Grammar PDF

OBPG unit 1–38 FP.
qxd 15/08/05 13:47 Page 16
8 Imperative
1 These are imperatives: 3 We use the imperative:
Go. Help. Come. Wait. � to give instructions:
We use the imperative like this: Turn right at the corner.
Come in! Have a cup of tea. Don’t forget your passport.
Turn left at the post office. � to give warnings:
Don’t touch! It’s hot.
Look out! There’s a car coming.
Note that sometimes the imperative is one Be careful! That box is very heavy.
word, but often we give more information: � to give advice:
Help!
Have a rest. You look tired.
Help me!
Take a coat. It’s cold today.
Help me with my suitcase.
Don’t see that film. It’s terrible!
We can say please after an imperative to be � to ask people to do things:
more polite:
Come in please, and sit down.
Help me with my suitcase, please.
Listen to this song. It’s wonderful.
Hurry up, please. We’re late.
Pass the butter, please.
Come here, please.
Listen to me, please. � to make offers:
Have another orange juice.
2 We form the negative like this: Make yourself a cup of coffee.
Don’t be late. � to ‘wish’ things:
Don’t forget your books!
Have a good trip!
Don’t wait for me.
Have a nice holiday!
We normally use the short form Don’t.
Practice
A Make complete sentences by filling the gaps with phrases from the box. Use each
phrase once.
Turn left Come in Don’t wait Don’t forget Stop the car! Help me! Have
Don’t listen Pass Don’t be late! Open Come Catch Take
� Don’t wait for me. I’m not coming tonight.

1 an umbrella with you. It’s raining.
2 a rest. You look tired.
3 at the end of the road.
4 I can’t swim!
5 to take your passport.
6 There’s a cat in the road.
7 to my party, please.
8 your books at page 84.
9 the salt, please.
10 to that record. It’s terrible.
11 The bus leaves at 9 o’clock.
12 and have a glass of lemonade. EE fr
FR
13 the first train in the morning. Gram
om
to g mar
o!
PAGE 16 • TENSES: PRESENT
Oxford Practice Grammar Basic PHOTOCOPIABLE © Oxford University Press

OBPG unit 1–38 FP.qxd 15/08/05 13:48 Page 17
EE fr
FR
Gram
om
to g mar
o!
B Steven is writing a letter to a friend. Put the verbs in the box into the gaps.
open forget come be bring have turn wait make
20, Sea Parade

Brighton
Dear Paul,
(�) Come and see me next weekend. I’m staying in a house by the sea. Don’t
(1) to bring your swimming costume with you! It isn’t difficult to find the house.
When you get to the crossroads in the town, (2) right and drive to the end of
the road. (3) careful because it is a dangerous road! (4) some
warm clothes with you because it is cold in the evenings here. If I am not at home when you
arrive, don’t (5) for me. The key to the house is under the big white stone in the
garden. (6) the front door and (7) yourself a cup of tea in the
kitchen! (8) a good journey!
Best wishes,
Steven
C What are these people saying? Look at the pictures and match the words in the box
to make imperatives.
� 1 2
3 4 5
6 7 8
� Help me!
Come right.
Have out! 1
Pass me! 2
Turn an orange juice. 3
Help your umbrella. 4
Don’t in. 5
Don’t forget to me!
6
Listen the milk, please.
Look touch it! 7
8
TENSES: PRESENT • PAGE 17

PAGES 2,3,20,46,60 FROM THIS DOC 02/09/05 06:08 Page 60
27 Nouns, verbs, adjectives, etc.

1 Look at this: 5 We put adjectives (e.g. wonderful) before
and questions
Sentences
NOUNS nouns:
VERBS ADJECTIVES We had a wonderful day.
Steven bought an expensive new car on Friday. We can also use adjectives after the verbs be,
look, seem, feel:
He drove it carefully to Manchester.
He’s hungry. She looks tired.
PRONOUNS ADVERBS PREPOSITIONS
Sometimes we put very before adjectives:
It’s very hot today.
2 Nouns describe things or people or animals: He bought a very expensive car.
butter car woman dog problem
6 We normally use adverbs to describe verbs:
Some nouns (proper nouns) are the names
She walked quickly. He sings well.
of people, places and things. We begin
proper nouns with capital letters (A, B …): Most adverbs end in -ly:
Jane Paris Oxford Street June clearly slowly badly
a Rolls-Royce the Tower of London
7 We use pronouns (I, you, he, she, etc.) to
3 Verbs describe actions or situations: replace nouns:
David has a new job. He is enjoying it.
work play live meet stay see
They work hard. (work = verb)
I saw Peter. (saw = verb) 8 We use prepositions (in, on, at, etc.) when
we are talking about places and times:
4 We use auxiliary verbs (be, have, do, will,
place: She’s at home.
can, may, must, etc.) before another verb:
It’s in the box.
They are working hard. (are = auxiliary)
time: I’ll see you on Monday.
I have seen Peter. (have = auxiliary)
They went on holiday in June.
I must go now. (must = auxiliary)
Practice
A Put the underlined words in the correct columns in the box.
noun: verb: auxiliary: adjective: adverb: pronoun: preposition:
wonderful
I had a wonderful holiday in Spain last year.

She lives in a large flat in New York.
Peter walked quickly to work.
We met them in Green Street on Friday.
You must come and visit me in Scotland.
My teacher spoke slowly but I didn’t understand her.
Mary and Jackie are studying Japanese at college.
I have lost my bag.
They bought a big old house in the country. EE fr
FR
Gram
om
She swims fast, and she can ski well too.

to g mar
o!
PAGE 60 • SENTENCES AND QUESTIONS

B Put words from the box in the sentences. Use each word once.
noun: verb: auxiliary: adjective: adverb: pronoun: preposition:
job find has beautiful badly I on
match pass must sick easily you at
Saturday do carefully in
� Paul has just started a new job .

1 You’ll the books the table.
2 bought some flowers and gave them to my wife.
3 She played and lost the tennis .
4 haven’t seen your grandfather for a long time – you visit him
at the weekend.
5 Don’t worry! You’ll the exam .
6 Listen ! The money is the box.
7 I’m playing golf on . you want to play with me?
8 I feel . What did we eat the restaurant?
C In this text, circle the letters that should be capital letters.
Josephine got a job in new york in june. She went there with
her husband, mike. They are living in an apartment on madison
avenue. Yesterday, they wanted to look at the sights. They saw the
statue of liberty and walked through manhattan. Last monday,
josephine started her new job. Josephine and mike want to live
the rest of their lives in america.
D Say what is the correct place (a to i) to put the word in brackets ( ).

� (on) I’m a flying b to c Mexico d Sunday. d
1 (interesting) I a saw b a c very d film e last f night.
2 (quickly) Go a or b you’ll c miss d the e train!
3 (can) I asee bthe c mountains d from e my f window.
4 (it) She a sent b me c a d ticket e but f I g left h at i home.
5 (go) You a look b sick. You c must d and e see f a g doctor.
6 (in) I a stayed b there c for d a e week f June.
7 (very) Mary a gave b Christopher c a dexpensive e present.
8 (road) There’s a snow b on c the dso edrive fcarefully.
from
EE
ar
FR
mm
Gra go!
o to SENTENCES AND QUESTIONS • PAGE 61

OPG 141-150+TestsX+Y FP 04/11/05 06:15 Page 350
146 Conditionals (3)

1 Introduction
David: How was your camping holiday?
Mike: Well, it would have been all right
if it hadn’t rained all the time.
Harriet: If we’d gone two weeks earlier,
we’d have had better weather.
If it hadn’t rained and if we’d gone two weeks earlier are imaginary situations in the past.
It did rain, and they didn’t go two weeks earlier.
2 Third Conditional: If we had gone earlier, we would have had better weather
IF-CLAUSE MAIN CLAUSE
If + PAST PERFECT + would have

If we ’d gone earlier, we ’d have had better weather.
If Matthew had phoned her, Emma wouldn’t have been so annoyed.
If you hadn’t made that mistake, you ’d have passed your test.
If David had been more careful, he wouldn’t have fallen.
Note the verb in the Past Perfect (e.g. had been). We do not use would in the if-clause.
NOT If David would have been more careful, he would have fallen.
The main clause often has would have. We can also use could have or might have.
If I’d had my mobile yesterday, I could have contacted you.
We just caught the train. If we’d stopped to buy a paper, we might have missed it.
The short form ’d can be either had or would.
If you’d rung me, I’d have come to see you. (= If you had rung me, I would have come to see you.)
3 The use of the Third Conditional

We use the Third Conditional to talk about things in the past happening differently from the way they really
happened. This sometimes means criticizing people or pointing out their mistakes.
If you’d been a bit more careful, you wouldn’t have cut yourself.
If Matthew had set his alarm clock, he wouldn’t have overslept.
We can also use this structure to express regret about the past.
If I hadn’t fallen ill and missed the interview, I might have got the job.
4 Second and Third Conditionals

Compare these examples.
Second: If you planned things properly, you wouldn’t get into a mess. (You don’t plan.)
Third: If you had planned things properly, you wouldn’t have got into a mess. (You didn’t plan.)
We can mix the Second and Third conditionals.
If you had planned things at the start, we wouldn’t be in this mess now.
If you hadn’t left all these dirty dishes, the place would look a bit tidier.
If Matthew was more sensible, he would have worn a suit to the interview.
If I didn’t have all this work to do, I would have gone out for the day.
EE fr
FR
Gram
om
PAGE 350 • CONDITIONALS AND WISH to g mar

o!
Oxford Practice Grammar Intermediate PHOTOCOPIABLE © Oxford University Press 2008

OPG 141-150+TestsX+Y FP 23/11/05 16:31 Page 351
EE fr
FR
Gram
om
to g mar o!
Practice
A Third Conditional (1–3)
Complete the conversation. Put in the correct form of the verb. Use the Past Perfect or would have.
Nick: United didn’t play very well today.
Tom: We were awful. But if Hacker (�) . . .had . . . . . . .taken
. . . . . . . . . . (take) that easy chance,
we would have won

( ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (we / win).
�
Nick: We didn’t deserve to win. It (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (be) pretty unfair if Rangers
(2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (lose).
Tom: Hacker was dreadful. My grandmother (3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (score) if
(4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (she / be) in that position.
Nick: And if Burley (5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (not / be) asleep,
he (6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (not / give) a goal away.
Tom: If Johnson (7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (not / be) injured when we needed him
most, (8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (it / be) different.
Nick: Yes, (9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (we / beat) them if (10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(he / be) fit.
B Third Conditional (1–3)

