Present Simple
We use the Present Simple to talk about:
• states and permanent situations:
W
e live in the centre of Sydney.
• actions which are repeated regularly:
I make my bed every morning.
Affi rmative Negative
I/You/We/
They
play.
I/You/
We/They
don’t
(do not)
play.
He/She/It
plays.
He/She/
It
doesn’t
(does not)
Yes / No
questions Short answers
Do
I/you/we/
they
play?
Yes, I/you/we/they do.
No, I/you/we/they don’t.
Does he/she/it
Yes, he/she/it
does.
No, he/she/it doesn’t.
Wh-
questions
Where
do
I/you/
we/t
hey
live?
does he/she/it
Subject questions
Who lives here?
SPELLING RULES – THIRD PERSON SINGULAR:
• general rule: infi nitive + -s, e.g. run – runs
• verbs ending in a consonant and -y: y
+ -ies,
e.g. carry – carries
• verbs do and go and verbs ending in -ss, -x, -ch, -sh:
+ es, e.g. do – does, go – goes, push – pushes
• have: has
Common time expressions used with the Present Simple:
• always
• regularly
• usually
• often
• sometimes
• never
• every day / week / month
0.1
Present tenses – review
Present Continuous
We use the Present Continuous to talk about actions, events
and changes happening at the moment of speaking:
My dad is painting the kitchen right now.
Affi rmative Negative
I am
cleaning.
I
’m not
(am not)
cleaning
.
You/We/
They
are
You/
We/
They
aren’t
(are not)
He/She/
It
is
He/
She/It
isn’t
(is not)
Yes / No
questions Short answers
Am I
cleaning?
Yes, I am.
No, I’m not.
Are
you/we/
they
Yes, you/we/they are.
No, you/we/they aren’t.
Is
he/she/
it
Yes, he/she/it is.
No, he/she/it isn’t.
Wh-
questions
What
am I
cleaning?are
you/we/
they
is he/she/ it
Subject questions
Who is cleaning the windows?
SPELLING RULES – THE -ING FORM:
• general rule: infi nitive + -ing: cook – cooking
• verbs ending in a consonant + -e: e
+ -ing,
e.g. make – making
• one-syllable verbs ending in a single vowel + a consonant:
the consonant is doubled + -ing, e.g. swim – swimming
Common time expressions used with the Present Continuous:
• at the moment
• now
• today
• this morning/afternoon
• this year
• these days
• at present
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Present Perfect
We use the Present Perfect to talk about actions and events
which:
• fi nished in the past, but we don’t know or it’s not important
exactly when they happened:
My friends have seen my new house.
• started in the past and continue up to now:
W
e’ve had this TV for three years.
When describing actions which started in the past and
continue into the present, we often use since and for:
• since describes when the action or state began:
since 2012/Sunday/last month/my birthday/I moved here
• for describes how long the action or state has continued:
for fi ve minutes/a week/a long time/ages/most of my life
Affi rmative Negative
I/You/
We/
They
’ve
(have)
fi
nished.
I/You/We/
They
haven’t
(have
not)
fi nished.
He/
She/It
’s
(has)
He/She/It
hasn’t
(has not)
Yes / No
questions Short answers
Have
I/you/
we/they
fi nished?
Y
es, I/you/we/they have.
No, I/you/we/t
hey haven’t.
Has
he/she/
it
Y
es, he/she/it has.
No, he/she/it hasn’t.
Wh-
questions
What
have I/you/we/they
learnt?
has he/she/it
Subject questions
Who has studied French before?
SPELLING RULES – P
AST PARTICIPLE FORM
Regular verbs
• general rule: infi nitive + -ed, e.g. work – worked
• verbs ending in -e: + -d, e.g. like – liked
• verbs ending in a consonant + -y: y
+ -ied, e.g. cry – cried
• one-syllable verbs ending in a single vowel + consonant*:
t
he consonant is doubled + -ed, e.g. stop – stopped
*except -x and -w, e.g. boxed, fl owed
• two-syllable verbs ending in a vowel + consonant: the
consonant is doubled when the stress is on the second
syllable, e.g. refer – referred
• travel: al
though the stress is on the fi rst syllable, -l is
doubled, e.g. travel – travelled
Irregular verbs
Many verbs have an irregular past participle form (e.g. write,
go, lose). A list of irregular verbs can be found in the WORD
STORE on page 25.
Pay attention to how we use the forms been and gone:
Monica has been to the USA. (Sometime in the past, she is not
there now).
Monica has gone to the USA. (She is there right now).
1 Complete the sentences with the verbs in the boxes.
doesn’t workhasn’t workedisn’t working
1 Monica today. She’s sick.
2 Fred on Fridays. He’s in the offi ce from Monday
to Thursday.
3 John for a long time. He can’t fi nd a job.
have beenhave been tohave gone to
4 My parents aren’t at home – they that new Italian
restaurant.
5 We that new Italian restaurant twice – we really
like it.
6 There many changes to my town over the years.
are you doingdo you dohave you done
7 Why your homework now? It’s Friday evening.
8 How often experiments in your Chemistry class?
9 What to my dress? It looks awful now!
2
Complete the sentences with the correct present form
of the verbs in brackets.
1 Lucy’s family (not come) from the USA – they’re
English.
2 How long (you/live) in the countryside?
3 My brother has gone to Austria for a few days. I’m sure
he (ski) now.
4 How often (your older brother/usually/visit) your
par
ents?
5 I (have) this armchair for ages. It’s old but
comfortable.
6 Gillian (wear) a big cap and a long scarf because
it’s cold today.
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Nouns can be countable or uncountable.
Countable nouns:
• have both singular and plural forms:
This apple is very sweet.
These apples ar
e very sweet.
• can be used with a/an/the or a number:
an egg, the egg, the eggs, two eggs
Uncountable nouns
• have no plural form:
Milk is very healthy.
• can be used with the, but not with a/an or a number:
water, the water a water, one water
We often use the following quantifi ers with countable and
uncountable nouns:
Countable nouns Uncountable nouns
how many?
How many eggs are there?
how much?
How much sugar is there?
many
Are there many eggs?
We haven’t got many eggs.
much
Is there much sugar?
We haven’t got much sugar.
a lot of/lots of
There are a lot of/lots of
eggs in t
he fridge.
There is a lot of/lots of
sugar in the cupboard.
a few
I need a few eggs.
a little
I need a little sugar.
some
There are some eggs in t
he
fridge.
There is some sugar in the
cupboard.
few
There are few eggs in the
fridge.
little
There is little sugar
in the cupboard.
any (?)
Are there any eggs in the
fridge?
Is there any sugar in the
cupboard?
any (–)
There aren’t any eggs in t
he
fridge.
There isn’t any sugar in the
cupboard.
0.2
Quantifi ers
1 Choose the correct options.
1 How many / How much butter do I have to buy?
2 You’ve written a great essay. There are much / lots of
good ideas.
3 My grandparents live on a farm and have some / a little
chickens.
4 I can give you a few / a l
ittle tips if you need my help.
5 How many / much time do you need to clean the fl at?
6 I have to get another job. At the end of the month I’ve
got very little / a little money left.
2 Complete the sentences with quantifi ers. Sometimes
more than one answer is possible.
