["__1 Ifeel like _ for a longwalk, (go) 2 O8.1 What can you hear? Listen and write. \u00ff * 4 Complete the sentences with the -ingform of * _\u00ff I can hear someone kicking the verb in brackets. a ball. ___4 Her favourite pastime is 1 I can hear someone a shower. \u00ff I'm not used to ctttiw up before six 2 I can hear someone o'clock, (get) 3 I can hear someone 4 I can hear someone the guitar. 2 They went _ last year, (camp) 5 I can hear someone 3 I spend a lot of time (read) 6 I can hear someone a horse. shells on the beach, (collect) *3 What can you remember? Work in pairs. 5 Jason isn't interested in _ films, (watch) Cover exercises 1 and 2. How many activities _6 I use these gloves for (cycle) can you remember? Use saw and heard. 7 Amy saw you in the garden, (work) I SAW Someone \\\"painting. 8 She was busy _ all morning, (cook) 9 Can you start _ the washing-up? (do) I heard someone te\u00edcte\u00edi\u00ff a ball. 10 It's always worth a friend for advice, (ask) IS O8.2 Listen and complete the ...He doesn't like ...He spends a lot of ...He's never tried Paul likes ... 5 time 9 \u00ff taking photos 3 or 7 or i or 6 and 10 2 4 8 6 Work in groups. Complete the table with two true answers and one false answer in each column. Compar\u00e9 y\u00f3\u00fcr answers. Can the othersfind thefalse answer? 1 like ... ...I'm not very 1 don't like ... ...1spend a lot of ...I've never tried good at time ir \/ \u00bb r and or or and or ( litee meeting my -friends, collects\u00ffg shells oi-vthe beach a nd kicking a ball. ( don't think it's true that you like collecting shells on the beach! you're right! \\\"That o\u00ffe's not true. r! 7 What's important to you? What's not? Complete j What's important to you? Order the things in exercise 7 from 1 (very the phrases with the -ing form of the verbs in the important) to 6 (not important).Then box.Then put a tick (\/) or a cross (X) in the boxes. discuss your answers in small groups. be do have have own spend Having lots of -friends is the most \u00ff having lots of friends O important thing for me, because Isyend _1 one or two good friends |n a lot of time talking to my friends and _2 healthy M i Litee knowing different kinds of \\\"people. 3 _ well at school For me, doing well at school is the _4 _ time with your family O most important thing because ... 5 lots of possessions (DVDs, clothes, a computer, etc) Unit 8 51","The infinitive without to and with to 1 Circle the correct option. O We use the infinitive without to after modal verbs. \u00ff You must promise be \/ to be careful. They should talk more. 1 It's wonderful see \/ to see you again. We also use the infinitive without to after the verbs make and let. 2 The medicine will make you feel \/ to feel better. Why didyou lethim eat that? Don't make me laugh! 3 They've decided buy \/ to buy a new one. We also use the infinitive without to after see and 4 Are you OK? Isaw you fall \/to fall. hear somebody or something when we talk about a short action or when we see or hear all of an activity. 5 Jack let me borrow \/ to borrow his coat. Louise broke the plate!Isaw her drop it. 6 We could phone \/to phone Milly. 7 I did it save \/to save time. 8 That looks impossible open \/ to open. 9 I don't know what do \/to do. 10 It's not easy for me speak \/ to speak in public. We use the infinitive with to after many verbs \u00bb1 Complete the sentences with the infinitive of connected with thinking and planning (like want, would like,plan, hope, intend, decide, arrange and the verb in brackets with or without to. promise). Maryhopes to study engineering. \u00ff Can you walte on your hands? (walk) I'vearranged to meet Andrew later. 1 What are you planning _ We also use the infinitive with to to express purpose. I'm going to Spain to see my grandfather. _tomorrow? (do) \\\"t He used a knife to open the box. 2 Are you good at making people We use the infinitive with to with some adjectives {crazy, delighted, difficult, easy, fascinating, funny, (laugh) great, happy, impossible, nice, OK, pleased, right, sad, 3 How often do you use chopsticks _ my,surprised; wonderful-, wrong)-. _rice or noodles? (eat) your It's crazy to pay so much money for a bottle of water! Iwas surprised to see you at school today. 4 Do you let your friends We can also use the adjectives easy, difficult, books? (borrow) impossible with for + someone + the infinitive with to. 5 Do you know how _ pasta? (cook) It's difficult for me to answer that question. 6 Is it ever OK _ to someone? (lie) We use the infinitive with to after verbs like ask, know, learn, understand + a question word. 7 Is it difficult for you up in the I'm notsure where to put this chair. Iknow howto fix that. morning? (get) .**12 Work in pairs. Ask and answer the questions in exercise 11 *13 'I know how to...'Work in small groups. What practical skills do you have? Use the ideas in the box. Change\/replace: a plug\/a tyre\/a battery\/a light bulb Cook\/make: eggs\/bread\/pizza\/pasta\/a meal\/a smoothie\/ ice cream 9 O8.3 What did you hear? Listen and complete Mend\/repair: clothes\/a bicycle\/a computer \u00a9the sentences with the infinitive of a verb from Clean\/wash: the box. clothes\/dishes\/a car\/a floor\/a carpet break catch close drink df\u00a9p kick open say shout take _\u00ff I heard someone drop a plate. Jflsoi-v fe\u00ffows how to chaise electrical -plug. a window. 1 I heard someone a photo. 2 I heard someone _ a ball. an umbrella. _3 I heard someone a door. _4 I heard someone 'yes'. _5 I heard someone _6 I heard someone 52 The -ing form and the infinitive","The infinitive with to or -ing *15 Complete the sentences with the correct form We use the -ing form after love,like,hote, enjoy, of the verbs in brackets. don't mind, can't stand and certain other verbs, including admit, avoid, deny, fancy, finish, imagine, \u00ff Does Mike eniov act\u00edw ? (act) miss, practise, regret, risk, suggest. Idon't regret leaving. 1 I don't mind for hplp. (ask) He avoids talking about it. 2 It's starting _ (rain) With like,love,prefer and hate we can use either a to-infinitive or an -ing form. However, like + to can 3 I think Alice deserves . (win) also mean we have a habit of doing something even if we may not enjoy it. 4 He practised his namp. (writp) Ilike to check myhomework carefully. 5 I hate late, (be) We use the infinitive form with to after want, would like,plan, hope, intend,decide, arrange, promise and 6 Did you manage to her? (speak) certain other verbs including afford, agree,begin, 7 We can't risk now. (stop) \\\\ r' deserve, expect, forget, learn, manage, need, offer, 8 Theyy refused me a reason, (give) pretend,promise, refuse, seem, would prefer. Iagreed to buy it. 9 I et's stop about this now.We've You could offer to help her. said everything, (talk) After the verbs stop, try and remember we can use either the -ing form or the infinitive form with to, 10 You nppd the door now. (open) but the meaning is different. Let's stop looking at the map. (= We are looking at 11 We tried the computer on and off the map. I don't want to look at the map.) _again, but that didn't help, (switch) L?\u00ed's sf\u00f3p fs \\\\ook atfte map.{= Iwarn te step 12 We're aiming at two. (leave) because Iwant to look at the map.) *16 Complete the text with the infinitive or -ing form Itried to get the paint off my T-shirt. (= I couldn't get the paint off my T-shirt) (an attempt) of the verbs in brackets. Itried washing my T-shirt in very hot water. (= I washed my T-shirt but it didn't have the result I Shopping - If you want o_qo_ 1_ (shop) _then it's fascinating 2 wanted.) (an experiment) _area. Expect3 (explore) the Riverside Idon't remember closing the door. (= Did I close it or (see) high prices in the shops: not? I don't know.) Ididn't remember to close the door. (= I know that I this isn't a cheap part of town! For a different didn't do it.) _shopping experience, spend some time 4 (walk) around Central Market. It's not worth 5_ (go) after one o'clock, though. Most of the stalls start closing at midday. At the Crafts _ _Centre there are shops and workshops where you can 6 (see) people 7 (make) ceramics and jewellery. #14 Choose the correct form. \u00ff\u00ff \u00ff She refusescto discuss:\/ discussing it. _Transport - 8 (travel) by underground is _expensive, and you'll miss9 1 I can't imagine to live \/ living there. (see) many 2 He's pretending to be \/being sad. interesting sights. We suggest 10_ (take) the 3 You need to practise to hit \/ hitting the ball. _bus or the tram. The water taxis are also an excellent 4 Do you fancy to meet \/ meeting at the park? way of 11 (get) about. _Security - Avoid 12 5 I don't intend to take \/ taking the exam. (walk) around the city on 6 Do you promise to stay \/ staying here? your own late at night. Remember 13_ (keep) 7 He can't stand to wait \/ waiting for people. your identity card with you at all times. 8 Ryan has arranged to visit \/ visiting them. _Would you like 14_ (know) more? -Visit 9 I'd prefer to go \/going by bus. our website 15 (read) about the history of this exciting city. Unit 8 53","*17 \u00ff What should a visitor to your town or Self-evaluation Rate your progress. city see and do? Write a short guide. Use the headings from the text in exercise 16 and include some of the expressions from the box. It's worth... There's no point... You can see people... Spend some time. .. Avoid... A good\/great place to... The best place to ... Remember... My city Is a wonderful piact to explore. 1he best way of seeivu?> the main,sights Is to ta\\\\zt fli-v opetA,-top bus tour. After that you. should spei-vd som.e \u00favu\u00bf wal\\\\zivu$ around the old Towt\/v, where you ca\u00ff see people doifvg their everyday activities. SHOPPING it's worth tflteli\/vg a bus to the city Market, where... Work in pairs. Complete the sentences with verbs in the infinitive with or without to, or the -ing form. Compare your answers with another pair. Most people need and _ every day. _ _In life, you can't avoid or Very few people find it easy __ or _Most people want.. and _ , _ and are the best ways of staying happy. we wrote, 'Most people v\u00ffeed to eat, to drlv\u00ffz avudto sleep every day.' we wrote, 'Most people v\u00ffeed to eat, to driv\u00ffte, ai\u00ffd to talte to sovu\u00bfovi\u00bf 54 The -ing form and the infinitive","Reported speech Theatre I can report statements and questions. Why is your leg i\\\\*>\\\"plaster? Reported statements it's fvot real. I'm, actli\u00ffg li\u00ff a play We can use direct speech or reported speech when we fluvd n\u00ffy character has a broteen Leg talk or write about things people said in the past. i That's strafe, whetA,jangle asteed Paul In direct speech we use quotation marks and the exact why his Leg's Ifv plaster, he said that words that somebody said. he's actli\u00ffg Ifv a play a\\\\A,d his character Martinsaid, 'I'm sorry I'mlate. Imissed the bus. It won't has a broken Leg. But yesterday Paul happen again.' [ told Cathy he'd brctee\u00ff It oia, holiday. In reported speech we give the meaning of what the person said, without quotation marks. We use a reporting verb like say (that), tell someone (that), explain (that) or promise (that). Martinsaid that he was sorry he was late. He had missedthe bus. Hepromisedit wouldn't happen again. We usually change the direct speech one tense back in reported speech. See page 189 for a summary of changes. However, we don't have to change the tense when the reporting is soon after the speaking and the statement .a \u00ff is still true now. 'What's the matter with Max?' 'He said he's hungry.' (= he's still hungry now) We also change possessives and pronouns. Pollysaid, 'You can use my camera to take aphoto ofyourself.' Polly said that Icould use her camera to take a photo of myself. 'You can use these chairs.' She saidIcould use those chairs. Time and place references usually change, too. Jason said, 7 can meetyou here tomorrow.' Jason said that he could meet me there the next day. See page 189 for a summary of changes. O\u00ff Julia said she would help me. 1 Complete the sentences with said or told. _ him they were coming. _1 You you didn't need it. 5 They that Edward had to go home. .he couldn't remember. 2 Beth and Carla _ me that I'd won a prize. 6 Kim_ Ishould buy it. _3 He _ he was sorry. 7 Max. Unit 9 55 4 Alice Pete she'd seen Andy. 8 You.","*2 Complete the reported speech with the correct 6 They left two hours ago. form of the verb from the direct speech. \u00ff 'I want to stop,' she said. She said that they had left two hours She said that she waited_ to stop. 7 i cut v\u00ffyseIf ovv som,e glass. 1 'Jack's waiting for you,' he said. _Mike explained that he had cut He said that Jack _ for me. glass. on some _2 'I won't tell anyone\/ 1 promised. You promised you anyone. 3 'You must stay in the boat,'they said. 8 I've had these trailers for five years.. They said that we _ in the boat. _He said he had had 4 'We were on the bus at the time\/ Alison said. trainers for five years. _Alison told me that they on the O;;4 O9.i What did they actually say? Listen and tick the direct speech that matches the reported bus at the time. 5 'I gave the picture to Jenny\/ he explained. He explained that he _ the picture speech. _\u00ff He said, to Jenny. 6 'I've finished\/ she said. __She told me that she a The ladder has broken.' 0 7 'We can help you tomorrow\/ he said. b 'The ladder will break.' Q 1 She said, a Til phone him tomorrow.' ~ _ _He said that they me the next day. 8 'You shouldn't open it\/ they said. b Til phone you this evening.' [~~] _They told us that we it. 2 He said, _ *3 Look at the direct speech and complete the a They're busy.' O reported speech. Use eight words from the box. b 'I'm busy.' \u00ff then me that himself before day those next there myself you her 3 She said, _ \u00ff I'kK golfvg to the beach today. a Til buy it nextyean: \u00ff _b 'I bought it last year.' \u00ff 4 They said, Jason said he was going to the beach that day a 'We're going to stay here.' Q I'llcovue bflete tovuorrow. _b 'We went there.' Q 5 She said, a 'It happened yesterday.' Q He said he would come back the day. _b 'It happened two days ago. P] 2 i cflcv-flx It iww. 6 He said, _Molly said she could fix it a 'I wouldn't see anything with those glasses.' b 'I can't see anything with these glasses.' O 3 Heidi-phoned this v\u00fforv\u00ffiv\u00ff. She told me that Heidi had phoned morning. 