Nº 149 - spain: 5,95€/brazil: r$14.90/austria, Finland, germany, italy: €6.00

in EnglishEDUCATIONALMATERIALThink

WWW.THINKINENGLISH.NET

The DEFINITIVE STUDY GUIDE for ENGLISH EXAMS

8 414090 253369

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The 68-page Essential EXAM Special

❯❯ HOW TO PASS An enGLISH exAm: essay writing fill the gap reading sentence transformation listening speaking

❯❯ exHAuSTIVe GrAmmAr reVIeW: gerund or infinitive? essential false friends top phrasal verbs conditionals reported speech word order future tenses the passive prepositions make vs. do, etc. rise vs. raise lie vs. lay

❯❯ Plus a FREE 18-pageEXAM-SPECIAL EXERCISE PACKthat'll knock your socks off!

CONTENTSTHINK IN ENGlISH maGaZINE Exam SpECIal

EDITOR’S NOTE

mAgAZinE ABBrEViATion & sYmBols kEY

Listening: there is a recording on the CD connected to the text.

Exercise: there is an exercise in the subscribers’ exercises relating directly to the text.

Conversation point: these questions prompt discussion on topics related to the text.

Subject link: there is a related article on the pages given.

Abbreviations:sth. = something, s.o. = someone, swh. = somewhere Find us on Facebook too.

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32

49

52

57

METHODOLOGY ........................................................................4 the successful language learner7 Correcting8 essay Writing10 better Writing12 sentence transformation14 reading Comprehension15 speaking16 Cloze – Fill the gap18 Word building21 subscription Form22 learning to listen

ENGLISH VERBS .........................................................................24 Predicting26 Conditionals28 obligation & Prohibition30 Past tenses32 gerund or infinitive34 Future tenses36 the Passive38 reported speech41 auxiliary Verbs42 expressing ability

OTHER STRUCTURES ...........................................................44 Dependent Prepositions46 saxon genitive48 relative clauses49 -ing vs. -ed adjectives50 Comparisons

WORD ORDER ...............................................................................52 Word order

CONFUSING WORDS ............................................................56 lie vs. lay; wind vs. wound57 top 20 Phrasal Verbs58 top 5 False Friends59 top 20 False-Friend Verbs60 already, yet, still62 Make vs. Do65 if vs. whether; more vs. else66 rise vs. raise

67 next Month

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Welcome to Think ’s exam special.

one of our aims is to encourage readers to enjoy english and it was immensely satisfying to receive an email recently from Pablo C. saying how we had helped to instil in him a passion for the english language and anglo culture. having said that, we also realize that many of you are studying english primarily to increase your job prospects, and specifi cally to be able to add an english-language qualifi cation to your CVs. it is with this in mind that we have prepared this special exam issue of think.

this issue is more than just a grammar manual in that it starts with a 19-page section on how to go about preparing for the diff erent sections that english exams contain (pp. 4-23). this is followed by a 20-page section that covers all the problem areas of english verbs (pp. 24-43). of course, grammar is more than just verbs and we look at other important grammar structures over the next eight pages (44-51). this is followed by a four-page section on word order (pp. 52-55) and the magazine concludes with an 11-page section on those confusing words that typically cause endless problems for learners (pp. 56-67).

there’s no point studying grammar if you don’t practise what you’ve learned, so the exercise pack is full of exercises specifi cally designed to consolidate your understanding of what you have studied. this is downloadable for FREE for all readers from www.thinkinenglish.net (though it is included in the bundle received by digital subscribers and those who buy the magazine as an apple app). the exercises even include a couple of listening comprehension tests (based on material on the internet).

this issue is 16 pages longer than usual, which is why there is no CD this month. but don’t worry, the CD/audio will be back next month as usual.

see you next issue, Nick Franklin, EDITOR

nickatthink@gmail.com

3

Photo by Marina Carresi

30 Ways to Be a More Successful English-Learneryou may have bought this magazine days before an english exam. if you have, it should be of some use. however, its real value is to give orientation over months to ensure that you prepare effectively and efficiently for your english exam. this article uses methodology and real classroom experience to offer you 30 things you can do to be a more successful english learner.

Setting Goals1

1. Write down five reasons for learning english. you might want to conceptual-ize them as five things you will be able to do when you are fluent in english.

