Dr. Murray later this afternoon. 5. A: Where are you and your family going for your vacation this summer? B: Ontario, Canada. A: Are you planning to fly? B: No, we _____________________________ so we can take our time and enjoy the scenery. A: That sounds wonderful. □ Exercise 20. Let’s write. (Chart 4-4) Pretend that you are going to take your ideal vacation next week. All of your plans are made, and your itinerary is in front of you. Write your travel plans. Use present tenses where appropriate. Example: □ This coming Saturday, I am beginning my “vacation of a lifetime.” The first place I’m going to is Bali. My plane leaves at six-thirty Saturday morning. I arrive in Bali late that afternoon. I’m staying at the Nusa Dua Beach Hotel. I leave Bali on the fifteenth and travel to the Philippines. While I’m there, I’m staying with some friends. Etc. Exercise 21. Warm-up. (Chart 4 5) Notice the verbs in blue. What do they have in common? 1. Right now, I ’m sitting in class. 2. Yesterday at this time, I was sitting in class. 3. Tomorrow at this time, I will be sitting in class. 4 - 5 Future Progressive (a) 1will begin to study at seven. You will come at eight. 1 w ill be studying when you come. The future progressive expresses an activity that will be in progress at a Don’t call me at nine because 1 won’t be home. 1 am going to be studying at the library. The progressive form of be going to: (c) Don’t worry. She w ill be com ing soon. (d) Don’t worry. She w ill come soon. Som etim es there is little or no difference between the future progressive and the simple future, especially when the future event will occur at an indefinite time in the future, as in (c) and (d). (b) time in the future. be g o in g to + be + -ing, as in (b) Future Time 71 □ E x e r c i s e 2 2 . L o o k in g a t g r a m m a r . (C hart 4 -5 ) Complete the sentences. Use the future progressive form o f the given verbs. 1 . finish, sleep, study Please don’t call our house after 9:00 tonight. The baby is going to be sleeping ______ _____ o r __ will be sleeping____________ My husband ____________________________________ for a test. I __________________________________ a project for work. 2 . talk, do, see Dr. Roberts is the town’s only medical doctor and works long hours. Tomorrow she has an especially busy schedule. From early in the morning until lunch, she ____________________ ___________________ patients at her clinic. After lunch, she _____________________________ research at the hospital. In the evening, she __________________________________ to medical students about rural health care. □ E x e r c i s e 2 3 . L o o k in g a t g r a m m a r . (C hart 4-5) Complete the sentences. Use the future progressive or the simple present form of the verbs in parentheses. 1. Tomorrow I ’m going to leave for home. When I (arrive) __________________________ at the airport, my whole family (wait) _______________________________ for me. 2. When I (get) _____________________ __ up tomorrow morning, the sun (shine) _____________________________ , the birds (sing) _____________________________ , and my roommate (lie, still) _______________ ___________________ in bed fast asleep. 3. A: When do you leave for Florida? B: Tomorrow. Just think! Two days from now I (enjoy) _______________________ my vacation in the sun. A: Sounds great! I (think) ________ ___________________ about you. 4. A: Are you going to be in town next Saturday? B: No. I (visit, in Chicago*) ____ ___________________ my aunt. 5. A: Where are you going to be this evening? B: I (work, at the library) _____________________________________________________________ on my research paper. ‘ Expressions o f place can often be used between the helping verb and the main verb in progressive tenses. See Chart 2 -1 0 , p. 34. 72 CHAPTER 4 □ Exercise 24. Warm-up. (Chart 4-6) Notice the verbs in blue. What do they have in common? 1 . Eric isn’t here. He has left. 2. Eric wasn’t there. He had left by the time we got there. 3. Eric won’t be there. He will have left by the time we get there. 4 - 6 Future Perfect and Future Perfect Progressive n o t e : These two tenses are rarely used compared to the other verb tenses. F uture Perfec:t (a) 1 1 1 1 will graduate in June. will see you in July. By the time see you, w ill h a v e g ra d u a te d . The f u t u r e p e r f e c t expresses an activity that will be c o m p l e t e d b e f o r e a n o t h e r tim e o r e v e n t in th e fu tu r e . X X F u tu re Perfec:t P ro g re s s iv e f (b) * *' 1l1 (c) V — *----1 ___ □ I will go to bed at 1 0 : 0 0 p.m. Ed will get home at midnight. At midnight I will be sleeping. I w i l l h a v e b e e n s l e e p i n g for two hours by the time Ed gets home. T he FUTURE p e r f e c t p r o g r e s s i v e emphasizes the d u r a t io n of an activity that will be in p r o g r e s s b e f o r e a n o t h e r W hen Professor Jones retires next month, he w i l l h a v e t a u g h t o r w i l l h a v e b e e n t e a c h i n g for 45 years. Som etim es the future perfect and the future perfect progressive have the sam e meaning, as in (c). 1 tim e o r e v e n t in th e fu tu r e . Also, notice that the activity expressed by either of these two tenses may begin in the past. Exercise 25. Looking at grammar. (Chapter 3; Charts 4-5 and 4-6) Complete the sentences. Use any appropriate tense of the verbs in parentheses. June 1. Ann and Andy got married on June 1st. Today is June 15th They (be) married for two weeks. Sun By June 8 th, they (be) married for one week. By June 29th, they (be) married for four weeks. Uon Tues Wed Thurs Fri Sat 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 2. This traffic is terrible. We’re going to be late. By the time we (get) ________________________ to the airport,Yuri’s plane (arrive, already*) , and he’ll be wondering where we are. *W ith the future perfect, a lre a d y has two possible midsentence positions: I will a lre a d y have finished. I will have a lre a d y finished. Future Time 73 3. The traffic was very heavy. By the time we (get) ______________ to the airport, Yuri’s plane (arrive, already) ______________________________________________ . 4. This morning I came to class at 9:00. Right now it is 10:00, and I am still in class. I (sit) __________________________________ at this desk for an hour. By 9 :3 0 ,1 (sit) ____________________________________________ here for half an hour. By 11:0 0 ,1 (sit) _____________________________________________here for two hours. 5. Classes start at 9:00 every day. It’s 9:30 and the school bus is late. When the bus gets to school, classes (begin) _____________________________ . The teachers (teach) _______________________________________ since 9:00. 6 . I ’m getting tired of sitting in the car. Do you realize that by the time we arrive in Phoenix, we (drive) _____________________________________________for twenty straight hours? 7. Go ahead and leave on your vacation. D on’t worry about this work. By the time you (get) ________________________ back, we (take) ______________________________ care of everything. 8 . I don’t understand how those marathon runners do it! The race began more than an hour ago. By the time they reach the finish line, they (run) __________________________________ steadily for more than two hours. I don’t think I can run more than two minutes! 9. We have been married for a long time. By our next anniversary, we (be) _________________ ________________________ married for 43 years. □ Exercise 26. Let’s talk or write. (Chapter 4) These sentences describe typical events in a day in the life of a man named Bill. The sentences are in the past, but all of these things will happen in Bill’s life tomorrow. Change all of the sentences to the future. 1. When Bill got up yesterday morning, the sun was shining. And tomorrow? > When Bill gets up toniorrozu morning, the sun will be shining. 2. He shaved and showered, and then made a light breakfast. And tomorrow? 3. After he ate breakfast yesterday, he got ready to go to work. And tomorrow? 4. By the time he got to work yesterday, he had drunk three cups of coffee. And tomorrow? 5. Between 8:00 and 9:00, Bill answered his email and planned his day. And tomorrow? 6 . By 10:00 yesterday, he had called new clients. And tomorrow? 7. At 11:00 yesterday, he was attending a staff meeting. And tomorrow? 8 . He went to lunch at noon and had a sandwich and a bowl o f soup. And tomorrow? 74 CHAPTER 4 9. 10. 11. 12. 13. 14. 15. 16. 17. After he finished eating, he took a short walk in the park before he returned to the office. And tomorrow? He worked at his desk until he went to another meeting in the middle of the afternoon. And tomorrow? By the time he left the office, he had attended three meetings. And tomorrow? When Bill got home, his children were playing in the yard. And tomorrow? They had been playing since 3:00 in the afternoon. And tomorrow? As soon as he finished dinner, he took the children for a walk to a nearby playground. And tomorrow? Afterward, the whole family sat in the living room and discussed their day. And tomorrow? They watched television for a while, and then he and his wife put the kids to bed. And tomorrow? By the time Bill went to bed yesterday, he had had a full day and was ready for sleep. And tomorrow? Exercise 27. Let’s talk or write. (Chapter 4) What do you think the world will be like in a hundred years? What changes will have occurred between then and now? Use your imagination and make some predictions, n o t e : You may wish to make comparisons among the past, the present, and the future. Example: A hundred years ago, the automobile hadn’t been invented. Today it is one of the most common means of transportation and has greatly changed the way people lead their lives. By the y e a r________ , the automobile will have become obsolete. A hundred years from now, people will use small, jet-propelled, wingless flying machines in place of cars. Possible topics: 1. 2. 3. 4. 5. 6. 7. 8. types of transportation energy sources population growth food sources extinction o f animal species architecture clothing styles exploration of the oceans or of the earth’s interior 9. space exploration; contact with beings from outer space 1 0 . weapon technology 1 1 . role of computers in daily life 1 2 . long-term solutions to today’s political crises 13. international language 14. international world government Future Time 75 □ Exercise 1. What do I already know? (Chapters l -►4) Correct the errors in verb tense usage. 1. I am studying here since last January. 2. By the time Hassan returned to his country, he is away from home for more than three years. 3. After I will graduate, I going to return to my hometown. 4. By the end of the 21st century, man will had discovered the cure for the common cold. 5. I want to get married, but I don’t meet the right person yet. 6 . I have been seeing that movie three times, and now I am wanting to see it again. 7. I am not like my job. My brother wants me to quit. I am thinking he is right. 8 . While I ’m study tonight, I ’m going to listen to classical music. 9. We washed the dishes and clean up the kitchen after our dinner guests were leaving. 10. My neighbors are Mr. and Mrs. Sanchez. I know them ever since I am a child. 11. Many scientists believe there is a major earthquake in California in the near future. □ Exercise 2. Looking at grammar. (Chapters l -> 4) Complete the sentences with any appropriate tense of the verbs in parentheses. _______ English this 1. John is in my English class. He (study) some other classes. His semester. He (take, also) ____________ classes (begin) ______________________ at 9:00 every day. 2. Yesterday John ate breakfast at 8:00. He (eat, already) breakfast when he (leave) __________________________ 76 for class at 8:45. 3. John (eat, always) _____________________________ breakfast before he (go) ________________________ to class. Tomorrow before he (go) ____________________ to class, he (eat) _____________________________ breakfast. 4. John is in class every morning from 9:00 to 12:00. Two days ago, I (call) ________________________ him at 11:30, but I could not reach him because he (attend) _____________________________ class at that time. 5. D on’t try to call John at 11:30 tomorrow morning because he (attend) __________________________________ class at that time. 6 . Yesterday John took a nap from 1:00 to 2:00. I arrived at 1:45. When I (get) ___________________ there, John (sleep )_______________________________ He (sleep) __________________________________ for 45 minutes by the time I got there. 7. Right now John (take) ___________________________ _ a nap. He (fa ll) ________________ asleep an hour ago. He (sleep) __________________________________ for an hour. Tomorrow, after he (eat) ___________________ dinner, John (go) ______________________ to a movie. In other words, he (eat) __________________________________ dinner by the time he (go) ___________________ to the movie. 9. Three days ago, John (start) ________________ to read The Old M an and the Sea, a novel by Ernest Hemingway. It is a long novel. He (finish, not) _________________ _____________ reading it yet. He (read) __________________ ___________________ it because his English teacher assigned it. 10 . Since the beginning of the semester, John (finish) ________________________ three novels. Right now he (read) _____________________________ The Old M an and the Sea. He (read) _____________________________ _ _ _ that novel for the past three days. He (intend) ___________________ to finish it by next week. In his lifetime, he (read) ________________________ many novels, but this is the first Hemingway novel he (read, ever) Review of Verb Tenses 77 □ Exercise 3. Let’s talk. (Chapters l -> 4) Practice verb tenses by answering the questions in complete sentences. Work in pairs, in small groups, or as a class. Only the questioner’s book is open. 1. What have we been studying? What is one tense we have studied since the beginning of the term? When, as best as you can remember, did we study it? 2. What else will we have studied in this class by the time the term ends? 3. This class began on (date). Had you studied verb tenses before that? 4. We’re going to finish studying Chapter 5 on (day or date). How long will we have been studying Chapter 5 by that time? 5. Where are you going to be living in five years? 6 . Think about recent news. W hat’s happening in world affairs? W hat’s happened recently? (Change roles if working in pairs.) 7. What are you doing right now? How long have you been doing that? 8 . What were you doing at this time yesterday? What did you do after that? 9. What will you be doing tonight at midnight? What were you doing last night at midnight? 10. What places have you been to since you came to (this city)? 11. What are some of the things you have done in your lifetime? When did you do them? 12. What countries/cities have you visited? When did you visit ( _____)? Why did you go there? What did you like about ( _____)? What did you dislike about ( _____ )? Are you planning to go there again someday? □ Exercise 4. Listening. (Chapters l -> 4) n P a r t I. Listen to the story with your book closed. Then open your book and read statements. Circle “T ” for true and “F ” for false. u CD 1 Track 31 1. The man broke the lock on the door. T F 2. The man thought a stranger was in his apartment. T F 3. The man’s wife opened the door. T F 4. The man felt he had done something stupid. T F the P a r t II. Listen again. Complete the sentences with the verbs you hear. When I ______________ home to my apartment last night, I _______________ out my key 1 2 to open the door as usual. As always, I ______________ it in the lock, but the door 3 _________________________ I ________________my key again and again with no luck. So I 4 5 ___________________ on the door for my wife to let me in. Finally the door 6 ___________________ , but I _________________________my wife on the other side. I 7 8 a stranger. I ___________________________________to get into the wrong 9 10 apartment! I quickly ________________________ and _______________ to my own. I 11 12 very stupid about what I 13 78 CHAPTER 5 14 □ Exercise 5. Let’s talk and write. (Chapters 1 4) Before you come to class, think of an interesting, dangerous, or amusing experience you have had. Tell the story to a classmate, who will report your experience in a composition. □ Exercise 6. Looking at grammar. (Chapters l -►4) Complete the sentences with any appropriate tense of the verbs in parentheses. Dear Anna, I ( get) ___________________ your long email about two l weeks ago and (try) __________________________________ 2 to find time to write you back ever since. I (be) __________very busy lately. In the past 3 two weeks, I (have) ________________________ four tests, and 4 I have another one next week. In addition, a friend (stay) _______________________________________ with me since last Thursday. She wanted to see the 5 city, so we (spend) _______________________________________ a lot of time visiting some o f the 6 interesting places here. We (be) _____________________________ to the zoo, the art museum, 7 and the botanical gardens. Yesterday we (go) ___________________ to the park and (watch) ____________________ a 8 9 balloon race. Between showing her the city and studying for my exams, I (have, barely) ____________enough time to breathe. 10 Right now it (be) ______________ 3:00 A.M., and I (sit) _________________________ at my 11 12 desk. I (sit) __________________________________ here for five hours doing my studying. My 13 friend’s plane (leave) ________________________ in a few hours, so I (decide) 14 ________________________ not to go to bed. T h at’s why I (write) _________________________ to 15 16 you at such an early hour in the day. I (get) _____________________________ a little sleepy, but I 17 would rather stay up. I (take) _______________________ a nap after I ( get) _____________________ 18 19 back from taking her to the airport. How (you, get) _________________________________________________ along? How 20 (your classes, go) _________________________________________________ ? Please write soon. 21 Yours, Yoko Review of Verb Tenses 79 □ Exercise 7. Let’s write. (Chapters 1 >4) Write a letter to a friend or family member. Discuss your activities, thoughts, feelings, and adventures in the present, past, and future. Use as many different tenses as seems natural. For example, in the course of your letter, tell your reader what you are doing, do every day, have done since a certain time, have been doing lately, did at some particular time, had done before you did something else, are going to do, etc. □ Exercise 8. Listening. (Chapters l >4) n Listen to each situation and choose the CD1 sentence thatcomes next (a. or b.). 1 . a. Now the passengers are waiting in the baggage claim area. b. After the plane lands, the passengers will be waiting in the baggage claim area. 2. a. Then his boss called. b. H e’s finding it very relaxing. 3. a. When did it stop? b. W hen’s it going to stop? 4. a. Some people in the audience said “Shhh” as we sat down, b. We missed the first half hour. 5. a. She’s glad that she’s finished her training. b. She’s going to take another one next month. 6 . a. They never caught him. b. They’ll never catch him. □ Exercise 9. Looking at grammar. (Chapters l -►4) Complete the sentences with the words in parentheses. Use any appropriate tense. Almost every part o f the world (experience) __________________________________ an earthquake in recent years, and almost every part of the world (experience) earthquakes in the years to come. Since the ancient 2 Chinese (begin) __________ to keep records several thousand years ago, more than 13 3 million earthquakes (occur) worldwide by some estimates. 4 What (cause) earthquakes? Throughout time, different cultures 5 (develop) myths to explain these violent earth movements. 6 From India comes the story o f six strong elephants who (hold) up the 7 earth on their heads. Whenever one elephant (move) its head, the earth 8 trembles. 80 CHAPTER 5 According to a Japanese myth, a playful catfish lives in the mud under the earth. Whenever it feels like playing, it (wave) _____ its fat tail around in the mud. The result? Earthquakes. Nowadays, although scientists (kfiow) ____ more 10 about the causes of earthquakes, they still cannot prevent the terrible damage. One o f the strongest quakes in the last hundred years (happen) ___ in Anchorage, Alaska, on March 11 24, 1964, at about six o’clock in the evening. When the earthquake (strike) ____that evening, many families (sit) __________ down to 13 12 eat dinner. People in the city (find, suddenly’) 14 themselves in the dark because most of the lights in the city went out when the earthquake occurred. Many people (die) ___________________ instantly when tall buildings (collapse) 15 and (send) 16 tons of brick and concrete crashing 17 into the streets. When (the next earthquake, occur) _? No one really knows for sure. 18 Interestingly enough, throughout history animals (help, often) 19 people predict earthquakes shortly before they happen. At present, some scientists (study) _______ _ catfish because catfish swim excitedly just before an 20 earthquake. According to some studies, snakes, monkeys, and rodents (appear, also) _________ to be sensitive to the approach of violent movement in the 21 earth’s surface. Some animals (seem) ____ to know a great deal more than 22 humans about when an earthquake will occur. In recent years, scientists (develop) ________ many extremely 23 sensitive instruments. Perhaps someday the instruments (be) ____________ able to 24 give us a sufficiently early warning so that we can be waiting calmly in a safe place when the next earthquake (s tr ik e )____________________ 25 Review of Verb Tenses 81 □ Exercise 10. Let’s talk: pairwork. (Chapters l -> 4) Work with a partner. P a r t n e r A: Pretend to be a famous living person. Agree to an interview by a nosy newspaper reporter (Partner B). Tell the reporter all about yourself. Invent answers. Use your imagination. Begin with I . . . . P a r t n e r B: You’re the reporter. Ask the famous person (Partner A) all sorts of questions about his/her past, present, and future. After the interview, write an article with your partner about this person. □ Exercise 11. Let’s talk: small groups. (Chapters l -> 4) Divide up the tasks within your group. Put together a news release about your class. It should contain the following: • a few sentences about each class member and the teacher • activities you have done in this class • a description of the classroom, the building it’s in, and the surrounding area • some information about the school you’re attending • other interesting information about your class □ Exercise 12. Let’s talk and write. (Chapters l -*• 4) In a short talk (two or three minutes), summarize a recent news event. Present your talk to a small group or to the class. If necessary, you may speak from brief notes (an outline of only the most important points). Listeners can write short summaries of each presentation. □ Exercise 13. Check your knowledge. (Chapters l -> 4) Correct the errors in verb tense usage. 1 . I haven’t been in this town very long. I come here just two weeks ago. 2. Dormitory life is not quiet. Everyone shouted and make a lot of noise in the halls. 3. My friends will meet me when I will arrive at the airport. 4. Hasn’t anyone ever tell you to knock on the door before you enter someone else’s room? Didn’t your parents taught you that? 5. The phone rung while I doing the dishes. I dry my hands and answer it. When I am hear my husband’s voice, I very happy. 6 . I am in the United States for the last four months. During this time, I had done many things and saw many places. 7. When the old man started to walk back to his hut, the sun has already hided itself behind the mountain. 82 CHAPTER 5 8 . While I am writing my composition last night, someone knocks on the door. 9. Why did you writing a children’s book? 10. I ’m really glad you to visit my hometown next year. 11. While I was visitting my cousin in Los Angeles, we went to a restaurant and eat Thai food. 12. When I was a child, I viewed things from a much lower height. Many physical objects around me appear very large. When I want to move something such as a chair, I need help. 13. When I was in my country, I am afraid to come to the United States. I thought I couldn’t walk outside at night because of the terrible crime. But now I am having a different opinion. I live in this small town for three months and learn that there is very little crime here. Review of Verb Tenses 83 Chapter 6 Subject-Verb Agreement Exercise 1. What do I already know? (Chart 6-1) Add - s or -es where necessary. Do not change or omit any other words. All o f the sentences are simple present. Discuss the use, spelling, and pronunciation of final -s/-es. es 1. Erica missA her mother and father. 2. My parent visit many countries when they travel in Europe. 3. Robert sing when he take a shower. 4. Chicken, duck, and turkey lay egg. 5. Anna wear glove on her hand when she work in her garden. 6 . She scratch her chin when it itch. □ Exercise 2. Warm-up. (Chart 6-1) Look at the words that end in -s. Are they singular or plural? Are they nouns or verbs? Singular 1. A new car costs a lot of money. X Plural Noun Verb X 2. New cars cost a lot of money. 3. My neighbor m akes a lot o f noise. 4. My neighbors make a lot o f noise. 5. Bill drinks tea for breakfast. 6 . Cold drinks taste good on a hot day. 84 1 6-1 Final -s/-es: Use, Pronunciation, and Spelling Use (a) Noun Noun (b) Verb Verb + + + + -s or -es is added to a noun to make the noun plural. Friend and class = singular nouns Friends and classes = plural nouns -s: Friends are important. -es: 1like my classes. A final -s: M ary works at the bank. -es: John watches birds. A final -s or -es is added to a simple present verb when the subject is a singular noun (e.g., Mary, m y father, the machine) or third person singular pronoun (she, he, it). M ary works = singular She works = singular The students w ork = plural They work = plural Pronunciation -► -> sea t/ s/ rope/s/ back/st Final -s is pronounced /s / after voiceless sounds, as in (c): “t,” “p,” and “k” are exam ples of voiceless sounds.* (d) seeds robes bags sees -> -► -> -> see d!z! robe/z/ bag/zJ see /zl Final -s is pronounced /zJ after voiced sounds, as in (d): “d,” “b,” “g,” and “ee” are exam ples of voiced sounds .* (e) dishes catches kisses mixes prizes edges -► -► -» -> -> -> dishiaz/ catch /SzJ kiss/azJ mix/azJ prize lazJ edgelszJ Final -s and -es are pronounced Id z l after “sh,” “ch,” “s,” “x,” “z,” and “ge”/ “dge” sounds. The h z ! ending adds a syllable. All of the words in (e) are pronounced with two syllables. c o m p a r e : All of the words in (c) and (d) are pronounced with one syllable. -> -> sings songs For most words (w hether a verb or a noun), simply add a final -s to spell the word correctly. (g) wash watch class buzz box -> -* -► -► -► washes watches classes buzzes boxes Final -es is added to words that end in -sh, -ch, -s, -z, and -x. (h) toy buy (i) baby cry -> -> -► -► toys buys babies cries For words that end in -y : In (h): If -y is preceded by a vowel, only -s is added. In (i): If -y is preceded by a consonant, the -y is changed to -/a n d -es is added. (c) seats ropes backs -> Spelling (f) sing song *See C hart 2 -6 , p. 2 7 , for an explanation o f voiced vs. voiceless sounds. □ ^ CD 1 Track 33 Exercise 3. Listening and pronunciation. (Chart 6-1) Listen to the words. Practice saying them aloud. Write the pronunciation o f final - s l - e s after each word. 1. rides /z/ 4. rugs 7. wishes 2 . writes 5. sleeps 8 . pages 3. 6 . locks 9. robs months Subject-Verb A greem ent 85 □ Exercise 4. Spelling and pronunciation. (Chart 6-1) Add - s or - e s to the given words to make them plural. Practice saying them aloud. Write the pronunciation for each ending. □ CD 1 Track 34 1. floor_g____ /z/ 7. season______ ______ 2 . tax e s /az/ 8 . develop______ _____ 3. talk_s____ /g/ 9. touch ______ _____ 4. bush_____ _____ 10. cough______ _____ 5. h a t_____ _____ 11. method. 6 . rise_____ _____ 1 2 . language. Exercise 5. Listening and pronunciation. (Chart 6 -1) Complete the sentences with the words you hear. Practice pronouncing final -sl-es by reading the sentences aloud. 1. 2. People come in many 3. Maria ______________ 4. The ________________ eighteen . ____ and pronunciation by reading aloud. ___________________good us to speak English outside of class. 5. Our ________________ 6 . When Jack has a cold, he Li a day. and Exercise 6. Let’s talk: pairwork. (Chart 6-1) Work with a partner. Each item contains a subject and a verb, Make two sentences for each item. Help each other with the use o f final -sl-es if necessary. Partner A uses a plural subject. Partner B uses a singular subject and begins with A!An. Example: alarm clock \ring P a r t n e r A: Alarm clocks ring. P a r t n e r B: An alarm clock rings. 1. opera singer \ sing 2 . teacher \ teach 3. butterfly \fly 4. ball \bounce 5. door \ open and close Change roles. 6 . mosquito bite \ itch 7. hungry baby \ cry 8 . student \ ask questions 9. snake \hiss 1 0 . dog \ say “arf-arf ” in English 86 CHAPTER 6 □ Exercise 7. Warm-up. (Chart 6-2) Look at the verbs in blue in each pair of sentences. How do you know when to use a singular or a plural verb? 1 . a. A girl is in the classroom.3. a. The fruit at those markets is cheap, b. Some girls are in the classroom. b. The apples at that market are cheap. 2. a. A girl and a boy are in the classroom.4. a. Vegetables are good for you. b. Every girl and boy is in the classroom. b. Eating vegetables is good for you. 6 -2 Basic Subject-Verb Agreement Singular Verb (a) My friend liv e s in Boston. Plural Verb (b) My friends live in Boston. Verb + -s l-e s = third person singular in the simple present tense Noun + -s l-e s = plural (c) My brother a n d sister liv e in Boston. Two or more subjects connected by a n d require a plural verb. (d) M y brother, sister, a n d cousin liv e in Boston. (e) E ve ry man. woman, a n d child ne ed s love. (f) Each book a n d m agazine is listed in the bibliography. (g) T hat book on political parties is interesting. (i) The book that 1got from my parents was very interesting. e x c e p t io n : E ve ry and each are always followed immediately by singular nouns. (S ee Chart 7-11, p. 129.) In this case, even when there are two (or more) nouns connected by and, the verb is singular. (h) T he ideas in that book are interesting. ( j) T he books 1 bought at the bookstore were expensive. Som etim es a phrase or clause separates a subject from its verb. These interrupting structures do not affect basic agreem ent. For example, in (g) the interrupting prepositional phrase o n p o litic a l p a rtie s does not change the fact that the verb is must agree with the subject book. In ( i) and (j): T he subject and verb are separated by an adjective clause. (S ee Chapter 13.) (k) □ Watching old movies is fun. A gerund (e.g., watching) used as the subject of the sentence requires a singular verb. (See Chart 14-8, p. 32 2 .) Exercise 8. Looking at grammar. (Chart 6-2) Choose the correct completions. 1. Lettuce (is, are) good for you. 2. The subjects you will be studying in this course (is, are) listed in the syllabus. 3. The extent of Fatim a’s knowledge on various subjects (astounds, astound) me. 4. Oranges, tomatoes, fresh strawberries, cabbage, and lettuce (is, are) rich in vitamin C. Subject-Verb A greem ent 87 5. Every man, woman, and child (is, are) protected under the law. 6 . The professor and the student (agrees, agree) on that point. 7. Almost every professor and student at the university (approves, approve) of the choice of Dr. Brown as the new president. 8 . Each girl and boy in the sixth-grade class (has, have) to do a science project. 9. Tomatoes (is, are) easy to grow. Growing tomatoes (is, are) especially easy in hot climates. 10. Getting to know students from all over the world (is, are) one o f the best parts of my job. 11. Where (does, do) your parents live? 12. Annie had a hard time when she was coming home from the store because the bag o f groceries (was, were) too heavy for her to carry. 13. Why (was, were) Yoko and Alex late for the meeting? 14. (Is, Are) having the responsibility for taking care of pets good for young children? 15. I like to go shopping when I ’m on vacation, but I don’t buy many things. A lot of the stuff* in tourist shops (is, are) cheaply made and overpriced. □ Exercise 9. Listening. (Chart 6-2) Listen to the beginning o f each sentence. Choose the correct verb. CD 1 Track 35 Example: You will hear: The student . . . You will choose: (know, ( knows)) the assignment. 1 . (know, knows basic math calculations, 2 . (know, knows when the assignments are due. 3. (know, knows how to use a thesaurus, 4. (know, knows the classroom routine, 5. (know, knows her expectations, 6 . (know, knows how to use the internet, 7. how to use sign language, (know, knows 8 . (know, knozus □ where to go in case of fire. Exercise 10. Warm-up. (Chart 6-3) Look at the verbs in blue. How do you know when to use a singular or a plural verb? 1. Some of this book is interesting. 2. Some of those books are interesting. 3. Most of those books are interesting. 4. M ost of the book is interesting. 5. One of those books is Linda’s. 6 . Each of those books is yours. *stuff = a noun used in informal English to refer to a group o f things. F o r example: M y stuff is in my backpack. M y stuff = my books, pens, gym clothes, etc. 88 CHAPTER 6 I 6 - 3 Subject-Verb Agreement: Using Expressions of Quantity Singular Verb (a) (c) (e) (g) j (i) (j) (k) (1) 1 (n) □ Plural Verb Some o f the b o o k is good, A lot o f the e q u ip m e n t is new. Two-thirds o f the m o n e y is mine. M ost o f our h o m e w o rk is easy. (b) (d) (f) (h) good. Some o f the b o o k s are In most expressions of quantity, the verb is determined by the noun (or pronoun) that follows A lot o f m y frie n d s are of. here. Two-thirds o f the b o y s are here. one o f 'i each o f > every one o f J E ve ry o n e o f m y friends is here. here. The n u m b e r o f students is fifteen. the class (m) in som e o f + plural noun = plural verb exceptions: One of, each of, and take singular verbs. here. of m y friends is here. N one o f the boys is som e o f + singular noun = singular verb M ost o f our a s s ig n m e n ts are easy. O ne of m y friends is Each For example, in (a) and (b): (o) None of the boys are here. + plura l noun = every one o f singular verb Subjects with none o f used to be considered singular in very formal English, but plural verbs are often used in informal English and sometimes even in formal writing. compare: A num ber of s tu d e n ts were late for class. In (n): The num ber is the subject. In (o): A num ber of is an expression of quantity meaning “a lot of.” It is followed by a plural noun and a plural verb. Exercise IT . Looking at grammar. (Chart6 3) Choose the correct completions. Underline the word(s) that determine whether the verb is singular or plural. 1. Some of the fruit in this bowl ( is, are) rotten. 2 . Some o f the apples in that bowl (is, are) rotten. 3. Most o f the movie (is, are) funny. 4. Most of the movies (is, are) funny. 5. H alf of the students in the class (is, are) from Arabic-speaking countries. 6. H alf o f this money (is, are) yours. 7. A lot o f the students in the class (is, are) from Southeast Asia. 8 . A lot of clothing in those stores (is, are) on sale this week. 9. One o f my best friends (is, are) coming to visit me next month. 10. Each boy in the class (has, have) his own notebook. 11. Each of the boys in the class (has, have) his own notebook. Subject-Verb Agreem ent 89 12. Every one of the students (is, are) required to take the final test. 13. None of the animals at the zoo (is, are) free to roam. All of them (is, are) in enclosures. 14. A number o f students (is, are) absent today. 15. The number of employees in my company (is, are) approximately ten thousand. 16. One of the chief materials in bones and teeth (is, are) calcium. 17. (Does, Do) all of the students have their books? 18. (Does, Do) all of this homework have to be finished by tomorrow? 19. Why (was, were) some of the students excused from the examination? 20. Why (zvas, were) one of the students excused from the examination? □ Exercise 12. Looking at grammar. (Chart 6-3) Take turns making sentences. Work with a partner or in small groups. . .. i s /a r e unusual. . .. i s /a r e secondhand. 1 . The story > The story is unusual. 1 1 . The furniture 2 . The stories 1 2 . A lot of the furniture 3. Some of the story 13. A lot of the chairs 4. Some of the stories 14. Some of the furniture 5. Two-thirds o f the story 15. Half of the furniture 6 . One of the stories 16. None o f the furniture 7. Each of the stories 17. 8 . None of the story 18. Three-fourths of the furniture 9. None of the stories 19. Seventy-five percent of the furniture 1 0 . A number o f stories Some of the chairs 2 0 . H alf of the chairs Exercise 13. Warm-up. (Chart 6-4) Complete the sentences with your own words. 1. Think about (or look around) your classroom. There are _____________________________________________________________ in my classroom. There is ______________________________________________________________ in my classroom. 2. Think about (or look around) your bedroom. There are ____________________________________________________________ in my bedroom. There is ______________________________________________________________ in my bedroom. 90 CHAPTER 6 6 - 4 Subject-Verb Agreement: Using There + Be (a) There is a fly in the room. (b) There are three windows in this room. There + be introduces the idea that something exists in a particular place. There + be + subject + expression o f place* The subject follows be when there is used. In (a): T he subject is a fly. (singular) In (b): T he subject is three windows, (plural) (c) In informal spoken English, some native speakers use a singular verb even when the subject is plural, as in (c). T he use of this form is fairly frequent but is not generally considered to be grammatically correct. in fo r m a l: T h e re 's two sides to every story. ‘ Som etim es the expression o f place is omitted when the meaning is clear. F or example, There are seven continents. T h e implied expression o f place is clearly in the world. □ Exercise 14. Looking at grammar. (Chart 6 4) Choose the correct completions. 1. There (isn’t, aren’t) any letters in the mail for you today. 2. There (isn’t, aren’t) any mail for you today. 3. There (is, are) a lot of problems in the world. 4. There (is, are) a hole in his sock. 5. How many kinds of birds (is, are) there in the world? 6. Why (isn’t, aren’t) there a hospital close to those villages? 7. There (was, were) a terrible earthquake in Iran last year. 8. Why (is, are) there a shortage o f available apartments for rent in this city at present? 9. There (is, are) more women than men in my office. □ 10. There (has been, have been) a line in front of that theater every night for the past two weeks. 11. How many wars do you suppose there (has been, have been) in the history of the world? Exercise 15. Listening. (Chart 6 4) Choose the words you hear. For many of the sentences, you will hear reductions of the given G® words, n o te : I s + t h e r e can sound like “ih-zehr.” For example, I s t h e r e (“ih-zehr”) a doctor Track36 in the house? Example: You will hear: There’s a spider on the wall. You will choose: There is) There are 1. There is There are 5. Is there Are there 2. there is there are 6. Is there Are there 3. There is There are 7. there is there are 4. There is There are 8. Is there Are there Subject-Verb A greem ent 91 □ Exercise 16. Let’s talk. (Chart 6-4) Using t h e r e and b e , name four or five things that exist in the given places. Work in small groups or as a class. Example: in S p e a k e r A: S p e a k e r B: S p e a k e r C: □ this book There are exercises in this book. There’s an index in this book. There are illustrations in this book. 1. on this page 4. on an airplane 2. in this room 5. in the world 3. in this city 6. in outer space Exercise 17. Let’s talk and write. (Chart 6-4) Choose the correct verb in each sentence. Based on the city/town you’re in now, do you agree or disagree with each statement? Circle yes or no. Afterward, write four more true sentences about this city/town. Begin your sentences with T h e r e is /T h e r e a r e . Share some of them with the class. □ 1. There (is, are) good public transportation. yes no 2. There (is, are) clean air. yes no 3. There (is, are) enough recreation areas. yes no 4. There (is, are) good restaurants. yes no 5. There (is, are) excellent medical facilities. yes no Exercise 18. Warm-up. (Chart 6-5) Look at the subjects and verbs (in blue) in each pair of sentences. Some of them are “exceptions to the rule.” For example, nouns that end in -s usually take a plural verb, but sometimes not. Look for these irregularities. 1. a. Nations are groups o f people who share a common identity, b. The United Nations is an international organization. 2. a. Kilometers are measures o f distance. b. Seven kilometers is too far for me to run. 3. a. M ix and fix are verbs, b. Six and six is twelve. 4. a. Whales are mammals. b. People are mammals. 5. a. English is a language. b. The English are concerned about global warming. 92 CHAPTER 6 6 -5 Subject-Verb Agreement: Some Irregularities S in g u la r V erb -s is singular. ( a ) The United States is big. Som etim es a proper noun that ends in (b ) The Philippines consists of more than 7 ,0 0 0 islands. ( c ) The United Nations has its headquarters in New York City. In the examples, if the noun is changed to a pronoun, the singular pronoun it is used (not the plural pronoun the y) because the noun is singular. ( d ) Harrods is a departm ent store. In (a): The U n ite d S tates = it (not th e y) ( e ) The news is interesting. N ew s is singular. ( f ) M athematics is easy for her. Physics is easy for her too. Fields of study that end in -ic s require singular verbs. (g ) Diabetes is an illness. Certain illnesses that end in -s are singular: diabetes, measles, mumps, rabies, rickets, shingles. (h ) Eight hours of sleep is enough. (i ) Expressions of time, money, and distance usually require a singular verb. Ten dollars is too much to pay. ( j ) Five thousand m iles is too far to travel. ( k ) Two and two is four. Arithmetic expressions require singular verbs. Two and two equals four. Two plus two is/equals four. (1 ) Five times five is twenty-five. P lu ra l V erb (m) Those people are from Canada. (n ) The police have been called. (o ) Cattle are domestic animals. People,* police, cattle, and fish do -s, but they are plural nouns in the not end in exam ple sentences and require plural verbs. (p ) Fish live under water. S in g u la r V erb P lu r a l V erb (q ) English is spoken ( r) in many countries. ( s ) Chinese is his native language. (t) The English drink tea. The Chinese have an interesting history. In (q ): E n g lis h = language In (r): The E n g lis h = people from England Som e nouns of nationality that end in -sh, ■ese, and -ch can mean either language or people, e.g., English, Spanish, Chinese, Japanese, Vietnamese, Portuguese, French. ( u ) The poor have many problems. ( v ) The rich get richer. A few adjectives can be preceded by th e and used as a plural noun (without final -s) to refer to people who have that quality. O ther examples: the young, the elderly, the living, the dead, the blind, the deaf, the disabled. *T h e word people has a final - s ( peoples) only when it is used to refer to ethnic or national groups: A ll the p e o p le s o f the world desire peace. Subject-Verb Agreem ent 93 □ Exercise 19. Looking at grammar. (Chart 6-5) Choose the correct completions. 1. The United States ( has, have) a population of around 300 million. 2. The news about Mr. Gonzalez (is, are) surprising. 3. The New York Times (is, are) an established and respected newspaper. 4. Physics (seek, seeks) to understand the mysteries of the physical world. 5. Statistics (is, are) a branch of mathematics. 6. The statistics in that report on oil production (is, are) incorrect.* 7. Fifty minutes (is, are) the maximum length of time allowed for the exam. 8. Twenty dollars (is, are) an unreasonable price for the necklace. 9. Many people in the world (does, do) not have enough to eat. 10. The police (is, are) prepared in case there is a riot. 11. Rabies (is, are) an infectious and often fatal disease. 12. The French (is, are) proud, independent people. 13. French (is, are) not my native language. 14. Many Japanese (commutes, commute) to their places of work. 15. Portuguese (is, are) somewhat similar to Spanish, (isn’t it, aren’t they)} 16. The poor (is, are) helped by government programs. 17. The blind (want, wants) the rest of us to treat them thesame way we treat everyone else. 18. The effect of a honeybee’s sting on a human being (depends, depend) onthat person’s susceptibility to the bee’s venom. M ost people (is, are) not in danger if they are stung, but there (has, have) been instances of allergic deaths from a single honeybee sting. □ Exercise 20. Game. (Chart 6-5) Check your knowledge by choosing the correct words (or numbers) in parentheses. Then complete the sentences with is or a r e . Work in pairs or small groups. (The correct answers can be found on page 476.) 1. (The Scots, The Irish, {The English}) a re famous for educational institutions like Oxford and Cambridge. 2. (Statistics, Linguistics, Physics) ________ the study of the structure and nature of language. 3. (Diabetes, Measles, Rabies) __ ______ a blood-sugar illness. 4. (English, French, A frikaans) _________ the official language of Namibia. *Statistics is singular when it refers to a field o f study (e.g., S ta tis tic s is an interesting field o f study.). W hen it refers to particular num bers, it is used as a count noun: singular = one statistic (no final - s ) ; plural = two statistics. F or example, T h is s ta tis tic is correct. T h o s e s ta tis tic s a re incorrect. 94 CHAPTER 6 5. People from Canada __________called ( Canadas, Canadians, Canadese). 6. Approximately (60 percent, 70 percent, 80 percent') o f the earth __________covered by water, but only (one percent, ten percent, twenty percent) o f the earth’s water __________ drinkable. 7. 312 X .5 + 100 _________ (227, 275, 256). 8. ( The United A rab Emirates, The Netherlands, The Philippines) __________ in the N orthern H em isphere (i.e., north o f the equator). 9. □ (Fish, Whales, Cattle) __________not mammals. Exercise 21. Let’s talk. (Chart 6-5) Work in small groups. Take turns giving answers. 1. How many hours o f sleep is enough for you? How are you affected if you d on’t get that am ount o f sleep? 2. W rite one math equation for each answer: 250, 75, 700, and 1,000. U se addition, subtraction, m ultiplication, or division. Read the equations aloud for others to answer. 3. W hat do you think is a reasonable amount o f money to pay for school supplies and textbooks for one term? 4. W hat do you think is a manageable distance for a person to com m ute to and from a job? Give your answer in miles or kilometers. 5. In your opinion, what advantages do the old have over the young? T h e young over the old? 6. C onsider various school subjects: science (biology, chem istry, etc.), m athem atics (algebra, geometry, etc.), languages, etc. W hich class is easy for you to understand? W hich is difficult for you? W hich is the m ost enjoyable? 7. T h in k o f a country that has a history you’re fam iliar with. Share some inform ation about the people (the C hinese, the Fren ch , the Egyptians, etc.) o f this country. W hich country has a history you’d like to know more about? □ Exercise 22. Looking at grammar. (Charts 6-2 -►6-5) is or are. Close Your teacher will give you phrases to complete with your book for this activity. Example: T ea ch er (book open): Women S p ea k er A: (book closed) : are T ea ch er (book open)'. Every m an, woman, and child S p e a k e r B (book closed)', 1. 2. 3. 4. 5. 6. is A woman and her child One of the countries I would like to visit Some of the cities I would like to visit A number o f students Ten minutes M ost people 7. 8. 9. 10. 11. 12. Chinese The Chinese The poor in my country Washing the dishes The United States This exercise on subject-verb agreement Subject-Verb Agreem ent 95 □ Exercise 23. Looking at grammar. (Charts 6-2 -> 6-5) Your teacher will give you phrases to com plete with is or are. Close your book for this activity. Example: T ea ch er ( book open): His idea \ interesting S t u d e n t A ( book closed): H is idea is interesting. □ 1. His ideas \ interesting 5. Two-thirds o f the food \ gone 2. Som e o f the people \ friendly 6. T h e clothes in that store \ expensive 3. O ne o f the girls \ absent 7. T h e clothing in those stores \ inexpensive 4. Italian \ a Rom ance language 8. M ost o f the stores in tourist towns \ overpriced Exercise 24. Let’s talk. (Charts 6-2 - > 6-5) Choose the correct verb in each sentence. Are the sentences true in your opinion? Circle yes or no. Share some o f your answers with the class. 1. T h e U nited N ations (has, have) an im portant role in today’s world. yes no 2. M athem atics (is, are) an interesting subject. yes no 3. Both boys and girls (needs, need) to learn how to do housecleaning. yes no 4. Every girl and boy in my country (needs, need) to have yes no yes no yes no yes no yes no immunizations for certain diseases before entering public school. 5. Two hours o f homework per day (is, are) too m uch for elem entary school children. 6. Having good com puter skills (is, are) necessary if you want to get a high-paying job. 7. One o f the biggest problem s in the world today (is, are) the lack of clean, fresh drinking water for significant num bers o f people. 8. We may com e from different cultures and have different custom s, but I believe that people across the world (is, are) more alike than different. □ Exercise 25. Gam e. (Charts 6-2 >6-5) Work in teams. D ecide if the sentences are correct (C ) or incorrect (I). I f incorrect, make the necessary changes. Your teacher will give you a tim e limit. T h e team with the m ost correct answers wins. C I was ___ 1. T h e news about the econom y were- disappointing. / 96 __ 2. T h e econom y is not doing well. __ __ 3. Econom ists is worried. __ __ 4. E conom ics is a field o f study. CHAPTER 6 C I __ ___ _ 5. W here’s Kenya on the map? __ __ 6. W here’s my gloves? I can’t find them. __ □ 7. More men than women are left-handed. __ __ 8. Chinese have more than fifty thousand written characters. __ __ 9. About two-thirds of the Vietnamese works in agriculture. __ __ 10. Two hours is too long to wait, don’t you think? __ __ 11. How many people is there in Canada? __ __ 12. What is the population of Canada? __ __ 13. Everybody in my family enjoys music and reading. __ __ 14. Some o f the movies these days contains too much violence. Exercise 26. Looking at grammar. (Chapter 6) Complete the sentences. Use the simple present form of the verbs in parentheses. 1. My alarm clock (ring) rings at seven every morning. 2. There ( b e ) _______ __ a lot of sheep in the field. 3. One of my friends (keep) ___ _____ a goldfish bowl on her kitchen table. 4. Sensitivity to other people’s feelings (make) ._________ Giorgio a kind person. 5. Each car, truck, and motorcycle (be) _________ stopped at the border by customs officials. 6. My driver’s license (be) _________ _ in my wallet. 7. (Do) ______________ Sergei’s uncle live in the suburbs? 8. (Do) ______________ most of the students live in the dormitories? 9. An orange and black bird (be) _________ sitting in that tree. 10. An orange bird and a black bird (be) _________ sitting in that tree. 11. The insurance rates on our car (be) _________ high because we live in a city. 12. (Be) _________ January and February the coldest months of the year in the N orthern Hemisphere? 13. Almost two-thirds of the land in the southwestern areas of the country (be) _________ unsuitable for farming. 14. A car with poor brakes and no brake lights (be) _________ dangerous. Subject-Verb Agreem ent 97 15. Almost all the information in those texts on the Aztec Indians and their civilization 0appear) ________________________ to be well researched. 16. Every day there (be) _________ more than a dozen traffic accidents in the city. 17. No news (be) _ _ ______good news. 18. Four hours o f skiing ( provide) ________plenty of exercise. □ Exercise 27. Check your knowledge. (Chapter 6) Correct the errors in subject-verb agreement. Some sentences contain no errors. a re 1. The books in my office -is- very valuable to me. 2. All of the windows in our house were broken in the earthquake, (no errors) 3. A lot of the people in my class works during the day and attends class in the evening. 4. Many of the satellites orbiting the earth is used for communications. 5. The news about the long-range effects o f air pollution on the development of children’s lungs is disturbing. 6. Studying a foreign language often lead students to learn about the culture of the countries where it is spoken. 7. One of the most common names for dogs in the United States are “Rover.” 8. A number o f planes were delayed due to the snowstorm in Denver. 9. M ost of the mountain peaks in the Himalayan Range is covered with snow the year round. 10. The number o f passengers affected by the delays was great. 11. Seventy-five percent of the people in New York City lives in upstairs apartments, not on the ground floor. 12. Approximately 76 percent of all the data in computers around the world is in English. 98 CHAPTER 6 13. Unless there are a profound and extensive reform of government policies in the near future, the economic conditions in that country will continue to deteriorate. 14. While I was in Paris, some of the best food I found were not at the well-known eating places but in small out-of-the-way cafes. □ Exercise 28. Let’s talk. (Chapter 6) Work in small groups. Share your experiences as second language learners. Discuss the following questions and any other thoughts that occur to you. Summarize some of your group’s conclusions for the rest of the class. Listen to each other for subject-verb agreement. 1. How much English do you speak and read outside the classroom? Is using English in class sufficient for you to meet your language-learning goals? What are some good ways to get practice with English outside the classroom? 2. Do you avoid certain situations if you have to speak English? For example, speaking on the phone? Attending a party? Participating in class discussion? 3. Are you afraid of making mistakes when you speak? Everyone who is learning a second language makes mistakes. It’s part of the process. Do mistakes matter? □ Exercise 29. Let’s talk and write. (Chapter 6) Tell a fairy/folk tale from your country or from your imagination. Present your story to a small group or to the class in five minutes or less. Begin your tale with O n c e n p o n a t i m e , t h e r e iv a s /w e r e . Listeners can write short summaries o f each story. Example: Once upon a time, there was a mother duck who was sitting on her nest of eggs. Suddenly they began to hatch. Six cute, yellow ducklings popped out of their shells, but the seventh had gray feathers and looked very strange. The ugly duckling struggled to fit in, but he felt that nobody wanted him because he looked so different from all the o th e rs* Etc. *Adapted from The Ugly Duckling by Hans Christian Andersen. Subject-Verb Agreem ent 99 Chapter 7 Nouns □ Exercise 1. What do I already know? (Chart 7-1) Write the plural forms o f the given nouns. 1. one child, two □ children 8. one woman, two 2. one branch, two 9. one echo, two 3. one mouse, two 10. one photo, two 4. one enemy, two 11. one zero, two 5. one valley, two 12. one crisis, two 6. one shelf, two 13. one curriculum, two 7. one belief, two 14. one offspring, two Exercise 2. Warm-up. (Chart 7-1) Complete the sentences with the plural forms of the given nouns. Last night I ate a lot o f _____ 100 Did yon see any __at the zoo? 1. tomato _____t o m a to e s __________ 7. kangaroo ______________ 2. potato ________________________ 8. goose ______________ 3. fish ________________________ 9. donkey ______________ 4. sandwich ________________________ 10. deer ______________ 5. carrot ________________________ 11. wolf ______________ 6. vegetable ________________________ 12. sheep ______________ 7-1 Regular and Irregular Plural Nouns The plural of most nouns is formed by adding final -s .* (a) son g — s o n g s (b) box— bo xes Final -es is added to nouns that end in -sh, -ch, -s, -z, and - x * (c) baby — b a b ie s T he plural of words that end in a consonant -y is spelled - ie s * (d) m an — m en wom an — wom en child — c h ild re n + ox— oxen foot— feet goose — ge ese (e) echo — e ch o e s hero — h e ro e s (f) (g) auto — a u to s ghetto — g h e tto s kangaroo — k a n g a ro o s kilo— k ilo s mem o — m e m o s ; ( i) belief— b e lie fs chief— c h ie fs one one one one (k) criterion — c rite ria phenom enon — p h e n o m e n a studio — s tu d io s tatoo — ta to o s video — vid eo s zoo — zo o s volcano— vo lc a n o e s /v o lc a n o s zero— z e ro e s/ze ro s life— live s loaf— lo ave s self— se lve s shelf— sh e lve s thief— thie ves wolf— w o lves scarf— s c a rv e s /s c a rfs cliff— c liffs roof— ro o fs deer — tw o d e e r fish — tw o fis h * * means— tw o m ea ns offspring — tw o o ffs p rin g (j) |(1) photo — p h o to s piano — p ia n o s radio — ra d io s solo — s o lo s soprano — so p ra n o s bacterium — b a c te ria curriculum — c u rric u la datum — data medium — m edia m em orandum — m em o ra n d a Som e nouns that end in -o add only -s to form the plural. n o t e : W hen in doubt, use your dictionary or spellcheck. Some nouns that end in -o add either -es or -s to form the plural (with -es being the more usual plural form). Som e nouns that end in - f or -fe are changed to -ves to form the plural. S om e nouns that end in - f simply add -s to form the plural. one one one one (m) T he nouns in (d) have irregular plural forms that do not end in -s. Som e nouns that end in -o add -es to form the plural. potato — p o ta to e s tomato — tom ato es mem ento— m e m e n to e s /m e m e n to s mosquito— m o s q u ito e s /m o s q u ito s tornado— to rn a d o e s /to rn a d o s (h) calf— ca lv e s half— h a lve s knife— k n iv e s leaf — le ave s tooth — teeth mouse — m ice louse — lice series — tw o se rie s sheep — tw o she ep shrimp — tw o s h rim p * * * species — tw o sp e cie s analysis — an alyses basis — bases crisis— crise s hypothesis — h yp o th e se s parenthesis — pa re n th e se s thesis — theses Som e nouns have the sam e singular and plural form: e.g., One deer i s ___ Two deer a r e ___ Som e nouns that English has borrowed from other languages have foreign plurals. *F o r information about the pronunciation and spelling of words ending in -s l-e s , see Chart 6-1, p. 85. **Fishes is also possible but rarely used. ***Especially in British English, but also occasionally in American English, the plural o f shrimp can be shrimps. Nouns 101 □ Exercise 3. Game. (Chart 7-1) Divide into teams of three to five members. The leader has paper and a pen. Use Chart 7-1 to list plural nouns that fit the given categories. The team that comes up with the most words within the given time limit wins. Be ready to explain a choice if another team questions it. Your teacher will decide if the word belongs on the list. Example: things that cause people physical problems e a m A L e a d e r w rite s : m osqu itoes, lice, torn adoes, au tos, e tc . e a m B: How do autos cause physical problems? T T T T ea m A : T h e y h it p e o p le . e a c h e r : We’ll accept autos o n the list. M ake a list of: 1. 2. 3. 4. □ things things things things that you find in nature that you see every day in life that can be dangerous that you can hear Exercise 4. Looking at spelling. (Chart 7-1) Write the plural form of each word in the correct column. Some forms have two possible spellings. /b e lie f box chief class cloud 102 /d e e r fish /h e ro kilo /k n ife leaf life loaf match memo photo potato scarf sheep shelf tomato video wolf zoo -s -es -v es no change beliefs heroes knives d eer CHAPTER 7 Exercise 5. Looking at grammar. (Chart 7-1) Write the correct forms of the given nouns. Use each noun only one time. attorney beach box cliff discovery laboratory man /m a tch medium ox piano phenomenon /to o th 1. The baby has been crying and not sleeping well at night because she is getting her first t e e th __________ 2. I need some m a tch es______ to light the fire. 3. Studies are showing that ___________________ process information differently from women. 4. Maria needed some legal advice for her businesses, so she contacted two 5. New scientific ___________________ are made every day in _______________________________ throughout the world. 6. The farmer loaded his cart with ___________________ o f fresh vegetables to take to market. His cart was pulled by tw o ____________________ 7. The north side o f the island has no ___________________ for people to walk on. There are only s te e p ____________________ No one can climb these steep walls of rock. 8. The music building at the university has 27 ___________________ for students to play on. Students need to sign up for practice times. 9. Thunder and lightning are ___________________ of nature. 10. People get most of their news about the world through the mass ____________________ , that is, through radio, television, the internet, newspapers, and magazines. Nouns 103 Exercise 6. Looking at grammar. (Chart 7-1) Change the nouns to plural as necessary. Do not change any other words. Bacteria (1) Bacterium are the smallest living thing. They are simple organism that consist of one cell. (2) Bacterium exist almost everywhere. They are in the air, water, and soil* as well as in the body of all living creature. (3) There are thousand o f kind of bacterium. M ost of them are harmless to human being, but some cause diseases such as tuberculosis and pneumonia. (4) Virus are also microscopic organism, but virus live in the cell of other living thing. By themselves, they are lifeless particle that cannot reproduce, but inside a living cell they become active and can multiply hundred of time. (5) Virus cause many disease. They infect human being with such illness as influenza, the common cold, measles, and A ID S (Acquired Immune Deficiency Syndrome). (6) Virus are tiny. The virus that causes A IDS is 230 m illion** times smaller than the period at the end of this sentence. Some viral infection are difficult or impossible to treat. Exercise 7. Warm-up. (Chart 7-2) Decide if the words in blue refer to one person or more than one person. If the meaning is one, write 1. I f the meaning is more than one, write 2. 1. his sisters’ opinions ___ 4. my sons’ school ___ 2. his sister’s opinions ___ 5. the men’s hats ___ 3. my son’s school ___ 6. the man’s hats ___ *Air, water, and soil are used as noncount nouns and thus have no plural form . See Chart 7-4 for information about noncount nouns. **W h e n the words hundred thousand, million, and billion are used with numerals, they remain in their singular form: S i x h u n d r e d employees will attend the company picnic this year. There are th r e e th o u s a n d entrants in the photo contest. W hen they are used without numerals to indicate an indefinite but large num ber o f something, they are used in their plural form : H u n d r e d s of people came to the concert. There are th o u s a n d s o f earthquakes in the world every year. M illio n s o f people in the zvorld are starving. CHAPTER 7 Possessive Nouns 7 -2 S in g u la r N oun P o ssessive F o rm (a) the girl (b) Tom (c) my wife (d) a lady (e) Thomas the g i r l’s Tom ’s m y w ife ’s a la d y ’s T h o m a s’s /T h o m a s ’ P lu ra l N oun P o ssessive F o rm (f) the girls (g) their wives (h) the ladies (i) the men (j) my children the g ir ls ’ th e ir w iv e s ’ the la d ie s ’ the m e n ’s m y c h ild re n 's To show possession, add an apostrophe (’) and -s to a singular noun: The g i r l’s book is on the table. If a singular noun ends in -s, there are two possible forms: 1. Add an apostrophe and -s: T h o m a s’s book. 2. Add only an apostrophe: T h o m a s’ book. Add only an apostrophe to a plural noun that ends in -s: The g ir ls ’ books are on the table. Add an apostrophe and -s to plural nouns that do not end in -s: The m e n ’s books are on the table. (k) A la n a n d L is a 's apartment is on the third floor. □ When two (or more) names are connected by and, only the final name shows possession. Exercise 8. Looking at grammar. (Chart 7-2) Complete the sentences. Use the possessive form of the nouns in parentheses. 1. (Mrs. Smith) Mrs. S m ith’s 2. The (bov) husband often gives her flowers. hat is red. 3. The (bovs) hats are red. 4. The (children) toys are all over the floor. bicycle. 5. I fixed the (child) 6. (Sally) 7. (Bess') last name is White. 'last name is Young. 8. There are many problems in (todav) 9. It would cost me a (month) 10. We went to (Jack and Larry) □ world. salary to buy that refrigerator. house for dinner. Exercise 9. Looking at grammar. (Chart 7-2) Correct the errors. Use the possessive nouns by adding apostrophes and final -s/-es as necessary. frien ds’ 1. I enjoy visiting friend houses. friend’s 2. When I was in Chicago, I stayed at a -friend house. 3. My uncle is my father brother. 4. I have four aunts. All of my aunt homes are within walking distance of my mother apartment. 5. Esteban’s aunt oldest son is a violinist. 6. Bill wife is a factory worker. 7. I walked into my boss office. 8. I borrowed the secretary pen to fill out the application form. 9. Five astronauts were aboard the space shuttle. The astronaut safe return to earth was a welcome sight to millions of television viewers. 10. It is the people right to know what the city is going to do about the housing problem. 11. Quite a few diplomats are assigned to our city. Almost all of the diplomat children attend a special school. 12. A diplomat work invariably involves numerous meetings. □ Exercise 10. Looking at grammar. (Chart 7-2) Correct the errors in the use of possessive nouns by adding apostrophes as necessary. 1. Texas is a leading producer of petroleum and natural gas. It is one of the world’ s largest storage areas for petroleum. 2. Psychologists have developed many different kinds of tests. A “personality test” is used to evaluate an individuals personal characteristics, such as friendliness or trustworthiness. 3. Many mythological stories tell of heroes encounters with giants or dangerous animals. In one story, the heros encounter with a dragon saves a village from destruction. 4. Childrens play is an important part of their lives. It teaches them about their environment while they are having fun. For instance, they can learn that boats float and can practice ways to make boats move across water. Toys are not limited to children. Adults have their own toys, such as pleasure boats, and children have theirs, such as miniature boats. Adults toys are usually much more expensive than childrens toys. □ Exercise 11. Warm-up. (Chart 7-3) Which nouns in the list commonly follow the nouns c o m p u t e r and a i r p l a n e ? error 1. 106 passenger pilot computer _____________________________ screen 2. airplane computer _____________________________ airplane computer _____________________________ airplane CHAPTER 7 skills ticket 7-3 Nouns as Adjectives (a) The soup has vegetables in it. It is v e g e t a b l e soup. (b) The building has offices in it. It is an o f f i c e building. (c) The test lasted two hours. It was a t w o - h o u r test. W hen a noun is used as an adjective, it is in its singular form .* in c o r r e c t : vegetable -s- soup W hen a noun used as a modifier is combined with a number expression, the noun is singular and a hyphen (-) is used. Her son is five years old. (d) She has a f i v e - y e a r - o l d son. in c o r r e c t : She has a five year-s- old son. ‘ Adjectives never take a final - s ( incorrect : beautiful -s- pictures). See Appendix Chart A-2. □ Exercise 12. Looking at grammar. (Chart 7-3) Complete the sentences with the words in italics. Use the singular or plural form as appropriate. Include hyphens (-) as necessary. 1. shoe They sell 2. flower My garden has __________________ sh oes at that store. It is a sh o e store. in it. It is a garden. 3. bean This soup is made from black ____ It is black ___________________ soup. 4. baby People can buy special food in small jars f o r __________________________ It is called __________________________food. 5. child Dr. Adams is trained as a psychologist f o r _____________________________ She is a _________________________psychologist. 6. salad At a formal dinner, there are usually two forks on the table. The smaller fork is f o r _________________ It is a ___________________ fork. 7. mosquito In tropical climates, sometimes it is necessary to hang a net over a bed to protect the sleeper from It is called a net. Nouns 107 8. two + hour The plane was late. We had a _____________________________ wait. We had to wait f o r ______________________________ 9. ten + y ear + old My brother i s ________________________________________ I have a _______________________________________ brother. Arm and dog are __________________________________ words. Each 10. three + letter word has __________________________________ . Exercise 13. Gam e. (Chart 7-3) Work in teams. Think of common expressions in which the given nouns are used to modify other nouns. The team that comes up with the most expressions in the given time wins. Exam ple: flower > a flower vase, a floiuer garden, a flower shop, etc. 9. morning 13. kitchen 1. cotton 5. telephone 2. grammar 6. mountain 10. street 14. baby 3. birdiday 7. government 11. newspaper 15. vegetable 4. chicken 8. football 12. hotel 16. bicycle Exercise 14. Listening. (Chart 7-3) tfi) Listen to the sentences. Choose the words you hear. 0® CD 1 Track 37 Examples: You will hear: You will choose: Ted is a professor at two well-known colleges. professor professors college colleges You will hear: Ted is a highly respected college professor. You will choose: (college colleges professor professors □ 1. taxi taxis driver drivers 2. driver drivers taxi taxis 3. office offices manager managers 4. manager managers office offices 5. airplane airplanes seat seats 6. airplane airplanes seat seats 7. school schools activity activities 8. school schools activity activities Exercise 15. Warm-up. (Chart 7 4) Choose all the correct completions. 1. I got o n e _______ a. letter b. postcard 2. My room has one _______. a. chair b. furniture 108 CHAPTER 7 c. package c. table d. mail d. bed 7 -4 Count and Noncount Nouns (a) C h a ir is called a “count noun.” This means you can count chairs: o n e c h a ir , tw o c h a ir s , e tc . 1 bought a c h a i r . Sam bought t h r e e c h a i r s . (b) W e bought s o m e f u r n i t u r e . in c o r r e c t : W e bought some furniture s-. in c o r r e c t : W e bought a- furniture. S in g u la r a one Noncount furniture furniture m u c h furniture 0 furniture* Noun P lu ra l chair chair Count Noun F u rn itu re is called a “noncount noun.” In grammar, you cannot use numbers { o n e , tw o , e tc .) with the word fu rn itu re . chairs chairs a l o t o f chairs m a n y chairs 0 chairs* A count noun: tw o som e (1) may be preceded by a/an or o n e in the singular. (2) takes a final -s/-es in the plural. A noncount noun: som e a lo t o f (1) is not imm ediately preceded by a/an or one. (2) has no plural form, so does not add a final -s/-es. * 0 = nothing (i.e., no article or other determiner). □ Exercise 16. Looking at grammar. (Chart 7-4) Look at the italicized nouns. Write “C ” above the count nouns and “N C ” above the noncount nouns. C C C NC 1. I bought some chairs, tables, and desks. In other words, I boughtsome furniture. 2. Michiko likes to wear jezvelry. Today she is wearing four rings,six bracelets, and a necklace. 3. We saw beautiful mountains, fields, and lakes on our trip. We saw beautiful scenery. 4. Gold and iron are metals. 5. I used an iron to press my wrinkled shirt. 6. They have a rusty car without an engine, broken furniture, and an old refrigerator in their front yard. Their yard is full o f junk. Nouns 109 7 -5 Noncount Nouns (a) 1bought some chairs, tables, and desks. In other words, 1 bought some furniture. Many noncount nouns refer to a “whole” that is made up of different parts. In (a): furniture represents a whole group of things that is made up of similar but separate items. (b) 1put some sugar In (b): su g a r and coffee represent whole masses made up of individual particles or elements.* (c) 1wish you luck. (d) is warm and cheerful. S u n s h in e (e) noncount: count: (f) noncount: count: in my coffee. Many noncount nouns are abstractions. In (c): lu ck is an abstract concept, an abstract “whole.” It has no physical form; you can’t touch it; you can't count it. A phenomenon of nature, such as sunshine, is frequently used as a noncount noun, as in (d). Ann has brown hair. Tom has a h a ir on his jacket. 1opened the curtains to let in some light. Don’t forget to turn off the lig h t before you go to bed. Many nouns can be used as either noncount or count nouns, but the meaning is different, e.g., h air in (e) and lig h t in (f). (Dictionaries written especially for learners of English as a second language are a good source of information on count/noncount usage of nouns.) *T o express a particular quantity, some noncount nouns may be preceded by unit expressions: a spoonful of sugar, a glass of water, a cup of coffee, a quart of milk, a loaf of bread, a grain of rice, a bowl of soup, a bag of flour, a pound of meat, a piece offurniture, a piece of paper, a piece of jewelry. 7 -6 Some Common Noncount Nouns This list is a sample of nouns that are commonly used as noncount nouns. M any other nouns can also be used as noncount nouns. (a ) w h o l e g r o u p s m a d e u p o f s im il a r it e m s : b a g g a g e , c lo t h in g , e q u ip m e n t, fo o d , fr u it, f u r n it u r e , g a r b a g e , h a r d w a r e , je w e lr y , ju n k , lu g g a g e , m a c h in e r y , m a il, m a k e u p , m o n e y / c a s h /c h a n g e , p o s ta g e , s c e n e r y , s tu ff, tr a ffic , e tc . (b) (c) (d) (e) water, coffee, tea, milk, oil, soup, gasoline, blood, etc. ice, bread, butter, cheese, meat, gold, iron, silver, glass, paper, wood, cotton, wool, etc. g a s e s : steam , air, oxygen, nitrogen, smoke, smog, pollution, etc. p a r t ic l e s : rice, chalk, corn, dirt, dust, flour, grass, hair, pepper, salt, sand, sugar, wheat, etc. ( f) a b s t r a c t io n s : f l u id s : s o l id s : — beauty, confidence, courage, education, enjoyment, fun, happiness, health, help, honesty, hospitality, importance, intelligence, justice, knowledge, laughter, luck, music, patience, peace, pride, progress, recreation, significance, sleep, truth, violence, wealth, etc. — advice, information, news, evidence, proof, etc. — time, space, energy, etc. — homework, work, etc. — grammar, slang, vocabulary, etc. (g) l a n g u a g e s : Arabic, Chinese, English, Spanish, etc. (h) f ie l d s o f s t u d y : chemistry, engineering, history, literature, mathematics, psychology, etc. ( i) r e c r e a t io n : baseball, soccer, tennis, chess, bridge, poker, etc. ( j) a c t iv it ie s : driving, studying, swimming, traveling, walking (and other gerunds) (k) 110 weather, dew, fog, hail, heat, humidity, lightning, rain, sleet, snow, thunder, wind, darkness, light, sunshine, electricity, fire, gravity, etc. natural ph en o m en a: CHAPTER 7 □ Exercise 17. Looking at grammar. (Charts 7-3,7-5, and 7-6) Add final - s l - e s to the nouns in italics if necessary. Do not add or change any other words. s s 1. Isabel always has fresh eggf available because she raises chickenA in her yard. 2. I had chicken and rice for dinner last night, (no change) 3. Outside my window, I can see a lot of tree, bush, grass, dirt, and flower. 4. Abdullah gave me some good advice. Nadia also gave me some good suggestion. 5. Yoko learned several new word today. She increased her vocabulary today. 6. I drank two glass of water. 7. Window are made of glass. 8. Mr. Chu wears glass because he has poor eyesight. 9. It took me a lot of time to finish my homework. I had a lot o f assignment. 10. I have been in Mexico three time. I’ve spent a lot o f time there. 11. The air is full of smoke, dust, carbon monoxide, and many other harmful substance. We must try to reduce air pollution. 12. I like to read good literature. I especially like to read novel, poetry, and essay. My favorite poet are Longfellow and Wordsworth. I have always liked their poem. 13. I like to experience different season. I like both hot and cold weather. 14. Being a parent has brought me a lot of happiness. Parenting requires a lot o f patience, but it provides many reward. 15. There are more star in the universe than there are grain o f sand on all the beaches on earth. 16. The true sign of intelligence is not knoivledge but imagination.* □ Exercise 18. Game. (Chart 7-6) Work in teams. The leader has paper and a pen. The teacher will say a noncount noun. Working together, make a list of things that belong to this category until the teacher says “Stop.” T h e team with the most nouns in a list is the winner of that list. Example: T e a c h e r (book open): mail L e a d e r writes (book closed)-, mail T e a m to L e a d e r (book closed)', le tte r s , p o s tc a rd s , p a c k a g e s , e tc . 1. fruit 4. garbage 2. je w e lry 5 . tra ffic 3. clothing 6. office equipment *T h is is a quote from A lbert Einstein, N obel Prize winner in physics. Nouns 111 □ Exercise 19. Looking at grammar. (Charts 7-5 and 7-6) Complete the sentences with the given nouns. Add final - s / - e s if necessary. Use each noun only one time. In one sentence, you will need to choose the correct word in parentheses. advice / change / coin computer definition equipment homework information music problem progress river symphony traffic truck vocabulary 1. Yes, I have some money. I have a fe w _____coins_________ in my pocket. In other words, I have some change________in my pocket. 2. The Mississippi, the Amazon, and the Nile are well-known ___________________ . 3. I like to listen to operas, _____________________________ , and folk songs. I enjoy ___________________ and listen to it often on my iPod. 4. The street is full of cars, ___________________ , and buses. In other words, it is full of 5. There are ________________________ , copiers, telephones, and staplers in a typical business office. A business office needs a lot o f ______________________________ 6. Tonight I have to read 20 pages in my history book, do 30 algebra ______________________ and write a composition. In other words, I have a lot o f ________________________________ to do tonight. 7. Antonio is studying the meaning of English words. He learned some new _____________________________ today. For example, he learned that the word fly has at least two _____________________________ . 8. Toronto is 365 feet/109 meters above sea level. The average annual precipitation in Toronto is 32 inches/81 centimeters. T h e population of the metropolitan area is over 3 ,0 00,000. I found (this / these) _____________________________ on the internet. 9. I didn’t feel good. Ann said, “You should see a doctor.” Nick said, “You should go home and go to bed.” Martha said, “You should drink fruit juice and rest.” I got ___________________ from three people. 10. My English is slowly getting better. My vocabulary is increasing. It’s getting easier for me to write, and I make fewer mistakes. I can often understand people even when they talk fast. I ’m satisfied with the ___________________ I ’ve made in learning English. 11 2 CHAPTER 7 Exercise 20. Warm-up. (Chart 7-7) Read the dialogues. Notice the words in blue, and notice whether or not the speaker and the listener are thinking of the same specific cats. Then answer the questions. Dialogue 1 T o m : A ca t has an independent nature. A n n a : T h at’s true. But cats can also express a lot of affection when they want to. Questions: 1. In dialogue 1, why do you think Tom uses the? 2. In dialogue 2, Tom is thinking of a particular cat, but he uses a (not th e )when he is talking to Anna. Why? 3. In dialogue 3, Tom and Anna do not use the. Are they talking about specific cats, or are they talking about any and all cats in general? Nouns 11 7-7 Basic Article Usage I. Using A or 0 : Generic Nouns Singular Count Noun (a) A banana is yellow * Plural Count Noun (b) 0 Bananas are yellow. Noncount Noun (c) 0 Fruit is good for you. A speaker uses generic nouns to make generalizations. A generic noun represents a whole class of things; it is not a specific, real, concrete thing, but rather a symbol of a whole group. In (a) and (b): The speaker is talking about any banana, all bananas, bananas in general. In (c): The speaker is talking about any and all fruit, fruit in general. Notice that no article (0 ) is used to make generalizations with plural count nouns, as in (b), and with noncount nouns, as in (c). II. Using A or Some: Indefinite Nouns a banana. Singular Count Noun (d) I ate Plural Count Noun (e) I ate some bananas. Noncount Noun (f) some fruit I ate Indefinite nouns are actual things (not symbols), but they are not specifically identified. In (d): The speaker is not referring to “this banana" or “that banana” or “the banana you gave me.” The speaker is simply saying that she/he ate one banana. The listener does not know or need to know which specific banana was eaten; it was simply one banana out of all bananas. In (e) and (f): Som e is often used with indefinite plural count nouns and indefinite noncount nouns. In addition to some, a speaker might use two, a few, several, a lot of, etc., with plural count nouns, or a little, a lot of, etc., with noncount nouns. (See Chart 7-4.) III. Using The: Definite Nouns Singular Count Noun (g) Thank you for the banana. Plural Count Noun (h) Thank you for the bananas. Noncount Noun ( i) Thank you for A noun is definite when both the speaker and the listener are thinking about the same specific thing. In (g): The speaker uses the because the listener knows which specific banana the speaker is talking about, i.e., that particular banana which the listener gave to the speaker. Notice that the is used with both singular and plural count nouns and with noncount nouns. the fruit. ‘ Usually a la n is used with a singular generic count noun. Examples: A window is m ade o f glass. A doctor heals sick people. Parents must give a child love. A box has six sides. A n apple can be red, green, or yellow. However, th e is sometimes used with a singular generic count noun (not a plural generic count noun, not a generic noncount noun). “G eneric t h e ” is commonly used with, in particular: (1) species o f animals: T h e b lu e w h a le is the largest m am m al on earth. T h e e le p h a n t is the largest lan d m am m al. (2) inventions: \\’/ ho invented th e tele p h o n e? th e w h eel? th e re frig e ra to r? th e a irp la n e? T h e c o m p u te r will p lay an increasingly large role in all o f our lives. (3) instruments: I ’d like to learn to play th e p ia n o . D o you p lay th e g u ita r ? 114 CHAPTER 7 □ Exercise 21. Looking at grammar. (Chart 7-7) Add a /a n if necessary. Write 0 if the noun is noncount. Capitalize as necessary. 1. A bird has wings. 2. An animal needs a regular supply of food. 3. 0 food is a necessity of life. F 4. ____ tennis is a sport. 5. ____ tennis player has to practice long hours. 6. ____ island is a piece of land surrounded by water. 7. ____ gold is a metal. 8. ____ bridge is a structure that spans a river. 9. ____ health is one o f the most important things in life. 10. ____ adjective is a word that modifies a noun. 11. ____ tree needs water to survive. 12. ____ water is composed of oxygen and hydrogen. 13. ____ 14. ____ homework is a necessary part of a course of study. 15. ____ grammar is interesting and fun. 16. ____ sentence usually contains a subject and a verb. 17. ____ English is used in airports throughout much o f the world. 18. ____ air is free. 19. ____ fruit is good for you. 20. ____ orange is green until it ripens. 21. ____ iron is a metal. 22. ____ iron is an appliance used to take wrinklesout of cloth. 23. ____ basketball is round. 24. ____ basketball is a sport. knowledge is a source of power. Nouns 115 □ Exercise 22. Looking at grammar. (Chart 7-7) Complete the sentences with a , a n , or s o m e . 1. The teacher made an_______ announcement. 2. I saw a___________bird. 3. I saw som e 4. Rosa borrowed birds. som e money from her uncle. 5. I had ______________ accident. 6. I have ______________ homework to do tonight. 7. There is ______________ table in the room. 8. There is ______________ furniture in the room. 9. There are _______________chairs in the room. 10. My father gave me ______________ advice. 11. Sonya is carrying ______________ bag. 12. Sonya is pu llin g ______________ luggage. 13. There was ______________ earthquake in California. 14. I got ______________ letters in the mail. 15. Helen g o t _______________letter from her mother. 16. Mr. Alvarez got ______________ mail yesterday. 17. A computer is ______________ machine that can solve problems. 18. The factory bought _______________ new machinery. 116 19. ______________ machines are powered by electricity. Some use other sources of energy. 20. I threw away _____________ junk. 21. I threw away _____________ old basket that was falling apart. 22. I threw aw ay_____________ old boots that had holes in them. CHAPTER 7 □ Exercise 23. Listening. (Chart 7-7) ,f~ A and an can be hard to hear. Listen to each sentence and choose the word you hear. I f you 0 0 do not hear a or an, circle 0 . CD 1 Ir"‘" □ Example: You will hear: You will choose: T h at’s an excellent idea. a @) 0 1. a an 0 5. a an 0 2. a an 0 6. a an 0 3. a an 0 7. a an 0 4. a an 0 8. a an 0 Exercise 24. Game. (Charts 7-4 > 7-7) A favorite game played with a group of people is called “My Grandfather’s Store.” Each person begins his/her turn by saying “I went to my grandfather’s store and bought . . . The first person names something that begins with the letter “A.” The second person repeats what the first person said, and then names something that begins with the letter “B .” The game continues to the letter “Z,” the end of the alphabet. The people in the group have to listen carefully and remember all the items previously named. Assume that “grandfather’s store” sells just about anything anyone would ever think of. Pay special attention to the use of alan and some. Example: S p e a k e r A: I went to my grandfather’s store and bought a n ap p le. S p e a k e r B: I went to my grandfather’s store and bought a n a p p le and so m e b re a d . S p e a k e r C: I w e n t to m y g ra n d fa th e r’s sto re a n d b o u g h t a n ap p le, so m e b re a d , a n d a ca m el. S p e a k e r D: I w e n t to m y g ra n d fa th e r’s sto re a n d b o u g h t a n ap p le, so m e b re a d , a c a m e l, a n d so m e d a rk socks. Etc. Alternative beginnings: Tomorrow I ’m going to (name o f a place). In my suitcase, I will pack . . . . My friends are having a party. I ’m going to bring . . . . □ Exercise 25. Warm-up. (Chart 7-8) Correct the errors. 1. Oh, look at moon! It’s beautiful tonight. 2. I saw a cat and a bird outside my window. Cat was trying to catch a bird, but it didn’t succeed. Bird flew away. 3. The birds have the wings. Many insects have wings too. 4. We all look for the happiness. 5. I have book. Nouns 117 7 -8 General Guidelines for Article Usage (a) The su n is bright today. Please hand this book to the teacher. Please open the door. O m ar is in the kitche n. Use the when you know or assum e that your listener is familiar with and thinking about the same specific thing or person you are talking about. (b) Yesterday 1 saw so m e dogs. The d o g s were chasing a cat. The c a t was chasing a m ouse. The m o u se ran into a hole. The h o le was very small. g u id e l in e : g u id e l in e : Use the for the second mention of an indefinite noun.* In (b): first mention = some dogs, a cat, a mouse, a hole; second mention = the dogs, the cat, the mouse, the hole (c) correct: in c o r r e c t : (d) (e) correct: in c o r r e c t : is not D o n o t use the with a plural count noun (e.g., apples) or a noncount noun (e.g., gold) when you are g u id e l in e : making a generalization. G o ld is a metal. correct: in c o r r e c t : *The A p p le s are my favorite fruit. The apples are my favorite fruit. The- gold is a metal. A singular count noun (e.g., car) is always preceded by: (1) an article {a /a n or the)\ o r (2) th is /th a t; o r (3) a possessive pronoun. (1) I drove a c a r . / 1 drove t h e c a r . (2) I drove th a t car. (3) I drove h is car. g u id e l in e : I drove car. u s e d fo r th e s e c o n d m e n tio n o f a g e n e r ic n o u n . C o m p a r e : What color is a b a n a n a (g e n e r ic n o u n ).5 A b a n a n a (g e n e r ic n o u n ) is yellow. ( 2 ) Joe offered me a b a n a n a (in d e fin ite n o u n ) or a n apple. I c h o s e th e b a n a n a ( d e fin ite n o u n ) . (1 ) □ Exercise 26. Looking at grammar. (Charts 7-7 and 7-8) Complete the dialogues with a , a n , or th e. Capitalize as necessary. 1. A: I have an idea. L et’s go on a picnic Saturday. B: Okay. 2. A:Did you have fun at th e picnic yesterday? B: Sure did. And you? 3. A: You’d better have _______good reason for being late! B: I do. 4. A:Did you th in k _______ reason Mike gave for being late was believable? B: Not really. 5. A: W here’s my blue shirt? B: It’s in _______washing machine. A: T h at’s okay. I can wear _______different shirt. 6. A:I wish we had _______ washing machine. B: So do I. It would make ita lot easier to do our laundry. 7. A: Have you seen my boots? B: They’re in _______ closet in _______ front hallway. 118 CHAPTER 7 8. A: Can you repair my car for me? B: W hat’s wrong with it? A: _______radiator has _______ leak, and one of _ _ _ _ windshield wipers doesn’t work. B: Can you show me where _______leak is? 9. A: What happened to your bicycle? _______front wheel is bent. B: I ran into _______parked car when I swerved to avoid _______ big pothole. A: Did you damage _______car? B: A little. A: What did you do? B: I left _________ note for _____ owner o f ________car. A: What did you write on ______ note? B: My name and address. I also wrote _______ apology. □ Exercise 27. Looking at grammar. (Charts 7-7 and 7-8) Complete the sentences with a , a n , th e, or 0 . Capitalize as necessary. 1. 0 3 b eef is a kind of 2. The beef we had for dinner last night was excellent. 3. Lucy is wearing a 0 meat. straw hat today. 4. Lucy likes to wear _________ hats. 5. _________ hat is __________article of clothing. 6. _________ hats are __________ articles of clothing. 7. _________ brown hat on that hook over there belongs to Mark. 8. Everyone has _________ problems in __________ life. 9. That book is about _________ life of Helen Keller.* 10. The Brooklyn Bridge was designed by _________ engineer. 11. John Roebling is _________ name o f __________ engineer who designed the Brooklyn Bridge. He died in 1869 from _________ infection before __________ bridge was completed. *T h e first blind and deaf person to graduate from college, Helen Keller (1 8 8 0 -1 9 6 8 ) overcame her double handicap to becom e a noted American author, activist, and lecturer. Nouns 119 □ Exercise 28. Grammar and speaking. (Charts 7-7 and 7-8) Complete the sentences with a, a n , th e , or 0 . Do you agree or disagree with the statements? Circle yes or no. Share some o f your answers with the class. Capitalize as necessary. 1. Evervone needs to have cell phone. 2. If vou have a cell phone, vou don’t need to wear cell phones are replacing 3. 4. One kev to men and women. easv language to learn. beings similar to human beings exist somewhere in 8. u life and art of Pablo Picasso. jewelrv looks good on both 7. English is 9. watches. healthy life is daily physical exercise. 5. You’d like to read a book about 6. watch. Listening to loud rock music is fun. nniverse. yes no yes no yes no yes no yes no yes no yes no yes no yes no 10. music you like best is rock ’n roll. yes no 11. vocabulary in this exercise is easv. yes no Exercise 29. Looking at grammar. (Charts 7-7 and 7-8) Complete the sentences with a , a n , th e , or 0 . Capitalize as necessary. 1. We need to get _________ new phone. 2. Alex, would you please answer _______phone? 3. _______people use _______ plants in ________many different ways. Plants supply us with oxygen. They are a source o f ______ lifesaving medicines. We use plant products to build _______houses and to make ________ paper and _______ textiles. 4. The biggest bird in the world is the ostrich. It eats just about anything it can reach, including _______stones, ________glass, and _______keys. It can kill ________person with one kick. 5. In _______recent newspaper article, I read about ________ Australian swimmer who was saved from _______shark by _______group of dolphins. When _______ shark attacked ______ swimmer, _______dolphins chased it away. They saved ________ swimmer’s life. 120 CHAPTER 7 6. I heard on the radio that there is evidence that captivity. Dolphins that are free in ___ dolphins suffer in nature live around 40 years. Captive dolphins live _______average of 12 years. It is believed that some captive dolphins commit suicide. 7. Look. T h ere’s _______fly walking on ____ ceiling. It’s upside down. Do you suppose _ _ _ _ fly was flying rightside up and[ flipped over at the last second, or was it ceiling? flying upside down when it landed on □ Exercise 30. Listening. (Charts 7-7 and 7-8) fJi Listen to this informal talk with your book closed. Then open your book and listen again. Complete the sentences with a , a n , or th e. CD 1 Track 39 When there is problem with computer, we often say we have “computer bug.” O f course, it’s not real insect. It refers to 4 we are having. 6 technical difficulty 5 expression actually goes back to Thomas Edison, who was 7 famous inventor. When he was working on his first phonograph, he had a lot of problems. He attributed problems to machine. He is quoted in 11 imaginary insect that had hidden inside newspaper as saying there was “ . phonograph. This was in 1889, and it is 15 □ 13 first recorded use of 10 bug” in his 12 14 word bug in such context. Exercise 31. Warm-up. (Chart 7-9) Before you look at the next chart, try this exercise. Draw a line through the words/expressions that cannot be used to complete the sentences. Exam ple: I b ou g h t____ furniture. 1. some 2. ^-couple o£ 3. several 4. too much 5. too many1 Nouns 121 I received letters. I received 1. two 16. two 2. 17. a couple of a couple of 3. both 18. both 4. 19. several 5. some 20. some 6. 21. a lot of several a lot of mail. 7. plenty of 22. plenty of 8. too many 23. too many 9. too much 24. too much 10. a few 25. a few 11. a little 26. a little 12. a number of 27. a number of 13. a great deal of 28. a great deal of 14. hardly any 29. hardly any 15. no 30. no 7 -9 Expressions of Quantity Used with Count and Noncount Nouns E x p re ssio n s o f Q u a n tity U sed w ith C o u n t N ouns U sed w ith N o n co u n t N ouns (a) one apple each apple every apple 0* 0 0 (b) two, etc. both a couple of a few several many a num ber of two apples both apples a couple o f apples a few apples several apples m any apples a num ber o f apples 0 0 0 0 0 0 (c) a little much a great deal of 0 0 0 a little rice m uch rice a great deal o f rice Som e are used only with noncount nouns, as in (c). (d) no hardly any som e /an y a lot o f/lots of plenty of most all no apples hardly any apples som e!any apples a lo t o f Hots o f apples p le n ty o f apples m o st apples a ll apples no rice hardly any rice som e/any rice a lo t o f/lo ts o f rice p le n ty o f rice m o st rice a ll rice Som e are used with both count and noncount nouns, as in (d). one each every An expression of quantity may precede a noun. Som e expressions of quantity are used only with count nouns, as in (a) onH allU * 0 = n o t used. F o r exam ple, o n e is n o t used w ith n o n c o u n t n oun s. You can say “I ate on e ap p le” b u t n o t “I ate on e ric e .” 122 CHAPTER 7 □ Exercise 32. Looking at grammar. (Chart 7-9) Draw a line through the expressions that cannot be used to complete the sentences. The first column has been started for you. J a k e has homework. Isabel has 1. three 13. three 2. several 14. several 3. some 15. some 4. 16. a lot of assii a lot of 5. too much 17. too much 6. too many 18. too many 7. a few 19. a few 8. a little 20. a little 9. a number of 21. a number of a great deal of 22. a great deal of 10. 11. hardly any 23. hardly any 12. no 24. no Exercise 33. Looking at grammar. (Chart 7 9) Complete the sentences with m u c h or m a n y . Also write the plural form of the nouns as necessary. In some sentences, you will need to choose the correct verb in parentheses. 1. I haven’t visited 2. There ({isn’t, aren’t) cities city- in the United States. many much money in my bank account. 3. I haven’t gotten ______________ mail lately. 4. I don’t get ______________ letter. 5. There (is, are) too ______________ furniture in Anna’s living room. Nouns 123 6. I can’t go with you because I have too ______________ work to do. 7. A: How ______________ side does a pentagon have? B: Five. 8. I couldn’t find ______________ information in that book. 9. I haven’t met ______________ people since I came here. 10. How ______________ postage does this letter need? 11. I think there (is, are) too ______________ violence on television. 12. I don’t have ___________ _ _ patience with incompetence. 13. The doctor has so ______________ patient that she has to work at least twelve hours a day. 14. A: How ______________ tooth does the average person have? B: Thirty-two. 15. There (isn’t, aren’t) ______________ international news in the local paper. Exercise 34. Looking at grammar. (Chart 7-9) If the given noun can be used to complete the sentence, write it in its correct form (singular or plural). If the given noun cannot be used to complete the sentence, write 0 . 1. Helen bought sev era l____ lamp 2. _____ /amps_________ 3. Ja c k bought too m u c h _____ shoe furniture 0 _____________ salt jewelry 0 _____________ equipment necklace n ecklaces______ tool Sam bought a lot o f ____ 4. Alice bought a couple o f . stamp ___________________ rice ___________________ loaf of bread stuff ___________________ honey thing ___________________ jar of honey CHAPTER 7 ___________________ bread _______ 9. 5. I read a few 6. novel shirt _____ literature homework _____ poem ___________________ pen ---------------- poetry ___________________ chalk ---------------- I bought s o m e ____ 10. I don’t have a great deal o f orange juice ___________________ patience light bulb ___________________ wealth hardware ___________________ friend computer software 7. 