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I<br />

<strong>Vo</strong>.t <strong>are</strong> <strong>going</strong> <strong>to</strong> <strong>hear</strong> a <strong>news</strong> <strong>broadcast</strong>. <strong>Before</strong> <strong>you</strong> <strong>listen</strong>,<strong>look</strong> <strong>at</strong> the<br />

television screens and guess wh<strong>at</strong> the <strong>news</strong> s<strong>to</strong>ries <strong>are</strong>.<br />

E m Listen and check if <strong>you</strong> were right. As <strong>you</strong> <strong>listen</strong>, put the television<br />

screens in the order <strong>you</strong> <strong>hear</strong> the s<strong>to</strong>ries. 1 ........ 2 ........ 3 ........ 4 ........<br />

E W<br />

Listen again and answer these questions. S<strong>to</strong>p the recording when <strong>you</strong> need <strong>to</strong>.<br />

1 Where will the Prime Minister be for the next two days? At-..*....c.pnf.s.f .a.!F.8..in...y:)45hit9tpn,.<br />

3 Wh<strong>at</strong> is Cherry Pickles <strong>at</strong>tempting <strong>to</strong> do?<br />

6 How long will the mo<strong>to</strong>rway remain closed? ..........................<br />

!l root <strong>at</strong> <strong>you</strong>r answers <strong>to</strong> Exercise 3.<br />

1 \Alhich prepositions <strong>are</strong> used in answers about time?<br />

2 \{hich prepositions <strong>are</strong> used in answers about place?<br />

Le2


L Prepositions of place<br />

In, <strong>at</strong> and on<br />

In is used:<br />

I for someone or something inside a limited<br />

<strong>are</strong>a (e.g. a <strong>to</strong>wn, a country, a garden):<br />

The Prime Minister is in Washing<strong>to</strong>n ...<br />

... she still intends <strong>to</strong> be in Chile ...<br />

There <strong>are</strong> some louely trees in this garden.<br />

I for someone or something inside a<br />

building, room, or container:<br />

... <strong>hear</strong>d shouting in the manager's office.<br />

Do <strong>you</strong> leeep <strong>you</strong>r credit cards in this wallet?<br />

On is used:<br />

I for a point on a fixed line (e.g. a road,<br />

the coast):<br />

... Napier, on the west coast ...<br />

They were called <strong>to</strong> the banle on the<br />

High Street.<br />

I for a point on a surface:<br />

... Christchurch, on the south island ...<br />

There's a hoole on the wall for co<strong>at</strong>s.<br />

s withfloor and ceiling:<br />

There's a spider on the ceiling.<br />

r for public transport vehicles, such as buses,<br />

trains or planes:<br />

They met on a plane.<br />

I can't read on the bus.<br />

A but we use in for cars and taxis:<br />

He came home in a taxi.<br />

At is used:<br />

r when we think about a place in terms of its<br />

function or as a meeting place:<br />

... then haue talles <strong>at</strong> the White House.<br />

I 'leeep my tennis racket <strong>at</strong> the sports club,<br />

I'll see <strong>you</strong> <strong>at</strong> the the<strong>at</strong>re,<br />

r for an event:<br />

He will remain q.t the conference ,..<br />

There were a lot of strangers q.t the party,<br />

Across and oaer<br />

There <strong>are</strong> many places where either &cross or<br />

ouer canbe used:<br />

... a footbridge across / ouer the mo<strong>to</strong>rway ...<br />

but comp<strong>are</strong>:<br />

Their eyes nxet across the table.<br />

... her &ttempt <strong>to</strong> sail alone across the Pacific.<br />

across \<br />

The children climbed oaer the wall.<br />

over<br />

,'ff\<br />

rUl<br />

rur<br />

rliffir<br />

r@l<br />

rHllr<br />

rffil<br />

-.' ffi<br />

t'*<br />

Aboae and ouer<br />

Aboue or ouer is used if one thing is higher<br />

than another:<br />

The worleshop is aboae / oaer the garage.<br />

Ouer is used when one thing covers another:<br />

Put this rug oaer th<strong>at</strong> old chair.<br />

Aboue is used when the two things <strong>are</strong> not<br />

directly on <strong>to</strong>p of each other:<br />

The hotel is aboae the beach.<br />

Aboue is used in documents:<br />

Please don't write aboae the line.<br />

183


andq andbelow<br />

Under or below is used if one thing is lower<br />

than another:<br />

The garage is below / uniler the worLeshop.<br />

Under is the opposite of ouer:<br />

There's a beautiful old chair under th<strong>at</strong> rug.<br />

Below is the opposite of aboue:<br />

The beach is belout the hotel.<br />

Below is used in documents:<br />

Please don't write below the line.<br />

Along andtlwough<br />

Along is used for something which follows<br />

a line:<br />

We strolled along the riuerbank <strong>at</strong> dusle.<br />

There were cheering uowds along the route of<br />

the procession.<br />

ta.----r'<br />

along<br />

Through means from one side of something<br />

<strong>to</strong> the other side of it:<br />

The mo<strong>to</strong>rwey pesses through Birmingham.<br />

I struggled through the crowd <strong>to</strong> reach a<br />

telephone.<br />

We could see the sea th.rough the trees.<br />

through<br />

By andbesiile<br />

By can be used in the same way as beside,<br />

meaning'next <strong>to</strong>':<br />

... a security man standingby /besid.e the door<br />

of the bank ..,<br />

I'd loue <strong>to</strong> liue by / besiile a lalee.<br />

Between and an<strong>to</strong>ng<br />

Between is used when we talk about two<br />

places, things or people:<br />

The dictionary is between the grammar boole<br />

and the <strong>at</strong>las.<br />

... the mo<strong>to</strong>rway between London and Oxford ...<br />

Among is used <strong>to</strong> identify something as part<br />

of a group:<br />

Is there a dictionary somewhere a.rnong<br />

these booles?<br />

w;t( 5<br />

t'rl'! -1! *<br />

;l<br />


2 Prepositions of time<br />

At, on andin<br />

Ar is used:<br />

c for a point of time:<br />

... <strong>at</strong> the start of her ettennpt <strong>to</strong> sail alone<br />

across the Pacific.<br />

r' for the time of day:<br />

<strong>at</strong> six o'clock, <strong>at</strong> dawn, <strong>at</strong> lunchtime<br />

I for seasonal holidays:<br />

<strong>at</strong> Christmas, <strong>at</strong> Easter<br />

r for the following expressions:<br />

<strong>at</strong> the weekend, <strong>at</strong> first, <strong>at</strong> lest, a.t present<br />

(= now), a.t the moment (= now), <strong>at</strong> times<br />

(= sometimes), <strong>at</strong> once (= immedi<strong>at</strong>ely)<br />

On. is used for d<strong>at</strong>es and days (including<br />

special days):<br />

on Monday, on 3rd December (note th<strong>at</strong> we<br />

say: on the third of December), on New Year's<br />

Day, on Christmas Day, on my wedding<br />

anniversary<br />

In. is used for all or part of a period of time:<br />

in the afternoon, 'in winter, in the twenty-first<br />

century, in the Middle Ages<br />

By andu.ntil<br />

By means th<strong>at</strong> something happens not l<strong>at</strong>er<br />

than, and possibly before, the time mentioned:<br />

,.. she sill intends <strong>to</strong> be in Chile by the end<br />

of the year. (= <strong>at</strong> the end of the year, or<br />

possibly before)<br />

Can we finish this worle by four o'clocle? (= not<br />

l<strong>at</strong>er than four o'clock)<br />

Until means th<strong>at</strong> something continues up <strong>to</strong>,<br />

but not l<strong>at</strong>er than, the time mentioned:<br />

,,. part of the mo<strong>to</strong>rway will remain closed until<br />

this afternoon. (= it will open this afternoon)<br />

Until is often used with a neg<strong>at</strong>ive, meaning<br />

'not before':<br />

We can't e<strong>at</strong> until all the guests arriue. (= we<br />

can e<strong>at</strong> when they <strong>are</strong> all here)<br />

In, ihning andfor<br />

In and d"rirg <strong>are</strong> often used with the same<br />

meaning:<br />

In / During the summer we often go for<br />

long walles.<br />

bu duri.ng shows a particular event against<br />

the background of a period of time:<br />

The manager was released ihning the night ...<br />

especially if it is an interruption:<br />

They walleed out of the hall il.uring the speech.<br />

For shows how long something lasts:<br />

He will remain <strong>at</strong> the conference for two days ,..<br />

We went <strong>to</strong> Spainfor the summer.<br />

In shows how soon something happens:<br />

In less than an hour we had <strong>hear</strong>d all about<br />

his aduentures.<br />

I'll meet <strong>you</strong> in ten minutes.<br />

185


,'l II<br />

I<br />

Sutu is on the train and she's phoning her friend Rebecca. Complete<br />

the convers<strong>at</strong>ions with the prepositions in the box.<br />

<strong>at</strong> ai"": bi"":':by du1i*g: 'furl in in ger .over until<br />

In Rebecca's office, 11.30 am.<br />

Rebecca: RebeccaWhite.<br />

Sara:<br />

the st<strong>at</strong>ion?<br />

Rebecca: Wh<strong>at</strong> time?<br />

Sara: Three.<br />

Rebecca: I think so. The car's got a puncture. If I can arrange <strong>to</strong> get it fixed<br />

(3) my break, I'11be there.<br />

Sara: Thanks, th<strong>at</strong>'s gre<strong>at</strong>.<br />

At the g<strong>are</strong>ge, 1.40 pm.<br />

Rebecca: Can <strong>you</strong> fix this puncture for me?<br />

Mechanic: Yes, probably. But my assistant won't be back from lunch .... ...... ..... (4)<br />

half an hour and I'11be working on this other job .................. (5) then.<br />

Rebecca: Well, I've got <strong>to</strong> collect someone from the st<strong>at</strong>ion (6) three.<br />

Mechanic: Oh, th<strong>at</strong>'s no problem. We'll have it done ............ (7) half past<br />

two easily.<br />

Rebecca: Thanks. I'llbe back ............. . . (8) an hour, OK?<br />

Mechanic: Fine. See <strong>you</strong> then.<br />

On the tain, 2.L0 pm.<br />

Sara: Hello?<br />

Rebecca: The car's being fixed now. I'll wait for <strong>you</strong> (9) the<br />

main door of the st<strong>at</strong>ion, so I can help carry <strong>you</strong>r stuff.<br />

Sara:<br />

Don't worry. I haven't got anything heavy. I'11 see <strong>you</strong> ...................... (10)<br />

the car park. It's just ................ .. (11) the footbridge, isn't it?<br />

Rebecca: Yes, all right. See <strong>you</strong> there.<br />

Sara: Bye.<br />

186


ll<br />

Eiff in the gaps in this postcard with suitable prepositions.<br />

Dear fthiarrnon,<br />

How^<strong>are</strong> .pu? l'^^ eryoyirrl thir trip <strong>to</strong> Corrrwall.<br />