4 Bd avul Kflte are l\u00f3etela At you. She said that Ed and Kate were looking at 5 ( feel coku-fortflble here. He told me that he felt comfortable 56 Reported speech","... ...iS O9.2 He said She said Listen and report % 8 O 9.3 Read the notes Max wrote after he went what the two speakers said. to Manor ice rink today. Then listen to what the man said yesterday. Tick \u00ff if the information msorry. was correct. sorry. f-fe said he was sorry. she said she was sorry. Complete the reported speech. T\u00a1 rtt \u00ff 'We'll bring the book tomorrow;they said. THURSDAY APRIL They told me that they would brln\u00ff the book TVitd Mflavor Ice rink this m,ornlkvg: the next day , but they didn't. Si-Kail - __1 He said to me,'You and Ishould meet again.' staff - He said that Lots of other skaters - 2 'I missed the bus,' she explained. ticket cost \u00a3$.oo __She explained that after 4-5\\\" minutes a m.em,ber of staff __3 You said,'I'm waiting for the bus.' % \u00bb \u00ff\u00bb You said that 4 'I'll do it this afternoon,' he promised. said, 'Yok have to get off the Ice now.' He promised yesterday that _ ,but he didn't. 5 'You can help me,'he said. __He said that 6 'We've already introduced ourselves,'they __explained. They explained that 7 'I've got some money,' she said. __She said that __8 'It's not here,' he told me. He told me that *7 Work in pairs. Complete the sentences with information about yourself, and read i9 Max phones the ice rink to complain. them to a partner. Report your partner's \u00ab\u00ff Role play the conversation using your sentences to a different partner. How notes from exercise 8. much information can you remember? C[00d m.ornlt<v0, Manor Ice rink. can i hel-p you? _ve never _need to yes, I'm.phoning because i was very disappointed when iused the Ice rink _'m going to yesterday. yesterdaij. I phoned you on wed\u00ffesdaij didn't and you told that the Ice rink was can't _ recently. very nice but ... _'d like to _must _haven't i spoke to ernle. He told m,e that he had never ridden a motorbike. i spoke to \\\"E-eth. she said that she had never played tennis. Unit 9 57","Reported questions Because reported questions use statement word order, we don't use do, does or did in reported We use reported questions when we talk about yes\/no questions. questions in past conversations. She asked, 'Doyou know him?' The tense usually changes back in reported questions, She askedif\/whether we knewhim. and reported questions don't have quotation marks (Sheasked ifwe did know him>) or a question mark. We use the same reported question pattern when Reported questions use statement word order we use phrases like Could you tell me...? or Do you (subject before verb) and not question word order. She asked (me), 'Canyou swim?' ...know...? and Let's ask The tense doesn't change in She asked me ifIcouldswim. 'When's itgoing to start?' she asked (us). these sentences. She asked us when it was going to start. Couldyou tellme what time the supermarket opens? (Couldyou tell me what time does the supermarket open?) In reported information questions, we use the same Let's ask someone what time it is. question word as in the direct speech. (Let's ask someone what is the time,) 'What wouldyou like to do tomorrow?'she asked Vicky. She asked Vicky what she would like to do the next day. We sometimes report questions and conversations in a summary sentence. In reported yes\/no questions we add if or whether Iasked Elizabethabout her family. after asked (+ object). She told me about her grandparents. 'Areyou going to stay here?'heasked. Heaskedif\/whether Iwas going to stay there. 'Willithurt?'Andy asked the doctor. Andy asked the doctor if\/whether it would hurt. flO Circlethecorrect words. *11Complete the questions that the speakers asked. \u00ff They asked me where was my passport \/ \u00ff She asked if I had been to Egypt. 'Have ijou been to Eai\/jpt ?' she asked. my passport was . _1 They asked him if he was going to the match. 1 He asked what did I do \/ 1 had done at the ' ?'they asked him. weekend. _2 She asked Mary what she would like to eat. 2 Let's ask the teacher what this word means \/ ' ?'she asked Mary. does this word mean. _3 Andy asked the dentist if it would hurt. ' ?' Andy asked the dentist. 3 She asked me if would I\/ whether Iwould ever come back. _4 The teacher asked whether Iwould change seats. ' ?'asked the teacher. 4 I asked her whether \/ about her plans for the future. _5 He asked us if we needed a lift. ' ?' he asked us. 5 Could you tell me if \/where Ash Road is? 6 I asked how long \/ to her how long it would take. _6 My mum asked me if Icould tidy my room. 7 Let's ask the teacher if \/ about she can help us. ' ?'she asked me. 8 Jamie askedTony was Iris doing \/ what Iriswas 7 The interviewer asked if I had ever written my doing. own project. '_ ?' he asked me. 8 The student asked what happens when you heat the mixture. '_ ?'the student asked. 58 Reported speech",",12 O9.4 People are answering questions. O OListen and tick the two questions each person talks about. *13 Write the reported questions. \u00ff 'How long have you lived here?'she asked them. she asked them, how Iovw they had Lived there. \u00ff a How often do you watch TV? [\u00ff] 1 'Where have you been?'the teacher asked her. b What did you watch on TV yesterday? | 2 'Are you feeling OK?'Mandy asked me. c Where do you watch TV? 0 d Who do you usually watch TV with? \u00ff 3 'Have you got a football?' Angie asked them. 1 a How many people are there in your family? \u00ff 4 'What time's the next bus?' Sam asked. b Do you live in a house or a flat? Q 5 'What will happen next?' Bella asked him. c How long have you lived there? O 6 'Can you help me?' he asked. d Do you have a garden? CZ 7 'What should I do?' I asked him. 2 a Do you like swimming? O 8 'How did you hurt yourself?' they asked him. b How often do you go swimming? [ *14 Work in four groups. Write the reported c Have you ever swum in the sea? O questions. Look at the example. d Have you ever swum in a river? [H Group A Turn to page 181. 3 a What are you going to do tomorrow? \u00ff Group B Turn to page 184. Group C Turn to page 185. b What are you planning to do next Group D Turn to page 186. weekend? c What will you be doing 20 years from now? d Where will you be living five years from now? [_J 4 a How often do you listen to music? [_ where does It hurt? b What's your favourite kind of music? _] How ofteu\u00ff do you cLeai-v your teeth? c Can you play a musical instrument? O she as\\\\zed me where It hurt. d Have you ever been to a live concert? she as\\\\zed me how ofte\u00ff i cleaned my teeth. 5 a What's your favourite meal? 115 Work in groups of four, one from each b Do you ever cook for your family? \u00ff group in exercise 14. Read your reported questions. Can the others guess where c When do you eat the main meal of you were? the day? \u00ff she as\\\\zed me where It hurt. d Who do you eat the main meal of the were you at the doctor's? day with? O 6 a What do you usually wear at the weekend? b What did you wear last weekend? [_] c How many pairs of jeans have you got? L] d How many pairs of trainers have you got? Unit 9 59","Choose six questions from exercise 12 to Use reported speech to write about the ask six different people.Then talk in pairs about the results. f information you collected in exercise 17. I asked c\u00ffemma if she had a garden. Iasked eorge about his music habits. He \\\"E-lILuj asked me what i wore last weekend. told me that he listens to music every day. Choose two topics (eight questions) He said that his favourite kind of music is from exercise 12. Interview two different classmates using Can\/Couldyou tellme..? traditional folk music, but that he likes all questions and direct questions. Write kinds of music. down their answers. Use reported speech to answer these \u00bf\u00ffeorge, could you tell me how every day. questions.Then discuss your answers in small groups. ofken you listento music? Have you ever asked a stranger for help in the And what's your favourite street? What did you ask him\/her? Was the stranger helpful? kind of m.usic? What's the nicest thing anyone has ever said to you? iLike all kinds of music, Have you ever said something really stupid? What did you say? but my favourite Is When did you last ask a teacher something? What did you ask? What did he\/she answer? traditional folk music. What's the last thing you said to someone in your family this morning? Listens to music, every day Someone once asktd me i-\u00ffshe could likes all kinds of music - favourite is borrow the shoes that I was wearing. fette m.tsie i said no, because ( needed them. Listens... Self-evaluation Rate your progress. L.ibby, do you likeswimming? yes, ( do. uuu How often do you go swimming? once a week. can you tell me if you have ever swum,... UB.B>Y likes swimming goes swimming once a week has swum ... 60 Reported speech","Reporting verbs + object + the infinitive I can use reporting verbs to report requests, orders, advice etc. Other reporting verbs include:advise,allow, encourage, instruct, invite, order, persuade, remind, want, warn Sentences with reporting verbs follow this pattern: reporting verb + object + the infinitive form. Gemma remindedDave to post the letter. Ronnyinvitedus to stay for lunch. WW fW We can make the reporting verb negative or the infinitive form negative, depending on the meaning. away Negative reporting verb Did Ljou tell lum, to let go of the \\\\zite? Tony said, 'Walk to the tree.' -\u00bb Tony didn't ask me to run to the tree. He asked me to walk to the tree. No, I ckcWt! Iwarded kin<. Negative infinitive verb (not + the infinitive) We can use different reporting verbs in reported speech to express functions like requesting, advising The teacher said,'Don't run in school!' The teacher or giving permission. toldme not to run inschool. We use the reporting verb ask to report requests and the reporting verb tell to report orders. These are some of the common reporting verbs: Reporting a request advise to tell somebody what you think they Tanya said, 'Could you shut the door, please, Mary?' should do -\u00bb Tonyo asked Mary to close the door. Reporting an order allow to say that somebody can do something Ivy said, 'Close the door, Mary!' Ivy told Mary to close the door. msmqt: issay pssitiv\u00a9 things ta matessmgtely feel confident about doing something instruct to give somebody information about how to do something invite to ask somebody to do something or come somewhere (a party, your house) order to tell somebody firmly to do something (stronger than told) persuade to get somebody to do what you want or to believe something remind to make somebody remember something warn to tell somebody about difficulties or problems that might happen oi 10.1 Look at the direct speech then circle the correct answer. Then listen and check. \u00a9 My friend often says 'Can you wait for me?' O4 The receptionist has already said, 'Please don't eat My friend often asks \/ tells me to wait for him. here.' 'Close your books,'the teacher said. The receptionist has already asked \/ told you The teacher asked \/ told us to close our books. not to eat here. I'm going to say,'Can you stay?' George said, 'Don't phone me.' I'm going to ask \/ tell him to stay. George didn't tell me \/ told me not to phone him. Claire always says, 'Could you carry the bags, She's saying, 'Talk about it.' please?' She isn't telling them to write \/ 's telling them Claire always asks \/ tells me to carry the bags. not to talk about it. Unit 10 61","\u00cd2 O 10.2 Listen and complete the sentences L r>on't forget your water bottles! with the correct form of these verbs. Please can listen get close read jump O HEAD not \/ look not \/ worry Cxo to the office. I'llbe there infive \u00ff She asked Sam to close the window. min-utes. T>ro-n't go anywhere else _1 He told Max about it. _2 She told Kate _ the letter again. 3 He told Sally the milk. __4 He asked William 5 She asked Mary 6 He asked Suzy ;i:3 Work in pairs. Student A give three instructions and make three requests using the verbs in the box. Student B report the speech back to Student A ...using You asked meto and You told ...me to open close put count (not) look (not) write (not) say .say 'hello'. canyou write your name, please? you told me to say hello. you. asteed me to write my name. * 4 Read what the people are saying, then complete f you caw checte the meanings of sentences 1-5 with these phrases. Oallowed them to use wanted them to buy \\\\new words inyour dictionaries. encouraged them to swim invited them to sit reminded them to take ordered them to go 7 Come andjoin me! The water's really nice and warm, why don't youjust \u00ff Jim encouraged them, to swim, with him. try it? I'm sure you'll li\\\\ze it\\\\ 1 My grandmother _ in her garden. Would you. litee to go and relax in 2 Sally _ their water bottles. _3 The girl 1the garden? I've put some chairs there. \u00bfJ it for her. _4 The head teacher _5 The teacher to the office. their dictionaries. 55 O 10.3 Listen and circle the answer. O \u00ff He's encouraging \/ ordering Bella to run faster. 1 She's advising Suzy to wear \/ not to wear the bluejacket. 2 He's reminding her \/ She's reminding him to take some medicine. 3 He's ordering someone to read \/ to give him the letter. 4 She's instructing him to go \/ not to go into her office. 5 She allowed \/ persuaded Milly to show her the photo. 6 He's inviting \/ persuading Sam to go fishing with him and his friends. 62 Reporting verb + object + the infinitive","O 10.4 What did the person say? Tick the yTEA S 8 Ask and answer the questions from correct answer. exercise 7 in small groups. \u00ff a 'You can eat red meat every day.' O t>o you ever Invite your b 'You should eat red meat every day.' 0 friends to eat at your home? 1 a 'You can use the computer.' \\\\Z\\\\ No, but isometimes invite my fnecute b 'You can't use the computer.' to piay com.