WITH) KEY RICHARD SIDE ann GUY WELLMAN GRAMMAR AND VOCABULARY for | CAMBRIDGE ADVANCED AND PROFICIENCY FULLY\\UPDATED: FOR THE REVISED CPE Scanned with CamScannerContents Syllabus map Introduction n SECTION 1 Present Perfect SECTION 2 Other Perfect forms SECTION 3 Continuous forms SECTION 4 The future Vocabulary SECTION 5 _Stative verbs SECTION 6 Collocation Exam practice 1 Bi unit two Passives Entry test THE Basics SECTION T Agents and objects SECTION 2 Infinitives and -ing form passives SECTION 3 Get and have SECTION 4 Transitive to intransitive Vocabulary SECTION 5 Verbs commonly in the passive SECTION 6 Phrasal verbs Exam practice 2 Bi unit three Modal verbs 1 Entry test ‘THE BASICS SECTION 1 Predicting SECTION 2 Truth and possibility SECTION 3 Necessity, dury, advice 26 28 30 32 3 34 36 38 40 a “4 48 9 50 52 54 Vocabulary SECTION 4 Possibility, probability, certainty SECTION 5 Obligations Exam practice 3 Bi unit four Modal verbs 2 Entry test THE Basics SECTION 1 Intention, willingness, frequency, habit SECTION 2 Ability, permission SECTION 3 Should; modals in the past Vocabulary SECTION 4 Frequency SECTION 5 Ability, quality and achievement Exam practice 4 Bi unit five Subjunctives and Unreal Past; conditionals Entry test ‘THB BASICS SECTION 1 Subjunctives and Unreal Past SECTION 2 Real conditionals SECTION 3 Unreal conditionals SECTION 4 Unreal Past conditionals Vocabulary SECTION 5 Prefixex SECTION 6 Suffixes Exam practice 5 Progress test 1 (testing contents of Units 1-5) Scanned with CamScanner 56 se 0 4 76 78 a1 82 84 88 90 92. 3)ee oe 344 100 Ml unit nin: Linking clauses Determiners and pronouns Entry test 100 Entry test 144 ‘THE BASICS 101 “THE BASICS uss SECTION 1 Time and reason 102, SECTION 1 All, both, the whole, neither, either, 146 SECTION 2 Result and purpose 104 Ro, none SECTION 3. Concession clauses 106 SECTION 2 Each and every lag SECTION 3 One(s), another, other(s), one 150 Vocabulary another, each other SECTION 4 Purpose and effect 108 SECTION 4 Quantifiers: much, many, 182 SECTION 5 Compounds 110 (a) few, etc. 5: i secrion 5 Any, some, somewhere, anywhere, 154 ae ti eTIONS Ams E . Vocabulary Rect SECTION 6 Groups of and parts of 156 Adjectives and adverbs SECTION 7 Amount and extent 158 Entry test u4 THE BASICS us Exam practice ® on Adjecti 116 SECTION Adjective structures Hi unit ten SECTION 2 Inversion us SECTION 3 Making comparisons 120 Noun clauses Vocabulary Entry test 162 SECTION 4 Sentence adverbs 122 THE BASICS ae 163 : SECTION 1 That-clauses 164 SECTION, Differences and similarities 124 ——— speTIONS SECTION 2 Wh-clauses 166 | Exam practice 7 nee SECTION 3 To-infinitive and -ing clauses 168 Bhuni SECTION 4 Reference: this, that, these, those; 170 Bi unit \t . a See Nouns and articles Vocabulary Entry test 128 SECTION 5 Reference words and phrases 17, THE BASICS 129 SECTION 6 Lack, shortage and excess u wx Th i SECTION I e or no article 130 Exam practice 10 i SECTION 2 Singular, plural, uncountable 132 * SECTION 3 Classifying 134 SECTION - Progress test 2 ” SECTION 4 Adjectives and verbs as nouns 136 : (testing contents of Units 1-10) Vocabulary SECTION 5 Singular, plural and uncountable 138 SECTION 6 Phrasal verbs 140 Exam practice 8 142 4 Scanned with CamScanneres 2 Bi unit el : " 182 Relative clauses Verb complementation 1 Entry test 182 Entry test 224 THE Basics 183 ‘THE basics 2s SECTION 1 Words used with relative 184 SECTION I Reflexive and reciprocal verbs 226 ‘peor SECTION 2 Verbs + that-clauses and 228 SECTION 2 Omitting relative pronouns 186 adjectives SECTION 3 Nominal relative pronouns 188 SECTION 3 Verbs + prepositional / adverbial 230 phrases Vocabulary SECTION 4 Nouns from phrasal verbs 190 Vocabulary SECTION 5 Problems and solutions 192 SECTION 4 Dependent prepositions 232 5 Expressing knowl lief 234 lian pracion 11 ie SECTION 5 Expressing knowledge and beli Exam practice 14 236 Bi unit twelve _ 196 - ” “Hl unit fifteen 238 Emphasis ; ° Entry test 496 Verb complementation 2 ‘THE basics 197 Entry test 238 SECTION 1 Fronting 198 THE Asics 239 SECTION 2 Introductory there and it 200 SECTION 1 Verbs followed by -ing or 240 SECTION 3 Emphasis using what, all and it 202 infinitive: — SECTION 2 Verbs followed by infinitive 242 SECTION 4 Nominalisation 204 SECTION? SECTION 3 Verbs followed by as 244 Necabinaty Vocabulary SECTION 5 _ Intensifying and emphasising 206 SECTION 5 a wt ae SECTION 6 Negotiating and decision-making 208 SECTION 4 caries Sppoeion: SECTION 6 agreement Exam practice 12 210 SECTION 5 Starting and ending 248 ‘Exam practice 15. 250 Hi unit thirteen _ ond ers Reported speech Progress test 3 252 Entry test 212 (testing contents of Units 1-15) ‘THE BASICS 213 . SECTION 1 Tenses in reported speech 214 ae a SECTION 2 Report structures 216 Vocabulary SECTION 3 Communication and 218 interpretation SECTION 4 Metaphor 20 Exam practice 13 222 Scanned with CamScannerMW syllabus map Bi unit one 7 Grammar Problem tenses ‘THs masics| Perfect tenses; continuous tenses; the furure Dunit two Grammar Passives THE Basics Form of, and reasons for using, the passive Grammar Modal verbs 1 ‘THE BASICS Basic grammar; main uses of modals x a Unit four Grammar Modal verbs 2 ‘THE Basics Main uses of modals 2; key difficulties with meanin, alphabetical list of modals be roars Present Perfect Present Perfect with other tenses; common pl Other Perfect forms Past Perfect / Future Perfect; Perfect infinitives and -ing forms Continuous forms Perfect Continuous; Past Continuous for plans, polite requests; Continuous infinitives; Perfect Continuous passive The future Future forms; will in time and ifclauses; common phrases to refer to the future Stative verbs Uses in Continuous and non-Continuous tenses Collocation Meaning; grammatical forms; fixed and open sonPABE 32 ‘Agents and objects Mention of agents; verbs with two objects; limitations of passive Infinitives and -ing form passives Infinitives after certain passive verbs, passive infinitives; report verbs Get and have Causatives; Get + -ed; I've had my car stolen, ete. ‘Transitive to intransitive Changing subject without using passive; meanings of ergative verbs Verbs commen in the passive Verbs with no agent; -ed adjective or passive; prepositions with passives; phrasal verbs Phrasal verbs Prepositions and partil prepositions after passives ; position of object; snus BABE 48 Predicting Certainty; possibility; expressing opinions Truth and possibility True / untrue; expressing opinions; giving reasons; expressing annoyance Necessity, duty, advice Must, have to, should, needn't, don't have to, etc.; other verbs for necessity and advice Possibility, probability, certainty Likelihood: bound to, etc.; improbability Obligations Legal / institutional, moral, personal obligations; freedom of choice Intention, willingness, frequency, habit Intention / refusal; frequency Ability, permission Can / Could v. was / were able to; theoretical possibility; permission; register Should; modals in the past Special uses of should; modals in the past; modal Perfects Frequency Adverbs and phrases; adjectives; habits and trends Ability, quality and achievement Dependent prepositions; collocation; connotation; metaphor Scanned with CamScannerBi unit five page fo Grammar Subjuncives and.” 1, Subjunctives and Unreal Past Present and Past subjunctive; Unreal Past Unreal Past; conditionals 2. Real conditional Verb forms; will / won't in if-clauses; mixing time references; false conditionals Unreal conditionals Verb forms; would in (fclauses; If. are to / were to Unreal Past conditionals Verb forms; would have... would have; omitting f, ete, asics ‘Subjunctives; Unreal Past; 2 conditionals; alternatives 4 to iff when and if era 5, Prefixes Functions and meaning; prefixes in non-existent words 6 6 Suffixes Forming nouns; suffixes and part of speech; changes to stems; with multiple suffixes; suffixes that have meaning Bi unit six page 100 Reason clauses: because, etc. iver since, et Grammar Linking clauses 1 eewnel 72, Result and purpose Result clauses: so, etc.; Purpose clauses: in order to, ete. See 3. Concession clauses Background information; unexpected contrast; ‘Types of clause; reasons for Position of linking words use; position (erin 4, Purpose and effect Purpose / intention; cause and effect 5, Compounds Noun + noun; adjective + noun; adjective + adjective; other combinations Bi unit seven Grammar Adjectives and 1. Adjective structures Adjectives after nouns; structures after adjectives; adverbs ~ late, lately, etc. 2, Inversion After negative adverbs; uses mesa 3 Making comparisons Comparatives; similarities; double comparatives; Position of adjectives and preferences; as / like; as if / though adverbs; adverbs from adjectives; adverbial phrases Vocabulary 4 Sentence adverbs Definition; uses 5, Differences and similarities Collocation; synonyms; modifiers; linking phrases; idiomatic phrases unit eight “ ; Grammar Nouns and ‘T The or no article The with nouns always singular; nouns without articles; articles general or specific: adding the * 2, Singular, plural, uncountable Always plural; uncountable with -s; collectives; ‘THE Basics There is / are; uncountable or countable Countable/ uncountable: 3. Classifying Referring to groups: plural, the, a /an; special groups a/an, the or no article; 4. Adjectives and verbs as nouns The unemployed, the supernatural, etc.; other determiners ~~ gerunds with / without the 5 Singular, plural and uncountable Common phrases: on foot, in all weathers, etc. 6 Phrasal verbs Meanings; meaning of particles Scanned with CamScanner‘neither, either, no, none Uses; common phrases “Ail, both, the whole, Grammar Determiners 7 i Sel pronoent 2 Each and every Differences in meaning / use; singular / plural; common phrases a 14. One(s), another, other(s), one another, each other Uses; common phrases sing determiners together; 4 Quantifiest much, many, (a) few, ete. Articles; use in negatives / questions, singular, plural, uncountable; __Fmality; common phrases common phrases 5. Any, some, somewhere, anywhere, etc. Uses; common phrases (etre 6 Groups of and parts of Describing groups; informal phrases; collocation Z Amount and extent Extent and degree; words expressing quantity BH unit ten Grammar Noun clauses That-clauses After nouns / adjectives / report verbs; as subject; omitting that; comparison with relative clauses Wh-clauses Uses; with prepositions; with infinitives; whether and if, Definition; types; position eduaatiogs In ‘THE Basics we 3. To-infinitive and -ing clauses Sentence position; differences; adding subjects; common phrases. 