Advanced Unit 1a (1) Time phrases (1): after, when, as soon as, once, before, a ad DAY 3: Camping in the rain When we got to the campsite, we put our tent up and unpacked our bags. Once everything was ready, we walked down to the nearest vilage There was only one bar, It sold bread and cheese and fruit and served big bowls of hot soup, We bought some fru for tae morning, before siting own to eat our soup. As soon as we sat down, started 0 rain cool rain and foil Aer eating, ws Divo a patme of Cards and waited unt the rain had finally stopped. By the time we got back to the campsite, the sky had cleared with hota cloud insight, But when we got to our ent, sve couldn't believe our eyes. It was completely flooded! We Presentation spent the night in the reception block! Use time conjunctions such as after, when and before to connect two sentences and explain how they are related by time, We got fo the campsite. We put our tent up. -> We put our tent up when we got to the campsite When the time clause is at the beginning of the sentence, you need a comma between it and the main clause: When we got to the campsite, we put the tent up. after / when / as soon as / once Use after, when, as soon as and once to introduce the first action to happen in a series of actions: After / When / As soon as / Once we got to the campsite, ‘we put up the tent {action 1 = arrive, action 2 = put up the tent) You usually use the past simple with when: When we arrived at the campsite With after, as soon as and once, you can also use the past perfect After / As soon as / Once we'd arrived before / until / by the time Use before, until and by the time to introduce the second action ina series of actions: We bought some fruit before we sat down to eat. (action 1 = buy fruit, action 2 = sit down) Practical Grammar 3 Until shows that the first action stops just before the second action starts: We waited until the rain stopped / had stopped. ‘You do not normally use until at the beginning of a sentence. By the time shows that the first action takes place at an unspecified time before the second action: The sky had cleared by the time we'd got back to the campsite. (We don’t know exactly when the sky cleared.) ‘You normally use the past simple with before, You can use either the past simple or the past perfect with until and by the time: ‘We waited until it stopped / had stopped raining. By the time we got/ had got ther, it had topped raining after / before + -ing You can also form time phrases using after or before followed by verb + -ing: After we ate... > After eating, Only use the -ing form when the subject of the verb is the same for both phrases: After we had eaten, we played cards. (The subject is the same) -> After eating, we played cards After we had eaten, the barman invited us to a game of ‘ards, (The -ing form is not possible without changing the meaning) © National Geographic LearningAdvanced Unit 1a (1) ty 1. Add the conjunctions in brackets to the sentences. When ji got home, the first thing I did was have a quick shower. (when) I checked my emails I started making some food. (before) Td seen that there were no messages for me, I started preparing supper. (once) I waited the pasta had cooked, then I switched on the TV. (until) Thad finished watching the news, I started writing my blog. (as soon as) 2 Combine the two sentences using the time phrase in brackets. 1 We checked the train times carefully. We left for the concert, (before) We checked the tain times cavefully before we left for the concert: / Before we left for the concert, we checked the tain times carefully 2 twas getting late. Our train arrived at the station. (by the time) 3 We got off the train, We ran to the bus stop. (as soon as) 4° We were on the bus. We texted the others to tell them we were on our way. (once) 5 Wefinally got there. We found out that the concert had been cancelled. (when) 3. Rewrite the clauses in bold using the -ing form where possible. 1. Before she left the house, she closed all the windows and switched off all the lights Before leaving the house, 2 After they left, we cleaned the house and prepared for our next guests. ing for not possible 3. After we'd left our bags at the hostel, we decided to take a walk around the city centte. 4 Before he plays an important match, he always checks that he's got his lucky socks 5 After the storm had finished, the streets were covered in water and fallen trees. 6 Before she left home and moved into her own flat, she shared a bedroom with her sister. 4 Complete these sentences so that they are true for you. 1 Assoon as I got home yesterday, 2 When the alarm rang this morning, 3 Talways before going to bed. 4 Tusually after doing sport. Practical Grammar 3 2 © National Geographic LearningAdvanced Unit 1a (2) BU ee ae SEARCH TTS PRGEIG UPDATED EVERY TEN MANUTES TODAY'S TOP STORIES (Ey PRESIDENT TRAVELS TO CHINA SNOW CAUSES CHAOS qn IN MID WEST Er Presentat OSCAR ROUND-UP When collecting his prize, he tumed to the waiting crowd and lifted the award up high for everyone to see. While the crowd cheered, a voice shouted out, ‘Who are you going to dedicate it to?” As he thought about his answer, a forge smile spread across his face. “To my mother, of course!’ he replied, LPH Use the time conjunctions when, while and as to connect two sentences and show that the two actions happen at the same time: Twas walking down the street. I saw the strangest thing. + Isaw the strangest thing happen when/while/as I was walking down the street ‘You need a comma after the time clause when itis at the beginning of the sentence: When/While/As Iwas walking down the street, Isaw the strangest thing. when Use when (and not as or while) to talk about a short action that happened at the same time as a longer action. Use the past simple for the short action: We were eating supper when it started to rain while You usually use while although when is also possible) to lalk about two long actions that happened at the same time. Use the past continuous for both actions: While he was putting the tent up, the others were unpacking the car. as Use as to talk about two short actions that happened at the same time, Use the past simple for both actions: As Lopened the door, I heard a noise Practical Grammar 3 when / while + -ing You can form time phrases with when/while + verb + ng. Use when for a short action, and use when or while for a long action: When receiving the award, he smiled and shook her hand. (= at the moment when he received the award) When/While answering questions from the press, he took time to think carefully about his answers. (© during the whole time) ‘You often use clauses with when + -ing: * to introduce a set of instructions When speaking in public, always remember to speak slowly and clearly * totalk about habits: When talking to the camera, he always looked at his feet Use clauses with while + -ing to talk about two long, actions that are in progress at the same time, Use while with either of the actions: He looked around nervously for support while answering the questions. ‘He answered the questions while looking around nervously for support © National Geographic LearningAdvanced Unit 1a (2) = 1. The use of while with when. incorrect in four of the sentences. Replace the incorrect examples of while ‘While I got up this morning, Elena and Hans were preparing breakfast. Hans was making the coffee, while Blens fried the eggs was really surprised while I saw all the food. ‘We talked about our plans while we ate breakfast. While Hans and I were clearing the table, Elena was checking the weather on the internet, While checking the weather, she came across an interesting news story. ‘The roof of the town hall was damaged while it was struck by lightning last night. ‘While we heard this, we decided we had to go into town to see it. 2. Cross out the incorrect conjunctions. In one three conjunctions are pos: intence all As/ When / While I arrived home, I heard a strange noise, As/When / While Iwas walking up the stairs, Theard it again. As/ When / While I pul my hand out to open the doot to the bedroom, it slowly opened by itself 4 As/When / While I jumped back in horror, a dark shadow ‘rept out of the room, 5 Iwas about to scream as / when / while I saw that it was only the cat! 6 The cat turned and looked at me as// when / while I quietly laughed to myself 3 > Combine the two sentences using the conjunction in brackets and the verb + -ing. 1 You are giving a presentation to a room full of people. Always speak slowly and clearly. (when) When giving a presentat ull of people, aluays speak slowly and clear 2 You are crossing the road. Remember to look both ways. (when) fo.a voow 3° You are waiting for the pasta to cook, You can prepare the sauce, (while) 4. He looked very uncomfortable. He answered the questions from the press. (when) 5 She looked distractedly through the window at the rain. She listened to my questions. (while) 6 You are driving the car. Don't use your mobile phone. (while) Practical Grammar 3 2 © National Geographic LearningPirrce et rl This is my first job) vejust started iene Presentation Advanced Unit 1b This is my third job 14 worked for two other companies before By the end of thid year, Ihave been working here for thirty years, ‘The perfect aspect has three structures: present perfect, past perfect and future perfect. These can be combined with the continuous aspect to form present perfect continuous, past perfect continuous and future perfect continuous. Present perfect simple ‘The present perfect looks back from now to actions or situations in the past that are in some way connected to the present. We use the present perfect simple: * to talk about completed actions that are connected to the present: The film has started. (= it’s on now) * with time expressions that mean up to now, eg foday, this week: Have you spoken to Max this week? We also use the present perfect simple with be, have, know and other stative verbs to talk about unfinished actions and situations that continue until now: We've known about the problem for a while Present perfect continuous We use the present perfect continuous * to talk about something that started in the past and is continuing now: He's been talking on the phone for over an hour, * to talk about how we've been spending time recently Sorry, haven't called. Ive been working really hard. Practical Grammar 3 Past perfect simple ‘The past perfect looks back from a point in the past to an earlier event, We use the past perfect simple to talk about: * single, completed events: Somebody stole her car because she had left it unlocked. + repeated actions, when we give the number of times the action is repeated: I'd looked at five guitars before I decided which one to buy. Past perfect continuous ‘We use the past perfect continuous to talk about how long an action, or series of actions, was in progress: He was exhausted because he'd been travelling for 24 hours. Future perfect simple ‘We use the future perfect simple to talk about an action that is going to be completed at or before a given time in the future: They'll have finished repairing the bridge by next week. Future perfect continuous ‘We use the future perfect continuous to talk about how Jong an action will have been in progress before a given time, It emphasises the fact that the action will take place over an extended period of time: By the end of this ‘year, I'l have been working here for 25 years, © National Geographic LearningAdvanced Unit 1b art 1 Complete the sentences using the present perfect simple or present perfect continuous form of the verbs. Use the present perfect continuous where possible. ‘The match started five minutes ago but no one (score) a goal yet. How long you (know) each other? You (play) that computer game for hours! Switch it off and do something else Sorry my phone was engaged, but 1 (talk) to a client in Switzerland all morning He (have) this car for over ten years and it never goes wrong, We (discuss) your offer with management and we've decided to accept it. Sorry, I was stuck in traffic. you (ait) long? Ever since Gill left the company, the office (not be) the same. 2. Read part of a story and choose the correct form of the verbs. He knew something was wrong because she "hadn't called / hadn't been calling him last night. It's true that she “d told / ‘d been telling him that she'd be travelling abroad for a few weeks so they wouldn't be able to meet. Even so, why “hadn't she sent / hadn't she been sending at least an email? After all, their friendship *had gone / had been going really well for the last twelve months and they *d even planned / ‘d even been planning their wedding since May. So, why *had everything changed / had everything been changing so suddenly? 3. Complete the sentences about the world in 2050 using the future perfect simple or future perfect continuous of the verbs in the box. become do explore grow move reach replace use By 2050... * the world population + will have grown _ to nine billion people. © we? _ the internet for over 50 years. ‘© the global temperature *__ _.warmer in most countries. © humans space for about one hundred years. © humans ° the planet Mars. ‘+ most people © from the countryside to the city. + robots 7 ___ most of the routine jobs for the last thirty years. ‘+ renewable energy * fossil fuels as the main type of energy. 4. Complete these sentences so that they are true for you using the perfect aspect in the simple or continuous form. 1 Ive since Iwas a child, 2 Before I went to bed last night, I'd 3 By2050,T' Practical Grammar 3 2 © National Geographic Learningis Observer ep ‘Stadium fire case re-opened. ‘Was it arson? Presentation Advanced Unit 2a ‘A: Have you seen this article about that fre in the stadium? 