English As A Second Language: Compiled by

Compiled
by
Dr. Naglaa Awny
Dr. Nihal Adel
ENGLISH AS A
2022/2023
SECOND
LANGUAGE
Second year
Contents
Listening 2
Speaking 27
Grammar 55
Idiom, Vocabulary and reading 94
Writing 95
Sources 149
1
Listening
2
Listening : Amazing facts – exercises
Listen to the conversation about the human body and do the exercises to practise and improve your
listening skills.
https://bd748f642cf8b253d59c-
5c160b94f727c0d27cbeccc854542bc6.ssl.cf1.rackcdn.com/B1_amazing_facts.mp3
Do the preparation exercise before you listen. Then do the other exercises to check your understanding.
Preparation
Match the vocabulary with the correct definition and write a–d next to the numbers 1–4.
1…….. cells a. Very tiny creatures that live on plants or animals.
2…….. bacteria b. The smallest part of a chemical element.
The simplest and smallest forms of life. They live in air, water,
3…….. mites c. soil, as well as in humans and animals (dead or alive). They are
often the cause of disease.
The smallest part of an animal or plant that can work

4…….. atom d.
independently. All plants and animals are made of these.
1. Check your understanding: multiple choice

Do this exercise while you listen. Circle the best option to complete these sentences.
1. Only about one tenth of the cells in your body are ...
a. alive. b. really you. c. bacteria.
2. Bacteria are mostly ...
a. really helpful. b. bad for humans. c. neither good or bad.
3. Animals need bacteria to ...
a. fight diseases. b. provide energy. c. digest food.
4. You have ... cells in your body.
a. 7 million b. 7 trillion c. 7 octillion
5. Most of the atoms are ...
a. tiny cubes. b. not used. c. empty space.
6. You probably have mites in your ...
a. hair. b. ears. c. eyelashes.
3
Listening: Amazing facts – exercises
7. Mites are very small creatures that are about ...
b. a third of a millimetre
a. 3 millimetres long. c. 0.03 millimetres long.
long.
8. Mites eat ...
a. dead skin. b. your eyelashes. c. tiny insects.
2. Check your understanding: gap fill typing

Do this exercise while you listen. Complete the sentences with a word or words.
1. Only one tenth of the cells in your body are really you. The rest are .
An experiment found that animals that did not have bacteria or had to have a
2.
special diet.
3. There are octillion cells in the human body.
4. Most of the atoms in the human body are just empty .
Without the empty space, you could fit your body inside a box measuring of a
5.
centimetre either side.
6. You would be much too small to .
7. Mites are really small creatures, like .
8. They live in eyelashes and .
9. Only about per cent of people have mites.
10. Mites eat dead .
Discussion
Do you know any amazing facts about the human body?
4
Listening: Celebrations – exercises
Listen to the speakers and do the exercises to practise and improve your listening skills.
5c160b94f727c0d27cbeccc854542bc6.ssl.cf1.rackcdn.com/B1_celebrations.mp3
Preparation
Do this exercise before you listen. Match the events with the definitions and write a – e next to the
numbers 1 – 5.
a party to celebrate the anniversary of

1 someone’s birth a. golden wedding anniversary
the marriage of a king, queen, prince or

2 princess
b. Notting Hill Carnival
a West Indian carnival held in London
3 every August
c. end of term party at school
4…….. a celebration of 50 years of marriage d. birthday party
a party normally organised by students to

5…….. celebrate finishing the school year and e. Royal wedding
completing their exams
2. Check your understanding: matching

Do this exercise while you listen. Match the speaker with the celebration and write a – e next to the
numbers 1 – 5.
1…….. Speaker A a. golden wedding anniversary
2…….. Speaker B b. Notting Hill Carnival
3…….. Speaker C c. end of term party at school
4…….. Speaker D d. Royal wedding
5…….. Speaker E e. surprise birthday party
5
Listening: Celebrations – exercises
3. Check your understanding: gap fill

Do this exercise while you listen. Complete the gaps with the speaker.
1. Speaker ________________ will see people dressed in amazing costumes.
2. Speaker ________________ is going to decorate the venue with Chinese lanterns and projections
on the wall.
3. Speaker ________________ is worried about someone on Facebook spoiling the surprise.
4. Speaker ________________ is going to be careful of people stealing things.
5. Speaker ________________ is going to listen to old-fashioned music played on an old-fashioned

machine.
6. Speaker ________________ is in one of the bands that are playing.
7. Speaker ________________ is going to taste food from all over the world.
8. Speaker ________________ is going to celebrate with the whole family.
9. Speaker ________________ is organising a party for her two best friends.
10. Speaker ________________ is going to make sure there is no traffic on her street,
Vocabulary Box
6
Listening: Difficult situations – exercises
Listen to the people discussing different problems and do the exercises to practise and improve your
listening skills.
5c160b94f727c0d27cbeccc854542bc6.ssl.cf1.rackcdn.com/B1_difficult_situations.mp3
1. Preparation
Match the two parts of the sentence to describe difficult situations. Write a – f next to the numbers 1 – 6.
1…….. Your bus breaks a. dies.
2…….. You fail b. up with her.
3…….. Your dog c. an exam.
Your friend’s boyfriend

4............. d. your phone.
breaks
5…….. You leave your e. down and you are late for school.
6…….. Someone steals f. keys inside the house.

Complete the gaps with a word or phrase from the box.
friend he failed his exam mum
dad her dog got hit by a car the mobile phone he borrowed got stolen
1. The boy is telling his _______________ that _______________________________.
2. The girl is telling her _______________ that _____________________________ _.
3. The boy is telling his _______________ that _______________________________.
7
Listening: Difficult situations – exercises
3. Check your understanding: true or false

Circle True or False for these sentences.
1. A - The boy revised all week for his Economics exam. True False
2. A - It wasn't an important exam. True False
3. A - His mum is worried about the cost of retaking the course. True False
4. B - The girl and the dog were playing in the park. True False
5. B - She took Bonzo to the vet's straight away. True False
6. B - She had only had Bonzo for a short time. True False
7. C - The boy was using the phone when someone stole it. True False
8. C - The boy thinks he would recognise the thief. True False
9. C - The dad will see if the phone is insured. True False
What happened?
Vocabulary Box
8
Listening: How to study – exercises
Listen to the school assembly about how to study and do the exercises to practise and improve your
listening skills.
5c160b94f727c0d27cbeccc854542bc6.ssl.cf1.rackcdn.com/B2_how_to_study.mp3
1. Preparation: grouping
Do this exercise before you listen. Put the study ideas in the correct group.
Good study habits Bad study habits

1. The students will be taking exams soon. True False
2. A revision timetable could be from one to six weeks. True False
3. No one can really concentrate properly with music on. True False
You should try to forget about the internet, text messages, Twitter,
4. Facebook, etc. while you're studying. True False
You should try not to have a break until you really need one. True False
5.
Underlining or highlighting your notes is better than writing more notes. True False
6.
Mind maps are good because they mirror the way the brain works. True False
7.
The most important thing is to remember the information. You don't have
8. to understand it. True False
9
Listening: How to study – exercises

Complete the gaps with a word or phrase.
1. Some of you are probably fantastic at studying, really organised and _____________ _.
2. It’s a good idea to have some kind of _______________ or ______________ _.
3. If you’re studying for an important exam, it’s important to think ______________ _.
4. Make sure the place where you’re going to study is _______________, with no distracting
_______________.
5. If you have to work near a TV, you might have to use ________________ to drown out the sound of
the TV.
6. While you’re studying, you should _______________ the internet, text message, Facebook, etc.
7. You should plan your studying and take regular ______________ _.
8. It is better to write notes, so your mind is ________________ the information more.
9. Mind maps seem to work in the same way the _______________ works.
10. Which study method you choose all depends on your personal ______________ _.
10
Listening: A business interview - Exercises
Listen to the business interview to practise and improve your listening skills.
https://6a63fca904fd268f15f7-
d5770ffdd579eb31eaa89faeffc55fe7.ssl.cf1.rackcdn.com/LE_listening_B2_A_business_interview.
mp3
Before listening
Do the preparation task first. Then listen to the audio and do the exercises.
Preparation task
Match the definitions (a–f) with the vocabulary (1–6).
Vocabulary Definition
1. …… a remote area a. someone who starts a business
2. …… pre-approved b. many
3. …… the founder c. already officially recognised and accepted
4. …… a predicament d. far away from towns or other populated places
5. …… numerous e. a difficult or challenging situation
6. …… obvious f. easy to understand or notice
Tasks
Task 1
Choose the correct answer.
1. Anna …
a. didn’t start the company but manages it now.
b. started the company and manages it now.
c. started the company but doesn’t manage it any more.
2. The app …
a. is for parents to learn from.
b. is for students to learn from.
c. is for students who want to find a tutor.
3. Many parents …
a. don’t have the time or knowledge to help with their children’s homework.
b. think that schools should help with their children’s homework.
c. don’t want to help with their children’s homework.
11
Listening: A business interview - Exercises
4. The app …
a. has student exercises on it.
b. is only for people in remote areas.
c. offers live online support from tutors.
5. On the app, tutors who live in remote areas …

a. often charge lower rates.
b. often charge higher rates.
c. don’t like to work too much.
6. The app …
a. is new and not many people know about it.
b. is already popular.
c. is not very successful.
Task 2
Match the verbs (1–6) and nouns (a–f) from the interview.
Verbs Nouns
1. …… to solve a. funding
2. …… to come up with b. a need
3. …… to meet c. a problem
4. …… to speak for d. itself
5. …… to secure e. the range of services
6. …… to expand f. an idea
Discussion
What’s your favourite app for learning and why?
12
Listening: A design presentation - Exercises
Listen to the presentation about a new product design to practise and improve your listening
skills.
d5770ffdd579eb31eaa89faeffc55fe7.ssl.cf1.rackcdn.com/LE_listening_B2_A_design_presentation.mp3
Before listening
Preparation task
Match the definitions (a–h) with the vocabulary (1–8).
1. …… to unveil a. interesting or attractive
2. …… appealing b. a small and useful machine or tool that does something
3. …… a phase specific
4. …… target market c. to show people something or tell them about it for the
5. …… a Gantt chart first time
d. something that is designed to look like something else
6. …… to launch
e. to bring a new product or service to the market
7. …… an imitation
f. a stage within a process or project
8. …… a gadget
g. a table which shows the different stages of a project
h. the group of consumers that a product is aimed at
Tasks
Task 1
Are the sentences true or false?
Answer
1. They have redesigned an old product. True False
2. The product is aimed at men and women aged 18–40. True False
3. The new design means you don’t need two hands to use it. True False
4. There’s only one size now. Another one will follow in a few months. True False
5. They will make a Gantt chart for the project next month. True False
6. He finished the presentation with enough time to take some questions. True False
13
Listening: A design presentation - Exercises
Task 2
Write the useful phrases next to the tips.
I’d like to talk you through the Finally, I’m going to talk to
Firstly, … / Next, …
following (three) points. you about …
As you can see …, / You’ll notice that … I’d now like to tell you about …
As you know, … Do you have any questions? In summary, …
1. Refer to the audience’s knowledge ………………………………………………………………………………

2. Refer to what images you are showing ………………………………………………………………………………
3. Tell them the structure of your presentation ………………………………………………………………………………
4. Use signal words to help them follow you ………………………………………………………………………………
5. Tell them when you’re moving on ………………………………………………………………………………
6. Show them when you’re near the end ………………………………………………………………………………
7. Tell them the main points one last time ………………………………………………………………………………
8. Open up the discussion ………………………………………………………………………………
Discussion
When was the last time you had to give a presentation? What was it about? How did it go?
14
Listening: Joining a gym - Exercises
Listen to the conversation about joining a gym to practise and improve your listening skills.
d5770ffdd579eb31eaa89faeffc55fe7.ssl.cf1.rackcdn.com/LE_listening_B2_Joining_a_gym.mp3
Before listening
Preparation task
Match the words in capital letters (a–f) with the definitions (1–6).
Definition Vocabulary
1. …… registration a. A new BUDGET airline has started flying to our city.
2. …… amount of money b. What is the daily RATE for renting a bicycle?
3. …… give c. There is a very small SIGN-UP fee.
4. …… create d. They ASSIGN each class a special room.
5. …… come to e. We can DESIGN a personalised programme for you.
6. …… cheap f. If you VISIT the shop, I can show you in person.
Tasks
Task 1
Answer
1. The man has only recently decided to join the gym. True False
2. The woman says the gym will make sure it has the lowest price in the city. True False
3. The woman says that other gyms charge people when they leave. True False
4. The gym used to be open for 24 hours but it was too busy. True False
5. The personal trainer will tell you what and what not to eat. True False
6. The personal trainer doesn’t cost anything at all. True False
7. The man is not convinced at the end of the conversation. True False
8. The gym offers a sample visit. True False
15
Listening: Joining a gym - Exercises
Task 2
Complete the sentences with words from the box.
got that get don’t Makes we
bit of to know straight
1. Sure,..................... course.
2. You’ve ......................right, yes.
3. Sorry, what was that last ........................ ?
4. That’s useful ……………………………… .
5. sense.
6. Sure...................... do.
7. Let me ……………………………… this ……………………………… .
8. OK, why .......................... I do that.
Discussion
What do you look for in a gym?
16
Listening : Organising your time – exercises
Listen to the radio interview about the Pomodoro Technique and do the exercises to practise and improve
your listening skills.
5c160b94f727c0d27cbeccc854542bc6.ssl.cf1.rackcdn.com/LearnEnglish%20Teens%20-
%20Listening%20skills%20practice%20-%20B1%20-%20Organising%20your%20time.mp3
Preparation
Match the vocabulary with the correct definition and write a–h next to the numbers 1–8.
a device that makes a sound or shows you when a certain

1…….. to go off a.
amount of time has passed
2…….. a timer b. a student who gets the best marks at school
3…….. productivity c. having good judgement or common sense
4…….. ‘to-do’ list d. how much is being done or achieved
5…….. sensible e. a list of things you need to do
6…….. an A-grade student f. to start making a noise (as an alarm or signal)
7…….. to waste time g. to earn or merit something because of what you have done
8…….. to deserve h. to spend time doing something useless

1. The Pomodoro Technique was invented in the 1980s. True False
2. Students and workers can use the technique. True False
3. The technique is a bit complicated to use. True False
4. You need to break down your tasks into smaller sections. True False
5. Each break is called a ‘pomodoro’. True False
6. Peter uses an app on his mobile to time himself. True False
7. After four or five short breaks you can have a longer break. True False
8. Peter takes less time to do his homework these days. True False
17
Listening: Organising your time – exercises

Complete the sentences with a word from the box.
list breaks productivity five
item timer task time
The Pomodoro Technique is designed to help people work effectively and avoid wasting
1. 2.
. It helps you to get the maximum in the time you have. First you
have to break down each 3. into steps. Then you use a 4. to organise
your time into intensive work and 5. . You write a list of the things you need to do, set the
timer to twenty-five minutes and start working on the first 6. on your list. When the timer
7.
goes off you stop work for minutes. Then you repeat these steps four or five times,
ticking off items on your 8. as you finish them. After a few short breaks you can take a
longer break.
3. Check your vocabulary: gap fill

Complete the sentences with the correct form of the word in brackets.
1. It is important to find the most way of working. (effect)
2. We can be more if we work together as a team. (product)
3. Do you think that is a idea? (sense)
4. I keep all my notes in folders. (separation)
5. You can use a to help you cook the perfect boiled egg. (time)
6. You will feel really when you finish. (satisfaction)
7. It isn’t a very time to wait. (length)
8. The Pomodoro Technique is a system to help you your time. (management)
Discussion
Do you think the Pomodoro Technique sounds like a good idea?
18
Listening: Sports centres – exercises
Listen to the people introducing two different sports centres and do the exercises to practise and improve
https://bd748f642cf8b253d59c-5c160b94f727c0d27cbeccc854542bc6.ssl.cf1.rackcdn.com/B1-
sports_centres.mp3
1. Check your understanding: grouping

Do this exercise before you listen. Write the words in the correct group.
lifeguard dance teacher weight machines sauna

jazz dancing secretary swimming pool changing rooms
water aerobics Pilates Zumba personal trainer
Gym staff Gym facilities Gym classes
2. Check your understanding: Which gym?

