Emandi Curs LB Engleza PDF

ELENA MARIA EMANDI
Curs de limba englez

pentru studenii Facultii de Educaie Fizic i Sport (anul I
de studiu)
CONTENTS
CONTENTS .......................................................................................................3
UNIT ONE .........................................................................................................4
UNIT TWO........................................................................................................24
UNIT THREE....................................................................................................40
UNIT FOUR......................................................................................................50
UNIT FIVE........................................................................................................62
UNIT SIX...........................................................................................................73
UNIT SEVEN....................................................................................................83
UNIT EIGHT ....................................................................................................91
UNIT NINE .....................................................................................................103
UNIT TEN........................................................................................................116
UNIT ELEVEN................................................................................................132
UNIT TWELVE................................................................................................150
UNIT THIRTEEN.............................................................................................164
UNIT FOURTEEN............................................................................................176
LIST OF IRREGULAR VERBS.......................................................................193
BIBLIOGRAPHY..............................................................................................198
UNIT ONE
TO BE AND TO HAVE
The Verb to be
The Greek sea god, Proteus, was (just like the sea) capable of changing form in an instant. In
order to get any decent information out of him, you had to grab him and hold on tight while he went
through his various forms lion, wild boar, snake, tree, running stream it wasnt easy. The verb
to be is said to be the most protean of the English language, constantly changing form, sometimes
without much of a discernible pattern. Considering that we use it so often, it is really too bad that the
verb to be has to be the most irregular, slippery verb in the language.
Present Tense
I am
You are
He/She/It is
We are
You are
They are
Past Tense
I was
You were
He/She/It was
We were
You were
They were
Perfect Form (past participle): I have been, etc.

Progressive Form (present participle): I am being, etc.
Simple Questions
We create simple yes/no questions by inverting the order of subject and the to be verb.
Is your brother taller than you?

Am I bothering you?
Were they embarrassed by the comedian?
The same inversion takes place when To be is combined with verbs in the progressive:
Am I working with you today?

Is it snowing in the mountains?
Were your children driving home this weekend?
The Linking and Existential to be

The verb to be most frequently works in conjunction with another verb: He is playing the piano,
She will be arriving this afternoon. Occasionally, though, the verb will stand by itself, alone, in a
sentence. This is especially true in simple, brief answers to questions.
Whos going to the movies with me?
I am.
Whos responsible for this mess in the bathroom?
She is.
In sentences such as these, the subject usually receives the intonation stress and the voice falls
off on the verb.
An auxiliary can be combined with the base form of to be to provide simple answers to questions
that use forms of to be.
Is Hector in class this morning?
Well, he might be.
Is anyone helping Hector with his homework?
Im not sure. Suzanne could be.
The verb to be also acts as a linking verb, doing no action to a sentence: the subject complement
re-identifies the subject; the adjective complement modifies it.
Ex. Professor Moriber is the Director of Online Learning.
Our trip to Yellowstone was fantastic!
In Passive Constructions
A form of the verb to be is combined with a Past Participle to form the passive.
Past Participle is the form of a verb, typically ending in -ed in English, which is used in forming
perfect and passive tenses and sometimes as an adjective, e.g. looked in have you
looked?, lost in lost property. (http://www.oxforddictionaries.com/definition/english/past-participle)
Passive verb constructions are useful when the subject of an action is not as important as what the
subject did (the action of the sentence) or when the subject is unknown.
For instance, the police might report that The professor was assaulted in the hallways. because
they do not know the perpetrator of this heinous crime.
In technical writing, where the process is more important than who is doing the activity, we might
report that Three liters of fluid is filtered through porous glass beads.
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Regardless of the verbs purpose, only the auxiliary form of to be changes; the participle stays the
same. The to be will change form to indicate whether the subject is singular or plural:
The foundation is supported by enormous floating caissons that keep it from sinking
into the swamp.
They were constructed by workers half submerged in the murky waters.
Notice how the information about who did the action is frequently found in a prepositional phrase
beginning with by. Passive constructions do not always include this information:
Wooden caissons were used until fiberglass structures were developed in the 1950s.
Caissons were also designed to function under water in the construction of bridges.
The to be will also change to indicate the time of the action and the aspect of the verb (simple,
progressive, perfect).
Water is pumped out of the caisson to create an underwater work chamber. (Simple
Present)
Some caissons were moved to other construction sites. (Simple Past)
While the water was being pumped out, workers would enter the top of the waterproof
chamber. (Past Progressive)
Many other uses of caisson construction have been explored. (Present Perfect)
Caissons had been used by the ancient Romans. (Past Perfect)
Other uses will be found. (Future)
The to be verb can be combined with other modal forms (along with the past participle of the
main verb) to convey other kinds of information.
The wall joints may be weakened if the caissons cant be rebuilt.

Perhaps the caissons should be replaced; I think they ought to be.
These ancient, sturdy structures might have been rotted by constant exposure to water.
When to be verbs are combined with modal forms in this manner, the construction is called a
phrasal modal. Here are some more examples:
Rosario was able to finish her degree by taking online courses.

She wasnt supposed to graduate until next year.
She will be allowed to participate in commencement, though.
She is about to apply to several graduate programs.
She is going to attend the state university next fall.
Tag Questions with to be

When we use to be verbs in a tag question, the basic formula follows: the verb is combined with a
pronoun and sometimes with not (usually in a contracted form). Positive statements are followed by
negative tags; negative statements by positive tags.
Robert Frost was Americas favorite poet, wasnt he?

He wasnt widely accepted in this country at first, was he?
You were going to skip this poem, werent you?
There were several typographical errors in this anthology, werent there? (Be careful
here. Its not werent they.)
I am not a very good reader, am I?
Im a better reader than you, arent I?
Order with Adverbs

Notice that adverbs of frequency normally appear after forms of the verb to be:
As a student, he was seldom happy.

Arturo is always first in line.
They were never on time.
Notice that the adverb still appears after to be verbs but before other main verbs:
My brother-in-law still works for the bank.

He is still a teller after twenty years.
An adverb can be interposed between the infinitive to be and a participle, as in the following
sentences. The fear of splitting an infinitive is without grounds in this construction.
This medicine has to be carefully administered.

She turned out to be secretly married to her childhood sweetheart.
The Verb to have

Forms of to have
Present
Past
Continuous
I / you / we / they
have
had
having
he / she / it
has
had
having
Have is one of the most common verbs in the English language. It functions in various ways.
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to have as a main verb

As a main verb to have implies the meaning of possession.
For example: I have a job.
"I dont have any time."
When it is used to indicate possession you can say "I have..." or you might see/ hear "I have got...".
When you are talking about actions, you only use "have".
For example:
Possession: I have a shower in my bathroom, I dont have a bath. = I have got a shower in my
bathroom. I havent got a bath.
The action: I have a shower every day. - Im having a shower now.
Note - it does not take the continuous form "I having" - for that you have to use the auxiliary verb
be.
For example: I am having a shower.
Are you having a good time?"
The forms of the verb to have are have and has for the present and had for the past.
Question
Positive Statement (spoken)
Negative Statement (spoken)
Singular
Do I have ...?
I have
I have not
Have I got ...?
(Ive)
(I havent/Ive not)
Does he / she / it
have...?
Has he/she/it got ...?
He/she/it has
(He/she/its)
He/she/it has not

(He/she/it hasnt)
Do you have ...?

Have you got ...?
You have
(Youve)
You have not

(You havent/Youve not)
Did I / he / she / it
have ...?
I / He / She / It / You had
I / He / She / It / You had not
(Id / Hed / Shed / Youd)
(I / He / She / It / You hadnt)
We / You / They have
We / You / They have not
Had I / he / she / it /
you got...?
Plural
Do we / you / they
have ...?
(Weve / Youve / Theyve)
Have we / you / they

got ...?
(We / You / They havent // Weve nof /

Youve not Theyve not)
Do you have ...?

Have you got ...?
You have
(Youve)
You have not

(You havent/Youve not)
Do they have ...?

Have they got ...?
They have
(Theyve)
They have not

(They havent/Theyve not)
We / You / They had

(Wed / Youd / Theyd)
I / He / She / It / You had not

(I / He / She / It / You hadnt)
Did we / you / they

have ...?
Had we / you / they
got ... ?
Examples
Have
Have got
Question - ?
"Do you have a car?"
"Have you got a car?"
Positive Answer - Yes
"Yes, I have a car."
"Yes Ive got a car."
Negative Answer - No
"No, I dont have a car."
"No I havent got a car."
to have as an auxiliary verb

The verb to have is used as an auxiliary verb to help other verbs create the perfect tense auxiliary verb have + Past Participle.
For example, I have read a lot of books,
or I have never been to America, or "I have already eaten."
Present Perfect
I have been a
He / She has
You have been
It has been
teacher for
been a student
a student for ...
nice today.
over 11 years.
for ...
We have been
students for ....
They have
been students
for ...
Past Perfect
I had been a
You had been
teacher for
a student for
several years. several years.
He / She had
It had been
We had been
been a student
nice for
students for
for several
several hours. several years.
years.
They had
been students
for several
years.
Future Perfect
I will have
been a teacher
for several
years.
You will have

been a student
for several
years.
Question
He / She will
have been a
student for
several years.
They will have

It will have We will have
been students
been nice for been students for
for several
several years. several years.
years.
Positive Statement
Negative Statement (possible short forms)
Singular
Have you been ...?
You have been ...
You have not been ... (You havent been ... //
(Youve been ...)
Youve not been ...)
Plural
Have we / you /
they been ...?
We / You / They have been ... We / You / They have not been ...
(Weve / Youve Theyve
(We / You / They havent been ... // Weve /
been ...)
Youve Theyve not been ...)
For example:
"Have you washed your face today?"
Question - ?
"Yes, I have."
"No, I havent."
"Have you ever had a heart attack?"
Question - ?
"Yes, Im afraid I have."
"No, thank goodness, I havent."
The use of have to

In addition to the two forms, there is another use for have as a modal verb: have to or have got to.
This, of course, must be followed by another verb: "We have to do something".
have to
have got to
Question - ?
"Do you have to leave early?"
"Have you got to leave early?"
"Yes I have to." or "Yes I do"
"Yes Ive got to."
"No I dont have to."
"No I havent got to."
To have something done

If something is done for you, in other words you havent actually done it yourself, we use the
structure "to have something done".
For example:
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"He had a tooth out." (Only a masochist would pull their own teeth out. We go to the dentist and he
or she pulls our teeth out for us.)
"I have my hair cut once every six weeks." (I dont cut my own hair, my hairdresser cuts it for me.)
"My husband has the car serviced once a year." (He wouldnt have a clue how to service a modern
car so, he takes it to the garage and they service it for us.)
Reading activity
Physical education which is commonly a part of the curriculum at school level includes training
in the development and care of the human body and maintaining physical fitness. Physical education
is also about sharpening overall cognitive abilities and motor skills via athletics, exercise and
various other physical activities like martial arts and dance. Here are some of the benefits that
highlight the importance of physical education:
A. Maintaining Sound Physical Fitness
Physical fitness is one of the most important elements of leading a healthy lifestyle. Physical
education promotes the importance of inclusion of a regular fitness activity in the routine. This helps
the students to maintain their fitness, develop their muscular strength, increase their stamina and
thus stretch their physical abilities to an optimum level. Physical fitness helps to inculcate the
importance of maintaining a healthy body, which in turn keeps them happy and energized. Sound
physical fitness promotes, increased absorption of nutrients, better functioning of digestion and all
other physiological processes and hence results in all round fitness.
B. Overall Confidence Booster
Indulging in sports be it team sports or dual and individual sports, leads to a major boost in selfconfidence. The ability to go on the field and perform instills a sense of self-confidence, which is
very important for the development of a person's character. Every victory achieved on the field,
helps to boost a person's self-confidence. Moreover, the ability to accept defeat on field and yet
believe in your own capabilities brings a sense of positive attitude as well. Thus participation in
sports, martial arts or even dance and aerobics, is always a positive influence on a student's overall
personality and character and works wonders for his/her self-confidence.
C. Awareness about Important Health and Nutrition Issues
Physical education classes are about participating in the physical fitness and recreation activities,
but they are also about gaining knowledge about the overall aspects of physical health. For example
in today's world the problems of obesity, or anemia and bulimia are rampant amongst teenagers.
Physical education provides an excellent opportunity for teachers to promote the benefits of healthy
and nutritious food and cite the ill effects of junk food. Promoting sound eating practices and
guidelines for nutrition are some of the very valuable lessons that can be taught through physical
education classes at school level.
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D. Inculcating Sportsmanship and Team Spirit

Participation in team sports, or even dual sports helps to imbibe a sense of team spirit amongst
the students. While participating in team sports, the children have to function as an entire team, and
hence they learn how to organize themselves and function together. This process of team building
hones a person's overall communications skills and the ability to get along with different kind of
people. Thus participating in team sports instills a sense of team spirit, which is a great value
addition to anyone's personality and helps a lot in all the future endeavors.
E. Development of Motor Skills
The ability to concentrate, the ability to swing the racket just at the right time are some of the
examples of development of motor skills in the physical education classes. Participation in sports
and several physical education activities helps to sharpen the reflexes of the students. It also brings
order and discipline to the body movements and helps in development of a sound body posture as
well. The hand-eye coordination improves as well.
F. Importance of Hygiene and Sex education
Physical education classes also include lessons about the importance of personal hygiene and
importance of cleanliness. Thus the physical education classes help the students to know the
important hygiene practices that must be practiced in order to maintain the health and well-being
throughout the life. In addition to this, the physical education classes also cover an important aspect
that the children have to deal with at the age of puberty. Physical education classes also impart sexeducation and hence help the students deal with their queries and doubts about the subject of
sexuality.
G. Enhancing Overall Cognitive Abilities
Physical education classes help to enhance the overall cognitive abilities of the students, since
they get a lot of knowledge about the different kinds of sports and physical activities that they
indulge in. For example a person who is participating in a specific type of martial arts class, will
also gain knowledge about the origins of the martial art, and the other practices and historical
significance associated with it. Thus physical education helps to enrich the knowledge bank of the
students.
H. Encouraging Budding Sportsmen
Physical education classes are an excellent opportunity for all the budding sportsmen and
sportswomen who wish to make their mark in the world of sports. Physical education classes allow
the budding sportsmen and sportswomen to explore and experiment with several areas until they
find what interests them. After this, physical education classes also allow the students to indulge the
sport of their choice and then go ahead to participate in several tournaments and competitions,
which help to give the students an exposure to the competitive world of sports.
I. A Stress Buster and Source of Enjoyment
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In addition to the health benefits and the knowledge benefits that the students get from the
physical education classes, one important aspect of it remains to be recreation. Students, who are
busy with their other subjects in the curriculum, often get exhausted with the listening, reading and
writing pattern of studying and need a recreational activity as a source of recreation. Sports and
other physical fitness activities offered in the physical education class are a welcome break for the
students.
J. Promoting Healthy Lifestyle in Adulthood
Children, who learn the importance of health and hygiene in their early ages, tend to grow up to
be responsible and healthy adults who are well aware of the benefits of a healthy lifestyle. Thus the
overall physical education program, that includes different types of physical activities and sports and
also provides important information about hygiene and overall health, helps in creating wellinformed pupils. A well-balanced and all-round physical education class helps to create responsible
adults who know the importance of a healthy lifestyle.
(http://www.buzzle.com/articles/importance-of-physical-education.html)
Answer the following questions:
1. Which are the fields listed in text that help sharpening overall cognitive abilities and motor
skills?
2. Why it is desirable for each us to have a regular fitness activity in their routine?
3. Enumerate two of the most important physiological processes physical fitness promotes.
4. How does physical education contribute to a persons character development?
5. Which is the leading side about physical education, that a student can learn without doing
any exercise, just participating in classes?
6. Is there any other thing children could learn in the same manner? If yes, name it (them).
7. Which are the goals a pupil should have after learning those things?
8. Why does physical education develop team spirit like no other thing?
9. Explain how physical education could offer a wide range of knowledge about different kinds
of sports.
10. Why can participation to physical education classes make a professional sportive from just a
budding sportsman/ sportswoman?
11. What could a physical education class mean for children? Whats the difference between
physical education and other classes from this point of view? Why?
12. After all these physical education classes, are there any long-term effects? If yes, which are
they?
The Present Simple Tense

Structure:
To form the Present Simple Tense we use the verbs base form (go, work, speak, study). In the
rd
3 person singular (he, she, it), the base form of the verb takes -s/es. (Auxiliary verbs be, do, have,
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which can also be used as main verbs, are exceptions.)
Affirmative form
I/ you/ we/ they work
he/she/it works /-s/
go - goes /-es/
watch - watches /-es/
play - plays /-s/
study - studies /-es/
! Remember:
to be
I am
you/we/they are
he/she/it is
to do
I/you/we/they do
he/she/it does
to have
I/you/we/they have
he/she/it has
Negative form
I , you, we, they DO NOT (DONT) WORK
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he, she, it
DOES NOT (DOESNT) WORK
1. She doesnt often go to the cinema.

2. I dont get up early at the weekend.
3. They dont speak English very well.
Interrogative form
I
DO
you
WORK?
we
they
DOES he/she/it
WORK?
1. Do they speak foreign languages?

2. Do you want a banana?
3. Does your sister play the piano?
Questions and short answers:
Do you like spaghetti?

Yes, I do.
No, I dont.
Does she know Bulgarian?

Yes, she does.
No, she doesnt.
Notes about formation of the 3rd person singular (he, she, it):
If the verb ends in -ss, -sh, -ch, -x or -o, add -es to the base form:
kiss - kisses, finish - finishes, watch - watches, mix - mixes, go - goes
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If the verb ends in consonant + y change y to i and add -es:

study - studies, copy - copies, try - tries, carry carries
We use the Present Simple Tense:
when we talk about things that happen repeatedly or habitually
With Present Simple Tense we often use time expressions such as always, often, sometimes,
usually, seldom, on Saturdays, rarely, never, every day, etc.
Examples:
1. Philip gets up at 6 oclock every morning.
2. I go to school every day.
3. She sometimes goes out on Friday night.
4. I usually sleep late on Sunday morning.
5. Peter works for 8 hours every day.
6. We usually start work at 8 oclock.
7. My children often watch TV in the afternoon.
8. He always forgets his keys.
When we talk about permanent or long-lasting situations

Examples:
1. I work in a bank.
2. Kate speaks English very well.
3. Tom lives in London.
When we talk about people or things in general

Examples:
1. People make choices because they cant have everything they want.
2. Nurses work in clinics and hospitals.
3. Football is a very popular sport in Bulgaria.
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To indicate general truths, facts and scientific laws

Examples:
1. The Earth is spherical.
2. My birthday is in May.
3. California is in the United States.
4. The sun rises in the east.
5. Water freezes at 0C (32F).
When we talk about travel plans and timetables (mainly with verbs such as go, leave, arrive,
start, come, return etc.)
Examples:
1. We arrive in Rome at 6 p.m.
2. The train leaves in five minutes.
3. The course starts next Thursday.
With state (or stative) verbs such as like, dislike, love, think, seem, look, know, feel, understand,
want, need, hate, remember, forget, prefer, believe, mean, taste, hear, see, have (when the meaning
is "possess"), own, belong, etc. These verbs are not normally used in the Continuous Tense (but
there are exceptions).
Examples:
1. She loves jazz music.
2. My aunt hates travelling by train.
3. I like ice cream. I dont like spinach.
4. I think she is a wonderful person.
5. Do you believe in God?
6. I have no money at the moment.
7. My brother has a new car.
8. That bicycle belongs to me.
To give instructions/ directions

Examples:
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1.Pour all ingredients into a mixing bowl and mix until smooth.
2. Walk down the street to the corner and then turn right.
The Present Simple Tense is also used in:

sentences after when, after, while, till / until, before, as soon as
Examples:
1. When the rain stops, well go out.
2. Ill call you back as soon as I return home.
zero conditional sentences (when the result of the condition is always true) - If you heat water to
100C (212F), it boils.
first conditional sentences (Often called the real conditional because it is used for real (or
possible) situations. These situations take place if a certain condition is met.) - If you finish your
homework Ill bring you to the zoo.
List of stative verbs

Here is a comprehensive list of stative verbs:
to adore
to agree
to appear (seem)
to appreciate
to be
to believe
to belong to
to concern
to consist of
to contain
to cost
to deny
to depend on
to deserve
to detest
to fit
to hate
to have (possession)
to hear
to imagine
to include
to involve
to know
to lack
to like
to loathe
to look (seem)
to love
to matter
to mean
to please
to possess
to promise
to realise
to recognize
to remember
to resemble
to satisfy
to see
to seem
to smell
to sound
to suppose
to surprise
to taste
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to disagree
to dislike
to doubt
to equal
to feel
to measure
to mind
to need
to owe
to own
to think (opinion)
to understand
to want
to weigh
to wish
Exercises
1. Write down the missing sentences:
AFFIRMATIVE
I
I play.
you
You help.
he
NEGATIVE
He does not answer.

Does she sing?
Doesnt she sing?
she
it
It rains.
Do we dream?
Dont we dream?
we
you
QUESTIONS
You do not read.
they
Do they work?
Dont they work?
2. Arrange the words to make sentences in the Simple Present.

I / to collect stamps I collect stamps
we / to play card games - .
he / to read comics - .
Chris / to sing in a band - .
we / to have a hamster - ...
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Andy and John / to like cola - .

she / to be nice - ...
they / to help their parents - .
the children / to speak English - ..
I / to buy a newspaper every Saturday - ..
3. Choose the correct form.

We sometimes (read, reads, doesnt read).. books.
Emily (go, dont go, doesnt go)to the disco.
It often (rain, dont rain, rains). on Sundays.
Pete and his sister (doesnt drive, drives, drive). the family car.
I always (walks, doesnt walk, walk).. to the bus stop.
4. Put the verbs into the correct form.

I (to like). lemonade very much.
The girls always (to listen) to pop music.
Janet never (to wear) ..jeans.
Mr Smith (to teach) ..Spanish and French.
You (to do) your homework after school.
5. Fill in the correct form of the verbs.

We (to have) .a nice garden.
She (to be) six years old.
Simon (to have). two rabbits and five goldfish.
I (to be). from Vienna, Austria.
They (to be) .Sandys parents.
6. Make negative sentences.

My father makes breakfast. .
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They are eleven. ..

She writes a letter. ..
I speak Italian.
Danny phones his father on Sundays.
7. Make questions.
you / to speak / English
when / he / to go / home ..
they / to clean / the bathroom ..
where / she / to ride / her bike .
Billy / to work / in the supermarket
8. Find the signal words for Simple Present.
1. Which is a signal word for Simple Present?

a. now
b. last Monday c. often

a. sometimes
b. the moment c. yesterday

a. last Friday
b. every Friday
c. next Friday
4. Which is not a signal word for Simple Present?

a. never
b. already
c. usually
5. Which is not a signal word for Simple Present?

a. Listen!
b. first ... then ...
c. seldom
9. Reading
Read the following text.
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Physical education or health and physical education are the areas of knowledge that will
ultimately drive our success engine. We are physical and spiritual beings. Our mind, body, and spirit
are all connected and learning how they work together and how to care for them can save us from
unnecessary pain and suffering. Knowing how to take care of our body, mind, and spirit will lead us
down the path toward happiness, health, and wealth.
The most powerful tool of influence we have is to model good behaviors. We should be sure
we are working on our health and fitness at the same time we preach to others about the value
health, fitness, and participation in sports. Each of us will have our own issues, goals, and obstacles
to living a healthy lifestyle, but we must strive for excellence in this area. When we live it, we will
feel the difference. We will find it much easier to dream, act, achieve, and enjoy.
There are a few areas of health and physical education we will focus on at this time. First, I
will discuss the area of fitness. Fitness has to do with stamina, strength, and flexibility. Our
objective should be fit enough so that a day of physical activity does not lay us up for a week.
To begin a fitness routine you need to visit your doctor and let him or her know what you
want to do. They will give you the practical advice based on your over-all health. In doing this
fitness routine you should build in stretching, anaerobic exercise, and aerobic exercise. You most
definitely do NOT need to buy expensive gym equipment or memberships at clubs to get started.
There are a number of good programs you can do right at home. Having someone who will do this
with you and hold you accountable would be a great benefit. Any fitness program you actually do
and do consistently will help you in all areas of your life. You will have more energy, will perform
better on the job, will feel less stress, and will sleep better. You must take action to achieve those
benefits. The motivation to follow through and the building of the routine is most peoples downfall. That is topic of a future article.
The second area is that of athleticism. Athleticism covers things like stamina, coordination,
speed, and agility. It encompasses the skills that enable us to do many different physical tasks. It is
also the skills that would allow us to participate in team and individual sports for our entire lives.
Skiing, swimming, basketball, baseball, softball, cycling, tennis, bowling, and of course golf are
several of many sports that can provide a fun and competitive outlet for people of all ages. For those
who are not naturally athletic becoming fit and actually participating in athletic activities and
exercises can and will improve that athleticism. You can find that competitive outlet and not feel
embarrassed about your performance. Just go get in the game.
Nutrition is a broad topic. There are basic principles that you need to understand. First, your
body needs basic building blocks for your cells. It must get vitamins and minerals in the correct
amount to operate to its maximum abilities. We get those vitamins in minerals from the foods and
drinks we consume. The next basic principle is that the fuel for our body is calories. If we consume
more calories than our body uses it converts the extra calories to fat. When we consume fewer
calories than our body needs we burn excess fat. In each case we can develop serious health
conditions if either problem continues for an extended period of time. One other fundamental
principle is we must keep our bodies hydrated. Dehydration is an often ignored and a serious
problem in America today. Within those foundations there are numerous other nutrition related
topics that can be discussed all of which can impact our overall health. There are a number of books
that would be highly recommended reading.
22
The final category would be that of our well-being. It is this area that may well be the most
important, yet the most misunderstood and the most difficult to share. Our well-being consists not
only of our general health and fitness, but our spiritual well-being as well. It is that spiritual side that
has be so over-looked in western medicine. We are spiritual beings anyway you look at it and
denying that truth can lead to serious consequences.
Spirituality goes beyond who we are. It includes things like beliefs, values, emotions and
intelligence. These aspects of a persons personality are not easily understood, but profoundly
impact who they are and their well-being. There are psychological processes that can show people
how to change your beliefs, values, and emotions. We can do things to improve our ability to think
and reason. At the same time, genetics plays a role in those areas and will influence health and wellbeing as do injuries to the brain. Those factors are only part of the spiritual picture.
Spirituality has played a significant role in healing in most religions of the world. Eastern religions
and native religions have kept more of those healing arts in tact over the centuries than have the
western, Christian nations. Any discussion regarding spirituality and health would be incomplete if
it did not include a discussion of faith and religious creeds. It also must be noted that while religious
people tend to live longer and healthier than non-religious people being religious does not
automatically mean you will be healthy; however, if you are truly a convert of a religious faith you
will tend to be healthier than those who dont.
Does it matter what religious faith you are? First, we must point out that ALL religions are
mutually exclusive. They have core beliefs that set them apart from other religious views and those
core beliefs cannot all be true. Given that fact it is a reasonable conclusion that it does matter
because each will have a different view on how an individual is to live their life and what happens to
you upon death. It then would make sense to investigate the truth claims of the religions of the
world. If you were to start your investigation with Christian truth claims you may find that you can
dismiss all the other claims because a fundamental truth claim of Christianity is that Jesus Christ
was the only way to reach God, the father. If those claims are true then all other claims to the
contrary are false.
We truly dont fully understand the spiritual realm but we do know it does positively impact our
physical and emotional health and well-being. So, seek the truth, build a relationship with God, and
enjoy improved health and well-being.
(http://ezinearticles.com/?The-Importance-of-Physical-Education&id=4255222)

1. Why do we need to learn how to take care of our bodies, minds and spirits, and make them
work together?
2. Does any type of person, who practises physical education, face the same obstacles?
3. What is the first step in order to begin a fitness routine?
4. Are there any things we have to buy after we decided to start the routine?
5. Are the benefits we gain after a fitness routine strictly physical?
6. Which are the matters that athleticism involves?
7. What do fitness and athleticism have in common?
8. What is the difference we notice between athleticism and fitness?
23
9. Is athleticism recommended for any kind of people or just for those who have a good
physical condition?
10. Besides practising a sport, which is the most important thing we must pay attention to if we
want our bodies to operate at maximum?
11. Which are the problems we could confront with, if we ignore one side of a sporting life?
12. How is our spiritual side connected with the material one?
UNIT TWO
The Present Continuous Tense
Structure
The Present Continuous is made with the present form of the verb to be (I am, you are,
he/she/it is, we are, you are, they are) + the -ing form of the main verb. The -ing form of the
verb is called the Present Participle.
AFFIRMATIVE
FORM
NEGATIVE FORM
QUESTION FORM
am
reading
am not
reading
Am
reading?
You
are
reading
You
are not
reading
Are
you
reading?
He
is
reading
He
is
not
reading
Is
he
reading?
She
is
reading
She
is
not
reading
Is
she
reading?
It
is
reading
It
is
not
reading
Is
it
reading?
We
are
reading
We
are not
reading
Are
we
reading?
You
are
reading
You
are not
reading
Are
you
reading?
They
are
reading
They
are not
reading
Are
they
reading?
Contracted forms: I am = Im
you are = youre
he/she/it is = hes/shes/its
I am not = Im not
you are not = you arent
he/she/it is not = he isnt/she isnt/it isnt
we are = were
they are = theyre
we are not = we arent
they are not = they arent
24
Examples:
1. What are you doing?
3. He is reading a newspaper.
2. Im having a bath.
4. Are they working?
Using the Present Continuous Tense
We most often use the Present Continuous when we talk about something which is happening
at the time of speaking (now, at the moment):
Examples: 1. Pamela is sleeping in the bedroom.

2. The telephone is ringing!
3. They are doing their homework.
4. Im waiting for my girlfriend in front of the cinema.
Present Continuous is also used when we talk about something which is happening at present,
but not necessarily at the moment of speaking:
Examples: 1. Im reading an interesting book.

2. Tom is looking for a new job.
3. We are studying English and Spanish.
We can use the Present Continuous when we talk about temporary actions taking place only
for a period of time (today, this week, this semester, this year):
Examples: 1. My husband is working hard today.

