Preparation Course for B1 Level

PREPARATION COURSE

FOR B1 LEVEL

PREPARATION

COURSE

FOR

B1 LEVEL

1st Edition (2013)

All rights reserved. No part of this book may be reproduced, in any form or by any means (photocoping,

electronic, or otherwise) without written permission from the author.

© Aitor Garcés Manzanera, 2013.

Printed in Spain

Bubok Publishing S.L.

To the learners of English,

without whom this book would make no sense.

PREFACE

This book would not have been possible without the constant support of all the people

and learners who finally gave me the idea to carry on this project. It all came up

through the revision of some materials for Cambridge English Teacher, where I

currently work as Advisor. I realised that some books are somewhat long-term study-

oriented, thus many learners would not have that time to prepare an exam of this

kind. Writing a book that has the required linguistically characteristics could not be an

easy task to accomplish.

I gathered all the information on the contents of B1 level, both grammatical and of

vocabulary. I wrote a would-be plan where all the aspects that may arise in the exam

could be dealt and started the book’s writing. Nevertheless, I decided to give the book

a fresh perspective, different to the other books. As you will see later, each page is a

slide as if it were a PowerPoint presentation. The reason why I elaborated it in this

way is mostly that it gives an attractive way to the learner and everything is linked in

such a way that one could learn new things in every slide.

All the language skills are dealt in more or less the same way, ensuring a special place

to the Speaking tasks, which requires more effort to the learners.

Finally, I would like to thank the University of Cambridge for giving such good ideas

and tips on the exams through their websites and giving everyone the possibility to

improve the language. I would also like to express my gratitude towards those English

as Second Language Teachers who gratuitously make the learning of English accessible

to everyone through their websites in the Internet, giving a wide selection of resources

on grammar, vocabulary or writing, covering up almost every language skill.

Preparation Course for B1 Level

Preliminary English Test

Aitor Garcés Manzanera

Preparation Course for B1 Level 1

Course outlines

Unit 1. Present Simple & Present Continuous Revision.

Unit 2. Adverbs / Comparative & Superlatives.

Unit 3. Past Simple & Past Continuous.

Unit 4. Question Tags / Intensifiers.

Unit 5. Present Perfect / Gerunds and Infinitives.

Unit 6. Modals I (Must/Have to) / Future Continuous.

Unit 7. Will & Going To (Predictions) / Modals II (Might, May, Will…)

Unit 8. Present Perfect / Past Simple.

Unit 9. Conditionals (1st, 2nd and 3rd). / Past Perfect

Unit 10. Simple passive.

Unit 11. Reported Speech (common, orders, wh-, if/whether)

Unit 12. Modals III (Perfect).

Unit 13. Connecting words (result, cause…)



UNIT 1. SPORTS AND HOBBIES

} In this unit…

} you will learn the vocabulary related to sports and hobbies.

} You will revise and consolidate your knowledge of the present simple and continuous and its contrast.



} Look at the photographs and try to say what kind of sport they are doing.



} VOCABULARY FOCUS. } Now, have a look at this table which contains a wide range of vocabulary

related to sport.

Boxing Judo Rugby Wrestling

Archery Badminton Cricket Cycling

Angling Canoeing Kayaking

Darts Football Golf Horse Racing

Rowing Sailing Water Skiing

Snooker Squash Table Tennis

Tennis

Curling Ice Skating Skiing

Croquet Fencing Hockey

Lacrosse Polo Skeet



} LANGUAGE FOCUS. } As a way to refresh your vocabulary and grammar knowledge, answer next

questions with help of the words below.

What’s a helmet?

What’s a racket?

What’s a windsurfing?

What’s table tennis?

What’s rugby?

What’s a kart?

What’s snowfering?

Tennis, hat, team game, car, windsurfing on the snow, bat, surfing on water.



} LANGUAGE FOCUS.

} Revision of the present simple.


The present simple is commonly used to express habitual actions. It is also used with frequency adverbs and may also be used as a time to express the present in the past (historic present).

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} LANGUAGE FOCUS. } Revision of the present continuous.

} This tense is used to express: } A particular action in a specific time (particles: at this moment, at this

time, right now, now) } An action in the future, conceived as a plan (particles: on Sunday,

on Christmas). } An action with verbs of movement. } But… BE CAREFUL! State verbs such as feel, like, be and so on are

NEVER used with the present continuous, but with the present simple.

Affirmative Negative Interrogative

Is/are+ vb-ing Isn’t/aren’t + vb-ing Are/Is + sujeto + vb-ing?



} VOCABULARY SUMMARY.



} Exam practice. READING



} Exam practice. READING



} Exam practice. SPEAKING.

} The first part of the Speaking test in P.E.T is based on the examiner asking you some basic and personal questions.

} What is your name? Where do you come from?

} Do you like your village/town/city?

} What are your hobbies? What do you like wearing?

} How long have you been studying English?

} Do you have brothers or sisters? Can you describe your sister/brother?



UNIT 2. MEETING NEW PEOPLE

} In this unit…

} You will learn how to react with new people or people you bump into in the street.

} You will learn to compare things and to form the superlative of an adjective.

} You will get more confident with the PET exam structure.



} Describe, using your own words, the personality and the physical appearance of people in next photographs.

} Organise the information you have of them following the next example:

} E.g. } Height: tall

} Hair: brown

} Eyes: blue

} Other information: old men.



} SPEAKING TASK.

} Work with a partner. Imagine you are one of the people of these photographs, describe to each other.



} VOCABULARY FOCUS.

} You have here some new vocabulary related to people and personality.


average bored Broad-shouldered Classical

clear close curly Dark

fair friendly Hard-working Independent

intelligent kind loud Medical

necessary pop Self-confident Serious

Shoulder-length shy slim tall

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} VOCABULARY FOCUS. WRITING TASK

} Write a short description of yourself that includes at least 4 adjectives of the table and, if necessary, add others. (90 words maximum).



} READING EXERCISE.

} The Meeting Place is a club for young people. Here is the members’ notice board. Read the advertisements and write Travel, Contacts or Accommodation above each one to show what it is about.





} READING EXERCISE.

} 1. Complete this table about the advertisements.

} 2. Would you like to meet any of the people who wrote the advertisements? Why?/Why not?


Who 1 2 3 4 5 6

A) Knows what job he/she wants in the future?

b) Has a job now?

c) Offers to pay for something?

d) Wants to go to another part of the world?

e) Enjoys sport?

g) Likes quiet hobbies?

22


} LANGUAGE FOCUS.

} Read this text and answer the questions.



} LANGUAGE FOCUS.

} What kind of person are you?



} LANGUAGE FOCUS.

} ADVERBS.

} An adverb is a word that can be used to describe verbs. Adverbs express HOW you do something.

} How to build adverbs?

} Form 1. You can form adverbs by adding –ly to an adjective. For example, “quick” > “quickly”.

} Form II. Some adverbs are irregular and do not finish in –ly. Well, hard, fast, late.

} ORDER!! Adverbs are put after the verb described.



} Complete the sentences with an adverb. 1. Joanne is happy. She _______ smiles . 2. The boy is loud. He shouts _________. 3. Her English is fluent. She speaks English _________. 4. Our mum was angry. She spoke to us _________. 5. My neighbour is a careless driver. He drives _________. 6. The painter is awful. He paints _________. 7. Jim is a wonderful piano player. He plays the piano _______. 8. This girl is very quiet. She often sneaks out of the house

________ . 9. She is a good dancer. She dances really ________. 10. This exercise is simple. You have to put one word in each

space ___________.


