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Lead-in
Mind
Your
Manners
'Sociol
toct
is moking
your guests
feel
ot
home,
even though
you
wish
they were.'
Anon
Read these
extracts,
which
describe
what
is considered the
polite
thing to
dr
when invited
to
a social occasion
in Britain.
Discuss
these
questions.
1 Are
any of
the
'rules'
the same in your
country? Are
any completely
different?
2 Which
of the rules seem sensible?
Do
any
seem
ridiculous?
3
Do you
think rules like
this are outdated,
or do they
serve any
purpose?
lf
you
are
invited
for
8
pm,
you
should arrive
about 10-15 minutes later.
ln fact, it's impolite
to arrive
exactly on time.
It's not necessary
to
bring
a
gift
lor the
hosts,
but
flowers
or chocolates will
always
be
appreciated,
The
fost
should introduce
you
to
other
guests
you
don't
know,
but
you
can introduce
yourself
if
he/she
doesn't do this. A smile
and
'Hello'
is
enough
at an
informal
party
-
you
don't
have
to
It
is not
polite
to refuse
a course, unless
you
can't eat the food
for
some
reason
such
as a
health
or
diet
problem.
lf
you
don't
like the food,
try to
eat
it
anyway.
lf
you
can only
manage
a
mouthful or
two,
eat lots of
everything
else.
Smokers
should ask
the
host
and other
guests
before lighting
up at the table,
and should
be
prepared
to
take no for
an answer.
No
one
should
smoke untilthe
end of the meal.
shake hands.
P
Forks
go
on
the left,
prongs
upward;
knives
(with
blades facing inwards)
and spoons on the
right.
The
basic rule is
to
use the cutlery
starting
at lhe outside
and working
in.
G
Focus
on
Listening
Bod
Monners
S"
Paper 4,
Part
4
You
will
hear
five
people
giving
examples
of
behaviour which
they consider to
be
bad
manners.
You
will
hear
the recording
twice.
TASK
ONE lists
the
places
where
the examples
of bad manners
occur.
Match
the extracts as you
hear them with
the
places,
listed A-G. Write
the correct
letter in each
box.
A
in an
office
B in
sornebody's
home
C
in
the street
D
in
a
restaurant
E
in a shop
F
in the street
cir
on
public
transport
G
in
a
shop
or on public transport
[f'
fl-'-
I-]-
[]-4
lft
Say thank
you,
by telephone
or
letter,
but say
it
promptly,
within
a couple of days at the most.
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URMANNERS
e
4
TASK
TWo
lists
the
things
that
the
five
speakers
complain
about.
Match
the
extracts
as you
hear
them
with the
topics,
listed
A-G.
write
the correct
letter
in each box-
A
somebody
not
talking
at all
B
somebody
speaking
too much
C
somebody
speaking
rudely
D
somebody
not
getting
out
of
the way
E
somebody
allowing
noise
to go
on
during
a conversation
F
somebody
who
canrt
do their
job
G somebody
interrupting
a
conversation
to
talk
to
another person
What
do you
consider
to be'the
height
of
bad
manners'?
a
Discuss
in pairs
what
it
would
be
good
manners
to do in
these
situations.
1
You are
sitting
in
the
middle
of
a
row
of seats
during
a concert
when
you
are
overcome
with
coughs
2
Someone
starts
to
tell you
a
story
they've
already
told
you
before.
3 A
friend
asks you
to
give
your
honest
opinion
of
a
new
item of
clothing
they've
bought.
(You
think
it's
awful.)
4
You
have
been invited
to dinner
but
miscalculate
the
journey
and
arrive
half
an
hour
early.
5
You
have
invited
friends
to
dinner
but
they
arrive
before you've
finished
cooking.
b
When
you've
finished,
compare
your
ideas
with
other
students.
c
Now
compare
yo'r:rnswers
with
the key
on
page
233.Doyou
agree
or
disagree
with
the
advice
given?
Before
you
read
the
text on
the
next page,
decide
which
of the following
would
cause
offence.
Which gift
would
a
Chinese
friend
consider
to
be
in
bad
taste?
a
an
alarm
clock
b
a
lap
top
computer
c a
calculator
Which
gift
could
offend
a
Hindu
colleague
in
India?
a
a silver pen
and
pencil
set
'b
a
cut
glass
vase
c
a
leather
briefcase
Which
gesture
would
cause offence
in
Greece?
a tapping
one
side
of
the nose
with
the
index
finger
b
the uS
and
British
oK sign,
thumb
and
finger
touching
in
a circle
c kissing
the
fingertips
Which
way
of
calling
the
waiter
is
considered
rude
in
Japan?
a raising
and
moving
the index
finger
towards
you
b moving
the whole
hand
towards
you,
palm
up
c
catching
the
waiter's
eye and
moving
the
head
backr /ards
quickly
Read
the first
paragraph
of the
text
on
page
126
to find
the
answers
to
questions
l-3.
Then
read
the
rest
of
the
text
and
the
missing
sections
on
page
127
for
the
general
meaning
and
the
answer
to
question
4.
fl_6-l
f-]-rt
f-T'l
frr.t
t-l'
ol
IMUSSIONPOINTS
Ibxt
MICTION
1a
1
2
3
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*>
9
MTNDYoURMANNERS
GAPPED
TEXT
p
Paper
l,Part2
STRATEGY
2
For
questions
l-6,
you
must
choose
which
of
paragraphs-A
_G
on
page
127
frt
intoihe
numbered
gaps
in
the
following
newspaper
article.
There
is one
extra
paragraph
which
does
not
fit
in any
ofthe
gaps'
Remember
to
look
for
grammatical
or
logical
links
between
paragraphs,
including:
.
reference
links
such
as
personal
pronouns
(e.g.
he,
it,
her,
etc.)
or
names/titles
(e.g.
Ann
smith
--+
Mrs
smith).
See
list
in Unit
5,page75.
.
parallel
expressions
such
as
attempt
--+
ffirt.
See
examples
in Unit
6,
page 8-3
o
linking
topic
vocabulary
such
as
examination/enter/paper/answer/results-
NEW
YORK
*
When
in
China,
don't
give
a
clock
as
a
gift.
It
symbolizes death.
When
in
Greece,
don't
make
the
OK
sign,
thumb
and
forefinger
touching
in a
circle.
It
is an
offensive
gesture.
When
in
India'
don't
give
a
Hindu
a
gift
made
of
cowhide.
It
is
sacrilegious.
Some
visitors
follow a
rule
of thumb'
They
weigh
how
much
displeasing
their
host
matters
to
them
against
their
degree
of
personal
discomfort.
'During our
briefings,
we
help
people
develop
respect
for
the country
they
are
going
to
live
in,'
said
Claire
Stewart,
who
works
for an
organisation
which
teaches
manners
to
people being
transferred
overseas
by
their
comPanies
or
universities.
Letitia
Baldridge.
an
authority
on
manners
in the
United
States
and
the
author
of
a
book
on the
subject,
said:
'Good
manners
are
not
elite,
artificial
or
snobbish
ways
of
behaving'
Manners
are a
combination
of
common
sense
and
consideration
for
others.
It's
75 per
cent
common
sense
and
25
per
cent thinking
about others.'
l2l
I
Her
advice
covers
every
aspect
of
social
behaviour,
including
smoking
manners'
flag etiquette
for
banquets,
writing
letters
of
apology,
and
the
ProPer
form
for
business
cards.