........n-T-....... (1) the xoraert, we're stayia4<br />

(2) tla. pretty little <strong>to</strong>u of 3t lver<br />

(3) the north coart. T\ere <strong>are</strong> lotr of<br />

arl. lalleries (4) the <strong>to</strong>wn, 5o h,e vitit<br />

or.e of thel^ each raorrin4 ard ther ..............,.,.... (5)<br />

the afterrroo^ r^€.<br />

,o <strong>to</strong> the beach ..................... (6)<br />

ar hol,rr or two. (7) the h€eke^d, r^,e<br />

plar <strong>to</strong> drive <strong>to</strong> tlre routh coait. Frou tlere tre'll<br />

Oy <strong>to</strong> the


-)'<br />

I<br />

lr<br />

I<br />

e hotel owner is showing some visi<strong>to</strong>rs round his new premises. Fill in<br />

the gaps with suitable prepositions.<br />

We're now standing .........1t1)......... (1) the lounge, a beautiful room, with paintings<br />

(2) the ceiling and a wonderful view ............. (3) the park <strong>to</strong> the hills<br />

(4) it.The cellar is being decor<strong>at</strong>ed (5) present, but we will<br />

open it as a restaurant .............. (6) a few months' time. ............ . . (7) then we <strong>are</strong><br />

serving meals (8) the dining-room only.<br />

Do <strong>you</strong> see the trees planted all<br />

door? They <strong>are</strong> <strong>going</strong> <strong>to</strong> be hung with coloured lights<br />

occasions. If we go<br />

(9) the sides of the road up <strong>to</strong> the front<br />

(10) special<br />

(11) th<strong>at</strong> g<strong>at</strong>e, we'll reach the rose garden, where <strong>you</strong><br />

can see a number of interesting sculptures on display . . ... ... (12) the bushes.<br />

188


Use of English<br />

For questions 1-15, read the text below and <strong>look</strong> c<strong>are</strong>fully <strong>at</strong> each line. Some of<br />

the lines <strong>are</strong> correct, and some have a word which should not be there. lf a line is<br />

correct, put a tick (/). |'f a line has a word which should not be there, write the<br />

word. There <strong>are</strong> two examples <strong>at</strong> the beginning (O and O0).<br />

A DAY OUT<br />

0<br />

00<br />

L<br />

2<br />

3<br />

4<br />

5<br />

6<br />

7<br />

8<br />

9<br />

10<br />

LL<br />

L2<br />

13<br />

L4<br />

15<br />

We visited an arts centre on the road between Salisbury and<br />

Winchester last week. lt used <strong>to</strong> be on a farm and the new<br />

owners have made the clever use of some old barns, stables<br />

and other buildings. There <strong>are</strong> several small studios of which<br />

can be rented so cheaply by local painters, sculp<strong>to</strong>rs, potters and<br />

other artists <strong>to</strong> work in. The barn has been turned in<strong>to</strong> a most<br />

<strong>at</strong>tractive designed gallery. The current exhibition has some lovely<br />

modern glass from Scotland. The gallery is used <strong>to</strong> show of the<br />

work of the artists who use the studios in addition <strong>to</strong> holding<br />

exhibitions by more than famous artists from other parts of the<br />

country. Most of all the artists were in their studios when we<br />

visited th<strong>at</strong> and we were able <strong>to</strong> talk <strong>to</strong> them about wh<strong>at</strong><br />

occup<strong>at</strong>ions they were doing. One potter <strong>to</strong>ld us th<strong>at</strong> it can<br />

be quite a lonely job <strong>at</strong> some times, so she is happy<strong>to</strong> be in a<br />

place where she feels she is among people who understand her<br />

work. They can go across the yard for have coffee and a ch<strong>at</strong><br />

and sh<strong>are</strong> their problems one with each other.<br />

189


,'l lt<br />

After <strong>you</strong> have checked <strong>you</strong>r :rnswers <strong>to</strong> the exam task, read the text c<strong>are</strong>fully<br />

once more. Then fill in ih" gaps with the correct prepositions without <strong>look</strong>ing<br />

back <strong>at</strong> *le text.<br />

' '.r.i,r''<br />

1 The arts centre is .........911........ the road Salisbury and Winchester.<br />

2 The ar--------------tists,.were ,,.,.................... their s6digs,,wh*lre yi$ : : :<br />

+ She.,iai ,.'ghs vy<strong>at</strong>'',tnppy <strong>to</strong> be .......::.::.......... people whq unders<strong>to</strong>odl'lh ,,,*ork.<br />

5 The,,artists go --..,.1,.1,1,,.,. th€ yard for,coffee. , .,.,,<br />

Writing<br />

Your family is exchanging homes with some English friends for a fortnisht's holiday. Your<br />

English friends have visited <strong>you</strong>r country before, but they have not been <strong>to</strong> <strong>you</strong>r <strong>are</strong>a. You<br />

decide <strong>to</strong> leave a letter telling them about places <strong>to</strong> visit and when they <strong>are</strong> open. Write<br />

a letter in 12O-18O words in an appropri<strong>at</strong>e style. Do not write any addresses.<br />

This task gives <strong>you</strong> a chance <strong>to</strong> practise:<br />

using prepositions for places and times.<br />

Useful words and expressions<br />

bar*, gl@ hcal s@a'' rn*ann,t sfw' '' *U, wp* i, swhnming pool<br />

in the (ciry) cmte, iust up tlw roa.d, not far from, on thc outshirts<br />

&t weekends, on weekda.ys<br />

190


!| <strong>Vo</strong>" <strong>are</strong> <strong>going</strong> <strong>to</strong> <strong>hear</strong> a man called Andy telling his wife, Dawn, about a fire.<br />

<strong>Before</strong> <strong>you</strong> <strong>listen</strong>, <strong>look</strong> <strong>at</strong> the pictures. Wh<strong>at</strong> is happening in each one?<br />

E Wl,isten<br />

and decide which picture best fits wh<strong>at</strong> Andy tells Dawn. Wh<strong>at</strong> is wrong<br />

E m Listen again and fill in the gaps.<br />

1 ... wh<strong>at</strong>'s happened ...1q............... <strong>you</strong>r jacket?<br />

2 ... there's no need <strong>to</strong> shout ...................... me.<br />

3 ... an adventure the way home.<br />

4 I called the fire brigade my mobile ...<br />

5 I got in ...................... breaking a window.<br />

6 ... smashed a window ...................... hitting it ...<br />

7 I covered my face a handkerchief.<br />

8 You could have been real danger.<br />

9 ... the fire brigade were ...................... control ...<br />

10 ... they thanked <strong>you</strong> saving their property.<br />

I<br />

1'1, ... do <strong>you</strong> forgive me ...................... being l<strong>at</strong>e?<br />

1.2 | can't be angry <strong>you</strong> now.<br />

13 I'll make a really nice supper ...................... <strong>you</strong>.<br />

14 l'm <strong>look</strong>ing forward e<strong>at</strong>ing it ...<br />

foot <strong>at</strong> <strong>you</strong>r answers <strong>to</strong> questions 5 and 6 in Exercise 3. Which preposition is used <strong>to</strong><br />

show how something is done?<br />

191


L Prepositions which follow verbs and adjectives<br />

Verb + preposition<br />

Some verbs <strong>are</strong> nearly always followed by a particular preposition.<br />

These include:<br />

. approue of She doesn't q+rproae of smoleing.<br />

s mquire about: We enquireil about our hotel reseru<strong>at</strong>ion.<br />

s insist on: My boss iruisrs on not hauing plants in the office.<br />

t lo ok forward <strong>to</strong> : I'm r eally <strong>look</strong>ing forutaril <strong>to</strong> e <strong>at</strong>ing it.<br />

t succeed in: Did <strong>you</strong> succeeil in finding accommod<strong>at</strong>ion?<br />

Notice th<strong>at</strong> prepositions <strong>are</strong> followed by a noun or by the -ing form:<br />

We enquired about booking a room.<br />

We enquired about our hotel reseru<strong>at</strong>ion.<br />

Verb + object + preposition<br />

Some verbs <strong>are</strong> nearly always followed by an object and a particular<br />

preposition. These include:<br />

. &ccuse someone of: They accused. the gbl of taking the parcel.<br />

. congr<strong>at</strong>ul<strong>at</strong>e someone on: He congr<strong>at</strong>ul<strong>at</strong>ed. me on passing the exam.<br />

t forgiue someone for: She can't forgiue th<strong>at</strong> rnan for all the lies he <strong>to</strong>ld.<br />

. preuent someone / sonxething (from): I t'ried <strong>to</strong> preaent the box (fro*)<br />

slipping off the se<strong>at</strong>.<br />

. suspect someone of: I suspect her of being dishonest.<br />

Verb + different prepositions<br />

Some verbs <strong>are</strong> followed by different prepositions, which change the<br />

meaning. These include:<br />

. egree with someone and agree about something:<br />

I quite a.gree with <strong>you</strong>, I thinle <strong>you</strong>'re right. (= a person)<br />

My f<strong>at</strong>her and I d.on't agree about politics. (= n subject)<br />

c ask for something and ask about something:<br />

He askeil me for some money. (= he requested)<br />

She asked me about rny plans for the summtr (= she enquired)<br />

e laugh about and laugh <strong>at</strong>:<br />

I was l<strong>at</strong>e but he wasn't an{!, he just laugheil about it. 1= lonn4 it funny)<br />

I can't wear this h<strong>at</strong>. Everyone willlau.gh a.t me. (= made fun of - unkindly)<br />

L92


think of and think about:<br />

Wh<strong>at</strong> do <strong>you</strong> think of my new jacleet? It's gre<strong>at</strong>. (= wh<strong>at</strong> is <strong>you</strong>r opinion?)<br />

Wh<strong>at</strong> <strong>are</strong> <strong>you</strong> thinleing about? Lunch - I'm hungryl (= wh<strong>at</strong> is in<br />

<strong>you</strong>r mind?)<br />

throw <strong>at</strong> and throw ro (also shout <strong>at</strong> / point <strong>at</strong> and shout <strong>to</strong> / point <strong>to</strong>):<br />

The little boy threw the ball <strong>to</strong> his f<strong>at</strong>her. (= part of a game)<br />

Don't throw <strong>to</strong>ys <strong>at</strong> <strong>you</strong>r sister, Harry, <strong>you</strong> might hurt her. (= probably angry<br />

or rude)<br />

To be + adjective + preposition<br />

Some adjectives <strong>are</strong> nearly always followed by a particular preposition.<br />