4 Reference: this, that, these, those; such; so Time / distance; referring back; common phrases aera 5, Reference words and phrases ‘Types of referenc focusing, referring forward and back, etc. specifying, arranging, 6 Lack, shortage and excess The haves; the have-nots Ml unit eleven Grammar Relative clauses 1 Words used with relative pronouns Prepositions; relatives after pronouns / determiners / wh-words EuEea, 2, Omitting relative pronouns When to omit; replacing clauses; Defining / non-defining ~~ descriptive clauses relative pronouns; position —_,_ Nominal relative clauses Definition; uses; followed by to-infinitive; off pecans ~ what before a noun; contact clauses 4, Nouns from phrasal verbs Position of particle; noun v. phrasal verb ‘5. Problems and solutions Facing problems, finding solutions, etc.; collocatior idiomatic phrases Scanned with CamScannerSeve eae “a page 196 «J uses, fronting noun clauses: introduction phrases Grammar Emphasis ‘1 Fronting Definiti ris masics 2 Introductory there and it Dummy subjects; + clause / report verb; es referring forward abate ‘sronger 5 Emphasis using what, all and it What /AULI am going to do . ete SS Ie was Tim who ran into the ofice. penal ees 14. Nominalisation Definition; uses; havea talk, make a comment, et. 5 Intensifying and emphasising Adjectives; collocation; adverbs of degree: exaggeration; adverbials, tc 6 Negotiating and decision-making Not giving in; weighing things up: & Neg giving things up; giving in sported speech Tenses of report verb; reporting past / p tenses; reporting modal verbs THE nasics 2. Report structures Types of clause; infinitive and -ing; impersonal reports; Grammar / vocabulary summarising; personal comments changes; orders / questions; flexible changes (een 3. Communication and interpretation Ways of speaking; phrasal verbs; idiomatic phrases 4, Metaphor Single words; compound adjectives and nouns; idiomatic phrases na ive and reciprocal verbs Use; verbs always / commonly reflexive; meaning changes Verbs + that-clauses and adjectives Verb + that-clause; verb + 2 re 7 ~ describing noun / adjective een acres 2 Verbs + _prapasitiona i saree phrases Verbs of movement / po: link verbs + phrase / + ai y inlay 4, Dependent prepositions Verb / adjective / noun + preposition; prepositional phrases 5, Expressing knowledge and belief Collocation; common phrases page 238 Verbs followed by -ing or infinitive Differences; perfect -ing; verb + -ing or bare infinitive Verbs followed by infinitive Verb + to-infinitive / to be / Perfect Infinitive / 2 eet rats ‘ for + object; bare infinitive Ising two verbs; : Sane ‘ two verbs 3, Verbs followed by as Defining a role or function; as + noun / adjective; ‘Prepositions: tng defining objects; similar structures Hy Vocabulary 4 Competition, opposition, disagreement Collocation; word formation; prepositions 5, Starting and ending Common phrases; phrasal verbs Scanned with CamScannerAcknowledgements This book is dedicated to John Eckersley. ‘The authors would like to thank the following: ‘Sue and William, Sally and Claire for their untold patience. John Eckersley for his generosity and support. Clive, Judith and the staff and students at BEET Language Centre, Bournemouth. ‘The staff and students of The Eckersley School of English, Oxford. Scanned with CamScannerIntroduction ABOUT THIS BOOK Who is this book for? This book is for any advanced student of English but ieis particularly relevant to people studying for the ‘Cambridge Certificate in Advanced English (CAE) ot the Certificate of Proficiency in English (CPE) exams. We assume that anybody using this book has a reasonable knowledge of and ability to use English, at least up to Cambridge First Certificate standard. What sort of grammar is in this book? This book covers the main areas of English grammar at advanced level and concentrates on areas you need to pass the exams. It looks, for example, at verb and noun structures, adverb and adjective structures, and ways of linking complex sentences and texts. It also provides information on style and register, for example whether some structures are more typical of written or spoken English. Grammar and vocabulary are obviously important in all areas of the advanced exams but are most explicitly tested in Paper 3 - Use of English (called English in Use in CAE). The cloze test (see p.14 below) in particular frequently tests grammatical areas such as determiners (see Unit 9), relative clauses (Unit 11), and auniliary verbs in Perfect and Continuous tenses (Unit 1), passives (Unit 2) or modal auxiliaries (Units 3 and 4). The key word transformations (see below) can include noun. clauses (Unit 10), aspects of emphasis (Unit 12) or reported speech (Unit 13) as well as vocabulary items. Other areas of grammar, such as articles (Unit 8), may cause more difficulty in Paper 2— Writing. The practice exercises in the book reflect this. What sort of vocabulary is in this book? +At advanced level, there is an enormous amount of “rocabulary to learn, No book can hope to cover it ‘ll. Ic is also much more difficult to predict *ocabulary which will occur in the exams. This book deuses on areas of vocabulary that are useful in a fide range of situations, e.g. agreeing and ‘sagreeing, frequency, problems and solutions, warting and ending, etc. Words that combine ecquently with others are a particular focus. This involves a consideration of collocation (see Unit 1.6) fas well as what grammatical structures we can use with certain words. We also look at word formation (Gee Unit 5, Sections 5 and 6, as well as other Sections) as these are tested explicitly in both exams. Each Unit has two Sections dedicated to vocabulary, but there is also a lot of vocabulary in the Grammar sections: groups of words often share similar ‘grammatical patterns, e.g, verbs that are commonly followed by that-clauses or to-infinitive structures (see Unit 14.2), or verbs that are commonly followed by it + clause (see Unit 12.2), The Sections often end with examples of common phrases and idioms which use the grammatical structures. Vocabulary sections complement the preceding Grammar sections where possible, whilst others deal with separate topics. The Syllabus map (pages 6-9) shows this. ‘Some of the grammar or vocabulary in the book may be formal or used in limited contexts, though. Janguage that would normally be considered specialised, such as legal or technical jargon or academic or literary usage, is not included because it is not tested in the exams, How can I use this book? ‘There are many different ways to use this book. You can use the Contents, Index or Syllabus map to look up a particular area of grammar or vocabulary that you want to study. Or, you may want to study complete Units in the order in which they appear. Several options are available to you. References within the Sections will point you in the direction of explanations of related areas of grammar or vocabulary in other Sections or Units. THE ENTRY TEST Each Unit begins with an Entry test. Each exercise in this testis related to one of the Grammar sections within the Unit. Ifyou have difficulties with an exercise, there is a cross-reference to the relevant Section which will provide all the explanation and practice you need, On the other hand, if you find the exercise easy, it may mean that you are perfectly competent in that area of grammar and you may wish to ignore that Section. THE BASICS ‘The Basics provides a summary of the grammar which students in advanced classes should already be familiar with. For example, with relative clauses (see Unit 11) you should already know about the un Scanned with CamScannerEy INTRODUCTION differences between defining and non-defining relative clauses ~ these are summarised in The Basics. ‘The Watch Out! boxes highlight areas that often continue to cause difficulty. If you have any difficulties with the points covered in The Basics, look at Grammar and Vocabulary for First Certificate by Luke Prodromou (Longman). ‘THE GRAMMAR SECTIONS Each Unit has between two and five Grammar sections which deal with aspects of a particular area of grammar. These Sections contain explanations and descriptions with many example sentences. The page ends with a short exercise so that you can check whether you have understood the main grammar points. PRACTICES ‘The right-hand page has related practice exercises. ‘The first practice is always a straightforward test of understanding the main grammar points in the Section; the later practices are more complicated and reflect the level and style of the advanced exams. ‘The last exercise in each Section is in the exam format of either CAE or CPE. These practices can be done in class or for homework. If you are doing them in class, you may want to discuss your answers with other students or with your teacher before checking the correct answers in the Answer key at the back of the book (in ‘with Key’ editions). Discussion helps everybody understand and remember the main facts or issues. ‘THE VOCABULARY SECTIONS Each Unit has two Vocabulary sections. These deal. with a particular area of vocabulary such as words connected with differences and similarities (see Unit 7.5) or competing (see Unit 15.4). Lexical areas such as collocation, word formation, phrasal verbs, prepositions and idiomatic phrases are also covered, specifically in particular Sections and generally in ‘other Vocabulary sections. There are several short Pre-practices within the explanations, The main Practice exercises contain much of the vocabulary presented in the explanations but also add other related items. There are several short Pre-practices within the explanations to help you understand the main points being made. ‘THE EXAM PRACTICES ‘At the end of each Unit there is an Exam practice which revises the grammar and vocabulary in the 2 whole Unit using CAE and CPE-type exercises. Each paper has the same score so that you can monitor your general progress as you work with different Units. ‘THE PROGRESS TESTS ‘After Units 5, 10 and 15 there are Progress tests in CAE and CPE-exam format. They revise the grammar and vocabulary of the previous five Units together with any other previous Units. Will I pass the exams if I do everything in this book? ‘One textbook is never enough to become fluent. ‘We recommend that you read widely in English (books, magazines, newspapers...) a8 well as take every opportunity to listen to English (satellite television, film, radio...) and speak the langua that you can use it naturally and easily. Everybody can learn a language (we have all already learned at least one!), but it takes time, patience and hard work, ABOUT THE EXAMS What level are CAE and CPE? CAE is an advanced exam at a level between Cambridge First Certificate in English and CPE. It is, recognised by many British Universities for English Language entry requirements at undergraduate leve CPE is more widely recognised for the same purpo: as well as being a qualification in many countries tc teach English. A pass at CPE is an indication that you should be able to follow lectures in English, write essays, understand the books you need to rez and contribute effectively in undergraduate semina and classes. In other words, it is quite a high level. For both exams, grades A, B and C are passes. Di narrow fail and B is a fail. Scanned with CamScannerWhat do the exams consist of? Both exams consist of five papers. The first three