2. Write down five things you really love about some aspect of one of the english-speaking countries. this doesn’t mean you have to like Us-UK foreign policy2; it may be an element of counter-culture, music, art or a hobby. Focus on those aspects of english-speaking cultures that you like.

3. Set yourself short-, medium- and long-term goals1 in your language learning. Reward yourself3 when you achieve4 them, analyze why if you don’t.

Defining Commitment5

4. Us research suggests that the average student takes six months of full-time study (8-12 hours/day) to achieve4 professional proficiency between euro-pean languages. if you study less than one hour a day continuously, you’ll take over five years. if you interrupt your study for any significant period of time, your knowledge of english will not stand still6 but7 will deteriorate.

5. negotiate your learning with the people you live with. Commitment5 to english will involve spending a certain amount8

of time a week listening and watching in english (on the internet, CDs, the radio, DVDs and tV). ideally, try to convince the person or people you live with to share9 the learning experience. if you can’t, agree on a time when you can listen to or watch english without being interrupted by complaints10.

6. Don’t be a stop-start student. breaks in your language learning can be immensely damaging to your progress.

For instance11, a two-to-three-month summer break with no practice can cancel out much of what you have learned over the previous nine months.

7. Concentrate on what you find most diffi-cult, not what you find easiest in english. typically, exam exercises can be listed under the seven categories below. Write a number beside each according to its difficulty for you (1 for ‘piece of cake12’, 10 for ‘torture’):

❯❯ reading comprehension

❯❯ vocabulary (e.g. phrasal verbs)

❯❯ writing

❯❯ grammar structures

❯❯ word building

❯❯ listening comprehension

❯❯ speaking

From this you should have a rough13 guide of how much time, proportionally, you should dedicate to each area. 8. try to do something – anything! – in

english every day.9. try to listen to some english at least every

other day.10. if you work, take advantage of learn-

ing opportunities provided by your employer.

1 to set a goal (set-set-set) – establish an objective 2 foreign policy – strategy in international

relations3 to reward oneself – give oneself sth. special 4 to achieve – accomplish, attain, get

5 commitment – dedication 6 to stand still (stand-stood-stood) – stay in the

same place7 but – (in this context) by contrast it 8 amount – quantity

9 to share sth. – confront sth. jointly/together10 complaint – protest, criticism 11 for instance – for example 12 piece of cake – (colloquial) very easy 13 rough /rʌf/ – (in this context) approximate

MethoDology | From Think 14 and 75

4 Think in English exaM sPeCial

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The re-enactment took place even though it was raining.I'd rather have a cup of tea than a cup of coffee.

Sentence TransformationSentence transformation exercises are an excellent way of testing a learner’s knowl-edge of grammar and his/her ability to manipulate language. however, there is one problem: there are only a limited number of structures which easily adapt to this type of exercise. this is very good news for the learner, as it means that by concentrating on the most likely1 structures her/his possi-bilities will be improved dramatically2.

typically, you are given one complete sentence, and a second sentence with a gap in it. you have to complete the second sentence with between 2 and 5 words (if you write more you will lose marks). one of your words must be the ‘key word’ provided. you cannot change the key word in any way:

ExamplEshe didn’t scream, even though she was afraid of mice. DESPITE (key word)she didn’t scream _____________ afraid of mice.The correct answer is ‘despite being’.

❯❯ remember to read the parts of the answer given to you before and after the gap.

❯❯ be careful with spelling.❯❯ Write in block capitals if your writing is

hard3 to read.❯❯ remember that contractions count as

two words (e.g. i’d rather you didn’t = six words).

Structures Frequently Tested these phrases should help you to revise structures but they are insufficient to teach them to you. if there is a structure you don’t know, look it up4 in a grammar book and learn it!

1. the last time + Past tense + ago = Present PerFeCt (haven’t done) + fore.g. The last time I saw her was two weeks

ago. = I haven’t seen her for two weeks.

2. DireCt QUestion = inDireCt QUestione.g. “Have you got a car?” She asked him.= She asked him if he had a car.

3. DireCt CoMManD= inDireCt CoMManD

e.g. “Do come to the party”, he said to her.= He invited her to come to the party.

4. DireCt stateMent= inDireCt stateMent

e.g. “I was sleeping when the fire started”, he said.