These include:<br />

. engry about (something); Sha's engry about the theft of her purse.<br />

. angry with (someone): He's uery qngry with his assistant.<br />

s good /bad <strong>at</strong> (something): She's gooil <strong>at</strong> drawing fTowers.<br />

s pleased about (something): My p<strong>are</strong>nts uteren't Ttleased about rny bad report.<br />

t pleased with (something or someone): Granny was uery gileased. with the boole<br />

<strong>you</strong> sent her.<br />

s rude / polite <strong>to</strong> (someone): Don't be rude <strong>to</strong> anyone <strong>at</strong> the party.<br />

t (un)leind <strong>to</strong> (sorneone): The children were extemely unleinil <strong>to</strong> the new boy.<br />

2 Prepositions used <strong>to</strong> expreas who, how and why<br />

By, with and for<br />

We use by vith passive verbs, for the person or thing which does the action:<br />

The window was srnashedby Anily.<br />

The fire was startedby an electricalfaub.<br />

We use by * -ing <strong>to</strong> show how something is done:<br />

He smashed the window by hitting it with a hammer.<br />

He got inbybreaking a window.<br />

We use with + noun for a <strong>to</strong>ol (or other object):<br />

He smashed the window with aham.mer.<br />

He couered his face with his handkerchief.<br />

We use/or + -ing or a noun <strong>to</strong> explain the purpose of a <strong>to</strong>ol or other object:<br />

Hammers <strong>are</strong> norrrually for lenocking in nails, not for smashing windows!<br />

He leeeps a bag of <strong>to</strong>ols in his car for emergencies.<br />

We can also usepr + -ing or a noun <strong>to</strong> explain the reason for something:<br />

The owners of the house thanLeed himfor sailng their property.<br />

He received an award for bra.ntery.<br />

rg3


*)* )<br />

-__J<br />

l<br />

3 Expressions with prepositions<br />

We use prepositions in the following fixed expressions:<br />

. ways of travelling:<br />

by air, by plane, by road, by car, by bus, by rail, by trainbtt on foot<br />

. ways of contacting people:<br />

by post, by email, by phonebut <strong>to</strong> be on the phone (= using the phone)<br />

. ways things can happen:<br />

by chance, by accident, by mistalee but on purpose<br />

a reasons for being somewhere:<br />

on holiday, on / off duty, on business<br />

e circumstances:<br />

in love, in secret, in priu<strong>at</strong>e, in public, in / out of sight, in / out of debt,<br />

in / out of danger, in / out of dfficuhies, in a hurry, in a temper, 'in control,<br />

in charge of, <strong>at</strong> peace, a.t w&r, <strong>at</strong> woile, <strong>at</strong> horne<br />

A Don't make mistakes with these expressions:<br />

s <strong>at</strong> least and <strong>at</strong> last:<br />

Th<strong>at</strong> bilee must haue cost <strong>at</strong> least five hundred pounds. (= not less than)<br />

The worle <strong>to</strong>ok a long time but <strong>at</strong> last it was finished. (= finally)<br />

t on the way and in the way:<br />

I'm <strong>going</strong> <strong>to</strong> my office so I'll call and see <strong>you</strong> on the way. (= between two<br />

points on a journey)<br />

I can't nxoue the table because th<strong>at</strong> chair's in the wW. G blocking a p<strong>at</strong>h<br />

between two obiects / people)<br />

s on time and in time:<br />

If the train's on time, I'll be home <strong>at</strong> six. (= punctual)<br />

If we leaue now, we'll be home in time <strong>to</strong> see the <strong>news</strong>. (= <strong>at</strong> or before<br />

the correct time)<br />

a in the end and <strong>at</strong> the end:<br />

She didn't want <strong>to</strong> come with us, but in the enil we persuaded her.<br />

(= the final result)<br />

It was a gre<strong>at</strong> show and the audience applauded loudly <strong>at</strong> the enil.<br />

(= the last thing <strong>to</strong> happen)<br />

. <strong>to</strong> be the mqtter with and <strong>to</strong> be about:<br />

Wh<strong>at</strong> was the m<strong>at</strong>ter with Lesley? W was she upset?<br />

(= something wrong)<br />

Wh<strong>at</strong>'s th<strong>at</strong> boole about? (= subject)<br />

c <strong>to</strong> be in charge of and <strong>to</strong> be responsible for:<br />

He's in charge of the office and makes all the important decisions,<br />

(= he's the boss)<br />

I'm responsible for trauel arrangements, but not accommod<strong>at</strong>ion.<br />

(= it's my duty)<br />

Lg4


I<br />

mit" sentences describing wh<strong>at</strong> happened in each of the pictures, using the words glven.<br />

Can <strong>you</strong> tell me wh<strong>at</strong> trains there <strong>are</strong> <strong>to</strong> Scotland?<br />

(enquired)<br />

te..en#ys4...*hrl..tr..*in.s-..Jp...9..ss11*n4.,.......................<br />

Well done! You certainly deserved <strong>to</strong> win this <strong>to</strong>urnament.<br />

(congr<strong>at</strong>ul<strong>at</strong>ed)<br />

No, <strong>you</strong> can't come in here.<br />

(preuented)<br />

4<br />

I'm so sorry I forgot <strong>to</strong> phone <strong>you</strong>.<br />

It's OK, I'm not angry.<br />

ffiffi(rorgaue)<br />

You've been reading my diary!<br />

(accused)<br />

No, I didn't either.<br />

195


E<br />

t" eight of these sentences there is <strong>at</strong> least one wrong preposition.<br />

Underline each mistake and write the correction.<br />

1 Yoo know gou shooldn't phone rne rl wonki ..................*1...q{d!.<br />

2 Yvonnedoesn'f opprove on wecning recl fun bof Ido doesn't cgnee fo hen<br />

3 Who is nesponsible of setfing the bcrnglon olonrn?<br />

4 I osked the rnoncgen of ocJvice for fnoining but he jusf shooted ongnilg with rne fon distunbing hirn<br />

5 Jornie ond Pio wene bnoltghf <strong>to</strong> fhe fheofne bg thein ponents.<br />

6 The rnenrnoid wos cornbing hen horn bg o silver cornb. ............<br />

7 No one's hod ong coke. Whot's the rnotten of itp .............<br />

9 Do gou know the nonre of the thing go0 Lrse fon opening wine bottles? ......................<br />

10 Monco didn'f undensfond whct the plog wos in becoctse fhene wos o pillon on the wog so<br />

p fiff in the gaps in these <strong>news</strong>paper articles with suitable prepositions.<br />

The wedding <strong>to</strong>ok place last S<strong>at</strong>urday of a<br />

couple who fell ..........1n........ (1) love<br />

through the internet. Penny and Peter<br />

communic<strong>at</strong>ed ...................... (2\ email for<br />

six months until they discovered<br />

(3) accident th<strong>at</strong> they worked<br />

(4) the same building.<br />

Acnrally I had noticed her before and<br />

liked her, but I was <strong>to</strong>o shy <strong>to</strong> speak <strong>to</strong> her<br />

(5) public,' said blushing<br />

Peter. 'When I realised she was my<br />

internet friend, <strong>at</strong> first I suspected her<br />

(5) laughins ...................... (7)<br />

me, and I was quite angry ............. (8)<br />

it. But luckily she succeeded .... .... ............ (9)<br />

persuading me th<strong>at</strong> I was wrong. Now<br />

we'rc <strong>look</strong>ing forward ...................... (10)<br />

spending our lives <strong>to</strong>gether.'<br />

196


A FBENCH BANK ROBBER WAS<br />

rrested yestetday """"""""""" (1)<br />

faioUntift, two Years<br />

-ftq Pt<br />

.ti*". "a former cashigl<br />

......'...- (2)<br />

recognised him """"'<br />

.fl*""" in the hotel where she<br />

**<br />

"""""-'- "'-"- (3)<br />

""yt"g<br />

business and rePoted him.<strong>to</strong> '<br />

,rt" r""*ltY guard """"' (4)<br />

J.rty. ttt" guard accused him<br />

c{<br />

I<br />

I<br />

An elderly brother and<br />

sister were reunited <strong>to</strong>day<br />

and their papers were<br />

lost, Cecil's granddaughter<br />

of them never returned.<br />

When I thought l'd found<br />

for the first time since they<br />

began trying <strong>to</strong> find Freda<br />

Freda, I wanted <strong>to</strong> tell Dad<br />

were children. Freda and<br />

Cecil Brown's p<strong>are</strong>nts had<br />

five years ago. 'lt was hard,<br />

but ...................... (4) last I<br />

immedi<strong>at</strong>ely, but I decided<br />

<strong>to</strong> meet her ...................... (7)<br />

been ...................... (1) debt<br />

and the children had been<br />

put in children's homes<br />

until their family was<br />

(2) difficulties.<br />

But the country was<br />

(3) war, the<br />

found the daughter of the<br />

woman who had been<br />

(5) charge of<br />

the home where Freda was.<br />

She said th<strong>at</strong> some of the<br />

girls were sent <strong>to</strong> Canada<br />

<strong>to</strong> be .............. (6) danger<br />

secret first, in case I was<br />

wrong, But I was right.'<br />

Two days ago, Cecil<br />

travelled (8)<br />

air for the first time<br />

(e) his life.<br />

'We've got a lot of c<strong>at</strong>ching<br />

children were separ<strong>at</strong>ed,<br />

during the war and many<br />

up <strong>to</strong> dg' he said.<br />

L97


-)-) lr<br />

k.,r,ii{'rq:*,,,!!:r,,<br />

r,1,1;;,.',,,,.,.t..<br />

Use of English<br />

For questions 1-10, read the text below. Use the word given in capitals <strong>at</strong> the<br />

end of each line <strong>to</strong> form a word th<strong>at</strong> fits in the space in the same line. There is<br />

an example <strong>at</strong> the beginning (O).<br />

Anr tasktests<br />

&a{rrqql'&om the<br />

,, ,r,iest 6f'the book<br />

r:r. a.6 w*ll as the<br />

'r- gqlnmar in<br />

"'.,.'::'r.'r,lr<br />

'iihis..unii;<br />

THE CLOTHES WE CHOOSE TO WEAR<br />

The clothes we wear can be a form of (o) .99nn*ff*:t...'-o..h. Clothes, like a<br />

(1) ......... ......... language, give out a message. This can be very simple, for example,<br />

when we wear clothing for keeping warm, or perhaps <strong>to</strong> <strong>at</strong>tend a (2) ........... .. .<br />

ceremony, announce our (3) views or just <strong>look</strong> sexy. lt isn't always<br />

this simple, however. (4) . ..................., ?s with speech, our reasons for making<br />

any st<strong>at</strong>ement have a (5) ...................... <strong>to</strong> be double or multlple. The man who<br />

buys an expensive co<strong>at</strong> may simultaneously want it <strong>to</strong> offer (6) .......... ....... from<br />

bad we<strong>at</strong>her, and magically surround him with the qualities of an (7) . ..............<br />

film star. (8) ..................., people r<strong>are</strong>ly succeed in s<strong>at</strong>isfying both these requirements<br />

