INTERMEDIATE INTEGRATED

WORKBOOK

Compiled and edited material by Moisés Pérez

I. DESCRIPTION
Intermediate Integrated is the fifth level of the completed course programs at
CEVAM. It is designed to help students improve their skills in the English language such
as listening, reading, writing and speaking, making special emphasis on the final two.
That is to say, students should practice the way they express themselves through
different activities, such as: mini projects, tasks, writing exercises, oral activities and so
on, in order to improve their written and oral production. In the end, this level is going to
act as a workshop to help students achieve a proficient level of English and prepare
them for the advanced levels. This level is different from the other levels because it is
not focused on grammar explanations. Instead, it is aimed to develop critical thinking
and communicative skills. Therefore, students should be active learners, participate
constantly and bring information to work on in the classroom.

II. OBJECTIVES
1. Helping students improve their intermediate English level through different oral
and written activities.

2. Guiding them to use the four skills (reading, writing, listening and speaking) to
communicate their opinions and beliefs in an understandable and effective way.

3. Guiding them to understand different verb tenses and grammar aspects which
are important to review before the advanced levels.

4. Making them aware of the importance of a proficient level of English to express

feelings, opinions, and beliefs about various topics in different contexts.

III. EVALUATION SYSTEM

1. Quizzes and exams 20%

2. Written activities 20%
3. Oral activities 20%
4. Attendance and class participation 20%
5. Final evaluation 20%
* All evaluations are going to be graded out of 50 points (this evaluation system could
be changed depending on the need of the course).
* Students need a grade of 75/100 as minimum to pass this level.

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IV. Content

Unit Content Hours

I • Questions review. 5
Back to basics • Present simple review.
• Clauses, sentences and phrases.

II • Song analysis. 10
Music is my inspiration • Writing process: Brainstorming, mind map,
outline, draft and final version.
• Paragraph structure.
• Unity and coherence.

III • Simple past.

Literature is the key • Past perfect. 10
• Scanning and skimming.
• Inferring and predicting.
• Analysis of short stories and fables.

IV • Passive voice. 10
From point to period • Punctuation.

V • Pronunciation. 5
Let’s pronounce like a
native

VI • Pronouns review.
Time to teach • Irregular nouns. 10
• False cognates.
• Differences between another, other and the
other.
• Differences between neither and either.

VII • Conditionals review.

Lights… camera… • 3rd conditional. 10
action! • Trailers and movies.

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 UNIT I
Back to basics

CONTENT
• Questions review.
• Present simple review.
• Clauses, sentences and phrases.

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 Simple Present – Summary
https://www.ego4u.com/en/cram-up/grammar/simple-present/summary

Form

be

affirmative negative question

I I am. I am not. Am I?

he/she/it He is. He is not. Is he?

you/we/they You are. You are not. Are you?

have

affirmative Negative question

I/you/we/they I have got. / I have. I have not got. / I do not have. Have I got? / Do I have?

he/she/it He has got. / He has. He has not got. / He does not Has he got? / Does he
have. have?

Other verbs

affirmative negative Question

I/you/we/they I play. I do not play. Do I play?

he/she/it He plays. He does not play. Does he play?

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Exceptions in Spelling

Exception Example

The verbs can, may, might, must remain the same in all forms. So don't he can, she may, it must
add s.

Short Forms

affirmative Negative

I am English. = I'm English. I am not English. = I'm not English.

We are English.= We're English. We are not English. = We're not / We aren't English.

He is English. = He's English. He is not English. = He's not / He isn't English.

I have got a dog. = I've got a dog. I have not got a dog. = I've not got a dog. / I haven't got a dog.

He has got a dog. = He's got a dog. He has not got a dog. = He's not got a dog. / He hasn't got a dog.

I do not play tennis. = I don't play tennis

He does not play tennis = He doesn't play tennis.

Use

Use Example

action in the present taking place once, never or several times Colin always plays soccer on Tuesdays.

actions in the present taking place one after another She takes her bag and leaves.

facts (something is generally known to be true) The sun sets in the west.

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 action set by a timetable or schedule The train leaves at 9 pm.

verbs of possession, senses, emotions and mental activity I love her.

Typical Signal Words

 always
 every ...
 often
 normally
 usually
 sometimes
 seldom
 never

3rd personal singular “He / She / It” Spelling rules:

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PHRASES, CLAUSES, AND SENTENCES
1. Phrase: A phrase is a group of closely related words. This group of words makes some sense
together, although it does not express a complete thought. A phrase is a fragment, or part of a
complete thought. One common phrase you are familiar with is a prepositional phrase--to the
store, around the corner, in the house, beyond the trees, after the play, etc. Notice how these
groups of words make some sense to you, but they express only part of a larger idea.
2. Clause: A clause, like a phrase, is a group of related words. The difference is that a clause is a
more complete expression--it contains a subject and a verb.
There are two kinds of clauses:
1. Dependent Clause—has a subject and verb and a dependent word (subordinating
conjunction). A dependent clause expresses only part of an idea, and relies upon some other
information in the sentence for complete meaning (hence the term "dependent").
We usually use dependent clauses in sentences to express thoughts that are additional or
accessory to our main thought in the sentence. Examples:
While Dan was driving.
Because I care.
If you come to class on time.
2. Independent Clause--an independent clause is a group of related words that has both a
subject (actor) and verb (action) and makes sense to us without needing any additional
information. Therefore, an independent clause is also known as a simple sentence. It is not just
part of a thought, but is complete on its own. When combined with phrases or dependent
clauses, independent clauses form the basis of compound and complex sentences. Alone, an
independent clause expresses one main complete thought. Examples:

I read all day Sunday. (subject = I; verb = read)

I am very happy. (subject = I; verb = am)
More examples:
I am happy. / Jinny is getting older. / You and I can go to the movies tonight.
3. Sentence: A sentence is a complete set of words that conveys meaning. A sentence is
composed of one or more clauses. A clause contains a subject and verb. A sentence can
communicate:

 A statement (I am studying.)
 A command (Go away.)
 An exclamation (I’m so excited!)
 A question (What time is it?)

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 What are the different types of sentences?
Sentences are divided into four categories: simple sentences, compound sentences,
complex sentences, and compound-complex sentences.

1. Simple Sentences:
A simple sentence contains one independent clause.
Examples
 Johnny rode his bike to school.
 Who is your best friend?
 She ate her lunch, took a walk, and went back to work.

2. Compound Sentences:
A compound sentence contains two independent clauses. A coordinating conjunction (for,
and, nor, but, or, yet, so) often links the two independent clauses and is preceded by a
comma.
Examples
 She wanted to go on vacation, so she saved up her money.
 I like apples, but my sister loves bananas.
 Tim loves to read, and he also loves to hike.

3. Complex Sentences:
A complex sentence contains one independent clause and one or more dependent
clauses. A complex sentence will include at least one subordinating conjunction.
Examples
 She went to class even though she was sick.
 As John was arriving to work, he realized he forgot his lunch.
 While I enjoy classical music, I prefer rock and roll because I play the
drums.

4. Compound-Complex Sentences:
A compound-complex sentence combines complex sentence and compound sentence
forms. A compound-complex sentence contains one or more independent clauses and one
or more dependent clauses.
Examples
 Although she felt guilty for missing her friend’s birthday, she took her out to
dinner the next day, and they had a great time.
 I try to eat healthy food, but because fast food is so convenient, I cannot
maintain a healthy diet.
 If he got the job, he would have to commute 50 miles to work, so he
decided the job was not worth it.

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 Exercises about clauses

I. Directions: Read and analyze of the following sentences each sentence. Circle the predicates and
underline the subjects. Draw a line separating the clauses in the sentence, count them, and write DC
for dependent clauses and IC for independent clauses.

1. My sister and I were at my grandma's house when the phone rang.

2. We were watching TV on the couch, the old brown one, and eating sandwiches.

3. It was Jan, my sister's friend, and she wanted to talk to my sister.

4. I said, "I'll go get her, Jan," and then I went to get her.

5. Jan told my sister that the new super group, the Dance Boys, was at the mall.

6. My sister almost fainted because she's the biggest fan of the Dance Boys.

7. "I love the Dance Boys," she said excitedly.

8. Jan, my sister, and I all hopped on the bus to the mall to see the Dance Boys.

9. I'm not really a fan of the Dance Boys, but I like to go to the mall, so I went.

10. When we got there, the mall was packed with Dance Boy fans.

11. Since we went to the mall, I've been working on my moves, but I'm still bad.

12. If Jan, my sister, and I go to the mall again, I'll surely walk around and shop.

II. Try it yourself. Write three sentences with one clause. Underline the subjects and circle the
predicates. Then, write two sentences with two or more clauses. Underline the subjects and circle the
predicates.

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Sentences exercises
I. Identify whether the sentences are simple, complex, compound or compound-complex.

1. Vampires Dairies is my favorite television show, but I also love True Blood.

2. The student wiped the white board that was filthy with last week’s notes.

3. The trendy fashion designer released her new line on Wednesday.

4. Trina and Hareem went to a bar in Hollywood to celebrate their anniversary.

5. Wicked Regina cast a spell on the entire city, so the citizens decided to rebel.

6. While waiting for the paint to dry, Angela went to Home Depot, and Martin organized the
kitchen appliances.

7. After listening to the Kanye West CD, I have new respect for his music.

8. After the teacher chose groups, John and Sara were selected as partners for a project, yet Sarah
did most of the work.

II. Practice composing your own sentences given the information provided. Consider what
sentence type will be best to express the information.

1. You are telling the reader about three important qualities of a character in a book.
Sentence:

______________________________________________________________________________

2. You are talking about your favorite movie.

Sentence:

______________________________________________________________________________

3. You are wondering about the types of resources available to work on a project.
Sentence:

______________________________________________________________________________

4. You are describing a sequence of events.

Sentence:

______________________________________________________________________________

5. You are providing extensive detail about a particular product.

Sentence:

_____________________________________________________________________________

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 UNIT II
Music is my
inspiration

CONTENT
• Writing process: Brainstorming, mind map, outline, draft and final
version.
• Paragraph structure (topic sentence, supporting sentences, and
concluding sentence).

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What is a paragraph?

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Language to develop ideas within paragraphs
Use the vocabulary below to help you structure your paragraphs:

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 Outline for Basic Paragraph

NOTE: This outline serves only as a guide. You may wish to include more or fewer than three supporting details.

I. Topic Sentence:

______________________________________________________________________________

______________________________________________________________________________

II. Supporting Sentence 1:

______________________________________________________________________________

______________________________________________________________________________

Facts, details, examples, and explanations:

______________________________________________________________________________

III. Supporting Sentence 2:

______________________________________________________________________________

______________________________________________________________________________

Facts, details, examples, and explanations:

______________________________________________________________________________

IV. Supporting Sentence 3:

______________________________________________________________________________

Facts, details, examples, and explanations:

______________________________________________________________________________

V. Concluding Sentence:

______________________________________________________________________________

______________________________________________________________________________

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 UNIT III
Literature is the key

CONTENT
• Simple past.
• Past perfect.
• Scanning and skimming.
• Inferring and predicting.
• Analysis of short stories and fables.

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 Simple Past
Uses:
1. Actions finished in the past = I visited Berlin last week.

2. Series of completed actions in the past = First I got up, then I had breakfast.

3. Together with the Past Progressive/Continuous. The Simple Past interrupted an action which
was in progress in the past.

They were playing cards, when the telephone rang.

1st action → Past Progressive → were playing
2nd action → Simple Past → rang

Signal words = yesterday (morning, afternoon, night), last week (month, year, Monday), a
month ago (year, day), in 2010 (1998, 2016).

Form
Affirmative sentences with regular verbs / Affirmative sentences with irregular verbs
I cleaned my room. I went home.

You cleaned your room. You went home.

He cleaned his room. He went home.

Negative sentences
Always use the auxiliary did (Simple Past of to do) and the infinitive of the verb for negations.

Long forms Contracted forms

I did not clean the room. I didn't clean the room.

You did not clean the room. You didn't clean the room.

He did not clean the room. He didn't clean the room.

Questions: You need the auxiliary did and the infinitive of the verb.
Did I play football?

Did you play football?

Did he play football?

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 Simple past exercises
I. Put the verbs into the simple past:
1. Last year I (go) to England on holiday.
2. It (be) fantastic.
3. I (visit) lots of interesting places. I (be) with two friends
of mine.
4. In the mornings we (walk) in the streets of London.
5. In the evenings we (go) to pubs.
6. The weather (be) strangely fine.
7. It (not / rain) a lot.
8. But we (see) some beautiful rainbows.
9. Where (spend / you) your last holiday?
II. Write the past forms of the irregular verbs.
Infinitive Simple Past
1. meet
2. drive
3. speak
4. put
5. write
6. sing
7. do
8. sit
9. stand
10. run
III. Complete the table in simple past.
Affirmative Negative Interrogative
He wrote a book.
He did not sing
Was she pretty?