Do this exercise while you listen. Circle Gym A or Gym B for these sentences. Which gym has …
1. a good air-conditioning system? Gym A Gym B
2. dance classes? Gym A Gym B
3. a shop? Gym A Gym B
4. a café? Gym A Gym B
5. a bigger gym with more machines? Gym A Gym B
6. a swimming pool? Gym A Gym B
7. a sauna? Gym A Gym B
8. martial arts classes? Gym A Gym B
19
Listening: Sports centres – exercises

Gym A has lots of activities in the evenings / a few different activities at different times / lots of
1. activities at different times of day .
Gym A moved into a new building / built a sauna / opened ten years ago.
2.
In gym A, you can have a massage at a reasonable price / free if you are a member / if you book
3. in advance .
You can borrow towels and yoga mats / towels / yoga mats from the gym.
4.
Gym B can give you advice about training, lifestyle and diet / sports injuries and diet / how to
5. become a professional athlete .
In the main gym, you must use a towel / wear trainers / take a bottle of water .
6.
The lifeguard can also give you some tips to improve your swimming / demonstrate the best way
7. to swim / give you swimming lessons .
The timetable for the classes is available online / in a brochure / on the noticeboard .
8.
20
Listening: Theme parks – exercises
Listen to the radio interview about theme parks and do the exercises to practise and improve your listening
skills.
5c160b94f727c0d27cbeccc854542bc6.ssl.cf1.rackcdn.com/B1_theme_parks.mp3
1. Preparation: picture matching

Do this exercise before you listen. Write the correct word in the boxes below the picture.
marine animals rollercoaster Ferris wheel theme park rides

Do this exercise while you listen. Circle True or False for these sentences.
1. Andy Wells has written a guide to theme parks around the world. True False
2. Andy says his job doesn’t feel like hard work. True False
3. Cedar Point in Ohio has life-sized moving dinosaurs. True False
4. On a wingcoaster the track is next to you, not under you. True False
5. At the Islands of Adventure in Florida you can meet Harry Potter. True False
6. Ocean Park in Hong Kong has sea animals but no rides. True False
7. A dark ride is a ride inside a building. True False
8. The “place to watch” for theme parks is Japan. True False
21
Listening: Theme parks – exercises

Magic Kingdom at Disney World in Florida has the largest area / the most rides / the biggest
1.
number of visitors .
2. Cedar Point in Ohio is introducing a new rollercoaster / more frightening / animatronic dinosaurs .
Andy thinks a wingcoaster is more relaxing / more frightening / more exciting than a normal
3.
rollercoaster.
Andy thinks the tour of Hogwarts School is better for young children / really well done / just a way
4.
of selling magic sweets .
Lotte World, a huge park in South Korea, has the world’s biggest indoor theme park / the most
5.
water rides in the world / has a New York street section .
China will soon have the world’s biggest dinosaur tour / the world’s biggest zoo / the world’s
6.
tallest Ferris wheel .
Do you like theme parks?
Why? / Why not?
Which ones have you been to?
What kind of rides do you like?
Vocabulary Box Write any new words you have learnt in this lesson.
22
Listening: Unusual British festivals – exercises
Listen to the presentation about unusual British festivals and do the exercises to practise and improve your
listening skills.
https://bd748f642cf8b253d59c-5c160b94f727c0d27cbeccc854542bc6.ssl.cf1.rackcdn.com/B2_British_festivals.mp3
1. Preparation: matching
Do this exercise before you listen. Match the two parts of the phrase to make common festival activities.
Write a–f next to the numbers 1–6.
1…….. follow a. a firework display
2…….. cook and eat b. as a special character
3…….. watch c. your house or street
4…….. take part in a d. ancient traditions
5…….. decorate e. competition
6…….. dress up f. special food

Do this exercise while you listen. Circle True or False for these sentences.
1. Many of these festivals are actually races or competitions. True False
2. The Burning of the Clavie brings good luck for the new year. True False
3. On Shrove Tuesday in Scarborough people dance with ropes. True False
4. Cheese rolling involves running away from a big, round cheese. True False
5. Snail racing started in the UK. True False
6. The competition to pull the ugliest face is an old tradition. True False
7. The Burning of the Clocks festival marks the summer solstice. True False
8. The Burning of the Clocks festival ends with people throwing water. True False
23
Listening: Unusual British festivals – exercises

Do this exercise while you listen. Circle the best phrase to complete these sentences.
1. The Clavie is a whisky container / a wooden cross / a bonfire made of things people don’t need .
2. In the Up Helly Aa festival, they burn a wooden man / a Viking boat / a line in the grass .
3. During a pancake race, you have to eat as many pancakes as possible / run as fast as possible
while tossing a pancake in a pan / run and jump over the ropes without dropping the pancake .
4. Nowadays, the people who win the cheese rolling competition are usually top athletes / people
from the village / visitors from all over the world .
5. The fastest snail in the Snail Racing is cooked with garlic and butter / rescued from the barbecue /
given a prize of extra lettuce .
6. Black pudding throwing is similar to pancake tossing / Olympic sports like javelin and shotput /
bowling .
7. To win the best gurner competition, one man had all his teeth removed / grew a really long beard
/ had a lot of facial piercings .
8. The Burning of the Clocks festival is 2 years old / 20 years old / 200 years old .
Vocabulary Box
24
Listening : What’s in a name? – exercises
Listen to the extract from a radio programme about names and do the exercises to practise and improve
5c160b94f727c0d27cbeccc854542bc6.ssl.cf1.rackcdn.com/B2_what's_in_a_name.mp3
Do the preparation exercise before you listen. Then do the other exercises to check your understanding.
Preparation
Write the words in the correct group.
Daisy Hannah James Alice
Harry Muhammad Jacob Ava
Daniel Jasmine Jake Amy
/ei/ train /æ/ ham

1. The US starts trends in names that Britain sometimes follows. True False
2. Using nouns as names is a completely new fashion. True False
3. Names that seem to come from nature could come from surnames. True False
4. 'Ridge' is a name that is inspired by nature. True False
5. 'Lyric' is a relatively popular name. True False
6. All the different months are popular as names. True False
7. 'Blue' is a popular name for boys. True False
8. 'Apple' is probably becoming popular because of the company of that name. True False
9. People soon accept names that seem strange at first. True False
25
Listening: What’s in a name? – exercises
10. The Beckhams’ daughter was named after a famous writer. True False
11. 'Rowling' is a popular name because of the Harry Potter writer. True False
There is a Dutch family with six children whose names all use the same
12. True False
letters.

Complete the sentences with words from the box.
places anagrams abstract qualities food names
safety and warmth jobs inspired by nature fictional characters
1. Examples of names that are are 'Honor' and 'Passion '.
2. Examples of names that suggest are 'Shelter', 'Bay' and 'Harbor'.
3. Examples of names that could be are 'Frost', 'Wolf', 'Fox' and 'Bear'.
4. Examples of are 'Olive' and 'Clementine'.
5. Examples of names that are are 'Chelsea' and 'Brook lyn'.
6. Examples of names that are are 'Taylor', 'Mason' and 'Cooper'.
7. Examples of names taken from are 'Bella', 'Edward' and 'Hermione'.
8. Examples of names that are of each other are 'Alex', 'Lexa', 'Xela' and 'Xeal'.
Discussion
Do you have a common or an unusual name? Do you like your name?
26
Speaking
27
Speaking: Showing interest
In this video, Bob tells Noelia about when he broke his leg. Listen to the language Noelia uses
to show interest and practise saying the useful phrases.
Before watching
Do the preparation task first. Then watch the video and do the exercises.
Preparation task
Put the phrases (a–i) in the correct group (1–3).
Groups Phrases
1. What to say when you hear good news a. Really?
b. That’s brilliant!
……………………………… c. No way!
2. What to say when you hear bad news
d. Poor you.
e. How cool!
………………………………
f. Oh no!
3. What to say when you hear surprising news
g. That’s great!
……………………………… h. I’m sorry to hear that.
i. You’re joking!
Tasks
Task 1
Answer
1. Noelia thinks that the weather in the UK is horrible. True False
2. Bob has always lived in the UK. True False
3. Bob broke his leg in the summer. True False
4. Bob still has problems with his leg today. True False
5. Bob met his wife when he was in the hospital. True False
6. Bob and his wife have been together for 14 years. True False
28
Speaking: Showing interest
Task 2
Match the two parts of the phrases.
First part Second part

1. …… I didn’t know that a. to hear that.
2. …… How b. joking!
3. …… You’re c. you.
4. …… I’m sorry d. you lived in Canada!
5. …… Oh no. Poor e. way!
6. …… No f. cool!
Task 3
Complete the dialogue.
no didn’t know that Really way
you joking that’s to hear
A: It’s so rainy today.

B: Yes, but the weather was even worse when I was on holiday last week.
A: (1)……………………………… ? I (2) ............................. you were on holiday last week!
B: We went to the beach but we had a horrible time.
A: Oh (3)……………………………… ! You’re (4)............................ !
B: I wish I was. The hotel was terrible and the food was really bad.
A: No (5)……………………………… ! I’m sorry (6)……………………………… that. Poor (7)……………………………… .
B: But something good happened. We met some really nice people.
A: Oh, (8) ............................ great!
B: Yes, I suppose it is!
Discussion
Have you ever broken an arm or a leg? What happened?
29
Speaking: Talking about personal interests
In this video, Emir asks Paul about his hobbies. Listen to the language they use for talking
about personal interests and practise saying the useful phrases.
Before watching
Preparation task
Match the two parts of the sentences.

1. …… What do you do a. any hobbies?
2. …… Have you got b. you practise?
3. …… How often do c. or twice a week.
4. …… I practise d. to find time.
5. …… I normally meditate once e. when you’re not working?
6. …… Sometimes it’s hard f. most mornings.
Tasks
Task 1
Decide which sentence gives the best summary of the video.
a. Emir and Paul talk about all the different things they do when they aren’t working.
b. Paul asks Emir if he would like to try meditation.
c. Emir and Paul find out that they have the same hobby – meditation.
Task 2
Put the words and phrases in order to make sentences.
1. do when working? not do you What you’re
2. at in weekends. I’m always the evenings and really tired
3. doing started meditation. recently I’ve
4. know meditation. I you did do too! I didn’t
30
Speaking: Talking about personal interests
5. do How practise? you often
6. but sometimes time. it’s hard mornings usually, Most to find
7. meditate a I week. twice normally once or
8. have than that. I more never to do it enough time
Task 3
How often I do See you What do you do
enough time What about recently hard to find
A: (1) ........................... when you’re not working?

B: I’ve (2) ............................ started swimming.
A: I didn’t know you go swimming. (3) .......................... too!
B: (4) ........................... do you swim?
A: I swim most evenings, usually. (5) .......................... you?
B: Once or twice a week. I don’t have (6) ........................ to go more than that.
A: I know what you mean. It’s (7) ......................... the time. I’m going swimming this evening.
B: Me too! (8) .......................... at the swimming pool!
Discussion
What do you do when you’re not working?
31
Speaking: Agreeing and disagreeing
In this video, Emir and Paul discuss a design for a client. Listen to the language they use for
agreeing and disagreeing and practise saying the useful phrases.
Before watching
Preparation task
Put the phrases (a–h) in the correct group (1–2).
Groups Phrases
1. Agreeing a. I think I disagree.
b. I’m not so sure.
……………………………… c. Maybe you’ve got a point there.
2. Disagreeing
d. Don’t get me wrong, but I don’t think so.
e. I agree.
………………………………
f. I’m not convinced.
g. I think you’re right.
h. Yes, definitely.
Tasks
Task 1
Decide which sentence gives the best summary of the video.
a. Emir and Paul discuss the design but can’t agree on any changes.
b. Emir and Paul disagree on the design, but they make some changes and finally agree.
c. Emir and Paul both agree on the design and decide no changes are needed.
Task 2
Put the words in the correct order.
1. by not idea. I’m that convinced
2. so not I’m sure.
32
Speaking: Agreeing and disagreeing
3. disagree. I think I
4. they fit. get me think that wrong, but I don’t Don’t
5. what a bit empty. you mean, I see but it looks
6. there. point a got OK, maybe you’ve
7. you’re I right. think
8. we like So agree! looks it
Task 3
convinced definitely get me wrong got a point
I disagree not so sure right what you mean
A: Here’s my design for the new advertising campaign. What do you think?
B: I’m not (1) ............................that this is what the client wants.
A: But they asked for bright colours.
B: I think (2) ............................. They said they wanted the design to be fresh and fun.
A: But this design is fresh and fun.
B: I’m (3)……………………………… .
A: Really?
B: Don’t (4) ............................ , I like your design but it doesn’t fit the brief.
A: I see (5) .............................. I guess it’s a bit too flashy.
B: What about changing the red and the stars?
A: Maybe you’ve (6)……………………………… there. I think you’re (7) ........................... Is that better?
B: Yes, (8)……………………………… .
Discussion
When was the last time you disagreed with someone?
33
Speaking: Asking a favour
In this video, Noelia asks Paul for some help. Listen to the language Noelia uses to ask a
favour and practise saying the useful phrases.
Before watching
Preparation task
Choose the correct option to complete the sentences.
1. Have you got a ........ ?
a. bit b. minute c. time
2. I need a ………… .
a. favour b. rescue c. service
3. What can I ......... you with?
a. attend b. guide c. help
4. I’m really ..........about this but …
a. bad b. bored c. sorry
5. Would you be ......... to work tomorrow?
a. able b. easy c. possible
6. I’m not really ..........if I can.
a. clear b. decided c. sure
7. Is there any ......... you could work late?
a. chance b. luck c. opportunity
8. I would if I ........ , but I can’t.
a. can b. could c. will
34
Tasks
Task 1
Answer
1. Paul is relaxing, having a break from work. True False
2. Paul enjoyed the Active Arctic project. True False
3. Noelia wants Paul to do more work on the Active Arctic project. True False
4. Paul has another project to finish urgently. True False
5. Paul has arranged to take his daughter to the cinema. True False
6. Paul wants to be paid for the extra work. True False
Task 2
Complete the text with words from the box.
able can chance could help
I need a minute sorry sure would
Noelia: Paul, have you got a (1)………………………………? (2) ..........................favour.
Paul: I’m a bit busy, but sure, what can I (3) .......................... you with?
Noelia: So, you know the branding job for Active Arctic?
Paul: Yes?
Noelia: Yeah, so … look, I’m really (4) .......................... about this, but they want some more
changes made.
Paul: Seriously? I’ve already rewritten that copy, I don’t know, like, 20 times?
Noelia: I know. I’m so sorry. Would you be (5) ........................ to work on it this afternoon?
Paul: Well, I’m not really (6)……………………………… if I (7) ........................... , Noelia.
Noelia: Is there any (8) ........................ you could work late tonight?
Paul: Sorry, Noelia. I (9)……………………………… if I (10) ........................... , but I can’t.
35
Task 3
Write one word to fill the gaps.
Noelia: Emir, have you (1) ........................ a minute?
Emir: Yeah, sure.
Noelia: Look, I’m really sorry (2)……………………………… this, but I need (3) ......................... favour.
Emir: What (4)……………………………… I help you (5) ................... ?
Noelia: I’m so sorry, but Lemontree want to meet tomorrow morning. Would you
(6)……………………………… able (7) ............................ prepare the presentation for then?
Emir: For tomorrow morning? I’m (8)……………………………… really sure (9) ..................... I can.
Noelia: Is there (10) ........................ chance you could work on it this afternoon?
Emir: I’m sorry. I (11)……………………………… if I (12) .................... , but I can’t.
Discussion
When was the last time you did someone a favour?
36
Speaking: Keeping a conversation going
In this video, Noelia and Bob talk about Spain. Listen to the language they use for keeping a
conversation going and practise saying the useful phrases.
Before watching
Preparation task
Match the words to make phrases.
1. What’s ………… a. going?

2. Let me ………… b. much.
3. Nothing ………… c. new?
4. How about ………… d. think.
5. How’s it ………… e. to ask you …
6. By the ………… f. you?
7. I wanted ………… g. way,
8. I know ………… h. what you mean.
Tasks
Task 1
Write a number (1–6) to put the conversation topics in order.
Bob says he used to have a bar in Spain.
Noelia says that she misses living by the sea.
Bob asks Noelia where she’s from in Spain.
Noelia asks Bob if he speaks Spanish.
Bob says it was his dog’s birthday.
Noelia says that everything is fine with her.
37
Speaking: Keeping a conversation going
Task 2
Match the replies (a–f) with the sentences (1–6).
Sentences Replies
1. What’s new? a. Great actually. All good.
2. How about you? How’s it going? b. I guess so, but not as old as his owner!
3. Your dog’s getting old then? c. I’m from Santander.
4. Where in Spain are you from? d. Let me think … nothing much.
5. I used to live in Spain. e. No, not much.
6. Do you speak Spanish then? f. Really? I didn’t know that!
Task 3
Choose the best reply.
1. So, what’s new?
a. All good. b. Not much! c. Really?
2. What about you? How’s it going?
a. Anyway … b. Great, thanks. c. I’m going to Spain next

month.
3. By the way, where in Peru are you from?
a. I’m from Cusco. b. I didn’t know that! c. Yes, I am.
4. I miss the mountains.
a. I know what you mean. b. Oh lovely. c. Oh, nothing much.
5. I used to live in Peru.
a. I know what you mean. b. Really? I didn’t know that! c. Yes, I did.
6. Do you speak Spanish?
a. Nothing much. b. Wow! c. Yes, I do.
Discussion
When was the last time you did someone a favour?
38
Speaking: Meeting face-to-face
In this video, Noelia and Vanya meet each other for the first time. Listen to the language they
use for meeting face-to-face and practise saying the useful phrases.
Before watching
Preparation task
Match the replies (a–f) with the sentences (1–6).
Sentences Replies
1. It’s good to finally meet you in person! a. Fine! Really good!
2. How are you finding it here? b. I haven’t got any plans.
3. Is there anything else you need? c. I will, thank you.
4. Let me know if I can help at all. d. Not right now, thanks.
5. Has Emir set you up with an email address? e. Yes, he has.
6. What are you doing later? f. You too!
Tasks
Task 1
Answer
1. Vanya has heard of Noelia before they meet. True False
2. Noelia is going to Spain next week. True False
3. Everyone in the team has been friendly to Vanya since she arrived. True False
4. Emir has already created an email address for Vanya. True False
5. Vanya and Noelia agree to meet the next day. True False
6. Noelia is going to show Vanya the clothes shops near the office. True False
39
Speaking: Meeting face-to-face
Task 2
Put the words in the correct order to make sentences.
1. meet to finally It’s in person. you so good
2. put to a name. great to a face It’s
3. you How are it? finding
4. with an Emir Has set you up email address?
5. there else need? Is you anything
6. can help Let I me know if at all.
7. are What you doing later?
8. any got I plans. haven’t
Task 3
Write a number (1–10) to put the sentences in order to make a dialogue.
Great. See you later!
Thanks very much.
Of course. Meet me here at 1 o’clock. Don’t be late!
How are you finding it here?
Hi, Elena. It’s great to meet you in person at last!
Yes, you too!
Fine, but I’ve got some problems with my email address.
I’ll ask someone from the IT department to help you.
Yes. Could you show me the best place to get lunch around here?
Is there anything else you need?
Discussion
What would you show someone who was new to your local area?
40
Speaking: Responding to news
In this video, Noelia gets good news and bad news. Listen to the language Yuna uses to
respond to Noelia’s news and practise saying the useful phrases.
Before watching
Preparation task
Put the phrases (a–h) in the correct group (1–2).
Groups Phrases
1. Responding to good news a. I’m really pleased for you.
…………………………………………………………………… b. I’m so sorry.
c. Oh dear.
2. Responding to bad news d. Oh no, that’s awful.
…………………………………………………………………… e. Oh wow! Congratulations!
f. That’s wonderful!
g. Well done.
h. What a shame.
Tasks
Task 1
Write a number (1–6) to put the events in the story in order.
Noelia finds out she’s won a prize.
Noelia finds out that she hasn’t won the award.
Noelia is waiting for an email.
Noelia destroys the magazine in anger.
Yuna tries to make Noelia feel better.
Yuna congratulates Noelia.
41
Speaking: Responding to news
Task 2
Match the two parts of the phrases.

1. I can’t ……… a. awful.
2. Congratulations! That’s ……… b. believe it!
3. I’m really pleased ……… c. dear.
4. Oh ……… d. do anything to help?
5. Oh no, that’s ……… e. done!
6. Well ……… f. for you.
7. What a ……… g. shame.
8. Can I ……… h. wonderful!
Task 3
Complete the dialogue with the words from the box.
awful believe Congratulations dear
happened pleased shame wonderful
A: Hey! Good news. They liked the presentation!