<strong>at</strong> once. Even (9) both these st<strong>at</strong>ements could actually be made by<br />

one single co<strong>at</strong>, this (10) ..................... item of clothing may not be available,<br />

and if it is, we may not be able <strong>to</strong> afford it.<br />

COMMUNICATE<br />

SPEAK<br />

GRADUATE<br />

POLtTTCS<br />

FORTUNE<br />

TEND<br />

PROTECT<br />

NATION<br />

NATURE<br />

SUPPOSE<br />

IDEA<br />

1<br />

2<br />

3<br />

4:<br />

5<br />

6<br />

t98


Writing<br />

Last weekend <strong>you</strong> went <strong>to</strong> Northwold for a short winter break. When <strong>you</strong> arrived <strong>you</strong><br />

discovered th<strong>at</strong> a number of the <strong>to</strong>wn's <strong>at</strong>tractions were not available. Your travel agent<br />

had not warned <strong>you</strong> about this. Look <strong>at</strong> the inform<strong>at</strong>ion in the brochure and the notes<br />

<strong>you</strong> made and write <strong>to</strong> the travel agent, telling him why <strong>you</strong>r weekend was not as<br />

enjoyable as <strong>you</strong> had hoped and asking for compens<strong>at</strong>ion.<br />

dl true -<br />

would go<br />

l<br />

The Star Hotel, Northwold<br />

The Star is a troditional hotel.<br />

I Our friendly ond efficient s<strong>to</strong>ff,<br />

l) comfonoble rooms ond<br />

a-qain<br />

\ excellent res<strong>to</strong>uront ore<br />

\ guoranteed <strong>to</strong> help <strong>you</strong> enjoy<br />

\ <strong>you</strong>r time in Northwold.<br />

Northwold<br />

The old <strong>to</strong>wn of Northwold, with its hill-<br />

winding<br />

streets, is fun <strong>to</strong> explore. There <strong>are</strong> numerous antique shops and<br />

two qrt galleries as well as several <strong>at</strong>tractive caf6s and tea shops.<br />

offers a varied programme suitable for all<br />

the family.<br />

in an <strong>at</strong>tractive park, where<br />

tennis courts can be hired by the hour.<br />

c-asie shut wee.kerrds<br />

most dosel<br />

summet only<br />

b,.rt it s oufdoor,<br />

"nl.rot"ll<br />

Write a letter in 120-180 words in an appropri<strong>at</strong>e style. Do not write any addresses.<br />

This task gives <strong>you</strong> a chance <strong>to</strong> practise:<br />

describing wh<strong>at</strong> <strong>you</strong> did and wh<strong>at</strong> <strong>you</strong> could not do. :<br />

describing how <strong>you</strong> felt.<br />

using expressions with prepositions.<br />

Useful words and expressions<br />

<strong>to</strong> dttise, <strong>to</strong> ett:pect, ta <strong>look</strong> forward. <strong>to</strong>, <strong>to</strong> tecaflwnmd, ta be resportsible for,''<strong>to</strong>.warn<br />

annoye il, dctighte d" disapp ointe d, sotisfied" u.p s et<br />

thc broclrure sai.d th<strong>at</strong> ..., however<br />

199


I<br />

<strong>Vo</strong>.r <strong>are</strong> <strong>going</strong> <strong>to</strong> <strong>hear</strong> a man showing some visi<strong>to</strong>rs round the castle where he lives.<br />

<strong>Before</strong> <strong>you</strong> <strong>listen</strong>, <strong>look</strong> <strong>at</strong> each picture.<br />

Can <strong>you</strong> guess when the people lived?<br />

Do <strong>you</strong> think they <strong>are</strong> members of the same family?<br />

E m Listen and check if <strong>you</strong> were right. As <strong>you</strong> <strong>listen</strong>, m<strong>at</strong>ch the names <strong>to</strong> the pictures.<br />

1 Marg<strong>are</strong>t ........ 2 Edmund........ 3 Henry ........ 4 William ........ 5 Jane<br />

........<br />

E m Listen again and complete the answers <strong>to</strong> these questions. S<strong>to</strong>p the recording<br />

when <strong>you</strong> need <strong>to</strong>.<br />

1 Wh<strong>at</strong> do we learn about the ship in the picture of Edmund?<br />

It'stheone.W.h.'-c.h..k...w*s....e*pJ*n...9f...d$ri!g...*..f,*rnp*:...n*-V.4!...yj9J.9.r..y<br />

2 Which is the picture of Henry and William?<br />

It's the picture<br />

3 How do we know who William is?<br />

4 Which side did Henry support in the Civil War?<br />

lt was the side<br />

5 Which year was the picture of Jane and her children painted?<br />

I<br />

Unaertine the first word in each of <strong>you</strong>r answers <strong>to</strong> Exercise 3. They <strong>are</strong> all words which<br />

can introduce rel<strong>at</strong>ive clauses. Wh<strong>at</strong> does each word refer <strong>to</strong>?<br />

1 ...................... 2 ...................... 3 ...................... 4 ...................... 5 ......................<br />

200


L Defining rel<strong>at</strong>ive clauses<br />

Defining rel<strong>at</strong>ive clauses tell us some<br />

essential inform<strong>at</strong>ion about the things or<br />

people they refer <strong>to</strong>:<br />

The picture th<strong>at</strong> hangs nefr <strong>to</strong> Marg<strong>are</strong>t's<br />

portrait is the one I liLee best.<br />

If we remove the words th<strong>at</strong> hangs next <strong>to</strong><br />

Marg<strong>are</strong>t's portait we don't know which<br />

picture Jasper is talking about.<br />

Defining rel<strong>at</strong>ive clauses:<br />

. may begin with the rel<strong>at</strong>ive pronouns uho<br />

(for people), which (for things) , th<strong>at</strong> (for<br />

things and people).<br />

I may have who, which or th<strong>at</strong> as the subject<br />

or object of the rel<strong>at</strong>ive clause:<br />

... the picture which / th@t hangs next <strong>to</strong><br />

Marg<strong>are</strong>t's portait ... (which/ th<strong>at</strong> is the<br />

subiect of the rel<strong>at</strong>ive clause)<br />

... the woman who / th<strong>at</strong> he mamied ...<br />

(who /th<strong>at</strong> is the obiect of the rel<strong>at</strong>ive<br />

clause, and he is the subject)<br />

t very often omit the rel<strong>at</strong>ive pronoun when<br />

it is the object of the rel<strong>at</strong>ive clause:<br />

The painting we're <strong>look</strong>ing <strong>at</strong> now ... or The<br />

painting which / th<strong>at</strong> we're looleing et now ...<br />

a <strong>are</strong> never separ<strong>at</strong>ed from the rest of the<br />

sentence by commas.<br />

i <strong>are</strong> used in writing and speaking.<br />

2 Non-defininEl rel<strong>at</strong>ive clauses<br />

Non-defining rel<strong>at</strong>ive clauses tell us some<br />

extra inform<strong>at</strong>ion about the things or<br />

people they refer <strong>to</strong>:<br />

The next painting shows Edmund's wife<br />

Marg<strong>are</strong>t, who he manieil in 1605.<br />

If we remove the words who he married in<br />

'L605, we still know who jasper is talking<br />

about. It is Edmund's wife, Marg<strong>are</strong>t.<br />

Non-defining rel<strong>at</strong>ive clauses:<br />

c always begin with the rel<strong>at</strong>ive pronouns<br />

who (for people) andwhich (for things).<br />

i may have who or which @ut never th<strong>at</strong>)<br />

as the subject or object of the rel<strong>at</strong>ive<br />

clause:<br />

The building, whi.ch is uery old, costs a lot<br />

of money <strong>to</strong> repair. (not t@d)<br />

The castle's owner, who we'ue just seen,<br />

enj oys meeting uisi<strong>to</strong>r s. (not tWte<br />

jas+seeft)<br />

t never omit the rel<strong>at</strong>ive pronoun.<br />

a must be separ<strong>at</strong>ed from the rest of the<br />

sentence by commas.<br />

a <strong>are</strong> more common in writing than<br />

in speaking.<br />

A We always omit the object pronoun (her, him, it, etc.) when we make a<br />

rel<strong>at</strong>ive clause:<br />

We know little about the woman th<strong>at</strong> he manieil. (not th*woman*a+4r<br />

m#ried+er)<br />

The next painting shows Edmund's wife Marg<strong>are</strong>t, who he mamieil in 1605.<br />

(not@<br />

201,


23<br />

3 Rel<strong>at</strong>ive pronouns and prepositions<br />

Both defining and non-defining rel<strong>at</strong>ive clauses:<br />

. can begin wtth whose (instead of his /her / their), when (for times) and where<br />

(for places):<br />

William, whose uife lane was afa.mousbeauty, had nine children.<br />

Here they <strong>are</strong> in this picture from the year when the <strong>you</strong>ngest was born.<br />

This has been my family home, where we'ue liuedfor oaer four lunilreil<br />

ye<strong>at</strong>s, since the time of Edmund Cl<strong>are</strong>mont.<br />

o can begin wtth whom (for people) as the object of a clause (this is mairily in<br />

written English, and is increasingly r<strong>are</strong>):<br />

His girlfriend, uhom he neglected, became uery depressed.<br />

r usually have any prepositions <strong>at</strong> the end of the clause:<br />

It's the one which he was captain of during a famous naual vic<strong>to</strong>ry.<br />

The girl he fell in loue with was extemely tall.<br />

Peter, who my f<strong>at</strong>her used <strong>to</strong> worLe with, has become a gouernment minister.<br />

r in formal English, sometimes have a preposition <strong>at</strong> the beginning of the<br />

clause, followed by which (for things) or whom (for people):<br />

It's the one of uhichhe was captain during afamous naual vic<strong>to</strong>ry.<br />

The girl with uhom he fell in loue w&s extren"Lely tall.<br />

Peter, with whom my f<strong>at</strong>her used <strong>to</strong> wor'le, has become a gouerrunent minister.<br />

A We cannot lse th<strong>at</strong> after a preposition in a rel<strong>at</strong>ive clause:<br />

The Conference Roorn, in which the meeting was held, was not really big enough.<br />

(not@<br />

A A defining rel<strong>at</strong>ive clause can:<br />

o begin vmth why, after the words the reason:<br />

This uic<strong>to</strong>ry was the reason uhy he became a n<strong>at</strong>ional hero.<br />

e omit wlry and when:<br />

Th<strong>at</strong> was the reason we went there. (= Th<strong>at</strong> was the reason uhy we went there.)<br />

