GRAMMAR FILE

GRAMMAR FILE UNIT 1

REFERENCE present perfect tenses

present perfect simple
present tenses We use the present perfect simple:
• for things that happened at an unspecified time in the past.
present simple
I’ve ridden a horse a few times.
We use the present simple:
• with superlatives and the phrase it’s the first time.
• for habits and repeated actions.
It’s the best film I’ve ever seen.
I go sailing every weekend.
It’s the first time I’ve tried acting.
My brother usually comes with me.
• for actions that have finished recently.
• for facts, or things that are always true.
He’s just won an award for his business.
You don’t need any expensive equipment for swimming.
• for actions that happened in the past, but have a result in the
Some hobbies cost a lot of money.
present. The focus is on the result rather than the action.
• with state verbs, e.g. like, love, think, understand, realise, hear,
I’ve lost my phone, so I can’t call him.
smell, sound.
• to introduce a topic about the past. We often use the past
I love surfing! I don’t understand what you’re saying.
simple to give more details.
• to describe what happens in a film, book or story.
I’ve finished my project! I did the final bits last weekend.
In the end, she wins and becomes the world champion.
Luckily, the police arrive and rescue him. present perfect continuous
present continuous positive
We use the present continuous: I/We/You/They have been working.
• for actions that are happening right now or around now. He/She/It has been
I’m doing my homework at the moment. negative
Oh, no! It’s raining!
I/We/You/They haven’t been working.
• for situations that are changing.
He/She/It hasn’t been
Gymnastics is becoming much more popular.
More young people are getting into surfing. questions
• with always, for things that happen often or repeatedly, and Have I/we/you/they been working?
are usually annoying. Has he/she/it
I’m always losing things! Dan is always complaining!
short answers
adverbs and adverbial phrases of frequency Yes,/No, I/we/you/they have/haven’t.
Adverbs of frequency (e.g. always, usually, often, never) go before he/she/it has/hasn’t.
the main verb, but after the verb be. We usually use adverbs of
We use the present perfect continuous:
frequency with the present simple.
• for actions that started in the past and are still continuing.
I usually get home at about 7.30.
He’s been running his own business since he was thirteen.
We often spend the whole day at the beach.
• to emphasise that an activity has continued for a long time.
It is usually warm and sunny in June.
We’ve been waiting for ages!
The water is often quite cold.
Remember:
Adverbial phrases (e.g. every day, in summer, most weekends, at
the moment) usually go at the end of a sentence, but they can With stative verbs, we use the present perfect simple, not the
also go at the beginning for emphasis. If they go at the beginning, present perfect continuous.
they are followed by a comma. I’ve loved acting ever since I was a child.
I go running most evenings. We use for or since with the present perfect simple and present
Most people spend more time outdoors in summer. perfect continuous to say how long something has continued. We
use for + a period of time and since + a point in time.
Most days, the waves are really good for surfing.
It’s been raining for three hours!
We’ve lived in this house since I was four.
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PRACTICE present perfect tenses
4 Write the sentences with the present perfect continuous
present tenses form of the verbs.
1 we / live / in this house / for ten years
1 Choose the correct verb forms to complete the sentences.
1 I love / ‘m loving singing, and my dream is to become a
2 Rob / not feel / very well / this week
professional singer!
2 Singing is great for everyone because it helps / ‘s helping
people to relax. 3 how long / you / wait?
3 I practise / ‘m practising for about two hours every day.
4 I learn / ‘m learning a great new song at the moment. 4 my brother / study / at university / for two years
5 My parents don’t understand / aren’t understanding why
I spend so much time singing. 5 I / not work / very hard recently
6 In the past, it was difficult to get an audience, but the
internet makes / is making that easier now. 6 how long / it / rain?
2 Complete the opinions about BMX biking with the correct
form of the verbs in brackets.
5 Choose the correct words to complete the sentences.
1 Oh, no! The other team has just scored / just been scoring
I1 (want) to take up BMX a goal!
biking. Any suggestions?
2 How long have you written / have you been writing your
own songs?
Yes, do it! I 2 (think) BMX riding is 3 This is the first time I have ever ridden / have ever been
the best hobby ever! riding a camel!
4 Oh, no! Someone has stolen / has been stealing my bike.
Bikes are expensive, but more 3 5 Sam is tired. He has played / has been playing tennis for
(become) available to buy second-hand now. over three hours!
Look online.
6 I’ve always thought / ’ve always been thinking that it
If you’re into BMX, watch the new film about it. would be fun to be a fashion model.
Some teenagers 4 (decide) to build
their own BMX track because there’s nowhere for
6 Complete the article with the correct present perfect form
of these words.
them to practise. It’s a great film!

There’s always a new challenge with BMX. ever/make know just/win produce study teach
I5 (try) to learn a new trick at the
moment. I’m determined I’ll do it!
The London College of Fashion 1 young
Check out the BMX track in Winters Lane. Me people all about fashion for over 100 years, and it
and my friends 6 (go) there every 2
a lot of famous designers. Ellie, eighteen,
weekend. It’s amazing! 3
there for two years now. ‘I 4
that I wanted to be a fashion designer since
3 Add the time expression to the correct place in each I was about ten, and deciding to come to
sentence. the London College of Fashion was the
1 We go somewhere warm for our holidays. (usually) best decision I 5 ,’ she
2 I’m trying to write a song. (at the moment) says. ‘The course is brilliant! Doing the
3 My brother is late for school. (often) end-of-year fashion shows is the best
4 I go to the cinema. (most weekends) part, and I’m really pleased because
5 You can’t play tennis outside. (in winter) I6 an award for my
latest collection of clothes!’
6 My sister is asking if she can borrow my laptop! (always)

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GRAMMAR FILE UNIT 2

REFERENCE comparative and

superlative forms
past tenses
adjectives
past simple • Comparative adjectives compare two people or things.
We use the past simple: My sister is taller than my mother.
• for finished past actions/events, or a sequence of actions. Horse-riding is a more challenging activity than riding a bike.
I fell off my bike last week. • Superlative adjectives compare one person or thing in a group
with others in the same group.
• for a past habit or situation.
It was the wettest day we’d had.
When I was younger, I couldn’t ride a bike.
• After superlatives, we use in before singular nouns and of
past continuous before plural nouns.
We use the past continuous: Wendy’s the best student in her class.
• for actions in progress in the past and temporary past Wendy’s the best of all the students.
situations. • Irregular adjectives include: little – less – the least and
My brother was living in London at that time. much/many – more – the most.
• for an action which was interrupted by another action.
adverbs
We were having a picnic when it started to rain.
Adverbs follow the same general rules as adjectives.
• to describe the background for a story, action or event.
• We use more/less + adverb (+ than) to form the comparative.
We were driving to the hotel when we got lost.
Sam runs more quickly than I do.
used to • We use the most/the least to form the superlative of most
adverbs ending in -ly.
We use used to/didn’t use to + infinitive for repeated past actions,
habits and states which are no longer true. Kim did her project the most carefully of all her friends.
Stella used to play the violin but now she prefers the piano. • Some short adverbs have the same comparative and
superlative form as adjectives: early, far, fast, hard, high, late,
long, low, near, soon, well, badly.
would
The journey took longer than we expected.
We use would + infinitive for repeated past actions but NOT for
habits and states. Here are some irregular adverbs:
I would spend all my holidays playing outside. adverb comparative superlative
well better the best
present perfect simple or past simple?
We use the present perfect simple for actions in the past, when badly worse the worst
we don’t know/mention the time. When we know/mention the far farther/further the farthest/furthest
time, we use the past simple. little less the least
My sister’s won a singing competition. (not) much/a lot more the most
My sister won a singing competition last month.

past perfect simple (had + past participle) other comparative structures

We use the past perfect:
• for an action, event or situation that happened before another
one in the past.
The audience had started laughing before he finished the joke.
• with superlative adjectives (e.g. the best, the worst), with phrases
such as It’s/It was the first time (that) and with ever/never.
It was the best holiday I’d ever had.
• with adverbs of time, e.g. just, already, yet, ever, never.
We had never been whitewater rafting before.
• We use (not) as … as with adjectives and adverbs to compare
equal things.
My mobile phone isn’t as good as hers.
• We can use adverbs of degree to make comparisons of
adjectives and adverbs stronger (e.g. much, a lot, far) or weaker
(e.g. a bit, a little, slightly).
Today’s news is much more interesting than usual.
• We use too and (not) enough (+ to-infinitive) with adjectives
and adverbs.
It’s too cold and windy today to go out in the boat.

past simple or past perfect simple? • We can also make comparisons between clauses and phrases.

We use the past simple, not the past perfect, if the order of events It’s more difficult to be funny in a foreign language than it is
is clear or if one action happens immediately after the other. in your own language.

They reached the mountain top then started to climb down again.

