Advanced Grammar In Use Copy Paste

If it is wrong, correct it using the past simple, present perfect, past perfect, present perfect continuous or past perfect continuous as appropriate.. Well, send him my best wishes w he[r]

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Advanced

Grammar

reference and practice book for

advanced learners of English

1 Present continuous and present simple (1)

2 Present continuous and present simple (2)

3 Past simple and present perfect

4 Past continuous and past simple

5 Past perfect and past simple

6 Present perfect continuous and present perfect

7 Past perfect continuous, past perfect and past continuous

8 Present and past time: review

The future

9 Will and be going to

10 Present simple and present continuous for the future

11 Future continuous and future perfect (continuous)

12 Be to + infinitive

13 Other ways of talking about the future

14 The future seen from the past

Modals and sem i-m odals

1 > Can, could, be able to and be allowed to

1() Will, would and used to

17 M ay and might: possibility

18 M ust and have (got) to

19 Need(n't), don’t need to and don’t have to

20 Should, ought to and had better

Linking verbs, passives, questions

21 Linking verbs: be, appear, seem; becom e, get, etc

22 Forming passive sentences (1)

23 Forming passive sentences (2): verb + -ing or to-infinitive

24 Using passives

25 Reporting with passive verbs; It is said that

26 W h-questions with who, whom, which, how and whose

27 Negative questions; echo questions; questions with that-clauses

Verb com plem entation: w hat follow s verbs

28 Verbs, objects and complements

29 Verb + two objects

30 Verb + -ing forms and infinitives (1)

31 Verb + -ing forms and infinitives (2)

IF YOU ARE NOT SURE WHICH UNITS YOU NEED TO STUDY, USE THE STUDY GUIDE ON PAGE 240.

33 Reporting statem ents: that-clauses

3 4 Verb + wh-clause

35 Tense choice in reporting

3 6 Reporting offers, suggestions, orders, intentions, etc

3 7 M odal verbs in reporting

38 Reporting w hat people say using nouns and adjectives

39 Should in that-clauses; the present subjunctive

N ouns

4 0 Agreement between subject and verb (1)

41 Agreement between subject and verb (2)

4 2 Agreement between subject and verb (3)

4 3 Com pound nouns and noun phrases

Articles, determ iners an d quantifiers

4 4 A /an and one

4 5 A /an, the and zero article (1)

4 6 A /an, the and zero article (2)

4 7 A /an, the and zero article (3)

48 Some and any

4 9 N o, none (of) and not any

5 0 M u ch (of), many (of) a lo t of, lots (of), etc

51 All (of), w hole, every, each

5 2 Few, little, less, fewer

R elative clauses an d oth er types o f clause

5 3 Relative pronouns

5 4 O ther relative words: w hose, when, whereby, etc

55 Prepositions in relative clauses

56 O ther ways of adding inform ation to noun phrases (1): additional noun phrases, etc

57 O ther ways of adding inform ation to noun phrases (2): prepositional phrases, etc

58 Participle clauses with adverbial meaning (1)

5 9 Participle clauses with adverbial meaning (2)

Pronouns, substitution an d leaving out w ords

6 0 Reflexive pronouns: herself, himself, themselves, etc

61 O ne and ones

6 2 So and not as substitutes for clauses, etc

63 D o so; such

6 4 M ore on leaving out w ords after auxiliary verbs

6 5 Leaving out to-infinitives

IV IF YOU ARE NOT s u r e : w h ic h u n it s yo u n e e d to SĨUDY USE THF STUDY GUIDE ON PAGE 240.

Adjectives an d adverbs

66 Position of adjectives

67 G radable and non-gradable adjectives (1)

68 G radable and non-gradable adjectives (2)

69 Participle adjectives and compound adjectives

70 Adjectives + to-infinidve, -ing, that-clause, wh-clause

71 Adjectives and adverbs

72 Adjectives and adverbs: comparative and superlative forms

73 Com parative phrases and clauses

74 Position of adverbs (1)

75 Position of adverbs (2)

76 Adverbs of place, direction, indefinite frequency, and time

77 Degree adverbs and focus adverbs

78 Com m ent adverbs and viewpoint adverbs

A dverbial clauses an d conjunctions

79 Adverbial clauses of time

80 Giving reasons: as, because, etc.; for and with

81 Purposes and results: in order to, so as to , etc

82 Contrasts: although and though; even though/if; while, whilst and whereas

83 If (1)

84 If (2)

85 If I were you ; imagine he were to win

86 If not and unless; if and whether; etc

87 Connecting ideas in a sentence and between sentences

Prepositions

88 Prepositions of position and movement

89 Between and among

90 Prepositions of time

91 Talking about exceptions

92 Prepositions after verbs

93 Prepositions after nouns

94 Two- and three-word verbs: word order

Organising inform ation

95 There is, there was, etc

Appendix 3 Q uoting w hat people think or w hat they have said 2 2 6

Appendix 4 Irregular verbs 2 2 7

Additional exercises 2 2 9

Study Guide 2 4 0

Key to Exercises 2 5 2

Key to Additional exercises 2 7 8

Key to Study guide 281

Index 2 8 2

IF you ARE NO I 5UKE WHiCH UNITS YOU NELD I □ srtJDY, USE THE STUDY GUIDE ON PAGE 240.

I was given considerable help by many people in writing the first edition of A dvan ced G ram m ar

in Use, and their influence will still be seer in this new edition In particular, I would like to thank Jeanne M cC arten at Cambridge University Press, and my colleagues and students in the English for International Students Unit at the University of Birm ingham

For this new edition, I have been equally lucky in the support I have received from a num ber of knowledgeable, professional, and generous people Alison Sharpe had guided the project to completion with constant encouragement and great diplomacy Also at Cam bridge University Press I would like to thank Kerry M axw ell, X an th e Sturt Taylor, Jean H udson, and Anna Teevan D rafts of the reference material were also read by Sylvia Chalker, Frances Eaves- Walton, Carmina Gregori Signes, Carita Paradis, Richard Smith Their com m ents were

invaluable in helping me to revise and clarify this part of the book

Thanks to Gillian M artin, R oger Penwill and Lisa Smith for the illustrations and to Kam ae Design for their work on the finished product I would also like to thank Cam bridge University j’ress for allowing me access to the Cambridge International Corpus

A number of students and teachers who used the first edition sent me suggestions on how it might be uproved, and these have been very useful in preparing this new edition T hank you for using the book and taking the trouble to write to me

Finally, my gratitude, as always, to Ann, David and Suzanne

Who the hook is for

T h e book is intended for advanced students of English It is written mainly as a self-study book, but might also be used in class with a teacher

How the book is organised

There are 1 0 0 units in the book Each one looks at a particular area o f grammar Some sections within each unit focus on the particular use of a gram m atical pattern, such as w ill be + -ing (as

in w ill b e travelling). O thers explore gram m atical contrasts, such as whether to use w ou ld or

used to to report past events, or when we use ex cep t or ex cep t for. The 100 units are grouped under a num ber o f headings such as Tenses and T he future. You can find details of this in the Contents pages

Each unit consists of two pages O n the left hand page are explanations and examples; on the right are practice exercises T he letters next to each exercise show you which sections of the left hand page you need to understand to do that exercise The Gram m ar Review presents examples and explanations on areas of gram m ar thar you are likely to have studied already at earlier stages o f learning English Although terms to describe grammar have been kept to a minimum some have been included, and you can find explanations of these terms in the Glossary Four Appendices tell you about passive verb forms, basic question form s, quotation, and irregular verbs A number of Additional Exercises are included for further practice o f particular areas You can use the Study Guide to help you decide which units to study and which areas of grammar to revise in the Gram m ar Review You can check your answers to the practice exercises, Additional Exercises and Study Guide in the Key The Key also comments on some o f the answers To help you find the inform ation you need there is an Index at the back o f the book

How to use the book

It is not necessary to w ork through the units in order If you know w hat grammar points you have difficulty with, go straight to the units that deal with them, using the Contents or Index to help you find the relevant unit If you think that it would be useful to revise more basic

inform ation before you read the reference material in a unit and do the exercises, many units have links at the bottom o f the reference page pointing you to the section of the Grammar Review where you can find this In some units you will also find links to the G ram m ar Review

in the explanations; for exam ple ‘(see G R :B1)\

You can use the units in a num ber o f ways You mit;ht study the explanation and examples first,

do the exercises on the opposite page, check your answers in the key, and then look again at the explanations if you made any mistakes If you just w ant to practise an area of grammar you think you already know, you could do the exercises first and then study the explanations for any you got wrong You m ight of course simply use the book as a reference book without doing the exercises

No attempt has been made to order the units according to level o f difficulty Instead you should select units as they are relevant to the syllabus that you are follow ing with your students, or as particular difficulties arise.

There are many ways in which you might use the book with a class You might, for exam ple, present the explanations on the left hand page o f a unit, and use the exercises for classroom practice or set them as consolidation material for self-study Alternatively, you might w ant to begin with the exercises and refer to the left hand page only when students are having problems You could also set particular units or groups o f units (such as those on Articles o r T he future)

for self-study if individual students are having difficulties

There is a set o f Additional Exercises, most o f which can be used to provide practice of

grammar points from a number of different units

A ‘classroom edition’ of A dvanced G ram m ar in Use is also available It has no key and some teachers might prefer to use it with their students

Advanced English Grammar in Use Second Edition

If you have already used the first edition of A dvan ced G ram m ar in Use, you will see some

m ajor changes in this new edition The more basic areas of gram m ar have been moved out

of the units into a reference section at the back, called the G ram m ar Review All of the reference pages have been revised, some substantially, and some new units have been

added M ost of the exercise pages have entirely new exercises or many new questions

The book is now available with or without a C D -R O M O n the C D -R O M you will find more exercises on all of the units (different from those in the book) There are also hundreds

of test questions, and you can make your own tests The C D -R O M can also be bought

separately

Advanced Grammar

in Use

We can use the p resen t co n tin u o u s w ith som e state verbs (e.g a ttra c t, like, look, love, sound)

w hen we w a n t to em phasise th a t a situ atio n is te m p o ra ry o r fo r a period o f tim e a ro u n d the present C om pare:

□ Je an stays w ith us q uite often T he children love having h er here, a n d

□ J e a n ’s w ith us a t the m o m en t T he children are loving having her here

State verbs w hich w e rarely use w ith th e p resen t co n tin u o u s include believe, consist of, d o u b t,

ow n (For m ore exam ples see G R :A 4.)

B j l Som e verbs have different m eanings w hen they are used to talk a b o u t states an d w hen they

describe actions W ith th eir ‘s ta te ’ m eanings, they usually tak e sim ple ra th e r th a n continuous form s W ith th eir ‘a c tio n ’ m eanings, they m ay tak e sim ple o r co n tin u o u s form s, depending on

co n tex t C om pare:

□ T he n ew tre a tm e n t for influenza do esn ’t ap p e a r to w ork, (appear: state - seem) and

□ M a d o n n a is cu rren tly ap p earin g in a m usical o n B roadw ay./ She often appears in

m usicals, (appear: actio n = take part)

□ D o you th in k it’s a g o o d idea? (think: state = a b o u t an opinion) an d

□ I’m th in k in g o f going in A ugust./ Y our tro u b le is you th in k to o m uch

(think: a ctio n = consider)

O th e r verbs like this include an ticip ate, cost, expect, feel, fit, have, im agine, m easure, weigh

W ith som e verbs describing m e n ta l states (e.g find, realise, regret, th in k , understand) we can

use the p resen t c o n tin u o u s to em phasise th a t we have recently sta rte d to th in k ab o u t som ething

o r th a t w e are n o t sure a b o u t som ething C om pare:

□ I regret th a t th e co m p an y will have to be sold (= I have m ad e the decision and I am sorry

□ H e ’s considering ta k in g early retirem ent (n o t H e considers tak in g early retirem ent.)

Som e o th e r verbs describing preferences and m ental states (e.g agree, believe, conclude, know , prefer) are rarely used w ith th e present continuous:

□ I believe you now (n o t I ’m believing you now.)

I j l We use the p resen t sim ple w ith verbs w hich p erfo rm the actio n they describe:

□ I ad m it I c a n ’t see as well as I used to

Ọ We apologise for nor replying earlier

O th e r verbs like this (som etim es called perform atives) include acknow ledge, advise, beg,

confess, co n g ra tu la te, declare, deny, fo rb id , g u aran tee, nam e, o rd er, p erm it, predict, prom ise, refuse, rem ind, request, th a n k , w arn Some verbs used as perform atives in affirm ative

(= positive) sentences (apologise, deny, g u aran tee, prom ise, suggest) have a sim ilar m eaning w ith eith er th e p resen t sim ple o r the present co n tin u o u s in negative sentences:

□ I d o n ’t deny/ I’m n o t denying tak in g the b o o k s, b u t A ndy said it w o u ld be okay

N o te th a t w e can use m odals w ith perform atives, often to m ake w h a t w e say m ore tentative or polite:

□ We w o u ld advise you to arrive tw o ho u rs before the flight leaves

□ I m u st beg you to keep th is a secret

2 Grammar review: present continuous -» A1-A2; present simple -» A3- A5

1.1 Complete the sentences with the verbs given, using negatives or questions where necessary Use the same verb for each sentence in the pair Choose the present continuous if possible; if not,

use the present simple Use / to add any words outside the space and use contracted forms

b I bo u g h t this new dress today H o w it _ ?

