Mind Your Manners

'Sociol toct is moking your guests feel ot home, even though you wish they were.'
Anon

Lead-in Read these extracts, which describe what is considered the polite thing to dr
when invited to a social occasion in Britain. Discuss these questions.
1 Are any of the 'rules' the same in your country? Are any completely
different?
2 Which of the rules seem sensible? Do any seem ridiculous?
A 3 Do you think rules like this are outdated, or do they serve any purpose?
lf you are invited for 8 pm, you should arrive
about 10-15 minutes later. ln fact, it's impolite It is not polite to refuse a course, unless you
to arrive exactly on time. can't eat the food for some reason such as a
health or diet problem. lf you don't like the food,
try to eat it anyway. lf you can only manage a
It's not necessary to bring a gift lor the hosts, mouthful or two, eat lots of everything else.
but flowers or chocolates will always be
appreciated,

Smokers should ask the host and other guests

before lighting up at the table, and should be
The fost should introduce you to other guests
prepared to take no for an answer. No one
you don't know, but you can introduce yourself
should smoke untilthe end of the meal.
if he/she doesn't do this. A smile and 'Hello' is
enough at an informal party - you don't have to
shake hands.
G Say thank you, by telephone or letter, but say it
P promptly, within a couple of days at the most.
Forks go on the left, prongs upward; knives
(with blades facing inwards) and spoons on the
right. The basic rule is to use the cutlery
starting at lhe outside and working in.

Focus on Listening Bod Monners S" Paper 4, Part 4

You will hear five people giving examples of behaviour which they consider to
be bad manners. You will hear the recording twice.

TASK ONE lists the places where the examples of bad manners occur. Match
the extracts as you hear them with the places, listed A-G. Write the correct
letter in each box.
A in an office [f'l
B in sornebody's home fl-'-l
C in the street
D in a restaurant I-]-t
E in a shop
[]-4l
F
G
in the street cir on public transport
in a shop or on public transport lft
r24
 URMANNERS e 4

TASK TWo lists the things that the five speakers complain about. Match the
extracts as you hear them with the topics, listed A-G. write the correct letter
in each box-
A somebody not talking at all fl_6-l
B somebody speaking too much
C somebody speaking rudely f-]-rt
D somebody not getting out of the way f-T'l
E somebody allowing noise to go on during a conversation
F somebody who canrt do their job frr.t
G somebody interrupting a conversation to talk to another person t-l'ol
IMUSSIONPOINTS What do you consider to be'the height of bad manners'?

a Discuss in pairs what it would be good manners to do in these situations.

1 You are sitting in the middle of a row of seats during a concert when you are
overcome with coughs
2 Someone starts to tell you a story they've already told you before.
3 A friend asks you to give your honest opinion of a new item of clothing
they've bought. (You think it's awful.)
4 You have been invited to dinner but miscalculate the journey and arrive half
an hour early.
5 You have invited friends to dinner but they arrive before you've finished
cooking.
b When you've finished, compare your ideas with other students.
c Now compare yo'r:rnswers with the key on page 233.Doyou agree or
disagree with the advice given?

Ibxt
MICTION 1a Before you read the text on the next page, decide which of the following
would cause offence.
1 Which gift would a Chinese friend consider to be in bad taste?
a an alarm clock b a lap top computer c a calculator
2 Which gift could offend a Hindu colleague in India?
a a silver pen and pencil set 'b a cut glass vase c a leather briefcase
3 Which gesture would cause offence in Greece?
a tapping one side of the nose with the index finger
b the uS and British oK sign, thumb and finger touching in a circle
c kissing the fingertips
Which way of calling the waiter is considered rude in Japan?
a raising and moving the index finger towards you
b moving the whole hand towards you, palm up
c catching the waiter's eye and moving the head backr /ards quickly
Read the first paragraph of the text on page 126 to find the answers to
questions l-3. Then read the rest of the text and the missing sections on
page 127 for the general meaning and the answer to question 4.

t25
*> 9 MTNDYoURMANNERS

GAPPED TEXT 2 For questions l-6, you must choose which of paragraphs-A _G on page 127 frt
p Paper l,Part2 intoihe numbered gaps in the following newspaper article. There is one
extra paragraph which does not fit in any ofthe gaps'

STRATEGY Remember to look for grammatical or logical links between paragraphs,

including:
. reference links such as personal pronouns (e.g. he, it, her, etc.) or
names/titles (e.g. Ann smith --+ Mrs smith). See list in Unit 5,page75.
. parallel expressions such as attempt --+ ffirt. See examples in Unit 6, page 8-3'

o linking topic vocabulary such as examination/enter/paper/answer/results-

Mrs Stewart said she believed that tbe

Must One Be 5o Polite Thot lt Hurts? banker had done the right thing" althougt
he had an option. He cou.ld 'have had tbe
By Sherry Buchonqn
sangfroid to decline with grace without
lnbrnational Herald Tribune making the Australians feel stupid" sb
d

NEW YORK *When in China, don't
give a clock as a gift. It symbolizes death.
When in Greece, don't make the OK sign,
thumb and forefinger touching in a circle.
It is an offensive gesture. When in India'
don't give a Hindu a gift made of cowhide.
It is sacrilegious.
Some visitors follow a rule of thumb' They
weigh how much displeasing their host
matters to them against their degree of
personal discomfort.
t
said.
common sense and 25 per cent thinking
about others.'
l2l I
Alexander Moorrees, a young American
investment banker in London' was invited
Her advice covers every aspect of social by some British friends to sPend a
behaviour, including smoking manners' weekend at their home in the country. The
flag etiquette for banquets, writing letters weather was below freezing. The manor
of apology, and the ProPer form for house to which he had been invited had no
business cards. central heating and the bedrooms had no
Everywhere, it has become extremely fireplaces. 'I kept waking up every hour to
complicated to be polite. Not only are make sure I was still breathing,' said Mr
customs different but in many countrles Moorrees. 'l
was worried I was going to
standards of behaviour have changed in die of hypothermia.'

'During our briefings, we help people
develop respect for the country they are
going to live in,' said Claire Stewart, who
works for an organisation which teaches
manners to people being transferred
overseas by their comPanies or
universities.
Letitia Baldridge. an authority on manners
in the United States and the author of a
book on the subject, said:
'Good manners are not elite, artificial or
snobbish ways of behaving' Manners are a
combination of
common sense and
consideration for others. It's 75 per cent
recent years. Finally, at 3 a.m., fearing for his health, he
l3l I
took all his blankets, went down to the
main living room, built a fire in the large
-'I had the option of not going in, but you fireplace, and went to sleep in front of it-
feel a bit of a fool if everybody else in He has not been invited back.
there is naked,' said the banker, who
decided to take the Plunge. To make
matters worse, he was attending the house
party with his boss. The hot'tub session,
during which business
'was discussed,
lasted three hours.

.,,;fo QuOStlon.2 lh Questions 3/4

Name/title link which
answer links the speaker
in the previous paragraPh
and Her in the following
paragraph?
Topic vocabulary link:
what do not going in/
naked/take the Plunge rcfer
to? The clue is in the last
sentence.

t26
 MINDYOURMANNERS 9 {

} Para; A":"'""'
.Whronoun link what
ffito "quite good'? The
mflhe is in the last
mtence.
) Para. B
ffironoun link He
muld refer to two
pursible men. Make
nme you make the link
mmfti the correct one.
A 'Even though it felt quite good, an
Englishman's reserve scarcely allows him to
feel comfortable in these circumstances,, he
E Knowing how to behave abroad can save
said. 'Coming out is just as embarrassing. I was
all wrinkly.'
He could have followed Ms Baldridge's rule
No. 2 when visiting a loreign country:
'Become familiar with the dress code in that
country.' If so, he might have added long johns
and a ski mask to his wardrobe.
C A young British banker recently found himself
at a house party in Sydney. After a barbecue,
waiter might well respond by bringing you two
more drinks.
people from some major social gaffes.
However, etiquette writers and experts disagree
over how far people should go in complying
with foreign habits and customs that can create
great discomfort to the uninitiated.
In a business situation, 'short of doing
something unethical,' the best advice is usually
'to go along with whatever the foreign custom
is,' she added. l

the hosts invited everyone to climb into a large

G Ms Baldridge, who began her career as social
bath tub to relax. The hosts' rule was that to
secretary to an ambassador and his wife at the
participate you had to take your clothes off.
US embassy in Paris, now teaches manners to
D The British use this gesture to call a waiter, but international executives and charges thousands
in Japan it's considered rude to beckon a waiter of dollars a session.
by moving the index finger. In Germany the

M'CUSSIONPOINTS 3 Discuss in groups. If you were going to live abroad, what aspects of manners
and social behaviour would you consider it most important to know about?
For example' dress codes for different occasions, useful gestures (and gestures
to avoid!), table manners, handling business cards, choosing suitable
tifu.

tffi
;# i.W i:'', inrrsrsion mft*r n*g#gfyff intrsdn*cti+ns
Not bnly are customs different but in many countries standards of behaviour have changed.
Clext)
After the expression Not only,ttr-,e verb is placed before the subject as a way of adding more
emphasis or
&amatic effect' lf there is no'auxiliatyu"rt, doldoesldid ar hod are used, as in a question.
e-g. Not only dtres she work long hours but she also has two children to look
after:
This inversion of subject and verb also happens after other negative introductions
such as:
ft.notime... Never ... Rarely... e.g. At no time hove lmade any such promise!
(ht no occount ... e.g. On no account mustyou tell anyone,
t/ot a (personlthing) ... e.g. Not a single person dld / see the whole evening.
I'lo sooner ... than ... e.g. No sooner hod I come ln than the telephone rang,

See the Grammar File, page 139 for more information. ,

Rewrite these sentences, beginning with the words in brackets.

I He managed to offend everybody and then left without even saying goodbye. (Not only)
2 lt's not often you see people in traditional dress like that these days. (Rarely)
3 As soon as we went to sleep the baby began to cry (No sooner)
4 I forbid you to touch anything on this desk. (On no account)
5 I haven't heard a word from him.since he reft eight weeks ago, (Not a word)

t27
} r ltrNo vouR MANNERS

Focus on Grammar I Modol Verbs 2

For more information about modal verbs see the 7 I took cash just in case, but they let me in for free'
3 I took my credit card, but they would only accept cash'
Grammar File, pages 142-144-
4 I didn't take any cash because I knew entry was free'

I OUligation - Present and future a He should have taken cash'

a Look at the sentences below and decide which ones: b He didn't need to take cash.
o c He needn't have taken cash.
describe an obligation or prohibition (OP)
d He had to pay cash.
o describe absence of obligation or necessity (AO)
o give slrong advice (positive or negative) (SA)
b Complete the following sentences using a suitable
modal verb and the verb in brackets.
I lt'S impolite to arrive exactly on time' I I'm sorry I'm late. I ..'... (make) an urgent phone call'
2 lt's not necessary to bring a gift for the hosts' 2 You really ...... (apologise) to him at the time' lt's a bit
3 lt's important to go along with the foreign custom' late now.
ln future all applicants will be required to have a.
'
4 3 We ... (take) a cab because Joe gave us a lift in his car:
medical examination' 4 Our flight was cancelled so we ...... (stay) the night in a
5 Taking photographs of military sites is forbidden' local hotel.
6 Obtaining a visa is no longer compulsgry for British 5 You ...... (speak) to him like that you really upset him'
visitors to the United States' 6 We .. (take) a tent with us because we never had a
7 There's no need to shake hands at an informal party' chance to use it.
b Rewrite the sentences above using suitable forms of 7 The queue was quite short so I .""' (wait) very long'
the following verbs. Use each verb at least once' B I feel exhausted, I . .. (stay up) so late last night'

must hove to should need ought to

3 Permission? co,n, ma1, might, could
c Complete the following sentences with suitable verb
a ln the examples below there is one incorrect
forms expressing obligation or advice.
sentence. Which is it and why is it incorrectl
I ln China, you ....'. (never give) a clock as a gift, as it
I We were allowed to leave early yesterday'
. symbolises death.
2 Children could work at the age of l2 in the l9th
2 You ...... (write) or phone to thank your hosts after a
century.
dinner party.
3 On my eighth birthday I could stay up until 9 o'clock
3 You're overweight. You ...... (eat) so.many sweets'
4 You ...... (tell) a soul what I've said. Promisel b Complete the following sentences with suitable verb
5 Deborah ...... (work) a lot harder if she wants to do forms expressing Permission.
well in her exams. | 'Do you thrnk I ...... ask you a favour?' 'Yes, of course """
6 You (have) a medical certificate before you can get
...... 2 I apologise for interrupting, but...... a suggestion?
a work permit. 3 Before 1969,you...... in an eledion in the UK until you
7 Don't worry you .....' (be) especially fit to join the were 2l .

aerobics class. 4 They wanted to keep him at the police station for
B You ...... (use) that word, children. lt's rude' questioning but when his solicitor arrived, he """ home'
9 Do I ...... (have) a receipt to get a refund? 5 ln some societies couples ...... married unless they have
l0 You ..,... (shout). I'm not deafl l their parents' Permission.
6 lf we get work permits, we .....' , so we won't have to
2 OHigation - past take so much moneY with us.

a Match each sentence in l-4 with a suitable comment 7 When my grandfather was young' you """ a car
a-d. without even taking a test. l

I They wouldn't let me pay by credit card: they made B You've got such an interesling face. I wonder if I """

me pay cash. take your photograPh?

t28
 MIND YouR MANNERs 9 4

Focus on Writing I Article S' Paper Z,Part2

You have a friend who works for an organisation that arranges study exchanges
for school and college students. The organisation produces a regular magazine,
which features articles about exchange countries, experiences people have had
abroad, etc. Here is part of a letter from your friend.

f,here'e been a big increaoe in f,he number of people applyinq for ef,udy
exchanqeo to your country - nearly double laotr year'o figureo, in tacf,,
Almoef, all will be elayinq wiNh local families and, ae if,'ll be f,he firsf, time
mool of lhem have been No your country, we lhought we ouqhN to puf, an
inbroducNion Io f,he basic cuetrome in the nexf, edif,ion of our maqazine.
3o I was wonderin4 * you've gueeeed ibl - it you could poeoibly wrif,e a
ehorb a(Dicle on the topic.You could explain any epecial habif,e No do
witrh qreef,inq, ealinq, beinq a qood queot, el,c,, and aleo include any
Voin|e about.family or eocial life which you Nhink lhey ehould be aware of.
I know you'd do a brillianl job and l'd be really 4raNeful.
HoVe No hear from you eoon,

Love

Write your article in approximately 250 words.

TTTSKCHECKLIST Read the instructions carefully and ask yourself these questions.
o What form of writing do you have to produce? What special features does
this have? (layout? language?)
r Who are your readers going to be? (ages?/interests?/needs?)
o What is the purpose of the writing?
o What points do you have to mention?

CIONTENT/ORGANISATION 2 a Discuss these possible titles with other students and choose the best one.

Notes for visitors to ... W€LCOM€ TO MY COUNTKY!

When in Rome, do as the Romans do How to be a popular guest

b Try to think of another, better title. You could add a touch of humour, for
example, with a slightly unusual angle: 'How to be an unpopular guest'.

c Make a list of the topics suggested in the question and jot down any ideas
you have for each one. Imagine yourself as a visitor to your country and
your family. What would seem strange? What mistakes might you make?
d Decide on the best order for the topics.

Make your article readable. Remember your Jeaders' ages. How can you get
their attention to begin with? How can you keep them reading? What would be
a good ending? (See Unit 7, page 100.)

129
Focus on Vocabulary Collocotion
VERB + NOUN I a Match verbs from Column A with phrases from Column B in each of the
two boxes below.

AB
1 throw a aproblem I pay a somebodY good
2 take b aquestion 2 give b somebody's eYe
3 raise c an exPlanation 3 put c somebody's attention
4 make d regret 4 do d something uP to date
5 give e the oPPortunitY 5 catch e somebody right (about something)
6 cause f aPartY 6 bring f something PrioritY
7 express g an excuse 7 altract g somebodY a comPliment

VERB +ADVERB b Match each adverb on the right with two of the following verbs'

apologise complain congratulate somebody bitterly profusely warmlY

thank somebody welcome somebody regret

ADJECTTVE + NOUN c Match each adjective with a noun.

1 glowing 4 keen a interest d hospitality
2 heatfeltldeepest 5 disgraceful b advice e symPathY
3 generous/lavish 6 invaluable c behaviour f praise

2 Complete these sentences with collocations from Exercise 1.

1 I'm writing to say how much we enjoyed our stay and to thank you for
your...... .
2 'Nhy don't you take a short break away' I'm sure it would ...."
you """ '
3 The ...... which nobody has ...... yet is: How are we going to pay for it?
4 Although I ...... for arriving so late,I'm not sure they'll invite me again.
5 A11 the reviews of your book were full of ...... ...... . You must be delighted.
6 Didn't you see me? I was shouting and waving to ...... your ...... '
7 He...... some feeble ...... about why he was late, but nobody believed him.
8 She likes travelling alone but she about having to pay a supplement
for a single room.