Everywhere,
it
has
become
extremely
complicated
to
be
polite. Not
only
are
customs
different
but
in
many
countrles
standards
of
behaviour
have
changed
in
recent
years.
-
l3l
I
'I had
the option
of
not
going
in, but
you
feel
a
bit
of a
fool
if everybody
else in
there
is
naked,'
said
the
banker,
who
decided
to
take
the
Plunge.
To
make
matters
worse,
he
was
attending
the
house
party
with
his
boss.
The
hot'tub
session,
during
which
business
'was
discussed,
lasted three hours.
Mrs
Stewart
said
she
believed
that
tbe
banker
had
done
the
right
thing"
althougt
he
had
an option.
He
cou.ld
'have
had
tbe
sangfroid
to
decline
with
grace without
making
the
Australians
feel
stupid"
sb
Alexander
Moorrees,
a
young
American
investment
banker
in
London'
was
invited
by
some
British
friends
to
sPend
weekend
at
their
home
in
the
country.
The
weather
was
below
freezing.
The
mano
house
to
which
he
had
been
invited
had
n
central
heating
and
the
bedrooms
had
n
fireplaces.
'I kept
waking
up
every
hour
t
make
sure
I
was
still
breathing,'
said
M
Moorrees.
'l
was
worried
I
was
going
t
die
of
hypothermia.'
Finally,
at 3
a.m.,
fearing
for
his
health,
h
took
all
his
blankets,
went
down to
th
main
living
room,
built
a fire
in
the
larg
fireplace,
and
went
to
sleep
in
front
of
i
He has not been
invited
back.
Must
One
Be
5o
Polite
Thot
lt
Hurts?
By
Sherry
Buchonqn
lnbrnational
Herald
Tribune
d
said.
t
.,,;fo
QuOStlon.2
Name/title
link
which
answer
links
the
speaker
in
the
previous
paragraPh
and
Her
in the
following
paragraph?
lh
Questions
3/4
Topic
vocabulary
link:
what
do
not
going
in/
naked/take
the
Plunge
rcfer
to?
The clue
is in the
last
sentence.
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MINDYOURMANNERS
9
{
}
Para;
A":"'""'
.Whronoun
link
what
ffito
"quite
good'?
The
mflhe
is in
the last
mtence.
)
Para.
B
ffironoun
link
He
muld refer
to
two
pursible
men.
Make
nme
you
make
the
link
mmfti
the
correct
one.
M'CUSSIONPOINTS
3 Discuss
in
groups.
If you
were going
to live
abroad,
what
aspects
of manners
and
social
behaviour
would
you
consider
it
most
important
to know
about?
For
example'
dress
codes
for
different
occasions,
useful
gestures
(and
gestures
to
avoid ),
table
manners,
handling
business
cards,
choosing
suitable
tifu.
tffi
;#
i.W
i:'',
inrrsrsion
mft*r
n*g#gfyff
intrsdn*cti+ns
Not
bnly
are
customs
different but in
many countries
standards
of
behaviour
have changed. Clext)
After
the expression
Not
only,ttr-,e
verb
is placed
before
the
subject
as
a
way
of
adding
more
emphasis
or
&amatic
effect'
lf there
is
no'auxiliatyu"rt,
doldoesldid
ar
hod
are
used,
as in
a question.
e-g.
Not
only
dtres
she
work
long
hours
but she
also
has
two
children
to
look
after:
This
inversion
of
subject
and
verb
also
happens
after
other
negative
introductions
such
as:
ft.notime...
Never
...
Rarely...
e.g.
At
no
time
hove
lmade
any
such promise
(ht
no
occount
...
t/ot
a (personlthing)
...
I'lo
sooner
... than
...
See
the
Grammar
File,
page
e.g.
On
no
account
mustyou
tell
anyone,
e.g.
Not
a
single
person
dld
/ see
the
whole
evening.
e.g.
No
sooner
hod
I
come
ln
than
the
telephone
rang,
139
for
more
information.
,
Rewrite
these
sentences,
beginning
with the
words
in
brackets.
I
He
managed
to
offend
everybody
and
then
left
without
even
saying
goodbye.
(Not
only)
2
lt's
not
often
you
see people
in
traditional
dress
like
that
these
days.
(Rarely)
3
As soon
as
we
went
to
sleep
the
baby
began
to
cry (No
sooner)
4 I
forbid
you
to
touch
anything
on
this
desk.
(On
no
account)
5
I haven't
heard
a
word
from
him.since
he reft
eight
weeks
ago, (Not
a
word)
A
'Even
though
it
felt
quite
good,
an
Englishman's
reserve
scarcely
allows
him
to
feel
comfortable
in
these
circumstances,,
he
said. 'Coming
out
is
just
as embarrassing.
I was
all wrinkly.'
He
could
have
followed Ms Baldridge's rule
No.
2 when
visiting
a
loreign
country:
'Become
familiar
with
the
dress
code
in
that
country.'
If
so,
he might
have
added
long
johns
and a
ski mask
to
his
wardrobe.
A
young
British
banker
recently
found
himself
at a
house
party
in
Sydney.
After
a barbecue,
the hosts
invited
everyone
to
climb
into
a large
bath
tub
to relax.
The
hosts'
rule
was
that to
participate
you
had
to
take
your
clothes
off.
The
British
use
this
gesture
to
call
a waiter,
but
in
Japan
it's
considered
rude
to
beckon
a waiter
by moving
the
index
finger.
In
Germany
the
waiter
might
well
respond
by bringing
you
two
more
drinks.
Knowing
how
to
behave
abroad
can
save
people
from
some
major
social
gaffes.
However,
etiquette
writers
and
experts
disagree
over
how
far people should go
in
complying
with
foreign
habits
and customs
that can
create
great
discomfort
to
the
uninitiated.
In
a
business
situation,
'short
of
doing
something
unethical,'
the
best
advice is
usually
'to
go
along
with
whatever
the
foreign
custom
is,'
she
added.
l
Ms Baldridge,
who
began
her
career
as
social
secretary
to
an ambassador
and
his wife
at the
US embassy
in
Paris,
now
teaches
manners
to
international
executives
and charges
thousands
of
dollars
a
session.
E
C
D
G
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}
r
ltrNo
vouR
MANNERS
Focus
on
Grammar
I
Modol
Verbs
2
For
more
information
about
modal
verbs
see
the
Grammar
File,
pages 142-144-
I
OUligation
-
Present
and
future
a
Look
at
the
sentences
below
and decide
which
ones:
o
describe
an
obligation
or
prohibition
(OP)
o
describe
absence
of
obligation
or
necessity
(AO)
o
give
slrong
advice
(positive
or
negative)
(SA)
I lt'S
impolite
to
arrive
exactly
on
time'
2
lt's
not
necessary
to
bring
a
gift
for
the
hosts'
3
lt's
important
to
go along
with
the
foreign
custom'
4
ln
future
all
applicants
will
be
required
to
have
a.
'
medical
examination'
5
Taking
photographs
of
military
sites
is
forbidden'
6
Obtaining
a
visa is
no
longer
compulsgry
for
British
visitors
to
the
United
States'
7
There's
no
need
to
shake
hands
at
an
informal
party'
b
Rewrite
the
sentences
above
using
suitable
forms
of
the
following
verbs.
Use
each
verb
at
least
once'
must
hove
to
should
need
ought
to
c
Complete
the
following
sentences
with
suitable
verb
forms
expressing
obligation
or
advice.