IV. Put the sentences into simple past.

1. We move to a new house. →
2. They bring a sandwich. →
3. He doesn't do the homework. →
4. They sell cars. →
5. Does he visit his friends? →
V. Write sentences in simple past.
1. Janet / miss / the bus →
2. she / clean / her room →
3. Nancy / watch / not / television→
4. she / read / a book →
From <http://www.myenglishpages.com/site_php_files/grammar-exercise-simple-past.php>

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 Past Perfect
The past perfect is “the past before the past.” You can use it to talk about an event that
happened before another event in the past. The past perfect is formed with:

had + past participle

 I had studied English for several years before I traveled to the U.S.
 I hadn’t studied English before I traveled to the U.S.
 Had you studied English before you traveled to the U.S.?

Past Perfect Example 1

Imagine you are late for work on the day of an important meeting.

1. The meeting started at 8:00

2. You arrived at 8:15

You can use the past perfect to say:

“The meeting had already started
by the time I arrived.”

The past perfect shows an event that happened before another event in the past.

Past Perfect Example 2

Imagine that there is a husband and wife who got divorced last year. Before the divorce, they
were married for 3 years:

1. They were married from

2008-2011.
2. They got divorced in
2011.

You can use the past perfect to

say:
They had been married for 3
years when they divorced.

The past perfect is also used to show an action that continued until a certain point in the past.

It’s common to use the short form ‘d:

 They‘d been married 3 years when they divorced.

 When I checked my cell phone, I saw that she‘d called me twice.
 By the end of the day, I‘d written two hundred e-mails.

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“Had had”?

With the past perfect, it’s possible to have the structure “had had” and “hadn’t had” in a
sentence, when “had” is both the auxiliary verb and the main verb. In these cases, it’s very
common to use the short form: ‘d had.

 I had had five different jobs by the time I was 30 years old.
I‘d had five different jobs by the time I was 30 years old.
 When I saw him, I could tell that he had had too much to drink.
When I saw him, I could tell that he‘d had too much to drink.
 I told my boss that I hadn’t had enough time to finish the project.
 We had never had an argument until last week.

Signal Words for the Past Perfect

In general, these words (only when used about a situation in the past) signal the use of the past
perfect in the sentence:

 By the time
I‘d finished all the work by the time you called.
 When
When we arrived at the airport, our flight had already left.
 Before
Before we sold our car, we had owned it for 12 years.
 Until
He‘d never met a native English speaker until he visited London.
 Said
She said that she‘d lost her wallet.

Note: The simple past and the past perfect are often in the same sentence, but not necessarily.
It’s possible for the first sentence to establish the “context” of the past, and for following
sentences to be in the past perfect:

 I first met John in 2001. He had been looking for work for the past two years. Although
he had gone for interviews in several big companies, nobody had hired him.

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 Past perfect exercises
Exercise 1:
Put the verbs into the correct form (Past Perfect simple).
A. My little brother ate all of the cake that I _____________________ (make).
B. The waitress brought a dish that we _____________________ (not / order).
C. Last night I couldn't get in because I _____________________ (forget) my keys.
D. When we arrived at the station, the train _____________________ (go).
E. They didn't have any money because they _____________________ (pay) all the bills.
F. We had a big party because we _____________________ (pass) all our exams.
G. I got to the cinema at 6.30 but fortunately the film ____________________ (not start).
H. I was exhausted because I _____________________ (study) too much.
Exercise 2:
Put the Past Simple or the Past Perfect.
1. When their mum _______ (come) home last night, the children _________ (eat) their dinner.
2. Yesterday I ________ (see) a woman who ___________ (be) at school with my grandfather.
3. It started to rain and I _______________ (remember) that I _______________ (forget) to
close my bedroom window.
4. I _______________ (find) a book that I ______ never _______________ (read).
5. We _______________ (try) to change the plane tickets but it was too late they ______
already ___________ (edit) the boarding pass.
6. I _______________ (think) I _______________ (met) this girl before.

Exercise 3:
Fill the gaps with the verb in brackets using the Past Perfect.
1. By the time we got to the cinema the film _________________ (start), so we missed the first
five minutes.
2. When I rang the bell there was no answer. The neighbour told me that they
__________________ (go) about half an hour ago.
3. I saw New York for the first time last night. I __________________ (not see) it before.
4. There was so much to see in London. I ___________________ (plan) to see a lot of things but
there wasn't enough time. I'll have to come back.
5. If she _______________________ (take) my advice, it wouldn't have happened.
6. We wouldn't have had an argument, if they _______________ (not mention) politics.
7. If you _______________ (not park) there, you wouldn't have got a parking fine.
8. John told me he _______________ (buy) a new car.
9. When we arrived in Ireland, the airline company _______________ (lose) our luggage, so we
had to wait two days to get it back. Fortunately they delivered it to the hotel.
Exercise 4:
Underline the correct answers:
1. I didn't recognise / hadn't recognised Sue, because she cut / had cut her hair.
2. I arrived / had arrived at the shop at 6.45, but it already closed / had already closed.
3. David didn't play / hadn't played the match because he hurt / had hurt his leg.
4. When I looked / had looked everywhere for my car keys, I started / had started to panic.
5. When he had finished / finished his dinner he sat down / had sat down to watch TV.
6. It was / had been a film I didn't see / hadn't seen before.

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Exercise 5:
Choose the past perfect or the past simple:

1. We had already eaten when John ____________________________________ (come) home.

2. Last year Juan _______________________________________________ (pass) all his exams.

3. When I ____________________ (get) to the airport I discovered I had forgotten my passport.

4. I went to the library, then I __________________________ (buy) some milk, and went home.

5. I opened my handbag to find that I ____________________________ (forgot) my credit card.

6. When we ____________________________ (arrive) at the station, the train had already left.

7. We got home to find that someone ____________________________ (break) into the house.

8. I opened the fridge to find someone ____________________________ (eat) all my chocolate.

9. I had known my husband for three years when we _______________________ (get) married.

10. Julie was very pleased to see that John ___________________________ (clean) the kitchen.

11. It __________________________ (not / rain) all summer, so the grass was completely dead.

12. When he ___________________________ (arrive) at the party, Julie had just left.

13. After arriving home, I realized I ________________________________ (not / buy) any milk.

14. The laundry was wet – it ________________________________ (rain) while I was out.

15. William felt ill last night because he ____________________________ (eat) too many cakes.

16. Keiko _____________________________ (meet) William last September.

17. First I tidied the flat, then I ________________________ (sit) down and had a cup of coffee.

18. John ___________________ (play) the piano when he was a child, but he doesn’t play now.

19. When I opened the curtains the sun was shining but the ground was white.

It ________________________________ (snow) during the night.

20. When Julie got home from her holiday, her flat was a mess.

John______________________________________ (have) a party.

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 READING STRATEGIES

To read effectively, you may need some strategies to help you deal with the texts. The following
seven strategies are useful when you read:

I. Scanning

Scanning is very high-speed reading that you do when you are looking for a specific
piece of information. When you scan, you have a question in mind. You do not read every
word, only key words that will answer your question. Practice in scanning will help you learn to
skip over unimportant words so that you can read faster.

Exercise 1:
Instructions: Scan the travel brochure on the next page and find the answers to the
following questions as quickly as you can.

1) Where is Taman Negara National Park?

2) What does “Angkor Wat” mean?

3) Where is Halong Bay?

4) Which beach in the Philippines is on the list of the world’s best beaches?

5) Which beach in Bali is famous for surfing and nightlife? TIPS!

6) When was Angkor Wat built?
Make use of section
headings and capital
7) How many islands are there at Halong Bay?
letters. For example,
8) Which two beaches in Bali do tourists go to for relaxation? you only need to
scan the Bali section
9) For what purpose was Angkor Wat built? to find answers for
questions 5 and 8.
10) Which activity can you enjoy at Cat Ba National Park?

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Southeast Asian Travel
Southeast Asia is one of the world’s fastest growing travel destinations. The area offers
everything from beautiful tropical islands and pristine beaches to thick jungles, diverse cultures,
cuisines, and people. Southeast Asia has some of the best national parks and reserves in the
world, an abundance of fascinating World Heritage sites, a variety of spiritual places to visit that
represent the religions of the region like Buddhism, Taoism, Islam, and Christianity, and it has a
huge supply of beaches and associated activities.

Some of the many exciting Southeast Asian highlights include:

Taman Negara National Park, Malaysia

This lush park is located on Malaysia’s east coast.

The variety of plants and wildlife are amazing and

the scenery includes lazy, winding rivers and
roaring waterfalls.

Angkor Wat, Cambodia

Angkor Wat, means “City Temple”, and is a complex of ancient

temples that is considered the most important architectural site in
Southeast Asia. It was built in the 12th century to honor Vishnu,
the Hindu god.

Bali, Indonesia

Land of the Buddha! Kuta, Ubud, Amed, and Sanur are all
worth visiting. For the best surfing and nightlife, head over
to Kuta beach. For relaxation, head up to Ubud, or even

Amed if you’re really looking for peace and quiet.

Halong Bay, Vietnam

Halong Bay is one of the world’s natural wonders made up

of at least 3000 islands in the Gulf of Tonkin, Vietnam. This
is a World Heritage site that offers breathtaking views,
many caves worth exploring, and hiking in Cat Ba National
Park.

The Philippines

In the Philippines you’ll find beautiful white beaches like Boracay,

which is on the list of the world’s best beaches. But there is more
to the Philippines than just the beaches. The scenery also
includes breathtaking waterfalls and miles of rice terraces.

Source: http://www.pausethemoment.com/2010/12/15/6-highlights-southeast-asia/

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Exercise 2

Instructions: Scan the following text about Hun Sen, the Prime Minister of Cambodia, and
find the answers to as many questions below as possible in 2 minutes.

1) How many years has Hun Sen been in office?

TIPS!
2) How old was Hun Sen when he became Prime Minister?
Make a mental note of
3) What does CPP stand for? what you are looking for
while you scan through
4) How long did it take Hun Sen to move from the text. For example, for
communist leadership to premiership? question 1: I’m looking
for a number (of years).
5) Who is the longest serving head of government in
Southeast Asia? How long has he been in office?

6) How many leaders have held office longer than Hun Sen?

7) Which continent has the highest number of long-

serving leaders?

8) How many Cambodians were killed by the Khmer Rouge?

9) When is the next election in Cambodia scheduled?

10) How many government leaders were younger than Hun

Sen when they first came to power?

11) When was Cambodia set up as a communist state

by Vietnam?

12) Who is the president of the CPP?

13) Where did Hun Sen make a speech on January 12?

14) How old was Hun Sen when he started a political career
in the cabinet?

15) How long had Hun Sen been the Deputy Prime
Minister when he was nominated for premiership?

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PHNOM PENH -- Cambodian Prime Minister Hun Sen

recently marked his 25th anniversary as the Southeast Asian nation's leader. First
appointed by the Cambodian National Assembly on January 14, 1985, he became at 33
years old the youngest Prime Minister in the world.

Hun Sen's journey from a communist leader to an elected head of government spans a
quarter of a century of civil war, domestic and international upheaval, a negotiated peace
and transition to democracy through which he and his Cambodia's People's Party (CPP)
have imposed themselves as the country's deliverers of stability and order.

By retaining the helm in Cambodia's fractious politics for 25 years, he now stands among a
unique category of leaders, ranking as the 11th longest ruling leader in the world. In
Southeast Asia, only the Sultan of Brunei, the number one longest serving government
leader since assuming office in 1967, has been in power longer than Hun Sen. Of the other
nine longer serving leaders, five are heads of governments in Africa and four are from the
Middle East.

Hun Sen reflected on his long political career and humble beginnings in a speech at the
National Institute for Education in Phnom Penh on January 12. "I became [foreign]
minister when I was 27 years old, Deputy Prime Minister when I was 29 years old and
Prime Minister at 33 years old," Hun Sen said of his appointments in the People's Republic
of Kampuchea – the communist state set up by Vietnam in 1979 after it toppled the Khmer
Rouge, whose bloody regime caused the death of about 1.7 million Cambodians.

The prime minister went on to talk about his political future, confirming his intention to
run in the next election in 2013. "The party conference announced my candidacy for the
future prime minister and ... last week Chea Sim [president of the CPP] also reconfirmed
my nomination for the premiership," Hun Sen said before taking aim at opposition parties.

"Please do not try to limit the mandate of the premiership. You want the mandate limited
because you are worrying you will lose to me," he said, while also reminding the audience
he still had another three and a half years in office under the mandate of the last election,
which his party, the CPP, won with a two-thirds legislative majority.
From the article entitled To live and die with Hun Sen by Paul Vrieze

41
II. Skimming

Skimming is another high-speed reading technique that can save you time and help you
get through a text quickly. You skim to get the general sense of a passage, not specific
details. When you skim, you should not read the whole text. Your eyes should move very
quickly over the lines and you should read only the parts of the text that will help you answer the
questions.

The following passage about skimming shows the parts of a text that are usually most helpful.
These parts often give you the writer’s ideas or opinions. However, every text is different. When
you are skimming, you need to be flexible. What you read will depend on the question you are
asking and the way the passage is written. The following passage gives you an example of how
to skim.

Writers usually introduce their topic and their ideas about the topic right at
the beginning of a text. Read the first paragraph carefully. It will give you some idea
of what the writer is going to say and how the passage will be organized. This will
help you decide what else to skim for.