Comment on each situation using a Third Conditional with if. Use would have, could have or
might have.
� In a bookshop yesterday Daniel saw a book he really wanted. The only problem was that he didn’t
have any money. . .Daniel
. . . . . . . . . . . .would
. . . . . . . . . . .have
. . . . . . . . .bought
. . . . . . . . . . . . .the
. . . . . . . book
. . . . . . . . . .if
. . . . .he
. . . . . had
. . . . . . . .had
. . . . . . . .any
. . . . . . . money.
.......................
� Rita often goes to concerts at the town hall, although not to every one. There was one on Saturday,
but she didn’t know about it. . . . Rita . . . . . . . . . . might
. . . . . . . . . . . have
. . . . . . . . . gone
. . . . . . . . . to
. . . . . . the
. . . . . . . .concert
. . . . . . . . . . . . . .if
. . . . .she
. . . . . . .had
. . . . . . . .known
............
about
. . . . . . . . . . . .it.
.........................................................................................................................................
1 On Sunday the guests had to have their lunch inside. Unfortunately it wasn’t warm enough to
have it outside. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 There was a bomb scare last Tuesday. Sarah wanted to fly to Rome, but she wasn’t able to. The
airport was closed. ...................................................................................................................
3 Laura has only met Nick once, and it’s possible she wouldn’t recognize him. He passed her
yesterday, but he had a crash-helmet on. .................................................................................
4 Sarah has been quite busy, and she hasn’t watered her plants for some time. As a result, they’ve died.
.....................................................................................................................................................
5 Nick likes ice hockey, but he didn’t have a ticket to the game last week, so unfortunately he
wasn’t able to get in. ................................................................................................................
C Second and Third Conditionals (4)

Complete the conversations. Put in the correct form of the verb.
Use the Past Simple, the Past Perfect, would, or would have.
� Mike: You look tired.
Harriet: Well, if . .you . . . . . . .hadn’t
. . . . . . . . . . . .woken
. . . . . . . . . . . . (you / not / wake) me up in the middle of the night,
I. . . wouldn’t be
. . . . . . . . . . . . . . . . . . . . . . . (I / not be) so tired.
1 Rita: Is Trevor a practical person?

Laura: Trevor? No, he isn’t. If . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (he / be) practical,
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (he / put) those shelves up a bit quicker. It took him ages.
2 Tom: Why are you sitting in the dark?

David: Let’s just say that if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (I / pay) my electricity bill last
month, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (I / not be) in the dark now.
3 Matthew: Why are you so angry with me? All I did yesterday was play basketball.
Emma: If . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (you / love) me, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(you / not / leave) me here all alone on my birthday.
CONDITIONALS AND WISH • PAGE 351
Oxford Practice Grammar Intermediate PHOTOCOPIABLE © Oxford University Press 2008

Test it Fix it
ke?
e them?
Test it Fix it
Grammar to go!
the answers.
Lesson Link
Verbs and Tenses
Verbs
Made
mistake?
out why –
and Tenses
d how to
Fix it. Can you
get it right now?
Pre-intermediate
Test it again.
Ability
Pre-intermediate
it
to test and fix all your mistakes:

diate
r
Upper-intermediate
FCE: Use of English
Kenna Bourke
d Tenses Grammar for FCE
The Test It, Fix It series helps students identify problems they have in English,
ary
s Grammar
s Vocabulary
oxford english
ISBN 0-19-439219-8 and then to fix the problems. This lesson extends your students’ knowledge of
5
9 780194 392198 4
expressing ability.
08/02/06 16:29:34
Lesson length: 50-60 mins

Aim: 1. to review and practise ways of expressing general ability in the present (with can and can’t), in
the past (with could and couldn’t) and in the future (with will / won’t be able to )
2. to review and practise ways of talking about the ability to do something difficult on a particular
occasion in the past (with was / were able to and managed to).
Preparation:
n You will need a copy of the following for each student:
Activity worksheet: Ability (from Test, It, Fix It: Verbs and tenses Pre-intermediate pages 66 to 67)
n Youwill also need a copy of the following worksheet, cut in half, with one half for each pair of
students:
Activity worksheet: Lucky escapes and brilliant minds
1. LEAD-IN
n Write these things on the board:
speak English very well speak English quite well
use a computer fix a broken computer
Use these ideas to elicit some sentences about present ability from the students, e.g. I can speak English
quite well, I can’t fix a broken computer.
n Explain that this lesson is about ways of talking about ability in the past, present and future.
2. ‘TEST IT’
n Hand out Activity worksheet: Ability. Give the students about three minutes to complete ‘Test it’
exercise 1, then put them into pairs to compare their answers. For how to check the answers with the
whole class, see below (‘Fix it’).
3. ‘FIX IT’
n Go through exercise 1 with the whole class, making sure all the students have the correct answers.
Answers: a could managed to / was able to b correct c manage to get ‘ll be able to get
d managed to could e manage to be able to f correct g correct h correct i can’t couldn’t
j correct
n Once all the correct and corrected sentences are established, check the key concepts associated
with expressing ability. Ask Which sentences in exercise 1 talk about the ability to do something
difficult at a particular point in the past?
© Oxford University Press 2011 Photocopiable page 1

Grammar to go! Lesson Link
- Peter was locked in for five hours but luckily he was able to / managed to escape through a
window.
- The thieves managed to / were able to break into the car even though it was alarmed.
Highlight the fact that we can use managed to or was / were able to in these sentences, but not could.
Next, ask Which three sentences talk about ability in the future?
- Then we’ll be able to get married.

- When John passes his test he’ll be able to drive the kids to school.
- I’ll be able to come and stay with you more often when I retire.
Highlight the fact that we use will / won’t be able to to talk about ability in the future.
Next, ask Which sentences talk about general ability in the past?
- My son couldn’t read until he was eight but now he reads all the time.
- When we arrived in the city centre, no one could tell us where the hotel was.
- Last year I couldn’t speak Spanish but now I can.
Highlight the use of could / couldn’t to talk about general ability in the past.
Ask students How do we talk about ability in the present? (with can and can’t)
- I can’t decide which jacket suits me best.

- Can you understand these instructions?
- Why can’t you tell me the truth for once?
Get the students to repeat the four groups of sentences above after you for pronunciation. Use these
two sentences to contrast the strong and weak forms of can.
Last year I couldn’t speak Spanish but now I can. (strong form)
Last year I couldn’t speak Spanish but now I can speak it really well. (weak form)
4. ‘TEST IT AGAIN’
n Direct the students to the ‘Test it again’ exercise on the worksheet, and give them just a few minutes
to complete it. Let the students compare their answers in pairs, then go through the correct answers
with the whole class.
Answers: a B b A c B d A e B f B g A h B i B j B
n Point out to the students how much more quickly they were able to do this test than the first test on
the worksheet.

5. CONTEXTUALIZED ACTIVITY: Lucky escapes and brilliant minds

Check that the students understand these words and phrases: lucky escape, brilliant mind, avalanche,
echo, to stick out (of sth). Divide the students into pairs, then give the task instructions before handing
out the materials (Stories A and B for half the pairs in the class, stories C and D for the other pairs). There
is a complete version of each story for reference if you want to give it to your students at the end of the
activity.
Task Instructions:
A. You and your partner have got two stories: one story about a lucky escape, and one about a ‘brilliant
mind’. Work with your partner. Sort the two stories into the correct order. The first one has been done
for you.
Answers:
Story A: h-k-c-f-e Story B: j-g-d-i-b-a Story C: c-i-k-d-b-g Story D: j-e-a-f-h
B. Work with your partner. Practise re-telling the stories without looking at the sheet.
C. Now work with students who have the other two stories. Tell each other your stories. Which story
surprises you the most?
Close the activity by asking students to report back on which story they liked the best.
6. EXTRA ACTIVITY
GAME: Ability noughts and crosses
n Divide the class into two teams (noughts and crosses) and copy this onto the board:
can (4) could (4) could (X)

be able to (4) can (X) manage to (?)
manage to (X) be able to (?) be able to (X)
n Teams take turns to choose a word or phrase from the grid and make a sentence using the word or
phrase. They must make a question, a positive sentence or a negative sentence according to the
symbol in the box. A correct sentence wins a nought or cross for the team. Three noughts or crosses
in a row wins the game.
7. HOMEWORK
Ask the students to write their own story of a ‘lucky escape’ or a ‘brilliant mind’. They can write about real
events or invent their own story.
EXTRA HELP
Do your students need more help with expressing ability?: Direct them to exercises 2 and 4 on
pages 66 and 67 of Test It, Fix It: Verbs and Tenses Pre-intermediate.
Do your students need help with expressing obligation and necessity?: Direct them to pages 62
to 65 of Test It, Fix It: Verbs and Tenses Pre-intermediate.

g English?
Test it Fix it
do you make?
hy you make them?
it has the answers. Test it Fix it
109877-Test it Fix it pp 58-85 16/02/06

