AR Pre- Intermediate Grammar Pack

UNIT 2.1. STATIVE/DYNAMIC VERBS WITH DIFFERENT MEANINGS

A number of verbs can refer to states or actions, depending on the context.

The first sentences express state verbs, mostly an opinion or possession. When it is a mental state, we
use present simple. In the second examples the speaker is actively processing about something. It is an
action in progress, so we use present continuous.

Some examples are:

• think He's being very unhelpful. (action – he is

I think it's a good idea. (state – opinion)
Wait a moment! I'm thinking. (action – trying to
make a decision on something/ considering )
• have
I have an old car. (state – possession)
I'm having a quick break. (action – having a
break is an activity)
• see
Do you see any problems with that? (state –
opinion)
We're seeing Elisa tomorrow afternoon. (action
– we're meeting her)
• be
He's so interesting! (state – his permanent
quality)
temporarily behaving this way)
• taste
This coffee tastes delicious. (state – our
perception of the coffee)
Look! The chef is tasting the soup. (action –
tasting the soup is an activity)
• smell
The meat smells of smoke. (state – our
perception of the meat)
She’s smelling the flowers. (action – smelling
the flowers is an activity)
• look
This birthday cake looks like a real car! (state –
the appearance)
The boy looks at the Ferrari on the street for
almost an hour, he admires it. (action- direct
your eyes in order to see)

A. Exercises – Choose the correct answer.

1. Are you making bread? It _____ 6. They _________ a lawyer at the

amazing. moment. They have a few problems.
a. smells a. see
b. 's smelling b. are seeing
2. Why ___ you _______ the milk? Isn’t 7. I __________ a Spanish dictionary in
it good? my bag. I can give it to you.
a. are/ smelling a. have
b. do/smell b. am having
3. Why ___ you _____ in that direction? 8. X. Do you want to come with me to
a. are/looking Bursa or do you want to go to Edirne
b. do /look with them?
4. You ____ tired. Y. Wait a minute, I _____.
a. are looking a. think
b. look b. am thinking
5. This meatball _____ like chicken, I like 9. You ___ so selfish, why don’t you help
it. us right now when you have time?
a. is tasting a. are
b. tastes b. are being
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10. Bella ___ childish when you compare a. is being
her to her other classmates. Her b. is
teachers always call her parents to
school.
2.2. RELATIVE Clauses with Whose

We use “whose” as the possessive form of who:

“This is George, whose brother went to school with me.”

Meaning: This is George. His brother and I went to school together.

• The woman whose name is Greek is the guest speaker. (Her name is Greek. She is the
guest speaker.)
• The woman whose son you met is the guest speaker. (You met her son. She is the guest
speaker)
• The man whose dog bit me last week called me to say sorry. (The man has a dog. It bit
me last week and the man called me to say sorry.)
• A new girl whose eyes are stunning, attended the course. (A new girl attended the
course. Her eyes are stunning.)

A. Rewrite. Please do the exercises as shown in the example.

Example: We bought a house. Its door is red.

“We bought a house whose door is red.”

1. This is Emily. Her brother is my neighbour.

_______________________________________________.
2. The kid is crying. Her pencil is stolen.
_______________________________________________.
3. The house belongs to me. Its roof is very old.
_______________________________________________.
4. The dog is playing with the kids. The dog's / its owner lives next door.
_______________________________________________.
5. The man is a doctor. His TV show is entertaining.
_______________________________________________.
6. The man is a doctor. We watch his show.
_______________________________________________.
7. The woman is going to be the CEO of the company. Her husband is from Uruguay.
_______________________________________________.
8. The woman lives next door. We chatted with her husband.
_______________________________________________.

Direct /Indirect Object with Relative Clauses

An adjective/relative clause can be used to modify the direct object in the principle clause.
Example:

I took the coffee that Anne offered.

DO
An adjective clause can be used to modify the indirect object in the principle clause.
Example:

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We wrote our friend who is in Greece a letter.

IO DO
• Direct object RC ------àthe money
He lost the money. I gave the money to him.
He lost the money that I gave to him.
• Indirect object RC-------à the boy
Bill is the boy to whom I gave the trophy.
IO S DO
Extra: Relative pronoun comes from the indirect object position following the preposition to
or for. For example:

The girl who/that we gave the cake to is Ahmed’s sister.

