module 1: grammar - utmmariapinto/module 1 - grammar.pdf2 postgraduate intermediate reading program...

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UNIVERSIDAD TECNOLÓGICA DE LA MIXTECA

CENTRO DE IDIOMAS, DIVISION DE ESTUDIOS DE POSGRADO

ENGLISH LANGUAGE READING PROGRAM: INTERMEDIATE LEVEL

MODULE 1: GRAMMAR

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Postgraduate Intermediate Reading program

Module 1: Grammar

The Grammar module is module 1, and the compulsory module, for the Postgraduate Intermediate Reading program. All students must complete this course, and pass the exams for this module, before they can complete the other readings for the Reading program.

Information about the teacher

My name is Maria Pinto. I am in Office 12 in the new Centro de Idiomas building.

Email: [email protected]

Web page: www.utm.mx/~mariapinto/Lectura.html

Course information

To successfully complete the Postgraduate Intermediate level Reading program, students must:

1. Complete the activities and pass the exam for module 1 (this module). The pass grade is 6.0. 2. Complete the readings and pass the exam for three (3) other modules. The pass grade for each

module is 6.0. [Note: Students can choose to complete the readings and present exams for more than four modules, if they so choose.]

Students can choose to complete all the modules in one semester, or to complete the modules over several semesters. When they have completed the packet of readings for each module, they must contact the course coordinator, Maria Pinto, to arrange to present the exam for that module.

There are no face-to-face classes for this course. Students are expected to download the packet of readings from Maria’s website, and work through them. Please visit Maria in her office, or send her an email if you have any questions or need help with the readings.

Please make sure Maria has an up-to-date, working email address for you, so that she can contact you when necessary!

Exam information

You need a promedio of 6.0 to successfully complete the Intermediate level course. To successfully complete the course, you must pass Module 1 (Grammar), and three (3) other modules. You must get a promedio of 6 (or more) out of 10 in each module to pass the course.

Exam for the Grammar module The exam for the grammar module has three sections. Section 1 requires you to identify the verb tense. In Section 2, you will be asked to convert sentences from one tense or form to another. In Section 3, you will be asked to answer comprehension questions on a reading.

You will have one hour to complete the exam.

Exams for the other modules Exams for the other modules consist of two readings, and three activities for each reading. The first reading uses informal language, while the second uses technical or formal English. There is one vocabulary and two comprehension activities for each reading.

When should I do the exam for this module? Do the exam when you think you are ready to do it. You will have one hour to complete the exam.

When you have worked through the packet of readings, and feel that you are ready to do the exam, send Maria an email, stating which day, and at what time, you would like to do the exam. (You can write in English or Spanish.) Come to Maria’s office at the Centro de Idiomas on the appointed day, at the appointed time.

mailto:[email protected]

http://www.utm.mx/~mariapinto/Lectura.html

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Table of Contents

Information about the teacher ........................................................................................................... 2

Course information ........................................................................................................................... 2

Exam information ............................................................................................................................. 2

Part 1: Definitions................................................................................................................................. 5

Day 1: Definition of terms and sentence word order ......................................................................... 5

Definition of terms ......................................................................................................................... 5

Word order in sentences ............................................................................................................... 5

Day 1 practice activities .................................................................................................................... 7

Activity 1: Put the parts of these sentences into the correct columns. ........................................... 7

Activity 2: Join the words in the examples together to make five sentences. ................................. 7

Day 2: Explanation of terms.............................................................................................................. 8

Tenses .......................................................................................................................................... 8

Forms ........................................................................................................................................... 8

Verb forms .................................................................................................................................... 8

Day 2 practice activity....................................................................................................................... 9

Activity 3: Tell me about yourself. .................................................................................................. 9

Part 2: Revision of Basic level grammar ............................................................................................. 10

Day 3: Revision of the past and present tenses .............................................................................. 10

Rules of usage of past and present tenses ................................................................................. 10

Day 3 practice activity..................................................................................................................... 10

Activity 4: Which tense would you use? ...................................................................................... 10

Day 4: The grammar of the past and present tenses ...................................................................... 11


Activity 5: What’s the correct verb tense and form? Write the answer. ........................................ 11

Day 5: Past and present tenses in use ........................................................................................... 12

Example, using the verb to eat, of the past and present tenses .................................................. 12

Day 5 practice activities .................................................................................................................. 13

Activity 6: Change the sentence to the form and tense indicated. ............................................... 13

Activity 7: Write the correct tense for each sentence. .................................................................. 13

Day 6: The future ............................................................................................................................ 14

Revision of the future with ‘will’, and with ‘(be) going to’ .............................................................. 14


Activity 8: Complete the conversation using the future with ‘will’ OR with ‘(be) going to’.............. 14

Part 3: Intermediate level grammar .................................................................................................... 15

Day 7: The zero and first conditionals ............................................................................................. 15

The first conditional ..................................................................................................................... 15

The zero conditional .................................................................................................................... 15

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Activity 9: Put the words in order to make first conditional sentences. ......................................... 15

Activity 10: Match the first clause with the second clause. .......................................................... 15

Day 8: The second and third conditionals ....................................................................................... 16

The second conditional: The unreal conditional .......................................................................... 16

The third conditional: The impossible conditional ........................................................................ 16


Activity 11: Write a second conditional sentence to comment on the following situations. ........... 17

Activity 12: Complete the sentences with your own ideas. .......................................................... 17

Day 9: Reported speech ................................................................................................................. 18

Tense changes in reported speech ............................................................................................. 18