1B: Oh, yeah, we've just been taking about that. What does the newspaper say? ‘A: Well it seems that the police have been looking at the ‘evidence again and they've taken the manager in for ‘questioning. 1B: Really? They've questioned him three or four times aoady, haven't thoy? ‘A: Yes, but tis time it looks more serious, They've closed the stadium, There'll be no match on Saturday. You can use both the present perfect simple and the present perfect continuous to talk about: + recent past events and news stories. The police have reopened the case about the fire in the football stadium. We've just been talking about the fire atthe stadium, a past event or action that has a present or future result. The police have closed the stadium. (Result: ‘There'll be no match on Saturday.) They've been looking at the evidence again. (Result: They've closed the stadium.) Use the present perfect simple to talk about a single, complete action: They've taken the manager in for questioning. Use the present perfect continuous to talk about an action, ‘or series of actions, that was in progress inthe recent past, but is no longer happening: The kids have been playing football. (= They are not playing. football now) You don' usually use stative verbs in the present perfect continuous: Tve known the manager for several years, (don't say Frebeer-knowing the manager for several years) Practical Grammar 3 just Use just to show that an action took place, or was in progress, recently. Use the present perfect simple to talk about a single, finished action: I've just finished. Use the present perfect continuous to talk about an action that was in progress until recently: I've just been talking to your mum on the phone. ‘Quantity and duration Use the present perfect simple to talk about a specific number of times you have done something in the past or the number of things you have produced or made: ‘She's been to Paris three times in the last year. He's written five books. He's had several different jobs. Hi You often use the present perfect simple with expressions of quantity: three books, four fimes, several jobs, Use the present perfect continuous to emphasise the duration of an action, or series of actions, in progress recently (we don't always know if the action is complete): ‘The police have been questioning the manager all day. Tve been working at the computer all morning. Te been having some strange dreams recently, Hid You often use the present perfect continuous with, expressions of time such as all morning, this week, ‘over the last few months. © National Geographic LearningAdvanced Unit 2a art 1 Look at the pictures and write sentences using the present perfect continuous. 1 They/ play / garden They-have keen playing in the garden. s 2 She / chop / onions 2 Choose the correct form of the verbs. 1A: Whyisn't Sam here? His car's Groken}/ been breaking down 2A: Whyis the office such a mess? We've looked / been looking for something, 3. A: What’ that smell? B: [ve cooked / been cooking. 3° What / you / do? 4 you/ hit / your sister? 4A: Are you going to buy a cake for Dad? No, Sue's baked / been baking one already. 5 A: Ineed a cup of tea. I'm exhausted! I've helped / been helping Sue all day. B: Here you are. Put your feet up and relax. 6 A: Have you finished / been finishing? B:_ Yes, we have. We can take it easy now. 2 3 Look at the verbs in bold. Which should not be in the present perfect continuous? Where necessary, write the verbs in the present perfect simple. 1 T've been working hard all morning. I'm taking a break ¢ 2. T'vebeen writing ten pages of the report. X lve weitten 3 They've been playing really well all season. 4. They've been winning the last ten matches. 5 He's been making more than ten films in his short career. 6 He's just been finishing filming a new documentary. 4 © Complete the conversation using the present perfect simple or present perfect continuous form of the verbs in brackets. Then listen and check. A (you / hear) the news? Bill * (just / resign). B; No! You're kidding! Why? ‘A: Well, he? the boss recently, (not get on) with B: Yes, noticed they* (argue) quite alot recently. Practical Grammar 3 As Yes, they? (have) two really big arguments in the last week. And he . (decide) that enough is (quit) his (already / start) enough. He” job. He* ooking for a new one. B: Well, good luck to him, I say. © National Geographic LearningAdvanced Unit 2b Present and perfect participles Samuel looked at the dark green door at the end of the corridor. It was. the one room that the professor had asked him not to enter. However, having visited every other room in the house, he was now obsessed by this last door. And he was still convinced that he had heard a woman's scream in the night which could have only come from behind that door. Walking slowly up the corridor towards the door, he looked behind himself to check he was alone. The handle tumed easily and the door opened, Not being locked, Samuel opened it further. ‘Hello?’ he called into the darkness beyond. Through the silence, he could hear faint breathing .. Presentation Use participial clauses to describe actions that happen. simultaneously or consecutively. * Present participles are formed with verb + -ing: Walking slowly up the corridor towards the door, he looked behind himself Not having a key, he pushed hard on the door. * Perfect participles are formed with having + past participle Having visited every other room in the house, he was now obsessed by this last door. Not having been in that room before, he didn't know what he'd find ‘The main clause of the sentence describes the most important event and the participial clause a secondary event: secondary event main event 1 1 Not having a key, | | he pushed hard on the door. If we want to emphasise that the first action finished before the second, we use the perfect participle: first action second action L L Having visited every other | | he was now obsessed by room in the house, this last door Participle clauses can also express the following ideas: * Time When I look back on my childhood, I think my father was right about many things. -> Look back on my childhood, [think my father was right about many things. + Cause Because he was a doctor, he was naturally curious. -> Being a doctor, he was naturally curious. * Result The door wasn't locked. As a result, it allowed him to enter the room. -+ The door wasn't locked, allowing him to enter the room. Note: The subject of a participle clause is the same as the subject ofthe main clause. LearningAdvanced Unit 2b art 1 Choose the correct options. 1 Knowing / Having known the professor for three weeks, he felt he could ask him a personal question. 2 Living / Having lived in London for a year, she could tell visitors about many of the major landmarks 3. The key fitted the lock, allowing / having allowed him to open the door. 4 Being / Having been a cyclist, Lam very fit 5. Not passing / Not having passed my driving test, I wasn’t able to drive the car home that day. 6 Icouldn't speak much Spanish, not studying / not having studied it at school 7 Not liking / Not having liked red meat, I ordered the vegetarian dish. 8 The interview went very well, meaning / having meant that I got the job. 2. Complete the sentences using the present or perfect participle form of the verbs in brackets. (be) a curious person, I always get into difficult situations and people often call me ‘nosey! (study) literature at university, I still read many of the classics from time to time. (not know) anything about geography, he couldn't find Singapore on the map. (not use) the software before, she had to ask for help. ‘The police officer walked in front of the car, (force) the driver to stop. (stop) the car, the police officer asked the driver to get out. (not like) football, the boy suggested they all play a different game. (not attend) any of the lectures, the student failed the end-of-term exams 3 Complete the second sentence so that it means the same as the first. Use a participle clause. 1. Because they had forgotten the address, they called the company. , they called the company. 2 When I spoke to her, she sounded much happier. . she sounded much happier. 3. She stopped to chat toa friend, As a result, this caused her to miss the train. She stopped to chat to a friend 4° The car was sent for scrap because it had broken down so many times. ‘The car was sent for scrap 5. He was excited when he heard he'd got the job, He was excited 6 The fire brigade put out the fire very quickly. As a result, they saved everything in the house. ‘The fire brigade put out the fire very quickly. Practical Grammar 3 2 © National Geographic LearningAdvanced Unit 3a POTS er eC RU UL Tape rae SEU EMC ay 1g and modifying gradable adje: Adjectives can be gradable or non-gradable, Gradable adjectives describe a feature that can be strong or weak. Adverbs of degree such as very, extremely, really make the adjective stronger. Adverbs such as not very and quite make it weaker: a very nice day, not a very nice day, quite a nice day. Most adverbs of degree come immediately before the adjective: It was a very hot day: the sun was extremely hot. quite, not very, rather Quite and not in not very come before a/an: It was quite a nice day. Ik wasn’t a very nice day. (don't say It was aquite nice day. I-wasernot very nice day) Rather can come either before or after a/an: rather a nice day/ a rather nice day. Use rather to suggest that you are surprised: It was rather a nice day (= I didn't expect a nice day), or to express a negative opinion: Its rather cold (= I don't like the cold), too and enough Use too to criticise and say there is more than is necessary of a quality: It was too big. He moved too slowly. Use enough to say that the thing or action has the correct amount of a quality: It was big enough. He moved quickly enough Enough comes after the adjective, but before a noun: (not) big enough; (not) enough money. Intensifying and modifying non-gradable adjectives Non-gradable adjectives describe a quality that is. extreme or absolute. They cannot be made stronger or Practical Grammar 3 weaker. Examples include: amazed, convinced, delicious, delighted, exhausted, freezing, starving, unbearable Do not use adverbs such as very, fairly, to0 or enough with non-gradable adjectives. (don't say: very delicious, too freezing) But you can use adverbs such as absolutely, really, fotally ‘or utterly to emphasise the quality of the adjective We're absolutely delighted you came. I'm completely exhausted. It was really delicious. You can use quite and really with both gradable and non-gradable adjectives. Quite used with a non-gradable adjective means totally. The meaning of really does not change. Te was quite tasty. (= a little bit, not very) It was quite delicious. (= totally. This use is more common in British English) Intensifying and modifying adverbs ‘You can also use adverbs to intensify or modify other adverbs: He rode his bike really quickly. The customer spoke to me extremely rudely. gtadable only: non-gradable both gracable and only: non-gradable: ‘extremal; faily, absokitely, ula’, really rather, vey, too, completely, f° the meaning enough, pretty totaly, utterly changes) HH Certain non-gradable adjectives collocate more frequently with certain adverbs. For example, absolutely freezing is far more common than utterly freezing. You can check the collocations in a good dictionary. © National Geographic Learning1 Add the adverbs in brackets to the sentences. too 1 Tvebeen working hard recently so I'm going to take a rest (too) 2 His boss said he hadn't been working hard and gave him the sack! (enough) 3. Theirrelationship has always been strained. (very) Advanced Unit 3a ae She was a domineering woman. (quite) He was a quiet man, who never had much to say. (rather) When he heard the news, he got angry. (pretty) 2 @Complete the sentences A and B with the adverbs. Use each adverb once only. Then listen and check. 1 totally /very A Thisis tasty. How did you make it? B Wow! Thisis delicious. You didn’t make it yourself, did you? 2 nitvery/ utterly A Iwas ‘unconvinced by his explanation. B Iwas sure I was making the right decision. 3. absolutely / rather A Its hot today, don't you think? B Hot? t's boiling! completely / extremely A. They had been walking for ten hours and were exhausted B They were tired and went straight to bed. pretty / absolutely A Thadn't eaten all day and I was starving when I got home. B I'd only had a couple of biscuits for breakfast and Iwas hungey by the time I got to work. 3 Rewrite the sentences with a similar meaning, using the words in brackets. 1 He was walking too slowly. (enough) He wasn't walking quickly enough. 2 Itwasa fairly mild day. (quite) i 3 Ithad taken them quite along time to find the house. (pretty) It 4 It wasn't warm enough to go swimming, (cold) 5 Rather along time had passed since we last saw them. (fairly) 6 She wasn’t speaking loudly enough, (too) 4 Add adverbs of degree to the sentences below to make them true for you. I study hard, | study quite hard. / | don't study very hard /.| study extremely lard 1 2 My hometown is small and quiet. 3 My neighbours are friendly. 