B: Oh wow! (1)........................... !
A: Thank you! I was so nervous. I can’t (2)… ...........................it!
B: That’s (3)………………………………… . Well done. I’m really (4) ............................... for you.
A: How are you anyway?
B: Not so great, actually.
A: Oh (5)………………………………… . What's (6) ............................. ?
B: I didn’t get the job.
A: Oh no, that’s (7)........................... !
B: It’s OK.
A: I’m so sorry, really. What a (8)............................ !
B: Thanks. Anyway .... we should celebrate your presentation!
Discussion
Have you had any good news recently?
42
Speaking: Challenging someone’s ideas
In this video, Vanya tells Paul and Emir about her latest idea. Listen to the language they use
for challenging someone’s ideas and practise saying the useful phrases.
Before watching
Preparation task
Match the endings of the sentences (a–h) with the beginnings (1–8).
Beginning Ending
1. I’m a bit lost. What ………… a. do you see this working?
2. Have you considered ………… b. are you talking about?
3. I take your ………… c. with you here.
4. I see where ………… d. point, but I’m not really sure.
5. I think I agree ………… e. both sides.
6. How exactly ………… f. the fact that Monday’s a national holiday?
7. I’m very aware ………… g. you’re coming from.
8. You have to look at it from ………… h. of the challenges here, but it’s worth a try.
Tasks
Task 1
Answer
1. Vanya is very excited about her new idea. True False
2. She wants to add a few cat videos to their social media account. True False
3. Paul loves the idea. True False
4. Emir isn’t sure about the idea at first. True False
5. Vanya believes that sharing cat videos will increase their number of True False
social media followers.
6. Emir wants to know more details about Vanya’s plan. True False
7. Vanya already knows who’s going to find the cat videos. True False
8. In the end, Emir thinks they should try a different idea. True False
43
Task 2
Put the words in the correct order to make sentences.
1. talking about? lost. What are you bit I’m a
2. considered we’re a branding agency, the fact that not a pet shop? Have you
3. your point, be imaginative. but I take
4. from. you’re coming where I see
5. with agree Paul here. I think I
6. this working? do you How exactly see
7. but this will work. the challenges here, I’m very aware I’m convinced of
8. look from You have to both sides. at it
Task 3
Complete the dialogue with the words in the box.
about both challenges coming
exactly fact lost point
A: Food! Fridays!
B: I’m a bit (1)…………………………………… . What are you talking (2) ................................ ?
A: Food Fridays! Every Friday, someone brings in some food they’ve made for the office to
share. Healthy, of course. I think it will really improve the mood in the office.
B: Oh. Have you considered the (3) ............................ that some people don’t like cooking?
A: Yes, of course. People could buy something instead. And we’d make a list of what people
can’t eat and things like that too.
B: I see where you’re (4) ............................... from, but how is this going to improve people’s
mood if they have to spend money?
A: I take your (5) ............................. , but l’m sure we could make arrangements with the
finance department so that people can get the money back.
44
B: Perhaps. So how (6) ............................... do you see this working?
A: Well, we set up a calendar and people write their name next to the Friday when they want
to bring something.
B: But what if some people don’t write their names? Or forget to bring the food?
A: I’m very aware of the (7) ............................... here, but I think enough people will love the
idea, and we really need something positive right now!
B: OK, I guess you have to look at it from (8) ............................ sides. Once it starts, people
who don’t like the idea now might change their minds .... OK, let’s try it!
Discussion
Have you ever tried any unusual ideas at work?
45
Speaking: Dealing with a problem
In this video, Vanya goes to Yuna with a problem. Listen to the language they use for dealing
with a problem and practise saying the useful phrases.
Before watching
Preparation task
Put the phrases (a–h) in the correct groups (1–2).
Groups Phrases
1. Telling someone about a problem a. Don’t worry, these things happen.
b. I’ve made a mistake
…………………………………… c. What’s the matter?
d. I’ve got a bit of a problem.
2. Helping someone who has a problem
e. I’m sure we can work it out.
…………………………………… f. Thanks for letting me know.
g. Oh, it was such a silly thing to do!
h. I feel so much better now I’ve told you.
Tasks
Task 1
Write a number (1–6) to put the events from the story in order.
Vanya asks Yuna if they can talk.
Yuna tells Vanya not to worry and says there’s a solution.
Yuna is shocked to hear how much Vanya spent.
Yuna wants to know what the mistake was.
Vanya tells Yuna there’s a problem.
Vanya tells Yuna she used the company credit card by accident.
46
Task 2
Complete the dialogue with the words in the box.
a bit of a in private letting me know made so much better
things happen what’s the matter work it out wrong worried
Vanya: Yuna!
Yuna: Oh, morning!
Vanya: I’ve got (1) ...............................problem.
Yuna: What’s (2) ............................. ?
Vanya: Can we talk (3) ........................... ?
Yuna: Of course.
Yuna: Right, so, (4) ............................. ?
Vanya: Well, I’ve (5) ...............................a mistake. A big mistake.
Yuna: OK. I’m sure we can (6)…………………………………… .
Vanya: It was such a silly thing to do!
Yuna: I’m getting (7) ............................... now. What’s going on here?
Vanya: OK. It was late last night and I was tired. I accidentally used my company credit card
instead of my own to buy something!
Yuna: Don’t worry, these (8) .............................. There’s a procedure to deal with this.
Vanya: Ah! I feel (9) ...............................now I’ve told you.
Yuna: Thanks for (10)…………………………………… .
Task 3
A: Are you OK? What’s wrong?
B: I’ve got a (1) ............................. of a problem.
A: Oh. What’s (2) ............................. matter?
B: Can we talk (3) .............................. private?
A: (4) ................................ course. Are you OK?
47
B: Well, I’ve (5) ................................ a mistake. A big mistake.
A: OK. I’m sure we can work it (6)…………………………………… .
B: I emailed the financial report to Mark Banthorpe instead (7) ............................. Mark
Babingall.
A: Don’t worry, (8) .............................. things happen. It could be worse! Just recall the email.
B: Ah! Thanks. I feel so (9) .............................. better now I’ve told you.
A: Thanks for (10) .............................. me know.
Discussion
When was the last time you helped someone with a problem at work?
48
Speaking: Discussing advantages and disadvantages
In this video, Noelia and Yuna talk about how to encourage creativity in the office. Listen to
the language they use to discuss advantages and disadvantages and practise saying the
useful phrases.
Before watching
Preparation task
1. one the On hand …
2. on the But other hand …
3. what see mean. I you
4. just sure. not I’m
5. an issue There be that. could with
6. see I where coming you’re from.
7. There advantages. are lots of
8. But the I can also disadvantages. see
49
Tasks
Task 1
Answer
1. Noelia thinks it would be a good idea to have a trampoline in the office. True False
2. Yuna has her best ideas when she’s at her desk. True False
3. Noelia has never been on a trampoline. True False
4. Yuna is worried about what the clients would think of a trampoline. True False
5. Noelia thinks that trampolining is good for your health. True False
6. Yuna says yes to Noelia’s idea. True False
Task 2
Complete the sentences with the words in the box.
advantages coming disadvantages hand
issue mean other sure
1. On the one ............................. it’s a lovely idea.
2. But on the ............................. hand it could be noisy.
3. I see what you …………………………………… .
4. I’m just not ............................... if a trampoline is necessary.
5. There could be an ........................... with the clients seeing us jumping around.
6. I see where you’re ............................. from, but I think our clients will love it!
7. There are lots of ............................. to trampolining. It’s good for you.
8. I can also see the ............................... What if someone hurts themself?
Task 3
A: Let’s travel by train to the Glasgow conference next month.

B: I’m (1) .................................. sure. I think I’d prefer to fly.
50
A: Really? On the (2) .............................. hand flying is quicker, but on the

(3) ........................ hand the train is more relaxing.
B: I see (4) .................................you’re coming from, but I still think the plane is the best option.
A: There are lots of advantages (5) ............................the train. It’s cheaper and more
environmentally friendly.
B: Yes, but I can also (6) .............................. the disadvantages. It’s a long journey and there
are often delays.
A: I see (7) ................................. you mean, but we could work on the train and see the Scottish
countryside.
B: OK. I’m not saying yes but I’ll think (8) ...............................it!
Discussion
When and where do you have your best ideas?
51
Speaking: Persuading someone to do something
In this video, Noelia tries to convince Paul to DJ at the office party. Listen to the language
Noelia uses for persuading Paul to do something and practise saying the useful phrases.
Before watching
Preparation task
Decide which five sentences are asking or persuading someone to do something.
a. I’d really appreciate your help with this.

b. Why don’t you give it a go?
c. I’m not very good at that.
d. You’d really be helping me out.
e. I don’t usually do that kind of thing.
f. You’d be brilliant at it!
g. Come on! There’s nothing to lose!
h. OK, I’ll think about it.
Tasks
Task 1
Choose the best option to complete the sentences.
1. Noelia wants Paul to DJ at a party for

a. her friends.
b. the people they work with.
c. their customers.
2. Noelia says Paul would
a. be good at it.
b. enjoy it.
c. learn something new from it.
3. Paul thinks his music taste is
a. excellent.
b. out of date.
c. weird.
52
4. Noelia says their colleagues will dance to

a. any pop music.
b. any type of music.
c. anything from the 90s.
5. Paul is worried about
a. his DJ equipment.
b. missing the party while he’s DJing.
c. what people will think of him.
6. In the end, Paul says
a. yes.
b. no.
c. maybe.
Task 2
1. got a ask you. small I’ve favour to
2. you feel would about DJing? How
3. brilliant at it. be You’d
4. DJ I know. I the only ask, wouldn’t usually but you’re
5. it give Why don’t you a go?
6. to nothing There’s lose.
7. You’d out. be helping me really
8. OK, it. think I’ll about
53
Task 3
A: Hey, Sunil, have you got a minute? I’ve got a small (1) ............................... to ask you.
B: OK.
A: How would you (2) ............................ about presenting the marketing awards ceremony
with me?
B: Presenting? I’ve never done anything like that before.
A: You’re a great speaker! And funny. I think you’d (3).............................brilliant

(4) ............................it.
B: Oh, I don’t know …
A: Look, I wouldn’t (5) .............................. ask, but you’re the only person who could do it. Why
don’t you (6)… ............................ it a go?
B: Urgh … But what if I make a bad joke?
A: Come on! There’s (7) .............................. to lose!
B: Mmm …
A: Sunil, you’d really be helping me (8)…………………………………… .
Discussion
Are you good at persuading people to do things?
54
Grammar
55
Quantifiers
Learn about quantifiers like all, some, enough and less and do the exercises to practise
using them.
We use quantifiers when we want to give someone information about the number of
something: how much or how many.
Sometimes we use a quantifier in the place of a determiner:

Most children start school at the age of five.
We ate some bread and butter.
We saw lots of birds.
Quantifiers with count and uncount nouns
We can use these quantifiers with both count and uncount nouns:
all some more a lot of enough
no any most lots of less
We have lots of time.

Joe has lots of friends.
I can't go out. I've got no money.
There was a lot of food but no drinks.
These more colloquial forms are also used with both count and uncount nouns:
56
plenty of heaps of a load of loads of tons of
We have loads of time.

Joe has plenty of friends.
There was heaps of food.
some and any
We do not normally use the quantifier some in negative and interrogative sentences.
We normally use any:
Do you have any children?

Did you see any friends?
We don't have any children.
I didn't see any friends.
We saw some lions at the zoo, but we didn't see any tigers.
but we can use some for offers and requests:
Would you like some tea?

I want some apples, please.
Quantifiers with count nouns
Some quantifiers can be used only with count nouns:
(not) many each either (a) few
several both neither fewer
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These more colloquial forms are used only with count nouns:
a couple of hundreds of thousands of
I’ll be back in a couple of minutes.

There were hundreds of people at the meeting.
Quantifiers with uncount nouns
Some quantifiers can be used only with uncount nouns:
(not) much a bit of a little
Would you like a little wine?

Could I have a bit of butter, please?
These quantifiers are used particularly with abstract nouns such

as time, money and trouble:
a great deal of a good deal of
It will probably cost a great deal of money.

He spent a good deal of time watching television.
Members of groups
We put a noun directly after a quantifier when we are talking about members of a group
in general:
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Few snakes are dangerous.
Most children like chocolate.
I never have enough money.
but if we are talking about members of a specific group, we use of the as well:
Few of the snakes in this zoo are dangerous.

Most of the boys at my school play football.
He’s spent all (of) the money that we gave him.
Both (of) the chairs in my office are broken.
Note: with all and both, we don’t need to use of. We can say all the … and both the …
.both, either and neither
If we are talking about two people or things, we use the

quantifiers both, either and neither:
More than two

One supermarket Two supermarkets
supermarkets
The supermarket Both the supermarkets All the supermarkets

was closed. were closed. were closed.
Neither of the None of the

The supermarket
supermarkets supermarkets
wasn’t open.
was open. were open.
I don’t think the I don’t think either of the I don’t think any of the
supermarket supermarkets supermarkets
was open. was open. were open.
Note that nouns with both have a plural verb but nouns with either and neither have
a singular verb.
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every and each
We use the quantifiers every and each with singular nouns to mean all:
There was a party in every street. (= There were parties in all the streets.)
Every shop was decorated with flowers. (= All the shops were decorated with flowers.)
Each child was given a prize. (= All the children were given a prize.)
There was a prize in each competition. (= There were prizes in all the competitions.)
We often use every to talk about times like days, weeks and years:
When we were children, we had holidays at our grandmother's every year.

When we stayed at my grandmother's house, we went to the beach every day.
We visit our daughter every Christmas.
We do not use a determiner with every and each:
Every shop was decorated with flowers. (NOT The every shop)
Each child was given a prize. (NOT The each child)
Exercise:
Complete the following exercise with correct quantifiers.
1- A: We are going to be late. There is too (much / many) traffic.
B: Yeah, the (amount / number) of people driving is incredible. I've never seen
this (much / many) cars.
2- A: Can you bring soda to the picnic? I don't have (some / any).
B: Yeah, I think I've got (some / any) left over from the party.
3- A: How do you feel about your new job? Do you have as (much / many)
responsibilities as you used to?
B: The job is great. I have about the same (amount / number) of work to do as before,
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but I have (less / fewer) stress and (less / fewer) problems.
4- A: How do you think you did on the test? I think I did (little / a little) better than
last time, maybe even (a lot / many) better. What about you?
B: Well, I think I probably made (few / a few) mistakes, but I have
the feeling I did well overall.
5- A: Mr. President, do you think (much / many) of your proposed legislation will be
passed by Congress during this session?
B: Yes, I think (a great deal / a great many) of our proposals will be approved.
We're not taking (nothing / anything) for granted, though. We still have
(a great deal of / a great many) work to do.
6- A: The polls say that there's (little / a little) support nationwide for your military
program. Isn't that going to hurt you?
B: Not in the long run, no. (Few / A few) of the voters actually support the military
system the way it is now. I think we will be successfu
61
G
Quantifiers 2 r
a
Quantifiers are adjectives or adjectival phrases that describe “how much” (uncountable) or
“how many” (countable)† of a given noun there is.
d
u
Types of Quantifiers a
Some quantifiers can only go with countable (precise quantity) nouns, while others can only t
modify uncountable (imprecise quantity) nouns. A few quantifiers can modify both. Some
examples are listed below, but more can be found at the links under “Resources” (below). e
For use with W
For use with For use with
uncountable nouns
both types of
nouns
countable nouns r
A little, little
No, none
Some (of)
A few, few
A number of
i
A bit of
A great deal of
Any Numerous t
A lot Several
A large amount of
Much
Lots of Many i
Plenty of (numbers)*
Enough n
g
Examples
• The city had a large amount of traffic due to road construction.
L
• Not much rain in the spring meant that the crops suffered in the summer. a
*Aside about Numbers b
Numbers (one, two, etc.) are different than quantifiers: quantifiers are more generalYin
description, while numbers indicate precise quantities. However, quantifiers and numbers
can be used in the same way:
a
l
The experiments were repeated a few times in order to ensure accuracy. vs. The experiments
were repeated three times in order to ensure accuracy. e
Cdo the
The quantifier “a few” describes the noun “times” in a general sense. If you wanted to
same procedure as the author, you would not know how many times you should runethe
experiment. The “Methods” and/or the “Experimental” portion of a scientific
manuscript should not use general quantifiers. n
t
e
r 62
f
Connotation/Attitudes of Quantifiers
A few and few (for countable) as well as a little and little (for uncountable nouns) may seem very
similar, but they actually hold very different connotations. A few and a little indicate that the
speaker feels positively about the quantity he/she is describing: though he/she may not have
much, it is enough. Few and little indicates the speaker feels negatively about the quantity:
he/she is lacking in the noun and would like more if it were available.
Examples
• I have a little money for lunch. ⇒ I have enough money for lunch.
• I have little money for lunch. ⇒ I do not have enough money for lunch.
• The scientist has a few techniques which she can use to determine his product. ⇒ The
scientist has enough techniques which she can use to determine his product.
• The scientist has few techniques which she can use to determine his product.⇒ The
scientist does not have enough techniques which she can she use to determine his product.
Quantifiers followed by “of”
Many quantifiers that end in “of” must be followed by an article or determiner (these, his, my, etc.),
although some do not. Unfortunately, no exact rule determines which quantifiers require an article after
“of.” A few examples are listed below.
Must be May or may not be

followed by article or determiner followed by article or determiner
All of
Some of
Many of Plenty of
Much of A lot of
(A) few of A number of
(A) little of A couple of
None of
Several of
Enough of
Examples
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• Many of the doctors believed much of his research was flawed.
• None of the tourists knew that a lot of piranha species prefer to eat crackers over meat OR
• None of the tourists knew that a lot of the piranha species prefer to eat crackers over meat.
Choose the quantifier(s) which make(s) the sentence grammatically correct:
1. The tea was too sweet because she had put too [much | many] sugar.
2. [Much | Lots of | Several] soil samples were taken from archaeological dig site.
3. [A large amount of | Plenty of | A large number of] fish in inhabit the Great Barrier Reef.
Choose if the quantifier should be positive or negative based on the rest of the sentence:
1. [A few | Few] friends visited him at the hospital, which seemed to raise his spirits.
2. The stock plummeted in price at closing, so in the end there was [a little | little] profit.
3. She was busy with classes, so she had [a little | little] time for tennis.
Determine if an article or determiner is necessary:
1. A number of actors complained to the director about the lighting.
2. Enough of students complained to the professor about the noisy room that all of
class was able to have lecture outside.
3. All of friends found that while she had a lot of books, she preferred to read only
one or two repeatedly.
Sources and Further Reading/Practice:

http://linguapress.com/grammar/quantifiers.htm
http://www.edufind.com/english-grammar/quantifiers/
http://grammar.ccc.commnet.edu/grammar/determiners/determiners.htm
More practice: http://www.grammarbank.com/quantifiers.html
More practice: http://learnenglish.britishcouncil.org/en/english-grammar/determiners-and-quantifiers/quantifiers
†For more information on countable and uncountable nouns, Yale GWL offers a separate tutorial on the topic.
64
Verbs followed by '-ing' or by 'to' + infinitive
Do you know when to use -ing and when to use to + infinitive after a verb? Test what you
know with interactive exercises and read the explanation to help you.Look at these
examples to see how the verb forms are used.
I enjoy learning languages.