Activity 13: Circle the correct option in the reported speech column. ........................................... 19

Day 10: Other changes in reported speech .................................................................................... 20

Word order changes in reported speech questions ..................................................................... 20

Person, place, and time changes in reported speech .................................................................. 20

Day 10 practice activity ................................................................................................................... 21

Activity 14: Complete the sentences using reported speech. ...................................................... 21

Day 11: The passive voice ............................................................................................................. 22

Summary of verb tenses ............................................................................................................. 22

Day 11 practice activities ................................................................................................................ 23

Activity 15: Complete these passive voice sentences with the correct form of the verb ‘be’. ....... 23

Activity 16: Convert the sentence. Write the missing form. ......................................................... 23

Part 4: Consolidation and exam preparation ...................................................................................... 24

The Grammar module exam ........................................................................................................... 24

Section 1: Identifying verb tenses ............................................................................................... 24

Section 2: Sentence conversions ................................................................................................ 24

Section 3: Comprehension .......................................................................................................... 24

Day 12: Grammar module exam practice ....................................................................................... 25

Reading 1: Stella McCartney (part 1) .......................................................................................... 25


Reading 2: Stella McCartney (part 2) .......................................................................................... 26


Reading 3: UNICEF (Part 1) ....................................................................................................... 27


Reading 4: UNICEF (Part 2) ....................................................................................................... 28

Answers ......................................................................................................................................... 29

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Part 1: Definitions

Day 1: Definition of terms and sentence word order

Definition of terms

Terms Definition Examples

Adjectives Words that modify nouns Pretty, big, old, angry, smelly, interesting, good

Adverbs Words that modify verbs, or other adverbs Interestingly, quickly, intelligently, well, badly, slowly

Conjunctions Words that join two words, phrases, or clauses And, but, because, so, either, or

Determiners Words that show that the next word is a noun A, an, the, this, that, my, your, his, her, one, many, a lot of, some

Prepositions Words that come before a noun, and express a relationship between that noun and another word or part of the sentence

On, in, under, behind, before, in front of, beside, across from, next to, around

Pronouns Words that replace nouns I, he she, him, her, their, you, it, they, we, us.

Nouns Words that name people, places, things or ideas Susana, Robert, book, train, knife, bread, cheese

Verbs Words that express an action or state eat, play, read, hold, have, take, make, think, ask, feel, like

Word order in sentences

The most basic sentence structure in the English language is Subject + Verb. Sentences like I run. Mary drives. Kelly is reading. are complete sentences in the English language.

A more complex sentence, adds an Object or a Complement (something that answers the question “what” or gives more information). So we have sentences such as:

I run marathons.

Mary drives her car.

Kelly is reading a book.

[Note: We add an article before a singular noun, and an ‘s’ to form a plural noun. We use a possessive adjective (my, his, her, its, our, your, their) before a noun to show that this object belongs to that person or group.]

Sentences can be made longer and even more complex by adding more sections (the technical terms are phrases and clauses), each giving more information. These extra sections are usually joined on using prepositions and conjunctions.

I run marathons twice a year for fun.

Mary drives her car to work at 7 o’clock every morning.

Kelly is reading her book and eating an apple.

We can also add more information to sentences by using adjectives and adverbs. Adjectives describe a noun (they define the type of noun), and adverbs define how something was done. The table below

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shows what the adjectives and adverbs do in a sentence by breaking them down into the questions they answer.

Sentence Question the adjective or adverb answers

I run short marathons. What type of marathons do you run?

Mary drives her old car slowly to work. 1) What type of car does Mary have?

2) How does Mary drive her car to work?

Kelly is reading a boring book and eating a big red juicy apple.

1) What type of book is Mary reading?

2) What type of apple is Mary eating?

Understanding the word order in sentences helps us break sentences down into comprehensible sections.

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Day 1 practice activities

Activity 1: Put the parts of these sentences into the correct columns.

Example: Susan lives in China.

Example: Environmental obstacles are found at all levels of society.

1. Gerald is a good friend.

2. David has been playing with the children since midday.

3. The wolf ran swiftly through the wood.

4. False-negative cases are known to occur.

Noun Verb Adjective Adverb

Susan, China

obstacles, levels, society

Lives

are found

environmental, all

Conjunction Determiner Preposition Pronoun

in

at, of

Activity 2: Join the words in the examples together to make five sentences.

Look at the examples given in the Definition of terms section on page 6. Join words to make sentences. Your sentences can be short or long.

Example: Susana is slowly eating bread and smelly cheese on the train.

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Day 2: Explanation of terms

Tenses

When talking about grammar, the word ‘tense’ refers to the way the verb is conjugated, to locate the utterance in time. Tenses can be simple, continuous, perfect, or conditional, and in the present, past, or future.

Forms

The words ‘affirmative’, ‘negative’, ‘question (or interrogative)’, and ‘short answer’ are used to describe the four types of forms a spoken or written utterance can take. Here’s what they mean:

Affirmative A sentence that states what happens, is happening, will happen.

A sentence about feelings that does not use the negative form. (The sentence could talk about negative feelings.)

I am a student.

My parents have gone to Huatulco.

Kelly is studying Mandarin in China.

Kate likes chocolate and hates chips.

Negative A sentence that states what has not happened or will not happen.

A sentence about feelings you do not feel.

The book isn’t in my bag.

Nelly hasn’t done her homework.

Kayla and Bob aren’t going to the cinema.

I don’t like doing Maths homework.

Question / Interrogative

Asks for information or clarification Did you do your homework?

