Life Upper Intermediate Unit 11a

Ability: can, could, be able to, manage to, succeed in

Presentation
You can use can, could and be able to to talk about could and was / were able to
ability: You can use both could and was/were able to to talk
The new device can bend light. about general abilities in the past:
They will be able to use the device for a range of uses. He was the best person for the job. He could speak
They couldn’t say when the device would be ready. Japanese and he had experience of working in the arts.
I was the only one in my class who wasn’t able to /
can / could
couldn’t swim.
Use can/can’t (cannot) to talk about ability in the
We use was/were able to (not could) to talk about
present and the future. If you want to talk about ability
success in a particular task or activity:
in the past, use could/couldn’t.
She was able to find a substitute for Tim. (not She could
It can bend light. (5 present)
find a substitute for Tim.)
We can’t show you until next week. (5 future)
You can use both couldn’t and wasn’t/weren’t able to to
They couldn’t say anymore. (5 past) talk about not succeeding in a particular task or activity:
See also Units 67–69 and 86–89. She couldn’t/wasn’t able to help him.
be able to manage to and succeed in
There is no infinitive or participle form (-ed or -ing You can also use manage to (1 infinitive) and succeed
form) of can or could. When we need an infinitive or in (1 -ing) to talk about success (or lack of success) in a
participle form, we use be/been/being able to. particular task or activity, but not to talk about general
We’ll soon be able to put the device into production. abilities:
They haven’t been able to find a sponsor. Once the team manage to perfect their device, they will
Being able to speak Japanese is very important. be able to put it on the market.
Scientists have succeeded in creating a new device.

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 Upper Intermediate Unit 11a
Exercises

1 Underline the correct options.

1 He loved the water and could / couldn’t / 6 You used to could / be able to / was able to see
wasn’t able to swim when he was three. the sea from here, before they built that block
2 I’d love to can / could / be able to swim like him. of flats.
3 She teaches French and she can’t / could / is able 7 He was heartbroken, but he can / could /
to speak Chinese as well. couldn’t understand why she’d left him.
4 He’s lost his driving licence. He can’t / couldn’t / 8 I’m having laser treatment on my eyes, so I’ll
hasn’t been able to drive for the last two years. can / could / be able to read without glasses.
5 We’re a bit worried about Jake. He’s six years
old, but he still can / can’t / couldn’t read.
2 Complete the sentences with the verbs in brackets. Use negative forms where necessary.
1 I’m really sorry we to the party last night. (able/come)
2 She finally a job as a waitress. (manage/find)
3 My father’s going to give me some money so I my first car.
(able/buy)
4 We were only at home for a few days and unfortunately we all the
people we’d wanted to see. (not succeed/visit)
5 She did as well as she could, but on this particular occasion she just
the exam on time. (able/finish)
6 The cup fell off the table, but luckily he it before it hit the floor.
(manage/catch)
3 Complete the sentences using can, could or was able to. Use negative forms where necessary.
Sometimes more than one form is possible.
1 A:  1 you speak Dutch?
B:  No, not really. I 2
speak it when I was a child, but then my family left the
Netherlands and I lost touch with the language.
2 A:  Did you go to the concert last night?
B:  No, I 3 get a ticket.
3 A:  Do you know if Sarah 4 get home alright last night?
B:  Yes, she caught the last train with just minutes to spare!
4 A:  How’s the snow?
B:  A
 mazing! Another ten inches fell two nights ago. I 5 get to the office yesterday
morning!
5 A:  I’m sorry I 6 come to the meeting this afternoon. Something’s come up.
B:  O
 K. Don’t worry. I’ll take notes for you.
4 Write sentences about yourself.
1 I can  , but I can’t  .
2 I’d love to be able to  .
3 When I was I could  .
4 I couldn’t until I  .
5 I was really pleased when I succeeded in for the first time.
6 I’ll never forget the time I managed to  .

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Life Upper Intermediate Unit 3a
Future verb forms review: Present simple,
present continuous, future simple, going to

A: Ah! So you’ve got two kids now. I didn’t know! How old’s your youngest?
B: She’s two. She’ll be three on Sunday. We’re going to have a party. There’ll
be fun and games for the kids, and food and drink for the adults.
A: Where are you having it?
B: At the café in the park. There’s plenty of room for the kids to run around,
and we’re going to get a clown to come and do a little show.
A: Sounds like it’ll be great fun!
B: Fancy coming? The show starts at five.
A: Er, no thanks. Maybe I’ll join you for ten minutes to say hello. I’m not really
that good with kids!