IO S DO

A. Rewrite the sentences using relative pronouns.

A. Lucy called the doctor. My mother knows the doctor.
Lucy ________________________________________________________
B. This is a camera. He gave his daughter the camera for Christmas.
This is the camera_________________________________________
C. The car was stolen. My father gave me the car.
The car__________________
_______________________________________
D. The man was arrested. I reported the man to the police.
The man ________________________________________________________
E. There is a girl. She is a lawyer. I lent my jacket to her.
The girl whom _______________________________________________________
F. There is a person at the bar. He is a footballer. I poured a drink for him.
The person whom ___________________________________________________

3.2. WHEN/WHILE/ AS

As, when and while are conjunctions. In some uses as, when and while can mean the same, but
they can also have slightly different meanings. We use them to introduce subordinate clauses.

We can use as, when and while to mean ‘during the time that’, to connect two events happening at
the same time:

ü Another coach-load of people arrived as we were leaving.

We often use them with the past continuous to refer to background events:

ü When the men were out working in the field, I helped with milking the cows
ü While he was working, he often listened to music.

We can put clauses with as, when and while before or after the main clause. When they come
before the main clause, we use a comma:

ü As she was leaving the court, a crowd of photographers gathered around her. (before
the main clause, followed by a comma)
ü Steven was very unhappy when things weren’t going well for him.

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ü Lucy came into the room while he was waiting.

In detail, two most commonly used conjunctions are “when” and “while”. While “when” conjunction
has the meaning of a completed action, “while” is more like a sustained action.

Generally, both “when” and “while” conjunctions are related to past tense. Whereas “while”
emphasizes an act in certain times or continues in a determined time frame, “when” is used for
actions in the past that do not last or instant actions.

While

The “while” conjunction is used for expressing the two actions that continue in the past.

Ø These are the sentences in which the same or different objects carried out an action
while an action is on-going in the past and that interrupts or intervenes with the first
action.

Example:

§ While I was making a birthday cake, a bee flew in the kitchen through the open window.

§ While I was making the birthday cake, I poured a glass of salt instead of sugar into it.

Ø The second action will happen while the first one happens. And this will disrupt the
continuity of the first action. The important thing here is this: while the continuous
action (to make a cake) is represented with Past Continuous Tense, the short-term action
(to flow in / to pour) is defined with Simple Past Tense.

So, the formulation of actions in this sentence can be summarized as follows:

§ (While) + (Past Continuous Tense) + (,) (Simple Past Tense)

§ (Simple Past Tense) + (while) + (Past Continuous Tense)

The same sentence can be rewritten as in the second formulation when “while” and emphasized
clause are consecutive.

§ A bee flew in the kitchen through the open window while I was making a birthday cake.

§ I poured a glass of salt instead of sugar into the birthday cake while I was making it.

While and Two Long-Term Actions

The second case with Past Continuous Tense and “while” is used for describing two actions
sustained by two different objects in the same time frame. Since two actions that meet this
condition are continuous, or since they are long-term actions, both of them are expressed in Past
Continuous Tense.

Example:

§ While I was relaxing at the hotel, Tom and John were surfing over the waves.

§ Phil was trying to mend his car while his brother was curiously watching him.

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§ Flight attendants were checking our tickets while we were gazing at the control panels in
front of us.

§ While I was a taking shower, my mother was cleaning the attic.

§ My mother was cleaning the attic while I was taking a shower.

The second formulation can be summarized as follows:

§ (While) + (Past Continuous Tense / Action-1), + (Past Continuous Tense / Action-2)

§ (Past Continuous Tense / Action-1) + (While) + (Past Continuous Tense / Action-2)

Using As Instead of While

The third formulation for “while” and Past Continuous Tense include sentence in which “as”
conjunction is used instead of “while”.

Example:

§ As they were walking along the street, they met a fantastic view of a shining Christmas
tree.

§ As I was waiting for the bus, I met my best school friend.

In both examples, “as” conjunction can be used instead of “while”. Both conjunctions are placed
before the long-term action or before the action interrupted by the other one. Thus, these
emphasize the continuity.

When and Simple Past Tense

You need to remember that while “when” is similar to “while” conjunction, it has a wider usage
area. These areas can be summarized with three different formulations:

1. As you can see in “while”, “when” has an important function to compare two short- and
long-term actions in English. But the tip here is that short-term action is used in Simple
Past Tense and the “when” conjunction is placed before the action to emphasize this
action. The comma in “while” is also a valid property for “when”

Example:

§ When the doorbell rang, I was sleeping.

§ John was playing the guitar when Linda came in.