I want to learn a new language.
The bus stopped picking up the children.
The bus stopped to pick up the children.
I want to try studying with a friend to see if it helps us stay more motivated.
I'm trying to study but it's impossible with all this noise.
Grammar explanation
A verb can be followed by another verb. The second one usually needs to change into
the -ing form or the to + infinitive form. Which form you need depends on what the first
verb is.Verbs followed by the -ing form
When enjoy, admit and mind are followed by another verb, it must be in the -ing form.
I enjoy travelling.
He admitted stealing the necklace.
I don't mind waiting if you're busy.
Other verbs in this group include avoid, can't help, consider, dislike, feel like, finish, give
up, miss, practise and suggest.
Like and love can be followed by the -ing form and the to + infinitive form. They are both
correct.
Verbs followed by to + infinitive form
When want, learn and offer are followed by another verb, it must be in the to + infinitive
form.
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I want to speak to the manager.
She's learning to play the piano.
He offered to help us wash up.
Other verbs in this group

include afford, agree, ask, choose, decide, expect, hope, plan, prepare, promise, refuse
and would like.
Some verbs have a different meaning depending on whether they are followed by an -
ing form or to + infinitive.
stop
Stop + -ing means the action is not happening any more.
I've stopped buying the newspaper because now I read the news online.
Stop + to + infinitive means that someone or something stops an activity so that they
can do something else.
He stopped the video to ask the students some questions.
try
Try + -ing means that you are trying something as an experiment, especially as a
possible solution to a problem, to see if it works or not.
Have you tried turning the computer off and on again?
Try + to + infinitive means that something is difficult but you are making an effort to do
it.
I'm trying to learn Japanese but it's very difficult.
remember/forget
Remember + -ing and forget + -ing refer to having (or not having) a memory of
something in the past.
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I remember watching this film before.
I'll never forget meeting you for the first time in this café.
Remember + to + infinitive and forget + to + infinitive refer to recalling (or not recalling)
that there is something we need to do before we do it.
Please remember to buy some milk on the way home.

He forgot to lock the door when he went out.
Do this exercise to test your grammar
Choose the correct verb form.
1- I finished _____ two years ago.
• studying
• to study
2- Avoid _____ if you feel tired or sleepy.
• driving
• to drive
3- We hope _____ you again soon.
• seeing
• to see
4- Next summer, we're planning _____ our relatives.
• visiting
• to visit
5- Now I've changed job, I miss _____ my old colleagues.
• seeing
• to see
6- I'd like _____ to the party.
• coming
• to come
7- They chose _____ about the environment for their project.
• writing
• to write
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8- I dislike _____ to work at weekends.
• having
• to have
9- I'd forgotten _____ to Canada when I was small, but then my parents showed me the photos.
• to go
• going
10- I always forget _____ my alarm for Monday morning.
• to set
• setting
11- She tried _____ the whole book but it was very long and complicated.
• to read
• reading
12- You'll be OK. I remember _____ really nervous on my first day too!
• to be
• being
13- Try _____ the video with subtitles. This might help you understand better.
• to watch
• watching
14- She had to stop halfway through the race _____ the wheel on her bike.
• to repair
• repairing
15- Remember _____ your swimming costume in case we go to the pool.
• to pack
• packing
16- He's stopped _____ French classes and changed to Spanish.
• to take
• taking
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Reported speech 1 – statements
Do you know how to report what somebody else said? Test what you know with
interactive exercises and read the explanation to help you.
Look at these examples to see how we can tell someone what another person said.
direct speech: 'I love the Toy Story films,' she said.
indirect speech: She said she loved the Toy Story films.
direct speech: 'I worked as a waiter before becoming a chef,' he said.

indirect speech: He said he'd worked as a waiter before becoming a chef.
direct speech: 'I'll phone you tomorrow,' he said.

indirect speech: He said he'd phone me the next day.
Read the explanation to learn more.
Grammar explanation
Reported speech is when we tell someone what another person said. To do this, we can
use direct speech or indirect speech.
direct speech: 'I work in a bank,' said Daniel.

indirect speech: Daniel said that he worked in a bank.
In indirect speech, we often use a tense which is 'further back' in the past (e.g. worked)
than the tense originally used (e.g. work). This is called 'backshift'. We also may need to
change other words that were used, for example pronouns.
Present simple, present continuous and present perfect

When we backshift, present simple changes to past simple, present continuous
changes to past continuous and present perfect changes to past perfect.
'I travel a lot in my job.'
• Jamila said that she travelled a lot in her job.
'The baby's sleeping!'
• He told me the baby was sleeping.
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'I've hurt my leg.'
• She said she'd hurt her leg.
Past simple and past continuous

When we backshift, past simple usually changes to past perfect simple, and past
continuous usually changes to past perfect continuous.
'We lived in China for five years.'
• She told me they'd lived in China for five years.
'It was raining all day.'
• He told me it had been raining all day.
Past perfect
The past perfect doesn't change.
'I'd tried everything without success, but this new medicine is great.'
• He said he'd tried everything without success, but the new medicine was great.
No backshift
If what the speaker has said is still true or relevant, it's not always necessary to change
the tense. This might happen when the speaker has used a present tense.
'I go to the gym next to your house.'
• Jenny told me that she goes to the gym next to my house. I'm thinking about
going with her.
'I'm working in Italy for the next six months.'
• He told me he's working in Italy for the next six months. Maybe I should visit him!
'I've broken my arm!'
• She said she's broken her arm, so she won't be at work this week.
Pronouns, demonstratives and adverbs of time and place

Pronouns also usually change in indirect speech.
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'I enjoy working in my garden,' said Bob.
• Bob said that he enjoyed working in his garden.
'We played tennis for our school,' said Alina.
• Alina told me they'd played tennis for their school.
However, if you are the person or one of the people who spoke, then the pronouns don't
change.
'I'm working on my thesis,' I said.
• I told her that I was working on my thesis.
'We want our jobs back!' we said.
• We said that we wanted our jobs back.
We also change demonstratives and adverbs of time and place if they are no longer
accurate.
'This is my house.'
• He said this was his house. [You are currently in front of the house.]
• He said that was his house. [You are not currently in front of the house.]
'We like it here.'
• She told me they like it here. [You are currently in the place they like.]
• She told me they like it there. [You are not in the place they like.]
'I'm planning to do it today.'
• She told me she's planning to do it today. [It is currently still the same day.]
• She told me she was planning to do it that day. [It is not the same day any more.]
In the same way, these changes to those, now changes to then, yesterday changes
to the day before, tomorrow changes to the next/following day and ago changes
to before.
Do this exercise to test your grammar again.
Choose the correct form to complete the sentence.
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1- 'My best friend at school became a nurse first, then a paramedic.' → He told me
that his best friend at school ___ a nurse first, then a paramedic.
• was becoming
• had become
2- 'I had lived in four countries by the age of ten.' → She said that she ___ in four countries by
the age of ten.
• lived
• was living
• had lived
3- 'I commute 45 minutes to work.' → She told me that she ___ 45 minutes to work, but I bet it
takes longer now with the roadworks.
• has commuted
• commuted
• had commuted
4- 'We were hoping to have our wedding in June.' → She told me that they ___ to have their
wedding in June. In the end, though, they got married in September.
• had been hoping

• are hoping
• have been hoping
5- 'Oh, hi, Ethan! I'm just leaving, unfortunately.' → When I got there I saw him, but he said he
___.
• is just leaving
• was just leaving
• had just left
6- 'We've seen four elephants already and it's only our first day.' → He said that they ___ four
elephants on their first day. Imagine what animals they've seen by now!
• were seeing
• have seen
• had seen
7- 'I love this restaurant!' → We could go back to Bella Roma? Chloe said she loved ___
restaurant!
• that
• this
72
• there
8- 'I told Dom to email you three days ago.' → She said that she had told Dom to email me
three days ___, but it's been a week now and I still haven't heard.
• then
• ago
• before
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Reported speech 2 – questions
Do you know how to report a question that somebody asked? Test what you know with
interactive exercises and read the explanation to help you.
Look at these examples to see how we can tell someone what another person asked.
direct speech: 'Do you work from home?' he said.

indirect speech: He asked me if I worked from home.
direct speech: 'Who did you see?' she asked.

indirect speech: She asked me who I'd seen.
direct speech: 'Could you write that down for me?' she asked.
indirect speech: She asked me to write it down.
Grammar explanation
A reported question is when we tell someone what another person asked. To do this,
we can use direct speech or indirect speech.
direct speech: 'Do you like working in sales?' he asked.

indirect speech: He asked me if I liked working in sales.
In indirect speech, we change the question structure (e.g. Do you like) to a statement
structure (e.g. I like).
We also often make changes to the tenses and other words in the same way as for
reported statements (e.g. have done → had done, today → that day). You can learn
about these changes on the Reported speech 1 – statements page.
Yes/no questions
In yes/no questions, we use if or whether to report the question. If is more common.
'Are you going to the Helsinki conference?'
• He asked me if I was going to the Helsinki conference.
'Have you finished the project yet?'
• She asked us whether we'd finished the project yet.
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Questions with a question word
In what, where, why, who, when or how questions, we use the question word to report
the question.
'What time does the train leave?'
• He asked me what time the train left.

• 'Where did he go?'
• She asked where he went.
Reporting verbs
The most common reporting verb for questions is ask, but we can also use verbs
like enquire, want to know or wonder.
'Did you bring your passports?'
• She wanted to know if they'd brought their passports.
'When could you get this done by?'
• He wondered when we could get it done by.
Offers, requests and suggestions
If the question is making an offer, request or suggestion, we can use a specific verb
pattern instead, for example offer + infinitive, ask + infinitive or suggest + ing.
'Would you like me to help you?'
• He offered to help me.
'Can you hold this for me, please?'
• She asked me to hold it.
'Why don't we check with Joel?'
• She suggested checking with Joel.

1- 'Where will you stay?' I asked her …
• if she would stay.
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• where would she stay.
• where she would stay.
2- 'Why are you wearing sunglasses?' She wondered …
• why he was wearing sunglasses.

• why was he wearing sunglasses.
• if he was wearing sunglasses.
3- 'Who else have you told?' They asked me …
• who else we'd told.

• if have we told.
• who had we told else.
4- 'Were you listening to me?' She asked us …
• why we'd been listening to her.

• whether we'd been listening to her.
• if we were listening to her.
5- 'How will you get to France?' I asked them …
• how will they get to France.

• how would they get to France.
• how they would get to France.
6- 'Had you already met him?' She asked me ...
• whether had I already met him.

• if I already met him.
• if I'd already met him.
7- 'What can we do about this?' We wanted to know …
• whether we could do about it.

• what we could do about it.
• what could we do about it.
8- 'Can I get you a coffee?' I offered ...
• if I could get him a coffee.

• getting him a coffee.
• to get him a coffee.
•
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Reported speech 3 – reporting verbs
Do you know how to tell someone what another person said using reporting verbs? Test
what you know with interactive exercises and read the explanation to help you.
Look at these examples to see how reporting verbs are used.
direct speech: 'You should come, it's going to be a lot of fun,' she said.
indirect speech: She persuaded me to come.
direct speech: 'Wait here,' he said.

indirect speech: He told us to wait there.
direct speech: 'It wasn't me who finished the coffee,' he said.

indirect speech: He denied finishing the coffee.
Grammar explanation
When we tell someone what another person said, we often use the verbs say, tell or ask.
These are called 'reporting verbs'. However, we can also use other reporting verbs. Many
reporting verbs can be followed by another verb in either an infinitive or an -ing form.
Reporting verb + infinitive
Verbs
like advise, agree, challenge, claim, decide, demand, encourage, invite, offer, persuade,
promise, refuse and remind can follow an infinitive pattern.
'Let's see. I'll have the risotto, please.'
• He decided to have the risotto.
'I'll do the report by Friday, for sure.'
• She promised to do the report by Friday.
'It's not a good idea to write your passwords down.'
• They advised us not to write our passwords down.
We can also use an infinitive to report imperatives, with a reporting verb

like tell, order, instruct, direct or warn.
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'Please wait for me in reception.'
• The guide told us to wait for her in reception.
'Don't go in there!'
• The police officer warned us not to go in there.
Reporting verb + -ing form
Verbs like admit, apologise for, complain about, deny, insist

on, mention and suggest can follow an -ing form pattern.
'I broke the window.'
• She admitted breaking the window.
'I'm really sorry I didn't get back to you sooner.'
• He apologised for not getting back to me sooner.
'Let's take a break.'
• She suggested taking a break.

1- 'I really must know what's going on here.' → She demanded _____ what was going on there.
• knew
• knowing
• to know
2- 'Don't use the milk! – It's gone bad.' → He warned us not _____ the milk.
• to use
• using
• use
3- 'Excuse me, but there aren't any clean towels in our room.' → They complained about not
_____ clean towels in their room.
• to have
• having
• had
4- 'OK, I won't say anything about it.' → I agreed not _____ anything about it.
• will say
• to say
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• saying
5- 'Oh, by the way, we saw Justyna at the party.' → They mentioned _____ Justyna at the party.
• seeing
• to see
• had seen
6- 'Pay the fine within the next 30 days.' → The judge ordered the woman _____ the fine within
the next 30 days.
• pay
• paying
• to pay
7- 'I'm sorry, but I'm not going to lie for you.' → She refused _____ for him.
• lying
• lie
• to lie
8- 'We could ask Andi for some ideas.' → He suggested _____ Andi for some ideas.
• to ask
• asking
• could ask
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Passives
Do you know how to use the passive voice to change the focus of a sentence? Test
what you know with interactive exercises and read the explanation to help you.
Look at these examples to see how the passive voice is used.
A lot of olive oil is produced in Italy.

This book was written by Angela Davis.
The suspect will be released tomorrow.
This product has not been tested on animals.
Grammar explanation
We use the passive voice to change the focus of the sentence.
My bike was stolen. (passive – focus on my bike)

Someone stole my bike. (active – focus on someone)
We often use the passive:
• when we prefer not to mention who or what does the action (for example, it's not
known, it's obvious or we don't want to say)
• so that we can start a sentence with the most important or most logical
information
• in more formal or scientific writing.
How we make the passive
We make the passive using the verb be + past participle. We start the sentence with the
object.
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Avatar was directed by James Cameron.
↓ ↓ ↓
Object + be + past participle
It is not always necessary to add who or what did the action.
My flight is cancelled.
↓ ↓ ↓
Object + be + past participle
Only the form of be changes to make the tense. The past participle stays the same.
Here are examples of the passive in its most common tenses.
TENSE EXAMPLE STRUCTURE
PRESENT SIMPLE Alioli is made from oil, garlic and salt. is/are + past
participle
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PRESENT The hall is being painted this week. is/are
CONTINUOUS being + past
participle
PAST SIMPLE John F. Kennedy was assassinated in was/were +

1963. past
participle
PAST CONTINUOUS The signs were being put up last week. was/were
being + past
participle
PRESENT PERFECT Oranges have been grown here for has/have

centuries. been + past
participle
PAST PERFECT When he got home, he found that his flat had been +
had been burgled. past
participle
FUTURE SIMPLE The work will be finished next week. will be +

past
participle
Do this exercise to test your grammar.
Choose the correct option to complete the sentence.

1- All our lamps ___ from original 1950s designs.
• produce
82
• is produced
• are produced
2- Mistakes ___, but we're working on a solution now.
• have been make

• are been made
• have been made
3- Someone ___ my wallet and left it at reception.
• had found
• had been found
• was found
4- My phone ___ last week, so I didn't get your message until today.
• was being fixed

• was been fix
• was fixing
5- A lot of time ___ on pointless meetings in this company.
• wastes
• is wasted
• is waste
6- Your application ___ by the end of the month.
• will be review
• will be reviewed
• will review
7- Someone ___ my talk at the conference and recommended me as a speaker.
• saw
• was seen
• had been seen
8- The suspect ___ near the French border.
• was caught
• were caught
• caught
•
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Relative clauses – defining relative clauses
Do you know how to define who or what you are talking about using relative
clauses? Test what you know with interactive exercises and read the
explanation to help you.
Look at these examples to see how defining relative clauses are used.
Are you the one who sent me the email?

The phone which has the most features is also the most expensive.
This is the video that I wanted to show you.
The person they spoke to was really helpful.
Grammar explanation
Relative clauses give us information about the person or thing mentioned.
Defining relative clauses give us essential information – information that tells

us who or what we are talking about.
The woman who lives next door works in a bank.

These are the flights that have been cancelled.
We usually use a relative pronoun or adverb to start a defining relative

clause: who, which, that, when, where or whose.
who/that
We can use who or that to talk about people. that is more common and a bit more
informal.
She's the woman who cuts my hair.

He's the man that I met at the conference.
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which/that
We can use which or that to talk about things. that is more common and a bit more
informal.
There was a one-year guarantee which came with the TV.

The laptop that I bought last week has started making a strange noise!
Other pronouns
when can refer to a time.

Summer is the season when I'm happiest.
where can refer to a place.
That's the stadium where Real Madrid play.
whose refers to the person that something belongs to.
He's a musician whose albums have sold millions.
Omitting the relative pronoun

Sometimes we can leave out the relative pronoun. For example, we can usually leave
out who, which or that if it is followed by a subject.
The assistant [that] we met was really kind.

(we = subject, can omit that)
We can't usually leave it out if it is followed by a verb.
The assistant that helped us was really kind.

(helped = verb, can't omit that)
Choose all the correct options.
1- The film ___ we saw last week was awful.
• that
• which
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• who
2- That's the hospital ___ I was born.
• when
• where
• who
• whose
3- The doctor ___ I usually see doesn't work there any more.
• that
• who
• whose
4- The week ___ they were in Edinburgh was lovely and sunny.
• when
• where
• who
• whose
5- That's the woman ___ bought my old car.
• that
• which
• who
6- He called a plumber ___ he found online.
• that
• who
• whose
7- They ate at a restaurant ___ serves only vegan dishes.
• that
• where
• which
8- The passengers ___ flights were cancelled got a refund.
• that
• where
• who
• whose
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Relative clauses – non-defining relative clauses
Do you know how to give extra information about someone or something using relative
clauses? Test what you know with interactive exercises and read the explanation to
help you.
Look at these examples to see how non-defining relative clauses are used.
Jack, who's retired now, spends a lot of time with his grandchildren.
We want to see the new Tom Carter film, which was released on Friday.
My sister, whose dog I'm looking after, is visiting a friend in Australia.
Grammar explanation
Relative clauses give us information about the person or thing mentioned.
Non-defining relative clauses give us extra information about someone or something. It

isn't essential for understanding who or what we are talking about.
My grandfather, who's 87, goes swimming every day.