= He said he was sleeping when the fire started.

5. regret5 not + -ing= wish + had + Past PartiCiPle= if only + had + Past PartiCiPle

e.g. I regret not studying harder.= I wish I had studied harder.= If only I had studied harder.

6. too + aDJeCtiVe + for + PronoUn + to + Verb= not + oPPosite aDJeCtiVe + enough

+ for + PronoUn + to + verbe.g. It’s too hot for me to drink.= It isn’t cold enough for me to drink.

1 likely – probable 2 dramatically – significantly, a lot

3 hard – (in this context) difficult 4 to look sth. up – try to find sth. in a reference

book or similar 5 to regret – feel sorry about

12 Think in English exaM sPeCial

MethoDology | From Think 3

Pho

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Look at those terrible black clouds. There's going to be a storm. The Maritime Museum opens at 9 a.m.

Future Forms ComparedNever let the future disturb1 you. You will meet it, if you have to, with the same weapons2 of reason which today arm3 you against the present.

Marcus Aurelius (121-180)

english uses seven different structures to talk about the future: 1. the future simple with will (e.g. I will

leave), 2. the future simple with shall (e.g.

Shall I leave?), 3. the future of intention (e.g. I’m going

to leave), 4. the present continuous (e.g. I’m leav-

ing on Monday), 5. the present simple (e.g. It leaves at

three o’clock), 6. the future continuous (e.g. we’ll be

leaving), 7. the future perfect (e.g. we’ll have left), 8. the future perfect continuous (e.g.

we’ll have been walking), 9. be to (e.g. She is to be the next company

president) and 10. be about to (e.g. It is about to rain).

although all of these tenses are used to refer to the same time period (the future), each one suggests a different aspect of

future time. this article will compare them and help you to use them together to talk about future time. This article should not be used if you have never studied the essential future tenses (Future simple, Present Continuous and ‘be going to’) as it is inappropriate as an introduction.

1. Future Simple: Will vs. Shallin Modern english you can only use shall with the first persons singular and plural (i/we). Moreover4, we only tend to use shall in offers and suggestions (will is not possible in offers and suggestions). except in questions, shall – like will – is usually contracted to ’ll in speech (and is there-fore5 indistinguishable from will);e.g. Shall I carry your books? = Would you

like me to carry your books.e.g. Shall we go to the cinema tonight? = let’s

go to the cinema tonight.e.g. I’ll go to the market tomorrow (I’ll could

be either ‘i will’ or ‘i shall’)

2. Future Simple vs. Going Tothe Future Simple is used for spontane-ous decisions. e.g. I’ll go to visit Jane = i’ve just decided to

go to visit Jane (because i’ve heard that her handsome6 brother has got back from university!).

the future of intention (be going to) is used to talk about past decisions about the future:e.g. I’m going to visit Jane = i have already

decided to visit her.

both the future simple and the future of intention can be used to make predictions. often there is no difference:e.g. I think it’ll rain tomorrow = I think it’s

going to rain tomorrow.

however, if there is a condition in the prediction, we prefer to use the future simple:e.g. If you eat more organic food, you’ll have

fewer headaches. (not “you’re going to have”).

3. Going to vs.Present Continuous

the Present Continuous is very similar to the Future of Intention (‘be going to’). it is used to talk about future plans (which are unnervingly7 similar to future intentions!).

the most important difference is that the Present Continuous has to be accom-panied by an expression that explicitly

1 to disturb – bother, worry2 weapons – arms, (in this context) tools, instru-

ments

3 to arm s.o. – prepare, defend4 moreover – what’s more, in addition5 therefore – for this reason

6 handsome – (usually applied to men) attractive7 unnervingly – (in this context, sarcastic) alarm-

ingly, frighteningly

34 Think in English exaM sPeCial

english Verbs | From Think 33

He told Joe to play with his little brother.Photo by Marina Carresi

Reported SpeechWhen we want to say what someone said we can either put his/her words between inverted commas (e.g. He said, “You are mad”.) or we can express the idea in reported speech (e.g. He said I was mad). Direct speech is common in novels, in plays1 and when giving quotes2. however, indirect speech is more normal in live conversation, in reports, and in academic work. Moreover, you need to know how to use indirect speech if you are going to do an exam in english. the conversion from direct to indirect speech is particularly appropriate for transformation exercises.

