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ELENA MARIA EMANDI

Curs de limba engleză

pentru studenţii Facultăţii de Educaţie Fizică și Sport (anul I

de studiu)

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CONTENTS

CONTENTS .......................................................................................................3

UNIT ONE .........................................................................................................4

UNIT TWO........................................................................................................24

UNIT THREE....................................................................................................40

UNIT FOUR......................................................................................................50

UNIT FIVE........................................................................................................62

UNIT SIX...........................................................................................................73

UNIT SEVEN....................................................................................................83

UNIT EIGHT ....................................................................................................91

UNIT NINE .....................................................................................................103

UNIT TEN........................................................................................................116

UNIT ELEVEN................................................................................................132

UNIT TWELVE................................................................................................150

UNIT THIRTEEN.............................................................................................164

UNIT FOURTEEN............................................................................................176

LIST OF IRREGULAR VERBS.......................................................................193

BIBLIOGRAPHY..............................................................................................198

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UNIT ONE

TO BE AND TO HAVE

The Verb “to be”

The Greek sea god, Proteus, was (just like the sea) capable of changing form in an instant. In

order to get any decent information out of him, you had to grab him and hold on tight while he went

through his various forms — lion, wild boar, snake, tree, running stream — it wasn‘t easy. The verb

―to be‖ is said to be the most protean of the English language, constantly changing form, sometimes

without much of a discernible pattern. Considering that we use it so often, it is really too bad that the

verb ―to be‖ has to be the most irregular, slippery verb in the language.

Present Tense

I am We are

You are You are

He/She/It is They are

Past Tense

I was We were

You were You were

He/She/It was They were

Perfect Form (past participle): I have been, etc.

Progressive Form (present participle): I am being, etc.

Simple Questions

We create simple yes/no questions by inverting the order of subject and the ―to be‖ verb.

Is your brother taller than you?

Am I bothering you?

Were they embarrassed by the comedian?

The same inversion takes place when ―To be‖ is combined with verbs in the progressive:

Am I working with you today?

Is it snowing in the mountains?

Were your children driving home this weekend?

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The Linking and Existential “to be”

The verb ―to be‖ most frequently works in conjunction with another verb: ―He is playing the piano,‖

―She will be arriving this afternoon.‖ Occasionally, though, the verb will stand by itself, alone, in a

sentence. This is especially true in simple, brief answers to questions.

―Who‘s going to the movies with me?‖

―I am.‖

―Who‘s responsible for this mess in the bathroom?‖

―She is.‖

In sentences such as these, the subject usually receives the intonation stress and the voice falls

off on the verb.

An auxiliary can be combined with the base form of ―to be‖ to provide simple answers to questions

that use forms of ―to be.‖

―Is Hector in class this morning?‖

―Well, he might be.‖

―Is anyone helping Hector with his homework?‖

―I‘m not sure. Suzanne could be.‖

The verb ―to be‖ also acts as a linking verb, doing no action to a sentence: the subject complement

re-identifies the subject; the adjective complement modifies it.

Ex. Professor Moriber is the Director of Online Learning.

Our trip to Yellowstone was fantastic!

In Passive Constructions

A form of the verb ―to be‖ is combined with a Past Participle to form the passive.

Past Participle is the form of a verb, typically ending in -ed in English, which is used in forming

perfect and passive tenses and sometimes as an adjective, e.g. looked in have you

looked?, lost in lost property. (http://www.oxforddictionaries.com/definition/english/past-participle)

Passive verb constructions are useful when the subject of an action is not as important as what the

subject did (the action of the sentence) or when the subject is unknown.

For instance, the police might report that ―The professor was assaulted in the hallways.‖ because

they do not know the perpetrator of this heinous crime.

In technical writing, where the process is more important than who is doing the activity, we might

report that ―Three liters of fluid is filtered through porous glass beads.‖

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Regardless of the verb‘s purpose, only the auxiliary form of ―to be‖ changes; the participle stays the

same. The ―to be‖ will change form to indicate whether the subject is singular or plural:

The foundation is supported by enormous floating caissons that keep it from sinking

into the swamp.

They were constructed by workers half submerged in the murky waters.

Notice how the information about who did the action is frequently found in a prepositional phrase

beginning with ―by.‖ Passive constructions do not always include this information:

Wooden caissons were used until fiberglass structures were developed in the 1950s.

Caissons were also designed to function under water in the construction of bridges.

The ―to be‖ will also change to indicate the time of the action and the aspect of the verb (simple,

progressive, perfect).

Water is pumped out of the caisson to create an underwater work chamber. (Simple

Present)

Some caissons were moved to other construction sites. (Simple Past)

While the water was being pumped out, workers would enter the top of the waterproof

chamber. (Past Progressive)

Many other uses of caisson construction have been explored. (Present Perfect)

Caissons had been used by the ancient Romans. (Past Perfect)

Other uses will be found. (Future)

The ―to be‖ verb can be combined with other modal forms (along with the past participle of the

main verb) to convey other kinds of information.

The wall joints may be weakened if the caissons can‘t be rebuilt.

Perhaps the caissons should be replaced; I think they ought to be.

These ancient, sturdy structures might have been rotted by constant exposure to water.

When ―to be‖ verbs are combined with modal forms in this manner, the construction is called a

phrasal modal. Here are some more examples:

Rosario was able to finish her degree by taking online courses.

She wasn‘t supposed to graduate until next year.

She will be allowed to participate in commencement, though.

She is about to apply to several graduate programs.

She is going to attend the state university next fall.

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Tag Questions with “to be”

When we use ―to be‖ verbs in a tag question, the basic formula follows: the verb is combined with a

pronoun and sometimes with not (usually in a contracted form). Positive statements are followed by

negative tags; negative statements by positive tags.

Robert Frost was America‘s favorite poet, wasn‘t he?

He wasn‘t widely accepted in this country at first, was he?

You were going to skip this poem, weren‘t you?

There were several typographical errors in this anthology, weren‘t there? (Be careful

here. It‘s not ―weren‘t they.‖)

I am not a very good reader, am I?

I‘m a better reader than you, aren‘t I?

Order with Adverbs

Notice that adverbs of frequency normally appear after forms of the verb ―to be‖:

As a student, he was seldom happy.

Arturo is always first in line.

They were never on time.

Notice that the adverb still appears after ―to be‖ verbs but before other main verbs:

My brother-in-law still works for the bank.

He is still a teller after twenty years.

An adverb can be interposed between the infinitive ―to be‖ and a participle, as in the following

sentences. The fear of splitting an infinitive is without grounds in this construction.

This medicine has to be carefully administered.

She turned out to be secretly married to her childhood sweetheart.

The Verb “to have”

Forms of “to have”

Present Past Continuous

I / you / we / they have had having

he / she / it has had having

Have is one of the most common verbs in the English language. It functions in various ways.

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“to have” as a main verb

As a main verb ―to have‖ implies the meaning of possession.

For example: ―I have a job.‖

"I don‘t have any time."

When it is used to indicate possession you can say "I have..." or you might see/ hear "I have got...".

When you are talking about actions, you only use "have".

For example:

Possession: I have a shower in my bathroom, I don‘t have a bath. = I have got a shower in my

bathroom. I haven‘t got a bath.

The action: I have a shower every day. - I‘m having a shower now.

Note - it does not take the continuous form "I having" - for that you have to use the auxiliary verb

be.

For example: ―I am having a shower.‖

―Are you having a good time?"

The forms of the verb ―to have‖ are have and has for the present and had for the past.

Question Positive Statement (spoken) Negative Statement (spoken)

Singular

Do I have ...?

Have I got ...?

I have

(I‘ve)

I have not

(I haven‘t/I‘ve not)

Does he / she / it

have...?

Has he/she/it got ...?

He/she/it has

(He/she/it‗s)

He/she/it has not

(He/she/it hasn‘t)

Do you have ...?

Have you got ...?

You have

(You‘ve)

You have not

(You haven‘t/You‘ve not)

Did I / he / she / it

have ...?

Had I / he / she / it /

you got...?

I / He / She / It / You had

(I‘d / He‘d / She‘d / You‘d)

I / He / She / It / You had not

(I / He / She / It / You hadn‘t)

Plural

Do we / you / they We / You / They have We / You / They have not

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have ...?

Have we / you / they

got ...?

(We‘ve / You‘ve / They‘ve) (We / You / They haven‘t // We‘ve nof /

You‘ve not They‘ve not)

Do you have ...?

Have you got ...?

You have

(You‘ve)

You have not

(You haven‘t/You‘ve not)

Do they have ...?

Have they got ...?

They have

(They‘ve)

They have not

(They haven‘t/They‘ve not)

Did we / you / they

have ...?

Had we / you / they

got ... ?

We / You / They had

(We‘d / You‘d / They‘d)

I / He / She / It / You had not

(I / He / She / It / You hadn‘t)

Examples

Have Have got

Question - ? "Do you have a car?" "Have you got a car?"

Positive Answer - Yes "Yes, I have a car." "Yes I‟ve got a car."

Negative Answer - No "No, I don‟t have a car." "No I haven‟t got a car."

”to have” as an auxiliary verb

The verb ―to have‖ is used as an auxiliary verb to help other verbs create the perfect tense -

auxiliary verb “have” + Past Participle.

For example, ―I have read a lot of books,‖

or ―I have never been to America,‖ or "I have already eaten."

Present Perfect

I have been a

teacher for

over 11 years.

You have been

a student for ...

He / She has

been a student

for ...

It has been

nice today.

We have been

students for ....

They have

been students

for ...

Past Perfect

I had been a

teacher for

several years.

You had been

a student for

several years.

He / She had

been a student

for several

years.

It had been

nice for

several hours.

We had been

students for

several years.

They had

been students

for several

years.

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Future Perfect

I will have

been a teacher

for several

years.

You will have

been a student

for several

years.

He / She will

have been a

student for

several years.

It will have

been nice for

several years.

We will have

been students for

several years.

They will have

been students

for several

years.

Question Positive Statement Negative Statement (possible short forms)

Singular

Have you been ...? You have been ...

(You‘ve been ...)

You have not been ... (You haven‘t been ... //

You‘ve not been ...)

Plural

Have we / you /

they been ...?

We / You / They have been ...

(We‘ve / You‘ve They‘ve

been ...)

We / You / They have not been ...

(We / You / They haven‘t been ... // We‘ve /

You‘ve They‘ve not been ...)

For example:

Question - ? "Have you washed your face today?"

Positive Answer - Yes "Yes, I have."

Negative Answer - No "No, I haven‟t."

Question - ? "Have you ever had a heart attack?"

Positive Answer - Yes "Yes, I‟m afraid I have."

Negative Answer - No "No, thank goodness, I haven‟t."

The use of “have to”

In addition to the two forms, there is another use for ―have‖ as a modal verb: have to or have got to.

This, of course, must be followed by another verb: "We have to do something".

have to have got to

Question - ? "Do you have to leave early?" "Have you got to leave early?"

Positive Answer - Yes "Yes I have to." or "Yes I do" "Yes I‟ve got to."

Negative Answer - No "No I don‟t have to." "No I haven‟t got to."

To have something done

If something is done for you, in other words you haven‘t actually done it yourself, we use the

structure "to have something done".

For example:

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"He had a tooth out." (Only a masochist would pull their own teeth out. We go to the dentist and he

or she pulls our teeth out for us.)

"I have my hair cut once every six weeks." (I don‘t cut my own hair, my hairdresser cuts it for me.)

"My husband has the car serviced once a year." (He wouldn‘t have a clue how to service a modern

car so, he takes it to the garage and they service it for us.)

Reading activity

Physical education which is commonly a part of the curriculum at school level includes training

in the development and care of the human body and maintaining physical fitness. Physical education

is also about sharpening overall cognitive abilities and motor skills via athletics, exercise and

various other physical activities like martial arts and dance. Here are some of the benefits that

highlight the importance of physical education:

A. Maintaining Sound Physical Fitness

Physical fitness is one of the most important elements of leading a healthy lifestyle. Physical

education promotes the importance of inclusion of a regular fitness activity in the routine. This helps

the students to maintain their fitness, develop their muscular strength, increase their stamina and

thus stretch their physical abilities to an optimum level. Physical fitness helps to inculcate the

importance of maintaining a healthy body, which in turn keeps them happy and energized. Sound

physical fitness promotes, increased absorption of nutrients, better functioning of digestion and all

other physiological processes and hence results in all round fitness.

B. Overall Confidence Booster

Indulging in sports be it team sports or dual and individual sports, leads to a major boost in self-

confidence. The ability to go on the field and perform instills a sense of self-confidence, which is

very important for the development of a person's character. Every victory achieved on the field,

helps to boost a person's self-confidence. Moreover, the ability to accept defeat on field and yet

believe in your own capabilities brings a sense of positive attitude as well. Thus participation in

sports, martial arts or even dance and aerobics, is always a positive influence on a student's overall

personality and character and works wonders for his/her self-confidence.

C. Awareness about Important Health and Nutrition Issues

Physical education classes are about participating in the physical fitness and recreation activities,

but they are also about gaining knowledge about the overall aspects of physical health. For example

in today's world the problems of obesity, or anemia and bulimia are rampant amongst teenagers.

Physical education provides an excellent opportunity for teachers to promote the benefits of healthy

and nutritious food and cite the ill effects of junk food. Promoting sound eating practices and

guidelines for nutrition are some of the very valuable lessons that can be taught through physical

education classes at school level.

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D. Inculcating Sportsmanship and Team Spirit

Participation in team sports, or even dual sports helps to imbibe a sense of team spirit amongst

the students. While participating in team sports, the children have to function as an entire team, and

hence they learn how to organize themselves and function together. This process of team building

hones a person's overall communications skills and the ability to get along with different kind of

people. Thus participating in team sports instills a sense of team spirit, which is a great value

addition to anyone's personality and helps a lot in all the future endeavors.

E. Development of Motor Skills

The ability to concentrate, the ability to swing the racket just at the right time are some of the

examples of development of motor skills in the physical education classes. Participation in sports

and several physical education activities helps to sharpen the reflexes of the students. It also brings

order and discipline to the body movements and helps in development of a sound body posture as

well. The hand-eye coordination improves as well.

F. Importance of Hygiene and Sex education

Physical education classes also include lessons about the importance of personal hygiene and

importance of cleanliness. Thus the physical education classes help the students to know the

important hygiene practices that must be practiced in order to maintain the health and well-being

throughout the life. In addition to this, the physical education classes also cover an important aspect

that the children have to deal with at the age of puberty. Physical education classes also impart sex-

education and hence help the students deal with their queries and doubts about the subject of

sexuality.

G. Enhancing Overall Cognitive Abilities

Physical education classes help to enhance the overall cognitive abilities of the students, since

they get a lot of knowledge about the different kinds of sports and physical activities that they

indulge in. For example a person who is participating in a specific type of martial arts class, will

also gain knowledge about the origins of the martial art, and the other practices and historical

significance associated with it. Thus physical education helps to enrich the knowledge bank of the

students.

H. Encouraging Budding Sportsmen

Physical education classes are an excellent opportunity for all the budding sportsmen and

sportswomen who wish to make their mark in the world of sports. Physical education classes allow

the budding sportsmen and sportswomen to explore and experiment with several areas until they

find what interests them. After this, physical education classes also allow the students to indulge the

sport of their choice and then go ahead to participate in several tournaments and competitions,

which help to give the students an exposure to the competitive world of sports.

I. A Stress Buster and Source of Enjoyment

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In addition to the health benefits and the knowledge benefits that the students get from the

physical education classes, one important aspect of it remains to be recreation. Students, who are

busy with their other subjects in the curriculum, often get exhausted with the listening, reading and

writing pattern of studying and need a recreational activity as a source of recreation. Sports and

other physical fitness activities offered in the physical education class are a welcome break for the

students.

J. Promoting Healthy Lifestyle in Adulthood

Children, who learn the importance of health and hygiene in their early ages, tend to grow up to

be responsible and healthy adults who are well aware of the benefits of a healthy lifestyle. Thus the

overall physical education program, that includes different types of physical activities and sports and

also provides important information about hygiene and overall health, helps in creating well-

informed pupils. A well-balanced and all-round physical education class helps to create responsible

adults who know the importance of a healthy lifestyle.

(http://www.buzzle.com/articles/importance-of-physical-education.html)

Answer the following questions:

1. Which are the fields listed in text that help sharpening overall cognitive abilities and motor

skills?

2. Why it is desirable for each us to have a regular fitness activity in their routine?

3. Enumerate two of the most important physiological processes physical fitness promotes.

4. How does physical education contribute to a person‘s character development?

5. Which is the leading side about physical education, that a student can learn without doing

any exercise, just participating in classes?

6. Is there any other thing children could learn in the same manner? If yes, name it (them).

7. Which are the goals a pupil should have after learning those things?

8. Why does physical education develop team spirit like no other thing?

9. Explain how physical education could offer a wide range of knowledge about different kinds

of sports.

10. Why can participation to physical education classes make a professional sportive from just a

budding sportsman/ sportswoman?

11. What could a physical education class mean for children? What‘s the difference between

physical education and other classes from this point of view? Why?

12. After all these physical education classes, are there any long-term effects? If yes, which are

they?

The Present Simple Tense

Structure:

To form the Present Simple Tense we use the verb‘s base form (go, work, speak, study). In the

3rd

person singular (he, she, it), the base form of the verb takes -s/es. (Auxiliary verbs be, do, have,

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which can also be used as main verbs, are exceptions.)

Affirmative form

I/ you/ we/ they work

he/she/it works /-s/

go - goes /-es/

watch - watches /-es/

play - plays /-s/

study - studies /-es/

! Remember:

to be

I am

you/we/they are

he/she/it is

to do

I/you/we/they do

he/she/it does

to have

I/you/we/they have

he/she/it has

Negative form

I , you, we, they DO NOT (DON‘T) WORK

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he, she, it DOES NOT (DOESN‘T) WORK

1. She doesn‘t often go to the cinema.

2. I don‘t get up early at the weekend.

3. They don‘t speak English very well.

Interrogative form

I

DO you WORK?

we

they

DOES he/she/it WORK?

1. Do they speak foreign languages?

2. Do you want a banana?

3. Does your sister play the piano?

Questions and short answers:

Do you like spaghetti?

Yes, I do.

No, I don‘t.

Does she know Bulgarian?

Yes, she does.

No, she doesn‘t.

Notes about formation of the 3rd person singular (he, she, it):

If the verb ends in -ss, -sh, -ch, -x or -o, add -es to the base form:

kiss - kisses, finish - finishes, watch - watches, mix - mixes, go - goes

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If the verb ends in consonant + y change y to i and add -es:

study - studies, copy - copies, try - tries, carry – carries

We use the Present Simple Tense:

when we talk about things that happen repeatedly or habitually

With Present Simple Tense we often use time expressions such as always, often, sometimes,

usually, seldom, on Saturdays, rarely, never, every day, etc.

Examples:

1. Philip gets up at 6 o‘clock every morning.

2. I go to school every day.

3. She sometimes goes out on Friday night.

4. I usually sleep late on Sunday morning.

5. Peter works for 8 hours every day.

6. We usually start work at 8 o‘clock.

7. My children often watch TV in the afternoon.

8. He always forgets his keys.

When we talk about permanent or long-lasting situations

Examples:

1. I work in a bank.

2. Kate speaks English very well.

3. Tom lives in London.

When we talk about people or things in general

Examples:

1. People make choices because they can‘t have everything they want.

2. Nurses work in clinics and hospitals.

3. Football is a very popular sport in Bulgaria.

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To indicate general truths, facts and scientific laws

Examples:

1. The Earth is spherical.

2. My birthday is in May.

3. California is in the United States.

4. The sun rises in the east.

5. Water freezes at 0°C (32°F).

When we talk about travel plans and timetables (mainly with verbs such as go, leave, arrive,

start, come, return etc.)

Examples:

1. We arrive in Rome at 6 p.m.

2. The train leaves in five minutes.

3. The course starts next Thursday.

With state (or stative) verbs such as like, dislike, love, think, seem, look, know, feel, understand,

want, need, hate, remember, forget, prefer, believe, mean, taste, hear, see, have (when the meaning

is "possess"), own, belong, etc. These verbs are not normally used in the Continuous Tense (but

there are exceptions).

Examples:

1. She loves jazz music.

2. My aunt hates travelling by train.

3. I like ice cream. I don‘t like spinach.

4. I think she is a wonderful person.

5. Do you believe in God?

6. I have no money at the moment.

7. My brother has a new car.

8. That bicycle belongs to me.

To give instructions/ directions

Examples:

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1.Pour all ingredients into a mixing bowl and mix until smooth.

2. Walk down the street to the corner and then turn right.

The Present Simple Tense is also used in:

sentences after ―when‖, ―after‖, ―while‖, ―till‖ / ―until‖, ―before‖, ―as soon as‖

Examples:

1. When the rain stops, we‘ll go out.

2. I‘ll call you back as soon as I return home.

zero conditional sentences (when the result of the condition is always true) - If you heat water to

100°C (212°F), it boils.

first conditional sentences (Often called the “real” conditional because it is used for real (or

possible) situations. These situations take place if a certain condition is met.) - If you finish your

homework I‘ll bring you to the zoo.