(When) + (Simple Past Tense) (,) (Past Continuous Tense)

(Past Continuous Tense) + (When) + (Simple Past Tense)

2. The second case is using the “when” conjunction to emphasize the order of two short-
term actions. Here, the “when” conjunction emphasizes the first continuous action rather
than interrupting actions.

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Example:

§ When they went into the room, they saw the surprise.

§ When the teacher summoned me, I put down my pen and handed my exam paper.

§ (When) + (Simple Past Tense) (,) (Simple Past Tense)

3. The third and the last case is using the “when” conjunction to connect an action with
another past action to express a past time frame. This conjunction determines the past
tense of another action instead of using adverb of time.

Example:

§ Mike used to speak four languages when he started primary school.

§ When Mike started primary school, he used to speak four languages.

§ (When) + (Simple Past Tense),+ (Simple Past Tense/Modal/Used to)

A. Fill in the blanks with when/while or as. Sometimes more than one correct answer is
possible.
1. My friend Harry fell off the ladder _____ he was painting the ceiling of his room.
2. My sister was waiting for me at the airport terminal _____ I arrived.
3. A few nights ago, I was reading a book _____ suddenly I heard a noise outside. A few
teenagers were playing loud music.
4. The fire was still burning _____the first fire fighters arrived at the scene.
5. My brother was looking for a job when he came across an interesting ad in the
newspaper.
6. My sister was wearing a bright summer dress _______I saw her at the performance.
7. Our housekeeper broke the vase. ______ she was picking up the pieces, she cut her
middle finger.
8. She was a great skier ______ she was young.
9. I met an old friend in town ______ I was doing the shopping.
10. ______ the children were playing with others my husband and I decided to have a cup of
coffee.
11. I was taking my dog for a walk in the park _______ suddenly another dog attacked him.
12. _______ I came back from town, everyone was at home. ________ mum was correcting

some homework, dad was washing the car.

B. Choose the correct options.

1. I listened / was listening to the radio when I heard / was hearing this fantastic song.
2. When the teacher said / was saying ‘Stop!’, I still tried / was still trying to finish the
last question.
3. I feel really silly! While I danced / was dancing, I fell / was falling and broke / was
breaking my elbow.
4. Tim played / was playing a computer game when his mum called / was calling him for
lunch.
5. I looked / was looking for a file on my memory stick when I noticed / was noticing there
was a virus.

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6. Ron found / was finding a really interesting website about dance music while he surfed /
was surfing the internet.
7. My mum had / was having breakfast near the computer when she spilled / was spilling her
cup of coffee on the keyboard.
8. When you saw / were seeing me yesterday, I didn’t go / wasn’t going to school, I went /
was going to the doctor’s – I felt terrible.
9. How many pictures did you take / were you taking while you travelled / were travelling
around Ireland?
10. Why did you chat / were you chatting to Philip while I tried / was trying to tell you
something really important?

3.2. PAST PERFECT TENSE

“Past perfect Tense” (had + past participle) is used to indicate the order of two past events. It
specifically refers to the earlier action that happened first while the past simple shows the second
action.

Ex: When the police arrived, the thief had escaped.

Note that it doesn't matter in which order we say the two events. The following sentence has the same
meaning.

Ex: The thief had escaped when the police arrived.

Note that “the past perfect tense” is formed by using the auxiliary verb “had” together with the “Verb3
(past participle)”.

Ex: I / you / we / they / he / she / it / had met him before he became famous.

Note that if there's only a single event in the past, we cannot use the past perfect even if it
happened a very long time ago.

Ex: The Romans spoke Latin. (NOT The Romans had spoken Latin.)

In other words, we cannot use past perfect tense with specific past time words such as “two years ago,
last year, in 1888”. Instead, we use past perfect tense to combine two past events by using time
sequencers such as “before, after, when, by the time, until etc”.

Ex: I’d never met anyone from California before I met Jim.

She'd published her first poem by the time she was eight.

We'd finished all the water before we were halfway up the mountain.

Had the parcel arrived when you called yesterday?

After they had done their homework, they went out.

I didn’t say anything until she had finished talking.

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Note that unclear time expressions such as “already, for, since, just and yet” may also be used in the
past perfect, as they are in the present perfect tense.

Ex: When we arrived, they had already gone.

By the time they moved, they had lived there for ten years.