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PRACTICE comparative and
superlative forms
past tenses 4 Complete the sentences with these words.
1 Choose the correct verb forms to complete the sentences.
as less more than the worst
1 By the time we finished going round the exhibition, most of
the visitors left / had left the museum.
1 Katie was much interested in world news
2 The film had already started / already started when we after her trip abroad.
got to the cinema, so we missed the beginning.
2 The trip to the ancient city wasn’t as tiring
3 The historian gave his talk and then he had accepted / I had imagined.
accepted questions from the audience.
3 That joke was the I’ve ever heard! It just
4 They walked / were walking down the street when a mad wasn’t funny.
dog jumped / was jumping out at them.
4 We wanted the tour guide to talk quickly so
5 It was the funniest book she read / had read in ages. that we could understand him better!
6 Nick had never been / never went skiing before. 5 The painting was older anything I’d ever
7 The teacher had just begun / just began her presentation seen before.
when there has been / was a power cut. 6 The exhibition of the writer’s diaries was
8 They would / used to live just by the station but now they best part of the visit.
live out in the country.
5 Complete the text with one word in each gap.
2 Complete the news items with the correct form of the verbs
in brackets. In B, use ‘used to’ or ‘would’ where necessary. Brian, the quietest boy 1 our class, went for a
week’s work experience last month in the office of a railway
A company. All day long he heard complaints from customers:
Crazy robots! there weren’t 2 trains on in the mornings,
there were 3 many delays, the coffee wasn’t
A robot at a Tech Fair 1 (talk) to some 4
good as it used to be ... Strangely, Brian found
children when he suddenly 2 (lose) control
it easier to reply to these complaints 5 he did
and 3 (crash) into an exhibition stand. The
to answer questions in class. He did 6 better in
organisers 4 (discover) that the exhibitor who the job than anyone expected – people started calling just to
5
(control) the robot 6 (hit) the talk to him! What a success!
forward button by accident instead of the reverse button.

6 Rewrite the second sentence using the word given. Use

B between two and five words, including the word given.
Toddler trouble! 1 I knew a few more answers in the quiz this term.
A young child of three years old 1 (have) to go
BIT
into therapy recently to break his tablet habit! He
2
(play) for four hours every day and I was successful in the quiz this term.
3
(start) screaming if his parents 2 I don’t know anyone funnier than my friend Owen.
4
(try) to take the tablet away from him. THE
Obviously, his parents 5 (not realise) that
children so young could develop a problem like that. Owen I know.
3 Some items of news aren’t as interesting as others.
LESS
3 Complete the story with one word in each gap.
Some items of news others.

G H O ST S O R W H AT ? 4 The waterfall looked far away, but it was nearer than

we thought.
Two young people, Tim and Flora, 1 heard AS
stories about a ghost in a gloomy old house so one day, they
The waterfall wasn’t we thought.
decided to find out if they were true.
5 Mia didn’t expect to find a job so quickly.
2
week, they 3 to the house
and while they 4
approaching the front door, MUCH
they noticed that it 5 open, so they went in. Mia found a job she expected.
Something tall and thin floated out of a room and made 6 More tourists visit the Acropolis than other sites in Greece.
a strange cry. Tim and Flora had 6 heard POPULAR
such a noise before. They ran back out of the house – and
The Acropolis is with tourists than
away from the mystery.
other sites in Greece.
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GRAMMAR FILE UNIT 3

REFERENCE phrases for talking about the future

future forms
present simple
We use the present simple for timetables and scheduled events.
The boat leaves for Crete at 10 p.m. We should be there an
hour earlier.
present continuous
We use the present continuous for arranged future events.
We’re flying to Spain on Friday.
going to
We use going to for future plans and intentions.
I’m going to visit a wildlife park on Saturday.
will
We use the future simple:
• for predictions, quick decisions, promises, offers and warnings.
You’ll have a long and happy life.
OK, I’ll plant some beans and you can pick the apples.
We’ll be at the park by 10 a.m.
I’ll show you how to create your own webpage if you like.
You’ll get wet if you don’t take an umbrella!
• to express certainty.
Helen will be at home by now – why don’t you ring her?
future continuous
We use the future continuous:
• for an action that will be in progress at or around a specific
time in the future.
In two weeks’ time, I’ll be relaxing on a beach!
• with certain time phrases: this time next year, next week, this
time tomorrow, in three weeks’ time, etc.
This time next week, we’ll be cycling to the coast – amazing!
future time clauses
We use a present tense instead of a future tense in future time
clauses with after, as soon as, before, by the time, until, when
and while.
As soon as we get home, I’ll start my project on endangered
animals.
We use certain phrases for talking about future events: be about
to, be due to, be likely/unlikely to.
The talk is due to start in ten minutes. Shall we go into the
lecture theatre?
adverbs of likelihood
We often use adverbs of likelihood with future tenses: certainly,
definitely, probably, possibly, etc.
Jack is probably going to come with me on Saturday.
so, such, too, enough
so, such (a/an)
We use so + adj/adv (+ that) and such (a/an) (+ adj) + noun
(+ that):
• for emphasis.
We had such a fantastic time on holiday!
• to give information about a cause and a result.
The farm trip was so interesting that we didn’t want to leave!
Other common phrases are: so much/so many/such a lot of + noun.
There were such a lot of people on the beach that we left
immediately.
We saw so many fish in the sea while we were on holiday.
too, (not) … enough
We use too + adj/adv (+ to-infinitive) and (not) + adj/adv + enough
(+ to-infinitive/that clause) to say why a result isn’t possible.
It’s too cold to go swimming today.
It isn’t warm enough to go swimming today.
We can also use (not) enough (+ adj) + noun (+ to-infinitive).
There wasn’t enough time to see everything that we wanted to.
Other common phrases are: too much/too many + noun.
I think I ate too much pizza – but it was so good!
There were too many stray dogs in the village.
Note the use of for.
There wasn’t enough pizza for everyone to have two slices.
phrasal verbs
Phrasal verbs (e.g. grow up, look after) consist of a verb and one
or two particles. It’s a good idea to learn phrasal verbs in sets,
perhaps having the same particle or connected by topic. They are
most common in informal writing and speech.
Regarding word order, if the object of the phrasal verbs is a noun,
it can go after the particle OR between the verb and the particle.
chop down trees OR chop trees down
If the object is a pronoun, it can only go between the verb and the
particle.
chop them down (NOT chop down them)

148
PRACTICE so, such, too, enough
4 Match the sentence halves (1–6) with (A–F).
future forms 1 I’d never seen A because there was too
2 There wasn’t enough much traffic.
1 Complete the sentences with these words and phrases.
3 It was so hot B we couldn’t pick them all.
are having is going is due to will will be spending won’t 4 The penguins were too C such an amazing sunset
far away before.
1 Do you think our idea of cleaning up the beaches 5 There were so many D interest in the trip so it
be popular? strawberries was cancelled.
2 Can you hurry up? The bus that goes to the lake 6 We didn’t get to the sea E to see them clearly.
leave in ten minutes. F we had to stay inside in
3 We a book sale next month to raise money the afternoons.
for the new wildlife centre.
4 Sam’s away on an owl-watching weekend but he 5 Complete the sentences with one word in each gap.
to tell us all about it on Monday. 1 The biggest swimming pool in the world is in Chile. It’s
5 I ever really like bugs, but I enjoy the big that people even sail boats on it!
outdoor life. 2 The lack of rain last year meant there wasn’t
6 This time next week, we the day at Kew water to use for the crops.
Gardens, one of the world’s greatest botanical gardens. 3 White-water rafting down the river was fantastic! We’d
never had fun before!
2 Choose the correct verb forms to complete the text. 4 I was surprised to see so seagulls flying
behind the ferry boat!

Holiday time! 5 There was

able to relax.
much noise on the beach to be

I live in Puerto Vallarta in Mexico. This weekend 6 Some species of whale keep their mouths open most of the
time since they need to eat so food!
1
I’m going / I’m about to go on a school
trip to Banderas Bay. So this time tomorrow, 6 Rewrite the second sentence using the word given. Use
2
I’m watching / I’ll be watching the wild between two and five words, including the word given.
dolphins there! I’m sure 3it’ll be / it is be really
1 Jack cycled too fast for me to keep up.
exciting. On the Saturday morning, our Biology
ENOUGH
teacher 4gives / is giving us a talk first and
then 5we’ll definitely go / we definitely go out I couldn’t cycle keep up with Jack.
on a boat. I’ll report back next week after we 2 I ate a lot of ice cream yesterday and I felt ill later.
6
are getting / get back from the trip! MUCH
I ate yesterday that I felt ill later.
3 I was very tired, so I didn’t finish my biology homework.
3 Complete the text with one word in each gap. TO
I was my biology homework.

What will life be like?! 4 The park was fantastic and we didn’t want to go home!
A
Life in the future1
likely to be We had time at the park that we
interesting. Firstly, there 2 be didn’t want to go home!
new and exciting methods of travel. In fifty 5 It’s impossible to visit all the lovely places in the world.
years’ 3 , many of us will probably MANY
4
flying to work using jetpacks or There lovely places in the world
even our own personal mini-planes! Scientists to visit them all.
are also 5 to be working on small, 6 We decided to stay at home because of the bad weather.
environmentally friendly submarines for travel
SO
underwater. As soon as they 6
ready, I want to go in one! The weather that we decided to
stay at home.