4° Ispeak English well. Practical Grammar 3 © National Geographic LearningAdvanced Unit 3b (1) SO CRSA (one omn) \ f Presentation do, does, did for emphasis You can add emphasis to affirmative sentences by adding * do/does before the main verb in the present simple: You look beautiful. -+ You do look beautiful She looks beautiful. + She does look beautiful. Notice that the main verb is in the infinitive after do/ does. (don't say She deestooks beautiful * did before the main verb in the past simple: Ttold you she'd be late, -> I did tell you she'd be late Notice that the main verb is in the infinitive after did, (don't say Iit+tofd you she'd be late.) For negative sentences using don't, doesn't or didn’, you add emphasis by using the full form do mot, does not, did not and stressing not We don't need to hurry. -» We do not need to hurry! He didn't have to wait too long. -> He did not have to ‘wait too long. Practical Grammar 3 Do not use do/does/did for emphasis with the verb to be or with continuous and perfect tenses. ‘Add emphasis to these forms by using the full form {affirmative and negative). Do not use the contracted form: We're late. -> We are late! We aren't late. > We are not late! Everyone's waiting. -> Everyone is waiting. I've remembered the ring. ~> Ihave remembered the ring. do with imperatives ‘You can add emphasis to an imperative sentence with, do, is often used to express anger or annoyance: Hurry up! > Do hurry up! Clean up your mess! -> Do clean up your mess! © National Geographic LearningAdvanced Unit 3b (1) art 1 @©Make each conversation more emphatic in two places. Use the two forms of do in brackets and change the main verb where necessary. Then listen and check. Conversation 1: (dees / did) 2 Make the sentences as short, direct and emphatic as possible. Start with the emphatic Do 1 does lock ‘That cake looks delicious. Can I try some? No, it's for later. But you made it for my birthday. Yes, but everyone's coming later. So wait! Vv ‘Would you mind tidying up your bedroom. Do dy up your bedvoorn Conversation 2: (do / do) A B A B Why are Gretel and Colin smiling? 1 don't know, but they seem very happy. ‘Maybe they have some good news for us. Ob! I hope you're right. 3 2 I wish you'd look where you're going. Do 4 Can you turn the TV down? Do ! 3 @imeach conversation, speaker B contradicts speaker A using do or did for emphasis. Write B's response. Then listen and check. 1 ‘A: If he was behind me, why didn’t you say something? B: [did say something! A: You don't love me anymore, do you? BI you. IfTremember correctly, he doesn’t eat meat B: He meat, but he doesn't eat fish Why hasn't Marjorie tried to call us? B: Well, maybe she to call. Check your voicemail. Practical Grammar 3 ‘A: [keep pressing the red button, but the TV doesn't work B: The TV _. You have to switch it on at the wall as well! ‘A: didn’t realise it’s Tuesday! I've got a lecture at ten, Why didn't you remind me? BOI you, and anyway, you should have it in your diary. © National Geographic LearningAdvanced Unit 3b (2) DOT EN Peano Oo Ce a ace cd Presentation ‘A: Hello. What would you tke today? B: Actually, what happened was that | was walking past your window when | saw your advert for parttime statt. ‘Az Right. It's the manager you need to see about that, but she isn't here at the moment. Basically, what you have to do i fil inthis apolication form and she't call you. B: Thanks. So, what's the job tks? ‘A: Well, the hours are long but the thing ike isthe free lunch A cleft sentence is a sentence which is divided (cleft means divided) into two parts, The introductory part of the sentence often uses the words what, itor the thing + the verb be: like the free lunch. -» What I like is the free lunch. The free lunch is what I like. Its the free lunch Tike. The thing I ike isthe free lunch what Cleft sentences be/.. be what to emphasise the noun: What I like is are* the free lunches. The free lunches is / are* what I like. * Notice that both is and are are possible when the noun is plural, + Use what + Use what do / did + be to emphasise the verb: Fill in this application form. -» What you do is fll in this application form. He applied for a new job. —> What he did was* apply Jor a new job. * Notice that when the verb in the what clause isin the past the verb fo be is also in the past. + Use what happened + be to emphasise the rest of the sentence: Twas walking past when Isaw your advert in the window. > What happened was (that) Iwas walking past your window when Isaw your advert for part-time staff Practical Grammar 3 Cleft sentences with it Use it + is/was + emphasised language + relative cause: You need to see the manager. -> It’s the manager (who) you need to see. You sign your name on this line. + It’s on this line (that) ‘you sign your name, (= not the one above/below it) You don't normally include the pronoun (who, that) in these cleft sentences, Cleft sentences with the thing Cleft sentences with the thing... is/was can emphasise: + the noun: [like the holidays. -> The thing I ike is the holidays. + the verb; Talk to the manager. -> The best thing to do is talk to the manager, Cleft sentences with place, person, reason or way You can make other cleft sentences that introduce and emphasise information about a place, person, reason or how something was done, The construction is the same as for cleft sentences with the thing The place (where) he works isa fast food restaurant. The person (who) you need to see is the manager. The reason (why) I'm here is because I saw the advert in your window. The way to do this is by filling in this form. © National Geographic LearningAdvanced Unit 3b (2) art 1 Match 1-5 1 What Ilike A Tike 2 Whathe did was . B is the long holidays, 3 It’sthe long holidays C Tike is the long holidays. 4 What youneed is D along holiday. 5 The thing E take a long holiday. 2. Rewrite the first sentence as a cleft sentence. 1. Tove the French fries in this restaurant. What Love about this restaurant is the French fvies: 2 Sign your name here and here, What you -and here. 3. My brother has to wear a uniform and check everyone's identity ‘What my brother has and check everyone's identity 4° There wasa sudden crash and all the lights went out. ‘What happened and all the lights went out 5 They need to tell their teacher not me, It _ not me 6 I want to hear the facts, not everyone's opinion! rc . not everyone's opinion. 7 Like the special effects in this movie. ‘The thing ike the special effects. 8 Youneed to see the manager about your complaint. ‘The person you need to see about your complaint 9 Yim waiting because I'd like to get tickets for the concert The reason I'm waiting tickets for the concerts. 3 @Read the conversations. Speaker B corrects speaker A using cleft sentences. Write B's sentences using the words in brackets. Then listen and check. 1A: Doesn't Martin build model cars? Bi No, What Mortin builds ave aeroplanes. (hat / builds / aeroplanes) 2 A: Dol put this in the oven now? B: No, (what / do / in the fridge) 3A: Did they take the wrong train? B: No. (what happened / the wrong bus) 4A: Weneed to call an electrician, B: No, (it plumber / call) 5 A: Wecan’t afford to go to the museums in London, It'll be so expensive B: No, (the good thing about museums in London / they / free) & A: Thecar’s broken down, Call the police! B: No, (the person / need to call / a mechanic) Practical Grammar 3 2 © National Geographic LearningAdvanced Unit 3b (3) POT Een Hn Se eS UEC OTST Mee UAT EN CHM CCCI New Zealand — bungee ‘No way ane | going to do this!” | thought as { stood Looking down at the Kawarau River, 43 rwetres below. But there was no turning back. now. No sooner had my instructor attached the elastic rope to me than | was falling headfirst and soreaming so loud the whole of New Zealand must have heard me! Never have been so scared in my whole life! But it’s over before you know it and you're back on. dry land. Only then do you find yourself saying, “That was amazing! (want to go again!” a Presentati LPC ICI IMI POMOC Ce Negative inversion and limiting adverbials You can put negative and limiting adverbs or adverbials at the beginning of a sentence to add emphasis: Never have I been so scared in all my life Only then do you find yourself saying, ‘That was amazing!” ‘This is more common in formal written English, but you will also hear the structure in spoken English, for example: No way am I going to do that! Negative adverbials are expressions with the word no, not or never, They include never before, at no time, no sooner... than, no way, not since and not until Limiting (or restrictive) adverbials include hardly when, rarely, seldom and expressions with only such as, only when, only after and not only. Seldom have I been so scared! no sooner... than / hardly... when ‘These adverbials are followed by than and when: No sooner had he attached the elastic rope to me than Twas falling. Hardly had I reached the top when I was falling to the bottom Practical Grammar 3 Inversion After the adverbial, you must change the order of the subject and verb (this is called inversion), With sentences with auxiliary verbs, use adverbial + auxiliary verb + subject: I've never been so scared in all my life.» Never have T been so scared in all my life We haventt been bungee-jumping since we were in New Zealand. -> Not since we were in New Zealand Ihave we been bungee-jumping. (don't say NeverHreve been so scared ... ot Not since we were in New Zealand, we-have been bungee-jumping) HI Remember that an adverbial starting with Not since ... needs information about the time: Not since we were in New Zealand For sentences with the verb to be, you only invert the subject and the verb with no other changes: Never was Iso happy to stand on solid ground. ‘With verbs in the simple form, use adverbial + do/does/ did + subject + main verb: She rarely gets scared. > Rarely does she get scared. © National Geographic LearningPractical Grammar 3 Complete the sentences using the words in the box. Advanced Unit 3b (3) art ever m0 (x2) not (x2) only rarely when’ 1 Only the exam had finally 5 Not id he pass the test, but he ended could I relax. also got the highest mark in his class. 2 do they reply to ourleters any 6 will {do that again. It was a ‘more, We hear from them about once a eat. terrifying experience. 3 since the 19th century has 7 sooner had the fire started anyone lived in that castle, The last family left than the fire brigade arrived. in 1891. 8 ‘once did they offer to clean up 4 ‘way are you going to convince or cook during the six months they were here! me to climb that mountain! Complete the sentences with the words in the corre: 1 was/1/ going to / way No _way was | going fo let him win, 2 anything / had / they / seen Never quite as beautiful 3. had / they split up / sooner / than No ‘they were back together again. Rewrite the first sentence starting with the adverb or 1 Thave rarely tasted anything so disgusting! Rarely 2. We had hardly started class when the fire alarm rang. Hardly 3. It seldom rains at this time of year. Seldom 4 My parents never want to go on a cruise again. Never 5 You don't often see Michacla work that hard Not often 6 There's no way we're going to work for less money! No way ‘There hasn't been an Olympic Gold medallist from our Not since 1988 ct order. 4 we/ set off/ had Hardly when someone in the group needed a rest. 5 win/ did / only she Not » but she also broke a world record, Complete these sentences so that they are true for you. 1 Not once have I ever wanted to Never have I been so scared as the time when I Seldom doI 4 Nowayam I going to 6 did / after years of hard work / Rachel / qualify Only asa doctor. r adverbial. country since 1988. any more, © National Geographic LearningAdvanced Unit 4a (1) 1f8 Not AR! LHW £1 STA? 0 LOOK AFTER a Lree sistea mony [=e NTS WONT EVEN <= SO LET INVITE My FRIENDS ROUND! Presentation COUNT YouRSELE LUCK! WHEN (WAS Your AGE, 1 HAO Te GET VAT Five i) Fe MORNING “To MILK HE COWS! 1 WAS NEVER ALLOWED 46 Go OUT WITH Aad FRIENOS - MY PARENTS ALWARS MADE INE SAS? ar HOME AND G01 PED EARLY / can, could, must, need to, have to, had to, let, allow, make Use can, could, must, need to, have to and be allowed to to talk about permission, obligation, prohibition and necessity. present past permission can, ivareallowed could, was/woro to allowed to ‘obligation/ must, have to, need had to, needed fo ‘couldnt, wasn'/ woron't allowed to ‘don't have to, needh'Y’aln't have fo, needn't ‘don't need to have‘oian’t noed to prot ino necessity Notice that there is no past form of must and mustn't Use had to, couldn't or was/weren't allowed to. must, have to, need to Use must, have to and need to to say that itis obligatory or very important to do something, There is very little difference between the three verbs in the affirmative. ‘+ Must can be used to show that the person who is speaking has the authority to insist that something is done You must stay in tonight. (~ parent speaking to child) ‘+ Have to can be used to show that an obligation is, being imposed by someone else: Thaye to stay in tonight. (= My parents said so.) ‘© Need to can be used to explain that an action is necessary rather than obligatory: Ineed to stay in tonight to look after my little sister. mustn't, don’t have to, don't need to Use mustn't to say that itis important not to do something: You mustn't forget your homework. (= It’s important that, ‘you don't forget.) Practical Grammar 3 Use don’t have to and don't need to to show that: * something is not important or essential: I don't have to get up early at the weekend. * you can choose not to do something if you want: You don’t need to do your homework now. You can do itlater needn't / don’t need to ‘Youcan use neednit or dont need fo with the same meaning: You needn't stay at home tonight, You don't need to stay at home tonight. Do not use fo before the infinitive with need You needn't get up early today. (don't say You needn't ## get up early today) needn't have / didn’t need to Use needn't have with a past participle to say that a past action was not necessary. Use didn't need fo with an infinitive to say that an action wasn't necessary and ‘therefore wasn't performed, You needn't have bought me a present! (= You did it, but it wasnt necessary) We didn’t need to pay. (= It wasn't necessary and we didn’t do it) let, allow, make Use let and allow + object + infinitive to talk about permission and prohibition, Use the to infinitive with allow. Allow is slightly more formal than let. They never let me go out with my friends They don't even let me talk to them on the phone! They allowed me to stay up late Use make + object + infinitive to talk about an obligation, ‘They made me get up at five o'clock, (= Thad no choice) © National Geographic LearningAdvanced Unit 4a (1) 1 Look at the sign and complete the sentences using the words in brackets. 