2 a A: W h a t are you d oing w ith th a t ruler? B: I , the area of th e kitchen

b T he garden 12 by 20 m etres

3 a I w h eth er I i l get a n o th e r chance to retak e th e exam

b I suppose she m ight be a t hom e tonight., b ut I it

4 a T he new science m useum cu rren tly 1 0 ,0 0 0 visitors a m o n th

b Flow ers bees w ith th e ir brightly co lo u red petals

5 a M ike w o n ’t w o rk a t the to p of the 2 0 -sto rey building because h e heights

b A: H o w ’s the new job? B: Well, at th e m om ent, I it a t all

6 a M y c a r’s in the garage today T h e y new brakes

b I bo u g h t this jum per for Sue, b ut it her so I’ll have to ta k e it back

7 a W h a t’s your shirt m ade from ? It _ like silk

b I w o n ’t be com ing to w o rk today I very well

8 a T he ro o f of the house only plastic sheets nailed d o w n in a few places,

b T heir school u n if o r m black trousers and a d a rk green jum per

9 a Sim on has been practising the song fo r days I t qu ite g o o d , b u t he d o e sn ’t

th in k he’s ready yet to perform it in public

b A: W h a t’s th a t noise? B: I t like a b ird stuck in the chim ney

10 a I h ad a p o stca rd from Jo an n e on holiday in Spain It sounds like she a really

good time

b M y s i s t e r long blonde hair You’re b o u n d to recognise her

1.2 Cross out any improbable answers (C a D)

1 I ’m u n d e rsta n d in g /1 u nderstand biology a lot better n o w th a t w e’ve g o t a new teacher.

2 I w e n t to see a F o rm u la O ne race last w eek, b u t I a d m it/ I ’m a d m ittin g th a t I d o n ’t k n o w

m uch ab o u t cars

3 D o y o u fin d / A re y o u finding it difficult to co n c en trate on y o u r w o rk w ith this m usic on?

4 W e’ll do o u r best to get the co m p u ter rep aired by n ex t w eek, b u t w e ’re n o t guaranteeing! w e

d o n ’t guarantee it.

5 I’ve just starte d to learn how to drive N o w I ’m k n o w in g / 1 k n o w h o w difficult it is, I’ll never

criticise your driving again

6 She says th a t she w a sn ’t in the kitchen w hen the bottle sm ashed, b u t I refuse/ I ’m refusing to

believe her

7 I ’m certainly a greeing/1 certainly agree w ith you th a t people s h o u ld n ’t d rin k an d drive.

8 I k n o w the com pany has m ade a loss this year, b u t I ’m n o t a p o lo g isin g /1 d o n ’t apologise for

th at

9 It’s very difficult for us to get jobs here, so w e ’re considering/ w e consider em ig ratin g to

C an ad a

3

Present continuous and present simple (2)

We o fte n use the p resen t sim ple and p resen t co n tin u o u s in stories an d jokes in inform al spoken

E nglish to create th e im p ressio n th a t events are h ap p en in g now This can m ake th em m ore direct an d exciting and h old p eo p le ’s a tten tio n :

□ She goes u p to this m an and looks straig h t in to his eyes H e ’s n o t w earing his glasses, and

he d o esn ’t recognise h e r

□ T his m a n ’s playing golf w h e n a k a n g a ro o b o u n d s u p Co him , grabs his club and hits his ball a b o u t h alf a

T he m ain events are usually described in sequence using the p resen t sim ple an d longer

b a c k g ro u n d events are described using the p resen t co ntinuous

In n arrativ es and anecdotes th e p resen t sim ple can be used to highlight an event O ften it is used after p ast tenses an d w ith a p h rase such as suddenly o r all o f a sudden:

□ I w as sitting in th e p a rk , reading a new spaper, w h en all o f a sudden this dog jum ps at me.

W e also use the p resen t sim ple an d p resen t co n tin u o u s in live com m entaries (for exam ple, on

sp o rts events) w h en the re p o rt tak es place a t the sam e tim e as the action:

□ King serves to the left-h an d c o u rt a n d A dam s m akes a w o n d erfu l retu rn She’s playing

m agnificent tennis in this m atch

We can use the p resen t sim ple in p hrases such as It says here, I h ear, I g ath er, I see, I u n derstand

an d T h ey say, (Som eone) says, (Som eone) tells m e to in tro d u ce new s th a t we have heard , read, seen (e.g o n television), or been to ld We can also use p ast tenses (e.g It said here, I heard):

□ I g a th e r y o u ’re w o rried a b o u t Ken n Jan e tells m e y o u ’re thinking of em igrating

□ P rofessor O tto is a t the conference an d I h ear she’s an excellent speaker

T he p re se n t sim ple is o ften used w n ew sp ap er headlines to talk a b o u t events th a t have

recently happened:

QUAKE HITS CENTRAL IR A N J f o r e i g n m i n i s t e r r e s i g n s ^

SC IEN TISTS F IN D B R IG H T E S T STAR j FIRE BREAKS OUT IN HOTEL ROOMJ

We c an use the p resen t sim ple to refer to the co n ten ts of books, films, new spapers, etc:

□ T h o m p so n gives a list o f the largest E u ro p ea n com panies in C h a p te r Six.

□ A t the beginning o f the b o o k , th ree m en find $4 m illion HI a crashed plane

□ In the film, Jo a n S m ithson takes the role o f a p riv ate detective

We can use the present continuous w ith adverbs such as always, constantly, continually or forever

to em phasise th a t som ething is done so often th at it is characteristic of a person, group or thing:

□ A: I th in k I’ll stay here a fter all E: You are co n sta n tly changing y o u r m ind.

□ T ony is a really k ind perso n H e ’s a lw ays offering to help m e w ith m y w ork.

We o ften use this p a tte rn to in d icate d isap p ro v al T he p ast co n tin u o u s is used in a sim ilar w ay

w ith these adverhs (e.g Was K ath alw ays asking you for m oney, too?).

We c an use the p resen t c o n tin u o u s to describe som ething w e regularly do a t a certain time:

□ A t 8 o ’clock I’m usually driving to w o rk , so ph o n e me o n m y m obile

□ 7 o ’clock is a h it early W e’re generally eating then

We can use the p resen t (or p ast) c o n tin u o u s ra th e r th a n the p resen t (or past) simple w ith the verb w o n d e r if w e w a n t to be especially friendly or polite, p a rticu larly if w e are unsure ab o u t the o th e r p e rso n ’s feelings to w a rd s som ething or h o w they w ill react to w h a t wc say:

□ You said th a t there w ere only 50 books in the boxes I’m ju st w o n d e rin g /1 w as just

w o n d erin g w h eth e r y o u co u n ted th em all? (m ore po lite th a n ‘I just w onder ?’)

Grammar review: present continuous -» A1-A2; present simple -» A3-A5

2.1 Complete these sentences using the verbs in brackets Choose the present simple or present continuous (A ft B)

1 Beckham : to Giggs w h o ju st over the bar M an c h e ste r U nited

m uch m ore in this h a lf (pass - s h o o t - attack)

2 A m a n _ hom e late one n ig h t after the office C h ristm as party H is wife

for him , and s h e to h im (arrive - w a it - say)

3 I w e n t to a concert yesterday in the T ow n H all In the m iddle of it, w hile the o rch estra

this m an s u d d e n ly o n his seat a n d _ to co n d u c t them

(play - sta n d - start)

2.2 Complete what each person says about the news they have read or heard using the present tense phrases in c (C)

2.4

ý Government gives health service billions^

Ve£ẼCorp to s a c k 1 0 QD wDrhers, TS J

3 cV In a surprise move yesterday President Cartm an V - ; >

J announced a new public holiday on his birthday, I

? August 6th He made the announcem ent \

D id you hear th a t T ony’scrashed his car again?

//ill ? I’ve g o t a new job."}

s e e tht- j' ( ) V ( r n i 'LLn t § gi\ i n g I

ìi-nifVl a Ink m ore, mủriPXi

Vegecorp are going lo _

w e’re going to have

[ v accin atio n to prevent m alaria

Expand one of the sets of notes below to complete each dialogue (E)

co n tin u ally /ch a n g e/m in d fo re v e r/m o a n /w o rk fo re v e r/a sk m e/m o n ey

co n stan tly /criticise/d riv in g aJw ays/t'tm ipl ai n /h m d w ritiu g

1 A- I c a n ’t read this B- Y ou’re c0IY,D!ếý ^ý ^ _.iỌLb0M.t mu HcuncLiAjrLtix

2 A: C an I b o rro w £10? B: Y ou’r e - -

-3 A: T h a t w as a d angerous thing to do B: Y ou’re

4 A: I th in k I’ll stay here after all B: Y ou’r e

5 A: I had a bad day a t the office again B: Y ou’re

Complete the sentences with appropriate verbs, using negatives or questions where necessary Use the same verb for each sentence in the pair with either the present continuous or the present simple Use X to add any words outside the spaces (D-F)

I w h eth er you could help me You see, m y c a r’s b ro k e n d o w n o u tsid e y o u rhouse an d I need to p h o n e a garage

‘D o you th in k Philip w o u ld be g o o d a t the jo b ?’ ‘H m m , I -

‘Shall I pho n e a t 6 0 0 ? ’ ‘N o , w e u s u a lly din n er a t th a t tim e.’

I lam b, th an k s I’m a vegetarian

G ielm an H en ry V in th e latest p ro d u c tio n a t the R oyal T h eatre

T hey co n stan tly loud m usic until the early ho u rs of th e m orning

I norm ally the children to school a t half eight P erhaps w e could m eet a t nine

In his 1954 b o o k , Wall a co ntroversial view of B ritain ’s role in the w a r in

Tim e expressions th a t refer to the present, such as this m o rn in g /w eek /m o n th an d to d ay , can be used w ith either p a st sim ple or present perfect verbs If we th in k o f this m o rn in g (etc.) as a past, com pleted tim e perio d , chen w e use the p ast sim ple; if w e th in k o f this m orn in g (etc.) as a time perio d w h ich includes the p resen t m o m en t, th en we use the present perfect C om pare:

□ I d id n ’t shave this m orning (= the m orn in g is over and I d id n ’t shave) an d

□ I h a v e n ’t shaved this m o rn in g (= it is still the m o rn in g a n d I m ight shave later)

In new s re p o rts, you w ill often read a b o u t o r h ear recent events in tro d u ce d w ith th e present perfect, an d th e n the p ast sim ple o r o th er p ast tenses are used to give details:

□ ‘T he film sta r Jim C o o p er has died of cancer H e was 68 an d lived in T e x a s ’

□ ‘T he US space shuttle A tlantis has re tu rn e d safely to e a rth It lan d ed in F lorida this

th e A ntarctic alone It to o k her

42 days to m ake the crossing

w ith h er d o g te a m ’

m o rning

In a sentence w hich includes a tim e clause w ith since, we generally prefer a p ast sim ple verb in

the tim e clause a n d a p resen t perfect verb in th e m ain clause T he tim e clause refers to a

p a rtic u la r p o in t in the past:

□ Since M r H assan becam e p resident, b o th taxes an d unem ploym ent have increased (rather than .h a s b eco m e )

□ She h a sn ’t been able to p lay tennis since she b ro k e h er arm (rather than .h a s b ro k en )

N o tic e, how ever, th a t w e use th e p resen t perfect in the tim e clause if the tw o situations

described in the m ain clause a n d tim e clause extend until the present:

□ H ave you m et any o f y o u r neighbours since y o u ’ve lived here? (n o t .y o u lived )

A fter the p a tte rn It/T h is /T h a t is/w ill be the first tim e we generally use the present perfect in

the n ex t clause:

□ T h a t’s the first tim e I’ve seen J a n lo o k em barrassed, (rep o rtin g a p ast event)

□ I t w o n ’t be the first tim e she has voted against the governm ent in her long career, (talking

a b o u t a future event)

N o tice, how ever, th a t after I t/T h is /T h a t w as the first tim e w e generally use the past perfect

(see U n it 5):

□ It was the first tim e I’d ta lk e d to Ella outside the office.

W ith tim e clauses in tro d u ced by after, w hen, u n til, as soon as, once, by the tim e an d the time expressions th e m in u te/seco n d /m o m en t the p ast sim ple refers to p ast, com pleted events an d the

p resen t perfect refers to fu tu re events C o m p are these exam ple^- ■

□ A fte r she left h o sp ital (past), she h ad a long holiday, a n d

□ A fte r D om inic has left school (future), he w ill he spending six m o n th s in India.