I remember the day I met <strong>you</strong>. (= I remember the day when I met <strong>you</strong>.)<br />

202


I<br />

Eiff the gaps in this letter using who or whichwhen necessary.<br />

If no word is necessary, write -<br />

Dear Mr Trotter,<br />

I have a number of cornplaints abouu the work ..........: (1)<br />

<strong>you</strong>r company did in my houge last week.<br />

You promised th<strong>at</strong> the men (2) carried out the work would<br />

arrive by g.00. As <strong>you</strong> know, I have <strong>to</strong> c<strong>at</strong>ch the bug .. ............... (3)<br />

Leavee <strong>at</strong> 8.15. On three days the men arrived aft,er eight,<br />

so r miseed my bus and my boss, (4) is very strict,<br />

was extrernel-y annoyed. The foreman lost the writt,en instructions<br />

(5) r gave him. The paint (6) tre used for the<br />

haLL was the one (7) ehould have been used in the kitchen.<br />

The sitting-room wallpaper, ...................... (8) r had chosen with gre<strong>at</strong><br />

c<strong>are</strong>, was the wrong way up. My b<strong>at</strong>hroom, (9) <strong>you</strong> and r<br />

agreed did not need redecor<strong>at</strong>ing, hae been painted.<br />

rf <strong>you</strong> do not promiee <strong>to</strong> put right, the mistakee ................... (10)<br />

<strong>you</strong>r men have made within two weeks, I will go <strong>to</strong> my lawyer.<br />

Yours sincerel-y,<br />

Cecil iI. Trubshaw<br />

fl Co*plete these sentences with <strong>you</strong>r own ideas,<br />

using the rel<strong>at</strong>ive pronouns in the box.<br />

*l::: -h*1.<br />

. ff . v*i1l '. *n1:o<br />

"*<br />

wlose ,<br />

unhv r<br />

1 I don't really enjoy films whi€h..shg!..*...l.q.t..f...y.iplg.w-e.:.........................<br />

zog


- )1) .JJ<br />

l-$axi*131r!1gt;*}1*:v1!{|1r<br />

ll<br />

Combine each pair of sentences by<br />

making the second sentence in<strong>to</strong> a<br />

non-defining rel<strong>at</strong>ive clause.<br />

1 My brother loves chocol<strong>at</strong>e ice cream.<br />

He is r<strong>at</strong>her f<strong>at</strong>.<br />

.tty...b..rpJ!:vr,...*hc-..ip-..r*J.Lp.r...f.*t,...!qy.s.s..........<br />

-c-W-ql*!9...tcz....q%n,......<br />

2 My uncle's cottage has been damaged by floods. We usually spend our holidays there.<br />

3 My bicycle has been s<strong>to</strong>len. I only got it last week.<br />

The chemistry exam was actually quite easy. We had been worrying about it.<br />

5 The <strong>you</strong>ng man caused a fight in a bar. His girlfriend had left him.<br />

6 During the summer there <strong>are</strong> dreadful traffic jams. Everyone goes on holiday then.<br />

7 My p<strong>are</strong>nts enjoyed th<strong>at</strong> film very much. They don't often go <strong>to</strong> the cinema.<br />

!f t" eight of these sentences there is a mistake. Underline the mistakes and write<br />

the correction.<br />

L Hove god seen fhe folden thof I keep rng notes inp ..f-ql4-4.f...:i.h4J.....<br />

2 Mg lelt onkle whrch I bnoke lost winfer is still giving rne fnouble.<br />

3 ls thot fhe rnon which gou wene folking oboof?<br />

4 I'rn <strong>look</strong>ing fon fhe book gou lenf rne lost week.<br />

5 The negion, whene we go fon oon holidogs, is becorning incneosinglg popolon<br />

6 The fniend I wont <strong>to</strong> intnodoce gou <strong>to</strong> hirn is owcA fhis weekend<br />

7 The cornpong for whorn rng bnothen works hos;ost opened o new focfong.<br />

8 Mg biggesf sctitcose, fhct hod ollrng clothes in, wos losf ot the oinpont<br />

9 The pnincipol, whose norne wos Sornenville, gove o veng ornosing speech.<br />

10 Do goo nernernben the norne of the ploce in thot the cnirne wos cornrnitfed?<br />

204


Use of English<br />

For questions 1-1O, complete the second sentence so th<strong>at</strong> it has a similar<br />

meaning <strong>to</strong> the first sentence, using the word given. Do not change the word<br />

glven. You must use between two and five words, including the word given. There<br />

is an example <strong>at</strong> the beginning (0).<br />

.,,ry1,0f,:$g,,boo&<br />

',. xrwell:asithe r<br />

,,::,.;1,::.r; m&fr.ifilt,.:1l,:ti:,<br />

r''t: :: tffirxrtiiL':.. ,<br />

You can only win if <strong>you</strong> enter the race.<br />

unless<br />

You ...9*!l]t...qlin...$nl-4..t:... <strong>you</strong> enter the race.<br />

Th<strong>at</strong>'s the hotel where we had lunch last Sunday.<br />

in<br />

Th<strong>at</strong>'s the hotel<br />

last Sunday.<br />

This special offer will end on Monday!<br />

last<br />

This special offer<br />

Monday!<br />

Being an airline employee, my girlfriend sometimes gets cheap flights.<br />

works<br />

My girlfriend<br />

He used a penknife <strong>to</strong> open the box.<br />

opened<br />

He .................. a penknife.<br />

...................., sometimes gets cheap flights.<br />

I don't like Jim because he's so mean.<br />

why<br />

Jim's meanness ............. .... I don't like him.<br />

'Will I be paid soon?' asked Lynda.<br />

if<br />

Lynda wondered .............. ... paid soon.<br />

Last week Gerry borrowed a book from me and now she's lost it.<br />

I<br />

Gerry's lost ................ . last week.<br />

I intended <strong>to</strong> have a lunch break, but I had <strong>to</strong>o much <strong>to</strong> do.<br />

<strong>going</strong><br />

I ....................... a lunch break, but I had <strong>to</strong>o much <strong>to</strong> do.<br />

205


)-)<br />

_a:)<br />

l:!ia3ta:i.il;$tfu:i:i:<strong>at</strong>ji t,irt:u:ai i3rrlrr:rru<br />

r:,lir.llr:.llu':irlill:ill!<br />

9 The concert which Ben <strong>to</strong>ok me <strong>to</strong> wasn't very enjoyable.<br />

went<br />

I didn't enjoy ............<br />

..... <strong>to</strong> with Ben.<br />

1O The mother of th<strong>at</strong> boy is a well-known actress.<br />

whose<br />

Th<strong>at</strong>'s<br />

a well-known actress.<br />

Look <strong>at</strong> <strong>you</strong>r answers <strong>to</strong> the exam task.<br />

1 Which of the sentences <strong>you</strong> have written contain rel<strong>at</strong>ive clauses?<br />

2 Are they defiaing or nondefining rel<strong>at</strong>ive clauses? ..,...........<br />

3 How do <strong>you</strong> know?<br />

Writing<br />

You have seen the following<br />

competition advertised in a magazine.<br />

Write a s<strong>to</strong>ry for the competition.<br />

You <strong>are</strong> invited <strong>to</strong> enter<br />

our writing competition!<br />

Write a short s<strong>to</strong>ry in<br />

12O-18O wonds which<br />

ends:<br />

'."" nffiw afi lnnt we knew<br />

ths narnm mf fihs rnan<br />

wh* llvmd in t*re tnwnr!'<br />

This task gives <strong>you</strong> a chance <strong>to</strong> practise:<br />

using rel<strong>at</strong>ive clauses <strong>to</strong> give inform<strong>at</strong>ion about people and things.<br />

using the paet simple, pasf continuous aad p*t'perfect-<strong>to</strong>'tell a s<strong>to</strong>ry.<br />

Useful words and expressions<br />

<strong>to</strong> be sur<strong>to</strong>unded W, io discouer, <strong>to</strong> notice, <strong>to</strong> recognise, <strong>to</strong> solue<br />

anci.mt, anri.ous, xtspici,ous, wooden<br />

building, cliff, fmest, gardm, g<strong>at</strong>e,lnne, cottage, rnystery, p<strong>at</strong>l4 secret, stranger, wal\ woods<br />

&t once, cautiously, irnmcdi<strong>at</strong>ely, neruously, wddcnly<br />

206


I<br />

von <strong>are</strong> <strong>going</strong> <strong>to</strong> <strong>hear</strong> two<br />

friends, Josie and Adam,<br />

talking <strong>at</strong> their sports club.<br />

<strong>Before</strong> <strong>you</strong> <strong>listen</strong>, <strong>look</strong> <strong>at</strong><br />

the picture. Can <strong>you</strong> guess<br />

which sports they take part<br />

in? .................<br />

E Wl,isten and check if <strong>you</strong> were right.<br />

!l m Listen again and fill in the gaps. S<strong>to</strong>p the recording when <strong>you</strong> need <strong>to</strong>.<br />

1 Josie thinks Tom Castle was chosen -fu**X.. he's the coach's nephew.<br />

2 Adambelieves th<strong>at</strong> Tom is certainly <strong>to</strong> be captain.<br />

3 Adam suggests Josie ought <strong>to</strong> be in the team herself she seems <strong>to</strong> know so<br />

much about the subject.<br />

4 Josie objects th<strong>at</strong> she isn't .............. ... <strong>to</strong> play volleyball.<br />

5 Adam points out th<strong>at</strong> Melanie is .................... th<strong>at</strong> she's one of the<br />

best players.<br />

6 fosie says th<strong>at</strong> <strong>going</strong> <strong>to</strong> judo once a week gives her ................<br />

7 She thinks th<strong>at</strong> volleyball would take ..............<br />

8 She adds th<strong>at</strong> they have ........ after school.<br />

9 Adam says th<strong>at</strong> he has been training every duy ................ be really fit.<br />

10 The coach <strong>to</strong>ld Adam th<strong>at</strong> he plays ............<br />

11. Some of the older players may drop out they've got<br />

<strong>to</strong> do.<br />

!l I,oot <strong>at</strong> <strong>you</strong>r answers <strong>to</strong> questions 2,4,6 and 10 in Exercise 3. Why is the word order<br />

different in 6?<br />

2W


L Expressing reason<br />

Because, as and since<br />

Because, as and since:<br />

r introduce the reason for something<br />

. go <strong>at</strong> the beginning or in the middle of a sentence:<br />

They had <strong>to</strong> choose him as /because / s'ince he's the coach's nephew.<br />

As / Becutse / Since he's the coach's nephew, they had <strong>to</strong> choose him.<br />