8. N ick has a number o f pencil ___________________ We need plenty o f _____ 1 1 . / need a little sleep ___________________ money information ___________________ advice fact ___________________ time help ___________________ minute I saw both ____ . woman ---------------- 12. _______________ The author has many idea _____ movie ___________________ theory ----------------------------- scene ___________________ hypothesis ----------------------------- scenery ___________________ knowledge ----------------------------- Exercise 35. Let’s talk: interview. (Chart 7-9) Interview two other students. Ask them to complete the given sentences. Share some of their answers with the class. 1. 2. 3. 4. I have a number o f . . . . I need to have a lot of . . . . Teachers need to have a greatdeal o f . . . . People in (name o f a country)have toomuch / too many . . . . Nouns 125 □ Exercise 36. Warm-up. (Chart 7-10) Choose the correct answers. 1. Which sentence gives a negative meaning of “not many people”? a. Deserts are largely uninhabited. Very few people live in the middle of a desert. b. We had a good time. We met a few people and had some nice conversations. 2. Which sentence gives a negative meaning of “not much water”? a. It’s hot today. You should drink a little water. b. A desert is a dry place. There is little water in a desert. 7 -10 Using A Few and Few; A Little and Little c o u n t: n o n c o u n t: (a) W e sang a fe w s o n g s . (b) W e listened to a little m u s ic . A fe w and fe w are used with plural count nouns, as in (a). A little and little are used with noncount nouns, as in (b). (c) She has been here only two weeks, but she has already m ade a few fr ie n d s . (Positive idea: She has made som e friends.) (d) A fe w and a little give a positive idea; they indicate that something exists, is present, as in (c) and (d). I’m very pleased. I’ve been able to save a little m o n e y this month. (Positive idea: 1 have saved som e m oney instead o f spending all o f it.) (e) 1 feel sorry for her. She has (very) fe w fr ie n d s . (Negative idea: She does not have m any friends; she has alm ost no friends.) ( f) 1 have (ve ry) little m o n e y . 1 don’t even have enough money to buy food for dinner. (Negative idea: 1 do not have much m oney; 1 have alm ost no money.) □ F e w and little (without a ) give a negative idea; they indicate that something is largely absent, as in (e). Very ( + fe w /little ) makes the negative stronger, the num ber/am ount smaller, as in (f). Exercise 37. Looking at grammar. (Chart 7-10) Without changing the meaning of the sentence, replace the italicized words with a f e w , (v ery ) f e w , a little, or (v ery ) little. a little 1. I think that -some lemon juice on fish makes it taste better. (very) few 2. Many people are multilingual, but not many people speak more than ten languages. 3. Some sunshine is better than none. 4. January is a cold and dreary month in the northern states. There is not much sunshine during that month. 5. My parents like to watch TV. Every evening they watch two or three programs on T V before they go to bed. 126 CHAPTER 7 6. I don’t watch T V very much because there are hardly any television programs that I enjoy. 7. If a door squeaks, several drops of oil in the right places can prevent future trouble. 8. If your door squeaks, put some oil on the hinges. 9. Mr. Adams doesn’t like to wear rings on his fingers. He wears almost no jewelry. Exercise 38. Looking at grammar. (Chart 7-10) Complete the sentences with a f e w , {v ery ) f e w , a little, or (v ery ) little. 1. Do you have _____a few_________ minutes? I ’d like to ask you ______a few_________ questions. I need _____a little________ more information. 2. Diana’s previous employer gave her a good recommendation because she makes _____ (very) few_____ mistakes in her work. 3. Ben is having a lot of trouble adjusting to high school. He seems to be unpopular. Unfortunately, he has ___________________ friends. 4. We’re looking forward to our vacation. We’re planning to spend ___________________ days with my folks and then ___________________ days with my husband’s folks. After that, we’re going to go to a fishing resort in Canada. 5. I was hungry, so I ate ___________________ nuts. 6. Because the family is very poor, the children have __________ _________ toys. And the parents have to work two jobs, so they have _______________ time to spend with their children. 7. Into each life, ___________________ rain must fall.* 8. Natasha likes sweet tea. She usually adds ___________________ honey to her tea. Sometimes she adds ___________________ milk too. *T h is is a com m on English saying that means “no life is perfect.” Nouns 127 □ Exercise 39. Listening. (Chart 7-10) Choose the sentence (a. or b.) that best describes the situation you hear. «§' CD1 Example: You will hear: Rosie was still hungry.1J She wanted some more rice. Track 4 0 You will choose: a. Rosie wanted a little rice. b. Rosie wanted little rice. LI 1. a. I add a little salt to my food. b. I add little salt to my food. 5. a. Linda has a few problems, I ’d say. b. Linda has few problems in her life. 2. a. I packed a few sandwiches b. I packed few sandwiches. 6. a. Billy has a few problems, I ’d say. b. Billy has very few problems, I ’d say. 3. a. Mr. Hong knows a little English. b. Mr. Hong knows little English. 7. a. A few people like working for him. b. Few people like working for him. 4. a. His daughter knows a little English, b. His daughter knows little English. Exercise 40. Let’s talk. (Charts 7-9 and 7-10) Read the list of the food in Dan and Eva’s kitchen. Do they have enough food for the next week? Give your opinion using the given expressions of quantity. Work in pairs, in small groups, or as a class. Example: 36 eggs >■They have too many eggs. too much* too many too little too few (not) enough (not) nearly enough The fo o d in Dan and E v a ’s kitchen: 40 apples 10 bags of rice 1 banana 20 cans of tomatoes 6 oranges 0 fresh vegetables 1 quart o f orange juice 1 bottle of olive oil 4 gallons of ice cream 1 cup of sugar □ just the right amount of just the right number of 1 kilo of coffee 2 teabags 1 box of breakfast cereal 2 slices of bread 5 pounds of cheese Exercise 41. Warm-up. (Chart 7-11) Notice the words in blue. Complete the sentences with c o u n tr y or c o u n tr ie s . 1. One 2. One of the 3. I ’d like to visit every I would like to visit is Malaysia. _ _ _ _ my wife would like to visit is Brazil. _______________in the world before I die. Each ______________ _____________________ is special. 4. I ’ve had wonderful experiences in each of the I ’ve visited during my travels. *In spoken English, too is often modified by zvay or far: They have w a y /fa r too m any eggs. They have w a y /fa r too few teabags. 128 CHAPTER 7 7-11 Singular Expressions of Quantity: One, Each, Every (a) One student was late to class. (b) Each student has a schedule. (c) Every student has a schedule. One, each, and e v e ry are followed imm ediately by singular count nouns (never plural nouns, never noncount nouns). (d) One o f the students was late to class. (e) Each (one) o f the students has a schedule (f) Every one o f the students has a schedule. One of, each of, and e ve ry one o f * are followed by specific plural count nouns (never singular nouns; never noncount nouns). ♦ C om pare: E v e r y o n e (two words) is an expression o f quantity (e.g., I have read e v e r y o n e o f those books). E v e ry o n e (one word) is an indefinite pronoun. It has the same meaning as everybody (e.g., E v e r y o n e !E v e ry b o d y has a schedule). N o t e : E a c h and e v e r y have essentially the same meaning. E a c h is used when the speaker is thinking o f one person/thing at a time: E a c h student lias a schedule. = M ary has a schedule. Hiroshi has a schedule. Carlos has a schedule. Sabrina has a schedule. Etc. E v e r y is used when the speaker means all: E v e r y student has a schedule. = A ll o f th e students have schedules. □ Exercise 42. Looking at grammar. (Chart 7-11) Complete the sentences. Use the singular or plural form of the nouns in parentheses. 1. There is only one (girl) air1 on the sixth-grade soccer team. in the sixth grade is on the soccer team. 2. Only one of the (girl) 3. Each o f the (child) got a present. 4. Mr. Hoover gave a present to each (child) 5. We invited every (member) of the club. 6. Every one of the (member) came. 7. One (student) 8. One of the (student) stayed after class to ask a question. stayed after class. 9. All of the students enjoyed the debate. The teacher was very excited when every (student) in the class participated in the discussion. 10. Each of the (student) ____________________ joined the conversation. □ Exercise 43. Check your knowledge. (Chart 7-11) Correct the errors. Some of the sentences do not contain any errors. stu d en t 1. It’s important for every -students to have a book. 2. Each of the students in my class has a book, (no change) 3. The teacher gave each of students a test paper. 4. Every student in the class did well on the test. Nouns 129 5. Spain is one of the country I want to visit. 6. Every furniture in that room is made of wood. 7. One of the equipment in our office is broken. 8. I gave a present to each of the woman in the room. 9. One of my favorite place in the world is an island in the Caribbean Sea. 10. Each one of your suitcases will be checked when you go through customs. 11. It’s impossible for one human being to know every languages in the world. 12. I found each of the error in this exercise. Exercise 44. Warm-up. (Chart 7-11) Complete the sentences with o f or 0 . How do you know when to use o /in expressions of quantity? I saw 1. some 0 students. 2. some of the students. 3. several students. 4. several the students. 5. several your students. 6. most your students. 7. them. most I know 8. many students. 9. many those students. 10. many them. 11. a lot students. 12. a lot those students. 13. none those students. 14. them. none CHAPTER 7 7 -12 Using O f in Expressions of Quantity (a) 1 bought o ne book. (b) 1 bought With some expressions of quantity, o f is not used when the noun is nonspecific, as in (a) and (b). m a n y books. (c) O ne o f th o se b o o ks is mine. (d) S o m e o f the b o o ks are yours. • specific nouns, as in (c), (d), and (e). (e) M a n y o f m y b o o k s are in Spanish. • pronouns, as in (f). (f) M o s t o f them are paperbacks. (9) 1 have a lo t o f books. (h) I’ve read a lo t o f th o se books. O f is used with: Som e expressions of quantity, like a lo t of, always include of, whether the noun is nonspecific, as in (g), or specific, as in (h). E x p re s s io n s o f q u a n tity one (of) two (of) half of 50 percent of three-fourths of a majority of hundreds of thousands of millions of □ all (of) each (of) every almost all (of) most (of) many (of) much (of) a number of a great deal of a lot of som e (of) several (of) (a) few (of) (a) little (of) hardly any (of) none of no Exercise 45. Looking at grammar. (Chart 7-12) Complete the sentences with o f or 0 . 1. I know several 2. I ’ve made several of Jack’s friends. 0 friends lately. 3. Some _______students are lazy. Most ________students are hard-working. 4. Some _______ the students in Mrs. Gray’s class are a little lazy. 5. I usually get a lot _______mail. 6. A lot ______ the mail I get is junk mail. 7. Most ______ books have an index. 8. M ost ______ Ali’s books are written in Arabic. 9. I bought a few ________ books yesterday. 10. I ’ve read a few ____________those books. 11. I ’m new here. I don’t know many _______people yet. 12. I ’ve just moved into a new apartment. I don’t know m a n y _______my neighbors yet. 13. Millions _______people watch World Cup soccer. Nouns 131 Li Exercise 46. Let’s talk. (Charts 7-11 and 7-12) Use the expressions of quantity in the list to make sentences about the given situation. Work in pairs, in small groups, or as a class. all of almost all o f most of the majority of some of about half of several o f a few of very few o f a couple of hardly any of one of S it u a t i o n : There are 15 students taking a basic Chinese language class. Example: Three have studied Chinese before. S p e a k e r A: Several of them have studied Chinese before. S p e a k e r B: M ost of them have never studied Chinese before. 1. Thirteen speak English as their native language. 2. One speaks Thai, and one speaks Arabic. 3. No one speaks Spanish. 4. Two have studied several languages already. 5. Fifteen think Chinese is very difficult. 6. Fourteen are enjoying the class. 7. Five have already bought the textbook. 8. Four are men; eleven are women. □ Exercise 47. Let’s talk: interview. (Charts 7-9 -> 7-12) Conduct a poll among your classmates and report your findings. P a r t I. Prepare five yes/no questions that ask for opinions or information about your classmates’ likes, dislikes, habits, or experiences. Record their responses. Sample questions: Do you read an English-language newspaper every day? Do you like living in this city? Do you have a car? Have you ever ridden a horse? Are you going to be in bed before midnight tonight? P a r t II. Report your findings to the class using expressions o f quantity to make generalizations about what you learned. Sam ple report: Only a few of the people in this class read an English newspaper every day. M ost of them like living in this city. Three o f the people in this class have cars. About half of them have ridden a horse at some time in their lives. Almost all of them are going to be in bed before midnight tonight. 132 CHAPTER 7 □ Exercise 48. Let’s talk. (Charts 7 9 > 7 12) M ost of the statements are overgeneralizations. Make each statement clearer or more accurate by adding an expression of quantity. Add other words to the sentences or make any other changes you wish. Work in pairs, in small groups, or as a class. Example: M y classmates are from Japan. > M ost of my classmates are from Japan. > All (of) my classmates are from Japan.* >•One o f my classmates is from Japan. > Hardly any of my classmates are from Japan. > None o f my classmates is from Japan. 1. My classmates speak Arabic. 2. People are friendly. 3. The pages in this book contain illustrations. 4. Babies are born bald. 5. T h e students in my class are from South America. 6. People like to live alone. 7. The people I know like to live alone. 8. The countries in the world are in the Northern Hemisphere. 9. The citizens of the United States speak English. 10. Children like to read scary stories. 11. The children in my country go to school. 12. Airplanes depart and arrive precisely on time. 13. The rivers in the world are polluted. 14. The pollution in the world today is caused by human beings. □ Exercise 49. Let’s talk. (Charts 7-9 -►7-12) As a class, make a list of controversial topics (i.e., topics that generate opinions not everyone agrees with) that you think are interesting. From this list, choose topics that you would like to discuss with your classmates; then, divide into groups to talk about them. At the end of the discussion time, the leader of each group will report on the opinions of his or her group using expressions of quantity to make generalizations (e.g., Most o f us believe t h a t . . . O R Only afeiu o f us think t h a t . . .). The number o f topics you choose to discuss depends on the time available. Sam ple topics: physician-assisted suicide for terminally ill patients birth control education in public schools a current war or other political crisis the dangers posed by global warming *U sing o f after a ll is optional with a specific noun. c o r r e c t : A ll o f my classmates . . . . c o r r e c t : A ll my classmates are . . . . Nouns 133 u Exercise 50. Check your knowledge. (Chapter 7) Correct the errors. 1. That book contain many different kind of story and article. 2. In my country, there is alot of schools. 3. She is always willing to help her friends in every possible ways. 4. In the past, horses was the principal mean of transportation. 5. He succeeded in creating one o f the best army in the world. 6. There are a lot of equipments in the research laboratory, but undergraduates are not allowed to use them. 7. I have a five years old daughter and a three years old son. 8. M ost of people in my apartment’s building is friendly. 9. Everyone seek the happiness in the life. 10. Writing compositions are very hard for me. 11. Almost of the student in my class are from Asia. 12. It’s difficult for me to understand English when people uses a lot of slangs. 134 CHAPTER 7 □ Exercise 1. What do I already know? (Chart 8-1) Correct the errors in pronoun usage. 1. My friends and I ordered Indian food at the restaurant. I wasn’t very hungry, but I ate most of them. 2. When we were in school, my sister and me used to play tennis after school every day. 3. I f you want to pass you’re exams, you had better study very hard for it. 4. A hippopotamus spends most of it’s time in the water of rivers and lakes. 5. After work, Mr. Gray asked to speak to Mona and I about the company’s new policies. He explained it to us and asked for ours opinions. 6. My friends asked to borrow my car because their’s was in the garage for repairs. □ Exercise 2. Warm-up. (Chart 8-1) Talk about names, paying special attention to pronouns. P a r t I. Use personal pronouns to refer to people in the classroom. Begin your sentence with the given pronoun. Examples: She Their 1. 2. 3. 4. He They I We > She is M arika. > Their names are M arika, Carlos, and Talal. 5. 6. 7. 8. Their Our You (singular) You (plural) 9. 10. 11. 12. Her His She Your P a r t II. Discuss these topics. Listen for pronouns. 1. In many cultures, first names have special meanings. For example, in Japanese, A kira means “intelligent.” In Spanish, Am anda means “loveable.” In Chinese, L iang means “kindhearted.” Does your name have a special meaning? 2. What kind of names do people in your culture give pets? What are some common names? 135 8-1 Personal Pronouns Singular Plural Subject Pronoun Object Pronoun Possessive Pronoun Possessive Adjective / you she, he, it me you her, him, it m ine yours hers, his, its m y (nam e) your (nam e) her, his, its (nam e) we you they us you them ours yours theirs our (nam es) your (nam es) their (nam es) ( a ) I read a bo ok. It was good. A p r o n o u n is used in place of a noun. The noun it refers to is called the “antecedent.” In (a): The pronoun it refers to the antecedent noun book. ( b ) I read som e bo oks. _i They were good. i______ i ( c ) I like tea. Do y o u like tea too? A singular pronoun is used to refer to a singular noun, as in (a). A plural pronoun is used to refer to a plural noun, as in (b). Som etim es the antecedent noun is understood, not explicitly stated. In (c): / refers to the speaker, and y o u refers to the person the speaker is talking to. su b je c t pro no un s ( d ) John has a car. He drives to work. are used as subjects of sentences, as he in (d). are used as the objects of verbs, as h im in (e), or as the objects of prepositions, as h im in (f). o b je c t p ro no un s ( e ) John works in my office. I know h im well. [ f ) I talk to h im every day. ( g ) That book is hers. Yours is over there. p o s s e s s iv e p r o n o u n s (h ) Possessive pronouns in (h). in c o r r e c t : That book is h e t e . Your's is over there. are not followed imm ediately by a noun; they stand alone, as in (g). do no t take apostrophes, as (S ee Chart 7-2, p. 105, for the use of apostrophes with possessive nouns.) ' i ) H er book is here. Your book is over there. p o s s e s s iv e a d j e c t iv e s are followed immediately by a noun; they do not stand alone. ( j ) A bird uses its wings to fly. compare: ( k) in c o r r e c t : A bird uses -ife wings to fly. ( I ) I t ’s cold today. (m) The Harbour Inn is my favorite old hotel. I t ’s been in business since 1933. Its has n o a p o s t r o p h e when it is used as a possessive, as in ( j). I t ’s has an apostrophe when it is used as a contraction of it is, as in (I), or it h a s when h a s is part of the present perfect tense, as in (m). I t ’s vs. its is a common source of error for native speakers of English. no te: 136 CHAPTER 8 □ Exercise 3. Looking at grammar. (Chart 8-1) Identify the personal pronouns and their antecedents. 1. Jack has a part-time job. He works at a fast-food restaurant. > (h e = a pronoun; J a c k = the antecedent) 2. M ost monkeys don’t like water, but they can swim well when they have to. 3. The teacher graded the students’ papers last night. She returned them during class today. 4. Nancy took an apple with her to work. She ate it at lunchtime. 5. A dog makes a good pet if it is properly trained. 6. Yuri’s cat is named Maybelle Alice. She* is very independent. She never obeys Yuri. His dogs, on the other hand, obey him gladly. They like to please him. □ Exercise 4. Looking at grammar. (Chart 8-1) Choose the words in italics that are grammatically correct, n o te : A number o f native English speakers commonly use subject pronouns after a n d , even when the grammatically correct choice is an object pronoun. 1. My parents always read bedtime stories to my sister and I / me. 2. Just between you and I / me, I think Ms. Lucas is going to lose her job. 3. Th ere’s Kevin. L et’s go talk to him. I need to tell you and he / him something. 4. Mrs. Minski needs to know the truth. I ’m going to tell Mr. Chang and she / her the truth, and you can’t stop me. 5. Alex introduced Sally and I / me to his cousin from M exico City. □ Exercise 5. Looking at grammar. (Chart 8-1) Complete the sentences in each situation with pronouns for the word in italics. S itu a tio n 1: T h ere’s Sarah. 1. I need to go talk to 2. her _________ and I have been friends since high school. 3. I went to elementary school with _________ brother and __________ . 4. _________ parents are best friends with my parents. 5. _________ is getting married next month. Another friend and I are ta k in g _on a short trip before _________ marriage. 6. Being with _________ is a lot of fun. We laugh a lot. 7. ________ always has a good time with _________ friends. * I f the sex o f a particular animal is known, usually s h e or he is used instead o f it. Pronouns 137 S i t u a t io n 2 : i ’m not feeling well. I think I ’d better stay home today. 8 . My friends and _________ were planning to volunteer at our local food bank* today. 9. The food bank often asks my friends and _________ to help them with various projects. 10. But my friends will have to go w ith o u t__________ 1 1 . I ’d better call _________ friend Sami to tell him I can’t come today. 12. □ Could I use your cell phone? I don’t have _________ w ith ___________ Exercise 6. Looking at grammar. (Chart 8-1) Choose the correct words in italics. 1. This is my ) / mine umbrella. Your) / Yours umbrella is over there. 2. This umbrella is my / mine. The other one is your / yours. 3. Mary and Bob have their / theirs books. In other words, Mary has her / hers, and Bob has his / him. 4. Our / Ours house is almost the same as our / ours neighbors’ house. The only difference in appearance is that our / ours is gray and their / theirs is white. □ Exercise 7. Let’s talk. (Chart 8-1) Place a pen or pencil on your desk. Your teacher will say a sentence. One student will repeat the sentence, indicating the person(s) the sentence refers to. Close your book for this activity. Example: T e a c h e r : This one is mine, and that one is hers. Ahmed? A h m e d :(Ahm ed points to his pen and gestures tozvard him self): T h i s o n e is m in e . (A hm ed points to another pen and gestures toward Anita): A n d th a t o n e is h e rs. 1. This pen is mine, and that pen is yours. 2. This pen is hers, and that pen is his. 3. These are ours, and those are theirs. □ 4. This one is yours, and that one is his. 5. Their pens are there, and her pen is here. 6 . This isn’t hers. It’s his. Exercise 8. Looking at grammar. (Chart 8-1) Complete the sentences with its or i t ’s. 1. Are you looking for the olive oil? It’s on the top shelf. 2. A honeybee has two wings on each side o f _________ body. *food bank = a place that receives donations o f food and gives them away to needy people. 138 CHAPTER 8 3. Tom has a pet. _________ name is Squeak. __________ a turtle. __________ been his pet for several years. 4. A nation that does not educate _________ children has no future. 5. All of us can help create peace in the world. Indeed, __ _______ our responsibility to do so. □ Exercise 9. Looking at grammar. (Chart 8 1) Choose the correct words in italics. When I was in Florida, I observed an interesting bird called an anhinga. TPs) / Its a fish eater. It I They dives I dive into the water and spears/spear its / it’s prey on its / it’s long, pointed bill. After emerging from the water, it / they tosses / toss the fish into the air and catches / catch it / them in mid-air, and then swallows / swallozv it / them headfirst. Its / It’s interesting to watch anhingas in action. I enjoy watching it / them a lot. □ Exercise 10. Listening. (Chart 8-1) Pronouns can be hard to hear in spoken English because they are usually unstressed. Additionally, if the pronoun begins with “h,” the /h/ sound is often dropped in rapid, relaxed Track41 speech. Complete each conversation with the words you hear. 1. W here’s Kim? A: I don’t know. I haven’t seen ____________ this morning. B: I think _____________ in the restroom. C: I ’m looking for _____________ too. D: A s k ______________ assistant. He’ll know. E: Have you tried looking in ___________ office? I know ______________ not there much, but maybe ______________ surprise you. 2. The Nelsons are giving their daughter a motorcycle for graduation. A: Hmmm. ______________________ like motorcycles that much? B: Really? ______________________a motorcycle rider? C: T h at’s an odd gift. I wonder w h a t______________ were thinking. D: T h at’s what the Smiths gave ___________ son. I think _______________ already had an accident. E: I ’m not a fan of motorcycles. Cars just don’t see ______________ in traffic. F: I th in k ______________ a wonderful gift! I ’ve had _______________ for years, and ______________ been great. Pronouns 139 □ Exercise 11. Warm-up. (Chart 8-2) Pretend you are writing an article about seat belts. Which sentence would you choose to include? Why? n o t e : All the sentences are correct. 1. 2. 3. 4. A driver should put on his seat belt as soon as he gets in his car. A driver should put on her seat belt as soon as she gets in her car. A driver should put on his or her seat belt as soon as he or she gets in his or her car. Drivers should put on their seat belts as soon as they get in their cars. 8 - 2 Personal Pronouns: Agreement with Generic Nouns and Indefinite Pronouns (a) A s tu d e n t walked into the room. She was looking for the teacher. (b) In (a) and (b): T he pronouns refer to particular individuals whose gender is known. T he nouns are not generic. A s tu d e n t walked into the room. He was looking for the teacher. (c) A s tu d e n t should always do h is assignments. A g e n e r ic n o u n * does not refer to any person or thing in particular; rather, it represents a whole group. (d) A s tu d e n t should always do h is o r h e r assignments. In (c): A s tu d e n t is a generic noun; it refers to anyone who is a student. With a generic noun, a singular masculine pronoun has been used traditionally, but many English speakers now use both masculine and feminine pronouns to refer to a singular generic noun, as in (d). (e) S tu d e n ts should always do th e ir assignments. Problems with choosing masculine and/or feminine pronouns can often be avoided by using a plural rather than a singular generic noun, as in (e). In d e fin ite p ro no un s everyone everybody everything som eone som ebody something anyone anybody anything no o n e ** nobody nothing (f) (g) S o m e b o d y left h is book on the desk. E veryo ne has h is o r h e r own ideas. In formal English, the use of a singular pronoun to refer to an is generally considered to be grammatically correct, as in (f) and (g). (h) in f o r m a l : In everyday, informal English (and som etim es even in more formal English), a plural personal pronoun is usually used to refer to an indefinite pronoun, as in (h). S o m e b o d y left th e ir book on the desk. E veryo ne has th e ir own ideas. in d e f in it e p r o n o u n *S e e Chart 7-7, p. 114, for basic article usage. **N o o n e can also be written with a hyphen in British English: N o -o n e heard me. □ Exercise 12. Looking at grammar. (Chart 8-2) Change the sentences by using plural instead of singular generic nouns where possible. Change pronouns and verbs as necessary. Discuss the advantages of using plural rather than singular generic nouns. 1. When a student wants to study, he or she should find a quiet place. > When students want to study, they should fin d a quiet place. 140 CHAPTER 8 2. I talked to a student in my chemistry class. I asked to borrow her notes from the class I missed. She gave them to me gladly, {no change) 3. Each student in Biology 101 has to spend three hours per week in the laboratory where he or she does various experiments by following the directions in his or her lab manual. 4. A citizen has two primary responsibilities. He should vote in every election, and he should serve willingly on a jury. 5. We listened to a really interesting lecturer last night. She discussed her experiences as an archeologist in Argentina. □ Exercise 13. Looking at grammar. (Chart 8-2) Complete each sentence with the pronoun(s) that seems appropriate to the given situation. Choose the correct verbs in parentheses as necessary. Discuss formal vs. informal pronoun usage. 1. One classmate to another: Look. Somebody left 2. th eir* book on my desk. Is it yours? One friend to another: O f course you can learn to dance! Anyone can learn how to dance if ______________ {wants, want) to. 3. Business textbook: An effective corporate manager must be able to motivate ______________ employees. 4. One roommate to another: If anyone asks where I am, tell ______________ you don’t know. I want to keep my meeting with Jim a secret. 5. Son to his mother: Gosh, Mom, everyone who came to the class picnic was supposed to bring __ _____________ own food. I didn’t know that, so I didn’t have anything to eat. I ’m really hungry! 6. A university lecture: I will end my lecture today by saying that I believe a teacher needs to work in partnership with ______________ students. 7. A m agazine article: People do not always see things the same way. Each person has ______________ own way of understanding a situation. □ Exercise 14. Warm-up. (Charts 3) All the pronouns in blue refer to the noun te a m . Discuss how the pronouns in the two sentences are different, n o t e : Both sentences are correct. 1. When the soccer tea m won in the closing moments of the game, they ran to the player who had scored the winning goal and lifted him on their shoulders. 2. A basketball tea m is relatively small. It doesn’t have as many members as a baseball team. *also possible: his; his or her; her or his. Pronouns 141 8 - 3 Personal Pronouns: Agreement with Collective Nouns (a) My fa m ily is large. It is composed of nine members. W hen a collective noun refers to a single impersonal unit, a singular gender-neutral pronoun (it, its) is used, as in (a). (b) My fa m ily is loving and supportive. They are always ready to help me. W hen a collective noun refers to a collection of various individuals, a plural pronoun ( they, them, th e ir) is used, as in (b ).* E x a m p le s of c o lle c tiv e n ou ns audience class committee couple crowd faculty family government group public staff team * N o t e : W h en the collective n o u n refers to a co lle ctio n o f individuals, th e verb m ay be eith er singular or plural: M y fa m ily is OR a re loving and supportive. A singular verb is generally preferred in American English. A plural verb is used more frequently in British English, especially with the words government or public. (American: T h e g o v e r n m e n t is planning m any changes. British: T h e g o v e r n m e n t a re planning many changes.) □ Exercise 15. Looking at grammar. (Chart 8-3) Complete the sentences with pronouns. In some of the sentences, there is more than one possibility. Choose the correct singular or plural verb in parentheses as necessary. 1. I have a wonderful family. I love them very much, and they_____ {loves, love) me. 2. I looked up some information about the average American family. I found out that _____________ _ (consists, consist) o f 2.3 children. 3. The audience clapped enthusiastically. Obviously _______________ had enjoyed the concert. 4. The crowd at the soccer game was huge. ______________ exceeded 100,000 people. 5. The crowd became more and more excited as the premier’s motorcade approached. ______________ began to shout and wave flags in the air. 142 CHAPTER 8 6. The audience filled the room to overflowing. ______________ (was, were) larger than I had expected. 7. The class is planning a party for the last day of school. _________________ (is, are) going to bring many different kinds of food and invite some o f ______________ friends to celebrate w ith _______________ 8. The class is too small. □ (is, are) going to be canceled. Exercise 16. Warm-up. (Chart 8-4) Draw a picture of yourself. Show it to the rest of the class. Answer the questions in complete sentences. Your teacher will supply student names in items 1 and 5. 1. ( _ ___), what did you draw? 2. Who drew a picture of herself? Name someone. 3. Who drew a picture of himself? Name someone. 4. Who drew pictures of themselves? Name them. 5. ( ____ ), did you and ( ____ ) draw pictures of yourselves? 8 - 4 Reflexive Pronouns S in g u la r P lu r a l m yself ourselves yourself yourselves herself, himself, itself, oneself themselves (a) (b) Larry was in the theater. 1talked to him . 1saw m y s e lf the in /saw him . m ir r o r . 1 looked at m y s e lf 1or a long time. (c) in c o r r e c t : — 1saw -m e in the mirror. Did som eone email the report to Mr. Lee? — Yes. Com pare (a) and (b): Usually an object pronoun is used as the object of a verb or preposition, as h i m in (a). (S ee Chart 8-1.) A reflexive pronoun is used as the object of a verb or preposition when the subject of the sentence and the object are the sam e person, as in (b ).* and m y s e l f are the sam e person. / Reflexive pronouns are also used for emphasis. In (d): The speaker would say “I m yself” strongly, with emphasis. — Are you sure? (d) — Yes. 1 m y s e lf emailed the report to him. (e) — (f) The emphatic reflexive pronoun can imm ediately follow a noun or pronoun, as in (d), or com e at the end of the clause, as in (e). /em ailed the report to him m yself. Anna lives b y he rself. The expression b y + a reflexive pronoun means “alone." ‘ Som etim es an object pronoun is used as the object o f a preposition even when the subject and object pronoun are the same person. Examples: I wok my books with m e . B o b brought his books with h im . I looked around m e . S h e kept her son close to h er. Pronouns 143 □ Exercise 17. Looking at grammar. (Chart 8-4) Complete the sentences with appropriate reflexive pronouns. 1. Everyone drew self-portraits. I drew a picture of 2. Rosa drew a picture o f ___________________ . 3. Yusef drew a picture o f __________________ . m yself_________ 4. The children drew pictures o f ____________________ 5. We drew pictures o f ____________________ 6. Olga, you drew a picture o f ___________________ , didn’t you? 7. All of you drew pictures o f ___________________ , didn’t you? 8. When one draws a picture o f ___________________ , it is called a self-portrait. □ Exercise 18. Looking at grammar. (C harts 4) Complete the sentences with appropriate reflexive pronouns. 1. Tommy told a lie. He was ashamed o f him self_________ 2. Masako c u t _________ __________ while she was chopping vegetables. 3. People surround ___________________with friends and familyduring holidays. 4. Omar thinks Oscar is telling the truth. So does Ricardo. I __________________ don’t believe Oscar’s story for a minute! 5. Now that their children are grown, Mr. and Mrs. Grayson live b y ____________________ 6. A: Should I marry Steve? B: No one can make that decision for you, Ann. Only you ___________________ can make such an important decision about your own life. 7. Emily and Ryan, be careful! You’re going to hurt ___________________ ! 8. A: I hate my job. B: Me too. I envy Jacob. H e’s self-employed. A: Yeah. I ’d like to work f o r ___________________ too. 9. Jason, you need to eat better and get more exercise. Youshouldtake better care of ____________________ Your father takes care o f _____________________ , and I take care of ___________________ . Your father and I are healthy because we take good care of ___________________ . People who take care o f ___________________ have a better chance of staying healthy than those who don’t. 144 CHAPTER 8 Exercise 19. Looking at grammar. (Chart 8-4) Complete each sentence with a word or expression from the list and an appropriate reflexive pronoun. Use each word/expression only one time. angry at enjoy entertained feeling sorry for introduced killed laugh at pat 1. Karen Williams never took lessons. She promised proud of talking to / taught ta u g h t herse\f how to play the piano. 2. Did Roberto have a good time at the party? Did he _______________________________ 3. All of you did a good job. You should be _________________________________________ 4. You did a good job, Barbara. You should _____________________________ on the back. 5. A man down the street committed suicide. We were all shocked by the news that he had 6. The children played very well without adult supervision. They _______________________ ______________________ by playing school. 7. I had always wanted to meet HongTran. When I saw her at a party last night, I walked over and __________________________________ to her. 8. Nothing good ever comes from self-pity. You should stop ____________________________ ., George, and start doing something to solve your problems. 9. People might think you’re a little crazy, b u t ________________________________________is one way to practice using English. 10. Humor can ease the problems we encounter in life. Sometimes we have to be able to 11. Carol made several careless mistakes at work last week, and her boss is getting impatient with her. Carol has _________________ ________________ to do better work in the future. 12 . Yesterday Fred’s car ran out of gas. He had to walk a long way to a gas station. He is still _______________________________________ for forgetting to fill the tank. Pronouns 145 □ Exercise 20. Listening. (Chart 8-4) f'- Listen to the beginning o f each sentence. Choose the correct completion. <s* CD1 Example: You will hear: We wanted to save money, so we painted the inside of our T rack 42 apartm ent_____. You will circle: myself □ ourselves yourselves 1. himself herself yourself 2. yourself myself ourselves 3. ourselves themselves myself 4. themselves himself herself 5. ourselves yourselves themselves 6. himself herself myself Exercise 21. Looking at grammar. (Chapters 6 • 8) Choose the correct words in italics. 1 (Penguin, Penguins )) are interesting (creature, creatures,). They are (bird, birds), but (it, they) cannot fly. (Million, Millions) o f (year,years) ago, they had (wing, wings). (This, These) wings changed as the birds adapted to (its, their) environment. (Penguin’s, Penguins’) principal food (was, were) ( fish, fishes). Penguins needed to be able to swim to find their food, so eventually their (wing, wings) evolved into (flipper,flippers) that enabled (it, them) to swim through water with speed and ease. 4. Penguins (spends, spend) most o f their lives in (water, waters). However, they lay their (egg, eggs) on (land, lands). 5. Emperor penguins have interesting egg-laying (habit, habits). 6. The female (lays, lay) one (egg, eggs) on the (ice, ices) in Antarctic regions and then immediately (returns, return) to the ocean. 7. After the female lays the egg, the male (takes, take) over. (He, They) (covers, cover) the egg with (his, their) body until (she, he, it, they) (hatches, hatch). 8. (This, These) process (takes, take) seven to eight (week, weeks). i During (this, these) time, the male (doesn’t, don’t) eat. 9. After the egg (hatches, hatch), the female returns to take care of the chick, and the male (goes, go) to the ocean to find food for (himself, herself), his mate, and their (offspring, offsprings). 10 . (Penguin, Penguins) live in a harsh (environment, environments). (He, They) (need, needs) endurance to survive. 146 CHAPTER 8 □ Exercise 22. Warm-up. (Chart 8-5) Read the dialogue. Discuss the pronouns in blue. Who or what do they refer to? M r s . C o o k : Jack Woods bought a used car. Did you hear? M r. C ook: Yes, I heard all about his car. H e paid next to nothing for it. M r s . C o o ic R ig h t. A n d n o w it d o e s n ’t ru n . M r . C ook: W e ll, as they say, you g e t w h a t you p a y fo r. M r s . C o o k : T h a t’s certainly true. One gets what one pays for. 8 - 5 Using Youy One, and They as Impersonal Pronouns (a) One should always be polite. In (a) and (b): O ne means “any person, people in general.” (b) How does one get to Fifth Avenue from here? In (c) and (d): You means “any person, people in general." (c) You should always be polite. One is much more formal than you. Impersonal you, rather than one, is used more frequently in everyday English. (d) How do y o u get to Fifth Avenue from here? (e) Iowa is an agricultural state. They grow a lot of corn there. They is used as an impersonal pronoun in spoken or very informal English to mean “people in general” or “an undefined group of people.” They has no stated antecedent. Often the antecedent is implied. In (e): T hey = farmers in Iowa □ Exercise 23. Looking at grammar. (Chart 8-5) Discuss the meanings of the pronouns in ita lics. 1. I agree with Kyung’s decision to quit his corporate job and go to art school. I think you need to follow your dreams. > The pronouns refer to everyone, anyone, people in general, all o f us. 2. Jake, if you really want my advice, I think you should find a new job. » The pronouns refer to Ja k e, a specific person. 3. Wool requires special care. If you wash wool in hot water, it will shrink. You shouldn’t throw a wool sweater into a washing machine with cottons. 4. Alex, I told you not to wash j w r sweater in hot water. Now look at it. It’s ruined! 5. Generosity is its own reward. You always get back more than you give. 6. Sonya, let’s make a deal. It you wash the dishes, I ’ll take out the garbage. 7. The earth’s environmental problems are getting worse all the time. They say that the ozone layer is being depleted more and more every year. 8. Memory is selective. Often you remember only what you want to remember. I f you ask two people to telljwz* about an experience they shared, they might tell you two different stories. 9. I would have loved to have gone to the concert last night. They played Beethoven’s Seventh Symphony. I heard it was wonderful. 10. I ’ve grown to dislike airplane travel. They never give you enough room for your legs. And if the person in front o iy o u puts his seat back, j>cw can barely move. You can’t even reach down to pick up something from the floor. Pronouns 147 □ Exercise 24. Let’s talk. (Chart 8-5) Discuss the meanings of these common English sayings. Work in pairs, in small groups, or as a class. 1. 2. 3. 4. □ “You can’t teach an old dog new tricks.” “You are what you eat.” “If you’re not part o f the solution, you’re part of the problem.” “You can fool some of the people all of the time, and you can fool all of the people some of the time, but you can’t fool all o f the people all of the time.” — A braham Lincoln Exercise 25. Warm-up. (Chart 8-6) M atch each sentence to the picture it describes. 1. Some of the crows are flying. The others are sitting on a fence. 2. Some of the crows are flying. Others are sitting on a fence. Picture A O 1 00 7orms of Other Singular Plural Singular Plural Picture B Adjective Pronoun another book (is) other books (are) another (is) others (are) the other book (is) the other books (are) the other (is) the others (are) Forms of other are used as either adjectives or pronouns. Notice: • Another is always singular. • A final -s is used only for a plural pronoun (others). The meaning of another: “one more in addition to or different from the one(s) already mentioned.” (a) T he students in the class com e from many countries. O ne of the students is from Mexico. A nother student is from Iraq. A nother is from Japan. Other students are from Brazil. Others are from Algeria. The meaning of other/others (without the): “several more in addition to or different from the one(s) already mentioned.” (b) 1 have three books. Two are mine. The other book is yours. ( The other is yours.) T he meaning of the other(s): “all that remains from a given number; the rest of a specific group.” (c) 1 have three books. O ne is mine. The other books are yours. ( The others are yours.) (d) 1 will be here for another three years. (e) 1 need another five dollars. ( f) W e drove another ten miles. 148 CHAPTER 8 A nother is used as an adjective with expressions of time, money, and distance, even if these expressions contain plural nouns. A nother means “an additional” in these expressions. □ Exercise 26. Looking at grammar. (Chart 8 6) Com plete the sentences with a form o f o th er. 1. I got three letters. O ne was from my father. ________ Another __________ one was from my sister. The oth er ________ letter was from my girlfriend. 2. L ook at your hand. You have five fingers. O ne is your thumb. _______________________ is your index finger. _______________________ is your middle finger. ________________________ _ finger is your ring finger. And f inger (the last o f the five) is your little finger. 3. 4. Look at your hands. One is your right hand. _______________________ is your left hand. I lost my dictionary, so I b o u g h t_____________________ 5. Som e people have red hair. _________________ have brown 6. Som e people have red hair. _________________ people have brown hair. 7. hair. I have four children. O ne of them has red hair. ___________________________ children have brown hair. 8. □ I have four children. O ne o f them has red hair. ________________________ have brown hair. Exercise 27. Looking at grammar. (Chart 8-6) Read each pair o f sentences and answer the question that follows. 1. a. One N orth African country Helen plans to visitis Algeria.Another is M orocco, b. One N orth African country Alex plans to visit is Tunisia. T h e other is Algeria. Q u e s t io n : W ho is planning to visit more than two countries in N orth Africa? 2. a. Purple is one o f M ai’s favorite colors. T h e others she likes are blue and green, b. Purple is one o f Elaine’s favorite colors. Others she likes are blue and green. Q u e s t io n : W ho has only three favorite colors? 3. a. Kazuo took a cookie from the cookie jar and ate it. T h en he took another one and ate it too. b. Susie took a cookie from the cookie jar and ate it. T h en she took the other one and ate it too. Q u e s t io n : W hose cookie jar had only two cookies? 4. a. Som e o f the men at the business meeting on Thursday wore dark blue suits. O thers wore black suits. b. Som e o f the men at the business meeting on Friday wore dark blue suits. T h e others wore black suits. Q u e s t io n : Mr. Anton wore a gray suit to the business meeting. W hich day did he attend the m eeting, Thursday or Friday? Pronouns 149 Exercise 28. Looking at grammar. (Chart 8-6) Complete the sentences with a form of o th e r . 1. There are two women standing on the corner. One is Helen Jansen, and th e o th er________ is Pat Hendricks. 2. They have three children. One has graduated from college and has a job. _____________________is at Yale University. _____________________ is still living at home. 3. I would like some more books on this subject. Do you have any ______________________ that you could lend me? 4. I would like to read more about this subject. Do you have any ______________________ books that you could lend me? 5. Marina reads the New York Times every day. She doesn’t read any ______________________ newspapers. 6. Some people prefer classical music, but ______________________ prefer rock music. 7. I ’m almost finished. I just need ______________________ five minutes. 8. One of the most important inventions in the history of the world was the printing press. ______________________ was the electric light. _______________________were the telephone, the television, and the computer. 9. Some babies begin talking as early as six months; ______________________ don’t speak until they are more than two years old. 10. One common preposition is front. ______________________ common one is in. ______________________ are by, for, and o f The most frequently used prepositions in English are at, by, for, from , in, of, to, and with. What are some ______________________ prepositions? 11. That country has two basic problems. One is inflation, and ______________________ is the instability of the government. 12. I have been in only three cities since I came to the United States. One is New York, and ______________________ are Washington, D .C ., and Chicago. 13. When his alarm went off this morning, Toshi shut it off, rolled over, and slept for ______________________ hour. 14. Individual differences in children must be recognized. Whereas one child might have a strong interest in mathematics and science, ______________________ child might be more artistic. CHAPTER 8 □ Exercise 29. Let’s talk. (Chart 8-6) Complete the sentences, using an appropriate form of o t h e r . Work in pairs, in small groups, or as a class. Example: S p e a k e r A (book open): There are two books on my desk. One is . . . . S p e a k e r B (book closed)'. One is red. The other is blue. 1. 2. 3. 4. 5. 6. I speak two languages. One is . . . . I speak three languages. One is . . . . I lost my textbook, so I had to buy . . . . Some people have brown hair, but . . . . Hawaii is a popular tourist destination. Italy is . . . . I have two books. One is . . . . (Change roles if working in pairs.) 7. Some T V programs are excellent, but . . . . 8. Some people need at least eight hours of sleep each night, b u t . . . . 9. Only two of the students failed the quiz. All o f . . . . 10. There are three colors that I especially like. One is . . . . 11. I have two candy bars. I want only one of them. Would you like . . . ? 12. There are three places in particular I would like to see when I visit (a city Icountry). One is . . . . □ Exercise 30. Listening. (Chart 8-6) Q Complete each sentence with the form of o t h e r you hear. CD 1 Track 43 1. This coffee is delicious. Could I please have ______________________ cup? 2. The coffee isn’t in this grocery bag, so I ’ll look in ______________________ one. 3. There are supposed to be ten chairs in the room, but I count only five. Where are ______________________ ? 4. No, let’s not use this printer. Let’s use ______________________ one. 5. Bob is a nickname for Robert. ________________ are Rob and Robbie. 6. The sky is clearing. It’s going to be ______________________ beautiful day. □ Exercise 31. Warm-up. (Chart 8-7) Read about Kate and Lisa. Are the statements about them true? Circle “T ” for true and “F ” for false. S i t u a t i o n : Lisa and Kate talk to each other every other day. Kate saw Lisa the other day at the park. Lisa was with her five children. They were walking behind her, one after the other. 1. Kate talks to Lisa often. T F 2. Kate talked to Lisa today. She’ll talk to her again tomorrow. T F 3. Kate last saw Lisa a few weeks ago. T F 4. Lisa’s children were walking in a line. T F Pronouns 151 8 - 7 Common Expressions with Other (a) Mike and 1write to each other every w eek. W e write to one another every week. Each other and one another indicate a reciprocal relationship.* In (a): 1 write to him every week, and he writes to me every week. (b) Please write on every other line. Every other can give the idea of “alternate.” T he meaning in (b) means: W rite on the Do not write W rite on the Do not write (c) — Have you seen AN recently? — Yes. 1 saw him just the other day. first line. on the second line. third line. on the fourth line. (Etc.) The other is used in time expressions such as the other day, the other morning, the other week, etc., to refer to the recent past. In (c): the other day means “a few days ago, not long ago.” (d) The ducklings walked in a line behind the mother duck. Then the mother duck slipped into the pond. The ducklings followed her. They slipped into the w ater one after the other. (e) They slipped into the w ater In (d): one after the other expresses the idea that separate actions occurred very close in time. In (e): one after another has the sam e meaning as one after the other. one after another. other than Rosa. except [fo r) Rosa. (f) No one knows my secret (g) No one knows my secret (h) Fruit and vegetables are full of vitamins and minerals. In other words, they are good for you. O ther than is usually used after a negative to mean “except,” as in (f). Exam ple (g) has the sam e meaning as (f). In (h): In other words is used to explain, usually in simpler or clearer terms, the meaning of the preceding sentence(s). * I n typical usage, each other and one another are in terch a n g ea b le; th ere is n o d ifferen ce b etw een th em . S o m e native sp eakers, how ever, use each other w hen they are talkin g a b o u t only two p erso ns or th in gs, and one another w hen th ere are m ore d ian two. □ Exercise 32. Looking at grammar. (Charts 8-6 and 8 7) Complete the sentences with a form o f o th e r . 1. Two countries border on the United States. One is Canada. The oth er________is Mexico. 2. One of the countries I would like to visit is Sweden. ______________________ is Malaysia. O f course, besides these two countries, there are many ______________________ places I would like to see. 152 CHAPTER 8 3. Louis and I have been friends for a long time. We’ve known ______________________ since we were children. 4. A: I talked to Sam ______________________day. B: Oh? How is he? I haven’t seen him for ages. 5. In the Southwest there is a large area of land that has little or no rainfall, no trees, and very few plants ______________________ than cactuses. In _______________________words, this area of the country is a desert. 6. Thank you for inviting me to the picnic. I ’d like to go with you, but I ’ve already made ______________________ plans. 7. Some people are tall; ______________________are short. Some people are fat; ______________________ are thin. Some people are nearsighted; _______________________ people are farsighted. 8. Mr. and Mrs. Jay love __________________ _ . They su p p o rt_______________________ They lik e ______________________ In _______________________ words, they are a happily married couple. 9. A: How often do you travel to Portland? B: Every ______________________month I go there to visit my grandmother in a nursing home. 10. Could I borrow your pen? I need to write a check, but I have nothing to write with ______________________ than this pencil. 11. My niece, Kathy, ate one cookie a fte r ______________________ until she finished the whole box. T h at’s why she had a bad stomachache. Pronouns 153 □ Exercise 33. Looking at grammar. (Charts 8-6 and 8-7) Complete the sentences with your own words. Use a form o f o t h e r where indicated. Example: Some people like ____ while {other) _____________ p re fe r__ - > Some people like coffee while others prefer tea. I have tw o _____ One is ______, and {other) ____ i s ______ One of the longest rivers in the world i s _____{other) ______is _____ . Some people like to ____ in their free time, {other) _____ p re fe r______ There are three ____ that I especially like. One i s ______{other)______i s ______{other) ____ i s ______ 5. There are many kinds o f _____ Some are _____ , {other) ____ are _____ , and {other) ____ a r e _____ 1. 2. 3. 4. □ Exercise 34. Listening. (Chart 8-7) f f j Listen to the way o t h e r and e x c e p t are used.Choose the sentence that is closest in meaning to the one you hear. CD1 Example: You will hear: I spend a lot of time with my grandmother. We enjoy each other’s company. You will choose: a. My grandmother and I like to spend time with others. © I enjoy spending time with my grandmother. 1. a. All of the students had the wrong answer, b. Some students had the wrong answer. 2. a. The Clarks each see others on weekends. b. The Clarks spend time together on weekends. 3. a. Susan spoke with him a while ago. b. Susan spoke with him recently. 4. a. Three people know about the engagement, b. Four people know about the engagement. 5. a. Jan knows about the party. b. Jan doesn’t know about the party. □ Exercise 35. Check your knowledge. (Chapters 6 >8) Correct the errors. a re s e 1. There 4s- many different kind of animal in the world. 2. My cousin and her husband moved to other city because they don’t like a cold weather. 3. I like to travel because I like to learn about other country and custom. 4. Collecting stamps is one o f my hobby. 5. I came here three and a half month ago. I think I have made a good progress in English. 154 CHAPTER 8 6. When I lost my passport, I had to apply for the another one. 7. When I got to class, all of the others students were already in their seats. 8. English has borrowed quite a few of word from another languages. 9. There is many student from differents countries in this class. 10. Thousand of athlete take part in the Olympics. 11. Education is one of the most important aspect of life. Knowledges about many different things allow us to live fuller lives. 12. All of the students names were on the list. 13. I live in a two rooms apartment. Its too small for my family. 14. Many o f people prefer to live in small towns. Their attachment to their communities prevent them from moving from place to place in search o f works. 15. Todays news is just as bad as yesterdays news. 16. Almost of the students in our class speaks English well. 17. The teacher gave us several homework to hand in next Tuesday. 18. In today’s world, womans work as doctor, pilot, archeologist, and manyother thing. Both my mother and father are teacher’s. 19. Every employees in our company respect Mr. Ward. 20. A child needs to learn how to get along with another people, how tospend their time wisely, and how to depend on yourself. Exercise 36. Let’s write. (Chapters 6 -> 8) Write a paragraph on one of the given topics. Write as quickly as you can. Write whatever comes into your mind. Try to write 100 words in ten minutes. When you finish your paragraph, exchange it with a classmate. Correct each other’s errors before giving it to your teacher. Topics: food English this room animals computers families movies holidays Pronouns 155 □ Exercise 37. Let’s write and talk. (Chapters 6-»8) Choose an object and write a short paragraph about it. Do n o t include the name of the object in your writing; always use a pronoun to refer to it, not the noun itself. Describe the object (What does it look like? What is it made of? What does it feel like? Does it make a noise? Does it have a smell? E tc.), and explain why people use it or how it is used. Begin with its general characteristics; then gradually get more specific. Finally, read your paragraph aloud to the class or to a small group of classmates. They will try to guess what the object is. Example: u It is usually made of metal. It is hollow. It is round on one end. It can be very small — small enough to fit in your pocket — or large, but not as large as a car. It is used to make noise. It can be used to give a signal. Sometimes it’s part of an orchestra. Sometimes it is electric and you push a button to make it ring. What is it? Exercise 38. Let’s talk. (Chapters 6 -> 8) Think of the best present you have ever been given. Maybe it was something for your birthday, maybe for an anniversary, or maybe it wasn’t for any special occasion at all. It could be an object, an activity, or perhaps something someone did for you. Describe it to the class or a small group. Include what it looked like, how it made you feel, and why it was special. The class or group will try to guess what it was. 156 Example: The best present I ever received was something my son gave me. He had to work hard in order to be able to give me this gift. When he was 18, he decided to go to college. That made me very happy. Many times he didn’t think he could finish, but I told him that a good education would be his key to success in life. He studied very hard and never quit. This present took place on one day. I was there and watched him with tears in my eyes. What was this gift? Answer: Your son’s graduation from college. CHAPTER 8 Chapter 9 Modals, Part 1 □ Exercise 1. Warm-up. (Chart 9 1) Correct the errors in verb forms. see 1. She can -saw- it. 5 Can pass you the rice, please? 2. She can to see it. 6 Do you can see it?* 3. She cans see it. 7 They don’t can go there.** 4. She can 8 They aren’t able pay their rent. sees it. 9-1 Basic Modal Introduction Modal auxiliaries generally express speakers’ attitudes. For example, modals can express that a speaker feels something is necessary, advisable, permissible, possible, or probable; and, in addition, they can convey the strength of those attitudes. Each modal has more than one meaning or use. S ee Chart 10-10, p. 2 0 4 -2 0 5 , for a sum mary overview of modals. M odal a u x ilia rie s in E n glish can could had better may might must ought (to) shall should will would Modal Auxiliaries You He She It We You They can do it. c o u ld do it. h a d b e tte r do it. m a y do it. m ig h t do it. m u s t do it. o u g h t to do it. s h a ll do it. s h o u ld do it. w ill do it. w o u ld do it. Modals do not take a final correct: in c o r r e c t : She can do -s, even when the subject is she, he, or it. it. She ean& do it. Modals are followed immediately by the simple form of a verb. correct: in c o r r e c t : She can d o it. She can -to- do it. / S he can -does it. / She can -did- it. The only exception is ou gh t, which is followed by an infinitive {to + the simple form o f a verb). c o r r e c t : He o u g h t to g o to the meeting. Phrasal Modals be ab le be g o in g be s u p p o s e d ha ve have g o t to to to to to do do do do do it it it it it Phrasal modals are common expressions whose meanings are similar to those of some of the modal auxiliaries. For example: be ab le to is similar to can; be g o in g to is similar to w ill. An infinitive {to + the sim ple form o f a verb) is used in these similar expressions. *S ee Appendix Chart B -l for question forms with modals. ** S e e Appendix Chart D - l for negative forms with modals. 157 □ Exercise 2. Warm-up. (Charts 9-2 an d 9-3) Complete the requests with I or y o u . Which sentences have essentially the same meaning? 1. Could _________ see that book? Thanks. 2. Could _________ hand me that book? Thanks. 3. M a y _________see that book? Thanks. 4. Can _________hand me that book? Thanks. 5. Can _________see that book? Thanks. 6. Would _________ hand me that book? Thanks. 7. Will _________please hand me that book? Thanks. 9 - 2 Polite Requests with “I” as the Subject M ay 1 (a) M ay 1 b o rro w your pen (please)? Could 1 (b) C o u ld 1 (please) b o rro w your pen? M ay 1 and could 1are used to request permission. They are equally polite, but m ay /so u n d s more form al.* n o t e in (b): In a polite request, could has a present or future meaning, not a past meaning. Can 1 (c) Can 1 b o rro w your pen? Can 1 is used informally to request permission, especially if the speaker is talking to som eone she/he knows fairly well. Can 1 is usually considered a little less polite than m ay 1 or could 1. TYPICAL RESPONSES Certainly. Yes, certainly. O f course. Yes, of course. in f o r m a l : Sure. Often the response to a polite request is an action, such as a nod or shake of the head, or a simple “uh-huh,” meaning “yes.” * M ig h t is also possible: M ig h t I b o r r o w your pen? M ig h t I is quite formal and polite; it is used much less frequently than m a y I or c o u ld /. 158 CHAPTER 9 9 - 3 Polite Requests with “You” as the Subject Would you (a) W ould y o u p a s s the salt (please)? Will you (b) W ill y o u (please) p a ss the salt? Could you (c) C o u ld yo u p a s s the salt (please)? The meaning of would you and will you in a polite request is the sam e. Would you is more common and is often considered more polite. T he degree of politeness, however, is often determ ined by the speaker's tone of voice. Basically, could you and would you have the sam e meaning. T he difference is slight. Would you = Do you want to do this please? Could you = Do you want to do this please, and is it possible for you to do this? Could you and would you are equally polite. Can you (d) Can y o u (please) p a s s the salt? Yes, I'd (1 would) be happy to / be glad to. Certainly. in f o r m a l : Sure. A person usually responds in the affirmative to a polite request. If a negative response is necessary, a person might begin by saying, “I’d like to, b u t . . . ” (e.g., “I’d like to pass the salt, but 1 can’t reach it.”). (e) M ay is used only with 1or we in polite requests. TYPICAL RESPONSES □ Can you is often used informally. It usually sounds a little less polite than could you or would you. in c o r r e c t : May ^you- pass the salt? Exercise 3. Let’s talk. (Charts 9-2 and 9-3) Ask and answer polite questions. Speaker A presents the situation to Speaker B. Speaker B makes a polite request using W ould I C o u ld y o u , and Speaker A gives a typical response. Work in pairs or as a class. Example: S p e a k e r A (book open)-. S peaker S peaker You and I are co-workers. We don’t know each other well. We’re at a lunch table in a cafeteria. You want the pepper. B (book closed)-. Would/Could you please pass me the pepper? ( Will is also possible because the speaker uses please, but can is probably not appropriate in this situation.) A (book open)-. Certainly. I ’d be glad to. Here you are. 1. You and I are good friends. We’re in my apartment. You want to use the phone. 2. I ’m your instructor. You want to leave class early. 3. I ’m a student in your class. You hand me some papers. You want me to pass them out to the class. {Change roles i f working in pairs.) 4. I ’m your supervisor at work. You knock on my half-open office door. I ’m sitting at my desk. You want to come in. 5. I ’m Dr. N orth’s assistant. You want to make an appointment to see Dr. North. 6. You are running toward the elevator. I ’m already inside. The door is closing. You ask me to hold it open. Modals, Part 1 159 u Exercise 4. Warm-up. (Chart 9-4) In each dialogue, choose the speaker (A or B) who is going to turn down the heat. 1. A: Would you mind turning down the heat? B: No, not at all. 2. A: Would you mind if I turned down the heat? B: No, not at all. 9 - 4 Polite Requests with Would You Mind Asking Permission (a) Would you m ind i f 1 c lo s e d the window? (b) Would you m ind i f 1 u s e d the phone? Notice in (a): W ould y o u m in d if 1 is followed by the simple past.* T he meaning in (a): M ay 1 close the window? Is it all right TYPICAL RESPONSES No, not at all. No, of course not. No, that would be fine. if 1close the window? Will it cause you any trouble or discom fort if 1 close the window? Notice that the typical response is “no.” “Yes” means Yes, 1 mind. In other words: It is a problem for me. Another typical response might be “unh-uh,” meaning “no.” Asking Someone to Do Something (c) Would you m ind c lo s in g the window? (d) Excuse me. Would you m ind re p e a tin g that? Notice in (c): W ould y o u m in d is followed by the ■ing form of a verb (a gerund). T he meaning in (c): 1 d o n ’t want to cause you any trouble, t y p ic a l r e s p o n s e s No. I’d be happy to. Not at all. I’d be glad to. in f o r m a l : No problem. / Sure. / Okay. but would you please close the window? Would that cause you any inconvenience? T he informal responses “Sure” and “O kay” are common but not logical. T he speaker means No, 1 wouldn't m ind but seem s to be saying the opposite: Yes, 1 would mind. Native speakers understand that the response “Sure” or “O kay” in this situation means that the speaker agrees to the request. ‘ Som etim es, in informal spoken English, the simple present is used: Would you mind if I c lo s e the window? N o t e : T h e simple past does not refer to past time after w o u ld y o n m i n d ; it refers to present or future time. See C hart 2 0 -3 , p. 4 1 9 , for more information. □ Exercise 5. Looking at grammar. (Chart 9 4) Make sentences using W ould y o u m in d . 1. a. I want to leave early. > Would you mind i f I left early? b. I want you to leave early. > Would you mind leaving early? 2. a. I want you to speak with John, b. I want to speak with John. 3. a. I want to turn on the air conditioner. b. I want you to turn on the air conditioner. 160 CHAPTER 9 □ Exercise 6. Looking at grammar. (Chart 9-4) Complete the sentences with the verbs in parentheses. Use i f I + the past tense o r the - in g form o f the verb. In some of the sentences, either response is possible, but the meaning is different. 1. A: I ’m very tired and need to sleep. Would you mind (go) ________ if I went____ to bed? B: I ’m sorry. I didn’t understand what you said. Would you mind (repeat) repeating_____ that? 2. A: Are you coming with us? B: I know I promised to go with you, but I ’m not feeling verygood. Would you mind (stay) ___________________ home? A: O f course not. 3. A: It’s getting hot in here. Would you mind (open) ___________________ the window? B: No. 4. A: This is probably none of my business, but would you mind (ask) you a personal question? B: It depends. 5. A: Would you mind (smoke) ________________________ ? B: I ’d really rather you didn’t. 6. A: Excuse me. Would you mind (speak) ___________________ a little more slowly? I didn’t catch what you said. B: Oh, o f course. I ’m sorry. 7. A: I don’t like this T V program. Would you mind (change) ___________________ the channel? B: Unh-uh. □ Exercise 7. Listening. (Chart 9-4) «* Listen to each request. Choose the expected response (a. or b.). In relaxed speech, the y o u in w o u ld y o u may sound like “ju” or “juh.” CD 1 Exam ple: You will hear: This room is stuffy. Would you mind if I opened the door? You will choose: i a. No, of course not. b. Yes. 1. a. Yes. b. Not at all. I ’d be glad to. 2. b. No, that would be fine. a. Yes. 3. a. Yes. b. No, I ’d be happy to. 4. b. Yes. a. Sure. 5. a. Yes. b. No problem. Exercise 8. Let’s talk: pairwork. (Chart 9-4) Work with a partner. Read each situation and create a dialogue. Partner A makes a polite request using W ould y o u m in d . Partner B gives a typical response. Example: You have a library book. You want the other person to take it back to the library for you. P a r t n e r A: Are y o u g o in g to the lib ra ry ? P a r t n e r B: Yes. P a r t n e r A: This book is due. Would you mind taking it back to the library for me? P a r t n e r B: Not at all. I ’d be glad to. 1. You’ve finished dinner. You’re about to wash the dinner dishes. You want the other person to dry them. 2. You’re feeling tired. A friend has arrived to pick you up for a party, but you’ve decided not to go. 3. One of you says that you’re going to a particular store. The otherone also wants something from that store but doesn’t have time to go there. 4. One of you wants to ask the other a personal question. 5. You’ve bought a new cell phone. You don’t know how to senda text message, but your friend does. You want to learn how to do it. u Exercise 9. Looking at grammar. (Charts 9 2 >9-4) Complete the polite requests with your own words. Try to imagine what the speaker might say in the given situation. 1. J a c k : W hat’s the trouble, Officer? O f f i c e r : Y ou made an illegal U-turn. J a c k : I did? O f f i c e r : Yes. May / s e e your driver’s license___________________________________? J a c k : Certainly. It’s in my wallet. O f f i c e r : Would 2. you p lea se remove it from your wallet W a i t e r : Good evening. Are you ready to order? C u s t o m e r : No, we’re n o t. C o u ld ______________________________ W a i t e r : Certainly. I ’ll be back shortly. 3. S a l l y : Are you driving to the meeting tonight? S a m : Uh-huh, I am. S a l l y : Could _______________________________ S am : Sure. I ’ll pick you up at 7:00. 4. M r. P e n n : Something’s come up, and I can’t meet with you Tuesday. Would you mind Ms. G r a y : Let me check my calendar. 162 CHAPTER 9 5. M e c h a n i c : What seems to be the trouble with your car? C u s t o m e r : S o m e th in g ’s w ro n g w ith th e b ra k e s , I th in k . C o u ld ____________________________? M e c h a n i c : Sure. Just pull the car into the garage. 6. S h e l l e y : Are you enjoying the movie? M i k e : Yeah, you ? S h e l l e y : Yes, but I can’t see over the man in front of me. Would youmind ___________ ? M i k e : N o t a t all. I see tw o e m p ty sea ts a c ro ss th e aisle. □ Exercise 10. Let’s talk: pairwork. (Charts 9-2 -> 9-4) Work with a partner. Make up a short dialogue for each situation. contain a polite request and a response to that request. The dialogue should Example: Janet and Sara are roommates and good friends. Janet doesn’t have enough money to go to a movie tonight. She wants to borrow some from Sara. J a n e t : T h ere’s a movie I really want to see tonight, but I ’m running a little low on money right now. Could I borrow a few dollars? I ’ll pay you back Friday. S a r a : S u r e . No p ro b le m . How m u c h d o y ou n e ed ? 1. Rashid is walking down the hall of his office building. He needs to know what time it is. He asks Elena, a co-worker he’s seen before but has never met. 2. Larry is trying to study. His roommate, Matt, is playing a CD very loudly. This is bothering Larry, who is trying to be polite even though he feels frustrated and a little angry. 3. Ms. Jackson is in the middle o f the city. She’s lost. She’s trying to find the bus station. She stops a friendly-looking stranger on the street to ask for directions. 4. Paul just arrived at work and remembered that he left his stove on in his apartment. His neighbor Mrs. Wu has a key to the front door, and Paul knows that Mrs. Wu hasn’t left for work yet. Anxiously, he telephones Mrs. Wu for help. □ Exercise 11. Let’s talk. (Charts 9-2 9-4) What are some polite requests you have heard (or have said) in the given locations? Create typical dialogues. 1. in this classroom 3. at a restaurant 2. at an airport 4. at a grocery store □ 5. on the telephone 6. at a clothing store Exercise 12. Warm-up. (Chart 9-5) Read the statements. Choose the more typical context (a. or b.) for the words in blue. Discuss their meanings. 1. Gosh! Look at the time. I ’ve got to go. I have class in five minutes! a. everyday conversation b. formal writing 2. All applicants must be 18 years of age and must have a valid driver’s license. a. everyday conversation b. formal writing 3. We have to prepare a research paper on global warming in Dr. Chen’s seminar this term. I think it’ll be interesting. a. everyday conversation b. formal writing Modals. Part 1 163 9 - 5 Expressing Necessity: Must, Have To, Have Got To M u st, H a v e To (a) All applicants m u s t take an entrance exam. (b) All applicants have to take an entrance exam. (c) I’m looking for Sue. 1 have to ta lk to her about our lunch date tomorrow. 1 can't m eet her for lunch because 1 have to go to a business meeting at 1:00. (d) W h e re ’s Sue? I m u s t ta lk to her right away. I have an urgent message for her. M u s t and have to both express necessity. The meaning is the sam e in (a) and (b): It is necessary for every applicant to take an entrance exam. There is no other choice. The exam is required. In everyday statem ents of necessity, have to is used more commonly than m ust. M u s t is usually stronger than have to and can indicate urgency or stress importance. The meaning in (c): 1need to do this, and 1need to do that. The meaning in (d) is stronger: This is very im portant! Because it is a strong word, m u s t (meaning necessity) is relatively rare in conversation. It is usually found in legal or academ ic writing. (e) (f) I have to (“hafta”) be home by eight. He ha s to (“hasta”) go to a meeting tonight. Native speakers often say “hafta” and “hasta," as in (e) and (f). no te: H a v e G o t To (g) I have g o t to g o now. I have a class in ten minutes. (h) I have to g o now. I have a class in ten minutes. Have g o t to also expresses the idea of necessity: (g) and (h) have the sam e meaning. Have g o t to is informal and is used primarily in spoken English. Have to is used in both formal and informal English. (i) I have g o t to g o (“I’ve gotta go / 1 gotta go”) now. The usual pronunciation of g o t to is "gotta.” Sometimes have is dropped in speech: “1gotta do it.” Past Necessity ( j) (k ) PRESENT Or FUTURE H a d to expresses past necessity. I have to / have g o t to / m u s t s tu d y tonight. In ( j ): h a d to = needed to: PAST There is no other past form for m u s t (when it means necessity) or have g o t to. I h a d to s tu d y last night. □ 1needed to study last night. Exercise 13. Let’s talk. (Chart 9-5) Answer the questions in complete sentences using m u s t , h a v e to, h a d to, or h a v e g o t to. Work in pairs, in small groups, or as a class. 1. What are some things you have to do after class today? 2. What have you got to do before you go to bed tonight? Is there any place you have got to go later today? 3. Think about everyday life. What are some things you must have in order to survive? 4. Think about your plans for the next week. What are some things you have to do? 5. Think about your activities last week. What were some things you had to do? 6. Think of the job of a doctor. What kinds of things must a doctor know about? What are some things a doctor has to do every day? 164 CHAPTER 9 □ Exercise 14. Warm-up. (Chart 9-6) Choose the sentences that Speaker B might say in response to Speaker A. S pea ker S peaker A: T h e meeting starts in an hour. We have plenty of time. B: 1. We must not hurry. 2. We don’t have to hurry. 3. We don’t need to hurry. 9 - 6 Lack of Necessity and Prohibition: Have To and Must in the Negative Lack of Necessity W hen used in the negative, m u s t and ha ve to have different meanings. (a) Tomorrow is a holiday. W e d o n ’t have to g o to class. (b) 1can hear you. You d o n ’t have to s h o u t* Negative form: d o n o t have to = lack of necessity. The meaning in (a): We don’t need to go to class tom orrow because it is a holiday. Prohibition (c) m u s t n o t = prohibition You m u s t n o t te ll anyone my secret. Do you promise? (do n o t d o t h i s !) T he meaning in (c): Do not tell anyone m y secret. 1forbid it. Telling anyone m y secret is prohibited. Negative contraction: m u s tn ’t. (The first “t” is silent: “muss-ant") Because m u s t n o t is so strong, speakers also express prohibition with imperatives, as in (d), or with other modals, as in (e) and (f). (d) D o n ’t te ll anyone my secret. (e) You c a n ’t te ll anyone my secret. (f) You ’d b e tte r n o t te ll anyone my secret. *L ack o f necessity may also be expressed by n e e d n o t + the simple form o f a verb: You n e e d n ’t s h o u t. T h e use o f n e e d n ’ t as an auxiliary is chiefly British except in certain comm on expressions such as You ueedn’t worry. □ Exercise 15. Looking at grammar. (Chart 9-6) Complete the sentences with m u s t n o t or d o / d o e s n o t h a v e to. 1. I ’ve already finished all mv work, so T don ’t have to study tonight. I think I ’ll read for a while. 2. In order to be a good salesclerk, you 3. You 4. A person be rude to customers. introduce me to Dr. Gray. We’ve alreadv met. become rich and famous in order to live a successful life. 5. If you encounter a growling dog, you show any signs of fear. I f a dog senses fear, it is more likely to attack a person. Modals, Part 1 165 □ 6. I _______ go to the doctor. I ’m feeling much better. 7. We ____ _ go to the concert if you don’t want to, but it might be good. 8. A person _______ get married in order to lead a happy and fulfilling life. Exercise 16. Let’s talk. (Chart 9-6) What do you look for in a leader? What qualities do you think a leader needs in order to be effective? Complete the sentences with m u s t , m u s t n ot, h a s to, or d o e s n ’t h a v e to. Discuss your answers. An effective leader o f a country . . . □ fj) CD 1 Track 46 1. ______________________ be well educated. 2. ______________________ be flexible and open to new ideas. 3. ______________________ be wealthy. 4. ______________________ have a family (spouse and children). 5. ______________________ have a military background. 6. ______________________ use his or her power for personal financial gain. 7. ______________________ ignore the wishes of the majority of thepeople. 8. ______________________ be a good public speaker. Exercise 17. Listening. (Chart 9-6) Complete the sentences with m u s t, m u s t n ot, or d o n ’t h a v e to using the information you hear. Finish the first situation before moving on to the second. S 1: Class registration it u a t io n 1 . New students ______________________ register in person. 2. Returning students ______________________ register in person. 3. New students ______________________ forget their ID. S it u a t io n 2 : Class changes and tuition 4. All students ______________________ make class changes in person. 5. Students ______________________ pay their tuition at the time o f registration. 6. Students ______________________ pay their tuition late. □ Exercise 18. Warm-up. (Chart 9-7) Read the situation. What advice would you give Amir? S it u a t io n : Amir has a bad toothache. 1. He should see a dentist immediately. 2. He should wait and see if the pain goes away. 3. He should call an ambulance. 166 CHAPTER 9 4. He should put an ice-pack on his cheek. 5. He should take some pain medicine. 6. He should get his cousin to pull the tooth right away. 9 -7 Advisability: Should, Ought To, Had Better (a) You s h o u ld s tu d y harder. You o u g h t to s tu d y harder. (b) S h o u ld and o u g h t to both express advisability. Their meaning ranges in strength from a suggestion (This is a good idea) to a statement about responsibility or duty Drivers s h o u ld o b e y the speed limit. Drivers o u g h t to o b e y the speed limit. (This is a very im portant thing to do). The meaning in (a): This is a good idea. This is m y advice. In (b): This is an im portant responsibility. (c) You s h o u ld n ’t leave your keys in the car. Negative contraction: s h o u ld n ’t * the / t / is often hard to hear in relaxed, spoken English. no te: (d) 1 o u g h t to (“otta") s tu d y tonight, but 1 think I’ll watch T V instead. (e) T he gas tank is almost empty. We h a d b e tte r s to p at the next gas station. (f) You h a d b e tte r take care of that cut on your hand soon, or it will get infected. Native speakers often pronounce o u g h t to as “otta” in informal speech. In meaning, h a d b e tte r is close to s h o u ld and o u g h t to, but h a d b e tte r is usually stronger. Often h a d b e tte r implies a warning or a threat of possible bad consequences. T he meaning in (e): If we don’t stop a t a service station, there will be a bad result. We will run out o f gas. Notes on the use of h a d b e tte r: • It has a present or future meaning. • It is followed by the simple form of a verb. • It is more common in speaking than writing. (g) You d b e tte r take care of it. (h) You b e tte r take care of it. (i) Yo u ’d b e tte r n o t be late. Contraction: ’d better, as in (g). Som etim es in speaking, h a d \s dropped, as in (h). Negative form: h a d b e tte r + n o t * O u g h t to is n o t co m m o n ly used in the negative. I f it is, the to is som etim es dropped : You o u g h t n 't ( to ) le a v e your keys in the car. □ Exercise 19. Looking at grammar. (Chart 9-7) Complete the dialogues with your own words. Use s h o u ld , o u g h t to, or h a d b e t t e r to give advice. 1. A: The shoes I bought last week don’t fit. B: You ________________________________________________________________________ 2. A: Have you gotten your airplane ticket? B: No, not yet. A: Flights fill up fast near the holidays. You _____________________________________ 3. A: Yikes! My class starts in five minutes. I wasn’t watching the time. B: You _______________________________________________________________________ 4. A: I have the hiccups. B: You _______________________________________________________________________ 5. A: I bought these organic apples, and all of them are rotten inside. B: You _______________________________________________________________________ Modals, Part 1 167 □ Exercise 20. Let’s talk: pairwork. (Chart 9-7) Work with a partner. Partner A presents the problem.Partner B ought to, or had better. gives advice using should, Example: P a r t n e r A (book open): I have a test tomorrow. P a r tn e r B (book closed): You should / ought to / had better study 1. 2. 3. tonight. I can’t see the board when I sit in the back row. My roommate snores, and I can’t get to sleep. Pam’s younger brother, who is 18, is using illegal drugs.How can she help him? Change roles. 4. My apartment is a mess, and my mother is coming to visittomorrow! 5. I have six months to improve my English. 6. The Taylors’ daughter is very excited about going toDenmark for a vacation. □ Exercise 21. Let’s talk: pairwork. (Chart 9-7) Work with a partner. Complete the dialogues with yourown words. 1. A: Oops! I spilled B: You’d better c o ffe e on my shirt._____________________________________________ run it under h o t w ater before th e stain s e ts ._______________________ 2. A: My doctor said I should __________________________ , but I __________________________ B: Well, I think you’d better __________________________________________________________ 3. A: I ’ve been studying for three days straight. B: I know. You should ________________________________________________________________ 4. A: Do you think I ought to ___________________________ or ____________________________ B: I think you’d better ________________________________________________________________ If you don’t, ______________________________________________________________________ 5. A: Lately I can’t seem to concentrate on anything. I feel _______________________________ B: Maybe you should ________________________________________________________________ Or have you thought about ________________________________________________________ □ Exercise 22. Let’s talk. (Charts 9-5 - ►9-7) Which sentence in each pair is stronger? Discuss situations in which a speaker might say these sentences. 168 1. a. You should go to a doctor. b. You’d better go to a doctor. 4. a. I have to go to the post office. b. I should go to the post office. 2. a. Mary should go to work today. b. Mary must go to work today. 5. a. We shouldn’t go into that room. b. We must not go into that room. 3. a. W e’ve got to go to class. b. We ought to go to class. 6. a. You’d better not go there alone. b. You shouldn’t go there alone. CHAPTER 9 Exercise 23. Looking at grammar. (Charts 9-5 -> 9-7) Complete the sentences with should or must/have to. In some sentences either one is possible, but the meaning is different. Discuss the difference in meanings. 1. A person m ust / h a s t o eat in order to live. 2. A person should_________eat a balanced diet. 3. If you want to become a doctor, you ______________________ go to medical school for many years. 4. I don’t have enough money to take the bus, so I ______________________ walk home. 5. Walking is good exercise. You say you want to get more exercise. You ______________________ walk to and from work instead of taking the bus. 6. We ______________________ go to Colorado for our vacation. 7. According to my advisor, I _____________________ _ take another English course. 8. Rice ______________________ have water in order to grow. —<t_r 9. This pie is very good. You _______________ try a piece. 10. This pie is excellent! You ________________ try a piece.* Exercise 24. Listening. (Charts 9-5 -» 9-7) Listen to each sentence and choose the answer (a. or b.) that has the same meaning. In some cases both answers are correct. Exam ple: You will hear: During the test, do not look at your neighbor’s paper. You will choose: a. You don’t have to look at you neighbor’s paper. b. You must not look at your neighbor’s paper. 1. a. You don’t have to lock the door, b. You must not lock the door. 2. a. You must show proof of citizenship, b. You have to show proof of citizenship. 3. a. You ought to arrive early, b. You should arrive early. 4. a. To enter the boarding area, passengers should have boarding passes, b. To enter the boarding area, passengers must have boarding passes. *Som etim es in speaking, m u s t has the meaning o f a very enthusiastic sh o u ld . Modals, Part 1 169 u Exercise 25. Warm-up. (Chart 9-8) Choose the student (Jason or Jim) who said this sentence: “I should have studied.” 9 - 8 The Past Form of Should (a) 1 had a test this morning. 1 didn't do well on the test because 1 didn’t study for it last night. 1 s h o u ld h av e s tu d ie d last night. (b) You w ere supposed to be here at 10:00 p. m ., but you didn’t com e until midnight. W e were worried about you. You s h o u ld h av e c a lle d us. (You did not call.) (c) My back hurts. I s h o u ld n o t h av e c a rrie d that heavy box up two flights of stairs. (I carried the box, and now I’m sorry.) (d) W e went to a movie, but it w as a waste of time and money. W e s h o u ld n o t h av e g o n e to the movie. Past form: s h o u ld h av e +past p artic ip le* The meaning in (a): 1 s h o u ld h av e s tu d ie d = Studying was a good idea, but 1 didn’t do it. 1 m ade a mistake. Usual pronunciation of s h o u ld h ave: “should-av” or “should-a.” = / The meaning in (c): 1 s h o u ld n o t h ave c a rrie d carried something, but it turned out to be a b ad idea. 1 m ade a mistake. Usual pronunciation of s h o u ld n o t have: “shouldn’t-av" or “shouldn’t-s.” *T h e past form o f o u g h t to is o u g h t to h a v e + past participle ( / ought to have studied.). It has the same m eaning as the past form o f s h o u ld . In the past, s h o u ld is used m ore comm only than o u g h t to . H a d b e tte r is used only rarely in a past form (e.g., He h a d b e tte r h a v e ta k e n c a r e of it.) and usually only in speaking, not writing. □ Exercise 26. Listening. (Chart 9-8) .fjj Listen to each situation and choose the best advice (a. or b.). In some cases, both answers are correct. CD 1 Example: You will hear: Your report had You will choose: a. I should have run a spellcheck. b. I shouldn’t have run a spellcheck. 1. a. She should have spent more money. b. She shouldn’t have spent so much money. 2. a. I should have gone with them, b. I shouldn’t have stayed home. 170 CHAPTER 9 spelling errors because you did 3. a. He shouldn’t have had so much coffee, b. He should have had more coffee. 4. a. She shouldn’t have been dishonest, b. She should have been more honest. □ Exercise 27. Let’s talk. (Chart 9-8) Speaker A presents the given situation. Speaker B comments on it using should/shouldn’t have + past participle. Work in pairs, in groups, or as a class. Example: S pea ker S pea ker A (book open): I didn’t invite Sonya to my party. That made her feel bad. I ’m sorry I didn’t invite her. B (book closed): You should have invited Sonya to your party. 1. Tim made a mistake yesterday. He left the door to his house open, and a bird flew in. He had a terrible time catching the bird. 2. There was an important meeting yesterday afternoon, but you decided not to go. That was a mistake. Now your boss is angry. 3. Emily didn’t feel good a couple of days ago. I told her to see a doctor, but she didn’t. That was a mistake. Now she is very sick. 4. Nick signed a contract to buy some furniture without reading it thoroughly. Now he has discovered that he is paying a higher interest rate than he expected. He made a mistake. □ Exercise 28. Let’s talk: pairwork. (Chart 9-8) Work with a partner. Partner A presents the situation. Partner B comments on it using should/shouldn't have + past participle. Example: P a r t n e r A (book open): You failed the test because you didn’t study. P a r t n e r B (book closed)'. I should have studied. 1. 2. 3. 4. 5. You are cold because you didn’t wear a coat. Your friend is upset because you didn’t return his call. The room is full of flies because you opened the window. You don’t have any food for dinner because you didn’t go to the grocery store. You bought a friend a box of candy for her birthday, but she doesn’t like candy. Change roles. 6. John loved M arta, but he didn’t marry her. Now he is unhappy. 7. John loved M arta, and he married her. But now he is unhappy. 8. The weather was beautiful yesterday, but you stayed inside all day. 9. You lent your car to your friend, but she had an accident because she was driving on the wrong side of the road. 10. You overslept this morning because you didn’t set your alarm clock. Modals, Part 1 171 □ Exercise 29. Let’s talk or write. (Chart 9-8) Discuss or write what you think the people in the given situations s h o u l d h a v e d o n e or s h o u l d n ’t h a v e d o n e. Example: Tom didn’t study for the test. During the exam, he panicked and started looking at other students’ test papers. He didn’t think the teacher saw him, but she did. She warned him once to stop cheating, but he continued. As a result, the teacher took Tom ’s test paper, told him to leave the room, and failed him on the exam. —> —> —> —> —> —> Tom should have studied fo r the test. He shouldn’t have looked at other students’ papers during the test. He shouldn’t have started cheating. He should have known the teacher would see him cheating. He should have stopped cheating after the first warning. The teacher should have ripped up Tom’s paper and sent him out o f the room the first time she sazv him cheating. 1. Kazu and his wife, Julie, had good jobs as professionals in New York City. Kazu was offered a high-paying job in Chicago, which he immediately accepted. Julie was shocked when he came home that evening and told her the news. She liked her job and the people she worked with. She didn’t want to move away and look for another job. 2. For three years, Donna had been saving her money for a trip to Europe. Her brother, Hugo, had a good job, but he spent all of his money on expensive cars, clothes, and entertainment. Suddenly, Hugo was fired from work and had no money to support himself while he looked for another job. Donna lent him nearly all o f her savings, and within three weeks he spent it all on his car, more clothes, and expensive restaurants. □ Exercise 30. Warm-up. (Chart 9-9) Correct the errors in the form of b e s u p p o s e d to. is 1. The building custodian Nsupposed to* unlock the doors every morning. 2. We’re not suppose to open that door. 3. I have a meeting at seven tonight. I suppose to be there a little early to discuss the agenda. 4. I ’m suppose to be at the meeting. I suppose* I ’d better go. 5. Where have you been? You suppose be here an hour ago! * C o m p are: 172 H e is s u p p o s e d to = H e is expected to. I s u p p o s e = I guess, I think, I believe. CHAPTER 9 9 - 9 Obligation: Be Supposed To (a) T he gam e is s u p p o s e d to b e g in at 10:00. (b) T he committee is s u p p o s e d to vote by secret ballot. B e s u p p o s e d to expresses the idea that som eone (/, we, they, the teacher, lots o f people, m y father, etc.) expects something to happen. Be s u p p o s e d to often expresses expectations about scheduled events, as in (a), or correct procedures, as in (b). (c) I am s u p p o s e d to g o to the meeting. My boss told me that he wants m e to attend. Be s u p p o s e d to also expresses expectations about behavior. (d) T he children are s u p p o s e d to p u t aw ay their toys before they go to bed. The meaning is the sam e in (c) and (d): Som eone else (e) Jack w as s u p p o s e d to c a ll me last night. I wonder why he didn’t. Be s u p p o s e d to in the past (w a s/w e re supposed to) expresses unfulfilled expectations. expects (requests o r requires) certain behavior. T he meaning in (e): 1 expected Jack to call, but he didn’t. □ Exercise 31. Let’s talk. (Chart 9-9) Answer the questions in complete sentences. Use be su p p o s e d to. Work in pairs, in small groups, or as a class. Example: S pea ker S pea ker A (book open): If you’re driving and a traffic light turns red, what are you supposed to do? B (book closed.): You’re supposed to come to a complete stop.* 1. What are you supposed to do if you’re involved in a traffic accident? 2. What are you supposed to do prior to takeoff in an airplane? 3. What are some things athletes in training are supposed to do, and some things they’re not supposed to do? 4. If you’re driving and an ambulance with flashing lights and blaring sirens comes up behind you, what are you supposed to do? (Change roles i f working in p a irs). 5. Can you think of something you were supposed to do yesterday (or sometime in the past) but didn’t do? 6. What are we supposed to be doing right now? 7. Tell me about any job you’ve had. What were you supposed to do on a typical day? 8. In the place you live or work, who is supposed to do what? In other words, what are the duties or responsibilities of the people who live or work with you? *N ote the use o f impersonal y o u . See Chart 8 -5 , p. 147. Modals, Part 1 173 □ Exercise 32. Looking at grammar. (Charts 9-5 >9-9) Which sentence in each pair is stronger? 1. a. You had better wear a seat belt. b. You ought to wear a seat belt. 4. a. We are supposed to bring pens. b. We have to bring pens. 2. 5. a. We ought to bring pens. b. We have got to bring pens. a. You must wear a seat belt. b. You h ad better wear a seat belt. 3. a. You have to wear a seat belt. b. You are supposed to wear a seat belt. □ 6. a. We h ad better bring pens. b. We should bring pens. Exercise 33. Let’s talk or write. (Charts 9 5 -> 9-9) Choose an occupation from the list or any other occupation of your choosing. Make sentences about it using the given verbs. Example: teacher —> A teacher should be very patient. should be supposed to ought to had better have to have got to must shouldn’t be not supposed to had better not do not have to must not Occupations: 1. tour guide 2. engineer 3. nurse 4. taxi driver 5. salesclerk 6. plumber 7. artist 8. veterinarian □ Exercise 34. Let’s write or talk. (Charts 9-5 -> 9-9) Choose one (or more) of the topics for writing, group discussion, or role-playing. Try to include the words from the given list on the next page. Example: Pretend that you are the supervisor of a roomful of young children. The children are in your care for the next six hours. What would you say to them to make sure they understood your expectations and your rules, so that they would be safe and cooperative? —> You sh o u ld pick up your toys when you are finished playing with them. —» You hav e to stay in this room. Do not go outside without my permission. —» You’r e su p p o s e d to take a short nap at one o ’clock. Etc. 174 CHAPTER 9 should be supposed to ought to had better have to have got to must shouldn’t be not supposed to had better not do not have to must not Topics: 1. Pretend that you are a travel agent and you are helping two students who are traveling abroad for a vacation. You want them to understand the travel arrangements you have made, and you want to explain some of the local customs o f the countries they will be visiting. 