2. They are spending this week in Paris.
3. She is teaching English this semester.
4. We are staying at the Bristol Hotel tonight.
5. Im living with my parents at the moment but soon Ill buy my own house.
Present Continuous is also used to express current trends:

25
Examples: 1. Fuel prices are rising constantly because of strong demand.

2. On-line shopping is growing rapidly nowadays.
We can use the Present Continuous when we talk about repeated actions which are irritating to
the speaker (always, constantly):
Examples: 1. He is always complaining about his colleagues.

2. My son is always getting into trouble in school.
Sometimes we use the Present Continuous to describe a planned action in the near future:
Examples: 1. Im leaving for Vienna tomorrow morning.

2. We are having lunch at 12.30 oclock.
Some verbs can be both stative and dynamic:
Be
be is usually a stative verb, but when it is used in the continuous it means behaving or acting
You are stupid. (= its part of your personality)
You are being stupid. (= only now, not usually)
Think
think (stative) = have an opinion
I think that coffee is great.
think (dynamic) = consider, have in my head
What are you thinking about? Im thinking about my next holiday.
Have
have (stative) = own
I have a car.
have (dynamic) = part of an expression
Im having a party / a picnic / a bath / a good time / a break.
26
See
see (stative) = see with your eyes / understand
I see what you mean.
I see her now, shes just coming along the road.
see (dynamic) = meet / have a relationship with
Ive been seeing my boyfriend for three years.
Im seeing Robert tomorrow.
Taste
taste (stative) = has a certain taste
This soup tastes great.
The coffee tastes really bitter
taste (dynamic) = the action of tasting
The chef is tasting the soup.
! Remember: taste is the same as other similar verbs such as smell
Exercises
1. Fill in the gaps with the correct form of the verb in brackets.
Example: I am listening (listen) to you.

The train to Glasgow (leave) from platform 8.
I ..(begin) to understand the Present Continuous now.
Sue .(work) tonight.
Listen! The telephone .(ring).
Ms. Johnson .(see) a customer at 3 oclock.
2. Form complete sentences by putting the following words into the correct order:
1 living very Were flat. in a nice
.
2 image. company hard improve its working to The is
.....
27
3 interesting China. book reading a Im very about

..
4 Saturday. The party a on are having Barrons
..
5 playing team are Our today. badly
..
6 train new with My playing son his is set.
..
7 her Sheilas mobile. to someone on talking
..
8 morning. Im Bob tomorrow at 12 meeting
..
9 is week. Rome flying to Margot next
..
10. meet am that you me. hoping will I
..
Present Tense Continuous Negative Form
m not
playing football.
You
arent
standing up.
He
isnt
listening to music.
She
isnt
swimming.
It
isnt
playing with the ball.
We
arent
going home.
They
arent
running.
Exercises
Example: We arent watching (not watch) the television.

My Dad .(not have) his lunch now.
28
The kids ....(not study) tomorrow.

It ...(not rain) today.
I.(not study) German.
We (not go) to Egypt on summer holiday.
1. homework. isnt English Anita doing her
2 the Progress having We Test today! arent
3 for the dinner. coming arent Unfortunately, Petersons
4 The working. photocopierisnt
5 renting arent and flat Lisa sister a her together.
6 arent working Saturday. We next
7 anywhere going at Clive and I weekends. arent
8 phone ringing. The isnt
9 Im anything not now. doing right

.
10. playing Nobody computer games. is
.
Present Tense Continuous Interrogative Form
Am
doing it right?
29
Are
you
listening to me?
Is
he
working today?
Is
she
speaking Chinese?
Is
it
working?
Are
we
going home now?
Are
they
watching TV?
Exercises
Example: Are you listening (you listen) to me?

1. . (it start) to rain?
2. .. (Sue study) to become a doctor?
3. .. (you take) your daughter with you?
4. ... (the dog play) with the kids?
5. ... (they come) tonight?
1 tennis Is with playing Pamela you tomorrow?

..
2 tonight? you Are doing anything
..
3 a they in Are London? bigger office into moving
..
4 presentations doing on his Is Sean Wednesday?
..
5 staying Is anyone classes? after else
6 Are going they already? home
30

7 your back? Isnt coming wife
...
8 you joking? Are
9 Are your taking play? part the in kids

..
10 watching anyone TV? Is
Wh- Questions
What
am
doing?
Where
are
you
living now?
Who
is
he
speaking to?
When
is
she
coming?
What
is
it
doing here?
When
are
we
having the test?
What
are
they
watching?
Exercises
What company ..(you work) for?
What class ..(they study) in?
Who (John shake) hands with?
What time ..(your friends come)?
What country (they visit) at the moment?
1. time are What friends coming? your

31
.
2 visiting What you vacation? country on are
.
3 are speaking to? you Who
..
4 you Where tonight? staying are
.
5 doing? hell the are What you
..
6 arriving train is your When in Moscow?
7 with? my dancing wife Whos

..
8 buying? are What car they
.
9 How coming? many people are
10 What you are drinking?

................................................................................................................
THE ING FORMS OF THE VERBS
Usually we add -ing

work
working
stand
standing
learn
learning
When the verb ends in an e, we drop the e and add -ing

come
coming
have
having
write
writing
32
If a one syllable (with only one vowel sound) verb ends in one consonant (for example p, t, r) that
follows one vowel (for example a, o, e), we double the consonant.
swim
swimming
get
getting
stop
stopping
Some verbs have irregular ing form

lie
lying
die
dying
travel
Br. travelling
Am. traveling
Exercises
1. Make the -ing form of the verbs

come-
coming
watch
..
skate
..
smile
..
die
..
speak
..
run
..
meet
..
talk
..
have
..
take
..
live
..
sit
..
33
go
..
listen
..
eat
..
lie
..
ski
..
wear
..
chat
..
chew
..
2. Choose the correct form of the verb depending on whether in this meaning it is an action or a
state verb. If both the Present Continuous and the Present Simple tenses are possible, use the
Present Continuous tense.
1. a) Why are you smelling the soup?

b) Why do you smell the soup?
2. a) She was feeling his arm on her shoulder.

b) She felt his arm on her shoulder.
3. a) Are you having an English dictionary?

b) Do you have an English dictionary?
4. a) What are you thinking about?

b) What do you think about?
5. a) I am feeling much better today.

b) I feel much better today.
6.
a) What are you looking at?

b) What do you look at?
34
7. a) I am not hearing you.

b) I cant hear you.
8. a) What are you thinking of me?

b) What do you think of me?
9. a) I am feeling we should go home now.

b) I feel we should go home now.
10. a) This bread is tasting funny.

b) This bread tastes funny.
Present Tense Simple / Present Tense Continuous
Permanent (usual) and Temporary (now, around now) actions.
We use the Present Continuous tense to speak about things which are happening now or things
which are temporary.
Examples:
I am not working now. I am on holiday.
Sally is listening to a new CD.
Who are you phoning?
The Present Simple tense describes usual, repeated and permanent things
which happen for example, always, usually, often, sometimes, never.
Examples:
I work as an accountant.
John doesnt know German.
How often do you play tennis?
Compare how these two tenses are used.
35
Why are you walking to work? Dont you usually go by bus?

I live in Kharkiv, but now I am living in Moscow.
Usually we have dinner at 7, but today we are having it at 9.
Present Continuous and Present Simple to talk about the future.
We use the Present Continuous Tense for plans and arrangements.

Examples:
What are you doing tonight?
Im seeing a very important customer in my office at 4 oclock.
We are going to the see for our holiday.
Where are you staying in Vienna?
Im not going anywhere. It is final.
We use the Present Simple in the conditional clauses after if, when, as soon as, until etc, and when
we talk about timetable, schedules, itineraries etc.
Examples:
What will you do if you fail your exam?
We will wait until she comes.
My plane takes off at 9.00.
The President arrives in Norway on 17 September.
What time does your train leave?
Exercises
1. Put the verb in brackets in the correct form, either the Present Simple Tense or the Present
Continuous Tense.
1. I ..a very interesting book.(to read)
2. Joanne eight hours a day. (to work)
3. Tonight we a play at the theatre. (to watch)
36
4. Whoto? (he, to speak)

5. I him very well. (to know)
6. What will you do if she..late?(to come)
7. My wifecoffee for breakfast. (to have)
8. What .for breakfast? (you, to have)
9. Your train ..at 17.25 from platform 3. (to leave)
10. What? Shes a student. (she, to do)
1. Put the verbs into Present Progressive (Continuous).

1. My sister (to clean) the bathroom.
2. Look! They (to go) .inside.
3. I (to wait) in the car now.
4. Mrs. Miller (to listen) to CDs.
5. We (to speak) .English at the moment.
3. Choose the correct form. Note that there are exceptions in spelling when adding -ing.
1. His brother .a test at the moment. (does, is doing, do)
2. They .in the pool. (are swimming, swim, swims)
3. Look! David and Max home. (come, comes, are coming)
4. My dog Charlie ..to the park. (go, goes, is going)
5. I ..breakfast now. (make, is making, am making)
4. Rewrite the sentences using the short forms (where long forms are given) or the long forms
(where short forms are given).
1. We are reading a letter. ....
2. He is opening the window. ......
3. I am playing computer games. .....
4. Shes dancing at the party. ...
5. Theyre drinking a cup of tea. ......
37
5. Rewrite the sentences using the negative forms.

1. We are playing a game. ..
2. Im drawing a picture.
3. He is making pizza right now. ....
4. Susan and her brother are taking photos.
5. Dad is working in the kitchen.
6. Write questions in Present Progressive.

Robin / to ride / his bike ..
where / she / to go ..
what / your mother / to do / now
7. Which is a signal word for the Present Progressive?

1. a.often
b. now
2. a. always
c. sometimes
b. Look!
c. at the moment
8. Reading
Read the following text. Can you explain the underlined words?
Exclusive Interview with Olympic Athlete Whitney Post

Whitney Post, MA is an amazing woman. An Olympic rower, who describes herself as chasing
victory in a highly competitive sport, she has conquered something perhaps more challenging: her
own eating disorder. Since entering recovery, Whitney has been instrumental in helping others to
recover from anorexia, bulimia and binge eating. Whitney is now taking on a new challenge,
supporting college students with eating disorders. Whitney recently shared her story with
Examiner.com.
Examiner: Could you tell us a little bit about you and especially your interest in eating
disorders?
38
Whitney: Well I come to my interest in the topic from personal and professional experience. I
developed an eating disorder myself in college where I was in love with the sport of rowing. I
went on to row for the lightweight National Team for four years, and then went as an alternate to the
Sydney Olympics in 2000. I subsequently earned a degree in psychology, and worked as an eating
disorder therapist, and as a consultant Ive given trainings on eating disorder prevention and
wellness to college sports teams and coaches. Im fascinated by the way something as positive as
athletics can contribute to something as destructive as eating disorders, as well as the way the
athletic personality can be leveraged towards recovery. I write about this in a blog for gurze.com
Why are athletes so susceptible to developing eating disorders?
How much time do you have? The short answer is that the profile of a good athlete in many ways
mirrors the traits needed to have an eating disorder; ability to be incredibly disciplined, training in
pushing through pain and discomfort, strong motivation for achievement, strong identity linked to
the body. In eating disorders the body becomes the solution to whatever problems are at hand. They
get played out in the body by starving or binging or purging or some combination of all of the
above.
Do you see any gender differences among athletes in terms of eating disorders?
While eating disorders have mainly impacted women over the past few decades, they are affecting
more and more men. Research has shown that athletes in weight restricted sports or sports where
appearance plays a role in performance are at particularly risk, as well as sports the emphasize
individual over team performance.
What are some changes to traditional treatment for eating disorders that would be beneficial
for athletes?
I think the most important aspect is to be in pursuit of treatment. Many athletes are often resistant to
treatment. Ive talked to plenty of clinicians on college campuses who say how hard it is to get
athletes to show up for groups or sessions to address eating disorders. It can be threatening to their
identity and sport. I know when I was rowing in college I was horrified that what I was doing might
be viewed as letting my teammates down. While I did seek treatment I was scared that someone
from my team might find out what I was struggling with. I do think that therapeutic modalities such
as Cognitive Behavior Therapy can be a nice fit for athletes because the approach addresses specific
skill development and is goal oriented. And while it may take some effort taking the time to find a
therapist who has experience working with athletes is a great way to go.
What can you tell us about your latest endeavor, The Eating for Life Alliance?
39
My colleague and Co-founder, Dawn Hynes, and I are pleased that at long last (18 months of
working and networking) the eatingforlife.org website will be live as of September. This is an
endeavor very near and dear to my heart: a website to provide resources on the treatment and
prevention of eating disorders to colleges (students, parents, and college staff). There is amazing
work being done across the country in eating disorder treatment and prevention. Our vision is to
connect colleges to that information, and to provide help in terms of a user friendly website
(www.eatingforlife.org).
Questions
1. Who is Whitney Post?

2. What does the interview refer to?
3. When did her interest for eating disorders appear?
4. What kind of sport did she practise in high school?
5. Do eating disorders affect more women than men?
6. Are there any types of traditional treatments for athletes? What treatment does she think
necessary for athletes?
7. What does the website she created with her colleague Hynes refer to? It is about eating disorders?
UNIT THREE
The Past Simple Tense
Structure
The Past Simple Tense of the most English verbs (regular verbs) is formed by adding
"-ed"/"-d" to their base form. (If the verb ends in "-e", we add "-d" to form the Past Simple.)
There are also some verbs called irregular verbs that have special past tense forms.
40
Here are some examples of irregular verbs:

to do did done
to be was/ were been
to make made - made
Affirmative form
Regular verbs:
base form + "-ed" or "-d":
work + "-ed" = worked
live + "-d" = lived
I/you/he/she/it/we/they worked
I/you/he/she/it/we/they lived
Irregular verbs: past form only

I/you/he/she/it/we/they saw
To form the negative and interrogative sentences we use the past form of auxiliary verb do -->
did:
Negative form
I
you
he/she/it
we
DID + NOT
(DIDNT)
+ WORK
they
He didnt work yesterday.

She didnt see him last night.
41
Interrogative form
I
you
DID
he/she/it
WORK?
we
they
Did he work yesterday?

Did she see him last night?
If it is the verb "to be" we use was/were before the subject:

Was he at the office the other day?
Questions and short answers:
Did you go to the cinema last night?

Yes, I did.
No, I didnt.
Did he speak with Kate yesterday?

Yes, he did.
No, he didnt.
Spelling rules for the Past Simple of regular verbs:
if a regular verb ends in consonant + y, y changes into i and then -ed is added:
carry - carried,
study - studied,
fry - fried,
try - tried
if a one syllable regular verb ends in consonant + vowel + consonant it doubles the final
consonant and adds -ed -- > stop - stopped, plan - planned, rob - robbed, beg - begged
if a regular verb has more than one syllable and ends in consonant + vowel + consonant, we
double the final consonant only if the final syllable is stressed -- > preFER - preferred,
regRET
- regretted
42
Exception: In British English verbs ending in -l have -ll before -ed whether the final syllable is
stressed or not -- > travel travelled
Pronunciation of final "-ed" (regular verbs):
after an unvoiced consonant sound (sh/ s / ch / p / k / f ) we pronounce /t/: wash (/sh/) washed (/t/); kiss (/s/) - kissed (/t/); work (/k/) - worked (/t/); hope (/p/) - hoped (/t/); laugh (/f/) laughed (/t/)
after a vowel and voiced consonant sounds we pronounce /d/: phone (/n/) - phoned (/d/);
judge (/dg/) - judged (/d/); turn (/n/) - turned (/d/); play (/ei/) - played (/d/); follow (/ou/) - followed
(/d/)
after /t/ and /d/ sounds we pronounce /-id/: visit (/t/) - visited (/id/); start (/t/) - started (/id/);
need (/d/) - needed (/id/)
Exception! The verb to be is different. We conjugate the verb to be (I was, you were, he/she/it was,
we were, they were); and we do not use an auxiliary for negative and question sentences. To make a
question, we exchange the subject and verb. Look at these examples:
subject
main verb
I, he/she/it
was
here.
You, we, they were

-
I, he/she/it
was
You, we, they were

?
in London.
not
there.
not
happy.
Was
I, he/she/it
right?
Were
you, we, they
late?
We use the Past Simple Tense:
43
to describe actions and situations that happened in the past. These actions and situations were
started and finished in the past.
Examples:
1. We arrived at 9:00 oclock.
2. This morning I went to the supermarket.
3. The teacher went to the desk.
4. He didnt hear the telephone.
5. Susan bought her little sister a doll.
6. We came here in 1980.
7. I worked at Johnson & Co. from 1990 to 1995.
8. My brother lived in London for six years. (he doesnt live there anymore)
The sentence often contains an adverb or adverb phrase of time, such as yesterday, the other
day, last night, last week, three days ago, a few minutes ago, in (year), from (year) to (year),
etc.
to talk about habitual or repeated actions that took place in the past
Examples:
1. When she was young, she danced beautifully.
2. He played the violin when he was a child.
3. We often went there.
4. I saw her every day.
Note: This use is also often expressed with used to:

Bob used to smoke 20 cigarettes a day.
to tell a story and to express actions which follow each other in a story
Examples:
44
1. It happened one night in the winter.

2. She opened her bag, took out the key and unlocked the door.
to refer to the historical past or to events that have happened in the distant past relative to the
speaker
Examples:
1. World War II ended in 1945.
2. Romans built strong bridges.
for reporting what someone said (converting from direct to reported speech)
Examples:
1. David said that he was tired.
2. The doctor told me that I would have to stay in the hospital for a week.
to talk about action in the past that took place in the middle of another action
Examples:
1. When Peter arrived, I was reading a book.
2. I was having a bath when the phone rang.
for making second conditional sentences (also called conditional type 2) when we talk about an
imaginary or unlikely situation and to describe its result. (If + Past Simple, would + infinitive)
Examples:
1. If I won the lottery, I would travel the world.
2. If I were you, I wouldnt marry him.
Exercises
1. Put the verbs into the Simple Past:
1. Last year I (go)to England on holiday.
2. It (be) .fantastic.
45
3. I (visit) .lots of interesting places. I (be) ..with two friends of

mine.
4. In the mornings we (walk) in the streets of London.
5. In the evenings we (go) ..to pubs.
6. The weather (be) strangely fine.
7. It (not / rain) .a lot.
8. But we (see) ..some beautiful rainbows.
9. Where (spend / you) ..your last holiday?
3. Fill in the blanks below with one of the 15 irregular Past Tense verbs in the box.
ate
came
did
drank
gave
got
made
met
ran
read
saw
swam
took
went
rode
1. He. his homework before he went to school.

2. It was cold so we some hot chocolate.
3. I .. a sandcastle when I went to the beach.
4. It was a hot day so she in the lake yesterday.
5. His car had a flat tire so he the bus to work.
6. I a horse last summer when I went to my uncles farm.
7. I was late for class so I .. to school.
8. I.. two hamburgers so I am full.
9. Ia good book before I went to bed.
10. She . a lion when she went to the zoo.
11. A letter.. in the mail today.
12. They .. hiking yesterday.
13. I. my brother a game for his birthday.
14. She.a good report card so her mom was happy.
15. I my friends when we went to the park.
4. Fill in with the correct form of the verb in brackets

1. Yesterday I ..to the movies. (go)
46
2. My sister ..a birthday cake for me last week. (make)

3. Steve ..his bicycle to school yesterday. (ride)
4. My friends to Los Angeles two weeks ago. (drive)
5. Elizabeth some flowers to her mother last Saturday.(take)
6. Kevin his leg while he was playing football. (break)
7. Last week my aunt .a baby. (have)
8. When we cleaned the yard, we ..a lot of work. (do)
9. The child .some milk last night. (drink)
10. My teacher some new books last month. (buy)
5. Read the text and then answer the questions!
Coughlin, Franklin help U.S. relay break swimming world record
ATLANTA (AP) - Missy Franklin took a break from studying for her high school exams to anchor a
world-record time in the very first race of the night. With that, the Americans were off to another
dominating performance at Duel in the Pool. Led by the 16-year-old Franklin and longtime
American stars Ryan Lochte and Natalie Coughlin, the Americans won 12 of the 14 events Friday at
the Georgia Tech Aquatic Center and are well on their way to staying unbeaten in the Duel series.
The scoreboard said it all: United States 93.5, Europe 28.5.
"When youre setting a world record, it still feels like the first time," said Franklin, a breakout star at
the world championships this past summer and on course to be one of the biggest names at next
summers London Olympics. "Im so excited. Its awesome." The Colorado teenager already took
her exams in math, physics and theology before traveling to Atlanta, but shes still got U.S. history
and American literature next week when she gets back home. "I made note cards on the way here to
help me study," the bubbly Franklin said, breaking into a big smile that never seems to leave her
face. "I like being a student. I like going to school every day."
The tone was set in the opening event, the womens 400-meter medley relay. Coughlin got the
Americans off to a quick start in the backstroke, Rebecca Soni blazed through her signature
breaststroke, Dana Vollmer kept it going in the butterfly, and Franklin finished strong in the
freestyle for a time of 3 minutes, 45.56 seconds. That crushed the previous record of 3:47.97, set by
the Americans at the 2009 Duel in the Pool just before high-tech racing suits were banned by the
47
international governing body. "We have four really great girls in that relay," said Coughlin, who
also set an American record in the 100 back with her leadoff leg. "We were confident going in, and
that definitely helped us get the world record." Turns out, the Americans were just getting warmed
up.
Lochte won the 400 individual medley and 200 back despite being in the middle of his toughest
training. Coughlin also picked up an individual win in the 100 back and finished third in the 100
free. Franklin added to her relay world record by touching first in the 200 back. Soni cruised to a
nearly 2-second win over teammate Amanda Beard in the 200 breast. Lochte was motivated by a
dismal showing at the U.S. winter nationals in Atlanta two weeks ago. At the time, he insisted the
results werent a big deal because he was more focused on his training regimen. Heck, he didnt
even wear a standard racing suit. But clearly, the swimmer who dominated the world championships
didnt like plodding along in everyone elses wake. "When I get to this point," Lochte said, glancing
out at the racing pool, "I hate to lose."
Brendan Hansen, signaling hell be a factor in London after walking away from the sport for more
than two years, defeated Daniel Gyurta of Hungary in one of the most exciting races of the night.
Hansen beat the world champion by two-hundredths of a second in the mens 200 breast.
The Americans also got wins from Matt Grevers (mens 100 fly), Chloe Sutton (womens 400 free),
Michael Klueh (mens 400 free) and the mens 400 medley relay team: Hansen, Grevers, Tyler
McGill and Nick Thoman.
Europes only wins came from Hungarys Katinka Hosszu in the womens 400 IM and Ranomi
Kromowidjojo of the Netherlands in the womens 100 free.
"Honestly, its not very surprising," Hosszu said. "Were not very good in short course. The
Americans are always better than us in short course. Id like to see the competition in long course. I
think we would match up better." Still, it would be tough for anyone to knock off the worlds most
dominant swimming nation. Even with Michael Phelps sitting out the meet to focus on his training
for an Olympic farewell in London, the Americans brought a wealth of talent to the pool that hosted
swimming during the 1996 Atlanta Games, from a veteran such as Beard - a mom and four-time
Olympian - to the up-and-coming Franklin.
48
"Theres a balance in this team, and thats what we need," Hansen said. "Theres so much
experience, but theres so many young kids. Weve just got to keep the communication going and
stay on the same page." All they have to do Saturday is show up. That should be enough to wrap up
another easy win at Duel in the Pool, which was launched in 2003 to boost interest in swimming
during non-Olympic years but has mainly been an all-American showcase. The U.S. easily beat the
Australians at the first three Duels, routed the Europeans two years ago and now is on pace for its
biggest win yet. Franklin sure is enjoying the ride. The youngster has resisted the temptation to turn
professional while still in high school, as Phelps did, costing her a chance to cash in on her success
and increasing notoriety. "It gets difficult as the money becomes larger and larger. Its difficult to
turn it down," Franklin said. "But Ive always wanted to go to college, and that hasnt changed. I
really want to be part of that team atmosphere." Coughlin believes that attitude has helped Franklin
cope with her sudden success.
"The attention shes getting is really exciting, but it can also be a little overwhelming," Coughlin
said. "Im amazed at how well she can handle it. Shes better than I was at 16, thats for sure. She
has a really good head on her shoulders. If it was anyone else, Id be a little worried about them."
(http://www.universalsports.com/news-blogs/article/newsid=571885.html)

1. How did the Americans manage at the Georgia Tech Aquatic Center on Friday?
2. How does it feel setting a world record, according to Franklin?
3. How many girls were there on the first places?
4. Which was the thing that motivated Lochte?
5. From which country was the man Brendan Hansen defeated in the mens 200 breast?
6. What did Hosszu say about the short course?
7. Which are the most important things in a team?
8. What should swimmers do on Saturday at Duel in the Pool in order to win?
9. Does Franklin want to turn professional, while still in high school?
10. What does Franklin say about the money he is offered?
11. Does Coughlin think that the attention can be overwhelming sometimes?
12. What helps Franklin cope with her success, according to Coughlin?
13. Is there anything Franklin has that other children dont?
49
UNIT FOUR
The Past Continuous Tense
Structure
The Past Continuous is made with the Past form of the verb "to be" (I was, you were, he/she/it
was, we were, you were, they were) + the -ing form of the main verb. The -ing form of the verb
is called the Present Participle.
Past Continuous (Progressive) Tense

Affirmative (Positive)
Form
Negative Form
Question Form
was
reading
was
not
reading
Was
reading?
You
were
reading
You
were
not
reading
Were
you
reading?
He
was
reading
He
was
not
reading
Was
he
reading?
She
was
reading
She
was
not
reading
Was
she
reading?
It
was
reading
It
was
not
reading
Was
it
reading?
We
were
reading
We
were
not
reading
Were
we
reading?
You
were
reading
You
were
not
reading
Were
you
reading?
They
were
reading
They
were
not
reading
Were
they
reading?
We use the Past Continuous Tense:
We use the Past Continuous Tense to say that someone was at the middle of doing
something at a certain time. The action or situation has already started before this time but
hadnt finished yet:
Examples: 1. What were they doing at 10 oclock?

They were working in the garden.
50
2. Last summer at this time he was visiting Mexico.

3. Karen was walking to school at 8.30 this morning.
4. They were dancing at a friends birthday party last night at 10.30 p.m.
The Past Continuous is also used together with the Past Simple to say that something
happens at the middle of something else:
Examples: 1. David was reading a book in the park when suddenly it began to rain.
2. While I was walking down the street I met an old friend.
3. He phoned as we were leaving the house.
4. They were playing cards when Jim came.
We can use the Past Continuous to indicate that two actions in the past were in the
progress simultaneously (with while):
Examples: 1. While I was studying in one room my older sister was having a party in the
other room.
2. While James was washing the car his wife was cleaning the house.
The Past Continuous is used to express actions that were in progress at a particular
time:
Examples: 1. It was snowing all morning.

2. They were driving all night long.
The Past Continuous is also used to talk about irritating repeated actions in the past
(with always, constantly):
Examples: 1. My girlfriend was always coming late.

2. He was always forgetting to close the door.
We use the Past Continuous to make polite inquiries:

51
Example: I was wondering if you could lend me your new car for a few hours.
DONT FORGET: The following verbs are usually only used in Simple Past (not in the
progressive form).
state: be, cost, fit, mean, suit

Example: We were on holiday.
possession: belong, have

Example: Sam had a cat.
senses: feel, hear, see, smell, taste, touch

Example: He felt the cold.
feelings: hate, hope, like, love, prefer, regret, want, wish

Example: Jane loved pizza.
brain work: believe, know, think, understand

Example: I did not understand him.
introductory clauses for direct speech: answer, ask, reply, say

Example: I am watching TV, he said.
Exercises
1. Using the words in parentheses, complete the text below with the appropriate tenses.
Last night, while I was doing my homework, Angela (call). She said she
(call). me on her cell phone from her biology classroom at UCLA. I asked her if she
52
(wait).. for class, but she said that the professor was at the front of the hall lecturing
while she (talk). to me. I couldnt believe she (make) a
phone call during the lecture. I asked what was going on.
She said her biology professor was so boring that several of the students (sleep, actually). in
class. Some of the students (talk).. about their plans for the weekend and the student
next to her (draw). a picture of a horse. When Angela (tell). me she
was not satisfied with the class, I (mention).. that my biology professor was quite
good and (suggest) that she switch to my class..
While we were talking, I (hear) her professor yell, "Miss, are you making a phone
call?" Suddenly, the line went dead. I (hang) up the phone and went to the kitchen
to make dinner. As I (cut).. vegetables for a salad, the phone rang once again. It
(be).. Angela, but this time she wasnt sitting in class.
2. Using the words in parentheses, complete the text below with the appropriate tenses.
1. A: What (you, do).. when the accident occurred?
B: I (try).. to change a light bulb that had burnt out.
2. After I (find).. the wallet full of money, I (go, immediately). to the police
and (turn). it in.
3. The doctor (say).. that Tom (be) too sick to go to work and that he
(need) to stay at home for a couple of days.
4. Sebastian (arrive).. at Susans house a little before 9:00 PM, but she (be, not)
there. She (study, at the library). for her final examination in French.
5. Sandy is in the living room watching television. At this time yesterday, she (watch,
also) television. Thats all she ever does!
6. A: I (call).. you last night after dinner, but you (be, not) . there. Where were
you?
B: I (work) out at the fitness center.
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7. When I (walk) into the busy office, the secretary (talk). on the phone with a
customer, several clerks (work, busily). at their desks, and two managers (discuss,
quietly) methods to improve customer service.
8. I (watch)... a mystery movie on TV when the electricity went out. Now I am never
going to find out how the movie ends.
9. Sharon (be) in the room when John told me what happened, but she didnt hear
anything because she (listen, not)
10. Its strange that you (call) because I (think, just).. about you.
11. The Titanic (cross). the Atlantic when it (strike).. an iceberg.
12. When I entered the bazaar, a couple of merchants (bargain, busily)........................
and (try) to sell their goods to naive tourists who (hunt) . for
souvenirs. Some young boys (lead) their donkeys through the narrow streets on their
way home. A couple of men (argue) over the price of a leather belt. I
(walk)................. over to a man who (sell). fruit and
(buy). a banana.
13. The firemen (rescue). the old woman who (be).. trapped on the
third floor of the burning building.
14. She was so annoying! She (leave, always). her dirty dishes in the sink.
15. Samantha (live).. in Berlin for more than two years. In fact, she
(live) there when the Berlin Wall came down.
3. Ask for the information in the bold part of the sentence.
54
1. At a quarter past six, Phil was translating the document.