7 WELCOME TO LAKEVIEW CAMPSITE Please respect your fellow campers and these simple rules: (SST OTOTS, Please help yourselves to the free bicycles at reception — but remember to sign them in and out! 1 You (can) bring dogs to the campsite. 2 You (oust) light a fire 3 You (must) be quiet after 10 p.m. 4 You have to) leave your car in the car park 5 You {allowed to) ride bicycles on the campsite. 6 You (have to) pay to hire a bike. 2 @ Complete the conversation using the past form of allow, can or have to. Use no more than two words in each gap. Weren't or didn’t count as one word. Then listen and check. A: How was your camping weekend? B: Itwas OK. They had a no-pets rule, so we! leave the dogs at home and we 2 be really quiet. We? to play music or make any noise after 10 pam. Butat six o’lock in the morning, you‘ make as much noise as you wanted! ‘There was a no-fires rule, so we* to have barbecues. But luckily, there was a great café ‘We ate there the whole time and we to do any cooking at all. 3 Choose the correct options. We ned / needn't to get up at 6.30 tomorrow to catch the early train. 1 don't need / needn't go to work today. I've got the day off You didn’t need / needn't have brought a towel you know. There are plenty here. He didn’t need / needn't to take the car. He went on the bus. 4 Complete the texts using /et, allow and make. You may need to make changes to the verb. My parents are really trict. They don't? us to watch T'V during the week, They always us get up early on Saturday mornings to do our homework — even in the holidays! But if vwe do it quickly and well, they? us go out with our friends in the afternoon, Your boss * you take time off work, doesn't he? I asked my boss for a day off last week. He vwas really angry with me for asking and * me stay late to finish off some extra work! Practical Grammar 3 2 onal GeographicAdvanced Unit 4a (2) NS CELE Cr Iremember the days before TV. We had to make our own entertainment. Presentation The old TV worked perfectly fine, We needn't have bought This new TV only has fifty ‘channels. We should have bought ‘the newer model with five hundred, Obligation Use had to to express obligation in the past Its the past of must (for obligation) and have to: Ihiad to wear a uniform when Iwas a waiter. Necessity Use needed to + infinitive to say that it was necessary to do something: I needed to move house because I got a new job in another city Use needn't have ~ past participle to say that a past action turned out not to be necessary: We needn't have printed a map. Ihave it on my phone. Use didn’t need to or didn’t have to to say that something wasn't necessary whether we did it or not: didn't need to invite her because she's away that weekend. Speculation Use must/might/may/could/can't + have + past participle to speculate about past events, * must have means you feel certain that something happened or was true: They must have received their exami results by now. + may, might, could means you think it’s possible something happened or was true: They might have gone out for the evening. * may not / might not have means you think it's possible something didn’t happen / wasn't true: He may not have left yet Practical Grammar 3 * can't have / couldn't have means you feel certain that something didn't happen: We can't have missed the train, I's only three o'clock and it leaves at three- fifteen. Notice that the opposite of must have done for speculation is cant / couldn't have done. ‘Use must have and can't have when we know or believe something by logical deductions: Her car is outside the house so she can't have left Advisability Use should have or ought to have + past participle to talk about the correct, advisable or morally right thing to do ina past situation. It is often used to express regret about our own actions or criticism of other people's I should have bought the newer version. (~ but I didn't) Other uses of past modals ‘Use might have and could have + past participle to criticise people for not doing things. Might, used in this way, is ‘more formal than could: You could have tidied up your You might have called me. Iwas so worried. We can also use should have + past participle to talk about something that we expect to have happened: We sent the package last week. It should have arrived by © National Geographic LearningAdvanced Unit 4a (2) art 1 Complete the sentences using the verbs in the box. had to_ might have (x2) needed to should have 1 Whata view! We brought a camera. 2 Ymvery disappointed. You tidied your rooms before everyone arrived. 3. We forgot the meaning of the word, so we look it up in a dictionary. 4 When Iwas young, school ended for most children at aged 14 and they start work 5. They're an hour later. They got lost. 2. Match the sentences in exercise 1 to the use of the verb (ae). To describe obligation © Tospeculate @ Toctiticise b Todescribe necessity d Toadvise 3 Choose the correct options. 1 Nowadays seat belts are compulsory but only a few years ago, we didn't have to / mustrtt wear them, ‘You can't have / needn't have worn that raincoat. It’s going to be sunny all day. A: Ohno! I forget to bring the tickets! Br It’s OK. You needn't have / didn’t need to because I printed them out as well. 4 really think you ought to / may have let them know you weren't going tonight. They'll be expecting you 5 He might have / must have offered to pay for dinner. Afterall, I paid the last time we went out. 6 The plane could have landed / should have landed by now. I wonder why it’s late 7 The package may not have arrived / can't have arrived yet. I only sent it this morning, 8 They must have called / should have called because there's a message on my phone. 4 Rewrite the sentences using a past modal or verb form. In some sentences more than one verb is possible. 1 When Iwas in the army, it was the rule to get up at five and go for a ten-kilometre run. ‘When T was in the army, we had te get up at five and go for a ten-kilometre run, 2 Itwas necessary to move to Dubai for my job last year. Last year, T for my job, 3. Itook a degree in economics, but it wasn't necessary for my job as @ sports instructor. I a degree in economics for my job as a sports instructor. 4. The handle is broken. I definitely think someone broke in and stole the money. ‘The handle is broken. Someone the money. 5 The window at the back is also broken, Maybe someone climbed in this way. ‘The window at the back is also broken, Someone in this way. 6 | There's no way they they'd forget the party is tonight! They that the party is tonight! 7 These old light bulbs don’t last long, It’ a better idea to buy modern LED bulbs. ‘These old light bulbs don' last long. You a modern LED bulb. 8 Thad terrible journey. Why didn't you offer to collect me from the airport? Thad a terrible journey. You ime from the airport. Practical Grammar 3 2 © National Geographic LearningPorting Advanced Unit 4b Later today... The rain will definitely clear, but itllbe cloudy for the rest of the day. ‘The rain should move north and ‘the sun may well come out for afew hours this afternoon. Presentation We can express probability in different ways. Modal verbs: may, might, could, should Use may, might and could to talk about the probability that something is true now or will happen in the future. ‘Their meaning is essentially the same. It may/could/might snow later. Use may well / might well / could well to say that something is quite probable: Ifthe rain stops, we may well have some sunshine later, Might not and may not express future possibility, but vwe don't use could not in this way: The weather forecast could be true, but it might not be. (on't say: The forecast might be true, but it rouktnotbe) Use should to describe a positive situation that you expect to happen: The rain is clearing so we should have sunshine later (don't say: There's a lot of cloud so we showldn’thave any sunshine) ‘Adverbs: perhaps, maybe, probably, almost certainly, almost definitely Perhaps and maybe go at the beginning of a sentence: Maybe itll snow later. Practical Grammar 3 Other adverbs of certainty go before a main verb and after the auxiliary in affirmative sentences and before the auxiliary verb in negative sentences: The clouds will probably disappear soon. It definitely won't rain today. The adjective (un}likely Likely and unlikely are adjectives (not adverbs), We can use subject + be + likelylunlikely or it is likely/unlikely + that + clause ‘The temperature is (un)lkely to rise above zero degrees today. It’s (unJlikely that i'l freeze tonight. Be likely to and will probably have the same meaning, but be likely to is more formal Other common adjectives of probability are bound and sure, We use be bound + to + infinitive and be sure + fo + infinitive to say that you think something is certain to happen or to be true: I's bound to rain later. Is sure to freeze tonight Noun phrases ‘Noun phrases such as The likelihood is, The chances are, There's a good chance and There's no doubt are followed by that Fa clause: The likelihood is that there'll be severe thunderstorms overnight. © National Geographic LearningAdvanced Unit 4b art 1. Write the words in the correct order. 1 may well the tornado at midday hit Florida The tornado may well hit Flovida af widday. 2 the be true weather forecast could be might not but it 3. should weather think we month warmer next have I 4 ill tonight almost certainly snow 5 won't the definitely reach hurricane land 6 frost unlikely it's that week have we'll this 7 tonight sure to theyre rain forecast 8 the will that likelihood is weather more the become changeable 2 Complete the sentences with one word. Different words are possible in one sentence. 1 Itmay be true that we need to use more renewable energies. 2 all our energy will come from wind power in the future 3° They'll. certainly build more nuclear power stations 4 The likelihood is governments will spend more on protection from extreme weather. 5 There's doubt among most scientists that the global climate is changing 6 Asoilruns out, theresa chance that car engine will use alternative fuels. 3. Rewrite the first sentence using the word in brackets. 1 Texpect the rain to stop and then we'll have some sunshine afterwards. (should) expect the rain to stop and then _'¥¢ Should have some sunshine afterwards. 2 Itspossible that we won't get any sunshine today. (might) We ‘any sunshine today. 3° Its quite probable that we'll have rain later. (may well) rain later. 4° The hurricane will probably miss this part of the country. (maybe) this part of the country. 5 Tim sure it will freeze tonight. (definitely) tonight. 6 This winter, the temperatures will probably be the lowest in years. (bound) ‘This winter, the temperatures in years. 7 We're sure to have some very hot summers in the next few decades. (likely) some very hot summer in the next few decades 8 The roads will definitely be blocked with snow tomorrow morning. (doubt) ‘There's be blocked with snow tomorrow morning. Practical Grammar 3 2 © National Geographic LearningPresentation Advanced Unit 5a ce ‘Are you going to reach the top today? hope to, Do you fea! tired? Exhausted! Maybe you should have climbed in better weather. Wal, cnt ‘There are two main ways to avoid repeating words or phrases. These are substitution (replacing one word or phrase with another) and ellipsis (omitting something. completely) Substituting lexis Use synonyms to avoid repetition of lexis: All the climbers were tired, Even their leader felt. exhausted. The packs were heavy and with the rain on the backs they felt especially weighty. Substituting nouns Use pronouns to refer back to previous nouns It was a dangerous idea, but no one had an alternative one. If two nouns are mentioned, we use the fornter to refer back to the first one and the latter to refer to the second: The two choices open to us are walking or taking a bus: the former is more healthy, but ill take longer than the latter. Substituting verbs and verb phrases Use the auxiliary of a verb phrase to avoid repeating. verbs or verb phrases: We love being active at weekends, but our children don't, I didn't like history at school, but Ido now. Practical Grammar 3 ‘We can use the expression do so to replace a verb phrase: ‘They'd love to take a year off work and travel, but to do 0 wouldn't be practical ‘When we respond to another person's comment, we can use a different auxiliary ‘We'd like to take a year off work and travel. “Well, you should “You should have taken the other job ‘Well, I didn't. ‘When there is more than one auxiliary, we can use one ‘or more auxiliary when we respond: “Te would have been a good idea to book a taxi’ ‘Yes, it would / would have / would have been.” ‘Substituting clauses Substitute an entire clause with that, so or not ‘Do you think all your students will pass thetr exam? ‘Yes, Thope so’ ‘Wl be hard to find a hotel because there's a conference that week.’ Tdidn't know that.’ ‘Are they going to be late?’ Thope not.’ Ellipsis Ellipsis means omitting words completely. Use to instead of repeating a complete infinitive phrase: ‘Will you meet Giles while you're in Paris? "Yes, [hope to! (= hope to meet him) © National Geographic LearningAdvanced Unit 5a ae 1 Complete the gaps in part of a story. Choose the correct substitution word to avoid repeating words or phrases from A-D. The sun was setting and as Raul and Tito arrived at the fork in the road'_was about F to disappear altogether. One road seemed to lead downhill, but the track was uneven. The BB looked recently repaired, but went upwards. The former would be harder to walk Fon, but the’... would send them back into the mountains. ETA love to go downhill, but t0§ 0. S0 means walking on that’ said Raul, pointing to the 5 ce ground on the left } Tito shouted furiously, ‘You should have brought the map!” “Well, 1¢ : The two stood silently as the sun? 2 ‘Do you have a torch?’ Raul asked. ‘'No,I*__ Tito replied. ‘t would have been a good idea to have brought one” E'Yes, it? ! Raul replied, but without any anger behind the hill and the sky started to get dark. “Let's try to put up the tent and wait until morning. Maybe someone will drive past and F give us directions’ ‘Thope ® : 1 Athesun Bit there D thetrack 6 Ashouldn't Bwouldn't Cdidn't D don't 2 Aother Broad Cone track 7 Aset B disappeared CroseD vanished 3 Alast Bleft Croad_—Dilatter 8 Adonthave Bdont Chave D- 4 Ago Bwalk Cdo Dbe 9 Ashould Bdont Cwas would 5 Auneven Bsmooth Crepaired D rough 10 Anot B- Cs Dto 2. Match the correct responses (a-f) to the sentences (1-6). 1 Do you plan to see Buckingham Palace while you're in London a hope not! Will you have pay alot extra to get your phone fixed? b No, I didn't know that It would have been a good idea to let Sally know where we were © Yes, Thope to. meeting. —__ Yes, it would have, ts always been my dream to try parachuting, e Yes, think so. ‘Were you aware they'd postponed the meeting? {Well you should, Are your friends meeting us here? 3. Replace the bold words substitution words such as a synonym, a pronoun or a verb phrase. 1 The climb up the mountain was difficult. The bad weather also made it even more difficult. 2 Peterhad a suggestion. It wasn't ideal, but no one else had a better suggestion 3. None of us liked the food at the restaurant and people on the other tables didn't like the food either. 4 Weld like to buy a brand new car, but to buy a brand new car would be too expensive. Practical Grammar 3 2 © National Geographic LearningPlease find my application for the post of assistant manager. Presentation Advanced Unit 5b "So, tell me why you've applied for this job?" “Nominalisation’ is when you form nouns from other parts of speech, especially from verbs and adjectives. ‘We often use nominalisation in more formal texts (eg. reports, emails or letters, formal presentations). * Verb > noun nominalisation L applied for the job. ~ Please find attached my application for the post. Did you receive my letter? -> Please acknowledge receipt ofthis letter * Adjective + noun nominalisation I'm pleased by your interest. -» I would like to express ‘my pleasure at your interest appreciate your interest. -> I'd like to express my ‘appreciation for your interest. Note: When we nominalise, we often add a preposition after the noun such as receipt of, appreciation for. Practical Grammar 3 * Other types of nominalisation ‘We can use nouns to replace relative pronouns such as who, when, why, what and where Idon't know why they didn't come, > Idon't know the reason for their absence. Can you tell where you are? -> Can you tell me your location? Tcan't remember when it happened, I can't remember the occasion. Does the journalist know who did it? -> Does the journalist know the identity of the person? Tcouldn't tell you how it was done. > I couldn't tell you the method that was used. I don't know what the film is about, -» I don't know the plot of the film © National Geographic LearningAdvanced Unit 5b 1 Nominalise these words by writing the noun form. Use a di 1 complain (v) (a) 7 admire (v) (a) 2 receive (v) () 8 collect (v) ) 3 grateful (ad) (a) 9 refer () () 4 generous (adj) @) 10 achieve (¥) (a) 5 fashionable (adi) @) 11 intend (¥) @) 6 inspire (¥) () 12 enthusiastic (adj) @) 2. Rewrite the first sentences making the word in bol 1 Treferto your letter dated the first of January, (0 anoun. With reference to ‘your letter dated the first of January 2 Blues and greens are fashionable this spring Blues and greens are this spring. 3__Everyone is supportive about your new plan. ‘Your new plan has everyone. 4. 1don’t intend to change Thave no - changing 5 Thank you for being so generous, I really appreciate 6 He inspires so many young people. He's to so many young people. 7 They collect stamps from all over the world, ‘They are _ from all over the world, 8 Two customers complained about your behaviour this week. We've had two your behaviour this week. 3 Rewrite the question using the nouns in brackets. 1 1don't know why they've changed the rules again. (reasons for) don't know 2 Can you tell me where he works? (location / company) Can you tell me 3° Ican't remember when their anniversary is. (date) Tcan't remember 4 Does anyone know who committed the crime? (identify / criminal) Does anyone . 5 Thave no idea what the novel is about. (story) Thave no idea Practical Grammar 3 2 © National Geographic LearningAdvanced Unit 6a (1) Pee CR CU ROIS ee Cad ‘A phrasal verb is a verb + a particle (preposition or adverb), The same verb may be used with a number of different particles, The meaning of the verb changes each time: Look out! (= be careful) Te been looking for you all morning! (= trying to find) Tilook it up on the computer. (= try to find information) Intransitive phrasal verbs Intransitive phrasal verbs don’t have objects. They can describe actions or states: Shut up! Tgot up late He slept on through all the noise. Separable phrasal verbs Many phrasal verbs are transitive and the} an object. Transitive verbs can be separable or inseparable. need With separable phrasal verbs, the object can come either before or after the particle: Look up ‘bonsai’ on the computer. Look ‘bonsai’ up on the computer. Practical Grammar 3 If the object is a pronoun, it must go before the particle: Look it up on the computer. (don't say Eeokwp-# on the computer) Common separable phrasal verbs include: bring out, call aff. drop off. give up, look up, make up. pass around, pick up, put across, put out. ‘With afew separable phrasal verbs, the object can only come between the verb and the particle: Til call the customer back later. (don't say HH-eatH back the customer later) Other verbs like this include: bring round, call (someone) over, invite out, talk (someone) round, tell (two or more things) apart Inseparable phrasal verbs With inseparable phrasal verbs, the object must go after the particle It cannot go between the verb and the particle. Common inseparable phrasal verbs include: cal for, come after, count on, get aver, g0 into, look after look for, look through, make of. run after, side with © National Geographic LearningAdvanced Unit 6a (1) ty 1 © choose the correct options. Then listen and check. A B: A 2. Write the words in the correct order. Where two different orders are po! 1 Have you had a chance to look ‘through this report / this report through yet? No, Thaven't. Dave dropped *it off of it on my desk this morning, but I honestly haven't had the chance to pick it up / up it yet. I've been too busy. Janet wants to know what you make ‘it of/ of it. She's asked me to find *it out / out what you think, She wants me to call *her back / back her as soon as I have. Why's it so urgent? Well, apparently it’s calling "massive cuts for / for massive cuts in spending - it could even mean some people losing their jobs. Janet wants to fight it if she can, but she needs to know she can count “everyone's support on / on everyone's support ~ and that, of course, includes you. Mmm, Yd better get "it down / down to reading it then! Or maybe we should call the boss over / over the boss to explain it to us in person, le, write both. album new bringing ‘They're out a § around the world She her job gave to travel up They've bvinging out a new album. / They've fevinging a new album out - wedding called They've the off 6 acting Amy has go decided to into the police after knew come him would He 7 the road to you'll Keep or lost get managed away She finally to get 8 his message put He very across clearly 3. Rewrite the sentences substituting a pronoun for the words in bold. He made up a story and everyone believed him. He made it ue and everyone believed him. ‘They passed around the photos for everyone to see. ‘They for everyone to see. We looked after their three cats for our neighbours. We for our neighbours. ‘They quickly put out the fire. They He ran after the woman, but he couldn't catch up with her. He buthe couldn't catch ‘up with her. ‘My mother always sided with my brother, no matter what he'd done. My mother: no matter what he'd done Practical Grammar 3 2 © National Geographic LearningAdvanced Unit 6a (2) eRe tO ire rarely Presentation Some phrasal verbs have three parts ~a verb and two particles: We just want to get on with our work. Stand up for your rights! We're looking forward to using the new road. We won't put up with the noise. Three-part phrasal verbs with one object All three-part phrasal verbs are transitive, ie. they have an object. When the verb has only one object, the object comes after the second particle: They soon got on with their work: think you stood up to him very well. Other verbs that follow this pattern include: come up with, come down with face up to, get away with, get down to, go through with, live up to, look up to. Three-part phrasal verbs with two objects A few three-part phrasal verbs have two objects. The first object comes after the verb and the second object comes afler the two particles: She played one boy off against the other. ve decided to take you up on your offer. Practical Grammar 3 Other verbs that follow this pattern include: put (something) down fo (something), put (somebody) up to Gomething), talk (Somebody) round to (something) ‘Two-part phrasal verbs + dependent preposition Some phrasal verbs can be both intransitive (.e, have no object) and transitive (Le. have an object Intransitive: We get on. ‘Transitive: I don't get on with my brother. ‘When there is no object, they have two parts He says he's going to drop out. (drop + out = leave school ‘or college without finishing your course of studies) ‘When there is an object, you need to add a dependent preposition (drop + out + of). He says he’s going to drop out of school. Other verbs that follow this pattern include: catch up (on/with, go out (with), keep up (with), move out (of), run out (of). © National Geographic LearningAdvanced Unit 6a (2) 1 @ Put the lines (a-g) in the correct order. Then listen and check. The authorities seem to think they can talk us round —_| b through our village. We're ready to stand up - to accepting the situation. We don't seem to be able to get it through with their plans to ruin our countryside and run aroad straight © to them and fight for our rights. ‘They're certainly not going to get away {to them that we are not going to put up 9 with it that easily! 2. Write the words in italics in the correct order. Hey! I've just come a brilliant idea with up for the end-of-term party! 4p. with 2 brilliant idea 1 think I'm going to take on you up your invitation to stay the night. I really need to catch up some work on tonight. Have you got any idea who might have put up fo him this? Jamie's come the flu with down again, I'm afraid. I really used to look fo my maths teacher up. How do you get with Fiona on? Iwas Steff who brought in up his name the conversation, not me. 3 Add the preposition in brackets to the sentences. Tm really not sure if can go through his (with) He's going to have to learn to face up his responsibilities. (0) I put their success to hard work and good organisation, (down) Have you heard? Will’s dropped of university. (out) 1 2 3 4 5 Is that the girl you went out last night? (with) 6 She's really going to find it hard to live to their expectations. (up) 7 It’s not going to be an easy situation to put up. (with) 8 He very cleverly played them off each other. (against) 4 Complete these sentences so that they are true for you. 1 Tgeton really well with 2. Tvealways looked up to 3. Tmreally looking forward to Practical Grammar 3 2 © National Geographic Learning"He can't afford to miss He missed saving the last one. If we lose the match, they'll all blame him for not saving this one Presentation Advanced Unit 6b Twant him to dive to the left. He should think about diving to the right. T think he means to stay ‘where he is. When one verb follows another, we use different verb patterns: + verb + toinfinitive We couldn't afford to take a holiday this year. Other verbs include: expect, fai, pretend, seem, tend, want. + verb + object + to infinitive ‘The teacher encouraged them to work harder, Other verbs include: advise, force, require, want, warn + verb + object + infinitive (without fo) ‘My manager let me leave early today. Other verbs include: help, see, hear + verb + -ing form Don't risk parking your car here, Other verbs include: avoid, dislike, mention, miss, recommend, suggest + verb + infinitive or an -ing form (1) Some verbs follows this pattern with little or no change in their meaning She started to leave when the phone rang. She started leaving when the phone rang. ‘Common verbs include: begin, continue, like, love, hate, prefer + verb + infinitive or an -ing form (2) Some verbs have a change in their meaning. forgot/remembered to set my alarm clock last night. to talk about an action which was necessary) Practical Grammar 3 Lforgot/remember setting my alarm clock last night. ( to talk about a memory) Other verbs include: mean, regret, stop. try. + verb + preposition + -ing form ‘The customer complained about receiving the delivery two months after the order. Other verbs include: insist on, rely on, succeeded in, think about, worry about. + verb + object + preposition + -ing form The neighbour accused him of throwing rubbish into his garden Other verbs include: blame (someone) for, criticise (someone) for, discourage (someone) from, prevent (someone) from. + verb + that + clause Sometimes a that-clause can be used instead of the infinitive or -ing form. That can be omitted. The film star claimed to be il (that) she was ill. However, itis not always possible, eg. He wanted me fo ‘come, (don't say: He wanted-that I come.) + perfect and passive forms ‘The gerund and -ing forms can also have perfect and passive forms Thoped to be awarded first prize. We don't like being lied to. They regret being found guilty the film star claimed © National Geographic LearningAdvanced Unit 6b art 1 Choose the correct verb patterns. In two sentences, both patterns are possible. They failed fo equalise / equalising in the final minutes of the match. ‘Don't forget to pass / passing the ball o your other team-mates whenever you can. ‘The assistant coach recommended to replace / replacing the defender with an attacking payer at halftime. Both players claimed to have scored / that they'd scored the same goal. ‘The team began to keep / keeping the possession of the ball early on in the game. “Why are you so worried about to lose / losing? Everyone knows you'll win. An injury prevented him from to play / playing in the final this year. The fans hope to be given / being given a performance worth cheering in the second-half. She stopped to play / playing professional tennis when she was thirty-five, 10 They regretted not fo listen / listening to their manager's advice. 