2. Pretend that you are the supervisor of a cafe and you are talking to two new employees. You want to acquaint them with their jobs and your expectations. 3. Pretend that you are instructing the person who will watch your three young children while you are out for the evening. They haven’t had dinner, and they don’t like to go to bed when they’re told to. Exercise 35. Warm-up. (Chart 9-10) Circle yes if the speaker is expressing an intention or plan; circle no if not. In which o f these sentences do you know for sure that the speaker did not complete the plan? in t e n t io n /p l a n ? 1. I am going to call you at 9:00 tomorrow. yes no 2. I was going to call you, but I couldn’t find your phone number. yes no 3. I was going to class when I ran into a friend from childhood. yes no 4. I was planning to go to college right after high school but then decided to work for a year first. 5. I was working at my computer when the electricity went off. 6. I had planned to talk to my manager today about a raise, but shewas out sick. yes yes yes Modals, Part 1 no no no 175 9 - 1 0 Unfulfilled Intentions: Was/Were Going To (a) 1’m going to go to the concert tomorrow. I'm really looking forward to it. (b) Jack was going to go to the movie last night, but he changed his mind. A m /is /a re g o in g to is used to talk about intentions for future activities, as in (a). W as!w ere g o in g to talks about past intentions. Usually, these are unfulfilled intentions, i.e., activities som eone intended to do but did not do. The meaning in (b): Jack was planning to go to the concert, but he didn’t go. (c) 1 was planning to go, but 1 didn't. 1 was hoping to go, but 1 couldn’t. 1 was intending to go, but 1 didn’t. 1 was thinking about going, but 1 didn’t. (d) 1 had 1 had 1 had 1 had □ O ther ways of expressing unfulfilled intentions are to use plan, hope, in te nd , and th in k a b o u t in the past progressive, as in (c), or in the past perfect, as in (d). hoped to go, but 1couldn’t. intended to go, but 1 didn’t. thought about going, but 1didn’t. planned to go, but 1 changed my mind. Exercise 36. Looking at grammar. (Chart 9-10) Restate each sentence in two other ways. Example: I was going to call you, but I couldn’t get cell phone reception. —> I had planned to call you, but I couldn’t get cell phone reception. —> I zuas in tending to call you, but I couldn’t get cell phone reception. 1. I was going to stay home on my day off, but I had too much work at the office. 2. I was going to surprise you with jewelry for your birthday, but I wasn’t sure what you’d like. 3. I wasgoing to reply to your email right away, but I got distracted bymy children. □ Exercise 37. Let’s talk. (Chart 9-10) Take turns completing the sentences. Work in pairs or small groups. Share some of your answers with the class. 1. I was going to get up early this morning, but . . . . 2. I had intended to meet you at the restaurant, but . . . . 3. I was planning to visit you this weekend, but . . . . 4. I had hoped to see you one more time before you left, but . . . . 5. We had thought about inviting the Smiths to our party, but . . . . 6. I wasgoing to call you on your birthday, but . . . . 7. We were hoping to see that movie in a theater, but . . . . □ Exercise 38. Warm-up. (Chart 9-11) Imagine that next Tuesday you have a holiday. You and your roommate are making plans. Read the list of activities. Which ones sound good to you? Activities: 1. L et’s go to a movie. 2. Why don’t we study grammar all day? 3. L et’s go shopping. 176 CHAPTER 9 4. Why don’t we fly to Paris for lunch? 5. L et’splay video games. 6. Why don’t we clean and do the laundry? 9 - 1 1 Making Suggestions: Let's, Why Don’t, Shall 1/ We (a) le t’s = let us L e t’s go to a movie. L e t’s is followed by the simple form of a verb. (b) L e t’s not go to a movie. L e t’s stay home instead. Negative form: le t’s + not + simple verb Why d o n ’t is used primarily in spoken English to m ake a friendly suggestion. L et’s m eans 1 have a suggestion for us. (c) Why don't we go to a movie? (d) Why don't you com e around seven? (e) Why d o n ’t 1give M ary a call? The meaning in (c): Let's go to a movie. In (d): 1suggest that you come around seven. In (e): Should 1give Mary a call? Do you agree with my suggestion? (f) Shall 1 open the window? Is that okay with you? (g) Shall we leave at two? Is that okay? (h) Let's go, shall we? (i) Let’s go, okay? □ W hen shall is used with / or we in a question, the speaker is usually making a suggestion and asking another person if she/he agrees with this suggestion, as in (f) and (g). T he use of sh all + I/w e is relatively formal and infrequent in American English. Som etim es shall we? is used as a tag question after le t’s, as in (h). More informally, okay? is used as a tag question, as in (i). Exercise 39. In your own words. (Chart 9-11) Complete the conversations with your own words. 1. A: A new Japanese restaurant just opened downtown. Let’s _____e a t th ere tonight.______ B: Great idea! I ’d like some good sushi. A: Why don’t B: No, let’s you call and make a reservation? m ake it for 3 :0 0 . Make it for about 7:30. I’ll be working until 7:30 tonight. 2. A: I don’t feel like staying home today. B: Neither do I. Why don’t ___________________________________________________________ A: Hey, that’s a great idea! What time shall ____________________________________________ B: L et’s leave in an hour. 3. A: Shall __________________________________or ___________________________________first? B: L et’s ___________________________________first; then we can take our time over dinner. A: Why don’t ____________ ______________________________________________ ____________ B: Good idea. 4. A: L et’s ___________________________________________________________ over the weekend. T he fresh air would do us both good. B: I agree. Why don’t ________________________________________________________________ A: No. Sleeping in a tent is too uncomfortable. L et’s __________________________________ It won’t be that expensive, and we’ll have hot water and all the comforts o f home. Modals, Part 1 177 □ Exercise 40. Warm-up. (Chart 9-12) Read the conversation. Whose suggestion seems stronger, Alice’s or Roberto’s? Something's wrong with my bike. How will I g e t to school . tomorrow? . Alice Roberto 9 - 1 2 Making Suggestions: Could vs. Should — What should we do tomorrow? (a) Why don't we go on a picnic? (b) W e c o u ld g o on a picnic. — I'm having trouble in m ath class. (c) You s h o u ld ta lk to your teacher. (d) M aybe you s h o u ld ta lk to your teacher. C o u ld can be used to make suggestions. The meanings in (a) and (b) are similar: T he speaker is suggesting a picnic. S h o u ld gives definite advice and is stronger than cou ld . / believe it is im portant for you to do this. This is what 1 recommend. The meaning in (c): In (d), the use of m ayb e softens the strength of the advice. — I ’m having trouble in m ath class. (e) (f) C o u ld offers suggestions or possibilities. You c o u ld ta lk to your teacher. O r you c o u ld a s k Ann to help you with your math lessons. O r 1 c o u ld fry to help you. T h e meaning in (e): 1 have some possible suggestions for — 1 failed m y math class. S h o u ld have (past form) gives "hindsight” adv ic e .** You s h o u ld have ta lk e d to your teacher and gotten som e help from her during the term. T he meaning in (f): It was im portant for you to talk to the you. It is possible to do this. O r it is possible to do th a t* teacher, but you didn’t do it. You m ade a mistake. C o u ld have (past form) offers "hindsight” possibilities. — 1 failed m y m ath class. (g) You c o u ld have ta lk e d to your teacher. Or you c o u ld have a s k e d Ann to help you with your math. Or 1 c o u ld have trie d to help you. T he meaning in (g): You had the chance to do this o r that. It was possible for this o r that to happen. You m issed som e good opportunities. * M ig h t (but not m a y ) can also be used to make suggestions {You m i g h t talk to your teacher.), but c o u ld is more comm on. **Hindsight refers to looking back at something after it happens. 178 CHAPTER 9 □ Exercise 41. Looking at grammar. (Chart 9-12) Discuss Speaker B ’s and C ’s use of s h o u l d and c o u ld . What are the differences in meaning? 1. A: Ted doesn’t feel good. He has a bad stomachache. What do you think he should do? B: He should see a doctor. C: Well, I don’t know. He could call a doctor. He could call Dr. Sung. Or he could call Dr. Jones. Or he could simply stay in bed for a day and hope he feels better tomorrow. 2. A: I need to get to the airport. B: You should take the airport bus. It’s cheaper than a taxi. C: Well, you could take the airport bus. Or you could take a taxi. Maybe M att could take you. He has a car. 3. A: I took a taxi to the airport, and it cost me a fortune. B: You should have taken the airport bus. C: You could have taken the airport bus. Or maybe M att could have taken you. □ Exercise 42. Let’s write: pairwork. (Chapter 9) Work with a partner. Write a letter to an advice columnist in a newspaper. Make up a personal problem for the columnist to solve. Then give your letter to another pair, who will write an answer. Example letter: Dear Annie, My husband and my sister had an argument over a year ago, and they haven’t spoken to each other since. My husband accused my sister of insulting him about his baldness. Then he told my sister that her hair looked like straw. He said he’d rather be bald than have that kind of hair. My sister insists on an apology. My husband refuses until she apologizes to him first. The problem is that I’m planning a graduation party for my daughter. My husband insists that I not invite my sister. I tell him I have to invite her. He says he’ll leave the party if my sister walks in the door. My daughter is very close to my sister and very much wants her to come to the celebration. What should I do? I feel I must include my sister in the graduation party, but I don’t want to anger my husband. Yours truly, Confused and Torn Exam ple response: Dear Confused and Torn, Tell your husband that this party is your daughter’s time to have her whole family around her and that you’re going to invite your sister to the family celebration. This is certainly a time he has to put his daughter’s needs first. And you should tell both your husband and your sister that it’s time to get past their silly argument and act like grownups instead of ten-year-olds. You could offer to serve as an intermediary to get them together to apologize to each other. If you present a reasonable, adult way of handling the problem, they may start behaving like adults. Good luck. Annie Modals, Part 1 179 Chapter 1 0 Modals, Part 2 V Exercise T. Warm-up. (Chart 10-1) □ A man walked into Ramon’s apartment and stole his guitar. The thief accidentally left his hat in the apartment. A policewoman at the scene asks Ramon, “Whose hat is this?” How would he answer her question? Match Ramon’s thoughts in Column A to his statements in Column B. C olum n A 1. Ramon thinks the hat looks familiar, but he’s not certain whose it is. 2. Ramon thinks he recognizes the hat. H e’s almost sure he knows the owner. 3. Ramon has no doubts. He knows whose hat it is. 10-1 a. “It is Joe Green’s hat.” b. “It could belong to Joe Green. It might be A1 Goldberg’s. Or it may belong to Mr. Perez across the hall.” c. “It must be Joe Green’s hat.” Degrees of Certainty: Present Time — Why isn’t John in class? 10 0% sure: 9 5 % sure: He is sick. He m u s t be sick. ( 1 He m a y be sick. \ He m ig h t be sick. He c o u ld be sick. These percentages are approximate. 5 0 % s u re o r less: n o te : C olu m n B — Why isn’t John in class? (a) He m u s t be sick. (Usually he is in class every day, but when I saw him last night, he wasn’t feeling good. So my best guess is that he is sick today. I can’t think of another possibility.) Degree o f certainty refers to how sure we are — what we think the chances are — that something is true. If we are sure something is true in the present, we don’t need to use a modal. For example, if I say, “John is sick,” I am sure; I am stating a fact that I am sure is true. My degree of certainty is 100%. M ust expresses a strong degree of certainty about a present situation, but the degree of certainty is still less than 100%. In (a): The speaker is saying, “Probably John is sick. I have evidence to make me believe that he is sick. That is my logical conclusion, but I do not know for certain.” — Why isn’t John in class? (b) He m a y be sick. (c) He m ig h t be sick. (d) He c o u ld be sick. (I don’t really know. He may be at home watching TV. He might be at the library. He could be out of town.) May, might, and co u ld express a weak degree of certainty. In (b), (c), and (d): The meanings are all the same. The speaker is saying, “Perhaps, maybe,* possibly John is sick. I am only making a guess. I can think of other possibilities.” * M a y b e (one word) is an adverb: M a y b e he is sick. M a y be (two words) is a verb form: H e m a y be sick. 180 I Exercise 2. Looking at grammar. (Chart 1 0 - 1 ) Complete the sentences by using m u s t or m a y I m ig h t lc o u ld with the expressions in the list or your own words. / b e very proud be at a meeting fit Jimmy have the wrong number miss them very much 1. A: I ’ve heard that your daughter recently graduated from law school and that your son has gotten a scholarship to the state university. You m ust be very proud of them. B: We are. 2. A: Hello? B: Hello. May I speak to Ron? A: I ’m sorry. You ____________________________________________________________________ T h ere’s no one here by that name. 3. A: W here’s Ms. Adams? She’s not in her office. B: I don’t know. She _______________________________________ , or maybe she’s in the employee lounge. 4. A: This winter jacket is still in good shape, but Brian has outgrown it. Do you think it would fit one of your sons? B: Well, it’s probably too small for Danny too, but it ________________________________ 5. A: How long has it been since you last saw your family? B: More than a year. A: You ___________________________________________________________________________ Modals, Part 2 181 li Exercise 3. Let’s talk. (Chart 10-1) Make your best guess from the given information. Use m u s t in your answers. Work in pairs, in small groups, or as a class. Example: S pea ker S pea ker A (book open)-. Alice always gets the best grades in the class. Why? B (book closed): She must study hard. / She must be intelligent. 1. The students are yawning. Why? 2. Carol is shivering and has goose bumps. Why? 3. Lisa’s stomach is growling. Why? 4. Bob is scratching his arm. Why? (Change roles i f working in pairs.) 5. The teacher is smiling. Why? 6. Mrs. Allen is crying. Why? 7. The fans are jumping up and down and clapping. Why? 8. D on’t look at a clock. What time is it? □ Exercise 4. Let’s talk. (Chart io-i) Answer the questions with I d o n ’t k n o w + m a y I m ig h t l c o u ld . Example: S pea ker S pea ker A (book open): Amy’s grammar book isn’t on her desk. Where is it? B (book closed)-. I don’t know. It may/might/could be in her backpack. 1. (name o f a student) isn’t in class today. Where is she/he? 2. Where does (name o f a student) live? 3. What do you think I have in my briefcase/pocket/purse? 4. What kind of cell phone does our teacher have? 5. I can’t find my pen. Do you know where it is? 6. How old do you think {someone fam ous) is? □ Exercise 5. Warm-up. (Chart 10-2) Anna is checking some figures in her business records: 3,456 + 7,843 = 11,389. Howcertain is Anna in each of the sentences? Is she 100% , 99% , 95% , or 50% sure? 1. At first glance, she says to herself, “Hmmm. That may not be right.” 2. Then she looks at it again and says, “T hat must not be right. 6 + 3 is 9, 3. So she says to herself, “That couldn’t be right!” 4. Finally, she adds the figures herself and says, “That isn’t right.” 182 CHAPTER 10 but5 + 4 isn’t 8.” 1 0 - 2 Degrees of Certainty: Present Time Negative Sam is n ’t hungry. 100% sure: / Samc a n ’t be hungry. behun9ry\Sam Sam m u s t n o t be hungry. 95% sure: c„ 0/ . 50% sure o r less: / \ Sam m a y n o t be hungry. <„ ... * u . Sam m ig h t n o t be hungry. n o te : These percentages are approximate. (a) Sam doesn’t want anything to eat. He is n ’t hungry. H e told me his stomach is full. I heard him say that he isn't hungry. I believe him. (b) (c) (d) In (a): T he speaker is sure that Sam is not hungry. Sam c o u ld n ’t/c a n ’t b e hungry. T hat’s impossible. I just saw him eat a huge meal. He has already eaten enough to fill two grown men! Did he really say he’d like something to eat? I don’t believe it. In (b): T he speaker believes that there is no possibility that Sam is hungry (but the speaker is not 100% sure). Sam isn’t eating his food. He m u s t n o t be hungry. T hat’s the only reason I can think of. In (c): The speaker is expressing a logical conclusion, a “best guess.” I don’t know why S am isn’t eating his food. He m a y In (d): The speaker uses m ay n o t/m ig h t n o t to mention a possibility. n o t/m ig h t n o t be hungry right now. Or maybe he W hen used in the negative to show degree of certainty, c o u ld n ’t and c a n ’t forcefully express the idea that the speaker believes something is impossible. doesn’t feel well. O r perhaps he ate just before he got here. W ho knows? □ Exercise 6. Let’s talk. (Charts 10-1 and 10-2) Answer the questions based on the speakers’ opinions of the given situation. S i t u a t i o n : Tim is talking about Ed and says, “Someone told me that Ed quit his job, sold his house, and moved to an island in the Pacific Ocean.” O p in io n s : Lucy says, “That may not be true.” says, “That must not be true.” i d says, “That can't be true.” says, “That isn’t true.” L in d a H am Rob 1. Who is absolutely certain? 2. Who is almost certain? 3. Who has an open mind and hasn’t decided? □ Exercise 7. Let’s talk. (Chart 10-2) Complete the sentences with your best guess. Work in pairs, in small groups, or as a class. 1. A: Yuko has flunked every test so far this semester. B: She must not . . . —> She must not study very hard. 2. A: Who are you calling? B: Tarek. The phone is ringing, but there’s no answer. A: He must not . . . Modals, Part 2 183 3. A: I ’m trying to be a good host. I ’ve offered Rosa a glass of water, a cup of coffee or tea, and a soft drink. She doesn’t want anything. B: She must n o t . . . 4. A: I offered Mr. Chang some nuts, but he refused them. Then I offered him some candy, and he accepted. B: He must not . . . 5. A: Mrs. Garcia seems very lonely to me. B: I agree. She must not . . . □ Exercise 8. Let’s talk: pairwork. (Chart 10 2) Work with a partner. Give possible reasons for Speaker B ’s conclusions. Example: A: Someone is knocking at the door. It might be Mary. B: It couldn’t be Mary. {Reason? M ary is in Moscozu. / M ary zvent to a movie tonight. / Etc.) 1. A: Someone left this wool hat here. I think it belongs to Alex. B: It couldn’t belong to him. {Reason?) 2. A: Someone told me that Karen is in Norway. B: That can’t be right. She couldn’t be in Norway. {Reason?) 3. A: Look at that big animal. Is it a wolf? B: It couldn’t be a wolf. {Reason?) 4. A: Someone told me that Marie quit her job. B: You’re kidding! That can’t be true. {Reason?) □ Exercise 9. Listening. (Charts 10-1 and 10-2) /D) Listen to the conversation and write the verbs you hear. < y Track49 S itu a tio n : Tom and his young son Billy hear a noise on the roof. Tom : I wonder what that noise is. B illy : I t ___________________ Tom : It a b ir d . a bird. It’s running across the roof. Birds 2 3 across roofs. B illy : Well, some birds do. It a big bird that’s running fast. 4 Tom : No, I think it some kind of animal. It 5 a 6 mouse. B illy : It sounds much bigger than a mouse. It a dragon! 7 Tom : Son, it a dragon. We don’t have any dragons around here. 8 They exist only in storybooks. 184 CHAPTER 10 It _____________________a little dragon that you don’t B illy : 9 k n o w a b o u t. Well, I suppose it ___________________ some kind Tom : 10 o f liz a r d . B : il l y ________________________ lo o k . 11 T o m : B illy : T h a t ’s a g o o d id e a . Guess what, Dad. It _______________ a rat! 12 □ Exercise 10. Let’s talk: pairwork. (Charts 10-1 and 10-2) Work with a partner. Create a dialogue based on the given situation. Role-play your dialogue for the class or a group of classmates. and your friend are at home. You hear a noise. You discuss the noise: What may / might / could / must / may not / couldn’t / must not be the cause. Then you finally find out what is going on. S itu a tio n : You □ Exercise 11. Warm-up. (Chart io-3) Decide which past modal in the list best completes each sentence. One o f the modals is not appropriate for any of the sentences. must have left S itu a tio n : couldn’t have left should have left might have left Jackie can’t find her sunglasses. 1. Laura thinks it’s possible that Jackie left them on the table at the restaurant. She says, “You _____________________________ them on the table at the restaurant, but I ’m just guessing.” 2. Sergio disagrees. He looked at everything on the table before they left and doesn’t remember seeing her sunglasses there. He thinks it is impossible that Jackie left them there, so he says, “You ______ _______________________them there. I ’m sure they are somewhere else. Did you check your purse?” 3. Maya disagrees with Sergio. She remembers seeing the sunglasses on the table, so she says, “You _____________________________ them there. T h at’s the only logical explanation I can think of.” Modals, Part 2 185 1 0 - 3 Degrees of Certainty: Past Time Past Tim e: Affirmative — Why wasn’t M ary in class? (a) 100% : (b) 95% : (c) 5 0 % s u re or less: She w as sick. She m u s t have been sick. (She m a y have been sick. <She m ig h t have been sick. [She c o u ld have been sick. In (a): T he speaker is sure. In (b): T he speaker is making a logical conclusion, e.g., “I saw M ary yesterday and found out that she was sick. I assum e that is the reason why she was absent. I can’t think of any other good reason." In (c): T he speaker is mentioning one possibility. Past Tim e: Negative — Why did n ’t Sam eat? (d) 100% : g g ,y . (f) (g) a □ 95% : 5 0 % s u re o r less: Sam w a s n ’t hungry. ( Sam c o u ld n ’t have been hungry. \Sam c a n ’t have been hungry. Sam m u s t n o t h a ve been hungry. (( Sam m ay"ot h*vebe°nhuhngry' m ig h t n o t have been hungry. In (d): T he speaker is sure. In (e): T he speaker believes that it is impossible for Sam to have been hungry. In (f): T he speaker is making a logical conclusion. In (g): The speaker is mentioning one possibility. Exercise 12. Looking at grammar. (Chart 10-3) Use past modals to restate each sentence in parentheses. In some cases,more than may be possible. one modal S i t u a t i o n 1: The doorbell rang, but I was in bed trying to take a nap. So I didn’t get up. I wonder who it was. 1. (M aybe it was a friend.) It _may / might / could have been_____________ a 2. ( I t ’s not possible that it was my next-door neighbor. He zuas at work.) friend. It __________________________________ my next-door neighbor. 3. ( I ’m 95% sure it was a delivery person. There was a package outside my door when I got up.) It __________________________________ a delivery person. S i t u a t i o n 2 : I sent my best friend a birthday present, but she neverresponded or thanked me. T h a t’s not like her. I wonder why I never heard from her. 4. (She probably never got it. T hat’s the only reason I can think o f fo r her not responding to m e.) I believe she __________________________________ it. 5. (M y mother thinks it’s possible that it got lost in the mail, but she’s just guessing.) My mother thinks it __________________________________ lost in the mail. I guess that’s possible. 186 CHAPTER 10 □ Exercise 13. Let’s talk. (Chart 10-3) Make guesses using past modals. S i t u a t i o n : Dan, David, Dylan, Dick, and Doug are all friends. One of them got engaged last night. Who do you think it is? 1. Dan had a huge argument with his girlfriend last night. —> It couldn’t/must not have been Dan because he fought with his girlfriend last night. 2. David met with his girlfriend’s parents two nights ago. 3. Dylan invited his girlfriend to dinner and took a diamond ring with him. 4. Dick is going to wait to get married until he has a better job. 5. Doug isn’t sure if he’s ready for marriage. He thinks he’s a little young to be a husband. □ Exercise 14. Let’s talk or write. (Chart 10 3) Give several answers for each question, orally or in writing. 1. In 1957 the first animal (Laika, a Russian dog) went into space. How do you think she felt? In 1961 the Russian cosmonaut Yuri Gagarin went into space. How do you think he felt? 2. A fire started in the city park around midnight. A large crowd of people had been there earlier watching a fireworks display. What do you think caused the fire? 3. While the Browns were away on vacation, the security alarm went off at tiieir home. The police arrived and checked the house. No doors had been opened. No windows were broken. Everything looked normal. What do you think set it off? What don’t you think set it off? □ Exercise 15. Let’s talk. (Chart 10-3) Speaker A asks a question, and Speaker B responds with m a y h a v e / m ig h t h a v e ! c o u ld h a v e . Speaker A provides more information. This time, Speaker B responds with m u s t h a v e . Work in pairs, in small groups, or as a class. Example: Spea ker S pea ker S pea ker S pea ker A: Larry was absent yesterday afternoon. Where was he? B: I don’t know. He may have been at home. He might have gone to a movie. He could have decided to go to the zoo because the weather was so nice. A: Then you overhear him say, “My sister’s plane was late yesterday afternoon. I had to wait almost three hours.” Now what do you think? B: He must have gone to the airport to meet his sister’s plane. 1. A t o B: Beth didn’t stay home last night. Where did she go? A t o B: Now, what if you overhear her say . . . ? 2 . A t o B: How did Claudio get to school today? A T O B: Now, what if you hear him say . . . ? 3. A t o B: Sami walked into class yesterday . . . . A T O B: Then you overhear him say . . . . Now what do you think? 4. A t o B : A to ( name of a classmate) took a vacation in a warm . . . . B : Now, what if you overhear him/her say . . . . Now what do you think? □ Exercise 16. Looking at grammar. (Charts io - i -> 10-3) Complete the dialogues with m u s t and the verbs in parentheses. Use n o t if necessary. 1. A: Paula fell asleep in class this morning. B: She (stay up) _____m u st have s ta y ed up_too late last night. 2. A: Jim is eating everything in the salad but the onions. H e’s pushed all of the onions to the side o f his plate. B: He (like) ___________________________________ onions. 3. A: Marco had to give a speech in front of 500 people. B: Whew! T h at’s a big audience. He (be) _______________________________ nervous. A: He was, but no one could tell. 4. A: What time is it? B: Well, we came at seven, and I ’m sure we’ve been here for at least an hour. So it (be) ___________________ around eight o’clock. 5. A: I met Ayako’s husband at the reception. We said hello to each other, but when I asked him a question in English, he just smiled and nodded. B: He (speak) _____________________________ much English. 6. A: Listen. Do you hear a buzzing sound in the kitchen? B: No, I don’t hear a thing. A: You don’t? Then something (be) ___________________ wrong with your hearing. 7. A: You have a black eye! What happened? B: I walked into a door. A: Ouch! That (h u r t)______________________________ 8. A: Who is your teacher? B: I think his name is Mr. Rock, or something like that. A: Mr. Rock? Oh, you (mean) ________________________ Mr. Stone. 9. A: I grew up in a small town. B: That (be) _____________________________ dull. A: It wasn’t at all. You can’t imagine the fun we had. □ Exercise 17. Warm-up. (Chart 10-4) Match each sentence to the percentage it best describes. 1. 2. 3. 4. 5. 188 We We We We We might get some snow tomorrow. will get some snow tomorrow. may get some snow tomorrow. should get some snow tomorrow. could get some snow tomorrow. CHAPTER 10 _ O° o ° °O0o°° 0°° °° ° ° > 00° °o°O o° 1o o % 50% 90% 1 0 - 4 Degrees of Certainty: Future Time 100% sure: 90% sure: j 50% sure or less: (a) will do well Kay j -► T he speaker feels sure. on the test. ' Kay should do well on the test. \ Kay f She She I She Kay has been studying hard. She to do well on the test tomorrow. ought to do well The speaker is almost sure. on the test. J may do well on the test. 'J might do well on the test. ? could do well on the test. should do/ought J -» The speaker is guessing. S h o u ld /o u g h t to can be used to express expectations about future events. In (a): T he speaker is saying, "Kay will probably do well on the test. I expect her to do well. That is what I think will happen.” (b) □ I w onder why Sue hasn’t written us. W e should have heard/ ought to have heard from her last week. T he past form of s h o u ld /o u g h t to is used to m ean that the speaker expected something that did not occur. Exercise 18. Looking at grammar. (Chart 10-4) Complete the sentences with the speakers’ names based on how certain they are. S itu a tio n : C e r ta in ty : □ Jan asked her roommates, “What time are you going to be home tonight?’1 M a rco feels 100% sure. L in d a is almost sure. Ned doesn’t know. H e’s guessing. 1. said, “I might be back by ten.” 2. said, “I ’ll be home by eight.” 3. said, “I should be here around nine.” Exercise 19. Looking at grammar. (Charts 4 -2 ,1 0 -1 , and 10-4) Complete the sentences with w ill , should/ought to, or must. In some cases, more than one modal is possible. Discuss the meanings that the modals convey.* 1. Lots of people are standing in line to get into that movie. It 2. L et’s go to the lecture tonight. It should / ought to OR m u st will be good. be interesting. 3. Look. Jack’s car is in front of his house. He ___________________ be at home. L et’s stop and visit him. 4. A: Hello. May I speak to Elena? B: She isn’t here right now, but she ___________________ be home around nine or so. M u s t expresses a strong degree o f certainty about a present situation. (See Chart 10-1.) S h o u ld and o u g h t to express a fairly strong degree o f certainty about a future situation. (See Chart 10-4.) W ill indicates that there is no doubt in the speaker’s mind about a future event. (See Chart 4 -2 , p. 63.) * C om pare: Modals, Part 2 189 5. A: Who do you think is going to win the game tomorrow? B: Well, our team has better players, so we ___________________ win, but you never know. Anything can happen in sports. 6. A: It’s very important for you to be there on time. B: I ____________________ be there at seven o’clock. I promise! 7. A: Susie is yawning and rubbing her eyes. B: She ________________________ be sleepy. L et’s put her to bed early tonight. 8. A: Martha has been working all day. She left for work early this morning. B: She ____________________ be really tired tonight. 9. A: When’s dinner? B: We’re almost ready to eat. The rice ____________________ be done in five minutes. 10. Ed has been acting strangely lately. He ___________________ be in love. 11. Hmmm. I wonder what’s causing the delay. Ellen’s plane ________________________ been here an hour ago. 12. I thought I had some money in my wallet, but I don’t. I ________________________spent it. □ Exercise 20. Looking at grammar. (Charts 1 0 - 1 -> 10 4) Complete the sentences based on the facts of each situation. S ituation 1: Som eone’s knocking at the door. I wonder who it is. F a c t s : R o s s is o u t of to w n . Fred called half an hour ago and said he would stop by this afternoon. Alice is a neighbor who sometimes drops by in the middle of the day. 1. It must be 2. It couldn’t he Fred___________ R oss__________. 3. I suppose it might be 190 CHAPTER 10 Alice__________ S i t u a t i o n 2: Someone ran into the tree in front of our house. I wonder who did it. F a c t s : Stacy h a s a c a r , a n d sh e w as o u t d riv in g la s t n ig h t. Beth doesn’t have a car and doesn’t know how to drive. Ron has a car, but I ’m pretty sure he was at home last night. Barb was out driving last night, and today her car has a big dent in the front. 4. It couldn’t have b e e n ____________________ 5. It must not have b e e n ____________________ 6. It could have b e e n _______________________ 7. It must have b e e n ________________________ S i t u a t i o n 3 : There is a hole in the bread. It looks like something ate some of the bread. The F a c ts : bread was in a closed drawer until I opened it. A mouse likes to eat bread and often gets into drawers. In fact, we found one last week. A cat can’t open a drawer. And most cats don’t like bread. A rat can sometimes get into a drawer, but I ’ve never seen one in our house. 8. It could have b e e n ______________________ 9. It couldn’t have b e e n ____________________ 10. It must have b e e n _______________________ S it u a t i o n 4 : My friends Mark and Carol were in the next room with my neighbor. I heard someone playing a very difficult piece on the piano. F a c ts: Mark has no musical ability at all and doesn’t play any instrument. Carol is an excellent piano player. I don’t think my neighbor plays the piano, but I ’m not sure. 11. It couldn’t have b e e n ___________________________ 12. I suppose it could have b e e n ____________________ 13. It must have been _____________________________ . S it u a t i o n 5 : The meeting starts in fifteen minutes. I wonder who is coming. F a c t s : I just talked to Bob on the phone. H e’s on his way. Stephanie rarely misses a meeting. Andre comes to the meetings sometimes, and sometimes he doesn’t. Janet is out of town. 14. ___________________ won’t be at themeeting. 15. ___________________ should be at the 16. ___________________ will be here. 17. ___________________ might come. meeting. Modals, Part 2 191 □ Exercise 21. Listening. (Chapter 9 and Charts 10-1 - > 10-4) ^ The spoken forms of some modals are often reduced. For example, m ay have gone may sound like “may-uv gone” or “may-uh gone.” Listen for the spoken forms of modals and write Trackso the non-reduced forms of the words you hear. Example: You will hear: You shouldn’t have done that. You will write: Y o u _____ shouldn’t have don e that. W hat’s wrong? Your parents look upset. 1. We them. 2. We them. 3. You them. 4. You to find out. 5. Maybe you 6. You 7. You 8. You □ out so late. a good excuse for being late. them what vou planned to do. your behavior would cause problems. Exercise 22. Let’s talk: pairwork. (Charts 10-1 -> 10 4) Work with a partner. Choose one of the given situations and complete the dialogue. Then present your dialogue to the rest o f the class. Try to include modals in your conversation. S i t u a t i o n 1: Your teacher is always on time, but today it is fifteen minutes past the time class begins, and he/she still isn’t here. You try to figure out why he/she isn’t here yet and what you should do. A: M r./M rs./Ms.*/M iss/Dr./Professor ( ) should have been here fifteen minutes ago. I wonder where he/she is. Why do you suppose he/she hasn’t arrived yet? B: I don’t know . . . . Etc. S i t u a t i o n 2 : The two o f you are supposed to meet Anita and Pablo at the park for a picnic. You are almost ready to leave when the sky gets dark and the wind starts blowing very hard. A: Is the picnic basket all packed? B: Yes. Everything’s ready. A: Wow! Do you feel that wind? B: Yeah, and look at the sky! Etc. * ln American English, a period is used with the abbreviations Mr. /Mrs. /M s.; British English does not use a period with these abbreviations. American: Mr. Black/Mrs. Green/Ms. Brozun British: A ir Black/Mrs Green/Ms Brown 192 CHAPTER 10 It is late at night. The roads are icy. Your eighteen-year-old son, who had gone to a party with some friends, was supposed to be home an hour ago. (The two of you are either a married couple or a parent and his/her friend.) You are getting worried. You are trying to figure out where he might be, what might or must have happened, and what you should do, if anything. S i t u a t i o n 3: A: It’s already_____o’clock an d _____ isn’t home yet. I ’m getting worried. B: So am I. Where do you suppose he is? Etc. □ Exercise 23. Warm-up. (Chart 10-5) Do the verbs in blue express the idea that something is (or may be) in progress right now, at the time of speaking? Circle yes or no. IN P R O G R E S S ? 1. Grandpa takes a nap every afternoon. yes no 2. Grandpa may take a nap this afternoon. yes no 3. Shhh. Grandpa is taking a nap. yes no yes no 4. Shhh. Grandpa may be taking a nap. 1 0 - 5 (a) Progressive Forms of Modals Let’s just knock on the door lightly. Tom may be sleeping. Progressive form, present time: modal + be + -ing (right now) (b) All of the lights in Ann’s room are turned off. She m ust be Meaning: in progress right now sleeping, (right now) (c) Sue w asn’t at home last night when we went to visit her. She m ig h t have been stu d yin g at the library. (d) Joe w asn’t at home last night. He has a lot of exams coming up soon, and he is also working on a term paper. He m ust have been stu dying at the library. □ Progressive form, past time: modal + have been + -ing Meaning: in progress at a time in the past Exercise 24. Looking at grammar. (Chart 10 5) Complete the sentences. Use the appropriate progressive forms of m ust, should , or m ayhnightlcould and the verbs in parentheses. 1. A: Look. Those people who are coming in the door are carrying wet umbrellas. B: It (ram) m ust be rainina_______________ 2. A: Why is Margaret in her room? B: I don’t know. She (do) may / might / could be doing her homework. 3. A: Do you smell smoke? B: I sure do. Something {burn) __________________________________ in the kitchen. Modals, Part 2 193 4. A: T h e line’s been busy for over an hour. Who do you suppose Julio is talking to? B: I don’t know. He (talk) ___________________________________ to his parents. Or he (talk) __________________________________ to his sister in Chicago. 5. A: W hat’s all that noise upstairs? It sounds like a herd of elephants. B: The children (play) __________________________________ some kind of game. A: T h a t’s what it sounds like to me too. 6. I ’ll go see. A: I need to call Howard. Do you know which hotel he’s staying at in Boston? B: Well, he (stay) _______________________________________ at the Hilton, but I ’m not sure. He (stay) _______________________________________ at the Holiday Inn. 7. A: What are you doing? B: I ’m writing a letter to a friend, but I (stu d y )______________________________ I have a test tomorrow. 8. A: Did you know that Majid just quit school and is hitchhiking to Alaska? B: What? You (jo k e) __________________________________ ? 9. A: Did Joe mean what he said about Majid yesterday? B: I don’t know. He (jo k e) __________________________________ when he said that, but who knows? 10. A: Did Joe really mean what he said yesterday? B: No, I don’t think so. I think he (jok e) ________________________________________ . Exercise 25. Let’s talk. (Chart 10-5) Discuss what the students on the bus s h o u l d and s h o u l d n o t b e d o in g . Example: The student in the middle o f the bus s h o u l d n ’t b e c lim b in g out o f the wmdow to the top o f the bus. CHAPTER 10 Exercise 26. Looking at grammar. (Charts 9-8 and 1 0 - 1 -> 10-5) Complete each sentence with the appropriate form of the words in parentheses. Add n o t if necessary. 1. Alex has a test tomorrow that he needs to study for. He (should + watch) shouldn’t be watching_________ T V right now. 2. There’s Mr. Chang. H e’s standing at the bus stop. He (must + zvait) __________________________________ for the two o’clock bus. 3. Kathy lost her way while driving to River City. She (should + leave) __________________________________ her road map at home. 4. My leather jacket isn’t in my closet. I think my roommate (might + borrow) __________________________________ it. He often borrows my clothes without asking me. 5. When I walked into the room, the T V was on, but the room was empty. Dad (must + zuatch)________________________________________T V a short while before I came into the room. He (must + forget) __________________________________ to turn it off before he left the room. 6. A: Why wasn’t Mai at the meeting last night? B: She (may + attend) ________________________ the lecture at Shaw Hall. I know she really wanted to hear the speaker. 7. A: W here’s that cold air coming from? B: Someone (must + leave) _____________________________ the door open. 8. A: W here’s Jessica? I haven’t seen her for weeks. B: I ’m not sure. She (might + travel) _______________ ____________________ in Europe. I think I heard her mention something about spending a few weeks in Europe this spring. 9. A: When I arrived,Tarek looked surprised. B: He (must + expect) _____________________________ _ you. 10. A: Why didn’t Roberto answer the teacher when she asked him a question? B: He was too busy staring out the window. He {must + daydream )_____________________ ___________________________________________________ . He (should + p a y ) _________________________________________ attention. He (should + stare)________________________________________ out the window during class. Modals, Part 2 195 Exercise 27. Let’s talk or write. (Charts 10-1 -> 10-5) Discuss and/or write about the people and activities in the picture. Include any factual information you can get from the picture and make guesses about the people: their ages, occupations, activities, etc. Exercise 28. Let’s talk. (Charts 10-1 -> 10-5) A man and woman are sitting at a table having a conversation. In pairs or small groups, make guesses about the two people and what’s happening. What possibilities can you think of? Answer the questions and add your own to the discussion. M an: I d o n ’t th in k y o u sh o u ld d o th is a lo n e . W o m a n : But you don’t understand. I have to. M an: Let me go with you. (taking out his wallet) Just give me a minute to pay the bill. W o m a n : N o , I ’ll be fine. M an: Y ou m u s t le t m e help . W o m a n : T h ere’s nothing you can do. (standing) This is something I need to do for myself. M an: Okay. If that’s the way you want it. W o m a n : (leaving) I ’ll call you. 1. Where are the man and woman? 2. Who are they? What is their relationship? 3. W here’s the woman going? 4. Why does she want to go alone? 5. Why does the man want to go with her? CHAPTER 10 Exercise 29. Looking at grammar. (Charts 1 0 - 1 -> 10-5) Choose the best completion for each sentence. 1. — Is Jeff a good student? — H e ______I don’t know him well, but I heard he got a scholarship for next year. a. must be b. could be c. is 2. — Do you know where Eva is? — S h e _____ at Barbara’s house. She said something about wanting to visit after work today, but I ’m really not sure. a. must be b. could be c. is 3. — I stayed up all night finishing this report for the boss. — Y ou _____ really tired. — I do. a. must feel b. might feel c. feel 4. — Where’s the leftover chicken from dinner last night? — I just saw it when I got some ice cubes. I t _____ in the freezer. a. must be b. might be c. is 5. — It’s supposed to rain tomorrow. — I know, but the forecast___ _ wrong. Weather forecasts are far from 100 percent accurate. a. must be b. could be c. is 6. — I heard that Junko has received a scholarship and will be able to attend the university in the fall. — W o n d e rfu l! T h a t ’s g o o d n ew s. S h e _____ a. must be b. may be v e ry h a p p y to h av e th e m a tte r fin a lly s e ttle d . c. is 7. — Excuse me. Could you tell me which bus I should take to get to City Hall? — Hmmm. Bus number 6 3 _____ there. But you’d better ask the driver. a. must go b. might go c. goes 8. — Which bus should I take to get to the main post office? — Bus number 39. I t _____ right to the post office. a. must go b. could go c. goes 9. — Do you suppose Mrs. Chu is sick? — S h e ______I can’t think of anything else that would have kept her from coming to this meeting. a. must be b. may be c. is 10. — Is that Adam’s brother standing with him in the cafeteria line? — I t _____, I suppose. He does look a little like Adam. a. must be b. could be c. is Modals, Part 2 197 11. — L et’s be really quiet when we go into the baby’s room. The baby _____, and we don’t want to wake her up. — Okay. a. might sleep b. might be sleeping c. might have been sleeping 12. — I wonder why the radio is on in the den. No one’s in there. — G randm a_____ to turn it off. She was in the den earlier and was probably listening to it. a. must forget b. must have forgotten c. must be forgetting □ Exercise 30. Warm-up. (Chart 10-6) Which sentence expresses a. a physical ability? b. an acquired skill? c. possibility? d. permission? 1. ____ Isabel can play chess very well. 2. ____ Yes, Ben, you can go outside to play, but be back before dinner. 3. ____ Dogs can hear higher-pitched sounds than humans can. 4. ____ I ’m free for lunch tomorrow. I can meet you at the cafe around noon if you’d like. 1 0 - 6 Ability: Can and Could (a) Tom is strong. He c a n l i f t that heavy box. (b) 1 c a n s e e Central Park from my apartm ent. Can is used to express physical ability, as in (a). Can is frequently used with verbs of the five senses: see, h e a r , fe e l, s m e ll, ta s te , as in (b). (c) M aria c a n p l a y the piano. S h e ’s been taking lessons for many years. (d) You c a n b u y a ham m er at the hardware store. Can is used to express an acquired skill. In (c): c a n p la y = k n o w s h o w to p la y . Can is used to express possibility. In (d): y o u c a n b u y = i t is p o s s ib le f o r o n e to b u y . com pare: (e) I’m not quite ready to go, but you c a n l e a v e if you’re in a hurry. I’ll m eet you later. (f) W hen you finish the test, you m a y le a v e . (g) Dogs c a n b a r k , but they c a n n o t / c a n ' t t a lk . (h) Tom c o u l d l i f t the box, but 1 c o u l d n ’t. Can is used to give permission in informal situations, as in (e). In formal situations, m a y rather than can is usually used to give permission, as in (f). Negative form: c a n n o t or c a n ’t T he past form of can meaning “ability” is co u ld , as in (h). Negative form: c o u ld n o t or c o u ld n ’t 198 CHAPTER 10 □ Exercise 31. Listening. (Chart 10-6) In spoken English, c a n is typically unstressed and pronounced /kan/. C a n ’t is unstressed and « S is usually pronounced /ksent/ although the “t ” is often not heard. Listen to the sentences and Traci 51 write the words you hear.* 1. The secretary help vou. speak English. 2 . My mother 3. My friend meet you at the airport. 4. Mr. Smith answer your question. 5. We 6. you com e?** 7. You take that course. 8. I cook. 9. I drive a stick-shift car. 1 0 . Our son □ come to the meeting. count to ten. Exercise 32. Let’s talk. (Charts 10-4 and 10-6) Make sentences, answer questions, and/or discuss meanings as suggested in each item. Work in pairs, in small groups, or as a class. 1. Name a physical ability that you have and a physical ability you don’t have. Name an acquired skill that you have and an acquired skill you don’t have. 2. Th ere’s no class tomorrow. What can you do tomorrow? What may/might you do tomorrow? What are you going to do tomorrow? 3. What are the possible ways you can get to school? What are the possible ways you may get to school tomorrow? 4. What is the difference in the use of c a n and m a y in the following? a. Sure! You can borrow five dollars from me. You can pay me back later. b. You may pay the bill either in person or by mail. 5. Compare the following using c a n and c a n ’t: people and animals; adults andchildren; women and men. 6. Plan your next vacation and describe what you may do on your vacation;what you can do on your vacation; and what you will do on your vacation. 7. What is something you could do as a child that you can’t do now? ‘ Som etim es even native speakers have difficult}' in distinguishing between c a n and c a n ’t. Also, British and Am erican pronunciations o f c a n ’t are different. British: c a n ’t = /kant/ (cawhnt). Am erican: c a n ’t = /k $n t/ (rhymes with rant). * * N o t e : “t” + “you” = “chu” (can’t you = /k^ncu/). Modals, Part 2 199 u H esr CD 1 Track 52 □ Exercise 33. Let’s listen and talk. (Charts 10-1 -> 10-6) Listen to the short talk on human behavior with your book closed. Then open your book and answer the questions. 1. 2. 3. 4. Who did the researcher talk to first? Who did the researcher talk to later? What three questions did the researcher ask each group? How many people in the first group answered “yes” to the questions about their ability to dance, sing, and draw? 5. What differences were there in the answers of the first group and the second group? 6. What do you think explains these differences? Exercise 34. Warm-up. (Chart 10-7) Are the meanings of the two sentences the same or different? 1. When I was a child, I used to play in the street with the other children. 2. When I was a child, I would play in the street with the other children. 1 0 - 7 Using Would to Express a Repeated Action in the Past (a) W hen 1was a child, my father w o u ld re a d me a story at night before bedtime. (b) W hen 1was a child, my father u s e d to re a d me a story at night before bedtime. (c) Li 1 u s e d to liv e in California. He u s e d to be a Boy Scout. They u s e d to have a Ford. W ould can be used to express an action that was repeated regularly in the past. W hen w o u ld is used to express this idea, it has the sam e meaning as u s e d to (h a b itu a lp a st). Sentences (a) and (b) have the same meaning. U se d to expresses a situation that existed in the past, as in (c). In this case, w o u ld may not be used as an alternative. W ould is used only for regularly repeated actions in the past. Exercise 35. Looking at grammar. (Chart 10-7) Use w o u ld and the words in parentheses to express a repeated action in the past. Use u s e d to to express a past situation. u eed t o be 1. I {be) would hide very shy. Whenever a stranger came to our house, I {hide) in a closet. 2. I remember my Aunt Susan very well. Every time she came to our house, she {give) ________________________ me a big kiss and pinch my cheek. 3. Illiteracy is still a problem in my country, but it {be) much worse. 4. I {be) afraid of flying. My heart {start) pounding every time I stepped on a plane. But now I ’m used to flying and enjoy it. 200 CHAPTER 10 5. When I was a child, I (take) a flashlight to bed with me so that I could read comic books without my parents knowing about it. 6. My sister (live) ________________________in Montana, and when I visited her, we (go) _______________________ on weeklong backpacking trips in the mountains. Every morning, we (zvake) ________________________ up to the sound o f singing birds. During the day, we (hike) ________________________ through woods and along mountain streams. Often we (see) ________________________ deer. Once we saw a bear, but it went off in the opposite direction. 7. I (be) __ ______ ____________ _ an anthropology major. Once, I was a member of an archeological expedition. Every morning, we (get) ________________________ up before our entire day in the field. dawn. After breakfast, we (spend) _____________________ a particularly interesting item, Sometimes one of us (fin d ) _____ perhaps an arrowhead or a piece of pottery. When that happened, other members of the group (gather) ________________________ around to see what had been unearthed. □ Exercise 36. Warm-up. (Chart 10-8) Answer the questions. Use w o u ld r a t h e r and complete sentences. 1. 2. 3. 4. You are at school right now. Where would you rather be? What would you rather do than go to class? What did you do last night? What would you rather have done? What are you doing right now? What would you rather be doing? 1 0 - 8 Expressing Preference: Would Rather (a) (b) 1 w o u ld ra th e r g o to a movie tonight than s tu d y grammar. 1d ra th e r s tu d y history than (stu d y) biology. W ould ra th e r expresses preference. In (a): Notice that the simple form of a verb follows both w o u ld ra th e r and than. In (b): If the verb is the same, it usually is not repeated after than. — H ow much do you weigh? (c) I 'd ra th e r n o t te ll you. (d) T he movie was okay, but 1 w o u ld ra th e r have go ne to the concert last night. (e) 1d ra th e r be ly in g on a beach in India than (be) s ittin g in class right now. Contraction: 1 w o u ld = I ’d Negative form: w o u ld ra th e r + n o t The past form: w o u ld ra th e r have + pa st participle. Usual pronunciation: “I’d rather-av” Progressive form: w o u ld ra th e r + be + -in g Modais, Part 2 201 □ Exercise 37. Looking at grammar. (Chart 10-8) Complete the sentences with w o u ld r a t h e r and your own words. 1. A: Do you want to go to the concert tonight? B: Not really. I ____________________________________________________________________ 2. A: Did you go to the concert last night? B: Yes, but I _______________________________________________________________________ 3. A: What are you doing right now? B: I ’m studying grammar, but I _____________________________________________________ 4. A: I _____________________________________ than ______________________ _____________ B: Not me. I _________________________________ than _______________________________ □ Exercise 38. Let’s talk: interview. (Chart 10-8) Interview your classmates. Begin each question with W oid d y o u r a t h e r . Would you rather. . . 1. go to Paris, Cairo, or Bogota? Why? 2. see a movie, a play, or an opera? Why? 3. use a bike, a motorcycle, or a car for transportation? Why? 4. prepare your own meals, have someone at home prepare them, or eat out? Why? 5. be playing soccer, shopping for clothes, or feeding birds in the park today? Why? 6. have been born in an earlier century? Why? 7. be swimming at a beach or pool right now or doing this interview? Why? □ Exercise 39. Warm-up. (Chart 10-9) Check ( / ) each correct sentence. 1. ___ I 2. ___ I 3. ___ I will can stay late at the office today. 4. ____ I may be able to stay late today. will be able stay late today 5. ____ I will have to stay late today. may have to stay late today. 6. ____ I ’m going to have to stay late today. 1 0 - 9 Combining Modals with Phrasal Modals (a) in c o r r e c t : Janet will -can- help you tomorrow. A modal cannot be immediately followed by another modal. In (a): T he modal w ill cannot be followed by can, which is another modal. (b) Janet w i l l b e a b l e t o help you tomorrow. (c) You w i l l h a v e t o pick her up at her home. A modal can, however, be followed by the phrasal modals be ab le to and have to. In (b): T he modal w ill is correctly followed by the phrasal modal be ab le to. (d) Tom i s n ’t g o i n g t o b e a b l e t o help you tomorrow. It is also som etim es possible for one phrasal modal to follow another phrasal modal. In (d): be g o in g to is followed by be ab le to. This form is more common in negatives and questions. 202 CHAPTER 10 □ Exercise 40. Looking at grammar. (Chart 10-9) Complete the sentences with the words in italics. 1. be able to \you \get \ will What time _________________________________________________ here? 2. have to \ take \ be going to You _________________________________________________ algebra again next year if you don’t pass the course this year. 3. be able to \ attend \ be going to \ not I my friend Jess’s wedding next month due to a previously scheduled business trip. □ Exercise 41. Looking at grammar. (Chart 10-9) Complete the sentences with the verb phrases in the list. In some cases, more than one completion may be possible. Discuss the differences in meaning. have to be able to should not have to / n o t be going to be able to must not have been able to would rather not have to 1. My schedule is completely full for the next few weeks. I ’m n ot going to be able to meet with you until the end of the month. 2. You need to see a doctor you feel comfortable talking to. It’s important that she knows how you feel. You _________________________________________________ tell her exactly how you’re feeling. 3. Jill just called from work. She sounded upset, but she won’t tell me what’s wrong. She was planning to ask her supervisor for a raise today. I bet that’s the problem. She __________________________________________________ get 4. the raise. L et’sget to the movie alittle late. I don’t mind if wemiss the previews. It’s freezing outside, and I _________________________________________________ stand in a long line outdoors until the movie begins. 5. Children, this room is a mess! Iamnot going to tell you again to clean it up. Really, I __________________________________________________ tell you this more than once! Modals, Part 2 203 1 0 - 1 0 Summary Chart of Modals and Sim ilar Expressions Auxiliary Uses Present/Future Past (1) polite request (only with “I” or “w e”) M ay I b o rro w your pen? (2) formal permission You m a y leave the room. (3) 5 0 % or less certainty — W here’s John? He m ay be at the library. He m a y have been at the library. (1) 5 0 % or less certainty — W here’s John? He m ig h t be at the library. He m ig h t have been at the library. (2) polite request (rare) M ig h t I b o rro w your pen? (1) advisability I s h o u ld s tu d y tonight. I s h o u ld have s tu d ie d last night, but I didn't. (2) 9 0 % certainty ( expectation) She s h o u ld do well on the test tomorrow. She s h o u ld have d o n e well on the test. (1) advisability I o u g h t to s tu d y tonight. I o u g h t to have s tu d ie d last night, but I didn’t. (2) 9 0 % certainty ( expectation ) She o u g h t to do well on the test tomorrow. She o u g h t to have d o ne well on the test. had better (1) advisability with threat of bad result You h a d b e tte r b e on time, or we will leave without you. (p a st form uncommon) be supposed to (1) expectation Class is s u p p o s e d to b e g in at 10:00. m ay m ight should ought to Class was s u p p o s e d to b e g in at 10:00, but it began at 10:15. (2) unfulfilled expectation m ust (1) strong necessity I m u s t g o to class today. (2) prohibition You m u s t n o t open that door. (I h a d to g o to class yesterday.) (negative) have to (3) 95% certainty M ary isn’t in class. She m u s t be sick. M ary m u s t have been sick yesterday. (1) necessity I have to g o to class today. I ha d to g o to class yesterday. (2) lack of necessity I d o n ’t have to g o to class today. I d id n 't have to g o to class yesterday. (I h a d to g o to class yesterday.) (negative) have got to (1) necessity I have g o t to g o to class today. will (1) 100% certainty He w ill be here at 6:00. (2) willingness — The p h o n e ’s ringing. I ’II g e t it. (3) polite request W ill you please help me? (1) 100% certainty He is g o in g to be here at 6:00. be going to (prediction) (2) definite plan I ’m g o in g to p a in t my bedroom. (intention) (3) unfulfilled intention 204 CHAPTER 10 I w as g o in g to p a in t my room, but I didn't have time. Auxiliary can Uses Present/Future (1) ability/possibility I can run fast. (2) informal permission You can use my car tomorrow. (3) informal polite request Can I borrow your pen? (4) impossibility That can't fee true! Past I could run fast when I was a child, but now I can’t. That c a n ’t have been true! (negative only) could I could run fast when I w as a child. (1) past ability (2) polite request Could I borrow your pen? Could you help me? (3) suggestion — 1need help in math. (affirmative only) (4) 5 0 % or less certainty You could talk to your teacher. You could have talked to your teacher. — Where’s John? He could have been at home. He could be at home. (5) impossibility That couldn’t be true! That co u ld n ’t have been true! I was able to help him. (negative only) be able to (1) ability I am able to help you. I will be able to help you. would (1) polite request Would you please help me? Would you m ind if I left early? (2) preference I would rather go to the park than s fayh o m e. W hen I was a child, I would visit my grandparents every weekend. (3) repeated action in the past (4) polite for “want” (with “like”) used to shall I would rather have gone to the park. I would like an apple, please. (5) unfulfilled wish I would have liked a cookie, but there were none in the house. (1) repeated action in the past. I used to visit my grandparents every weekend. (2) past situation that no longer exists I used to live in Spain. Now I live in Korea. (1) polite question to make a suggestion Shall I open the window? (2) future with / or we as subject I shall arrive at nine, (“will" = more common) N o t e : T h e use o f modals in reported speech is discussed in Chart 1 2 -7 , p. 2 6 1 . T h e use o f modals in conditional sentences is discussed in Chapter 2 0 . Modals, Part 2 205 J Exercise 42. Let’s talk. (Chapters 9 and 10) Discuss the differences in meaning, if any, in each group of sentences. Describe situations in which these sentences might be used. Work in pairs, in small groups, or as a class. 1. a. May I use your phone? b. Could I use your phone? c. Can I use your phone? 2. a. b. c. d. You should take an English course. You ought to take an English course. You’re supposed to take an English course. You must take an English course. 3. a. You should see a doctor about that cut on your arm. b. You had better see a doctor about that cut on your arm. c. You have to see a doctor about that cut on your arm. 4. a. You must not use that door. b. You don’t have to use that door. 5. a. I will be at your house by six o’clock. b. I should be at your house by six o’clock. 6. — a. b. c. d. There is a knock at the door. Who do you suppose it is? It might be Wendy. It may be Wendy. It could be Wendy. It must be Wendy. 7. — a. b. c. There’s a knock at the door. I think it’s Ibrahim. It may not be Ibrahim. It couldn’t be Ibrahim. It can’t be Ibrahim. 8. a. The family in the picture must be at a restaurant, b. The family in the picture are at a restaurant 9. — a. b. c. Where’s Jeff? He might have gone home. He must have gone home. He had to go home. 10. a. Each student should have health insurance, b. Each student must have health insurance. 11. a. b. c. d. 206 If you’re If you’re If you’re If you’re CHAPTER 10 having having having having a a a a problem, problem, problem, problem, you you you you could talk to Mrs. Ang. should talk to Mrs. Ang. should have told Mrs. Ang. could have told Mrs. Ang. Exercise 43. Looking at grammar. (Chapters 9 and 10) Use a modal or phrasal modal with each verb in parentheses. More than one auxiliary may be possible. Use the one that seems most appropriate to you and explain why. 1. It looks like rain. We (shut) should / had b e t t e r / ought t o shu t_________ the windows. 2. Anya, (you, han d) _____________________________ me that dish? Thanks. 3. Spring break starts on the thirteenth. We (go, not) _____________________________ to classes again until the twenty-second. 4. T h e baby is only a year old, but she (say, already) ______________________________a few words. 5. In the United States, elementary education is compulsory. All children (attend) _____________________________ six years of elementary school. 6. There was a long line in front of the theater. We (wait) _____________________________ almost an hour to buy our tickets. 7. A: I ’d like to go to a warm, sunny place next winter. Any suggestions? B: You (go) _________________________to Hawaii or Mexico. Or how about Indonesia? 8. A: Mrs. Wilson got a traffic ticket. She didn’t stop at a stop sign. B: T h at’s surprising. Usually she’s a very cautious driver and obeys all the traffic laws. She (see, not) __________________________________ the sign. 9. A: This is Steve’s laptop, isn’t it? B: It (be, not) ________________________ his. He doesn’t have a laptop computer, at least not that I know of. It (belong) ________________________ to Jana or to Mindy. They sometimes bring their laptops to class. 10. In my country, a girl and boy (go, not) ________________________ out on a date unless they are accompanied by a chaperone. 11. Jimmy was serious when he said he wanted to be a cowboy when he grew up. We (laugh, not) __________________________________ at him. We hurt his feelings. 12. A: This is a great open-air market. Look at all this wonderful fresh fish! What kind of fish is this? B: I ’m not sure. It (be) .________________________ salmon. L et’s ask. Modals, Part 2 207 □ CD 1 Exercise 44. Listening. (Chapters 9 and 10) Listen to each situation and choose the statement (a. or b.) you would most likely say. In some cases, both answers mav be possible. Example: You will hear: It’s almost 5:00. Peter’s mom will be home soon. She told him to clean his room today, but it’s still a mess. She’s going to be really mad. You will choose: a. He might clean it up right away. b. H e’d better clean it up right away. 1. a. He should have come, b. He must have come. 2. a. I am supposed to go to the mall and shop. b. I would rather lie in the sun and read a novel. 3. a. He may have gotten caught in traffic, b. He ought to have called by now. 4. a. H e’s not going to be able to go to work for a few days, b. He might not have to go to work today. 5. a. She could have been daydreaming, b. She must have been daydreaming. □ Exercise 45. Check your knowledge. (Chapters 9 and 10) Correct the errors. 1. I f you have a car, you can traveled around the United States. 2. During class the students must to sit quietly. 3. When you send for the brochure, you should included a self-addressed, stamped envelope. 4. A film director must has control over every aspect of a movie. 5. When I was a child, I can climb to the roof of my house and saw all the other houses and streets. 6. We need to reschedule. I won’t can see you at the time we scheduled for tomorrow. 7. I used to break my leg in a soccer game three months ago. 8. May you please help me with this? 9. Many students would rather to study on their own than going to classes. 10. We supposed to bring our books to class every day. 11. You can having a very good time as a tourist in my country.My country has many different climates, so you have better plan ahead before you came. 12. When you visit a big city in my country, you must to be paying attention to your wallet when you are in a crowded place because a thief maybe try to steal it. □ Exercise 46. Let’s talk: pairwork. (Chapters 9 and 10) Work with a partner. Complete the dialogues with your own words. Example: S p e a k e r A: Why don’t we . . . go to Luigi’s Restaurant for lunch? S p e a k e r B: Thanks, but I can’t. I have to . . . stay and finish this report during lunchtime. S p e a k e r A : T h a t’s to o bad. S p e a k e r B: I should have . . . come early this morning to finish it, but I couldn’t. I had to . . . drop my daughter o ff at school and meet with her teacher. 1. A: B: A: B: I ... . You shouldn’t have done that! I know, but . . . . Well, why don’t . . . ? 2. A: Did you hear the news? We don’t have to . . . . B: Why not? A: . . . . A: B: A: B: Whose . . . ? I don’t know. I t . . . , or it . Can . . . ? I ’ll try. A: Did . . . ? B: I would have liked to, but I □ 5. A: B: A: B: I heard that . . . . That can’t be true! She couldn’t . . . . Oh? Why not? Why do you say that? Because . . . . 6. A: Did you have to . . . ? B: Yes. A: Are you going to have to do the same tonight? B: I think so. So I ’m probably not going to be able to . . . . But I might be able to . . . . 7. A: I don’t want . . . . B: Well, you’d better . . . , or . . . . A: I know, b u t . . . . Exercise 47. Let’s talk. (Chapters 9 and 10) In small groups, debate one, some, or all of the given statements. At the end o f the discussion time, choose one member o f your group to summarize for the rest of the class the main ideas expressed during your discussion. Do you agree with these statements? Why or why not? 1. Violence on television influences people to act violently. 2. Cigarette smoking should be banned from all public places. 3. Books, films, and news should be censored by government agencies. 4. People of different religions should not marry. 5. People shouldn’t marry until they are at least 25 years old. 6. All nuclear weapons in the possession of any nation should be destroyed. 7. All people of the world should speak the same language. Modals, Part 2 209 u Exercise 48. Let’s write or talk. (Chapters 9 and 10) Write a short paragraph on one or more of the given topics or discuss some of them in small groups or as a class. Topics: 1. Write about when, where, and why you should (or should not) have done something in your life. 2. Write about a time in your life when you did something you did not want to do. Why did you do it? What could you have done differently? What should you have done? What would you rather have done? 3. Look at your future. What will, might, or should it be like? Write about what you should, must, or can do now in order to make your life what you want it to be. 4. Write about one embarrassing incident in your life. What could, should, or might you have done to avoid it? 5. Look at the world situation and the relationships between nations. What could, should (or should not), must (or must not) be done to promote peace? 6. Choose one o f the environmental problems we are facing today What could, should, may, must, or might be done to solve this problem? 210 CHAPTER 10 Chapter 1 1 The Passive □ Exercise 1. Warm-up. (Chart i l l) Match the sentences to the pictures. Which sentence is grammatically incorrect? 1. The girl hit the ball. 2. The ball was hit by the girl. 3. The girl was hit by the ball. 4. The ball hit the girl. 5. The girl was hitting the ball. 6. The girl was hit the ball. Picture A Picture B 11-1 Active vs. Passive subject Active: verb In the passive, the object of an active verb becom es the subject of the passive verb: the b o y in (a) becom es the object 'h e lp e d ' 'the boy.' (a) 'M ary' subject of the passive verb in (b). subject Passive: (b) 'The boy' verb W as h e lp e d ' by Mary. Notice that the subject of an active verb follows b y in a passive sentence. T he noun that follows b y is called the “agent." In (b): M a ry is the agent. Sentences (a) and (b) have the sam e meaning. Passive: be + is w as w ill be past participle h e lp e d by her. h e lp e d by her. h e lp e d by her. (c) He He He Active: (d) An accident happened. Passive: (e) (none) Form of the passive: be + past participle Only transitive verbs (verbs that can be followed by an object) are used in the passive. It is not possible to use intransitive verbs (such as happen, sleep, come, seem, die) in the passive. (S ee Appendix Chart A -1 .) 211 □ Exercise 2. Looking at grammar. (Chart 1 l- i) Decide if the sentences are active (A) or passive (P ). 1. A Kate prepared the salad. 2. P The rice was prepared by Jamal. 3. ___ 4. ___ Andy has prepared the tea. 5. ___ New species of insects are discovered by scientists every year. 6. ___ 7. ___ _ Dinosaurs existed millions o f years ago. 8. ___ Anna’s car was stopped by the police. 9. ___ Mr. Brown painted our house. 10. Shirley was preparing the dessert. Our papers will be collected by the teacher next week. ___ _ Hiroki came to our apartment for dinner last night. □ Exercise 3. Warm-up. (Chart 11-2) Complete the sentences. Change the verbs in italics from active to passive. 1. Tom opens the door. 212 > The door is opened by Tom. 2. Tom is opening the door. T h e door by Tom. 3. Tom has opened the door. The door by Tom. 4. Tom opened the door. The door by Tom. 5. Tom was opening the door. The door by Tom. 6. Tom had opened the door. The door by Tom. 7. Tom loill open the door. T he door by Tom. 8. Tom is going to open the door. T he door by Tom. 9. Tom will have opened the door. T he door by Tom. 10. D id Tom open the door? the door by Tom? 11. Will Tom open the door? the door by Tom? 12. //as Tom opened the door? the door by Tom? CHAPTER 11 1 1 - 2 Tense Forms of the Passive Passive Active (a) (b) (c) (d) (e) (f) (9) (h) simple present present progressive present perfect* simple past past progressive past perfect* simple future be going to M ary M ary Mary Mary Mary Mary M ary M ary M ary helps is helping has helped helped was helping had helped w ill help is going to help will have helped (i) future perfect* ( j) Was the boy helped by Mary? Has the boy been helped by Mary? (k) the the the the the the the the the boy. boy. boy. boy. boy. boy. boy. boy. boy. T he T he The T he T he T he T he T he T he boy boy boy boy boy boy boy boy boy is is being has been was was being had been w ill be is going to be will have been helped helped helped helped helped helped helped helped helped by by by by by by by by by Mary. Mary. Mary. Mary. Mary. Mary. Mary. Mary. Mary. In the question form of passive verbs, an auxiliary verb precedes the subject. *T h e progressive forms o f the present perfect, past perfect, and future perfect are rarely used in the passive. □ Exercise 4. Looking at grammar. (Charts il-i and 11-2) P a r t I. Change the active to passive. 1. Shakespeare wrote that play. > That play was written by Shakespeare. 2. Waitresses and waiters serve customers. 3. The teacher is going to explain the lesson. 4. Two horses were pulling the farmer’s wagon. 5. Toshi zvill inviteYoko to the party. 6. Alex is preparing that report. 7. Kathy h ad returned the book to the library. 8. Miriam has designed several public buildings. 9. His tricks zuon’tfoo l me. 10. I didn’t zvrite that note. D id Jim write it? 11. Does Prof. Shapiro teach that course? No, he doesn’t teach it. 12. Mrs. Andrews hasn’t signed those papers yet. H as Mr. Andrews signed them yet? P a r t II. Change the passive to active. 13. The speech zvas given by Anwar. —> Anzvar gave the speech. 14. Our assignments are going to be corrected by the teaching assistant. 15. Was the electric light bulb invented by Thomas Edison? 16. The speed limit on Highway 5 isn’t obeyed by most drivers. 17. H ave you been informed of the rent increase bythe building manager? □ Exercise 5. Looking at grammar. (Charts il-i and 11-2) Change the active verbs to passive if possible. Some verbs are intransitive and cannot be changed. 1. 2. 3. 4. 5. A strange thing happened yesterday, (no change) Jackie scored the winning goal. -> The winning goal zvas scored by Jackie. I agree with Dr. Ikeda’s theory. Dr. Ikeda developed that theory. A hurricane destroyed the small fishing village. The Passive 213 6. 7. 8. 9. 10. 11. 12. 13. 14. □ A large vase stands in the corner of our front hallway. The children seemed happy when they went to the zoo. After class, one of the students always erases the board. The solution to my problem appeared to me in a dream. Our plan succeeded at last. Barbara traveled to Uganda last year. A special committee is going to settle the dispute. Did the police catch the thief? This room is a mess. What happened? Exercise 6. Warm-up. (Chart 11-3) Tell the class where something that you’re wearing or own was made (e.g., your shoes, shirt, cell phone, etc.). Do you know who made these items? Is it important to know? 1 1 - 3 Using the Passive (a) Rice is grown in India. (b) Our house was built in 1980. (c) This olive oil was im ported from Crete. Usually the passive is used without a by-phrase. T he passive is most frequently used when it is not known or not important to know exactly who performs an action. In (a): Rice is grown in India by people, by farmers, by som eone. It is not known or important to know exactly who grows rice in India. Exam ples (a), (b), and (c) illustrate the most common use of the passive, i.e., without the by-phrase. (d) My aunt m a d e this rug. ( active) (e) This rug was m ade by my aunt. That rug was made by my mother. (f) Life on the Mississippi was written by M ark Twain. If the speaker knows who performs an action, usually the active is used, as in (d). Sometimes, even when the speaker knows who performs an action, he/she chooses to use the passive with the by-phrase in order to focus attention on the subject of a sentence. In (e): T he focus of attention is on two rugs. In (f): The focus is on the book, but the by-phrase is included because it contains important information. □ Exercise 7. Looking at grammar. (Charts i l l -> 113) Discuss why passive was chosen for these sentences instead o f active. 1. My sweater was made in England. —> The speaker or writer probably uses the passive here because he or she doesn’t know who made the sweater. Using an active sentence (Someone made my sweater in England) wouldn’t add any important information. 2. The new highway will be completed sometime next month. 3. The World Cup soccer games are being televised all over the world this year. 4. This composition was written by Ali. T h at one was written by Mariko. 5. The Washington Monument is visited by hundreds of people every day. 6. Bananas originated in Asia but now are grown in the tropics of both hemispheres of the world. They ivere introduced to the Americas in 1516. 214 CHAPTER 11 □ Exercise 8. Reading and grammar. (Charts 11-1 ^ 11-3) Read the paragraph. Underline the passive verbs. Discuss why the writer chose to use passive rather than active. Answer the questions in complete sentences. Early Writing Materials T he chief writing material of ancient times was papyrus. It was used in Egypt, Greece, and other Mediterranean lands. Parchment, another writing material that was widely used in ancient times, was made from the skins of animals, such as sheep and goats. After the hair had been removed, the skins were stretched and rubbed smooth to make a writing surface. Paper, the main writing material today, was invented by the Chinese. Ink has been used for writing and drawing throughout history. No one knows when the first ink was developed. The ancient Egyptians and Chinese made ink from various natural substances such as berries, soot, and tree bark. Through the centuries, thousands of different formulas have been developed for ink. Most ink today is made from synthetic chemicals. 1. 2. 3. 4. 5. 6. 7. □ Before paper was invented, what materials were used for writing? What was parchment made from? What three things were done to animal skins to make writing material? Who first used paper? When was ink first used? In ancient times, what ingredients did the Egyptians and Chinese use for ink? What substances are in ink today? Exercise 9. Looking at grammar. (Charts l l-i -> 11 3) Make complete sentences with the given words. Use the simple past. Some are active and some are passive. 1. We \ allow, not \to go to the park alone when we were young » We weren’t allowed to go to the park alone when we were young. 2. A package \ deliver \ to our apartment yesterday 3. Maria \ teach \her son toread when he was three 4. When I was in elementary school,we \ require \to wear uniforms 5. As we watched, the airplane \ disappear \into the clouds 6. I \ agree \with your decision yesterday 7. Timmy \ drop \ a plate after dinner last night 8. The plate \ fall \ to the floor with a crash 9. What \happen \yesterday 10. Something very sad \ happen \yesterday 11. My cat \hit \by a speeding truck 12. She \ kill \ instantly 13. She \die \ instantly The Passive 215 □ Exercise 10. Listening. (Charts ll-l -> 11-3) /Tj\ Choose the sentence (a. or b.) that has the same meaning as the one you hear. C<§ T^ack54 ^ xamP^e: You will hear: The assistant manager interviewed Mr. Evans for the sales job. You will choose: (a?) Mr. Evans was interviewed. b. The assistant manager was interviewed. 1. a. Someone would like the architect to design the new library, b. A famous architect would like todesign the new library. 2. a. The kids told others to leave, b. Someone told the kids to leave. 3. a. I ignored the salesclerk. b. The salesclerk ignored me. 4. a. The speaker will be asked questions, b. The audience will be asked questions. 5. a. A party is being planned by Dr. Wilson, b. A party is being planned by the staff. 6. □ a. Natural habitats have altered human development. b. Natural habitats have been altered by human development. Exercise 11. Looking at grammar. (Charts 11-l ►n 3) Change each news headline into a complete sentence. Work in pairs, in small groups, or as a class. 1. 5 P E O P L E K IL L E D B Y T O R N A D O E S Five people _________________________________________________________________yesterday. 2. D E C IS IO N ON T A X IN C R E A SE T O B E A N N O U N C E D SO O N A decision on a tax increase _____________________________________________________ soon. 3. M ORE THAN 2 B IL L IO N C U P S O F C O F F E E C O N SU M E D W O R LD W ID E More than two billion cups o f coffee _______________________________worldwide each day. 4. 200,000 C A RS R E C A L L E D F O R B R A K E D E F E C T S SIN C E L A S T YEA R Two hundred thousand cars ____________________________for brake defects since last year. 5. N EW H IG H -S P E E D C O M P U T E R C H IP S D E LA Y ED New high-speed computer chips _________________________________________until next year. □ Exercise 12. Game. (Charts 11-1 ->11-3) Work in teams with your books closed. Your teacher will say a sentence. Change it to passive if possible. Use the fry-phrase only if necessary. Your team wins one point for each correct sentence. 1. 2. 3. 216 Someone invited you to a party. People grow rice in many countries. Someone is televising the tennis match. CHAPTER 11 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Someone told you to be here at ten. Someone is going to serve dinner at six. Someone has made a mistake. An accident happened at the corner of Fifth and Main. Ivan’s daughter drew that picture. My son drew this picture. The judges will judge the applicants on their creativity. My sister’s plane will arrive at 10:35. Is Professor Rivers teaching that course this semester? The mail carrier had already delivered the mail by the time I left for school this morning. When is someone going to announce the results of the contest? After the concert was over, hundreds of fans surrounded the rock star outside the theater. Exercise T3. Let’s talk. (Charts l l- l - » 11-3) Your teacher will read each sentence and the question that follows. Student A will change the sentence to the passive. Student B will answer the question with the information provided by Student A. Close your book for this activity. Example: To A: People speak Arabic in many countries. To B: Is Arabic a common language? e a c h e r (book open): People speak Arabic in many countries. S t u d e n t A (book closed): Arabic is spoken in many countries. T e a c h e r (book open): Is Arabic a common language? S t u d e n t B (book closed): Yes. It is spoken in many countries. T To B: What happened to (____ ) ’s pen? 1. To A Someone stole your pen. 2. To A People play soccer in many countries. 3. To A Someone returned your letter. To B: (____ ) sent a letter last week, but he/she put the wrong address on it. What happened to the letter? 4. To A: 5. To A: 6. To A: 7. To A: To B: 8. To A: To B: 9. To A: To B: 10. To A: To B: 11. To A: To B: 12. To B: Is soccer a popular sport? .) have to make the coffee when he/she got up? .) invited to the party? To A: decided to buy it, but someone had already sold it by the time you returned to the store. To B: Did ( ____ .) buy the chair? The Passive 217 Exercise 14. Looking at grammar. (Charts 11-1 - » 11-3) Complete the sentences with the passive form of the verbs in the list. Use any appropriate tense. build cause confuse divide expect frighten 1. The electric light bulb /in v en t kill offer order report spell surprise surround wear ivas invented____________ by Thomas Edison in 1879. 2. An island _____________________________ by water. 3. The -ing form o f s i t _________________________with a double “t.” 4. Even though construction costs are high, a new dorm itory______________________ next year. 5. The class was too large last semester, so it ________________________ into two sections. 6. A bracelet ________________________ around the wrist. 7. The Johnsons’ house burned down. According to the inspector, the fire ________________ ________________________ by lightning. 8. A1 got a ticket for reckless driving. When he went to traffic court, he ___________________ ________________________ to pay a large fine. 9. I read about a hunter who ______________ accidentally ____________________ by another hunter. 10. The hunter’s fatal accident ________________________ in the newspaper yesterday. 11. I didn’t expect Lisa to come to the meeting last night, but she was there. I _____________ ________________________ to see her. 12. Last week I ________________________ a job at a local bank, but I didn’t accept it. 13. The children _____________________________ in the middle o f the night when they heard strange noises in the house. 14. Could you explain this math problem to me? Yesterday in class I ______________________ by the teacher’s explanation. 15. A: Is the plane going to be late? B: No. It ________________________ to be on time. 8 CHAPTER 11 □ Exercise 15. Listening. (Charts n - l -> n - 3 ) fl) Listen to the report about chocolate with your book closed. Then open your book and listen again. Complete the sentences with the verbs you hear. CD 1 T ra c k 55 How Chocolate Is Made Chocolate ________________________ from the seeds of roasted cocoa beans. After the seeds l ________________________ , the inside of the seed _________________________into a liquid. This 2 3 liquid ________________________ chocolate liquor. The liquor _________________________ fat, 4 5 which ________________________ from the liquor. After this _________________________ , a solid 6 7 _________________________ This solid, which _________________________ as cocoa cake, 8 9 ________________________ up and becomes unsweetened cocoa. This is a very bitter 10 chocolate. To make it taste better, other substances such as cocoa butter and sugar ________________________ later. li Exercise 16. Looking at grammar. (Charts i l l an d 11-3) Complete the sentences with the active or passive form of the verbs in parentheses. Use any appropriate tense. 1. Gold (discover) __________________ was discovered__in California in 1848. 2. The Amazon valley is extremely important to the ecology of the earth. Forty percent of the world’s oxygen ( produce) ________________________ there. 3. Right now Roberto is in the hospital.* He (treat) ____________________________ ________ for a bad burn on his arm. 4. In my country, certain prices, such as the price of medical supplies, (control) ___________ ________________________ by the government. Other prices (determine) _______ ______ _ _ ________________________ by how much consumers are willing to pay for a product. 5. Richard Anderson is a former astronaut. Several years ago, when he was 52, Anderson (inform) ________________________ by his superior at an aircraft corporation that he could no longer be a test pilot. He (tell) ________________________ that he was being relieved of his duties because of his age. Anderson took the corporation to court for age discrimination. 6. Frostbite may occur when a person’s skin (expose) ________________________ to extreme cold. It most frequently (affect)** ________________________ the skin of the cheeks, chin, ears, fingers, nose, and toes. *in the hospital = American English; in hospital = British English. **N o te : a f f e c t = a v e r b ( e .g ., The weather affects my moods.). e f f e c t = a noun (e.g., The weather has an effect on my moods.). The Passive 219 7. Since the beginning of the modern industrial age, many o f the natural habitats o f plants and animals X.S H r,hr># 4 (destroy) __________________________________ by industrial development and pollution. Carl Gauss (recognize) _____________________________ as a mathematical genius when he was ten. One day a professor gave him an arithmetic problem. Carl ( a s k ) _________________________ to add up all the numbers from 1 to 100 (1 + 2 + 3 + 4 + 5, etc.). It (take) ______________________ him only eight seconds to solve the problem. How could he do it so quickly? Can you do it quickly? 9. Carl could do it quickly because he (kn ow )________________ that each pair of numbers (1 + 100, 2 + 99, 3 + 98, and so on to 50 + 51) equaled 101. So he (multiply;) ___________________ 50 times 101 and (come) ___ ____________ up with the answer: 5,050. □ Exercise 17. Warm-up. (Chart 11-4) Complete the sentences with your own words. Are the verbs active or passive? 1. _____ Children____________ should be taught to be kind to animals. 2. ________________________ should be expected to be in class on time. 3. _________________________can ’t be grown in a desert. 4. ________________________ must be treated with kindness. 1 1 - 4 The Passive Form of Modals and Phrasal Modals modal* Passive form: (a) (b) (c) Tom T he window Children (d) (e) (f) This book This letter (h) M ary Fred (g) w ill c a n ’t s h o u ld M ay 1 h a d b e tte r o u g h t to h as to is s u p p o s e d to Past-passive form: (i) (j) (k) (1) T he letter This house Eric Jill modal s h o u ld m ust c o u ld n ’t o u g h t to + be + be be be be be be be be in v ite d opened . ta u g h t excused re tu rn e d sent to ld to ld + have been h av e h av e have h av e past participle b ee n b een b ee n b een + to the picnic. to respect their elders. from class? to the library before Friday. before June 1st. about our change in plans. about the meeting. past participle sent b u ilt o ffe re d in v ite d *S e e Chapters 9 and 10 for a discussion o f the form and use o f modals and phrasal modals. 220 CHAPTER 11 last week. over 2 0 0 years ago. the job. to the party. E x e r c i s e 1 8 . L o o k in g a t g r a m m a r . (Chart 1 1-4) Complete the sentences with the words in parentheses. Use the appropriate form, active or passive. 1. James (should + tell) _____should be told______ the news as soon as possible. 2. Someone (should + tell) 3. James (should + tell) should tell__________James the news immediately. should have been told the news a long time ago. 4. M eat (must + keep) ______________________________ in a refrigerator or it will spoil. 5. You (must + keep) ________________________ meat in a refrigerator or it will spoil. 6. We tried, but the window (couldn’t + open) ___________________________________________ It was painted shut. 7. I tried, but I (couldn’t + open) _____________________________ the window. 8. Good news! I (may + offer) ________________________ a job soon. I had an interview at an engineering firm yesterday. 9. Chris has good news. The engineering firm where she had an interview yesterday (may + offer) ________________________ her a job soon. 10. I hopeChris accepts our job offer, but I know she’s been interviewing withseveral companies. She (may + already + offer)* _____________________________________________ a job by a competing firm before we made our offer. 11. A competing firm (may + already + offer) ____________________________________________ Chris a job before we made our offer. 12. T h e class for next semester is too large. It (ought to + divide) ______________________ ____________________ in half, but there’s not enough money in the budgetto hire another teacher. 13. Last semester’s class was too large. It (ought to + divide) ______________________________ ____________________ in half. 14. These books (have to + return) ______________________ _ to the library by tomorrow. 15. Polly (have to + return)_________________________these books by next Friday. If she doesn’t return them, she (will + have to + pay) _______________________________________ a fine to the library. * A m id s e n te n c e a d v e rb s u c h as a l r e a d y m a y b e p la c e d a fte r th e fir s t a u x ilia ry ( e .g ., might a l r e a d y have com e) o r a f te r th e s e c o n d a u x ilia ry ( e .g ., might have a l r e a d y come). The Passive 221 16. A: Andy, your chores (had better + finish) _____________________________________________ by the time I get home, including taking out the garbage. B: D on’t worry, Mom. I ’ll do everything you told me to do. 17. A: Andy, you (had better + finish) ________________________________ your chores before Mom gets home. B: I know. I ’ll do them in a minute. I ’m busy right now. 18. This application (be supposed to + send) _______________________________________________ to the personnel department soon. 19. Ann’s birthday was on the 5th, and today is the 8th. Her birthday card (should + send) _____________________________________ a week ago. Maybe we’d better give her a call to wish her a belated happy birthday. 20. A: Yoko didn’t expect to see her boss at the labor union meeting. B: She (must + surprise) __________________________________________ when she saw him. A: She was. Exercise 19. Looking at grammar. (Chart 11-4) Make complete sentences with the given words. Example: must a. Seat belts \wear \ during takeoff and landing -*■ Seat belts must be worn during takeoff and landing. b. All passengers \wear \ their seat belts during takeoff and landing —► All passengers must ivear their seat belts during takeoff and landing. 1. will a. Many lives \ save \with the new medical procedure b. The procedure \ save \many lives 2. can a. Shoppers \look for \product information on the internet every day b. Product information \find \ on the internet 3. should a. People \ check \ smoke alarm batteries once a month b. Smoke alarm batteries \test \ once a month 4. may a. The typhoon \ kill \hundreds of villagers yesterday b. Hundreds of villagers \ kill \ in the typhoon yesterday c. Hundreds of villagers \ die \ in the typhoon yesterday 5. had better CHAPTER 11 a. Medical supplies \ deliver \ soon b. Villagers \receive \ medical supplies soon □ Exercise 20. Let’s talk. (Chart 11-4) Use passive modals to restate the computer lab rules. Make at least two sentences for each rule. Work in pairs or small groups. Example: Do not bring food into the lab. > Food m u s t not be brought into the lab. —*■ Food c a n n o t be brought into the lab. - > Food m u s t be left outside. Computer lab rules: 1. Turn off cell phones. 2. Computers are for school use only. 3. Do not play computer games. 4. Do not download music from the internet. 5. Use the printer for schoolwork only. □ Exercise 21. Looking at grammar. (Chart 11-4) Complete the sentences with the verbs in parentheses. Use the modal or phrasal modal that sounds best to you. All of the sentences are passive. 1. T h e entire valley (see) can be seen ________ from the mountain top. 2. He is wearing a gold band on his fourth finger. He (marry) __________________________ 3. According to our teacher, all o f our compositions (write) _____________________________ in ink. He won’t accept papers written in pencil. 4. I found this book on my desk when I came to class. It (leave) ________________________ by one of the students in the earlier class. 5. Your daughter has a good voice. Her interest in singing (encourage) ___________________ 6. Some U FO sightings (explain, not) __________________________________ easily. They are inexplicable. 7. Try to speak slowly when you give your speech. If you don’t, some o f your words (misunderstand) ____________________________________________ . The Passive 223 8. What? You tripped over a chair at the party and dropped your plate of food into a woman’s lap? You (embarrass) ________________________________________.. 9. The hospital in that small town is very old and can no longer serve the needs o f the community. A new hospital ('build) _______________________________________ years ago. 10. Blue whales and other endangered species (save) ______________________________ from extinction. Do you agree? □ Exercise 22. Listening and grammar. (Charts l l-l -> 11-4) /fj\ P a r t I. Listen to the lecture on the 2004 Indian Ocean tsunami with your book closed. Then open your book and choose all the grammatically correct sentences in each group. CD I Track 56 1. (a?) An earthquake hit the Indian Ocean. b. The Indian Ocean was hit by an earthquake. c. An earthquake was hit the Indian Ocean. 2. a. Millions of lives were changed forever by the earthquake. b. Millions of lives changed forever by the earthquake. 3. a. The quake followed by giant tsunami waves. b. The quake was followed by giant tsunami waves. c. Giant tsunami waves were followed the earthquake. d. Giant tsunami waves followed the earthquake. 4. a. Thousands of people swept out to sea. b. Thousands of people were swept out to sea. c. The tsunami wave swept thousands of people out to sea. 5. a. Nearly 300,000 people died. b. Nearly 300,000 people were died. c. Nearly 300,000 people were killed. d. Nearly 300,000 people killed. 6. a. The damage could have been lessened by a tsunami early-warning system. b. A tsunami early-warning system could have lessened the damage. c. A tsunami early-warning system could have been lessened the damage. 7. a. An early-warning system already exists for the Pacific Ocean. b. An early-warning system already is existed for the Pacific Ocean. 224 CHAPTER 11 P a r t II. Listen again. Complete the sentences with the verbs you hear. The 2004 Indian Ocean Tsunami In 2004, several countries that border the Indian Ocean, including Indonesia,Thailand, India, Malaysia, and Somalia, ________________________ by an earthquake and subsequent tsunami. 1 (As you may already know, a tsunami is a giant ocean wave.) In just a few short hours, millions of lives _____________________________ forever. T h e earthquake 2 3 at 9.3 on the Richter scale. It was the fourth largest earthquake since 1900 and the second largest that _______________________________________ on the Richter scale. 4 T h e quake _____________________________ by four giant waves as high as 100 feet 5 (or 30 meters). Whole villages__________________________________ Thousands of people 6 out to sea, and many others ___________________ due to lack of 7 medical care. In total, almost 300,000 people _____________________________ , and 1.3 million 9 people ________________________ homeless. Aftershocks from the earthquake 10 _______for several days. 11 Tragically, the damage ____________________________________________ if there had been a 12 tsunami early-warning system. Such a system already ___________________ for the Pacific 13 Ocean, but it ________________________ to the Indian Ocean. Since the tsunami disaster, 14 governments __________________________________ together to develop an early-warning system 15 so that Southeast Asia ______________________________ such destruction again from a tsunami. 