If the text is long, you might also read the second paragraph. Sometimes the
first paragraph is only an introduction and the second paragraph contains more
useful information about the whole text…………………………………………………….....

…………………………………………………………………………………………………………….

After that, you should look at the beginning of each paragraph…………………….

……………………………maybe read a few

words………………………………………………….

………………...........in the middle……………and note if there are lots of names or

dates

……………………………………………………………………………………………………………
…

Usually, a topic sentence is at the beginning. But sometimes it may be at some point
after the beginning………..…………………………………………………………………….

………………………………………………………………………………………………….skip
some paragraphs……………………………….if they do not seem important.

………………………………………………………………………………………………………

……………………………………………………………………………………………………………
…

However, you should read the last paragraph carefully. The author may
summarize the important points at the end or come to a conclusion. These are the
general rules about skimming and this is all the text you need to read when you skim!

42
Exercise 3

Instructions: Work as quickly as you can – skim the passage about Aung San Suu Kyi
and answer the questions that follow.

Aung San Suu Kyi went from a devoted Oxford housewife to

the champion of Burmese democracy - but not without
great personal sacrifice.

The daughter of a great Burmese hero, General Aung San, who was assassinated when she was only
two, Suu was raised with a strong sense of her father’s unfinished legacy. In 1964 she was sent by
her diplomat mother to study Politics, Philosophy and Economics at Oxford, where her guardian,
Lord Gore-Booth, introduced her to Michael Aris. He was studying history at Durham but had
always had a passion for Bhutan – and in Suu he found the romantic embodiment of his great love
for the East. But when she accepted his proposal, she struck a deal: if her country should ever need
her, she would have to go. And Michael readily agreed.
For the next 16 years, Suu Kyi was to sublimate her extraordinary strength of character and become
the perfect housewife. When their two sons, Alexander and Kim, were born she became a doting
mother too, noted for her punctiliously well-organised children’s parties and exquisite cooking.
Much to the despair of her more feminist friends, she even insisted on ironing her husband’s socks
and cleaning the house herself.
Then one quiet evening in 1988, when her sons were 12 and 14, as she and Michael sat reading in
Oxford, they were interrupted by a phone call to say Suu’s mother had had a stroke. She at once flew
to Rangoon for what she thought would be a matter of weeks, only to find a city in turmoil. A series
of violent confrontations with the military had brought the country to a standstill, and when she
moved into Rangoon Hospital to care for her mother, she found the wards crowded with injured
and dying students. Since public meetings were forbidden, the hospital had become the centre-point
of a leaderless revolution, and word that the great General’s daughter had arrived spread like
wildfire.
When a delegation of academics asked Suu to head a movement for democracy, she tentatively
agreed, thinking that once an election had been held she would be free to return to Oxford again.
Only two months earlier she had been a devoted housewife; now she found herself spearheading a
mass uprising against a barbaric regime.
In England, Michael could only anxiously monitor the news as Suu toured Burma, her popularity
soaring, while the military harassed her every step and arrested and tortured many of her party
members. He was haunted by the fear that she might be assassinated like her father. And when in
1989 she was placed under house arrest, his only comfort was that it at least might help keep her
safe.
For the next five years, as her boys were growing into young men, Suu was to remain under house
arrest and kept in isolation. She sustained herself by learning how to meditate, reading widely on
Buddhism and studying the writings of Mandela and Gandhi. Michael was allowed only two visits
during that period. Yet this was a very particular kind of imprisonment, since at any time Suu could
have asked to be driven to the airport and flown back to her family.

43
But neither of them ever contemplated her doing such a thing. In fact, as a historian, even as Michael
agonised and continued to put pressure on politicians behind the scenes, he was aware she was part
of history in the making. He kept on display the book she had been reading when she received the
phone call summoning her to Burma. He decorated the walls with the certificates of the many prizes
she had by now won, including the 1991 Nobel Peace Prize. And above his bed he hung a huge
photograph of her.
The 1995 visit was the last time Michael and Suu were ever allowed to see one another. Three years
later, he learnt he had terminal cancer. He called Suu to break the bad news and immediately
applied for a visa so that he could say goodbye in person. When his application was rejected, he
made over 30 more as his strength rapidly dwindled. A number of eminent figures – among them
the Pope and President Clinton – wrote letters of appeal, but all in vain. Finally, a military official
came to see Suu. Of course she could say goodbye, he said, but to do so she would have to return to
Oxford.
The implicit choice that had haunted her throughout those 10 years of marital separation had now
become an explicit ultimatum: your country or your family. She was distraught. If she left Burma,
they both knew it would mean permanent exile – that everything they had jointly fought for would
have been for nothing. Suu would call Michael from the British embassy when she could, and he was
adamant that she was not even to consider it.
For many years, as Burma’s human rights record deteriorated, it seemed the Aris family’s great self-
sacrifice might have been in vain. Yet in recent weeks the military have finally announced their
desire for political change. And Suu’s 22-year vigil means she is uniquely positioned to facilitate
such a transition – if and when it comes – exactly as Mandela did so successfully for South Africa.

Adapted from ‘The untold love story of Burma's Aung San Suu Kyi’ by Rebecca Frayn

Questions

1) What is this passage about?

2) Does this passage give a positive or a negative impression

of Aung San Suu Kyi? How can you tell?

3) What can you tell about Aung San Suu Kyi as a person?

44
Making Inferences

The process of putting pieces of information together so that they make sense is called making
an inference. In other words, when you “infer” something, you are drawing an unstated
conclusion from the information that you already have.

Here is a postcard from a friend. The postcard was damaged so you can’t read the postmark or
the first line. Read the postcard and discuss the questions that follow with your classmates.

iful, charming place. Not much of a

nightlife in this area though. I wish there
was at least a night market. Everyone here Bella Swan
is friendly and polite. We’re surprised that
14 Palomino St.
they all speak good English. Now we’re heading
Juarez, TX 78216
south back to the capital city. The scenery
USA
is just lovely. You should see Jacob with
his camera! He’s taken hundreds of
pictures. It’s sad that we have to leave the
Land of Smiles in a few days but it will be
good to return home and see you again.

Miss you.
Edward

 Which country did the sender go to on vacation? How can you tell?



 How can you tell that the sender is not in the USA?



 What can you tell about the writer who sent the postcard and the person he is
traveling with?

45
 5500111 Experiential English I 14 Reading Supplement (Required)

Success at making inferences depends on the background knowledge and the facts given in the
text. Logical reasoning will help you to make inferences about ideas or concepts that the author
has not directly stated. Thus, while you are reading, look at the important details and think of
them as clues or evidence that will support your inferences or conclusions.

Look at the example below to try to find clues in the facts given and use these to make
inferences.

Situation: Mike is a student in Professor Brown’s biology class. Class starts at 9 a.m. It is now
9.15 a.m. and Professor Brown is speaking to the class. Mike opens the door and walks into the
classroom.

Clues: Mike is a student in Professor Brown’s biology class.

Class starts at 9 a.m.

Mike walks into the classroom at 9.15 a.m.

Inference: Mike is late for class.

Exercise 7

Instructions: Study the facts from each situation. Underline the clues to help you make a
logical inference or draw a reasonable conclusion. Do not read the
following passage until you finish the one before.

1. Situation: The ticket line for the flight to Kuala Lumpur was long. Ploy was standing in line
ahead of Chai. The ticket agent sold Ploy the last ticket.

Inference: ________________________________________________________________

2. Situation: Chai stood at the window, watching the flight to Kuala Lumpur depart with Ploy
on board. He desperately needed to get to Kuala Lumpur that night. However, there were no
more flights available until the next morning. Half an hour passed as he sat in the passenger
hall of Suvarnabhumi Airport, wondering what to do. Suddenly, Ploy walked down the hall,
waving to him.

Inference: ________________________________________________________________

3. Situation: Ploy explained that one engine of the plane had caught on fire and they were
forced to return to Bangkok. The crew was now getting another plane ready to go to Kuala
Lumpur. Although the flight to Kuala Lumpur had originally been full, there were many seats
available now. Some passengers had missed their connections, while others decided not to
fly at all. However, Chai was not afraid.

Inference: _________________________________________________________________

46
VII. Guessing Meanings from Contexts

What do you usually do when you come to a word you do not know while reading?

Do you a) look it up in the dictionary?

b) ask your teacher?

c) ask a friend?

d) try to guess what it means?

Advantages of guessing ing.

 It helps your comprehension because you stay focused on the general sense of
 what you are reading.

  It helps you remember words within their contexts.

 It allows you to enjoy your reading more because you don’t have to stop often.

When you try to guess the meaning of an unknown word, you use the text surrounding the
word
–the context– to provide you with clues. Sometimes you can guess the meaning of a word
from other words within the sentence but sometimes you may need to read several
sentences in order to find the clues.

Exercise 9
Instructions: In the paragraphs below, one word has been replaced with a nonsense
word. Use the context to guess what the underlined nonsense word
means.

1. All tourists visiting Thailand should first get a svip. They will not be allowed to enter at
all without one. Travelers without a svip will be sent back where they came from. A svip
can be given on the spot if they arrive by plane or by car. However, they may have to
wait a long time for one. This can be avoided by getting a svip before they leave their
countries.
What is a “svip”? Answer: ___________________________________________
2. Various kinds of wrooms are available in Singapore. Some are for one trip only, some
are for a day, some for three days. The three-day wroom is useful for tourists who want
to visit different parts of the city. It allows them unlimited travel for three days on the
local buses and underground trains. Wrooms – and timetable for buses and trains – are
available at all tourist information centers.
What is a “wroom”? Answer: ____________________________________________
3. In Hanoi, it is wise to get yourself a wup as soon as possible. It is very easy to get lost if
you leave the main streets. You can get free wups at a tourist information center, but
they are not complete. Better wups can be found in the bookstores. These have more
details, and they provide names of all the streets.
What is a “wup”? Answer: ____________________________________________

47
 UNIT IV
From point to
period

CONTENT
• Passive voice.
• Punctuation.

48
 Passive Voice
I was bitten by something. An excellent project is prepared by my students.

DEFINITION
In the active voice, the subject of the sentence DOES the action:
 John painted the house last week.
Subject / verb / object
In the passive voice, the subject of the sentence RECEIVES the action.
 The house was painted last week.
Subject / verb
Notice that the object of the active sentence (house) became the subject of the passive
sentence.
USE
1. We do not know who did the action
Example: The documents were stolen.
(we don’t know who stole the documents)
2. The receiver of the action is more important
Example: The pyramids were built nearly 5,000 years ago by the ancient Egyptians.
(we want to emphasize “pyramids” more than “ancient Egyptians”)
FORM
Make the object of the active sentence into the subject of the passive sentence.

1. Use the verb “to be” in the same tense as the main verb of the active sentence.
2. Use the past participle of the main verb of the active sentence.
Here are some active and passive voice examples to help!

 Active: People drink champagne on New Year’s Eve.

Passive: Champagne is drunk on New Year’s Eve.

49
 Active: Chefs use these machines to mix the ingredients.
Passive: These machines are used to mix the ingredients.
 Active: They renovated the restaurant in 2004.
Passive: The restaurant was renovated in 2004.
 Active: The teachers informed the students that the class had been cancelled.
Passive: The students were informed that the class had been cancelled.
PASSIVE VOICE: PRESENT
In the present, the passive voice uses the verbs is and are + past participle of the main
verb.
The passive voice present is often used to describe:

 Processes
First the apples are picked, then they are cleaned, and finally they’re
packed andshipped to the market.
 General thoughts, opinions, and beliefs
New York is considered the most diverse city in the U.S.
It is believed that Amelia Earhart’s plane crashed in Pacific Ocean.
Hungarian is seen as one of the world’s most difficult languages to learn.
Skin cancers are thought to be caused by excessive exposure to the sun.
PASSIVE VOICE: PAST
In the past, the passive voice uses the verbs was and were + past participle of the main
verb.
The passive voice past is often used to describe:

 Events in history
George Washington was elected president in 1788.
 Crimes / Accidents
Two people were killed in a drive-by shooting on Friday night.
Ten children were injured when part of the school roof collapsed.
…as well as in many other situations when the person who did the action is unknown or
unimportant.

50
 PASSIVE VOICE EXERCISES - PRESENT AND PAST

Question 1 Question 6
Active: People speak Portuguese in Brazil. Active: A friend gave me this sweater.
Passive: Portuguese ___________ in Passive: This sweater ________ to me by
Brazil. a friend.
A is speak A is given
B is spoke B was gave
C is spoken C was given

Question 2 Question 7
Active: The staff cleans all the hotel Active: A famous author wrote these
rooms daily. letters.
Passive: The hotel rooms _______ daily. Passive: These letters _________ by a
A are clean famous author.
B are cleaned A were wrote
C is cleaned B was written
C were written
Question 3
Active: We update the company website Question 8
frequently. Active: The teachers chose her to receive
Passive: The company website ________ the award.
frequently. Passive: She __________ by the teachers
A are updated to receive the award.
B is updated A was chosen
C was updated B was chose
C were chosen
Question 4
Active: People see this beach as the most Question 9
beautiful in the country. Active: A knock at the door woke us all
Passive: This beach __________ as the up.
most beautiful in the country. Passive: We _____________ by a knock
A is seen at the door.
B is saw A was all woke up
C is see B were all woken up
C were all waked up
Question 5
Active: Somebody ships the products via Question 10
express mail. Active: Over 300,000 students took the
Passive: The products ___________ via college entrance exam.
express mail. Passive: The college entrance exam
A are shipped _________ by over 300,000 students.
B is shipped A was taken
C were shipped B was took
C was tooken

51
52
53
Punctuation
Skills Team, University of Hull

 Why use it?


