English practice grammar advanced part 2

We can use prepositions with noun phrases when we describe people a group otltalian students and things ựhe train from London or when we provide additional information about an action o

Prepositions are single vvords such a s at, from, in, of and on or phrases such a s ìn frontof,

n ext to and o u t of We can use prepositions with noun phrases when we describe people (a group otltalian students) and things ựhe train from London) or when we provide additional

information about an action or situation such a s the time or place.

(Theirtrain arríves at 4.30 in the aữernoon I told them that, if 1'm not on the platíórm, they should just walk out o f the station and wait in front o f the nevvs-stand next to the main

enưance and ril meet them there.)

1 Read through this report on vvorking students and fìnd another four phrases with

prepositions describing time.

Contrary to popular belíef, students do work

n i g h t o r ( 9 ) t h e w e e k e n d S t u d e n t s (10) t e r m - t i m e j o b s a r e a

l o t m o r e l i k e l y t o m í s s l e c t u r e s a n d a s s i g n m e n t s , (11) a N a t i o n a l U n i o n

(12) S t u d e n t s s t u d y

124

Simple prepositions

S i m p l e p r e p o s i t i o n s a r e s i n g l e w o r d s s u c h a s at, ỉtĩy of, to a n d wìt}u w h i c h h a v e a w i d e r a n g c o f

p o s s i b l e m e a n i n g s ( 1 ) T h e r e a r e o t h e r s , s u c h a s behỉndy during and past, v v h i c h h a v e a m o r e l i m i t e d

6 The boỵ cut the rope w ith a penknife • ỉ gave the keys to the w om an who works in y o u r office,

7 A p a r t ỷ r o m us, it w as em pty. • Let*s keep this b e tw e e n y o u a n d m e (n o t betw €en ỵ o u a n d /.)

8 Som e peopỉe ỉeft w ith o u t payin g, • B esỉdes sw im m irtg, ỉ aĩso ỉike hockey an d basketball

W e n o r m a l l y p u t a p r e p o s i t i o n i m m e d i a t e l y b e í o r e i t s o b j e c t , b u t i n q u e s t i o n s ( 9 ) a n d r e l a t i v e c l a u s e s ( 1 0 ) , w e o f t e n p u t t h e p r e p o s i t i o n a t t h e e n d I n í o r m a l u s e s , t h e p r e p o s i t i o n is s o m e t i m e s p u t a t t h e

b e g i n n i n g o f t h e q u e s t i o n o r b e f o r e t h e r e l a t i v e p r o n o u n ( 1 1 )

9 H e c u t i t w i t h s o m e t h i n g - ♦ W h a t d id he cut it w ith?

1 0 J a n is t h e w o m a n I g a v e t h e k e y s t o h e r —► ]an is the wom an (th a t/w h o ) ỉ gave the keys to.

11 W ith w h a t did he cut it? • Jan is the woman to w hom ỉ gave the keỵs. ( n o t iũ-whò)

W e u s e w i ứ i a n e x a c t p o i n t i n t i m c

1 The m orning sessiort begins a t 8.30 and ends a t nooĩĩ, • A t that tirne ỉ was stiỉỉ a student.

W e a l s o u s e b e f o r e n a m e s o f m e a i t i i ĩ i e s o r g e n e r a l w o r d s f o r h o l i d a y s ( 2 ) a n d w h e n w e t a l k a b o u t a

p e r s o n s a g e a s a p o i n t i n t i m e ( 3 )

2 r i ỉ s e e ỵ o u a t b r e a k f a s t • \ \ % a t d o e s y o u r f a m i ỉ y d o a t C h r is tm a s ? ( n q t a t C h r i s t m a s D a y )

3 Both m y parents ỉeft school a t 16 • A i ỵour age, ĩ was aỉreaảy m arrieả and haả a baby.

W e u s e in w i t h a p e r i o d o f t i m e

4 We usuaỉỉy listen to music ỉn the evening. • They did aỉỉ the repairs in one day.

N o t e t h a t in the night ( ‘d u r i n g a s p e c i í ì c n i g h t ’) is d i f f e r e n t f r o m a t night C d u r i n g a n y n i g h t ’)

W e a l s o u s e in b e í o r e t h e n a m e s o f m o n t h s , s e a s o n s o r y e a r s ( 5 ) , a n d b e í o r e p h r a s e s i d e n t i í ỵ i n g

c e n t u r i e s a n d h i s t o r i c a i p e r i o d s ( 6 )

5 Sum m er ĩỉm e begins in March. • / í 's very ảrỵ here in summer • Dickens died in 1870.

6 The house was built in the Ỉ9th centurỵ. • / ứ z z first hecame popuỉar in the 1920$.

W e c a n a l s o u s e ìn f o r a p e r i o d o f t i m e b e f o r e s o m e t h i n g h a p p e n s o r is c o m p l e t e d

7 / 7 / he back in an hour. • They said ĩhey'dfinish the work in two or three ảays.

W e u s e on w i t h a s p e c i í i c d a y , o r p a r t o f a s p e c i í ì c d a y , a n d d a t e s

8 r u seeỵou on Sunảay. • The m eeting is on M onảay morning. • The exam is on M a y 30th.

I n i n í o r m a l u s e s , e s p e c i a l l y i n A m e r i c a n E n g l i s h , on is o í t e n l e í t o u t : Vỉl seeyo u Sunday.

W e a l s o u s e on w i t h s p e c i a l d a y s o r o c c a s i o n s

9 r i ỉ be there on ỵo u r birthảay • W hat do you do on Christmas Day? ( n o t on Christm as)

W e d o n * t u s u a l l y u s e aty in o r on b e f o r e t i m e e x p r e s s i o n s b e g i n n i n g w i t h each, everyy ĩast, next.

1 0 We had m eetings every day ỉast week. • ưm leaving next Priday. ( n o t on next Pridaỵ)

W e c a n u s e from a n d to f o r s t a r t i n g a n d e n d p o i n t s i n t i m e ( 1 1 ) W e c a n a l s o u s e p a st ( U a t e r t h a n ) w i t h

a p o i n t i n t i m e ( 1 2 )

11 The cỉass m eets fr o m 2.30 to 4.30. • VVe lived in Á th en sfro m Ỉ998 to 2002.

1 2 W h at tim e is it? - ĩt's p a s t eight o'clock Actuaỉly, it's already tw enty p a s t eight.

4 Complete each sentence with one pair of words or phrases plus af, in or on where

necessary

Christmas D ay Ị the p a st her birthảay / next Saturđay sỉx / the morning

four o'cỉock ỉ Priday aỷternoon ỵ m id n ig h t / N ew Year^s Eve sixtỵ-five / 2005

E x a m p l e : W e a l l h e l d h a n d 5 a n d s a n g t o g e t h e r

1 I h a t e d t h e e a r l y s h i f t a t t h e í a c t o r y b e c a u s e I h a d t o s t a r t v v o r k

2 W e * r e g o i n g t o h a v e a b i g p a r t y f o r R a c h e l

3 T h e y H a r v e s t t h e g r a p e s

4 B e c a u s e i t w a s s o c o l d i n t h e b e d r o o m , I o f t e n d i d n ’t s l e e p v e r y w e l l

5 ĩ t w a s n ’t a s c o m m o n f o r p e o p l e t o g e t a h o l i d a ỵ f r o m w o r k

6 I c a n * t l e a v e v v o r k e a r l y b e c a u s e I h a v e a m c e t i n g

7 A l t h o u g h h e d i d n * t t h i n k o f h i m s e l f a s o l d , F r a n k J o n e s h a d t o r e t i r e

8 T h e A m e r i c a n D e c l a r a t i o n o f I n d e p e n đ e n c e w a s s i g n e d

During, fory since

W e c a n u s e during o r in w h e n s o m e t h i n g h a p p e n s a t s o m e p o i n t ( s ) \ v i t h i n a s p e c i í ĩ c p e r i o d o f

l i m e ( 1 ) W e u s u a l l y u s e during ( n o t in) w h e n w e ’r e t a l k i n g a b o u t t h e w h o l e p e r i o d o f t i m e ( 2 ) ,

1 We'ỉl be on hoỉiday during/in Ịuỉy. • The oỉd roaả is sometimes closed du rin g/in winter.

2 We neeả fewer \vorkers du rin g long weekends. • There were no cìasses du ritĩg the whole o f May.

W e c a n u s e during ( n o t for) t o s a y w h e n s o m e t h i n g h a p p e n s a n d for ( n o t ảuring) t o s a y h o w l o n g

s o m e t h i n g l a s t s

3 D u rin g Apriỉy Vm hopirĩg to go to N ew York f o r a few ảays, ( n o t ắurirtg ữ fcsỲ ảays)

V \ ^ e n w e ’r e t a l k i n g a b o u t a p e r i o d o f t i m e u p t o t h e p r e s e n t , w e c a n u s e fo r t o s a y h o w l o n g i t h a s

b e e n ( 4 ) a n d since t o s a y w h e n i t s t a r t e d ( 5 )

4 w ẻ v e been waiting fo r hours. • Vve heen a student herefor two years. ( k o t sincc two ycars)

5 We've been w aiting since eight o'cỉock. • / V e been a student here since 2004.

We usually use a períect tense, not the present simple, with since. (n o t ^ m -hcrcsin cc 20B4.)

Beỷorey by, until

W e u s u a l l y u s e before\eTỴ g e n e r a l l y f o r s o m e t h i n g h a p p e n i n g e a r l i e r t h a n a c e r t a i n t i m e ( 6 ) W e u s e

by m o r e p r e c i s e l y w h e n w e m e a n ' a ư o n o r b e í o r e ’ a s p e c i í ĩ c t i m e ( 7 ) \V e u s e untiỉ f o r a p e r i o d o f

t i m e u p t o a s p e c i í i c p o i n t i n t i m e ( 8 ) W e c a n u s e n o t u n í i / w h e n w e m e a n ‘n o t e a r l i e r t h a n ( 9 )

6 J ill: DidrCt Rob say he wouỉd be here before six? ( = a t s o m e t i m e e a r l i e r t h a n s i x )

7 B e v : ĩ think he saiả he hoped to be here hỵ six. ( = a t o r b e f o r e , b u t n o t l a t e r , t h a n s i x )

8 J ill: ỉ guess we shouỉd w ait for him u n tiỉ six-fỉfteen. ( = d u r i n g t h e p e r i o d u p t o s i x - f ì f t e e n )

9 B e v : ĩ bet he w on't get here u n tiỉ six-thỉrtỵ. ( = n o t e a r l i e r t h a n s i x - t h i r t y )

I n i n í o r m a l u s e s , tiỉỉ i s s o m e t i m e s u s e d i n s t e a d o f untiỉ: He \v o n tg e t here till sỉx-thirĩỵ.

W e d o n ’t u s u a l l y u s e t w o p r e p o s i t i o n s t o g e t h e r , b u t t h e c o m b i n a t i o n s since before ( ‘f r o m a p o i n t i n

t i m e e a r l i e r t h a n ' ) a n d untiỉ aỷter ( ‘u p t o a p o i n t i n t i m e l a t e r t h a n ’) a r e s o m e t i m e s u s e d

1 0 TheỵWe ỉived here sỉnce heỷore the war. • D o n t say 'Happy N ew Year* u n til a fter midnight.

