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GRAMMAR BOOK -_... _-

A Teacher's Resource Book
of discovery activities for grammar teaching

Nick Hall and

John Shepheard

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Longman::.;
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Contents
Longman Group UK Limited, Acknow[edgements lPrliJi! /l.wllbers refer to Teacher's Notes. Wurksheet rej[;rences are qil'ell uncler 'Materials'.)
Longman House, Bumt Mill, Harlow,
Essex CM20 2.JE, England
and Associated Companies throughout the world.
We would like to thank the Principal, staff anrt students of
Angloschool, Lundon, \virhollr. \. . hO!if: help this book \\o'ould
be the poorer. I Verb Form: I Activity Type: I Level:
Time:
We are grat.eful to thl' full(ming fur permission t.o reproduce
© Longman Group UK Limited 1991 copyright material;
Introduction 8
.411 rights reserved; Ito part of this publication
BBC Enterprises Ltd for tht' article ',Iy Kind of Day' by
may be rl!'produced, stored in a retrieval system,
William Greaves frum Rw/iu Tillles 1:3-19 January 1990 (pub
or transmitted in anyJonn or by any means, electronic,
BBC Magazines); The Guardian fur an extract from the article PART A
mechanical. photocopying, recording or otherwise,
'Australia Muurns' from Tllf' G/I(lnlifW lD.2.8:3; Penguin
tVitlwul the prior lorillen pennission of the Publishers.
Buoks Ltd fur the adapted extracts 'The World Divorce
Section 1: Presents
Recurd Hulder', 'The Ll'a.,t Succl'ssful Target Practice', 'The
First published 1991
Least Alert Burglar', 'The ,lost Unsuccessful Prison Escape' & 1.1 [m Zoo Present simple, Correcting errors Mid-int. - adv. 12
Second impression 1991 present continuous
'The Worst Bank Robbers' from Tltl' D()()k (.if Heroic Failures of form and use 30 mins
by Stephen Pile (pub Viking. lUH!J), cupyright © Stephen Pile,
Set in 10/11 Century Light 1 ') Mini-contexts Present simple Presentation Int. - upp.-int. 13
[!J79, IUB!); the authur, Tim Radfurd fur his adapted article
Produced by Longman Singapore Publishers Pte Ltd
Printed in Singapore
'Afril'a hract's itself for ne\\" plague' from The Guardian 40 mins
10.5.8H; Robson Hooks Ltd fur l'xtracts fwm Help! I'm a
[SBN 0 58~ O:33DO X
PrL'i(Jf/lJr ill (l TU(J(lt1Jflsle Fw:lonl by ,John Antrobus; Scope 1.:3 Personality Present simple Information Int. - adv. 15
Features (Photugraphers Agt'nL,) Ltd for the extracts 'All Our exchange 50 mins
Y,'st<!rdays' & 'Ll'gwurk' from TV Tillie", 9-15 April 1988; Solo
Syndicatiun & Literal)' Agl'lH':y Ltd fur an extmct from the 1.4 Galactic shuttle Present simple Communicative Int. - upp.-int. 16
Copyright articit' 'Shuuld \\'t,-' bl' PftJud of our British cool'?' from
This work is copyright, but copies of pages.indicated by a WfJman's OU'II OA.88; Times Nt.'wspapers Ltd, London, for an
practice 30 mins
copyright line may be made \\<;thout fee or prior permissiun, l'xtract from the article 'Girl Had Bullet [n Her Scalp' by Craig
provided t.hat these copies are used only for class sels, and Seeton from TIll' Tilll!'s IU.IIJ.B/j; Transworld Publishers Ltd
1.5 Future action Present simple Controlled Int. - upp.-int. 18
solely \'vithin the institution. ror which the work is purctHl'it~d. & the author's agent for extracts & adapted extracts from The practice 30-40 mins
Fur copying in any other circumstances, prior written Book f!fNarrOIl' ES('"fl/!/JS by Pl'ler ~lason (pub Corgi Books),
permission must he ubt.ained from the Publishers and a fet' © Peter ~[a."Jl1 IUS~; the authur, ,Iichael White for his article 1.6 We are continuing Present continuous Presentation Int. - adv. 19
may be payable. 'US Telephone Thief ~lakL's His LL,t Call' from The Guardian presently (A) 30 mins
:11.8.8S.
1.7 We are continuing Present continuous, Summary of time Int. - adv. 20
We are grateful to the follu\\ing for permission to reproduce
cartoons and other copyright material;
presently (B) present simple reference/use, 50 mins
contrast of
Camera Press, page l-U; Conunercial Union Assurance, page
1;3:3; cartoon by Boris Drucker, © 1!)8~, from ThE New Yorker
verb forms
Magazille, Inc; Patrick Eagar Photography, page 146; Express Upp.-int. - adv.
Newspapers/Daily Sial', page 138; Friends of the Earth, page
1.8 Time box bingo Present continuous Categorising 21
153; The Guardiall, page 1~8; London Theatre Guide, page time adverbials 30 mins
1~ I; cartoons by Edward ,lcLachlan from The Book of
NClrroll' Escapes, Peter ,1ason, Corgi Books, pages 127 and 1.9 The changing present Present continuous Discussion Mid-int. - adv. 22
135; Mirror Group Newspapers, cartoons from Daily Mirror 50 mins
Lewg"t .. r Cartoons 4, 198~, pages 91, 117, 118 and 121; News
[nternational Newspapers/The Sun, page [38; Otto 1.10 Progress report Present simple, Contrast of Mid-int. - adv. 23
Reisinger/Eurocartoon, page 8;). present continuous verb forms 50 mins
Designed by Ann Samuel 1.11 Guess who? Present simple, Communication Int. - upp.-int. 24
Illustrated by B.L. Kearley Ltd present continuous games 30 mins
1.12 Perfect choice Present perfect sin1ple, Correcting errors Int. - adv. 25
present perfect of form and use 40 mins
continuous
1.13 Africa braces itself Present perfect simple Presentation Upp-int. - adv. 27
30 mins
1.14 Locusts past and Present perfect simple, Sununary of time Mid.-int. - adv. 28
present past simple reference/use, 30 mins
contrast of
verb forms

:j
 a •

1.15 Tense moments Present perfect simple, Sorting time [ut. - adv. 29 ~.:l Tunnel ball Principal parts of Controlled lnt. - upp.-int. 43
past simple adverbials 20 mins irregular verbs practice 20 mins
1.16 [s the time up? Present perfect simple, Contrast of Int. - adv: 30 ~A Volley ball Principal parts of Controlled Int. - upp.-iut. 44
past simple verb forms 45 mins irregular verbs practice 211-:30 mins
1.17 Have you got the Present perfect simple, Matching time Int. - adv. 31 :2.!1 Who was Jack the Past continuous Correction of Int. - adv. 45
right time? past simple adverbials 20 mins Ripper? errors of form 20-30 mins
US Time sort dominoes Present perfect simple, Matching time [nt. - adv. 32 ~.Ij Continuous contexts Past continuous Presentation Upp.-int. - arlv. 46
and A perfect match past simple adverbials, 40 mins :30 mins
sentence building
2.7 Continuous continued Past continuous, Summary of time Int. - adv. 47
1.19 Townscapes Present perfect simple Communicative Int. - adv. 33 past simple reference/use, 30 mins
practice 30 mins contrast of
Present perfect Presentation [nt. - adv. 34 verb forms
1.20 The search continues
continuous 25 mins ~X Sea saga Past continuous, Information Upp.-int. - aclv. 48
Present perfect simple Summary of time [nt. - adv. 35 past simple exchange :30-40 mins
1.21 The search has been
going on and on and and continuous reference/use, 30 mins 2.D Assam: Perfect tea - Past perfect simple, Correcting errors Int. - adv. 50
on... contrast of verb [s it a thing of the past perfect of form 40 mins
forms past? continuous
1.22 Time for a change Present perfect simple, Controlled Int. - adv. 35 2.10 Penalty shot Past perfect simple; Presentation, Upp.-int. - adv. 52
present perfect practice 20-30 mins past simple summarY of time 40 mins
continuous referenc""e/use,
1.23 Cassette sales Present perfect simple, Practice Int. - adv. 36 contrast of
present perfect 40 mins verb forms
continuous, 2.11 Romeo, Romeo, Past perfect simple Parallel writing Upp.-int. - adv. 54
present continuous, ohhh ... 60 mins
past simple
2.12 Flashback Past perfect simple, Controlled Int. - adv. 55
1.24 Ups and downs Present perfect sinlple, Communicative Int. - adv. 37 past simple practice 40-50 mins
present perfect practice 45 mins
continuous, 2.13 The perfect detective Past perfect simple Problem solving, Upp.-int. - adv. 57
present continuous, highlighting 35-50 mins
past simple sequence
1.25 Deleted Present perfect simple, Controlled Int. - adv. 38 2.14 Antarctica outside Past perfect Presentation Upp.-int. - adv. 58
transformations present perfect practice 40 mins Atlantis inside continuous 20-30 mins
continuous 2.15 Practice makes perfect Past perfect continuous Summary of time Upp.-int. - adv. 58
1.26 Deadly mistake Present simple, Correcting Int. - adv. 39 reference/use 45 mins
present continuous, errors of use 45 mins
present perfect sinlple, 2.16 Perfect one liners Past perfect continuous Controlled Int. - adv. 60
present perfect practice 30-50 mins
continuous 2.17 Man-eating shark Past perfect continuous Parallel Upp.-int. - adv. 60
\Hiting 60 mins
~.IS Union jacks All pasts Correction of Upp.-int. - ad,·. 61
Section 2: Pasts errors of use 45 mins
2.1 Fruit machine: Is it Past simple Correcting errors Int. - upp.-int. 41 2.Hl Story swop All pasts Conununicative Int. - adv. 62
a mistake? of form 50 mins practice, SO mins
\Hiting narrative
2.2 Past a joke Past simple Presentation Int. - adv. 42
20-30 min

4 !)
Section 3: Futures
:3.1 How simple is the Future simple Highlighting the Upp.-int. - adv. 64
future simple? wilVshall distinction 20 mins :3.15 Perfection at last Future perfect SUmmary of Upp.-int. - al!\·. 80
continuous, future time reference/ 20 mins
3.2 Funny future Future simple, goill'1 Presentation and Mid.-int. - adv. 64 perfect simple use, contrast of
to future, present summary of uses .50 mins verb forms
simple, present
:3. [{j What future? Future simple, Correction Upp.-int. - ad\'. 81
continuous
future continuous, of errors 40 mins
3.3 Journalist of the Future simple, goin'1 Controlled Mid.-int. - adv. 66 future perfect of use
future to future, present practice 40-50 mins simple and continuous
simple, present
:3.17 Futuristic city? Future perfect simple Communicative Upp.-int. - alk 81
continuous
ane! continuolls, future practice 30 mins
3.4 Double date Future simple, goiny Information lnt. - upp.-int. 67 simple, future
to future, present exchange 40 mins cont.inuolls
simple, present
continuous PARTB
3.5 Anyone for cricket'? Future simple, yoillg Correction Mid.int. - adv. 68 Worksheets 83
t() future, present of errors 50 mins
simple, present of use
continuous
3.6 Who will be dancing Future continuous Correction Mid.-int. - 69
in the streets? of errors of upp.-int.
form 20-30 mins
3.7 Gilbert Future continuous Presentation Upp.-int. - adv. 70
25 mins
3.8 Caribbean future Future simple, Summary of Upp.-int. - adv. 71
future continuous time reference/ 30 mins
use, contrast of
verb forms
3.9 Siesta Future continuous Controlled Mid.-int. - 72
practice upp.-int.
30 mins
3.10 The perfect future Future perfect Correction Upp.-int. - adv. 74
for the kangaroo? simple and continuous of errors of 30 mins
form
3.11 2001 and the ozone Future perfect Presentation Upp.-int. adv. 75
story simple 30 mins
3.12 Ozone - a thing of Future perfect Summary of time Upp.-int. - adv. 76
the past or the future? simple, future reference/use, 25 mins
simple contrast of \'erb
forms
3.13 By the time you're Future perfect Controlled Int. - upp.-int. 78
100... simple practice 20-30 mins
3.14 Problems, problems, Future perfect Presentation Upp.-int. - adv. 79
problems I continuous 30 mins

6

Introduction
Anti-grammar grammar?
The Anti-Grammar Grammar Book certainly promotes grammar - the
investigation of rules of form and corresponding meanings in the language sy~tem.
It is anti-grammar in that it sets out to avoid giving students rules. Instead It
casts the students in the role of 'thinker', providing them mth cognitive,
problem-solving tasks to discover grammatical rules and meanings for themselves.
The material does not say, 'Here is a rule and a meaning, learn them!' but rather,
'Here is a sample of English - discover the rules and meanings for yourself!'
The Allti-Graw:mar Grammar Bouk also sets out to avoid the conventional
gap-till and transformation exercises which proliferate in existing materials. Instead
it provides a variety of cognitive, involving, and creative activities to practise .
language both in controlled and freer frameworks. The content of the .exerclses IS
intended not just to present and practise language areas but to be of mterest to the
student in its own right. All of the activities have been fully tried and tested in
classrooms.
Content and organisation
The Anl'i-Grmnm.ar Grammar Book is a granunar resource book providing
alternative and supplementary material to present and practise verb forms in the
present, past, and future. Each resource activity consists of photocopiable student
material introduced by detailed teachers' notes in the first half of the book. The
teachers' notes contain aims, suggested levels and time frames, materials required,
step by step classroom procedure, and keys to the exercises.
There are three sections:
Presents: Present simple, present continuous, present perfect simple, present
perfect continuous
2 Pasts: Past simple, past continuous, past perfect simple, past perfect continuous
3 Futures: Future simple, future continuous, future perfect simple, future perfect
continuous, present simple, present continuous, going to
The materials focus solely on these three areas for the sake of completeness and to
avoid providing a mere scrapbook of bits and pieces.
Target students
The material is mainly intended for upper-intermediate and advanced students who
have met most of the tenses and verb forms of the language. The material acts as a
re-presentation in one block of the forms and meanings of each tense or verb form.
In this way the tenses or verb forms are reviewed for remedial purposes and to
give students an overall picture of the tense and verb form system. The material
would be suitable for students preparing for Cambridge First Certificate and for
those at a pre-Cambridge Proficiency stage. The exercises have also been used \vith
EFL teachers at trainee and post-experience levels.
Role of the material in the course
The Anti-Grammar Grammar Book can be used on its own as a grammar course.
To this end, the activities and exercises are arranged in sequences moving from
presentation to production. A number of the exercises have been planned to be
8 !)
7
INTRODUC ilr Ai
worked through in tandem. This is normally the case when a particular tense/verh
form has been initially presented and is then contrasted wit.h another form. When
this applies, mention is made in the teachers' notes - for example, uses of the
present continuous are presented in contexts in 1.6 'We are continuing presently'
(A), and then the uses are summarised and the present continuous contrasted witll
the present simple in 1.7 'We are continuing presently' (8). In this case it would.
therefore, be difficult to do the second set of activities \\ithout completing the tirsl.
Alternatively, The Anti-Grall/.mar Grall/m.ar Buuk can be used selectively tu
supplement other course books which at the upper-intermediate to advanced ll'wl
often lack the space necessary to provide sufficient material in grammatical areas,
especially when remedial work becomes necessary.
Form
The approach to form is through error correction. Common errors of form gathef'('d
from student classroom production are presented for examination and correction.
Finally, meaningful sununary tables are completed by the students. In this way till'
students collaborate in compiling their own reference tables.
Meaning
The verb forms are presented in written contexts and students guided towards all
understanding of concepts and use. The texts aim not simply tu contextualise till'
verb forms but also to engage the students' interest. To this end the book includl's
articles about environmental issues, cartoons and humorous material, true stori('s Ill'
an unusual and intriguing nature, and items of cultural interest. As \vith the
approach to.form, students complete sununary tables for their own future refen'lwI·.
Timelines
I
Classroom experience shows that diagrams and time lines can be a useful way of
provoking discussion and exploring time reference. Interesting discussion areas
come up. For example, is She works iu [L bank to be represented as a series of
repeated actions or as a permanent state')
Timelines are included in the teachers' notes as part of an optional exercise.
Two strategies are possible - either students can devise their own time lines and
discuss them, or the teacher can put the suggested timelines on the board for
students to match with the example sentences in the summary tables.
There are several different ways of representing verb forms - for an excellent
discussion of the topic, see the section on Diagrams in Chapter 21 of The Eng! isli
Verb by Michael Lems (LTP). We have adopted the follO\ving system:
x single event/action He flew to Russia. (past
simple)
PAST ~IOW FUTURE
x Ix)(x) event/action possibly He's been to Russia. (present
repeated one or more times perfect!
PAST NOW FUTURE
')
x /xj(xl
 Ii'JTP.or.J( ,(. i'l ,; i
INTRODUCTIO~I

xxxxxx repeated action/permanent He goes to Russia (present til" acti\·itic's. This has been fuund tu be n~ry I11uti\'ating with a lut of classr,s Ilf all
habit every month. simple) ages. However, where this approach does not suit particular gruups, the activit iI'S
PAST I'JO\/I FUTURE
can still be carried out by simply removing the competitive element.
.,
:< x x
I x x Error correction
We have recommended in the teachers' notes to productive and communicative
CV'JV' temporary state/event He's flying to Russia (present exercises that errors made by students are noted down by the teacher and
at the moment. cantin uous) corrected with the students after the productive tasks have been completed. This is
PAST r"JOV'/ FUTURE because we feel that it is probably not a good idea to interrupt an activity as IOl1g
as cummunication is taking place. We suggest that one of the following proce(\urt's
~~j=AANVV
is adoptee\. During an activity the teacher can make a list of significant errors and
espl'dally those which concern the target language to be practised. This can 1)('
He's flying to Russia (present dune down (JIll' side of a sheet uf paper and then photocopied for distribution I"
~ temporary repeated
action/habit a lot these days. continuous) the class who then try to correct the errors for hOlllewDrk Dr in class, writing tlli'
correctiun down the other side of the page. AlterIlatiVl'ly, the errors can be writ t, '11
PAST i'~OW FUTURE
directly unlu an OHP transpan~ncy and then displaYl'd for the class to corn'ct in
~ pairs or groups. If an OHP is not available then till' C'lTors can be transcribed onl"
til!' IJuard ur written din'ctl.\· onto a large' cO\"l'rc'd shc'd. of care\. Another possilJilil.l"
is ttl ntll,' ,'rmrs tln slips of paper with the sturlt'nt's nall\e and to give thes,~ ttl Ih,'
permanent state He lives in Moscow. (present relevant students at the end of the activity for self-correctiun.
simple)
PAST I';O'N FUTURE
Time frames
I Clearly, the suggested till\,'S for the exerciSe'S can only be approximate and th,'
actual till\e takl'n will dt'!H'nd on the students, tile size of class, time of the
point of time He landed in Moscow (past simple) working day, ami so on. Where' class time is short, 5tlll\e of the exercises can \J,'
I
at four. carried out for homework and then followed up and discussed later in class.

.
PAST '·DW FUTUP.E
Teacher training
* I The presentation and contrastive material has been found to be very'effective for
developing the language awareness of teacher trainees. It has been used with
period of time He was flying for two (past non-native speaker teachers, with native speaker trainees on initial training courses
~ continuous)
hours. like RSA Cambridge Certificate in TEFLA courses, and on in-service training and
PAST '·;OW FUTURE post-experience courses like those leading to the RSA Cambridge Diploma in
ZHDUIU TEFLA. The exercises have a dual value in both extending language awareness ami
hNvv.J
I showing how such language areas can be presented at upper-intermediate and
advanced levels.
In practice we have adopted two approaches. In t.he first case trainees were
asked to work through the material as it stands. Alternatively, we have deleted the
When students are unfamiliar with timelines, examples could be given from the above questions from the contexts or the contrastive sets of sentences and asked trainet's
list and then students could try drawing timelines for some of the other sentences. to work out the basic uses of the verb forms unguided.
Alternatively, students can match the timelines to the sentences.

Group discussion
There is a good deal of emphasis on pair and group discussion in the su~gested
procedures in the teachers' notes. We recommend that the teacher reframs from
providing answers and solutions until the class has reached Its own conclUSions. In
this way students have more involvement and responslbllity for the ~e~~nmg.
process. We strongly advise that students complete the worksheets ll1ltmlly 111
pendl so that adjustments can be made later to pro\lcle a final record and
summary of forms and meanings.

Team games
We have included a number of game frameworks \\ith points systems for some of
II
10
 Section 1 6 Incorrect: The guide doesn't/does not look well today.
7 Correct . .. .... .
Presents 8
9
10
Incorrect: Wait a second,·Andrew.Tll come/I'm coming with
Incorrect: Why aren't y()u~coming .to seethe lions?
Incorrect: The eJeph!intand~itsbabyare~coming.··
11 Incorrect: Here com~"th'e keeper.:·;';;J,S":>·
12 Incorrect: The cartoonist£omes·iromGermany.·. .
13 Incorrect: Why do they thi'oy,,·t!i.eirsci:ilP'son the:floor of the
1.1 1m Zoo 14 Incorrect: Aren'tIVtoi:ki~g'ln't}le'*o~'gpjace?' .' ..
~'. "

VERB FORM Present simple, present continuous

AIM Correcting errors of form and use in the present simple and present continuous
LEVEL Mid-intermediate to advanced
TIME 30 minutes
MATERIALS One copy of '1m Zoo' for each student (page 83) 1.2 Mini -contexts

IN CLASS VERB FORM Present simple

AIM Presentation of uses of the present simple
[;J Previewing the cartoon LEVEL Intermediate to upper-intermediate
TIME 40 minutes (plus 30 minutes homework)
Ask students to imagine what the animals in a zoo would say about the visitors if MATERIALS One copy of 'Mini-contexts' and 'Summary table' for each student (pages 84-5 and 86)
they could speak. Elicit ideas from the class.

lliJ Correcting errors IN CLASS

Give each student a copy of '1m Zoo' and ask them what is unusual about the
situation in the zoo (Le. the people and animals have swapped roles). [6J Reading contexts and answering questions
2 Ask them to read the speech bubbles to fuid mistakes in grammatical form, or Give each student a copy of 'Mini-contexts'.
use of the present simple and present continuous. Tell the class that some of 2 Ask the class to work individually to read the contexts and complete the tasks.
the sentences are correct.
3 When they have finished, they compare answers ,vith a partner.
3 Students work individually and then compare answers in pairs or small groups.
4 Go over the answers \vith the class.
4 As the students finish, and depending on class size, give individual students one
or more of the fourteen answers. Students then mingle to check their answers. [§] Summarising uses and time references
(Note: By 'General time' we mean that it refers to past, present and future, e.g.
VARIATION functions 1 to 5 on the Summary table on p.14.)
Give each student a copy of 'Summary table'.
Organise the class into teams of two to four students. Give them about ten minutes
to work on the sentences. Teams take turns to select any of the sentences and win 2 Go over an example of the exercise with the class and ask them to complete it
a point for identifying whether it is correct or incorrect, and a second point for for homework. Students may want to tick columns other than those indicated ill
correcting an error. the key. This is acceptable if they can argue a strong case, e.g. the future c,,"ld
also be ticked for example sentence 3.

KEY KEY

[]] Correcting errors [6J Reading contexts and answering questions: suggested answers
1 Correct 1 a) What do you usually do at Christmas? b) ii) Christmas holidays in general
2 Incorrect: Do you understand this? (However, this is acceptable as an expression of 2 a) iii) the cassette recorder. b) How do I/you use/record with this cassette recorder?
surprise.) 3 leaves/departs
3 Correct 4 The Earth travels at about 107,000 km an hour.
4 Incorrect: Look! There's the one who always gives us food. 5 Permanent, hence the present simple. (The present continuous would suggest the
5 Incorrect: The ones with cameras always find us so interesting.. situation was temporary.)

I .J·,
12

'tz 7
1.4 GALACTIC SHUnLE

bl Two boys die on mountain headlines - past

6 a) a sports commentator b) the radio/television audience c) He/she is describing V
events
the action on the football field for the viewers/listeners.
7 a) a newspaper b) present simple and present continuous c) It is a convention in 8 al Peter tells me ... \/ reporting verbs -
newspaper headlines to use the present simple for current events. This is recent past
space-saving and dramatic. d) present simple and past simple e) It is a convention b) ... you start your holidays
in newspaper headlines to use the present simple for recent past events. This is V personal timetable!
on Saturday. schedule
space-saving and dramatic.
S a) ii) the recent past (corresponding to the recency use of the present perfect) 9 I'll definitely send one as soon future time clauses
as I arrive.
V
b) Yes, the trip is already booked.
9 a) the future b) when, after, once, the moment, the minute, the second c) future
simple/future continuous/going to d) present simple/present perfect simple 10 There's this man in a V jokes
10 a) the joke b) No (there are no past tenses because the joke was fictional and swimming pool and he goes to
never happened)
the top of the diving board.
I
11 a) i) Legwork ii) All Our Yesterdays b) The review of the film uses the present 11 Claire becomes involved in V fictional plots
simple to describe the plot, which is fictitious. The documentary review uses the murder.
past simple because the events actually happened.
The present simple is mainly used to talk about present action in progress at the
time of speaking: False

llil Summary table

future time clauses II instructionsI I sportS commentary - rapid actions

scientific facts I I newspaper headlines: past events i I permanent situations 1.3 Personality
habits/routines I I fictional plots i reporting verbs: recent past
VERB FORM Present simple alongside other tenses
personal timetable/schedule I I public timetable/schedule
I AIM Free practice of the present simple for routine/habiy'state in third person singular in an information
gap exercise
LEVEL Intermediate to advanced
newspaper headlines: present events of short duration
TIME 50 minutes
MATERIALS One copy of 'Personality Part A' for half of the class (page 87)
One copy of 'Personality Part B' for the other half of the class (page 87)
" ~
-S~
.§" w'"I i""}
IN CLASS
e w'-
c: Q
:;: " t:
1!
a
§"
"
t::
~ .~ d:
0
~ Previewing the texts
Example sentence l1 ..t ~ Use/function
habit/routine 1 Tell the class they are going to read about someone who is well-known in GrL'al,
1 I usually go up to my parents'
house. V Britain.

2 You press the eject button and instructions 2 Ask the students to work in pairs to devise questions on what they would like t(l
then ... V know about him or her.
3 There's a slow train that leaves public timetable/ 3 Write their questions on the board getting students to correct them as necessary.
at 10.00. V
, I schedule
scientific facts
[[] Reading the texts to answer the class's questions
4 The Earth travels at about
107,000 km an hour. Iv I 1 Arrange the class in two groups, A and B,

5 Josceline lives in London with permanent 2 Give face down to the students in Group A a copy of 'Personality Part A',
her husband. V situations Sinlilarly, give the students in Group B a copy of Part B of the text.
6 Baker plays it up the line for sports commentary 3 Tell the class to scan the text and find the answers to their questions. Studl'1I1 s
Tolmey. V
I headlines -
turn over their texts and begin reading.
7 a) Australia mourns 4 When the time is up, students turn their texts face down and compare anS\\"'I'S
V
II I present events in their groups. Go over the answers,

14
 1.4 GALACTIC SHU r r If
1.4 GALACTIC SHUTILE

[g Reading for main points []] Assignment of roles

Ask the class to read the texts again and to look for the six most important
points. Ask them to agree on these points in their groups.
2 Each group should now devise sLx questions on each of the six main points;
these are noted down by the group secretary.
[QJ Information exchange
1 Students put away their texts and questions.
2 Each student in Group A pairs off with a student from Group B. They exchange
information about the personality.
3 Teacher notes errors during this exchange to correct at the end of the lesson.
1 Divide the class into 'galactic travellers' and 'galactic travel agents'.
2 Further divide the travel agents into those representing Planet Hoppers and
those representing Galaxy Gliders.
3 Assign each pair of travellers a planet and give each traveller a copy of the
'Planet Planner' form.
4 Give each of the travel agents a copy of the appropriate information sheet.
[iJ Information seekin&lrole play
1 Using their 'Planet planner' forms, the travellers go to representatives of b()th
travel agents to find out the necessary information.

III Groups exchange questions 2 During the role plays, the teacher can note errors for correction by the stud. 'lit s
at the end.
The secretary from Group A reads out their sLx questions for Group B to answer 3 Finally students come together to decide which travel agent offers the best dm!.
and vice versa.

[£] Deciding the person's identity

1 Write the following possible identities on the board:
Prince Charles
An actor
A pop star
A musician Planet planner
A racing driver
2 Ask the class to work in groups to decide which identity fits the person in the J
article. Name of company GALAXY GLIDERS PLANET HOPPERS

KEY
Destination
An actor, John ~ettles.

Departure time

1.4 Galactic shuttle Duration of flight

Price
VERB FORM Present simple
AIM Communicative practice of schedule use of the present simple
LEVEL Intermediate to upper-intermediate Type of service
TIME 30 minutes
MATERIALS One copy of 'Planet Planner' for half the class (page 17)
One copy of 'Galaxy Gliders' for a quarter of the class (page 88) Name of craft
One copy of 'Planet Hoppers' for a quarter of the class (page 89)

Extra information
IN CLASS

[6J Previewing the activity

Ask the class to imagine that it is the year 3000 .\D and that we can travel through © Longman Group UK Lcd /99/
the galaxy. Ask them what information they would like to find out to book an
excursion to Saturn.
I,
-
16
'.. ;;·5]] s
w
Ib WE ;'P.E CONTI~IUING PRESEr-lTL! p., I'; :.

KEY
1.5 Future action
[2;J Checking sequence of tenses
VERB FORM Present simple a) incorrect b) correct and refers to the future c) incorrect d) correct but refers to habitual
AIM Controlled practice of the present simple in future time clauses with a variety of conjunctions action, not future action
Intermediate to upper-intermediate Note: The present perfect simple or continuous are also acceptable in the subordinate
LEVEL
clause with future reference. Example: When she has arrived, she'll send a
TIME 30-40 minutes
telegram/As soon as I've been working here for six months, I'll ask for a pay rise.
MATERIALS One copy of 'Future action' for each student (page 90)

IN CLASS

[2;J Checking sequence of tenses

1.6 We are continuing presently: Part A
1 Give each student a copy of 'Future action'.
2 Ask students to look at the sentences in the Take your pick section. They
VERB FORM Present continuous
decide which sentences correctly refer to future action. AIM Presentation of six uses of the present continuous
Intermediate to advanced
~ Solo/team competition
LEVEL
TIME 30 minutes
1 Students can work individually or in teams of two to four, depending on class MATERIALS One copy of 'We are continuing presently: Part A' for each student (page 91)
size.
2 The teacher reads out at random one of the Teacher's prompts' from the
11\1 CLASS
following list.

Teacher's Prompts
[6J Overviewing the contexts
a) make a cup of tea f) flood k) try on Give each student a copy of 'We are continuing presently: Part A'.
b) the fire brigade g) celebrate l) runner dead tired
2 Ask the students to read through the texts iY'IlurillY the r[u.estions and to J
c) shops in Palma, the capital h) cooler m) take off
categorise them into humorous or cultural.
d) leave you forever i) sigh with relief
e) arrest him j) ring [ill Reading the contexts and answering the questions
3 The students listen and find an appropriate prompt from the 'First future action' 1 Ask the students to work individually on answering the questions and then to
column. They select a conjunction, formulate a sentence, and shout 'Future compare with a neighbour.
action' as soon as they are ready.
2 Go over the answers with the class.
4 The first student to produce an acceptable sentence \\IDS a point for themselves
or for the team. KEY
Example: the teacher reads out runner dead tired. The students select finish
the marathon, and the conjunction as soon as. Then they formulate a sentence
like, As soon as the runner finishes the marathon, she'll be dead tired, and []J Answering the questions
shout 'Future Action'. The teacher writes it on the board. 1 a) A pun on note which can mean a musical note or a short message. b) yes c) no
5 If sentences are not completely correct, they score no points and the next 2 a) No, It's a contradiction for humorous effect. b) at the moment/now/temporarily
c) It's seen as temporary. d) Perhaps but this is not 'certain,
student or team wins a bonus point if they can correct it. Conjunctions can only 3 a) Fewer and fewer, Habits are changing, b) before c) yes d) Only if it is one
be used once and the game continues until all the conjunctions have been used o'clock on a Sunday!
up. 4 a) younger b) future c) yes
5 a) No, she sees no reason for pride. She thinks the British are timid. b) A very
frequent habit.
VARIATIONS 6 a) past continuous, present continuous b) yes c) The first is from the story, the
second from the blurb.
The teacher can use the same prompts again but insists on a different sentence.
The students or teams take turns and have 30 seconds to produce a sentence.
Finally, the class can write up sentences from the prompts in the table.