-pu.ter 0flm.es At my house. 2 a 'Don't go near it! It's dangerous.' O b 'Could you please not go near it?' LJ *9 JT Write your answers to the questions in 3 a 'I think you should probably stand in exercise 7, giving details and examples. two lines.' \u00ff HOW\u00dcO I INTERACT WITH \u00dcIFF5R.eNT b 'OK everyone, stand in two lines!' O PBOPUB? 4 a 'Yes, you can go on the grass.' Q Isometimes invite my friends to watch films b 'Don't forget to go on the grass!' \u00ff at my house. Last weete i invited my friers 5 a 'Please can you open it?' Q Katie aiA,d Molly to come a\\\\A,d watch a comedy at my house, a\u00ffd we had a really good b 'Please don't open it!' O evem.\u00ff together 6 a 'Jason and Tim, what happened?' I I b 'Jason, what happened?' I I J Write six more sentences about how ;\u00ed 1 Complete the questions with the words below. \/ people interact using the verbs in the box. advise ask allow encourage instruct invite allow invite persuade a stranger order persuade remind tell want warn you to do to give to help to play Pareia\u00a3s oftei\u00ff aste children to help with the How do you interact with different people? housework. Do you ever \u00ff invite your friends to eat at Teachers your home? .studei\/vts Do you ever invite your friends \\\\ games doctors at your home? t>efvtists Do your friends invite 2_ to luatch films Bus drivers at their homes? Self-evaluation Rate your progress. _UJhat don't your parents 3 you to do? U \u00ff \u00dcI (For example, go out in the evening, spend a long time on the computer) Can you 4_ other people to do things? Do other people persuade you s_ things easily? Give examples. Have you asked someone in your family 6_ you money recently? UJhy did you need it? Did you get it? Do you ever ask people 7_ you tuith your homeiuork? If so, tuho do you ask? Have you ever asked to give you directions in the street? If so, ujere their instructions clear? Unit 10 63","Sentences with it I can use it in a variety of sentence structures. Helio? who's that? I cflfv't hear you very well. it's a really bad Uite! CfliA, you. speflte louder? We usually use it as a pronoun for things, actions We use it+ be to talk about distance. and ideas. It's about 100km to London from here. Idon't like this pen. Doyou want it? (it = this pen) {There's about 100km to London from here.) Iopened the window. It was a mistake!(it = opening It was a five-minute walk from the hotelto the beach. the window) We use it+ be to talk about clock time. It's halfpast ten. 'Doyou like walking in the rain?' 7 loveitV (it = walking in the rain) We use it+ take when we say how much time a person needs to complete an action. We also use it as an 'empty'pronoun in other sentence It takes me twenty minutes to get to school. structures. We use it in the following pattern to give opinions. object time to + infinitive It be,seem, feel adjective to + infinitive It 'II take me ten minutes to copy it. It 's nice to meet you. It took Ryan two days to get here. It feels good to be home again. We use it to talk about a person when the person is We also use the same structure but with no object unknown, or when we identify ourselves to someone (it + takes + time) when we say how much time an who can't see us. action takes for most people. 'Who's that?' 'It's me, Amy.' It only takes two minutes to complete this questionnaire. Hello? Is someone there? Who is it? In questions and negatives we can use it + take We use it + be to talk about the weather. (+ object) + long + to infinitive. Willit take (you) longto fix my bike? (a long time) It's snowing. It won't take (me) long to finish the book. It was sunny. 64 Sentences with it","* 1 011.1 Listen and number the pictures from 1-6. 4 Match a-i to 1-8. O \u00ff Look at the view! d 1 What was the weather like? 2 I'm Gemma. 3 Did it take you a long time? 4 Do you like skateboarding? 5 How did this happen? 6 Who's that? 7 How long is the journey? 8 What's the time? a It's Martin. b No, it took about 45 minutes. c It's five past eight. d It's beautiful! e It was cold and clear. f It's nice to meet you. g I don't know anything about it. h I've never tried it. i It's a ten-hour flight. 2. \\\\\\\\o*r$ 57 minxes *5 Work in small groups. Take turns to say 2 O 11.1 Listen again and complete the one of the sentences 1-8 in exercise 4. sentences with the words below. The others in the group all give a different crazy TV presenter easy far Jamie 35 perfect response, using it where possible. Is it -far to the Sports Centre? Loote at the view! It takes me _ minutes to walk there. It's flmflziiva! I Love it! __Yes, it's _ ! iv* o r rwi v r vvj i vu v \u00ff wv. Ithink it must be thifUe it's rflii-vifU} over there. _The train takes about six hours. It's O6 Cross out the wrong answer. \u00ff It feels \/ has \/ 's good to be in the fresh air. Later we have a very special guest joining 1 It's a twenty-minute bus ride \/ five-minute walk \/ half an hour. _us - it's the very popular _ ,Ernie Webber! 2 'What was the weather like?' 'It was a lot of fog \/ raining \/ very nice.' It's to find that. 3 It doesn't take long \/me a longtime\/ a ten-minute bike ride. Work in pairs. How far is it to these 4 'Where's the shop you were talking about?' places from where you are now? 'It's 75 kilometres from here \/ a map on the the nearest supermarket\/bank\/ bus stop\/train noticeboard \/ difficult to explain.' station\/airport the sea the city centre 5 There's a sandwich on the table and it's for you \/ NewYork Paris Tokyo there's a drink in the fridge \/ it's a salad in the fridge. How -far is it to the nearest 6 'What's that noise?' There's Milly. \/There's a big supermarket from here? football match at the park. \/ It's Toby.' it's about \u00b1oo metres. H-ow far is it to New yorfe from, here? It's a four-houtr flight. Unit 11 65","% 7 Add it or there. O ;j:10 Work in pairs. Look at the questions and _\u00ff Is Sunday today? write short answers in a different order on a piece of paper. Can your partner _1 use Henry's bike.' guess which questions they answer? would be good to ask him first.' How long does it take you (more or less) ... \u00c1 .'s a spider on the wall and I don't like ... fo get ready for school in the morning? 3 _ 's the first day of summer today. ...to read a 300-page book*? 4 That was interesting, wasn't _ ? ... to get to school in the morning? _ _5 was early in the morning and __wasn't anyone around. 6 _ 's about 100 km from here to Tokyo. 7 'Don't worry won't take long to clean that up.' 8 .'II be about 40 people here' \u00a38 O 11.2 Complete the voicemail with the missing words.Then listen and check. Hi, it 's. Cathy here. I'm ita- the car with E>ad. to brushyour hair in the morning? ...to eat a pizza? 1_ 's raining really heavily and 2_ 's a lot r...to walk to your best friend's house? _* _oftraffic. _,'s movIngx\/ery ...to paek your- bagstor \u00a7 heli\u00e1ay? fifteen miles to ox-ford from here, i\u00ffad thit-vtes it's goiuvg to 5_ us at least half an hour to twenty minutes two minutes three weeks get to you, but It's difficult 6_ say really, 45 minutes fifteen minutes because the traffic's so bad. I'msorry we're i thiuvte it tafees you two minutes to eat an apple. going to be late but 7_ 's i\/vothii-vg we can That's right! do about 8 I'llcall again ina while. Self-evaluation Rate your progress. B-ye for now. y Jf J\u00cd W You're travelling to meet a friend and you're going to be late. Make notes to f\/ answer these questions, then write a voicemail to your friend. Where are you? What time is it? Where are you travelling to? Why are you late? How long is it going to take you to get there? How will it feel to arrive at your destination? Hi, it's Toby here, it's about half -past two and I'm on the bus to the museum. It's really annoying because there was a ... 66 Sentences with it","Verbs with two objects I can use verbs with two objects in two different patterns. \u00a32) shall we get Rosy a preset? Q we could give her soi-ue sweets. CD or we could her som-e chocolate biscuits. CZl we cat-v't sei-vd her biscuits! They'll get brotee\u00ff Ikv the post. f~~) No, but i cat\/v tatee the\u00ff to her. I'm, visiti\u00ff her flt the weefeeiA\u00ff. Some verbs (like make, give, send and offer) can have In pattern 1 we always use to or for with the second two objects. object. .Ann's taking a box of chocolate biscuits to Rosy We use to after the verbs bring, give, lend, offer, .Ann's taking Rosy a boxof chocolate biscuits pass;\u00a7end, teach-, tell-, threw,sell,shew,write. Sentences with verbs with two objects can follow two We use for after buy, choose, cook, fetch, find, get, different patterns. leave, make, order, save. Let's send Peter a message. Pattern 1 Let's send a message to Peter. Couldyou order me a salad, please? subject verb direct object to\/for + object Couldyou order a salad for me,please? (thing) (person\/people) When the direct object is a pronoun, we usually use Mary teaches music to children. pattern 1. I've left some pizza for you. 'We can't send her biscuits.' Pattern 2 'No, but Ican take hem to her.' subject verb indirect direct object 'We can't send her biscuits.' (thing) object 'No, but Ican take her ihem.' (person\/ music. Mary teaches people) some pizza. I've left children you * .1 What did Tanya send to her friends? Write sentences in pattern 1 \u00ff a letter \/ Leo _3 a postcard \/ Peter she sefvt a letter to Leo. 1 a parcel \/ Polly 4 a text message \/Tom 2 an email \/ Emily 5 a smoke signal \/Sidney Unit 12 67","12 O 12.1 Change the sentences from exercise 1to * 5 Read the questionnaire and complete the pattern 2. Then listen, check and repeat. questions with the phrases below. _\u00ff .she sent Leo a letter. you maths given someone people things j|jy 1 - write someone write you sold something 2 - them for you it for you an email to 3 - lend people you a story 4_ o 12.2 Listen and number the pictures from 1-6. Give and take o 12.2 Match a-g to 1-7.Then listen again _\u00ff Who did you last send a\u00ffe\u00ffa\u00edito ? and check. 1 When did someone last 1 Shall I fetch o _a letter? a _2 I'm making _3 Can you pass 2 When did you last _4 I've Ieft letter? flowers? 5 Did you offer _ to _3 Have you ever _6 I've picked _4 Have you ever _7 I'll qive _someone? What was it? a some food in the fridge for you. 5 Do you ever your b her these flowers. c her a scarf. _books, DVDs and CDs? ? d them to her later. e Pete your old bike? 6 Do you ever make f me the salt, please? g it for you? What kind of things? 68 Verbs with two objects Who does it? 7 Da yaii make yeuf awn breakfast in the morning or does someone make _? _8 Do you choose your own clothes or does someone choose ? What do you remember? 9 Who taught _ two years ago? 10 When did someone last read ?","i6 Use the questionnaire in exercise 5 *11 Are the sentences and questions correct \u00ff or to interview a partner. Oincorrect x? Correct the mistakes. who did you last sei\u00ffd a email to? \u00ff Are you tired? Shall I read you a story? \u00ff My frievui violet. \u00ff Mary might like this painting. Let's offer her it. x Let's offer it to her . W 'Me and the people around me.'Write about you, your family and friends. Use 1 Shall I put these pictures in the bin or shall I save some of the ideas from the questionnaire. Alison them? I have a big family, a\u00ffd a lot of my cousins 2 Carrie works with children. She teaches them art. 3 I need the bread. Can you pass me it? Live abroad, ov\u00ffe of my cousins offce\u00ff writes 4 My glasses are upstairs. Can you fetch me them? 5 I'm really hungry.Could you get me some chips? me letters. A few weetes ago she sei\/\\\\,t me a Lov\u00ffq 6 That's a nice song. Can you teach us it? letter ai-vd some -photos. 7 Jason enjoyed looking at that book today. Perhaps you could lend him it for a couple of days. 8 You sit there. I'll bring you a drink. * 8 Complete the sentences with to or for. O ;;:12 Work in small groups. You have five \u00ff I made a paper hat for Tim. O minutes. How many true sentences can \u00ff Let's send these photos _to_ Annie. you make with the words below? You can add adverbs of time and frequency. 