List of stative verbs

Here is a comprehensive list of stative verbs:

to adore to fit to please

to agree to hate to possess

to appear (seem) to have (possession) to promise

to appreciate to hear to realise

to be to imagine to recognize

to believe to include to remember

to belong to to involve to resemble

to concern to know to satisfy

to consist of to lack to see

to contain to like to seem

to cost to loathe to smell

to deny to look (seem) to sound

to depend on to love to suppose

to deserve to matter to surprise

to detest to mean to taste

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to disagree to measure to think (opinion)

to dislike to mind to understand

to doubt to need to want

to equal to owe to weigh

to feel to own to wish

Exercises

1. Write down the missing sentences:

AFFIRMATIVE NEGATIVE QUESTIONS

I I play.

you You help.

he He does not answer.

she

Does she sing?

Doesn‘t she sing?

it It rains.

we

Do we dream?

Don‘t we dream?

you You do not read.

they

Do they work?

Don‘t they work?

2. Arrange the words to make sentences in the Simple Present.

I / to collect stamps – I collect stamps

we / to play card games - …………………………………………………….

he / to read comics - ………………………………………………………….

Chris / to sing in a band - …………………………………………………….

we / to have a hamster - ……………………………………………………...

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Andy and John / to like cola - ……………………………………………….

she / to be nice - ……………………………………………………………...

they / to help their parents - ………………………………………………….

the children / to speak English - ……………………………………………..

I / to buy a newspaper every Saturday - ……………………………………..

3. Choose the correct form.

We sometimes (read, reads, doesn‘t read)……….. books.

Emily (go, don‘t go, doesn‘t go)…………to the disco.

It often (rain, don‘t rain, rains)………. on Sundays.

Pete and his sister (doesn‘t drive, drives, drive)………………. the family car.

I always (walks, doesn‘t walk, walk)……………….. to the bus stop.

4. Put the verbs into the correct form.

I (to like)……………………. lemonade very much.

The girls always (to listen) ………………………to pop music.

Janet never (to wear) ……………………..jeans.

Mr Smith (to teach) …………………..Spanish and French.

You (to do) ………………………your homework after school.

5. Fill in the correct form of the verbs.

We (to have) …………………….a nice garden.

She (to be)……………………… six years old.

Simon (to have)……………………. two rabbits and five goldfish.

I (to be)……………………………. from Vienna, Austria.

They (to be) ………………………….Sandy‘s parents.

6. Make negative sentences.

My father makes breakfast. →…………………………………………….

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They are eleven. →………………………………………………………..

She writes a letter. → ……………………………………………………..

I speak Italian. → …………………………………………………………

Danny phones his father on Sundays. → …………………………………

7. Make questions.

you / to speak / English →…………………………………………………

when / he / to go / home → ………………………………………………..

they / to clean / the bathroom → …………………………………………..

where / she / to ride / her bike → ………………………………………….

Billy / to work / in the supermarket → ……………………………………

8. Find the signal words for Simple Present.

1. Which is a signal word for Simple Present?

a. now b. last Monday c. often

2. Which is a signal word for Simple Present?

a. sometimes b. the moment c. yesterday

3. Which is a signal word for Simple Present?

a. last Friday b. every Friday c. next Friday

4. Which is not a signal word for Simple Present?

a. never b. already c. usually

5. Which is not a signal word for Simple Present?

a. Listen! b. first ... then ... c. seldom

9. Reading

Read the following text.

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Physical education or health and physical education are the areas of knowledge that will

ultimately drive our success engine. We are physical and spiritual beings. Our mind, body, and spirit

are all connected and learning how they work together and how to care for them can save us from

unnecessary pain and suffering. Knowing how to take care of our body, mind, and spirit will lead us

down the path toward happiness, health, and wealth.

The most powerful tool of influence we have is to model good behaviors. We should be sure

we are working on our health and fitness at the same time we preach to others about the value

health, fitness, and participation in sports. Each of us will have our own issues, goals, and obstacles

to living a healthy lifestyle, but we must strive for excellence in this area. When we live it, we will

feel the difference. We will find it much easier to dream, act, achieve, and enjoy.

There are a few areas of health and physical education we will focus on at this time. First, I

will discuss the area of fitness. Fitness has to do with stamina, strength, and flexibility. Our

objective should be fit enough so that a day of physical activity does not lay us up for a week.

To begin a fitness routine you need to visit your doctor and let him or her know what you

want to do. They will give you the practical advice based on your over-all health. In doing this

fitness routine you should build in stretching, anaerobic exercise, and aerobic exercise. You most

definitely do NOT need to buy expensive gym equipment or memberships at clubs to get started.

There are a number of good programs you can do right at home. Having someone who will do this

with you and hold you accountable would be a great benefit. Any fitness program you actually do

and do consistently will help you in all areas of your life. You will have more energy, will perform

better on the job, will feel less stress, and will sleep better. You must take action to achieve those

benefits. The motivation to follow through and the building of the routine is most people‘s down-

fall. That is topic of a future article.

The second area is that of athleticism. Athleticism covers things like stamina, coordination,

speed, and agility. It encompasses the skills that enable us to do many different physical tasks. It is

also the skills that would allow us to participate in team and individual sports for our entire lives.

Skiing, swimming, basketball, baseball, softball, cycling, tennis, bowling, and of course golf are

several of many sports that can provide a fun and competitive outlet for people of all ages. For those

who are not naturally athletic becoming fit and actually participating in athletic activities and

exercises can and will improve that athleticism. You can find that competitive outlet and not feel

embarrassed about your performance. Just go get in the game.

Nutrition is a broad topic. There are basic principles that you need to understand. First, your

body needs basic building blocks for your cells. It must get vitamins and minerals in the correct

amount to operate to its maximum abilities. We get those vitamins in minerals from the foods and

drinks we consume. The next basic principle is that the fuel for our body is calories. If we consume

more calories than our body uses it converts the extra calories to fat. When we consume fewer

calories than our body needs we burn excess fat. In each case we can develop serious health

conditions if either problem continues for an extended period of time. One other fundamental

principle is we must keep our bodies hydrated. Dehydration is an often ignored and a serious

problem in America today. Within those foundations there are numerous other nutrition related

topics that can be discussed all of which can impact our overall health. There are a number of books

that would be highly recommended reading.

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The final category would be that of our well-being. It is this area that may well be the most

important, yet the most misunderstood and the most difficult to share. Our well-being consists not

only of our general health and fitness, but our spiritual well-being as well. It is that spiritual side that

has be so over-looked in western medicine. We are spiritual beings anyway you look at it and

denying that truth can lead to serious consequences.

Spirituality goes beyond who we are. It includes things like beliefs, values, emotions and

intelligence. These aspects of a person‘s personality are not easily understood, but profoundly

impact who they are and their well-being. There are psychological processes that can show people

how to change your beliefs, values, and emotions. We can do things to improve our ability to think

and reason. At the same time, genetics plays a role in those areas and will influence health and well-

being as do injuries to the brain. Those factors are only part of the spiritual picture.

Spirituality has played a significant role in healing in most religions of the world. Eastern religions

and native religions have kept more of those healing arts in tact over the centuries than have the

western, Christian nations. Any discussion regarding spirituality and health would be incomplete if

it did not include a discussion of faith and religious creeds. It also must be noted that while religious

people tend to live longer and healthier than non-religious people being religious does not

automatically mean you will be healthy; however, if you are truly a convert of a religious faith you

will tend to be healthier than those who don‘t.

Does it matter what religious faith you are? First, we must point out that ALL religions are

mutually exclusive. They have core beliefs that set them apart from other religious views and those

core beliefs cannot all be true. Given that fact it is a reasonable conclusion that it does matter

because each will have a different view on how an individual is to live their life and what happens to

you upon death. It then would make sense to investigate the truth claims of the religions of the

world. If you were to start your investigation with Christian truth claims you may find that you can

dismiss all the other claims because a fundamental truth claim of Christianity is that Jesus Christ

was the only way to reach God, the father. If those claims are true then all other claims to the

contrary are false.

We truly don‘t fully understand the spiritual realm but we do know it does positively impact our

physical and emotional health and well-being. So, seek the truth, build a relationship with God, and

enjoy improved health and well-being.

(http://ezinearticles.com/?The-Importance-of-Physical-Education&id=4255222)

Answer the following questions:

1. Why do we need to learn how to take care of our bodies, minds and spirits, and make them

work together?

2. Does any type of person, who practises physical education, face the same obstacles?

3. What is the first step in order to begin a fitness routine?

4. Are there any things we have to buy after we decided to start the routine?

5. Are the benefits we gain after a fitness routine strictly physical?

6. Which are the matters that athleticism involves?

7. What do fitness and athleticism have in common?

8. What is the difference we notice between athleticism and fitness?

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9. Is athleticism recommended for any kind of people or just for those who have a good

physical condition?

10. Besides practising a sport, which is the most important thing we must pay attention to if we

want our bodies to operate at maximum?

11. Which are the problems we could confront with, if we ignore one side of a sporting life?

12. How is our spiritual side connected with the material one?

UNIT TWO

The Present Continuous Tense

Structure

The Present Continuous is made with the present form of the verb ―to be‖ (I am, you are,

he/she/it is, we are, you are, they are) + the ‗-ing‘ form of the main verb. The ‗-ing‟ form of the

verb is called the Present Participle.

AFFIRMATIVE

FORM

NEGATIVE FORM QUESTION FORM

I am reading I am not reading Am I reading?

You are reading You are not reading Are you reading?

He is reading He is not reading Is he reading?

She is reading She is not reading Is she reading?

It is reading It is not reading Is it reading?

We are reading We are not reading Are we reading?

You are reading You are not reading Are you reading?

They are reading They are not reading Are they reading?

Contracted forms: I am = I‘m

you are = you‘re

he/she/it is = he‘s/she‘s/it‘s

I am not = I‘m not

you are not = you aren‘t

he/she/it is not = he isn‘t/she isn‘t/it isn‘t

we are = we‘re they are = they‘re

we are not = we aren‘t they are not = they aren‘t

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Examples:

1. What are you doing? 3. He is reading a newspaper.

2. I‘m having a bath. 4. Are they working?

Using the Present Continuous Tense

We most often use the Present Continuous when we talk about something which is happening

at the time of speaking (now, at the moment):

Examples: 1. Pamela is sleeping in the bedroom.

2. The telephone is ringing!

3. They are doing their homework.

4. I‘m waiting for my girlfriend in front of the cinema.

Present Continuous is also used when we talk about something which is happening at present,

but not necessarily at the moment of speaking:

Examples: 1. I‘m reading an interesting book.

2. Tom is looking for a new job.

3. We are studying English and Spanish.

We can use the Present Continuous when we talk about temporary actions taking place only

for a period of time (today, this week, this semester, this year):

Examples: 1. My husband is working hard today.

2. They are spending this week in Paris.

3. She is teaching English this semester.

4. We are staying at the Bristol Hotel tonight.

5. I‘m living with my parents at the moment but soon I‘ll buy my own house.

Present Continuous is also used to express current trends:

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Examples: 1. Fuel prices are rising constantly because of strong demand.

2. On-line shopping is growing rapidly nowadays.

We can use the Present Continuous when we talk about repeated actions which are irritating to

the speaker (always, constantly):

Examples: 1. He is always complaining about his colleagues.

2. My son is always getting into trouble in school.

Sometimes we use the Present Continuous to describe a planned action in the near future:

Examples: 1. I‘m leaving for Vienna tomorrow morning.

2. We are having lunch at 12.30 o‘clock.

Some verbs can be both stative and dynamic:

Be

be is usually a stative verb, but when it is used in the continuous it means ‗behaving‘ or ‗acting‘

You are stupid. (= it‘s part of your personality)

You are being stupid. (= only now, not usually)

Think

think (stative) = have an opinion

I think that coffee is great.

think (dynamic) = consider, have in my head

What are you thinking about? I‘m thinking about my next holiday.

Have

have (stative) = own

I have a car.

have (dynamic) = part of an expression

I‘m having a party / a picnic / a bath / a good time / a break.

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See

see (stative) = see with your eyes / understand

I see what you mean.

I see her now, she‘s just coming along the road.

see (dynamic) = meet / have a relationship with

I‘ve been seeing my boyfriend for three years.

I‘m seeing Robert tomorrow.

Taste

taste (stative) = has a certain taste

This soup tastes great.

The coffee tastes really bitter

taste (dynamic) = the action of tasting

The chef is tasting the soup.

! Remember: ‗taste‘ is the same as other similar verbs such as ‗smell‘

Exercises

1. Fill in the gaps with the correct form of the verb in brackets.

Example: I am listening (listen) to you.

The train to Glasgow ………………(leave) from platform 8.

I ……………..(begin) to understand the Present Continuous now.

Sue ………………….(work) tonight.

Listen! The telephone ………………….(ring).

Ms. Johnson ………………………….(see) a customer at 3 o‘clock.

2. Form complete sentences by putting the following words into the correct order:

1 living very We‘re flat. in a nice

……………………………………………….…………

2 image. company hard improve its working to The is

………………………………………………..…..…….

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3 interesting China. book reading a I‘m very about

……………………………………………………………..

4 Saturday. The party a on are having Barrons

……………………………………………………………..

5 playing team are Our today. badly

……………………………………………………………..

6 train new with My playing son his is set.

……………………………………………………………..

7 her Sheila‘s mobile. to someone on talking

……………………………………………………………..

8 morning. I‘m Bob tomorrow at 12 meeting

……………………………………………………………..

9 is week. Rome flying to Margot next

……………………………………………………………..

10. meet am that you me. hoping will I

……………………………………………………………..

Present Tense Continuous – Negative Form

I ‗m not playing football.

You aren‘t standing up.

He isn‘t listening to music.

She isn‘t swimming.

It isn‘t playing with the ball.

We aren‘t going home.

They aren‘t running.

Exercises

1. Fill in the gaps with the correct form of the verb in brackets.

Example: We aren‟t watching (not watch) the television.

My Dad ……………….(not have) his lunch now.

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The kids ……………....(not study) tomorrow.

It ……………………...(not rain) today.

I……………………….(not study) German.

We ……………………(not go) to Egypt on summer holiday.

2. Form complete sentences by putting the following words into the correct order:

1. homework. isn‘t English Anita doing her

……………………………………………………………

2 the Progress having We Test today! aren‘t

……………………………………………………………

3 for the dinner. coming aren‘t Unfortunately, Petersons

……………………………………………………………

4 The working. photocopierisn‘t

……………………………………………………………

5 renting aren‘t and flat Lisa sister a her together.

……………………………………………………………

6 aren‘t working Saturday. We next

……………………………………………………………

7 anywhere going at Clive and I weekends. aren‘t

……………………………………………………………

8 phone ringing. The isn‘t

……………………………………………………………

9 I‘m anything not now. doing right

…………………………………………………………….

10. playing Nobody computer games. is

…………………………………………………………….

Present Tense Continuous – Interrogative Form

Am I doing it right?

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Are you listening to me?

Is he working today?

Is she speaking Chinese?

Is it working?

Are we going home now?

Are they watching TV?

Exercises

1. Fill in the gaps with the correct form of the verb in brackets.

Example: Are you listening (you listen) to me?

1. …………………………. (it start) to rain?

2. ………………………….. (Sue study) to become a doctor?

3. ………………………….. (you take) your daughter with you?

4. …………………………... (the dog play) with the kids?

5. ………………………... (they come) tonight?

2. Form complete sentences by putting the following words into the correct order:

1 tennis Is with playing Pamela you tomorrow?

…………………………………………………………..

2 tonight? you Are doing anything

…………………………………………………………..

3 a they in Are London? bigger office into moving

…………………………………………………………..

4 presentations doing on his Is Sean Wednesday?

…………………………………………………………..

5 staying Is anyone classes? after else

……………………………………………………………

6 Are going they already? home

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……………………………………………………………

7 your back? Isn‘t coming wife

…………………………………………………………...

8 you joking? Are

……………………………………………………………

9 Are your taking play? part the in kids

……………………………………………………………..

10 watching anyone TV? Is

………………………………………………………………

Wh- Questions

What am I doing?

Where are you living now?

Who is he speaking to?

When is she coming?

What is it doing here?

When are we having the test?

What are they watching?

Exercises

1. Fill in the gaps with the correct form of the verb in brackets.

What company …………………………..(you work) for?

What class ………………………………..(they study) in?

Who ………………………………(John shake) hands with?

What time ………………………………..(your friends come)?

What country …………………………… (they visit) at the moment?

2. Form complete sentences by putting the following words into the correct order:

1. time are What friends coming? your

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…………………………………………………………….

2 visiting What you vacation? country on are

……………………………………………………………….

3 are speaking to? you Who

………………………………………………………………..

4 you Where tonight? staying are

………………………………………………………………….

5 doing? hell the are What you

…………………………………………………………………..

6 arriving train is your When in Moscow?

………………………………………………………………………

7 with? my dancing wife Who‘s

……………………………………………………………………..

8 buying? are What car they

…………………………………….

9 How coming? many people are

…………………………………………………………………………

10 What you are drinking?

................................................................................................................

THE –ING FORMS OF THE VERBS

Usually we add -ing

work working

stand standing

learn learning

When the verb ends in an e, we drop the e and add -ing

come coming

have having

write writing

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If a one syllable (with only one vowel sound) verb ends in one consonant (for example p, t, r) that

follows one vowel (for example a, o, e), we double the consonant.

swim swimming

get getting

stop stopping

Some verbs have irregular ing form

Exercises

1. Make the -ing form of the verbs

come- coming

watch ……………..

skate ……………..

smile ……………..

die ……………..

speak ……………..

run ……………..

meet ……………..

talk ……………..

have ……………..

take ……………..

live ……………..

sit ……………..

lie lying

die dying

travel Br. travelling

Am. traveling

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go ……………..

listen ……………..

eat ……………..

lie ……………..

ski ……………..

wear ……………..

chat ……………..

chew ……………..

2. Choose the correct form of the verb depending on whether in this meaning it is an action or a

state verb. If both the Present Continuous and the Present Simple tenses are possible, use the

Present Continuous tense.

1. a) Why are you smelling the soup?

b) Why do you smell the soup?

2. a) She was feeling his arm on her shoulder.

b) She felt his arm on her shoulder.

3. a) Are you having an English dictionary?

b) Do you have an English dictionary?

4. a) What are you thinking about?

b) What do you think about?

5. a) I am feeling much better today.

b) I feel much better today.

6. a) What are you looking at?

b) What do you look at?

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7. a) I am not hearing you.

b) I can‘t hear you.

8. a) What are you thinking of me?

b) What do you think of me?

9. a) I am feeling we should go home now.

b) I feel we should go home now.

10. a) This bread is tasting funny.

b) This bread tastes funny.

Present Tense Simple / Present Tense Continuous

Permanent (usual) and Temporary (now, around now) actions.

We use the Present Continuous tense to speak about things which are happening now or things

which are temporary.

Examples:

I am not working now. I am on holiday.

Sally is listening to a new CD.

Who are you phoning?

The Present Simple tense describes usual, repeated and permanent things

which happen for example, always, usually, often, sometimes, never.

Examples:

I work as an accountant.

John doesn‟t know German.

How often do you play tennis?

Compare how these two tenses are used.

36

Why are you walking to work? Don‟t you usually go by bus?

I live in Kharkiv, but now I am living in Moscow.

Usually we have dinner at 7, but today we are having it at 9.

Present Continuous and Present Simple to talk about the future.

We use the Present Continuous Tense for plans and arrangements.

Examples:

What are you doing tonight?

I‟m seeing a very important customer in my office at 4 o‟clock.

We are going to the see for our holiday.

Where are you staying in Vienna?

I‟m not going anywhere. It is final.

We use the Present Simple in the conditional clauses after if, when, as soon as, until etc, and when

we talk about timetable, schedules, itineraries etc.

Examples:

What will you do if you fail your exam?

We will wait until she comes.

My plane takes off at 9.00.

The President arrives in Norway on 17 September.

What time does your train leave?

Exercises

1. Put the verb in brackets in the correct form, either the Present Simple Tense or the Present

Continuous Tense.

1. I ………………..a very interesting book.(to read)

2. Joanne ………………eight hours a day. (to work)

3. Tonight we …………………a play at the theatre. (to watch)

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4. Who……………………………to? (he, to speak)

5. I ………………………him very well. (to know)

6. What will you do if she……………………..late?(to come)

7. My wife…………………………………coffee for breakfast. (to have)

8. What …………………………………….for breakfast? (you, to have)

9. Your train …………………………..at 17.25 from platform 3. (to leave)

10. What…………………………………? She‘s a student. (she, to do)

1. Put the verbs into Present Progressive (Continuous).

1. My sister (to clean) ……………………the bathroom.

2. Look! They (to go) …………………….inside.

3. I (to wait) …………………………in the car now.

4. Mrs. Miller (to listen)…………………… to CDs.

5. We (to speak) ………………………….English at the moment.

3. Choose the correct form. Note that there are exceptions in spelling when adding „-ing.‟

1. His brother …………………….a test at the moment. (does, is doing, do)

2. They ………………….in the pool. (are swimming, swim, swims)

3. Look! David and Max ………………home. (come, comes, are coming)

4. My dog Charlie ………………..to the park. (go, goes, is going)

5. I ………………..breakfast now. (make, is making, am making)

4. Rewrite the sentences using the short forms (where long forms are given) or the long forms

(where short forms are given).