Grammar toPage
go!66
07:19 Page 66
Verbs and Tenses
Lesson Link
?
Made
109877-Test it
a mistake?
Find out why –
Fix it pp
Verbs pp 58-85 16/02/06 07:19
109877-Testand
itTenses
and how to
Fix it. Can you
Fix it pp 58-85
get it right now?
16/02/06 07:19 Page 66
Pre-intermediate
Test it again.
Pre-intermediate
e?
elt/testitfixit
Activity worksheet: Ability

ese books to test and fix all your mistakes:
Intermediate
Grammar
Upper-intermediate
FCE: Use of English
Kenna Bourke
Verbs and Tenses Grammar for FCE
Vocabulary
Business Grammar
Ability
Business Vocabulary
oxford english
Ability
ISBN 0-19-439219-8
5
9 780194 392198 4
Ability
08/02/06 16:29:34
Test it ✔
Test it ✔
Test it correct
1 Find and ✔ five mistakes in the sentences.
1 Find and correct five mistakes in the sentences. correct
I can’t decide which jacket suits me best.
1 Find and was
a IPeter
can’t correct
decide five
which
locked mistakes
in jacket
for in the
fivesuits
hoursmesentences.
best.
but luckily he could correct
a Peter can’twas
Iescape decide locked
through a in
which for fivesuits
jacket
window. hours mebut luckily he could
best. correct
a escape
Peter wasthrough
locked a window.
in for
b My son couldn’t read until he was eight five hours but luckily
but now he could
he
b My escape son couldn’t
reads allthrough
the time. read
a window. until he was eight but now he
bc reads
My
Nextson allcouldn’t
year the time.
we’ll readmore
have until he was eight but now he
money.
cd Next
Then year
reads all the
we we’ll
manage have
time. more
to get money.
married.
d
ce Then
Next
Whenyear we
wemanage
we’ll have
arrived to the
in get
more married.
citymoney.
centre, no one managed
e
d When
Then
to tellwe wemanage
us arrivedthe
where in the
get city
tohotel centre, no one managed
married.
was.
ef toWhen tell uswe
John where
arrived the
passes hotel
inhis
thetest, was.
city centre,
he’ll no onetomanaged
manage drive the
f When
to
kids John
telltous passes his
where the hotel was.
school. test, he’ll manage to drive the
109877-Test fgit kids
Fix
When
Can you to
it school.
Johnpp 58-85
passes his
understand 16/02/06 07:19
test,instructions?
these Page
he’ll manage to drive the 67
gh Can
kids you understand
to school.
The thieves managedthese instructions?
to break into the car even
h
g TheCan
though thieves managed
youitunderstand
was alarmed. to break
these into the car even
instructions?
hi though
The
I’ll be it was
thieves
able alarmed.
tomanaged
come andtostay
break intoyou
with themore
car evenoften
i I’ll
though
when be able it was
I retire.to come
alarmed. and stay with you more often
ij when
I’ll
Last I retire.
beyear
able I to come
can’t speak andSpanish
stay with butyou
now more
I can. often
jk Last
when year I
I retire.can’t speak Spanish but now I can.
Ability
Why can’t you tell me the truth for once?
k
j WhyLast year can’tI youcan’ttell me the
speak truth but
Spanish for once?
now I can.
2k UseWhy can’t you
the correct tell me
forms the expressions
of the truth for once? to fill the gaps. Sometimes two
2 Useanswersthe correct forms
are possible. Test it again
✔of the expressions to fill the gaps. Sometimes two
2 answers
Use
be ablethe to are possible.
correct forms of
can the expressions
can’t could to fill the gaps.
couldn’t Sometimes
manage to two
Circle theare
1 answers correct option, A or B.
possible.
I can’t
be able to can can’tunderstandcould whycouldn’t manage to
people go trainspotting.
be II can’t
able to walkcan for miles can’twhen I was
could younger.
understand why people couldn’t manage
go trainspotting.to swim.
a When I was little, I ride a bike but I could
a A can’t
could B managed to
b When
IThe carI was
brokelittle,
down I butunderstand
the mechanic ride a bike
why people but I could
fix itswim.
go trainspotting. after a while.
ba We find the house by looking at the map and asking for
fix itdirections.
ac The
When carI was
brokelittle,
down I but youtheusemechanic
spreadsheets rideon a bike but I could
the computer? after a while.
swim.
c A could B managedyou to
bd TheNextcar broke
year, I down but theuse spreadsheets
mechanic afford a new on car.
the computer? fix it after a while.
db In ten years’ time, people spend holidays in space.
ce Next
No one year, I you use tell afford
spreadsheets
me a new
where on car.
the the
postcomputer?
office was.
e A will be able to B can
df No I’m one
Next year,but
sorry I I tell me where
afford
help ayounewthe post I’m
car.
today. office
toowas.
busy.
c
fg No I don’t
I’m onesorry understand
but I why Zack come
help to
you see me yesterday.
today. I’m too busy.
e tell me where the post office
you really speak two languages when you were six? was.
g A can’t B couldn’t you really speak two languages when you were six?
fh I’mThesorry
survivorsbut I of the crash help you today. I’m from
escape too busy.
the plane
hd Mostsurvivorspeople these days use the internet. escape from the plane
g The seconds beforeofitthe crash
you really speak two languages
exploded. when you were six?
A can B could exploded.
hi seconds
The
I’m afraid before
survivors we ofitthe crash get to Brussels escape from the –plane
by tomorrow
e
i I’m None of us
afraidbefore
we understand a word getthetoteacher
Brussels was
by saying.
tomorrow –
seconds
it’s already very itlate.
exploded.
A can B could
ij it’s
I’m already
afraid
Sonia’s we very late.
amazing. She’s only ten andget sheto Brussels by tomorrow –
already play
fj Sonia’srescue amazing. yourShe’s
cat? only ten and she already play
it’s
fivealready
instruments. very late.
A Could you B Did you manage to
j five
Sonia’s instruments.
amazing. She’s only ten and she already play
g come to my wedding in June?
five instruments. 21
A Will you be able to B Will you manage to
21
h My parents understand why I like the band Slipknot.
A won’t be GO ableto to pageB can’t 68 and check your answers.
21
i look GO aftertomy page
dog while68 I’m and
away? check your answers.
GO to page
A Will you manage to B Will you be able 68 and check to your answers.
66 j Jay drive a car and fly a plane now that he’s got his licences.
66 A could B can
66
2 Complete the sentences. Use the correct form of can, could, be able to or
managed
© Oxford toPress
University . 2011 Photocopiable page 4
I won’t be able to check my emails tomorrow as I’ll be travelling.
a My grandmother walk for two months after she’d
Stories A and B
a to buy a house for his family with the money he earned from his paintings.
b answer all his questions about painting. In 2010 he was able
c see a crocodile in the water. He told his friend, “I’ll call the crocodile nearer so you can
d paint pictures like an adult. Kieron started painting and talking about art when he was
e to start the motor quickly and the two men were able to escape safely.
f take a photo of it.” Suddenly the crocodile tried to jump into the boat! Mashiah managed
g Kieron Williamson is a seven-year-old boy from the UK with an amazing ability: he can
h 1 Escape from a crocodile
i five. His parents decided to find an art teacher for him because they couldn’t
j The next Picasso?
k Tourist Novon Mashiah was on a boat in Australia with a friend. Suddenly he could
Stories D and C
a see anything at all. So how is Daniel able to do these activities? Like bats and dolphins
b get some air. After more than 45 minutes, rescuers saw his glove, and were able
c 1 Trapped in the snow
d to stay calm. Durand’s hand and arm were sticking out of the snow, so he was able to
ill
e Daniel Kish can cycle, skateboard and run around. He is also completely blind: he can’t
f he uses ‘echolocation’. By making sounds and listening to the echo, Daniel is able to
g to help him out of the snow.
h locate everything that is around him. In other words, he can ‘see’ with his ears.
i Gilles Durand was skiing in France when an avalanche covered him in snow. He couldn’t
j ‘Seeing’ with his ears
k move at all. He could only lie and wait for help. He was very frightened but he managed

Unjumbled stories A and B:
Escape from a crocodile
Tourist Novon Mashiah was on a boat in Australia with a friend. Suddenly he could
see a crocodile in the water. He told his friend, “I’ll call the crocodile nearer so you can
take a photo of it.” Suddenly the crocodile tried to jump into the boat! Mashiah managed
to start the motor quickly and the two men were able to escape safely.
The next Picasso?
Kieron Williamson is a seven-year-old boy from the UK with an amazing ability: he can
paint pictures like an adult. Kieron started painting and talking about art when he was
five. His parents decided to find an art teacher for him because they couldn’t
answer all his questions about painting. In 2010 he was able
to buy a house for his family with the money he earned from his paintings.
Unjumbled stories C and D:
Trapped in the snow
Gilles Durand was skiing in France when an avalanche covered him in snow. He couldn’t
move at all. He could only lie and wait for help. He was very frightened but he managed
to stay calm. Durand’s hand and arm were sticking out of the snow, so he was able to
ill
get some air. After more than 45 minutes, rescuers saw his glove, and were able
to help him out of the snow.
‘Seeing’ with his ears
Daniel Kish can cycle, skateboard and run around. He is also completely blind: he can’t
see anything at all. So how is Daniel able to do these activities? Like bats and dolphins
he uses ‘echolocation’. By making sounds and listening to the echo, Daniel is able to
locate everything that is around him. In other words, he can ‘see’ with his ears.

Test it Fix it
ke?
e them?
Test it Fix it
Grammar to go!
the answers.
Lesson Link
Verbs and Tenses
Verbs
Made
mistake?
out why –
and Tenses
d how to
Fix it. Can you
get it right now?
Pre-intermediate
Test it again.
Ability
Pre-intermediate
it
to test and fix all your mistakes:

diate
r
Upper-intermediate
FCE: Use of English
Kenna Bourke
d Tenses Grammar for FCE
The Test It, Fix It series helps students identify problems they have in English,
ary
s Grammar
s Vocabulary
oxford english
ISBN 0-19-439219-8 and then to fix the problems. This lesson extends your students’ knowledge of
5
9 780194 392198 4
expressing ability.
08/02/06 16:29:34
Lesson length: 50-60 mins

Aim: 1. to review and practise ways of expressing general ability in the present (with can and can’t), in
the past (with could and couldn’t) and in the future (with will / won’t be able to )
2. to review and practise ways of talking about the ability to do something difficult on a particular
occasion in the past (with was / were able to and managed to).
Preparation:
n You will need a copy of the following for each student:
Activity worksheet: Ability (from Test, It, Fix It: Verbs and tenses Pre-intermediate pages 66 to 67)
n Youwill also need a copy of the following worksheet, cut in half, with one half for each pair of
students:
1. LEAD-IN
n Write these things on the board:
speak English very well speak English quite well
use a computer fix a broken computer
Use these ideas to elicit some sentences about present ability from the students, e.g. I can speak English
quite well, I can’t fix a broken computer.
n Explain that this lesson is about ways of talking about ability in the past, present and future.
2. ‘TEST IT’
n Hand out Activity worksheet: Ability. Give the students about three minutes to complete ‘Test it’
exercise 1, then put them into pairs to compare their answers. For how to check the answers with the
whole class, see below (‘Fix it’).
3. ‘FIX IT’
n Go through exercise 1 with the whole class, making sure all the students have the correct answers.
Answers: a could managed to / was able to b correct c manage to get ‘ll be able to get
d managed to could e manage to be able to f correct g correct h correct i can’t couldn’t
j correct
n Once all the correct and corrected sentences are established, check the key concepts associated
with expressing ability. Ask Which sentences in exercise 1 talk about the ability to do something
difficult at a particular point in the past?