1 people fi nd it diffi cult to eat healthily.
2 I’m sure there was chicken in the freezer.
3 Have you got friends in London?
4 days off school do we get for Christmas?
5 There aren’t cakes left – we’ve sold everything.
6 I’ve read reviews for that new sushi restaurant in
High Str
eet.
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Present Perfect
We use the Present Perfect to talk about actions and events
which fi
nished in the past, but we don’t know when or it’s not
important when exactly they happened:
My dad has been to many concerts.
Common time expressions used with the Present Perfect:
• ever – used in quest
ions:
Have you ever danced in a shopping centre?
• never – used in negative sentences:
My grandparents have never watched a fi lm online.
• already and just – used in affi rmative sentences, between
have and the past participle form of the main verb:
I have already read this book. They have just arrived.
• yet – used in negat
ive sentences or questions, at the end of
the sentence:
She hasn't called yet. Has she called yet?
Past Simple
We use the Past Simple to talk about actions and events
which started and fi
nished in the past. We often say when they
happened:
My dad went to a concert yesterday.
Affi rmative Negative
I/You/He/
She/It/
We/They
danced.
I/You/He/
She/It/
We/They
didn’t
(did not)
dance.
Yes / No
questions Short answers
Did
I/you/
he/she/
it/we/
t
hey
dance?
Yes, I/you/he/she/it/we/they
did.
No, I/you/he/she/it/we/they
didn’t.
Wh-
questions
Where did I/you/he/she/it/we/they dance?
Subject questions
Who danced in the shopping centre?
0.3
Present Perfect and
Past Simple
SPELLING RULES – PAST SIMPLE FORM
Regular verbs
The rules for forming the Past Simple form of regular verbs are
the same as those for the past participle form of regular verbs.
(See section 0.1 on page 109.)
Irregular verbs
Many verbs have an irregular Past Simple form (e.g. write, go,
lose). There is a list of irregular verbs in the WORD STORE on
page 25.
Common time expressions used with the Past Simple:
• yesterday
• last
• ago
• when
• in the past
• then
1
Use the prompts to write two Present Perfect
sentences for each question: an affi rmative one with
already and
a negative one with yet.
1 I / see / a fl ashmob
2 Sam / buy / a new jacket
3 we / shop online
4 you / have / a swimming lesson
5 Fiona and Frank / open / an online store
6 Sally / post / a video / on YouTube
2
Complete the conversations with the Present Perfect or
Past Simple form of the verbs in brackets.
1 A: (you/buy) a new dress for the party yet?
B: No, not yet. But I (go) shopping last weekend
and I (see) two really nice dresses.
2 A: When (Lea/start) writing her fashion blog?
B: Three months ago, I think. She talks a lot about it, but
I (not read) it yet!
3 A: (you/ever/hear) about Scarlett Thompson?
B: Oh yes, she’s a British novelist. My sister (read)
al
l her books when she (be) in hospital.
4 A: I (just/cook) some pasta. Would you like some?
B: No, thank you. We (have) a three-course dinner
just an hour ago.
3 Complete the sentences with the Present Perfect or
Past Simple form of the verbs in brackets.
1 I (learn) to play the guitar three years ago.
2 (you/buy) a new suit yet?
3 Rob (have) his fi rst driving lesson yesterday.
4 When (Helen/write) this song?
5 (Mark/ever/visit ) Chicago before?
6 Tom (not open) a bank account yet.
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• We use the comparative form of adjectives and the word
than when we want to compare two people or things:
This shirt is cheaper than the sweater.
• We use the superlative form of adjectives to show that a
person or t
hing has the highest degree of a certain quality
(compared to at least two other people or things):
This is the most expensive ring in the shop.
• To compare two people or things, we can also use (not) as +
ad
jective + as:
This jacket is not as comfortable as that coat.
Adjectives Comparative Superlative
one-syllable
ad
jectives
young
nice
hot
younger
nicer
hotter
the youngest
the nicest
the hottest
two-syllable
adjectives
ending in -y
pretty
dry
prettier
drier
the prettiest
the driest
two-syllable
or longer
adjectives
expensive
dangerous
more
expensive
more
dangerous
the most
expensive
the most
dangerous
irregular
adjectives
good
bad
far
better
worse
furt
her
the best
the worst
the furthest
We often use too (= more than you need or want) and not
enough (= less than you need or want) with adjectives. The
patterns are: too + adjective and not + adjective + enough:
The designer was too busy to talk to the press.
The horse wasn’t fast enough to win the race.
1 Complete the sentences with one word in each gap.
1 Are women careful with money than men?
2 I’m bad at football, but I’m even at tennis.
3 Black skinny jeans are the fashionable trousers
t
his season.
4 Shopping with friends is better shopping alone.
5 This is biggest shopping centre in our town.
6 Denim jackets are as popular leather jackets this
season.
2 Complete the sentences with the adjectives in brackets
and too or enough.
1 This bed isn't ______ (comfortable) for two people.
2 I understand a lot of German, but I'm _____ (scared) to
speak it.
3 You can't park your car there. It is _____ (close) to the
edge of t
he cliff!
4 I'm afraid Jenny isn't _____ (talented) to become a
famous singer.
5 This box is _____ (heavy) for me; I can't lift it.
0.4
Comparative and superlative
adjectives – too and enough
We use the Present Continuous for future plans and
arrangements, usually with a time reference:
I’m leaving tomorrow, so I can’t go to the cinema with you.
We use be going to + infi nitive for:
• intentions and future plans which may change:
What are you going to prepare for lunch?
• predictions about the future based on what we know and
can see now:
W
e’re not going to get to the station on time.
We use will + infi nitive for:
• decisions made at the time of speaking:
W
ait for me! I’ll help you with the shopping.
• predictions about the future based on opinions, intuition or
experience:
Y
ou can borrow my dictionary, but I’ll probably need it back
next week.
1 Complete the sentences with the verbs in the box.
There are three extra verbs.
isn’t going to rain ’ll be ’ll laugh
’m going to laugh ’re announcing ’re taking
’s going to read ’s having isn’t raining
1 The clouds have gone and the sky is clear. It .
2 Your father your school report after lunch.
3 We a taxi to get to the airport. I’ve already
phoned for one.
4 I’m sure Tom disappointed that we didn’t win the
dancing compet
ition.
5 We the winners of the competition on Friday.
6 I promise I at all your jokes.
2 Choose the correct options.
1 A: W
ill you help / Are you helping me fi x my car this
weekend?
B: Yes, why not?
2 Don’t worry! I’m sure all your problems will disappear /
are disappearing soon.
3 A: Does your sister like music?
B: She loves it. Actually, she will take / is taking part in
a singing competition on Thursday.
4 I need a new pair of trainers because we ’re playing /
’ll play football next weekend.
5 A: The chicken salad is very good in this restaurant.
B: OK. I ’m going to have / ’l
l have it.
6 It’s possible that in 2100 there won’t be / aren’t going to
be any offi cial school exams.
0.5
Future forms
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First Conditional
We use First Conditional sentences to talk about things which
may happen in t
he future under certain conditions:
If you don’t switch on the printer, it won’t work.