A. Fill in the correct form of the past perfect simple or past simple.

1. After the company _____Jane, she started to work on her first project. (hire)

2. _____you _______ the news before you saw it on TV? (hear)

3. Mike didn’t want to see the movie because he _______ the book yet. (not read)

4. The match ______ already _______when we _______ the stadium. (begin / enter)

5. Until Mary ________ Mark, she ____ never ______in love. (meet, be)

6. Bill __________ for years before he finally _______. (smoke/ quit)

7. _______ Sara ever _______to London by herself before then? (drive)

8. How many fish ______ the boys _____ by the time it started raining? (catch)

9. When you called, ___________________ dinner? (they / eat)

10. When ______________ ? (they / arrive)

B. Rewrite the sentences using the words in brackets in the correct tense.
1. First, I had a shower. Then, I went to sleep.
(BEFORE) _____________________________________________

2. I lived there for ten years. In our 11th year, we moved to Istanbul.
(When) _______________________________________________

3. We paid the bill. Then, we left.

(AFTER) ______________________________________________

4. Doris got to the party. Unfortunately, everyone went home before him.
(By the time) __________________________________________

5. First, she cleaned up the mess. Then they came home.

(BEFORE) _____________________________________________

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3.2. BEFORE / AFTER (PAST SIMPLE & PAST PERFECT)

before or after

We use before (earlier than) and after (later than) as conjunctions to join an adverb clause to an
independent clause. They are used to indicate when something happens in the past, present or future. Each
of them is a subordinating conjunction and they introduce a dependent clause and can be used at the
beginning or in the middle of a sentence.

Ex: After they had done their homework, they went out.
Ex: She had washed her face before had dinner.

before

“Before” is a subordinating conjunction that means earlier than the time or event mentioned in the main
clause. Note that we often prefer “before” as a signal word for past simple to mention the second action
that was completed following the first one. In other words, it suggests that the second event happened
soon after the first one. The before clause indicates the second action and can be at the end or at the
beginning of the sentence.

Before + Past simple, Past Perfect

Past Perfect before + Past Simple

Ex: Before Marry went to the zoo, she read a lot about the lions.
Ex: Marry had read a lot about the lions before she went to the zoo.

after

“After” is a subordinating Past Perfect conjunction that means “later than” and “next in time or place”. So,
we often prefer “after” as a signaling conjunction for past perfect to mention the first action had been
completed before another action began (the new action is in Simple Past). In other words, “the after clause”
indicates the first action and can be at the end or at the beginning of the sentence.

After + Past Perfect, Past Simple

Past Simple after + Past Perfect

Ex: After we had talked on the phone, I wrote down her telephone number.
Ex: I wrote down her telephone number after we had talked on the phone.

“Before” and “after” can also be used as prepositions with nouns and gerunds at the end or at the beginning
of the sentence.

Ex: They didn’t see each other after the party.

Ex: Before moving to England, she lived in Paris.

When the tenses in dependent and independents sentences agree, other tenses than simple past and past
perfect can also be used.

Ex: I will call you after I reach the airport.

Ex: Before I saw you in the morning, I sent her a mail.

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A. Fill in the gaps using “before” or “after”

1. The removal van unfortunately arrived ___________ they had finished packing.

2. I had run about 1 km ___________ I finally caught the bus..

3. She gave everyone a present ___________ she left.

4. ___________ I had switched the alarm clock off, I turned around and fell asleep again.

5. ___________ starting to work, I jog for at least half an hour.

6. ___________ they had eaten their lunch, they took a little nap.

7. I will help ___________ I finish my meal.

C. Put the verbs into “Past Simple” or “Past Perfect”.

1. Before that day in the winter, he _____________ (never see) snow in his life.

2. After I___________ (leave), I _______ with him on my way to work. (come across).

3. Before she ___________ to learn English (start), she __________ (already learn)

French.

4. He ___________ his friend (call) after he __________ (hear) the news about him.

5. I ___________ her for a long time (know) before I ________ her family (meet).

6.1. COMPARATIVE - SUPERLATIVE ADVERBS

Comparative Adverbs

We can use comparative adverbs to show change or make comparisons:

I forget things more often nowadays.

She began to speak more quickly.
They are working harder now.

We often use than with comparative adverbs:

I forget things more often than I used to.

My sisters usually work harder than me.

Superlative Adverbs

We can use superlative adverbs to make comparisons:

His ankles hurt badly, but his knees hurt worst.

It rains most often at the beginning of the year.