- Peter was locked in for five hours but luckily he was able to / managed to escape through a
window.
- The thieves managed to / were able to break into the car even though it was alarmed.
Highlight the fact that we can use managed to or was / were able to in these sentences, but not could.
Next, ask Which three sentences talk about ability in the future?
- Then we’ll be able to get married.

- When John passes his test he’ll be able to drive the kids to school.
- I’ll be able to come and stay with you more often when I retire.
Highlight the fact that we use will / won’t be able to to talk about ability in the future.
Next, ask Which sentences talk about general ability in the past?
- My son couldn’t read until he was eight but now he reads all the time.
- When we arrived in the city centre, no one could tell us where the hotel was.
- Last year I couldn’t speak Spanish but now I can.
Highlight the use of could / couldn’t to talk about general ability in the past.
Ask students How do we talk about ability in the present? (with can and can’t)
- I can’t decide which jacket suits me best.

- Can you understand these instructions?
- Why can’t you tell me the truth for once?
Get the students to repeat the four groups of sentences above after you for pronunciation. Use these
two sentences to contrast the strong and weak forms of can.
Last year I couldn’t speak Spanish but now I can. (strong form)
Last year I couldn’t speak Spanish but now I can speak it really well. (weak form)
4. ‘TEST IT AGAIN’
n Direct the students to the ‘Test it again’ exercise on the worksheet, and give them just a few minutes
to complete it. Let the students compare their answers in pairs, then go through the correct answers
with the whole class.
Answers: a B b A c B d A e B f B g A h B i B j B
n Point out to the students how much more quickly they were able to do this test than the first test on
the worksheet.

5. CONTEXTUALIZED ACTIVITY: Lucky escapes and brilliant minds

Check that the students understand these words and phrases: lucky escape, brilliant mind, avalanche,
echo, to stick out (of sth). Divide the students into pairs, then give the task instructions before handing
out the materials (Stories A and B for half the pairs in the class, stories C and D for the other pairs). There
is a complete version of each story for reference if you want to give it to your students at the end of the
activity.
Task Instructions:
A. You and your partner have got two stories: one story about a lucky escape, and one about a ‘brilliant
mind’. Work with your partner. Sort the two stories into the correct order. The first one has been done
for you.
Answers:
Story A: h-k-c-f-e Story B: j-g-d-i-b-a Story C: c-i-k-d-b-g Story D: j-e-a-f-h
B. Work with your partner. Practise re-telling the stories without looking at the sheet.
C. Now work with students who have the other two stories. Tell each other your stories. Which story
surprises you the most?
Close the activity by asking students to report back on which story they liked the best.
6. EXTRA ACTIVITY
GAME: Ability noughts and crosses
n Divide the class into two teams (noughts and crosses) and copy this onto the board:
can (4) could (4) could (X)

be able to (4) can (X) manage to (?)
manage to (X) be able to (?) be able to (X)
n Teams take turns to choose a word or phrase from the grid and make a sentence using the word or
phrase. They must make a question, a positive sentence or a negative sentence according to the
symbol in the box. A correct sentence wins a nought or cross for the team. Three noughts or crosses
in a row wins the game.
7. HOMEWORK
Ask the students to write their own story of a ‘lucky escape’ or a ‘brilliant mind’. They can write about real
events or invent their own story.
EXTRA HELP
Do your students need more help with expressing ability?: Direct them to exercises 2 and 4 on
pages 66 and 67 of Test It, Fix It: Verbs and Tenses Pre-intermediate.
Do your students need help with expressing obligation and necessity?: Direct them to pages 62
to 65 of Test It, Fix It: Verbs and Tenses Pre-intermediate.

g English?
Test it Fix it
do you make?
hy you make them?
it has the answers. Test it Fix it
109877-Test it Fix it pp 58-85 16/02/06

Grammar toPage
go!66
07:19 Page 66
Verbs and Tenses
Lesson Link
?
Made
109877-Test it
a mistake?
Find out why –
Fix it pp
Verbs pp 58-85 16/02/06 07:19
109877-Testand
itTenses
and how to
Fix it. Can you
Fix it pp 58-85
get it right now?
16/02/06 07:19 Page 66
Pre-intermediate
Test it again.
Pre-intermediate
e?
elt/testitfixit
Activity worksheet: Ability

ese books to test and fix all your mistakes:
Intermediate
Grammar
Upper-intermediate
FCE: Use of English
Kenna Bourke
Verbs and Tenses Grammar for FCE
Vocabulary
Business Grammar
Ability
Business Vocabulary
oxford english
Ability
ISBN 0-19-439219-8
5
9 780194 392198 4
Ability
08/02/06 16:29:34
Test it ✔
Test it ✔
Test it correct
1 Find and ✔ five mistakes in the sentences.
1 Find and correct five mistakes in the sentences. correct
I can’t decide which jacket suits me best.
1 Find and was
a IPeter
can’t correct
decide five
which
locked mistakes
in jacket
for in the
fivesuits
hoursmesentences.
best.
but luckily he could correct
a Peter can’twas
Iescape decide locked
through a in
which for fivesuits
jacket
window. hours mebut luckily he could
best. correct
a escape
Peter wasthrough
locked a window.
in for
b My son couldn’t read until he was eight five hours but luckily
but now he could
he
b My escape son couldn’t
reads allthrough
the time. read
a window. until he was eight but now he
bc reads
My
Nextson allcouldn’t
year the time.
we’ll readmore
have until he was eight but now he
money.
cd Next
Then year
reads all the
we we’ll
manage have
time. more
to get money.
married.
d
ce Then
Next
Whenyear we
wemanage
we’ll have
arrived to the
in get
more married.
citymoney.
centre, no one managed
e
d When
Then
to tellwe wemanage
us arrivedthe
where in the
get city
tohotel centre, no one managed
married.
was.
ef toWhen tell uswe
John where
arrived the
passes hotel
inhis
thetest, was.
city centre,
he’ll no onetomanaged
manage drive the
f When
to
kids John
telltous passes his
where the hotel was.
school. test, he’ll manage to drive the
109877-Test fgit kids
Fix
When
Can you to
it school.
Johnpp 58-85
passes his
understand 16/02/06 07:19
test,instructions?
these Page
he’ll manage to drive the 67
gh Can
kids you understand
to school.
The thieves managedthese instructions?
to break into the car even
h
g TheCan
though thieves managed
youitunderstand
was alarmed. to break
these into the car even
instructions?
hi though
The
I’ll be it was
thieves
able alarmed.
tomanaged
come andtostay
break intoyou
with themore
car evenoften
i I’ll
though
when be able it was
I retire.to come
alarmed. and stay with you more often
ij when
I’ll
Last I retire.
beyear
able I to come
can’t speak andSpanish
stay with butyou
now more
I can. often
jk Last
when year I
I retire.can’t speak Spanish but now I can.
Ability
Why can’t you tell me the truth for once?
k
j WhyLast year can’tI youcan’ttell me the
speak truth but
Spanish for once?
now I can.
2k UseWhy can’t you
the correct tell me
forms the expressions
of the truth for once? to fill the gaps. Sometimes two
2 Useanswersthe correct forms
are possible. Test it again
✔of the expressions to fill the gaps. Sometimes two
2 answers
Use
be ablethe to are possible.
correct forms of
can the expressions
can’t could to fill the gaps.
couldn’t Sometimes
manage to two
Circle theare
1 answers correct option, A or B.
possible.
I can’t
be able to can can’tunderstandcould whycouldn’t manage to
people go trainspotting.
be II can’t
able to walkcan for miles can’twhen I was
could younger.
understand why people couldn’t manage
go trainspotting.to swim.
a When I was little, I ride a bike but I could
a A can’t
could B managed to
b When
IThe carI was
brokelittle,
down I butunderstand
the mechanic ride a bike
why people but I could
fix itswim.
go trainspotting. after a while.
ba We find the house by looking at the map and asking for
fix itdirections.
ac The
When carI was
brokelittle,
down I but youtheusemechanic
spreadsheets rideon a bike but I could
the computer? after a while.
swim.
c A could B managedyou to
bd TheNextcar broke
year, I down but theuse spreadsheets
mechanic afford a new on car.
the computer? fix it after a while.
db In ten years’ time, people spend holidays in space.
ce Next
No one year, I you use tell afford
spreadsheets
me a new
where on car.
the the
postcomputer?
office was.
e A will be able to B can
df No I’m one
Next year,but
sorry I I tell me where
afford
help ayounewthe post I’m
car.
today. office
toowas.
busy.
c
fg No I don’t
I’m onesorry understand
but I why Zack come
help to
you see me yesterday.
today. I’m too busy.
e tell me where the post office
you really speak two languages when you were six? was.
g A can’t B couldn’t you really speak two languages when you were six?
fh I’mThesorry
survivorsbut I of the crash help you today. I’m from
escape too busy.
the plane
hd Mostsurvivorspeople these days use the internet. escape from the plane
g The seconds beforeofitthe crash
you really speak two languages
exploded. when you were six?
A can B could exploded.
hi seconds
The
I’m afraid before
survivors we ofitthe crash get to Brussels escape from the –plane
by tomorrow
e
i I’m None of us
afraidbefore
we understand a word getthetoteacher
Brussels was
by saying.
tomorrow –
seconds
it’s already very itlate.
exploded.
A can B could
ij it’s
I’m already
afraid
Sonia’s we very late.
amazing. She’s only ten andget sheto Brussels by tomorrow –
already play
fj Sonia’srescue amazing. yourShe’s
cat? only ten and she already play
it’s
fivealready
instruments. very late.
A Could you B Did you manage to
j five
Sonia’s instruments.
amazing. She’s only ten and she already play
g come to my wedding in June?
five instruments. 21
A Will you be able to B Will you manage to
21
h My parents understand why I like the band Slipknot.
A won’t be GO ableto to pageB can’t 68 and check your answers.
21
i look GO aftertomy page
dog while68 I’m and
away? check your answers.
GO to page
A Will you manage to B Will you be able 68 and check to your answers.
66 j Jay drive a car and fly a plane now that he’s got his licences.
66 A could B can
66
2 Complete the sentences. Use the correct form of can, could, be able to or
managed
© Oxford toPress
University . 2011 Photocopiable page 4
I won’t be able to check my emails tomorrow as I’ll be travelling.
a My grandmother walk for two months after she’d
Stories A and B
a to buy a house for his family with the money he earned from his paintings.
b answer all his questions about painting. In 2010 he was able
c see a crocodile in the water. He told his friend, “I’ll call the crocodile nearer so you can
d paint pictures like an adult. Kieron started painting and talking about art when he was
e to start the motor quickly and the two men were able to escape safely.
f take a photo of it.” Suddenly the crocodile tried to jump into the boat! Mashiah managed
g Kieron Williamson is a seven-year-old boy from the UK with an amazing ability: he can
h 1 Escape from a crocodile
i five. His parents decided to find an art teacher for him because they couldn’t
j The next Picasso?
k Tourist Novon Mashiah was on a boat in Australia with a friend. Suddenly he could
Stories D and C
a see anything at all. So how is Daniel able to do these activities? Like bats and dolphins
b get some air. After more than 45 minutes, rescuers saw his glove, and were able
c 1 Trapped in the snow
d to stay calm. Durand’s hand and arm were sticking out of the snow, so he was able to
ill
e Daniel Kish can cycle, skateboard and run around. He is also completely blind: he can’t
f he uses ‘echolocation’. By making sounds and listening to the echo, Daniel is able to
g to help him out of the snow.
h locate everything that is around him. In other words, he can ‘see’ with his ears.
i Gilles Durand was skiing in France when an avalanche covered him in snow. He couldn’t
j ‘Seeing’ with his ears
k move at all. He could only lie and wait for help. He was very frightened but he managed