The house, which was built in 1883, has just been opened to the public.
The award was given to Sara, whose short story impressed the judges.
We always use a relative pronoun or adverb to start a non-defining relative

clause: who, which, whose, when or where (but not that). We also use commas to
separate the clause from the rest of the sentence.
who, which and whose
We can use who to talk about people, which to talk about things and whose to refer to
the person or thing that something belongs to.
Yesterday I met my new boss, who was very nice.

The house, which is very big, is also very cold!
My next-door neighbour, whose children go to school with ours, has just bought a new
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car.
After the port there is a row of fishermen's houses, whose lights can be seen from
across the bay.
Places and times
We can use which with a preposition to talk about places and times. In these cases it's
more common to use where or when instead of which and the preposition.
City Park, which we used to go to, has been closed down.

City Park, where we used to go, has been closed down.
December, which Christmas is celebrated in, is a summer month for the southern
hemisphere.
December, when Christmas is celebrated, is a summer month for the southern
hemisphere.
However, when we use which without a preposition, we can't use where or when.
Centre Park, which we love, is always really busy on Saturdays.

February, which is my favourite month, lasts 29 days this year.
Complete the sentences with 'who', 'which', 'whose', 'when' or 'where'.
1. Last week he got a phone call from his father, he hadn't spoken to in years.
2- When I left they threw me a party, was a complete surprise.
3. My birthday, was my 40th, turned out to be a wonderful day!
4. The Javan tiger, habitat was largely destroyed by humans, is now extinct.
5. The hostel, we've stayed at several times, is simple but clean.
6. I sometimes go and study in my local park, I can get some fresh air.
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7. Winter, temperatures are lower, sees higher rainfall.
8. They went to a concert at the new arena, was built last year.
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Phrasal verbs
Do you know how to use verbs in phrases like pick the kids up, turn the
music down and look after my cat? Test what you know with interactive exercises and
read the explanation to help you.
Look at these examples to see how phrasal verbs are used.
This is the form. Please can you fill it in?

Why are you bringing that argument up now?
Police are looking into connections between the two crimes.
We need to come up with a solution.
Grammar explanation
Phrasal verbs are very common in English, especially in more informal contexts. They
are made up of a verb and a particle or, sometimes, two particles. The particle often
changes the meaning of the verb.
I called Jen to see how she was. (call = to telephone)

They've called off the meeting. (call off = to cancel)
In terms of word order, there are two main types of phrasal verb: separable and
inseparable.
Separable
With separable phrasal verbs, the verb and particle can be apart or together.
They've called the meeting off.

OR
They've called off the meeting.
However, separable phrasal verbs must be separated when you use a personal
pronoun.
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The meeting? They've called it off.
Here are some common separable phrasal verbs:
I didn't want to bring the situation up at the meeting.

(bring up = start talking about a particular subject)
Please can you fill this form in?

(fill in = write information in a form or document)
I'll pick you up from the station at 8 p.m.

(pick up = collect someone in a car or other vehicle to take them somewhere)
She turned the job down because she didn't want to move to Glasgow.
(turn down = to not accept an offer)
Non-separable
Some phrasal verbs cannot be separated.
Who looks after the baby when you're at work?
Even when there is a personal pronoun, the verb and particle remain together.
Who looks after her when you're at work?
Here are some common non-separable phrasal verbs:
I came across your email when I was clearing my inbox.

(come across = to find something by chance)
The caterpillar turned into a beautiful butterfly.

(turn into = become)
It was quite a major operation. It took months to get over it and feel normal again.
(get over = recover from something)
We are aware of the problem and we are looking into it.

(look into = investigate)
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Some multi-word verbs are inseparable simply because they don't take an object.
I get up at 7 a.m.
With two particles

Phrasal verbs with two particles are also inseparable. Even if you use a personal
pronoun, you put it after the particles.
Who came up with that idea?

(come up with = think of an idea or plan)
Let's get rid of these old magazines to make more space.

(get rid of = remove or become free of something that you don't want)
I didn't really get on with my stepbrother when I was a teenager.

(get on with = like and be friendly towards someone)
Can you hear that noise all the time? I don't know how you put up with it.
(put up with = tolerate something difficult or annoying)
The concert's on Friday. I'm really looking forward to it.

(look forward to = be happy and excited about something that is going to happen)
• up/ for Mika’s birthday/ with/ come/ a good idea/ Has anyone
• politely/ down/ turned/ it/ The invitation to their wedding? I
• When my parents are on holiday, I/ look/ after/ the cat
• I’m heartbroken. How long will it take/ to get/ over/ this
• Turn/ into/ a desert/ If climate change continues, this/ whole area/ could
• At 6 p.m./ her/ Caty called to ask if/ you can/ up/ pick
• Get/ of/ rid/ it/ This table is completely broken. Let’s
• Really well with/ on/ his boss/ gets/ He
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Idioms , Vocabulary and Reading
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94
Writing
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The Parts of the Sentence
The parts of the sentence are a set of terms for describing how people construct
sentences from smaller pieces. There is not a direct correspondence between the
parts of the sentence and the parts of speech -- the subject of a sentence, for
example, could be a noun, a pronoun, or even an entire phrase or clause. Like the
parts of speech, however, the parts of the sentence form part of the basic
vocabulary of grammar, and it is important that you take some time to learn and
understand them
Subject and Predicate

Every complete sentence contains two parts: a subject and a predicate. The
subject is what (or whom) the sentence is about, while the predicate tells
something about the subject. In the following sentences, the predicate is enclosed
in braces ({}), while the subject is highlighted.
Judy {runs}.
Judy and her dog {run on the beach every morning}.
To determine the subject of a sentence, first isolate the verb and then make a
question by placing "who?" or "what?" before it -- the answer is the subject.
The audience littered the theatre floor with torn wrappings and spilled
popcorn.
The verb in the above sentence is "littered." Who or what littered? The audience
did. "The audience" is the subject of the sentence. The predicate (which always
includes the verb) goes on to relate something about the subject: what about the
audience? It "littered the theatre floor with torn wrappings and spilled popcorn."
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Unusual Sentences
Imperative sentences (sentences that give a command or an order) differ from

conventional sentences in that their subject, which is always "you," is understood
rather than expressed.
Stand on your head. ("You" is understood before "stand.")
Be careful with sentences that begin with "there" plus a form of the verb "to be." In
such sentences, "there" is not the subject; it merely signals that the true subject will
soon follow.
There were three stray kittens cowering under our porch steps this
morning.
If you ask who? or what? before the verb ("were cowering"), the answer is "three
stray kittens," the correct subject.
Simple Subject and Simple Predicate
noun or pronoun (or more) that, when stripped of all the words that modify it, is
known as the simple subject. Consider the following example:
A piece of pepperoni pizza would satisfy his hunger.
The subject is built around the noun "piece," with the other words of the subject --
"a" and "of pepperoni pizza" -- modifying the noun. "Piece" is the simple subject.
Likewise, a predicate has at its centre a simple predicate, which is always the verb
or verbs that link up with the subject. In the example we just considered, the simple
predicate is "would satisfy" -- in other words, the verb of the sentence.
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A sentence may have a compound subject -- a simple subject consisting of more
than one noun or pronoun -- as in these examples:
Team pennants, rock posters and family photographs covered the boy's
bedroom walls.
Her uncle and she walked slowly through the Inuit art gallery and admired
the powerful sculptures exhibited there.
The second sentence above features a compound predicate, a predicate that

includes more than one verb pertaining to the same subject (in this case, "walked"
and "admired").
Objects and Complements

Objects
A verb may be followed by an object that completes the verb's meaning. Two
kinds of objects follow verbs: direct objects and indirect objects. To determine if a
verb has a direct object, isolate the verb and make it into a question by placing
"whom?" or "what?" after it. The answer, if there is one, is the direct object:
Direct Object
The advertising executive drove a flashy red Porsche.
Direct Object
Her secret admirer gave her a bouquet of flowers.
The second sentence above also contains an indirect object. An indirect object
(which, like a direct object, is always a noun or pronoun) is, in a sense, the
recipient of the direct object. To determine if a verb has an indirect object, isolate
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the verb and ask to whom?, to what?, for whom?, or for what? after it. The answer
is the indirect object.
Not all verbs are followed by objects. Consider the verbs in the following
sentences:
The guest speaker rose from her chair to protest.

After work, Randy usually jogs around the canal.
Transitive and Intransitive Verbs
Verbs that take objects are known as transitive verbs. Verbs not followed by
objects are called intransitive verbs.
Some verbs can be either transitive verbs or intransitive verbs, depending on the
context:
Direct Object
I hope the Senators win the next game.
No Direct Object
Did we win?
Subject Complements
In addition to the transitive verb and the intransitive verb, there is a third kind of
verb called a linking verb. The word (or phrase) which follows a linking verb is
called not an object, but a subject complement.
The most common linking verb is "be." Other linking verbs are "become," "seem,"
"appear," "feel," "grow," "look," "smell," "taste," and "sound," among others. Note
that some of these are sometimes linking verbs, sometimes transitive verbs, or
sometimes intransitive verbs, depending on how you use them:
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Linking verb with subject complement
He was a radiologist before he became a full-time yoga instructor.
Linking verb with subject complement
Your homemade chili smells delicious.
Transitive verb with direct object
I can't smell anything with this terrible cold.
Intransitive verb with no object
The interior of the beautiful new Buick smells strongly of fish.
Note that a subject complement can be either a noun ("radiologist", "instructor") or

an adjective ("delicious").
Object Complements
(by David Megginson)
An object complement is similar to a subject complement, except that (obviously)

it modifies an object rather than a subject. Consider this example of a subject
complement:
The driver seems tired.
In this case, as explained above, the adjective "tired" modifies the noun "driver,"
which is the subject of the sentence.
Sometimes, however, the noun will be the object, as in the following example:
I consider the driver tired.
In this case, the noun "driver" is the direct object of the verb "consider," but the
adjective "tired" is still acting as its complement.
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In general, verbs which have to do with perceiving, judging, or changing
something can cause their direct objects to take an object complement:
Paint it black.
The judge ruled her out of order.
I saw the Prime Minister sleeping.
In every case, you could reconstruct the last part of the sentence into a sentence of
its own using a subject complement: "it is black," "she is out of order," "the Prime
Minister is sleeping."
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Simple, Compound and Complex Sentences
A simple sentence is a sentence that consists of just one independent clause. A

complex sentence is a sentence that contains an independent clause and one or
more dependent clauses. A compound-complex sentence combines the two. Learn
the difference between compound and complex sentences and more!
What Are Simple, Compound and Complex Sentences?
A simple sentence uses just one clause, whereas a compound sentence uses two or
more independent clauses. A complex sentence features at least a single
independent clause as well as at least one dependent clause.
These can be combined into other sentence types, such as the compound-complex
sentence. Find more information about this kind of sentence below.
A group of words which feature no independent clauses might be an incomplete

sentence - often called a sentence fragment.
What Is A Sentence?
A sentence is defined as a group of one or more words. They begin with capital
letters and finish with a punctuation mark - a full stop, question mark or
exclamation mark.
Simple Sentence Examples
A simple sentence includes a subject and just one verb.
'The boy ran away from the dog."
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"The dog barked."
Compound Sentence Examples
A compound sentence joins two main clauses and a connective. The clauses are
linked by connectives, such as 'but,' 'so,' and 'and'.
"I like football and I like rugby."
"Paul can be loud, but he is funny sometimes."
Complex Sentence Examples
A complex sentence is made when a main clause and a subordinate clause are
joined with a connective. Subordinate clauses depend upon the main clause to
make sense. A famous complex sentence example from literature is 'The
Scarecrow and the Tin Woodman stood up in a corner and kept quiet all night,
although of course they could not sleep.' (From The Wonderful Wizard of Oz by L.
Frank Baum).
"I enjoy steamed vegetables, although my mother prefers them to be roasted."
"You need to practise your guitar if you want to be in a successful band."
Twinkl Tips: A Twinkl tip for creating complex sentence examples - be mindful of
your comma usage. Whenever you detect a pause or distinction from your
independent clause, check if you need a comma. Sometimes it helps to read your
work aloud because you'll "hear" where a comma needs to be placed.
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How to write complex sentences (examples provided)
Complex sentences can be useful for presenting ideas that need layers of
information and details. In order to understand complex sentences, it’s helpful to
first look at simple and compound sentences. To understand how to write a
complex sentence, students will need to learn the different components of a
complex sentence, including a main clause, connective and subordinate clause.
 Main clause: This is the primary message of a sentence, it is important that

the main clause makes grammatical sense independently.
 Connectives: Connectives are joining words that children will be taught to

use to connect phrases and clauses together and improve the flow of their
writing.
 Subordinate clauses: A subordinate clause usually begins with a subordinate

conjunction. This part of the sentence follows a connective to add additional
information.
Once you understand these components, you can start building your own complex
sentence examples using this formula:
Complex sentence = main clause + connective + subordinate clause
Punctuation in Compound and Complex sentences
Now that you understand what compound, complex and simple sentences are and
how to form them, you will need to also understand how to punctuate compound
and complex sentences correctly. Read the following quick tips and punctuation
rule to correctly use punctuation in compound/ complex sentences.
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As we have learnt, complex sentences are sentences that have two clauses. There
can be two independent clauses (each having a subject and predicate), or an
independent clause and dependent clause (missing a subject or predicate). Whether
a comma is used between them depends on the types and positions of the clauses.
 When a sentence includes two independent clauses, it can be joined by a

conjunction OR a comma. For example, the two independent clauses - 'I have
a cat.' and 'He has a nasty temper.' can be punctuated as follows: 'I have a
cat, but it has a nasty temper.'
o It is important to include a conjunction in the complex sentence

example above because without it, you will have committed a
punctuation error often referred to as a comma splice.
 When a complex sentence contains a dependent clause like this one, a

comma is not used unless the dependent clause comes before the independent
clause. For example, the dependent clause 'Before I left the parking lot' does
not make sense unless attached to the independent clause 'I checked to make
sure my groceries were in the boot'.
o When a complex sentence contains a dependent clause like this one, a

comma is not used unless the dependent clause comes before the
independent clause. For example, 'Before I left the parking lot, I
checked to make sure my groceries were in the boot'.
o If these positions are switched, with the independent clause first before
the dependent clause, there would be no comma in the sentence. For
example, 'I checked to see if my groceries were in the boot before I left
the parking lot'.
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 Exception To The Rule :If the sentence is confusing or
ambiguous without a comma, one may be used for purposes of
clarity. For example, the sentence 'Louise didn’t call Jeff because
she was angry' needs to be punctuated with a comma - 'Louise
didn’t call Jeff, because she was angry'.
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106
SOME COMMON ERRORS TO AVOID
Comma Splices
A comma splice is the use of a comma between two independent clauses. You can
usually fix the error by changing the comma to a period and therefore making the
two clauses into two separate sentences, by changing the comma to a semicolon, or
by making one clause dependent by inserting a dependent marker word in front of
it.
Incorrect: I like this class, it is very interesting.

 Correct: I like this class. It is very interesting.
 (or) I like this class; it is very interesting.
 (or) I like this class, and it is very interesting.
 (or) I like this class because it is very interesting.
 (or) Because it is very interesting, I like this class.
Fused Sentences
Fused sentences happen when there are two independent clauses not separated by
any form of punctuation. This error is also known as a run-on sentence. The error
can sometimes be corrected by adding a period, semicolon, or colon to separate the
two sentences.
Incorrect: My professor is intelligent I've learned a lot from her.

 Correct: My professor is intelligent. I've learned a lot from her.
 (or) My professor is intelligent; I've learned a lot from her.
 (or) My professor is intelligent, and I've learned a lot from her.
 (or) My professor is intelligent; moreover, I've learned a lot from her.
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Sentence Fragments
Sentence fragments happen by treating a dependent clause or other incomplete

thought as a complete sentence. You can usually fix this error by combining it with
another sentence to make a complete thought or by removing the dependent
marker.
Incorrect: Because I forgot the exam was today.

 Correct: Because I forgot the exam was today, I didn't study.
 (or) I forgot the exam was today.
18 Most Common Grammar Mistakes
Understanding the 18 most common grammar mistakes can help you improve your
writing. When you know which common grammatical errors to look for, it's easier
to act as your own proofreader and editor.
How to Fix Common Grammar Mistakes Printable
If you want to keep a quick reference guide for the most common grammar
mistakes handy, you can print and hang this grammar error chart. It features 18
common grammar mistakes with examples of how to correct them.
1. Run-on Sentence or Comma Splice
A run-on sentence is a sentence that joins two independent clauses without

punctuation or the appropriate conjunction. A comma splice is similar to a run-on
sentence, but it uses a comma to join two clauses that have no appropriate
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conjunction. Fixing a run-on sentence or a comma splice can be accomplished in
one of five different ways.
Incorrect sentence: “Rachel is very smart, she began reading when she was three
years old.”
 Solution 1: Separate the clauses into two sentences. “Rachel is very smart.
She began reading when she was three years old.”
 Solution 2: Replace the comma with a semicolon. “Rachel is very smart; she
began reading when she was three years old.”
 Solution 3: Replace the comma with a coordinating conjunction. “Rachel is
very smart, for she began reading when she was three years old.”
 Solution 4: Replace the comma with a subordinating conjunction. “Rachel is
very smart because she began reading when she was three years old.”
 Solution 5: Replace the comma with a semicolon and transitional word or
phrase. “Rachel is very smart; as a result, she began reading when she was
three years old.”
2. Pronoun Disagreement
Some of the most common grammar mistakes are pronoun errors. They occur
when pronouns do not agree in number with the nouns to which they refer. If the
noun is singular, the pronoun must be singular. If the noun is plural, the pronoun
must be plural as well.
For example:
 Incorrect: “Every girl must bring their own lunch.”

 Correct: “Every girl must bring her own lunch.”
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Pronoun errors are common in modern English, as writers try to avoid awkward
phrasing or the implication of sexist language. Although this is an admirable goal,
it is still important to learn the correct grammar and use it in more formal
situations.
3. Mistakes in Apostrophe Usage
Apostrophes are used to show possession. However, you do not use an apostrophe
after a possessive pronoun such as my, mine, our, ours, his, hers, its, their, or
theirs.
For example:
 Incorrect: “My mothers cabin is next to his' cabin.”