149
GRAMMAR FILE UNIT 4
REFERENCE
modal verbs 1
ability
We use can, can’t, could, couldn’t, be able to + infinitive for ability.
I can’t speak Chinese.
We weren’t able to get into the house without our keys!
Will you be able to come and visit us next summer?
We use was able to rather than could for ability for a single event
in the past. In the negative, we can use couldn’t for single events.
In the competition, I was able to defeat all my opponents.
I couldn’t lift that stone – it was too heavy!
We can use be able to after another modal.
I might be able to see you on Wednesday.
permission
We use may, can, be allowed to, be permitted to + infinitive for
permission.
You can ask questions at the end of the talk.
Students are permitted to use mobile phones at break times.
I’m allowed to have a party for my birthday.
We use could or was/were allowed/permitted to for general
permission in the past. For permission on a particular occasion in
the past, we have to use was/were allowed/permitted to.
When I was younger, I could play with my friends every night.
They were allowed to go to the concert last night.
May and be permitted to are more formal than can and be
allowed to.
prohibition
We use mustn’t, may not, can’t, not be allowed to, not be
permitted to + infinitive for permission.
You mustn’t shout in the classroom.
Boys can’t run in the girls’ race.
No, you may not have another biscuit.
I’m not allowed to invite more than thirty people to my party.
For prohibition in the past, either in general or on particular
occasions, we use couldn’t or wasn’t/weren’t allowed/permitted to.
James couldn’t ride his bike in the park last night.
We weren’t permitted to wear earrings at primary school.
obligation
We use must, have to, have got to, need to + infinitive for
obligation.
You must remember to take your football kit to school.
Why do you have to go home so early?
I’ve got to do my homework now.
We can use have to and need to in past or future forms.
I had to catch the 7 o’clock bus yesterday.
She will need to work very hard next year.
150
no obligation
We use don’t have to, haven’t got to, don’t need to, needn’t +
infinitive for lack of obligation.
There’s a bus, so my parents don’t have to drive me to school.
We haven’t got to do any maths homework tonight. Hooray!
You don’t need to help me. I can find the information, thanks.
We needn’t worry about Lauren. She’ll be fine.
advice
We use should/shouldn’t, ought (not) to, had better (not) +
infinitive to give advice.
I think you should train harder.
They ought to eat more fresh fruit and vegetables.
You’d better go now – Stella is waiting for you.
We can also use should to ask for advice.
Should I buy the tickets now, do you think?
regrets about the past
We use shouldn’t have + past participle for regrets about the past.
I shouldn’t have shouted at him. That was a big mistake.
requests
We use will, would + infinitive for requests.
Please will you put that box in the cupboard for me?
Would you help me for a minute, please?
Would is more polite than will.
modal verbs 2
certainty
We use must or can’t when we make a guess about a situation
which we are almost sure is correct.
Everyone looked shocked: There must be a mistake.
I don’t believe it! They can’t expect us to do that, surely?
possibility
We use may (not)/might (not)/could to express possibility in the
present or future.
Ben isn’t here – he may still have a problem with his knee.
The competition is tough – they might not qualify for the final.
I think she could be a success if she really tried hard.
generalisations
We use could to make general statements about the past.
When I was younger, it could take me ages to decide what I
wanted for my birthday!
Note: we cannot use couldn’t in this context.
expectations
We use should/shouldn’t for expectations.
I’m looking forward to the quiz night. It should be fantastic!
You’re running one mile? That shouldn’t be too difficult.
PRACTICE modal verbs 2
4 Rewrite the sentences using the words in brackets.
modal verbs 1 1 Lyn isn’t here; perhaps she’s at the dentist’s. (may)

1 Choose two of the sentences, A, B or C, that have the Lyn isn’t here; at the dentist’s.
same meaning. 2 They’ve trained hard, so I’m sure they can play much better
now. (must)
1 A Can I sit here? 5 A I wasn’t able to sleep.
B May I sit here? B I didn’t have to sleep. After all that training they to play
C Would I sit here? C I couldn’t sleep. much better now.
2 A He should do it. 6 A We could stop. 3 Everyone’s going to the party, so I expect it will be fun.
B He must do it. B We’d better stop. (should)
C He needs to do it. C We ought to stop. Everyone’s going to the party, so fun.
3 A Will you help? 7 A I didn’t need to leave. 4 Do you think that woman is a new teacher? (could)
B Would you help? B I shouldn’t have left. a new teacher?
C Are you able to help? C I regret that I left.
5 He’s given up running – but I’m sure that isn’t the right
4 A You’re not permitted 8 A We haven’t got to go. decision. (be)
to run. B We mustn’t go.
B You needn’t run. C We don’t have to go. He’s given up running – but that the
C You can’t run. right decision.
6 It’s possible that Alex won’t come to the concert. (might)
2 Choose the correct verbs to complete the sentences. Alex to the concert.
Ella: Please 1may / would I go to Fay’s house later?
Mum: No, sorry, you 2can’t / had better visit Fay tonight. You
5 Read the advert and choose the correct answer, A, B or C.
3
need to / would tidy your room. It’s disgusting!
Ella: I know. I 4had better / should have done it at the g How about joining the
Callin nts
Debating
weekend, but I 5had got / had to do my history project.
ude
I 6needn’t / couldn’t do anything else.
all st ears
in Y 1!
Society?
Mum: You 7must / ought not to leave big projects to the
last minute. You will 8be allowed / need to be more 10–1
organised if you want to get good grades.
Ella: I’ll try to be more organised, Mum, I promise. Hey, I’ve You have to be fourteen or older to join, but we 1
got a great idea! Fay’s really organised. Why don’t I go
change the rules in future to include younger students.
to her house to ask her for some advice?
We usually discuss a topic in teams of two or three.
3 Rewrite the sentences replacing the words/phrases in Then other speakers give their opinions and finally,
bold with these words/phrases. Make any other necessary
we take a vote. It 2 be quite challenging for new
changes.
speakers, but it’s also exciting.
able had better may must mustn’t You 3 think that it’s your ‘thing’, but why not have a
needn’t shouldn’t have will go? It can help you be more confident and you 4 be
just the person we need! Even better, you 5 enjoy it!
1 You ought to book the concert tickets soon.
Next week’s topic is: 80 percent of teenagers are
2 Can I eat the last slice of pie?
addicted to social media. That 6 be right!
3 I regret telling her the truth.
4 Would you give this note to Mrs Strong, please? Come and join us, it 7 be interesting!
5 You’re not allowed to share this secret with anyone.
6 She doesn’t have to be there until 8 o’clock. 1 A should B may C must
7 We can’t run as fast as you. 2 A might B should C must
8 I’ve got to have a rest. 3 A shouldn’t B can’t C may not
4 A could B can C should
5 A can B must C might
6 A mustn’t B can’t C shouldn’t
7 A should B must C can’t

151
GRAMMAR FILE UNIT 5

REFERENCE reduced relative clauses

We can sometimes use a reduced relative clause instead of a full

defining relative clauses
We use a defining relative clause to specify which person, thing,
animal, place or time we mean. We use:
• who for people.
The teacher who teaches this course is very experienced.
• which for things or animals.
The homework which he gave us last week was too difficult.
• where for places.
The classroom where we have lessons is on the first floor.
• when for times.
I’ll never forget the day when I got my exam results.
• whose for possession.
The students whose trip was cancelled were very
disappointed.
We can use that instead of who or which.
Students who/that pass the exam can move up to the next class.
The book which/that he lent me was really interesting.
We can leave out who, which and that when they are the object
of the verb. We can’t leave them out when they are the subject of
the verb. We can’t leave out where, when or whose.
The students (who/that) she teaches all enjoy her lessons.
(students = the object of the verb; we can leave out the relative
pronoun)
The teacher who/that takes us for biology is amazing!
(teacher = the subject of the verb; we can’t leave out the relative
pronoun)
relative clause. We form a reduced relative clause with the present
or past participle of the verb. The form is the same for all persons.
If the verb in the full relative clause is in the active, we use the
present participle in the reduced relative clause.
People who live in this area all support the new college.
→ People living in this area all support the new college.
Anyone who experiences problems should talk to the head
teacher.
→ Anyone experiencing problems should talk to the head teacher.
We can only use a reduced relative clause if the relative pronoun
is the subject, NOT the object of the verb in the relative clause.
Compare:
The people who are organising the concert are very excited.
(people = the subject; we can use a reduced relative clause)
→ The people organising the concert are all very excited.
The people who they are inviting to the concert all live locally.
(people = the object; we can’t use a reduced relative clause)
If the verb in the full relative clause is in the passive, we use the
past participle in the reduced relative clause.
The books that are used by the students all belong to the school.
→ The books used by the students all belong to the school.
The students who were invited to take part in the scheme all
benefited from it.
→ The students invited to take part in the scheme all benefited
from it.