 A handy list of punctuation marks with examples of their use

 A rough guide to commas, their use and misuse

 The colon

 The semi-colon

 Avoiding run-on sentences

Why should you use punctuation in your writing? The simple answer is that it helps your
reader – who is possibly also your marker - to understand your message easily. When you
speak, you frequently pause, your voice rises or drops and often your face and hands add
non-verbal information through “body language”; all this assists in communicating your
message clearly. In writing you have to remember that the readers have only what is on the
paper or screen in order to understand your message. Punctuation basically helps to
indicate the pauses, rises and falls etc. which are important for understanding.

Different punctuation marks are used in different situations but all help with conveying your
message with clarity. It is therefore essential, in academic writing in particular, to use
punctuation accurately. Your tutors will expect this and you will lose marks for not doing
so. On the other hand, correctly used punctuation can help to strengthen your arguments
and improve marks. The alphabetic list below will introduce the main punctuation marks
used in writing in general, not just academic writing . (If you need more detailed
information, there is a separate leaflet on “Apostrophes” and commas, colons and semi-
colons are covered in greater depth in this leaflet after the list.)

Web: http://libguides.hull.ac.uk/skills
Email: skills@hull.ac.uk

54
Punctuation When to use it
mark
Apostrophe ’ i) to show that something
belongs to someone or
something (possession)
ii) to show letters are missing
in words (omission)
Brackets ( ) used in pairs around groups of
words introducing an extra
idea e.g. an explanation or
afterthought to be kept
separate from the rest of the
sentence.
A sentence should still make
complete sense without the
words in brackets.
Capital letter i) at the beginning of a
A Sentence
ii) for names
Colon : i) to introduce something that
is to follow, which may be a
list
(see below
for more
details) ii) to introduce the second half
of a sentence when it explains
or expands on the first half
For example
The boy’s book. This is Alec’s pen. The
students’ names. The children’s toys. That
means you use ’s for singular and s’ for
plural unless the plural does not end in an s,
as in the case of ‘children’.
Note: There is no apostrophe used with
ours, yours, hers, his, whose, its (meaning
belonging to us, you, her, him , who, or it )
you’re = you are; I’m = I am; it’s = it is;
who’s = who is; don’t = do not BUT
remember that you don’t use short forms
like ‘don’t’ in academic writing. Always
use the full forms such as do not, who is, it
is etc.
He always hands in his work on time (he
is a well organised student) after carefully
checking it.
Snow continued to fall. Finally a decision
was taken to shut the campus.
Alice Smith; Hull; The Bible; The Thames;
The Midwifery Council
Students are expected to carry out a
range of activities: attend lectures, take
part in tutorials, produce written work,
meet deadlines for assignments and sit
examinations.
Mediterranean cookery is considered
healthy: it uses olive oil, fresh vegetables
and fish.
55
Comma , i) to mark a brief pause within We cannot help him, unless he comes to
a sentence, such as where you see us.
(see below would naturally pause if you
for more were speaking
details)
ii) to separate words in a list in The picnic included sandwiches, salad,
a sentence (but do not put a crisps, cakes and fruit.
comma before “and” or “or”)

Dash – i) to create a pause for
dramatic effect, introducing
something surprising or
unexpected
ii)used in pairs in a similar way
to brackets
I looked at the mark for my last essay and
it was – a first.
I hear she’s a good pianist – I myself have
never heard her – but she’s shy about
playing in public.

Exclamation at the end of an exclamation – It’s just amazing! Hurry up!

Mark ! an expression of emotion such BUT since academic writing should be
as surprise, anger, delight etc. impersonal and objective, not emotional, you
will not be likely to use exclamation
marks in your academic work

Full stop . i) at the end of a sentence She finally found the correct book.

ii) to show an abbreviation etc. e.g. Mr. B.B.C.

(shortening)

Hyphen - to join two words together to Take-away, full-time

make a compound word
Question at the end of a sentence which How did this happen?
mark ? asks a direct question Where is the Language Learning Centre?

Quotation i)to show that you are using Brown (2009) says “This indicates that
marks (also someone else’s words the data should not be trusted.”
called speech
marks or ii) around words actually “Hello”, she said.
inverted spoken
commas)
“ ” or ‘ ’ iii) around titles of books, films “The Tempest” is a play by William
etc. Shakespeare.
Semi-colon ; i) to link two sentences and He never took any exercise;
(see below turn them into a single consequently he became very unfit.
for more sentence when a full stop The door burst open; a stranger walked
details) would be too abrupt in.

56
Commas

As a rough guide for checking your punctuation, if you read your work aloud, where you
make a major pause to draw breath (and possibly hear your voice go down in tone) you
need to use a full stop, not a comma. This marks the end of a sentence. (Some sentences
can be very short, even in academic writing.) Where you pause briefly, use a comma.
However, this is only an indication of where to use commas; there is often disagreement
about how many should be used. It may be a matter of personal taste. In some cases,
though, the use – or lack of use - can be important. For example “The man who was in bed
5 has been discharged” lets the reader know which particular man was discharged- the one
who was in bed 5. It “defines” the man and no commas should be used. (Writing “The man
has been discharged” would probably prompt the question “Which man?”) In contrast, in
the following sentence commas are needed to indicate additional details which are not used
to identify the person: “The lady in bed 3, whose grandson visited this morning, needs to
have a fresh jug of water”. Here, you can leave out the words between the brackets and you
still know exactly who needs the water.

There is, though, a possible problem with commas. They can be used incorrectly.

It is a very common error to use a comma where a full-stop, conjunction, (“joining

word”) or semi-colon is required, for example

Nursing Studies students spend time on campus, they also have regular work-placements.

The problem here is something called a “comma splice” but this is not a term you need to
remember. What you do need to remember is that if both parts of the sentence can be
used on their own, (they are “independent clauses”), it is wrong to connect them with a
comma. Instead you can write two shorter sentences, as follows.

1) Nursing Studies students spend time on campus. They also have regular
work-placements.

Alternatively you can join the two parts with a suitable conjunction (“joining word”).

2) Nursing Studies students spend time on campus but they also have regular work-
placements.

The third possibility is to use a semi-colon, which is explained more fully in a section below.

3) Nursing Studies students spend time on campus; they also have regular work-
placements.

If when you read through your work you find that you have a sentence with a comma in
the middle, it is worth stopping to think whether the two parts of the sentence make sense
on their own. If they do, you need to change the punctuation, using one of the 3 methods
shown above.

57
You can test your understanding of avoiding comma splices with the following exercise.

http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_47.htm

Colons
Colons can easily be misused but if used properly can be very helpful in your writing.
They have a range of uses; the two main ones are explained below.

A) To introduce a list ( as mentioned in the table above)

The problem is that not all lists need to be introduced by a colon.

What you need to remember is that the clause (group of words containing a verb)
that comes before the colon must make sense on its own. Compare the two
sentences below.

1) Students are expected to carry out a range of activities: attend lectures, take part in
tutorials, produce written work, meet deadlines for assignments and sit examinations.

2) Students are expected to arrive on time for classes and lectures, to work independently, to
keep appointments, to be considerate to others and to the environment.

In the first sentence, “Students are expected to carry out a range of activities” makes
perfect sense. It is therefore correct to use a colon before the list. In the second one,
“Students are expected to” does not make sense. Something is clearly missing. This means
that no colon is needed and it would be incorrect to use one before the list. So if you have
a list, remember you only use a colon before it if the list follows a clause that could be used
on its own.

B) To introduce the second half of a sentence when it explains or expands on

the first half

It can be seen as an invitation for the reader to continue reading about an idea. In the
sentence below, the main idea is that the British diet is often not as healthy as it should
be. After the colon, the reader finds an explanation of why this is the case.

The average British diet is often considered unhealthy: it tends to contain too many fried
foods, too many ready prepared foods with a high salt content and not enough fresh
vegetables

As in the case of the list (usage A), the words before the colon make sense on their own.
What follows the colon is additional information. If the first part of the sentence cannot be
used alone, do not use a colon.

58
One minor complication is the question of whether or not to use a capital letter to start
the word following the colon. If the explanation after the colon contains more than a single
sentence you should use a capital.

Mediterranean cookery is considered healthy: It uses olive oil, fresh vegetables and fish.
It often also includes a moderate amount of wine and avoids the use of butter.

If the words following the colon are a quotation, again a capital letter needs to be used
for the first word after the colon.

The advice given by the Skills Team on research proposals aims to be reassuring: “Writing a
research proposal is like any other form of writing.”

In other cases, the best advice is probably to be consistent. Either always use a capital or
always use a lower case letter after the colon. If in doubt, you could perhaps check whether
your tutor has a strong preference and be guided accordingly!

Semi-colons

You’ll be pleased to learn that semi-colons are both extremely useful and easy to use!

Some lists are complicated and using semi-colons makes them much easier for the reader
to understand. (Always remembering to help your reader is so important.)

Generally you need use only a comma to separate items in a list but in lists like the
one below, A), commas are not enough.

A) When she conducted her research she travelled to Selby, Yorkshire, Peterborough,
Lincolnshire, Newcastle, Northumbria, Carlisle, Cumbria and Buxton, Derbyshire.

Adding semi-colons makes the following sentence, B), much easier to read and understand.

A) When she conducted her research she travelled to Selby, Yorkshire; Peterborough,
Lincolnshire; Newcastle, Northumbria; Carlisle, Cumbria and Buxton, Derbyshire.

Semicolons are also used to link two closely-related clauses (groups of words with a verb)
which could stand on their own. For example,

B) I always park in the Salmon Grove car-park. It’s not far from my office.

In this case there are two, separate sentences.

59
The two separate sentences could be separated by a semi-colon as there is a very close link between them.

C) I always park in the Salmon Grove car-park; it’s not far from my office.

It would also be possible to link the two sentences with a conjunction or “joining-word”. In this case, there
is no semi-colon.

D) I always park in the Salmon Grove car-park because it’s not far from my office OR I always park in the
Salmon Grove car-park since it’s not far from my office.

When using a semicolon to connect two clauses, remember that each clause has to make sense on its own!
If it does not, you cannot use a semicolon.

You can test your understanding of punctuating lists with this exercise:

http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_04.htm

Run-on sentences

What are “run-on” sentences? Run-on sentences are two sentences which have been written as one single
one. They should always be avoided although they are often not picked up by “grammar checkers”. In many
ways it is all too easy to write run-on sentences when you are keen to put down your ideas on paper when
working on an essay! Therefore, when you proofread your work, be sure to check that you do not have two
ideas in a single sentence. Below are some examples of “run-on” sentences.

Sometimes the pupils misunderstand the instructions given by the teacher they do not listen carefully enough.

The secretary hurried into her office she needed to phone the tutor immediately.

I read a fascinating book on the birds of Australia it had wonderful illustrations.

You can simply change a “run-on” sentence into two shorter sentences. (Don’t be frightened of writing
short sentences in your academic work. They can add clarity.)

The secretary hurried into her office. She needed to phone the tutor immediately.

Written by Judy Jowers

The information in this leaflet can be made available in an alternative format on request – email
skills@hull.ac.uk

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Capitalization and Punctuation
Since the use of capital letters and a variety of punctuation differs from language to language, you will need to place
great emphasis on these sections.

Learn capitalization and punctuation rules and apply them correctly.

Learn to correct sentences containing too much or not enough punctuation.

Recognize that capitalization and punctuation in English may not be the same as in other languages.

Recognize the difference between proper and common nouns and capitalize them accordingly.

Be able to use correct punctuation with compound/complex sentences.

Be able to indent paragraphs correctly and use capital letters for beginning allsentences, paragraphs, and quotes.

Punctuation and capitalization exercises can be fun when a teacher writes a one-hundred-word paragraph of run-on

words and sentences and asks students to supply the necessary marks and to capitalize the letters. It can be a game
when a time limit is set and a prize is offered (no homework for that night or some bonus points).

Have students scan articles and list all words, except first words of a sentence that begin with a capital letter. Then

have them categorize the words according to the criteria given in the section on capitalization.

Have students write ten sentences using no punctuation nor capitalization and ask them to write at the top the total

number of omissions. Then have them Exchange papers with other students who will supply the missing forms. When
everyone has completed the assignment, return the papers to the owners who will then correct and
"score" the mini-tests. Collect the exercises to see how well students have done.

Check students' knowledge of punctuation by providing them with several paragraphs of run-on sentences and ask

them to supply the correct punctuation using all the marks described in the text.
© For classroom use only; may not be used for commercial purposes
General Rules for Capitalization
Capitalize all of the following:

Proper nouns (names of people, places, and things)

Don Hudson, Hunan Restaurant, Eiffel Tower

Names of cities, states, provinces, and countries

Vancouver, British Columbia, Canada

Names of specific oceans, rivers, mountains, lakes, etc.