UNIT 2. MEETING NEW PEOPLE } LANGUAGE FOCUS. COMPARATIVE } Use:

} Use the comparative form to talk about how two things are different. I am taller than you. This book is thicker than that one.

} Form:

} 1) If an adjective has one syllable, add er to the end. If it ends in e already, just add r. tall => taller nice => nicer thick => thicker late => later

} 2) If an adjective ends in one vowel and one consonant, write the consonant again, then writeer. But never write a w twice. big => bigger new => newer (NOT newwer) thin => thinner slow => slower (NOT slowwer) slim => slimmer My brother is thinner than me.

} 3) If an adjective has two syllables and ends in y, change the y to i and add er. funny => funnier silly => sillier Which of these books is funnier?

} 5) Some adjectives have irregular superlative forms. These are listed below. good => better bad => worse far => further

} Add than after a comparative adjective to compare one thing with another. However, this is not always necessary. My house is smaller than yours. My house is smaller than yours.


UNIT 2. MEETING NEW PEOPLE } LANGUAGE FOCUS. SUPERLATIVE ADJECTIVES. } Use:

Use the superlative form to describe something that is greater than any other thing. The Amazon is the longest river in the world. Helen is the most intelligent student in the class.

} Form: 1) Write the before all superlatives.

} 2) If an adjective is short and has one syllable, add est to the end. If it ends in e already, just add st. tall => the tallest nice => the nicest thick => the thickest late => the latest

} 2) If an adjective ends in one vowel and one consonant, write the consonant again, then write est. But never write a w twice. big => the biggest new => the newest(NOT newwest) thin => the thinnest slow => the slowest(NOT slowwest) slim => the slimmest

} The biggest cat in the world is the lion.




} 3) If an adjective has two syllables and ends in y, change the y to i and add est. funny => the funniest silly => the silliest It’s the silliest film I’ve ever seen!

} 4) For other adjectives with two or more syllables, DON’T add est. Write most before the adjective. interesting => the most interesting surprising => the most surprising It’s the most interesting book I’ve ever read.

} 5) Some adjectives have irregular superlative forms. These are listed below. good => the best bad => the worst far => the furthest

} 6) a) In is often (but not always) used after a superlative adjective to describe where this statement is true. London is the biggest city in England. Everest is the highest mountain in the world.

} My brother is the tallest person in my family.

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} VOCABULARY FOCUS.



} EXAM FOCUS.

} Some advice on ENGLISH PUNCTUATION.

} A very important thing to care about in the P.E.T exam is the punctuation. English students tend to copy the punctuation of their mother tongues and skip then the general rules of English.



} ENGLISH PUNCTUATION. } Look at this statements and answer the questions below.

} Whats your name and how old are you?

} My name’s Pedro and I’m sixteen.

} ‘What do you do?’

} I’m a student now, but I want to be a lawyer.

} How many capital letters are there? Why are they there? Can you think of other places where English uses capital letters?

} Find the quotation marks. Mark them in colour. Why are they there?

} How many apostrophes are there? Mark them in a different colour. Why are they there? Can you think of another place where English uses an apostrophe?

} How do we end a statement?

} Where do we use a question mark?

} Where do we use a comma?

} Do you know any other punctuation marks?



} Correct these sentences following the punctuation correction patterns.

} A) My brother and i usually watch football matches at my grandparents flat because their televisions very big.

} B) On thursday im going to the match between italy and scotland with dad and uncle ian.

} C) Were travelling in my uncles car to edinburgh and after the match, were staying at the norton hotel.

} D) Then on friday morning my uncle and i are visiting edinburgh castle and my fathers going to the national gallery and a museum.



UNIT 3. READING IS GOOD

} In this unit…

} You will revise the structures of past simple and past continuous and how to differentiate them.

} You will be able to distinguish tenses used in literature and learn how to use them.

} You will write a short story following the patterns of P.E.T. Exam.



} Do you recognise these four books? Are they familiar to you? What do you know about them? Have you read any of them?



} Here you got some kinds of books. Relate them, if possible, to the books in the previous frame.

} A modern novel

} A horror story

} A biography

} A science fiction novel

} A thriller

} A love story

} What kinds of book do you like reading? Why?



} Now you are going to read a fragment of a book called “The Double Bass Mistery” written by Jeremy Harmer. Before reading the whole fragment, here is an introductory text about the story:







} Once you have read the text, please answer the following questions:

} Why did Penny wake up?

} What did she do next?

} Who did she talk to?

} What did they see out of the window?

} Why was Marilyn screaming?



} LANGUAGE FOCUS.

} 1. PAST SIMPLE

} Form: } You called Angel. (we add –ed to the base form of the verb in regular verbs;

for irregular verbs we take the form of the second column)

} Did you call Angel? (To make questions, we put before the subject the particle “Did” and take the –ed out)

} You did not / didn’t call Angel. (For negative phrases “did not/didn’t” is used, and the base form doesn’t add any past mark)


UNIT 3. READING IS GOOD } Uses.

} FIRST USE.

} Past simple is used to express an action that started at some point and finished at a specific time in the past. It is a completed action.

} Ex. “I went to the library yesterday afternoon”

} SECOND USE.

} It is also used to express a duration in the past, through the particles “for” and “since”.

} Ex. “We talked on the phone for thirty minutes”

} SPECIAL USE!.

} After when-clauses to specify a determined time in the past we normally use the Past Simple after it:

} Ex. “When the phone rang, I was sleeping”



} Last year I _______ (go) to England on holiday.

} It _______(be) fantastic.

} I ___________(visit)lots of interesting places. I _________(be) with two friends of mine .

} In the mornings we ___________(walk) in the streets of London.

} In the evenings we ___________(go) to pubs.

} The weather _____________ (be) strangely fine.

} It _____________ (not / rain) a lot.

} But we _____________ (see) some beautiful rainbows.

} Where ______________ (spend / you) your last holiday?



} 2. PAST CONTINUOUS.

} Form.

} [was/were + verb-ing]

} Examples:

} You were studying when she called.

} Were you studying when she called?

} You were not studying when she called.



} USES. } -An interrupted action in the past. } An action that was interrupted while it was in process. } “I was watching a lovely film when someone knocked on the

door” } -Parallel Actions. } An action that is in process while another is being done too. } “While I was doing my homework, she was listening to her

iPod” } -Important use. } After while-clauses the Past Continuous is always used to

express an action that is being carried out. } “While I was revising for my exam, my dog started barking”



} EXERCISES. Complete the texts using past simple or past continuous.



} VOCABULARY FOCUS.



} EXAM FOCUS. Writing task.

} In the PET exam you will be given a title or an introductory phrase for your story.

} In the next frame you will find a list of useful expressions which you can use in your story. Vocabulary is a very important pillar in this part of the exam, as well as a good beginning and ending for the story.



} Time phrases.

} It all began

} Shortly afterwards

} Meanwhile

} Not long afterwards

} Some time later

} Later that day

} A little later

} Finally

} In the end

} Eventually



} Phrases to cause a dramatic effect in the story.

} Suddenly

} All of a sudden

} Without warning

} Out of the blue

} Just at that moment

} Quite unexpectedly

} As if from nowhere



} Direct speech.

} “…..”, said Fred

} “…..”, shouted Fred

} “…..”, screamed Fred

} “…..”, whispered Fred

} “…..”, announced Fred.