I
ln
China,
you
....'.
(never
give) a clock
as
a
gift,
as
it
.
symbolises
death.
2
You
......
(write) or
phone
to
thank your
hosts
after
a
dinner
party.
3
You're
overweight.
You
......
(eat) so.many
sweets'
4
You
......
(tell) a soul
what
I've
said.
Promisel
5
Deborah
......
(work) a
lot
harder
if she
wants
to do
well
in
her
exams.
6
You
......
(have) a
medical
certificate
before
you
can
get
a
work
permit.
7 Don't
worry
you .....'
(be)
especially
fit to
join
the
aerobics
class.
B
You
......
(use) that
word,
children.
lt's
rude'
9
Do
I
......
(have) a
receipt
to
get a
refund?
l0
You
..,...
(shout).
I'm
not
deafl
l
2
OHigation
-
past
a
Match
each
sentence
in
l-4
with
a suitable
comment
a-d.
I
They
wouldn't
let
me
pay
by
credit
card:
they
made
me
pay cash.
7
3
4
a
b
c
d
I took
cash
just
in
case,
but
they
let
me
in
for
free'
I took
my
credit
card,
but
they
would
only
accept
cas
I
didn't
take
any
cash
because
I knew
entry
was
free'
He
should
have
taken
cash'
He didn't
need
to
take
cash.
He
needn't
have
taken
cash.
He had
to
pay cash.
b
Complete
the
following
sentences
using
a
suitable
modal
verb
and
the
verb
in
brackets.
I
I'm sorry
I'm
late.
I ..'...
(make) an
urgent
phone
call'
2
You
really
......
(apologise)
to
him
at
the
time'
lt's
a bit
late
now.
3
We
...
(take) a cab
because
Joe
gave us
a
lift
in his
c
4
Our
flight
was
cancelled
so
we
......
(stay)
the
night
in
local
hotel.
5
You
......
(speak)
to
him
like
that
you really
upset
him
6
We
..
(take)
a
tent
with
us
because
we
never
had
chance
to
use
it.
7
The
queue was
quite short
so
I
.""'
(wait)
very
long'
B
I
feel exhausted,
I .
..
(stay
up)
so
late
last
night'
3
Permission?
co,n,
ma1,
might,
could
a
ln the
examples
below
there
is
one
incorrect
sentence.
Which
is
it
and
why
is
it
incorrectl
I
We
were
allowed
to
leave
early
yesterday'
2
Children
could
work
at the
age
of
l2
in
the
l9th
century.
3
On
my
eighth
birthday
I could
stay
up
until
9 o'cloc
b
Complete
the
following
sentences
with
suitable
ve
forms
expressing
Permission.
|
'Do
you thrnk
I ......
ask
you
a
favour?'
'Yes,
of
course
2
I apologise
for
interrupting,
but......
a
suggestion?
3
Before
1969,you......
in
an
eledion
in
the
UK
until
y
were
2l .
4
They
wanted
to
keep
him
at
the
police
station
for
questioning
but
when
his solicitor
arrived,
he
"""
ho
5
ln
some societies
couples
......
married
unless
they
h
their
parents'
Permission.
6
lf we
get
work
permits,
we
.....'
,
so
we
won't
have
t
take
so
much
moneY
with
us.
7
When
my
grandfather
was
young'
you
"""
a
car
without
even
taking
a
test.
B
You've
got
such
an
interesling
face.
I
wonder
if
I
"""
take
your
photograPh?
t28
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Focus
on Writing I
Article
You have
a
friend
who works for an organisation
that
arranges study exchanges
for school and
college
students. The
organisation
produces
a
regular magazine,
which
features
articles
about exchange countries,
experiences
people have had
abroad, etc.
Here is
part
of
a
letter
from
your friend.
f,here'e been a big increaoe in f,he number
of
people
applyinq
for ef,udy
exchanqeo to
your
country
-
nearly
double
laotr
year'o
figureo,
in tacf,,
Almoef,
all
will
be
elayinq
wiNh
local families
and, ae if,'ll
be
f,he
firsf,
time
mool of lhem have been No
your
country, we
lhought
we
ouqhN
to
puf,
an
inbroducNion
Io
f,he
basic
cuetrome
in
the
nexf,
edif,ion
of our
maqazine.
3o
I was wonderin4
*
you've gueeeed
ibl
-
it
you
could
poeoibly
wrif,e a
ehorb
a(Dicle
on the
topic.You
could
explain
any epecial
habif,e No do
witrh
qreef,inq,
ealinq,
beinq
a
qood queot,
el,c,, and aleo include any
Voin|e
about.family or eocial
life
which
you
Nhink
lhey
ehould
be
aware
of.
I
know
you'd
do
a
brillianl
job
and
l'd
be
really
4raNeful.
HoVe No
hear
from
you
eoon,
Love
TTTSKCHECKLIST
Read the instructions
carefully and ask yourself
these
questions.
o
What
form
of
writing
do
you have
to
produce?
What
special
features does
this
have?
(layout?
language?)
r
Who
are
your readers
going to be?
(ages?/interests?/needs?)
o
What
is
the
purpose
of the writing?
o
What
points
do
you
have
to
mention?
CIONTENT/ORGANISATION
2 a
Discuss
these
possible
titles with other
students and choose the best one.
Notes
for
visitors
to
...
W€LCOM€
TO
MY
COUNTKY
When
in
Rome,
do
as the
Romans
do
How
to
be
a
popular guest
b
Try
to think of another,
better
title. You
could
add a
touch of humour, for
example, with a slightly
unusual angle:
'How
to
be an
unpopular
guest'.
c
Make
a
list
of
the
topics
suggested
in
the question
and
jot
down
any
ideas
you have
for
each
one. Imagine
yourself
as
a visitor to your
country
and
your
family.
What would seem strange?
What mistakes might you make?
d Decide
on
the
best
order for
the topics.
Make your article readable.
Remember
your
Jeaders'
ages. How can
you
get
their
attention
to begin
with? How can you keep
them
reading?
What would
be
a
good
ending?
(See
Unit
7,
page 100.)
MIND
YouR MANNERs
9
4
S'
Paper Z,Part2
Write your article in approximately 250 words.
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Focus on
Vocabulary
Collocotion
VERB
+ NOUN
VERB
+ADVERB
ADJECTTVE
+ NOUN
AB
1
throw
a
aproblem
2 take
b
aquestion
3
raise
c an
exPlanation
4 make
d
regret
5
give
e the
oPPortunitY
6
cause
f
aPartY
7 express
g an
excuse
2 Complete
these sentences
with
collocations
from
Exercise
1.
1
I'm
writing
to say
how
much
we
enjoyed
our
stay
and
to thank
you for
your......
.
2
'Nhy
don't you
take
a
short
break away'
I'm
sure
it
would
...." you
"""
'
3
The
......
which
nobody
has ......
yet is:
How
are
we
going
to
pay for
it?
4
Although
I ......
for arriving
so late,I'm
not sure
they'll
invite
me
again.
5
A11 the
reviews
of
your book
were
full
of
......
......
.
You must
be
delighted.
6
Didn't
you
see
me?
I was
shouting
and waving
to
......
your
......
'
7
He......
some
feeble
......
about
why
he was
late, but
nobody
believed
him.
8 She
likes travelling
alone
but she
about
having
to
pay
a
supplement
for a single
room.
