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Studije na daljinu

ENGLESKI JEZIK II
VEŽBE

Profesor dr Maja Cvijetić Student Milena Knežević

Br.indeksa 12-2018 DL
Responding to Diversity
The value of inclusive education to learners comes from mixing and sharing with other
children. Teachers need to encourage this to happen as experience suggests that children with
special needs can become isolated within classes and schools. Teachers may need to explain
to other children the reasons why some children cannot talk, behave differently and so on.
Diversity should be recognised and respected. Let the pupils discover for themselves how
they work together with their peers. Similar work may need to be done at parent-teacher
meetings. The biggest obstacle to inclusion is usually negative attitudes. Children may not be
accustomed to other children who look or behave differently. Parents may also be worried
about ‘lowering the standards' if children with disabilities and other special needs are
included in ordinary classrooms. Teachers are instrumental in developing positive attitudes
among pupils, parents and of course other teachers. Children who use assistive devices such
as hearing aids or depend on special equipment can tell the class about it and demonstrate its
use. Encourage children to 'befriend' pupils with special needs. It is important for social
inclusion that children play and work together. They can also assist them at toilets; moving
between classroom and at break times. Within the class, develop opportunities for 'peer
tutoring'. More able pupils can assist the less able in class-work. Also make sure that children
with special needs can also make their meaningful contribution in school work so that they do
not become depended and objects of 'help'. Devise learning games than pupils can play
together in class. Groups of children can play these to help them master reading and number
skills. Set the class activities to complete as a group; so that all the children can contribute to
its completion and gain credit for achieving it. Think of how children with special needs can
join in games and sports. For example, a blind child can be partnered with a sighted child in
running competitions. Or create a game in which all children move around blindfolded.
Promote the talents of all children by encouraging their participation in school activities, such
as singing, dancing and drama. Involve all children in all school activities; for example in
cleaning and cooking chores and as class monitors. It's a good sign when you see children
playing happily together at break times and if they tell you about visiting each other at home.
(Taken from UNESCO (2001) Understanding and Responding to Children's Needs in
Inclusive Classrooms, a Guide for Teachers.

23 The infinitive
238 Form
A Examples of infinitive forms
Present infinitive to work, to do
Present continuous infinitive to be working
to be doing

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 Perfect infinitive to have worked, to have done
Perfect continuous infinitive to have been working
to have been doing
Present infinitive passive to be done
Perfect infinitive passive to have been done
В The full infinitive consists of two words, to + verb, as shown above. But after certain verbs and expressions
we use the form without to, i.e. the 'bare infinitive' (see 246):
You had better say nothing. (See 120.)
С It is not normally advisable to put any words between the to and the verb, but see 248, split infinitives.
D To avoid repetition, an infinitive is sometimes represented by its to: Do you smoke? ~ No, but I used to
(smoke). (See 247.)
239 Uses of the infinitive
A The infinitive may be used alone, We began to walk, or as part of an infinitive phrase, We began to walk
down the road.
В The infinitive may be the subject of a sentence (see 240).
С The infinitive may be the complement of a verb: His plan is to keep the affair
secret. D The infinitive may be the object or part of the object of a verb.
It can follow the verb directly: He wants to pay (see 241, 243) or follow verb + how, what etc. (see 242) or
follow verb + object: He wants me to pay (see 243, 244).
E be + infinitive can express commands or instructions (see 114). F The infinitive can express purpose (see
334).
G The infinitive can be used after certain adjectives: angry, glad, happy, sorry (see 26) fortunate, likely,
lucky (see 27)
H The infinitive can connect two clauses (see 249). I The infinitive can sometimes replace relative clauses
(see 77, 250). j The infinitive can be used after certain nouns (see 251).
К The infinitive can be used with too/enough and certain adjectives/adverbs (see 252).
L An infinitive phrase such as to tell the truth, to cut a long story short can be placed at the beginning or end
of a sentence (see 253).
240 The infinitive as subject
A An infinitive or an infinitive phrase can be the subject of the verbs appear, be, seem. The infinitive can
be placed first: To compromise appears advisable. To lean out of the window is dangerous. To save money
now seems impossible.
В But it is more usual to place the pronoun it first, and move the infinitive or infinitive phrase to the end of the
sentence:
It appears advisable to compromise.
It is dangerous to lean out of the window.
It seemed impossible to save money. it here is known as the introductory it. Note its use with
interrogatives: Would it be safe to camp here?
Wouldn't it be better to go on?
The it construction is necessary here. Would + to camp and Wouldn't + to go on would not be possible.
С Usually infinitive constructions of this type consist of it + be + adjective + infinitive. (See 26-7.) But
sometimes a noun can be used instead of an adjective:
It would be a crime/a mistake/a pity to cut down any more
trees. It is an offence to drop litter in the street.
D cost/take + object can also be used:
It would cost millions/take years to rebuild the castle.
E The gerund can be used instead of the infinitive when the action is being considered in a general sense, but
it is always safe to use an infinitive. When we wish to refer to one particular action we must use the infinitive:
He said, 'Do come.' It was impossible to refuse. But It is not always easy to refuse invitations can be replaced
by Refusing invitations is not always easy. Here the action is considered in a general sense, and either gerund
or infinitive is possible. (See also 258.)
F An it + infinitive construction may be preceded by believe/consider/ discover/expect/find/think (that) and
wonder (if):
He thought (that) it would be safer to go by train. After find used in this way we can omit that + the verb be, i.e.

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we can say:
He found (that) it was easy to earn extra money or
He found it easy to earn extra money.
He will find (that) it is hard to make friends or
He will find it hard to make friends. This is sometimes also possible with think:
He thought it safer to go.
After other verbs, however, the student is advised not to omit the be. (For similar gerund constructions, see 258.)
G The perfect infinitive can also be used as the subject of a sentence:
To have made the same mistake twice was unforgivable. Similarly with it first:
It is better to have loved and lost than never to have loved at all.
241 The infinitive as object or complement of the verb
A The most useful verbs which can be followed directly by the infinitive are:
agree** be determined* pretend*
*
aim endeavour proceed
appear* fail promise*
arrange** forget* prove*
ask** guarantee* refuse
attempt happen* remember *
bother (negative) hesitate resolve**
care (negative) hope seem*
choose learn* swear*
claim** long tend
condescend manage threaten*
consent neglect trouble
(negative)
decide** offer try ( = attempt)
decline plan undertake*
demand** prepare volunteer
determine** be prepared vow
* See D, ** see F.
Auxiliary verbs
be dare have must ought will fan do may need shall used
(For verbs taking object + infinitive, see 244.
For verbs taking infinitive or gerund, see chapter 25.)
В The following phrases can also be followed by an infinitive:
be about it + occur* + to + object
be able + afford (negative or interrogative)
do one's best/ set out
do what one can take the trouble
make an/every effort turn out* (= prove to be)
make up one's mind* (= decide)
* See D.
С Examples of A and В
She agreed to pay £50.
Two men failed to return from the expedition. I managed to put the fire out.
They are preparing (= getting ready) to evacuate the area. We are not prepared (= willing) to wait any longer.
The tenants refused to leave. Prices always tend to go up. She volunteered to help with Meals on Wheels. He is
just about to leave, (on the point of leaving; see 114 C) We can't afford to live in the centre. He didn 't
bother/trouble to answer personally. Opposite of the above: He took the trouble to answer personally.

D Starred verbs or expressions can also be used with a that-clause (see 346):
I promise to wait = I promise that I will wait.
He pretended to be angry = He pretended that he was angry. it + occur + to + object + that is used in the
affirmative, negative and interrogative. Note the difference in meaning between this form and occur + infinitive:
It occurred to me that he was trying to conceal something. (The idea
came to me.)
It didn't occur to me to ask him for proof of his identity. (I
didn't think of asking. So I didn't ask.)
appear, happen, seem, turn out, when used with a that construction, require an introductory it:

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It turned out that his 'country cottage' was an enormous bungalow. Compare with the infinitive construction:
His 'country cottage' turned out to be an enormous bungalow.
E A verb + infinitive does not necessarily have the same meaning as the same verb used with a that-clause.
With learn, forget, occur (see D above) and remember the meaning will be different:
He learnt to look after himself.
He learnt (= was told) that it would cost £100.
He forgot to leave the car keys on the table. (He didn't leave them.)
He forgot that his brother wanted to use the car. remember could be used similarly with the opposite
meaning. agree/decide + infinitive expresses an intention to act.
agree that . . . expresses an opinion.
decide that . . . expresses a conclusion or a decision not
necessarily leading to action.
F Verbs with two stars take an infinitive or a that . . . should
construction, that . . . should is particularly useful in the passive (see 302).
They decided/agreed to divide the profits equally.
They decided that the profits should be divided equally.
I arranged to meet/for Tom to meet them.
1 arranged that Tom should meet them.
I arranged that they should be met.
G The continuous infinitive is often used after appear, happen, pretend, seem:
/ happened to be looking out of the window when they arrived.
He seems to be following us.
It is also possible after agree, arrange, decide, determine, hope, manage, plan and the auxiliary verbs
(see 254).
H The perfect infinitive is possible after appear, hope, pretend, seem
and the auxiliary verbs (see 255).
242 Verb + how/what/when/where/which/why + infinitive
A The verbs most frequently used in this way are ask, decide, discover, find out, forget, know, learn,
remember, see ( =
understand/perceive), show + object, think, understand, want to know,
wonder: He discovered how to open the safe.
I found out where to buy fruit cheaply.
I didn't know when to switch the machine off.
I showed her which button to press.
She couldn 't think what to say.
(Note that this construction is not usual after think in the simple present or past, but can be used after other
tenses of think, or after think as a second verb, as in the last example above.)
В whether + infinitive can be used similarly after want to know, wonder: /
wonder/wondered whether to write or phone
and after decide, know, remember, think when these verbs follow a negative or interrogative
verb: You needn 't decide yet whether to study arts or science.
He couldn't remember whether to turn left or right.
С ask, decide, forget, learn, remember can also be followed directly by the infinitive (see 241). But the
meaning is not necessarily the same. learn how + infinitive = 'acquire a skill': She learnt how to make lace
though if the skill is a fairly usual one, the how is normally dropped:
She learnt to drive a car. learn + infinitive (without how) can have another
meaning: She learnt to trust nobody =
She found from experience that it was better to trust nobody.
Note also:
/ decided to do it = I said to myself, I’ll do it.'
1 decided how to do it = I said to myself, I’ll do it this way.'
I remembered to get a ticket. (I got a ticket.)
/ remembered where to get a ticket. (I remembered that the tickets
could be obtained from the Festival Office.)
243 The infinitive after verb or verb + object
A The most important verbs which can be used in either of these ways are ask, beg, expect, would hate, help,
intend, like (= think wise or right), would like (= enjoy), would love, mean, prefer, want, wish:
He likes to eat well.
He likes his staff to eat well.
I want to ride. I want, you to ride too.