W Negotive prefxes
Make the following nouns and verbs'negative by adding the correct prefix, dis-, rnis- ar in'.
I agr:ee 5 calculate 9 obeY l 3 convenience 17 comfort (n)

2 conduct (n). 6 respect (n) l0 action 14 honesty l8 print (n)

3 please 7 ability ll represent l5 understanding l9 accuracy
'spell
4 justice g ' pronounce 17 appr:oval 16 attention 20

130

fiocus on Grammar 2 TyFe 3 ond Mixed Conditionols
I a Look at these examples of conditional sentences
md underline the verb forms in the if clause and the
nssult clause. Then answer the questions.
I lf Alexander Moorrees had taken the right clothes, he
wouldn't have felt so cold in the unheated house.
Did he toke the right clothes?
Did he feel cold?
I lf Letitia Baldridge hadn't spent many years working as
an ambassador's secretary she wouldn't be an expert
on international etiquette now.
Did she work os o secretory?
ls she cn expert on etiquette now?
3 The young banker could have offended his hosts if he
hadn't joined them in the bath tub.
Did he join hls hosts in the tub?
Did he offend his hosts?
4 I might be doing more business if I had bothered to
learn about local customs when I flrst larrived.
Am I doing more business nottl
Did I leorn obout locol customs?
b Sentences I and 3 are examples of a type 3
onditional. Sentences 2 and 4 are examples of mixed
conditionals. Complete these notes about each type.
I Type 3 conditionols are used to talk about something
which could in the past, but ......................
.
1 ln atype 3 conditionol, the .......,...,...,...... tense is used in
the lf clause, and would hove, should hove, could hove or
might hove + .....,................ are used in the main clause.
3 A mixed conditionol is used to talk about the
result of a past condition.
4 ln a mixed conditionol, would be or mtght be are used in
the ................,..... clause, and the past periect tense in the
clause. \ I
\,
Check your answers by referring to the Grammar File on
page 138.
Note: Other tense and time combinations are also
possible in mixed conditionals, for example:
lf John spoke Japanese, his company might have sent
him to Tokyo.
DoesJohn speok loponese?
Dld hls compony send hlrn to lopan?
ln this example, the f clause refers to an unreal condition
in the present, and a hypothetical result in the past. -
MINDYOURMANNERS 9 <
2 Put the verbs in brackets into the correct tense in
the following sentences.
I He ....,, (not be) so unpopular if he ...... (remember) to
bring some gifts for his hosts.
7 lf 1...... (not persuade) someone to lend me some
money I don't know how I .... (get home).
3 What on earth.,....(you do) if you......(b") in the same
situation that night?
4 The company ...... (not make) so much money now if it
.. .,. (not carry out) the restructuring programme last
year.
She ...... (feel) much fltter now if she ..,... (oin) that
aerobics class when it started.
I ...... (not become) an aclor if my parents ...,.. (not
force) me to go to the theatre when I was small.
a Read the story and answer the questions below.
Now living in Japan, Steve Dorland work for Hi-Tech, an
American technology magazine. A couple of years ago Hi-
Iech opened a small office in Tokyo and they sent Steve
out there. After the long flight from Boston, Steve arrived
in Tokyo tired and hungry. He took a taxi into the centre
and stopped at the first restaurant he saw. Although
Steve spoke no Japanese he was able to order by pointrng
to the dishes he wanted in the window drsplay At the
end of the meal a bill arrived. Anxious to find a hotelfor
the night, Steve left a pile of yen on the table,
remembering to add a 15%tip to the total, and rushed
t{
II
out into the street. Suddenly he heard shouting behind l!
il
him. Looking around, he saw an anxious-looking waiter
running towards him with a flst full of cash. 'Oh no,'
thought Steve, 'How embarrassing. I didn't leave a big
enough tip.'
What do you think happened next?
2 Was Steve right? Why did the waiter run after him?
3 What are the tipping customs in a) Japan, b) the USA,
c) your country?
b Now complete these conditional sentences.
I Steve wouldn't be working in Japan now if .....
2 lf Steve had travelled abroad before .....
3 He wouldn't have rushed out into the street if .,...
4 lf Steve had known about Japanese customs .....
5 lf the waiter had known about American customs .....
l3t
 9 MINDYOURMANNERS
==

Focus on Writing 2 Report @ Paper Z,Part I

You are studying in a college which has both British and overseas students. The
college recently held an International Day, with eyents organised by the
students themselves, with the aim of increasing staff and student awareness of
other countries and cultures.
As a student representative on the Staff-Student Committee you have received
the letter below from the Principal. Read the publicity poster for the event, the
Principal's letter and the notes you made at a students' meeting. Then, using
the information given, write the report which the Principal requests.
You should use your own words as far as possible. Write approximately 250
words.

PUBLICITY POSTER

eafse ahsu

nd videos PRINCIPAHS LETTER

* {::T;nooon,
see sride
, usten cookerl
'n::.1"}oi-r.r".ion'
c
- Wo.tt Dear Student Rep,
. l]'l"t'';;'""':T:ffi::nd
to muslc"
the worrd Thank you for your help in organising the
International Day.
- Usten
: il;t" the dancingld As you know, this was the first event of its
rrruch r*ore! kind which has been held in the college. If we
are to hold similar events in future, we need
i
FridoY l''fth Feb?uory assess how successfuf the day proved to be and
to take note of any problems which occurred. lrfi"e

il will also be considering the possibility of

Ij increasing the budget available for future
events
f would be grateful if you could carry out a
survey amongst the students who attended the
event and prepare a short report on their
reactions. Please include some general
recommendations based on your findings.
Your help in this matter is appreciated.

R Dearinq
R. Dearing
Principal

r32
 MINDYouRMANNTns r {

IIOTES FROM STUDENTS' MEETING, 24TH FEBRUARY

,NTERNAT' ONAL DAY 1UOGE,TION5 FOR FUTURE EVENT,

)urvey of )tudent )pinione - Form Tlanninq Committee (at leaa| 1 month in
advance)
GENERAL
- ?ro7ramme/timetable of evenLa needed
- Very intereatinq, informative
- Traininq needed in 4ivinq preaentations and
- Food excellent! Dancinq qood fun ueinq audio-vioual equip
- Maybe a bit overambitioue for a firat event - All equip (audio-vioual + kiLchen) to be checked
- Definitely worth doing again Colle?e could:
PROBLEMg - build up collection of auitable CDe
Flannin4: - rather laat-minute, a few people - provide free eoft drinka/coffee and maybe help
ended up doin6 allthe work towarda coot of food
)rqaniaation: - people didn't know what wae
happenin4 when
Eventa: - one or two preoenLations a bit
borinq - went on too lonq
- no[ enou7h music from different
countrie6
Equipment: - elide projector got etuck
- muoic waan't loud enouqh
- rice cooker not available
Roomo: - not really enouqh opace for
dancinq

TASKCHECKLIST Read the instructions andthink about these questions.

o Form: How should a report be laid out and organised? Are there any special
language features?
o Target reader: What is the appropriate style for addressing the Principal?
o Purpose: What exactly do you waht to achieve?

CONTENT a Read the instructions again very carefully and underline the key points.

b Read each piece of information and make your own notes, usingyour own
words as far as possible.

ORGANISATION/LAYOUT Refer to the example report and the notes in the Writing File (pages 165 and
166). Remember to include a brief introduction. You can include your
recommendations in your concluding section.

STYLE/RXGISTER Refer to the example report and Useful Language section in the Writing File.

t33
t-
$
F. 9 MIND YouR I.4ANNERS

il

I
English in Use I Developing Skills: Structurol Cloze @ Paper 3, Part 2
I
Read the newspaper article quickly and answer these questions.
1 What is a'cabbie'?
i 2 What is going to happen to Mr Gunduz?
3 Why?
Complete the text by writing one word in each space. The exercise begins with
an example (0).

roffiWY#ffi$f, TAH"LS Hffi HYS W#ffiSH TAffiffigg

It takes some doing ro earn the title, also been (7) ..... to throw (8) .....
(0) 4.ry9r1.530,000 cabbies, of the worst suitcases of unwelcome passengers on to
taxi driver in New York. On no subject the road.
& Question I (1) ..... New Yorkers heap more criticism Mr Gunduz has, (9) , e

The negative introduction

than on their taxi service. But the
points to a special point of authorities have nominated Mr Vehbi
grammar. See Study Box, Gunduz and are taking steps to revoke
page 127. his licence.
Mr Gunduz, aged 34, has
$ Question 3 committed an unusually large number of
offences, even (2) ..... the srandards of
This is a way of quoting
local taxi driving. (3) ..... to the Taxi and
which you will find in the
Writing File (page 167) if Limousine Commission (TLC), Mr
necessary: Gunduz has rece ived 88 separate
summonses over rhe past five years and
* Question 9 been convicted (4) ..... breaking TLC
rules 119 times. The offences (5) .....
Notice the commas. This is
from over-charging and reckless driving,
an expression of concession.
Check the list of linking
to verbally abusing passengers and
devices in the Writing File expelling them (6) ..... his cab. He has
(page I 70) if necessary.
champion in the shape of Michael Stonq
his lawyer. The driveE conceded Mr
Stone, is 'an individual who apparendr
has many, many problems', but at
(10) ..... 'he has never attacked a member
of the public'. That defence is accurate,
says the TLC, (11) ..... when Mr
Gunduz threatened murder recenrh.,
(12) ..... was against the person of an
airport taxi dispatcher.
(13) ..... strict new TLC rules, a
cabbie may lose his licence if he gets
three convictions (14) ..... using violence
or harassing his passengers. It (15) .....
Mr Gunduz just three days to achieve
the required number of violations.

t34
 nl I

MTNDYouRMANNERs 9 4

English in Use 2 Developing Skills: Register Cloze P Paper 3, Part 5

In this task you have to use information from one text to complete another
which has been written for a different audience and purpose.
For questions 1-12, read the following Guest Comment Card and use the
information to complete the numbered gaps in the formal memo to staff. Use
no more than two words for each gap. The words which you need do not
occur in the Comment Card. The exercise begins with an example (0).

Housekeeping
Guest Comment Card The bedepread waa torn, which we mentioned on the firat
We would oppreciote your opinion ond suggestions for day, but the Houaekeeper aeemed totally unintereated
and nothrn7 waa done about it.,
improving our services.
Restaurant
Reception
)ervice unbelievably alow, and when the food finally came
Obviouoly reception sf,aff have never heard of 'aervice with there waa a mix-up with our order on two occasiona. Even
a emile'! Any queetion we aeked wae Lreated aa an that would have been alri4ht tf we had once heard the
annoyin4 interruption. word'oorry'.

Doorman/Porters Any other comments

Their uniforma were a diograce! Doean't the hotel have My huaband and I have atayed at the hotel on many
irone? )taff werq uoually too buoy havinq a quick puff on previoua occaaiona and have never had cau6e to complain
a cigarette (eurely thia can'L be allowed?) to be qf any before, but we were extremely dieappoinLed by Lhe eervtce
help. we received thia time.

From: Genera] Manager

F Question
Two words: look for
I To: att staff fJ

we have received a number

L./Une ItEilo
information in the last of complaints from a (0)
hoter' sharr rc-1"'l".isarins *no
2o.r?lg
section of the Guest
Comment Card and make
H:"Jtln;;;;",ir"rthe
One of the points raised
"'J-i
sure your answer combines concerned the untidy (Z)
staff and I take this oppo.tl:rrii
r,rith the preposition fo. of
unirorms *.,=t n.
crean ril
p Question 6 ""u or.o"Ir;.,;;"rl:: :.:"if.
Two words: \A{hat is the !:"ji; T::"-ili;.":;""::;:"i;:*.:^.ni:
prohibited. 1 lsr of "o*" "i.rr were seen
course,
problem if something is an strictly
annoy ing int er r upt io n?
These g,uests wer
15) .... rh" ;;;:pliil :i:?::"who
abor.it. the unfriendly
apparently gave the
rl
* Question 9 impression that they were (;;
(7) to deal with any requests
One word: Why was there a
f am aware that
mix-upwith the order? Your
word must combine with
some (8) ,"'::ili,;.;:51"
it appears that. (9)
in the kitchen have 1ed
in the restauranL. However, to
madelater in the sentence.
these circumsLances, with orders were afso made.
was (10) least our quest.s could have fn
expected
* Questlon 12
Fina11y, it is disturbing
Two words: Think of a word reporred rhar a bedspreal to hei
which means pay no aflenlion
::?) horelbv Housekeepins "."uJj'."."?irir::::"i :ffi fl:::::
ro. The subject ofthe clause This prides itself "r-;;.
is the matter - what kind of
structure is needed?
"" ;;;thequality
stronslv
-i;-;;;;
of its service and f
imporrance
ffi:";ij::1"::::.::o
the hisrhesr sranda.d"
,io._:
or maintaining
mainreini-^
FE:€@

ffits Grammar File

Page

Co mp a riso n of a dj ectives/odyerbs Reported speech

I Comparatives and superlatives 137 I Reporting statements t47
2 os ... os t37 2 Reporting questions 147
Conditionols 3 Reporting orders, requests,
I Summary of forms t38 suggestions, etc. t47
2 Special points r38 4 Reporting intentions and hopes 147
Emphatic structures 5 Time reference 148
I lnversion t39 Spelling
2 Cleft sentences t39 I Capital letters r48
Infinitive 2 Forming participles t48
I The ro infinirive t40 Tbnses.'present
2 lnfinitive without to 140 I Present simple 149
3 Perfect and continuous infinitive r40 2 Present continuous r50
-ing forms Tbnses: exPressing the future
| -ing forms as nouns t4t Summary of forms and uses t50
2 Verb + -ing form l4t Ienses.' Present pe rfect
3 Other expressions + -ing form t4t I Form l5t
4 Prepositions/comparatives + -ing form t4t 2 General use l5t
5 Posiess;ys + -ing form t4t 3 Simple v. continuous t52
Modol verbs Ienses: post
I lntroduction t47 I Past simple t52
2 Special characteristics 142 2 Past continuous t52
3 Detailed information: ability 142 3 Past perfect 153
t42 4 Past tensesto talk about
143 hypothetical siruations t53
permission t43 Reference Lists
4 Semi-modals 144 -ing forms and infinitive 154
Participle clouses Reporcing verbs 154
I A{jectival participles (reduced t44 Verbs not usually used in
relative clauses) continuous tenses t55
2 Adverbial participles 144 Verbs with a different meaning
3 After conjunctions/prepositions t45 in simple and continuous tenses t55
Possiye
I Form t45
2 Use t46
3 Special points t46
Relotive clouses
I Defining relative clauses t46
2 Non-defining relative clauses t46
3 Relative clauses with prepositions 147
 GMMMAR FILE 4

1.3 Adverbs
Most adverbs form comparatives and superlatives with
I Comparatives and supertatives more and most.
l.l Adjectives e.g. eoslly, more eosily, most easily
One-syllable adjectives add +r and -est Adverbs with the same form as adjectives form
e.g. strong, stronger,strongest comparatives and superlatives in the same way as
lf the adjective ends in €, -r and -st are added. adjectives.
e.g. wise, wise[ wisest e.g. fo$ faster fostest
hord, horder hordest
lf the adjective ends in a consonant -y, this changes to
eorly, eorlier, eorliest
-ier, -iest.
e.g.dry,drier, driest The following have irregular forms:
well, better best
lf the adjective ends in a single consonant after a single
bodly, worse, worst
vowel, the consonant is doubled.
e.g. hoL hotter, hottest ,.4 Qualifying comparatives
The following have irregular forms: Het no olderlmore intelligent, etc
good befter; best
hordly ony
bod, worse, worst
They go o littlelslightly fosterlmore smoothly" etc.
for forther (or further), farthest (or furrhest)
(quite) o lot
Two-syllable adjectives which end in -y add -er and -esl
e.g. funny, funnier, f;nniesr lots

Most other two-syllable adjectives take more and most. People hove muchlfor less free time now.
e.g. ancient, more oncient, most oncient toke for fewer doys off,
The following wo-syllable adjectives can form
superlatives \ /ith either the endings -erl-est or with
morelmosL
2 as... as...
common cruel gent/e hondsome likely moture 2., This structure can be used with adiectives and
norrow pleasont polite shallow simple stupid adverbs, and also with much and many + noun. The
Adjectives- of more than two syllables take more and rnost. second os can be followed:
e.g. interestlng more interesting, most lnteresting
a by a noun, noun phrase Heb cs toll os his fother.
1.2 few and less or object pronoun He thinks nobody knws
os much os him.
fewer (the comparative of few) is normally used before
plural nouns. b by a clause Heb os toll ss his fother is.
e.g. fewer peopte, fewer opportunities He thinks nobody knows
less (the comparative of tittte) is normally used before os much os he does.
uncountable nouns. c by possible, ever I'll stoy os long os possrble.
e.g. less tlme, iess money or usuol He looked os hondsorne as
ln informal English, however, less is often used with plural ever.

nouns.
The negative is formed with not os ... or not so ...
e.g. Ihere were /ess people than I expected. e.g. Shes not os careful os she should be.
He didn't do os well os he hod hoped.
.,
We hoven't hod so much roin os lost yeor.

137
$ cnanvrnn*

2.2 Qualifying comparisons with os..: os... 2,3 Special word order: os + adjective + alan +
noun + os ...
A,S just os hard-working os B (is).
e.g. A ls as hord o worker os B.
almost
This is an alternative and slightly more formal way of
A works neorly os hard os B (does).
expressing the meaning of A works as hard os B. ln this
quite structure, it is essential to place an indefinite article
twice before the noun. The negative is formed with not os ...
Ais not neorly as hord-working os I (is). or not such ...
e,g. Thot wds os fine a game cs /ye eyer seen.
not quite
It wosn't os windy o doy os hod been forecost.
not holf
I'm not such dn expert player as you ore.
A doesn't work neorly os hord os B (does)
guite
holf
X reguires holf os much energy as Y (does).
twice as mony players os Y (does).

five times

Conditionals
Mixed conditionals
I Summdry oJ forms
. The conditional types abirve can be combined in several
Type 0: Conditions which are always rrue
ways. The most common are:
lf present form + presenr form or imperative
Unreal conditions in the past with an unreal present or
When future result.

e,g. When yoa put solt on ice, it melts,

lf past perfect simple/continuous
could I might + infi nitive
lf you see her, gve her my love.
e.g. lf you hod driven faster, we could be there by now.
Type l: Conditions which are very probable in the
lf she hodn't decided to chonge job.s, she would be
Present or future
gotng to Chino next month.
form + future form or Unreal conditions in the present with an unreal past
e.g. lf I leove now, /1/ mlss the rush hour. result.