Have you seen my book?

Where is Nina?

Are you going to the cinema?

Will you marry me?

Short answer

Responds to a question that starts with the auxiliary verb (or with the verb ‘be’ in the simple present tense).

Starts with Yes or No, and ends with the auxiliary verb.

Can be affirmative or negative.

Yes, I am.

Yes, she has.

No, we don’t.

No, they haven’t.

Verb forms

English verbs can be conjugated in five different ways. We form different verb tenses, and affirmative, negative, and question forms by using the verb form alone, or combining it with an auxiliary verb. The five different verb forms in English are:

Imperative Simple present affirmative (third person singular)

Simple past affirmative

Present participle (Gerund or verb+ing)

Past participle

to do (he/she/it) does did doing done

to have (he/she/it) has had having had

to eat (he/she/it) eats ate eating eaten

to study (he/she/it) studies studied studying studied

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Day 2 practice activity

Activity 3: Tell me about yourself.

1. Write five affirmative sentences about events in your life.

Example: I was born in 1972. I have three sisters. I like reading books. …

2. Write three negative sentences about events in your life.

Example: I don’t live in Acatlima. I haven’t been to Egypt. I don’t like horror movies. …

3. Write three questions you like to ask people when you meet them for the first time. (Do not use the example questions!)

Example: What is your name? Where are you from? What are you studying? …

4. Answer the questions with (truthful) short answers.

Example: Is this explanation easy? –Yes, it is. …

1. Are you from Huajuapan?

2. Do you have any brothers or sisters?

3. Have you ever eaten tlayudas?

4. Are you going to watch a movie tonight?

5. Can you speak Mixteco?

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Part 2: Revision of Basic level grammar

Day 3: Revision of the past and present tenses

In this section, we revise the tenses that were presented in the Basic level Reading course, and add the Past perfect tense.

Rules of usage of past and present tenses

Past Present

Simple PAST SIMPLE

To talk about events that started and finished in the past. (e.g. I walked home yesterday. We went to the movies last Friday.)

PRESENT SIMPLE

To talk about things that are generally true (We have Science class on Tuesdays. The sky is blue.)

To talk about habits and everyday routines (I get up at 6am every day. I phone my mum in the evenings.)

Continuous PAST CONTINUOUS

To talk about what was happening at a particular point of time in the past (usually because the action was interrupted by another action). (e.g. I was watching TV when I heard about the accident. My boyfriend was kissing my best friend when I walked into the room.)

PRESENT CONTINUOUS

To talk about what is happening right now. (I am reading about grammar. My grandfather is sitting in a chair. Kayla and her little brother are fighting.)

Perfect PAST PERFECT

(This tense is not taught at the Basic level.)

To talk about events that occurred in the past, before other things that happened in the past. (I felt very tired yesterday because I hadn’t slept much the night before.)

To talk about events that occurred in the past, before another date in the past. (By 2011, Mexico had been independent for 200 years.)

PRESENT PERFECT

To talk about events that occurred in an (unspecified) past. (I have climbed Mt Kilimanjaro. Caitlin and Paul have lived in Chile. José has had three wives.)

To talk about events that started in the past, but are still true now, specifying duration using ‘for’ or ‘since’. (Julia has lived in Tlaxiaco since 2005. Patrick and Ben have worked together for four years.)


Activity 4: Which tense would you use?

Example: You are talking about a movie you saw last night. Past simple tense

1. You are telling someone about things you have done.

2. You are talking about what you are doing now.

3. You are talking about what you do every day.

4. You are talking about what you wore to your friend’s wedding, last week.

5. You are talking about what your boy/girlfriend had done to you while you were still dating that made you break up with him/her.

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Day 4: The grammar of the past and present tenses

Let’s look at the grammar of the six tenses. The table below summarizes the grammar forms. Use the table to check which auxiliary verb to use, when to use the auxiliary verb, and what other changes (if any) you have to make to the verb when using this form.

Past Present

Simple PAST SIMPLE

Auxiliary verb ‘do’ did

Auxiliary verb used in negative, question and short answer forms.

Verb changes to the simple past affirmative form (add ‘ed’ to regular verbs, memorize irregular verb forms) in affirmative sentences.

PRESENT SIMPLE

Auxiliary verb ‘do’ do / does

Auxiliary verb used in negative, question and short answer forms.

Verb changes to the simple present affirmative form (add ‘s’ to the third person singular) in affirmative sentences.


Auxiliary verb ‘be’ was / were

Auxiliary verb used with all forms.

Main verb changes to the verb+ing form.

PRESENT CONTINUOUS

Auxiliary verb ‘be’ am / is / are


Main verb changes to the verb+ing form.


Auxiliary verb ‘have’ had


Main verb changes to the past participle form.

PRESENT PERFECT

Auxiliary verb ‘have’ have / has


Main verb changes to the past participle form.


Activity 5: What’s the correct verb tense and form? Write the answer.

Tense = simple past, past continuous, etc

Form = affirmative or negative

E.g.: was playing past continuous affirmative

1. didn’t see

2. has written

3. does

4. is

5. are reading

6. has watched

7. wasn’t

8. have

9. had studied

10. weren’t meeting

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Day 5: Past and present tenses in use

Example, using the verb to eat, of the past and present tenses

Past Present

Simple PAST SIMPLE

Mary ate an apple yesterday.

Joe and Tina didn’t eat apples yesterday.

Did you eat an apple yesterday? – No, I didn’t.

Did Bill eat an apple yesterday? – Yes, he did.