We use the Present Simple in the if-clause (describing the
condition) and will/won’t in the main clause (describing the
effect). Either of the two clauses can come fi rst in the sentence.
If the if-clause comes fi rst, we use a comma after it.
If + Present Simple,
(condition)
will/won’t + infi nitive
(effect)
If he starts a blog, I’ll read it.
will/won’t + infi
nitive
(effect)
if + Present Simple
(condition)
I’ll read his blog if he starts one.
Second Conditional
We use Second Conditional sentences to talk about present
situat
ions or states which are impossible or very unlikely, or
about something that could happen in the future but is rather
improbable:
If I had more time, I would learn programming.
We use the Past Simple in the if-clause (describing the
condition) and would/wouldn’t or could/couldn’t in the main
clause (describing the effect). Either of the two clauses can
come fi rst in the sentence. If the if-clause comes fi rst, we use a
comma after it.
If + Past Simple,
(condition)
would/wouldn’t/could/
couldn’t + infi nitive
(effect)
If your laptop crashed, who would you ask for help?
would/wouldn’t/could/
couldn’
t + infi nitive
(effect)
if + Past Simple
(condition)
Who would you ask for help if your laptop crashed?
0.6
First and Second
Conditionals
1 Choose the correct answer, A or B.
1 If I get a pay rise,
A I’ll spend some money on a tablet.
B I’d buy a new mobile phone.
2 If you weren’t so tired,
A we can play a game together.
B we could watch a fi lm on my laptop.
3 What would you tell Phil
A if he asks to be your Facebook friend?
B if he asked to borrow your camera?
4 Will Rebecca be angry
A if we comment on her blog?
B if we posted a few of her photos online?
5 If you were my true friend,
A you won’t talk to me like that.
B you wouldn’t ignore my text messages.
6 If we were in London today,
A we could go to a concert.
B we can visit my friends.
2
Complete the First and Second Conditional sentences
with the correct form of the verbs in brackets.
1 If your family (have) a pet dog, who (take) it
for a walk every morning?
2 If my parents (know) more about computers,
t
hey (understand) why I need a new laptop.
3 Hank (not become) an IT specialist if he
(not go) to university.
4 We (wear) T-shirts and shorts all the year round if
we (live) in a hot country.
5 If he (not hurry up), he (miss) the beginning
of the fi lm.
6 What’s wrong with you? If you (not eat) your lunch,
you (be) hungry soon.
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1 Complete the sentences with the verbs in the box.
are allowed tocan’tdoesn’t have to
don’thave tohave tois allowed to
mustneeds to
1 Helen stay at home today because she was in the
of
fi ce on Saturday.
2 Richard walk his dog now – his dad has already
done it.
3 I’m afraid you use a dictionary during the test.
Please put it back on the shelf.
4 I go now – my friends are waiting for me.
5 It was great to meet you, Alex. We do it more
often.
6 My sister is a student, but she still phone my
parents every day.
7 Ally and Mike be at home at 9 p.m. on Saturdays,
so t
hey usually stay out until 10 or 11 p.m.
8 My younger brothers play video games for an
hour a day only, but they would like to do it more often.
2 Choose the correct options.
1 John is al
lowed to / can’t / must go on holiday on his
own – he’s too young.
2 Students don’t have to / mustn’t / can call their teachers
by their fi rst names – it’s a very modern school.
3 You can’t / needn’t / need to be by the school gate at 3
o’clock. Don’t be late!
4 We ar
e allowed to / have to / mustn’t stand up when the
headmaster enters the room – he’s very formal.
5 Teenagers have to / mustn’t / needn’t study hard for
their exams if they want to get into university.
6 He has to / is allowed to / mustn’t phone them when he
is going to be home late or they get worried.
7 You must / need to / don’t have to bring any food. My
aunt is going to prepare everything.
8 Victor isn’t allowed to / needn’t / can go out during the
week. His parents are very strict.
3 Complete the sentences with must or have/has to.
1 We go to school this Saturday – we’re having
a r
ehearsal for a new play.
2 I’ve heard it’s a great novel. I read it!
3 All students wear uniforms in my school.
4 Does Amy work in the café three times a week?
5 I’m really tired. I go to bed early tonight.
6 I don’t think Jo has heard the news yet. You text
her as soon as possible.
7 Visitors switch off their mobiles here.
8 What do we prepare for our next English class?
T
o express obligation or necessity, we use:
• must, especial
ly when we refer to something the speaker
feels is necessary or important:
I must phone Mum.
• have to, especial
ly when we refer to something that is
necessary because of a rule or law, or because someone
else says so:
We have to wear a uniform at school.
• need to:
Ann often needs to look after her younger sister
.
To express lack of obligation or necessity, we use:
• don’t have to:
My dad doesn’
t have to wake up early. He starts work
at twelve.
• don’t need to/needn’t:
Y
ou don’t need to go to university this year.
• You needn’t do the washing up. We’ve got a dishwasher.
To express permission, we use:
• can:
You can invite some friends if you want.
• be allowed to:
Students are allowed to work part-time.
To express lack of permission or prohibition, we use:
• can’t:
Y
ou can’t leave the classroom without permission from
your teacher.
• mustn’t:
Y
ou mustn’t play loud music after 10 p.m.
• not be allowed to:
You aren’t allowed to speak during the exam.
0.7
Modal verbs for obligation
and permission
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We use defi ning relative clauses to give important information
about a person, thing, place, etc., so that it's clear which one
we are talking about. We use the following relative pronouns:
• who and t
hat to refer to people:
I have a friend who/that works as a console game teacher.
• which and that to refer to objects:
The computer which/that I use at work is very slow.
• where to refer to places:
This is the offi ce where I work.
• whose to show possession:
I don’t know whose book this is.
• why to give to a reason or explanation:
Can you tell me the reason why you are late?
We can leave out the relative pronouns who, which and that
when they are followed by a noun or pronoun:
Are you reading the report (which/that) I have written?
1 Match the sentence beginnings 1–6 with the
endings a–f.
1 This is the professor
2 Most of the products
3 An IT company
4 This letter comes from a company
5 I know a lot of people
6 This is the university
a which we buy come from China.
b which offers good services doesn’t need advertising.
c who come from South America.
d which wants to employ me.
e who teaches me a lot of useful things.
f where I studied business.
2
Choose all the answers that are possible.
1 This is the company car I told you about.
A who B which C where D that E Ø
2 The woman is talking to the receptionist is the
manager’
s wife.
A who B which C where D that E Ø
3 All the people work in my department are from
the USA.
A who B which C where D that E Ø
4 The hotel we’re staying is in Wellington Street.
A who B which C where D that E Ø
5 I’d like to buy a printer is quick and quiet.
A who B which C where D that E Ø
6 During my gap year I stayed in a village there
wer
e no doctors.
A who B which C where D that E Ø
0.8
Defi ning relative clauses
Dynamic verbs like do, work and play describe actions and
can be used in both types of tenses – simple (e.g. the Present
Simple) and continuous (e.g. the Present Continuous):
I often listen to classical music.
I’m listening to Mozart now.
State (or stative) verbs include:
• attitude verbs (describing feelings, emotions, preferences,
etc.). e.g. hate, l
ike, love, prefer
• mental/thinking verbs, e.g. believe, know, need, remember,
think, understand, want
• sense/perception verbs, e.g. feel, hear, see.