Type 2: Conditioris which are improbable or impossible in lf pastsimple/continuous

the present or future couldlmight have + pasr pa
If past simple/continuous + would, could, might +
e.g. lf I didn't trust him, I wouldn't hove let him look
infinitive
ofter the boby.
e.g. lf you met the President, whot would you soy to him?
lf I spoke Japonese, / might hove got thot job.
lf they lwed o bit neorer we mrght see them more
often.
2 Special points
Type 3: Unreal conditions in the past
2., Conditional links
If past perfect simple/continuous + wouldlshouldl Apart from ifi the following links can be used to
couldlmight or hove + past participle introduce conditional clauses:
e,g. lf the telephone hodn'twoken me, I'd hove been
unless os/so /ong os suppose/supp osing (thot)
providinglprovided(thot) oncondttion(that)
late for my appointment l

She could hove gone to unlersity if she'd wonted la.

 GMMMAR FILE 4

2.2 Punctuation 2.5 Inversion with should/were * infinitive

When the if clause comes first in the sentence, it is
followed by a comma. When the main clause comes first,
no comma is used.
2,3 Should
In type I conditionals should + infinitive (without to) in
the if clause makes the condition less likely.
e.g.lf you should need ony help,/ust /er me know.
ln very formal situations should + subject (in type I
conditionals) and were + subject + infinitive with to (in
type 2 conditionals) can replace rf;
e.g. Should you need ony help, pleose don't hesltote to
contoct me.
Were we to increose the loan, would you guorontee
repoyment?

2.4 Were + infinitive (with to)

ln type 2 conditionals were + infinitive with to in the.rf
clause can be used in formal contexts.
e.g. lf we were to occept your conditions, would you be
prepored to increase the loon?

Emphatic structures Little, few, so, such when not followed by a noun.
e.g. Litt/e do you know what's in store for you!
I lnversion 5o strong wos the wind thot I could itot control the
The following expressions can be placed first in a clause cor.
in order to give more emphasis or a more dramatic Such is fotel
effect. The subject and verb are then inverted. lf there is
no auxiliary verb, doldoes or did are used, as in a 2 Cleft sentences
question.
Cleft (or divided) constructions can be used to highligtt
Rorelylseldom,., Nowhere (e/se) particular items of information in a sentence by puaing
Never,,. Not (o soull o thing etc) ,,.
them into a separate clause of their own. They are used
At no time,., N ot only .,. but olso .., in both speech and writing, but are especially useful in
Under no circumstonces ... Hordlylscorcely .., when ,.,
writing, where emphasis cannot be indicated by
On no occount ... No sooner ... thon ...
intonation. There are two main types of cleft
Nobody ... ln voin ... construction.

e,g, Never hoye I seen such on owful srghtJ

Under no circumstances must you interrupt the
meettng.
Not c slng/e word would he say on the subject
Not only does he drop ash on the corpet but he olso
spil/s his tobocco.
Hordly had I sot down when the doorbelt rong.
No sooner did she hong out the woshing thon it
begon to rain.
The following additional expressions can also be used in
this way in certain circumstances.
Only before adverb of time (now,loter, etc.) or when
qualifiing an introductory phrase.
e,g. Only now do I understand why you behaved
2.1 WhottThe thing, etc. + clause
This structure is used to place special emphasis on the
subject, object or complement of a sentence.
e.g. 5he wonts to heor evidence thot he cores.
Whot she wonts to hear is evidence thot he cores.
(emphasis on the object)
Lock of communicotion couses most problems.
This kind of cleft sentence often uses general terms like:
the person (who), the thing (that), the place (where), the
reason (why), etc.
e.g. The thing thot couses most problems ls /cck of
communicotion. (emph'asis on the sqblect)
Lock of communico{ron ls the thing thot cduses most
os you problems,

dtd. This structure can also emphasise the verb, by using

Only in Cornwoll con you buy real Cornish postles. doldoes or did as a substitute in the whot clause.
e.g. She opplied for onother job.
What she did wos (to) opply for onother job.
Bg
) cnnmrrn rru

There is usually an implied contrast with something that type, it implies a contrast with a previous statement.
was said previously. e.g. Whot you say isn't importont, but how.
e.g. I con't help you find o husbond. Whot I can do is help It isn\ whot you soy thot\ importont but how.
you moke the most of your looks. (emphasis on the subject)
The differences /ie in the woy men ond women
2.2 lt + be + thot tok
This type of cleft structure can put emphasis on most It\ in the woy men ond women talk thot the
elements ofthe sentence, except the verb. Like the whot differences [e, (emphasis on the advedrial)

lnfinitive 2 lnfinitive without to

I The to infinitive The infinitive without to is used:

The to infinitive is used: 2.1 after modal verbs.

e.g. We could telephone to see how she is.
l.l to express purpose. Why con't you be more considerote?
e.g. Iheres o reporter here to interview you.
I go swimming to try ond keep my weight down. 2.2 after the objects of certain verbs.

1.2 after certain verbs (thgre is a list of the main ones

on page 154).
eg. We can't offord to go out much.
Don't hesitote to contoct me if you need help.
1.3 after the objects of certain verbs (there is a list of
the main ones on page 154).
e.g. You surely don't exPect me to come with you?
Could you'rerhind me to post this letter?
Red causes people to feel in o hurry.
1.4 after the auxiliary verbs be and have.
e.g. Does she have to be so cggressive oll the time?
a moke, let and sometimes help
e.g. She wouldn't let me poy for the damoge.
You can't moke me go.
The porter will help you corry your coses.
b heor, see, feel, notice, wotch when used in the sense of
perceiving a complete action. (When part of an action is
perceived, an -ing form is used.)
e.g. Didn't you hear me shou? (Compare: I heord o top
drrpping so I got up.)
I sow him go into the building. (Compare: / sow
him tolking to someone.)
2.3 after would rot!rcr ..., hod beaer ... and wlry not ...1

The police ore to stort towing awoy vehicles soon.
1.5 after adjectives.
e.g. They're bound to be hungry when they orrive.
Fortunotely, it's not likely to happen.
e.g I'd rother speok to you in privote.
You'd better hurry up.
Why nottoke q breoQ
3 Pedect and continuous infinitive

1.6 after tno + adiective and adjective + enough.

3.1 The perfect infinitive (to + hole + past participle) is

e.g. /ts just tjo hotto eoL

used to refer to the past

Are you ftt enough to toke port in the race?

e.g. /ts usefulto hove hod some experience in the field.
I'd like to hove known him bener.
1.7 as the subject of a sentence.
e.g. Io spend so much money would be foolish.
Ta err is humon, to forgive divine.
 ]t

RAMMAR FTLE {

3.2 The continuous infinitive (belto be + -ing form) b can be used with modal verbs.
a is used for actions which are or were happening at e.g. We could be lying on the beoch insteod of sitting in
the time of speaking. this trafftc jom.
e.g. /ts nice to be toll<ng to sorneone who knows therr See Grammar File, page 145 for passive infinitives.
subject

-ing forms 4 Prepositions/conjunctions .t' -ing form

| -ing forms as nouns 4.1 -ing forms can be used after any preposition.
-ing nouns, or gerunds, can be used with an article, with a o verb + preposition + -ing form
possessive adjective, and with other determiners that go I flnally succeeded in starang the cor.
with uncountable nouns such as thislthot" somelany, much . noun + preposition + -ing form
Iiule, morelless, oll, etc. Doing yogo is o good woy of reloxing.
e.g. You'll enjoy the singrng o adjective + preposition + -ing form
Any cheoting wrl/be severely punished.
He s good at coming up with so/utions.
I'm doing less driving now.
Other verbs, nouns and adjectives followed'by
When used with an article, an -ing noun doesnt normally prepositions are listed on page 154.
take a direct object.
lnstead of: * Ihe srgning the teoty 4.2 -ing forms are used after the following time
we say: Ihe signing of the treory conjunctions: before, ofter, when, while, on, since.
lnstead of: * The opening the motorwqy e.g. After checktng the door was securely locked, she |eft..

we say: The opening of the motorway For more detailed information about participle clauses,
see Grammar File, pages 144-145.
* An asterisk indicates an incorrect utterance.

2 Verb + -ing form

Certain verbs are followed only by -ing forms (or nouns).
e.g. Yo,uknow how he detests going to parties.
Let me know when you've finished workng.
Note: need + -ing form has a passive meaning.
e.g. Your house needs poinang.
There is a list of verbs which are followed only by -ing
forms on page 154. A few verbs can take both -ing forms
and infinitives with little difference in meaning, while
there are others which can take both forms but with a
difference in meaning (see lists on page 154).
5 Possessive a -ingform
An -ing form after a verb, preposition or other
expression may be interrupted by a possessive pronout
(e.g. her) or noun + 's to show a change of sut{*t
e.g. We opprecioted Helens offeringto help.
We apprecioted her offering to help.
I hope you won't mind my interrupnng yau.
I look forword to your joining us.
to get out of it.
/t's no use her trying
ln informal speech, a noun or personal pronoun may be
used instead.

3 Other expressions * -ing form

Other expressions which take -ing forms, such as con't
stand and no use, are listed on page I 54.

t4t
p cnnNuenrrc

Modal verbs (con) Were you oble to ftnd o bonlQ

Did you manoge to find o banlQ
I lntroduction
Modal verbs are a special kind of auxiliary verb. Like 3 Detailed information
other auxiliary verbs, they are always used with a main
verb but modal verbs express an ottitude to what we say. 3.1 Ability: con, could, oble to
They can express how certain or uncertain we are about
an event, or how willing or unwilling we are to do
3.l.l Con is used to talk about present ability and
awareness.
something, for example.
e.g. Hotidoys con domoge your heolth.
There are three so-called semi-modals: dore, need and
Con you heor me?
used to. These have some special characteristics which
It can also be used ro talk about furure ability (but not
are described later.
awareness), often with the idea of personal willingness.
The modal verbs in English are:
e.g. Con we meet tonighO
con might sholl would I can give you o ltft tomorrow, if you like.
could 'must should
moy ought to wtll 3.1.2 As con has no infinirive, be able to is used with wr[
going to, used tq etc.
2 Specialcharacteristics e,g. we'll be oble to gtve you on onswer soon.
Will you be able to see the stoge2
2.1 Modal verbs are followed by the base form of the / used to be oble to swim 20 lengths without stopping.
verb or by the base form of be (present) or hove (past) +
participle. 3,1.3 Coutd is only used ro talk about general ability in
e.g.I might go. You could rent o car. the past. To talk about a specific example of ability, we
Would you like to sit down? use wos able to. Couldn't refers to both general and
They night be having dinner, specific ability.
He could hove left the country, e.g. I could drive when I wos 15.
Luckly I wos oble to find o toxi.
2.2 Modal verbs do not inflecr, i.e. they do not take an I couldn't dne till I was 25.
-s in,thethird person or -lng or -ed. I'm ofroid I couldn't frnd o toxi.

2.3 Modal verbs do not take the auxiliary do. The
negative is formed by adding not.
e.g. You con't go in there.
It mightn't roin ofter oll.
2.4 Questions are formed by inverting the subject and
the modal. Modal verbs are also used in question tags.
e.g. Must you make thot noise?
Moy I come in?
You'd join, wouldn't you?
2.5 Modal verbs'have no infinitive. Oth'er expressions
must be used instead.
e.g. (con) Witl you be abte to help me?
(must) I'm going to hove to leove.
2.6 Modal verbs have no past form, and other
expressions must be used instead. (For special uses of
could und woul4 see notes below.)
e.g. (must) I hod to chonge the tyre.
3.1.4 Could + perfect infinitive is used to talk about how
things might have been different. lt can also sutgest
criticism.
e.g. He could have been on octor, (But he didn't become
one)
You couldhove telephoned me to soy you'd be lote.
' (But you didn't phone)
3.2 Degrees of likelihood, assumptions and
deductions: rnust, can'tn could, may, might
3.2.1 Could, moyand mrlht are used to talk about the
possibility of something. Strong possibility is indicated by
adding well;weak possibility is indicated by adding possibly.
e.g, Dont eot itJ tt coutdlmaylmight be poisonous.
Prices might we//rlse.
I might possibly be wrong.

r42
 'nl

MMMAR FILE 4

3.2.2 Negative possibility is indicated by moylmight + e.g. You mustn't moke too much noise or you'll woke the
mL Couldn't indicates impossibility. boby!
e.g. He might not hove our phone number. You don't hove toldon't need to moke on
Ihe news couldn't be better. opporntment to see hlm.

3.2.3 Must is used to say that you are certain that
something is true or is going to happen, while cont is
used to say that you are certain that something is not
true or is not going to happen (unavoidable assumptions
and deductions based on what you know).
e.g. /t must be 6 o'clock lheres the time srgnol
It con't be her ot the door. She's owoy on holidoy.
3.3.5 Should and ought to express strong advice or
obligation. They are very close in meaning, but note the
difference in word order in the examples below. The past
is formed with a perfect infinitive.
e.g. I should reolly tidy the house up.
You reolly ought to tidy the house up.
They shouldlought to hove been more coreful.

3.2.4 Assumptions and deductions about the past are
expressed by using a perfect infinitive.
e.g. He could hove been held up by troffic. (possibility)
You must hove been terrified. (certainty)
She can'tlcouldn't have token it. (impossibility)
3.3 Obligation: rnust, need, ought to, should
3.3.6 Need exists both as an ordinary verb and as a
modal auxiliary. lt is used as a modal auxiliary mainly in
questions and negative statements in the present tense,
to express lack of necessity, and in the expression needn't
have done (see 3.3.7 below).
e.g. Need you oslQ
You needn't shout, I'm not deofl

3.3.1. fiust and rnustnt are used to say that it is very
important to do, or not to do, something. This can be a
personal recommendation, a strong suggestion or an
obligation (see also 3.3.2 below).
e.g. You must try the ice creom. lt's de/icious.
We mustn't forget to write and thonk them for then
hospitoltty,
You musttry to be more punctuol.
3.3.7 Didn't need to v. neednt have done: didn't need to is
used when something wasnt necessary so wasnt done,
while neednt hove is used when something was done
even though it turned out to be unnecessary.
e.g. He didn't need to go to court becouse the cose wcs
dlsmissed.
I needn't hove dressed smordy. When I got there,
everyone wos in jeons.

3.3.2 Obligation in the past is expressed by hod to. 3.4 Permission: con, may could
Obligation in the future can be expressed by must when
the obligation already exists now. lf it will only exist in 3.4.1 Talking about permission
the future, will have to is used. Con and may are used to talk about what is and isnt
e,g. He told me thot I hod to try horder. permitted in the present. Moy not is more formal than
You must telephone first before you orrive next time. connot.
lf I'm late, I'll hove to toke o toxi. e.g. You con leave school when you ore l6 but you
connot vote.
3.3.3 fiust v. have to: rnust usually expresses an Under the low you moy moke one photocopy for your
obligation which comes from the speaker while hove to personol use, but you moy not moke multiple coples.
generally expresses a more impersonal obligation.
Could and woslwere ollowed to are used to talk about
e.g. You must send me o postcord. (friend speaking)
activities which were generally permitted in the past.
You hove to hove o viso to enter the country. (travel
Only waslwere allowed to can be used to refer to
agent speaking) permission given on a particular occasion.
e.g, At school we could weor ony c/othes we wonted,
3.3.4 mustn't y. don't have toldonl need to: mustn't
oport from jeons,
expresses negative obligation while the other forms -N,
When the World Cup wos on lwos ollowed to
express absence of obligation.
stoy up lote ond wotch.
Wilt be obte tolwitt be allowed to are used to talk about
future permission.
143
p. cnrNum rue
3.4.2 Asking for and giving permission
When asking for permission to do something, con is the
least formal, while could and moy are more polite. The
addition of possibly or the use of the form I wonder if I ...
makes the request more polite. Mightis very formal.
e.g. Con I borrow your pen for o minute?
' 4.2
Could I (possibly) use your telephone?
Moy I use yournome os o referee?
I wonder if I could interrupt you for o momen|
Might I make o suggestlon7
When replying to a request for permission, only can and
rnoy are used.
e.g. Yes, (of course) you conlmay.
No, (l'n afroid) you con't (connot)lmoy not.
4 Semi.modals: need, dore, used to
These verbs exist both as ordinary verbs and as modal
auxiliary verbs. As modals, they have certain special
characteristics and the main points of these are described
below.
l.a dorc and need
These verbs are mainly used as modal auxiliaries in
questions and negative sentences in the present tense.
Participle clauses
lntroduction
Participle clauses are common in written English because
they enable the writer to convey information in a
concise, economical way, avoiding unnecessary words.
There are two types of participle clause, which are
described below.
'l Adjectival participle clauses (reduced
relative clauses)
Adjectival participle clauses have the same function as
relative clauses, which is to give further information
about a preceding noun. They can be expanded into a
full relative clause, and may be either defining or
non-defining.
l.l Present participle clauses generally have an active
meaning. They are used to refer to actions that happen at
the same time as the main verb.
e,g. Ihe outhols lotest book feoturing the fomous
r44
The meaning is the same as when they are used as
ordinary verbs.
e.g. I doren't walk through the pork ot night.
How dare you speok to me like thoi?
We needn't hurry. The film doesn't stort till B.
dare
ln the present simple, dore sometimes takes an -s in the
third person singular, while the past simple is usually
formed with -d. Dare can also be used with the auxiliary
do and didn't, and with the modals will, would and shou/d.
e.g. Shes the only one who dores chollenge him.
Don't you dare do thot ogoin.
Nobody dared leove before the end.
We didn't dore tell him whot reolly hoppened.
Would you dore go there alone?
4.3 Used to
Used to only refers to the past. ln general, its use as a
modal auxiliary (Used you to ...? He used not to ...) is more
formal and less common than its use as an ordinary verb
with did. ln the negative, neyer used to is often used
instead of didn't use to.
e.g. Didnt you use to ploy in the school orchestro?
He never used (didn't use) to be so mean.
detectlye in another murder mystery, ls her best yel
(= which feotures: non-defining)
Many of the people woiting outside the poloce had
been there for hours. (= who were woiting, defining)
,.2 Adjectival clauses formed with a past participle have
a passive meaning. The past participle shows how the
noun has been affected by an action.
e.g. Irees blown over by the storm were blocking the
,,rood. (= which hod been blown over: defining)
We stoyed ot the hotel recommended by the trovel
ogent (= which hod been recommended: defining)
Mony people, worried obout their heolth, have
switched to o healthier dlet (= who ore worried: non-
defining)
2 Adverbial participle clauses
2.1 Participle clauses can indicate the sequence of
events.
The present participle is used when the action in the

participle clause and the main clause happen at about
the
same time.
e.g. Turning the corner,I saw the old house. (= When t
turned the corner, I sow .., I I turned the corner ond
sow ...)
He stormed out of the room, slomming the door
behind him. 1= ... ond ...)
The perfect participle is used when there is a time
difference between two actions.
e.g. Hoving flnished the report, she wenr out
for o wolk
2.2 Participle clauses can replace adverbial clauses of
reason, result and condition.
GMMMAR FILE 4
years, (condition: lf you serylce it regutarty, ...)
Participle clauseS us0ally have the same subject as the
main clause.
I e.g, Knocked to the floor, the ycse smcshed into pieces.
Nof x Knocked to the floor, / smashed the yase lnto pleces,
3 Participle clauses after prepositions and
certain coniunctions
Participle clauses can be used after the following
prepositions and conjunctions: despite, on, os, before, ofter,
when, whenever, while, since, until.
e,g. I foiled my driving tes[ desplte hoving token 25 lessons.