1. We are reading a letter. ……………………………………..…..

2. He is opening the window. …………………………………......

3. I am playing computer games. ……………………………….....

4. She‘s dancing at the party. …………………………………...…

5. They‘re drinking a cup of tea. ………………...…………..….…

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5. Rewrite the sentences using the negative forms.

1. We are playing a game. ……………………………………….….

2. I‘m drawing a picture. ……………………………………………

3. He is making pizza right now. ……………………………….…...

4. Susan and her brother are taking photos. …………………………

5. Dad is working in the kitchen. ……………………………………

6. Write questions in Present Progressive.

Robin / to ride / his bike ……………………………………………..

where / she / to go …………………………………………………..

what / your mother / to do / now ……………………………………

7. Which is a signal word for the Present Progressive?

1. a.often b. now c. sometimes

2. a. always b. Look! c. at the moment

8. Reading

Read the following text. Can you explain the underlined words?

Exclusive Interview with Olympic Athlete Whitney Post

Whitney Post, MA is an amazing woman. An Olympic rower, who describes herself as ―chasing

victory‖ in a highly competitive sport, she has conquered something perhaps more challenging: her

own eating disorder. Since entering recovery, Whitney has been instrumental in helping others to

recover from anorexia, bulimia and binge eating. Whitney is now taking on a new challenge,

supporting college students with eating disorders. Whitney recently shared her story with

Examiner.com.

Examiner: Could you tell us a little bit about you and especially your interest in eating

disorders?

39

Whitney: Well I come to my interest in the topic from personal and professional experience. I

developed an eating disorder myself in college – where I was in love with the sport of rowing. I

went on to row for the lightweight National Team for four years, and then went as an alternate to the

Sydney Olympics in 2000. I subsequently earned a degree in psychology, and worked as an eating

disorder therapist, and as a consultant I‘ve given trainings on eating disorder prevention and

wellness to college sports teams and coaches. I‘m fascinated by the way something as positive as

athletics can contribute to something as destructive as eating disorders, as well as the way the

athletic personality can be leveraged towards recovery. I write about this in a blog for gurze.com

Why are athletes so susceptible to developing eating disorders?

How much time do you have? The short answer is that the profile of a good athlete in many ways

mirrors the traits needed to have an eating disorder; ability to be incredibly disciplined, training in

pushing through pain and discomfort, strong motivation for achievement, strong identity linked to

the body. In eating disorders the body becomes the solution to whatever problems are at hand. They

get played out in the body by starving or binging or purging or some combination of all of the

above.

Do you see any gender differences among athletes in terms of eating disorders?

While eating disorders have mainly impacted women over the past few decades, they are affecting

more and more men. Research has shown that athletes in weight restricted sports or sports where

appearance plays a role in performance are at particularly risk, as well as sports the emphasize

individual over team performance.

What are some changes to traditional treatment for eating disorders that would be beneficial

for athletes?

I think the most important aspect is to be in pursuit of treatment. Many athletes are often resistant to

treatment. I‘ve talked to plenty of clinicians on college campuses who say how hard it is to get

athletes to show up for groups or sessions to address eating disorders. It can be threatening to their

identity and sport. I know when I was rowing in college I was horrified that what I was doing might

be viewed as letting my teammates down. While I did seek treatment I was scared that someone

from my team might find out what I was struggling with. I do think that therapeutic modalities such

as Cognitive Behavior Therapy can be a nice fit for athletes because the approach addresses specific

skill development and is goal oriented. And while it may take some effort – taking the time to find a

therapist who has experience working with athletes is a great way to go.

What can you tell us about your latest endeavor, The Eating for Life Alliance?

40

My colleague and Co-founder, Dawn Hynes, and I are pleased that at long last (18 months of

working and networking) the eatingforlife.org website will be live as of September. This is an

endeavor very near and dear to my heart: a website to provide resources on the treatment and

prevention of eating disorders to colleges (students, parents, and college staff). There is amazing

work being done across the country in eating disorder treatment and prevention. Our vision is to

connect colleges to that information, and to provide help in terms of a user friendly website

(www.eatingforlife.org).

Questions

1. Who is Whitney Post?

2. What does the interview refer to?

3. When did her interest for eating disorders appear?

4. What kind of sport did she practise in high school?

5. Do eating disorders affect more women than men?

6. Are there any types of traditional treatments for athletes? What treatment does she think

necessary for athletes?

7. What does the website she created with her colleague Hynes refer to? It is about eating disorders?

UNIT THREE

The Past Simple Tense

Structure

The Past Simple Tense of the most English verbs (regular verbs) is formed by adding

"-ed"/"-d" to their base form. (If the verb ends in "-e", we add "-d" to form the Past Simple.)

There are also some verbs called irregular verbs that have special past tense forms.

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Here are some examples of irregular verbs:

to do – did – done

to be – was/ were – been

to make – made - made

Affirmative form

Regular verbs:

base form + "-ed" or "-d":

work + "-ed" = worked

live + "-d" = lived

I/you/he/she/it/we/they worked

I/you/he/she/it/we/they lived

Irregular verbs: past form only

I/you/he/she/it/we/they saw

To form the negative and interrogative sentences we use the past form of auxiliary verb do -->

did:

Negative form

I

you DID + NOT

he/she/it (DIDN‘T)

we + WORK

they

He didn‟t work yesterday.

She didn‟t see him last night.

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Interrogative form

I

you

DID he/she/it WORK?

we

they

Did he work yesterday?

Did she see him last night?

If it is the verb "to be" we use was/were before the subject:

Was he at the office the other day?

Questions and short answers:

Did you go to the cinema last night?

Yes, I did.

No, I didn‟t.

Did he speak with Kate yesterday?

Yes, he did.

No, he didn‟t.

Spelling rules for the Past Simple of regular verbs:

if a regular verb ends in consonant + y, y changes into i and then -ed is added:

carry - carried, study - studied, fry - fried, try - tried

if a one syllable regular verb ends in consonant + vowel + consonant it doubles the final

consonant and adds -ed -- > stop - stopped, plan - planned, rob - robbed, beg - begged

if a regular verb has more than one syllable and ends in consonant + vowel + consonant, we

double the final consonant only if the final syllable is stressed -- > preFER - preferred, regRET

- regretted

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Exception: In British English verbs ending in -l have -ll before -ed whether the final syllable is

stressed or not -- > travel – travelled

Pronunciation of final "-ed" (regular verbs):

after an unvoiced consonant sound (sh/ s / ch / p / k / f ) we pronounce /t/: wash (/sh/) -

washed (/t/); kiss (/s/) - kissed (/t/); work (/k/) - worked (/t/); hope (/p/) - hoped (/t/); laugh (/f/) -

laughed (/t/)

after a vowel and voiced consonant sounds we pronounce /d/: phone (/n/) - phoned (/d/);

judge (/dg/) - judged (/d/); turn (/n/) - turned (/d/); play (/ei/) - played (/d/); follow (/ou/) - followed

(/d/)

after /t/ and /d/ sounds we pronounce /-id/: visit (/t/) - visited (/id/); start (/t/) - started (/id/);

need (/d/) - needed (/id/)

Exception! The verb to be is different. We conjugate the verb to be (I was, you were, he/she/it was,

we were, they were); and we do not use an auxiliary for negative and question sentences. To make a

question, we exchange the subject and verb. Look at these examples:

subject main verb

+ I, he/she/it was here.

You, we, they were in London.

- I, he/she/it was not there.

You, we, they were not happy.

? Was I, he/she/it right?

Were you, we, they late?

We use the Past Simple Tense:

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to describe actions and situations that happened in the past. These actions and situations were

started and finished in the past.

Examples:

1. We arrived at 9:00 o‘clock.

2. This morning I went to the supermarket.

3. The teacher went to the desk.

4. He didn‟t hear the telephone.

5. Susan bought her little sister a doll.

6. We came here in 1980.

7. I worked at Johnson & Co. from 1990 to 1995.

8. My brother lived in London for six years. (he doesn‟t live there anymore)

The sentence often contains an adverb or adverb phrase of time, such as yesterday, the other

day, last night, last week, three days ago, a few minutes ago, in (year), from (year) to (year),

etc.

to talk about habitual or repeated actions that took place in the past

Examples:

1. When she was young, she danced beautifully.

2. He played the violin when he was a child.

3. We often went there.

4. I saw her every day.

Note: This use is also often expressed with used to:

Bob used to smoke 20 cigarettes a day.

to tell a story and to express actions which follow each other in a story

Examples:

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1. It happened one night in the winter.

2. She opened her bag, took out the key and unlocked the door.

to refer to the historical past or to events that have happened in the distant past relative to the

speaker

Examples:

1. World War II ended in 1945.

2. Romans built strong bridges.

for reporting what someone said (converting from direct to reported speech)

Examples:

1. David said that he was tired.

2. The doctor told me that I would have to stay in the hospital for a week.

to talk about action in the past that took place in the middle of another action

Examples:

1. When Peter arrived, I was reading a book.

2. I was having a bath when the phone rang.

for making second conditional sentences (also called conditional type 2) when we talk about an

imaginary or unlikely situation and to describe its result. (If + Past Simple, would + infinitive)

Examples:

1. If I won the lottery, I would travel the world.

2. If I were you, I wouldn‟t marry him.

Exercises

1. Put the verbs into the Simple Past:

1. Last year I (go)………………to England on holiday.

2. It (be) ………………………….fantastic.

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3. I (visit) ……………….lots of interesting places. I (be) ……………..with two friends of

mine.

4. In the mornings we (walk) ………………………………in the streets of London.

5. In the evenings we (go) ……………………………………..to pubs.

6. The weather (be) ……………………………strangely fine.

7. It (not / rain) …………………………….a lot.

8. But we (see) ………………………………..some beautiful rainbows.

9. Where (spend / you) ………………………………………..your last holiday?

3. Fill in the blanks below with one of the 15 irregular Past Tense verbs in the box.

ate

came

did

drank

gave

got

made

met

ran

read

saw

swam

took

went

rode

1. He……………………………. his homework before he went to school.

2. It was cold so we ……………………… some hot chocolate.

3. I ………………………….. a sandcastle when I went to the beach.

4. It was a hot day so she …………………………… in the lake yesterday.

5. His car had a flat tire so he ………………………… the bus to work.

6. I …………………………… a horse last summer when I went to my uncle‘s farm.

7. I was late for class so I …………………………….. to school.

8. I……………………….. two hamburgers so I am full.

9. I………………………………a good book before I went to bed.

10. She ………………………. a lion when she went to the zoo.

11. A letter…………………………….. in the mail today.

12. They ………………………………………….. hiking yesterday.

13. I…………………………………. my brother a game for his birthday.

14. She………………………………….a good report card so her mom was happy.

15. I ……………………………… my friends when we went to the park.

4. Fill in with the correct form of the verb in brackets

1. Yesterday I …………………………..to the movies. (go)

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2. My sister …………………………..a birthday cake for me last week. (make)

3. Steve ……………………………..his bicycle to school yesterday. (ride)

4. My friends ……………………………………to Los Angeles two weeks ago. (drive)

5. Elizabeth …………………………………some flowers to her mother last Saturday.(take)

6. Kevin ………………………………………his leg while he was playing football. (break)

7. Last week my aunt ……………………………….a baby. (have)

8. When we cleaned the yard, we ………………………………..a lot of work. (do)

9. The child ……………………………………………….some milk last night. (drink)

10. My teacher …………………………………………some new books last month. (buy)

5. Read the text and then answer the questions!

Coughlin, Franklin help U.S. relay break swimming world record

ATLANTA (AP) - Missy Franklin took a break from studying for her high school exams to anchor a

world-record time in the very first race of the night. With that, the Americans were off to another

dominating performance at Duel in the Pool. Led by the 16-year-old Franklin and longtime

American stars Ryan Lochte and Natalie Coughlin, the Americans won 12 of the 14 events Friday at

the Georgia Tech Aquatic Center and are well on their way to staying unbeaten in the Duel series.

The scoreboard said it all: United States 93.5, Europe 28.5.

"When you‘re setting a world record, it still feels like the first time," said Franklin, a breakout star at

the world championships this past summer and on course to be one of the biggest names at next

summer‘s London Olympics. "I‘m so excited. It‘s awesome." The Colorado teenager already took

her exams in math, physics and theology before traveling to Atlanta, but she‘s still got U.S. history

and American literature next week when she gets back home. "I made note cards on the way here to

help me study," the bubbly Franklin said, breaking into a big smile that never seems to leave her

face. "I like being a student. I like going to school every day."

The tone was set in the opening event, the women‘s 400-meter medley relay. Coughlin got the

Americans off to a quick start in the backstroke, Rebecca Soni blazed through her signature

breaststroke, Dana Vollmer kept it going in the butterfly, and Franklin finished strong in the

freestyle for a time of 3 minutes, 45.56 seconds. That crushed the previous record of 3:47.97, set by

the Americans at the 2009 Duel in the Pool just before high-tech racing suits were banned by the

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international governing body. "We have four really great girls in that relay," said Coughlin, who

also set an American record in the 100 back with her leadoff leg. "We were confident going in, and

that definitely helped us get the world record." Turns out, the Americans were just getting warmed

up.

Lochte won the 400 individual medley and 200 back despite being in the middle of his toughest

training. Coughlin also picked up an individual win in the 100 back and finished third in the 100

free. Franklin added to her relay world record by touching first in the 200 back. Soni cruised to a

nearly 2-second win over teammate Amanda Beard in the 200 breast. Lochte was motivated by a

dismal showing at the U.S. winter nationals in Atlanta two weeks ago. At the time, he insisted the

results weren‘t a big deal because he was more focused on his training regimen. Heck, he didn‘t

even wear a standard racing suit. But clearly, the swimmer who dominated the world championships

didn‘t like plodding along in everyone else‘s wake. "When I get to this point," Lochte said, glancing

out at the racing pool, "I hate to lose."

Brendan Hansen, signaling he‘ll be a factor in London after walking away from the sport for more

than two years, defeated Daniel Gyurta of Hungary in one of the most exciting races of the night.

Hansen beat the world champion by two-hundredths of a second in the men‘s 200 breast.

The Americans also got wins from Matt Grevers (men‘s 100 fly), Chloe Sutton (women‘s 400 free),

Michael Klueh (men‘s 400 free) and the men‘s 400 medley relay team: Hansen, Grevers, Tyler

McGill and Nick Thoman.

Europe‘s only wins came from Hungary‘s Katinka Hosszu in the women‘s 400 IM and Ranomi

Kromowidjojo of the Netherlands in the women‘s 100 free.

"Honestly, it‘s not very surprising," Hosszu said. "We‘re not very good in short course. The

Americans are always better than us in short course. I‘d like to see the competition in long course. I

think we would match up better." Still, it would be tough for anyone to knock off the world‘s most

dominant swimming nation. Even with Michael Phelps sitting out the meet to focus on his training

for an Olympic farewell in London, the Americans brought a wealth of talent to the pool that hosted

swimming during the 1996 Atlanta Games, from a veteran such as Beard - a mom and four-time

Olympian - to the up-and-coming Franklin.

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"There‘s a balance in this team, and that‘s what we need," Hansen said. "There‘s so much

experience, but there‘s so many young kids. We‘ve just got to keep the communication going and

stay on the same page." All they have to do Saturday is show up. That should be enough to wrap up

another easy win at Duel in the Pool, which was launched in 2003 to boost interest in swimming

during non-Olympic years but has mainly been an all-American showcase. The U.S. easily beat the

Australians at the first three Duels, routed the Europeans two years ago and now is on pace for its

biggest win yet. Franklin sure is enjoying the ride. The youngster has resisted the temptation to turn

professional while still in high school, as Phelps did, costing her a chance to cash in on her success

and increasing notoriety. "It gets difficult as the money becomes larger and larger. It‘s difficult to

turn it down," Franklin said. "But I‘ve always wanted to go to college, and that hasn‘t changed. I

really want to be part of that team atmosphere." Coughlin believes that attitude has helped Franklin

cope with her sudden success.

"The attention she‘s getting is really exciting, but it can also be a little overwhelming," Coughlin

said. "I‘m amazed at how well she can handle it. She‘s better than I was at 16, that‘s for sure. She

has a really good head on her shoulders. If it was anyone else, I‘d be a little worried about them."

(http://www.universalsports.com/news-blogs/article/newsid=571885.html)

Answer the following questions:

1. How did the Americans manage at the Georgia Tech Aquatic Center on Friday?

2. How does it feel setting a world record, according to Franklin?

3. How many girls were there on the first places?

4. Which was the thing that motivated Lochte?

5. From which country was the man Brendan Hansen defeated in the men‘s 200 breast?

6. What did Hosszu say about the short course?

7. Which are the most important things in a team?

8. What should swimmers do on Saturday at Duel in the Pool in order to win?

9. Does Franklin want to turn professional, while still in high school?

10. What does Franklin say about the money he is offered?

11. Does Coughlin think that the attention can be overwhelming sometimes?

12. What helps Franklin cope with her success, according to Coughlin?

13. Is there anything Franklin has that other children don‘t?

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UNIT FOUR

The Past Continuous Tense

Structure

The Past Continuous is made with the Past form of the verb "to be" (I was, you were, he/she/it

was, we were, you were, they were) + the ‗-ing‘ form of the main verb. The ‗-ing‘ form of the verb

is called the Present Participle.

Past Continuous (Progressive) Tense

Affirmative (Positive)

Form Negative Form Question Form

I was reading I was not reading Was I reading?

You were reading You were not reading Were you reading?

He was reading He was not reading Was he reading?

She was reading She was not reading Was she reading?

It was reading It was not reading Was it reading?

We were reading We were not reading Were we reading?

You were reading You were not reading Were you reading?

They were reading They were not reading Were they reading?

We use the Past Continuous Tense:

We use the Past Continuous Tense to say that someone was at the middle of doing

something at a certain time. The action or situation has already started before this time but

hadn‘t finished yet:

Examples: 1. What were they doing at 10 o‘clock?

They were working in the garden.

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2. Last summer at this time he was visiting Mexico.

3. Karen was walking to school at 8.30 this morning.

4. They were dancing at a friend‘s birthday party last night at 10.30 p.m.

The Past Continuous is also used together with the Past Simple to say that something

happens at the middle of something else:

Examples: 1. David was reading a book in the park when suddenly it began to rain.

2. While I was walking down the street I met an old friend.

3. He phoned as we were leaving the house.

4. They were playing cards when Jim came.

We can use the Past Continuous to indicate that two actions in the past were in the

progress simultaneously (with while):

Examples: 1. While I was studying in one room my older sister was having a party in the

other room.

2. While James was washing the car his wife was cleaning the house.

The Past Continuous is used to express actions that were in progress at a particular

time:

Examples: 1. It was snowing all morning.

2. They were driving all night long.

The Past Continuous is also used to talk about irritating repeated actions in the past

(with always, constantly):

Examples: 1. My girlfriend was always coming late.

2. He was always forgetting to close the door.

We use the Past Continuous to make polite inquiries:

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Example: I was wondering if you could lend me your new car for a few hours.

DON‘T FORGET: The following verbs are usually only used in Simple Past (not in the

progressive form).

state: be, cost, fit, mean, suit

Example: We were on holiday.

possession: belong, have

Example: Sam had a cat.

senses: feel, hear, see, smell, taste, touch

Example: He felt the cold.

feelings: hate, hope, like, love, prefer, regret, want, wish

Example: Jane loved pizza.

brain work: believe, know, think, understand

Example: I did not understand him.

introductory clauses for direct speech: answer, ask, reply, say

Example: ―I am watching TV,― he said.

Exercises

1. Using the words in parentheses, complete the text below with the appropriate tenses.

Last night, while I was doing my homework, Angela (call)…………. She said she

(call)……………. me on her cell phone from her biology classroom at UCLA. I asked her if she

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(wait)…………….. for class, but she said that the professor was at the front of the hall lecturing

while she (talk)……………………. to me. I couldn‘t believe she (make) ……………………… a

phone call during the lecture. I asked what was going on.

She said her biology professor was so boring that several of the students (sleep, actually)………. in

class. Some of the students (talk)……………….. about their plans for the weekend and the student

next to her (draw)…………. a picture of a horse. When Angela (tell)………………………. me she

was not satisfied with the class, I (mention)……………….. that my biology professor was quite

good and (suggest)…………… that she switch to my class..