HI
18
GruttIZW:a&
1.7 WE ARE CO~ITII'IUII'IG PPESENTLY PART B 1.8 TI~IE BOX Blr'leO

1.7 We are continuing presently: Part B 5 English people are always emphasising very PAST NOW FUTURE
saying sorry, frequent action
VERB FORM Present continuous, present simple
AIM Highlighting and summarising six uses of the present continuous, contrasting present continuous 6 As Ronnie is cleaning his teeth setting the scene: PAST NOW FUTURE
and present simple one morning, he sees a message telling a plot
LEVEL Intermediate to advanced written in the toothpaste
TIME 50 minutes
MATERIALS One copy of 'We are continuing presently: Part B' for each student (page 92)
[Q Contra~ting presentcontmuous and present simple ,'>",'
1 a) ev~ry ~;/morning,etc,a)tefem toahabit, b) to oneparticular~cti~~
IN CLASS 2 Ii) perminient b) temporary , ,
3 a) one o'clock b) before one ",', "
[6J Completing the chart 4:a)"-'~'" >. ~_.*,-:;~'
5 b)
I Give each student a copy of 'We are continuing presently: Part B', 6 b)
2 Ask the class to work individually to enter the uses in the chart and then to
compare in pairs, Go over the answers,

WTimelines option
I If students are unfamiliar with timelines, give a few examples using the section
on Timelines in the Introduction (p,9),
1.8 Time box bingo
2 Ask students to draw timelines for each sentence and then to compare \vith a
neighbour. Alternatively, put the timelines in random order on the board for
students to match and draw, Go over the answers, VERB FORM Present continuous
AIM Sorting time adverbials to' correspond to five uses of the present continuous
[IJ Contrasting present continuous and present simple LEVEL Upper intermediate to advanced
TIME 30 minutes
Students work in pairs to complete the sentences, Go over the answers, MATERIALS One copy of 'Time box bingo' for each student (page 93)
One copy only of 'Time box bingo' sentences (page 94)
KEY

[AI Completing the chart and [ill Timelines option: suggested IN CLASS
answers
[6J Establishing the time references
Example sentence Use Timeline 1 Give each student a copy of 'Time box bingo',
2 Working individually, students read the five example sentences and match them
1 fm putting out a note for the temporary action PAST NOW FUTURE to the time boxes (A - E), They compare in pairs and the teacher goes over
milkman'at the moment. in progress now
:i them,

2 For the time being fm temporary PAST NOW FUTURE

W Writing in example time adverbials
spending so much of the day situation
earning money that I don't
have time to become rich,
~ Students underline the time adverbials in each of the five example sentences and
then write them against number 1 in each of the five boxes,
3 They're usually eating roast
beef at one on a Sunday.
,regular action
around a point of
PAST
I'CO 1,00
""0
NOW
1-00
FUTURE
1·00
[IJ Playing Bingo
time
I
"'"
I
"'" Jv. I "'"I
v!" lOne student is given the list of 'Time box bingo sentences', They read out till'
[lfSt sentence, while the class listens and \\Tites the time adverbial in the con'pcl
4 I'm having my next birthday future PAST NOW FUTURE time box (A - E), If a student is uncertain they can \\Tite the adverbial in the
when I'm five years older. arrangement BIR1t!D....r

I I
"
'Not sure' box,
2 The student then hands the list of sentences to the next student who reads out
the second sentence, and so on,
3 If a student completes a box \vith five ac!\'erbials, they shout, 'Bingor'
20 21
!.9 THE CHM'ICif 1(: I 'I't Sr f J-
I 10 PPDGR!::SS I-{:I'I ,..

-I Th" studt'lit reads out the tive adverbials ami the class clwck they art' currel·t. ~ Reading and discussing the topics
TIlt' I eacher illt.ervenes only if necessary. I Give each st.ucient a COllY of The changing present' and ask t.hem to l'!'ati 1111'
G Till' game t.hell clJntinues. fourt.een st.atements ami to t.hink whet.her they agree or disagree \\ith tlll'lll.
fj If all twenty sent.ences have been read and no one has a full box, the class :2 Arrange the class in groups of twu to six and ask them to discuss their views 1>11
collaborate to sort (JUt. the live boxes. each of the statements together.
:3 During the discussion the teacher can note errors and correct them at. the 1'11<1.
KEY

o Establishing the time references

ID2E3C4B5A
1.10 Progress report
I]] Writing in example time
adverbials Present simple and present continuous
VERB FORM
1 at the moment (Box D) 4 usually, at 8.30 (Box B) AIM Discrimination between present simple and present continuous
2 soon (Box E) 5 always (Box A) LEVEL Middle intermediate to advanced
3 for the time being (Box C) TIME 50 minutes (plus optional 50 minute homework)
MATERIALS One copy of 'Progress report' for each student (page 97)
[g Playing Bingo For homework. one copy of 'Progress report: Jumble' for each student (page 98)

A 1 (always) B 1 (usually, at 8.30.)

2 almost always
3 continually
4 forever
5 constantly
C 1 (for the time being) D
2 nowadays
3 currently
4 at present
5 these days
2 often, at lunchtime
3 sometimes, at this time of the day IN CLASS
4 normally, about now
5 generally, at this time of year [6J Setting up the activity
1 (at the moment) E 1 (soon) 1 Arrange the class in pairs and ask each pair to make two large voting sheets -
2 as I stand here 2 tomorrow
one marked with a large 'A' and one with a large 'B'.
3 right now 3 at the end of the month l
4 at this very second 4 next year :2 The teacher puts up the students' names in pairs on the board and gives eacli
5 at this very mom'Ont 5 fairly shortly pair a bank of twenty-live points. .

~ Voting for sentences

Give each student a copy of 'Progress report'.
:2 Using the 'Progress report: Master sheet', the teacher reads out one of the
sentences in bold type; these sentences are missing from the students' copies of
'Progress report'.
1.9 The changing present 3 Give the students a short time, say thirty seconds, to decide which of the two
sentences ell.
or B) on their sheet fits.
VERB FORM Present continuous 4 At a given signal, a representative from each pair votes by holding up the
AIM Communicative practice of the present continuous prepared sheets with an 'A' or a 'B'.
LEVEL Middle intermediate to advanced
TIME 50 minutes 5 Pairs with the wrong letter displayed lose a point.
MATERIALS One copy of 'The changing present' for each student (page 95) 6 The teacher gives an explanation for the correct sentence.

IN CLASS VARIATION

[6J Introducing the topic As a final written exercise, the students complete their 'Progress report' she!'1 s
Ask students to give examples of things which are changing in t.he world at the selecting sentences from the 'Progress report: Jumble' list. This could be dOli!' as
nHlment. This may result in some in1tial disagreement and ciiscussion. homework.

:.:::;
22
1.11 GUESS WHO I I 2. PEP-FEeT G-l(':'* t

4 The third pack is put to one side in a slack face down. Each student takes a
1.11 Guess who ... card from this pack and keeps it confidential.
:) The aim of the game is for each student to idenlify the card held by the other.
VERB FORM Present simple, present continuous t5 [n turn each student asks the other a question to which the answer may be only
AIM Communicative practice of the present simple and present continuous res, Nu, or I dOli 'I klwl/'. Example: Is he 11·1'([,·i,l.IJ II Ii,'.', Dul's III:' go tl) lPurA' I)l/
LEVEL Intermediate to upper intermediate tmin!, Is he lrauellilllj to work b.1J tmin t(J(lIlY.'
TIME Version I: 30 minutes Version 2: 30 minutes Version 3: 30 minutes Through asking questions in this way, each student can eliminate some of the
MATERIALS Version I: One copy of 'Guess who .. .' for each student (page 99) cards and turn them face down until they think that they can identify the card
Version 2: One copy of 'Guess who .. .' for each group of 2-4 students, cut up into packs of 24 held by their partner.
cards I

Version 3: Three copies of 'Guess Who .. .' for each pair of students, cut up into packs of 24 7 The game can be played several times in this way. A variatiun is for each student tl}
cards take two cards from the face clown pack for identification by their partner.
S Monitor unobtrusively and note errors for correction later.
VERSION I
IN CLASS

Give each student a copy of 'Guess who

2 Give an example of how the symbols are used. Example: Ask the class to louk at
1.12 Perfect choice
the first picture of Maurice. Either describe the card yourself or elicit possible'
sentences from the students: Today he's u:earil1g a suit and tie. He's got (l VERB FORM Present perfect simple and continuous
bearri He always travels to work by train and he doesn't 'Usually wear (l IiI'. AIM Highlighting form of present perfect simple and continuous, correcting errors of form and use in
Today he's going to work by truin. present perfect simple and continuous
LEVEL Intermediate to advanced
3 Explain that you will give information about one of the characters and the tirst
TIME 40 minutes
student to identify him should raise their hand.
r1ATERIALS One copy of 'Perfect choice' for each student (page 100)
4 When you have practised this exercise a few times, arrange the class in groups
of two to four.
IN CLASS
5 Now students take turns in their groups to give information about a character
while the others listen and try to identify him.
[6J Previewing the text
6 Monitor the groups unobtrusively and note down errors for correction at the end.
Give the class three clues on the board - telephone box, $500,000, arrest.
Students ask the teacher yes/no questions to II'ork out the story in the article.

~ Reading the text

VERSION 2
IN CLASS
1 Give each student a copy of 'Perfect choice'.
As in Version 1, exemplify ways of describing the information on the cards.
2 Ask students to read the article and to find out extra details about the story not.
2 Arrange the class into groups of two to four students. yet discovered.
3 Place a pack of cards face up in the middle of each group.
4 In turn each student in the group describes one piece of information from the
[g Deciding which sentences are grammatically correct
card face up on the top of the pack. Then the top card is put at the bottolll of 1 Divide the class into teams of between two and four.
the pack and the new card is described by the group, as before. 2 Ask the teams to decide which sentences are grammat.ically correct and which
5 l\lonitor the groups and jot down errors for correction at the end. are grammatically incorrect.

[QJ Team decision and correction

VERSION 3 Each team takes a turn to pick a sentence and say whether it is grammaticall~i
IN CLASS correct or not. They receive a point for the right decision.
As in Version 1, exemplify ways of describing the information on the cards. 2 If the team iclentiiies an incorrect sentence. [hey win a point if they can CUlT{'C'1
it. [I' they cannot, the turn passes to the next team and so on.
2 Arrange the class in pairs and give each pair three packs of cards.
:3 When all the sentences have been discussed. the class '>';Tite up the correct
3 Each student takes a pack and lays dO\\11 the cards face up in front of tht'lll. sentences.
24

z
 --------------------lIIIIIp.,..--------------------
;)1:\

i'rr-'fi-{ 7 (JII I!! ;

I IJ -'.fPIC-'. BPACl,

[IJ Completing substitution table

1.13 Africa braces itself
,-\sk sl ud. 'III s III ('(lIlIpll,t" tl\(' sul,sl ilutillll I alii" as a lillal SUllllllar.... Ill' lit., 1', 11'111 ,d'
tli,' prt'st'1I1 IH'rl't'l"I silllpl,' ami "lllltinIIIlIIS.
VERB FORM Present perfect simple
KEY AIM Presentation of present perfect simple with five uses
LEVEL Upper-intermediate to advanced
TIME 30 minutes
IQ] Team decision and correction MATERIALS One copy of 'Africa braces itself for each student (page 10 I)
1 This is about the phone box mystery that has at last been solved.
2 'The thief has just stolen from a coin box and has just gone.'
3 The FBI have been looking for the thief for the last eight years. IN CLASS
4 correct
5
6
They've just arrested the thief.
He's been a pain in our phone for a long time.
[6J Previewing the text
7 Has James Clark been charged? Tell the class they are going to read abuut a natural disaster illvulving inse~1 s,
8 correct
9 The FBI have been waiting many years for this moment. 2 Ask studellts to wurk ill pairs to write two questiulls tlic'y would like til ask
10 He's been with the police since last week. about tlil~ text.
11 correct :3 Write a selection ur tlie stud,'nts' qlll'sti()ns un tlie buard.
12 Clark has been giving the telephone companies a lot of trouble
13 correct 4 Pre-teacli any necessary vo~abulary, e.g, Iriyyer, IIWI/aC,., 1//II.,1J'III', S/I'(LI'III,
14 He was arrested last week.
15 He's been stealing from phones for eight years. []] Reading the text
16 correct
1 Give each student a copy of 'Africa braces itself and ask them to lind the
[I] Substitution table answers to the questions on the buard from the text.
2 Go over the answers.
I, you, we, they (long form) have
Positive (contraction) 've
Present Perfect Active
stopped Clark
[Q Focusing on time reference
He, she, (it) (long form) has I 1 Ask the students to underline all the examples of the present perfect simple ill
the text. Check these with the class.
(contraction) 's
2 Students now answer questions 1-5. Ensure that the students are aware that tlw
Positive Have (Il, you, we, they Present Perfect Passive
questions refer to the sentences with the present perfect immediately adjacent.
question been arrested
Has he, she, it
3 Get the class to compare answers in pairs or small groups and then go over tht'
Negative I, you, we, they (long form) have not answers.
Present Perfect Continuous
(contraction) haven't been stealing again KEY
He, she, (it) (long form) has not
(contraction) hasn't

Negative (contraction) Haven't (I), you, we, they [g Focusing on time reference
question (contraction) Hasn't he, she, it 1 a) recent b) recently 4 a) future b) yes, in two months' time
2 a) possibly, but it's unlikely 5 a) future b) no
Tag They (contraction) 've haven't they? 3 a) we don't know - the indefinite
question charged Clark
(contraction) 's hasn't he? past
He

~ti

7
1.14 LOCUSTS PAST AND PRESENT 1.15 TENSE MO~lEr ITS

1.14 Locusts past and present 4 Other countries are waiting definite future PAST NOW FUTURE
until international meetings period 2 rIONTlIS

have been held in two months

time.
I k
1.13 'Africa braces itself should be completed before this exercise. PASr NOW FUTURE
5 Governments cannot wait until indefinite future ?
VERB FORM
AIM
Present perfect simple
Highlighting and summarising five uses of the present perfect simple, contrasting the present perfect
locust swanns have eaten their
crops.
period I x

simple and the past simple, contrasting the present perfect simple and the present simple for future
time
LEVEL Middle-intermediate to advanced [Q Contrasting present perfect simple with past simple and
TIME 30 minutes present simple
MATERIALS One copy of 'Locusts past and present' for each student (page 102)
1 a) recently b) merely/only/simply 4 a) over b) begin
.2 b) 5 true; a) emphasises the completion
3 a) still working b) no longer working of the event
IN CLASS

~ Completing the chart

Give each student a copy of 'Locusts past and present' and ask them to work
individually to enter the uses in the chart. They can then compare with a
neighbour before the teacher goes over the answers.
1.15 Tense moments
UO Timelinesoption VERB FORM Present perfect simple, past simple
1 If the students are unfamiliar vvith timelines, give a few examples using the AIM Contrasting the use of the same time adverbials with the present perfect simple and the past simple
section on Timelines in the Introduction (p.9). LEVEL Intermediate to advanced
TIME 20 minutes
2 Students draw timelines for each sentence and then compare with a partner. MATERIALS One copy of 'Tense moments' for each student (page 103)
Alternatively, put the time lines in random order on the board for students to
match and draw in. Go over the answers.

[g Contrasting present perfect simple with past simple and present

IN CLASS

simple ~ Pre-teaching
Students work in pairs to contrast the sets of sentences. Work through the answers Pre-teach any necessary vocabulary, e.g. Chl-islmas pudd'ing, cllstaTd, TOast bee:J'
vvith the class. and YOTkshim pudding, mincemeat, stew, brew, DaTjeeling.

KEY [§J Focusing on the two tenses

Give a copy of 'Tense moments' to each student and ask them to work through
~ Compi~tingthe. chart
," . .
and [ill Timelines 'option 1-9 answering the questions. They can work individually and then compare
" . answers. Go over the answers .
Example sentence ..... Use TI~~line .........
[g Summarising the time adverbiaIs
1 The rains have just brought recent action PASr ';·>.NOW FUTURE 1 Ask students to extract the time adverbials from the nine sets of sentences and
hope to the starving in Africa. to enter them in the box.
xl
:2 Ask the class to answer the Tru.e/False question.
2 Giant swanns of locu,sts have indefinite past PASr NOW FUTURE
been reported in Cape Verde. 7)(
I KEY

3 Experts who have been with
the FAO in Mali for years were
amazed by the size of one
swarm.
past-present PASr NOW FUTURE [ill Focusing on the two tenses
period: unfinished
===+-- 1 a) one or more Fridays at an indefinite
time in the past b) last Friday
2 a) one or more Christmases at an
indefinite time in the past b) last
Christmas c) Christmases in general
during the spealter's childhood

28
tr
 I I: H,WE YOU GOT THE RIGf-"
1.16 IS THE m'IE UP'

3 a) can start a conversation 7 a) three hours ago b) more than three 1.17 Have you got the right time?
4 a) a live TV programme with a cook hours ago
b) the youth of a famous cook S a) she is dead b) she is alive
9 a) VERB FORM Present perfect simple, past simple
5 a) logically follows
AIM Matching time adverbials with the present perfect simple and past simple
6 a) a very short time after Christmas
LEVEL Intermediate to advanced
b) during Christmas
TIME 20 minutes
MATERIALS One copy of 'Have you got the right time?' for each student (page 105)
[g Summarising the time adverbials
1 on + time reference 6 this + time reference
2 at + time reference 7 for + period IN CLASS
8 during + period
3 ever
4 never
5 already
9 no time expression

True
o Matching time adverbials to definitions
Ask the class to work in pairs and i" lnal.l"h thr' lirs! eighl time adverbials wiill 1111"
dl'linitions. Go (lVI'l" Ihl'll1 wilh thl' l"iass.

[§] Matching time adverbials with tenses

Ask the class tll complete the gaps at the ht'ad "t" the two clliumns with th,'
tenses which hest tit thl' dl'linitions.

1.16 Is the time Up? ~ :\'orkillg in pairs studcllts write ill Ull-' appropriate tinll~ adverbials frotn the
In the two cululllns.
iHI\

VERB FORM Present perfect simple, past simple

ITJ Time adverbials in context
AIM Discrimination between present perfect simple and past simple for finished and unfinished periods (I The students write duwn the twu box headings on a separate piece of papl'!".
didn 'c see him chis morningll haven 'c seen him chis morning)
LEVEL Intermediate to advanced 2 They work in pairs to produce a sentence fur each time adverbial, e.g.
TIME 45 minutes
MATERIALS When photocopying 'Is the time up!' (page 104), mask the right hand side of the page (i.e. the B
responses) and make one copy for each student. Then mask the left hand side and make one copy Time adverbial., connected with past Time adverbials connected with past
only of the B responses. Now cut up the B responses into eighteen sentences. and present only

I haven't seen anything until now. He destroyed the plans yesterday

IN CLASS

o Matching sentences in pairs

Divide the class into pairs. [QJ Answering True/False question
2 Give each student a copy of 'Is the time up'" and distribute the eighteen B As a review students answer the True/False question at the end of the workshpl'l.
responses amongst the pairs as equally as possible.
;3 In pairs students match the B responses they have to the appropriate A KEY
sentences. The teacher monitors for correctness and the students write the B
sentences onto their sheets. [6J Matching time adverbials to definitions
[§] Whole class matches remaining B responses Ie 2f 3g 4h 5b 6a 7c Sd
(Note: so {ar/up to now ca.n onl~ be used for actions which can be repeated, e.g. I've
In turn a student from each pair reads out a B response to the class. seen t~e film once so {ar (Implymg there is time to see it again) but I've seen the film
so (ar IS not acceptable unless it implies but not the book)
2 \'vl1en the first B response is read out, the other pairs pencil in a '1' after what
they consider to be the appropriate sentence. The second B response read out
becomes '2' and is likewise entered in after a sentence. This continues until all
W Matching time adverbials with tenses
eighteen have been read out. 1 T~me adverb~als connected ~th past and present: Present Perfect Simple
Time adverbJals connected With past only: Past Simple
:3 Once again the first B response is read out ami the class decides as a wlwll'
which A sentence it corresponds to. They then luite the B response in
accordingly. This continues until all eighteen responses have been \Hittl'n in.
30
 I IQ TOWf ISC/.. PL '~
1.18 TIME SORT DOr-Ilr'JOES

KEY
2 Time adverbials connected with past and present:
until now ever since just (= recency) yet lately so far/up to now [Q A perfect match
before now since (+ a period)
. ·Time adverbials connected with past only: 1 BDKMNPR 5 BDFGKMNPQR
yesterday period (+ ago) ever after until (+ past point) that (+ time) 2 ACIJLOS 6 ABID (CEJOS are possible and would needed justifying by the
last (+ time) when/before/after (+ past event/state/time) the other day 3 ABCEIDJLOS students with appropriate contexts.)
4 BMNP 7 BFN .
[Q] Answering ~e/False question
False

1.19 Townscapes
1.18 Time sort dominoes and A perfect match
VERB FORM Present perfect simple
VERB FORM Present perfect simple, past simple AIM Communicative practice of present perfect simple active and/or passive
AIM Matching adverbials of time to the present perfect or past simple LEVEL Intermediate to advanced
LEVEL Intermediate to advanced TIME 30 minutes
TIME 40 minutes MATERIALS One copy of 'Townscapes' for each student (page 108).
MATERIALS One cut-up set of 'Time sort dominoes' for each group of three to five students (page 106) Cut the copies of 'Townscapes' into three parts: the first part should include Camford 1986 and
One copy of 'A perfect match' (page 107) for each student. Camford Now, the second part will have Ox town 1985, and the third part Oxtown Now.

IN CLASS IN CLASS

[2;J Explaining the rules
1 Arrange the class in groups of three to live working around a table.
2 Explain the rules: the eighteen dominoes are shuffled and dealt to the players in
each group, each player receiving six dominoes in a group of three, and dilTert'nt
numbers of dominoes in groups of four or five. The first player lays one domino
face up in the centre of the table. The player to their left lays a domino frnlll
their hand matching a sentence to an adverbial which fits grammatically and
logically to the satisfaction of the group. If they cannot lay an appropriate
domino, play passes to the next student. Play continues until as many dominoes
as possible have been laid.
Point out that just is to be used \vith the meaning of 'recency' and not with the
meaning of 'simply' as in She just stayed in bed.
[2;J Comparing Camford 1986 and Now
1 Gi\'e each student a C()p~' of Camford 1!:J86 alld Camford Now.
2 Ask the class to describe Camford as it was in 1986.
3 Ask students to look at the townscape of Camford No\\' and describe what has
happ~ned. Example: The .fel,cloTY hus beell e,r/eucled. Check the concept or tli,'
Il1delimte past use of the present perfect by asking questions like, Do I/'{' kiwi/'
11'11('11 111e./ilrl()r/j 1I'[lS I'.r/ell(/ecl/
[]] Information gap activity
1 Arrange the class in two groups. Give the students in one group cnpil's or
OxtO\m 1985 and copies or Oxlo\\'n Now to the other group,

ffiJ Playing the game

2 Tell the lirst. group that they used to live in Oxtown in 1985 but do not IiV<'
there any Illore. Ask them to work together to describe the townscape as il II';{S,

1 Give the groups sets of dominoes and play begins. :3 Tell the sPC'ond gwup that they live in Oxt(l\\'11 now and ask tliem to \Vof'l;
2 When a group finishes, check that the matchings are correct. They can 1IIf'n t.ogtc,thl'r to tlt'scrilH~ the townscal'l' as it is now.
check other groups' combinations to see if they agree. .j Pair tlil' studcnts orr rl'llm the t.wo gmups Sll that a rl'sidcnl. of OxtO\\'1I I !)S;j
works with a residcnt or Oxt.own Now.
[g A perfect match
r; Ask tht' resitll'nts or Oxtown l!:J8r; to lind !lut whal has changl!d sille,' Ih,'\' li\,,',1
1 Give each student a copy of 'A perfect match'. tll1'l'I,'. E:xalTlpll': Is IIII' c/il/re/i slill 1/11'/'('.'/11'1/(/1 is 1/;".,. lik,'.' It's /)("'1;
2 Working individually, they check the adverbials A-Sagainst each of the St'\'l'll r/"lllo/isll!'i/. Olll' possihility is to get the past rcsicli;lIts to draw 1111' tOWIIS"'IJ'"
sentences and insert the appropriate letters in the boxes. The matchings l11ust as It IS now amI t1H:' ClIlTl'lIt residl'nls to rlra\\' it as it \\'as in I !)S:j.
be both grammatically and logically correct. (j Finall,' tIll' stllCll'lIts retul'll t.o thl'ir original gl'llups amI slInllnaris,' II'lial 1Ii,'.\'
3 Students compare answers in pairs and the teacher goes over the anSWl'rs. Ii an.' round out..
')-1
32 .).)
I 20 THE SEAP.CH cor JTlcrUES

1.20 The search continues 1.21 The search has been going on and on and on ...
VERB FORM Present perfect continuous 1.20 The search continues should be completed b..t'ure this exercise.
AIM Presentation of present perfect continuous with four time references
LEVEL Intermediate to advanced VERB FORM Present perfect simple and continuous
TIME 25 minutes AIM Contrasting the present perfect simple and present perfect continuous
MATERIALS One copy of 'The search continues' for each student (page 109) LEVEL Intermediate to advanced
TIME 30 minutes
MATERIALS One copy of The search has been going on and on and on .. .' for each student (page I 10)
IN CLASS

o Writing captions to the cartoon IN CLASS

I Uive each student a copy uf the cartooll from 'The search continues' dl'tal"iu'd
frolll the text.
~ Ask studellts to writl~ a hU!l1uruus captiull to the cartooll. (An alternat.ive ttl .
previl'w lat.er discussion is to ask them to use the present perfect cllntllluoliS III
the caption).
:3 Get students to work ill groups t.o pool their ideas.
" Write up a select.ion of the captions volunteered and look at them with tlll' class,
making corrections as necessary.
5 Give the student.s the rest of the sheet and ask the class to read the captitlIls
t.o 4 to the cartoon in t.he exercise.
[]] Focusing on time references
Students underline all the examples of the present perfect continuous in the
captions 1 to 4 on the worksheet. Check the class has identified them all.
o Contrasting present perfect simple and continuous
I Give each st.udl'I1t. a cupy ot" 'Till' sl'arch has IH'I'I1 goiIlg on ami OIl and till
ami ask t.hl'nl to wmk imli\'idually lu aIlSII'I'r Illl' qll1'stiulls on the cIJllLrasting
pairs of SL'nteIlces. Tilesl' sL'nll'I1cl'S currespond 10 IIi" captions ill 1.2tJ 'TIll'
search continues'. They Ihl'n COlllparl' answers in pairs.
2 Discuss the answprs with thl' class.
[]] Checking the grammar summary
Herl'r the class to t.he 'Grammar sUlllmary: Pn'sl'nt perfl'ct. simple or present.
perfect continuous'!' Ask t.he class to work individually tu read through it. t.o 51'1' it"
it correlates with t.he cont.rastive' exercise just complet.l'll. The summary is inl:l'lJrll'rI
to be valid but this is an opport.unity for students to raise any questions.
KEY

2 Ask the students to work individually to answer the sets of questions below each
of the captions and the True/False questions in 5. They then compare thelr [6] Contrasting present perfect simple and continuous
answers. 1 i) no ii) yes 2) i) true ii) in the first sentence of each pair 3) present perfect
simple
3 Discuss the answers with the class.

KEY

[ill Focusing on time references

1 a) in the recent past b) no c) yes 3 a) thirty years ago b) yes c) temporary
1.22 Time for a change
d) twenty years ago e) yes f) no 4 the future
2 a) recently b) yes - the awful smell 5 a) True b) True c) True d) True
VERB FORM Present perfect simple, present perfect continuous
c) yes d) process extended in time
AIM Controlled practice of the present perfect simple and continuous
LEVEL Intermediate to advanced
TIME 20-30 minutes
MATERIALS None

IN CLASS

Stimulus to creative response

Organise the class into teams of tm) t(l fl1ul".
.J Explain that. you will r!'ad IJilt a SI'ntl'net' and that 11ll' first. st.udent ill thl' lirsl

34
1.23 GRAPHIC DETAILS r .2-' UPS Af\JO OOWI (,

team has fifteen seconds to respond using the present perfect continuo'lls. If tilt, ~ Reading/listening task
sentence is incorrect, the second student in the first team has a turn to respond
to the same prompt and so on. If the sentence is correct, a point is awarded. A I Give one sentence each from 'Trends in cassette sales' to twelve students.
new prompt is read by the teacher for the next student. This time the student 2 [n turn the students with sentences read them out and the rest of the class work
must offer a sentence in the present perfect simple. In this way, each time a individually to identify the graph they are describing and mark them \\ith if'l t< 'rs
correct sentence is offered, the tense changes to the simple or the continu()us. a) - 1).
Example: TEACHER: You look tired!
STUDENT A: Yes, I've been going to bed late all week. :3 The students now read their sentences again and the class agree on the graph
TEACHER: The grass is wet. described in each case. Once agreement has been made, the student dictates 1111'
STUDENT B: I think it's been raining. sentence for the rest of the class to write under the appropriate graph, or, fIJI'
The last sentence Calmot be accepted as the previous one was also in the advanced classes, students describe the graph themselves.
continuous.
KEY.
3 The teacher can use the same prompts more than once but the students'
sentences must be different from any before.
[Q Reading/Listenmg task
Prompts 1 d) 2 el 3 hl 4 jl 5 a) 6 k) 7 b) 8 1) 9 D 10 g) 11 i) '12· c)
a) You look tired. i) [like tennis.
b) The grass is wet. j) You stole my watch.
c) Your eyes are red. k) Why didn't you come yesterday?
d) We'll soon arrive at Kennedy I) What did you have for lunch
Airport. yesterday?
m) What are you doing with that jam jar'''
e) You look thinner.
f) There's milk on the tloor. n) Why didn't you phone last Sunday'"
1.24 Ups and downs
g) I'm talking to you! 0) [don't think you know how to play
h) I've written to you three times cricket.
now. p) Didn't you use to go to the cillt'llICl a 1.23 'Cassette sales' should be completed before this exercise.
lot? VERB FORM Present perfect simple, present perfect continuous, present continuous, past simple ,
AIM Discrimination between and communicative use of present perfect, present continuous, and past
simple
LEVEL Intermediate to advanced
1.23 Cassette sales TIME
MATERIALS
45 minutes
One copy of 'Ups and downs: Part A' for half of the class and one copy of 'Ups and downs: Part
B' for the other half of the class (Page 113)
VERB FORM Present perfect simple, present perfect continuous, present continuous, past simple
AIM Practice of the above in one context II'J CLASS
LEVEL Intermediate to advanced
TIME
MATERIALS
40 minutes
One copy of 'Cassette sales' for each student (page III). One copy of 'Trends in cassette sales',
[6J Exemplifying the task
cut up into the twelve sentences (page I 12) 1 Put an example of the activity on the board.
Example:

IN CLASS A Crime Rate B Crime Rate

[6J Pre-teaching 20 20
1 As an option, pre-teach rise, Jail, inn-ease, decrea.se, go up, go down, n'/l/uill
stable, sharp(ly), slight (ly), dramatic(ally), fluctuate, consistent(ly) ?

~
15 15 ?

