Grammar questions
- Which of the verb patterns in Exercise 3 can you identify in Exercise 2?
- Which can you identify in Sean's letter?
Read it again and underline them.
Practice bank
1. Discussing grammar
Match a line on the left with a line on the right.
a They stopped playing football because they were tired of working.
They stopped to play football because it got dark.
b I simply don't remember giving you any money yesterday.
Please remember to give my best wishes to your parents.
c Try counting from 1 to 10 in Arabic. I bet you can’t!
Try to count sheep if you can't get to sleep.
d We prefer staying at the Ritz whenever we're in London.
We'd prefer to stay at the Ritz next time we're in London.
e He seems to drink too much. He's fallen asleep.
He seems to be drinking too much. He's rarely sober.
He seems to have drunk too much. He's swaying.
f I like going home now, please.
I like to go to the cinema.
I'd like to go to the dentist twice a year.
2. We'd love to!
Sometimes the whole infinitive need not be repeated if it is understood.
Example
A Can you and Mary come to lunch next Sunday?
B Oh yes, we'd love to.
Write a reply to A, using the verb in brackets.
a A Are we going to have a break?
B No, _______________________ (not have time).
b A Can I smoke in here?
B No, __________________________ (not allow).
c A I can't help you do your homework this evening. Sorry.
B Oh, but _____________________ (promise).
d A Why did you do Exercise 2?
B Because you ________________________ (tell).
e A You said you'd phone me last night.
B I'm really sorry, ________________________ (mean), but I forgot.
f A Have you finished marking the homework yet?
B Sorry, _________________________ (not have a chance).
3. Grandma's reply
a. Read Grandma's letter to Sean. Put the verb in brackets into the correct form.
22 St Bede’s Terrace,
Newcastle-upon-Tyne.
Tuesday
My dear Sean,
How lovely (a) _________ (get) your letter! Mummy is right! I will really enjoy
(b) _________ (help) you with your schoolwork, and I will try very hard (c) _________ (remember) what it was like when I was a little girl all those years ago.
When the war started, I was just five and I’ll never forget (d) _________ (watch) my grandfather dig a big black hole in the back garden. This was our air raid shelter. At first I was really scared of (e) _________ (go) into it. Every time the siren went off, I started (f) _________ (tremble) and I was sick, actually sick with fear. I refused (g) _________ (leave) my bed. I didn’t find it easy (h) _________ (get) used to (i) _________ (sleep) in that shelter. But soon, (j) _________ (live) in cities was so dangerous that the government decided (k) _________ (send) all the children away to the countryside. I think I was lucky because I was able (l) _________ (go away) to my aunt’s. Some children were forced (m) _________ (stay) with total strangers. My aunt lived in a small town, called Alston, high in the hills, not too far from Newcastle. And guess what, Sean, she had a sweet shop! Mrs Crozier’s Sweet Shop. But, oh dear me, at first I was so unhappy, I couldn’t help (n) _________ (worry) about my mother back home. My aunt let me (o) _________ (have) as many sweets as I wanted, but I was too miserable (p) _________ (eat) many. Silly me! Most children didn’t have the chance of (q) _________ (get) lots of sweets because sweets were rationed. That meant that you couldn’t buy all you wanted. You were only allowed (r) _________ (buy) a small amount. Lots of other things were rationed, too. It was impossible (s) _________ (get) butter, cream, fruit, vegetables, and petrol. We did without a lot of things during the war. Can you believe that just after it ended, someone gave me a banana and I didn’t know what (t) _________ (do) with it?
Sean, I hope this is useful. I’m longing (u) _________ (see) you all. Give my love to Mummy, Daddy and Liam. Don’t worry, he’ll be much more fun soon.
Lots of love and kisses,
Grandma xxx
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b. Listen and check your answers.