 Correct: “My mother's cabin is next to his cabin.”
In the case of it's, the apostrophe is used only to indicate a contraction for “it is.”
For example:
 Incorrect: “Its a cold day for October.”

 Correct: “It's a cold day for October.”
4. Lack of Subject-Verb Agreement
Confusion over subject-verb agreement can be the source of many grammatical

errors. When speaking or writing in the present tense, a sentence must have
subjects and verbs that agree in number. If the subject is singular, the verb must be
singular. If the subject is plural, the verb must be plural as well.
For example:
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 Incorrect: “These recipes is good for beginning chefs.”
 Correct: “These recipes are good for beginning chefs.”
5. Misplaced Modifiers
To clearly communicate your ideas, you should place a modifier directly next to
the word it is supposed to modify. The modifier should clearly refer to a specific
word in the sentence. Misplaced modifiers can create confusion and ambiguity.
For example:
 Incorrect: “At eight years old, my father gave me a pony for Christmas.”
 Correct: “When I was eight years old, my father gave me a pony for
Christmas.”
6. Sentence Fragments
Sentence fragments are also common grammar mistakes. A sentence needs to have
a subject and a verb. A fragment often happens after another related idea has been
expressed.
For example:
 Incorrect: “Sharon stayed home from school the other day. Because she was
sick.”
 Correct: “Sharon stayed home from school the other day because she was
sick.”
7. Missing Comma in a Compound Sentence
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A compound sentence expresses two complete and related ideas, and it usually
includes a conjunction to connect these two parts. There should be a comma before
the conjunction to indicate the two ideas are related. If that’s missing, it’s a
mistake readers will notice.
For example:
 Incorrect: “Jim went to the store and Ella went with him.”
 Correct: “Jim went to the store, and Ella went with him.”
8. No Clear Antecedent
An antecedent is a word that comes before a pronoun and helps the reader
understand what the pronoun means. Generally, you can clear up this confusion by
rearranging the wording.
For example:
 Incorrect: “The dad found the boy, and he was happy.”

 Correct: “The dad was happy when he found the boy.”
9. Ending a Sentence in a Preposition
Another common grammar mistake is ending a sentence with a preposition. A

preposition, by its nature, indicates that another word will follow it. In casual
conversation, this type of error is no big deal, but you should avoid this mistake in
your writing.
For example:
 Incorrect: “What reason did he come here for?”
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 Correct: “For what reason did he come here?”
10. Mixing Up Spellings
There are words that sound the same but have different spellings and meanings. If
you mix these up, it can be an embarrassing mistake. These are a few of the most
commonly confused words:
 “You’re” vs. “your”

 “To” vs. “two” vs. “too”
 “Weather” vs. “whether”
 “There” vs. “their”
For example:
 Incorrect: “There father went to school there.”

 Correct: “Their father went to school there.”
11. Mixing Up Similar Words
Sometimes, it’s not a matter of mixing up the spelling as much as an error in word
choice. There are many words that sound similar but have different meanings and
spellings. These include the following:
 “Affect” and “effect”

 “Except” and “accept”
 “Comprise” vs. “compose”
 “Further” vs. “farther”
For example:
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 Incorrect: “The rain had a good affect on the farmer’s field.”
 Correct: “The rain had a good effect on the farmer’s field.”
12. Unnecessary Commas
While commas are important for clarity and give the reader a chance to pause in
the sentence, it’s possible to use commas when you don’t need them. These
unnecessary commas can be confusing to read, and they make writing look less
professional. Before you use a comma, think about why you’re using it. If you
aren’t sure it’s needed, double-check by reviewing comma rules.
For example:
 Incorrect: “She had a stomach ache, because she ate too much ice cream.”
 Correct: “She had a stomach ache because she ate too much ice cream.”
13. Mixing Up Possessives and Plurals
People often get confused when adding an “s” to the end of a word. When do
you need an apostrophe? In general, you use an apostrophe before an “s” to show
possession or as a contraction, like “that’s” for “that is.” If you’re just trying to say
something is plural, you don’t need the apostrophe. Like most rules in the English
language, this has some variation. However, if you keep the general guidelines in
mind, you’ll be correct most of the time.
For example:
 Incorrect: “The dogs dish was full of bone’s.”

 Correct: “The dog’s dish was full of bones.”
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14. Mistakes With Well and Good
One of the most common grammatical errors is mixing up “well” and “good.” In
general, “well” is an adverb, while “good” is an adjective. When you aren’t sure
which one to use, simply ask yourself whether an adjective or an adverb is
appropriate for the situation.
For example:
 Incorrect: “I am doing good in math.”

 Correct: “I am doing well in math.”
15. Comparisons That Are Incomplete
When you use a word that has a comparative aspect, you need to compare it to
something else. These common grammatical errors may appear in advertisements
or market slogans, but it does not work well in papers or other writing. If the word
requires a comparison, you should always provide it.
For example:
 Incorrect: “My hair is smoother and softer.”

 Correct: “My hair is smoother and softer than it was a month ago.”
16. Mixing Up Adverbs and Adjectives
If you mix up adverbs and adjectives, this can be an embarrassing grammar

mistake. This is the kind of error that can annoy a teacher or make the difference
between a great grade on an essay and getting marked down. This happens most
often with words that end in “-ly.”
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For example:
 Incorrect: “Susan gave me a real nice bouquet of flowers.”

 Correct: “Susan gave me a really nice bouquet of flowers.”
17. Confusion Between Fewer and Less
Many people mix up “fewer” and “less.” If you’re talking about the amount of
something, you need to decide whether the item is all one thing or a group of many
things. If it’s a group of many smaller things, you should use “fewer.” If it’s one
thing, you should use “less.”
For example:
 Incorrect: “The store was almost out of dog food. There were less cans on
the shelves than there were yesterday.”
 Correct: “The store was almost out of dog food. There were fewer cans on
the shelves than there were yesterday.”
18. Title Capitalization Problems
Knowing when to capitalize the words in a title can be very confusing. In general,
you should capitalize the first and last words, all nouns and pronouns, all verbs,
and all adjectives and adverbs. However, there are specific title capitalization
rules depending on the style you are using.
For example:
 Incorrect: “Around the world in 80 days”

 Correct: “Around the World in 80 Days”
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Please click on the following link for more elaboration:
https://www.youtube.com/watch?v=1Dax90QyXgI
Please click on the following link for questions and reviews:
https://www.englishcurrent.com/grammar/common-english-mistakes-quiz/
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Narrative Paragraph
In this lesson, you will learn
• what narrative paragraph is,

• how to organize a narrative paragraph,
• and strategies to improve your paragraph.
122
What is Narrative Paragraph?
123
• Narrative paragraph tells a story or an event.
• It could be tale, novel, an account of one’s life,

natural phenomena, or social events…
• The story/events in narrative paragraph should be

arranged chronologically (time order), that is in the
order in which they have happened.
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• Almost everyone narrates, reads, or listens to stories
from books, other people, or media. However, the
audience expects and needs more from a written
narrative.
• Therefore, a narrative paragraph must have:
– a central idea (what the story/event is about),
– characters (who it is about),
– a plot (conflict, complication, climax, and
resolution of the story/event),
– adequate description,
– and setting (when and where the story happens).
125
Organizing a Narrative Paragraph
• A good narrative paragraph normally requires three

necessary components:
o background information,
o the story/event (a summary),
o and the conclusion.
126
Organizing a Narrative Paragraph:
1. Background information
The background information sets the scene for the
audience. It includes the following pieces of information:
 A topic sentence,
 What story/event is about,
 Who it is about,
 When it happens,
 Where it happens,
 Where is the source of the narration.
Note: the topic sentence of a narrative paragraph does not

start the narration. It establishes a purpose. It does not tells
only a story, but also the reader's view point. Therefore,
writing a strong topic sentence is important.
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2. The Story / Event
The story or event happens at 3 different stages: the
beginning, the middle, and the end of the story or
event.
• The beginning of the story – the beginning tells what
happens first in the story. It can be the problem
which makes the story or event happen.
• The middle of the story – the middle tells the main
events or important activities of the story/event.
• The end of the story – the end tells the final events,
i.e. the result or what brings the end of the
story/event.
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3. The Conclusion
It is a concluding sentence. The writer can either
• restate the topic sentence,
• give a concluding remark,
• make a prediction about the story,
• or make a suggestion.
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Sample
Tum Teav
(1) Tum Teav is an interesting story. (2) The story is a real love tragedy
happened in the 16th century in presently Kampong Cham province.
(3) It is widely taught in high school. (4) The story begins when Tum
and Teav fall in love at their first sight. (5) Their love is so deep that
they have abused the traditional barriers and engaged in a pre-
marriage love affair – it is strongly prohibited in Khmer culture. (6) Not
long after, Teav’s mum arranges a marriage with rich guy for Teav, but
fails. (7) Then, Teav is selected as a concubine and sent to the capital.
(8) The king admires her so much, but with mercy he offers Tum and
Teav a wedding. (9) As dissatisfaction grows, Teav’s mum rearranges
the marriage with the previous guy. (10) Teav is deceived and comes
back home. (11) With worry, Tum follows her. (12) Tum arrival at Teav’s
wedding marks end of the story. (13) Tum is caught and executed. (14)
Teav, with love for her husband, commits suicide. (15) The couple
death outrages the king that he orders execution for those involved in
the tragedy. (16) The story, I believe, is so appealing.
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Sample Explanation
• The topic sentence is sentence (1). It tells the purpose,
that's what the writer will write about.
• The background information includes sentences (2) and
(3). Sentence (2) tells what the story is about, and when
and where it happens. Sentence (3) tells the source of
the story.
• The story comprises of sentence (4) to (15).
– Sentence (4) and (5) tell the beginning of the story.
– Sentence (6)-(11), which is middle of the story, tell the
main events happen in the story.
– Sentence (12)-(15) tells the end of the story.
• Sentence (16) is the concluding sentence. It restates the
topic sentence.
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Sample 2
My Shopping Norte’s Nightmare
(1) I’ll never forget the first time I got lost in La Paz City. (2) I
was traveling with my parents during summer vacation. (3)
We were in a department store, and I was so excited to see
such a huge place. (4) Suddenly, I turned around to ask my
mom something, but she was gone! (5) I begun crying and
screaming at the top of my lungs. (6) A salesclerk came up
to me and dad came running toward me and ask if I was
okay. (7) She got on the public address (P.A.) system and
notified the customers that a little boy with blue jeans and
a red cap was lost. (8) Two minutes later my mom and dad
came running toward me. (9) We all cried and hugged each
other. (10) I’ll never forget that day as long as I live.
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Sample 3
BAD DAY
My day was a disaster. First, it had snowed during the night, which
meant I had to shovel before I could leave for work. I was mad that I
hadn’t gotten up earlier. Then I had trouble starting my car, and to
make matters worse, my daughter wasn’t feeling well and said she
didn’t think she should go to school. When I eventually did arrive at
work, I was twenty minutes late. Soon I found out my assistant had
forgotten to make copies of a report I needed at nine o’clock. I quickly
had to make another plan. By five o’clock, I was looking forward to
getting my paycheck. Foolish woman! When I went to pick it up, the
office assistant told me that something had gone wrong with the
computers. I would not be able to get my check until Tuesday.
Disappointed, I walked down the hill to the parking lot. There I met my
final defeat. In my hurry to park the car in the morning, I had left my
parking lights on. Now my battery was dead. Even an optimist like me
had the right to be discouraged!
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Sample 4
THE MARS
Close-up study of the planet Mars began when rockets were
developed that could send scientific instruments into space.
In 1965, the first observations of Mars were done by the
American spacecraft Mariner 4, which flew near the planet
to collect data and take photographs. Four years later, more
data and photographs were collected by Mariners 6 and 7
as they flew past the planet. Then, in 1971, Mariner 9
actually went into orbit around Mars, and during the
following eleven months, sent back more than 7,000 images
before contact with the spacecraft was lost. The next major
step, in 1976, was the landing of two Viking crafts on two
different areas of Mars’ surface. These landers were able to
send hack important data about the atmosphere of the
planet.
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Sample 5
A Trip to the Country
One day a father and his rich family took his young son on a trip
to the country with the firm purpose to show him how poor
people can be. They spent a day and a night in the farm of a very
poor family. When they got back from their trip the father asked
his son, “How was the trip?” The boy replied, “Very good, Dad!”
The father continued, “Did you see how poor people can be?”
The boy just said, “Yeah!” The father asked again, “And what did
you learn?” The boy answered, “I saw that we have a dog at
home, and they have four. We have a pool that reaches to the
middle of the garden; they have a creek that has no end. We
have imported lamps in the garden, they have the stars; our
patio reaches to the front yard, they have a whole horizon.
When the little boy was finishing, his father was speechless. The
son added, “Thanks, Dad, for showing me how poor we are!”
: Activity: Think of one of your own experiences and retell it
.Think of a story and write a short paragraph 135
A covering email
Learn how to write a covering email to accompany a job application.
Before reading
Do the preparation task first. Then read the text and tips and do the exercises.
Preparation task
1. …… analytics a. to find someone to do a specific job
2. …… to fill a role b. the main or largest portion of something
3. …… marketing channels c. a series of activities aimed at achieving a specific result
4. …… retail d. ways to communicate with potential customers
5. …… initial e. using data to examine or assess something, such as the
6. …… the bulk of something success of a marketing activity
7. …… a campaign f. the sale of goods in shops directly to customers
8. …… seasonal g. happening at particular times in the year
h. happening at the beginning
Reading text: A covering email

To: recruitment@new-company.com
From: Susan Nelson
Subject: Digital Marketing Executive application
Dear Ms Jones,
I’m writing in response to your advertisement for a Digital Marketing Executive. My name is
Susan Nelson and I’m a Social Media Marketing Assistant. I have had this job for the past two
years and I believe I am the person you need for your new role.
The bulk of my work involves designing and implementing online marketing campaigns across
a range of channels. I am very comfortable using analytics to assess campaign success and
drive future initiatives. I work with a range of social media platforms and tools for digital
marketing.
I have always worked in the retail industry and am familiar with the seasonal nature of
business such as yours and have the skills to push your business forward through creativity
and innovation. I would very much like the opportunity to both bring my experience and
enthusiasm to this role while continuing to develop professionally and personally.
Following initial research into your company I very much feel we would be a good fit for each
other and I would welcome the opportunity to discuss this position with you in person.
Please find attached my CV.
I look forward to hearing from you.
Yours sincerely,
Susan Nelson
……………………………………………………………………………………………
Tips
1. Try to find out the name of the person hiring and address your cover letter to them.
2. Start with a clear statement about who you are and the role you are applying for.
3. Then give information about your current work (or studies if you are still a student).
4. Mention how and why this experience is suited to the new company and role, including any
transferable skills (= things you have learned that you will take with you to future jobs).
5. End with a closing statement that suggests further contact.
I look forward to hearing from you.
Tasks
Task 1
Answer
1. Susan’s current role is the same level of responsibility as the job she’s True False
applying for.
2. She sounds confident about her ability to do the Digital Marketing True False
Executive job.
3. She explains what she does in her current role. True False
4. Susan emphasises the transferable skills she would bring to the new role. True False
5. Susan suggests that email is the best way to continue the conversation. True False
6. She is sending more detail about her work history in a separate True False
document.
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Task 2
Write the phrases in the correct group.
I’ve had this job for the past two years. I am very comfortable using analytics.
The bulk of my work involves … I have always worked in marketing.
I have the skills to push business forward

I can work across a range of platforms.
through creativity and innovation.
Talking about work experience Talking about transferable skills
Task 3
Put the words and phrases in order to make sentences.
1. a digital marketing executive. response to in your advertisement for I’m

writing
2. this job had six years. I for have
3. person are am the I believe I you looking for.
4. I would bring to this role. very much like my experience and enthusiasm
the opportunity to
5. with you welcome to discuss this position in person. the opportunity I would
6. attached find Please my CV.
Discussion
Do you have any tips for writing a good covering email?
137
An email to request time off
Learn how to write an email to request time off.
Before reading
Preparation task
Vocabulary Definitions
1. …… to cover for somebody a. To be expected or owed at a certain time
2. …… annual leave b. To be greater in number or size than (something)
3. …… to be due c. A number of paid days off work which employees may
4. …… expertise take every year
5. …… to exceed (something) d. The time that an employee who has worked extra
hours may take as leave
6. …… time off in lieu
e. A reference document with information about a
7. …… a playbook
company’s tasks and how to carry them out, including
8. …… an MBA the roles and responsibilities of team members
f. To do someone’s work because they are ill or away
g. A high level of skill or knowledge in a particular field
h. Master of Business Administration; a higher university
degree in business
An email to request time off

From: Stefan Bauer
To: Emma Louise Jensen
Subject: Request for time off
Dear Ms Jensen,
I’m writing to request some time off between Monday 18 February and Friday 8 March in
order to work on my MBA dissertation, which is due for submission on 30 March.
I understand that the three weeks I am requesting exceeds my remaining annual leave by four
days. I would like to ask if those four days may be taken in lieu of the extra working hours I put
in during the two weekends of the Chicago International Management Conference last
November.
I have spoken to Kristian Sander and Jasmine Riber, who have both agreed to cover for me
during my absence. I would also distribute a playbook for my team members so that everyone
© 2019 British Council www.britishcouncil.org/learnenglish