□ T h e m in u te I g o t th e new s a b o u t Sue (past) I telephoned m y p aren ts, and

□ I’ll c o n ta c t you the m in u te I’ve g o t m y exam results, (future)

In th e tim e clause in sentences like this it is possible to use the p ast perfect instead of the past sim ple (e.g A fter she h a d le ft ) a n d the present sim ple instead o f the present perfect (e.g After

D om inic leav es ) w ith the sam e m eaning (see also U n it 5)

6 Grammar review: past simple -> A6-A8; present perfect -> A9-A12

3.1 Choose a verb to co m plete th e sen ten ce Use th e p re se n t p erfect or p a st sim ple (A)

have go oversleep read spen d w e ar

1 I , _ a lot this w eek, b u t Ĩ have to get the b o o k com pletely finished by this w eekend

2 A: Shall I m ake us som e dinner? It’s already 8 o ’clock B: N o th an k s I to thedentist this afte rn o o n and my m o u th h u rts to o m uch to eat anything

3 I three lectures to d ay a n d I still have tw o m ore later this a fte rn o o n

4 It w as so h o t to d a y th a t I shorts an d a T -shirt a t w o rk

5 We £ 2 0 0 on food this m o n th an d th e re ’s a n o th e r w eek to go before I get paid

6 A: D o you w a n t a lift hom e? B: N o , ] —- this m orn in g because m y a larm clock

d id n ’t go off, so I need to w o rk late

3.2 C om plete th e se n ten ces w ith th e se pairs o f verbs (N ote th a t th e verb pairs are n o t alw ays in

se n ten ce order.) Choose th e m ost a p p ro p ria te te n se - p re se n t p erfect ur p a s t sim ple (C)

be able - feel h ap p en - speak im prove - be n o t w a n t - fall rescue - be

w o rk - n o t have

1 M a r i a to go sw im m ing since she in the river

2 Since she a t the co m p a n y s h e a day o ff th ro u g h illness

3 Since h e _ the girl from th e frozen p o n d , h e o n TV alm o st every day

4 A lot - - since I last to you

5 Since I to drive I m uch m ore in dependent

6 R o b e rt’s reading e n o rm o u sly since h e at school

3.3 Choose a verb th a t can com plete both se n te n c e s in each pair Use th e p re se n t p e rfect in one and

th e p a st sim ple in th e other Use / to add any words o u tsid e th e spaces (E)

finish get h e a r sign

1 a R em em ber th a t after you —- the c o n tract you w o n ’t be able to change y o u r m ind

b C a rlo ’s injury only becam e a p p a re n t a fter he lo play fo r R eal M a d rid

2 a As soon as I college I w a n t to travel a ro u n d A ustralia

b I d id n ’t have rim e to check the co m p o sitio n I han d ed it in as soon as I - it

3 a By the tim e S arah .- ™— to w o rk the m eeting had finished

b I ’ll p ro b ab ly have finished b reak fast by the tim e the children up

4 a I recognised her the m om ent I her laugh

b I’ll tell you w h a t tim e w e ’re com ing the m o m en t I — — fro m F rank

3.4 Here are som e ex tracts from a television news report Choose th e m ore a p p ro p ria te te n se -

p re se n t p erfect or p a st sim ple — for th e verbs given (B a D)

1 In to n ig h t’s W orld C up m atch, France are cu rren tly beating G erm any 2 -1 w ith five m in u tes ofthe m atch to go If the score rem ains th e sam e it w ill be the first tim e G erm an y - -

(lose) to France since 1998.

2 T he V ictoria H o sp ital in M illto w n j (close) to new p atien ts after m o re cases of

food poisoning T h ree elderly p atien ts _{die) last w eek in th e o u tb reak

3 In last n ig h t’s final M a rk Peters _ (d e fe a t) Ed M yers in th ree sets It w as the first

tim e in six attem p ts th a t P e te r s {beat) the w o rld ch am p io n

4 N early 600 l a p t o p s _ (steal) from M inistry o f Defence staff over the p ast five years H ow ever, a spokesperson -csd (in sist) th a t th ere had been no security problem s

as none of the co m p u ters {hold) secret in fo rm atio n

Past continuous and past simple

W hen we talk a b o u t tw o events o r activities th a t w ent on over the sam e period of p ast tim e, we can o ften use the p ast co n tin u o u s o r the p a st sim ple for both:

□ Sally w as read in g to the children w hile Kevin w as w ashing up (or .re a d w a s h e d up.)

U sing the p a st co n tin u o u s em phasises th a t the event or activity (‘w as read in g ’) w as in progress

d u rin g the p a st perio d of tim e (‘w hile Kevin w as w ashing u p ’) C om pare:

□ W h en I w as learning/ learn ed to drive I w as living w ith m y parents

W as learning em phasises th a t th e activity w as in progress (‘I h a d lessons d uring this tim e’) and learn ed em phasises co m p letio n (‘I passed m y test d u rin g this tim e’)

W hen we talk a b o u t rw o o r m ore p a st com pleted events th a t follow ed one another, we use the

p a st sim ple, n o t the p a st c o n tin u o u s, fo r b o th (see also U n it SC):

□ She g o t up w hen the a larm clock w en t off

c b H e ju m p ed o u t o f bed a n d ra n to see w h o the parcel w as for

We usually use the p ast simple rath er th a n the p ast continuous to talk ab o u t repeated past actions:

□ We w e n t to Spain three tim es last year

□ D id you drive p a st her house every day?

H ow ever, we can use the p ast co n tin u o u s, p articu larly in spoken English, w hen we w an t tơ

em phasise th a t rep eated a ctio n s w en t o n for a lim ited an d te m p o ra ry p erio d of p ast time:

T o W h en C arlo w as in h o sp ital, we w ere visiting him tw ice a day (or .w e visited )

□ To lose w eight before th e race, I w asn ’t eating any sw eets o r biscuits for weeks

(or .I d id n ’t e a t )

or to ta lk a b o u t som ething th a t hap p en ed surprisingly often:

□ Last w eek I w as having to bring w o rk hom e every night to get it all done, (or .h a d )

□ W hen the builders w ere here I w as m aking them cups of te a all the tim e, (or .m a d e )

We often use the p ast sim ple in a n arrativ e (e.g a re p o rt or a story) to talk a b o u t a single com plete p a st event an d the p a st co n tin u o u s to describe the situ a tio n th a t existed a t the time

T he event m ight have in te rru p te d the situ atio n , o r h ap p en ed w hile the situ atio n w as in progress:

□ E rika d ro p p ed her bag w hile she w as getting in to h er car

□ She w as shaking wich an g er as she left the hotel

We can use eith er the p a st c o n tin u o u s o r p ast sim ple (or p ast perfect; see U nit 5E) to talk ab o u t things w e in tended to do b u t d id n ’t:

□ We w ere m eaning to call in an d see you, b u t Jane w a sn ’t feeling well, (or We m e a n t )

O th e r verbs used like this include: consider + -ing; expect to; h o p e to ; in ten d to; p lan to /o n + -ing; th in k a b o u t + -in g /o f I -ing; w a n t to These verbs (w ith th e exception of m ean and expect)

an d w o n d e r a b o u t can also be used w ith the p resen t an d p ast c o n tin u o u s to rep o rt w h at we

m ig h t do in the future T he p a st c o n tin u o u s is less definite th a n the present continuous:

□ I w as th in k in g o f going d o w n to L o n d o n n ex t w eekend, b u t it depends h o w m uch m oney

I’ve got (less definite th a n I’m th in k in g o f g o in g )

□ We w ere w o n d e rin g a b o u t inviting K ay over to m o rro w , (less definite than W e’re

w o n d erin g a b o u t )

Grammar review: past continuous -» A13; past simple -» A6-A8

4.1 Com plete th e se n te n c e s using th e se pairs o f verbs Use th e p a st sim ple in one space and th e

past co n tin u o u s in th e other (A-D)

com e - sh o w — ge- hope - give live - spend lo o k - see p lay - b re a k

start - check in

1 Ju st as I into the b ath all the lights off

2 I to go aw ay this w eekend, b u t m y boss - - m e som e w o rk th a t I

have to finish by M onday

3 W hen I in Paris, I _ th ree h o u rs a day travelling to an d fro m w o rk

4 A friendly A m erican couple ch attin g to him as he a t the hotel

reception

5 I bum ped into M ary last w eek She a lot better th a n w hen I l a s t — her

6 M y b o s s into the office ju st as I everyone m y holiday ph o to s

7 I b a d m in to n four tim es a w eek before I m y ankle

This tim e, use th e same te n se in both spaces.

add - taste go o ff - light n o t listen - explain p u sh - ru n n o t w atch - d ream

8 T he sm oke a l a r m w h en hi a cigarette u n d e rn e a th it

9 I c a n ’t rem em ber h o w to answ er this q u estion I m u st confess th a t I w hile the

teach er .it to us

10 She Iiiiffii m ore salt to the so u p , an d th en i t _ m u ch better

11 A lthough the television w as on, I it Instead I a b o u t m y holidays

12 She o p en the d o o r a n d _ into the room

4.2 Look again a t num bers 1 4, 7 and 11 in 4.1 W hich o f th e se could also be in th e p a st sim ple?

W hat d ifference in m eaning, if any, w ould th e re be?

4.3 C om plete this te x t with e ith e r th e p a st sim ple or th e p a st co n tin u o u s form o f th e verbs in

brackets W here a lte rn a tiv e s are possible, th in k a b o u t any d ifferen ce in m eaning (A-C)

Send Nov 0 ^ Send u t e r L|^ Save 33 Draft £ Add Attachments ỹ Signature ▼ [^ O p t io n s V ■ ftewrap

I (1) - (buy) a new alarm clock the other day in Taylor’s the jewellers, when

I actually (2) (see) som ebody shoplifting I’d just finished paying for my

clock and as I (3 ) (turn) round, an elderly woman ( 4 )

( 6 ) (walk) over to another part of the shop and ( 7 ) (pick up)

an expensive-looking watch a number of times When she (8 ) _ - {think) that

nobody ( 9 ) {look), she (10) (drop) it into the bag Before I

(11) a - (have) a chance to tell the staff in the shop, she (1 2 )

Unfortunately for her, two police officers (15) (walk) past just at that

moment and she (1 6 ) - (run) straight into them

d

9

W hen we give an acco u n t o f a sequence of p ast

events we usually p u t these events in ch ronological

o rd e r using th e p ast sim ple If w e w a n t to refer to an

event o u t o f o rd e r - th a t is, a n event w hich

h ap p en e d before the last event in the sequence we

h ave w ritte n o r spoken a b o u t - we can use the p ast

perfect Study the use o f the p a s t perfect an d p ast

sim ple in the te x t o n th e right:

D on Jose was a w ealthy Cuban

landowner who emigrated to Mexico

in 1959 The agricultural reforms had

begun a few months before this He moved again in 1965 and made his

home in the United States He had

made his fortune in growing sugar

cane as a young man in Cuba, and he brought his expertise to his new home

O rd e r of events: 1 m ad e fo rtu n e 2 reform s began 3 em igrated to M exico 4 m oved to U.S

O rd e r events are m entioned:

1 em ig rated to M exico 2 reform s h a d beg u n (o u t o f order)

3 m oved to U.S 4 h a d m ade fo rtu n e (out o f order)

W hen we u n d e rsta n d th a t we are talk in g a b o u t events before a n o th e r p a st event, we d o n ’t have

to co n tin u e using che p ast perfect:

□ We b o u g h t a new car last m o n th W e’d driven my p a re n ts’ old car for ages, b u t it started

(or h a d started) to fall a p a rt We p u t (or h a d put) a new engine in it, b u t th a t d id n ’t solve {or h a d n ’t solved) the pro b lem s w e w ere having.

If th e o rd e r of p ast events is clear from th e c o n te x t (for exam ple, if tim e expressions m ake the

o rd e r clear) w e can often use either th e p ast perfect o r the p ast simple:

p A fte r Ivan h a d finished reading, he p u t o a t the light, (or .Iv a n finished )

□ T hey w ere given help a n d advice before they h a d m ade the decision, (or .th e y m ad e )

□ T he tw o leaders agreed to m eet, even th o u g h earlier talk s h ad failed to reach an agreem ent, (or .ta lk s faile d )

T he p a st perfect is often used in re p o rtin g w h a t w as originally said o r th o u g h t in the present perfect o r p a st sim ple (see also U n it 35):

T alking a b o u t a p a st event R ep o rtin g this p a st event

□ ‘I have m et him b e fo re ’

□ ‘T h e village h a s n ’t ch anged m u c h ’

□ I w as sure th a t I h ad m et him before

(n o t .I m et h im )

□ O n my last visit to W ix to n I fou n d th a t the

village h a d n ’t changed m uch (n o t .th e village

d id n ’t ch an g e )

□ ‘Sm ithers d ro w n ed in th e recent floods.’

□ ‘She stole the w a tc h ’

□ Police w ere convinced Sm ithers h ad dro w n ed

in the recent floods, (or .d ro w n e d )

□ She ad m itted th a t she h ad stolen the

w atch, (or .sto le )

10

We can use either the p a st perfect o r p ast sim ple (and often p ast co n tin u o u s an d p ast perfect

co n tin u o u s; see U nits 4 a n d 7) w hen we talk a b o u t things th a t w e in tended to do, b u t d id n ’t or

w o n ’t n o w do in th e future:

□ I h a d h o p ed to visit the gallery before I left Florence, b u t it’s closed o n Sundays, (or I

h o p e d , I w as h o p in g , I h a d been h o p in g )

□ Bill p la n n e d to retire a t 60, b u t w e have persu ad ed him to stay for a few m ore years

{or Bill h a d p lan n ed Bill w as p la n n in g , Bill h ad been p lan n in g )

O th e r verbs used like this include: consider + -ing; expect to; in ten d to ; m ean to: th in k ab o u t +

in g /o f + -ing; w a n t to

Grammar review: past perfect -» A14-A15; pasi simple -» A6-A8

5.2

A number of the events in the text are listed on the right List the events (i) in the order in

which they occurred (or were thought to occur), and (ii) the order in which they are mentioned

Comparing these two lists, consider why the past perfect was used where it is marked (A £t B)

F rom an a c c o u n t o f b o w a bouse w a s b o u g h t

W hen I first saw th e old house I h a d just m o v e d to the

area It h a d been em pty for a b o u t a year a n d w as

beginning to need som e repairs, b u t the hou se w as exactly

w h a t I w an ted But by th e tim e I h a d p u t to g eth er enough

m oney I learn t th a t a p ro p e rty developer h a d b o u g h t it and

planned to tu rn it in to a hotel Six m o n th s la ter I h a d

nearly given up h o p e of finding anyw here to live in the

village w hen I heard th a t th e house w as fo r sale again T he

p ro p erty developer ha d decided to invest his m oney in a

new housing developm ent on the edge of th e village I

b o u g h t th e house im m ediately an d I’ve lived th ere happily

1 As Creoff w as in tro d u ced to M rs Snape, he realised th a t he ha d m e t/ m e t her before.

2 D uring the previous w eek, I b a d b een / w e n t to the gym every evening.

H e denied th a t he h a d ta ken ! to o k th e m oney from th e office.