5 Using a dictỉo n a ry if necessary, com plete these detìnition s wíth the nouns and

T im e clauses vvith untii!, 5Ìnftf'9 9 Ourirỉg or while i9B Pcrícct tenscs 18, 20 1 2 7

10 PREPOSmONS

Aty in and on for location

V V h e n s o m e t h i n g i s a t a p l a c e , i t i s c l o s e t o i t , b u t n o t t o u c h i n g it ( 1 ) W e c a n a l s o u s e a t v v h e n w e t a l k

a b o u t a p o i n t o n a s c a l e o r a j o u r n e y ( 2 )

1 W fe7 / m eet you a t the bus stop. • I ĩhink ĩ heard someone a t the door.

2 Bake the pie in the oven a t 170°. • r m sure we stoppeả a t York ảuring our trip Tĩorth,

W h e n s o m e t h i n g is in a p l a c e , i t i s i n s i d e i t ( 3 ) W e c a n a l s o u s e in w h e n w e t a l k a b o u t a p l a c e a s a

g e n e r a l a r e a s u c h a s a r e g i o n o r a c o u n t r y ( 4 )

3 The m oneỵ was in a box in a drawer in the desk in mỵ office. • What's in the enveỉope?

4 Liĩỵ Ì5 going to spend a week in Tuscany this summer. - ĩs that in Prance or ỉtaỉỵ?

N o te th a t vve say: W ì0 ỉs the smaĩỉ boy in the picture? ( n o t on tk e p k tu rè )

W h e n s o m e t h i n g i s on a p l a c e , i t i s i n c o n t a c t v v ith a s u r í a c e ( 5 ) W e c a n a l s o u s e on w h e n w e t a l k a b o u t

a place in relatíon to a line such as a road or a river (6)

5 / left the keỵs on the tabỉe. • She reached over and p u t her hand on hừ.

6 Youlỉ pass Stratford on the w ay to Birmingham ĩf s ju s t a smaỉỉ town on the river Avon.

Verbs and nouns with at, in and on

A f t e r v e r b s s u c h a s shout a n d smile, w e u s e a t b e í o r e a n o b j e c t t h a t i s t h e t a r g e t o f t h e a c t i o n

7 W hy is th at m an shoutỉng a t us? * She smiĩed a t me. ( n o t Shc smìlcđ m e )

Others include; bark, glance, laugh, look, scream, stare, svvear, yell

A í i t e r v e r b s s u c h a s beỉieve a n d incỉudey w e u s e in b e f o r e o b j e c l s t h a t d e s c r i b e i d e a s a n d t h i n g s a s i f t h e y

w e r e p l a c e s

8 ỉ dort*t beỉieve in ỉife aỹter đeath • The tip is incỉuded in the h iỉl ( n o t ỉ t ^-itíc h d c d the biỉl.)

Others include: indulge, interíere, invest, join, meddle, result, specialize, wallow

A í t e r v e r b s s u c h a s com m en t and concentratcy w e u s e on b e í o r e a n o b j e c t

9 We can*t com m ent on the test results yet • ỉ can*t concentrate on m y work. ( n o t / €ứn ’t eon ccn trate

Others includc: depend, focus, insist, leaure, plan, relỵ, remark, leport

2 Jan kept staring the goldíìsh ( ) b of counting the m oney his wallet

3 They believe negotiatingquietly ( ) c as it swam ro u n d its small glass

4 He was concentrating the task ( ) bowl

d .some parts of the country

8 Add at, in or on where n ecessary to these sentences.

Prepositions of place: above, below, between, etc.

Above and over

2 ỉ ù aỉways colder above the snowline. • H er name is a bove m ine on the w aiting list.

3 There are thick clouảs over m ost o f Scotỉand, • ỉ had to wear a scarf o ve r m y head.

4 His work is ab ove average. • Are ỵou o ver 21? (N O T A rcỵou ahoyc 21?)

Beỉow and unđer

W e u s e beỉow a n d under t o s a y t h a t o n e t h i n g i s i n a l o w e r p o s i t i o n t h a n a n o t h e r ( 5 )

5 Their ỷĩat is beỉơ w /u n der ours. • I keep the bleach beỉow /un der the sink in the kitchen.

W e u s e beỉow ( n o t under) w h e n o n e t h i n g i s a t a l o w e r l e v e l o r p o i n t o n a s c a l e t h a n a n o t h e r ( 6 )

W e u s e under ( n o t beỉow) w h e n O n e t h i n g i s c o v e r e d b y a n o t h e r i n s o m e w a y ( 7 ) M o r e í ì g u r a t i v e l y ,

under Cãiì be used vvith the sense o f ‘less than (8)

6 M ost o fN e w Orỉeans ừ b eĩo w sea leveL • Vm sure the temperature ừ h elow zero tonight.

1 The p u pp y ỉikes to hide u n d e r the sofa. • D o ỵou aĩwaỵs wear a vest u n đ e r your shirt?

8 ỉỷỵo ứ re u n der 21, ỵou can*t get into the club, • The total cost ợ f the trip was u n der £50.

W e c a n u s e underneath t o e m p h a s ừ e 'c o v e r e d b y ’: ỉ keep m ỵ m oneỵ underneath m ỵ mattress.

Between and atnong

W e c a n t a l k a b o u t a p l a c e between t w o o r m o r e s e p a r a t e p e o p l e o r t h i n g s ( 9 ) o r among m o r e t h a n

t w o p e o p l e o r t h i n g s t o g e t h e r a s a g r o u p ( 1 0 )

9 Find Luxembourg on the map. /f*5 betw een Beỉgium, Prance and Germany.

1 0 Find Luxembourg on the map. / í ’s a m o n g the countries ofW estern Europe.

M o r e f i g u r a t i v e l y , hetween ( n o t among) c a n b e u s e d t o t a l k a b o u t h o w t h i n g s a r e c o n n e c t e d ( 1 1 ) a n d

among ( n o t bet\\feen) c a n b e u s e d w i t h t h e s c n s e o f ‘í n c l u d e d i n ’ ( 1 2 )

11 In the stuảy, they investigated the relationship betw een education, ả iet a n d heaỉth.

1 2 A m ong the advantages oỷprivate schools are sm all classes an d more individu al attention.

9 Usỉng a dictíonary if necessary, complete these sentences usìng an adjective or a noun plus one of the preposỉtions.

Prepositions of movement and place: from, across, along, etc.

P r o n t y tOy t o w a r d s

W e u s e from f o r t h e o r i g i n o r s t a r t i n g p o i n t a n d to f o r t h e g o a l o r e n d p o i n t o f m o v e m e n t ( 1 )

M o r e í ì g u r a t i v e l y , from a n d to c a n b e u s e d f o r t h e s t a r t i n g a n d e n d p o i n t s o f c h a n g e s ( 2 )

1 We fỉew straight fr o m London to San Prancisco. • / can w a ỉk fro m my fỉa t to work.

2 He transỉated the book fr o m Russian to Engỉish. • ĩt w en tfrom quite cooỉ to very hot in an hour.

W e c a n u s e towards ( ‘i n t h e d i r e c t i o n o f ) t o f o c u s o n t h e d i r e c t i o n o f m o v e m e n t ( 3 ) M o r e

í ì g u r a t i v e l y , towards c a n b e u s e d t o t a l k a b o u t t h e d i r e c t i o n o f d e v e l o p m e n t o r c h a n g e ( 4 )

3 Ị sudảenly saw a car Corning towards me • ỉ f you get ỉosĩ, trỵ to \vaỉk towards the South.

4 The trend is to w a rd s much ỉarger farms. • This agreement is an im portant step to w a rđ s peace

N o t e t h a t toward is a l s o u s e d , e s p e c i a l l y i n A m e r i c a n E n g l i s h : / r s a step ĩoward peace.

Into and onto

W e c a n u s e into w h e n w e f o c u s o n m o v e m e n t t o a p l a c e i n s i d e s o m e t h i n g ( 5 ) a n d onto ( o r on to) f o r

m o v e m e n t t o a s u r f a c e o f s o m e k i n d ( 6 )

5 We took a bus in to the city centre. • The w aiter poured some wine into each gỉass.

6 Let's move the sm aỉỉ books o n to the top sheỉf, • Paint was drippirĩg[rom his brush onto the floor.

Across, over, through

W e c a n u s e acrossy over a n d through f o r m o v e m e n t f r o m O n e s i d e o f s o m e t h i n g t o t h e o t h e r

7 The early expỉorers had to get across/over/through the Rocky Mountains to reach the coast.

W e u s u a l l y u s e aư oss f o r m o v e m e n t t o t h e o l h e r s i d e o f a s u r í a c e o r a r e a ( 8 ) , over f o r m o v e m e n t t o

t h e o t h e r s i d e o f s o m e ứ i i n g t h a t is v i e w c d a s h i g h o r a s a l i n e ( 9 ) a n d through f o r m o v e m e n t t h a t

c n t e r s a n d l e a v e s s o m e t h i n g ( 1 0 )

8 We spent a m onth ĩravelling across America. • She pushed a note across the tabỉe to him.

9 The gate was ỉocked so I cỉimbed over the w a li • ỉ t was a good shoty but it w ent over the bar.

1 0 You have to go through the kitchen to get to the bathroom. • The Thames flows through ỈẨ)tĩdorĩ

W e c a n u s e across a n d over f o r p l a c e ( ‘o n t h e o t h e r s i d e o f * ) : There's a cafe across/over the Street.

Along and p a st

W e c a n u s e along f o r m o v e m e n t i n o n e d i r e c t i o n o r t o d e s c r i b e t h e p o s i t i o n o f s o m e t h i n g w h i c h ìs

s o m e w h e r e i n t h a t d i r e c t i o n ( 1 1 ) W e c a n I is e past f o r m o v e m e n t b e y o n d a s p e c i í ì c p o i n t o r t o

d e s c r i b e t h e p o s i t i o n o f s o m e t h i n g b e y o n d a s p e c i f i c p o i n t ( 1 2 )

11 ỉ like waỉkirĩg a ĩo n g countrỵ ỉanes. • Theres a cafe aỉong the Street.

1 2 We ảrove p a s t Stratỷord, but didn*t stop there. • There^s a cafe ju st p a st the church.

Off and out o f

W e c a n u s e o ffío r m o v e m e n t a v v a y f r o m a s u r í a c e o r t o d e s c r i b e t h e p o s i t i o n o f s o m e t h i n g i n r e l a t i o n

t o a s u r í a c e ( 1 3 ) W e u s e ou t ofỉoT m o v e m e n t f r o m t h e i n s i d e o f s o m e t h i n g o r t o d e s c r i b e t h e

p o s i t i o n o f s o m e t h i n g w h i c h i s n o l o n g e r i n s i d e ( 1 4 )

1 3 C ouĩd you take that box o ff the tabỉe? • The platform was about tw ofeet o ffth e ground.

1 4 ỉ liỷted the kitten ou t o f the box As soon as ừ was o u t o f the box, it started crying.

N ote th a t we d o n ’t use o u t (vvithout o f) as a preposition ( n o t ỉ t-waỹ ou t-ihe bữ^.)

M o r e f i g u r a t i v e l y , ơ / f c a n b e u s e d w i t h t h e s e n s e o f ‘n o t c o n n e c t e d t o ' ( 1 5 ) a n d out o / w i t h t h e s e n s e

o f ' n o l o n g e r h a v i n g ( 1 6 )

1 5 This p a rt oỷyour essay is compỉeteỉy o ff the main topic, • Skye is an island o ffth e we$t coast.

1 6 We*re o u t o f miỉk, so ỉ have to go to the shop. • A ỉot o f peopỉe are ou t o f work now.