We make comparative and superlative adverbs using the same rules as for comparative and
superlative adjectives. For example:

One syllable: Jill works fast. > faster > fastest

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One syllable ending in –e: They arrived late. > later > latest
Two or more syllables: Alan finished the test quickly. > more quickly > most quickly
well: She speaks English well. > better > best
badly: She speaks German badly. > worse > worst
far: He'll go far. > farther/further > farthest/furthest

A. Exercises. Choose the correct option.

1. It was the ____________ attempted stunt I had ever witnessed.
A. dangerously
B. more dangerously
C. most dangerously

2. The students arrived for class ____________ than ever before.

A. cheerfully
B. more cheerfully
C. most cheerfully

3. Most people are ____________ nervous in a dentist’s office than in a doctor’s office.
A. obviously
B. more obviously
C. most obviously
4. Of all the teachers I’ve ever had, Miss Bell yelled the ____________ in class.
A. frequently
B. more frequently
C. most frequently
5. She drives that station wagon ____________ than I.
A. quickly
B. more quickly
C. most quickly
6. Terry looked ____________ at the sign than Bob did.
A. cautiously
B. more cautiously
C. most cautiously

6.2. PRESENT PERFECT TENSE WITH RECENT EVENTS

We use the present perfect tense to report events that happened in the recent past. The
effect(s) or results of the recent event is still felt or seen in the present.

Examples:

o I have made you a cup of tea. (It is on the table ready to drink)
o He has cut his finger. (It is bleeding and still affected by injury.
o Someone has opened the window. (the window is open, and it is cold inside)
o Tom has broken his leg. (his leg is broken, and he can't walk)

A. Fill in the blanks with perfect tense.

a) _____________(I / turn) the TV off. I'm going to bed.

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b) Oh good! The receptionist _____________ (send) us some more towels.

c) (We / wash) ________________ the floor. It's clean now.
d) (They / make) _________________ some sandwiches. They're on the table.
e) (He / cook) ____________________ the sausages. They're ready to eat.
f) (You / do) _______________ the washing up. Great!

B. Fill in the blanks with present perfect tense using appropriate/meaningful verbs.
1. A: Could I borrow that book some time? It looks really interesting.
B: Sure, you can borrow it now. I _______________it.
2. A: Why isn't Ben at work today?
B: He's in hospital. He ______________________ his leg!
3. A: Would you like some more ice cream?
B: No, thanks. I __________________________ enough.
4. A: Are you all right?
B: No, I'm not. I think somebody ___________________ my bag!

7.1 WILL / WON’T, SHALL and Other Uses (decisions, offers, promises)

We use will/won’t + infinitive for making instant decisions, offers and promises. They are same
for all types of subjects. Don’t forget, when an offer is a question, we use Shall I…?.

a. Decisions: - I won’t come with you.

- I’ll have a burger.

b. Offers: - I’ll open the door for you.

- Shall I help you with the cooking?

c. Promises: - I’ll always love you.

- I won’t tell anybody.

Match A’s sentences with B’s sentences

1. A: I need some money. ___ a. B: I won’t tell anybody.

2. A: This exercise is really difficult. ___ b. B: I’ll show you how to make it.
3. A: I have a terrible stomach ache. ___ c. B: I’ll give you £50.
4. A: There are two men shouting in the garden. ___ d. B: I’ll take you to the doctor’s.
5. A: I don’t know how to make a cake. ___ e. B: Shall I call the police?
6. A: I have a secret. ___ f. B: Shall I help you with it?

7.2. POSSESIVE PRONOUNS

We use possessive pronouns to talk about possession, but what is the difference between
possessive adjectives and possessive pronouns?

Subject Pronouns Object Pronouns Possessive Adjectives Possessive Pronouns

I me. my mine.
You you. your yours.
He him. his his.
She her. her hers.

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It can see. He helps it. This is its house. It’s its.

We us. our ours.
They them. their theirs.

- As you see in the table possessive adjectives always requires a noun to use with them like my
book, your pencil, but possessive pronouns include both possession and the noun, so we use them
without a noun, and also without any articles.
- Whose book is it? It’s my book. It’s mine.
- Whose cat is it? It’s her cat. It’s hers. It’s Ayşe’s.
- Is that the ours? Is that ours?

Circle the Correct Form

1. This isn’t my/mine pencil. Is that your/yours?

2. Is this your / yours towel? It’s not my / mine. It must be Tim’s.
3. These are our / ours new suitcases.
4. We showed them our / ours holiday home.
5. These books are mine / the mine.
6. Where’s Lisa? I think these are her / hers.

7.2. REFLEXIVE PRONOUNS

- We use reflexive pronouns (myself, yourself) when the subject and object are the same people.
- It’s important that they are allowed to enjoy themselves.

- We also use ‘by’ with reflexive pronouns to mean alone.