State verbs are mostly used in simple tenses, even if they refer
to something happening at the moment of speaking:
Do you understand me?
Does she want to go to the music festival?
Some state verbs can be used in the continuous form, but with
a change in meaning (e.g. think, have, look):
Do I look good in this dress?
What are you looking at?
1 Choose the correct options.
1 I t
hink / ’m thinking about going to a fashion show
tomorrow.
2 I don’
t think / ’m not thinking the show was a success.
3 Do you have / Are you having a favourite fashion
designer?
4 Does Tim have / Is Tim having breakfast right now?
5 What does Sally look / is Sally looking like? Is she tall?
2 Complete the conversations with the correct form of
the verbs in brackets.
1 A: (George/talk) to that fashion journalist in
French?
B: No way! He (not speak) any foreign languages.
2 A: (you/like) reading fashion magazines?
B: Of course. I (buy) a few every month.
3 A: Why (he/want) to buy that expensive suit?
B: Because he (think) it will make him look
smarter
.
4 A: You (look) miserable. What’s wrong?
B: I (not usually/wear) high-heeled shoes and the
ones I (wear) today are very uncomfortable.
1.2
Dynamic and state verbs
115
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We use the Present Perfect Continuous to talk about:
• actions which started in the past and continue into the
pr
esent:
I have been waiting for her since 8 o’clock.
• events which lasted for some time (and may continue into
t
he present) and whose results can be seen now:
I’m tired because I’ve been painting all day.
Like the Present Perfect Simple, common time expressions
used with the Present Perfect Continuous include for and
since.
Affi rmative Negative
I/You/We/
They
’ve (have)
been
crying.
I/
You/
We/
They
haven’t
(have
not)
been
crying.
He/She/It ’s (has)
He/
She/
It
hasn’t
(has
not)
Yes / No
questions Short answers
Have
I/you/we/
t
hey
been
crying?
Yes, I/you/we/they have.
No, I/you/we/they
haven’t.
Has he/she/it
Yes, he/she/it has.
No, he/she/it hasn’t.
Wh-
questions Subject questions
How long
have
I/you/
we/
they
been
crying?
Who has
been
crying?
has
he/
she/it
Pr
esent Perfect Continuous or Present Perfect Simple?
• We use the Present Perfect Continuous to focus on an
action or process (which may or may not be complete).
Questions in the Present Perfect Continuous often begin
with how long:
How long has she been writing books?
• We use the Present Perfect Simple to focus on an
achievement or t
he result of an action. Questions in the
Present Perfect Simple often begin with how many:
How many books has he written?
• We don't use when in quest
ions in either of the two tenses.
• State verbs are generally used in the Present Perfect
Simple only.
1.5
Present Perfect Simple
and Continuous
1 Use the prompts to write sentences in the Present
Perfect Continuous. Add since or for where necessary.
1 I / study / art / 2009
2 how long / you / wear / your glasses?
3 you / swim / all afternoon?
4 it / rain / two hours now
5 we / not watch / the match
6 my parents / study / English / fi ve years
7 how long / Joanna / work / in that café?
8 amy / surf / the Internet / all day?
9 my sister / work / as a photographer / three years
10 Hannah and Eve / revise / for their exam / all evening?
2
Choose the correct options.
1 I’ve looked / been looking for you for an hour!
2 How many paintings have you sold / been sel
ling?
3 We have travelled / been travelling for a couple of
weeks now.
4 The professor has answered / been answering more
than 100 questions about the Louvre.
5 John has known / been knowing Cynthia since
primary school.
6 I’ve seen / been seeing most of his paintings.
They are all amazing!
7 How long have you waited / have you been waiting?
8 Have you written / been writing your essay all morning?
9 How many art galleries has Dan been visit
ing / visited
today?
10 How long have you had / been having this painting by
van Gogh?
3 Complete the sentences about you. Use the Present
Perfect Simple or Continuous.
1 since last weekend.
2 for at least a month.
3 since my last birthday party.
4 since yesterday.
5 for more than a year.
6 since I was ten.
7 for two days.
8 since I was a small child.
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We use the Past Continuous:
• to describe a background scene in a story or in a description
of a main event:
On t
he day of the match it was raining and the fans were
getting wet.
• to talk about an action that was in progress when another
action took place (for the shorter action, which happened
while the longer one was in progress, we use the Past
Simple):
I was riding my bike when the policeman stopped me.
We use the Past Simple for a series of actions that happened
one after the other:
Julia got up and put on her trainers.
We use the Past Perfect to talk about an action that happened
before another action in the past (for the action that came
second, we use the Past Simple):
In the taxi I realised that I had left the ticket at home.
1 Complete the sentences with the Past Simple or Past
Continuous form of the verbs in brackets.
1 John (walk) towards the stadium when he
(hear) a loud explosion.
2 The play (end) and everyone (leave) the
t
heatre.
3 (Sue/work) at the restaurant when she
(meet) Frank?
4 We (cross) High Street when we (see) a
bank r
obbery.
5 While I (watch) tennis on TV, my sisters
(play) a computer game.
6 What (you/do) when I (call) you last night?
2 Join the sentences using the word in capitals and the
Past Simple or Past Perfect.
1 I saw Lionel Messi in the street. Nobody believed it.
THA
T
Nobody believed .
2 The match started. Then I got back home. WHEN
The match .
3 Jack’s team didn’t train enough. They lost the match.
BECAUSE
Jack’s team .
4 Ann looked at her watch. She realised she was late for
the meeting. AND
Ann .
5 Andrew didn’t lock his car. Somebody stole it. BECAUSE
Somebody .
6 The fi lm fi nished. Then Mark switched the TV on.
ALREADY
When Mark .
2.2
Narrative tenses
Verbs which follow other verbs follow different patterns:
• after aim, arrange, at
tempt, can’t afford, decide, expect,
hope, intend, manage, offer, plan, refuse, remember, seem,
tend, try, want: to-infi nitive:
They decided not to work with the sports psychologist.
• after advise, al
low, encourage, force, remind, teach, urge,
warn: object + to-infi nitive:
She taught me to believe in myself.
• after avoid, can’
t help, can’t stand, don’t mind, enjoy, fancy,
fi nish, imagine, keep, miss, stop, waste time: -ing:
Just imagine winning the competition!
• after modal verbs: can, could, might, should: infi
nitive:
You should answer his question right now.
• after make and let: object + infi
nitive:
They let me visit the stadium.
1 Choose the correct options.
1 Can you imagine playing / to play tennis with Rafael
Nadal?
2 Howard managed to score / scoring four points in the
match.
3 My sports teacher advised me not to train / not to train
so hard.
4 Mum and Dad are encouraging me trying / me to try
t
he exam.
5 They can’t make you do / doing your homework!
6 I think Manchester City might win / to win the cup this
season.
2 Complete the sentences with the correct form of the
verbs in brackets. Add me or you where necessary.
1 I can (ski) really well, but I’ve never tried
snowboarding.
2 Did your parents make (play) the piano when you
were a child?
3 I can’t afford (buy) a new tennis racket. It’s too
expensive.