/from New Headway Upper-intermediate, John and Liz Soars/
4. Complete the sentences with the correct form of the verbs in brackets.
1. Have you ever heard me ___________ (sing) O Sole Mio?
2. They saw a suspicious young man ___________ (enter) the building shortly before the incident.
3. As we drove over the river we noticed local women ___________ (wash) their clothes in the water.
4. I once heard Karajan ___________ (conduct) the whole Ring cycle – it was wonderful.
5. The woman woke up in the middle of the night, looked out of her window and saw something strange ___________ (fly) over the trees in the park.
/Adapted from Advanced Learners’ Grammar, Mark Foley and Diane Hall/
5. Bringing up teenagers
Look at this list. Check the things you think are important to make and let a teenager do. Compare and discuss your list with a partner.
stay out until midnight on weekends
stay over at a friend’s house
travel alone to a foreign country
get a part-time job
dye his or her hair another colour
smoke
drink alcohol
take care of younger children
learn to drive
study every day, including weekends
exercise
go to the dentist every year
learn another language
pay part of the bills
Example: A: I think it’s important to make your kids come home before midnight – even on weekends. B: I’m not so sure. I think parents should let their children stay out late one night a week. It gives them a sense of responsibility. … /from Focus on grammar, Marjorie Fuchs, Margaret Bonner/
Language review Verb patterns
When you use two verbs together in English you need to decide whether the second verb should be the infinitive with or without to, or the –ing form. The structure you use depends on the first verb.
1. Verb + to + infinitive
These verbs are followed by to + infinitive:
agree appear arrange ask attempt choose decide
expect fail hurry learn manage offer prepare promise
refuse seem tell tend try want warn
We can group some of these verbs like this:
Reality verbs: appear, seem:
He seems to like music.
Effort verbs: try, attempt, fail, manage:
She failed to reach the final of the competition.
Tend + to + infinitive means you usually or often do something.
I tend to get up earlier when the weather’s good.
I tend not to drink coffee in the afternoon.
2. Verb + object + to + infinitive
These verbs are followed by an object + to + infinitive:
ask choose expect tell want warn
encourage recommend forbid permit allow advise
I wanted the sun to shine on my birthday.
Many of these are reporting verbs: ask, tell, encourage, warn:
She asked him to speak more quietly.
I told her not to leave the room until I came back.
3. Verb + object + infinitive without to:
Make and let are followed by an object + infinitive without to:
My mother made me wear the most awful clothes.
She let me stay out later than most of my friends though.
4. Verb + -ing form
These verbs are followed by the –ing form of the second verb:
avoid can’t help can’t stand consider deny enjoy
feel like finish give up hate imagine keep like love
mind practise prefer put off suggest
encourage recommend forbid permit allow advise
We can group some of these verbs like this:
Like and dislike verbs: like, love, mind, can’t stand, enjoy, hate, prefer:
I don’t like getting up early.
Time verbs: start, stop, continue, begin, put off:
I began taking singing lessons as a child.
5. Verbs that can take to + infinitive or –ing form
Some verbs – like, love, begin, start, continue – can be followed by either the infinitive or the
-ing form.
I like sailing. / I like to sail.
She began having lessons. / She began to have lessons.
With some verbs, different meanings are expressed through these two structures:
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Verb
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+ to + infinitive
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+ -ing form
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go on
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They went on to talk about their travel arrangements. (They did something new.)
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They went on talking after the waiter brought the bill. (They continued doing the same thing.)
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need
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I need to repair my washing machine. (I will do the job.)
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My washing machine needs repairing. (Someone else will do the job.)
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remember / forget
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I remembered to buy the milk. (I remembered and then I bought the milk.)
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I remember buying the milk. (I bought the milk and now I remember doing it.)
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stop
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He stopped to talk to me. (He stopped in order to talk to me.)
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He’s stopped talking to me. (He’s not talking to me any more.)
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try
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I’m trying to lose weight. (I’m trying something difficult.)
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I’m trying eating just fruit for breakfast. (I’m trying something new.)