2. Each sentence has a missing word or a mistake. Correct i 1. We tend go to bed late at the weekend, fe 2 Our English teacher always encourages to work harder, 3. Did you see them to leave? 4 It’s important to avoid to walk down dark streets in a new city 5 Wemeant calling you once we'd arrived at our hotel. & Ronaldo stopped to play for Manchester United in 2009 and moved to Real Madrid. 7 When he fell over, the referee accused of doing it on purpose. 8 The manager wanted that Ito play in the match. 9 We don’t like be criticised by our fans 10. Martina Navratilova succeeded winning more tennis titles that any other player in history. 3 Complete the sentences so they are true for you by adding another verb. Sometimes I pretend. often advise my friends One thing about my past is that I regret Ata restaurant, it's important to insist 1 2 3 4 5 T'dnever criticise someone for 6 One day, Ihope to be 7 Till never forget. 8 Thave never liked 9 My parents always encouraged me 10 The last time I criticised someone Practical Grammar 3 2 © National Geographic LearningCT aa Advanced Unit 7a Linking words: although, though, even though, Mountain marathon goes ahead despite worst July weather in ten years. In spite of rpeatod warnings of bad weather, the ‘annual mountaln marathon went ahead as planned, ‘And altough more tnan haf ofthe runners failed to complete the course due tothe wet coeition, the Matthew Goldy of Bethesda, managed to set ‘a new record, eunning the race ina Ite over two hhours and 40 minutes, Presentation Use although, despite and in spite ofto contrast two situations and to say that something is surprising or unexpected: They had the worst July weather in ten years. The race went ahead as planned. - Despite the worst July ‘weather in ten years, the race went ahead as planned. (itis surprising that the race took place, considering the weather conditions.) although, though, even though Although, though and even though are conjunctions. You use them to join two sentences. They can be used at the beginning of the sentence, in which case the clause is followed by a comma, or in the middle of a sentence, in which case no comma is needed: Although they knew it was going to raing the race went ahead as planned. ‘The race went ahead even though they knew it was going to rain Though is slightly less formal than although. You use it in the same way as although, with the same meaning: Though they knew it was going to rain, the race still fook place You can also use it at the end of a sentence. This use is ‘more frequent in informal speech: They knew it was going to rain. The race still took place, though. Practical Grammar 3 When you use though at the end of the sentence, use ‘a comma before itto separate it from the rest of the clause Use even to strengthen and emphasise though (but not although) Even though they knew it was going to rain, that didn’t stop the race. They didn't take any dry clothes even though they knew it was going to rain. ‘You cannot use although or even though at the end of sentence. despite, in spite of Despite and in spite of ate prepositions. They are followed by anoun, pronoun or the -ing form of the verb: Despite the weather, the winner set a new record. ‘The winner set a new record in spite of the weather. Despite /In spite of running the whole race in a storm, the winner set a new record. Despite /In spite ofthis, the winner set a new record. You can also use despite and in spite of with the fact that + cause: Despite /In spite ofthe fact that it rained heavily throughout the race, the winner set a new record. When despite or in spite of comes at the beginning of the sentence, the clause is followed by a comma, In the middle ofa sentence, no comma is needed. © National Geographic LearningAdvanced Unit 7a 1. Add the linking words in brackets to the sentences. Add commas where necessary. Although 1H fell once or twice before reaching the finishing line, he still completed the race. (although) 2 Werreally enjoyed our holidays the awful weather. (despite) 3 felt really tired the next morning I'd had a good night's sleep. (even though) 4 The fact that more than half of the runners didn’t actually complete the race it was still a huge success. (inspite of) 5 The job’s well paid it’s not particularly challenging. (although) 6 Allthe talk of reform and modernisation nothing has really changed. (despite) 2 ©cChoose the correct linking word. Then listen and check. J SURPRISE VICTORY FOR CITY Fans were celebrating last night after City beat United 4-0 ‘despite / although missing some of their key play. | FAMILY CAUGHT IN SUMMER STORM ‘A family of five were rescued by coastguards yesterday off the coast of Pembroke. The Davis family had insisted on taking their boat out, “in spite of / even though they had been given repeated warnings about the possibility of a summer storm. *although / Despite the fact that the election met all legal and democratic requirements, the main opposition party has called for an international enquiry. The government has confirmed that it will not hold a referendum ‘despite / even though strong popular support. 3 Join the two sentences using the word or words in bold. 1 We have worked together for more than five years. I don't really know him that well. despite 2 Wehardly ever go to the beach, We live near the coast. although 3 They have had a lot of problems. He still loves her. inspite of 4° The concert was cancelled. We had a great time last night. even though 5. He failed all his exams. He worked really hard. despite Practical Grammar 3 2 ) National Geographie LearningAdvanced Unit 7b Subordinate clauses How was the film? Groat! You must watch it when you have chancs, But dnt ko his last ono. (Oh, this one is fantastic, compared to that. lalso road that it lasts over three hours! Don’t worry. Even though its long, i goes really quickly idl you have to book a ticket in advance? No. Given that it was the weekend, the cinoma was virtually empty, Oh well, maybe | should go tonight, You should. In fact, since it was so good, | might go with you andl watch Itagain. Brae » B A B Presentat Sentences normally consist of one or two clauses. When Subordinate clauses add meaning to the main clause there are two clauses, they can have two main clauses or by giving more information about, for example, cause, a main clause and a subordinate clause. comparison or time. You can introduce a subordinate Sometimes these are two main clauses, joined by a And Love the colours. Dan’ Yes, they look great, but hope they work as well, Jot: “1m sure they'll work as well, Dan’ Do you think the staff will ike them? Jot: * Ask them, Practical Grammar 3 2 © National Geographic LearningAdvanced Unit 9b Expressing purpose and reason: as, since, because, because of, due MR a Since Nik was a boy, he's been afraid oflifts. And since he lives in a flat on the 2ist floor, this means he has to climb 21 flights of stairs in order to get home every day, He also has to walk down 21 flights so that he ‘can get to work or to the shops. ‘When he first moved into his flat, just under a year ago, it took him 20 minutes to climb the stairs, But because of his daily stair-climbing ‘workouts, he soon became very fit. He now runs from the ground floor to his front door in just under three minutes. ‘As 21 floors are no longer a challenge, Nik has signed up for his first international tower running race. He will be running up 10,000 steps in the company of professional athletes, so that he can put his new-found Presentation stair-running fitness to the test! as, since ‘The conjunctions as and since can be used as: * conjunctions of time: as while, at the same time He often listens to podcasts as he runs up the 21 {flights to his fla. since = starting from a certain event or point in time Since Nik was a boy, he's been afraid of lifts * conjunctions that introduce an explanation of why someone does something or why a certain situation exists: As/Since he's afraid of lifts, he has to go up the stairs, because, because of, due to. You can also use because, because of and due to to introduce an explanation of why someone does something or why something happens. Because is a conjunction and is followed by a clause. Because of and due to are both prepositions and are followed by a noun cor -ing form of the verb. because + clause: Nik climbs the stairs because he's afraid of lifts Practical Grammar 3 because of / due to + noun: Nik has to climb the stairs because of / due to his fear of lifts. because of / due to + -ing form: Nikis fit because of / due to climbing so many stairs. in order to, in order that, so as to, so that Use these expressions to introduce the intended purpose of an action, Use in order to and so as to + infinitive: He has to climb 21 flights of stairs in order to /so.as to get home every day, ‘To form the negative, use in order not to + infinitive: He has to be very careful in order not to fall. Use in order that and so that + clause: He has signed up for a tower running race in order that /o that he can test his fitness. In informal speech and writing, itis possible to omit that after so: He's running the race so he can see how fit heis. © National Geographic LearningAdvanced Unit 9b ty 1 Choose the best position in the sentence (a or b) for the word in bold. 1 because —_ (a) Because our flat is on the first floor on a busy street, (b) itcan get very noisy. 2 as @ there are three bars on our strect, (b) it gets particularly noisy at night. 3 dueto — @) it’s also noisy (b) the buses and taxis that drive by at all hours. inorderto (a) Thave to wear earplugs (b) get to sleep at night. 5 $0 @ my wife sometimes takes sleeping pills (b) she can sleep through the noise. 6 sothat — @) our children sleep in the back room (b) the noise doesn't disturb them. 7 since @ carly mornings are the only quiet time (b) the bars are shut and there's very ttle traffic. Bas @ Tike to sleep late when Ican, (b) the mornings are so quiet 2 Choose the correct options. 1 They closed the road to traffic in order to / in order that let the procession through, 2. The shop remained closed for four days so as to / so that they could redecorate. 3. She opened the window because / because of it was hot in the car. 4 Wecould hardly see the road ahead of us because / because of the fog, 5 All classes were cancelled that week due to the staf were ill sickness among the staff 3 Join the two sentences using the connector in brackets. 