2. Sheila was waiting in the park.
3. The pupils were talking about the United States.
4. The boss was dictating a letter.
5. Barbara was looking for her necklace.
4. Write sentences in Past Progressive.

1. the snowman / melt / in the sun
2. we / explore / a new territory
3. the secretary / print out / a document
4. the girls / not / concentrate / on the task
5. Garth / not / practise / on the piano
5. Write questions in Past Progressive.

1. Jill / dance
2. your cousins / swim / in the lake
3. the student / answer / a question
4. William / play / the guitar
5. Janet / sit / on the bench
55
6. Put the verbs into the correct tense (Simple Past or Past Progressive).
1. While Tom (read) Amely (watch). a documentary on TV.
2. Marvin (come). home, (switch). on the computer and
(check). his emails.
3. The thief (sneak).. into the house, (steal). the jewels and
(leave) without a trace.
4. Nobody (listen) while the teacher (explain) the tenses.
5. While we (do) a sight-seeing tour, our friends (lie).. on the beach.
6. He (wake). up and (look) at his watch.
1. The receptionist (welcome). the guests and (ask). them to fill in the
form.
2. The car (break).. down and we (have).. to walk home.
3. The boys (swim) while the girls (sunbathe).
4. My father (come) in, (look).. around and (tell) me to tidy
up my room.
5. As long as one group (prepare) .. dinner, the others (collect). wood for
their campfire.
6. While the parents (have) breakfast, their children (run).about.
7. Martha (turn).. off the lights and (go). to bed.
56
1. We (wait). for Jane, when suddenly Louis (come). around the

corner.
2. I (cycle) through the park, when I (hear). a strange noise.
3. He (pass).. her a message when the teacher (look / not)
4. I (fall).. asleep while I (watch) TV.
5. When Mike and Jane (paint).. the walls, their dog (knock) over the paint
pot.
6. Tom (break) his leg when he (play). frisbee.
7. The phone (ring).. when I (sit).. on the toilet.
8. I (jog). in the park, when two squirrels (cross) my way.
9. Robert (fall). off the ladder when he (pick). cherries.
10. Archimedes (discover). the theory of buoyancy while he (take) a
bath.
11. When we (travel). around Ireland, we (meet) some very nice people.
12. While she (speak).. on the phone, the milk (boil) over.
13. When I (leave). the house this morning, the sun (shine)...
14. Caroline (burn) her hand when she (iron).. her clothes.
15. When I (do) the washing-up, I (break).. a plate.
16. While Tom (play) the piano, his mother (do). the washing-up.
17. He (drink). some juice and then he (eat) a few chips.
18. I (have).. dinner when I suddenly (hear). a loud bang.
57
19. When my father (work).. in the garden, an old friend (pass) by to see
him.
20. She (go).. to school, (take) out her textbook and
(begin).. to learn.
21. When it (start).. to rain, our dog (want).. to come inside.
22. When Jane (do). a language course in Ireland, she (visit). Blarney
Castle.
23. When I (be). on my way home, I (see) an accident.
24. I (not / understand).. what they (talk) about.
10. Read the following text and answer the questions!
Skiing
Skiing is the most popular of all winter sports. It is believed that skiing comes from northern Europe
and Siberia, where it was a vital means of transportation during the long, snowbound months of
winter. The pre-historic people of these regions used skis to keep hunters on top of the snow.
Wooden planks were strapped to feet, to prevent sinking and making it possible to glide over the
snow and travel faster. Skiing was such an important way of life in Scandinavia that the Vikings
worshipped Ull and Skade, the god and goddess of winter/skiing. The first written account of skiing
appears circa 1000 A.D. in the Viking Sagas where several kings are described as being superb
skiers.
The word ski is a Norwegian word which comes from the Old Norse word skid, a board or a
piece of split wood. The first hints to the existence of skis are on 4,500 to 5,000 years old rock
carving at the Norwegian Island of Rodoy, showing a man on long runners with a hunting
implement in hand. The oldest ski on record, being 1.10 m. long and 20 cm. broad was found in a
peat bog in Hoting, Sweden and it is estimated to be about 4,500 years old. Several other skis have
58
been found all throughout Scandinavia and Lapland. These ancient skis show regional differences in
length and width, indicating a gradual refinement in technology.
The findings of old skis and its role in literature show that skiing is deeply engrained in Nordic
history. As skis became quicker and more versatile, their application shifted from hunting gear
towards military purposes. Skis were first used in warfare in AD 1200 in the battle of Oslo, in
Norway when Norwegian scouts used skis to spy on Swedish enemies. In 1206, during the
Norwegian civil war, two scouts on skis carried the infant heir to the throne 35 miles to safety in the
middle of winter. The historic event is celebrated today by the Birchleg Race over the same route
so called because the scouts wrapped their legs in birch bark to keep them warm and dry.
Another illustrative example is found in Sweden history. In 1521 the Danes overran Sweden and
massacred all the Swedish nobles but one, Gustav Vasa, who was able to escape. The Swedes were
left without a leader, so two desparate peasants set out on skis to find Gustav. He came back, drove
the Danes out of Sweden, and set up the kingdom that survives to this day.
During the 1700s, the people of Telemark, Southern Norway developed skiing into a sport. They
invented the Telemark and the Christiana (now known as the Christie) turns as methods of artfully
controlling speeds on downhill descents. The ideas of these early pioneers helped pave the way for
the disciplines of both downhill (Alpine) and cross-country (Nordic) skiing.
The first evolution of skiing came in 1868 for downhill skis. Sondre Nordheim from the Telemark
region, an outstanding craftsman and skier, developed the first binding that went around the heel,
stabilizing the boot on the ski. He also tried contouring his skis so that they were slightly waisted in
the middle. The new binding and refinement of the ski shape gave the skier more control, allowing
for sharper turns, faster speeds and the ability to negotiate steeper slopes. Sondre Norheim is often
called the father of modern skiing.
When Europeans became aware of their Norwegian neighbors amusement with skiing, the sports
popularity grew. By 1870, the skiing had spread to central Europe but soon became apparent that the
techniques used by the Scandinavians were unsuitable for mountainous terrain, especially in the
Alps of south central Europe. Nordic techniques were therefore adapted for the steeper slopes, and
Alpine skiing was born.
59
Alpine skiing became a popular European pastime in the 1930s, as ski lifts were invented and that
eliminated the labor of climbing a mountain before experiencing an exhilarating descent. The
invention of the ski lift is credited to a young German engineer, Gerhard Mueller, who used parts of
a motorbike and some rope to create the worlds first rope tow.
The ski industry emerged and began in earnest after the Second World War, when Austria and
Switzerland came out with the first Alpine Ski Resorts. The rapid advance of materials and
technology further popularized the sport all over the world. Ski manufacturers developed faster and
safer equipment which combined with the improving skills of the skiers to make the sport of skiing
more intense, and easier to learn.
Nowadays, skiing has about 45 million fans worldwide. There are over 6,000 ski resorts around the
world in more than 70 different countries. Most of these are in Europe, with 1,000 or so each, in
North America and Asia (Russia/Japan). Great ski resorts also exist in Chile, Argentina, Australia
and New Zealand; they are found in hot countries such as Iran, Morocco, Lebanon, Greece, Turkey,
Spain and Portugal; and since the end of the Cold War, East European countries such as Bulgaria
and Romania, with their upgraded winter resorts provide excellent opportunities for ski enthusiasts
of all levels.
Snowboarding is the fastest growing winter sport and is set to become even more popular than
skiing. It is hard to say who actually invented the first snowboard because it was influenced by
many different people including Sherman Poppen, Demetrije Milovich, Tom Sims and Jake Burton
Carpenter. Snowboardings roots, however, may be traced back to the early 1920s. Then children in
Vermont built what would now be considered makeshift snowboards out of barrel staves and rode
them sideways down a snowy hill.
Later, there were some people, who built snowboard like sleds. One of them was M.J. Jack
Burchett. He cut out a plank of plywood in 1929 and tried to secure his feet with some clothesline
and horse reins. Burchett came up with on of the first snowboards.
Another snowboard inventor is Sherman Poppen. In 1965 Poppen, a chemical gases engineer in
Muskegon, Michigan, invented The Snurfer (a mix between the two words snow and surfer)
as a toy for his daughter. He made the Snurfer by strapping two skis together and attaching a rope to
the front tip of the snurfer, so the rider could hold it and keep it more stable. Many of his daughters
60
friends wanted one of those new Snurfers, and soon Poppen lincensed his new idea to a
manufacturer.
Short after that Jake Burton Carpenter (a todays most popular snowboard factory Burton
Snowboards) used ski technology in snowboards. In 1977, at the age of 23, Jake Burton founded his
own company in Londonderry, Vermont, and experimented continually with new materials and
designs. Eventually, he was building a snowboard made of steam-bent wood and fiberglass, with
high-back bindings and metal edges.
Another snowboard manufacturing pioneer is the former skateboard champion Tom Sims. Back in
1963, as an eighth-grader, Sims made a snowboard out of plywood in his shop class. He called it a
skiboard. After years of improvements, he opened Sims Snowboards in 1977 and with the help of
his friend and employee Chuck Barfoot started making snowboards. Barfoot, who actually made the
snowboards, came up with the Flying Yellow Banana.
Snowboarding continued to increase in popularity over the next years but for a long time,
snowboarders were seen as societys outcasts. Ski resorts banned them and the upper-middle-class
ski community looked down upon them. In 1985 snowboarding was only allowed in 7% of U. S. ski
areas and story was much the same in Europe. As equipment and skill levels improved, though,
snowboarding gradually became more acceptable. Most of the major ski areas had separate slopes
for snowboarders by 1990. Now, about 97% of all ski areas in North America and Europe allow
snowboarding and more than half of them have ramps and pipes. The number of snowboarders
increased from about 2 million in 1990 to more than 7 million in 2000. It is predicted that the
snowboarders will outnumber skiers by 2015.
(http://www.studyenglishtoday.net/skiing-snowboarding.html)
1. What is the origin of skiing?

2. What was the use of skis for pre-historic people living in the northern regions?
3. What is the origin of the word ski?
4. Which is the oldest ski on record and what is its age?
5. What do the different types of old skis indicate?
6. When were skis first used in warfare and with what purpose?
61
7. What is Birchleg Race and what does it celebrate?

8. When did skiing become a sport?
9. Who is the father of modern skiing?
10. How did alpine skiing appear?
11. By whom was the ski lift invented? What was it made of?
12. When did snowboarding appear?
13. How many snowboarders were there in 2000?
14. What are the predictions for 2015?
UNIT FIVE
The Present Perfect Tense
Structure
To form the Present Perfect Tense we use has or have with the past participle form of the verb.
Most past participles end in -ed (worked, studied, etc.). Irregular verbs have special past participles
that must be memorized. (went, spoken, seen, etc.)
Affirmative form
I
you
we
they
he/she/it
have worked
has worked
watch - watched /-ed/

play - played /-ed/
study - studied /-ed/
! Remember:
to be - been
to do - did
to have - had
62
Negative form
I
you
we
they
HAVE NOT (havent)

WORKED
he/she/it
HAS NOT
(hasnt) WORKED
1. They havent been to New York yet.

2. She hasnt seen him so far.
Interrogative form
HAVE
I
you
we
they
HAS he/she/it
WORKED?
WORKED?
1. Have you ever worked from home?

2. Has he ever been to Italy?
We use the Present Perfect Tense:
to express an action that began in the past and continues in the present (often with since and for).
Examples:
1. My sister-in-law has been a teacher since 2000.

2. David has worked in Spain since 1996.
3. He hasnt smoked for three years.
4. We have lived here for fifteen years.
with adverbs such as ever, already, never, recently, lately, yet, always, etc.
Examples:
63
1. They have never been abroad.

2. Jane has already received her birthday presents.
3. The child has never asked me such questions before.
4. She has never expected such a change for the worse.
5. My colleague has been very busy recently.
to express an action that happened at an indefinite time in the past (the exact time when it
happened is not important)
Examples:
1. They have watched this film.

2. She has lost her keys.
3. The children have washed the dishes.
4. I have read this book.
5. We have moved into a new house.
6. Diana has changed her job.
to talk about a repeated action in the past with unspecified time of completion (with so far, many
times, since, for the last year, for hours, for a week, several times, etc.)
Examples:
1. I have written many letters since I moved to Canada.

2. We have had five tests so far this semester.
3. He has been in New York many times.
4. I have played tennis every Sunday morning for the last two years.
to talk about a very recently completed action
Examples:
64
1. Emma has just washed her hair.

2. We have just finished our lunch.
we often use Present Perfect after a superlatives
Examples:
1. This is one of the most beautiful countries she has ever visited.
2. This is the most delicious food I have ever eaten.
we also use Present Perfect with the expressions "This is the first time...", "Its the first
time...", etc.
Examples:
1. This is the first time Ive ever visited your website and I think it is awesome.
2. Its the first time Ive ever eaten Chinese food.
sometimes Present Perfect is used to emphasise on the completion of the act in the time clause
(with time words such as when, until, after, before, as soon as)
Examples:
1. You can go out as soon as you have finished your homework.

2. I will go to bed after I have written my report.
Exercises
1. Make questions and use the words in brackets:

a. .the letter? (receive) - No, I havent.
b. Where .so long? (you/be) - At the disco.
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c. . the exam? (pass) - Yes, she has.

d. What .with his car? (your brother/do) - He has sold it.
e. . their homework yet? (your classmates/write) - Yes, I think so.
2. Use the verb in brackets either in Present Tense Simple or Continuous:

a. We can go home. We (mend) three cars today.
b. We (mend) cars since 1 oclock and we havent finished.
c. Fortunately, I ..(find) my credit card. Here it is.
d. I .(look for) my keys since we came home. Where are they?!
e. She ..(make) puddings all day.
f. How many puddings .she?
g. What ..you? (do) You are so dirty!
h. Why are you crying? - I (watch) a film.
i. Joy (send) you a letter. Look!
j. I .(clean) windows since lunch time. Its so exhausting.
k. I can see that you (clean) the windows in the hall and in the kitchen
l. You (work) in the garden so long. You should take a rest now.
m. How many years ..he (have) this car?
3. Choose the right answer:

1. When .. the school?
a. have you joined
b. did you joined
c. did you join
d. have you ever joined
2. ..in Scotland?
a. Did you ever worked
b. Have you ever worked
c. Worked you
d. Didnt you have worked
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3. Thats the best news..

a. I never heard
b. I didnt hear
c. I used to hear
d. Ive ever heard
4. Hes the most interesting person .
a. I never dealt with
b. I never had to deal with
c. Ive ever had to deal with
d. Ive never had to deal with
5. .. to them last month
a. I spoke
b. Ive already spoken
c. I didnt spoke
d. I speaked
6. .. a contract three years ago and it is still valid.
a. We have signed
b. We signed
c. We havent signed
d. We have sign
7. from a nice trip to Portugal.
a. I come back
b. I came back
c. I never came back
d. Ive just come back
8. Prices . in 2002 but then in 2003.
a. rised.falled
b. rose.fell
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c. have risen .have fallen

d. rose .have fallen
9. Youto a word
a. listened I havent said
b. didnt listen . I say
c. listened .. saying
d. havent listened .Ive said
10. I cant imagine that . the news.
a. you havent read
b. you didnt read
c. you dont read
d. you read not
4. Correct the mistakes in the following sentences:
a. She is trying to stop smoking. She did not smoke a single cigarette for a week.
b. He has waited for an hour. Then he went away.
c. Here is your car. I just washed it.
d. Have you closed the window before you left?
e. Were you here before? - Yes, last year..
f. Shakespeare has written famous tragedies.
g. I practise skiing since my childhood.
h. Did you order the magazine yet?
i. I never saw the film. But Id like to see it.
j. I did not finish the letter yet.
k. Where is Timmy? Did he go out?
l. Weve done nothing like this at that time.
m. Its quite complicated. Have you understood?
n. She always loved Spain. She is going there again in June.
o. Arent you hungry? When have you eaten?
p. Its time we went to bed. By the way, have you called Alice this morning?
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q. Did you meet Bill today?

r. Do you know Greg? - No, I dont. But I heard all about him.
s. We missed the plane! What shall we do now?
t. He is our headmaster for four years now.
5. Complete the sentences with the verbs in brackets in the right tense:
A: Where now, Mrs.. Orwell? (work)
B: I .for the local council. (work)
A: How long .for the local council? (work)
B: I ..there for five years. (be)
A: And what ..before that? (do)
B: I law at university. (study)
A: .on a computer? (ever/work)
B: Yes. I my own computer since I left university. (have)
A: .. German or French? (speak)
B: I ..German at university. (study) And I want to learn French. But I .yet.
(not start)
6. Reading activity
Best Muscle Building Exercises

One of the mistakes new trainees make is to focus on the wrong exercises. They spend too much
time on isolation movements (cable crossovers, etc) instead of working on basic, compound lifts.
This article from Jason Ferruggia (author of Muscle Gaining Secrets) will give you some helpful tips
on exercise selection in the gym:
The Top Ten Weight Training Exercises for Building Muscle
By Jason Ferruggia
1) Deadlift- Not many weight training exercises work as many muscle groups and build
muscle as fast as the deadlift. The neck, traps, upper, middle, and lower back, glutes,
hamstrings, quads, biceps, forearms, and abs are all utilized in the deadlift. No other exercise
is a better test of overall body power. While uninformed people always ask, "how much can
69
you bench," the question they really should ask is, "how much can you deadlift?" A deadlift
is the most basic exercise anyone can do. Bending down and picking a weight up off the
floor is the one weight training exercise that mimics everyday real life situations. Most
people will rarely find themselves on their back needing to push a heavyweight off their
chest but everyone has to bend down and pick things up. If you could only do one exercise to
build muscle this would be the one to do.
2) Squat- The squat has been known for years as the "king of all muscle building
exercises" and for good reason. I'm not talking about sissy boy half squats either; I'm talking
about real below parallel, full squats. If you don't at least break parallel it's not a squat. Like
deadlifts, squats involve an enormous amount of muscle mass and stimulate the release of
anabolic hormones such as testosterone. This is great for building muscle fast. The squat is
probably the most revered exercise among serious lifters and the power rack is considered
our sacred ground. If you ever want to develop any kind of real lower body strength and
build muscle fast, you have no choice but to squat.
3) Chin up- Not many exercises will build muscle in the upper body like chin ups.
Known as the upper body squat, chins stimulate nearly every muscle from the traps down to
the abdominals. Any exercise that allows you to move your body through space as opposed
to moving a weight or fixed implement around you has a much higher degree of
neuromuscular activation, and therefore a much greater potential to elicit gains in size and
strength. Look at the development of male gymnasts and you will see for yourself what years
of chin ups and dips can do for the upper body. If you want to build muscle fast, be sure to
include chin ups in your weight training program.
4) Parallel Bar Dip- A close second to chin ups as one of the best upper body
exercises for building muscle fast, and for all the same reasons. If you want big arms you had
better include dips in your training program. No other weight training exercise will add slabs
of muscle to the triceps as effectively as dips. A huge chest and enormous pair of front delts
are also a pleasant side effect that comes with regularly performing this outstanding muscle
building exercise.
5) Hang Clean & Push Press- A total body muscle building exercise which hits the
calves, hamstrings, glutes, quads, lower and upper back, traps, shoulders, biceps, triceps, and
forearms. Although it is, by definition, an Olympic lift, it can be done in more of a strict
manner to really target the traps, upper back, and shoulders. When done in this manner, it is
not performed solely with the intention of developing explosive speed like most Olympic
lifts are performed. Doing the clean and push press in this manner is a form of power
bodybuilding and will really blow up the traps and shoulders. If you could only pick one
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weight training exercise for building muscle, this might be the one. Its a shame you dont
see this in more bodybuilding programs.
6) Bench Press- This is one of the three powerlifting exercises and along with
Military Presses, is the greatest of all pressing movements for building muscle in the upper
body. When looking at the effectiveness of an exercise, the questions to be asked are what
will allow the lifter to use the most weight and what exercise involves the most muscle mass.
The bench press meets both of these prerequisites and besides being incredibly effective as a
muscle building exercise, it is one of the best measures of upper body power.
7) Military Press- Also known as the front press, this was once considered the
number one measure of upper body power and was the premier muscle building exercise for
the upper body. In the old days of strength training most people didn't even do bench
presses; every weight training exercise was done standing up. Bench pressing was looked
down upon as a show lift and real men only did overhead presses to build muscle. Bench
pressing took over with the development of powerlifting and bodybuilding and the military
press took a back seat. It is still however, a great measure of upper body power and should
be done by anyone interested in building an impressive set of shoulders and building overall
muscle mass throughout the upper body. Even though some uninformed doctors will have
you believe that overhead pressing can be dangerous, old time strong men argue that there
would not be as many shoulder injuries as there are today if the military press had remained
the upper body weight training exercise of choice. Equally effective variations of the military
press include the push press, push jerk and split jerk.
8) Bent Over Rows- When it comes to building muscle in the upper back and lats,
bent over rows are hard to beat. This weight training exercise can be performed many
different ways; palms up, palms down, wide grip, close grip, to the abdomen, to the sternum,
with an ez bar or with a straight bar. However you do them, nothing will develop thickness
in the back like rows will, and anyone who has been involved with bodybuilding for a while
will tell you there is nothing more impressive than a well developed back, muscular back.
9) Good Mornings- Although they are a rarely performed weight training exercise by
a large majority of bodybuilders, good mornings remain one of the staples of a good size and
strength gaining program. Powerlifters seem to be the only ones who know about the muscle
building properties of this outstanding exercise. The reason this muscle building exercise is
often avoided is that good mornings are brutally hard work. But that hard work brings huge
rewards. Good mornings will build muscle fast and pack tons of size on your lower back,
glutes, and hamstrings. They are also one of the best weight training exercises to help
improve your squat and deadlift, which is the main reason they are a mainstay in
71
powerlifting.
10) Pushup- Yes, you read that right, I said pushups are one of the best weight
training exercises to build muscle fast. For a beginner pushups are the absolute best muscle
building exercise to do for the pecs, delts, and triceps. However, as you make progress and
get stronger pushups become too easy and are usually forgotten about. That is a huge
mistake. There are several varieties of pushups that can be used by intermediate and
advanced lifters such as elevated pushups on pushup handles, dumbbells, or chairs. Pushups
can also be done on gymnastic rings hanging from chains and suspended a foot or so above
the ground to make them even more challenging. When either of these versions of this
awesome muscle building exercise becomes too easy you can have a partner hold weight on
your back, use a weighted vest or even drape heavy chains across your back. If you are
looking for more variety, Hindu pushups are another great version of this exercise and can
sometimes humble even the strongest of men.
So there you have it, the best weight training exercises for building muscle fast. All the food
and supplements and drugs in the world are worthless if you train like a Nancy boy.
Machines and isolation movements are as effective as running on a treadmill when it comes
to getting big and strong. Stick with the weight training exercises above; make them a staple
in your training, and start saving up for a new wardrobe. Its time to build muscle fast!
Jason Ferruggia is a world famous fitness expert who is renowned for his ability to help
people build muscle as fast as humanly possible. He is the head training adviser for Mens
Fitness Magazine where he also has his own monthly column dedicated to muscle building.
For more great muscle building information, please visit Muscle Gaining Secrets.
(http://www.bodybuildingarticles.net/2011/07/best-muscle-building-exercises.html)

1.What is one of the big mistakes that begginers make?
2. What weight training exercises work more muscles than the regular ones?
3. What anabolic hormone is released by doing the king of all muscle building exercises
the squat?
4. How can you build muscle fast, for example for the back?
5. Are bench presses mass exercises for the lower body?
6. In how many ways can you preform bent over rows?
7. Who is the author of the Mucles Gainer Secrets magazine ?
72
UNIT SIX
The Present Perfect Continuous Tense
Structure
The Present Perfect Continuous is made by using the present form of the auxiliary verb
"have"+ past participle of the verb "to be"+-ing form of the main verb ("I have been doing").
To form questions we reverse the order of the pronoun and "have/has" (Have I, Has he ...?).
Present Perfect Continuous (Progressive) Tense
Form
Negative Form
Question Form
have been doing I
have not been doing Have I
been doing?
You
have been doing You
have not been doing Have you
been doing?
He
has been doing He
has
not been doing Has
he
been doing?
She
has been doing She
has
not been doing Has
she
been doing?
It
has been doing It
has
not been doing Has
it
been doing?
We
have been doing We
have not been doing Have we
been doing?
You
have been doing You
have not been doing Have you
been doing?
They have been doing They have not been doing Have they been doing?
Contracted forms: Ive, youve, shes, hes, etc.
Examples: 1. Jane has been playing the piano for five years.
2. I havent been smoking for a long time.
3. Have you ever been thinking about moving to Canada?
4. How long have you been reading that book?
Using the Present Perfect Continuous Tense
73
We use the Present Perfect Continuous to talk about an action which began in the past and has
recently finished or just finished (without time words):
Examples: 1. Bob and Gloria have just come back from the park. They have been jogging and they
are very tired now.
2. Your shirt is so dirty. What have you been doing?
3. Susan has been talking to Mike.
We use the Present Perfect Continuous to say how long something has been happening. The
action began in the past, continues in the present (or has just stopped), and may continue into the
future (with time words such as since, for, all day, all afternoon, every day this year, etc.):
Examples: 1. Ann has been playing tennis for two hours. (Ann is playing tennis now. She began to
play tennis two hours ago and she is still playing.)
2. I have been waiting for my girlfriend since 6 oclock.
3. He has been smoking for ten years.
4. Nancy has been skiing since she was 8 years old.
5. We have been living here for seven years.
6. He has been watching TV all evening.
7. We have been meeting every Friday this year.
We can use the Present Perfect Continuous to express an action or general activity in progress
(without time words or with recently, lately):
Examples: 1. Victoria has been thinking about changing her job.

2. Michael has been studying hard lately.
3. Robert has been having problems with his back recently.
Differences between the Present Perfect Continuous and the Present Perfect Simple.
Remember that we use the Present Perfect Continuous to put emphasis on the duration
of an activity or to say how long something has been happening. It is not important whether
the action has been finished or not.
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When we are interested in the result and not in the action itself we can use the Present
Perfect Simple. The action has results at present (it has been finished) or it may still
continue in the present.
Sometimes the Present Perfect Simple and the Present Perfect Continuous have
identical or slightly different meaning:
1. I have lived here for 6 years. (the situation may be permanent)
2. I have been living here for 6 years. (the situation may be temporary)
The state (stative) verbs such as be, know, own, like, hear, see, have (when we mean
"possess"), think (when we mean "believe"), etc. do not normally have continuous form. We
use them with the Present Perfect Simple.
1. Jack and Barbara have known each other since early childhood.
2. Tom has had this car for many years.
Exercises
1.
Match the following sentences:
A.
1 We have visited England
2 We have been visiting England
a six times.
b since we started learning English.
B.
1 Why is the table in such a mess?
2 Have something to eat. Here you are.
a Ive been making a salad.

b Ive made a salad.
C.
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1 Someone has eaten our toasts.

2 Someone has been eating our toasts.
a There is only one toast left.

b They are all gone
D.
1 Paul has gone
2 Paul has been going
a out with Charlene for a couple of months.

b to Paris for a few days.
E.
1 How long
2 How many times
a have you been trying to contact me?

b have you tried to contact me?
F.
1 Ive typed
2 Ive been typing
a three letters since you came home.

b letters since you came home.
G.
1 What have you been doing?
2 What have you done?
a Your face is so red.

b Have you sent him an e-mail?
76
2. Put the verbs in brackets in the right tense:

1. Peter . football yesterday. (to play)
2. Mark . the car. It looks new again. (to clean)
3. Last year we .to Spain. (not to go)
4. Our friends .(to read) the book. Now they can watch the film.
5. He..(to visit) my friend two days ago.
6. Mary .(not to visit) another country before.
7. Our neighbours (to buy) a new car in 2011.
8. Im sorry, but I .(to forget) to do my homework for today.
9. (he, to win) the game of chess?
10. The children .(to eat) their lunch yet.
3. Reading activities
A Look at the Intriguing History of Snowboarding
By Keith Kingston
To say who actually invented the sport of snowboarding would be

impossible because people have always loved to slide down a snow-covered hill. Soaring through
the snow on some kind of seat or board is nothing new. The ways to enjoy the snow are numerous,
and people have devised ways to turn garbage can lids and cardboard into snow boards to enjoy an
afternoon frolic outdoors. The various ways to glide through snow have become more sophisticated
and have evolved into using polished boards or skis in much the same manner as a surfboarder
would ride a wave.
There have been many attempts at developing a modern snowboard. In 1965, the Snurfer (a word
play on snow and surfer) was developed as a childs toy. Two skis were bound together and a
rope was placed at the front end to afford control and stability. Over 500,000 Snurfers were sold in
77
1966 but they were never seen as more than a childs plaything even though organized competitions
began to take place. The year 1969 brought a slightly more sophisticated snowboard based on the
principles of skiing combined with surfboard styling.
The Flying Yellow Banana was developed in 1977. This was nothing more than a plastic shell
covered with a top surface like that of a skateboard, but at the time it was considered a major
advance in the little known sport of snowboarding. The first national snowboard race was held in the
area outside Woodstock and was known as The Suicide Six. The race consisted of a steep
downhill run called The Face in which the main goal was probably mere survival.
Snowboarding continued to increase in popularity over the next several

years. In 1985 the first magazine dedicated specifically to snowboarding hit the news stands with
huge success and furthered the popularity of this exciting sport. Hoards of fans began to organize
regional events and pretty soon snowboarding events were held in all parts of the world. In the year
1994 snowboarding was finally declared an Olympic event, much to the delight of fans. The not-sonew sport of snowboarding was finally recognized and meant a huge victory for serious
snowboarders across the globe.
A collection of snowboarding tricks and stunts was released on video in 1996. Filmed in Alaska, the
breathtaking beauty and captivating snowboarding techniques featured in the video exposed
snowboarding to a new generation, and by 1998 snowboarding constituted almost 50% of all winter
activity. Today, nearly all ski resorts accept snowboarders. There are still a few holding on to the
past but this is unlikely to continue as the number of snowboarders continually increases.
From the first crudely built snowboards to the advanced and specialized models available today,
snowboarders have carried a bad boy image. This rebel reputation is still common today in spite of
the fact that snowboarding appeals to men, women, and children of all nationalities and social
groups. At most major ski resorts you can find snowboarding gear, information, and lessons.
78
Olympic and world wide snowboarding events are among the most popular of winter sports and the
competition to be the best is fierce.
Retailers nation wide and around the world carry many types of snowboards, and the choice in
specially made snowboarding gear is immense. Snowboarders have participated in the X Games and
even charity events such as Boarding for Breast Cancer. From its early meager beginnings
snowboarding has progressed into a fully recognized sport, and large numbers of people are turning
to snowboarding for adventure, fun, and professional recognition.
(www.EzineArticles.com)
Questions
1.Who invented the sport of snowboarding?