papers are normally taken on the same day. Papers 4 and 5 may be on different days within a week or two of the other papers. PAPER 1 ~ Reading CAE - (1 hour 15 mins) ‘There are four parts, each followed by a number of reading tasks aimed at testing your understanding of gist, main points, text structure or specific meaning, deducing meaning ot recognising opinion/attitude. ‘There is a total of approximately 50 questions. CPE — (1 hour 30 mins) There are four parts, some with a number of short texts and others with one longer text. The first part consists of three short gapped texts followed by multiple choice vocabulary questions. Each of the remaining three parts has different reading tasks with similar aims to those of CAE. There is a total of 40 questions. PAPER 2 - Writing (CAE - (2 hours) You must complete two writing tasks, each of approximately 250 words. The first, compulsory, task involves writing a letter, report, article, etc. in response to written information, which may include articles, letter, messages, notes, etc. Sometimes you will be asked to complete two pieces of writing on the same topic, for example an article and a short letter, For the second task you can choose from four possibilities. You must write a letter, a proposal, a review, a report, an article or an essay, according to the instructions. One question is always about your work place. CPE - (2 hours) You must complete two writing tasks, each of 300-350 words. The first, compulsory, task involves writing a letter, article or essay written in response toa short text. For the second task you can choose from four possibilities. You must write a letter, a proposal, a review, a report, an article or an essay, according to the instructions. PAPER 3 - Use of English (CPE); English in Use (CAE) ‘CAE ~ (1 hour 30 mins) “There are six tasks: a multiple choice eloze which focuses on vocabulary; an open cloze which focuses ‘on grammar and vocabulary; an error correction task ‘which focuses on grammar and vocabulary or on spelling and punctuation; a word formation task: a register transfer (changing formal language to informal, or vice versa); and a gapped text which focuses on the structure, meaning and grammatical and lexical cohesion of a complete text. CPE = (1 hour 30 mins) ‘There are five tasks: an open cloze which focuses on ‘grammar and vocabulary; a word formation task; gapped sentences which focus on vocabulary. particularly collocation; key word transformations which focus on grammar and vocabulary: and a text followed by comprehension questions and a summary writing task. PAPER 4 - Listening CPE ~ (approx. 45 mins) CAE - (approx. 40 mins) Both CAE and CPE Listening papers consist of four parts. You will listen to recordings of different spoken situations such as conversations, interviews, extracts from radio programmes, recorded telephone messages, etc., and complete a variety of matching, completion and multiple choice tasks aimed at testing your understanding of specific information, gist, attitude, main ponts and detail. You may hear a variety of accents, corresponding to standard variants on English native speaker accent. PAPER 5 - Speaking CPE - (approx. 15 mins) CAE = (approx. 19 mins) In both CAE and CPE, for the speaking exam there will be two (occasionally three) candidates and two examiners. One examiner acts as both interlocutor and assessor and manages the exam by asking questions or providing prompts for you to talk about, The other examiner acts as an assessor and does not join the conversation, You will discuss things both with the other candidate(s) and with the interlocutor. The assessors will be listening to your pronunciation, fluency, range of vocabulary, grammatical accuracy and general ability to hold a natural conversation in English. a Scanned with CamScannerWhat types of exam questions are practised in this book? ‘The grammar and vocabulary in this book is useful for all questions in both exams. However, we focus particularly on those questions in the Reading and Use of English Papers (Papers 1 and 3). In addition, a few ‘questions are based around the Writing tasks in Paper 2. The question types we concentrate on are as follows: CAE PAPER 3 English in Use Part 1 Multiple choice cloze A text containing 15 gaps followed by 15 multiple choice options. The main focus is on vocabulary: ft never (1) to amaze me how many films are (2) .. by the critics as a load of rubbish but go on to achieve considerable commercial success, flying in the (3) of such criticism. Jn fact it is the exception rather than the @) when critics and ..... (etc) 1 astops ceases ends d finishes 2 a considered b complimented ¢ counted d panned 3 a face wind variance d plane 4 a acceptance b rule reception d law (Answers: 1b; 2d; 3a; 4b) Part 2 Open cloze A text in which 15 words are missing. They are often ‘grammatical’ words such as articles, pronouns, auxiliary verbs, determiners, etc., or linking words (and, although, However, etc.). The missing words may also test collocation or prepositions: Fill each of the numbered blanks in the passage with one suitable word, THE HERRING GULL The herring gul’s ability to eat almost (1) sess from fish to the young of its own kind, has made one of the (2) .. species in Britain to be actually thriving at this time. Its (3) on... have multiplied in recent years because of ... (ct.) (Answers: eat almost (1) anything from fish to. ‘one of the (2) few species... etc.) Error correction perce containing errors a8 specified in the instructions. There are usually lines with extra words, rmisspellings or punctuation errors. In this book we concentrate on the examples with extra words: 1 In most lines of the following text, there is one unnecessary word. It is either grammatically correct or it does not fit in with the sense of the text. For each numbered line 1-16, write the unnecessary word in the spaces. Some lines are correct. Indicate these with a tick (7). The exercise begins with two examples. There is a very outspoken group of people who want to ban % hunting wild animals. Their argument is such that killing animals such 1. is cruel and unnecessary, while especially in those cases where while 2 animals are hunted more for sport than for eating or for purposes Part 4 Word formation ‘Two short texts with gaps that must be filled with an appropriate word formed from the ‘stem’ word given at the end of the line. Generally, one text has 7 gaps and the other 8. See CPE word formation below for example. Part 6 Gapped text A text with gapped phrases or sentences, followed by a list of ten options. You must select the correct, options to complete the text: Read through the following text and then choose from the list A to J the best sentence given below it to fill each of the spaces. Each correct sentence may only be used once. Some of the suggested answers do not fit at al The exercise begins with an example (0). Shortly after winning his fourth Olympic gold medal ln 1996, the rower Sir Steven Redgrave famously said:'Right, that's it. f anyone sees me anywhere ‘near a boat again, they have my permission to shoot ‘me; (0). Four years later, at the age of 37, he won his fith gold in Sydney, Australia. (1) ....6..... After this victory it was his wife's quote that hit the headlines: ‘t's us (his family) or the boat’. (2) ...A..u. All top sportsmen have to make sacrifices and regularly force themselves through one pain barrier after another, (3) ....B....... The other members... (etc,) Scanned with CamScanner‘A. Even so, it took some weeks for him to announce his retirement. B Very few, though, go through the mental and physical hell that is a rower's training schedule, This despite being a diabetic whose medical problems would have been enough for an ordinary mortal let alone a top sportsman, D_ However, that was far from being it. CPE PAPER 1 Reading Part 1 Lexical cloze ‘There are three short texts. Bach contains six gaps and is followed by six multiple choice options: Read the two texts below and decide which answer (a,b, c or d) best fits each gap. There are a few things to keep in mind when planning the perfect picnic. it cannot be (1) sss enough that the whole point of a picnic is that everything should be easily portable, both food and seats, There should be a (2) supply of food and drink for everybody. 1 a overestimated b pinpointed ¢ sessed 2 aplentil fruit focussed produce passable PAPER 3 Use of English Part 1 Open cloze Attext with 15 gaps. This works in the same way as the CAE Open cloze (see above). Part 2 Word formation A text containing ten gaps. Bach gap corresponds to a word. The ‘stems’ of the missing words are given beside the text and must be transformed to provide the missing word: Read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line. The board was coming under intense (1) ...... to take action, there seeming to be (2) si: differences between the two sides in the dispute. The figures the board had were so at (3) .... (3) VARY with what the workers submitted etc. (Answers: pressure, irreconcilable, variance) (1) PRESS (2) RECONCILE InrRopucTION Part 3 Gapped sentences Each question contains three different sentences, each containing one gap. The gapped word is the same in all three sentences, You must write the word that fits all three: | think it's probably a question of over matter. I don't suppose he would his bicycle. 1 don't standing dow, if you think that’s best. (Answer: mind) If you borrowed Part 4 Key word transformations Each question contains a sentence and a key word. ‘You must re-write the sentence using the key word. You are given the opening and closing words of the new sentence. You can use between three and eight words to complete the sentence, including the key word: In my view you are responsible for our losses. hold 1 ost (Answer: | hold you responsible for what we have lost.) What about the other exercises and papers in CAE and CPE? In addition to the above tasks, you will need to be able to recognise and use a wide range of grammar and vocabulary in order to: + understand the reading passages in Paper 1 «+ write letters and compositions in Paper 2 and the summary writing in CPE Paper 3 + understand what is being said in Paper 4 + understand and speak to the examiner and other candidates in Paper 5. ‘The grammar and vocabulary in this book will be a great help. 1s Scanned with CamScannerEntry test 1 Put the verbs in brackets into a suitable form. EXAMPLE: This (be) the first time I've had to work all through the night. This is the first time I've had to work all through the night. ‘ Most of us have been salesmen since we (leave) university. I (stay) with friends for the last few weeks while | try to find a fiat That's the first time | (ever get) really angry with him. We'll make the final decision when we (all finish) reading the report. e I've yet (see) a better player than Michael Owen in this competition « eat FOR PRESENT PERFECT, SEE SECTION 1. 