Indirect Statements3

Occasionally the reporting verb (e.g. “he says”, “she tells me”) is in the pres-ent. In this case, pronouns will change in indirect speech, but the tenses in the reported clause stay4 the same:e.g. He says, “I’ll do it.”e.g. He says he’ll do it.However, it is much more common that the reporting verb is in the past (e.g. “she said”, “they told me”). In this case the tenses in the reported clause have to change. The changes of tense are governed by what we call the ‘one-tense-back’ rule. This simply says that the tense of the verb has to go one tense further into the past, as follows.

RepoRted Speech diRect Speechperfect conditional

e.g. She said she would have bought

it by Friday.

Future perfecte.g. “I’ll have bought it by

Friday”, she said.continuous conditional

e.g. He told me he would be having tea

at 8 o’clock.

Future continuous

e.g. He said “I’ll be having tea at 8

o’clock”.conditional

e.g. They said they would lose.

Future Simplee.g. “We will lose”,

they said.past of intentione.g. She claimed5 she was going to

win.

Future of intention

e.g. “I’m going to win”, she claimed.

past Simplee.g. She said he was

happy.

present Simplee.g. “He is happy”,

she said.past continuouse.g. You said they were swimming.

present continuous

e.g. “They are swim-ming”, you said.

past perfect Simplee.g. He claimed he had bought a car.

present perfect Simple

e.g. “I’ve bought a car”, he claimed.

past perfect continuous

e.g. She told me she had been painting

the ceiling.

present perfect continuous

e.g. “I’ve been painting the ceil-

ing”, she said.past perfect Simplee.g. He said he had bought a dog the

day before.

past Simplee.g. “I bought a

dog yesterday”, he said.

past perfect continuous

e.g. You said you had been working.

past continuouse.g. You said, “I was working”.

The past perfect tenses, the conditional tenses and the past of intention cannot be made “more past” so these tenses do not change:e.g. “I was going to win”, she said. ➜ She said she was going to win.

Other Auxiliary VerbsSome auxiliary verbs have a past tense, and in these cases they go ‘one tense back’ in reported speech:

diRectSpeech

RepoRted Speech

can could

may might

must must/had to

However, other auxiliary verbs – could, would, should, might, ought to, used to and mustn’t – have no past form and so do not change.e.g. “I used to live in Scunthorpe”➜ She told me that she used to live in

Scunthorpe.

❯❯ Thatit is possible to use ‘that’ after the reporting verb. in general, use ‘that’ when you are writing and omit it when you are speaking.

1 play – theatrical production, drama 2 quote (n.) – quotation, repetition of the exact

words of another person 3 statement – declarative phrase, sentence that

is not a question 4 stay – remain, continue to be 5 to claim – declare, say, state

38 Think in English exaM sPeCial

english Verbs | From Think 26

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There were quite a few people at the event.

Word orderMany exams expect you to order a sentence correctly.

Subject, Verb, ObjectMore than in other languages, word order is rather1 strict in English. There is a reason for this: English has so few inflections2 and so many words can serve different functions3 that, without a rigid word order, English would be (even more) confusing. The most basic rule of English word order is:

SUBJECT➜ VERB ➜ OBJECTand by remembering this you can avoid4 a lot of mistakes.

PRACTICEall the ‘practice’ sentences given in this article are real examples of incorrect word order from university students who are studying english. the idea is that you should analyze what is wrong and how to correct it. We have placed the correct versions below as blue footnotes so that you can think about the mistakes before seeing the correct version: you know how hard and busy has been

this year for me.5 the longer you stay the more enjoy-

able will be the experience.6

on the first floor are situated the kitchen and a large7 bedroom.8

Many learners try to maintain the word order from their own language by insert-ing a dummy9 subject. This leads10 to

a very unnatural word order and it is better to respect the ‘subject-verb-object’ sequence.

PRACTICE it is very important the wildlife11.12

there it is situated the farm.13

in addition it would be necessary accommodation for one little dog.14

i enjoyed it very much but now it starts the boring part.15

how much it cost the room?16

Order & AdverbsAdverbs can go at the beginning of a sentence, at the end, or before the verb17:e.g. Quickly Sarah raised18 her hand.e.g. Sarah raised her hand quickly.e.g. Sarah quickly raised her hand.In other words we don’t normally put the adverb between the main19 verb and its object.