PRESENT SIMPLE

Mary eats an apple every day.

Joe and Tina don’t eat apples.

Do you eat apples? – No, I don’t.

Does Bill eat apples? – Yes, he does.


Mary was eating an apple when I found her.

Joe and Tina weren’t eating apples while they shopped.

Were you eating an apple when the phone rang? – No, I wasn’t.

Was Bill eating an apple when his girlfriend saw him? – Yes, he was.

PRESENT CONTINUOUS

Mary is eating an apple.

Joe and Tina aren’t eating apples.

Are you eating an apple? – No, I’m not.

Is Bill eating an apple? – Yes, he is.


Mary had eaten apples in the past (but she doesn’t eat them now).

When they were found, Joe and Tina hadn’t eaten the apples in the box.

Had you eaten Fuji apples before you moved to Japan? – No, I hadn’t.

PRESENT PERFECT

Mary has eaten apples.

Joe and Tina haven’t eaten apples.

Have you eaten apples? – No, I haven’t.

Has Bill eaten apples? – Yes, he has.

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Activity 6: Change the sentence to the form and tense indicated.

Sentence Change to this form / tense: Changed sentence

E.g. Joe lives in China. simple past question Did Joe live in China?

1. Bill has read the book ‘War and Peace.’

present continuous affirmative

2. Mary has three sisters. Simple present negative

3. Kara watches TV with her friends.

Past continuous question

4. Did Julian and Lucy make the cakes?

Present perfect affirmative

5. Katie was reading a book. Simple past question

Activity 7: Write the correct tense for each sentence.

E.g. Neelam has bought a house. Present perfect affirmative

1. Caleb doesn’t want a party for his birthday.

2. Harrison hasn’t spoken Chinese for three years.

3. Was Patrick parking his car?

4. Kendra is a teacher.

5. When did the accident happen?

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Day 6: The future

We talk about the future using the modal verb ‘will’, or using ‘(be) going to’. The table below summarizes when we use ‘will’ and when we use ‘(be) going to’, and gives examples.

Revision of the future with ‘will’, and with ‘(be) going to’

Tense Usage Explanation Examples

Future with ‘will’ The auxiliary verb is the modal verb ‘will’

The auxiliary verb is always used.

The main verb is in the infinitive, without ‘to’.

Used to make predictions, to talk about things when we are not sure (usually using ‘I think,’ ‘maybe,’ ‘perhaps’), to make sudden decisions.

England will win the World Cup.

Pedro won’t visit Ireland.

Will you buy chocolate?

Maybe we’ll visit my sister.

Future with ‘(be) going to’

‘be´’ is the auxiliary verb, and is always used.

‘going to’ always comes before the verb.

The main verb is in the infinitive, without ‘to’.

To talk about definite future plans.

Are you going to visit your brother next month?

Alice is going to have a baby in February.

Mary and Joe aren’t going to buy the house.


Activity 8: Complete the conversation using the future with ‘will’ OR with ‘(be) going to’.

Martha: What horrible weather today. I'd love to go out, but I think it (1) _____________________ just continue raining.

Jane: Oh, I don't know. Perhaps the sun (2)_____________________ come out later this afternoon.

Martha: I hope you're right. Listen, I (3)_____________________ have a party this Saturday. Would you like to come?

Jane: Oh, I'd love to come. Thank you for inviting me. Who (4)_____________________ come to the party?

Martha: Well, a number of people haven't told me yet. But, Peter and Mark (5)_____________________ help out with the cooking!

Jane: Hey, I (6)_____________________ help, too!

Martha: Would you? That would be great!

Jane: I (7)_____________________ make lasagna!

Martha: That sounds delicious! I know my Italian cousins (8)_____________________ be there. I'm sure they (9)_____________________ love it.

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Part 3: Intermediate level grammar

Day 7: The zero and first conditionals

The first conditional

The first conditional is used to talk about what could happen in the future. Each first conditional sentence has two parts (called ‘clauses’): the ‘if’ clause, and the main clause. The ‘if’ clause is in the present tense, and the main clause uses the future tense (usually with ‘will’, occasionally with ‘(be) going to’). If you start a sentence with the word ‘if,’ use a comma to separate the ‘if’ clause from the main clause.

Example:

‘If’ clause Main clause

If we study, we will pass the exam.

If it doesn’t rain, we’ll go on a picnic.

If Joe’s parents don’t lend him money, he won’t be able to study at university.

The zero conditional

(This is also referred to sometimes as a special case of the first conditional.) The simple present is used in both parts of the sentence. It is usually used to talk about things that automatically follow one another.

Example:

If you heat water, it boils.

If prices go up, sales go down.


Activity 9: Put the words in order to make first conditional sentences.

E.g. exam. If pass study, the we we’ll If we study, we’ll pass the exam.

1. bus get If is late, on school the time. to we won’t

2. Bill comes dinner. early, go home If out to we’ll

3. a buy car. don’t I I If lottery, new the win won’t

Activity 10: Match the first clause with the second clause.

1. If you lose your credit card, a) I won’t be able to sleep.

2. If you get promoted, b) you get a warning letter.

3. If I drink coffee late at night, c) you have to phone the bank.

4. If you don’t pay the bill, d) your salary increases.

5. If I try to run fast, e) the alarm goes off.

6. If someone enters the building, f) I get out of breath.

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Day 8: The second and third conditionals

The second conditional: The unreal conditional

The second conditional is used to talk about imaginary or unreal situations. Each second conditional sentence has two parts (called ‘clauses’): the ‘if’ clause, and the main clause. The ‘if’ clause is in the past tense, and the main clause uses would+verb. If you start a sentence with ‘if,’ use a comma to separate the ‘if’ clause from the main clause.