Unjumbled stories A and B:
Escape from a crocodile
Tourist Novon Mashiah was on a boat in Australia with a friend. Suddenly he could
see a crocodile in the water. He told his friend, “I’ll call the crocodile nearer so you can
take a photo of it.” Suddenly the crocodile tried to jump into the boat! Mashiah managed
to start the motor quickly and the two men were able to escape safely.
The next Picasso?
Kieron Williamson is a seven-year-old boy from the UK with an amazing ability: he can
paint pictures like an adult. Kieron started painting and talking about art when he was
five. His parents decided to find an art teacher for him because they couldn’t
answer all his questions about painting. In 2010 he was able
to buy a house for his family with the money he earned from his paintings.
Unjumbled stories C and D:
Trapped in the snow
Gilles Durand was skiing in France when an avalanche covered him in snow. He couldn’t
move at all. He could only lie and wait for help. He was very frightened but he managed
to stay calm. Durand’s hand and arm were sticking out of the snow, so he was able to
ill
get some air. After more than 45 minutes, rescuers saw his glove, and were able
to help him out of the snow.
‘Seeing’ with his ears
Daniel Kish can cycle, skateboard and run around. He is also completely blind: he can’t
see anything at all. So how is Daniel able to do these activities? Like bats and dolphins
he uses ‘echolocation’. By making sounds and listening to the echo, Daniel is able to
locate everything that is around him. In other words, he can ‘see’ with his ears.

OPG 051-060+TestsJ+K FP 03/11/05 17:37 Page 132
EE fr
FR
Gram
om
to g mar
55 Active and passive (1)
o!
1 What is the sentence about?

Compare these two entries in an encyclopedia.
Alexander Graham Bell Telephone

A British inventor who went to live in An apparatus with which people can
Canada and then the USA. Bell talk to each other over long distances.
invented the telephone. The telephone was invented by
Alexander Graham Bell.
Look at these two sentences.

ACTIVE PASSIVE
Bell invented the telephone. The telephone was invented by Bell.
The two sentences have the same meaning, but they are about different things. One sentence is about Bell,
and the other is about the telephone. Each sentence begins with the subject. The subject is the starting-point
of the sentence, the thing we are talking about. The new information about the subject comes at the end of
the sentence.
We say Bell invented the telephone because we are We say The telephone was invented by Bell because
talking about Bell, and the new information is we are talking about the telephone, and the new
that he invented the telephone. information is that it was invented by Bell.
When the subject is the person or thing doing the When the subject is not the agent (is not doing the
action (the agent), then we use an active verb. action), then we use a passive verb.
ACTIVE PASSIVE
Bell invented the telephone. The telephone was invented by Bell .
Subject and agent Subject Agent

The subject (Bell) is the agent.
The subject (the telephone) is not the agent. It
is the thing that the action is directed at.
2 The passive and by the police, in 1876, etc.

In a passive sentence, when we want to say who or what did the action, we use by.
On our way home we were stopped by the police. The new hospital will be opened by the Queen.
The paper was all blown away by the wind.
We can give other details about the action. For example, we can use a phrase saying when or where
something happens.
The telephone was invented in 1876. The visitors will be driven to the airport.
The concerts are usually held at the university.
Sometimes there is no phrase after the verb.
A new swimming-pool is being built. All the documents have been destroyed.
For more details see Unit 56.
PAGE 132 • THE PASSIVE
Oxford Practice Grammar Intermediate PHOTOCOPIABLE © Oxford University Press

EE fr
FR
Gram
om
to g mar o!
Practice
A Active or passive verb? (1)
Choose the correct verb forms in this news report about a storm.
Millions of pounds’ worth of damage ( �) has caused/has been caused by a storm which
(1) swept/was swept across the north of England last night. The River Ribble (2) burst/was burst its
banks after heavy rain. Many people (3) rescued/were rescued from the floods by fire-fighters, who
(4) received/were received hundreds of calls for help. Wind speeds (5) reached/were reached ninety
miles an hour in some places. Roads (6) blocked/were blocked by fallen trees, and electricity lines
(7) brought/were brought down, leaving thousands of homes without electricity. ‘Everything possible
(8) is doing/is being done to get things back to normal,’ a spokesman (9) said/was said.
B By the police, etc. (2)

In each of these sentences underline who or what is doing the action (the agent).
� The traffic was all heading out of town.
1 The photo was taken by my brother.
2 The water was pouring out of the hole.
3 A policeman has been murdered by terrorists.
4 We were woken by the alarm.
5 The guide led a group of tourists around the castle.
6 The dog has bitten several people.
C Active and passive (1–2)

You are telling a friend some news. Use the notes and complete the second sentence.
Sometimes you need to use the active and sometimes the passive.
� (Past Simple: Claire / go / to Florida / last month)
You remember Claire? She .went . . . . . . . . . to
. . . . . .Florida
. . . . . . . . . . . . .last
. . . . . . . .month.
.......................................................
� (Present Perfect: send / our luggage / to Australia)

Bad news about our luggage. It’s .been . . . . . . . . sent
. . . . . . . . . to
. . . . . .Australia.
....................................................................
1 (Past Simple: Claude Jennings / win / the quiz competition)

Did you hear about the quiz competition? It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 (Past Simple: Mrs Miles / do / a parachute jump / last week)
You know Mrs Miles? She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 (Present Perfect: a bull / attack / David)
Have you heard about David? He’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 (Present Continuous: build / the house)
Trevor and Laura have bought a house. It’s still . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 (Present Simple: Andrew / like / Jessica)
Did I tell you about Andrew? He . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 (Present Perfect: throw away / your stamp collection)
Bad news about your stamp collection. It’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 (Present Perfect: Martians / kidnap / my neighbours)
Did I mention my neighbours? They’ve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 (Past Simple: five people / see / the ghost)
Did you hear about the ghost? It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
THE PASSIVE • PAGE 133

EE fr
FR
Gram
om
to g mar
55 Active and passive (1)
o!
1 What is the sentence about?

Compare these two entries in an encyclopedia.
Alexander Graham Bell Telephone

A British inventor who went to live in An apparatus with which people can
Canada and then the USA. Bell talk to each other over long distances.
invented the telephone. The telephone was invented by
Alexander Graham Bell.
Look at these two sentences.

ACTIVE PASSIVE
Bell invented the telephone. The telephone was invented by Bell.
The two sentences have the same meaning, but they are about different things. One sentence is about Bell,
and the other is about the telephone. Each sentence begins with the subject. The subject is the starting-point
of the sentence, the thing we are talking about. The new information about the subject comes at the end of
the sentence.
We say Bell invented the telephone because we are We say The telephone was invented by Bell because
talking about Bell, and the new information is we are talking about the telephone, and the new
that he invented the telephone. information is that it was invented by Bell.
When the subject is the person or thing doing the When the subject is not the agent (is not doing the
action (the agent), then we use an active verb. action), then we use a passive verb.
ACTIVE PASSIVE
Bell invented the telephone. The telephone was invented by Bell .
Subject and agent Subject Agent

The subject (Bell) is the agent.
The subject (the telephone) is not the agent. It
is the thing that the action is directed at.
2 The passive and by the police, in 1876, etc.

In a passive sentence, when we want to say who or what did the action, we use by.
On our way home we were stopped by the police. The new hospital will be opened by the Queen.
The paper was all blown away by the wind.
We can give other details about the action. For example, we can use a phrase saying when or where
something happens.
The telephone was invented in 1876. The visitors will be driven to the airport.
The concerts are usually held at the university.
Sometimes there is no phrase after the verb.
A new swimming-pool is being built. All the documents have been destroyed.
For more details see Unit 56.
PAGE 132 • THE PASSIVE

EE fr
FR
Gram
om
to g mar o!
Practice
A Active or passive verb? (1)
Choose the correct verb forms in this news report about a storm.
Millions of pounds’ worth of damage ( �) has caused/has been caused by a storm which
(1) swept/was swept across the north of England last night. The River Ribble (2) burst/was burst its
banks after heavy rain. Many people (3) rescued/were rescued from the floods by fire-fighters, who
(4) received/were received hundreds of calls for help. Wind speeds (5) reached/were reached ninety
miles an hour in some places. Roads (6) blocked/were blocked by fallen trees, and electricity lines
(7) brought/were brought down, leaving thousands of homes without electricity. ‘Everything possible
(8) is doing/is being done to get things back to normal,’ a spokesman (9) said/was said.
B By the police, etc. (2)

In each of these sentences underline who or what is doing the action (the agent).
� The traffic was all heading out of town.
1 The photo was taken by my brother.
2 The water was pouring out of the hole.
3 A policeman has been murdered by terrorists.
4 We were woken by the alarm.
5 The guide led a group of tourists around the castle.
6 The dog has bitten several people.
C Active and passive (1–2)