61
Pacific Ocean, Santa Fe River, Pyrenees Mountains, lake Ontario

Brand names

Ford, Kleenex tissues, Sunbeam toaster

the pronoun I

Days of the week, months, specific courses in school

Friday, March, Anthropology 2022

All important words of a title (books, plays, songs, magazines, and newspapers)

Capitalize a, an, the only if they are first word of title, and prepositions of five or more letters; don't underline the in
newspaper titles Call of the Wild, The Glass Menagerie, "You Are My Sunshine," the Washington Post

The first word of a quotation and the first word of a sentence

James said, "Nobody will ever believe you."

Names of nationalities, languages, and races

Many Eskimos live in Alaska. Anita is Greek, but she also speaks Russian.

North, south, east, west ONLY if it indicates a geographical region and NOT a direction; usually preceded by THE

Nancy loves the climate of the Northwest. The Civic Center lies south of town.

Names of holidays

Easter, Memorial Day, Halloween, Thanksgiving

With abbreviations, titles, streets

I have an appointment with Dr. Lindsay today.

Manuel lives at 5120 Clover Rd.

Specific historical documents, political organizations

The Constitution is the basis of our legal system.

Do not capitalize the following:

seasons unless they are part of a title

I like summer best of all. The Long Hot Summer was a great movie.

general areas of study except languages, mathematics, history, geography

when personal titles are NOT followed by a name aunt, uncle, doctor, professor

school, college, or university unless it is accompanied by a proper name

62
Capitalization
Exercise: Circle the words in the following sentences that must be capitalized
1. the palm gardens is a lovely new restaurant in seattle.
2. myra and her family are spending the summer at lake minerva.
3. my mother refuses to buy anything but kleenex tissues.
4. the iroquois indians occupied most of new york state and parts of canada in 1700.
5. this year spring weather arrived in early april.
6. our english literature class is reading paradise lost by john milton.
7. sam goes to lakeland high school which is located on clover boulevard.
8. many skiers spent the christmas holidays in aspen, colorado.
9. sunbathers love to get a tan at the beach in the summer.
10. jeff went to visit his aunt bess who lives near the pocono mountains.
11. quincy is going to college in september, and he plans to study sociology.
12. mike and maria took the baby on their vacation to the northwest.
13. the food at maxim's restaurant is the best in the downtown area.
14. the new york times is a very famous international newspaper.
15. a tropical storm is developing in the caribbean sea area.
16. please bring paper plates, napkins, and ruffles potato chips for the party.
17. the project director said that anne and i would give the presentations.
18. my german neighbors used to live in switzerland.
19. the weather in march is usually very windy.
20. when sheila arrived she said, "please fix me some hot tea; i'm so cold!"
Capitalization
Exercise: Circle the words in each of the following sentences that must be capitalized
1. my friends, jennifer and carl, left for the smoky mountains for their vacation.
2. are you taking calculus 2101 this semester?
3. how far is it from tallahassee to gainesville?
4. our history class is reading caesar's gallic wars.
5. when will aunt harriet and uncle tony arrive?
6. my cousin attends woodbury high school.
7. the freshman class is having a dance on saturday.
8. paul said, "don't fish too close to the center because the alligators rest there."
9. our economics professor, dr. daniel corrigan, went to some middle eastern country on his sabbatical.

63
10. some of our friends decided to visit the southwest in july.
11. have you seen the movie, absence of malice yet?
12. the italian teacher and i plan to do a display for the nassau county fine arts festival.
13. we plan to visit yellowstone national park while we are away.
14. terry bought a new toyota celica last week.
15. becky will attend the university in the fall.
16. my children enjoyed the rock concert last night.
17. the teachers' conference will be in philadelphia in two weeks.
18. i saw mrs. wilson and her husband at the play.
19. will the professor do his biology experiment in class?
20. arthur miller's play, death of a salesman, is very famous.
21. no one but kevin knew all of the answers on the anthropology test.
22. the secretary, cindy lowell, types ninety words per minute.
23. my sister bought two pieces of samsonite luggage.
24. children love to celebrate halloween.
25. spanish and archeology are martha's favorite subjects.
Exercise: Decide whether to use quotation marks or underlining. Be careful to put the quotation marks in the proper
place.
1. Betty said, Leave the dishes on the table until we have finished eating.
2. Our teacher told us to read the plot for Bizet's opera Carmen.
3. Time, Life, and Newsweek are popular American magazines.
4. There was a news article in the Washington Post about gun control laws being debated in Congress.
5. Tom Cruise's movie, The Firm, was a box office success.
6. John F. Kennedy was seriously injured on his boat, PT 109 during World War II.
7. Have you read the poem, 'Twas the Night Before Christmas?
8. One of Jonathan Swift's most satirical essays was called An Immodest Proposal.
9. I think that Gone with the Wind was one of the best movies ever made.
10. Air Force One is the President's private airplane.
11. My mother shouted, Get those snakes and frogs out of my kitchen!
12. Margot asked her friends, Do you want to go skiing in the mountains?
13. Les Desmoiselles d'Avignon was perhaps Picasso's most famous Cubist painting.
14. Djelaba is an Arabic word for a long tunic worn by men and women.
15. Federico García Lorca wrote a five-page poem, Lament for the Death of Ignacio Sánchez Mejías, a bull fighter
friend of his.
16. After the party the hostess said, Well, I'm glad that's over.
17. No one can forget Salvador Dalí's surrealist painting Persistence of Memory.

64
18. The angry coach shouted to the players, Get out there and play like professionals!
19. Mrs. Marshall asked the class, Where's Janet? She's never absent.
20. The librarian said that James Michener's best-seller, Mexico, is so popular that she can't keep it on the shelf.

Capitalization and Punctuation

Exercise: Supply all the punctuation and capitalization for each of these
1. we have branches in pittsburgh pennsylvania columbus ohio and wilmington delaware
2. Mark enjoyed your chocolate cake in fact he ate four pieces
3. My daughter loves to paint she has given me three of her pictures
4. having run out of bread and milk Herb hurried to the store before it closed
5. Yes wed be happy to accept your invitation to dinner
6. Ill be in to see dr. corrigan at ten oclock a m
7. its a beautiful day today in kansas city but its been snowing in buffalo since last night
8. Peter Flemming m d will be the guest speaker at the womens club luncheon
9. My sister said that i made a faux pas is that good or bad
10. youll have to read the instructions first otherwise the project wont turn out well
11. In the sixth round the champion is leading hes won four rounds
12. The colors in the curtains are yellow orange beige and tan
13. Sam bought a new house on n w 41st street but he cant move in until october
14. I got up made breakfast loaded the dishwasher and went grocery shopping
15. is your favorite teacher dr sanders dr banes or dr daniels
16. How can we answer all these questions in 50 minutes asked cindy
17. Drinks on the menu included the following hot chocolate iced tea and lemonade
18. Betty Phil and Dolly are going to alaska in september
19. my american history class meets every tuesday and Thursday night this spring
20. Next semester my schedule will include the following classes algebra physics art and composition

65
 UNIT V
Let’s pronounce like a
native

CONTENT
 Pronunciation.

66
Stress and Rhythm in English pronunciation
Many students think that learning English is about learning grammar, consonants, vowels, and vocabulary.
These form the basic foundation of a language, however, if you want to be understood when speaking
American English, and if you want to understand native speakers, it is essential that you improve
your stress and rhythm.
Stress
Stressing means that speakers of English make certain syllables and words:
 louder
 longer
 higher in pitch
Basically, stressing means to emphasize a sound. Every word in English has just one syllable with aprimary
stress or emphasis.
However, it is not only essential to stress certain syllables and words, but we must also de-stress other
syllables and words.
De-stressing means that speakers of English make certain syllables and words:
 more relaxed
 weaker
Examples | Listen & Repeat
 Engineer –> [en gə NEER] (2nd syllable is de-stressed; 3rd syllable is stressed)
 English –> [ING glish] (1st syllable is stressed; 2nd syllable is slightly de-stressed)
 Photograph –> [PHO də graf] (1st syllable is stressed, 2nd syllable de-stressed, 3rd syllable is secondary
stress)
Stressing and de-stressing syllables and words gives us rhythm in English.
Rhythm
Rhythm is the musicality of English–the ups and downs and the connected speech and the linking of words,
which together, change how we say sentences.
Remember, speaking with correct rhythm (musicality) is essential to being understood when you speak!
Rhythm comes from the combination of the two types of stress in American English:
1) Syllable stress in words (as discussed above)
2) Word stress in sentences

Word stress in sentences

Americans stress words in sentences that are important to the meaning of the sentence. They carry
the content of the sentence. Basically, if you took these content words out of the sentence, you would not
understand the meaning of that sentence.
Content Words
 main verbs
 nouns
 adjectives
 adverbs
 negatives
 wh-words
 interjections

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 Examples | Listen & Repeat
 I HAVE to GO to SCHOOL.
 I WANT my BROTHER to WIN.
 It’s NOT the BEST IDEA.

Function Words
Remember, rhythm and musicality in your speech is not just about stressing, but also requires de-stressing,
weakening.
In English we de-stress the non-essential, non-content words in a sentence, called the function words. These
function words are made weaker, and sometimes practically disappear from a sentence.
Function words include:

 articles
 conjunctions
 prepositions
 pronouns
 auxiliary verbs
Listen and Repeat
(Function words written in lower case)
 I HAVE to GO to SCHOOL.
 I WANT my BROTHER to WIN.
 It’s NOT the BEST IDEA.
Notice, I did NOT say, “I HAVE TO GO TO SCHOOL”, but I said “I HAVE to GO to SCHOOL” [ay HAV t’GOW
t’SKOOL].
I said the function words quicker and more relaxed than the important content words. They almost become
part of the content words that follow them [t’GOW; t’SKOOL].
If I left out the non-essential function words from my sentences, you would still understand the general idea
of what I’m saying.
Examples
 *HAVE GO SCHOOL
 *WANT BROTHER WIN
 *NOT BEST IDEA
In fact, we hear children speak like this all the time when they’re learning to speak English, and we still
understand their basic messages.
Listen and Repeat
 “She WANTS to PLAY a GAME.”
 “I’d LIKE you to JOIN us for DINner.”
 “We’ll CHOOSE the WINner on SATurday or SUNday.”
 “MAny of the STUdents are GOing on vaCAtion toMOrrow.”
http://www.elementalenglish.com/rhythm-in-speech/

68
Connected speech

Native English speakers communicate with the (unconscious) goal of speaking with efficiency–to say the most
they can, in the shortest amount of time. This causes them to speak with rhythm, the music of English.
To add to this music and to speak with flow, native English speakers also connect their speech. This means
that instead of stopping between words to take a breath, they connect words together.
So, when you speak or listen to English, know that the last sound of one word can often be heard at the
beginning of the following word.
Native English speakers connect:
 consonants + consonants
 consonants + vowels
Let’s practice connected speech (consonants + vowels) with the following sentence:
 “Take a bite out of an apple.” (2x)
Here, notice how I pushed forward the consonant sounds at the end of each word and placed them at the
beginning of the words that followed. I did not stop between each word and take a breath. So we could hear
the consonant sounds at the end of each word nice and clearly.
Listen again. I’ll say it slower this time.
 “Take a bite out of an apple.” (3x)
 [TeYK ə BɑiYT æuwt əv ɪn ÆPɫ]
Note that we stress the content words (verbs, nouns, etc.) that carry meaning and say them nice and clearly.
And my pitch (the musical note of my voice) was highest on the most important words in the sentence.
Got it?
Let’s practice.
Listen and Repeat
“Take a bite out of an apple.” (3x)

Remember, don’t worry about sounding perfect or saying the sentence as fast as I did. What’s important is
that you connect your speech to add flow and music to your English and to avoid sounding choppy. And
remember that knowing how native English speakers connect their speech will help you to understand them
with ease.