e.g. Not being on expert on the subjecg I con,t onswer ln some jobs, you have to retire on reoching 60.
thot questton. (reason) He's perceived as being o hord mon.
Hoving lived in the country o long trme, I know o lot
obout its customs ond culture. (reason/result)
Serviced regulorly, the engne should lost
for mony

Passive goingto goingto be + p.participle

I Form You're going to be tested

Modals (present) modal + be + p. participle
l-.-l The passive puts emphasis on the person or thing The c,ar might be gtoten.
affected by an action rather than on the agent (whoever Modals (past) modal + have been + p. parriciple
does the action). To change a sentence from active to
passive, the object must become the subject
sentence and be followed by a passive form.
of the new rnnnitive :"#j'.T:.Tffit
He's hoping to be invited.
e.g. Active: Sorneone hos scrotched my cor.
Passive: My cor hos been scrotrhed.
1.3 Get + past participle
,.2 The passive is formed with the appropriate tense of Get + past participle can be used as an alternative to the
the verb to be + past parriciple. be + past participle form in informal contexts. lt usually
suggests that the action described was accidental
Present simple rather
amlislore + p. participle than intentional.
He is colled 'Lofty'.
e.g. Ihe trees got blown down in the storm.
Present continuous omlislore being + p. participle I'm ofroid your file got /ost in the move.
I'm being followed.
Present perfect hoslhove been + p. participle 1.4 An impersonal construction can be used after verbs
The door hos been locked. of mental processes, such as ogree, allege, believe,
feel,
Past simple judge, know, n)mour, say, think.
woslwere + p. participle
It wos mode of silver. a It + passive + that clause
Past continuous woslwere being + p. participle e.g, lt wcs ogreed that membership should b€ raised.
fees
The cotwos being chased. It is hoped thot the summit meeting wrl/ be successfu/.
Past perfect hod been + p. participle b Subject + passive + to infinitive/perfect infinitive
The cup had been broken. e.g. She ls belleved to hove a good chonce of winning.
Future simple He is rumoured to hove had secret dealings with the
willbe + p. parciciple
enemy.
They'llbe uiticised.

145
r
t;

p cnervan rtu

2 Use 2.4 to make a statement more formal and impersonal,

and often deliberately to avoid mentioning the agent.
The passive is used:
e.g. Your licence has been revoked.
It wos felt thot he wos ot foult,
2.1 when the agent is not known or not imPortant, or
Ihis is be/ieve d to be the only exomple in the country-
when the agent is obvious from the context.
e.g, Ihe roof's been repaired ot lost.
I'm hoping to be promoted next yeor.
3 Special points
3.1 moke, hear, see are followed by an infinitive withom
2.2 when the agent is people in general (to avoid using to in the active, but by the infinitive with to in the
you or one) passive.
e.g. Irckets con be reserved by colling the Box Office' e.g. They mode me leove. I wos mode to leave.
The centre of town should be avoided during rush I heard them shout. They were heord to shout.
hour, I sow him go into the building. He wos seen to go inm
the butlding.
2.3 when the action or event is more important than
the agent, as in describing processes or scientific 3.2 let has no passive form. lnstead, the verb allow is
experiments. used in the passive.
e.g. Ihe buds ore ftrst cleoned with mtld detergent to e.g. They didn't let me poy for the damoge. I wosn't
remove the oil ... ollowed to Poy for the domoge,
Woter is then odded to the mixture in the test tube

Relative clauses Notes

a Whom is very formal and mainly used in written
I Defining relative clauses English.
A defining relative clause makes it clear who or what e.g. Ihe mon whomI met yesterdoy.
we're talking about and is essential to the meaning of the Less formally, we would say:
sentence. The mon (who) I met yesterday.
e.g. t'm afraid I've /ost the book thot you lent me.
b Whose can refer to both people and things.
e.g. Ihe womon whose dog ron owoy;A house whose roffi
Special points collopsed.
a Thot often replaces who or which. c That normally follows superlatives and words like
b The relative pronoun can be omitted when it is the somethingl onythingl nothingl oll I noneI mony and few.
object of the clause.
e.g. Ihe typewriter thot you so/d rne hos gone wrong' 2 Non-defining relative clauses
OR lhe typewriter yoiu sold me hos gone wrong,
A non-defining relative clause gives extra information
c Commas are not used before the relative Pronoun. about a person or thing and is not essential to the
meaning of the sentence.
subiect object possessive e.g. We went on on excursion to o witd life porQ which
People wholthot wholwhomlthot wos interesting

Things whichlthot whichlthot whose

Place where
Special points
Time when a Who and which cannot be replaced by that.

Reason why
b The relative pronoun cannot be omitted.
c A comma is normally used before the relative Pronotn-

t46
 MMMAR FILE €

3 Relative clauses with prepositions ln more formal English, the preposition can be placed at
lf a defining or non-defining relative clause contains a the beginning of the clause. ln this case the relative
verb with a dependent preposition, this preposition is pronoun which or whom must be used.
usually placed at the end of the clause: e.g. Iheres the house in which we used to live.

e.g. Iheres the house (that) we used to live in. The Presideng to whom / spoke yesterdoy, is very
concerned.
The President, who I spoke to yesterdoy, is very
concerned. See Study Box, page 188 for more examples of relative
clauses with prepositions.

Reported speech e.g. He told me to woit in the queue.

I Reporting statements
To report what.someone said, we use a reporting verb
followed by athot clause. ln informal speech and writing,
that may be omitted.
e.g. She sold she hod been to on tnterview.
I told you I'd be lote.
There is a list of reporting verbs which can be used with
thot clauses on page I 55.
2 Reporting questions
Note: Reported questions use normal word order and do
not have question marks.
2.1 Yeslno questions
To report ayeslno question, we normally use osk followed
by an if clause or a whether clause. Yes/no questions with
or are usdally reported with whether clauses.
e,g. They osked if we had ony children,
/ asked whether you wanted teo or coffee.
There is a list of other verbs which can be used with
and whether clauses on page I 55.
/ osked her to switch off the centrol heottng.
Her doctor odvised her to stop smol<ng,
Other reporting verbs which can be used with this
structure include invite, order and worn. There is a fuller
list of such verbs on page I 55.
3.2 To report a suggestion, we can use a thot clause.
This clause often contains the verb should but may also
contain an infinitive.
e.g. Ihe Manoger suggested thot we should put our
comploint in writing.
The Manoger suggested we put oir comploint tn
writing.
Other reporting verbs which can be used with this
structure include demand, rnsist and recommend. There is
a fuller list of such verbs on page 154.
3.3 To report suggestions, advice, recommendatlons,
etc. we can also use certain reporting verbs + jng.
e,g. He suggested breokng the journey in Chester.
The doctor odvrsed tol<ng o holidoy.
if Steve recommended trying the steok
There is a list of these verbs on page 155.

2.2 wh questions
To report a wh question, we use the wh word followed by
4 Reporting intentions and hopes
the reported clause. To report a stated intention or hope, we can use either a

e.g. She osked why she hod to poy
He wonted to know where the bonk wos.
There is a list of verbs which can be used in this
structure on page I 55.
3 Reporting advice, orders, requests,
suggestions, etc.
3. I
To report an order, request, etc. which has been
made to someone, we can use a to infinitive clause.
o deposrt. thot clause or a to infinitive clause after certain verbs.
e.g. / promlse d to be bock before midnight.
I promised thot I would be bock before midnight.
Note: A thot clause must be used if there is a change of
subject.
Other reporting verbs which can be used in this way
include hope, propose and threoten. There is a fuller list of
such verbs on page I 54.

147
p cuNr,nnrru

Time reference Notes

When reporting speech, the tenses and time expressions a lt is not necessary to change the tense when the
are normally changed as follows: reporting verb is in the present tense or when the
original words are still true.
Direct Speech Reported Speech
e.g. He soys hls car hos broken down ond he's woiung for
Present simple Past simple
o mechonic.
Present continuous Past continuous
Professor Cooper exploined thot fomily tensions often
Present perfect Past perfect
erupt when the family ls thrust together incessontly.
Past simple Past perfect
Past perfect Past perfect b Certain modal verbs (could, would, should, ought to,
sholllwill shouldlwould mriht) dont change in reported speech.
conlmoy couldlmight e.g. I might be bock lote.
must mustlhod to I soid I might be back lote.
now then
todoy thot doy
tomorrow the nextlfollowing doy
yesterdoy the doy beforelthe previous doy
this thot
here there
ago before

Spelling e.g. Ihe Nl/e Mount Eyerest The Sohora Desert

Mors The Block Forest
I Capital letrters 5 with doys, months, festivols and historicol periods but
Capital lefters are used: not seasons.
I at the beginning ofo sentence. e.g. Tuesdoy March Eoster the Middle Ages
2 in heodings and suhheodings for reports, articles and (but summer, wnter, etc.)
so on. Also in the fitles of books, plays, films, porticulor 7 with the names of certain professions or posltions
works of ort, scientific laws, etc. ln this case, the main when used as titles for particular people but not when
words have capitals while the articles and smaller used generally.
prepositions usually do not. e.g. Let me introduce you to the Principal. (but /d /ike to
e.g.lntroduction Focus on Advonced Engtish Homlet become the principol of o college one doy.)
Bock to the Future Mono Lisa Boyle's Low
3 with nomes of people (also animals and other things 2 Forming participles
which have individual names), monufocturers. shops, hotels,
2.1 Doubling consonants
gove rn m ent d ep o rtm ents, etc.
Thd final consonant is doubled in verbs:
e.g. Mr Martin Holl Ford Quicksave
Hilton
I which have only one syllable and which have one
The Rome . Deportment of Educotion
vowel followed by one consonant.
4 with nomes of countries, cities, towns, regrong oreos,
e.g. stop * stopping
streets, etc., and with odjectives and nouns describing
run, trop, swim, ft7 clop
nationoliry or plocn of origin but not with easg west, etc.
Exceptions: Final -w, -x and -y are never doubled.
on their own.
e,g. Fronce Athens the Middle East Soho 2 which have more than one syllable but where the
Fifth Avenue French o Dutchman Bovorion
final syllable is stressed and has one vowel followed by
one consonant.
5 with nornes of rivers, mountoins and other geogrophicol
features. Also with planets but not the sun, earth or
e.g. regret - regretting
begn, odmit" refer, occur, forget
moon.
Exceptions: There are a few verbs where the final

r48
 !I

GMMMAR F|LE 4€

consonant is doubled even though the stress is on the 2.2 Other points
first syllable: I
Verbs which end in a consonant + -e normally drop
e.g. worship, kidnap, hondicop the e before the ending -ing.
3 which end in J after one vowel. e.g. sneeze - sneezing
travelx, concelx, control, signolx, fulfil Main exceptions: cge - ogeing, dye - dyeing
e.g. quorrel -
quarrelling
2 Final -y after a consonant changes to -i before -ed.
Note that in American English there are some verbs
where the final J is not doubled. Examples are shown
e.g. try - tried
3 Final -y after a vowel does nor normally change in this
with a *.
way.
The final consonant is therefore not doubled in verbs:
a where there are two vowels followed by a consonant
e.g. enjoy - enjoyed, ploy - ployed
Exceptions: poy - paid, loy - loid, soy - said
e.g. sweep - sweeping (Rule 2.1. l)
4 The ending -ie changes to -y before -ing
b where there are two final consonants
e.g. /le - Iying die - dying
e.g. worn - worning (Rule 2. I. l)
5 Verbs which end with < usually add -k before -ed or
c where the stress is on the first of two syllables
-ing.
e.g. limit - limiting (Rule 2. I .2)
e.g. ponic - ponicked, picnic
d where final -/follows two vowels - picnicking

e.g. stea/ - steoling (Rule 2.1.3)

Tenses: present difference in meaning between the present simple and

present continuous. There is a list of these verbs on page
I Present simple I 55.

Form e.g. I think you're wonderful. (opinion)

l'm thinking obout what you soid eorller: (mental
6ut" 1ep6 + (e)s I e.g. She ploys the vrotin.
process)
Negative: doesn't ldon't + base form
Question: doldoes + subject + base form? 1.4 The present simple also has certain special uses in
reviews, sports commentaries, dramat'ic narratjve and
Use when reporting what you have heard or been told (with
sayltelllheor).
l.l The present simple refers to situations which are e.g. Dustin Hoffmon, who ploys the hero, gives c fne
long-term or permanent and to general truths such as performonce.
scientific facts. Blcck posses the boll to White but he misses ...
e.g. She works for the Foreign Otffrce.
There I om, oll olone in the house, ond the doorbelt
I love clossicol music. rings!
Nine p/onets trovel round the sun. I heor you've decided to move.

1.2 lt can also refer to regular or repeated actions.
e.g. He swims during his lunch break every doy.
I olways spend Christmos with my fomity.
1.3 lt is used with certain verbs to express thoughts,
feelings, impressions and immediate reactions.
e.g. Ihls teo tdstes stronge.
Do you wont to try the jocket on?
Note: With certain verbs e.g. think, feel,
1.5 The present simple can be used to talk about future
plans with reference to timetables and itineraries (see
Grammar File, page 150), and is also used ln time clauses
introduced by when, ds soon os, ofter, rfl etc. (The present
perfect can also be used in time clauses; see section on
present perfect below.)
e.g. The troin leoves ot middoy.
I'll let you know if a fox orrives.
there is a

149
I ) cmmvnn rne

2 Present continuous 2.2 lt can also refer to actions.or situations which are
temPorary.
Form e.g. l'm helping out in the kitchen until they find o new
islore + -ing I Hes woshlng his hoir. chef.
".g.
Negative: omlislare not + -ing
2.3 The present continuous can be used with alwoys or
Question: islare't subject + -ing?.
forever to describe a habit which the speaker finds
Note Certain verbs do not usually occur in continuous annoying.
tenses (see page I 55). e.g. Why ore you forever criticising me?

Use 2.4 The present continuous is also quite often used to

express pre-arranged future actions (see Grammar File,
2.1 The present continuous is used to talk about
page 150).
actions which are happening at the moment of speaking
e.g. Nrge/s coming round to see us tonight.
or which are changing or developing at the present time.
e.g. Don't disturb him, he's worklng.
My typing's improving.

Tenses: expressing the future

Summary of forms and uses
Form Use
goingto
e.g. We're going to hove o porty. I To express personal intention.
Are you going to invite John? The aclion has usually been considered in advance and some
arrangements may have been made,
e.g. I think I'm going to foint, 2 To make a prediction based on what you know feel or can see.
Future.simple ':

e.g. Het/ be bW in June. I To express a future fact or prediction.

Tomorrow witt be cold and wet.
e.g. I know, l'll phone for o toxi.
e.g. Sholl I gve you o lif?
Willyou help me with this bo{
e.g. l'll hit you if you do thot agoin.
Don't worry, I won't be late.
e.g. lsuppose you'll be pretbl busy.
Do you think he'll come?
e.g. Iheres a cor pulling up outside,
Oh, thot'll be Jim.
Present continuous
e.g. Whot ore you doing this eveningJ
The cor's being serviced tomorrow.
Present simple
e.g. Whot time do you orrwp ot Heothrovl
We call ot Venice and Athens.
ls to
e.g You are to do exoctly as I soy.
e.g. Ihe President ls to vlslt Rome,
2 To express a sudden decision.
3 To express an offer or request.
4 To express a threat or a promise.
5 To express an opinion about the future after verbs like thlnk,
suppose, expect, doubt if and also with probobly.
6 To express strong probability
To express a pre-arranged future action. Similar in meaning and use
to going to but with less sense of personal intention.
To express the certain future, a fixed future event usually based on
a timetable or programme.
I To express an instruction or orden
2 To talk about an action or event which has been arranged, often
officially

150
 GMMMAR FILE {

About toldue to
e.g. Ihe building ls due to be completed soon. To talk about actions or events which are expected to happen,
He's obout to onnounce the resulL usually fairly soon.
Future continuous
e.g. /ts owful to think I'll be working thls rlme I To talk about an aclion which will be in progress at a point in the
next weekl future,
e.g. Ihe big stores will be hoving their winter 2 To talk about an action or event which will happen as a matter of
so/es soon. course.
e.g. Will you be checl<ng out todoJ? 3 To express a request for information rather than a request for
action.
e.g. Wheres Nigel tonigh?
He'll be performing somewhere with his band, 4 To express strong probabiliry.
I expect
Future perfect
e.g. They will hove received our letter by Mondoy To talk about a future event which will be complete by a time
which is further in the future.
Future perfect continuous
L.5. I'll hove been working in this compony for To talk about the duration of an action, as seen from a point in the
l0 yeors next April. future.