non-defining relative clauses

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

152
PRACTICE
defining and non-defining
relative clauses
1 Choose the correct words to complete the sentences. Are
the relative clauses defining (D) or non-defining (ND)?
1 Games that / who develop students’ concentration can
help improve grades.
2 Go to the music room, which / where is next to the hall.
3 Afternoons are often a time where / when students
struggle to concentrate.
4 Students who / whose ideas are respected will be keener
to share them in class.
5 The library, where / which students can go to read quietly,
is on the first floor.
6 Mrs Low, who / that teaches maths, is a great teacher.
2 Join the sentences using defining or non-defining relative
clauses. More than one relative pronoun may be possible.
Can any relative pronouns be omitted?
1 Last summer I had a sailing lesson. I was on holiday then.
2 I met the clothes designer. Her designs won the award.
3 My brother is really into science. He is eighteen.
4 I told her about the video game. I got it for my birthday.
5 Mr Samson is the teacher. He teaches me French.
6 In Germany children don’t start school until they are seven.
I grew up there.
3 Complete the article with relative clauses. Use the
information below to form each missing relative clause.
Develop your creative skills!
A lot of the jobs 1that people do today require creative
thinking skills. Being able to learn information by heart,
2
, will not be enough to get an interesting
job in the future. Young people, 3 , should
focus on developing their creative thinking skills too.
Reading is a great place to start, as people 4
are more likely to come up with great ideas. Drama and art
activities are also helpful – in fact, anything that gets you
thinking. The summer holidays is a time 5
So, what are you waiting for? Check out your
local museums, art galleries and arts centres,
6
, and get creative this summer!
1 People do these jobs today.
2 This is a useful skill for getting through exams.
3 Their brains are still growing.
4 They have a well-developed imagination.
5 Lots of creative activities are organised then.
6 You can find details of courses and activities there.
reduced relative clauses
4 Choose the correct words to complete the sentences.
1 The school wants to increase the number of students
studying / who studying / studied languages.
2 The food which served / served / serving in the school
cafeteria isn’t always healthy.
3 Students who are giving / giving / given more homework
don’t necessarily get better grades.
4 The subjects that taught / that are teaching / taught in
schools should be relevant to the students.
5 You need to prepare for the exams taking / that taken /
that you’re taking next term.
6 The number of schools teaching / taught / that are taught
computer programming has increased.
5 Tick the four sentences that can be rewritten using reduced
relative clauses. Then rewrite these four sentences using
reduced relative clauses.
1 Students who are taught how to cook at school are more
likely to eat healthily.
2 I passed all the exams which I had revised for.
3 There were a lot of students who were having problems
with their homework.
4 The teachers who are employed by the school all enjoy
working there.
5 I went back to visit the primary school that I had attended.
6 Students who want to join the school trip should add their
name to the list.
6 Complete the article with the correct participle form of
these verbs.
achieve ask behave notice offer spend
Relaxing
your way to
success
.
The number of schools 1 yoga to students is
increasing, and some schools believe the results are very
encouraging. In a study in one London school, students
2
at least an hour a week doing yoga said
they definitely felt calmer and able to concentrate better.
Teachers 3 to comment on the benefits
of the classes reported that there seemed to be fewer
students 4 badly in classes. And the benefits
5
by teachers are not just in behaviour. The
average grades 6 by students also improved
after the yoga classes were introduced.
153
GRAMMAR FILE UNIT 6
REFERENCE
infinitives and -ing forms
to-infinitive
We use the to-infinitive:
• after certain verbs, e.g. agree, appear, decide, expect, hope,
intend, manage, mean, promise, refuse, want, would like/love/
prefer.
We managed to get some good photos of the gorillas.
I’m hoping to go to Africa next year.
• after certain verbs + object, e.g. ask, encourage, expect, want.
He encouraged us to accept the young animal as a gift.
No one expected the animals to survive.
• after where, what, when, how and who.
I don’t know what to do.
He showed us where to find the animals.
infinitive without to
We use the infinitive without to after certain verbs + object,
e.g. help, let, make.
Seeing the animals playing in the water made us smile.
The trip helped me recover from my illness.
-ing form
We use the -ing form:
• after certain verbs, e.g. avoid, deny, enjoy, imagine, involve,
suggest.
I really enjoy looking after animals.
It was raining, so I suggested going home.
• after prepositions.
Scientists think they can save the animals by breeding them
in captivity.
Are you interested in having an exotic pet?
Tom insisted on staying at home.
quantifiers and pronouns
(a) little, (a) few
We use little and a little with uncountable nouns, and we use few
and a few with countable nouns.
Little and a little refer to a small amount of something, and few
and a few refer to a small number of things.
A little and a few have a positive meaning, and little and few have
a negative meaning.
We have a little food. Would you like some? (= positive: some, a
small amount)
The climate is harsh, and there is little food. (= negative: not very
much/not enough)
We had a few visitors last year (= positive: a small number)
The hotel has few guests. (= negative: not many/not enough)
154
either, neither, either … or, neither … nor
We use either and neither to talk about two alternatives.
We use either … or to talk about two positive alternatives, and
neither … nor to talk about two negative alternatives. Notice that
we use neither with a positive verb, not a negative one.
We can either take the lift or walk up the stairs. (= both are
possible)
Neither scientists nor the public believe that cloning people is
a good idea. (= scientists don’t and the public don’t)
We use either on its own to mean ‘one or the other’, and neither
on its own to mean ‘not one or the other’.
You can choose to study either project. (= both are possible)
They thought that neither project would be successful.
(= not one and not the other)
Not + either means the same as neither:
They thought that neither project should receive funding.
They didn’t think that either project should receive funding.
each, all, none, every
We use all (of) the + plural noun or uncountable noun to talk
about more than two people or animals.
All the/All of the cloned animals have experienced health
problems.
Thank you for all the/all of the work you have done.
We can also use all (but not all of) without the, to talk about
people or things in general.
All animals deserve our protection.
We use none of + plural noun or uncountable noun to mean ‘not
any’. We can use a singular or plural verb after it.
None of the projects was/were successful.
None of the information was correct.
We use each and every + singular noun to talk about all the
people and things in a group.
Each scientist has their own budget.
Every project is important in helping us develop our
understanding.
We also use each of the + plural noun with the same meaning.
Notice that we still use a singular verb. We cannot use every in
this way.
Each of the experiments is carefully monitored. (NOT every of
the experiments)
We can also use each (but not every) to mean ‘both’.
They are two different species, and each one has its own
characteristics. (NOT every one)
PRACTICE 6 They produced two cloned animals, but either / neither
one lived for very long.
7 Every / All of the new discovery takes us one step closer to
infinitives and -ing forms a cure for the disease.
8 Solar energy doesn’t cause any pollution, and wind power
1 Complete the sentences with the correct form of the verbs doesn’t either / neither.
in brackets.
1 Most of us wouldn’t know how (get) home 4 Complete the sentences with these words and phrases.
if we were lost.
2 Many animals appear (have) a very good all of the each of either every neither none of
sense of direction.
1 whales nor dolphins can survive for long
3 They seem to avoid (go) the wrong way, outside water.
even though they have no maps or sat nav.
2 Scientists are making new discoveries about the power of
4 Some birds may use the Earth’s magnetic field to help the human brain day.
them (fly) long distances.
3 There are two project teams, and them has
5 The journeys of some birds involve (travel) its own budget.
over huge mountain ranges.
4 He’s invented a lot of things, but them have
6 Bees manage (find) their way back to the been very successful.
hive from many miles away.
5 Dr Samson doesn’t believe people will ever live on Mars,
7 Scientists are interested in (learn) more and I don’t .
about these abilities.
6 people involved in the project were
8 Knowing more about animals’ abilities makes them disappointed when it ended.
(seem) even more amazing!
5 Complete the fact file with one word in each gap.
2 Complete the text with the correct form of these verbs.

be catch escape fly have run see stay Amazing animal

superpowers
Beady eyes The opossum produces a special chemical in its body
Can you imagine 1 able to see all around you at that protects it from snake bites. Amazingly, the
the same time? A lot of spiders can do this because they have chemical works for 1 types of snakes, even
eight eyes. This allows them 2 danger coming ones from countries where opossums don’t live!
easily, so they know when 3 away! They are also
very good hunters – they certainly know how 4 To protect our skin, we have to 2 use
food. Many spiders build webs which are almost invisible, so suncream or stay out of the sun. But hippos produce a
flies can’t avoid 5 into them. And once a spider liquid which comes out of their own skin, to stop them
has a fly in its web, it almost never lets it 6 ! from burning.
Trapdoor spiders build a hole in the ground, with a cover,
which helps them 7 hidden until their prey is Most snakes can only move along the ground, but a
close by. Raft spiders, which live near water, are known for
3
have developed the ability to jump from
8
the ability to walk on water so they can hunt tree to tree, seeming to fly through the air!
small insects easily.
The bombardier beetle keeps stores of two separate
chemicals on its body. 4 chemical is

quantifiers and pronouns harmful on its own, but when they are mixed together a
reaction causes them to heat up and create a powerful
chemical weapon.
3 Choose the correct words to complete the sentences.
1 A few / A little scientists are working on trying to bring Many birds can fly long distances with very
extinct species back to life. 5
rest. Some small birds such as swifts can
2 All / All of scientists agree that we need cleaner energy. fly for 200 days without stopping.
3 I tried three methods, but neither / none of them worked. There are many very strong
4 Each of the / Every scientists received an award. animals, but 6
5 The project has not gone well, and there is now a little / of them are as strong as an
little chance that it will succeed. elephant, which can lift almost
300 kilos with its trunk.

155
GRAMMAR FILE UNIT 7

REFERENCE wishes, preferences and regrets

conditionals (0–3)
zero conditional
We use the zero conditional (if/when + present simple + present
simple) for general truths or for the result of a situation or action.
If you travel abroad, you normally need to have a passport.
In all conditional sentences, we put a comma when the if clause
comes at the beginning of the sentence. There is no comma when
the if clause comes second.
People like it if you speak their language.
first conditional
We use the first conditional (if/unless + present simple + will/
won’t/might) for a future possibility.
If you decide to go to the islands, you won’t regret it.
If they have a caravan holiday, I think they’ll really enjoy it.
If George doesn’t go on the trip, he might visit some friends
instead.
Unless means ‘if not’.
Unless I save up some money, I won’t be able to buy a new
mobile phone.
We can also use if + present continuous/present simple +
imperative for giving instructions or advice.
If you want to get a good seat, don’t be late!
I wish/If only
We use:
• I wish/If only + past simple or past continuous for a wish about
a present or future situation.
If only it wasn’t raining! Now the trip to the sea will be
cancelled.
• I wish/If only + could for a wish about a present or future
ability.
If only I could understand Italian better!
• I wish/If only + would/wouldn’t to complain about a present
situation.
I wish those kids wouldn’t scream so loudly.
• I wish/If only + past perfect for a wish or regret about the past.
I wish I’d packed my trainers. These flip-flops are not much
good for walking.
I’d rather
• We use I’d rather + (not) + infinitive without to … (than) for
present and future preferences.
I’d rather have a small bedroom on my own than a large one
that I have to share with my sister!
• When we use I’d rather not (do sth), we do not use than
afterwards.
I’d rather not travel late at night or very early in the morning.