W
Negotive
prefxes
Make
the
following
nouns and
verbs'negative
by adding
the correct
prefix,
dis-, rnis-
ar
in'.
I
agr:ee
5 calculate
9
obeY
l 3
convenience
17 comfort
(n)
2
conduct
(n).
6
respect
(n) l0
action
14 honesty
l8
print
(n)
3
please
4
justice
7
ability
ll
represent
l5 understanding
l9
accuracy
I pay a
somebodY
good
2
give
b
somebody's
eYe
3
put
c somebody's
attention
4 do
d something
uP
to
date
5 catch
e somebody
right
(about
something)
6
bring
f something
PrioritY
7
altract
g
somebodY
a
comPliment
A
with
phrases from
Column
B in each
of the
bitterly
profusely
warmlY
a
interest
d
hospitality
b
advice
e
symPathY
c
behaviour
f
praise
I a
Match
verbs
from Column
two
boxes
below.
b
Match
each
adverb
on
the
right
with two
of
the
following
verbs'
apologise
complain
congratulate
somebody
thank
somebody
welcome
somebody
regret
c
Match
each adjective
with
a
noun.
1
glowing
4 keen
2 heatfeltldeepest
5
disgraceful
3
generous/lavish
6 invaluable
130
g
'
pronounce
17 appr:oval
16 attention
20
'spell
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MINDYOURMANNERS
9
<
fiocus
on Grammar
2 TyFe
3 ond
Mixed
Conditionols
I
a Look at these
examples
of conditional
sentences
md
underline
the verb forms in
the if
clause and the
nssult
clause.
Then
answer
the
questions.
I
lf
Alexander Moorrees
had
taken the right clothes, he
wouldn't
have
felt
so
cold
in
the
unheated
house.
Did he toke the right
clothes?
Did
he
feel
cold?
I
lf Letitia
Baldridge hadn't
spent many
years
working
as
an ambassador's
secretary she wouldn't
be an expert
on
international
etiquette now.
Did she work os o
secretory?
ls
she
cn expert on etiquette
now?
3
The
young
banker could have
offended his hosts if he
hadn't
joined
them in
the bath tub.
Did he
join
hls hosts
in the tub?
Did he offend his
hosts?
4
I might
be doing more
business
if I had bothered to
learn
about local
customs when I flrst
arrived.
l
Am I doing more
business nottl
Did I leorn
obout
locol
customs?
b
Sentences I
and 3 are
examples of
a
type 3
onditional.
Sentences
2
and 4 are
examples of
mixed
conditionals. Complete
these notes
about
each
type.
I
Type
3
conditionols
are used
to
talk about something
which
could in
the
past,
but ...................... .
1
ln
atype
3 conditionol,
the
.......,...,...,......
tense
is
used in
the lf
clause, and
would
hove,
should hove, could hove
or
might
hove
+
.....,................
are
used in the main
clause.
3 A
mixed
conditionol is
used to talk about
the
result
of a
past
condition.
4
ln
a mixed conditionol,
would
be
or
mtght be
are used
in
the ................,.....
clause, and
the
past periect
tense
in
the
clause.
\
\,
Check
your
answers by referring
to the
Grammar
File
on
page
138.
Note:
Other
tense
and
time
combinations are
also
possible
in
mixed conditionals,
for
example:
lf
John
spoke
Japanese,
his
company might have sent
him
to
Tokyo.
DoesJohn
speok
loponese?
Dld hls
compony send hlrn
to
lopan?
ln
this example,
the
f
clause refers
to an unreal condition
in
the
present,
and
a
hypothetical
result in
the
past.
-
2
Put
the
verbs in
brackets into
the correct tense
in
the following sentences.
I He
....,, (not
be) so
unpopular if he ......
(remember)
to
bring some
gifts
for
his
hosts.
7
lf
1......
(not
persuade) someone
to
lend me some
money I
don't know
how I .... (get
home).
3
What on earth.,....(you
do)
if
you......(b")
in
the
same
situation
that night?
4
The company
......
(not
make) so much
money now if it
.. .,.
(not
carry
out)
the
restructuring programme
last
year.
She
......
(feel)
much
fltter
now if she ..,...
(oin)
that
aerobics
class
when
it started.
I
......
(not
become)
an aclor if
my
parents
...,..
(not
force) me
to
go
to
the theatre when I was
small.
a
Read the
story and
answer
the
questions
below.
Now living in
Japan,
Steve
Dorland work for
Hi-Tech,
an
American
technology
magazine.
A
couple of
years
ago Hi-
Iech opened a
small office in Tokyo
and they
sent
Steve
out there.
After
the long
flight from Boston,
Steve
arrived
in Tokyo tired and hungry.
He
took a taxi into the centre
and stopped
at the first restaurant
he
saw.
Although
Steve spoke no
Japanese
he was
able
to
order by
pointrng
to the dishes he
wanted
in
the window
drsplay
At the
end
of
the meal
a bill
arrived. Anxious
to
find
a
hotelfor
the
night,
Steve
left
a pile
of
yen on
the
table,
remembering
to
add
a
15%tip
to the
total, and
rushed
out
into
the
street.
Suddenly he
heard shouting behind
him. Looking around,
he
saw an
anxious-looking
waiter
running towards
him
with
a flst
full
of cash.
'Oh
no,'
thought Steve,
'How
embarrassing.
I didn't leave
a big
enough tip.'
I
What do
you
think happened
next?
2
Was Steve
right?
Why did
the waiter run after
him?
3
What
are the
tipping
customs in a)
Japan,
b) the USA,
c)
your
country?
b
Now complete
these
conditional
sentences.
I
Steve
wouldn't
be
working
in
Japan
now if .....
2
lf
Steve
had
travelled
abroad
before .....
3
He wouldn't have
rushed
out into the
street
if
.,...
4
lf Steve had
known
about
Japanese
customs .....
5
lf the waiter
had known
about
American customs .....
l3t
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==
9 MINDYOURMANNERS
Focus
on
Writing 2 Report
PUBLICITY POSTER
@
Paper
Z,Par
You
are
studying
in a
college which
has
both
British
and
overseas
students.
Th
college
recently held
an
International
Day,
with
eyents
organised
by the
students
themselves, with
the aim of increasing
staff and student
awareness
o
other countries and cultures.
As
a
student
representative
on
the
Staff-Student
Committee
you
have received
the letter below
from
the
Principal.
Read
the
publicity
poster
for
the event,
th
Principal's
letter
and the
notes
you made
at
a
students' meeting.
Then, using
the
information
given,
write
the
report
which the Principal
requests.
You
should
use
your
own words
as
far
as
possible.
Write approximately
250
words.
nd
videos
see
sride
{::T;nooon,
,
usten
*
'n::.1"}oi-r.r".ion'
-
Wo.tt
cookerl
c
.
l]'l"t'';;'""':T:ffi::nd
the
worrd
-
Usten
to
muslc"
:
il;t"
the
dancingld
rrruch
r*ore
fth
Feb?uory
FridoY
l''
PRINCIPAHS LETTE
Dear
Student
Rep,
Thank
you
for your help in organising
the
International
Day.
As
you
know, this was
the
first
event
of
its
kind which has been held
in the college.
If w
are to hold similar
events
in future, we
need
assess how
successfuf the day
proved
to
be an
to
take
note of
any
problems
which occurred.
will
also be considering
the
possibility
of
increasing the
budget available for future
events
f
would
be
grateful
if
you
could carry out a
survey
amongst
the
students
who
attended
the
event
and
prepare
a short report
on
their
reactions.