Example:

‘If’ clause Main clause Why is it unreal / imaginary?

If I lived in South Korea, I would eat kimchi for breakfast everyday. I don’t live in South Korea.

If I were you, I’d buy the car. I’m not you.

If Tim got up at 6:00, he wouldn’t get to work late. Tim doesn’t get up at 6:00.

The third conditional: The impossible conditional

The third conditional is used to talk about things that can never happen. It talks about imaginary situations in the past. Each third conditional sentence has two parts (called ‘clauses’): the ‘if’ clause, and the main clause. The ‘if’ clause is in the past perfect tense, and the main clause uses would+the present perfect. If you start a sentence with ‘if,’ use a comma to separate the ‘if’ clause from the main clause.

Example:

‘If’ clause Main clause Why is it impossible?

If we had met four years earlier,

we would have travelled to Chile together.

1) We didn’t meet four years earlier.

2) We didn’t travel to Chile together.

If the mechanic had fixed the car well,

the car wouldn’t have broken down.

1) The mechanic didn’t do a good job fixing the car.

2) The car broke down.

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Activity 11: Write a second conditional sentence to comment on the following situations.

Situation Comment

E.g. I’m very busy, so I don’t write to my friends. If I had more free time, I would write to my friends.

1. I can’t play tennis because my back hurts.

2. Nick can’t find the house, because he hasn’t got a map.

3. Claire won’t marry Henry because she doesn’t love him.

4. I don’t know what this word means. I don’t have a dictionary to look for the meaning.

5. Andrew works all the time. He’s a boring person.

Activity 12: Complete the sentences with your own ideas.

E.g. If I had had children, If I had had children, I wouldn’t have travelled so much when I was younger.

1. If I had been able to fly,

2. If I hadn’t been born,

3. If I had been born to a rich family,

4. If my family had moved to the US when I was a child,

5. If it had rained yesterday,

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Day 9: Reported speech

We use reported speech to (1) tell someone what someone else said, or (2) to remind that person of what they said at a different time.

Example:

Direct speech Reported speech

Situation 1 (tell someone what someone else said)

Bob: “I want to marry Ellie.”

Mary: “Wow, really?”

Mary (to her friend Sarah): “Hey, I talked with Bob today. He said he wanted to marry Ellie!”

Situation 2 (remind someone of what they said at a different time)

Bob: “I want to watch CSI.”

Mary: “Me too.”

A few hours later. CSI is on on one channel. Bob is watching a football match on another channel. Mary says, “Bob! You said you wanted to watch CSI! Change the channel!”

Tense changes in reported speech

DIRECT SPEECH REPORTED SPEECH

Imperative

The teacher said, “Open your books.” The teacher said, “Don’t talk in class!”

Infinitive

The teacher told us to open our books.

The teacher asked us not to talk in class.

Present Simple

She said, "I am happy". He said: "I work everyday".

Past Simple

She said that she was happy. He said that he worked everyday.

Present Progressive (Continuous)

You said, "They are swimming".

Past Progressive (Continuous)

You said that they were swimming.

Present Perfect Simple

He said, "I have bought a car".

Past Perfect Simple

He said that he had bought a car.

Past Simple

He said, "I bought a hamster".

Past Perfect Simple

He said that he had bought a hamster.

Past Progressive (Continuous)

You said, "I was working".

Past Perfect Progressive (Continuous)

You said that you had been working.

Future of Intention ("going to")

She said, "I am going to win".

Past of Intention ("going to")

She said that she was going to win.

Future Simple

They said, "We will lose".

Conditional

They said that they would lose.

Present Perfect Continuous

She said, "I have been painting the ceiling".

Past Perfect Continuous

She said that she had been painting the ceiling.

[From: Think in English]

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Activity 13: Circle the correct option in the reported speech column.

Direct speech Reported speech

E.g. Bill said, “I like this song.” Bill said that he like / liked / has liked that song.

1. Kelly said, “I’m watching TV with John.” Kelly said that she watched / was watching / had watched TV with John.

2. Kayla said, “Don’t talk to my son!” Kayla asked us not to talk / wasn’t talking / didn’t talk to her son.

3. Mary said, “I love chocolate!” Mary said that she loves / loving / loved chocolate.

4. Paul said, “I’m going to go to Long Beach.” Paul said that he is going / was going / went to Long Beach.

5. Jill said, “I have never been to London.” Jill said that she had never been / wasn’t going / doesn’t go to London.

6. Neville said, “I was swimming last night.” Neville said that he has been swimming / had been swimming / have been swimming last night.

7. David said, “I eat popcorn.” David said that he eat / eating / ate popcorn.

8. The teacher said, “Hurry up!” The teacher told us hurry / is hurrying / to hurry up.

9. Ann said, “My sister needed a car.” Ann said that her sister needed / had needed / had been needing a car.

10. Neira said, “We’ll get married in June.” Neira said that they were getting / had gotten / would get married in June.

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Day 10: Other changes in reported speech

Word order changes in reported speech questions

Use sentence order for question-word questions. Change the verb to the correct tense. For example,


Patrick asked, “Where is Bill?” Patrick asked me where Bill was.

Julian asked Tim, “How many books do you want to buy?”

Julian asked Tim how many books he wanted to buy.