I d id n ’t k n o w th e m ark in g w o u ld ta k e so long until I had read./ read th e first couple of essays

T he boy told m e th a t he h a d lo st/ lost his tra in ticket an d d id n ’t k n o w h o w he w o u ld get hom e

A t th e conference, scientists re p o rted th a t they h a d fo u n d ! fo u n d a cure fo r m alaria.

T he teach er guessed th a t som e o f th e c hildren h a d cheated/ cheated in th e exam

8 T h o m as explained th a t he ha d g o n e / w e n t hom e early because he felt ill.

9 T he w aite r to o k m y p late aw ay before I h a d fin ish ed / finished eating.

10 Jane d id n ’t w a n t any dinner She h a d ea ten l ate already.

5.3 Expand these sets ot notes using the past perfect to begin each sentence (E)

I/e x p e c t/o p e ra tio n /p a in fu l ỉ/ỈTope/lea\ d h f 9.0Ơ H e /n o t m e a n /in su lt/h e r

L u cy /n o t in ten d /b eco m e/d e n tist I/n o t th in k o f/c o o k ra b b it

1 , b u t I overslept an d m issed th e tra in

2 — — - -— — ; she alw ays w an ted to be a vet

3 _ b u t I d id n ’t feel a thing

4 i _, until D erek to ld me h o w ta sty it w as

5 , b u t D ap h n e w as very offended

11

Present perfect continuous and

present pe-feet

We use the present perfect c o n tin u o u s to express the idea of an activity (a task , piece of w ork, etc.) in progress u n til recently or until the tim e of speaking:

□ H av e you been w o rk in g in the garden all d a y i You look exhausted.

□ She’s been w riting th e b o o k since she w as in her tw enties an d a t last it’s finished.

N o tice th a t w e often use tá n e expressions to say h o w long the activity has been in progress

We d o n 't use th e p resen t perfect co n tin u o u s w ith verbs such as belong, kn o w , (dis)like, and

u n d e rsta n d th a t describe unch an g in g states:

□ H av e you k n o w n each o th er long? (n o t H av e you been k n o w in g )

□ I h av e n ’t liked ice cream since I ate to o m u ch an d w as sick (n o t I h av en ’t been liking )

W h en we ta lk a b o u t situ atio n s (general ch aracteristics or circum stances) th a t exist until the presen t we often use either th e p resen t perfect or present perfect continuous:

□ ‘W h e re ’s D r O w e n ’s office?’ ‘Sorry, I d o n ’t know I h av en ’t been w o rk in g here for long.’

(o r I h av en ’t w o rk e d here for long P resent perfect co n tin u o u s em phasises the activity of

w o rk in g ; present perfect em phasises th e state of having a job.)

□ W e’ve been looking fo rw a rd to this holiday for ages, (o r W e’ve lo o k ed fo rw a rd to

P resent perfect co n tin u o u s em phasises a m ental process; p resen t perfect em phasises a

m en tal state.)

We o ften use the p resen t perfect or the present perfect co n tin u o u s to ta lk a b o u t som ething th a t has recently finished if we c a n still see its results H ow ever, we generally use the present perfect

co n tin u o u s w ith verbs th a t suggest exten d ed or rep eated activity C om pare:

□ H e ’s b ro k e n his finger a n d is in a lot of pain (no t H e ’s been b reak in g ) and

1 H e ’s been playing fo o tb all all a fte rn o o n an d needs a show er! (m o re likely than H e ’s

p la y ed )

We use the p resen t perfect c o n tin u o u s ra th e r th a n the present perfect w hen we d raw a

conclu sio n tro m w h a t we ca n see, hear, etc We often use this fo rm to com plajn or criticise:

□ W h o ’s been m essing a ro u n d wiuh m y papers? T h ey ’re all over the place

□ Y ou’ve been eating ch o co late, h av en ’t you? T h e re ’s som e o n y o u r shirt

W h en we ta lk a b o u t the result o t circum stances or an activity, w e use the present perfect, rath er

th a n the present perfect co n tin u o u s W hen we focus o n the process we often use either the

p resen t perfect or the present perfect co n tin u o u s C om pare:

□ Prices have decreased by 7:% (n o t Prices have been decreasing by 7.%.) and

□ Prices have been decreasing recently, (or Prices have d ecreased )

□ I ’ve used th ree tins of p a in t on th e k itchen walls, {not I’ve been using three tins of pain t

on the k itchen walls.) a n d

□ I ’ve been using a new k in d o f p a in t on the k itch en walls, (or I’ve u sed )

We use the p resen t perfect c o n tin u o u s to em phasise th a t an activity is ongoing and repeated,

w hile th e p resen t perfect suggests th a t the activity h ap p en ed only once or on a specified num ber

of occasions:

□ Joseph has been kicking a football against the wall all day {more likely than .h as kicked )

n H e has played fo r the n a tio n a l team in 65 m atches so far (not H e has been playing for

[he n a tio n a l tea m in 65 m atches so far.)

C om pare:

□ T he w o rk ers have been calling for the c h a irm a n ’s resig n atio n (= em phasises a n um ber of

tim es, p ro b ab ly over a n extended period) an d

□ W orkers have calleò fo r m an ag em en t to begin n eg o tiatio n s on pay (= m aybe a num b er of tim es or only once.)

Grammar review: present perfect continuous —» A16 A17; present perfect —» A9-A12

6.1 Complete the sentences with appropriate verbs, using the same one for each sentence in the

pair Use the present perfect in one sentence and the present perfect continuous in the other

Use negative forms where appropriate (A-C)

disap p ear give m ove p u t read stay stop sw im

1 a M a ria H a r r i s in a ren ted flat since retu rn in g to Liverpool

b W e at this hotel a couple o f tim es before

2 a W ith their w in yesterday, I t a l y into second place in the table

b As house prices in the cities have risen, p e o p le into th e countrvside

3 a All day, th e police m o to rists to q u estio n th em a b o u t th e accident

b G ood, the n o i s e I c a n sta rt co n cen tratin g o n my w o rk again

4 a I _ - any o f D ickens’ novels

b I this book o n astrophysics for h o u rs a n d I’m still only o n page 6

5 a D r F le tc h e r .th e sam e lecture to stu d en ts fo r the last ten years

b M r G o ld m a n - nearly a m illion po u n d s to th e ch arity th is year

6 a I did 20 lengths of th e pool today I £ th a t far since I w as a t school

b I and I feel exhausted

7 a In recent years, B razilian com panies a lo t of m oney into developing advancedtechnology

b T he South A frican coal c o m p a n y the C alv erto n M ine u p for sale

8 a A n im p o rta n t f i l e 4 fro m m y office

b Plants and v e g e ta b le s fro m my g ard en since w e h ad n ew neighbours

6.2 The government has just announced that it is cutting the money lit gives to the Influenza

Research Centre Complete these texts about it with an appropriate form of the verb given Use

the present perfect continuous if possible; if not, use the present perfect or past simple Indicate where more than one of these tenses is possible (A-C and Unit 3)

a D r Petra A dam s, th e D irector o f th e Centre, talks to a reporter:

It’s rem ark ab le to th in k th a t since 1950 influenza ( 1 ) {claim) m ore th a n 5 0 ,0 0 0

lives in this country, and in 1957 alone a ro u n d 6 ,0 0 0 people (2) (die) B ut over the last 20 years we a t the C entre (3) (m ake) co n sid erab le progress o n

u n d erstan d in g the illness We ( 4 ) (p ro d u c e) over a h u n d re d books a n d articles

rep o rtin g the results o t o u r research a n d in 1995 they ( 5 ) [award) the N o b el

Prize fo r m edicine to one of m y colleagues In o u r m ore recent w o rk we

(6) (look) in to the effects of influenza on h e a rt disease and we

(7) —li (also explore) a possible link betw een clim ate change an d the recent increase

n the n u m b er of cases o f influenza It is a tragedy th a t the gov ern m en t

(8) {make) this decision now.

b K enneth Sparks, th e O p p o sitio n sp o kesp erso n fo r science, talks to a television interview er:

T he previous g overnm ent (1) (invest) huge am o u n ts of m oney in to th e C entre

and I th in k it’s terrible th a t the present gov ern m en t (2) (a n n o u n c e ) this cu t w hen the n u m b er of cases of influenza ( 3 ) {increase) T he C en tre

( 4 ) (run) successfully for m any years But this decision is ju st typical o f this

governm ent It (5) - (neglect) health research ever since it w as elected, and

(6) (cut) back on spending o n science generally A lthough th e g o v ern m en t says

th a t the cut is necessary because of the recent w o rld econom ic problem s, I

(7) — (find) evidence th a t they (8) (plan) this fo r som e tim e I

(9) (speak) to the M in ister a b o u t this yesterday an d (10) (also

write) to the Prim e M inister dem an d in g th a t th e decision sh o u ld be reversed.

13

Past perfect continuous, past perfect

and past continuous

We use the p ast perfect c o n tin u o u s to talk a b o u t som ething th a t was in progress recently before

o r up to a p ast p o in t in tim e, an d th e p ast perfect w h en w e talk ab o u t a finished activity before

a p a st time:

n I’d been finishing som e w o rk in the g ard en w h en Sue arrived, so I d id n ’t hear h er com e

in (n o t I’d finished som e w o rk in the g ard en w hen Sue arrived, so I d id n ’t h ear her come in.) a n d

□ I’d finished all ihe iro n in g so I started cleaning the w in d o w s (n u t I’d been finishing all

th e iro n in g so I sta rte d cleaning the w indow s.)

Som etim es w e can use either th e p ast perfect co n tin u o u s o r the p ast perfect w ith a very sim ilar

m eaning:

□ [’d been w o rk in g /I’d w o rk e d h a rd all year, so I felt th a t I deserved a holiday

If we talk a b o u r h o w m a n y tim es°$om ething h ap p en ed in a p erio d up to a p articu lar past time,

w e use the p ast perfect, n o t th e p ast perfect continuous:

D H o w m any tim es h a d y o u m et him before yesterday? (n o t H o w m any tim es h ad you been

m eetin g )

□ I h a d stayed in the h o tel tw ice in th e 1980s (n o t I h ad been staying, in the hotel tw ice )

T he p ast perfect co n tin u o u s c a n he used to ta lk a b o u t a situ atio n o r activity th a t w ent on before

a p a rtic u la r p ast tim e and (j| finished a t th a t tim e, (ii) co n tin u ed beyond it, or (iii) finished

sh o rtly before it:

□ (i) W e’d been driving fo r a b o u t an h o u r w h en the engine suddenly stopped

□ (ii) She felt terrible d u rin g the interview because she h a d been suffering from flu since the previous day

□ (iii) W hen I last saw Jo h n , h e ’d been ru n n in g an d w as o u t of breath

If w e are n o t interested in how long th e activity w en t on, w e can use the p ast continuous instead o f th e p ast perfect co n tin u o u s C om pare:

□ W hen the m erger w as a n n o u n ce d it becam e a p p a re n t th a t the tw o com panies h a d been

discussing the possibility since last year, a n d

□ A friend to ld m e a b o u t a con v ersatio n she’d recently o v erh eard Tw o w om en were discussing th eir h oliday p la n s

□ I first m et Steve an d Ja n e w hen they h ad been going o u t to g eth er fo r five years, an d they

d id n ’t get m arried fo r a n o th e r three years after th a t, a nd

□ E m m a m et G rah am w h en she w as going o u t w ith his best friend

R em em ber th a t w e d o n ’t describe states w ith co n tin u o u s tenses (see U nit 1), and we use the past perfect, n o t th e p ast perfect c o n tin u o u s, even w hen w e focus on the lengrh of a situai'O n up to a

p a rtic u la r p ast tim e:

□ We h a d o w n ed the car fo r 6 m o n th s before w e discovered it w as stolen (n o t We had

been ow ning th e car fo r 6 m o n th s )

T he p ast perfect co n tin u o u s is m ainly used in w ritte n texts an d is less com m on in speech H ere are tw o exam ples o f the p ast perfect co n tin u o u s used in n ew sp ap er stories:

□ T he b ody of a clim ber w h o w e n t m issing in th e Alps w as filially fo u n d yesterday C arl Sims h a d b een clim bing alone in th e d angerous area o f H a rz W aterfall, w hich has claim ed

m any lives in the past

□ A spo k esm an fo r the co m p a n y said M o rg a n h a d n ’t been w o rk in g for th em long and

w asn ’t fam iliar w ith safety procedures: ‘It w as an u n fo rtu n a te in c id e n t ’

Grammar review: past perfect continuous -» past perfect -» A14-A15; past continuous -» A13

7.1 Complete the sentences with one of these verbs, using the same verb for each sentence in the pair Use the past perfect continuous if possible; if not, use the past perfect (A)

apply carry fly sm oke w o rk

1 a She .- fo r the com pany since she left school, so I w a sn ’t su rp rised w hen she

to o k a new jo b in L ondon

b S h e - finally h er w ay u p from trainee to a m an ag em en t p o sitio n ,

an d she celebrated her p ro m o tio n w ith a big party

2 a T he avalanche them 5 0 0 m etres d o w n the m o u n ta in b u t no -o n e w as h u rt

b She to o k a bo ttle from the bag s h e all the w ay from hom e

3 a M ichael _all his cigarettes an d h ad to b o rro w som e fro m K ate

b By the smell in the ro o m an d his guilty expression I could tell th a t A lex

4 a We for visas early, b u t still h a d n ’t g o t th em by the w eek before the holiday

b S h e fo r jobs, w ith o u t success, since leaving university

5 a H e „ all the w ay from N e w Y ork to be a t yesterd ay ’s m eeting

b W hen the plane w as diverted, shortly after take-off, i t from L ondon to F rankfurt

Look again at the sentences where you have used the past perfect continuous and decide when you could use the past simple instead of the past perfect in these sentences (You may need to study Unit 5 again.)