Presentation
Present simple going to and will
Use the present simple for timetabled or scheduled You can use both going to and will:
events in the future: • to talk about future facts and inevitable events:
The show starts at five. She’ll be / She’s going to be three next birthday.
• to make predictions about the future: It’ll be great
Present continuous and going to
fun. / It’s going to be great fun.
You can use both the present continuous and going to to Use going to when you make a prediction based on
talk about plans and arrangements in the future. They information in the present situation:
can often be used with the same meaning:
Look at those clouds! Get in the car, it’s going to rain!
We’re going to have a party.
You often use will with verbs like think, expect, imagine:
Where are you having it?
I think it’ll be OK. I expect he’ll be here on time.
We’re having it in the park. I imagine he’ll call later today.
Use the present continuous (and not going to) when a To talk about decisions, I’m going to … and I’ll … are
formal arrangement has been made: both used.
I’m having a party tomorrow. Use going to to talk about a decision that has been made
We’re flying to Barcelona tomorrow. We booked the before the moment of speaking:
tickets last week. I’m going to get a bus.
Use going to (and not present continuous) to talk Use will to talk about a decision that is made at the
about personal intentions when there is no clear moment of speaking:
time reference or expression: Oh no! It’s really late. I’ll call a taxi!
I’m going to study hard for my exams. (5 I intend to See page 236: Summary of future forms
study hard in the future.)
I’m studying hard for my exams. (5 I’m studying hard
NOW.)
TIP  
Younormally use the verbs go and come in the
present continuous, not with going to.
Say Are you going to the party? (don’t say Are you
going to go to the party?)

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 Upper Intermediate Unit 3a
Exercises

1 Match 1–8 with A–H.

1 There’s been a change of plan. H A We’re going to be late!
2 We’ll need to leave here at about 7.30. B The doors open at 8 o’clock.
3 I didn’t do very well in my exams. C I’m babysitting for my neighbour.
4 You’d better bring some sun cream. D But I’m going to study much harder this year.
5 I forgot that it’s Amy’s birthday today! E It’s going to be really hot today.
6 Oh no! Look at the traffic. F All classes will finish at 1 p.m.
7 Tomorrow is the last day of term. G I’ll send her a text message.
8 Sorry, I can’t come to the cinema tomorrow H We’re meeting at 12 instead of 1.30.
evening.
2 Choose the best options. Then listen and check.
A: 1We’re going / We’ll go to the theatre on Saturday. B: Could you get two? Jane 7is staying / will stay
B: What 2are you going to / will you see? with me this weekend.
A: It’s a Cuban dance group. They’re great. Do you A: Sure, 8I’m doing / I’ll do that this morning – as
want to come, too? soon as I’ve finished my breakfast!
B: What time does the show start? B: Thanks a lot!
Let me know how
A: At 9.30. 3We’re going to meet up / We will meet much it is and
up for something to eat at the Thai Dragon 9
I’m paying / I’ll
beforehand. 4There’s / There’ll be me, Rob, pay you on
Teresa and Stefano. 5It’s being / It’ll be fun. Saturday.
B: I’d love to come too. Have you got the tickets yet? A: OK. Speak soon!
A: No, I think 6I buy / I’m going to buy them online
later today. Do you want me to get one for you?
3 Rewrite the sentences with a similar meaning using the words in bold.
1 What are your plans for tomorrow?
doing  What are you doing tomorrow?
2 Who do you think will win the competition?
think/going 
3 Don’t worry, it isn’t going to rain tomorrow.
will 
4 I’ve arranged to take the day off tomorrow.
taking 
5 The flight will leave Naples at 18.30 and arrive in London at 20.25.
leaves 
6 Do you intend to sell your bike at the end of the summer?
going 
7 It’s going to be really difficult to get there by nine.
will 
8 The exam will start at 9.00 and the doors to the exam room will close at 8.50.
starts 

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Life Upper Intermediate Unit 2b
Past simple, past continuous and past perfect simple

When I arrived, the party had already started and As I walked in, they all stopped talking and looked
everyone was laughing and talking. at me.