Use ‘if’ or ‘whether’ and then sentence order for yes/no questions. Change the verb to the correct tense. For example,


Katie asked, “Is this your car?” Katie asked me if that was my car.

Bela asked Nicki, “Does your husband work in a factory?”

Bela asked Nicki whether her husband worked in a factory.

Person, place, and time changes in reported speech

Changes from direct speech to reported speech often require changes to the person, place, and time used, depending on the situation.

Example: Joe says to Mary, at Sunny Daze café: “I eat breakfast here in the morning.” Mary then goes home and tells her husband what Joe had said. “Joe said that he ate breakfast at Sunny Daze café every morning.”

Changes: I he; eat ate; here at Sunny Daze café; in the morning every morning (because simple present tense ’eat’ plus ‘in the morning’ means that this is Joe’s habit, and therefore a repeated action)

Some typical changes include:

Person changes Place changes Time changes

I he / she

we they

my his / her

our their

Here there, at the bank, in the restaurant, ... Now then, at that time

Today that day, Monday

Yesterday the day before

Tomorrow the next day

An hour ago an hour earlier

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Activity 14: Complete the sentences using reported speech.

1. He said, "I like this song." He said

2. "Where is your sister?" she asked me. She asked me

3. "I don't speak Italian," she said. She said

4. "Say hello to Jim," they said. They asked me

5. "The film began at seven o'clock," he said.

He said

6. "Don't play on the grass, boys," she said.

She told the boys

7. "How have you spent your money?" she asked him.

She asked him

8. "I never make mistakes," he said. He said

9. "Does she know Robert?" he wanted to know.

He wanted to know

10. "Don't try this at home," the stuntman told the audience.

The stuntman advised the audience

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Day 11: The passive voice

With the passive voice, the focus is on the action being carried out, instead of on who performed the action. The passive voice is often used in academic articles, and frequently used in newspaper reports.

Active voice Passive voice

Form Subject Verb Object

Who did what

Object Verb (by/to/for Subject)

What was done (by/to/for whom)

Examples E.g. Bill made a cake.

I put Chemical A in Test Tube B.

We interviewed fifteen people.

A cake was made by Bill.

Chemical A was put in Test Tube B.

Fifteen people were interviewed.

Summary of verb tenses

We will focus on the three forms of the verb that are taught at the Intermediate level: the present and past simple, and the future with ‘will.’ The passive voice is formed by using the verb ‘be’ with the past participle of the main verb.


Present simple We buy bread here.

People eat burgers in the food court.

You don’t find diamonds in Scotland.

What do you call this in English?

Bread is bought here.

Burgers are eaten in the food court.

Diamonds are not found in Scotland.

What is this called in English?

Past simple The teachers bought sweets for the posada.

We served cake at the party.

My brother didn’t write that book.

When did Julian bring the present?

Sweets were bought for the posada.

Cake was served at the party.

That book was not written by my brother.

When was the present brought?

Future with ‘will’ I will invite you to my birthday party.

Bill will wash his clothes tomorrow.

Katie won’t make bread next week.

When will they celebrate their wedding anniversary?

You will be invited to my birthday party.

Bill’s clothes will be washed tomorrow.

Bread will not be made by Katie next week.

When will their wedding anniversary be celebrated?

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Activity 15: Complete these passive voice sentences with the correct form of the verb ‘be’.

be am is are was were

1. ____________ any classes taught last Wednesday?

2. Byl’s name ____________ spelt with a ‘y’ and one ‘l’.

3. How many kilos of coffee will ____________ drunk by Mexicans this year?

4. I ____________ paid twice a month.

5. More soft drinks ____________ drunk in Mexico than in any other country.

6. My house ____________ cleaned once a week by the cleaning lady.

7. The Big Bang Theory and CSI are programmes that ____________ watched by millions of people

all over the world.

8. The police said yesterday that nothing ____________ known about the child’s family.

9. We went on holiday to Fiji last month. We ____________ woken by the birds every morning.

10. When will the cafeteria ____________ reopened?

Activity 16: Convert the sentence. Write the missing form.


E.g. The mechanic repaired the car. The car was repaired by the mechanic.

1. Tea is grown in India by farmers.

2. The tourists photographed Angelina Jolie.

3. The tree was hit by a car.

4. The villagers built the church in 1927.

5. That bird isn’t usually seen here.

6. The President will open the new library.

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Part 4: Consolidation and exam preparation

The Grammar module exam

The Grammar module exam will consist of three sections.

Section 1: Identifying verb tenses

In section 1, you will be asked to identify verb tenses in a paragraph. (Reading 1, section 1.1, Reading 2, section 2.1, Reading 3, section 3.2, show what the activities in this section of the exam might look like.)

Section 2: Sentence conversions

You will be given a verb or a sentence in one tense or form, and asked to change it to a different tense or form. (Reading 3, section 3.3, and Reading 4, section 4.1 show what the activities in this section of the exam might look like.)

Section 3: Comprehension

You will be required to answer comprehension questions on a reading. (Reading 1, section 1.2, Reading 2, sections 2.2 and 2.3, Reading 3, section 3.1, show what activities in this section of the exam might look like.)

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Day 12: Grammar module exam practice

Reading 1: Stella McCartney (part 1)

[1] Stella McCartney was born in 1971, the daughter of pop star Sir Paul McCartney. [2] She is

the youngest of three sisters. [3] One sister is a potter, and the other sister does the same job

as their mother used to do – she works as a photographer. [4] Stella first hit the newspaper

headlines in 1995 when she graduated in fashion design from art college. [5] At her final show,

her clothes were modelled by her friends, the models Naomi Campbell and Kate Moss. [6]

Unsurprisingly, the student show became front page news around the world.