10 Complete these d irectio ns w ith the fo llo w in g prepositions:

11 Using a d ictỉo n a ry if necessary, add one pair o f p re p o sitio n s to each sentence

along / towards out o f /fr o m through Ị to

12 Add these prepositions to the followíng paragraphs from the beginning of a novel.

S h e t u r n s ( 7 ) t h e r o o m w h i c h is a n o t h e r g a r d e n - t h i s o n e m a d e u p o f t r e e s a n d

b o v v e r s p a i n t e d o v e r i t s v v a ỉls a n d c e i l i n g T h e m a n ỉ i e s o n t h e b e d , h i s b o d y e x p o s e d t o t h e b r e e z e ,

a n d h e t u r n s h i s h e a d s l o w l y (8 ) h e r a s s h e e n t e i s

131

O f and with

W e u s e o / a n d w ith w h e n w e t a l k a b o u t p e o p l e a n d t h i n g s b e i n g c o n n e c t e d W e c a n p u t ơ / b e t w e e n

t w o n o u n p h r a s e s t o s h o w t h a t t h e í ì r s t b e l o n g s t o o r is p a r t o f t h e s e c o n d ( 1 ) W e c a n p u t with

b e t w e e n t w o n o u n p h r a s e s w h e n t h e s e c o n d is a p a r t i c u l a r í e a t u r e o f t h e í ì r s t ( 2 )

1 The r o o Ị o f their house is bright red. • The sỉeeves o f thỉs shirt are too long.

2 Theirs is the house w ith the bright red roof. • Vm lookingfor a white shirt w ith short sleeves.

W e c a n u s e o f t o s a y h o w p e o p l e a r e r e l a t e d ( 3 ) a n d with t o s a y t h a t p e o p l e o r t h i n g s a r e t o g e t h e r ( 4 )

3 ỉs Brionỵ the daughter o /A ỉice Hawthorn? - Yes, she*s a goodỷriend o f mine,

4 I think Lee yvent shopping w ith herỷrienảs. • Wouỉd you ỉike some wine w ith yo u r meaỉ?

W e u s e o / a f t e r s o m e a d j c c t i v c s ( 5 ) a n d with a í t e r o t h e r s ( 6 )

5 M iỉỉie i$ a fra id o f dogs * The report was fu ỉỉ o f misĩakes. ( n q t ỉ t ivasỷủỉl yÝÌth m istakes,) •

A reyo u a w a re o fth e risks invoỉved? • I w a sfo n d o f m ỵ oỉd car, but it had too m anỵ probỉems.

6 We w erefaced w ith a difficuĩt choice • ỉ wasn't /a m iỉia r w ith that Computer programme. •

There are side effects associated w ith most medicines • He w a sn t satisfied w ith m ỵ work,

Wỉth and by

We can use w ith plus a determiner and noun for the speciíìc thing used to períorm an action (7).

W e u s u a l l y u s e by p l u s a n o u n ( n o d e t e r m i n e r ) o r g e r u n d w h e n w e w a n t t o d e s c r i b e t h e a c t i o n i n a

m o r e g e n e r a l v v a y ( 8 )

7 / p a id w ith m ỵ credit carả. • The thief broke the ĩock w ith a knife.

8 Ip a iả by creảit card. • He opened the door hỵ breaking the ỉock. ( n o t

O t h e r t y - p h r a s e s u s e d w i t h a g e n e r a l m e a n i n g i n c l u d e : bỵ air, bỵ bus, bỵ e m a il b yp h o n e

13 Complete each sentence with One paìr of vvords or phrases (not n ecessarily in this order)

plus by, o fo r with where necessary.

a cheque Ị the yeỉỉow lam pshaảe the ảoor Ị a screwảrỉver the match / scoring

/ any probỉem s Ị the w aỵ

Prepositions used for exceptions: except (for),

besides, vvithout, etc.

Except (for)y besidesy apartfrom

W e c a n u s e except o r exceptfor ( ' n o t i n c l u d i n g ) w i t h s o m e o n e o r s o m e t h i n g n o t i n c l u d e d i n a

g e n e r a l s t a t e m e n t , u s u a l l y a í t e r a q u a n t i í ì e r s u c h a s everỵ ( 1 ) W e u s u a l l y u s e exceptfor ( n o t except)

w i t h i n í o r m a t i o n a d d e d t o a s p e c i í ì c s t a t e m e n t t h a t m a k e s i t n o t c o m p l e t e l y t r u e ( 2 )

1 7 fV open everỵ day except (for) Sunday. • Everyone ỉiked the film ex cep t me. (N O T cx€€p t D

2 She says shẻs stoppeả smoking e x c ep tỷo r an occasional àgarette a t a party.

W e c a n u s e except ( n o t exceptfor) b e í o r e p r e p o s i t i o n p h r a s e s ( 3 ) a n d c l a u s e s ( 4 )

3 ĩ work here aỉl day except on Priday, • It wilỉ be sunnỵ everỵwhere ex cep t in the north.

4 / V e never heard their baby cry except when ừ gets tired.

I n n e g a t i v e s e n t e n c e s , w e c a n u s e besides w i t h t h e s a m e m e a n i n g a s except (for) ( 5 ) I n o t h e r

s e n t e n c e s , besides u s u a l l y m e a n s ‘ i n a d d i t i o n to * ( 6 )

5 ỉ didn't know anỵone in London besides/except ự or) m y uncle Henrỵ.

6 B esides ỷootbaỉị w hat other sports do you ĩike? • / V e ĩaỉkeả to a lot oỷpeople besides Henry.

W e c a n u s e apartỷrom i n s t e a d o f b o t h except ựor) ( ‘n o t i n c l u d i n g ’) a n d besides ( ‘i n a d d i t i o n t o ’)

7 /í*5 open every da y a p a r tỷ r o m Sunday. • A p a r tý r o m /o o tb a ll w hat other sports do ỵou ỉike?

N o t e t h a t asideýrom i s u s e d l i k e apart from, e s p e c i a l l y i n A m e r i c a n E n g l i s h

Wỉthout and minus

W e u s e except ựor) w i t h s o m e t h i n g n o t i n c l u d e d i n a g e n e r a l s t a t e m e n t W e u s e w ithout f o r

s o m e t h i n g n o t i n c l u d e d i n ứ i e w i d e r s e n s e s o f ‘n o t h a v i n g ( 8 ) o r ‘n o t d o i n g ’ s o m e t h i n g ( 9 )

W e c a n u s e m inus w h e n w e w a n t t o e m p h a s i x e t h a t s o m e t h i n g h a s b e e n r e m o v e d ( 1 0 )

8 / prefer tea w ith o u t milk, don*tyou? • Romeo chose death rather than lỉfe \v ith o u t Juliet

9 Biỉl changed his travel pĩans w ith o u t anỵ expỉanation Then he ỉeft w ith o u t sayinggoodbye.

1 0 They eventually pubỉished the report, w ith ou ư m in u s several im portant seơions.

14 Using a dlctionary if necessaVy, complete each sentence with a noun and a preposition.

except ( x 2 ) minus w ith ou t ( x 2 )

W o r d s s u c h a s tn o r otĩ w h i c h a r e u s c d a s p r e p o s i t i o n s b e f o r e n o u n p h r a s e s ( 1 ) c a n a l s o b e u s e d a s

p a r t i c l e s a í t e r v e r b s ( 2 ) W e c a n a l s o u s e o t h c r w o r d s s u c h a s awaỵ, back o r out a s p a r t i c l e s ( 3 )

T h e s e v c r b + p a r t i c l e c o m b i n a t i o n s {sỉeep /tt, go out) a r e c a l l e d t w o - w o r d v e r b s o r p h r a s a l v e r b s

1 ĩ usualỉỵ drink coffee in the m orning. • He saỉả he ỉeft the keys on th e tabỉe.

2 ỉ sỉep t in this m orning and missed m y bus. " He p u t on his boots and overcoat.

3 / trieả to catch the dogy but it ran away • When wiỉỉ she com e back? • D iã ỵou go o u t last night?

O t h e r p h r a s a l v e r b s i n d u d e ; f a ll o v e r , g e t t h r o u g h , g o a h e a d , s i t d o w n , s t a n d u p , t a k e o f f

S o m e p h r a s a l v e r b s a r e u s e d v v i t h o u t a n o b j e c t ( 4 ) a n d o t h e r s a r e u s e d w i t h a n o b j e c t W h e n t h e

o b j e c t i s a n o u n p h r a s e , w e c a n u s u a l l y p u t i t b e f o r e ( 5 ) o r a í t e r t h e p a r t i c l e ( 6 ) W h e n t h e o b j e c t i s a

p r o n o u n , w e p u t i t b e f o r e t h e p a r t i c l e ( 7 )

4 ỉt^s ĩim e to g e t up. • / wish theseỷỉies wouỉd go away. • W atch out!

5 Don't tu rn on the ỉig b t Youlỉ w ake up the bahỵ. • He took offh is shoes.

6 Don't tu rn the ỉight on Youỉỉ w ake the baby up, • He took his shoes off.

1 Don't tu rn ừ on Youỉỉ w ake him up, • He took them off. ( n o t

A í t e r a p h r a s a l v e r b w e c a n a l s o u s e a g e r u n d ( 8 ) o r a c l a u s e ( 9 ) W e d o n ' t u s u a l l y p u t c l a u s e s o r v e r y

l o n g p h r a s e s b e t w e e n t h e v e r b a n d t h e p a r t i c l e

8 Have you given u p smokirĩg? • Theỵ toỉd us to carrỵ on working. ( n o t to carry on-^v> 0 fkĩ)

9 A ndy p o in te ả o u t that we d ỉd n t have enough time. • You should rea d o ver w h a ty o u v e wrỉtten.

W e c a n u s e p h r a s a l v e r b s w i t h p r e p o s i t i o n s T h e s e c o m b i n a t i o n s o f v e r b + p a r t i c l e + p r e p o s i t i o n a r e

s o m e t i m e s c a l l e d t h r e e - w o r d v e r b s W e p u t p r o n o u n s a f t e r t h e p r e p o s i t i o n s

1 0 This book is vaỉuabỉe and you shouỉd hoỉd on to it. ( n o t hoỉd on ừ hold it on to) • Go ahead and

r iỉ catch up w ith ỵou later. (NOT -ĩm eatch up~ỵou n i catch you up)

O t h e r s i n c l u d e : f a c e u p t o , g e t r o u n d t o , g o a l o n g w i t h , l o o k f o r w a r d t o , w a t c h o u t f o r

W e o í t e n u s e p h r a s a l v e r b s s u c h a s ' p / ư o jf or leave out ìn i n í o r m a l s i t u a t i o n s ( 1 1 ) r a t h e r t h a n o t h e r

v e r b s v v ith s i m i l a r m e a n i n g s s u c h a s postpone or om itvỉh ìch m a y s o u n d m o r e í o r m a l ( 1 2 )

11 L e í 's p u t the m eeting o f f till next week. • D o tiĩ ỉeave o u t the author'$ name.

1 2 ẬVe should p o stp o n e the meeting until next week. • You m ust not o m it the author's name.

15 Using a dicỉíonary if necessary, revvrite these sentences in a more informal style, using

appropriate forms of thesỡ phrasal verbs.

16 Com plete th is te xt wíỉh appropriate phrasal verbs using these verbs and particles.

ìift in

push out

c Choose one preposition from each pair for each space ìn the text.

D Complete each sentence in such a way that It is as similar as possíble in meaning to the sentenceaboveit.

E Complete this text using these prepositions.

W h e n e v e r I s e e a n e w s p a p e r l y i n g o n t h e g r o u n d b e s i d e a d o o r , I ứ i i n k o f F r e d A f e w y e a r s a g o ,

F r e d h a d t o t r a v e l t o a m e e t i n g a n d h i s í l i g h t w a s d e l a y e d f o r s e v e r a l h o u r s b e c a u s e o f b a d w e a ứ i e r (1) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ t h e t i m e h e g o t t o h i s h o t e l i t w a s (2) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ m i d n i g h t O n c e

11 Iníìnitives and gerunds

We use the base form of the verb to create iníinitives We can use the base form aíler to

ụ didn’t really want to read when I was younger) or vvithout to in the bare intinitive

(/ thought it was torture when ư>e teacher made us read aloud in class)

anything else) Gerunds have the same form a s the present participles of verbs, but they

are used a s nouns (Reading is the keyto knovvledge).