1 r leave a message _ Kate. banks libraries I sho| lend give make _2 Can you give this box _ _ Jason? some people my friend 3 Shall I lend \u20ac100 Emily? chefs my brother\/sister tell sell write 4 She's ordered a pizza _ you. send cook _5 I'd like to show your drawings _6 I'll find some socks Max. people children me customers Toby. money books myferate\/sistef _ _7 Let's pick some cherries Jess. presents stories you? businesses **\u2022\u2022\u2022\u00ab\u00ff a joKesII \/\\\\ \/ A \/\u2022 S\\\\ I I IAff (my\/their) friends 8 Shall I choose a book emails letters 9 You have to throw the ball _ Iris. clothes meals 10 Pass the scissors _ Frank. postcards things *9 Talk in pairs. Change the sentences in exercise 8 B.akvfes leiA\u00ff mokvey to -peo-pie. to pattern 2. I've iA<ever giveiA- my brother flowers. My frievui se\u00fft me a present last weete. I mflde Tim a -pa-per hat. Let's seiAA Auvi-\u00fae these -photos. *10 0 12.3 Work in groups. Close your books. Self-evaluation Rate your progress. Listen to the beginning of the sentences ww w from exercise 8. The first team to call out the correct answer wins a point. \u00a3made T\u00cdm... A -paper hat! Unit 12 69","Units 8-12 Exam preparation Reading The people below are looking for a new club. Read about eight clubs and decide which club would be most suitable for each person. Kim wants to join a sports club. Julia likes spending time outdoors. She'd like to know how to improve She would like to do some physical her fitness level. activity, but she doesn't like doing Mandy loves reading. She'd sports. like to make some new friends but she finds it difficult to start Ronny loves watching films. He isn't interested in knowing how films D\u00e1Jj conversations with people. are made but he'd love to spend time talking about films with other Tim's already very good at cooking people. and playing chess. He'd like to push himself to a higher level of skill now. A Lightbox Film Club The Norley Bookworms It's fascinating to discover the techniques that film The Norley Bookworms is a small friendly group. We directors use and to learn about the history of some meet every four weeks to talk about our 'Book of the of the world's most famous films. Month'. At the Lightbox Film Club we invite expert speakers 'I enjoy talking about books with this group, and it's to come and talk about different aspects of film making. interesting to have conversations about topics and Pho\u00f1\u00e9Pa\u00fal o\u00f1 themes that you don't talk about every day.' Heidi B The Rayford Runners 'Being part of this fc\u00f3ok club has m\u00e1\u00e1\u00e9 me r\u00e9\u00e1\u00e1 Running with a group encourages people to stick to a regular training programme. It also helps some books that I might not normally choose to read.' Alex people run faster. The Rayford Runners meet once a week. We run in Chess for Beginners groups according to fitness level. Our training coach It will probably take you a lifetime to become an can advise you how to improve your technique. expert at this game, but it only takes a few weeks to learn the basic moves. C Gourmet Cooking Club At this new club you can learn to play the game, then Do you spend a lot of time cooking? Would you like practise playing with people the same level as you. to improve your skills? Well, at the Gourmet Cooking Club you can do just Green Space Club that. Watch a professional chef cook a complicated three-course meal - then try to do the same yourself. The Green Space Club is beginning to change our And you get to eat the food afterwards! city! We meet at different locations in the city and D Card Craft transform waste land into green gardens by planting vegetables and flowers. At Card Craft, we arrange for experts to come Give us your time and energy and in return the and show our members different ways of making Green Space Club will give you an amazing 'eco' greetings cards for special occasions. You'll be able to learn how to make all sorts of experience! cards. It's amazing just how many different kinds of techniques there are. H The Midas Film Club What's the point in watching a fantastic film and then just going home? At the Midas Film Club we watch films on the big screen together, then go the cinema caf\u00e9 to discuss the film informally. 70 Revision 3 Exam preparation","2 Read the text and questions below. For each question, tick A, B, C or D. M\/j Arc-tic 7reM by Jason Archer Billy,one of our guides, had done the trek many times before.When I asked him if he'd had any frightening Two years ago I trekked across the Arctic with a group of experiences, he told us about the time he'd woken other young people.We wanted to raise money for charity up in the night and felt the ice moving underneath and this seemed like an exciting way of doing it.All our families him.When he opened his tent and looked out he and friends supported us by promising to give us money if we saw that the ice was breaking up. He'd actually felt completed the trip. the water splashing on his face. For a moment he'd thought that he had become separated from the The trek took us five days and it was the most amazing group, but then someone threw him a rope and he'd challenge of my life.The organizers had told us it would be managed to get to safety. difficult, but I never imagined just how tough it would be.We crossed huge areas of snow and frozen lakes on foot.And it was Hearing Billy talk about the ice like that made the effects of global warming and rising temperatures so cold! The temperature went as low as minus 30\u00b0C,and there seem very real to me.The sea ice is melting more quickly than ever before.The Arctic is a unique and were winds of 100 mph which made it feel even colder.There beautiful place, and it's terrible to imagine it changing were days that I couldn't imagine ever feeling warm again. for ever. I didn't expect to see much wildlife there, but one day we saw two polar bears playing together. It was wonderful to watch them, but unfortunately they saw us watching them, stopped playing and walked away. \u00ff What is the writer's main purpose in writing this text? 4 What did Jason learn from Billy's story? A to persuade other people to do an Arctic trek A how to survive in cold water B @ to describe why hedidthetrek and what B \u00ff how to throw a ropeto someone to savetheir he saw and heard about life C to teach people how to stay safe in cold C that the ice in the Arctic may not be as strong temperatures as it looks D to encourage people not to visit the Arctic D that it will be a long time before global warming changes the Arctic 1 Why did Jason do the trek? 5 What would Jason probably say? A ] to make money for charity B ] to make people think about the problems of AD fflmXly refused to give vu,e flfvy rn.oiA.ey for chartty because they rising sea temperatures C to see polar bears playing in the snow didn't wflkvt m,e to do the trefe. D ] to meet people who knew the Arctic well 3ee\u00edi\u00ff0 two poiar bears was 2 What would a reader learn about Jason from the text? very fr\u00edghtef\u00fai-vg. A He thinks it isn't worth asking people to give Billy felt the Ice m,oviKvg but money to charity. he couldn't see fliA\/ythikvg. B He avoids doing things that are difficult. C He enjoys adventure and is interested in nature it's Iv\u00ffortav\u00fft for people to ftv\u00ffd a wfly of stoppii\u00ff0 0lobfllwflm\u00e1i\/v-g. and the environment. D He regrets doing the trek. 3 What does Jason say about the trip? A ] Trekking on the snow and ice was easier than he expected it to be. B I didn't like stopping to look at the polar bears because Iwanted to keep walking. C The organizers told us it would be easy but it was really difficult. D I would encourage other people to do it. Exam preparation Units 8-12 71","3 Read the text below and choose the correct word Writing or phrase for each space. Write A, B, C or D. 4 Read the messages on a website. Complete the Silver Jeweller\u00ff-making Workshop texts using the words in capitals. Make changes \\\"Thank \u00ffou for \u00ff B- on our next Silver to the words if necessary. Jeweller\u00ff-making Workshop. the end of Help! I'm findinq it impossible \u00ff to sit SIT the da\u00ff, \u00ffou 11 have the confidence to make and study for two hours every night. PLAY beautiful gifts1_ all \u00ffour friends! I see my brothers 1 and want SPEND This one-da\u00ff workshop will teach2_ all the 2 time with them. I hear people TALK basic skills \u00ffou need3_ a piece of silver HEAR 3 and I don't want to miss jeweller\u00ff from start to finish. 4 anything intprpsting. _ _4 will be a short talk about how 5 \u00ffour Are you trying 5 in the kitchen STUDY jeweller\u00ff online. We ll also give \u00ffou advice on or living room with people around BE the best wa\u00ff 6_ \u00ffour work for sale. you? It must 6 difficult for you DO We suggest7_ some designs with \u00ffou so 7 your work well. You need FIND that \u00ffou can start working without dela\u00ff. 8 a quiet place. \\\"The tutor, Jenn\u00ff Lake, has taught Art I agree. Don't let yourself 9 BE and Design 8_ adults for man\u00ff \u00ffears. You \\\\\u00bbll te abte te W ?_ a frw tta distracted by people around you. STUDY initial design to the final product. 10 in a noisy place is difficult SIT WORK Remember _10 some ideas for designs with for anyone. Also, don't make yourself \u00ffou to the workshop! 11 at your desk for too long. \u00ff A enrol B enrolling C enrolled D to enrol After 45 minutes stop 12 and 1 A to B for C by D at 2 A you B to you C for you D your have a short break. 3 A to produce B producing C produced Complete the second sentence so that it means D for to produce 4 A We B You C It D There the same as the first sentence. Use no more than 5 A sell B selling C to sell D sold 6 A of presenting B present C presented three words. D presenting \u00ff I saw Ann. She was writing a letter to Kate. 7 A whether you brought B bringing I saw Ann wr\u00edt\u00edvw a Letter to Kate. C to bring D if you brought 8 A for B to C at D about 1 I asked her,'What are you writing?' 9 A to make B making C make D made 10 A bringing B bring C to bring D brought I asked her _ writing. 72 Revision 3 Exam preparation 2 'You should send a postcard to Charlie too,' I said to Ann. I persuaded _ Charlie a postcard. _Til buy you the postcard,' I said. her. I said that I'd buy the 'You can choose it,' I said. I let _ it. _5 We didn't drive to the post office.to the post office. There was no point 6 It was only a fifteen-minute walk there. It only took us _ walk there. Your friend Gemma met your friend Polly yesterday, and she liked her very much. Write an email to Polly. In your email, you should tell Polly what Gemma said about her suggest going somewhere together next week tell Polly that you're planning to send her something and explain what it is Write 35-45 words.","Listening oR3.2 You will hear the owner of a Guest House 8 O R3.1 For each question, listen and choose the Owelcoming a group of guests. Complete the \u00a9correct answer A, B or C. missing website information. Use one word in each space. \u00ff What time did Tanya leave school? ABBEY GUEST HOUSE 1 Which is the correct sign? BRIGHTON 30 BRIGHTON 45 BRIGHTON 6 Welcome Dinner \u00ff g o'clock in the Peacock Restaurant 2 Which picture shows Mrs May? This is what some of our previous guests have 1_ about the Welcome Dinner: _'A fantastic evening!' to the welcome dinner. Wemade 'We're sopleasedthat we 2 new friends who 3_ be our friends for ever!' Price: An extra \u00a310 per person. 3 What does Ivy want? Meals Breakfast (Garden Room): 7.30-9.00a.m. Lunch (Waterlily Room): 12.00-2.00p.m. _Evening meals (Peacock Restaurant): 6.00p.m. to midnight We can bring you 4 inyour room. Please speak to Reception Local attractions _Visit the Botanical Gardens (a 5 _Hear people 6 -minute walk) 4 How much did the woman pay? traditional stories in the Market House Vs\/vA\/W VsyvN\/W Would you like to practise 7_ the local language? wv Visit the LanguageCaf\u00e9, 27 Park Street. vsy\\\\A\/W Fireworks, every evening, 10p.m.Main Square Wv\/> Local transport _Buses for the city centre leave here every 15 minutes. We suggest that you avoid 8 in town at these times: 5 How will Dave get to the station? 8.30-9.30,4.30-5.30. Speaking Work in pairs.Turn to page 188. Take turns to talk about what you can see in your pictures. Exam preparation Units 8-12 73","Ability and requests I can use modal verbs to talk about ability and make requests. Ability (can, can't, could, be able to, managed to) Would ou n\u00faiAd the wli\u00ffdow, piease? y ...of course oh, actually, Itcm\/t ope it. it's locked You'll be able to opei-v It with the \\\\) teey. Now, Where's the key? I do\\\\*st feuvow. i caiA\/'t see It at all Ah, there it Is! it's oia, the floor. Catt you. 0et It? A modal verb shows the speaker's attitude or opinion We can use managed to + the infinitive for difficult towards a fact, event or activity.The main verb is achievements. always in the infinitive form. We eventually managedto start the car. He didn't manage to swim across the river. We use the modal verb can + the infinitive when we talk about an ability or skill in the present. To predict future ability we use be able to with will or be going to. Ican speak French. You'll be able to see the stage from here. I'm notgoing to be able to come on Friday. Ican't open it. Canyou get it? We also use be able to after used to, want to, would like\/love to and with the present and past perfect. We use could or was\/were able to when we talk about He used to be able to run very fast. a general skill or ability in the past. I'dlove to be able to ski. Amy couldski when she was a child. =Amy was able to I'venever been able to draw people's faces. ski when she was a child. Icouldn't swim sixyears ago. = Iwasn't able to swim six Modifiers years ago. Could they readwhen they startedschool? = Were they ...To modify the degree of ability with can, could and able to readwhen they started school? be able to we use (quite\/veryj well and not at all. We use was\/were able to, but not could, when there Mygrandmother was able to paint very well. was an opportunity to do something at a particular (= a very good painter) Ican speak French quite well. (= a good French speaker) moment in the past. Icouldn't hear you very well. (= not good) Ican't sing at all. (= a bad singer) Fortunately, we were able to get home before it started raining. To modify the degree of difficulty we can use easily. Fortunately, we could get home before itstartedraining. Ican easily do that. \/ 1can do that easily. They were easily able to see us. They were able to see But in negative sentences we can use either couldn't us easily.{= with no problems) or wasn't\/weren't able to. Unfortunately, we couldn't get home beforeitstarted raining. = Unfortunately, we weren't able to get home before it started raining. She wasn't able to finish all the exam questions in the time available. = She couldn't finish all the exam questions in the time available. 74 Ability and requests","o \u00a31 13.1 Listen and tick the correct answer. S3 O 13.2 Write the sentences in the correct order. How many balls OThen listen and check. can he juggle? _ O\u00ff open\/the box\/we\/managed to a Two. O we v\u00ffav\u00ffac\u00ffed to o-pen the box. b Three. 0 1 play golf\/I'd like to\/be able to c Four. \u00ff 2 can't\/he\/at all\/swim How well can Mandy do a handstand? * 3 quite well\/used to\/be able to\/she\/play a Very well. Q 4 able to\/draw\/I've\/always\/been b Quite well. Q c Not at all. Q 5 very well\/they\/do it\/couldn't \u2014When were they playing tennis? 6 speak to Pete\/were\/you\/able to a In the morning. b In the afternoon. Q o c In the evening. O *4 Circle the correct answer. How well can she swim? \u00ff Can \/ Could you read when you were three? a Very well. O 1 He's never been able to \/ could hear very well. b Quite well. \u00ff 2 Could \/Did you manage to finish it? c Not at all. \u00ff 3 She can quite well speak Italian \/ speak Italian Can Dad fix the gate? quite well. a Yes, no problem. Q 4 We could \/ couldn't fix it at all. It was completely b Yes, but it will be difficult. broken. c He doesn't know. [ ] 5 I can well \/ easily carry that. It isn't heavy. Did Heidi get into the house? 