Mind your manners reading

8/18/2019 Mind your manners reading

1/58

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this are outdated,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.

r24


2/58

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

t25


3/58

*>

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.

t26


4/58

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

t27


5/58

}

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


6/58

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.

129


7/58

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


8/58

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


9/58

==

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


10/58

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

t33


11/58

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


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


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


14/58

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


15/58

$

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


16/58

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


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.


18/58

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


19/58

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.


20/58

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

Documents

Mind your manners reading