Presentation
Past simple You don’t usually use stative verbs in the past
Use the past simple to talk about the sequence of the continuous.
main events in a story: Say I knew the waiter very well. (don’t say I was knowing
When I arrived, they all stopped and looked at me. the waiter very well.)
See Unit 3: Stative verbs in the continuous
Past perfect simple
time
You use the past perfect simple to show that something
arrived   stopped   looked at me happened before the main event:
When I arrived, the party had already finished.
Past continuous
Use the past continuous with the past simple to explain
that two actions happened at the same time. The action time
in the past continuous was in progress at the time the
party finished       I arrived
action in the past simple happened:
When I arrived, everyone was laughing.
If you use the past simple, it shows that one action
arrived happened after the other:
time When the police arrived, the party finished.

was laughing
time
The past simple action may interrupt the longer past
continuous action: police arrived       party finished
Everybody was laughing and talking when the door
burst open. Suddenly they all stopped talking and turned See page 235: Summary of past simple, past continuous
around to look at the door. and past perfect simple

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 Upper Intermediate Unit 2b
Exercises

1 Put 1–8 in the correct order to complete the story.

I’d been …
1 been years since I’d last seen my twin brother.
2 walked over to me. It was Tom. He
3 got to the restaurant, I thought he hadn’t
4 looked so much older than when I’d last
5 arrived yet. Then a man with a long beard
6 seen him. I was so happy. It’d
7 seen him for more than ten years. When I first
8 looking forward to seeing Tom again. I hadn’t 1

2 Circle the correct form of the verbs.

1 He 1had climbed / was climbing a tree when the accident 2was happening / happened. He 3had come /
was coming down when he 4was falling / fell and 5was breaking / broke his leg.
2 We 6had been / were incredibly late. The party 7had finished / finished by the time we 8had got / got there.
The music 9had stopped / was stopping and all the guests 10got / were getting ready to go. We 11had explained /
explained that our car 12had broken / was breaking down. Steff 13had already put / already put her coat on, but
she 14was inviting / invited us to have a drink in a nearby bar.
3 I had just got into bed when I 15heard / was hearing a loud noise. I 16had run / ran to the window to see what
17
was happening / happened. A dog 18had knocked / was knocking over our rubbish bin. It 19was eating / ate
the food that 20had fallen / was falling on to the pavement.

3  omplete the dialogue using the past simple, past continuous, or past perfect simple. Then
C
listen and check.

A: 1 Did you hear (hear) A: Yeah, but while the band 4

about the party last night? (play), some thieves 5 (break)
B: No, what party? into the house.
A: The one at Hugh’s house. You remember, the B: No! Really?
one for his girlfriend’s 30th birthday. A: Yes! Hugh 6 (not find out) till a
B: Oh yes, I remember. So, what 2 few hours after it had happened. Everybody
(happen)?
7
(already/leave).
A: Well, everyone 3 (have) a great B: What 8
they
time. There was a band and a disco ... (take)?
B: Sounds just like Hugh! A: Everything: the TV, the hi-fi, the computer ...
B: Oh, no! Poor Hugh!

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Life Upper Intermediate Unit 6b
Question tags

Jim: It’s Lisa, isn’t it?

Lisa: Yes, Lisa Rogers. Have we met before?
Jim: Once, but it was a long time ago. I’m Jim Smythe. I work for KMC.
Lisa: You don’t work with León Alvarez, do you?
Jim: That’s right.
Lisa: Oh, I remember now. You were at that meeting with León in Barcelona,
weren’t you?
Jim: Yes, about two years ago. There was that wonderful reception, wasn’t there?
Lisa: Yes! Well it’s nice to meet you again. Anyway, what do you think of the
conference? It’s been interesting, hasn’t it?