1.1. Grammar. Which tense is each sentence in? Circle the correct answer. (All tenses are in the active voice, unless otherwise specified.)

E.g. Sentence 1 a) Simple present b) Simple past c) Simple present (passive)

Sentence 2 a) Simple present b) Present continuous c) Present perfect

Sentence 3 a) Simple past b) Simple present c) Future with ‘will’

Sentence 4 a) Present continuous b) Future (passive) c) Simple past

Sentence 5 a) Simple past (passive) b) Simple present (passive) c) Past perfect

Sentence 6 a) Present perfect b) Simple past c) Past perfect

1.2. Comprehension. Look at Sentence 6. Answer the questions.

1. What type of news did the show become?

2. Who was surprised?

3. What type of show was it?

4. Where did the show become front page news?

1.3 Grammar. Look at your answers to 1.2. Circle the correct part of speech.

1. The word that answers this question is a/an: a) noun b) adjective c) adverb

2. The word that answers this question is a/an: a) adverb b) conjunction c) noun

3. The word that answers this question is a/an: a) adjective b) noun c) preposition

4. The phrase that answers this question starts with a: a) verb b) preposition c) noun

26



[7] Stella hadn’t been in the news before as a fashion designer, but she had spent time working in

the fashion world since she was fifteen. [8] In March 1997, Stella went to work for the fashion

house Chloe. [9] People said the famous fashion house had given her the job because of her

surname and her famous parents, but Stella soon showed how good she was. [10] She designs

clothes which she would like to wear herself, although she’s not a model, and many famous

models and actors choose to wear them. [11] In April 2001, Stella went to work for another

famous fashion house, Gucci. [12] In November 2010, the Stella McCartney Kids collection was

launched for newborns and children up to age 12. [13] We know we will hear more about Stella in

the future!

2.1. Grammar. Write down the tense for each of the underlined verbs.

E.g. hadn’t been (Sentence 7) Past perfect

1. had spent (Sentence 7)

2. went (Sentence 8)

3. designs (Sentence 10)

4. was launched (Sentence 12)

5. will hear (Sentence 13)

2.2. Comprehension. Put the events in order.

Stella showed she was a good designer.

Stella started designing clothes for children.

Stella started working for Gucci.

Stella turned 15.

Stella worked for Chloe.

2.3. Comprehension. Answer the questions.

1. When did Stella start working in the fashion world?

2. What did people say about Stella?

3. What type of clothes does Stella design?

4. Which fashion houses has Stella worked for?

5. Name four types of people who wear Stella’s clothes.

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Reading 3: UNICEF (Part 1)

UNICEF is committed to giving young children the best start in life. Through early

childhood development programs, UNICEF works with governments and other

partners to ensure young children good health care and proper nutrition, to protect

children from violence and exploitation, to promote the participation of children in the

lives of their families and communities at the youngest ages.

When the child reaches school-age, the role of the family remains critically important.

Every child has the fundamental right to a quality basic education. UNICEF devotes

special efforts to giving girls and boys equal learning opportunities.

When the child reaches adolescence, the family continues to play a protective role.

Adolescents are making decisions that have lifelong consequences. It is precisely at this

time that adolescents need the continuing support and guidance of their family in order

to achieve their rights of development and participation.

[This reading is adapted from “The child in the family”, by UNICEF. Downloaded from: http://www.unicef.org/childfamily/]

3.1 Comprehension. Answer the questions.

1. What will UNICEF give young children?

2. Who does UNICEF work with?

3. What is a child’s fundamental right?

4. Who do adolescents need support and guidance from?

3.2 Grammar. Which verb form is it? Circle the correct answer. (The verbs are underlined in the passage above. See page 8 for a summary of verb forms.)

E.g. (is) committed a) simple present affirmative b) past participle c) simple past affirmative

1. works a) simple present affirmative b) simple past affirmative c) present participle

2. to promote a) simple present affirmative b) past participle c) infinitive

3. has a) simple present affirmative b) infinitive c) present participle

4. giving a) past participle b) present participle c) infinitive

5. to achieve a) infinitive b) present participle c) past participle

3.3 Grammar. Change the sentence to the tense and form indicated.

Sentence Change to: Changed sentence

E.g. UNICEF works with governments. Simple past question Did UNICEF work with governments?

1. When the child reaches school-age. Present passive affirmative

2. The family continues to play a protective role.

Present perfect affirmative

3. Adolescents are making decisions. Present continuous negative

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Reading 4: UNICEF (Part 2)

UNICEF is also committed to promoting gender equality and eliminating gender disparity.

Through health care and basic education programs, UNICEF supports women’s full

participation and empowerment in the community and within their families; UNICEF works

to end violence against women and girls, particularly violence within their families.

Finally, the family’s protection is especially important for children who are exposed to

natural disasters, war or armed conflict. When families are under stress, children are more

likely to fall prey to exploitation and abuse. UNICEF has developed strategies that help to

preserve families under stress and strengthen family capacities, as well as to protect children

without parental care.

Even with efforts to ensure that children remain with their family, there are times when

children become separated from their families. UNICEF attempts to reunite these children

with their families, whenever possible, and as quickly as possible. UNICEF seeks to ensure

that children separated from their families are cared for by extended family members or other

caregivers who will provide as close to a family experience as possible, until it is possible for

them to return to family life.