7.2 Choose the past perfect continuous form of the verb if appropriate; if not, use the past perfect (B-D)

1 M rs B ishop to have children fo r years; th en she finally becam e p re g n a n t a t the

age o f 45 (try)

2 This w as the first tim e w e h ad been to th e castle, even th o u g h w e E d in b u rg h a

few tim es before, (visit)

3 She b o u g h t her first w atch a t the age o f 8 I t tw o p o u n d s, (cost)

4 M eg J a m e s - ch ild ren ’s stories for 10 years w h en she g o t h e r first b o o k published

8 We a b o u t Sue w hen, to o u r am azem ent, she w alk ed th ro u g h the door, (talk)

In which one of the sentences where you have used the past perfect continuous do you think the past continuous is more likely? (C)

7.3 Study this conversation extract If the underlined verbs are correct, write / If they are wrong, correct them using either the past perfect (active or passive) or past perfect continuous (A-E)

A: H o w w as y o u r w eekend?

B: N o t g reat, actually 1(1) ’d really been lo o k in g fo rw a rd to a relaxing couple of days But early

on S aturday m orn in g M u m p h o n ed to say th a t D ad (2) h a d been tak in g ill

A: O h, no! w h a t (3) h ad h a p p e n e d ?

B: She (4) had just been hearing th a t he (5) h a d been flow n by helicopter to h o sp ital in E d inburgh from a village called C o n tin w here he (6) h a d fished w ith m y Uncle M a rk

A: A nd is he okay? W h a t’s w rong w ith him?

B: Well, U ncle M a rk said th a t D ad (7) h ad been co m plaining o f a b a d h e ad ach e m ost of

yesterday, b u t he (8) h a d n ’t been w a n tin g to go back to th e hotel a n d spoil th e day But th en in the evening, just as they (9) h a d sto p p ed fishing fo r the day, he (10) h ad been co llap sin g

W hen we focus on an activity itself, startin g before an d co n tin u in g up to (and possibly beyond)

a p a rtic u la r p o in t o f tim e, ra th e r th a n focusing on actions as com pleted events, we use

co n tin u o u s form s:

□ J a n e t c a n ’t com e to th e p h o n e She’s w ashing her hair

□ As y o u ’re n o t using y o u r car a t the m o m en t, can I borrow it?

□ T his tim e yesterday I w as flying over th e Pacific

□ W as she w earin g th a t red dress when you saw her?

We use sim ple form s to talk a b o u t general situations^ habits, a n d things th a t are or w ere always

true:

□ W h en I w o rk e d as a p o stm a n I g o t up a t 3 o ’clock every m orning

□ M iguel d o esn ’t play g o lf very well

□ T hese birds b u ild th eir nests o n the g round

□ The- e a rth q u a k e stru ck th e area a t m id d av yesterday, (past sim ple for com pleted events)

We use sim ple form s W i t h verbs th a t describe unchanging states; th a t is, things th a t stay the

same:

□ She intends to w ork h a rd a t school an d go on to university

□ D id you u n d e rsta n d th e in stru ctio n s we w ere given?

H ow ever, we can use c o n tin u o u s form s w ith these verbs w hen they describe som ething

h ap p en in g o r changing:

□ She w as :nten d in g to ta lk to Tony a b o u t th e idea, b u t she d id n ’t get the opportunity

□ I’m u n d e rsta n d in g physics m uch better n o w th a t M r D avies is teaching us

Perfect

We use p erfe ct verb form s to describe onefevent o r srate from th e p o in t o f view of a later time.

T he p resen t perfect suggests a co n n ectio n betw een som ething th a t hap p en ed in the p a st and the

p resen t tim e N o tice, how ever, th a t th e situ atio n o r event does n o t have to co ntinue until the

tim e o f speaking, only to have som e co n n ectio n O f relevance to the p resen t time:

□ I’ve finished th e new H a rry P o tter b o o k now , so you can b o rro w m y copy if you like

□ H a v e you tu rn e d the gas off? I d o n ’t like it to be on w hen I’m n o t a t hom e

□ Y our nose is bleeding H a s som ebody h it you?

T he p a st perfect is used to locate a p ast event before a n o th e r p a st event:

□ I invited him our to dinner, b u t he sa d he h a d already eaten,

n By the tim e I picked u p the p h o n e, they h a d ru n g off

Combinations of perfect and continuous

We com bine the perfect an d co n tin u o u s form s in the present perfect c o n tin u o u s to describe an activity ill progress either a t o r recently before th e tim e of speaking, an d possibly beyond it:

□ I have been follow ing th e discussions w ith great interest

We can also use th e p resen t p erfect co n tin u o u s to ta lk a b o u t activities th a t have recently

finished w ith som e result th a t can be seen, h eard , etc.:

□ L o o k a t th e d irt on y o u r clothes! H av e you been digging in the g ard en again?

T he p ast perfect co n tin u o u s has a sim ilar m eaning H ow ever, th e p o in t of reference is n o t ‘n o w ’ (as it is w ith th e p resen t perfect co ntinuous) b u t a p o in t in the past:

□ W hen w e m et Sim on a n d P at, they h a d been rid ’ag

n It h a d been snow ing heavily for h ours and w hen I w en t to the d o o r I co u ld n ’t open it

16 Grammar review Section A

8.1 Complete this letter from Australia us.ng the following verbs Use the present simple, present

continuous, past simple or past continuous (A)

In 1 -1 0 use: arrive feel (x2) get go k n o w spend w a it w rite (x2)

In 1 1 -2 0 use: ask com plain enjoy get (not) get o n h e ar lo o k (x2) seem start

D ear M u m an d D ad

1(1) this letter in a hotel ro o m in Perth I ( 2 ) here a couple of

ho u rs ago after a long coach journey fro m A delaide I (3) p re tty tired so this will

only be a sh o rt note before I (4) _ to sleep

As you ( 5 ) - , I (6) last w eek in A delaide w ith Je a n an d D avid I

(7) to them a m o n th o r so ago to tell them w hen I w o u ld be arriv in g , an d they

(8) .- a t the airp o rt for me w h en I (9) chere F o r th e first few days I

(10) qu ite jet-lagged, b u t I soon (11) over th a t after a few days oflazing a ro u n d o n the beach

Jean and D avid (12) living in A delaide a lot, alth o u g h Jean ( 1 3 ) t&i ■ii.1^ fo r a

new job just now It (14) th a t she (15) very w ell w ith her colleagues

A pparently they co n stan tly (16) ab o u t the w o rk in g co n d itio n s an d it

(17) to annoy Jean They (18) _ me to pass on th eir best w ishes to you

So n o w I (19) fo rw a rd to ex p lo rin g Perth I (20) it’s a w o n d erfu l

place I’ll w rite again in a few days

Love, Abigail

8.2 Complete this extract from a newspaper article with the verbs given Use the past simple,

present perfect or past perfect (B)

manager two years ago and last season theyAston United ( 1 ) b.?vy.€; Sữ Jc.fcd (sack) their

manager, Neil Ronson The former England football

international ( 2 ) - - — — (say) that he

(3) ỊỊSỊị, (hear) the news when he

(4 ) (return) from a three-week holiday in

Spain and that it (5) {come) as a complete

shock “There (6) * (be) no hint o f any

problem when I (7) (leave) for the

holiday.”

( 9 ) (finish) second in the First Division.

However, they (10) — _ —_ (win) only five

matches so far this season

The Chairman o f the club, Peter White, last night

(11 ) (accuse) Ronson of lack of

commitment to the club “N eil’s attitude

(12) (disappoint) us recently Over the last few months he (1 3 ) (spend) more time on

Spanish beaches than working with the players in Aston.”

1.3 In Unit 7 (Exercise 7.3) you read the beginning of a conversation Here is the rest of it If

the verb in the underlined section is correct, write / If it is wrong, correct it using the

past simple, present perfect, past perfect, present perfect continuous or past perfect

continuous as appropriate (A-C)

A: (1) D id h e h a v e a n y h e a l t h p r o b l e m s r e c e n t l y ?

B: Well, he (2) ’s been suffering fro m high blood pressure fo r som e tim e, b u t w e (3) have

th o u g h t a fishing holiday in Scotland w o u ld be relaxing fo r him H e (4) w o rk e d too

h ard fo r m o n th s now , a n d we (5) ’vé been trying to persuade him to have a break for

ages before he finally agreed

A: So (6) have you gone up to Scotland w h en you (7) have h e a rd ?

B: N o , M u m (8) has gone up to be w ith him , b ut th e d o cto rs (9) have checked him over

and (10) h ad been saving th a t it’s n o t to o serious T hey (11) gave him som e m edicine

to bring d o w n his blood pressure and (12) h a d to ld him th a t he needs com plete rest

for a couple of m onths So M u m ’s driving him back in the ca r to m o rro w

A: Well, send him m y best w ishes w h en y o u speak to him

B: T h an k s, I w i l l d o

18

We can use either w m or be going 10 to talk a b o u t som ething th a t is p lanned, or som ething th at

we th in k is likely to happen in the future:

□ We w ill stu d y clim ate change in a late r p a rt o f the course, {or We arc going VO stu d y )

□ W here w ill you stay in Berlin? (or W here are you going to stay ?)

□ T he south of the city w o n ’t be affected by the p ow er cuts, (or .isn ’t going to be affected )

We often prefer be going to in inform al contexts (see also D)

We use w ill ra th e r th a n be going to to m ake a pred ictio n based on o u r opin io n or experience:

□ W hy n o t com e over a t th e w eekend? T he children w ill enjoy seeing yon again

□ ‘Shall I ask S an d ra?’ ‘N o , she w o n ’t w a n t to be d istu rb e d ’

We use be going to rath er th a n w ill w h en we m ake a prediction based on som e present evidence:

□ T he sky has gone really d ark T h e re ’s going to be a storm

□ ‘W h a t’s the m a tte r w ith h er?’ ‘It looks like she’s going to fa in t.’

To p red ict the fu tu re w e often use w ill w ith I b et (inform al), I expect, I hope, I im agine,

I reck o n (inform al), I th in k , I w o n d er, and I’m sure, an d in q uestions w ith th in k an d reckon:

□ I im agine ihe stad iu m w ill be full fo r th e m atch o n Saturday.

□ T h a t cheese smells aw ful I b et n o b o d y w ill eat it.

□ W hen do you th in k y o u ’ll finish w ork? □ D o you reckon he’ll say yes?

Be going to can also be used w ith these phrases, p a rticu larly in inform al contexts

We use w ill w hen w e m ake a decision a t the m o m en t o f speaking (see G R:B1) and be going

to fo r decisions a b o u t the fu tu re th a t have alread y been m ade (see G R:B5) C om pare:

□ H i pick him up a t 8.00 (an offer; m aking an arran g em en t now ) a n d

□ I’m going to collect the children a t 8.00 (this w as previously arranged)

□ ‘P ineapples are o n special offer this w eek ’ ‘In th a t case, I ’ll buy tw o ’ an d

□ W hen I’ve saved up en o u g h m oney, I’m going to buy a digital cam era

H ow ever, in a form al style, w e use w ill ra th e r th a n be going to to ta lk a b o u t future events th a t have been previously arra n g e d in som e detail C om pare:

□ Are you going to ta lk a t the m eeting tonight? a n d

□ T he m eeting w ill begin a t 9.0 0 a.m R efreshm ents will be available from 8.30 onw ards

We can use w ill or be going to w ith little difference in m eaning in the m ain clause of an if-

sentence w hen we say th a t som ething (often som ething negative) is conditional on som ething else:

□ If w e go o n like this, w e ’ll/w e ’re going to lose all o u r money

□ Y ou’ll/Y ou’re going to k n o c k th a t glass over if y o u ’re n o t m ore careful

W h en the fu tu re event does n o t depend o n the actio n described in the ?/-clause, we use be going

to , n o t will T his k ind o f sentence is m ainly fou n d in spoken English C om pare:

□ I ’m going to open a b o ttle o f lem onade, if you w a n t som e (= I’m going to open a bottle

o f lem onade D o you w a n t some?) a n d

□ I ’ll open a bottle o f lem o n ad e if you w a n t som e (= If y o u say you w a n t som e, I’ll open a bottle.)

H ow ever, w e use will, n o t be going to , w hen the m ain clause refers to offers, requests, prom ises, etc an d ability:

□ If Ja ck phones r i l let yo u know_ (= an offer; I’m going to let you k n o w ’ suggests ‘I

in ten d to let you k n o w w hen Jack p h o n e s’)

□ If yo u lo o k to y o u r left, y o u ’ll see th e lake (= y o u ’ll be able to see; ‘ y o u ’re going to

s e e ’ suggests ‘I k n o w this is w h a t you can see w hen y o u look to your left’)

a n d w h en one th in g is the logical consequence of another:

□ If you d o n ’t sw itch on th e m o n ito r first, the co m p u ter w o n ’t com e on

Grammar review will -> B1-B4; be going to -> B5

9.1 Com plete th e te x t using th e verbs qiven C hoose will (‘II) or (be) going to w ith each verb,

d epending on which is more ap p ro p riate (A-D)

1 A: I c a n ’t com e over d u rin g the day

B: I you to m o rro w evening, then, (see)

2 T he m eth o d is qu ite sim ple, and I’m sure it fam iliar to m o st o f you already, (be)

3 H ave you seen K aren recently? S h e - - a n o th e r baby, (have)

4 A: D id you get the th ea tre tickets?

B: N o , I fo rg o t all a b o u t them I th em to m o rro w , {book)

5 W herever you go in Brazil, y o u _ the people very friendly, {find)

6 Jo h n says he t _ a p olitician w hen he grow s up - an d h e ’s o nly 5 years old! (be)

7 Are these new skis yours? y o u _ - skiing? (take up)

8 It’s getting very hum id - w e a th u n d e rsto rm , {have)

9 A: W e’ve g o t sm all, m edium an d large W h a t size do you w ant?

B: I _ a large one, please, {have)

10 A: Shall I give Ian a n o th e r ring?

B: Yes, I expect h e hom e by now (be)

11 A: W h a t are all th o se bricks for?

B: I _ a w all a t the side o f th e garden, {build)

12 I h ear y o u L , y o u r car H o w m uch do you w a n t for it? (sell)

13 You c a n ’t play fo o tb all in the g arden I_ the grass, (cut)

14 A: W h a t’s the m a tte r w ith Paula?

B: She says s h e

A: She J b etter w ith som e fresh air {be sick - feel)

15 A: I’ve been offered a new job in M anchester, so I _ C am eo

B: W hen y o u r boss?