Tenses: present perfbct I've been going to Scotlond every summer since I wos
o child.
Form
Simple: hoslhove + past participle 2.2 The present perfect simple is used to refer to an iirr
j
e,g. Hes sold his cor. action or state which was completed in the past but
ii
where the time is unknown or unimportant. The present
Negativer hoslhove p61 + past participle result is generally more important than when or how the
Question: hoslhove + subject + past participle? action or event occurred. iil
Continuous: hoslhove been * present participle The following expressions are often used:
e.g. /ve been ployingtennis. just" olready, before, ever, neven yet" still
e.g. Your fothers just come in. (= He's here.)
Negative: haslhave been + -ing
/'ye seen that frlm olready. (= I dont want to see it
Question: hoslhove + subject + been -rnd
again.)
Note: Certain verbs are not usually used in continuous
tenses. See list on page 155.
The TV's been repoired. (= lt is now workng.)
Hove you ever been to Nepot? (= Can you tell me
about
2 General use it?)

2., Both the presenr perfect simple and the present
perfect continuous are used to refer to actions or states
which began in the past and have conrinued up rill now.
Since is used to express the starting point, and for is used
to express its duration.
2.3 The present perfect can be used in time clauses
introduced by when, os soon as, ofter to describe an action
which will be completed before the action in the main
clause.
e.g. We'll make the onnouncement once everyone hos

The following time expressions are often used: arrived,

You can buy o car ofter you've pcssed the driving test.
lotely recently so far up till now
e.g. /Ve hod o cold for a week
He hosn't been procilsing on the piono so much lately.
How long hove you lrved rn this flot nor,Q

151
p cumN,rn nlr

3 Simple % continuous 3.4 The present perfect simple suggests that an action
is complete while the present perfect continuous
3.1 ln some cases there is little difference between the suggests that it is still incomplete.
two forms. e.g. /ve pointed the kttchen. ft-he job is finished.)
e.g, /ve lived here oll my life. I've been pointing the l<tchen. (The job is probably
/ve been llinghere ollmy life. un{inished.)

3.2 The present perfect continuous tends to emphasise
how long an action has continued.
e.g. /ts been raining all doy,
I've been waiting for hours.
3.3 The present pedect continuous may suggest that an
action is temporaD/ rather than long-term or Permanent.
e.g. Hes been staying with his sister tll/ he finds
somewhere to live.
3.5 The present pertect continuous can be used for a
series of repeated actions but the present perfect simple
must be used when the actual quantity of actions or
finished products is mentioned.
e.g. /Ve been knocking on the door for oges.
I've knocked on the door ten times.

1.4 When we report two actions which happened at

Tenses: past the same time, and it is the result that is important, we
I Past simple can also use the past simple in each case.
Forrn e.g. As it grew dorker we found it more diflcult to follow
the path.
R€gular veris:
base form + -(e)d I e.g. Ihey wolked towords us. 2 Past continuous
Negative: didn't + base form Form
Question: drd + subject * base form?

Use ; Negative: wosn'tlweren't + -lng

l.l The past simple is used to refer to completed
actions or events which took place at a particular time or
over a period of time in the past.
e.g. We met /ost summer. Do you remembei
I stayed with my uncle until t found o flot of my own.
1.2 The past simple can also refer to repeated actions
in the past.
e.g. He went for o wolk every doy before lunch.
Note: lt is also possible to use used to or would + base
form with this meaning.
e.g. He used to go for a wolk,..
He would go for o walk...
1.3 When two actions happen quickly, one after the
other, we usually use the past simple in each case.
e.g. When the oil warning light come on, I switched off the
engrne.
Question: woslwere + subject * base form?
Note: Some verbs do not usually occur in continuous
tenses. See the list on page I 55.
Use
2.1 The past continuous refers to actions or situations
which were unfinished at a particular time in the past. lt
also emphasises how long an action continued.
e.g. You were living in Brighton then, weren't you?
I wos getting colder ond colder oll the time,
2.2 lt is often used to refer to an action which was
going on when a second shorter action interrupted it.
e.g. / wcs driving home when I heard the news on the cor
rodio.
2.3 The past continuous is often used to describe the
bacllground to events in a story.
e.g. lt wos o beoutiful doy. The sun wds shlning and the
birds were singing
 GMMMAR FILE €

2.4 The past continuous can be used to describe two e.g. / recognised him os soon ds I sow him.
actions which happened at the same time when we are
After he left. the offrce he went to collect his cor
more interested in the fact that they happened together from
the goroge.
than in the result.
e.g. While I was waiting for him to ring he was out hoving 3.3 The past per-fect continuous is used when the first
o good time. action continued for some time or was unfinished.
e.g, Ihe fue hod been burning for some time before the
2.5 The past continuous can be used with olways or
flre brigode orrived.
forever to emphasise the frequency of an action. ln this I'd been hoping to meet her for oges when I bumped
case, the speaker is often expressing criticism or into her by chonce.
annoyance.
e.g. They were alwoys having loud porttes which went on 4 Past tenses used to talk about
tillthe eorly hours. hypothetical situations
2.5 The past continuous is used in the expressions I 4.1 Pasr tenses can be used after the following
wos wondering i'flwhether and I wos hoping (that) ... as a way expressions to talk about situations which do not exist
of making an invitation, a request, etc. more polite. These or events which did not happen but which we are able to
expressions refer to the present/future, not the past. imagine.
e.g. / wcs wondering if you would like to join us?
I wish would rather supposelsupposing if
if only
3 Past perfect
os iflos though

Form The past simple is used for present or future reference.

e.g. / wsh I hod o ccr. (l haven,t.)
Simple: 6661 + past participle I'd rother you didn't smoke. (you are smoking or may
e.g. He hod olreody left do in future.)
Negative: hodn't * past participle He behoves os if he owned the p/oce. (He doesnt)
Question: hod + subject + past participle? Suppose you didn't get the
1ob, what would yw d
Note: I wjsh + would is used to express a wish for
Continuous: hod been +
something to change in the future. lt cannot be used to
e.s. I'd been iting for an hour refer to oneself. ii
Negative: hodn't been + -ing wsh the weother would improve.
e.g. /
Question: hod + 5u[js6 -r been a -ind I wish you would stop going on obout iL 'lii,

Note: Some verbs do not usually occur in continuous The past perfect is used for past reference.
tenses. See list on page I 55. e.g. lf only he hod telephoned before he come. (He
o,::Lil*
Use *, hodntt totdme. ffou did tel me;
He Speok os if he hod done oll the work himsetf
3.1 The past perfect refers to actions which happened,
(He didn't.)
or situations which existed, before another action at a
Supposing you hod hod on occidentl(you didn't.)
particular time in the past.
e.g. Ihe shop hod closed by the tjme I got there. 4.2 The past simple is also used after the expression ltt
When t reoched the front door, I reilised t hod lost my (highlobout) time.
k"y. e.g. /ts high time we lefr.. (lt's late and we haven,t left
yet.)
3.2 The past perfect is used ro make the order of
events clear. lt's not necessary to use it when the two
actions happen quickly, one after the other, or when the
order of events is clear anyway.

153
p cnavunnrte

Reference Lists 6 Verbs followed by a to infinitive

-ing forms and infinitive

afford decide learn swear
agree demand long tend
I Verbs foltowed by -ing forms aim deserve manage threaten
aPPear expect mean undertake
admit detest involve resent
arrange fail neglect volunteer
adore dislike keep resist
ask fight offer vow
appreciate dread !i" risk
attemPt guarantee pause wait
avoid endure loathe sit
beg happen plan want
celebrate enjby mention stand
care help prepare refuse
commence 'face mind suggest
choose hesitate pretend seem
consider fancy miss
consent hope promise wish
contemplate finish postpone
dare
delay go practise
intend Prove yearn

deny imagine report 7 Verbs which take an object followed by a to

infinitive
2 Verbs followed by a preposition + -ing form
advise forbid leave tell
admit to benefit from get on with resort to
allow force order urge
agree with care for insist on succeed in
ask get persuade want
aim at confess to object to think of
encourage help prefer warn
apologise for count on pay for vote for
expect intend recommend
approve of depend on put up with
beg invite remind
beliwe in feel like rely on

8 Verbs followed by -ing forms or ato infinitive

3 Nouns followed by a preposition + -ing form
a With liale difference in meaning
hope of idea of way of attempt cease fear love
difficulty in thought of method of begin continue hate prefer
bother deserve like start
4 Adjectives follelired by a preposition + -ing form
b With a difference in meaning
bad at capable of guilty of
come + -ing move in a parcicular way
good at excited about tired of
good for fed up with keen on come + to inf gradually start doing something

bored with fond of nervous of dread + -ing be fearful about a future action
dread + to inf (used only with think)
5 Other expressions followed by -ing forms + -ing
regret be sorry about an action in the past
cant bear go (e.9. camping) no good regret + to inf (with soy, tell, inform and announce)
cant help spend time/money (on) no use be sorry about a present action
cant stand not worth
remember refers to an action before the
/forget + -ing moment of remembering or forgettirg
remember/ refers to an action after the moment
forget + to inf of remembering or forgetting
stoP + -ing finish an action
stoP + to inf interrupt an action in order to do
something else
trY + -ing make an experiment
try + 1e ;n1 make an effort to do something
difficult

t54
 MMMAR FILE €

Reporting verbs Verbs not usually used in continuous tenses

I Verbs followed by that clauses admire detest impress mean seem
add decide* mention state
adore dislike include owe sound
admit deny observe suSgest
astonish doubt involve own stoP
aSree doubt persuade suPPose
be envy keep please suppose
announce estimate promise* swead
believe exist know possess surprise
answer expecC tell
belong fit lack prefer survive
ProPose
argue explain remark think
concern forget last reach suspect
boast fear remember threaten*
consist hate like realise understand
claim feel rePeat understand
contain hear love remember want
comment find reply warn
deserve imagine matter satisry wish
complain guarantee* rePort
confirm hope* reveal
Verbs with a different meaning in simple
consider insist say
and continuous tenses
xThese verbs can also be followed by to infinitive Verb Simple tenses Continuous tenses
clauses.

2 Verbs followed by if and whether clauses aPPear = look/seem = take part in (a

trial/play/film)
ask remember
exPect
know = feel confident that = waiting for sth/to
say
be pregnant
feel = have an opinion ='physical sensation
3 Verbs followed by clauses beginning with wh
have = POSSeSS =' organising/actions
words
(e.g. a bath)
decide guess reveal think hold = have a certain capacity = physical contact l
describe imagine say understand with hands
discover know see wonder look = have an appearance = action of sedng
discuss learn suggest measure = have a certain length = action of taking a
explain realise teach lQeasurement
forget ' remember tell see = use your eyes = meeting
smell = have a certain smell = accion of smelling
4 Verbs followed by object + to infinitive clause something
l'l
forbid think = have an opinion = mental process
advise remind warn
taste = have a certain taste
ask instruct teach = action of tasting l

beg invite tell something

l
weigh = have a certain weight = action of
command recommend urge
weighing something l

5 Verbs followed by athot clause containing should

ln some cases the meanings listed under'Continuous
advise insist recommend I

beg tenses' can be used in simple tenses, e.g. she's hoving o

prefer request
demand propose both, she htos a both every morning, but the meanings listed
suggest
under simple tenses cannot be used in continuous tenses.
6 Verbs + -ing form
admit deny mention propose
recommend regret rePort suggest
 Writing File
Task Types Page
A lnformal Letters r57
Al Layout
AZ Example
43 Types of Letters

B Formal Letters t59

Bl Layout
B2 Example
83 Types of Letters

C Personal Notes and Messages; Memos t6l

C I Notes and Messages
C2 Memos
C3 Examples
C4 Types of Notes, Messages and Memos
C5 Notes and Messages: Beginnings and Endings

D lnforrnation Sheets, Leaflets and Brochures t63

D I Notes
D2 Examples

E Articles ,64
EI Notes
E2 Example
E3 Headings

F Reports t65
FI Notes
F2 Example
F3 Useful Language

G Reviews 157
GI Notes
G2 Examples
G3 Useful Language

fil
!il 2 Linking and Logical Devices t70
Addition
$,
Cause and result
fl
:".1
Concession
Contrast
F={
Purpose

rf;
Similarity ind comparison
156
if Time

A lnformal Letters
Al Layout
Write the {lrst line next to
the left-hand margin.
)g3p ====
Begin the next line under
the name.
A2 Example
Never begin with Deor
Frtend. Always use a name.
Begin the first sentence
with a capital.
WRITING FILE
Your address Write your address in
the top right-hand
cornen
The date Write the date directly
below
E
Z2York )treef, Never put your name
Bridewell before your address.
9R9 450
Write the house
24th Nov,19- number first, followed
by the street, town
Dear Ken, (and postcode, if you
Many Lhanke for your lef,fer and for Lhe Vhohoqraphe - know it).
Nhey brouqht back very haVpV memoriee of our holiday.
l'm qlad No hear Lhal your new job ie qoinq eo well. lN
muel be With closer friends,
you could just put
Do let me know when you're coming Io Enqland. lt,
Write soon.
would be lovely f,o oee you and you're most' welcome to
etay here - there'e Vlenf,y of rooml Best wshes, and Yours
Hope f,o hear from you eoon. are useful general
Beel wiehes endings. For close
9ue friends, you can end
with Love.
r57
A3 Types of Letters Useful longuoge:
I'm writing to opologise
A3.l Beginnings
- obout...
ln an informal letter to a friend, it may be appropriate to
- for the foathot (+ clouse)
begin by mentioning a letter which you have recently
- for (not) (+ 4ng)
received or by making general friendly comments, I'm terribly sorry that ...
Useful longuoge: I do hope thot -..
Many thanks for your letter ... Pleose let me know where you bought itlhow much w"

It wos lovelylvery nice to heor from you recently ... lll glodly reploce itlpay for it.
I wos glad to hear that you hod o good holidoy
I hope you ond the fomily ore well. A3.5 lnformation/News
Useful longuoge:
A3.2 lnvitation I thought youA fike to knowlhear about ...
Say what the event is and explain the details of date, time Ihis is just to let you know that ...
and place clearly You may need to add other details such
as who else is coming, what you would like your friend to A3.6 Giving Advice
bring (if anything), whether they can bring a partner or Useful longuoge:
friend, when you need a reply by, and how to get there. You osked me for odvice on ...
Use separate paragraphs for each main piece of Have you thought obout ... ?
information. It might be o good ideo to ...

Useful longuoge: One thing I would suggest is ...

l'm hoing o birthdoy porty on Soturday the 22nd ond I hope

you'll be able to come. A3.7 Thank you/Congratulations/Good Luck
I wos wondering if youA like to come to see 'Wld Lives' ot the
Useful longuage:
Theotre Royolwith me?
l'm writing to thonk youlThank you so much for (+ nounl-ing)
Would you lik tolWhy don't you come ond stoy for the
It wos very kind of you to ... (+ verb)
weeken0
I'm writing to congratulate youlCongratulotions on (+ nsurl
Could,you (possibly) Iet me know if you con come by ...
l'm writing to wish you (the very best of) Iuck inlwith
(+ noun)
A3.3 Request
Describe the situation or problem and explain exactly what A3.8 Endings
needs to be done. Make it clear how grateful you would
It is usual to end letters which expect a reply with a
be for the help you ask for and give an opportunity for the
sentence on a separate line. This could be:
recipient to agree or refuse, if appropriate.
Looking forword to heoring from youlseeing you.
Useful longuoge: Hope to heor from you soon/see you soon.
l'm writing to osk you a favour. Write soon/See you soon.
I wonder \ i1t couru osk you o fovour?
I wos wondering t
Although it's important to know how to set out the address for real-
H be terribly groteful if ... life letter writing, you do not need to include addresses in exam
Pleose dont hesitote to soy no if you con't monage it ...
tasks.

A3.4 Apology
Explain why you are apologising, give reasons for your
behaviour: express regret for any damage, inconvenience,
offence which was caused, and offer to put things right if
possible

158
 )
WRITING FILE

B Formal Letters
Bl Layout
Your address Write your address in
the top right-hand
Write the recipient's name cornen
and address on the left-
hand side below the date. The date Write the date directly
below.
Other person's name
and address

Only use Deor Sir or Deor DearSir/Madam, / Dear Mr Brandon/Mrs Whlte,

Modom if you don't know
the person's name.

Yours faithfully, / Yours sincerely, lf you begin Deor Sir or

Deor Modom, end with
Your signature
Yours faithfully, lf you
begin with a name, end
Your name - printed with Yours sincerely.

82 Example
Z2York Slreef,
Bridewell Never put your name
Write the name and/or before your address.
bRB 490
title of the person you're
writing to. Do not indent The Trincipal 24th Nov.1g- Write the house
their address. ClifLon Colleqe number first, followed
ClifLon by the street town
Write the firsl line next to
the left-hand margin. CL5 zRE (and postcode, if you
Dear 9ir, know it).
Begin the next line under I am intrereeled in applyinq for a Vlace on a computrer
Give your reason for
the name. couree aN your colleqe and I would be qraleful if you could
writing at the
oend me full deLails of the coureeo you offer and the feee,
beginning. lf you are
loqelher wilh an application form.
Write Yours with a capital replying to an advert,
'Y' and faithfully or sincerely say where you saw it

with a small 'f' or's'. These

I look forward to hearing from you. and when. lf you are
p.rlings arc foll, ' , Youre faithfully, replying to a letter; give
ci tma. the date of the letter:
S. /A.1ilchtiet Print your name clearly
9, M, OtLCHRtsT (Mr99) after your signature.

t59
 WRITING FILE

83 Types of Letters 83.4 Apology

83.I Enquiry Explain why you are apologising, give reasons for your
Explain clearly what information you would like and why behaviour; express regret for the
you need it. lf there are different points you need to damage/inconvenience/offence which has been caused and
explain or to ask about, use a different paragraph for each.
promise not to let rt happen again or to make up for wtrffi
you've done, as appropriate;
Useful longuoge:
I am wrifing to enquire obout ... Useful longuoge:
I wos interested in your odvertisement in 'The Doity Times' I om writing to opologisell sincerely apotogise
ond I would like to hove further informotion obout ... - for (not) (+ -lng)
I should be groteful if you woutd send me (fuil) detoils of ... - for the foathat (+ clause)
I'm solreally sony (not) to have (+ p. part.)
I (do) hope you will forgive me for (not) (+ -in1)
83.2 Job Application I ossure you thot itlthis wiil never hoppen ogoin.
Explain clearly which post/job you are applying for and, if
you are responding to an advertisement, say where you
saw it and when. Grve all the necessary information about
83.5 Complaint
yourselfl including age, qualifications, past employment, ln the first paragraph, explain the reason for writing and n"n

relevant experience and any special hobbies or interests, the next, explarn exactly what the problem is. Give all the
and explain why you are particularly interested in this post. necessary details about where and when it happened and

Use a new paragraph for each main topic. lt,s also helpful who was involved. Give other relevant information in
to say when you would be available to attend an interview. further paragraphs if necessary ln the final paragraph,
explain what action you want to be taken.
Useful language:
, orn interesred in opplying for the post of ... which wos Useful longuoge:
advertised in'The Globe' on 22nd September. I am writing
My reoson for opplying is that t woutd like to brooden my - to comploin obout ...
experlence ond olso ... - to express my concern obout the faa that ...
I would be oble to attend an interview ot ony time which is - to express my annoyance ot...
convenient' to'you. I must insist thot you ...
I must urge you to ...