} ”…..”, thought Fred

} “…..”, cried Fred

} “…..”, promised Fred

} Giving your story a conclusion.

} When it was all over

} Looking back now

} In retrospect

} In the end

} After all that had happened



} Your teacher has asked you to write a story ending with this sentence:

} I woke up and realised it had all been a bad dream.



UNIT 4. AROUND TOWN.

} In this unit…

} You will learn how to give directions in a town.

} You will learn the parts of an underground station.

} You will learn how to use question tags to express your uncertainty about something.

} You will learn how to give a more intensifying effect to adjetives.

} And finally you will practise Part 3 of Reading.





} VOCABULARY FOCUS I. Giving and asking for directions.


Go straight on (until you come to …). Turn back./ Go back. Turn left/right (into …-street). Go along … Cross … Take the first/second road on the left/right It's on the left/right. straight on opposite near next to between at the end (of) on/at the corner behind in front of(just) around the corner traffic lights crossroads, junction signpost

57


} How do you get to…

} The chemist

} The art gallery

} School

} Public Toilets

} Now work with your partner giving and asking for directions.

} Are all these buildings in your town? Could you imagine others?



} Writing exercise.

} Write a short description of a signficative building in your town, mentioning as well what it is used for.



} VOCABULARY FOCUS II.


UNIT 4. AROUND TOWN. } GRAMMAR FOCUS.

} QUESTION TAGS } Use:

Use question tags in two situations. 1) You are not sure if something is true, so you want to check. In this case, your voice should rise when you say the question tag. You’re not going now, are you? 2) You know something is true. You want to include/involve another person in the conversation. In this case, your voice should fall when you say the tag. It does not sound like a question. He doesn’t live here now, does he?

} Form: Question tags are either: 1) positive statements with short, negative questions at the end. These tags check something that you believe is true. It’s Monday today, isn’t it?

} 2) negative statements with short, positive questions at the end. These tags check something that you believe is false. It’s not raining, is it?


UNIT 4. AROUND TOWN. } Make question tags this way:

} 1) If there is an auxiliary verb or a modal verb, write it in the opposite form (positive or negative) at the end of the sentence. Then write the subject pronoun of the sentence. Ian’s nice, isn’t he? Laura hasn’t arrived yet, has he? I can’t do anything to help, can I? We won’t be late, will we?

} Caution: CAUTION: Use aren’t with I’m in questions tags. I’m a bit careless, aren’t I? NOT I’m a bit careless, am not I?

} 2) In present and past simple sentences, use do, does or did in the question tag. Brian and Cathy don’t eat meat, do they? You dad lives abroad, doesn’t he? Your friends enjoyed themselves, didn’t they?

} 3) Use a positive question tag after never. Miles never goes out, does he?


UNIT 4. AROUND TOWN. } EXERCISE. QUESTION TAGS. } 1. She’s from a small town in China, ________________ ?

} 2. They aren’t on their way already, ________________ ?

} 3. We’re late again, ________________ ?

} 4. I’m not the person with the tickets, ________________ ?

} 5. Julie isn’t an accountant, ________________ ?

} 6. The weather is really bad today, ________________ ?

} 7. He’s very handsome, ________________ ?

} 8. They aren’t in Mumbai at the moment, ________________ ?

} 9. You aren’t from Brazil, ________________ ?

} 10. John’s a very good student, ________________ ?

} 11. I like chocolate very much, ________________ ?

} 12. She doesn’t work in a hotel, ________________ ?

} 13. They need some new clothes, ________________ ?

} 14. We live in a tiny flat, ________________ ?

} 15. She studies very hard every night, ________________ ?

} 16. David and Julie don’t take Chinese classes, ________________ ?

} 17. I often come home late, ________________ ?

} 18. You don’t like spicy food, ________________ ?

} 19. She doesn’t cook very often, ________________ ?

} 20. We don’t watch much TV, ________________ ? S. QUESTION TAGS.



} GRAMMAR FOCUS. } INTENSIFIERS. } We use words like very, really and extremely to make adjectives

stronger: } It’s a very interesting story

Everyone was very excited. It’s a really interesting story. Everyone was extremely excited

} We call these words intensifiers. Other intensifiers are: } Amazingly/exceptionally/incredibly/remarkably/particularly/unusually

We also use enough to say more about an adjective, but enough comes after its adjective:

} If you are seventeen you are old enough to drive a car. I can’t wear those shoes. They’re not big enough.


UNIT 4. AROUND TOWN. } Intensifiers with strong adjectives:

} Strong adjectives are words like:

} enormous, huge = very big tiny = very small brilliant = very clever awful; terrible; disgusting; dreadful = very bad certain = very sure excellent; perfect; ideal; wonderful; splendid = very good delicious = very tasty

} We do not normally use very with these adjectives. We do not say something is "very enormous" or someone is "very brilliant". With strong adjectives, we normally use intensifiers like:

} Absolutely/completely/totally/utterly/really/exceptionally/particularly/quite

} The film was absolutely awful. He was an exceptionally brilliant child. The food smelled really disgusting.


UNIT 4. AROUND TOWN. } I was ______ unhappy with the way the staff in the shop treated me.

} A absolutely B too C much D really

} It was _______ easy to find the answers to all the questions and we soon finished the test.

} A too B quite C most D totally

} We all found the film ______ boring and decided to switch off and go to bed.

} A such B rather C absolutely D much

} Last night, I watched a TV programme about sheep farming. It was __________ fascinating.

} A much B absolutely C such D very

} Unfortunately the weather was _______ miserable the whole week. We didn't see the sun once.

} A much B very C totally D such

} I never drive to London. It's a ____ better idea to go there by train, I think.

} A more B so C very D much

} Everything in the house is __________ perfect. I can't find anything I don't like.

} A too B much C very D absolutely

} I couldn't finish all the quetions in the test . They were ______ too difficult for me.

} A so B rather C terribly D totally

} It was a ______ brilliant idea to go to Weston Super Mare on Saturday. We had so much fun.

} A quite B very C simply D such

} After not eating for a whole day, I was absolutely ________ .

} A hungry B thirsty C starving D tired

} Climbing that mountain in winter is extremely _________ . Only professional climbers should try to do it.

} A awful B dangerous C deadly D impossible

} I was __________ sad to hear that you couldn't come to the party. I hope you can come to the next one.

} A completely B absolutely C totally D very, very



} EXAM FOCUS. Reading part 3.



} After having read the text, decide if each statement is correct or incorrect.

1. The cathedral is near the castle.

2. The Lawn is a hospital.

3. It takes an hour to walk from the Tourist information Centre to the castle.

4. The Waterside Centre is older than St. Mark’s shopping centre.

5. The river goes through the centre of the city.

6. You need to cross the road to go from the bus station to the railway station.



UNIT 5. IT’S TIME TO CELEBRATE.

} In this unit you will learn…

} How to use the present perfect tense.

} The patterns to follow in the second part of the PET Speaking Test.

} When to put gerund or infinitive after some verbs.






UNIT 5. IT’S TIME TO CELEBRATE. } Answer the following questions about the text.

} Where are Anna and Jay getting married? } What has Anna bought? } Who have they told? } When are they having a party? } Why do Lorne and Esemerelda have problems? } What have they bought? } Why have they rented a cottage in the mountains? } Who have Nigel and Fiona invited to their wedding? } Who has organised a party for them? } Who is doing the music? } Why haven’t they told anyone where they’re going for their honeymoon? } Why doesn’t Dawn know who is coming to her wedding? } Where are Dawn and Gary going after the wedding? And then where? } Why haven’t they planned their honeymoon?