Notice th<strong>at</strong> if they go <strong>at</strong> the beginning, there ii usually a comma in the<br />

middle of the sentence.<br />

Because is stronger than as and since, but they <strong>are</strong> often used in a<br />

similar way:<br />

As / Since / Becantse I hadn't done my homeworle, I didn't understand<br />

the lesson.<br />

h, Because (but not as or since) can be used <strong>to</strong> begin the answer <strong>to</strong> a<br />

question beginning vnth wlry:<br />

Question: Why didn't <strong>you</strong> understand the lesson?<br />

Answer: Beca.use I hadn't done my homework. (notW<br />

ry+emew€&)<br />

5o and therefore<br />

So and therefore:<br />

o introduce the result of something.<br />

So usually goes in the middle of a sentence:<br />

They may need a new goalleeeper so I want <strong>to</strong> be ready.<br />

Therefore goes <strong>at</strong> the beginning of a new sentence:<br />

They may need a new goalleeeper. Therefore I want <strong>to</strong> be ready.<br />

We could also say:<br />

I want <strong>to</strong> be ready because they may need a new goalkeeper.<br />

Comp<strong>are</strong> these sentences, which have the same meaning:<br />

I hadn't done my homework so I didn't understand the lesson.<br />

I hadn't done my homework. Therefore I didnl understand the lesson.<br />

As / Since / Beca.use I hadn't done my homework, I didn't understand<br />

the lesson.<br />

So is more common in speaking.<br />

Therefore is more common in writing.<br />

208


2 Expressing purpose<br />

(ln order) <strong>to</strong> + infinitive and so (th<strong>at</strong>) + verb<br />

In order <strong>to</strong>) <strong>to</strong>, so th<strong>at</strong> and so:<br />

o link an action and its purpose.<br />

So always goes in the middle of a sentence:<br />

I've been training every day so (th<strong>at</strong>) I'm really fit.<br />

In order <strong>to</strong> and ro go in the middle, or occasionally <strong>at</strong> the beginning, of a<br />

sentence:<br />

I'ue been training every day in ord.er <strong>to</strong> be really fit.<br />

I'ue been training every day <strong>to</strong> be really fit.<br />

To / In ord.er <strong>to</strong> be really fit, I've been taining euery day.<br />

In order <strong>to</strong> and so thet <strong>are</strong> stronger than <strong>to</strong> and so.<br />

A Sentences with so can sorpetimes have two meanings, for example:<br />

I'ue been training euery day so I'rn really fit.<br />

This could mean: I'ue been taining every day in ord.er <strong>to</strong> be really fit.<br />

or: I'ue been training euery day therefore I'm really fit.<br />

(>See Grammar, part 1.)<br />

1f, Remember, in sentences like these, we do not use jfor <strong>to</strong> express purpose:<br />

(not I'+'e heerc *eining every dq'fer be reelVfit.)<br />

3 Explaining cause and effect<br />

5o and such<br />

So and such mean 'as much as this'. We can use them <strong>to</strong> talk about cause<br />

and effect:<br />

He walLeed so slouly th<strong>at</strong> we arriued l<strong>at</strong>e. 1= we arrived l<strong>at</strong>e because of his<br />

slow walking speed)<br />

He was such a slow ualker th<strong>at</strong> we arriued l<strong>at</strong>e.<br />

We often omit th<strong>at</strong>, especially in speech:<br />

It was such an untiily office we couldn't find our books. = It was such an<br />

untidy office th<strong>at</strong> we couldn't find our booles.<br />

We can use so and such aftet because:<br />

Her teachers sent her home because she behaued so bailly.<br />

Her teachers sent her home because she was such a naughry chilil.<br />

So is followed by:<br />

r an adjective or an adverb:<br />

Her f<strong>at</strong>her is so rich th<strong>at</strong> she's neuer tauelled by bus<br />

He spolee <strong>to</strong> her so ruilely th<strong>at</strong> she walked out of the roorn.<br />

a the words rnany) much andfew, with or without a noun:<br />

He's inuited so meny people <strong>to</strong> the party there's nowhere <strong>to</strong> sit down.<br />

I'ue got so few books I can leeep them on one shelf.<br />

You cornplain so much th<strong>at</strong> everyone gets bored<br />

209


-),1,<br />

r-l-<br />

:3;arta.!!:ii:ri:, !, i l -. -, tiii.ri.arrlrlr,:{1r,r,lllliif<br />

Ssch is followed by:<br />

t a(n) (if necessary) + adjective + noun:<br />

Her f<strong>at</strong>her is such a rtch man th<strong>at</strong> she's neuer tauelled by bus<br />

The cafd always charges such high prices th<strong>at</strong> students can't afford <strong>to</strong><br />

e<strong>at</strong> there.<br />

; a(n) (if necessary) + noun only:<br />

They were tre<strong>at</strong>ed with such kinilness th<strong>at</strong> they were reluctant <strong>to</strong> leave,<br />

The concert was such & success they decided <strong>to</strong> giue another.<br />

r the expression a lot (ofl with or without a noun:<br />

He's invited such a lot of people <strong>to</strong> the perty there's nowhere <strong>to</strong> sit down.<br />

I spent surh a lot last night.<br />

> See Unit 8, Grammar, part 4 for other words which modify adjectives and<br />

adverbs.<br />

Enough and foo<br />

Enough means'sufficient, the right quantity'. Too means'more than enough'.<br />

We can use foo and enough with adjectives, adverbs and nouns, followed by:<br />

. <strong>to</strong> + infinitive:<br />

This bag is <strong>to</strong>o heflvy <strong>to</strong> ca.rry,<br />

l'rn not strong enough <strong>to</strong> cq.ny this bag.<br />

He wasn't running quichly enough <strong>to</strong> c<strong>at</strong>ch us.<br />

r 'for<br />

something / someone:<br />

This bileini is <strong>to</strong>o small for me.<br />

Haue <strong>you</strong> got enough money for the car parLe?<br />

Enough:<br />

. goes before a noun:<br />

I'ue got enough sandwiches for lunch.<br />

(= as many sandwiches as I need)<br />

. goes after an adjective:<br />

This room is utarm enoughfor me.<br />

(= the right temper<strong>at</strong>ure)<br />

a goes after an adverb:<br />

Are we speaking louilly enough <strong>to</strong> be <strong>hear</strong>d?<br />

(= Can everyone <strong>hear</strong> us?)<br />

Too:<br />

. goes before many / much + a noun:<br />

I'ue got <strong>to</strong>o ,nany books <strong>to</strong> carry. (= I can't<br />

carry all of them)<br />

I'ue got <strong>to</strong>o m.u.ch worh. (= I can't do it all)<br />

. goes before an adjective:<br />

This room is <strong>to</strong>o warm for us. (= the<br />

temper<strong>at</strong>ure is uncomfortably high)<br />

t goes before an adverb:<br />

Are we spealeing <strong>to</strong>o louilly? (= Are we<br />

disturbing the other students?)<br />

zLO


!l fiff in the gaps, using the words and phrases in the box.<br />

Why <strong>are</strong> <strong>you</strong> staring<br />

<strong>at</strong> me like th<strong>at</strong>?<br />

..kWW. <strong>you</strong>'ve got a large black<br />

mark on the end of <strong>you</strong>r nose!<br />

It's only eleven o'clock. \rVhy<br />

<strong>are</strong>n't <strong>you</strong> still <strong>at</strong> school?<br />

We've been sent home early ......................<br />

revise for our exam <strong>to</strong>morrow.<br />

How was the trip<br />

<strong>to</strong> the museum?<br />

several galleries were closed<br />

for repairs, it was r<strong>at</strong>her disappointing.<br />

The university term has ended<br />

they're having a picnic <strong>to</strong> celebr<strong>at</strong>e.<br />

Why <strong>are</strong> <strong>you</strong> working<br />

l<strong>at</strong>e <strong>to</strong>day?<br />

I want <strong>to</strong> finish this essay<br />

I'll be free <strong>to</strong> go out <strong>to</strong>morrow.<br />

Sorry, I've got<br />

many bags I can't run.<br />

Oh, never mind. If we're ...................... l<strong>at</strong>e for th<strong>at</strong> train,<br />

we can have a drink while we wait for the next one.<br />

2L7.


E<br />

ll<br />

t"six of these sentences there is a mistake. Underline each mistake and write<br />

the correction.<br />

1 We'ne pocking odn coses fonight so we'ne leoving veng eonlg <strong>to</strong>rnonnow ....45.<br />

2 Hcvegou got rnoneg enoogh lor gour iounneg? .............<br />

3 Mg fofhen sogs I'rn <strong>to</strong>o goungfon hove o rnofonbike bot I don'f dgnee.<br />

4 I've lost weight so J con weon o tight skint of rng ponig.<br />

5 Since fhof I've neven been <strong>to</strong> New Yonk, I con'f fellgoo moch oboctt rt .....................<br />

6 She's been given foo rnoch odvice fhot she doesn'f know whof <strong>to</strong> do. ............<br />

7 I've booked c foble of fhe nesfouront so we won't hove fo wcit ...............<br />

8 If wos o soch sod filnr I cooldn't s<strong>to</strong>p cnging of fhe end. ................<br />

U<strong>at</strong>ch the beginnings and endings of these sentences.<br />

L Tessa's got so much homework ..h...<br />

2 Stephen's so vain ........<br />

3 Jessie has so many hobbies ........<br />

4 This music isn't <strong>to</strong>o loud ........<br />

5 Saskia hasn't got enough money ........<br />

6 Keith earns so much money........<br />

7 I think there's enough bread ........<br />

8 Peter has such a bad cold ........<br />

a he should be in bed.<br />

b <strong>to</strong> make sandwiches for us all.<br />

c he can buy any clothes he wants.<br />

d she neglects her schoolwork.<br />

e for us.<br />

f <strong>to</strong> come on holiday with us.<br />

g he thinks every girl fancies him.<br />

h she can't come out with us.<br />

!l Co-plete these sentences using <strong>you</strong>r own ideas.<br />

1 The bus company offers cheaper f<strong>are</strong>s <strong>at</strong> weekends in order <strong>to</strong> -+tf-+gl.)t!9.9...?.*?:.e.n5q.F.,..<br />

2 The hotel dining-room is closed this week. Therefore guests<br />

3 We'd better phone a qualified electrician, as we<br />

4 Because my brother uses a wheelchair, he often<br />

5 I don't have a mobile phone so my friends<br />

2L2


Use of English<br />

For questions 1-15, read the text below and <strong>look</strong> c<strong>are</strong>fully <strong>at</strong> each line. Some of<br />

the lines <strong>are</strong> correct, and some have a word which should not be there. lf a line<br />

is correct, put a tick (/).lf a line has a word which should not be there, write<br />

the word. There <strong>are</strong> two examples <strong>at</strong> the beginning (0 and O0).<br />