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

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

156
PRACTICE wishes, preferences and regrets
3 Match the sentence halves (1–6) with (A–F).
conditionals (0–3) 1 I wish we A the mountain another day.
1 Complete the sentences with the correct form of these 2 I’d rather not B spend more time with us.
verbs. 3 I wish Jo wouldn’t C lost the tickets.
4 I’d rather we climbed D travel too far today.
be buy get keep learn not forget not lose not pack 5 If only James hadn’t E were still on holiday.
not take pay
6 I wish Oliver could F talk so much.
1 If Ashley more attention in her French 4 Choose the correct answer, A or B.
lessons, she a lot more French.
1 she’d be more careful.
2 If I my passport in a safe place when I was
on holiday, I it. A I wish B I’d rather
3 We to the hotel earlier if we 2 they didn’t say anything.
the wrong road. A If only B I’d rather
4 Mum and dad that lovely house if it 3 we hadn’t lost our tickets.
cheaper. A If only B I’d rather
5 If I my things so quickly, I my 4 I could speak Chinese.
toothbrush!
A I wish B I’d rather
2 Rewrite the second sentence using the word given. Use 5 not stay in a lighthouse.
between two and five words, including the word given. A I wish B I’d rather
1 The weather wasn’t good, so they couldn’t go for a picnic.
5 Complete the conversation with the correct form of the
COULD verbs in brackets.
If the weather had been good, they for
a picnic.
Where have you been recently? I haven’t seen
2 Why don’t you paint the room white and make it look bigger? you around.
IF
The room would look bigger it white. Oh, didn’t you know? I’ve been to Bologna to
3 Mike got sunburnt because he didn’t wear his cap. stay with my pen-friend.
WORN
Cool – but I think I’d rather 1 (go)
Mike wouldn’t have got sunburnt if to Venice or Rome.
his cap.
4 The tourists wanted to visit the art gallery, but they didn’t Hah. If only you 2 (can) see Bologna!
have enough time. It’s a fantastic city AND a foodie capital too.
MIGHT
If the tourists had had more time, they Really?
the art gallery.
5 If you don’t make all the arrangements, I won’t come on Yes, we went to a place called Eataly World
the trip. where you can learn about Italian cooking. I wish
we 3 (have) more time there
UNLESS
because I would have taken a class.
I won’t come on the trip all the
arrangements.
OK, well, if only I 4 (know) some
6 We missed the train because you spent half an hour Italian, I’d go there tomorrow! What’s your
having breakfast! Italian like?
HAVE
If you hadn’t spent half an hour having breakfast, we Not bad – but I wish the Italians 5
the train! (not speak) so fast! I couldn’t understand a word.

157
GRAMMAR FILE UNIT 8

REFERENCE have/get something done

We use have + object + past participle when we don’t do

the passive something ourselves, but arrange for someone else to do it for us.
All tenses are possible:
In active sentences, the subject is the person or thing that does I need to have my hair cut.
the action of the verb. In passive sentences, the object of the
I had my eyes tested last week.
active verb becomes the subject:
We’re going to have the house painted.
A retired teacher bought the house. (active sentence)
We can use get + object + past participle in the same way, in
The house was bought by a retired teacher. (passive sentence) informal English, but we don’t usually use get in the present
perfect tense.
tense passive form and example I need to get my phone repaired.
present am/is/are + past participle But:
simple He is expected to win. She’s had her ears pierced. (NOT She’s got her ears pierced.)
present am/is/are being + past participle We can also use have something done but NOT get something
continuous done when something bad or unpleasant happens to us.
I think we are being watched.
I had my bag stolen yesterday.
past simple was/were + past participle
The money was stolen last night.
past was/were being + past participle
continuous My phone was being repaired.
present has/have been + past participle
perfect The thieves have been arrested.
past perfect had been + past participle
The tickets had already been paid for.
be going to am/is/are going to be + past participle
The votes are going to be counted.
will will/won’t be + past participle
Robots will be used more in the future.

We use the passive when:

• we want to focus on the action, not the person who does the
action.
A new school will be built next year.
• we don’t know who does the action, or we prefer not to say.
My car has been stolen.
The show is watched all over the world.
We often use the passive in formal reports.
It was found that playing video games improved certain skills.
We can use by with passive verbs to say who or what does the
action of the verb.
He was arrested by an off-duty police officer.
The show is watched by millions of people.
In informal English, we can use forms of get instead of be in some
passive sentences.
She was worried she would get caught if she cheated.

158
PRACTICE have/get something done
4 Choose the correct words to complete the sentences.
the passive 1 The windows are dirty. We need to have them clean / get
them cleaned.
1 Complete the passive sentences with one word in each gap.
2 I’m having tested my eyes / having my eyes tested
1 Maths been taught in schools for thousands tomorrow.
of years.
3 You can collect the items from the store, or you can have
2 Calculators used in schools until the 1960s. them deliver / get them delivered to your home.
3 Before that time, all sums had done by hand. 4 I can’t cycle to school. I had / got my bike stolen last week!
4 In the 1990s, computers were gradually 5 Your hair looks nice. Have you got cut / had it cut?
introduced into schools for the first time.
6 My laptop has slowed right down. I need to check it / get it
5 Now computers being used in classrooms checked at the store.
around the world.
6 Even more powerful computers will 5 Rewrite the sentences using ‘have something done’. In
developed in the future. which sentences can you NOT use ‘get something done’?
1 I decided to ask someone to check my spelling before
2 Rewrite the sentences in the passive. Use ‘by’ where I handed my essay in.
necessary. Use ‘get’ for sentence 3.
I decided to before I handed my essay in.
1 They are going to buy some new computers for our school.
2 They asked someone to make a film of their wedding.
Some new computers for our school.
They of their wedding.
2 A lot of people now use electronic fitness trackers.
3 Someone broke some windows at the school last night.
Electronic fitness trackers a lot of people now.
The school last night.
3 Maybe one day they will connect our brains to the internet.
4 You should ask a vet to examine your pet if you’re worried.
Maybe one day our brains to the internet.
You should by a vet if you’re worried.
4 They have produced a new version of the video game.
5 A professional make-up artist will do your make-up for you.
A new version of the video game .
You will by a professional make-up artist.
5 A lot of people watched that science documentary.
6 Someone stole his passport while he was on holiday.
That science documentary a lot of people.
He while he was on holiday.
6 I was upset because someone had stolen my phone.
I was upset because my phone .
7 They are teaching computer programming in schools now.
Computer programming in schools now.
8 The science museum was closed because they were
repainting it.
The science museum was closed because it .

3 Choose the correct verb forms in the comments.

What’s the most intelligent animal?

I’d go for pigs. They 1have taught / have been taught to play
video games in laboratories, and sometimes they 2have beaten /
have been beaten humans!

Definitely chimpanzees. They 3recognise / are recognised by many

scientists as the most intelligent animals. They live in large groups,
and use tools that they 4have made / have been made.

We all know that rats are highly intelligent. I’m sure more about
their abilities 5will discover / will be discovered, and we 6will feel /
will be felt even more amazed.
It’s dolphins, of course. Little 7know / was known about these
creatures in the past, but now we understand how they live and
communicate with each other. I just hope they 8are going to save /
are going to be saved from extinction!

159
GRAMMAR FILE UNIT 9

REFERENCE reporting verbs

Other common reporting verbs that follow the same pattern as
say (+ that) include: add, admit, believe, complain, explain, insist,
reported speech know, mention, realise, think.
When we report what people said in the past, the verb normally Sue insisted that she felt well enough to go on the school trip.
goes back one tense. Pronouns, time and place words may also Other common reporting verbs that follow the same pattern
change. Common reporting verbs are say (that) or tell sb (that). as tell (someone + that/to + infinitive) include: advise, convince,
promise, inform, warn.
tense changes The teacher informed the students that they would have an
direct speech reported speech extra day’s holiday the following week.
Note: Sometimes an object pronoun is needed in the reported
present simple past simple
sentence.
present continuous past continuous
‘Please have your passports ready’, he said. →
past simple past perfect simple
He told them to have their passports ready.
present perfect simple past perfect simple
am/is/are going to was/were going to reporting questions, orders and
will would
requests
can could
may might questions
must/have to had to We use ask + if/whether to report yes/no questions.
should/could/might/ought to/ no change ‘Was it difficult to find tickets for the festival?’ the teacher
would asked Max. →
‘I’m going on holiday tomorrow,’ Eva said. → The teacher asked Max if/whether it had been difficult to find
tickets for the festival.
Eva said she was going on holiday the next day.
‘I’ve been to Paris once,’ he said. → We use ask + wh- word to report wh- questions.
He said he had been to Paris once. ‘How do you feel about performing in public?’ the trip leader
‘You should stay here a bit longer, but I must go today,’ she said. → asked Alice. →
She said that I should stay here a bit longer, but she had to go The trip leader asked Alice how she felt about performing in
that day. public.
When the reporting verb is in the present, we do not change Note the word order for reported questions.
the tense.
‘What time are you leaving?’ he asked us. →
Lewis says he’s bored.
He asked us what time we were leaving.
We can use say when referring to signs, notices or what is written
in an article, book, etc. orders and requests
The notice says ‘No ball games in the pool’. For orders and requests, we follow this pattern:
We can use to after say (he said to me), but not after tell (he told me). verb (e.g. tell/ask) + person (or object pronoun, e.g. me, you, her) +
Dad said to me that he was going out. (not) + to-infinitive
Dad told me that he was going out. ‘Please cover all the furniture with old sheets,’ the painter told
the family.
other changes The painter asked the family to cover all the furniture with old
sheets.
direct speech reported speech
Other verbs for reporting orders and requests include: beg, order,
now then persuade, remind, warn.
today, tonight that day, that night ‘Don’t forget to revise for the test!’ my friends told me.
tomorrow the next/following day, the day after My friends reminded me to revise for the test.
yesterday the previous day, the day before
next week/month/year the following week/month/year
last week/month/year the previous week/month/year
here there
this that
I, we he/she, they

160
PRACTICE 3 Rewrite the sentences in reported speech. Make all other
changes necessary.
1 ‘I won’t get paint all over the kitchen floor,’ said Felix.
reported speech Felix promised that .