} VOCABULARY FOCUS.


UNIT 5. IT’S TIME TO CELEBRATE. } GRAMMAR FOCUS. Present Perfect.

} The present perfect simple expresses an action that is still going on or that stopped recently, but has an influence on the present. It puts emphasis on the result.

} Form of Present Perfect

} Subject + have/has + past participle (+)

} Have/Has + subject + past participle ?

} Subject + haven’t / hasn’t + past participle (-) Use of Present Perfect

} puts emphasis on the result } Example: She has written five letters.

} action that is still going on } Example: School has not started yet.

} action that stopped recently } Example: She has cooked dinner.

} finished action that has an influence on the present } Example: I have lost my key.

} action that has taken place once, never or several times before the moment of speaking } Example: I have never been to Australia.



} Particles with Present Perfect.



} Exercises.







} VOCABULARY FOCUS.


UNIT 5. IT’S TIME TO CELEBRATE. } GRAMMAR FOCUS.

} Gerunds and Infinitives.

} Here is a brief review of the differences between gerunds and infinitives.

} Gerunds are formed with ING.

} walking, talking, thinking, listening

} Infinitives are formed with TO.

} to walk, to talk, to think, to listen

} Jobs

} Gerunds and infinitives can do several jobs. Both gerunds and infinitives can be the subject of a sentence.

} Writing in English is difficult. To write in English is difficult.

} Both gerunds and infinitives can be the object of a verb. Both gerunds and infinitives can be the subject of a sentence.

} I like writing in English. I like to write in English.

} But... only gerunds can be the object of a preposition.

} We are talking about writing in English.

} Usage

} It is often difficult to know when to use a gerund and when to use an infinitive. These guidelines may help you.

} GerundsGerunds are often used when actions are real, concrete, or completed. For example: I stopped smoking. (The smoking was real and happened until I stopped.)InfinitivesInfinitives are often used when actions are unreal, abstract, or future. For example: I stopped to smoke. (I was doing something else, and I stopped; the smoking had not happened yet.)



Verbs Followed by an Infinitive She agreed to speak before the game.

agree aim appear arrange ask attempt be able beg begin care choose condescend

consent continue dare decide deserve detest dislike expect fail forget get happen

have hesitate hope hurry intend leap leave like long love mean neglect

offer ought plan prefer prepare proceed promise propose refuse remember say

shoot start stop strive swear threaten try use wait want wish



Verbs Followed by an Object and an Infinitive Everyone expected her to win.

advise allow ask beg bring build buy challenge

choose command dare direct encourage expect forbid force

have hire instruct invite lead leave let like

love motivate order pay permit persuade prepare promise

remind require send teach tell urge want warn

Note: Some of these verbs are included in the list above and may be used without an object.



Verbs Followed by a Gerund They enjoyed working on the boat.

admit advise appreciate avoid can't help complete consider

delay deny detest dislike enjoy escape excuse

finish forbid get through have imagine mind miss

permit postpone practice quit recall report resent

resist resume risk spend (time) suggest tolerate waste (time)



Verbs Followed by a Preposition and a Gerund We concentrated on doing well.

admit to approve of argue about believe in care about complain about concentrate on confess to

depend on disapprove of discourage from dream about feel like forget about insist on object to

plan on prevent (someone) from refrain from succeed in talk about think about worry a




} 1. Mary enjoys ___________________ to music. (listen)

} 2. I don’t mind ___________________ the washing up. (do)

} 3. Irregular verbs are not easy ___________________ . (remember)

} 4. Mathew is really good at ___________________ . (cook)

} 5. She waited ___________________ a movie ticket. (buy)

} 6. The doctor encouraged his patients ___________________ healthy food. (eat)

} 7. My flat is easy ___________________ . (find)

} 8. She is interested in ___________________ a doctor. (become)

} 9. He is saving money ___________________ a new car. (buy)

} 10. When I met her I couldn’t help ___________________ her. (hug)

} 11. My favorite hobby is ___________________ . (cook)

} 12. My father helped me ___________________ my homework. (do)

} 13. I’m sick of ___________________ hamburgers every day. (eat)

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} 14. It is important ___________________ the net for more information. (surf)

} 15. She advised me ___________________ a doctor as soon as possible. (see)

} 16. I don’t feel like ___________________ English today. (study)

} 17. Isabel got Mike ___________________ her car (wash)

} 18. ___________________ sport every day is good for your health. (do)

} 19. At last they decided ___________________ the apartment. (rent)

} 20. I pretended ___________________ asleep. (be)

} 21. Sheila stopped ___________________ hello to her friends. (say)

} 22. It’s no use ___________________ over spilt milk. (cry)

} 23. The following questions are easy ___________________ . (answer)

} 24. She told us where ___________________ the necessary material. (find)

} 25. Would you mind ___________________ this letter for me? (post)

} 26. They suggested ___________________ by bus. (travel)

} 27. We plan ___________________ to Europe this summer(go)

} 28. It was hard for her ___________________ smoking. (quit)

} 29. We were all happy about ___________________ the New Year in Vienna. (celebrate)

} 30. It seems difficult ___________________ everything about the topic. (know)

87



} 31. Just avoid ___________________ unnecessary mistakes. (make)

} 32. Can you imagine ___________________ my car before we leave? (finish)

} 33. We are used ___________________ up early in the morning. (get)

} 34. She enjoys ___________________ . (paint)

} 35. I forgot ___________________ the door when I left. (lock)

} 36. I regret ___________________ you that your application was rejected. (inform)

} 37. We intend ___________________ you next spring. (visit)

} 38. I decided ___________________ more often. (exercise)

} 39. Mary keeps ___________________ about her problems. (talk)

} 40. Ireland doesn’t allow ___________________ in bars. (smoke)

} 41. Nancy seemed ___________________ disappointed. (be)

} 42. I can’t bear ___________________ so much responsibility. (have)

} 43. She is fond of ___________________ picnics. (have)

} 44. She promised ___________________ smoking. (stop)

} 45. They urge their citizens ___________________ more waste. (recycle)

} 46. John is thinking about ___________________ abroad. (study)

} 47. She considered ___________________ to New York. (move)

} 48. The aquarium needs ___________________ . (clean)

} 49. Tom agrees ___________________ me. (help)

} 50. She warned him ___________________ late. (not be)

88


} EXAM FOCUS.

} Speaking Part 2.

} In this part of the exam you have to discuss a specific situation with your partner and finally you will have to come to a conclusion.



} Exam TASK.



UNIT 6. MY OWN SPACE.


} How to use the modals.

} How to express yourself using a future tense describing a progressive action.





} Look at the photographs in the previous frame. How could you describe each object? Use the adjectives given below.



} This is what people say about them. Match the things in the pictures to their owners.



} Look at the next drawing. It shows the different parts of a flat. Try to name them.



} Have a look at the next few words. Which part of the house would be more suitable for each one?

} Basin

} Cushions

} Pillows

} Chest of drawers

} Desk

} Sofa

} Cooker

} Sink

} Wastepaper basket



} VOCABULARY FOCUS.



} VOCABULARY FOCUS. Saying where things are.



} GRAMMAR FOCUS. Modals I


Present Positive Negative

have to / don't have to

•strong obligation (possibly from outside)Children have to go to school. (sometimes 'have got to')

•no obligation I don't have to work on Sundays. • You don't have to eat anything you don't like.

must / mustn't •strong obligation (possibly based on the speaker's opinion)I must study today.