WORLD ENGLISH<br />

o<br />

lf we read English language <strong>news</strong>papers or <strong>listen</strong> <strong>to</strong> <strong>news</strong>readers<br />

00<br />

who use English in all different parts of the world, we will quickly<br />

L<br />

develop the impression on th<strong>at</strong> one form of English is so widely used<br />

2<br />

th<strong>at</strong> it will soon unite all the different varieties of English which<br />

3<br />

exist. ls there enough evidence <strong>to</strong> support for this impression?<br />

4<br />

It is in real fact misleading in several ways since a version of<br />

5<br />

English which is exactly the same in everywhere and has the<br />

6<br />

same high st<strong>at</strong>us throughout the complete world does not yet exist.<br />

7<br />

For one thing, people th<strong>at</strong> whose first language is English value<br />

8<br />

their linguistic identity. Therefore, they try <strong>to</strong> preserve it from the<br />

9<br />

influence of other forms of English. New Zealanders, for an example,<br />

10<br />

do not want <strong>to</strong> speak like Australians. ln addition with, there<br />

L|,<br />

<strong>are</strong> <strong>to</strong>o very many regional differences in vocabulary for the<br />

L2<br />

language <strong>to</strong> be the same everywhere. People need specialised<br />

13<br />

words in order <strong>to</strong> discuss each local politics, business, culture<br />

L4<br />

and n<strong>at</strong>ural his<strong>to</strong>ry. Lastly, there is the fact th<strong>at</strong> learners of<br />

15<br />

English may be taught by either American or British forms.<br />

2L3


sks$fs!${s!ry.i<br />

ft&tl<br />

*b <strong>to</strong>m *e "-ox'.:.r'''' teit,Without loolting back <strong>at</strong> the text, fill in the<br />

S{pCi1$&1t&bwords'in<br />

enough in order <strong>to</strong> -60- th<strong>at</strong> therefore <strong>to</strong> [9s i.,.r, 1;,,';": , ,"' ' "<br />

:...rr' fl 4**9.l66ot<br />

wtddy used.r'.''.:..-';;;;t. (2)..'it,,will sbon qiite alt $e diffefent ties uf FngliSh<br />

w*rith bxist:<br />

' "''i<br />

e i&tt&ioo th<strong>at</strong> cine rorm of:'E $h i$i..#l:;.,,:,:1, (1)<br />

:,t<br />

langq"ge io be the,,g,,<br />

1pe,every,w.|i,,,ry,<br />

Peopl9.lagiWFp.i4,iied,',wtrr,d$'r;;ti!+,1,r.:.:rir;r.li;;:,.,,,,,irit,(7)'dtsgqgs- loaaliipoilitictl ,.,,,<br />

busiaess, anlture,an{ naurrcl histqry"<br />

2L4


Writing<br />

You see a competition advertised in a magazine and decide <strong>to</strong> enter. Read the<br />

competition and the college brochure and the notes <strong>you</strong> have made on it. Then write <strong>you</strong>r<br />

applic<strong>at</strong>ion.<br />

WINSTON COLLECE<br />

An intern<strong>at</strong>ional centre of excellence, the<br />

college offers courses for teenagers and<br />

adults with high levels of abiliry and<br />

enthusiasm. Specialist teachers, small classes<br />

and exceptional facilities guarantee a lively,<br />

challenging and cre<strong>at</strong>ive experience. Subjects<br />

available include:<br />

comPuflng<br />

film studies<br />

graphic design<br />

music<br />

modern European and Asian languages<br />

word processing p<br />

As well as a varied cultural programme,<br />

the college has particularly good sporrs<br />

facilities. ln addition <strong>to</strong> sports such<br />

as football, tennis, swimming,<br />

exa-cLluy,vlVwt<br />

) Ntu/W<br />

ryrod. {or v\W'aax€,ex<br />

nezi- Lo inVrovo Lhis<br />

ilwUt6s wO-r&ed,<br />

<strong>to</strong> trog tb<strong>at</strong><br />

wlrl<br />

aaloooao<strong>to</strong>"t'oo'ot'oo<br />

a IREE Place<br />

<strong>at</strong> world {amous<br />

Wins<strong>to</strong>n iollege for three months<br />

a'a a a a a a t t-t o' o o " "<br />

o t "<br />

Simply write and tell us whY You<br />

*outd tit, <strong>to</strong> go <strong>to</strong> Wins<strong>to</strong>n<br />

College and how You would<br />

benefit ln the future from having<br />

been there'<br />

ooaooa'oo'ot""o'o"'<br />

The winner will be the aPPlicant<br />

who offers the best reasons for<br />

being given the free Place'- - -<br />

.o...iJttt'ott"'o"oo<br />

AoolY bY letter or email' <strong>to</strong><br />

ilte'Uiteaor, Dr I Warner'<br />

noi lrt, than llth December<br />

scuba diving etc.,<br />

with fully qualified<br />

instruc<strong>to</strong>rs.<br />

Write a letter in 120-180 words in an appropri<strong>at</strong>e style. Do not write any addresses.<br />

ftis taslc gives <strong>you</strong>:a chaneC<strong>to</strong>,piCcti*e<br />

,,.,i,rr,<br />

describing <strong>you</strong>r plaog and ambitioll$, :, ,:, : ,.: ,,..,,,,, , ,,,,,,,,,,,, , , ,<br />

using as, bec&use, in order <strong>to</strong> etc. when <strong>you</strong> explain <strong>you</strong>r ideas.<br />

Useful expressions<br />

I am writing <strong>to</strong> o.pply far ..., I an plaqt4.ing <strong>to</strong> ,.., I arn quite good <strong>at</strong> ...,<br />

I ha:ve always wented <strong>to</strong> .',.W'mbttrter"<strong>to</strong>Agtte is... , , -<br />

2L5


I<br />

<strong>Vo</strong>o <strong>are</strong> <strong>going</strong> <strong>to</strong> <strong>hear</strong> an interview with a <strong>you</strong>ng woman. Look <strong>at</strong> the<br />

<strong>news</strong>paper headlines from two years earlier. One of the headlines has the<br />

correct facts, the rest <strong>are</strong> wrong.<br />

a T-*---<br />

I New star sisns<br />

New star srgns contract <strong>to</strong><br />

make three films in a year<br />

1s.YEAR.OLD GIVEN LEADING<br />

ROLE IN NEW FILM<br />

@lt Listen <strong>to</strong> the interview and tick the correct headline.<br />

E m Listen again and fill in the gaps. S<strong>to</strong>p the recording when <strong>you</strong> need <strong>to</strong>.<br />

1<br />

2<br />

3<br />

4<br />

5<br />

6<br />

7<br />

... <strong>you</strong>'ve been world famous ..1rc.9..,r*119 the film Starshine two years ago ...<br />

I got the part .............. ... no film experience.<br />

The direc<strong>to</strong>r chose me <strong>to</strong> play the part .............. ... several schools.<br />

I had a long talk with my p<strong>are</strong>nts<br />

................. it.<br />

I was offered two more films Starshine ...<br />

... but far from home, I sometimes felt very lonely.<br />

I'd be huppy <strong>to</strong> do another film l<strong>at</strong>er, ............ ..... booked up for the next<br />

few months.<br />

It's actually a comedy,<br />

called Dark Days.<br />

ll m"t form of the verb follows since, in spite of, despite, after, before and. while in the<br />

sentences in Exercise 2?<br />

2L6


1 In spite of and despite<br />

These words:<br />

. <strong>are</strong> used <strong>to</strong> link an glren! with a situ<strong>at</strong>ion which makes the event unlikely:<br />

I got the pqrt in spttte of having no experience.<br />

We enioyed the tip ilespite the bad we<strong>at</strong>her<br />

. go <strong>at</strong> the beginning or in the middle of the sentence:<br />

In spite of / Despite having little money, we were very happy.<br />

We were uery happy in spite of / ilespite hauing lixle money.<br />

If they go <strong>at</strong> the beginning, there is usually a comma in the middle of<br />

the sentence.<br />

. <strong>are</strong> followed by -ing or a noun:<br />

He continued <strong>to</strong> work in qtite of / ilespite being ill.<br />

He continued <strong>to</strong> worle in spite of / ilespite his illness.<br />

. <strong>are</strong> often followedby the fact th<strong>at</strong> + subject + verb:<br />

I got the pert in spite of the fact th<strong>at</strong> I had no experience.<br />

Despite the fau th<strong>at</strong> I had no experience, I got the part.<br />

In spite o/is more common in speaking than despite.<br />

2 But, although and thouglh<br />

These words contrast two events or ideas. Though and although <strong>are</strong> slightly<br />

stronger thanbut. Though is weaker than although, and is more common<br />

in speaking.<br />

But always goes in the middle of the sentence:<br />

I lilee making films but I'm really a stage &c<strong>to</strong>r.<br />

Ahhough and though can go in the middle or <strong>at</strong> the beginning of<br />

the sentence:<br />

I like making films though / abhough I'm really e stage ac<strong>to</strong>r.<br />

Though / Ahhough I'm really a stage ac<strong>to</strong>r, I lilee maLeing films.<br />

(notice the comma)<br />

A We can't use though/ although andbut in the same sentence.<br />

(not )<br />

2L7


25<br />

3 Even thouglh and even if<br />

These words emphasise a contrast. We use euen though when we <strong>are</strong> certain about<br />

something:<br />

She was giuen the part eaen though she had no experience. (= 11't speaker<br />

knows Gemma had no experience)<br />

We use euen if when we <strong>are</strong> not certain about our facts:<br />

I'll support my team euen if they don't win the Cup. (= I don't know whether<br />

they'llwin the Cup, but I'll support them anyway.)<br />

4 Participle clauses<br />

The -ing form or the past participle:<br />

a <strong>are</strong> used <strong>to</strong> combine two sentences when both sentences have the same subject.<br />

o can replace the subject + verb of the first sentence:<br />

I work far from home. + I sometimes feel lonely. ---> Working far from home, I somethnes feel lonely.<br />

Gemma was asked about the play. + Gem.ma --> Askeil about the play, Gem.ma said it was<br />

said it was gre<strong>at</strong>.<br />

gre<strong>at</strong>.<br />

These structures <strong>are</strong> more common in writing than in speaking.<br />

The -ing form:<br />

a can replace an active verb:<br />

We were short of time.<br />

+ We had <strong>to</strong> run for the bus.<br />

---> Being short of tirne, we had <strong>to</strong> run for the bus<br />

r links two things happening <strong>at</strong> about the same time (present or past):<br />

The girl useil all her stength.<br />

+ The gbl pushed open the heauy doors. heauy doors.<br />

The past participle:<br />

a can replace a passive verb:<br />

The gbls were refuseil entry <strong>to</strong> the club. ---> Refuseil enty <strong>to</strong> the club, the girls walleed<br />