You are telling a friend some news. Use the notes and complete the second sentence.
Sometimes you need to use the active and sometimes the passive.
� (Past Simple: Claire / go / to Florida / last month)
You remember Claire? She .went . . . . . . . . . to
. . . . . .Florida
. . . . . . . . . . . . .last
. . . . . . . .month.
.......................................................
� (Present Perfect: send / our luggage / to Australia)

Bad news about our luggage. It’s .been . . . . . . . . sent
. . . . . . . . . to
. . . . . .Australia.
....................................................................
1 (Past Simple: Claude Jennings / win / the quiz competition)

Did you hear about the quiz competition? It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 (Past Simple: Mrs Miles / do / a parachute jump / last week)
You know Mrs Miles? She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 (Present Perfect: a bull / attack / David)
Have you heard about David? He’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 (Present Continuous: build / the house)
Trevor and Laura have bought a house. It’s still . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 (Present Simple: Andrew / like / Jessica)
Did I tell you about Andrew? He . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 (Present Perfect: throw away / your stamp collection)
Bad news about your stamp collection. It’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 (Present Perfect: Martians / kidnap / my neighbours)
Did I mention my neighbours? They’ve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 (Past Simple: five people / see / the ghost)
Did you hear about the ghost? It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
THE PASSIVE • PAGE 133

LESSON
LINK
Ask the Expert

John Eastwood answers your questions
Here are the answers to some questions about prepositions that ‘Grammar
to go’ readers have sent in.
1 To and for
❚ A Grammar to go reader wants some help with to and for. Compare these pairs of sentences.
I gave my friend a book.
I gave the book to my friend.
I bought my friend a book.

I bought a book for my friend.
❚ The sentences with to and for correspond to the sentences with an indirect object. Whether you say
to or for depends on the verb. You give something to someone, but you buy something for someone.
To often implies something handed over or communicated from one person to another, something
reaching its destination. Verbs taking to include lend, pay, show, send, write. For suggests something
done to benefit another person. Verbs taking for include cook, find, make, order, save.
2 By and until
❚ People are sometimes unsure about by and until.
The bill has to be paid by 15 May.
I’m staying in London until 15 May.
By 15 May means on or before 15 May, not later than 15 May. In the second sentence until 15 May
means that my stay in London will continue to the 15 May, on which day I will leave.
❚ Here are some more examples.
The teacher wants our homework by Friday.
They need to finish building the stadium by August, when the Games begin.
I’ll be in the office until five.
The road will be closed until the weekend.
❚ Until is often used in a negative sentence.
I didn’t get home until midnight.
This means that I got home at midnight, and it implies that this is later than usual or later than
expected.
3 On/In the market
❚ A Grammar to go reader wants to know if there is any difference between on the market and in
the market. The answer is yes, these phrases are used in different ways. On the market means that
something is available to buy.
There are lots of different printers on the market.
The house has just come on the market.
PHOTOCOPIABLE © Oxford University Press 2014

LESSON
LINK
❚ If you are in the market for something, you are interested in buying it.
I’m in the market for a second-hand car.
❚ A company can be in the market, i.e. trying to sell to a particular type of customer.
The DIY company is a new player in the market.
❚ In the market is also used to talk about market conditions generally.
Conditions in the market are not very favourable.
There’s been an upswing in the market.
❚ And it’s in the market when we use the word in the sense of a place outdoors where you can go and buy
things.
I bought some cheese in the market.
4 By train / on the train / in the train

❚ One Grammar to go reader wants to know about prepositions with train. By (without an article) is used
to talk about trains as a means of transport.
It’s more expensive by train.
❚ You can use by or on for a particular journey.
I came by train / on the train.
❚ It isn’t very logical, but on the train is the normal way of saying that someone is a passenger, actually
inside the train. People phoning from the train say I’m on the train. Note also:
There was a restaurant car on the train.
❚ In the train is less usual, but it can be used to talk about conditions inside the train.
It was cold in the train / on the train.
5 Prepositions with university

❚ One Grammar to go reader would like confirmation that these sentences are correct.
He goes to university.
He studied law at the university.
He’s waiting for somebody in the university. (in the building)
❚ These sentences are indeed correct. In British English (but not in American English) the is left out after
to and at when referring to someone attending a university as a student, i.e. when you are not saying
at which particular university he/she was; the is used when it is understood which university is being
spoken about (e.g. the only university in the city the speaker is referring to).
In other contexts the must be used.
He went to the university to see an art exhibition.

LESSON
LINK
6 On/In the list

❚ The use of on the list and in the list is puzzling one of our readers. On the list means included in the list.
I’m sorry, your name isn’t on the list.
Have you packed everything on the list?
❚ It would be possible to use in here, although it would be less usual. In is more logical, but language
doesn’t always obey the rules of logic.
In is normally used with included.
The item wasn’t included in the list.
7 In/On the last chapter

❚ Is it in or on with chapter and unit? The answer is it’s in.
There was an exercise in the previous unit I couldn’t do.
What happens in the next chapter?
On isn’t used in such sentences, but it can be used when it means ‘about’.
We had to comment on the last chapter.
8 The tallest in/of the class

❚ A teacher from Italy wants to know whether someone is the tallest in the class or the tallest of the class.
She also complains that grammar is not very clear-cut. It is certainly true that some areas of grammar
cannot be described through general rules. Some grammar does lend itself to generalization: the
present simple third person singular ends in s, for example, but with prepositions it is often a matter of
learning idiomatic expressions. As far as this particular point is concerned, in is the norm when talking
about groups or places.
Who is the tallest in the class?
Which is the longest river in the world?
❚ Students often use of here. The meaning is clear, but of in this context sounds rather odd. It is not a
serious mistake, though.
However, there are contexts where of is used.
The festival is the biggest event of the year.
I think Claire is the nicest of the three sisters.
This photo is the best of all.
Of is more usual with phrases of time, and it is used with plurals and with all.
9 At/On Platform 2
❚ A Grammar to go reader hesitates between the train at Platform 2 and the train on Platform 2. I’d say at is
much more likely, in British English at least.
The train (now standing) at Platform 2 is the 14 50 for Manchester.
People wait on the platform, and the train is at the platform, and it leaves from Platform 2. In this case
the usage conforms to the normal meanings of at and on as prepositions of place.

1 Be: Present Simple (1)

1 Here are some examples of be in the Present 4 We use be:
Simple: � to say who we are:
Tenses:
present
This is my brother. He’s ten years old. I’m Steve and this is my friend Bill. We’re
I’m a student. These are my books. from Scotland.
They aren’t at home. They’re at the theatre. I’m Janet and these are my sisters. This is
Sandra and this is Patricia. Sandra and
2 We form the Present Simple of be like this: Patricia are doctors.
positive � to talk about the weather:
FULL FORM SHORT FORM It’s cold today.
Singular I am I’m It’s a beautiful day.
you are you’re It’s usually hot here
he/she/it is he’s/she’s/it’s It isn’t very warm today.
Plural we are we’re � to talk about the time:
you are you’re
It’s ten o’clock.
they are they’re
It’s half past four.
negative You’re late!
FULL FORM SHORT FORM
� to talk about places:
Singular I am not I’m not
Milan is in the north of Italy.
you are not you aren’t
John and Mary are in Yorkshire.
he/she/it is not he/she/it isn’t
Plural we are not we aren’t � to talk about people’s ages:
you are not you aren’t My sister is six years old.
they are not they aren’t
3 In speech, we usually use the short forms:

She’s my sister. He’s my brother.
I’m from Italy. They’re German.
Practice
A Maria is from Brazil. She is writing about herself and her family. Put full forms of be
in the gaps.
� I am a student from Brazil.
� My parents are not (not) rich.
1 My father a teacher.
2 My mother (not) Brazilian.
3 She from America.
4 I twenty years old.
5 My little brother two.
6 My older brothers (not) students.
7 They in the army.
8 It often very hot in Brazil.
EE fr
FR
Gram
om
to g mar
o!

EE fr
FR
Gram
om
to g mar
o!
B Now fill these gaps. This time, use short forms of be, as in the examples.
� I’ m a doctor. � I’ m not (not) a bank manager.
1 She (not) a teacher. 6 It eight o’clock.
2 He a student. 7 We from Paris.
3 They at home. 8 We (not) from Bordeaux.
4 They (not) in the park. 9 You (not) twenty-one.
5 It (not) cold today. 10 I twenty-four.
C Choose words from the box to put in the gaps.

He’s She’s They’re It’s (x2) are is We isn’t
� My parents live in Scotland. They’re teachers.

1 New York in England. in America.
2 Paul from Germany. German.
3 My sister is a doctor. thirty years old.
4 six o’clock! are late.
5 Look at the time! Chris and Mary late.
D Look at these pictures. These people are saying who they are. Write sentences,
choosing the correct jobs from the box, as in the example.
a pop star a farmer a bank manager a footballer a dentist a doctor
a policeman an artist a teacher a film star a scientist a photographer
� names: I’m Paolo and this is Federico.

nationality: We’re from Italy.
jobs: I’m a policeman and Federico is a footballer.
1 names:
nationality
jobs:
2 names:
nationality:
jobs:
3 names:
nationality:
jobs:
4 names:
nationality:
jobs:
5 names:
nationality:
jobs:

1 Be: Present Simple (1)

1 Here are some examples of be in the Present 4 We use be:
Simple: � to say who we are:
Tenses:
present
This is my brother. He’s ten years old. I’m Steve and this is my friend Bill. We’re
I’m a student. These are my books. from Scotland.
They aren’t at home. They’re at the theatre. I’m Janet and these are my sisters. This is
Sandra and this is Patricia. Sandra and
2 We form the Present Simple of be like this: Patricia are doctors.
positive � to talk about the weather:
FULL FORM SHORT FORM It’s cold today.
Singular I am I’m It’s a beautiful day.
you are you’re It’s usually hot here
he/she/it is he’s/she’s/it’s It isn’t very warm today.
Plural we are we’re � to talk about the time:
you are you’re
It’s ten o’clock.
they are they’re
It’s half past four.
negative You’re late!
FULL FORM SHORT FORM
� to talk about places:
Singular I am not I’m not
Milan is in the north of Italy.
you are not you aren’t
John and Mary are in Yorkshire.
he/she/it is not he/she/it isn’t
Plural we are not we aren’t � to talk about people’s ages:
you are not you aren’t My sister is six years old.
they are not they aren’t
3 In speech, we usually use the short forms:

She’s my sister. He’s my brother.
I’m from Italy. They’re German.
Practice
A Maria is from Brazil. She is writing about herself and her family. Put full forms of be
in the gaps.
� I am a student from Brazil.
� My parents are not (not) rich.
1 My father a teacher.
2 My mother (not) Brazilian.
3 She from America.
4 I twenty years old.
5 My little brother two.
6 My older brothers (not) students.
7 They in the army.
8 It often very hot in Brazil.
EE fr
FR
Gram
om
to g mar
o!