1. signed up for an intensive course. I wanted to learn to speak Chinese. (in order to) 2 1didn’t go out last night. Iwas feeling really tired. (as) 3. There was heavy rain last night. Some roads are closed to traffic. (due to) 4 Hewanted to show her he still loved her. He bought her some flowers. (s0 as to) 5 You don't really like football. I didn't buy you a ticket for the match. (since) 6 Anew law has been passed. Many small businesses will close, (because of) 7 One hundred new schools have been built. More children have access to education, (in order that) 8 We can go out tonight. My brother has offered to babysit. (60) Practical Grammar 3 2 © National Geographic LearningPresentation Advanced Unit 10a Lot's ciscuss tomonow's visit, shall wo? Sure. We're meeting at eight, aren't we? That's right - over breakfast Is that too early because Andreas lands at six thirty, doesn't he? ‘That's right. As long as his fight is on time, tharall be no problem. ‘And someone wil pick him up from the aiport, won't they? “That's @ good question. Actually, Im nat sure. Don't forget to check, will you? We don't want him waiting, do we? No, we dont. Form a tag question by using the auxiliary of the verb in. the main sentence or the auxiliary verb do to replace the main verb: You're Andres, aren't you? Andreas lands at six-thirty, doesn't he? He arrived yesterday, didn't he? She isn’t waiting, is she? They've visited Paris before, haven't they? Ishould call the taxi company now, shouldn't I? Ifthe main verb in the sentence is negative (including, sentences with words with a negative meaning like no cone, never, hardly), the tag question is affirmative: We don't want him waiting, do we? With imperative forms, use wil/won’t in the tag: Don't forget to check, will you? Check that, won't you? For sentences starting with Let's, use shall in the tag: Let's discuss tomorrow's visit, shall we? We often use tag questions in speech or in informal writing to check that something is true or to request agreement. The meaning is shown by the intonation we use. Ifthe tag is a real question to check something is true, we use rising intonatior a We're meeting at eight, aren't we? Practical Grammar 3 If we are just requesting agreement, we use falling intonation. — We don't want him waiting, do we? Sometimes we use an affirmative question tag after an affirmative sentence to express interest, surprise Half.an hour is enough time from the airport to the meeting, is it? Pronouns in tag questions ‘When the subject is a noun, use an appropriate pronoun, in the tag question: Andreas lands at six thirty, doesn't he? If the subject is no one, someone ot anyone, the pronoun in the question tagiis they: Someone will pick him up from the airport, won't they? © National Geographic LearningAdvanced Unit 10a coeu hay 1 Match the tag question (2-i) to the first part of the sentence (1-9). You aren't coming tonight, 4 haven't you? shouldn't you? didn’t you? areyou? aren't you? 1 2. Let's book the flight now, 3° You should tell them you're going to be late, 4° Youarrived late last night, 5 You've been before, 6 Dont forget to call before you leave, don't you? 7 You're coming tonight, 8 Youarrive at nine, 8 will you? shall we? are they? No one else is coming, 2 Complete the tag questions with the pronouns in the box. it(x2) she they we you Its starting at nine, isn't ? Anyone could have stolen it, couldn't ? Let’ finish for today, shall 2 1 2 3 4 Fifteen minutes is enough time for a meeting, is ? 5 Mrs Holden was born here, wasn't ? 6 Remember to lock everything, won't ? 3. Complete the conversation with tag questions. ‘As Youle Andreas Jenshel, 21'm Shelby Taylor. B:_ Nice to meet you, Shelby. You work for Nigel Sembler, ? ‘A: That's right, We've spoken on the phone, B: I thought so. You haven't been waiting too long,* 2 A: No, not at all. Your flight was only slightly delayed, B: Good. OK, let's go,* 2 We don't want to keep Nigel waiting, © ? As But don't forget to collect your other bag, « ? B:_ It’s OK. Lonly have one bag. I always travel light! A Right, Well, my caris this way. B; Half an hour is enough time to get from the airport to the company headquarters,” ? A: Probably abit longer but Nigel will understand if we're a few minutes late. B: Maybe, I should give him a quick call, * 2 To say we're on our way. your own sentences using these tag questions. 1 are you? 5 mustn't you? 2 don't you? 6 , should you? 3 + did you? 7 sill you? 4 haven't you? 8 shall we? Practical Grammar 3 2 © National Geographic Learningwish wae somewhere else, JOO Monlyla spent more 45 Sos ‘time preparing, z C3 Varather not do this Advanced Unit lla What ifm asked question |ean't answer? Hes high time somebody turned up! Giving a presentation to a large audience is many people's greatest fear ... Presentation ‘There are a number of structures in English that are followed by past tenses which have a present or future meaning. We use these structures to express unreal or hypothetical situations. would rather / would just as soon We use would rather or would just as soon + subject + past tense to express a preference: Td rather I didn’t have to do this. Ta just as soon you did this instead. Itis also possible to use I'd rather and I'd just as soon + infinitive without to when there is no change of subject: Td rather not do it. (= 1'd rather I didn’t do it) However ifthe subject changes, we use the past tense Td rather he didn't doit, (not #brather hereto #) Iwish [If only We use I wish and ifonly to express regrets and wishes for things that are unlikely to happen. Jf only has a more emphatic meaning than I wish: wish /If only you didn't live so far away. We use the past perfect to express regrets about the past Iwish / If only Pad spent more time preparing. (= but I didn’) We use wish + would to express a wish for action — for someone to do something about a situation or for the situation/action to stop: Iwish you would help me prepare. Practical Grammar 3 We also use would + wish to talk about another person's annoying habits or unwillingness to do / not do something: Iwish /Ifonly she would listen to my presentation Iwish she wouldn't talk while I'm speaking, Notice that we don't use would if the subjects in both clauses are the same: I wish I didn't live here. (not Evish-twowldiet tive here) what if / supposing / suppose ‘We can use what if, supposing and suppose at the beginning of a question to ask about the consequences of something What if you forgot your lines ~ what would you do? ‘We can also use these structures to make suggestions: Supposing / Suppose they had a new job for you - would you accept the offer? ‘What ifis more informal than suppose and supposing. Note: You can use were instead of was, especially in a formal style: Twish Ewas/were somewhere else. Supposing no one was/were to turn up. it’s (high) time We use it’s time + subject + past tense to say that something needs to be done very soon. We can use high to add emphasis: It's (high) time I had a holiday. © National Geographic LearningAdvanced Unit 1a art 1 Match the two halves of the sentence 1 Ydvatheryou _b invite them this time? 2 Tdjustas bo didptinvsioshem 3 Tdrather not ~ © wouldn't always invite them. 4 Ishigh soon you didn' invite them. 5 of you'd invite them. 6 Iwish 1 time we invited them. 7 Iwish she 9. only you hadn't invited them, 8 What ifwe didn't h we didn't invite them this time. 9 Supposing i invite them 01 - J wish you hadn't invited them, 2. Rewrite the first sentences so it has the same meaning using the word given. 1d rather we all let together. soon 'd just as soos we all left together. 2 I'd rather I didn't have to give this presentation. not this presentation. 3. Iwish they hadn't asked me that question. only me that question, 4 Can you tell them to stop shouting? wish, stop shouting, 5 Isso annoying when he interrupts wouldn't _ interrupt. 6 What are the consequences of me leaving early today? what if carly today? 7 What ifyour car breaks down? supposing. breaks down, 8 Very soon I need to take some time off from work. time some time off from work. 3. Complete the sentences so they are true for you. 1 This week I'd rather 2 Iwish _ 3° Whatifl 4 Supposing 5 Itshigh time! Practical Grammar 3 2 © National Geographic LearningAdvanced Unit 11b Conditionals and inversi Perea es Life Bcersere al paeners : so/as long as, provided/providing, Cone tome | Regstratin | Signin Contact Us How honest are you? part 3 Q8 Ifyou were to find a wallet on the street, would you hand it in to the police? Help 1 Quizes |Links ‘A Yes, | would, unless it had a lot of money in it! B Yes, provided there was something that showed who the owner was, ike a bank card or a driving licence. © No, Id keep it, so long as no one saw me pick it up. & Q4 Were an advertising agency to offer you a part in an ad for a product you didn’t actually like, would you accept the job? A Yes, so long as | thought the product was harmless. B No, would never sella product unless | really believed in it. Yes, provided the money was good enough! —— | Presentation unless Unless = if, Twould never sell a product unless I really believed init (© If didn't believe init, I wouldn't sell it) T won't go unless you go too. (= Tl only go ifyou go) not or except if so / as long as, provided/providing ‘These expressions mean only ifor on condition that: Twouldn't leave a note as long as no one saw me reverse into the car, Provided/Providing ate mote formal than as/so long as Twould accept the job provided the money was good enough. (= only if the money was good enough) II were to ..., Were I to ..., Had I. In if clauses which talk about imaginary future situations, you can replace the past simple with were + fo + infinitive to emphasise the improbability of the situation: If Tsaw him... > If T were to see him Ifyou won > Ifyou were to win Practical Grammar 3 Itis also possible to drop ifand invert the order of the subject and were: IL were to see him ... -> Were Ito see him Ifyou won ... > Were you to win ‘Were Ito is far less frequent than If were to You cannot use were ... 0 present situations: to talk about imaginary If Tknew how to swim (but I don't) how to swim Were Ito know However, you can use inversion with the verb fo be + adjective to talk about imaginary present situations: Were Irich, I'd live a life of luxury. In if clauses which talk about imaginary past situations, you can drop if and reverse the order of had and the subject: I'd known HI The inverted forms are more formal and distant than standard if clauses. + Had Iknown © National Geographic LearningAdvanced Unit 11b art 1 © Write unless or as long as in the gaps. Then listen and check. 1A: Would you steal from a member of your own family? No, not. I really really had to. Can Tborrow your bike? Yes, you bring it back before five. ‘You know who the winner is, don't you? Go on, you can tell me. OK, but only you don't tell anyone else It's supposed to be a secret Would you like to sit by the window? Yes, please, ‘you want to sit there, of course. ‘Are you going out this afternoon? No, don’t think so, Paul calls me to play football. Would you jump from a flying aeroplane? Yes, Thad a parachute! PREP UP eh eee 2. Rewrite the sentences using the word or words in bold. 1. I'll get the bus if Glen can’t take me in the car. unless 2 Give me £5.00 and I'll dean your car for you provided 3 We could go out to eat, or if you prefer, we could stay at home and order a takeaway. unless 4 You can come in, but you have to leave before my parents get back aslong as 5 Ireally didn’t want to do it if Simon wasn't going to help me. unless 3. Rewrite the if clause using were to or had. 1 IfT'd known you were coming, I'd have made more food Had | known 2 Ifhe found out about all your lies, you'd lose your job. 3 If Tost my job, itd be very hard to find another one in the same town, 4 Ifwe'd got here a little sooner, we'd have seen the start of the match. 5 If never met you, my life would have been very different. 6 If we could start again, things would be so much better. Practical Grammar 3 2 © National Geographic LearningAdvanced Unit 12a The Cueva de Jas Manos ot ‘Cave of the Hands’ in Argentina is in the region of 9,000 years old. Visitors to the ancient paintings arrive at the edge of a canyon and then walk for ‘two hours, more or less, until they reach the caves. A lot of the paint is. a kind of reddish, brownish colour Which outlines well over eight hundred hands. Most of the hands are male and thirty or so are right-handed; they all resemble the approximate hand- size of a 13-year old child. Presentation We often use approximate language in spoken and {informal written English when it is not important to give exact details or when exact details aren't known. Numbers Put the following words before the number: “some nine thousand years old (= approximately 9,000) around / about / roughly / approximately / in the region of / something like 9,000 *some before a number suggests a large number. eight hundred-odd” hands ight hundred or so hands ‘to hows, more or less *odd can mean ‘approximately’ or ‘alittle more than the number mentioned’ ‘Talk about large amounts like this: dozens of hands, hundreds of hands, loads of hands ‘Talk about amounts over/above or below/under: well underiover, above/below (= alarge difference) just /a little underiover, above/below (= alittle difference) Practical Grammar 3 Adjectives ‘We use kind of when we cant think of a better adjective to describe something I's kind of paint. ‘The suffix -ish makes an adjective less exact. You can use -ish with adjectives describing physical features (size, colour) and time: It bluish, it's yellowish, its shortish, it’s roundish We're meeting at three-ish some Use some plus a singular noun to refer to an unknown ‘or unspecified person or thing: Thope you have some idea of where we're going. Tread about it in some book stuff and thing(s) Stuff and thing(s) are ‘vague’ words which refer toa substance, material or group of objects. Use stuffand thing(s) when you don't know the name, the name is not important or when it’s obvious what you're talking about. What's that black stuffin the water? (stuff = uncountable noun) Remember to pack all your things in the case (ching/things = countable noun) © National Geographic LearningAdvanced Unit 12a are 1. Match the two halves of the sentence. 1 About a hundred or - a, more or less. 2 Abundred b -odd tourists visited. 3. Inthe region © so tourist visited 4 Something 4 ahundred tourists visited. 5 Ahundred tourists visited @ like a hundred tourists visited. 6 Alittle over f of ahundred tourists visited 2 Complete the sentences with the words or parts of words in the box. ~ish just kind of like odd so some About fifty or people work in my company. Have you seen 2 small box? It’s square with a metal lid ‘We must have {dea about where itis. 1 2 3 4. They say about three hundred: people turned out to watch the fireworks. 5 Atssixty-nine kilometres per hour, we were under the speed limit. 