Read through this article from an advice column in a magazine and find two more examples

of the same verb {avoid a n d smoke) being used as both an infinitive and a gerund.

Mỵ best frìend smokes a lot I telỉ her

she should quit, but she says she can't

VVhat can I do to help her?

Simple iníinitives and gerunds

Infinitives

W e u s u a l l y u s e i n í i n i t i v e s {to + v e r b ) a n d n e g a t i v e i n í ĩ n i t i v e s {n ot to + v e r b ) a í t e r v c r b s , a d j e c t i v e s o r

n o u n s ( 1 ) W e c a n a l s o u s e t h e m a f t e r i n d e í ì n i t e p r o n o u n s a n d w / i - w o r d s ( 2 )

1 We agreed to m e e t on Priday. • Vm happy to be here * You m ade a prom ise n o t to telỉ anyone.

2 ĩ was ỉooking fo r someone to heỉp me. • ỉ w a sn t sure about w hat to do an d w hat n o t to ảo here.

W e c a n a l s o u s e i n í ì n i t i v e s t o e x p r e s s p u r p o s e ( = i n o r d e r t o ) : H e onỉy diả it to get attention.

4 Brian ju st wants to s it a n d _ w atch videos aỉỉ day • Do they intend to b u y a fỉa t o r _ ren t One?

5 Wouỉd ỵou ỉike to pỉaỵ? ~ Vả ỉove to • / was hoping to go wỉth ỵou, bu t ư ve decid ed n o t to

VVe d o n * t l e a v e o u t be: Was M ichaeỉ happy? - He seemeả to be, ( n o t He ^ecmcd-tỡ:)

1 ỉ d i d n t h ear Tom co m e in. • / V e never seen anyone e a t as much as you r frien d can,

8 Pỉease ntake her s to p ỉ • They w o n t ỉe t us ỉeave. ( n o t They-wữ n t ỉeMts-Ệ^ỡ ỉeave-.)

A í t e r t h e v e r b heỉpy w e c a n u s e a n i n í ì n i t i v e w i t h o r w i t h o u t to: Annie heỉped m e (to) cĩean up.

Gerunds

W e c a n u s e g c r u n d s ( v e r b + -ing) a n d n e g a t i v e g e r u n d s (riot + v e r b + -ing) a f t e r v e r b s a n d

p r e p o s i t i o n s ( 9 ) W e c a n a l s o u s e g e r u n d s a s s u b j e c t s ( 1 0 )

9 ỉ ảon^t m ind w a ỉtin g “ Paul enỷoys n o t h a v in g a ịo b * She watches T V in ste a d ofworkÌTtg.

1 0 S tu d yin g makes m e sỉeepy. • M y doctor says that syvim m ing is the best kirtd o f exercise.

G e r u n d s a r e a l s o c a l l e d f o r m s ’ '1 'h e y a r e o f t e n u s e d a f t e r No i n s i g n s : No Parking.

W e c a n u s e g e r u n d s i n c l a u s e s v v ith o b j e c t s , p r e p o s i t i o n a l p h r a s e s a n d a d v e r b s ( 1 1 ) B e f o r e g e r u n d s ,

w e c a n u s e n o u n s (Tom ) o r o b j e c t p r o n o u n s {them)y b u t p o s s e s s i v e n o u n s a n d d e t e r m i n e r s (Totn% their) c a n a l s o b e u s e d , t y p i c a l l y i n f o r m a l s i t u a t i o n s ( 1 2 )

ĩ 1 H e denied ta k in g th e m oneỵ. • They recommenả yvashing silk sh irts g e n tỉy in coỉđ w ater,

1 2 / c a n t recalỉ Tom/Tom's visiting us. • We ĩistened to th em /th eir arg u in g aỉl n ig h t

Gerund or present participle?

W e u s e g e r u n d s l i k e n o u n s , v v h i c h c a n b e s u b j e c t s o r o b j e c t s ( 1 3 ) W e u s u a l l y u s e p r e s e n t p a r t i c i p l e s

a s v e r b s w i t h d i t T e r e n t f o r m s o f b e ( \4 ) W e u s e p r e s e n t p a r t i c i p l e s , n o t g e r u n d s , i n r e d u c e d v e r s i o n s

o f r e l a t i v e d a u s e s o r a d v e r b i a l c l a u s e s ( 1 5 )

1 3 T a lk in g a n d action are ív v o quite differerit thirĩgs. • Have theỵỷinished (th e) c ỉe a n in g ỵ e tĩ

1 4 We w ere ta ỉk in g a bou t money • í h ave been cỉean in g m y room aỉỉ morning.

1 5 The man (who is) ta ỉk in g to Liz is her dad. • Whiỉe (Vm) cỉeaningy I ỉisten to music.

3 Look at the fo u r d e fin itio n s liste d in 2 at the b o tlo m o f page 138 and fin d one exam ple of:

l a n i n í ì n i t i v e a f t e r a v e r b 2 a b a r e i n í ĩ n i t i v e a f t e r a v e r b

3 a g e r u n d a f t e r a n i n í ì n i t i v e 4 a g e r u n d a f t e r a p r e p o s i t i o n

139

Complex iníìnitives

I n s t e a d o f i h e s i m p l e i n í ì n i t i v e ( 1 ) , w e c a n u s e t h e p e r f e c t i n í ì n i t i v e ( to have + p a s t p a r t i c i p l e ) w h e n

w e w a n t t o b e c l e a r t h a t w e V e t a l k i n g a b o u t a n e a r l i e r t i m e o r a c o m p l e t e d a c t i o n ( 2 )

1 Alt seems to be iỉỉ a l o t • Vm hoping to read the guidebook heỷore we get to Berỉin.

2 Aỉỉ seems to have been iỉỉ a ỉot. • / m hoping to h ave read the guidebook before we get to Berỉirĩ,

W e c a n u s e t h e p e r f e c t i n í ì n i t i v e a f t e r wouĩd p ỉ u s ỉikey hate, ỉove o r prefer w h e n w e t a l k a b o u t e a r l i e r

e v e n t s ( 3 ) W c c a n a l s o u s e t h e s i m p l e i n í ì n i t i v e a f t e r wouỉd have ỉiked, e t c v v ith a s i m i l a r m e a n i n g ( 4 )

W e s o m e t i m e s u s e t h e p e r í e c t í o r m s o f b o t h v e r b s i n i n í o r m a l s i t u a t i o n s ( 5 )

3 / w ould ĩike to h ave been there. • You wouỉd haĩe to have seen aỉỉ the ảestructỉon.

4 / woulả have ỉiked to b e there. • You wouỉd have hated to see aỉl the destruction.

5 ỉ xvouỉd have ỉikeả to h ave been there. • You wouĩả have hated to h ave seen it.

W e c a n u s e t h e c o n t i n u o u s i n í ì n i t i v e {to be + p r e s e n t p a r t i c i p l e ) f o r a n a c t i o n i n p r o g r e s s ( 6 ) a n d t h e

p eríe ct c o n tin u o u s in íĩnitive {to have been + present participle) for an actio n in progress a t an earlier

t i m e ( 7 )

6 The chiỉdren wiỉl preten ả to be sỉeeping. • The girỉ seemed to be w a itìn g for someone.

7 They'11 preten d to h a ve been sỉeepÌTĩg. • She seemed to have been w a itỉn g there fo r hours.

W e c a n u s e t h e p a s s i v e i n í ì n i t i v e {to be + p a s i p a r t i c i p l e ) f o r p r e s e n t o r f u t u r e a c t i o n s h a p p e n i n g t o

t h e s u b j e c t ( 8 ) a n d t h e p e r í e c t p a s s i v e i n í ì n i t i v e (to have been + p a s t p a r t i c i p l e ) f o r e a r l i e r a c t i o n s ( 9 )

8 M y Computer is supposed to be repaired todaỵ. • The xvorkers want to he p a id in cash.

9 ỉ t was supposed to h a ve been rep aired last week. • They were hoping to h ave been p a id alreadỵ.

Complex gerunds

I n s t e a d o f t h e s i m p l e g e r u n d ( 1 0 ) , w e c a n u s e t h e p e r f e c t g e r u n d (having~ị- p a s t p a r t i c i p l e ) w h e n w e

w a n t t o b e c l e a r t h a t t h e a c t i o n w a s i n t h e p a s t ( 1 1 )

1 0 Kirsten regretted teĩỉin g us about the moneỵ. • thatĩkeả them fo r su p p o rtin g us.

1 1 She regretteả h a vin g to ỉd U5 about the moneỵ. • We ĩhankeả them fo r h avin g su p p o rte d W5

W e c a n u s e t h e p a s s i v e g e r u n d {being-^ p a s i p a r t i c i p l e ) f o r a n a c t i o n v v h i c h h a p p e n s t o t h e s u b j e c t ( 1 2 ) a n d t h e p e r í e c t p a s s i v e g e r u n d (having been + p a s t p a r t i c i p l e ) t o c m p h a s i z e ử i a t t h e a c t i o n

happened in the past (13)

1 2 In her book, Annie O^Neiỉỉ wrote ahout b e ittg p u n ish e d as a ch iĩd fo r speaking ỉrish.

1 3 She stilỉ has nightmares from h a vin g been ỉocked u p in a sm aỉl dark cupboard for hours.

4 Complete these sentences with to be, being, to have or havỉng,

11 INPlNlTiVES ANDGERUNDS

5 In íin itive s and gerunds Complete th is table w ith appropriate exam ples o f verbs from the

completed sentences in 4 atthe bottom of page 140.

5 P e r í e c t p a s s i v e i n í ì n i t i v e : fo have heen + p a s t p a r t i c i p l e - to have been played:

S i m p l e g e r u n d : b a s e f o r m o f t h e v e r b + -in g - p ỉa ỵin g :

6 P e r í e c t g e r u n d : having + p a s t p a r t i c i p l e - having pĩaỵed:

1 P a s s i v e g e r u n d : being + p a s t p a r t i c i p l e - being played:

8 P e r í e c t p a s s i v e g e r u n d : having been + p a s t p a r t i c i p l e - having been plaỵed:

6 Complete each sentence, using an inỉìnìtive or a gerund, in such a way that it is a s sìmilar

as possỉble in meaning to the sentence above it.

7 Complete this text with these iníỉnitives and gerunds.

to be burnitĩg being heỉd to have visited to have been based

to be using m eeting no t to have seen to have been built

travelling to have been doing

Verbs used vvith iníìnitives only

W e u s e i n í i n i t i v e s , n o t g e r u n d s , a í t e r v e r b s s u c h a s hope a n d offer ( 1 ) A í t e r v e r b s s u c h a s invite a n d

teỉỉy w e m u s t i n c l u d e a n o u n o r o b j e c t p r o n o u n t o i d e n t i í ỵ t h e s u b j e c t b e í o r e t h e i n í i n i t i v e ( 2 )

A f t e r v c r b s s u c h a s ask a n d wanty w e c a n i n c l u d e t h e s u b j e c t o f t h e i n í ĩ n i t i v e o r l e a v e i t o u t i f i t ’s t h e

s a m e a s t h e s u b j e c t o f t h e v c r b ( 3 )

1 ưm h o p in g to g e t a day off soon. • We offered to p a y for the damage.