+ The girls walleed slowly home. slowly home.<br />

r links two connected events or situ<strong>at</strong>ions:<br />

'Greensleeaes'was written in the<br />

sixteenth century.<br />

+ 'Greensleeues' is still a famous song.<br />

---> Using all her stength, the gbl pushed open the<br />

---> Written in the sixteenth century, 'Greensleeaes'<br />

is still a famous song.<br />

2L8


5 <strong>Before</strong> and after + -ingl<br />

<strong>Before</strong> and after I -ing.<br />

e show the order in which things happen.<br />

.l <strong>are</strong> used <strong>to</strong> combine two sentences only when both sentences have the<br />

same subject.<br />

t can replace the subject + verb of either sentence:<br />

I hail a long tq"l'le with my p<strong>are</strong>nts.<br />

(= first event)<br />

+ I a.ccepteil the part.<br />

(= second event)<br />

--> I had a long talle with my p<strong>are</strong>nts before<br />

accepting the part. or<br />

I accepted the part after hauing a long talle<br />

with my p<strong>are</strong>nts.<br />

These words can go <strong>at</strong> the beginning or in the middle of the sentence.<br />

If they go <strong>at</strong> the beginning, there is usually a comma in the middle:<br />

<strong>Before</strong> accepting the part, I had a long talle with my p<strong>are</strong>nts.<br />

After having a long talle with my p<strong>are</strong>nts, I accepted the part.<br />

These structures <strong>are</strong> more common in writing than in speaking.<br />

6 When, while and since + -inEI<br />

We can use when, while and since + -r.ng in a similar way <strong>to</strong> before and<br />

after + -ing.<br />

When + -ing links two actions happening <strong>at</strong> the same time:<br />

When leaving the tain, passengers should ensure th<strong>at</strong> they haue all their<br />

possessions with them.<br />

It's important <strong>to</strong> rnalee a good impression when starting a new job.<br />

While + -ing links a longer action <strong>to</strong> an action which happens in the<br />

middle of it:<br />

I was offered two more films uhile making'starshine'.<br />

While moking'Starshine', I was offered two more films.<br />

Since + -ing links an on<strong>going</strong> situ<strong>at</strong>ion or action <strong>to</strong> the event or action<br />

when it began:<br />

Since leauing school, he has made a number of trips abroad.<br />

She hasn't been in <strong>to</strong>uch once since moting <strong>to</strong> New York.<br />

ztg


J<br />

I<br />

U<strong>at</strong>ctt the beginnings and endings<br />

of these sentences.<br />

1 I know Shanghai quite well, ..g..<br />

2 In spite of injuring his foot, ........<br />

3 He doesn't earn very much, ........<br />

4 Although he's not keen on computers, ........<br />

5 Smiling and holding hands, ........<br />

6 When changing the <strong>to</strong>rch b<strong>at</strong>tery, ........<br />

7 <strong>Before</strong> signing th<strong>at</strong> document, ........<br />

8 After winning the lottery, ........<br />

9 Despite the fact th<strong>at</strong> it is very old, ........<br />

a <strong>you</strong> should read it c<strong>are</strong>fully.<br />

b he was a very wealthy man.<br />

c he won the race.<br />

d in spite of being so talented.<br />

e this book is still very useful.<br />

f they announced their engagement.<br />

g but I've never been <strong>to</strong> Beijing.<br />

h Dad emails us when he's away.<br />

i be c<strong>are</strong>ful not <strong>to</strong> damage the bulb.<br />

E t" eight of these sentences there is a mistake. Underline each mistake and write the correction.<br />

1 While poging in cosh, goo should olwogs osk for o neceipt ...$l|gn.<br />

2 Alfhoogh Shonon quite eryogs rnusicols, bot she neollg pnefens rnone seniocts dnorno.<br />

3 Srniling bnoodlg, Soe onnoctnced she hcd won fhe loffeng.<br />

4 Chloe's fothen hos pnornised hen c con even though she doesn't pcss hen exorn. .............<br />

5 Wonking fon on intennofioncl cornpong, fheg often send rne obrood on bctsiness.<br />

6 Bnion continoed fo wonk long houns, in spite of his docfon <strong>to</strong>ld hirn <strong>to</strong> <strong>to</strong>ke if eosg<br />

7 Asked <strong>to</strong> exploin his behovioon Sorn odrnitted thot he hod losf his fernpen<br />

8 Wonning of sfonrns cheod, the clirnbens neluc<strong>to</strong>nflg netunned <strong>to</strong> fhein hostel.<br />

9 Despite fhof I seonched evengwhene, I didn't find the rnoneg.<br />

10 Affer dniving the new con horne, oon gonoge wos foo srnoll fon it .....................<br />

2n


! Comfine each pair of sentences, using the -ingform or the past participle.<br />

1 Arnold was faced with a difficult decision. Arnold decided <strong>to</strong> consult his boss.<br />

F-M..w:fr...*...4iffLe*H..dsqis.ipn,..Ar..neld...6*i4sd..tp....c.pr:r..*!t..hi:...hqff.<br />

2 The singer waved <strong>to</strong> her fans. The singer got in<strong>to</strong> her car.<br />

""""""v"""""'<br />

""""""'9"""9"""""'<br />

3 Simon grumbled about the amount of homework he had. Simon <strong>to</strong>ok out his<br />

grammar book.<br />

4 The scientist felt very excited about her l<strong>at</strong>est discovery. The scientist invited<br />

the journalists in<strong>to</strong> the labora<strong>to</strong>ry.<br />

5 The children were puzzled by wh<strong>at</strong> they had <strong>hear</strong>d. The children asked their<br />

teacher wh<strong>at</strong> it meant.<br />

6 Wendy was a sensible girl. Wendy didn't panic when she cut her hand.<br />

7 Paul <strong>hear</strong>d cries for help. Paul dived in<strong>to</strong> the w<strong>at</strong>er.<br />

8 This CD was released only last week. This CD is already <strong>at</strong> the <strong>to</strong>p of the charts.<br />

I<br />

Co-plete these sentences using <strong>you</strong>r own ideas.<br />

1 I quite enjoy playrng tennis, in spite of the fact th<strong>at</strong> l...r.rsu*lJ.yr...[ct4,,....................<br />

4 ................... before <strong>at</strong>tempting <strong>to</strong> run a mar<strong>at</strong>hon.<br />

6 I hardly ever receive any letters even though<br />

7 Waving ...... the football fans cheered their team loudly.<br />

8 They insist they'll have a barbecue even if<br />

9 My grandf<strong>at</strong>her swims in the lake every day despite<br />

22L


JIJ<br />

_a)<br />

Use of English<br />

For questions 1-15, read the text below and think of the word which best fits each<br />

space. Use only one word in each space. There is an example <strong>at</strong> the beginning (0).<br />

A{X;s16$&gts:r 'r:'l:<br />

grammar fron the<br />

.rest of the bnok<br />

as well,as the<br />

'' "':gtammar in<br />

this unit.<br />

ANTARCTICA<br />

It is probable th<strong>at</strong> until two hundred years (O) .......*9o-......., Antarctica had never been seen<br />

by any human eyes. The first people who <strong>are</strong> known <strong>to</strong> have seen it (1) ................... hunters<br />

on ships in 1819. Two years l<strong>at</strong>er, one of them (2) .................... <strong>to</strong> land there even<br />

(3) ........ ........ conditions prevented him from exploring very far. Larger scientific expeditions<br />

l<strong>at</strong>er came <strong>to</strong> the Antarctic <strong>to</strong> find out more. By the end of the nineteenth century they had<br />

succeeded in mapping the coast of the continent, in (4) ....... ........... of the fact th<strong>at</strong><br />

Antarctica is almost entirely covered by a thick (5) .. ............... of ice which in places<br />

stretches far (6) the edge of the land on<strong>to</strong> the sea.<br />

There was something else which <strong>at</strong>tracted people <strong>to</strong> Antarctica (7) .................. scientific<br />

research. This was the South Pole. A number of <strong>at</strong>tempts <strong>to</strong> reach it were (8) ...................... in<br />

the early years of the twentieth century, (9) . ...... ........ the first person <strong>to</strong> get there was the<br />

Norwegian, Roald Amundsen, in 7977. Travelling with dogs (10) ... ............. pull the sledges<br />

(11) ..... ............. carried his party's supplies, he arrived (12) .................... the pole five weeks<br />

before his rivals, a British group (13) . ..... ......... by Robert Scott.<br />

(14) . ............... the terrible we<strong>at</strong>her conditions, many n<strong>at</strong>ions now have scientific bases on<br />

Antarctica, (15) ......... ........ out research on a gre<strong>at</strong> range of subjects.<br />

222


Tlhese extracts <strong>are</strong> &orn the:text. I{i*rout <strong>look</strong>ingback <strong>at</strong> th€:tex& m<strong>at</strong>&<br />

fte ibginniry$,,r€r5) and'endings.(a;t)i,' .'<br />

1 ... one of them managed <strong>to</strong> land there even though ..h...<br />

2 ' ... they had'succbealed ia,,maptia$&e.coast of tho continent, in spite of the<br />

fact th<strong>at</strong> ........<br />

3 A number of <strong>at</strong>tempts <strong>to</strong> reach it were made in the early years of the<br />

n<strong>are</strong>ntieth century, ........<br />

4 Travelling with dogs <strong>to</strong> pull the sledges th<strong>at</strong> carried his party's supplies, ........<br />

5 Despite the terrible we<strong>at</strong>her conditions, ........<br />

a Antarptica is almost entirety Covere8:bv a thick layer of ice<br />

b conaiilons prevent"a iiim'from exploring very far<br />

c many n<strong>at</strong>ions now have scientific bases on Antarctica ...<br />

d biut,,,the firstpelson <strong>to</strong>,,$ei ther,g w..as,,,&e Norwe$anr,Roald ds€n,::. ,<br />

e he arrived <strong>at</strong> the pole five weeks before his rivals ...<br />

Writingl<br />

You have been asked <strong>to</strong> write an article called 'My hero' for <strong>you</strong>r class <strong>news</strong>paper,<br />

about a man or woman whose achievements <strong>you</strong> admire. Write <strong>you</strong>r article in<br />

120-180 words.<br />

This task $ves <strong>you</strong> a chance <strong>to</strong> practise:<br />

deseribinghow,.someone,ov,@camepr,ohlems., .. r'<br />

using because, in ryite of / deryite, <strong>at</strong>lnougntUut, even though.<br />

Useful words and expressions<br />

<strong>to</strong> accept, <strong>to</strong> bear, <strong>to</strong> carry on, <strong>to</strong> cope with, <strong>to</strong> put up with, <strong>to</strong> refuse, <strong>to</strong> succeed<br />

2n

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