While we were talking, I (hear)………………… her professor yell, "Miss, are you making a phone

call?" Suddenly, the line went dead. I (hang)………………… up the phone and went to the kitchen

to make dinner. As I (cut)…………….. vegetables for a salad, the phone rang once again. It

(be)………………….. Angela, but this time she wasn‘t sitting in class.

2. Using the words in parentheses, complete the text below with the appropriate tenses.

1. A: What (you, do)………….. when the accident occurred?

B: I (try)………….. to change a light bulb that had burnt out.

2. After I (find)………….. the wallet full of money, I (go, immediately)………………. to the police

and (turn)…………. it in.

3. The doctor (say)……….. that Tom (be)…………… too sick to go to work and that he

(need)………… to stay at home for a couple of days.

4. Sebastian (arrive)……….. at Susan‘s house a little before 9:00 PM, but she (be, not)…………

there. She (study, at the library)………………. for her final examination in French.

5. Sandy is in the living room watching television. At this time yesterday, she (watch,

also)……………… television. That‘s all she ever does!

6. A: I (call)…………….. you last night after dinner, but you (be, not) …………. there. Where were

you?

B: I (work)………… out at the fitness center.

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7. When I (walk)………… into the busy office, the secretary (talk)…………. on the phone with a

customer, several clerks (work, busily)…………. at their desks, and two managers (discuss,

quietly)…………………… methods to improve customer service.

8. I (watch)…….……….. a mystery movie on TV when the electricity went out. Now I am never

going to find out how the movie ends.

9. Sharon (be)…………… in the room when John told me what happened, but she didn‘t hear

anything because she (listen, not)……………………

10. It‘s strange that you (call)……………… because I (think, just)………….…. about you.

11. The Titanic (cross)……………. the Atlantic when it (strike)…………….. an iceberg.

12. When I entered the bazaar, a couple of merchants (bargain, busily)…......................……………..

and (try) ………………… to sell their goods to naive tourists who (hunt) ……………. for

souvenirs. Some young boys (lead)……………… their donkeys through the narrow streets on their

way home. A couple of men (argue)……………… over the price of a leather belt. I

(walk)…………………...............….. over to a man who (sell)…………………. fruit and

(buy)………………. a banana.

13. The firemen (rescue)…………………. the old woman who (be)…………….. trapped on the

third floor of the burning building.

14. She was so annoying! She (leave, always)……………………. her dirty dishes in the sink.

15. Samantha (live)…………………….. in Berlin for more than two years. In fact, she

(live)………………………… there when the Berlin Wall came down.

3. Ask for the information in the bold part of the sentence.

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1. At a quarter past six, Phil was translating the document.

2. Sheila was waiting in the park.

3. The pupils were talking about the United States.

4. The boss was dictating a letter.

5. Barbara was looking for her necklace.

4. Write sentences in Past Progressive.

1. the snowman / melt / in the sun

2. we / explore / a new territory

3. the secretary / print out / a document

4. the girls / not / concentrate / on the task

5. Garth / not / practise / on the piano

5. Write questions in Past Progressive.

1. Jill / dance

2. your cousins / swim / in the lake

3. the student / answer / a question

4. William / play / the guitar

5. Janet / sit / on the bench

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6. Put the verbs into the correct tense (Simple Past or Past Progressive).

1. While Tom (read)……………… Amely (watch)………………. a documentary on TV.

2. Marvin (come)…………………. home, (switch)…………………. on the computer and

(check)…………………. his emails.

3. The thief (sneak)…………….. into the house, (steal)……………. the jewels and

(leave)………………………… without a trace.

4. Nobody (listen)………………… while the teacher (explain)…………… the tenses.

5. While we (do)……………… a sight-seeing tour, our friends (lie)………….. on the beach.

6. He (wake)………………. up and (look)……………… at his watch.

7. Put the verbs into the correct tense (Simple Past or Past Progressive).

1. The receptionist (welcome)…………………. the guests and (ask)……………. them to fill in the

form.

2. The car (break)……………….. down and we (have)…………………….. to walk home.

3. The boys (swim)…………… while the girls (sunbathe)………………….

4. My father (come)……………… in, (look)…………….. around and (tell)…………… me to tidy

up my room.

5. As long as one group (prepare) …………….. dinner, the others (collect)……………. wood for

their campfire.

6. While the parents (have)…………… breakfast, their children (run)………………….about.

7. Martha (turn)…………….. off the lights and (go)…………………. to bed.

8. Put the verbs into the correct tense (Simple Past or Past Progressive).

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1. We (wait)………………. for Jane, when suddenly Louis (come)…………………. around the

corner.

2. I (cycle)…………………… through the park, when I (hear)………………. a strange noise.

3. He (pass)……………….. her a message when the teacher (look / not)…………………

4. I (fall)……………….. asleep while I (watch)……………… TV.

5. When Mike and Jane (paint)…………….. the walls, their dog (knock)…………… over the paint

pot.

6. Tom (break)………………… his leg when he (play)……………. frisbee.

7. The phone (ring)…………….. when I (sit)………….. on the toilet.

8. I (jog)………………. in the park, when two squirrels (cross)…………… my way.

9. Robert (fall)……………. off the ladder when he (pick)……………………. cherries.

10. Archimedes (discover)………………. the theory of buoyancy while he (take)…………… a

bath.

11. When we (travel)………………. around Ireland, we (meet)…………… some very nice people.

12. While she (speak)……………….. on the phone, the milk (boil)…………… over.

13. When I (leave)……………. the house this morning, the sun (shine)……………...

14. Caroline (burn)…………… her hand when she (iron)…………….. her clothes.

15. When I (do)……………… the washing-up, I (break)…………….. a plate.

16. While Tom (play)…………… the piano, his mother (do)……………. the washing-up.

17. He (drink)…………. some juice and then he (eat)………… a few chips.

18. I (have)…………….. dinner when I suddenly (hear)……………. a loud bang.

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19. When my father (work)…………….. in the garden, an old friend (pass) …………… by to see

him.

20. She (go)………………….. to school, (take)……………… out her textbook and

(begin)………….. to learn.

21. When it (start)…………….. to rain, our dog (want)…………….. to come inside.

22. When Jane (do)………………. a language course in Ireland, she (visit)…………. Blarney

Castle.

23. When I (be)…………………. on my way home, I (see)…………… an accident.

24. I (not / understand)…………………….. what they (talk)……………… about.

10. Read the following text and answer the questions!

Skiing

Skiing is the most popular of all winter sports. It is believed that skiing comes from northern Europe

and Siberia, where it was a vital means of transportation during the long, snowbound months of

winter. The pre-historic people of these regions used skis to keep hunters on top of the snow.

Wooden planks were strapped to feet, to prevent sinking and making it possible to glide over the

snow and travel faster. Skiing was such an important way of life in Scandinavia that the Vikings

worshipped Ull and Skade, the god and goddess of winter/skiing. The first written account of skiing

appears circa 1000 A.D. in the Viking ―Sagas‖ where several kings are described as being superb

skiers.

The word ―ski‖ is a Norwegian word which comes from the Old Norse word ―skid‖, a board or a

piece of split wood. The first hints to the existence of skis are on 4,500 to 5,000 years old rock

carving at the Norwegian Island of Rodoy, showing a man on long runners with a hunting

implement in hand. The oldest ski on record, being 1.10 m. long and 20 cm. broad was found in a

peat bog in Hoting, Sweden and it is estimated to be about 4,500 years old. Several other skis have

59

been found all throughout Scandinavia and Lapland. These ancient skis show regional differences in

length and width, indicating a gradual refinement in technology.

The findings of old skis and its role in literature show that skiing is deeply engrained in Nordic

history. As skis became quicker and more versatile, their application shifted from hunting gear

towards military purposes. Skis were first used in warfare in AD 1200 in the battle of Oslo, in

Norway when Norwegian scouts used skis to spy on Swedish enemies. In 1206, during the

Norwegian civil war, two scouts on skis carried the infant heir to the throne 35 miles to safety in the

middle of winter. The historic event is celebrated today by the ―Birchleg Race‖ over the same route

– so called because the scouts wrapped their legs in birch bark to keep them warm and dry.

Another illustrative example is found in Sweden history. In 1521 the Danes overran Sweden and

massacred all the Swedish nobles but one, Gustav Vasa, who was able to escape. The Swedes were

left without a leader, so two desparate peasants set out on skis to find Gustav. He came back, drove

the Danes out of Sweden, and set up the kingdom that survives to this day.

During the 1700s, the people of Telemark, Southern Norway developed skiing into a sport. They

invented the Telemark and the Christiana (now known as the Christie) turns as methods of artfully

controlling speeds on downhill descents. The ideas of these early pioneers helped pave the way for

the disciplines of both downhill (Alpine) and cross-country (Nordic) skiing.

The first evolution of skiing came in 1868 for downhill skis. Sondre Nordheim from the Telemark

region, an outstanding craftsman and skier, developed the first binding that went around the heel,

stabilizing the boot on the ski. He also tried contouring his skis so that they were slightly waisted in

the middle. The new binding and refinement of the ski shape gave the skier more control, allowing

for sharper turns, faster speeds and the ability to negotiate steeper slopes. Sondre Norheim is often

called the ―father of modern skiing‖.

When Europeans became aware of their Norwegian neighbors‘ amusement with skiing, the sport‘s

popularity grew. By 1870, the skiing had spread to central Europe but soon became apparent that the

techniques used by the Scandinavians were unsuitable for mountainous terrain, especially in the

Alps of south central Europe. Nordic techniques were therefore adapted for the steeper slopes, and

Alpine skiing was born.

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Alpine skiing became a popular European pastime in the 1930s, as ski lifts were invented and that

eliminated the labor of climbing a mountain before experiencing an exhilarating descent. The

invention of the ski lift is credited to a young German engineer, Gerhard Mueller, who used parts of

a motorbike and some rope to create the world‘s first rope tow.

The ski industry emerged and began in earnest after the Second World War, when Austria and

Switzerland came out with the first Alpine Ski Resorts. The rapid advance of materials and

technology further popularized the sport all over the world. Ski manufacturers developed faster and

safer equipment which combined with the improving skills of the skiers to make the sport of skiing

more intense, and easier to learn.

Nowadays, skiing has about 45 million fans worldwide. There are over 6,000 ski resorts around the

world in more than 70 different countries. Most of these are in Europe, with 1,000 or so each, in

North America and Asia (Russia/Japan). Great ski resorts also exist in Chile, Argentina, Australia

and New Zealand; they are found in hot countries such as Iran, Morocco, Lebanon, Greece, Turkey,

Spain and Portugal; and since the end of the Cold War, East European countries such as Bulgaria

and Romania, with their upgraded winter resorts provide excellent opportunities for ski enthusiasts

of all levels.

Snowboarding is the fastest growing winter sport and is set to become even more popular than

skiing. It is hard to say who actually ―invented‖ the first snowboard because it was influenced by

many different people including Sherman Poppen, Demetrije Milovich, Tom Sims and Jake Burton

Carpenter. Snowboarding‘s roots, however, may be traced back to the early 1920‘s. Then children in

Vermont built what would now be considered makeshift snowboards out of barrel staves and rode

them sideways down a snowy hill.

Later, there were some people, who built snowboard like sleds. One of them was M.J. ―Jack‖

Burchett. He cut out a plank of plywood in 1929 and tried to secure his feet with some clothesline

and horse reins. Burchett came up with on of the first ―snowboards‖.

Another snowboard inventor is Sherman Poppen. In 1965 Poppen, a chemical gases engineer in

Muskegon, Michigan, invented ―The Snurfer‖ (a mix between the two words „snow‖ and „surfer‖)

as a toy for his daughter. He made the Snurfer by strapping two skis together and attaching a rope to

the front tip of the snurfer, so the rider could hold it and keep it more stable. Many of his daughters

61

friends wanted one of those new Snurfers, and soon Poppen lincensed his new idea to a

manufacturer.

Short after that Jake Burton Carpenter (a today‘s most popular snowboard factory ―Burton

Snowboards) used ski technology in snowboards. In 1977, at the age of 23, Jake Burton founded his

own company in Londonderry, Vermont, and experimented continually with new materials and

designs. Eventually, he was building a snowboard made of steam-bent wood and fiberglass, with

high-back bindings and metal edges.

Another snowboard manufacturing pioneer is the former skateboard champion Tom Sims. Back in

1963, as an eighth-grader, Sims made a snowboard out of plywood in his shop class. He called it a

―skiboard‖. After years of improvements, he opened Sims Snowboards in 1977 and with the help of

his friend and employee Chuck Barfoot started making snowboards. Barfoot, who actually made the

snowboards, came up with the ―Flying Yellow Banana‖.

Snowboarding continued to increase in popularity over the next years but for a long time,

snowboarders were seen as society‘s outcasts. Ski resorts banned them and the upper-middle-class

ski community looked down upon them. In 1985 snowboarding was only allowed in 7% of U. S. ski

areas and story was much the same in Europe. As equipment and skill levels improved, though,

snowboarding gradually became more acceptable. Most of the major ski areas had separate slopes

for snowboarders by 1990. Now, about 97% of all ski areas in North America and Europe allow

snowboarding and more than half of them have ramps and pipes. The number of snowboarders

increased from about 2 million in 1990 to more than 7 million in 2000. It is predicted that the

snowboarders will outnumber skiers by 2015.

(http://www.studyenglishtoday.net/skiing-snowboarding.html)

1. What is the origin of skiing?

2. What was the use of skis for pre-historic people living in the northern regions?

3. What is the origin of the word ―ski‖?

4. Which is the oldest ski on record and what is its age?

5. What do the different types of old skis indicate?

6. When were skis first used in warfare and with what purpose?

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7. What is ―Birchleg Race‖ and what does it celebrate?

8. When did skiing become a sport?

9. Who is the ―father of modern skiing‖?

10. How did alpine skiing appear?

11. By whom was the ski lift invented? What was it made of?

12. When did snowboarding appear?

13. How many snowboarders were there in 2000?

14. What are the predictions for 2015?

UNIT FIVE

The Present Perfect Tense

Structure

To form the Present Perfect Tense we use has or have with the past participle form of the verb.

Most past participles end in -ed (worked, studied, etc.). Irregular verbs have special past participles

that must be memorized. (went, spoken, seen, etc.)

Affirmative form

I

you have worked

we

they

he/she/it has worked

watch - watched /-ed/

play - played /-ed/

study - studied /-ed/

! Remember:

to be - been

to do - did

to have - had

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Negative form

I

you HAVE NOT (haven‘t)

we WORKED

they

he/she/it HAS NOT

(hasn‘t) WORKED

1. They haven‟t been to New York yet.

2. She hasn‟t seen him so far.

Interrogative form

I

HAVE you WORKED?

we

they

HAS he/she/it WORKED?

1. Have you ever worked from home?

2. Has he ever been to Italy?

We use the Present Perfect Tense:

to express an action that began in the past and continues in the present (often with since and for).

Examples:

1. My sister-in-law has been a teacher since 2000.

2. David has worked in Spain since 1996.

3. He hasn‟t smoked for three years.

4. We have lived here for fifteen years.

with adverbs such as ever, already, never, recently, lately, yet, always, etc.

Examples:

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1. They have never been abroad.

2. Jane has already received her birthday presents.

3. The child has never asked me such questions before.

4. She has never expected such a change for the worse.

5. My colleague has been very busy recently.

to express an action that happened at an indefinite time in the past (the exact time when it

happened is not important)

Examples:

1. They have watched this film.

2. She has lost her keys.

3. The children have washed the dishes.

4. I have read this book.

5. We have moved into a new house.

6. Diana has changed her job.

to talk about a repeated action in the past with unspecified time of completion (with so far, many

times, since, for the last year, for hours, for a week, several times, etc.)

Examples:

1. I have written many letters since I moved to Canada.

2. We have had five tests so far this semester.

3. He has been in New York many times.

4. I have played tennis every Sunday morning for the last two years.

to talk about a very recently completed action

Examples:

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1. Emma has just washed her hair.

2. We have just finished our lunch.

we often use Present Perfect after a superlatives

Examples:

1. This is one of the most beautiful countries she has ever visited.

2. This is the most delicious food I have ever eaten.

we also use Present Perfect with the expressions "This is the first time...", "It‟s the first

time...", etc.

Examples:

1. This is the first time I‘ve ever visited your website and I think it is awesome.

2. It‟s the first time I‘ve ever eaten Chinese food.

sometimes Present Perfect is used to emphasise on the completion of the act in the time clause

(with time words such as when, until, after, before, as soon as)

Examples:

1. You can go out as soon as you have finished your homework.

2. I will go to bed after I have written my report.

Exercises

1. Make questions and use the words in brackets:

a. ……………….the letter? (receive) - No, I haven‘t.

b. Where …………….so long? (you/be) - At the disco.

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c. ………. the exam? (pass) - Yes, she has.

d. What …………….with his car? (your brother/do) - He has sold it.

e. …………………. their homework yet? (your classmates/write) - Yes, I think so.

2. Use the verb in brackets either in Present Tense Simple or Continuous:

a. We can go home. We ………………(mend) three cars today.

b. We ……………(mend) cars since 1 o‘clock and we haven‘t finished.

c. Fortunately, I ………………..(find) my credit card. Here it is.

d. I …………….(look for) my keys since we came home. Where are they?!

e. She ……………..(make) puddings all day.

f. How many puddings …………….she……………?

g. What …………..you……………? (do) You are so dirty!

h. Why are you crying? - I ……………(watch) a film.

i. Joy ………………(send) you a letter. Look!

j. I ……………….(clean) windows since lunch time. It‘s so exhausting.

k. I can see that you ………………(clean) the windows in the hall and in the kitchen

l. You …………………(work) in the garden so long. You should take a rest now.

m. How many years ……………..he …………(have) this car?

3. Choose the right answer:

1. When ….. the school?

a. have you joined

b. did you joined

c. did you join

d. have you ever joined

2. …..in Scotland?

a. Did you ever worked

b. Have you ever worked

c. Worked you

d. Didn‘t you have worked

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3. That‘s the best news……..

a. I never heard

b. I didn‘t hear

c. I used to hear

d. I‘ve ever heard

4. He‘s the most interesting person …….

a. I never dealt with

b. I never had to deal with

c. I‘ve ever had to deal with

d. I‘ve never had to deal with

5. …………….. to them last month

a. I spoke

b. I‘ve already spoken

c. I didn‘t spoke

d. I speaked

6. …………….. a contract three years ago and it is still valid.

a. We have signed

b. We signed

c. We haven‘t signed

d. We have sign

7. …………from a nice trip to Portugal.

a. I come back

b. I came back

c. I never came back

d. I‘ve just come back

8. Prices ………. in 2002 but then …… in 2003.

a. rised….falled

b. rose….fell

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c. have risen ….have fallen

d. rose ….have fallen

9. You………to a word………

a. listened ……I haven‘t said

b. didn‘t listen …. I say

c. listened ….. saying

d. haven‘t listened …….I‘ve said

10. I can‘t imagine that …………………. the news.

a. you haven‘t read

b. you didn‘t read

c. you don‘t read

d. you read not

4. Correct the mistakes in the following sentences:

a. She is trying to stop smoking. She did not smoke a single cigarette for a week.

b. He has waited for an hour. Then he went away.

c. Here is your car. I just washed it.

d. Have you closed the window before you left?

e. Were you here before? - Yes, last year..

f. Shakespeare has written famous tragedies.

g. I practise skiing since my childhood.

h. Did you order the magazine yet?

i. I never saw the film. But I‘d like to see it.

j. I did not finish the letter yet.

k. Where is Timmy? Did he go out?

l. We‘ve done nothing like this at that time.

m. It‘s quite complicated. Have you understood?

n. She always loved Spain. She is going there again in June.

o. Aren‘t you hungry? When have you eaten?

p. It‘s time we went to bed. By the way, have you called Alice this morning?

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q. Did you meet Bill today?

r. Do you know Greg? - No, I don‘t. But I heard all about him.

s. We missed the plane! What shall we do now?

t. He is our headmaster for four years now.

5. Complete the sentences with the verbs in brackets in the right tense:

A: Where ……………now, Mrs.. Orwell? (work)

B: I …………….for the local council. (work)

A: How long …………….for the local council? (work)

B: I …………..there for five years. (be)

A: And what ……………..before that? (do)

B: I …………law at university. (study)

A: ………….on a computer? (ever/work)

B: Yes. I ………… my own computer since I left university. (have)

A: …………….. German or French? (speak)

B: I ……………..German at university. (study) And I want to learn French. But I …………….yet.

(not start)

6. Reading activity

Best Muscle Building Exercises

One of the mistakes new trainees make is to focus on the wrong exercises. They spend too much

time on isolation movements (cable crossovers, etc) instead of working on basic, compound lifts.