[This reading is adapted from “The child in the family”, by UNICEF. Downloaded from: http://www.unicef.org/childfamily/]

4.1 Grammar. Change the sentence to the tense and form indicated.

Sentence Change to: Changed sentence

E.g. UNICEF works to end violence. Present perfect affirmative

UNICEF has worked to end violence.

1. UNICEF supports women’s full participation in the community.

Past passive affirmative

2. UNICEF has developed strategies. Present continuous question

3. UNICEF attempts to reunite children with their families.

Present perfect question

4.2 Grammar/Comprehension. Look at the last paragraph. Match the clauses.

1. UNICEF tries to ensure a) become separated from their families.

2. But children sometimes b) care for children separated from their parents.

3. UNICEF tries c) that children remain with their families.

4. UNICEF tries to ensure that extended family members d) to reunite these children with their families.

4.3 Comprehension. Answer the questions.

1. How does UNICEF support women’s participation in the community?

2. Write down four ways in which children can be placed in danger (according to the article).

1. natural disasters

2.

3.

4.

3. When are children more likely to be abused?

4. What type of strategies has UNICEF developed?

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Answers

Activity 1 Nouns: Gerald, friend; David, children, midday; wolf, wood; cases

Verbs: is; has been playing; ran; are known to occur

Adjectives: good; false-negative

Adverb: swiftly

Conjunctions: with

Determiners: a, the

Prepositions: since, through

Activity 2 (Your answers)


Activity 4 1. present perfect

2. present continuous

3. present simple

4. past simple

5. past perfect

Activity 5 1. past simple negative

2. present perfect affirmative

3. simple present affirmative


5. present continuous affirmative

6. present perfect affirmative

7. simple past negative


9. past perfect affirmative

10. past continuous negative

Activity 6 1. Bill is reading War and Peace.

2. Mary doesn’t have (three/any) sisters.

3. Kara was watching TV with her friends.

4. Have Julian and Lucy made the cakes?

5. Did Katie read a book?

Activity 7 1. simple present negative

2. present perfect negative

3. past continuous question


5. simple past question

Activity 8 1. will

2. will

3. am going to

4. is going to

5. are going to

6. will

7. will

8. are going to

9. will

Activity 9 1, If the bus is late, we won’t get to school on time. / If the bus is on time, we won’t get to school late.

2. If Bill comes home early, we’ll go out to dinner.

3. If I don’t win the lottery, I won’t buy a new car.

Activity 10 1. c

2. d

3. a

4. b

5. f

6. e

Activity 11 1. If my back didn’t hurt, I’d play tennis.

2. If Nick had a map, he’d find the house.

3. If Claire loved Henry, she’d marry him.

4. If I had a dictionary, I’d look up the meaning/word.

30

5. If Andrew didn’t work all the time, he wouldn’t be boring.


Activity 13 1. was watching

2. not to talk

3. loved

4. was going

5. had never been

6. had been swimming

7. ate

8. to hurry

9. had needed

10. would get

Activity 14 1. He said that he liked the/that song.

2. She asked me where my sister was.

3. She said she didn’t speak Italian.

4. They asked me to say hello to Jim.

5. He said that the film had begun at 7 o’clock.

6. She told the boys not to play on the grass.

7. She asked him how he had spent his money.

8. He said he never made mistakes.

9. He wanted to know if she knew Robert.

10. The stuntman advised the audience not to try (the stunt) at home.

Activity 15 1. were

2. is

3. be

4. am

5. are

6 is

7. are

8. was

9 were

10. be

Activity 16 1. Farmers grow tea in India.

2. Aneglina Jolie was photographed by the tourists.

3. A car hit the tree.

4. The church was built in 1927, by the villagers.

5. We don’t usually see that bird here.

6. The new library will be opened by the President.


1.1:

Sentence 2: a

Sentence 3: b

Sentence 4: c

Sentence 5: a

Sentence 6: b

1.2

1. front page

2. noone

3. student

4. around the world

1.3

1. b

2. c

3. b

4. b

Reading 2: Stella McCartney (Part 2)

2.1

1. past perfect

2. simple past

3. simple present

4. simple past passive

5. future with ‘will’

2.2.

3 Stella showed she was a good designer.

5 Stella started designing clothes for children.

31

4 Stella started working for Gucci.

1 Stella turned 15.

2 Stella worked for Chloe.

2.3

1. When she was fifteen. / In 1986.

2. That she got the job because of her surname and famous parents

3. clothes she’d like to wear herself

4. Chloe, Gucci, Stella McCartney Kids

5. models, actors, newborns, and children up to age 12

Reading 3 (UNICEF Part 1)

3.1

1. UNICEF will give young children the best start in life.

2. UNICEF works with governments and other partners.

3. A child’s fundamental right is to a quality basic education.

4. Adolescents need support and guidance from their family.

3.2

1. a

2. c

3. a

4. b

5. a

3.3

1. When school age is reached (by the child).

2. The family has continued to play a protective role.

3. Adolescents aren’t making decisions.

Reading 4 (UNICEF Part 2)

4.1

1. Women’s full participation in the community was supported (by UNICEF).

2. Is UNICEF developing strategies?

3. Has UNICEF attempted to reunite children with their families?

4.2

1. c

2. a

3. d

4. b

4.3

1. UNICEF supports women’s participation in the community through health care and basic education programs.

2. natural disasters, war or armed conflict, exploitation and abuse, violence within their families

3. Children are more likely to be abused when families are under stress.

4.UNICEF has developed strategies to help preserve families under stress and strengthen family capacities, as well as strategies to protect children without family care.

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