Please include
some
general
recommendations based
on
your
findings.
Your
help
in
this matter is
appreciated.
R
Dearinq
R.
Dearing
Principal
eafse
ahsu
r32
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IIOTES
FROM
STUDENTS' MEETING, 24TH
,NTERNAT'
ONAL
DAY
)urvey of
)tudent
)pinione
GENERAL
-
Very
intereatinq, informative
-
Food
excellent Dancinq
qood
fun
-
Maybe
a bit overambitioue for a firat event
-
Definitely worth
doing again
PROBLEMg
Flannin4:
-
rather
laat-minute, a
few
people
ended
up
doin6
allthe
work
)rqaniaation:
-
people
didn't know what wae
happenin4
when
Eventa:
-
one or two
preoenLations
a bit
borinq
-
went on
too
lonq
-
no[
enou7h
music from
different
countrie6
Equipment:
-
elide
projector
got
etuck
-
muoic waan't loud enouqh
-
rice
cooker
not
available
Roomo:
-
not really enouqh opace
for
dancinq
TASKCHECKLIST
CONTENT
ORGANISATION/LAYOUT
MINDYouRMANNTns r
{
FEBRUARY
1UOGE,TION5
FOR FUTURE
EVENT,
-
Form
Tlanninq
Committee
(at
leaa| 1 month in
advance)
-
?ro7ramme/timetable of
evenLa needed
-
Traininq
needed
in
4ivinq
preaentations
and
ueinq audio-vioual equip
-
All equip
(audio-vioual
+
kiLchen)
to
be checked
Colle?e could:
-
build up collection of auitable
CDe
-
provide
free
eoft
drinka/coffee and maybe
help
towarda
coot
of
food
Read the
instructions
and think about these
questions.
o
Form: How should
a
report
be
laid
out and
organised?
Are
there any special
language
features?
o
Target reader: What
is the
appropriate
style
for
addressing
the
Principal?
o
Purpose:
What
exactly
do
you
waht
to
achieve?
a
Read the instructions
again
very
carefully
and
underline the key
points.
b
Read each
piece
of information and
make
your
own notes, usingyour own
words
as
far
as
possible.
Refer to the example
report
and the notes
in
the Writing File
(pages
165
and
166).
Remember to
include
a brief introduction.
You can include
your
recommendations in your
concluding
section.
Refer to the
example
report
and Useful
Language
section
in
the Writing
File.
TYLE/RXGISTER
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It
takes some
doing
ro
earn
the
title,
(0)
4.ry9r1.530,000 cabbies,
of the worst
taxi driver
in
New York.
On
no subject
(1)
.....
New
Yorkers
heap
more criticism
than
on
their taxi
service.
But
the
authorities have
nominated
Mr
Vehbi
Gunduz and
are
taking
steps
to
revoke
his
licence.
Mr Gunduz,
aged
34,
has
committed
an
unusually
large
number
of
offences, even
(2)
..... the
srandards
of
local
taxi driving.
(3)
..... to
the
Taxi
and
Limousine
Commission
(TLC),
Mr
Gunduz
has
rece ived
88
separate
summonses
over rhe
past five
years
and
been convicted
(4)
.....
breaking
TLC
rules 119 times.
The offences
(5)
.....
from
over-charging and
reckless
driving,
to
verbally
abusing
passengers and
expelling them
(6)
..... his
cab.
He
has
also been
(7)
..... to throw
(8)
.....
suitcases
of unwelcome
passengers
on to
the
road.
Mr
Gunduz has,
(9)
,
e
champion
in the
shape
of
Michael Stonq
his
lawyer. The
driveE conceded
Mr
Stone, is
'an
individual
who apparendr
has many,
many
problems', but at
(10)
.....
'he
has never
attacked a member
of the
public'. That
defence
is
accurate,
says
the TLC,
(11)
..... when
Mr
Gunduz
threatened
murder
recenrh.,
(12)
.....
was against
the person
of an
airport
taxi
dispatcher.
(13)
.....
strict
new TLC rules,
a
cabbie
may
lose
his
licence
if
he
gets
three
convictions
(14)
..... using violence
or harassing
his
passengers. It
(15)
.....
Mr
Gunduz
just
three days
to achieve
the required
number
of violations.
F.
9 MIND
YouR
I.4ANNERS
English
in
Use
I Developing
Skills:
Structurol
Cloze
@
Paper
3,
Part 2
Read
the newspaper
article
quickly
and answer
these questions.
1 What is
a'cabbie'?
2
What
is
going
to happen to
Mr
Gunduz?
3
Why?
Complete
the
text
by
writing
one
word in
each space.
The
exercise
begins
with
an example
(0).
roffiWY#ffi$f,
TAH"LS
Hffi HYS
W#ffiSH TAffiffigg
& Question
I
The
negative
introduction
points
to
a special
point
of
grammar.
See Study Box,
page
127.
$
Question
3
This
is a way of
quoting
which
you will find in
the
Writing
File
(page
167) if
necessary:
*
Question
9
Notice
the commas.
This is
an
expression
of concession.
Check
the list of
linking
devices
in
the
Writing
File
(page
I
70)
if
necessary.
t34
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12/58
English in
Use
2 Developing
Skills:
Register
Cloze
In this
task
you
have
to
use
information from
one text
to
complete another
which
has been
written for
a different audience and
purpose.
For
questions
1-12, read
the
following
Guest Comment
Card and use
the
information to complete the numbered
gaps
in
the
formal
memo
to
staff. Use
no more than two words
for
each gap.
The
words which you
need do
not
occur
in
the Comment Card. The exercise begins
with an example
(0).
Housekeeping
The
bedepread
waa
torn, which
we
mentioned on the
firat
day,
but
the Houaekeeper
aeemed totally unintereated
and nothrn7
waa
done about it.,
Restaurant
)ervice
unbelievably alow,
and when the
food finally
came
there
waa
a mix-up with
our order on two occasiona.
Even
that
would
have
been alri4ht tf we
had once heard
the
word'oorry'.
Any other comments
My huaband and
I
have
atayed
at
the hotel
on
many
previoua
occaaiona and
have never
had
cau6e
to
complain
before,
but we were
extremely
dieappoinLed by
Lhe eervtce
we
received thia time.
MTNDYouRMANNERs
9
4
P
Paper
3,
Part
5
From:
Genera]
To:
att
staff
Manager
fJ
L./Une
Question
I
Two words:
look
for
information in
the last
section of the Guest
Comment Card and make
sure your
answer combines
r,rith the
preposition
fo.
p
Question
6
Two words: \A{hat is the
problem
if
something is an
annoy
ing int
er
r
upt
io
n?
* Question
9
One
word:
Why was there a
mix-upwith
the order? Your
word must
combine
with
madelater
in
the
sentence.
*
Questlon
12
Two words:
Think of a word
which
means
pay
no
aflenlion
ro.
The
subject
ofthe clause
is
the
matter
-
what kind of
structure
is needed?
f
am
aware
that
some
(8)
,"'::ili,;.;:51"
it
appears
that.
(9)
these
circumsLances,
abor.it.
the
unfriendly
who
apparently
gave
the
to
deal
with
any
requests
in the kitchen have
1ed
to
in
the
restauranL.