2 Fill each of the blanks with a suitable word or phrase. EXAMPLE: AS Soon as he saw what had happened, he switched off the electricity. ‘a When I started working for this company, | an architect for six years. b She'd ........ studying marine biology but she finally decided on geography. © They sau. on the road for a mere five minutes when they had a puncture. d | don't recall in such a situation before. @ My intention is finished my studies by June. cal FOR FUTURE PERFECT, PAST PERFECT AND OTHER PERFECT FORMS, SEE SECTION 2. Problem tenses 3 Fill each of the blanks with a suitable word or phrase. exmrLe: | have been Writing this composition all evening. a What doing with yourself over the last couple of days? B Losi. t0 fix the engine all morning, but finally had to admit defeat. Next summer, | He claimed to but somehow forgot. e I was asking her if she'd like to come to the races on Saturday. FOR CONTINUOUS TENSES, SEE SECTION 3 living here for ten years. meaning to tell me about it 4 Fill each of the blanks with a suitable word or phrase. exawete: Look out! We're going to hit the car in front! a At this rate, We'te oon we finish, b The minute the train try to find a seat. By next December, he .. eighteen months. They claim to be on they set out to do. @ We were just about called. exhausted by the time standstill, get on and working there for of achieving everything 5, the house when Sue em _ FOR FUTURE FORMS, SEE SECTION 4. cee Scanned with CamScannerTHE BASICS 1 USES OF PERFECT TENSES Present Perfect ‘We use Present Perfect to talk about things that took place: + during a period that includes past and present: They've been waiting here for an hour, + in the past, but we're not saying exactly when: Don’t tell me he’s bought another new car! + in the past with an effect or result in the present: I'm afraid I’ve forgotten my key. Can you let me in? + meaning ‘a short time ago’, especially with just (American English uses Past Simple here): She’s just gone out. Past Perfect We use Past Perfect to talk about things that took place: + before something else in the past (see Section 2.1): T took the decision after I had spoken to John. © during a period before an event in the past: All day I been feeling nervous but the feeling vanished as soon as I saw her. Future Perfect We use Future Perfect to talk about: + something that will be finished before a specified time in the future (see Section 2.2): PU have signed nearly a hundred letters by tonight. For, since, already, yet, still, often, ete. We often use Perfect tenses with these time words, ‘* Note important variations in their position: We still haven’t heard from Olga. We've still not heard from her. I haven’t heard a convincing explanation of her absence yet. She’s phoned already. She’s already phoned, 2 USES OF CONTINUOUS TENSES ‘We use Continuous tenses to talk about activities: * that are temporary and continuing over a period. Continuous tenses show that we either view the event as incomplete, or that we don’t know or don’t need to say when it started or finished: We're studying Shakespeare at school at the moment. (= temporary activity during these weeks) Ie was raining when we left the building. (= we don't know or aren't interested in when the rain started ‘or when it will finish) that are in the process of changing: William’s piano playing was improving every day. I think I'm getting more forgetful as I grow older, + that describe a short action, e.g, hit, knock, blink, the action is repeated rather than continuous: Pye been ringing him all morning but he never seems to bein. ‘+ We often use Past Continuous and Past Perfect Continuous to set the background to narrative events. Because it may not be clear when the activity begins or ends, they give the impression you are arriving in the middle of a scene: Jo had been working all morning and was now ‘spending a happy half hour doing nothing more taxing than staring into space. She was looking forward to her holiday in Scotland in a few days’ time 3 EXPRESSING THE FUTURE English does not have one future tense. Instead, we use other tenses and modal verbs to refer to the future (see Section 4): This time next week we'll be sitting our exams, (= we'll be in the middle of them) When you arrive, you are to go straight to the registration desk. ‘We don't use Present Perfect when an exact past time is mentioned and there is no connection with. the present: X Weve been-to-London-it 4997, 7 We went to London in 1997. But we can use Present Perfect if the period mentioned includes the past and present: We've been here since half past six. Thaven’t done much work today. It’s been raining for ages. © We use Past Perfect for something that happened before something else. We can only use it with another Past tense: T went to see him because his wife had asked me to. © We omit will in time clauses (see Sections 1.4 and 4.2): xF wv I'll phone you as soon as we have arrived. v Scanned with CamScannerSECTION I Present Perfect Present Perfect often combines with other tenses in the same sentence. 1 USES WITH OTHER PRESENT TENSES We use Present Perfect with other Present tenses: “with report/comment verbs or phrases (guess, ‘imagine, suppose, etc): T reckon Gloria’s been held up in traffic. Do you suppose they've forgotten they're meant to be here? with the phrase This is It's / Thats the frst / second / only, etc. time This is the first time he’s been ate. It’s the only time De ever really got angry with him. * when an event is unusual or unique in your life (often with a superlative and ever or never): TPve never met anybody who is so absent-minded. (We use a Past tense to refer to somebody who is dead: Princess Diana was the most extraordinary person Pve ever read about.) ‘+ when commenting on the present results of something in the past (usually with appear, seem, sound, etc.): He sounds as if he has run all the way here. ‘It seems they've already decided without consulting us. 2 USES WITH PAST TENSES We use Present Perfect with Past tenses: + to describe states or events that have continued since a time in the past (with since, ever since, etc.): He's been a bit more careful since he had that warning. Ever since I first heard it I've been trying to find a recording ofthat song. + to describe long-term or repeated feelings and thoughts about past events: ve often wondered why he decided to become a teacher. ve always felt we did the wrong thing when swe took her on as an assistant, 3 USE WITH ANOTHER PRESENT PERFECT We use Present Perfect with another Present Perfect: + to describe two states that have existed since a time in the past: Since I've known him, he’s always worn the same sweater 4 USE WITH FUTURE FORMS In time clauses (after when, as soon as, until, before, etc.) we don't use will, and so the Future Perfect wil, have done is not possible. In these cases we use Present Perfect to refer to the fucure: ‘We'll continue the meeting when he’s recovered his composure, 5 USE WITH SINCE AND YET Note the position and emphatic uses of since and yet: ‘There was no news this morning but we've since learned that she’s in Rome, Thaven’t met anyone yet who can run as fast as him, or: P've yet to meet anyone who ... 6 COMMON PHRASES ‘They've made it!(= They've succeeded) I've had ‘enough. (= 'm fed up. I don't want to do any more) ‘You've had it! (= You're in trouble) That's torn it! (= You, we, etc. have done something that someone clse will complain strongly about) Now you've done it! (= You've done something seriously wrong) She's arrived. (= She's achieved fame, success, acceptance, etc, at last) He's lost it. (= He's lost his patience or self-control} You've got me there! (= Good point: I've no idea what the solution is) Correct these sentences. 1 It’s the third time he missed a meeting. 2. As soon as he will finish, he’s going home. 3 This is the best lasagne I ever have. 4 Since we've known each other, he always shows impeccable manners, 5 Since I've met her, I've never seen her lose her temper. Scanned with CamScannerk= &32X3»»©COt”S @ Tick (7) the sentences that are correct, Correct those that are not. 1 Do you think Vicky’s“iways known the truth about us? 2 That's-been the second time you've forgotten to post something for me. OW 3 Ihaven't seen Peter since he begins seeing his new girlfriend. 4 Ever since we met, you never asked me what I prefer to do.” 5 In all my life, | never spoke' to someone who is quite, so stupid. v 61 don’t think Paul and Carol have seen much of each other of late== 7 This is the only occasion that I've seen him wearing a te 8 Since he's lived here, he was usually. 7 ——__ extremely friendly. 9 They'll join us after they get a bite to eat. 10 He says he hasn't yet come to a final decision. ‘Tis isthe only occasion that [ve seen him wearing 2 tie © Fill each of the gaps in this passage with one suitable word. I've often (1) that Stefan’s success as a teacher is due to his eccentricity as much as his knowledge of the subject. From the first time he ever (2) into a classroom, students have always loved him. They've probably (3) met anybody who displays such an extraordinary mixture of enthusiasm and great personal warmth. It @ also probably the first time they've (5) ....... somebody ‘who always Wears a leather jacket and a scarf even at the height of summer. ~ @ Fill cach of the gaps in this passage with one suitable word. | “When did you really begin to feel at home here?’ Paul asked. ‘Oh, you've (1) me there!’ John replied. ‘Let’ just say you won't feel you truly belong until you've (2)... out with your colleagues and then made it up several times. Over the summer I've (3) fest... it with all of them countless times, often over quite trivial things. I've lost (4) ..u..0:. of the times I've said to myself ~ That's itt I've had (5)... But I come back the next day, time after time, Tve often (6) 724 "Why I do. As far as the boss goes, just wait until you make a major mistake. Your colleagues will go “Oooh, now you've (4 itt” of “Um, that’s (8) Lac. itt”, and the boss comes in and jst miles at you. Ten youl now you've 9) ova: he Then you'll definitely have (10) -12..0:6.9 1 © Fill cach of the blanks with a suitable word or phrase. Example: 'm not going to go out again until the storm has blown over. 1 T'll phone him just as soon as. typing all these letters. 2. Llooked for that book everywhere but I'm afraid across it yet. 3. This isn’t the first ime he x: away from home. 4. I spoke to Sylvia last night: she sounds had a hard time recently. 5 went to the new pizzeria last night: it does the beak} Zaten, 6 Ive never understood what football so popular. 7 Since he got home from the camp, Be .rovnoee But sleep. 8 Ive yet over the shock of seeing her there. © complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and eight words, including the word given. 