2 They tolđ m e n o t to w a it fo r them. • Daviả invited us to go with him. ( n o t «

3 I asked S am to stay, Ị w a n te d him to waity but he w a n ted to leave righĩ away.

Verbs used w ith gerunds only

A í t e r v e r b s s u c h a s avoiả a n d enjoy, w e u s e g e r u n d s , n o t i n í ì n i t i v e s ( 4 ) A í t e r v e r b s s u c h a s imagine

a n d mind, w e c a n i n c l u d e a n o u n o r o b j e c t p r o n o u n b e f o r e t h e g e r u n d ( 5 ) W e p u t g e r u n d s a f t e r

v e r b s v v ith p r e p o s i t i o n s s u c h a s concentrate on a n d a í t e r p h r a s a l v e r b s s u c h a s give up ( 6 )

4 Avoid eating cakes and sweets • We enịoy traveỉỉirĩg bỵ ĩrain. ( n o t cnịoy to traveỉ)

5 / im a g in ed Ịen n ỵ w aỉk in g on a sunny beach • Woulả you m in d us w a itin g outside?

6 He shouỉd con cen trate on stuảỵingy not singing. • Have you given up exercisin g aỉready?

Verbs used with iníìnitives or gerunds

A í t e r begin, coniinue, intenả a n d sĩart, w e c a n u s u a l l y u s e e i t h e r i n í ì n i t i v e s o r g e r u n d s w i t h ỉ i t l l e

d i f f e r e n c e i n m e a n i n g

7 Josh s ta r te d to d rin k /d rin k in g the soup, but it was very spicy He began to cough/coughing.

W e use in íìn itiv e s a fte r p re sen t p a rtic ip le s : Is ừ starting to Tãin? ( n o t Is it starting rữtningĩ)

A f t e r hate, like, / ơ v e a n d preỷer, v v e c a n u s u a l ỉ y u s e i n í ĩ n i t i v e s o r g e r u n d s w i t h l i t t l e đ i í í e r e n c e i n

m e a n i n g ( 8 ) w h e n v v c a r e t a l k i n g a b o u t a n a c t i v i t y i n g e n e r a l ( n o t p e r í o r m e d b y t h e s u b j e c t ) w e u s e

a g e r u n d ( 9 ) A í t e r w ould hatdỉikelloveịpreỷery^c u s c i n í ĩ n i t i v e s ( 1 0 )

8 K aty ỉoves to p ìa y /p ĩa y in g the piano, • D o n t ỵou preỷer to stu d y /stu d ỵin g a t home?

9 / h a te w re5tỉin g because i í 5 so vioỉcnt ỉ t shouỉdn^t be on TV I don ĩ ĩike b o x in g eiĩher.

1 0 XVouỉdyou ỉike to com e wỉth usĩ • ưd ỉove to seeyo u tonight ( n o t /W sccingyou í ỡnight:)

N o te the use o f wouỉd rather + bare in íìn itiv e : Vd rather Sĩay here, ( n o t JW rathcr to stay here.)

A í t e r advisey aỉỉow, encourage a n d perm it, w e c a n u s e a n o u n o r o b j e c t p r o n o u n a s s u b j e c t o f t h e

i n f i n i t i v e W h e n t h e r e i s n o s u b j e c t , w e u s e t h e g e r u n d f o r a n a c t i v i t y i n g e n e r a l

1 1 They ả o r ỉt aĩIow us to sm oke. • They d o n t aỉỉow smokhtg. (N O T They (ỉon't \

A f t e r / e e / , hear, see a n d watchy w e c a n u s e a n o u n o r o b j e c t p r o n o u n a s s u b j e c t v v ith a b a r e i n í ì n i t i v e

f o r a s i n g l e o r c o m p l e t e d a c t i o n a n d w i t h a g e r u n d f o r a r e p e a t e d o r c o n t i n u o u s a c t i o n

1 2 When ĩ rang the doorbeỉl I heard a dog bark, • D ỉd ỵou h ear that dog b a rk ỉn g last night?

W h e n there is n o su bject, we use a g erund: ĩ aĩso heard shouting. ( n o t ỉ-aìso hearả shmH.)

A íter Ịorget, Tegrety rem em ber a n d stopt we use iníĩnitives for ac tio n s w hich will h a p p e n later (13) and

w i t h ) ( 1 7 )

1 5 ỉ n eed to ảo some laundry. • These toweĩs neeả washing ( - These towels n eed to be w ashed.)

1 6 ỉm e a n t to a s k y o u a b o u ty o u r new job Will it m eatĩ spen ding Tĩĩore tim e aw ay from home?

1 7 ỉ m ust tr ỵ to g e t to work on tim e tomoTTOw ỉ think / 7 / tr y se ttin g mỵ alarm a bit earỉier.

Verbs with intinitives and gerunds

1 4 2 Simple infinitivcs and gerunds 139 R cp o n in g verbs w iih iníinitivcs and g eru n d s 152 S eed 38

8 Add one pair of verbs to each sentence in this table, with the fĩrst verb in an appropriate form and the second verb a s an infinitỉve or a gerund.

e ti]o y /ta k e hope / visit im agine / m ake invite / stay love / be w a n t / spend

9 Add approprỉate forms of the verbs from each set to each sentence.

aỉỉow / take avoid / try / ảrive force Ị stop / pỉay ỷorget Ị send mean / ú ày prefer Ị not taỉk

Adjectives used w ith iníìnitives only

W e c a n u s e i n í i n i t i v e s , n o t g e r u n d s , a í t e r s o m e a d j e c t i v e s w h e n w e t a l k a b o u t b e i n g c e r t a i n (sure) o r

w i l l i n g {eager) t o d o s o m e t h i n g ( 1 ) a n d a b o u t o u r í e e l i n g s o r r e a c t i o n s (glad, ảeỉigh teđ ( 2 )

1 The chỉỉdren are sure to g et up earỉy tomorrow They^re eager to go to the beach.

2 ưm g la d to m e e ty o u • / was d eligh ted to h ear thegood news a b o u ty o u r schoìarshíp.

O t h e r a d j e c t i v e s u s c d l i k e t h i s i n c i u d e : d i s a p p o i n t e d , h a p p y , p l e a s e d , s a d , s o r r y , s u r p r i s e d

A í t e r s o m e a d j e c t i v e s , w e c a n u s e / o r w i t h a n o u n p h r a s e o r p r o n o u n t o i d e n t i í y t h e s u b j e c t o f t h e

i n í ì n i t i v e ( 3 ) W e c a n u s e o / ( n o t / o r ) w h e n w e a r e e v a l u a t i n g s o m e o n e 's a c t i o n ( 4 )

3 ỉ t was g o o d f o r th e chiỉdren to v ỉs it their grandparents. ( T h e c h i l d r e n h a d a g o o d e x p e r i e n c e )

4 ỉ t was g o o d o ỷ th e ch iĩdren to v is ỉt theirgrandparents. ( T h e c h i l d r e n a c t e d i n a g o o c i w a y )

O t h e r a d j e c t i v e s u s e d l i k e t h i s i n c l u d e : b a d , n i c e , s illy , s t u p i d , w r o n g

W e o f t e n u s e i n í ì n i t i v e s a í t e r too -f a n a d j e c t i v e , o r a n a d j e c t i v e + enough.

5 ỉs the tea stilỉ too h o t (foryou) to ảrink? • The smaỉỉ bags are ỉig h t etĩough (for us) to carry.

Adjectives used w ith iníìnitives or gerunds

A í t e r e m p t y s u b j e c t it + be a n d a d j e c t i v e s s u c h a s nice a n d difficulty w e c a n u s e a n i n í ì n i t i v e ( 6 ) o r a

g e r u n d ( 7 ) , w i t h l i t t l e d i f f e r e n c e i n m e a n i n g W h e n w e m a k e t h e o b j e c t o f t h e i n f i n i t i v e o u r t o p i c a s

t h e s u b j e c t o f t h e s e n t e n c e , w e u s e a n i n í ĩ n i t i v e a f t e r t h e s c a d j e c t i v e s ( 8 )

6 ĩ t was reaỉỉy nice to ta ỉk to Mrs Anảerson. • Was ừ very d iffỉcu ỉt to ỉearn Arabic?

1 ỉ t was reaìlỵ nice ta ỉk iĩíg to M rs Anderson, • v/as it very d ijficu lt ỉearn in g Arabic?

8 M rs A n derson was reaỉỉy nỉce to taỉk to. • Was A rabic very d ifficu ỉt to ỉearn?

O t h e r a d j e c t i v e s u s e d l i k e t h i s i n c l u d e : e a s y , e x c i t i n g , g r e a t , h a r d , i m p o s s i b l e , i n t e r e s t i n g

W e c a n u s e g e r u n d s a s s u b j e c t s b e í o r e be p l u s a d j e c t i v e s s u c h a s im portan t z n á necessary ( 9 ) ,

A í t e r e m p t y s u b j e c t ừ + be a n d t h e s e a d j e c t i v e s , w e u s e i n í ĩ n i t i v e s ( 1 0 )

9 L isten in g carefuỉỉỵ is im po rtan t, but vvriting everỵthing ảown isn í necessary.

1 0 ỉt's ỉm p o r ta n t to listen careỷuỉỉỵy but it isn i necessarỵ to w r ite everything down.

O t h e r a d j e c t i v e s u s e d l i k e t h i s i n c l u d e : c r u c i a l , e s s e n t i a l , u n n e c e s s a r y , v i t a l

A íter an adjective such as anxiouSy we can use an iníìnitive o r a p re p o sitio n plus a g eru n d w ith

d i f f e r e n t m e a n i n g s ( 1 1 ) A f t e r m a n y a d j e c t i v e s , w e c a n o n l y u s e a p r e p o s i t i o n a n d g e r u n d ( 1 2 )

11 ỉwas anxious to leave (1 was eagcr) • / m s anxiou$ about leaving, (I w as vvorricd)

1 2 BỈU is f a m o u s fo r in v en tin g tnkrowavepopcortĩ. (N O T He's-fam ous to invcnt it:) • ĩsn't Lucia

capabỉe o f doing it hỵ herseỉf? ( n o t ỉsn t Lu€Ìa cap<ĩbĩe-to-dỡ h -bỵ herscỉỷĩ)

11 Com plỡte each sentence, using an ỉnrmítive o r gerund, in su ch a way th a t it is as s im ila r

as possible in m eaning to the sentence above it

Adjectives with iníinitives and gerunds

1 4 4 Ađ;ec:iives 111 Em pry sưbjecl ;7 102 Sim plc iíiíiniiivcs an d g eruncb 1)9 T o o /e n o u g h \\ịS

Nouns and pronouns used with iníìniííves only

W e c a n u s e i n í ì n i t i v e s a í t e r n o u n s w i t h m e a n i n g s s i m i l a r t o t h o s e v e r b s t a k i n g i n í ì n i t i v e s l i s t e d i n

E x e r c i s e 8 o n p a g e 1 4 3 ( e g agree - agrcemenĩ) ( 1 ) W e c a n u s e t h e s e n o u n s a s s u b j e c t s w i t h be b e í o r e

a n i n f ĩ n i t i v c > o r a í t e r e m p l y s u b j e c t í r + b e b e ío re a n i n í ĩ n i t i v e ( 2 ) I n t h e > e s t r u c t u r e s w e c a n a l s o u s e

n o u n s s u c h a s am bition a n d goaỉ w i t h i n í ì n i t i v e s t o t a l k a b o u t í u t u r e a c t i o n s ( 3 )

1 We agreed to sìiare the cost. • We had an agreem en t to share the cost

2 The agreem en t w as to share the cost. • It was our a greem en t to sh are the cost.

3 O u r g o a ỉ is to save £500 hy next surnmer. • / f 5 his a m b itio n to becom e an astronomer.

5 ĩ i c neeảs som eon e to love. • ỉs there a n ỵth ỉn g to eat? • They have n ow h ere to go a t night.