1 Read what each person says then complete the sentences 2 ‘I can’t understand what these abstract paintings mean,’
in reported speech with one or two words. Jake said.
Jake admitted that .
1 I hate TV reality shows! We shouldn’t 3 ‘I don’t have time to come out at the weekend,’ Scott said.
waste our time watching them!
Scott complained that .
2 I’m starting to get interested 4 ‘You ought not to miss the festival,’ Helen said to her
in traditional dances. friends.
Helen advised .
3 My uncle was a rich and quite famous film star in 5 ‘The band are playing here again next week,’ Matt told us.
his lifetime and never had any financial problems. Matt informed us that .
6 ‘I must finish my project on the history of art tonight,’
4 There haven’t been many good Olivia explained.
live shows on recently.
Olivia explained that .
5 If you want to be really good at painting, 4 Complete the reported questions with these words. There
you’ll have to put in a lot of hard work. is one extra word you do not need.
1 Emily said that she TV reality shows and
that we waste our time watching them. how if/whether what when where why
2 Philip told us that he to get interested in
1 I asked her she thought her book had been
traditional dances.
such a success.
3 Louisa said her uncle a rich and quite
2 They asked the organiser the exhibition was
famous film star in his lifetime, and any
going to end.
financial problems.
3 They asked me I had any filming experience.
4 Simon said that there many good live shows
on recently. 4 The teacher asked me I was going to stay
during the festival.
5 Maria told me that if I to be really good at
painting, I have to put in a lot of hard work. 5 My friend asked me much the lessons cost.

2 Read the conversation. Then write the people’s exact words
in direct speech.
Zoe: So what did Stella say about her birthday?
Billy: She said she was going to take us all out to the cinema,
and afterwards for a curry.
Zoe: And who’s coming?
Billy: Well, she said she’d invited the usual crowd plus a
couple of her friends from her art school.
Zoe: Do you know what she wants for her birthday?
Billy: Stella told me that we shouldn’t get anything too
expensive – ha ha! – so what do you think?
Zoe: My mum said that she would show us an interesting
new shop that sells fun arty things. I’m sure we’ll find
something there.
Billy: OK, cool.
Stella:
‘I’m
‘I’ve
‘You
5 Complete the blog post with one word in each gap.
Life as an extra
Today, I finally made a decision. My mother had asked
me 1 I would like to be a film extra since
she was one and we could appear in the same films.
I asked her 2 I’d have to do and it didn’t
sound too difficult so I agreed. So, the day arrived. They
told us 3 to have our mobiles with us
during filming – of course – and they also warned us
that we shouldn’t take any photos of the filming. Other
than that, everything was quite easy, although it was
a tiring day. When a friend asked me 4
the day had gone, I replied that it had been great.
.’ Then she reminded 5 to send her some
.’ information about a project we were doing, so I forgot
.’ all about the film world and got back to reality.

Zoe’s mum:
‘I .’
161
GRAMMAR FILE UNIT X
EXAM FILE: SPEAKING
You take the Speaking test with a partner. There are are two
examiners. One examiner (the interlocutor) speaks to you, and the
other examiner just listens. The Speaking test takes 14 minutes.
Part 1: Interview (2 minutes)
Task overview
The interlocutor asks you and your partner some personal
questions in turn. These questions may be about what you like
or don’t like doing, your interests, your everyday life, your plans
for the future and so on. You should answer your own questions
clearly, and just listen to your partner’s answers.
Example task
Entertainment
What sort of music do you enjoy listening to? (Why?)
Have you ever been to a live concert? (Why/Why not?)
Do you enjoy reading books or magazines? (Why/Why not?)
Do you prefer to watch films in the cinema, or at home? (Why?)
Daily life
Have you done anything unusual or interesting this week?
What do you usually do in the evenings in the summer? (Why?)
Would you rather spend your free time outside or inside? (Why?)
Do you use the internet regularly for your studies? (Why/Why not?)
The future
Do you have any family celebrations planned in the near future?
(Why/Why not?)
Tell us about something you’re hoping to do next month.
What would you like your future career to be? (Why?)
If you could have a holiday anywhere in the world next year, where
would it be? Why?
Exam help
• Listen carefully to the question. If you don’t hear or understand
it, ask the interlocutor to repeat it.
• Give interesting answers, but don’t say too much. Leave time
for your partner’s questions. The examiners want to hear about
you both and what you both think.
• Don’t prepare answers before the exam because you don’t
know what the exact questions will be. You might answer the
wrong question!
• Relax, smile and speak clearly. Try to sound as natural as
possible, and don’t be nervous!
164
useful language
talking about entertainment
It depends on what I’m doing. If I’m studying, I like to listen
to quiet music, but if I’m with friends, we prefer rock music.
I’m not keen on classical music though.
Yes, I once went to see a live concert at a local stadium, but
I don’t go very often. It’s too expensive.
I have to read books for school, so I don’t read many at
home. I often buy a magazine about films because then I can
find out about new films I might like to see.
Oh, definitely in the cinema! It’s much more exciting,
although some evenings my friends come round and we
watch a film at home. It’s fun to be able to talk about it and
relax. But I prefer the cinema.
talking about everyday life
Yesterday I went to a fantastic science museum with my
friends.
I haven’t done anything special this week, but last month
I went on a day trip to a really interesting castle.
It’s very hot in the summer so I usually stay at home in the
evenings and chill out or go to the beach.
Although I spend lots of time with friends, I think it’s
important to spend time in the evenings with my family as
well.
I’m an outdoor person so I hate spending time inside. I love
hiking and camping.
I definitely use the internet every day for studying because
it’s easy to find information quickly.
talking about making plans and the future
It’s my parents’ wedding anniversary this year and we’re
going to have a big party for them. I’m really looking
forward to that.
I’m hoping to learn French soon, probably next month when
the school term starts.
What I really want my future career to be is a doctor. That’s
because I love science!
That’s a difficult question since I haven’t decided yet. Maybe
I’ll be a teacher!
I’d love to visit Australia on holiday as I have relatives there
and I’ve never met them.
giving reasons
That’s why/That’s the reason I want to learn English.
The main reason I like tennis is that it’s very competitive.
I want to go there because it seems a very interesting town.
It’s very hot in summer, so I go to the beach.
As my friends don’t live near me, I usually spend the
weekends with my family.
Part 2: Long turn (4 minutes)
Task overview
You both speak alone for about a minute. The interlocutor
gives each of you two photographs in turn. You compare these
photographs and answer another question about them. This
question is written on the page above the photographs. You
should talk about what’s similar and different in your photographs
before you answer this question. After a minute the interlocutor
stops you and asks your partner a short question about your
photographs. Your partner is then given their photographs, and
the examiner asks you a question about these photographs once
your partner has finished speaking.
Example task
Candidate A, the photographs show people studying in different
places. Compare the photographs and say what you think the
people are enjoying about studying in these places.
What are the people enjoying about studying in these places?
Candidate B, which of these places would you prefer to study in?
(Why?)
Exam help
• The question is written above the photographs. Remember to
compare the photographs before you answer this question.
Don’t answer it immediately or you will run out of things to say.
• Don’t just describe what you can see in each photograph – you
must compare them.
• Organise your ideas clearly, and use a wide range of language
to talk about the photographs.
• Use connectors such as so, because and whereas to link your
ideas.
• Keep speaking until the interlocutor stops you and don’t worry
about the time. It’s better to be talking at the end of the
minute than to stop too early.
• Answer the question about your partner’s photographs in an
interesting way, but don’t say too much – you only have a short
time for your answer.
useful language
comparing the photographs
Both photographs show people studying but they’re in
different places and different situations.
Some people are studying outside – it looks like a park
because there are trees – while/whereas the others are
inside a classroom.
In both photographs there are people who seem to be
enjoying what they’re doing but they’re also working hard.
The students who are in the classroom seem to be having
a formal debate or discussion. They’re listening to a girl
who is explaining something to them. On the other hand,
the group outside are just chatting although they could be
helping each other to study.
In both photographs the students are learning something,
although I can’t see a teacher in either photograph.
answering the question and speculating
The students in the classroom look as though they’re
listening to someone giving their point of view. She could be
a classmate because she looks too young to be the teacher.
They seem to be enjoying working together.
The students outside are probably friends. Maybe they’ve
been given some difficult homework to do and want to do
it together. The boy looks as if he’s showing the girls some
work he’s done already.
I think the friends are enjoying studying outside because it’s
more relaxing and they don’t feel any pressure. That might
make it easier for them to do good work, although it could
also be harder for them to concentrate.
The students in the classroom could benefit from having
lots of resources like books to help them. They’re probably
enjoying the fact that the lesson will finish soon, whereas
the students in the park can stay as long as they want to – as
long as it doesn’t rain! Perhaps the students are enjoying
studying in a formal situation in the classroom because they
think they will learn more.
giving your opinion (the listening candidate
question)
For me, the classroom looks a better place to study, because
it’s more motivating and I could concentrate better there.
I’d say that studying outdoors is always fun, but there could
be lots of distractions, so I’d prefer to be inside.
Both places look good to study in, but on balance I’d prefer
to study with friends outside.
To be honest, I always enjoy being in school, so that’s where
I’d rather study.
It’s difficult to study outside because there might be so
many distractions such as noise and things like birds, so I’d
rather study in a classroom.
165
SPEAKING FILE