Presentation
Use question tags for asking for information, or for For the following verbs or verb forms, use the auxiliary
checking and confirming information. They are used (given in brackets) in the question tag.
in informal speech at the end of affirmative or negative
Verb or verb form 1 Examples
sentences:
(auxiliary)
It’s Lisa, isn’t it? to be It’s Lisa, isn’t it?
There was a meeting, wasn’t there? (is, are, was, were) I’m late, aren’t I?*
Do not use them after questions: (*With I am ..., don’t say I’m late,
am not I? )
Is it Lisa, isn’t it? You were at that meeting with
Was there a meeting, wasn’t there? León in Barcelona, weren’t you?
There was that wonderful
Always use contracted forms in the tag.
reception, wasn’t there?
Don’t say: It’s Lisa, is not it? Present simple You work for KMC, don’t you?
When the main verb is affirmative, the tag question (do/does) You don’t know my colleague,
is negative: do you?
1 2 Past simple He went to the conference,
It’s been an interesting conference, hasn’t it? (did) didn’t he?
They didn’t enjoy the
When the main verb is negative, the tag question is presentation, did they?
affirmative:
Perfect and continuous The conference has been
2 1 (the same auxiliary interesting, hasn’t it?
You don’t work with León Alvarez, do you? verb) You aren’t listening to me, are you?
When the subject is a pronoun, repeat the pronoun: Modal verbs I should leave now, shouldn’t I?
(the same modal I couldn’t buy you a drink, could I?
It’s Lisa, isn’t it?
auxiliary verb)
When the subject is a noun, use an appropriate Imperative Send me your contact details,
pronoun: (will/won’t) won’t you?
The conference has been interesting, hasn’t it? Don’t forget to call me, will you?
Let’s Let’s go out for dinner again
Punctuation
(shall) sometime, shall we?
When you write question tags, put a comma between Let’s not spend too long
the main sentence and the tag: It’s Lisa, isn’t it? discussing this, shall we?

See page 237: Summary of statements, questions, short

answers and short responses

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 Upper Intermediate Unit 6b
Exercises

1  Write the question tags in the conversation. Then listen and check.
are you didn’t you do you haven’t we isn’t it shall we shouldn’t I
wasn’t it weren’t you will you won’t you

A: We’ve met before, 1 ?

B: Sorry, you’ll have to remind me.
A: You were on a training course with me in Bristol, 2 ?
B: Yes! That was a long time ago, 3
? I remember now. You aren’t Malcolm,
4
?
A: That’s right. Malcolm Savage.
B: Peter Franks. Nice to meet you again. It’s funny how you meet people again at these events,
5
?
A: Well, it’s a small world. You worked for Haversham Plastics then, 6 ?
B: Yes. I still do. You don’t do any business with us, 7
?
A: No, I’m afraid not. But I have a colleague here who works in your industry. In fact he’s looking for
a supplier.
B: I should meet him, 8 ?
A: Yes, but I can’t see him at the moment. Never mind. You’ll be here later, 9 ?
B: Actually I have to go in a minute.
A: OK. Well, let’s keep in touch about this, 10 ? Here’s my card with my phone number.
Don’t forget to call me, 11 ?
B: No, I won’t. Thanks. It was nice meeting you again.

2 Write the missing question tags.

1 You’re Marie, ? 9 He’d already asked her to marry him before,
2 It’s my turn to pay, ? ?
3 They don’t work here, ? 10 Sheila’s going to be angry about the mess,
?
4 She likes sugar in her tea, ?
11 Don’t forget to give this package to your mother,
5 W hen I lived here, there was a tree here,
?
?
12 All you children must work harder,
6 They’ve closed the post office, ? ?
7 I’m in your group, ? 13 Let’s take a taxi home, ?
8 I couldn’t borrow a pen, ? 14 It’s been a lovely day, ?

3 Think of someone you know who you haven’t seen for a long time. Imagine you meet again.
Write questions using these tags.
1 , aren’t you?
2 , don’t you?
3 , haven’t you?
4 , didn’t you?

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Life Upper Intermediate Unit 9a
Articles 2: the or no article

Presentation
the • superlatives: the best, the most important
Use the with: • titles: the President, the Revolutionary War
• play 1 musical instrument: play the violin, the harp • newspapers: The Pennsylvania Gazette, The Times
and the guitar • some common expressions: go to the theatre/bank/
• the name of (a specific) invention: the lightning rod, cinema/gym/shops/city centre
the Franklin Stove
No article
• an adjective to talk about a group of people: the rich,
You use no article with:
the guilty
• meals as part of a routine: What do you have for
• professional bodies: the police, the army, the media
breakfast?
• words about the weather and climate: the wind, the rain
• play 1 sports/games: play tennis, play chess
• deserts: the Gobi, the Sahara
• by 1 transport: by car, by taxi, by train
• rivers: the Amazon, the Seine
• possessive ’s: Sally’s house, Franklin’s invention
• mountain ranges: the Alps, the Himalayas
• towns and cities: Paris, Boston
• oceans and seas: the Pacific, the Mediterranean
• most countries: France, New Zealand, South Africa
• groups of countries or states: the USA, the European
• continents: Asia, Africa, Europe, Antarctica
Union
• lakes and mountains: Lake Geneva, Mount Everest
• countries whose names are plural: the Philippines,
the Maldives • days of the week, months and years: Monday,
Tuesday, January, February, 1991, 2001
• countries whose names include a political label: the
United Kingdom, the People’s Republic of China • languages: Italian, Japanese
• some buildings: the White House, the Eiffel Tower • school subjects: Geography, History, Art
• periods of time and history: the holidays, • magazines: Vogue, Hello!
the weekend, the sixties, the 18th century, the • some common expressions: to/at/from school/
Enlightenment university/college/church/work; to/in(to)/out of
• geographical regions: the Americas, the north, the hospital/prison; on holiday
coast, the mountains, the countryside, the world