•negative obligation You mustn't smoke h

100

UNIT 6. MY OWN SPACE. } Exercise. Fill in the gaps using the correct tense form of must and

have to.

} 1. My boss needs this report urgently. I _____________ finish it now.

} 2. "You _________ arrive on time every morning" said the shopkeeper to the new trainee.

} 3. Julie __________ go to work on foot. The buses are on strike.

} 4. Secretaries ________ answer the phone. That's part of their job.

} 5. "You ________ do your homework" said the teacher.

} 6. "We__________ invite our neighbours for dinner one day" said my husband.

} 7. David ________ leave home at 7..30 a.m. in order to get to the office at 9 a.m.

} 8. "I _______ hurry or I'll miss my flight!"

} 9. Employees ___________ attend all personnel meetings - it's written in their contracts.

} 10. "I ________ call my mother - it's her birthday today."


UNIT 6. MY OWN SPACE. } GRAMMAR FOCUS. Future Continuous.

} Form

} will be + verb + present participle (-ing form of the verb)

} NOTE - There is no future tense in English. Instead we use a variety of forms to talk about the future. Will (in this case with be + present participle) is one of those forms. In many student grammars this form is referred to as future continuous for convenient comparison with similar continuous/progressive forms in the present and past.

} Meaning

} We use future continuous to say that an action will be in progress at a specific time in the future. } This time on Thursday I'll be flying to Thailand.

} In two hours she'll be leaving work.

} We use future continuous to predict the present. } Don't call him now, he'll be sleeping.

} We use future continuous to make polite enquiries about someone's plans (without wishing to influence those plans). } Will you be watching TV this evening? (You simply want to know if the TV will be free)



} Exercise. Put the verbs into the Future Continuous form.

} At midnight we (sleep).

} This time next week we (sit) at the beach.

} At nine I (watch) the news.

} Tonight we (cram up) for our English test.

} They (dance) all night.

} He (not / play) all afternoon.

} I (not / work) all day.

} (eat / you) at six?

} (drive / she) to London?

} (fight / they) again?



} EXAM FOCUS. Reading Part 2. } Here are five texts about people who all want to do a language

course at a college in England and eight advertisements for colleges. Underline the important information in 1-5 below.







UNIT 7. A LOOK AT THE FUTURE.


} How to express future actions in a planned or predicted way.

} How to use the verbs of probability to express a possible action in a possible future.



} Read this article. Are we currently doing the things mentioned in it? What don’t we do?



} A bit of speaking practice…

} What do you think life will be like in the future?

} What will change and what will be the same?

} Do you feel positive about the future?

} Discuss your answers with your parterns.



} WRITING EXERCISE.

} Please read the following text and write an argumentative essay on the issue. (100 words).


UNIT 7. A LOOK AT THE FUTURE. } GRAMMAR FOCUS.

} Will & Going to

} When we want to talk about future facts or things we believe to be true about the future, we use 'will'. } The President will serve for four years.

} The boss won't be very happy.

} I'm sure you'll like her.

} If we are not so certain about the future, we use 'will' with expressions such as 'probably', 'possibly', 'I think', 'I hope'. } I hope you'll visit me in my home one day.

} She'll probably be a great success.

} I'll possibly come but I may not get back in time.

} I think we'll get on well.

} If you are making a future prediction based on evidence in the present situation, use 'going to'. } Not a cloud in the sky. It's going to be another warm day.

} Look at the queue. We're not going to get in for hours.

} At the moment of making a decision, use 'will'. Once you have made the decision, talk about it using 'going to'. } I'll call Jenny to let her know. Sarah, I need Jenny's number. I'm going to call her about the meeting.

} I'll come and have a drink with you but I must let Harry know. Harry, I'm going to have a drink with Simon.



} Exercises. Complete the sentences using the correct form of going to or will.

} 1. Tomorrow morning, I _______(be) fishing with him.

} 2. We _________ (eat) at the restaurant, tomorrow evening.

} 3. This bloody car _________(not start) !

} 4. _____________(you/rent) another car? Yes, I am.

} 5. Do you think they ___________(win) the championship ?

} 6. I __________(call) you as soon as possible.

} 7. When she passes her licence, she _________(buy) a car.

} 8. __________(you/open) the window, please?

} 9. When I'm older, I _________(build) a big house.

} 10. I ___________(buy) vegetables at the supermarket.



} VOCABULARY FOCUS.



} GRAMMAR FOCUS. Modals II.

} In English there is a kind of modal called of “probability”, which as the word states expresses a probability or possibility. The verbs used for this purpose are ‘must’, ‘might’, ‘may’, ‘could’ and finally ‘can’t’

} In the next frame there is a chart where each of these verbs is explained.


UNIT 7. A LOOK AT THE FUTURE. Examples Usage

They must be in Spain by now.

She must have done well on the test. Use 'must' plus the verb when you are 100% (or almost 100%) sure that something is the

case.

She might come this evening.

David may invite Jesica to the match.

Jack might have gone to France.

Use 'might' or 'may' to express an opinion that you think has a good possibility of being

true.

Jane could be at work.

Peter could have arrived late. Use 'could' to express a possibilty which is one of many. This form is not as strong as 'might' or 'may'. It is just one of a number of possibilities.

You can't be serious!

They can't have worked until late.

Use 'can't' to express an opinion that you

are 100% sure is NOT true.

Notice that the past form remains 'can't have

done'


UNIT 7. A LOOK AT THE FUTURE. } Exercise. Complete the sentences using ‘could’, ‘might’ and ‘must’.

} 1) I can hear some music coming from that window. He _______ be at home.

} 2) Mark told me Sarah was working late today, so she _______ be home right now.

} 3) Harry doesn't answer the phone. He _______ be in the movies.

} 4) Ring! Ring! That _______ be mom; she said she'd call me back in a minute.

} 5) I _______ have left my keys in the car...or maybe at John's.

} 6) Sue is late for class. She ________ have missed the bus.

} 7) That DVD _________ cost more that 15€; it's an old movie!

} 8) Christina has already been three times to that new pizza restaurant. It _______ be really good.

} 9) Robert always gets straight A's. His parents _______ be really proud of him.

} 10) Her new boyfriend is absolutely gorgeous. He ________ be a model.



} VOCABULARY FOCUS.

} Look at the pictures. Which of these objects does everyone have in their bedroom? Which not?



} EXAM FOCUS. Reading Part 4.



} Read the text and the questions below.

} For each question, mark the letter next to the correct answer.



UNIT 8. IT’S BEEN A LONG TIME SINCE...


} How to write different types of letters.

} How to differentiate the present perfect from the past simple.





} Please identify for each message the type of letter that they are.

} A is a business letter.


UNIT 8. IT’S BEEN A LONG TIME SINCE... } GRAMMAR FOCUS. Present Perfect & Past Simple.

} Has the time period finished? } The present perfect is used when the time period has NOT finished.

} I have seen three movies this week.(This week has not finished yet.)

} The simple past is used when the time period HAS finished.

} I saw three movies last week.(Last week has finished.)

} Is it new information or old? } The present perfect is often used when giving recent news.

} Martin has crashed his car again.(This is new information.)

} The simple past is used when giving older information.

} Martin crashed his car last year.(This is old information.)

} Is it a specific time? } The present perfect is used when the time is not specific.

} I have seen that movie already.(We don't know when.)

} The simple past is used when the time is clear.

} I saw that movie on Thursday.(We know exactly when.)