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В ask and beg
ask + infinitive has a different meaning from ask + object + infinitive:
/ asked, to speak to Mrs Jones =

/ asked Bill to speak to her =

I said, 'Bill, would you speak to her?'
With beg there is a similar difference, though beg is not often followed directly by the infinitive:
/ begged (to be allowed) to go = I said, 'Please let me go.'
I begged him to go = I said, 'Please go.' ask and beg can be followed by that . . . should (see 235).
С expect + infinitive and expect + object + infinitive can have the same meaning:
/ expect to arrive tomorrow =
I think it is likely that I will arrive tomorrow. I
expect him to arrive tomorrow =
I think it is likely that he will arrive tomorrow. But very often expect + object + infinitive conveys the idea
of duty:
He expects his wife to bring him breakfast in bed at weekends. (He
thinks it is her duty to do this.)
expect can also be followed by that + subject + verb. Here there is no idea of duty.
D For examples of care, hate, like, love and prefer used with infinitives or gerunds, see 294-8. intend, mean,
want can also be followed by gerunds (see 266).
244 The infinitive after verb + object A The most important of these are:
advise forbid make (b) show how
allow force oblige teach/teach how
bribe hear (b) order tell/tell how
command implore permit tempt
compel induce persuade train
enable instruct remind urge
encourage invite request warn
entitle let (b) see (b) watch (b)
feel (b)
(b) here means 'bare infinitive'. (See 246.)
advise, allow and permit can also be used with gerunds. (For verbs of knowing and thinking, see 245.)
В Examples of verb + object + infinitive:
These glasses will enable you to see in the
dark. She encouraged me to try again.
They forbade her to leave the house or
She was forbidden to leave the house, (more usual)
Nothing would induce me to do business with
them. They persuaded us to go with them.
They are training these dogs to sniff out drugs.
С show/teach/tell + how
show used with an infinitive requires how:
He showed me how to change a fuse. tell how + infinitive = 'instruct': He
told me how to replace a fuse. (He gave me the necessary information or
instructions.) But tell + object + infinitive = 'order':
He told me to change the fuse = He said, 'Change the fuse.' teach how: We can teach someone (how) to swim,
dance, type, ride etc.:
He taught me how to light a fire without matches. how is possible, but when the skill is a fairly usual one
the how is normally dropped: He taught me to ride.
teach + object + infinitive (without how) can also mean to teach о train someone to behave in a certain way:
He taught me to obey all commands without asking questions.
D remind, show, teach, tell can also be followed by that:
He reminded me that the road was dangerous.
He showed me that it was quite easy.
Note that tell + that does not have the same meaning as tell + infinitive:
He told (= ordered) me to go.
He told ( = informed) me that I was late.
E request can also be followed by that + should. This construction is chiefly used in the passive:
He requested that the matter should be kept secret.
245 The infinitive after verbs of knowing and thinking etc.

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A assume, believe, consider, feel, know, suppose, understand
can be followed by object + to be:
I consider him to be the best candidate. But it is much more common to use that + an ordinary
tense: I consider that he is the best candidate.
With think, estimate and presume the object + infinitive construction is extremely rare, a that-clause being
normally used instead:
/ think that he is the best player.
It is estimated that this vase is 2,000 years old.
В When, however, these verbs are used in the passive they are more often followed by an infinitive than by the
that construction: He is known to be honest = It is known that he is honest. He is thought to be the best player =
It is thought that he is . . . This vase is estimated to be 2,000 years old.
С Note, however, that suppose when used in the passive often conveys an idea of duty:
You are supposed to know the laws of your own country = It is your duty to know/You are expected to know . . .
D The continuous infinitive can also be used:
He is thought to be hiding in the woods. (People think he is hiding.) He is supposed to be washing the car. (He
should be washing it.)
E When the thought concerns a previous action we use the perfect infinitive:
They are believed to have landed in America. (It is believed that they landed.)

suppose + perfect infinitive may or may not convey an idea of duty. They are supposed to have discovered
America means 'It is thought that they did'. But You are supposed to have read the instructions would normally
mean 'You should have read them'.
(For infinitive constructions after passive verbs, see also
306.) 246 The bare infinitive after verbs and expressions
A can, do, may, must, shall, will:

В need and dare, except when they are conjugated with do/did or will/would:
You needn 't say anything but You don 't/won 't need to say anything.
I dared not wake him but / didn 't/wouldn't dare (to) wake him. In theory the to is required in the last example
but in practice it is often omitted. The theory is that if dare and used are treated as auxiliaries, they take the
bare infinitive like most auxiliaries. If they are treated as ordinary verbs, with do/did etc., they take the full
infinitive like ordinary verbs.
С feel, hear, see and watch:
/ heard him lock the door. I saw/watched him drive off. But see and hear in the passive take the full
infinitive:
He was seen to enter the office. He was heard to say that. . . But feel, hear, see and watch are more often used
with present participles:
/ heard them shouting. (See 273.)
D let takes the bare infinitive in both active and passive. But let in the passive is often replaced by
another verb: They let me know . . . would be replaced in the passive by / was told . . . and They let him see
the documents by He was allowed to see them.
The infinitive/infinitive phrase after let is sometimes dropped to avoid repetition:
She wants to go out to work but he won't let her (go out to work). let is used without an object in the expression:
Live and let live. (For let us/let's used for imperatives and suggestions, see 281, 289.)
E make
make in the active takes the bare infinitive:
He made me move my car. But in the passive it takes the full infinitive:
/ was made to move my car.
Sometimes the infinitive after make (active) is dropped to avoid repetition.
Why did you tell him? ~ He made me (tell him)! An infinitive after make (passive) can be represented by its to:
/ was made to (tell him).
F would rather/sooner, rather/sooner than (see 297-8): Shall we go today? -I'd rather wait till tomorrow.
Rather/Sooner than risk a bad crossing, he postponed his journey.
G had better (see 120):
'You had better start at once,' he said.
H help may be followed by a full or bare infinitive: He helped us (to) push it.
I If two infinitives are joined by and, the to of the second infinitive is normally dropped:
/ intend to sit in the garden and write letters. I want you to stand beside me and hold the torch.
J but and except take the bare infinitive when they follow do + anything/nothing/everything:
He does nothing but complain. My dog does everything but speak. Can't you do anything but ask silly

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questions? There's nothing to do but wait.
K The to is optional in sentences such as:
The only thing to do/we can do is (to) write to him or All we can do is (to) write to him.
247 The infinitive represented by its to
An infinitive can be represented by to alone to avoid repetition. This is chiefly done after such verbs as hate,
hope, intend, would like/love, make (passive), mean, plan, try, want, after the auxiliaries have, need, ought,
and with used to, be able to and the be going to form:
Would you like to come with me? ~ Yes, I'd love to.
Did you get a ticket? ~ No, I tried to, but there weren't any left.
Why did you take a taxi? ~ I had to (take one). I was late.
Do you ride? ~ Not now but I used to.
He wanted to go but he wasn't able to.
Have you fed the dog? ~ No, but I'm just going to.
248 Split infinitives
It used to be considered bad style to split an infinitive (i.e. to put a word between the to and the verb), but
there is now a more relaxed attitude to this. really is often placed after the to in colloquial English:
It would take ages to really master this subject instead of ... really to master, which sounds rather formal.
Some other degree adverbs such as completely, entirely, (un)duly can be treated similarly, i.e. we can say:
(a) to completely cover the floor instead of
(b) to cover the floor completely
(a) to unduly alarm people instead of
(b) to alarm people unduly.

249 The infinitive used as a connective link

A The infinitive is used after only to express a disappointing sequel: He hurried to the house only to find that
it was empty = He hurried to the house and was disappointed when he found that it was empty.
He survived the crash only to die in the desert = He survived the crash but died in the desert.
В The infinitive can also be used as a connective link without only, and without any idea of misfortune:
He returned home to learn that his daughter had just become
engaged.
But this use is mainly confined to such verbs as find, hear, learn, see, be told etc., as otherwise there might
be confusion between an infinitive used connectively and an infinitive of purpose.
250 The infinitive used to replace a relative clause
A The infinitive can be used after the first, the second etc., the last, the only and sometimes after superlatives
(see 77):
He loves parties; he is always the first to come and the last to leave.
(the first who comes and the last who leaves)
She was the only one to survive the crash, (the only one who
survived)
Infinitives used in this way replace subject pronoun + verb. Compare with infinitive used to replace
object pronoun + verb, as in В below.
Note that the infinitive here has an active meaning. When a passive sense is required a passive infinitive is
used: He is the second man to be killed in this way. (the second man who
was killed)
the best play to be performed that year (the best play that was
performed that year) Compare this with:
the best play to perform (the best play for you to perform/the play
you should perform)
В 1 The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with
them, or sometimes to express the subject's wishes (see 77):
/ have letters to write, (that I must write) Does he get enough to eat? Have you anything to say? (that you want
to say) AT THE CUSTOMS: / have nothing to declare, (that I need to declare) a house to let (a house that the
owner wants to let) Similarly with infinitives + prepositions:
someone to talk to a case to keep my records in
cushions to sit on a glass to drink out of
a tool to open it with a table to write on
2 Use of passive infinitive
There is plenty to do =
(a) plenty of things we can do, i.e. amusements, or
(b) plenty of work we must do.

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In the there + be + noun/pronoun + infinitive construction, when there is an idea of duty, as in (b) above,
a passive infinitive is possible:
There is a lot to be done. But the active infinitive is more usual.
251 The infinitive after certain nouns
A number of nouns can be followed directly by the infinitive. Some of the most useful are:
ability demand failure request
ambition desire offer scheme
anxiety determination plan willingness
attempt eagerness promise wish
decision effort refusal

252 The infinitive after too, enough and so ... as

A too + adjective/adverb + infinitive
1 too + adjective + infinitive
(a) The infinitive can refer to the subject of the sentence. It then has an active meaning:
You are too young to understand. (You are so young that you cannot
understand.)
He was too drunk to drive home. (He was so drunk that he couldn't
drive home.)
(b) The infinitive can also refer to the object of a verb. It then has a passive meaning:
The plate was so hot that we couldn 't touch it could be expressed:
The plate was too hot to touch, (too hot to be touched) Note that it, the object of touch in the first sentence,
disappears in the infinitive construction, because the infinitive, though active in form, is passive in meaning.
Sometimes either an active or a passive infinitive may be used:
This parcel is too heavy to send/to be sent by post. But this is not always possible, so students are advised to
stick to the active infinitive.
for + noun/pronoun can be placed before the infinitive in this construction:
The case was too heavy (for a child) to carry =
The case was too heavy to be carried by a child.
(c) The infinitive can refer similarly to the object of a preposition:
The grass was so wet that we couldn 't sit on it. The grass was too wet (for us) to sit on. The light is so weak
that we can't read by it. The light is too weak to read by.
2 too + adjective + a + noun + infinitive
He was too shrewd a businessman to accept the first offer = As a businessman he was too shrewd to accept the
first offer. He is too experienced a conductor to mind what the critics say = As a conductor he is too
experienced to mind what the critics say.
The infinitive here always refers to the subject of the sentence as in
1 above. A passive infinitive is also possible:
He was too experienced a conductor to be worried by what the critics said.
3 too + adverb + infinitive
It is too soon (for me) to say whether the scheme will succeed or not. He spoke too quickly for me to
understand, (for me is necessary here.) She works too slowly to be much use to me.
В Adjective/adverb + enough + infinitive
1 Adjective + enough + infinitive
(a) As with the too construction, the infinitive can refer to the subject of the verb:
She is old enough to travel by herself.
He was tall enough to see over the heads of the other people.
(b) Or it can refer to the object of a verb:
The case is light enough for me to carry =
The case is so light that I can carry it.
After a few minutes the coffee was cool enough (for us) to drink.
(c) It can refer to the object of a preposition:

2 enough may be used as pronoun or adjective:

He doesn't earn enough (money) to live on.
We haven't enough time to do it properly.