4 This pool is OK, but I miss (swim) in the ocean.
5 My PE teacher at school encouraged (pursue) my
passion for swimming.
6 The footballer refused (join) the national team.
7 You shouldn’t waste so much time (watch) TV.
8 The doctor has warned (not go) running for
a mont
h.
2.5
Verb patterns
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Speculating about the present
When speculating about a present situation, we use a modal
verb + infi
nitive. We use:
• must, to express a strong belief that something is true:
John must be happy working at the zoo.
• might, may and could, when we think that it’s possible that
something is true:
The lions might / may / could be hungry now.
• can’t, to expr
ess a strong belief that something isn’t true:
It can’t be a domestic cat. It’s too big.
Speculating about the past
When speculating about a past situation or event, we use a
modal verb + have + t
he past participle form of the main verb.
We use:
• must have, to expr
ess a strong belief that something
happened:
You must have lost your mobile at the zoo.
• might have, may have and could have, when we t
hink that
it's possible that something happened:
Lucy might / may / could have missed the train.
• can’t have and couldn’
t have, to express a strong belief
that something didn’t happen:
Peter can’t / couldn’t have gone home.
1 Choose the correct options.
1 The key can’
t / must be somewhere here, but I can’t fi nd
it right now.
2 You can’t / may remember me – we met on a trip to
China last year.
3 What? You forgot your ticket and passport? You might /
can’t be serious!
4 You failed the exam, so your answers must / can’t have
been wrong.
5 I’m not sure if you are right. You could / can’
t have made
a mistake.
2 Complete the sentences with the correct form of the
verbs in brackets.
1 I might (leave) my mobile at the hotel, but
I don’
t remember.
2 Susan has been travelling for the last two weeks – she
must (be) very tired by now.
3 Wendy’s accent is a bit strange. She could (be)
Northern Irish, but I’m not sure.
4 You can’t (see) Joe in town at noon – he was at
home wit
h me.
5 Thomas has been really upset recently. He must
(have) problems at home.
3.2
Present and past
speculation
We use used to / would (+ infi nitive) to talk about past states
or actions that happened regularly in the past:
• We use used to for states (e.g. be, have, bel
ieve, like, love,
live) or actions:
I didn’t use to like travelling by plane. (But I do now.)
She used to write travel guides. (But she doesn't any more.)
• We use would for act
ions (but not states), usually in
affi rmative sentences:
As a teenager, I would visit my grandma every Sunday.
Affi rmative
I used to go backpacking every summer.
I
would go backpacking every summer.
Negative
I didn’t use to buy fl ight tickets online.
Yes / No
questions
Did he use to go on holiday in August?
Wh-
questions
What did he use to eat?
Subject questions
Who used to go camping?
When we talk about a single past action or when we don't
want to emphasise the difference between the past and the
present, we use the Past Simple instead of used to/would:
I often travelled to China.
We don’t use used to or would for single past actions:
Two years ago they went on holiday to France.
1 Use the prompts to write sentences with would. If
would is not possible, use used to.
1 Jill / get / home / at 7 p.m. every day
2 we / not have / a lot of money / in those days
3 my family / live / next to a luxury hotel
4 Damien / not drink / coffee / in the past
5 as a child / I / like / reading adventure novels
6 my grandparents / not travel / by car
7 when I was a child / I / be / very shy
8 they / go / on summer camps / at primary school
2
Choose all the answers that are possible.
1 Like many boys, I to be a pilot when I grew up.
A wanted B used to want C would want
2 I like jazz when I was at school.
A didn’t B didn’t use to C wouldn’t
3 Last Sunday Jack too late to catch the train.
A turned up B used to turn up C would turn up
4 My parents me to the seaside every summer.
A took B used to take C would take
5 Dad, a happy child?
A were you B did you use to be C would you be
6 Yesterday we our fl ight back to Australia.
A missed B used to miss C would miss
3.5
used to and would
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In sentences referring to the future, we use the Present Simple
after the following conjunctions:
• if
If you don’
t have breakfast at home, you will feel hungry
very soon.
• when
W
e will cook the pasta when Luigi arrives.
• unless
You won’t lose weight unless you eat fruit and vegetables
every day.
• before
I’l
l brush my teeth before I go to bed.
• after
W
e’ll have some coffee after we get back home.
• until
I’ll wait for you until you fi nish your homework.
• as soon as
I’ll call you as soon as I fi nish.
• as long as
I’ll make breakfast as long as you do the washing-up.
1 Choose the correct options.
1 The chef won’
t get / doesn’t get a pay rise unless she
will start to cook / starts to cook better.
2 We wil
l wait / wait for you until you will fi nish / fi nish
work.
3 Sally won’t eat / doesn’t eat anything unless you
will cut / cut her food up.
4 Sir, the waiter will serve / serves you the food when it
will be / is ready.
5 You ’ll love / love this dessert as soon as you ‘ll try / try it.
6 Sarah and Jane go / will go to that new Greek restaurant
to celebrate as soon as they fi nish / will fi nish their fi nal
exams.
7 Tim works / wil
l work part-time in a café until he fi nds /
will fi nd a new job.
8 I will go / go to a cooking school when I will fi nish / fi nish
secondary school.
4.2
Future time clauses
2 Complete the second sentence so that it has a similar
meaning to the fi rst. Use unless.
1 You won’t get fi t if you don’t exercise regularly.
You won’t get fi t regularly.
2 I won’t fi nish cooking on time if you don’t help me!
I won’t fi nish cooking on time me.
3 If you don’t hurry up, we’ll be late!
, we’ll be late!
4 If I don’t phone you to say I can’t come, I will see you
at ten.
I’ll see you at ten to say I can’t come.
5 I’ll have the last piece of the cake if none of the kids
want it.
I’ll have the last piece of the cake .
6 Jerry won’t help me if I don’t ask him.
Jerry won’t help me .
7 Denise will come with us tomorrow if she doesn’t have
to babysit.
Denise will come with us tomorrow .
8 If we don’t buy fresh fi sh today, we won’t be able to
make sushi for t
he party.
We won’t be able to make sushi for the party .
3 Join the sentences using the words in capitals.
1 I’ll eat my breakfast. It will get cold. BEFORE
2 I’ll fi nd a can of tuna. I will make a tuna salad.
AS LONG AS
3 We’ll go to the market tomorrow. We’ll buy some meat.
IF
4 We won’t order any food. Jack will get here soon. UNTIL
5 You’ll be able to check your emails later. Finish your
lunch fi
rst. AFTER
6 Jack will work as a waiter. He’ll be promoted to
restaurant manager. UNTIL
7 Monica will fi nish lunch. She’ll call you back.
AS SOON AS
8 Eric will help you with your homework. He will come
home. WHEN
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Future Continuous
We use the Future Continuous to talk about actions which will
be in pr
ogress at a particular time in the future:
We will be making a cake at 5 p.m.
Affi rmative Negative
I/You/He/
She/It/We/
They
’ll
(will)
be working
at 10 a.m.
I/You/
He/She/
It/We/
They
won’t
(will
not)
be
working
at 10
a.m.
Yes / No
questions Short answers
Will
I/you/he/
she/it/we/
they
be
working
at 10 a.m.?