2. Soaring through the snow. means a.Rising upwards in the air.
b. Descending through the snow.
c. Falling through the snow.
3. Could you name some attempts at developing a modern snowboard?
4. When and where did the first national snowboard race take place?
5. When was snowboarding finally declared an Olympic event?
6. When did the first collection of snowboarding tricks and stunts appear? What did it
consist of?
7. What connotation have snowboarders carried so far?
8. What events have snowboarders participated to?
B. The Ancient Olympic Games
The first written accounts of the Olympic Games date from 776 BC, although it is sure that these
Games were not the first ones to be held. The Games, like all Greek Games, were an intrinsic part of
a religious festival held in honor of Zeus (supreme among the gods) in Olympia, a worshipping
place for the Greek gods near the town of Elis. Here the Greeks erected statues and built temples
dedicated to Zeus. The greatest shrine was an ivory and gold statue of Zeus created by the Greek
sculptor Phidias. The beauty of the statue was considered to be one of the Seven Wonders of the
World.
79
The Olympic Games were held in four-year intervals, and later the Greek method of counting the
years even referred to these Games, using the term Olympiad for the period between two Games.
The Games took place during the first full moon after the summer solstice.
When it was time for the games, the rulers of Elis sent out messengers all over Greece and to the
Greek colonies around the Black Sea and the Mediterranean. They declared a truce throughout the
Greek world for a month. No matter who you had a war with, you had to stop the war and let their
athletes and performers go through your city-state safely to get to the Olympic Games.
According to Hippias of Elis, who compiled a list of Olympic victors c.400 BC, at first the only
Olympic event was the stadion race, a race over about 190 meters, measured after the feet of
Hercules. The word stadium is derived from this foot race. This was the only event until 724 BC,
when a two-stadium race was added.
Over the years, other events were added: boxing, wrestling, pankration (combination of boxing and
wrestling), horse and chariot racing, several other running events (the hippios, dolichos, and
hoplitodromos), as well as a pentathlon, consisting of wrestling, running, long jump, javelin throw
and discus throw (the latter three were not separate events). The addition of these events meant the
festival grew from 1 day to 5 days, 3 of which were used for competition. The other 2 days were
dedicated to religious rituals.
Only freeborn male Greek citizens not accused of murder or sacrilege were eligible to participate.
Training began as early as one year before the games in the athletes home city. A month before the
games, the athletes were the obligated to move to Elis or Olympia for their final training. It was here
that the athletes were taught the rules of fair play and honorable competition.
Athletes usually competed nude. They originally wore shorts but, according to one ancient writer,
Pausanias, a competitor deliberately lost his shorts so that he could run more freely during the race
in 720 BC, and clothing was then abolished.
Spectators also abided by strict rules. Only free men not convicted of any sacrileges could attend.
Women were not allowed to watch the games, but that had nothing to do with the nudity of the male
athletes. Rather, it was because Olympia was dedicated to Zeus and was therefore a sacred area for
men. Punishment for breaking the rules was an automatic death sentence by being thrown off Mt.
Typeo.
The first day of the games began with sacrifices to the gods, for the games were meant as religious
tributes. At the great altar of Zeus, the athletes vowed that they were eligible to participate in the
80
games and that they would obey the Olympic rules while competing. Judges, trainers, and even the
athletes parents all had to make a similar vow.
On the final fifth day, there was a banquet for all of the participants, consisting of 100 oxen that had
been sacrificed to Zeus on the first day. It started with a procession to the Temple of Zeus, referred
to by the Greeks as the Altis, where each winner received his wreath of live branches from olives.
Then crowds showered them with flowers.
The victors of the Olympic games were hailed as heroes. Statues were built in their honor around the
magnificent Temple of Zeus and the stadium of Olympia. Parades with chariots, songs, and poems
written in their honor were given in their hometowns. Other special privileges awarded to the
athletes were choice seats at all public spectacles; statues carved in their image were placed in
prominent locations in the city, and they were also exempt from paying taxes. Cash rewards were
common. In some Greek cities, part of a wall was torn and victorious athlete was led in though the
opening. This ritual signified that any city with strong citizens had no need to defend itself with a
wall from its enemies.
In 146 BC, the Romans gained control of Greece and, therefore, of the Olympic games. In 85 BC,
the Roman general Sulla plundered the sanctuary to finance his campaign against Mithridates. Sulla
also moved the 175th Olympiad (80 BC) to Rome.
The ancient Olympic Games were abandoned in AD 394 by the Roman emperor Theodosius I, who
considered the Games to be a savage celebration.
Centuries of earthquakes and floods buried Olympia and the Temple of Zeus until 1870 when
German excavations unearthed the beauty and magnificent statues of the classical Greek Games.
These archeological findings in the sacred ground of Olympia fascinated French historian and
educator Baron Pierre de Coubertin so much that he was inspired to conceive the idea of reviving
the modern Olympic Games. On June 23, 1894, speaking at the Sorbonne in Paris to a gathering of
international sports leaders from nine nations proposed that the ancient Games be revived on an
international scale. The idea was enthusiastically received and the Modern Olympics, as we know
them, were born.
( www.northpark.edu)
4. Fill the gaps in the sentences, using the words below:
sacred, stadium, abided, hailed, chariot, sacrifices, solstice, wreath, conceive, sacrilege,
worshipping, obligated, excavations, truce, Mediterranean, abandoned, convicted, obey
81
1.
The Games began as a religious, sporting and cultural festival in honour of Zeus (supreme
among the gods) in Olympia, a ..place for the Greek gods near the town of Elis.
2.
The greatest was an ivory and gold statue of Zeus created by the Greek
sculptor Phidias.
3.
The Games took place during the first full moon after the summer..
4.
When it was time for the games, the rulers of Elis sent out messengers all over Greece and to
the Greek colonies around the Black Sea and the..
5.
They declared a throughout the Greek world for a month.
6.
According to Hippias of Elis, who compiled a list of Olympic victors c.400 BC, at first the
only Olympic event was the .race, a race over about 190 meters, measured after
the feet of Hercules.
7.
Over the years, other events were added: boxing, wrestling, pankration (combination of
boxing and wrestling), horse and. racing, several other running events
(the hippios, dolichos, and hoplitodromos), as well as a pentathlon, consisting of wrestling,
stadion, long jump, javelin throw and discus throw (the latter three were not separate events).
8.
Only freeborn male Greek citizens not accused of murder or ..were eligible to
participate.
9.
A month before the games, the athletes were to move to Elis or Olympia
for their final training.
10. Spectators also by strict rules.

11. Only free men not .of any sacrileges could attend.
12. Women were not allowed to watch the games, but that had nothing to do with the nudity of
the male athletes. Rather, it was because Olympia was dedicated to Zeus and was therefore a
..for men.
13. The first day of the games began with to the gods, for the games were meant as
religious tributes.
82
4.
At the great altar of Zeus, the athletes vowed that they were eligible to participate in the
games and that they would ..the Olympic rules while competing.
15. On the final fifth day, there was a banquet for all of the participants, consisting of 100 oxen
that had been sacrificed to Zeus on the first day. It started with a procession to the Temple of
Zeus, referred to by the Greeks as the Altis, where each winner received his
.of live branches from olives.
16. The victors of the Olympic games were as heroes.
17. The ancient Olympic Games were in AD 394 by the Roman emperor
Theodosius I, who considered the Games to be a savage celebration.
18. Centuries earthquakes and floods of buried Olympia and the Temple of Zeus until 1870 when
German ..unearthed the beauty and magnificent statues of the classical
Greek Games.
19. These archaeological findings in the sacred ground of Olympia fascinated French historian
and educator Baron Pierre de Coubertin so much that he was inspired to
the idea of reviving the modern Olympic Games.
UNIT SEVEN
The Past Perfect Simple
Structure
To form the Past Perfect Tense we use had with the past participle form of the verb. Most past
participles end in -ed (painted, arrived, visited, etc.).
Irregular verbs have special past participles that must be memorized. (told, said, spoken, eaten,
etc.)
Affirmative form
I
you
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he/she/it
we
you
they
had painted
ask - asked /-ed/

finish - finished /-ed/
want - wanted /-ed/
! Remember:
to be - been
to do - did
to have - had
Negative form
I
you
he/she/it
we
you
they
HAD NOT (hadnt)

PAINTED
1. I wish I hadnt painted the door red.

2. I knew that he hadnt told you the truth.
3. The doctor realised that the patient hadnt taken the medicine.
Interrogative form
HAD
I
you
he/she/it
we
they
PAINTED?
1. Where had Steven gone?

2. When had Debora arrived?
We use the Past Perfect Tense:
to say that something had already happened before another action or specific time in the past
(often with adverbs like already, until, already... by, before, after, just; if either before or after is
used Past Simple may be used instead of Past Perfect)
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the action which occurs previously in time is expressed in the Past Perfect Tense, and the action
which occurs later is expressed in the Past Tense
Examples:
1. When Linda arrived her husband had left.
2. I read in the newspaper that he had made a great discovery.
3. They were sure they had met the girl before.
4. John had repaired the car by 6 oclock.
5. Lilly had already finished her homework when Victoria came.
6. Dan had painted the fence before his friends arrived.
7. After I had cooked the dinner I watched TV.
in reported speech after verbs like told, asked, said, wanted, wondered, explained
Examples:
1.He told me that he had never been in London.
2. I asked him how many books he had sold.
3. Your parents wanted to know what you had done yesterday.
4. We wondered if Daniel had passed his final exam.
5. She said she hadnt left her job yet.
6. They told me they had been on vacation for a month.
to show regret about the past
Examples:
I wish I had brought my camera. (but I didnt)
2. I wish we had stayed at another hotel.
in Third Conditional, also called conditional type 3 (if + Past Perfect in the if clause, Perfect
Conditional in the main clause). This is a structure we use to talk about unreal conditions in the past.
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Examples:
If I had written the report last week I would have given it to you.
2. If the children had been good their mother would have taken them to the zoo.
3. He would have solved the problem if he had known how.
with conjunctions like no sooner ... than or hardly/barely ... when
Examples:
1. No sooner had I returned home than it began to snow.
2. Hardly had he finished working, when his girlfriend arrived.
a state that started in the past, and continued up to some time in the past
Examples:
1. I had lived in Spain for 3 years before I got used to the country.
2. He had worked there for two years before he got fired.
3. They had lived in New York for 5 years before they moved to Los Angeles.
Exercises
1. Write the story! Put the verbs in the correct tense (Past Tense or Past Perfect)
A.
Bob (wake) .up early in the morning. He (feel) very tired because he (sleep /
not) very well the night before.
..him awake.
A strange noise in the garden (keep)
Now it (be) six oclock and Bob (get) ..up and (go)
..to the bathroom where he (have) ..a cold shower to wake up. Then he
(make) himself a nice cup of coffee. When Bob (look) ..out of the
kitchen window, he (believe / not) ..his eyes. There (be) a bear in his
garden! He (search) ..Bobs garden for food last night. Bob (knock) at
the window. The bear (hear) ..that and(run) .away. But what a mess the bear
(make) .in the garden!
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B.
The Pilgrims
Fill the gaps with the correct tense. Use Simple Past or Past Perfect Simple.
In the 17th century, there (be) ..lots of religious tensions in England.
King James I (not / allow) ..freedom of religion in England as he (have)
..problems with certain religious groups in the past.
Thats why during his reign some people (leave) .the country.
In
September
1620
for
example,
members
of
the
English
Separatist
Church
(go)
aboard the Mayflower to emigrate to America.

Before their journey to America, they (live / already) ..in Holland for a while.
Now on the Mayflower, storms (make) .the journey to America difficult.
The Pilgrims only (reach) .America after they (sail) ..the Atlantic
for 66 days.
Because of the delay, the Pilgrims (not / build) ..enough houses and they (not /
collect) .enough food when winter (begin) .
By spring, half of the 100 Pilgrims (die) .of hunger and cold.
But then, in March 1621, the Pilgrims (meet) .the friendly Wampanoag.
One member of the Wampanoag, Squanto, even (know) ..English because several
years before he (spend) some time in Europe.
The Wampanoag (show) ..the Pilgrims how to hunt and fish.
They also (give) the Pilgrims seeds to grow corn and beans.
After
the
Pilgrims
(harvest)
.the
food
in
autumn,
they
(celebrate)
..their good harvest with the Wampanoag. This event is known today as the first
Thanksgiving.
2. Put the verbs into the correct tense (Simple Past or Past Perfect):
1. When my alarm clock (ring) ..in the morning, it (be) .half past five.
2. After I (switch) ..the alarm clock off, I (turn) .around and (fall)
.asleep again.
3. After an hour I (wake) .up again.
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4. When I (look) ..at the alarm clock, I (get) ..a fright I (oversleep)
...
5. When I (come) into the kitchen, I (brush / already) .my teeth.
6. When I (take / just) a few bites from my sandwich, I (hurry) to get
dressed.
7. I (rush) out of the house before I (finish) .my breakfast.
8. When I (reach) .the bus stop, the bus (leave / already) ...
9. So I (start) ..to run. I (run) about 1 km before I finally (catch)
..a taxi.
10. I (arrive) .at the station just a few minutes before my train (depart)
...
3. Reading
Topic:
Challenge Fitness Stations
Content:
The students will work on physical fitness development by moving through fitness challenges,
making fitness FUN!
Goals:
This lesson addresses the following Illinois State Goals: Goal 20: Achieve and maintain a healthenhancing level of Physical Fitness based upon continual self-assessment. Goal 23: Understand
human body systems and factors that influence growth and development.
Objectives:
Complete the President's Fitness Challenge or other fitness instruction so students learn the proper
form for stretches and exercises.
Materials:
stretch bands, scooters, regulation size bowling pins or hand weights, mats, beanbags and buckets,
jump ropes, shuttle blocks, step boxes or bleachers, stop watch, movement music, CD player, station
signs, and instruction sheets; Signs needed for each station include: MUSCLE-BUILDERS:
STRETCH BAND for TRICEPS & BICEPS, BOWLING PIN RUN, CURL-UPS, PUSH-UPS,
SCOOTERS and CONES; ENDURANCE and AGILITY BUILDERS: JUMPS, SHUTTLES, JUMP
ROPE; STANCES: The following stretches can be listed on one poster since they are performed
88
together in a large group: STRETCHES: SHOULDER ROLLS, NECK STRETCHES, ARM

STRETCHES, BACK STRETCHES, and AB STRETCHES.
Introduction:
The Challenge is divided into 10 stations. The stations give the students opportunities to work on
the following fitness components: muscular strength, muscular endurance, cardiovascular
endurance, and flexibility. Prepare and post signs at each station, showing students where to start
and where to proceed. A copy of instructions at each station will also cue students as to what to do.
Students should remain at each station until signaled to rotate to the next station. Movement music
played during the activity will cue the students as to when they should move to the next station, and
will also provide a cadence for performing the exercises. Rotating at the end of each song gives
about 3 minutes at each station, allowing everyone to get through all or most stations before
dismissal time. Equipment needed at each station should be readily available. Warm-up:
STRETCHES: The class will do the following stretches together in a large group before moving into
small groups for the stations. As class time allows, repeat the sequence of stretches several times. 1.
SHOULDER ROLLS: Roll shoulders forward 5 times and back 5 times. 2. NECK STRETCHES:
Slowly stretch the neck forward, back, right, and left, holding for 5 second each. (Remind students
to elongate their neck during this stretch, being careful not to shrug their shoulders, especially when
holding the head in the back position. We want to prevent "pinching" the nerves in the neck.) 3.
ARM STRETCHES: As if you are swimming, move arms performing the butterfly and backstroke,
5 times each. 4. BACK STRETCHES: Position yourself on all fours, slowly raising and lowering
spine. Repeat 5 times. 5. AB STRETCH: Lie on stomach, arms straight out at each side. Lift and
hold arms and legs 5 seconds and relax. Following the group stretches, put the student into groups of
2 to 4, depending on the size of the class. A good time-saver is to put the students into groups ahead
of time and post the list on the gym wall. This allows the teacher to accommodate students with
special needs and facilitates the opportunity for students to get to know others in the class whom
with they otherwise would not spend much time. MUSCLE BUILDERS: 1. STRETCHY BAND for
TRICEPS AND BEWITCHING BICEPS: (equipment: stretchy bands) Use stretch band to do 10
slow triceps raises and follow with 20 slow biceps builders. Repeat until it is time to rotate to the
next station. 2. BOWLING PINS: (equipment: bowling pins or hand weights) Lift bowling pins
straight overhead and run all the way around the black perimeter line in the gym keeping arms
extended overhead. 3. CURL-UPS: (equipment: mats) Do curl-ups to the cadence of the music until
it is time to rotate to the next station. 4. PUSH-UPS: (equipment: beanbags, buckets) Do push-ups
(on toes or bent-knee) to take beanbags out of bucket and then put back into bucket alternating right
and left hands. 5. SCOOTERS and CONES: (equipment: scooters and 6-8 cones) Lie with stomach
on scooter and use only hands to travel around the creepy cone course. ENDURANCE and
AGILITY BUILDERS: 6. JUMPS: (equipment: step boxes or available bleachers) Use a two-foot
jump and two-foot landing to move on and off the steps rhythmically, to the music cadence. Face
forward first, then sideways. 7. SHUTTLES: (equipment: 2 wooden blocks or erasers, stopwatch,
Set up a shuttle run course. You need two lines 30' apart with 2 blocks or erasers set on the far line.)
On a signal, run to the opposite line, pick up a block, run back to set it on the starting line, go back
to get the other block, and run back through the finish line. Have someone time you with the
stopwatch. 8. JUMP ROPE: (equipment: jump ropes) Jump continuously forward and back, to the
cadence, until it is time to rotate. STANCES: 9. Tree Pose: (equipment: none) Stand with feet
together. Shift your weight slightly onto the left foot, keeping the inner foot firm to the floor, and
bend your right knee. Reach down with your right hand and clasp your right ankle and draw your
right foot up and place the sole against the inner left thigh. If possible, press the right heel into the
89
inner left groin, toes pointing toward the floor. The center of your pelvis should be directly over the
left foot. Rest your hands on the top rim of your pelvis, making sure the pelvis is in a neutral
position, with the top rim parallel to the floor. Lengthen your tailbone toward the floor. Firmly press
the right foot sole against the inner thigh and resist with the outer left leg. Press your hands together.
Gaze softly at a fixed point in front of you on the floor about 4 or 5 feet away. Stay for 30 seconds
to 1 minute. Step back to starting position with an exhalation and repeat for the same length of time
with the legs reversed. 10. Side plank pose: (equipment: none) From plank pose (push-up position),
bring the right palm to center on the floor. Bring the outside of the right foot on the floor in line with
the palm. Stack the left foot on top of the right, with the inner edges of the feet in contact. Press the
right hand down into the floor and lift the hips making the legs and torso one straight line. When
you feel balanced, lift the left hand up towards the ceiling, making the arms one straight line. Press
the outer edge of the right foot down, pull up the kneecaps and squeeze the thighs and buttocks.
Look straight ahead, with the chin off the chest. Breathe and hold for 2-5 breaths. To release: exhale
and bring the left hand down to the floor, bring both toes tucked under on the floor, into plank pose.
Repeat on other side. Modifications: Bend one or both knees down to the floor.
Accomodation:
Do as many of the stretches as limitations allow; use wrist and leg weights for child who cannot
hold weights; have child repeat an activity (s)he can do until heart rate increases; balance body and
objects on body as limitations allow.
Checking For Understanding:
An observation checklist can be used to see if students are performing activities as directed
according to the criteria on the President's Challenge Fitness Tests or some other fitness assessment.
Closure
Have students cool down and review the correct cues and skills for the President's Fitness
Challenge.
(http://www.teachnology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=7&lsn_id=20116)
Answer the questions:
1. What will the students work on by moving through fitness challenges, nmaking fitness fun?
2. Why is Challenge Fitness Stations important?
3. Name the objectives!
4. Name the materials that are used!
5. The Challenge is divided into 10 stations. What are these stations used for?
6. What is the role of movement music played during the activity?
7. What you do have to do during the Warm-up?
8. What do you have to do during Muscle Builders activity?
9. What should you do for accommodation?
10. What is the Checking for understanding and what is it used for?
90
UNIT EIGHT
The Past Perfect Continuous
The Past Perfect Progressive puts emphasis on the course or duration of an action taking place
before a certain time in the past.
Form
A: He had been talking.
N: He had not been talking.
Q: Had he been talking?
Hadnt he been talking?

Use
action taking place before a certain time in the past
sometimes interchangeable with Past Perfect Simple
puts emphasis on the course or duration of an action

Signal words: for, since, the whole day, all day
Mind!
We use Simple Past if we give past events in the order in which they occurred. However, when we
look back from a certain time in the past to tell what had happened before, we use Past Perfect.
Normal order in the past or looking back to an event before a certain time in the past?
Do you just want to tell what happened some time in the past or do you want to tell what had
happened before/up to a certain time in the past?
Simple Past
Past Perfect Simple
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some time in the past
before/up to a certain time in the past
Example:
Example:
Jane got up at seven. She opened her birthday
Before her sixth birthday, Jane had never
presents and then the whole family went to the
been to the zoo.
zoo.
Signal Words
Simple Past
Past Perfect Simple
first
already
then
up to then
before that day
after*
*Note: "After" is only used as a signal word for Past Perfect if it is followed by a subject + verb,
meaning that one action had been completed before another action began (the new action is in
Simple Past).
Example:
After the family had had breakfast, they went to the zoo.
However, if "after" is followed by object + subject + verb, the verb belongs to the new action and is
therefore in Simple Past.
Example:
After her visit to the zoo, Jane was exhausted.
More exceptions with signal words
When
Depending on the situation, "when" can be used with Simple Past or Past Perfect. Compare the
following examples:
Example:
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When Jane saw the elephants, she was amazed. (at the same time)
When Jane had seen the elephants, she wanted to see the giraffes. (second action happened
after the first action had been completed)
When Jane went to see the elephants, she had already seen the lions. (second action had been
completed when the first action took place)
Before
"Before" as well can either be used with Simple Past or Past Perfect. If the action after "before"
is a new action, use Simple Past. If the action after "before" started (and was not completed) before
a certain time in the past, use Past Perfect. Compare the following examples:
Example:
Jane had read a lot about elephants before she went to the zoo.
Jane went to the zoo before she had finished reading her new book about elephants.
Exercises
1. Put the verbs into the correct form (Past Perfect Progressive).
1. We (sleep) .for 12 hours when he woke us up.
2. They (wait) at the station for 90 minutes when the train finally arrived.
3. We (look for) .her ring for two hours and then we found it in the bathroom.
4. I (not / walk) ..for a long time, when it suddenly began to rain.
5. How long (learn / she) .English before she went to London?
6. Frank Sinatra caught the flu because he (sing) in the rain too long.
7. He (drive) less than an hour when he ran out of petrol.
8. They were very tired in the evening because they (help) on the farm all day.
9. I (not / work) all day; so I wasnt tired and went to the disco at night.
10. They (cycle) .all day so their legs were sore in the evening.
2. Choose the correct tense (Simple Past or Past Perfect).
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1. The wind (blow) .away the leaves that we (gather).

2. She (throw) . away the letter that she (receive)..
3. They (show) me the pictures, they (take) during their holidays.
4. In the evening, the children (tell) their daddy what they (see).. at the
zoo.
5. The boy (feel) very sorry for what he (do)...
6. My friend(eat) .up all the biscuit we(bake) ...
7. The teacher(correct) ..the tests we(write)
8. I(give) them some of the candies I(buy)
9. My sister(see / not) .the note that I(lay)..on the kitchen table for
her.
10. We(want) to watch a film that we (see / not) .before.
11. When Simon out to play, he his homework.
12. Jenny home, .down and on the telly
13. Before that day in winter, the African boy (see) ..snow in winter.
14. She (tell) .me about the book that she (buy).
15. When he(wake up).., his mother(already / prepare) breakfast.
16. We (visit) ..the museum that our friend (tell)..us about a week before.
17. We(go) ..to London because the Queen(invite) .us for tea
18. When she(start) .to learn English, she(already / learn) .French.
19. Jane(already / type) ..ten pages when her computer(crash
20. Before that day we(never / think) ..of going to Japan
3. Using the words in parentheses, complete the text below with the appropriate tenses (Past Perfect
Simple, Past Perfect Continuous):
1. Im sorry I left without you last night, but I told you to meet me early because the show started at
8:00. I (try) ..to get tickets for that play for months, and I didnt want to miss it. By the
time I finally left the coffee shop where we were supposed to meet, I (have) five cups of
coffee and I (wait) .over an hour. I had to leave because I (arrange) to
94
meet Kathy in front of the theater.

2. When I arrived at the theater, Kathy (pick, already) ..up the tickets and she was waiting for
us near the entrance. She was really angry because she (wait) .for more than half an
hour. She said she (give, almost) ..up and (go) ..into the theater without us.
3. Kathy told me you (be) ..late several times in the past and that she would not make
plans with you again in the future. She mentioned that she (miss) ..several movies
because of your late arrivals. I think you owe her an apology. And in the future, I suggest you be on
time!
6. Using the words in parentheses, complete the text below with the appropriate tenses (Paste
Perfect, Past Perfect Continuous, Present Perfect Simple, Present Perfect Continuous):
1. It is already 9:30 PM and I (wait) ..here for over an hour. If John does not get here in the
next five minutes, I am going to leave.
2. I was really angry at John yesterday. By the time he finally arrived, I (wait) ..for
over an hour. I almost left without him.
3. Did you hear that Ben was fired last month? He (work) ..for that import company for
more than ten years and he (work) ..in almost every department. Nobody knew the
company like he did.
4. I (see) ..many pictures of the pyramids before I went to Egypt. Pictures of the
monuments are very misleading. The pyramids are actually quite small.
5. Sarah (climb) .the Matterhorn, (sail) around the world, and (go)
on safari in Kenya. She is such an adventurous person.
6. Sarah (climb) .the Matterhorn, (sail) ..around the world and (go)
..on safari in Kenya by the time she turned twenty-five. She (experience)
more by that age than most people do in their entire lives.
7. When Melanie came into the office yesterday, her eyes were red and watery. I think she (cry)
..
4. Using the words in parentheses, complete the text below with the appropriate tenses:
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1. You look really great! (you, work) .out at the fitness center recently?
2. A: What (you, do) ..when the accident occurred?
B: I (try) ..to change a light bulb that had burnt out.
3. I (have) ..the same car for more than ten years. Im thinking about buying a new one.
4. If it (snow) ..this weekend, we (go) .skiing near Lake Tahoe.
5. A: What do you call people who work in libraries?
B: They (call) .librarians.
6. I came to England six months ago. I started my economics course three months ago. When I
return to Australia, I (study) for nine months and I (be) ..in England for exactly one
year.
7. Sam (arrive) .in San Diego a week ago.
8. Samantha (live) in Berlin for more than two years. In fact, she (live)
there when the Berlin wall came down.
9. If Vera (keep) .drinking, she (lose, eventually) ..her job.
10. The Maya established a very advanced civilization in the jungles of the Yucatan; however, their
culture (disappear, virtually) ..by the time Europeans first (arrive) ..in
the New World.
11. Shhhhh! Be quiet! John (sleep) .
12. It (rain) all week. I hope it stops by Saturday because I want to go to the beach.
13. Listen Donna, I dont care if you (miss) ..the bus this morning. You (be)
..late to work too many times. You are fired!
14. I am sick of rain and bad weather! Hopefully, when we (wake) up tomorrow
morning, the sun (shine) .
15. I have not traveled much yet; however, I (visit) ..the Grand Canyon and San
Francisco by the time I leave the United States.
16. I (see) .many pictures of the pyramids before I went to Egypt. Pictures of the
monuments are very misleading. The pyramids are actually quite small.
17. In the last hundred years, traveling (become) .much easier and very comfortable. In
the 19th century, it (take) ..two or three months to cross North America by covered
wagon. The trip (be) ..very rough and often dangerous. Things (change)
..a great deal in the last hundred and fifty years. Now you can fly from New York to
Los Angeles in a matter of hours.
96
18. Josephs English (improve, really) .., isnt it? He (watch) ..American television
programs and (study) .his grammar every day since he first arrived in San Diego.
Soon he will be totally fluent.
19. When I (arrive) home last night, I discovered that Jane (prepare) a beautiful
candlelight dinner.
20. If you (need) to contact me sometime next week, I (stay) at the Sheraton in
San Francisco.
5. Complete questions 1-10 below with the appropriate tenses and answer questions 11-15.
1. When Carol (call) ..last night, I (watch) my favorite show on television.
2. I (work) .for this company for more than thirty years, and I intend to stay here until I
retire!
3. Sharon (love) to travel. She (go) .abroad almost every summer. Next year, she
plans to go to Peru.
4. Thomas is an author. He (write) ..mystery novels and travel memoirs. He (write)
..since he was twenty-eight. Altogether, he (write) ..seven novels, three
collections of short stories and a book of poetry.
5. We were late because we had some car problems. By the time we (get) to the train
station, Susan (wait) for us for more than two hours.
6. Sam (try) .to change a light bulb when he (slip) ..and (fell)
...
7. Everyday I (wake) .up at 6 oclock, (eat) breakfast at 7 oclock and
(leave) ..for work at 8 oclock. However, this morning I (get) ..up at 6:30, (skip)
..breakfast and (leave) for work late because I (forget) .to set my
alarm.
8. Right now, Jim (read) ..the newspaper and Kathy (make) .dinner. Last night at
this time, they (do) the same thing. She (cook) and he (read) ..the
newspaper. Tomorrow at this time, they (do, also) .the same thing. She (prepare)
dinner and he (read) .. They are very predictable people!
9. By this time next summer, you (complete) your studies and (find) .a job. I, on
the other hand, (accomplish, not) anything. I (study, still) ..and you (work)
..in some new high paying job.
97
10. The students (be, usually) .taught by Mrs.. Monty. However, this week they (teach)
..taught by Mr. Tanzer.
11.
Jane talks on the phone.
Bob has been talking on the phone for an hour.
Mary is talking on the phone.
Who is not necessarily on the phone now?
12.
Im going to make dinner for Frank.
Im making dinner for Judy.
Ill make dinner for Mary.
I make dinner for Ted.
I will be making dinner for Tony.
Who are you offering to make dinner for?
13.
Jane left when Tim arrived.
Bob left when Tim had arrived.
When Tim arrived, Mary was leaving.
John had left when Tim arrived.
After Tim arrived, Frank left.
Who did not run into Tim?
14.
Jane is talking in class.
Bob always talks in class.
Mary is always talking in class.
98
Whose action bothers you?
15.
Jane never left Jamestown.
Bob has never left Jamestown.
Who is still alive?
n. Reading
FIFA World Cup 2010 in South Africa
The FIFA World Cup takes place every four years, two years after and before the UEFA European
Championship.
The World Cup competition is a quadrennial event that first took place in Uruguay in 1930. It is
sponsored by the Fdration Internationale de Football Association (FIFA) the worlds football
association. The last World Cup was held in Germany in 2006, where Italy became the world cup
holder. South Africa is the host of this years World Cup.
The 32 countries qualified for the World Cup first play in groups (A-H). The teams are awarded 3
points for a win, 1 point for a draw and no point for a loss. The best two teams of each group
advance to the Round of 16. The best eight of them move on to the quarter final, of which the top
four teams get a place in the semi final. The winner of the World Cup 2010 is the team that wins the
World Cup final on Sunday, 11 July in Johannesburg.
Introduction
Soccer is a ball game played by two teams. The ball is advanced with the feet, thats why the sport is
also called football. As not to confuse it with other variants of football, e.g. American football,
rugby, or Gaelic football, the official name of this sport is association football (after the London
Football Association). But English native speakers usually just call it soccer, football, footie, footy
or footer.
Basic rules in football
99
Object: The object is to score goals.