6 Suddenly, the goalkeeper moved away from the a Yes, through the front door. goal and Icould \/ was able to kick the ball into b Yes, through the bathroom window. the back of the net. c No. She didn't manage to get in. O %5 O 13.3 Listen to Jenny talking, and circle T (true) \u00ff Work in two groups. Make a list. or (F) false. You have five minutes. Which \u00ff Charlie managed to climb a tree for the first time this morning. T\/F Ggroup has the longest list? 1 Charlie couldn't climb very high in the tree at Group I the park. T\/F hJhaA tan animals do -thai p&op\u00a1& tari-} do? 2 He couldn't shout to Jenny. T\/F ~\u00a3>irds cfliA-fly. 3 Jenny has always been able to climb trees. T\/F Whai tan p&ople. do -thai compuJ&rs canido? 4 Jenny was able to help her little brother. T\/F 5 Jenny would like to be able to do rock-climbing. Peo-ple cfltA, watte. T\/F Group 3 Ma-} tan people, do ihai animals tariido? __People can write books Nha-i tan tompwi&rs do iha} p&ople. tan-} do? Computers store lots of information. Unit 13 75","6 O 13.3 Complete the story with the words in the *8 Which things in exercise 7 would you like to be box. Listen and check. able to do? Write five sentences. can can't can't couldn't was able to been I'd like to be able to read a map. able to be able to managed \u00a9 I'd love to be able to swim underwater. This morning, I took my little brother Charlie 5:9 Work in groups. Read your sentences. to the park and he got stuck up a tree. This surprised me because usually he can Can you find someone with the same climb things easily. Today, he climbed up very sentences as you? high, but then his shirt got caught on a branch and he 1_ move at all. I'd love to be able to read a map. 'Help!' he shouted. 2 get i cando that. I'd like to be able tojuggle. Me too! down!' He sounded really scared. W Complete the questionnaire. Tick \u00ff the y things that are true for you and cross x _I hate heights. I've never 3 the things that are not true. Then discuss your answers with a partner. go up tall buildings because 1 4- _look down. It makes me feel sick. 1 5 even stand on a chair! But when I heard Charlie's frightened shouts _I felt different, and 1 6_ climb up 3 I've been able to speak English since \u00ff to him. 1 7 to free his shirt and 1 was five years old. we climbed down the tree together. 4 1 can use an English-English dictionary _I hope the experience has changed me very easily. \u00ff to eve?. Will I\u00ae \u00a73 up tall buildings now? I don't know, but I hope Ican. 5 1 can understand films in English quite I'd like to try rock-climbing, too. easily. \u00ff J 6 1 can spell tuords in English c\\\\uite uuell. [\u00ff] 17 Work in pairs. How well can you do these 7 1 can very luell. \u00ff things? Tell your partner. Use the words 8 1 rould uihpn in the boxes. 1 tuas ten years old. \u00ff not at all quite easily 9 I'd like to he ohle to very easily quite\/very well \u00ff mend a bicycle tyre change an electric plug can't understand -films Inenlisto very well. write a computer programme read a map build and light a fire cook a meal for six people \\\"That's true -for me too, but I watched a film in English a few weeks ago and I play tennis\/football\/another sport juggle managed to understand some of it. walk on your hands swim underwater dive Talk in different groups. What can your ski play a musical instrument sing read music friends and family do? Ican't chauvge a bicycle tyre at d-My friend ueo canplay the Quitar very well. all but I can easily read a map. My brother can write oom-puter -programmes. I ca i-v't walk on my hands at all. I can play golf quite well. 76 Ability and requests","Requests (can, could, would, may) ... ...We use Could l\/we ? or May l\/we ? to request We use can, could and would to make polite requests. permission in more formal situations or when we We use them in different ways and with different don't know the listener. degrees of formality. 'CouldIask you a question?' 'Certainly.' We use Can you ...? to make simple requests,and\/or when the relationship between the speaker and the 'Excuse me, could we sit here?' 'I'm afraid these seats listener is informal. are taken.' 'Can you come with me?' 'Of course.' 'May we leave now?' 'Yes, that's fine.' We also use Can l\/we...? to request permission We can also use Would you + mind + verb + -ing ...? informally. 'Can Iuseyour pen?' 'Yes, of course' to make polite requests. 'Wouldyou mindclosing the door, please?' 'Not at all.' We use Could you ...?to make requests that are more ... ...We can also use Would you ? like Could you ? difficult for the listener to fulfill, and\/or when the relationship between the speaker and the listener is 'Wouldyou close the door, please?' 'Yes, of course.' more formal. To request permission, we use would with mind + 'Couldyou do this exercise again,please?' 'All right.' 'Excuse me, couldyou tellme the way to the station?' if I + past simple. 'I'm sorry, Idon't know this area.' 'Wouldyou mindifIopened the window?' 'Actually, I'dlike to keep itclosed.' O*12 13.4 Where are the conversations? ListenIandCJIIU *14 Complete the polite requests. Use the word in numberthe places 1-6. Obrackets. Use no more than three words. _ ob in a restaurant a at home _ d in a library \u00ff I want to come with you! (can) can i oov\u00fft_ with you? e in a shop 1 Help us with these boxes! c on a train f in the street us with these boxes, \u00a313 Circle the correct option. please? (could) \u00ff 'Could you pass \/ passing the bread, please? 2 I want to see your passport! 1 Can you \/ Would you mind come here for a _ your passport, please? minute? (could) 2 'Can you \/ 1 sit here?' 'Sure, go ahead. _3 Say that again, please. that again? 3 Would you be \/being quiet, please? Would 4 Would you mind if I move \/ moved these books? 5 'Can I\/ Could you speak more slowly, please?' (mind) 'Yes, of course. Sorry.' _4 Get me some water! get me some water, 6 Excuse me, would you mind answered \/ please? (would) answering some questions? 5 We want to see the photos. _ the photos, please? (may) 6 I want to use your pen. (used) Would you mind _ your pen? Unit 13 77",";:-15 Match the request (a-f ) and the response (g-l) to 17 Excuses, excuses! Work in small each picture 1-6. groups. Take turns to make polite Requests requests.The others must try to a Could you come and hold the ladder for me? think of as many different excuses as b Would you mind turning your music down? possible with can, could or be able to. c Could you get rid of that for me? Use the ideas below or your own ideas. d May I use it now? e Would you give me a hand with these stones? lend me some money f Would you mind if I put this in your basket? help me with my homework Responses help me with the washing-up g I'm afraid the engineer wasn't able to fix it today. come swimming with me speak a bit louder It's still not working. mend this bicycle tyre h I'll be able to help you later but I'm not wearing change this electric plug carry these bags for me the right clothes at the moment. get my kite from the top of that tree i He can't hear you! j Sorry, but I've never been able to go near spiders! Could you help v*z with this m,aths k I'd love to be able to help but I'm a bit busy at the hokueworte, please? it's algebra. moment. I'd love to be able to I No, don't do that! Iwon't be able to see anything! but Cm, really busy. \u00a9 I'ku, afraid i ca iVt see It because ( haven't got m,y glasses with m,e. I loofeed at It earlier but couldn't ut-vderstacvd It. Sorry but (Ve i\u00ffever beekv able to do algebra. Self-evaluation Rate your progress. u u cj. \u00a316 Work with a partner. Look at the pictures in exercise 15 but cover sentences a-l. How many conversations can you remember? Could you get rid of that for m.e? sorry, but I've v\u00fft\\\\jtr bee\u00ff able to go i\u00ffear spIders! 78 Ability and requests","Necessity and obligation I can use modal verbs to talk about necessity and obligation. Must,hove to, need to, can chose som\u00bf library books for you. at the Library. J f you. fveeduv't have doi<ve that! \\\"Tfoat was teCi\/vd. Tha\u00ffOe y JThat's OK. ( had to 00 to the library, anyway. you m.usi coi\u00ffe t\u00ffv ai\/vd have a drifvte! No, thai-vtes. I c-auv't. I've got to 0o hom.e \u00ffvow. We use the modal verbs must, have to, can and need We use should and shouldn't to give advice or suggest action for other people. It expresses an opinion. to + the infinitive when we talk about necessity, Ithink he should ask a friend for help. obligation and freedom to act now and in the future. You shouldn't eat that. Obligation and necessity Prohibition We use have to to talk about rules. (= Do this.) (= Don't do this) has to wear black shoes for school. must need to mustn't We also use have to when a situation means that there is no other choice for action. should have got to shouldn't We have to climb over the wall because there isn't a gate. have to can't We use need to to talk about things that are personally important, necessary or urgent. No obligation\/necessity Permission\/freedom Ineedto go now.Mybus leaves at six. (= It's not important to do (= It's OK to do this.) Have got to is similar to need to, but it is more this.) informal and also more urgent. Is that the time? I've got to go! don't have to can, may We've got to tell the teacher about this. don't need to needn't When there is no obligation or necessity we use don't have to, don't need to and needn't. We use must, mustn't and can't to talk about rules and to give orders. Idon't needto get up early tomorrow - it's the first day You must stop at theyellow line. You mustn't run with the ball. of the school holidays! We can't talk inthe library. You needn't worry about that. We also use must and mustn't to give ourselves and ...When we ask about obligation we use Do\/Does ...have to ? others strong advice. Doyou have to do homework every day? Imust remember to bring some water. You mustn't worry so much! ...When we ask about specific necessity we use We use can and may to say that something is Do\/Does ... need to ? permitted. May is more formal than can. You can leaveyour books on the shelf this evening. Do Ineedto bring this book tomorrow? To ask about permission we use Can ...? Unit 14 79 Can you wearjewellery to school?","* 1 Match functions a-h to sentences 1-8. *4 Circle the correct options. _ o1 You must hit the ball into that area, a ' O\u00ff You can \/ need to be here at six o'clock tomorrow morning. Don't be late! 2 You must come for lunch one day! 1 I think we should \/ have to leave now. It's _3 You can stay here until five o'clock. getting late. 2 Can I\/ Do I have to watch the football match this 4 You should buy a dictionary. _ evening? I really want to. 5 You have to have a passport to go to 3 You can't \/ needn't bring your books to school _another country. tomorrow. You only need a notebook and pen. _6 You don't need to finish it now. 4 Attention! You should \/ must stop at the yellow 7 We have to clean our shoes every day. _ line! Do not cross the yellow line! 8 Emily has to wear glasses. _ 5 Farmers have got to \/ have to work every day of a an international rule the year. b a family rule 6 You can \/ should take it home.Would you like to? You decide. c giving permission 7 You mustn't \/ don't have to do that! It's d an invitation dangerous! e a medical necessity 8 Sorry. You don't need to \/ can't wear shoes in the house. f advice 9 Can I\/ Do I have to wear this hat? I really don't g a sports rule like it. h free from obligation 10 You mustn't \/ don't need to pay. It's free to enter. 2 O 14.1 Where are the conversations? Listen \u00a9and number the places 1-6. _a in a caf\u00e9 _ _b in the street d on a train *5 Complete Jack's sentences with the best words e at reception from the box. c at home _ f at school i3 O 14.2 Complete these sentences from exercise 2 must mustn't should cao\u00fft 've got to may doesn't have to Qwith the verb in brackets and a verb from the box. Then listen and check. \u00ff Jack-\u00bb his cousin: change cross eat have have see sign 'We oavs\/t eat sweets at our school. stay tidy use watch Can you?' \u00ff I c,a\\\\A,'t eat _eggs, (can't) _1 Jack -> his teacher: I go to the inside the building, (must) 'Excuse me, _1 You _ when the man is red. _2 You bathroom?' _a DVD? (may\/I) (mustn't) at the next station, (will have 2 Jack -\u00bb a friend: 4 You here? (I\/have to) 'Sorry, I can't talk now. I. take this _to) _ a black pen. (don't have to) book to the library.' _ your room first, (need to) 5 _3 Jack -\u00bb his little brother: play with my phone.' _ some tests at the hospital soon. 'No! You 6 You _your ticket, please? (can\/I) _4 Jack -\u00bb Jack: _7 You a short break now. (can) 'It's not fair! My little brother 8I get up early every day!' (have got to) _5 Jack -\u00bb a friend: try again.' 10 You 'I think you 6 Jack -\u00bb Jack: 'I _ remember to phone Charlie this afternoon! Why do I always forget?' 80 Necessity and obligation",";i;6 Work in groups. Choose a job. Can the \u00cd8 Work in groups. Look at the signs. How many of the rules ... ...others guess what it is? Ask questions Ocan you write in five minutes?? W with Can you ? and Do you have to ? footballer doctor lawyer builder shop NO & assistant writer taxi driver accountant musician waiter police officer nurse ENTRY Unit 14 81 Can ... you m,usti\u00ff't parte here. you ca\u00ff cycle here. work at home make a lot of money wear whatever you like have long holidays Hasto ... sit down a lot run or walk a lot wear a uniform wear smart clothes retire at a young age write a lot of reports and emails get up early work in an office work at night C-ayv you worte at home? No, I cai\/v't. E>o you have to wear a ui\/wfomc? No, Idovs\/t. Are you. a lawyer? yes, i Am.. %7 Tick \u00ff the sentences that are true for you. Then work in groups to find people who ticked the same sentences. I have to make my bed every day. I have to help clean the house. A I don't have to help with the cooking. I'vegot to have a haircut soon. I must tidy my bedroom this evening! need to go to the library soon. A I can't watch more than three hours'television every day. can't go out with my friends every evening. have to matee my bed every day. That's the same as me! Av\u00ffd i have to help cleave the house. i dofv't have to do that.","Hadto, needed to, needn't have, couldn't Q*9 O14.3 Listen and tick the correct answers. \u00ff Why didn't Fred play with friends after I'm, worry li\u00ff0 about \\\"TlUS IS school? m.Lj exam. tomorrow! a He didn't want to. M i i-veecWt have * b He had to work. \\\\v\\\\ womcd about the c He didn't have any friends. Q exai-K. it was fme! 1 Why did Milly give flowers to Amy? We use had to, needed to and couldn't + the infinitive a She wanted to. Q when we talk about necessity, obligation and freedom to act in the past. b She had to. ] We can use had to for any past obligation or necessity. c Amy had asked for flowers. Q We can use needed to for any past necessity. 