6 / Í 5 tim e fo r the kids to go to bed • There"' n o th in g ỷo r tts to ảo. • 7 brought a b o o k /o r y o u to read.

Nouns and pronouns used with intìnitives or gerunds

VVe d o n t u s u a l i y u s e g e r u n d s d i r e c t l y a í t e r n o u n s , e x c e p t a í t e r a f e w p h r a s e s s u c h a s have a problem

a n d ữ 5 no use ( 7 ) A ĩ t e r n o u n s s u c h a s interest a n d taỉenty w e c a n u s e a p r e p o s i t i o n p l u s a g e r u n d ( 8 )

W e o í t c n u s e a s t r u c t u r e w i t h the + n o u n {the coìt) a n d ơf + g e r u n d {o f ỉivirĩg) ( 9 )

7 D id you have a p ro b ỉem fin d in g the pỉace? • ỉt was no use co m p ỉa in in g because no one cared.

8 )uỉia had a ta len t fo r acting. • I had no interest w studying. (NOT -ỉ h a ả -no in tercst to study.)

9 The cost o ỷ liv in g in London is very high • The th o u gh t o ỷe a tin g eggs makes me feeì queasy *

He stressed th e im p ortan ce o f bein g on time. “ ỉ àonx ỉike the idea o f (you) go in g aỉone.

A í t e r n o u n s s u c h a s aư em pt and intention w e c a n u s e i n í ì n i t i v e s o r p r e p o s i t i o n s p l u s g e r u n d s w i t h

l i t t l e d i f f e r e n c e i n m e a n i n g ( 1 0 ) W h e n w e t a l k a b o u t t h e u s e o r p u r p o s e o f s o m e t h i n g , w e c a n u s e 3

n o u n o r i n d e f m i t e p r o n o u n w i t h a n i n í i n i t i v e ( 1 1 ) o r / ơ r v v i t h a g e r u n d ( 1 2 ) T h e r e * s n o d i f f e r e n c e i n

m e a n i n g

10 His a tte m p t to b rea k /a t b rea k in g the record/aiỉed • ĩ have no ỉn te n tỉo n to ỉea ve /o f ỉeaving.

11 Theỵ have a m acìĩin e to clean carpcís. • ỉ need to ỷĩnd som eth in g to rem ove stains.

1 2 They have íi m ach ine fo r cĩeaning carpets. • ỉ need to fin d so m eth in g f o r rem ovin g $tains.

12 Add one c o m b in a tio n o f noun/pronoun p lus a verb as an in íin itiv e o r gerund in each

space

cost Ị rent iníorm ation / reserve pỉan / take someone / ask

In d d ìn ite pro n o u n s a.nd advcrbs 98 Vcrbs us<d vWlh m f)nitivw 142 1 4 5

Nouns and pronouns with iníinitives and gerunds

D Com plete each sentence, usỉng an in íin itive o r gerund, in such a way that it is as sim ilar

as possib le in m eaning to the sentence above it

1 It s so m etim es h a rd finding a place to park,

E Add one o f th e se verbs as an in ím itive o r gerund in each space in th is text

We can report w hat someone says by repeating the original words o f the speaker {He said,

T m sorry.') This is called direct speech W hen we don't need or want to repeat the actual vvords of the speaker we can use indirect speech (H e sa id that h e w a s sorry) o r a sum m ary report (H e apologized).

1 Read through this story and find another two sentences containing the verb sa ỵ u se d with:

Direct speech

VVe u s u a l l y p u t d i r e c t s p e e c h i n q u o t a t i o n m a r k s a f t e r a r e p o r t i n g v e r b s u c h a s r e p ỉy o ĩ say.

1 M ark said, 7 ĩie e d ỵ o u here* Dorothy repỉiedy 7 can't com e before n e x t w eek e n d '

Q u o t a t i o n m a r k s ( o r i n v e r t e d c o m m a s ) a r e d o u b l e i n A m e r i c a n E n g l i s h : He said, ‘7 Tieed you.”

W c c a n a l s o p u t t h e r e p o r t i n g v e r b v v ith i t s s u b j 'c c t a f t e r d i r e c t s p e e c h ( 2 ) o r i n t h e m i d d l e o f t w o

p a r t s o f d i r c c t s p e c c h ( 3 )

2 ^That*s too ỉa teỳ he said *Weỉỉt th a t*sju st too b a d / she toỉd him an d p u t the phone down.

3 7 / i / he hegan. 7 í ’s m e again I wa$ w o n d e rin g / he contỉnuedy *if w e cou ĩd s ta r t over.’

A f t e r d i r e c t s p e e c h , t h e r e p o r t i n g v e r b is s o m c t i i n e s p u t h e í o r e i t s s u b j e c t i n t h e r e p o r t i n g c l a u s e ( 4 ) ,

h u t n o t w h e n t h e s u b j e c t is a p r o n o u n ( 5 )

4 'We wilỉ never gỉve up, ’ sh o u ted one o f the ả em on stra tors as he was dragged away.

5 '\ V h e r c s T i m ? ' h e a s k s ir n p a tie n tĩy 'N o t h e r e ỵ e t ,' s h c r e p ỉ ỉe s ( n o t r e p ỉ i c s iỉ h c )

D i r e c t s p e e c h i s s o m e t i m e s r e p o r t e d i n b r a c k e t s ( 6 ) , o r a f t e r a c o l o n ( 7 ) , w i t h o u t a r e p o r t i n g v e r b

W e c a n a l s o u s e d i r c c t s p c e c h t o r e p o r t t h o u g h t s a n d r e a c t i o n s a s i f t h e y h a d b e e n s p o k e n ( 8 )

6 Bỉỵthe D anner d id n t w an t her daughter to be an actress ('ĩ tỉiou gh t she w as too bright^).

1 G w yneth Paỉtrow never h ad any doubts: 7 alw ays k n e w w h a t ỉ w a n te d to d o /

8 ỉ sudảenỉy realized 7 h a te h im ỉ' Then ỉ ĩhought *0h, no!' when ỉ rem em bered that kiss.

4 Using exam ples 1 -3 above as a guide, com plete these p u n ctu a tio n rules w ith the vvords

‘comm a’ or ‘quotation mark’.

W e u s e i n d i r e c t s p e e c h ( o r r e p o r t e d s p e e c h ) t o r e p o r t t h e m e a n i n g o f w h a t w a s s a i d , n o t t h e e x a c t

v v o r d s W e p u t i n d i r e c t s p e e c h i n a n o u n c l a u s e b e g i n n i n g \ v i t h t h a t ( \) o r a w h-vĩorá where, when, e t c ) ( 2 ) I n i n f o r m a l u s e s , w e o í t e n o m i t that.

1 ‘I f s a s t r a n g e s t o r y / —► They said (th a t) it was a $trange story.

2 ‘W h a t d o y o u t h i n k a b o u t t h e s t o r y ? ’ —* The teacher asked us w h a t w e th o u g h t a b o u t the storỵ.

Words for places, tim es and people in indừect speech

In in direct speech, we ch ange th o se vvords that reíer to the speaker’s situ atio n (/, my, th ù ) to w ords

t h a t r e f l e c t t h e d i í ĩ e r e n t p o i n t o f v i e w o f t h e p e r s o n r e p o r t i n g {shey her, that).

3 ‘I d o n * t l i k e m y h a i r i n t h i s s t y l e ’ She said she didn't like h er hair in th a t stỵỉe.

W e u s u a l l y c h a n g e w o r d s t h a t r e í e r t o t h e p l a c e o f s p e a k i n g ( 4 ) a n d t h e t i m e o f s p e a k i n g ( 5 ) t o r e f l e c t

t h e p o i n t o f v i e w o f t h e p e r s o n r e p o r t i n g

4 * W o r d s w o r t h l i v e d h e r e , b u t n o t i n t h i s p a r t i c u l a r c o t t a g e / —* The tour guide expỉained that Wordsworth had ỉived therCy but not in th a t particuỉar coưage.

5 ‘I t r a i n e d y e s t e r d a y a n d m o s t o f l a s t w e e k / The \vorkman poinĩed ou t that it haả rained the

d a y beỷore and m ost o f th e p rev io u s week.

N o t e a l s o : * n o w ’ - ♦ thcTĩy ‘t o m o r r o w ’ —• the next day, ‘t w o d a y s a g o * — n v o days earlier.

W e a l s o c h a n g e p r o n o u n s t o r e f l e c t t h e d i f f e r e n t p o i n t o f v i e w o f t h e p e r s o n r e p o r t i n g

6 ‘W e í ì x e d i t o u r s e l v e s ’ —* The boys claimed that theỵ haả fixed iĩ them selves.

1 T o m s a i d t o A n n , ‘r u g i v e y o u m y b o o k ’ “ ♦ Tom said that h e would give h er hÌ5 book.

8 S a n d r a s a i d t o m e , ‘r i l g i v e y o u m y b o o k * Sanảra said that she wouỉd give m e her hook.

Tense in indirẹct speech

A í t e r a r e p o r t i n g v e r b i n t h e p a s t s i m p l e , w e u s u a l l y c h a n g e p r e s e n t s i m p l e t o p a s t s i m p l e ( 9 ) a n d

p r e s e n t p e r f e c t t o p a s t p e r í e c t ( 1 0 ) ,

9 *It i s l a t e a n d I h a v e a h e a d a c h e / " ♦ She compỉained ĩhat it w as ỉate and she h a d a headache.

1 0 ‘I V e h e a r d t h a t t h e y h a v e b e e n a r g u i n g / He said he*d heard that they h a d heen arguing.

1 2 ‘B u s i n e s s ỉ s g o o d a n d p r o í ì t s a r e u p ’ —► Deỉco reports that business is gooả and proỊìts a re up.

1 3 ‘I t i s g o i n g t o b e v e r y c o l d / —» The /orecast says that ừ is going to be very coĩd.

1 4 ‘M y p a r e n t s l i v e i n M o n a c o * - * She ĩikes to tell everỵone that her parents ìive in Monaco.

1 5 ‘I l o v e y o u * —• He said he ỉoves rne.

Modaỉs m indirect speech

W e u s u a l l y c h a n g e t h e m o d a l s can ( —* couỉả)y m ay ( - ♦ might) a n d Wỉỉi ( - ♦ woụld) i n i n d i r e c t s p e e c h

1 6 ‘Y o u c a n g o / He said W€ couỉd go. • * r i l v v a it/ She said th at she w o u ỉd waỉt.

W € d o n ' t c h a n g e couldy mighty ought to o r shouỉd f r o m d i r e c t t o i n d i r e c t s p e e c h

W e c h a n g e shaỉỉ t o w ould i n p r e d i c t i o n s ( 1 6 ) a n d t o shoulả i n o f f e r s o r s u g g e s t i o n s ( 1 7 )

1 7 ‘I s h a l l d o i t r i g h t a w a y * ỉ rcmember she said that $he w o u ĩd do it right away.

1 8 * S h a l l I c l o s e t h e d o o r ? * The new stuảent asked ifhe sh o u ỉđ cỉose the ảoor.

W e c a n u s e m ust o r had to w h e n w e r e p o r t t h a t s o m e t h i n g w a s n e c e s s a r y

1 9 ‘Y o u m u s t d o m o r e ’ He said we m u st do more. O R He said we had to do more.