- My son likes playing by himself.

- We also use reflexive pronouns to emphasize that we do something instead of someone else
doing it for us.

- Ayşe cleaned the house herself.

Subject Pronouns Reflexive Pronouns

I myself
You yourself
He himself
She herself
It itself
We ourselves
You yourselves
They themselves

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Circle the correct form.

1. My brother helped me / myself with my homework.

2. He sometimes tells him / himself a joke to have fun.
3. My daughter always does her / hers homework her / herself.
4. Some people like travelling by them / themselves.
5. I usually cut my daughter’s hair herself / myself.
6. My birthday party was great. All the kids enjoyed them / themselves.
7. I want to teach my daughter English herself / myself.
8. My mother made my jumper her / herself.
9. My parents always help me / myself with my school expenses.
10. I always try to encourage my students to find out new things themselves / them.

8.3. PREPOSITIONS OF MOVEMENT

Prepositions of movement (a.k.a. prepositions of direction) show movement from one place to
another place. These prepositions always describe movement and we usually use them with verbs
of motion. The most common preposition of movement is the preposition to, which describes
movement in the direction of something, for example:

• How do you go to work?

• He drove to London in five hours.
• Nobody came to the party.

Prepositions of Movement list

Here is a list of the most common prepositions of movement, with example sentences for each
one:

Across: movement from one side to the other side of something

• It took us three days to drive across the desert.

• The dog ran across the road and nearly got hit by a car.

Along: movement of something in a line that follows the side of something long.
• We went for a walk along the beach at twilight.
• They rode along narrow country lanes.

Into: movement to an enclosed space; movement resulting in physical contact

• He got into the car and closed the door.
• The car crashed into the wall.

Out of: indicating the enclosed space where a movement begins

• Take your hands out of your pockets and help me!

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• He went out of the room to smoke a cigarette.

Complete the sentences with into, out of, along and across.
1. James Bond came _______ the room and took his gun out of his pocket.
2. The prisoners ran _______ the grass and escaped under the fence.
3. Mr. Fox is going _______ the tent to have some sleep.
4. The students are going _______the classroom because their teacher has dismissed the
class.
5. We both jumped _______ the swimming pool at the same time.
6. The first person to swim _______ the English Channel was Mathew Webb, in 1875.

9.1. ZERO CONDITIONAL AND SHOULD IN FIRST CONDITIONAL

We can make a zero conditional sentence with two present simple verbs (one in the 'if clause'
and one in the 'main clause')
If + present simple, present simple.

• If water reaches 100°C degrees, it boils.

• If people eat too much, they get fat.
• If you touch fire, you get burned.

Extra: “should” in first conditional

When the speaker want to give advice on a condition, main clause may include should.
If+ present simple, should+ V1.

• If you want to be successful, you should study very hard.

• If he feels bad at night, you should call the doctor.
• You should see the manager if you want to fix this problem.

A. Match the halves of the sentences below.

1. If I have a headache, ( ) a. They die
2. I feel terrible ( ) b. You feel nervous
3. If you drink too much coffee, ( ) c. If you don´t do enough exercise
4. If flowers don´t get any water, ( ) d. I usually take some aspirin.
5. You put on weight ( ) e. If I don´t get 8 hours of sleep a night

A. Write the zero conditional sentences using prompts.

Example: (not / rain / the flowers / die)
If it doesn’t rain, the flowers die.

1. (I / wake up late / I / be late for work)

_______________________________________________________________

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2. (my husband / cook / he / burn the food)

_______________________________________________________________

3. (Julie / not wear a hat / she / get sunstroke)

_______________________________________________________________

4. (children / not eat well / they / not be healthy)

_______________________________________________________________

5. If you _____________ to be late, you ______________ now. ( not want / leave)

6. If you ____________ the road, you ___________ for help. (not know/ ask)

10.2. THE PASSIVE - DIRECT/INDIRECT OBJECT PRONOUNS AND WORD ORDER

1. Some verbs can have 2 objects, usually a thing (the direct object) and a person (the
indirect object). If the direct object is a noun, we usually use verb+ indirect object+
direct object.
He gave me some money.
IO DO
I’m going to lend her my camera.
IO DO
They’ve shown their friends their new flat.
IO DO
I’ll send you an email.
IO DO
We bought our father some books.
IO DO
2. If the direct object is a pronoun, we usually use verb+ direct object+ indirect object,
with either for or to before the indirect object-it depends on the verb.
He gave it to me.
DO IO
I’m going to lend it to her.
DO IO
They’ve shown it to them.
DO IO
I’ll send it to you.
DO IO
We bought them for him.
DO IO

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INDIRECT OBJECTS AS PASSIVE SUBJECTS

ACTIVE: I gave him some money yesterday.