} Has the action finished (sentences with “for” or “since”)? } The present perfect is used with for and since, when the actions have not finished yet.

} I have lived in Victoria for five years.(I still live in Victoria.)

} The simple past is used with for and since, when the actions have already finished.

} I lived in Victoria for five years.(I don't live in Victoria now.)



} Exercises. Choose the correct tense.



} VOCABULARY FOCUS.



} PRONUNCIATION EXERCISE. Read the underlined words and explain the differences of pronunciation.



} SPEAKING EXERCISE. With your partner, ask questions about what it is shown in the pictures.



} EXAM FOCUS. Reading PART 5. Read the text below and choose the correct word for each space.





UNIT 9. CONVINCING PEOPLE TO BUY.


} How to persuade people in different contexts.

} How to express a possibility using the different kinds of conditionals.

} The Past Perfect tense and how to use it.







} As you could see in the previous frames, the underlined verbs are used to express a determined feeling or future objective. This way the speaker shows his target (warn someone = tell someone that something may happen).

} These verbs are commonly used in some of PET multiple-choice exercises. It is important to learn them.

} Persuade, explain, complain, promise, organise, spoil, influence, find out, suggest, apologise, inform, warn, encourage, recommend, persuade, prevent



} Put the correct verb from the box into each space. Use the correct form of the verb.



} GRAMMAR FOCUS. Past Perfect.

} The past perfect tense is often used in English when we are relating two events which happened in the past. It helps to show which event happened first.

} This tense is formed using two components: the verb HAVE (in the past tense), and the past participle form of a verb. With a regular verb the past participle ends with -ED (just like the simple past). Irregular verbs have a special past participle form that you have to learn. Here are the rules, using the regular verb "arrive" and the irregular verb "eat":

} She had arrived / She had eaten.


UNIT 9. CONVINCING PEOPLE TO BUY. } Using the Past Perfect

} The past perfect is used to show you which of two events happened first.

} I went to see a movie / We discussed the movie in class.

} Here, we don't know which order the events happened in. That may be important -- perhaps I went to see the movie after the discussion, or maybe I saw the movie before the discussion. There are many ways to make this sequence clear, and the past perfect is one of them. This is how we do it:

} I went to see the movie. We had discussed it in class. Here, we know that the discussion took place first — even though the sentence describing it comes afterwards. We discussed the movie, and then I went to see it. This can be very useful when you are telling a story or relating a sequence of events. At any point in your story, you can jump back to a previous event, and your reader will not be confused because the past perfect will make it clear that the event happened previously.


UNIT 9. CONVINCING PEOPLE TO BUY. } Exercise. Put the verbs into the past perfect.

} The storm destroyed the sandcastle that we ________(build) .

} He ________(not / be) to Cape Town before 1997.

} When she went out to play, she ________(do / already) her homework.

} My brother ate all of the cake that our mum ________(make) .

} The doctor took off the plaster that he ________(put on) six weeks before.

} The waiter brought a drink that I ________(not / order) .

} I could not remember the poem we ________(learn) the week before.

} The children collected the chestnuts that ________(fall) from the tree.

} ________(he / phone) Angie before he went to see her in London?

} She ________(not / ride) a horse before that day.



} GRAMMAR FOCUS. Conditionals. } FIRST CONDITIONAL. } The first conditional (also called conditional type 1) is a structure

used for talking about possibilities in the present or in the future. This page will explain how the first conditional is formed, and when to use it.

} 1. The structure of a first conditional sentence } A first conditional sentence consists of two clauses, an "if"

clause and a main clause: } If + present , future (will + verb). } Using the first conditional } The first conditional is used to talk about things which are

possible in the present or the future — things which may happen.



} SECOND CONDITIONAL.

} The second conditional (also called conditional type 2) is a structure used for talking about unreal situations in the present or in the future. This page will explain how the second conditional is formed, and when to use it.

} Like a first conditional, a second conditional sentence consists of two clauses, an “if” clause and a main clause:

} If + past simple form , would + infinitive.

} Example: If I were rich, I would buy a bigger house.

} The second conditional is used to talk about things which are unreal (not true or not possible) in the present or the future -- things which don't or won't happen.



} THIRD CONDITIONAL.

} The third conditional (also called conditional type 3) is a structure used for talking about unreal situations in the past. This page will explain how the third conditional is formed, and when to use it.

} If + past perfect form , would have + past participle.

} Example: If I had been less lazy, I would have passed all my exams.

} The third conditional is used to talk about things which did not happen in the past. If your native language does not have a similar construction, you may find this a little strange, but it can be very useful. It is often used to express criticism or regret.


UNIT 9. CONVINCING PEOPLE TO BUY. } Exercise. Complete using the First Conditional form.

} If you ________(send) this letter now, she ________ (receive) it tomorrow.

} If I (do) this test, I ________ (improve) my English.

} If I (find) your ring, I ________ (give) it back to you.

} Peggy ________ (go) shopping if she ________ (have) time in the afternoon.

} Simon ________ (go) to London next week if he ________ (get) a cheap flight.

} If her boyfriend ________ (phone / not) today, she ________ (leave) him.

} If they ________ (study / not) harder, they ________ (pass / not) the exam.

} If it ________ (rain) tomorrow, I ________ (have to / not) water the plants.

} You ________ (be able/ not) to sleep if you ________ (watch) this scary film.

} Susan ________ (can / move / not) into the new house if it ________ (be / not) ready on time.


UNIT 9. CONVINCING PEOPLE TO BUY. } Complete the sentences using the 2nd Conditional.

} If we ________ (have) a yacht, we ________ (sail) the seven seas.

} If he ________ (have) more time, he ________ (learn) karate.

} If they ________ (tell) their father, he ________ (be) very angry.

} She ________ (spend) a year in the USA if it ________ (be) easier to get a green card.

} If I ________ (live) on a lonely island, I ________ (run) around naked all day.

} We ________ (help) you if we ________ (know) how.

} My brother ________ (buy) a sports car if he ________ (have) the money.

} If I ________ (feel) better, I ________ (go) to the cinema with you.

} If you ________ (go) by bike more often, you ________ (be / not) so flabby.

} She ________ (not / talk) to you if she ________ (be) mad at you.


UNIT 9. CONVINCING PEOPLE TO BUY. } Complete the sentences with 3rd Conditional.

} If you ________ (study) for the test, you ________ (pass) it.

} If you ________ (ask) me, I ________ (help) you.

} If we ________ (go) to the cinema, we ________ (see) my friend Jacob.

} If you ________ (speak) English, she ________ (understand) .

} If they ________ (listen) to me, we ________ (be) home earlier.

} I ________ (write) you a postcard if I ________ (have) your address.

} If I ________ (not / break) my leg, I ________ (take part) in the contest.

} If it ________ (not/ start) to rain, we (walk) to the museum.

} We ________ (swim) in the sea if there ________ (not / be) so many sharks there.

} If she ________ (take) the bus, she ________ (not / arrive) on time.



} EXAM FOCUS. Writing Part 1. Complete each sentence, using no more than three words, so that it means the same as the first sentence.



} Writing Part 2.



UNIT 10.OUR FANTASTIC WORLD.


} How to form the passive in English.

} How to write simple articles on a particular topic.



} In groups try to guess to which countries belongs each flag.



} VOCABULARY FOCUS.


UNIT 10.OUR FANTASTIC WORLD. } GRAMMAR FOCUS. Passive voice.

} Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action.