A: I’m n o t sure P erhaps I to see him later today (leave - tell - try)

16 A: D id I tell you I d in n er w ith Ken o n T hursday?

B: B ut w e a film w ith R ay an d M ary o n T hursday Y ou’ve k n o w n a b o u t it fo rweeks

A: Sorry In th a t case, I .- a different d ay w ith Ken (have - see - so rt out)

9.2 Com plete th e sen te n c e s with will ('II) or (be) going to and an a p p ro p ria te verb If b oth will and

be going to are possible, w rite them b oth (E)

1 If you w a n t me to , I „ „ h o w the eq u ip m en t w o rk s

2 If you listen carefully, you H an ow l in th e trees over there

3 You y o u r back if you try to lift th a t box

4 If I give you the m o n e y y o u me som e oranges w hen y o u ’re out?

5 If you press the red b u tto n , the m achine

6 I Jan e this w eekend, if y o u ’d like to com e to o

7 H e ’s been to ld th a t if h e ’s late once m o re he

8 If you w a n t to help us, w e those trees a t the b o tto m o f the g arden

19

fo r fixed, u n changeable events C om pare:

□ D oes th e sale finish o n T h u rsd a y o r Friday? (or W ill the sale finish ?) an d

□ T he sun rises a t 5.1 6 to m o rro w (m ore likely than T he sun will rise )

We avoid the p resen t sim ple w h en w e ta lk a b o u t less fo rm al o r less ro u tin e arrangem ents, or

p redictions In stead w e use w ill, be going to , or the present continuous:

B R A r6 you just staying in to w atch TV to n ig h t, or are you com ing dancing? (n o t D o you

ju st stay to w atc h TV to n ig h t, o r do you co m e )

□ I t’s only a p ro b lem in B ritain now, b u t it w ill affect the rest o f E urope soon (n o t b ut it

affects the rest of E u ro p e soon.)

We use the p resen t sim ple, n o t will, to refer to the fu tu re

-k in tim e clauses w ith co n ju n ctio n s such as after, as soon as, before, by the tim e, w hen, while,

until:

□ W hen you see D ave, tell him he still owes me som e money (n o t W hen you will see D ave )

□ I sh o u ld be finished b y th e tim e you get back (n o t .b y the tim e you will get back.)

☆ in c o n d itio n a l clauses w ith if, in case, p ro v id ed , a n d unless:

□ P ro vid ed the rig h t so ftw a re is available, I sh o u ld be able to solve the problem

□ I’ll bring som e sandw iches in case we d o n ’t find anyw here decent to eat.

☆ w h en w e ta lk a b o u t possible future events w ith suppose, supposing, a n d w h a t if a t the beginning of a sentence Nocice th a t th e p a st sim ple can be used w ith a sim ilar m eaning:

'['.iSjS uppose we miss the bus - h o w will w e get hom e? (or S uppose w e m issed )

□ W h a t i f the tra in ’s late? W here shall I m eet you then? (or w h a t / / t h e train w as late?)

Present continuous

We can o ften use either the p resen t co n tin u o u s o r be going to w ith a sim ilar m eaning to talk

a b o u t p lan n ed fu tu re events T his use of the present co n tin u o u s indicates th a t w e have a firm

in te n tio n o r have m ade a definite decision to do som ething, alth o u g h this m ay n o t alreadv be arranged:

S H A re you seeing the d o c to r again next week? (or A re you going to see ?)

□ I ’m n o t asking Tom to the party, (o r Cm n o t going to a sk )

H ow ever, we d o n ’t use the p re sen t co n tin u o u s to r the future

-☆ w h en w e m ake o r re p o rt pred ictio n s a b o u t activities o r events over w h ich w e have no control (we c a n ’t arran g e these):

□ I th in k it’s going to ra in soon

□ Scientists say th a t th e satellite w o n ’t cause any dam age w h en it falls to E arth som e tim e this aftern o o n

☆ w h en w e ta lk a b o u t p e rm a n e n t fu tu re situations:

□ People are going to live/will live longer in the future,

u H e r n ew ho u se is going to have/w ill have th ree floors

M a n y people av o id be going to + go/com e a n d use the p resen t co n tin u o u s form s of go an d com e instead:

□ I ’m going to to w n o n Saturday, (rather than I'm going to go to to w n )

" cTAre you com ing hom e fo r lunch? (rather than A re yo u going to co m e ?)

20 Grammar review: present simple for the future -» B6; present continuous for the future -» B7

10.1 Use th e p re se n t sim ple o f one o f th e se verbs to co m p lete th e se n te n c e s if possible If not, use

will + infinitive (A-C)

accept change get give o u t go lend lo o k after

miss p lay rain read sta rt sto p w a n t

1 W e tftp o u r exam results o n th e 2 0 th A ugust

2 J a c k fc* o u r cats w hile w e ’re aw ay n ex t w eek

3 I th in k I’ll tak e an um brella in case i t K

4 T here is a reading list to accom pany m y lecture, w h ich I a t th e end

5 The n ew d r u g o n sale in th e USA n ex t year

6 The concert at 7.3 0 , n o t 7.1 5 as it says in the p ro g ram m e

7 Provided it raining, w e ’ll go for a w alk this aftern o o n

8 W h at if I m y plans an d decide to stay i 3 T aiw an longer? W ill I need to renew

m y visa?

9 W e Sue w hen she leaves, b u t she says she’ll keep in touch

10 Unless m y p aren ts me som e m oney, I w o n ’t be able to go o n h o lid ay this year

11 T onight France G erm an y in a m atch im p o rta n t for b o th team s

12 It is unlikely th a t the governm ent ry the c o u rt’s decision

13 Supposing I to tran sfer a file from one co m p u ter to an o th e r? H o w do I do that?

14 By the tim e y o u this letter, I should be in N e w Z e alan d

10.2 Cross o u t any answ ers th a t are w rong or very unlikely If tw o answ ers are possible, consider th e

difference in m eaning, if any, b etw een th em (C, D and Unit 9)

1 I t’s n o t a deep cut, b u t i t - a scar

(a) w ill leave (b) is going to leave (c) is leaving

2 D id y o u k n o w I a new car n ex t week?

(a) w ill buy (b) am going to buy (c) am buying

3 ‘I’m n o t sure h o w I’ll get to the c o n c e rt.’ ‘We can tak e you We — J, yo u u p at 8 0 0 '

(a) w ill pick (b) are going to pick (c) are picking

4 I’m so rry I c a n ’t com e for dinner I to Y ork to night

(a) w ill drive (b) am going to drive (c) am driving

5 The new ro a d -iH w, the jo u rn ey tim e betw een the cities significantly

(a) w ill cut (b) is going to cut (c) is cutting

6 I have to go now I yo u b ack later today

(a) will call (b) am going to call (c) am calling

7 D o n ’t go o u t now I lu n ch an d it’ll be cold by the tim e yo u get back

(a) will serve (b) am going to serve (c) am serving

8 Unless help arrives w ith in the n e x t few days, th o u san d s

(a) w ill starve (b) are going to starve (c) are starving

10.3 Com plete th e se tex ts with eith e r p re se n t sim ple for th e fu tu re or p re se n t co n tin u o u s for th e

fu tu re w ith th e verbs given If n e ith er o f th e s e is correct, use will or be going to (Units 9 Et 10)

1 A: A lan Jo h n so n (1) {join) us fo r di-.ner You know , the novelist.

B: Yes, I’ve read som e of his books

A: I’m sure you ( 2 ) {like) him H is latest b o o k (3) — {come) o u t at

the end of this w eek If you w a n t, I’m sure he (4) {give) yo u a signed copy.

2 A: H ave yo u heard th a t F>WM ( 1 ) (sack) 300 w orkers?

B: T h a t’s b ad new s Supposing th ey (2) ^ _ {close) com pletely - th a t w o u ld be

aw ful

A: But I’ve heard th a t they (3) .— (build) a new factory in Ireland If you read

to d a y ’s local new spaper, you (4) B — (see) a long article on it.

21

11

Future continuous and future perfect (continuous)

Future continuous: I will be doing

We can use the fu tu re c o n tin u o u s to talk a b o u t so m eth in g th a t is predicted to s ta r t before a

p a rtic u la r p o in t o f fu tu re tim e, a n d th a t m ay co n tin u e a fte r this point O ften it is the result o f a previous decision o r arran g em en t:

□ T h is tim e n e x t year this p a rt o f the garden will b e looking beautiful

□ She will be tak in g u p her place a t university in O ctober

□ W h en it goes in to o rb it, the sp ac ecraft will b e carry in g 30 kilos o f plutonium

We can also use the fu tu re c o n tin u o u s to ta lk a b o u t a future activity th a t is p a rt o f the norm al

co u rse o f events o r th a t is o ne o f a repeated o r reg u lar series o f events:

□ D r Jo n e s w ill be giving the sam e talk in ro o m 103 a t 10 0 0 n e x t T hursday

□ W ill you b e d riving to G lasgow , as usual?

W e can o ften use eith er the fu tu re c o n tin u o u s o r th e present c o n tin u o u s w hen w e talk ab o u t

a rra n g e d activities o r events in the fu tu re (see also U n it 10) C om pare:

□ We will b e leaving for Istanbul a t 7 0 0 in the evening, (tim etabled; o r .a re leaving ) and

□ W hen the race sta rts later this afte rn o o n th e drivers will b e h o p in g fo r d rie r w eath er than

last year, (n o t .a re h o p in g ; n o t re p o rtin g the details o f a p ro g ram m e o r tim etable)

T h e fu tu re c o n tin u o u s is som etim es used to indicate th a t a fu tu re activity is pre-arran g ed Using

w ill can indicate w illingness, in ten tio n , in v itatio n , etc C om pare:

□ A nn will b e helping us to o rganise the party, (suggests a previous arran g em en t) and

□ A nil’ll help us o rganise the party, (suggests she is w illing to help)

W h en w e d o n ’t w a n t to indicate w illingness, in ten tio n , in v itatio n , etc., we prefer to use the

fu tu re c o n tin u o u s instead o f w ill F o r ex am p le, if guests have stayed longer th a n you w anted,

a n d you d o n ’t k n o w w hen they are leaving, you m ight ask:

□ W ill you b e staying w ith u s again to n ig h t? (asking a b o u t th eir plans) rather than

□ W ill you stay w ith us again to n ig h t? (they m ig h t th in k this is an invitation)

Future perfect and future perfect continuous: I will have done and I will have been doing

We use th e future perfect to say th a t so m eth in g w ill be en d ed , com p leted , o r achieved by a

p a rtic u la r p o in t in th e future:

□ B y th e tim e y o u g e t h o m e I will have cleaned the house from to p to b o tto m

□ I’m su re his aw ful beh av io u r will so o n hav e been fo rg o tten (= passive form )

W e use th e fu tu re perfect c o n tin u o u s to em phasise th e d u ra tio n o f an activity in progress a t a

p a rtic u la r p o in t in the future:

□ O n S a tu rd a y , w e w ill hav e been living in this h o u se fo r a year.

□ N e x t year I will have been w o rk in g in the co m p an y fo r 30 years.

W ith b o th the fu tu re perfect a n d fu tu re perfect c o n tin u o u s w e usually m ention th e fu tu re tim e

(B y th e tim e y o u g e t h o m e , O n S a tu r d a y , etc.).