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6. Sense verbs: hear, see, feel, notice
These verbs can either be followed by the infinitive without to or the –ing form but there is a difference in meaning. Compare:
I heard a dog bark, and then a car started and drove off. (I heard the whole of the barking.)
I heard a dog barking as I went past the house. (I heard part of the barking.)
7. Other points
With some of these verbs there is a choice of negative with different meanings. Compare:
I didn’t ask him to leave (I didn’t ask him, but he left) and I asked him not to leave (I said, ‘Please don’t leave.’).
We use the –ing form after a preposition: We talked about starting earlier.
/from Developing Grammar in Context, Mark Nettle, Diana Hopkins/
| Speaking 1 ROLEPLAY ‘ A Crime Report’Work in groups of four. There was an armed raid on a security van outside Barclays Bank, Newtown, today. A reporter is interviewing three witnesses. Student A Mr. Clarke, a reporterInterview the three witnesses (PC Chris Green; Liz Leigh, a secretary; and Kevin Billings, a hospital porter). From their accounts prepare a report of the crime, giving the facts and quoting the witnesses where relevant. Before the interview, you made the notes below to help you.
when/happen
where/you
what/you do
how many robbers
what/they/look like
what/they/do
any other details
Student B PC Chris GreenYou took part in chasing the robbers. Tell the reporter what you saw/heard/felt, answer his questions, giving the following details:
about 11.17 am/hear on our car radio/ security van/ hijack/as it/unload at Barclays Bank in Albion Road
immediately rush to the scene/ just in time to see/the security guards/lock into their own van by two men in grey balaclavas
they/leap into a white Ford Escort/ drop at least two bags
there/be/a third man behind the wheel/ they/drive off at great speed
we/ give chase/ but the guy in the back/start/ shoot at us
we/ unarmed/can’t/return the shots
one shot/ narrowly miss PC Dixon, the radio operator/ as they/ turn a corner/another shot /hit me in the right leg
I only just managed/ stop the car/ pull over to the kerb
I/not remember anything after that — I/black out
Student C Liz Leigh, a secretaryYou witnessed the robbery. Tell the reporter what you saw/heard/felt, answer his questions, giving the following details:
I/come out of the bank/ put my money into my purse/ when I/hear this crash
it /just after 11.00/because I/slip out of the office in my coffee break
I/look up/see this white car/crash into the front of the security van
three men/get out
two of them/wear balaclavas/ but they/young
one/wear jeans/ the other/wear/a black leather jacket/ trainers
I/not get a good look at the third one/I/back into the doorway of the bank
they/yell, 'Get out! get out!' at the driver of the van/he obviously/not move fast enough/ they/open the door/drag him out/hold a gun at his head/while he/open the back of the van
they/go wild/shove him and his partner in the back/while they/grab at the bags of money
there/ bags of money all over the street
they/hear the police siren/start/scream at each other, 'Get a move on!'/drop even more money about the place
I/ terrified/ they/notice me/ point the gun at me
when the police/arrive/they/drive off
I think I/hear some shots from down the street
I/ stunned/I/get the number of the car
it/B180 VHS
Student D Kevin Billings, a hospital porterYou saw the robbers. Tell the reporter what you saw/heard/felt, answer his questions, giving the following details:
I/not know/what/happen
I/think/they/ make a film at first
I/come round the corner/ this fellow/barge into me/ knock me over
he/carry a shotgun/he/fire it into the air/at the same time shout, 'Keep down or I'll shoot you!'
he/in his forties/graying/he/have a Scottish accent
that's when I/realize/it/not a film
I/really think/I/die
He/keep his foot on top of me/while his mates/rush past into a car
I/have my head down on the pavement
I/can't see anything/I/keep/expect a final shot in the head
I/hear sirens/ doors/bang/ tyres/screech/ they were gone
I/hear shots/fire then, but down the road. Two, I think.
I/feel really lucky/be alive.'
/Adapted from Headway English Course. Advanced Workbook. John and Liz Soars/ |
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