Indirect speech

1 5 0 M o d a l s 2 9 N o u n c la u s e s 161 R e p o r t i n g v c r b s 1 5 2 Terues 17

6 Com plete each sentence in such a way th a t it is as sỉm ilar as p o ssỉble in m eaning to the sentence above it.

7 Compỉete th is te x t w ith these verbs

Reporting verbs with that-cỉauses

A íter a re p o rtin g verb such as saỵy we can use to + object before a í/iíjr-clause (4) A íter a repo:ting

v e r b s u c h a s agree, w e u s e wiĩh + o b j e c t b e í o r e a ĩhat-cìausc ( 5 )

Aíter reporting verbs such as denỵ and suggesty we can use â gerund or a that-ckưsc.

10 ‘I didn t take it/ —► She denied taking i t OR She denied th a t she had taken it.

11 ‘You should leave.* He suggested leaving OR He suggested th a t they shouỉd leave.

O t h e r v e r b s u s e d l i k e t h i s i n c l u d e : a d m i t , m e n t i o n , p r o p o s e , r e c o m m e n d , r e p o r t

Reporting verbs in summary reports

W e c a n u s e s o m e r e p o r t i n g v e r b s t o s u m m a r i z e w h a t w a s s a i d ( 1 2 ) S o m e v e r b s , s u c h a s speak, ĩalk

a n d thank, a r e o n l y u s e d i n s u m m a r y r e p o r t s , n o t w i t h d i r e c t o r i n d i r e c t s p e e c h ( 1 3 )

1 2 * D o n ’t c o m e b a c k - o r e ls e !* They threatened us. • ‘ I t w a s m e I d i d it.’ —► He conỷessed.

1 3 He ta ỉk ed to Kevin about the problem. • She spoke briefỉỵ to reporters. • ỉ th an ked them,

W e c a n u s e r e p o r t i n g v e r b s s u c h a s boasĩ o r lie v v ith ahout t o c r e a t e a s u m m a r y r e p o r t

1 4 ‘I b e a t e v e r y o n e Vm t h e b e s t ! ' - ♦ He boasted ah out his win, • He ĩied a b o u t how he did iL

O t h e r v e r b s u s e d l i k e t h i s i n c l u d e ; c o m p l a i n , e x p l a i n , i n q u i r e , j o k e , p r o t e s t , s p e a k > w r i t e

Reporting verbs

1 5 2

8 C om plete each sentence in such a way th a t it is as sim ila r as p o s s ib le in m eaning to the sentence above it.

9 C om plete th is te xỉ w ith a p p ro priate fo rm s o f these reportíng verbs

Reporting statements

I n f o r m a l u s e s , w e u s u a l l y i n c l u d e í / i í ỉ í a f t e r r e p o r t i n g v c r b s w h e n vve r e p o r t a s t a t e i n e n t ( 1 ) , b u t in

i n í o r m a l u s e s w e o f t e n o m i t that ( 2 )

1 The prim e m inister said th a t she wouỉd corisider it. • The poỉĩce report th a t crinie is cìowtĩ.

2 She said _ sh ed ĩỉĩink about ỉ t • ỉ ĩold him _ ỉ was ỉeaving. • He agreed _ it was a good idea.

W c u s u a l l y i n c l u d e f / ỉ đ f a f t e r v e r b s t h a t d e s c r i b e t h e s p e a k e r s i n t e n t i o n (compỉain, deny, e t c ) ( 3 ) ,

t h e m a n n e r o f s p e a k i n g ( 4 ) , p h r a s a l v e r b s ( 5 ) a n d w h c n w e i n c l u d c o t h c r i n í o r m a t i o n b e t v v c c n t h c

re p o rtin g verb a n d th e í/iaí-clause (6)

3 They c o m p ĩa in e đ th a t they had heen ỉeft out. • He d en ied th a t he was responsibỉe.

4 She w h isp ere d th a t she had ĩo go • The poor man sh outed th a t he was innocent.

5 One student p o in te ả o u t th a t the date was wrorĩg. • She caỉĩed o u t th a t ảỉnner was reaảy.

6 He said in ỉasĩ weeĩcs meeting th a t we were wrong. • \Ve agree with the crừics th a t its oỉả.

W e c a n u s e n o u n s s u c h a s announcemenĩ ^nỏ response beíore a í / i ứ í - c l a u s e c o n t a m i n g i n d i r e c t s p e e c h

t o r e p o r t s t a t e m e n t s A f t e r t h c s e n o u n s , w e u s u a l l y i n c l u d e that.

1 ‘Classes are c a n c e lle d / ” ♦ D\à ỴOXI hear the announcem ent th a t cỉasses \vere canceỉled?

8 ‘I w orked h a r d / “ ♦ His response th a i he worked hard is n t true ( n o t His rcsponsc hc yị^orkcd )

1 0 ‘v v h o is s h e ? ’ “ * H c asked who she vvứs • ‘V X Tiat d o e s s h e d o ? ’ He asked w h a t she diả.

11 ‘ Is s h c a d o c t o r o r a n u r s e ? * “ ♦ He wanted to know if/w heth er she \vas a doctor or a nurse.

W e f o r m i n d i r e c t q u e s t i o n s w i t h t h e s u b j e c t b e í o r e t h e v e r b a n d n o q u e s t i o n m a r k ( 1 2 ) W e d o n * t

c h a n g e t h e w o r d o r d e r w h e n a w / z - w o r d is t h e s u b j e c t o f t h e q u e s t i o n ( 1 3 )

12 ‘VVhere are the keys?’ / asked where the keys were. (nO'1'

13 ‘W h o h a s t h e k e y s ? ’ “ ♦ ỉ a s k e d w h o h a d th e k e y s ( n o t

We can report som e >v/í-qucstions vvith ihoíiỉd (aboul ihc riglit íhing lu dơ) by Ui)ing an iufiiiitive.

1 4 * W h e n s h o u i d I c o m e a n d w h a t s h o u l d I d o ? * —♦ I asked them w hen to com e and w h a t to do

N o t e t h a t w h y i s not u s e d i n t h i s w a y : I asked them why I sỉioĩdd do it. ( n o t .

W e b e g i n i n d i r e c t y e s / n o q u e s t i o n s w i t h i f o r Y/hether.

1 5 ‘A r e y o u a n u r s e ? ’ ĩ asked if/whether she was a nurse.

W e u s e whether ( n o t if) a f t e r a p r e p o s i t i o n ( 1 6 ) » b e í o r e a n i n í ì n i t i v e ( 1 7 ) a n d a f t e r t h e v e r b question

( 1 8 ) W hether or not can b e u s c d a s a p h r a s c , b u t n o t if or not ( 1 9 )

1 6 ‘I s i t o k a y t o u s e a d i c t i o n a r y ? ' “ • Somcone inquired a b o u t w h eth er ừ was okay to use a

1 7 ‘S h o u l d I w a i t f o r h i m ? ’ She's wondering w hether to w a itfo r him. ( n o t if to yyứit fơr k htt )

1 8 ‘A r e t h e y r e a l l y t e r r o r i s t s ? * The reporter questioned w h eth er they \vere reaỉỉy terrorists.

19 ‘ D id he w in o r n o t? ’ —* ỉ asked whether or Tĩot he won. (OR ỉ asked w h eth er/if he won or not.)

Reporting statements and questions

1 5 4 Indirect speech 130 Q u csliu n ỉ 45 T/ỉúf-dauscs 161 Wheth£T U ìá i f Ỉ92

11 Complete each sentence using in direct speech in such a way that it is as sim ỉla r as

possible in meaning to the sentence above it

14 Change these statem ents and que stions to in direct speech and add them to the text

'There is a *'rnoster” unảer rny bed.' 'W hỵ aren't yoii sỉeepingĩ' 'Have ỵou seen the monster?'

7 h a v c n t , h u t ĩ k n o \ v i t h a s b ig te e th * 'W h a t is a * 'm o ste r”?' 'W h e r e ả i d ừ c o m e fr o m ? '

O n e t i m e w h e n I w a s b a b y s i t t i n g f o r s o m e í r i e n d s , t h c i r f ìv e y e a r - o l d d a u g h t e r g o t o u t o f b e d a n d

c a m e i n t o t h e l i v i n g r o o m I a s k c d h e r (1)

S h e c l i m b e d o n t o t h e s o f a b e s i d e m e a n d w h i s p e r e d (2) I s t a r t e d t o a s k h e r ( 3 ) , t h e n I

r c a l i z e J t h a t s h e m e a n t ‘m o n s t e r ’ I a s k e d h e r ( 4 )

S h e s a i d ( 5 )

I a s k e c h e r ( 6 ) S h e d i d n ’t k n o w , b u t i t h a dreally big eyes a n d sh arp teeth We eventually b o th fell asleep on the sofa a n d , luckily for us> the

m onster stayed in th e b ed ro o m

155

Reporting orders and requests

2 ‘S t o p a r g u i n g ! * —► Their mother toỉd them that they had to/m u st stop arguitĩg,

3 ‘D o i t y o u r s e l í l ’ “ ♦ He insisted that ỉ h ad to do it myseỉf. O R He insisted that ĩ d o it myseỉỷ.

We usually re p o rt requests using ask w ith an object and an iníinitive (4) W hen we re p o rt requests by

s p e a k e r s a b o u t t h e i r o w n a c t i o n s , w e d o n t i n c l u d e a n o b j e c t b e í o r e t h e i n í ĩ n i t i v e ( 5 )

4 'P l e a s e d o n * t s m o k e ' I a sked him not to smoke. • ‘C o m e i n ’ “ ♦ He asked m e to com e in.

5 ‘May I leave?’ -* S h e a s k e d to ỉeave. • ‘Can I go?’ —" H e a s k e d to go, (n o t H c asked m e tỡ-gO:)

7 ‘Y o u s h o u l d g o b y t r a i n / —► He recommended ĩhat we shouỉd go by train.

8 ‘Y o u s h o u l d t a k e t h e e x p r e s s t r a i n ’ “ ♦ He suggested that we take the express train.

9 ' Y o u s h o u l d d r i v e / —♦ H e r e c o m m e n ả e d d r i v i n g ( n o t H c r e c o m m c n d c d u s ả r iv ìr i g )

W e c a n u s e t h e v e r b advise v/ìih a n o b j e c t a n d a n i n í ì n i t i v e ( 1 0 ) o r w i t h a thaí-ch nse o r a g e r u n d

( 11 ).

10 ‘ W a it a few days/ -♦ She adviseđ him to w ait a few daỵs. ( n o t She suggestcd him io yvait.)

11 She advised (him ) that he (shouỉd) w a it a few days. • She advised w a itin g a few days.

W e c a n u s e d i f f e r e n t r e p o r t i n g v e r b s s u c h a s remind a n d warn w i t h that-cìauscs t o i n t r o d u c e d i f f e r e n t

k i n d s o f r e p o r t e d a d v i c e

1 2 ‘A t a x i w i l l b e m u c h í â s t e r ’ She rem in ded him that a taxi w o u ỉả be much fa$ter.

1 3 ‘Y o u m u s t b e c a r e í u l * - ♦ She w a rn ed them that they m ust/had to bc carefui

W e c a n a l s o r e p o r t a w a r n i n g b y u s i n g a n i n í ì n i t i v e : She warned them to be careful

15 C om plete each sentence in such a way th a t it 1s as sim ila r as p o ssible in m eaning to the sentence above it.

16 Change each pỉece o f advice to an appropríate reported fo rm and add it to the text

'D o n t rest your eỉbows on the tabỉe.' ‘D o n t ĩake rnore food untiỉ it is ojferedf

M y í r i e n d K a r e n C u r r i e a n d I w e r e h u d d l e d b e s i d e t h e s m a l l h e a t e r i n h e r r o o m , e a t i n g s l i c e s o f pizza fro m a card b o ard PizzaLand Container She was telling m e ab o u t an old b o o k she h ad been

r e a d i n g , c a l l e d ‘T a b l e M a n n e r s f o r Y o u n g L a d i e s ’ I t i n s t r u c t e d t h e r e a d e r , w h e n s h e i s s i t t i n g a t

t h e t a b l e b e í o r e t h e m e a l , (1) a n d

( 2 )

I t t o l d h e r , v v h ìle s h e is e a t i n g , ( 3 ) a n d( 4 ) C e r t a i n t h i n g s w e r e b a d m a n n e r s

17 Complete cach sentence wlth an adjectỉve or noun and a r/iaỉ-clause based on One of the

d ire ct speech sentences

B Id e n tiíy the One u n d e rlin e d expression (A, B, c o r D) th a t m usỉ be changed in o rd e r to

c o rre c t the sentence

c C om plete th is te xt w ith a pp ro priaỉe fo rm s o f the verbs

158

c Com plete each sentence using ỉndirect speech in such a way th a t it is as s im ila r as

possible in m eaning to the sentence above it

l ‘I will huy th e flowers myself.’