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 Upper Intermediate Unit 9a
Exercises

1 Complete the text with the or no article (Ø). Then listen and check.

2 Cross out the in sentences 1–11 where it’s not needed.

1 What time do you normally eat the lunch. 6 Are you going to the gym later?
2 The Times of India is the country’s most 7 What can we do about the poor in our society?
widely-read English newspaper. ✓ 8 My uncle is in the hospital with a broken leg.
3 Have you finished with your copy of the 9 The Italian Renaissance was famous for painters
Newsweek? Can I read it? like Michelangelo and Leonardo da Vinci.
4 The United Nations’ headquarters is in the 10 My favourite subject has always been the
New York. Geography.
5 Let’s leave the car and go by the bus for a 11 They say you can float and read a newspaper
change. on the Dead Sea.

3 Complete these sentences in your own words. Use the or no article in your answers.
1 The most famous place to visit in my country is .
2 I can play .
3 The invention of was probably the most important of
the last century.
4 My country is part of the continent of .
5 In my country, everyone has to study in school.
6 My favourite meal of the day is .

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Life Upper Intermediate Unit 10b
be used to and get used to

A: How do you feel about your new job? Are you getting used to the new routine?
B: G
 etting up so early in the morning is still a bit difficult. I used to work in a bar and the hours were very
different. I was used to staying in bed late in the morning, and having a long, slow breakfast.
A: Did you prefer working in the evenings, then?
B: N
 o, not at all. I love finishing at midday. Give me another couple of weeks and I’m sure I’ll be used to
getting up at four o’clock!

Presentation
You can use used to as an adjective: used to (verb) and be/get used to
I’m used to working at night. (5 I’m accustomed to (verb 1 adjective)
working at night.) When you use used to as a verb, it is followed by the
infinitive:
be used to
I used to work nights.
Use be used to to explain that someone is familiar
with a situation or a routine: You can only use used to as a verb to talk about the past.
I’m used to staying in bed late. Use be/get used to with a noun or with verb 1 -ing:
Don’t use be used to in the continuous: I’m used to early mornings. (noun)
I’m being used to working late at night. I’m getting used to working early in the morning.
(verb 1 -ing)
get used to
You can use be/get used to to talk about the past,
Use get used to in the present continuous to explain
present or future:
that someone is in the process of becoming familiar
with a situation: past: I was/got used to getting up late.
I’m getting used to working early in the morning. present: I’m/I’m getting used to working in the morning.
Use the past simple to show that the process is complete: future: I’ll be/get used to getting up at four o’clock.
I quickly got used to the new routine. See page 235: Summary of be used to

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 Upper Intermediate Unit 10b
Exercises

1 Choose the correct options.

I grew up in the city, so 1  I’m / I’m getting used to noise and traffic. It’s
taking me some time to 2be / get used to the peace and quiet out here
in the country!

Our daughter is almost a year old now. 3I’m slowly / I’m slowly getting used to life as a
parent. I quickly 4was / got used to the sleepless nights and the toys all over the house.
And I know I’ll have to 5be / get used to being called ‘Daddy’ pretty soon, too, now that
Rosie’s started talking.

2 Complete the sentences with the correct form of be or get.

1 He used to travelling on the train to work every day. He’d been doing
it for years and always took a book with him.
2 They soon used to the new routine and really enjoyed the change.
3 Moving to a new town can be quite stressful, but I’m sure I used to it pretty quickly.
4 At the beginning, I (not) used to working nights and I found it very difficult to adapt.
5 She had always lived alone and used to having the house to herself, so she didn’t like
having visitors to stay.
6 We (not) used to all this noise and we’re finding it very difficult to sleep at night.