Players: Each team has 11 players:
a goalkeeper (also called goalie) who tries to block the shots by the opposing team
the fullbacks (defense) who try to prevent the opposing team from scoring goals
the halfbacks (or midfielders) who play both offense and defense
the forwards (or strikers) who try to score goals for their team
Duration: The game is played in two halves of 45 minutes each. At halftime the teams change ends.
Playing: Except for the goalie and at throw ins, players must not touch the ball with their hands or
arms. They can, however, use any other part of the body.
Scoring: A goal is scored when the ball has crossed the goal line between the posts and under the
crossbar.
Field: This is what a soccer field looks like.
(http://www.ego4u.com/en/read-on/animals/soccer/worldcup2010)
Soccer vocabulary
100
The Field:
penalty area
field
goal area
goal
goal line
centre circle
touchline
centre line
penalty mark
The Match:
match
penalty kick
first league
dropped ball
ball
header
tip-off
bicycle kick
final whistle
free kick
kick-off
allowance
corner kick
extra time
throw in
The Team
team
opposing team
That was a goal!
referee
Come on, kick a goal!
linesman
Pass the ball!
goalkeeper/goalie
Which team do you support?
forward/striker
Whats the score?
midfielder
Whos winning?
fullback/back
Its 2-1 for ManU.
sweeper
Theyre still tying.
substitute
Its a draw.
starting lineup
The match was tied./The match ended in
defending champions
a draw.
Phrases:
He was sent off.
Goal!
The ball is out of bounds/out of play.
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Quizz
1. What is soccer officially called?
a. association football
b. London Football Association
c. Gaelic football
2. What does the goalie do?

a. He tries to score goals for his team.
b. He tries to block shots from the opposing team
c. He controls the game
3. Are players allowed to touch the ball with their hands?

a. It is allowed in certain situations only.
b. No. Nobody is allowed to do this.
c. Yes. The players can use their hands all the time.
4. Theyre still tying. - What does it mean?
a. One team has scored more goals than the other but the game isnt over yet
b. The number of goals scored by each team is equal but the game isnt over yet.
c. The game is over and the number of goals scored by each team is equal.
5. Who can be awarded a corner kick?

a. the referee
b. the defending team
c. the attacking team
6. Which country does Simon Cox play for in the European Championship 2012?
a. Netherlands
b. England
c. Ireland
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d. Austalia
7. Whats it called when a player kicks the ball that hasnt touched the ground yet?
a. tackle
b. high kick
c. volley
d. throw in
8. Who won the European Soccer Championship in 2000?

a. France
b. Italy
c. Germany
d. Greece
UNIT NINE
The Future Simple Tense
English does not have a verb form specifically used to express future tense. We have to choose
from a variety of forms (using will/shall, going to, the Present Continuous, the Present
Simple, etc.) to talk about future events. The future expressed with the modal auxiliaries will and
shall + the base form of the verb is known as the Future Simple Tense or Will Future. Keep
in mind, however, that will doesnt always serve to indicate the future. We can use will to
talk about events happening at the present. (For example: This car wont start.)
Structure
The Future Simple Tense is composed of two parts: will/shall + base verb. Will and shall are
often contracted to ll.
Affirmative form
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I
we
+ shall / will + work
you
he/she/it
they
+ will + work
Examples:
1. I shall/will write her tomorrow.
2. We shall/will go shopping together during the holidays.
Note: Will is used with all persons. Shall can be used instead of will with I/we. In
modern English, particularly in American English, shall with a future reference is rarely used.
Negative form
I
we
I
you
he/she/it
we
they
SHALL + NOT
(SHANT) +
WORK
WILL + NOT
(WONT)
+ WORK
I wont answer that question.

They wont accept this offer.
Interrogative form
To form interrogative sentences we use will with all persons:
WILL
I
we
WORK?
you
WILL he/she/it
they
WORK?
Will you open the window, please?

Will you do it for me?
Note: We use shall to make offers, ask for advices or suggestions, etc. (mainly in British
English)
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1. Shall I close the door?

2. Shall we go to a picnic tomorrow?
3. Shall I study English?
Shall is also used as an imperative in formal or legal written statements:
1. The Chairman shall be present at the Companys general meetings.
2. The accused shall be present during the trial.
We use the Future Simple Tense:
to say that something will happen in the future. Adverbs of time that will indicate such tense
may include: tomorrow, today, later today, in five minutes, in two hours, on Monday, on
Saturday afternoon, next week/month, this year, etc.
! Note that when we talk about prior plans, strong intentions or fixed arrangements we do not
normally use will:
I am going to meet him this afternoon. (to be + going to + main form of the verb)
Im going to buy a new car this year. (to be + going to + main form of the verb)
I am going to a party tomorrow night. (the Present Continuous)
Tina is getting married next month. (the Present Continuous)
! Note: Will is used instead of going to when a formal style is required, particularly in the written
language (See example no 12)
Examples:
1. I will finish my report later today.
2. The sun will rise at 6:03 am.
3. Ill go to the market tomorrow.
4. There will be another conference next month.
5. Ill come to see you on Sunday.
6. Well be back on Friday afternoon.
7. Tom will visit his parents next week.
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8. They will paint the fence blue.

9. I will return in two hours.
10. He will finish his homework in twenty minutes.
11. Jane will turn 18 this year.
12. The wedding will take place on May 8th. The ceremony will begin at 4pm, followed by a
meal and a big party.
Note: In certain situations we use will to emphasize:
13. You will drink your milk!

14. I will find a job.
to express spontaneous decision / to volunteer to do something (the action is decided at the

moment of speaking)
Examples:
1. Ill close the window.

2. Ill have a cup of tea, please.
3. - The phone is ringing.
- Ill answer it.
4. - Oops, I dropped my pencil.
- Ill pick it up.
to predict future events (for example, to say what we think or believe will happen), we use
both will and going to
! But note that we use going to (not will) to make predictions about events when there is a
concrete evidence:
Look at those dark clouds in the sky. It is going to rain soon.
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Examples:
1.I think it will rain.

2. The weather tomorrow will be sunny and warm.
3. I think David Brown will be the next mayor of our city.
4. Everything will be fine.
5. You are going to be a famous artist some day.
6. I think you are going to marry a wrong person.
to make promises or threats
Examples:
Ill be there at 7 p.m., I promise.
2. Ill tell your parents what you did.
to request help or to offer help
Examples:
1. Will you please help me to do my homework?
2. That suitcase is too heavy. Ill help you.
with words and expressions such as: probably, possibly, perhaps, (Im) sure, (I) expect
Examples:
1.Ill probably get there by my car.
2. You must read this book. Im sure youll like it.
3. I expect Tom will pass his exam.
to talk about consequences (with if, when, provided, unless, as, as soon as, as long as, etc.)
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Examples:
1. If it begins to rain, Ill certainly need an umbrella.
2. She will tell him when he calls.
when the main verb is be even if we talk about planned events
Examples:
1. Ill be in Athens tomorrow.

2. Ill be at a conference next week.
More examples:
1. Will you go shopping?
2. I will not permit that kind of behaviour.
3. Will our teacher come with us?
Yes, he will. / No, he wont.
4. Our teacher wont come with us.
Exercises
1. Using the words in parentheses, complete the text below with the appropriate tenses (Will or
Going To)
A: Why are you holding a piece of paper?

B: I (write) .a letter to my friends back home in Texas.
2. A: Im about to fall asleep. I need to wake up!
B: I (get) .you a cup of coffee. That will wake you up.
3. A: I cant hear the television!
B: I (turn) ..it up so you can hear it.
4. We are so excited about our trip next month to France. We (visit) Paris,
Nice and Grenoble.
5. Sarah (come) .to the party. Oliver (be) ..there as well.
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6. Ted: It is so hot in here!

Sarah: I (turn) the air-conditioning on.
7. I think he (be) .the next President of the United States.
8. After I graduate, I (attend) .medical school and become a doctor. I have
wanted to be a doctor all my life.
9. A: Excuse me, I need to talk to someone about our hotel room. I am afraid it is simply too
small for four people.
B: That man at the service counter (help) ..you.
10. As soon as the weather clears up, we (walk) ..down to the beach and go
swimming.
2. Using the words in parentheses, complete the text below with the appropriate tenses (Will or
Going To)
1. Mark: What are you doing with those scissors?

Beth: I (cut) .that picture of the ocean out of the travel magazine.
Mark: What (you, do) .with it?
Beth: I (paint) .a watercolor of the ocean for my art class, and I thought I
could use this photograph as a model.
2. Mark: (you, do) .me a favor, Sam?
Sam: Sure, what do you want me to do?
Mark: I (change) the broken light bulb in the lamp above the dining room
table. I need someone to hold the ladder for me while I am up there.
Sam: No problem, I (hold) .it for you.
3. Gina: Where are you going?

Ted: I (go) ..to the store to pick up some groceries.
Gina: What (you, get)?
Ted: I (buy) some milk, some bread, and some coffee.
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4. John: Wow, its freezing out there.

Jane: I (make) .some coffee to warm us up. Do you want a piece of pie as well?
John: Coffee sounds great! But I (have) ..dinner with some friends later, so Id
better skip the pie.
Jane: I (go) ..to dinner tonight too, but Im having a piece of pie anyway.
5. Frank: I heard youre taking a Spanish class at the community college.

Tom: Yeah, I (go) .to Guatemala next spring and I thought knowing a little
Spanish would make the trip easier.
Frank: I (visit) ..my brother in Marseilles next year. Maybe I should take a
French class.
Tom: I have a course catalog in the other room. I (go) ..get it, and we can see
whether or not theyre offering a French course next semester.
6. Michael: Do you think the Republicans or the Democrats (win) .the next
election?
Jane: I think the Republicans (win) .the next election.
John: No way! The Democrats (win)..
7. Susan: We (go) camping this weekend. Would you like to come along?
Sam: That sounds great, but I dont have a sleeping bag.
Susan: No problem. I (lend) .you one. My family has tons of camping gear.
8. Barbara: I (buy) .a new car this weekend, but Im a little worried because I
dont really know much about cars. Im afraid the salesman (try) to take
advantage of me when he sees how little I know.
Dave: I used to work for a mechanic in high school and I know a lot about cars. I (go)
.with you to make sure you are not cheated.
9. Gina: Fred and I (visit) Santa Fe next summer. Have you ever been there?
Margaret: My family lives in Santa Fe! I (give) ..you my parents phone number.
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When you get to Santa Fe, just call them and they (give) ..you a little tour of the
town. They can show you some of the sights that most tourists never see.
10. Pam: Can you see my future in the crystal ball? What (happen) next year?
Fortune Teller: You (meet) ..a man from the East Coast, perhaps New York or
maybe Boston. You (marry) that mystery man.
Pam: Forget the man! I want to know if I (get) a new job.
3. Using the words in parentheses, complete the text below with the appropriate tenses (Simple
Present / Simple Future)
1. Today after I (get) ..out of class, I (go) .to a movie with
some friends.
2. When you (arrive) ..in Stockholm, call my friend Gustav. He (show)
you around the city and help you get situated.
3. A: Do you know what you want to do after you (graduate)?
B: After I (receive) ..my Masters from Georgetown University, I (go)
to graduate school at UCSD in San Diego. I (plan) .to complete a
Ph.D. in cognitive science.
4. If it (snow) this weekend, we (go) ..skiing near Lake Tahoe.
5. Your father (plan) to pick you up after school today at 3:00 oclock. He (meet)
..you across the street near the ice cream shop. If something happens and he
cannot be there, I (pick) you up instead.
6. If the people of the world (stop, not) ..cutting down huge stretches of rain forest,
we (experience) ..huge changes in the environment during the twenty-first century.
7. If Vera (keep) ..drinking, she (lose, eventually) her job.
8. I promise you that I (tell, not) ..your secret to anybody. Even if somebody (ask)
.me about what happened that day, I (reveal, not) ..the truth to a
single person.
9. She (make) .some major changes in her life. She (quit) ..her
job and go back to school. After she (finish) ..studying, she (get) a
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better-paying job and buy a house. She is going to improve her life!
10. Tom (call) ..when he (arrive) ..in Madrid. He (stay) with
you for two or three days until his new apartment (be) ..available.
4. Using the words in parentheses, complete the text below with the appropriate tenses
1. Michael: After you (leave) .work, will you please drop by the grocery store
and pick up some milk and bread?
Marie: No problem, I (pick) .up the groceries and be home by 6 oclock.
Michael: Great. You will probably get home before I (do)..
2. Ari: By the time we (get) to the movie theater, the tickets are going to be
sold out.
Sarah: Dont worry. I told Jane we might be arriving just before the movie
(start).. She (buy) ..our tickets and meet us in the lobby.
Ari: That place is huge! We (find, never) her in that crowded lobby.
Sarah: Calm down, we (meet) .each other near the entrance.
3. Terry: If the weather (be) ..good tomorrow, maybe we should go to the beach.
Jennifer: I have a better idea. If it (be) .nice out, well go to the beach; and if it
(rain)., well see a movie.
Terry: I guess we will have to wait until we (get) .up in the morning to find out what
we are going to do.
4. Max: What are you going to do tomorrow after work?

Sean: I (meet) some friends at the cafe across the street. Would you like to come
along?
Max: No thanks! My brother is coming to town and I (pick) .him up from the airport
at 7 oclock.
Sean: We (be, probably) .at the cafe until 9 oclock. Why dont you join us after you
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(pick) .him up.

Max: Sounds good. We (see) ..you around 8 oclock.
5. Lucy: I (call) you as soon as I arrive in Dublin.
Dwain: If I am not there when you (call).., make sure to leave a message.
Lucy: I will. And please dont forget to water my plants and feed the cat.
Dwain: I promise I (take) ..care of everything while you are in Ireland.
Reading activity
Ice hockey is a team sport played on ice, in which skaters use wooden or composite sticks
to shoot a hard rubber puck into their opponent's net. In regions where it is popular, the game is
often referred to simply as hockey. The game is played between two teams with six players on
the ice at a time (unless there is a penalty). A team usually consists of four lines of three
forwards, 3 pairs of defencemen and two goalies. Five members of each team skate up and down
the ice trying to take the puck and score a goal against the opposing team. Each team has
agoaltender who tries to stop the puck from going into the goal or "net".
A fast-paced physical sport, ice hockey is most popular in areas that are sufficiently cold for
natural reliable seasonal ice cover, such as in North America, the National Hockey League(NHL)
is the highest level for men, and the most popular. The Canadian Women's Hockey
League (CWHL) and the Western Women's Hockey League (WWHL) are the highest levels for
women. It is the official national winter sport of Canada, where the game enjoys immense
popularity. The first organized game was played on March 3, 1875 in Montreal, Canada.
While there are 68 total members of the International Ice Hockey Federation (IIHF), 162 of 177
medals at the IIHF World Championships have been taken by these seven nations: Canada, the
Czech Republic, Finland, Russia, Slovakia, Sweden and the United States. Of the 64 medals
awarded in men's competition at the Olympic level from 1920 on, only six medals did not go to
the one of those countries. All 12 Olympic and 36 IIHF World Women's Championships medals
have gone to one of these seven countries, and every gold medal in both competitions has been
won by either Canada or the United States. A game played on ice with a curved bat and a ball
existed before Ice Hockey was created in the form of IJscolf, or Colf on ice, which was popular
in the Low Countries between the Middle Ages and the Dutch Golden Age. The game was played
with a wooden curved bat (called Colf or Kolf) and a ball made of wood or leather between two
poles or simply convenient nearby landmarks, with the object hitting the chosen point with the
least number of strokes.
However, most believe that ice hockey evolved from outdoor stick-and-ball games adapted to the
icy conditions of Canada in the 19th century. The games of British soldiers and immigrants to
Canada, influenced by stick-and-ball games of First Nations, evolved to become a game played
on ice skates, often played with a puck, and played with sticks made by the Mi'kmaq of Nova
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Scotia. The name of hockey itself has no clear origin, though the first known mention of the word
'hockey' in English dates to 1363. Professional ice hockey has existed from the early 20th
century. By 1902, the Western Pennsylvania Hockey League was the first to openly employ
professionals. The league joined with teams in Michigan and Ontario to form the first fully
professional International Professional Hockey League (IPHL), in 1904. The IPHL hired
numerous players from Canada, and Canadian leagues in response started to openly pay players,
who played alongside amateurs. The IPHL, cut off from its biggest source of players, disbanded
in 1907. By then, several professional hockey leagues were operating in Canada, with leagues in
the Manitoba, Ontario and Quebec provinces of Canada.
In 1910, the National Hockey Association (NHA) was formed in Montreal. The NHA would
further refine the rules, dropping the rover position, splitting the game into three 20-minute
periods and introducing the system of minor and major penalties. After re-organizing as
the National Hockey League (NHL) in 1917, the league expanded into the United States in 1924.
Professional ice hockey leagues developed later in Europe. The game of bandy was still popular
and amateur leagues leading to national championships were in place. One of the first was the
Swiss National League A founded in 1916. Today, professional leagues have been introduced in
most countries of Europe. The top leagues in Europe include the Kontinental Hockey League,
the Czech Extraliga, the Finnish SM-liiga and the Swedish Elitserien. Since ice hockey is a full
contact sport and body checks are allowed, injuries can be a common occurrence. Protective
equipment is mandatory and is enforced in all competitive situations. This includes a helmet
(cage worn if certain age), shoulder pads, elbow pads, mouth guard, protective gloves, heavily
padded shorts (also known as hockey pants), athletic cup, shin pads, skates, and (optionally) a
neck protector. In addition, goaltenders use different gear, a neck guard, chest/arm protector,
blocker, catch glove, and leg pads.
One important piece of equipment is the ice skate itself. Hockey skates are optimized for several
factors, some of which increase the effort needed to achieve the highest skating speeds
(see Racing Skates). Hockey skates are optimized for physical acceleration (maneuverability).
This includes rapid starts, stops, turns, and changes in skating direction. In addition they must be
rigid and tough to protect the skater's feet from contact with other skaters, sticks, pucks, the
boards, and the ice itself. Rigidity also improves the overall maneuvrability of the skate. Blade
length, thickness (width), and curvature (rocker/radius (front to back) and radius of hollow
(across the blade width) are quite different from speed or figure skates. Hockey players usually
adjust these parameters based on their skill level, position, and body type. A professional game
consists of three periods of twenty minutes each, the clock running only when the puck is in play.
The teams change ends for the second period, again for the third period, and again at the start of
each overtime played(playoffs only; same ends as the odd periods otherwise). Recreational
leagues and children's leagues often play shorter games, generally with three shorter periods of
play.
Various procedures are used if a game is tied. In tournament play, as well as in the NHL playoffs,
North Americans favor sudden death overtime, in which the teams continue to play twenty
minute periods until a goal is scored. Up until the 19992000 season regular season NHL games
were settled with a single five minute sudden death period with five players (plus a goalie) per
side, with both teams awarded one point in the standings in the event of a tie. With a goal, the
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winning team would be awarded two points and the losing team none (just as if they had lost in
regulation).
From 19992000 until 200304, the National Hockey League decided ties by playing a single
five minute sudden death overtime period with each team having four players (plus a goalie) per
side to "open-up" the game. In the event of a tie, each team would still receive one point in the
standings but in the event of a victory the winning team would be awarded two points in the
standings and the losing team one point. The idea was to discourage teams from playing for a tie
since previously some teams might have preferred a tie and 1 point to risking a loss and zero
points. The only exception to this rule is if a team opts to pull their goalie in exchange for an
extra skater during overtime and is subsequently scored upon (an 'Empty Net' goal), in which
case the losing team receives no points for the overtime loss.
International play and several North American professional leagues, including the NHL (in the
regular season), now use an overtime period identical to that from 9900 0304 followed by
a penalty shootout. If the score remains tied after an extra overtime period, the subsequent
shootout consists of three players from each team taking penalty shots. After these six total shots,
the team with the most goals is awarded the victory. If the score is still tied, the shootout then
proceeds to a sudden death format. Regardless of the number of goals scored during the shootout
by either team, the final score recorded will award the winning team one more goal than the score
at the end of regulation time. In the NHL if a game is decided by a shootout the winning team is
awarded two points in the standings and the losing team is awarded one point. Ties no longer
occur in the NHL. In 1799, William Pierre Le Cocq, in a letter written in Chesham,
Buckinghamshire, England, provides a reference to the game hockey: I must now describe to
you the game of Hockey; we have each a stick turning up at the end. We get a bung. There are
two sides one of them knocks one way and the other side the other way. If any one of the sides
makes the bung reach that end of the churchyard it is victorious.[13] The actual word hockey was
mentioned centuries before, in 1363, when King Edward III of England issued a declaration
banning a list of games: "moreover we ordain that you prohibit under penalty of imprisonment all
and sundry from such stone, wood and iron throwing; handball, football, or hockey; coursing and
cock-fighting, or other such idle games".
From the context, the word "hockey" is a clear corruption of the word "hook" referring to the end
of the stick. In 1527 a statute recorded in Galway City in Ireland stated, "At no time to use ne
occupy ye hurling of ye litill balle with the hookie sticks or staves, nor use no hand balle to play
without the walls, but only the great foot balle." This was referring to the game of hurling and the
hook made it likely the stick was like the ones used in shinty.
According to the Austin Hockey Association, the word puck is derived from the Scottish Gaelic
word "puc" or the Irish word "poc," meaning to poke, punch or deliver a blow. This definition is
explained in a book published in 1910 entitled "English as we Speak it in Ireland" by P. W.
Joyce. It defines the word puck as "... The blow given by a hurler to the ball with his caman or
hurley is always called a puck." Hockey is an "offside" game, meaning that forward passes are
allowed, unlike in rugby. Before the 1930s hockey was an onside game, meaning that only
backward passes were allowed. Those rules favored individual stick-handling as a key means of
driving the puck forward. With the arrival of offside rules, the forward pass transformed hockey
into a truly team sport, where individual performance diminished in importance relative to team
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play, which could now be coordinated over the entire surface of the ice as opposed to merely
rearward players.
(http://en.wikipedia.org/wiki/Ice_hockey)

1.
2.
3.
4.
5.
6.
What kind of sport is ice hockey and how can it be played ?

How many players are there in an ice hockey team during a match ?
When and where was played the first organized game of ice hockey?
Where does the word puck come from ?
In which year and in which place was formed the National Hockey Association ?
In which year did the National Hockey Association become National Hockey
League ?
7. What necessary equipment do professional players need for ice hockey during a
match?
8. What is the name of the field where professional players play hockey ?
9. Which are the two most important codes of play in hockey ?
10. What type of game is hockey considered, an offside one or an onside one ?
UNIT TEN
The Future Continuous Tense
Structure
The Future Continuous is made with the future form of the verb to be (I will be, you will be,
he/she/it will be, we will be, you will be, they will be) + the -ing form of the main verb.
Future Continuous (Progressive) Tense
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Form
Negative Form
will
will not
You
will be reading
You
will
He
will be reading
He
She
will be reading
It
will
We
You
be reading
Question Form
be
reading
Will
be reading?
not be
reading
Will
you
be reading?
will not
be reading
Will
he
be reading?
She
will not
be reading
Will
she
be reading?
be reading
It
will not
be reading
Will
it
be reading?
will
be reading
We
will not
be reading
Will
we
be reading?
will
be reading
You
will not
be reading
Will
you
be reading?
They will
be reading
They
will not
be reading
Will
they
be reading?
Contracted forms:
I will = Ill
you will = youll
he/she/it will = hell/shell/itll
I will not = I wont
you will not = you wont
he/she/it will not = he wont/she wont/it wont
we will = well
they will = theyll
we will not = we wont
they will not = they wont
Examples:
1. Ill be watching TV
2. She wont be swimming at the pool.
3. Theyll be having a lunch.
4. Will you be waiting for me?
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Using the Future Continuous Tense
The most common use of the Future Continuous Tense is to describe an activity that will
occur in the future and continue for a certain period of time. We can specify the time when the
activity is going to take place:
Examples:
1. Tom will be attending the conference next month.
2. Theyll be shopping all afternoon.
3. Ill be working late at the office tonight.
4. Well be flying over the Atlantic Ocean for three hours.
5. Tonight at 11 p.m. we will be dancing at the party.
The Future Continuous is also used when we talk about an activity that will continue over a
period of time from now into the future (an activity in progress that started at the present
moment or at some time around the present moment):
Examples:
1. Theyll be studying until 5 oclock.
2. Shell be playing tennis until she gets tired.
3. Susan will be waiting for the bus 10 more minutes.
We can use the Future Continuous to indicate that a longer action in the future will be
interrupted by a shorter action in the future (in this case the shorter action in the future is
expressed with Present Simple):
Examples:
1. Ill be making dinner when he arrives tonight.
2. Shell be playing the piano when her parents come home.
We can also use the Future Continuous to project ourselves into the future and see
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something happening:
Examples:
1.Youll recognize me when you get there. Ill be wearing jeans and a white
T-shirt. Ill be sitting at a table at the corner and reading a newspaper.
2. This time tomorrow Ill be having dinner at one of the New Yorks finest
restaurants.
The Future Continuous is used to talk about what we believe or guess is happening at the
moment of speaking (1, 2) or will be happening at a particular time in the future (3):
Examples:
1. Dont call him now, hell be doing his homework.
2. I dont want to disturb them. Im sure theyll be cleaning their house at the
moment.
3. Please, dont come at 9 oclock. Shell be sleeping at that time.
We can also use the Future Continuous to talk about things that we expect to happen in the
usual course of events (the event is certain and will happen naturally):
Examples:
1. I will be seeing Ann tomorrow at the office. (we work together)
2. We will be meeting Mike at the festival this weekend.
The Future Continuous is also used for predictions or expected trends in the future:
Example:
By 2030, most people in Africa will be living in urban areas.
Sometimes we can use the Future Continuous to make polite enquiries, when we wish to
know what somebodys plans are:
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Examples:
1. Will you be coming with me to the concert tonight?
2. Will you be going to the next meeting in December?
Exercises:
1. Fill in with the Future Continuous forms of the verbs in brackets:

1. At three oclock tomorrow, I .(work) in my office.
2. At three oclock tomorrow, you .(lie) on the beach.
3. At three oclock tomorrow, he .(wait) for the train.
4. At three oclock tomorrow, she (shop) in New York.
5. At three oclock tomorrow, it (rain).
6. At three oclock tomorrow, we .(get) ready to go out.
7. At three oclock tomorrow, they .(meet) their parents.
8. At three oclock tomorrow, he ..(study) in the library.
9. At three oclock tomorrow, she ..(exercise) at the gym.
10. At three oclock tomorrow, I .(sleep).
2. Rewrite the underlined verb forms and use Future Simple or Continuous.
1. Dont call me at 10 oclock. I am going to fly to Spain ..
2. I suppose we are going to stay at a hotel next summer.
3. Come to see me in the afternoon. I work in the garden.
4. Do you think it is snowing at the weekend?
5. Is the coat O.K.? - Yes, I am taking it.
6. This time on Sunday we are going to ski in France
7. I dont know if I will stay here. Perhaps I move to a big city one day
8. Every student is using a computer in the future
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3. Complete the sentences with the verbs in brackets and use Future Simple or Continuous
1. I can buy it for you. I (shop) in the afternoon anyway.
2. Is Bill at school? - No, he isnt. I suppose he... (come).
3. I hope Simon ..(be) there.
4. Did you remember to invite Mrs.. Oates? - Oh, no! I forgot. But I ..(call) her now.
5.
Ill have a holiday next week. I ..(not get up) at 6 oclock as usual.
6. You are so late! Everybody ..(work) when you arrive at the office.
7. Be careful or the cars .(knock) you down.
8. We .(move) our house this time tomorrow.
9. He ..(play) tennis at 7.30. He usually starts at 7 oclock. Could you come
before that?
10. Your suitcase is so big. I ..(take) it for you.
4. Make questions with the expressions in brackets. Use Future Simple or Continuous.
1. I am not sure if I can offer this room..? (our guest/like/it)
2. Can I borrow your laptop tonight?................? (you/use/it/at about 9 oclock)
3. We arrive in Aberdeen at 1 oclock.? (we/have/time/for lunch)
4. The show starts at 8. Please,.? (you/drive me/there)
5. Your journey will be so long. How ..while you are on the train?
(you/spend/your time)
6. Ive just missed the train. How..? (I/get/to school)
7. Id like to see your project. If I come at 4.30,..? (you/work/on it)
8. If your teacher asks you,..? (you/translate/the text)
9. What ..while I am cleaning the windows? (you/do)
10. .if the coach is booked? (you/take/a taxi)
Future / Future Continuous)
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1. Sandra: Where is Tim going to meet us?