16 Exercise 23. Looking at grammar. (C h a rts 11-1 -> 1 1 -4 ) Change the verbs to the passive as appropriate. Discuss why you decided that certain verbs should be in the passive but that others should remain active. (1) It is used Paper is a common material, ^^eople-use^t- everywhere in the world. Throughout history, people have made it from various plants such as rice and papyrus, but today wood is the chief source of paper. In the past, people made paper by hand, but now machines do most of the work.* Today people make paper from wood pulp by using either a mechanical or a chemical process. *\Vhether or not to use the passive in the second half o f this sentence is a stylistic choice. Either the active or the passive can appropriately be used. Som e writers might prefer the passive so that both halves o f the sentence are parallel in structure. The Passive 225 (2) In the mechanical process, someone grinds the wood into small chips. During the grinding, someone sprays it with water to keep it from burning from the friction of the grinder. Then someone soaks the chips in water. (3) In the chemical process, first someone washes the wood, and then someone cuts it into small pieces in a chipping machine. Then someone cooks the chips in certain chemicals. After someone cooks the wood, someone washes it to get rid of the chemicals. (4) The next steps in making paper are the same for both the mechanical and the chemical processes. Someone drains the pulp to form a thick mass, bleaches it with chlorine, and then thoroughly washes it again. Next someone puts the pulp through a large machine that squeezes the water out and forms the pulp into long sheets. After the pulp sheets go through a drier and a press, someone winds them onto rolls. These rolls of paper are then ready for use. (5) The next time you use paper, you should think about its origin and how people make it. And you should ask yourself this question: What would the world be like without paper? If you can imagine how different today’s world would be without paper, you will immediately understand how essential paper has been in the development o f civilization. □ Exercise 24. Let’s write. (Charts il l -> 1 1-4) Write about how something is made. Choose one of these topics. Topics: 1. Write about something you know how to make. Possible subjects: a kite, a ceramic pot, a bookcase, a sweater, a bead necklace, a special kind of food, etc. 2. Use a reference tool such as the internet to find out how something is made, and then summarize this information. It’s not necessary to go into technical detail. Read about the process and then describe it in your own words. Possible subjects: a candle, a pencil, glass, steel, silk thread, bronze, leather, etc. □ Exercise 25. Warm-up. (Chart 11-5) Look around the room and answer these questions. 1. 2. 3. 4. 226 Are the windows closed? Is the door shut? Are the lights turned on? Is anything broken? If so, what? CHAPTER 11 1 1 - 5 Non-Progressive Passive ( a ) T he door is old. ( b ) T he door is green. ( c ) T he door is locked. In (a) and (b): o ld and gre e n are adjectives. They describe the door. ( d ) 1 locked the door five minutes ago. ( e ) T he door was locked by me five minutes ago. ( f ) Now the door is locked. W hen the passive form is used to describe an existing situation or state, as in (c), (f), and (i), it is called the “non-progressive passive.” In the non-progressive: • no action is taking place; the action happened earlier. • there is no by-phrase. • the past participle functions as an adjective. ( g ) Ann broke the window yesterday. ( h ) T he window w as broken by Ann. ( i ) Now the window is broken. ( j ) 1 am in te re s te d in Chinese art. ( k ) He is s a tis fie d w ith his job. ( 1 ) Ann is m a rrie d to Alex. (m) (n ) (o ) (p) □ 1 don’t know where 1 am. 1 am lost. 1 can’t find my purse. It is gone. 1 am fin is h e d w ith my work. 1 am d o n e w ith my work. In (c): lo c k e d is a past participle. It is used as an adjective. It describes the door. Prepositions other than fay can follow non-progressive passive verbs. (S ee Chart 11 -6.) Sentences (m) through (p) are exam ples of idiomatic usage of the passive form in common, everyday English. These sentences have no equivalent active sentences. Exercise 26. Looking at grammar. (Chart 11-5) Complete the sentences with the non-progressive passive o f the verbs in parentheses. Use the simple present or the simple past. 1. Olga is wearing a blouse. It (m ake) is m ade____________ of cotton. 2. T h e door to this room (shut) ________________________ . 3. The lights in this room (turn) ________________________ on. 4. This room (crowd, not) ________________________ . 5. We can leave now because class (finish) _____________________________ . 6. It is hot in this room because the window (close) ________________________ . 7. Yesterday it was hot in this room because the window (close) ____________ _________ 8. We are ready to sit down and eat dinner. The table (set) _______________ the meat and rice (do) ________________________ , and the candles (light) 9. W here’s my wallet? It (go) ___________________ ! Did you take it? 10. Hmmm. My dress (tear) _________________________ . I wonder how that happened. The Passive 227 Exercise 27. Looking at grammar. (Chart 11-5) Complete each sentence with an appropriate form of the words in the list. bear(b orn )* block confuse crowd divorce exhaust locate /lo s e marry plug in qualify schedule 1. Excuse me, sir. Could you give me some directions? I spoil stick turn off am lost 2. L et’s find another restaurant. This one _________ too ______________ .. We would have to wait at least an hour for a table. 3. The meeting _____________________________ for tomorrow at nine. 4. T h at’s hard work! I I need to rest for a while. 5. You told me one thing, and John told me another. I don’t know what to think. I 6. Annie can’t close the window. It 7. Louise is probably sleeping. The lights in her room Carolyn and Joe were married to each other for five years, but now th e y ______________________________ 9. I ’m sorry. You not for the job. We need someone with a degree in electrical engineering. 10. I love my wife. I ____________________ 11. We can’t eat this fruit. It to a wonderful woman. ________ We’ll have to throw it out. 12. We’d better call a plumber. The water won’t go down the drain. The drain ________________________ with food. 13. Vietnam in Southeast Asia. 14. A: How old is Juan? B: He ____________ in 1980. 15. A: The T V set isn’t working. B: Are you sure? __________ it *In the passive, b o rn is used as the past participle o f b e a r to mean “given birth to.” CHAPTER 11 □ Exercise 28. Warm-up. (Chart 11-6) Answer the questions. What is something that you are . .. 1. interested in? 3. concerned about? 2. annoyed by? 4. scared of? 5. excited about? 6. accustomed to? 1 1 - 6 Common Non-Progressive Passive Verbs + Prepositions (a) I 'm interested in Greek culture. Many non-progressive verbs are followed by prepositions other than by. (b) He s worried about losing his job. be concerned be excited be worried be discriminated against be be be be be known prepared qualified remembered well known • for be be be be divorced exhausted gone protected . from be dressed be interested be located 1 be disappointed be involved □ be composed be made be tired . about in of be frightened be scared be terrified • o f/b y be be be be be be be be be be be be > to accustomed addicted committed connected dedicated devoted engaged exposed limited married opposed related be be be be be be be be be be be acquainted associated cluttered crowded done equipped filled finished pleased provided satisfied be annoyed be bored be covered ' with 1 > w ith /b y > in /w ith Exercise 29. Looking at grammar. (Chart 11-6) Complete the sentences with the correct prepositions. S it u a t io n : Maya is a toymaker. She makes simple toys from wood. 1. She is excited about creating toys children enjoy. 2. She is known ____________creating high-quality toys. 3. She is interested ____________how children play with one another. 4. She is pleased the response to her toys. 5. Her toys are made ___________ _ wood. 6. The materials in her toys are limited ____________wood. 7. She is disappointed ____________many of the popular toys in stores today. 8. She worries ____________toys that don’t encourage children to use their imagination. The Passive 229 □ Exercise 30. Listening. (Chart 11-6) ■f~- Listen to the sentences. They contain non-progressive passive verbs plus prepositions. Write 9® the prepositions you hear. Track57 Example: You will hear: Carol is interested in ancient history. You will write: in_____ □ 1. ______________ 5. ______________ 2. ________________ 6. ________________ 3. ____________ 7. ____________ 4. _ _ _ _ _ 8. ____________ Exercise 31. Looking at grammar. (Chart 11-6) Complete the sentences with the correct prepositions. 1. Jack is married ____________Joan. 2. Could I please have the dictionary when you are finished ___________________________ it? 3. My car is equipped ____________air-conditioning and a sun roof. 4. Gandhi was committed ____________nonviolence. He believed in it all of his life. 5. Barbara turned off the T V because she was tired __________________ listening to the news. 6. The choices in that restaurant are limited ___________ pizza and sandwiches. 7. Their apartment is always messy. It’s cluttered ___________ newspapers, books, clothes, and dirty dishes. 8. A: Are you in favor of a worldwide ban on nuclear weapons, or are you opposed ____________it? B: I ’m in favor of it. I ’m terrified ____________ the possibility of a nuclear war starting by accident. But my wife is against disarmament. 9. A: Are you still associated ____________the International Red Cross and Red Crescent? B: I was, until this year. Are you interested____________working with them? A: I think I ’d like to. They are dedicated ____________ helping people in times of crisis, and I admire the work they’ve done. Can you get me some information? 230 CHAPTER 11 Exercise 32. Looking at grammar. (Chart 11-6) Complete each sentence with the non-progressive passive form o f the given verb and an appropriate preposition. Use the simple present. is covered with 1. cover It’s winter, and the ground 2. Pat ______________________ __________________________her composition. fin ish 3. addict snow. Ann laughingly calls herself a “chocoholic.” She says she _____________________________ chocolate. 4. satisfy I the progress I have made. 5. engage Hashim _ Fatima. 6. divorce Elaine _ _____ Pierre. 7. relate Your name is Mary Smith. _________ you John Smith? 8. dedicate Mrs. Robinson works in an orphanage. She her work. 9. dress 10. commit Miguel The administration a tuxedo for his wedding today. ___________ improving the quality of education at our school. 11. prepare We finished packing our sleeping bags, tent, first-aid kit, food, and warm clothes. We are fin ally _____________________________ _ our camping trip. 12. do □ We are ________________________ this exercise. Exercise 33. Let’s talk. (Chart 11-6) Think about changes that modern life has brought in communications, travel, work, school, daily life, etc. Complete the phrases with the correct prepositions and answer the questions. Work in pairs or small groups. What changes or innovations are you (or people you know) . . . 1. excited 2. concerned 3. opposed 4. annoyed 5. addicted 6. not accustomed □ Exercise 34. Looking at grammar. (Chart 11-6) Add the missing preposition to each sentence. with 1. I ’m not acquainted that man. Do you know him? 2. The department store was filled toys for the holiday sale. 3. B ert’s bald head is protected the hot sun when he’s wearing his hat. 4. Your leg bone is connected your hip bone. 5. A person who is addicted drugs needs professional medical help. 6. What? You’re still dressed your pajamas? You’ll never make it to work ontime. 7. The school children were exposed the flu by a student who had it. 8. The electronic items were priced so low for the sale that they were gone the store shelves in minutes. 9. 10. □ Roberta didn’t get the job even though she was qualified it. My office is located a building next to the park on Fifth Avenue. Exercise 35. Warm-up. (Chart n - 7 ) Complete the sentences with the words in the list. Notice the word forms that follow the verb get. dirty dressed hungry hurt lost wet 1. When the children played in the mud, their clothes got ________________________________ 2. We didn’t have a map, so we g o t ____________________ 3. D on’t go out in the rain without a coat. You 7/ g e t ____________________ 4. I ’ll be ready to leave as soon as I g e t ____________________ It’ll just take a few minutes. 5. If I skip breakfast, I always g e t ___________________ during my late morning class. 6. 232 It was a bad accident, but luckily no one g o t ____________________ CHAPTER 11 11-7 The Passive with Get Get Adjective + (a) \ ’m g e ttin g h u n g ry. Let’s eat soon. (b) 1stopped working because 1 g o t sleepy. G et may be followed by certain adjectives. G et gives the idea of change — the idea of becoming, beginning to be, growing to be. In (a): I ’m g e ttin g h u n g ry = 1w asn’t hungry before, but now I’m beginning to be hungry. C o m m o n a d je c tiv e s th a t fo llo w g e t angry anxious bald better big busy chilly cold comfortable dark dizzy easy empty famous hungry late light mad nervous noisy old fat full good hard healthy heavy hot quiet ready rich ripe serious sick sleepy tall thirsty warm well wet worse Get + Past Participle (c) I stopped working because I g o t tired. G et may also be followed by a past participle. T he past participle functions as an adjective; it describes the subject. (d) T hey are g e ttin g m a rrie d next month. The passive with g e t is common in spoken English, but not in formal writing. C o m m o n p ast p artic ip le s w ith g e t get get get get get get get get get □ accepted (for, into) accustomed to acquainted (with) arrested (for) bored (with) confused (about) crowded (with) divorced (from) done (with) get get get get get get get get get dressed (in) drunk (on) elected (to) engaged (to) excited (about) finished (with) fixed (by) hurt (by) interested (in) get get get get get get get get get invited (to) involved (in, with) killed (by, with) lost (in) married (to) prepared (for) scared (of) sunburned worried (about) Exercise 36. Looking at grammar. (Chart 11 -7) Complete the sentences with words that make sense. More than one answer may be correct for each sentence. 1. The meeting starts in an hour. I need to g e t_____for it. a. prepare b. prepared (c. ready 2. I think I ’ll stop working for the day. I ’m getting_____.. a. tire b. tired c. dark 3. Sonia stopped working because it was getting_____ a. late b. dark c. tired 4. We can leave as soon as you g e t_____ a. pack b. finish c. packed d. readying d. late d. sleepy d. finished The Passive 233 5. Sam was supposed to be home an hour ago, but he still isn’t here. I ’m getting a. nervous b. anxious c. worry d. worried 6. I didn’t stay for the end of the movie because I g o t____ a. bore b. bored c. interested d. am bored 7. When are you going to g e t____ a. marriage b. marry d. engage c. married Exercise 37. Looking at grammar. (Chart 11-7) Complete the sentences with any appropriate tense o f g e t and the given adjectives. accustom better dark depress divorce /hu n gry invite marry nervous do engage fire hire 1. What time are we going to eat? I _ pay remarry well wet am getting hungry while I was waiting for the bus 2. I didn’t have an umbrella, so I _________ _ yesterday. 3. Every time I have to give a speech, I ____ 4. Would you mind turning on the light? It in here. 5. M aria’s English is improving. It soon. 6. My friend was sick, so I sent him a card. It said, 7. How long did it take you to ___________________ 8. We can leave as soon as I _____________________ 9. Chris __________________________ 10. I got an invitation. 11. I __________________ to living here? with this work. _ when she lost her job, so I tried to cheer her up. you _____________________________ to the party too? on Fridays. I ’ll give you the money I owe you next Friday. Okay? 12. After Ed graduated, he 13. But later he __________ 14. by an engineering firm. because he didn’t do his work. Ben and Sara have had an interesting relationship. First, they Then, th e y _________________________ Later, th e y ___________ Finally, they .. Today they are a happily married couple. □ Exercise 38. Let’s talk: interview. (Chart 11-7) Interview your classmates. Share some of their answers with the class. Exam ple: Have you ever gotten dizzy? Tell me about it. Yes. I got dizzy when I went on a ride at the carnival last summer. But it zvas a lot o f fun! 1. Tell me about a time you got lost. Where were you and what happened? 2. Do you ever get sleepy during the day? If so, tell me about it. If not, when do you get sleepy? 3. Have you ever gotten really scared? What scared you? 4. Think of the world situation today. What things are getting better, and what things are getting worse? 5. Have you ever gotten hurt in a traffic accident or any kind of accident? What happened? 6. Tell me about a time you got confused about something. 7. Have you or has someone you know ever gotten cheated when you bought something? Tell me about it. 8. Is there an election coming up in this country or another country that interests you? If so, who do you think is going to get elected? Who got elected in the last election in this country? □ Exercise 39. Warm-up. (Chart 11- 8) The teacher in the picture is lecturing her class about healthy food. 1. How would you describe the teacher: boring or bored? 2. How would you describe the students: boring or bored? The Passive 235 1 1 - 8 Participial A dj ectives — The problem confuses the students. (a) It is a c o n fu s in g problem. T he present participle serves as an adjective with an active meaning. T he noun it modifies performs an action. In (a): The noun p ro b le m does something; it confuses. Thus, it is described as a “confusing problem.” — T he students are confused by the problem. (b) They are c o n fu s e d students. The past participle serves as an adjective with a passive meaning. In (b): T he students are confused by something. Thus, they are described as “confused students.” — The story amuses the children. (c) In (c): T he noun s to ry performs the action. It is an am u s in g story. — T he children are amused by the story. In (d): T he noun c h ild re n receives the action. (d) They are a m u s e d children. Exercise 40. Looking at grammar. (Chart 11-8) Match the sentences to the pictures. Some sentences describe neither picture. V l* r / L m Picture A 1. The monster is frightened. 2. The monster is frightening. 3. The child is frightened. Picture B 4. The child is frightening. 5. The tiger is frightened. 6. The tiger is frightening. Exercise 41. Looking at grammar. (Chart 11-8) Complete each sentence with the present or past participle of the verb in italics. 1. The class bores the students. It is a borina 2. The students are bored by the class. They are 3. The game excites the people. It is an _______ 4. The people are excited by the game. They are 236 CHAPTER 11 class. bored students. game. people. news. 5. The news surprised the man. It was man. 6. The man was surprised by the news. He was a 7. The child was frightened by the strange noise. The child sought comfort from her father. 8. The strange noise frightened the child. It was a __ 9. The work exhausted the men. It was ____________ 10. The men were exhausted. The ___________________ sound. ______work. men sat down to rest under the shade of a tree. Exercise 42. Let’s talk. (Chart 11-8) Your teacher will read the questions. Answer them as a class (or individually) with a present or past participle. Close your book for this activity. Example: If a book confuses you, how would you describe the book? How would you describe yourself? T e a c h e r (book open): If a book confuses you, how would you describe the book? S p e a k e r A (book closed): c o n fu s in g T e a c h e r (book open): How would you describe yourself? S p e a k e r B (book closed): confused 1. If a story amazes you, how would you describe the story? How would you describe yourself? 2. If a story depresses you, how would you describe the story? How would you describe yourself? 3. If some work tires you, . . . ? 4. If a movie bores you, . . . ? 5. 6. 7. 8. 9. 10. 11. 12. □ Exercise 43. Listening. (Chart 11-8) n 0P Listen to the sentences. Choose the words you hear. CD 1 Track 58 If a painting interests you, . . . ? If a situation embarrasses you, . . . ? If a book disappoints you, . . . ? If a person fascinates you, . . . ? If an assignment frustrates you, . . . ? If a noise annoys you, . . . ? If an event shocks y o u ,. . . ? If an experience thrills you, . . . ? Example: You will hear: Something’s wrong with the refrigerator. It’s been making an annoying buzz all day. You will choose: annoy annoying annoyed 1. miss missing missed 2. satisfy satisfying satisfied 3. frighten frightening frightened 4. marry marrying married 5. scare scary scared 6. finish finishing finished The Passive 237 Exercise 44. Listening. (Chart 11-8) Listen to the sentences. Choose the correct completions. CD 1 Track 59 Example: You will hear: I attended a great lecture last night. It was . You will choose: fascinating □ fascinated You will hear: The audience listened carefully to the lecture. They were You will choose: fascinating fascinated 1. thrilling thrilled 5. delightful delighted 2. thrilling thrilled 6. delightful delighted 3. shocking shocked 7. confusing confused 4. shocking shocked 8. confusing confused Exercise 45. Looking at grammar. (Chart 11-8) Complete the sentences with the present or past participle of the verbs in parentheses. 1. The thief tried to pry open the (lock) _____ locked_____________ cabinet. 2. I found myself in an (embarrass) ________________________ situation last night. 3. The (injure) ___________________ woman was put into an ambulance. 4. The teacher gave us a (challenge) ________________________ assignment, but we all enjoyed doing it. 5. The (expect) _________________________event did not occur. 6. The invention of the (print) ________________________ press was one of the most important events in the history of the world. 7. (Experience) ________________________ travelers pack lightly. They carry little more than necessities. 8. A (grow) ______________________ child needs a (balance) _______________________diet. 9. No one appreciates a (spoil) ___________________ child. 10. There is an old saying: “Let (sleep) _________________________ dogs lie.” It means “D on’t bring up past problems.” 238 CHAPTER 11 11. We had a (thrill) _________________ _ but hair-raising experience on our backpacking trip into the wilderness. 12. The (abandon) 13. (Pollute) car was towed away by a tow truck. water is not safe for drinking. 14. I don’t have any furniture of my own. Do you know where I can rent a ( furnish) _____________________________ apartment? 15. The equator is the (divide) line between the Northern and Southern hemispheres. 16. We all expect our (elect) officials to be honest. 17. The psychologist spoke to us about some of the (am aze) _________________________ coincidences in the lives of twins living apart from each other from birth. □ Exercise 46. Let’s talk: interview. (Charts 11-5-^11-7) Make questions with the given words. Interview two students for each question. Share some of their answers with the class. 1. What \be \you \worried about in today’s world? » What are you worried about in today’s world? 2. What \be \you \ tired of ? 3. What (or who) \be \you \pleased with? 4. What \you \get \really nervous about? 5. What \you \want \to be \remembered for? 6. What \be \ excite \ to you? 7. What \you \ get excited about? 8. What \be \ confuse \ to students? 9. What \be \you \ confused by? 10. What \ confuse \ to children? □ Exercise 47. Listening. (Chapter n ) D P a r t I. Listen to the lecture about the early Olympic Games with your book closed. Then open your book and read the statements. Circle “T ” for true and “F ” for false. CD 1 Track 60 1. The Olympic Games were established so that men T F T F T F and women could compete against one another. 2. Greece invited other nations to the games to encourage good relationships among countries. 3. The winning athletes were considered heroes. The Passive 239 Part II. Listen again. Com plete the sentences with the verbs you hear. The Olympic Games The Olympic Games ________________________ more than 2,000 years ago in Olympia, a l small town in Greece. The games _____________________________ for two purposes. One was 2 to showcase the physical qualities and athletic performances o f its young men. At that time, only Greek males _____________________________ to compete. In fact, women 3 _______________________________________ to watch the games, and the only spectators were 4 men. The other goal ___________________ to encourage good relationships among Greek cities. 5 People of other nationalities __________________________________ to participate. 6 The winner of each event _____________________________ with a wreath made of olive leaves. 7 Additionally, his statue ________________________________________in Olympia for all to see. 8 athletes _____________________________ as heroes when they 9 10 returned to their cities because with their victory, they ________________________ fame and li honor to their hometowns. Exercise 48. Let’s talk. (Chapter 11) Discuss these questions. Work in small groups or as a class. 1. 2. 3. 4. 5. What is one o f the most satisfying experiences in your life? Do you ever get stressed? What stresses you? Are you concerned about global warming? Why or why not? What things in your daily life do you sometimes get tired of doing? We all want to accomplish good things in our life and be good people. After you’re gone, how do you want to be remembered? Exercise 49. Let’s talk or write. (Chapter 11) Discuss and/or write about one or more of the topics. Topics: 1. Athletes as Heroes What are the most popular sports in your country and who are today’s sports heroes? Who were your sports heroes (if any) when you were a child? How are athletes viewed by the general public in your country? Do you feel athletes are important role models for children? 2. M en ’s vs. Women’s Sports When you were growing up, were girls’ sports and boys’ sports considered to be of equal importance in your school? Traditionally, women’s sports have been viewed as less significant than men’s sports, but today men’s and women’s sports are treated equally in the Olympics. Do you feel that women’s sports are as valuable and entertaining as men’s sports? If you are a fan of one but not the other, why? CHAPTER 11 3. International Competition Sports are competitive activities with winners and losers, yet the modern Olympics can be seen as valuable in creating international understanding and cooperation. What do you feel is the value (if any) of international sports competitions such as the Olympics? Exercise 50. Check your knowledge. (Chapter 1 1) Correct the errors. in terested 1. I am interesting in his ideas. 2. Two people got hurted in the accident and were took to the hospital by an ambulance. 3. T h e movie was so bored that we fell asleep after an hour. 4. The students helped by the clear explanation that the teacher gave. 5. The winner of the race hasn’t been announcing yet. 6. When and where has the automobile invented? 7. My brother and I have always been interesting in learning more about our family tree.* 8. I am not agree with you, and I don’t think you’ll ever convince me. 9. It was late, and I was getting very worry about my mother. 10. Many strange things were happened last night. 11. I didn’t go to dinner with them because I had already been eaten. 12. In class yesterday, I was confusing. I didn’t understand the lesson. 13. When we were children, we are very afraid of caterpillars. Whenever we saw one of these monsters, we were run to our house before the caterpillars could attack us. I still get scare when I saw a caterpillar close to me. 14. One day, while the old man was cutting down a big tree near the stream, his axe was fallen into the river. He sat down and begin to cry because he does not have enough money to buy another axe. *fam ily tree = a genealogical diagram that shows how family members are related; each generation is represented by a new “branch” o f the tree. The Passive 241 Chapter 12 Noun Clauses V □ Exercise 1. Warm-up. (Chart 12-1) Check ( / ) the complete sentences. 1. / Jin studies business. 2. ___ What does Jin study? 3. ___ What Jin studies? 4. ___ What Jin studies is business. 5. ___ His books. 6. ___ I don’t know how much his books cost. 7. ___ How much his books cost? 8. ___ How much do his books cost? 1 2-1 Introduction independent clause (a) 'S ue lives in Tokyo.1 independent clause (b) 'W here does Sue live? 1 dependent clause (c) 'w here Sue lives' noun clause (d) 1 know 1w here Sue //V es.1 A clause is a group of words containing a subject and a v e rb * An i n d e p e n d e n t c l a u s e (or main clause) is a complete sentence. It contains the main subject and verb of a sentence. Exam ples (a) and (b) are com plete sentences. Exam ple (a) is a statement; (b) is a question. A d epen d en t c lause (or subordinate clause) is not a complete sentence. Example (c) is a dependent clause. Example (d) is a com plete sentence, with a main subject ( / ) and verb (kn o w ) followed by a dependent clause. W here Sue liv e s is called a noun clause. S (e) V 0 1 kno w ' w h at he sa/'d.1 S (f) V A n o u n c l a u s e has the sam e uses in a sentence as a noun: it is used as an object or a subject. In (e): T he noun clause is the object of the verb know. In (f): T he noun clause is the subject of the verb is. 'iV h a f/? e s a /d 1is true. *A phrase is a group o f words that does NOT contain a subject and a verb. 242 □ Exercise 2. Looking at grammar. (Chart 12-1) Underline the noun clause in each sentence. Some sentences do not have one. 1. I couldn’t hear what the teacher said. 2. What did the teacher say? (no noun clause) 3. No one knows where Tom went. 4. Where Tom went is a secret. 5. What does Nancy want? 6. We need to know what Nancy wants. □ Exercise 3. Looking at grammar. (Chart 12-1) Add punctuation and capitalization. Underline the noun clauses. 1. Where did Sara go did she go home 2. I don’t know where Sara went » Where did Sara goi D id she go home: > I don’t know where Sara went. A 3. What does Alex need do you know 4. D o you know what Alex needs 5. What Alex needs is a new job 6. We talked about what Alex needs 7. What do you need did you talk to your parents about what you need 8. My parents know what I need □ Exercise 4. Looking at grammar. (Chart 12-1) Are these sentences true for you? Circle yes or no. Discuss your answers. 1. What my family thinks of me is very important to me. yes no 2. I always pay attention to what other people think of me. yes no 3. Where we live is exciting. yes no 4. Where we live is expensive. yes no 5. I think how most celebrities behave is admirable. yes no 6. I usually don’t believe what I read in advertisements. yes no Noun Clauses 243 u Exercise 5. Warm-up. (Chart 12-2) Choose the correct sentences. 1. Where does Brad live? a. I ’m not sure where he lives. b. I ’m not sure where does he live. 2. I ’m looking for Brad. a. Could you tell me where is Brad? b. Could you tell me where Brad is? 12-2 Noun Clauses Beginning with a Question Word Noun Clause Question W here does she live? (a) 1 don’t know w here sh e lives. W hat did he say? (b) 1 couldn’t hear w h a t he said. W hen do they arrive? (c) Do you know w hen th e y a rriv e ? In (a): w here sh e liv e s is the object of the verb know . In a noun clause, the subject precedes the verb. Do not use question word order in a noun clause. Notice: does, did, and do are used in questions but not in noun clauses. S ee Appendix Chart B-2 for more information about question words and question forms. S V W ho lives there? (d) S V 1 don't know w ho liv e s there. W ho is at the door? (e) 1 wonder w ho is a t the door. V S W ho are those men? ( f) S V 1 don’t know w ho th o s e m en are. W hose house is that? (g) 1 wonder w h o se h o u s e th a t is. W hat did she say? (h) W hat sh e s a id surprised me. W hat should they do? S In (d) and (e): T he word order is the sam e in both the question and the noun clause because w ho is the subject in both. In (f): th o se m en is the subject of the question, so it is placed in front of the verb be in the noun clause.* In (h): W hat she s a id is the subject of the sentence. V Notice in (i): A noun clause subject takes a singular verb (e.g., is). ( i) 1W hat th e y s h o u ld d o 1is obvious. *C om p are: □ Who is at the door? = w h o is th e s u b je c t o f th e q u e s tio n . Who a r e th o s e m e n ? = t h o s e m e n is th e s u b je c t o f th e q u e s tio n , s o b e is p lu ra l. Exercise 6. Looking at grammar. (Chart 12-2) Change each question in parentheses to a noun clause. 1. (Hozu old is he?) I don’t know ____how old he is________________________________________ . 244 2. {W hat was he talking about?) ___________________________________________ was interesting. 3. (Where do you live?) Please tell me _____________________________________________________. 4. ( Where did she go?) ____________________________________________ is none of your business. 5. ( When are they corning?) Do you know ________________________________________________ ? CHAPTER 12 □ 6. ( Which one does he want?) L e t’s ask him 7. {W hat happened?) I don’t know _______ 8. (W ho opened the door?) I don’t know __ 9. (W hy did they leave the country?) ______ is a secret. 10. (W hat are we doing in class?) __________ __ _ is easy. 11. ( Who are those people?) I don’t know ___ 12. (Whose pen is this?) D o you know _____ ? Exercise 7. Looking at grammar. (Chart 12-2) Change the questions to noun clauses. Begin with C an y o u tell m e . Example: W hat time does the com puter lab close? > Can you tell me what time the computer lab closes? 1. How is this word pronounced? 2. W hat does this mean? 3. W hat was my grade? 4. W ho am I supposed to talk to? 5. W hen is our next assignment due? □ 6. How m uch time do we have for the test? 7. W hen do classes end for the year? 8. W here is our class going to meet? Exercise 8. Let’s talk. (Chart 12-2) Speaker A asks a question. Speaker B responds beginning with I d o n ’t k n o w U se the names o f your classmates. Work in pairs, in groups, or as a class. Example: W here is ( _____ )? S pea k er A (book open) : W here is M arco? S pea k er B (book closed)'. I don’t know where M arco is. 1. Where does ( 3. How long has ( 4. What is ( wonder where M arco 11. Why are we doing this exercise? ) from? ) been living here? ) telephone number? 12. Who turned off the lights? 13. Where are you going to eat lunch/dinner? 5. Where is the post office? 14. Where did ( 6. 15. Whv is f How far is it to the South Pole? 7. What kind of watch does ( 8. Whv was ( 9. What is ( ) have? ) absent vesterdav? ) favorite color? is. (Change roles i f working in pairs.) ) been married? 10. How long has ( ) live? 2. What countrv is C orI OR I w o n d e r . ) go after class vesterdav? ) smiling? 16. How often does ( ) go to the librarv? 17. Whose book is that? 18. How much did that book cost? Noun Clauses 245 E x e r c i s e 9 . L o o k i n g a t g r a m m a r . (C h a r t 1 2 -2 ) M a k e q u e s tio n s fro m th e g iv en s e n te n c e s . T h e w o rd s in p a re n th e s e s sh o u ld b e th e a n sw e r to th e q u e s tio n y o u m a k e . B e g in w ith a q u e s tio n w o rd (w ho, what, how , w hen, w h ere, why). T h e n c h a n g e th e q u e s tio n to a n o u n c la u s e . 1. T o m w ill b e h e re (next week). Q u e s tio n : ______ When will Tom be here? _________________________________________________________ N o u n C l a u s e : P le a s e te ll m e 2. when Tom will be here._____________________________________ H e is c o m in g (because he wants to visit his friends). Q u e s t i o n : ________________________________________________________________________________________ N o u n C l a u s e : P le a s e te ll m e __________________________________________________________________ 3. H e ’ll b e on flig h t (645, not flight 742). Q u e s t i o n : ________________________________________________________________________________________ N o u n C l a u s e : P le a s e te ll m e __________________________________________________________________ 4. (Jim Hunter) is g o in g to m e e t h im a t th e a irp o rt. Q u e s t io n : _______________________________________________________________________________________ N o u n C l a u s e : P le a s e tell m e __________________________________________________________________ 5. J im H u n te r is (his roommate). Q u e s t i o n : _______________________________________________________________________________________ N o u n C l a u s e : P le a se te ll m e __________________________________________________________________ 6. H e lives (on Riverside Road in Columbus, Ohio, USA). Q u e s t i o n : _______________________________________________________________________________________ N o u n C l a u s e : P le a s e te ll m e __________________________________________________________________ 7. H e w as (in Chicago) la st w eek . Q u e s t i o n : _______________________________________________________________________________________ N o u n C l a u s e : P le a s e te ll m e __________________________________________________________________ 8. H e h a s b e e n w o rk in g fo r S o n y C o r p o r a tio n (since 2000). Q u e s t i o n : _______________________________________________________________________________________ N o u n C l a u s e : D o y ou k n o w __________________________________________________________________ 9. H e h a s (a Sony) c o m p u te r at h o m e . Q u e s t io n : _______________________________________________________________________________________ N o u n C l a u s e : D o y o u k n o w __________________________________________________________________ CHAPTER 12 Exercise 10. Looking at grammar. (Chart 12-2) Complete each sentence with the words in parentheses. Use any appropriate verb tense. Some of the completions contain noun clauses, and some contain questions. 1. A: Where (Ruth, go) did Ruth qo________ ? She’s not in her room. B: I don’t know. Ask her friend Tina. She might know where (Ruth, go) _____ Ruth went__________ 2. A: Oops! I made a mistake. Where (my eraser, be) _______________________________ ? Didn’t I lend it to you? B: I don’t have it. Ask Sally where (it, be) ___________________ . I think I saw her using it. 3. A: The door isn’t locked! Why (Franco, lock, not) _____________________________ it before he left?* B: Why ask me? How am I supposed to know why (he, lock, not) _____________ ____________________it? Maybe he just forgot. 4. A: Mr. Lee is a recent immigrant, isn’t he? How long (he, be) ______________________ in this country? B: I have no idea, but I ’ll be seeing Mr. Lee this afternoon. Would you like me to ask him how long (he, be) ______________________here? 5. A: Help! Quick! Look at that road sign! Which road (we, be supposed) __________________ _____________ __________ to take? B: D on’t look at me! You’re the driver. I don’t know which road (we, be supposed) _______________________________________ to take. I ’ve never been here before. * W o r d o r d e r in n e g a tiv e q u e s tio n s : U s u a l: Why didn’t you call me? (w ith did + not c o n tr a c te d ) Why did you not call me? V e ry fo r m a l: Noun Clauses 247 Exercise 11. Listening. (Chart 12-2) Listen to the dialogues. Choose the completions you hear. D C D 1. a. how far it is. b. How far is it? 2 T ra c k 1 2. a. how far it is. b. How far is it? 3. a. why we watched the whole thing, b. Why did we watch the whole thing? 4. a. why you watched it. b. why did you watch it? 5. a. how old she is. b. How old is she? 6. a. how this word is pronounced, b. How is this word pronounced? 7. a. what the problem is. b. what is the problem? □ Exercise 12. Let’s talk: interview. (Chart 12-2) Ask your classmates if they can answer questions based on the given information. Begin with Do you know followed by a question word(who, what, when, where, how m any, how long, how fa r). If no one in the class knows theanswer to aquestion,research theanswer. Share any information you get with the rest of the class. Example: the shortest month of the year S p e a k e r A: Do you know ivhat the shortest month o f the year is? S p e a k e r B: Yes. It’s February, o r N o , I don’t know what the shortest month is. 1. 2. 3. 4. 5. 6. □ the the the the the the number o f minutes in 24 hours year the first man walked on the moon winner of the Nobel Peace Prize last year place Buddha was born distance from the earth to the sun time it takes for the moon to rotate around the earth Exercise 13. Warm-up. (Chart 12-3) Underline the noun clauses. What words are added when a yes/no question is changed to a noun clause? Q u e s t io n N oun C : la u se : Has the mail arrived? I wonder if the mail has arrived. I wonder whether the mail has arrived. I wonder whether or not the mail has arrived. I wonder whether the mail has arrived or not. I wonder if the mail has arrived or not. 12-3 Noun Clauses Beginning with Whether or I f Yes/No Question Noun Clause Will she come? (a) 1 don’t know w h e th e r sh e w ill com e. 1 don't know if s h e w ill com e. Does he need help? (b) 1 wonder w h e th e r h e n eed s help. 1 wonder if h e n ee d s help. (c) (d) (e) (f) □ W hen a yes/no question is changed to a noun clause, w h e th e r or if is used to introduce the clause. note : W h e th e r is more common than if in formal English. Both w h e th e r and /fa r e commonly used in speaking. 1 wonder w h e th e r o r n o t she will come. 1 wonder w h e th e r she will come o r not. 1 wonder if she will come o r not. In (c), (d), and (e): Notice the patterns when o r n o t is used. W h e th e r sh e c o m e s o r n o t is unimportant to me. In (f): Notice that the noun clause is in the subject position. Exercise 14. Looking at grammar. (Chart 12-3) Complete the sentences by changing the questions to noun clauses. S it u a t i o n : You’re at the office. Example: Let me know i f . . . Did you finish the sales report? > Let me know if you finished the sales report. Let me know i f . . . 1. 2. 3. 4. 5. 6. □ Please check whether . . . Is the financial report ready? Will it be ready tomorrow? Does the copy machine need paper? Is someone waiting for me? Do we need anything for the meeting? Are you going to be there? 7. Did they get my message? 8. Is the copy machine working? 9. Is there any paper left? 10. Is this information correct? 11. Did the fax come in? 12. Are we going to have Monday off? Exercise 15. Let’s talk. (Chart 12-3) Speaker A asks a question. Speaker B responds beginning with I w o n d e r . Work in pairs, in small groups, or as a class. Example: S p e a k e r A ( book open)-. Does Anna need any help? S p e a k e r B ( book closed): I wonder whether/if Anna needs any help. (Change roles if working in pairs.) 1. 2. 3. 4. 5. 6. Where is Tom? Should we wait for him? Is he having trouble? When was the first book written? What causes earthquakes? How long does a butterfly live? 7. 8. 9. 10. 11. 12. Whose dictionary is this? Does it belong to William? Why did dinosaurs become extinct? Is there life on other planets? How did life begin? Will people live on the moon someday? N o u n C la u s e s 249 □ Exercise 16. Let’s talk: interview. (Chart 12-3) Interview students in your class. Ask each one a different question. Begin with C a n /C o u ld y o u te ll m e . Share a few o f your answers with the class. 1. 2. 3. 4. 5. 6. 7. Have you ever won a prize? What? Have you ever played a joke on someone? Describe it. Have you ever stayed up all night? Why? Have you ever felt embarrassed? Why? Have you ever been in an earthquake? Where? When? Do you have a talent like singing or dancing (or something else)? What? Are you enjoying this interview? Why or why not? Exercise 17. Let’s talk: pairwork. (Charts 12-1 -► 12-3) W o rk w ith a p a r tn e r to c re a te s h o r t d ia lo g u e s. P a r tn e r A asks a q u e s tio n . P a r tn e r B a n sw ers th e q u e s tio n b e g in n in g w ith th e w o rd s in italics. S i t u a t i o n : Y o u ’re la te fo r s c h o o l. Y o u n e e d h e lp fin d in g y o u r th in g s. Example: I don ’t know . . . . W h e r e a re m y g lasses? P a r t n e r A (book open) : W h e r e a re m y g la sse s? P a r t n e r B (book closed)'. I d o n ’t k n o w w h e re y o u r g la sse s are. S it u a t io n 1: You’re late for work. I don’t knozv . . . . 1. Where did I leave my keys? 2. Where did I put my shoes? 3. W here’s my other sock? 4. What did I do with my briefcase? Sit u a t io n L et’s ask . . . . 9. Where is the bus station? 10. How much does the city bus cost? 11. Do the city buses carry bikes? 12. Is this bus schedule correct? 2: You have a new neighbor. I ’ll fin d o u t. . . . 5. W here’s he from? 6. What does he do? 7. Where does he work? 8. Would he like to come to dinner? □ Change roles. a t i o n 3: You’re at a tourist center. S it u We need to figure o u t . . . . 13. How far is it from here to town? 14. How much does it cost to take a taxi from here to downtown? 15. How can we get our money changed here? Exercise 18. Looking at grammar. (Charts 12-1 -> 12-3) Correct the errors. y o u r name \s 1. Please tell me what -is-your name . 2. No one seems to know when will Maria arrive. 3. I don’t know what does that word mean. 4. I wonder does the teacher know the answer? 5. I ’ll ask her would she like some coffee or not. 250 CHAPTER 12 . 6. Be sure to tell the doctor where does it hurt. 7. Why am I unhappy is something I can’t explain. 8. Nobody cares do we stay or leave. 9. I need to know who is your teacher. 10. I don’t understand why is the car not running properly. 11. My young son wants to know where do the stars go in the daytime? Exercise 19. Let’s talk. (Charts 12-1 -> 12-3) Work in small groups. What would you say in each situation? Use noun clauses. Example: Someone asks you about the time the mail comes. You’re not sure. Possible answers: I ’m not sure what time the mail comes. I don ’t know when the m ail is supposed to be here. Etc. 1. 2. 3. 4. 5. 6. 7. 8. You see a restaurant. You can’t tell if it’s open yet. You ask a man standing outside. You were absent yesterday. You want to know the homework. You ask another student. Someone asks you the date. You don’t know, but you tell them you’ll find out. Someone asks you about the weather tomorrow. Is it supposed to be sunny? You haven’t heard. You’re at a clothing store. You’re buying a coat and want to know about the return policy. How many days do you have to return it? You ask a salesperson. Your friend asks you if you want to go to a movie or get a DVD to watch at home. Both sound good to you. You tell your friend you don’t care which you do. You have a late fee on your bill. You want to know why. You call the company and ask. You are planning a hiking trip with a friend. This friend wants to bring his dog and asks you if it is okay. It doesn’t matter to you. Exercise 20. Warm-up. (Chart 12-4) Complete the second sentence of each pair with an infinitive. Use to g e t or to do. Is the meaning in each pair the same or different? W hat should I do? I d o n 't have any m oney for the bus. How am I going to g e t home? 1. a. Susan doesn’t know what she should do. b. Susan doesn’t know w h a t_______________ a. She needs to figure out how she will get home. b. She needs to figure out how _______________ home. Noun Clauses 251 1 2 - 4 Question Words Followed by Infinitives (a) (b) 1 don’t know what 1 should do. 1 don’t know what to do. (c) (d) Pam can’t decide whether she should go or stay home. Pam can’t decide whether to go or (to) stay home. (e) (f) Please tell me how 1 can get to the bus station. Please tell m e how to g et to the bus station. (g) Jim told us where we could find it. (h) Jim told us where to find it. u Question words (w hen, where, how, who, whom , whose, what, w h ich, and w h ethe r) may be followed by an infinitive. Each pair of sentences in the examples has the sam e meaning. Notice that the meaning expressed by the infinitive is either s h o u ld or c a n !co u ld . Exercise 21. Looking at grammar. (Chart 12 4) Make sentences with the same meaning by using infinitives. 1. Sally told me when I should come. ->■ Sally told me when to come. 2. The plumber told me how I could fix the leak in the sink. 3. Please tell me where I should meet you. 4. Robert had a long excuse for being late for their date, but Sandy didn’t know whether she should believe him or not. 5. Jim found two shirts he liked, but he had trouble deciding which one he should buy. 6. I ’ve done everything I can think of to help Andy get his life straightened out. I don’t know what else I can do. □ Exercise 22. In your own words. (Chart 12 4) Complete the sentences with your own words. Use infinitives in your completions. 1. A: I can’t decide what to wear____________ to the reception. B: How about your green suit? 2. A: Where are you going to live when you go to the university? B: Pm not sure. I can’t decide whether ____________________________________________ or 3. A: Do you know how ________________________________________________________________ ? B: No, but I ’d like to learn. 4. A: I don’t know what _____________________________ for her birthday. Got any ideas? B: How about a book? 5. My cousin has a dilemma. He can’t decide whether _________________________________ or _____________________________ . What do you think he should do? 6. Before you leave on your trip, read this tour book. It tells you where _____________________________________ and how ______________________________________ . 252 CHAPTER 12 Li Exercise 23. Warm-up. (Chart 12-5) Check ( / ) the grammatically correct sentences. 1. / We know that the planets revolve around the sun. 2. _____ Centuries ago, people weren’t aware that the planets revolved around the sun. 3. _____ That the planets revolve around the sun is now a well-known fact. 4. ____ Is clear that the planets revolve around the sun. 1 2 - 5 Noun Clauses Beginning with That Verb + That-Clause (a) 1 th in k th a t B o b w ill com e. (b) 1 th in k B o b w ill com e. In (a): th a t B o b w ill co m e is a noun clause. It is used as the object of the verb th in k. The word th a t is usually omitted in speaking, as in (b). It is usually included in formal writing. S ee the list below for verbs commonly followed by a that- clause. agree that believe that decide that discover that explain that P e rs o n (c) + feel that find out that forget that hear that hope that know that learn that notice that promise that read that remember that say that tell som eone that think that understand that Be + A d je c tiv e + 77za£-Clause Jan is h ap p y (th a t) B o b called. That-clauses commonly follow certain adjectives, such as happy in (c), when the subject refers to a person (or persons). S ee the list below. I’m I’m I'm I’m afraid th a t* amazed that angry that aware that Al Al Al Al is is is is certain that confident that disappointed that glad that W e ’re W e ’re W e ’re W e ’re happy that pleased that proud that relieved that Jan Jan Jan Jan is is is is sorry that sure that surprised that worried that It + Be + A d je c tiv e + T/zaf-Clause (d) It's It’s It’s It’s It is c le a r (th a t) A n n lik e s h e r n e w jo b . amazing that clear that good that important that It's It's It's It's interesting that likely that lucky that nice that Thaf-clauses commonly follow adjectives in sentences that begin with it + be, as in (d). S ee the list below. It’s It’s It's It’s obvious that possible that strange that surprising that It’s It’s It’s It’s true that undeniable that well/known that wonderful that That-Clause U sed as a S u b je c t (e) That A n n lik e s h e r n e w jo b is clear. It is possible but uncommon for that- clauses to be used as the subject of a sentence, as in (e). T he word th a t is not omitted when the that-clause is used as a subject. (f) (g) The fa c t (th a t) A n n lik e s h e r n e w jo b is clear. It is a fa c t (th a t) A n n lik e s h e r n e w jo b . More often, a that- clause in the subject position begins with the fa c t that, as in ( f ), or is introduced by it is a fact, as in (g). *To be afraid has two possible meanings: (1) It can express fear: I ’m afraid o f dogs. I ’m afraid that his dog will bite me. (2) It often expresses a meaning similar to “to be sorry”: I'm afraid that I can’t accept your invitation. I ’m afraid you have the wrong number. Noun Clauses 253 □ Exercise 24. In your own words. (Chart 12-5) Complete the sentences with your own words. 1. I recently heard on the news that . . . . 6. Do you feel that . . . ? 2. When I was young, I found out that . . . . 7. I recently read that . . . . 3. 8. Scientists have discovered that I sometimes forget that . . . . 4. All parents hope that . . . . 9. Students understand that 5. M ost people in my country believe that . . . . □ 10. Have you noticed that . . . ? Exercise 25. Let’s talk: interview. (Chart 12-5) Interview your classmates. Ask each one a different question. Their answers should follow this pattern: I ’m + adjective + that-clause. Example: What is something in your life that you’re glad about? > I ’m glad that my fam ily is supportive o f me. 1. What is 2. What is 3. What is 4. What is 5. What is 6. What is 7. What Whatisis something about your future that you are sure of? □ Exercise 26. Looking at grammar. (Chart 12-5) Make noun clauses using it and any appropriate word(s) from the list. Make an equivalent sentence by using a that-clause as the subject. apparent clear a fact obvious a pity a shame strange surprising too bad true unfair unfortunate a well-known fact 1. The world is round. > It is a fact that the world is round. —> That the world is round is a fact. 2. Tim hasn’t been able to make any friends. 3. The earth revolves around the sun. 4. Exercise can reduce heart disease. 5. Drug abuse can ruin one’s health. 6. Some women do not earn equal pay for equal work. 7. Irene, who is an excellent student, failed her entrance examination. 8. English is the principal language of business throughout much of the world. 254 CHAPTER 12 □ Exercise 27. Game. (Chart 12-5) Work in teams. Agree or disagree with the given statements. If you think the statement is true, begin with I t ’s a f a c t th a t. If you think the statement is false, begin with It i s n ’t tr u e th a t. If you’re not sure, guess. Choose one person to write your team’s statements. The team with the most correct statements wins.* . 1. 2. □ ____ It’s a f a c t t h a t ________ most spiders have eight eyes. It isn’t true th a t______ some spiders have twelve legs. 3. ___________________________ more males than females are colorblind, 4. ___________________________ people’s main source of vitamin D is fruit. 5. ___________________________ the Great Wall of China took more than 1,000 years to build. 6. ___________________________ twenty-five percent of the human body is water. 7. ___________________________ a substance called chlorophyll makes plant leaves green. 8. ___________________________ the World Wide Web went online in 2000. 9. ___________________________ elephants have the longest pregnancy of any land animal. j i 10. ___________________________ the first wheels were made out of stone. 11. ___________________________ a diamond is the hardest substance found in nature. \ Exercise 28. Looking at grammar. (Chart 12-5) A that-c\ause is frequently used with the fact. Combine the sentences. Introduce each noun clause with The fa c t that. 1. 2. 3. 4. 5. □ Ann was late. That didn’t surprise me. > The fact that Aim was late didn’t surprise me. Rosa didn’t come. That made me angry. Many people in the world live in intolerable poverty. That must concern all of us. I was supposed to bring my passport to the exam for identification. I was not awareof that. The people of the town were given no warning of the approaching tornado. Due tothat, there were many casualties. Exercise 29. Looking at grammar. (Chart 12-5) Restate the sentences. Begin with The fact that. 1. 2. 3. 4. 5. It’s understandable that you feel frustrated. -► The fa ct that you feel frustrated is understandable. It’s undeniable that traffic is getting worse every year. It’s unfortunate that the city has no funds for the project. It’s obvious that the two leaders don’t respect each other. It’s a miracle that there were no injuries from the car accident. *O nly the teacher should look at the answers, which can be found in the Answer Key for Chapter 12. Noun Clauses 255 Exercise 30. Let’s talk. (Chart 12-5) Work in small groups. Do you agree or disagree with the statements? Circle yes or no. 1. It’s undeniable that smoking causes cancer. yes no 2. It’s a well-known fact that young boys are more aggressive than young girls. yes no 3. It’s unfortunate that people eat meat. yes no 4. It’s true that women are more nurturing than men. yes no 5. That someday all countries in the world will live in peace is unlikely. yes no 6. That governments need to pay more attention to global warming is a fact. yes no 7. It’s clear that life is easier now than it was 100 years ago. yes no 8. That technology has given us more free time is clearly true. yes no Exercise 31. Reading comprehension. (Chart 12-5) P a r t I. Read the article. canned fresh Canned vs. Fresh: Which Is Better? Do you avoid eating canned fruits and vegetables because you think they may be less nutritious than fresh fruits and vegetables? Do you think they might be less healthy? For many people, the idea of eating canned fruits or vegetables is really not very appealing, and they would rather buy fresh produce. But what are the differences between canned and fresh produce? L et’s take a look at the two. Many people are surprised to hear that canned food can have as many nutrients as fresh. This is true because the fruits and vegetables are put into the cans shortly after being picked. Because the food is canned so quickly, the nutritional content is locked in. Food in a can will stay stable for two years. CHAPTER 12 Fresh produce, on the other hand, may need to be transported. This can take up to two weeks. Fresh produce will continue to lose important nutrients until it is eaten. T h e sooner you can eat fresh produce, the more nutritious it will be. There are also advantages to some fruits when they are first cooked and then canned. Tomatoes, for instance, have a substance called lycopene. This is a cancer-fighting ingredient that is found in cooked tomatoes. Fresh tomatoes do not have a significant amount of lycopene. It is better to eat tomato sauce from a can rather than fresh tomato sauce if you want to have lycopene in your diet. O f course, there are disadvantages to canned foods. They tend to have a higher salt and sugar content. People who need to watch their salt or sugar intake should try to find cans low in salt or sugar. Also, because the canning process requires heat, some loss of vitamin C may occur, but most essential nutrients remain stable. Finally, there is the issue of taste. For many, there is no comparison between the taste of fresh fruits and vegetables versus canned. No matter what the benefits o f canning, some people refuse to eat anything that isn’t fresh. How about you? Which do you prefer? P a r t II. Read the statements. Circle “T ” for true and “F ” for false. 1. According to the article, it’s surprising to many people that canned produce can be as nutritious as fresh produce. T F 2. It’s a fact that food in a can will last for two years. T F 3. It’s a well-known fact that canned tomatoes contain a cancer-fighting ingredient. T F 4. That fresh produce and canned produce taste the same is undeniable. T F 5. It’s obvious that the writer believes canned food is better than fresh. T F Exercise 32. Warm-up. (Chart 12-6) Read the words in the picture. Then look at the quoted speech below it. Circle the quotation marks. Is the punctuation inside or outside the quotation marks? In item 3, what do you notice about the punctuation? 1. “Watch out!” Mrs. Brooks said. 2. “Are you okay?” she asked. 3. “You look like you’re going to fall off that ladder,” she said. Noun Clauses 257 1 2 - 6 Quoted Speech Q uoted speech refers to reproducing words exactly as they w ere originally spoken.* Quotation marks (“. . . ”) are u s e d .** Quoting One Sentence (a) She sa id , “ M y brother is a student.” (b) “My brother is a student,” she said. (c) In (a): Use a com m a after she said. Capitalize the first word of the quoted sentence. Put the final quotation marks outside the period at the end of the sentence. In (b): Use a comma, not a period, at the end of the quoted sentence when it precedes sh e said. “My b ro th e r,” she sa id , “ is a student.” In (c): If the quoted sentence is divided by sh e said, use a com m a after the first part of the quote. Do not capitalize the first word after sh e said. Quoting More Than One Sentence (d) c<My brother is a student. He is attending a university,” she said. In (d): Quotation marks are placed at the beginning and end of the complete quote. Notice: There are no quotation marks after stud ent. (e) “My brother is a student,” she said. “ H e is attending a university.” In (e): Since sh e s a id com es between two quoted sentences, the second sentence begins with quotation marks and a capital letter. Quoting a Question or an Exclam ation ” (f) She asked, “W hen will you be here;1 (g) “W hen will you be h e re ? ” she asked. (h) She said, “Watch out! (i) ” “My brother is a student,” s a id Anna. “My brother,” s a id Anna, “is a student.” In (f): T he question mark is inside the closing quotation marks. In (g): Since a question mark is used, no com m a is used before she asked. In (h): T he exclamation point is inside the closing quotation marks. In (i): T he noun subject (Anna) follows said. A noun subject often follows the verb when the subject and verb com e in the middle or at the end of a quoted sentence. n o t e : A pronoun subject almost always precedes the verb. “M y brother is a student,” sh e said. very r ar e: ( j) “Let’s leave,” w h is p e re d Dave. (k) “Please help m e,” b e g g e d the unfortunate man. (1) “W ell,” Jack began, “it’s a long story.” " "My brother is a student, s a id she. Say and ask are the most commonly used quote verbs. Som e others: add, agree, announce, answer, beg, begin, comment, complain, confess, continue, explain, inquire, promise, remark, reply, respond, shout, suggest, whisper. *Ouoted speech is also called “direct speech.” Reported speech (discussed in C hart 12-7) is also called “indirect speech.” * * In British English, quotation marks are called “inverted com m as” and can consist o f either double marks (") or a single mark ('): She said, ‘M y brother is a student’. 258 CHAPTER 12 □ Exercise 33. Looking at grammar. (Chart 1 2 -6 ) Add punctuation and capitalization. 1. Henry said 2. There isa phone call for you 3. There is said Henry a phone call for you 4. There isa phone call for you it’s your sistersaid Henry 5. There isa phone call for you he said 6. I asked him 7. Where is the phone 8. Stop the clock 9. Who won the game 10. he said it’syour sister where is the phone she asked shouted the referee we have an injured player asked the spectator I ’m going to rest for the next three hours T h a t’s fine □ there is a phone call for you I replied she said I don’t want to bedisturbed you get some rest I ’ll make sure no onedisturbs you Exercise 34. Looking at grammar. (Chart 12 - 6 ) Add punctuation and capitalization. Notice that a new paragraph begins each time the speaker changes. When the police officer came over to my car, he said let me see your driver's license, please What's wrong, Officer I asked was I speeding No, you weren't speeding he replied you went through a red light at the corner of Fifth Avenue and Main Street you almost caused an accident Did I really do that I said I didn't see a red light Noun Clauses 259 □ Exercise 35. Let’s write. (Chart 12-6) Write fables using quoted speech. Summer Winter 1. In fables, animals have the power of speech. Discuss what is happening in the illustrations of the grasshopper and the ants. Then write a fable based on the illustrations. Use quoted speech in your fable. Read your fable to a partner or small group. 2. Write a fable that is well known in your country. Use quoted speech. □ Exercise 36. Warm-up. (Chart 12-7) Read the conversation between Mr. and Mrs. Cook. Then read the description. What do you notice about the verbs in blue? D e s c r ip t io n : Mr. Cook said he knew why Mrs. Cook couldn’t find her glasses. He told her that they were on her head. 260 CHAPTER 12 12-7 Reported Speech: Verb Forms in Noun Clauses Q uoted S p eech (a) “1 watch T V every day.” (b ) “1 am watching TV.” R ep o rted S p eech -> She said she watched TV every day. -> She said she was watchingTV. ( c) “1 have watched TV.” -> She said she had watched TV. ( d ) “1 watchedTV!' -» She said she had watchedTM. ( e ) “1 had watched TV.” She said she had watchedTV. ( f ) “1 will watch TV.” ( g ) “1 am going to watch TV. She said she would watch TV. -► She said she was going to watch TV. ( h ) “1 can watch TV.” -*■ She said she could watch TV. ( i ) “1 may watch TV.” (i) “1 m ust watch TV.” -► She said she had to watch TV. (k) “1 have to watch TV.” ( 1 ) “1 should watch TV.” “1 ought to watch TV." “1 m ight watch TV.” -► She said she might watch TV. -► She said she should watch TV. -> She said she ought to watch TV. ( n ) Later reporting: — 1 didn’t go to class yesterday. Did Mr. Jones give any assignments? — Yes. He said he wanted us to read Chapter 6. “1 ( r ) “1 watch T V every day.” (s) “Watch TV." In (1): should, ought to, and m ight do not change. Changing verbs to past forms in reported speech is com mon in both speaking and writing. — He said he wants us to read Chapter 6. (P ) “1 watch T V every day.” watch TV every day.” (q ) If the reporting verb (the main verb of the sentence, e.g., said) is simple past, the verb in the noun clause will usually also be in a past form, as in these examples. -► She said she m ight watch TV. — W hat did the teacher just say? 1 didn’t hear him. “T he world is round.” Reported speech refers to using a noun clause to report what som eone has said. No quotation marks are used. -► She said she had to watch TV. (m) Im m ediate reporting: (o) j -«• She said the world is round. -> Also, som etim es the present tense is retained even in formal English when the reported sentence deals with a general truth, as in (o). She says she watches T V every day. -► She has said that she watches T V every day. -► She will say that she watches T V every day. -> She told me to watch T V .* However, som etim es in spoken English, no change is m ade in the noun clause verb, especially if the speaker is reporting something im m ediately or soon after it was said. W hen the reporting verb is simple present, present perfect or future, the noun clause verb is not changed. In reported speech, an imperative sentence is changed to an infinitive. Tell is used instead of say as the reporting verb. See Chart 14-6, p. 313, for other verbs followed by an infinitive that are used to report speech. * n o t e : T e ll is immediately followed by a (pro)noun object, but s a y is not: He told m e he would be late. He said lie would be late. Also possible: He said to m e he zmitld be late. Noun Clauses 261 Li Exercise 37. Looking at grammar. (Chart 12-7) Complete the sentences by reporting the speaker’s words. Use noun clauses. Use past verb forms in noun clauses if appropriate. 1. Pedro said, “I will help you.” Pedro said . . . . > Pedro said (that) he zvould help me. 2. “Do you need a pen?” Elena asked. Elena asked me . . . . 3. Jennifer asked, “What do you want?” Jennifer asked me . . . . 4. Talal asked, “Are you hungry?” Talal wanted to know . . . . 5. “I want a sandwich,” Elena said. Elena said . . . . 6. “Pm going to move to Ohio,” said Bruce. Bruce informed me . . . . 7. “Did you enjoy your trip?” asked Kim. Kim asked me . . . . 8. Oscar asked, “What are you talking about?” Oscar asked me . . . . 9. Maria asked, “Have you seen my grammar book?” Maria wanted to know . . . . 10. Amy said, “I don’t want to go.” Amy said . . . . 11. “Can you help me with my report?” asked David. David asked me . . . . 12. “I may be late,” said Mitch. Mitch told me . . . . 13. Felix said, “You should work harder.” Felix told me . . . . 14. Nadia said, “I have to go downtown.” Nadia said . . . . 15. “Why is the sky blue?” my young daughter often asks. My young daughter often asks me . . . . 16. My mother asked, “Where is everyone?” My mother wondered . . . . 17. “I will come to the meeting,” said Pavel. Pavel told me . . . . 18. Ms. Adams just asked Ms. Chang, “Will you be in class tomorrow?” Ms. Adams wanted to know . . . . 19. “I think I ’ll go to the library to study.” Joe said . . . . 20. “Does Omar know what he’s doing?” I wondered . . . . 21. “Is what I ’ve heard true?” I wondered . . . . 22. “The sun rises in the east,” said Mr. Clark. Mr. Clark, an elementary school teacher, explained to his students that . . . . 23. “Someday we’ll be in contact with beings from outer space.” The scientist predicted t hat . . . . □ Exercise 38. Let’s talk. (Chart 12-7) Students A and B have their books open. They read the dialogue aloud. Student C ’s book is closed. Your teacher asks Student C about the dialogue. Example: S t u d e n t A (book open)'. S t u d e n t B (book open): W h a t tim e is it? Two-thirty. T ea ch er: What did Manuel (Student A ) want to know? S t u d e n t C (book closed): He wanted to know what time it was ( o r is). T ea ch er: What did Helen (Student B ) say? S t u d e n t C (book closed): She told him that it was ( o r is) two-thirty. 1. S t u d e n t A: Can you speak Arabic? S t u d e n t B: A little. T ea ch er: 262 CHAPTER 12 What did (Student A ) ask? What did (Student B ) say? 2. S t u d e n t A: Where is your grammar book? S t u d e n t B : In m y b a c k p a c k . T ea ch er: 3. What did {Student A) want to know? What did {Student B ) tell {Student A )} S t u d e n t A: What courses are you taking? S t u d e n t B: I ’m taking three science courses this term. T ea ch er: What did {Student A) want to know? What did {Student B ) say? 4. S t u d e n t A: Did you finish your assignment? S t u d e n t B: Oh, no, my assignment! I totally forgot about it. T ea ch er: What did {Student A) ask? What did {Student B) tell {Student A )} 5. S t u d e n t A: Have you had lunch already? S t u d e n t B: Yes, I just finished. T ea ch er: 6. What did . . . ? S t u d e n t A: Where will you be tomorrow around three o’clock? S t u d e n t B: I have a doctor’s appointment at 2:45. 7. S t u d e n t A: How do you like living here? S t u d e n t B : It’s okay. 8. S t u d e n t A: Is what you said really true? S t u d e n t B: Yes, it’s the truth. I ’m not making it up. 9. S t u d e n t A: How many people have you met since you came here? S t u d e n t B: Lots. People here have been very friendly. 10. S t u d e n t A: Is w h a t y ou w a n t to ta lk to m e a b o u t re a lly im p o r ta n t? S t u d e n t B: Yes, it’s very important. We need to sit down and have a serious conversation. Exercise 39. Let’s talk. (Charts 12-1 > 12-7) Speaker A asks a question — whatever comes to mind — using each item and a question word {w h e n , h o w , w h e r e , w h a t, w h y , etc.). Speaker B answers the question in a complete sentence. Speaker C reports what Speaker A and Speaker B said. Work in small groups or as a class. Exam ple: tonight S p e a k e r A {R osa): What are you going to do tonight? S p e a k e r B {A li): I ’m going to study. S p e a k e r C {Yung): Rosa asked Ali what he was going to do tonight. Ali replied that he was going to study. 1. 2. 3. 4. this evening music courses tomorrow 5. 6. 7. 8. book this city population last year 9. television 10. dinner 11. next year 12. vacation Noun Clauses 263 J Exercise 40. Looking at grammar. (Chart 12-7) Complete the sentences with a past form of the verbs in parentheses. 1. A: The test is scheduled for Monday. B: Really? I heard it (schedule) ________________ _____________ for Tuesday. 2. A: It’s raining outside. B: Really? I thought it (sn o w )______________________________ 3. A: Tony needs to borrow your bike for Saturday. B: Are you sure? I heard he (need) ________________________ to borrow it for Sunday. 4. A: Marita hasn’t applied for a job yet. B: T h at’s not what I heard. I heard she (apply) _____________________________ for work at her uncle’s company. 5. A: Mikhail can’t come tonight. B: Are you sure? I heard he (come) _____________________________ tonight. 6. A: Ms. Alvarez is going to retire. B: Really? I thought she (continue) __________________________________ in her sales position for another year. □ Exercise 41. Listening. (Chart 12-7) fjj Listen to the sentences. Complete them using past verb forms to report speech. c<i CD 2 Track 2 1. The speaker said that she because she _____had to wasn't going to the personnel meeting finish a report. 2. The speaker said that he wallet _________________ Marta any money because his in his coat pocket back at home. very strong 3. The speaker said that someone in the room perfume and it ___________________________ her a headache. 4. The speaker said that he He said he ____________ _________Emma at the coffee shop at 9:00. not to be late. The speaker said she her friend what he __ 6. The speaker said that they because his wife _________ 264 CHAPTER 12 looking for a new job and asked she late for the concert attend a business function after work. Exercise 42. Looking at grammar. (Chart 12-7) Change quoted speech to reported speech. Study the example carefully and use the same pattern: s a i d th a t . . . a n d th a t. 1. “My father is a businessman. My mother is an engineer.” He said that 2. his fa th e r was a businessm an and t h a t his m other was an engineer. “I ’m excited about my new job. I ’ve found a nice apartment.” I got an email from my sister yesterday. She said __________________________________ 3. “I expect you to be in class every day. Unexcused absences may affect your grades.” Our sociology professor said ____________________________________________________ 4. “Highway 66 will be closed for two months. Commuters should seek alternate routes.” The newspaper said _______________________________________________________________ 5. “Every obstacle is a steppingstone to success. You should view problems in your life as opportunities to prove yourself.” My father often told me ___________________________________________________________ Exercise 43. Let’s write. (Charts 12-1 ->-12-7) Read each dialogue and write a report about it. Your report should include an accurate idea of the speaker’s words, but it doesn’t have to use the exact words. Example: Jack said, “I can’t go to the game.” Tom said, “Oh? Why not?” “I don’t have enough money for a ticket,” replied Jack. Possible written reports: ► Jack told Tom that he couldn’t go to the game because he didn’t have enough money for a ticket. ► When Tom asked Jack why he couldn’t go to the game, Jack said he didn’t have enough money for a ticket. -> Jack said he couldn’t go to the game. When Tom asked him why not, Jack replied that he didn’t have enough money for a ticket. Write reports for these dialogues. 1. “What are you doing?” Alex asked. “I ’m drawing a picture,” I said. 2. Asako said, “Do you want to go to a movie Sunday night?” Noun Clauses 265 3. 4. Cho said, “I ’d like to, but I have to study.” “How old are you, Mrs. Robinson?” the little boy asked. Mrs. Robinson said, “It’s not polite to ask people their age.” “How much money do you make?” the little boy asked. “T h at’s impolite too,” Mrs. Robinson said. “Is there anything you especially want to watch on T V tonight?” my sister asked. “Yes,” I replied. “T h ere’s a show at eight that I ’ve been waiting to see for a long time.” “What is it?” she asked. “It’s a documentary on green sea turtles,” I said. “Why do you want to see that?” “I ’m doing a research paper on sea turtles. I think I might be able to get some good information from the documentary. Why don’t you watch it with me?” “No, thanks,” she said. “I ’m not especially interested in green sea turtles.” Exercise 44. Check your knowledge. (Charts 12-1 > 12-7) Correct the errors. 1. Tell the taxi driver where do you want to go. 2. My roommate came into the room and asked me why aren’t you in class? I said I am waiting for a telephone call from my family. 3. It was my first day at the university, and I am on my way to my first class. I wondered who else will be in the class. What the teacher would be like? 4. He asked me that what did I intend to do after I graduate? 5. What does a patient tell a doctor it is confidential. 6. What my friend and I did it was our secret. We didn’t even tell our parents what did we do. 7. The doctor asked that I felt okay. I told him that I don’t feel well. 8. I asked him what kind of movies does he like, he said me, I like romantic movies. 9. Is true you almost drowned? my friend asked me. Yes, I said. I ’m really glad to be alive. It was really frightening. 10. It is a fact that I almost drowned makes me very careful about water safety whenever I go swimming. 11. I didn’t know where am I supposed to get off the bus, so I asked the driver where is the science museum. She tell me the name of the street. She said she will tell me when should I get off the bus. CHAPTER 12 12. My mother did not live with us. When other children asked me where was my mother, I told them she is going to come to visit me very soon. 13. When I asked the taxi driver to drive faster, he said I will drive faster if you pay me more. At that time I didn’t care how much would it cost, so I told him to go as fast as he can. 14. My parents told me is essential to know English if I want to study at an American university. Exercise 45. Let’s talk. (Charts 12-1 -> 12-7) Give a one-minute impromptu speech on any topic that interests you (insects, soccer, dogs, etc.). Your classmates will take notes as you speak. Later, in a short paragraph or orally, they will report what you said. Exercise 46. Let’s talk and write. (Charts 12-1 > 12-7) You and your classmates are newspaper reporters at a press conference. You will all interview your teacher or a person whom your teacher invites to class. Your assignment is to write a newspaper article about the person whom you interviewed. Take notes during the interview. Write down some of the important sentences so that you can use them for quotations in your article. Ask for clarification if you do not understand something the interviewee has said. It is important to report information accurately. In your article, try to organize your information into related topics. For example, if you interview your teacher, you might use this outline: I. General introductory information II. Professional life A. Present teaching duties B. Academic duties and activities outside of teaching C. Past teaching experience D. Educational background III. Personal life A. Basic biographical information (e.g., place of birth, family background, places o f residence) B. Free-time activities and interests C. Travel experiences This outline only suggests a possible method of organization. You must organize your own article, depending upon the information you have gained from your interview. When you write your report, most of your information will be presented in reported speech; use quoted speech only for the most important or memorable sentences. n o t e : When you use quoted speech, be sure you are presenting the interviewee’s exact words. I f you are simply paraphrasing what the interviewee said, do not use quotation marks. Noun Clauses 267 u Exercise 47. Let’s talk and write. (Charts 12-1 -> 12-7) Work in small groups. Discuss one (or more) o f the given statements. Write a report of the main points made by each speaker in your group. (Do not attempt to report every word that was spoken.) In your report, use words such as think, believe, say, rem ark, and state to introduce noun clauses. When you use think or believe, you will probably use present tenses (e.g., Omar thinks that money is the most important thing in life.). When you use say, rem ark, or state, you will probably use past tenses (e.g., Olga sa id that many other things w ere more important than money.). Do you agree with these statements? Why or why not? 1. Money is the most important thing inlife. 2. A woman can do any job a man can do. 3. When a person decides to get married, his or her love for the other person is the only important consideration. 4. A world government is both desirable and necessary. Countries should simply become the states of one nation, the Earth. In this way, wars could be eliminated and wealth could be equally distributed. □ Exercise 48. Warm-up. (Chart 12-8) Read the sentences. Then substitute the phrases in the list for the words in blue. S it u a t io n : Mr. and Mrs. Smith plan to retire soon and travel around the world. in any way that 1. 2. anything that They’ll go wherever they want. They’ll leave whenever they want. any place that at any time that 3. They’ll do whatever they want. 4. They’ll help people however they can. 1 2 - 8 Using -ewer Words The following -e v e r words give the idea of "any.” Each pair of sentences in the examples has the sam e meaning. whoever (a) W hoever wants to come is welcome. Anyone who wants to com e is welcome. (b) He makes friends easily with w h o e ve r he m eets.* He makes friends easily with anyone who he meets. whatever (c) He always says w h a te ve r com es into his mind. He always says anything that com es into his mind. whenever (d) You may leave w h e n e ve r you wish. You may leave at any time that you wish. wherever (e) She can go w h e re ve r she wants to go. She can go anyplace that she wants to go. however (f) The students may dress h o w e v e r they please. The students may dress in any way that they please. *In (b): w h o m e v e r is also possible; it is the object o f the verb m e e ts . In Am erican English, w h o m e v e r is rare and very formal. In British English, w h o e v e r (not w h o m e v e r ) is used as the object form: He makes friends easily with whoever he meets. 268 CHAPTER 12 Exercise 49. Looking at grammar. (Chart 12 8) Complete the sentences with - e v e r words. 1. Mustafa is free to go anyplace he wishes. He can go wherever______ he wants. 2. Mustafa is free to go anytime he wishes. He can go ___________________ he wants. 3. I don’t know what you should do about that problem. Do ___________________ seems best to you. 4. I want you to be honest. I hope you feel free to say ___________________ is on your mind. 5. ____________________ leads a life full of love and happiness is rich. 6. If you want to rearrange the furniture, go ahead. You can rearrange it ___________________ you want. I don’t care one way or the other. 7. Those children are wild! I feel sorry f o r ___________________ has to be their babysitter. 8. I have a car. I can take you ___________________ you want to go. 9. Irene does ___________________ she wants to do, goes ______________________she wants to go, gets up ___________________ she wants to get up, makes friends with ___________________ she meets, and dresses ____________________ she pleases. Noun Clauses 269 Chapter 1 3 Adjective Clauses Exercise 1. Warm-up. (Chart 13-1) The sentences are all correct. The words in blue are all pronouns. What nouns do they refer to? How does the noun affect the choice of the pronoun? 1. a. We helped the man. He was lost in the woods. b. We helped the man who was lost in the woods. c. We helped the man that was lost in the woods. 2. a. The new computer is fast. It is in my office. b. The new computer which is in my office is fast. c. The new computer that is in my office is fast. 13- 1 Adjective Clause Pronouns Used as the Subject (a) (b) 1thanked the woman 1 thanked the wom an 1thanked the woman. She helped me. In (a): 1 th a n k e d the w om an = a main clause; w h o h e lp e d m e = an adjective clause.* 1 w ho An adjective clause modifies a noun. th a t helped me. helped me. In (a): the adjective clause modifies wom an. In (a): w h o is the subject of the adjective clause. The book is mine. It is on the table. In (b): th a t is the subject of the adjective clause. 1 V (c) T he book w h i c h (d) T he book t h a t is on the table is on the table is mine. is mine. no te : (a) and (b) have the sam e meaning; (c) and (d) have the sam e meaning. w h o = used for people w h ic h = used for things th a t = used for both people and things (e) c o r r e c t : T he book t h a t i s o n t h e t a b le is mine. (f) in c o r r e c t : The book is mine 4hat4s~©R4he-tab(er An adjective clause closely follows the noun it modifies. *A clause is a structure that has a subject and a verb. T here are two kinds o f clauses: in d ep en d en t and dependent. In example (a): • T h e main clause ( / thanked the woman) is also called an in d ep en d en t clause. An independent clause is a complete sentence and can stand alone. • T h e adjective clause {who helped me) is a d ep en d en t clause. A dependent clause is n o t a complete sentence and cannot stand alone. A dependent clause m ust be connected to an independent clause. 270 □ Exercise 2. Looking at grammar. (Chart 13-1) Choose all the possible completions for each sentence. Do not add any commas or capital letters. 1. I met the d octor_____helped my father after the accident. a. who b. that c. which d. she 2. Where is the m agazine___ _ has the story about online theft? a. who b. that c. which d. it 3. Did I tell you about the car salesm an_____tried to sell me a defective truck? a. who b. that c. which d. he 4. The hou se_____is across the street from us is going to be rented soon. a. who b. that c. which d. it □ Exercise 3. Looking at grammar. (Chart 13-1) Combine the two sentences. Use the second sentence as an adjective clause. 1. 2. 3. 4. 5. 6. □ I saw the man. He closed the door. —> I sazv the man j W^° \ closed the door. The girl is happy. She won the race. The student is from China. He sits next to me. The students are from China. They sit in the front row. We are studying sentences. They contain adjective clauses. I am using a sentence. It contains an adjective clause. Exercise 4. Let’s talk. (Chart 13-1) Make true statements. Use w h o as the subject of an adjective clause. Work in pairs, in small groups, or as a class. Exam ple: I like teachers who . . . . I like teachers who have a good sense o f humor. I like teachers who don’t give tests. Etc. 1. 2. 3. 4. □ CD 2 Track 3 People who . . . amaze me. I don’t like people who . . . . Friends who . . . frustrate me. Famous athletes who . . . are not good role models for children. Exercise 5. Listening. (Chart 13-1) P a r t I. When w h o is contracted with an auxiliary verb, the contraction is often hard to hear. Listen to the following sentences. What is the full, uncontracted form of the italicized verb? 1. 2. 3. 4. 5. 6. 7. He He He He He He He has has has has has has has a friend who’ll h elp him. (fu ll form = who w ill) a friend zvho’s helping him. a friend zvho’s helped him. friends zvho’re helping him. friends zvho’ve helped him. a friend zvho’d helped him. a friend zvho’d like to help him. Adjective Clauses 271 P a r t II. Complete the sentences with the verbs you hear, but write the full, uncontracted form of each verb. Example: You will hear: I know a man who’s lived in 20 different countries. You will write: I know a man who has lived______ in 20 different countries. 8. We know a person who ___________________________________ great for the job. 9. We know a person who ________________________ to apply for the job. 10. T h at’s the man who __________________________ the speech at our graduation. 11. I know a nurse who _____________________________ around the world helping people. 12. L et’s talk to the people who ________________________ the protest march. 13. There are people at the factory who __________________________________ there all their adult lives. 14. The doctor who ________________________ care of my mother retired. □ Exercise 6. Warm-up. (Chart 13-2) Read the passage and complete the sentences. When William and Eva started their family, they decided that Eva would continue to work and William would quit his job to stay home with the children. William has been a stay-at-home dad for the last seven years, but now both children are in school, and he’s going back to work. H e’s looking for a job that will still allow him to spend time with his children. What kind of job do you think he is looking for? H e is looking fo r a job that/which . . . OR H e is not looking fo r a job that/which . . . 1. leave him free on weekends 5. have a long commute 2. require him to work on weekends 6. be close to home 3. include a lot o f long-distance travel 7. demand sixteen-hour work days 4. have minimal travel requirements 8. have flexible hours 272 CHAPTER 13 1 3 - 2 Adjective Clause Pronouns Used as the Object of a Verb The man was Mr. Jones. I saw him . (a) The man (b) The man (c) The man w h o (m ) th a t I saw 0 / saw I saw Notice in the examples: The adjective clause pronouns are placed at the beginning of the clause. was Mr. Jones, was Mr. Jones, was Mr. Jones. The movie wasn’t very good. We saw it last night. (d) The movie (e) The movie (f) The movie (g) □ in c o r r e c t: V w hich th a t 0 we saw last night we saw last night we saw last night wasn’t very good. wasn’t very good. wasn't very good. The man who(m) I saw -him- was Mr. Jones. The man that I saw -him - was Mr. Jones. The man I saw him was Mr. Jones. In (a): w ho is usually used instead of whom , especially in speaking. W hom is generally used only in very formal English. In (c) and (f): An object pronoun is often omitted (0) from an adjective clause. (A subject pronoun, however, may not be omitted.) w h o (m ) = used for people w h ic h = used for things th a t = used for both people and things In (g): The pronoun h im must be removed. It is unnecessary because who(m), that, or 0 functions as the object of the verb saw. Exercise 7. Looking at grammar. (Chart 13-2) Choose all the possible completions for each sentence. Do not add any commas or capital letters. 1. Tell me about the people_____you visited when you were in Oxford. ( a. who b. that c. which d. she 1e. whom f. 0 2. Do you want to see the pictures_____the photographer took? a. who b. that c. which d. they e. whom f. 0 3. T h e people_____I call most often on my cell phone are my mother and my sister. a. who b. that c. which d. she e. whom f. 0 4. The apartm ent_____we wanted to rent is no longer available. a. who b. that c. which d. it e. whom f. 0 5. The children_____the Smiths adopted are from three different countries. a. who b. that c. which d. they e. whom f. 0 □ Exercise 8. Looking at grammar. (Chart 13-2) Combine the two sentences. Use the second sentence as an adjective clause. Give all the possible patterns, orally or in writing. 1. The book was good. I read it. —» The book that I which I & I read, was good. 2. I liked the woman. I met her at the party last night. 3. I liked the composition. You wrote it. 4. The people were very nice. We visited them yesterday. 5. The man is standing over there. Ann brought him to the party. Adjective Clauses 273 □ Exercise 9. Warm-up. (Chart 13-3) Compare the underlined adjective clause in sentence a. with the one in sentence b. What differences do you notice? NOTE: Both sentences are correct. 1. a. I think Lee is a person who you can have fun with. b. Do you think Lee is a person with whom you can have fun? 2. a. The art school which Lori applied to is very demanding. b. Do you know the name of the art school to which Lori applied? 1 3 - 3 Adjective Clause Pronouns Used as the Object of a Preposition She is the woman. I told you a b o u t her. (a) (b) (c) (d) She She She She is the is the is the is the woman woman woman woman a b o u t w h om who(m ) th a t 0 I I I I In very formal English, the preposition com es at the beginning of the adjective clause, as in (a) and (e). Usually, however, in everyday usage, the preposition com es after the subject and verb of the adjective clause, as in the other examples. told you. told you about. told you about. told you about. n o t e : If the preposition com es at the beginning of the adjective clause, only w ho m or w hich may be used. A preposition is never imm ediately followed by th a t or who. T he music was good. W e listened to it last night. The The (9 ) The (h) The (e) (f) □ music music music music to w h ich w h ich th a t 0 we we we we listened listened to listened to listened to last night last night last night last night was was was was good. good. good. good. in c o r r e c t : in c o r r e c t : She is the wom an -abeut-whoI told you. T h e music w e listened last night was good. Exercise 10. Looking at grammar. (Chart 13-3) Choose all the possible completions for each sentence. Which one seems the most formal? 1. The sunglasses_____were under the sofa. 2. The health-care workers_____ were helpful. a. which I was looking for a. who I spoke to b. that I was looking for b. that I spoke to c. I was looking for c. who I spoke to them d. I was looking d. to whom I spoke e. I was looking for them e. to who I spoke f. I spoke to □ Exercise 11. Looking at grammar. (Chart 13-3) Combine the two sentences. Use the second sentence as an adjective clause. Give all the possible patterns, orally or in writing. 1. T h e man is standing over there. I was telling you about him. 2. I must thank the people. I got a present from them. 3. The meeting was interesting. Omar went to it. 274 CHAPTER 13 □ Exercise 12. Looking at grammar. (Charts 13-1 -> 13-3) Give all the possible completions for each sentence. 1. The dress _____th a t / which / 0 _______ she is wearing is new. 2. Did I tell you about the woman ___________________________ I met last night? 3. The re p o rt___________________________ Joe is writing must be finished by Friday. 4. The doctor ___________________________ examined the sick child was gentle. 5. Did you hear about the earthquake ___________________________ occurred in California? 6. Th e woman ___________________________ I was dancing with stepped on my toes. □ Exercise 13. Looking at grammar. (Charts 13-1 -> 13-3) Underline the adjective clause in each sentence. Give all other possible patterns. 1. The woman that I spoke to gave me good advice. —» who (m) I spoke to —> I spoke to —> to whom I spoke 2. I returned the money which I had borrowed from my roommate. 3. Yesterday I ran into an old friend I hadn’t seen for years. 4. Marie lectured on a topic she knew very little about. 5. I read about a man who keeps chickens in his apartment. □ Exercise 14. Check your knowledge. (Charts 13-1 —> 13-3) Correct the errors in the adjective clauses. 1. In our village, there were many people didn’t have much money. 2. I enjoyed the book that you told me to read it. Adjective Clauses 275 3. I still remember the man who he taught me to play the guitar when I was a boy. 4. I showed my father a picture of the car I am going to buy it as soon as I save enough money. 5. The woman about who I was talking about suddenly walked into the room. I hope she didn’t hear me. 6. The people appear in the play are amateur actors. 7. I don’t like to spend time with people which loses their temper easily. 8. While the boy was at the airport, he took pictures of people which was waiting for their planes. 9. People who works in the hunger program they estimate that 45,000 people worldwide die from starvation and malnutrition-related diseases every single day of the year. 10. In one corner of the marketplace, an old man who was playing a violin. Exercise 15. Looking at grammar: pairwork. (Charts 13-1 -> 13-3) Work with a partner. Speaker A looks at the cue briefly. Then, without looking at the text, Speaker A says the cue to Speaker B. Speaker B begins the answer with Yes. Examples: S pea ker S pea ker (book open): You drank some tea. Did it taste good? B (book closed)-. Yes, the tea I drank tasted good. S pea ker A S pea ker A (book open)-. A police officer helped you. Did you thank her? B (book closed)-. Yes, I thanked the police officer who helped me. 1. You are sitting in a chair. Is it comfortable? 2. You saw a man. Was he wearing a brown suit? 3. A woman stepped on your toes. Did she apologize? 4. Some students took a test. Did most of them pass? 5. You were reading a book. Did you finish it? 6. A taxi driver took you to the bus station. Did you have a conversation with her? Change roles. 7. You stayed at a hotel. Was it in the center of town? 8. A waiter served you at a restaurant. Was he polite? 9. A woman came into the room. Did you recognize her? 10. Some students are sitting in this room. Can all of them speak English? 11. You were looking for a dictionary. Did you find it? 12. A clerk cashed your check. Did he ask for identification? CHAPTER 13 □ Exercise 16. Warm-up. (Chart 13-4) Check ( / ) the sentences that are grammatically correct . 1. ___ I have a friend. His purpose in life is to help others. 2. ___ I have a friend whose purpose in life is to help others. 3. ___ I have a friend who his purpose in life is to help others. 4. ___ I have a friend that his purpose in life is to help others. 1 3 - 4 Using Whose Whose is used to show possession. It carries the sam e meaning as other possessive pronouns used as adjectives: his, her, its, and their. 1 know the man. His bicycle was stolen. 1 (a) 1 know the man w h ose b ic y c le was stolen. Like his, her, its, and their, whose is connected to a noun: T he student writes well. 1 read her composition. V (b) The student w h o se c o m p o s itio n 1read writes well. (c) 1 worked at a com pany w h ose em p lo yees wanted to form a union. (d) That's the boy w h o se p a re n ts you met. > his bicycle — whose bicycle he r com position - > whose com position Both whose and the noun it is connected to are placed at the beginning of the adjective clause. Whose cannot be omitted. Whose usually modifies people, but it may also be used to modify things, as in (c). Whose and w ho’s have the sam e pronunciation. (e) T hat’s the boy w h o ’s in my math class. Who's can mean who is, as in (e), or who has, as ( f ) T hat’s the boy w h o ’s been liv in g at our house since his mother was arrested.* in (f). *W hen h a s is a helping verb in the present perfect, it is usually contracted with w h o in speaking and sometimes in informal writing, as in ( f ). W hen h a s is a main verb, it is n o t contracted with w ho: I know a man w h o h a s a cook. □ Exercise 17. Looking at grammar. (Chart 13-4) Complete the sentences with w h o or w h o s e . 1. I know a doctor whose last name is Doctor. 