3  Complete the dialogue with the correct form of used to, be used to and get used to.
Then listen and check.
A: So, what 1 you do before you became a teacher?
B: I 2
work as a banker in the City, in London.
A: Why did you decide to become a teacher?
B: My working life 3 be very stressful. I 4 working ten or twelve hours a day
and under a lot of pressure. It was very tiring and I decided it was time for a change.
A: Was it difficult to 5 your new lifestyle?
B: Well, I 6
earning a lot more money, so it took me a bit of time to 7 living on
a teacher’s salary! And I 8
(not) working with kids, but now I’m slowly 9 the
role of teacher and I’m loving every minute of it – well, almost!
A: And what about your new working routine?
B: I 10 the shorter working hours and the longer holidays very quickly! I only 11
take ten or fifteen days’ holiday a year when I was a banker. Now I have six weeks’ holiday in the summer
alone. That’s great!

4 Complete these sentences so that they are true for you.

1 I’m used to at work/school/university.
2 I’m still not used to .
3 I’m slowly getting used to .

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Life Upper Intermediate Unit 5a
Verb + -ing or infinitive 1

Presentation

Verb 1 -ing Infinitive or -ing?

Certain verbs are always followed by a verb in the Some verbs can be followed by either form, with very
-ing form (NOT the infinitive): little or no change in meaning. These verbs include:
I enjoy listening to the radio. 3 hate, like, love, prefer.
I enjoy to listen to the radio. ✗ You can use -ing after these verbs to describe the action
(or activities) in general:
These verbs include: avoid, can’t help, consider, dislike,
I like reading science fiction novels. / I like to read
enjoy, fancy, finish, imagine, involve, keep, mention,
science fiction novels.
mind, don’t mind, miss, postpone, practise, report, risk,
stand, can’t stand, suggest. I love singing. / I love to sing.
You can also use the to infinitive after these verbs
Verb 1 preposition 1 -ing
to describe an action in certain circumstances
When a preposition follows the first verb, the next or on specific occasions:
verb is in the -ing form: I like to read the instructions first when I buy
I learn by doing. something new.
I apologise for cheating. I love to sing when I’m on my own.
See also Unit 52: Verbs and dependent prepositions You can use -ing or the to infinitive after some verbs
with no change in meaning. These verbs include: begin,
Verb 1 object 1 -ing start, continue, can’t bear.
Some verbs can be followed by an object and a verb I always aim to finish the job when I start to work on
in the -ing form: something. 3
I don’t like other people helping me. I always aim to finish the job when I start working on
This fence prevents the animals running away. something. 3
These verbs include: imagine, hate, like, dislike, keep, See also Unit 63 for changes in meaning with infinitive
love, prevent, remember, risk, see, stop, mind. and -ing.

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 Upper Intermediate Unit 5a
Exercises

1 Complete the sentences with the pairs of verbs. Change the form of the verbs where necessary.
apologise 1 be  can’t help 1 think  enjoy 1 play  mind 1 stay 
prevent 1 break  start 1 work  worry 1 cook

1 My family always board games.

2 When did you for this company?
3 We for late, but we’ve been stuck in traffic.
4 Don’t about dinner for me.
5 This lock will burglars into your house.
6 My parents don’t you at our house.
7 I that he lied to us.
2  Complete the conversation. Write the word in brackets in the -ing form or as an infinitive. Then
listen and check.
A: Did you enjoy 1 taking (take) the quiz?
B: Yes, it was interesting. I discovered that I’m good at 2 (do) creative things.
A: So you’re right-brain dominant?
B: Yes, I am. I don’t appear 3 (be) as good with details. What about you?
A: I was a mixture. On the whole I learn by 4
(study) the rules first, and afterwards
I attempt 5 (answer) questions one by one. That’s left-brain dominant. But I also risk
6
(make) mistakes from time to time, which is more right brain.
B: Have you asked anyone else in the class 7 (try) the quiz?
A: Not yet. I was thinking of 8
(ask) Pietro.
B: Good idea. I’d expect the test 9
(show) that he’s left-brain dominant.
A: Me too. But you never know!
3 Underline the correct options in italics. In some sentences both options are possible.
1 I love reading / to read poetry.
2 Getting a driving licence involves taking / to take a test.
3 Pretend liking / to like her cooking or she’ll be upset.
4 When did you begin collecting / to collect stamps?
5 He hates asking / to ask for help.
6 I demand seeing / to see the manager!
7 Remind the children tidying / to tidy their rooms.
8 Even after the police have caught them, some people continue breaking / to break the law.
9 Why do you always keep people waiting / to wait?
10 Some people prefer studying / to study online instead of learning in a classroom.
4 Complete these sentences so that they are true for you. Use a verb in the -ing form or as an
infinitive.
1 Recently, I’ve started  .
2 In my spare time, I love  .
3 I can’t bear people  .
4 When choosing a film, I always prefer  .