Consonant + Vowel Connected Speech

native English speakers change the way English sounds in order:

 to add rhythm and musicality to their speech; and
 to speak with more efficiency (where more can be said in a shorter amount of time).
One important way in which English speakers do this is by connecting speech with consonant +
vowelsounds (C+V).
C+V
When a word that ends in a consonant sound is followed by a word that begins with a vowel sound,
you push the consonant sound forward and put it right before the vowel sound when speaking.
Example
 “job interview” –> jo-binterview

69
 “take it” –> [tey-kɪt]
Note that I did NOT release the [b] in “job” to say “job__interview” as two separate words. In fact,
the [b] helps us to say “interview” without needing to stop and take a breath in between the words.
We also do not say “take__it” as two separate and distinct words, so we do not release the [k] before saying
“it”.
 “job__interview” –> jo-binterview
 “take__it” –> [tey kɪt]
The hidden [w] & [y]
When we pronounce the vowel sounds [ow], [uw], [iy], our rounded and pulled back lip positions naturally
form [w] and [y] sounds. These sounds must be considered when connecting speechbetween consonants and
vowels.
Examples
 “I don’t see it” [ɑiy downt siy–yit]
 “You should do it” [yuw ʃʊd DUW–wit]
Here, I pushed the [y] and [w] consonant sounds forward and attached them to the following words.
 “see__it” –> [SiYyit] (also see the lesson on [ɪ] vs. [iy])
 “do__it” –> [DUWwit] (also see the lesson in the [uw] vowel sound)
Got it?
Let’s practice.
Listen and Repeat
 “Take it outside.” [TeY-kɪ-dæuwt SAiYD]
 “I’ll see you at three.” [ɑiyl SiYyuw-wæt θRiY]
 “Can you wait a minute?” [kɪn yə Weydə MɪNət]
 “I messed up the big game” [ɑiy MɛS-TʌP ðə BɪGEYM]
 “Have a nice day!” [HÆ və NɑiYS DeY]

Rhythm, Connected Speech and Linking

Improving your pronunciation when speaking English is possible once you:
 become aware of the rules of English pronunciation;
 notice your errors;
 correct your errors with self-monitoring; and then
 repetitively practice the corrected speech.
Just as you can change the muscles in your body over time by exercising, you can change the way the muscles
in and around your mouth move to pronounce English words.
Often times, when you learn a new pronunciation rule, you practice that rule alone in isolation. But real life
requires that we put all of the rules together!
In this lesson, we will take one phrase, “stick out your tongue” (which was requested by Elemental English
user Harumi from Japan — thanks, Harumi!), and transform it into speech as spoken by Americans.
“Stick out your tongue”

STEP 1) Identify the content words, which you will stress.

Here, the content words are the verb, adverb and noun:
 “stick“
 “out”
70
 “tongue“
These three words carry the meaning of the sentence. If you change one of these words, you change the
meaning of the sentence.
Therefore, you will stress “stick”, “out” and “tongue”. (Stress = you say it longer, louder, higher in pitch).

STEP 2) Identify the function words, which you will de-stress.

Here, the function word “your”, a possessive pronoun, gets de-stressed — it’s pronounced with a
very relaxed, short [ə]). Therefore, we do NOT say [YOWR], but we say the de-stressed and quick [yər].
“STICK OUT your TONGUE”
[STIK ÆUWT yərTɅŊ]
Notice how de-stressed and quickly I said [yər], which just attached itself to the content word that followed it.
[STIK ÆUWT yərTɅŊ]

STEP 3) Identify the areas to connect and link your speech.

Native English speakers connect speech in order to speak with greater flow, efficiency and musicality. This is
especially done when a word that ends in a consonant is followed by a word that begins with a vowel: (C+V).
Example
We would not say “pick it up” [PIK IT ɅP] but we would push the consonants forward and attach them to the
words that follow to say [PI KI TɅP].
Applying this connected speech rule to the phrase at hand, we connect speech in two areas:
1. First, push forward the [k] at the end of “stick” [STIK], and attach it to “out”;
2. Second, connect the [t] + [y] between “out” and “your”.
“STI CKOU Tyour TONGUE”
[STI KÆUW tyər TɅŊ]

STEP 4) Transform the sounds.

English speakers unconsciously change the sounds of English based on the vibration in their vocal chords and
the movement of their articulators. Therefore, the [t] sound meeting the [y] sound often results in a [ʧ].
[t] + [y] –> [ʧ]
Example
Americans don’t carefully say, “I got you!” But we connect the [t] at the end of “got” with the [y] at the
beginning of “you”, and then de-stress the pronoun “you”.
“I got you!” results in
 “I gotcha!”
 [ai GAʧyə]
Therefore, in our example, we do not say [STI KÆUW tyər TɅŊ] but we say
[STI KÆUW ʧər TɅŊ]
[t] + [y] –> [ʧ]

Step 5) Ensure the proper articulation of vowels and consonants.

The phrase “stick out your tongue” [STI KÆUW ʧər TɅŊ] presents some challenging vowel and consonant
sounds to non-native speakers.
Be especially careful with [ɪ] vs. [iy]. Pronounce “stick” as [STIK] and not [stiyk].
“Out” requires that you round your lips [AEUWT], which naturally results in the [w] sound at the end of the
word. [ÆUWT].

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 UNIT VI
Time to teach!

CONTENT
• Pronouns review.
• Irregular nouns.
• False cognates.
• Differences between another, other and the other.
• Differences between neither and either.
• Review of zero, first and second conditional.

72
The many cases of pronouns: subject, object, possessive and reflexive

Pronouns are used in place of a noun we already know, so we do not have to repeat names. They should make
English simpler, for example saying “Bob walked home. He ate dinner.” instead of “Bob walked home. Bob ate
dinner.” But pronouns can become complicated when used as objects or for possession, because they require
specific cases, unlike most regular nouns.

The Subject Case

Subject pronouns are the simplest form of pronoun, used to replace the name of a subject, instead of
repeating a noun. They are: I, you, he, she, it, they, we.

For example:
Gemma went to school. She learnt a lot.

The Object Case

When a pronoun is used in place of a noun that is the object of a sentence, we use the object form of
pronouns. These are: me, you, him, her, it, them, us.

For example:
Books are fun to read. They are fun to read. (Books is the subject)
But: I like reading books. becomes I like reading them. (Books is the object)

Possessive Pronouns
When a pronoun is used to show ownership, it takes a possessive form. This is does not use the ordinary rules
of ownership for nouns (which usually add apostrophe s, ’s). Possessive pronouns can be either in an adjective
form, to describe another noun, or a noun form, to replace the noun.

The adjective form pronouns are : my, your, his, her, its, their, our.

The possessive pronoun forms are: mine, yours, his, hers, its, theirs, ours.

For example:
This is the group’s book. becomes This is their book. or This is theirs.

Reflexive Pronouns
Reflexive pronouns are used in special cases where the subject and object are the same, to demonstrate that
an action is being done by the subject to the subject. For example, to wash yourself. These pronouns replace
the object, and are: myself, yourself, himself, herself, itself, themselves, ourselves.

For example:
He cleaned the car. becomes He cleaned it. (as car is a different object)
But He cleaned himself. (when he is cleaning his own person)

http://www.englishlessonsbrighton.co.uk/many-cases-pronouns-subject-object-possessive-reflexive/

73
All of these pronoun cases are shown below:
Possessive Possessive
Noun Subject Object adjective pronoun Reflexive

I I me my mine Myself

You you you your yours Yourself

Bob he him his his Himself

Gemma she her her hers Herself

Cat it it its its Itself

Plural
(1stperson) they them their theirs themselves

Plural
(2ndperson) we us our ours ourselves

Pronouns Exercise
In the sentence pairs below, add the correct pronouns in the second sentence.
The first one has been done for you:
Example: The weather is very miserable. It is raining.

1. Charles bought two houses last winter. He paid a lot for _____.
2. This painting is very old. _____ was done two centuries ago.
3. Can I have some sugar? _____ is all gone.
4. The police blocked the road. _____ said someone had an accident.
5. You all look filthy. Wash _____ off in the bath.
6. Brighton’s shops are open at terrible hours. I can never visit _____ after work.
7. The football team has a great new kit. They paid for it _____.
8. There were many dogs in the competition. I won because _____ dog was the best.
9. Who left this jumper here? Those girls just arrived, so I know it’s not _____.
10. Paul wanted more ice cream. He bought it _____.
11. I like your notepad. Please let _____ see it.
12. This drawing is very good. Did you do it _____?
13. Don’t take the blue pen. That one is _____.
14. She was smiling earlier. Something made _____ happy.
15. Do you understand different pronouns yet? The cases make _____ quite difficult.

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Irregular plural nouns
In English, there are hundreds of nouns that don’t follow the standard rules for pluralization. There are no
easy ways to remember them, so they generally have to be memorized.
There are many types of irregular plural, but these are the most common:

Noun type Forming the plural Example

Change f to v knife knives

Ends with -fe then life lives
Add –s wife wives

Change f to v half halves

Ends with -f then wolf wolves
Add –es loaf loaves

potato potatoes
Ends with -o Add –es tomato tomatoes
volcano volcanoes

cactus cacti
ends with -us Change -us to -i nucleus nuclei
focus foci

analysis analyses
ends with -is Change -is to -es crisis crises
thesis theses

phenomenon phenomena
ends with -on Change -on to -a
criterion criteria

man men
Change the vowel
foot feet
or
child children
ALL KINDS Change the word
person people
or
tooth teeth
Add a different ending
mouse mice

sheep
Singular and plural
Unchanging deer
are the same
fish (sometimes)

http://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/irrplu.htm

75
Exercises

I. What is the correct plural of the word?

1. These (person) _____________________ are protesting against the president.

2. The (woman) _____________________ over there want to meet the manager.
3. My (child) _____________________ hate eating pasta.
4. I am ill. My (foot) _____________________ hurt.
5. Muslims kill (sheep) _____________________ in a religious celebration.
6. I clean my (tooth) _____________________ three times a day.
7. The (student) _____________________ are doing the exercise right now.
8. The (fish) _____________________ I bought is in the fridge.
9. They are sending some (man) _____________________ to fix the roof.
10. Most (housewife) _____________________ work more than ten hours a day at home.
11. Where did you put the (knife) _____________________ on the (shelf) _____________________.
12. (Goose) _____________________ like water.
13. (Piano) _____________________ are expensive.
14. Some (policeman) _____________________ came to arrest him.
15. Where is my (luggage) _____________________ ?
In the car!

II. Write down the correct form of the plural:

1. city - _____________________
2. house -_____________________
3. boy -_____________________
4. family -_____________________.
5. life -_____________________.
6. photo -_____________________ .
7. phone -_____________________
8. sandwich -_____________________.
9. nurse -_____________________.
10. elf- _____________________
11. phenomenon -_____________________
12. criterion -_____________________
13. village -_____________________
14. toy -_____________________

76
False Cognates
False cognates, often called falsos amigos in Spanish, are words in different languages that appear similar, but
do not actually mean the same thing. Spanish and English have many cognates, or words with the same origin.
These words often mean essentially the same thing in Spanish and English. For example:
Spanish English

decidir to decide

maravilloso marvelous

angular angular
However, there are many Spanish and English words that appear to be cognates, but in fact mean very
different things in each language. These are called false cognates, or false friends.
Below you'll find a list of false cognates you should watch out for.
Adjective and Adverb False Cognates
This Spanish ...translates to this in But it can be confused with ...which actually means
word... English. this word... this.

actual Current actual verdadero

actualmente Currently actually realmente

bizarro valiant, gallant bizarre extraño

blanco White blank sin adorno

colorado red, reddish colored de color

culto Educated cult de culto

destituido dismissed, ousted destitute indigente

educado Polite educated culto

embarazada Pregnant embarrassed avergonzado

emocionante Exciting emotional sensible

eventual possible, temporary eventual definitivo

fastidioso annoying fastidious escrupuloso

gracioso Funny gracious cortés

77
largo Long large grande

mayor older, larger mayor alcalde

real Royal real verdadero

sano healthy sane cuerdo

sensible sensitive sensible sensato

sobre on, above, over sober sobrio

últimamente Lately ultimately finalmente

último Last ultimate final or máximo

Verb False Cognates

This Spanish ...translates to this in But it can be confused with ...which actually means
word... English. this word... this.

asistir to attend to assist ayudar

blindar to shield to blind cegar

chocar to crash to choke estrangular or sofocarse

contestar to answer to contest contender

to agree with, to
corresponder to correspond (in writing) escribirse
match

decepcionar to disappoint to deceive engañar

despertar to wake up desperate desesperado

discutir to debate, to argue to discuss hablar de

echar to throw, to pour to echo resonar

excitar to excite sexually to excite entusiasmar

grabar to save, to record to grab asir

ignorar to be unaware of to ignore no hacer caso de

78
molestar to annoy to molest acosar sexualmente

pretender to claim to pretend fingir

to manage (to do
procurar to procure obtener
something)

to take away, to get

quitar to quit dejar
rid of

realizar to fulfill to realize darse cuenta de

recordar to remember to record grabar

restar to subtract to rest descansar

revolver to turn over revolver el revólver

soportar to bear, to carry to support apoyar

suceder to happen, to follow to succeed tener éxito

https://www.spanishdict.com/guide/false-cognates

Exercise: sand

Choose the correct answer: 3. calidad means both

1. raro means quality

6. blanco means
heat
rare
both blank
strange

both white

4. largo means both

2. bigote means large

7. sensible means
bigot long

both sensible
moustache

both sensitive

5. arena means both

arena
79
8. bizarro means both 17. chocar means

bizarre to shock

brave 13. fábrica means to crash

both both
fabric

factory
9. pariente means both 18. falta means

parent fault

relative 14. recordar means lack

both both
to record

to remember
10. molestar means both 19. éxito means

to molest exit

to annoy 15. grabar means success

both both
to grab

to record
11. codo means both 20. suceso means

code success

elbow 16. acción means event

both both
action

share
12. cono means both

cone

tire

80
What is the difference between another and other?
A simple rule to help you remember the difference between another and other is:
another + singular noun
other + plural noun
others (a pronoun to replace other + plural noun)
 I need another cup. (cup is singular so we use another)
 I need other cups. (cup is plural so we use other)
 I need others. (refers to other cups)