T h e fu tu re c o n tin u o u s, future perfect a n d fu tu re perfect c o n tin u o u s can also be used to say

w h a t w e believe o r im agine is h ap p en in g a ro u n d now:

□ W e c o u ld ask to b o rro w Jim ’s car H e w o n ’t b e using it to d ay - he w ent to w o rk by bike

□ M o st p eople will have fo rg o tte n the fire by now

□ T ennis fan s will h av e been q u eu in g a t W im bledon all d ay to buy tickets

We can use the future perfect continuous to say w h at w e think w as happening a t a point in the past:

□ M o to ris t A lan H esk eth will have been asking him self w h e th e r speed cam eras a re a good idea a fte r he w as fined £ 1 0 0 last w eek fo r d riving a t 33 m ph in a 30 m ph zone

22 Grammar review: future continuous -» B8

11.1 Choose a verb that can complete both sentences in the pair Use the future continuous

(will/won't be + -ing) in one sentence and will/won't + infinitive in the other (A a B)

give leave m ove use w o rk

1 a I’m so rry th a t the tra in is delayed, ladies a n d gentlem en, b u t w e the sta tio n as

so o n as the driv er arrives,

b W ith o u t m o re ch eap housing, f a m ilie s the village a n d find ho m es in to w n

2 a you late a t th e office again? I w a n t to k n o w w hen to co o k

b ‘We need to get this o rd e r sen t o u t b efo re M o n d ay ’ ‘W ell, I o v er th e w eekend

if th a t will h elp ’

3 a I m y c a r until n e x t w eek, so you c a n b o rro w it if you like

b M y f a t h e r a com puter H e says he’s very h ap p y w ith his old ty p e w rite r fo r

letters a n d d o e sn ’t w a n t to ch an g e now

4 a Is y o u r suitcase very heavy? I you a h an d w ith it if you like

b D r S a n k e y evidence a t the trial o f Jam es M o rg a n n e x t w eek

5 a H e’s parked his c a r across o u r drive and says h e it Shall I call the police?

b T he co m p an y ’s h e a d q u a rte rs closes in Ju n e , w hen m o st o f th e s t a f f to its new

building in M ad rid

11.2 Use a beginning from (i), an ending from (iii), and a verb from (ii) to make sentences, as in 1

Use either the future perfect or the future perfect continuous (C a D)

difficult O n S atu rd ay I

6 W h eth er I’ve finished the re p o rt

o r n o t, by 9 o ’clock I

7 As delegates w h o arriv ed e a rly

actachieve-eteaf-finishdiscoverread

w o rk

th e objective w e set ourselves w hen w e

to o k over

7 J tllC liw illlilg nliu 1U111U11 u w W i l t u c Ui J

f o r 5 0 years, and sh o w s no sign o f retiring from the theatre

th e re p o rt before the end o f th e w eek

it fo r a m o n th , a n d I’m still o n ly h a lf way

f o r 12 h o u rs w ith o u t a b reak a n d I’m

g oing hom e

th e r e have been som e late changes to the

co nference pro g ram m e

1 The, w e a th e r •foreca.sfc scujS fchai t h e ra in Iioill H ave c le a re d , bij the, morning qjTct

tomorrow will be d r y

11.3 Here is part of a letter from Jane to her friend Rosa, a teacher in England Underline the correct alternative (A-D)

t>arwin, 2 0th t>iuvu.bir

ĩ> ta r TZDS.CI

Hope tlús fm ds you all Will I suppose by MVJ sskirol (i) will close/ will have closed f or Christmas a*A yout

(2) will be enjoying/ will have been enjoying a rest It’s bat'd to beli-evi tkíỉt Tim's already I S and that it's only a few I'M.oivtl'is

KiAtíl v,t (3) will be leaving/ will have been leaving school for colUge.

My aews is tliflt torotbtKjoU^, ctiMi his fam ily (4) will have been arriving/ will be arriving 1/vsxt Friday as part

erftbeir big tá p arou.vưẦ the world B.y tine time t key get heri they (5) will be going/ will have been to California and New

Z,10>.0.vu* NO donbtjolm’s children (£) will have been planning/ will plan it all out -for m.ữYYtlos! They (7) won’t be spending/ won't

have spent nil their tínư with vu-t Jehu, has to go to Perth OK business, so I (2) will have kepi/ will be keeping the rest of thí

family entcrtaivud wWd( ks’s away, "rtiiattiey (9) will all be going/ will all have been going to s y c W y

23

Be to + infinitive is com m o n ly used in new s rep o rts to ta lk a b o u t events th a t a re likely to

Be to + infinitive

h a p p e n in th e n e a r future:

□ Police officers are to visit every hom e in th e area

□ T h e m ain R om e to N a p le s railw ay line is to be reopened today, (passive form )

It is used to ta lk a b o u t form al o r official arra n g e m en ts, form al in stru ctio n s, and to give orders:

□ You a re n o t to leave the school w ith o u t m y perm ission

□ T h e E u ro p ean P arliam en t is to in tro d u ce a new law on safety a t w ork

□ C h ild ren are n o t to b e left unsupervised in the m useum , (passive form )Passive fo rm s a re o ften used to m ak e o rd e rs a n d in stru ctio n s m o re im personal

N o tice th a t w e only use b e to + infinitive to ta lk a b o u t fu tu re events th a t can be con tro lled by people C o m p are:

□ In the n e x t few years, th o u sa n d s o f speed cam eras a re to a p p e a r on m ajo r roads

(o r .w ill a p p e a r ) a n d

□ Scientists say they c a n ’t p re d ic t w hen o r w h ere th e disease will a p p e a r again, (n o t th e

disease is to a p p e a r ag a in ; the ap p e a ra n ce o f th e disease can ’t be controlled)

□ T h e P resident is to re tu rn to Brazil later today, (or .w ill re tu rn ) and

□ T h e co m et will re tu rn to o u r so la r system in a ro u n d 5 0 0 years (n o t T h e com et is to

re tu r n ; th e m o v em en t o f th e co m et c a n ’t be controlled)

H ow ever, w hen b e to + infinitive refers to the fu tu re fro m the p a st (see U n it 14B ), w e o ften use

it to describe w h a t h ap p en e d to som eone, w h e th e r they w ere able to influence events o r not:

□ M a tth e w F linders sailed p a st T asm ania in 17 7 0 , b u t it w as to be a fu rth e r 3 0 years before h e landed there

□ C lare A tkins w as to w rite tw o m o re b o o k s a b o u t h e r experiences in A frica before her

d e a th in 1967

W e o ften use be to + infinitive in //-clauses to say th a t som ething m u st h ap p en first (in th e main clause) before so m eth in g else can h ap p en (in th e (/-clause):

□ I f th e h u m a n race is to survive, w e m u st lo o k a t en v iro n m en tal p ro b lem s now.

□ T h e law needs to be revised //ju s tic e is to b e d o n e, (passive form )

C o m p a re the use o f b e to + infinitive a n d the p resent sim ple fo r the fu tu re in //-clauses:

□ If Jo n es is to w in g o ld a t the n e x t O lym pics, he needs to w o rk o n his fitness, a n d

□ If Jo n e s w in s gold a t th e n e x t O lym pics, he h as said th a t he w ill retire from athletics

N o tice h o w th e o rd e r o f cause a n d effects in //-sentences is reversed w ith these tw o tenses:

□ If Jo n es is to w in g o ld (= effect), he needs to w o rk (= cause) and

□ If Jo n es w ins g o ld (= cause), h e has said th a t he will re tire (= effect)

W e can use b e a b o u t to + infinitive to say th a t so m eth in g will (not) h a p p en in the very near future:

□ I’m a b o u t to s ta rt w o rk o n m y second novel

□ A p p ea rin g o n T V m ig h t m ak e h e r fam o u s, b u t it’s n o t a b o u t to m a k e h e r rich

N o tice th a t w hile be to + infinitive is m ainly used in new s rep o rts a n d form al co n tex ts, w e often use b e a b o u t to + infinitive in conversation:

□ W e’re just a b o u t to eat D o you w a n t to join us?

□ I w as a b o u t to g o to bed w hen m y b ro th e r tu rn e d up

2 4

12.1 Complete these newspaper extracts using the verbs given Use be to + infinitive if possible andwill + infinitive if not Use active or passive forms as necessary (A)

1 Jo h n S to b b ard h a s w ritten his first new play fo r 15 years Its first p e r f o r m a n c e

(stage) a t the N e w V ictoria T h eatre.

2 T he new safety s y s te m {stop) tra in s a u to m atically if they pass a d a n g e r signal.

3 S tafford Boys’ S c h o o l {merge) w ith the n earb y S toke G irls’ School to form a

new co-educational establishm ent

4 T h ere are fears th a t sea le v e ls (rise) catastro p h ically in the n e x t 5 0 years.

Now use these verbs to do the same in 5 to 9

b ecom e create increase receive replace retire

5 M an ag in g d irecto r R obin O a k la n d , 5 9 , th is su m m e r a year early H e

by C hris C lark e, w h o joined the co m p a n y last year

6 As the tem p eratu res fall w ith the o n set o f w inter, the refugee c r i s i s m o re severe

7 P roduction line staff a t the H eath co te g a rd e n fu rn itu re facto ry in N o r t h a m apay rise follow ing a big new o rd e r from Italy

8 Seventy new p o s t s a t the facto ry follow ing a m a jo r investm ent by the p aren tcom pany in the U nited States

9 T he recent rapid rise in h o u se prices in the so u th e a s t th e d e m a n d fo r highersalaries am o n g low er-paid w orkers

12.2 Underline the correct answers In some cases both alternatives are possible (B £t C)

1 You need to w o rk m uch h a rd e r if you have/ are to ha ve any ch an ce o f passing th e exam

2 M y sister is to sta rt/ is a b o u t to sta rt a PhD in Physics.

3 M rs Patel is likely to becom e the Foreign M in iste r if th e p arty w ins! is to w in p o w er a t the

next election

4 If you en jo y/ are to e n jo y ro m an tic com edies, then th is is a film you m u st see.

5 ‘C an you type this lette r fo r m e?’ ‘Sorry, I’m ju s t to g o / ’m ju s t a b o u t to go hom e It’ll have to

w a it until to m o rro w ’

6 If Beckman recovers! is to recover from a fo o t injury, it seem s certain th a t he w ill play in

S atu rd ay ’s m atch ag ain st Spain

7 If the university keeps/ is to keep its in te rn a tio n a l re p u ta tio n , it m ust first invest in better

facilities fo r students

8 Jim B randon has denied th a t he is to resign/ is a b o u t to resign as m ark etin g m anager.

9 If the railw ay system is im p ro ved I is to be im p ro ved , th e g o v ern m en t sh o u ld invest su b stan tial

am ounts o f m oney now

13

Som e p h rases are co m m o n ly used to refer to a c tio n s o r events in th e fu tu re w ith a m eaning sim ilar to b e a b o u t to + infinitive (see U nit 12C ) We c a n use be on th e verge o f / b rin k o f /

p o in t o f (+ -ing o r n o u n ) to say th a t so m eth in g will h appen soon:

□ People a re o n th e verge o f sta rv a tio n as th e d ro u g h t continues

□ Scientist a re on th e b rin k o f m ak in g m a jo r advances in the fight ag ain st AIDS

□ I lo o k ed fo r m y c a r everyw here in th e c a r p ark b u t c o u ld n ’t find it I w as o n the p o in t of

p h o n in g the police, w h en I rem em bered th a t I’d w alked to w o rk th a t m orning

Be on the b rin k o f usually refers to so m eth in g im p o rta n t, exciting, o r very bad

We use b e d u e to (+ infinitive) to say th a t so m eth in g is expected to h appen a t a p artic u la r tim e,

be s u re /b o u n d to (+ infinitive) to say th a t so m eth in g is likely o r certain to h ap p en , an d be set to(+ infinitive) to say th a t so m eth in g is ready to happen

□ T h e co m p a n y ’s chief executive is d ue to retire n e x t year, b u t follow ing to d ay ’s

a n n o u n c e m e n t o f fu rth e r losses she is su re to be asked to leave sooner

□ ‘W ill th e re be som ew here to get a coffee a t th e statio n ?’ ‘O h , yes, th ere ’s b o u n d to be.’

□ H e r new film is set to be a g re at success

N o tice th a t w e use d ue to + n o u n to give the re a so n fo r som ething, n o t to talk a b o u t the future (e.g D u e to illness, P av a ro tti is u n ab le to p erfo rm tonight)

N o te th a t p a st tense fo rm s o f b e can be used w ith these p h rases to ta lk a b o u t fu tu re events seen from the past:

□ It w as his 6 4 th b irth d a y in 1987 a n d he w as d u e to retire th e follow ing year

We use som e verbs w ith a to-infinitive to ta lk a b o u t intentions:

□ D o you m ean to w o r k any h a rd e r in y o u r second year a t college?

□ We g u ara n tee to r e fu n d y o u r m oney if you are dissatisfied w ith the com puter.

O th e r verbs like this include agree, aim , expect, h o p e, in ten d , p la n , prom ise, p ro p o se, resolve,

u n d e rta k e , a n d w an t T h e p resen t c o n tin u o u s + to-infinitive o r p resen t sim ple + to-infinitive can

be used w ith aim , expect, h o p e, in te n d , p lan , p ro p o se, a n d w a n t to ta lk a b o u t intentions:

□ I’m aim in g to g e t to B angkok by th e end o f Ju n e, (or I aim to g e t )

Som e people, p a rticu larly in speech a n d in jo u rn alism , use be lo o k in g + to-infinidve to m ean

p la n n in g a co u rse o f action:

□ W e’re lo o k in g to create 3 ,0 0 0 jo b s in the city over the n e x t year.

W hen these verbs a re used w ith p a st tense form s, they are co ncerned w ith fu tu re events seen fro m the p a st (see also U nit 14):

□ Ja c k h a d resolved to b eco m e fluent in Spanish before his 3 0 th birthday.

□ She w as ex pecting to in h erit h e r fa th e r’s fo rtu n e w hen he died.

□ T h e new m a n ag em en t h a d been lo o k in g to create 2 0 new jobs.