2. I know a doctor who lives on a sailboat. 3. The woman wallet was stolen called the police. 4. T h e woman found my wallet called me immediately. 5. The professor teaches art history is excellent. 6. T h e professor course I am taking is excellent. 7. I apologized to the man 8. I made friends with a man coffee I spilled. is in mv class. Adjective Clauses 277 □ Exercise 18. Looking at grammar. (Chart 13-4) Combine the two sentences. Use the second sentence as an adjective clause. 1. I met the woman. Her husband is the president of the corporation. —» I met the woman whose husband is the president o f the corporation. 2. Mrs. North teaches a class for students. Their native language is not English. 3. The people were nice. We visited their house. 4. I live in a dormitory. Its residents come from many countries. 5. I have to call the man. I accidentally picked up his umbrella after the meeting. 6. The man poured a glass o f water on his face. His beard caught on fire when he lit a cigarette. □ Exercise 19. Listening. (Chart 13-4) th Circle the words you hear: w h o ’s or w h o s e . e» CD 2 Track 4 □ Example: You will hear: You will choose: T h e man who’s standing over there is Mr. Smith. who’s) whose 1. who’s whose 5. who’s whose 2. who’s whose 6. who’s whose 3. who’s whose 7. who’s whose 4. who’s whose 8. who’s whose Exercise 20. Let’s talk: pairwork. (Chart 13-4) Work with a partner. Pretend you are in a room full o f people. You and your partner are speaking. Together, you are identifying various people in the room. Begin each sentence with T h e r e is. Alternate items, with Partner A doing item 1, Partner B doing item 2, Partner A doing item 3, etc. 1. That man’s wife is your teacher. —> P a r t n e r A: There is the man zvhose wife is my teacher. 2. That woman’s husband is a football player. —> P a r t n e r B : There is the woman zvhose husband is a football player. 3. That girl’s mother is a dentist. 4. That person’s picture was in the newspaper. 5. That woman’s car was stolen. 6. That man’s daughter won a gold medal at the Olympic Games. 7. You found that woman’s keys. 8. You are in that teacher’s class. 9. You read that author’s book. 10. You borrowed that student’s lecture notes. 278 CHAPTER 13 li /ft & CD 2 Track 5 □ Exercise 21. Listening. (Chart 13-4) Listen to the sentences in normal, contracted speech. You will hear: w h o s e , w h o ’s (meaning w h o is), or w h o ’s (meaning w h o h a s ) . Circle the correct meaning. Example: You will hear: I know a woman who’s a taxi driver. You will choose: whose who is ) who has 1. whose who is who has 5. whose who is who has 2. whose who is who has 6. whose who is who has 3. whose who is who has 7. whose who is who has 4. whose who is who has 8. whose who is who has Exercise 22. Let’s talk: small groups. (Chart 13 l -> 13 4) Complete the sentences orally in small groups. Discuss each other’s choices and opinions. 1. A famous person _____ life I admire i s ______ 2. _____ is a famous person _____ has made the world a better place. 3. A person______ is having a good influence on world affairs today i s _____ 4. ______________ is a country _ _ _ is having a bad influence on world affairs today. 5. ______ is a country _ _ _ leadership on issues of global warming is much admired throughout the world. Exercise 23. Warm-up. (Chart 13-5) lj All of these sentences have the same meaning, and all of them are grammatically correct. The adjective clauses are in blue. What differences do you notice? 1. T h e to w n where I grew up is very small. 2. T h e to w n in which I grew up is very small. 3. The to w n which I grew up in is very small. 4. The to w n that I grew up in is very small. 5. The to w n I grew up in is very small. Using Where in Adjective Clauses T he building is very old. He lives there (in that building). Where is used in an adjective clause to modify a place (city, country, room, house, etc.). If where is used, a preposition is adjective clause, as in (a). (a) T he building where he lives is very old. (b) T he T he T he T he in w h ich w h ich th a t he he he he is is is is building building building building 0 lives lives in lives in lives in very very very very old. old. old. old. not included in the If where is not used, the preposition must be included, as in (b). Adjective Clauses 279 □ Exercise 24. Looking at grammar. (Chart 13-5) Combine the two sentences. Use the second sentence as an adjective clause. 1. 2. 3. 4. □ The city was beautiful. We spent our vacation there (in that city). That is the restaurant. I will meet you there (at that restaurant). The office is busy. I work there (in that office). That is the drawer. I keep my jewelry there (in that drawer). Exercise 25. Warm-up. (Chart 13-6) All of these sentences have the same meaning, and all of them are grammatically correct. The adjective clauses are in blue. What differences do you notice? 1. 2. 3. 4. I I I I clearly clearly clearly clearly remember remember remember remember the the the the day day day day when I rode a bike for the first time. on which I rode a bike for the first time. that I rode a bike for the first time. I rode a bike for the first time. 1 3 - 6 Using When in Adjective Clauses I’ll never forget the day. 1 met you then (on that day). When is used in an adjective clause to modify a noun of time (year, day, time, century, etc.). The use of a preposition in an adjective clause that modifies a noun of time is som ewhat different from that in other adjective clauses: a preposition is used preceding which, as in (b); otherwise, the preposition is omitted. (a) I’ll never forget the day when 1 m et you. (b) I'll never forget the day on w h ic h 1 m et you. (c) I’ll never forget the day th a t 1 m et you. (d) I’ll never forget the day 0 1m et you. □ Exercise 26. Looking at grammar. (Chart 13-6) Combine the two sentences. Use the second sentence as an adjective clause. 1. Monday is the day. They will come then (on that day). 2. 7:05 is the time. My plane arrives then (at that time). 3. 1960 is the year. The revolution took place then (in that year). 4. July is the month. The weather is usually the hottest then (in that month). 280 CHAPTER 13 □ Exercise 27. Looking at grammar. (Charts 13-5 and 13-6) Combine the two sentences. Use w h e r e or w h e n to introduce an adjective clause. 1. That is the place. The accident occurred there. —> That is the place w h e r e the accident occurred. 2. There was a time. Movies cost a dime then. —¥ There was a time w h e n movies cost a dime. 3. A cafe is a small restaurant. People can get a light meal there. 4. Every neighborhood in Brussels has small cafes. Customers drink coffee and eat pastries there. 5. There was a time. Dinosaurs dominated the earth then. 6. The house was destroyed in an earthquake ten years ago. I was born and grew up there. 7. The miser hid his money in a place. It was safe from robbers there. 8. There came a time. The miser had to spend his money then. Exercise 28. Let’s talk: interview. (Charts 13-1 -> 13-6) Interview two classmates for each item. Encourage them to use adjective clauses that modify the nouns in bold. Share a few of their answers with the class. Exam ple: What kind of food don’t you like? > I don’t like food that is too sugary. 1. 2. 3. 4. 5. 6. □ What What What What What What kind of people do you like to spend time with? kind of people do you prefer to avoid? kind of cities do you like to visit? kind o f te a ch e rs do you learn best from? kind of p lace would you like to live in? tim e o f day do you feel most energetic? Exercise 29. Listening. (Charts 13-1 —> 13-6) ■ft) Listen to the sentences. Choose the correct meanings for each sentence. (ks CD 2 Track 6 Example: You will hear: The nurse who gave the medicine to the patients seemed confused. You will choose: a. The patients were confused. b. The patients received medicine from the nurse. c. The nurse was confused. 1. a. A man organized the dinner. b. The man is the speaker’s friend. c. The speaker organized the dinner. 2. a. Two people were killed in an accident. b. Two people blocked all lanes of the highway for two hours. c. An accident blocked all lanes of the highway for two hours. 3. a. The speaker lives in a large city. b. The speaker was born in a small town. c. The speaker was born in a large city. 4. a. The music teacher and the students play in a rock band. b. The music teacher directs a rock band. c. The music teacher plays in a rock band. Adjective Clauses 281 5. a. The speaker gave Jack a camera for his birthday. b. The camera takes excellent pictures. c. Jack takes excellent pictures. 6. a. The speaker often invites the neighbor to dinner. b. The neighbor often visits at dinnertime. c. The speaker visits the neighbor at dinnertime. Exercise 30. Let’s talk. (Charts 13-1 -> 13-6) Work in small groups or as a class. The leader will ask Speaker A a question. The leader will then ask Speaker B to summarize the information in Speaker A’s response in one sentence beginning with T h e. Speaker B will use an adjective clause. Only the leader’s book is open. Example: L ea der: W h o g o t a n e m a il y e sterd a y ? S p e a k e r A (A li): L e a d e r to A: S p e a k e r A: L e a d e r to B: S p e a k e r B: I did. Who was it from? M y brother. Summarize this information. Begin with T h e. The email (A li) got yesterday was from his brother. 1. Who lives in an apartment? Is it close to school? 2. Who is wearing earrings? What are they made of? 3. Pick up something that doesn’t belong to you. What is it? Whose is it? (Change leaders if working in groups.) 4. Who grew up in a small town? In what part o f the country is it located? 5. Who has bought something recently? Was it expensive? 6. Who went to a restaurant yesterday? Was it crowded? □ (Change leaders i f working in groups.) 7. What did you have for dinner last night? Was it good? 8. Who watched a T V program last night? What was it about? 9. Who has borrowed something recently? What did you borrow? Who does it belong to? (Change leaders i f working in groups.) 10. Who shops for groceries? What is the name of the store? 11 . Who eats lunch away from home? Where do you usually eat? Does it have good food? 12 . Who took the bus to class today? Was it late or on time? Exercise 31. Warm-up. (Chart 13-7) Underline each adjective clause. Draw an arrow to the word it modifies. 1. A: Is it okay if I come along on the picnic? B: Absolutely! Anyone who wants to come is more than welcome. 2. A: Should I apply for the opening in the sales department? B: I don’t think so. They’re looking for somebody who speaks Spanish. 3. A: Everything the Smiths do costs a lot o f money. B: It’s amazing, isn’t it? 4. A: You’re the only one who really understands me. B: Oh, that can’t be true. 282 CHAPTER 13 1 3- 7 Using Adjective Clauses to Modify Pronouns Adjective clauses can modify indefinite pronouns (e.g., (a) T here is so m e o n e 1 w a n t y o u to m e e t. (b) E v e ry th in g someone, everybody). h e s a id was pure nonsense. (c) A nybody (d) Paula w as the o n ly one 1 k n e w a t th e p a r t y . (e) Scholarships are available for th o se w h o n e e d Object pronouns (e.g., who(m), that, which) are usually omitted in the adjective clause, as in (a) and (b). w h o w a n ts to c o m e is welcome. Adjective clauses can modify the o n e (s ) and th o s e * f in a n c ia l a s s is t a n c e . ( f) in c o r r e c t : 4-wb©-am-a-studeBt-at4his-seti©ol com e from a country in Asia. Adjective clauses are almost never used to modify personal pronouns. Native English speakers would not write the sentence in (f). (g) It is 1 w h o a m r e s p o n s ib le . Exam ple (g) is possible, but very formal and uncommon. (h) He Example (h) is a well-known saying in which he is used as an indefinite pronoun (meaning “anyone” or “any person”). w h o l a u g h s la s t laughs best. *A n adjective clause with w h ic h can also be used to modify the demonstrative pronoun that: We sometimes fear th a t w h ic h we do not understand. The bread my mother makes is much better than th a t w h ic h you can buy at a store. j Exercise 32. Looking at grammar. (Chart 13-7) Complete the sentences with adjective clauses. 1. Ask Jackie. She’s the only one who knows th e answer.______ 2. I have a question. There is something _________________________ 3. He can’t trust anyone. There’s no one ________________________ 4. I ’m powerless to help her. There’s nothing ____________________ 5. I know someone _____________________________________________ 6. What was Mr. Wood talking about? I didn’t understand anything 7. I listen to everything _________________________________________ 8. You shouldn’t believe everything ______________________________ 9. All of the students are seated. The teacher is the only one ______ 10. The test we took yesterday was easier than the one _____________ 11. The courses I ’m taking this term are more difficult than the ones 12. The concert had already begun. Those _______________________ had to wait until intermission to be seated. Adjective Clauses 283 □ fjj Exercise 33. Listening. (Charts 13-1 -»13-7) Listen to the entire conversation with your book closed. Then open your book and listen again. Complete the sentences with the words you hear. Write the uncontracted forms. Track 7 A: Do you see that g u y ___________________ wearing the baseball cap? l B: I see two guys ___________________ wearing baseball caps. Do you mean the one 2 ___________________ T -sh irt says “Be Happy”? 3 A: Yeah, him. Do you remember him from high school? He looks a little different now, doesn’t he? Isn’t he the one ________________________ joined the circus? 4 B: Nah, I heard that story too. That was just a rumor. When the circus was in town last summer, his wife spent a lot of time there, so people started wondering why. Some people started saying she was working there as a performer. But the truth is that she was only visiting a co u sin ___________________ a manager for the circus. She just wanted to spend 5 time with him while he was in town. A: Well, you know, it was a story ________________________ pretty fishy* to me. But people 6 sure enjoyed talking about it. The last thing _____________________________ was that 7 she’d learned how to eat fire and swallow swords! B: Rumors really take on a life of their own, don’t they?! *fishy = suspicious; hard to believe. 284 CHAPTER 13 □ Exercise 34. Warm-up. (Chart 13-8) Listen to your teacher read the sentences aloud. Both are correct. Notice the use of pauses. Then answer these questions for both sentences: • Which adjective clause can be omitted with no change in the meaning o f the noun it modifies? • What do you notice about the use of commas? 1. I just found out that Lara Johnson, who speaks Russian fluently, has applied for the job at the Russian embassy. 2. T h at’s not the job for you. Only people who speak Russian fluently will be considered for the job at the Russian embassy. 1 3 - 8 Punctuating Adjective Clauses General guidelines for the punctuation of adjective clauses: (1) do not use commas if the adjective clause is necessary to identify the noun it m odifies.* (2) use commas if the adjective clause simply gives additional information and is not necessary to identify the noun it m odifies.** (a) The p rofessor who teaches Chem istry 101 is an excellent lecturer. In (a): No com m as are used. The adjective clause is necessary to identify which professor is meant. (b) Professor W ilson, who teaches Chem istry 101, is an excellent lecturer. In (b): Com m as are used. The adjective clause is not necessary to identify Professor W ilson. We already know who he is: he has a name. The adjective clause simply gives additional information. (c) Hawaii, which consists o f eight principal islands, is a favorite vacation spot. g u id e l in e : (d) Mrs. Sm ith, who is a retired teacher, does volunteer work at the hospital. (■ who(m) "I < that f / m et teaches chemistry. (e) The man (f) Mr. Lee, whom 1 m et yesterday, teaches chemistry. 10 J c o m p a r e t h e m e a n in g : (g) We took some children on a picnic. The children, who w anted to play soccer, ran to an open field as soon as we arrived at the park. (h) We took some children on a picnic. The children who w anted to p lay soccer ran to an open field as soon as we arrived at the park. The others played a different game. Use commas, as in (b), (c), and (d), if an adjective clause modifies a proper noun. (A proper noun begins with a capital letter.) note: A com m a reflects a pause in speech. In (e): If no com mas are used, any possible pronoun may be used in the adjective clause. O bject pronouns may be omitted. In (f): W hen com m as are necessary, the pronoun that may not be used (only who, whom, which, whose, where, and when may be used), and object pronouns cannot be omitted. In (g): The use of comm as m eans that all of the children wanted to play soccer and all of the children ran to an open field. The adjective clause is used only to give additional information about the children. In (h): The lack of comm as means that only some of the children wanted to play soccer. The adjective clause is used to identify which children ran to the open field. *Adjective clauses that do not require commas are called essential or restrictive or identifying. **A djective clauses that require commas are called nonessential or nonrestrictive or nonidentifying, n o t e : N onessential adjective clauses are more com m on in writing than in speaking. Adjective Clauses 285 □ Exercise 35. Looking at grammar. (C hart 13-8) Decide if the information in blue is necessary or additional. If it is additional, add commas. Read the sentences aloud, pausing where necessary. 1. T h e man who lives in the apartment next to mine has three cats and a dog. (no commas, no pauses) 2. Yes, Sandra Day is in my political science class. And Erica Nelson, [pause] who lives in the dorm room next to m ine, [pause] is in my Greek Drama class. 3. Rice which is grown in many countries is a staple food throughout much of the world. 4. The rice which we had for dinner last night was very good. 5. The newspaper article was about a man who died two weeks ago of a rare tropical disease. 6. Paul O ’Grady who died two weeks ago of a sudden heart attack was a kind and loving man. 7. I have fond memories of my hometown which is situated in a 8. I live in a town which is situated in a valley. 9. People who live in glass houses shouldn’t throw stones. 10. valley. In a children’s story, Little Red Riding Hood who went out one day to visit her grandmother found a wolf in her grandmother’s bed when she got there. □ f} j Track 8 Exercise 36. Listening and pronunciation. (C hart 13 -8 ) Listen for pauses before and after adjective clauses in the given sentences. Add commas where you hear pauses. Practice pronouncing the sentences. Examples: You will hear: Vegetables which are orange have a lot of vitamin A. You will add: (no commas) You will hear: Vegetables [pause] which come in many shapes and colors [pause] have lots of vitamins. You will add: Vegetables, which come in many shapes and colors, have lots of vitamins. 286 CHAPTER 13 1. Did you hear about the man who rowed a boat across the Atlantic Ocean? 2. M y uncle who loves boating rows his boat across the lake near his house nearly every day. 3. Tea which is a common drink throughout the world is made by pouring boiling water onto the dried leaves of certain plants. 4. Tea which is made from herbs is called herbal tea. 5. Toys which contain lead paint are unsafe for children. 6. Lead which can be found in paint and plastics is known to cause brain damage in children. Exercise 37. Looking at grammar. (Chart 13 8) Add commas where necessary. Change the adjective clause pronoun to th a t if possible. Read the sentences aloud, pausing where necessary. 1. Mariko and Jackie, who didn’t come to class yesterday, explained their absence to the teacher. (W h o cannot be changed to th a t. Pauses are used in speaking; add commas.) 2. T h e students who did not come to class yesterday explained their absence to the teacher. (W h o can be changed to th a t; no commas.) 3. The Mississippi River which flows south from Minnesota to the G ulf of M exico is the major commercial river in the United States. 4. A river which is polluted is not safe for swimming. 5. Mr. Trang whose son won the spelling contest is very proud o f his son’s achievement. The man whose daughter won the science contest is also very pleased and proud. 6. Goats which were first tamed more than 9,000 years ago in Asia have provided people with milk, meat, and wool since prehistoric times. 7. Mrs. Clark has two goats. She’s furious at the goat which got on the wrong side o f the fence and is eating her flowers. Adjective Clauses 287 □ Exercise 38. Pronunciation and grammar. (Chart 13-8) Read the sentences aloud. Choose the correct meaning (a. or b.) for each sentence. 1. The teacher thanked the students, who had given her some flowers. a. The flowers were from only some o f the students. b. The flowers were from all of the students. 2. The teacher thanked the students who had given her some flowers. (a. The flowers were from only some of the students. b. The flowers were from all of the students. 3. There was a terrible flood. The villagers who had received a warning of the impending flood escaped to safety. a. Only some of the villagers had been warned; only some escaped. b. A ll of the villagers had been warned; all escaped. 4. There was a terrible flood. The villagers, who had received a warning of the impending flood, escaped to safety. a. Only some of the villagers had been warned; only some escaped. b. All of the villagers had been warned; all escaped. 5. Natasha reached down and picked up the grammar book, which was lying upside down on the floor. a. There was only one grammar book near Natasha. b. There was more than one grammar book near Natasha. 6. Natasha reached down and picked up the grammar book which was lying upside down on the floor. a. There was only one grammar book near Natasha. b. There was more than one grammar book near Natasha. □ Exercise 39. Listening. (Chart 13-8) .ft) Listen to the sentences. Choose the correct meaning (a. or b.) for each sentence. 1. a. She threw away all of the apples. b. She threw away only the rotten apples. 2. a. She threw away all of the apples. b. She threw away only the rotten apples. 3. a. Some of the students were excused from class early. b. All o f the students were excused from class early. 4. □ a. Some of the students were excused from class early. b. All o f the students were excused from class early. Exercise 40. Looking at grammar. (Chart 13 8) Add commas where necessary. Read the sentences aloud, paying attention to pauses. 1. We enjoyed the city where we spent our vacation. 2. We enjoyed Mexico City where we spent our vacation. 3. One o f the elephants which we saw at the zoo had only one tusk. 288 CHAPTER 13 4. One of the most useful materials in the world is glass which is made chiefly from sand, soda, and lime. 5. You don’t need to take heavy clothes when you go to Bangkok which has one of the highest average temperatures of any city in the world. 6. Child labor was a social problem in late eighteenth-century England where employment in factories became virtual slavery for children. 7. We had to use a telephone, so we went to the nearest house.The woman who answered our knock listened cautiously to our request. 8. I watched a scientist conduct an experiment on bees. The research scientist who was wearing protective clothing before she stepped into the special chamber holding the bees was not stung. A person who was unprotected by the special clothing could have gotten 300 to 400 bee stings within a minute. Exercise 41. Reading and grammar. (Charts 13-1 -> 13-8) P a r t I. Answer these questions. Then read the article. Notice the adjective clauses in blue. 1. Do you have a computer? 2. Do you know the name of its operating system? The History of DOS As you know, a computer needs to have an operating system in order to run programs. When most people think about the first operating systems that were developed for the personal computer, Microsoft or Bill Gates may come to mind. Actually, the truth is somewhat different. In the late 1970s, there was a man in Seattle named Tim Paterson who worked for a company that was called Seattle Computer. He was a computer programmer and needed an operating system for his computer. Paterson got tired o f waiting for another company to create one and decided to develop his own program. He called it Q D O S, which meant “quick and dirty operating system.’ It took him about four months to develop it. At the same time, Microsoft was quietly looking for an operating system to run a personal computer that I.B.M . was developing. Microsoft saw the program that Tim had written and in 1980, paid him $25,000 for a license for DOS. A year later they paid another $50,000 to acquire the rights. It became known as the Microsoft disk operating system (M S-D O S), and the rest is history. Microsoft and Bill Gates became very successful using Paterson’s operating system. Adjective Clauses 289 Part II. Complete the sentences with information from the article. Use adjective clauses in your completions. 1. Tim Paterson was the person who __________________________________________________ 2. Seattle Computer was the company t h a t ____________________________________________ 3. The abbreviation for the program was Q D O S, which ________________________________ 4. I.B.M . was a company that _________________________________________________________ 5. Microsoft, which __________________________________________________________________ 6. Microsoft acquired rights to a program that _________________________________________ □ Exercise 42. Warm-up. ( C h a r t 13 9 ) Choose the correct meaning (a. or b.) for each sentence. 1. The couple has thirteen children, only a few of whom live at home. a. Ten children live at home. b. A few of the couple’s children live at home. 2. Victoria bought a dozen dresses, most of which she later returned to the store. a. Victoria returned a dozen dresses. b. Victoria kept a few of the dresses. 1 3 - 9 Using Expressions of Quantity in Adjective Clauses In my class there are 20 students. M ost o f them are from Asia. (a) In my class there are 20 students, m ost o f w hom are from Asia. (b) He gave several reasons, only a few o f w h ich were valid. (c) The teachers discussed Jim , one o f w h ose p ro b le m s was poor study habits. □ An adjective clause may contain an expression of quantity with of: some of, m any of, m ost of, none of, two of, h a lf of, both of, etc. The expression of quantity precedes the pronoun. Only whom , w hich, and w h ose are used in this pattern. This pattern is more common in writing than speaking. Com m as are used. Exercise 43. Looking at grammar. (Chart 13-9) Combine the two sentences in each item. Use the second sentence as an adjective clause. 1. The city has sixteen schools. Two of them are junior colleges. —> The city has sixteen schools, two o f which are junior colleges. 2. Last night the orchestra played three symphonies. One of them was Beethoven’s Seventh. 3. I tried on six pairs of shoes. I liked none of them. 4. The village has around 200 people. T h e majority of them are farmers. 5. That company currently has five employees. All of them are computer experts. 6. After the riot, over 100 people were taken to the hospital. Many of them had been innocent bystanders. 290 CHAPTER 13 Exercise 44. In your own words. ( C h a r t 1 3 9) Complete the sentences with your own words. Use adjective clauses. □ 1 . Al introduced me to his roommates, both of whom are from California. 2. The Paulsons own four automobiles, one o f _____________________________ 3. I have three brothers, all o f _____________________________________________ 4. I am taking four courses, one o f ________________________________________ 5. I have two roommates, neither o f _______________________________________ 6. This semester I had to buy fifteen books, most o f ________________________ 7. Th e company hired ten new employees, some o f ________________________ 8. In my apartment building, there are twenty apartments, several o f ________ □ Exercise 45. Warm-up. (Chart 13 10) What does w h ic h refer to in each sentence? 1. The soccer team worked very hard to win, w hich made their coach very proud. 2. Some of the athletes in the class cheated on the final exam , w hich disappointed their coach. 3. Sam took the final exam , w hich he passed without cheating. 1 3 - 1 0 Using Which to Modify a Whole Sentence (a) Tom was late. T hat surprised me. (b) Tom was late., w h ich surprised me. T he pronouns th a t and th is can refer to the idea of a whole sentence which com es before. In (a): T he word th a t refers to the whole sentence Tom (c) T he elevator is out of order. This is too bad. (d) T he elevator is out of order^ w h ich is too bad. w as late. Similarly, an adjective clause with w h ic h may modify the idea of a whole sentence. In (b): The word w h ic h refers to the whole sentence Tom w as late. Using w h ich to modify a whole sentence is informal and occurs most frequently in spoken English. This structure is generally not appropriate in formal writing. W henever it is written, however, it is preceded by a com m a to reflect a pause in speech. Adjective Clauses 291 □ □ Exercise 46. Looking at grammar. (Chart 13-10) Com bine the two sentences. Use the second sentence as an adjective clause. 1. Sonya lost her job. That wasn’t surprising. —> Sonya lost her jo b , ivhich wasn’t surprising. 2. 3. She usually came to work late. That upset her boss. So her boss fired her. That made her angry. 4. She hadn’t saved any money. That was unfortunate. 5. So she had to borrow some money from me. I didn’t 6. She has found a new job. That is lucky. 7. So she has repaid the money she borrowed from me. I appreciate that. 8. She has promised herself to be on time to work every like that. day. That is a good idea. Exercise 47. Looking at grammar. (Charts 13-1 -> 13-10) Combine sentences a. and b. Use b. as an adjective clause. Use formal written English. Punctuate carefully. 1. a. An antecedent is a word. b. A pronoun refers to this word. —» An antecedent is a ivord to ivhich a pronoun refers. 2. a. The blue whale is considered the largest animal that has ever lived, b. It can grow to 100 feet and 150 tons. 3. a. T h e plane was met by a crowd of 300 people. b. Some of them had been waiting for more than four hours. 4. a. In this paper, I will describe the basic process. b. Raw cotton becomes cotton thread by this process. 5. a. The researchers are doing case studies of people to determine the importance of heredity in health and longevity, b. These people’s families have a history of high blood pressure and heart disease. 6. a. At the end of this month, scientists at the institute will conclude their A IDS research, b. The results of this research will be published within six months. 7. a. According to many education officials, “math phobia” (that is, a fear o f mathematics) is a widespread problem, b. A solution to this problem can and must be found. 8. a. The art museum hopes to hire a new administrator. b. Under this person’s direction, it will be able to purchase significant pieces o f art. 9. a. The giant anteater licks up ants for its dinner. b. Its tongue is longer than 30 centimeters (12 inches). 10. a. The anteater’s tongue is sticky. b. It can go in and out of its mouth 160 times a minute. 292 CHAPTER 13 □ Exercise 48. Reading and grammar. (Charts 13-1 -»• 13-10) Read about Ellen and her commute to work. Underline what the words in blue refer to. (1) Ellen lives on an island and commutes to work by passenger ferry, which means she takes a boat with other foot passengers to the city where they work. (2) She leaves her house at 6:00, which is earlier than she’d like but necessary because the ferry ride takes 30 minutes. Ellen needs 20 minutes to drive to the parking lot where she leaves her car and boards the ferry. Once she’s on the other side, she catches a bus which takes her to her office. (3) Traffic is usually heavy at that hour, so she’s on the bus for another 30 minutes. On the bus, she usually reads reports that she was too tired to finish the night before. (4) The bus drops her off a few blocks from her office. Sometimes she stops at an espresso stand and picks up coffee for her co-workers, for which they reimburse her later. (5) By the time she gets to her office, she has been commuting for an hour and a half, which she wishes she didn’t have to do but isn’t going to change because she enjoys her life on the island so much. □ Exercise 49. Let’s talk or write. (Charts 13-1 -> 13-10) Discuss and/or write definitions for one or more of the given topics. Include an adjective clause in each definition. If you are writing, choose only one item and expand your definition to a paragraph. The id e a l. . . 1. friend 2. mother 3. father 4. spouse 5. 6. 7. 8. school vacation teacher student 9. job 10. doctor 11. lifestyle 12. (your choice) Adjective Clauses 293 □ Exercise 50. Warm-up. (Chart 13-11) Look at the words in blue. What differences do you notice between each pair of sentences? n o t e : Sentences a. and b. have the same meaning. 1. a. I talked to the people who were sitting beside me at the ball game, b. I talked to the people sitting beside me at the ball game. 2. a. The notebooks that are on my desk are mine, b. The notebooks on my desk are mine. 3. a. I read an article about Marie Curie, who was a famous French scientist, b. I read an article about Marie Curie, a famous French scientist. 13-11 Reducing Adjective Clauses to Adjective Phrases c la u s e : A clause is a g ro u p o f re la te d w o rd s th a t c o n ta in s a s u b je c t a n d a v e rb . p h ra s e : A phrase is a g ro u p o f re la te d w o rd s th a t d o e s n o t c o n ta in a s u b je c t a n d a v e rb . (a) c la u s e : T he girl who is sitting next to m e is Mai. (b) p h ra s e : T he girl sitting next to me is Mai. (c) c la u s e : T he girl (whom) 1 saw w as Mai. (d) p h ra s e : [none) An adjective phrase is a reduction of an adjective clause. It modifies a noun. It does not contain a subject and verb. Exam ples (a) and (b) have the sam e meaning. Only adjective clauses that have a subject pronoun — who, which, or th a t — are reduced to modifying adjective phrases. T he adjective clause in (c) cannot be reduced to an adjective phrase. (e) c la u s e : p h ra s e : (f) c la u s e : p h ra s e : (g) c la u s e : p h ra s e : (h) c la u s e : p h ra s e : ( i) c la u s e : p h ra s e : T he man who is talking to John is from Korea. T he man 0 0 talking to John is from Korea. The ideas which are presented in that book are good. The ideas 0 0 presented in that book are good. Ann is the wom an that is Ann is the woman 0 0 responsible for the error. responsible for the error. English has an alphabet that consists o f 26 letters. English has an alphabet 0 consisting o f 26 letters. Anyone who wants to com e with us is welcome. Anyone 0 wanting to come with us is welcome. ( j) Paris, which is the capital o f France, is an exciting city, (k) Paris, the capital o f France, is an exciting city. T here are two ways in which an adjective clause is changed to an adjective phrase. 1. If the adjective clause contains the be form of a verb, omit the subject pronoun and the be form, as in (e), (f), and (g ).* 2. If there is no be form of a verb in the adjective clause, it is sometimes possible to omit the subject pronoun and change the verb to its -ing form, as in (h) and (i). If the adjective clause requires commas, as in ( j), the adjective phrase also requires commas, as in (k). An adjective phrase in which a noun follows another noun, as in (k), is called an appositive. *If an adjective clause that contains b e + a single adjective is changed, the adjective is moved to its normal position in front of the noun it modifies. c la u s e : c o r r e c t p h rase: in c o r r e c t p h ra s e : 294 CHAPTER 13 F ru it th a t is fr e s h tastes better than old, soft, mushy fruit. F resh f r u i t tastes better than old, soft, mushy fruit. Fruit fresh tastes better than old, soft, mushy fruit. □ Exercise 51. Looking at grammar. (Charts 13-10 and 13-11) Change the adjective clauses to adjective phrases. 1. D o you know the woman who is coming toward us? —» Do you know the woman coming toward us? 2. T h e scientists who are researching the causes o f cancer are making progress. 3. We have an apartment which overlooks the park. 4. The photographs which were published in the newspaper were extraordinary. 5. The rules that allow public access to wilderness areas need to be reconsidered. 6. T h e psychologists who study the nature of sleep have made important discoveries. 7. Antarctica is covered by a huge ice cap that contains 70 percent of the earth’s fresh water. 8. When I went to Alex’s house to drop off some paperwork, I met Jacob, who is his partner. 9. Many of the students who hope to enter this university will be disappointed because only one-tenth of those who apply for admission will be accepted. 10. Kuala Lumpur, which is the capital of Malaysia, is a major trade center in Southeast Asia. □ CD 2 'r Exercise 52. Listening. (Charts 13-10 and 13-11) Listen to the sentences. Choose the correct meaning (a. or b.) for each sentence. In some cases, both a. and b. are correct. Example: You will hear: The experiment conducted by the students was successful. You will choose: a. The students conducted an experiment. b. The experiment was successful. 1. a. There is a fence around our house, b. Our house is made of wood. 2. a. All schoolchildren receive a good education, b. That school provides a good education. 3. a. The university president will give a speech, b. Dr. Stanton will give a speech. 4. a. There is a galaxy called the Milky Way. b. Our solar system is called the Milky Way. □ Exercise 53. Looking at grammar. (Charts 13-10 and 13-11) Change the adjective phrases to adjective clauses. 1. We visited Barcelona, a city in northern Spain. —> We visited Barcelona, which is a city in northern Spain. 2. Corn was one o f the agricultural products introduced to the European settlers by the Indians. Some of the other products introduced by the Indians were potatoes, peanuts, and tobacco. 3. Mercury, the nearest planet to the sun, is also the smallest of the planets orbiting our sun. 4. The pyramids, the monumental tombs of ancient Egyptian pharaohs, were constructed more than 4,000 years ago. 5. Any student not wanting to go on the trip should inform the office. 6. Be sure to follow the instructions given at the top of the page. Adjective Clauses 295 Exercise 54. Looking at grammar. (Charts 13-10 and 13-11) Change the adjective clauses to adjective phrases. Early Failures of Fam ous People (1) Many famous people did not enjoy immediate success in their early lives. Abraham Lincoln, -who was one of the truly great presidents of the United States, ran for public office 26 times and lost 23 of the elections. (2) Walt Disney, who was the creator o f Mickey Mouse and the founder of his own movie production company, once was fired by a newspaper editor because he had no good ideas. (3) Thomas Edison, who was the inventor of the light bulb and the phonograph, was believed by his teachers to be too stupid to learn. (4) Albert Einstein, who was one of the greatest scientists of all time, performed badly in almost all of his high school courses and failed his first college entrance exam. Exercise 55. Looking at grammar. (Charts 13-10 and 13-11) Complete the sentences in Part II by turning the information in Part I into adjective phrases. Use commas as necessary. P a r t I. a. It is the lowest place on the earth’s surface. ✓ b . It is the highest mountain in the world. c. It is the capital o f Iraq. d. It is the capital o f Argentina. e. It is the largest city in the Western Hemisphere. f. It is the largest city in the United States. g- It is the most populous country in Africa. h. It is the northernmost country in Latin America. i. They are sensitive instruments that measure the shaking of the ground. j- They are devices that produce a powerful beam of light. P a r t II. 1. M ount Everest —> th e highest mountain in th e world,_______________ is in the Himalayas. 2. One of the largest cities in the Middle East is Baghdad ________________________________ 3. Earthquakes are recorded on seismographs ___________________________________________ 4. The Dead Sea ______________________________________________________________________ is located in the Middle East between Jordan and Israel. 5. The newspaper reported an earthquake in Buenos Aires ______________________________ 6. Industry and medicine are continually finding new uses for lasers _____________________ CHAPTER 13 7. Mexico lies just south of the United States. 8. The nation Nigeria ___________________________________________________________consists of over 250 different cultural groups even though English is the official language. 9. Both Mexico C it y _________________________________________________ and New York City _________________________________________________ face challenging futures. Exercise 56. Listening. (Chapters 12 and 13) ^ CD 2 Track 11 P a r t I. Listen to the lecture about animals and earthquake predictions with your book closed. Then open your book and read the statements. Circle “T ” for true and “F ” for false. 1. That animals can predict earthquakes is an indisputable fact. T F 2. Some animals exhibit unusual behavior before an earthquake. T F 3. According to the lecture, scientists are certain that the energy in the air T F T F changes before an earthquake. 4. Some scientists believe that animal behavior can be helpful in earthquake prediction. P a r t II. Listen again. Complete the sentences with the words you hear. Animals and Earthquakes _____________________________ animals can predict earthquakes has been widely debated for l hundreds of years. In fact, as far back as 373 B .C ., villagers __________ 2 hundreds of animals deserted the Greek town of Helice a few days before an earthquake destroyed it. There are other interesting phenomena ____________ 3 For example, before an earthquake, dogs may begin barking or howling for no reason; chickens might stop laying eggs; and some pets will go into hiding. In Asia in 2004, many animals __________________________________ accustomed to being 4 on the beach in the early morning refused to go there the morning o f the big tsunami. In Thailand, a herd of buffalo on a beach noticed or heard ______________________________ 5 made them run to the top of a hill before the tsunami was anywhere in sight. T h e villagers __________ ___________________ them were saved. Adjective Clauses 297 before an earthquake can be detected. Another idea 8 the energy in the air changes animals are disturbed 9 10 by these changes. they are worth Some scientists dismiss these ideas, while others researching further. Those scientists behavior 13 studying their behavior can be useful in earth than people are 14 the prediction of earthquakes. Exercise 57. Looking at grammar. (Chapter 13) Combine each group o f short, choppy sentences into one sentence. Use the underlined sentence as the independent clause and build your sentence around it. Use adjective clauses and adjective phrases wherever possible. 1. Chihuahua is divided into two regions. It is the largest Mexican state. One region is a mountainous area in the west. The other region is a desert basin in the north and east. Chihuahua, th e la m e s t Mexican s t a t e , is divided into two regions a mountainous a rea in th e w est an d a d e s e r t basin in th e north an d e a s t. 2. Disney World covers a large area of land. It is an amusement park. It is located in Orlando, Florida. The land includes lakes, golf courses, campsites, hotels, and a wildlife preserve. 3. Jamaica is one of the world’s leading producers of bauxite. It is the third largest island in the Caribbean Sea. Bauxite is an ore. Aluminum is made from this ore. CHAPTER 13 4. Robert Ballard made headlines in 1985. He is an oceanographer. In 1985 he discovered the remains of the Titanic. The Titanic was the “unsinkable” passenger ship. It has rested on the floor of the Atlantic Ocean since 1912. It struck an iceberg in 1912. 5. The Republic of Yemen is an ancient land. It is located at the southwestern tip of the Arabian Peninsula. This land has been host to many prosperous civilizations. These civilizations include the Kingdom of Sheba and various Islamic empires. Exercise 58. Check your knowledge. (Chapter 13) Correct the errors. All of the sentences are adapted from student writing. 1. Baseball is the only sport in which I am interested in it. 2. My favorite teacher, Mr. Chu, he was always willing to help me after class. 3. It is important to be polite to people who lives in the same building. 4. My sister has two children, who their names are Ali and Talal. 5. He comes from Venezuela that is a Spanish-speaking country. 6. There are some people in the government who is trying to improve the lives o f the poor. 7. My classroom is located on the second floor of Carver Hall that is a large brick building in the center of the campus. 8. A myth is a story expresses traditional beliefs. 9. There is an old legend telling among people in my country about a man lived in the seventeenth century and saved a village from destruction. 10. An old man was fishing next to me on the pier was muttering to himself. 11. The road that we took it through the forest it was narrow and steep. 12. There are ten universities in Thailand, seven of them are located in Bangkok is the capital city. Adjective Clauses 299 13. At the national park, there is a path leads to a spectacular waterfall. 14. At the airport, I was waiting for some relatives which I had never met them before. 15. It is almost impossible to find two persons who their opinions are the same. 16. On the wall, there is a colorful poster which it consists of a group o f young people who dancing. 17. The sixth member o f our household is Pietro that is my sister’s son. 18. Before I came here, I didn’t have the opportunity to speak with people who English is their native tongue. Exercise 59. Let’s write. (Chapter 13) Write a paragraph on one or more of the given topics. Try to use adjective clauses and phrases. Topics: 1. Write about three historical figures from your country. Give your reader information about their lives and accomplishments. 2. Write about your favorite T V shows. What are they? What are they about? Why do you enjoy them? 3. Who are some people in your country who are popular with young people (e.g., singers, movie stars, political figures, etc.)? Tell your readers about these people. Assume your readers are completely unfamiliar with them. 4. You are a tourist agent for your hometown/country. Write a descriptive brochure that would make your readers want to visit your hometown/country. CHAPTER 13 Chapter 1 4 Gerunds and Infinitives, Part 7 □ Exercise 1. Warm-up. (Chart 14-1) Complete the sentences with the words in the list. Give your own opinion. Then answer the questions. baseball basketball golf soccer badminton tennis 1. P layin g _____________________________ is fun. 2. My friends and I enjoy playing _ 3. I don’t know much about playing In which sentence is p la y in g a. the object of the verb? b. the subject? c. the object of a preposition? 14-1 Gerunds: Introduction s v (a) 'P la y in g ' tennis I s 1 fun. S V 0 (b) ‘W e "e n jo y "p /a y /n £ r' tennis. PREP 0 (c) He’s excited 'about' 'pla yin g ' tennis. A gerund is the -ing form of a verb used as a noun.* A gerund is used in the same ways as a noun, i.e., as a subject or as an object. In (a): playing is a gerund. It is used as the subject of the sentence. Playing tennis is a gerund phrase. In (b): playing is a gerund used as the object of the verb enjoy. In (c): playing is a gerund used as the object of the preposition about. *C o m p a re the uses o f d ie - i n g fo rm o f verbs: (1 ) W a lk in g is good exercise. - > w a lk in g = a gerund used as th e su b je c t o f th e sen ten ce. (2 ) Bob and A m i are p la y in g tennis. —> p la y in g = a presen t p articip le used as p a rt o f th e p resen t progressive ten se. (3 ) I heard some s u r p r i s i n g news. —> s u r p r i s i n g = a p resen t particip le used as an adjective. 301 □ Exercise 2. Warm-up. (Chart 14-2) Each phrase in blue contains a preposition. What do you notice about the form of the verb that follows each preposition? 1 . Sonya is excited abour m o v in g to a new city. 2. You’d better have a good excuse for b e in g late. 3. I ’m looking forward to goin g on vacation soon. 1 4 - 2 Using Gerunds as the Objects of Prepositions (a) We talked a b o u t g o in g to Canada for our vacation. A gerund is frequently used as the object of a preposition. (b) Sue is in charge o f o rg a n izin g the meeting. (c) I’m interested in le a rn in g more about your work. (d) I ’m u s e d to s le e p in g with the window open. In (d) through (f): to is a preposition, not part of an infinitive form, so a gerund follows. (e) I m a c c u s to m e d to s le e p in g * with the window open. (f) I lo o k fo rw ard to g o in g home next month. (g) We ta lk e d a b o u t n o t g o in g to the meeting, but finally decided we should go. n e g a t iv e f o r m : not p re c e d e s a g e ru n d . Common preposition combinations followed by gerunds be excited \ . , . a b o u t doing it be worried keep someone prevent someone prohibit someone stop someone rjecJ | complain dream talk think a b o u t I o f doing it apologize blame someone forgive someone have an excuse have a reason be responsible thank someone be tired insist on doing it from doing it be accustomed in addition be committed be devoted look forward object be opposed be used be interested believe participate succeed be accused be capable be guilty 1 fo r doing it instead take advantage take care in doing it • o f doing it * P o s s i b l e in B r itis h E n g lis h : I ’m accustomed to sleep with the windozu open. □ Exercise 3. Looking at grammar. (Chart 14-2) Complete each sentence with a preposition and a form of g o . 1 We thought ab o u t aoina 2, We talked 302 3 We’re interested 4. My family is excited CHAPTER 14 o f I fro m doing it to the beach. there. there. there • to doing it 5. The children insisted _____________________________ there. 6. They’re looking forward _____________________________ there. 7. The rain prevented us _____________________________ there. 8. A storm kept us _____________________________ there. Exercise 4. Looking at grammar. (Chart 14-2) Complete each sentence with a preposition and a form of the verb in parentheses. S i t u a t i o n 1: An airplane flight. 1. Two children are excited (take) abo u t taking____________ their first flight. 2. They have been looking forward (be) _____________________________ above the clouds. 3. A first-time flyer is worried (fly ) _____________________________ in stormy weather. 4. One passenger is blaming another passenger (spill) ______________________________ his coffee. 5. A man is complaining (have) _____________________________ an aisle seat rather than a window seat. 6. T h e pilot was late, but he had an excuse (be) _____________________________ late. 7. The co-pilot will be responsible (fly) _____________________________ the plane. 8. Security personnel are prohibiting a woman (get) ______________________________on the flight. Gerunds and Infinitives, Part 1 303 S it u a t io n 2 : At a police station. 9. The teenager has been accused (steal) _________ a purse. it. 10. An elderly woman said he was responsible (take) it. 11. The police are blaming him (do) _______________ 12. The teenager said he was trying to prevent someone else (take) it. 13. He is upset. The police are listening to the woman instead (listen) _________________ to his version of the story. 14. He has not yet succeeded (convince) _____________________________ the police of his innocence. Exercise 5. Looking at grammar. (Chart 14-2) Complete each sentence with an appropriate preposition and the -in g form of the given verb. in looking 1. look Alice isn’t interested ________ for a new job. 2. do You are capable ____ ____ better work. 3. have I ’m accustomed ___ ____ a big breakfast. 4. help Thank you ________ me carry my suitcases. 5. know Mrs. Grant insisted ________the whole truth. 6. be I believe __________ 7. live You should take advantage _______________ 8. go, not Fatima had a good reason ________________ 9. search Everyone in the neighborhood participated for the lost child. honest at all times. 10. make I apologized toYoko _____________________ 11. In addition__________________________ part-time job. go _ here. to class yesterday. her wait for me. to school full-time, Spiro has a 12. run I stopped the child into the street. 13. go Where should we go for dinner tonight? Would you object _____________________________ to an Italian restaurant? 14. clarify The mayor made another public statement for the purpose _____________________________ the new tax proposal. 15. wear CHAPTER 14 Larry isn’t used ______________________________a suit and tie every day. □ Exercise 6. Listening. (Chart 14-2) ^ G® Listen to each dialogue. Summarize it by completing each sentence with a preposition and a gerund phrase. C D 2 1 . T h e man apologized for belna late. 2. The woman succeeded 3. Both speakers are complaining 4. The man thanked his friend 5 The man didn’t have an excuse 6. The woman isn’t used 7. The flu kept the man □ Exercise 7. Let’s talk: interview. (Chart 14-2) Interview two classmates for each question. Share some of their answers with the class. 1. Where \you \think \ go \today? —> Where are you thinking about going today? 2. What \you \not accustomed \do? 3. What \you \ interested \ find out about? 4. Where \you \ look forward \go \ on your next trip? 5. What \be \ a good reason \not \ do \your homework? □ Exercise 8. Let’s talk. (Chart 14-2) Answer the questions in complete sentences. Use prepositions followed by gerunds in your answers. Work in pairs or small groups. Example: Sp eaker A {book open): Your friend was rude. Did she apologize? Sp eaker B (book closed): Yes, she apologized for being rude. OR No, she didn’t apologize fo r being rude. 1. Your neighbor helped you carry heavy boxes. Did you thank him/her? 2. You’re going to visit your friends in another town this weekend. Are you looking forward to that? 3. 4. 5. 6. You didn’t come to class on time yesterday. Did you have a good excuse? You’re living in a cold/warm climate. Are you accustomed to that? You’re going to a tropical island for vacation. Are you excited? A customer interrupted you while you were talking to the store manager. Did she apologize? 7. The students in the class did role-plays. Did all of them participate? Gerunds and Infinitives, Part 1 305 (Change roles if working in pairs.) 8. Someone broke the window. Do you know who was responsible? 9. People in some countries have their biggest meal at lunch. Are you used to doing that? 10. The weather is hot/cold. What does that prevent you from doing? 11. The advanced students have to do a lot o f homework. Do they complain? 12. Your wallet was missing after your friend visited. Do you blame him? 13. You didn’t study grammar last night. What did you do instead? 14. You studied last weekend. What did you do in addition? □ Exercise 9. Let’s talk. (Chart 14-2) Answer the questions with b y + a gerund or gerund phrase to express how something is done. Work in pairs, in small groups, or as a class. 1. 2. 3. 4. 5. 6. 7. 8. □ How do you turn off a cell phone? —» B y pushing a button. How can students improve their listening comprehension? How do people satisfy their hunger? How do people quench their thirst? How did you find out what quench means? What are some ways employees get in trouble with their manager? How do dogs show they are happy? In a restaurant, how do you catch the server’s attention? Exercise 10. Let’s talk: interview. (Chart 14 2) P a r t I. Interview your classmates about the different ways people express emotions. Answers can include descriptions of facial expressions, actions, what people say, etc. Try to use b y + gerund in your answers. Share some of the answers with the class. Example: excitement S p e a k e r A: How do people show excitement at a sports event? S p e a k e r B: People show excitement at a sports event by clapping their hands, jumping up and down, and yelling. 1. happiness 2. sadness 3. anger 4. frustration 5. confusion 6. disagreement 7. agreement 8. surprise P a r t II. Draw a face that shows an emotion. Ask a classmate to guess which emotion you’ve tried to show. 306 CHAPTER 14 □ Exercise 11. Warm-up. (Chart 14-3) Complete the sentences with phrases in the list that are true for you. What do you notice about the form of the verbs in these phrases? buying things online going online to get news reading newspapers spending hours at a computer surfing the internet talking about politics watching commercials on T V watching the news on T V 1. I enjoy _________________________________________________________________________ 2. I don’t e n jo y ____________________________________________________________________ 3. I avoid _________________________________________________________________________ 1 4 - 3 Common Verbs Followed by Gerunds (a) i verb i 1 e n jo y + gerund i 1 p la y in g tennis. Gerunds are used as the objects of certain verbs. In (a): e n jo y is followed by a gerund (p la yin g ). E n jo y is not followed by an infinitive. in c o r r e c t : 1 e n jo y Jo p la y te n n is . Common verbs that are followed by gerunds are listed below. (b) Joe q u i t s m o k i n g . (c) Joe g a v e u p s m o k in g . Examples (b) and (c) have the sam e meaning. Som e phrasal verbs,* e.g., g iv e u p , are followed by gerunds. S e e these phrasal verbs in parentheses below. Verb + g e ru n d enjoy appreciate mind quit (give up) finish (getthrough) s to p ** avoid postpone (put off) delay keep (keep on) consider discuss mention suggest *A phrasal verb consists o f a verb and a particle (a small word such as a preposition) that together have a special meaning. For example, put off means “postpone.” * * S to p can also be followed by an infinitive of purpose. He s to p p e d at the station ( in o r d e r ) to g e t some gas. See infinitives o f purpose, Charts 14-7, p. 3 1 7 , and 15-1, p. 331. □ Exercise 12. Looking at grammar. (Chart 14 3) Make sentences with the given words. Use any tense and subject. Work in pairs, in small groups, or as a class. Example: enjoy \ drink tea S p e a k e r A: enjoy [pause] drink tea S p e a k e r B: I enjoy drinking tea with breakfast. 1. 2. 3. 4. 5. 6. mind \ open the window finish \ eat dinner get through \ eat dinner stop \rain keep \work keep on \work (Change roles if working in pairs.) 7. postpone \ do my work 8. put off \ do my work 9. delay \leave on vacation 10. consider \ get a job 11. talk about \ go to a movie 12. mention \go out of town Gerunds and Infinitives, Part 1 307 □ C<S rCD^ Exercise 13. Listening. (Chart 14-3) Listen to the conversations. Complete the sentences with appropriate verbs. 1. The speakers enjoy watching______ movies on weekends. 2. The speakers have given up ___________________ for better weather. 3. The speakers are going to keep o n ____________________ 4. The speakers are discussing ____________________ to a concert in the city. 5. The speakers have put off ___________________ their homework. 6. The speakers are going to d ela y ___________________ the office. □ Exercise 14. Looking at grammar. (Chart 14-3) Complete the sentences with appropriate gerunds. 1. When Beth got tired, she stopped working / studying________ 2. Would you mind __ _______________ _ the door? Thanks. 3. I have a lot of homework tonight, but I ’d still like to go with you later on. I ’ll call you when I get th ro u g h ____________________ 4. Where are you considering ____________________ for your break? 5. Sometimes I put o f f ___________________ my apartment. 6. You have to decide where you want to go to school next year. You can’t postpone ___________________ that decision much longer. 7. I wanted to go to Mexico. Sally suggested ___________________ to Hawaii. 8. Tony mentioned _________ _________ the bus to school instead of walking. 9. I appreciate ____________________ able to study in peace and quiet. □ Exercise 15. Warm-up. (Chart 14-4) Complete the sentences by circling all the activities that are true for you. All the choices end in -in g . What do you notice about the verbs in blue? 1. Last week I went shopping running biking dancing. 2. I like to go hiking swimming camping sightseeing. 3. I ’ve never gone fishing bowling skiing diving. 1 4 - 4 Go (a) + Gerund Did you g o s h o p p in g ? Go is followed by a gerund in certain idiomatic expressions to express, for the most part, recreational activities. (b) W e w e n t fis h in g yesterday. Go + gerund go go go go go go biking birdwatching boating bowling camping canoeing/kayaking go go go go go go dancing fishing* hiking hunting jogging mountain climbing go go go go go go running sailing shopping sightseeing skating skateboarding go go go go go go skiing skinnydipping sledding snorkeling swimming window shopping *Also, in British English: go angling. □ Exercise 16. Let’s talk. (Chart 14 4) Discuss the activities listed in Chart 14-4. Work in pairs, in small groups, or as a class. 1. 2. 3. 4. □ S'- Which Which Which Which ones ones ones ones have you done? When? Briefly describe your experiences. do you like to do? do you never want to do? have you not done but would like to do? Exercise 17. Listening. (Chart 14-4) Listen to the story with your book closed. Then open your book and listen again. Complete the sentences with a form of g o and any verb that makes sense. Track 14 1. T h e first thing Saturday morning, Ron went canoeing____________ 2. He brought a fishing rod so he could _____________________________ . 3. He saw some friends on a sailboat but didn’t _____________ _________________with them. 4. He _____________________________ instead. 5. After lunch, h e ______________________________ 6. He finished the day by _____________________________ with some o f his friends. Gerunds and Infinitives, Part 1 309 □ Exercise 13. Listening. (Chart 14-3) ■O Listen to the conversations. Complete the sentences with appropriate verbs. (k§ c° 2 1. The speakers enjoy _____ watching______ movies on weekends. 2. The speakers have given up ___________________ for better weather. 3. The speakers are going to keep o n ____________________ 4. The speakers are discussing_____________________to a concert in the city. 5. The speakers have put o f f ___________________ their homework. 6. The speakers are going to delay ___________________ the office. □ Exercise 14. Looking at grammar. (Chart 14-3) Complete the sentences with appropriate gerunds. 1. When Beth got tired, she stopped working / studying________ 2. Would you mind ___________________ the door? Thanks. 3. I have a lot o f homework tonight, but I ’d still like to go with you later on. I ’ll call you when I get th ro u g h ____________________ 4. Where are you considering _____________________ for your break? 5. Sometimes I put o f f ___________________ my apartment. 6. You have to decide where you want to go to school next year. You can’t postpone ___________________ that decision much longer. 7. I wanted to go to Mexico. Sally suggested ___________________ to Hawaii. 8. Tony mentioned ___________________ the bus to school instead of walking. 9. I appreciate ___________________ able to study in peace and quiet. □ Exercise 15. Warm-up. (Chart 14-4) Complete the sentences by circling all the activities that are true for you. All the choices end in -in g . What do you notice about the verbs in blue? 1. Last week I went shopping running biking dancing. 2. I like to go hiking swimming camping sightseeing. 3. I ’ve never gone fishing bowling skiing diving. 1 4 - 4 Go +, Gerund (a) Did you g o s h o p p in g ? (b) W e w e n t fis h in g yesterday. Go is followed by a gerund in certain idiomatic expressions to express, for the most part, recreational activities. Go + g e ru n d go go go go go go biking birdwatching boating bowling camping canoeing/kayaking go go go go go go dancing fishing* hiking hunting jogging mountain climbing go go go go go go running sailing shopping sightseeing skating skateboarding go go go go go go skiing skinnydipping sledding snorkeling swimming window shopping *Also, in British English: go angling. □ Exercise 16. Let’s talk. (Chart 14 4) Discuss the 1. 2. 3. 4. □ f)j Which Which Which Which activities listed in Chart 14-4. Work in pairs, ones ones ones ones have you done? When? Briefly describe do you like to do? do you never want to do? have you not done but would like to do? in small groups,or as a class. your experiences. Exercise 17. Listening. (Chart 14-4) Listen to the story with your book closed. Then open your book and listen again. Complete the sentences with a form of g o and any verb that makes sense. Track 14 1. The first thing Saturday morning, Ron went canoeing____________ 2. He brought a fishing rod so he could _____________________________ . 3. He saw some friends on a sailboat but didn’t _____________________________ with them. 4. He _____________________________ instead. 5. After lunch, h e ______________________________ 6. He finished the day b y _____________________________ with some o f his friends. G e ru n d s a n d In fin itiv e s , P a rt 1 309 □ Exercise 18. Let’s talk. (Chart 14-4) Make a sentence that is true for you using the words in parentheses. Then ask a classmate, “How about you?” Example: I (enjoy, don’t enjoy) \go \ shop \for clothes S p e a k e r A: I don’t enjoy going shopping for clothes. How about you? S p e a k e r B: No, I don’t enjoy it either, o r Actually, I enjoy it. 1. I (go, never go) \ dance \ on weekends 2. I (like to go, don’t like to go) \bowl 3. I (sometimes postpone, never postpone) \do \ my homework 4. I (really appreciate, don’t appreciate) \get \ emails from 5. I (am considering, am not considering) \look \for a 6. I (enjoy, don’t enjoy) \play \ card games 7. I (used to go, never ivent) \fish \ as a child 8. I (go, never go) \jog \ for exercise □ advertisers new place to live Exercise 19. Warm-up. (Chart 14-5) Read the story. Look at the phrases in blue. Underline the verb that follows each phrase. What form do these verbs take? Ms. Jones, the teacher, is new and inexperienced. She speaks very quickly, so students have a hard time following her. Because they have difficulty understanding her, they spend a lot of class time asking questions. In response, Ms. Jones gives long, wordy explanations and wastes a lot of class time trying to make herself understood. The students sit at their desks looking confused, and Ms. Jones stands in front of the class feeling frustrated. 1 4 - 5 (a) (b) Special Expressions Followed by -ing W e h a d fun W e h a d a g o o d tim e j |> p la y in g volleyball. 1h a d tro u b le 1h a d d iffic u lty • fin d in g his house. 1h a d a h a rd tim e 1h a d a d iffic u lt tim e J -in g forms follow certain special expressions: have fu n /a g o o d tim e + -in g have tro u b le /d iffic u lty + -in g have a h a rd tim e /d iffic u lt tim e + -in g (c) Sam sp e n d s m ost o f his time s tu d yin g . s p e n d + expression o f time o r m oney + -in g (d) 1 w aste a lot o f time w a tc h in g TV. w aste + expression o f time or m oney + -in g (e) She s a t a t her desk w ritin g a letter. s it + expression o f place + -in g (f) 1 s to o d there w o n d e rin g what to do next. s ta n d + expression o f place + -in g (g) He is ly in g in bed re a d in g a novel. lie + expression o f place + -in g (h) W hen 1walked into my office, 1 fo u n d George u s in g my telephone. fin d + (pro)noun + -in g (i) W hen 1walked into my office, c a u g h t a thief lo o k in g through my desk drawers. 310 1 CHAPTER 14 c a tc h + (pro)noun + -in g In (h) and (i): Both fin d and ca tc h mean “discover.” C a tch often expresses anger or displeasure. □ Exercise 20. Looking at grammar. (Chart 14-5) Complete the sentences with appropriate -in g verbs. 1. We had a lot o f fun playing________ games at the picnic. 2. I have trouble ___________________ Mrs. Maxwell when she speaks. She talks too fast. 3. I spent five hours ___________________ my homework last night. 4. Olga is standing at the corner ___________________ for the bus. 5. Ricardo is sitting in class ___________________ notes. 6. It was a beautiful spring day. Dorothy was lying under a tree ___________________ to the birds sing. 7. We wasted our money ___________________ to that movie. It was very boring. 8. Ted is an indecisive person. He has a hard time ___________________ up his mind about anything. 9. I wondered what the children were doing while I was gone. When I got home, I found them ___________________ TV. 10. When Mr. Chan walked into the kitchen, he caught the ch ild ren ____________________ some candy even though he’d told them not to spoil their dinners. □ Exercise 21. Let’s talk: pairwork. (Chart 14-5) Work with a partner. Complete a sentence about yourself using an - in g verb. Ask your partner, “How about you?” Exam ple: Sometimes I have trouble . . . . S peaker A: Sometimes I have trouble understanding spoken English. How about you? S peaker B: Yeah. Me too. I have a lot of trouble understanding people in T V shows especially. 1. 2. 3. 4. 5. Every week I spend at least an hour . . . . In my free time, I have fun . . . . Sometimes I sit in class . . . . Sometimes I waste money . . . . If you come to my home at midnight, you will find me . . . . Change roles. 6. I think it’s fun to spend all day . . . . 7. Sometimes I have trouble . . . . 8. You will never catch me . . . . 9. I am i am not a decisive person. I have a hard/easy time . . . . 10. When I ’m on a picnic, I always have a good time . . . . Gerunds and Infinitives, Part 1 311 Exercise 2 2 . Listening. (Chart 14-5) /TJj Listen to the sentences. Com plete the sentences, orally or in writing, using -in g verbs. Li tSTis E xamPle: You will hear: I play soccer every day. I love it! You will write (or say): T h e speaker has fun playing s o c c e r ____________ 1. The speaker has trouble ______________________________________________________________ 2. The speaker caught his son ___________________________________________________________ 3. The speaker stands at the kitchen counter in the mornings _____________________________ 4. The speaker has a hard time __________________________________________________________ 5. The speaker wasted two hours ________________________________________________________ 6. The speaker had a good time _________________________________________________________ 7. The speaker found Tom ______________________________________________________________ 8. The speaker spent an hour ___________________________________________________________ □ Exercise 23. Let’s talk: interview. (Chart 14-5) Make questions with the given words. Interview two people for each item. Share some of the answers with the class. 1. 2. 3. 4. 5. 6. □ What \you \ have difficulty \remember? What \you \ have a hard time \ learn? What \you \ have a good time \ play? What English sounds \you \have a hard time \pronounce? What \ people \waste money \ do? What \ people \waste time \ do? Exercise 24. Warm-up. (Chart 14-6) Check ( / ) all the correct sentences. 1. 2. a. We hope visiting them soon. b. We hope to visit them soon. c. We hope you to visit them soon. a. We told you to call us. b. We told to call us. c. We told calling us. 3. a. 312 I invited to go to the party. b. I invited Ella to go to the party. c. Ella was invited to go to the party. CHAPTER 14 Common Verbs Followed by Infinitives 1 4 - 6 Verb + Infinitive (a) 1h o p e (b) He p ro m is e d to be here by ten. An infinitive = to + the sim ple form o f a verb (to see, to to see you again soon. be, to go, etc.). Som e verbs are followed immediately by an infinitive, as in (a) and (b). (c) He p ro m is e d n o t to be late. Negative form: n o t precedes the infinitive, as in (c). C o m m o n v e rb s fo llo w e d by infin itiv e s hope to (do something) promise to seem to expect to plan to agree to appear to would like to intend to* offer to pretend to want to decide to refuse to ask to need to Verb + Object + Infinitive (d) Mr. Lee to ld m e to be here at ten o’clock. Som e verbs are followed by a (pro)noun object and then an infinitive, as in (d) and (e). (e) T he police o rd e re d the d riv e r to stop. (f) 1w as These verbs are followed imm ediately by an infinitive when they are used in the passive, as in (f) and (g). to ld to be here at ten o’clock. (g) T he driver w as o rd e re d to stop. C o m m o n v e rb s fo llo w e d by (p ro )n o u n s and infinitives tell som eone to invite someone to require som eone to expect som eone to advise som eone to * * permit som eone to order som eone to would like som eone to encourage som eone to allow som eone to force som eone to want som eone to remind som eone to warn som eone to ask som eone to need som eone to Verb + Infinitive/Verb + Object (h) 1 e x p e c t to p a s s the test. ( i) 1 e x p e c t M a ry to p a s s the test. + Infinitive Som e verbs have two patterns: • verb + infinitive , as in (h) • verb + object + infinitive, as in (i) com pare : In (h): 1 think 1 will pass the test. In (i): 1 think M ary will pass the test. C o m m o n v e rb s fo llo w e d by in fin itiv e s or by o bjects and then in fin itiv e s ask to / ask som eone to want to / want som eone to expect to / expect som eone to would like to / would like som eone to need to / need som eone to * I n te n d is usually followed by an infinitive (I in te n d to g o to the meeting.) but sometimes may be followed by a gerund (I in te n d g o in g to the meeting.) with no change in meaning. ** A gerund is used after a d v is e (active) if there is no noun or pronoun object. C o m pa re: (1) He advised buying a Fiat. (2) He advised me to buy a Fiat. I zvas advised to buy a Fiat. Gerunds and Infinitives, Part 1 313 Exercise 25. Looking at grammar. (Chart 14-6) Complete the sentences with to le a v e or m e to le a v e . In some cases, both completions are possible. 1. He told m e to leave t o leave________ 11. She hoped __ t o leave / m e t o leave 12. He permitted 2. He decided 3. He asked 10. He promised 4. He offered _____________________ 13. She expected 5. She wanted _____________________ 14. He forced ___ 6. He agreed ______________________ 15. She allowed She would like 16. He reminded . He warned ___ 17. She planned _ She refused __ 18. He pretended Exercise 26. Looking at grammar. (Chart 14-6) Report what was said by using the verbs in the list to introduce an infinitive phrase. advise allow ask encourage expect force order permit remind require tell warn 1. The professor said to Alan, “You may leave early.” —> The professor allowed A lan to leave early. OR -4 Alan was alloived to leave early. 2. Roberto said to me, “D on’t forget to take your book back to the library.” 3. Mr. Chang thinks I have a good voice, so he said to me, “You should take singing lessons.” 4. Mrs. Alvarez was very stern and a little angry. She shook her finger at the children and said to them, “D on’t play with matches!” 5. I am very relieved because the Dean of Admissions said to me, “You may register for school late.” 6. The law says, “Every driver must have a valid driver’s license.” 7. My friend said to me, “You should get some automobile insurance.” 8. The robber had a gun. He said to me, “Give me all of your money.” 9. My boss said to me, “Come to the meeting ten minutes early.” CHAPTER 14 □ Exercise 27. Let’s talk. (Chart 14-6) Work in small groups. Speaker A forms the question, and Speaker B gives the answer. Speaker C changes the sentence to passive (the fry-phrase can be omitted). Example: What \someone \remind \you \do \ recently? S p e a k e r A: What did someone remind you to do recently, Mario? S p e a k e r B: My roommate reminded me to recharge my cell phone. S p e a k e r C: Mario was reminded to recharge his cell phone. 1. What \ a family member \remind \you \do \recently? 2. Where \ a friend \ ask \you \ go \recently? 3. What \ the government \require \people \do? 4. What \ doctors \ advise \patients \ do? 5. What \teachers \ expect \students \ do? 6. What \ our teacher \ tell \you \do \recently? 7. What \ the laws \not permit \you \ do? 8. Where \parents \warn \ their kids \not \go? 9. What \ our teacher \encourage \us \do to practice our English? Exercise 28. Looking at grammar. (Charts 14-3 and 14-6) Complete each sentence with a gerund or an infinitive. 1. We’re going out for dinner. Would you like _____to join________ us? 2. Jack avoided looking a t _____ me. 3. I was broke, so Jenny offered ___________________ me a little money. 4. Would you mind ________________________the door for me? 5. Even though I asked the people in front of me at the movie ___________________ quiet, they k e p t ____________________ 6. Lucy pretended ________the answer to my question. 7. T h e teacher seems ___________________ in a good mood today, don’t you think? 8. I don’t mind ___________________ alone. 9. Mrs. Jackson warned her young son not ___________________ the hot stove. 10. Residents are not allowed ____________ pets in my apartment building. 11. All applicants are required ___________ an entrance examination. Gerunds and Infinitives, Part 1 315 12. My boss expects me ___________________ the work ASAP.* 13. Joan and David were considering___________________ married in June, but they finally decided ___________________ until August. 14. Jack advised me ___________________ a new apartment. 15. I was advised ___________________ a new apartment. 16. Jack advised ___________________ a new apartment. 17. Jack suggested ________________________________________ a new apartment. 18. When we were in New York, we had a really good time ___________________ in Central Park on sunny days. 19. This is my first term at this school. I haven’t really had any problems, but sometimes I have trouble ___________________ the lectures. Some professors speak too fast. 20. Ms. Gray is a commuter. Every workday, she spends almost two hours ___________________ to and from work. Exercise 29. Warm-up. (Chart 14-7) Which pairs (a. and b.) have basically the same meaning? Which pairs have different meanings? 1. a. It began to snow. b. It began snowing. 4. 2. a. I remembered to call my parents. b. I remembered calling my parents. 5. a. I stopped to talk to my friend. b. I stopped talking to my friend. 3. a. We love to listen to music. b. We love listening to music. *A SA P = as soon as possible. ) CHAPTER 14 a. He forgot to buy a gift. b. He forgot buying a gift. 1 4 - 7 Common Verbs Followed by Either Infinitives or Gerunds Som e verbs can be followed by either an infinitive or a gerund, som etimes with no difference in m eaning, as in Group A below, and som etim es with a difference in meaning, as in Group B below. G ro u p A : V erb + In fin itiv e o r G e ru n d , w ith No D iffe re n c e in M ea n in g begin start continue like love prefer* hate can't stand can’t bear / / ( a ) It bega n to rain. It bega n ra in in g . ( b ) 1 s ta rte d to w ork. 1 s ta rte d w o rking . (c ) It was b e g in n in g to rain. G ro u p B : V erb rem em ber forget In (a): T here is no difference between be ga n to ra in and be ga n ra in in g . If the main verb is progressive, an infinitive (not a gerund) is usually used, as in (c). + In fin itiv e regret try T he verbs in Group A may be followed by either an infinitive or a gerund with little or no difference in meaning. o r G e ru n d , w ith a D iffe re n c e in M ea n in g stop T he verbs in Group B may be followed by either an infinitive or a gerund, but the meaning is different. (d ) Judy always re m e m b e rs to lo c k the door. (e ) Sam often fo rg e ts to lo c k the door. + F o rg e t infinitive = forget to perform a responsibility, duty, or task, as in (e). (f ) 1 re m e m b e r s e e in g the Alps for the first time. T h e sight was impressive. (g ) i ’ll n e ve r fo rg e t se e in g the Alps for the first time. + R e m em be r ge run d = rem em ber (recall) something that happened in the past, as in (f). F o rg e t +gerund = forget something that happened in the past, as in (g ).** (h ) 1 re g re t to te ll you that you failed the test. (i ) 1 re g re t le n d in g him som e money. + R e m em be r infinitive = rem em ber to perform responsibility, duty, or task, as in (d). He never paid me back. (j ) I ’m try in g to le a rn English. (k ) The room was hot. 1 trie d o p e n in g the window, but that didn’t help. So 1trie d tu rn in g on the fan, but 1 was still hot. Finally, 1turned on the + R e g re t infinitive = regret to say, to tell som eone, to inform som eone of some bad news, as in (h). R e g re t +gerund = regret something that happened in the past, as in (i). Try + infinitive = make an effort, as in (j). Try + gerund = experim ent with a new or different approach to see if it works, as in (k). air conditioner. ( 1) The students s to p p e d ta lk in g when the professor entered the room. T he room becam e quiet. (m) W hen Ann saw her professor in the hallway, she s to p p e d (in order) to ta lk to him. S to p + gerund = stop an activity. S to p can also be followed imm ediately by an infinitive of purpose, as in (m): Ann stopped walking in order to talk to her professor. (S ee Chart 15-1 , p. 331.) *N otice the patterns with p re fe r: p r e fe r + gerund: I p r e fe r s ta y in g home to g o in g to the concert. p r e fe r + infinitive: I ’d p r e fe r to s ta y home (rather) th a n (to) go to the concert. **F o rg e t followed by a gerund usually occurs in a negative sentence or in a question: e.g., I ’ll never forget, I can’t forget, H ave you ever forgotten, and Can you ever forget are often followed by a gerund phrase. Gerunds and Infinitives, Part 1 317 □ Exercise 30. Looking at grammar. (Chart 14-7) Complete each sentence with the correct form of the verb in parentheses. 1. I always remember (turn) to turn_______ off all the lights before I leave my house. 2. I remember (play) ___________________ with dolls when I was a child. 3. What do you remember (do) ____________________________ when you were a child? 4. What do you remember (do) ________________ before you leave for class every day? 5. What did you forget (do) __________________ before you left for class this morning? 6. I won’t ever forget (watch) ___________________ our team score the winning goal in the last seconds of the championship game. 7. D on’t forget (do) __________________ your homework tonight. 8. Please stop (bite) __________________ your fingernails. 9. I stopped (get) ___________________ gas yesterday and was shocked at the high price. 10. □ I stopped (drive) ___________________so much because o f the high price of gas. Exercise 31. Listening. (Chart 14-7) Listen to each sentence and choose the sentence (a. or b.) with the same meaning. Cck D216 Tra 1. a. Joan thought about her phone call with her husband. b. Joan didn t forget to call her husband. 2. a. Rita was thinking about the times she went to the farmers’ market with her grandmother. b. Rita didn’t forget to go to the farmers’ market with her grandmother. 3. a. Roger got a cigarette and began to smoke, b. Roger quit smoking. 4. a. Mr. and Mrs. Olson finished eating. b. Mr. and Mrs. Olson got something to eat before the movie. 5. a. The speaker is sorry about something he did. b. The speaker is delivering some bad news. □ Exercise 32. Looking at grammar. (Charts 14 3 -> 14-7) Complete each sentence with the correct form of the verb in parentheses. 1. Maria loves (swim) swimming / t o swim______ in the ocean. 2. After a brief interruption, the professor continued (lectu re)_________________________ 3. I hate (see) ________________________ any living being suffer. I can’t bear (watch) ________________________ news reports o f children who are starving. I can’t stand (read) ________________________ about animals that have been cruelly abused by people. 318 CHAPTER 14 4. I ’m afraid of flying. When a plane begins (move) ________________________ down the runway, my heart starts (race) _______________________ . Uh-oh! T h e plane is beginning (move*) _______________________ , and my heart is starting (race) _______________________ 5. When I travel, I prefer (drive) _______________________ to (take) ________________________ a plane. 6. I prefer (drive) ________________________ rather than (take) ____________________________ a plane. 7. I regret (inform) ________________________ you that your loan application has not been approved. 8. I regret (listen, not) ________________________ to my father’s advice. He was right. 9. When a student asks a question, the teacher always tries (explain) _______________________ the problem as clearly as possible. 10. I tried everything, but the baby still wouldn’t stop ( c r y ) __________________________ *If possible, native speakers usually prefer to use an infinitive following a progressive verb instead of using two - in g verbs in a row. Usual: The baby is starting to w a lk , (instead of walking) If the main verb is not progressive, either form is used: Babies s ta r t to w a lk around one. OR Babies s ta r t w a lk in g around one. Gerunds and Infinitives, Part 1 319 Li Exercise 33. Let’s talk. (Charts 14-3 -> 14-7) Speaker A gives the cues. Speaker B makes sentences from the verb combinations. Any name, verb tense, or modal can be used. Work in pairs or small groups. Examples: S p e a k e r A (book open)-, lik e \ go S p e a k e r B ( book closed): I like to go ( o r going)to the park. S p e a k e r A (book open)-, a sk \ o p e n S p e a k e r B ( book closed): Kostas asked me to open thewindow. Change roles. 1. 2. 3. 4. 5. advise \ go offer \ lend start \ laugh remind \ take be allowed \have Change roles. 6. postpone \go 7. look forward to \ see 8. forget \bring 9. remember \go 10. suggest \go □ 11. 12. 13. 14. 15. continue \walk finish \ do encourage\ go can’t stand \ have to wait regret \take Change roles. 16. 17. 18. 19. 20. decide \ ask \ come stop \walk consider \not go keep \put off \ do intend \finish Exercise 34. Let’s talk: interview. (Charts 14-3 ^ 14-7) Make true sentences about yourself using the words in parentheses. Ask other students about themselves using the given question word. Share some of the answers with the class. Example: (like \go \ on weekends) Where? —> I like to go to Central Park on iveekends. How about you? Where do you like to go on weekends? 1. 2. 3. 4. 5. 6. □ (enjoy \ listen to) What? (be interested in \ learn) What? (be used to \ have \ for breakfast) What? (prefer \ go to bed) What time? (can’t stand \watch) What? (decide \study English) Why? Exercise 35. Looking at grammar. (Charts 14-3 14-7) Complete each sentence with an appropriate form of the verb in parentheses. 1. Mary reminded me ( be, not) n ot t o be ______late for the meeting. 2. I ’ve volunteered (help) ___________________ at the local school during my time off and (paint) ___________________ the lunchroom. 3. We discussed (quit) ___________________ our jobs and (open) ____________________ our own business. 320 CHAPTER 14 4. I ’m getting tired. I need {take) ___________________ a break. 5. Sometimes students avoid (look) __________at the teacher if they don’t want (answer) ____________________ a question. 6. M ost children prefer (watch) ___________________ television to (listen) ___________________ to the radio. 7. The taxi driver refused (take) ___________________ a check. He wanted the passenger (pay) ___________________ cash. 8. The travel agent advised us (wait, not) ___________________ until August (make) ___________________ a reservation. Keep (t a lk ) _________________ I ’m listening to you. Linda offered (water) ____ my plants while I was out o f town. Igor suggested (go) _______________________ (ski) ____________________ in the mountains this weekend. How does that sound to you? T h e doctor ordered Mr. Gray (smoke, n o t ) ________________________ D on’t tell me his secret. I prefer (know, n o t ) ________________________ Toshi was allowed (renew) ___________________ his student visa. D on’t forget (tell) .___________________ Jane (call) ____________________ me about (go) __ ____________________ (swim) ___________________ tomorrow. 16. Sally reminded me ( a s k ) ___________________ you (tell) ____________________ Bob ( remember) _______________________ (bring) _____________________ his soccer ball to the picnic. 17. Recently, Jo has been spending most of her time (do) ________________ _ _ _ _ research for a book on pioneer women. 18. The little boy had a lot of trouble (convince) _________________________ anyone he had seen a mermaid. Gerunds and Infinitives, Part 1 321 Li Exercise 36. Warm-up. (Chart 14-8) All of the sentences are correct. What differences do you notice in their grammatical structure? Do you agree or disagree with the statements? Why or why not? 1. Speaking a second language without an accent is nearly impossible for adult language learners. 2. To speak a second language widiout an accent is nearly impossible for adult language learners. 3. It is nearly impossible for adult language learners to speak a second language without an accent. 1 4 - 8 It (a) + Infinitive; Gerunds and Infinitives as Subjects It is difficult to learn a second language. Often an infinitive phrase is used with it as the subject of a sentence. T h e word i t refers to and has the sam e meaning as the infinitive phrase at the end of the sentence. In (a): It means “to learn a second language.” (b) Learning a second language is difficult. A gerund phrase is frequently used as the subject of a sentence, as in (b). (c) To learn a second language is difficult. An infinitive can also be used as the subject of a sentence, as in (c), but far more commonly an infinitive phrase is used with it, as in (a). (d) It is easy for young children to learn a second language. T he phrase fo r ( s o m e o n e ) may be used to specify exactly who the speaker is talking about, as in (d). Learning a second language is easy for young children. To learn a second language is easy for young children. □ Exercise 37. Looking at grammar. (Chart 14-8) Make sentences beginning with it. Use a form of the given word followed by an infinitive phrase for each sentence. 1. be dangerous —> I t ’s dangerous to ride a motorcycle without wearing a helmet. 2. be important 3. not be easy 4. be silly 5. must be interesting 6. be always a pleasure 7. be smart 8. not cost much money 9. be necessary 10. take time 322 CHAPTER 14 □ Exercise 38. Looking at grammar. (Chart 14-8) Add f o r (s o m e o n e ) and any other words to give a more specific and accurate meaning to each sentence. 1. It isn’t possible to be on time. —> It isn’t possible for me to be on time fo r class i f the bus drivers are on strike and I have to walk to class in a rainstorm. 2. It’s easy to speak Spanish. 3. It’s important to learn English. 4. It is essential to get a visa. 5. It’s important to take advanced math courses. 6. It’s difficult to communicate. 7. It was impossible to come to class. 8. It is a good idea to study gerunds and infinitives. □ Exercise 39. Let’s talk: pairwork. (Chart 14 8) Work with a partner. Speaker A gives the cue. Speaker B completes the sentence with an infinitive phrase. Speaker A restates the sentence using a gerund phrase as the subject. Example: Spea ker Spea ker S pea ker 1. 2. 3. 4. □ A (book open): It’s fun . . . B (book closed): . . . to ride a horse. A (book open)-. Riding a horse is fun. It’s dangerous . . . It’s easy . . . It’s impolite . . . It is important . . . Change roles. 5. It is wrong . . . 6. It takes a lot of time . . . 7. It’s a good idea . . . 8. Is it difficult . . . ? Exercise 40. Let’s talk: interview. (Chart 14-8) Interview two different students for each item. Ask the students to answer each question using a gerund phrase as the subject. 1. What is easy for you? 2. What is hard for you? 3. What is or isn’t interesting for you? 4. What has been a good experience for you? 5. What sounds like fun to you? 6. What is considered impolite in your country? 7. What is a complicated process? 8. What demands patience and a sense of humor? Gerunds and Infinitives, Part 1 323 1 4 - 9 Reference List of Verbs Followed by Gerunds Verbs with a bullet (•) can also be followed by infinitives. S ee Chart 14-10. 324 1. admit He adm itted stealing the money. 2. advise* She advised waiting until tomorrow. 3. anticipate I anticipate having a good time on vacation. 4. appreciate I appreciated hearing from them. 5. avoid He avoided answering my question. 6. can’t b ear* I can't bear waiting in long lines. 7. begin* It began raining. 8. complete I finally com pleted writing my term paper. 9. consider I w ill consider going with you. 10. continue* He continued speaking. 11. delay He delayed leaving for school. 12. deny She denied com m itting the crime. 13. discuss They discussed opening a new business. 14. dislike I dislike driving long distances. 15. enjoy W e enjoyed visiting them. 16. finish She finished studying about ten. 17. forget* I 'II never forget visiting Napoleon’s tomb. 18. hate* I hate m aking silly mistakes. 19. can’t help I c a n ’t help worrying about it. 20. keep I keep hoping he will come. 21. like* I like going to movies. 22. love* I love going to operas. 23. mention She m entioned going to a movie. 24. mind W ould you m ind helping m e with this? 25. miss I m iss being with my family. 26. postpone Let's postpone leaving until tomorrow. 27. practice T he athlete practiced throwing the ball. 28. prefer* Ann prefers walking to driving to work. 29. quit H e quit trying to solve the problem. 30. recall I don't recall m eeting him before. 31. recollect I don't recollect m eeting him before. 32. recommend She recom m ended seeing the show. 33. regret* I regret telling him my secret. 34. rem em ber* I can rem em ber m eeting him when I was a child. 35. resent I resent her interfering in my business. 36. resist I cou ld n’t resist eating the dessert. 37. risk She risks losing all of her money. 38. can’t stand* I can't stand waiting in long lines. 39. start* It started raining. 40. stop She stopped going to classes when she got sick. 41. suggest She suggested going to a movie. 42. tolerate She w on’t tolerate cheating during an examination. 43. try* I tried changing the light bulb, but the lamp still didn't work. 44. understand I d on’t understand his leaving school. CHAPTER 14 1 4 - 1 0 Reference List of Verbs Followed by Infinitives Verbs with a bullet (• i can also be followed by gerunds. S ee Chart 14-9. Verbs Followed Immediately by an Infinitive I like to go to the movies. 1. afford I can't afford lo buy it. 24. like* 2. agree They agreed to help us. 25. love* I love to go to operas. 3. appear She appears to be tired. 26. manage 4. arrange I 'II arrange to m eet you at the airport. She m anaged to finish her work early. 27. mean I did n ’t m ean to hurt your feelings. 5. ask He asked to come with us. 28. need I need to have your opinion. 6. can’t bear* I can’t bear to wait in long lines. 29. offer They offered to help us. 7. beg H e begged to come with us. 30. plan I 'm planning to have a party. 8. begin* It began to rain. 31. prefer* Ann prefers to walk to work. 9. care I don't care to see that show. 32. prepare W e prepared to welcome them. 10. claim She claim s to know a famous movie star. 33. pretend H e pretends not to understand. 34. promise I prom ise not to be late. 35. refuse I refuse to believe his story. I regret to tell you that you failed. 11. consent She finally consented to m arry him. 12. continue* He continued to speak. 36. regret* 13. decide I have decided to leave on Monday. 37. rem em ber* I rem em bered to lock the door. 14. dem and I dem and to know who is responsible. 38. seem That cat seem s to be friendly. 39. can’t stand* I c a n ’t stand to wait in long lines. 15. deserve She deserves to win the prize. 40. start* It started to rain. 16. expect I expect to enter graduate school in the fall. 41. struggle I struggled to stay awake. 42. swear She swore to tell the truth. She failed to return the book to the library on time. 43. talk He tends to talk too much. 44. threaten She threatened to tell my parents. 45. try* I m trying to learn English. 46. volunteer He volunteered to help us. 47. wait I II wait to hear from you. 48. want I want to tell you something. 49. wish She wishes to com e with us. 17. fail 18. forget* I forgot to m ail the letter. 19. h ate* I hate to make silly mistakes. 20. hesitate 21. hope D o n ’t hesitate to ask for my help. Jack hopes to arrive next week. H e intends to be a firefighter. H e learned to play the piano. 22. intend 23. learn Verbs Followed by a (Pro)noun + an Infinitive 50. advise* She advised m e to wait until tomorrow. 64. invite Harry invited the Johnsons to com e to his party. 51. allow She allow ed me to use her car. 65. need 52. ask I asked John to help us. W e needed Chris to help us figure out the solution. 53. beg T hey begged us to come. 66. order T he judge ordered m e to pa y a fine. 54. cause Her laziness caused her to fail. 67. permit 55. challenge She challenged me to race her to the corner. He perm itted the children to stay up late. 68. persuade I persuaded him to com e for a visit. 56. convince I couldn’t convince him to accept our help. 69. remind She rem inded m e to lock the door. 70. require 57. dare H e dared me to do better than he had done. Our teacher requires us to be on time. 71. teach My brother taught me to swim. 58. encourage He encouraged me to try again. 72. tell 59. expect I expect you to be on time. T he doctor told m e to take these pills. 60. forbid I forbid you to tell him. 73. urge I urged her to apply for the job. 61. force T hey forced him to tell the truth. 74. want I want you to be happy. 62. hire She hired a boy to mow the lawn. 75. warn I warned you not to drive too fast. 63. instruct H e instructed them to be careful. Gerunds and Infinitives, Part 1 325 □ Exercise 41. Let’s talk: pairwork. (Charts 14-9 and 14-10) Work with a partner. Partner A gives the cue. Partner B completes the sentence with d o in g it or to d o it. Check Charts 14-9 and 14-10 for the correct verb form if necessary. Example: I promise P a r t n e r A (book open): I promise . . . P a r t n e r B (book closed): . . . to do it. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. We plan . . . I can’t afford . . . She didn’t allow me . . . I don’t care . . . Please remind me . . . I am considering . . . Our director postponed . . . He persuaded me . . . I don’t mind . . . Everyone avoided . . . Change roles. 11. I refused . . . 12. I hope . . . 13. She convinced me . . . 14. He mentioned . . . 15. I e x p e ct. . . 16. I encouraged him . . . 17. I warned him not . . . 18. We prepared . . . 19. I don’t recall . . . 20. We decided . . . Change roles. 21. He resented . . . 22. When will you finish . . . ? 23. Did you practice . . . 24. She agreed . . . 