138
is clear on the tasks they are in charge of and the deadlines they have to meet. During my
leave, I would be fully reachable by phone and email to answer any questions or provide any
assistance needed. I would also be happy to discuss any further plans to ensure my workload
is covered.
I believe that the research I am doing and the resulting MBA will contribute greatly to my
professional development, and my improved expertise and qualifications will in turn benefit
the company.
Please let me know if you need any additional information. Thank you for your consideration
of my request.
Best regards,
Stefan Bauer
……………………………………………………………………………………………
Tips
1. This is a formal request for time off, so unless you know the recipient very well, start your
email with Dear ... ,
2. State the dates of your absence clearly.
3. Be clear right from the beginning what it is you are asking for. In some cultures, it might be
more common to start by providing full background information about why time off is
needed. However, when communicating across cultures, it is better to be direct (but polite)
and clear about what you are requesting, so as to avoid possible miscommunication.
4. Give clear reasons why you need the time off, but don’t go into too much unnecessary
detail.
5. Assure your manager that your work can be covered and that any problems during your
absence can be dealt with.
6. If possible, show how your company or team can benefit from your request being
approved.
7. End by thanking your manager for considering your request.
139
Tasks
Task 1
Answer
1. Stefan is asking for time off to complete his studies. True False
2. Stefan’s dissertation deadline is 8 March. True False
3. In addition to his annual leave, Stefan wants to take four days of unpaid True False
leave.
4. Kristian and Jasmine will take over Stefan’s work. True False
5. Stefan will suggest to his team ideas on how to play and relax in his True False
absence.
6. Stefan thinks that the studying he is doing will be good for both himself True False
and his company.
Task 2
Complete the sentences.
cover advance leave approval considering
ask taken ensure reachable receiving
Dear Mr Pennant,
I am writing to (1)……………………………… for some time off from Monday 22 July through to Friday
26 July. It has been a while since I have (2)……………………………… time off work and I wish to use
some of my annual (3)……………………………… to spend some much needed time with my family.
Upon your (4)……………………………… , I will make plans to arrange for (5)……………………………… of my
responsibilities and I will also (6)……………………………… that all pending work will be completed in
(7)……………………………… before I leave. I will be checking my email every day when I’m off and will
be (8)……………………………… if urgently needed. Thank you for (9)……………………………… my request and I
look forward to (10)……………………………… your response.
Best regards,
Jingmei Yuan
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Task 3
Choose the correct answer.
1. Which is the best greeting?

a. Hi Jennifer,
b. Dear Ms Smith,
c. Dear Sir/Madam,
2. Which is the best first line?
a. I’m writing to request annual leave soon because of an important event.
b. I’m writing to request a day of annual leave on Friday 2 May to attend my son’s
graduation ceremony.
c. As my youngest son has recently graduated from university and the graduation
ceremony will be held on Friday 2 May, I would like to take a day of annual leave.
3. Which is the best request?
a. I would like to take five days of annual leave.
b. I want to take five days of annual leave.
c. I need to take five days of annual leave.
4. Which is the best justification?
a. Attending this training course will be a great experience for me.
b. Attending this training course is more important than my daily work.
c. Attending this training course will benefit both myself and the company, as I will
share what I learn with my team.
5. Which is the best way to assure the manager that your work will be covered while you’re
away?
a. If I have time, I will leave detailed instructions for the team to cover my work.
b. Upon your approval, I will leave detailed instructions for the team to cover my
work.
c. It will be difficult for the team to cover my work while I’m away, but I hope they will
be able to manage.
6. Which is the best ending?
a. Please approve my request.
b. Please let me know when you give your approval. Thank you.
c. Please let me know if you need any additional information. Thank you for your
consideration of my request.
Discussion
How much annual leave do people normally get in your country? In your workplace, what is
the general attitude to taking time off work?
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3. I _____ seven classes before I had to take time off for sickness.
a. assisted b. attended c. appeared
4. I am _____ about managing the workload of the course at the same time as my other
responsibilities.
a. bothered b. concerned c. upset
5. I think one _____ has been the difficulty in accessing the library as a distance student.
a. mess b. subject c. issue
6. _____, family circumstances mean it is difficult for me to study in the evenings.
a. Currently b. Actually c. Momentarily
7. I would like to request your _____ for a change of timetable.
a. toleration b. promise c. approval
8. I would be happy to come in and _____ it with you.
a. discuss b. argue c. dispute
Task 3
Write one word in each gap to complete the email.
(1)……………………………… Professor Vazquez,
Many thanks (2)……………………………… your feedback on my assignment.
I’m writing (3)……………………………… inform you that, unfortunately, I have had (4)………………………………
postpone my current module until next term. I requested approval (5)……………………………… the
English department (6)……………………………… this and I have (7)……………………………… permission, as long
(8)……………………………… I am able to catch up with the work.
I (9)……………………………… very much enjoyed your module and I hope (10)……………………………… be able
to rejoin the course (11)……………………………… January, after (12)……………………………… small operation
on my foot. I wanted to explain (13)……………………………… situation and to assure
144
(14)……………………………… that I will use my recovery time to keep (15)……………………………… with the
reading for the course.
I (16)……………………………… be happy (17)……………………………… come in and discuss the matter further.
Kind (18)……………………………… ,
Antoni Nowak
Discussion
What are some good and bad reasons for giving up a course?
145
An informal email to a friend
Learn how to write an informal email to a friend.
Before reading
Preparation task
Write the phrases in the correct group.
Hope to hear from

Hi Pradeep! Dear Sir/Madam, How’s it going?
you soon,
I look forward to a I am writing to

Yours sincerely, Take care,
prompt reply. request …
Informal Formal
Reading text: An informal email to a friend

Hi Linda,
How’s it going?
Sorry I haven’t been in touch for such a long time but I’ve had exams so I’ve been studying
every free minute. Anyway, I’d love to hear all your news and I’m hoping we can get together
soon to catch up. We just moved to a bigger flat so maybe you can come and visit one
weekend?
How’s the new job?
Looking forward to hearing from you!
Helga
……………………………………………………………………………………………
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Hi Helga,
I’ve been meaning to write to you for ages now so don’t worry! How did your exams go? When
will you know your results? I’m sure you did brilliantly as always!
As for me, I’ll have been in the new job three months by the end of next week so I’m feeling
more settled in. At first I felt like I had no idea what I was doing but now I realise it’s normal to
feel like that. There was a lot to learn – there still is actually – and I soon had to get used to
the idea that I can’t know everything. I used to work late a lot and at weekends but I’m slowly
getting into a normal routine.
Which means I’d love to come and visit! We really need a good catch up! I can’t believe we
haven’t seen each other since Carl’s wedding. How does next month sound?
Anyway, I’d better get back to work.
Congratulations on the new flat! Can’t wait to see you!
Love,
Linda
……………………………………………………………………………………………
Tips
1. You can start an informal email with Hi ...
2. Make sure you answer any questions that were asked.
3. Use informal vocabulary like phrasal verbs (e.g. to get together, to catch up) to create a
friendly tone.
4. Before you sign off, close the email with a phrase like Looking forward to seeing
you! Or Good luck with your exams!
5. End with Love, (for close friends and family) or Take care, before signing your name on the
next line.
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Tasks
Task 1
Answer
1. Hi … is less formal than Dear … , . True False
2. How’s it going? is an informal way to say How are you?. True False
3. It’s important to give the reason for writing in the first sentence. True False
4. Phrasal verbs like catch up make your writing sound more formal. True False
5. How does ... sound? is an informal way of suggesting something. True False
6. People don’t write in paragraphs in informal emails. True False
Task 2
Match the sentences (1–6) with the replies (a–f).
Sentences Replies
1. …… I was wondering if you want to go for dinner. a. Things have been good and …
2. …… I’m really sorry I’ve not been in touch. b. Sorry to hear that!
3. …… How are you doing? c. Don’t worry! I’ve been super busy
4. …… Just to let you know I passed my exams! too.
5. …… I’ve been ill for most of the month so I d. I’d love to. How about Tuesday?
couldn’t come to your party. e. Happy to help any way I can.
6. …… I was hoping you could do me a favour. f. So good to hear your news.
Task 3
Write one word to fill each gap.
1. Sorry I haven’t been ……………………………… touch for such a long time.

2. I’ve been meaning to write to you ……………………………… ages.
3. How did your exams ……………………………… ?
4. I felt like I didn’t know what I was doing ……………………………… first!
5. Anyway, I’d better ……………………………… back to work.
6. Can’t wait ……………………………… see you!
7. We really need a good catch ……………………………… !
8. I can’t believe we haven’t seen each other ……………………………… Carl’s wedding.
Discussion
What’s the best way to stay in touch with friends you don’t see often?
l
148
Capitalization and Punctuation
Capital Letters:
We must use Capital letters in the following situations:
1. The first word of every sentence
2. The first word of every direct quotation
He said, “We’ve jogged two miles.”
“We’ve jogged two miles,” he said, “and I feel great.” (The and is not capitalized because
it does not begin a new sentence.).
“We’ve jogged two miles,” he said. “It makes me feel great.”

(It is capitalized because it begins a new sentence.)
3. The first, last, and very important word/s in a title
I’ve been reading Bulfinch’s The Age of Fable.
4. Proper names of people, places, languages, races and nationalities
Grandfather Brown Japan Oriental

Uganda English Indian
5. A title of relationship if it takes the place of the person’s name, but not otherwise
If my (or similar word) is in front of the word, a capital is not used.
I think Mother wrote to her.

I think my mother wrote to her.
6. Names of particular people or things, but not general ones
I spoke to Professor Smith.

I spoke to the professor.
7. Names of months, days of the week, and special days, but not the seasons
February First of July but spring

Wednesday Thanksgiving summer
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Now it’s your turn. Add capital letters where necessary.
Exercise 1
1. I discussed the matter with my professor.
2. We were studying Robert Frost’s poem “The death of the hired man”.
3. All grade 12 students take history and english.
4. Usually college classes begin the day after labour day.
5. You know, dad, I haven’t had the car all week.
6. He shouted, “what’s happening?”
7. The doctor sent her to the hospital last wednesday.
8. After graduating from high school, he went to Vancouver island university.
9. My aunt is president of her club this fall.
10. My cousin plays hockey for simon fraser university.
Exercise 2
1. The sugar maple and the hemlock are both native to canada.
2. She graduated from vancouver island university and now is attending ubc
3. My mother likes plane travel, but dad would rather drive.
4. Last spring we took a trip through the rocky mountains.
5. His mother bakes the best cookies, but aunt angela makes the best pies.
6. We’re studying about world war II in history now.
7. I’ve always liked literature and have decided to make it my major.
8. Next semester I’m going to take psychology 112, history 112, and English 200; then the following
semester I’ll take math and physics.
9. The team from pearson college was on our campus last weekend.
10. “I’d rather be a big duck in a little pond,” she said, “than a little duck in a big pond.
150
Commas
1. Use a comma before these joining words when you are constructing a compound sentence.
(Hint: Remember the word formed downward by the first letters of each joining word.)
F o r
A n d
N o r
B u t
O r
Y e t
S o
In the examples following, underlined spaces indicate that a comma is needed.

e.g. I want to go _,_ but you want to stay.
He died before she was born _,_ so she never knew him.
2. Put a comma between items in a series.
a The sting of a bee , wasp , or hornet can cause a severe reaction.
b Soon the students will return , the halls will be buzzing , and the studying
will begin.
3. A comma goes after an introductory expression or before an expression that follows the sentence
but is somewhat separated from the rest of the sentence (doesn’t flow easily into the sentence).
a Well , I haven’t seen anyone yet.
b When the time comes , we will be ready.

c It’s tiring to go to school all day , isn’t it?
4. Put commas around the name of a person spoken to or addressed.
a Rick , bring that into the classroom.

b I know , Jan , that you are missing your family.
5. Put commas around an expression that interrupts the flow of the sentence.
a The facts , therefore , do not support your argument.
151
b I wish , however , that I could go south for the weekend.
6. Put commas around non-essential material.
a , who passed with flying colours , headed to La Cantina.

The students
b Cannery Row , a novel by John Steinbeck , is a favourite among English instructors.
Practice:
Insert commas where they belong:
1. Although I liked what you wrote about caring for your pet rat I have a suggestion you might want to
consider.
2. Ever since you asked my opinion about the soccer field battle I’ve been mulling the situation over
trying to determine a logical consequence.
3. I don’t usually give unsolicited advice but this seems to me to be a special case.
4. I wouldn’t ordinarily presume to tell you how to behave but I’m concerned.
5. Check for accuracy spelling and punctuation before sending your e-mail.
6. It was Coach Tom who came up with the idea of recruiting players from other schools.
7. When returning items that don’t fit please remember to return them within 20 days of your purchase.
8. My teacher who was talking to all of us said, “If everyone passes this test we’ll all get a free period.”
9. “I didn’t see the falling star ” Jane said “but I sure wish I had.”
10. Melissa bought a new graduation dress and she wore it to the graduation ceremony.
152
Quotation Marks:
Quotation Marks are used:
A. to identify the exact words of the speaker

B. to set off the titles of short works of writing
Punctuation Rules for using Quotation Marks:

A. To identify the exact words of the speaker:
1. Start the quotation with a capital letter. He screamed, “Get lost!”
2. If the quotation is split into 2 parts, the 2nd part does not begin with a capital letter unless it
begins a 2nd sentence.
“Would you please,” he said, “just get lost!”

“Get lost,” he said. “I’ve had enough.”
Note: A comma follows the end of the 1st part of the quotation.
A comma precedes the 2nd part of the quotation, unless a new sentence is begun.
3. Use quotation marks ( “ ” ) to start and end the quoted part of the sentence.
As the wise one always says, “Love heals all problems.”
4. Commas, periods, question marks, exclamation points that come at the end of a quotation
should go inside the quotation marks.
Carol questioned, “Aren’t you coming?”
5. If the words are not the speaker’s exact words, do not use quotation marks.
He said that he was willing to go. He said, “I am willing to go.”
Bill told them he could do it. Bill told them, “I can do it.”
B. To set off the titles of short works of writing:
Use Quotation Marks Use Underlines

- the song, “Isn’t it a Pity?” - on the album(longer work), All Things Must Pass
- the episode of Cheers, “Diane’s Worst Day” - the television show, Cheers
- the article, “Does Money Really Count?” - the magazine, Lifestyles
Note: Usually the quotation marks within other quotation marks are reduced to 1 (‘)
instead of 2 (“) to distinguish them from one another.
153
Practice:
Insert the quotation marks where needed. Correct any punctuation that may need to be altered.
1. He read an article called Finding Answers on the Internet to the group, and then he turned to the class and
said do you believe that.
2. You must listen to her the lawyer shouted. She wrote an article called Legal Practice in B.C. about
courts. She knows her stuff.
3. Did you really believe that another day of waiting would make it easier to give that speech, asked her
friend. It is still called the hazards of not preparing for public speaking and it is still the most popular
speech in the text called speeches for notoriety.
154
Semicolons:
There are three situations where a semicolon is the best punctuation choice:
1. Use a semicolon to join two independent (stand-alone) statements which are closely related. The
statements should be closely related enough that you could use a FANBOYS word (for, and, nor, but,
or, yet, so) instead of a semicolon.
 My daughter was quite sick; I called the doctor right away.
2. Use between independent statements linked with a transitional phrase or word. Put a comma after the
transition word or phrase.
 I am nervous about the test; however, I know I have prepared as well as possible.
 Gary did not want to leave the party; nevertheless, it was getting very late.
Note: If a FANBOYs word (for, and, nor, but, or, yet, so) connects the two statements, use a comma
instead of a semicolon.
 Gary did not want to leave the party, but it was getting very late.
3. Use between items in a series that contains internal punctuation:
 Strategies for staying healthy include eating well, to ensure proper nutrition; exercising regularly,
to maintain heart health; and living a balanced lifestyle, to reduce stress.
In the above, the three different examples contain commas as internal punctuation. Without the
semicolons, the reader could have difficulty sorting out the idea groups.
Practice:
Put in the appropriate semicolons:
1. Eating healthy helps you lose weight staying fit keeps you healthy.
2. I’ll need to do the following today: take out the trash pay my hydro bill water my plants and
shop for groceries.
3. My dog hates dog food he loves eating my dinner.
4. I hate doing math homework I love doing art homework.
5. This summer I’m: going hiking taking a cruise and relaxing!
6. I don’t like orange soda I much prefer a cola.
7. I got an A on my English assignment I really studied hard.
8. I don’t like going to the gym in fact, I cancelled my membership.
9. I had to use my brother’s golf clubs I forgot my clubs at home.
10. Neither of us can speak French we had to get a translator.
11. I live in the city I’m not a rural person.
12. The weather forecaster was right it rained all day.
155
Answers:
1. Eating healthy helps you lose weight; staying fit keeps you healthy.
2. I’ll need to do the following today: take out the trash; pay my hydro bill; water my plants; and shop
for groceries.
3. My dog hates dog food; he loves eating my dinner.
4. I hate doing math homework; I love doing art homework.
5. This summer I’m: going hiking; taking a cruise; and relaxing!
156
Colons:
1. Use a colon after an independent statement to signal a list:
 He had several chores to do on Saturday: washing the car, picking up groceries, and paying the
bills.
Note: If you introduce the list with “including”, “such as”, or “for example”, do not use a colon.
 He had several jobs to do on Saturday, including washing the car, picking up groceries, and
paying the bills.
2. Use a colon to start a quotation that has been formally introduced with a full statement.
 Consider my father’s advice: “If you are not part of the solution, you are part of the problem.”
If the quotation begins with a short expression such as “he said”, then use a comma.
 My friend said, “You should listen to your father’s advice.”
3. Use a colon between independent statements if the second one summarizes or explains the first.
 The children were whining and fussing: it was well past their bedtime.
4. Use a colon after the greeting in a formal letter, to indicate hours and minutes, to show a ratio, or
between the title and subtitle of a book:
 Dear Sir:
 8:30 a.m.
 The ratio of adults to children was 3:1.
 Student Success: How to Thrive at University
157
Practice:
Circle the correct answer:
1. Which one of these is correct?

a) The potion contained: fruit, biscuits and glue.
b) The potion contained fruit, biscuits and glue.
c) The potion: contained fruit, biscuits and glue.

a) You have only one choice: leave now while you can.
b) You have only one choice leave now while you can.
c) You have only one choice. Leave now while you can.

a) I can see only one thing: the old lighthouse.
b) I can see only one thing the old lighthouse.
c) I can see: only one thing the old lighthouse.
4. Which of these is correct?

a) In the bag were: scissors, a hairbrush and her address book.
b) In the bag were the following: scissors, a hairbrush and her address book.
c) In the bag there were: scissors, a hairbrush and her address book.

a) Mankind has only one choice left stop burning fossil fuel.
b) Mankind has only one choice left, stop burning fossil fuel.
c) Mankind has only one choice left: stop burning fossil fuel.

a) My favorite breakfast cereals are: corn flakes, frosties and golden nuggets.
b) These are my favorite breakfast cereals: corn flakes, frosties and golden nuggets.
c) My favorite breakfast cereals: corn flakes, frosties and golden nuggets.
7. Circle the correctly punctuated sentences.

a) I have only one thing to say to you: 'Get off my land.'
b) The pot contained: sausages, mushrooms and beans.
c) My favorite books are: 'On the Road' and 'The Naked Lunch'.
d) My teacher used to say this: 'Always work hard but not too hard.'