1 It’s almost a year since I stopped smoking, up 1 cnn GO. 2. Nobody has had sight of the boat for two days, last ~ The boat | two days ago. 3 Immediately we finish this, we'll join you, minute We'll finished this. 4 Bergkamp’s goal is the most extraordinary I've ever seen. yet Tve an extraordinary goal as Bergkamp's. Scanned with CamScannerSECTION 2 Other Perfect forms 1 PAST PERFECT Not always necessary Past Perfect emphasises that we are talking about a period before a time in the past. Ifthe time sequence is clear (e.g. because we use afier), both Past Simple and Past Perfect are possible: I got to work after Simon arrived / had arrive. At other times Past Perfect is essential to understanding the sequence, and we often add, already, as soon as, or until: When I arrived, they'd already started. (= they started before I arrived) When I arrived, they Started. (= | arrived before they started) With definite time Unlike Present Perfect, we can use Past Perfect with a definite time reference: Larrived at nine o'clock but he had got there at eight. With before There is one exception to the time sequence rules on ast Perfect. When we use before, the verb in Past ‘Simple can refer to something that takes place before the verb in Past Perfect. The first action may prevent the second from happening: ‘The waiter took my plate away before I'd finished cating. Twas blamed for it before Pd even had a chance to defend myself Unfulfilled plans ‘We use Past Perfect with report verbs and with hope, intend, expect, etc, to talk about plans that have not yet been fulfilled. Had is usually stressed in speech with this use: Thad hoped to talk to him but he was too busy. Thad thought of phoning him but decided against it. 2 FUTURE PERFECT With by ‘We often use Future Perfect with the preposition by or the phrase by the time meaning ‘at some’point before the time mentioned’ It’s taking her so long to write that book that by the time she’s finished it people will have forgotten the incident it's based on. 20 Predicting We can also use will have done to say what we think has probably happened: ‘There's no point phoning: they'll have gone out. + We can use should / ought to or may / might instead of will if there is some uncertainty about the prediction of present or future: T should have finished making this cake by the time ‘Sue comes home. (= I think T will have, but I'm not sure. See Unit 4, Section 3.2 for modal Perfects) 3 USES OF PERFECT INFINITIVES We use Perfect infinitives: « after link verbs like seem and appear to refer to a previous time period (an ordinary to-nfinitive will usually refer to the present or future): ‘There seems to have been some sort of mistake, + after phrases expressing emotions and feelings: I'm sorry to have kept you waiting. ‘She was felt not to have met the standards required. 4 PERFECT -ING FORMS We can use a Perfect -ing form to emphasise that one thing happens before another: T didn’t remember having met/ meeting her before. Having finally grasped what I meant, he got down to work. Perfect passives can sometimes be confusing because we use both be (= passive) and have (= Perfect) as auxiliaries: The refugees have been prevented from entering the country. This picture is thought to have been painted by a pupil of Rembrandt's Which of the points in this Section do these examples illustrate? 1 ‘How did you become a teacher?’ ‘Td intended to be an actor, but things didn’t work out.” 2 turned on the computer, but before I had ‘managed to log on there was a power cut. 3. After he told me what he wanted, we talked about the plans for the next day. 4 The exhibition will have finished by the time I get around to seeing it, 5 They appear to have accepted most of your terms. Scanned with CamScannerk= S—té‘<é#=‘i‘“‘CO;SéSO™SOSOSOCOCOCO;C™S @ Match the beginnings (1-8) with a suitable ending (a—h). Example: 0 +i (0 After I'd finished teaching a and had come to ensure that earlier that morning,) the school was run efficiently. 1 He told me that b he had made a terrible mistake. 2 Lasked him ¢ that he wanted to enrol as a 3. He explained how a young student. man had come to reception. 4 John had immediately € that the man was able to ‘assumed explain there had been a misunderstanding, what had happened. John had given him an ‘application form. wondering why he looked so puzzled. I found John standing outside my classroom.) 5. So, before the young man had had a chance to say anything, 6 John, who was inaterrible hurry, then left the man to it, 7 It wasn’t until he returned ten minutes later 8 He was actually a school a inspector © correct any sentences that are unacceptable. 1 By the time he is fifty, he will live in this country for half his life. 2. It’s a surprise party and they won't know anything about it until they got here. 3. They're probably planning a quiet evening together; I know they ‘won't have guessed what we're doing. 4. The other seventy guests should be arrived before Mikis and Maria © Fill cach of the blanks with a suitable word or phrase. Example: All the best things will hhave gone if we don't get to the sale soon. 1 I was really happy when they announced decided to get ‘married. 2 She proceeded to fix the faulty wiring, having first been switched off 3 It wasn’t until he mentioned the conference that 1 met before. 4 By next Christmas we decorating the house. 5 He is planning ‘completed all his coursework by next week. 6 It's six o'clock: I imagine they for the airport by now. 7 The suspect is believed fled the country. 8 After he had lost his glasses, he but to buy another pair. get here, 5 By the time we will have finished, everybody will have eaten and, drunk as much as they can. © Complete these sentences using the words given. Example: By the time we/get there/ he/left. By the time we get there he will have left. 1 Helen is bound forgotten/ tomorrow/my birthday. 2 We reached the next town having hopelessly lost/than once. 3. Summer will practically be over by/time we/ round to/a holiday. 4 Apparently, his explanation ‘felt/been/less than satisfactory. 5 Colin ought/phoned/now, surely? 6 Don't worry. Everyone forgotten all/it/time you see them again. © Cross out and correct eight errors in this extract from a composition. A ninth error has already been corrected. Gara | Dear Sir Thad recently been on a two-week holiday with your company to the island of Thassos. |Lam sorry to -heve-seid say that it was the worst holiday I've ever had. Over the years | went on many holidays to Greece, a country | have now come to know quite well. | think | can safely say that, until this year, all of those holidays were wonderful. For example | have once spent six weeks on Crete, which | had not visited before. | had loved that holiday so much that I returned every spring for the last. four years. This year, however, was different. | honestly consider this to had been the worst holiday of my life. This is not the fault of Thassos: the fault lies entirely with your company whose inability to organise the simplest thing is quite unbelievable, ‘As both the outward and return flights have been delayed for several hours, there was nobody to meet us at the airport or transfer us to our hotel, and when we eventually did reach the hotel, we discovered it had been built over a mile from the beach. Reading your brochure carefully, we feel this was not what we have expected. Sea Note pape cmt Scanned with CamScannerSECTION 3 Continuous forms 1 USES OF PERFECT CONTINUOUS TENSES Like other Perfect tenses, Perfect Continuous tenses focus on a past period that leads up to a later one. Perfect Continuous tenses, as with other Continuous tenses, show that an event continues and/or is temporary: Pre been meaning to tell you about it since the ‘weekend. Next October 77 have been playing with this team for ten years. He'd been driving for hours and he needed a rest. * We use Past or Present Perfect Continuous to talk about something that is incomplete, just finishing or about to change. The Past and Present Perfect Simple can suggest the action is finished: 1’ been staring at the computer screen all evening when a solution suddenly struck me. ve been reading, War and Peace again. (= I may not have finished) Pve read Wat and Peace again. (= I've finished) + The Continuous can emphasise the action; the Simple focuses on the result: ‘What have you been doing? (= tell me about your activities) “What have you done? (= tell me the result of your activities) * The difference between choosing Continuous or Simple may only be a matter of emphasis rather than meaning: Pve been waiting here for over an how (= emphasising how long) 2 USING PAST CONTINUOUS FOR PLANS ‘We can use Past Continuous to talk about plans in the past: ‘We were meeting at eight o'dock and I was already late. + We can use was going to to talk about plans in the past that we still haven't carried out or that we no Tonger intend to carry out: Twas going to phone you but I forgot. * We can use I was thinking... to introduce vague fature plans: I was thinking of going to London this weekend, 3 USING PAST CONTINUOUS FOR POLITE REQUESTS We often use Past Continuous to introduce polite Tequests, suggestions or inquiries so that they 2 become more an invitation to discuss %. subject than a demand for a yes or no answer: Twas thinking — would you mind swapping seats? Twas wondering if you wanted to go out this evening Were you looking for anything in particular? Note we can't use I was thinking with whether or if X Fnas-thinking-whether-you'd like te-come-rowndte V Twas thinking - would you like to come round to my place for cofee? Twas wondering whether you'd like to come round to-my place for cofee? 4 CONTINUOUS INFINITIVES Verb and other structures that can be followed by a toinfinitive can also be followed by a Continuous infinitive to emphasise that something is still continuing or is temporary: 1's ridiculous for him to be driving in central Athens at his age. Several cyclists are thought to have been taking drugs during the race. 5 PERFECT CONTINUOUS PASSIVE ‘The Perfect Continuous passive is very uncommon. because it involves two forms of be: The Botley Road has been being widened for the past six weeks, a ‘Match the example sentences (1-5) with the explanations (a-e) of the uses of the Continuous. 1 Iwas going to try to finish this this evening. 2 Iwas wondering whether you'd thought of going to see that new film? 3 He was blinking rapidly in the unaccustomed sunlight. 4 Iwas thinking of meeting Suzette later. 5 I've been thinking a lot recently about your idea. repeated action plans you no longer have or are no longer sure about vague future plans 4 polite suggestion © emphasising the continuing activity Scanned with CamScannerk= #7# COt—t @ Tick (7) the correct sentence, a or b. Example: Which sentence would be said after one particular meal? a I've eaten too much. / b I've been eating too much. 1 Which sentence refers to a temporary situation? a That lamp sits on that table over there. b You're sitting in my seat. Which activity is probably not completed? a I've been writing this essay all evening. ° b I've written to him asking for an appointment. 