I]] Exemplifying the listening/reading task %

%
10 10
1 Give each student a copy of the 'Cassette sales' graphs.
2 Tell the class you will describe one of the graphs and they must identify it.
5 5
3 Describe one of the graphs for identification. Example: Sales of cassettes /tn/'"
remained at the same level for the last sLr years. This matches graph
number 7. 1950 NOW 1950 NOW
36
."
.)-

»
 1 2'J DE,~\Dl r i-TI", I

1,25 DELETED TRANSFOPJ"IA TiONS

.) l~x!,laill thai l'a('h It:am in 111m has tirkl'n sF'e(j!llis to ask (lilly IJIlP II""/II()
:2 Ask the class what questions they cuuld ask to get the missing informatioll.
Ijll!.'stillll. If IIll' Il'aclll'r answers !i"S, thl' team gains a point. K1'ep a runnillg
Example: What happe'ned to the crime rale q[tpr a/ioul 1.970"
IIllal !lr til!' !,oillts ror ('ach team 011 tht: huard.
3 Ask the class to describe the missing information.
Example: The crime rate has beenJall'ing since then and is continuing tojilil ([I
the moment VARIATIOi'J

[j] Completing the graphs and information gap Illstead uf teams asking questions in turn, a team representative asks a questioll al
any tin\L', !Jut no puints are scored for currt'ct guesses. Instead the winning tl.'all1 is
1 Arrange the class in pairs. the lirst t() till all the gaps.
:2 Give one student in each pair a copy of 'Ups and downs: Part A' and the utlll'r
student a copy of 'Ups and downs: Part S'. KEY

3 Pairs complete the plots on their graphs by exchanging information.

4 One pussibility at the information exchange stage is to insist that the stud('lIls
!1;J Setting up the game
use the present perfect whenever possible. Charlie has just gone to the Pyramids,
1 2 3 4 5 6 7
[iJ Summarising the information in the graphs [ill Playing the game
1 The pairs now collaborate to construct a sentence for their graph which inl'llld('s
1 IHe 2has 3not 4come 5upstairs 6yet .
the present perfect. 2 IJean ~as 3just 4set Goff 6for 7Liverpool.
2 Collate possible sentences from the class on the board. 3 Lrhis 2is 3t he 4first 5t ime 6s he 7has lleaten 9roast I"beef.
4 IWe ~ave 3not 4been 5to 6t he 7wax Bmuseum 9for lOages
[QJ Comparison of trends in other countries 5 IHave you 3ever ~eeded 5gJasses 6before? .
6 Lrhey 2have 3not 4been 5swimmin;: 6s ince 7the Bbeginning 90 f lOautumn.
The class discuss how the trends in the graph compare in their opinion with till' 7 II ~ave 3been 4waiting 5for 6 ml wife Bfor 9an IOhour.
situation in their own country. This can be done in groups and then as a class. 8 INobo'1l2has 3written 4to 5me let.
9 lIt 2is ages 4s ince 5we <bad 7a thunderstorm.
10 Lrhey 2have 3been 4going 5to 6Hong 7Kong Bfor 9t hree IOyears,

1.25 Deleted transformations

VERB FORM Present perfect simple and present perfect continuous 1.26 Deadly mistake
AIM Controlled practice of the present perfect, transforming sentences into the present perfect
LEVEL Intermediate to advanced
VERB FORM Present simple, present continuous, present perfect simple, present perfect continuous
TIME 40 minutes
One copy of 'Deleted transformations' for each student (page I 14) AIM Identifying the correct uses of the four present tenses
MATERIALS
LEVEL Intermediate to advanced
TIME 45 minutes
IN CLASS MATERIALS One copy of 'Deadly mistake' for each student (page I 15)

[6J Setting up the game

IN CLASS
1 Arrange the class into groups of two to four students.
2 Put an example of the exercise on the board: [6J Teams correct and select
Charlie went to the Pyramids only yesterday.
Arrange students in groups of two to fuUl'.
has
I ;j 4 Ii :2 Gi\'e each student a copy of 'Deadly mistake'.
Explain that the students have to fill the gaps to make a sentence which nlf.'allS
:3 Ask the teams to decide which sentences cuntain errors and which of the
the same as the first sentence. The students can ask the teacher questions a\iolll
optiuns, where relevant, are correct.
the gaps to which the answers are yes and no, for example, [s the sixlh /1'(11'11
'Pyram.ids'? Do the example on the board with the class. [[I Team competition
[[I Playing the game 1 Each tt',un takes a turn to select a speech bubble and correcl the error of us,' "1'
st'leet Ihl' correct option.
1 Give each student a copy of 'Deleted transformations'.
38 ,
1.26 DEADLY r·115TAKE

:2 They receive a point for correction or right selectiun. If they make a mistakl.' till'
turn passes to the next team.
Section 2
Pasts
W Team competition
1 The body has been here for three hours.
2
3
Correct.
You can't go inside - they are taking photographs now.
2.1 Fruit machine
4 It's a long time since we had/since we've had a murder like this.
5 He's argued with his wife before.
6 Somebody came earlier but nobody was at home. VERB FORM Past simple
7 This is the first time I have seen so much blood. AIM Correcting errors of form
8 I found the corpse at five a.m. LEVEL Intermediate to upper-intermediate
That's nothing unusuaL I have often found corpses at that time. TIME 50 minutes
9 The photographer hasn't taken any photos yet. MATERIALS One copy of 'Fruit machine' for each student (page 116)
10 Yes, he cut himself (+ a time expression, e.g. when he was a child:).
11 But I'm not going near it.
12 I checked the fingerprints with our records immediately after I took them. IN CLASS
13 Yes, he's been on holiday.
14 They have had this apartment since 1987.
15 Nobody has ever seen such a terrible crime. [6J Groups decide on scoring combinations
16 Are you sure the body has been here for three hours? Explain that the 'Fruit machine' contains eighteen pairs of sentences. Some
17 Correct. pairs consist of two correct sentences, some consist of two incorrect sentenc(~s,
18 Did he lose a lot of blood?
some consist of a correct and an incorrect sentence. Emphasise that incorrecl 1)1'
19 ... I want some money for that vase you broke.
20 Have you ever used one?
correct refers to granunatical form and not factual content.
:2 Put students into groups of two to four. Gi\·e each student a copy of 'Fruit
machine'. Give the class about twenty minutes working in groups to identify J
combinations of correct/correct, incorrect/incorrect, correct/incorrect and
incorrect/correct pairs of sentences.

[§] Group competition

Explain the scoring system. Groups score one point for identifying an
appropriate combination and a further point if they can make any necessary
corrections. If they are successful, they may have up to two more turns. If thpy
are successful on three consecutive turns, they hit the Jackpot and receive an
extra two bonus points.
If they cannot make the corrections, the turn passes to the next team who win
the point for correction if they can and then also have their own turn.
(Note: The pairs of sentences become progressi\'ely more difticult and the teaclwr
may wish to select a cut-off point beyond which a class at a lower level need not
go.)

KEY

1 Incorrec1/incorrect
London's population did not increase from 1955 to 1988.
The population did not increase.
2 Correc1/correct
3 Incorrec1/incorrect
In the 1900 Olympics Alvin Kraenzlein came first in four athletics events.
He came first in four events.
4 Incorrec1/incorrect
She didn't like it.
She didn't like it.

40 41
br
 IhL' SllIlllllary SlalelllL'lIls Oil USL'S of IIH' pa,r SilliplL', I·'ur h"lp IIH',\' sli"ltid n'r"r
5 Incorrect/incorrect lu lliL' te-xts thL'Y ha\'l' rl'ad,
Why did they buy it?
'J Fillall~' ask thelll tu CLJlllpan' Slllllillari( 'S and thL'1i gu m'pr I hL' anS\\'L'rs willi II [I'
Why did they buy it?
6 Incorrect/incorrect whule class.
He fell down the stairs two minutes ago.
He fell down the stairs two minutes ago. KEY
7 Incorrect/correct
She felt happy yesterday.
8 Incorrect/correct [2;] Reading the contexts and answering the questions
The English football team, Nottingham Forest, once won forty-two matches in a 1 ai several actions b) one action c) complete
row. 2 a) at the same time b) one after the other
9 Incorrect/correct 3 a) the present b) Could you help me? I wonder if you could help me ... I
Who told you?/Who did you tell? wondered if you could help me ...
10 Correct/incorrect 4 a) I would b) future c) a preference d) sooner
He ate it in 1983, didn't he? 5 a) two b) yes c) the present
11 Correct/correct 6 a) the present bl no c) It intensifies the meaning of sentences, but can be
You did this? spoken with a rising intonation in surprise. omitted.
12 Correct/incorrect
dreamed and dreamt are both acceptable.
A Norwegian lay on a bed of nails for 274 hours in 1984.
W Completing the summary of past simple uses
13 Correct/correct All of the statements are True! This provides the students with a concise summary of'
14 Correct/correct uses.
did used for emphasis and stressed
15 Correct/correct
Did I not, the uncontracted form for emphasis.
16 Correct/incorrect
He didn't know why they didn't come.
17 Correct/incorrect
In Toronto, Terry McGaurant preferred to ride his motorbike solo up the 1760 steps
of the 550 metre high Canadian National Tower.
18 Correct/incorrect
2.3 Tunnel ball
Alaska State Museum once paid £34,750 for a hat.

VERB FORM Principal parts of irregular verbs - infinitive, past simple, past participle
AIM Review of principle parts of irregular verbs
LEVEL Intermediate to upper-intermediate
TIME 20 minutes
2.2 Past a joke MATERIALS For the teacher, infinitives of a minimum of ten irregular verbs on large pieces of paper or flashcards

VERB FORM Past simple lt~ CLASS

AIM Presentation of the past simple
LEVEL
TIME
Intermediate to advanced
20-30 minutes
[6J Arranging groups
MATERIALS One copy of 'Past a joke' for each student (pages 117-18) Divide the class illto groups or six to t\\'ell't, studellts,
:2 Arrange the groups in colulllns facing thl' hoard.

I~I CLASS :3 Give t.he st.udent at. t.hL' rront or each culun1ll a hoard lllarkt'l'.
-+ The tt'ac:her stallds al the hack of 1111' ('ollllllns and asks t.ht' stud('nt at. till' iJ,wk
[6] Reading the contexts and answering the questions of each COllllllll to turn and face thpm,
UiVL' each st.udellt. a copy of 'Past. a joke' alld ask tlWIll III work aloll(' n'adillg
Ill\' tL'xl s ami allswerillg the questions on each text. Tell thL'Ill till' lirsl I\\'() W Playing tunnel ball
slorit's are true. 1 The tt'ClrhL'r holds lip a paper or tlashcanl with an infinitive:, e,g, COME,
:2 Ask stwlpllt.s to COIllpare allswers ami tillally go on'r t.IH'Ill \\'ith thL' class, ,) The studt'nt. at the hack of each column \\'hispers tho H'riJ to t.he next stud('111

W Completing the summary of past simple uses in the colullln who lllllst work out allli pass on tilt' iIUillilil'f', /irlsi silll/lll' alld
posl /11l/'lir:iJlle Dr the verb, if they "nL1\\, them (e.g, COME, CMvIE, COME l. 10
I Ask studl'lIts tu work individually and tu rircl!~ L'ither Tml' UI' Fllls(' fill' ('adl "I' tht, nt'XI student. If they do not knoll' rlwm thC'~' jllst pass on the infiniti\'L',

42
2.4 VOLLEYBALL 2 S WHO W'<S lACK THE PIPPEP-'

3 The next student either passes on the infinitive or the complete sequence
(COME, CAJliIE, COME) to the student in front of them and so on, until the 2.5 Who was Jack the Ripper?
student at the front of the column writes them up on the board.
4 The 'Tunnel ball' continues in this way until all of the verbs have been passed
VERB FORM Past continuous
down and written up.
AIM Highlighting the form of the past continuous
5 The teacher awards points for the correct verb forms written up by each LEVEL Intermediate to advanced
team. TIME 20-30 minutes
MATERIALS One copy of 'Who was Jack the Ripper?' for each student (page 120)

IN CLASS

[6J Groups locate errors of form

2.4 Volleyball Arrange students in groups of two to four and give each student a copy of the
worksheet.
VERB FORM Principal parts of irregular verbs - infinitive, past simple, past participle :2 Elicit an example of the pa~t continuous fruIll the cla~s.
AIM Memorisation of the principal parts of irregular verbs
LEVEL Intermediate to upper-intermediate :3 Tell the class there are six ermrs of forIll (not use) in the past continuous in
TIME 20-30 minutes the text and ask the groups to work together to tind them.
MATERIALS One copy of 'Volleyball' for every four students (page 119). Cut the sets of verbs into strips, one
set for each student in the class. ~ Correcting errors
In turn groups receive a point for locating an ermr and a point for correcting it. If
they are unsuccessful in correction, the next tearn ha~ a chance to gain a bonus
IN CLASS point before taking their own turn.
[6J Setting up 'Volleyball' and explaining the rules [iJ Completing the substitution table
1 Arrange the class into two teams facing each other. As a summary of the form of the past continll< 'us, students complete the table .•
2 Give each student a set of verbs, set A, B, C, or D.
KEY
3 Explain that a student from the first team selects a verb from their set and calls
it out to the second team. A student in the second team must call back the Pllst
simple, the first team must then call back the past participle. Now a student [ill Correcting errors
from the second team selects a verb from their set and calls it out to the first line 5: the police were patrolling (two errors)
team and so on. A mistake wins a point for the other team. line 7: They were examining the body
line 14: some people were singing and dancing
~ Playing 'Volleyball' line 15: was he killing
line 21: Were the police hiding some of the evidence
1 The teacher sets either a target number of points to be won or a time limit.
2 The teacher does not give the correct forms when mistakes are made but simply [Q Completing the substitution table
shouts 'Mistake' and adds a point to the running total of the appropriate team
PAST CONTINUOUS
on the board. The teacher also makes a list on the board of the infinitives of the
verbs which cause mistakes.
Positive Last night I was reading about Jack the Ripper.
3 At the end of the game, each team has a turn to give the principal parts of one On a dark night in 1888 he was following Polly Nichols through the
of the verbs listed on the board and scores extra points. streets of London.
4 For subsequent games of 'Volleyball', students should exchange sets of The police were patrolling the streets thirty minutes before the
murder.
verbs. -.-
Negative They were not looking for a thief
Acknowledgement Negative
This is an extension of 'Grammar tennis' by Mario Rinvolucri in Grammar Gallll'S contraction weren't
(CUP 1984).

44 -![j
2,6 COr'lW lUOuS cor lTE:<TS
,l: COHTIf,JUOlJS cor lTIr]1 ,I! )

lilt' liro't Iplll"rs have IH'l'lI gi\"'II, giw' lilt,· s'~'('I",d It.'ttpr of 0111' of tilt' words, alit!
So OIL
Questions:
Positive Why were you reading about Jack the Ripper? :) Nil\\' tio the 'C()lItinuuus cIJlltinllt~d' workshe,·r I ~./) with the class,

Negative Why weren't the police looking for a thief?

Tag Jack the Ripper was killing for some strange reason, wasn't he?
[ill Playing the game
A 'Honestly, Constable, I lwas 2aiming at the 'ire alarm when 4you 5came along:
B lHe 2was always 3 getting 4diuorced until 5he met 7his twenty-second Bwife. Eva.
Passive Polly was being followed through the London streets. C .lExcuse me, Mr Smithers, 2[ 3 was 4wondering whether 5you 6cou Id 7 tell Bme where
you put the key to the office tea cupboard:
D While she lwas 2going 3back .j to 5the department store, 6thieues 7were 8 burgling her
9house.
E At three on a summer afternoon Henry Bourse lwas 2filming 3 underwater 4near
Melbourne. After some time a shark suddenly bit ofT his leg and swam away with
it. Henry continued filming. 5His leg 6was 7artificial. Another shark 8bit 90 ff lOhis
other leg several years earlier.
2.6 Continuous contexts F In 1947 the crew of the destroyer, HMS Saintes lwas 2training 3 for 4 three 5weeks Gill
Portsmouth. Their task was to fire at a target pulled by the tugboat, Buccaneer.
They fired. 7 missed the target and 8sank the tugboat!
(Ailer doing t.his l'xl'rcis{', Y(JU sh(Juiti ais(J ("()lllpil't1' ~,/ 'Contilluous contilllll'tI',)

VERB FORM Past continuous

AIM Presentation of six uses of the past continuous
LEVEL Upper intermediate to advanced
TIME 30 minutes 2.7 Continuous continued
MATERIALS One copy of 'Continuous contexts' for each student (pages 121-2)

2.6 'Continuous contexts' should be cumpleted lJefore this exercise.

IN CLASS
VERB FORM Past continuous, past simple
[;1 Setting up teams and giving instructions AIM Highlighting and summarising six uses of the past continuous, contrasting past simple and past
continuous
1 Put the students in teams of two to four depending on class size. LEVEL Intermediate to advanced
2 Give an example of the gapfi!!ing task on the board: TIME 30 minutes
MATERIALS One copy of 'Continuous continued' for each student (page 123)
London is Dave's home.

IN CLASS
Explain that the gapped sentence means the same as the sentence \Hittell ()Il
the board. Each team takes a turn to guess one \\'ord in one gap. For example, [;1 Completing the chart
if the first team thinks that He is in gap 1, they are successful and recei\'e "ill'
1 Give each student a copy of 'Continuous continued' and ask them to enter till'
point. The turn then passes to the next team and so on. Get the class to try uses in the chart working individually, and then t.o compare answers in pairs. Go
t.he example on the board; the solution is: 'H" ~/i('r's "ill "Lol/clon.
over them wit.h the class.
If viable alternat.ives are offered, then accept thelll.

[§] Playing the game

[§] Timelines option
If students are unfamiliar \\'ith tillll'iines, gil"t, a ft'\\' examples using the section Oil
1 Elicit an example of the past continuous from the class, Tilllelines in the Introduction (p, 9).
2 Tell the class that the contexts A to F present six dilTerent uses of t.he past Student.s draw timeIines for each sentence, :\lternaLively, put t.imeIincs on till'
continuous. The bold type highlights the particular use focused on. h(Jard in randolll order I'm tlw slutil'nts til march ancl draw in.
:3 Begin with context A and only go on to context B. when context A is c(Jmph'I",
Keep a running total of points for each team on the hoard.
[g Contrasting past continuous and past simple
Stucients work in pairs t(J read tile' six st'ts Ill' l'>Illtrasting Sl"ltt'nt:l'S ami to <lnsln'"
of Aft.er each round give them t.he first. letter Ill' one of the remaining gaps; if all "I'
lilt' qllPstions
46
L
 2.8 SEA SAC',

KEY []] Grouping the class and setting reading tasks

I Arrallgc' the class ill tWI) groups - A ami B.
IAl Completing the chart and lliJ Timelines option .J Give each student in Group A a copy of 'Sea saga: Part A' allli each student ill
Group B a copy of 'Sea saga: Part B',
Example sentence Use Timeline :3 Ask till' students til read tlwir tc'xts and, wllrking iIlllivitluall.v, tfJ Ilumber the
pictures in the correct oreIer correspuIlllillg til the story,
Excuse me, I was wondering polite, tentative PAST NOW FUTURE
-l Get the' students to compare picture sequellces with a partlll'r fmm the same
whether you could tell me where the
key is.
At three he was filming underwater
request

action in progress PAST

+
NOW FUTURE
!)
gmup,
Ask students ttl allswer tilt' Trllt/FII.lsl' questiIJlls aIllI lfJ CIlIllP'U'(, allswers with a
near Melbourne. around a point of "00
I
partner in the saille group.
time VV\
I
In 1947 the crew were training for action in progress
[g Story comparison
PAST NOW FUTURE
three weeks in Portsmouth. for a period Pair studt'llls IlIT IlIIl' I'm II I Group .-\ aIllI tllll' [rilill Group B.
W I ~ Ask the pairs to work t.ogetill!r Lhruugh thl~ir allswers t.o tilt' Tnll'/Fulse
I was aiming at the fire alarm when interrupted action IjIll'stiollS, They try to lilld six diITl'rt'IlCPs ill't\\,l~ell thl~ two vl~rsitHlS of the
PAST NOW FUTURE
you came along. sLmy,
VVV\A(I
:3 Go over tht, differellces with the class,
He was always getting divorced until emphasising very PAST NOW FUTURE
he met Eva. frequent action KEY
"'" VV"AI""" I
While she was returning to the store, simultaneous PAST NOW FUTURE lliJ Setting reading tasks
thieves were burgling her house. actions VVVV'V
lJ\I\JVU 1 m 2 d 3 b 4 h 5 g 6 17k 8 j 9 a 10 c 11 e 12 f 13
I
lliJ True/False questions
[g Contrasting past continuous and past simple Sea saga: Part A Sea saga: Part B
1 True 2 False 3 True 4 True 5 True 1 False 2 True 3 False 4 False
1 i) if ii) b 2 a) before three b) at three 3 past continuous as in b) 4 a) he was 6 True 5 False 6 False
in the process of aiming when the police came along b) the police arrived and then he
aimed 5a 6b [g Story comparison
Sea saga: Part A Sea saga: Part B
1 we were enjoying a four month cruise We had enjoyed four months of our
cruise
2.8 Seasaga 2 We were about to cross the Bay of Biscay we were steaming across the Bay of '
Biscay
3 I was running upstairs to the next deck I ran upstairs to the deck where I
VERB FORM Past continuous, past simple when the captain suddenly raced past me saw the captain
AIM Communicative practice of six uses of the past continuous, COntrast between past simple and past
continuous
4 Alarm bells rang and the next minute Alarm bells were ringing and sailors
LEVEL Upper-intermediate to advanced
sailors tried to lower a lifeboat were trying desperately to lower a
TIME 30-40 minutes
lifeboat
MATERIALS One copy of 'Sea saga: Part A' for half of the students in the class, and one copy of 'Sea saga: Part 5 they were always having problems with they had only had one previous
B' for the other half of the class (pages 124-125) the boats problem with the boats
6 we were wondering whether you could we want to ask you one or two
help us with our enquiries questions
I~'I CLASS

~ Pre-teaching
"n',ft'adl fllt, followillg items: r/"ck, "ridy(', /() r(}I/', ('''''1/', /" jrllll, /(1 r/rUi, IUdHlII/,
rllilill!IS, r'lI/Jill,
48
-l!J
 ':.'!\I i

2.9 Assam: Perfect tea B2 Incorrect

Why had they forgotten to warm the pot before putting in the tea leaves?
B3 Incorrect
VERB FORM Past perfect simple and past perfect continuous Your tea had been left for too long before they poured it out, hadn't it?
AIM
B4 Incorrect (but acceptable in some varieties of English)
Highlighting the forms - error correction and completing substitution tables
They hadn't/had not put enough leaves in, so the tea was too weak.
LEVEL Intermediate to advanced
B5 Incorrect
TIME 40 minutes Why hadn't the tea been made properly?
MATERIALS One copy of 'Assam: Perfect tea' for each student (page 126)
[Q Completing the substitution tables
IN CLASS
Past perfect simple
o Pre-teach vocabulary of tea-making Positive I had made the tea before the water was hot enough.
I Pre-teach: sill/e, iJrp{{!, lea ierllles, frill ]Jul.
Positive 'd
:2 Put. the foll<nving jUIllbled tahle un the board: contraction

Negative He had not warmed the pot before he put in the tea leaves.
boil for three to tive minutes
brew fresh water Negative hadn't
put in the tea pot contraction
warm boiling water Questions:
pour on fresh, not stale tea lea\"l~s
Positive Why had you made the tea before the water boiled?
Negative hadn't you made
:3 Ask the students to match the items in the two columns.
Tag They had made the tea before the water boiled, hadn't they?
4 Students put the instructions for tea-making in the right order.
Passive The tea had been made before the water boiled.
,
[[) Error correction
Passive Why had the tea been made before the water boiled?
Students read the nine sentences, Al to 85, and correct errors of form, working question
first individually and then in pairs. .

[iJ Completing the substitution tables

Ask the students to complete the two substitution tables as a final summary of till' Past perfect continuous
form of the past perfect si.mple and continuous. .
Positive She had been mal'ing tea for twenty years before Emma told her
KEY about warming the pot.
Positive
[6J Vocabulary of tea-making contraction 'd

Boil fresh water. Warm the tea pot. Put in fresh, not stale tea leaves. Pour on the Negative We had not been making tea in the afternoon until Emma came to
boiling water. Brew for three to five minutes. stay.

Negative
~ Error correction contraction hadn't
Al Incorrect
They had already thrown in the tea leaves when they realised I needed warming first. Questions: How long had you been making tea before Emma told you about
A2 Incorrect warming the pot?
Positive
Had you been expecting the water to be so hot when they poured it in?
A3 Incorrect
They waited till the tea had been brewing/had brewed for ten minutes before Negative Why hadn't YOll been making tea properly before Emma came to
somebody poured it out. stay?
A4 Correct Tag We had been making tea for twenty years before Emma told us
Bl Incorrect about warming the pot, hadn't we?
I had been asleep/sleeping for a few minutes before I noticed the hot water pouring in.

50
 ~I\J PE:.iJ/·LTr SHOT
L I0 PE~jAL TY SHO T

:3 Get them to compare answers in pairs and thpn you go over I.he ClJlSWf'rs.
2.10 Penalty shot -l The students then tick or cross the statements a)-c). Get. thelll II) \\'lIrk
indi,idually and then to compare answers in pairs.

VERB FORM Past perfect simple, past simple [£] Summary table
AIM Presentation of three uses of the past perfect simple, contrast with the past simple
I Pre-teach the expressions, 'Age before Beauty', 'Then' is no slllok,' wirhlJul.
LEVEL Upper-intermediate to advanced
fire', and 'A rose by any other name smells as sweet'.
TIME 40 minutes
MATERIALS One copy of 'Penalty shot' Sheets A and B for each student (pages 127-128) 2 Working indi\idually and then in pairs, students cOlllplet.e the chari; thl'Y tick or
put a cross in the columns against each sentence as appropriat.e.

IN CLASS :3 Go over the answers.

[6] Reading the text KEY

I Pre-teach any necessary vocabulary, e.g. penally shot, goalkeeper, saue [l !Juu/,
miss a shot. [ill Focusing on time reference
2 Give each student a copy of 'Penalty shot: Sheet A' and get them to look only al 1 a) no; an unspecified time in the season b) before c) no
2 a) yes; three o'clock on January 5th 1984
the cartoon. The copies can be folded to conceal the text. Elicit the story line "I'
3 a) five min utes
the cartoon. 4 a) after
3 Tell students they are going to read a true story and their task is to find
differences between the story and the cartoon. [g Completing the chart (Sheet A)
4 Students read the story and discuss the differences. 1 action at an indefinite point of time
2 action at a definite time
[]] Focusing on time reference 3 action/state through a period
true
I Ask students how the past perfect simple is formed and elicit some examples.
The students underline all the examples of the past perfect simple in the text. [U Timelinesoption
Check these with the class - some students may incorrectly underline the past
simple of have in Marie-Jeanne had nothing lL'OrSe ... or the past of the He had made only one successful save that season. PAST NOW FUTURE
modal in Pierre and the young girl's shocked parents had to wait ... or X
? FALL
X
Pie?Te had to wait ....
2 Tell the class they are going to answer questions focusing on the use of the past Pierre had left home for a stroll at three in the afternoon on PAST NOW FUTURE
perfect simple and ask them to answer questions 1 to 4. Ask them to compare January 5th 1984. "',,, FALL
-I< X
""ith a partner and then you can discuss the answers "ith the whole class.
I
He had been out for only five minutes, when the opportunity
[g Completing the chart (Sheet A) for him to make the save of his life presented itself.
PASTFAU.
~
NOW FUTURE

IS
Ask the class to complete the chart by entering the three uses of the past perfect
simple against the example sentences and then answer the True/False question at
the end. Discuss the answers ""ith the class. W Comparing past simple and past perfect simple
[QJ Timelines option 1 true 2 true 3 false 4 false
a) incorrect b) correct c) correct
I If the class is unfamiliar ,\ith timelines, give a few examples, using the sectioll
on Timelines in the Introduction (p.9).
2 Students draw time lines for the three sentences containing the past perfect
simple which they have underlined in the text. Alternatively, put the timelinl's
on the board in random order for the class to match \Vith the sentences.

W Comparing past simple and past perfect simple

I Give each student a copy of 'Penalty Shot: Sheet B'.
2 Ask the class to ring True, False, or No iliJOrJIlCltiOIl for each of the statements
I to 4.

52
L
2.11 RO~IEO Por·IEO. OHHH 212 FLASI-m:·,-·

[£] Summary table
'Age before beauty': Past perfect simple before past simple
If there are two actions in the past, the past perfect simple can be used for
the fitst action in the sequence.
'There is no smoke without fire': There is no past perfect simple without
a past simple
When a verb is in the past perfect simple, there will always be another
verb linked with it in the past simple in the same time period and in the
same text (although not necessarily in the same sentence.)
.--
'A rose by any other name smells as sweet': The past simple
can sometimes be used in place of the past perfect simple
without a change of meaning
~7' ( 7 " ( 7-
Pierre had saved only one goal that season. However, this was
soon to change.
X V
~ The students try to predict the storyline by asking questions to which the
teacher answers }i's. NI), il/I)l illlp()rlrllli or IJflri !J/'(l/I/1l1(lr. It' the grammar is
bad, the question can only be answered if it is rephrased correctly. The actil'il,'
continues until the students reach a stalemate or predict most of the story.
:3 The teacher can not.e down any errors in the students' questions and go over
corrections at the end of the exercise.
[[] Pre-teaching
Pre-teach: grab, tl)pple, I)(Jse, brit/I', YI'I)(JIII.
[9 Reading and rewriting the text
1 Give each student a COllY of 'Romeo, Ron1t'o ()hhh .. .' and ask them [u
read it to 11nd any new details which they hac! n()t predicted.
~ Rl'fer students t.o the exampiL' sentences of the past perfect simple in ~.10
'Penalt.y shot'. Ask them tl) rl'write 'Rome(). Rumeo ... ohlth .. .' to
incorporate three similar sentences in thl~ past perreLl. simple without changing
the factual details.
V :3 Students exchange script.s for checking before handing t.hem t.o the teacher.

Pierre had left home for a stroll at three ...... he heard

screams.
V V V VARIA TIO~,I

Ask the stucients to rewrite the story from t.he point or view of the groom when
Pierre had strolled about for five minutes when he heard
screams.
X V V they incorporate the past perfect simple.

KEY
He had turned the corner when he heard screams. V
X V
~ Reading and rewriting the text
There are of course several different ways of rewriting the story - here is just one
possibility:
Kenneth Burke had been married once before. He had to wait two years until his
new girlfriend, Diana, agreed to be his second wife.
They had been married at eleven and the wedding reception was at twelve in
their sixth floor flat in Philadelphia, USA. They were having photographs taken
with their guests and went out onto the balcony. They posed for a group photograph
2.11 Romeo, Romeo, ohhh ... and the camera had just flashed when the groom lost his balance. He grabbed hold of
his wife and sent them both toppling to the ground below. Their guests watched in
horror and had to wait until the couple reached the ground to see that they were
This activity follows on from the presentation of the past perfect simple in ~.lO both alive. The newlyweds landed on a patch of rain-softened grass and lived. They
'Penalty shot'. had been married for two hours and survived!

VERB FORM Past perfect simple

AIM Written practice of past perfect simple with three uses
LEVEL Upper-intermediate to advanced
TIME 60 minutes
One copy of 'Romeo, Romeo ohhh .. .' for each student (page 129)
MATERIALS
2.12 Flashback
IN CLASS
VERB FORM Past perfect simple, past simple
o Prediction exercise AI M
LEVEL
Controlled practice in past perfect simple in sequencing and narrative
Intermediate to advanced
The teacher writes the following key words on the hoard: TIME 40-50 minutes
IIHldill.lf grwis balcuny horror MATERIALS One copy of 'Flashback' for each student (page 130)
54
 2.12 FLASHBACK 2 13 THE PERFECT DETEC:' Ie

Ir~ CLASS

[6J Example of Activity: The most unsuccessful escape from prison!