This article from Jason Ferruggia (author of Muscle Gaining Secrets) will give you some helpful tips

on exercise selection in the gym:

The Top Ten Weight Training Exercises for Building Muscle

By Jason Ferruggia

1) Deadlift- Not many weight training exercises work as many muscle groups and build

muscle as fast as the deadlift. The neck, traps, upper, middle, and lower back, glutes,

hamstrings, quads, biceps, forearms, and abs are all utilized in the deadlift. No other exercise

is a better test of overall body power. While uninformed people always ask, "how much can

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you bench," the question they really should ask is, "how much can you deadlift?" A deadlift

is the most basic exercise anyone can do. Bending down and picking a weight up off the

floor is the one weight training exercise that mimics everyday real life situations. Most

people will rarely find themselves on their back needing to push a heavyweight off their

chest but everyone has to bend down and pick things up. If you could only do one exercise to

build muscle this would be the one to do.

2) Squat- The squat has been known for years as the "king of all muscle building

exercises" and for good reason. I'm not talking about sissy boy half squats either; I'm talking

about real below parallel, full squats. If you don't at least break parallel it's not a squat. Like

deadlifts, squats involve an enormous amount of muscle mass and stimulate the release of

anabolic hormones such as testosterone. This is great for building muscle fast. The squat is

probably the most revered exercise among serious lifters and the power rack is considered

our sacred ground. If you ever want to develop any kind of real lower body strength and

build muscle fast, you have no choice but to squat.

3) Chin up- Not many exercises will build muscle in the upper body like chin ups.

Known as the upper body squat, chins stimulate nearly every muscle from the traps down to

the abdominals. Any exercise that allows you to move your body through space as opposed

to moving a weight or fixed implement around you has a much higher degree of

neuromuscular activation, and therefore a much greater potential to elicit gains in size and

strength. Look at the development of male gymnasts and you will see for yourself what years

of chin ups and dips can do for the upper body. If you want to build muscle fast, be sure to

include chin ups in your weight training program.

4) Parallel Bar Dip- A close second to chin ups as one of the best upper body

exercises for building muscle fast, and for all the same reasons. If you want big arms you had

better include dips in your training program. No other weight training exercise will add slabs

of muscle to the triceps as effectively as dips. A huge chest and enormous pair of front delts

are also a pleasant side effect that comes with regularly performing this outstanding muscle

building exercise.

5) Hang Clean & Push Press- A total body muscle building exercise which hits the

calves, hamstrings, glutes, quads, lower and upper back, traps, shoulders, biceps, triceps, and

forearms. Although it is, by definition, an Olympic lift, it can be done in more of a strict

manner to really target the traps, upper back, and shoulders. When done in this manner, it is

not performed solely with the intention of developing explosive speed like most Olympic

lifts are performed. Doing the clean and push press in this manner is a form of power

bodybuilding and will really blow up the traps and shoulders. If you could only pick one

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weight training exercise for building muscle, this might be the one. It‘s a shame you don‘t

see this in more bodybuilding programs.

6) Bench Press- This is one of the three powerlifting exercises and along with

Military Presses, is the greatest of all pressing movements for building muscle in the upper

body. When looking at the effectiveness of an exercise, the questions to be asked are what

will allow the lifter to use the most weight and what exercise involves the most muscle mass.

The bench press meets both of these prerequisites and besides being incredibly effective as a

muscle building exercise, it is one of the best measures of upper body power.

7) Military Press- Also known as the front press, this was once considered the

number one measure of upper body power and was the premier muscle building exercise for

the upper body. In the old days of strength training most people didn't even do bench

presses; every weight training exercise was done standing up. Bench pressing was looked

down upon as a show lift and real men only did overhead presses to build muscle. Bench

pressing took over with the development of powerlifting and bodybuilding and the military

press took a back seat. It is still however, a great measure of upper body power and should

be done by anyone interested in building an impressive set of shoulders and building overall

muscle mass throughout the upper body. Even though some uninformed doctors will have

you believe that overhead pressing can be dangerous, old time strong men argue that there

would not be as many shoulder injuries as there are today if the military press had remained

the upper body weight training exercise of choice. Equally effective variations of the military

press include the push press, push jerk and split jerk.

8) Bent Over Rows- When it comes to building muscle in the upper back and lats,

bent over rows are hard to beat. This weight training exercise can be performed many

different ways; palms up, palms down, wide grip, close grip, to the abdomen, to the sternum,

with an ez bar or with a straight bar. However you do them, nothing will develop thickness

in the back like rows will, and anyone who has been involved with bodybuilding for a while

will tell you there is nothing more impressive than a well developed back, muscular back.

9) Good Mornings- Although they are a rarely performed weight training exercise by

a large majority of bodybuilders, good mornings remain one of the staples of a good size and

strength gaining program. Powerlifters seem to be the only ones who know about the muscle

building properties of this outstanding exercise. The reason this muscle building exercise is

often avoided is that good mornings are brutally hard work. But that hard work brings huge

rewards. Good mornings will build muscle fast and pack tons of size on your lower back,

glutes, and hamstrings. They are also one of the best weight training exercises to help

improve your squat and deadlift, which is the main reason they are a mainstay in

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powerlifting.

10) Pushup- Yes, you read that right, I said pushups are one of the best weight

training exercises to build muscle fast. For a beginner pushups are the absolute best muscle

building exercise to do for the pecs, delts, and triceps. However, as you make progress and

get stronger pushups become too easy and are usually forgotten about. That is a huge

mistake. There are several varieties of pushups that can be used by intermediate and

advanced lifters such as elevated pushups on pushup handles, dumbbells, or chairs. Pushups

can also be done on gymnastic rings hanging from chains and suspended a foot or so above

the ground to make them even more challenging. When either of these versions of this

awesome muscle building exercise becomes too easy you can have a partner hold weight on

your back, use a weighted vest or even drape heavy chains across your back. If you are

looking for more variety, Hindu pushups are another great version of this exercise and can

sometimes humble even the strongest of men.

So there you have it, the best weight training exercises for building muscle fast. All the food

and supplements and drugs in the world are worthless if you train like a Nancy boy.

Machines and isolation movements are as effective as running on a treadmill when it comes

to getting big and strong. Stick with the weight training exercises above; make them a staple

in your training, and start saving up for a new wardrobe. Its time to build muscle fast!

Jason Ferruggia is a world famous fitness expert who is renowned for his ability to help

people build muscle as fast as humanly possible. He is the head training adviser for Men‘s

Fitness Magazine where he also has his own monthly column dedicated to muscle building.

For more great muscle building information, please visit Muscle Gaining Secrets.

(http://www.bodybuildingarticles.net/2011/07/best-muscle-building-exercises.html)

Answer the following questions:

1.What is one of the big mistakes that begginers make?

2. What weight training exercises work more muscles than the regular ones?

3. What anabolic hormone is released by doing the ‖king of all muscle building exercises‖–

the squat?

4. How can you build muscle fast, for example for the back?

5. Are bench presses mass exercises for the lower body?

6. In how many ways can you preform bent over rows?

7. Who is the author of the Mucles Gainer Secrets magazine ?

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UNIT SIX

The Present Perfect Continuous Tense

Structure

The Present Perfect Continuous is made by using the present form of the auxiliary verb

"have"+ past participle of the verb "to be"+-ing form of the main verb ("I have been doing").

To form questions we reverse the order of the pronoun and "have/has" (Have I, Has he ...?).

Present Perfect Continuous (Progressive) Tense

Affirmative (Positive)

Form Negative Form Question Form

I have been doing I have not been doing Have I been doing?

You have been doing You have not been doing Have you been doing?

He has been doing He has not been doing Has he been doing?

She has been doing She has not been doing Has she been doing?

It has been doing It has not been doing Has it been doing?

We have been doing We have not been doing Have we been doing?

You have been doing You have not been doing Have you been doing?

They have been doing They have not been doing Have they been doing?

Contracted forms: I‟ve, you‟ve, she‟s, he‟s, etc.

Examples: 1. Jane has been playing the piano for five years.

2. I haven‟t been smoking for a long time.

3. Have you ever been thinking about moving to Canada?

4. How long have you been reading that book?

Using the Present Perfect Continuous Tense

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We use the Present Perfect Continuous to talk about an action which began in the past and has

recently finished or just finished (without time words):

Examples: 1. Bob and Gloria have just come back from the park. They have been jogging and they

are very tired now.

2. Your shirt is so dirty. What have you been doing?

3. Susan has been talking to Mike.

We use the Present Perfect Continuous to say how long something has been happening. The

action began in the past, continues in the present (or has just stopped), and may continue into the

future (with time words such as since, for, all day, all afternoon, every day this year, etc.):

Examples: 1. Ann has been playing tennis for two hours. (Ann is playing tennis now. She began to

play tennis two hours ago and she is still playing.)

2. I have been waiting for my girlfriend since 6 o‘clock.

3. He has been smoking for ten years.

4. Nancy has been skiing since she was 8 years old.

5. We have been living here for seven years.

6. He has been watching TV all evening.

7. We have been meeting every Friday this year.

We can use the Present Perfect Continuous to express an action or general activity in progress

(without time words or with recently, lately):

Examples: 1. Victoria has been thinking about changing her job.

2. Michael has been studying hard lately.

3. Robert has been having problems with his back recently.

Differences between the Present Perfect Continuous and the Present Perfect Simple.

Remember that we use the Present Perfect Continuous to put emphasis on the duration

of an activity or to say how long something has been happening. It is not important whether

the action has been finished or not.

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When we are interested in the result and not in the action itself we can use the Present

Perfect Simple. The action has results at present (it has been finished) or it may still

continue in the present.

Sometimes the Present Perfect Simple and the Present Perfect Continuous have

identical or slightly different meaning:

1. I have lived here for 6 years. (the situation may be permanent)

2. I have been living here for 6 years. (the situation may be temporary)

The state (stative) verbs such as be, know, own, like, hear, see, have (when we mean

"possess"), think (when we mean "believe"), etc. do not normally have continuous form. We

use them with the Present Perfect Simple.

1. Jack and Barbara have known each other since early childhood.

2. Tom has had this car for many years.

Exercises

1. Match the following sentences:

A.

1 We have visited England

2 We have been visiting England

a six times.

b since we started learning English.

B.

1 Why is the table in such a mess?

2 Have something to eat. Here you are.

a I‘ve been making a salad.

b I‘ve made a salad.

C.

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1 Someone has eaten our toasts.

2 Someone has been eating our toasts.

a There is only one toast left.

b They are all gone

D.

1 Paul has gone

2 Paul has been going

a out with Charlene for a couple of months.

b to Paris for a few days.

E.

1 How long

2 How many times

a have you been trying to contact me?

b have you tried to contact me?

F.

1 I‘ve typed

2 I‘ve been typing

a three letters since you came home.

b letters since you came home.

G.

1 What have you been doing?

2 What have you done?

a Your face is so red.

b Have you sent him an e-mail?

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2. Put the verbs in brackets in the right tense:

1. Peter …………. football yesterday. (to play)

2. Mark ………. the car. It looks new again. (to clean)

3. Last year we ……….to Spain. (not to go)

4. Our friends ………………………….(to read) the book. Now they can watch the film.

5. He……..(to visit) my friend two days ago.

6. Mary …………….(not to visit) another country before.

7. Our neighbours ……… (to buy) a new car in 2011.

8. I‘m sorry, but I ……….(to forget) to do my homework for today.

9. (he, to win) the game of chess?

10. The children ………….(to eat) their lunch yet.

3. Reading activities

A Look at the Intriguing History of Snowboarding

By Keith Kingston

To say who actually invented the sport of snowboarding would be

impossible because people have always loved to slide down a snow-covered hill. Soaring through

the snow on some kind of seat or board is nothing new. The ways to enjoy the snow are numerous,

and people have devised ways to turn garbage can lids and cardboard into ‘snow boards’ to enjoy an

afternoon frolic outdoors. The various ways to glide through snow have become more sophisticated

and have evolved into using polished boards or skis in much the same manner as a surfboarder

would ride a wave.

There have been many attempts at developing a modern snowboard. In 1965, the ‘Snurfer’ (a word

play on ‘snow’ and ‘surfer’) was developed as a child’s toy. Two skis were bound together and a

rope was placed at the front end to afford control and stability. Over 500,000 ‘Snurfers’ were sold in

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1966 but they were never seen as more than a child‘s plaything even though organized competitions

began to take place. The year 1969 brought a slightly more sophisticated snowboard based on the

principles of skiing combined with surfboard styling.

The ‘Flying Yellow Banana’ was developed in 1977. This was nothing more than a plastic shell

covered with a top surface like that of a skateboard, but at the time it was considered a major

advance in the little known sport of snowboarding. The first national snowboard race was held in the

area outside Woodstock and was known as ‘The Suicide Six.’ The race consisted of a steep

downhill run called ‗The Face‘ in which the main goal was probably mere survival.

Snowboarding continued to increase in popularity over the next several

years. In 1985 the first magazine dedicated specifically to snowboarding hit the news stands with

huge success and furthered the popularity of this exciting sport. Hoards of fans began to organize

regional events and pretty soon snowboarding events were held in all parts of the world. In the year

1994 snowboarding was finally declared an Olympic event, much to the delight of fans. The not-so-

new sport of snowboarding was finally recognized and meant a huge victory for serious

snowboarders across the globe.

A collection of snowboarding tricks and stunts was released on video in 1996. Filmed in Alaska, the

breathtaking beauty and captivating snowboarding techniques featured in the video exposed

snowboarding to a new generation, and by 1998 snowboarding constituted almost 50% of all winter

activity. Today, nearly all ski resorts accept snowboarders. There are still a few holding on to the

past but this is unlikely to continue as the number of snowboarders continually increases.

From the first crudely built snowboards to the advanced and specialized models available today,

snowboarders have carried a ‘bad boy’ image. This rebel reputation is still common today in spite of

the fact that snowboarding appeals to men, women, and children of all nationalities and social

groups. At most major ski resorts you can find snowboarding gear, information, and lessons.

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Olympic and world wide snowboarding events are among the most popular of winter sports and the

competition to be the best is fierce.

Retailers nation wide and around the world carry many types of snowboards, and the choice in

specially made snowboarding gear is immense. Snowboarders have participated in the X Games and

even charity events such as Boarding for Breast Cancer. From its early meager beginnings

snowboarding has progressed into a fully recognized sport, and large numbers of people are turning

to snowboarding for adventure, fun, and professional recognition.

(www.EzineArticles.com)

Questions

1.Who invented the sport of snowboarding?

2. ―Soaring through the snow.‖ means a.―Rising upwards in the air.‖

b. ―Descending through the snow.‖

c. ―Falling through the snow.‖

3. Could you name some attempts at developing a modern snowboard?

4. When and where did the first national snowboard race take place?

5. When was snowboarding finally declared an Olympic event?

6. When did the first collection of snowboarding tricks and stunts appear? What did it

consist of?

7. What connotation have snowboarders carried so far?

8. What events have snowboarders participated to?

B. The Ancient Olympic Games

The first written accounts of the Olympic Games date from 776 BC, although it is sure that these

Games were not the first ones to be held. The Games, like all Greek Games, were an intrinsic part of

a religious festival held in honor of Zeus (supreme among the gods) in Olympia, a worshipping

place for the Greek gods near the town of Elis. Here the Greeks erected statues and built temples

dedicated to Zeus. The greatest shrine was an ivory and gold statue of Zeus created by the Greek

sculptor Phidias. The beauty of the statue was considered to be one of the Seven Wonders of the

World.

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The Olympic Games were held in four-year intervals, and later the Greek method of counting the

years even referred to these Games, using the term Olympiad for the period between two Games.

The Games took place during the first full moon after the summer solstice.

When it was time for the games, the rulers of Elis sent out messengers all over Greece and to the

Greek colonies around the Black Sea and the Mediterranean. They declared a truce throughout the

Greek world for a month. No matter who you had a war with, you had to stop the war and let their

athletes and performers go through your city-state safely to get to the Olympic Games.

According to Hippias of Elis, who compiled a list of Olympic victors c.400 BC, at first the only

Olympic event was the stadion race, a race over about 190 meters, measured after the feet of

Hercules. The word stadium is derived from this foot race. This was the only event until 724 BC,

when a two-stadium race was added.

Over the years, other events were added: boxing, wrestling, pankration (combination of boxing and

wrestling), horse and chariot racing, several other running events (the hippios, dolichos, and

hoplitodromos), as well as a pentathlon, consisting of wrestling, running, long jump, javelin throw

and discus throw (the latter three were not separate events). The addition of these events meant the

festival grew from 1 day to 5 days, 3 of which were used for competition. The other 2 days were

dedicated to religious rituals.

Only freeborn male Greek citizens not accused of murder or sacrilege were eligible to participate.

Training began as early as one year before the games in the athlete‘s home city. A month before the

games, the athletes were the obligated to move to Elis or Olympia for their final training. It was here

that the athletes were taught the rules of fair play and honorable competition.

Athletes usually competed nude. They originally wore shorts but, according to one ancient writer,

Pausanias, a competitor deliberately lost his shorts so that he could run more freely during the race

in 720 BC, and clothing was then abolished.

Spectators also abided by strict rules. Only free men not convicted of any sacrileges could attend.

Women were not allowed to watch the games, but that had nothing to do with the nudity of the male

athletes. Rather, it was because Olympia was dedicated to Zeus and was therefore a sacred area for

men. Punishment for breaking the rules was an automatic death sentence by being thrown off Mt.

Typeo.

The first day of the games began with sacrifices to the gods, for the games were meant as religious

tributes. At the great altar of Zeus, the athletes vowed that they were eligible to participate in the

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games and that they would obey the Olympic rules while competing. Judges, trainers, and even the

athlete‘s parents all had to make a similar vow.

On the final fifth day, there was a banquet for all of the participants, consisting of 100 oxen that had

been sacrificed to Zeus on the first day. It started with a procession to the Temple of Zeus, referred

to by the Greeks as the Altis, where each winner received his wreath of live branches from olives.

Then crowds showered them with flowers.

The victors of the Olympic games were hailed as heroes. Statues were built in their honor around the

magnificent Temple of Zeus and the stadium of Olympia. Parades with chariots, songs, and poems

written in their honor were given in their hometowns. Other special privileges awarded to the

athletes were choice seats at all public spectacles; statues carved in their image were placed in

prominent locations in the city, and they were also exempt from paying taxes. Cash rewards were

common. In some Greek cities, part of a wall was torn and victorious athlete was led in though the

opening. This ritual signified that any city with strong citizens had no need to defend itself with a

wall from its enemies.

In 146 BC, the Romans gained control of Greece and, therefore, of the Olympic games. In 85 BC,

the Roman general Sulla plundered the sanctuary to finance his campaign against Mithridates. Sulla

also moved the 175th Olympiad (80 BC) to Rome.

The ancient Olympic Games were abandoned in AD 394 by the Roman emperor Theodosius I, who

considered the Games to be a savage celebration.

Centuries of earthquakes and floods buried Olympia and the Temple of Zeus until 1870 when

German excavations unearthed the beauty and magnificent statues of the classical Greek Games.

These archeological findings in the sacred ground of Olympia fascinated French historian and

educator Baron Pierre de Coubertin so much that he was inspired to conceive the idea of reviving

the modern Olympic Games. On June 23, 1894, speaking at the Sorbonne in Paris to a gathering of

international sports leaders from nine nations proposed that the ancient Games be revived on an

international scale. The idea was enthusiastically received and the Modern Olympics, as we know

them, were born.

( www.northpark.edu)

4. Fill the gaps in the sentences, using the words below:

sacred, stadium, abided, hailed, chariot, sacrifices, solstice, wreath, conceive, sacrilege,

worshipping, obligated, excavations, truce, Mediterranean, abandoned, convicted, obey

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1. The Games began as a religious, sporting and cultural festival in honour of Zeus (supreme

among the gods) in Olympia, a ……………..place for the Greek gods near the town of Elis.

2. The greatest …………………was an ivory and gold statue of Zeus created by the Greek

sculptor Phidias.

3. The Games took place during the first full moon after the summer……………..

4. When it was time for the games, the rulers of Elis sent out messengers all over Greece and to

the Greek colonies around the Black Sea and the……………..

5. They declared a …………………throughout the Greek world for a month.

6. According to Hippias of Elis, who compiled a list of Olympic victors c.400 BC, at first the

only Olympic event was the …………….race, a race over about 190 meters, measured after

the feet of Hercules.

7. Over the years, other events were added: boxing, wrestling, pankration (combination of

boxing and wrestling), horse and………………………. racing, several other running events

(the hippios, dolichos, and hoplitodromos), as well as a pentathlon, consisting of wrestling,

stadion, long jump, javelin throw and discus throw (the latter three were not separate events).

8. Only freeborn male Greek citizens not accused of murder or ………………..were eligible to

participate.

9. A month before the games, the athletes were ……………………to move to Elis or Olympia

for their final training.

10. Spectators also ………………………by strict rules.

11. Only free men not ……………………….of any sacrileges could attend.

12. Women were not allowed to watch the games, but that had nothing to do with the nudity of

the male athletes. Rather, it was because Olympia was dedicated to Zeus and was therefore a

……………………..for men.