E Revvrite one o f these sentences as in direct speech or a sum m a ry re p o rt in each space

‘D ơ you know vvhere Rob is?’ *rm sorry!

7 7 / be there by eight o^cỉock’ 7 thinh he w ent out about haỉf an hour ago/

7 /orgot that ỉp r o m is e d to take m y mother into town ĩhis mornìng!

I was sittin g in m y living ro o m , s u rro u n d e d by my luggagc, w aiting for R ob to com e a n d drive m e to ihe a irp o rt ỉt was alreadỵ tw en ty past eight an d there was still no sign o f h im H e h a d said

(1) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ■ 1 h a d

already trie d to call h im at h o m e Mis youngcr sister answered> so I asked h e r

(2 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S h e s o u n d e d

s lc e p y » b u t s a i d ( 3 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

N orm ally it w ould only takc a b o u l five n iinutes to drive from his place to m ine, so so m eth in g

had go n e w ron g Sudcienly the p h u n c raiig It was Rub Hc

Noun clauses

A noun clause (or nom inal clause) is a clause we can use like a noun or noun phrase as

the object o f a verb W e can introduce noun clauses with that Ụ'm hoping that tíie weather going to be nice this weekend), a w/)-worđ (Do y o u k n o w what the torecast is?) and if

w h e th e r ụ w a s w onderíng ifíwhether w e might b e a b le to have a pỉcnic on Sunday).

Read th ro u g h th is m agazine a rticle and find:

and marriage go together like a horse and

carriage, These days, hovvever, a long-lasting

marriage may be almost as hard to íìnd as a horse

5 and carriage on our busy streets Statistically, it is

now more likeỉy that a marriage wiĩl end in divorce

than continue in a loving relationship It makes you

wonder if getling m arried is worth the eíĩort

Is it simply the case that marriage has become a

10 gambie with less than a 50% chance of success?

Not realiy» say researchers at the Newport Institute,

who have discovered that there are clear clues to

what makes a successíul marriagc The Nevvport

researchers have been conducting a study of

15 m arried couples for the past ten years They started

with 50 pairs o f newly-weds and intervievved thcm

every six monlhs During that time, 11 of the

couples dropped out o f the study» 15 couples split

up and 24 couples stayed married The researchers

» werc delighted that so many o f their couples stayed

togcther, but ihey d on’t think thai it vvas simply a

matter of luck

O n e c le a r s ỉg n o f a h a p p ỵ r e l a t ỉ o n s h i p is t h e

ÍTcquent use of V e ’ by a couple, This is one

indicalion that the couple speaks with a single

voice about their experiences Another clue is

how past experiences are described The happily

marrỉed coupies tend to íocus on their expcriences

togeứier, even when describing difíĩculties As an

30 example, two different coupỉes described hoỉitlays

in vvhich their suitcases vvere iost One couple (still

married) repx)rled that it was one of their best

memories because they went out and bought some

r e a lly d i f f e r e n t c l o t h i n g a n d h a d a c r a z y t i m e

3S A n o th e r co u p le (n o lo n g e r m a rrie d ) e n d e d u p blaming each other for everything going wrong during the holiday

Researchers have also noticed that individuals in

s u c c e s s íu l m a r r i a g e s t e n d t o t a l k a b o u t t h e i r

40 spouses in much more positive ways They íocus

on accomplishments They often mention somethìng nevv they enjoy doing novv because of theír partner They also seem to be vvilling to change in ways ihat allovv the couple to do things

4$ t o g e t h e r , I n m a r r i a g e s t h a t a r e n ’t v v o r k in g , t h e r e is more íocus on self One o f the individuals typically msists that he or she wiU not stop doing something despite the fact that it is a source of conílict

Sometimes one of ihem wiil say that he or she

50 actually preíers it that the other has separate interests

When the researchers asked couples vvhat advice

th e y w o u l d g iv e t o y o u n g e r p e o p Ị e t h i n k i n g a b o u t getting married, they got some revealing answcrs.S5 A m o n g t h o s e w h o e v c n tu a lly g o t divorceđ, t h e m a n would ohen give a response that vvas quite diííerent from the woman*s It was obvious that ihese individuals had reaily diíĩerent vievvs about

m a r r i a g e A m o n g t h o s e w h o r e m a i n e d m a r r i e d , t h c

60 answers were more similar and often reíerred to the ideas of íriendship, support and ‘being on the same leam’ On ứie basis of their study, the researchers have concluđed that a modern marriage may begin with passionate love, bul its survival depcnds a lot

65 on ‘companionate love*, a íeeling that indudes aíĩection, caring and ửiendship

2 A fte r readỉng the m agazine article, decide w h ether these state m en ts are true (T) o r false (F)

That-c\auses and vv/7-clauses

í/mt-clauses

W e c a n u s e n o u n c l a u s e s b e g i n n i n g w i t h t h a t { t h a t - c h u s c s ) a í t e r v e r b s u s e d t o r e p o r t t h o u g h t s (1 )

a n d í e e l i n g s ( 2 ) W e a l s o u s e í / i a f - c l a u s e s t o r e p o r t s t a t e m e n t s i n i n d i r e c t s p e e c h ( 3 )

1 Peopỉe used ío beỉieve th a t the earth w a s f ỉ a t • ỉ d iả tỉt realixe th a tỵ o u w ere w a ítin g fo r me.

2 D o ỵou ever feeỉ th a ty o u m ig h t be in danger? • ĩ aỉways worry th a t so m eth in g co u ỉd go wrong.

3 He m entioned th a t he h a d seen the report. • She whispered th a t she w o u lã h ave to ỉeave earĩy.

\Ve can also use t/íí3í-clauses after n o u n s a n d adjectives

4 / was faced w ith the probỉem th a t I h a d no m oney. • Were you surprised th a t he p a sse d the test?

8 T h e y d is c o v e r e d d u r i n g th e in v e s tig a tio n t h a i s o m e m o n e y w a s rn issin g

9 Sheiỉa ịoTgot wheĩỉ the meeting was and th a t she was supposed to unỉock the ảoor fo r us.

11 ỉ wonder w h a t it m eans • They d o n t know w here he w ent • He asked h ow often w e studied.

12 Ị c a n t u n d e r s t a n d w h a t s h e is s a y i n g { h i ơ l -Ị-€'ẽitỉ^M tf ì tỉe r ^ ĩiìm i- w h a H s ỉ h e S ữ y ìn g ? )

VVe can use vv/ĩ-clauses, b u t n o t r/iứt-clauses, aíter prepositioris

13 H e d is a g r e e d w ỉ ĩ h w h a t w e s a ỉ d • / r e a d a b o u t h o w h e d i d ù (NOT / f‘c a d a b o u ì th ứ t h c d id - k ; )

VVe c a n a ls o b e g i n n o u n c l a u s e s w i t h i f a n d v v /ỉc í/ie r a f t e r v e r b s u s e d to r e p o r t ‘n o t k i ì o w i n g ’ o r a n

i n d i r e c t y e s / n o q u e s t i o n ( 1 4 ) W e u s e if/whether vỉ\ìQĩ\ \v e a r e n o t s u r e ( 1 5 ) a b o u t t h e i n í o r m a t i o n cxpresscd in th e n o u n clause an d í/iứ íw h e n we are sure (16)

1 4 / c a n t rem em ber if/w h eth er I ĩocked the door • He asked us if/w h eth er w e w ere students.

1 5 W a s h e m a r r i e d ? M a r y d i d n ' t k n o w M ary d id iử kĩw w if/w h eth er he was married.

1 6 H e w a s m a r r i e d B u t M a r y d i d n ’t k n o w —*■ M ary d id n t know th a t he was married.

3 Find exam ples o f the fo llo w in g in the magazine a rticle cn page 160

Noun clauses as subjects or after empty subject it

5 It doesnt reaỉỉy m atter w h e th er/if you go now or later.

6 W h e t h e r y o u g o novv o r ỉa tc r ả o c s n t re a lỉy m a tte r ( n o t ĩ f y o u g o o r ỉ a t c r d o € 5 fỉ t m a tíe r )

Noun dauses as objects or aíier empty object it

W e c a n u s e a n o u n c l a u s e a s a n o b j e c t a í t e r a v e r b t o e x p r e s s f a c t s ( 7 ) o r i d e a s ( 8 ) , a n d i n i n d i r e c t

s p e e c h ( 9 )

7 We ỉearned th a t p in e a p p ỉe s d o n ’t gro\v ott trees. • No one noticed íh a t th e keys w ere tnissing.

8 She couỉả never anùcipate w h a t he m ỉgh t ‘want. • Ewan suggested th a t xve sh o u ỉd ỉeave earỉy.

9 He screamed th a t he h a te d sch o o i • She said that s h e /e ỉt th a t everyo n e w as ag ain si her.

11 He d o e sn t ỉik e ỉ t th a t she stiỉỉ smokes • Ị h a te it that tiobody ever cỉeans up after the meetirìgs.

A í t e r ‘t h i n k i n g ’ v e r b s s u c h a s com idcr and thinky w e c a n u s e iĩũ s a n e m p t y o b j e c t p l u s a n o u n ( 1 2 ) o r

a d j c c t i v e ( 1 3 ) b e í o r e a n o u n c l a u s e , A í t e r v e r b s s u c h a s regard, sce o r vicWy \v c u s e it + as b e í o r e a

n o u n o r a d j e c t i v e a n d a n o u n c ỉ a u s e ( 1 4 )

1 2 They consider it an offence when womcĩì go out in public wiíhout covering their heads.

1 3 VVe ĩhought it o d d that no one caỉỉed Ĩ45. (N O T Wc thữught-iỳtỉ ể -íhtìí fw one eaỉỉữiỉ-us:)

1 4 M any people regard i t as a reaĩỉỵ h ad idea thai the poỉicc have started carrỵing guns,

4 Verbs used w ith noun clauses Find one exampie from 7-14 above to w rite in each space

1 v c ĩh s ựear, sense, wơrry): everijOhe was a g ạ ín sỊ hẹrT _ .

2 'L c a r n i n g * v e r b s (dỉscover, find, reaỉize):

3 ‘N o t i c i n g ’ v e r b s (observe, perceive, recognize):

4 ‘P r e d i c t i n g ’ v e r b s {expect,/orecasty h op e):

5 ‘S h o w i n g * v e r b s {demonstratey indicatc, revcaỉ):

6 ‘S p e a k i n g v e r b s (expỉain, menĩion, w hispcr):

7 ‘S u g g e s t i n g ’ v e r b s {advise, propose» recom m cnd):

8 * T h i n k i n g ’ v e r b s {beỉieve, concỉuảe, it)ia gvie)\

Noun clauses as subjects and objecís

I?

5 Rewrite these sentences in a less torm al style beginning w ith it,

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