2.13 The perfect detective
1 Write up the following on the board:
A dig/tunneVsix months B send back/jail VERB FORM Past perfect simple .
C plan/escape/Saltillo prison 0 1975/75 criminals/come out/tunnel/into local AIM Highlighting sequence using past perfect simple, past simple and connectors - and, but, when, so,
before, after, because, although, as soon as, once (distinguishing between connectors that show
courtroom sequence clearly and those that don't).
2 Tell students that this is a true story which happened in Mexico. LEVEL Upper-intermediate to advanced
TIME 35-50 minutes
3 Ask students to put the events into the correct sequence and number them 1-4. MATERIALS One copy of 'The perfect detective' for each student (page 131)
Then get the students to tell the story in the past orally.
4 Now ask the students to retell the story with the events in the following
sequence: 0 CAB. They should only use the connectors but and and. IN CLASS

[I] Sequencing and rewriting 'The least alert burglar'. [6J Finding contradictions in testimonies
1 Give each student a copy or 'Flashback'. Give l'ach st.udent. a LUPY ur 'The pcrfect. ddl'cti\'c' ami ask the III t.o read t.1ll'
iJackground t.o t.hl' murti('r casl'.
2 As in the example exercise, tell students to sequenLe the parts of the jigsaw or
this true story and to compare solutions in pairs. 2 As exampll's, rcad t.Wll or til(! t('stillHlnies with thl' class, ('.g. t.hat. of Sir ,John
Hall, which contains nl) contradict.ion, and that of Prilll:l' .John, which has a
:3 Students retell the story in the past orally in its correct chronological sequence. Lont.radiction.
4 Put the class into three groups - 'Flashback 1', 'Flashback 2' and 'Flashback 3'.
:3 Students read t.he remaining testimonies and linc! the ot.her four contradictory
In their groups, students rewrite the story in the given sequence. They check
t.estimonies.
each other's scripts within their groups.
4 Stuc!ent.s compare solut.ions.
:} Arrange the students in threes, one student from each 'Flashback' group.
Students swop their scripts for checking. 5 Go uver thl' contradict.ions wit.h the class.
Ii The teacher collects the scripts for a tinal check.
[I] Grammar summaries (page 132)
1 Ask students to complete the grammar summaries A and B using the testimonit's
VARIATION of all the characters as data to work from. They discuss the answers t.ogether.
~ Go over the answers with the class.
After students have finished rewriting their stories in the three 'Flashback' groups,
each group in turn dictates a version to the teacher who \\Tites it on the board.
The other groups score points for making corrections. KEY

KEY [6] Finding contradictions in testimonies

Contradictory Testimonials
[6] Correct sequence of events Lord Aston: when I'd left and when I left
1C2A3D4B The Duchess of Crewe: The terrible act had happened when . .. and the murder
A Retelling the story
happened at eleven, when ...
Prince John: I left and I'd left
The solution is to use the past perfect. One possible version would be:
Sheila Baker: I left and I'd left
In 1975 seventy-five criminals came out of a tunnel into the local courtroom. They Colonel Kernel: I left and I'd left
had planned to escape from Saltillo prison and had spent six months digging the
tunnel. Finally, they were sent back to the prison.
Tm Grammar summaries
[]] Sequencing 'The least alert burglar' A 1 after 2 because 3 before 4 although 5 as soon as 6 so 7 once
1 D 2 A 3 E 4B 5 G 6 C 7 F 8 H a) true b) false c) true
B 1 when 2 but 3 and
a) true b) true

56
2 14 ANTA.P.CTlCA OUTSIDE. ATLA~HIS INSIDE

IN CLASS
2.14 Antarctica outside, Atlantis inside
[6J Quiz

VERB FORM Past perfect continuous

I Uivp each slud,'nl a ('''1'.1' 01" 'I'rat"tic" IIlaKt'S 1"'1'1"""1'.
AIM Checking understanding of sequencing in the past perfect continuous ~ Sludl'nts work in pairs to decidt, il" tli,' gil"'11 aIlSII','rs an' appropriat(' or nol.
LEVEL Upper-intermediate to advanced
TIME 20-30 minutes
:J (j" "v('r till' ans\\'l'rs willi Iii" "'ass.
MATERIALS One copy of 'Antarctica outside, Atlantis inside' for each student (page 133)
[]J Completing the chart
IN CLASS Ask stud('nts to work illllividiially and ('nt('r tli,' (·tln'·('pls in Iii" "'Iart. TIi,.'y tl\l'n
('oillpan' ansWl'[S witli a partn,'r. U" ()\','r lIlt, ans\\'t'rs willi Iii,' class.
[6J Prediction of content of text
1 Ask students to work in pairs and predict what they would expect to find on
[g Timelines option
returning home in the following true situation: II" stud,'nts an' unl"ailliliar willi tinlt'lin"s, gil'" a I",'w ('xaillpl,'s usillg tllt~ sl'ction
A water pipe bursts in your huuse at lunchtime and you return home at lo.:JIJ 'lll Tillll'lilll's ill tl\l~ InlnHluction (p.!J J.
p.m. The temperature outside is minus fifteen degrees centigrade. ,) ;\sk StUd"llts It) draw tilt' linlt'lilit's and tllt'll ""Illpan' lIol,'s. AII"l'IlatiVl'ly, 1'111
2 Write their predictions on the board. tli" tilllt'lin,'s on tli,' hoard ill randolll ord,'r 1",,1' tli,' studt'nls to IliaI'd I and drall·.
3 Pre-teach: icicles, sodden, mains, pl"/lm/;el~ AI/rllliis.
r~EY
-t Ask students to read the text and to check which of their predictions were
correct. Go over these on the board.
[6JQuiz
[]J Sequencing task 1 three 2 both finished and unfinished activities 3 yes 4 both sentences are possible -
the first refers to a repeated action, the second refers to one interrupted action,
Ask students to put the sixteen events listed into the correct chronological orc!t'r. therefore the meaning is different 5 The answer to all three is No.6 correct - both
Note that many students will put a) and b) as first, when in fact they are last. This are possible
will promote lively discussion.
[ill Completing the chart and [Q Timelines option
KEY