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She had enough sense to turn off the gas.
have + enough + abstract noun here is sometimes replaceable by have + the + noun:
She had the sense to turn off the gas.
He had the courage to admit his mistake.
I hadn 't the patience to listen to any more. But the is optional before time here:
We haven't (the) time to do it properly.
3 Adverb + enough + infinitive:
He didn 't jump high enough to win a prize.
He spoke slowly enough for everyone to understand.
С so + adjective + as + infinitive:
He was so foolish as to leave his car unlocked.
This is an alternative to the enough construction in Bl above, but note that He was foolish enough to leave his
car unlocked can mean either that he did it or that he was capable of doing it, but He was so foolish as to
leave etc. implies that he actually did so.
The so ... as construction is not very often used as shown above, but it is quite common as a request form:
Would you be so good as to forward my letters? =
Would you be good enough to forward my letters? There is no difference in meaning here between the two
forms. It is important not to forget the as. (For other adjective + infinitive constructions, see 26-7.)
253 Introductory or final infinitive phrases
Certain infinitive phrases can be placed at the beginning or sometimes at the end of a sentence and are then
similar to sentence adverbs (see 40):
To be perfectly frank, you're a bad driver.
To be honest, 1 just don't like him.
To be fair (to him), he wasn't entirely to blame.
To cut a long story short, we said 'No!'
To tell you the truth, I've never met him or
I've never met him, to tell you the truth.
254 The continuous
infinitive A Form
to be + present participle: He seems to be following us.
В Use
The continuous infinitive can be used:
1 After the auxiliary verbs:
They'll be wondering where you are.
He may/might be watching TV. ~ He can 't/couldn 't be watching TV.
There are no programmes today because of the strike.
(negative deduction)
He must be coming by bus. (deduction)
You shouldn't be reading a novel. You should be reading a textbook.
2 After appear, happen, pretend, seem: He
appears/seems to be living in the area = It
appears/seems that he is living in the area. He
appeared/seemed to be living in the area =
It appeared/seemed that he was living in the area.
I happened to be standing next to him when he collapsed =
It happened that I was standing next to him when he
collapsed. He pretended to be looking for a book =
He pretended that he was looking for a book.
3 After hope and promise and, but less usually, after agree, arrange, decide, determine/be determined, plan,
undertake:
/ hope/hoped to be earning my living in a year's time = / hope I will/I hoped I would be earning
etc. determine/be determined, plan could replace hope above with slight changes of meaning:
/ promised to be waiting at the door when he came out. agree, arrange, decide, determine/be determined, plan,
undertake could be used instead of promise above with slight changes of meaning.
4 After believe, consider, suppose, think etc. in the passive: He is believed to be living in Mexico. (See 306.)
255 The perfect infinitive

to have + past participle: to have worked, to have spoken

В Use with auxiliary verbs
1 With was/were to express an unfulfilled plan or arrangement (see 114):

9
The house was to have been ready today, (but it isn't)
2 With should, would, might and could to form the perfect conditional
(see 223):
If 1 had seen her I should have invited her.
3 With should or ought to express unfulfilled obligation; or, in the negative, a wrong or foolish action (see
143):
He should have helped her. (but he didn't)
I shouldn't/oughtn't to have lied to him. (but I did)
4 With should/would like to express an unfulfilled wish (see 296 D):

i.e. we can put either verb into the perfect infinitive without changing the meaning.
5 With could to express past unused ability or past possibility:
/ could have made a lot of money, (but I didn't) He could/might have phoned her. (Perhaps he (has)
phoned.) (See also 134, 138.)
6 With might/could to indicate that the speaker feels upset or indignant at the non-performance of an action:
He might/could have told me! =
I am annoyed that he didn 't tell me. (See 285 D.)
7 With may/might in speculations about past actions:
He may/might have left =
It is possible that he (has) left. (See 133.)
You might/could have been killed!
8 With can't/couldn't to express negative deduction (see 159):
He can 't/couldn 't have moved the piano himself.
We knew he couldn't have paid for it, because he had no money.
9 With must to express affirmative deduction (see 156): He must have come this way; here are his footprints.
10 With needn't to express an unnecessary past action (see also 152-3): You needn 't have hurried. Now we
are too early. You needn't have cooked it. We could have eaten it raw.
С With certain other verbs
1 With appear, happen, pretend, seem
Note the difference between present and perfect infinitives here: Present
infinitive: He seems to be a great athlete = It seems that he is . . .
He seemed to be a great athlete = It seemed that he was . . . Perfect
infinitive: He seems to have been . . . = It seems that he was . . .
He seemed to have been . . . = It seemed that he had been . . . i.e. the action of the perfect infinitive is an earlier
action; it happens before the time of the main verb. Other examples:
/ happened to have driven that kind of car before =

2 With the following verbs in the passive voice: acknowledge, believe, consider, find, know, report, say,
suppose, think, understand:
He is understood to have left the country. (See 306.)
3 The perfect infinitive is possible but less usual with claim, expect, hope, promise:

256 The perfect infinitive continuous

A Form
to have been + present participle:
He seems to have been spying for both sides.
В Use
It is used chiefly after auxiliary verbs and after appear and seem, but it can also be used after happen, pretend
and the passive of believe, know, report, say, understand:
He says he was talking to Tom. ~ He couldn't have been talking to
Tom. Tom wasn't there.
I was following Peter closely. ~ You shouldn 't have been following
him closely; you should have left a good space between the two
cars. He appears to have been waiting a long time =
It appears that he has been waiting a long
time. He pretended to have been studying =

10
He pretended that he had been studying.

7. ROMEO AND JULIET

1.Read the article. For each question circle the answer (A, B or C) which you think fits best
according to the text.

ROMEO AND JULIET

the greatest love story of all times
Since the invention of the motion picture in 1894, Romeo and Juliet has been one of the most
popular stories in films. Numerous movies have been based on Shakespeare’s famous love
story, the earliest dating back to 1900.
Many directors have taken this famous play and made it into film trying to keep to the themes
of the original story.
One of them is Baz Luhrmann. His version of Romeo and Juliet produced in 1996, has been
described as an original, post-modern version of Shakespeare’s tragic love story.
With this extremely successful film, Luhrmann has managed to update the story – by
combining modernday settings and characters with almost the original language. The story is
set in Miami. The changes in the language, together with dramatic fights and passionate love
scenes, make the story more accessible to modern audiences.
In Luhrmann’s version of the film, the main characters, Romeo (Leonardo di Caprio) and
Juliet (Clare Danes), are Miami teenagers of the nineties of the twentieth century. even though
the setting of the film is very unconventional, it contains all the themes of the original version,
because it does not change the story at all.

1. Lots of films have been produced that are based on

A William Shakespeare’s play Romeo and Juliet.
B a motion picture from 1894 called Romeo and Juliet.
C an invention made by William Shakespeare in 1894.

2.Baz Luhrmann
A is the only film director who has tried to keep to the themes of the original play.
B is one of the film directors who have tried to keep to the themes of the original play.
C produces his earliest version of Romeo and Juliet as early as 1900.

11
3. The language in Luhrmann’s film is
A exactly the same as in Shakespeare’s play.
B completely different from Shakespeare’s play.
C almost the same as in Shakespeare’s play.

4. Why did Luhrmann make some changes to the setting? A

Because he added gun fights and passionate love scenes.
B Because he wanted to help people to understand the story better. C
Because teenagers in Miami speak a very strong dialect.

5. Which of the following statements is true about Baz Luhrmann?

A He produced a successful, but unconventional and provocative version of the play.
B He produced a modern, but not very successful version of the play.
C He produced a successful modern version of the play.

I Put the Verbs in the Brackets in the Present Perfect or Past Simple Tense!
1.I__got___(get) up at 7 this morning.
2.I__have lived__(live) in Chesswood for five years. I like it very much.
3.He watched__(watch) TV last night.
4.I__saw_(see) her five minutes ago.
5.We _haven’t made___(not make) coffee yet.
6.How long _did_you__know_(know) Wendy?
7.We _went__(go) out for dinner last weekend. We _had_(have) pasta.
8.I love Chinese food, but I have_ never _eaten__(eat) Japanese food.
9._Have_you ever been__(be) to Italy?

ollocation refers to words that generally go together. Even though it possible to use other
word combinations, understanding collocations help English learners improve their fluency.
Answer: What is collocation?

Collocation refers to a group of two or more words that usually go together. A good way to
think of collocation is to look at the word collocation. Co - meaning together - location -
meaning place. Collocation are words that are located together. A good answer to "What is
collocation?" is: Collocation is a group of two or more words that like to hang out
together. Here are some examples of common collocations that you might know:

12
make tea - I made a cup of tea for lunch.
do homework - I did all of my homework yesterday.

Make and Do - A Good Starting Place for Collocation

I begin with make and do because they provide perfect examples of why collocation is so
important. Generally, make refers to things that are created and do refers to tasks.
However, there are plenty of exceptions to this rule - especially with the verb 'make'.

I made the bed. - Did I construct a bed? NO!

She made an exception. - An exception is allowance to breaking a rule, not a thing.

Make and Do are perfect examples of verbs that go together with specific nouns. A verb +
noun combination that always go together are considered collocations.

More information and examples on make and do collocations

Why Do Words Collocate?

There is often no reason for a collocation. People just put certain words together more often
than they put other words together. In fact, the use of collocations has become popular in
English and language teaching because of corpus linguistics. Corpus linguistics study huge
volumes of data of spoken and written English to come up with statistics on how often people
use certain words and word combinations. Through this study, corpus linguistics has been
able to define what are strong and weak collocations.

Strong Collocations

Strong collocations refer to words that almost always go together. It's possible that people
might understand you if you don't use a strong collocation. However, if you do not use a
strong collocation it will sound funny to native speakers. Let's return to our example of
'make' and 'do'. If you say:

I did a cup of coffee.

native speakers will understand that you mean:

I made a cup of coffee.

13
Correct use of strong collocations shows an excellent command of the English language, and
can certainly help impress native speakers' of your ability to speak English well. Of course, if
you are speaking to other non-native speakers the ability to use collocations correctly all the
time becomes less important. That doesn't mean that correct collocation use is not important,
it's just not AS important as something like correct tense. Image for a moment that you are
speaking about a future meeting:

Our meeting was on Friday at four o'clock.

I've done an appointment at four o'clock for the meeting room on Friday.

In both of these sentences, there are mistakes. However, in the first sentence instead of using a
future tense, the past tense is used. If you want your colleagues to come to the meeting, this
mistake is very serious and will lead to no one coming to the meeting.