Marcus: He (wait) for us when our train arrives. I am sure he (stand)
on the platform when we pull into the station
Sandra: And then what?
Marcus: We (pick).. Michele up at work and go out to dinner.
2. Ted: When we get to the party, Jerry (watch).. TV, Sam (make)
. drinks, Beth (dance) by herself, and Thad (complain)
about his day at work.
Robin: Maybe, this time they wont be doing the same things.
Ted: I am absolutely positive they (do).. the same things; they always do the same
things.
3. Florence: Oh, look at that mountain of dirty dishes! Who (wash) all of those?
Jack: I promise I (do). them when I get home from work.
Florence: Thanks.
Jack: When you get home this evening, that mountain will be gone and nice stacks of sparkling
clean dishes (sit). in the cabinets.
4. Doug: If you need to contact me next week, I (stay) at the Hoffman Hotel.
Nancy: I (call) you if there are any problems.
Doug: This is the first time I have ever been away from the kids.
Nancy: Dont worry, they (be) . be fine.
5. Samantha: Just think, next week at this time, I (lie).. on a tropical beach in Maui
drinking Mai Tais and eating pineapple.
Darren: While you are luxuriating on the beach, I (stress).. out over this marketing
project. How are you going to enjoy yourself knowing that I am working so hard?
Samantha: I ll manage somehow.
Darren: Youre terrible. Cant you take me with you?
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Samantha: No. But I (send). you a postcard of a beautiful, white sand beach.
Darren: Great, that (make) me feel much better.
Present / Simple Future Present Continuous / Future Continuous)
1.Right now, I am watching TV. Tomorrow at this time, I (watch). TV as well.
2. Tomorrow after school, I (go) to the beach.
3. I am going on a dream vacation to Tahiti. While you (do).. paperwork and (talk )
to annoying customers on the phone, I (lie) on a sunny, tropical
beach. Are you jealous?
4. We (hide) when Tony (arrive).. at his surprise party. As soon
as he opens the door, we (jump) out and (scream) ."Surprise!"
5. We work out at the fitness center every day after work. If you (come).. over while
we (work) . out, we will not be able to let you into the house. Just to be safe, we
(leave). a key under the welcome mat so you will not have to wait outside..
6. While you (study) at home, Magda (be)................. in class..
7. When I (get) to the party, Sally and Doug (dance) .. , John
(make) . drinks, Sue and Frank (discuss). something controversial, and
Mary (complain) about something unimportant. They are always doing the
same things. They are so predictable.
8. When you (get). off the plane, I (wait). for you.
9. I am sick of rain and bad weather! Hopefully, when we (wake) . up tomorrow
morning, the sun (shine)
10. If you (need) to contact me sometime next week, I (stay) at the
Sheraton in San Francisco.
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The Future Perfect Tense
Structure
To form the Future Perfect Tense we use the future simple of have (will have) and the past
participle of the verb. This is also called the past in the future. Most past participles end in -ed
(painted, arrived, visited, etc.). Irregular verbs have special past participles that must be
memorized. (told, said, spoken, eaten, etc.) The future perfect tense is not commonly used in
English.
The Future Perfect Tense is often used with expressions like by the time, by next week, by
then, by next year, by the year 2020, etc.)
Affirmative form
I
you
he/she/it
we
you
they
WILL HAVE FINISHED
Negative form
I
you
he/she/it
we
you
they
WILL NOT HAVE

FINISHED
1. She will not have finished her work.

2. He will not have left.
Interrogative form
I
you
WILL he/she/it HAVE FINISHED?
we
they
1. Will they have arrived?
2. Will our children have returned from school?
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We use the Future Perfect Tense:

to express an action that will be completed in the future (usually before another action or event
in the future)
Examples:
1. I will have accomplished the task by the time my colleague returns.
2. She will have cooked dinner by the time her husband repairs the car.
3. Tina will have washed the dishes.
4. By the time you arrive, my foreign guests will have left.
5. He will have written his report.
6. By the time we get to the cinema the movie will have started.
to say that an action will be completed before a specific time in the future
Examples:
1. The student will have passed his exam by Friday.
2. I will have finished the writing by midnight.
3. By next January I will have lived here for 10 years.
4. By 10 oclock I will have finished the translation.
5. By the end of the month we will have finished the course.
6. They will have known each other for eight years this June.
to express what we thing or guess has probably happened in the recent past
Examples:
1. Why dont you visit them? They will probably have returned from their vacation.
2. I suppose, you will have heard the news of the day.
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We can also form the Future Perfect Tense with be going to. Will form and be going
to form can also be used interchangeably:
She is going to have finished her homework by the time her schoolmate arrives.
She will have finished her homework by the time her schoolmate arrives.
We use the Future Perfect in the following situations:
1 Completed Action Before Something in the Future
The Future Perfect expresses the idea that something will occur before another action in the
future. It can also show that something will happen before a specific time in the future.
Examples:
1. By next November, I will have received my promotion.

2. By the time he gets home, she is going to have cleaned the entire house.
3. I am not going to have finished this test by 3 oclock.
4. Will she have learned enough Chinese to communicate before she moves to
Beijing?
5. Sam is probably going to have completed the proposal by the time he leaves this
afternoon.
6. By the time I finish this course, I will have taken ten tests.
7. How many countries are you going to have visited by the time you turn 50?
Notice in the examples above that the reference points (marked in italics) are in Simple Present
rather than Simple Future. This is because the interruptions are in time clauses, and you cannot
use future tenses in time clauses.
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2 Duration Before Something in the Future (Non-Continuous Verbs)
With non-continuous verbs and some Non-Continuous uses of Mixed Verbs, we use the Future
Perfect to show that something will continue up until another action in the future.
Examples:
1. I will have been in London for six months by the time I leave.
2. By Monday, Susan is going to have had my book for a week.
Although the above use of Future Perfect is normally limited to Non-Continuous Verbs and noncontinuous uses of Mixed Verbs, the words "live," "work," "teach," and "study" are
sometimes used in this way even though they are NOT Non-Continuous Verbs.
! Remember: No Future in Time Clauses

Like all future forms, the Future Perfect cannot be used in clauses beginning with time
expressions such as: when, while, before, after, by the time, as soon as, if, unless, etc. Instead of
Future Perfect, Present Perfect is used.
Examples:
1. I am going to see a movie when I will have finished my homework. Not Correct
2. I am going to see a movie when I have finished my homework. Correct
ADVERB PLACEMENT
The examples below show the placement for grammar adverbs such as: always, only, never,
ever, still, just, etc.
Examples:
1. You will only have learned a few words.
2.Will you only have learned a few words?
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3. You are only going to have learned a few words.

4. Are you only going to have learned a few words?
ACTIVE / PASSIVE
Examples:
1. They will have completed the project before the deadline. ACTIVE
2. The project will have been completed before the deadline. PASSIVE
3. They are going to have completed the project before the deadline. ACTIVE
4. The project is going to have been completed before the deadline. PASSIVE
Exercises:
1. Using the words in parentheses, complete the text below with the appropriate tenses
(Simple Future / Future Perfect)
1.Margaret: Do you think everything will be finished when I get back from the store?
Jerry: Dont worry. By the time you get back, I (pick) .up the living room and
(finish) washing the dishes. Everything will be perfect when your parents
arrive.
Margaret: I hope so. They (arrive) around 6 oclock.
Jerry: Everything (be) ..spotless by the time they get here.
2.Nick: I just have two more courses before I graduate from university. By this time next year, I
(graduate)., and I will already be looking for a job.
Stacey: Does that scare you? Are you worried about the future?
Nick: Not really. I (go) ..to a career counselor and get some advice on how to
find a good job.
Stacey: Thats a good idea.
Nick: I am also going to do an internship so that when I leave school, I (complete, not only)
over 13 business courses, but I (work, also) .in the real world.
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3. Stan: Did you hear that Christine (take) .a vacation in South America this
winter?
Fred: I cant believe how often she goes abroad. Where exactly does she want to go?
Stan: She (visit) Peru, Bolivia and Ecuador.
Fred: At this rate, she (visit) .every country in the world by the time shes
50.
4. Judy: How long have you been in Miami?

Elaine: I have only been here for a couple of weeks.
Judy: How long do you plan on staying?
Elaine: I love Miami, so I (stay) ..here for an extended period of time. When I go
back home, I (be) here for more than three months.
Judy: Wow, thats quite a vacation! You (see, definitely) ..just about
everything there is to see in Miami by then.
5. Jane: I cant believe how late we are! By the time we get to the dinner, everyone (finish,
already) ..eating.
Jack: Its your own fault. You took way too long in the bathroom.
Jane: I couldnt get my hair to look right.
Jack: Who cares? By the time we get there, everyone (left). Nobody (see,
even) ..your hair.
2. Reading
Skill Related Fitness
Skill related fitness refers to fitness that is related to a particular skill, ability or activity. For
example a professional footballer is likely to be far fitter than your average Joe, but in particular
will have fitness thats relevant to the sport. For a footballer this would probably mean they had
good quads and other leg muscles, a high VO2 max, good running speed and great cardiovascular
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fitness. It would not mean that they had a bulky or strong upper body, and in fact may be no more
muscular in their arms than you or I. Thats skill related fitness.
The reason for this is that fitness and skill really come down to the exact thing repeated
practice, and in fact in many cases fitness and skill are almost interchangeable. If you have
incredibly powerful arms it will automatically improve your gold swing and youll probably be
able to hit the ball far further than a regular guy. You wouldnt describe yourself as skilled
however, but really the ability of the professional golfer relies on essentially the same key points.
A golfer also has large and powerful arms, but their strength is less localised to just the bicep or
tricep and also includes all the tiny little supporting muscles in the forearm, upper arm and
shoulders that enable them the fine control and precision they require to have a perfect swing
time after time. Meanwhile the connections between their neurons and nerve fibres are used over
and over each time and so become strengthened in much the same way the muscle becomes
strengthened resulting in them becoming easier to access. In much the same time, repeatedly
playing football will strengthen the leg muscles and increase cardiovascular fitness through lots
of exercise and running you see your body simply reflects your lifestyle and thats really the
one secret you need to know to sculpt your body into shape and make it perfect for any purpose.
Simply performing the action will force it to adapt to that behaviour so if you want to become
better at something or have muscles it requires, simply practice while youre bad. This is an
ability that weve developed through evolution, and one thats enabled us to survive where our
competitors died out. The ability to adapt to a situation or a behaviour is one of mankinds most
vital skills.
So effective is this process of skill related fitness that you can actually identify someones
lifestyle and skills simply by looking at them much of the time. Firstly youll obviously be able to
spot someone who doesnt have any kind of fitness theyll either be horribly thin or largely
overweight. This shows that they dont really have any kind of physical skill or their body would
have adapted to their practice. Even if they did have the skill once, the fact that theyve lost the
skill related fitness necessary to perform those actions will mean that they no longer can with
anywhere near the talent. You see it works both ways and you cant really have one without the
other.
More impressively though, and if you want to start sounding like Sherlock Holmes you can
actually identify a particular skill by someones physique. For example, the footballer as
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discussed will have very little bodyfat (a sign of lots of cardiovascular fitness), strong powerful
legs (more so in the quadriceps than the hamstrings) and be fairly light and fast in their
movements. Meanwhile a rock climber will have a gigantic lat spread (the wing like muscles
under the armpits), powerful forearms for gripping onto the rocks, powerful legs and fairly flat
pecs (they also tend to have a fairly long reach and light frame some elements of skill related
fitness are genetic you see). A gymnast will similarly have incredibly powerful lats but will also
have stronger forearms and shoulders for/from handstands etc. A martial artist or boxers will
have low bodyfat and powerful shoulders, triceps, traps, serratus muscles and pecs (the muscles
used in punching). Swimmers have low bodyfat and powerful triceps. Finally, the bodybuilder,
for whom the fitness literally is the skill, the aim is to have perfectly evenly proportioned muscles
(so as to appear to lean towards no particular sport but be powerful in all movements) and very
low bodyfat. We could go on with these descriptions all day, but largely the deductions are just
down to common sense. In polls gymnasts, swimmers, martial artists and runners have generally
been voted to have the best bodies. Its not just sports that lead to skill related fitness however
though and you can also find those who play instruments have large forearm muscles or if theyre
wind instruments, large chests and lungs.
The individual components of skill related fitness are muscle strength, speed, cardiovascular
fitness, power, muscle control, hand eye coordination and reaction time. While these will all be
improved naturally through repeated practice of your chosen skill, you can speed up your
improvement by training the individual aspects specifically.
(http://www.healthguidance.org/entry/11193/1/Skill-Related-Fitness.html)

3. What does skill related fitness refer to?
4. Where is localised a golfers strength?
5. Which skill can be defined as one of mankinds most vital ones?
6. How can one identify a particular skill by someones physique?
7. Which are the individual components of skill related fitness?
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UNIT ELEVEN
Adjectives and adverbs

Comparison of adjectives
Positive Form
Use the positive form of the adjective if the comparison contains one of the following
expressions:
as as
Example: Jane is as tall as John.
not as as / not so as
Example: John is not as tall as Arnie.
Comparative Form and Superlative Form (-er/-est)

one-syllable adjectives (clean, new, cheap)
two-syllable adjectives ending in -y or -er (easy, happy, pretty, dirty, clever)
Positive form
Clean
Comparative form
cleaner
Superlative form
(The) cleanest
Exceptions in spelling when adding -er / -est

8. silent e is dropped
Example: late-later-latest
9. final y after a consonant becomes i
Example: easy-easier-easiest
-final consonant after short, stressed vowel is doubled

Example: hot-hotter-hottest
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Comparative Form and Superlative Form (more/most)
adjectives of three or more syllables (and two-syllable adjectives not ending in -y/-er)
Positive form
difficult
Comparative form
more difficult
Superlative form
(the) most difficult
Comparative Form and Superlative Form (irregular comparisons)

Positive form
good
bad / ill
little (amount)
little (size)
much / many
far (place + time)
far (place)
late (time)
late (order)
near (place)
near (order)
old (people and things)
old (people)
Comparative form
better
worse
less
smaller
more
further
farther
later
latter
nearer
older
elder
Superlative form
best
worst
least
smallest
most
furthest
farthest
latest
last
nearest
next
oldest
eldest
Comparative
Superlative
Exercises
1. Fill in the correct forms:
Positive form
good
far
stormy
strong
2. Fill in the correct form of the words in brackets (comparative or superlative).
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1. My house is (big) bigger than yours.

2. This flower is (beautiful) than that one.
3. This is the (interesting) book I have ever read.
4. Non-smokers usually live (long) ..than smokers.
5. Which is the (dangerous) animal in the world?
6. A holiday by the sea is (good) ..than a holiday in the mountains.
7. It is strange but often a coke is (expensive) .than a beer.
8. Who is the (rich) ..woman on earth?
9. The weather this summer is even (bad) than last summer.
10. He was the (clever) thief of all.
3. Fill in the comparison with as ... as.
1. John is (tall) as tall as Glen.

2. Janet is (beautiful) .Jeniffer.
3. You are (crazy) .my sister.
4. We can run (fast) .they can.
5. My mom is (not / strict) ..your mum.
6. Your mobile phone is (not / trendy) .mine.
7. Matrix II was (not / interesting) .Matrix I.
8. This yoghurt (not / taste / good) the one I bought yesterday.
9. I can do (many / press-ups) you.
10. I (not / earn / much / money) ..you do.
4. Put the adjectives into the correct form.

1. Los Angeles is (large) .than Chicago.
2. But New York is the (large) ..city of the United States.
3. The weather in Hollywood is (good) .than in New York or New Jersey.
4. Nestor Studios is the (old) ..movie company in Hollywood.
5. Disneyland is (interesting) .than any other amusement park.
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5. Fill in the correct form of the following adjectives.

London is the (large) ..city in Great Britain.
No other British city has as (many) inhabitants as London.
The London underground, the tube, is the (old) underground in the world.
The Tower of London is one of the (famous) London sights.
Another sight is the London Eye. With its 135 metres, it is (tall) than any other
big wheel in the world.
6. Put in the adjective in bold from the first sentence into the second sentence in its correct form
(comparative or superlative).
Example: I have a fast car, but my friend has a ______ car.

Answer: I have a fast car, but my friend has a faster car.
1) This is a nice cat. Its much than my friends cat.

2) Here is Emily. Shes six years old. Her brother is nine, so he is...
3) This is a difficult exercise. But the exercise with an asterisk (*) is the
.exercise on the worksheet.
4) He has an interesting hobby, but my sister has the ..hobby in the world.
5) In the last holidays I read a good book, but father gave me an even .one
last weekend.
6) School is boring, but homework is .than school.
7) Skateboarding is a dangerous hobby. Bungee jumping is ..than
skateboarding.
8) This magazine is cheap, but that one is..
9) We live in a small house, but my grandparents house is even than ours.
10) Yesterday John told me a funny joke. This joke was the .joke Ive ever
heard.
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7. Put in the adjective from the first sentences into the second sentence in its correct form
(comparative or superlative).
Example: I have a fast car, but my friend has a ........car.

Answer: I have a fast car, but my friend has a faster car.
1) My father is heavy. My uncle is much than my father.

2) The test in Geography was easy, but the test in Biology was.
3) Florida is sunny. Do you know the .place in the USA?
4) Stan is a successful sportsman, but his sister is .than Stan.
5) My mother has a soft voice, but my teachers voice is ..than my mothers.
6) Amy has a beautiful baby, but my daughter has the ..baby on earth.
7) I live in a large family, but my grandfather lived in a .family.
8) We have only little time for this exercise, but in the examination well have even
time.
9) Lucy is clever, but Carol is than Lucy.
10) Have you visited the old castle? It was the castle we visited during our
holidays.
8. Use either as as or not as as in the sentences below.
Example: Ben Nevis is.......................... as Mont Blanc (not/high).

Answer: Ben Nevis is not as high as Mont Blanc.
1) The blue car is ..the red car. (fast)

2) Peter is Fred. (not/tall)
3) The violin is ..the cello. (not/low)
4) This copy is ..the other one. (bad)
5) Oliver is .Peter. (optimistic)
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6) Today its ..yesterday. (not/windy)

7) The tomato soup was .the mushroom soup. (delicious)
8) Grapefruit juice is ..lemonade. (not/sweet)
9) Nick is Kevin. (brave)
10) Silver is .gold. (not/heavy
Form and Comparison of Adverbs
Adverbs are used to express how something is done (adjectives express how someone or
something is).
Example: The dog sleeps quietly. The dog is absolutely quiet.
Form
In general: adjective + -ly
adjective
adverb
slow
slowly
Exceptions in spelling
exception
example
silent e is dropped in true, due, whole
true truly
y becomes i
happy happily
le after a consonant is dropped
sensible sensibly
after ll only add y
full fully
Adjectives ending in -ic: adjective + -ally (exception: public-publicly)
adjective
adverb
fantastic
fantastically
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Adjectives ending in -ly: use in a way / manner or another adverb with similar meaning
adjective
adverb
friendly
in a friendly way
in a friendly manner
likely
probably
Exceptions
adjective
adverb (meaning)
adverb (meaning)
good
well
difficult
with difficulty
public
publicly
deep
deep (place)
deeply (feeling)
direct
direct
directly (=soon)
hard
hard
hardly (=seldom)
high
high (place)
highly (figurative)
late
late
lately (=recently)
most
most
mostly (=usually)
near
near
nearly (=almost)
pretty
pretty (=rather)
prettily
short
short
shortly (=soon)
The following
adjectives are also
used as adverbs
(without
modification):
daily, enough, early, far, fast, hourly, little, long,

low, monthly, much, straight, weekly, yearly,
Comparison
Comparison (-er/-est)
Comparative ending in Superlative ending in
-er
-est
one-syllable adverbs (hard)
harder
hardest
adverbs with the same form as
earlier
earliest
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adjectives (early)
Comparison (more / most)
adverbs ending in -ly

(happily)
Comparative formed with

more
Superlative formed with

most
more happily
most happily
Irregular comparisons
positive form
comparative
superlative
well
better
best
badly
worse
worst
ill
worse
worst
little
less
least
much
more
most
far (place + time)
further
furthest
far (place)
farther
farthest
late (time)
later
latest
Exercises
1. Find the adjective in the first sentence and fill in the blanks with the corresponding adverb.
James is careful. He drives..
The girl is slow. She walks...
Her English is perfect. She speaks English...
Our teacher is angry. She shouts..
My neighbor is a loud speaker. He speaks..
He is a bad writer . He writes...
Jane is a nice guitar player. He plays the guitar.
He is a good painter . He paints...
She is a quiet girl. She does her job.
This exercise is easy. You can do it...
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2. Fill in the correct adverb form (comparative or superlative) of the adjectives in brackets.
I speak English (fluent) .now than last year.
She greeted me (polite) .of all.
She smiled (happy) ..than before.
This girl dances (graceful) .of all.
Could you write (clear)..?
Planes can fly (high) than birds.
He had an accident last year. Now, he drives (careful) than before.
Jim can run (fast) than John.
Our team played (bad) ..of all.
He worked (hard) .than ever before.
3. Rewrite the complete sentence using the adverb in brackets in its usual position.
Example: I play tennis. (on Mondays)

Answer: I play tennis on Mondays.
1) Our friends must write a test. (also)
2) I was joking. (only)
3) Did you enjoy the flight? (both)
4) Mary watches TV. (hardly) (ever)
5) He drives his car. (carefully)
6) The children play football. (in the garden)
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7) We went to the cinema. (yesterday)
8) John fell off the bike. (almost)
9) Her boyfriend will buy her some flowers. (probably)
10) My uncle is moving to Stockholm soon. (definitely)

.
4. Complete the following exercise with adjective or adverb form of the words.
1. That pitbull looks. (angry)
2. She spoke. (quiet)
3. Erica listened to her mother. (careful)
4. Mary makes ..mistakes. (careless)
5. Children grow (quick)
6. He is very ..today. (happy)
7. Its raining.. (heavy)
8. Morgan was hurt in a car accident. (serious)
9. His situation was very. (serious)
5. Complete the exercise with adjective or adverb form. (good vs well)

1. I play tennis but Im not very.
2. Your exam results were very..
3. You did very .in your exams.
4. The weather was very while we were on holiday.
5. I didnt sleep very .last night.
6. How are you? Are you doing?
7. George speaks German very.
8. Georges German is very.
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9. Our new business is going very ..at the moment.

10. I like your jacket. It looks .on you.
11. Ive played with him a few times. He plays very.
6. Complete the following exercise with the comparative form of the adjectives / adverbs. Use
than where necessary.
big
crowded
early
easily
high
important
interested
peaceful
reliable
serious
simple
thin
1. I was feeling tired last night, so I went to bed earlier than usual.
2. Id like to have a car. The one Ive got keeps breaking own.
3. Unfortunately her illness was ..we thought at first.
4. You look.. Have you lost weight?
5. I want a flat. We dont have enough space here.
6. He doesnt study very hard. Hes in having a good time.
7. Health and happiness are .money.
8. The instructions were very complicated. They could have been ..
9. There were a lot of people on the bus. It was usual.
10. I like living in the countryside. Its living in a town.
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11. Youll find your way around the town if you have a good map.
12. In some parts of the country, prices are in others.
7. Complete the exercise using comparative form of the adjectives / adverbs.
quiet x2
interesting
often
warm
strong
expensive
bad
good
difficult
long
small
far
1. Its too noisy here. Can we go somewhere quieter?

2. This engine is very weak. I like it a bit..
3. The hotel was surprisingly big. I expected it to be..
4. The hotel was very cheap. I expected it to be..
5. The weather is too cold in this country. Id like to live somewhere ...
6. My job is a bit boring sometimes. Id like to do something...
7. I was surprised how easy it was to learn English. I thought it would be
8. Your work isnt very good. Im sure you can do..
9. Dont worry. The situation isnt so bad. It could be...
10. I was surprised we got here so quickly. I expected the journey to .
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11. Youre talking very loudly. Can you speak a bit.

12. You hardly ever phone me. Why dont you phone me..?
13. Youre standing too near the camera. Can you move a bit ..away?
8. Fill in the blanks with the expressions in the box
the least developed
far more expensive
much worse
many more people
the safest
a lot more complicated
the most influential
the oldest
much funnier
less cold
the more suitable
much more interesting
1. I heard a little polite laughter when I told my jokes but every one laughed loudly when Gaby
was telling hers. Her jokes are always much funnier than mine.
2. The negative effects of watching too much television are .. than they appear to
be at first glance.
3. The Japanese islands have a climate modified and moderated by the sea; winters are
. than in those areas that are in the same latitude on the Asian continent.
4. Only by multilateral action, can we give people in .. countries the chance to escape
the ugly misery of poverty, ignorance and disease.
5. That movie we saw last night was .. than the one on television.
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6. .. known dam, an engineering wonder of the ancient world, lies near Marib,
once the home of the Queen of Sheba.
7. I broke my nose in a football game yesterday. Today its very painful. For same reason, the
pain is today than it was yesterday.
8. .. die in car accidents than in plane accidents. Statistics show that driving your
own car is more dangerous than flying in an airplane.
9. Marcel Duchamp is considered as one of artists of the 20th century by the
modern art world.
10. From my point of view, of the two applicants, the latter one is . for the post.
11. It is to live in London than any other city in Britain. Rents are much higher
and it is difficult to find accommodation of any kind.
12. Titanic was said to be . ocean liner in the world. When it set sail, all the
cabins were full, from the most expensive to the cheapest ones on the lower deck.
9. Use the adjectives in either the comparative or the superlative form.
late
young
young
cheap
fast
hard
tall
exciting
long
old
1. The movie lasted it was expected.

2. I find detective stories . than any other ones.
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3. Steve was much any of his classmates.

4. Although she looks younger, she is . of the two.
5. We could barely catch .. train to London.
6. Tom put up his hand to solve . question on the worksheet.
7. The man went to all the shops to find shoes he could find.
8. I dont think we could have come any . Besides, there was a speed limit.
9. Of his three daughters, the king loved best.
10. Edward is his twin Fernando since Fernando was born first.
Reading
Read the following texts. Then answer the questions.
A.
Lionel Messi exclusive interview: I would play football for nothing if I had to
Lionel Messi is acclaimed as the highest paid footballer in the world on an annual salary
that is close to 30million. Yet the 22-year-old current World and European Footballer of the
Year claims he would be happy to kick a ball around for nothing and is still to fulfill his true
destiny until Argentina are acclaimed as world champions. All eyes will be on Messi as he
arrives in England to take on Arsenal in the first leg of the Champions League quarter-final clash
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at the Emirates on Wednesday. But for all the money he earns Messi claims it has no bearing on
the way he plays the game or indeed acts as any motivation to becoming a better player.
Money affords you a better way of life but it doesnt inspire me, he said. I would play for
nothing if I wasnt a professional footballer. I live for playing the game, not for the financial
benefits. And I play for the team, not myself.
Individual awards are nice, but its the collective success of the team, be it Barcelona or
Argentina, that is more important.
Barca, the defending champions and favourites to retain the trophy, are relishing the clash with an
Arsenal side who freely abandon defensive football in favour of all-out attack.
At this stage of the tournament were not too concerned who we face, because to be the best you
have to beat the best, said Messi.
Arsenal, like Manchester United, are a very offensive side, and I wouldnt expect them to
abandon that and employ different tactics to deal with us.
But its more about us imposing ourselves on the game and not abandoning the way we play.
If anything it suits us to be playing a side like Arsenal who give their players freedom to play
without restrictions.
Messi went on: The Premier League is very strong and we expected the main challenge
to come from England again this season.
But last year we beat two English sides to lift the trophy.
If were honest, the game against Chelsea was probably more difficult than the match against
Manchester United because they are far more defensive.
They set out to stop us from playing, whereas teams like Arsenal and Manchester United find it
hard to change the way they play which suits us.
There is no doubt Arsenal will have their work cut out to stop Messi who is in the form of
his life. Its not a question of when the next goal is coming for Messi more about who can stop
him? Its not just me, but the team is in a good moment, he said. We always try to play well,
entertain and score as many as we can.
Yet for all the accolades and awards, Messi still believes he will not achieve true greatness unless
he wins the World Cup.
Its the only stage where greatness can be achieved.
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The best players in the world have won and performed at the World Cup and that is what Im
striving to achieve.
Interview by Paul Smith
(http://www.getsoccerinfo.com/index.php/site/matchverslag/Another_Danish_on_menu_f
or_City/P4109/)
Questions
1. Who is Lionel Messi?