PRACTICE We don’t know very well the country.20

our children had also a good time.21

they gave us some good advice about how to approach22 properly23 large7 animals.24

Would you like together us to decide where to go?25

it was a fantastic day, and everybody enjoyed very much the visit.26

as you know i am starting a new job so i have not saved27 yet a lot of money.28

❯❯ Adverbs of Manner29 go before the verb30 or at the end of the sentence:

e.g. Sarah happily raised her hand. ore.g. Sarah raised her hand happily.

❯❯ Adverbs of frequency31 go before the verb:

e.g. Sarah sometimes raised her hand.

❯❯ Adverbs of definitive time go at the beginning or end of the sentence:

e.g. Yesterday Sarah raised her hand. ore.g. Sarah raised her hand yesterday.

❯❯ Evaluating adverbs are placed at the end of sentences:

1 rather – quite, very2 regular English inflections are limited to

adding -s for the third person singular and for plural nouns, adding -’s for the ‘Saxon genitive’ and adding -ed for the past and the past participle of verbs

3 for example ‘skiing’ or ‘time’ can be nouns, verbs or adjectives (‘I like skiing’, ‘I am skiing’, ‘these are my skiing boots’; ‘time is a problem’, ‘Could you time the race?’, ‘She built a time machine.’).

4 to avoid – (in this context) not commit 5 you know how hard and busy this year has

been for me.6 the longer you stay the more enjoyable the

experience will be. 7 large – (false friend) big8 the kitchen and a large bedroom are situated

on the first floor.

9 dummy – (in this context) imitation, false, fake10 to lead to (lead-led-led) – result in, produce,

cause 11 wildlife – fauna and flora 12 Wildlife is very important.13 the farm is situated there.14 accommodation for one little dog would also

be necessary.15 i enjoyed it very much but now the boring part

starts.16 how much does the room cost?17 ‘before the verb’ means before the main

verb but after the auxiliary verb (if there is one) and after the verb ‘be’: e.g. She was never happy at home.

18 to raise sth. – put sth. up, elevate sth. 19 main – principal, primary (as opposed to ‘auxiliary’)20 We don’t know the country very well.21 our children also had a good time. or, our

children had a good time too/as well.22 to approach – get close to, go up to23 properly – appropriately, correctly24 they gave us some good advice about how to

approach large animals properly.25 Would you like us to decide where to go

together? or, Would you like us to decide together where to go?

26 it was a fantastic day, and everybody enjoyed the visit very much.

27 to save – reserve, keep (opposite of ‘spend’)28 as you know i am starting a new job so i have

not saved a lot of money yet.29 nearly all adverbs ending in -ly are adverbs

of manner.30 if the adverb is only one word 31 ‘always’, ‘usually’, ‘generally’, ‘frequently’,

‘often’, ‘sometimes’, ‘seldom’, ‘occasion-ally’, ‘rarely’ and ‘never’.

52 Think in English exaM sPeCial

WorD orDer | From Think 20, 59 and 74

We have to make up our minds which ones to buy. Photo by belén gUtiérrez

Make or Do?Distinguishing between ‘make’ [make-made-made] and ‘do’ [do-did-done] causes huge1 problems even for the most advanced learners. there are no magic shortcuts2, though we can offer a few pointers3. 1. sometimes people try to distinguish the two words in terms of ‘make’ meaning

‘create, manufacture’ and ‘do’ for other less creative activities. a cursory4 look at the lists below will largely5 scupper6 such notions.

2. some 60 of the collocations form figures of sound (alliteration, assonance and rhyme). Use this euphony to help you memorize these collocations.

3. in the final analysis – once we have separated the ‘do the -ing’ collocations, ‘make’ collocations are much more common than those with ‘do’.