13. The first day of the games began with ……………to the gods, for the games were meant as

religious tributes.

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4. At the great altar of Zeus, the athletes vowed that they were eligible to participate in the

games and that they would ……………..the Olympic rules while competing.

15. On the final fifth day, there was a banquet for all of the participants, consisting of 100 oxen

that had been sacrificed to Zeus on the first day. It started with a procession to the Temple of

Zeus, referred to by the Greeks as the Altis, where each winner received his

………………….of live branches from olives.

16. The victors of the Olympic games were …………………as heroes.

17. The ancient Olympic Games were ……………………in AD 394 by the Roman emperor

Theodosius I, who considered the Games to be a savage celebration.

18. Centuries earthquakes and floods of buried Olympia and the Temple of Zeus until 1870 when

German …………………..unearthed the beauty and magnificent statues of the classical

Greek Games.

19. These archaeological findings in the sacred ground of Olympia fascinated French historian

and educator Baron Pierre de Coubertin so much that he was inspired to

………………………the idea of reviving the modern Olympic Games.

UNIT SEVEN

The Past Perfect Simple

Structure

To form the Past Perfect Tense we use ―had‖ with the past participle form of the verb. Most past

participles end in -ed (painted, arrived, visited, etc.).

Irregular verbs have special past participles that must be memorized. (told, said, spoken, eaten,

etc.)

Affirmative form

I

you

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he/she/it had painted

we

you

they

ask - asked /-ed/

finish - finished /-ed/

want - wanted /-ed/

! Remember:

to be - been

to do - did

to have - had

Negative form

I

you

he/she/it HAD NOT (hadn‟t)

we PAINTED

you

they

1. I wish I hadn‟t painted the door red.

2. I knew that he hadn‟t told you the truth.

3. The doctor realised that the patient hadn‟t taken the medicine.

Interrogative form

I

you

HAD he/she/it PAINTED?

we

they

1. Where had Steven gone?

2. When had Debora arrived?

We use the Past Perfect Tense:

to say that something had already happened before another action or specific time in the past

(often with adverbs like already, until, already... by, before, after, just; if either before or after is

used Past Simple may be used instead of Past Perfect)

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the action which occurs previously in time is expressed in the Past Perfect Tense, and the action

which occurs later is expressed in the Past Tense

Examples:

1. When Linda arrived her husband had left.

2. I read in the newspaper that he had made a great discovery.

3. They were sure they had met the girl before.

4. John had repaired the car by 6 o‘clock.

5. Lilly had already finished her homework when Victoria came.

6. Dan had painted the fence before his friends arrived.

7. After I had cooked the dinner I watched TV.

in reported speech after verbs like told, asked, said, wanted, wondered, explained

Examples:

1.He told me that he had never been in London.

2. I asked him how many books he had sold.

3. Your parents wanted to know what you had done yesterday.

4. We wondered if Daniel had passed his final exam.

5. She said she hadn‟t left her job yet.

6. They told me they had been on vacation for a month.

to show regret about the past

Examples:

I wish I had brought my camera. (but I didn‘t)

2. I wish we had stayed at another hotel.

in Third Conditional, also called conditional type 3 (if + Past Perfect in the ‗if‘ clause, Perfect

Conditional in the main clause). This is a structure we use to talk about unreal conditions in the past.

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Examples:

If I had written the report last week I would have given it to you.

2. If the children had been good their mother would have taken them to the zoo.

3. He would have solved the problem if he had known how.

with conjunctions like no sooner ... than or hardly/barely ... when

Examples:

1. No sooner had I returned home than it began to snow.

2. Hardly had he finished working, when his girlfriend arrived.

a state that started in the past, and continued up to some time in the past

Examples:

1. I had lived in Spain for 3 years before I got used to the country.

2. He had worked there for two years before he got fired.

3. They had lived in New York for 5 years before they moved to Los Angeles.

Exercises

1. Write the story! Put the verbs in the correct tense (Past Tense or Past Perfect)

A.

Bob (wake) ……….up early in the morning. He (feel) ………………very tired because he (sleep /

not) …………………very well the night before. A strange noise in the garden (keep)

…………..him awake. Now it (be) …………six o‘clock and Bob (get) ………..up and (go)

………………..to the bathroom where he (have) ……………..a cold shower to wake up. Then he

(make) ……………himself a nice cup of coffee. When Bob (look) ………………..out of the

kitchen window, he (believe / not) …………..his eyes. There (be) ………………a bear in his

garden! He (search) …………..Bob‘s garden for food last night. Bob (knock) …………………at

the window. The bear (hear) ……..that and(run) …………….away. But what a mess the bear

(make) …….in the garden!

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B.

The Pilgrims

Fill the gaps with the correct tense. Use Simple Past or Past Perfect Simple.

In the 17th century, there (be) ………………..lots of religious tensions in England.

King James I (not / allow) ……………..freedom of religion in England as he (have)

………………..problems with certain religious groups in the past.

That‘s why during his reign some people (leave) ………………….the country.

In September 1620 for example, members of the English Separatist Church (go)

…………………aboard the Mayflower to emigrate to America.

Before their journey to America, they (live / already) …………………..in Holland for a while.

Now on the Mayflower, storms (make) ………………….the journey to America difficult.

The Pilgrims only (reach) ………………….America after they (sail) …………………..the Atlantic

for 66 days.

Because of the delay, the Pilgrims (not / build) ……………………..enough houses and they (not /

collect) ………………….enough food when winter (begin) ……………….

By spring, half of the 100 Pilgrims (die) …………………….of hunger and cold.

But then, in March 1621, the Pilgrims (meet) ……………………….the friendly Wampanoag.

One member of the Wampanoag, Squanto, even (know) ………………..English because several

years before he (spend) ……………………some time in Europe.

The Wampanoag (show) ……………………………..the Pilgrims how to hunt and fish.

They also (give) …………………………the Pilgrims seeds to grow corn and beans.

After the Pilgrims (harvest) ………………….the food in autumn, they (celebrate)

……………………..their good harvest with the Wampanoag. This event is known today as the first

Thanksgiving.

2. Put the verbs into the correct tense (Simple Past or Past Perfect):

1. When my alarm clock (ring) …………..in the morning, it (be) ………….half past five.

2. After I (switch) …………..the alarm clock off, I (turn) …………….around and (fall)

………….asleep again.

3. After an hour I (wake) …………….up again.

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4. When I (look) ……………..at the alarm clock, I (get) …………..a fright – I (oversleep)

…………...

5. When I (come) ………………into the kitchen, I (brush / already) ……………….my teeth.

6. When I (take / just) ……………a few bites from my sandwich, I (hurry) ………………to get

dressed.

7. I (rush) …………………out of the house before I (finish) …………….my breakfast.

8. When I (reach) ……………….the bus stop, the bus (leave / already) ………………...

9. So I (start) ………………..to run. I (run) …………………about 1 km before I finally (catch)

…………………..a taxi.

10. I (arrive) ……………….at the station just a few minutes before my train (depart)

………………...

3. Reading

Topic: Challenge Fitness Stations

Content:

The students will work on physical fitness development by moving through fitness challenges,

making fitness FUN!

Goals:

This lesson addresses the following Illinois State Goals: Goal 20: Achieve and maintain a health-

enhancing level of Physical Fitness based upon continual self-assessment. Goal 23: Understand

human body systems and factors that influence growth and development.

Objectives:

Complete the President's Fitness Challenge or other fitness instruction so students learn the proper

form for stretches and exercises.

Materials:

stretch bands, scooters, regulation size bowling pins or hand weights, mats, beanbags and buckets,

jump ropes, shuttle blocks, step boxes or bleachers, stop watch, movement music, CD player, station

signs, and instruction sheets; Signs needed for each station include: MUSCLE-BUILDERS:

STRETCH BAND for TRICEPS & BICEPS, BOWLING PIN RUN, CURL-UPS, PUSH-UPS,

SCOOTERS and CONES; ENDURANCE and AGILITY BUILDERS: JUMPS, SHUTTLES, JUMP

ROPE; STANCES: The following stretches can be listed on one poster since they are performed

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together in a large group: STRETCHES: SHOULDER ROLLS, NECK STRETCHES, ARM

STRETCHES, BACK STRETCHES, and AB STRETCHES.

Introduction:

The Challenge is divided into 10 stations. The stations give the students opportunities to work on

the following fitness components: muscular strength, muscular endurance, cardiovascular

endurance, and flexibility. Prepare and post signs at each station, showing students where to start

and where to proceed. A copy of instructions at each station will also cue students as to what to do.

Students should remain at each station until signaled to rotate to the next station. Movement music

played during the activity will cue the students as to when they should move to the next station, and

will also provide a cadence for performing the exercises. Rotating at the end of each song gives

about 3 minutes at each station, allowing everyone to get through all or most stations before

dismissal time. Equipment needed at each station should be readily available. Warm-up:

STRETCHES: The class will do the following stretches together in a large group before moving into

small groups for the stations. As class time allows, repeat the sequence of stretches several times. 1.

SHOULDER ROLLS: Roll shoulders forward 5 times and back 5 times. 2. NECK STRETCHES:

Slowly stretch the neck forward, back, right, and left, holding for 5 second each. (Remind students

to elongate their neck during this stretch, being careful not to shrug their shoulders, especially when

holding the head in the back position. We want to prevent "pinching" the nerves in the neck.) 3.

ARM STRETCHES: As if you are swimming, move arms performing the butterfly and backstroke,

5 times each. 4. BACK STRETCHES: Position yourself on all fours, slowly raising and lowering

spine. Repeat 5 times. 5. AB STRETCH: Lie on stomach, arms straight out at each side. Lift and

hold arms and legs 5 seconds and relax. Following the group stretches, put the student into groups of

2 to 4, depending on the size of the class. A good time-saver is to put the students into groups ahead

of time and post the list on the gym wall. This allows the teacher to accommodate students with

special needs and facilitates the opportunity for students to get to know others in the class whom

with they otherwise would not spend much time. MUSCLE BUILDERS: 1. STRETCHY BAND for

TRICEPS AND BEWITCHING BICEPS: (equipment: stretchy bands) Use stretch band to do 10

slow triceps raises and follow with 20 slow biceps builders. Repeat until it is time to rotate to the

next station. 2. BOWLING PINS: (equipment: bowling pins or hand weights) Lift bowling pins

straight overhead and run all the way around the black perimeter line in the gym keeping arms

extended overhead. 3. CURL-UPS: (equipment: mats) Do curl-ups to the cadence of the music until

it is time to rotate to the next station. 4. PUSH-UPS: (equipment: beanbags, buckets) Do push-ups

(on toes or bent-knee) to take beanbags out of bucket and then put back into bucket alternating right

and left hands. 5. SCOOTERS and CONES: (equipment: scooters and 6-8 cones) Lie with stomach

on scooter and use only hands to travel around the creepy cone course. ENDURANCE and

AGILITY BUILDERS: 6. JUMPS: (equipment: step boxes or available bleachers) Use a two-foot

jump and two-foot landing to move on and off the steps rhythmically, to the music cadence. Face

forward first, then sideways. 7. SHUTTLES: (equipment: 2 wooden blocks or erasers, stopwatch,

Set up a shuttle run course. You need two lines 30' apart with 2 blocks or erasers set on the far line.)

On a signal, run to the opposite line, pick up a block, run back to set it on the starting line, go back

to get the other block, and run back through the finish line. Have someone time you with the

stopwatch. 8. JUMP ROPE: (equipment: jump ropes) Jump continuously forward and back, to the

cadence, until it is time to rotate. STANCES: 9. Tree Pose: (equipment: none) Stand with feet

together. Shift your weight slightly onto the left foot, keeping the inner foot firm to the floor, and

bend your right knee. Reach down with your right hand and clasp your right ankle and draw your

right foot up and place the sole against the inner left thigh. If possible, press the right heel into the

90

inner left groin, toes pointing toward the floor. The center of your pelvis should be directly over the

left foot. Rest your hands on the top rim of your pelvis, making sure the pelvis is in a neutral

position, with the top rim parallel to the floor. Lengthen your tailbone toward the floor. Firmly press

the right foot sole against the inner thigh and resist with the outer left leg. Press your hands together.

Gaze softly at a fixed point in front of you on the floor about 4 or 5 feet away. Stay for 30 seconds

to 1 minute. Step back to starting position with an exhalation and repeat for the same length of time

with the legs reversed. 10. Side plank pose: (equipment: none) From plank pose (push-up position),

bring the right palm to center on the floor. Bring the outside of the right foot on the floor in line with

the palm. Stack the left foot on top of the right, with the inner edges of the feet in contact. Press the

right hand down into the floor and lift the hips making the legs and torso one straight line. When

you feel balanced, lift the left hand up towards the ceiling, making the arms one straight line. Press

the outer edge of the right foot down, pull up the kneecaps and squeeze the thighs and buttocks.

Look straight ahead, with the chin off the chest. Breathe and hold for 2-5 breaths. To release: exhale

and bring the left hand down to the floor, bring both toes tucked under on the floor, into plank pose.

Repeat on other side. Modifications: Bend one or both knees down to the floor.

Accomodation:

Do as many of the stretches as limitations allow; use wrist and leg weights for child who cannot

hold weights; have child repeat an activity (s)he can do until heart rate increases; balance body and

objects on body as limitations allow.

Checking For Understanding:

An observation checklist can be used to see if students are performing activities as directed

according to the criteria on the President's Challenge Fitness Tests or some other fitness assessment.

Closure

Have students cool down and review the correct cues and skills for the President's Fitness

Challenge.

(http://www.teach-

nology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=7&lsn_id=20116)

Answer the questions:

1. What will the students work on by moving through fitness challenges, nmaking fitness fun?

2. Why is Challenge Fitness Stations important?

3. Name the objectives!

4. Name the materials that are used!

5. The Challenge is divided into 10 stations. What are these stations used for?

6. What is the role of movement music played during the activity?

7. What you do have to do during the Warm-up?

8. What do you have to do during Muscle Builders activity?

9. What should you do for accommodation?

10. What is the ―Checking for understanding‖ and what is it used for?

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UNIT EIGHT

The Past Perfect Continuous

The Past Perfect Progressive puts emphasis on the course or duration of an action taking place

before a certain time in the past.

Form

A: He had been talking.

N: He had not been talking.

Q: Had he been talking?

Hadn‘t he been talking?

Use

action taking place before a certain time in the past

sometimes interchangeable with Past Perfect Simple

puts emphasis on the course or duration of an action

Signal words: for, since, the whole day, all day

Mind!

We use Simple Past if we give past events in the order in which they occurred. However, when we

look back from a certain time in the past to tell what had happened before, we use Past Perfect.

Normal order in the past or looking back to an event before a certain time in the past?

Do you just want to tell what happened some time in the past or do you want to tell what had

happened before/up to a certain time in the past?

Simple Past Past Perfect Simple

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some time in the past

Example:

Jane got up at seven. She opened her birthday

presents and then the whole family went to the

zoo.

before/up to a certain time in the past

Example:

Before her sixth birthday, Jane had never

been to the zoo.

Signal Words

Simple Past Past Perfect Simple

first

then

already

up to then

before that day

after*

*Note: "After" is only used as a signal word for Past Perfect if it is followed by a subject + verb,

meaning that one action had been completed before another action began (the new action is in

Simple Past).

Example:

After the family had had breakfast, they went to the zoo.

However, if "after" is followed by object + subject + verb, the verb belongs to the new action and is

therefore in Simple Past.

Example:

After her visit to the zoo, Jane was exhausted.

More exceptions with signal words

When

Depending on the situation, "when" can be used with Simple Past or Past Perfect. Compare the

following examples:

Example:

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When Jane saw the elephants, she was amazed. (at the same time)

When Jane had seen the elephants, she wanted to see the giraffes. (second action happened

after the first action had been completed)

When Jane went to see the elephants, she had already seen the lions. (second action had been

completed when the first action took place)

Before

"Before" as well can either be used with Simple Past or Past Perfect. If the action after "before"

is a new action, use Simple Past. If the action after "before" started (and was not completed) before

a certain time in the past, use Past Perfect. Compare the following examples:

Example:

Jane had read a lot about elephants before she went to the zoo.

Jane went to the zoo before she had finished reading her new book about elephants.

Exercises

1. Put the verbs into the correct form (Past Perfect Progressive).

1. We (sleep) ……………….for 12 hours when he woke us up.

2. They (wait) ……………………at the station for 90 minutes when the train finally arrived.

3. We (look for) ………………….her ring for two hours and then we found it in the bathroom.

4. I (not / walk) ………………..for a long time, when it suddenly began to rain.

5. How long (learn / she) ………………….English before she went to London?

6. Frank Sinatra caught the flu because he (sing) ……………………in the rain too long.

7. He (drive) …………………less than an hour when he ran out of petrol.

8. They were very tired in the evening because they (help) …………………on the farm all day.

9. I (not / work) …………………all day; so I wasn‘t tired and went to the disco at night.

10. They (cycle) ……………………….all day so their legs were sore in the evening.

2. Choose the correct tense (Simple Past or Past Perfect).

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1. The wind (blow) …………….away the leaves that we (gather)……………….

2. She (throw) …………. away the letter that she (receive)…………………..

3. They (show) …………………me the pictures, they (take)………… during their holidays.

4. In the evening, the children (tell)………… their daddy what they (see)…………….. at the

zoo.

5. The boy (feel)……………… very sorry for what he (do)…………………...

6. My friend(eat) ………….up all the biscuit we(bake) ………………...

7. The teacher(correct) ………………..the tests we(write)

8. I(give) ……………………them some of the candies I(buy)

9. My sister(see / not) ………………….the note that I(lay)…………..on the kitchen table for

her.

10. We(want) …………………to watch a film that we (see / not) …………….before.

11. When Simon …………………out to play, he ……………………his homework.

12. Jenny …………………home, ………………….down and ……………on the telly

13. Before that day in winter, the African boy (see) ……..snow in winter.

14. She (tell) …………….me about the book that she (buy).

15. When he(wake up)………….., his mother(already / prepare) ………………breakfast.

16. We (visit) ……..the museum that our friend (tell)………..us about a week before.

17. We(go) ……………..to London because the Queen(invite) ……………….us for tea

18. When she(start) …….to learn English, she(already / learn) ….French.

19. Jane(already / type) …………..ten pages when her computer(crash

20. Before that day we(never / think) …………………..of going to Japan

3. Using the words in parentheses, complete the text below with the appropriate tenses (Past Perfect

Simple, Past Perfect Continuous):

1. I‘m sorry I left without you last night, but I told you to meet me early because the show started at

8:00. I (try) …………..to get tickets for that play for months, and I didn‘t want to miss it. By the

time I finally left the coffee shop where we were supposed to meet, I (have) …………five cups of

coffee and I (wait) ……………….over an hour. I had to leave because I (arrange) ……………to

95

meet Kathy in front of the theater.

2. When I arrived at the theater, Kathy (pick, already) ………..up the tickets and she was waiting for

us near the entrance. She was really angry because she (wait) …………….for more than half an

hour. She said she (give, almost) ……………..up and (go) …………..into the theater without us.

3. Kathy told me you (be) …………..late several times in the past and that she would not make

plans with you again in the future. She mentioned that she (miss) ………………..several movies

because of your late arrivals. I think you owe her an apology. And in the future, I suggest you be on

time!

6. Using the words in parentheses, complete the text below with the appropriate tenses (Paste

Perfect, Past Perfect Continuous, Present Perfect Simple, Present Perfect Continuous):

1. It is already 9:30 PM and I (wait) ………..here for over an hour. If John does not get here in the

next five minutes, I am going to leave.

2. I was really angry at John yesterday. By the time he finally arrived, I (wait) ………………..for

over an hour. I almost left without him.

3. Did you hear that Ben was fired last month? He (work) …………..for that import company for

more than ten years and he (work) …………..in almost every department. Nobody knew the

company like he did.

4. I (see) ……………..many pictures of the pyramids before I went to Egypt. Pictures of the

monuments are very misleading. The pyramids are actually quite small.

5. Sarah (climb) …………….the Matterhorn, (sail) ……………around the world, and (go)

………………on safari in Kenya. She is such an adventurous person.

6. Sarah (climb) …………….the Matterhorn, (sail) ……………..around the world and (go)

……………..on safari in Kenya by the time she turned twenty-five. She (experience)

………………more by that age than most people do in their entire lives.

7. When Melanie came into the office yesterday, her eyes were red and watery. I think she (cry)

……………………..

4. Using the words in parentheses, complete the text below with the appropriate tenses:

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1. You look really great! (you, work) …………….out at the fitness center recently?

2. A: What (you, do) ……………..when the accident occurred?

B: I (try) ……………..to change a light bulb that had burnt out.

3. I (have) …………..the same car for more than ten years. I‘m thinking about buying a new one.

4. If it (snow) ………………..this weekend, we (go) …….skiing near Lake Tahoe.

5. A: What do you call people who work in libraries?

B: They (call) …………….librarians.