3. Which is a gradual process? a The increase in traffic noise is becoming a real nuisance. b John becomes President of Oxford Rotary Club in July 4 Which would you say when you look out of the window early ‘one morning? a It’s been raining! b It was raining. 5 Which is a more certain plan? a_I was thinking of spending the weekend at my sister's. b I'm planning to spend the weekend at my sister's. 6 You saw a colleague waiting for a bus on your way to work. Which would you say to your other colleagues when you get to the office to explain why she was there? a She might have gone to see her dentist. b She might have been going to see her dentist. © Match the questions (1-8) with suitable answers (a-h). Why didn’t you call? When do you think they'll be here? Why did they look so hot and sweaty? Why couldn’t we use the rooms? Why are they so exhausted? Why didn’t the students respond? Why were they apprehended? What time are they setting off tomorrow? They could be arriving at any moment. I think they'd been working out in the gym. ‘They must have been doing something wrong, I was going to, but I clean forgot. They weren't listening. Well, they hope to have been driving for five hours by lunchtime. ‘They were being cleaned. ‘ They've been working all day up in the attic. SNAwa ene Teme ange @ A friend of yours has Aafed a composition bt QAO is having difficulty with continuous verb forms and asks you to help. Tick (7) the most suitable of the two underlined alternatives your friend has given you. The first has been done for you. I don't normally go to the cinema, Not because I don’t like it but because it’s just a habit I have never got into. However, on this occasion I decided (/) / was deciding to go because my friends ( had been ‘constantly going / had constantly gone on about this film all week and eventually wore me down. It starred some ephemeral Hollywood actor whom I ® had vaguely heard of / had vaguely been hearing of but couldn't put a.face to. We got to the cinema early to find people © were already waiting already waited outside, which suggested that my friends weren't the only ones who thought it was worth seeing — although I could still think of several other things I would rather ® have been doing / do at that moment. In the end, the film ©? surned out / ‘was turning out to be not half as bad as expected, though 1 would have preferred / would have been prefesring something with a bit more action. The plot centred on two men ‘who were planning to carry out some immensely complicated robbery, though what they didn't know / weren't knowing was that all the time their plans © were being closely monitored / were closely monitored by the police. Somewhat unpredictably, however, they got away with it because they ® changed / were changing their plans at the last minute. It was okay but 9 ['m not thinking / Ldon't think of going again. Scanned with CamScannerThe future 1 WAYS OF REFERRING TO THE FUTURE “The following table summarises the diferent structures we use to talk abou it the future. Form Example Meaning — po il Pup ind get my codt. ‘= an immediate decision about what you “ Fas gan gen are going to do will You'll be sick if you eat more chocolate, =a general prediction be going to I’m going to stop in a minute. =a personal intention be going to Look out! We're going to hit the car in front. = a prediction after looking at what is happening now Present Continuous We're meeting at the cafz. Want to join us? = fixed plans / arrangements Present Simple The coach leaves in ten minutes, = an unalterable arrangement or fact will + Continuous the baby to bed. will + Continuous the year will + Continuous I'l give your letter to him — IL be seeing him later, will + Perfect We'll have driven over five hundred miles by the time we get there. will + Perfect ‘We'll have been living here for ten years Continuous next May. be + to-infinitive He is to be given an award, Don’t phone too early because I'll be putting We'll be working on this until the end of = an action that will be in progress some time in the furure = an activity that will be happening during a period in the future = an action that will happen because it is regular or decided = an event that will be finished before a specified time in the fuare = a state of affairs in progress for a period up to a specified time in the future = an official arrangement or order You're to stay here until you've apologised. ‘We use shall with I or we with the same meaning as will. However, it is becoming increasingly formal - its most common current use is in polite offers or to ask advice (see Unit 3, Section 1.1): Shalt I open the door for you? What shall we do now? 2 WILL IN TIME CLAUSES AND /F-CLAUSES We do not commonly use will in time clauses after when, as soon as, until, before, etc: T’m not going to speak to her until she apologises. We can sometimes use will with conditional clauses (after if, unless, providing, etc.) but only in special circumstances (see Unit 5, Section 2.2): If you will insist on the best, then you must expect to pay ‘more for it. If you'll hold these bags for me, I can open the door + We use would instead of will in reported speech: They promised they would work on it all weekend, Harry asked me if I would help him out. 24 3 COMMON PHRASES P’m (just) about to go out. (= in a very short time) We were on the point of leaving when the bell rang. We're due to meet in half an hour. ‘We'll deal with that in due course. Nothing will change for the foreseeable future. I wonder what the future has in store / what lies ahead. From now on, tkings will be different. The time is fast approaching when ... A feeling of impending doom. Match the examples with the meanings in the table. 1 Are you going to the match tomorrow? 2. Are you going to go out this evening or not? 3. My driving licence expires in 2030. 4 Ive had enough. I'll finish this tomorrow. 5 We'll be sending you more details in the post. Scanned with CamScanner| Practice @ Tick (/) the most appropriate of the underlined words. 1 She looks very pale. I think she'll she’s going to faint, 2 Lil/I'm going to do that for you, if you like. 3 [ll be / I'm going to be a rocket scientist when I grow up. 4 ‘Somebody's at the door. ‘Tll/I'm going to see who it is.” 5 I need to be home early today so | leave /am leaving at 4.00. 6 We'll be in plenty of time providing the traffic is not / won't be too bad. 7 She asked if | would / will be so kind as to give her a lift. 8 What sort of job do you think you will do/ will be doing in a few years’ time? 9 By the time you get back, all the food will have gone / will go. 10 The two Prime Ministers are 10 / shall discuss the current economic crisis. © Fill each of the numbered gaps in this passage with one suitable word. ‘Remember that by the terms of the contract you are (1) ..... t0 leave before midday’ the voice said. & “Yes. Yes, I know. I was (2) when you rang.” By Midday; the voice repeated. @ ‘I know. As I said, I was on the (3) ~ packing, then leaving, “That is (4) ...... you want to pay for another week,’ the voice continued. & ‘No. No, I'll (5) ‘It does say very clearly on your door that all guests are (6) ...... vacate their rooms by midday’ the voice went on, quite unnecessarily, I thought. ‘Look. I've told you,’ I shouted, ‘T'll have (7) before the clock strikes twelve! I’m (8) in less than fifteen minutes. The flies, ants and cockroaches will soon (9) ..... partying in a punctually vacated apartment. Have no feat. about to pack of leaving out by twelve,’ I stammered. “Kindly remember that the new occupants (10) os im ate.” “| know! Midday!’ I screamed, and threw down the phone. = @ Fill cach of the gaps in the following sentences with a suitable word or phrase. Example: I was just about to have a cup of coffee when Sue called. 1 He was on resigning when the news of his promotion came through. 2. Our builder told me he materials as soon as he could. 3. I think we'd better leave as soon .... 4 If that litle boy carries on like that, he accident before long. 5 By the time I qualify, 1 6 Our company is best to get the the bill. law for six years. over by 2 multinational. © in most lines in the following text, ag there is one unnecessary word. It is either grammatically incorrect or it does not fit in with the sense of the text. Write the extra word in the space on the right. If there is no unnecessary word, put a tick (/). The first two have been done for you. © Despite all the lessons we have learned from history, 00 itis difficult to conceive what people will are likely to be doing 1 a hundred years from now on. During the last century, so many 2. changes took place that any idea as to what new invention is 3 about now to become an integral part of our lives has become 4 a guessing game. For a start, in ten year’s time zone 5 today’s innovations will probably have become out of the date. 6 There is little doubt that many of our habitual, taken-for-granted 7 activities such as shopping will have beefi disappeared by 8 the year 2100, largely due course to computerisation. But what 9 we don't know is how this will affect personal relationships. 10 Here, it is very difficult to see what the fature holds in the store. 11 The time may well be fast and approaching when people only 12 communicate via computers and mobile phones, But what will 13 they do when they will need a friendly shoulder to cry on when 14 feeling low? We will find out in the not too distant furure. wil ~ Scanned with CamScannerVocabulary SECTION 5 Stative verbs 1 CHARACTERISTICS OF STATIVE VERBS Stative verbs describe unchanging states, rather than changing actions or events. They are therefore not normally used in the Continuous (ee Section 1.3). The most common stative verb is be. Other examples Of stative verbs are: My family owns /ds-onming three cars. 1 think what we need /are-needing forthe tip depends / ésdepending on the weather. This dress fits Hs fisting me perfectly, What és/ does that lorry ‘containing /contain? Who is / does this book belonging /belong to? ‘+ we use some stative verbs to describe mental processes (.g. believe, fel, remember): Do you realise /Are-you-raalising what they're doing? 1 suspect /am-suspecting- we're not making as much profit as we should, I understand /am “understanding everything you're saying. + we use some stative verbs to describe emotional states (€.g love, doubt, care) and senses (e.g. smelly Tonly want to ask you a simple question. Do you prefer to travel by bus or by train? However, note that enjy is nota stative verb: Tim really enjoying this. ‘+ we use can or could with se, hea, taste, smel, understand and remember to describe what is or was happening at the time: T can smell burning. Ham-emelling rumsing 1 Which of these verbs are stative? a The summary included all the main points contained in the article, In my opinion she deserves all the criticism she gets ¢ The goalkeeper was substituted in the second half. 2 WHEN STATIVE VERBS CAN BE USED IN THE ‘CONTINUOUS ‘We can use some stative verbs in the Continuous: «+ when they have an active meaning: Tm tasting this to see if thee is enough salt ‘he’s being rather obstinate atthe moment « when they emphasise change or development: ‘More schols will be including Shakespeare on their syllabuses. + Sometimes using Simple or Continuous involves a change in meaning: S's having a baby. (= she’s pregnant) She has a baby. (= itis already born) — Pm seeing her later ( = have an appointment) ‘see what you're on about, (= I understand) «We use verbs that refer to physical feelings (e.g. hurt, ach, feel) in the Simple or Continuous with litle or no difference of meaning: My head ackes is aching. How are you feeling/do sou fel now? 2 Tick (/) if the verb forms in these sentences are acceptable: a Tthink I'm now recognising the extent of the task we have taken on. 