83.3 Other Application

Explain clearly what you are applying for; where you heard
83.6 Opinion
about it and, if appropriate, who you represent. Give all the lf you're replying or reacting to something such as a letter
necessary information about your appl ication, explain ng or an article, give the necessary details. Explain your
i

how you intend to use the opportunity/money what you opinion and the reasons for it clearly using separate
hope to achieve, and why this is important or worthwhile. paragraphs for each main point. Sum up your argument in
the final paragraph.
Useful Longuoge:
I am interested in opplying for the grontlscholorship which ... Useful longuoge:
ln reply to your leuer of t2th September I would like to
- wos advertisedlmentioned in on orticlein /dst week,s suy _
'Globe on Sundoy.' I would /ike to respon d to the orticle entitled ,...', which
appeored in Mondoy\ edition of your newspaper,
- I
learnt obout from my tutorlthe college notice boord.
The reoson for mylour opptication is that thls grontlscholorship ln my opinion,...
would /t seems (clea) to me thot...
I would suggest thor ...
- enable melus to goin voluable procticol experience :..

- moke o reol difference to mylour worklprqect.

83.7 Endings
Although it's important to know how to set out the'address for rear-
It is usual to end letters which expect a reply with a
life letter writirig, you do not need to include addresses in exam
sentence on a separate line. The most common ending is
tasks.
I look forward to hearing from you.
160
 \/VRITING FILE

C Personal Notes and Messages; Memos

C I Notes and Messages
Notes and messages are even more informal than informal letters and are written to friends and people
you know well. They usually contain a brief message about one or two main subjects so they are
generally shorler than a page. They may or may not be placed in envelopes and are often delivered by
hand rather than posted. There are no fixed rules about their layout.

C2 Memos
lYemos are a form of note or message between colleagues in a business contet. They are usually
written on officialforms which have the heading'Memo'and a place to write the name of the sender
and the recipient, the date and sometimes the sub;ect. There is no need to begin 'Dear ...'. The language
is generally more formal than in a note to a friend but the degree of formalrty depends on the
relationship between the writer and the recrpient, and the subject matter:

You can use a shortened

c3 Examples
address or omit the address
The day, date or time is normally
Notes and Messages completely
somewhere at the top.

You may begin with Deor ..., with a

flrst name, or just with an initial,
depending on your relationship.

'!,iX'"i*'{iT"'J?:l

Wi:irnPl; lnformal language is often appropriate.

';;?ffirffi,
#i:j!"n:r'"^*tl:
":#,1"!;:,;F'*
Finish with your name or initial.

C3.2 Memos
MEMO
The heading includes names
To: HB
(or initials) and the date. From: SO
Date: 1014

It's usual to put the subject, Subject: Sales Conference 2 May There's no need to begin
underlined, at the top. 'Dear...'.
ln order to compile the annual departmental report for
the above event, I need up-to-date sales figures for your
section. Could you have these on my desk by 22 April
at the latest, but sooner if possible?
l'd also like to take this oppoftunity of thanking you for
all your hard work over the past year. Enjoy your Easter A memo can be unsigned or
can have a name or initial at
the end
 WRITING FILE

C4 Types of Notes, Messages and Memos C4.4 Apology

ln general, the language in a memo is more formal than in lJseful longuoge:
a note or message, but the degree of formality in all three (l'm) Sorry I couldn'tlwosn't oble toldidn'tlforgot to ...

types of writing depends on the relationshrp between the I (would like to) apologise for misstng the meerlng
writer and the recipient, and also on the subject matter: A
note to an acquaintance would be more formal than a
C4.5 Thankyou/Congratulations/Good Luck
note to a friend. A memo to a close colleague about
Useful languoge:
servicing the coffee machine would be less formal than a
Mony thonks for .- (+ noun/-lng)
memo to the boss apologising for a mistake you'd made.
Just to thank you for .- (+ nounl-ing)
lA fike to toke this opportunlty of thonking youl to thonk you
C4.I Query
Useful languoge: Moy I take this opportunity of thonking youl to thonk you ... ?
Could you let me know Congrotulotions on ... (+ noun)
- whot hoppened obout ... Best of luck inlwith... (+ noun)
- what you('ve) decided obout ...

Con you tell me C5 Notes and Messages: Beginnings and

- whot you think obout ... Endings
- if youre lnterested in .,,
C5.l Beginnings
-
if you'd hke to ...
Useful longuoge:
Would you (pleose) clorify the situotion regording ...
No special introductory phrases are necessary but notes
often begin with expressions like:
C4.2 lnformation/News lust (o note) to let you knowltell youlcheck (thot) ...

Useful longuoge: A quick note to osk/see l[,..

Just to let you know (thot) ... thonk you forl opologse (forl obout) ...

(l) Thought you might like to know (thot) .

For (your) informotion, the next meettng will be held ...

C5.2 Endings
Useful languoge:
C4.3 Request No speclc/ ftnol phroses ore needed but notes ond rnesscges
Useful longuoge: moy end with expressions /lke:
Could youlWould you (pleose) See you soon
- let me hove ... Speok to you soon
- send me .,. All the best
- look into ...

- find out obout ...

r62

D lnformation Sheets, Leaflets
and Brochures
D I Notes
Information sheets, leaflets and brochures are intended
to inform, advise, persuade or warn. The two main
aims are therefore to catch the readers atlention and
to present the message as clearly as possible. To do
this, layout and organisation need to be as effective as
possible. Short paragraphs with clear headings are
much easier to read and absorb than long blocks of
texl, for example. The best approach is to imagine
yourself as the reader and to ask what you would want
to know and in what order you would find it easiest to
absorb the information. Consider these points:
Main heading:
o ls this as direcl and eye-catching as possible?
o Does it give the reader a clear idea of what the
subject
rs?
o Does it make the reader want to read on?
Sub-headings:
o Are these short and clearl Asking a question in
your heading may be more interesting than stating
fact. (See Example D7,7.)
D2 Examples
D2.l lnformation Sheet
BRISTOL HALF MARATHON
The Frrent
On the lOth Moy this yeor Bristol will be stoging its
tenth Holf Morothon. This is now the lorgest moss
porticipotion sporting event in the West Country.
The moiority of enkonts ore not dedicoted othletes but
runners of oll obilities, who like setting themselves o
chollenge ond who enioy the otmosphere of the doy.
Our course is exceptionolly fost ond flot, with leoding
finishing times regulorly under 65 minutes.
Your Certificate
Eoch finisher will quolify for o certificote, which will be
sent soon ofier the roce.
T
u/RITING FILE
Text:
o ls the information broken up into short easy-to-read
seclions?
o ls the order logical?
Visual help:
Can you help the readen for example:
by indenting small sub-sections so that they stand
out as small blocks which are clearly separate
from the main text? or
- by putling important points on separate lines? or
5. by numbering your points? or
. by putting 'bullets' in front of main points? or
by using different STytES and SIZCS of writind? or
by underlinins, or
putiing FoCt t roun3 |imrcrtantl words
You won't be marked on your design skills, of course,
but you may make a good impression on the
examiner!
a
The Closing Pate
The lost dote to receive entries is l Sth April. ln recent
yeors, entries hove doubled, so PLEASE ENTER EARLY
to ovoid disoppoiniment. You connot enter the moin
event on roce doy.
The Charity
Children's Hospitol Grond Appeol
The proceeds from individuol runners' sponsorship will
go directly towords the rebuilding of the Royol Hospitol
for Sick Children. We oim to roise gl O,OOO which will
help provide o consulting room to be nomed ofter the
evenf.
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E Articles Layout and Organisation:

E I Notes
An article is a piece of writing on a particular subject
which is written for publication in a newspaperl magazine
or newsietten
Approach:
A wide range of approaches is possible, depending on
the subject matten A light-hearted or humorous topic
might be given a fairly personal treatment, for example,
while a more serious topic would be treated in a more
neutral, analylical way
As with any other kind of composition, it's important
to have an interesting introduction and a suitable
conclusion to 'round off'the piece, and to organise
the information into paragraphs which help the reader
to follow the argument or understand the different
aspects of the subject. ln addition, articles often
include an outline of the story orthe topic nearthe
beginning so that the reader begins with a general
picture and then reads on to flnd out more
information.

Headings:
Articles should have a heading which makes the subject
matter clear but which also catches the readers eye and
makes him or her want to read, Newspapers and
magazines often use dramatic statements or word play in
headings for this reason, and sometimes add a sub-
heading which gives more information. (See E3 for
examples.)

164
 \MRITING FILE

E2 Example
HEADING Screaming Tyres
By Tracy Cole
OPENING: Start Have you ever wondered what it would be like to sit behind the wheel of a racing car? Are
in a way which you looking for a really imaginative birthday present for a canmad friend or relation? lf the
catches the answer to either of these questions is 'yes', then you may be interested to hear about a course
readers attention, I took at Stoke Lodge Racing School recently.
e.g. by asking My day as a racing driver was the {irst prize in a newspaper competition I had entered, and
direct questions. I must say that it was the most exciting prize I've ever won. The day began with theoretical
instruction covering all aspecls of safety This was followed by practical tuition in a high
'per{ormance
Use separate saloon car: With no traffic to worry about, I was able to practise controlling the
PARAGRAPHS for car on bends and prepare myself for the ultimate experience: the chance to drive a single seater
different aspecls of the racing can
subjecl And finally with crash helmet on and full harness seat belts secured, I was able to rev up
the engine and edge my way out on to the circuit. Six breath-taking laps later: my dream had
become reality
ENDING: 'Round off'
Forthose not lucky enough to win a day atthe racing school, the cost of the introduclory
the article suitably, e.g.
course is {120, which includes all equipment and also an impressive cerlificate to hang on the
with an overview a
concluding remark, or
wall, Anyone who can drive a car can enjoy the experience, regardless of age. The oldest
a
joke! participant so far has been 85, and I understand that he has booked a second coursel

E3 Headings
Writers can use a variety of devices to make their headings eye-catching. Examples from texts rn this book

TODAY lS CANCELLED (dramatic statement)

Your Mind: Do you make the best use of it?
You are caught in a fire - then what?
\ 1.r,.tt"nging question)
I
Must one be so polite that it hurtsl (interesting question)
Last chance to see ... (unfinished statement - see what?)
US and Them (word play: US = l. United States; 2. personal pronoun)

For examples of different siyles and approaches to writing articles, look through the texts in this book

o The first simply provides information on a topic and

F Reports
F I Notes
A report is a formal document prepared by one
person or a group of people who have been studying a the subject.
particular subject (e.9. Ihe committee published itsfinol
report, recommending legrslotion ogoinst rccism.). Both
articles and reports may deal with similar subject
matter but the treatment is different. While an article is
designed to make a topic interesting forthe general
readen a repoft is usuallywritten fora more informed
reader who already knows something about the
" "nd ror""d"tuil"d
subject. Reports are generally longer
rnan aructes.
Approach:
There are two basic kinds of report
gives a brief conclusion or summary at the end.
Example: a report on the educational system in a
particUlar country, written to help someone research
o The second sets out to identify strengths and
weaknesses in a particular situation and make
recommendations for improvement. Example: a
report on the library facilities in a college written at
the request of the principal.
, ___..^_^ ^.-r h__:_-_.-
Language and Register
Reports are the most impersonal kind of writing and it
rs usually best to avoid expressing personal opinions or
feelings, except, perhaps, in the conclusion. lnstead of /
thinkthot ... or lfound thot ..., for example, you can use
the impersonal '/t' construction and a passive, e.g. /t
seems that ... lt was found thot.,. (see F3). 165
 It's also advisable to avoid making very definite
statements unless you're absolutely sure they're true.
lnslead of saying /t is, for example, you can use a
modal verbs, e.g.lt couldlmightlmoy be or a more
tentative expression such as /t seerns to be ... or /t tends
to be.
Layout and Organisation:
Reports should have a clear: factual heading and may
also have subheadings which divide the writing into
shorter sections. The information should be organised
and presented as clearly and logically as possible, witfrn
a short introduction, explaining the aim of the report
and how the information was obtained and a suitaHe
conclusion, summing up the information and making
recommendations if necessary.

F2 Example
LEISURE EACILITIES IN ANYTO\AN\
Clear: factual heading. lntroduction
The introduction says The aim of this report is to describe and assess the leisure facilities available in
what the aim of the Anytown. lt is based on information made available by the Anytown Tourist Office, and
report is and how the on views expressed by local people who were interviewed.
information was obtained. Sport
Anytown has awide range of sports facilities, both public and private. There is a large
modern leisure centre in the High Street and facilities include a swimming pool, a sporffi
hall for judo, fencing and other activities, and tennis courts. The centre runs courses in
all these sports and these tend to be very popular: Membership costs f 150 a year;
Subheadings divide the which was felt to be rather expensive, but a special temporary membership is available
information into logical to visitors. The public swimming pool on the outskirts of town at Downmarket is olden
sections. less attractive and often overcrowded, but entry is only { 1.50.
Theatres
There are two theatres in town, the Kings Theatre in Bee Street, which offers mainly
'serious' drama and has a good reputation for its productions of Shakespeare plays, and
the Litlle Theatre in Sea Street which specialises in lighter entertainment and the
occasional PoP concert. ln general, it seems that the Kings Theatre is more popular w.i#n
the older members of the community while the Litlle appeals more to people in their
teens, twenties and early thirties.
Museums and Art Galleries
The City Museum has an etensive colleclion of maps, pottery and other articles
connected with Anytown's history The attendants are said to be very friendly and
helpful, and there is also a small caf6 with reasonably priced home-made snack.
lnterestrngly few of the local Anytowners interviewed had ever been to the museum
but it was recommended highly by several tourists
Shopping

The conclusion provides a Conclusion

brief summary of the
information and may
include recommendations
for improvement.
Anytown is well-provided with leisure facilities for a town of its size and these are well-
used by the townspeople, on the whole. Sport seems to be the most popular leisure
activity (after shopping) while cultural aclivities like visiting the museum or art gallery
appeared to be the least popular amongst the Anytowners who were interviewed.
Perhaps the City Council should consider launching a publicity campaign to show how
much these facilities have to offen

t66
 WRITING FILE

F3 Useful Language
It

lntroduction: The oim of this report is to ... /t ls bosed on .,,

This report is intended to ... It drows on ...

This report /ooks ctldescribes ... /t uses ...

Reporting an
observation: It seemsloppeors that ... It wos found thot ...

... tend(s) to (do) It wos felt thot ...

AlThe mojoritylminority of ... ... were in the majoritylminority

Quoting: According to ... As X soid, ... ln the words of .

Speculating: It moylcouldlmight (well) be thot ...

... moylcouldlmight + (dolhove done)

Generalising: ln generol On the whole ln the moin

Commenting: lnterestingly Curiously Oddly Strongely Surprisingly Predictobly

As might be (hove been) expected lt is lnteresting thot ,., (etc.)

Making a
recommendation: /t is recommended thot ...