In the second sentence 'do an appointment' is a misuse of a strong collocation. However, the
meaning is clear: You have scheduled a room at four o'clock. In this case, a mistake in
collocations is not nearly as important as a mistake in tense usage.

Here are examples of strong collocations that you might not be familiar with:

high earnings (not big earnings)

long-range planning (not long-time planning)
urban guerrilla (not city guerrilla)

More information, lists and learning materials on strong collocations

Why are Collocations Important?

There is an entire world of collocations to explore. Learning collocations is important because

you begin to learn words in larger groups or 'chunks' of language. Putting together these
chunks of language leads to more fluent English.

Verb Collocations

These sheets provide a matching game with some of the most common verb + noun
collocations used in everyday situations. Here are some examples of the types of verb
collocations you will learn:

to feel free
to come prepared
to save time
to find a replacement
to make progress
to do the washing up etc.

Verb Collocations with Take, Have and Break

http://esl.about.com/library/vocabulary/blcollocation_1.htm

Learning to Learn

14
'Learning to learn' is one of the most important objectives for all learning teaching contexts
for all ages. In our fast moving world, it is simply impossible for learners to acquire all the
knowledge and skills they need while they are at school. It is the school's responsibility to
teach learners how to learn, i.e. to equip them with strategies that they can use outside school.
This process needs to start as early as possible, preferably at the beginning of schooling.
Various aspects of 'learning to learn' can be introduced into the day-to-day practice of any
language classroom without changing many of the usual classroom practices. This chapter
will discuss explicitly some opportunities that teachers of English for young learners can take
to promote principles of 'learning to learn'. Most of the suggested techniques and ideas can be
adapted to all types of contexts and can work in large classes as well as mixed ability classes.
What is 'learning to learn'?
The overall aim of incorporating some kind of 'learning to learn' is to begin to raise children's
awareness of the various factors that influence their language learning and to give them some
time and space to start to think for themselves. 'Learning to learn' is a broad concept which
can encompass a great variety of different activities, tasks, or discussions between children
and the teacher. Some teachers might be working in contexts where 'learning to learn' is
explicitly incorporated into the curriculum guidelines and both the national curriculum and
the recommended coursebook contain specific advice on the techniques and activities used
and the rationale behind them. Others might not have such explicit guidelines to work from
but would be free to use their own ideas.
What types of strategies can be developed?
1 Social and affective strategies: to raise awareness about how learners' own emotional
states and feelings as well as those of others can influence their learning. Activities in the
classroom can include teacher-led discussions, usually in the mother tongue, about the social
aspects of learning, such as the importance of listening to each other, turn taking in games, or
controlling shyness and fear of speaking out in front of others. As part of developing
awareness about affective factors, teachers can give plenty of praise and positive feedback to
children to raise their self-esteem and self-confidence as well as boost their motivation.
2 Strategies related to raising awareness about what language learning is: to cover
general understanding about language learning. In terms of understanding what language
learning means, teachers might discuss with children how long it takes to learn a language,
why it is important to practise, or why we all make mistakes.

15
3 Metacognitive strategies: to introduce and develop the ongoing process of reflection
through planning, monitoring, and evaluating language learning. Activities in the classroom
can include encouraging children to think about what they did well and why, and what they
enjoyed and why. At later stages, children can be prompted to think about the reasons for
doing various activities and tasks and about lessons that can be learnt from each learning
experience.
4 Direct or cognitive strategies: to develop children's ability to deal with linguistic
information in an effective way, i.e. to organize, categorize, or memorize linguistic
information. Activities in the classroom can include training strategies such as how to
remember a list of words, how to guess the meaning of unknown words in a text, or how to
link unrelated language to aid memory. The above categories have been listed to illustrate an
order in which they can be introduced. Teachers can start with emotions, feelings, and
boosting self-esteem. They can then introduce metacognitive strategies which can be made
applicable to any unit of learning. Finally, the cognitive strategies with older or more
experienced learners can be added. This of course does not mean that this order must always
be followed. Teachers are encouraged to judge for themselves what is appropriate and
feasible. Some schools may be fostering learning to learn strategies in the other areas of the
curriculum, which gives teachers a good chance to integrate English into an existing
framework.
Developing Social and Affective Strategies and Raising Awareness about Language
Learning
Activities for younger children
This aspect of 'learning to learn' can be the foundation for all children. In terms of the
affective factors, all teachers of children are concerned with issues such as building
confidence and raising self-esteem. Without these and a positive learning environment full of
encouragement, it is impossible to achieve the goals related to fostering positive attitudes. The
younger the children are, the more important these considerations become. The teacher can be
an important role model, displaying positive, cheerful behaviour and friendliness at all times.
This is particularly important because younger children see the teacher as a source of
motivation. (See more about this in Chapter 4.) All teachers can foster children's self-esteem
by emphasizing what children can do rather than what they can't do. Asking children's
opinions about the English lessons and their own progress are fundamental parts of building
self-reliance and awareness. Gaining experience in expressing their opinions is a good
foundation for self-assessment. Children's simple reflection notes about their progress should

16
focus on what has been achieved rather than where the gaps are. Evaluation sheets should
always be phrased in a positive way such as:
4. I can sing a song.
5. I can tell a story.
6. I can talk about my family/friend.
7. I can write a postcard.
8. I can …
Teachers should provide positive reinforcement, and use plenty of praise when commenting
on children's work and performance in English. They can also show their appreciation by
displaying children's work on the wall or by giving feedback to individuals. It is important for
teachers to encourage children to express their feelings and to listen to those who have
something important to say before the lesson begins. Young children are often much more
affected by events at home than older ones. Teachers of very young children might find it
useful to listen to children talking about falls, lost pets, or the birth of a baby brother or sister.
The fact that the teacher knows about their concerns will give young children a sense of
security.
Reference: Pinter, Annamaria (2007). Teaching Young Language Learners. Oxford: OUP.

8. WAVE POWER!
1. Work in pairs. Match the countries with the volcanoes. Can you name any other volcanoes?
Indonesia Italy Japan Mexico
1. Mount Fuji (last eruption: 1707) Japan
2. Vesuvius (last eruption: 1944) Italy
3. Krakatoa (last eruption: 2001) Indonesia
4. Popocatepetl (last eruption: 2006) Mexico

2. Read the text quickly. Are these sentences true or false?

1. The volcano is in Africa. true
2. The volcano could cause a tsunami. true
3. We can prevent the eruption of the volcano. false

3. Read the text again. What do the numbers refer to?

1. 6 the water next to the volcano is about six kilometers deep
2. 500 billion If the volcano collapsed , 500 billion tonnes of rock would fall into the sea.

17
3. 800 The wave would travel away from the Canary Islands in all directions at about
800 km/h.
4. 90 In less than an hour a 90-metre wave would hit north-west Africa.
5. 8 Eight hours after the eruption it would hit the east coast of America.

4. Answer the question.

1. Why are scientists worried about Cumbre Vieja?
Cumbre Vieja is a huge, active volcano. Every few decades it erupts and scientists are
worried because the walls of the volcano are getting weaker.
2. How long would it take the wave to reach the African coast? In less than an hour...
3. Why would Europe be in less danger than America? The side of the volcano faces west,
across the Atlantic Ocean, which would protect Europe a little..
4. How big would the wave be when it reached Portugal? It wouild be 12 meters high.
5. Why would it travel a long way inland in the Caribbean and South America? It would
travel for several kilometres inland because the coast is very flat.
What can scientists do to predict the eruptions? The can put better equipment on Cumbre
Vieja, so that they can predict the volcano’s eruptions in the future and give us an early
warning of possible problems.
6.

5. Find these highlighted words in the text.

1 two adjectives that mean ‘very big’ enormous, huge
2 two verbs that mean ‘damage very badly’ devastate, destroy

6. Find the underlined verbs in the text that belong to the same word family as the nouns.
1. Destruction destroy
2. Devastation devastate
3. Eruption erupts
4. Prediction predict

5. Protection protect

7. Read the text again. Cover the text and say what would happen if the volcano collapsed.
Use the words below to help you.
Nouns: side volcano tones of rock sea tsunami Atlantic Ocean coast wave
Verbs: collapse cause travel across reach destroy
e.g. If the volcano collapsed, tonnes of rock would fall into the sea.

18
 It could be hundreds or thousands years from now, and hundreds kilometers
from us, but but still.... If Cumbre Vieja volcano collapsed, tonnes of rock would fall
into the sea, creating the worst Roland Emmerich movie scenario. Only possible
happyending of this scenario could be found at Europe because the side of the volcano
faces west, across the Atlantic Ocean, which would protect Europe a little ... Hoever,
worldwide devastation would be terrible, with thousands of people dead...Nature
davastating power says: “Enjoy your lifes while you can”...

WAVE POWER
Cumbre Vieja is a huge, active volcano on La Palma in the Canary Island. Every few decades
it erupts and scientists are worried because the walls of the volcano are getting weaker.
Scientists fear that when it erupts, one side of the volcano could collapse and fall into the sea.
If this happened, it would be a catastrophe. Why? Because it would cause a tsunami – an
enormous wave – the biggest ever recorded in history. How would it happen?

The volcano is by the sea, and the water next to the volcano is about six kilometers deep. It
the volcano collapsed, 500 billion tonnes of rock would fall into the sea. This would create a
huge tsunami about 100 metres high.
What would happen next?
The wave would travel away from the Canary Islands in all directions at about 800 km/h. The
other Canary Islands would immediately be covered by water. In less than an hour a 90-metre
wave would hit north-west Africa. The side of the volcano faces west, across the Atlantic
Ocean, which would protect Europe a little. However, a 12-metre tsunami would still reach
Lisbon within three hours. After five hours it would reach Britain. The wave could travel a
kilometre inland, and devastate towns and villages. London would be flooded. How far would
it travel?
The wave would have enough energy to travel right across the Atlantic Ocean. Eight hours
after the eruption it would hit the east coast of America. It would still be about 30 metres high.
Boston would be hit first, followed by New York, then the coast down to Miami. The wave
would cause a lot of damage in the Caribbean and Brazil, too. It would travel for several
kilometres inland because the coast is very flat. It would destroy everything and kill thousands
of people.
What can we do about it?
Nothing much, it seems. The scientists believe that it is not a question of if, but when. The
volcano will collapse at some time in the future, but it could be hundreds or thousands years

19
from now. Furthermore, if only part of the volcano collapsed into the sea, the tsunami would
be much smaller. Scientists want to put better equipment on Cumbre Vieja, so that they can
predict the volcano’s eruptions in the future and give us an early warning of possible
problems.

8. Complete the song with the phrases below:

be like a bird break all the chains break all the chains know how it feels say all the
things say all the things share all the love soar to the sun

(I Wish I Knew How It Would Feel To Be) Free

I wish I knew how it would feel to be free

I wish I could _ break all the chains _ holding me
I wish I could _ say all the things ___ that I should say
Say them loud say them clear
For the whole wide world to hear

I wish I could share all the love that’s in my heart

Remove all the bars that keep us apart
And I wish you could know how it feels _ to be me
Then you’d see and agree that every man should be free.