25. They consented . . . □ 26. 27. 28. 29. 30. Stop . . . I didn’t force him . . . I couldn’t resist . . . Somehow, the cat manag Did the little boy ad m it. Change roles. 31. He denied . . . 32. I didn’t mean . . . 33. She swore . . . 34. I volunteered . . . 35. He suggested . . . 36. He advised me . . . 37. He struggled . . . 38. I don’t want to risk . . . 39. Do you recommend 40. I miss . . . Change roles. 41. I can’t imagine . . . 42. She threatened . . . 43. He seems to dislike . . . 44. The children begged . . . 45. She challenged me . . . 46. Did he deny . . . ? 47. She taught me . . . 48. Do you anticipate . . . ? 49. I don’t recollect . . . 50. Pll arrange . . . Exercise 42. Game. (Charts 14-9 and 14-10) Divide into teams. Your teacher will begin a sentence by using any of the verbs in Charts 14-9 and 14-10. Complete the sentence with to d o it or d o in g it, or with your own words. Each correct completion scores one point. Example: I reminded Mario . . . S t u d e n t A: . . . to do it. o r . . . to be on time. T ea ch er: Yes. One point! T 326 ea ch er : CHAPTER 14 li Exercise 43. Looking at grammar. (Charts 14-9 ana 14-10) Choose the correct form of the verbs in italics. In some sentences, both verbs are correct. 1. Hassan volunteered bringing / to bring some food to the reception. 2. The students practiced pronouncing / to pronounce the “th” sound in the phrase “these thirty-three dirty trees.” 3. In the fairy tale, the wolf threatened eating I to eat a girl named Little Red Riding Hood. 4. The movers struggled lifting / to lift the piano up the stairs. 5. Anita demanded knowing I to know why she had been fired. 6. My skin can’t tolerate being / to be in the sun all day. I get sunburned easily. 7. Mr. Kwan broke the antique vase. I ’m sure he didn’t mean 8. Fred Washington claims doing I to do it. being I to be a descendant o f George Washington. 9. Linda failed passing / to pass the entrance exam. 10. I hate getting / to get towork late. 11. I can’t bear seeing / toseeanimals suffer. 12. Ming Wan just started a new business. He risks losing I to lose everything if it doesn’t succeed. □ Exercise 44. Looking at grammar. (Charts 14 9 and 14 - 10) Complete each sentence with an appropriate form of the verb in parentheses. 1. How did you manage (fin d ) _____to find________ out about the surprise party? 2. I think Sam deserves (have) _______________________________another chance. 3. Olga finally admitted (be) _____________________ responsible for the problem. 4. Mrs. Freeman can’t help (zuorry) ___________________ about her children. 5. Children, I forbid you (play) ___________________in the street.There’s too much traffic. 6. Lori suggested (leave) __________________ around six. Is that too early for you? 7. I urged Omar (return)__________________to school and (finish) ___________________ his education. 8. Oscar keeps (hope) ___________________ and (pray) ____________________ that things will get better. 9. Nadia keeps (promise) ___________________ (visit) ___________________ us, but she never does. 10. My little cousin is a blabbermouth! He can’t resist (tell) ____________________ everyone my secrets! Gerunds and Infinitives, Part 1 327 11. I finally managed ( persuade) _ school and (finish) __________ 12. Margaret challenged me (race) ________ Yoko (stay) __________ in her degree. __________ her across the pool. Exercise 45. Let’s talk. (Chapter 14) Work in groups of three to five. Choose one of the story beginnings or make up your own. Each group member continues the story by adding a sentence or two. At least one of the sentences should contain words from the list on page 329, plus a gerund or infinitive phrase (but it is okay to continue the story without using a gerund or infinitive if it works out that way). As a group, use as many of the words in the list as you can. Example: Yoko had a bad night last night. First, when she got home, she discovered that . . . S p e a k e r A: . . . her door was unlocked. She didn’t recall leaving her door unlocked. She always rem em bers to lock her door and in fact specifically rem em bered locking it that morning. So she became afraid that someone had broken into her apartment. S p e a k e r B: She thought about going inside, but then decided it would be better not to go into her apartment alone. What if there was a burglar inside? S p e a k e r C: Instead o f going into her apartment alone, Yoko walked to her next-door neighbor’s door and knocked. S p e a k e r D: Her neighbor answered the door. He could see that something was the matter. “Are you all right?” he asked her. Etc. Story beginnings: 1. ( _____) is having trouble with (her/his) roommate, whose name is ( _____ ). (Her/His) roommate keeps many pets even though the lease they signed forbids residents to keep animals in their apartments. Yesterday, one of these pets, a/an . . . . 2. It was a dark and stormy night. ( _____) was all alone at home. Suddenly . . . . CHAPTER 14 3. Not long ago, ( _____) and ( _____ ) were walking home together after dark. They heard a strange whooshing sound. When they looked up in the night sky, they saw a huge hovering aircraft. It glowed! It was round and green! ( _____) was frightened and curious at the same time. (She/He) wanted to . . . , b u t . . . . 4. Once upon a time, ( _____) lived in a faraway village in a remote mountainous region. All of the villagers were terrified because of the dragon that lived nearby. At least once a week, the dragon would descend on the village and . . . . 5. ( _____) had a bad day yesterday. First of all, when (she/he) got up in the morning, (she/he) discovered that . . . . List o f words and phrases to use in your story: Prepositional expressions followed by gerunds Verbs followed by gerunds or infinitives an infinitive or a gerund subject It + be accused of admit mind be a bad experience be accustomed to advise need be a bad idea in addition to afford offer be better be afraid of agree permit be clever apologize (to som eone) for ask persuade be dangerous believe in avoid plan be difficult blame (som eone) for beg postpone be easy be capable of begin prefer be essential be committed to consider prepare be foolish complain about continue pretend be a good experience dream of convince promise be a good idea be excited about decide quit be fun forgive (someone) for demand recall be hard be guilty of deny refuse be important instead of discuss regret be impossible be interested in dislike remember be interesting look forward to encourage remind be necessary be opposed to enjoy risk be a pleasure prevent (someone) from expect seem be possible be scared of fail start be relaxing stop (som eone) from force stop take effort succeed in forget struggle take energy take advantage of hesitate suggest take money be terrified of hope threaten take patience thank (som eone) for invite wait take time think of learn want be tired of like warn be worried about manage Gerunds and Infinitives, Part 1 329 Exercise 46. Check your knowledge. (Chapter 14) Correct the errors. 1. I don’t mind to have a roommate. 2. Most students want return home as soon as possible. 3. Learning about another country it is very interesting. 4. I tried very hard to don’t make any mistakes. 5. The task of find a person who could tutor me in English wasn’t difficult. 6. All of us needed to went to the ticket office before the game yesterday. 7. I ’m looking forward to go to swimming in the ocean. 8. Ski in the Alps it was a big thrill for me. 9. D on’t keep to be asking me the same questions over and over. 10. During a fire drill, everyone is required leaving the building. 11. I don’t enjoy to play card games. I prefer to spend my time for read or watch movies. 12. Is hard for me understand people who speak very fast. 13. When I entered the room, I found my young son stand on the kitchen table. 14. When I got home, Irene was lying in bed think about what a wonderful time she’d had. CHAPTER 14 Chapter 1 5 Gerunds and Infinitives, Part 2 □ Exercise 1. Warm-up. (Chart 15-1) Which sentences answer the question “Why”? 1. Joe went to the library to study last night. —> Why did Jo e go to the library last night? To study. 2. Lucy wants to leave now. —» (The sentence doesn’t ansiver the question “Why?”) 3. Eva opened the window to let in some fresh air. 4. Oscar came to this school in order to learn English. 5. Rick needs to call his mother. 6. Rick needs to call his mother to tell her the good news. 15-1 Infinitive of Purpose: In Order To In o rd e r to is used to express p u r p o s e . It answers the question “Why?" In o rd e r is often omitted, as in (b). (a) H e cam e here i n o r d e r t o s t u d y English. (b) He cam e here t o s t u d y English. (c) (d) (e) He cam e here fefstudym g- English. He cam e here -feHe-study- English. in c o r r e c t : He cam e here -for-stuefy English. To express purpose, use (in o rd e r) to, not for, with a verb .* in c o r r e c t : (f) 1 went to the store f o r some bread. (g) 1 went to the store t o b u y som e bread. F o r can be used to express purpose, but it is a preposition and is followed by a noun object, as in (f). in c o r r e c t : *Exception: T h e phrase be u s e d f o r expresses the typical or general purpose o f a thing. In this case, the preposition f o r is followed by a gerund: A sazu is u s e d f o r c u ttin g zuood. Also possible: A sazu is u s e d to c u t zvood. However, to talk about a particular thing and a particular situation, be u s e d + an infinitive is used: A chain sazu w a s u s e d to cut □ (n o t for cutting) dozen the old oak tree. Exercise 2. Looking at grammar. (Chart 15-1) Complete the sentences with to or f o r . Isabella spent a month in M iami. She went there . . . 1. to 2. for see her cousins. a vacation. 3. _________ business. 4. ______ meet with company executives. 331 u 5. discuss long-term plans for the company, 6. spend time with her parents, 7. a visit with childhood friends. Exercise 3. In your own words. (Chart 15-1) Complete the sentences with your own words. Express the purpose of the action. 1. I went to Chicago to 2. Ron went to Chicago for visit my grandparents._____________________________________ a m edical conference.__________________________________ 3. I went to the grocery store f o r ______________________________________________________ 4. Reisa went to the grocery store to ___________________________________________________ 5. I went to the doctor to _____________________________________________________________ 6. My son went to the doctor f o r ______________________________________________________ 7. I swim every day to ________________________________________________________________ 8. Kevin swims every day f o r __________________________________________________________ □ Exercise 4. Looking at grammar. (Chart 15-1) Add in o r d e r wherever possible. If nothing should be added, write 0 . 1. I went to the garden center in order to get some fertilizer for my flowers. 2. When the teacher asked him a question, Scott pretended 0 ________to understand what she was saying. 3. My roommate asked me ______________ to clean up the dishes after dinner. 4. Mustafa climbed onto a c h a ir ______________ to change a light bulb in the ceiling. 5. Rita has to work at two jobs ______________ to support herself and her three children. 6. I really want ______________ to learn Italian before I visit Venice next year. 7. I jog three times a week ______________ to stay healthy. 8. Karen finally went to the dentist ______________ to get some relief from her toothache. 9. It’s easier for me ______________ to understand written English than it is to understand spoken English. 10. Is it important _______________ to speak English without an accent as long as people understand what you’re saying? 332 CHAPTER 15 □ Exercise 5. Check your knowledge. (Chart 15-1) Correct the errors. to 1. I went to the library f o r study last night. 2. Helen borrowed my dictionary for to look up the spelling of occurred. 3. The teacher opened the window for letting some fresh air into the room. 4. I came to this school for learn English. 5. I traveled to Osaka for to visit my sister. □ Exercise 6. Let’s talk: interview. (Chart 15-1) Ask two classmates each question. Share some of their responses with the class. What are two reasons why some people . . . 1. go to Hawaii for vacation? 3. cheat on exams? 2. exercise? 4. meditate? □ 5. tell white lies?* 6. become actors? Exercise 7. Warm-up. (Chart 15-2) Look at the adjectives in blue. What do you notice about the words that come after them? about the words that come before them? 1. 2. 3. 4. Anya was sorry to hear that her favorite restaurant closed. Nate is certain to pass his test. Timmy was sad to learn his pet goldfish had died. I would be happy to help you. 1 5 - 2 Adjectives Followed by Infinitives (a) We were s o r r y to hear the bad news. ' (b) 1 was s u r p r is e d to see Ted at the meeting. Certain adjectives can be im mediately followed by infinitives, as in (a) and (b). In general, these adjectives describe a person (or persons), not a thing. Many of these adjectives describe a person’s feelings or attitudes. C o m m o n a d je c tiv e s fo llo w e d by infinitives glad to (do it) happy to pleased to delighted to content to relieved to lucky to fortunate to sorry to* sad to* upset to* disappointed to* embarrassed to proud to ashamed to ready to prepared to anxious to eager to willing to motivated to determined to careful to hesitant to reluctant to afraid to surprised to* am azed to * astonished to* shocked to * stunned to* certain to likely to unlikely to *T h e expressions with asterisks are usually followed by infinitive phrases with verbs such as see, learn, discover, fin d out, hear. *zuhite lies = lies that aren’t considered serious, e.g., telling a friend her dress looks nice when you don’t think it does. Gerunds and Infinitives, Part 2 333 Exercise 8. In your own words. (Chart 15-2) Complete the sentences using the expressions listed in Chart 15-2 and your own words. Use infinitive phrases in your completions. 1. 2. 3. 4. 5. 6. 7. 8. Nicole always speeds on the expressway. She’s . . . . —> S h e’s certain to get stopped by the police. —» S h e’s likely to get a ticket. I ’ve worked hard all day long. Enough’s enough! I ’m . . . . Next month, I ’m going to a family reunion — the first one in25 years. I ’m very much looking forward to it. I ’m . . . . Some children grow up in unhappy homes. My family, however, has always been loving and supportive. I ’m . . . . Ivan’s run out of money again, but he doesn’t want anyone to know his situation. He needs money desperately, but he’s . . . . Rosalyn wants to become an astronaut. That has been her dream since she was a little girl. She has been working hard toward her goal and is . . . . Our neighbors had extra tickets to the ballet, so they invitedus to gowiththem. Since both of us love the ballet, we were . . . . Andrea recently told me what my wayward brother is up to these days. I couldn’t believe my ears! I was . . . . Exercise 9. Let’s talk. (Chart 15-2) Work in small groups. Complete the sentences with adjectives from Chart 15-2 that make sense. Discuss your answers. S i t u a t i o n 1: Mr. Wah was offered an excellent job in another country. He sees advantages and disadvantages to moving. He i s . . . s a d t o / prepared t o / reluctan t to _____leave his country. 1. 2. _________________________________________________move away from his parents. 3. _________________________________________________take his wife and children away from family and friends. 4. _________________________________________________try a new job. 5. _________________________________________________learn a new language. S it u a t io n 2: There have been a lot of nighttime burglaries in the town of Viewmont. The residents have been . . . 6. _________________________________________________leave their homes overnight. 7. _________________________________________________lock their doors and windows at night. 8. _________________________________________________watch for strangers on the streets. CHAPTER 15 9. have weekly meetings with the police for updates on their progress. 10 . hear that the police suspect ______________________________ neighborhood teenagers. □ Exercise 10. Let’s talk: interview. (Chart 15-2) Make questions using the words in parentheses. Ask two classmates each question. Share some of their answers with the class. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. □ What are children sometimes (afraid \ do)? When you’re tired in the evening, what are you (content \ do)? What should drivers be (careful \do) in traffic? If one o f your friends has a problem, what are you (willing \do)? What are people who don’t speak English well (reluctant \ do)? What are you (determined \ do) before you are too old? What are some things people are (ashamed \ do)? Can you tell me something you were (shocked \find out)? Can you tell me something you were (sad \hear)? What are you (eager \ do) in the near future? Exercise 11. Warm-up. (Chart 15-3) In which sentences are the speakers expressing a negative idea (in other words, expressing the idea that there’s something wrong or that there’s a bad result)? 1. 2. 3. 4. 1 5 - 3 The soup is too spicy. I can’t eat it. The soup is very spicy, but I like it. It’s very late, but the restaurant is still open. We’re too late. The restaurant has closed. Using Infinitives with Too and Enough compare: In the speaker's mind, the use of to o implies a negative result. (a) That box is t o o h e a v y for Bob to lift. In (a): to o h e a vy = It is im p o s s ib le for Bob to lift that box. (b) That box is v e r y h e a v y , but Bob can lift it. In (b): ve ry h e a vy = It is p o s s ib le b u t d if f i c u l t for Bob to lift that box. (c) E no ug h follows an adjective, as in (c). Usually e n o u g h precedes a noun, as in (d). In formal English, it may follow a noun, as in (e). 1am s t r o n g e n o u g h to lift that box. 1 can lift it. (d) 1 have e n o u g h s t r e n g t h to lift that box. (e) 1 have s t r e n g t h e n o u g h to lift that box. Gerunds and Infinitives, Part 2 335 □ Exercise 12. Let’s talk. (Chart 15-3) Work in pairs, in small groups, or as a class. P a r t I. Think of a negative result for each sentence. Make negative statements using infinitive phrases. 1. That ring is too expensive. —¥ Negative result: I ca n ’t buy it. That ring is too expensive fo r me to buy. 2. I ’m too tired. —» Negative result: I don ’t want to go to the meeting. I ’m too tired to go to the meeting. 3. It’s too late. 4. It’s too cold. 5. Physics is too difficult. 6. I ’m too busy. 7. My son is too young. 8. The mountain cliff is too steep. P a r t II. Now think of a positive result for each sentence. Make positive statements using infinitive phrases. 9. That ring is very expensive, but it isn’t too expensive. —> Positive result: I can buy it. That ring isn’t too expensive fo r me to buy. 10. I ’m very tired, but I ’m not too tired. 11. My suitcase is very heavy, but it’s not too heavy. 12. I ’m very busy, but I ’m not too busy. □ Exercise 13. Let’s talk. (Chart 15-3) Discuss possible answers to the given questions. Work in pairs, in small groups, or as a class. 1. What is a child too young to do but an adult old enough to do? 2. What is your pocket big enough to hold? What is it too small to hold? 3. What do you have enough time to do after class today? Are you too busy to do something you’d like to do or should do? 4. Is there enough space in this classroom for 100 people? Or is it too small to hold that many people? How many people is this room big enough to hold comfortably? 5. Here’s an English saying: “Too many cooks spoil the soup.” What do you think it means? 6. Do you think it is very important to practice your English? Do you get enough practice? In your opinion, how much practice is enough? 7. Is it very difficult or too difficult to learn English? □ F. Exercise 14. Listening. (Chart 15-3) Listen to Speaker A. Choose the response that you expect Speaker B to give. CD2 Example: You will hear: Oh, no. I spilled the coffee! 'rack17 You will choose: a. I ’m sorry. I didn’t fill your cup full enough. b. I ’m sorry. I filled your cup too full. 336 CHAPTER 15 S peaker B: 1. a. Yes. It was too good to eat. b. Yes. It was very good. 2. a. No. She’s old enough to stay home alone, b. Never. She’s too young to stay home alone. 3. a. I agree. It can be very difficult at times, b. I agree. It’s too difficult. 4. a. Really well. They’re too clean. Thanks, b. Really well. They’re very clean. Thanks. 5. a. I know. He shouldn’t be driving. b. I know he’s very old, but it’s okay for him to keep driving. 6. □ a. I guess we don’t have enough big envelopes, b. I guess we don’t have big enough envelopes. Exercise 15. Grammar and speaking. (Charts 14-7,14-8,14-11, and 15-1 -> 15-3) Complete the sentences with your own words. Try to use a gerund or infinitive in each statement. Then work with a partner. Ask him/her to agree or disagree with your statements (and to explain why). Share some of their answers with the class. pa rtn er a g rees? □ 1. It’s important for ______________________________________________ yes no 2. A person should never forget to ________________________________ yes no 3. Teachers often advise their studentsto ___________________________ yes no 4. I ’m not willing to ______________________________________________ yes no 5. It’s too difficult for most people to ______________________________ yes no 6. In order to ___________, employees should ______________________ yes no 7. It’s easy to _____________________________________________________ yes no 8. It’s hard to get accustomed to ___________________________________ yes no Exercise 16. Warm-up. (Chart 15 4) Choose the correct form of the passive verbs. Reminder: A passive verb is a form o f b e + the past p articiple* For example, the patient w a s s e e n by a specialist. 1. The patient appreciated (to be seen / being seen) by a specialist. 2. It was important for him (to be seen / being seeii) by a specialist. *S e e C hart 1 1 -2 , p. 21 3 . Gerunds and Infinitives, Part 2 337 1 5 - 4 Passive Infinitives and Gerunds (a) 1didn’t e x p e c t t o b e a s k e d to his party. ' p a s s iv e in f in i t i v e : to be + p a s t p a r t ic ip le In (a): to be a s k e d is a passive infinitive. T he understood by-phrase is b y h im : 1 d id n ’t e x p e c t to b e a s k e d to h is p a r t y ( b y h im ) . (b) 1 e n jo y e d b e i n g a s k e d to his party. p a s s iv e g e r u n d : b e in g + p a s t p a r t ic ip le In (b): b e in g a s k e d is a passive gerund. T he understood by-phrase is b y h im : 1 e n jo y e d b e in g a s k e d to h is p a r t y ( b y h im ) . □ Exercise 17. Looking at grammar. (Chart 15-4) Complete the sentences with the passive form o f in v ite. 1. Sam would like to be invited_____________to Ann’s birthday party. 2. Mark also h o p e s ______________________________ 3. Maria has no doubts. She expects _____________________________ to it. 4. Omar is looking forward to _____________________________ too. 5. I would e n jo y _____________________________ to it, but I probably won’t be. 6. Everyone I know wants _____________________________ to Ann’s birthday party. □ Exercise 18. Looking at grammar. (Chart 15-4) Complete each sentence with the correct form of the verb in parentheses. 1. I don’t enjoy (laugh) being \au@hed____________at by other people. 2. Ryan is a convincing liar. It’s easy (fo o l) to be fooled_____________ by his lies. 3. Sometimes adolescents complain about not (understand) _____________________________ by their parents. 4. Your compositions are supposed (zurite) _____________________________ in ink. 5. Ms. Thompson is always willing to help if there is a problem in the office, but she doesn’t want (call) _______ ____________ ______ at home unless there is an emergency. 6. Despite his name, Freddie Frankenstein has a good chance of (elect) ___________________ ___________________ to the local school board. 7. You must tell me the truth. I insist on your (tell) ________________________ the truth. 8. D on’t all of us want (love) ________________________ and (need) ________________________ by other people? 338 CHAPTER 15 □ Exercise 19. Let’s talk. (Chart 15-4) Agree or disagree with the following statements and explain your reasons why. Work in pairs, in small groups, or as a class. 1. 2. 3. 4. □ I I I I appreciate being given advice by my family and friends. didn’t like being given advice by my family when I was young. always expect to be told the absolute and complete truth by everyone at all times. would like to be invited to an event where there are a lot of famous people. Exercise 20. Warm-up. (Chart 15-5) Make statements that are true for you. Use the same noun to complete each sentence. Do the sentences have the same or different meanings? 1. I need to clean my _____________________________ . 2. M y _____________________________ needs cleaning. 3. M y _____________________________ needs to be cleaned. 1 5 - 5 Using Gerunds or Passive Infinitives Following Need (a) 1 n e e d to p a in t my house. Usually an infinitive follows need, as in (a) and (b). (b) John ne ed s to be to ld {he truth. (c) My house n e ed s p a in tin g . (d) My house n e ed s to be pa in te d. In certain circumstances, a gerund may follow need, as in (c). In this case, the gerund carries a passive meaning. Usually the situations involve fixing or improving something. Exam ples (c) and (d) have the sam e meaning. Li Exercise 21. Looking at grammar. (Chart 15-5) Complete each sentence with an appropriate form of the verb in parentheses. 1. The chair is broken. I need (fix ) to fix______________ it. The chair needs (fix) _____ fixing / t o be fixed _________ 2. The baby’s diaper is wet. It needs (ch a n g e)_________________________ 3. What a mess! This room needs (clean) _____________________ up. We need (clean) ________________________ it up before the company arrives. 4. My shirt is wrinkled. It needs (ir o n )_________________________ 5. There is a hole in our roof. The roof needs (re p a ir)______________________________ 6. I have books and papers all over my desk. I need (take) ___________________ some time to straighten up my desk. It needs (straighten) ________________________ up. 7. The apples on the tree are ripe. They need ( p i c k ) ______________________________ 8. T h e dog’s been digging in the mud. He needs (zuash) _______________________________ . Gerunds and Infinitives, Part 2 339 □ Exercise 22. Let’s talk. (Chart 15-5) Look at the picture. What needs doing/to be done? u Exercise 23. Let’s talk or write. (Chart 15-5) Choose a situation. Think about what needs to be done and make a list of all the tasks. Then talk or write about your list. Situations: 1. a student applying to a university 2. a parent trying to get young children off to school in the morning 3. a group of students planning for an end-of-the-year party 4. a person going on vacation to another country fora month 5. an engaged couple making plans for a wedding 6. a farmer on a large farm in the early morning 7. a restaurant owner preparing to open for dinner Exercise 24. Warm-up. (Chart 15 6) S e e and h e a r are called “verbs of perception.” In other words, they express things that we can perceive (becom e aware o f) through our physical senses. What do you notice about the verb forms following s e e and h e a r ? 340 I saw Mr. Reed give something to the boss. I saw Mr. Reed g iv in g something to the boss. I saw Mr. Reed -to- g ive something to the boss. 1. a. c o r r e c t : b. c o r r e c t : c. i n c o r r e c t : 2. a. c o r r e c t : I heard Mr. Reed say something to the boss. b. c o r r e c t : I heard Mr. Reed sa y in g something to the boss. c. i n c o r r e c t : I heard Mr. Reed -te- say something to the boss. CHAPTER 15 1 5 - 6 Using Verbs of Perception (a) 1 s a w my friend ru n down the street. (b) 1 s a w my friend r u n n in g down the street. (c) 1 h e a rd the rain f a ll on the roof. (d) 1 h e a rd the rain fa llin g on the roof. Certain verbs of perception are followed by either th e s im p le fo rm * or the - in g fo rm ** of a verb. Exam ples (a) and (b) have essentially the sam e m eaning, except that the - in g form em phasizes the idea of “while.” In (b): 1 saw my friend while she was running down the street. (e) W hen 1 walked into the apartm ent, 1 h e a rd my roommate s in g in g in the shower. Som etim es (not always) there is a clear difference between using the simple form or the - in g form. (f) The use of the - in g form gives the idea that an activity is already in progress when it is perceived, as in (e): T he singing was in progress when 1 first heard it. 1 h e a rd a famous opera star s in g at the concert last night. In ( f ): 1 heard the singing from beginning to end. It was not in progress when 1first heard it. V erbs o f p erc e p tio n fo llo w e d by th e s im p le form o r the -in g form see notice watch look at observe hear listen to *The simple form o f a verb = the infinitive form without to. feel IN C O R R E C T : smell I saw my friend -te- run down the street. **The - in g form refers to the present participle. □ Exercise 25. Let’s talk. (Chart 15-6) Describe what you see and hear. 1. Ask a classmate to stand up and sit back down. What did you just see him/her do? 2. Close your eyes. What do you hear happening right now? 3. Ask a classmate to do something. As he/she continues to do this, describe what you see and hear him/her doing. □ Exercise 26. Looking at grammar. (Chart 15 6) P a r t I. Complete the sentences with any appropriate verbs. Both the simple form and the -in g form are possible with little or no difference in meaning. 1. Polly was working in her garden, so she didn’t hear the phone ring / ringing_____ 2. I like to listen to the birds ________________________ when I get up early in the morning. 3. The guard observed a suspicious-looking person ________________________ into the bank. 4. There was an earthquake in my hometown last year. It was just a small one, but I could feel the g ro u n d _________________________ 5. I was almost asleep last night when I suddenly heard someone ________________________ _ on the door. 6. While I was waiting for my plane, I watched other planes __________ and Gerunds and Infinitives, Part 2 341 P a r t II. Read each situation. Complete the sentence below it with the verb form that seems better to you. Remember that the -in g form gives the idea that an activity is in progress when it is perceived. Both the simple form and the -in g form of a verb are grammatically correct, so you can’t make a grammar mistake. But a speaker might choose one instead o f the other. S i t u a t i o n 1 : I smell smoke. Something must be burning. Do you smell something S it u a t i o n 2 : burning_______ ? I do. The front door slammed. I got up to see if someone h ad come in. When I heard the front d o o r ___________________ , I got up to see if someone had come in. S it u a t io n 3 : Uncle Ben is in the bedroom. H e is snoring. I know Uncle Ben is in the bedroom because I can hear him ___________________ . When I walked past the p ark, some children were playing softball. S it u a t io n 4 : When I walked past the park, I saw some children softball. S i t u a t i o n 5 : It was graduation day in the auditorium. When the school principal called my name, I walked to the front o f the room. When I heard the school principal ___________________ my name, I walked to the front of the auditorium to receive my diploma. S i t u a t i o n 6 : I glanced out the windozu. A dam was walking toward the house. I zvas surprised. I was surprised when I saw Adam ___________________ toward the house. S i t u a t i o n 7 : A fly landed on the table. I swatted it with a rolled-up newspaper. As soon as I saw the f ly _____ ______ ________ on the table, I swatted it with a rolled-up newspaper. S i t u a t i o n 8 : Someone is calling for help in the distance. I suddenly hear that. Listen! Do you hear someone ___________________ for help? I do. Exercise 27. Warm-up. (Chart 15-7) Check ( / ) the sentences that are correct. 1. ___ My parents let me sleep late on weekends. 2. ___ My parents let me to sleep late on weekends. 3. ___ After I wake up, I help them do the chores. 4. ___ After I wake up, I help them to do the chores. CHAPTER 15 1 5 - 7 Using the Simple Form after Let and Help (a) My father le ts m e d riv e his car. L e t is followed by the simple form of a verb, not an infinitive. (b) 1 le t my friend b o rro w my bicycle. in c o r r e c t : (c) L e t’s g o to a movie. (d) My brother h e lp e d me w ash my car. H elp is often followed by the simple form of a verb, as in (d). (e) My brother h e lp e d me to w ash my car. Although less common, an infinitive is also possible, as in (e). M y father lets me "to- drive his car. Both (d) and (e) are correct. Exercise 28. In your own words. (Chart 15-7) Complete the sentences with your own words. Use verb phrases. 1. D on ’t let me fo ra et to ta k e my hou se keys with me. 2. The teacher usually lets us 3. Why did you let your roommate 4. You shouldn’t let other people _ 5. A stranger helped the lost child . 6. It was very kind o f my friend to help me 7. Keep working. D on’t let me __________ 8. □ Could you help me ___________________ Exercise 29. Warm-up. (Chart 15-8) M atch the conversations with the descriptions that follow them. 1. Adam: M om, can I go out and play? M r s . L e e : N o, Adam, you cannot go out and play untilyou clean up your room. Adam: 2. Adam: I don’t know how many times I have to say this. Go clean up your room, and I mean now! Okay, okay! M om, can I go out and play? M r s . L e e : Well, let’s make a deal. First you clean up your room. Then you can go out Adam: 3. and play. How does that sound? It needs to be clean before Grandma comes for a visit this evening. And if you do it now, you can stay out and play until dark. You won’t have to come home early to clean your room. Okay? Okay. M om, can I go out and play? M r s . L e e : Sure, but first you need to clean up your room. Okay? Adam: Okay. Adam: Descriptions o f conversations: a. Mrs. Lee got Adam to clean up his room. b. Mrs. Lee made Adam clean up his room. c. Mrs. Lee had Adam clean up his room. _______ _______ _______ Gerunds and Infinitives, Part 2 343 1 5 - 8 Using Causative Verbs: Make, Have, Get (a) 1 m a d e my brother c a r r y my suitcase. (b) 1 h a d my brother c a r r y my suitcase. (c) 1 g o t my brother t o c a r r y my suitcase. F orm s X X X m akes has g e ts Y Y Y d o something. d o something. ( s im p le f o r m ) ( s im p le f o r m ) t o d o something, ( in f in itiv e ) Make, have, and g e t can be used to express the idea that “X” causes “Y ” to do something. W hen they are used as causative verbs, their meanings are similar but not identical. In (a): My brother had no choice. 1 insisted that he carry my suitcase. In (b): My brother carried my suitcase because 1 asked him to. In (c): 1 managed to persuade my brother to carry my suitcase. C a u s a tiv e M a k e (d) Mrs. Lee m a d e her son c l e a n his room. (e) Sad movies m a k e me c r y . Causative m ake is followed by the simple form of a verb, not an infinitive. in c o r r e c t : She m ade him -to- clean his room. M ake gives the idea that “X ” g iv e s “Y ” no choice. In (d): Mrs. L ee ’s son had no choice. C a u s a tiv e H a v e (f) 1 h a d the plumber r e p a i r the leak. (g) Jane h a d the w aiter b r i n g her som e tea. Causative have is followed by the simple form of a verb, not an infinitive. in c o r r e c t : 1 had him -to- repair the leak. Have gives the idea that “X ” requests “Y ” to do something. In (f): The plumber repaired the leak because 1asked him to. C a u s a tiv e G e t (h) T he students g o t the teacher t o d i s m i s s class early. Causative g e t is followed by an infinitive. ( i) G et gives the idea that “X ” p ers u a d es “Y ” to do something. Jack g o f his friends t o p l a y soccer with him after school. In (h): T he students managed to persuade the teacher to let them leave early. P a ssiv e C a u sa tiv e s ( j) 1 h a d my watch r e p a i r e d (by som eone), (k) 1 g o t my watch r e p a i r e d (by som eone). The past participle is used after have and g e t to give a passive meaning. In this case, there is usually little or no difference in meaning between have and get. In ( j) and (k): 1caused my watch to be repaired by someone. Li Exercise 30. Looking at grammar. (Chart 15-8) Choose the meaning that is closest to the meaning of the verb in b o ld fa c e . 1 . The teacher h a d her class write a composition. a. gave them no choice b. persuaded them c. requested them to do this 2. Mrs. Wilson m a d e the children wash their hands before dinner. a. gave them no choice b. persuaded them c. requested them to do this 3. Kostas got some neighborhood kids to help him clean out his garage. a. gave them no choice b. persuaded them c. requested them to do this 344 CHAPTER 15 4. My boss m ad e me redo my report because he wasn’t satisfied with it. a. gave me no choice b. persuaded me c. requested me to do this 5. I got Rosa to lend me some lunch money. a. gave her no choice b. persuaded her c. 6. The police officer had the driver get out of his car. a. gave him no choice b. persuaded him c. requested him to do this requested her to do this □ Exercise 31. Looking at grammar. (Chart 15 8) Complete the sentences with the correct form of the verbs in parentheses. 1. I made my son (wash) wash 2. Mrs. Crane had her house (paint) the windows before he could go outside to play. pain ted________ 3. I went to the bank to have a check ( c a s h ) ____________________ 4. Tom had a bad headache yesterday, so he got his twin brother,Tim , (go) ___________________ to class for him. The teacher didn’t know the difference. 5. When Scott went shopping, he found a jacket that he really liked. After he had the sleeves (shorten) ___________________ , it fit him perfectly. 6. When my laptop stopped working, I took it to the computer store to have it ( f i x ) ____________________ 7. Peeling onions always makes me (cry) _____________ 8. Tom Sawyer was supposed to paint the fence, but he didn’t want to do it. He was a very clever boy. Some ___________________ it for him. 9. We had a professional photographer (take) .______ _____________pictures of everyone at the wedding. We had over 500 pictures ( t a k e ) _________ __________ Exercise 32. Let’s talk or write. (Chart 15-8) Think about the shopping area nearest your home. What can people do there? Make sentences with c a n and c a n ’t. A t the shopping area nearest my home, people can!'can’t g e t .. . 1. 2. 3. car \fix hair \ cut checks \ cash 4. laundry \ do 5. picture \ take 6. blood pressure \check 7. shoes \ repair 8. clothes \ dry-clean 9. money \ exchange Gerunds and Infinitives, Part 2 345 □ Exercise 33. Let’s talk or write. (Chart 15-8) Ask and answer the questions. Work in pairs, in small groups, or as a class. 1 . What do children sometimes try to get their parents to do (perhaps at a toy store or grocery store)? 2. What do bosses sometimes m a k e their employees do? 3. What does our teacher sometimes h a v e us do? 4. Do teachers usually le t their students le a v e the classroom whenever they want to? What kinds of things do teacher usually not le t their students do inside aclassroom? 5. What do your classmates (or friends) sometimes h e lp you do? (Change roles i f working in pairs.) 6. What didn’t your parents le t you do when you were a child? 7. Will you le t your children do those things? (Or, if you’re a parent, do you le t your children do those things?) 8. Did your parents m a k e you do certain things when you were a child? 9. What do you sometimes h a v e the server at a restaurant do? 10. What do you sometimes get your friends to do? □ Exercise 34. Check your knowledge. (Chapter 15) Correct the errors. 1. My parents made me -to- promise to write them once a week. 2. I asked my roommate to let me to use his shoe polish. 3. I heard a car door to open and closing. 4. I had my friend to lend me his car. 5. You should visit my country. It is too beautiful. 6. I went to the college bookstore for getting my books for the new term. 7. One of our fights ended up with me having to sent to the hospital for getting stitches. 8. Lilly deserves to be tell the truth about what happened last night. 9. Barbara always makes me laughing. She has a great sense of humor. 10. Stop telling me what to do! Let me to make up my own mind. 11. I went to the pharmacy for having my prescription to be filled. 12. You shouldn’t let children playing with matches. 13. When Shelley needed a passport photo, she had her picture taking by a professional photographer. 346 CHAPTER 15 14. I ’ve finally assembled enough information for beginning writing my research paper. 15. Omar is at the park right now. He is sit on a park bench watch the ducks swimming in the pond. The sad expression on his face makes me to feel sorry for him. 16. The music director tapped his baton for beginning the rehearsal. Exercise 35. Looking at grammar. (Chapters 14 and 15) Choose the correct completions. 1. My cousins helped m e ____ _ into my new apartment. a.i move (SJ) to move c. moving d. being moved 2. It was a hot day, and the work was hard. I could feel sweat_____down my back. a. trickle b. to trickle c. trickling d. trickled 3. You can lead a horse to water, but you can’t make h im ____ a. drink b. to drink c. drinking d. to be drunk 4. As he contemplated the meaning of life, Edward stood on the beach . the ocean. a. look b. to look c. looking d. looked 5. H e’s a terrific soccer player! Did you see h im _____that goal? a. make b. to make c. making d. made 6. We spent the entire class period a. talk b. to talk d. being talked about the revolution, c. talking out over 7. Only seven people applied for the sales job, so Maleek has a good chance o f _____for an interview, a. chosen b. being chosen c. to be chosen d. to choose Gerunds and Infinitives, Part 2 347 8. If you hear any news, I w ant_____immediately. a. told b. being told c. to be told d. telling 9. I was getting sleepy, so I had my friend_____the car. a. drive b. being driven c. to be driven d. to drive 10. The witness to the murder wanted her name kept secret. She asked n o t_____ in the newspaper. a. identify b. being identified c. to be identified d. to identify □ f)) CD 2 Track 18 Exercise 36. Reading and listening. (Chapters 14 and 15) First, read the paragraph and try to complete the sentences using the words in the list. Second, listen to the paragraph and check your answers. to be understood able to read to solve using to read being A n Issue in H ealth C a re : I llite ra c y According to some estimates, well over half of the people in the world are functionally illiterate. This means they are unable to perform everyday tasks because they can’t read, understand, and respond appropriately to information. One of the problems this creates in health care is that millions o f people are not _____________________________ directions on l medicine bottles or packages. Imagine _____________________________ a parent with a sick 2 child and being unable _____________________________ the directions on a medicine bottle. We 3 all know that it is important for medical directions __________________________________ clearly. 4 One solution is pictures. Many medical professionals are working today _____________________________ this problem b y ______________________________ pictures to 5 6 convey health-care information. □ Exercise 37. Looking at grammar. (Chapters 14 and 15) Complete each sentence with an appropriate form of the verb in parentheses. 1. My children enjoy (allow) being allowed_______ to stay up late when there’s something special on TV. 2. I couldn’t get to sleep last night, so for a long time I just lay in bed (think) ________________________ about my career and my future. 348 CHAPTER 15 3. Jacob’s at an awkward age. H e’s old enough (have) ____ adult problems but too young (knozv) ___________________ how (handle) ____ them. 4. I don’t anticipate (have) ___________________ any difficulties (adjust) to a different culture when I go abroad. 5. We sat in his kitchen (sip) ______________________ very hot, strong tea and (eat) ______________________ pastries from the bakery. 6. I don’t like (force) ________________________ (leave) ___________________ the room (study) ___________________ whenever my roommate feels like (have) _________________ a party. 7. L et’s (have) ___________________ Ron and Maureen (join) ___________________ us for dinner tonight, okay? 8. Do you know that your co-workers complain about your* (come) ______________________ late to work and (leave) _______________ 9. Fish don’t use their teeth for (chezu)______________________ They use them for (grab) ______________________ , (hold) ______________________ , or (tear) ______________________ M ost fish (swallow) ______________________their prey whole. 10. It is the ancient task of the best artists among us (force) ____________________us (use) __________________ our ability (feel) ___________________ and (share) __________________ emotions. 11. Traffic has become too heavy for the Steinbergs (commute) _____________________________ easily to their jobs in the city from their suburban apartment. They’re considering (move) ______________________ to an apartment in the city (be) ____________________ closer to their work. Both of them hate the long commute. They want (spend) __________________ more time (do) _____________________ things they really enjoy (do) _____________________ in their free time rather than being tied up on the highway during rush hour. *In formal English, a possessive adjective ( e . g your coming) is used to modify a gerund. In informal English, the ob ject form o f a pronoun is frequently used (you coming). Gerunds and Infinitives, Part 2 349 Exercise 38. Looking at grammar. (Chapters 14 and 15) Com plete each sentence with the correct form of the verb in parentheses. 1. I was tired, so I just watched them (play) ___________________ volleyball instead of (join) ______________________ them. 2. Emily stopped her car (let) ______________ a black cat (run) _______________ across the street. 3. I ’m tired. I wouldn’t mind just (stay) ___________________ home tonight and (get) ___________________ to bed early. 4. I can’t seem (get) ______________ rid o f the cockroaches in my apartment. Every night I see them (run) ___________________ all over my kitchen counters. It drives me crazy. I ’m considering (have) ______________________ the whole apartment (spray) ___________________ by a professional pest control expert. 5. Last week I was sick with the flu. It made me (fee l) ______________ awful. I didn’t have enough energy (get) ______________ out o f bed. I just lay there (fe el) ___________________ sorry for myself. When my father heard me (sneeze) ______________________ and (cough) ______________________ , he opened my bedroom door (ask) _______________me if I needed anything. I was really happy to see his kind and caring face, but there wasn’t anything he could do to make the flu (go) ______________ away. □ CD 2 Track 19 Exercise 39. Let’s talk and listen. (Chapters 14 and 15) P art I. Answer these questions. Then listen to the lecture on lightning storms with your book closed. 1. 2. Have you ever been in a lightning storm? How did you protect yourself ? P art II. Open your book and read the statements. Circle “T ” for true and “F ” for false. 350 1. It’s important to hide under a tree during a lightning storm. T F 2. It’s advisable to make yourself as small as possible when a storm is nearby. T F 3. If you are lucky enough to be near a car during a storm, get inside it. T F 4. Few lightning deaths occur after a storm has passed. T F CHAPTER 15 P art III. Listen to the lecture again. Com plete the sentences with the words you hear. Protecting Yourself in a Lightning Storm Lightning storms can occur suddenly and without warning. It’s important ____________ safe if you’re outside when a storm begins. Some people i stand under trees or in open shelters like picnic areas ________________________ themselves. 2 They are ________________________ that this can be a fatal mistake. Tall objects are 3 lightning, so when you are out in the open, you should try yourself as small as possible. 5 6 into a ball lessens the chance that a lightning bolt will strike you. ___________ 7 a depression in the ground to hide in, like a hole or a ditch, is even better. ________________________ a building is safer than _________________________ , but it’s not 8 9 without dangers. _______________________________________ away from doors and windows. If 10 you’re talking on a phone with a cord, hang up. Lightning has been known to travel along a phone cord and strike the person holding the phone. Even TV s can conduct lightning through the cable or antenna, so it’s a good idea ___________________ away from the television. It’s also 11 inadvisable ________________________ a shower or bath since plumbing can conduct electricity 12 from lightning. How safe are cars? Surprisingly, the inside o f a car is safe as long as it has a metal roof, but ________________________ any part of the car that leads to the outside. 13 T h ere’s a 30/30 rule regarding lightning. As soon as you see lightning, _____ 14 the seconds until you hear thunder. If you hear thunder before you reach 30, this means you shelter immediately. Additionally, even if the storm 15 ., you w a n t___________________ in a protected place for 30 minutes 16 17 after you hear the last sounds of thunder or have seen the last flashes o f lightning. Many lightning deaths, in fact more than half in the United States, occur after a storm has passed. Gerunds and Infinitives, Part 2 351 Chapter 1 6 Coordinating Conjunctions □ Exercise 1. Warm-up. (Chart 16-1) Identify the parts of speech o f the words in blue and the word that connects them. What do you notice about the words in blue? 1. The old man is extremely kind and generous. Part of speech Connective adjective and 2. He received a book and a sweater for his birthday. 3. She spoke angrily and bitterly about the war. 4. In my spare time, I enjoy reading novels or watching television. 5. He will leave early but arrive late. 16-1 Parallel Structure O ne use of a conjunction is to connect words or phrases that have the sam e grammatical function in a sentence. This use of conjunctions is called “parallel structure.” T he conjunctions used in this pattern are and, but, or, and nor. These words are called “coordinating conjunctions.” (a) Steve a n d his friend are coming to dinner. (b) Susan raised her hand a n d snapped her fingers. (c) He is waving his arms a n d (is) shouting at us. (d) These shoes are old b u t comfortable. (e) □ He wants to watch T V o r (to) listen to som e music. In (a): noun + a n d + noun In (b): verb + a n d + verb In (c): verb + a n d + verb (The second auxiliary may be omitted if it is the sam e as the first auxiliary.) In (d): adjective + b u t + adjective In (e): infinitive + o r + infinitive (The second to is usually omitted.) Exercise 2. Looking at grammar. (Chart 16-1) Choose the correct completions. 1. My roommate is friendly a n d _____ ; a. helpful b. kind 2. Jack opened the window a n d _____ a. turn on the fan b. turning on the fan 352 c. kindness c. turned on the fan 3. Honesty a n d _____are admirable qualities in a person. a. generous b. generosity c. intelligence 4. Kate was listening to the radio an d _____at the same time. a. study b. studying c. studies 5. I was tired an d _____after our long hike. a. hungry b. hunger c. thirsty 6. Everyone had a good time at the party an d _____home happy. a. go b. went c. going □ 7. No one wanted to stay after the party an d _____up. a. clean b. cleaning c. cleaned 8. No one enjoys staying an d _____up at the end of a party. a. clean b. cleaning c. cleaned Exercise 3. Looking at grammar. (Chart 16-1) Complete each sentence with one word that gives the same idea as the words in parentheses. 1. Lisa was saddened and upset_________by the news. {her feelings were upset) 2. We enjoy fish and ___________________ for dinner. (we eat vegetables) 3. The clerk spoke impatiently and ___________________ when I asked for help. (her words were rude) 4. Mr. Evans is very old b u t ____________________ (has a lot o f strength) 5. □ The driver ran a stop sign and ___________________ down the street. (he was driving at a high speed) Exercise 4. Warm-up. (Chart 1 6-2) Check ( / ) the sentences that are correctly punctuated. Notice the use o f commas. 1. 2. ___ Oranges, and strawberries are high in vitamin C. (not correct) ^ Oranges and strawberries are high in vitamin C. 3. ___ Oranges, strawberries, and broccoli are high in vitamin C. 4. ___ Oranges, strawberries and broccoli are high in vitamin C. 5. ___ Oranges strawberries and broccoli are high in vitamin C. 6. ___ Oranges, strawberries, and broccoli, are high in vitamin C. Coordinating Conjunctions 353 1 6 - 2 Parallel Structure: Using Commas (a) S te v e and Jo e are in class. (b) No commas are used when and connects tw o parts of a parallel structure, as in (a). i n c o r r e c t p u n c t u a t io n : Steve, and Joe are in class. (c) S te v e , J o e and R ita are in class. (d) S te v e , J o e , a n d R ita are in class. (e) S te v e , J o e , R ita , Jan (f) S te v e , J o e , R ita , J a n , a n d Kim are in class. a n d Kim are in class. When a n d connects th re e o r m o re parts of a parallel structure, a comma is used between the first items in the series. A comma may also be used before a n d , as in (d) and (f). The use of this comma is optional (i.e., the writer can choose).* note : A comma often represents a pause in speech. *The purpose of punctuation is to make writing clear for readers. This chart and others in this chapter describe the usual use of commas in parallel structures. Sometimes commas are required according to convention (i.e., the expected use by educated language users). Sometimes use of commas is a stylistic choice made by the experienced writer. □ Exercise 5. Listening and punctuation. (Chart 16-2) fh Listen to the sentences and add commas as necessary. Practice pronouncing the sentences. GST Track20 bedroom has a bed, a desk (optional comma) , and a lamp. 2. The price of the meal includes a salad a main dish and dessert. 3. The price of the meal includes a salad and a main dish. 4. Elias waited for his son wife and daughter. 5. Elias waited for his son’s wife and daughter. 6. Susan raised her hand snapped her fingers and asked a question. 7. Red yellow gold and olive green are the main colors in the fabric. 8. I love films full o f action adventure and suspense. 9. I love action and adventure films. 10. “Travel is fatal to prejudice bigotry and narrow-mindedness.” — M ark Twain* □ Exercise 6. Looking at grammar. (Charts 16-1 ana 16-2) Parallel structure makes repeating the same words unnecessary. Cross out the words that are unnecessary, and then combine the two given sentences into one concise sentence that contains parallel structure. 1. Molly opened the door. ^Vlolly greeted her guests. 2. 3. 4. 5. —> Molly opened the door a n d greeted her guests. Molly is opening the door. Molly is greeting her guests. Molly will open the door. Molly will greet her guests. Linda is kind. Linda is generous. Linda is trustworthy. Please try to speak more loudly. Please try to speak more clearly. *M arkTwain (1 8 3 5 -1 9 1 0 ) is a well-known American writer and humorist. His most famous novel is The Adventures of Huckleberry Finn. He is also famous for his witty quotations. 354 CHAPTER 16 6. He gave her flowers on Sunday. He gave her candy on Monday. He gave her a ring on Tuesday. 7. He decided to quit school. He decided to go to California. He decided to find a job. 8. I am looking forward to going to Italy. I am looking forward to eating wonderful pasta every day. 9. The boy was old enough to work. The boy was old enough to earn some money. 10. I should have finished my homework. O r l should have cleaned up my room. 11. I like coffee. I do not like tea. —» I like coffee b u t not tea. 12. I have met his mother. I have not met his father. 13. Jake would like to live in Puerto Rico. He would not like to live in Iceland. Exercise 7. Looking at grammar. (Charts 16-1 and 16-2) First, complete the unfinished sentence in each group. Second, combine the sentences into one concise sentence that contains parallel structure. 1. The country lane was narrow. T he country lane was steep. T he country lane was muddy _____________________________________________________ T h e country lane was narrow, _____steep, and muddy __________________________________ 2. I dislike living in a city because o f the air pollution. I dislike living in a city because of the crime. I dislike living in a city because o f _________________________________________________ I dislike living in a city because of the air pollution, _________________________________ 3. Hawaii has a warm climate. Hawaii has beautiful beaches. Hawaii has many interesting tropical trees. Hawaii has many interesting tropical ________ Hawaii has a warm climate, beautiful beaches, 4. Mary Hart would Mary Hart would Mary Hart would thinking. makea good president because she works effectively with others. makea good president because she has a reputation for integrity. makea good president because she has a reputation for independent Mary Hart would makea good president because she _______________________________ Mary Hart would makea good president because she works effectively with others, Coordinating Conjunctions 355 Exercise 8. Looking at grammar. (Charts 16-1 and 16-2) Complete the sentences with your own words. Use parallel structure. 1. Judge Holmes served the people o f this country with fairness, ability, and _____hon esty 2. Ms. Garcia has proven herself to be a hard-working, responsible, and _________________ manager. 3. The professor walked through the door and _________________________________________ 4. I was listening to music and ________________________________________________________ when I heard a knock at the door. 5. I get up at seven every morning, eat a light breakfast, and 6. ____________________________________________________ and attending concerts in the park are two of the things my wife and I like to do on summer weekends. 7. Our whole family enjoys camping. We especially enjoy fishing in mountain streams and Exercise 9. Let’s taik. (Charts 16-1 and 16-2) Complete the sentences in pairs or small groups. Share some of your completions with the class. 1. A good friend needs to be ___________________________ and 2. English teachers should have these qualities: ______________ _____________________________ , and ______________________ 3. Parents need to ________________________________ and 4. Doctors should __________________________________ or _ 5. __________________________, __________________________ , and __________________________ are three easy ways for me to relax at the end of the day. 6. In my free time, I like to ___________________________ , _________________________ _ , and 7. Three activities I don’t enjoy are _______________________ , _______________________ , and ., and ______________________ are difficult subjects for me. CHAPTER 16 □ Exercise 10. Check your knowledge. (Charts 16-1 and 16-2) Correct the errors. All of the sentences are adapted from student writing. 1. By obeying the speed limit, we can save energy, lives, and it costs us less. 2. My home offers me a feeling of security, warm, and love. 3. The pioneers hoped to clear away the forest and planting crops. 4. When I refused to help Alice, she became very angry and shout at me. 5. When Nadia moved, she had to rent an apartment, make new friends, and to find a job. 6. All plants need light, to have a suitable climate, and an ample supply of water and minerals from the soil. 7. Slowly and being cautious, the firefighter climbed the burned staircase. 8. On my vacation, I lost a suitcase, broke my glasses, and I missed my flight home. 9. With their keen sight, fine hearing, and they have a refined sense o f smell, wolves hunt elk, deer, moose, and caribou. 10. When Anna moved, she had to rent an apartment, make new friends, and to find a job. 11. The Indian cobra snake and the king cobra use poison from their fangs in two ways: by injecting it directly into their prey or they spit it into the eyes of the victim. □ Exercise 11. Warm-up. (Chart 16-3) What do you notice about the subject-verb agreement in each pair o f sentences? 1. a. Either my brother or my sister is going to tutor me in science, b. Either my brother or my sisters are going to tutor me in science. 2. a. Neither my brother nor my sister is a teacher, b. Neither my brother nor my sisters are teachers. 3. a. Not only my brother but also my sister has a doctorate in science, b. Not only my brother but also my sisters have doctorates in science. Coordinating Conjunctions 357 Paired Conjunctions: Both . . . And; Not Only . . . But Also; Either . . . Or; Neither . . . Nor 1 6 - 3 (a) Both m y m o th e r and (b) Not only m y m o th e r (c) Not only m y s is te r m y s is te r a r e but also but also (d) N either m y m o th e r (e) Neither m y s is te r nor nor my my (h) I’ll take n o t o n ly e it h e r ( i ) That book is sister parents sister parents ( f ) The research project will take (g) Sue saw my my is b o th chem istry or is here. a re When two subjects are connected by not o n ly . . . but also, e ith e r. . . or, or n e ith e r. . . nor, the subject that is closer to the verb determines whether the verb is singular or plural. here. here. a re here. time a fox in the woods n e ith e r Two subjects connected by both . . . and take a plural verb, as in (a). here. and money. b u t ( a ls o ) a bear. Notice the parallel structure in the examples. The same grammatical form should follow each part of the paired conjunctions.* physics next quarter. interesting nor accurate. In In In In (f): (g): (h): (i): both + n o u n + and + n o u n not only + n o u n + but also either + n o u n + o r + n o u n neither + a d je c t iv e + n or + + noun a d je c t iv e Paired conjuctions are usually used for emphasis; they draw attention to both parts of the parallel structure. no te: *Paired conjunctions are also called “correlative conjunctions.” □ Exercise 12. Looking at grammar. (Chart 16 3) Complete the sentences with is /a r e . 1. Both the teacher and the student 2. are______ here. Neither the teacher nor the student ____________________here. 3. N ot only the teacher but also the student ______________ here. 4. Not only the teacher but also the students ______________ here. 5. Either the students or the teacher _______________ planning to come. 6. Either the teacher or the students _______________ planning to come. 7. Both the students and the teachers ______________ planning to come. 8. □ Both the students and the teacher _______________ planning to come. Exercise 13. Looking at grammar. (Chart 16-3) Answer the questions. Use paired conjunctions. Work in pairs, in small groups, or as a class. P a r t I. Use b o t h . . . a n d . 1. You’ve met his father. Have you met his mother? —> Yes. I ’ve met both his father and his mother. 2. The driver was injured in the accident. Was the passenger injured in the accident? 3. Wheat is grown in Kansas. Is corn grown in Kansas? 4. The city suffers from air pollution. Does it suffer from water pollution? 358 CHAPTER 16 P art II. Use not only . . . but also. 5. I know —> Yes. 6. I know 7. I know 8. I know you are studying math. Are you studying chemistry too? I ’m studying not only math but also chemistry. his cousin is living with him. Is his mother-in-law living with him too? you lost your wallet. Did you lose your keys too? she goes to school. Does she have a full-time job too? P a r t III. Use e i t h e r . . . or. 9. Omar has your book, or Rosa has your book. Is that right? —> Yes. Either Omar or Rosa has my book. 10. You’re going to give your friend a book for her birthday, or you’re going to give her some jewelry. Is that right? 11. Your sister will meet you at the airport, or your brother will meet you there. Right? 12. They can go swimming, or they can play tennis. Is that right? P a r t IV. Use n e it h e r . . . n o r. 13. He doesn’t like coffee. Does he like tea? —> No. He likes neither coffee nor tea. 14. Her husband doesn’t speak English. Do her children speak English? 15. They don’t have a refrigerator for their new apartment. Do they have a stove? 16. The result wasn’t good. Was the result bad? □ & CD 2 Track 21 Exercise 14. Listening. (Chart 16-3) Choose the sentence (a. or b.) that has the same meaning as the sentence you hear. Example: You will hear: Sarah is working on both a degree in biology and a degree in chemistry. You will choose: a. Sarah is working on only one degree. b. Sarah is working on two degrees. 1. a. Ben will call Mary and Bob. b. Ben will call one of them but not both. 2. a. My mother and my father talked to my teacher. b. Either my mother or my father talked to my teacher. 3. a. Simon saw both a whale and a dolphin. b. Simon didn’t see a whale, but he did see a dolphin. 4. a. Our neighborhood had electricity but not water, b. Our neighborhood didn’t have electricity or water. 5. a. We will have two teachers today, b. We will have one teacher today. Coordinating Conjunctions 359 □ Exercise 15. Looking at grammar. (Chart 16-3) Combine each pair of sentences into one new sentence with parallel structure. Use b o t h . . . a n d ; n o t o n ly . . . b u t a l s o ; e i t h e r . . . o r ; n e it h e r . . . n or. 1. He does not have a pen. He does not have paper. —» H e has neither a pen nor paper. 2. You can have tea, or you can have coffee. —> You can have tea or coffee. 3. Tanya enjoys horseback riding. Beth enjoys horseback riding. 4. Arthur is not in class today. Ricardo is not in class today. 5. Arthur is absent. Ricardo is absent. 6. We can fix dinner for them here, or we can take them to a restaurant. 7. The leopard faces extinction. The tiger faces extinction. 8. The library doesn’t have the book I need. The bookstore doesn’t have the book I need. 9. We could fly, or we could take the train. 10. The hospital will not confirm the story. The hospital will not deny the story. 11. Coal is an irreplaceable natural resource. Oil is an irreplaceable natural resource. 12. Her roommates don’t know where she is. Her brother doesn’t know where she is. □ Exercise 16. Listening. (Charts 16-1 -> 16-3) f'}) P a r t I. Answer these questions. Then listen to the short lecture on bats with your book closed. C D 2 [rack 22 1. Do you ever see bats? 2. Are you afraid of them? P a r t II. Open your book. Choose the correct completions. Then listen again and check your answers. B a ts (1) What do people in your country think of bats? Are they mean and scary creatures, or are they symbols of both happiness and {(luck), lucky)} (2) In Western countries, many people have an unreasoned fear of bats. According to scientist Dr. Sharon Horowitz, bats are not only {harm, harmless) but also {benefit, beneficial) mammals. “When I was a child, I believed that a bat would attack me and {tangle, tangled) itself in my hair. Now I know better,” said Dr. Horowitz. (3) Contrary to popular Western myths, bats do not {attack, attacking) humans. Although a few bats may have diseases, they are not major carriers of rabies or other frightening diseases. Bats help natural plant life by pollinating plants, spreading seeds, and {to eat, eating) insects. If you get rid of bats that eat overripe fruit, then fruit flies can flourish and {destroy, destruction) the fruit industry. (4) According to Dr. Horowitz, bats are both gentle and {train, trainable) pets. Not many people, however, own or train bats, and bats themselves prefer to avoid people. 360 CHAPTER 16 □ Exercise 17. Warm-up. (Chart 16-4) Check ( / ) the items with correct punctuation, punctuation. n o te : Only one of the items has incorrect 1. ___ Thunder clouds rolled by. Flashes of lightning lit the sky. 2. ___ Thunder clouds rolled by, flashes of lightning lit the sky. 3. ___ Thunder clouds rolled by, and flashes of lightning lit the sky. 4. ___ Thunder clouds rolled by. And flashes of lightning lit the sky. 1 6 - 4 Separating Independent Clauses with Periods; Connecting Them with And and But (a) It was raining hard. There was a strong wind. (b) i n c o r r e c t p u n c tu a tio n : It was raining hard, there was a strong wind. Example (a) contains two in d e p e n d e n t cla u s e s (i.e., two complete sentences). p u n c t u a t io n : A period,* n o t a com m a, is used to separate two independent clauses. The punctuation error in (b) is called a “ run-on sentence.” In spoken English, a pause, slightly longer than a pause for a comma, separates the two sentences. (c) It was raining hard, a n d there was a strong wind. (d) It was raining hard. A n d there was a strong wind. (e) It was raining hard a n d there was a strong wind. (f) It was late, b u t he didn’t care. (g) It was late. B u t he didn’t care. And and but (coordinating conjunctions) are often used to connect two independent clauses. p u n c t u a t io n : Usually a com m a im m ediately precedes the conjunction, as in (c) and (f). In informal writing, a writer might choose to begin a sentence with a conjunction, as in (d) and (g). In a very short sentence, a writer might choose to om it the comma in front of and, as in (e). (Omitting the com m a in front of but is rare.) *In British English, a period is called a “full stop.” □ Exercise 18. Looking at grammar. (Chart 16-4) Punctuate the sentences by adding commas and periods. Do not add any words. Add capitalization as necessary. 1. The boys walked the girls ran. —» The boys walked. The girls ran. 2. The boys walked and the girls ran. 3. The teacher lectured the students took notes. 4. The teacher lectured and the students took notes. 5. Elena came to the meeting but Pedro stayed home. 6. Elena came to the meeting her brother stayed home. Coordinating Conjunctions 361 □ ^ ['rack 23 Exercise 19. Listening and grammar. (Chart 16-4) Listen to the sentences, paying special attention to pauses. Add periods and commas where you hear pauses. Add capitalization as necessary. 1. Both Jamal and I had many errands to do yesterday. Jamal had to go to the post office A and the bookstore I had to go to the post office the travel agency and the bank. 2. Roberto slapped his hand on his desk in frustration he had failed another examination and had ruined his chances for a passing grade in the course. 3. When Alex got home he took off his coat and tie threw his briefcase on the kitchen table and opened the refrigerator looking for something to eat Ann found him sitting at the kitchen table when she got hom e.* 4. When Tara went downtown yesterday she bought birthday presents for her children shopped for clothes and saw a movie at the theater it was a busy day but she felt fine because it ended on a relaxing note. 5. It was a wonderful picnic the children waded in the stream collected rocks and insects and flew kites the teenagers played an enthusiastic game o f baseball the adults busied themselves preparing the food supervising the children and playing some volleyball. □ Exercise 20. Looking at grammar. (Charts 16 2 and 16 4) Punctuate the sentences by adding commas and periods. Do not add any words. Add capitalization as necessary. 1. Janice entered the room and looked around she knew no one. 2. A thermometer is used to measure temperature a barometer measures air pressure. 3. Derek made many promises but he had no intention of keeping them. 4. The earthquake was devastating tall buildings crumbled and fell to the ground. 5. Birds have certain characteristics in common they have feathers wings and a beak with no teeth birds lay hard-shelled eggs and their offspring are dependent on parental care for an extended period after birth. 6. The ancient Egyptians had good dentists archeologists have found mummies that had gold fillings in their teeth. * See Chart 17-1, p. 3 6 5 , for the punctuation o f adverb clauses. Com m as are used when the adverb clause comes before the m ain clause but not when it comes after the main clause. Examples: W hen th e p h o n e ra n g , I answered it. (com m a used) I answered the phone w h e n it ra n g , (no comm a used) 362 CHAPTER 16 li Exercise 21. Listening and grammar. (Chart 16 4) F,) P a r t I. Read the passage on butterflies quickly. How does the lack of punctuation C<1 and................................................... capitalization make a difference in how easily you can read the passage? CD 2 Track 24 B u tte rflie s A butterfly is a marvel it begins as an ugly caterpillar and turns into a work of art the sight of a butterfly floating from flower to flower on a warm, sunny day brightens anyone’s heart a butterfly is a charming and gentle creature caterpillars eat plants and cause damage to some crops but adult butterflies feed principally on nectar from flowers and do not cause any harm when cold weather comes some butterflies travel great distances to reach tropical climates they can be found on every continent except Antarctica because they are so colorful and beautiful butterflies are admired throughout the world. P a r t II. Listen to the passage with your book open. Listen for pauses and add periods, commas, and capital letters as necessary. Then read the passage again and make sure it is punctuated the way you think is best. P a r t III. Listen to the passage one more time to see if your punctuation reflects the spoken pauses. □ Exercise 22. Let’s read and talk. (Chapter 16) P a r t I. Read the paragraph about Dr. Martin Luther King, Jr. Martin Luther King, Jr., was the leader of the 1960s civil rights movement in the United States that sought to end segregation and racial discrimination against African-Americans. In 1964, Dr. King became the youngest person to receive the Nobel Peace Prize. He was assassinated in 1968, but his powerful and inspiring words still live. P a r t II. Underline the parallel structures that you find in these quotes from the speeches and writings of Dr. Martin Luther King, Jr. Discuss the ideas. Work in pairs, in small groups, or as a class. 1. “T he hope of a secure and livable world lies with disciplined nonconformists who are dedicated to justice, peace and brotherhood.” 2. “The ultimate measure of a man is not where he stands in moments o f comfort and convenience, but where he stands at times of challenge and controversy.” 3. “In the end, we will remember not the words of our enemies, but the silence of our friends.” 4. “Nonviolence is the answer to the crucial political and moral question o f our time: the need for mankind to overcome oppression and violence without resorting to oppression and violence. Mankind must evolve for all human conflict a method which rejects revenge, aggression, and retaliation. The foundation o f such a method is love.” Coordinating Conjunctions 363 Exercise 23. Let’s write. (Chapter 16) Choose one of the given topics. Write two versions of the same paragraph. T h e first version should be a draft in which you get your ideas on paper. Then the second version should be a “tightened” revision o f the first. Look for places where two or three sentences can be combined into one by using parallel structure. In the second version, use as few words as possible and still communicate your meaning. Topics: 1. Give a physical description o f your place o f residence (apartment, dorm room, etc.) 2. Describe the characteristics and activities of a successful student. 3. Give your reader directions for making a particular food dish. Example: First Draft: Revision: CHAPTER 16 You’ll need several ingredients to make spaghetti sauce. You’ll need some ground beef. Probably about one pound of ground beef is enough. Youshould also have an onion. If the onions are small, you should use two. Also, find a green pepper and put it in the sauce. Of course, you will also need some tomato sauce or tomatoes. To make spaghetti sauce, you will need one pound of ground beef, one large or two small onions, a green pepper, and some tomato sauce or tomatoes. Chapter 1 7 Adverb Clauses □ Exercise 1. Warm-up. (Chart 17-1) The words in blue are adverb clauses. What do you notice about their sentence placement and punctuation? 1. 2. 3. 4. He closed the window when it got windy. Because it got windy, he closed the window. Even though it was windy, he opened the window. Would you please close the window if it gets windy? 17-1 Introduction Adverb clauses are used to show relationships between ideas. They show relationships of time, cause and effect, contrast, and condition. adverb clause (a) In (a) and (b): w hen the p h o n e ra n g is an adverb clause of time. Exam ples (a) and (b) have the sam e m eaning. main clause W hen the p h o n e rang, the baby woke up p u n c t u a t io n : (b) T h e baby woke up w hen the p h o n e rang. (c) B eca use he was sleepy, he went to bed. (d) He went to bed b e cau se he w as sleepy. (e) i n c o r r e c t p u n c t u a t io n : W hen an adverb clause precedes a main clause, as in (a), a com ma is used to separate the clauses. W hen the adverb clause follows, as in (b), usually no com m a is used. In (c) and (d), b e ca u se introduces an adverb clause that shows a cause-and-effect relationship. W hen w e w ere in New York. W e saw several plays. (f) Adverb clauses are dependent clauses. T hey cannot stand alone as a sentence in written English. T hey must be connected to a main (or independent) clause.* i n c o r r e c t p u n c t u a t io n : He went to bed. Because he was sleepy. S u m m a ry list o f w o rd s used to in tro d u ce a d v e rb c la u s e s ** TIM E after before when while as as soon as since until by the time (that) once as/so long as whenever every time (that) the first time (that) the last time (that) the next time (that) C AUSE A N D E FF E C T CONTRAST C O N D IT IO N because now that since even though although though if unless only if w h e th e r o r n o t D IR E C T C O N T R A S T e v e n if w h ile 'n c a s e * S e e C h a rt 1 3 -1 , p. 2 7 0 , fo r the defin itio n o f d ep en d en t and ind ep end en t clauses. **W o rd s th a t in tro d u ce adverb clauses are called “subordinating co n ju n ctio n s.” 365 □ Exercise 2. Looking at grammar. (Chart 17-1) Check ( / ) the sentences that are grammatically complete and contain the correct punctuation. 1. S I woke up. 2. ___ When the door slammed. 3. ___ I woke up. When the door slammed. 4. ___ I woke up when the door slammed. 5. ___ When the door slammed, I woke up. 6. ___ The door slammed. I woke up. 7. ___ As soon as you finish dinner, you will need to pick up Andy at work. 8. ___ The first time I saw you at the schooldance last February. 9. ___ Every time the phone rings and I answer it. 10. ___ We won’t know the results until the doctor calls. 11. ___ We got something to eat. After we went to the movie. □ Exercise 3. Looking at grammar. (Chart 17-1) Underline the adverb clauses. Add punctuation and capitalization as necessary. Do not add or delete any words. IV 1. when Abder was in New York, he stayed with his cousins. 2. we went inside when it began to rain 3. it began to rain we went inside 4. when it began to rain we went inside 5. when the mail comes my assistant opens it 6. my assistant opens the mail when it comes 7. the mail comes around ten o’clock every morning my assistant opens it □ Exercise 4. Looking at grammar. (Charts 16-2,16-4, and 17-1) Add punctuation and capitalization as necessary. Do not add or delete any words. 1. As soon as the rain began the children wanted to go outdoors they love to play outside in the warm summer rain I used to do the same thingwhen I was a child. 2. I had a cup of tea before I left for work this morning but I didn’t have anything to eat I rarely eat breakfast. 3. When Jack and his wife go on vacation they have to drive or take the train because his wife is afraid of flying. 366 CHAPTER 17 4. After Ellen gets home from work she likes to read the newspaper she follows the same routine every day after work as soon as she gets home she changes her clothes gets a snack and a drink and sits down in her favorite chair to read the newspaper in peace and quiet she usually has about half an hour to read the paper before her husband arrives home. 5. When you speak to someone who is hard of hearing you do not have to shout it is important to face the person directly and speak clearly my elderly father is hard of hearing but he can understand me when I look directly at him and say each word clearly. 6. Jane wears contact lenses because she is near-sighted without them, she can’t see from one end of a basketball court to the other when one of her contacts popped out during a recent game both teams stopped playing and searched the floor for the lens. Exercise 5. Warm-up. (Chart 17-2) Add the word(s) in parentheses to the correct place in each sentence. Add commas and capitalization as necessary. while 1. Anya listened to some music she was working at her computer, (while) 2. I go to bed I always brush my teeth. (before) 3. I was a child I ’ve been interested in butterflies, (ever since) 4. I ’m going to meet some friends I leave class today, (after) 5. People speak English too fast Oscar can’t catch the meaning, (when) 6. The teacher speaks too fast Oscar is going to ask her to slow down, (the next time) Adverb Clauses 367 17-2 Using Adverb Clauses to Show Time Relationships ( a ) A fte r she graduates, she will get a job. after* ( b ) A fte r she (had) graduated, she got a job. before* ( c ) 1will leave before he comes. A present tense, not a future tense, is used in an adverb clause of time, as in (a) and (c) (See Chart 4-3, p. 67, for tense usage in future time clauses.) ( d ) 1 (had) left before he came. when ( e ) When 1arrived, he was talking on the phone. ( f ) When 1got there, he had already left. when = at that time Notice the different time relationships expressed by the tenses. ( g ) When it began to rain , 1 stood under a tree. (h ) When 1 was in Chicago, 1 visited the museums. ( i ) When 1see him tomorrow. 1 will ask him. while ( j ) While 1 was walking home, it began to rain. as ( k ) As 1 was walking home, it began to rain. by the time ( 1 ) B y the tim e he arrived, w e had already left. (m) B y the tim e he comes, w e will have already left. since while, as = during that time by the tim e = one event is completed before another event Notice the use of the past perfect and future perfect in the main clause. ( n ) 1 haven't seen him since he left this morning. since = from that time to the present ( o ) I’ve known her ever since 1 was a child. In (o): e v e r adds emphasis. n o t e : The present perfect is used in the main clause. until ( p ) W e stayed there u n til we finished our work. till ( q ) W e stayed there till we finished our work. as soon as ( r ) 4 s soon as it stops raining, w e will leave. once ( s ) Once it stops raining, we will leave. as long as ( t ) 1will never speak to him again as long as 1live. so long as ( u ) 1will never speak to him again so long as 1live. whenever ( v ) Whenever 1see her. 1 say hello, every time (w ) Every tim e 1see her, 1 say hello. the first time ( x ) The firs t tim e (that) 1 went to New York, 1 went to an opera. the last time ( y ) 1saw two plays the la st tim e (that) 1 went to New York. the next time ( z ) The next tim e {that) 1go to New York, I’m going to see a ballet. * After a n d before a re c o m m o n ly u s e d in th e fo llo w in g e x p re s s io n s : s h o r t ly after s h o r t ly before a s h o r t t im e after a s h o r t t im e before a l i t t l e w h ile after a l i t t l e w h ile before n o t lo n g after n o t lo n g before s o o n after 368 CHAPTER 17 until, till = to that time and then no longer {T ill is used more in speaking than in writing; it is generally not used in formal English.) as soon as, once = when one event happens, another event happens soon afterward as long as, so long as = during all that time, from beginning to end whenever = every time Adve rb clauses c an be introduced by: firs t second third, etc. the ■ ■ time (that) last next etc. □ Exercise 6. Looking at grammar. (Charts 17-1 and 17-2) Complete the sentences with your own words. Add brackets around the adverb clause in each sentence. 1. I will call you [before I com e over_____ ] 2. Last night I went to bed after I __________________ my homework. 3. Tonight I will go to bed after I __________________ my homework. 4. Ever since I was a child, I _______________________ afraid of dogs. 5. Be sure to reread your composition for errors before you ___________________it to the teacher tomorrow. 6. By the time I left my apartment this morning, the mail carrier ______ ___________________ the mail. 7. I have known Jim Bates since he _________________ten years old. 8. A black cat ran across the road as I ________________________ my car to work this morning. 9. By the time I leave this city, I __________________________________ here for four months. 10. Whenever Mark ___________________ angry, his nose gets red. 11. I ___________________ to the beach whenever the weather was nice, but now I don’t have time to do that because I have to study. 12. We will have a big party when ________________________________________________________ . 13. The next time I ___________________ to Hawaii, I ’m going to visit Mauna Loa, the world’s largest active volcano. 14. □ I had fried chicken the last time I _____________ at that restaurant. Exercise 7. Looking at grammar. (Charts 17-1 and 17-2) Combine each pair o f sentences with the words in parentheses. Add commas as necessary. 1. The other passengers will get on the bus soon. We’ll leave, (as soon as) —> As soon as the other passengers get on the bus, w e’ll leave. 2. I left the room. I turned off the lights, (after) 3. I left the room. I turned off the lights, (before) 4. Suki feels nervous. She bites her nails, (whenever) 5. The frying pan caught on fire. I was making dinner, (while) 6. We were sitting down to eat. Someone knocked on the door, (ju st as*) *Just a d d s th e id e a o f “ im m e d ia te ly ” : just as = a t th a t im m e d ia te o r s a m e m o m e n t. just before = im m e d ia te ly b e fo r e . just after = im m e d ia te ly a fte r. Adverb Clauses 369 7. 8. 9. 10. 11. 12. 13. The audience burst into applause. The singer finished her song, (as soon as) We have to wait here. Nancy will come, (until) Julia will come. We can leave for the theater, (as soon as) My roommate walked into the room. I knew something was wrong, (ju st as soon as) I stood up to give my speech. I got butterflies in my stomach. ( just before) I saw the great pyramids of Egypt in the moonlight. I was speechless, (the first time) Lori started working at this company six months ago. Lori has gotten three promotions in the last six months, (since) 14. The weather will get warmer soon. We can start spending more time outside, (once) 15. Shakespeare died in 1616. He had written more than 37 plays, (by the time) 16. Sam will go to get his driver’s license. H e’ll remember to take his glasses, (the next time) Exercise 8. Looking at grammar. (Chart 17-2) Choose the best completions. 1. As soon as Martina saw the fire, sh e ________________________ the fire department. a. was telephoning c. had telephoned b. telephoned d. has telephoned 2. Before Jennifer won the lottery, sh e ____ any kind of contest. a. hasn’t entered c. wasn’t entering b. doesn’t enter d. hadn’t entered 3. Every time Prakash sees a movie made in India, h e ____ homesick. a. will have felt c. feels b. felt d. is feeling 4. Since I left Venezuela six years ago, I _____ to visit friends and family several times. a. return c. am returning b. will have returned d. have returned 5. While he was washing his new car, Mr. De Rosa _____ a small dent in the rear fender. a. has discovered c. is discovering b. was discovering d. discovered 6. Yesterday while I was attending a sales meeting, M atthew _____on the company’s annual report. a. was working c. has worked b. had been working d. works 7. Tony _____ to have children until his little daughter was born. After she won his heart, he decided he wanted a big family. a. doesn’t want c. wasn’t wanting b. hadn’t wanted d. hasn’t wanted CHAPTER 17 8. After the horse threw her to the ground for the third time, Jennifer picked herself up and said, “I _____on another horse as long as I live.” a. never ride c. will never ride b. have never ridden d. do not ride 9. The next time P au l_____to New York, he will visit the Metropolitan Museum of A rt’s famous collection of international musical instruments. a. will fly c. has flown b. flies d. will have flown 10. Ever since Maurice arrived, h e ____ quietly in the corner. Is something wrong? a. sat c. had been sitting b. has been sitting d. will have sat 11. After N e la _____for twenty minutes, she began to feel tired. a. jogging c. has been jogging b. had been jogging d. has jogged 12. P eter,_____since you got home from football practice? a. have you eaten c. are you eating b. will you eat d. do you eat 13. By the time the young birds_____the nest for good, they will have learned how to fly. a. will leave c. are leaving b. will have left d. leave 14. The last time I _____in Athens, the weather was hot and humid. a. had been c. am b. was d. will have been □ Exercise 9. Looking at grammar. (Charts 17-1 and 17-2) Read the description of events. Make sentences using the words below the example. Events: 4:00 4:03 4:30 4:31 4:35 4:35 Judy parked her car at the mall and went to buy some jeans. A thief broke into her car and stole her radio. Judy returned to her car. Judy called the police. The police arrived. Judy began crying in frustration. Exam ple: just after —> Just after Judy parked her car, a thief broke into it. 1. just after 2. just as 3. when 4. while 5. by the time 6. as soon as Adverb Clauses 371 □ Exercise 10. Let’s talk. (Charts 17-1 ana 17-2) Work in small groups. Complete the sentences with your own words. Each member of the group should finish each sentence. Example: After I left class yesterday,. . . . —> After I left class yesterday, I met my cousin fo r tea. 1. 2. 3. 4. 5. After I leave class today, . . . . Before I go to bed tonight, . . . . As soon as I get up tomorrow, . . . . Whenever I feel nervous,. . . . The first time I came to this cl ass, . . . . 6. Ever since I was a chi l d, . . . . 7. As long as I live, . . . . 8. Just as I was falling asleep last night, . . . . Exercise 11. Listening and grammar. (Charts 17-1 and 17-2) ^ 'rack 25 Listen to the story about M arco’s and Anya’s cultural misunderstandings with your book closed. Then open your book and complete the sentences. 1. The first time Marco was asked “How’s it going?”, _________________________________ 2. At first, every time someone asked Anya how she was, 3. The next time M arco wants to get the server’s attention at a restaurant, 4. Since M arco and Anya have come to this country, 5. Whenever they have a cultural misunderstanding, □ Exercise 12. Warm-up. (Chart 17-3) Which adverb clauses give the idea of “because”? 1. Now that I’ve finished art school, I can focus on finding work as an illustrator. 2. Since I was young, I have been artistic. 3. Since you’re artistic, you can illustrate the story. 372 CHAPTER 17 1 7 - 3 Using Adverb Clauses to Show Cause and Effect because now that since (a) B eca use he was sleepy, he went to bed. (b) He went to bed be cau se he was sleepy. (c) N o w th a t I ’ve finished the semester, I’m going to rest a few days and then take a trip. (d) Jack lost his job. N ow th a t he's unemployed, he can’t pay his bills. (e) S in ce M onday is a holiday, w e don’t have to go to work. (f) S in ce y o u ’re a good cook and I ’m not. you should cook the dinner. (g) □ S in ce 1 came here, 1 have m et many people. An adverb clause may precede or follow the independent clause. Notice the punctuation in (a) and (b). Now that means “because now." In (c): Now that I ’ve fin ish e d the sem ester m eans “because the sem ester is now over.” Now that is used for present causes of present or future situations. W hen since is used to mean “because,” it expresses a known cause; it means “because it is a fact that” or “given that it is true that.” C ause-andeffect sentences with since say, “Given the fact that X is true, Y is the result." In (e): “Given the fact that M onday is a holiday, we don’t have to go to work." Since has two meanings. O ne is “because.” It is also used in time clauses, as in (g). S e e Chart 17-2. n o te : Exercise 13. Looking at grammar. (Chart 17-3) Combine each pair o f sentences with the words in parentheses. Add commas asnecessary. 1. 2. 3. 4. 5. 6. 7. 8. 9. We can go swimming every day. The weather is warm. (nozv that) —> We can go swimming every day now that the weather is warm. The students had done poorly on the test. The teacher decided to giveit again, (since) —> Since the students h ad done poorly on the testy the teacher decided to give it again. Cold air hovers near the earth. It is heavier than hot air. (because) You paid for the theater tickets. Please let me pay for our dinner, (since) Do you want to go for a walk? The rain has stopped, (now that) Our T V set was broken. We listened to the news on the radio, (because) Many young people move to the cities in search of employment. There are few jobs available in the rural areas, (since) The civil war has ended. A new government is being formed, (now that) Ninety-two thousand people already have reservations with an airline company for a trip to the moon. I doubt that I ’ll get the chance to go on one of the first tourist flights, (since) Adverb Clauses 373 □ Exercise 14. Looking at grammar. (Chart 17-3) Com plete the sentences with your own words. Punctuate carefully. 1. Now that I ’ve finally finished ______________________ 2. The teacher didn’t ________________________________ because __________________________________________ 3. Since it’s too expensive to _________________________ 4. Gary can’t stay out all night with his friends now that 5. Since we don’t have class tomorrow ________________ □ Exercise 15. Warm-up. (Chart 17-4) Which sentence expresses an unexpected result? 1. Because I was very tired, I went to bed early. 2. Even though I was very tired, I stayed up late. 1 7 - 4 Expressing Contrast (Unexpected Result): Using Even Though (a) B eca use the w eather was cold, I didn't go swimming. Because is used to express expected results. (b) E ven th o u g h the w eather was cold, I went swimming. Even though is used to express unexpected results.* (c) B eca use I w asn’t tired, I d id n ’t go to bed. (d) E ven th o u g h I wasn’t tired, I went to bed. n o t e : Like because, even though introduces an adverb clause. *Although a n d though h av e b a s ic a lly th e s a m e m e a n in g a n d u s e as even though. S e e C h a r t 1 9 - 6 , p. 4 0 6 , f o r in f o r m a tio n o n th e u s e o f although a n d though. □ Exercise 16. Looking at grammar. (Chart 17-4) Choose the correct completions. 1. Because it was a dark, cloudy day,_____.. a. I didn’t put on my sunglasses b. I put on my sunglasses 2. Even though it was a dark, cloudy d a y ,_____ a. I put on my sunglasses b. I didn’t put on my sunglasses 3. Even though Mira has a c o l d ,_____ a. she feels okay 4. 374 Because gas is so expen sive,_____ a. I drive my car a lot CHAPTER 17 b. she feels tired b. I avoid driving my car a lot Exercise 17. Looking at grammar. (Chart 17-4) Com plete the sentences with even though or because. 1. T im ’s in good shape physically 2. Barry’s in good shape physically even though________ he doesn’t get much exercise. beca u se____________he gets a lot of exercise. 3. _________________________Melissa has a job, she doesn’t make enough money to support her four children. 4. ________________________ Yoko has a job, she is able to pay her rent and feed her family. 5. Sherry didn’t learn Spanish ________________________ she lived in M exico for a year. 6. Joe speaks Spanish well ________________________ he lived in M exico for a year. 7. Jing-Won jumped into the river to rescue a little girl who was drowning ________________________ he wasn’t a good swimmer. 8. A newborn kangaroo can find its mother’s pouch ________________________ its eyes are not yet open. 9. Some people protest certain commercial fishing operations_________________________ dolphins, considered to be highly intelligent and social mammals, are killed unnecessarily. 10. the earthquake damaged the bridge across Skunk River, the Smiths were able to cross the riv e r________________________ they had a boat. Exercise 18. Let’s talk. (Chart 17-4) Work in pairs, in small groups, or as a class. Speaker A asks the question. Speaker B answers the question beginning with Yes/N o and followed by E v e n th o u g h . Examples: S p e a k e r A (book open)'. It was raining. Did you go to the zoo anyway? S p e a k e r B (book closed): Yes. Even though it was raining, I went to the zoo. S p e a k e r A (book open): You studied hard. Did you pass the test? S p e a k e r B (book closed): No. Even though I studied hard, I didn’t pass the test. 1. 2. 3. 4. 5. 6. You The The You The You weren’t tired. Did you go to bed anyway? phone rang many times, but did you wake up? food was terrible. Did you eat it anyway? didn’t stud)'. Did you pass the test anyway? weather is terrible today. Did you stay home? fell down the stairs. Did you get hurt? 0Change roles i f working in pairs.) 7. You told the truth, but did anyone believe you? 8. You turned on the air conditioner. Is it still hot in here? 9. You mailed the letter a week ago. Has it arrived yet? 10. You have a lot o f money. Can you afford to buy an airplane? 11. Your grandmother is ninety years old. Is she still young at heart? 12. ( . . . ) told a joke. You didn’t understand it. Did you laugh anyway? Adverb Clauses 375 □ Exercise 19. Warm-up. (Chart 17 5) Check ( / ) the sentences that show contrast (i.e., show that “this” is the opposite o f “that”). 1. ___ I am a vegetarian, while my husband is a meat-eater. 2. ___ While I was shopping, I ran into some friends from high school. 3. ___ While some people prefer hot weather, I prefer cooler climates. 1 7 - 5 Showing Direct Contrast: While (a) Mary is rich, while John is poor. (b) John is poor, while Mary is rich. (c) While John is poor Mary is rich. (d) While Mary is rich, John is poor. com pare: (e) The phone rang while 1 was studying. W h ile is used to show direct contrast: “this” is exactly the opposite of “that.”* Examples (a), (b), (c), and (d) all have the same meaning. Note the use of the comma in (a) and (b): In using w h ile for direct contrast, a comma is often used even if the whiie-c\ause comes second (unlike the punctuation of most other adverb clauses). r e m in d e r : W h ile is also used in time clauses and means “during that time,” as in (e). See Chart 17-2. * W h e re a s can have the same meaning and use as w h ile , but it occurs mostly in formal written English and occurs with considerably less frequency than w h ile : A lary is rich, w h e r e a s John is poor. □ Exercise 20. Looking at grammar. (Chart 17-5) Choose the best completion for each sentence. 