2 What did Carrie do at the music studio? Obligation and necessity Prohibition a She watched people play and record had to couldn't music. O needed to b She played different musical instruments They had to wear black shoes. (= It was the rule.) We hadto climb over the wall. (= We had no choice.) and used the recording equipment. I We hadto\/needed to post the letter. (= It was c She used the recording equipment. I important to us.) 3 What did Ted do today? Icouldn't use my computer on the plane. a He went to the library but it was No obligation \/necessity Permission \/freedom closed. [_] could b He went to the library. [_] didn't have to didn't need to c He went to school. | | We didn't have to do homework ot primaryschool. 4 Why didn't Alice pay? Ididn't needto go to the doctor because Ifelt better a She didn't want to. this morning. We couldchoose what we wanted to eat. b She couldn't because she didn't have We use needn't have + the past participle when we any money. \u00ff say in the present that a completed past action was c She didn't need to. O unnecessary. 5 Why didn't Ann see the film? Needn't have is different from didn't need to. We didn't needto take food. (= It wasn't necessary a She couldn't because of her age. O to take food. We knew that. \u00a9) We needn't have taken the food. Nobodyate it. b She didn't want to. Q (= It wasn't necessary to take the food. We didn't know that. \u00a9) c She had to do her homework. 6 How did they get to the station? a They ran. Q b They walked. O c They took a taxi. P] 82 Necessity and obligation","*1C Circle the correct option. SI 2 Take turns to read one of the problems. \u00ff I could \/ didn't have to \/ needed to write this The other students choose a role and report, but Iwanted to. I chose to do it. respond. Change roles. 1 Toby had to go \/ needn't have gone \/ couldn't go to school yesterday because he had a A ..The questioner: Do you need to .? hospital appointment. He was at the hospital Why do you need to ...? all day. Did you have to ...? 2 'You've got so many things in your bag!' A The director: You must ...\/ have to ... 'I know. And I had to take \/ needn't have You mustn't \/can't ... taken \/ couldn't take my umbrella because it didn't rain at all!' You needn't have... 3 We couldn't \/ had to \/ didn't need to use our The calmer: ...You don't have to dictionaries in the exam. We had to leave them in our bags. A The adviser: You don't need to ... 4 I didn't need to wake up \/ needn't have You can ... woken up \/ had to wake up early because You need to ... it's the holidays. Istayed in bed until half You should \/shouldn't... past nine! I don't know the rules of football. 5 The hotel restaurant was fantastic. We couldn't I haven't got many friends. \/ had to \/ could eat anything that we wanted. I'm tired because I studied for four hours yesterday evening. 6 'You missed the end of the film!' I painted this picture for you. It took me all day! I've got toothache. 'I know. I couldn't \/ could \/ had to leave early I swam in the river. Now I'm really cold. because of my bus.' I don't understand modal verbs. *1 Complete the second sentence so that it doi\u00ff't fei\u00ffow the rules of football. Omeans the same as the first. Use a modal why do you. K\u00ffeed to teuvow A verb from the box. the mies of football? car# couldn't didn't have to may A you should aste Oscar. mustn't needn't have should He fewvows about football. \u00ff You mustn't swim here. You can't swim here. Self-evaluation Rate your progress. 1 Can I use your dictionary? ww w _ your dictionary? _2 We didn't wear jeans because it was prohibited. We jeans. 3 You can't open it yet. You _ it yet. _4 There was no obligation to buy the picture. We the picture. 5 In my opinion it would be a good idea for you to say 'sorry'. Ithink you _ say 'sorry'. 6 I watered the garden but it wasn't necessary because it rained later. I_ the garden because it rained later. Unit 14 83","Plans, predictions and guesses I can use modal verbs to discuss plans,to make predictions and to speculate and guess about present situations. Making plans (shall, could, would) CD <shall we tatee a taxi? I CI\\\"rtiflt would be expensive. CD \\\"There fw-lght be a bus. Q There woiA\/t be auvy buses at this tli\u00ffe of i-vi.0ht. CD we could walk. Q I do\u00ffv\/t fewow ... we mi,0ht get lost, we could aste som\u00bfofve for directions. CD Shall I aste that tflxl driver? H-e i-uust tei\/vow. Q That would be 0reat. A modal verb shows the speaker's attitude or opinion We use would in I'dlike to. .. and Wouldyou like to ...? towards a fact, event or activity. We could take a taxi, (suggesting a plan) to talk about preferences for plans. That taxidriver must know, (making a guess) What time wouldyou like to start? We might get lost, (making a prediction) I'dlike to stay at home this afternoon. We use the modal verbs shall, could and would when We use That + would\/wouldn't be when we respond we suggest and discuss possibilities for future plans. to suggestions for plans. We use could in the affirmative form when we suggest different possibilities. \u00a9 That would be nice\/great\/ wonderfull\/fantastic! We could watch TV. You coulddraw the pictures. \u00a9 That would be good\/better\/the best thing to do! \u00a9 That would be difficult\/very expensive. ... ...We use Shall we ? and Shall I ? when we ask \u00a9 That wouldn't be easy. questions about plans. What time shall we meet? Shall we leave soon? As well as the modals shall, could and would, we also use Let's... and Why don't ...? to make suggestions ...To reply to questions with shall we usually use Let's and plans. ...or How about ? Let's stop at five o'clock. Why don't we go to the beach? 'What shall we do?' 'Let's phoneMartin.' or 'How about phoning Martin?' _ _ Oa a room oi 15.1 Listen. What are the people talking about? Match conversations 1-6 to a-f. d an afternoon activity b a piece of homework _e a visit to a friend c a holiday _\u00b1_ f a broken vase 84 Plans, predictions and guesses","*2 \u00a9O 15.2 Listen to the sentences and circle the \u00a1i- 4 Circle the correct answer. O _ _ _correct options.Then listen again and repeat. \u00ff I shall \/ 'd like to go to the library tomorrow. __A A\/\\\\ M A 1 'We could \/would invite Jenny.' 'That's a good .shall i bn.uv0 sovue food tills eveiA-luvg? idea.' 2 'Why don't we keep it a secret?' 'That wouldn't \/ What shall we do? couldn't be very kind.' _ _1 Shall is stressed \/ not stressed. 3 'What shall \/ would we give her?' 'How about _a Aa \u2014i could v\u00ffa\\\\ze sovue sandwiches. some flowers?' \u00bb v-v- 4 'A walk in the forest?' 'Yes, why not?That would \/ we could aste for help. shall be nice.' _ _2 Could is stressed \/ not stressed. _a Aa Aa. 5 'Shall we play some music?' 'Yes, we shall \/ let's.' That would be fantastic! 6 Could \/ Would you like to come with us? *5 O 15.3 Complete the conversations with the words in the box. Listen and check. Then practise \u00ff|r the conversation in pairs. O don't could could like would shall shall shall would would \\\"That'-wovu-ld be*-di.fvf\u2014lcw.lt. Ivy: .shall we go for a walk tomorrow? _Sue: That1 3 Would is stressed \/ not stressed. _Ivy: Where2 be nice. ':S 3 Work in groups. What could you do with we go? these things? Which group has the most ideas? Sue: We3_ walk to the lake. ...Ivy: Yes, and we go swimming. Sue: I don't know Ithink the water 5_ be very cold! Ivy: 6_ I bring a picnic? tw ymk Sue: lnat'_ Bae Il\/owviaeKly#. w,llte scissors Ivy: I'd to invite Julia to come with us. sticks flour Shall I ask her? strli*0 sugar Sue: Yes, of course. Why 9_ we ask Katy,too? butter glue chocolate Role play. Work in pairs. What are you a cancera six bags of potatoes going to do? Have three conversations and make plans. Use shall, could and a wooden box a piece of wood would. Use your own ideas. a ki<vlfe wheels Conversation 1 What \/ we give \/ Anna? string bike? DVD? computer game? we could u\u00f1atee choc-olflte biscuits. Conversation 2 we could eat the chocolate Where \/ we stay \/ on holiday? auui drivdz the milte! ata luxury hotel? at a campsite? Conversation 3 What \/ we do \/ at the weekend? play football? read books? what shall we give Am<va? we could give her a boote. That would be a good Idea. Unit 15 85","Predictions (might,may, will) %8 O 15.4 Optimists (\u00a9) and pessimists (\u00a9). We use might, may and will when we make \u00a9Match two responses (a-l) to each dialogue 1-5. predictions about the future. Then listen and check. We use will and won't when we are sure about a prediction. \u00ff We'll take a taxi. You'll love it!(= I'm sure.) \u00a9 _d_ \u00a9 _V\\\\_ Bill won't know the answer. (= I'm sure.) 1 I'm going to give this book to Toby. We use the adverbs probably and definitely to modify predictions.We put these adverbs after will _ _2 I've lost my necklace! but before won't. \u00ae\u00a9 They'llprobably win. (= I'm almost sure.) 3 I'm going to take some of this medicine. They'll definitely win. (= I'm 100% sure.) Itprobably won't rain. (= I'm almost sure.) \u00a9_ \u00a9_ It definitely won't rain. (= I'm 100% sure.) _ _4 She really wants to go to that university. We use might, might not, may and may not when \u00a9\u00a9 we aren't sure about a prediction. 5 I'm going to climb that tree! The bagmightbreak. (= It's possible.) The bagmightnot break. (= It's possible.) a You won't find that again. Karen may want to talk about it. (= It's possible.) Karen may not want to talk about it. (= It's possible.) b She may not pass all her exams. c You'll get a wonderful view. We use may and might in the same way, but may is d It'll be expensive. slightly more formal than might. e I expect they'll offer her a place. f You'll definitely get it back. We can use I expect and Ithink before predictions g It'll help you feel better. with might, may and will to show that the prediction h It'll be quick. i He won't like it. \\\\im opinion. J It'lltaste horrible. k He'll love it. Iexpect he'llbe hungry. I I think you might fall. Ithink they mightbuy a new car. * For negative predictions we usually use I don't Work in groups. Make optimistic and think + will. pessimistic predictions like those in exercises 7 and 8. I don't think they'll agree. a friend's tennis match the weather tomorrow Circle the correct answer. O a skiing holiday a maths exam \u00ff I'II probably \/ probably will go to bed early. an appointment with the dentist 1 She definitely won't \/ might not tell you. He'll deflately wlt>v! 2 It won't probably \/ probably won't finish late. He i-v\u00faght hurt l\u00fam,seIf. 3 This food is very hot and spicy. You not may \/ \/ Write optimistic predictions about your classmates. Work in groups and share may not like it. your predictions. 4 Iexpect \/ It expects it'll be cold this evening. expect vlctey will travel around the world. 5 Ithink she might not \/won't agree. 6 Jason will definitely \/ definitely will help you. 86 Plans, predictions and guesses","Guesses and speculations (must, might, could, can't) That must be cold! B.w.t why Is he so wet? what's happened? He m.u.st have fallen lvo the river, r We use must, might and can't when we guess and We can also guess and speculate about the past action speculate about a present situation. When we guess and speculate about the present or situation that created the present situation. circumstances of the situation we use must\/might To do this, we use must\/might (not)\/can't + have + (not)\/could\/can't + the infinitive or be + verb + -ing. past participle or must\/might (not)\/can't + A guess about a present event = have + been + verb + -ing. 'I'm 99% sure it's true.' A guess about a past event 'I'm 99% sure it happened.' That man must be cold. He must be feeling uncomfortable. He must have fallen in the river. He must have been fishing. A guess about a present event = 'I'm 99% sure it's not true.' A guess about a past event or activity 'I'm 99% sure it didn't happen.' He can't be very happy. He can't be feeling very good. He can't have wanted to get wet. A guess about a present event = A guess about a past event = 'Maybe. It's possible.' 'Maybe. It's possible.' Someone might havepushedhim! He might needsome help. He might have wanted to get something out of the Itcould be a fishing competition. He might not have any dry clothes. water. o .11 15.5 Listen. Which three pictures is he He might have been trying to catch a bigfish. talking about? He might not have been in a competition. o .;ti2 15.5 Listen again and answer the question - about pronunciation.Then listen and repeat. Do we pronounce the 't' in might be and the 'd' in could be? yes \/no \u00ff\u00ff4*13 Work in pairs.Take turns to make two sentences about a picture from exercise 11 with It might be or It could be. Can your partner guess the picture? it might be a cup. it could be a pinte. is It this picture? yes, that's right. Unit 15 87","i14 Circle the correct option. o O;;:16 \u00a9O15.7 Listen again and answer the question about pronunciation. \u00ff I'm not sure. You must \/ might \/ can't be right. How do we pronounce might have, must have and 1 His birthday can't \/ might \/ must be on the 3 1st can't have? a \/mait hicv\/ \/mAst hicv\/ \/ku:nt h<ev\/ April.There are only 30 days in April. b \/maitov\/ \/mAStov\/ \/kumtov\/ 2 He must \/ could \/ can't be a doctor. We don't ::;1 7 Work in groups. Follow the story trail. really know. 1 Read part one of the story. 