'b Shakespeare's plays are involving a relatively small number of female parts. @ in the following pairs of sentences decide if one or both are acceptable. Tick (7) those that are and put a cross (X) by those that are not. Example: 'm owning over 200 CDs. X Town over 200 CDs. 7 1 a Tm not liking ice-cream. b I don’t like ice-cream. 2 a The verdict depends on whether the jury believed the key witness. 'b The verdict is depending on whether the jury believed the key witness. 3 a Ican see somebody moving in the trees over there. b Tkeep seeing somebody moving in the trees over there. 4 a He is believing that aliens kidnapped his daughter. b He believes that aliens kidnapped his daughter. 5 a She has a baby boy. b She's having a baby boy. 6 a Are you stil feeling sick? Do you still feel sick? Scanned with CamScanner7 a I've been thinking about you for some time. b I think about you all the time. 8 a This box is containing all the relevant documents. b This box contains all the relevant documents. 9 a He's an idiot. b He's being an idiot. 10 a [need a holiday. b I'm needing a holiday. © The following sentences contain stative verbs being used in the Continuous. Tick (7) those that are acceptable. 1 He is possessing a really remarkable collection of paintings. 2, Who is this coat belonging to? 3 She was always surprising people with her practical jokes. 4 Is that costume fitting you okay? 5 I think she’s just lacking in confidence at the moment. 6 I think people are realising now that tax cuts are out, of the question. 7 I'm really despising attitudes like that. 8 I don't think the fourth conditional is existing, is it? 9. I think I'm recognising the lady in the red hat. 10 What is this word meaning? 11. The course is great! I'm loving every minute! 12. My head is hurting. 13 More and more people are preferring to stay at home for their holidays. T'm having a great time. ‘Was that the door bell or am I hearing things? 14 i © Tick (/) the word or phrase that best completes each sentence. 1 After a great deal of hard work, he finally ambitions. agot brealised c possessed d deserved 2 The review committee ......... three practising lawyers and a retired businessman. aconsists. b comprises c makes up d encloses 3. Don't worry: this is nothing that ........ You. matters bentails c concerns d complicates 4 As always, Iam... with everything you say. aagree b agreeing c agreeable d in agreement ; 5 Tocco doubt whether he will actually carry out his threats. ahighly bdeeply c absolutely d seriously 6 Her description closely that of a known criminal. his aassembles b resembles c dissembles d reassembles 7 1 swsun hope there won't be a repetition of these unfortunate events. adeeply b strongly csincerely d thoroughly 8 That voice sounds......: I'm sure I know her. aknown b usual c familiar d remembered 9 He finally got the reward he so richly aowes bearns c deserves d justifies I strongly ....... that her current enthusiasm is not going to last. athink b conclude ¢ speculate d suspect © in the following extract froma = GD composition, decide whether the underlined verbs are in the best tense. Tick (/) those that are acceptable and correct those that are not. | Describe someone you like or dislike I don’t like to admit to disliking anyone, but I have to ‘confess that there is one of my classmates who I am particularly disliking (1). We have studied (2) together in ‘the same class for the last few years and I begin (3) to feel that I have been having (4) enough. It’s not that he is an unpleasant person ~ in fact in other circumstances I am |} feeling (5) sure that we would get on fine. Its just that | when you have sat (6) next to someone for so long in | such an artificial environment as a classroom, you find (7) that the smallest thing can start to get on your nerves. thought (8) about this only the other day after the person in question — let us call him George, though that is not his real name ~ had been trying (9) to help me with an exercise in our text book. I was realising (10) immediately that he really wasn’t knowing (11) what he talked (12) about. This was not a problem but what annoyed (13) me } was the fact that he refused (14) to listen to my explanations. The exercise was consisting (15) of reading ‘a text and answering questions on it and 1 am not thinking (16) that he had been reading (17) the text. 1 didn’t know what to say. I was going to tell (18) him to stop being so stupid but that would have been sounding (19) rude. So in the end I just sat (20) and said nothing. SSE EIR BR ETT FENN, 27 Scanned with CamScannerSECTION 6 Collocation: an introduction 1 WHAT IS COLLOCATION? We say that words that occur together frequently ‘collocate’. Words that don’t collocate almost never occur together. If we try, they sound unnatural and wrong: X Time-speeds travels -rides/moves, (= they don't collocate) o Time flies /goes by /wears on /passes. (= they collocate) * There are no rules or logical explanations for why some words collocate and others don't. For example, we can talk about an academic year but not ‘sindying-year: Discussions can be productive or Sruitful but not prolife. 1 Choose which of the words, a or b, collocate in these sentences. 1 The..... peace agreement is under threat again. afragile b weak 2 After the accident, she frequently suffered bouts of blurred a sight vision 2 GRAMMATICAL FORMS * adverb + adjective: I'm hopelessly addicted to coffe. * adjective + noun: I remember my formative years. * moun + noun: The government have just unveiled their policy review. «verb + noun: We will honour our pledge to reduce unemployment. ‘+ dependent preposition: Personally I think they should be ashamed of themselves. ‘+ part of a longer phrase: I's aways interesting to delve into the past. 2 Match these examples with the grammatical forms listed above: a People were genuinely moved by the pictures of the rescued child. b Paul is such an introvert: a real contrast to his brother. ¢ Twould question the wisdom of such an approach, d Clearing out that room was backbreaking work. She's a real breath of fresh air. £ I'm fed up with the endless road works on the Botley Road. 28 3 FIXED AND OPEN COLLOCATIONS Some collocations are fixed phrases which cannot usually be changed: Ube back in a flash. ‘My boss usually arrives at eight o'clock on the dat. The children arrived safe and sound, + Some words have a very limited number of collocates. We call these ‘strong collocations’, ‘They are often highly idiomatic: She's stark raving mad. The outbreak of violence served as a stark reminder of ow fragile the peace was. He came tothe door stark naked. You're bone idle, This sol is bone dry. + Other words have a larger number of possible collocates. We call these ‘weak’ collocations. They are more common than ‘strong’ collocations: accumulate/acquire/amass/come into flaunt your/ inherit wealth abandon/be involved in/dabble in /enter/go into/ engage in/ politics prices dropped /fell/plummeted /slumped /fluctuated/ remained steady/rase/shot up/soared /spiralled went through the roof + Some collocations can be changed by using diferent grammatical forms or adding other words: You're/We're in danger of pricing yourself/ ourselves out of the (property) market. ‘She's been gaining (an avid lot of) weight recently. to purify water/a water purifying gadget/water purification * However some collocations cannot make these changes without sounding very unnatural: a tidal wave/the-wave-was-tidal They agreed unconditionally. /They unconditionally agreed 3 In the first sentence, only one word can complete the collocation. In the second sentence, there is more than one. Circle the words that can complete the sentences. 1 Please artive in... time for the meeting afine b great cbest d good 2 The police arrived with... timing just as the gang were leaving the bank, pure b perfect c immaculate d right (© exquisite Scanned with CamScannerk= = =—S—=té‘i‘“‘“:SCSC @ Decide which word, a or b, collocates in these sentences. 1 1... agree with everything you said. a whole-heartedly b unconditionally 2 Doesn't time .... when you're having fun? amove b fly 3 The leaders claimed the meeting had been a fruitful b prolific 4 Everyone got back safe and asoundly b sound 5 Ithink I've .... weight since I stopped work. accumulated b gained 6 They're building a new water coast. adleaning — b purification 7 House prices have .... dramatically in recent months. aascended soared 8 The disgraced former minister has decided to politics altogether. adesert b abandon after the storm. plant on the © The following sentences contain collocations connected with ‘time’. Put one of the given words in each of the sentences. next — time-consuming matter —_ surely twinkling nick immemorial _ kill long-standing time 1 Let's leave it at that for the continue tomorrow. being and 2, Slowly but....... the band is becoming more and more popular. 3 In the ....... of an eye the swindler had vanished, never to return. 4 In... to no time they had become the best of friends. 5 ‘The Whittington family have lived there since AME soo 6 Tarrived in the .. potential disaster. 7 wandered around the city centre £0...» time before my appointment. 8 Cooking good French food can be a very job. 9 They hada ....... agreement to keep each other fully informed of developments. 10 Ina........ of minutes the whole building had been razed to the ground. of time to prevent a © Think of one word only which can qa be used appropriately in all three sentences. In this exercise, many of the collocations are connected with ‘time’. Example: For four years .... the team won the European Cup. The film contained a .... joke about the main character's digestive disorder. We'd berter hurry because we're .... a bit late. running 1 My watch is several minutes a day. ‘The car in second place is on the leader. I think that the chances of our access to such sensitive information are slim, 2. The performance will start on time. ‘The race was declared a heat. I was awoken in the of night by a strange noise from outside. 3. The winning goal was scored in the seconds of the game. Tve been to meet you for ages. ‘Throughout the world, mnany minority languages are in danger of........ out completely. 