} Example: My bike was stolen.

} Form of Passive

} Subject + finite form of to be + Past Participle (3rd column of irregular verbs)

} Example: Someone wrote a letter à A letter was written (by someone)

} When rewriting active sentences in passive voice, note the following:

} the object of the active sentence becomes the subject of the passive sentence

} the finite form of the verb is changed (to be + past participle)

} the subject of the active sentence becomes the object of the passive sentence (or is dropped)



} Exercises. Put the next sentences into their passive form.

} I have eaten two sandwiches à __________________.

} He broke my computer à ______________________.

} Phil hung the picture on the wall à _______________.

} She has been using my pencil à __________________.

} Some people finally found out the truth à __________.

} Rachel called him, but no one answered à __________.

} Leonard was studying physics à__________________.












UNIT 11. COULD IT BE TRUE?.




} Look at this pictures.

} Which ones show,

to your knowledge, true things?



} Do you think these phenomena are real?

} Why do you think they are so popular?

} Could it be that they are influenced by our way of

thinking?

} Have you ever experienced one of these phenomena?





} Now look at the photographs below. Which text matchs to them?

} Discuss what it is said in the stories. Do you believe them? Try to summarise orally one of the stories.



} GRAMMAR FOCUS. Reported Speech.

} When do we use reported speech? Sometimes someone says a sentence, for example "I'm going to the cinema tonight". Later, maybe we want to tell someone else what the first person said.

} We use a 'reporting verb' like 'say' or 'tell'. If this verb is in the present tense, it's easy. We just put 'she says' and then the sentence:

} Direct speech: !I like ice cream!

} Reported speech: She says she likes ice cream



} We don't need to change the tense, though probably we do need to change the 'person' from 'I' to 'she', for example. We also may need to change words like 'my' and 'your'.

} But, if the reporting verb is in the past tense, then usually we change the tenses in the reported speech:

} Direct speech: !I like ice cream!

} Reported speech: She said she liked ice cream


UNIT 11. COULD IT BE TRUE?. Tense Direct Speech Reported Speech

present simple �I like ice cream� She said (that) she liked ice cream.

present continuous �I am living in London� She said she was living in London.

past simple �I bought a car� She said she had bought a car OR She said she bought a car.

past continuous �I was walking along the street� She said she had been walking along the street.

present perfect �I haven't seen Julie� She said she hadn't seen Julie.

past perfect* �I had taken English lessons before� She said she had taken English lessons before.

will �I'll see you later� She said she would see me later.

would* �I would help, but..� She said she would help but...

can �I can speak perfect English� She said she could speak perfect English.

could* �I could swim when I was four� She said she could swim when she was four.

shall �I shall come later� She said she would come later.

should* �I should call my mother� She said she should call her mother

might* "I might be late" She said she might be late

must "I must study at the weekend" She said she must study at the weekend OR She said she had to study at the weekend



} FOR QUESTIONS.

} When we want to report someone’s question, the process is a bit different. We do not use “that”, but instead “wh-”, that is to say, the “wh-word” with which the question is introduced.

} Example:

} ‘When are we going to the beach?’ Lorna asked à

} Lorna asked when we were going to the beach.

} The tenses change in the same way as they do with interrogative and negative statements.



} Nonetheless, when questions do not start with wh-word, the process change.

} Look at the following example:

} ‘Is she finally coming home?’ Paul asked.

} Paul asked if/whether she was finally coming home.

} NOTE*. Whether is used in very formal contexts, whereas if is used in informal contexts.



} ORDERS.

} The process also differs from the others when it comes to orders.

} Example:

} ‘Close the window, please.’ She asked/ordered/told. à

} She asked me / ordered me / told me to close the window.

} In this case the structure is:

} Subject + ask/order/tell/urge + OD (me, you, him, her, them) + to + [Subordinate clause]



} Time expressions change because we are reporting something that has been said in the past, so every expression must be switched to the past.


now then / at that time

today yesterday / that day / Tuesday / the 27th of June

yesterday the day before yesterday / the day before / Wednesday / the 5th of December

last night the night before, Thursday night

last week the week before / the previous week

tomorrow today / the next day / the following day / Friday


} MIXED EXERCISE. } 1. “Come quickly!”

} She ______________________________________________________________

} 2. “Did you arrive before seven?”

} She ______________________________________________________________

} 3. “How was your holiday?”

} She ______________________________________________________________

} 4. “I would have visited the hospital, if I had known you were sick”

} She ______________________________________________________________

} 5. “Don't touch!”

} She ______________________________________________________________

} 6. “Do you usually cook at home?”

} She ______________________________________________________________

} 7. “They had never been to Scotland until last year”

} She ______________________________________________________________

} 8. “Make sure you arrive early!”

} She ______________________________________________________________

} 9. “I should have studied harder for the exam”

} She ______________________________________________________________

} 10. “Would you mind telling me how to get to the art gallery, please?”

} She ______________________________________________________________



} Now do the opposite. From reported speech to direct speech.



} VOCABULARY FOCUS.




} Choose between A, B or C the one which best describes what it is said in each picture.







UNIT 12. RELATIONSHIPS.


} the structure and different uses of modal perfects.

} how to express in English your different feelings.



} We can’t choose our family, but we can choose our friends.

} To which extent do you agree with the statement above?



} Which of the following are important to you?

} Mark the list (1 is the most important; 10 is the less important)

} A best friend should } Be honest

} Be fun to be with

} Like the same music as me

} Like my other friends.

} Live near me.

} Have lots of money.

} Share my sense of humour.

} Be kind when I’m unhappy.

} Support the same football team as me.

} Like doing the same things as me.




} VOCABULARY FOCUS. Adjectives + preposition. ADJECTIVE PREPOSITION

A

accustomed to

accused of

acquainted with

addicted to

annoyed about/with/at

allergic to

amazed at/by

anxious about

appreciated for

ashamed of

associated with

astonished at/by

aware of

angry with

afraid of

attached to

B

bad at

based on

beneficial to

boastful for

bored with

brilliant at

busy with

C capable of

careful with/about/of

certain about

characteristic of

clever at

connected with

conscious of

content with

crazy about

crowded with

curious about


D

dissatisfied with

doubtful about

delighted at/about

derived from

different from

disappointed with

E

eager for

eligible for

enthusiastic about

excellent in/at

excited about

experienced in

exposed to

envious of

Preparation Course for B1 Level 183 aratioioioion CoCoCoCoCoCourse f f f f f for B B B B B B1 1 1 1 1 1 LeLeLeLeLeLevel l l l l l

F

faithful to

familiar with

famous for

fed up with

free of/from

frightened of

friendly with

fond of

furious about

furnished with

full of

G

generous with/about

guilty of/about

gentle with

good at

grateful to

H

happy about

hopeful of/about


I identical with/to

immune to

impressed with

inferior to

indifferent to

innocent of

interested in

involved with

incapable of

J jealous of

K

kind to

keen on


L

late for

limited to

lucky at

M

nervous of/about

notorious for

O

opposed to

P

patient with

pessimistic about

pleased with

polite to

popular with

presented with

proud of

punished for

puzzled by/about

Q

qualified for

R

ready for

related to

relevant to

respectful for

responsible for

rid of


S

sad about

safe from

satisfied with

scared of

sensitive to

serious about

sick of

similar to

shocked by

skilful at

slow at

sorry for/about

successful in

suitable for

sure of/about

superior to

surprised at

suspicious of

sympathetic with


T

terrible at

terrified of

tired of

thankful to/for

trilled with

troubled with

typical of

U

unaware of

upset about

used to

W

wrong with/about

worried about


} Exercise. Match each phrase with the correct one (Pay attention to the correspondences between adjective and preposition).