Y
es, I/you/he/she/it/we/
they will.
No, I/you/he/she/it/we/
they won’t.
Wh-
questions Subject questions
What will
I/you/he/
she/it/
we/they
be
doing
at 10
a.m.?
Who will
be
working
at 10
a.m.?
Future Perfect
We use the Future Perfect to talk about actions or situations
which wil
l be completed before a particular time in the future:
I will have cooked all the dishes by 3 o’clock.
Affi rmative Negative
I/You/He/
She/It/
W
e/They
’ll
(will)
have
fi nished
lunch by
2 p.m.
I/You/
He/
She/
It/We/
They
won’t
(wil
l
not)
have
fi nished
lunch by
2 p.m.
Yes / No
questions Short answers
Will
I/you/
he/
she/
it/we/
t
hey
have
fi nished
lunch by
2 p.m.?
Yes, I/you/he/she/it/we/
they
will.
No, I/you/he/she/it/we/they
won’t.
Wh-
questions Subject questions
What will
I/you/
he/
she/
it/we/
t
hey
have
fi nished
lunch
by 2 p.m.?
Who
will
have
fi
nished
lunch by
2 p.m.?
4.5
Future Continuous and
Future Perfect
1 Choose the correct options.
1 A: Can we meet at 1 p.m. on Saturday?
B: Sorry, I ’ll be having / ’ll have had lunch with my
family.
2 A: Do you need a lot of time to fi nish this birthday cake?
B: No, I ’l
l be decorating / ’ll have decorated it by 12
o’clock.
3 A: What is John so worried about?
B: Getting a new job. If he doesn’t fi nd one, he ’ll be
spending / ’ll have spent all his money by the end of
the year.
4 A: Tom, I really need to return that library book
tomorr
ow.
B: No problem. I’ll be fi nishing / ‘ll have fi nished it by
then.
5 A: Will you be seeing / Will you have seen your
boyfriend tonight?
B: Yes, he’s taking me out to a restaurant.
6 A: What wil
l you be doing / will you have done at 7 p.m.
tomorrow?
B: I don’t have any plans. Shall we go to the cinema?
2 Complete the sentences with the Future Continuous or
Future Perfect form of the verbs in brackets.
1 Don’t phone me before 9 a.m., I (sleep)!
2 By the end of the month she (fi nish) her training
as a waitr
ess.
3 Peter, (you/use) the oven this evening? I’d like to
make pizza.
4 I’m going to do a cookery course in September. So
now I’m helping at my mum’
s restaurant. I hope I
(learn) something useful by the end of the summer.
5 How many exams (you/take) by the end of the
academic year?
6 What (Sam/do) this time tomorrow?
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We do not use an article:
• when we are talking about something in general:
Primary education is compulsory in this country.
Farmers in poor countries earn very little money.
• before the names of continents and most countries an
d towns:
in Europe, in Spain, in Berlin
Exceptions: in the United States, in the United Kingdom, in
the Netherlands, in the Hague
We use a/an:
• when we mention something for the fi rst time or to refer to
any one of a kind or group:
I’ve bought a new car. London is a big city.
• when talking about someone's job:
Lucy is a doctor
.
We use the:
• to refer to something that we have mentioned before:
He l
ived in a big city. The city was polluted.
• to refer to something specifi c or unique:
I like the colour of that shirt. Who is the King of Spain?
• to refer to a period in history:
the Renaissance
• with the superlative forms of adjectives:
the worst
• with ordinal numbers:
t
he third
1 Complete the sentences with a/an or the.
1 My mum’s secondary school teacher.
2 I was born on 16 January.
3 What do you want for lunch: chicken sandwich
or piece of pizza?
4 Is Sydney biggest city in Australia?
5 It’s fi rst time I’ve been to USA.
6 Leonardo da Vinci lived during Renaissance.
2
Complete the sentences with a/an, the or Ø (no article).
1 Wendy is famous artist. You can see her paintings
in best museums in world.
2 I think that private health care is going to become
more popular soon.
3 capital of Netherlands isn’t Hague.
It’s Amsterdam.
4 scientist has said recently that cities haven’t
changed much since nineteenth century.
5 Yesterday my brother asked me question about
natural d
isasters. I didn’t know answer.
6 Do you think secondary school students should
wear uniforms?
5.2
Articles: a/an or the,
no article
• Non-defi ning relative clauses give additional information
about the person, thing, place, etc. we are talking about.
The sentence still makes sense without this information.
Giant pandas, which are endangered species, live in the
mountains in central China. ➞ Giant pandas live in the
mountains in central China.
• We use commas to separate a non-defi ning relative clause
fr
om the rest of the sentence.
• We use who, which, where and whose (but not that) in
non-defi ning relative clauses:
Last year we visited our friends on the Aran islands, where
you can see lots of bird species.
• We can't leave out the relative pronouns in non-defi ning
r
elative clauses.
1 Complete the sentences with who, which, where or
whose.
1 That young man over there, name I can’t
r
emember at the moment, is a famous ecologist.
2 We went on an expedition to the Amazon, none
of us had ever been before.
3 The doctor, can’t have been older than thirty,
examined Lisa’s leg carefully.
4 Mrs Janet McGregor’s favourite holiday destination is
London, people don’t recognise her.
5 One of my friends, wife runs a big business, has
made a big donat
ion to an environmental charity.
6 The elephants, were drinking water from the river,
suddenly became very anxious.
2
Use the information in brackets to add a non-defi ning
relative clause to each sentence.
1 The company plans to build a skyscraper here.
(The company’s owner is Tania Hillman.)
2 This T-shirt is a prize in the competition.
(This T-shirt is made of organic cotton.)
3 Sandra saw giant pandas last year in China.
(Sandra stud
ies zoology.)
4 I’m moving to Belfast.
(I’ll work at a travel agency there.)
5 Padua attracts many tourists in the summer.
(Padua is very close to Venice.)
6 Frank studies science.
(His brother is a biologist.)
5.5
Non-defi ning relative
clauses
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Second Conditional sentences
We use Second Conditional sentences to talk about present
situat
ions or states which are impossible or very unlikely or
about something that could happen in the future but is
rather improbable. Either of the two clauses can come fi rst in
the sentence. When the if-clause comes fi rst, we use a comma
after it.
If you had an accident, who would you call fi rst?
If + Past Simple,
(condition)
would/wouldn’t +
infi nitive
(effect)
If he cycled to work every
day,
he would feel healthier.
would/wouldn’t +
infi
nitive
(effect)
if + Past Simple
(condition)
He would feel healthier if he cycled to work every
day.
wish/if only
We use wish/if only + Past Simple to expr
ess dissatisfaction
with a present situation:
I wish/If only people cared more about their health.
We use wish/if only + would + infi nitive to talk about a
present situation that we would like to be different, usually
when we fi nd it annoying. It usually refers to things we can't
change or control:
I wish/If only my sister would hurry up!
6.2
Second Conditional;
wish/if only
1 Complete the Second Conditional sentences with the
correct form of the verbs in brackets.
1 I (not take up) jogging if I (have) breathing
problems.
2 People in my city (do) sport more often if
there (be) more sports centres.