3 I didn't see them on the bus.They must walking \/ walk \/ be walking to school today. There's a man called Edward who has 4 The post office might \/ must \/ could not be open a job that he loves. at this time of day. He works outside. He likes animals, 5 It's got black and white stripes, so it must \/ but he doesn't work can't \/ might not be a zebra. with animals. 6 'Why is he asleep at eleven o'clock in the 2 What's Edward's job? Guess from the jobs in the morning?' 'He might not sleep \/ might not be box. Use can't, might or could. sleeping \/ must not be sleeping.' shop assistant zoo keeper artist farmer 7 \u00a31000! You can't havejoked \/ must be joking \/ traffic warden cook office worker gardener might have beenjoking! librarian builder taxi driver fisherman 8 Were you OK yesterday? You must have felt \/ might feel \/ can't be feeling cold without a jacket. 9 He must have broken \/ can't have been breaking \/ can't have broken his leg. Look - he's walking fine! 10 Where did he get that cake? He must buy \/ have bought \/ have been buying it. *15 O 15.6 Complete the sentences with the Wt fee 5 coofe. oo\u00fal\u00e1 fe2 3 fe'\u00fail\u00e1er. \u00a9f\u00f3\u00edm q\u00edthe mbs in b\u00e1tete.Tten listen and check. \u00ff The lesson was at nine o'clock. He was at the 3 Now turn to page 181 for part two of the story. _dentist's at nine o'clock. (be) at the lesson. He can't have been 1 You had your bag on the bus. Now you don't _have it. (must\/leave) it on P Self-evaluation Rate your progress. j y\u00bb You j 1 the bus. 2 3 _2 She thinks it really happened but she was asleep. 4 She (must\/dream). 5 6 3 They wanted to come.They didn't come. 7 8 They _ (might\/change) 9 their minds. 10 4 He was talking about it yesterday and he wrote 11 12 it on his hand. 13 14 He _ (can't\/forget). 15 16 _5 The ground was dry. Now it's very, very wet. 17 It (must\/rain) 6 It was working. Now, it isn't working. Oh dear. We _ (might\/ break) it. 88 Plans, predictions and guesses","Units 13-15 Exam preparation Reading Look at the text in each question. What does it say? Tick \u00ff A, B or C. [flP\/ea\u00f3e bhowyout ticketA. I probably won't be home before \u00b0ipm, so don't wait A You can show your tickets. for me at dinner time. 0B You must show your tickets. See \u00ffou later. C You could show your tickets. Bx T 4hinK X mijM- have. deJeAtd A \u00ff I've got to come home before 9pm. some, pho+os on 4he computer. B I definitely can't come home before 9pm. Can you. \u00bfall? _ Billy_ C [_ I might come home before 9 pm. A I've definitely deleted some photos. Shall we ask Linda to come with us on Saturday? B It's possible that I deleted some photos. C I might delete some photos. A We could ask Linda. Thank you for the biscuits. B \u00ff We must ask Linda. Actually, Ibought some earlier, C \u00ff We'll probably ask Linda. but no problem - we've got lots Hi Jason now and I'm sure George will help Could you bring some DVDs with you me eat them! tomorrow? A You needn't have bought the biscuits. Thanks B You were able to buy the biscuits. Mike C \u00ff You had to buy the biscuits. J Please do not open the window. A Were you able to bring some DVDs? B Would you mind bringing some DVDs? A You couldn't open the window. C Do you have to bring some DVDs? JB You aren't able to open the window. HC | You mustn't open the window. Exam preparation Units 13-15 89","Look at the sentences below about astronauts. Read the text to decide if the sentences are true or false. \u00ff The first astronaut travelled into space in 1961. true \/false 1 'Astro' means space so 'naut' must mean'sailor'. true \/false 2 You have to travel more than 100km into space to be an astronaut, true \/ false 3 More than 520 people must have flown into space in the last fifteen years, true \/ false 4 The pilot has to take command of the whole space mission, true \/false 5 All mission specialists have to do space walks and repairs, true \/ false 6 A space agency might accept someone with a university degree in mathematics and good eyesight for the selection process, true \/false 7 A space agency might accept an experienced jet pilot with high blood pressure for the selection process, true \/false 8 Someone who is 195cm tall can't become an astronaut, true \/false 9 Mission specialists needn't understand the mechanics of the spacecraft, true \/ false 10 Astronauts in training must spend a lot of time working underwater in a space suit, true \/ false BEING AIM ASTRONAUT: A CAREES IN SPACE From the first manned spaceflight in 1961to These are the basic qualifications that you need trips to the International Space Station in the last to apply to a space agency. fifteen years, more than 520 people from around the ujorld have become astronauts. + You need a university degree in engineering, The ujord 'astronaut' comes from the Greek and science or mathematics. means 'space sailor'. In official terms, an astronaut is someone who has flown more than 100km into + You need to have 1,000 hours experience as space. a jet pilot in command. On a space flight there uuill always be a + You need to pass a physical examination, commander, a pilot and mission specialists. which covers the follouuing areas. The commander has responsibility for a whole You need to be able to see long distance and space mission. The pilot helps the commander things near to you. to control and operate the spacecraft and other You can't have high blood pressure. space vehicles, mission specialists have specific You must be between 158cm and 191cm tall. duties in different areas. They might do space walks, experiments or repairs. Applicants must write a CV that includes all their skills, experience and references. The selection process The space agency selects about 100 candidates. These candidates have to attend interviews and medical tests for a week. The training process fill astronauts need to train for two years. They have to learn about the mechanics of the spacecraft and how to operate its systems. They also have to do a lot of training underwater in swimming pools because this is similar to being in space. For this training, the astronauts have to wear space suits. 90 Revision 4 Exam preparation","3 Read the text below and choose the correct word Writing for each space. Write A, B, C or D. 4 Here are some sentences about a trip to the Diving Detective supermarket. For each question, complete the \u00ff c you believe this story? A man on holiday in second sentence so that it means the same as the first. Use no more than three words. _France thought he'd lost his camera for ever when \u00ff I didn't manage to get everything on the he dropped it in a river. But he 1 have worried. shopping list. A young diver found it and 2_ to return to it him. I wasn't able to get everything on the shopping list. Andrew Sully was canoeing on a river with his 1 I needed to take a taxi home. family when he accidentally dropped the camera. I_ take a taxi home. _'Oh no! There 3 be about 100 pictures on there!' _2 I wasn't able to use my credit card. I use my credit card. said his wife, 'We 4_ never see them again!' 3 I'm 99% sure I left a bag in the taxi. '1 5_ be able to find it,' said Andrew, and I must _ a bag in the taxi. 4 I'm 80% sure we'll need to get some more milk _he dived into the river to look for the camera. tomorrow. Unfortunately, he wasn't6 to see anything and We'll _ to get some more milk he soon 7_ stop looking. tomorrow. Two weeks later, 23-year-old student Kevin was 5 I bought these biscuits, but now I see that there's scuba diving in the same river when he found the a box of biscuits in the cupboard! camera. He 8_ to download the photos and then he I_ these biscuits! started his detective work. _6 Why don't we try shopping online next time? 'There were pictures of a man standing by a try shopping online next time? _\\\"Sully\\\" sign, so I guessed the owner 9 be called Your friend Martin is coming to stay with you Sully. There were also photos of a cycling event, and youi family this weekend. Write an emailto and I found Mr Sully on the event website. 1 10_ Martin. In your email, you should _to email him a message saying 'I think 1 11 your predict what the weather will be like at the camera.' weekend 'My wife and I were very happy to see our ask Martin to bring something camera and all our holiday photos again,' says suggest an activity for Saturday afternoon Andrew. 'We 12-like to say a big 'thank you' Write 35-45 words. to Kevin. Perhaps we'll buy him some new diving 6 Write a story with the title below. equipment!' -Ithought I couldn't do it \u00ff A Must B Might C Can D May but in the end Icould. 1 A can't B needn't C might D might not 2 A managed B could C able D can 7 This is part of a letter that you receivedfrom your 3 A could B can't C might have D must 4 A 'd B need C could D 'II English friend Andy. 5 A won't B can't C might D would 6 A able B could C can D need There are lots of rules at our school that 7 A will B could C had to D might 8 A managed B could C wasn't able lue mustn't break. D didn't manage Woiu about at your school\\\"? What rules do 9 A must B was able to C can't D couldn't you have\\\"? 10 A 'II B 'vegotto C was able D could 11 A must find B might find Write a letter to Andy, telling him about the rules at your school. C might have found D can't have found 12 A 've B could C 'II D 'd Exam preparation Units 13-15 91","Listening 9 OR4.2 You will hear a conversation between 8 O R4.1 Listen and choose the correct answer OMilly and Ben about a camping trip. Decide if \u00a9A, B or C. each sentence is correct or incorrect. Choose \u00ff What does the girl want? yes if it is correct or no if it is incorrect. un IcM_ \u00ff Milly and Ben were probably in the garden when l\u00b0l I.I|b| | Richard rang.(yes \/ no 1 What did the boy buy? 1 Ben would like to have lunch now. yes \/no 2 Milly knows that Richard is going out this afternoon, yes \/no 3 Milly, Ben and Richard need to buy tents. yes \/no 4 Ben won't have to buy a sleeping bag. yes \/no 5 Ben hasn't been able to buy a map for the trip. yes \/no 6 Milly needn't have bought plastic cups, plates and bowls, yes \/no 2 What is the weather forecast for today? Speaking \\\\\/ ( )y rj Work in pairs or small groups. You and your friend(s) have to prepare a performance for a a '\/ show at school. Talk about which equipment you \/ will use and who will use it. 3 What does the girl think happened? 4 What is the girl going to take with her? 5 What time will Jamie's train probably leave? 6 Which is the woman's list? To >- 1\/To To_Do\u00ff If K 1\/ 92 Revision 4 Exam preparation","Questions and question tags I can ask questions; I can use question tags to check information and make conversation. Questions Questions with what and who can follow two different orders. Q \\\"That's i-vew, ispi\/t It? what Is It? Q it's a \\\\zluui of robot. Subject question Answer (who\/what + verb) \u00a335 what does It do? Who phoned? Polly phoned. A cup broke. Qit acvswers a ia\/Uj t\u00ffuestlocv you aste. What broke? \u00a3D Wow! was It expensive? Object question Answer (who\/what + auxiliary verb\/ Qyes.it WAS. + subject + verb) I phoned Andy. Ted broke a plate. \u00a33 CaiA, I try It? Who did you phone? Q No, you. cciiA\/t. What did Ted break? OWhy yvot? We use whose to ask about possession. 'Whose penis this?' 'It's mine.' O. it's broteen. 'Whose are these books?' 'They're Dan's.' I oi\u00ffLy bought We use what when we ask about a wide choice \u00fat yesterday. (many possible answers) and which when we ask about a limited choice (a small number of possible answers). We use questions to check information, ask for What's your favourite day of the week? information, make requests, suggestions, offers and Which day of the week do you prefer? Friday or Saturday? invitations. We often use questions with what + noun and Yes\/no questions and wh- questions usually have the how + adjective. same word order. What colour are her eyes? What time does the film start? Are you sad? Why areyou sad? Didyou eat it? When didyou eat it? How far is the station from here? In short answers to yes\/no questions we use the auxiliary verb from the question. Howoldare you? 'Was she hereyesterday?' 'Yes, she was.' 'Canyou see a boat?' 'No, Ican't.' If a question has a preposition, the preposition 'Haveyou been working?' 'Yes, Ihave.' usually goes at the end. We use the auxiliary verbs do, does and did in What's that bag made of? questions with the present and past simple. Who areyou going to travel with? Do you play tennis?' 'Yes, Ido'. 'How often do you play tennis?' ...Questions with What for? mean 'Why?' 'Does it work like this?' 'No, it doesn't.' 'How does it work?' What didyou say that for? 'Didhephoneyou?' 'Yes, he did.' What did he want the money for? 'Why did hephone?' ...Questions with What is\/was like? mean 'Describe him\/her\/it\/them.' What's the weather like today? What were the hotelrooms like? Unit 16 93","o*1 16.1 Listen to the questions. What are they o 16.3 Listen to the questions. Tick the best asking about? Listen and number the pictures. answer for each question. 0\u00ff a Everyday. b Wood and glass. O c Because she lives near me. \u00ff 1 a To the shops. O b It's about 20km from here. _| c Tomorrow. Q Ml u 2 a Because I'm cold. 1 b About 10 minutes. Q %2 \u00a9o 16.2 Listen, then answer the question . c To school. O about pronunciation.Then listen again and 3 a At six o'clock. \u00ff repeat the questions. b It's Martin's. \u00ff c Paper. Q 4 a Katie. O b On Fridays. O c Really good. I I 5 a It's Jenny's. \u00ff b Wood and metal. Z] c About half ten o'clock. I I 6 a About 500 metres. \u00ff b Three times a week. Q c It's big, with lots of fruit trees. O whm te ste it tottedta? 15 Circle the correct options. Practise reading the H-ow old is It? H-ow did that hfl-p-pe\u00ffv? questions with the correct intonation. whose Is It? what's the climate litee? \u00ff ('How \/ What late was Heidi?' 'About ten minutes.' Does the voice go up or down at the end 1 'What was the meal like \/ for?' 