} Read the following quotes. Do you agree with them?



} GRAMMAR FOCUS. Modals III (Perfect form).

} Form: MODAL + HAVE + PAST PARTICIPLE

} - modal verbs + PI are often used:

} - to refer to the past

} - to refer to unreal situations

} - to show that the activity was different from what we wanted

} - to say how confident we are that something has happened


UNIT 12. RELATIONSHIPS. } 1. MUST + PI: expresses deduction, a logical conclusion, probability:

} It is very cold; it must have snowed in the mountains.

} I saw him leaving; he must have killed him.

} X He had to kill him.

} 2. CAN´T/COULDN´T + PI: expresses negative deduction:

} She can´t have passed such a difficult exam.

} CAN + PI: expresses impossibility or disbelief:

} The boy can´t have given a better answer than this one.

} X He couldn´t give..., X He wasn´t able to give...

} She can´t have missed the bus.

} 3. COULD + PI:

} You could have done it. (past reference: didn´t do it)

} X You could do it. (future reference: possibility)

} 4. MAY + PI: expresses the possibility that an action took place in the past:

} The little girl may have lost the key. (It is possible that she lost the key.) (with may – action is more probable than with might)

} 5. MIGHT + PI: expresses a past possibility

} Our neighbours might have heard some noises when our car was stolen.

} **MIGHT + PI continuous: expresses a possible action which was continuing at a

} certain moment in the past:

} The kids might have been watching a cartoon at that time.


UNIT 12. RELATIONSHIPS. } 6. NEEDN´T + PI: expresses an unnecessary action, which was, nevertheless,

} performed:

} I needn´t have knocked at the door since, in this way, I awoke the baby. (but I knocked)

} You needn´t have bought the flowers.

} X didn´t need to: show that the action was not necessary but it

} wasn´t performed either:

} I didn´t need to knock at the door since it was open. (so I didn´t knock)

} 7. SHOULD + PI: indicates that the past obligation was not fulfilled or carried out:

} You should have locked the door before leaving the house. (But you didn´t lock it.)

} 8. OUGHT TO + PI: expresses an unfulfilled duty or obligation:

} Paul ought to have waited until the lights were green before he crossed

} the street. (But he didn´t wait.)

} 9. WOULD + PI: 3rd conditional

} I would have gone to university if my parents had had more money. (The speaker didn´t go to university.)


UNIT 12. RELATIONSHIPS. } Exercises. Complete with the correct perfect modal verb form.

} 1. A: I saw a ghost last night.

} B: You (not see) a ghost; there aren´t any ghosts. You (dream) it.

} 2. It is possible that a child broke the window.

} 3. A: I´ve had a toothache for two days.

} B: You (go) to the dentist when it started.

} 4. A: As I was standing in the hall your dog bit me.

} B: It (not be) my dog; he was with me all day. It (be) my brother´s dog.

} 5. A: I wonder why he didn´t answer?

} B: Possibly he didn´t understand the question.

} 6. I gave him a tip, which was not necessary.

} 7. A: The plane is late; I wonder what has happened?

} B: Possibly it was delayed by fog.

} 8. A: I waited from 8.00 to 8.30 under the clock and he says he waited

} from 8.00 to 8.30 under the clock, and we didn´t see each other!

} B: You (wait) under different clocks! There are two in the station, you know.


UNIT 12. RELATIONSHIPS. } 9. We (start) yesterday (this was the plan); but the flight was cancelled because of the fog, so

we´re still here, as you see.

} 10. A: I left my car here under the NO Parking sign; and now it´s gone. It (be) stolen!

} B: Not necessarily. The police (drive) it away.

} 11. A: We´ve run out of petrol!

} B: I´m not surprised. I noticed that the tank was nearly empty when we left home.

} A: You (tell) me! WE (get) petrol at the last village. Now we´ve got a 10-mile walk!

} 12. A: Look at this beautiful painting! Only a very great artist (paint) such a picture!

} B: Nonsense! A child of five (paint) it with his eyes shut.

} 13. A: You don´t think it (be started) deliberately?

} B: Well, I suppose it (be). (It is possible.) But who would do a thing like that?

} 14. There is only one set of footprints, so the kidnapper (carry) his prisoner out. He not (do) it in daylight or he (be) seen. He (wait) till dark.



} EXAM FOCUS.

} Reading Part 3.


UNIT 12. RELATIONSHIPS. } Questions. Read the text and say if the next sentences are correct(A) or

incorrect (B).

} When the first Sainsbury’s shop opened, it sold meat as well as milk, butter and eggs.

} Shoppers paid more at Sainsbury’s shop because of the quality of the food.

} Sainsbury’s second shop was in central London.

} In the nineteenth century, some Sainsbury’s shops were open until 2 am.

} After 1900, some of the food sold came from other countries.

} In 1900, people spent more of their income on food than they do now.

} In the 1920s, Sainsbury’s gave shoppers more choice than other shops.

} It was possible to have your food delivered by Sainsbury’s in the 1970s.

} English people enjoyed self-service shopping when it was first introduced.

} It took more than 30 years for every Sainsbury’s shop to become self-service.



UNIT 13. STEREOTYPES.


} How to use the different connectors and linking words.

} How to express your opinion using a wide variety of expressions.





} Look at the photographs in the previous frame.

} What do you think they represent?

} The activities they are doing are strictely linked to girls and/or boys? Why?



} Discuss the following statements:



} GRAMMAR FOCUS. Connectors and linking words.

} CONTRAST.

} In spite of + noun/-ing

} Despite + noun/-ing

} Although / (even) though / in spite of the fact that+ phrase

} However / Nevertheless / Still / Yet / Even so / On the contrary / In contrast.

} On the one hand / On the other hand.

} In contrast to / Contrary to + noun

} Whereas/while



} REASON AND CAUSE.

} Because + phrase

} As + phrase

} Since + phrase

} Seeing that + phrase

} Because of / Owing to / On account of / Due to + noun (phrase)/-ing



} PURPOSE.

} In order to + infinitive

} So as to + infinitive

} In order that / so that + phrase

} CONSEQUENCE.

} Consequently / As a consequence / As a result / Therefore

} As a consequence of / As a result of + noun / vb-ing

} So (it introduces a phrase)



} ADDITION

} Moreover / Furthermore / In addition / Besides / What’s more

} As well as / In addition to / Besides + noun (phrase).

} Except for / Apart from



} SUCCESSION.

} First of all / Firstly / To begin with / First ….

} Second / Secondly / Then …

} Third / Thirdly / After that...

} The next stage …

} Finally / in short / to sum up / in conclusion / lastly / last but not least…



} Exercise. WRITING TASK.

} Write an argumentative essay in which you give your opinion, widely explained and developed, about the following statement:

} The equality between men and women is being more and more taken into account.

} Your essay should not exceed 250 words.









REFERENCES

} HASHEMI Louise, THOMAS Barbara; Objective PET. Student’s book; 2003; Cambridge University Press.

} http://udl.lf1.cuni.cz/Data/Documents/81362705-5C9D-45A4-8AA1-DE1CE7F8A6BD/perfect-infinitive-with-modal-verbs_1.pdf

} http://www.englishpage.com/

} https://englishfl3eso.wikispaces.com/

} http://www.eslbase.com/