Timeline
lliJ Sequencing task Example sentence Use

a) 15 b) 16 c) 2 d) 5 e) 7. f) 6 g) 3 h) 4 i) 8 j) 9 k) 11 or 12 !) 10
all had just been thinking about Action completed PAST NOW FUTURE
m) 12 or 11 . n) 14 0) 18 p)l shortly before
the terrible winter of 1987, when
I saw the advertisement. another
VV' x
I
bl He had been staying late at Action repeated PAST NOW FUTURE
in a past period
work for weeks.
~~~

I
2.15 Practice makes perfect c) Water had been cascading through Action extending PAST NOW FUTURE
over a past period
2.14 'Antartica outside Atlantis inside' should be completed before this
his house since lunchtime. Lvvv
I
exercise and then used for this activity.

VERB FORM Past perfect continuous

AIM Highlighting and summarising three uses of the past perfect continuous
LEVEL Upper-intermediate to advanced
TIME 45 minutes
MATERIALS One copy of 'Practice makes perfect' for each student (page 134)

58
 2.16 PERFECT ONE LINERS 2I a HAN EATIf\JG SH/<I"~

WOlild du to survive in a small rubber raft on the open sea. Ask them to
2.16 Perfect one liners estimate how many days they think they could survive.
2 Write up on the board t.heir suggestiuns fur survival ami tllf'ir estimat.ed periucis
uf survival.
VERB FORM Past perfect continuous
AIM
LEVEL
Controlled practice of the past perfect continuous
Intermediate to advanced
[§J Reading and rewriting the story
TIME 30-50 minutes 1 Give each student a copy of '~lan-eating shark' and ask them to read the true
MATERIALS None story about the Baileys who survived at sea on a small rubber raft. Ask them III
see which of their suggestions were followed by the Baileys and how far their
estimated survival periods differed from the one in the story.
IN CLASS
2 Refer students to the example sentences in the past perfect continuous in
'Antartica outside Atlantis inside'. Ask them to rewrite 'Man-eating shark' to
[6J Stimulus-creative response incorporate three similar sentences in the past perfect continuous. They should
1 Organise the class into small teams of two to four. not write more than ninety words and they should not change any of the facts ill
the original story.
2 The teacher reads out one of the following prompts:
a) When I came to see you yesterday, your cat was in the fridge. 3 Students exchange scripts for checking befort, handing tllPlll to the teacher ftlr
b) Can you explain why you bit my dog? correction.
c) That was my new Rolls Royce your son pushed over the cliff.
d) You had blood all over your wedding clothes after the ceremony. KEY
e) You were the only one in the room before the theft.
f) You had different coloured socks on the other day.
g) 'Nhy did Henry VIII have his wife, Anne Boleyn, beheaded?
[]] Reading and rewriting the story
There are of course several different ways of rewriting the story - here IS just one
3 Each group then has thirty seconds to produce and write down a response using possibility: .
the past perfect continuous. For example:
Prompt: When I came to see you yesterday, your cat was in the fridge. Michael Bailey and his wife had been drifting for 118 days in a rubber raft in the
Response: Well, it had been trying to eat the fish so I put it inside. Pacific before they were rescued by a Korean trawler. They had been sailing
between Mexico and the Galapagos Islands in 1972 and had just been having lunch
4 The teacher goes to each group in turn and awards a point for a correct and when their boat was hit by a whale. Their yacht had been tilling with water for an
suitable response. The response from each group must be different from any hour before they took to their raft. To survive they had been catching and eating
which have already been offered to win a point. On each new round, the teacher small sharks, seagulls, and turtles, and drinking rainwater.
starts with a different team.

2.17 Man-eating shark

2.18 Union jacks
VERB FORM Past simple, past continuous, past perfect simple, past perfect continuous
This activity follows on from the presentation of the past perfect continuous in AIM Correction of errors of use in the four past tenses
2.14 'Antartica outside Atlantis inside' LEVEL Upper-intermediate to advanced
TIME 45 minutes
VERB FORM Past perfect continuous MATERIALS One copy of 'Union jacks' for each student (page 136)
AIM Written practice of past perfect continuous with three uses
LEVEL Upper-intermediate to advanced
TIME 60 minutes IN CLASS
MATERIALS One copy of 'Man-eating shark' for each student (page 13S)
[6J Teams correct errors
IN CLASS Arrange students in groups of two to four.
:3 Give each student a copy of 'Uniun jacks' and ask the teams to decide which
[6J Previewing the story sentences contain errors.
1 Ask students to work in pairs or small groups and to work out four things t.hey :3 Within their teams, the students agree on the corrections necessary.
60 Iii
L 19 STOR,. SWU'

[§] Team competition Round Two B tells C about 'Girl had bullet in her scalp'
D tells A about 'Head case'
1 Each team takes a turn to select a Bag and oIT(~r tiH'ir corrected versioll.
Round Three C tells D about 'Girl had bullet in her scalp'
:2 They receive a point for correction or identi(ying a sentence as correct. A tells B about 'Heae! case'
3 If they make a mistake, the turn passes to the next team.
Round Four B tells A about 'Getting the \\ind up'
D tells C about 'The worst bank rubbers'
KEY
Round Five A tells D about 'Getting the \\ind up'
C tells B about 'The worst bank robbers'
Round Six D tells C about 'Getting the wind up'
[ill Correcting errors B tells A about 'The worst bank robbers'
1 Have you ordered my bacon ... The teacher can call out the instructions for each round or write the complete
2 Correct 3 Correct 4 Correct 5 I burnt/burned my hands when I ... procedure for the six rounds on the board.
6 He was driuing his Ford at sixty mph, when ... The man was the faster driver and
also did the impossible. 7 I had been trying to brush up . .. 8 Correct
9 Leslie and Lesley had finally rung me at eight to . .. 10 Correct .
[g Writing up stories
11 John ordered first and more than Andrew. 12 I saw you yesterday morning ... Ask students to write up the following stories:
13 - it fell in because it had/had had a heart attack. 14 The rest of Europe had had A writes up The worst bank robbers'
a decimal system for centuries . . .. 15 I tried/had tried it on a previous visit. B writes up 'Head case'
C writes up 'Getting the wind up'
o writes up 'Girl had bullet in her scalp'
The students should use each of the foll(ming tenses at least once: past silllpl(';
past continuous; past perfect simple or continuous
:2 In their original groups, students exchange scripts and discuss inaccuracies,
grammatical and factual.
2.19 Story swop
VERB FORM All past tenses
AIM Communicative practice, exchanging narratives
LEVEL Intermediate to advanced
TIME 80 minutes
MATERIALS One copy of 'Story swop' for every four students (page I 37). Cut up the story sheet into sets of
four stories.

IN CLASS

[2;J Assigning texts and reading stories

1 Arrange the class into groups of four and assign each student a letter - A, B, C,
or D. If there are spare students, then they work in a pair and are assigned the
same letter.
:2 Tell the students they are going to read some true stories and that they \vill
then tell the stories to each other. Hand out the stories: all the A students
receive-story A, 'Girl had bullets in her scalp', all the B students receive st[)r~'
B, 'Getting the wind up', and so on.
3 Tell the students to read the story they have been gi\·en. The teacher call
circulate and give help where necessary.

[§] Swopping stories

Ask the students to put their texts away and then get them to swop stories in six
rounds as follows:
Round One A tells B about 'Girl had bullet in her scalp'
C tells 0 about 'Head case'
62
 -----T Section 3
Futures
[§J Focussing on uses
Ask studt'nts to read all the texts and answer the questions. Tht,y I'an work
illdi\'iduall\' ami t.hen compare notl:s. Go ()\'er the allsw(~rs.
U:iedillil I') is t'ntitled 'Look it up' IIi:causf' thl' PI'I~S"llt simp II' call oilly Ill.' usc'li fllr
1111' fulurc' if ,'ou call look up t.he information Oil a timl'lahk', caiL'llllar or schl'dlril'.)

[g Summarising verb forms and uses

3.1 How simple is the future simple? 'f It'l'isiqllS already Inade' ill dudes plaIls and arraIlgeIIH~llls. Tht·~(~ an' n!g~lI'df,~d as
illli'IThallgl'abll', ill lilli' with Swan PmcliClli EII!Ilisli IlslI.'!I'. 'I'utun' as Iact
VERB FORM Future simple 1'lI1bral'I's schedule/calelldal/timetable USl'S alld 5('('5 I.Ill' pn 'SI 'lit slmpll' alld lUi un'
AIM Silllpll~ as illi.l'ITitallgealJle,
Highlighting the will/shall distinction
LEVEL Upper-intermediate to advanced CliVI' 1/11' siudellt.s a cupy Ill' 'Summary tablc's' {'al:h (pagl' 1-1:2),
TIME 20 minutes
MATERIALS One copy of 'How simple is the future simpleI' for each student (page 138) 'J ,\sk 1.111' 1·lass III 1'llll1pldc Tallie' I illlii\'idlially.
:) Pair olT Sllldl'lIls, ,lIld gt'l Ihl'llI til Cllillpan' alld a,t;n'l' Ilil I.IIt'ir illftll'lnal.i<1I1.

IN CLASS III pairs, 1·lllllplvt.I' Tal"I' :2,

'-J (;,,1 511Id"lIls III allsWt'r 1/11' Trlle/Folse LJUl'slillllS al 111l' iJlIIIlllli 01'1111' labll's.
Will against shall in the future simple
Ask the class to work individually to read the questions and to answer thl'llI wil h KEY
reference to the extracts on 'will and shall.
2 Students compare answers ,vith a partner. Go over the answers with tilt, class. [6J Overviewing the texts
A I,A 2, B I,B 2,B 3,C I,C 2
KEY
[ill Focussing on uses
Will against shall in the future simple A box: future simple, going to
a) True b) True c) False d) True
1 True 2 True 3 False 4 True 5 False 6 True 7 True 8 This is a matter of opinion, In these examples will is used to give an opinion,
The Sun seems to be following the tendency to use will in informal speech and
B box: present continuous, going to, future simple
writing; however, it is likely that the original words included shall as reported in The
Star, a) The decisions in 1 and 2 have already been made,
b) The decision in 3 is being made now,
In this example will is used to make a spontaneous decision,
C In these examples will is used to state a fact,
D X = Calendar events: 1, 2
Y = Schedules: 3, 4, 7
Z = Timetables: 5, 6
3.2 Funny future
[Q Summarising verb forms and uses
VERB FORM Future simple, going co future, present simple, present continuous Table 1: Verb form Use
AIM Presentation of the above forms to express the future 1 future simple prediction
LEVEL Mid-intermediate to advanced 2 going to prediction
TIME 50 minutes 3 going to prediction: certain to happen
MATERIALS 4 present continuous decisions already made
One copy of 'Funny future' for each student (pages 139-141)
5 going to decisions already made
6 future simple spontaneous decision
7 future simple future as fact
IN CLASS 8 present simple future as fact

[!;] Overviewing the texts Table 2: Uses

1 prediction (but not if certain to happen), spontaneous decision, future as fact
I Give each student a copy of 'Funny future', 2 all predictions, decisions already made
2 Ask t.hem to read quickly through all the texts on the sheets, Can they id"llli(\' 3 decisions already made
4 future as fact
which ones are jokes? Ask them t.o compare with a partner and explaill thl' jokes
ttl each other, a) False b) True

64
Ii:)
 3.3 )OUR~ J"U5T OF THE FUTURE
3J DOUBLE I ,c.

3.3 Journalist of the future Le Monde: (future as fact/present simple) The second stage of building the Chunnel
starts tomorrow. '11 h t Ik
Pravda: (future as fact/future simple) The two superpowers WI ave more a s on
3.3 'Funny futures' should be completed before this exercise. arms control next week. . h B '1'
Folha de Sao Paulo: (decision already made/present contmuous) T e razl zan
VERB FORM Future simple, going to future, present simple, present continuous offi~e.
President is leaving politics after five years in , .,. . . ,
AIM Controlled practice of the four future forms The Indian Times: (spontaneous decision/~ture slmpl~) I II take It. sazd Sorza, Indw s
LEVEL Mid-intermediate to advanced top actress when offered a new part in Ray s fo~thco,,:zng fi~m. . .
TIME 40-50 minutes Al Ahram: (decision already made/going to) BeIrut aIrport IS gozng to be reopened zn a
MATERIALS One copy of 'Journalist of the future' for each student (page 143) few days time. I Id d th 'll b
The Times: (prediction/future simple) Today it will be extreme y co an ere WI e
snow showers in the north.
Ii') CLASS

o Warm-up
I Elicit. the !lames of illt.ernat.iollal !lewspapers frolll the class _ ask for at least "II<'
from tll<! AlIlericas, Europe, Africa alld Asia. 3.4 Double date
:2 Opt.iollally pre-tmch: C!/,/lIluel (= Cha!lllel + TilflJlel), the Channel TUllm'1
hel weell England and Frallce.
VERB FORM Future simple, going to future, present simple, present continuous
:3 Give each student. a copy of ',]oufllalist of the future' and ask them to nallll' tIl<' AIM Information exchange practising the four future forms
country of origill of each of the six newspapers. LEVEL Intermediate to upper-intermediate
TIME 40 minutes
[jJ Deciding on uses/verb forms for the future MATERIALS One copy of 'Double date' for every four students (page 144-5). Cut up the diaries in sets of four.

I Ask the students to work in pairs to assign one of the four uses of the futurt, I"
each of the headlines together with a corresponding verb form. Tell the class
IN CLASS
there is no right answer, and more than one possibility for each headline but.
some combinations will be easier to use than others.
~ Pre-teaching
:2 Students write the uses/verb forms in the boxes at the top of each newspaper. If necessary, pre-teach: ((Uf>, /IIIrSr!1'.IJ (for plants), s(('/J/Iwllwr, pic/-,: lip (= coil,"")
[g Writing opening sentences
~ Setting up groups
1 Ask the students, either working individually or in pairs, to write an opening
1 Arrange the class in groups of four students.
sentence corresponding to their chosen headline of not more than fifteen words
for each of the six items. Emphasise that each sentence should be about the 2 Give each student in each group one of the sets of four diaries. This means thai
future. They could refer to the summary tables in 3.2 'Funny future' (p.142) if . . 'h grouI) one student receives a clialT sheet WIth entrIes for Bill, one 1\ Ith
they have worked through this activity. Othenvise, discuss \vith the class the III eac for Henrietta,
entries " one 111th entries for 'T om. ancI one WI'.
'1/1entries for ,
Ed\\ .. lrt I.
possible combinations of use and verb form.
:3 Each student takes on the role of the character for whom they hm'e entries.
2 When the students have written their sentences, get them to exchange scripts
for checking and reading before collecting them for final correction. [g Information exchange . .
Alternatively, get a selection of sentences written on the board by the students 1 Within each group of four, students work in pairs, changing partners tWice ulltil
for correction by the class.
all the information has been exchanged, e.g. Bill to Tom: Are yoll c/lJl1l.CJ
KEY r//I..IIthill,q ([.I 8.00 (II/. lVerl/w.w/uy')
Tom: Nu, I'm ji-c'f!.
l6J Warm-up .J The aim for each student is t.o ti.nd out wlm has a cloubl~ e~lgag~m:nt .b y
t~nt.cring the plans of each other character agal11st the blank times next
Le Monde - France, Pravda - Soviet Union, Folha de Sao Paulo - Brazil, The Indian Wednesday'.
Times - India, AI Ahram - Egypt, The Times - Great Britain
:3 The t.eacher notes errurs to be corrected at the (,!ld.
[Q Writing opening sentences: suggested answers
Errors
There are of course endless possibilities for opening sentences. Here are some examples:
111 practice it has been found that the fnllo\\'ing problematic errors frequently ITtll'
up during the exercise:
66
li,/
 15 ANYONE FOR CRICKET'
;6 WHO WILL BE DANCING N THE 5TP;o-:

a) I'll do nothing at eight By definition you cannot put nothing

I do nothing at eight
b) I have dinner with Mum and Dad at
seven.
c) I'll expect a phone call at ten. I
expect a phone call at ten. I'm going
to expect a phone call at ten.
d) I lake lite dog faT a walk tonight.
KEY
'-I Students compare notes within their groups ami agrpC' Oil corrections.
on a schedule; you can of course
plan to do nothing - I'm not going 5 [n turn teams identify errors and receive a point. They receive a further point
to do anything/I'm not doing for a successful correction and another point if they can explain the reason fllr
anything at eight the correction.
This is grammatically correct as it is
(j Groups continue until all eight mistakes ha\'e been identified, corrected and
part of a schedule but the register is
explained.
too formal in the context of 'Mum
and Dad'. The correct answer would
KEY
be I'm having/going to have
dinner. ..
The phone call is at ten but the [ill Competition
expecting has already begun. The
3 Then rll understand it better. .
correct utterance would be I'm
6 I think he'll make a mistake in a minute and the ball will hit his wicket.:"
e:rpecting a phone call at ten. - 16 It's going to rain tomorrow. . '. ,.;:::,::.
present continuous with present 18 Don't worry, rll explain it to you when. . . ' . . ...
meaning. 20 He'll probably do it again soon. '. . •.:.'
Grammatically correct but not 21 You mean you are going to explain the game to me again?! It's going to rain very
something you would see as part of soon.
a schedule.

~~i~~1f~~;'~'~i~~:~;" '~'~-~0~~i,~::;~
Heiirietta hiisammgeaill.lIIe~." .1 .. at the restaurant at six and to go tOthEi cinema
with Tom 'and Mary at the siUillitiriie. . ::.:
:. -,~:~:.::·~,iL~·:;._:j::. . ;~-

3.6 Who will be dancing in the streets?

3.5 Anyone for cricket? VERB FORM

AIM
Future continuous
Highlighting the form of the future continuous, correction of errors of form
LEVEL Mid-intermediate to upper-intermediate
TIME 20-30 minutes
VERB FORM Future simple, going co future, present simple, present continuous MATERIALS One copy of 'Who will be danCing in the streets?" for each student (page 147)
AIM Correcting errors of use in the four verb forms
LEVEL Mid-intermediate to advanced
TIME 50 minutes
IN CLASS
MATERIALS One copy of 'Anyone for cricket?' for each student (page 146).
[6J Identifying topic
IN CLASS 1 Give each student a copy of 'Who will be dancing in the streets?' with the
substitution table folded under.
[6J Previewing the text 2 Ask them to try to identify as much as they can about what is being discussed
Ask the students what they know about cricket, if anything. from the speech bubbles.

~ Team competition [§] Identifying and correcting errors

I Arrange the class in groups of three to four, giving them names such as Students work in pairs to identify which speech buhbles contain errors of forlll
'bowlers', 'fielders', 'batsmen' and 'umpires', (not use) and how to correct them.
2 Give each student a copy of 'Anyone for cricket?' 2 Go over the answers.
3 Ask students to work individually to read the conversation and identify anv
incorrect uses of verb form. .
[g Completing substitution table
Ask students to complete the substitution table. Go O\'er it \\ith the class.
68
li!1
 J 7 GILBEPT

o Identifying topic
r [§J Reading the text
~8 C·\P.lBBI:M-;

I St'l rllur rr:ading tasks: a) Are there any parts ur the world which have not b""11
listl'd Oil thl' lJuard·.'
il.,11 "':

b) Are tlwrtc' any precautiuns which h,[\'(; nut be,!n list.ed Oil t.he board'.'
Notting Hill Carnival in London, organised by the large Caribbean community. It is
now Europe's largest street festival. c) Who ur what is Gilbert?
d) From which of the media does the report come','
[ill Correcting errors 2 Gin' each student. a cUPy uf 'Gilbert'.
1 Correct 2 Do you know the police will be dancing . .. it/that/whether the police will :3 Check the answers with the class.
be dancing . .. 3 Correct 4 Once again they will be celebrating this annual event ...
5 The poor will be imitating the rich ... 6 The police will be searched for drugs and
weapons by the public/the public will be searching the police for drugs and weapons
[g Highlighting concepts of the future continuous
(roles are reversed during Carnival) 7 Won't the steelbands be playing ...? 8 Nobody 1 Ask the class tu work individually tu underline all the examples of the [utlln'
will be working until Tuesday, will they? 9 Will one million people be coming to see it continuous in the text and then tu answer the questiuns. Make sure that
__ .? 10 Correct 11 Correct students are aware that the questions refer tu the sent.ences in the text
immediately adjacent.
[Q Completing substitution table
2 SWdents compare answers ill pairs.
Europe's biggest street festival :3 lio ()Vl'r tllC' answers with t.he class.
Next weekend in Notting Hill (just north of Hyde Park)
about one million people, many of them from London's KEY
Caribbean community,
Positive will be } celebrating Carnival, or Mas as it's called in [ill Reading the text
Positive contraction (They'll be) Trinidad, the country of its origin.
c) a hurricane
Negative Th r { will not be taking} their duties seriously d) radio or television
Negative contraction e po Ice won't be taking unless of course crimes
are committed. [Q Highlighting concepts of the future continuous
Positive question Will they be dancing } 1 period 2 yes 3 before 4 extremely frequent
Negative question Won't they be dancing in the streets with the public?

3.8 Caribbean future

3.7 'Gilbert' should be completed before this exercise.

3.7 Gilbert VERB FORM

AIM
Future simple. future continuous
Summarising uses of the future continuous, contrasting future simple and future continuous
LEVEL Upper-intermediate to advanced
VERB FORM Furure continuous TIME 30 minutes
MATERIALS One copy of 'Caribbean future' for each student (page 149)
AIM Presentation of four uses of the future continuous
LEVEL Upper-intermediate to advanced
TIME 25 minutes
MATERIALS One copy of 'Gifbert' for each student (page 148) IN CLASS

[EJ Completing the chart

IN CLASS 1 Give each student a copy of 'Caribbean future' and ask them to work
individually to enter the uses in the table.
[EJ Previewing the text .J Ask stucients to compare in pairs and then go over the answers with them.
I Ask students to work in pairs to decide which part, oj' the wurld sulTe'r rmm
hurricaIles aIld what precautions the.\' would take it' a hurricane' was illllllilu'lll. [§J Timelines option
.) Elicit til!' opinions from the class. and write up on rill' Imard tlll' paris Ill' tlu' I If students are unfamiliar with timelines, gin: a few examples using the secti(lll (Iii
"'orId and the precautions to be taKL'n. Timelines in the Introduct.ion (p.9).
70 ,I
 3.9 SIESTA.

~ SI udl'nts draw tilllelines and cOlllpan~ notes. Alt.ernatively, put t1H~ tilllf~lill('s on IIIeriilalirJII, shlltlle launch, sheller (n), wnwtirJn, drup in (= visit), tennis
III(: iJoard in ranliulIl IJniL'r for stulil'nts to mal.L:h anri draw. Go "n'r Ih" allSIH'rs. SfOPel, u'ithrimw (from a competition), trYilri/rullelll.

[iJ Contrasting the future simple and future continuous WTeam competition
Students do the exercise in pairs. Then go over t.he answers with the class. 1 Arrange the students in groups of three to four.
KEY 2 Give each student a copy of 'Siesta'.
3 The first group chooses one of the ten situations and reads it out to the second
[6J Completing the chart and [ill Timelines option group. Example: How willI recognise you at the station?
4 The second group finds a prompt which fits logically wit.h the situation and thl'n
produces a sentence in the future continuous. Example: I'll /)£1 l('earing (L Iii Ilk
Example sentence Use Timeline carl/atienl ·in 1n!J jacket. If it is correct, they win a point. [f nut, they forfeit
their turn to the next group who can win a bonus point before having their own
1 We'll be reporting on Gilbert's action through a PAST NOW FUTURE t.urn.
progress ... between ten and
ten-thirty later tonight.
period IIDcv:r 5 The second group now reads out. one of t.he remaining sentences for the third
group and so OIl. The game continues until all of the situat.ions have generat, 'd
2 Gilbert will be reaching the action at/around PAST NOW FUTURE correct. responses.
Jamaican coast at three a.m. a point of time
I
HO
..Jv,

3 Most people will be sleeping interrupted action PAST VARIATION

NOW FUTURE
when it hits the island.
I~ When sentences are completed, ask students to say whether there's a difference
between the future continuous and the future simple.
4 Jamaica will always be having emphasising very PAST NOW FUTURE For example:
cyclones and hurricanes. frequent action In 7, there's a difference in meaning depending on tense.
leN' vv VV"
a) I 1l'(J/(ldll't rillY (lUI' Spanish brullch illllllf.'dia/ul/J q./lr!r lu.llch; they'll fw
/wlJing a siesla.
True
(You'll interrupt them.)
[Q Contrasting the future simple and future continuous b) I wUllleln't ring ot/r Spauish bnlllc/t illlllle(tiately (e/ter lunch; they'll hu/'(' (/
1 i) True - the only difference is one of subjective emphasis ii) a siestCL
2 a) (They'll have a siesta as a result of your call.)
3 b) because this means that people will go to sleep when the hurricane hits the However in 4, both tenses produce virtually the same meaning.
island a) He won't be playillg in the tUlirtlameilt this !Jew:
4 a) b) He wun't play in lhe tOllriWmeill this !1mI'.

KEY

~ Competition: possible answers

3.9 Siesta 1
2
I will be wearing a carnation in my jacket.
I will be practising transcendental meditation then.
3 We will be flying at 15,000 metres.
4 You won't be having any more money problems.
VERB FORM Future continuous 5 So he won't be playing in the tournament this year.
AIM Controlled practice of future continuous 6 I will be having brunch then.
LEVEL Mid-intermediate to upper-intermediate 7 They'll be having a siesta.
TIME 30 minutes S One million spectators will be watching when the shuttle is launched.
MATERIALS 9 He'll always be having accidents.
One copy of 'Siesta for each student (page 150)
10 I'll be sitting in my underground shelter.

IN CLASS

[2;J Pre-teaching
1'1"I'·II'ach as necessar~;: sies/({, brlrlleli (= breakfast + lunch!. /rulisCel/(!r'/I/u!
72 -.,
'.J
 :.0,
)10 THE PEPFECT FUTUPE FOR THE KANGAP.OO'

3.10 The perfect future for the kangaroo? [QJ Substitution table

Future perfect simple

VERB FORM Future perfect simple, future perfect continuous
AIM Highlighting of form of future perfect simple and future perfect continuous, correction of errors of
form Positive { will have shot} another three million
By the end of the year theY'll
Positive kangaroos.
LEVEL Upper-intermediate to advanced
TIME 30 minutes contraction
MATERIALS One copy of The perfect future for the kangaroo?' for each student (page 151) Negative th h t' { will not have } stopped.
Negative es 00 mg won't have
contraction
IN CLASS Positive Will, } the kangaroo have become extinct by 2000?
o Previewing the text
Negative
question
Passive
Wont

By the end of the year three million will have been shot.
Ask the students to estimate the following:
a) What is the population of Australia? Passive Will all the kangaroos have been shot by 2000?
lJ) What is the kangaroo population') question
c) Are the kangaroos in any danger'?
d) How many kinds are there?
Put the students' estimates on the board. Future perfect continuous
2 Give each student a copy of 'The perfect future for the kangaroo?'
:3 Ask students to read quickly through the text to check the estimates on tli,' Positive have been hunting for
board. By the end of the night they { Will}
'Il eight hours continuously.
Positive
contraction
[§] Groups locate errors of form
Negative will not} have been shooting for very
It is still dusk so they { won't long.
1 Arrange students in groups of two to four. Negative
2 Elicit an example of the future perfect simple and continuous from the class.
contraction ,
3 Ask the students to find eight errors of form (not use) in the text in the future
Positive
question
{ how m=y "",,=oo.W ho~ "'"
lying wounded before they die?
perfect simple and continuous. Students work in groups to identify and correct Negative why will the public not have been
By the end of the season
them. question trying to stop the massacre?
Negative why won't the public have been
[g Correcting errors contraction . trying to stop the massacre?

[n turn, groups receive a point for locating an error and an extra point for
correcting it. If they are unsuccessful at correction, the next team has a challC!' tIJ
win a bonus point before taking their own turn.

[QJ Completing substitution table

3.11 2001 and the ozone story
Ask students to complete the substitution table of the forms of the future pert'lc'ct
simple and continuous (page 152).
VERB FORM Future perfect simple
KEY AIM Presentation of four uses of the future perfect simple
LEVEL Upper-intermediate to advanced
TIME 30 minutes
[g Correcting errors MATERIAL One copy of '2001 and the ozone story' for each student (page 153)
L. 14: will have shot dead 2 L. 18: will also have been shooting 3. L. 19: that will
have been shot will be much higher 4 L. 23: will have died out. 5 L. 23: how many
will have been hit 6 L. 27: How many thousands of years will the kangaroo have been IN CLASS
living there? 7 L. 28: Why so many people will have ignored this 8 L. 31 year, won't
they? o Previewing the texts
I Tcll th,' l'lass that Ihl' ;;UII gin's "IT ull ra-I'i"lt>t ra.l·s II'hil'lI aI'<' harlllful to
hUlllalls.
74
 3. I 2 OZONE - A THING CF THE PAST OR THE FUTURE?

2 Ask them what they think protects us from ultra-violet rays and why this If·j CLASS
protection is disappearing.

[§] Reading the texts [2;J Completing the chart . .

I l1i\'(' ('adl slllll('lli a Cup.\· uf 'OZUll(' - a thill;; of till' pasl III' hltlln'.'.
1 Give each student a copy of '2001 and the ozone story' and ask them to lind till'
answers to the two questions in A above by reading the mini-texts on till' tup :2 Ask till' class to work illdividually to L'llkr thl.' USe'S .III I.III' (. Ilar I. Th ('ll tllI'.\· ('all
half of the worksheet. COlli pare' lluiL'S with a lll'iglibour. tjo 11\'1.'1' till' allSW('rs.

2 Go over the answers.

3 Ask the students to work individually and read the three paragraphs (1-:3) UII
the bottom half of the worksheet to decide which of the three is, in their
opinion and based on what they have read, most likely to have happened hy
2000.
4 Ask students to compare opinions and then invite class discussion.
Gj Focussing on time reference
Ask the students to underline examples of the future perfect simple in
paragraphs 1 to 3.
[[] Timelines option
I Ask sl IId( 'Ill S 10 draw till' lillll'lilll.'S agaillst c'ach l'xalllpl( '. If sl Ild( 'Ill ~,an.'. ..
Illlfallliliar wilh lilll('lilll'S, giv(' a f('w !'xal11l'l('s IISlllg Ih(' S('('l\lIll Oil 111111'IIlII'S III
till' Illtroduc\.ioll I p.!l). . ...
:2 WIiC'1l tlll'v ha ... !.' drawll till' lillll'lill('S, ask tllt'lll til C(llllp'll·(' III pails. . .
AIIl'nrativ'('ly, draw till' tillll'Iilll's ill ralld(1l1i onl!'r Oil till' hoanI Illr slwh'llls 10
llIatch alld draw. (io ov,'r I.Il1.' allSWI'rs.
[g Contrasting future perfect simple and future simple
SIIIIi<'lIls work ill pairs 10 cI)(llrasl 11((.' sl'ls of SI'III('II!'I'S. lio ov('r IIII' allSIV,'rs.

2 Ask the students to work individually to answer the questions 1 to 3 below tli('
texts.

3 Get the class to compare their answers in pairs and then go over the answers.
[A] Completing the chart and [ill Timelines option
KEY
Example sentence Use Timeline
[m Reading the texts
1 In September 1999 the situation PAST NOW FUTURE
The ozone layer protects us from ultra-violet rays. This layer of ozone is being
agreement will have been in extending over a J'~'
damaged by CFCs used in industry. CFCs are found in aerosols, foam packaging, air
conditioning and.refrigeration systems. . force for twelve years. future period
2 By the year 2000 we will have action completed PAST NOW FUTURE
[Q Focussing on tfute reference just avoided a catastrophe. shortly before a ,"00

1 a) past b) yes .c) a short time before the end of the century
future point I x I
2 we don't know - at an indefinite time . 3 By the end of the century we action completed PAST NOW
3 several actions will have found a simple solution at an indefinite 'FUTURE
l,00
to the problem of the ozone layer. time in a future
period
I 7
l<

4 Environmentalists fear that more action repeated PAST NOW FUTURE

and more holes will have appeared
by the year 2000.
at indefinite
times in a future
period
Ik ZODO

3.12 Ozone - a thing of the past or the future?

[Q Contrasting future perfect simple and future simple
200 I and the ozone story should be completed before doing this exercise.
1 In a) the agreement will be already twelve years old in 1999; in b) the agreement
VERB FORM Future perfect simple, future simple comes into operation with effect from 1999. .
AIM
Highlighting and summarising four uses of the future perfect simple, Contrasting future perfect 2 In a) the catastrophe will be over shortly before 2000; in bl ~he catastro P3;0w~ll ~~ 't
simple and future simple avoided in the year 2000 itself; (just in al means a short time before 2 ,In I
LEVEL Upper-intermediate to advanced means narrowly.
TIME 25 minutes 3 a)
MATERIALS 4 a)
One copy of 'Ozone - a thing of the past or future?' for each student (page 154)

76
II
 3 \.\ PROBLEf'-lS. PROBL::i'-lS. PPOI'~I r ,.'
113 BY THE TII'IE (OU'RE 100

3.13 By the time you're 100... 3.14 Problems, problems, problems!

VERB FORM Future perfect simple VERB FORM Future perfect continuous
AIM Controlled practice of the future perfect simple AIM Presentation of three uses of the future perfect continuous
LEVEL Intermediate to upper-intermediate LEVEL Upper-intermediate to advanced
TIME 20-30 minutes TIME 30 minutes
MATERIALS One copy of 'By the time you're 100 .. .' for each student (page 155) MATERIALS One copy of 'Problems, problems, problems" for each student (page 156)

IN CLASS IN CLASS

[6J Estimating the answers L6J Optional Pre-teaching

I Dividp t.he class into groups A and B. Pre· teach: SI'I'/)

:2 Give each student a copy of 'By the time you're lOO .. .' ~ Problem-solving and sentence reconstruction
:3 \Vithin the groups the students decide which of the estimates they think an' Arrangl' tlH' class in small groups of two t.1l four and giVl' ('ach st.util'lIt a ('11/'.1' "I'
correct. 'Problems, problems, problems!'
~ Pairs comparison :2 Ask the class to work individually to read the three situations t.1l t.ry til wllrk 1I1i1
what. they are and to unscramble the jumbled sentelll'es. (Tell thelll Ililt. III IIII.'~
I Pair students off, one student in each pair from group A and one from grou/, ll. at the questiolls on the right. yet.) They l:all thell discuss solutiulis wlthlll IIii'll'
:2. The students in each pair tind out the estimates agreed on in the other gmll/,. gwups.
They have to use 'wlt- questions, e. g. HUll' III ill !./)... ?, HolV 1II.uch. . .. ', !I(JII' :3 Invite a cross-group comparison of ideas and unsl:rambled sentences and dis"llSs
Jell: . . ?, etc., and they have to use the future perfect simple, e. g, H() II , 111(/ Ill/
the answers wit.h the class.
po/a/oes will the auemge English ]JI'rSOII I/w'e eaten b!J the time lite.IJ'1'1' II}().'
The teacher monitors for errors and then goes over the errors and the aJISIH'rs. [g Highlighting time reference ,
[g Personalisation Tell the class they are going to answer questions on the use of the future pl'rl"','1
continuous. Get them to work individually to answer the questions on the
1 Ask the students to work out individually estimates for their own consumption of sentences they have just unscrambled. Then discuss the answers with the class,
potatoes, hours slept, cups of tea drunk, etc.
2 Get students to report their estimates in small groups. KEY

KEY [ill Problem-solving and sentence reconstruction

1 Situation: A and B are trapped in a car submerged underwater and have to .wait
[]] Pairs comparison until the water level in the car has risen to maximum so that the pressure m the
car will then equal the pressure on the door which can then be opened.
1 9,300 kilos of potatoes 2 29 years 3 169,725 cups 4 56,568 hours 5 31,025 Sentence: The water will have been seeping in for long enough by then:
newspapers 6 2,222 days 7 708,100 times 8 £40,000 on tins at 1988 prices 9 all three 2 Situation: B is giving A advice on the phone about someone who has Just had an
are the same
epileptic fit. . . .'
Sentence: When you get in, he WIll probably have Just been swallowtng hl~ tongue.
3 Situation: B is taking his twelfth driving test next Thursday, A warns him to get the
three-point turn manouvre right - a standard part of the test procedure.
Sentence: I'll have been taking tests for six years by next Thursday!

[Q Highlighting time reference

1 a) yes b) yes c) yes d) after 'a few more minutes'. .
2 a) the man will swallow his tongue first b) a short time c) Just
3 a) a few days short of six years ago b) ye~, he is tak~ng his ne~t test on Thursday
c) several repeated actions d) a period of time extendmg from SIX years ago up to next
Thursday

I!!
78
 115 PERFECTION AT LAST
J 16 WHAT FUT'JPf'

3.15 Perfection at last 3.16 What future?

3.15 'Problems, problems, problems!' should be completed before this exercise.
VERB FORM Future simple, future continuous, future perfect simple, future perfect continuous
VERB FORM Future perfect continuous and future perfect simple AIM Correction of errors of use in the four future verb forms
AIM Summarising uses of future perfect continuous, contrasting future perfect continuous and future LEVEL Upper-intermediate to advanced
perfect simple
LEVEL Upper-intermediate to advanced TIME 40 minutes
TIME 20 minutes MATERIALS One copy of 'What future?' for each student (page 158)
MATERIALS One copy of 'Perfection at last' for each student (page 157)
IN CLASS
IN CLASS
[6J Teams correct errors
[6J Completing the chart Arrange the class in small groups of two to fuur.
1 Ask the students to work individually to enter the concepts in the chart and tu 2 Giw each :itudent a copy of 'What future'?'
answer the Trl£ejPaL'ie question. They then compare answers.
:3 Teams work tugether to decide which of the' Sf!ntences l-lil ('()ntain errors ()I"
2 Discuss the answers with the class. use uf future forms. They then agree on correct versions.
[I] Timelines option [I] Team competition
I If students are unfamiliar with timeIines, give a few examples, using the section Teams take turns to select a sentence.
on Timelines in the Introduction (p.9).
2 They receive one point for identifying a correct or incorrect sentence and on('
2 Students draw timelines for each example sentence. Alternatively, put timelines m()rt' point if they can successfully correct a sentence with a mistake in it. II"
on the board in random order for students to match and draw. they are unsuccessful, the turn passes tll the next team who take over the
previous team's sentence for a bonus point befure continuing with its own tUrli.
~ Contrasting future perfect simple and future perfect continuous
Students answer the questions and compare answers. Discuss the answers with the KEY
class.

KEY
llil Team competition
1 the forests will have already gone
2 Correct.
~ Completing the chart and llil Timelines option 3 They will have cut down and burned/burnt all the trees
4 Correct
5 Many people will be expecting/have expected the disaster
Example sentence Use Timeline 6 They will have destroyed thousands
7 will have been increasing dramatically for 20 years
8 when they finish/have finished burning
Wait a few more minutes. The water action continuing PAST ~!OW FUTURE 9 Correct
will have been seeping in for long
enough by then.
up to a future
point vvvvvH 10 I will have read it

When you get in, he will have just action completed PAST NOW FUTURE
been swallowing his tongue. shortly before a
future point /1JVVlJ1
I'll have been taking tests for six actions repeated
years by next Thursday, in a period before
PAST NOW FUTURE
3.17 Futuristic city?
a future point XXXXfX*
True VERB FORM Future perfect simple, future perfect continuous, future simple, future continuous
AIM Communicative practice of four verb forms with future reference, contrast of these verb forms
[Q Contrasting future perfect simple and future continuous LEVEL Upper-intermediate to advanced
TIME 30 minutes
i) True ii) a, c, e MATERIALS One copy of 'Futuristic city?' (pages 159-160 for each pair of students; Divide the sheets into the
two texts, A and B.
80
,'-;1
 3. r 7 FUTUPISTiC CIT r

It,j CLASS

[6J Previewing the text

:\sk till' class which cities arl' the largl'st in the world; ask them what particular
prohlems the,\' racl' ane! what prohlems they will encounter in the ruture,

[§] Grouping the class and setting a reading task

I Arrange the class in two groups, A and B,
~ (jivc~ each studl:nt in gruup A a copy or 'Futurist it: city':': Tlc'xl, A,' and ea('h
stlidl~nt in group B a copy 'Futuristic city':: Text [3' ,<
:J Ask th .. students to work individually to complete the six questions, '\
./
,I St udl'nts compare with others ill the same group,
S 'I'll!' t('achl'r got's OVer the anSWl'rs with each gl'llUP,

[g Information exchange and story comparison

,\sk III!: st.udents t.o ruld their sheets so thai only tht' inrormation boxes an'
visihlt"
~ Pair stlldl'nts o IT, IJlle rrom gl'llup A wIth !Jnl' rl'!>lll group B,
:3 Ask tilL' pairs t.o compare vl'rsions or the story using til(' information hOXl'S as a
prompt allli to find ruur dilT,'rt'lIces iJet:wel'n thl'ir \'!.~rsiuns,
-I (jo ol','r thl' dirrerellces wilh till' class,

KEY
'0
C
co
iii
[]] Reading task G3 C"o'
-g ,!Q
=>:5
Text A: la) almost 30 million 2al 1994 3b) 1980 4cl no information 5a) 12,000 tons =>
each day 6b) before the turn of the century o
>-
Text B: 1bl 30 million 2b) sometime in 1995 3cl before 2000 but we don't know N
exactly when 4al before the year 2000 5a) 12,000 tons each day 6al only at the turn of
the century

[Q Information exchange and story comparison o

.c.
Text A: 1 In 2000 the population will ;;:
Text B: 1 will have reached 30 million
OJD
be reaching 30 million. c 0
2 The city will have run out 0,2
2 will run out in 1995
OJ en
of water by 1995 :5 =
3 By 2000 the city will have 3 will have sunk another thirty cms en OJ
'OJ >
been slowly sinking for the or more Ci5 '51
last twenty years .c. en
4 At the turn of the century 4 will start to die OJ
>
l-iU
many people will already be co _ :>.
.~
co :;; ;;:
~ enOJ 0.'0 8 00
dying OJ en -' ::i
~~ -'" OJ
=>
o0-,
C"E g'1-
'w :;:; '" -g:5
o OJ .D C 8 '§
OJ > => OJ OJ
E'-= OJ
en E
I o c
0'-
~
'0-,
OJ
.c. u
OJ
01
co _co u
0
'co-
II I- en
(")5 s:
co
I

I
82
1 © Longman Group UK Ltd 1991 ",'
(1-)
 I2 ~llNI·CO;JTEXT5

1.2 - Mini-contexts 9 Rosemary: Don't forget to send me a postcard

Look at the following examples of the present simple tense anc! answer the questions. ehen you get therO§>
Andrew: No, of course not. I'll send you a
a) Does this refer to the present or the future?

~
2 la) Complete the dialogue.

@ €*6the Eiffel Tower~

6 a) Who is speaking?
.' -" John: usually b) Who is he/she speaking to! arrive.
!/l.

jf,
_ _ at Christmas? b) Complete the missing letters of other conjunctions
c) Why is he/she speaking?
Dave: I normally go to my which we can use here.
~_---..f-.-"

parents' house.
Is Dave talking about
i) one specific Christmas?
Ii) Christmas holidays in general!
. .. Manchester City once more. Baker plays it up the
line for Tolmey. Tolmey fires a shot but it's I'll send you a postcard as soon as I arrive.
deflected. Keagan tries to pass it out to Beardsley
but doesn't succeed ...

2 a) Which mach ine are they talking about

below? Tick one.
TheGuardian the mom ____ __
_ _ _ minute

AUSTRALIA lis hold-

~ a weekend of
natIOnal mourning for
the 70 victims of the
What is The
Guardian?

What tenses are

these!
.
c) What tenses can we use here?
the sec ____ __

.
d) What tenses can we use here?

bush fires. An appeal

(/;~'"
b) Complete the dialogue.
Alan: _____________________________ has been launched for , .:
10 Penny: John, have you heard the one about the swimming pool!
8,000 others left home-
Jill: Well, you press the eject buteon and then ..~. John: No.
less. Page 6. They refer to the
you put the tape in. Then you press the , Penny: Well, there's this man in a swimming pool and he goes to the top of
same event; why are ___ • ) the diving board and he's just ~bout ~o dive off when an atte~~ant ,
stare and record buttons at the same time.
two tenses used? :- - ~i comes rushing along and says, There s no water In the pool. That s
/ alright: says the man. 'I can't swim anyway!'
3 What is the missing word! London ~ Brighton By a Staff Reporter
What tenses are
these!
c _:> a) What does 'the one' refer to!
A: Excuse me, I wonder if Two boys believed to b) Are there any past tenses in the story? If so, what are they! If not, why not?
---4;1'---..-: _"---'.----~~, '.--<,-'>--
you can help me. I want be from London ~
to go to Brighton on and seven others were
Saturday and I want to injured in the Snow-
donia mountain range
arrive about midday. e) They refer to the
:f,~
B: About midday? There's a
yesterday. The boys
same event; why are
2.30pm
were roped together llU OUl'
slow train that _ _ at when one fell while on two tenses used? II a) Which review is
10.00. It gets in at 11.45. Craig-Yr-Ysfa. Yesterdays Legwork
i) ofa film?
N~rth Wales police ii) of a TV documentary?
BERNARD BRADEN MARGARET COLIN
said that night the boys In 1963 Sir Winston First in a new thriller
b) Which tenses are used in Churchill became an
4 Put the words in the were too confused to series introducing
each review and why! honorary citizen of the beautiful private eye
correct order. give full details of the
United States and his Claire McGarron, who
accident or from where son, Randolph, started a
travels abOut 107,000 rWlS her New York
they came. One boy massive biography of his business with a little
walked five miles father that was not help from her police
hour km The
at completed Wltil 1988. On lieutenant brother. In this
Eareh an televisiOn, politicians opening episode Claire
were shocked by the becomes involved in
8 a) Dave: Peter tells me you stare your satire of That Was The murder and drugs
Week ThaI Was. With smuggling when a client
5 Does this suggest a temporary or a permanent holidays on Saturday. film from the archives of is killed as he is about to
address? John: That's right. We're going to Venice Pathe Newsreel, ITN, pay her the money he
for a week. BBC and Granada owes her.
YTHE AUTHOR: Does the verb cells refer to Television. Claire McGarron
i) the time Dave is speaking? FILM RESEARCH Margaret Colin
CRAl!AM MUlUlAY Tenance Considine
Josceline llivesl in London with her husband, I ii) the recenc past? RESEARCH WALLEN MAT't'HJE Timothy Carhart
DIRECTOR MIKE BECKER
journalist and broadcaster David Dimbleby, and iii) the distant past? PRODUCER MIKE MURPHY Haddix Bowman
Peter Crombie
their three children. b) [s the trip already booked? _ __

84 © Longman Group UK Ltd 1991

1 2 SUr·1r·1.. . . ;-. ( TI-BlE

1.2 - Summary Table 1.3 - Personality

future time clauses instructions sports commentary - rapid actions scientific facts !~Y~K....s--IN~D~O~F~ PART B
reporting verbs: recent past newspaper headlines: past events permanent situations

{ DAY 'Island life is so idlJllic, I

jokes habits/routines fictional plots personal timetable/schedule
newspaper headlines: present events of short duration public timetable/schedule sOl1letinzes wish I1lL/ Job could
keep me here (orever'
II
~~
\) LTHOUGH I OWN a two-up-and-
OJ
.~
1!OJ
"""~
w
'"
I
w'-
...

Example sentence
I I usually go up to my parents' house.
2 You press the eject button and then ...
<: a
OJ
5l- OJ
.~
A two-down cottage in Stratford-upon-
Avon, I spend as much time here in
jersey as I can before we start filming a
I've normally had lunch on the set so 1
don't need anything more to eat in the
evening. Until I go to bed at around 11.00
pm I read, watch a bit of television - mostly
<:
OJ
:n a
e Bagerac series, to get into the feel of it, and
as much time here as possible afterwards, the news and documentaries - and write.
~
OJ
t3 d: .~ ~ ~ Use/funcrion to recover. So that tends to add up to My first book, Bagcrac's Jersey, came out
almost the whole year. I return to Stratford here a couple of years ago and I'm now
from time to time as well. But my daughter, working on my next one. Since 1981, I've
Emma, who is 19 going on 40, you know really got to know the island and its people
the kind, is here to boss me around. and they're splendid folk.
The great joy of living in jersey is that The early-to-bed-early-to-rise routine only
you are always close to the sea and there's applies to weekdays, of course, and the
no better way of starting the day than ~av­

3 There's a slow train that leaves at 10.00.
4 The Earth travels at about 107,000 km an
hour.
S Josceline lives in London with her husband.
6 Baker plays it up the line for Tolmey.
7 a) Australia mourns
b) Two boys die on mountain
8 a) Peter tells me ...
b) ... you start your holidays on Saturday.
9 I'll definitely send one as soon as I arrive.
10 There's this man in a swimming pool and he
goes to the top of the diving board.
II Claire becomes involved in murder.
The present simple is mainly used to talk about present
action in progress at the time of speaking.
I
ing a swim. So in the summer I try to chmb
out of bed at about half past six - I tend to
cower longer under the duvet during the
winter months - get dressed and take the
dog down to the beach in the car. ~lice is
an indefinable sort of dog - mongrel IS put-
tin" it a bit high, I think - but she has a
gre~t capacity to enjoy herself.
I then go straight on to the film unit for
breakfast, what we call a full house: eggs,
bacon and whatever else is going - so IJust
put on whatever clothes 1 am ~equire. to
wear on set. But over the years I ve notlced
that what I wear as john Nettles is becom-
ing very much the same as what I wear as
Jim Bergerac.
In fact, looking at this lot, only the socks
are my own - the sweater, trousers and
shoes "belong to the BBe. I daresay I'll re-
turn them one of these days!
We do have a permanent location on the
island but we film all over the place, so I set
off in whatever direction I have to. By and
large, I can move around the island without
any particular difficulty. I suppose I am
well known, but no more than the butcher,
the baker and the candlestick-maker- every-
one knows each other here.
It's quite true .that we J?ut up fa}se road
si,.;ns to the vanous locatIOns, dehberately
dis"uised as the directions to building sites,
but that's only to discourage the holiday-
makers. It isn't meant to be unfriendly, it's
just that it's difficult to film with thousands
of people milling about. When we started
doing fhe series, we all used to go on some-
where after we'd finished filming, but 1
found this to be a dreadful thief of time.
Nowadays I usually come straight home.
But I don't find it easy. I'm not one of na-
lure's ascetics!"
True/False? ~~../"~~~-~~
weekend is a different story. That's the time ((
when what's left of my youth tends to be
spent prodigiously! ..
On Saturdays, I tend to enjoy the outside
life. 1 love cycling, scuba diying and riding,
although [ must admit I'm not nature's
greatest horseman. Then there's weightlift-
ing - just to get rid of all my aggression.
Another thing I love doing is chasing up
v'lrious bits of jersey's past. It has d rich
and varied history as it's caught midway
beh\'een France and England. In fact, my
second book is a selection of local tales as
they have been told to me, myths and
legends. Many of them are only kept going
bl! word of mouth and it would be a shame
it thev were lost.
An~i Sunday means swimming, reading
the papers and lunch. There are a number
of excellent restaurants and I would nor-
mally meet up with friends in one of them
or else I go to them or we'll eat here. When
they come here, I usually appoint one of
them to take charge of the kitchen while 1
do menial chores like peeling the spuds.
After a good bottle of wine - another
"ood reason for staying in jersey - the after-
~oon usually degener~tes into a picture of
II\
la~ll1l~tt~'n
wonder what would happen II \
/ and when BcrSL'nlc was to come to an end.
I\ It would be difficult to live here and work
I \( somewhere else. But island life IS so idyllic,
I sometimes wish 1 had a respectable lob
which would allow me to stav here for ever l
_______~~~~---i
(
L'-
" I

81i © Longman Group UK Ltd 1991 '9' Longman Group UK Ltd 1991
 14 GALACTIC IHIJTrLl
I4 GALACTIC SHU TILE

DESTiNATiON DEPARTURE FLIGHT TIME ARRiVAL PRICE CRAFT SERVICE DESTINATION DEPARTURE FLIGHT TlII,IE ARRIV,4L PRC" Ct,c-\r-T SERViC:
Earth to Times Days Hours Times Galac!Jc Earth to. Times Days Hours Times Ga:ac/.e
Dollars (G$) DO!"3fs ,'~EI

Venus Daily 1 11 Gt2CO Venus Super Venus Dally 17 G$'SC Venetian Stand31<J
0400 15.00 VISitor Shullie 0600 2300 Cljud(-::s~~ Shuille
2000 07.00 1800 11.00

Mercury Dally 4 8 G$270 Mercury Slow Mercury Daily 3 21 C$~·:O Ivh~rl~urv II Standa,,1
0700 1500 )Aaglc Shuille 1200 0900 Shunk::
1900 0300 2·100 2100

Sun Daily 6 10 G$6CO Sunny S!andar,j Sun Dati',' 6 6 G:k.?I~: ~:;I ;r SUnd:]r<l
not Sundays Days Shuille 0900 1500 ~>'+(.'r ShulliG
1200 22.00 Mars Daily 3 6 Gk3C Cir(::en Standard
Mars Daily 3 15 G$2~O Green S'ow 1,:00 2000 Man Shuttle
0500 20.00 Nian Shuille Jupiter Mondays/ 26 8 CiX: ,~!~,~ !:~j' S!anejarlj
Jupiter fuesdays/ 29 G$2,6S0 Jupiter Slow ! tlurS(jays J"pid Siluille
Fridays Jumbo Shuttle 0700 1501J
15CO 1500 Saturn Sundays Cj'tC _,~_ :.:,.r,-,rrl Stan,jar<l
53 10
Saturn 0.tondays/ 53 10 Gtbc':O Seven Stand arc: 0100 ! 1 00 Ou""n Shul!le
Thursdays R,ngs Shullie Uranus vVt.!(JneS(j3YS 113' 17 G3'J :.: Uranus Standarci
2300 0900 1600 0900 Star Shuille
Uranus Daily 102 1 G$15WO Uranus Super Neptune Fortnightly 181 18 G:E>::: Neptune Standard
0200 0300 Voyager Shullie Saturdays tiipper Shuttle
Neptune ,vlonthly 174 3 Gt22JOO ,"ng Super 2300 1700
lirst i'leptune Shuttle Pluto Monthly 240 8 G$2ol": Pluto Standard
Sundays Sundays
03.30 06.30 0800 16,00
Pluto I\lonthty 221 23 G$3'OCO Pluto Super Earth G$-:
Every hour 3 3 hours G'·Jbal De Luxe
first Discoverer De Luxe orbits on the hour later Sp'nner Shullie
Wednesdays Shullie
0430 03.30 Sun Tuesdays 13 G$'~CC S"r. De Lute
Sightseeing 24.00 2400 Sizzler Shut'le
Earth Daily 3:i 3j G$6 J Earthling De Lu,e
orbits 2400 hours Shuttle Space Dally 1-5 G5':O Da1iy De Luxe
0600 later Drifting 12.00 Variable GS:CC Gr:;-2r Shuttle
12.00
'800 PRICES All prices are given in Galactic Dollars $9(US) = G$'
Sun ':lady 12 20 1200 G$',J50 SunshJner De Lu/2 TIMES All times are given in SET. (Slandard Earlh Time) Passe- ~ers Will be advised on local plane: lin"·'
Sightseeing '600 ShuWe equivalents on board the shultle
SDEED. Average speeds are calculated al 1 million km per r,:~r
Space =:Iady 3 At sunflse C,ScS] Cosmos Super us : I,'" STOPOVERS We make slopovers at all planels en roule
Drifting at sunnse Oueen Shuille

PRICE3 All prices are given in Galactic Dollars $9(US) = G:51

TIME:': A,i times are given in SET, (Standard Earth Time), Passengers Wlii be adVised on local placellirre
equlvalenls on board the shultle,
SPEE:: Average speeds are calculated at 1 million km per haLf
STOF::'.EfiS Y'ie make slopovers at all planets en roule

88 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 8!)

1.5 FUTURE ACTION I "'; WE. !,PI: COt'lTINUIf\JG PRESH,lTL I P,\f-' r /.

1.5 - Future action 1.6 - We are continuing presently: Part A

'David, I need some help

Ti>ke your pick . .. with the piano!' 'For the time being I'm spending so
much of the day earning money that I
Which of the sentences are correct and refer to the future?
'Hang on, I'm putting out a don't have time to become rich!'
a) When you'll see the film, you'll start to cry. note for the milkman at the
moment!'
b) When you see the film, you'll start to cry.

c) When you'll see the film, you start to cry. 2 a) Is the sentence logical?
b) for rhe rime being
a) Explain the joke means _ _ _ _ _ _ _ _ _ __
d) When you see the film, you start to cry.
b) Is the action in progress? c) Is the situation temporary or permanent?
c) Is the action finished? d) Is the speaker working at the time of speaking?

'Don't visit the English at one on a Sunday

Conjunccion because they're usually eating roast beef and
Firsc fucure aerion Second fucure accion
Yorkshire pudding.'
'God I look old! I'm having my next
When birthday when I'm five years older!'
a) the kettle 'Isn't that a bit old-fashioned? When was the
last time YOll ate roast beef on a Sunday'?'
As soon as b) smell fire
3 a) How many English families do you think eat a
Until c) Majorca
traditional Sunday lunch?
b) Do these families start their meal before or at 4 a) Does the speaker want to be younger or
After d) say that again
one o'clock? older?
b) Is the speaker referring to the present, past, dr
Before e) find the criminal c) For these families is Sunday lunch at one a
future?
regular habit?
c) Has the speaker already made a firm decision
By the time f) rain d) Are they eating at the time of the about the date of his or her next birthday?
conversation?
Once g) get my exam results

The minute h) sun/set Should we be proud of our British cool? Ronnie !was c1eamng! his teeth one morn-
Mrs J. Meneell wrote to us recently telling us how ing. What a nuisance they are, he was
The very second i) plane land uncomplaining the British are and how that made thinking. Teeth are daft! Always needing
her proud to be British. We asked you if you cleaning - they're worse than shoes!
The moment j) telephone box agreed-should we be proud of our British cool, Though shoes get muddy. At least teeth
should we complain a bit more often? Here are
k) buy these new clothes don't get muddy - not unless you start eat-
some of your replies.
ing fields.

I) finish the marathon I'm, sorry. I'm always saying sorry!
We put up wi th indifference service because we don' tlike
m) pilot on the plane to makeafuss. We allow officials to get away with murder
because we are too timid to query them, and we apologise
even when the faultis not ours. A Danish friend said to me,
"English people are always saying sorry. Why is that?"
Why indeed!
- Joni Brenner, Holloway, London.
5 a) Would Joni Brenner answer 'Yes' to the question
in the main headline?
b) English people are always saying sorry.
Does rhis suggest that this is a habit, a frequent
habit, or a very frequent habit?
1
b) As Ronnie!is cleaning!his teeth one
morning, he sees a message written in
the toothpaste: 'HELP!' It reads, 'I AM A
l
PRISONER IN A TOOTHPASTE
FACTORY!' Later there is an even more
urgent appeal: 'HELP! THERE'S NOT
!~~~~~~~M~U__ C_~H~T_IM_E~!'__~__~~~
6 a) Which tenses are these?
b) Do they refer to the same story?
c) Which text is from the blurb on the cover of the
book? And which is from the story inside the
book?

90 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 '1]

I 7 WE ARE CONTNUI~IG PRESENTLY: PART 8 18 TINE BO.·
Time Box

o
1.7 - We are continuing presently: Part B
Write the following uses of the present continuous in the correct place in the table.
emphasising very frequent action
setting the scene: telling a plot
temporary situation
1.8
IB I N G <>
1 I'm putting out a note for the milkman at the moment.
temporary action in progress now 2 I'm having my birthday party soon.
3 For the time being I'm spending so much of the day
earning money that I don't have time to become rich.
regular action around a point of time 4 The English are usually having supper at 8.30.
5 English people are always saying sorry.
future arrangement I

A EMPHASISING VERY B REGULAR ACTION AROUND A POINT OF TIME '1

Example sentence Use Timel;ne FREQUENT ACTION
Frequency Point
I f"m putting out a note for the
milkman at the moment. 1
1
2 For the time being f"m spending
so much of the day earning 2
money that I don't have time to 2
become rich. 3
3 They're usually eating roast beef
3
at one on a Sunday. 4
4
4 I'm having my next birthday 5
when f"m five years older.
5
S English people are always saying
sorry. •
6 As Ronnie is cleaning his teeth
one morning, he sees a message C TEMPORARY ACTION D ACTION ONLY AT THE E FUTURE ARRANGEMENT
written in the toothpaste. FORA PERIOD TIME OF SPEAKING

Now complete time lines for each item in the chart.

1 1 1

Complete the first sentence with a suitable
time expression.
a) He puts out a note for the milkman ...
b) He's putting out a note for the milkman at
the moment.
What is the difference in meaning between a)
and b)?
2 a) I spend so much time earning money.
b) For the time being I'm spending so much
time earning money.
Which is felt to be temporary and which
permanent?
3 a) The English usually eat roast beef at one
on Sunday.
b) The English are usually eating roast beef at
one on Sunday.
When does the meal start in a) and in b)?
4 a) My next birthday is in five years time. 2 2 2
b) f"m having my next birthday when I'm five
years older. 3 3 3
Which is felt to be more a part of the
calendar, a) or b)? 4 4 4
S a) English people always say sorry.
b) English people are always saying sorry. 5 5 5
Which is more critical, a) or b)?
6 a) As Ronnie cleans his teeth, he sees a
message in the toothpaste.
NOT SURE?
b) As Ronnie is cleaning his teeth, he sees a
message in the toothpaste.
Does the writer emphasise that the action of
cleaning teeth is in progress in a) or b)?

92 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 9:3

 I8 TI~IE BOX BINGO
I9 THE CHANGING PRES,; I ;

Time box bingo sentences 1.9 - The changing present

This is Peter Snow reporting from London. As I stand here, the rain is pouring down.
Nowadays the population in all countries is decreasing. However, the population of the
2 My husband's wonderful - he's almost always giving me presents. elderly is increasing due to better standards of living.

3 She used to be overweight but nowadays she's eating less. 2 These days many families worldwide are having to restrict how often they eat meat
because it is becoming too expensive.
4 Don't forget to knock hard; I'm often working in the garden at lunchtime.
3 The world is currently undergoing a change in climatic conditions. The weather is more
5 I'm staying at home tomorrow, so come around for tea. difficult to predict and winters are starting later.

6 The manager is away, I'm afraid. He's currently visiting Japan. 4 The English are destroying their own language. At present people are not follOWing
traditional grammar rules. For example, the difference between I shall and I will is
7 Our boss is retiring at the end of the month - he's 65. disappearing. And if I was you is replacing if I were you.

8 Sometimes he's resting at this time 9f the day, so don't ring him now, ring him later. 5 In many countries jails are full or overcrowded and for the time being the crime rate is
going up.
9 Right now the Prime Minister's walking into the hall.
6 For the present young people are follOWing fashion and there is not very much
10 I can't sleep. My neighbour's continually playing loud music. difference in their dress.

II I hate driving in London. I'm forever losing my way. 7 The Russians and the Americans are being very open about their nuclear policies these
days. Other countries are not being so cooperative.
12 Don't worry, he's coming. He's putting on his hat at this very second.
8 Right at this moment 7,000 man-made objects are orbiting the Earth and this number is
13 She's normally travelling home about now. increasing daily.

14 At present I'm learning two languages at evening classes. 9 It is not a good idea to visit countries in the northern hemisphere in October because
they are usually having their annual invasion of tourists then.
15 We're not having a holiday next year. It'll be too difficult with the new baby.
10 The poor are always accusing the rich of being lazy and badly organised financially.
16 Hurry up! They're broadcasting the match at this very moment.
II The economy of all countries is booming now and everyone is importing and exporting
17 These days she's working in another department. more than before.

18 Look at the rain! Just think, we're generally camping by the sea at this time of year. 12 At the moment the Brazilian government is controlling the cutting down of the Amazon
jungle and the world is not losing its oxygen supply. The Amazon provides a high
19 It's very difficult to do any work, the children are constantly interrupting me. proportion of the world's oxygen.

20 I'm so tired! Thank goodness I'm having a holiday fairly shortly. 13 At the moment the quality of life is improving all over the world.

14 Romeo and juliet has a great plot. One day Romeo is fighting in a war when he suddenly
sees a very beautiful girl trying to escape from some soldiers.

94 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991

j e
 I 10 PROGPESS REPOPT
1.10 - Progress report: Master sheet
I When does the train leave?
When's the train leaving?
2 How often are you playing darts?
How often do you play darts?
3 Why does water boil!
Why is the water boiling?
4 Peter tells me your bromer's married.
Peter's telling me about your brother's marriage.
5 The Earth travels at 107,000 km per hour.
The Earth is travelling at 100,000 km
per hour.
6 You clock in now, don't you?
You're clocking in now, aren't you?
7 Josceline lives in Bristol.
josceline's living in Bristol.
B How do you do?
How are you doing?
9 Why don't you sit down?
Why aren't you sitting down?
10 He sings whenever I arrive.
He's always singing whenever I arrive.
" You go straight on.
You're going straight on.
12 She speaks two languages, doesn't she?
She's speaking two languages, isn't she?
13 The great American athlete is winning.
The great American athlete wins.
14 He's going OUt whenever I phone.
He goes OUt whenever I phone.
IS The neighbours are friendly.
The neighbours are being friendly.
16 Whatever do you talk about?
Whatever are you talking about?
17 What do you weigh?
What are you weighing?
IB I'm coming from Canada.
I come from Canada.
19 What do you think?
What are you thinking?
20 Are you getting a lot of snow?
Do you get a lot of snow?
21 How often does the postman come?
How often is the postman coming?
22 Where do you have lunch?
Where are you having lunch?
23 I'm on a diet at present.
I'm a vegetarian.
96
- Progress report
1.10 PROGRESS REPOP.T
A Usually at seven.
I A Usually at seven.
B Any minute now if there are no more delays.
B Any minute now if there are no more delays.
A Several times a day as long as the competition lasts.
2 A Several times a day as long as the competition lasts.
B Every now and then.
B Every now and then.
A Because a physical change takes place.
3 Why does water boil? A
B Because the gas is still on.
Why is the water boiling? B
A Yes, I saw you talking to Peter a few minutes ago.
B Well, don't let me interrupt you 4 Peter tells me your brother's married. A
Peter's telling me about your brother's B
A Yes. I know. It has always travelled at that speed. marriage.
B Yes, it's slowing down and scientists can't explain Why.
5 A Yes, I know. It has always travelled at that speed.
B Yes, it's slowing down and scientists can't explain why.
A Yes, every day at nine.
6 You clock in now, don't you? A
B Yes, I'm late.
! You're clocking in now, aren't you? B
A That's right, she moved there ten years ago.
7 A That's right, she moved there ten years ago.
B That's right, she's gOt a temporary job there.
B That's right, she's got a temporary job there.
A Nice to meet you.
B A Nice to meet you.
B Nicely, thank you.
B Nicely, thank you.
A Thank you.
9 A Thank you.
B I'm sorry.
B I'm sorry.
A He's just trying to impress you, I expect.
10 A He's just trying to impress you, I expect.
B He's permanently happy, that's all.
B He's permanently happy, that's all.
A And then?
B Don't worry, I live just up the road.
1
" You go straight on.
You're going straight on.
A
B
A Yes, she's bilingual. I
12 A Yes she's bilingual.
B Yes, she's a bit confused.
B Yes, she's a bit confused.
A Yes, but he's beginning to slow down.
B What a victory! 13 The great American athlete is winning. A
The great American athlete wins. B
A Yes, he's very busy these days.
14 He's going out whenever I phone. A
B Really? I don't think he likes you.
He goes out whenever I phone. B
A Yes, it's a friendly neighbourhood.
B Yes, it makes quite a change. 15 The neighbours are friendly. A
The neighbours are being friendly. B
A That's the problem, I find them so boring.
B This morning's news. 16 Whatever do you talk about? A
Whatever are you talking about? B
A About sixty-seven kilos.
B Some parcels to send to Italy. 17 A About sixty-seven kilos.
B Some parcels to send to Italy.
A What time does the plane leave Toronto?
B Which part of Canada do you live in? IB A What time does the plane leave Toronto?
B Which part of Canada do you live in?
A You already know my opinion.
B About my future. 19 A You already know my opinion.
B About my future.
A Yes, we're completely cut off. 1
B Occasionally. 20 A Yes, we're completely cut off.
I B Occasionally.
A Once a day.
B Three times a day but only until Christmas. 21 A Once a day.
B Three times a day but only until Christmas.
A Usually at home.
B I haven't decided. 22 Where do you have lunch? A
Where are you having lunch? B
A So I suppose you aren't eating bacon.
23 I'm on a diet at present. A
B So I suppose you don't eat bacon.
I'm a vegetarian. B
© Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991
~
91
 I 10 PP.OGRESS P.EPORT
I II CUbS V.l i( J

Progress Report: Jumble 1.11 Guess who ... =: !~y T!~ \[\

I) Josceline lives in Bristol. ~1~2~3~4~S~1~2~3~4~S~1~2~3~4~S~1~2~3~4~5

24) What do you think1
~ r~ ~ 8 i~ t~Le .. ~] <7-'-';' \!~\~.~ ~;;.~ i.";.} 0.-." j-:, (~j t[0iJ ~L f~ Q;~ -Ei:J.) u,ui.
2) He sings whenever I arrive. 25) Because a physical change takes place. TODAY TODAY TODAY

~ ~~~f~l
3) How often are you playing daru1 26) Usually at home. . .cc __~~··)
~===iJ r..::.-J..-.
4) What are you weighing1 27) Yes, it's a friendly neighbourhood. MAURICE GREG FRED
~1~2~3~4~S~1~2~3~4~5~1~2~3~4~5~1~2~3~4~5
5) How do you d01 28) Yes, it makes quite a change. f-;}J 6---;J tj) (..7) (;:.;,: {;;.~ ('::J' ~) t·:;:l C;, b..~ v~ C~~ b7J tit' (;::.: ~ t£' c.~:'''J (" . . :,
6) I'm coming from Canada. ~1~2~3~4~S~1~2~3~4~S~1~2~3~4~S~1~2~3~4~5
29) Yes, I'm late.
~ ~~ ::...'l.;-~ :.r;:DJ ~ ,}-~ ,iT~ g~) l:=ti3 ~~ 2:1.r:} G~'] ~ ~ ~~ ~~\ ~!:a tW~~l 0"~J t~:._:,
7) The Earth travels at 107,000 km per hour. 30) Yes, he's very busy these days. TODAY TODAY

8) What are you thinking1 31) Well, don't let me interrupt you.

9) So I suppose you don't eat bacon. 32) I haven't decided.

~1~2~3~4~S~1~2~3~4~S~1~2~3~4~S~1~2~3~4~5
10) How often does the postman come1 33) That's the problem, I find them so boring. ~~0Q~~~~~~~~0¥¥~~~~~
~1~200300400S001002~3~4005001~2~3004~SOO1002003004~5
II) Why don't you sit down1 34) Yes, every day at 9. &~~~~~~~~~~~~WW~~~~~
12) She's speaking 2 languages, isn't she1 TODAY
35) And then1

I 3) Are you getting a lot of snow1 36) But he's beginning to slow down. ,~~­
~
14) When does the train leave1 37) Really1 I don't think he likes you. EDWARD
~1~2~3~400S001002003~4~5001002~3~4~SOO1002003004~5

15) Josceline is living in Bristol. 38) Don't worry, I live just up the road. tr-:: >:~, «:) <$V<) &/0 t-r:' "'i3 Cf) f/() (~~ t5f) ¥ q'j) "'r-:> 6j.) 670 'N~ 6f) ~..:, (.,.'
001~2003~4005001002003~400S001002~3004005001002003~4~5
16) She speaks 2 languages, doesn't she1 39) What a victory! ~~~~~~~~~~~~~~~~~~~~
17) Why aren't you sitting down1 40) Because the gas is still on.
TODAY ~ TODAY (:',::';-, TODAY ,0 TODAY /;"-"\;,

18) The Earth is travelling at 100,000 km per hour. 41) How often do you play darts1 til JJJ ' I ) {,¥:,0 :~~ /' :~~ ([,)i~blS::~~~~\ '-::!~: JJ< .
~~~~ljl~l ~_~~i- ,,~:(T) ~~?~l STEVE ::..~,:!)
19) Do you get a lot of snow? 42) So I suppose you aren't eating bacon. ~1~2~3~4~5~1~2~3~4~5~1~2~3~4~5 DAY 1 DAY2 DAY3 DAY4 DAY5
20) When's the train leaving? 43) What do you weigh?
ff q'i' i~7.' .;;::;; M Q; EN) Q 6W E'W ¥ Cf? Ep t;;) t;.<) G."0 Q ~<) G:;) t;:I;
~1~2003004005001002003~4~5001002~300400S DAY1 DAY2 DAY3 DAY4 DAYS
21) I come from Canada. 44) He's always singing whenever I arrive. ~. ~ ~j) ~~ ~~@W @§I ®"-.J O:J 6<2 ~ d9 ~ @'0 ~O ~ ~ C':'