3 What (you/do) if your teacher (ask) you to
play in t
he school basketball team?
4 If my grandfather (have) a dog, he (go) for
walks more often.
5 If you (see) an accident, (you/be) able to
give someone fi rst aid?
6 I (not apply) for this job as a nurse in France if
I (not know) the language.
2 Choose the correct options.
1 My neighbours are very annoying. If only they stopped /
would stop t
heir dog chasing after my cat!
2 My sister usually makes wrong decisions. If only she
follows / would follow my advice!
3 I wish this pain went / would go away.
4 I want to go to school today. I wish I didn’t have /
wouldn’t have a temperature.
5 If only I can / could go to school by motorcycle!
6 I wish my leg didn’t / doesn’t hurt so much.
3 Match sentences 1–5 with sentences a–e.
1 It smells in here because Terry smokes.
2 You don’t look very well these days.
3 I can’t afford to go on holiday.
4 I have a lot of problems with my neighbours.
5 Sarah knows that I don’t like that boy Andrew!
a If only I earned more money.
b I wish she would stop seeing him.
c I wish he wouldn’t do it in the house.
d If only they didn’t argue so much.
e If I were you, I’d see a doctor.
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We use Third Conditional sentences to talk about possible
events in the past that did not happen. We often use them to
express regret or criticism.
We use the Past Perfect in the if-clause (describing the
condition). In the main clause (describing the effect, we use)
would/wouldn’t + have + the past participle of the main verb.
Either of the two clauses can come fi rst the sentence. When
the if-clause comes fi rst, we use a comma after it.
If I had worn a helmet, I wouldn’t have got hurt so badly.
If + Past Perfect,
(condition)
would/wouldn’t have
+ Past Participle
(effect)
If I had cycled mor
e carefully, I wouldn’t have broken my
arm.
would/wouldn’t have
+ Past Participle
(effect)
if + Past Perfect
(condition)
I wouldn’t have broken
my arm
if I had cycled more carefully.
1 Match the sentence beginnings 1–5 with the endings
a–f.
1 We would have lost our way
2 If you had left earlier,
3 They wouldn’t have got into diffi culties
4 If she had known his real character,
5 If I had prepared for that trip better,
a she wouldn’t have married him.
b if the rescue team had arrived earlier.
c you would have caught the train.
d if we hadn’t had our GPS with us.
e I would have enjoyed it much more!
6.5
Third Conditional
2 Complete the Third Conditional sentences with the
correct form of the verbs in brackets.
1 (the explorers/survive) if they (take) better
equipment?
2 If Liu (not warn) me, I (make) a serious
mistake.
3 If you (leave) an hour earlier, (you/miss) the
plane?
4 If I (not take) a torch with me, I (not fi nd) my
way out.
5 What (you/do) if your parents (not let) you
take a gap year?
6 If Tom (not fi nd) a hospital quickly, he (die)
after t
he snake bite.
3 Write a Third Conditional sentence for each situation.
1 They didn’t reach the North Pole because they ran out
of food.
2 I was tired yesterday, so I didn’t go out with my friends.
3 It took us ages to get to the airport because there was
a lot of traf
fi c.
4 Ann didn’t phone me, so I didn’t know about her
problems with the equipment.
5 He had an accident in the mountains and had to go to
hospital.
6 Gina didn’t use a mosquito net, so a mosquito bit her
and she became ill with malaria.
7 Joe didn’t wear warm clothes last weekend, so he
caught a cold.
8 We didn’t reach our destination because the weather
cond
itions were very bad.
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When we want to report what someone said, we can use Direct
or Reported Speech.
In Direct Speech the speaker’s words are not changed in any way:
‘Your son draws very well.’ ➞ They said, ‘Your son draws very
w
ell.’
In Reported Speech we often report the speaker’s words using
verbs like add, claim, explain, point out, reply, say, suggest,
tell and the pronoun that (which can be omitted). The verb tell
takes an object (me, us, John, my friend, etc.).
‘I sell paintings.’ ➞ She told me/said (t
hat) she sold paintings.
We make the following changes in Reported Speech:
• tenses:
Direct Speech
➞
Reported Speech
Present Simple
Ann: ‘I paint
pictures.’
➞
Past Simple
Ann said (that) she painted
pictures.
Present Continuous
Ann: ‘I am painting
a picture.’
➞
Past Continuous
Ann said (that) she was painting
a picture.
Present Perfect
Ann: ‘I have painted
two pictures.’
➞
Past Perfect
Ann said (t
hat) she had painted
two pictures.’
Past Simple
Ann: ‘I didn’t paint
that picture.’
➞
Past Perfect
Ann said (that) she hadn’t painted
that picture.
Past Perfect
Ann: ‘I hadn’t
painted before.’
➞
Past Perfect
Ann said (that) she hadn’t painted
before.
can/can’t
Ann: ‘I can paint.’
➞
could/couldn’t
Ann said (t
hat) she could paint.
will/won’t
Ann: ‘I won’t paint
anymore.’
➞
would/wouldn’t
Ann said (that) she wouldn’t paint
anymore.
am/is/are going to
Ann: ‘I’m going to
paint.’
➞
was/were going to
Ann said (that) she was going to
paint.
7.2
Reported Speech –
statements
• time expressions and words referring to places (depending
on the context):
now ➞ at that time/then
today ➞ that day
yester
day
➞ the day before
two hours ago ➞ two hours earlier/before
tomorr
ow ➞ the following day
here
➞ there
• demonstrative pronouns, personal pronouns, object
pronouns and possessive adjectives (depending on the
context):
this/these ➞ that/those
I/we
➞ he/she/they
me/us ➞ him/her/them
my ➞ his/her
our
➞ their
1
Report the statements.
1 ‘I’ve never heard of this artist,’ said Susan.
Susan said .
2 ‘Dad, I’m meeting Ann tomorrow,’ said Helen.
Helen told
3 ‘Yesterday someone painted some graffi ti in my street,’
said Olga.
Olga said .
4 ‘I can sell you some of my pictures,’ Paul said to me.
Paul told .
5 ‘My wife doesn’t collect paintings,’ said George.
George said .
6 ‘You cannot take photos here,’ the guard told me.
The guard said .
2
Report what John and Amanda said. Choose the
correct verb and complete the sentences.
1 Journalist: In your opinion, who is the most talented
British painter?
John: Of course, I’m t
he most talented painter in
the UK.
John claimed / added .
2 Teacher: Are you interested in the arts?
Amanda: I like opera. And I like modern art too.
Amanda said and she added / replied .
3 Nancy: You’ve lived here for about a year now,
haven’t you?
John: No, we moved here in 2010.
John told / explained .
4 Wendy: Will your parents let you go to the club?
Amanda: No, my par
ents will never let me go to
the club.
Amanda replied / suggested .
5 John: Someone has made a mistake.
Tina: Let me check it.
John pointed out / replied .
124
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Questions
To report questions, we use the verb ask and make t
he same
changes as in reported statements (tenses, pronouns, time
expressions, words referring to places, etc.).
The word order in reported questions is the same as in
affi rmative sentences (the subject comes before the verb).
When we report yes / no questions, we use if or whether:
‘Has Darina answered all the questions?’ ➞ Jan asked me
if/whet
her Darina had answered all the questions.