Passive 1: He was given some money
yesterday. ACTIVE: I offered her a glass of wine.
Passive 2: Some money was given to him Passive 1: She was offered a glass of wine.
yesterday. Passive 2: A glass of wine was offered to
her.
ACTIVE: She lent me a bicycle last week.
Passive 1: I was lent a bicycle last week. ACTIVE: They showed their friends the new
Passive 2: A bicycle was lent to me last flat.
week. Passive 1: Their friends was shown the new
flat.
ACTIVE: They usually send an email to me on Passive 2: The new flat was shown to their
my birthday. friend.
Passive 1: An email is usually sent to me on
my birthday.
Passive 2: I am usually sent an email on my
birthday.
D. Change the active to the passive. Make two passives for each.

1. John gave a bar of chocolate to Jill.

a:________________________________________________________________
b:________________________________________________________________

2. I lent a pencil to Graham.

a:________________________________________________________________
b:________________________________________________________________

3. Fiona told the truth to Julian.

a:________________________________________________________________
b:________________________________________________________________

4. They offered the job to Simon.

a:________________________________________________________________
b:________________________________________________________________

5. The boss showed the new computer to Anna.

a:________________________________________________________________
b:________________________________________________________________

6. Julie taught the grammar to the students.

a:________________________________________________________________
b:________________________________________________________________

7. I sent the email to John.

a:________________________________________________________________
b:________________________________________________________________

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8. Lucy threw the ball to the child.
a:________________________________________________________________
b:________________________________________________________________

9. Sophia sold the car to a doctor.

a:________________________________________________________________
b:________________________________________________________________

10. I asked the question to David.

a:________________________________________________________________
b:________________________________________________________________

11.2. USED TO /WOULD

We can also use ‘would’ to talk about repeated past actions.

• Every Saturday I would go on a long bike ride.
• My teachers would always say “Sit down and shut up!”
• We would visit my grandmother every summer when I was little.

Often either ‘would’ or ‘used to’ is possible. Both of these sentences are possible.
• Every Saturday, I would go on a long bike ride.
• Every Saturday I used to go on a long bike ride.

However, would can be only be used for past actions, not situations.
• France would have a king. France used to have a king.
• In the past, we used to love to eat ice cream. We would love to eat ice cream.
• In the past ice cream used to be a luxury. Ice cream would be a luxury.
For each of the following sentences, choose either "used to" or "would". If both are possible, use
"would".

1. Do you remember how your Uncle David __________ sit in that chair and smoke those
disgusting cigars.

2. Your mother __________ have a Yorkshire Terrier when she was a young girl, didn't she?

3. For years, they __________ go on holiday to the Rockies, but then it became very fashionable
and, hence, expensive.

4. Years ago, I __________ write a diary every day but then I got bored with doing it and I
stopped. Maybe it was my life that was boring!

5. At the start of their marriage, they __________ be very happy - but then it all went wrong!

6. You __________ spell so well. Whatever happened?

7. When I was five, I __________ be able to do incredible gymnastics. Now I can't even touch
my toes.

8. Before getting my driving license, I _________ ride a bicycle everywhere.

11.3 WORD ORDER OF PHRASAL VERBS

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A phrasal verb is a combination of a verb and a particle (it can be a preposition or an adverb), e.g. get
up, turn off, put on, look for. You should always keep in mind that they can be:
a. Type 1: Intransitive (they can’t take an object) e.g. sit down, get up
- Do you get up early in the morning?

Some examples for type 1 phrasal verbs: set off, go off, check in, be over, get up, go away, go back, sit
down, stand up, wake up, go out.

b. Type 2: Transitive (they can take an object) and separable (a noun can go between the verb and the
particle). And if it takes an object pronoun like me, you, us, it, them, they always go in the middle.
- Put on your coat. Put your coat on. Put it on.

Some examples for type 2 phrasal verbs: give up, throw away, turn down, turn up, look up, fill in, find
out, take off, put on, call back, drop off, give back, pay back, pick up, put away, send back, take back,
take out, try on, turn on, turn off, write down.

c. Type 3:Transitive (they can take an object) but inseparable (a noun can’t go between the verb and
the particle.
- I’m looking for my glasses. I’m looking for them.