22) How are you doing? 45) This morning's news.

23) How often is the postman coming? 46) Yes, I saw you talking to Peter a few minutes ago.

~1~2~300400S~1002~3~4~SOO1~2~300400S001002003004~5

© Longman Group UK Ltd 1991 ~~~~Q~~~®@@~~~~~~~~~

~1~200300400S001002003~4~5001~2~300400S~1002003~4~S
~) "'. ,2-"",/ '--b'~ .~
. ~gr-J 6 ILl,,> _:~,-:' l:;~\ ,:;~;;:. ~ l_~.:' ~Jg, I~.j 1;.1,
TODAY t"l TODAY

.~=v-~~~
~
PETER
DAY1 DAY2 DAY3 DAY4 DAYS DAY1 DAY2 DAY3 DAY4 DAYS 001~200300400S001002003~4~5

'T' ::'r) ' *, :-r> :-~ ~r) '-f) t.y:' ::I~ ::j!' (;f' tf' ':f;) '¥' tf') '+' Cj:J Q I:r';, '1"
98 © Longman Group UK Ltd 1991 !I!I

-
 1 13 .A.FRICA BRACtJ 11 'A. If-

Ii:' Pf:f-.'H:C r .~~,( )IG:

1.13
I . 12 - Perfect Choice I This is about the phone 9 The FBI have waiting
:-----~-'-. .r

FBI a~ents believe they have caught

box mystery that have at
last been solved.
many years for this moment.
Africa braces
the thICf who has been stealing from
the 1.8 million telephone boxes scat-
tered across the US.
Galling though it is to British 2 The reports were
10 He's with the police
since last week.
itself for
Telecom. the standard American
pay phone is all but impervious to
Interference - except by tractor
always the same: 'The
thief has JUSt stolen from
a coin box and is just gone.'
new plague
sledgehammer and a legendary thief I I He's never done any
called James Clark. stealing except from coin
1!1 an ei.!!h.t-year spree Clark, an boxes.
O,hID ~achlntst and die maker, aged " 3 The FBl're been
4X. h.ls accumulated a steady in- looking for the thief for
come .of over $500,000 from coin the last eight years.
boxes In 24 states. Never too greedy 12 Clark has been given
and always on the move in hiS blue the telephone companies
Chevy Astro van, Clark stayed a lot of trouble.
ahead of the law - until last week. 4 Have you heard that
But a statement by the FBI's the police have JUSt had
northern Ohio office in Akron - their first bit of luck!
where the. suspect is likely to face 13 James Clark must wait
charges Within 10 days - revealed until the police have been
that a man believed to be Clark had holding him for another Tim Radford
been arrested by agents in Los An- 5 They've just arrest the ten days before he faces Science correspondent
geles where he had apparently thief. charges . a) Were the rains recent or a long time
settled after years on the move. The rains which have just brought hope to the starving
. Clark had lived in small motels, ago!
in Africa have also triggered a new menace - the big- b) Which adverb can replace just?
dlscreetl}: offloading his store of
stolen COinS in cheap groceries. 6 He's been a pain in our 14 He's been arrested
gest plague of locusts in three decades. 2 Is their employment with the FAO at an
Last year seven local Bell Tele- phones since a long time. Experts who have been with the Food and Agricul-
last week. end? I
phone companies put up a $25,000 ture Organisation in Mali for years were amazed by
reward for his arrest. It was not the size of one swarm measuring 75 by 16 miles. Such
known yesterday whether the re- a swarm could contain 150 billion insects, between
w.ard would be collected or what 7 Has been charged James 15 He's been stealing
kind of lock-picking device Clark Clark?
them eating 300,000 tons of fresh vegetation every
from phones eight years
used. ago. day. And there are other swarms. 3 When exactly were these reports
A Pacific Bell spokesman said' Giant swarms have also been reported in Cape
"We .are very pleased to have a sus: received?
Verde and Burkina Faso. In Botswana, according to
peet III custody. He's been a pain in 8 Now that they have
our phones for a long while." 16 The suspect's address's
the FAO, locusts have covered between one and two
arrested him, they'll
probably charge him been discovered by million acres. There have also been reports of a rapid
TIll:" Cil".·W{JIA.\
within ten days. the police spread of desert locusts in Guinea, Senegal. Maurita-
nia. and Niger, and in Libya, Egypt and Saudi Arabia. 4 a) Does have been held refer to an
Substitution table The last major outbreak of locusts was in 1963. action in the present. past. or future?
'There are areas to which they retreat in very dry b) Do we know when the meetings will
Positive I. you. we. they (long form) weather, and enough survive so that once it stRrts rain- take place!
(contraction) _ _ _ Present Perfect Active ing and raining widely there is suddenly perhaps a
(long form) _ _ _ 5 a) Does have eaten refer to an action in
He. she. (it) stop__ Clark. 500 per cent rise in population, through a generation, the present, past, or future!
(contraction) _ _ _
I-- which takes a month.' b) Do we know exactly when the
Positive --- I. you. we, they Tunisia, Morocco and Algeria have carried out [ locusts will eat the crops!
Present Perfect Passive
question I --- he, she, (it) _ _ _ arrest _ _ spraying of both juvenile and adult locusts this year. )
Negative I (I). you, we,
He. she, it
they (long form)
(contraction)
(long form) - - -
== Present Perfect Continuous
_ _ _ steal __ again.
Other countries are waiting until international meet- (\,
ings have been held in two months' time before
making definite plans on how to confront the crisis.
(contraction) However, governments cannot wait until the locust
_.' 1-
(contraction) ____ swarms have eaten their crops - that would spell eco-
Negative (I), you, we, they
question (contraction) ____ he, she, it nomic disaster.
Tag They (contraction) _ _ _
(contraction) _ _ _ charge __ Clark. - - - - - - !I
question He
THE GUARDIAN
1111
100 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991
 I 14 LOCUSTS PAST AM) PP.ESE~IT
I IS TENSE t10~IH If',

1.14 - Locusts past and present

1.1 5 - Tense moments
Write the uses of the present perfect simple in the table.
a) I've eaten meat on Friday. Which Friday are we talking about?
indefinite future period I I indefinite past I b) I ate meat on Friday.

2 a) I haven't eaten Christmas pudding at Christmas. Which Christmas are we talking about?
definite future period past-present period: unfinished recent action b) I didn't eat Christmas pudding at Christmas.
c) I didn't eat Christmas pudding at Christmas as a child.

Example sentence 3 a) Have you ever made custard? Which can start a conversation?
Use Timeline b) Did you ever make custard?

I The rains have just brought

4 a) I've never eaten roast beef. Which refers to the youth of a famous
hope to the starving in Africa.
b) I never ate roast beef. cook and which to a live TV programme
2 Giant swarms of locusts have with a famous cook?
been reported in Cape Verde.
5 A: Please show me how to cook Yorkshire pudding. Which logically follows the request?
3 Experts who have been with B: a) But you've already cooked Yorkshire pudding as
the FAa in Mali for years good as mine.
were amazed by the size of b) But you already cooked Yorkshire pudding as
one swarm. good as mine.

4 Other countries are waiting

6 a) My granny made a lot of mincemeat this Christmas. These both refer to the same Christmas.
until international meetings
b) My granny has made a lot of mincemeat this Which can you use during Christmas and
have been held in two
Christmas. which a very short time after Christmas?
months time.

S Governments cannot wait 7 a) It's almost liquid - Yes, I've stewed the fruit When did he start stewing the fruit?
until locust swarms have for three hours.
eaten their crops. b) It's almost liquid - Yes, I stewed the fruit for
three hours.

8 a) Granny baked many cakes during her lifetime. Is granny dead or alive?
[[] Draw timelines for examples I to 5 in A above.
b) Granny's baked many cakes during her lifetime.

[rJ I a) The rains have just brought hope to the starving in Africa. 9 a) He brewed some Darjeeling .,. Can you add 'and then he poured it out.'
b) The rains just brought hope to the starving but no solution. b) He's brewed some Darjeeling ... to a) or b)?
Which adverbs can replace just in a), and in b)?
2 a) Giant swarms of locusts have been reported in Cape Verde.
b) Giant swarms of locusts were reported in Cape Verde.
To which sentence can the words two days ago be added? Time expressions which can be used for both present perfect
and past simple:
3 a) Experts who have been with the FAa for years were amazed.
b) Experts who were with the FAa for years were amazed.
Are the experts still working for the FAa in a), in b)?
4 a) Other countries are waiting until international meetings have been held in two months time.
b) Other countries are waiting until international meetings are held in two months time.
Are these countries waiting until the meetings are over or until they begin in a), in b)?
5 a) Other countries are waiting until international meetings have finished.
b) Other countries are waiting until international meetings finish.
There is no objective difference between the two sentences.
True/False?
Which sentence emphasises the completion of the event?
When you use the above time references with the present perfect simple
and the past simple, there is a change of meaning. True/False?

102 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991

1
 I 17 HAVE YOU GOT THE RIGHT TIi·lI.
1.16 IS THE TIME UP'

1.16 - Is the time up? 1.17 - Have you got the right time?
A B o Time expressions Definitions

I A: Where's john? It's two pm already! B: I didn't see him this morning.
I ever since a) emphatic way of saying after

2 A: Where's john? It's eleven am already? B: I haven't seen him this morning. 2 just (=recency) b) until now

3 yet c) a day in the past

3 A: 'I never saw a submarine at sea,' B: said the retired captain.
4 lately d) a past point
4 A: 'I've never seen a submarine at sea,' B: said the serving naval officer.
5 so far/up to now e) emphatic way of saying since
5 A: David Harvard, the director, has died. B: He made many great films in his long career.
6 ever after f) very short time before

6 A: David Harvard, the director, is planning to
start on his last film.
7 A: Many froze to death last winter.
B: He's made many great films in his long career. 7 the other day g) until now (in questions and the negative)
8 (three weeks) ago h) recently (used for repeated action)
B: And even though it's spring, the number dead is
still not certain.

8 A: Many have already frozen to death this winter. B: And many more may die before it's over. yet so far/up to now
lately ever after
9 A: Bill jenkins, the former boxing referee, is B: 'Bill, in your long career, did you ever see a ever since the other day
with us in the studio. knockout in the first round of a match?' just (=recency) (three weeks) ago
until (yesterday/last year/three days ago) when (+ past evenr/state)
that (Winter/Easter/day) after (+ past evenr/state/time)
lOA: Bill jenkins, the boxing referee, is with B: 'Bill, in your long career, have you ever seen a before now before (+ past evenr/state/time)
us in the studio. knockout in the first round of a match?' until now since (last nighr/I was a girl)
last (year/month/week) yesterday
II A: There have been a lot of rumours recently. B: But they still don't know who's spreading them.

12 A: There were a lot of rumours. B: But they never discovered who spread them.
Time adverbials connected with past Time adverbials connected with past only
and present
13 A: She studied two languages at university. B: Yes, she was at Cambridge in the sixties. = - - - - - - _ _ _ tense = --- --- tense

14: A: She's studied two languages at university. B: Yes, but I think she's changing to another course.

15. A: We've been abroad at Christmas. B: One year we stayed in Majorca

16 A: We were abroad at Christmas. B: We stayed in Majorca.

17 A: I knew your parents for many years. B: They were the perfect couple.

18 A: I have known your parents for many years. B: They are the perfect couple.
l
Q2] With all the above time adverbials you can use the present perfect simple and the past simple. True/False?

104 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 105
 116 A PERFECT ,-I:.;, I'
1.18 TIME SORT DOMINOES

1.18 - Time sort dominoes A perfect match

I've seen that film three times.
I've heard that until now I never heard since Friday
excuse that excuse
A many years ago
asn:>xa asn:>xa le41 B already
le41 pJea4 aA,1 MoU I!lun pJea4 JaAaU I AepU::I a:>uls
C yesterday

I've missed a lot yesterday It was really lately 0 lately

of trains hot 2 He lost his job. E all yesterday

SU!eJl )0 104 F yet

101 8 pass!w aA,1 AepJalSaA AlleaJ S8M II "Ialel G ever since
H until last week
It's been really on Friday Has she until last week
hot worked here? after the accident

3 It was really hot. that month

j04 iaJa4 pa~JOM
AlleaJ uaaq S,ll AepP::I uo a4s seH ~aaM lsel lilun K up to now
L the other day
Did he come before now I worked here so far M since Friday
to see you?
N JUSt (=recently)
inoA aas OJ o on Friday
awo:> a4 P!G MoU aJO)aq aJa4 pa~JoM I Je) os 4 He's left.
P before now
We've only been the other day I was a yet Q until now
late once vegetarian R so far
a:>uo al81 uepejaBaA 5 last October
uaaq AIUo aA,aM A8P Ja410 a41 e seM I ja"

5 We haven't run out of petrol.

I've seen that many years ago He lost his job already
film three times

SaW!1 aaJ41 WI!)

je41 uaas aA, I oBe SJeaA Auew qo[ S!4 jSol aH ApeaJle

Have you finished up to now I haven't broken ever since

reading the paper? any bones 6 I was a vegetarian.

iJaded a4j Bu!peaJ sauoq Aue

pa4s!U!) nOA aAeH MOU 01 dn ua~oJq l,uaAe4 I a:JU!S JaAa

She stayed in bed just He's left all yesterday

7 Have you finished the paper?

paq U! paAejS a4S jsn[ ljal s,aH AepJajSa" 118

She's stayed in yet We haven't run after the

bed out of petrol accident

paq 10Jjad JO jno luapl:J:J8

U! paA8jS s,a4S jaA unJ \,uaAe4 aM a41 Jall8

106 © Longman Group UK Ltd 1991

© Longman Group UK Ltd 1991
1.19 TOWNSCAPES I 20 THE SEARCH COl' !TIl lUI.

1.19 - Townscapes
~ Camford 1986

a) When did Albert start reading Plane News!

ALBERT: I've been reading the current issue of b) Did Albert finish reading all of Plane News!
Plant News and so far I can't see any c) Did Bert finish reading all of the journal!
mention of my research. d) When did their research begin!
e) Is their research continuing!
BERT: Well, I've read your joumal. And I see
t) Is their research complete!
that you've been working on the same
problem I've been working on for the last
twenty years!

2 a) When did Bert finish making his tea!

ALBERT: What's that awful smell? b) Is there any evidence of his tea-making?
c) Is his attempt to make tea finished?
BERT: I've been making another kind of tea, d) Is the tea-making seen as a process extended in time
I'm afraid. It wasn't easy. I think I'll go or as a whole!
back to coffee.

3 a) When was the greenhouse built?

ALBERT: Just think, this greenhouse has been b) Is the greenhouse still standing!
standing here for thirty years and now c) Is the existence of the greenhouse seen as
they want to pull it down. temporary or permanent!

Oxtown now 4 Does a few more years belong to the past or the future!
ALBERT: Let's wait until we've been working here
for a few more years before we tell
anyone that we can't remember what
we're researching.

5 The present perfect continuous is used to talk about

actions/situations in periods which continue:

a) up to the recent past True/False?

b) up to the present True/False?
c) up to the present and into the future True/False?
d) from the present into the future True/False?

108 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 III!I
 123 C..\SSETn ':,1'

1.21 - The search has been going on and on and on 1.23 - Cassette sales
i) Has the speaker in a) definitely 2 3
1 a) I've been reading the current issue of Plant News. finished reading Plant News!
b) I've read the current issue of Plant News. ii) Has the speaker in b) definitely
finished reading Plant News!

2 a) You've been working on the same problem for the last twenty
years. '0
] \.J
b) You've worked on the same problem for the last twenty years.
~
"
.0
E
i) In all these pairs both sentences
c) I've been making some tea. I Z"
have the same meaning
dl I've made some tea. Now Now Now
objectively. True/False!
ii) In which sentences does the Years
speaker emphasise an ongoing
process? 4 5 6
e) Let's wait until we've been working here for a few more years.
fj Let's wait until we've worked here for a few more years.

3 Which verb form suggests that the

a) This greenhouse has been standing here for thirty years and situation is permanent - the present
now they want to pull it down. perfect simple or the present perfect
b) This greenhouse has stood here for thirty years. continuous?

Now Now Now

Summary: Present perfect simple or present perfect continuous?

7 8 9
Would you make any changes to the follOWing summary!
With the use of the present perfect simple or continuous there are two basic issues.

The difference is objectively very clear.

I've painted the house blue. (Thank goodness that job's over!)
I've been painting the house blue. (I hope to finish it on Monday)
Here the present perfect simple is used for finished actions. The present perfect
continuous describes actions which are clearly incomplete.

2 There is no objective difference when you use a specific time, e.g. for, since, all my life.
Now Now Now
a) I've studied the stars for years and I still know very little about the Milky Way.
I've been studying the stars for years and I still know very little about the Milky Way.
b) I've flown jumbo jets all my life. (And I can't see myself flying anything else.) 12
I've been flying jumbo jets all my life. (But next week I'm changing my job.)
10
"
The differences can only be subjective. In a) the present perfect continuous emphasises the
extended period of time and the ongoing process. In b) the present perfect simple sees the
situation as permanent whereas the present perfect continuous sees the situation as temporary.
So in these contexts you cannot make a grammatical mistake! However, if you want to
show a subtle difference, you need to think carefully about the choice between the two verb forms.

Now Now Now

IlO © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991

111
 123 CASSETTE SALES
I 24 UPS N·ID Dowr J',

Trends in cassette sales

1.24 - Ups and downs
a) Sales rose dramatically about six years ago and have remained stable ever since.
Part A
b) Sales have not changed for the last six years and are continuing to be stable.
Deaths caused by hear-. attacks Cinemas open Inflation rate
c) Sales fell sharply 6 years ago, have remained stable for the past five years and are
increasing slightly now. 200.000 4000 20%

d) Sales have risen sharply over the last six years and are continuing to increase. 150.000 3000 15%

e) Sales have fallen sharply and consistently over the past five years. 100.000 2000 10%

f) Sales have been increasing slightly for six years and are still going up. 50.000 1000 5%

g) Sales rose slowly five years ago and have been decreasing slightly ever since.
1950 Now 1950 Now 1950 Now
h) Sales have fluctuated for the last six years and are still going up and down.

i) Sales fell dramatically six years ago and have remained stable ever since; they are
continuing to be stable. Road accidents Deaths due to lung cancer Deaths due to tuberculosis
40.000 40.000 400
j) Sales have slowly decreased for the past six years and are still going down.
30.000 30.000 300
k) Sales went up sharply about five years ago; they dropped immediately, remained

\
stable and are now increasing again.
20.000 20.000 200

I) Sales went up rapidly five years ago and then decreased sharply; they have been
stable ever since. 10.000 10.000 100

1950 Now 1950 Now 1950 Now

Part B
Deaths caused by hear-. attacks Cinemas open Inflation rate
4000 20%

150.000 3000 15%

2000 10%

50.000 1000 5%

1950 Now 1950 Now 1950 Now

Road accidents Deaths due to lung cancer Deaths due to tuberculosis

40.000 40.000 400

30.000 30.000 300

20.000 20.000 200

10.000 10.000 100

1950 Now 1950 Now 1950 Now

112
© Longman Group UK Lcd 1991
© Longman Group UK Lcd 1991

11I1I1I1I1I1I1I1I1I1I1I1I1I1IIII1IIII1IIII1IIII1IIII1I1I1I....lIlIlIlst~.................................................................................
 1.25 DELETED TRMJSFORMA TIONS I 26 DE ..\OL I r-lI',: :·1 :

1.25 - Deleted transformations 1.26 - Deadly mistake

2 3 4
He's still downstairs.
The body is here for The daughter is here for You can't go inside - It's a long time we
three hours. The police a week - she arrived they take photographs haven't had a murder
arrived ten minutes ago. yesterday. now. like this.

2 Jean set off for Liverpool a few minutes ago. 5 6 7 8

He's been arguing with Somebody came/has This is the first time I A: I found/have found
his wife before. come earlier but saw/have seen so much the corpse at five.
nobody was at home. blood.

9 B: That's nothing
3 She hasn't eaten roast beef before.
unusual. I have often
The photographer found/ofcen found
is hasn 'c cake'l/didn 'c
2 corpses at that time.
10 cake any photos yet.

4 It's a really long time since we went to the wax museum. II

10
have A: Don't go near the
A: That's a terrible
2
body.
10 scar on his forehead

5 Is this the first time you've needed glasses? B: Yes, he has cur/cuc B: But I don't go near
himself. it
you ___ I
2
12
13
I've checked the
6 They last went swimming at the beginning of autumn. fingerprints with our A: The body is very
records immediately tanned.
have after I've taken them.
2 10
B: Yes, he's gone on
14
holiday.
7 I got to the airport an hour ago and there's still no news of my wife's plane.
They have this
apartment since 1987.
wife
7 10

15
Are you sure the body
8 I still haven't heard from anybody. Nobody/somebody has has been here since
ever seen such a three hours?
has terrible crime.