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Life Upper Intermediate Unit 5b
Verb + -ing or infinitive 2: remember, forget, go on, mean, regret, stop, try

Presentation
Some verbs can be followed by either the to infinitive or the -ing form but the meaning changes. These verbs
include: remember, forget, go on, mean, regret, stop and try.

1 -ing 1 to infinitive
remember / To talk about your memories: To talk about actions which are necessary:
forget He remembers taking comfort from his music I must remember to send that letter.
during this difficult period of his life. Don’t forget to practise the piano.
He’ll never forget hearing music for the first time. To say whether or not the action took place:
Did you remember to post the letter?
Sorry, I forgot to send it.
go on To talk about a continuing action already in To talk about a change of situation or sequence
progress: of events:
He went on performing for the rest of his life. He learnt to play the piano and went on to learn
other musical instruments.
mean To talk about the result of an action: To talk about something you intend to do:
Success as a singer meant changing his career He always meant to become a lawyer.
plans.
regret To say you are sorry for something that you did: To say you are sorry for something that you are
I regret doing things for money. about to say. This is a polite way to introduce bad
news:
I regret to tell you that you have not won.
stop To talk about an action which has ended: To talk about the reason for stopping:
He stopped performing to audiences in 2001. He stopped to talk to his fans.
try To talk about an experiment to see if something is To talk about an attempt to do something:
successful: He tried to earn extra money.
He tried working as a lawyer but he didn’t like it.

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 Upper Intermediate Unit 5b
Exercises

1 Complete the pairs of sentences. Write the words in brackets as an infinitive or in the -ing form.
1 A I remember (leave) my wallet on the table, but now it isn’t there.
B Did you remember (do) your homework?
2 A Don’t forget (take) the books with you when you leave.
B I’ll never forget (fall) off my bicycle for the first time.
3 A After a bad start, the team went on (win) the tournament.
B Mike told us a ghost story and then we all went on (tell) each other scary stories.
4 A Leaving university meant (give up) his dreams of becoming a doctor.
B I’m sorry. I didn’t mean (be) rude.
5 A I don’t regret (hit) him at all! He deserved it.
B We regret (inform) you that we are unable to reimburse the full amount.
6 A You’re so selfish. Do you ever stop (think) how other people might feel?
B Stop (bother) your brother. He needs to finish his homework.
7 A Try (press) that key again and see if the program stops this time.
B I’m trying (learn) Arabic at the moment, but it isn’t easy!
2 Correct six more mistakes in these conversations. Then listen and check.

Conversation 1
to
Shelley: Did you remember buy more paint, Diego?
/\
Diego: Yes, I did. But I forgot bringing it with me. I can go back and get it now.
Shelley: It’s OK. I think Marie is on her way here, so she can stop getting some.
Conversation 2
Shelley: Hi Marie. It’s Shelley. Are you on your way?
Marie: No, not yet. I meant leaving ages ago, but my ex-boyfriend called round.
Shelley: Really? What did he want?
Marie: To say how much he regretted to leave me. He went on say how sorry he was for over an hour!
Shelley: What happened?
Marie: Well, I tried be nice at first but it didn’t help, so in the end I told him to go.
3 Rewrite the first sentence using the word in bold followed by a verb as an infinitive or in the -ing form.
1 After he joined the army, he became a general.
went on  After he joined the army, he went on to become a general.
2 Don’t worry so much!
stop  it so much!
3 As the window is stuck from the inside, see if you can open it from the outside.
try  As the window is stuck from the inside, it from the outside.
4 I’m sorry that I lied to you.
regret I to you.
5 The security guard was sure he had checked the lock before he went home.
remembered  The security guard the lock before he went home.
6 I had less money to spend because I lost my job.
meant  Losing my job less money to spend.

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