EE fr
FR
Gram
om
to g mar
o!
B Now fill these gaps. This time, use short forms of be, as in the examples.
� I’ m a doctor. � I’ m not (not) a bank manager.
1 She (not) a teacher. 6 It eight o’clock.
2 He a student. 7 We from Paris.
3 They at home. 8 We (not) from Bordeaux.
4 They (not) in the park. 9 You (not) twenty-one.
5 It (not) cold today. 10 I twenty-four.
C Choose words from the box to put in the gaps.

He’s She’s They’re It’s (x2) are is We isn’t
� My parents live in Scotland. They’re teachers.

1 New York in England. in America.
2 Paul from Germany. German.
3 My sister is a doctor. thirty years old.
4 six o’clock! are late.
5 Look at the time! Chris and Mary late.
D Look at these pictures. These people are saying who they are. Write sentences,
choosing the correct jobs from the box, as in the example.
a pop star a farmer a bank manager a footballer a dentist a doctor
a policeman an artist a teacher a film star a scientist a photographer
� names: I’m Paolo and this is Federico.

nationality: We’re from Italy.
jobs: I’m a policeman and Federico is a footballer.
1 names:
nationality
jobs:
2 names:
nationality:
jobs:
3 names:
nationality:
jobs:
4 names:
nationality:
jobs:
5 names:
nationality:
jobs:

104 Because, in case, so, so that

1 We use because to give the reason for 3 We use so to talk about the result of
something: something:
reason result
Jack is in bed because he’s got the flu. I was in a hurry so I took a taxi.
We couldn’t go out because the weather was Jack has got the flu so he’s in bed.
terrible. The weather was terrible so we couldn’t go
I took a taxi because I was in a hurry. out.
My neighbours were having a party and
We use because of with a noun (e.g. flu,
making a lot of noise so I couldn’t sleep.
weather, noise):
reason 4 We use so that to talk about the purpose of
Jack’s in bed because of his flu. an action:
We couldn’t go out because of the storm. purpose
I couldn’t sleep because of the noise. I took a taxi so that I would arrive on time.
I listen to the news in the morning so that I
2 We use in case when the reason is something
know what’s happening in the world.
that might happen:
Tom goes jogging every day so that he’ll stay
reason fit.
I’m taking an umbrella in case it rains. I took a taxi so that my friends would not
(= I’m taking an umbrella because it have to wait for me.
might rain.) (We can also use to + infinitive to talk about
I’ll phone John now, in case he wants to purpose; see Unit 95.)
come with us.
(= … because he might want to come with
us.)
Practice
A Write each sentence in a different way using the words given.
� Tom didn’t want to go out because he had a cold.
Tom didn’t want to go out because of his cold .
� Take some money because you might need to take a taxi.
Take some money in case you need to take a taxi .
� John and I asked for a drink because we were thirsty.
John and I were thirsty so we asked for a drink .
1 Mary went to bed because she was tired.
so
2 I couldn’t sleep because it was so hot.
the heat.
3 Jill doesn’t like apples so she doesn’t eat them.
because
4 The streets were crowded because of the football match.
there was a football match.
5 I’ll give Jane a key to the house because she might get home before me.
in case
EE fr
FR
Gram
om
PAGE 228 • BUILDING SENTENCES

to g mar
o!
Oxford Practice Grammar Basic PHOTOCOPIABLE © Oxford University Press 2008

B Complete the sentences with because, in case or so, and a phrase from the box.
Use each phrase once.
I’ll take a book to read his passport was out of date

I want to lose weight his wife was ill
she’s at home there is a power cut this weekend
they had to wait for the next one
� They missed one bus so they had to wait for the next one.
1 I don’t know where my sister is, but I’ll try phoning her
2 I’m eating less these days
3 Peter had trouble at the airport
4 It’s a long journey
5 We’ve bought some candles
6 Mr Smith didn’t go to the meeting
C Write out complete sentences from the words in brackets ( ), making any necessary
changes and including so that.
� (Mark/go/swimming every day/he can stay healthy.)
Mark goes swimming every day so that he can stay healthy.
1 (Last week, my brother/lend/me £20/I could buy some new shoes.)
2 (Last month, the Government/pass/new traffic laws/fewer people will have accidents.)
3 (Our school has/open/a new library/we can have more books.)
4 (Ann always/write/everything in her diary/she doesn’t forget her appointments.)
5 (Last Friday, we/leave/home early/we could avoid the morning traffic.)
D If the sentence is correct, put a tick (✓). If it is incorrect cross out any incorrect
words and, if necessary, write in the correct word.
� A: Why are they tired? ✓
B: Because that their long journey. of
1 I can’t come tomorrow, so that I came today.
2 Take a sandwich with you in case you get hungry.
3 Julie had to go to the shops so she needed something for lunch.
4 A: Why are you here?
B: I’m here for have a medical examination.
A: Well, since you’re here, so we can check your teeth as well.
EE fr
FR
Gram
om
to g mar
o! BUILDING SENTENCES • PAGE 229
Oxford Practice Grammar Basic PHOTOCOPIABLE © Oxford University Press 2008

Clauses of time
Oxford Learner’s Grammar is a resource pack of reference and practice
material for intermediate and advanced learners. This lesson consolidates
your students’ knowledge of clauses of time.
Lesson length: 75 mins

Aim: to review the use of clauses of time, including:
1. adverbial clauses of time with conjunction (after, before, as, when, while, once, since, until, etc.)
+ subject + verb (e.g. while you were sleeping)
2. non-finite clauses of time (e.g. after eating, once told)
3. preposition + noun (e.g. before the end of the week).
Preparation:
n Make one copy of Activity worksheet: Clauses of time (1) (from Oxford Learner’s Grammar
Builder pages 200 and 201) for each student, and one copy of Activity worksheet: Clauses of time
(2) for homework.
1. LEAD-IN
n Write this on the board:
get out of bed have breakfast watch TV
(1) WAKE UP
clean my teeth have a shower listen to the radio
Ask the students to think about their typical morning routine. They should tick the actions they do,
then number them to show what order they happen in. If they do two things at the same time, they
can write the same number against them.
n Put the students into pairs or small groups to compare their morning routines. (Don’t mention time
clauses at this stage, and don’t expect the students to use them correctly.) After a minute or so,
close the activity and briefly find out whether students’ morning routines are similar or different.
n Tell the class this lesson is about clauses of time, used for talking about a sequence of events
and for two events happening at the same time. Check that students know the difference in
meaning between these two sentences.
1 I listen to the radio when I’m having breakfast.
2 I listen to the radio when I’ve had breakfast.
Answer: sentence 1 = at the same time; sentence 2 = breakfast, then radio
2. GRAMMAR REVIEW 1: Adverbial clauses of time with conjunction + SV(0)

n Do the two example sentences from exercise 1 on the worksheet with the class to demonstrate how
the exercise works.

n Hand out the worksheet and give the students a few minutes to complete the exercise. Let the
students compare their answers in pairs, then go through the correct answers with the whole class.
Answers: 1 since it opened 2 4 3 when you put 4 after the start 5 4 6 So, having finished
n To clarify the target grammar, look at the six sentences in more detail with the class. First, ask the
students just to focus on sentences 1, 3 and 5. Highlight the form of the correct/corrected
sentences:
CONJUNCTION + S + V (+O)
1 since it opened = since + clause
3 when you put these glasses away = when + clause
5 until the music stops = until + clause
n Ask the students if they can think of other time conjunctions. Write these on the board:
after, before, when, since, once, as, whenever, until / till, as soon as, while
3. REVIEW ACTIVITY 1
n Point out that adverbial time clauses are very common in English, and are used when talking about
past, present and future events.
n See if the students can remember the ending to sentence 1 without looking at their worksheet.
I’ve been to that restaurant once … (Answer: since it opened.) Now can they think of endings for
these variations on sentence 1?:
1 I went to that restaurant when … 2 I’ll go to that restaurant as soon as …

3 I go that restaurant whenever …
Example answers:
1 I went to that restaurant when it first opened. 2 I’ll go to that restaurant as soon as I’ve got
enough money. 3 I go to that restaurant whenever I can.
n Give the students a few minutes to complete exercise 2 on the worksheet to clarify the difference in
meaning between as, when and while. Check the correct answers with the whole class.
Answers: 1 When 2 As 3 When 4 When 5 as / while 6 when 7 as / when 8 When
9 when 10 as / when
4. GRAMMAR REVIEW 2: Two nouns together (1): part of, purpose, place, kind
n Point out that some conjunctions, like after, before, on and since can also be followed by a gerund
(e.g. after eating, on arriving, since leaving.) This is an example of a ‘non-finite clause of time’. They
are more common in written than spoken English.
n A different kind of non-finite clause of time is used in sentence 2:
2 Once built (= Once / When it has been built) = Once + past participle

Once, until, when, whenever and while can be followed by a gerund or a past participle e.g. Wait
until told to proceed. Take care when crossing the road.
n We can sometimes use a participle without a conjunction e.g. Looking out of the window, she noticed
a cat in the garden. When a short action comes before another connected one, we can also use a
perfect infinitive like in sentence 6:
6 having finished = (present participle without a conjunction)
See if the students can transform these sentences using non-finite clause of time:
1 He hasn’t contacted me since he got married.

2 Sue opened the window. She immediately closed it again.
3 Once this product has been opened it must be used within three days.
4 Be careful when you use that chemical.
Answers:
1 He hasn’t contacted me since getting married. 2 Having opened the window, Sue
immediately closed it again. 3 Once opened, this product must be used within three days.
4 Be careful when using that chemical.
6. GRAMMAR REVIEW 3: preposition + noun

Finally, focus on sentence 4:
4 soon after the start of the game = (soon) after + noun
In this sentence after is a preposition, and is followed by a noun. Ask Which time conjunctions seen in
the lesson so far can also be prepositions?
Answer: after, before, since, until / till
See if the students can finish these sentences with appropriate nouns:
1 Take this tablet just before …
2 A lot has happened since …
3 Don’t walk on these streets after …
4 You can keep this book until…
Possible answers:
1 Take this tablet just before … bedtime / breakfast / lunch / dinner.
2 A lot has happened since … last summer / the weekend / this morning.
3 Don’t walk on these streets after … dark / sunset / nightfall / midnight.
4 You can keep this book until … the end of the week / the day / term.