When to use ANOTHER

Another means:
 one more, an additional, an extra
 a different one; an alternative one
Another is a determiner (and a qualifier) that goes before a singular countable noun or a pronoun.
Another + Singular Countable noun
Another can be followed by a singular countable noun.
 He has bought another motorbike.
 Would you like another cup of coffee?
 Don’t worry about the rain. We can go another day.
 I think you should paint it another color.
 We are having another baby.
Another + One
Another can be placed before “one” when the meaning is clear from the text before it.
 I have already eaten two sandwiches though now I want another one. (= an additional sandwich)
 A: You can borrow more of these books if you like. B: Ok, I’ll take another one. (= another book, one
more book)
Another as a pronoun
Sometimes another is used as a pronoun.
 That piece of cake was tasty. I think I’ll have another. (another = one more piece of cake)

81
  I don’t like this room. Let’s ask for another. (another = another room)
Note: you can also say: “I think I’ll have another one.” and “Let’s ask for another one.”
Another + number + plural noun
Another can be used before a plural noun when there is a number before that noun or before phrases such
as a couple of, a few etc.
 In another 20 years my laptop is going to be obsolete.
 I like this city so much that I’m going to spend another three days here.
 We need another three teachers before classes begin.
 He was given another couple of months to finish the sculpture.
Remember another is ONE word not two words (an other is incorrect)

When to use OTHER

Other is a determiner that goes before plural countable nouns, uncountable nouns or a pronoun.
Other + Plural Countable Noun
Other can be followed by a plural countable noun.
 We have other styles if you are interested.
 Have you got any other dresses, or are these the only ones?
 Some days are sunny though other days can be very rainy.
 I have invited some other people.
 I can’t help you because I’m busy with other things.
Other + Ones
Other can be placed before the pronoun “ones” when the meaning is clear from the text before it.
 We don’t need those books, we need other ones. (= different books)
 A: You can borrow my books if you like. B: Thanks, but I need other ones. (= other books)
Note: you can say other one when it refers to wanting the alternative.
 I don't want this one, I want the other one.
Others as a pronoun
Others replaces “other ones” or "other + plural noun".
Only others can be used as a pronoun and not other.
 I don’t like these postcards. Let’s ask for others. (others = other postcards)
 Some of the presidents arrived on Monday. Others arrived the following day.
Others - the others
Often “(the) others” refers to “(the) other people”.
 He has no interest in helping others. (= in helping other people)
 What are the others doing tonight?

What is the difference between other and others?

Other is followed by a noun or a pronoun

Others is a pronoun and is NOT followed by a noun.

 These shoes are too small. Do you have any other shoes?
 These shoes are too small. Do you have any others? (no noun after others)

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Exercises

I. Choose the correct option for each case.

1. There's no ___ way to do it.

other
the other
another
2. Some people like to rest in their free time. ___ like to travel.
Other
The others
OthersThis cake is delicious! Can I have ___ slice, please?
other
another
others
4. Where are ___ boys?
the other
the others
othersThe supermarket is on ___ side of the street.
other
another
the other
6. There were three books on my table. One is here. Where are ___ ?
others
the others
the other
7. Some of the speakers went straight to the conference room. ___ speakersare still hanging around.
The other
The others
Another
8. This is not the only answer to the question. There are ___ .
the others
others
another
9. Please give me ___ chance.
other
the other
83
 anotherHe was a wonderful teacher. Everyone agreed it would be hard to find ___ like him.
another
other
the other

II. Complete the following sentences.

1. Can I have …………………………. piece of cake?

a) another b) other c) either could be used here

2. She has bought ………………………. car.

a) another b) other c) either could be used here

3. Have you got any …………………….. ice creams?

a) other b) another c) either could be used here

4. She never thinks about …………………….. people.

a) another b) other c) others

5. They love each ……………………….. very much.

a) other b) another c) others

6. Where are the ………………………… boys?

a) other b) another c) others

7. He never thinks of ………………………..

a) other b) another c) others

8. We will be staying for …………………………. few weeks.

a) other b) another c) others

9. They sat for hours looking into one ……………………….. eyes.

a) other b) other’s c) another’s

10. They talk to each ……………………….. a lot.

a) other b) other’s c) another

The Difference Between Neither and Either

Either and neither can be used in a few different ways, and to mean a few different things. In most
cases, neither means "not either."

As an adjective

84
When used as an adjective either means "one or the other of two people or things," and neither means "not
one or the other of two people or things." In other words, neither means "not either." The following example
sentences show this use.
 You may borrow either book. [=you may borrow one or the other of the two books]
 You may borrow neither book. [=you may not borrow one and you may not borrow the other of the
two books; you may not borrow either book]

As a pronoun
When used as a pronoun either means "the one or the other." Neithermeans "not the one and not the other"
or "not either." The following example sentences show this use.
 You may wear either of the dresses to the party. [=you may wear the one dress or you may wear the
other dress]
 You may wear neither of the dresses to the party. [=you may not wear the one dress, and you may not
wear the other dress; you maynot wear either dress]

As a conjunction
When used as a conjunction either is used with or to indicate choices or possibilities. Neither is used
with nor to indicate two or more people, things, actions, etc., about which something is not true. The following
example sentences show this use.
 I will eat either chicken or fish tonight. [=I will choose one of the two options]
 I will eat neither chicken nor fish tonight. [=I will not eat chicken and I will not eat fish; I
will not choose either of these two foods]

As an adverb
When used as an adverb either means "in addition" and is used after a negative statement. The following
example sentences show this use.
 The books are lightweight, and they are not expensive either. [=they are lightweight, and in addition to
that they are not expensive]
 The house is in a nice neighborhood and is not too small either. [=it is not too small in addition to being
in a nice neighborhood.]

In informal speech either and neither are used in the phrase me either or me neither to say that you agree with
a negative statement someone has made. These two phrases mean exactly the same thing. The following
example sentences show this use.
 "I don't like this outfit." "Me either." [=I also don’t like this outfit]
 "I wasn't happy with the way the movie ended." "Me neither." [=I also wasn't happy with the way the
movie ended]

http://www.learnersdictionary.com/qa/The-Difference-Between-Neither-and-Either

Exercises

I. Circle the correct option in each case.

1. I don't like ....................... of my science teachers.

either
neither
Either could be used here
85
2. You don't like him, do you? I don't ...........................
either
neither
Either could be used here
3. Peter isn't here today. Martha isn't ..........................
either
neither
4. I like ........................... of them.
either
neither
5. I am ............................ a conservative nor a liberal.
either
neither
6. He didn't remember and ........................... did I.
either
neither
7. ........................... of them invited me so I didn't go.
Either
Neither
8. ........................... of them seemed interested in the offer.
Neither
Either
9. Mary didn't turn up and ......................... did Ruth.
either
neither
10. John didn't pass the test, and Peter didn't .............................
either
neither
11. He ......................... smiled, spoke, nor looked at me.
either
neither
12. Alice can't dance and ..............................
Stella can't either
neither can Stella
Either could be used here

86
 UNIT VII
Lights… camera…
action!

CONTENT
• Conditionals review.
• 3rd conditional.

CONDITIONALS

What is a conditional sentence?

Conditional sentences connect two things: a condition and a result. Something happens as a result
of something else, or happens only if a certain condition is met.

The condition and the result can be real or imaginary and can refer to past, present or future time. The
condition part of the sentence is called the if clause, or sometimes the conditional clause. The result part of
the sentence is known as the result clause, or sometimes the main clause.
87
 The conditional clause and the main clause can be in any order. If the if clause is first, there is a comma
between the clauses. There is no comma if the result clause is first.

There are different structures for conditionals, including four types known as zero, first, second and third
conditionals.

Here are some examples:

If you heat water enough, it boils. Zero conditional

If I go to the shops, I'll get some milk. First conditional
If I won the lottery, I'd still carry on working. Second conditional
If I hadn't missed the bus, I wouldn't have met the love of my life. Third conditional

I. Zero Conditional

If you heat water enough, it boils.

Does water boil all by itself? No. The condition that makes it boil is the heating.

 condition = heating
 result = boiling

When will this happen? Any time the condition is met. This kind of conditional is used for general truths, facts
and everyday occurrences. It's not really connected to any particular time.
The result and if clauses both have present verb forms. In the if clause, either if or when can be used - they
have the same meaning.
If / When you leave milk out long enough, it goes bad.
If / When I leave after 8.30, I miss the bus.
If / When I've had a hard day at work, I like to come home to peace and quiet.

II. First conditional

If I go to the shops, I'll get some milk.

Will I definitely get some milk? No. The condition that leads to getting milk is going to the shops. I might not
go to the shops.

 condition = going to the shops

 result = buying bread

Unlike the zero conditional, this is not a general truth or scientific fact. It's talking about a specific time and
event, and not something that's always true. It's talking about a time in the future and something that might
happen then.
The if clause has a present verb form. The result clause takes will + infinitive without to when we are certain
that the result will happen if the condition is met. If we're not certain, we can use a modal
verb like may or might.
If I see Mike, I'll tell him about the party.
If you get home before me, can you put the chicken in the oven?
If I pass my exams, I might get a pay rise.
88
You can use when instead of if in the if clause, but the meaning is different. Compare:

If I go to the shops, I'll get some milk.

Am I going the shops? Perhaps, it's a possibility.

When I go to the shops, I'll get some milk.

Am I going to the shops? Probably, it's a plan.

III. Second conditional

The second conditional is about imaginary results of impossible or unlikely conditions in the present or future.

If I won a million pounds, I'd still carry on working.

Will l win the lottery? It's possible but I think it's very unlikely.

If I had that much money, I'd give up my job immediately.

Do I have that much money? No, I don't.

The if clause contains the past simple. There is, however, one exception: if the verb to be is in the if clause,
use were and not was in the first and second person singular. The main clause contains would (or other
modals such as could or might) followed by the infinitive without to.

If I were you, I'd take a holiday!

If you loaned me some money, I could buy a new car.
If I had the time, I could finish the gardening. But I'm too busy with work.

IV. Third conditional

We use this conditional to talk about an imaginary result of something in the past.

If I hadn't missed the bus, I wouldn't have met the love of my life.
Did I miss the bus? Yes I did, so the result is purely imagined.

The if clause has a past perfect structure and the result clause has would (or other modals such
as could or might) + have + past participle.

The third conditional or the past unreal conditional. It is for past actions.

THIRD CONDITIONAL STRUCTURE

If + Subject + Had + Past Participle, + Subject + Modal + Have + Past Participle

Examples:

Could
If I had known about the party, I could have gone.

Should
If you had known about the party, you should have told me.

89
Might
If he had known about the party, he might have gone.

Would
If I had known about the party, I would have gone.

USES
Imaginary situations in the past. This includes actions that did not happen in the past.
Examples:

 If I had gone to university, I would have studied medicine.

 If you had gone to the party, you would have met him.

Advice in the past

These sentences usually don't have an "if" clause, and can often be more direct.
Examples:

 You should have saved your money.

 You should not have gone with him.

Describes what you would have done differently

Example:

 If I had been you, I would not have bought those shoes.

 If I had thought about it, I wouldn't have eaten so much.

Questions

 What would you have done if you had been me?

 Would you have finished if you had had more time?
 Would you have bought something cheaper?
 Should we have paid more attention in class?

Conditionals exercises
Using the words in parentheses, complete the text below following the example given with the appropriate
conditional form.

1.a. She will take care of the children for us next weekend because her business trip was canceled.

1.b. But, she (take, not) would not be taking care of the children for us next weekend if her business trip (be,

not) had not been canceled.

90
2.a. Tom is not going to come to dinner tomorrow because you insulted him yesterday.

2.b. But, he (come) __________________ if you (insult) __________________ him.

3.a. Marie is unhappy because she gave up her career when she got married.

3.b. But, Marie (be) __________________ happy if she (give, not) __________________ up her career when

she got married.

4.a. Dr. Mercer decided not to accept the research grant at Harvard because he is going to take six months off

to spend more time with his family.

4.b. But, Dr. Mercer (accept) __________________ the research grant at Harvard if he (take,

not) __________________ six months off to spend more time with his family.

5.a. Professor Schmitz talked so much about the Maasai tribe because she is an expert on African tribal

groups.

5.b. But, Professor Schmitz (talk, not) __________________ so much about the Maasai tribe if she (be,

not) __________________ an expert on African tribal groups.

6.a. I am unemployed because I had a disagreement with my boss and I was fired.

6.b. But, I (be, not) __________________ unemployed if I (have, not) __________________ a disagreement

with my boss and I (be, not) __________________fired.

7.a. Nicole speaks Chinese fluently because she lived in China for ten years.
7.b. But, Nicole (speak, not) __________________Chinese fluently if she (live, not)

__________________ in China for ten years.

8.a. I will not help you study for your test because you have spent the last two weeks partying and wasting

time.

8.b. But, I (help) __________________ you study for your test if you (spend, not) __________________ the

last two weeks partying and wasting time.

9.a. Eleanor and Ben are not going skiing with us this year because Eleanor just had a baby.

9.b. But, Eleanor and Ben (go) __________________skiing with us this year if Eleanor (have, not,

just) __________________a baby.