I wish I could _ be like a bird in the sky

How sweet it would be I found I could fly

Well I’d __ soar to the sun __ and look down at the sea
And I’d sing cos I’d know how it feels to be free

I wish I knew how it would feel to be free

I wish I could break all the chains _ holding me And
I wish I could __say all the things_ that I wanna say

20
Say them loud say them clear
For the whole wide world to hear
Say them loud say them clear
For the whole wide world to hear
Say them loud say them clear
For the whole wide world to hear

Glossary:
soar – fly
cos – because
wanna – want to

9. Complete the sentences with your own ideas.

1. I wish I were in Venice again at the same spot, same way again.
2. I wish I weren’t having some conversations I had eight years ago..
3. I wish I had more strength to say what I realy felt...
4. I wish I lived and loved...
5. I wish I knew some things not gonna last forever.
6. I wish I could turn back the time and say goodbye to someone.
7. I wish I spoke more often with some people that are gone...

10.Work in pairs. Compare your wishes with your partner.

1.Put the Verbs in the Corect Tense!

1..If you _do_(do ) your homework, we will go to the cinema in the evening.
2. If I _had_(have) more money I would buy a bigger car.
3. If she doesn’t feel_(not feel) better tomorrow, she will see a doctor.
4. I will buy__(buy) that computer if I need it.
5. If he invites (invite) me to the party, I will go.
6. If I didn’t know any English it would be_(be) hard to get a job.
7. If I got the job we _would go_(go) out and celebrate.
8. If it rains_(rain) tomorrow, what shall we do?
9. If you_go out_(go out) with your friends tonight, I will watch the football match on TV.

21
10. We would be stupid if we _told (tell) him about our secret.

Post-Modern Teacher – Future Challenges for the Teacher Profession

If teachers were robots, they would have evolved like other machines from simple to
multi-task ones. A teacher robot could identify the many factors influencing the teaching
event. It could detect the level of alertness and motivation of the students. It would
recognise the level of knowledge of the students. It would evaluate the best type of
teaching material to use in order to gain optimal learning results. It would select the best
working methods to use in order to meet the learning objectives, and it would identify the
best evaluation methods to use to provide a basis for further teaching solutions.
It is not likely that learning management will be as simple and clear-cut an event as to be
processed into a mechanic skill or property in the future any more than it is today. The
principles highlighting the element of interaction in learning point to the significance of
human interaction, when we look into the cultural function of education. A learning
environment that encourages interaction supports learning better than one that leaves the
learners alone and to their own devices. The modern learning environment has stressed the
potential of the options offered by the environment and the importance of self-directed
learning. The teacher is seen as part of such environment.
What would happen if the learning environment was stripped of all learning materials,
learning tools, data connections and other technical solutions supporting learning? We
would be left with a teacher in the middle of his or her students in an empty space. Would
not functional interaction then be a prerequisite of all learning in such a case? A tactful
teacher with good communication skills and the ability to listen would in this case be a
sought-after expert who could make the learning possible. In the midst of all kinds of
students, the teacher should be able to manage the situation and people, to be the tolerant
adult who can deal with pressure, support his or her students and promote learning.
In the changed role, the teacher should acknowledge the transformation of teaching from
individual performance into team work. Many kinds of experts should support the
teacher’s work: among these are the parents, other colleagues, the student welfare
personnel, the principal and the school. The teacher should be able to face this group of
experts, take into account his or her limitations and the gaps in skills and knowledge. The
development of professional skills and the updating of abilities, knowledge and skills
become important features in the teacher of the future. Updating substance information is
not enough, the teacher of the future must also have a versatile range of pedagogical and
didactic know-how.

22
One can grow and develop into such an adult. Yet, to grow to become a teacher is to
become a person who has the ability to manage social relationships. Therefore the
selection of teacher
trainees plays an important part in finding people who are well suited for working in
education. The central criterion for the selection should be receptiveness for training, and
the central elements in the receptiveness are motivation, suitability for the profession and
commitment. Commitment refers to the understanding of the teaching profession and the
acceptance of the changed role of teachers. Teaching is secondary and the enabling of
learning is primary.
Then, how can we support the existence of such a post-modern teacher? In addition to
student selections, the initial and continuing education of teachers are central. Being a
teacher is a development process. The challenge of initial training is to help the students to
harness their own strengths and produce “timeless” professional skills which will enable
the process of development. Teachers who study and reflect on their own practice are able
to utilise theory in their own teaching. They are also able to change and function in the
constantly shifting situations.
Teachers should be ready to develop both their own work and the school community.
Teachers should also form links outside the school in order to utilise the learning
possibilities offered by the surroundings. Yet teachers are still trained too much for
teaching inside classrooms. Teachers are not given enough tools for pupil welfare, for
cooperation with homes and for functioning in the school community.
(Taken from STEP Closing Conference, 2006, by M.Meri & K.Volmari)

9. INVENTIONS

1. Which discoveries/inventions changed the world the most?

2. What were the last three Internet searches you made? Which search engines do you use
regularly? Have you ever used Wikipedia?

THE HISTORY OF PAPER

Today, paper is used for hundreds of everyday things – books and newspapers, of course,
but also money, stamps, cups, bags, and even some clothes.
Long ago before paper, people had been writing on animal skins, bones and stones. Then
in 2700 BC, the Egyptians started to make papyrus, which was similar to paper. But the
first real paper was invented in AD 105 by Chinese government official, Ts’ai Lun. It was

23
made from a mixture of plants and cloth. The Chinese kept their invention secret for
centuries.
Finally, in the 10th century, paper was brought to Europe by the Arabs. The first European
paper mill was built in Spain in 1150. Since the 18th century, most paper has been made of
wood, because it is much stronger than cloth.
Nowadays, each person uses about 300 kg of paper every year. That’s a lot of
paper. WIKI WEBSITES
‘Wiki’ means ‘quick’ in Hawaiian. The word is used to describe websites that have been
written by the people who use the site. Anyone who visits a wiki website can add or
change the information on the page. The first wiki website was created by Ward
Cunningham in 1995. Since then wiki guidebooks, wiki dictionaries and wiki
encyclopedias have been published on the Internet. The most popular online encyclopedia
is ‘Wikipedia’. Over 22 million entries have been added since it started, and it is now the
most detailed encyclopedia in the world. According to the creator of Wikipedia, the work
is done by 20,000 people who regularly edit the pages. The amazing thing is that the
information is completely free.

1.Around each verb, one noun does not go with it. Which one?

a) a
cure
the
truth
gold DISCOVER
DNA
paper

b) cars
a discovery
homework MAKE
a phone call
£1,000

24
c) a story
hello
the truth TELL
a lie a
joke

d) a present
advice
information GIVE
a
complaint
a lift

5. the
bus
weight
money LOSE
the game
the way

25
f) a watch
an umbrella
passengers CARRY
a gun
briefcase

4. the peace
diary
a secret KEEP
4. promise
an idea

6. the family
the ball
the bus MISS
school
the way

26
 2.Work with a partner. Choose a noun from each group, and write a sentence using the verb.
e.g. BMW cars are made in Germany.
e.g. An Airbus can carry 555 passengers.

1. Gold was discovered in Alaska.

2. Can you make a promise?
3. Tell e a joke.
4. May I give you some advice?
5. You should lose some weight.
6. Stop carrying that umbrella!
7. Keep that secret!
8. He missed the ball.

1.Turn into Passive!

7. Did they say anything interesting?
Was anything interesting said by them?
8. His boss has offered him more money.
More money was offered to him by his boss.

9. Someone in the street gave us free tickets for a concert.

Free tickets for a concert were givenn to us in the street by someone.
10. People play basketball in his country.
Basketball is played by people in his country.
11. He can do that.
That can be done by him.
12. They were building new roads.
New roads were built by them.
He will invite you to the party.
You will be invited to a party by him.

13. Everyone knows this fact.

This fact is known by everyone.
14. They are learning a new song.
A new song is learnt by them.
15. He will show you the flat.
A flat will be shown to you by him.

1. What is a word?
It has been estimated that average speakers of a language know from 45,000 to 60,000
words. This means that we as speakers must have stored these words somewhere in
our heads, our so-called mental lexicon. But what exactly is it that we have stored?
What do we mean when we speak of ‘words’?

27
In non-technical every-day talk, we speak about ‘words’ without ever thinking
that this could be a problematic notion. In this section we will see that, perhaps
contra our first intuitive feeling, the ‘word’ as a linguistic unit deserves some
attention, because it is not as straightforward as one might expect.
If you had to define what a word is, you might first think of the word as a unit
in the writing system, the so-called orthographic word. You could say, for
example, that a word is an uninterrupted string of letters which is preceded by a
blank space and followed either by a blank space or a punctuation mark.
Words are usually considered to be syntactic atoms, i.e. the smallest elements in a
sentence. Words belong to certain syntactic classes (nouns, verbs, adjectives,
prepositions etc.),which are called parts of speech, word classes or syntactic
categories. The position in which a given word may occur in a sentence is
determined by the syntactic rules of a language. These rules make reference to words
and the class they belong to. For example, the is said to belong to the class called
articles, and there are rules which determine where in a sentence such words, i.e.
articles, may occur (usually before nouns and their modifiers, as in the big house). We
can therefore test whether something is a word by checking whether it belongs to
such a word class.
Properties of words
- words are entities having a part of speech specification
- words are syntactic atoms
- words (usually) have one main stress
- words (usually) are indivisible units (no intervening material possible)
In everyday speech, these rather subtle ambiguities in our use of the term ‘word’ are
easily tolerated and are often not even noticed, but when discussing linguistics, it is
sometimes necessary to be more explicit about what exactly one talks about. Having

28
discussed what we can mean when we speak of ‘words’, we may now turn to the
question what exactly we are dealing with in the study of wordformation.
As the term ‘word-formation’ suggests, we are dealing with the formation of words,
but what does that mean? Let us look at a number of words that fall into the domain
of word-formation and a number of words that do not:
a. employee b. apartment building c .chair
inventor greenhouse neighbour
inability team manager matter
meaningless truck-driver brow
unhappy son-in-law promise
In columns (7a) and (7b) we find words that are obviously composed by putting
together smaller elements to form larger words with more complex meanings. We
can say that we are dealing with morphologically complex words. For example,
employee can be analyzed as being composed of the verb employ and the ending -ee,
the adjective unhappy can be analyzed as being derived from the adjective happy by
the attachment of the element un-, and decolonialization can be segmented into the
smallest parts de-, colony, -al, -ize, and -ation. We can thus decompose complex words
into their smallest meaningful units. These units are called morphemes.
In contrast to those in (7a) and (7b), the words in (7c) cannot be decomposed into
smaller meaningful units, they consist of only one morpheme, they are
monomorphemic. Neighbor, for example, is not composed of neighb- and -or, although
the word looks rather similar to a word such as inventor. Inventor (‘someone who
invents (something)’) is decomposable into two morphemes, because both invent-and
-or are meaningful elements, wheras neither neighb- nor -or carry any meaning in
neighbor (aneighbor is not someone who neighbs, whatever that may be...).
3. Inflection and derivation
A distinction has traditionally been made between inflection (i.e. conjugation and
declension in traditional grammar) as part of the grammar on the one hand, and
derivation and compounding as part of word-formation (or rather: lexeme
formation).
derivation