However,
orders
were
afso
made.
fn
our
quest.s
could
have
expected
we
have
received
a
number
of
complaints from
a (0)
2o.r?lg
*no
H:"Jtln;;;;",ir"rthe
hoter'
"'J-i
sharr
rc-1"'l".isarins
One
of
the points
raised
concerned
the
untidy
(Z)
of
taff
and
I
take
this
oppo.tl:rrii
unirorms
*.,=t
n.
crean
""u
or.o"Ir;.,;;"rl::
ril
:.:"if.
:"ji;
T::"-ili;.":;""::;:"i;:*.:^.ni:
"o*"
"i.rr
were
seen
prohibited.
1
lsr
of
course,
strictly
These
g,uests
wer
15)
....
rh"
;;;:pliil
:i:?::"
impression
that
they
were
(;;
(7)
with
least
was
(10)
Fina11y,
it
is
disturbing
to
hei
reporred
rhar
a
bedspreal
"."uJj'."."?irir::::"i
:ffi
fl:::::
::?)
bv
Housekeepins
"r-;;.
his
horel
prides
itself
""
;;;
quality
of
its
service
and
f
ffi:";ij::1"::::.::o
stronslv
the
imporrance
or
mainreini-^
Guest
Comment
Card
We
would
oppreciote your opinion
ond suggestions
for
improving
our services.
Reception
Obviouoly
reception sf,aff
have
never heard of
'aervice
with
a emile' Any
queetion
we aeked wae Lreated aa an
annoyin4
interruption.
Doorman/Porters
Their
uniforma
were
a diograce Doean't the
hotel
have
irone? )taff
werq
uoually
too
buoy
havinq
a quick puff
on
a cigarette
(eurely
thia
can'L
be
allowed?)
to be
qf
any
help.
ItEilo
the
hisrhesr
sranda.d"
-i;-;;;;
,io._:
maintaining
-
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13/58
FE:€@
ffits
Co mp a riso
n
of
a
dj
ectives/odyerbs
I
Comparatives
and superlatives
2
os
...
os
Conditionols
I
Summary
of
forms
2
Special
points
Emphatic
structures
I
lnversion
2
Cleft sentences
Infinitive
I The
ro
infinirive
2 lnfinitive
without
to
3 Perfect
and continuous infinitive
-ing
forms
| -ing forms
as nouns
2 Verb
+
-ing
form
3 Other expressions
+
-ing
form
4 Prepositions/comparatives
+
-ing
form
5 Posiess;ys
+
-ing
form
Modol
verbs
I
lntroduction
2
Special
characteristics
3
Detailed information:
ability
permission
4
Semi-modals
Participle
clouses
I
A{jectival
participles
(reduced
relative
clauses)
2
Adverbial
participles
3
After
conjunctions/prepositions
Possiye
I Form
2
Use
3
Special
points
Relotive
clouses
I
Defining relative
clauses
2 Non-defining
relative
clauses
3
Relative clauses
with
prepositions
Grammar
File
Page
137
t37
t38
r38
t39
t39
t4t
l4t
t4t
t4t
t4t
t47
142
142
t42
143
t43
144
t44
144
t45
t45
t46
t46
Reported
speech
I Reporting
statements
2
Reporting
questions
3 Reporting
orders,
requests,
suggestions,
etc.
4 Reporting
intentions
and
hopes
5
Time
reference
Spelling
I
Capital letters
2 Forming participles
Tbnses.'present
I Present
simple
2 Present
continuous
Tbnses:
exPressing
the
future
Summary
of
forms
and
uses
Ienses.'
Present
p
e
rfect
I Form
2
General
use
3 Simple
v. continuous
Ienses:
post
I
Past
simple
2 Past
continuous
3 Past perfect
4 Past
tenses
to
talk
about
hypothetical
siruations
Reference
Lists
-ing
forms
and infinitive
Reporcing
verbs
Verbs not
usually
used in
continuous tenses
Verbs
with a different
meaning
in simple
and
continuous
tenses
t47
147
t47
147
148
r48
t48
149
r50
t50
t40
140
r40
t46
t46
147
l5t
l5t
t52
t52
t52
153
t53
154
154
t55
t55
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I
Comparatives
and
supertatives
l.l
Adjectives
One-syllable
adjectives
add
+r and -est
e.g. strong,
stronger,strongest
lf the
adjective
ends
in
€,
-r
and
-st
are
added.
e.g. wise,
wise[
wisest
lf
the
adjective ends
in a
consonant
-y,
this
changes
to
-ier, -iest.
e.g.dry,drier,
driest
lf
the
adjective
ends
in a
single
consonant after
a single
vowel,
the
consonant
is
doubled.
e.g.
hoL
hotter,
hottest
The
following
have
irregular
forms:
good
befter; best
bod,
worse,
worst
for
forther
(or
further),
farthest
(or
furrhest)
Two-syllable
adjectives
which
end in
-y
add
-er
and -esl
e.g.
funny,
funnier,
f;nniesr
Most
other
two-syllable
adjectives
take
more
and most.
e.g.
ancient,
more
oncient,
most oncient
The
following
wo-syllable
adjectives
can form
superlatives
\ /ith
either
the
endings -erl-est
or
with
morelmosL
common
cruel gent/e
hondsome
likely
moture
norrow
pleasont
polite
shallow
simple
stupid
Adjectives-
of more
than
two
syllables
take
more
and
rnost.
e.g. interestlng
more
interesting,
most lnteresting
1.2
few
and less
fewer
(the
comparative
of
few)
is normally
used
before
plural
nouns.
e.g.
fewer
peopte,
fewer
opportunities
less
(the
comparative
of
tittte)
is normally
used
before
uncountable
nouns.
e.g.
less
tlme, iess
money
ln
informal
English,
however,
less
is often
used
with plural
nouns.
e.g.
Ihere
were /ess
people
than
I
expected.
GMMMAR FILE
4
1.3
Adverbs
Most
adverbs
form
comparatives
and
superlatives
with
more
and
most.
e.g.
eoslly,
more
eosily,
most
easily
Adverbs
with
the same
form
as
adjectives
form
comparatives
and superlatives
in
the
same
way as
adjectives.
e.g.
fo$
faster
fostest
hord,
horder
hordest
eorly,
eorlier,
eorliest
The following
have
irregular
forms:
well,
better
best
bodly,
worse,
worst
,.4
Qualifying
comparatives
2
as...
as...
2.,
This
structure
can
be used
with
adiectives
and
adverbs,
and
also
with
much
and many
+
noun.
The
second
os can
be followed:
a
by a noun,
noun phrase
or object pronoun
b
by a
clause
c
by
possible,
ever
or usuol
Heb
cs
toll os his
fother.
He
thinks
nobody
knws
os
much
os him.
Heb
os
toll ss
his
fother
is.
He
thinks nobody
knows
os
much
os
he
does.
I'll
stoy
os long os
possrble.
He
looked
os hondsorne
as
ever.
The
negative
is
formed
with
not
os ...
or
not
so
...
e.g.
Shes
not
os careful
os
she should
be.
He
didn't
do
os well
os he hod
hoped.
.,
We
hoven't
hod
so much
roin
os lost
yeor.
Het
no
olderlmore
intelligent,
etc
hordly
ony
They
go
o
littlelslightly
fosterlmore
smoothly" etc.
(quite)
o lot
lots
People hove
muchlfor
less
free
time
now.
toke
for
fewer
doys
off,
137
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$
cnanvrnn*
2,3
Special
word
order:
os
+
adjective
+
alan
+
noun
+
os
...
e.g. A ls
as hord
o worker
os B.