10.a. I am completely exhausted, so I will not go with you to the movies tonight.
10.b. But, if I (be, not) __________________completely exhausted, I (go) __________________ with you to

91
the movies tonight.

11.a. She is not worried about the conference tomorrow because she is not giving a speech.

11.b. But, she (be) __________________worried about the conference tomorrow if she (give)

__________________ a speech.

12.a. Frank is not going to the graduation ceremony because he broke his leg snowboarding last week.

12.b. But, Frank (go) __________________to the graduation ceremony if he (break) __________________his

leg snowboarding last week.

13.a. They are not releasing the prisoner next month because there was so much public opposition to his

parole.

13.b. But, they (release) __________________the prisoner next month if there (be) _________________ so

much opposition to his parole.

14.a. The hotels filled up months in advance because the festival is going to include jazz artists from around

the globe.

14.b. But, the hotels (fill) __________________up months in advance if the festival

(include) __________________ jazz artists from around the globe.

15.a. We are not worried about the recent string of robberies in the neighborhood because the police have

started regularly patrolling the area.

15.b. But, we (be) __________________worried about the recent string of robberies in the neighborhood if
the police (start, not) __________________ regularly patrolling the area.

II. Using the words in parentheses, complete the text below with the appropriate conditional form.

1. (If / When) __________________I leave work, I usually go to the fitness center to work out.

2. She hates TV. She thinks television is a waste of time. (If / When) __________________she watches any

television at all, it is usually a documentary or a news program.

3. My friend always keeps in touch by mail. (If / When) __________________I get a letter, I usually write back

92
immediately.

4. If I (have) __________________enough money, I (go) __________________on safari to Kenya. However,

my bank account is empty!

5. I love to travel! When I (have) __________________enough money, I (go) __________________ abroad. I

do it almost every year.

6. I really wanted to go on safari to Kenya with my friends, but I couldn't afford to go. If I

(have) __________________enough money, I (go) __________________with them.

7. I'm sorry, I didn't know you were allergic to chocolate. If I (know) __________________, I

(make)__________________ you a vanilla birthday cake.

8. Stop asking me what Amanda bought you for Christmas. Even if I (know)

__________________what she bought you, I (tell, not) __________________you.

9. Nobody here speaks English. Too bad Gloria isn't here. If she (be) __________________with us, she

(can)__________________act as our interpreter.

10. I am afraid I won't be able to come to your wedding next week because my company is sending me to New

York to attend a trade show. I (miss, never) __________________your wedding if I

(have) __________________a choice in the matter.

11. If the weather is nice tomorrow, she (walk) __________________along the river to school.

12. If you help me move tomorrow, I (treat) __________________you to a dinner and a movie.

93
13. If you were to help me move tomorrow, I (treat) __________________you to a dinner and a movie.

14. If I were in Tahiti right now, I (snorkel) __________________along a beautiful reef. I wouldn't be stuck

here in this office with mountains of paperwork.

15. If Jerry hadn't stopped to pick up that quarter, he (cross) __________________the street when the bus ran

the red light. He might have been killed!

16. Tina's train arrived ahead of schedule. If I hadn't decided to go to the train station early, she

(wait) __________________there for more than twenty minutes before I arrived.

17. If I (pass) __________________the test, I (get) __________________an "A" in the class. Instead, I got a

"C." I really should have studied more.

18. If I (be) __________________rich, I (buy) __________________that new Mercedes we saw yesterday.

Unfortunately, I can't even afford a used car.

19. We (go) __________________skiing this weekend, but there's no snow. Oh, well! We will just have to find
something else to do instead.

ACTIVITY – TITANIC
3RD. CONDITIONAL SENTENCES

I. WORK WITH A PARTNER: Hindsight: the ability to understand,

after something has happened, what
1. WHAT DO YOU KNOW ABOUT THE TITANIC? should have been done or what caused
the event.
2. WHY IS IT SUCH A FAMOUS SHIPWRECK?

3. ACCORDING TO THE DEFINITION OF HINDSIGHT, WHAT CAN WE UNDERSTAND ABOUT THE ACCIDENT,
MAKING USE OF HINDSIGHT? READ THE CHRONOLOGY AND FACTS BELOW BEFORE YOU ANSWER THIS
QUESTION.

II. READ THE CHRONOLOGY OF THE HAPPENINGS CONCERNING THE SINKING OF THE TITANIC:

94
APRIL 11TH - TITANIC DEPARTS ON HER FIRST ATLANTIC CROSSING. CALM CLEAR SEAS.

APRIL 12TH - CALM CLEAR SEAS, FINE WEATHER. ICE WARNINGS ARE GIVEN BY OTHER SHIPS.

APRIL 13TH, 22.30 - HEAVY ICE WARNING IS GIVEN BY A PASSING SHIP RAPPAHANNOCK WHICH ALREADY REPORTED SOME DAMAGE FROM ICE. IN TOTAL,
TITANIC RECEIVES 6 SUCH WARNINGS.

APRIL 14TH - CAPTAIN SMITH DELAYS A SCHEDULED CHANGE OF COURSE BY 30 MINUTES. SCHEDULED LIFEBOAT DRILL WAS CANCELLED BY THE CAPTAIN.
REASONS ARE UNKNOWN BUT SOME PEOPLE THINK IT WAS TO ALLOW PASSENGERS TO GO TO CHURCH. LOOKOUTS WERE SENT TO THE CROWS NEST. APPARENTLY
THE LOOKOUTS HAD NO BINOCULARS. AT THAT TIME, SOME SHIPS CAPTAINS APPROVED THE USE OF BINOCULARS WHILST OTHERS DID NOT.

APRIL 14TH AT 23.40 - TITANIC IS 5 MILES SOUTH OF WHERE SHE SHOULD HAVE BEEN HAD SHE BEEN PERFECTLY ON COURSE. TITANIC AND THE ICEBERG COLLIDE
SOME 1,500 MILES SOUTH OF THE ARCTIC CIRCLE.

THE ICEBERG PHOTOGRAPH BELOW MAY HAVE BEEN THE TITANIC SINKING ICEBERG TAKEN ON THE
MORNING OF APRIL 15,1912 BY A PASSENGER ON THE GERMAN OCEAN LINER SS PRINZ
ADALBERT, UNAWARE OF THE DISASTER ON THE PREVIOUS NIGHT.
THE WATER TEMPERATURE ON THE NIGHT OF THE TITANIC SINKING WAS THOUGHT TO BE ABOUT
28 DEGREES FAHRENHEIT, JUST BELOW FREEZING - LETHALLY COLD FOR ALL THOSE PASSENGERS
WHO HAD BEEN FORCED TO TAKE TO THE OPEN WATER TO ESCAPE THE SINKING SHIP. THERE WERE
INSUFFICIENT LIFEBOATS TO HOLD ALL THE PASSENGERS AND CREW, THEY TOTALLED ONLY 20,
COMPRISING OF 16 WOODEN, 4 COLLAPSIBLE. HARLAND AND WOLFF WANTED 64 LIFEBOATS. BY
THE END OF 1912, OR SOMETIME IN 1913. IN ALL LIKELIHOOD, THE ICEBERG THAT SANK THE
TITANIC WAS ITSELF DOOMED TO DISSOLVE IMPERCEPTIBLY IN THE WATERS OF THE NORTH
ATLANTIC.

II. Discuss: What do you think that could have been done to prevent it
from happening?
IT WAS CAPTAIN SMITH'S FAULT: IT WAS THOMAS ANDREW'S FAULT:

THIS WAS CAPTAIN E.J. SMITH'S RETIREMENT TRIP. ALL HE
HAD TO DO WAS GET TO NEW YORK IN RECORD TIME. CAPTAIN
E.J. SMITH SAID YEARS BEFORE THE TITANIC VOYAGE, "I
CANNOT IMAGINE ANY CONDITION WHICH WOULD CAUSE A
SHIP TO FOUNDER. MODERN SHIPBUILDING HAS GONE BEYOND
THAT.” IF CAPTAIN SMITH BELIEVES THE TITANIC WAS
SINKABLE, THE ACCIDENT MIGHT BE MORE CAREFUL WITH THE
ICEBERG LOOKOUTS.
THE BELIEF THAT THE SHIP WAS UNSINKABLE WAS, IN PART, DUE
TO THE FACT THAT THE TITANIC HAD SIXTEEN WATERTIGHT
COMPARTMENTS. HOWEVER, THE COMPARTMENTS DID NOT
REACH AS HIGH AS THEY SHOULD HAVE DONE. THE WHITE STAR
LINE DID NOT WANT THEM TO GO ALL THE WAY UP BECAUSE THIS
WOULD HAVE REDUCED LIVING SPACE IN FIRST CLASS. IF MR
ANDREWS INSISTED ON MAKING THE COMPARTMENTS THE
CORRECT HEIGHT THEN, MAYBE, THE TITANIC WOULD NOT SINK.

IT WAS BRUCE ISMAY'S FAULT: IT WAS THE SHIPBUILDER'S FAULT:

BRUCE ISMAY WAS THE MANAGING DIRECTOR OF THE WHITE
STAR LINE AND HE WAS ABOARD THE TITANIC. COMPETITION
FOR ATLANTIC PASSENGERS WAS FIERCE AND THE WHITE STAR
LINE WANTED TO SHOW THAT THEY COULD MAKE A SIX-DAY
CROSSING. TO MEET THIS SCHEDULE THE TITANIC COULD NOT
AFFORD TO SLOW DOWN. IT IS BELIEVED THAT ISMAY PUT
PRESSURE ON CAPTAIN SMITH TO MAINTAIN THE SPEED OF THE
SHIP. IF HE WANTED TO SHOW THAT THEY COULD MAKE THE
CROSSING WITHIN SIX DAYS, HE WOULD SLOW THE TITANIC
DOWN.
WHEN THE SHIP HIT THE ICEBERG, THE FORCE OF THE IMPACT
CAUSED THE HEADS OF THE RIVETS TO BREAK AND THE SECTIONS OF
THE TITANIC TO COME APART. IF GOOD QUALITY IRON RIVETS HAD
BEEN USED THE SECTIONS MAY HAVE STAYED TOGETHER AND THE
SHIP MAY NOT HAVE SUNK. ABOUT THREE MILLION RIVETS WERE
USED TO HOLD THE SECTIONS OF THE TITANIC TOGETHER. SOME
RIVETS HAVE BEEN RECOVERED FROM THE WRECK AND ANALYSED.
THE FINDINGS SHOW THAT THEY WERE MADE OF SUB-STANDARD
IRON. IF SHIPBUILDERS USED GOOD QUALITY IRON, THE HEAD OF THE
RIVETS WOULDN'T BREAK AND THE TITANIC WOULDN'T FALL APART.

III. WATCH THE MOVIE SEGMENT AND DISCUSS THE QUESTIONS:

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 1. DESCRIBE THE SCENE.
2. WHAT WERE SOME OF THE PROBLEMS THAT YOU SAW IN THE SEGMENT THAT SHOULD HAVE BEEN DEALT WITH DIFFERENTLY, NOW
THAT YOU CAN USE HINDSIGHT?

3. WHY IS THE USE OF HINDSIGHT SO IMPORTANT IN THE CASE OF THE TITANIC SINKING?
4. WHAT HAS CHANGED IN TRAVELING SECURITY AFTER THE ACCIDENT?
5. THINK ABOUT A SITUATION (OR SITUATIONS) IN YOUR LIFE IN WHICH YOU WOULD HAVE ACTED DIFFERENTLY IF YOU HAD HAD THE
CHANCE TO USE HINDSIGHT?

IV. REWRITE THE FOLLOWING CONDITIONS IN EXERCISE III, IN THE 3RD. CONDITIONAL:

1. ____________________________________________________________________________________

2. ___________________________________________________________________________________

3. ____________________________________________________________________________________

4. ____________________________________________________________________________________

V. According to what you have learned so far, write down 4 sentences in the 3rd. Conditional:

1.
__________________________________________________________________________________

2.
____________________________________________________________________________________

3.
____________________________________________________________________________________

4.
____________________________________________________________________________________

References

Here you can find some interesting websites to work on your English grammar:

1. Perfect English grammar: http://www.perfect-english-grammar.com/

RD
2. BBC
IV. RElearning
WRITE THE FOLEnglish:
LOWING CONDhttp://www.bbc.co.uk/learningenglish/
ITIONS IN EXERCISE III, IN THE 3 . CONDITIONAL:

1. IF CAPTAIN SMEnglish:
3. Elemental ITH HAD BELIEVED THE TITANIC WAS SINKABLE, THE ACCIDENT MIGHT HAVE BEEN MORE CAREFUL WITH THE
https://www.elementalenglish.com/
ICEBERG LOOKOUTS.

________________________________________________________________________
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2. IF SHIPBUILDERS HAD USED GOOD QUALITY IRON, THE HEAD OF THE RIVETS WOULDN'T HAVE BROKEN AND THE TITANIC
WOULDN'T HAVE FALLEN APART.
4. Learning English with the British Council:
https://learnenglish.britishcouncil.org/en/english-grammar
5. English Hilfen: https://www.englisch-
hilfen.de/en/exercises_list/alle_grammar.htm

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