6. I came to England six months ago. I started my economics course three months ago. When I

return to Australia, I (study) ……………for nine months and I (be) …..in England for exactly one

year.

7. Sam (arrive) …………….in San Diego a week ago.

8. Samantha (live) ……………in Berlin for more than two years. In fact, she (live)

……………there when the Berlin wall came down.

9. If Vera (keep) ……….drinking, she (lose, eventually) ………………..her job.

10. The Maya established a very advanced civilization in the jungles of the Yucatan; however, their

culture (disappear, virtually) …………………..by the time Europeans first (arrive) ……………..in

the New World.

11. Shhhhh! Be quiet! John (sleep) …………….

12. It (rain) …………all week. I hope it stops by Saturday because I want to go to the beach.

13. Listen Donna, I don‘t care if you (miss) ……………..the bus this morning. You (be)

……………………..late to work too many times. You are fired!

14. I am sick of rain and bad weather! Hopefully, when we (wake) ……………up tomorrow

morning, the sun (shine) …………….

15. I have not traveled much yet; however, I (visit) ………………..the Grand Canyon and San

Francisco by the time I leave the United States.

16. I (see) ……………….many pictures of the pyramids before I went to Egypt. Pictures of the

monuments are very misleading. The pyramids are actually quite small.

17. In the last hundred years, traveling (become) …………….much easier and very comfortable. In

the 19th century, it (take) ……………..two or three months to cross North America by covered

wagon. The trip (be) ……………..very rough and often dangerous. Things (change)

………………..a great deal in the last hundred and fifty years. Now you can fly from New York to

Los Angeles in a matter of hours.

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18. Joseph‘s English (improve, really) ………….., isn‘t it? He (watch) ………..American television

programs and (study) ……………….his grammar every day since he first arrived in San Diego.

Soon he will be totally fluent.

19. When I (arrive) …………home last night, I discovered that Jane (prepare) ………a beautiful

candlelight dinner.

20. If you (need) …………to contact me sometime next week, I (stay) …………at the Sheraton in

San Francisco.

5. Complete questions 1-10 below with the appropriate tenses and answer questions 11-15.

1. When Carol (call) ……………..last night, I (watch) ……my favorite show on television.

2. I (work) …………….for this company for more than thirty years, and I intend to stay here until I

retire!

3. Sharon (love) …………to travel. She (go) ……….abroad almost every summer. Next year, she

plans to go to Peru.

4. Thomas is an author. He (write) ……………..mystery novels and travel memoirs. He (write)

……………..since he was twenty-eight. Altogether, he (write) …………..seven novels, three

collections of short stories and a book of poetry.

5. We were late because we had some car problems. By the time we (get) …………to the train

station, Susan (wait) ………………for us for more than two hours.

6. Sam (try) …………….to change a light bulb when he (slip) ……………..and (fell)

……………...

7. Everyday I (wake) ……………….up at 6 o‘clock, (eat) ………………breakfast at 7 o‘clock and

(leave) …………..for work at 8 o‘clock. However, this morning I (get) ………..up at 6:30, (skip)

…………..breakfast and (leave) ……………for work late because I (forget) ………….to set my

alarm.

8. Right now, Jim (read) …………..the newspaper and Kathy (make) ……….dinner. Last night at

this time, they (do) ……………the same thing. She (cook) ………and he (read) …………..the

newspaper. Tomorrow at this time, they (do, also) …………….the same thing. She (prepare)

………………dinner and he (read) ………….. They are very predictable people!

9. By this time next summer, you (complete) ……………your studies and (find) ……….a job. I, on

the other hand, (accomplish, not) ……………anything. I (study, still) …………..and you (work)

………………..in some new high paying job.

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10. The students (be, usually) …………….taught by Mrs.. Monty. However, this week they (teach)

……………..taught by Mr. Tanzer.

11.

Jane talks on the phone.

Bob has been talking on the phone for an hour.

Mary is talking on the phone.

Who is not necessarily on the phone now?

12.

I‘m going to make dinner for Frank.

I‘m making dinner for Judy.

I‘ll make dinner for Mary.

I make dinner for Ted.

I will be making dinner for Tony.

Who are you offering to make dinner for?

13.

Jane left when Tim arrived.

Bob left when Tim had arrived.

When Tim arrived, Mary was leaving.

John had left when Tim arrived.

After Tim arrived, Frank left.

Who did not run into Tim?

14.

Jane is talking in class.

Bob always talks in class.

Mary is always talking in class.

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Whose action bothers you?

15.

Jane never left Jamestown.

Bob has never left Jamestown.

Who is still alive?

n. Reading

FIFA World Cup 2010 in South Africa

The FIFA World Cup takes place every four years, two years after and before the UEFA European

Championship.

The World Cup competition is a quadrennial event that first took place in Uruguay in 1930. It is

sponsored by the Fédération Internationale de Football Association (FIFA) – the world‘s football

association. The last World Cup was held in Germany in 2006, where Italy became the world cup

holder. South Africa is the host of this year‘s World Cup.

The 32 countries qualified for the World Cup first play in groups (A-H). The teams are awarded 3

points for a win, 1 point for a draw and no point for a loss. The best two teams of each group

advance to the Round of 16. The best eight of them move on to the quarter final, of which the top

four teams get a place in the semi final. The winner of the World Cup 2010 is the team that wins the

World Cup final on Sunday, 11 July in Johannesburg.

Introduction

Soccer is a ball game played by two teams. The ball is advanced with the feet, that‘s why the sport is

also called football. As not to confuse it with other variants of football, e.g. American football,

rugby, or Gaelic football, the official name of this sport is association football (after the London

Football Association). But English native speakers usually just call it soccer, football, footie, footy

or footer.

Basic rules in football

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Object: The object is to score goals.

Players: Each team has 11 players:

a goalkeeper (also called goalie) who tries to block the shots by the opposing team

the fullbacks (defense) who try to prevent the opposing team from scoring goals

the halfbacks (or midfielders) who play both offense and defense

the forwards (or strikers) who try to score goals for their team

Duration: The game is played in two halves of 45 minutes each. At halftime the teams change ends.

Playing: Except for the goalie and at throw ins, players must not touch the ball with their hands or

arms. They can, however, use any other part of the body.

Scoring: A goal is scored when the ball has crossed the goal line between the posts and under the

crossbar.

Field: This is what a soccer field looks like.

(http://www.ego4u.com/en/read-on/animals/soccer/worldcup2010)

Soccer vocabulary

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The Field:

field

goal

centre circle

centre line

penalty mark

penalty area

goal area

goal line

touchline

The Match:

match

first league

ball

tip-off

final whistle

kick-off

corner kick

throw in

penalty kick

dropped ball

header

bicycle kick

free kick

allowance

extra time

The Team

team

opposing team

referee

linesman

goalkeeper/goalie

forward/striker

midfielder

fullback/back

sweeper

substitute

starting lineup

defending champions

Phrases:

Goal!

That was a goal!

Come on, kick a goal!

Pass the ball!

Which team do you support?

What‘s the score?

Who‘s winning?

It‘s 2-1 for ManU.

They‘re still tying.

It‘s a draw.

The match was tied./The match ended in

a draw.

He was sent off.

The ball is out of bounds/out of play.

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Quizz

1. What is ―soccer‖ officially called?

a. association football

b. London Football Association

c. Gaelic football

2. What does the goalie do?

a. He tries to score goals for his team.

b. He tries to block shots from the opposing team

c. He controls the game

3. Are players allowed to touch the ball with their hands?

a. It is allowed in certain situations only.

b. No. Nobody is allowed to do this.

c. Yes. The players can use their hands all the time.

4. ―They‘re still tying.‖ - What does it mean?

a. One team has scored more goals than the other but the game isn‘t over yet

b. The number of goals scored by each team is equal but the game isn‘t over yet.

c. The game is over and the number of goals scored by each team is equal.

5. Who can be awarded a corner kick?

a. the referee

b. the defending team

c. the attacking team

6. Which country does Simon Cox play for in the European Championship 2012?

a. Netherlands

b. England

c. Ireland

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d. Austalia

7. What‘s it called when a player kicks the ball that hasn‘t touched the ground yet?

a. tackle

b. high kick

c. volley

d. throw in

8. Who won the European Soccer Championship in 2000?

a. France

b. Italy

c. Germany

d. Greece

UNIT NINE

The Future Simple Tense

English does not have a verb form specifically used to express future tense. We have to choose

from a variety of forms (using ―will”/”shall”, “going to”, the Present Continuous, the Present

Simple, etc.) to talk about future events. The future expressed with the modal auxiliaries will and

shall + the base form of the verb is known as the Future Simple Tense or “Will” Future. Keep

in mind, however, that ―will‖ doesn‘t always serve to indicate the future. We can use ―will‖ to

talk about events happening at the present. (For example: This car won‟t start.)

Structure

The Future Simple Tense is composed of two parts: will/shall + base verb. Will and shall are

often contracted to „ll.

Affirmative form

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I + shall / will + work

we

you

he/she/it + will + work

they

Examples:

1. I shall/will write her tomorrow.

2. We shall/will go shopping together during the holidays.

Note: “Will” is used with all persons. “Shall” can be used instead of “will” with I/we. In

modern English, particularly in American English, “shall” with a future reference is rarely used.

Negative form

I SHALL + NOT

we (SHAN‘T) + WORK

I

you WILL + NOT

he/she/it (WON‘T)

we + WORK

they

I won‘t answer that question.

They won‘t accept this offer.

Interrogative form

To form interrogative sentences we use will with all persons:

WILL I WORK?

we

you

WILL he/she/it WORK?

they

Will you open the window, please?

Will you do it for me?

Note: We use shall to make offers, ask for advices or suggestions, etc. (mainly in British

English)

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1. Shall I close the door?

2. Shall we go to a picnic tomorrow?

3. Shall I study English?

Shall is also used as an imperative in formal or legal written statements:

1. The Chairman shall be present at the Company‘s general meetings.

2. The accused shall be present during the trial.

We use the Future Simple Tense:

to say that something will happen in the future. Adverbs of time that will indicate such tense

may include: tomorrow, today, later today, in five minutes, in two hours, on Monday, on

Saturday afternoon, next week/month, this year, etc.

! Note that when we talk about prior plans, strong intentions or fixed arrangements we do not

normally use will:

I am going to meet him this afternoon. (‗to be‟ + „going to‟ + main form of the verb)

I‘m going to buy a new car this year. („to be‟ + „going to‟ + main form of the verb)

I am going to a party tomorrow night. (the Present Continuous)

Tina is getting married next month. (the Present Continuous)

! Note: Will is used instead of going to when a formal style is required, particularly in the written

language (See example no 12)

Examples:

1. I will finish my report later today.

2. The sun will rise at 6:03 am.

3. I‘ll go to the market tomorrow.

4. There will be another conference next month.

5. I‘ll come to see you on Sunday.

6. We‘ll be back on Friday afternoon.

7. Tom will visit his parents next week.

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8. They will paint the fence blue.

9. I will return in two hours.

10. He will finish his homework in twenty minutes.

11. Jane will turn 18 this year.

12. The wedding will take place on May 8th. The ceremony will begin at 4pm, followed by a

meal and a big party.

Note: In certain situations we use will to emphasize:

13. You will drink your milk!

14. I will find a job.

to express spontaneous decision / to volunteer to do something (the action is decided at the

moment of speaking)

Examples:

1. I‘ll close the window.

2. I‘ll have a cup of tea, please.

3. - The phone is ringing.

- I‘ll answer it.

4. - Oops, I dropped my pencil.

- I‘ll pick it up.

to predict future events (for example, to say what we think or believe will happen), we use

both will and going to

! But note that we use going to (not will) to make predictions about events when there is a

concrete evidence:

Look at those dark clouds in the sky. It is going to rain soon.

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Examples:

1.I think it will rain.

2. The weather tomorrow will be sunny and warm.

3. I think David Brown will be the next mayor of our city.

4. Everything will be fine.

5. You are going to be a famous artist some day.

6. I think you are going to marry a wrong person.

to make promises or threats

Examples:

I‘ll be there at 7 p.m., I promise.

2. I‘ll tell your parents what you did.

to request help or to offer help

Examples:

1. Will you please help me to do my homework?

2. That suitcase is too heavy. I‘ll help you.

with words and expressions such as: probably, possibly, perhaps, (I‟m) sure, (I) expect

Examples:

1.I‘ll probably get there by my car.

2. You must read this book. I‘m sure you‘ll like it.

3. I expect Tom will pass his exam.

to talk about consequences (with if, when, provided, unless, as, as soon as, as long as, etc.)

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Examples:

1. If it begins to rain, I‘ll certainly need an umbrella.

2. She will tell him when he calls.

when the main verb is “be” even if we talk about planned events

Examples:

1. I‘ll be in Athens tomorrow.

2. I‘ll be at a conference next week.

More examples:

1. Will you go shopping?

2. I will not permit that kind of behaviour.

3. Will our teacher come with us?

Yes, he will. / No, he won‘t.

4. Our teacher won‘t come with us.

Exercises

1. Using the words in parentheses, complete the text below with the appropriate tenses (Will or

Going To)

A: Why are you holding a piece of paper?

B: I (write) ……………………….a letter to my friends back home in Texas.

2. A: I‘m about to fall asleep. I need to wake up!

B: I (get) …………………………….you a cup of coffee. That will wake you up.

3. A: I can‘t hear the television!

B: I (turn) ………………………………..it up so you can hear it.

4. We are so excited about our trip next month to France. We (visit) ………………………Paris,

Nice and Grenoble.

5. Sarah (come) …………………….to the party. Oliver (be) …………………..there as well.

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6. Ted: It is so hot in here!

Sarah: I (turn) …………………………the air-conditioning on.

7. I think he (be) ………………………….the next President of the United States.

8. After I graduate, I (attend) ……………………….medical school and become a doctor. I have

wanted to be a doctor all my life.

9. A: Excuse me, I need to talk to someone about our hotel room. I am afraid it is simply too

small for four people.

B: That man at the service counter (help) ……………………..you.

10. As soon as the weather clears up, we (walk) ………………………..down to the beach and go

swimming.

2. Using the words in parentheses, complete the text below with the appropriate tenses (Will or

Going To)

1. Mark: What are you doing with those scissors?

Beth: I (cut) …………………….that picture of the ocean out of the travel magazine.

Mark: What (you, do) …………………….with it?

Beth: I (paint) …………………….a watercolor of the ocean for my art class, and I thought I

could use this photograph as a model.

2. Mark: (you, do) ……………………….me a favor, Sam?

Sam: Sure, what do you want me to do?

Mark: I (change) …………………the broken light bulb in the lamp above the dining room

table. I need someone to hold the ladder for me while I am up there.

Sam: No problem, I (hold) …………………….it for you.

3. Gina: Where are you going?

Ted: I (go) ……………………..to the store to pick up some groceries.

Gina: What (you, get)……………………?

Ted: I (buy) …………………some milk, some bread, and some coffee.

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4. John: Wow, it‘s freezing out there.

Jane: I (make) ………………….some coffee to warm us up. Do you want a piece of pie as well?

John: Coffee sounds great! But I (have) …………………..dinner with some friends later, so I‘d

better skip the pie.

Jane: I (go) …………………..to dinner tonight too, but I‘m having a piece of pie anyway.

5. Frank: I heard you‘re taking a Spanish class at the community college.

Tom: Yeah, I (go) ………………….to Guatemala next spring and I thought knowing a little

Spanish would make the trip easier.

Frank: I (visit) …………………..my brother in Marseilles next year. Maybe I should take a

French class.

Tom: I have a course catalog in the other room. I (go) …………………..get it, and we can see

whether or not they‘re offering a French course next semester.

6. Michael: Do you think the Republicans or the Democrats (win) ……………….the next

election?

Jane: I think the Republicans (win) …………………….the next election.

John: No way! The Democrats (win)………………………..

7. Susan: We (go) ………………camping this weekend. Would you like to come along?

Sam: That sounds great, but I don‘t have a sleeping bag.

Susan: No problem. I (lend) ………………….you one. My family has tons of camping gear.

8. Barbara: I (buy) ……………….a new car this weekend, but I‘m a little worried because I

don‘t really know much about cars. I‘m afraid the salesman (try) …………………to take

advantage of me when he sees how little I know.

Dave: I used to work for a mechanic in high school and I know a lot about cars. I (go)

…………………….with you to make sure you are not cheated.

9. Gina: Fred and I (visit) …………………Santa Fe next summer. Have you ever been there?

Margaret: My family lives in Santa Fe! I (give) ……………..you my parents‘ phone number.

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When you get to Santa Fe, just call them and they (give) ……………..you a little tour of the

town. They can show you some of the sights that most tourists never see.

10. Pam: Can you see my future in the crystal ball? What (happen) ………………next year?

Fortune Teller: You (meet) ……………..a man from the East Coast, perhaps New York or

maybe Boston. You (marry) ………………that mystery man.

Pam: Forget the man! I want to know if I (get) ………………a new job.

3. Using the words in parentheses, complete the text below with the appropriate tenses (Simple

Present / Simple Future)

1. Today after I (get) ………………..out of class, I (go) …………………….to a movie with

some friends.

2. When you (arrive) …………………..in Stockholm, call my friend Gustav. He (show)

…………………you around the city and help you get situated.

3. A: Do you know what you want to do after you (graduate)……………………?

B: After I (receive) ……………………..my Master‘s from Georgetown University, I (go)

…………………to graduate school at UCSD in San Diego. I (plan) ……………….to complete a

Ph.D. in cognitive science.

4. If it (snow) …………………this weekend, we (go) ………………..skiing near Lake Tahoe.

5. Your father (plan) ………………to pick you up after school today at 3:00 o‘clock. He (meet)

………………..you across the street near the ice cream shop. If something happens and he

cannot be there, I (pick) …………………you up instead.

6. If the people of the world (stop, not) ……………..cutting down huge stretches of rain forest,

we (experience) ………………..huge changes in the environment during the twenty-first century.

7. If Vera (keep) ………………..drinking, she (lose, eventually) …………………her job.

8. I promise you that I (tell, not) ………………..your secret to anybody. Even if somebody (ask)

……………….me about what happened that day, I (reveal, not) ………………..the truth to a

single person.

9. She (make) ……………….some major changes in her life. She (quit) …………………..her

job and go back to school. After she (finish) ……………..studying, she (get) ………………a

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better-paying job and buy a house. She is going to improve her life!

10. Tom (call) ……………..when he (arrive) …………..in Madrid. He (stay) ………………with

you for two or three days until his new apartment (be) ……………………..available.

4. Using the words in parentheses, complete the text below with the appropriate tenses

1. Michael: After you (leave) ………………….work, will you please drop by the grocery store

and pick up some milk and bread?

Marie: No problem, I (pick) ………………….up the groceries and be home by 6 o‘clock.

Michael: Great. You will probably get home before I (do)……………………..

2. Ari: By the time we (get) …………………to the movie theater, the tickets are going to be

sold out.

Sarah: Don‘t worry. I told Jane we might be arriving just before the movie

(start)……………….. She (buy) ………………..our tickets and meet us in the lobby.

Ari: That place is huge! We (find, never) ………………her in that crowded lobby.

Sarah: Calm down, we (meet) ………………….each other near the entrance.

3. Terry: If the weather (be) ……………..good tomorrow, maybe we should go to the beach.

Jennifer: I have a better idea. If it (be) ……………….nice out, we‘ll go to the beach; and if it

(rain)………………., we‘ll see a movie.

Terry: I guess we will have to wait until we (get) …………….up in the morning to find out what

we are going to do.

4. Max: What are you going to do tomorrow after work?

Sean: I (meet) ………………some friends at the cafe across the street. Would you like to come

along?

Max: No thanks! My brother is coming to town and I (pick) …………….him up from the airport

at 7 o‘clock.

Sean: We (be, probably) …………….at the cafe until 9 o‘clock. Why don‘t you join us after you

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(pick) …………….him up.

Max: Sounds good. We (see) ………………..you around 8 o‘clock.

5. Lucy: I (call) …………………you as soon as I arrive in Dublin.

Dwain: If I am not there when you (call)……………….., make sure to leave a message.

Lucy: I will. And please don‘t forget to water my plants and feed the cat.

Dwain: I promise I (take) ……………………..care of everything while you are in Ireland.

Reading activity

Ice hockey is a team sport played on ice, in which skaters use wooden or composite sticks

to shoot a hard rubber puck into their opponent's net. In regions where it is popular, the game is

often referred to simply as hockey. The game is played between two teams with six players on

the ice at a time (unless there is a penalty). A team usually consists of four lines of three

forwards, 3 pairs of defencemen and two goalies. Five members of each team skate up and down

the ice trying to take the puck and score a goal against the opposing team. Each team has

agoaltender who tries to stop the puck from going into the goal or "net".

A fast-paced physical sport, ice hockey is most popular in areas that are sufficiently cold for

natural reliable seasonal ice cover, such as in North America, the National Hockey League(NHL)

is the highest level for men, and the most popular. The Canadian Women's Hockey

League (CWHL) and the Western Women's Hockey League (WWHL) are the highest levels for

women. It is the official national winter sport of Canada, where the game enjoys immense

popularity. The first organized game was played on March 3, 1875 in Montreal, Canada.