‘Do you often watch television?’ ➞ I asked her if/whet
her she
often watched television.
When we report wh- questions, we keep the question word
(e.g. what, who, how, where, when):
‘How old are you?’ ➞ The policeman asked the boy how old
he was.
‘When d
id John and Mary split up?’ ➞ Sam asked us when
John and Mary had split up.
Imperatives
To report imperatives, we use the verbs ask or tell, an object
and (not) to + infi nitive:
‘Please stop talking!’
➞ The director asked us to stop tal
king.
‘Don’t take any photos of me!’ ➞ Darina told the reporter
not to take any photos of her.
1 Complete the reported questions and imperatives with
the correct pronouns.
1 ‘Has your cousin directed a fi lm before?’ Sue asked Tom.
asked whether cousin had directed a
fi lm before.
2 ‘Switch on your tablets,’ Miss Smith asked her students.
asked to switch on tablets.
3 ‘What are you doing with my DVDs?’ Jake asked Mary.
asked what was doing with
DVDs.
4 ‘Don’t use your mobile phones in class!’ the teacher told
us.
The teacher asked
not to use mobile
phones in class.
5 ‘Where did you fi rst meet your best friend?’ Ann asked
me.
asked where had fi rst met best
friend.
6 ‘Join us!’ Jake and Ron told us.
told to join .
7.5
Reported Speech –
questions and imperatives
2 Report the questions.
1 ‘Are you interested in art?’ the teacher asked Jack.
The teacher asked in art.
2 ‘How often does your boss update his Facebook
profi le?’ Jen asked me.
Jen asked Facebook profi le.
3 ‘Are you going to see this fi lm again?’ Jim asked Ann.
Jim asked again.
4 ‘Will you give us an autograph?’ the boys asked the
actr
ess.
The boys asked an autograph.
5 ‘When did you lose your mobile phone?’ Nick asked
Eve.
Nick asked her mobile phone.
6 ‘Has Paula painted all these pictures herself?’ I asked
Olga.
I asked herself.
3
Report the imperatives.
1 ‘Please, close the window,’ the teacher said to Sara.
The teacher asked .
2 ‘Don’t interrupt me!’ she told John.
She told .
3 ‘Don’t be late for lunch again, Helen,’ said Dad.
Dad asked .
4 ‘Stop watching television and do your homework!’ my
mum said to me.
My mum told .
5 ‘Please, come in and wait for me in the living room,’
Gary told us.
Gary asked .
6 ‘Don’t ask me about my ex-husband again,’ the fi lm star
told t
he journalist.
The fi lm star told .
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We use the Passive when we are more interested in the action
itself than the ‘doer’ (the agent) of the action:
The bank has been robbed three times.
However, if we want to mention the agent, we need to use the
word by:
The bank was robbed by three men.
We form the passive with an appropriate form of the verb to
be and the past participle form of the main verb:
The robbers will be arrested soon.
The robbers have been arrested.
The robbers were arrested last night.
Present
Simple
Too many crimes are committed every year.
Present
Continuous
Tony is being questioned by the police.
Past Simple When
was the money stolen?
Past
Continuous
The police station
was st
ill being built
in 2005.
Present
Perfect
A homeless shelter has just been opened
in my town.
Past Perfect Someone told me I
had been seen at t
he
crime scene.
will He will be sentenced to at least ten years
in prison.
8.2
The Passive
1 Rewrite the sentences in the Passive. Use an agent only
if necessary.
1 Somebody has stolen my bicycle.
2 Somebody will clean the offi ce later.
3 The police are using a new computer system to
investigate crimes.
4 People destroyed twenty books at the city library last
mont
h.
5 Journalists were asking a lot of questions.
6 We have sold ten silver rings today.
7 Somebody found a wallet full of money yesterday.
8 Students at our school will remember Miss Jenkins,
the head teacher.
2 Complete the sentences with the correct active or
passive form of the verbs in brackets.
1 a We didn’t know anything about the results of the new
pr
oject because we (not inform) about it.
b Our boss didn’t know anything about the results of
the new project because we (not inform) him.
2 a I (follow) him. I’m right behind him.
b I (follow). They’re right behind me.
3 a I regularly (donate) money to this charity.
b How much money (donate) to this charity
every year?
3 Complete the sentences with the correct passive form
of the verbs in the box.
elect employ exclude fi nd
investigate offer organise raise
1 A new president at the moment.
2 the case still by the police offi cers two days
ago?
3 Amy just as the manager of the local animal
shel
ter.
4 How often the charity bake sale at your
school?
5 Tim told us he a job as a prison psychologist two
days befor
e.
6 When Peter from school?
7 I don’t think the stolen painting very soon.
8 How much money for charity since last month?
GRAMMAR FOCUS
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We use have + object + past participle to talk about things
that we don't do ourselves but arrange for someone else
(usually a professional) to do for us.
Present
Simple
I have my house cleaned every Friday.
(by a professional cleaner)
Present
Continuous
Are you having the locks changed?
(by a locksmith)
Past Simple We had the kitchen painted.
(by a professional painter)
Past
Continuous
Last week Jack was having his bathroom
r
emodelled.
Present
Perfect
They
have just had a pool installed in the
garden.
will When will Helen have the paintings hung
in her fl at?
be going to When are you going to have a garage built?
We can use get instead of have:
We will get/have our living room redecorated next spring.
We had/got new windows fi tted last year.
1 Complete the sentences with the correct form of have.
1 Last weekend I my bike repaired, so I couldn’t go
for a bike ride.
2 A: you your wedding organised?
B: Y
es, we are. We’re too busy to do it on our own.
3 Aunt Sophie is eighty years old and she doesn’t cook
any more. She her meals delivered every day.
4 The windows look really shiny! you them
cleaned r
ecently?
5 A: Where did you buy your new wooden furniture?
B: I it designed and made by a carpenter.
6 Hi, Sandra. Sorry, can I call you back later? I my
hair cut at the moment.
8.5
have something done
2 Will and Bill are neighbours. Complete the sentences
about Will using have something done.
1 Bill cuts his grass twice a week.
Will twice a week.
2 After the storm last week Bill repaired his roof.
After the storm last week Will .
3 Bill is going to change his locks because of burglaries in
t
he area.
Will because of burglaries in the area.
4 At 10 a.m. Bill was painting his garden wall.
At 10 a.m. Will .
5 Bill has just planted some apple trees.
Will .
6 Bill is building a tree house for his children.
Will for his children.
3 Complete the sentences with the correct form of the
words in brackets. Use have something done where
necessary.
1 a Susan is a hairdresser. She (cut/people’s hair)
for money.
b I’m afraid you can’t see Joan yet. She’s in her room
wit
h her hairdresser – she (style/her hair).
c When I was a little kid, I once (cut/my hair)
myself.
2 a Excuse me, could you (take/a photo) of us,
please?
b I need to (take/a photo) for my new passport.
c You have to pay €10 if you want to (take/
photos) inside t
he museum.
3 a I’m using public transport this week because my car
is at the mechanic’s. I (it/repair).
b Tom’s a mechanic. He (repair/cars).
c We can (repair/your car) at our garage.
Here are our prices.
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