29
worker
useless
untruthfulness
interview
curiosity
passivize
Terrorism
b. inflection
(she) works
(the) workers
(is) colonializing
(we) picked
(the) children
John’s (house)
Emily’s (job)
As already indicated above, the most crucial difference is that inflectional
morphemes encode grammatical categories such as plural (workers), person (works),
tense (picked), or case (John’s). These categories are relevant for the building of
sentences and are referred to by the grammar.
In the previous chapter we have introduced the crucial notion of morpheme as the
smallest meaningful unit. We have seen that this notion is very useful in
accountingfor the internal structure of many complex words (recall our examples
employ-ee, invent-or, un-happy, etc.). In this section, we will look at more data and see
that there are a number of problems involved with the morpheme as the central
morphological unit.
The most important characteristic of the traditional morpheme is that it is conceived
of as a unit of form and meaning. For example, the morpheme un- (as in unhappy) is
an entity that consists of the content or meaning on the one hand, and the sounds or
letters which express this meaning on the other hand. It is a unit of form and
meaning, a sign.
The meaning of the new complex sign unhappy can be predicted from the meanings

30
of its parts. Linguistic expressions such as unhappy, whose meaning is a function of
the meaning of its parts are called compositional. Not all complex words and
expressions, however, are compositional, as can be seen from idiomatic expressions
such as kick the bucket ‘die’.
a. nouns b. verbs
unbelief undo unearth
unease unfold unsaddle
untruth undress unplug
unmask

31
We will now turn to another affix and try to establish the pertinent wordformation
rule.
deep+th → depth
long+th → length
strong+th → strength
true+th → truth

So far, we have mainly dealt with complex words that consisted of two elements.
However, many complex words contain more than two morphemes. Consider, for
example, the adjective untruthful or the compound textbook reader. The former
combines three affixes and a base (un-, tru(e), -th and -ful), the latter three roots and
one suffix (text, book, read, and -er). Such multiply affixed or compounded words raise
the question how they are derived and what their internal structure might be. For
example, are both affixes in unregretful attached in one step, or is un- attached to
regretful, or is -ful attached to unregret.
Further reading
For different kinds of introductions to the basic notions and problems concerning
morphemic analysis you may consult the textbooks already mentioned in the first
chapter (Bauer 1983, Bauer 1988, Katamba 1993, Matthews 1991, Spencer 1991,
Carstairs-McCarthy 1992). A critical discussion of the notion of morpheme and
wordformationrule can be found in the studies by Aronoff (1972) and Anderson
(1992).For strictly analogical approaches to morphology, see Becker (1990), Skousen
(1995), or Krott et al. (2001).

Multiple Intelligences Theory

In the past, intelligence was a fixed, static entity at birth which was defined operationally as
the ability to answer items on IQ tests. Even since the publication of his Frames of Mind
(1983), Dr. Howard Gardner has postulated an alternative definition of intelligence based on a
radically different view of intelligence. According to him, an intelligence entails the ability to
solve problems or fashion products that are of consequence in a particular cultural setting or
community. There are many, not just one, different but autonomous intelligence capacities
that result in many different ways of knowing, understanding, and learning about our world.
Up to the present, he has proposed a schema of eight intelligences and suggests that there are
probably many others that we have not yet been able to test (Gardner, 1995). A summary of
Gardner's eight intelligences is given as follows:
Verbal/Linguistic Intelligence is the ability to use language effectively and creatively both
orally and in writing. It describes the learner with a good vocabulary, a good reader, who
learns well from stories and likes doing crosswords. This intelligence can be seen in such
people as poets, playwrights, storytellers, novelists, public speakers, and comedians.
Logical/Mathematical Intelligence is the ability to use numbers effectively, to recognize
abstract patterns, to discern relationships and to reason well. It describes the learner who is

32
good at or likes using computers, is good at problem-solving and likes classifying, sequencing
and ranking activities. The intelligence can be seen in such people as scientists, computer
programmers, accountant, lawyers, bankers, and, of course, mathematicians.
The logical/mathematical and verbal/linguistic intelligences form the basis for most systems
of education, as well as for all forms of currently existing standardized testing programs.
Visual/Spatial Intelligence involves the ability to sense form, space, color, line, and shape
including the ability to graphically represent visual or spatial ideas. It describes the learner
who enjoys drawing, who learns well from using pictures, charts, maps, diagrams, etc. This
intelligence can be seen in such people as architects, graphic artists, cartographers, industrial
design draftspersons, and, of course, visual artists (painters and sculptors).
Bodily/Kinesthetic Intelligence is the ability to use one's body to express oneself and to
solve problems. It describes the learner who learns through manipulating and moving objects
and lively activities – action rhymes and games. This intelligence can be seen in such people
as actors, athletes, mimes, dancers, and inventors.
Musical/Rhythmic Intelligence involves the ability to recognize tonal patterns and a
sensibility to rhythm, pitch, melody, etc. It describes the learner who learns well through the
use of chants, rhymes and songs. This intelligence can be seen in advertising professionals

33
(those who write catchy jungles to sell a product), performance musicians, rock musicians,
dance bands and composers.
Interpersonal Intelligence involves the ability to understand people's moods, feelings,
motivations and intentions. It includes the ability to work cooperatively with others in a group
and to communicate, verbally and nonverbally, with other people. It describes the learner who
learns well from pair- or group-work activities such as interviews, games, surveys, etc. This
form of intelligence is usually highly developed in such people as counselors, teachers,
therapists, politicians, and religions leaders.
Intrapersonal Intelligence involves the ability to understand the internal aspects of the self
and to practice self-discipline. It describes the learners who is good self-evaluator and likes to
reflect, as well as doing self-assessment exercises, learning diaries, etc.; someone who likes
independent learning, such as project work and presentations; someone who likes creative
writing. This intelligence can be seen in such people as philosophers, psychiatrists, spiritual
counselors, and cognitive pattern researchers.
Naturalist Intelligence involves the ability to recognize and classify plants, minerals, and
animals, including rocks, grass, and all variety of flora and fauna. It also includes the ability to
recognize cultural artifacts like cars, sneakers, etc. It describes the learner who is good at
recognizing patterns in things; someone who notices similarities and differences between
things, who is good at classifying and organizing things into groups. This kind of intelligence
enriches the other seven intelligences. The intelligence can be seen in such people as farmers,
hunters, zookeepers, gardeners, cooks, veterinarians, nature guide, and forest rangers.
Armed with this knowledge, teachers can ensure they provide enough variety in the activities
they use so that as much of their pupils’ learning potential can be tapped as possible.

10. INDIRECT SPEECH!

Grammar Gamble

Sentence Correct Incorrect Gold coins bet Total

1. They had wanted
to buy a new
mobile phone, but
decided against it.
2.I asked her does
she like animals

34
3. My friend told
me that she was
going to go
shopping in
Warsaw.
4. He asked me
how long I worked
on the air
ambulance before
becoming a teacher.
5. Her father told
her to do the
washing up.
6. She said she
must do her
homework.
7I told him I he had
sent an email today.
8. He told me that
he could play the
piano.
9. My brother said
that his mobile
phone wasn’t work.
10. My mum asked
me help with the
cooking.
11. She said it was

35
still early days.
12. They wanted to
know has anyone
seen a parrot.

2. Role-play
You are going to work in groups of four. Two students are best friends that have just returned
from holiday and two are managers of the holiday company they bought the holiday from.
The best friends are trying to get the holiday company to give them a refund for the holiday
by saying the holiday was terrible. Each manager will interview one of the friends and if their
stories are the same they will get a refund, but if they are different, they will get nothing.
Students A and B need to work together to plan their stories, and students C and D to plan
their questions. When the interviews are finished, you are supposed to return to your original
partner to discuss what was said in the interview. The friends should discuss what they were
asked and what answers they gave to see if they told the same story. The managers should
discuss the answers and decide if they would give them a refund. When the managers have
decided, all four students should come together, so that managers could give their decision
and the reasons for their decision.

STUDENT A/B
You and your best friend have recently come back from a holiday that was arranged for you
by a travel company. You had a lovely time, but it was very expensive and now you haven’t
got any money, You and your friend have decided that you will tell the holiday company that
the holiday was terrible and ask them to refund your money.
Today you are both being interviewed by manages of the holiday company. The only problem
is that you are being interviewed separately and they will only refund your money if you tell
them the same story about the holiday. Before your interview, discuss the details of the
holiday with your friend. Use the notes to help you: Where/go?

How/travel?
What activities/do?
How long?
Where/stay?

36
 What problems/have?

STUDENT C/D
You are a manager of a travel company, Today you and your colleague are interviewing two
friends who recently bought a holiday through your company. They want you to refund their
money because they say the holiday was terrible. You and your colleague are going to
interview the friends separately because you think they are lying and will tell different
stories
about the holiday. You will only refund their money if they both tell the same story. Before
the interview, discuss with your colleague the questions you will ask them. Use these notes
to
help you:
Where/go?
How/travel?
You traveled with your friend by plane? Were there any problems during a flight ?
Please describe...
What activities/do?
What was yours’ and what was your frined’s favorite actvity during holiday? Were
there any problems?
How long? .
Where/stay? How long did you stay at your hotel?
What problems/have? What was major problem that you had at your hotel...Could you
please describe what was your friend’s’major problem?

1.Turn into Indirect Speech!

1. Jean said :"The boss must sign the letter.”
Jean said that the boss had to sign the letter.

2. “The train leaves at 11.00 tonight.”, she said.

She said that the train left at 11.00 this night.
3. “ Pete phoned me yesterday.”, Ann said.
Ann said that Pete has phoned her the day before.
4. “ Do you want to see the pyramids?”, he wanted to
know. He wanted to know if I would wanted to see
pyramids.
5.” My brother is arriving here today.”, she said.
She said that her brother was arriving there that day.

37
6.” I didn't have time to do my homework.", Charles
said.
Charles said that he hadn’t have time to do his homework.

7. “ What does the boss want?”, John asked.

John asked what was boss wanted.

8. “ Go out.”, he ordered .
He ordered to went out.

9. “ Don’t tell anyone.”, he said.

He said not to tell anyone.

10.” What’s Peter’s address?”, she asked.

She asked what was Peter’s adress.

3. “He has just arrived.”, she said.

She said that he had just arrived.

4. “Does she go to school every day?”, he wanted to know.

He wanted to now if she went to school every day.

5. “Have you ever been to Egypt?”, he asked me.

He asked me if I had ever been to Egypt.

6. “When did he arrive?”, she wanted to know.

She wanted to know when he had arrived.

16. “I can help you.”, he said.

He said that he could help me.

b) CORRECT THE MISTAKES!

He asked me if had I been waiting for him long.

He asked me if I had been waiting for him for a long.

She said he had arrived yesterday.

She said that he had arrived that day.

“You must to do that.” , he ordered us.