(Pekops) lt islwould be odvisoble for X to (do)

(Perhops) X mightlshould consider + ing

Summing up: Io sum uplTo summorise On bolonce ln short

G Reviews Book - fiction:

What kind of book is it (thriller/historical novel/science
G I Notes fiction, etc.)? ls it different in any way from other book
A review is an article in a newspaper or magazine in of this type? What's the story? etc. (You can give an
which someone gives their views on a book, play, film, outline but don't give the ending away!)
TV programme, etc. The purpose of a review is firstly
to give factual information about the subject, and
Play/Film/Programme:
secondly to give an opinion about it which will help the
reader to decide where to buy the book, see the play
What is it about? ls there anything special/unusual
about the production? Play/film: Where is it on? Are
or visit the exhibition.
Reviews normally contain the three main ingredients
there any well-known actors? Who is the director{ TV
Programme: Which channel? ls it part of a series? Who
listed below. A review may not always fall in three neat
is the producer?
sections, howeven The writer may decide to describe
an aspect of the subject and comment immediately on
strengths and weaknesses, for example, before going G 1.2 Pros and cons - detailed comments on the
on to describe another aspect ofthe subject. successful and unsuccessful features of the subject
Your comments will probably rnclude both obiective
l.l views (based on fact) - the photographs were poor
G Overview - a description of the subject
quality or the costumes didn't fit the actors properly,
Book - non-fiction: -
for example and subiective views (based on personal
What is it about? Who is it for? How technical is it? feelings) - the story wasn't interesting orthe fllm was
How is it organised? What topics are covered? What too violent. Make sure, however; that you give reasons
special features are there? How much does it cost? etc. for your comments.
r67
 You may have strong positive or negative feelings about
the subject of the review and this is no bad thing. A
strong opinion, clearly argued, is often more interesting
to read than a carefully balanced assessment. Even so,
try not to be completely one-sided.
G 1.3 Verdict - summing-up and recommendation
The last paragraph should sum up your feelings and
G2 Examples
G2.l Book - non fiction
The Joy of Sandwiches - A Munch and Y Knott, The
Take Away Press, Neasden, S35.
Despite its rather unpromising title, this is actually a fascinating
and comprehensive study of a long neglected aspect of the cook's
art.
The first part of the book deals with the background to the
subject. There is a detailed history of the sandwich from its
invention by the Early of Sandwich in the l8th century to the
latest creations of the present day. There are chapters on 'The
Sandwich in Art' and 'The Sandwich in Literature', and this
section ends with a survey of the place of the sandwich in the
cultures of various countries around the world.
The second part of the book is devoted to 'recipes', some
traditional, some new, and each sandwich is beautifully
illustrated with a fulI page colour photograph. The 'recipes' are
clear enough even for a child to follow (although it must be said
that a child might have difficulty lifting the book since it weighs
nearly 2kg!). There are helpful line drawings showing some of
the preparation techniques including the correct way to slice
bread. All in all this is a superb book which should provide
inspiration for all sandwich makers whether they are beginners
or 'old hands'. Only the rather steep price off,35 may prevent it
from becoming the best seller which it deserves to be.
G2.3 Film/Play
Crazy Plumber: Plaza Cinerna
If you have seen the advance publicity, you might imagine that
this was a funny film. Wrong. It's a film which tries very hard to
be funny and fails consistently. The story concerns a plumber
who isn't very good at his job. When his customers desert, and
he can't pay the bills, he decides to turn to crime. He tries a little
shoplifting (he's not very good at it, ofcourse) but then he gets
involved in bigger things.
Wayne Gibson, who plays the hero, has one or two good lines
but most of the time he's struggling with a terrible script. There
are a few good moments - the car chase sequence is memorable
- but the story line is very slight and the director seems to have
run out of ideas very quickly. As the film progresses, the level of
violence increases. Despite the publicity, this is not a film for
young children.
A great deal of money went into the making of Crazy Plumber
but in the end, spectacular effects are no substitute for real
fi humour.
[,p
.?
168
5r
make it clear to the reader whether you
the subject without any reservations, recomrnerTid ff
with one or two reservations, or don't
at all. ln real life, readers often look at the last
paragraph of a review {irst to see what the gener-d
verdict is. Make sure your review gives a clear
G2.2 Book - fiction
Yes, Mr President - Ivan Oscar,
Blockbuster Press, S12.50.
This is the unlikely story of a second-rate actor who
President of the United States. Young Donald Beagan
set for a mediocre career in Hollywood in ths lS{S5 rrnffill
ventures into politics and wins a nomination for
California. Ten years and one marriage later, he runs fa
White House and ends up the most powerful man in
world.
Ivan Oscar, the author, is well-known for such best
thrillers as 'Live Now, Die Later' and this book is
packed with action and exotic settings but somehow
formula doesn't work. The hero, Beagan, never really
to life and his wife, Mandy, (an ex-actress - what elselt r
such a cardboard figure that it's hard to feel interested in
relationship. In the end, the story is just too improbabb
hold the reader's attention. A very forgettable book.
G2.4 Radio/TV programme
The Secret Life of the Termite, 9.30 Ttresday, BBC 1.
This was the flrst in a new series of wild life documentary
programmes presented by the well-known naturalist, David
Buttonborough. Each programme will focus on one creature anci
looks at its habitat and life cycle in depth.
This week's subjecl was the termite and we learnt, among otl'er
things, about the amazingly complex architecture of the termite Fn I
Termites are not particularly attractive looking creatures but the
photography was so superb, and Mr Buttonborough's commentarn,
so informative, that it was difflcult not to become totally absortec. I
for one, have certainly learnt a new respect for these industrious
little insects. ln the week to come, we can look forward to
programmes on the earthworm and the sea.slug. lf they can
maintain the standard set in this {irst programme, this will be a verr
successful series.
 The book concerns o study of t
f,lm deols survey I

tl
progromme shows history
describes
te//s the story of o choFter
I secilon
I l'"
contoins
includes
Eoch
I chopter I focuses
on

I progromme I ls devoted to

The booHscript ts written by

fllmlprogromme produced The story is based on
progromme presented
port ployed
costumes/set desrgned

Books Films Ploys Progrommes

chopter plot/storyline scene episode
plot script oct series

chorocterisotion " soundtrock scenery commentary

photogroPh
illustrotions set costumes
studio
design sPecio/eflects cost
contents stunt stoge broodcost

G3.2 Pros and cons

reolly
reolly extraordinorY interesting
omusing unimognottve
foscinoting
obsolutely omolng entertoining completely hurnourless
exciting hoPeless
beoutiful
informotive ovlful
stunning
ottroctive omoteurish
suPerb
successfu/ over the to1
brilliont
originol unusuol Predictoble

Despitelin spite of neun

+ "' while "'
Atthough * clause " whereos "'
.......... olthoughlbut + clause ..' except thot "'
On the one hond ..., on the other hond .. even if "'

G3.3 Verdict
Altin otl, /n the /ost onolysis, ln conclusion
ln the end On bolonce, To sum uP,
Linking and Logical Devices
Addition Cause and result
in oddition to ... Beccuse
os we// cs ... *N cs... * clause
besides .,, since ..,

in cose ...
both ... and... +N
not only ... but olso.., + N/clause due to ...

owing to... +N
Fur-thermore ...
os o result of
Moreover... * clause
...

... o/so ,.. so (thot) ...

... toolos well so + ADJ/ADV + thot ... * clause

such*N+thot,..
therefore * clause
consequentJy

Concession Contrast
olthough ... while ...

though whereos.... * c/ouse

even thoughleven if ... * clause but...
but... on the other hond, ...

yet ...
Purpose
despite... + N in order thct ... * clause
in.spite of ... so thot

however in order tolso os to ... + V

neverthe/ess to ...

Similarity and comparison Time

os ... before ...

+N
/ike... ofter + N/clause
cs+ADJ/ADV*os... tillluntil

ds ... cslos soon

+'N + oslthot *
the same clause oslwhen I once I immediotely +
os+ADJ/ADV*4s... clause

* os * while * clause
not oslso + AD/ADV
during * nsLln
N/clause
during thot time
not such + ADJ/ADV * cs *
N/clause th en In extl ofte r th otl ote r I
I

* s u bs e q u e ntly I ev e ntuo I ly I fi n o I ly I
os iflthough.,. clause
ot last
no sooner ... thon... * clause
hardly ... when ...

t70
 T

l0 w. State of the Union

'Why con't o womon be more like o mon?'
George Bernard Shaw Pygmolion

Lead-in Read through the cartoon and then discuss the questions below with another
student.

I How does she feel about him? How does he feel about her? What is the
problem?
If you were an 'agony aunt' what advice would you give to her? Would you
give him the same advice? If not, why not?
Do you think the man should always make the first move by asking a
woman for a date? Or is it OK for a woman to ask a man out?

t
j
Iil
I

i
r"
I'
t b- ro srATE oF THE uNroN
i

i
Text I
i

ii
SKIMMING The article below is about some research into how men and women
communicate, carried out by an American professor of linguistics. Read
I quickly through the main part of the text, ignoring the gaps, and answer these
questions.
1 Do men and women 'speak a different language' in the opinion of this
expert?
2 What evidence has she got for her view?
3 Why does she think the subject is so important?

GAPPED TEXT For questions l-7 you must choose which of the paragraphs A-H on the
@ Paper l,Part2 next page fit into the numbered gaps in the following text. There is one extra
paragraph which does not fit in any of the gaps.
Remember to look for grammatical or logical links between paragraphs.

Men: they cringe at the prospect of discussing anlthing
personal, grumble they're being nagged when asked to
take out the rubbish and, if they lose their way while
&iving, :,:age at the suggestion they ask for directions.
Women: they read things into the most innocuous
comment, get upset when their man says 'I' rather than
'we' and demand impossibly detailed reports of every
conversation they miss - who said what and how they
looked when they said it.
And, says Deborah Tannen, it will all go on like this,
each'sex bristling at the other's peculiar ways, until we
wake up to the simple truth - men and women dont
speak the same language.
F-t-l
Since our lives are lived as a series of conversations, it's
her belief that the sooner we start to appreciate and
understand these differences - and the reasons behind
them - the better.
For more than 20 years she has studied how people talk
- what they mean by what they say and how it can be
interpreted and often misunderstood. Eavesdropping in
restaurants, collecting friends' anecdotes, watching
hundreds of hours of taped conversations ... all in the
name of research.
Men are concerned primarily with status, and prefer
discussion offacts to dissection offeelings. Since feelings
suggest vulnerability and thus inferioriry men see
conversation as another way ofscoring points.
So who's right? NeitheE says Deborah Tannen. This sort
of disagreement rypifies the different approaches men
and women have to asking for information. Since women
are so used to asking for help, refusing to ask directions
makes no sense to the wife. To her, asking for and
receiving directions reinforces the bond between people.
This may sound a long-winded explanation but in the
world of socio-linguistics, it is only scratching the surface
of the male-female conversational anomalies in this
particular situation. Mention any aspect of everyday chat
and Deborah can give examples of the ways men and
woment attitudes to it differ.
Apparently the main difference in the way we
communicate is in the crucial matter of the metamessage
- the unspoken attitudes, thoughts and intentions behind
what is actually said. And while fact-oriented men tend
to listen to the message, feeling-oriented women tend to
listen for the subtler metamessage.
For instance:
She: Why didnt you ask me how my day was?
He: lf
you've got something to tell me, tell me. Why do
you have to be invited?
ru
Deborah maintains: 'Without understanding the gender
differences in ways of speaking, we're doomed to blame
other people, or ourselves, or the relationship. The
biggest mistake is believing there is one right way to
Listen, talk and have a conversation.'
 STATE OF THE UNIOT.T IO {

The thrust of this study is that women
language to enhance intimacy, men to
assert independence. Women, concerned
primarily with making connections with
people, regard conversation as a way to
share feelings, create bonds and explore
possible solutions to common problems.
But in her husband's hierarchical wodd,
driving round until he finds the way
himself is a reasonable thing to do. Men
are comfortable with giving help and
information, but not with receiving it.
asking for directions would make the
husband feel he was dropping in status by
revealing his lack of knowledge.
c Their simplest exchange sparked off
misunderstandings and irritation. Just
before they separated, she attended a
course in linguistics at the University of
Michigan. Suddenly the light dawned. The
problem wasnt what theyd been saying,
but, of course, how. The divorce went
through - but Deborah was hooked.
D It's not so much that the vocabulary and
grammar we use are different, she explains.
The differences lie in the way men and
women talk.
use The lost-in-the-car scenario is an
illustration of this. You know the scene -
it's universal. Invited to a couple
^party,
have been driving round in circles for half
an hour searching for the address which he
is sure is nearby. She is fuming because he
insists on trying to find the address himself
instead ofstopping to ask directions.
She's fed up because she wants to hear
evidence that he cares how her day went,
regardless of what actually happened. And
So he, concerned principally with the fact-
exchanging aspect of conversation, cant
understand what she's complaining about.
G Take politeness. Men consider it
subservient, women sensitive, Boasting.
Men boast as a matter of course, battling
to gain or maintain that all-important
status. Women, who tend to gain
acceptance with each other by appearing
the same as, not better than, everyone else,
take care never to boast.
H Tall, gentle, immediately likeable and
mercifully spouting little of the jargon
you'd expect of one of the world's leadi.g
lights in her field, Deborah Tannen is
Professor of Linguistics'at the University of
Georgetown, Washington DC.

TASKANALYSIS 3a Compare your answers with another student.

b Draw a circle round the reference links which helped you to choose the
correct missing paragraphs.
Remember that reference links can refer both backwards and forwards. For
example, in the paragraph yori chose for gap 1, there should be a word
which refers to'Deborah Thnnen'in the previous paragraph and a parallel
expression which links with 'conversations' in the following paragraph.

DISCUSSION POINTS 4a Work in pairs. Read through the remarks below and the replies. According
to the information in Text l, decide which of the replids is from a man (M),
and which from a woman (W), and why.
I My boss garre me a week to write a report. The research alone would take a
month if I did it right.
a Don't you hate it when they do that?
b You should tell him if you do it in a week, it'll be a terrible job and it won't be
your fault.

t73
['
I

F ro srATE oF THE uNroN

2 rvVhat frustrates you about your partner?

a X never gets to the point. b X never tells me anything.
3 What's a good way to impress someone yodve just met?
a Ask a personal question and listen to the answer.
b Have interesting information and witty things to say.

4 You had a rotten day? I'm so sorry.

a lt's not your fault. b Thanks for your concern.

b Change pairs and discuss what you think of Deborah Tannen's views.

METAPHOR 5 Each of the following excerpts from the text contains a metaphorical
expression in which a noun is used as a verb. Read the dictionary definitions
below and look at each expression in context. Then discuss with another
student what the meaning is.
1 ... each sex bristling at the other's peculiar ways ... (main text para. 3)
2 Their simplest exchange sparked o.flmisunderstandings ... (para. C)
3 Suddenly the light dawned. (para. C)
4 Deborah was hooked. (para. C)
5 .... spoutinglittle of the jargon you might expect ... (para. H)

bristle r stiffhair esp. on an animal

a short
spark n a small bit of burning material thrown out by a fire
dawn n the time of day when light first appears
hook r a curved piece of metal used for hanging things on, catching fish, etc.
spout n an opening from which liquid comes out, such as a tube or pipe

Focus on Listening Why men don't think like women }n Paper 4, Part I

You will hear an extract from a radio programme about anatomical differences
between the male and female brain. For questions l-9, complete each of the
statements. You will hear the recording twice.

The language-associated areas in women's brains are I than men's.

Tests have shown that women have better 2 than men.

Research has shown that when reading, men and women 3 differently.

; MRI, a brain imaging system, allowed researchers to monitor 4 in the body.

The results showed that most women use 5 of the brain when they read.

The left side of the brain is responsible for verbal abilities and 5

Researchers at Pennsylvania University asked men and women to lie in a dark room and

The women's brains were more active in the zones which deal with and 18

r In the research at Yale University 9 of women's brains worked in the same way as men's.
f,
t:
I 174

t
F
|*
 1l

srArE oF THE uNroN ro {

Focus on Grammar I Review of -ing Forms ond lnfinitives

I Rlt tfte quotations below deal with the subject of Remember, a few verbs can take either an -ing form or
love. Choose one or two which you like and discuss your an infinitive verb with no difference in meaning. Some can
choice with another student. take either form but with a difference in meaning. There
A 'Love ls like war: eosy to begin with but very hard to stop.'
are details of both kinds in the Grammar File, page 154.
H. L. lYencken (2fth C) For more information about the use of -ing forms and
B 'Porting ls such sweet sorow .,,.' infinitives, see the Grammar File, page 154.
Romeo and Juliet, Shakespeare ( l6th C)
3 ln the following letters, put the verbs in brackets into
C 'Love meons never hovrng to soy you're sorry.'
the correct form: -ing form, to infinitive or infinitive
Eric Segal (20th C)
without to.
'/t's /ove thot mokes the world go round.'
Traditional
Date with disappointment
"Tis better to hove loved and lost thon never to hove loved
ot oll.' We met on the paradise island of Fiji. After (1) ......
Alfred Lord Tennyson, poet (l9th C) " (spend) several days together we had to continue our
journeys but we arranged (2) ......(meet) in Hawaii a
'Lrfe hos tought us thot love does not conslst in goztng ot
month later. He managed (3) ...... (send) romantic
eoch other but rn looking outword rn the same direction.'
messages to me along the route and he even
Antoine de Saint-Exupery, French writer (20th C)
telephoned me from LA (4) ...... (say) how much he
'To get the
full volue of joy you must hove someone to was looking forward to (5) ...... (see) me. In spite of
divide it with; (6) ...... (send) a telegram with details of his arrival in
lYark Twain, American writer (| 835- l9 l0) Hawaii, he never arrived!
I often wonder just what made him (7) ...... (chan,ee)
2 a Which quotations contain examples of -ing forms his mind. It's a hell of a long way to go (8) ....-. fte|
used: stood up.
I after a preposition ............ (Remember: -ing forms can
be used after all prepositions,) LISA JONES
) as a noun ..,,..,...,. (These verbal nouns are also called West Hampstead, London
'gerunds'. See Grammar File, page l'4 | .)
3 after a verb ............ (See list in Grammar File.)

b Which quotations contain examples of an infinitive While (f) ...... (stay) with friends in Ireland, I met a
without to used: very pretty girl at a dance and she agreed (2) ...... (let)
I after a modal verb ........,...
me (3) .".... (walk) her home. As we madg our way
2 after make or /et .,.,........ along the Cliff path, a full moon lit the harbour. It was
so romantic and what a picture! I asked my
c Which quotations contain examples of a to companion if she'd mind (4) ...... (wait) a few minutes
infinitive used: while I ran. (5) ...... (fetch),my camera from my
I after adjectives .,......... (also after too + adj and
friends' house. When I returned, she'd gone.
adj + sn.rth, e.g. too heovy to lift, not old enough to go I decided (6) ...... (take) a picture anyway. Was it
olone.) worth (7) ...... (takex Well it won first pnze in a
Note: We use the perfect inflnitive (to + hove + past national photographic competition!
participle) to refer to the past, e.g. /ts good to hove hod
ROBERT TRUBSHAW
the experience of tiving obro,od.
Weston-super-mare
2 to show purpose .,.......... (You could also say ln order
ro...)