Do the (gerund)the only clearly different structure is when we are talking about a gerund (-ing noun) preceded by the. in these cases we always use do:

do the cleaning do the (dirty) dishes7

do the drying-up do the filing8

do the gardening do the ironing

do the typing do the washing-up9

Although the division between domestic, scientific, business and general vocabulary is often artificial, we have divided the list for your convenience:

SCIenCe & PrOOF

rhyMemake a

breakthrough10 make a mistake

others

make certain (that) do an experiment

make a discovery do an operation (on s.o.)

make sense do research

make sure (that) do a test

AT HOmeUse ‘make’ for food and drinks:make breakfast, make a cake11, make (a cup of) tea/coffee, make (the) dinner, make lunch, make (the ) supper.

alliterationmake ends meet12

make a mess13

othersmake a bed/the

bedsdo the

housework14

do repairs

BuSIneSS COnTexTS‘Make’ and ‘do’ are very common expressions relating to work:

alliteration

make mint15 do a deal16

make money

make demands on

assonanCe

make an application

make arrangements17

make a cancellation

make a claim

make a complaint18

make a declaration

make a payment

make preparations

make a statement19

PararhyMe

make a cheque out to

make a packet15

make work for s.o.20

others

make an appointment21 do business

make a bid22 do sth. for a living

1 huge – great, enormous2 shortcut – (in this context) simple solution 3 pointer – clue, indication, suggestion 4 cursory – quick, brief 5 largely – mostly, in general 6 to scupper – destroy, invalidate 7 notice the alliteration in ‘do the (dirty) dishes’8 filing – classification, categorization 9 do the washing-up – do the dishes10 to make a breakthrough – make a discover,

advance significantly 11 notice the rhyme in both ‘make a cake’

and ‘bake a cake’ 12 to make ends meet – earn enough money to

cover one’s expenses each month 13 to make a mess – create chaos, disorganize

sth. 14 to do the housework – clean, cook etc. at

home15 to make a mint/packet – (informal) earn a

lot of money16 ‘make a deal’ is also possible 17 to make arrangements – arrange/organize

sth.18 to make a complaint – complain, protest19 to make a statement – state, declare20 to make work for s.o. – create additional

problems for s.o.21 to make an appointment – organize a

meeting 22 bid – offer to buy sth. at a specific price

62 Think in English exaM sPeCial

ConFUsing WorDs | From Think 2

Staf

fIn Next month’s Think

Webpage: www.thinkinenglish.netE-mail: info@thinkinenglish.netYou can also fi nd us on Facebook.

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YEAR XI

Publisher Agustín Buelta

Editor Nick Franklin

NickAtThink@gmail.com

Artistic Director Marina Carresi

Sub-Editor Nathan Burkiewicz

Produced by:Revistas Profesionales, S.L.

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Photography: Cover photo by Marina Carresi

Marina Carresi, Sara L. Carresi, Leonardo L. Carresi, Alex, Jaume Carbonell,Almudena Cáceres, Ana Lozano,

Belén Gutiérrez, Jacobo Trevol, Irene Sanz, Mario Herrera, Isabel Rodríguez, Sonia Crivillers, Lois Humphrey,

Mario Fabra, Raul Puy, Kim Martín, Dani Quiroga, Imma Isla, Ana Miralles

+ photos kindly supplied by the British Embassy in Madrid.

International Relations:María Martín Martín

Page Design:Nathan Burkiewicz

Writers & Contributors:All texts by Nick Franklin.

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❯❯ Travel | The Isle of Palms: gunboats and golf on the eastern seaboard

❯❯ Feature | Memes: ideas that rule our lives

❯❯ Economics | Is China slowing down?

❯❯ Internet | The Virtual Offi ce

❯❯ Drink | Gin is In

❯❯ Society | The World Turned Upside Down: social Change in south africa

❯❯ History | Traitors on Air: anglo radio propagandists for the nazis

❯❯ Poetry | “Shall I compare thee to a summer’s day?” the World’s favourite english sonnet by a poet called William shakespeare

❯❯ Cinema | Daniel Day Lewis: the Poet’s son

❯❯ Great Theatre | O’Casey’s Juno & the Paycock

❯❯ Word Building | Pig-headed, bloody-minded, feather-brained Fools! the suffi xes -head(ed), -minded and -brained

❯❯ Words | Exclusion words: are you a landlubber? are you a layman?

CD Debate: Classroom Controversies: co-ed or single-sex schools? uniforms? discipline?

Song: shall I compare thee to a summer’s day? by Will Shakespeare (performed by Hamish Binns)

Photo by Jorge royan

Photo by siebbiPhoto by not FroMUtreCh