This is
an alternative
and slightly
more formal
way
of
expressing
the
meaning
of A
works as hard
os B.
ln
this
structure,
it is
essential
to
place
an indefinite
article
before
the
noun.
The
negative
is
formed
with
not
os
...
or
not
such
...
e,g. Thot
wds
os
fine
a
game
cs /ye
eyer seen.
It
wosn't
os windy
o doy os hod
been
forecost.
I'm
not
such
dn
expert
player
as
you
ore.
2.2
Qualifying
comparisons
with
os..:
os...
A,S
A works
just
almost
neorly
quite
twice
not
neorly
not
quite
not holf
neorly
guite
holf
holf
twice
five
times
os hard-working
os
B (is).
os hard
os B
(does).
Ais
as
hord-working
os I (is).
A
doesn't
work
os hord
os B
(does)
X reguires
os much
energy as Y (does).
as mony
players
os
Y (does).
Conditionals
I
Summdry oJ forms
Type
0:
Conditions which
are always
rrue
lf
present
form
+
presenr
form
or imperative
When
e,g.
When yoa
put
solt
on
ice,
it melts,
lf you
see
her,
gve
her
my
love.
Type
l:
Conditions
which
are
very
probable
in
the
Present
or future
form
+
future form
or
e.g. lf I leove
now, /1/
mlss
the
rush
hour.
Mixed
conditionals
.
The conditional
types
abirve can be combined
in several
ways. The
most
common
are:
Unreal conditions
in
the
past
with
an unreal present
or
future
result.
e.g. lf
you
hod driven
faster,
we could
be
there
by now.
lf
she hodn't
decided
to
chonge
job.s,
she
would be
gotng
to Chino
next month.
Unreal conditions
in
the
present
with
an unreal
past
result.
Type
2: Conditioris
which
are improbable
or impossible
in
the
present
or future
If
past
simple/continuous
+
would,
could, might
+
infinitive
e.g.
lf
you
met
the President,
whot
would
you
soy
to
him?
lf they lwed
o
bit neorer
we
mrght
see
them more
often.
Type
3: Unreal
conditions
in
the
past
If
past
perfect
simple/continuous
+
wouldlshouldl
couldlmight
or hove
+
past
participle
e,g. lf the
telephone hodn'twoken
me, I'd hove
been
late
for
my appointment
l
She could hove gone
to unlersity if
she'd
wonted la.
e.g. lf
I didn't
trust
him, I
wouldn't hove
let him look
ofter
the boby.
lf
I
spoke
Japonese,
/ might hove
got
thot
job.
2 Special points
2.,
Conditional
links
Apart from
ifi
the
following
links
can be used
to
introduce
conditional
clauses:
unless
os/so
/ong os
suppose/supp
osing
(thot)
providinglprovided(thot)
oncondttion(that)
lf
past
perfect
simple/continuous
could I
might
+
infi
nitive
lf
pastsimple/continuous
couldlmight
have
+
pasr
pa
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2.2
Punctuation
When
the
if clause
comes
first
in the
sentence,
it is
followed
by
a comma.
When
the
main clause
comes first,
no
comma
is
used.
2,3
Should
In
type
I
conditionals
should
+
infinitive
(without
to)
in
the if
clause
makes
the condition
less
likely.
e.g.lf you
should
need ony
help,/ust
/er me
know.
2.4
Were
+
infinitive
(with
to)
ln
type
2
conditionals
were
+
infinitive
with
to in the.rf
clause
can be
used in formal
contexts.
e.g.
lf we
were
to
occept
your
conditions,
would
you
be
prepored
to increase
the
loon?
GMMMAR
FILE
4
2.5
Inversion
with
should/were
*
infinitive
ln
very formal
situations
should
+
subject (in
type I
conditionals)
and
were
+
subject
+
infinitive
with
to
(in
type 2
conditionals)
can
replace
rf;
e.g.
Should you
need ony
help,
pleose
don't hesltote
to
contoct
me.
Were
we
to
increose the loan, would you guorontee
repoyment?
Emphatic
structures
I
lnversion
The
following
expressions
can be
placed
first
in
a clause
in
order
to
give
more
emphasis
or
a
more dramatic
effect.
The subject
and verb
are then
inverted. lf
there is
no
auxiliary
verb,
doldoes
or
did are
used, as in
a
question.
Rorelylseldom,.,
Nowhere
(e/se)
Never,,.
Not (o
soull
o thing etc) ,,.
At no
time,.,
N ot
only .,.
but olso ..,
Under
no
circumstonces
...
Hordlylscorcely
..,
when
,.,
On no
occount
...
Nobody
...
e,g, Never
hoye
I
seen
such
on owful
srghtJ
Under no
circumstances
must
you
interrupt
the
meettng.
Not
c
slng/e
word
would
he
say
on the subject
Not
only
does he
drop
ash
on the
corpet
but he
olso
spil/s
his
tobocco.
Hordly
had
I
sot
down
when
the doorbelt
rong.
No
sooner
did she
hong
out the woshing
thon it
begon
to
rain.
The
following
additional
expressions
can also
be used
in
this
way in
certain
circumstances.
Only
before
adverb
of time (now,loter,
etc.) or when
qualifiing
an
introductory
phrase.
e,g.
Only now
do I understand
why
you
behaved os
you
dtd.
Only in
Cornwoll
con
you
buy real
Cornish
postles.
No
sooner ...
thon
...
ln voin
...
Little,
few,
so,
such
when
not followed
by a noun.
e.g. Litt/e do
you
know what's
in
store
for
you
5o
strong
wos
the
wind thot I
could itot
control the
cor.
Such
is
fotel
2
Cleft
sentences
Cleft
(or
divided)
constructions
can
be used
to
highligtt
particular
items
of information
in
a sentence
by
puaing
them into
a
separate
clause
of
their
own. They
are used
in
both speech
and
writing,
but
are especially
useful in
writing, where
emphasis
cannot
be
indicated
by
intonation. There are
two
main
types
of
cleft
construction.
2.1 WhottThe
thing,
etc.
+
clause
This
structure
is
used
to
place
special emphasis
on the
subject,
object
or
complement
of a sentence.
e.g.
5he
wonts
to heor
evidence
thot
he
cores.
Whot
she
wonts
to hear is
evidence
thot
he cores.
(emphasis
on the
object)
Lock
of communicotion
couses
most
problems.
This
kind
of cleft
sentence
often
uses
general
terms
like:
the
person
(who), the
thing
(that),
the
place
(where), the
reason
(why),
etc.
e.g.
The thing
thot
couses
most
problems
ls
/cck
of
communicotion.
(emph'asis
on
the
sqblect)
Lock
of communico{ron
ls
the thing
thot
cduses
most
problems,
This
structure
can also
emphasise
the verb,
by
using
doldoes
or
did as
a substitute
in
the whot
clause.
e.g. She
opplied
for
onother
job.
What
she
did
wos (to)
opply
for
onother
job.
Bg
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17/58
)
cnnmrrn
rru
There is
usually
an
implied contrast
with something that
was
said
previously.
e.g. I con't help
you
find
o
husbond.
Whot I can
do
is
help
you
moke
the most
of
your
looks.
2.2
lt
+
be
+
thot
This
type of
cleft
structure
can
put
emphasis
on
most
elements ofthe
sentence,
except the verb. Like the whot
type, it
implies
a
contrast
with a
previous
statement.
e.g.