8. EXTRA ACTIVITY
Re-establish the ‘morning routine’ topic from the start of the lesson. Give the students five minutes to
write sentences about their morning routine using the time clauses from the lesson. Check that the
students’ sentences are accurate by going round the class as they work. Invite students to read out
some of their sentences at the end.
9. CONTEXTUALIZED ACTIVITY: True or false?

Write these phrases on the board, then give the task instructions:
having decided to improve my English while walking home yesterday before eating
when I was about five years old as soon as I have enough money after this lesson
(not) until tomorrow since last summer whenever I feel down before I go to bed
Task Instructions:
A. Make sentences about yourself using the phrases on the board. Make some of the sentences true
and the others false e.g. Whenever I feel down I go for a run. I’ll buy a new camera as soon as I
have enough money.
B. Work with a new partner. Read your sentences to your partner. Can she/he guess which are the true
and false sentences?
At the end of the activity, ask students to report back on whether they were good at identifying the false
sentences.
10. EXTENSION ACTIVITY / HOMEWORK

Set exercise 3 on the Activity worksheet: Clauses of time (2).
EXTRA HELP
Do your students need more clarification of adverbial clauses of time?: Direct them to 237 and
238 in Oxford Learner’s Grammar Finder.
Do your students need more clarification of participle clauses of time?: Direct them to 222 in
Oxford Learner’s Grammar Builder and 127 in Oxford Learner’s Grammar Finder.

If you find this story hard to believe, that’s understandable, but it really is true, and it happened
in Glasgow. Two men, one of whom is confined to a wheelchair, decided to steal a television set
from a shop. The able-bodied man went into the shop. Snatching a TV set, he ran out and gave it
to his friend, who held it while being pushed along at speed. The pair managed to travel about a
Grammar to go!
quarter of a mile before police caught up with them.
Lesson Link
1 Write down the two finite adverbial clauses. (They begin with a conjunction and a subject.)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 Write down the

Activity worksheet: Clauses of time (1)
. . . . . . . . . . . . . .
two
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
non-finite adverbial clauses.
. . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
397 Clauses of time ' Finder 238A–B
Some of these sentences are correct, and some have a word missing from them. If a
sentence is correct, put a tick (3) after it. If it is incorrect, put the word in the right place.
' I’d like to talk to you before you go. 3
been
' I was tired after I’d working all day.
1 I’ve been to that restaurant once since opened.
2 Once built, the tunnel will cut an hour off the journey.
3 Be careful when put these glasses away.
4 The player was injured soon after start of the game.
5 You’re supposed to keep dancing until the music stops.
6 So, finished my work, I sat down to watch TV.
398 When, while, and as ' Finder 238C
Put in when, while, or as.
' . . As
. . . . I was chatting away to my friend, the line suddenly went dead.
3B21Version
. . .Number
. . . .7.51a/W the 2door
. . . (May 2001) slammed, the birds
{Jobsin}M11213/OLG all flew away.
Builder 397-406.3d Date: 1/2/05 Time 15:07pm Page 201 of 204
2 . . . . . . . . . . night slowly fell, people were hurrying home.
3 . . . . . . . . . . I ride in a car, I always feel sick.
4 . . . . . . . . . . I was younger, my parents had a farm.
5 I was reading a book . . . . . . . . . . I waited to see the doctor.
6 Debbie always says hello . . . . . . . . . . she sees me.
7 Just . . . . . . . . . . we raced onto the platform, the train pulled away.
200 8396
l Introduction to adverbial clauses
. . . . . . . . . . we finally arrived at our destination, it was after midnight.
9 I was crossing the road . . . . . . . . . . I suddenly saw someone I know.
10 The M11213
atmosphere grew
OUP more
— Oxford and
Learners moreWorkBook
Grammar tense (OLG. . .WB) . . we approached
. . . . . Tradespools, Frome, Somerset the frontier.
399 Clauses of time ' Finder 238
Rewrite each sentence replacing the adverbial phrase with an adverbial clause.
' In wet weather, water comes in through the roof.

. . When
. . . . .it. rains,
. . . . . water
. . . . . .comes
. . . . . in. .through
. . . . . . the
. . . roof.
. . . . . .
1 Tom felt nervous before his appearance on TV.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 We had to wait to the end of the performance.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Our visitors had to leave immediately after breakfast.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 After the death of our cat we felt very sad.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
© Oxford University Press 2011 Photocopiable
5 At twenty I started my first real job.
. . . . . . . . . . . . . . . . . . . . . . . . page 5
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 By the time of our arrival at the hotel, it’ll be midnight.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3B2 Version Number 7.51a/W (May 2 2001) {Jobsin}M11213/OLG Builder 397-406.3d Date: 1/2/05 Time 15:07pm Page 201 of 204

6 Debbie always says hello . . . . . . . . . . she sees me.
7 Activity worksheet: Clauses of time (2)
Just . . . . . . . . . . we raced onto the platform, the train pulled away.
8 . . . . . . . . . . we finally arrived at our destination, it was after midnight.
9 I was crossing the road . . . . . . . . . . I suddenly saw someone I know.
10 The atmosphere grew more and more tense . . . . . . . . . . we approached the frontier.
399 Clauses of time ' Finder 238
Rewrite each sentence replacing the adverbial phrase with an adverbial clause.
' In wet weather, water comes in through the roof.

. . When
. . . . .it. rains,
. . . . . water
. . . . . .comes
. . . . . in. .through
. . . . . . the
. . . roof.
. . . . . .
1 Tom felt nervous before his appearance on TV.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 We had to wait to the end of the performance.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Our visitors had to leave immediately after breakfast.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 After the death of our cat we felt very sad.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 At twenty I started my first real job.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 By the time of our arrival at the hotel, it’ll be midnight.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 It’s a month since your last visit to us.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 Immediately after the start of the film, I realized I’d seen it before.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9 Leanne’s flat was burgled during her holiday.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10 At the exact moment of our departure, my mobile rang.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
400 Clauses of reason ' Finder 239
Combine each pair of sentences without changing their order. Put the word in brackets
either at the beginning or in the middle.
' The player had an injury. He had to leave the field. (due to)
. . Due
. . . .to
. .an
. . injury,
. . . . . the
. . . player
. . . . . .had
. . . to
. . leave
. . . . . the
. . . field.
. . . . . .
' I’m going to move abroad. The weather is so awful here. (because)
. . I’m
. . . going
. . . . to
. . .move
. . . .abroad
. . . . . . because
. . . . . . . the
. . . weather
. . . . . . . is
. . so
. . awful
. . . . .here.
. . . . . .
1 My father gave up his job. His health is poor. (on account of)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 I’d worked all weekend. I had Monday off. (seeing)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 I didn’t buy the coat. It was so expensive. (as)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
399 l Clauses of time 201
M11213 OUP — Oxford Learners Grammar WorkBook (OLG WB) Tradespools, Frome, Somerset

Grammar PDF

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grammar PDF

Uploaded by

Copyright:

Available Formats

OBPG unit 1–38 FP.

qxd 15/08/05 13:47 Page 16

� Don’t wait for me. I’m not coming tonight.

Oxford Practice Grammar Basic PHOTOCOPIABLE © Oxford University Press

20, Sea Parade

TENSES: PRESENT • PAGE 17

Oxford Practice Grammar Basic PHOTOCOPIABLE © Oxford University Press

27 Nouns, verbs, adjectives, etc.

I had a wonderful holiday in Spain last year.

She swims fast, and she can ski well too.

Oxford Practice Grammar Basic PHOTOCOPIABLE © Oxford University Press

� Paul has just started a new job .

C In this text, circle the letters that should be capital letters.

D Say what is the correct place (a to i) to put the word in brackets ( ).

Oxford Practice Grammar Basic PHOTOCOPIABLE © Oxford University Press

146 Conditionals (3)

If + PAST PERFECT + would have

3 The use of the Third Conditional

4 Second and Third Conditionals

PAGE 350 • CONDITIONALS AND WISH to g mar

Oxford Practice Grammar Intermediate PHOTOCOPIABLE © Oxford University Press 2008

we would have won

B Third Conditional (1–3)

C Second and Third Conditionals (4)

1 Rita: Is Trevor a practical person?

2 Tom: Why are you sitting in the dark?

CONDITIONALS AND WISH • PAGE 351

Oxford Practice Grammar Intermediate PHOTOCOPIABLE © Oxford University Press 2008

to test and ﬁx all your mistakes:

Lesson length: 50-60 mins

© Oxford University Press 2011 Photocopiable page 1

- Then we’ll be able to get married.

- I can’t decide which jacket suits me best.

© Oxford University Press 2011 Photocopiable page 2

5. CONTEXTUALIZED ACTIVITY: Lucky escapes and brilliant minds

can (4) could (4) could (X)

© Oxford University Press 2011 Photocopiable page 3

it has the answers. Test it Fix it

109877-Test it Fix it pp 58-85 16/02/06

Activity worksheet: Ability

Activity worksheet: Lucky escapes and brilliant minds

b answer all his questions about painting. In 2010 he was able

h 1 Escape from a crocodile

j The next Picasso?

c 1 Trapped in the snow

g to help him out of the snow.

j ‘Seeing’ with his ears

© Oxford University Press 2011 Photocopiable page 5

Unjumbled stories A and B:

Escape from a crocodile

The next Picasso?

answer all his questions about painting. In 2010 he was able

Unjumbled stories C and D:

Trapped in the snow

to help him out of the snow.

‘Seeing’ with his ears

© Oxford University Press 2011 Photocopiable page 6

to test and ﬁx all your mistakes:

Lesson length: 50-60 mins

© Oxford University Press 2011 Photocopiable page 1

- Then we’ll be able to get married.

- I can’t decide which jacket suits me best.

© Oxford University Press 2011 Photocopiable page 2

5. CONTEXTUALIZED ACTIVITY: Lucky escapes and brilliant minds