Part 3: Collaborative task (4 minutes) useful language

Overview giving and asking for opinions
The examiner gives you a question to discuss with your partner. This question is As far as I’m concerned, driving isn’t necessary.
written on the page with five ideas called ‘prompts’, which give you things to talk
It seems to me that …
about. You don’t need to talk about all the prompts, but you should say as much
as you can about each one before moving on to the next. After two minutes, the I think that managing money is necessary.
examiner stops you and asks you a second question about the same topic you’ve Personally, I don’t think that driving is useful.
been discussing. You should try to reach a decision in about a minute. Remember Do you agree?
that the focus is interacting with your partner, not talking on your own.
Do you think the same?
Example task What do you think about that?

Is it necessary for young accept advice

speculating
drive a car
people to learn to do all from others Maybe driving is a bit irresponsible because …
these things before they I suppose learning to drive makes you …
leave home?
agreeing and disagreeing
Yes, you’re right.
organise time well manage money socialise
I agree with you.

Follow-up question: Which of these things is least important for young people That’s a good point.
to learn to do before they leave home? I suppose so.
I know what you mean, but managing …
Exam help That’s a good point, but I think that …
• You should talk naturally to what your partner, and listen to them carefully so
You said … , but I think …
that you can agree, disagree or add something to what they’ve said.
• Explain what you think. Give reasons. You don’t have to agree with your partner. managing the discussion
• Try to introduce new ideas as well as respond to what your partner says. Let’s start with learning to drive.
• Don’t worry if you don’t have time to talk about all the prompts – it’s not Shall we move on to managing money?
necessary to discuss them all. Tell me what you mean.
• In the second question, try not to repeat ideas you’ve already mentioned. Can I add something to what you said?
Don’t make a decision too quickly as you may not fill the minute.
reaching a decision
Part 4: Discussion (4 minutes) So, which one do you think is least important?
We both think … , don’t we?
Overview I think X is probably more/less important
The examiner asks you and your partner some questions connected with the than Y because …
topic you discussed in Part 3. These questions are about your opinions, and you I don’t think X is as interesting as Y
should give reasons for your ideas. The examiner may ask each of you a question because …
individually, or ask both of you the same question. Even if your partner is asked a In my opinion, X is the least/most useful
question, you can add to what they have said or disagree with them. because …
Example task
Is it better for young people to learn practical life skills at home or at school? (Why?)
Some people say the most important thing parents can do is encourage their
useful language
children to be independent. Do you agree? (Why/Why not?) giving reasons and examples
What practical skills do you think are most difficult to learn? (Why?) The main reason is that leaving home is hard.
Why do you think some people don’t like to learn to do new things? This is because you can’t buy happiness.
Do you think the most important thing in life is just to be happy? (Why/Why not?)
It’s important to learn these things since/as …
Exam help To give an example, my parents taught me …
• Listen to what your partner says so you can respond appropriately. explaining and adding detail
• Don’t dominate the conversation if the examiner asks a question to both of
What I mean is, …
you – ask your partner what they think.
On top of that, it’s difficult to learn to do it
• Extend your answers by giving reasons and examples.
well.
• Use a wide range of language. If you can’t think of a word, paraphrase it.
Also, it’s quite tiring to do that.
• There is no ‘right’ answer. You are marked on how well you can express your ideas.

166
EXAM FILE: WRITING
Essay useful language
Example task introduction
In your English class you have been talking about whether museums are Is this really true?
important today. Now your English teacher has asked you to write an essay
for homework. There are arguments for and against the idea.
Write your essay using all the notes and giving reasons for your point of view. It’s a difficult question to answer.
‘Museums are not necessary nowadays because we can find all the information There may not be an easy answer to the
we need on the internet’. Do you agree? question.
Notes introducing ideas
Write about: One benefit of … is …
• bringing history to life
An advantage of … must be …
• school trips
On the other hand, …
• (your own idea)
Of course, not all museums …
Write your essay in 140–190 words.
Another potential advantage is …
Example answer Introduce the
topic and catch expanding points
It’s sometimes said that museums are not necessary the reader’s One reason for this is that …
interest with
nowadays because all the information is on the internet, but This is because …
a rhetorical
is this actually true? There are arguments on both sides. In fact, …
question.
Firstly, museums give visitors the opportunity to see and Without a doubt, …
touch real things from the past, and it’s impossible to get Start each new Clearly, this is …
the same experience from looking up facts online. Clearly, point clearly.
museums bring history to life. There are also museums about
adding and contrasting ideas
science, space travel and so on where visitors can touch Moreover, …
interactive exhibits and get a real understanding of things Organise ideas In addition to this, …
that affect life today. and paragraphs However, this is not always true/the case.
well using
In addition to this, teachers often organise school trips to linking words
Although it seems that …
museums. Obviously, this is a very valuable experience for and phrases. Despite this …
students, as they are learning outside the classroom with
their friends, and talking about the trip is very motivating. writing a conclusion
To sum up, …
On the other hand, it can be expensive to visit museums, Make sure you
include an idea On balance, …
although some are free. However, they are good value for
of your own In conclusion, …
money, as they provide more accurate information than
in a separate
the internet, which can be unreliable.
paragraph.
Exam help
On balance, I would say that museums are not only
• Start your essay with a short paragraph
necessary nowadays, but are enjoyable places to visit. Give your own
introducing the topic. End with a conclusion that
We would miss them if they disappeared. opinion in the
follows your argument logically.
conclusion.
• Focus on one idea in each of the three middle
paragraphs. Make sure you include a new idea of
Over to you your own.
Now write your own answer to the task. Make sure that you include everything • Use a formal or semi-formal style, with a range of
required in the task and use the Exam help to check your work. vocabulary and linking words.
• Don’t write fewer than 140 words because you
won’t be able to include all the ideas you should.
Don’t write more than 190 words because you
may include ideas that are not relevant.
• Make sure you read your essay through to check
that it makes sense, and that you haven’t made
any grammatical or spelling mistakes.

167
WRITING FILE

Informal email/letter useful language

Example task greetings
You have received this email from your English friend, Carole. Hi! How are you?
Hi! It was great to hear from you!
Guess what! Some school friends are coming to your town on an It’s been ages since I heard from you!
exchange visit. They’ll be staying with host families for a fortnight.
explaining why you’re writing
Have you got any useful tips I could give them? They want to do as
much as they can, but they’ve got lessons every morning, so only have I’d love to give you some tips.
the afternoons free. One of them has asked me to find out whether they There are so many things I can tell you about.
should bring presents for their host family and what family life is like.
using linkers
Thanks for your help,
Carole Anyway, …
Besides, …
Write your email in 140–190 words.
On top of that, …
Example answer Use conventional giving opinions and advice
greetings in
I guess …
Hi Carole, informal emails
and letters. The best way to get around is …
Thanks for your email – it was great to hear from you.
I think they should …
I’d love to give your friends some tips for their visit! Introduce the
They might like to …
topic of the
They’ll have a fantastic time. There are loads of things to do
email or letter finishing your email or letter
here in the afternoons – there’s an amazing museum about appropriately.
local history which is worth seeing, and a ruined castle. Keep in touch,
It’s hundreds of years old! On top of that cultural stuff Use paragraphs All the best,
there’s a brand new leisure centre with a state-of-the-art for new points. Cheers!
swimming pool. It’s easy to get around the town on foot and
by bus, though they might like to rent bicycles and get out
into the local countryside. Exam help
Use informal • Use the appropriate informal phrases for starting
You asked about family life. It won’t be hard to fit in – it’s language to a and ending emails or letters.
similar to your country, although your friends may find we friend. • Group ideas into paragraphs and link them with
eat earlier in the evenings than they’re used to. Of course
informal connectors.
the weather here isn’t so good – we’re famous for rain! Make sure you
• Use language that is appropriate for the person
include all the
I’m sure that host families would like any small present you’re writing to.
information
that’s special from your country, but tell your friends not to asked for in the • Make sure you include everything the task
worry about it. task. asks for.

Anyway, I hope that helps. Let me know if you need Over to you
anything else. Now write your own answer to the task. Make sure
Finish your email that you include everything required in the task and
Keep in touch! or letter in an use the Exam help to check your work.
Carla appropriate way.