Gifted students

38
According to Silverman (2007, n.p.), ‘Children in the top and bottom three percent of the
population have atypical development patterns and require differentiated instruction’.
Children in the bottom 3 per cent are those with severe disabilities. Their needs will be
discussed later under the section on special schools. The top 3 per cent are those students
with very high IQ (above 130) and who often possess special abilities or talents. Debate has
continued for many years on the best teaching methods to use with children of high ability in
order to ensure that they develop their full potential and at the same time remain happy and
socially well adjusted. Provision ranges from special schools and special classes for gifted
and talented students through to placement in regular classes with modifications made to
curriculum and instruction (Kondor, 2007). After-hours clubs and tutorial groups are
sometimes used to encourage gifted students to pursue subjects of great interest to them.
Even special thematic summer camps (e.g., introducing fieldwork in astronomy, geology,
local history, etc.) are sometimes organised for gifted students to give them new experiences
and fresh challenges. The vast majority of gifted children remain in regular classes, so the
onus is on all classroom teachers to meet their needs. The obvious problem is that if the
student of high ability is not suitably challenged by, and interested in, the subject matter
being taught he or she will become bored and will lose motivation. The fact that gifted
children often tend to be far ahead of their peers in their understanding and their rate of
learning presents a major challenge for any teacher. Inquiry and problem-based learning
methods are highly suitable for gifted students, although some students may first need direct
teaching of the researching skills that are required for independent learning under these
methods. With problem-based methods, in addition to the usual step-by-step and
brainstorming approaches to investigation, synectics offers an additional way to encourage
their creative thinking. Synectics is a process in which divergent ideas are brought together
and, where possible, connections are established. In operation, it involves students thinking
of unconventional solutions to a given problem. For example: ‘How could we get bees to
produce honey directly in a jar instead of in a honeycomb in the hive?’ Students are
encouraged to think in terms of analogies; for example, ‘It’s like when an animal is tricked
into a trap by putting bait inside. The bees could be tricked into the jar’. Students use
information they already possess, transform it, and test it against a new situation. Regardless
of the actual strategies used to solve problems, the problem-based inquiry approach has
much to offer in the education of students of high ability. The principal ways in which
teaching and learning have been differentiated for gifted students in the ordinary classroom
include the following:

39
 13. Individualising the student’s program: For at least part of the day, the student is
set
independent learning assignments or ‘learning contracts’ that he or she can tackle
either alone or with a suitable partner.
5. Compacting the curriculum: This is achieved by assessing what students
already know
about a new topic before it is taught. Based on what the gifted student knows already,
sections of the teaching unit can be deleted (usually by removing a number of
activities, readings, resources and teacher-directed mini lectures).
10. Subject acceleration: This is similar in some respects to curriculum compacting.
Students of high ability are taken more rapidly through a topic by using set readings,
computer software, study notes, resource materials and carefully designed homework.
7. Ability grouping: For certain lessons (e.g., mathematics) students, based on their
ability, work in smaller groups within the class. The work set for different groups
varies in complexity and the class teacher supervises all groups, giving guidance when
necessary.

c) Mentoring and tutoring: This involves the student having one-to-one learning time
with an adult or older student with specialist knowledge and enthusiasm.

d) Withdrawal sessions: The gifted student is taken from class at certain times in
the week to join with others of similar ability.
e) Grade skipping: This American term is used when a gifted student is moved to a
higher class (usually an older age group in the school) for all or some lessons. While
this strategy can certainly offer cognitive challenges to the student, concern is
sometimes raised about the impact on the student’s social and emotional development
of being removed from his or her age group.
Regular class teachers can use the following inclusive strategies when presenting lessons:

Set high expectations for gifted students. Don’t encourage underachievement.

d) Use differentiated questioning that involves an adequate amount of higher level

thinking.

e) Allow gifted students to discuss and demonstrate to others their ways of tackling
various tasks.

40
 e) Plan deskwork assignments that contain a good mix of activities at various
levels of complexity. Allow choice.

f) Always have some interesting supplementary activities related to the lesson

objectives available for students who finish their work quickly. Not just ‘busy work’.

g) Make good use of the special interests of gifted students; share these and value
them in the class.
h) Organise peer tutoring so that gifted students can work with and assist others.

i) Use flexible grouping so that students of differing abilities can work together
sometimes.
Reference: Westwood, Peter (2008). What teachers need to know about teaching methods.
Camberwell: ACER Press.

Infinitive_____________________________________________
present tense -ing form past tense past participle
come from
come from & comes from coming from came from come from

8. come from p.v. When you come from a place, you were born there or lived there
previously. When you come from a family or a social situation, your past experience
helps to explain your present attitudes and behavior.
Mike comes from Alaska, so he's used to cold weather.
Jane had a difficult childhood. She came from a broken home.

41
 10. come from p.v. When something comes from a source, that is
where it originated.
The word "admiral" comes from an Arabic word.
The mechanic heard a strange sound coming from the engine.
Infinitive
present tense -ing form past tense past participle
figure out
figure out & figures out figuring out figured out figured out

1. figure ... out p.v. [the object can be a noun or a noun clause] When you figure out something, such as
the answer to a question, the solution to a problem, or why a person is a certain way or
acts a certain way, you think about and succeed in understanding it.
Joe's so hostile all the time. I can't figure him out.
I looked everywhere for my keys, but I couldn't figure out where I put them.
give back
give back & gives back giving back gave back given back

1. give ... back (to) p.v. When you return something to someone, you give it back.
Can I use your pen? I'll give it back after the test.
Timmy, give that toy back to your sister right now!
look for
look for & looks for looking for looked for looked for

1. look for p.v. When you look for things or people, you try to find them.
/ looked for you at the party, but I didn't see you.
Excuse me, can you help me? I'm looking for 303 Main St.
put on
put on & puts on putting on put on put on

1. put... on p.v. When you place something on or apply something to your body, you put it
on.

I put on my new dress before going to the party.

Eric forgot to put suntan lotion on, and now he's as red as a lobster.

2. put... on p.v. When you place something on or apply something to another surface,
you put it on.

I put the book on the table.

Jerry put too much fertilizer on his lawn, and now he has to cut it twice a week.

3. put... on p.v. When you attach or affix something to another thing, you put it on.
The Wilson’s put a new roof on their house last year.
I told the tailor to put red buttons on the dress he's making for me.

4. put... on p.v. When you put on weight, you gain weight.

42
 THE ULTIMATE PHRASAL VERB BOOK

Did you see Mike? He's put on so much weight that I didn't recognize him.
I need to go on a diet. I've been putting on a lot of weight lately.

5. put ...on p.v. When you organize or perform something for other people's
entertainment, such as a play or a concert, you put it on.
The club put on a show to raise money for the party.
That opera hasn't been put on in more than 200 years.

6. put.. .on p.v. [informal] When you put people on, you kid or tease them.
You won the lottery? You're putting me on!
Don't put me on — tell me the truth.

put-on n. Something done with the intention of fooling or deceiving people is a put-on.
He didn't really win the lottery. It was all a big put-on to impress his girlfriend.
Infinitive
present tense -ing form past tense past participle
run into run into & runs into running into ran into run into

1. run into p.v. When you are driving and hit another vehicle or something near the road,
such as a tree or a telephone pole, you run into it.
Ali was driving too fast, and he ran into a telephone pole.
I was run into by a drunk driver.

2. run into p.v. When you meet people unexpectedly or unintentionally, you run into them.
Bump into is the same as run into.
We ran into Karen and her new boyfriend at the supermarket yesterday.
I owe Frank $300, so I hope I don't run into him.

3. run into p.v. When you unexpectedly encounter difficulties or problems, you run into them.
/ thought it would be easy to fix my car, but I've been running into problems.
Janice ran into one problem after another at work today.

4. run into p.v. When the total of something grows to a large amount or number, it runs into
that amount or number.
If you fixed everything on that old car that needs fixing, it would run into thousands of dollars.
The number of starving people in the country ran into millions.
show up
show up & shows up showing up showed up shown up

1. show up p.v. When you appear somewhere, you show up. Turn up is similar to show up.
/ was supposed to meet my sister for lunch, but she hasn't shown up yet.
Over a hundred people showed up for the news conference.

2. show up p.v. When something appears or becomes visible, it shows up.

It's hard to photograph polar bears because they don't show up well
against the snow. The spots won't show up until the last stages of
the disease.
Infinitive
present tense -ing form past tense past participle

43
take off take off & takes off taking off took off taken off
3

1. take ...off p.v. When you remove something from your body, you take it off.
/ was so tired when I got home that I took my clothes off and went straight to bed. Take off your
shoes. You're getting mud on the carpet.

2. take ...off p.v. When you remove something from a surface, you take it off.
I took the book off the table. You need to take the old wax off the floor before
you wax it again.

3. take ...off p.v. When you remove something from something it is attached or affixed
to, you take it off.
Alfonso always takes the skin off chicken before he cooks it. After Jane took
the flat tire off her bicycle, she put on the new one.

4. take ... off p.v. When you take time off from work or study, you do something different,
in stead of working or studying.
I can't work tomorrow. I have to take the day off for some tests at the hospital. Our company
always lets us take the week between Christmas and New Year's Day off.
5. take off p.v. When an airplane leaves the ground and flies up into the air, it
takes off.
Our plane took off an hour late because of the snow.
Put on your seat belt; we're taking off now.
takeoff n. Takeoff is when an airplane leaves the ground and flies up into the air. The takeoff

was delayed because of the snow.

6. take off p.v. When a business or other organized activity becomes very successful, it takes off.
The new restaurant's business is taking off because it got a good review in the newspaper.
If this business takes off, we could make a lot of money.
7. take off p.v. [informal] When you leave suddenly or quickly, you take off.

44
 After he found out the FBI was looking for him, he took off in a hurry.
This party's boring — let's take off.

8. take ... off p.v. When you reduce the price of something that is for sale by a
certain amount, you take that amount off the price.
The sign in the store window said, "Every Monday take 10 percent off all marked prices."
The car dealer took $2,000 off the list price.

EXERCISE 1 a — Complete the sentences with phrasal verbs from this section.
Be sure the phrasal verbs are in the correct tense.
Example: Sergeant Jones is very strict with his children. He COMES
FROM a military family.

В After the police arrived, we _________________quickly.

В Sales of air conditioners really ________________ when the temperature got over 100 degrees
last summer.

В Megan ________ a lot of weight ________ when she was pregnant.

В I'm going to install a new program tonight, and I hope I don't _______________ any problems.

5. The invisible ink _________________only under ultraviolet light.

6. I was expecting 100 people at the party, but only around 50 _________________.

7. Jane was lucky; she _________________ a good family.

8. Be sure you ________ a coat of primer ________before you paint the fender.

9. My cousin is so weird that even his mother can't ________ him ___________.

I don't feel well; I think I'll ________ tomorrow _________ and stay home.

I We were scared to death when we heard voices ________the attic.

J My son always forgets to ________________ his coat before he goes outside.

13. I was surprised when our plane ________________ on time.

M We ________________ our dog all night, but we couldn't find him.

N Paul finally _________________ my CDs after I asked him for them about a million times.