1. Some people are tall, while others a re _____ a. intelligent b. thin 2. A box is square, w hile_____ a. a rectangle has four sides b. my village has a town square in the center ( c ) short d. large c. we use envelopes for letters d. a circle is round 3. While some parts of the world get an abundance of rain, o thers_____ a. are warm and humid c. get little or none b. are cold and wet d. get a lot In some nations the favorite beverage is coffee, w h ile _____ a. I like tea c. in others it is tea b. it has caffeine d. they drink tea 5. Some people like cream and sugar in their coffee, while ____ _. a. others like it black c. milk is good in coffee too b. others drink hot coffee d. sugar can cause cavities 6. Steve is an interesting storyteller and conversationalist, while his brother_____ a. is a newspaper reporter c. has four children b. bores other people by talking d. knows a lot of stories too about himself all the time □ Exercise 21. Let’s talk. (Chart 17-5) Ask two classmates to complete each sentence. Share some of their completions with the class. Example: Some people are talkative, while . . . . —> Some people are talkative, while others are quiet. —» While some people are talkative, others are quiet. 1. 2. 3. 4. Some people have curly hair, while . . . . Some people prefer to live in the country, while . . . . While some people know only their native language, . . . . The climate at sea level at the equator is always hot, while the climate at the North and South poles . . . . 5. Some people . . . , while . . . . 6. Some countries . . . , while . . . . □ Exercise 22. Warm-up. (Chart 17 6) Check ( / ) the sentence with i/th a t is grammatically correct. 1. ___ If I will need help, I will ask you. 2. ___ If I need help, I will ask you. 3. ___ If I will need help, I ask you. 1 7 - 6 Expressing Conditions in Adverb Clauses: //'-Clauses (a) If it rains tomorrow, I w ill take my umbrella. If-clauses (also called “adverb clauses of condition”) present possible conditions. The main clause expresses r e s u l t s . In (a): = it may rain tomorrow = I will take my umbrella p o s s ib l e c o n d it io n resu lt A present tense, not a future tense, is used in an //-clause even though the verb in the //-clause may refer to a future event or situation, as in (a).* W ords that introduce adverb clauses of condition (/7-clauses) if whether or not even if in case unless only if *S e e Chapter 2 0 for uses o f other verb forms in sentences with //-clauses. □ Exercise 23. Looking at grammar. (Chart 17-6) Make sentences with i f using the given conditions. Exam ple: It may be cold tomorrow. —> I f it’s cold tomorrozv, I ’m going to stay home. —> We can ’t go on a picnic i f it’s cold tomorrow. 1. 2. 3. 4. 5. The teacher may not be in class tomorrow. You will stay up until two in the morning. Maybe the sun will be shining when you get up tomorrow morning. Predictions about global warming may be correct. Think of something that may happen this year in world politics. Adverb Clauses 377 □ Exercise 24. Warm-up. (Chart 17-7) Check ( / ) the sentences that logically follow the question and are grammatically correct. Do you have your cell phone with you? 1. ___ If you do, could I use it? 2. ___ _ If so, could I use it? 3. ___ If not, I can use the pay phone. 4. ___ If you don’t, I can use the pay phone. 5. ___ If you are, could I use it? 17-7 Shortened If-Clauses (a) Are you a student? I f s o I f y o u are. the ticket is half-price. If n o t If y o u aren 't . the ticket is full price. (b) It’s a popular concert. Do you have a ticket? I f s o If y o u do. you’re lucky. If n o t / I f y o u do n 't, you’re out of luck. □ / / / W hen an if- clause refers to the idea in the sentence immediately before it, it is som etim es shortened. In (a): I f s o / I f y o u are = If you are a student /I f y o u a re n ’t = If you aren ’t a student If s o /If y o u d o = If you have a ticket If n o t /If y o u d o n ’t = If you do n ’t have a ticket If no t In (b): Exercise 25. Looking at grammar. (Chart 17 7) First, complete the sentences in two ways: a. Use so or not. b. Use a helping verb or main verb b e . Second, give the full meaning of the shortened //"-clause. 1. Does Lisa want to go out to dinner with us? a. If b. If she 50 tell her to meet us at 8:00. does , tell her to meet us at 8:00. —» M eaning: i f Lisa wants to go out to dinner with us 2. Are you free this weekend? a. I f ____________, do you want to go to a movie? b. If you _____________ , do you want to go to a movie? 3. Do you have a ride to the theater? a. I f ____________, would you like to ride with us? b. If you ____________ , would you like to ride with us? 378 CHAPTER 17 4. Are you coming to the meeting? a. I f ____________, I ’ll see you there. b. If you ____________, I ’ll see you there. 5. Did you use a spellcheck on your email to me? a. I f ____________ , it didn’t catch all the spelling errors. b. If you ____________, it didn’t catch all the spelling errors. 6. We need some rice. Can you stop at the store on your way home today? a. I f ____________, I ’ll do it. b. If you ____________, I ’ll do it. □ Exercise 26. Warm-up. (Chart 17-8) Check ( / ) all the sentences that are true for David. S it u a t i o n : If David gets married, he will be happy. If he doesn’t get married, he w ill be happy. 1. ___ David will be happy if he doesn’t get married. 2. ___ If he gets married, David won’t be happy. 3. ____ Even if David gets married, he won’t be happy. 4. ___ Even if David doesn’t get married, he will be happy. 5. ___ David will be happy whether or not he gets married. 6. ___ Whether or not David gets married, he will be happy. 1 7 - 8 Adverb Clauses of Condition: Using Whether Or Not and Even I f W hether or not (a) I’m going to go swimming tomorrow w h e th e r o r n o t i t is cold, w h e th e r it is c o ld o r not. or W hether o r n o t expresses the idea that neither this condition nor that condition matters; the result will be the same. In (a): “If it is cold, I’m going swimming. If it is not cold, I'm going swimming. 1 don’t care about the tem perature. It doesn’t matter.” Even i f (b) 1 have decided to go swimming tomorrow. E ven i f the w e a th e r is cold. I’m going to go swimming. Sentences with even i f are close in meaning to those with w h e th e r o r not. Even if gives the idea that a particular condition does not matter. The result will not change. Adverb Clauses 379 □ Exercise 27. Looking at grammar. (Chart 17-8) Choose the sentence (a. or b.) that has the same meaning as the given sentence. 1. Even if I get an invitation to the reception, I ’m not going to go. a. I won’t go to the reception without an invitation. b. I don’t care if I get an invitation. I ’m not going. 2. Even if the weather improves, I won’t go to the beach. a. I ’m going to the beach if the weather improves. b. I don’t care if the weather improves. I ’m not going to the beach. 3. Whether or not you want help, I plan to be at your house at 9:00. a. I ’m going to help you because I think you need help. b. I ’m going to help you because you want me to. 4. I won’t tell even if someone pays me. a. I won’t tell whether or not someone gives me money. b. I f someone pays me enough money, I will tell. 5. Even if John apologizes, I won’t forgive him! a. John needs to apologize for me to forgive him. b. I don’t care if John apologizes. It doesn’t matter. 6. I have to go to work tomorrow whether I feel better or not. a. Whether I go to work or not depends on how I feel. b. I’m going to work tomorrow no matter how I feel. □ Exercise 28. Looking at grammar. (Chart 17-8) Use the given information to complete sentences a. and b. S i t u a t i o n 1 : Usually people need to graduate from school to get a good job. But it’s different fo r Ed. M aybe E d ivill graduate from school, and maybe he won’t. It doesn’t matter because he has a good job waiting fo r him in his fath er’s business. a. Ed —» b. Ed —> will get a good job whether or not . . . . E d will get a good job whether or not he graduates. will get a good job even i f . . . . E d will get a good job even i f he doesn’t graduate. S i t u a t i o n 2 : Cindy’s uncle tells a lot o f jokes. Sometimes they’re funny, and sometimes they’re not. It doesn’t matter. a. b. Cindy laughs at the jokes whether . . . or not. Cindy laughs at the jokes even i f . . . . S i t u a t i o n 3 : M aybe you are finished with the exam, and maybe y ou ’re not. It doesn’t matter. The time is up. a. b. You have to hand in your examination paper You have to hand in your examination paper whether . . . even i f . . . . ornot. S i t u a t i o n 4 : It might snow, or it might not. We don ’t want to go camping in the snow, but it doesn’t matter. a. b. 380 We’re going to go camping in the mountains We’re going to go camping in the mountains CHAPTER 17 whether . . . even i f . . . . ornot. S i t u a t i o n 5 : M a x ’s fam ily doesn’t have enough money to send him to college. He would like to get a scholarship, but it doesn’t matter because h e’s saved some money to go to school and has a part-time job. a. M ax can go to school whether or n o t . . . . b. M ax can go to school even i f . . . . S i t u a t i o n 6 : Sometimes the zueather is hot, and sometimes the weather is cold. It doesn’t matter. M y grandfather always zuears his gray sweater. a. My grandfather wears his gray sweater whether or n o t . . . . b. My grandfather always wears his gray sweater even i f . . . . S i t u a t i o n 7 : Your approval doesn’t matter to me. a. I ’m going to marry Harry whether . . . or not. b. I ’m going to marry Harry even i f . . . . □ Exercise 29. Warm-up. (Chart 17-9) Choose the sentence (1. or 2.) that has the same meaning as the given sentence. I f by chance you have trouble, you can reach me at this number. 1. In case you have trouble, you can reach me at this number. 2. When you have trouble, you can reach me at this number. 1 7 - 9 Adverb Clauses of Condition: Using In Case (a) I’ll be at my uncle’s house in c a s e you (should) need to reach me. In case expresses the idea that something probably won't happen, but it might. In case m eans “if by chance this should happen.” s h o u ld in an adverb clause em phasizes the speaker’s uncertainty that something will happen. n o t e : Using Li Exercise 30. Looking at grammar. (Chart 17 9) Combine each pair of sentences. Begin your new sentence with In c a s e . 1. You probably won’t need to get in touch with me, but maybe you will. If so, I ’ll give you my phone number. —» In case you (should) need to get in touch with me, I ’ll give you my phone number. 2. You probably won’t need to see me, but maybe you will. If so, I ’ll be in my office tomorrow morning around ten. 3. I don’t think you need any more information, but maybe you do. If so, you can call me. 4. You probably don’t have any more questions, but maybe you do. If so, ask Dr. Smith. 5. Russ probably won’t call, but maybe he will. If so, please tell him that I ’m at the library. 6. You will probably be satisfied with your purchase, but maybe not. If not, you can return it to the store. Adverb Clauses 381 □ Exercise 31. Looking at grammar. (Charts 17-8 and 17-9) Complete the sentences with your own words. Work in pairs, in small groups, or as a class. □ 1. I have my umbrella with me just in case . . . . 2. It’s a good idea for you to keep a written record of your credit card numbers in case 3. Our boss doesn’t accept illness as an excuse for missing work. We have to go to work even i f . . . . 4. I think I ’d better clean up the apartment in case . . . . 5. Are you planning to apply for a scholarship? If so, . . . . 6. Do you have to work this Saturday? If not, . . . . Exercise 32. Warm-up. (Chart 17-10) Choose the logical completions. 1. I ’ll be at work on time tomorrow if there (is, isn’t) a lot of heavy traffic. 2. I ’ll be at work on time tomorrow unless there (is, isn’t) a lot of heavy traffic. 3. We’ll have the party outside unless it is (rainy, sunny). 4. We’ll have the party inside unless it is (rainy, sunny). 1 7 - 1 0 Adverb Clauses of Condition: Using Unless (a) I’ll go swimming tomorrow u n le s s It's cold. u n le s s = i f . . . n o t (b) I’ll go swimming tomorrow i f it is n ’t cold. In (a): unless it ’s cold means “if it isn't cold.” Exam ples (a) and (b) have the sam e meaning. □ Exercise 33. Looking at grammar. (Chart 17-10) Make sentences with the same meaning as the given sentences. Use u n le ss . 1. I will go to the zoo if it isn’t cold. —» I will go to the zoo unless it’s cold. 2. You can’t travel abroad if you don’t have a passport. 3. You can’t get a driver’s license if you’re not at least sixteen years 4. old. If I don’t get some new batteries for my camera, I won’t be able to take pictures when Laura and Rob get here. 5. You’ll get hungry during class if you don’t eat breakfast. □ Exercise 34. Looking at grammar. (Chart 17-10) Complete the sentences with your own words. Work in pairs, in small groups, or as a class. 1. Your letter won’t be delivered unless . . . . —» Your letter won’t be delivered unless it has the correct postage. 2. I ’m sorry, but you can’t see the doctor unless . . . . 382 CHAPTER 17 3. I can’t graduate from school unless . . . . 4. . . . unless you put it in the refrigerator. 5. Unless it rains, . . . . 6. Certain species of animals will soon become extinct unless , 7. . . . unless I get a raise in salary. 8. Tomorrow I ’m going to . . . unless . . . . 9. The political situation in . . . will continue to worsen unless 10. Unless you . . . . □ Exercise 35. Warm-up. (Chart 17-11) Answer the questions about Scott. S it u a t io n : Scott closes his bedroom window at night only if it’s raining hard. 1. Does Scott close his bedroom window if the temperature is below freezing? 2. Does Scott close his bedroom window if it’s windy outside? 3. Does Scott close his bedroom window if there’s a light rain? 4. Does Scott close his bedroom window if there is a heavy rain? 1 7 - 1 1 Adverb Clauses of Condition: Using Only I f (a) T he picnic will be canceled o n ly i f it rains. If it’s windy, w e ’ll go on the picnic. If it's cold, w e’ll go on the picnic. If it’s dam p and foggy, w e’ll go on the picnic. If it’s unbearably hot, w e ’ll go on the picnic. (b) O n ly if it rains w ill the picnic be canceled. O nly i f expresses the idea that there is only one condition that will cause a particular result. W hen o n ly i f begins a sentence, the subject and verb of the main clause are inverted, as in (b ).* No com m as are used. *O th er subordinating conjunctions and prepositional phrases preceded by o n ly at the beginning o f a sentence require subject-verb inversion in the main clause: O n ly w h e n the teacher dismisses its c a n w e s ta n d and lea ve the room. O n ly a fte r the phone rang d id I re a lize that I had fallen asleep in my chair. O n ly in my hometown d o I f e e l at ease. □ Exercise 36. Looking at grammar. (Chart 17-11) Check ( / ) the sentences that are true for this situation. S it u a t io n : You can take Saturday off only if you work Thursday. 1. ___ You must work Thursday if you want Saturday off. 2. ___ You can take Saturday off if you work another day o f your choice. 3. ___ If you work Thursday, you don’t have to work Saturday. 4. ___ You can work Thursday, but it’s not a requirement if youwant Saturday off. Adverb Clauses 383 □ Exercise 37. Looking at grammar. (Chart 17-11) P art I. Read the situations and complete the sentences. Work in pairs, in small groups, or as a class. S it u a t i o n 1 : John must take an additional science class in order to graduate. That is the only condition under which he can graduate. I f he doesn’t take an additional science class, he ca n ’t graduate. He can graduate only i f . . . . —» H e can graduate only if he takes an additional science class. S it u a t i o n 2 : You have to have an invitation in order to go to the party. That is the only condition under which you will be admitted. I f you don’t have an invitation, you can ’t go. You can go to the party only i f . . . . S it u a t i o n 3 : You have to have a student visa in order to study here. Unless you have a student visa, you can ’t go to school here. You can attend this school only i f . . . . S it u a t i o n 4 : Jim m y’s mother doesn’t zvant him to chew gum, but sometimes he chews it anyway. Jimmy . . . only if he’s sure his mother won’t find out. S it u a t i o n 5 : I f you want to go to the movie, we’ll go. I f you don’t zvant to go, we won’t go. We . . . only if you want to. S i t u a t i o n 6 : The temperature has to reach 3 2°F / 0°C before water will freeze. Water will freeze only i f . . . . S it u a t i o n 7 : You must study hard. Then you zvill pass the exam. Only if you study hard . . . . S it u a t io n 8 : You have to have a ticket. Then you can get into the soccer stadium. Only if you have a ticket . . . . S it u a t i o n 9 : His parents m ake Steve finish his homezvork before he can zvatch T V in the evening. Only if Steve’s homework is finished . . . . S it u a t i o n 1 0 : I have to get a job. Then I zvill have enough money to go to school. Only if I get a job . . . . P a r t II. Complete the sentences with your own words. 1 . Yes, Paul, I will marry you — but only i f . . . . 2. I . . . only i f . . . . 3. 384 Only i f ___ CHAPTER 17 □ Exercise 38. Looking at grammar. (Charts 17-1o and 17-11) Make sentences with the same meaning as the given sentences. Use o n ly i f and u n le s s . 1. If you don’t study hard, you won’t pass the test. -4 You will pass the test only i f you study hard. —7 You won’t pass the test unless you study hard. 2. I f I don’t get a job, I can’t pay my bills. 3. Your clothes won’t get clean if you don’t use soap. 4. I can’t take any pictures if the flash doesn’t work. 5. I don’t wake up if the alarm clock doesn’t ring. 6. If eggs aren’t kept at the proper temperature, they won’t hatch. 7. D on ’t borrow money from friends if you don’t absolutely have to. 8. Anita doesn’t talk in class if the teacher doesn’t ask her specific questions. □ Exercise 39. Looking at grammar. (Charts 17-6 -> 17-11) Combine these two sentences using the words below the example. It m ay or m ay not rain. The party will be held inside/outside. Example: if —> I f it rains, the party will be held inside. —» I f it doesn’t rain, the party zvill be held outside. 1. even if 2. whether or not □ 3. in case 4. unless 5. only if Exercise 40. Reading and grammar. (Chapter 17) P a r t I. Read the passage about the ways people learn. How Do People Learn Best? How do people learn best? There is not one answer because much depends on individual learning styles and needs. Over 300 years ago, however, the noted inventor Benjamin Franklin made some observations regarding learning that still hold true for a great many learners today: “Tell me and I forget. Teach me and I remember. Involve me and I learn.” Imagine that you are learning how to fold a paper airplane. The person teaching you presents the information verbally. She begins by saying: Benjamin Franklin Take a piece of paper. Fold it in half. Open the paper. Look at the crease in the middle. Now take one corner and fold it down along the crease. Adverb Clauses 385 The instructions continue this way. How well are you going to learn how to fold a paper airplane? Now imagine that your instructor is standing before you with paper and gives the directions while folding the paper herself. Will this help you more? Finally, imagine that both you and your instructor have paper. Each time she gives you instructions, both you and she fold your own papers. O f the three methods, which one will be the most effective in helping you learn how to fold a paper airplane? It’s interesting to think about Benjamin Franklin’s quote in relation to learning English. How do you learn English best? Is “being told” effective for you? What about “being taught”? How about “being involved”? P a r t II. Think about your experiences learning English vocabulary and complete the sentences with your own words. Punctuate carefully. 1. I remember new words best when _____________________________________________________ 2. I often forget the meanings of new words unless _______________________________________ 3. Even if I _____________________________________________________________________________ 4. I ______________________________________ only i f _______________________________________ 5. If you want to increase your vocabulary, _______________________________________________ 6. If teachers want to help their class learn new vocabulary, they 7. Although 8. When I am involved in my learning, I feel 386 CHAPTER 17 18 Chapter Reduction of Adverb Clauses to Modifying Adverbial Phrases □ Exercise 1. W arm-up. (Charts 18-1 and 18-2) Check ( / ) the sentences that are grammatically correct. 1. ___ While sitting at my desk, I fell asleep. 2. ___ While I was sitting at my desk, I fell asleep. 3. ___ While was sitting at my desk, I fell asleep. 4. ___ Before I went into the theater, I turned off my cell phone. 5. ___ _ Before go into the theater, I turned off my cell phone. 6. ___ _ Before going into the theater, I turned off my cell phone. 18-1 Introduction (a) Adverb clause: W hile 1 was w a lk in g to class, 1ran into an old friend. (b) Modifying phrase: While w a lk in g to class. 1ran into an old friend. (c) Adverb clause: Before 1 le ft for work, 1ate breakfast. (d) Modifying phrase: Before le a v in g for work, 1ate breakfast. (e) Change possible: While 1 was sitting in class, 1fell asleep. While sitting in class, 1fell asleep. In Chapter 13, we discussed changing adjective clauses to modifying phrases. (S e e Chart 13-11, p. 2 94.) So m e adverb clauses may also be changed to modifying phrases, and the ways in which the changes are m ade are the same: • If there is a be form of the verb, omit the subject of the dependent clause and b e verb, as in (b). OR • If there is no be form of a verb, omit the subject and change the verb to -in g, as in (d). An adverb clause can be changed to a modifying phrase o n ly w h e n th e s u b je c t o f th e a d v e rb c la u s e and the s u b je c t of th e m ain c la u s e are th e s am e. (f) Change possible: While A n n was sitting in class, she fell asleep, (clause) While sitting in class, A n n fell asleep. A m odifying adverbial phrase that is the reduction of an adverb clause modifies the subject of the main clause. (g) No change possible: While the te a ch e r was lecturing to the class, / fell asleep.* No reduction (i.e., change) is possible if the subjects of the adverb clause and the main clause are different, as in (g). (h) in c o r r e c t : ^AMe-watehinfhTV^ast-ntgbi^ the phone rang. In (h): While watching is called a “dangling modifier” or a “dangling participle,” i.e., a modifier that is incorrectly “hanging alone” without an appropriate noun or pronoun subject to modify. * While lecturing to the class, I fell asleep means “While I was lecturing to the class, I fell asleep.” 387 u Exercise 2. Looking at grammar. (Chart 18-1) Check ( / ) the sentences that are grammatically correct. 1. ____ While sitting at my computer, the fire alarm went off. 2. / While sitting at my computer, I heard the fire alarm go off. 3. ____ While standing on the top floor of the building, the crowd below looked like ants. 4. ____ While standing on the top floor of the building and looking down, Patrick suddenly felt dizzy. 5. ____ Before getting up, Mary likes to lie in her warm bed and plan her day. 6. ____ Before getting up, M ary’s alarm clock went off three times by accident. 7. ____ While working on his new novel, William found himself telling the story of his childhood. 8. ____ After standing in line for hours to buy concert tickets, the theater manager told us the concert was sold out. 1 8 - 2 Changing Time Clauses to Modifying Adverbial Phrases (a) Clause: S in ce M aria cam e to this country, she has m ade many friends. (b) Phrase: Adverb clauses beginning with after, before, w hile, and s in c e can be changed to modifying adverbial phrases. S in ce c o m in g to this country, M aria has m ade many friends. (c) Clause: A fte r he (had) fin is h e d his homework, Peter went to bed. (d) Phrase: (e) Phrase: A fte r fin is h in g his homework, Peter went In (c): There is no difference in meaning between After he finished and A fte r he had finished. (S ee Chart 3-5, p. 50.) to bed. In (d) and (e): T here is no difference in meaning between A fte r h a v in g fin is h e d his hom ew ork , Peter A fte r finishing and A fte r having finished. went to bed. (f) Phrase: Peter went to bed a fte r fin is h in g his homework. □ T h e modifying adverbial phrase may follow the main clause, as in (f). Exercise 3. Looking at grammar. (Charts 18-1 and 18-2) Underline the subject of the adverb clause and the subject of the main clause in each sentence. Change the adverb clauses to modifying adverbial phrases if possible. 1. While Joe was driving to school yesterday, he had an accident. —> While driving to school yesterday, Jo e h ad an accident. 2. While Joe was watching T V last night, the telephone rang. (no change) 3. Before I came to class, I had a cup of coffee. 4. Before the student came to class, the teacher had already given a quiz. 5. Since I came here, I have learned a lot o f English. 6. Since Alberto opened his new business, he has been working 16 hours a day. 7. Omar left the house and went to his office after he (had) finished breakfast. 388 CHAPTER 18 8. Before the waiter came to our table, I had already made up my mind to order shrimp. 9. You should always read a contract before you sign your name. 10. While Jack was trying to sleep last night, a mosquito kept buzzing in his ear. 11. While Susan was climbing the mountain, she lost her footing and fell onto a ledge several feet below. 12. After I heard Marika describe how cold it gets in Minnesota in the winter, I decided not to go there for my vacation in January. □ Exercise 4. Let’s talk: interview. (Chart 18 2) Ask two classmates each question. Ask them to answer in complete sentences. Share some of their answers with the class. What do you do . . . 1. before going to bed? 2. after waking up? 3. after arriving at school? □ 4. 5. 6. while sitting in class? before leaving school for the day? while preparing for a difficult exam? Exercise 5. W arm-up. (Charts 18-3 and 18-4) Read the sentences and answer the questions. 1. Hiking through the woods yesterday, Alan saw a bear. Q u e s t i o n : Who was hiking through the woods? 2. Walking through the woods, the bear spotted Alan. Q u e s t i o n : Who was walking through the woods? 1 8 - 3 Expressing the Idea of “During the Same Time’ in Modifying Adverbial Phrases (a) W hile I w as w a lk in g down the street, I ran into an old friend. (b) W hile w a lk in g down the street, I ran into an old friend. (c) W alking down the street, I ran into an old friend. Som etim es while is omitted, but the -ing phrase at the beginning of the sentence gives the sam e meaning (i.e., “during the sam e tim e”). Exam ples (a), (b), and (c) have the sam e meaning. Reduction of Adverb Clauses to Modifying Adverbial Phrases 389 1 8 - 4 Expressing Cause and Effect in Modifying Adverbial Phrases (a) (b) Because she needed som e money to buy a book, Sue cashed a check. Often an -ing phrase at the beginning of a sentence gives the meaning of “because.” Needing som e money to buy a book, Sue cashed a Exam ples (a) and (b) have the sam e meaning. check. (c) Because he lacked the necessary qualifications, he was not considered for the job. (d) (e) Lacking the necessary qualifications, he was not considered for the job. Having seen that movie before, / d o n ’t want to go again. (f) Because is not included in a modifying phrase. It is omitted, but the resulting phrase expresses a cause-andeffect relationship, as in (b) and (d). Having + past participle gives the meaning not only of "because” but also of “before.” Having seen that movie before, 1 d id n ’t want to go again. (h) Being unable to afford a car, she bought a bicycle. A form of be in the adverb clause may be changed to being. The use of being makes the cause-and-effect relationship clear. (i) Unable to afford a car, she bought a bicycle. Exam ples (g), (h), and (i) have the sam e meaning. (g) Because she was unable to afford a car, she bought a bicycle. □ Exercise 6. Looking at grammar. (Charts 18-3 and 18-4) Underline the modifying adverbial phrases and discuss their meanings. Which ones give the meaning o f “because”? Which ones give the meaning of “while”? Do some o f the sentences give the idea of both? 1. Driving to my grandparents’ housejast night, I saw a young woman who was selling flowers. I stopped so that I could buy some for my grandmother. (M eaning = “while”) 2. Being a widow with three children, Mrs. Romero has no choice but to work. 3. Sitting on the airplane and watching the clouds pass beneath me, I let my thoughts wander to the new experiences that were in store for me during the next two years of living abroad. 4. Having guessed at the answers for most of the test, I did not expect to get a high score. 5. Realizing that I had made a dreadful mistake when I introduced him as George Johnson, I walked over to him and apologized. I know his name is John George. 6. Tapping his fingers loudly on the airline counter,Todd made his impatience known. 7. Having broken her arm in a fall, Elena had to learn to write with her left hand. 8. Lying on her bed in peace and quiet, Lisa soon forgot her troubles. □ Exercise 7. Looking at grammar. (Chart 18-4) Change the adverb clauses to modifying adverbial phrases. 1. Because Sam didn’t want to hurt her feelings, he didn’t tell her the bad news. —> Not wanting to hurt her feelings, Sam didn’t tell her the bad news. 2. Because the little boy believed no one loved him, he ran away from home. 3. Because I had forgotten to bring a pencil to the examination, I had to borrow one. 4. Because Chelsea is a vegetarian, she does not eat meat. □ Exercise 8. Looking at grammar. (Charts 18-2 -> 18 4) Choose all the possible answers for each sentence. 1. B efo re____ to you, I had never understood that formula. a. talked b. talking c. I talked 2. A fter____ the chapter four times, I finally understood the author’s theory. a. I read b. read c. reading 3. S in ce _____ his bachelor’s degree, he has had three jobs, each one better than the last. a. he completed b. completing c. completed 4. _____across Canada, I could not help being impressed by the great differences in terrain. a. Traveling b. While I was traveling c. While traveling 5. _____national fame, the union leader had been an electrician in a small town. a. Before gaining b. Gaining c. Before he gained 6. _____in an airplane before, the little girl was surprised and a little frightened when her ears popped. a. Had never flown b. Having never flown c. Because she had never flown 7. B efo re_____vice-president of marketing and sales, Peter McKay worked as a sales representative. a. became b. becoming c. he became 8. _____the cool evening breeze and listening to the sounds of nature, we lost track of time. a. Because enjoying b. Enjoying c. We were enjoying 9. _____to spend any more money this month, Jim decided againstgoing to a restaurant for lunch. He made himself a sandwich instead. a. Not wanting b. Because he didn’t want c. Because not wanting □ Exercise 9. Looking at grammar. (Charts 18-3 and 18-4) If possible, combine each pair of sentences by making a modifying phrase out of the first sentence. 1. The children had nothing to do. They were bored. > Having nothing to do, the children zuere bored. 2. The children were bored. I offered to play a game with them. (no change) 3. Anna kept one hand on the steering wheel. She paid the bridge toll with her free hand. 4. Anna kept one hand on the steering wheel. Bob put the money for the bridge toll in her free hand. 5. I heard that Nadia was in the hospital. I called her family to find out what was wrong. 6. We slowly approached the door to the hospital. The nurse stepped out to help us. 7. I live a long distance from my work. I have to commute daily by train. 8. Abdul lives a long distance from his work. His car is essential. 9. I am a married man. I have many responsibilities. 10. Martha was picking strawberries in the garden. A bumblebee stung her. 11. I recognized his face, but I had forgotten his name. I just smiled and said, “Hi.” 12. Ann was convinced that she could never learn to play the piano. She stopped taking lessons. Reduction of Adverb Clauses to Modifying Adverbial Phrases 391 □ Exercise 10. Game. (Charts 18-3 ana 18-4) Work in teams. Make sentences by combining the ideas in Column A and Column B. Use the idea in Column A as a modifying adverbial phrase. Show logical relationships. The first group to combine all the ideas correctly is the winner. Example: H aving sticky pads on their feet, flies can easily zvalk on the ceiling. C olu m n A 1. 2. 3. 4. 5. 6. 7. 8. They have sticky pads on their feet. She has done very well in her studies. She was born two months prematurely. He had done everything he could for the patient. She had never eaten Thai food before. He had no one to turn to for help. They are extremely hard and nearly indestructible. They are able to crawl into very small places. □ C olu m n B a. M arta didn’t know what to expect when she went to the Thai restaurant for dinner. b. M ice can hide in almost any part o f a house. c. Sayid was forced to work out the problem by himself. d. The doctor left to attend other people. e. Nancy expects to be hired by a top company after graduation. f. Diamonds are used extensively in industry to cut other hard minerals. / g - Flies can easily walk on the ceiling. h. Monique needed special care for the first few days o f her life. Exercise 11. Looking at grammar. (Charts 18-1 > 18-4) Check ( / ) the sentences that are grammatically correct. Rewrite the incorrect sentences. 1. S After leaving the theater, we stopped at a coffee shop for a late-night snack. 2. ____ After leaving the theater, Tom ’s car wouldn’t start, so we had to take a taxi home. —► After zve left the theater, Tom’s car wouldn’t start, so zve had to take a taxi home. —► After leaving the theater, zve discovered that Tom’s car zvouldn’t start, so we took a taxi home. 3. ____ Not wanting to interrupt the conversation, I stood quietly and listened until I could have a chance to talk. 4. ____ Being too young to understand death, my mother gave me a simple explanation of where my grandfather had gone. 5. ____ When asked to explain his mistake, the new employee cleared his throat nervously. 6. ____ While working in my office late last night, someone suddenly knocked loudly at my door and nearly scared me to death! 7. ____ After hurrying to get ready for the picnic, it began to rain just as we were leaving. 8. ____ While walking across the street at a busy intersection, a truck nearly hit me. 392 CHAPTER 18 □ Exercise 12. Warm-up. (Chart 18-5) W hich sentences have the same meaning? 1. When Sharon heard the news o f her friend’s death, she began to cry. 2. Upon hearing the news of her friend’s death, Sharon began to cry. 3. On hearing the news o f her friend’s death, Sharon began to cry. 1 8 - 5 Using Upon + -ing in Modifying Adverbial Phrases (a) U pon re a c h in g the age of 21, I received my Modifying adverbial phrases beginning with u p o n +-in g usually inheritance. have the sam e meaning as adverb clauses introduced by when. (b) W hen 1 re a ch e d the age of 21, I received my Exam ples (a) and (b) have the sam e meaning. inheritance. (c) On re a c h in g the age of 2 1 , 1 received my inheritance. □ U pon can be shortened to on. Examples (a), (b), and (c) all have the sam e meaning. Exercise 13. Looking at grammar. (Chart 18-5) Make sentences using u p o n + -in g . 1. When Carl saw his wife and child get off the airplane, he broke into a big smile. > Upon seeing his ivife and child get o ff the airplane, C arl broke into a big smile. 2. When Tina crossed the marathon finish line, she fell in exhaustion. 3. When I looked in my wallet, I saw I didn’t have enough money to pay my restaurant bill. 4. Sam found that he had made a math error when he re-read the data. 5. When you finish the examination, bring your paper to the front of the room. 6. There must have been 300 students in the room on the first day of class. T h e professor slowly read through the list of names. When I heard my name, I raised my hand to identify myself. 7. Captain Cook had been sailing for many weeks with no land in sight. Finally, one of the sailors shouted, “Land ho!” When he heard this, Cook grabbed his telescope and searched the horizon. Reduction of Adverb Clauses to Modifying Adverbial Phrases 393 li Exercise 14. Looking at grammar. (Charts 18-1 -> 18-5) Change the adverb clause in each sentence to a modifying adverbial phrase if possible. Change punctuation, capitalization, and word order as necessary. 1. After it spends some time in a cocoon, a caterpillar will emerge as a butterfly. > After spending some time in a cocoon, a caterpillar zvill emerge as a butterfly. 2. When the movie started, it suddenly got very quiet inside the theater, (no change) 3. When we entered the theater, we handed the usher our tickets. —> Upon entering the theater, zve handed the usher our tickets. 4. Because I was unprepared for the test, I didn’t do well. > Being unprepared fo r the test, I didn’t do zvell. OR Unprepared fo r the test, I didn’t do well. 5. Before I left on my trip, I checked to see what shots I would need. 6. Jane’s family hasn’t received any news from her since she arrived in Kenya two weeks ago. 7. Because I hadn’t understood the directions, I got lost. 8. My father reluctantly agreed to let me attend the game after he had talked it over with my mother. 9. When I discovered I had lost my key to the apartment, I called the building superintendent. 10. Because the forest area is so dry this summer, it is prohibited to light campfires. 11. After we had to wait for more than half an hour, we were finally seated at the restaurant. □ Exercise 15. Let’s talk. (Chapter 18) Work in small groups. Imagine your friend is traveling to a foreign country and has never been abroad before. Give advice by making several suggestions for each item. 1. Before leaving on your trip, . . . --> y o u ’ll need to get a visa. —*■you should fin d out if you need immunizations. > give a friend or fam ily member your itinerary. > don’t forget to have someone pick up your mail. 2. Upon arriving at the airp ort,. . . 3. After getting to your destination, . . . 4. When talking with the local people, . . . 5. While visiting tourist sites, . . . 6. Before leaving for home, . . . 7. In general, when traveling to a foreign country, . . . 394 CHAPTER 18 □ Exercise 16. Listening. (Chapter 18) Listen to CD2 Exam ple: each conversation. Choose the sentence (a. or b.) that has the same meaning. You will hear: B: Oh yeah, thanks. T h at’s the first thing I ’ll do when I leave the office. You will choose: (a.: After leaving work, William will stop at the grocery store. b. Before leaving work, William will pick up some groceries. A: W 1. a. Fearing people will laugh at her if she plays the piano, Rose doesn’t want to play at the family gathering. b. Knowing she plays beautifully, Rose is happy to play the piano at the family gathering. 2. a. Not wanting to upset him, Jan isn’t going to talk to Thomas this afternoon. b. Hoping to change Thom as’ work behavior, Jan is going to talk to him this afternoon. □ 3. a. Upon finding her wedding ring, Susan hid it in a box. b. On finding her wedding ring, Susan felt relieved. 4. a. Never having voted in an election, Sam is taking it very seriously. b. Having done a lot o f research before choosing a candidate, Sam voted in the presidential election. Exercise 17. Reading and grammar. (Chapter 18) P a r t /. Read the passage and underline the modifying adverbial phrases. T he F ir s t T eleph one Alexander Graham Bell, a teacher of the deaf in Boston, invented the first telephone. One day in 1875, while running a teston his latest attempt to create a machine that could carry voices, he accidentally spilled acid on his coat. Naturally, he called for his assistant, Thom as A. Watson, who was in another room. Bell said, “Mr. Watson, come here. I want you.” Upon hearing words coming from the machine, Watson immediately realized that their experiments had at last been successful. He rushed excitedly into the other room to tell Bell that he had heard his words over the machine. After successfully testing the new machine again and again, Bell confidently announced his invention to the world. For the most part, scientists appreciated his accomplishment, but the general public did not understand the revolutionary nature o f Bell’s invention. Believing the telephone was a toy with little practical application, most people paid little attention to B ell’s announcement. Reduction of Adverb Clauses to Modifying Adverbial Phrases 395 P art II. Read the statements. Circle “T ” for true and “F ” for false. □ 1. Bell was testing a machine when Watson made a discovery. T F 2. Watson heard words coming from the machine. T F 3. Watson tested the new device again and again. T F 4. Bell announced his phone was a toy. T F Exercise 18. Listening. (Chapter 18) /T jj P a r t I. Look at the picture of the keyboard while listening to the lecture. w c< CD 2 Track 27 P a r t II. Read the statements. Circle “T ” for true and “F ” for false. 1. While working on a typewriter design, Sholes came up up with more than one pattern for the keyboard. T F T F T F T F 2. Upon discovering that the keys hit one another if the letters were in alphabetical order, Sholes developed a keyboard called “Q W ERTY.” 3. Needing a keyboard that allowed typists to type letters as rapidly as possible, Sholes decided his design would be the best choice. 4. Having a long history o f successful use, Q W ER T Y is not likely to be replaced any time soon. 396 CHAPTER 18 Chapter 1 9 Connectives That Express Cause and Effect, Contrast, and Condition Li Exercise 1. Warm-up. (Chart 19-1) Which sentences express the same meaning as the given situation? S i t u a t i o n : Monday was a holiday. R esu lt: 1. 2. 3. 4. 5. All s c h o o ls w ere c lo s e d . All schools were closed on Monday because it was a holiday. Because of the holiday, all schools were closed on Monday. Due to the holiday, all schools were closed on Monday. Due to the fact that it was a holiday, all schools were closed on Monday. Because all schools were closed on Monday, it was a holiday. 19-1 Using Because Of and Due To (a) Because the weather was cold, w e stayed home. Because introduces an adverb clause; it is followed by a subject and a verb, as in (a). (b) Because o f the cold weather, we stayed home. (c) Due to the cold weather, we stayed home. Because o f and due to are phrasal prepositions; they are followed by a noun object, as in (b) and (c). (d) Due to the fact that the weather was cold, w e stayed home. Som etim es (usually in more formal writing) due to is followed by a noun clause introduced by the fact that. (e) W e stayed home because o f the cold weather. W e stayed home due to the cold weather. W e stayed home due to the fact that the weather was cold. □ Like adverb clauses, these phrases can also follow the main clause, as in (e). Exercise 2. Looking at grammar. (Charts 17-3 and 19-1) Identify the cause and effect in each pair of sentences. Then combine the sentences with b e c a u s e . 1. 2. 3. 4. Jon is a heavy smoker. Jon has breathing problems. Martina feels homesick. Martina moved to a new town. Mr. Jordan’s house has no heat. Mr. Jordan lost his job. Victor has gained weight. Victor is going to eat less. 397 □ Exercise 3. Looking at grammar. (Charts 17-3 Complete the sentences with b e c a u s e or b e c a u s e o f and 19-1) 1. We postponed our trip ___________________ the bad driving conditions. 2. Sue’s eyes were red ___________________ she had been swimming in a chlorinated pool. 3. We can’t visit the museum tomorrow _____________________ it isn’t open. 4. Jim had to give up jogging ___________________ his sprained ankle. 5. ___________________ heavy fog at the airport, our plane was delayed for several hours. 6. ___________________ the elevator was broken, we had to walk up six flights of stairs. 7. Thousands o f Irish people emigrated to the United States ___________________ the potato famine in Ireland in the mid-19th century. □ Exercise 4. Looking at grammar. (Chart 19-1) Complete the sentences with the ideas in parentheses. 1. ( The traffic was heavy.) We were late to the meeting due to th e heavy traffic_________ 2. (Bill’s wife is ill.) Bill has to do all of the cooking and cleaning because o f _______________ 3. (It was noisy in the next apartment.) I couldn’t get to sleep last night because of 4. (Our parents are generous.) Because o f ____________________________________________ all of the children in our family have received the best of everything. 5. (Circumstances are beyond our control.) Due to ____________________________________ _______________________________________________________, our office is closed today. □ Exercise 5. Warm-up. (Chart 19-2) Check ( / ) the sentences that logically complete the idea of the given sentence. N adia likes fresh vegetables. 1. ___ Therefore, she has a vegetable garden in her yard. 2. ___ _ As a result, she doesn’t grow her own vegetables. 3. ___ Therefore, she buys canned vegetables at the store. 4. ___ As a result, she buys produce from local farmers. 5. ___ She eats a lot o f frozen vegetables, therefore. 6. ___ Consequently, she eats produce from her garden. 398 CHAPTER 19 1 9 - 2 Cause and Effect: Using Therefore, Consequently, and So (a) Al failed the test because he didn’t study. (b) Al didn’t study. T herefore, he failed the test. (c) C o n s e q u e n tly, he failed the test. Al didn’t study. Exam ples (a), (b), and (c) have the sam e meaning. T herefore and c o n s e q u e n tly mean “as a result.” In grammar, they are called transitions (or conjunctive adverbs). Transitions connect the ideas between two sentences. They are used most commonly in formal written English and rarely in spoken English. (d) Al didn’t study. T herefore, he failed the test. (e) Al didn’t study. H e , th e re fo re , failed the test. (f) Al didn’t study. He failed the test, therefore. POSITIONS OF a t r a n s it io n : tra n s itio n + S + V ( + rest of sentence) S tra n s itio n + V rest of sentence) S V rest of sentence) tra n s itio n + + (+ (+ A transition occurs in the second of two related sentences. Notice the patterns and punctuation in the examples. A period ( n o t a com m a) is used at the end of the first sentence.* T he transition has several positions in the second sentence. The transition is separated from the rest of the sentence by commas. + (g) Al didn’t study, s o he failed the test. In (g): So is used as a conjunction between two independent clauses. It has the same meaning as therefore. So is common in both formal written and spoken English. A comma usually precedes s o when it connects two sentences, as in (g). *A sem icolon is also possible in this situation. See the footnote to Chart 19-3. □ Exercise 6. Looking at grammar. (Chart 19-2) Rewrite the sentence with the given words. Punctuate carefully. The children stayed home because a storm was approaching. 1. therefore 2. consequently __________________________________________ 3. so □ __________________________________________ __________________________________________ Exercise 7. Looking at grammar. (Charts 17-3,19-1, and 19 2) Punctuate the sentences. Add capital letters as necessary, changes. n o te 1. adverb clause: Because it was cold she wore a coat. 2. She wore a coat because it was cold. adverb clause: : T wo sentences need no 3. prepositional phrase: Because of the cold weather she wore a coat. 4. prepositional phrase: She wore a coat because of the cold weather. 5. transition: The weather was cold therefore she wore a coat. 6. transition: The weather was cold she wore a coat therefore. 7. conjunction: The weather was cold so she wore a coat. Connectives That Express Cause and Effect, Contrast, and Condition 399 □ Exercise 8. Looking at grammar. (Charts 17-3,19-1, and 19-2) Punctuate the sentences. Add capital letters as necessary. 1. Pat always enjoyed studying sciences in high school therefore she decided to major in biology in college. 2. Due to recent improvements in the economy fewer people are unemployed. 3. Last night’s storm damaged the power lines consequently the town was without electricity. 4. Due to the snowstorm only five students came to class the teacher therefore canceled the class. □ Exercise 9. Warm-up. (Chart 19-3) Check ( / ) the sentences that have the correct punctuation. 1. ___ Doctors sometimes recommend yoga for their patients. Because it can lower stress. 2. ___ Because yoga can lower stress doctors sometimes recommend it for their patients. 3. ___ Yoga can lower stress. Doctors, therefore, sometimes recommend it for their patients. 4. ___ Yoga can lower stress, so doctors sometimes recommend it for their patients. 1 9 - 3 Summary of Patterns and Punctuation Adverb Clauses (a) B eca use it was hot, w e went swimming. (b) W e went swimming b e cau se Prepositions (c) B eca use o f the hot weather, it was hot. w e went swimming. (d) W e went swimming b e ca u se o f the hot weather. Transitions we went swimming. We, th e re fo re , went swimming. We went swimming, therefore. (e) It was hot. There fore, (t) It was hot. (g) It was hot. An adverb clause may precede or follow an independent clause. p u n c t u a t io n : A com m a is used if the adverb clause comes first. A preposition is followed by a noun object, not by a subject and verb. A com m a is usually used if the prepositional phrase precedes the subject and verb of the independent clause. p u n c t u a t io n : A transition is used with the second sentence of a pair. It shows the relationship of the second idea to the first idea. A transition is movable within the second sentence. A period is used between the two independent clauses.* A com m a may n o t be used to separate the clauses. Com m as are usually used to set the transition off from the rest of the sentence. p u n c t u a t io n : Conjunctions (h) It was hot, s o we went swimming. A conjunction com es between two independent clauses. p u n c t u a t io n : Usually a com m a is used immediately in front of a conjunction. *A sem icolon ( ; ) may be used instead o f a period between the two independent clauses. It zvas hot; therefore, zve zvent swimming. It zvas hot; zve, therefore, zvent swimming. It was hot; we went swimming, therefore. In general, a sem icolon can be used instead o f a period between any two sentences that are closely related in meaning: Peanuts are not nuts; they are beans. N ouce that a small letter, n o t a capital letter, immediately follows a semicolon. 400 CHAPTER 19 □ Exercise 10. Looking at grammar. (Charts 17 - 3 and 19-3) Combine the sentences using the given words. Discuss correct punctuation. W e p o stp o n e d o u r trip . T he w e a th e r w as bad. Exam ple: because 1. 2. □ therefore since > We postponed our trip b e c a u s e the weather was bad. —> B e c a u s e the weather was bad, we postponed our trip. 3. so 4. because of 5. consequently 6. due to the fact that Exercise 11. Looking at grammar. (Charts 17-3,19-2, and 19-3) Combine each pair o f ideas with the words in parentheses. 1. My cell phone doesn’t work. The battery is dead. (because) > M y cell phone doesn’t work because the battery is dead. OR -► Because the battery is dead, my cell phone doesn’t zvork. 2. Pat doesn’t want to return to the Yukon to live. The winters are too severe. (because) 3. It is important to wear a hat on cold days. We lose sixty percent o f our body heat through our head, {since) 4. Bill couldn’t pick us up after the concert. His car wouldn’t start, {therefore) 5. When I was in my teens and twenties, it was easy for me to get into an argument with my father. Both of us can be stubborn and opinionated, {because) 6 . A camel can go completely without water for eight to ten days. It is an ideal animal for desert areas, {due to the fact that) 7. Robert emailed the software company for technical support. He got some new business software that didn’t work, (so) 8. A tomato is classified as a fruit, but most people consider it a vegetable. It is often eaten in salads along with lettuce, onions, cucumbers, and other vegetables, {since) 9. There is consumer demand for ivory. Many African elephants are being slaughtered ruthlessly. Many people who care about saving these animals from extinction refuse to buy any item made from ivory, {due to, consequently) 10. M ost 15th-century Europeans believed the world was flat and that a ship could conceivably sail off the end of the earth. Many sailors o f the time refused to venture forth with explorers into unknown waters, {because) □ Exercise 12. Warm-up. (Chart 19-4) Read about Alan and Lisa. Imagine their reactions as parents and complete the sentences with phrases in the list or your own ideas. What do you notice about s o /s u c h and the words in blue? S i t u a t i o n : Alan and Lisa are the proud parents of triplets. Before their triplets were born, however, they were told they were going to have twins. Imagine their surprise when they found out they were the parents of three babies. Alan was incredibly happy. Lisa was utterly exhausted. began to cry called friends couldn’t laugh or cry danced around the room 1. Ed was so happy that he . . . . 2. Lisa was so tired that she . . . . fell asleep went into shock 3. Ed was such a happy dad that he . . . . 4. Lisa was such a tired mom that she . . . . Connectives That Express Cause and Effect, Contrast, and Condition 401 1 9 - 4 Other Ways of Expressing Cause and Effect: Such .. . That and So .. . That ( a ) Because the w eather was nice, we went to the zoo. ( b ) It was su c h n ic e w e a th e r th a t we went to the zoo. ( c ) T h e w eather was so n ic e th a t we went to the zoo. Exam ples (a), (b), and (c) have the same meaning. ( d ) It was su c h g o o d c o ffe e th a t 1 had another cup. ( e ) It w as su c h a fo g g y d a y th a t we couldn’t see the road. S u c h . . . th a t encloses a modified noun: s u c h + adjective + noun + th a t (f ) The coffee is s o h o t th a t 1 can’t drink it. ( g ) I'm so h u n g ry th a t 1 could eat a horse. ( h ) She speaks s o fa s t th a t 1 can’t understand her. ( i ) He walked so q u ic k ly th a t 1 couldn’t keep up with him. S o . . . that encloses an adjective or adverb: (j ) ( k) 1 (m) S o . . . th a t is used with m any, few, m uch, and little. () She made so m a n y m is ta k e s th a t she failed the exam. He has s o fe w frie n d s th a t he is always lonely. She has s o m u ch m o n e y th a t she can buy whatever she wants. He had so little tro u b le with the test th a t he left twenty minutes early. ( n ) It was su c h a g o o d b o o k (th at) 1 couldn’t put it down. ( o ) 1 was so h u n g ry (that) 1 didn’t wait for dinner to eat something. □ so (adjective 'j + < or >+th a t (, adverb J Sometimes, primarily in speaking, th a t is omitted. Exercise 13. Looking at grammar. (Chart 19-4) Complete the sentences with so or such. 1. It was such an enjoyable party that no one wanted to leave. 2. The party was so 3. We had much fun that no one wanted to leave. so enjoyable that no one wanted to leave. 4. Maya is _________ afraid of flying that she travels by train or bus. 5. You’ve been _________ kind that I don’t know how to thank you. 6. The article had _________ little current information that it wasn’t useful. 7. The teacher has repeated h e rse lf_________ many times that it’s becoming a joke. 8. It was _________ a long trip abroad that I got very homesick. 9. My elderly aunt has _________ few friends that I am beginning to worry about her. □ Exercise 14. Let’s talk. (Chart 19-4) Work in small groups. Take turns making sentences using so/such . . . that with the given ideas. Try to exaggerate your answers. Share your favorite sentences with the class. Example: I ’m hungry. In fact, I ’m . . . . > I ’m so hungry. In fact, I ’m so hungry ( that) I could eat a horse. 1. I ’m really tired. In fact, I ’m . . . . 2. I didn’t expect it! I was really surprised. In fact, I was . . . . 402 CHAPTER 19 3. 4. 5. 6. 7. 8. □ I took a very slow bus to town. In fact, it was . . . . I saw a shark while I was swimming in the ocean. I was frightened. In fact, I We rented a video. It was a very exciting movie. In fact, it was . . . . The weather was really, really hot. In fact, it was . . . . My wallet fell out o f my pocket and I lost a lot of money. In fact, I lost . . . . I ordered an expensive meal at a restaurant. The server brought a small plate amount o f food to your table. In fact, it was . . . . was . . . . withatiny Exercise 15. Looking at grammar. (Chart 19 4) Make sentences using s o or s u c h by combining the ideas in Column A and Column B. Example: The wind was strong. > The wind was s o strong that it blew my hat o ff my head. C olu m n A 1. 2. 3. 4. 5. 6. 7. 8. □ C olu m n B The wind was strong. T h e radio was too loud. Olga did poor work. The food was too hot. There are many leaves on a single tree. The tornado struck with great force. Few students showed up for class. Charles used too much paper when he was writing his report. a. b. /c . d. e. f. It burned my tongue. She was fired from her job. It blew my hat off my head. T h e teacher postponed the test. It is impossible to count them. It lifted cars off the ground. g- I couldn’t hear what Michael was saying. h. T h e wastepaper basket overflowed. Exercise 16. Warm-up. (Chart 19-5) Check ( / ) the sentences that correctly complete the given sentence. K ay got a new job so th a t. .. 1. ____ she could be closer to home. 2. ____ she is very excited. 3. ____ her husband is taking her out to dinner to celebrate. 4. ____ she could earn more money. Connectives That Express Cause and Effect, Contrast, and Condition 403 1 9 - 5 Expressing Purpose: Using So That In o rd e r to expresses purpose. (a) 1turned off the T V in o rd e r to enable m y roommate to study in peace and quiet. (b) 1turned off the T V s o (th a t) m y room m ate could study in peace and quiet. So That (c) + Can o r In (a): I turned off the T V for a purpose. The purpose was to make it possible for my roommate to study in peace and quiet. Could I’m going to cash a check so th a t 1 can buy m y textbooks. (d) (See Chart 15-1, p. 331.) 1cashed a check s o th a t 1c o u ld buy m y textbooks. S o th a t also expresses p u rp o s e * It expresses the sam e meaning as in o rd e r to. T he word “that” is often omitted, especially in speaking. S o th a t is often used instead of in o rd e r to when the idea of ability is being expressed. Can is used in the adverb clause for a present/future meaning. In (c): s o th a t 1 can b u y = in order to be able to buy C o u ld is used after so th a t in past sentences, as in (d ).** So That (e) ( f) (g) + Will / Would o r S im p le P r e s e n t 1 w on 7 get wet. Yesterday 1took my umbrella so th a t 1 w o u ld n ’t I'll take my umbrella so th a t 1 w o n ’t g e t 1 won’t get wet In (e): so th a t that w et = in order to make sure get wet. W ould is used in past sentences, as in (f). I’ll take my umbrella s o th a t 1 d o n ’t get wet. In (g): It is som etim es possible to use the simple present after so th a t in place of will; the simple present expresses a future meaning. In order that has the same meaning as so that but is less commonly used. Exam ple: I turned off the T V in o r d e r th a t my roommate could study in peace and quiet. B oth so that and in order that introduce adverb clauses. It is unusual but possible to put these adverb clauses at the beginning o f a sentence: S o th a t my roommate could study in peace and quiet, I turned off the TV. ‘N ote: **A lso possible but less com m on: the use o f m a y or m i g h t in place o f c a n or c o u ld (e.g., I cashed a check so th a t I m i g h t buy my textbooks.). □ Exercise 17. Looking at grammar. (Chart 19-5) Combine each set o f ideas by using s o (th at). 1. Please turn down the radio. I want to be able to get to sleep. -> Please turn down the radio so ( that) I can get to sleep. 2. My wife turned down the radio. I wanted to be able to get to sleep. • M y wife turned down the radio so ( that) I could get to sleep. 3. Put the milk in the refrigerator. We want to make sure it won’t (OR doesn’t) spoil. --> Put the milk in the refrigerator so (that) it won’t (o r doesn’t) spoil. 4. I put the milk in the refrigerator. I wanted to make sure it didn’t spoil. > I put the milk in the refrigerator so (that) it wouldn’t spoil. 5. Please be quiet. I want to be able to hear what Sharon is saying. 6. I asked the children to be quiet. I wanted to be able to hear what Sharon was saying. 7. Pm going to cash a check. I want to make sure that I have enough money to go to the store. 8. I cashed a check yesterday. I wanted to make sure that I had enough money to go to the store. 404 CHAPTER 19 9. 10. 11. 12. 13. 14. 15. Ann and Larry have a six-year-old child. Tonight they’re going to hire a babysitter. They want to be able to go out with some friends. Last week Ann and Larry hired a babysitter. They wanted to be able to go to a dinner party at the home of Larry’s boss. Be sure to put the meat in the oven at 5:00. You want to be sure that it will be ( o r is) ready to eat by 6:30. Yesterday I put the meat in the oven at 5:00. I wanted it to be ready to eat by 6:30. I ’m going to leave the party early. I want to be able to get a good night’s sleep tonight. When it started to rain, Harry opened his umbrella. He wanted to be sure he didn’t get wet. The little boy pretended to be sick. He wanted to stay home from school. Exercise 18. Looking at grammar. (Charts 19 2 and 19-5) Add th a t to the sentence if s o means in o r d e r th a t. If s o means t h e r e fo r e , add a comma. th a t 1. I borrowed some money so I could pay my rent. 2. I didn’t have enough money for a movie, so I went home and watched TV. 3. I need a visa so I can travel overseas. 4. I needed a visa so I went to the embassy to apply for one. 5. M arta is trying to improve her English so she can become a tour guide. 6. Olga wants to improve her English so she has hired a tutor. 7. Tarek borrowed money from his parents so he could start his own business. 8. I turned off the T V so I could concentrate on my paperwork. Exercise 19. W arm-up. (Chart 19-6) Usually when someone breaks an arm, he/she goes to a doctor. That is expected behavior. Answer the same question about expected behavior for each statement. Circle yes or no. EXPECTED B EH A V IO R? 1. Ron broke his arm, but he didn’t go to the doctor. yes no 2. Joe went to the doctor because he broke his arm. yes no 3. yes no 4. Amy broke her arm; nevertheless, she didn’t go to the doctor. yes no 5. Despite having a broken arm, Rick didn’t go to the doctor. yes no yes no yes no Sue broke her arm, so she went to the doctor. 6. Eva was in so much pain from her broken arm that she went to the doctor. 7. Jeff broke his arm; therefore, he went to the doctor. Connectives That Express Cause and Effect, Contrast, and Condition 405 Showing Contrast (Unexpected Result) 1 9 - 6 All of these sentences have the sam e meaning. T he idea of cold w eather is contrasted with the idea of going swimming. Usually if the w eather is cold, one does not go swimming, so going swimming in cold w eather is an “unexpected result.” It is surprising that the speaker went swimming in cold weather. A d v e rb C lauses C o n ju n c tio n s T ra n s itio n s P re p o s itio n s □ even though ( a ) E ven th o u g h it was cold, 1 went swimming. although ( b) A lth o u g h it was cold, 1 went swimming. though ( c) T hou gh it was cold, 1 went swimming. b u t . . . anyway ( d ) It w as cold, b u t 1went swimming anyway. b u t . . . still ( e ) It was cold, b u t \ s t ill went swimming. y e t . . . still ( f ) It was cold, ye t 1 s t ill went swimming. nevertheless ( g ) It was cold. N e ve rth e le ss 1 went swimming. nonetheless ( h ) It was cold; n o ne th eless, 1 went swimming. h o w e ver. . . still ( i ) It was cold. How ever, 1 s t ill went swimming. despite ( j ) 1went swimming d e sp ite the cold weather. in spite of ( k) 1went swimming in s p ite o f the cold weather. despite the fact that ( 1 ) 1 went swimming d e s p ite the fa c t th a t the w eather was cold, in spite o f the fact that (m) 1went swimming in s p ite o f the fa c t th a t the w eather was cold. Exercise 20. Looking at grammar. (Charts 19 2 and 19-6) Complete the sentences with in s id e or o u t s id e to make logical statements. 1. It rained, but we still had our w edding____________________ 2. It rained, so we had our w edding____________________ 3. It rained; nevertheless, we had our w edding____________________ 4. Though it rained, we had our w edding____________________ 5. Even though it rained, we had our w edding____________________ 6. Although it rained, we had our w edding____________________ 7. Despite the fact that it rained, we had our wedding __________________ 8. It rained; therefore, we had our w edding____________________ □ Exercise 21. Looking at grammar. (Chart 19-6) Complete the sentences with a m or a m n o t to make logical statements. 1. The roads are icy; nevertheless, I ____________going shopping. 2. Though the roads are icy, I ____________ staying home. 3. Even though the roads are icy, I ____________ going shopping. 4. I ____________going shopping although the roads are icy. 5. The roads are icy, yet I ____________ going shopping anyway. 6. Despite the fact that the roads are icy, I ____________ staying home. 7. 406 In spite of the icy roads, I ____________ going shopping. CHAPTER 19 Exercise 22. Looking at grammar. (Chart 19-6) Complete the sentences with the given words. Notice the use of punctuation and capitalization. Part I. Complete the sentences with but, even though, or nevertheless. 1. Bob ate a large dinner. ________________________ , he is still hungry. 2. Bob ate a large d in n er,________________________ he is still hungry. 3. Bob is still h u n g ry ________________________ he ate a large dinner. 4. I had a lot of studying to do, ________________________ I went to a movie anyway. 5. I had a lot o f studying to do. ________________________ ., I went to a movie. 6. ________________________ I had a lot o f studying to do, I went to a movie. 7. I finished all of my w o rk ________________________ I was very sleepy. 8. I was very sleepy,________________________ I finished all of my work anyway. 9. I was very sleepy. ________________________ , I finished all of my work. Part II. Complete the sentences with yet, although, or however. 10. I washed my hands. _____________________ , they still looked dirty. 11. I washed my hands,______________________they still looked dirty. 12. ______________________I washed my hands, they still looked dirty. 13. Diana didn’t know how to swim ,_____________________ she jumped into the pool. 14. ______________________Diana didn’t know how to swim, she jumped into the pool. 15. Diana didn’t know how to swim. ______________________, she jumped into the pool. Exercise 23. Looking at grammar. (Chart 19-6) Add commas, periods, and capital letters as necessary. Do not add, omit, or change any words. 1. Anna’s father gave her some good advice nevertheless she did not follow it. -> A n n a’s father gave her some good advice. N evertheless, she did not follow it. 2. Anna’s father gave her some good advice but she didn’t follow it. 3. Even though Anna’s father gave her some good advice she didn’t follow it. 4. Anna’s father gave her some good advice she did not follow it however. 5. Thomas was thirsty I offered him some water he refused it. 6. Thomas refused the water although he was thirsty. 7. Thomas was thirsty nevertheless he refused the glass o f water I brought him. 8. Thomas was thirsty yet he refused to drink the water that I offered him. Connectives That Express Cause and Effect, Contrast, and Condition 407 □ Exercise 24. Looking at grammar. (Chart 19-6) Combine the sentences using the given words. Discuss correct punctuation. Use the negative if necessary to make a logical statement. H is g ra d e s w e re low . He w as a d m itte d to th e u n iv e rs ity . 1. 2. 3. □ even though b u t . . . anyway yet . . . still 4. nonetheless 5. despite 6. because of Exercise 25. Warm-up. (Chart 19-7) Read the question and the answers that follow. Which answers express “direct contrast,” i.e., the idea that “this” is the opposite o f “that”? hurricane tornado What is the difference between hurricanes and tornadoes? 1. Hurricanes develop over warm oceans while tornadoes form over land. 2. Hurricanes develop while they are traveling over warm ocean water. 3. Hurricanes develop over warm oceans, but tornadoes form over land. 4. Hurricanes develop over warm oceans; however, tornadoes form over land. 5. Hurricanes develop over warm oceans; on the other hand, tornadoes form over land. 19 -7 Showing Direct Contrast All of the sentences have the sam e meaning: “This" is the opposite of “that." A d v e rb C lauses while (a) M ary is rich, w h ile John is p o o r* (b) John is poor, w h ile M ary is rich. C o n ju n c tio n s but (c) M ary is rich, b u t John is poor. (d) John is poor, b u t M ary is rich. T ra n s itio n s however on the other hand (e) M ary is rich; how ever. John is poor. (f) John is poor; M ary is rich, how ever. (g) M ary is rich. John, on the o th e r hand, is poor. (h) John is poor. Mary, on the o th e r hand, is rich. ^Som etim es a comm a precedes a zvhile-c\ause that shows direct contrast. A comma helps clarify that while is being used to express contrast rather than time. T h e use o f a comma in this instance is a stylistic choice by the writer. 408 CHAPTER 19 □ Exercise 26. Looking at grammar. (Chart 19-7) Make two sentences with the same meaning as the given sentence. Use however or on the other hand. Punctuate carefully. 1. Florida has a warm climate, while Alaska has a cold climate. 2. While Fred is a good student, his brother is lazy. 3. Elderly people in my country usually live with their children, but the elderly in the United States often live by themselves. □ Exercise 27. Looking at grammar. (Chart 19-7) Complete the sentences with your own words. 1. 2. 3. 4. □ Some people really enjoy swimming, while others . . . are afraid o f water. In the United States, people drive on the right-hand side of the road. However, people in . . . . While my desk always seems to be a mess, my . . . . My oldest son is shy, while my youngest son . . . . Exercise 28. Let’s talk or write. (Chart 19 7) Part I. Read the information below about extroverts and introverts. Make several sentences with the words in the list, either orally or in writing using the words but, however, on the other hand, or while. General Characteristics of Extroverts and Introverts Extroverts. . . like to be the center of attention. like to talk more than listen. enjoy meeting people. prefer being active. like to work in groups. don’t always think before speaking. don’t mind noise. like crowds. are energized by being with others. Introverts. .. are uncomfortable being the center of attention. like to listen more than talk. are reserved when meeting people. like to spend time alone. don’t like to work in groups. think carefully before speaking. prefer the quiet. avoid crowds. can find it tiring to spend time with others. Examples: > Extroverts like to talk more than listen, while introverts like to listen more than talk. > Introverts like to listen more than talk. Extroverts, however, like to talk more than listen. Part II. Are you an extrovert or introvert? Compare yourself to someone you know who is different from you. Make several sentences. □ Exercise 29. Let’s talk. (Chart 19-7) Think of two different countries you are familiar with. How are they different? Use while, however, on the other hand, and but. Work in pairs, in small groups, or as a class. 1. 2. 3. 4. size population food time of meals 5. 6. 7. 8. economic system educational system role of women language 9. educational costs 10. medical care 11. public transportation 12. dating customs Connectives That Express Cause and Effect, Contrast, and Condition 409 □ Exercise 30. Warm-up. (Chart 19-8) Choose the logical verb for each sentence: can or can ’t. S i t u a t i o n : Sarah drinks coffee every morning. It wakes her up. 1. I f Sarah drinks coffee in the morning, she can I can ’t wake up quickly. 2. Unless Sarah drinks coffee in the morning, she can / can ’t wake up quickly. 3. Sarah drinks coffee every morning; otherwise, she can / ca n ’t wake up quickly. 4. Sarah drinks coffee in the morning, or else she can I can ’t wake up quickly. 1 9 - 8 Expressing Conditions: Using Otherwise and Or (Else) Adverb Clauses (a) If 1 don’t eat breakfast, 1get hungry. (b) You’ll be late if you don't hurry. If and unless state conditions that produce certain results. (See Charts 17-6 and 17-10, pp. 377 and 382.) (c) You’ll get wet unless you take your umbrella. Transitions (d) 1always eat breakfast. Otherwise, 1get hungry during class. (e) You’d better hurry. Otherwise, you’ll be late. (f) Take your umbrella. Otherwise, you’ll get wet. C onju nctions (g) 1always eat breakfast, or (else) 1get hungry during class. Otherwise expresses the idea “if the opposite is true, then there will be a certain result.” In (d): otherwise = if 1 don’t eat breakfast Or else and otherwise have the same meaning. (h) You’d better hurry, or (else) you’ll be late. (i) Take your umbrella, or (else) you’ll get wet. □ Exercise 31. Looking at grammar. (Chart 19-8) Make sentences with the same meaning as the given sentence. Use o t h e r w is e . 1. I f I don’t call my mother, she’ll start worrying about me. > I am going to / should / h ad better / have to / must call my mother. Otherzvise, she’ll start worrying about me. 2. I f you don’t leave now, you’ll be late for class. 3. Unless you have a ticket, you can’t get into the theater. 4. You can’t enter that country unless you have a passport. 5. I f Tom doesn’t get a job soon, his family won’t have enough money for food. 6. Only if you speak both Japanese and Chinese fluently will you be considered forthat job.* 7. Mary can go to school only if she gets a scholarship. 8. I f I don’t wash my clothes tonight, I won’t have any clean clothes to wear tomorrow. ‘ N otice that the subject and verb in the main clause are inverted because the sentence begins with only if. See C hart 17-11, p. 383. 410 CHAPTER 19 1 9 - 9 Summary of Connectives: Cause and Effect, Contrast, and Condition Adverb Clause Words Transitions Conjunctions Prepositions Cause and E ffect because since now that so (that) therefore consequently so because of due to C ontrast even though although though while however nevertheless nonetheless on the other hand but ( . . . anyway) yet ( . . . still) despite in spite of C ond ition if unless only if even if whether or not in case otherwise or (else) □ Exercise 32. Looking at grammar. (Chart 19-9) Using the two ideas of “to study” and “to pass or fail the exam,” complete the sentences. Punctuate and capitalize as necessary. 1. Because I did not study <» I failed th e exam.______________________________________ 2. I failed the exam because _______________________________________________________ 3. Although I studied _____________________________________________________________ 4. I did not study therefore _______________________________________________________ 5. I did not study however ________________________________________________________ 6. I studied nevertheless __________________________________________________________ 7. Even though I did not study ____________________________________________________ 8. I did not study so ______________________________________________________________ 9. Since I did not study ___________________________________________________________ 10. If I study for the exam __________________________________________________________ 11. Unless I study for the exam _____________________________________________________ 12. I must study otherwise _________________________________________________________ 13. Even if I study _________________________________________________________________ 14. I did not study consequently ___________________________________________________ 15. I did not study nonetheless _____________________________________________________ Connectives That Express Cause and Effect, Contrast, and Condition 411 16. I will probably fail the exam whether 17. Only if I study ____________________ 18. I studied hard yet ________________ 19. You’d better study or else _________ □ Exercise 33. Listening. (Chart 19-9) ■fj) Listen to each sentence and choose the logical completion (a. or b.). «S c° ; s Example: You will hear: I was exhausted when I got home, but . . . You will choose: a. I didn’t take a nap. b. I took a nap. 1. a. my back gets sore. b. my back doesn’t get sore. 2. a. my old one works fine. b. my old one doesn’t work. 3. a. I hurry. b. I don’t hurry. 4. a. I hurried. b. I didn’t hurry. 5. a. our offices are hot. b. our offices aren’t hot. b. the noise doesn’t bother me. 6. a. the noise bothers me. 7. □ a. I fell asleep during dinner. b. I didn’t fall asleep during dinner. Exercise 34. Game. (Charts 17-2,19-4, and 19-9) Work in teams. Combine these two ideas using the words below the example. The time is now, so use present and future tenses. The team that correctly combines the most sentences wins. to go (or not to go) to the beach \ hot, cold, nice weather Example: because > Because the weather is cold, zve aren ’t going to go to the beach. » We’re going to go to the beach because the weather is hot. 1. 2. 3. 4. 5. 6. 7. 412 so . . . that so nevertheless despite now that once although CHAPTER 19 8. because of 9. consequently 10. as soon as 11. such . . . that 12. since 13. but . . . anyway 14. unless 15. 16. 17. 18. 19. 20. 21. therefore only if nonetheless in spite of even if y e t . . . still whether . . . Exercise 35. Reading. (Chart 19-9) P art I. Read the passage comparing optimists and pessimists. Optimists vs. Pessimists Have you ever heard the expression that a glass is half full or half empt y?> I f not, imagine that you are looking at a glass that is filled exactly halfway with liquid. Now, is the glass half full or half empty to you? People who say it is half full are called optimists, while people who say it is half empty are called pessimists. In simple terms, optimists see the best in the world, while pessimists see the worst. One o f the clearest ways to see the differences between the two is to look at the way optimists and pessimists explain events. When something bad happens, optimists tend to see the event as a single event which does not affect other areas of their lives. For example, Sarah is an optimistic person. When she gets a low grade on a test, she will say something like this to herself: “Oh well, that was one test I didn’t do well on. I wasn’t feeling well that day. I have another test in a few weeks. I ’ll do better on that one.” Pessimists, on the other hand, will feel that an event is just one of a string of bad events affecting their lives, and that they’re somehow the cause o f it. L et’s take a look at Susan. She is a pessimist. When she gets a low grade on a test, she might say: “I failed again. I never do well on tests. I ’m stupid. I should just quit trying.” And when something does go well for Susan, she often attributes her success to luck. She may say, “I was just lucky that time,” and she doesn’t expect to do well again. While optimists don’t see themselves as failures, pessimists do. Research has shown that optimism can be a learned trait and that, despite their upbringing, people can train themselves to respond to events in more positive terms. For example, Paul has a tendency to react negatively to events. The first thing he has to do is become conscious o f that behavior. Once he identifies how he is reacting, he can reframe his thoughts in more positive terms, as Sarah did when she failed the test. As Paul begins to domore o f this, he forms new patterns o f response, and over time these responses become more automatic. Gradually he can develop a more positive outlook on life. What about you? How do you see life? Is the glass half full or half empty? P a r t II. Complete the sentences with information from the reading. 1. 2. 3. 4. 5. 6. 7. 8. 9. Optimists think positively about life, while . . . . An optimist may do poorly on a test; nevertheless, . . . . Things sometimes go well for a pessimist; however, . . . . Pessimists see themselves as failures; on the other hand, . . . . Optimists don’t see a single event affecting other areas o f their lives; consequently, . . . . Optimists see the best in the world; therefore, . . . . Optimists see the best in the world; however, . . . . Although people may have been raised as pessimists, . . . . If a pessimist wants to change how he reacts, . . . . Connectives That Express Cause and Effect, Contrast, and Condition 413 □ Exercise 36. Listening. (Chapters 17 —> 19) n P a r t I. Answer these questions. Then listen to the lecture with your book closed. or CD2 rrack 29 1. What makes you yawn? J J 2. Do you yawn when others around you yawn? P a r t II. Open your book and read the statements. Circle “T ” for true and “F ” for false. 1. Yawning is so contagious that when one person yawns, others nearby may yawn as well. T F T F T F T F T F T F 2. According to the speaker, people are not necessarily tired even though they may yawn. 3. According to the speaker, people yawn only if others around them yawn. 4. It’s been proven that unless people yawn, they can’t stay awake. 5. It’s possible that at some point in history, people yawned so that they could stay awake and keep others awake in times o f danger. 6. According to the speaker, if you are talking to people and they begin yawning, you can be certain that they have become bored by you. Exercise 37. Check your knowledge. (Chapters l -> 19) These sentences are taken from student writing. You are the editor for these students. Rewrite the sentences, correcting errors, combining ideas, and making whatever revisions inphrasing or vocabulary you feel will help the writers say what they intended to say. Example: My idea of the most important thing in life. It is to be healthy. Because a person can’t enjoy life without health. -> In my opinion, the most important thing in life is good health because a person cannot enjoy life fully zvithout it. 1. We went shopping after ate dinner. But the stores were closed. We had togo back home even we hadn’t found what were we looking for. 2. I want explain that I know a lot of grammars but is my problem I haven’t enough vocabularies. 3. When I got lost in the bus station a kind man helped me, he explained how to read the huge bus schedule on the wall. Took me to the window to buy a ticket and showed me where was my bus, I will always appreciate his kindness. 414 CHAPTER 19 4. I had never understand the important o f know English language. Until I worked at a large international company. 5. Since I was young my father found an American woman to teach me and my brothers English, but when we move to other town my father wasn’t able to find other teacher for other five years. 6. I was surprised to see the room that I was given at the dormitory. Because there aren’t any furniture, and dirty. 7. When I meet Mr. Lee for the first time, we played video games at the student center even though we can’t communicate very well, but we had a good time. 8. Because the United States is a large and also big country. It means that they’re various kinds of people live there and it has a diverse population. 9. My grammar class was start at 10:35. When the teacher was coming to class, she returned the last quiz to my classmates and I. After we have had another quiz. 10. If a wife has a work, her husband should share the houseworks with her. If both of them help, the houseworks can be finish much faster. 11. The first time I went skiing. I was afraid to go down the hill. But then I think to myself, “Why not? Give it a try. You’ll make it!” After stand around for ten minutes without moving. Finally, I decided go down that hill. □ Exercise 38. Listening and writing. (Chapter 19) a Listen to each passage twice. Then work together in pairs or small groups to write out the passage. Summarize what you heard. Then listen again and revise your writing as necessary. C D 2 [ra c k 3 0 P a s s a g e I : Turtles P a s s a g e 2 : Boy or Girl? Connectives That Express Cause and Effect, Contrast, and Condition 415 Chapter 2 0 Conditional Sentences and Wishes □ Exercise 1. Warm-up. (Chart 20-1) Each sentence talks about a “condition” and the “result” of this condition. Underline the result clause in each sentence. Notice the verbs in blue. In which sentence does a past verb refer to present or future time? 1. If I have extra money, I usually buy computer equipment with it. 2. I will buy a new laptop computer next month if I have some extra money. 3. I f I had some extra money, I would buy a new laptop today or tomorrow. 4. I would have bought a new laptop last month if I had had some extra money. 20-1 Overview of Basic Verb Forms Used in Conditional Sentences S itu a tio n T r u e in the //■-clause s im p le p re se n t R e su lt c la u se w ill + s im p le form P r e s e n t/F u tu r e E x a m p le s If 1 have enough time, 1 watch TV every evening. If 1 have enough time, 1 w ill w atchTV later on tonight. U n t r u e in the s im p le pa st w ould + s im p le fo im If 1 had enough time, 1 w ould watch TV now or later on. pa st p e rfe ct w ould have + p a s t p a rtic ip le If 1 h a d h a d enough time, 1 w ould have w atched TV yesterday. P r e s e n t/F u tu r e U n t r u e in th e Past □ Exercise 2. Looking at grammar. (Chart 20 1) Complete the sentences with the verbs in parentheses. 1. I usually send my parents an email every week. That is a true fact. In other words: If I {have) e v e r y w eek. have_____ enough time, I {send.) sen d my parents an email 2. I may have enough time to send my parents an email later tonight. I want to send them an email tonight. Both of those things are true. In other words: I f I {have) ______________ enough time, I {send) ______________________________ my parents an email la t e r to n ig h t. 416 3. I don’t have enough time right now, so I won’t send my parents an email. I ’ll try to do it later. I want to email them, but the truth is that I just don’t have enough time right now. In other words: If I {have) _______________ enough time rig h t now , I {send) ______________________my parents an email. 4. I won’t have enough time tonight, so I won’t send my parentsan email.I ’ll try to doit tomorrow. I want to email them, but the truth is that I just won’t haveenough time. In other words: If I {have) _______________ enough time la t e r to n ig h t, I {send) _____________________ my parents an email. 5. I wanted to send my parents an email last night, but I didn’t have enough time. In other words: If I {have) ______________ enough time, I {send) __________ _________________________my parents an email la s t night. □ Exercise 3. Warm-up. (Chart 20 2) Discuss the differences in meaning, if any, in each pair of sentences. 1. a. If it rains, the streets get wet. b. If it rains tomorrow, the streets will get wet. 2. a. If you heat water, b. If you heat water, 3. a. If it should rain tomorrow, we’ll cancel the picnic, b. If it rains tomorrow, we’ll cancel the picnic. it boils. it will boil. 2 0 - 2 True in the Present or Future (a) If 1 do n’t eat breakfast, 1always get hungry during class. (b) Water freezes o r w ill freeze if the temperature reaches 32°F/0°C . (c) If 1 don't eat breakfast tomorrow morning, 1 w ill get hungry during class. (d) If If If If it it it it rains, rains. rains, rains, we should stay home. 1 m ig h t decide to stay home. we ca n ’t go. we 're going to stay home. (e) If anyone calls, please take a message. ( f ) If anyone should call, please take a message. In conditional sentences that express true, factual ideas in the present/future, the simple present (not the simple future) is used in the if-clause. The result clause has various possible verb forms. A result clause verb can be: • the simple present, to express a habitual activity or situation, as in (a). • either the simple present or the simple future, to express an established, predictable fact or general truth, as in (b). • the simple future, to express a particular activity or situation in the future, as in (c). • modals and phrasal modals such as should, might, can, be going to, as in (d).* • an imperative verb, as in (e). Sometimes should is used in an /'/-clause. It indicates a little more uncertainty than the use of the simple present, but basically the meaning of examples (e) and ( f ) is the same. *S e e Chart 9 -1 , p. 157, for a list o f modals and phrasal modals. Conditional Sentences and Wishes 417 Exercise 4. Let’s talk. (Chart 20-2) Answer the questions. Work in pairs, in small groups, or as a class. 1. 2. 3. 4. 5. □ If it’s cold tomorrow, what are you going to wear to class? If it’s cold, what do you usually wear? Fish can’t live out of water. If you take a fish out of water, what will happen/what happens? If I want to learn English faster, what should I do? Tell me what to do, where to go, and what to expect if I visit your hometown as a tourist. Exercise 5. Looking at grammar. (Chart 20-2) Choose the correct verb for the result clauses. In some cases, both answers are correct. 1. If I find out the answer, I will let / let you know. 2. If I have extra time, I tutor / am going to tutor students in math. 3. If it snows, the roads are / will be closed. 4. If you run up a hill, your heart beats / will beat fast. 5. If it should rain tomorrow, we might change I will change our plans. 6. If my cell phone battery goes dead, I will recharge I would recharge it. Exercise 6. Listening. (Chart 20 2) D <& C D 2 T ra c k 31 / / + pronoun can be difficult to hear at the beginning of sentences because these words are generally unstressed. Additionally, i f at the beginning o f a sentence is often reduced to /f/. Listen to the sentences spoken in casual, relaxed English. Complete the sentences with the non-reduced forms of the words you hear. Example: You will hear: You will write: If I hear anything, I ’ll tell you. If I hear_______ anything, I ’ll tell you. 1. _____________________________________________too fast, please tell me. 2. _____________________________________________married, everyone will be shocked. 3. _____________________________________________okay, I ’ll ask for some advice. 4. _____________________________________________to quit, I hope he lets us know soon. 5. _____________________________________________, we’ll need to try something else. 6. _____________________________________________harder, I ’m sure she’ll succeed. 7. _____________________________________________the job, I ’ll call you right away. Exercise 7. Warm-up. (Chart 20-3) Choose the correct completions. 1. If Tom were a teacher, he would teach law. 418 a. Tom is I isn’t a teacher. b. Tom teaches / doesn’t teach CHAPTER 20 2. If it were 5:00, we could leave. a. It law. is / isn’t 5:00. b. We can / can ’t leave now. 2 0 - 3 Untrue (Contrary to Fact) in the Present or Future (a) If 1 ta u g h t this class, 1 w o u ld n ’t g iv e tests. In (a): In truth, 1don’t teach this class. (b) If he were here right now, he w o u ld h e lp us. In (b): In truth, he is not here right now. (c) If 1 were you, 1 w o u ld a c c e p t their invitation. In (c): In truth, 1 am not you. note: Were is used for both singular and plural subjects. Was (with 1, he, she, it) is som etim es used in informal speech: If 1 was you, I ’d accept their invitation. compare: (d) If 1 had enough money, 1 w o u ld buy a car. (e) If 1 had enough money, 1 c o u ld buy a car. □ In (d): T he speaker wants a car but doesn’t have enough money. W ould expresses desired or predictable results. In (e): T he speaker is expressing one possible result. c o u ld = would be able to; c o u ld expresses possible options. Exercise 8. Looking at grammar. (Charts 20 2 and 20-3) Complete the sentences with the verbs in parentheses. 1. If I have enough apples, I (bake) 2. If I had enough apples, I (bake) will bake_______an apple pie this afternoon. would bake / could bake an apple pie. 3. I will fix your bicycle if I (have) __________________ a screwdriver of the proper size. 4. I would fix your bicycle if I (have) .____________________ a screwdriver o f the proper size. 5. I (go) ___________________ to a movie tonight if I don’t have any homework to do. 6. I (go) ________________________ to a movie tonight if I didn’t have any homework to do. 7. Sally always answers the phone if she (be) _____________________________ in her office. 8. Sally would answer the phone if she (be) _______________ _ _ in her office right now. □ Exercise 9. Let’s talk. (Chart 20 -3) Discuss the questions. Work in small groups or as a class. Under what conditions, if any, would you . . . 1. exceed the speed limit while driving? 2. lie to your best friend? 3. disobey an order from your boss? □ 4. steal food? 5. carry a friend on your back? 6. not pay your rent? Exercise 10. Looking at grammar. (Charts 20 2 and 20 3) Complete the sentences with the verbs in parentheses. Work in pairs or small groups. 1. I (be, not) ________________________ a student in this class if English (be) _____________ my native language. 2. M ost people know that oil floats on water. If you pour oil on water, it (float) Conditional Sentences and Wishes 419 3. I f there (be) no oxygen on earth, life as we know it (exist, not) 4. My evening newspaper has been late every day this week. If the paper (arrive, not) _____________________________ on time today, I ’m going to cancel my subscription. 5. I f I (be) ___________________ a bird, I (want, not) _____________________________ to live my whole life in a cage. 6. How long (human beings, live) _____________________________ _____________________________ if all diseases in the world were completely eradicated? 7. I f you boil water, it (disappear) ______________________________ into the atmosphere as vapor. 8. If people (have) ___________________ paws instead of hands with fingers and opposable thumbs, the machines we use in everyday life (have to) _______________________________ be constructed very differently. We (be, not) _______________________________________ able to turn knobs, push small buttons, or hold tools and utensils securely. Exercise 11. Let’s talk: interview. (Chart 20-3) Find a partner to interview. Give him/her a fact. Ask your partner to make an unreal “if” statement. Change roles after item 3. Share some o f the statements with the class. Example: Ocean water is salty. > I f ocean water weren’t salty, people could drink it and there would be enough water for everyone in the world. Facts: 1. There is gravity on the earth. 2. People don’t have wings. 3. Cars can’t fly. □ 4. Children don’t get everything they want. 5. Guns exist. 6. There isn’t enough food on the earth for everyone. Exercise 12. Warm-up. (Chart 20 4) Check ( / ) the sentences that have a past meaning. 420 1. ____ If Ann were available, she would help us. 2. ____ If Ann had been available, she would have helped us. 3. ____ If Ann is available, she will help us. 4. ____ If Ann had been available, she could have helped us. CHAPTER 20 2 0 - 4 Untrue (Contrary to Fact) in the Past (a) If you h a d t o l d me about the problem, 1 w o u l d h a v e h e l p e d you. (b) If they h a d s t u d i e d , they w o u l d h a v e p a s s e d the exam. (c) If 1 h a d n ’t s l i p p e d on the stairs, 1 w o u l d n ’t h a v e b r o k e n my arm. In (a): In truth, you did not tell me about it. In (b): In truth, they did not study. Therefore, they failed the exam. In (c): In truth, 1 slipped on the stairs. 1 broke my arm. n o t e : The auxiliary verbs are often reduced in speech. “If you’d told me, 1 would’ve helped you ( o r l- d u v helped you).”* In (d): w o u l d expresses a desired or predictable result. compare: (d) If 1 had had enough money, 1 w o u l d have bought a car. (e) If 1 had had enough money, 1 c o u l d have bought a car. In (e): c o u l d expresses a possible option. c o u l d h a v e b o u g h t = w o u ld h a v e b e e n a b le to b u y * I n c a s u a l, in fo r m a l s p e e c h , s o m e n a tiv e s p e a k e rs s o m e tim e s u se w o u ld h a v e in a n //-c la u s e : I f you w o u l d ’v e t o l d m e about the problem, I would’ve helped you. T h i s v e rb fo r m u sa g e is g e n e ra lly c o n s id e r e d to b e g ra m m a tic a lly in c o r r e c t in s ta n d a r d E n g lis h , b u t it o c c u r s fa irly co m m o n ly . □ Exercise 13. Looking at grammar. (Chart 20 -4) Complete the sentences with a factual or truthful statement. 1. If I had worn a jacket, I wouldn’t have been so cold at the park, but the truth is . . . . > I didn't wear a jacket. 2. If Martin hadn’t become a soccer player, he would have been a soccer coach, but the truth is . . . . 3. If I hadn’t answered my cell phone while I was driving, I wouldn’t have caused the accident, but the truth is . . . . 4. If Professor Stevens had given a fair test, more students would have passed, but the truth is . . . . □ Exercise 14. Looking at grammar. (Charts 20-1 -> 20-4) Underline the clause that expresses a condition. Write “T ” if the condition is a true condition (i.e., a condition that exists in fact). Write “U ” if the condition is untrue (i.e., a condition that does not exist in fact). Then decide if the sentence refers to present/future or past time. 1. T If the weather is warm, we’ll eat outdoors. present/future past 2. U If the weather were warm, we would eat outdoors. present/future past If the weather had been warm, we would have eaten outdoors. present/future past 4. If I had more monev, T would work less. present/future past 5. If I had had more money, T would have worked less. present/future past 6. If I take time off from work, T feel more relaxed. present/future past 7. If I hadn’t had to work, T could have seen you. present/future past 8. If I didn’t have to work, I could see you. present/future past 3. Conditional Sentences and Wishes 421 Exercise 15. Looking at grammar. (Charts 20-1 -> 20-4) Com plete each sentence with w ould do, w ill do, or w ould have done. 1. Rita believes in hard work and wants her children to work hard. She always tells them, “If you work hard every day, you ________________________ well.” 2. Scott is smart, but he doesn’t work very hard. As a result, he is not very successful at his job. His co-workers often tell him, “If you worked hard every day, you ________________________ well.” 3. Mark planned to study hard for a test yesterday, but some friends called, and he decided to go out with them. He didn’t do well on his test the next day. His teacher told him, “If you had worked hard yesterday, you __________________________________ well on the test.” Exercise 16. Looking at grammar. (Charts 20-1 » 2 0 -4 ) Complete the sentences with the verbs in parentheses. 