Whot
you
say isn't
importont,
but
how.
It
isn\
whot
you
soy
thot\
importont but
how.
(emphasis
on the subject)
The
differences /ie in the
woy
men
ond women
tok
It\
in the woy
men
ond women talk
thot
the
differences
[e,
(emphasis
on the
advedrial)
lnfinitive
I The
to
infinitive
The
to
infinitive is
used:
l.l
to express
purpose.
e.g.
Iheres o
reporter
here
to
interview
you.
I go
swimming
to try ond
keep
my
weight down.
1.2
after certain verbs
(thgre
is
a
list
of the
main ones
on
page
154).
eg. We can't offord to
go
out much.
Don't
hesitote to contoct
me
if
you
need help.
1.3
after the objects of certain verbs
(there
is a list
of
the
main ones
on
page
154).
e.g. You surely
don't
exPect
me to
come
with
you?
Could
you'rerhind
me
to
post
this
letter?
Red
causes people
to
feel
in o
hurry.
1.4
after the auxiliary
verbs be
and
have.
e.g. Does she have
to
be so cggressive
oll the
time?
The
police
ore
to
stort
towing
awoy
vehicles
soon.
1.5
after adjectives.
e.g. They're
bound to be
hungry
when they orrive.
Fortunotely,
it's not likely
to
happen.
1.6
after
tno
+
adiective
and adjective
+
enough.
e.g.
/ts
just
tjo hotto eoL
Are
you
ftt
enough
to
toke
port
in
the race?
1.7
as the subject
of a sentence.
e.g.
Io
spend so much money would
be
foolish.
Ta err is humon,
to
forgive
divine.
2 lnfinitive
without
to
The infinitive
without
to
is
used:
2.1 after
modal verbs.
e.g.
We
could telephone
to
see
how
she
is.
Why
con't
you
be
more
considerote?
2.2
after the
objects
of certain verbs.
a
moke, let
and sometimes
help
e.g. She
wouldn't
let
me
poy
for
the
damoge.
You
can't
moke
me
go.
The
porter
will
help
you
corry
your
coses.
b
heor, see,
feel,
notice,
wotch
when
used
in
the
sense
of
perceiving
a
complete
action.
(When part
of
an action
is
perceived,
an -ing form
is
used.)
e.g.
Didn't
you
hear
me
shou?
(Compare:
I heord
o
top
drrpping so I
got
up.)
I sow
him
go
into
the
building.
(Compare:
/ sow
him
tolking to
someone.)
2.3
after
would
rot rcr
..., hod
beaer
...
and
wlry
not ...1
e.g I'd
rother
speok
to you
in
privote.
You'd
better
hurry
up.
Why nottoke
q
breoQ
3
Pedect
and
continuous
infinitive
3.1
The perfect
infinitive (to
+
hole
+
past participle)
is
used
to
refer
to
the
past
e.g.
/ts
usefulto
hove
hod
some experience
in
the
field.
I'd
like
to hove
known
him
bener.
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3.2
The continuous
infinitive
(belto
be
+
-ing
form)
a
is used for actions which are
or were
happening at
the time of
speaking.
e.g. /ts nice
to be
toll
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p
cnnNuenrrc
Modal
verbs
I
lntroduction
Modal
verbs
are a special
kind
of auxiliary
verb.
Like
other auxiliary
verbs,
they
are always
used with
a main
verb but
modal
verbs
express
an
ottitude
to what
we
say.
They
can express
how
certain
or
uncertain
we
are about
an
event,
or
how
willing
or
unwilling
we
are
to
do
something,
for
example.
There
are
three
so-called
semi-modals:
dore,
need
and
used
to. These
have
some special
characteristics
which
are described
later.
The modal
verbs in
English
are:
con
might
sholl
would
could
'must
should
moy ought
to
wtll
2
Specialcharacteristics
2.1 Modal
verbs are followed
by
the
base
form
of
the
verb
or by the base form
of
be
(present)
or
hove
(past)
+
participle.
e.g.I
might
go.
You
could rent
o
car.
Would
you
like
to sit down?
They
night
be
having
dinner,
He
could hove
left
the
country,
2.2
Modal
verbs do not
inflecr,
i.e.
they do
not
take
an
-s
in,the
third
person
or
-lng
or
-ed.
2.3 Modal
verbs
do not
take
the auxiliary
do. The
negative
is formed
by adding
not.
e.g. You
con't
go
in
there.
It
mightn't
roin
ofter oll.
2.4
Questions
are formed
by inverting
the
subject
and
the modal.
Modal
verbs
are also
used in question
tags.
e.g.
Must
you
make
thot noise?
Moy I
come
in?
You'd
join,
wouldn't
you?
2.5
Modal
verbs'have
no
infinitive.
Oth'er
expressions
must
be used instead.
e.g.
(con)
Witl
you
be
abte to help me?
(must)
I'm going
to hove
to
leove.
2.6 Modal
verbs have
no
past
form, and
other
expressions
must
be used
instead.
(For
special uses
of
could und woul4
see
notes
below.)
e.g.
(must)
I
hod
to chonge the
tyre.
r42
(con)
Were
you
oble
to
ftnd
o bonlQ
Did
you
manoge
to
find
o banlQ
3
Detailed
information
3.1
Ability:
con,
could,
oble to
3.l.l
Con
is used
to
talk about present ability
and
awareness.
e.g. Hotidoys
con
domoge
your
heolth.
Con
you
heor
me?
It
can also
be
used ro
talk
about furure
ability
(but
not
awareness),
often
with
the
idea
of
personal
willingness.
e.g.
Con we
meet
tonighO
I can give you
o ltft
tomorrow,
if
you
like.
3.1.2
As
con has
no infinirive,
be able
to
is
used
with wr
going
to, used
tq etc.
e,g.
we'll
be
oble
to
gtve
you
on
onswer
soon.
Will
you
be able
to see the
stoge2
/ used
to
be
oble to swim
20 lengths
without
stopping
3,1.3
Coutd is
only
used ro
talk about
general
ability
in
the
past.
To
talk
about a
specific example
of
ability,
we
use wos able
to. Couldn't
refers to
both
general
and
specific
ability.
e.g.
I
could drive
when
I
wos 15.
Luckly
I wos
oble
to
find
o
toxi.
I
couldn't
dne
till I was
25.
I'm
ofroid I
couldn't
frnd
o toxi.
3.1.4
Could
+
perfect
infinitive
is
used
to talk
about how
things might
have
been
different.
lt
can
also sutgest
criticism.
e.g.
He could
have
been
on octor,
(But
he didn't become
one)
You
could
hove
telephoned
me to soy
you'd
be lote.
'
(But
you
didn't
phone)
3.2
Degrees
of
likelihood,
assumptions
and
deductions:
rnust,
can'tn
could, may,
might
3.2.1
Could,
moyand
mrlht
are used
to talk
about the
possibility
of
something.
Strong possibility
is indicated
by
adding
well;weak possibility
is indicated
by adding
possibly
e.g,
Dont
eot itJ
tt
coutdlmaylmight
be
poisonous.
Prices
might
we//rlse.
I
might
possibly
be wrong.
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3.2.2
Negative
possibility
is indicated by moylmight
+
mL
Couldn't indicates impossibility.
e.g. He might not hove our
phone
number.
Ihe
news couldn't
be
better.
3.2.3 Must is used
to say
that
you
are certain
that
something
is
true
or
is
going
to
happen,
while
cont
is
used to say that