175
F ro srArE oF rHE uNroN
Focus on Speaking Family ond Friends
EXAM TIP Paper 5, Part I
lf you are paired with a
student you know for the
Speaking test, you may be
asked to introduce each
other: Before you go in,
make sure you know the
basic facts and also one or
two interesting details about
your partnen
I EXAM TIP Paper 5, Part 2
i This task always has more
, than one par t. ln addition
I to describing the pictures,
! you may have to compore,
controst, commenL. tdentifu or
i
lspeculote.
o
I You'll only have about
II one minute, so there
rsn't time lor a detailed
I Suy ifyou agree or disagree.
I deso iption of each
! liaure, Keep this part
fairly brie{
i. M"tg sure you follow
i
I tfre instruclions for the
i other part(s) ofthe task,
and remember to
I
I expr ess a personal
i reaction to what's
i shown in the piclures.
DISCUSSION POINTS
Focus on Writing
t76
P Paper 5, Parts 1,2 &4
I Work in pairs. How much do you know about your partner? Could you answer
questions about the following points? If not, check the details with your
partner.
mother/father? - where they live, etc.
brothers/sisters?
- ages/jobs, etc.
husband/wifelpartner? - job, etc.
children/nieces/nephews? - names, ages, etc.
best friend? - how they met, etc.
favourite social activity?
|oin another pair and work as a group of four.
Thke it in turns to introduce your partners and talk briefly about their family,
friends and social activities (about one minute each).
2 a Workin pairs andboth look at the photographs on pages 236 and,239.
Student A: You should talk about the photographs on page 236.They each
show a wedding, but were taken 50 years apart. You should
a) describe the similarities and differences between them, and
b) comment on the changes that have taken place since the first photo was
taken. You have about one minute.
Student B: When Student A has finished, comment on what he/she has said.
b Student B: You should talk about the photographs on page 239. They each
show a family group. You should
a) compare and contrast them, and
b) comment on what life would be like for a child in each family.
Student A: When Student B has finished, comment on what he/she has said.
Say ifyou agree or disagree.
3 Discuss these questions.
1 Do you think money spent on a big wedding celebration is well-spent?
2 What do you think are the advantages and disadvantages of
o living with your parents until you get married?
. having elderly parents living with you?
3 Is the trend in your country towards smaller families? Why/Why not?
I lnformol Letter on.d Memo p Paper 2,Part I
When you return from holiday, you find the following items of mail waiting for
you: a wedding invitation dated three weeks ago, a more recent note from a
friend and a letter from your boss.
 -------1

STATE OF THE UNION IO

WEDDING
INVITATION 9bz ,t*rk/

&-*
CongnAalbeet
wlaheo, ela. +
profuee apologleo // rzzn'

L./,;

LETTER
As )rou may know, Marie N. was due to go
to the international t.rade conference in
New York from 12-15 February. However,
in your absence she has been promoLed to
Regional Manager and her new
NOTE Helpl responsibi-lities do not a11ow her to
attend. For that reason, f would now

'wr*WW
like to ask you to represenl the company
at the conference.
This will be an exciting opportunily for
you and I am confident that you will do
an excellent. job on our behalf.
Please let me know as soon as possible
-!^;'i:iffi^':#i;:r:;;;::#i:'1";::;^' if you are able to atlend, confirmiag at
the same t.ime that you hold a valid
"tii{:":,i^"J*:rrg:;r'i'*,y^",#!xl'*; passport, so that the necessary trawel
arrancfements can be made.
eusseeN Yeelll
ioaa
r.we, enu,ra ?::^;;;;i
Zomeohing) '_
Read the three items above and then write:
a) a suitable letter to Joanna and Michael, explaining that you are unable to
attend their wedding, and covering other relevant points (about 200 words);
b) a memo to your boss confirming your willingness to attend the conference
(about 50 words).
You should use your own words as far as possible.

TASK CHECKLIST Read the instructions and the three items very carefully, highlighting
important points. For each piece of writing you need to consider:
r Thrget reader and style: Think about your relationship with each reader and
about the circumstances. Make sure the style and tone are appropriate.
. Purpose: Be clear about the specific purpose of each piece of writing and
take care to achieve this.
o Layout and length: Check the examples and notes in the Writing File and
keep to the word limits. You must include all the key information but you
can add extra details if necessary to increase realism.

177
F ro srATE oF rHE uNroN

Text 2
PREDICTION Discuss in pairs. What changes do you think there might have been in the
following aspects of marriage during the last 50 years?
o the age when people get married . who does the housework
o the age when women have their first baby . who pays the bills
o whether mothers go out to work

Text2 is a magazine article about five women who married in different

decades. Read the five sections quickly to see how far their experiences
correspond with your ideas. Discuss any interesting points with a partner.

MUXTIPLE MAICHING 3 For questions 1-18 answer by choosing from the list of women (A-E) on the
p Paper l,Part4 right below. Some of the choices may be required more than once.
Note: When more than one answer is required, these may be given in any order.

According to the article, which woman ...

arguments?
thinks it's important to avoid 1 ......
feels her marriage has improved with time? 2 ......3 ......
received a formal proposal of marriage from her fianc6? 4 ...... 5 ...... I A lvy Gould
is more extrovert than her husband? 6 ......
life?
had a restricted social life at the start of married 7 ....-.
B Sally Graham

let her parents influence arrangements for the wedding? I ...... g ...... | Lady Vincent
,began maiibd life with a large financial commitment? 10 ...... "
ID
emphasises that she saw marriage as a lifetime commitment? 11 ...... Amanda Russell

had a wedding which departed from tradition in some way? 12...... ts......
Ie stephanie walter
has a husband who no longer does much housework? 14 ......
disapproves of lavish weddings? 15 ......
was able to economise on wedding expenses? 16 ......
says she had no illusions about marriage from the start? 17 ......
had arguments with her husband about housework? 18 ......

DISCUSSION POINTS 4 Discuss the following statements with another student. Decide if you agree
or not and say why.
1 It's a goodidea for newly-married couples to live with their in-laws until
they have saved enough money for a home of their own.
2 A husband should be the breadwinner and his career should come first.
3 A wife should be able to keep her own name if she wants.
4 It's out of date for a woman to promise to obey her husband.
5 Marriage partners should have separate bank accounts.
6 A couple's career interests should determine when they have children.
178
r !r
I
II

I ny'^i;,;-"i;E:l;) Stqfe
I
|
I
) -
A l"y GOUTD (The 40sl
rc+7. when she wa,
he was 26. He is now
Of fhe UniOn ffif',#t$;*#l
73, E

I own name. t ui*urri E

l':i:,:.;;.":'f":;::::i,7ll,
oo(f"f, J,ayne,, 41.
,*, have acharge-andgavememoneyeachweekto and have
cover food and any make-up or stockings myself as an "n,ror",l11lii
fi"t;Lf,y::3
F

I appendage. I don't wantio be g

Y" otfer. the same road, so we knew I wanted. We had friends in to play cards just Mrs Som&iing. iut the children have F
ltved rn
I John but we only went out on birthdays andr3oChris'sname; itjuitseemedtobetheway g
I.^"uto lerf well. Then when
l0 came out ot the aidbrce we met os anniversaries because there wasn't the to do it.
I at a dance. F
the same ballroom a few money. I wasn,r particularly interesred in i
I fll,n-losed.at took me out on to the
I months later'.He I think the 1950s were the best years to housework, but fortunaieru Ctrl, ala":i €
showed me a diamond ring. It get married. It was before the explosion of expect
II _:i_t:"t{."nd an instant t our.*1r..-*" ;;;
was qurte romanlrc' everybody wanting to do.their own thing. r35 most of lhe chores.
E

though r ao ,orili
l', I didn't want a big wedding, but my zoYou canlt do th*at without somebod"y ""it"-nowbecausel,mtheoneathome. I
I p-"nt, did, and in_t"hose dayi'you dii We had to. fit in
I F
suffering. show worked until Imogen was 1g months old,
I what thev wanted I'd done'a tlotin! _and
consideiation. And I think we did, by and
then gave up completely when I
I
was I
I apprenticeship. so I made my gown. all the large. Certainly in my circle, our homes
"'"'",,0:ilffi:$#J;fi#:#liit
and ramiries *1"'u'lv'"ti;;;:' ""' t';
"t
1,,*kW;mf:t[i:il::;Ti
I C lody VINCENT (The 70s)
moved in with them and
m! grandmother. zs
I .don't
suppose anyb^ody else would
i
ffi:lf I

I w. had our own room buiwe shared the Chriitine married iir wiitiii vincent read our marriage as perfecl. But after
in [ l3
I kitchen with Mum. It wasn't difficult. 1 1976, when she was 24 and he was 25. He
years we're still in love and we have a
f lot
I stopped work when I got married; you did is now 44 and an investment consultant of mutual respect. don't feel smug. I $
I
I rs then. The man was supposed to be the and Christine, 43, is a novelist. They have 145 expected marriage to be quite hard work E
I breadwinner and it rir rris joo ,rrui uo three sons, Edclie, 17, Charlie, 1'6, and
andithasbeen.it'salmosr'r*"a.;ot. E
I mattered. Because it was such a large John' 14'
way G. r .
, I
I il
lout., i ;terrty ro do. John didn,t do The house we wanted to buy was E Stephonie WALTER (The g 90s)
I *t housework, Urit ne's changed since he beyond our means, so we decided that
Stephanie married. Riihard Watier in
f roretirea. we were married we would put off
199i, when she was 22 and h; r".;tl.
F
i;
eshaving children for three years. In the 15s15 E

l-" *tr;"youfirstgetmariedyouthink',', an insurance broker and she is ct i

event I got pregnant a bit sooner thu.l*,"'q
I ;'b. ;;iilf;;
g.rng I,m not sure it lived recruitment consultant. i

I r';:i,x,;;lTH','",T*',Tr*ffii il#*?"-.-J"""xi,:!:y;itf*"J ,i*f,il1Tffill'!:,tx:::tr'tr*

ln the €arly years musl regret it later. e6 I had three children me to wait until I was asked. SLr rr*eki
i
l35up, in i1,r". vears. and I
I have given each other a lot of luckily with each baby William'r;.r;J tss later he proposed on one knee.
I l:il .1lo i; I
I secunty' get promotion. But i was car.eful not to We dropped the promise in the marriage

50s)
I
cRAH+qrhe
| ':ql'r *::'i.,!__Gordon ffi:t:HJ?'#J"$xJ'lJl;Jx'i:1,,":x ;"#xiT:J,i:i::;TLHT#*."1'{ f
| F^s,alltt Graham o/? e5accessory instead bf a .ompanion. We just not us. However. it nevercrossed mv H
ebruary ,-?55: when she was 26 and both hate rows. I could row wiih a stranger roo mind not to change my name; you're
l|a
was .19' Hn
if not g
I he 11. -is ,a
retired insurance but never with the family; you say sulh prepared to do ihat,- why botlier to set
J - -----' '.- D-'
I worken 7 I . and she is 67. a former is
E
hurtful things that can't be unsaid. Wiltlam married? I
t::::r:?;,Trey have two childrenanclrwo so diplomatic; he's just ace.at-quietly We opened a joint abcount and
II grandchildren. req getjing his, own way and I don'i even
now we $
each pay in half"our *"g*;;hd;;;;;
we
l" wedding. helped out with the cost of the realise until a week later. The
91ly rrrj.ns,*'- iit., our own. F

I We didn't have grand weddings we really disagree about is drivins. I'm Housework :'; ro do with'i" as we wish. i
was a novelty -"r, *f,"n. ," f
i ttren, urr? it rro.riri"s -e how much people ,nor" uggr"rriv"e than wirri"-, rrti ir r" ret me. rt
*'n *u1'1t:
rodav. Then
spend todav' marriape w,c a srcn
was A s:el yo.rl
*.rr-rifrn.red ;.;;;., ;;;i;;;i;.."# Iwas111my-:":o,n:ng,
\,^,,,o, ;;t;;:'J"'::';? Tf;::"'oT3ilr:'"-:11* ,
un9 Ric.hard
I
,ff ow,, rault but it reauy annoyed me
took for better. lor worse, for ever. I didn't '"'
soknow anvone who was divorced. we spenr he's ;
,,,;:T;"","ftT;.t#"l"tilj:T:ili,X:i
*-
time getting to know each other and
i3L1**| ,,XtlfiglJeticent;
becomlng frlnds before we married. D Amqndq RussErt (rhe 80s) that;
#Tt;:lf;"'*""iTl,l? rutm
I was always busy. Babies didn't have Amanda Russell, a part-time designer, it's difficultjustlearningtolive
disposable nappies, so I had washing ts married Chris
55every day' There were no women's rights, researcher,
Giwer a market together. But we -go" u g."ut deal less
in 1982, when they were bothrzs now; we've both mellowed. Eventually
but we didn't moan or groan - we jusi got 24. Now 37, they have
two children, we'd like to have children, but not yet.
on with it. Of course, I gave up work; I Imogen, g, and Osiar 5.
Richard said he wanted tfr"_ lf ifrJ trrr"
didn't know anybody who worked when M-y parents wanted us to have a big
rr" *u, 30, but now he,s upped that to 35.
their children were small. My husbandrzopartywhenwegotmarriedandl'mver! Itwilldependonhowmycareerisgoing.
oopaid the bills - he was very much in gtad *. did. I; was impoftant to me, rsoThat,sfairlyimporlanttome.
F ro srArE oF rHE uNroN

Focus on Grammar 2 Cleft Sentences

I Type I 4 The FIFA World Cup is a ....., every four years.
The following sentence can be expressed in different 5 1969 was the year...... moon.
ways to create special emphasis. 6 The reason ..,... is that you haven't plugged it in.

Jack lost his chequebook

7 The thing about English grammar ,,.... ,

I Jack was the person who lost his chequebook. B Of all my friends, the one .......

2 The thing (that) Jack lost was his chequebook.

3 What Jack lost was his chequebook. 4 Type 2
Sentence I emphasises the subject, who lost the The second sentence in each of the following pairs
chequebook, while sentences 2 and 3 emphasise the illustrates another type of cleft sentence, which can be
object, what was lost. used to emphasise almost any element of a sentence.
I a They say that the flrst yeor of morrioge is the hardesl
Sentences like these are called cteft sentences (cleft
b They say that its the first year of marriage thot is
means 'divided'). They are a common way of highlighting
the hardest. (Text 2)
key information both in speech and in writing.
2 a lvy Gould appreciates the security of morrioge.
o This kind of cleft sentence often uses general terms b /ts the security of morrioge thot lvy Gould
like: the person (who), the thing (thot)lWhot, appreciates.
the one (thot), the ploce (where), the reoson (why), 3 a Attitudes to marriage began to change in the 1960s
{he time (when). ond 1970s.
e.g. I was the one who proposed to Richard. (Text) b lt wos in the 1960s ond 1970s that attitudes to
Perhaps you think you are the only person who can marriage began to change.
solve the problem. 4 a lvy and John had a big wedding to pleose ther
o Cleft sentences can also use more specific terms porents.
like: the womon (who), the crty (thotlwhere), the fllm b /t wos to pleose their porents thot lvy and John had a
(thot), etc. big wedding.
e.g. Tolyo is a city (that) I've always wanted to visit. Sentence lb emphasises the subject, while sentence 2b
The. composer whose music I like best of all is Handel. emphasises the object. Sentence 3b emphasises the time
adverbial, and in sentence 4b, it is rhe infinitive clause
2 Rewrite the following as cleft sentences to emphasise that is emphasised.
the part in italics.
This type of cleft sentence often implies a contrast.
Example:
e.g. ln the past it was the mon who was supposed to be
I meant to ask you for your address. (thing)
the breadwinner (not the womon).
The thing I meont to osk you for is your address.
I You keep parking in my space. (person) So you're ...
2 I'm looking for o begnner's gurde to computing. (WhaQ 5 Rewrite the following using a cleft structure
3 I borrowed your mobile phone to collthe hospitol. beginning with lt + be to emphasise the part in italics.
(reason) I lvy's porents wanted a big wedding, but lvy didn't.
4 She's only good at cooking vegetoble soup. (thing) 2 Amando does most of the household chores now that
5 I would never have thought of looking there. (place) she's at home wrth the baby
Thot's ... 3 Men seek stotus rother thon intimocy, according to
Deborah Tannen.

3 Complete the following cleft sentences with

4 Hs hobit of keeping things to hrmself frustrates me.
a
suitable relative clause.
5 Women didn't get the vote in Brrtain unttl t9 tB.
6 A womon, not o mcn, discovered radium,
I Alexander Fleming was the scientist ...... penicillin.
7 Whot you soy isn't importanl; how you soy it is.
2 Burkino Faso is the country ...... Upper Volta.
B I want the opportunity to trovel, not a huge salary
3 Beethoven was ...... deaf in old age,

180
 t
STATE OF THE UNION IO {

Focus on Vocabulary
COLLOCATION choose the right verb to complete the following phrases. Most come from
Texts I and2.
do have get make

1 ...... a commitment 7 ...... engaged to someone

2 ...... your fair share of the work 8 ...... a good cry
3 ...... your own way 9 ...... the ironing
4 ...... no sense at all 10 ...... a big party
5 ...... a row with someone / 1i ...... your own back on someone
6 ...... an apprentic eship ,./ 12 ...... a fuss about something I

a There are mistakes in some of the following sentences. Make the necessary
corrections.
I Haven't you heard? She got married with Tony last April.
2 I'm going to make a proposal to Linda tonight. Wish me luck!
3 They're honeymooning in Scotland until next weekend.
4 The stupid studio managed to ruin all our marriage photos.
5 We can't afford to have an extravagant wedding reception.
6 You'll need to keep your marriage certificate in a safe place.
7 I wonder why you have to fill in your marital status on this form.
8 she's going out with a 27-year-old divorced, who works in the same office.
9 They're upset because we didn't invite them to the marriage.
10 We got separated for a few months but we're back together again now.

b Which of these expressions can be used for a man or a woman? What

exactly do they mean? Check in a dictionary if necessary.

bachelor an old llame

a confirmed a widower
aheartthrob a spouse a soul mate
PHRASALVERBS Fill in the gaps in the following sentences by completing the phrasal verbs with
particles chosen from the list below.
i
on fo, out out off off with oyer up up up t
{
1 They used to be good friends but they fell ....... over politics.
2 David's just split his girlfriend and he's feeling a bit low.
3 We arranged to meet outside the cinema but he stood me ....... !
4 It was love at first sight. I fell ....... you the minute I saw you!
5 She broke ....... their engagement two days before the wedding.
6 If you like her so much, why don't you ask her ....... ?
7 rf r ever catch you cheating ....... me with another man, we're finished!
8 we had a couple of dates but I went ....... him when I realised how stingy he
could be.
9 No matter how bad the row, they always kiss and make ..... in the end.
10 It's ayear since his wife left him but I don't think he's got ....... her yet.

181