1. If I (have) ___________________ enough money, I will go with you. 2. If I (have) ___________________ enough money, I would go with you. 3. If I (have) ___________________ enough money, I would have gone with you. 4. I f the weather is nice tomorrow, we (go) ________________________ to the zoo. 5. I f the weather were nice today, we (go) ________________________ to the zoo. 6. I f the weather had been nice yesterday, we (go) _____________________________ to the zoo. 7. If Sally (be) ___________________ at home tomorrow, I am going to visit her. Jim isn’t home right now. If he (be) right now, I (visit) ________________ 9. at home him. Linda wasn’t at home yesterday. If she (be) ___________________ at home yesterday, I (visit) __________________________________ her. 10. Last night Alex ruined his sweater when he washed it. I f he (read) ___________________ the label, he (wash, not) .__________________________________ it in hot water. 422 CHAPTER 20 Exercise 17. Looking at grammar. (Charts 20-1 -> 20-4) Answer the questions with yes or no. 1. If the weather had been good yesterday, we would not have canceled the picnic. a. Was the picnic canceled? b. Was the weather good? yes no 2. If I had an envelope and a stamp, I would mail this letter today. a. Do I have an envelope and a stamp right now? _________ b. Do I want to mail this letter today? _________ c. Am I going to mail this letter today? _________ 3. Ann would have made it to class on time this morning if the bus hadn’t been late. a. Did Ann try to make it to class on time? _________ b. Did Ann make it to class on time? _________ c. Was the bus late? _________ 4. If I didn’t have any friends, I would be lonely. a. Am I lonely? _________ b. Do I have friends? _________ Exercise 18. Let’s talk. (Chart 20-4) Work with a partner. Speaker A gives the cue. Speaker B begins the response with B u t i f I h a d kn ow n. Exam ple: S p e a k e r A (book open): S p e a k e r B (book closed): 1. 2. 3. 4. There was a test yesterday. You didn’t know that, so you didn’t study. But if I had known (that there was a test yesterday), I would have studied. Your friend was in the hospital. You didn’t know that, so you didn’t visit her. I ’ve never met your friend. You didn’t know that, so you didn’t introduce me. There was a meeting last night. You didn’t know that, so you didn’t go. Your friend’s parents are in town. You didn’t know that, so you didn’t invite them to dinner. Change roles. 5. I wanted to go to the soccer game. You didn’t know that, so you didn’t buy a ticket for me. 6. I was at home last night. You didn’t know that, so you didn’t visit me. 7. Your sister wanted a gold necklace for her birthday. You didn’t know that,so you didn’t buy her one. 8. I had a problem. You didn’t know that, so you didn’t offer to help. Conditional Sentences and Wishes 423 □ Exercise 19. Let’s listen and talk. (Chart 20-4) H P a r t I. Answer this question: Why do you think dinosaurs became extinct? Then close your book and listen to the short talk on dinosaurs. c<f CD 2 Track 32 P a r t II. Open your book and read the statements. Circle “T ” for true and “F ” for false. 1. According to one theory, if an asteroid had collided with the earth, several disastrous changes in the earth’s climate would have taken place. 2. This theory suggests that if an asteroid had not collided with the earth, dinosaurs would still exist. T F T F P a r t III. Discuss these questions. 1. 2. □ t f il CD 2 Track 33 If dinosaurs still existed, what do you think the world would be like? Would it be possible for dinosaurs and human beings to coexist on the same planet? Exercise 20. Listening. (Charts 20-l -» 20-4) In conditional sentences, Ihl is often dropped in the auxiliary verbs h a v e and h a d . Listen to the sentences spoken in casual, relaxed English. Complete the sentences with the non-reduced forms of the words you hear. Sit u a t io n : Jon told several good friends a lie, and they recently found out. Here are their reactions: Example: You will hear: If he had been truthful, he wouldn’t have lost my trust. You will write: If he had been truthful, he wouldn’t have lost my trust. 1. _____________________________ the truth sooner, _________________________ differently. 2. ___________________________________him, ___________________________________ so foolish. 3. __________________________________ me what a great guy Jon was, ______________________ _____________________________ him so easily. 424 4. ________________________ another person, __________________________________so shocked. 5. __________________________________ , ____________________________ more respect for him. CHAPTER 20 E x e r c i s e 2 1 . L o o k in g a t g r a m m a r . (Charts 2 0 - 1 -> 2 0 -4 ) Complete the sentences with the verbs in parentheses. 1. You should tell your father exactly what happened. If I (fee) ______________ you, I (tell) ________________________ him the truth as soon as possible. 2. I f I (have) _____ _________ my camera with me yesterday, I (take) .______________________ ________________________ a picture of Alex standing on his head. 3. I ’m almost ready to plant my garden. I have a lot of seeds. Maybe I have more than I need. If I (have) ______________ more seeds than I need, I (give) ______________________ some to my neighbor. 4. George has only two pairs of socks. If he (have) ______________ more than two pairs of socks, he (have to, not) __________________________________ wash his socks so often. 5. The cowboy pulled his gun to shoot at the rattlesnake, but he was too late. If he (be) ___________________ quicker to pull the trigger, the snake (bite, not) ___________________ _____________________________ him on the foot. It’s a good thing he was wearing heavy leather boots. 6. What (we, use) _____________________________ to look at ourselves when we comb our hair if we (have, not) __ _____________ ________ mirrors? 7. It’s been a long drought. It hasn’t rained for over a month. If it (rain, not) _____________________________ soon, a lot of crops ( d i e ) _____________________ If the crops (die) ______________ , many people (go) ____________________ hungry this coming winter. 8. A: Shhh! Your father is taking a nap. Uh-oh. You woke him up. B: Gee, I ’m sorry, Mom. If I (realize) ________________________ he was sleeping, I (m ake, not) _____________________________________so much noise when I came in. 9. A: Since I broke my foot, I haven’t been able to get to the basement to wash my clothes. B: Why didn’t you say something? I (come) _____________________________ over and (wash) ___________________ them for you if you (tell) _________________________ me. A: I know you (come) __________________________________ right away if I (call) ________________________ you. I guess I didn’t want to bother you. B: Nonsense! What are good neighbors for? Conditional Sentences and Wishes 425 □ n Exercise 22. Listening. (Charts 2 0 -1 -►2 0 -4 ) Listen to the statements and answer the questions. C<1 rCDk23j Example: You will hear: If Bob had asked me to keep the news about his marriage a secret,I wouldn’t have told anybody. I know how to keep a secret. You will answer: a. Did I tell anybody the news? yes b. Did Bob ask me to keep it a secret? no 1. a. Am I going to go to the art museum? _________ b. Do I have enough time? _________ 2. a. Did Mrs. Jones receive immediate medical attention? _________ b. Did she die? _________ 3. a. Am I a carpenter? _________ b. Do I want to build my own house? _________ c. Am I going to build my own house? _________ 4. a. Was the hotel built to withstand an earthquake? _________ b. Did the hotel collapse? _________ □ Exercise 23. Looking at grammar. (Charts 2 0 -1 -> 20 4) Complete each sentence with an appropriate auxiliary verb. 1. I don’t have a pen, but if I did______ , I would lend it to you. 2. He is busy right now, but if he 3. I didn’t vote in the election, but if I weren’t had , he would help us. I would have voted for Senator Todd. 4. I don’t have enough money, but if I ______________ , I would buy that book. 5. The weather is cold today, but if it ______________ , I ’d go swimming. 6. She didn’t come, but if she ______________ , she would have met my brother. 7. I ’m not a good cook, but if I ______________ , I would make all of my own meals. 8. He didn’t go to a doctor, but if he ______________ , the cut on his hand wouldn’t have gotten infected. 9. I always pay my bills. If I ______________ , I ’d get in a lot o f trouble. 10. Helium is lighter than air. If it ______________ , a helium-filled balloon wouldn’t float upward. 11. I called my husband to tell him I would be late. If I ______________ , he would have gotten worried about me. 426 CHAPTER 20 □ Exercise 24. Let’s talk: pairwork. (Charts 20-1 -> 20-4) Work with a partner. Speaker A asks the questions. Speaker B begins the answers with N o, bu t. Example: S pea ker S pea ker A (book open): Do you have a dollar? B (book closed)-. No, but if I did (N o, but if I had a dollar), I would lend it to you. 1. 2. 3. 4. Are you rich? Do you have a car? Are you a bird? Did you forget to bring a pen to class today? 5. Do you have your own airplane? 6. Are you the teacher of this class? □ Change roles. 7. Are you at home right now? 8. Do you speak (another language)? 9. Did you forget to bring your grammar book to class today? 10. Is the weather hot/cold today? 11. Do you live in (a different city)} 12. Are you hungry? Exercise 25. Warm-up. (Chart 20-5) Match the true or factual sentences in Column A to the conditional sentences in Column B. C olu m n B C olu m n A 1. I was painting my apartment when you asked me to go to a movie. 2. I am painting my apartment right now. a. If I weren’t painting my apartment, I would go to a movie with you. b. If I hadn’t been painting my apartment, I would have gone to a movie with you. 2 0 - 5 Using Progressive Verb Forms in Conditional Sentences Notice the use of progressive verb forms in these examples. Even in conditional sentences, progressive verb forms are used in progressive situations. (See Chart 1-2, p. 3, for a discussion of progressive verbs.) (a) True: It is ra in in g right now, so I will not go for a walk. (b) Conditional: If it w ere n o t ra in in g right now, I would go for a walk. (c) True: It w as ra in in g yesterday afternoon, so I did not go for a walk. (d) Conditional: If it h a d n o t been ra in in g . I would have gone for a walk. □ Exercise 26. Looking at grammar. (Chart 20-5) Change the statements to conditional sentences. 1. You weren’t listening, so you didn’t understand the directions. But . . . . > if you had been listening, you ivould have understood the directions. 2.You aren’t wearing a coat, so you’re cold. But . . . . 3. Joe got a ticket because he was driving too fast. But. . . . 4. I ’m enjoying myself, so I won’t leave. B u t . . . . 5.You were sleeping, so I didn’t tell you the news as soon as I heard it. But Conditional Sentences and Wishes 427 □ Exercise 27. Looking at grammar. (Chart 20-5) Complete each sentence with the correct form o f the verb in parentheses. Make untrue or contrary-to-fact statements. 1. It’s snowing. We can’t go to the park. _ If it (snow) _____ weren’t snowing, we could go to the park. 2. It wasn’t snowing. We went to the park. I f it (snow) had been snowing______________________ , we wouldn’t have gone to the park. 3. Elena just got out o f the shower. She’s drying her hair with a hair dryer, so she can’t hear the phone ring. If Elena (dry) _____________________________ her hair, she could hear the phone ring. 4. Elena was waiting for a phone call from Tom, but as it happened, she was drying her hair when he called and couldn’t hear the phone ring. If Elena (dry) ______________________________her hair when Tom called, she could have heard the phone ring. 5. Max is at a party at his friend’s apartment, but he’s not having any fun. He wants to leave. Max wouldn’t want to leave early if he (have) _____________________________ fun. 6. Mrs. Chang was talking on her cell phone while she was driving and wasn’t paying enough attention to traffic. When the car in front o f her stopped, she crashed into it. If Mrs. Chang (talk) _____________________________ on her cell phone, she probably wouldn’t have gotten into an accident. □ Exercise 28. Warm-up. (Chart 20-6) Choose the correct time words. 1. If I had done my homework (now / earlier), I would know the answers (now / earlier). 2. Anita wouldn’t be sick (now / earlier) if she had followed the doctor’s orders (now / earlier). 2 0 - 6 Using “Mixed Time” in Conditional Sentences Frequently the time in the /'/-clause and the time in the result clause are different: one clause may be in the present and the other in the past. Notice that past and present times are mixed in these sentences. (a) True: (b) Conditional: If I h a d e a te n breakfast several hours ago, I w o u ld n o t b e hungry now. I d id n o t e a t breakfast several hours ago, so I a m hungry now. (past) (present) (c) True: (d) Conditional: If he w ere a good student, he w o u ld h a v e s tu d ie d for the test yesterday. He is n o t a good student. He d id n o t s tu d y for the test yesterday. (present) 428 CHAPTER 20 (past) □ Exercise 29. Looking at grammar. (Chart 20-6) Change the statements to conditional sentences. Begin each one with B u t. 1. I ’m hungry now because I didn’t eat dinner. > But if I ’d eaten dinner, I wouldn’t be hungry now. 2. The room is full of flies because you left the door open. 3. You are tired this morning because you didn’t go to bed at a reasonable hour last night. 4. I didn’t finish my report yesterday, so I can’t begin a new project today. 5. I ’m not you, so I didn’t tell him the truth. 6. I don’t know anything about plumbing, so I didn’t fix the leak in the sink myself. 7. Anita got sick because she didn’t follow the doctor’s orders. □ Exercise 30. Warm-up. (Chart 20-7) The following sentences are correct. Make sentences with the same meaning using if. Notice the order of the words in blue. 1. Were I the teacher, I would give fewer tests. 2. Had I known about your problem, I would have helped you. 3. Should anyone come, please tell them I ’m asleep. 2 0 - 7 Omitting If (a) Were 1you, 1wouldn’t do that. (b) H ad 1 kn o w n , 1 would have told you. (c) S h o u ld a n yon e c a ll , please take a message. ( With were, h a d past perfect), and s h o u ld , som etim es i f is omitted and the subject and verb are inverted. In (a): Were 1 y o u = if 1 were you In (b): H ad 1 k n o w n = if 1 had known In (c): S h o u ld a n yon e c a ll = if anyone should call u Exercise 31. Looking at grammar. (Chart 20-7) Make sentences with the same meaning by omitting if. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. If you should need more money, go to the bank before six o’clock. > Should you need more money, go to the bank before six o ’clock. If I were you, I wouldn’t do that. If they had realized the danger, they would have done it differently. If I were your teacher, I would insist you do better work. If you should change your mind, please let me know immediately. She would have gotten the job if she had been better prepared. Your boss sounds like a real tyrant. If I were you, I would look for another job. I ’ll be out of the office until June 12th. If you should need to reach me, I ’ll be at our company headquarters in Seoul. The artists and creative thinkers throughout the history of the worldhave changed all of our lives. If they had not dared to be different, the history o f civilization would have to be rewritten. I f there should be a global nuclear war, life on earth as we know it would end forever. Conditional Sentences and Wishes 429 □ Exercise 32. Listening. (Chart 20-7) jT ji Choose the sentence that best expresses the meaning of the sentence you hear. OS' CD2 Exam ple: You will hear: Should you need help, I ’ll be in the room next door. You will choose: a. I ’ll be helping others in the room. © I ’m available to help you. c. You shouldn’t ask me for help. d. Do you need help from me? Track 35 □ 1. a. b. c. d. I I I I 2. a. b. c. d. You shouldn’t call me on my cell. Did you have questions? Call me soon. Call me if you have questions. 5. a. b. c. d. 3. We’re glad you told us. We were happy to help you. We needed to know earlier. Why did you tell us so soon? 6. a. b. c. d. get a lot of speeding tickets. was driving too fast. like to drive fast. didn’t get a ticket. 4. a. b. c. d. I took the fastest way to the theater. I didn’t take the fastest way. The theater was too far away. I took several different routes. We stayed home. We didn’t stay home. Someone warned us. Several people warned us. a. Are we rich? b. Rich people live in houses overlooking the ocean. c. We aren’t rich. d. We live in a house overlooking the ocean. Exercise 33. Warm-up. (Chart 20-8) Read the paragraph. Check ( / ) the sentences that are true. One night a fire started in Janet’s apartment. A blanket on the sofa got too close to an electric heater. Janet was in a deep sleep and wasn’t aware of the fire. Fortunately, her neighbors saw smoke coming out of the window and threw rocks at her bedroom window to wake her up. Janet was very grateful that she wasn’t killed or injured in the fire. 1. ____ Janet would have kept sleeping, but the neighbors woke her up. 2. ____ Janet would have awakened without her neighbors’ help. 3. ____ Janet was awakened by her neighbors; otherwise, she wouldn’t have woken up. 2 0 - 8 Implied Conditions (a) 1 w o u l d h a v e g o n e with you, b u t 1 h a d to s tu d y . (b) 1 never w o u l d h a v e s u c c e e d e d w it h o u t y o u r h e lp . Often the /'/-clause is implied, not stated. Conditional verbs are still used in the result clause. In (a): the implied condition = i f 1 h a d n ’t h a d to s t u d y In (b): the implied condition = i f y o u h a d n ’t h e l p e d m e (c) She ran; o th e r w is e , she w o u l d h a v e m i s s e d her bus. Conditional verbs are frequently used following o th erw ise. In (c), the implied /'/-clause = i f s h e h a d n o t r u n 430 CHAPTER 20 □ Exercise 34. Looking at grammar. (Chart 20-8) Identify the implied conditions by making sentences using ij-clauses. 1. I would have visited you, but I didn’t know that you were at home. —> I would have visited you i f I h ad known you were at home. 2. It wouldn’t have been a good meeting without Rosa. —> It wouldn’t have been a good meeting if Rosa hadn ’t been there. 3. I would have answered the phone, but I didn’t hear it ring. 4. I couldn’t have finished the work without your help. 5. I like to travel. I would have gone to Nepal last summer, but I didn’t have enough money. 6. I stepped on the brakes. Otherwise, I would have hit the child on the bicycle. 7. Olga turned down the volume on the CD player. Otherwise, the neighbors probably would have called to complain about the noise. 8. Tarek would have finished his education, but he had to quit school and find a job in order to support his family. □ Exercise 35. Listening. (Chart 20-8) f j ) Choose the statement (a. or b.) that is true for each sentence you hear. In some cases both answers are correct. CD 2 Track 36 Exam ple: You will hear: I canceled your dentist appointment for Tuesday. Otherwise^ you would have had two appointments in one day. You will choose: a. I thought you needed two appointments. b. I didn’t think you wanted two appointments. 1. a. If I had had your number, I would have called. b. I didn’t have your number; otherwise, I would have called. 2. a. If my parents hadn’t helped me, I wouldn’t have gone to college, b. If I hadn’t gone to college, my parents wouldn’t have helped me. 3. a. I picked up your clothes. b. I wasn’t able to pick up your clothes. 4. a. If someone had told us about the party, we would have come, b. We came to the party even though you didn’t tell us about it. 5. a. If I ’d had your advice, I would have known what to do. b. Because of your advice, I knew what to do. □ Exercise 36. Looking at grammar. (Charts 20-1 > 20-8) Complete each sentence with the verb in parentheses. Some of the verbs are passive. 1. If I could speak Japanese, I (spend) __________________________________ next year studying in Japan. 2. Had I known Mr. Jung was in the hospital, I (send) ______________________________him a note and some flowers. 3. We will move into our new house next month if it (complete) ____________________________ _______________________________________ by then. Conditional Sentences and Wishes 431 4. It’s too bad that it’s snowing. If it (snow, not) _____________________________ , we could go for a drive. 5. I was very tired. Otherwise, I (go) _____________________________ to the party with you last night. 6. I ’m glad I have so many friends and such a wonderful family. Life without friends or family (be) ________________________ lonely for me. 7. I f you (sleep, not) _____________________________ last night when we arrived, I would have asked you to go with us, but I didn’t want to wake you up. 8. Bill has such a bad memory that he (forget) _____________________________ his head if it (be, not) ___________________ attached to hisbody. 9. A:What would you be doing right now if you (be, not) __________________________________ in class? B: I (sleep) ________________________________ . 10. A: Boy, is it ever hot today! B: You said it! If there (be) ___________________ only a breeze, it (be, not) _______________ ______________ quite so unbearable. 11. A: Hi. Sorry I ’m late. B: T h a t’s okay. A: I (be) __ here sooner, but I had car trouble. 12. A: Want to ride on the roller coaster? B: No way! I (ride, not) ____________________ on the roller coaster even if you paid me a million dollars! 13. A: Are you coming to the party? B: I don’t think so, but if I change my mind, I (tell) □ Exercise 37. In your own words. (Charts 20 l -> 20-8) Complete the sentences with your own words, either orally or in writing. If written, add commas as necessary. 1. 2. 3. 4. 432 If it hadn’t rained . . . . If it weren’t raining . . . . You would have passed the test had . . . . It’s a good thing we took a map with us. Otherwise . . . . CHAPTER 20 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Without electricity modern life . . . . I f you hadn’t reminded me about the meeting tonight Should you need any help . . . . I f I could choose any profession I wanted . . . . If I were at home right now . . . . Without your help yesterday . . . . Were I you . . . . What would you do i f . . . . I f I had the chance to live my childhood over again . . Had I known . . . . Can you imagine what life would be like i f . . . . Exercise 38. Let’s talk. (Charts 20-1 - + 20-8) Explain what you would do in these circumstances. Work in pairs or small groups. Example: S pea ker S pea ker A (book open): Suppose the student sitting next to you drops her pen. What would you do? B (book closed): I would pick it up for her. 1. Suppose/pretend there is a fire in this building right now. What would you do? 2. Suppose there is a fire in your room or apartment or house. You have time to save only one thing. What would you save? 3. Suppose you go to the bank to cash a check for (twenty dollars). The bank teller cashes your check and you leave, but when you count the money, you find she gave you (thirty dollars) instead o f (twenty). What would you do? 4. Same situation, but she gave you only (fifteen dollars) instead of (twenty). 5. John was cheating during an examination. Suppose you were the teacher and you saw him. What would you have done? 6. You are at a party. A man starts talking to you, but he is speaking so fast that you can’t catch what he is saying. What would you do? 7. Late at night you’re driving your car down a deserted street. You’re all alone. In an attempt to avoid a dog in the road, you swerve and hit a parked car. You know that no one saw you. What would you do? 8. Ricardo goes to a friend’s house for dinner. His friend serves a dish that he can’t stand/doesn’t like at all. What if you were Ricardo? 9. Suppose you go to another city to visit a friend. You have never been there before. Your friend said he would meet you at the airport, but he’s not there. You wait a long time, but he never shows up. You try to call him, but nobody answers the phone. Now what? Exercise 39. Warm-up. (Chart 20-9) Which sentences are true for you? Circle yes or no. What do you notice about the words in blue? 1. I wish I were someplace else right now. 2. I wish I could travel all around the world next year. 3. I wish I had learned English when I was a child. yes yes yes no no no Conditional Sentences and Wishes 433 2 0 - 9 Verb Forms Following Wish W ish is used when the speaker wants reality to be different, to be exactly the opposite. “True” Statem ent Verb Form Following Wish A W ish a b o u t the F u tu re (a) She w ill n o t tell me. 1 wish (that) she w o u ld tell me. (b) H e is n ’t g o in g to be here. 1 wish he w ere g o in g to b e here. (c) She c a n ’t c o m e tomorrow. 1 wish she c o u ld c o m e tomorrow. A W ish a b o u t the P re se n t (d) 1 d o n ’t k n o w French. 1 wish 1 k n e w French. (e) It is ra in in g right now. 1 wish it w e re n ’t ra in in g right now. (f) 1 c a n 't s p e a k Japanese. 1 wish 1 c o u ld s p e a k Japanese. A W ish a b o u t the P ast (g) John d id n ’t com e. 1 wish John h a d c o m e * (h) 1 wish M ary c o u ld h av e com e. M ary c o u ld n ’t com e. W ish is followed by a noun clause. (See Chart 12-5, p. 25 3 .) Past verb forms, similar to those in conditional sentences, are used in the noun clause. For example, in (a): would, the past form of will, is used to make a wish about the future. In (d): the simple past (k n e w ) is used to m ake a wish about the present. In (g): the past perfect (h a d com e) is used to make a wish about the past. *Sometimes in very informal speaking: I wish John w o u ld h a v e come. □ Exercise 40. Looking at grammar. (Chart 20-9) Complete the sentences with an appropriate verb form. 1. Our classroom doesn’t have any windows. I wish our classroom had_______ windows. 2. The sun isn’t shining. I wish the sun ________________________ right now. 3. I didn’t go shopping. I wish I ________________________ shopping. 4. I don’t know how to dance. I wish I ________________________ how to dance. 5. It’s cold today. I ’m not wearing a coat. I wish I ________________________ a coat. 6. I don’t have enough money to buy that book. I wish I ___________ _______:_enough money. 7. I can’t go with you tomorrow, but I wish I ___________________________ 8. My friend won’t ever lend me his car. I wish he ________________________ me his car for my date tomorrow night. 9. Mrs. Takasawa isn’t coming to dinner with us tonight. I wish she _______________________ ___________________ to dinner with us. 10. The teacher is going to give an exam tomorrow. I wish he ______________________________ ________________________ us an exam tomorrow. 11. You can’t meet my parents. I wish you ___________________ them, but they’re out of town. 12. Khalid didn’t come to the meeting. I wish he ________________________ to the meeting. 13. I ’m not lying on a sunny beach. I wish I ________________________ on a sunny beach. 434 CHAPTER 20 Exercise 41. Let’s talk: interview. (Chart 20 -9) Ask two classmates each question. Share some of their answers with the class. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. What is something you can’t do but you wish you could do? What do you wish you were doing right now? What is something you don’t have but wish you had? What is something that didn’t happen yesterday but that you wish had happened? What is something you don’t know but wish you knew? What is something that has never happened in your life but that you wish would happen? What is something that happened in your life but that you wish had not happened? What is something you have to do but wish you didn’t have to do? What is something that will not happen tomorrow but that you wish would happen? What is something you were unable to do yesterday but you wish you could have done? Exercise 42. Looking at grammar. (Chart 20-9) Complete the sentences with an appropriate auxiliary verb. were___________ . 1. I ’m not at home, but I wish I 2. I don’t know her, but I wish I ____ did____________ . 3. I can’t sing well, but I wish I 4. I didn’t go, but I wish I could___________ had___________ 5. He won’t talk about it, but I wish he _____would_________ . 6. I didn’t read that book, but I wish I ___________________ . 7. I want to go, but I can’t. I wish I ____________________ 8. I don’t have a bicycle, but I wish I ____________________ 9. He didn’t buy a ticket to the game, but he wishes he ___________ _______________.. 10. It probably won’t happen, but I wish i t ____________________ 11. He isn’t old enough to drive a car, but he wishes h e ___________________________ 12. They didn’t go to the movie, but they wish th e y ________ __________ 13. I don’t have a driver’s license, but I wish I ___________________ 14. I ’m not living in an apartment, but I wish I ____________________ Exercise 43. Warm-up. (Chart 20-10) Choose the correct time word for each sentence. What do you notice about the verbs in blue and the tenses? 1. Jim ’s neighbors play loud music. He wishes they were quieter(now/ soon). 2. Jim ’s neighbors are going to move. He wishes they would move(soon / last week). Conditional Sentences and Wishes 435 2 0 - 1 0 Using Would to Make Wishes about the Future (a) It is raining. 1 wish it w o u l d s t o p . ( / w a n t i t to s t o p r a in in g . ) (b) I’m expecting a call. 1 wish the phone w o u l d r i n g . ( / w a n t th e p h o n e to r in g .) (c) It’s going to be a good party. 1 wish you w o u l d c o m e . (d) W e ’re going to be late. 1 wish you w o u l d h u r r y . Li W ould is usually used to indicate that the speaker wants something to happen or som eone other than the speaker to do something in the future. T he wish may or may not come true (be realized). In (c) and (d): 1 w ish yo u w o u ld . . . is often used to m ake a request. Exercise 44. Looking at grammar. (Charts 20-9 and 20 10) Use the given information to answer each pair of questions. Use w is h + w o u ld . Example: T o m : W h y are yo u w atch in g the telep h on e? S u e : I ’m waiting to hear from Sam. I want him to call me. I need to talk to him right now. We had an argument. I need to make sure everything’s okay. (a) What does Sue want to happen in the near future? > She w is h e s the phone w o u ld ring. (b) What else does Sue wish? —> She w is h e s Sam w o u ld call her. She wishes she could talk to Sam right now. She probably wishes she and Sam h ad n ’t had an argument. 1. A n n a : C an’t you come to the concert? Please change your mind. I ’d really like you to come. Y oko : N o, I can’t. I have to w ork. (a) What does Anna want Yoko to do? (b) What else does Anna wish? 2. Helen is a neat and orderly person. Judy, her roommate, is messy. Judy never picks up after herself. She leaves dirty dishes in the sink. She drops her clothes all over the apartment. She never makes her bed. Helen nags Judy to pick up after herself. (a) What does Helen want Judy to do? (b) What does Judy probably wish? □ Exercise 45. Listening. (Charts 20-9 and 20-10) ^ 9® Listen to the sentences spoken in casual, relaxed English. Complete the sentences with the non-reduced forms of the words you hear. CD 2 Track 37 Example: You will hear: I wish I didn’t need so much sleep. I could get so much more done in a day! so much sleep. You will write: I wish I _____didn’t need 1. Alice doesn’t like her job as a nurse. She wishes _______________________________________ to nursing school. 2. A: I wish ___________________________________________________________ go to work today. B: So do I. I wish ___________________ a holiday. 436 CHAPTER 20 3. We had a good time in the m ountains over vacation. I wish with us. If with us, a good time. 4. I know that something’s bothering you. I wish me what it is. Maybe I can help. 5. A: My feet are killing me! I wish ___________ B: Yeah, me too. I w ish ____________________ more comfortable shoes. that we were going to have to walk this much. Exercise 46. Let’s talk. (Charts 20-9 and 20-10) Answer the questions. Use w is h . Work in pairs, in small groups, or as a class. 1. Where do you wish you were right now? What do you wish you were doing? 2. Are you pleased with the weather today, or do you wish it were different? 3. Look around this room. What do you wish were different? 4. Is there anything you wish were different about the place you are living? 5. What do you wish weredifferent about this city/town? 6. What do you wish weredifferent about this country? 7. What do you wish weredifferent about a student’s life? about a worker’s life? 8. Your friend gave you his phone number, but you didn’t write it down because you thought you would remember it. Now you have forgotten the number. What do you wish? 9. You didn’t eat breakfast/lunch/dinner before you came to class. Now you are hungry. What do you wish? 10. ( ____ ) stayed up very late last night. Today she is tired and sleepy. What does she probably wish? Exercise 47. Let’s talk or write. (Chapter 20) Answer the questions, either orally or in writing. If orally, work in pairs, in small groups, or as a class. 1. If you could have free service for the rest of your life from a chauffeur, cook, housekeeper, or gardener, which would you choose? Why? 2. I f you had to leave your country and build a new life, where would you go? Why? 3. I f you had control of all medical research in the world and, by concentrating funds and efforts, could find the cure for only one disease in the next 25 years, which disease would you select? Why? 4. You have promised to spend an evening with your best friend. Then you discover you have the chance to spend the evening with (name o f a fam ous person). Your friend is not invited. What would you do? Why? 5. Assume that you have a good job. If your boss told you to do something that you think is wrong, would you do it? Why or why not? (You understand that if you don’t do it, you will lose your job.) 6. If you had to choose among perfect health, a loving family, and wealth (and you could have only one o f the three during the rest of your life), which would you choose? Why? Conditional Sentences and Wishes 437 Appendix Supplementary Grammar Charts UNIT A: Basic Gram m ar Terminology A -l (a) Subjects, Verbs, and Objects B ird s Almost all English sentences contain a subject (S) and a verb (V). T he verb may or may not be followed by an object (O). fly. (noun) (verb) S Verbs that are not followed by an object, as in (a) and (b), are called "intransitive verbs.” verbs: V (b) T he 'b a b y ' 'cried.' (noun) (verb) Common intransitive verbs: agree, arrive, come, cry, exist, go, happen, live, occur, rain, rise, sleep, stay, walk. (c) T he s tu d e n t (noun) S (d) Verbs that are followed by an object, as in (c) and (d), are called “transitive verbs.” ne ed s a pen. (verb) (noun) V 0 My 'frie n d ' 'e n jo ye d ' the party'. (noun) (verb) (noun) Common transitive verbs: build, cut, find, like, make, need, send, use, want. Som e verbs can be either intransitive or transitive. Intransitive: A student studies. Transitive: A student studies books. s u b je c ts a n d o b je c t s : T he subjects and objects of verbs are nouns (or pronouns). Examples of nouns: person, place, thing, John, Asia, pen, information, appearance, amusement. A -2 Adjectives (a) Ann is an in te llig e n t student. (adjective) (noun) (b) T he h u n g ry child ate fruit. (adjective) (noun) (c) 1 saw som e b e a u tifu l pictures. i n c o r r e c t : beautiful s pictures Adjectives describe nouns. In grammar, we say that adjectives modify nouns. The word m odify means “change a little.” Adjectives give a little different meaning to a noun: intelligent student, lazy student, go od student. Exam ples of adjectives: young, old, rich, beautiful, brown, French, modern. An adjective is neither singular nor plural. A final -s is never added to an adjective. 439 A-3 Adverbs (a) He walks qu ickly. (adverb) Adverbs modify verbs. Often they answer the question “How?” in (a): How does he walk? Answer: Quickly. (b) She opened the door qu ie tly. (adverb) (c) Adverbs are often formed by adding -ly to an adjective. Adjective: quick Adverb: quickly Adverbs are also used to modify adjectives, i.e., to give information about adjectives, as in (c). 1 am e xtre m e ly happy. (adverb) (adjective) (d) Ann will com e tom orro w . (adverb) Adverbs are also used to express time or frequency. Examples: tomorrow, MIDSENTENCE ADVERBS: Som e adverbs may occur in the middle of a sentence. Midsentence adverbs have usual positions; they today, yesterday, soon, never, usually, always, yet. (e) Ann alw ays com es on time. (f ) Ann is alw a ys on time. • com e in front of simple present and simple past verbs (except be), as in (e); • follow be (simple present and simple past), as in (f); • com e between a helping verb and a main verb, as in (g). (g) Ann has a lw ays come on time. (h) Does she a lw ays com e on time? In a question, a midsentence adverb com es directly after the subject, as in (h). Common m idsentence adverbs ever always usually often frequently generally som etimes occasionally seldom rarely hardly ever never not ever already finally just probably A-4 Prepositions and Prepositional Phrases Common prepositions about above across after against along among around at before behind below beneath beside besides between V PREP s (a) The 'student' 'studies'' in beyond by despite downI during for from in 0 of PREP the lib ra ry. (noun) S V 0 PREP 0 of PREP into like near of off on out over since through throughout till to toward(s) under until up upon with within without An important elem ent of English sentences is the prepositional phrase. It consists of a preposition ( p r e p ) and its object (o). The object of a preposition is a noun or pronoun. In (a): in the lib ra ry is a prepositional phrase. (b) 'W e' 'enjoyed' the ‘party1 ' at ' your ' h o u se . 1 (noun) (c) (d) W e went ito the zo o (Place) in the aftern oon . (Time) In the a fte rn o o n , w e went to the zoo. In (c): In most English sentences, “place” comes before “time.” In (d): Som etim es a prepositional phrase comes at the beginning of a sentence. |A-5 The Verb Be (a) John (b) John (c) John is a student. (be) (noun) is intelligent. (be) (adjective) A sentence with be as the main verb has three basic patterns: In (a): be + In (b): be + In (c): b e + was at the library. (be) (prep, phrase) is writing a letter. were listening to som e music. That letter was written by Alice. a noun an adjective a prepositional phrase (e) They Be is also used as an auxiliary verb in progressive verb tenses and in the passive. (f) In (d): is (d) M ary = auxiliary; w ritin g = main verb Tense Form s of B e SIMPLE PRESENT SIMPLE PAST PRESENT PERFECT S in g u la r 1am you are he, she, it is 1was you were he, she, it was 1have been you have been he, she, it has been P lu ra l we, you, they are we, you, they were we, you, they have been A -6 Linking Verbs smells (a) T he soup good. (linking verb) (adjective) (b) This food (c) tastes delicious. T he children (d) T he w eather feel happy. became cold. O ther verbs like be that may be followed immediately by an adjective are called “linking verbs.” An adjective following a linking verb describes the subject of a sentence.* Common verbs that may be followed by an adjective: • feel, look, smell, sound, taste • appear, seem • become (and get, turn, grow when they mean “becom e”) ‘ C o m pa re: (1) The man looks angry. - > An adjective (a n g ry ) follows look. T h e adjective describes the subject (th e m a n ) . L o o k has the meaning o f “appear.” (2) The man looked at me angrily. —> An adverb ( a n g r ily ) follows lo o k at. T h e adverb describes the action o f the verb. L o o k a t has the meaning o f “regard, watch.” Ann is a t th e la u d r o m a t . She l o o k s very bu sy. Supplementary Gram m ar Charts 441 UNIT B: Questions B-1 Forms of Yes/No and Information Questions A y e s /n o q u e s tio n = a question that may be answered by yes or no A: Does he live in Chicago? B: Yes, he does, or N o, he doesn’t. An in fo rm atio n q u e s tio n = a question that asks for information by using a question word A: W here does he live? B: In Chicago. Question word order = ( Question word) + helping verb + subject + main verb Notice that the sam e subject-verb order is used in both yes/no and information questions. (Question Word) Helping Verb Subject Main Verb (Rest of Sentence) (a ) ( b ) W here Does does she she live live? there? (c ) ( d ) W here Do do they they live live? there? (e ) ( f ) W here Did did he he live live? there? ( g) Is is he he living living ? there? ( h ) W here ( i) ( j ) W here H ave h ave they they lived lived? there? (k ) ( 1 ) W here Can can M ary M ary live live? there? (m) ( n ) W here Will w ill he he be living be living ? there? ( o ) W ho 0 0 lives there? ( p ) Who can 0 c om e? If the verb is in the simple present, use does (with he, she, it) or d o (with /, you, we, they) in the question. If the verb is simple past, use d id Notice: T he main verb in the question is in its simple form; there is no final -s or -ed. If the verb has an auxiliary (a helping verb), the sam e auxiliary is used in the question. T here is no change in the form of the main If the verb has more than one auxiliary, only the first auxiliary precedes the subject, as in (m) and (n). If the question word is the subject, usual question-word order is not used; does, do, and d id are not used. T he verb is in the same form in a question as it is in a statement. Statement: Question: Are are they they? 0 0 there? ( r ) W here (s ) ( t ) W here W as w as Jim Jim ? 0 0 there? ( q) 442 APPENDIX Tom came. Who cam e? Main verb be in the simple present (am, is, are) and simple past (was, were) precedes the subject. It has the sam e position as a helping verb. B-2 Question Words Q u e s tio n A n sw er When (a) When did they arrive? When will you come? Yesterday. Next Monday. When is used to ask questions about time. Where (b) Where is she? Where can 1 find a pen? At home. In that drawer. Where is used to ask questions about place. Why (c) Why did he leave early? Why aren’t you coming with us? Because he's ill. I’m tired. Why is used to ask questions about reason. How (d) How did you come to school? How does he drive? By bus. Carefully. How generally asks about manner. (e) How much m oney does it cost? How many people came? Ten dollars. Fifteen. How is used with much and many. (f) How How How How Twelve. Ten below zero. In ten minutes. 50 miles an hour. How is also used with adjectives and adverbs. Two years. Every week. 5 00 miles. How long asks about length of time. How often asks about frequency. How far asks about distance. old are you? cold is it? soon can you get here? fast were you driving? (g) How long has he been here? How often do you write home? How far is it to Miami from here? Who Whom (h) Who can answer that question? Who cam e to visit you? 1 can. Jane and Eric. Who is used as the subject of a question. It refers to people. (i) Who is coming to dinner tonight? Who wants to com e with me? Ann, Bob, and Al. W e do. Who is usually followed by a singular verb even if the speaker is asking about more than one person. ( j) Who(m) did you see? Who(m) are you visiting? 1 saw George. Who(m) should 1talk to? To whom should 1talk? (formal) The secretary. Whom is used as the object of a verb or preposition. In everyday spoken English, whom is rarely used; who is used instead. Whom is used only in formal questions. (k) My relatives. Whom, not who, is used if preceded by a preposition. n ote: Whose ( 1) Whose book did you borrow? Whose key is this? ( Whose is this?) David’s. It's mine. Whose asks questions about possession. ( continued) Supplementary Gram m ar Charts 443 B- 2 Question Words What Question Answer (m) What m ade you angry? What went wrong? His rudeness. Everything. What is used as the subject of a question. It refers to things. What is also used as an object. (n) What do you need? What did Alice buy? 1 need a pencil. A book. (o) What did he talk about? A bout what did he talk? (formal) His vacation. (p) W hat kind of soup is that? W hat kind of shoes did he buy? It’s bean soup. Sandals. What kind o f asks about the particular variety or type of something. (q) W hat did you do last night? W hat is M ary doing? 1 studied. Reading a book. W hat + a form of do is used to ask questions about activities. (r) W hat countries did you visit? W hat time did she come? W hat color is his hair? Italy and Spain. Seven o’clock. Dark brown. W hat may accom pany a noun. (s) W hat is Ed like? H e ’s kind and friendly. What + be like asks for a general description of qualities. ( t) W hat is the w eather like? Hot and humid. (u) What does Ed look like? He's tall and has dark hair. (v) Which W hat does her house look like? Which pen do you want? Which one do you want? > Which do you want? J T he blue one. (x) Which book should 1 buy? T hat one. (y) Which countries did he visit? What countries did he visit? Peru and Chile. (z) Which class are you in? What class are you in? This class. APPENDIX What + look like asks for a physical description. It’s a two-story,* red brick house. (w) 1 have two pens. * American English: a tw o-stovy house. British English: a tw o-storey house. 444 (continued) Which is used instead of what when a question concerns choosing from a definite, known quantity or group. In som e cases, there is little difference in meaning between which and what when they accom pany a noun, as in (y) and (z). B-3 Shortened Yes/No Questions (a) G o in g to bed now? = A re y o u g o in g to bed now? (b) F in is h you r work? = D id yo u fin is h your work? (c) W ant to go to the movie with us? = Do y o u w a nt to go to the movie with us? Som etim es in spoken English, the auxiliary and the subject y o u are dropped from a yes/no question, as in (a), (b), and (c). B-4 Negative Questions (a) D o e s n ’t sh e liv e in the dormitory? (b) D oes sh e n o t liv e in the dormitory? (very formal) In a y e s /n o question in which the verb is negative, usually a contraction (e.g., does + not = doesn’t) is used, as in (a). Example (b) is very formal and is usually not used in everyday speech. Negative questions are used to indicate the speaker's idea (i.e., w hat she/he believes is or is not true) or attitude (e.g., surprise, shock, annoyance, anger). (c) Bob returns to his dorm room after his nine o'clock class. Matt, his roommate, is there. Bob is surprised. In (c): Bob believes that Matt is supposed to be in class now. Bob says, “ W hat are you doing here? A re n 't y o u s u p p o s e d to be in cla ss n o w ? " Expected answer: Yes. (d) Alice and M ary are at home. M ary is about to leave on a trip, and Alice is going to take her to the airport. Alice says, " It’s already two o ’clock. W e’d better leave for the airport. D o e s n ’t y o u r p la n e leave a t th re e ? ” (e) T he teacher is talking to Jim about a test he failed. The teacher is surprised that Jim failed the test because he usually does very well. In (d): Alice believes that M ary’s plane leaves at three. She is asking the negative question to make sure that her information is correct. Expected answer: Yes. In (e): The teacher believes that Jim did not study. Expected answer: No. T he teacher says: “ What happened? D id n ’t you s tu d y ? ” ( f) Barb and Ron are riding in a car. Ron is driving. He com es to a corner where there is a stop sign, but he does not stop the car. Barb is shocked. In (f): Barb believes that Ron did not see the stop sign. Expected answer: No. Barb says, “ What's the m atter with you? D id n ’t y o u see th a t s to p s ig n ? " Supplementary Gram m ar Charts 445 B-5 Tag Questions (a) Jack can come, can ’t he? (b) A tag question is a question added at the end of a sentence. Speakers use tag questions mainly to make sure their information is correct or to seek agreem ent.* Fred c a n ’t come, can he? A F F IR M A T IV E S E N T E N C E + N E G A T IV E T A G -> M ary is here, is n ’t she? You lik e tea, d o n ’t you? They have left, h a v e n ’t they? N E G A T IV E S E N T E N C E + A F F IR M A T IV E T A G M ary is n ’t here, is she? You d o n ’t like lea, do you? T hey h a v e n 't left, have they? A F F IR M A T IV E A N S W E R E X P E C T E D Yes, she is. Yes, 1 do. Yes, they have. -> N E G A T IV E A N S W E R E X P E C T E D No, she isn’t. No, 1don’t. No, they haven’t. T h is /T h a t is your book, isn’t it? T he tag pronoun for th is /th a t = it. T hese /T h ose are yours, aren ’t the y? T he tag pronoun for th e s e /th o s e = they. There is a meeting tonight, is n ’t the re ? In sentences with th e re + be, the re is used in the tag. (e) E v e ry th in g is okay, isn’t it? ( f) E veryo ne took the test, didn’t the y? Personal pronouns are used to refer to indefinite pronouns. They is usually used in a tag to refer to everyone, e ve rybo dy, som eone, (c) (d) s om e bo dy, n o one, nobody. (g) N o th in g is wrong, is it? (h) N o b o d y c a lle d on the phone, d id they? ( i) You ve n e ve r been there, have you? Sentences with negative words take affirmative tags. ( j) 1 am supposed to be here, am 1 n o t? In (j): am 1 n o t? is formal English. (k) 1 am supposed to be here, a re n ’t 1? In (k): a re n ’t 1? is common in spoken English. *A tag question may be spoken: (1) with a rising intonation if the speaker is truly seeking to ascertain that his/her information, idea, belief is correct (e.g., A nn lives in an apartment, doesn’t she?); OR (2) with a falling intonation if the speaker is expressing an idea with which she/he is almost certain the listener will agree (e.g., It’s a nice day today, isn’t it?). Jim c o u ld use some help, c o u ld n ’t he? 446 APPENDIX UNIT C: Contractions C Contractions in s p e a k in g : In everyday spoken English, certain forms of be and auxiliary verbs are usually contracted with pronouns, nouns, and question words. in w r it in g : (1) In written English, contractions with pronouns are common in informal writing, but they’re not generally acceptable in formal writing. (2) Contractions with nouns and question words are, for the most part, rarely used in writing. A few of these contractions may be found in quoted dialogue in stories or in very informal writing, such as a chatty letter to a good friend, but most of them are rarely if ever written. In the following, quotation marks indicate that the contraction is frequently spoken but rarely, if ever, written. With Pronouns With Nouns With Question Words am I ’m reading a book. 0 “W hat’m "\ supposed to do? is S he’s studying. It's going to rain. M y "book’s " on the table. Where's Sally? M ary’s at home. W /io ’s th a t man? are has have had did You’re working hard. They’re waiting for us. M y “books ’re" on the table. “What’re ” you doing? T he "teachers’re " at a meeting. 'W h e r e ’re" they going? She’s been here for a year. I t ’s been cold lately. M y "book’s " been stolen! Sally's never met him. W here’s Sally been living? What’s been going on? I ’ve finished my work. They’ve never met you. The "books’ve" been sold. “W h ere V e" they been? The “stu d e n ts’ve" finished the test. “H ow V e ” you been? T he “b o o k s ’d " been sold. "M ary’d " never met him before. “W here’d " you been before that? “W ho’d " been there before you? 0 “What’d " you do last night? H e’d been waiting for us. W e ’d forgotten about it. 0 “H ow ’d ” you do on the test? will would I ’ll com e later. She’ll help us. The “weather’ll" be nice tomorrow. “J o h n ’IT’ be coming soon. “Who’l l ” be at the meeting? “Where’l l ” you be at ten? He’d like to go there. They'd com e if they could. M y “frie n d s’d ” come if they could. “Where’d ” you like to go? “M a ry’d ” like to go there too. Supplementary Gram m ar Charts 447 UNIT D: Negatives D -1 Using Not and Other Negative Words a f f ir m a t iv e : (b) n e g a tiv e : T he earth is (c) 1 w ill not 1 have not go gone 1 am not g o in g 1 1 He 1 w as not AUX N o t expresses a negative idea. T he earth is round. not flat. (a ) + NOT + N o t immediately follows an auxiliary verb or be. M A IN V ERB do not does not go d id not go go there. there. there. there. there. there. there. If there is more than one auxiliary, n o t comes imm ediately after the first auxiliary: I w ill n o t b e going there. n o te : Do or d o es is used with n o t to make a simple present verb (except be) negative. D id is used with n o t to make a simple past verb (except be) negative. C o n tra c tio n s o f a u x ilia ry v e rb s w ith n o t are not = aren’t* cannot = can’t could not = couldn’t did not = didn’t does not = doesn't do not = don't (d) 1 almost n e v e r go there. 1 have h a r d l y e v e r gone there. has not = hasn’t have not = haven’t had not = hadn’t is not = isn’t must not = mustn’t should not = shouldn’t was not = wasn’t w ere not = w eren’t will not = won't would not = wouldn’t In addition to not, the following are negative adverbs: n e v e r , ra r e ly , s e ld o m h a r d ly ( e v e r ) , s c a r c e l y ( e v e r ) , b a r e ly ( e v e r ) (e) T h e re ’s n o chalk in the drawer. N o also expresses a negative idea. c o m p a re : N o t is used to make a verb negative, as in (f). notvs . no (f) 1 do n o t h a v e any money. (g) 1 have n o m o n e y . N o is used as an adjective in front of a noun (e.g., n o te : m o n e y ) , as in (g). Exam ples (f) and (g) have the sam e meaning. *Som etim es in spoken English you will hear “ain’t.” It means “am not,” “isn’t,” or “aren’t.” A in ’t is not considered proper English, but many people use a in ’t regularly, and it is also frequently used for humor. D-2 Avoiding Double Negatives (a) in c o r r e c t : (b) 1 d o n ’t have a n y m o n e y . c o r r e c t : 1 have n o m o n e y . 1 donLt have no money. correct: Sentence (a) is an example of a “double negative,” i.e., a confusing and grammatically incorrect sentence that contains two negatives in the sam e clause. O ne clause should contain only one negative.* *Negatives in two different clauses in the same sentence cause no problem s; for example: A person who d o e s n ’t have love c a n ’t be truly happy. I d o n ’t know why he i s n ’t here. D-3 Beginning a Sentence with a Negative Word Never w ill 1do that again! Rarely have 1 eaten better food. (c) Hardly ever does he come to class on time. (a) (b) W hen a negative word begins a sentence, the subject and verb are inverted (i.e., question word order is u sed).* *Beginning a sentence with a negative word is relatively uncom m on in everyday usage; it is used when the speaker/w'riter wishes to emphasize the negative element o f the sentence and be expressive. 448 APPENDIX UNIT E: Preposition Combinations E Preposition Combinations with Adjectives and Verbs be absent from dream of, about 0 object to A be be be be be be be be be B C accused of accustomed to acquainted with addicted to afraid of agree with angry at, with annoyed with, by apologize for apply to, for approve of argue with, about arrive in, at associated with aw are of be dressed in E be engaged in, to be envious of be equipped with F be capable of be be be be be be be be be be be D decide (up)on G H 1 be be be be be pray for be prepared for prevent from prohibit from be protected from be proud of provide with be gone from be grateful to, for be guilty of Q Ft rely (up)on rescue from respond to be responsible for S be innocent of T take advantage of take care of talk about, of be terrified of, by thank for think about, of be tired of, from be known for U be limited to be located in be upset with be used to V vote for introduce to L be satisfied with be scared of, by stare at stop from subscribe to substitute for succeed in be involved in K recover from be rem em bered for hide from hope for insist (up)on J be qualified for be related to be relevant to be interested in be dedicated to depend (up)on devoted to disappointed in, with discriminated against distinguish from divorced from done with feel like fight for filled with finished with fond of forget about forgive for friendly to, with frightened of, by furnished with participate in be patient with be pleased with be polite to be faithful to be familiar with be be be be be P escape from excel in, at be excited about excuse for be exhausted from be exposed to believe in blame for be blessed with be bored with, by care about, for cluttered with committed to com pare to, with complain about, of composed of concerned about connected to consist of content with contribute to convinced of coordinated with count (up)on covered with crowded with be opposed to be jealous of keep from look forward to W M be worried about be made of, from be married to Supplementary Gram m ar Charts 449 UNIT F: The Subjunctive in Noun Clauses F Using the Subjunctive in Noun Clauses (a) The teacher de m a n d s that w e be on time. A subjunctive verb uses the simple form of a verb. It does not have present, past, or future forms; it is neither singular nor plural. (b) 1 in s is te d that he p a y m e the money. (c) 1 re c o m m e n d e d that she n o t g o to the concert. (d) It is im p o rta n t that they be to ld the truth. Sentences with subjunctive verbs generally stress im portance o r urgency. A subjunctive verb is used in that-clauses that follow the verbs and expressions listed below. In (a): be is a subjunctive verb; its subject is we. In (b): p ay (not pays, not pa id ) is a subjunctive verb; it is in its simple form, even though its subject {he) is singular. Negative: n ot + sim ple form, as in (c). Passive: simple form o f be + p a st participle, as in (d). (e) 1 s u g g e s te d that she see a doctor. (f) 1 s u g g e s te d that she s h o u ld see a doctor. Should is also possible after suggest and re co m m en d * C o m m o n v e rb s and e x p re s s io n s fo llo w e d by th e s u b ju n c tiv e in a noun clause advise (that) ask (that) dem and (that) insist (that) propose (that) recommend (that) request (that) suggest (that) it is critical (that) it is essential (that) it is imperative (that) it is important (that) it is necessary (that) it is vital (that) *T h e subjunctive is more com m on in American English than British English. In British English, s h o u ld + simple form is more usual than the subjunctive: The teacher i n s is ts that ive s h o u ld be on time. UNIT G: Troublesome Verbs Raise /Rise, Set /Sit, Lay /Lie Transitive Intransitive Raise, set, and lay a re transitive v e rb s ; t h e y a r e fo llo w e d b y a n o b je c t. (a) raise, raised, raised (b) Tom ra is e d his hand. (c) (e) set, set, set 1w ill s e t the book on the desk. (d) lay, laid, laid 1am la y in g the book on the desk. (f) rise, rose, risen Rise, sit, T he sun ris e s in the east. a r e n o t fo llo w e d b y a n o b je c t . * sit, sat, sat 1s it in the front row. hand. lie ,** lay, lain He is ly in g on his bed. and lie a r e in t r a n s itiv e ; th e y In (a ): raised is fo llo w e d b y th e o b je c t In (b): rises is not followed by an object. n o te : Lay and lie a r e t r o u b le s o m e fo r n a t iv e s p e a k e r s t o o a n d a r e f r e q u e n t ly m is u s e d . lay = put lie = recline *S e e Appendix C hart A -l for information about transitive and intransitive verbs. **Lie is a regular verb (lie, lied) when it means “not tell the truth” : He lie d to me about his age. 450 APPENDIX P lease n ote: You may w ant to pause the audio after each item or in longer passages so that there is enough tim e to com plete each task. Chapter 1: Overview of Verb Tenses Exercise 4, p. 2. 1. 2. 3. 4. 5. I I I I I cooked my own dinner last night. bought a textbook yesterday. get on the in ternet every day. will be hom e tonight. am going to w atch a movie this weekend. Exercise 6, p. 3. 1. 2. 3. 4. 5. A t m idnight last night, I was sleeping. R ight now I am thinking about gram m ar. T om orrow I will be sitting in class at this time. T o n igh t at 9 : 0 0 , 1 will be watching TV . L ast night at 9 : 0 0 , 1 was w atching TV. Exercise 8, p. 4. 1. I have done my hom ew ork already. 2. B efo re I w ent to bed last night, I had done all my hom ew ork. 3. By the tim e I finish this chapter, I will have done several verb exercises. 4. I have studied all the English verb tenses. 5. B efo re I began this class, I had studied all the E nglish verb tenses. Exercise 15, p. 9. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. H oped. We hoped to see you last week. Hoped. Stopped. T h e rain finally stopped. Stopped. W aiting. T h e taxi is waiting. Waiting. Sitting. H e ’s sitting in a taxi. Sitting. S ta rte d .T h e movie started late. Started. H appened. W h at happened yesterday? H appened. Planning. W e’re planning a birthday party. Planning. E njoyed. We enjoyed our vacation. Enjoyed. W orried. We worried about you. W orried. Studying. I ’m studying English. Studying. Exercise 18, p. 12. 1. 2. 3. 4. 5. 6. 7. 8. 9. We are renting an apartm ent in the city. We preferred to rent and see how we liked city life. T h e earthquake destroyed the town. O ur child ren visited their grandparents. We gained a little weight on our vacation. I ’m planning a short trip this sum m er. I ’m taking a few weeks o ff from work. R ight now I am replying to several emails. I ’m done. I replied to all o f them . Chapter 2: Present and Past; Simple and Progressive Exercise 5, p. 15. 1 . Hey, look out the window! It’s raining . . . 2. We get a lot of rain here . . . 3. Besides the rain, it also snows here a little . . . 4. Did you hear? We can go skiing this weekend. It’s snowing in the mountains . . . 5. We go hiking a lot. We especially like to hike in the mountains . . . 6. Our son is spending some time in the mountains . . . Exercise 12, p. 22. 1. Did she lose her notebook? Did she forget her homework? 3. Did she make a lot of mistakes on the writing test? 4. Did she write several words incorrectly? 5. Did she take another student’s homework to copy? 6. Did he do his homework? 7. Did he understand the homework? 8. Did he bring his homework to class? 9. Did he get a good grade on the test? 10. Did he know all the answers on the test? 11. Did she begin class on time? 12. Did she speak clearly? 13. Did she give a fair test? 14. Did she spend extra time helping her students? 15. Did she tell her students jokes? 16. Did she teach her students a song? I 17. Did she sing with her students? 2. LISTENING SCRIPT 451 E xercise 14, p. 23. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Did they swim in the water? Did they stand in the waves? Did they fall down in the waves? Did they run barefoot on the sand? Did they lie in the sun? Did they wear sunscreen? Did they dig in the sand? Did they build giant sandcastles? Did they write their names in the sand? Did they draw pictures in the sand? Did they hide their feet in the sand? Did they sing songs? Did some bees sting them? Did they see the sunset? E xercise 16, p. 24. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Did Did Did Did Did Did Did Did Did Did Did Did Did Did she wake up sick? she catch a cold? her head hurt? she take her temperature? she have a fever? she feel bad? she keep her pajamas on? she lie on the couch? she sleep for several hours? she dream about scary things? she eat some chicken soup? she speak to the doctor? she take some medicine? she read the instructions on the label? E xercise 1. Yesterday I fe lt. . . 2. Yesterday Mr. Jones taugh t. . . 3. Did you fill . . . 4. The children drew . . . 5. The man hid . . . 6. One student withdrew . . . 7. When I was cooking dinner, I b u rn t. . . 8. Did you shrink . . . 9. The audience w ep t. . . 10. The plants grew . . . E xercise 19, p. 25. The police jumped out of their cars and followed the thief, but he managed to get away in a car that was waiting for him. The police got back in their cars and drove after him. Later I learned that they caught the thief a few miles from my building. I felt really frightened by all this. It really upset me, as you can imagine. I think I’ll stay at my sister’s house tonight. Part II. 1. 2. 3. 4. 5. The thief entered quietly. He opened a window. The woman spoke with the intruder. The woman went into her closet. The police caught the thief in the woman’s apartment. 6. The woman felt relaxed at the end of the story. E xercise 20, p. 26. 1. 2. 3. 4. 5. lasted, tried helped, stopped described, wanted invited, wanted believed, kissed missed, reached saved, smelled watched, asked finished, robbed E xercise 2 1 , p . 2 7 . 1. typed 2. closed 3. rented 4. replied 5. succeeded 6. looked 7. canceled 8. finished 9. counted E xercise 2 2 , p . 2 7 . 1. Olga blinked (blink/t/), yawned (yawn/d/), and stretched (stretch/t/). 2. Mrs. Olsen mopped (mop/t/) the kitchen floor, vacuumed (vacuum/d/) the carpet, and dusted (dust/ad/) the furniture. 3. The meeting started (start/ad/) late and ended (end/ad/) early. 4. My friend jumped (jump/t/) up and down and yelled (yell/d/) when she got the news. 5. The airplane departed (depart/ad/) at six and landed (land/ad/) at eight. 6. When I asked (ask/t/) the doctor about some medication, he suggested (suggest/ad/) a new one. Part I. A Scary Night I had a terrible experience last night. You won’t believe what happened! A thief burst into my apartment while I was asleep. There I was, just sleeping peacefully when someone broke the glass in the sliding door! The sound woke me up. I heard the sliding door open, so I reached for the phone by the bed and called the police. My voice shook as I told the operator there was an intruder in my home. I hid in my bedroom closet while the thief was creeping around my office. Soon I heard sirens as the police sped to my building. From the crack in the closet door, I saw the thief as he ran outside with my computer. 452 LISTENING SCRIPT E x e rcise 29, p. 32. First Day of Class It was my first day of class. I finally found the right room. The room was already full of students. On one side of the room, students were talking to each other in Japanese or Arabic. On the other side, students were speaking in Spanish or Portuguese. It sounded like the United Nations. Some of the students, however, were sitting quietly by themselves, not talking to anyone. I looked for an empty seat in the last row' and sat down. In a few minutes, the teacher walked into the room, and all the multilingual conversation suddenly stopped. Chapter 2 Chapter 3: Perfect and Perfect Progressive Tenses E xercise 2, p. 37. 1. 2. 3. 4. I wrote a book. Have you ever . . . I lost my wallet. Have you ever . . . I climbed a mountain last year. Have you ever . . . I gave a speech to a large audience. Have you ever . . . 5. I told a lie. Have you ever . . . 6. I once sang in public. Have you ever . . . 7. I rode on a motorcycle once. Have you ever . . . 8. I drank Turkish coffee. Have you ever . . . 9. I took a cooking class. Have you ever . . . 10. I shook hands with a famous person. Have you ever . . . 11. I helped another person with English. Have you ev er. . . 12. I slept in a tent. Have you ever . . . 13. I drove a truck. Have you ever . . . 14. I had a car accident. Have you ever . . . 15. I studied biology. Have you ever . . . 1 6 . 1 once played a violin. Have you ever . . . E xercise 10, p. 41. 1. The Browns have decided to grow their own vegetables. 2. It’s past midnight. Where have you been? 3. Laura has offered to help us move into our new apartment. 4. Is Nick in trouble again? What’s he done this time? 5. Janet has traveled all over the world. 6. Her parents have traveled a lot too. E x e rcise 11, p. 42. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. My teacher’s in the classroom. Your teacher has already left. All of the other teachers have already left too. You’re late! Where have you been? Susan has a guilty look on her face. What’s she done? Finally! The mail’s come. M y neighbors have lived in the same apartment for over thirty years. Vicky’s planning a trip to Brazil. It’s great to see you. How have you been? India’s been an independent country since 1947. The weather’s very nice. The weather’s been warm lately. The children have finished their drawings. Ruth has read four novels so far this month. Chapter 3 | E xercise 18, p. 48. A: Good to see you! So, what have you been up to lately? B: Not too much. I’ve been taking it easy. A: How nice! Glad to hear you haven’t been working too hard. By the way, how are your parents? I haven’t seen them for a while. B: They’re doing great. They’re traveling now that they’re retired. A: How long have they been retired? B: Gosh, I don’t know. It’s been a couple of years now. A: So, they’ve been traveling a lot? B: Yeah. They’ve been staying in warm, sunny places in the winter and spending summers here. A: What a great way to spend retirement! I’m glad to hear they’re enjoying themselves. E x e rcise 20, p. 49. 1. Susan got to the doctor’s office at 9 : 0 0 a.m. It is now 9 : 3 0 , and she’s still in the waiting room. 2. Alexi arrived in this country last month. He bought a motorcycle right away and uses it to get around town. 3. Joe will soon make his decision about which job to take. 4. Mika is stuck in rush-hour traffic. She’s going to be late for her first day of work at a new job. She left home at 7 : 0 0 and now it’s 8 : 3 0 . 5. Andrew and Donna are in the middle of a chess match. They’re getting tired and would like some lunch. Their chess match started three hours ago. E xercise 25, p. 52. 1. I’m sorry we missed the meeting. We had forgotten about it. 2. The movie had already begun by the time we got there. 3 . I couldn’t change my schedule. I had already planned my day. 4. I got home late. M y roommate had already gone to bed. E xercise 26, p. 53. 1. We had never seen it. He had never seen it. They had never seen it. 2. We got home late. The children had already fallen asleep. 3. My roommates had finished dinner by the time I got home. 4. My roommates had dinner early. 5. We couldn’t drive across the river.The flood had washed away the bridge. 6. You were at Jim’s at 8 : 0 0 . Where had you been before that? 7 . I had never visited there before. I’d like to go again. I had a good time. LISTENING SCRIPT 453 E xercise 27, p. 53. 6. Where’ll I find information on organic gardening? 7. You’ll find the information you’re looking for in the 1. You’re a new student, aren’t you? How long’ve you gardening section of our bookstore. been in this country? 8. These books have the information you’re looking 2. You must miss your old neighbor. How long had you for. known Mr. Kim before he moved away? 3. You’re looking for Jack? Jack has left. He isn’t here. E xercise 5, p. 62. 4. We were late, and Natasha had left by the time we 1. You’ll need to turn in all your assignments by got there. tomorrow. 5. Unfortunately, I didn’t have my cell phone with me 2. We’ll review for the final exam on Monday. when we got lost. I’d left it at home. 3 . The test’ll have 50 questions. 6. Since we’re teachers, we have the summers off and 4. There’ll be 50 questions on the exam. do a lot of traveling. We’d like to travel to Africa 5. You’ll have the whole hour to complete the test. next. 7. Talk about long marriages! Can you believe that Mr. ] 6. It’s a long exam. Sorry, but nobody’ll finish early. 7. It’ll be a lot of work. Study hard! and Mrs. Cho have been married for 65 years? 8. The results’ll be available in my office the next day. 8. Serena’s an amazing chef. She’s created so many new and popular dishes that it’s almost impossible E xercise 6, p. 62. to get a reservation at her restaurant. 1. Next in the news: The United Nations is going to vote on the new trade resolution tomorrow E xercise 28, p. 54. afternoon. A Pleasant Surprise 2. The election’s almost here. I think I’m going to Last night Amy got home from work two hours late. (gonna) vote for Carol Johnson. I like her. Usually she’s home by 7:30, but last night she didn’t get 3 . Good evening, ladies and gentleman. It is clear that there until almost 9:30. our town has a number of problems. What are we When she got home, her husband, Jamal, had already going to do to make our town a better place to live? eaten dinner and was washing the dishes. With a worried I’d like to offer a few suggestions this evening. tone in his voice, he asked her where she’d been. She told 4. Oh, no! We’re out of gas. We’re in the middle of him she’d had to work late, and then, on her way home, nowhere. It’s past midnight. Yikes! What’re we going there’d been a big accident that had slowed traffic to a to (gonna) do? crawl. He asked her why she hadn’t called. She said she’d forgotten to recharge her cell phone, so she couldn’t call E xercise 12, p. 66. him. 1. So, you were talking about your plans for the Jamal smiled warmly and said that he was just glad summer. What are you going to do? that she was safely home. Then he offered to make her 2. Can you help me out? I’ve got to get this letter in the dinner — which she gratefully accepted. A home-cooked mail by noon. meal sounded wonderful. It’d been a long day! 3 . Tell me again. Why are you leaving work early? 4. Darn, this flashlight doesn’t work. 5. Here’s the broom. What did you want it for? E xercise 33, p. 58. 1. Yoko has recently learned to ski. 2. Yoko has been learning how to ski. Chapter 5: Review of Verb Tenses 3. M ia has worked as an auto mechanic, but she prefers other types of work. 4. Jon has been traveling since he received his job E xercise 4, p. 78. promotion a month ago. A Silly Mistake 5. Jon had been working in sales when he became When I got home to my apartment last night, I took out vice-president for human resources. my key to open the door as usual. As always, I put it in the lock, but the door didn’t open. I tried my key again and again with no luck. So I knocked on the door for my wife Chapter 4: Future Time to let me in. Finally the door opened, but I didn’t see my wife on the other side. I saw a stranger. I had been trying to get into the wrong apartment! I quickly apologized and E xercise 3, p. 61. went to my own. I felt very stupid about what I had done. 1. Let’s go to the beach. The children enjoy going there. E x e rcise 8, p. 80. 2. Yes, I’m sure they’ll enjoy it. 1. Flight 907 landed a t 8:06 P .M . 3. The children’ll enjoy going to the beach. 2. It was evening, and Greg was home alone. He was 4. We meet at die library every Wednesday night for lying on his couch in the living room. He had been our book club. listening to classical music for almost an hour. 5. We’ll meet you in the reference section of the library. 454 LISTENING SCRIPT Chapters 4 and 5 3. This wet weather is getting very tiresome. It’s been raining for days. 4. On the way to the theater, we got stuck in traffic, so we were late. The concert was just starting as we walked in. 5. Janice is interested in learning to fly a small plane. She’s had two lessons so far. 6. There was a robbery at the bank ten minutes ago, and the police still haven’t come. By the time they get here, the thief’ll be far away. Chapter 6: Subject-Verb Agreement E xercise 3, p. 85. 1. ride/z/ 2. write/s/ 3. rob/z/ 4. rug/z/ 5. sleep/s/ 6. lock/s/ 7. wish/az/ 8. page/oz/ 9. month/s/ Chapter 7: Nouns E xercise 14, p. 108. 1. Joseph and Rob are taxi drivers. They’re drivers. They drive taxis for a living. 3. Maria and her sister have good jobs. They’re office managers. 4. Managers of big offices have a lot of responsibilities. 5. I don’t enjoy traveling in airplanes anymore. The seats are getting smaller and smaller. 6. Airplane seats are getting more and more uncomfortable, don’t you think? 7. Schools often offer a lot of after-school activities for students. 8. Anna enjoys school activities such as playing on the soccer team and being in the debate club. 2. E xercise 23, p. 117. 1. My boss has unreasonable expectations. This is not an easy situation to deal with. 3. I feel uneasy about this situation. 4. This is a difficult situation. 5. My boss has made an unreasonable request. 6. The speaker presented a complicated problem. 7. The speaker presented complicated problems. 8. The presentation was uncomplicated. 2. E xercise 5, p. 86. 1. Cats sleep eighteen hours a day. 2. People come in many shapes and sizes. 3. Maria practices pronunciation by reading sentences aloud. 4. The cafeteria serves good sandwiches. 5. Our teacher encourages us to speak English outside of class. 6. When Jack has a cold, he coughs and sneezes. E xercise 9, p. 88. 1. 2. 3. 4. 5. 6. 7. 8. The students . .. The studentsin this classroom . . . Each student. .. Every student. . . Every student in Mrs. Walker’s classes . . . The students and teachers . . . Every student and teacher . . . Each student and teacher . . . E xercise 30, p. 121. Computer Bugs When there is a problem with a computer, we often say we have a “computer bug.” Of course, it’s not a real insect. It refers to a technical difficulty we are having. The expression actually goes back to Thomas Edison, who was a famous inventor. When he was working on his first phonograph, he had a lot of problems. He attributed the problems to an imaginary insect that had hidden inside the machine. He is quoted in a newspaper as saying there was “a bug” in his phonograph. This was in 1889, and it is the first recorded use of the word b u g in such a context. E xercise 15, p. 91. 1. Still hungry? There’re some leftovers in the fridge. 2. If you want more to eat, there’s an apple left over from lunch. 3. Don’t leave yet. There’re email messages waiting for your response. 4. Excuse me. There’s someone on the phone for you. 5. I need your help. Is there a place we could go to talk? 6. It’s very crowded. Are there chairs for us to sit down? 7. I think there’re extra chairs in the hallway. 8. Moving is a lot of work. Is there anything I can do to help? Chapters 6 and 7 E xercise 39, p. 128. 1. I don’t really like much salt on my food. 2. I have a long plane ride ahead of me. 3. Mr. Hong arrived in Canada only a few days ago. He’s never studied English. I think he knows how to say “hello,” but I haven’t heard him say any other English words. 4. Talk to Mr. Hong’s daughter. She studied English in school before they emigrated. If you speak slowly, she’ll understand you, and you can have a conversation with her. 5. Linda is in Mexico, but she can’t speak Spanish. She can’t find a job. She’s almost out of money. LISTENING SCRIPT 455 6. Billy has loving parents and grandparents. He’s healthy and happy. He has cousins and friends to play with. He’s a lucky little boy. 7. Mr. Perez doesn’t know how to be a good boss. He has a bad temper and yells at people all the time about nothing. Chapter 8: Pronouns E xercise 10, p. 139. 1. Where’s Kim? A: I don’t know. I haven’t seen him this morning. B: I think he’s in the restroom. C: I’m looking for him too. D: Ask his assistant. He’ll know. E: Have you tried looking in his office? I know he’s not there much, but maybe he’ll surprise you. 2. The Nelsons are giving their daughter a motorcycle for graduation. A: Hmmm. Does she like motorcycles that much? B: Really? Is she a motorcycle rider? C: That’s an odd gift. I wonder what they were thinking. D: That’s what the Smiths gave their son. I think he’s already had an accident. E: I’m not a fan of motorcycles. Cars just don’t see them in traffic. F: I think it’s a wonderful gift! I’ve had mine for years, and it’s been great. Bob is a nickname for Robert. Others are Rob and Robbie. 6. The sky is clearing. It’s going to be another beautiful day. 5. E xercise 34, p. 154. 1. The teacher asked the students the same question. One after another they gave the wrong answer. 2. Mr. and Mrs. Clark lead such busy lives that they see each other only on weekends. 3. Mr. Perez is doing fine. Susan spoke with him just the other day. 4. A: I have a secret about Danny and me. B: Let me guess. You’re engaged! A: Yes! But it’s a secret. We haven’t told anyone other than you. 5. A: Have you sent party invitations yet? B: Everyone except Jan knows about the surprise party. Chapter 9: Modals, Part 1 E xercise 7, p. 161. 1. This is a non-smoking restaurant. Would you mind putting out your cigarette? 2. The music’s awfully loud. Would you mind if I turned it down? 3. It’s getting cool in here. Would you mind closing the window? 4. I can’t reach the salt and pepper. Would you mind passing it to me? 5. I can’t talk now. Mind if I called you back? E xercise 17, p. 166. E xercise 20, p. 146. 1. Hey Jon, I see you finally cleaned your apartment. How did you find the time to do i t . . . 2. Do you like my dress? I made i t . .. 3. We were going to take a trip with our cousins, but the plans got so complicated that we finally decided to go by . . . 4. My brother has an antique car. He restored it . . . 5. Mr. and Mrs. Peterson are planning to sell their house. They are going to put an ad in the paper and sell i t . . . 6. M y sister-in-law is an architect. She designed her office . . . 1: Class registration Here is some important information you need for class registration next Monday. If you are a new student, you will need to register in person. Bring some form of photo ID, such as a passport or driver’s license, or you cannot register. If you are a returning student, you can register online or in person. S it u a t io n Class changes and tuition If you want to change classes next week, you need to do so in person. You cannot do this online. Also, it is very important that you pay your tuition in full by the second week of classes, which is the deadline for payment, or you will have to drop your classes. S it u a t io n 2: E xercise 24, p. 169. E xercise 30, p. 151. 1. This coffee is delicious. Could I please have another cup? 2. The coffee isn’t in this grocery bag, so I’ll look in the other one. 3. There are supposed to be ten chairs in the room, but I count only five. Where are the others? 4. No, let’s not use this printer. Let’s use the other one. 456 LISTENING SCRIPT 1. The key’s in the desk drawer, but it’s not necessary to lock the front door when you leave. 2. When you apply for a visa, it’s very important that you show proof of citizenship. 3. It’s a good idea to arrive at the airport early tomorrow. The security lines will be long. 4. Only airline passengers with boarding passes will be allowed into the boarding area. Chapters 8 and 9 E xercise 26, p. 170. 1. Your sister is broke now because she spent all her money carelessly. 2. Your friends went to Hawaii over vacation. They had a good time. You didn’t go with them, and now you are sorry. 3. Jack had too much coffee, and now he can’t sleep. 4. The little girl told a lie. She got into a lot of trouble. Chapter 10: Modals, Part 2 E xercise 9, p. 184. S ituatio n : Tom and his young son, Billy, hear a noise on the roof. Tom: I wonder what that noise is. Billy: It may be a bird. Tom: It can’t be a bird. It’s running across the roof. Birds don’t run across roofs. Billy: Well, some birds do. It could be a big bird that’s running fast. Tom: No, I think it must be some kind of animal. It might be a mouse. Billy: It sounds much bigger than a mouse. It may be a dragon! Tom: Son, it couldn’t be a dragon. We don’t have any dragons around here. They exist only in storybooks. Billy: It could be a little dragon that you don’t know about. Tom: Well, I suppose it might be some kind of lizard. Billy: I’ll go look. Tom: That’s a good idea. Billy: Guess what, Dad. It’s a rat! 8. I can’t cook. 9. I can’t drive a stick-shift car. 10. Our son can count to ten. E xercise 33, p. 200. An Experiment in Human Behavior A researcher in human behavior conducted an experiment. First she talked to a group of four-year-olds. “How many of you can dance?” All of the children raised their hands. “How many of you can sing?” All of the hands shot up. “And finally, how many of you can draw?” Every child’s hand was raised. Next the researcher went to a college class of twentyfive students in their late teens and early twenties. “How many of you can dance?” she asked. About a third of the students raised their hands. “How many of you can sing?” Some hands were raised, but fewer than were raised for the first question. “How many of you can draw?” Only two hands went up. E xercise 44, p. 208. 1. Carlos was planning to come to the party, but he didn’t show up. It was a great party. There was delicious food, and we danced until midnight. 2. I have a whole lot of material I need to review before the exam, but I just don’t feel like studying this afternoon. 3. Tony’s over an hour late for our meeting. That’s not like him. I hope nothing bad has happened. 4. Rick was supposed to be at work early today to train his new assistant, but he woke up with a high fever. He can’t even get out of bed. 5. The teacher called on Sonya in class yesterday, but she kept looking out the window and didn’t respond. E xercise 21, p. 192. What’s wrong? Your parents look upset. 1. We should ask them. 2. We shouldn’t ask them. 3. You may have upset them. 4. You should try to find out. 5. Maybe you shouldn’t have stayed out so late. 6. You’d better have a good excuse for being late. 7. You could have told them what you planned to do. 8. You must have known your behavior would cause problems. E x e rcise 31, p. 199. 1. The secretary can help you. M y mother can’t speak English. 3. M y friend can meet you at the airport. 4 . Mr. Smith can answer your question. 5. We can’t come to the meeting. 6. Can’t you come? 7. You can take that course. 2. Chapters 10 and 11 Chapter 11: The Passive E xercise 10, p. 216. 1. A famous architect has been asked to design the new library. 2. There was a group of noisy kids at the movie theater. They had been told several times to leave. 3. I was ignored by the salesclerk while she spent five minutes talking on the phone. 4. After the speech, the audience will ask the speaker follow-up questions. 5. The staff is planning a retirement party for Dr. Wilson. 6. Since the beginning of the modern industrial age, many of the natural habitats of plants and animals have been altered or destroyed by human development. LISTENING SCRIPT 457 E xercise 15, p. 219. How Chocolate Is Made Chocolate is made from the seeds of roasted cocoa beans. After the seeds have been roasted, the inside of the seed is pressed into a liquid. This liquid is called chocolate liquor. The liquor contains fat, which is separated from the liquor. After this has been done, a solid is left. This solid, which is known as cocoa cake, is ground up and becomes unsweetened cocoa. This is a very bitter chocolate. To make it taste better, other substances such as cocoa butter and sugar will be added later. E xercise 22, p. 224. The 2004 Indian Ocean Tsunami In 2004, several countries that border the Indian Ocean, including Indonesia, Thailand, India, Malaysia, and Somalia, were hit by an earthquake and subsequent tsunami. (As you may already know, a tsunami is a giant ocean wave.) In just a few short hours, millions of lives were changed forever. The earthquake was measured at 9.3 on the Richter scale. It was the fourth largest earthquake since 1900 and the second largest that has ever been recorded on the Richter scale. The quake was followed by four giant waves as high as 100 feet (or 30 meters). Whole villages were destroyed. Thousands of people were swept out to sea, and many others died due to lack of medical care. In total, almost 300,000 people were killed, and 1.3 million people were left homeless. Aftershocks from the earthquake continued for several days. Tragically, the damage could have been lessened if there had been a tsunami early-warning system. Such a system already exists for the Pacific Ocean, but it doesn’t reach to the Indian Ocean. Since the tsunami disaster, governments have been working together to develop an early-warning system so that Southeast Asia will not experience such destruction again from a tsunami. E xercise 30, p. 230. 1. 2. 3. 4. 5. 6. 7. 8. Water is composed of hydrogen and oxygen. I am not acquainted with Dr. William’s books. I’m finally accustomed to living here. You’re so busy. I think you’re involved in too many activities. Are you prepared for the next test? Mr. and Mrs. Miller are devoted to each other. I’m concerned about my grandfather’s health. Are you satisfied with your progress? E xercise 43, p. 237. 1. Excuse me. Your application form has some missing information. 2. As the owner of her own design business, Carol works hard to have satisfied customers. 3. After the earthquake, frightened residents were afraid to sleep indoors for several days. 458 LISTENING SCRIPT 4. I think James will be single forever. He’s just not the marrying type. 5. The airplane pilot had a few scary moments when lightning hit his plane. 6. The finished product was exactly what the client had asked for. E x e r c is e 44, p. 238. 1. When I ride on a roller coaster, my heart pounds with excitement. The ride is . . . 2. During the ride, I fe e l.. . 3. The art museum has an exhibit that people are upset about. People who visit the museum are . . . 4. People say that the exhibit is . . . 5. M y parents enjoy talking with my friend, Maria. They find her . . . 6. Maria gets along well with my parents. She thinks they are . . . 7. Not one of the students could understand Professor Steven’s explanations. Whenever he explains a math problem, the students become more . . . 8. His explanations are terribly . . . E x e r c is e 47, p. 239. The Olympic Games The Olympic Games began more than 2 ,0 0 0 years ago in Olympia, a small town in Greece. The games were established for two purposes. One was to showcase the physical qualities and athletic performances of its young men. At that time, only Greek males were allowed to compete. In fact, women were not even permitted to watch the games, and the only spectators were men. The other goal was to encourage good relationships among Greek cities. People of other nationalities were not invited to participate. The winner of each event was crowned with a wreath made of olive leaves. Additionally, his statue could be placed in Olympia for all to see. Winning athletes were treated as heroes when they returned to their cities because with their victory, they brought fame and honor to their hometowns. Chapter 12: Noun Clauses E xercise 11, p. 248. 1. A: It’s a beautiful day. Let’s walk over to Lakeside Park. It’s not far from here, is it? B: Gosh, I don’t know how far it is. 2. A: Do you want to walk to the farmers’ market with me tomorrow morning? They have lots of fresh fruits and vegetables. B: Gee, I don’t know. Maybe. How far is it? 3. A: That was a terrible movie! B: I agree. I don’t know why we watched the whole thing. Chapter 12 4. A: I watched an awful movie on TV last night. B: Well, if it was awful, why did you watch it? 5. A: Is Jeannie going to be 49 or 50 this year? B: I don’t know. I can never remember how old she is. 6. A: Excuse me. I’m still unsure about the pronunciation of that word. B: Which one? A: This one right here. How is this word pronounced? 7. A: You look upset. B: I am. I’m very upset. A: So, what is the problem? E xercise 41, p. 264. 1. I’m not going to the personnel meeting because I have to finish a report. 2. I can’t lend Marta any money because my wallet is in my coat pocket back at home. 3. Someone in this room is wearing very strong perfume. It’s giving me a headache. 4. Hi, Emma. I’ll meet you at the coffee shop at 9:00. I promise not to be late. 5. I’m considering looking for a new job. What do you think I should do? 6. We are going to be late for the concert. M y wife has to attend a business function after work. Chapter 13: Adjective Clauses E xercise 5, p. 271. Part I. 1. He has a friend who’ll help him. He has a friend who’s helping him. 3. He has a friend who’s helped him. 4. He has friends who’re helping him. 5. He has friends who’ve helped him. 6. He has a friend who’d helped him. 7. He has a friend who’d like to help him. 2. Part II. 8. We know a person who’ll be great for the job. 9. We know a person who’d like to apply for the job. 10. That’s the man who’s giving the speech at our graduation. 11. I know a nurse who’s traveled around the world helping people. 12. Let’s talk to the people who’re planning the protest march. 13. There are people at the factory who’ve worked there all their adult lives. 14. The doctor who’d been taking care of my mother retired. Chapter 13 E xercise 19, p. 278. 1. I met the man who’s going to become the new manager of our department. 2. I know someone who’s never flown in an airplane. 3. I talked to the man whose wife was in the car accident on Fifth Street yesterday. She’s in the hospital, but she’s going to be okay. 4. I forget the name of the woman who’s going to call you later — Mrs. Green or Mrs. White or something like that. 5. I need to hurry. The neighbor whose bike I borrowed is waiting for me to return it. 6. I got an email from a friend who’s studying in Malaysia. It was really good to hear from her. 7. I recently heard from a friend who’s been out of the country for over two months. He finally sent me an email. 8. I’m thinking about getting a pet. There’s a woman at work whose dog just had puppies. I might adopt one. E xercise 21, 279. 1. That’s the person who’s going to help us. That’s the person whose help we need. 3. I’d like to introduce you to a teacher who’s spent time in Africa. 4. I’d like to introduce you to the teacher whose husband is from Africa. 5. The company is looking for a person who’s bilingual. 6. The company is looking for a person whose native language is Arabic. 7. The company is looking for a person who’s had a lot of experience in sales. 8. They want to hire a person who’s familiar with their sales territory. 2. E xercise 29, p. 281. 1. The man who organized the community dinner is a friend of mine. 2. Two people died in the accident that blocked all lanes of the highway for two hours. 3. The small town where I was born is now a large city. 4. The music teacher who directs the school band plays in a rock band on weekends. 5. The camera that Jack gave me for my birthday takes excellent digital pictures. 6. My neighbor often drops in for a visit about the time when we would like to sit down to dinner. E xercise 33, p. 284. A: Do you see that guy who’s wearing the baseball cap? B: I see two guys that’re wearing baseball caps. Do you mean the one whose T-shirt says “Be Happy”? A: Yeah, him. Do you remember him from high school? He looks a little different now, doesn’t he? Isn’t he the one whose wife joined the circus? LISTENING SCRIPT 459 B: Nah, I heard that story too. That was just a rumor. When the circus was in town last summer, his wife spent a lot of time there, so people started wondering why. Some people started saying she was working there as a performer. But the truth is that she was only visiting a cousin who’s a manager for the circus. She just wanted to spend time with him while he was in town. A: Well, you know, it was a story that sounded pretty fishy to me. But people sure enjoyed talking about it. The last thing that I heard was that she’d learned how to eat fire and swallow swords! B: Rumors really take on a life of their own, don’t they?! E xercise 36, p. 286. 1. Did you hear about the man who rowed a boat across the Atlantic Ocean? 2. My uncle, who loves boating, rows his boat across the lake near his house nearly every day. 3. Tea, which is a common drink throughout the world, is made by pouring boiling water onto the dried leaves of certain plants. 4. Tea which is made from herbs is called herbal tea. 5. Toys which contain lead paint are unsafe for children. 6. Lead, which can be found in paint and plastics, is known to cause brain damage in children. E xercise 39, p. 288. 1. My mother looked in the fruit basket and threw away the apples that were rotten. 2. My mother looked in the fruit basket and threw away the apples, which were rotten. 3. The students who had done well on die test were excused from class early. 4. The students, who had done well on the test, were excused from class early. E xercise 52, p. 295. 1. The fence surrounding our house is made of wood. 2. The children attending that school receive a good education. 3. Dr. Stanton, the president of the university, will give a speech at the commencement ceremonies. 4. Our solar system is in a galaxy called the Milky Way. E xercise 56, p. 297. Animals and Earthquakes Whether or not animals can predict earthquakes has been widely debated for hundreds of years. In fact, as far back as 373 B.C. villagers reported that hundreds of animals deserted the Greek town of Helice a few days before an earthquake destroyed it. There are other interesting phenomena that scientists have noted. For example, before an earthquake, dogs may begin barking or howling for no reason; chickens might stop laying eggs; and some pets will go into hiding. 460 LISTENING SCRIPT In Asia in 2004, many animals that were accustomed to being on the beach in the early morning refused to go there the morning of the big tsunami. In Thailand, a herd of buffalo on a beach noticed or heard something which made them run to the top of a hill before the tsunami was anywhere in sight. The villagers who followed them were saved. What causes this strange behavior in animals? One theory is that they can sense the earth move before people can. There are vibrations deep in the earth that begin before an earthquake can be detected. Another idea is that the energy in the air changes and that animals are disturbed by these changes. Some scientists dismiss these ideas, while others believe that they are worth researching further. Those scientists who have witnessed this strange animal behavior are certain that animals are far more sensitive to subtle changes in the earth than people are and that studying their behavior can be useful in the prediction of earthquakes. Chapter 14: Gerunds and Infinitives, Part 1 E xercise 6, p. 305. 1. A: B: 2. A: B: 3. A: B: 4. A: B: 5. A: B: 6. A: B: 7. A: I’m sorry I’m late. No problem. We have lots of time. I finished the project early. That’s great you got it done so quickly. I hate to do housework. I know. I do too. It’s a lot of work. You were a big help. Thanks. Sure. I was happy to help out. Your report isn’t finished. What’s your excuse? Uh, well, sorry. I don’t really have one. How do you like the food here? It’s too spicy. I can’t eat much of it. How was your weekend? Did you go away for the holiday? B: No. I got the flu and spent the whole weekend in bed. E xercise 13, p. 308. 1. A: What should we do tomorrow night? B: Let’s just stay home and watch a movie. There’s nothing I like to do better on a weekend. A: Sounds good to me. 2. A: I was really looking forward to the hike up to Skyline Ridge to see the mountains, but I guess we’re not going to get there this month. B: It doesn’t look like it. I don’t think there’s any hope. It’s supposed to rain the rest of this week and into next week. 3. A: Do you want to take a break? B: No, we have to finish this report by 5:00. We don’t have time for a break. 4. A: Let’s go into the city this weekend.There’s a great concert