4. I'm sure such practices were common in the and distant past. “The judge took a ....... view of her excuses. Tm afraid I have only a recollection of the events 5 Early evening is normally considered viewing time by television bosses. As a singer, she is at the of her carcer. As this is... Season, I'm afraid flights are difficult to find. 6 I think it’s important to this meeting for furure reference. Please let me know the she arrives, The director asked to be kept up to the on any major developments. 7 Abeated debate has corruption in high places. She comes from ........ home but has never been worried about only seeing one parent at a time. Thad a night of very......... sleep and am consequently feeling a bit slow this morning. out in the media about i Scanned with CamScanneri? Exam practice 1- 1 Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do net change the word given. You Must use between three and eight words, including the word given, Example: Who is the organiser of this event? running Who .is.running this event? 1 It's only after a week that you begin to feel relaxed here. home You won't begin to feel gone by. 2 He's almost certain to leave before we get there arrive By the time 7 left. 3 Loulas was last heard of over a week ago. contact, Nobody . 4 Theo is the most infuriating person I've ever met. more Wve yet .. Theo. 5 Never before have | seen children who are so well-behaved. such This is well-behaved children, 6 This type of car used to sell very well before they started producing the more modern 306. a week. less Since they started producing the more modern 306 sierra 7 It appears we have received the wrong information sent We sonsinneaen the wrong information, 8 It looks as if we made a mistake on our order form. filled We seem incorrectly. @ The ministers were clearly felt by the president not to have acted swiftly enough. opinion The President was clearly ... . acted swiftly enough. 40 I'm glad we managed to get out of there: i was hell made I'm glad we there: it was hell. am 2 Fill each of the numbered blanks with one suitable word, Many towns and cities around the world (11) up a particular image or memory as soon as they are mentioned, whether it is due to a catastrophic earthquake that shattered it, an aeroplane that came down just outside it, or a madman with a gun (12) amok through the streets in the dim and (13) .. past. Glastonbury now (14) this group. "Have you been to Glastonbury?’ will rarely be a query as to whether you have (15)... passed through the town on your travels. Almost certainly it will be a reference to the twenty-odd-year-old Festival of Music whose home it is. What is (16) ....... to in the media as ‘an instant town the size of Oxford’ appears there for three days in late June and (17) inhabited by around 100,000 people, most of whom will have (18) up to £100 a ticket for the privilege. In the last year or so, a sometimes quite heated argument has (19) ......... Out along the lines of ‘Are you too old for Glastonbury?" As we milled yesterday amongst the crowds, opinion seemed evenly divided. Never (20) been to such a festival before, seventeen-year-old Nathalie Worsnip failed to see why forty-somethings who (21) had their day should spoil things for people like her who (22) going to Glastonbury for the first time. She suspected the former would be ‘(23) like mad for middle- ‘aged has-beens’ and ignore up-and-coming young bands who had (24) to break into the big time, On the other hand, reformed hippie and university lecturer, David Stone, pointed out that it was his generation who had (25) ... Glastonbury on the map. cm Scanned with CamScanner3 Circle a letter A, B, C or D that best fills each numbered gap. As time (26) .., the power of newspapers seems to be on the (27) ....-.... - This is odd because in the relatively (28) past people were predicting that the influence of the written word would diminish in (29) ......... proportion to the rate of increase of the spoken word and moving image through TV and video. As people whole-heartedly (30) ......... the internet and cable and satellite television, why don't we see newspapers (31) .... ‘out? How have these organs survived, let alone (82) ..........., particularly on a Sunday? Why don't people who have watched a football match live on the small screen (33) .......... the wisdom of rushing out the next day to read a (34) version of it in four or five columns? Why would anyone who has seen a film and formed a (35) .......... impression of it the following day read a review of the (36)........... film in a newspaper? To see if s/he is right? Isn't that what friends are for? Don't we have colleagues for just that purpose — to see if our ideas on any (37)... SOng, film or programme tally with others'? What is this product that (38) ........ of not much more than outrageous headlines, wayward comment, subjective editorials and hyperbolic sports pages still doing in our lives? It seems for the time (39)........... to be leading a charmed life. When it finally goes, though, many may come to mourn its (40) : 26 A fies B passes C goes D drags 27 A increase B rise C expansion —_D build 28 A latest B distant C immediate D recent 29 A exact B direct C precise D equal 30 A embrace B view C agree D win 31 A going B decreasing C dying D declining 32 A flourished B bloomed C flowered —_D rooted 33 A press B question Cask D increase 34 A curtailed B cut Creduced —_D potted 35 A vivid B coloured C bright D direct 36 A exact B self-same C last D copied 37 A given B taken C subjected — D written 38 Acomprises _B contains Consists informs 39 A out B being C given D present 40 A perishing B dying C falling D passing Scanned with CamScannerPassives Entry test 1. Rewrite each of the following sentences so that the underlined object becomes the new subject. xawPLe: They really shouldn't have questioned him without his lawyer being present. He really shouldn't have been questioned without his lawyer being present. a The car completely destroyed my motorbike. b Second prize was awarded to an unknown author from Patras. © The judge refused him permission to appeal against the decision. Blur have earned several million pounds from theit new album. @ They suggested we try a new method of checking how much we were spending. [FOR OBJECTS AND AGENTS WITH THE PASSIVE, SEE SECTION 1. 2 Fill in each of the blanks with a suitable word or phrase. EXAMPLE: George is widely believed to have been wrongly accused. a My proposals were rejected and | was back down. b | think he needs ......... told to keep his nose clean, ¢ The problem was .. been told where the fire escapes were. d His son is believed ......... kidnapped by separatist guerrillas. je Under the old proposals, candidates were .. been given an extra fiteen minutes to complete their papers. FOR INFINTIVES AND -ING FORM PASSIVES, SEE SECTION 2. 3 Fill each blank with a suitable word or phrase. amete: His arm is in a sling after he got it stamped on. ‘a The video machine is behaving strangely but we're fixed next week. b The lights keep flickering: we must at the wiring for us. to look «¢ lan’s not the easiest person to get on with: that's something you'll ave s.r tO. @Finccsuu Car broken into the other day and the radio stolen. in by con men am FOR STRUCTURES WITH GET AND HAVE, SEE SECTION 3. Elderly people can get .. going from house to house. 4 Frill the blanks in each of the following sentences so that it is similar in meaning to the sentence before it exaMPLE: The author quickens the pace of the story towards the end. The pace of the story quickens as it reaches the end. ‘a Leaving that dress in the sun has made it fade. That dress... faded .. SUN, b We watched the men sail the boat into the harbour. We watched the boat .. into the harbour. ¢ I dropped the glass and cracked it. The glass hn “WH Wis 4 | added flour to the sauce and thickened it The sauce when seonene MOU, @ They're selling a lot of copies of that new single. That new single ... well. i FOR TRANSITIVE TO INTRANSITIVE WITHOUT USING THE PASSIVE, ‘SEE SECTION 4. it cm _ Scanned with CamScannerTHE BASICS 1 FORM OF THE PASSIVE We form the passive using be in an appropriate tense or form + the past participle of a transitive verb: A small sunt of money was stolen from the cash box. They ought to have been punished more severely. Having been beaten in the semifinal, she flew home the next day, + In spoken English, we sometimes use get instead of be in the passive: They got told off for making so much noise. + However, get + -ed is more common with an active ‘meaning similar to ‘become’ in phrases like get dressed, get married, etc. (see Section 3.2). 2 REASONS FOR USING THE PASSIVE In English, the topic or subject matter is commonly at the beginning of the sentence, and new information about the subject is normally at the end. In an active sentence, the ‘agent’ (the person or thing that performs the action) usually comes first and is the subject of the sentence: Subject (Agent) Action Result Olympiakos scored _the first goal. ‘This active sentence is principally about Olympiakos. + In the passive, the result or thing affected by the action comes first and is the subject of the sentence: Subject (Result) Action Agent The first goal was scored by Olympiakos. ‘This passive sentence is principally about the goal. We choose between active and passive because of the topic we are talking about, especially when reporting information. ‘An English football supporter, interested in the fortunes of the England team, is likely to report: We got beaten in extra time, A German supporter, more interested in his team, is likely to report: We beat them in extra time, Passives (Other reasons for using the passive include: + the agent is unknown or obvious (see also Section 1): Twas born in 1982. Coffe will be made available afer the meal. + the agent is ‘people or things in general’ Some verbs cannot be used in the Continuous. + the agent is a long phrase: Helen was surprised by all the messages of sympathy that she received. + avoiding references to ourselves and making a statement impersonal: We can’t possibly complete this work overnight. ‘becomes: This work can’t possibly be completed overnight. (= the work is the problem, not us) + avoiding ‘you’ in orders and rules: You must give in your application before the end of the ‘week. becomes: All applications must be given in before the end of the week. in factual writing when the focus is usually on events, achievements, etc. rather than agents: Vaccination had been pioneered two hundred years earlier The dog has been depressed since the TV broie down + Not all be + -ed forms are passive. They may be adjectives: The dog has been depressed since the TV broke down, ‘+ We avoid passive constructions with be being ot been being, although they sometimes occur in spoken English: Avoid: Fhe-road-will have been-being-repaired for months: Y They will have been repairing the road for ‘months. or: The road will have been under repair for months, 3 Scanned with CamScanner