6 Something four billion people watched the opening ceremony of the Olympic Games, 3. Make these sentences less precise by replacing the bold nouns with stuff, thing or things. Can you pick up all your toys, please? things ‘What's allthis juice on the floor? Pull that lever atthe side of the machine. ‘There's a pile of your clothes that needs washing. ‘This jar has purple chemicals inside it have so many little jobs to do today. 4 Complete the description of a place in England with the missing approximation words or parts of words. ofall the* that people associate with England, Stonehenge is probably one ofthe best-known. I's become a? of symbol of pre-historic England. However, in* parts of England youll als find other standing stone monuments; infact, only thirty minutes oF up the road from ‘Stonehenge, there are the stone circles of Avebury. Like Stonehenge, the stones at Avebury are grey in colour. However, the circles at nsbury ‘cover an area of well twelve hectares so the site is much bigger than Stonehenge. Originally, there would have been something” 400 Standing stones and tis estimated they took inthe ‘of 1.5 million man hours to construct. Practical Grammar 3 2 © National Geographic LearningAdvanced Unit 10b (1) Fes Oe ECA Presentat Gc ais guns ume ie iso recente uy, yu ties waste murder she said. She held the murder weapon firmly in her hand, Sid you led me sagt wh “Apparent he answered sly, ashe oked ate dat bah of Matteo gente oe teste hm “But does that mean I'm next?” he thought to himself You can add -Iy to a number of adjectives to form adverbs: bad > badly, loud > loudly, sudden > suddenly. Sometimes you need to make changes to the spelling true > truly, full > fully, happy -» happily, terrible > terribly, realistic > realistically. -ly adverbs with verbs Adverbs of manner describe how something is done, or how something happens: He answered slowly. She quietly picked up the gun. Adverbs of manner can come in three positions in a sentence or clause: * They usually come after the verb they describe. Ifthe verb has an object, the adverb comes after the verb + object She spoke calmly. She heli the gun firmly. * They can also come in the middle of the sentence, between the subject and the main verb: She calmly spoke to the man in the chair. She quietly picked up the gun, ‘When there is an auxiliary verb, the adverb comes after the auxiliary and before the main verb: She had quietly picked up the gun * They can also come at the beginning of the sentence: Calmly, she spoke to the man in the chair. Quietly, she picked up the gun. You don't normally use adverbs of manner between the subject and the verb, or at the beginning of the sentence, ‘when no other additional information is given after the verb (e.g, an object. a prepositional phrase) Practical Grammar 3 Say She spoke calmly. (don't say Skeeatmbyspoke. or abmithetpoke | -ly adverbs with adjectives and adverbs You can use -ly adverbs to add information about, or comment on, an adjective or another adverb. The -Iy adverb always comes before the adjective or adverb: Heer voice was remarkably calm. He was incredibly relieved. He moved surprisingly quickly -ly adverbs commenting on a clause or sentence You can use an -ly adverb to comment on a whole sentence or clause. These adverbs usually come: * at the beginning of the sentence or clause: Luckily, he knew Matthews was the murderer. © orat the end of the sentence or clause: He knew Matthews was the murderer, luckily. Use commas to separate the comment adverb from the rest of the sentence, Change of position and meaning ‘The meaning of the sentence sometimes changes ‘when the position of the adverb changes. This happens when the focus of the adverb changes. Slowly, we realised that he had taken all our money. (Slowly refers to the whole sentence.) ‘We realised that he had slowly taken all our money. (Slowly refers to the way he took the money) © National Geographic LearningAdvanced Unit 10b (1) not 1 Change the bold words to adverbs by adding -ly. Sometimes you will need to make some changes to the spelling. 2. The adverbs in five of the sentences are in the ‘Sometimes there is more than one correct posi 1 Iwas sitting comfortably on the sofa 2 Theard a loud suddenly noise from outside. I suddenly heard a loud weise from outside. 3. Iwent quickly to the door. 4 Tlooked up and carefully down the street. 5 Then stepped out slowly and cautiously extremely He looked at her critical! She looked true*_____. awful and he was sure she was going to sing horrible? But lucky — __-, when she opened her mouth, he was amazed, She sang beautiful and she immediate *___ won everyone's hearts, When she finished, the crowd stood on their feet and clapped enthusiastic ‘ong position. Move them to a better position. 6 The street outside was silent completely. 7 There was nothing or nobody there, apparently. 8 Sol closed quietly the door and went back to the TV. 3. Change the position of the adverbs so that the sentence has a different meaning. 1a Honestly, can't speak to him L can't speak te him honesty 2 a Idon't think he'll have the courage to tell her personally. a b 1 [find it difficult to tell him the truth, _b 2 He'll probably get someone else to tell her. 3. Ifind I work more slowly with music on. Practical Grammar 3 4° & He laughed happily when he heard the joke. We quickly realised that he couldn't walk 1 said something incredibly stupid exercise 3, 4 Iwas worried that he might think it was offensive. 5 Soweall slowed down to his walking pace. 6 don't normally say anything stupid. _ 2 © National Geographic LearningAdvanced Unit 10b (2) POSURE Ree rong Presentation Dad: How was your maths test? Was it hard? Son: No, I lid it really quickly Dad: Really? You haven't been studying much lately. Son: Yeah, l know, but it was easy. You use adjectives to describe nouns. They come before the noun ot after a copula verb (e.g, appear, be, become, ‘get, feel, seem, sound, look, taste, smell): Te was an easy test The test was easy, You use adverbs to describe verbs, adjectives or other adverbs: He did it quickly. Twas really easy. He did it reasonably wel. Some words can be used as both adjectives and adverbs, eg. clean, daily, deep, early, far, fast, free, high, hourly, late, loud, hard, weekly, well, early The test was hard. (adjective: it describes the test) He works hard. (adverb: it describes the way he works) You don't look wel. (adjective: well = in good health) She plays the piano well (adverb: it describes how she plays the piano) They have weekly tests, (adjective: it describes the tests) They do maths tests weekly. (adverb: it describes how often they do the tests) hardly and lately ‘The adverbs late and hard have a different meaning from the adverbs lately and hardly. Lately means recently. Hardly means almost not / almost never. 1 worked late lastnight (lat refers tothe time when 1 was working) Tye been doing a lot of work lately. (lately = recently) He worked hard for his exam. (hard describes the way he worked) He hardly did any work for his exam. (hardly any work = almost no work) Notice the position of hardly. It can come before the verb: We hardly see you anymore Or before any + noun: He did hardly any work. Thate early mornings. (adjective: it describes the mornings) Thate getting up early. (adverb: it describes when I get up) Practical Grammar 3 1 © National Geographic LearningAdvanced Unit 10b (2) 1 © Choose the correct options. Then listen and check. ‘The father looked * close /@laselat his son. Was he being * honest / honestly? Or was he just giving his usual? easy /easily answer? His son stared back at him * defiant / defiantly. He knew his} terrible / terribly test mark was going to get him into trouble. He knew his father was going lo get really * angry / angrily. But still he stared at his father. His father \ sighed "quiet / quieily. With a* tired / firedly look on his face, he took the test paper from his son's hand. The boy waited” anxious / anxiously for the” inevitable / inevitably lp explosion, Nothing came. The father looked " sad / sadly at his son, shook his head and walked ® slow / lowly away. 2. Decide whether the words in bold are adjectives or adverbs. 1 The nurses make hourly checks on their patients 6 _He loves fast cars and beautiful women. all through the night. 2 The church bells are rung hourly, day 7 Mymum says play my music too loud, and night, filling the square with noise. 8 They all jumped when they heard the loud bang 3 We hadn't walked far when we came to a gate behind them, 9 They all looked really friendly. 4 The figure was very far away; we couldn't really see it properly. 10 5 She talks so fast I can’t understand a word she says! 3. Look at the pictures and the captions. Add -ly in the gaps where necessary. He said goodbye to us with a friendly wave Zl 1 Heran quick after his ball 3. Atlantic Star is in the lead followed close by Kaboura. 2 She was very tired after walking for such along time. 4 Who's Who is published annual 4 Complete the sentences using the words in bold. late/lately hard/hardly 1 Did you stay up last night? 5 This bread is very How old You look tired. isit? 2 You've been working very long hours 6 You've touched your food, ‘You deserve a rest. Aren't you hungry? 3° Wehaven't seen alot of you 7 Wsa decision. I really don't Have you been away? know what to do 4° Wehada lunch and then 8 Wehad arrived when it ‘we went to the cinema started raining really heavily. Practical Grammar 3 2 © National Geographic LearningIt's rather a disappointment. | wished weld seen the other one. Presentation Advanced Unit 12b It’s bieslow. When's the action scene? The plot is quite confusing. The book was a bit better than the film. A qualifier is a word or phrase that modifies the meaning ofthe words that follow it. It either intensifies or softens the meaning of the words. Qualifiers include the words JSairly, quite, pretty, rather, slightly, a little and a bit fairly Use fairly to modify the meaning of adjectives and adverbs. It means ‘to a limited degree It's fairly easy to understand, (= it was easy, but not very easy) quite Quite often suggests a higher degree than fairly The plot is quite confusing. I didn't really understand what’s happening. Quite can also qualify verbs and nouns: I quite like the book Ie was quite a difficult book to read. ‘When modifying an adjective + noun, quite comes before a/an: The film had quite a surprising ending. pretty Pretty modifies adjectives and adverbs. It suggests a higher degree than fairly and quite and is slightly, more formal: The tickets were pretty expensive. It's pretty unlikely that things will change. rather Rather is stronger than quite. It modifies adjectives, adverbs, verbs or nouns. It can express disappointment, criticism or surprise. Practical Grammar 3 Is rather exciting. The actors speak rather unclearly. Irather liked the book The film version was rather a disaster. ‘When qualifying an adjective and a noun, rather can ‘come before or after a/ar: It was rather a short film. It was a rather short film. slightly, a little, a bit Slightly, alittle and a bit soften the meaning of the words they qualify. They can qualify adjectives, adverbs and verbs. You can use these words to make a criticism. sound less direct: Itscems slightly /a little / a bit long She drives slightly / alittle /a bit fast. Note the possible word order: The ending slightly surprised me.-> The ending surprised me slightly. A bit is more informal than slightly and a litle. Slightly alittle and a bit can be used before comparative adjectives (whereas quite, fairly and pretty cannot): ‘The view is slightly better from this window. (Gon't say The view is gute better from this window) Use abit or a litle before a non-comparative adjective ‘The meaning is usually negative: He's a bit impolite. (don't say He'se-bit polite) Use a bit of a/an before a noun: He can be a bit of a pain. Tve got abit of a headache. © National Geographic LearningAdvanced Unit 12b art 1 Put the words in the correct order. For one sentence, there are two possible answers because the qualifier can go in more than one place. an easy quite subject it’s It's quite an easy subject playing likes she hockey rather Tve a bit stomach-ache got a of. the shop from slightly this are cheaper clothes 1 2 3 4 5 I quickly finished my homework pretty 6 thea rather final triumph was 7 quite the disappointing film is - 8 tiring was journey it rather a - 9 understand fairly this easy to grammar is 10 fasthe little drives a 11 that they Iwin quite hope 42 the were children hungry pretty afterwards 2. Cross out the qualifier or qualifiers which you cannot use in these sentences. You had quite / pretty / rather a good idea Yve got a bit slightly / a little of a toothache. This car is fairly / slightly / a little more reliable than my last one. 1 fairly / quite / pretty prefer fish to meat. ‘That was a rather / quite / bit long bus ride over the mountains. The meal was a bit of / rather / slightly a disappointment. ‘The new student in my class is farly / pretty / bit intelligent. Overall, the situation worries me slightly / quite / pretty. 3. Rewrite the first sentence using the qualifier in bold. 1 Most children are interested in nature to some extent. quite Most children in nature. 2 Itwasa French film, but it wasn’t too difficult to understand, fairly It was a French film, but to understand. 3. Tm not very happy about the way things turned out in the end, rather Tm about the way things turned out in the end. 4 The width of this table is one centimetre more than that one. slightly This table is than that one 5 I've got alittle cough. bit Tye got cough. Practical Grammar 3 2 © National Geographic Learning