18 19 20
17
9 We haven't had a thunderstorm for ages. A: What have you
The neighbour I spoke Has he los~/did he lose Apparently somebody found?
to yesterday knew a lot of blood? heard his wife saying
we
nothing of their marital to him: 'I've been B: A gun.
problems. looking for you all
week because I want
some money for that A: Have you ever
10 They went to Hong Kong last year, the year before that, and the year before that! used one/did you ever
vase you broke/have
broken.' use one?
---!
10

114 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991

$
 21 fRUIT ;-IACHINE
2.1 - Fruit machine: Is it a mistake?
1 London '5 population not increased from
1955 to 1988.
2 It did not happen.
3 In the 1900 Olympics Alvin Kraenzlein
carnes first in four athletics events.
4 She didn't liked it.
5 Why did they bought it?
6 He felt down the stairs two minutes ago.
7 She fell happy yesterday.
8 The English football team, Nottingham Forest,
was once won forty-two matches in a row.
9 Who you told?
10 In 1983 Peter Dowdeswell ate ninety-one
metres of spaghetti, didn't he?
" You did this.
12 I dreamed that the past of dream is
dreamt.
13 Who did you see at the party?
14 An American did walk around the world in
four years..
15 Did I not tell you!
16 He didn't know why they didn't come.
17 In Queensland, Australia, thirty-five
policemen travelled over 500 metres on
one motorbike.
18 ABC broadcast the 1984 Olympics to
2,500 million people worldwide.
116
The population no increased.
It didn't happen.
He come first in four events.
She didn't likes it.
Why they bought it?
He fallen down the stairs two minutes ago.
She felt happy yesterday.
Nottingham Forest once won forty-two
matches in a row.
Who told you?
He ate it in 1983, wasn't it?
You did this?
A Norwegian laid on a bed of nails for 274
hours in 1984.
Who didn't you see at the party?
An American did do it.
Didn't I tell you?
He didn't know why didn't they Come.
In Toronto, Terry McGaurant prefered to ride
his motorbike 5010 up the 1760 steps of the
550 metre high Canadian National Tower.
Alaska State Museum once payed £34,750 for a
hat.
© Longman Group UK Ltd 1991
1
2.2 - Past a joke
Arthur Ferguson sold things which were
not his. In 1923 he sold Trafalgar Square to
a rich American for £6,000. In the same
year he sold Big Ben for £1,000 and he
accepted a down payment of £2,000 for
Buckingham Palace. Ferguson was finally
caught when trying to sell the Statue of
Liberty for $100,000.
In 1974 French tight rope walker, Philippe
Petit, both delighted and terrified passers-
by in New York. Seven times. he crossed
and re-crossed a 140 foot long wire
stretched between the towers of the World
Trade Centre - then the world's tcillest
building. Eventually when he came down,
he was arrested.
"Excuse me. I
wanted to ask you a
favour - I wondered if
you could give me a
push?"
"I'd rather we got
married."
© Longman Group UK Ltd 1991
2.2 PAST,~ jOt l
I a) In the first sentence sold refers to one acrio,!/
several actions?
b) In the second sentence sold refers to one
action/several actions!
c) In both sentences sold refers to
complete/incomplete acrions?
2 a) delighted and terrified refer to actions which
happened at the same time/one after the other?
b) came down and was arrested refer to actions
which happened at the same time/one after the
other?
3 a) wanred and wondered refer to the present/the
past/the fucure?
b) Put the follOWing in order of politeness with the
most polite last:
I wonder if you could help me . . . D
Could you help me! D
I wondered if you could help me . . . D
4 a) I'd is short for _ _ __
b) 'we gar married' refers to the presenr/the
past; 'the fucure?
c) He is expressing a preference/talking about the
past?
d) rather can be replaced with so _ _ _ r.
117
c" PAST A JOKE
2.4 VOLLEY BAlL

2.2 - Past a Joke 2 2.4 - Volley ball

SetB SetC Set 0
SetA
"I wish we had more I bear I break I begin
I buy
than two worms!"
2 bind 2 bring 2 beat
2 cost

3 build 3 catch 3 bend

3 draw

4 deal 4 choose 4 bite

4 fall

5 dig 5 cut 5 blow

5 fight
6 drink 6 drive 6 eat
6 fly

7 find 7 freeze 7 hit

5 a) How many worms have they got? 7 forecast

8 flee 8 grow 8 know

b) Do they want more? 8 grind

9 forget 9 lose 9 lean

c) Had refers to rhe presenr/rhe pasr/rhe future! 9 hang

10 lay 10 ring 10 learn

10 hide

II lead II sell II mow

II kneel
"It's high time 12 let 12 set 12 ride
12 leap
you took that
dog for a 13 put 13 shrink 13 rise
13 leave
PROPER walk!"
14 read 14 sing 14 send
14 light

15 say 15 sink 15 show

6 a) rook refers to rhe presenr/rhe past/rhe future? 15 make

16 shoot 16 spell 16 shut

b) Is the dog usually taken for a proper walk? 16 meet

17 shake 17 steal 17 spell

c) Why is high used here? 17 pay
18 sit 18 swell 18 spend
18 shed

19 speak 19 take 19 stick

19 slide
20 tell 20 stride
20 slit 20 spill

21 throw 21 strike
21 sow 21 swear
Summary of The Past Simple: true or false? 22 tear 22 tread 22 swim
22 sting
The past simple can be used to: describe completed actions. True/False?
23 weave 23 think
describe one finished action. True/False? 23 swing 23 wake
describe a repeated action. True/False?
24 write 24 teach
describe simultaneous actions. True/False? 24 win 24 wind
describe actions which happened in sequence. True/False?
make a polite request. True/False?
express a preference. True/False?
express a strong wish. True/False?
express a strong recommendation. True/False?
talk about the present. True/False?
talk about the future. True/False?
'The past simple' is a bad name for the past simple. True/False?

lH)
118 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991
 2.5 WHO WAS JACK THE RIPPER'
2.6 CONTINUOUS Cmllc.'.I~

2.5 - Who was Jack the Ripper? 2.6 - Continuous contexts

[ill
Nobody knows the answer but a good detective should be able to find the
'grammar crimes' in the past continuous:

Around three o'clock on the night of August 31st 1888, Polly Nichols was I
being followed through the dark streets and alleys of the East of London
by the legendary Jack the Ripper.
As Jack the Ripper was killing his first victim, the rest of London
The arrival of a
policeman
interrupted a thiers
IN CASE
OFF'''E
BReAK' G
... lA55
I
I

~
'I-:-J
was sleeping peacefully. In fact the police was patroling the street of attempt to rob a A 'Honestly, Constable, I
the murder, Buck's Row, half an hour before the body was found by two jeweller's shop. The
'@I
1 .... 1
market porters. They're examining the body to see if it was drunk or policeman arrived
dead, when they decided to look for a policeman. When Polly's body was when the thief was in at the
9 discovered, she wasn't wearing good quality clothes, so the police knew the middle of _I
10 they weren't looking for a thief. There was another mystery. Why she wasn't throwing a brick at
II living with her husband and children at the time of the murder nobody the window. lie alarm when
12 seemed to know. Around the time of the second and third murders, claimed the
I] both of which happened very early on Sunday 30th September 1888, jeweller's was not his
14 some people were sing and dance in the nearby streets. Was not the target. along.'
IS murderer killing for pleasure or he was killing for some other strange
16 and horrible reason! It is obvious that after three brutal murders, the
17 residents were becoming extremely frightened. In fact the Ripper was
18 being so vicious that after the fourth one most people wouldn't go out
19 late at night. Many people investigated the murders and one theory
20 was that Jack the Ripper was a member of the Royal Family.
21
22
Were hiding some of the evidence the police! That is also a theory
never completely forgotten.
The World divorce B always
record holder
until
In December 1978, 71 year old Glynn de Moss
Wolfe made plans to marry for the twenty-second twenty-second
Substitution table and last time. Till then he had made a habit of
divorcing his wives.
Past continuous , Eva.

Positive Last night I - - - r ___ about Jack the Ripper.

l
On a dark night in I B88 he - - - [ - - Polly Nichols through the
streets of London.
The police - - - p - - the streets thirty minutes before the murder. In rather difficult c me, Mr Smithers,
circumstances
Smithers's boss
Negative They --- ---
Negative contraction '- for a thief. inquired very w _ __
carefully and very 4
politely about a
Questions: certain office key_ whether _ __
Positive r___ 5
Why --- y-- about Jack the Ripper!
where you put
Negative Why the police 1___
--- for a thief?
Tag Jack the Ripper ~ ___ I the key to the office tea
--- for some strange reason, ---
Passive Polly --- --- [-- through the London streets. cupboard.'

120 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991

1:21
, 6 CONTI~·IUOUS CONTEXTS
In the USA a woman reported the theft
of her purse to the manager of a
department store. Back at home she
received a telephone call to say that she
could collect her purse as someone had
handed it in. However, burglars used the
time she was on her way to the store to
break into her house.
It was the middle of the afternoon in an
Australian summer. Henry Bourse was
in the process of doing some
underwater filming. After an hour of
filming he met a shark and lost his leg!
However, Henry was not in the least
worried and carried on with his work
Why?!
- b) Excuse me, I was wondering whether you could
The least
successful
target practice
One of the worst misses in milit-
ary history occurred during a
three week training session in
Portsmouth. The incident in-
volved a destroyer ship and its
crew and a tugboat.
27 CONTINUOUS COr'ITIII'X.
1 2.7 - Continuous continued
I
~ Write the uses of the past continuous in the correct places in the chart.
D While she _ __ emphasising very frequent action simultaneous actions action in progress for a period
3
department store,
4 action in progress around a point of time polite tentative request interrupted action
her _ _ _ .
Example sentence Use Timeline
I Excuse me, I was wondering whether
you could tell me where the key is.
2 At three he was filming underwater
E At three on a summer afternoon Henry Bourse
near Melbourne.
3 In 1947 the crew were training for
three weeks in Portsmouth.
4
4 I was aiming at the fire alarm when !
Melbourne.
you came along. i
,
5 He was always getting divorced until
After some time a shark suddenly bit off his leg and !
he met Eva.
!
6 While she was returning to the store,
'I
swam away with it. Henry continued filming.
thieves were burgling her hourse.
leg _ _ Another shark
6 7
rn:J Now draw the timelines for the sentences in the chart above.
other leg several years earlier.
10 [g Contrasting past continuous and past simple
a) Excuse me, I wonder whether you could tell me 4 a) I was aiming at the fire alarm when the police
where the key is. came along.
b) I aimed at the fire alarm when the police came
F In 1947 the crew of the destroyer, HMS Saintes
tell me where the key is.
i) Which word can replace whether!
along.
What happened first in a) and in b)? Did the police
ii) Which is more polite/tentative, a) or b)? interrupt him in a) or b)?
2 a) At three he was filming a shark underwater. 5
3 4 b) At three he filmed a shark underwater.
a) He was always having marital problems until he
met Eva.
Did he start filming before or at three 0 'clock in a), b) He always had marital problems until he met Eva.
Portsmouth. Their task was to fire at a
and in b)? Which has more emphasis, a) or b)?
3 a) In 1947 they trained for three weeks in 6 a) While she returned to the store, thieves burgled
target pulled by the tugboat, Buccaneer. They fired,
Portsmouth. her house.
b) In 1947 they were training for three weeks in b) While she was returning to the score, thieves
the target and _ _ _ the tugboat!
Portsmouth. were burgling her house.
7 B One of these tenses is frequently used to begin a story Which emphasises the duration of the actions, a)
or give the background to a story. Which tense? or b)?
© © 1·)·,
Longman Group UK Ltd 1991 Longman Group UK Ltd 1991 ~.)
~
__
'8__S_EA_S_A_G_A_________________________________________________________________ ~____~ ___________________________________________________________________'_8__S_EA_.C_,!,_,,_:'-,

2.8 - Sea saga: Part A Sea saga: Part B

Read the story and number the pictures in the correct sequence, Read the story and number the pictures in the correct sequence.

We had enjoyed four months of our cruise on the S.S.

It was a cold and windy morning in early Februarv
Southern Cross. It was seven o'clock on a cold and
1963 and we were enjoying a four month cruise on the
windy morning in February 1963 and we were
S.S. Southern Cross. We were about to cross the Bay
steaming across the Bay of Biscay en route for
of Biscay on our way to Southampton. It was seven
Southampton. I ran upstairs to the next deck where I
o'clock and I was running upstairs to the next deck,
saw the captain in his pyjamas heading for the bridge.
when the captain suddenly raced past me in his
Instead of sailing north, the ship was turning slowly
pyjamas making for the bridge. At the same time I
noticed that the ship was slowly turning around in o around in the diredion we had just come from. (Either
that or the coast of France was moving.) I was on my
the direction we had just corne from. (Either that or
way to the dining-room for breakfast but I decided to
the coast of France was moving.) I decided against
investigate the situation instead.
going on up to the dining-room for breakfast and went
The ship was now alive with activity. Alarm bells
instead to investigate.
were ringing and sailors were trying desperately to
The ship was now alive with activity. Alarm bells
lower a lifeboat. The boat jammed. They tried another
rang and the next minute sailors tried desperately to
lower a lifeboat. It jammed. They tried another but it
f o which started to descend but jammed as it was
nearing the water. This surprised me as they had only
jammed, too. This did not surprise me as they were
had one previous problem with the boats. By now
always having problems with the boats. By now
hundreds of passengers had crowded onto the decks,
hundreds of passengers had lined the decks like the
like the captain many of them still in their pyjamas.
captain many of them still in their pyjamas'.
As I watched, all around me there was a mixture of
I forced my way to the railings to get a better view.
fear and excitement. I forced my way to the railings to
A lifeboat had managed to get free and was on its wav
get a better view. A lifeboat had managed to get free
towards a figure in the water. Incredible though it -
and made its way to a figure in the water. The figare
was, the crew could hardly row! The figure in the
was now struggling for its life. The crew was rather
waves was now struggling for his life. All about me
slow and the figure drifted away from us faster than
there was a mixture of excitement and fear.
they could row. Then with horror I realised who the
The rowers had made slow progress due to their
figure was. I must have stayed on deck for over an
poor training and inexperience and the figure drifted
hour; I could not move for shock. Suddenly somebody
away faster than the crew could row. Then with
touched me on the shoulder. A calm but firm voice
horror I realised who it was, .. I must have stayed on
deck for over an hour; I couldn't move for shock. said, 'Mr Booth, we want to ask you one or two
Suddenly a hand touched my shoulder. A calm but questions in connection with the drowing of your
firm voice said, 'Excuse me, sir, but we were cabin mate.'
wondering whether you could help us with our
enquiries into the drowning of your cabin mate.'

True or False? True or false?

I The ship was in the middle of a four month cruise. True/False?
I The ship was in the middle of a four month cruise. True/False? 2 The ship was in the process of crossing the Bay of True/False?
2 The ship was in the process of crossing the Bay of True/False?
Biscay. Biscay.
3 The writer saw the captain on his way up the stairs. True/False?
3 The writer saw the captain on his way up the stairs, True/False?
4 First alarms rang and then sailors tried to lower a True/False?
4 First alarms rang and then sailors tried to lower a True/False?
boat into the water. boat into the water.
S The crew had had problems with the boats on several True/False?
S The crew had had problems with the boats on several True/False?
occasions. occasions.
6 The writer was asked very politely to help with True/False?
6 The writer was asked very politely to help with True/False?
enquiries into the drowning. enquiries into the drowning.

134 © Longman Group UK Ltd 1991 U:>

© Longman Group UK Ltd 1991
 210 PEt'J,.=·Lfr ',1-1<):
29 f..SSAr~l: PERFECT TE.t.. - IS IT r\ TH!t'JG OF THE PA.STI

2.9 - Assam: Perfect tea - Is it a thing of the past? 2.10 - Penalty shot: Sheet A

A I They had already

throw in the tea leaves
A2 Had been you
expecting the water
A3 They waited until
the tea had brewing
A4 They'd used old
tea leaves, they'd used
o
when they realised I to be so hot when for ten minutes stale water instead of
needed warming first. they poured it in? before somebody fresh, and they hadn't
poured it out. poured the w;ter from
the kettle as soon as it
had boiled - so of
B I I had been sleep
course the tea was
for a few minutes
undrinkable!
before I noticed the
hot water pouring in, Penalty shot
Goalkeeper Pierre Vannier was sure that he would not fioor window. InstInctively, he threw out hIS arms and
be re-selected for his local football team in Ferney, caught her.
B2 Why they had 83 Your tea had been near the French-Swiss border. He had made only one 'It was like saving a hard penalty shot,' said M
forgotten to warm the left for too long before 84 They'd not put 85 Why hadn't heen successful save that season. However, this was soon to Vannier. 'It was a shot I couldn't afford to miss,' he
pot before putting in they poured it out, enough leaves in, so made the tea change. added modestly.
the tea leaves? didn't it? the t~a was too weak, properly? Pierre had left home for a stroll at three in the after· For further news, Pierre and the young girl's shock·
noon on January 5th 1984. He had been out for only five ed parents had to wait until the ambulance arrived emd
minutes, when the opportunity for him to make the took her to hospital. Marie-Jeanne had nothing worse
Substitution tables save of his life presented itself. He had rounded the than a broken arm l For news of his place in the team,
corner into the Avenue des Alpes when he heard a Pierre had to wait for a week until his team manager
Past perfect simple child's screams. Looking up, he was just in time to see and trainer had discussed his selection. To his delight,
five-year-old Marie-Jeanne Musi falling from a fifth his place in the team was assured!
Positive 1_- ffi-- the tea before the water was hot enough, The Book of Narrow Escapes
Positive con traction --- rn:J Underline all the examples of the past perfect simple in the story.

Negative He ___ - - - w ___ the pot before he put in the tea leaves, Now answer these questions.
a) Do we know exactly when Pierre made his one 3 How tong after the start of his walk did he have the
Negative contraction --- successful save? chance to save the girl?
b) Did he make the save before or after the events in 4 Did he hear the child's screams before or after he turned
Question:
this story?
Positive Why --- y - - - m _ _ _ the tea before the water boiled? the corner?
c) Was the season finished?
Negative contraction --- y - - - m ___ 2 Do we know exactly when he left home for a walk?
Tag They m the tea before the water boiled, ?
Passive The tea ___ --- m ___ before the water boiled, ~ I action at an indefinite point of time I action/state through a period action at a definite time
Passive question Why ___ the tea ___ m ___ ?
Example sentence Use Timeline
Past perfect continuous
Positive She _ _ m___ tea for twenty years before Emma told her about I He had made only one successful
---
warming the pot. save that season.
Positive contraction ---
2 Pierre had left' home for a stroll at
Negative We ___ m___ tea in the afternoon until Emma came three in the afternoon on January
--- ---
to stay. 5th 1984.
Negative contraction --- 3 He had been out for only five
Question: minutes, when the opportunity for I
Positive How long ___ y___ - - - m ___ tea before Emma told you him to make the save of his life
about warming the pot? presented itself.

Negative Why _ _ y - - _ __ m ___ tea properly before Emma came True/False?

to stay? The Past Perfect Simple is used to show clearly that an action or
situation happened before another action in the past.
Tag We ___ - - - m ___ tea for twenty years before Emma told us about
warming the POt, ___ - - - ? [Q] Now draw timelines for the three sentences above in the chart.

I ~I
,)~

© Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991

126
 2 10 PENALTY SHOT
2.1 I ROMEO. ROMEO. OHHH

Penalty shot: Sheet B 2.11 - Romeo, Romeo, ohhh ...

[I] Comparing the past simple and the past perfect simple
Here are some statements in the past simple about the story of 'Penalty shot'.
Are they True, False, or is there No Informacion given in the story?
I Pierre Vannier saved only one goal in the 1984 football season.
True/False/No information?
2 Pierre went out for a walk at three pm on January 5th 1984.
True/False/No information?
1 Pierre strolled about for five minutes when he heard the girl's screams.
True/False/No information?
4 Pierre turned the corner when he heard the screams.
True/False/No information?
PUt a tick (V) if these statements are correct or a cross (x) if they are incorrect.
a) The past simple can always be used instead of the past perfect simple without changing the meaning.
b) The past simple can sometimes be used instead of the past perfect simple without changing the meaning.
c) The past simple used instead of the past perfect simple changes the meaning of a sentence with when.

[£] Summary table

Put a tick (V) in the appropriate column if the statement is true of the example sentences It was Kenneth Burke's second wedding day. His new
and a cross (X) if it is not true.
girlfriend, Diana made him wait two years before agreeing
to be his second wife.
'Age before beauty': Past perfect simple before past simple
If there are two actions in the past, the past perfect simple can be used for the first action in the sequence. They were married at the church at eleven and the .
weddino- reception was at twelve in their sixth floor flat In
r-
Philadelphia, USA. They were having photographs taken
with their "uests and went out onto the balcony. They
'There is no smoke without fire': There is no past perfect simple without a past simple
When a verb is in the past perfect simple, there will always be another verb linked with it in the
posed for: group photograph and immediately after the
pastsimple in the same time period and in the same text (although not necessarily in the same sentence). camera flash, the groom lost his balance. He grabbed hold of
his bride and sent them both toppling to the ground below.
r-- Their guests watched in horror and waited for the couple ~o
reach the ground. The newlyweds landed on a patch of raIn-
'A rose by any other name smells as sweet': The past simple can sometimes be used in
place of the past perfect simple without a change of meaning.
softened grass and lived - hopefully happily ever after!

~ y 'V
Pierre had saved only one goal that season. However, this was soon to change.

Pierre had left home for a stroll at three ... he heard screams.

Pierre had strolled about for five minutes when he heard screams.

He had turned the corner when he heard screams..

128
© Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 1~\1
12_.1_2_FLA_SH_B_~._CK_.------------------------------------111 ; •• j :, 7 : { ~ i, • • L

2.12 - Flashback 2.13 - The perfect detective

The least alert burglar
Who shot Lord Michael Chornley?
Lord Chomley was shot at about eleven pm at his country house one fateful night
in July.
Lord and Lady Chomley had sat down to dine with eleven guests at nine. About
tWO hours later shots were heard and Lord Chomley's body was discovered in the
A B c library. Some guests had already left by this time.
then/ sit/ Detective Inspector Peter Piers-Simple, known as 'The perfect detective', was
lie down
called to the scene and ordered that any guest who had left the house should be
feel/hungry eat/dinner brought back for questioning. Piers-Simple soon realised that five of the guests had
plotted the murder together. The five were so nervous that they contradicted
themselves. Here are some extracts from what the Chomleys' guests said when
interviewed. Read what they said and find the five guilty parties.
D D D
D E F
Sir John Hall The murder happened after I
Lord Chomley was shot ~adY Isobel Bart
before I left ... Lord Chomley
break in/house/ find/favourite cheese/ fall asleep left ... The murder happened had been murdered before I
after I'd left the house. left for home.
Lachelle/France/ three bottles/
Andrew Rich. the
Chomleys'
1964 champagne/fridge
I heard three shots although I neighbour
Lady Chomley My husband shot himself
because I left in a terrible left at eleven .... I heard three
temper. ... He shot himself shots although I'd left at
D D D because I'd walked olt in a eleven.
terrible temper.

Elena Ricnby
The shooting took place as
G H The murder happened when soon as I left ... The shots
Lord Aston
I'd left ... The murder was were fired as soon as I'd left.
feel sleepy morning/arrested/ cornmitted when I left Lord
Chomley's house.
upstairs/spare bedroom
The murder happened at Frederick Baker
The terrible act had happened around eleven, so I left. I
The Duchess of
Crewe when I left ... The murder couldn't bear to stay in the
Connectors happened at eleven, when I house ... The murder had
Flashback I: E D A B H G C F happened at around eleven,
Use only and, but. left ...
so I left.
Flashback 2: B D A E H G C F
Do nor use rhese connectors:
after before when Prince John The murder happened at
Obviously sornebody Lieutenant Tenant
Flashback 3: G B C F H D A E eleven. I left and drove home
... The murder happened at murdered Lord Cham ley once
eleven. I'd left and driven I left the house .... Obviously
home. somebody murdered Lord
Chomley once I'd left the
house.

Sheila Baker The murder took place at

eleven but I left; I was drunk, He was shot at eleven and I Colonel Kernel
you see ... The murder left. I felt terrible ... He died
happened at eleven but I'd at eleven and I'd left. I was
left; I was blind drunk. feeling awful.

130 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991

 4
~ 14 j"j·JT/.P,CTlCA OUTSIDE. ATLANTIS INSU)t
2.13 THE PEP.FECT DETECTIVe

Summary: Connectors and the past simple

2.14 - Antarctica outside, Atlantis inside
I had just been thinking about the terrible winter of 1987, when I saw this advertisement:
A Some connectors are logical and so show sequence clearly.
Read the testimonies and list these seven connectors below: ~

3 ______________________
Antarctica outside
2 _ _ _ _ _ _ _ _ __
Atlantis inside
6 _ _ _ _ _ _ _ _ __ The stranger lurked in the doorway of the empty
5 _ _ _ _ _ _ _ _ _ __
4 ________________ house. Waiting.

The night of January 12, 1987 was one of the col-

7 ____________________ dest in living memory.
Jerry Hibert of East Sheen had been working
late in his animation studio and it was 10.30 before
he got home. In fact, he had been staying late at
After these connectors:
True/False? work for weeks.
a) both the past perfect simple and the past simple can be used. But the sight that greeted him on this particular
True/False? night when he arrived home was enough to make
b) the past perfect simple changes the sequence.
True/False? anyone animated. A mains pipe in the attic had
c) the past perfect simple emphasises which action happened first. burst and water had been cascading through his
house since lunchtime.
Icicles five feet long hung from the roof; the
walls were coated in sheets of ice.
But if it was Antarctica outside, it was Atlantis
B Some connectors do not show sequence clearly. inside.
Read the testimonies and list these three connectors below: Water poured down the walls and streamed from
the ceiling. Pictures and lamps had been swept
2 _ _ _ _ _ _ _ _ __ 3 _ _ _ _ _ _ _ _ _ _ __ aside; furniture and carpets were soaked.
And the dining-room ceiling was now on the din-
ing-room floor.
By the time an emergency plumber had arrived
After these connectors: and turned off the mains, Jerry Hibert had had
True/False?
a) both the past perfect simple and the past simple can be used.
True/False?
b) the past perfect simple changes the sequence.
a) The writer thought about the winter of 1987.
b) The writer saw the article.
c) Jerry started work.
d) Jerry finished work.
e) Jerry arrived home.
f) The clock struck half past ten.
g) The pipe burst.
h) The water started pouring through the house.
i) The water stopped.
j) It started to snow.
k) It stopped snowing.
I) Jerry started waiting for a change in the weather.
m) Jerry called his insurance company.
n) Jerry arrived home.
0) The insurance man arrived at Jerry's house.
p) Jerry started the habit of working late.
© Longman Group UK Ltd 1991 Ii') Longman Group UK Ltd 1991
132
~
\':jlP.-*~~~ . . ~
enough. He locked up his sodden home and went
to stay with friends.
But while he was settling between the sheets,
London was settling under a blanket.
Of snow. So much snow that by morning the city
had virtually ground to a halt.
It had been snowing for about twelve hours be-
fore he decided to call his insurance company. They
said they would send someone as soon as possible.
After saying goodbye to his friends, Mr Hibert
set out on the cold journey home.
He wasn't the first to arrive.
Waiting in the doorway was a stranger. The man
from Commercial Union.
Because at Commercial Union we don't like to
keep our clients waiting. Ever.
We won't make a drama out of a crisis.
0 Note:
0 I = the event most
0 distant in the
past
0
0 16 = the most recent
event
0
0
0
0
0
0
0
0
0
0
0
 4
2 15 PP.~CTICE "lAKES PERFECT ! 2. j 7 t'-lA.N-EA TING SH..'d'"

2.1 5 - Practice makes perfect 2.17 - Man-eating shark

o Help out this student with the questions about h
to the examples in the text in the .
.
. t. e past perfect continUOus. Refer

o
previous activity (2.14) to help you.

~
Right!
Wrong!
Or what
'1,,/v, is the
answer?
z·

How many different uses of this tense are there?

2
Is it used to talk about a finished or an
unfinished activity?
M finished activity. )
~ Can it be used to talk about a habit? )
4
( o f course not. )
But isn't this sentence possible: 'I'd been eating
a big breakfast for months when my wife
suggested dieting.'? ~rm, perhaps it is. )
<;======d
And what about: 'I'd been eating a really big
breakfast when my wife suggested a diet. '? r1 think it sounds alright ... )
How are they different, then?

5
(rhey mean the same. )
Can the past perfect continuous be used alone
without another past tense related to it?
(ves, of course. )
So, can w~ say, 'Yesterday it had been raining
but today It /s dry.'?
======1. (ves, I think so. )
Is this correct? 'Yesterday it'd been snowing
but today it rained.'
6
(ves! )
Is the ~ense used to talk about an action at an
indefinite or a definite time in the past? (soth are possible! )
Write the uses of the Past Perfect Continuous in the table. ~ rc Complete time lines for them.
action completed shortly before another I action extending over a past period Rescued after drifting for llS days in a rubber raft in the middle of the Pacific,
Mr Maurice Bailey and his wife could not believe their luck. How they stayed
action repeated in a past period
alive was a miracle.
Small sharks, about three feet long, kept swimming up and pushing against
Example sentence _ Use Timeline
the raft. His wife pulled them out by their tails and Maurice wrapped a cloth
around their heads until they suffocated. Then they ate them.
a) I had just been thinking about The Baileys had sailed from Southampton in June 1972 in their 31ft yacht,
the terrible winter of 1987 Aurelyn, bound for New Zealand. One day, halfway between Mexico and the
when I saw this advertisement.
I Galapagos Islands, their lunch was scarcely cleared away when the boat was hit
b) He had been staying late at by a whale. They watched the water pour into the yacht for an hour before
work for weeks. taking to their raft.
They were picked up by a Korean trawler four months later, remarkably fit on
c) Water had been cascading
through his house since lunchtime. a diet of rainwater, raw shark meat, seagulls and the occasional turtle they
caught along the way.
13-l © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991

2
 4
2 18 UNION JACKS

2.18 - Union Jacks 2.19 - Story swop

Which flags contain mistakes in the use of past tenses!
The car W:ls a) He drove his Ford
at Sixty mph when he
accelerating up the hill
had his facal accident.
but nobody was sitting
in the driver's seat, b) She was driving her
when I suddenly Ford at Sixty kph when
she had her fatal
realised that in Great
accident.
Britain the passenger
always drives, Who was the faster
driver and who did the
impossible?
© The
A Girl had bullet in her scalp
For three months Sarah Hamilton had been walking
around with a bullet in her head, thinking it was a
sore.
Sarah, aged ten, of Ward End, Birmingham, was
walking with a friend to a fish and chip shop in July
when she felt a sharp pain on the crown of her head.
She thought she had been hit by a stone and, two
days later, she saw a doctor who gave her ointment
for the 'sore'.
But yesterday, as her brother, Paul, aged eighteen,
washed her hair he saw a piece of metal sticking out
of her head.
She was taken to a Birmingham hospital where
doctors removed the bullet.
Police are trying to find who fired the .22 bullet.
After doctors had removed the missile, she said:
'Everyone has told me I've been very lucky.'
The Times (10.10.86)
Times 10.10.86
I
B Getting the wind up
T wenty-nine-year-old New Yorker Elvita Adams had
been feeling extremely depressed for some time.
She had decided to end it all and had taken the }j't to
the observation tower on the eighty-sixth floor of
the Empire State BUilding. While she was standing
looking out over the New York skyline, she
suddenly flung herself from the tower with a
piercing scream.
Seconds later, she was more or less back where
she had started - a freak draught of air had plucked
her from certain death. The thirty mile an hour gust
had whipped her back up the face of the 1,472 foot
high skyscraper and dropped her on the thirty inch
wide concrete ledge on the eighty-fifth floor.
Hearing her moans, security guard, Frank Clork
opened the window and pulled her to safety inside.
Elvita who escaped with minor injuries and bruises
said: 'I guess the good Lord didn't mean me to die
just yet.'
The Book of Narrow Escapes (adapted)

/,
I'd bought the best
King Edwards potatoes,
washed them, peeled
them, boiled them for
twenty minutes and
l
I had been expecting a
call for ages. Leslie and
Lesley had finally been
ringing me at eight to
invite me to their C Head case o The worst bank robbers I

mashed them when I wedding. It was to be a Mr Kenneth English, a salesman from Florida, USA, In August 1975, three men were entering a bank.
found out she ate only traditional affair so I had been feeling depressed for some time. He had when they got stuck in the revolving doors and had
/rice. had to buy one of bought a gun and booked into a motel. to be helped free by the staff.
those large ,;,h:::;ats=-._-"'-':>= On his first evening in the motel, while he was They had been on their way to rob the Royal
sitting in his room. he made a sudden decision. He Bank of Scotland at Rothesay. They thanked
I had waited until the took out the gun he had purchased and shot himself everyone for their help and left.
a) I went to the bar . 'Morning, Sir Reginald. in the head three times. A few minutes later they returned and announced
weather man gave the
and Andrew ordered a I'd seen you yesterday When he had woken up several hours later. he their intention of robbing the bank but nobody
temperature as 68
pint. morning in your Rolls decided to go home. He explained away his bloodied believed them. First they demanded £5,000 but the
degrees Fahrenheit
b) I went to the bar and you were driving head by telling his wife that he had been in a fight. head cashier only laughed at them, thinking it was a
before I said that
and John had ordered a on the wrong side of Then he went off to bed. joke. The gang leader reduced his demand to £500,
nobody except the
litre. the road.' 'But my The follOWing morning, Mrs English drove her then to £50 and finally to 50 pence. Then one of the
British used Fahrenheit
Who ordered firsc and dear Luigi, in England husband to hospital. There doctors discovered that men jumped over the counter and hurt his ankle,
and 20 degrees C was
who ordered more? the left is the right side all three bullets had passed clean through his head. while the other two got stuck in the doors again
the real temperature.
of the road.' They patched up the holes and sent him home with trying to make a getaway.
orders to rest.
The Book of Heroic Failures (adapted)
Police later found all three bullets embedded in a
Waiter! You've wall in Mr English's motel room and charged him
brought me tea with a The last time I was in
with criminal damage.
slice of lemon instead England I didn't try to
of milk. And what's balance peas on the The Book of Narrow Escapes (adapted)
that fly in my cup! It back of my fork. I've
must be English - it tried it on a previous
visit. I'm surprised the
had fallen in because it
had a heart attack English don't starve to
1 death.

[;36 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 } "-
."
 J I HOW SlJ'lPLE IS THE fUTUHE SIr'IPLE>
T 32 FUr!rJr i '

3.1 - How simple is the future simple? 3.2 - Funny future

A Predictions
Write the verb form(s) used for the future in the box.