168
Semi-formal email/letter useful language
Example task greetings
You see this announcement on the school noticeboard. Dear Sir/Madam,
I’ve received complaints about the use of mobile phones in school and Dear Mr/Ms …
I’d like to hear what students think. opening your email or letter,
Send me a letter explaining your opinion, giving your reasons, and explaining why you’re writing
making suggestions for ways of dealing with the situation.
I would like to complain/explain/apply for …
I will discuss everyone’s suggestions at my next meeting with the
student council. I am writing to …
John Jackson (Principal) I am writing in response to …

Write your letter in 140–190 words. using linkers

Use conventional
In addition, …
Example answer greetings in
semi-formal Consequently, …
Dear Mr Jackson, emails and Obviously, …
letters.
Firstly, …
I’m writing to give you my opinion about the way students
use mobile phones in school. State the reason making suggestions
you are writing
You could think about …
Firstly, we all have mobile phones, and this is the situation at the beginning
we have to live with. However, some people do use them of the email or It would be a good idea to …
selfishly, and this may be why some people have complained. letter. I recommend …
Personally it irritates me when people talk loudly on their I suggest …
phones in the corridors. Use connectors
to order your giving your opinion
In my opinion, it would be helpful to ban mobile phones in ideas clearly.
It seems to me that …
some parts of the school. I think people don’t realise that
Give reasons In my opinion, …
even when they text, the bright light from the screen is
or relevant Personally, …
distracting. Consequently, I suggest restricting their use
examples to
in places where we study. It goes without saying that they finishing your email or letter
support your
should never be used in class. opinion. I look forward to hearing from you.
I suggest having specific areas where phones may be used, I hope my ideas are helpful.
and other areas where they are forbidden. There should be Make different
points or Yours,
signs explaining this, though, so that students know what the
suggestions Best wishes,
rules are.
in separate
paragraphs.
It seems to me that although we should be allowed to Exam help
have mobile phones in school, we should still be polite, • Use the appropriate conventions of starting and
Give your
respect other people’s personal space, and use our phones ending formal letters or emails.
personal opinion
thoughtfully. • Begin your letter or email appropriately, giving
to finish the
letter and your reason for writing clearly.
I hope my suggestions are helpful.
confirm your • Group ideas into paragraphs and link them using
Best wishes, suggestions. formal connectors.
• Use a wide range of appropriate language and
Finish your avoid idioms or colloquial expressions.
semi-formal • Make sure you include everything the task asks
email or letter for.
appropriately.
Over to you
Now write your own answer to the task. Make sure
that you include everything required in the task and
use the Exam help to check your work.

169
WRITING FILE

Review useful language

Example task giving an opinion
You see this announcement in your college magazine. From my point of view, …
We need some film reviews to publish in the magazine next month. I’d say that …
Have you seen a film which had special effects you thought were What I loved/hated about it was …
important to the success of the film? What I found frustrating was …
Write a review, explaining what the film was about and why you felt
It completely lived up to my expectations.
the special effects were particularly important or effective. Would you
recommend this film to other people in the college? The best part was …

Write your review in 140–190 words.

describing or narrating
It was about …
Example answer What happened was …
An amazing film you won’t be able to forget! Start with a It tells the story of … who …
question or a
making recommendations
Have you ever gone to see a film you were looking forward statement that
to, and been even more impressed than you’d hoped? will interest the I’d certainly/definitely/really/strongly
Well, I saw ‘Journey to the Red Planet’ last week and it reader. recommend it.
exceeded my expectations. Not only was the plot gripping, Despite the fact that … , I’d still recommend it.
the special effects were literally out of this world. All in all, …
Briefly describe
It told the story of a family on their way to start a new life what you’re Make sure you don’t miss it.
on a distant planet, and the problems they encountered on reviewing. You should definitely give it a go.
their journey. The acting was superb, but the special effects
were spectacular. I really felt as though I was sharing Explain what was
the journey with them. One scene in particular, where so good about Exam help
they passed through a meteor storm, was beautiful and the film. • Include a title.
terrifying at the same time. • Remember that the purpose of a review is to
Give an example inform, but also to entertain the reader.
I won’t tell you what happened because I wouldn’t want of something
• Write in a friendly style. Try to interest the
to spoil it, but it’s safe to say that you’ll have your heart in that impressed
reader by asking a question at the beginning, and
your mouth many times. Although the acting was great, you.
giving your own experiences and opinions.
it was the special effects that lifted this film to another
Use a range • Use a range of interesting language such as
level, and the feelings they created stayed with me for days
of adjectives adjectives and expressions to interest the reader.
afterwards.
and colourful • Divide your review into paragraphs.
If you’re a sci-fi fan like me, don’t miss this! language. • Finish with a clear recommendation and include
a reason for this.
Explain the
importance Over to you
of the special Now write your own answer to the task. Make sure
effects. that you include everything required in the task and
use the Exam help to check your work.
Finish with a
recommendation.

170
Article useful language
Example task involving the reader
You see this announcement on an English-language website. Do you find … ?
Articles wanted Why not try it?
How do you concentrate on your studies? Tell us what works best for using interesting language
you. Why does it help? How did you find out about it?
I came across it by chance.
Write us an article answering these questions. We’ll publish the best
ones on the website. That was weird!
I found myself singing along.
Write your article in 140–190 words.
It’s made all the difference.
Example answer explaining reasons
Give your article
a title. I don’t, as I get distracted …
How I solved my problems with studying!
I found myself … instead of …
Do you find studying easy? I don’t, as I get distracted Introduce the
It’s changed my life!
quickly. I’ve tried different things to help me concentrate, subject of
but without success. your article
clearly and try
My friends recommended playing music while I studied, but to involve the Exam help
I found myself singing along instead of focusing on what reader. • Give your article a title. An article should interest
I was doing. My parents suggested working in complete and engage the reader from the start.
silence, but that was weird! I could hear the computer keys Include some • Use paragraphs so that your article is easy to read.
tapping, which put me off! personal • Use colourful language to interest the reader.
anecdotes to
• Finish in an interesting way.
The solution came completely out of the blue. One day, my interest the
reader. • Remember that an article should entertain the
mind was wandering, as usual. I decided to go for a run to
reader as well as inform them.
get some exercise and while I was jogging round the park,
I began thinking about my homework and how to do it. Answer all the
questions in the
Over to you
When I got back to my room, I had a shower and then found Now write your own answer to the task. Make sure
task.
I was able to get down to work. I realised that running made that you include everything required in the task and
it easier for me to concentrate. use the Exam help to check your work.
Finish with a
So now I break up periods of work with some physical memorable
exercise, and for me it’s made all the difference. I feel great, question or
and having a balance between work and exercise works statement
that involves
for me.
the reader and
It’s honestly changed my life! rounds off the
article.

171
WRITING FILE

Story useful language

Example task sequencing events and using time
You have seen this announcement in an international magazine for young people. expressions
We need some stories! At first …
Could you write a story for our magazine? Your story must begin with Suddenly, … / All of a sudden, …
this sentence: Then …
Jon switched on the computer and settled down to do his homework. After a while …
Your story must include:
At that moment …
• an email
All at once …
• a journey
The best stories will be published in the magazine. building interest
He knew he’d been lazy …
Write your story in 140–190 words.
Think of an ‘Should I go or work?’ he asked himself.
engaging and
Example answer relevant title.
What else could go wrong?
Jon had run out of options.
I should have read it properly!
Make sure using interesting verbs and
Jon switched on the computer and settled down to do his you use the
first sentence adjectives
homework. He wasn’t looking forward to it as he had lots
correctly. He had lots to get through.
to get through. He knew he’d been lazy and hadn’t kept
up with his assignments. He was excited.
Use interesting
adjectives and He decided to spend the time …
Suddenly, a ping told him an email had arrived.
verbs. He set off to catch the bus.
He opened it and saw it was from an old friend, Carlo.
They had lost touch, but Jon was excited to read that He trudged the long way home.
Include both
Carlo wanted to spend the day together. ‘Should I go or
points in the task.
work?’ he asked himself. He decided to spend the time
Exam help
with his friend.
• Give your story an interesting and relevant title.
He wanted to cycle, but his sister had borrowed his bike. Use direct • Plan your story so that it has a clear narrative.
He set off to catch the bus, but after five minutes it speech to make • You may need to use a variety of tenses so that
broke down and the passengers got off. Jon decided to it interesting. your story is easy to understand.
use the metro instead. He ran onto the platform and • Use interesting language such as colourful verbs
jumped on the first train, which stopped after three and phrasal verbs.
stations because of an electrical fault. What else could Include a logical,
• Use sequencing words such as then, after that,
go wrong? Jon had run out of options, and trudged the interesting
suddenly.
ending.
long way home. He was amazed to find Carlo there. • Remember that a story should be entertaining
He had misread the email, so his bad journey had been and easy to follow.
pointless!
Over to you
Now write your own answer to the task. Make sure
that you include everything required in the task and
use the Exam help to check your work.

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IRREGULAR VERB LIST
Verb Past simple Past participle Verb Past simple Past participle
be was/were been lose lost lost
become became become make made made
begin began begun mean meant meant
bring brought brought meet met met
build built built pay paid paid
buy bought bought put put put
catch caught caught read read read
choose chose chosen ride rode ridden
come came come ring rang rung
cost cost cost run ran run
cut cut cut say said said
do did done see saw seen
draw drew drawn sell sold sold
drink drank drunk send sent sent
drive drove driven show showed shown
eat ate eaten shut shut shut
fall fell fallen sit sat sat
feed fed fed sleep slept slept
feel felt felt speak spoke spoken
fight fought fought spend spent spent
find found found stand stood stood
fly flew flown steal stole stolen
forget forgot forgotten swim swam swum
get got got take took taken
give gave given teach taught taught
go went gone/been tell told told
have had had think thought thought
hear heard heard understand understood understood
keep kept kept wake woke woken
know knew known wear wore worn
learn learnt/learned learnt/learned win won won
leave left left write wrote written
let let let

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