2. How much money does he make a year?
3. How old is he?
4. What title does he have?
5. What destiny does he wish to fulfil?
6. What is his belief about money?
7. For which team does Messi play?
8. What tactics do Manchester United and Arsenal use?
9. Which country does Messi think the main challenge will come from?
10. What sides did FC Barcelona beat last year?
11. Which game was the most difficult in Messis view?
12. What does Messi believe about his team?
13. When does Messi believe he will achieve true greatness?
14. Where have the best players in the world performed and won?
15. Who is the interviewer?
B.
Test team confirmed

British team named as hosts go for Olympic qualification
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British Gymnastics has confirmed the team who will compete for Olympic qualification at
the London Prepares test event at the North Greenwich arena next week. The focus will be on the
mens artistic team and the rhythmic group, both of whom will compete at the test event for
places at London 2012. The men need to finish in the top four of the eight teams to get a full
quota of places for 2012 and the rhythmic group need to set a benchmark score. The mens
artistic team has been confirmed as Olympic bronze medallist Louis Smith, two-time British allaround champion Daniel Purvis, former European pommel horse champion Daniel Keatings,
alongside Kristian Thomas, Ruslan Panteyleymonov and Max Whitlock, with Sam Hunter as the
reserve.
Rhythmic gymnast Francesca Jones has already booked her place for London 2012 as an
individual at the 2011 World Championships and will compete at the test event in order to aid her
preparation. The rhythmic group - Georgina Cassar, Jade Faulkner, Francesca Fox, Lynne
Hutchison, Louisa Pouli, Rachel Smith and reserve Annabelle Bartlett - have been set a
benchmark score of 45.223 at the test event in order for a nomination to be submitted to the
British Olympic Association to accept a host country place. The British womens artistic team
have already qualified for a full berth for 2012 and therefore will not be in action at the test event,
while in trampoline, world number one Kat Driscoll will compete despite having already a
secured place for Britain at the games.
British Gymnastics Olympic performance director Tim Jones said: "After a very
productive month-long preparation camp, we are now pleased to be able to name a very strong
mens team for the test event. "With the amount of experience we are able to call upon, we
remain confident and are backing ourselves to produce a reliable and professional performance.
This will give us the best chance of qualifying a full team for the 2012 Olympic Games".
(http://www1.skysports.com/olympics/news/story/21762/7410601)
Questions
1. Where will the London Prepares test event take place?

2. What teams will be the focus?
3. What places does the mens team have to achieve?
4. What kind of score do the rhythmic group neeed?
149
5. How many members are there in the mens artistic team?

6. What are the names of the members of the mens artistic team?
7. Who is Francesca Jones?
8. What did Francesca Jones do to compete at the 2012 London Olympics?
9. What are the names of the members of the rhythmic group?
10. What is the benchmark score for the rhythmic group in order to participate to the 2012
London Olympics?
11. Is the British womens artistic team qualified in the 2012 London Olympics?
12. Who is Kat Driscoll?
13. Will Kat Driscoll compete in the London Prepares test event?
14. Who is the British Gymnastics Olympic performance director?
15. What does Tim Jones believe about the mens artistic team?
UNIT TWELVE
Direct and Reported Speech
Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in
writing, we place the words spoken between inverted commas ("....") and there is no change in
these words. We may be reporting something thats being said NOW (for example a telephone
conversation), or telling someone later about a previous conversation
Examples:
1. She says "What time will you be home?"

2. She said "What time will you be home?" and I said "I dont know! "
3. "Theres a fly in my soup!" screamed Simone.
4. John said, "Theres an elephant outside the window."
150
Reported speech is usually used to talk about the past, so we normally change the
tense of the words spoken. We use reporting verbs like say, tell, ask, and we may use the
word that to introduce the reported words. Inverted commas are not used.
Example: She said "I saw him."
She said that she had seen him.
That may be omitted:
She told him that she was happy.

She told him she was happy.
Say and tell:
Use say when there is no indirect object:
He said that he was tired.
Always use tell when you say who was being spoken to (i.e. with an indirect object):
He told me that he was tired.
Talk and speak are used:
a) to describe the action of communicating:
He talked to us.
She was speaking on the telephone.
b) with about to refer to what was said:
He talked (to us) about his parents.
151
Tense Changes When Using Reported Speech
Normally, the tense in reported speech is one tense back in time from the tense in direct speech:
She said, "I am tired."
She said that she was tired.
The changes are shown below:
Simple Present
Simple Past
"I always drink coffee", she said
She said that she always drank coffee.
Present Continuous
Past Continuous
"I am reading a book", he explained.
He explained that he was reading a book
Simple Past
Past Perfect
"Bill arrived on Saturday", he said.
He said that Bill had arrived on Saturday
Present Perfect
Past Perfect
"I have been to Spain", he told me.
He told me that he had been to Spain
Past Perfect
Past Perfect
"I had just turned out the light," he
He explained that he had just turned out
explained.
the light.
Present Perfect Continuous
Past Perfect Continuous
They complained, "We have been
They complained that they had been
waiting for hours".
waiting for hours.
Past Continuous
Past Perfect Continuous
"We were living in Paris", they told me.
They told me that they had been living in

Paris.
Future
Present Conditional
"I will be in Geneva on Monday", he said
He said that he would be in Geneva on

Monday.
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Future Continuous
Conditional Continuous
She said, "Ill be using the car next
She said that she would be using the car
Friday".
next Friday.
You do not need to change the tense if the reporting verb is in the present, or if the original
statement was about something that is still true.
Example:
1. He says he has missed the train but hell catch the next one.
2. We explained that it is very difficult to find our house.
2. These modal verbs do not change in reported speech:

might, could, would, should, ought to
Examples:
1. We explained that it could be difficult to find our house.
2. She said that she might bring a friend to the party.
Time/place references change when using reported speech
"I will see you here tomorrow", she said.
She said that she would see me there the next
day.
The most common of these changes are shown below:
Today
that day
"I saw him today", she said.
She said that she had seen him that day.
Yesterday
the day before
"I saw him yesterday", she said.
She said that she had seen him the day
153
before.
The day before yesterday
two days before
"I met her the day before yesterday", he
He said that he had met her two days
said.
before.
Tomorrow
the next/following day
"Ill see you tomorrow", he said
He said that he would see me the next day.
The day after tomorrow
in two days time/ two days later
"Well come the day after tomorrow",
They said that they would come in two days
they said.
time/ two days later.
Next week/month/year
the following week/month/year
"I have an appointment next week", she
She said that she had an appointment the
said.
following week.
Last week/month/year
the previous/week/month/year
"I was on holiday last week", he told us.
He told us that he had been on holiday the

previous week.
ago
before
"I saw her a week ago," he said.
He said he had seen her a week before.
this (for time)
that
"Im getting a new car this week", she
She said she was getting a new car that
said.
week.
this/that (adjectives)
the
"Do you like this shirt?" he asked
He asked if I liked the shirt.
here
there
He said, "I live here".
He told me he lived there.
Other changes:
154
In general, personal pronouns change to the third person singular or plural, except when the
speaker reports his own words:
I/me/my/mine, you/your/yours
him/his/her/hers
we/us/our/ours, you/your/yours
they/their/theirs:
He said: "I like your new car."
He told her that he liked her new car.
I said: "Im going to my friends house."
I said that I was going to my friends house.
Question Forms and Reported Speech
Normal word order is used in reported questions, that is, the subject comes before the verb, and
it is not necessary to use do or did:
Where does Peter live?"
She asked him where Peter lived.
Yes / no questions: This type of question is reported by using ask + if / whether + clause:
Examples:
1. "Do you speak English?"
He asked me if I spoke English.
2. "Are you British or American?"

3. "Is it raining?"
She asked if it was raining.
4. "Have you got a computer?"

5. "Can you type?"
He asked me whether I was British or American.
He wanted to know whether I had a computer.
She asked if I could type.
6. "Did you come by train?"
He enquired whether I had come by train.
7. "Have you been to Bristol before?"
She asked if I had been to Bristol before.
Question words:
This type of question is reported by using ask (or another verb like ask) + question word +
clause. The clause contains the question, in normal word order and with the necessary tense
change.
155
Examples:
1."What is your name?" he asked me.
He asked me what my name was.
2."How old is your mother?", he asked.
He asked how old her mother was.
3.The policeman said to the boy, "Where do you live?"
The policeman asked the boy where
he lived.
4."What time does the train arrive?" she asked.
5."When can we have dinner?" she asked.
She asked what time the train arrived.
She asked when they could have dinner.
6.Peter said to John, "Why are you so late?"
Peter asked the John why he was so late.
ORDERS, REQUESTS, SUGGESTIONS

When we want to report an order or request, we can use a verb like tell with a to-clause.
e.g. He told me to go away.
The pattern is verb + indirect object + to-clause.
(The indirect object is the person spoken to.)

Other verbs used to report orders and requests in this way are: command, order, warn, ask,
advise, invite, beg, teach, forbid.
Examples:
1.The doctor said to me, "Stop smoking!".
The doctor told me to stop smoking.
2."Get out of the car!" said the policeman.
The policeman ordered him to get out of the car.
3."Could you please be quiet," she said.
She asked me to be quiet.
4.The man with the gun said to us, "Dont move!"
The man with the gun warned us not to
move.
Requests for objects are reported using the pattern ask + for + object:
156
Examples:
1."Can I have an apple?", she asked.
She asked for an apple
2."Can I have the newspaper, please?"
He asked for the newspaper.
3."May I have a glass of water?" he said.

4."Sugar, please."
He asked for a glass of water.
She asked for the sugar.
5."Could I have three kilos of onions?"
He asked for three kilos of onions.
Suggestions are usually reported with a that-clause. that and should are optional in these
clauses:
She said: "Why dont you get a mechanic to look at the car?"
She suggested that I should get
a mechanic to look at the car.

OR She suggested I get a mechanic to look at the car.
Other reporting verbs used in this way are: insist, recommend, demand, request, propose
Examples:
1.It would be a good idea to see the dentist", said my mother.
My mother suggested I see the
dentist.
2.The dentist said, "I think you should use a different toothbrush".
The dentist recommended
that I should use a different toothbrush.

3.My manager said, "I think we should examine the budget carefully at this meeting."
My
manager proposed that we examine the budget carefully at the meeting.

4."Why dont you sleep overnight at my house?" she said.
She suggested that I sleep
overnight at her house.
Suggest can also be followed by a gerund: I suggested postponing the visit to the dentist.
HOPES, INTENTIONS & PROMISES
157
When we report an intention, hope or promise, we use an appropriate reporting verb followed by
a that-clause or a to-infinitive:
"Ill pay you the money tomorrow."

He promised to pay me the money the next day.
He promised that he would pay me the money the next day.
Other verbs used in this pattern include:

hope, propose, threaten, guarantee, swear.
Examples:
1."Ill be back by lunchtime."
He promised to be back by lunchtime.
He promised that he would be back by lunchtime.
2."We should arrive in London before nightfall."

They hoped to arrive in London before nightfall.
They hoped they would arrive in London before nightfall.
3."Give me the keys to the safe or Ill shoot you!"

He threatened to shoot me if I didnt give him the keys to the safe.
He threatened that he would shoot me if I didnt give him the keys to the safe.
Summary of reporting verbs
Note that some reporting verbs may appear in more than one of the following groups.
Verbs followed by if or whether + clause:
ask
know
remember
say
see
158
Verbs followed by a that-clause:

add
admit
agree
announce
answer
argue
boast
claim
comment
complain
confirm
consider
deny
doubt
estimate
explain
fear
feel
insist
mention
observe
persuade
propose
remark
remember
repeat
reply
report
reveal
say
state
suggest
suppose
tell
think
understand
warn
Verbs followed by either a that-clause or a to-infinitive:

decide
expect
guarantee
hope
promise
swear
threaten
Verbs followed by a that-clause containing should

(but note that it may be omitted, leaving a subject + zero-infinitive):
advise
beg
demand
insist
prefer
propose
recommend
request
suggest
Verbs followed by a clause starting with a question word:

decide
describe
discover
discuss
explain
forget
guess
imagine
know
learn
realise
remember
reveal
say
see
suggest
teach
tell
think
understand
wonde
Verbs followed by object + to-infinitive
159
advise
ask
beg
command
forbid
instruct
invite
teach
tell
warn
Exercises:
1. Complete the sentences.

1. "It is too late." - I said ..
2. "I have replied." - He claimed that
3. "I met you yesterday." - Sam told me
4. "I cannot come." - Mary explained that.
5. "I could fall down." - He was afraid
6. "I will pay tomorrow." - He said..
7. "The Himalayas are the highest." - He knew that..
8. "I may lend you some money." - Bill promised.
9. "I have been watching a film." - He replied that..
10. "Claire must rest." - The doctor said
11. "I have not done it today." - I explained that..
12. "If I was younger, I would accept it." - He thought that
13. "I was with him last week." - Jill admitted that
14. "I was with him last week." - Jill admitted that..
15. "You neednt change your shoes in our house." - She reminded me that.
16. "I am calling my mum." - She said
17. "I will finish this picture tomorrow." - Diana supposed that.
18. "I would buy it." - She said.
19. "Greg used to be my friend." - He told us..
20. "They were calling their mum." - She said.

1. "Put it here." - He told me..
160
2. "What do you do?" - She wondered.

3. "Do you want it?" - Joe asked me.
4. "Dont forget!"- He reminded me
5. "Where did you live?" - He wanted to know..
6. Park your car behind the house, please." - He asked me
7. "Do not hesitate." - He told me.
3. Rewrite the sentences in direct speech.

1. He admitted that he had never met us. -.
2. They told us they would start the following day. -
3. We called them that we were walking in the park. -..
4. She said she worked for Ford. -.
5. I replied that I had been trying to mend it since morning. -.
6. He said that at one oclock he had been doing nothing. -
7. They explained that they had closed down the previous year.
8. Neil said he wished he could be independent. -.
9. She told us we had better accept it. -..
10. He claimed that while he was sleeping someone screamed in the garden. -
4. Read the dialogue and report it.
Mike: "What are you doing here, Liz? I havent seen you since June."
Liz: "Ive just come back from my holiday in Ireland."
Mike: "Did you enjoy it?"
Liz: "I love Ireland. And the Irish people were so friendly."
Mike: "Did you go to the Wicklow Mountains?"
Liz: "It was my first trip. I can show you some pictures. Are you doing anything tomorrow?"
Mike: "I must arrange a couple of things. But I am free tonight."
Liz: "You might come to my place. What time shall we meet?"
Mike: "Ill be there at eight. Is it all right?"
161
Mike asked Liz ... and he said..

Liz explained that .
Mike wondered...
Liz told him that .and that
Mike wanted to know .
But he added that
Liz suggested that .and asked him.
Mike said.
And then he asked...............................

1. "Where are you?" - He asked me.
2. "What will you choose?" - He asked me
3. "Please, get in touch with them today." - He asked me.
4. "Dont leave your luggage unattended." - He asked me
5. "Are you flying soon?" - He asked me ...
6. "May I ask you a question?" - He asked me.
7. "Jump in!" - He asked me.
8. "Have you set your alarm clock?" - He asked me..
9. "Is Prague the capital?" - He asked me.
10. "You mustnt touch the screen!" - He asked me
11. "Would you rather dance?" - He asked me..
12. "How long have you been standing here?" - He asked me..
13. "Stop laughing!" - He asked me
6. Write the correct ending:

1. I got the message while I was waiting at the bus stop." He told me that.
2. "We will set off tomorrow." They said.
3. "Get out of my way!" He ordered us
4. "I invited him last week." She told me this week that
162
5. "I will resign today." This morning he announced that he..

6. "Shed better refuse this job." He insisted that.
7. "We used to take the same medicine." She thought that
8. "I entered the university a year ago." He told me last year .
9. "It is time we had an agreement." She suggested that.
10. "We must go skiing in winter." He said that..
Reading activity
Boxing
The sport of boxing has its roots in many different countries and cultures and has shown
significant evolution over the centuries. Modern boxing consists of two athletes fighting each
other with their fists in a sequence of typically three-minute rounds. A boxer achieves victory by
either knocking his/her opponent to the mat and he/she is unable to rise before the referee reaches
a ten-second count (knockout or KO) or if the opponent sustains injuries that are judged to severe
for him/her to continue (technical knockout or TKO).
Boxing has seen many forms and progressed through many rule changes. The sport first
became to be known as boxing in the England during the 18th century. When boxing first
emerged as a sport in England there were no official rules, no referees, no weight divisions, and
most of all, no gloves. Padded gloves were first introduced in the mid-18th century whereas
before the fighting had occurred bare-fisted; this was commonly known as prizefighting.
The rules and regulations that govern the sport of boxing today are based almost exclusively
upon the Marquess of Queensberry rules that were put into effect in 1867. Matches take place in
a 24-foot square ring that is enclosed on all sides by ropes. A match is split up into a usually
predetermined amount of 3-minute rounds. Boxers must fight standing up and only use their fists.
Each boxer is given a corner of the ring from which they enter the ring, and where they can
receive coaching and some medical attention between rounds.
A match is presided over by a referee who controls the match from within the ring, calls
fouls, and monitors the fight. There are also typically three judges that contribute by keeping
track of points based on punches landed, knockdowns, and defense. If a fight reaches the
predetermined number of rounds and there has not been a knockout, the matchs outcome is
determined by the score kept by the judges. Despite the apparent barbarity of boxing, there are
strict rules that govern fair play. Boxers are required to only hit with their fists and there is no
kicking, biting, tripping, wrestling, head-butting, pushing, spitting, and holding. Also, there is no
hitting the back, the back of the head, the kidneys, or below the waist. Any of these are
considered a foul and can lead to potential disqualification.
There are some notable differences between professional and amateur boxing. Amateur
boxing (college level and Olympic Games) requires headgear, matches consist of only three to
four rounds, and a point scoring system is used that does not rely on damage inflicted by the
punches. Professional boxing prohibits headgear, the rounds are typically much longer (ten to
twelve rounds), and considerable more physical punishment is commonly inflicted and permitted.
(http://www.sporthaven.com/other-sports/boxing/)
163

1) What happens in a modern boxing match ?
2) What must one do to win a boxing match ?
3) What does knockout or KO mean in boxing ?
4) What does technical knockout or TKO mean in boxing ?
5) Where and when did boxing first get its name ?
6) Where does a boxing match take place ?
7) What is the referees job in a boxing match ?
8) What role does the score kept by the judges have ?
9) What is the difference between professional and amateur boxing ?
10) What is the number of rounds an amateur boxing match can have ?
11) What is the number of rounds a professional boxing match can have ?
12) How long does a boxing round last ?
UNIT THIRTEEN
If Clause
There are four basic types of conditional sentences in the English language.
Examples:
The zero conditional: I take my umbrella if it rains.
The first conditional: Ill call you if I work late.
The second conditional: If the bus didnt arrive on time, I would drive you to the airport.
The third conditional: She wouldnt have come if I hadnt invited her.
Grammar rules with examples

The zero conditional describes situations that are always true. If has the same meaning as
when or whenever.
If I go to school, I get up at seven. (Whenever I go to school I get up at the same time.)
If you park your car on double yellow lines, you pay a fine. (Whenever you park illegally, you
pay a fine.)
164
We use the present simple tense in both the main clauses and the if clauses.
The first conditional sentences are used to speculate about possible situations that can really
happen at present or in future.
We do not use will in an if clause to describe future activities (compare it to time clauses).
If he studies hard, hell pass the exams. If we catch the 10.15 train, we will arrive on time. If you
dont get the ticket, what will you do?
We make if clauses with if + present tense and main clauses with will + bare infinitive.
In the second conditional sentences we speculate about situations that will probably never
happen at present or in future.
If I had more time, I would help you. (But I am not free at the moment. I cant help you).
If I won a million dollars, I would start a business of my own. (But I know that it is not realistic.)
We make if clauses with if + past tense and main clauses with would + bare infinitive.
Note: the verb to be can be specific in the if clause.

If I were rich, I wouldnt work. If he were younger, he would marry her.
(But was is also possible: If I was rich, I wouldnt work. If he was younger, he would marry her.)
But: If I were you, I wouldnt do it. (In this expression, were is much more usual than was.)
The third conditional sentences always refer to the past. We speculate about situations that
happened or did not happen in the past.
If I had won a million, I would have started a business of my own. (But I didnt win anything.)
If he had met her, he would have told her. (Unfortunately, he didnt meet her.)
If we hadnt practised, we wouldnt have won the match. (But we practised and won.)
We make if clauses with if + past perfect and main clauses with would + perfect infinitive
(have + past participle).
But we can also combine other verb structures in third conditional sentences.
We didnt save any money. If we had saved some money, we might have bought the house.
165
She wasnt there and I wasnt sitting next to her. But if she had been there, I would have been
sitting next to her.
I was looking at the trees when I fell off the bike. If I hadnt been looking at the trees, I wouldnt
have fallen off the bike.
Compare the first and second conditionals

The main difference between the first conditional and the second conditional is about probability:
the first conditional is realistic, the second conditional is unrealistic.
Sometimes we can use both with the following difference in meaning:

If I see him, I will tell him. (I suppose I will see him, because we go to the same school.)
If I saw him, I would tell him. (I dont think I will see him, because he is ill.)
If I need your help, Ill call you. (It is probable that I will need your help.)
If I needed your help, Id call you. (It is not very probable that I will need your help.)
Sometimes we must use either the first conditional or the second conditional to make it clear that
the situation is real or unreal.
If you get up late, you will miss your bus. (a real situation)
If I came from your country, I would understand your problems. (an unreal situation - I am not
from your country.)
Other forms
Apart from the basic structures (if + the present simple + will and if + the past simple +
would), we can also make different combinations.
Examples - type 1:
1. If you have finished your dinner, you can ask for the bill.
2. If you are feeling tired, take a rest.
3. If he is a good skier, he might make it.
4. If you want to be slim, you should eat less.
5. If you meet her, could you let me know?
166
Examples - type 2:
1.If I knew his address, I might go and see him.

2.If we were on holiday, we would be lying on a beach now.
3. Why are we watching this film? If we were watching the news, it would be more
interesting.
Mixed conditionals
In the mixed conditional sentences we can combine the second and third conditional:
1.If he had left immediately, he would be here now. (He didnt leave immediately and isnt here.)
2.If I had studied hard when I was young, I wouldnt be a porter now. (I didnt study and I am a
porter.)
3.If we hadnt told him the way while he was preparing for his journey, he would get lost now.
(We told him and he isnt lost.)
Inverted conditionals
We can also make conditional sentences by changing the word order in the if clause.
Had he booked the hotel room, he woulnt have slept at the camp. (If he had booked ... )
Were I in your position, I would accept it. (If I were ... )
This is less common, quite formal and is mostly used in writing.
Note
If is the most frequent expression in the if clauses, but other expressions are also possible.
even if, provided (that), unless, on condition (that), in case
Examples:
You will leave tonight even if you dont want to.
167
You can have your birthday party provided that you arent noisy.
Well sell you the ranch on condition you pay in cash.
You should take a dictionary with you in case you forgot some words.
Unless you do something, she wont come back. (If you dont do anything, ... )
Exercises:
1. Tell her if you ..her. (see, will see)
2. I would have gone by air if I ..more money. (had, had had)
3. If I were younger you marry me? (did, would)
4. I could have a drink provided I drive. (would not, did not)
5. If I had lost my job what ..now? (would I do, would I have done)
6. I would have eaten the meat if it ..tough. (was not, had not been)
7. If she ..her hairstyle she would be pretty. (changes, changed)
8. Unless she a coat shell catch a cold. (puts on, will not put on)
9. If he had asked you what would you (do, did).
10. What will you do in case Bob .?(would come, comes)
2. Complete the sentences with the verbs in brackets.

1. ..we (have) enough time if we wanted to see the castle?
2. In case you ..(buy) a car, will you teach me to drive?
3. If I .(not be) in a hurry, I wouldnt have made so many mistakes
4. She wont finish it on time if she ..(not start) right now
5. She (get angry) if you had told her.
6. On condition that they ..(support) our product, they would get a discount
7. Even if I (ask) him, he wont come
8. Had I driven slowly, I ..(not crash).
9. It will be a disaster unless they ..(help) us.
10. If you (have) something to eat, you wouldnt have felt sick.
168
11. I wouldnt risk it if I .(be) you.

12. She would get fat if she ..(not stop) eating.
13. The chicken wasnt good. It (taste) better if you had put some spices
on it
3. Answer the questions. Use the verbs in brackets.
1. What would you do if you had more free time? (travel)

If I ..more free time, I .a lot.
2. Where would you spend your holiday provided that a sponsor paid for it? (in Provence)
If I ..more free time, I .a lot.
3. If you had not started this grammar course, what would you have done to improve your
English? (go to Britain)
If I .this course, I .to improve my English.
4. Where will you go at the weekend, if you arent too busy? (go to see my friend)
If I ..too busy next weekend, I .
5. If you found a stranger in your bedroom, how would you react? (scream)
If I a stranger in my bedroom, I ..
6. If you finish this test in fifteen minutes, what will you do? (have a drink)
If I ..it soon, I ...
7. If you had not decided to study English, what language would you have chosen instead?
French)
If I .to study English, I instead.
4. Use if - clauses to respond to the situations.

1. I dont know his address. I cant contact him. But if I ..his address, I
him
2. He was ill. He couldnt go skiing. But if he ill, he
skiing.
3. He didnt buy any tomatoes. I couldnt make a salad. He didnt buy any tomatoes. I
couldnt make a salad.
169
4. We havent enough room in our house. You cant stay with us. But if we
enough room, you with us.
5. You were not lucky. You didnt win. But if you ..lucky, you
.
6. I am eighteen. I can vote. But if ..eighteen, I .
5. Make if - clauses with similar meaning.

1. Go to Corfu. You will like it. If you ..
2. Dont hurry. You will not make mistakes. Unless you ...
3. Will you see her? Say hello to her. If you ..
4. Be careful. You will not fall down. Provided that you ..
5. You mustnt panic. You will manage it. If you .
6. She cant give it up. She will succeed. In case she ..
6.Correct mistakes or copy the correct form if there is no mistake.
1. He would not have been arrested if he informed the police after the robbery. He
if he .the police after the robbery
2. If I had been sent to hospital now, how long would I stay there? If I .to
hospital now, how long .there?
3. What will happen if I will push this button? What if I ..this
button?
4. If you had not overslept, you would not have missed the train yesterday. If you
., you ..the train yesterday.
5. Unless she is not careful, she will fall off the bike. Unless she careful,
she ..the bike.
6. What a pity! Had I arrived on time, I would not miss it. What a pity! .on
time, I ..it.
170
7. I would give you the information if I had had it. Shall I fetch it? I
..you the information if I it. Shall I fetch it?
8. I cant tell you now if she comes. Will you wait for her? I cant tell you now if she
... for her?
9. Even if I will lend you some money, it will not be enough. Even if I you
some money, it .enough.
10. I could have offered you my help in case I knew all about it. But I didnt. I
.you my help in case I all about it. But I didnt.
11. If you did not shout at her so many times, she would not leave you now.
If you at her so many times, she .you now
7. Complete the sentences with if, when or unless.

1. What time will you come? - Ill come I finish my project.
2. I will not be able to do it .you help me.
3. ..it gets dark we are going to observe the stars.
4. Id like to sit down here ..you dont mind
5. ..you turn off the stereo Ill go mad.
6. .the weather is nice at the weekend well go to the seaside.
7. Ill tell you .I come back from work.
8. How much will it cost ..we pay in advance?
9. He cant go to the States .he asks for a visa.
8.Make questions.
1. .if you were rich? I wouldnt be happy.
2. What ..if you hadnt found her telephone number? I would have called
her mother.
171
3. Where ..if you hadnt spent your holiday in Spain last year? We would
have gone to Italy.
4. How ..them the prices in case we dont meet at the trade-fair? Ill send
them the prices by fax.
5. What .if you were me? I wouldnt answer his letter if I were you.
6. Who if the party had been at your place? I would have invited my close
friends.
9.Choose the most appropriate answer.

1. I like this coat. If it.. cheaper, I would buy it.
a. is
b. would be
c. were
d. had been
2. If I you, I would call him.

a. am b. would be
c. were
d. had been
3. She would write to him if she .. his address.

a. knows
b. would know
c. knew
d. had known
4. Even if I had enough money, I ..buy this car.

a. could
b. might
c. would
d. would not
5. What would happen if someone this button accidentally?

a. will press
b. would press
c. pressed
d. had pressed
6. What would you do if you.. a million dollars?

a. have
b. had
c. had had
d. would have
7. If I had a bicycle, I .for a ride with you.
172
a. can go
b.could go
c. could have gone
d. would have gone
8. I hope she mind if I stayed here.

a. doesnt
b. wont
c. wouldnt
d. would
9. Mrs.. Green call, tell her Ill be back around four oclock.
a. could
b. might
c. should
d. would
10. She would be disappointed if we ..her a present.

a. wont bring b. wouldnt bring
c. didnt bring
d. hadnt brought
11. If I her telephone number, I would have called her.

a. knew
b. had known
c. would know
d. would have known
12. If he .. harder, he would have passed his exams.

a. studied
b. had studied
c. would study
d. would have studied
13. If he .us, we wouldnt have finished our work so quickly.

a. hasnt helped
b. didnt help
c. hadnt helped
d. wouldnt help
14. If I . enough money, I could have stayed at a five-star hotel during my

vacation.
a. had
b. had had
c. would have
d. would have had
15. If you had asked him, he able to help you.

a. was
b. had been
c. would be
d. would have been
16. They.. for a picnic yesterday if the weather had been warmer.
173
a. would go
b. would have gone
c. went
d. had gone
17. It .. if he had been more attentive.

a. did not happen
b. had not happened
c. would not happen d. wouldnt have happened
18. If he hadnt been so busy at work last week, he ..more time with his children.
a. may spend
b. might spend
c. could spend
d. could have spent
19. We were terribly late. If we had taken a taxi instead of a bus, we .. on time.
a. could arrive
b. may arrive
c. might arrive
d. might have arrived
20. I known his true intentions, I would not have allowed him to stay in my house.
a. have
b. had
c. should
d were
10. Read the text and the answer the questions
My bungee nightmare: Briton hits water at 80mph after elastic cord flies loose
As he hurtled towards the water at 80mph on a bungee jump, Rishi Baveja anxiously
awaited the moment when the elastic cord snapped him back aloft. It never came. The harness
around his feet worked free and he continued accelerating until he hit the surface of a Thai
lagoon.
Fortunately he managed to take the full force of the impact on his chest, escaping catastrophic
head injuries. But the Cambridge graduate still suffered a ruptured spleen, torn liver, collapsed
lungs and massive bruising. Surgeons, who likened his injuries to those of a car crash victim, had
to remove the spleen and he spent a month in a Bangkok hospital before he was well enough to
return to his home near Wakefield, West Yorkshire.
All the doctors were staggered that I lived, he said. Im very lucky. If I had landed head first I
would be brain damaged or dead.
174
Mr. Baveja, whose father Amarjeet is a GP, was in Phuket on a month-long holiday to celebrate
gaining a 2.2 degree in engineering. He paid 50 to make the jump at the Jungle Bungy centre in
Kathu.
A crane took him to a 165ft platform where a harness was placed around his feet and fastened to
a bungee cord with several wraps of material.
A video of the jump records his yelp of fear just before he hits the water, while an instructor
appears to say Oh, as the realisation of what is happening dawns on him.
Mr. Baveja said it was not clear how the harness was able to work loose and he would not be
suing the operators because he feels there is little prospect of success. I knew the jump would be
scary but I didnt think it was dangerous. I had a long phone conversation with my mum telling
her it was safe.
She only believed me when I told her that the website of the jump centre claimed it had a 100
per cent safety record. It still says that I didnt need to do that jump. I wish I hadnt.
Mr. Bavejas parents flew out to his bedside when they were told of the accident. Despite losing
his spleen he hopes to return to full health - and has not been put off extreme sports. He plans to
go skydiving when he has recovered.
(http://www.dailymail.co.uk/news/article-1218122/)
Questions:
1 What did Rishi Baveja expect to happen?
2 What did actually happen?
3 What were his injuries compared to?
4 How much time did he have to spend in hospital?
5 What was the doctors reaction regarding his state?
6 If he had landed head first would he have survived?
8 What did his equipment consist of?
9 Is Rishi Baveja going to sue the operators? Why (not)?
10 What does he say about the accident?
11 In the future, after this experience, will he give up doing extreme sports?
175
Read the joke! Tell your colleagues a joke in English!
Reaching the end of a job interview, the Human Resources person asked the young MBA fresh
out of MIT, "And what starting salary were you looking for?" The candidate said, "In the
neighborhood of $125,000 a year, depending on the benefits package." The HR person said,
"Well, what would you say to a package of 5 weeks vacation, 14 paid holidays, full medical and
dental, company matching retirement fund to 50% of salary and a company car leased every 2
years - say, a red Corvette?" The MBA sat up straight and said, "Wow!!! Are you kidding?" And
the HR person said, "Certainly, ... but you started it."
UNIT FOURTEEN
Modal Verbs
Modal verbs are special verbs which behave very differently from normal verbs. Here are
some important differences:
1. Modal verbs do not take "-s" in the third person.
Examples:
1.
2.
He can speak Chinese.