Some examples for type 3 phrasal verbs: go on, get on/off, get on with, run out of, look forward to,
look for, look round, look after.

Circle the correct form. If both are correct, put a tick at the end.

1. It was a long journey, so we ran out of petrol / ran of petrol out.

2. It’s hot inside. Why don’t you take your jacket off / take off your jacket?
3. These jeans are nice. Can I try them on / try on them?
4. I always get off the bus / get the bus off one stop early to lose weight.
5. If you are not watching, please turn off the TV / turn the TV off.
6. When my mother goes to work, my older sister looks after my brother / looks my brother after.
7. I’m in a hurry. Can you drop me off / drop off me to the school.
8. There is a pencil under your desk. Please pick the pencil up / pick up the pencil.

12.2 INFINITIVE WITH A QUESTION WORD

To remind you, after certain verbs, we use either gerunds (verbing) or infinitives (to +Verb) as the object of the
main verb.

Ex: I enjoy swimming.

We decided to leave.

Question Word + to Verb (Infinitive)

When the subject of the main verb is the same as the one of the indirect speech starting with a question
word, we can reduce the subject of the indirect speech and use to + Verb following a question word. In other
words, a question word can be used before a to-infinitive to express an indirect question.

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Ex: We don't know where to put the sofa. (where we should put the sofa)
No one could tell me how to start the engine. (how I should start the engine)
I had no idea what to write my home paper about. (what I should write my home paper about)

Note that some certain verbs such as “ask, decide, explain, forget, know, show, tell, understand” can be
followed by a question word such as “where, how, what, who, when or whether” + the ‘to-infinitive’.

Ex: She asked me how to use the washing machine.

Tell me when to press the button.
I can’t decide whether to wear the red dress or the black one

A. Look at the questions and then complete the paragraph about a man coming out of prison. Use a
question word and a to infinitive.

How should he start a new life? How can he find somewhere to live?

What should he do? What can he expect?

Who can he contact? Where should he go?

This man will have problems when he leaves prison. He needs advice on how to start a new life. After a

long time in prison, he isn't sure (1)_____________ in the outside world and he has no idea (2)

______________. He doesn't know (3) _____________________ either. But he won't be

completely alone. A social worker will advise him (4) ________________. So,he'll know (5)

__________________ if he needs help.

12.3 S0 and NEITHER/NOR + AUXILIARIES

“So” and “Neither/Nor” are used to show agreement with the previous sentence.
SO “So” is used to show agreement with affirmative (positive) sentences.

So + Auxiliary + Subject (pronoun)

Note that the auxiliary in the response must agree with the verb tense in the
original statement.

It is similar to using “too” at the end of a sentence.

Ex: Tim wants to go and so does Mike. (= Mike want to go, too.)

Ex: Speaker A: “Alex went to the party.”

Speaker B: So did she. (= She went to the party, too.)

NEITHER / NOR “Neither” is used to show agreement with negative sentences.

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“Neither” can be replaced by “Nor” with no change in meaning.

Neither / Nor + Auxiliary + Subject (pronoun)

Note that the auxiliary needs to agree with the verb tense in the original
statement.

It is similar to using “either” at the end of a sentence.

Ex: A: I don't understand Spanish.

B: Neither/Nor do I. (= I don't understand Spanish, either.)

Ex: A: I cannot swim.

B: Neither/Nor can I. (= I can't swim, either.)

When the speaker agrees with a statement in a complex sentence, main clause (not the subordinate)
should be taken into account.

Ex: I would forgive her if she apologized to us.

So would I.

Ex: I thought the show was boring.

So did I.

Ex: She didn’t see me while I was running.

Neither/Nor did he.

A. Use “so, neither/nor” with an auxiliary to complete the following sentences.

1. From the gym staff, Mary can teach aerobics and ___________ John if he has time.

2. Until we saw the ad in the newspaper, she didn’t consider working abroad, and

____________ Steve.

3. Since he moved here, I have enjoyed hanging out with him, and ____________ my friends.

4. It’s a nice house, but the kitchen needs modernizing and _____________ the bathroom.

5. His house might not contain evidence and _____________ his car.

6. She won’t need skiing lessons and ____________ Rob.

7. “Silence of the Lambs” is not suitable for you and ____________ “Nightmare on Elm

Street”.

8. He has lots of things to do and ____________ I.

9. The little girl couldn’t resist stroking the kittens, and ___________ the little boy.

10. I was shocked to hear that the old man’s granddaughter was kidnapped and ____________

the rest of the people in the street.

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