16. I'm not going to the party because I don't want to _______________________Janice.

Complete these sentences, putting the verbs given into the present perfect
or past simple.
1 __Have you ever flown _in an aeroplane before? (youever fly)
2 What I told you to do? __Have you already forgotten?__(you already forget)?
3 My parents _gave__me some money when I left home, (give)
4 There's nobody here – everybody__went __ out. (go)
5 ___Did your mouth hurt_____when you left the dentist? (your mouth hurt)

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6 I asked them to be quiet but they_kept___ talking, (keep)
7 I _knew__him since we were at school together. (know)
8 I __have learned___a lot since 1 started coming to this school. (learn)
- I have already lent__him £500. (already lend)
- The police have let_me talk to Jane after she was arrested (let)
- We have already made__the beds and cleaned the rooms. (already make)
- __Have you paid__the taxi-driver yet? (you pay)
- I carried the suitcases into the hall and _put__them by the front door. (put)
- She _read___most of his books already. (read)
- I left the house and quickly__ran___ down the street. (run)

Complete these sentences, putting the verbs given into the present perfect
or past simple.
1 I _have already seen__the doctor about it, but she couldn't help. (already see)
2 I'm sorry, the car's not here - I __have jus sold__it. (just sell)
3 She _sent__you a letter three weeks ago. (send)
4 I _shut___the door quietly when I left, (shut)
5 She sang__very well, but I didn't like the band.(sing)
6 I was so tired I _have slept__for twelve hours. (sleep)
7 _Have you spoken__to John's teacher about his homework yet? (you speak)
8 I'm afraid I have already spent__all the money. (already spent)
9 I _stood___in the rain and waited for the bus. (stand)
10 _Have you taken___my photograph yet? (you not take)
11 Someone _has just told___me about your new job. (just tell)
12 She _threw__the ball to me and I caught it. (throw)
13 I understood what he was trying to say, but Pat didn't. (understand)
14 She _wore__expensive clothes and drove a Mercedes. (wear)
15 I _have already written__ sixty letters asking for jobs. (already write)

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Rewrite these sentences, putting the verbs in the passive.
1 My car / damage / last night, (past)
My car was damaged last night.
2 This computer / make / in the USA. (present)
This computer is made in the USA,
3 The machines / make / in Scotland. (present)
The machines are made in Scotland.
4 The President / kill / last night. (past)
The President was killed last night.
5 The money / change into dollars / at the bank. (present)
The money is changed into dollars at the bank.
6 The parcel / post / yesterday. (past)
The parcel was posted yesterday.
c. Cheese / make / from milk. (present)
Cheese is made from milk.
d. The children / give / some food. (past)
The children were given some food.
e. The house / paint / every year. (present)
The house is painted every year.
f. Several people / hurt / in an accident last night. (past)
Several people were hurt in an accident last night.

Practice
Rewrite these sentences in the passive.
1 Someone broke this mirror last night.
This mirror was broken last night.
2 Someone washes the towels in the hotel every day.
The towels in the hotel are washed every day.
3 Someone built the house ten years ago.
The house was built ten years ago.
4 They grow this fruit in very hot countries.
This fruit is grown in very hot countries.
5 They pay the office workers weekly.
The office workers are paied weekly.
6 Someone bought all this cheese in France.
All this cheese in France is bought.

7 Someone found Emily's bike in the river.

Emily's bike was found in the river.
8 Someone visits most of the prisoners once a week.
Most of the prisoners are visited once a week.
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 9 Someone cleans this car every week.
This car is cleaned every week.
10 They play a lot of sport on the beach.
A lot of sport is played on the beach.
g. Someone stole all my best jewellery.
All my best jewellery was stolen.
h. They carried the children all the way home.
The children were carried all the way home.
i. Someone watches the palace twenty-four hours a day.
The palace is watched twenty-four hours a day.
14 They leave the grapes to dry in the sun. The grapes is left to dry in the sun.
Complete these sentences in the passive using is, are, was or were and a word from the box.
grown cut taught locked sent explained killed given driven
1 His father .was killed,. in the war.
2 The grass ..is.. never ..cut..in the winter.
3 When were these houses built ?
4 You can't go into the school. The gates are always locked at 4.30.
5 Are these potatoes grown in your garden?
6 I was given a beautiful gold watch.
7 We take the bus to work during the week so the car is driven only at weekends.
8 The problem was explained to us very clearly.
9 This letter was never sent.
10 Children are taught two languages at primary school now.

Practice

Write these sentences, putting the verbs in brackets into the present
simple or the future simple.
1 If the train's late, we (walk).
If the train's late, we’ll walk.
2 She (call) you if she (have) time.
She'll call you If she has time.
3 If it costs too much, I (buy) a smaller one.
If it costs too much, I’ll buy a smaller one.
4 If the doctor can't see me, I (go) somewhere else.
If the doctor can't see me, I ‘ll go somewhere else.

5 If the class (be) full, we (find) another one.

If the class is full, we’ll find another one.
6 What will we do if the taxi (not come)?
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 What will we do if the taxi is not coming?
7 Will you phone me if there (be) any problems?
Will you phone me if there are any problems?

8 I (ask) Peter if I (see) him tomorrow.

I ask Peter if I’ll see him tomorrow.

9 I (go) next week, if 1 (can) get a train ticket.

I’ll go next week, if I can get a train ticket.
10 If T (have) to, I (complain) to the manager.
If I have to, I’ll complain to the manager.

11 If he (see) me here, he (be) really angry.

If he sees me here, he’ll be really angry.

12 Mary (be) worried if you don't come to the airport.

Mary will be worried if you don't come to the airport.
13 If it (snow) this winter, we (go) skiing.
If it snows this winter, we‘ll go skiing.

14 I (lend) them some money if they (ask) me.

I‘ll lend them some money if they ask me.
15 If you (visit) Oxford, you (see) some interesting old buildings.
If you visit Oxford, you’ll see some interesting old buildings.

Practice

Write these sentences, putting the verbs in brackets into the correct tense.
1 If you drove more carefully, you (not have) so many accidents.
If you drove more carefully, you wouldn't have so many accidents.
2 If he (get up) earlier, he'd get to work on time.
If he got up earlier, he'd get to work on time.
3 If we (have) more time, I could tell you more about it.
If we had more time, I could tell you more about it.

4 If you (sell) more products, you'd earn more money.

If you sold more products, you'd earn more money.
5 I could help you if you (trust) me more.
I could help you if you trusted me more.
6 His car would be a lot safer if he (buy) some new tyres.
His car would be a lot safer if he bought some new tyres.

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7 The children would be better swimmers if they (go) swimming
more frequently.
The children would be better swimmers if they went swimming
more frequently.
8 I wouldn't mind having children if we (live) in the country.
I wouldn't mind having children if we lived in the country.
9 If I (be) you, I wouldn't worry about going to university.
If I were you, I wouldn't worry about going to university.

10 If I (have) any money, I'd give you some.

If I had any money, I'd give you some.

11 Your parents (be) a lot happier if you phoned them more often.
Your parents would be a lot happier if you phoned them more often.

12 Where would you like to live if you (not live) in Paris?

Where would you like to live if you didn’t live in Paris?
13 What would you do if you suddenly (win) half a million pounds?
What would you do if you suddenly won half a million pounds?

14 Would you mind if I (not give) you the money I owe you today?
Would you mind if I didn’t not give you the money I owe you today?

15 If I had to go to hospital, (not go) to this one.

If I had to go to hospital, I wouldn’t go to this one.

Practice

Put the verbs into the correct tense.

1 Water (freeze) if the temperature falls below
zero. Water freezes if the temperature falls below
zero,
2 If he's angry, his face always (go) bright red.
If he's angry, his face always goes bright red.
3 If you put your money in a savings account, you (get) ten per cent interest.
If you put your money in a savings account, you get ten per cent interest.
4 If the microphone isn't working, you (can not) hear what he's saying.
If the microphone isn't working, you can not hear what he's saying.

5 The radio (not work) if the batteries are flat.

50
 The radio does not work if the batteries are flat.
6 If there (be} only a few students, we usually close one of the classes.
If there is only a few students, we usually close one of the classes.

7 The machine (not work) if it doesn't have enough oil.

The machine does not work if it doesn't have enough oil.
8 If a balloon is filled with hot air, it (rise).
If a balloon is filled with hot air, it rises.

9 If water (boil), it changes into steam.

If water boils, it changes into steam.

10 The machine stops automatically if something (go) wrong.

The machine stops automatically if something goes wrong.

Practice

Use the correct form of say or tell in these sentences.

1 She ..told.. me she didn't agree.

2 '1 think I've met you before,' he ..said...
3 I told them I wasn't happy with their work.
4 She told me a story about her parents.
5 He said , 'Are you feeling OK?'
6 She smiled, and said to me, 'I'm very pleased to meet you.'
7 I didn't hear: what did she say ?
8 Could you tell me the time, please?
9 They told me they were going to a meeting.
10 I told the policeman my address.
11 I said I wanted to buy a magazine.
12 He said he wasn't interested in politics.
13 Could you tell me your name again, please?
14 Do you think he's telling the truth?
15 Would you tell them to come early tomorrow?
16 If he sayes that again, there'll be trouble.
17 I told them it was dangerous to swim there.
18 Did you tell anything to him about your problems at work?
19 Told me what happened.
20 I think he's saying lies.

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Circle the correct verb, say or tell, in each sentence.
1 They say/tel) that they're going to London to see Frank.
2 Mark said/told us all about his holiday in Jamaica.
3 Did you say/tel) Sally is coming with us?
4 The teacher said/told the class a funny story.
5 'Don't say/tell lies!' said/told James angrily.
6 How old were you when you learned to say/tell the time?
7 1 can't understand what they're saying/telling to each
other.
8 I hate speaking in public. I never know what to
say/tell.
9 Jane always says/tells me her secrets.
10 'Do you think anyone saw us?' she said/told nervously.

Practice

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 Write these sentences in indirect speech, using the words given. Change the
pronouns where necessary.
1 'My name's Ian.' (he said)
He said his name was Ian.
2 'I'm writing a letter.' (she said)
She said she was writing a letter.
3 I'm waiting for Jessie.1 (she said) She said
she was waiting for Jessie.

4 'I don't like the idea.' (he said) He said

he didn’t like that idea.
5 'The car isn't at my house.1 (she said)
She said the car was not at her house.
6 'The washing machine's broken.' (he said) He said
that washing machine was broken.

7 'I'm working.' (he said)

He said he was working.
8 'We're worried about Peter.' (they said)
They said they were worried about Peter.
9 'I don't smoke. (Megan said)
Megan said she didn’t smoke.
10 'I'm waiting for my exam results.' (John said)
John said he was waiting for his results.
11 'I work for an American company.' [Mrs Johnson said)

Mrs Johnson said she was working for an American company.

12 'I feel ill: (the little boy said)

The little boy said he felt ill.

13 'I'm watching television.' (Fiona said)
Fiona said she was watching television.
14 'I like the new house.' (Sam said)
Sam said he liked the new house.
15 'I'm washing the car." (Chloe said)
Chloe said she was washing the car.

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