Som e people use shall (and sh a n ’t) instead o f will (and w o n ’t) in statem ents a b o u t the fu tu re with

I a n d w e H ow ever, it is m o re co m m o n to use will (particularly its c o n tracte d form ’11) and w on’t:

□ H e w as a g o o d friend a n d w e shall m iss him greatly (m o re c o m m o n ly .w e ’ll m iss )

□ I definitely in ten d to visit C a n a d a , b u t I sh a n ’t go fo r th e n e x t five years, (m ore

c o m m o n ly .I w o n ’t )

In c u rre n t English w e d o n ’t usually use s h a ll/sh a n ’t w ith o th e r subjects (it, she, they, etc.) to talk

a b o u t the fu tu re, a lth o u g h this is fo u n d in form al rules a n d in o ld er literary styles:

□ T h e m a tch referee shall be the sole judge o f fair play

□ All people o f the w o rld shall live to g e th er a s brothers

2 6

13.1 Expand th e n o tes to co m p lete th e se n te n c e s, using th e p h rases in A.

d ue - an n o u n ce verge - becom e b o u n d - fo rg et b rin k - go set — m ake

p o in t — p h o n e sa fe — p r e v e set - rise b rin k - sign p o in t - tu r n b ack

3 I have alw ays w an ted to o w n a sp o rts car, a n d now m y d ream i s a reality

4 T he Finance M in ister i s his econom ic p lan s fo r th e y e a r to th e public la te r today

5 T he nu m b er o f new jobs in L o ndon is increasing a n d i s even m o re d ram atica lly

in the n e x t few years

6 We w e r e a m ulti-m illion d o lla r c o n tra c t w ith th e oil c o m p an y w hen it w as ta k enover by its m ain rival

7/8 C an you bring som e p a p e r plates w hen you com e to the p a rty to n ig h t? I w a s

K ate to ask her to b rin g som e, b u t you k n o w how unreliable she is She’s them

9/10 Tennis sta r Sancho G om ez i s a second o p e ra tio n o n his in ju red shoulder H e w as tennis earlier this year a fte r a first o p e ra tio n w as unsuccessful

11/12 EU ag riculture m inisters a r e an im p o rta n t a n n o u n c e m e n t o n in creasing su p p o rt

to farm ers w hen they m eet in Brussels on M o n d ay ‘M a n y farm ers a r e o u t o f

business,’ said th e Italian rep resen tativ e, ‘a n d th e m a tte r m u st be decided very so o n ’

13.2 Com plete th e se n te n c e s w ith th e se verb pairs Use e ith e r th e p re s e n t sim ple o r p re se n t

co n tin u o u s fo r th e first verb If b o th te n se s are possible, w rite th em bo th (B)

aim - to study expect - to finish 4 e e k — to-Fepiaee^ in ten d - to m ove

propose — to deal resolve - to give u p g u a ra n te e - to find

1 M y co m p u ter is n o w 5 years o ld , a n d I it w ith a faster one

2 In the first h a lf o f the course w e’ll stu d y m icrobiology, a n d in th e second h a lf I

w ith genetic engineering

3 We hav en ’t com pleted th e w o rk yet, b u t w e it later this w eek

4 I haven’t d one m uch w o rk a t college so far, b u t I h a rd e r d u rin g th e rest o f the

course

5 Every N ew Year h e sm o k in g , b u t by F eb ru ary h e has sta rte d again

6 We c a n ’t provide th e sp are p a rts ourselves, b u t w e a su p p lie r w h o can

7 At the m o m en t 1 co m m u te fo r over th re e h o u rs a day, b u t I closer to m y w o rk in

the n e x t few m onths

13.3 Underline th e possible answ ers (C)

1 I have passed y o u r letter on to th e head o f d e p a rtm e n t w h o shall/ w ill reply as so o n as

possible

2 Sorry, b u t I shan'tI w o n 't be able to give you a lift a fte r all.

3 I think y o u r p a ren ts shall/ w ill be very h ap p y w ith y o u r decision.

4 O nly people o v er the age o f 18 on 3 1 st D ecem ber shall! w ill be eligible to vote in the

referendum

5 You shan'tI w o n 't w a n t to eat y o u r d in n e r to n ig h t after all th a t chocolate.

27

The future seen from the past

T h ere a re a n u m b er o f w ays o f ta lk in g a b o u t an activity o r event th a t w as in th e future a t a

p a rtic u la r p o in t in the p ast In o rd e r to express this idea, w e can use th e p ast tenses o f the verb

fo rm s w e w o u ld n orm ally use to ta lk a b o u t the fu tu re T hese form s a re often used in reporting (see U nits 3 2 -3 6 ) C o m p a re th e follow ing sentences:

T h e fu tu r e fr o m n o w T h e fu tu re fr o m th e p a st

□ I h a v en ’t g o t m uch m oney, so I th in k I’ll

stay a t h o m e this sum m er

□ I ’m n o t going to say a n y th in g a b o u t the

ex am s to d ay , because I d o n ’t have tim e

□ I ’m h av in g a m eeting w ith m y tu to r

to m o rro w to discuss m y w ork

□ W ill you b e g o in g alo n e, o r is Ja n e going

w ith you?

□ T h e exam will have finished by 3 o ’clock,

so I’ll see you then

□ T h e re is to b e a m eetin g o f m inisters this

evening

□ W h en the school closes, all the teachers

a n d ch ild ren are to b e m oved to one

nearby

□ As th e bell is a b o u t to go fo r the end o f

th e lesson, you can p ack y o u r boo k s

□ T h e exam w as so easy th a t m ost people

w o u ld have finished after 30 m inutes

□ It w as a n n o u n ced th a t there w as to be

a m eeting o f m inisters th a t evening

□ As she a p p ro a c h e d retirem en t she heard

th a t she w as to be m oved to a p o st in a nearby school

□ T h e bell w as a b o u t to go w hen all the

ch ild ren started to pack th e ir b o o k s away

If th e fu tu re seen from th e p ast is still in th e fu tu re fo r th e speaker, then either form is possible:

□ It w as an n o u n c e d th is m o rn in g th a t th ere is/w as to be a statem en t this evening

In so m e cases w e d o n ’t k n o w w h e th e r the activity o r event h appened o r n o t C om pare:

□ I d id n ’t p h o n e ro give him th e new s because w e w ere seeing each o th e r later H e w as very-

up set w h en I to ld him (= w e saw each oth er) a n d

□ W e w ere seeing each o th e r later th a t day, b u t I h ad to p hone a n d cancel (= w e d id n ’t see each oth er)

□ T h ey left the h o u se a t 6 0 0 a m a n d w ould reach E dinburgh som e 12 h o u rs later (= they

p a rtic ip le (for things th a t w ere expected, b u t d id n ’t happen):

□ A t the tim e she w as p ro b a b ly the b est a c to r in the th e a tre com pany, b u t in fact som e of her colleagues w ere to becom e m uch b e tte r know n

□ H e w as to find o u t years late r th a t th e c a r he h ad b o u g h t w as stolen

□ T h e b o a t, w hich w as to have ta k e n th em to the island, failed to arrive

□ T h e re w as to hav e been a b an on sm o k in g in resta u ra n ts, b u t re sta u ra n t ow ners have forced th e council to reconsider

N o te , how ever, th a t in less form al co n tex ts w e w o u ld often m o re n atu rally use be supposed to:

□ I w a s su p p o sed to Help, b u t I w as ill (m o re n a tu ra l th a n I w a s to have h elped )

an d th a t w a s/w e re to + infinitive can be used inform ally to ta lk a b o u t things th a t d id n ’t happen:

□ W e w ere to see ea ch o th e r th a t day, b u t I h ad to p h o n e a n d cancel, (or We w ere to have

seen /W e w ere su p p o sed to see )

14.1 Write / if the underlined parts are correct If they are wrong, correct them (A)

1 I’m going to do th e w ashing, b u t w e’d ru n o u t o f w ash in g pow der

2 T he co n c ert to n ig h t w o u ld be over by a b o u t 9.30 We co u ld e a t after th a t

3 W hen w e w ere passing M ike’s house, we th o u g h t w e’d d ro p in a n d see him

4 ‘W here shall I hang my c o a t? ’ ‘Sorry, I th o u g h t D aw n will have sh o w n you T h e clo a k ro o m is through th e re ’

5 T he m anager o f N ew to w n U nited said th a t the team is to be an n o u n c e d a t 9 0 0 to m o rro w

6 T he second h a lf w as a b o u t ro s ta rt, so shall w e go back to o u r seats now ?

7 I knew th a t by the m orning I w ould be feeling e x h a u sted , b u t I just c o u ld n ’t refuse her

invitation to go dancing

8 ‘W here’s Alan? H e is supposed to be here yesterday, a n d th e re ’s still no sig n o f h im ’ i ’m

ab o u t to ask the sam e q u e stio n ’

9 I d id n ’t p hone Tom this m o rn in g because I w as going to see him w hen I ’ve finished w ork

10 D N A testing w as to be used by police in th e search fo r the m issing D u b lin schoolboy His parents have w elcom ed the new s

11 We are m eeting a t 7 0 0 in the G lobe coffee bar C an you be th ere, too?

12 We d id n ’t expect th a t having a ra b b it as a pet will cause so m any problem s

In which three cases can we use either a past or present tense form in the underlined parts?

14.2 Choose the more appropriate alternative, (a) or (b), to complete these sentences (B)

1 The m eeting w as to have taken place in th e h a ll,

a b u t had to be cancelled a t th e last m o m en t b an d w a s well atten d ed

2 She w as to have ap p e a re d w ith Elvis Presley in his last film

a and w as a trem en d o u s success b b u t the p a rt w e n t to h e r sister

3 Later, in R om e, I w as to m eet P rofessor P earce

a b u t he left before I g o t there

b an d w as very im pressed by h is k n ow ledge o f Italian culture

4 T he tw enty police officers w h o w ere to have g one o ff d u ty a t 8 0 0

a w e n t to the C h ristm as party b h a d to rem ain in th e police statio n

5 It w as to ta k e 48 h o u rs to get to J a p a n

a and we w ere ex h au sted w hen w e arriv ed , b b u t w e m an ag ed to d o it in o n ly a day

6 A fter the w a r he w as to teach a t L on d o n U niversity

a b u t n o m oney w as available to em ploy him b fo r 10 years

7 T h e bridge w as to have been com pleted th is y e a r

a b u t a n u m b er o f accidents have led to delays

b an d is to be o p ened by the presid e n t n e x t m o n th

8 T he new ro ad w as to have a m a jo r im p act on traffic in the busy to w n c e n tre ,

a m aking life m uch easier fo r co m m uters b b u t the cro w d ed ro a d s co n tin u ed

9 T he co n stru c tio n o f the cath ed ral w as to have begun in 1 6 5 0

a b u t a sh o rtag e o f la b o u r delayed the s ta rt fo r a fu rth e r 2 0 years,

b an d go on fo r o v er 80 years

10 We w ere to stay w ith Vince in L isb o n

a m any tim es before he m oved to M a d rid b b u t he m oved to M a d rid

-* w hen w e ta lk a b o u t so m eth in g th a t is h ap p en in g as w e speak:

□ W atch m e, M u m ; I can sta n d o n on e leg (n o t .I ’m ab le to sta n d on o ne leg.)

* b e fo re passives:

□ C D s can now b e co p ied easily (rather th a n C D s are n o w able to be co p ied )

☆ w h en th e m eaning is ‘k n o w h o w to ’:

□ C a n you cook? (rather than A re you ab le to cook?)

If w e ta lk a b o u t a single achievem ent, ra th e r th a n a general ability in the p ast, w e usually use be

ab le to ra th e r th a n could C om pare:

□ Sue co u ld play the flute q u ite w ell, (o r .w a s ab le to ; a general ability) a n d

□ She sw am stro n g ly a n d w as ab le to cro ss th e river easily, even th o u g h it w as sw ollen by

the heavy rain (n o t She sw am strongly a n d could c ro s s ; a specific achievem ent)

H ow ever, co u ld is usually m o re n a tu ra l —

☆ in negative sentences:

□ I tried to get up b u t I c o u ld n ’t m ove (rather th a n .I w asn ’t ab le to move.)

☆ w ith verbs o f th e senses - e.g feel, h ear, see, sm ell, taste — a n d w ith verbs o f ‘th in k in g ’

- e.g believe, decide, rem em b er, u n d erstan d :

□ I could rem em b er the crash , b u t n o th in g after th a t (rather th a n I w as able to rem em ber )

☆ a fte r th e phrases th e o n ly thing/place/tim e, a n d after all w hen it m eans ‘the only th in g ’:

□ A ll w e could see w ere his feet (rather th a n All w e w ere able to )

☆ to suggest th a t som ething alm ost d id n ’t h ap p en , particularly w ith alm ost, hardly, just, nearly:

□ I co u ld nearly touch the ceiling (rather th a n I w as nearly ab le to )

C an a n d c o u ld : ta lk in g a b o u t p o ssib ility

T o talk a b o u t the theoretical possibility o f som ething happening w e use could, n o t can However,

w e use can, n o t co u ld , to say th a t som ething is possible and actually happens C om pare:

□ It could be expensive to keep a cat (= if w e had one, it could o r it may n o t be expensive) and

□ It c a n be expensive to keep a c at (= it can be, a n d it som etim es is)

We use c a n ’t, n o t c o u ld n ’t, to say th a t so m eth in g is th eo retically o r actually im possible:

□ T h ere c a n ’t be m any people in th e w o rld w h o hav en ’t w atch ed television

□ T h e d o c to r c a n ’t see you this m orning; h e’s busy a t the hospital

We use can to indicate th a t th e re is a very real possibility o f a fu tu re event happening Using could suggests th a t so m eth in g is less likely o r th a t th ere is som e d o u b t a b o u t it C om pare:

□ We c an stay w ith Jim in O slo (= w e w ill be ab le to stay) a n d

□ We co u ld stay w ith Jim in O slo (= it’s possible; if h e’s there)

Could and be allowed to: talking about permission

T o say th a t in the p a st so m eo n e h a d general perm ission to d o so m eth in g - th a t is, to d o it at

a n y tim e - w e can use e ith e r co u ld o r w as/w ere allow ed to H ow ever, to ralk a b o u t perm ission

fo r o ne particular p a st a ctio n , w e use w as/w ere allow ed to , b u t n o t could C om pare:

□ A nyone w as allow ed to fish in the lake w hen the council o w ned it (or .co u ld fish ) and

□ A lth o u g h he d id n ’t hav e a tick et, Ken w as allow ed to com e in (n o t .c o u ld com e in.)

In negative sentences, w e can use eith er c o u ld n ’t o r w asn ’t/w e re n ’t allow ed to to say th a t

perm ission w as n o t given in general o r p a rtic u la r situ atio n s:

□ We c o u ld n ’t/w e re n ’t allow ed to o pen the p resen ts u n til C h ristm as m orning

3 0 Grammar review: can, could ~* C1-C4; be able to —* C5-C6; be allowed to -» C7