L_______________________________ ~
A: What's the forecast?
B: The papers say it'll rain but the TV says it's going
to be dry.
A: Hey! Forget the forecast, look at those clouds.
Let's run for cover, it's going to rain.
B: Typical! In England it only rains between the
1UU STORY-Pages 4, 5. 6 and I:fntre Pages showers.
a) will can be used for prediction True/False?
b) going co can be used for prediction True/False?
c) will can be used for something we can True/False?
see now which is certain to happen
d) going to can be used for something we True/False?
can see now which is certain to happen
will has many uses. In these examples is it used:

• to give an opinion? o
Shall and will I lintilJIy,;l'lr rull"\\'illg 1111' traditional 81/.([/I/lI'ill 2 A: Who do you think'il win the match?
• to make a spontaneous decision? o
Will is used with all persons but shall can be
rule,; ill writillg and ill r"J'iJJilI speech; and not
using thl' di';lillc(i'JlI ill "wryday conversatiun,
B: Scandinavia.
A: What's your best subject- football or geography?
• to state a fact? o
used as an alternative with I and we in pure when' I dUI!'llhink I I'wr 11,;t' anything other
future reference. You mean Sweden. I'm sorry but they're going to
than //'ill or 'II. lose.
Uavid ('ry,;tal EII.<I/ish Tr)(/rr.,IJ Nu, 5 B: Look! There's no one defending the goal ... !
Negative Sweden are going to win!
A: Don't be crazy! That's their own goal.
Will not contracts to 'II not or won't; shall
not contracts to shan't. ... Negative statements and questions are also
more common with won't than shan't, e.g.
In AmE shan't is rare and shall with a future We won't be able to come tomorrow . .. B Decisions
reference is unusual.
The 'classical' or 'simple' form of the Write the verb form(s) used for the future in the box.
Longman English Grammar L G. Alexander future is usually given as;

shall you, he. she, will Which of these decisions:

Will against shall in future tenses
The question of which to use is not an important
one, Apart from the fact that they are often
we it, they

The differences in meaning between t/we

I A:
B:
A:
I'm seeing the dentist later.
Really!
Yes, I'm having some wisdom teeth put in.
a) have already been made?
b) are being made now?
contracted and therefore indistinguishable, it is shall and t/we will are no longer clear, partly B: Is that your worst joke? will has many uses. In Example 3 is it used:
seldom incorrect to use will with all persons (1,
\I'e as well as she . .1'011, etc.),
because we now use the short form -'II for
both, and partly because usage is different in
• to give an opinion? o
Grammur ill Context Hugh Gethin different parts of the English speaking world
2 Yes, I'm going to
• to make a spontaneous decision? o
(e,g. many Americans only use will).
Cassell's Students' Eng/ish Grammar
explore the other
side of the
• to state a fact? o
Jake Allsop

I There are two auxiliaries to form the future simple.

2 The auxiliaries contract in the same way in positive sentences. True/False?
Tru.yFalse?
3 There is only one contracted form of the future simple in the negative.
True/False?
4 The British commonly use only one form of the future simple in negative contractions, Tru.yFalse?
5 A distinction is always made between t/we and you, he, she, it, they with the future simple in spoken True/False? 3 WAITER.: Can I take your order now?
British English. CUSTOMER: Yes, I'm going to have ice cream. No, hang
6 A distinction used to be made between /, we and you, he, she, it, they but it is disappearing, especially Tru.yFalse? on a minute, I'll have apple pie without
in English speaking countries outside England. cream, please.
7 In British English there is still a tendency to use the old t/we and you, he. she, it, they rules in formal Tru.yFalse? WAITER: Sorry, sir. We don't serve it with cream.
writing and speech, We only serve it without.
a Which popular newspaper has the 'correct' headline, The Scar or The Sun?
1:38 (9 Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991
 12 FUNNY FUTURE

C Will
T
5
will has many uses. In these examples, is it used:
This is the nine o'clock news. According to a White
House spokesman, next week the superpowers will • to give an opinion?
o NEW lONDON
Orenl Lane, WG2B 5PW
The ANDREW LLOYD WEBBER
T.S. ELIOT
I
When /does this evening's
have more talks about future talks for a meeting to performance start?
talk about discussing future talks. • to make a spontaneous decision?
o Mao relerence 83
Box Office (GG) 405 00721404 4079
International Award Winning Musical
• to state a fact?
o Groups 930 61231405 1567 Cats
Booking to September. Some seats available
2 'He'll be a year for eve perfs and Tues mats from June
old at Easter.' Singles available from May
Mon·Sal al 7.45. Mats Tues and Sal al 300
Prices: £7.00-£25.00
Eve perf ends appro.< al t 0.30

D look it up Our hovercraft Igetsl in at

17.45 this evening
THE BOER WAR 2

In 1999 South Africa/celebrates/the RAMADAN

centenary of The Boer War.
This year Ramadan, the holy
month of the Muslim calendar
3 Istartsl in July. As they have ~
lunar calendar, the months are at Departure
Days
Flight
No.
Dep.
Amiens
Arr.
Dover
Hov'port
Dep.
Dover
Arr
London
Victoria
AIiIIOWS<lJt!tocal
Trwtllne In France
IS one hour ahead
(
Kenya/ different times each year.
01105/90 to
29/09190
Daily
Daily
824 2009 0854 1000 1112 1205 1145 1240 1406
01 Ihalm the UK
except belween30
Sept and 27 Vet
when limes are the

Tanzania
835 2017 1121 1233 1340 1405 1345 1455' 1624' same

4 Daily 846 2023 1312 1422 1530 1605 1545 1655' 1824' ilInk HotidFjl in
Daily 861 2029 1620 1730 1845 1905 1845 1940' 2106'
r.~~~~'1e$

Safari Lake Lucerne

27 August

30/09/90 to Daily 824 2009

Bar*: Holidlys in
0854 1000 1112 1205 1245 1340 1506 Fn"""
1, B, 24 May:
27/10190 Daily 835 2017 1121 1233 1340 1405
Days 3 to 6 At leisure in Liitzelau 1445 1555 1724 4June:
t.J July.
with included excursions. There Daily 851 2025 1417
DAY2 1524 1840 1705 1745 1840 2006 IS Augusl
are plenty of excursions planned
AMBOSELI for your enjoyment. There's on
Our Safari Ibeginslby driving south included excursion to Interlaken
through Ihe towering mountains of 7
to Amboseli National Park. This
park at the foot of Mount the Bernese Oberland by glittering ROYAL ENGAGEMENTS
lokes to the Brunig Pass - it was
Kilimanjaro is home to near here at Reichenbach Falls The Queen, accompanied by The Duke of Edinburgh,lattenuslthe Maundy Service in
Wilde beast, Zebra and Antelope that Dr. Moriarty flung Sherlock Birmingham Cathedral, and Idistributesl the Royal Maundy during the service; /lunches I
with their attendant predators. Holmes to his presumed death! with the Lord Mayor of Birmingham at the Council House; and, loter,lopenslthe New \
Lunch is followed by a game /You return/by Brienz, home of Halls development of the National Exhibition Centre, Birmingham. <
Swiss woodcarving. You will also
I 'The Independent' <
drive. Dinner and overnight at '....-.-......~~-~~~
have a full day in Lucerne.
Amboseli Lodge. Optional excursions include a
coble cor ride to 10,000 ft. up Sort these [e~t5
three categories:
into I
. x y z
Mt. Ti.tlis, a Irip to Lake Lugano, a
mountain excursion to three
dramatic posses and a Swiss
folklore evening. L -______________- L______________ ~ _________________

Can you work out what X, Y and Z stand for?

l-lll
ID Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991 I-II
 J2 FU~JNY FUTURE
1 J IOURNALIST OF THi

Summary tables 3.3 - Journalist of the future

decisions already made future as fact prediction: certain to happen
Uses I future as fact decision already made spontaneous decision prediction
I
spontaneous decisions
Verb forms I going to present simple future simple present continuous J
Table I

Exampfe sentence LE MONDE PRAVDA

Verb (orm Use
CHUNNEL NEXT STEP SOVIET-AMERICAN TALKS
I The paper says it'II rain.

2 The TV says it's going to rain. Use Use

Verb form Verb Form
3 There's no one defending the goal.
Sweden is going to win.

4 I'm seeing the dentist later.

5 I'm going to explore the other side of

the island.

6 No. hang on a minute. I'll have apple

pie.
FOLHA DE SAO PAOLO THE INDIAN TIMES
7 The superpowers will have more
talks about fut.lJre talks ... PRESIDENT'S TERM IS UP FILMSTAR'S FUTURE

8 This year Ramadan starts in July.

Use Use
Verb form Verb form

·f .................................................... ..........
Table 2

Verb (arm Uses .......... ..................................................

said Soria. fndia 5 cop actress.

I will

2 going to ALAHRAM THE TIMES

BEIRUT AIRPORT TO REOPEN TODAY'S WEATHER

3 present continuous
Use Use
Verb (orm Verb form
4 present simple

a) There is only one verb form used to talk about the future
b) The verb form you choose depends on how you want to see the future.

142 ©
True/False?
True/False?

Longman Group UK Ltd 1991

~----L-
© Longman Group UK Ltd 1991
_ _

I-J:l
II
J.4 DOUBLE DATE

3.4 - Double date Double date 2

Bill Henrietta Bill Henrietta

Wednesday Wednesday Wednesday Wednesday

12 12 12 12
6 3 6 3
7 6 7 6
8 7 8 7
II 9 II 9
10 10

Tom Edward Tom Edward

Wednesday Wednesday Wednesday Wednesday

12 l.u.nch - Edward (uno::mf: .... med) 12 12

5 sg.u=h (-to bea ........""'~ed)
6 Ma~ -+- -tlenrietta .at: cinema
7 ri'Jg Bill
8 .J~i.n..s canCelled
10 Ov~r.seas =11 from USA expect=!
3 5
6 6
8 7
10 8
10

Bill Henrietta Bill Henrietta

Wednesday Wednesday Wednesday Wednesday

12 12 buuint!.J<j Mutch 12 I...LLnch - no p\an'5 . 12

6 3 Call T0>11. 6 c:o\'(:ee ~\fu -\\enne\\-a. 3
7 6 Bitt af J'edflUlranf 7 ",'c.I<:. \l.? p\o.f\ts &orn nurser~ 6
8 7 dtftl1er Wr:Ut MUM1 CU1d dad 8 S~per :reo.n -\ A.-'<hur 7
II 9 hcurdJ'eMe·t:</ - dye Jt.cur II d.oc:u.-ne.n\:D..r~ an ,V 9
10 /{JaJl( dog 10

Tom Edward Tom Edward

Wednesday We.dnesday Wednesday Wednesday

12 12 12 12
5 3 5 3
6 6 6 6
7 8 7 8
8 10 8 10
10 10

144 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991

 ;·:jr( H.I(j

3.5 - Anyone for cricket?

l 3.6 - Who will be dancing in the streets?
j 0 WHO WILL BE DANCING IN THE STPL' T·.'

People will be wearing tropical 2 Do you know will the police be dancing
costumes and strange masks and men in the streets when they are on duty
will be dressing up as women. over the last weekend of August?

3 Won't they be dancing to reggae music 4 Once again they will be celebrate this
annual event in the streets.
as well?

5 The poor will imitating the rich and the 6 The police will be being searched by
royals. the public for drugs and weapons.

7 Will not the steelbands be playing their 8 Nobody will be working until Tuesday,
famous pan music? isn't it?

Steel band instruments

There are four main types of pan
instruments:
.--==:--.... 9 Will be coming one million people to

g
(&~. ~) see it, like last year?
~'
CURIOUS
VISITOR: (9) Well, a little bit. It's confusing with bats and ~ ~-.
VISITOR: (I) How do you play cricket? wickets and bowling. Why do they bowl the 10 As usual it'll be dramatising social ami
CRICKET
FAN: (2) I'll try to explain it to you:
You have two sides, one out in the field and one
FAN:
ball? Throwing it would be easier.
(I O) Don't worry, we're leaving at six.
--.
--~
.

i) Bass
-~:"

-
political events.

VISITOR: (I I) At six! How long does a cricket match last?

in. Each man that's in the side that's in goes out FAN: (12) Up to five days.
and when he's out he comes in and the next VISITOR: (I 3) You mean the match'lI continue for
man goes in until he's out. When they're all out, 11 We shan't be going to bed for
another four days?!
the side that's out comes in and the side that's forty-eight hours.
FAN: (14) Yes, if the weather stays fine. iv} Ping-pong
been in goes out and tries to get those coming VISITOR: (IS) What's the forecast?
in out. Sometimes you get players still in and FAN: (16) It rains tomorrow.
not out. When both sides have been in and out VISITOR: (17) I think you'll have to explain a lot more
including the not outs, that's the end of the before I understand anything about cricket.
game. (18) Don't worry, I explain it to you when they
VISITOR: (3) Listen, let's go and see a match. Then I
FAN: Substitution table
have afternoon tea.
understand it better. VISITOR: (19) Are they going to have afternoon tea! Oh, Europe's biggest street festival
how English! Hey, the bowler has hit the wicket.
At the match FAN: (20) That's the whole idea. He probably does it
· Nott'lng Hill (J'ust north of Hyde
Next wee ken d In .
Park) about one million people.
again soon. But as it's now teatime, I'll tell you many of them from London's Caribbean community, .' .
""1: (4) First you should know that there are two what happens from the beginning. CE>--- Carnival, or Mas as it's called In Trinidad, the
teams, each with eleven players. VISITOR: (21) You mean you are explaining the game to Positive
country of its origin.
V;',ITOR: (S) Hey, the man with the stick isn't playing me again?! Well, firstly, I'll tell you what 'II Positive contraction They _ _ - -
very well, is he? happen in a minute. See those dark clouds - it's
'·.OJ: (6) You mean the batsman - and it's a bat, not a raining very soon. When's the next match? Negative The police --- ta - - - their duties seriously unless of course
stick. But you're right, I think he's making a FAN: (22) It starts in two weeks. There are five ta ___ crimes are committed.
mistake in a minute, the ball is hitting his wicket Negative contraction
altogether.
and then he'll be out. VISITOR: (23) It sounds like a war rather than a sport.
"SlTOR: (7) What are the wickets? Positive question they _ _- da _ __ in the streets with the public?
"'N: (8) The three pieces of wood the batsman must
defend. Hey, you're not bored, are you? Negative question they _ _ _ d , , -
...
I·lli
_-------------------
© Longman Group UK Ltd 1991
L:=====::::====--------------l-li
~_J _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _© _
Longman Group UK Ltd 1991
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. . .
 J 7 GILBEPT
3.7 - Gilbert
KINGSTON, JAMAICA
NEWS FLASH
The Office of Disaster Preparedness has just issued
the following warning: Hurricane Gilbert is
approaching Jamaica and is reported to be one of
the worst hurricanes this century. Everybody is
advised not to leave their homes and to board up
all windows. We'll be reporting on Gilbert's
progress in a special programme between 10.00 and
10.30 later tonight.
NEWSFLASH
The latest forecast says Gilbert will be reaching
the Jamaican coast at 3 am. As most people will be
sleeping when it hits the island, they are advised
to cover all windows, to secure any possessions
outdoors before going to bed, and not to go outside
at any time during the storm.
We now go over to the Met Office for the background
story on Gilbert. Well, as the hurricane passes
over, winds will gust up to an incredible 266kph.
However, as the eye of the storm approaches, the
sky will brighten and the wind will drop for an
hour before the other half of the storm hits land.
Why is it that Jamaica and the Caribbean region
are the victims of hurricanes whereas many other
parts of the world escape such disasters? Well, .
there are six regions in the world where hurricanes
develop and these are restricted to tropical ocean
areas. So it seems Jamaica will always be having
cyclones and hurricanes.
I-IS
1
3.8 - Caribbean future
I
Is the report regarded as a
period or poine of time?
2 Is the arrival of the hurricane seen
as an action in progress in the
future?
3 Are most people expected to go to
sleep before or after Gilbert
arrives?
4 Is the future incidence of hurricanes
seen as likely to be frequent or
extremely frequent?
© Longman Group UK Ltd 1991
interrupted action emphasising very frequent action
18 CAP-IBBEN I;' . ,";
action at/around a point of time action through a period
Use Timeline
Example sentence
I We'll be reporting on Gilbert's
progress in a special programme
between ten and ten thirty later
tonight.
2 Gilbert will be reaching the Jamaican
coast at three a.m.
3 Most people will be sleeping when it
hits the island.
4 Jamaica will always be having
cyclones and hurricanes.
When a speaker chooses the future continuous to describe an action. It IS because they see It In pro gress. True False?
Contrasting future simple and future continuous
a) We'II be reporting on Gilbert's progress from ten to ten thirty.
b) We'll report on Gilbert's progress from ten to ten thirty.
i) a) and b) have the same meaning objectively. True/False? d d' [' e
ii) In which sentence does the announcer see the programme exten e In 1m .l
2 a) Gilbert will be reaching the Jamaican coast at three a.m.
b) Gilbert will reach the Jamaican coast at three a.m.
Does the speaker see a) or b) as an action in progress?
a) Most people will be sleeping when it hits the island.
3
b) Most people will sleep when It hits the Island.
Which situation is extremely unlikely?
4 a) Jamaica will always be having cyclones and hurricanes.
b) Jamaica will always have cyclones and hUrricanes.
Which report emphasises the high incidence of cyclones and hurricanes?
II!I
© Longman Group UK Ltd 1991
 39 SIEST~
;-Hl~ l'fYH:CT FUTURE FOR THE K.4f'lG/·i": ,

39 0 - S'lest a 3.10 - The perfect future for the kangaroo?

G
I How will I recognise you at
the station?
one million
2 Whatever you do, don't
spectators/when The shooting continues
shuttle launch
come at six this evening!
1770: 'What is it?' said one of the first
3 What about the altitude
during the night? English visitors to an Australian
Aborigine (who had never heard
4 I've won £ I ,OOO,OOO! English spoken before), when he saw
underground
shelter 5 The number one tennis seed Wimbledon 5 a strange animal, 'Kangaroo?' was the
has withdrawn from the answer, which of course means,
tournament. 'What did you say?' in the native
language. The Englishman thought it
6 Could you drop in a little
later than eleven am.? was the name of the animal. The
10 mistake has never been corrected,

c=:J
7 I wouldn't ring our Spanish but things have changed a lot since
a carnation branch immediately after
in my jacket lunch! that day,

8 And now we go over to our 1997: By the end of this year the 3,100 professional kangaroo shooters in
correspondent in America
for a live broadcast.
Australia will have shoot dead another three million kangaroos, In recent
15 years population estimates have varied from twenty to sixty million animals,
9 My neighbour has hit another which means there are, at the moment, more kangaroos than people - the
lamp post!

E
transcendental population of Australia is fifteen million. But how long will this last?
meditation 10 What if they drop a nuclear Many non-professionals will also have be shooting kangaroos illegally,
bomb?
So the unofficial number that will has be shot will be much higher
20 than the annual figure of three million,
Australia has forty-seven species of kangaroo, but many fear that in a short
time, three of them, the Big Red, the Eastern Grey, and the Western
Grey will died out. Of the millions shot, how many 'II 've been hit but
15,000 metres
money problems not killed? The cruelty and suffering is on a terrible scale,
25 By 1997 the Europeans will have only lived in Australia for just over
L two hundred years - the first settlement was in 1788, How many
thousands of years will have been living there the kangaroo?
Why so many people will once again have been ignore this annual
massacre for the whole year is difficult to understand, Many dogs
30 will probably have eaten kilos of kangaroo meat by the end of this
year, hasn't it? Don't people know that most countries buy kangaroo
meat for pet food?
By the end of the year many joeys (baby kangaroos) won't have found
their parents because they will have disappeared and their skin will
35 have been made into purses, rugs, toys, coats, and endless souvenirs,
How many more kangaroos must die before the shooting stops?

15U
© Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991
 3.10 THE PERFECT FUTURE FOR THE KANGAROO I
3 II 2001 f\NO THE 070r Jt S:lli"

Substitution table
3.1 I - 200 I and the ozone story
Future perfect simple
Mini-texts Projected US skin cancers
Positive 180,---,-----,-----,,-----,---,------,
the y _ _ S
_
Positive contraction another three million kangaroos.

!
~ 1441---t-----t-----t----c:
Negative By the end of the year --- u.J
the shooting U
Negative contraction st _ __ Z 1081---+---+----+-
~
U
Positive question Z )2~-~--_+--7f--~-~+
Negative question the kangaroo - _ _ ~ extinct by 2000! :><:
(fJ

Passive l;.') (~\@)// 361---+--:7"

Passive question
By the end of the year three million _ _ _ _ _ _ _ __ s___ .
~lQ)u®
- - - all the kangaroos _ _ _ _ _ _ s ___ by 2000! CFC FREE 1966 1980 2000 2018 2025

YEARS
Future perfect continuous The ozone layer is now thinning out What's more, CFCs will accelerate Because it takes so long to remove
at a dangerous rate. More cancer- the process of 'global warming', CFCs from the atmosphere, an 85~',
Positive inducing UV-B is getting through which will in turn have a reduction is needed just to stabilise
By the end of the night they the atmosphere, and this will have profoundly disturbing impact on the ozone layer at current levels.
Positive contraction - - - - - - hu,,"--- for eight hours a devastating impact on human climate patterns and terrestrial eco-
continuously. health, particularly in terms of systems, There are substitutes and
Negative increased skin cancers. alternatives available for almost all
The biggest single use of CFCs is as
It is still dusk so they propellants in aerosol sprays. In the uses of the most dangerous kinds
Negative contraction - - - - - - s~ for very long. Increased levels of UV-B will also ofCFC.
be extremely damaging to manv US, they were banned for this
other life forms, including cereals, purpose back in 1978, Other major
uses are in foam packaging, lin Once up in the atmosphere Iwhere
Positive question fibre crops and sensitive marine they can last for up to lOQJyearsl
how many kangaroos _ _

!
By the end of the season Iy_ _ wounded before they~ - -
Negative question why _ _ _ the public ___ ___
stop the massacre!
Negative contraction why - - _ the public
--- ---
organisms. hamburger canons, for instance),
CFCs release chlorine. A single
air conditioning units and
molecule of chlorine can destroy
tr refrigerants.
The damage to the ozone laver is 100,000 molecules of ozone.
- - - - - - to The ozone layer in the atmosphere being done bV chemicals called The amount of CFCs currently
tr t h allows life on Earth to flourish. It chloronuorocarbons ICFCs) which released into the atmosphere is
- - - 0 stop t e absorbs damaging ultraviolet are used in a wide range of currently six times greater than can
massacre? radiation IUV-B) from the sun. industrial processes. actually be absorbed.

In I 987 an international agreement
to limit CFC production was
signed. In September 1999 this
agreement will have been in force
for twelve years. With measures
such as these industrialists expect
that by the year 2000 we will have
just avoided a global catastrophe.
2 Scientific discoveries are often
made suddenly and contrary to
expectations. Manufacturers are
already building plants at a cost of
millions of pounds to produce a
harmless substitute for CFCs. By
the end of the century we will have
found a simple and dramatic
solution to the problem of the
ozone layer.
3 A hole has appeared in the ozone
layer over the Antarctic. It has
been gradually growing and now
covers an area the size of the USA.
Environmentalists fear that more
and more such holes will have
appeared by the year 2000 and that
the ozone layer will no longer
protect the planet.

a) The start of the agreement is in the pasr/presenr/future!

b) Will the agreement still be in force in 1999!
c) Is the catastrophe expected to be avoided a short time before the end of the century,
at the turn of the century, or after the turn of the century!

2 When exactly between now and the end of the century is the solution expected
to be found!

3 In this example the future perfect simple is used to talk about a single
actior(several actions?
152
© Longman Group UK Ltd 1991
© Longman Group UK Ltd 1991
) 12 OZO~ IE - A THING OF THE PAST OR THE FUTURE' 3 13 BY THE TIt-I!: J ()!

l.12 - Ozone - a thing of the past or the future? 3.13 - By the time you're 100 ...
~ Write the following uses of the future perfect simple in the table. [§J Complete timelines for them Assuming you're an average English person, then by the time you're 100 ...

action repeated at indefinite times in a future period I I action completed shortly before a future point
Potatoes 21
'--------------~---~-.----~

Sleep
93 kilos I year
situation extending over a future period I I action completed at an indefinite time in a future period I 930 kilos 5 years
9.300 kilos ( , ; 17 years
93,000 k"OS/~ 29 years
42 years

C~
Example sentence Use Timeline

In September 1999 the agreement

will have been in force for twelve
years. 3 Tea Tea Tea Tea Tea 4 TV addicts
2 By the year 2000 we will have just 37.11 I cups of tea 56,568 hours
avoided a catastrophe. 62,004 cups of tea I 12,270 hours
99,700 cups of tea 207,911 hours
3 By the end of the century we will 169,725 cups of tea 502,644 hours
have found a simple solution to the 450,000 cups of tea
problem of the ozone layer.

4 Environmentalists fear that more and

more holes will have appeared by
the year 2000.
5 Read, read, read 6 Days of rain
newspapers
The Sun I, III days
The Guardian 2,222 days
982
The Star 3,333 days
4770
lid Contrasting future perfect simple and future simple The Observer
The Daily Telegraph
31,025
52,118
4,444 days

The Times
a) In September 1999 the agreement will have been in force for twelve years. The Independent
b) From September 1999 the agreement will be in force for twelve years.

What is the difference? 7 Use the word get 8 Cat or dog food
7,081
2 a) By the year 2000 we will have just avoided a catastrophe. 70,810
b) In the year 2000 we will just avoid a catastrophe. 708,100
7,081,000 . .. times!!

What is the difference?

a) By the end of the century we will have found a solution.

b) By the end of the century we will find a solution.
9 Distance
Which sentence emphasises the completion of the action? by car on the
left-hand side
of the road
4 a) People fear that more holes will have appeared by 2000.
b) People fear that more holes will appear in 2000. 150,000 miles
264,000,000 yards
9,504,000,000 inches
Which holes will appear first, those in a) or b)?

154 © Longman Group UK Ltd 1991 © Longman Group UK Ltd 1991

T
 ) 1·1 PROBLE1'IS PROBLE~IS PROBLE~IS' ) 15 PERFECTIOrl i· r I.'· ,:

3.14 - Problems, problems, problems! 3.15 - Perfection at last

A: I can't open the door!
a) Is the water seeping in at the time of the
B: It'll be alright - just hang on a few more minutes. conversation? action completed shortly before a future point actions repeated in a period before a future point
A: But we can't wait, we'll drown!
b) Did the water start seeping in before the conversation
B: No, it'll be OK When it's full up with water, we'll began?
be able to open the door. c) Will it continue to seep in? action continuing up to a future point
d) by then means ... ?
seeping by enough The in for have
I water long will been then.
I Example sentence Use Timeline

I Wait a few more minutes. The

2 A: (on the phone) What shall I do? water will have been seeping in for
a) B will enter the room/The man will swallow his
B: You'll have to break the door. long enough by then.
tongue.
Don't try to push anything into his mouth; just Which will happen first?
try and keep him still.
b) How much time will there be between the two
actions? 2 When you get in, he will have just

l you When in get, probably he his

been just swallowing have tongue. will
I
c) Which word tells us that? been swallowing his tongue.

3 I'll have been taking tests for six

years by next Thursday.
3 A: When is it?
a) When did he start having tests?
B: Next Thursday - three o'clock.
b) Will he have any more?
A: And how many's that?
B: Twelve! One every six months!
c) Is he talking about a single action or several repeated When a speaker chooses the future perfect continuous, he or she sees a situation which True/False?
actions?
A: Be careful with the three-point turn this time! is in progress extending up to a point in the future.
B: Just think. d) Is he thinking about a point of time or a period of
time?

I'll tests six next for by have taking

been years Thursday!
I Contrasting future perfect simple and future perfect continuous
I a) The water will have been seeping in for five minutes by then.
b) The water will have seeped in for five minutes by then.

c) When you get in, he will have just been swallowing his tongue.
d) When you get in, he will have just swallowed his tongue.

e) I'll have been taking tests for six years by next Thursday.
£) I'll have taken tests for six years by nex't Thursday.

i) The above pairs of sentences have the same meaning objectively. True/False?
ii) In which sentences are the situations seen as extended actions?

156 © Longman Group UK Ltd 1991 157

© Longman Group UK Ltd 1991
I
2
3.16 WHAT FUTUPE'
3.16 - What future?
At the present rate of destruction
the Amazon forests will be gone
within 30 years. Norman Myers
on the coming of catastrophe
A
CCORDINGto
""~ '0""""
the last three
months (July-
September) have
seen even more
burning of tropical forest in
) eastern and southern parts of
Brazilian Amazonia than in
1987, when a whopping
'I
32,000 square miles went up
~ disappear within a few years.
in smoke. And this is in just
certain sectors of the region.
~
~ ~
I Be quick or else when you go to visit the Amazon, the
forests will already go.
2 It has been recently predicted that the Amazon
forests will disappear within the next thirty years.
3 They will cut down and burn all the trees by the time
you come.
4 The inhabitants of the Amazon region will be living in
a desert before they finally realise what has happened.
5 Many people will expect the disaster when it comes.
6 They will destroy thousands of unique plants, insects
and animals by the year 2000.
158
3.17 FUTUR1SnC C ~:
3.17 - Futuristic city?: Text A
)
(
Some say that it now stands at sixteen million, others say that nineteen
million is nearer the true figure. It is difficult to be precise but the
frightening fact is that in the year 2000 the population of Mexico City
When we add in other parts of will be reaching thirty million.
Brazilian Amazonia, plus those And that is not the only problem. City planners know that major
parts of Amazonia in changes must be made - and made quickly - to provide more water.
Colombia, Peru and Ecuador, r Otherwise it is conceivable that the water supply in the city will have
the total could well be more
than 50,000 square miles, or run out by 1995.
3.6 per cent of the region. If And there is worse. By the year 2000 the city will have been slowly
deforestation continues at this ) sinking for twenty years. Originally the whole city area was a lake and
rate, and even without any
speeding up of the process, all the earth which was used to fill it cannot support the weight of large
Amazonia's forests would buildings. In spite of this and even though the whole area suffers from
earthquakes, building continues.
.\ However, the greatest tragedy of all is that at the turn of the century
many people will already be dying from pollution-related diseases.
Currently there are 12,000 tons of gaseous waste poisoning the air each
7 By 2000 the amount of carbon dioxide in the
day.
atmosphere will have been increasing dramatically since Mexico City is a modern city but it is a city almost out of control. It
twenty years. must be taken as a warning by the rest of the world as to what can and
will happen when city planning cannot keep up with population growth.
8 It is our problem because when they'll have finished
burning the forest, you and I won't have sufficient
oxygen to breathe.
9 We can't ignore the problem because in ten years
time the greenhouse effect will have become a global
phenomenon.
lOY ou can have this article in a few minutes because I
will have been reading it by then. In the year 2000 the popUlation will be: 4 The sinking of the city by another 30 cm will
happen:
a) almost 30 million D
b) 30 million D
a) before the year 2000 D
b) in the year 2000 D
2 It is possible that there will be no water in the city: c) no information D
a) in 1994 D
5 The amount of gaseous waste is:
b) sometime in 1995 D
a) 12.000 tons each day D
3 The sinking of the city will start:
b) will soon be 12,000 tons each day D
a) in the year 2000 D
6 Deaths caused by pollution will happen:
b) in 1980 D
c) before 2000 but we don't know D a) only at the turn of the century D
. exactly when b) before the turn of the century D
© Longman Group UK Lcd 1991 © Longman Group UK Lcd 1991
 117 fUTURISTIC CIT(

Futuristic city?: Text B

Some commentators say that its population now numbers sixteen

million, others believe that nineteen million is a truer estimate.
However, the disturbing fact is that by the year 2000 the number of
people living in Mexico City will have reached thirty million.
Water shortage is another problem facing the city. City planners
are aware that measures must be taken quickly, otherwise it is
possible that the city's water supply will run out in 1995.
And there is a further problem. By the year 2000 the city will have
sunk another thirty cm or more. The whole area used to be a lake
filled in with earth which today cannot support the weight of modern
buildings. Yet, building still continues, and this is in spite of the fact
that the area is prone to earthquakes.
More tragic still is the fact that at the turn of the century many
people will start dying from pollution-related diseases. 12,000 tons of
gaseous waste poison the atmosphere each day.
Mexico City is a modern city almost out of control. As such it must
stand as a warning to the city planners and developers in the rest of
the world as to what may and will happen when a city cannot keep
pace with its own population growth.

I In the year 2000 the population will be: 4 The sinking of the city by another 30 cm will
a) almost 30 million o happen:

b) 30 million
o a) before the year 2000 o
2 It is pOSSible that there will be no water in the city:
b) in the year 2000 o
a) in 1994
o
c) no information o
b) sometime in 1995 o 5 The amount of gaseous waste is:

3 The sinking of the city will start:

a) 12,000 tons each day o
a) in the year 2000 o
b) will soon be 12,000 tons each day o
b) in 1980 o 6 Deaths caused by pollution will happen:
c) before 2000 but we don't know o a) only at the tum of the century o
exactly when b) before the turn of the century o
160 © Longman Group UK Ltd 1991