a) These are a few of my favorite things: sausages, beans and more sausages.
b) For breakfast I would like: sausages, beans and more sausages.
c) This would be my favorite breakfast: sausages, beans and more sausages.
d) Could you bring me: sausages, beans and more sausages.
158
a) We have to stop: polluting the rivers, burning fossil fuels and using our cars.
b) We have to stop doing these harmful things: polluting the rivers, burning fossil fuels and using
our cars.
c) These things cause environmental damage: polluting the rivers, burning fossil fuels and using
our cars.
d) Our quality of life is damaged by: polluting the rivers, burning fossil fuels and using our cars
so much.

a) The new house was: modern, spacious and luxurious.
b) Our new house looked: modern, spacious and luxurious.
c) I like a new house to be all of the following: modern, spacious and luxurious.
d) All the houses on the new estate were: modern, spacious and luxurious.

a) Give me: mushrooms, cheese, ham and coleslaw.
b) I love: mushrooms, cheese, ham and coleslaw.
c) I love a huge breakfast: mushrooms, cheese, ham and coleslaw.
d) Bring me a huge breakfast: mushrooms, cheese, ham and coleslaw.
159
In each sentence, decide whether a colon or a semi-colon would be most appropriate.
1. Java a popular programming language for the World Wide Web.

a) colon (:)
b) semi-colon (;)
2. I took my umbrella it looked like it was going to rain.

a) colon (:)
b) semi-colon (;)
3 The USA has a very large land area Canada is even larger.
a) colon (:)
b) semi-colon (;)
4 I bring everything I need to class every day my pens, my books and my dictionary.
a) colon (:)
b) semi-colon (;)
5 Three countries are involved in the discussions however, only Mexico and Canada will sign the
treaty immediately.
a) colon (:)
b) semi-colon (;)
6 I had lamb for lunch Fred had steak.

a) colon (:)
b) semi-colon(;)
7 There are two things about him that drive me crazy his music and his cooking.
a) colon (:)
b) semi-colon(;)
8 If you get lost in the snow, this is what you should do stay where you are, make yourself
warm and comfortable and wait for help.

a) colon (:)
b) semi-colon(;)
9 Young-Hee failed her English test nevertheless, she was able to get a good job.
a) colon (:)
b) semi-colon(;)
10 This is what I told him "Buy yourself a bicycle, so that you don't have to borrow mine!"
a) colon (:)
b) semi-colon(;)
160
Apostrophes:
These punctuation marks are used in two situations:

a) in contractions b) to show ownership
a) in contractions:
A contraction results when two words are combined together to make one word.
have + not = haven’t I + will = I’ll who + is = who’s
Here is a list of commonly used contractions (include the examples above):
I I + am = I’m it + has = it’s

I + have = I’ve is + not = isn’t
I + had = I’d could + not = couldn’t
Do + not = don’t I + would = I’d
Did + not = didn’t they + are = they’re
It + is = it’s we + will = we’ll
b) to show ownership:
the jacket that belongs to Ruth Ruth’s jacket
the paws of the dog the dog’s paws
When a singular word or name ends in “s”, just add an apostrophe after the “s” to show possession.
James’ book Iris’ desk Ferris’ day off
When a plural word ends in “s”, show possession by adding an apostrophe after the “s”.
College instructors’ cars are often old.
Many students’ lockers were raided.
All of the soldiers’ rations were spoiled.
Note: No apostrophe is used with possessive pronouns such as:

hers, his, its, theirs, yours, ours
Note: For plural words, just add an “s” to the word, but don’t add an apostrophe.
His book is ruined. His books are ruined.
Note: Some words are already plural in an unusual form. Add an apostrophe plus “s”.
children’s toys, men’s clothes, women’s work
161
Example Hes been going to school for months, but Tonys marks are still better than his.
Added Apostrophes:
He’s been going to school for months, but Tony’s marks are still better than his.
The meaning of the sentence:

He has been going to school for more than one month, but the marks Tony has are better than his marks.
Practice: Add an apostrophe where needed. Write the meaning of the sentence.
1. Weve been working on Davids car for days.

2. Todays leftovers will go to Iris dogs.
3. Most dogs breath is smelly.
4. Theyre ready to clean Phyllis moms bedrooms.
5. Heres a long list of students complaints about Mondays meeting.
Answers:
1. We’ve been working on David’s car for days.

We have been working for more than one day on the car David owns.
2. Today’s leftovers will go to Iris’ dogs.

The leftovers that belong to today will go to the dogs that belong to Iris.
3. Most dogs’ breath is smelly.

The breath that belongs to most dogs is smelly.
4. They’re ready to clean Phyllis’ mom’s bedrooms.

They are ready to clean more than one of the bedrooms that belong to the mom of Phyllis.
5. Here’s a long list of students’ complaints about Monday’s meeting.

Here is a long list of the complaints that came from (or belong to) the students about the meeting that
was on Monday (belonging to Monday).
Note: If you would like more practice, ask the instructor in the A.B.E Learning Centre
for more materials to study.
162
Sources
https://owl.purdue.edu/owl/general_writing/punctuation/independent_and_dependent_c
lauses/index.html
https://grammar.yourdictionary.com/grammar-rules-and-tips/5-most-common.html
https://www.scribbr.com/research-paper/paragraph-structure/
https://schools.edu.ky/Documents/Teacher%20Resources%20Literacy/Writing/Assessm
ent/Narrative%20Writing%20Exemplar%20Final.pdf
https://www.examples.com/education/narrative-writing.html
https://www.grammarly.com/blog/narrative-
writing/?gclid=EAIaIQobChMIuYjOstOu_AIVF_lRCh3jwgfaEAMYASAAEgJgyfD_BwE&gclsrc
=aw.ds
http://schmitthms.weebly.com/uploads/1/4/8/8/14882926/narrative_examples.pdf
https://examples.yourdictionary.com/narrative-essay-examples.html
www.britishcouncil.org/learnenglish
https://learnenglish.britishcouncil.org/grammar
https://learnenglish.britishcouncil.org/skills/listening
https://learnenglish.britishcouncil.org/skills/speaking
163
‫جامعة المنيا‬ ‫كلية األلسن‬
‫‪English Department‬‬ ‫قسم اللغة اإلنجليزية‬
‫توصيف مقرر دراسي‬
‫المنيا‬ ‫جامعة‪:‬‬
‫األلسن‬ ‫كلية‪:‬‬
‫قسم اللغة اإلنجليزية‬ ‫قسم‪:‬‬
‫مواصفات المقرر‬
‫برنامج اللغة اإلنجليزية‬ ‫البرنامج أو البرامج التي يُقَدَّم من خاللها المقرر‪:‬‬
‫رئيسيا‬ ‫المقرر يمثل عنصرا رئيسيا أو ثانويا بالنسبة للبرامج‪:‬‬
‫قسم اللغة اإلنجليزية‬ ‫القسم العلمي المسئول عن البرنامج‪:‬‬
‫قسم اللغة اإلنجليزية‬ ‫القسم العلمي المسئول عن تدريس المقرر‪:‬‬
‫‪ -1‬بيانات المقرر‬
‫لغة أجنبية ثانية‬ ‫اسم المقرر‪:‬‬ ‫‪EN21202‬‬ ‫الرمز الكودي‪:‬‬
‫الثانية‬ ‫السنة الدراسية (الفرقة)‪:‬‬ ‫المجموع‬ ‫عملي‪/‬تطبيقي‬ ‫نظري‬
‫عدد الساعات الدراسية (أسبوعيا)‪:‬‬
‫االول والثاني (ممتدة)‬ ‫الفصل الدراسي‪:‬‬ ‫‪6‬‬ ‫‪--‬‬ ‫‪6‬‬
‫‪168‬‬ ‫‪--‬‬ ‫‪168‬‬ ‫عدد الساعات الدراسية للمقرر‪:‬‬
‫‪-2‬‬ ‫الهدف العام للمقرر‬

‫يدرس الطالب (ويتدرب على) القواعد االساسية وقواعد النطق والمحادثات المختلفة ونصوص القراءة و‬
‫الترجمة وموضوعات الكتابة ونصوص االستماع التي تتماشي مع كونه طالبا بالفرقة الثانية من أقسام غير‬
‫قسم اللغة االنجليزية‪.‬‬
‫‪ -3‬النتائج التعليمية المستهدفة للمقرر ‪:ILOS‬‬
‫بنهاية دراسة هذا المقرر يكون الطالب قادراً على أن‪:‬‬
‫أ‪ -1-‬يتعرف علي مفردات وتعبيرات إنجليزية جديدة‬
‫أ‪ -2-‬يحدد القواعد األساسية الالزمة لصحة بنية الجملة في اللغة اإلنجليزية‬
‫أ‪ -‬المعرفة والفهم‪:‬‬
‫أ‪ -3-‬يستدل علي كيفية إجراء الترجمة السليمة من اإلنجليزية وإليها‬
‫أ‪ -4-‬يستنتج بعض القضايا التي تثيرها قصة قصيرة باللغة اإلنجليزية‬
‫ب‪ -1-‬يستنتج األفكار األساسية والثانوية في نصوص ذات أنماط مختلفة‬
‫ب‪ -2-‬يميز كيفية تكوين جملة إنجليزية سليمة‬
‫ب‪-‬المهارات الذهنية‪:‬‬
‫ب‪ -3-‬يطبق األسس الالزمة لصحة عملية الترجمة من اإلنجليزية وإليها‬
‫ب‪ -4-‬يربط بين القضايا التي تثيرها القصة القصيرة والواقع المجتمعي‬
‫ج‪ -1-‬يبتكر عرض المعلومة بطريقته الخاصة شريطة مراعاته للمهارات اللغوية المطلوبة‬
‫ج‪-2-‬يطبق القواعد والتعبيرات اللغوية التي درسها في إجراء الترجمة السليمة‬ ‫ج‪-‬المهارات المهنية والعملية‪:‬‬
‫ج‪ -3-‬يمارس النقد الموضوعي للقضايا التي يطرحها العمل األدبي‬
‫د‪ -1-‬ينظم الوقت بطريقة تمكنه من تحقيق االستفادة القصوي منه‬
‫د‪ -2-‬يتحلي بالنزاهة والدقة الكاملة في كل ما يقدمه من أنشطة‬ ‫د‪-‬المهارات العامة والمنقولة‪:‬‬
‫د‪ -3-‬يتعلم بنفسه معوال في ذلك علي تكنولوجيا المعلومات التي تمكنه من البحث عن المعلومة وتقديمها بطريقة مناسبة‬
‫‪Grammar‬‬ ‫‪ -4‬محتوى المقرر‬

‫•‬ ‫‪Tag questions‬‬
‫•‬ ‫‪The past perfect: Form and use‬‬
‫•‬ ‫‪Comparative and Superlative‬‬
‫صفحة رقم ‪ 1‬من‪4‬‬

English Department ‫قسم اللغة اإلنجليزية‬
• Modal verbs
• Conditional sentences
• Quantifiers
• Gerunds and infinitives
• Infinitives with too + adjective
• Reported speech
• Passive sentences
• Relative clauses
• Phrasal verbs
Reading, Listening and Speaking:
The student learns new vocabulary through reading and listening
to passages and conversations in various topics such as work,
food, life style, health matters, holidays and traditions, disaster
and emergencies, book and magazines, geographical features,
controversial issues…etc. The student also practices speaking
and expressing himself talking about such topics.
Pronunciation
-Rising and falling intonation
- Rhythm
- Suffixes and prefixes
Writing
- a descriptive paragraph
- a narrative paragraph
Translation:
Translating short passages in different fields corresponding to
the vocabulary in the ESL book being taught
‫ أساليب التعليم والتعلم‬-5

‫محاضرات نظرية‬ 1-5
‫مناقشات شفهية‬ 2-5
‫تعلم تعاوني‬ 3-5
‫تعلم ذاتي‬ 4-5
4‫ من‬2 ‫صفحة رقم‬

‫محاضرات إلكترونية عن بعد (نظام التعليم الهجين)‬ ‫‪5-5‬‬
‫‪ -6‬أساليب التعليم والتعلم لذوي القدرات المحدودة‬

‫التواصل معهم في قاعة الدرس وأثناء الساعات المكتبية وعلى شبكات التواصل االجتماعي‬
‫‪ -7‬تقويم الطالب‬
‫‪ %20‬أعمال سنة‬ ‫‪ %80‬تحريري‬ ‫األسلوب‪-‬التوقيت‪-‬الدرجة‬
‫امتحان نصف الفصل الدراسي‬ ‫‪-2-7‬‬ ‫امتحان نهاية الفصل‬ ‫‪-1-7‬‬

‫الدراسي‬
‫تكليفات (واجبات منزلية‪ ،‬اختبارات قصيرة‪)... ،‬‬ ‫‪-3-7‬‬ ‫االمتحانات اإللكترونية‬

‫أ‪ -‬األساليب المستخدمة‬
‫األسبوع ‪9،23‬‬ ‫‪-2-7‬‬ ‫وفقا لجدول امتحانات‬ ‫‪-1-7‬‬

‫الفصل الدراسي‬
‫أسبوعيا‬ ‫‪-3-7‬‬ ‫ب‪ -‬التوقيت‬
‫‪%10‬‬ ‫‪-2-7‬‬ ‫‪%80‬‬ ‫‪-1-7‬‬
‫‪%10‬‬ ‫‪-3-7‬‬ ‫ج‪-‬توزيع الدرجات‬
‫‪%100‬‬ ‫المجموع‬
‫‪ -8‬قائمة الكتب الدراسية والمراجع‪:‬‬

‫أ‪ -‬مذكرات‪:‬‬
‫‪Redston, Chris, and Gillie Cunningham. Face2Face: Intermediate Student's Book.Cambridge:‬‬ ‫ب‪ -‬كتب ملزمة‬
‫‪Cambridge University Press, 2010.‬‬
‫‪-Stockton1. 8 Oct. 2018 ‹www.english-literature.uni-bayreuth.de ›.‬‬

‫ج‪-‬كتب مقترحة‪:‬‬
‫د‪-‬مجالت دورية‪:‬‬
‫‪https://basicenglishspeaking.com/basic-english-grammar-rules‬‬ ‫ه‪-‬مواقع إنترنت‪:‬‬
‫‪https://www.englisch-hilfen.de/en‬‬
‫‪https://www.learngrammar.net/english-grammar‬‬
‫‪https://englishlive.ef.com/blog/language-lab/5-simple-ways-improve-written-english‬‬
‫‪https://www.oxfordonlineenglish.com/free-english-writing-lessons‬‬
‫‪http://toefl.uobabylon.edu.iq/papers/itp_2015_12653122.pdf‬‬

‫‪https://mek.oszk.hu/10300/10365/10365.pdf‬‬
‫‪https://www.enotes.com/topics/lady-tiger‬‬
‫‪https://www.owleyes.org/text/lady-tiger‬‬
‫‪ -9‬التسهيالت واإلمكانات الالزمة للتعليم والتعلم‪:‬‬

‫مكان تدريس مالئم يضم أدوات مساعدة للتدريس‪ ،‬سبورة وجهاز عارض ضوئي (بروجيكتور)‪ ،‬وجهاز حاسب آلي‪ ،‬وإنترنت‪.‬‬
‫التوقيع‪:‬‬ ‫القائم بالتدريس‪ :‬د‪ .‬محمد جمال‬

‫التوقيع‪:‬‬ ‫منسق المقرر‪ :‬أ‪.‬م‪.‬د‪ .‬هاني علي محمود عبد الفتاح‬
‫التوقيع‪:‬‬ ‫منسق البرنامج‪ :‬د‪ .‬نجالء أحمد عوني‬
‫التوقيع‪:‬‬ ‫رئيس القسم العلمي‪:‬أ‪.‬م‪.‬د‪ .‬هاني علي محمود عبد الفتاح‬
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‫تاريخ اعتماد مجلس الكلية‪2020/10/19 :‬‬
‫‪ 1‬اخر تحديث تم في شهر يونيو ‪ 2020‬وتم التحديث في أكتوبر ‪ 2020‬بإضافة نظام التعليم الهجين نظرا لتوجهات وزارة التعليم العالي بتطوير التعليم‬
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1…….. cells a. Very tiny creatures that live on plants or animals.

2…….. bacteria b. The smallest part of a chemical element.

The smallest part of an animal or plant that can work

1. Check your understanding: multiple choice

a. alive. b. really you. c. bacteria.

2. Bacteria are mostly ...

a. really helpful. b. bad for humans. c. neither good or bad.

3. Animals need bacteria to ...

a. fight diseases. b. provide energy. c. digest food.

4. You have ... cells in your body.

a. 7 million b. 7 trillion c. 7 octillion

5. Most of the atoms are ...

a. tiny cubes. b. not used. c. empty space.

6. You probably have mites in your ...

a. hair. b. ears. c. eyelashes.

8. Mites eat ...

a. dead skin. b. your eyelashes. c. tiny insects.

2. Check your understanding: gap fill typing

3. There are octillion cells in the human body.

4. Most of the atoms in the human body are just empty .

6. You would be much too small to .

7. Mites are really small creatures, like .

8. They live in eyelashes and .

9. Only about per cent of people have mites.

10. Mites eat dead .

Do you know any amazing facts about the human body?

a party to celebrate the anniversary of

the marriage of a king, queen, prince or

4…….. a celebration of 50 years of marriage d. birthday party

a party normally organised by students to

2. Check your understanding: matching

1…….. Speaker A a. golden wedding anniversary

2…….. Speaker B b. Notting Hill Carnival

3…….. Speaker C c. end of term party at school

4…….. Speaker D d. Royal wedding

5…….. Speaker E e. surprise birthday party

3. Check your understanding: gap fill

1. Speaker ________________ will see people dressed in amazing costumes.

3. Speaker ________________ is worried about someone on Facebook spoiling the surprise.

4. Speaker ________________ is going to be careful of people stealing things.

5. Speaker ________________ is going to listen to old-fashioned music played on an old-fashioned

6. Speaker ________________ is in one of the bands that are playing.

8. Speaker ________________ is going to celebrate with the whole family.

9. Speaker ________________ is organising a party for her two best friends.

1…….. Your bus breaks a. dies.

2…….. You fail b. up with her.

3…….. Your dog c. an exam.

Your friend’s boyfriend

6…….. Someone steals f. keys inside the house.

2. Check your understanding: gap fill

friend he failed his exam mum

1. The boy is telling his _______________ that _______________________________.

2. The girl is telling her _______________ that _____________________________ _.

3. The boy is telling his _______________ that _______________________________.

3. Check your understanding: true or false

2. A - It wasn't an important exam. True False

5. B - She took Bonzo to the vet's straight away. True False

8. C - The boy thinks he would recognise the thief. True False

1. The boy is telling his _ that _________________.

2. The girl is telling her _ that _______________ _.

3. The boy is telling his _ that _________________.

2. It’s a good idea to have some kind of _ or _.