'It was delicious! of each question? I really enjoyed it.' a Down [~~] 2 'Who did you see \/ saw you?' 'I saw Linda.' 3 'What \/ Why did you say that for?' 'Because it's b Up C true!' * 3 Complete the questions with the correct question 4 'What makes you \/ do you make happy?' 'Good food and good music!' word from the box. 5 'Which likes you \/ do you like best - mornings OHow How What Which When Whose or evenings?' 'Evenings.' Where Who Why 6 'When \/ What month is your birthday?' 'August.' _\u00ff what 's it made of - glass or plastic? 16 Work in pairs. Ask and answer questions and complete your story. 1 book is this - yours or Carrie's? Student A turn to page 182. Student B turn to page 184. 2 _ do you prefer - red or blue? 3 _ are your keys - in your bag or in your pocket? did you open it - with scissors or with a knife? _ shall we stop - now or in five minutes? _ didn't you come - because you couldn't or because you didn't want to? __ won - you or Frank? good are you at tennis - good or very good? 94 Questions and question tags","*7 O 16.4 Listen to the introduction to a quiz. \u00ff1\u00ff *8 \u00a916.5 Work in groups. Can you complete What do you need to write? the quiz? Listen and check. Which team || has the most correct questions? a names \u00ff b numbers \u00ff c questions \u00ff QuizrOur Planet, Our Universe Mountains and Lakes Lake Geneva Cotopaxi _? Mount Everest Lake Titicaca _4 Question: Where Answer: In Ecuador. 5 Question: How _ Answer: 8,848m. Planets Seas and oceans Venus Pluto Mars Saturn Mercury Uranus Neptune Earth the Atlantic Ocean the Pacific Ocean the Mediterranean Sea the Baltic Sea 6 Question: Whar do _ \u00ff Question: How deep Is the Baltic,sea ? _Answer: They coll it The Red Planet'. .? Answer: About 55m. 7 Question: How _1 Question: How ? _Answer: 460\u00b0C. Answer: 165.2 million square kilometres. 8 Question: How Rivers Answer: About 4.5 billion km. The Mississippi The Nile Capital tifias The Amazon The Yangtze Caracas La Paz Nairobi Kathmandu 2 Question: Where does _ ? Answer: Lake Victoria in Tanzania. 9 Question: Where _ ? 3 Question: How _ ? Answer: In Venezuela. 10 Question: How _ ? Answer: About 6,498km. Answer: 3,640m above sea level. *9 \u00a9O 16.6 Listen and answer the question about *10 Work in pairs. Ask your partner yes\/no pronunciation.Then listen again and repeat the questions. How many of these short questions. \u00ff answers can you make your partner say H-as It 0ot six legs? Am, i r\u00edght? in one minute? CfliA, you a\u00ffd your sister swim,? will It be OK? Yes, there is. No, Iwon't. Yes, she is. No, you don't. Yes, Ihave. Yes, Iwill. No, there isn't. v>oes Carla fe\u00ffow Alex? is Leo cornil? No, Idon't. Yes, it has. Yes, there No, she isn't. Does the voice go up or down at the end No, you of each question? No, there are. No, she don't. a Down \\\\~] aren't. Yes, he is. doesn't. b Up \u00ff No, Yes, you are. It isn't. Yes, you do. No, it hasn't. No, he doesn't. (s there a teacher li-v this roovu? yes, there Is. Unit 16 95","Question tags A question tag is a short question that we can add to the end of a statement. We form it like this: auxiliary verb + subject. John's funny, isn't he? The subject in the tag is the same as the subject in the statement. You workedyesterday, didn't you? A negative statement has a positive tag. A positive statement has a negative tag. Edwardcan walk to the farm, can't he? It isn't easy, is it? Sentences with the present simple or the past simple have do, does or did in the tag. An tony likes painting, doesn't he? You don't have any cousins, do you? Debbiepassedher exam, didn't she? Sentences with an auxiliary verb have the same auxiliary verb in the tag. We'llsee the new baby, won't we? They can't leave now, can they? We shouldn't say anything, should we? Some structures have different tags. Structure Auxiliary You used to live here, didn't you? used to did I'm late, aren't 1? 1 am aren't Let's stop, shall we? Let's shall have got have You've got a bike, haven't you? UlA\/lA\/ tsn\/t he? Imperative will Don't tell him, will you? When the subject in the sentence is this or that, the subject in the tag is it. That was fun, wasn't it? When the subject in the sentence is these or those, the subject in the tag is they. These are your pens,aren't they? We use question tags with rising intonation when we want to check information that we aren't sure about. Pandas come from China, don't they? Your dad's an engineer, isn'the? We use question tags with falling intonation when we are sure of the answer and we expect the listener to agree with us. It's cold today, isn't it? You won't forget to phone, willyou? *11 Circle the correct option. O\u00ff Kate's got the books, doesn't \/ hasn't she? 1 The bus will stop here, won't \/ will it? 2 They went home, didn't\/ don't they? 3 I'm going to be late, aren't \/ am not I? 4 Max can speak French, doesn't \/ can't he? 5 Let's get some lunch, will \/ shall we? 6 You and I already knew that, didn't we \/ you? 96 Questions and question tags","1 Polar bears live at the North Pole, don't they? OComplete the sentences with the tags below. don't they? can you? aren't I? isn't it? --a \u00ff ! b will you? didn't you? has it? ;;12 \u00a90 16.7 Listen. Does the question tag rise or \u00ff Don't forget, will you? fall? Tick \u00ffa or b. Listen again and repeat. 2 That isn't a real diamond, is it? \u00ff _1 You can't do it, _2 I'm sitting in the right place, ----a S\u00ff b \u00ff\u00ff \u00ff The tickets are expensive, aren't they? 3 This is easy, _ 4 Angie and Leo like basketball, a S\u00ff b 0 _5 It hasn't got any wheels, 3 Libby's from Australia, isn't she? _6 You used to have long hair, a \u00ff | b \u00ffX *16 Write the missing tags. \u2014--4 Lake Geneva's in Switzerland, isn't it? \u00ff It used to be here, didn't It? a \u00ffb 1 It hadn't broken, _ 5 He has told you, hasn't he? _2 Try your best, _3 You'll work hard, a \u00ff \u00ff b \\\"X \u00ff _4 Don't be late, 6 You're Brian's daughter, aren't you? 5 That's wrong, _ --8 That wasn't very good, was it? 6 He hasn't seen us, 7 You and I have finished, 8 Jason and Carla weren't smiling, *17 Work in pairs. Use question tags with the correct intonation to check the facts with your partner. Student A turn to page 182. Student Bturn ta page 1\u00a75. \u2014 _a I b --*13 O16.8 Listen. Does the listener agree (A) or Qdisagree (D) with each speaker? Write A or D. _7 They aren't going to win, are they? ab a \u00ff\u00ff ~ \u00ff b \u00ffA 3 14 f-felsIntel's 1\\\\a, F\u00edfvlav\u00ffd, Isi-v\/t It? I'm. iA\/Ot sure. 25 SI4 \u00a9 Work in pairs.Talk about colours using pandas eat bamboo, do\\\\\u00ff't they? \u00ffes, i thiv\u00ffz so. checking tags with falling intonation. P jSelf-evaluation Rate your progress. Speakers: make some mistakes with the colours! Listeners: respond appropriately. 1 2 3 4 5 6 7 These aren't greets, are they? 8 9 No,they aren't. 10 11 12 13 14 15 16 17 J Unit 16 97","Relative clauses and exclamatory sentences I can use defining and non-defining relative clauses; I can use exclamatory sentences. Defining relative clauses Defining relative clauses give essential explanatory information about the subject or object of a sentence. The subject or object can be a person, thing or place. We use the relative pronouns who, which, whose, or Here's a fact which you -probably doi\/v't \\\\z\\\\mw. that to introduce defining relative clauses. ihe twIia\u00ff\\\"Barred Tree Si\/U\u00bbte\u00a3, which lives luv We use who or that when the defining relative clause gives information about a person. Asia, cflkv -fly ioo metres -from, the to-p of a tree'. Main clause 7 spoke to the man.' l\u00c9B\u00ffjRS;: . \\\\ -flyivuj st-vfltee? How weird Essential 'Which man?' We use the relative adverb where when the defining information 'He painted this picture.' relative clause gives information about a place. Sentence with defining '1spoke to the man who\/ relative clause that paintedthis picture.' Main clause 'We're going to the caf\u00e9.' We use which or that when the defining relative clause Essential 'Which caf\u00e9?' gives information about a thing or animal. information 'Anna works there.' Sentence with defining 'We're going to the caf\u00e9 Main clause 'I've eaten the cake.' relative clause where Anna works.' i Essential 'Which cake?' When the person or thing is the object of the defining 'You made it.' relative clause, the relative pronoun (who, which or information that) can be omitted. Sentence with defining 'I've eaten the cake which\/ object 4\u00ff relative clause that you made.' Ispoke to agirl. You metheryesterday. We use whose when the defining relative clause gives information linking a person to another person or Ispoke to the girl (who\/that) you met yesterday. thing as a possession. We can't do this when the person or thing is the Main clause 7 was helping the girl.' subject of the defining relative clause. Essential 'Which girl?' subject information 'Her suitcase broke.' Ispoke to a girl. She's got eight brothers. Sentence with defining 7 was helping the girl Ispoke to a girl who's got eight brothers. relative clause whose suitcase broke.' We can never omit the relative pronouns whose and where. o ___*1 17.1 Listen and tick the thing, place or person they talk about. \u00ff1\u00ff 1 2 \u00ff -rv I 98 Relative clauses and exclamatory sentences","* 2 Circle the correct option. o W Work in pairs. Student A look at this f picture. Student B look at the picture on \u00ff Let's meet at the place where \/ which we met page 185.Write six questions about your yesterday. picture with Can you see ...? + a defining 1 He's got a machine who \/ which makes really relative clause. good ice-cream. 2 The girl that \/ who she won the competition is over there. CfliA, you. see a window that's broteen? 3 Where's the boy who \/ whose phone rang Cflv-v, you see a i-vuiia, who's laughivug? during the film? 4 I like those biscuits that \/ that they have chocolate on top. 5 There are three bridges which \/ where cross the river. 6 It's a fruit who monkeys enjoy \/ monkeys enjoy. 7 That's the museum which \/ where you can see the king's crowns. 8 Can you tell me who \/ whose said that? *3 Subject or object relative pronoun? Find and cross out the object pronouns. \u00ff I'm listening to the CD which you gave me. \u00ff Where's the person who works here? 1 It's an animal which runs very fast. 2 That's the shop that I was talking about. 3 Are you going to eat the cake which I made? 4 I know some people who don't eat meat or eggs. 5 The girl who we helped sent me an email. 6 I'llfi\u00f1d \u00e1 pe\u00f1 which works. 7 It's an area of the city which is quite dangerous. 8 Have you found the book that you lost? \u00cd\u00cd 4 Rewrite each pair of sentences as one sentence using a defining relative clause. Omit the relative pronoun where possible. O ;i;6 Now show your partner your picture \u00ff Let's ask that man. He's got a map. O and ask your questions. Answer his\/her Let's taste that man who's got a questions. Can you find everything in two minutes? 1 It's an animal. It has a long trunk. 2 That's the lake.We swam there. Cfli-v you see a who's 3 That's the house. My uncle built it. Let kKe see... Ah yes, he's here. 4 I'll ask the girl. She painted the picture. 5 Do you like the wall? We painted it. 6 I saw the girl. Her dad isa lawyer. 7 We can find a shop. It sells milk. 8 What happened to the boy? You used to play football with him. Unit 17 99","Non-defining relative clauses Non-defining relative clauses give non-essential, extra information about the subject or object of a sentence. The subject or object can be a person, thing or place. We use the relative pronouns who, which, and whose and the relative adverb where to introduce non-defining relative clauses. We use commas to separate the non-defining relative clause from the main clause. Main clause Extra information Sentence with non-defining relative clause A yurt is a big tent. They live in a yurt, which is a big tent. They live in a yurt. My brother is a teacher. Her mother is a famous singer. My brother, who's a teacher, works in Saudi Arabia. My brother works in Pizza comes from Naples. Saudi Arabia. That's Paula, whose mother is a famous singer. Naples, where pizza comes from, is a city in the That's Paula. south-west of Italy. Naples is a city in the south-west of Italy. We sometimes use a non-defining relative clause to comment on a whole clause. She helpedme with myhomework. That was kind. She helpedme with my homework,which was kind. * 7 Underline the word or clause that the \u00a1i- 9 Rewrite the sentence to include the information in brackets. non-defining relative clause refers to. \u00ff Vitamin D helps strengthen your bones and teeth. (You get Vitamin D from sunlight.) \u00ff She's passed all her exams, which we're very pleased about. _vltamXn wl\u00faofo you get from. su.iA\u00bf\u00faaht, 1 He grows daffodils, which are yellow flowers. hel-ps stre\u00ffthei-v your bo\u00edles and teeth. 2 He was riding a red bike, which his uncle gave 1 This is a story about Kate. (You'll meet her him for his birthday. 3 I broke the cup you gave me, which I'm really tomorrow.) sad about. 2 We arrived early. (That was good.) 4 Itook lots of photos, which I'll show you later. 5 He's lost his passport, which is going to create a 3 Baklava is very tasty. (Baklava is a Greek dessert.) lot of problems. 4 Mary speaks Spanish very well. (Mary's mother is Mexican.) *8 Add the missing commas. 5 We went to Fez. (Fez is a city in the north of \u00ff I ate a sarnosa,which is a kind of pie from India. Morocco.) 1 Louise who I've known for many years is going to move to Canada. 6 Green Street is very busy. (Suzy lives there.) 2 They gave me a present which was really kind of them. 3 They live in Slovenia where there are some beautiful mountains. 4 You need to use saffron which is a very expensive spice. 5 Edward whose brother is in your class is a really good chess player. 6 I had a long chat with Tim which was really nice. 7 My sister who's a musician is playing in a concert this weekend. 100 Relative clauses and exclamatory sentences"]
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