She should be here by 9:00.
2. You use "not" to make modal verbs negative, even in Simple Present and Simple Past.
Examples:
176
He should not be late.
1.
2.
They might not come to the party.
3. Many modal verbs cannot be used in the past tenses or the future tenses.
Examples:
He will can go with us. Not Correct
1.
2.
She musted study very hard. Not Correct
4. The modal auxiliary verbs are always followed by the base form.
Examples:
3.
He can to go with us. Not Correct
4.
He can go with us. Correct
Common Modal Verbs

Can
Ought to
Could
Shall
May
Should
Might
Will
Must
Would
Modal
Can
Example
Uses
They can control their own budgets.
Ability / Possibility
We cant fix it.
Inability / Impossibility
Can I smoke here?
Asking for permission
177
Could
May
Might
Can you help me?
Request
Could I borrow your dictionary?
Asking for permission.
Could you say it again more slowly?
Request
We could try to fix it ourselves.
Suggestion
I think we could have another Gulf War.
Future possibility
He gave up his old job so he could work for us.
Ability in the past
May I have another cup of coffee?
China may become a major economic power.
Future possibility
Wed better phone tomorrow, they might be
Present possibility
eating their dinner now.

Future possibility
They might give us a 10% discount.
Must
We must say good-bye now.
Necessity / Obligation
They mustnt disrupt the work more than
Prohibition
necessary.
Ought to We ought to employ a professional writer.
Shall
Saying whats right or correct
Shall I help you with your luggage?
Offer
Shall we say 2.30 then?
Suggestion
Shall I do that or will you?
Asking what to do
We should sort out this problem at once.
Saying whats right or correct
I think we should check everything again.
Recommending action
Profits should increase next year.
Uncertain prediction
(More
common in
the UK
than the
US)
Should
178
Will
Would
I cant see any taxis so Ill walk.
Instant decisions
Ill do that for you if you like.
Offer
Ill get back to you first thing on Monday.
Promise
Profits will increase next year.
Certain prediction
Would you mind if I brought a colleague with
me?
Request
Would you pass the salt please?
Request
Would you mind waiting a moment?
Making arrangements
"Would three oclock suit you?" - "Thatd be
Invitation
fine."
Would you like to play golf this Friday?
Preferences
"Would you prefer tea or coffee?" - "Id like tea

please."
Many modal verbs cannot be used in all of the English tenses. Thats why we need to know
the substitutes to these modal verbs.
Modal Verb
Substitute
Example
must
to have to
I must swim. = I have to swim.
must not
not to be allowed to
I must not swim. = I am not allowed to swim.
179
can
to be able to
I can swim. = I am able to swim.
may
to be allowed to
I may swim. = I am allowed to swim.
need
to have to
I need to swim. = I have to swim.
need not
not to have to
I need not swim. = I dont have to swim.
shall / should/
to be supposed to / to be
I shall / should / ought to swim. = I am supposed
ought to
expected to / to be to
to swim. / I am expected to swim. /
Past Modals:
Form: modal verb + have + past participle
1. Past ability
Form: Could have... / Couldnt have ...
Example: The boy could have done the dishes himself, but his father decided to help.
2. You did or didnt do something that was a good idea.
Form: Should have ..../ shouldnt have ....

Example: The girl shouldnt have spun around so many times. She fell down.
180
3. Past condition / past situation
Form: would have.... / wouldnt have ......
Example: This house of cards would have fallen over if the person who built it hadnt been so
careful.
4. Past possibility
Form: may have ....../ may not have .......
Example: My grandfather may have used this camera when he was a young man, but Im not
sure.
5. Past possibility
Form: might have ....../ might not have ......
Example: Her mother might have put mustard on her sandwich. She hopes not.
6. Something probably happened in the past
Form: must have ...../ must not have .......
Example: They must have practiced a lot because theyre very good musicians.
Exercises:
1. Choose the most appropriate answer:
181
1. You dont look well. You.. see a doctor. (Advice)

1. are to
2. could
3. need to
4. should
2. .mind lending me your CD player for a couple of days? (Request)

1. can you
2. could you
3. would you
4. would you mind
3. Whose book is this? I am not sure. It be Annas. (Possibility)

1. might
2. must
3. should
4. would
4. She .home yesterday because her little son was sick. (Necessity)
1. could have stayed
2. had to stay
3. must have stayed 4. should have stayed
5. You ..leave work at 3:30 today. (Permission)

1. can
2. could
3. might
4. will
6. Though he was ill and weak, he .get out of the burning building. (Ability)
1. could 2. might
3. should
4. was able to
7. The windows look clean. You . wash them.

1. cant
2. dont have to 3. mustnt
4. are not to
8. You ..disturb him during his work! (Prohibition)

1. cant
2. dont have to 3. mustnt
4. couldnt
9. Whose car is this? It be Antons. I think I saw him driving a red car like this one.
(Strong probability)
1. might
2. could
3. must
4. would
182
10. I dont believe it. It be true.

1. cant
2. mustnt
3. shouldnt
4. wouldnt
2. Choose the most appropriate answer for expressing ability.

1. Maria. type 80 words per minute.
1. may
2. can
3. could
4. has to
2. Ella ..speak French and German.

1. may
2. can
3. could
4. has to
3. Toms teacher says that he .play the violin pretty well in half a year.
1. can
2. could
3. will be able to
4. will have to
4. I .meet him at the airport tomorrow

1. can
2. could
3. should
4. would
5. Im sure that Nina explain everything when she returns.

1. can
2. could
3. will be able to
4. will have to
6. My dog .very high when he was younger.

1. could jump
2. could have jumped
3. might be able to jump
4. might have been able to
jump
7. One of the boys get out of the cave. He ran to the village for help.
1. could
2. might
3. was able to
4. had to
8. Several criminals .escape into the woods.
183
1. could
2. might
3. managed to
4. had to
9. I wanted to talk to Jim yesterday, but I .. find him

1. didnt
2. might not
3. wouldnt
4. couldnt
10. Anyone.. make a mistake.

1. may
2. can
3. could
4. is able to
3. Choose the most appropriate answer for expressing advice.

1. Its a great town. You visit it some day.
1. could
2. might
3. should
4. had better
2. If she wants to buy an apartment, she .. consult a good real estate agent.
1. has to
2. should
3. may need to
4. could
3. .I ask John to help us?

1. Should
2. Ought
3. Could
4. May
4. Children eat too much chocolate.

1. must not
2. may not
3. could not
4.should not
5. You ..come here again, or Ill report you to the police!

1. cant
2. wont
3. mustnt
4. d better not
6. He. be punished for his terrible attitude to people.

1. might
2.ought to
3. could
4. would
184
7. I. write an article on English grammar tonight, but I have a bad headache. I think Ill go
for a walk instead.
1. have to
2. must
3. should
4. had better
8. I harder for the exam. It was very difficult, and I didnt pass it.
1. should study
2. had to study
3. should have studied
4. must have studied
9. They.. invited that guy to the party. He got drunk and started a fight.
1. mustnt have
2. shouldnt have
3. couldnt have
4. wouldnt have
10. I recommend . to one of the local health resorts. Change of scene and fresh air will do
you good.
1. to go
2. going
4.Choose the most appropriate answer for expressing the idea specified in parentheses.
1. Its getting late. I .. go now.
1. can
2. may
3. have to
4. would rather
2. Mike broke his leg yesterday. His leg is in a cast, and he ..use crutches for a month.
1. will be able to
2. will have to
3. had better
4. should
3. I.. talk to Ann about it.

1. have got to
2. would like to
3. may have to
4. may need to
4. She to the bank yesterday.

1. must go
2. had to go
3. should have gone
4. must have gone
185
5. We cant just go away! We..help him!

1. have to
2. need to
3. should
4. must
6. Tomorrow is Sunday. I.. go to school.

1. cant
2. may not
3. must not
4. dont have to
7. You .. go to the supermarket. There is enough food in the refrigerator. (Absence of

necessity)
1. mustnt
2. dont need to
3. shouldnt
4. ought not
8. She ..work yesterday, so she spent the whole day in the park by the river. (Absence of
necessity)
1. couldnt
2. shouldnt
3. mustnt
4. didnt have to
9. Its a secret. You. tell anyone about it. (Strong necessity NOT to do something /
Prohibition)
1. cant
2. may not
3. must not
4. dont have to
10. I forget to call him today. (Strong necessity NOT to do something)

1. cannot
2. must not
3. may not
4. will no
5. Choose the most appropriate answer for expressing the idea specified in parentheses.
1. I speak to Mr. Smith, please? (Formal polite request)
1. Can
2. May
3. Would
4. Would you mind if
2. . you open the window, please? Its hot in here. (Polite request)
1. Could
2. Couldnt
3. Wont
4. Wouldnt
186
3. buying two loaves of bread on your way home? (Polite request)

1. Could you
2. Will you
3. Would you
4. Would you mind
4. Would you mind if . I your dictionary for an hour or so? (Polite request)
1. borrowed
2. will borrow
3. would borrow
5. Would you mind if I.. come to your party? (Asking for permission)
1. didnt
2. wont
3. wouldnt
6. Mrs.. Redding, lend me two hundred dollars till next week, please? (Polite request)
1. cant you
2. could you
3. do you mind
4. would you mind
7. Would you mind .. here? I have a headache. (Polite request)

1. not to smoke
2. not smoke
3. no smoking
4. not smoking
8. Betty, help me with this grammar exercise, please? (Informal request)

1. can you
2. cant you
3. wont you
4. do you mind
9. Could I use your cell phone, please? Sorry, you . (Permission not given)
1. cant
2. couldnt
3. mustnt
4. wont
10. Could I stay here for a while? Yes, you.. . (Permission given)
1. could
2. can
3.will
4. must
6. Choose the most appropriate answer to express possibility that is NOT very strong.
1. He be able to help you.
1. may 2. must
3.should
4. will
187
2. She .. have to sell her car and other belongings to pay her debts.
1. will
2. will probably
3. might
4. would
3. Where is Anna? I dont know. She ..be at the swimming pool or in the park.
1. could
2. should
3. must
4. has to
4. It.. be as easy as you think.

1. cant
2. couldnt
3. might not
4. must not
5. Dont ring the doorbell when you get there. Marias little baby . sleeping.
1. must be
2. should be
3. may be
4. may not be
6. How did the robbers get in? We dont know yet. The old womanto lock the door.
1. might forget
2. could forget
3. might have forgotten
4. must have forgotten
7. I called her but there was no answer. She left for New York already.
1. may have
2. must have
3. should have
4. has probably
8. When can I see him?........... come back before six today?

1. May he
2. Might he
3. Would he
4. Is he likely to
9. I wonder who wrote that letter Jim have written it?

1. May
2. Might
3. Could
4. Is it possible that
10. He said that he .go to Italy in June or July.

1. can
2. should
3. might
4. would
188
7. Choose the most appropriate answer to express strong probability. Strong probability
means that you are about 90 percent sure.
1. Its 10:00 a.m. He ..in the office now.
1. must be
2. may be
3. might be
4. can be
2. They live in a very big house. They.. rich.

1. must be
2. are
3. may be
4. can be
3. Try calling him in the evening. He .home by eight.

1. must be
2. should be
3. is going to be
4. will be
4. You .our report tomorrow.

1. must receive
2. should receive
3. are going to
4. will receive
5. Lets watch the film about meteorites on Channel 6. It interesting.

1. must be
2. should be
3. could be
4. would be
6. I cant find my car keys. I . them in my office.

1. should leave
2. ought to have left
3. must have left
4. should have left
7. There is no one by the name Lisa here. You misdialed.

1. may have
2. should have
3. ought to have
4. must have
8. Im worried. He .. two hours ago. Where can he be?

1. ought to arrive
2. should arrive
3. must have arrived
4. should have arrived
9. He go to France next month.
189
1. should
2. must
3. ought to
4. will probably
10. I need to see him as soon as possible. . come back soon?

1. Should he
2. Must he
3. Will he
4. Is he likely to
8. Choose the most appropriate answer.

1. You . go there with me. I can handle it, its not difficult. (Absence of necessity)
1. may not
2. must not
3. dont have to
4. had better not
2. bring me a glass of cold water? (Request)

1. Could you
2.Cant you3. Would you mind
4. Why dont you
3. Igive you a lift to the station. My car broke down yesterday. (Ability)
1. must not
2. should not
3. may not
4.cant
4. I dont know what to do. You your father for advice. (Suggestion)
1. are able to ask
2. could ask
3. must ask
4. have to ask
5. He didnt go to the park with us yesterday because he .. write a report. (Necessity)

1. should
2. must
3. had to
4. could
6. I left my bag here just five minutes ago. You.. it! (Strong probability)
1. may have seen
2. must have seen
3. were able to see
4. could see
7. You. the bills two weeks ago. (Advice)

1. had better pay
2. should pay
3. ought to pay
4. should have paid
190
8. I dont know how to help you. Try asking Anton for help. He .be able to find a solution.
(Possibility)
1. must
2. has to
3. might
4. will
9. I play tennis every day when I was younger. (Repeated action in the past)
1. had to
2. was able to
3. used to
4. could
10. You want to call them now? Its already after midnight! They. . (Strong probability)
1. must sleep
2. should sleep
3. may sleep
4. must be sleeping
9. Read the text and answer the questions:

Women and the Olympic Games
Although there were no womens events in the ancient Olympics, several women appear
in the official lists of Olympic victors as the owners of the stables of some victorious chariot
entries. In Sparta, girls and young women did practice and compete locally. But, apart from
Sparta, contests for young Greek women were very rare and probably limited to an annual local
footrace. At Olympia, however, the Herean festival, held every four years in honour of the
goddess Hera, included a race for young women, who were divided into three age groups. Yet the
Herean race was not part of the Olympics (they took place at another time of the year) and
probably was not instituted before the advent of the Roman Empire. Then for a brief period girls
competed at a few other important athletic venues.
The 2nd-century-ad traveler Pausanias wrote that women were banned from Olympia
during the actual Games under penalty of death. Yet he also remarked that the law and penalty
had never been invoked. His account later incongruously stated that unmarried women were
allowed as Olympic spectators. Many historians believe that a later scribe simply made an error
copying this passage of Pausaniass text here. Nonetheless, the notion that all or only married
women were banned from the Games endured in popular writing on the topic, though the
evidence regarding women as spectators remains unclear.
Demise of the Olympics
Greece lost its independence to Rome in the middle of the 2nd century bc, and support for
the competitions at Olympia and elsewhere fell off considerably during the next century. The
Romans looked on athletics with contemptto strip naked and compete in public was degrading
in their eyes. The Romans realized the political value of the Greek festivals, however, and
Emperor Augustus staged games for Greek athletes in a temporary wooden stadium erected near
the Circus Maximus in Rome and instituted major new athletic festivals in Italy and in Greece.
Emperor Nero was also a keen patron of the festivals in Greece, but he disgraced himself and the
191
Olympic Games when he entered a chariot race, fell off his vehicle, and then declared himself the
winner anyway.
Romans neither trained for nor participated in Greek athletics. Roman gladiator shows and
team chariot racing were not related to the Olympic Games or to Greek athletics. The main
difference between the Greek and Roman attitudes is reflected in the words each culture used to
describe its festivals: for the Greeks they were contests (agnes), while for the Romans they were
games (ludi). The Greeks originally organized their festivals for the competitors, the Romans for
the public. One was primarily competition, the other entertainment. The Olympic Games were
finally abolished about ad 400 by the Roman emperor Theodosius I or his son because of the
festivals pagan associations.
(http://www.britannica.com/EBchecked/topic/428005/Olympic-Games)
1.
2.
3.
4.
5.
Did women appear in the official lists of Olympic victors?

Did girls in Sparta participate in these games?
Was there included a race for young women?
In honour of which goddess was held the Herean Festival?
Were unmarried women or the married ones banned from Olympia during the actual
Games?
6. Which country lost its independence in the middle of the 2nd century B. C.?
7. How were the Romans looking on athletics?
8. Which is the main difference between the Greek and Roman attitudes?
9. What did the Greeks do originally?
10. How did the Olympic Games end?
Read the joke! Tell your colleagues a good joke in English!
A man goes into a pet shop to buy a parrot. The shop owner points to three identical looking
parrots on a perch and says: "The parrot on the left costs $500." "Why, does the parrot cost so
much?", asks the first man. The owner says, "Well the parrot knows how to use a computer." The
man then asks about the next parrot. He is told that this one costs $1000, because it can do
everything the other parrot can do, plus it knows how to use the UNIX operating system.
Naturally, the increasingly startled man asks about the third parrot. He is told that it costs $2000.
Needless to say this begs the question, "What can it do?" To which the owner replies, "To be
honest I have never seen it do a thing, but the other two call him boss!"
192
List of Irregular Verbs

to abide
abode
abode
a astepta, a sta, a locui
to arise
to awake
arose
awoke
awaked
was, were
bore
beat
became
began
beheld
bent
besought
bet
bade
bound
bit
bled
blest
blew
broke
bred
brought
broadcast
burnt (burned)
burst
bought
could
cast
caught
chose
cleft
clung
came
cost
crept
arisen
awoken
awaked
been
born
beaten
become
begun
beheld
bent
besought
bet
bidden
bound
bitten
bled
blest
blown
broken
bred
brought
broadcast
burnt (burned)
burst
bought
been able to
cast
caught
chosen
cleft
clung
come
cost
crept
a se ridica
a se trezi
to be
to bear
to beat
to become
to begin
to behold
to bend
to beseech
to bet
to bid
to bind
to bite
to bleed
to bless
to blow
to break
to breed
to bring
to broadcast
to burn
to burst
to buy
can
to cast
to catch
to choose
to cleave
to cling
to come
to cost
to creep
a fi
a se naste
a bate
a deveni
a icepe
a zari, a vedea
a indoi, a curba
a implora
a paria
a oferi, a licita
a lega
a musca
a sangera
a binecuvanta
a sufla
a sparge
a creste
a aduce
a transmite prin radio
a arde
a izbucni
a cumpara
a putea
a arunca
a prinde
a alege
a despica
a se lipi
a veni
a costa
a se tara
193
to cut
to deal
to dig
to do
to draw
to dream
to drink
to drive
to dwell
to eat
to fall
to feed
to feel
to fight
to find
to fly
to forbid
to forecast
to foresee
to foretell
to forget
to forgive
to forgo
cut
dealt
dug
did
drew
dreamt (dreamed)
drank
drove
dwelt
ate
fell
fed
felt
fought
found
flew
forbade
forecast
foresaw
foretold
forgot
forgave
forwent
cut
dealt
dug
done
drawn
dreamt (dreamed)
drunk
driven
dwelt
eaten
fallen
fed
felt
fought
found
flown
forbidden
forecast
foreseen
foretold
forgotten
forgiven
forgone
forsake
to freeze
to get
to give
to go
to grind
to grow
to hang
to have
to hear
to hide
to hit
forsook
froze
got
gave
went
ground
grew
hung (hanged)
had
heard
hid
hit
forsaken
frozen
got
given
gone
ground
grown
hung (hanged)
had
heard
hidden
hit
a taia
a se ocupa, a trata afaceri
a sapa
a face
a desena
a visa
a bea
a conduce masina
a locui, a ramane, a insista
a manca
a cadea
a hrani
a simti
a lupta
a gasi
a zbura
a interzice
a prevedea
a prevedea
a prezice
a uita
a ierta
a renunta la,
a da uitarii
a parasi
a igheta
a primi
a da
a merge
a macina
a creste
a spanzura
a avea
a auzi
a ascunde
a lovi
194
to hold
to hurt
to keep
to kneel
to knit
to know
to lay
to lead
to lean
to learn
to leave
to lend
to let
to lie
to light
to lose
to make
to mean
to meet
to misgive
to mislead
to mistake
to outdo
to overcome
to overdo
to pay
to put
to read
to rend
to ride
to ring
to rise
to run
to say
to see
to seek
held
hurt
kept
knelt
knit
knew
laid
led
leant
learnt (learned)
left
lent
let
lay
lit
lost
made
meant
met
misgave
misled
mistook
outdid
overcame
overdid
paid
put
read
rent
rode
rang
rose
ran
said
saw
sought
held
hurt
kept
knelt
knit
known
laid
led
leant
learnt (learned)
left
lent
let
lain
lit
lost
made
meant
met
misgiven
misled
mistaken
outdone
overcome
overdone
paid
put
read
rent
ridden
rung
risen
run
said
seen
sought
a tine
a rani
a pastra
a igenunchia
a tricota
a sti, a cunoaste
a aseza
a conduce
a se sprijini de
a ivata
a parasi
a mprumuta (cuiva)
a permite
a fi culcat
a aprinde
a pierde
a face
a isemna
a intalni
a inspira neicredere
a induce in eroare
a intelege gresit
a intrece
a invinge
a face exces
a plati
a pune
a citi
a sfasia, a rupe
a calari
a suna
a se ridica
a alerga
a spune
a vedea
a cauta
195
to sell
to send
to set
to sew
to shake
to shave
to shed
to shine
to shoe
to shoot
to show
to shrink
to shut
to sing
to sink
to sit
to slay
to sleep
to slide
to sling
to slit
to smell
to smite
to sow
to speak
to speed
to spell
to spend
to spill
to spin
sold
sent
set
sewed
shook
shaved
shed
shone
shod
shot
showed
shrank
shut
sang
sank
sat
slew
slept
slid
slung
slit
smelt (smelled)
smote
sowed
spoke
sped
spelt (spelled)
spent
spilt
spun
sold
sent
set
sewn (sewed)
shaken
shaven
shed
shone
shod
shot
shown
shrunk
shut
sung
sunk
sat
slain
slept
slid
slung
slit
smelt (smelled)
smitten
sown
spoken
sped
spelt (spelled)
spent
spilt
spun
to spit
to split
to spoil
to spread
to spring
spat
split
spoilt
spread
sprang
spat
split
spoilt
spread
sprung
a vinde
a trimite
a regla, a fixa
a coase
a scutura, a clatina
a se barbieri
a varsa (lacrimi)
a straluci
a icalta, a potcovi
a mpusca
a arata
a se strange
a inchide
a canta
a se scufunda
a sta (pe ceva)
a ucide
a dormi
a aluneca
a azvarli
a despica
a mirosi
a lovi
a semana
a vorbi
a accelera
a pronunta litera cu litera
a cheltui
a varsa
a toarce,
a se roti
a scuipa
a despica
a strica
a intinde
a sari, a tasni
196
to stand
to steal
to stick
to sting
to stink
to strike
to string
stood
stole
stuck
stung
stank
struck
strung
stood
stolen
stuck
stung
stunk
struck
strung
to strive
to swear
to sweep
to swim
to swing
to take
to teach
to tear
to tell
to think
to throw
to thrust
to tread
to underlie
to understand
to upset
to wake
to wear
to weave
to wet
to win
to wind
to wring
strove
swore
swept
swam
swung
took
taught
tore
told
thought
threw
thrust
trod
underlay
understood
upset
woke
wore
wove
wet
won
wound
wrung
striven
sworn
swept
swum
swung
taken
taught
torn
told
thought
thrown
thrust
trodden
underlain
understood
upset
woken
worn
woven
wet
won
wound
wrung
to write
wrote
written
a sta in picioare
a fura
a infige, a se lipi
a itepa
a mirosi urat
a lovi
a insira,
a incorda
a se stradui
a jura
a matura
a inota
a se legana
a lua
a invata, a preda
a rupe, a sfasia
a spune
a gandi, a crede
a arunca
a mbranci
a calca
a sustine
a intelge
a supara
a se trezi
a purta
a tese
a uda
a castiga
a se rasuci
a frange,
a smulge
a scrie
197
Bibliography
Burt, Angela, The A to Z of Correct English, Oxford, How to Books Ltd, 2002
Eastwood, John, Oxford Practice Grammar, Oxford University Press, Oxford, 2002
Gleanu, Georgiana, Exerciii de gramatic englez. Timpurile verbale, Editura Albatros,
Bucureti, 1979
Levichi, Leon, Gramatica limbii engleze, Editura didactic i pedagogic, Bucureti, 1971
Paidos, Constantin, Gramatica limbii engleze, vol I, II, Institutul European, Iai, 1992
Rozakis, Laurie, English Grammar for the Utterly Confused, The McGraw-Hill Companies Inc.,
New York, 2003
Side, Richard, Wellman, Guy, Grammar and Vocabulary for Cambridge Advanced and
Proficiency, Longman, 2000
Swan, Michael, Walter, Catherine, The Good Grammar Book, Oxford, 2001
Swick, Ed, Practice Makes Perfect, The McGraw-Hill Companies Inc., New York, 2009
Thomson, A.J., A.V. Martinet, A Practical English Grammar, Oxford University Press, 1971
Walker, Elaine, Elsworth, Steve, Grammar Practice for Intermediate Students, Longman,
Pearson Education Limited, 2000
http://www.beelingo.com/Courses/grammar
http://www.bodybuildingarticles.net/2011/07/best-muscle-building-exercises.html
http://www.britannica.com/EBchecked/topic/428005/Olympic-Games
http://www.buzzle.com/articles/importance-of-physical-education.html
www.eatingforlife.org
http://www.edufind.com/english/grammar
http://www.ego4u.com/en/cram-up/grammar
http://www.ego4u.com/en/read-on/animals/soccer/worldcup2010
http://www.e-grammar.org
http://en.wikipedia.org/wiki/Ice_hockey
http://www.englishpage.com
http://www.englisch-hilfen.de/en/grammar
http://ezinearticles.com/?The-Importance-of-Physical-Education&id=4255222
http://www.dailymail.co.uk/news/article-1218122
http://www.getsoccerinfo.com/index.php/site/matchverslag/Another_Danish_on_menu_for_City/
P4109
http://grammar.ccc.commnet.edu/grammar
http://www.healthguidance.org/entry/11193/1/Skill-Related-Fitness.html
www.northpark.edu
http://www1.skysports.com/olympics/news/story/21762/7410601
http://www.sporthaven.com/other-sports/boxing
http://www.studyenglishtoday.net
http://www.studyenglishtoday.net/skiing-snowboarding.html
http://www.teachnology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=7&lsn_id=20116
http://www.universalsports.com/news-blogs/article/newsid=571885.html
198
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ELENA MARIA EMANDI

Curs de limba englez

Perfect Form (past participle): I have been, etc.

Is your brother taller than you?

Am I working with you today?

The Linking and Existential to be

The wall joints may be weakened if the caissons cant be rebuilt.

Rosario was able to finish her degree by taking online courses.

Tag Questions with to be

Robert Frost was Americas favorite poet, wasnt he?

Order with Adverbs

As a student, he was seldom happy.

My brother-in-law still works for the bank.

This medicine has to be carefully administered.

The Verb to have

to have as a main verb

Positive Statement (spoken)

Negative Statement (spoken)

Have I got ...?

He/she/it has not

Do you have ...?

You have not

I / He / She / It / You had

I / He / She / It / You had not

(Id / Hed / Shed / Youd)

(I / He / She / It / You hadnt)

We / You / They have

We / You / They have not

(Weve / Youve / Theyve)

Have we / you / they

(We / You / They havent // Weve nof /

Do you have ...?

You have not

Do they have ...?

They have not

We / You / They had

I / He / She / It / You had not

Did we / you / they

"Do you have a car?"

"Have you got a car?"

Positive Answer - Yes

"Yes, I have a car."

"Yes Ive got a car."

"No, I dont have a car."

"No I havent got a car."

to have as an auxiliary verb

You had been

You will have

They will have

Negative Statement (possible short forms)

You have been ...

You have not been ... (You havent been ... //

(Youve been ...)

Youve not been ...)

"Yes, Im afraid I have."

"No, thank goodness, I havent."

The use of have to

"Do you have to leave early?"

"Have you got to leave early?"

Positive Answer - Yes

"Yes I have to." or "Yes I do"

"Yes Ive got to."