While there are 68 total members of the International Ice Hockey Federation (IIHF), 162 of 177

medals at the IIHF World Championships have been taken by these seven nations: Canada, the

Czech Republic, Finland, Russia, Slovakia, Sweden and the United States. Of the 64 medals

awarded in men's competition at the Olympic level from 1920 on, only six medals did not go to

the one of those countries. All 12 Olympic and 36 IIHF World Women's Championships medals

have gone to one of these seven countries, and every gold medal in both competitions has been

won by either Canada or the United States. A game played on ice with a curved bat and a ball

existed before Ice Hockey was created in the form of IJscolf, or Colf on ice, which was popular

in the Low Countries between the Middle Ages and the Dutch Golden Age. The game was played

with a wooden curved bat (called Colf or Kolf) and a ball made of wood or leather between two

poles or simply convenient nearby landmarks, with the object hitting the chosen point with the

least number of strokes.

However, most believe that ice hockey evolved from outdoor stick-and-ball games adapted to the

icy conditions of Canada in the 19th century. The games of British soldiers and immigrants to

Canada, influenced by stick-and-ball games of First Nations, evolved to become a game played

on ice skates, often played with a puck, and played with sticks made by the Mi'kmaq of Nova

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Scotia. The name of hockey itself has no clear origin, though the first known mention of the word

'hockey' in English dates to 1363. Professional ice hockey has existed from the early 20th

century. By 1902, the Western Pennsylvania Hockey League was the first to openly employ

professionals. The league joined with teams in Michigan and Ontario to form the first fully

professional International Professional Hockey League (IPHL), in 1904. The IPHL hired

numerous players from Canada, and Canadian leagues in response started to openly pay players,

who played alongside amateurs. The IPHL, cut off from its biggest source of players, disbanded

in 1907. By then, several professional hockey leagues were operating in Canada, with leagues in

the Manitoba, Ontario and Quebec provinces of Canada.

In 1910, the National Hockey Association (NHA) was formed in Montreal. The NHA would

further refine the rules, dropping the rover position, splitting the game into three 20-minute

periods and introducing the system of minor and major penalties. After re-organizing as

the National Hockey League (NHL) in 1917, the league expanded into the United States in 1924.

Professional ice hockey leagues developed later in Europe. The game of bandy was still popular

and amateur leagues leading to national championships were in place. One of the first was the

Swiss National League A founded in 1916. Today, professional leagues have been introduced in

most countries of Europe. The top leagues in Europe include the Kontinental Hockey League,

the Czech Extraliga, the Finnish SM-liiga and the Swedish Elitserien. Since ice hockey is a full

contact sport and body checks are allowed, injuries can be a common occurrence. Protective

equipment is mandatory and is enforced in all competitive situations. This includes a helmet

(cage worn if certain age), shoulder pads, elbow pads, mouth guard, protective gloves, heavily

padded shorts (also known as hockey pants), athletic cup, shin pads, skates, and (optionally) a

neck protector. In addition, goaltenders use different gear, a neck guard, chest/arm protector,

blocker, catch glove, and leg pads.

One important piece of equipment is the ice skate itself. Hockey skates are optimized for several

factors, some of which increase the effort needed to achieve the highest skating speeds

(see Racing Skates). Hockey skates are optimized for physical acceleration (maneuverability).

This includes rapid starts, stops, turns, and changes in skating direction. In addition they must be

rigid and tough to protect the skater's feet from contact with other skaters, sticks, pucks, the

boards, and the ice itself. Rigidity also improves the overall maneuvrability of the skate. Blade

length, thickness (width), and curvature (rocker/radius (front to back) and radius of hollow

(across the blade width) are quite different from speed or figure skates. Hockey players usually

adjust these parameters based on their skill level, position, and body type. A professional game

consists of three periods of twenty minutes each, the clock running only when the puck is in play.

The teams change ends for the second period, again for the third period, and again at the start of

each overtime played(playoffs only; same ends as the odd periods otherwise). Recreational

leagues and children's leagues often play shorter games, generally with three shorter periods of

play.

Various procedures are used if a game is tied. In tournament play, as well as in the NHL playoffs,

North Americans favor sudden death overtime, in which the teams continue to play twenty

minute periods until a goal is scored. Up until the 1999–2000 season regular season NHL games

were settled with a single five minute sudden death period with five players (plus a goalie) per

side, with both teams awarded one point in the standings in the event of a tie. With a goal, the

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winning team would be awarded two points and the losing team none (just as if they had lost in

regulation).

From 1999–2000 until 2003–04, the National Hockey League decided ties by playing a single

five minute sudden death overtime period with each team having four players (plus a goalie) per

side to "open-up" the game. In the event of a tie, each team would still receive one point in the

standings but in the event of a victory the winning team would be awarded two points in the

standings and the losing team one point. The idea was to discourage teams from playing for a tie

since previously some teams might have preferred a tie and 1 point to risking a loss and zero

points. The only exception to this rule is if a team opts to pull their goalie in exchange for an

extra skater during overtime and is subsequently scored upon (an 'Empty Net' goal), in which

case the losing team receives no points for the overtime loss.

International play and several North American professional leagues, including the NHL (in the

regular season), now use an overtime period identical to that from 99–00 – 03–04 followed by

a penalty shootout. If the score remains tied after an extra overtime period, the subsequent

shootout consists of three players from each team taking penalty shots. After these six total shots,

the team with the most goals is awarded the victory. If the score is still tied, the shootout then

proceeds to a sudden death format. Regardless of the number of goals scored during the shootout

by either team, the final score recorded will award the winning team one more goal than the score

at the end of regulation time. In the NHL if a game is decided by a shootout the winning team is

awarded two points in the standings and the losing team is awarded one point. Ties no longer

occur in the NHL. In 1799, William Pierre Le Cocq, in a letter written in Chesham,

Buckinghamshire, England, provides a reference to the game hockey: ―I must now describe to

you the game of Hockey; we have each a stick turning up at the end. We get a bung. There are

two sides one of them knocks one way and the other side the other way. If any one of the sides

makes the bung reach that end of the churchyard it is victorious.‖[13]

The actual word hockey was

mentioned centuries before, in 1363, when King Edward III of England issued a declaration

banning a list of games: "moreover we ordain that you prohibit under penalty of imprisonment all

and sundry from such stone, wood and iron throwing; handball, football, or hockey; coursing and

cock-fighting, or other such idle games".

From the context, the word "hockey" is a clear corruption of the word "hook" referring to the end

of the stick. In 1527 a statute recorded in Galway City in Ireland stated, "At no time to use ne

occupy ye hurling of ye litill balle with the hookie sticks or staves, nor use no hand balle to play

without the walls, but only the great foot balle." This was referring to the game of hurling and the

hook made it likely the stick was like the ones used in shinty.

According to the Austin Hockey Association, the word puck is derived from the Scottish Gaelic

word "puc" or the Irish word "poc," meaning to poke, punch or deliver a blow. This definition is

explained in a book published in 1910 entitled "English as we Speak it in Ireland" by P. W.

Joyce. It defines the word puck as "... The blow given by a hurler to the ball with his caman or

hurley is always called a puck." Hockey is an "offside" game, meaning that forward passes are

allowed, unlike in rugby. Before the 1930s hockey was an onside game, meaning that only

backward passes were allowed. Those rules favored individual stick-handling as a key means of

driving the puck forward. With the arrival of offside rules, the forward pass transformed hockey

into a truly team sport, where individual performance diminished in importance relative to team

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play, which could now be coordinated over the entire surface of the ice as opposed to merely

rearward players.

(http://en.wikipedia.org/wiki/Ice_hockey)

Answer the following questions:

1. What kind of sport is ice hockey and how can it be played ?

2. How many players are there in an ice hockey team during a match ?

3. When and where was played the first organized game of ice hockey?

4. Where does the word ‖puck ‖ come from ?

5. In which year and in which place was formed the National Hockey Association ?

6. In which year did the National Hockey Association become National Hockey

League ?

7. What necessary equipment do professional players need for ice hockey during a

match?

8. What is the name of the field where professional players play hockey ?

9. Which are the two most important codes of play in hockey ?

10. What type of game is hockey considered, an ‖offside ‖ one or an ‖onside‖ one ?

UNIT TEN

The Future Continuous Tense

Structure

The Future Continuous is made with the future form of the verb “to be” (I will be, you will be,

he/she/it will be, we will be, you will be, they will be) + the „-ing‟ form of the main verb.

Future Continuous (Progressive) Tense

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Affirmative (Positive)

Form Negative Form Question Form

I will be reading I will not be reading Will I be reading?

You will be reading You will not be reading Will you be reading?

He will be reading He will not be reading Will he be reading?

She will be reading She will not be reading Will she be reading?

It will be reading It will not be reading Will it be reading?

We will be reading We will not be reading Will we be reading?

You will be reading You will not be reading Will you be reading?

They will be reading They will not be reading Will they be reading?

Contracted forms:

I will = I‘ll

you will = you‘ll

he/she/it will = he‘ll/she‘ll/it‘ll

I will not = I won‘t

you will not = you won‘t

he/she/it will not = he won‘t/she won‘t/it won‘t

we will = we‘ll

they will = they‘ll

we will not = we won‘t

they will not = they won‘t

Examples:

1. I‟ll be watching TV

2. She won‟t be swimming at the pool.

3. They‟ll be having a lunch.

4. Will you be waiting for me?

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Using the Future Continuous Tense

The most common use of the Future Continuous Tense is to describe an activity that will

occur in the future and continue for a certain period of time. We can specify the time when the

activity is going to take place:

Examples:

1. Tom will be attending the conference next month.

2. They‟ll be shopping all afternoon.

3. I‟ll be working late at the office tonight.

4. We‟ll be flying over the Atlantic Ocean for three hours.

5. Tonight at 11 p.m. we will be dancing at the party.

The Future Continuous is also used when we talk about an activity that will continue over a

period of time from now into the future (an activity in progress that started at the present

moment or at some time around the present moment):

Examples:

1. They‟ll be studying until 5 o‘clock.

2. She‟ll be playing tennis until she gets tired.

3. Susan will be waiting for the bus 10 more minutes.

We can use the Future Continuous to indicate that a longer action in the future will be

interrupted by a shorter action in the future (in this case the shorter action in the future is

expressed with Present Simple):

Examples:

1. I‘ll be making dinner when he arrives tonight.

2. She‘ll be playing the piano when her parents come home.

We can also use the Future Continuous to project ourselves into the future and see

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something happening:

Examples:

1.You‘ll recognize me when you get there. I‘ll be wearing jeans and a white

T-shirt. I‘ll be sitting at a table at the corner and reading a newspaper.

2. This time tomorrow I‘ll be having dinner at one of the New York‘s finest

restaurants.

The Future Continuous is used to talk about what we believe or guess is happening at the

moment of speaking (1, 2) or will be happening at a particular time in the future (3):

Examples:

1. Don‘t call him now, he‘ll be doing his homework.

2. I don‘t want to disturb them. I‘m sure they‘ll be cleaning their house at the

moment.

3. Please, don‘t come at 9 o‘clock. She‟ll be sleeping at that time.

We can also use the Future Continuous to talk about things that we expect to happen in the

usual course of events (the event is certain and will happen naturally):

Examples:

1. I will be seeing Ann tomorrow at the office. (we work together)

2. We will be meeting Mike at the festival this weekend.

The Future Continuous is also used for predictions or expected trends in the future:

Example:

By 2030, most people in Africa will be living in urban areas.

Sometimes we can use the Future Continuous to make polite enquiries, when we wish to

know what somebody‘s plans are:

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Examples:

1. Will you be coming with me to the concert tonight?

2. Will you be going to the next meeting in December?

Exercises:

1. Fill in with the Future Continuous forms of the verbs in brackets:

1. At three o‘clock tomorrow, I ………………….(work) in my office.

2. At three o‘clock tomorrow, you ……………………….(lie) on the beach.

3. At three o‘clock tomorrow, he …………………………….(wait) for the train.

4. At three o‘clock tomorrow, she …………………………(shop) in New York.

5. At three o‘clock tomorrow, it …………………………(rain).

6. At three o‘clock tomorrow, we ……………………….(get) ready to go out.

7. At three o‘clock tomorrow, they …………………….(meet) their parents.

8. At three o‘clock tomorrow, he ………………………..(study) in the library.

9. At three o‘clock tomorrow, she ………………………..(exercise) at the gym.

10. At three o‘clock tomorrow, I ………………………………….(sleep).

2. Rewrite the underlined verb forms and use Future Simple or Continuous.

1. Don‘t call me at 10 o‘clock. I am going to fly to Spain ………………………..

2. I suppose we are going to stay at a hotel next summer……………………….

3. Come to see me in the afternoon. I work in the garden………………………….

4. Do you think it is snowing at the weekend?

5. Is the coat O.K.? - Yes, I am taking it.

6. This time on Sunday we are going to ski in France

7. I don‘t know if I will stay here. Perhaps I move to a big city one day

8. Every student is using a computer in the future

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3. Complete the sentences with the verbs in brackets and use Future Simple or Continuous

1. I can buy it for you. I …………………………(shop) in the afternoon anyway.

2. Is Bill at school? - No, he isn‘t. I suppose he……………………... (come).

3. I hope Simon ……………………..(be) there.

4. Did you remember to invite Mrs.. Oates? - Oh, no! I forgot. But I ………..(call) her now.

5. I‘ll have a holiday next week. I ……..(not get up) at 6 o‘clock as usual.

6. You are so late! Everybody …………..(work) when you arrive at the office.

7. Be careful or the cars ………….(knock) you down.

8. We …………….(move) our house this time tomorrow.

9. He ……………..(play) tennis at 7.30. He usually starts at 7 o‘clock. Could you come

before that?

10. Your suitcase is so big. I ………………………..(take) it for you.

4. Make questions with the expressions in brackets. Use Future Simple or Continuous.

1. I am not sure if I can offer this room……..? (our guest/like/it)

2. Can I borrow your laptop tonight?................? (you/use/it/at about 9 o‘clock)

3. We arrive in Aberdeen at 1 o‘clock……………….? (we/have/time/for lunch)

4. The show starts at 8. Please,………………….? (you/drive me/there)

5. Your journey will be so long. How ……………..while you are on the train?

(you/spend/your time)

6. I‘ve just missed the train. How…………………..? (I/get/to school)

7. I‘d like to see your project. If I come at 4.30,………………..? (you/work/on it)

8. If your teacher asks you,………………..? (you/translate/the text)

9. What …………..while I am cleaning the windows? (you/do)

10. ……………………….if the coach is booked? (you/take/a taxi)

5. Using the words in parentheses, complete the text below with the appropriate tenses (Simple

Future / Future Continuous)

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1. Sandra: Where is Tim going to meet us?

Marcus: He (wait)…… for us when our train arrives. I am sure he (stand)……………

on the platform when we pull into the station

Sandra: And then what?

Marcus: We (pick)…………….. Michele up at work and go out to dinner.

2. Ted: When we get to the party, Jerry (watch)……………….. TV, Sam (make)

………………. drinks, Beth (dance)…………… by herself, and Thad (complain)……………

about his day at work.

Robin: Maybe, this time they won‘t be doing the same things.

Ted: I am absolutely positive they (do)…………….. the same things; they always do the same

things.

3. Florence: Oh, look at that mountain of dirty dishes! Who (wash)……………… all of those?

Jack: I promise I (do)……………. them when I get home from work.

Florence: Thanks.

Jack: When you get home this evening, that mountain will be gone and nice stacks of sparkling

clean dishes (sit)……………. in the cabinets.

4. Doug: If you need to contact me next week, I (stay) …………… at the Hoffman Hotel.

Nancy: I (call)……………… you if there are any problems.

Doug: This is the first time I have ever been away from the kids.

Nancy: Don‘t worry, they (be) ……………. be fine.

5. Samantha: Just think, next week at this time, I (lie)………….. on a tropical beach in Maui

drinking Mai Tais and eating pineapple.

Darren: While you are luxuriating on the beach, I (stress)…………….. out over this marketing

project. How are you going to enjoy yourself knowing that I am working so hard?

Samantha: I ‗ll manage somehow.

Darren: You‘re terrible. Can‘t you take me with you?

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Samantha: No. But I (send)……………. you a postcard of a beautiful, white sand beach.

Darren: Great, that (make)………………… me feel much better.

6. Using the words in parentheses, complete the text below with the appropriate tenses (Simple

Present / Simple Future Present Continuous / Future Continuous)

1.Right now, I am watching TV. Tomorrow at this time, I (watch)……………. TV as well.

2. Tomorrow after school, I (go) …………………… to the beach.

3. I am going on a dream vacation to Tahiti. While you (do)…………….. paperwork and (talk )

……………… to annoying customers on the phone, I (lie) …………… on a sunny, tropical

beach. Are you jealous?

4. We (hide)………………… when Tony (arrive)……………….. at his surprise party. As soon

as he opens the door, we (jump) ……………… out and (scream) ………………."Surprise!"

5. We work out at the fitness center every day after work. If you (come)…………….. over while

we (work) …………………. out, we will not be able to let you into the house. Just to be safe, we

(leave)………………. a key under the welcome mat so you will not have to wait outside..

6. While you (study) …………… at home, Magda (be)................. in class..

7. When I (get)…………………… to the party, Sally and Doug (dance) …………….. , John

(make) ……………. drinks, Sue and Frank (discuss)…………. something controversial, and

Mary (complain) …………………… about something unimportant. They are always doing the

same things. They are so predictable.

8. When you (get)………………………. off the plane, I (wait)……………. for you.

9. I am sick of rain and bad weather! Hopefully, when we (wake) ….………… up tomorrow

morning, the sun (shine)

10. If you (need)…………… to contact me sometime next week, I (stay) …………… at the

Sheraton in San Francisco.

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The Future Perfect Tense

Structure

To form the Future Perfect Tense we use the future simple of have (will have) and the past

participle of the verb. This is also called the past in the future. Most past participles end in -ed

(painted, arrived, visited, etc.). Irregular verbs have special past participles that must be

memorized. (told, said, spoken, eaten, etc.) The future perfect tense is not commonly used in

English.

The Future Perfect Tense is often used with expressions like by the time, by next week, by

then, by next year, by the year 2020, etc.)

Affirmative form

I

you

he/she/it WILL HAVE FINISHED

we

you

they

Negative form

I

you

he/she/it WILL NOT HAVE

we FINISHED

you

they

1. She will not have finished her work.

2. He will not have left.

Interrogative form

I

you

WILL he/she/it HAVE FINISHED?

we

they

1. Will they have arrived?

2. Will our children have returned from school?

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We use the Future Perfect Tense:

to express an action that will be completed in the future (usually before another action or event

in the future)

Examples:

1. I will have accomplished the task by the time my colleague returns.

2. She will have cooked dinner by the time her husband repairs the car.

3. Tina will have washed the dishes.

4. By the time you arrive, my foreign guests will have left.

5. He will have written his report.

6. By the time we get to the cinema the movie will have started.

to say that an action will be completed before a specific time in the future

Examples:

1. The student will have passed his exam by Friday.

2. I will have finished the writing by midnight.

3. By next January I will have lived here for 10 years.

4. By 10 o‟clock I will have finished the translation.

5. By the end of the month we will have finished the course.

6. They will have known each other for eight years this June.

to express what we thing or guess has probably happened in the recent past

Examples:

1. Why don‘t you visit them? They will probably have returned from their vacation.

2. I suppose, you will have heard the news of the day.

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We can also form the Future Perfect Tense with “be going to”. “Will” form and “be going

to” form can also be used interchangeably:

She is going to have finished her homework by the time her schoolmate arrives.

She will have finished her homework by the time her schoolmate arrives.

We use the Future Perfect in the following situations:

1 Completed Action Before Something in the Future

The Future Perfect expresses the idea that something will occur before another action in the

future. It can also show that something will happen before a specific time in the future.

Examples:

1. By next November, I will have received my promotion.

2. By the time he gets home, she is going to have cleaned the entire house.

3. I am not going to have finished this test by 3 o‘clock.

4. Will she have learned enough Chinese to communicate before she moves to

Beijing?

5. Sam is probably going to have completed the proposal by the time he leaves this

afternoon.

6. By the time I finish this course, I will have taken ten tests.

7. How many countries are you going to have visited by the time you turn 50?

Notice in the examples above that the reference points (marked in italics) are in Simple Present

rather than Simple Future. This is because the interruptions are in time clauses, and you cannot

use future tenses in time clauses.

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2 Duration Before Something in the Future (Non-Continuous Verbs)

With non-continuous verbs and some Non-Continuous uses of Mixed Verbs, we use the Future

Perfect to show that something will continue up until another action in the future.

Examples:

1. I will have been in London for six months by the time I leave.

2. By Monday, Susan is going to have had my book for a week.

Although the above use of Future Perfect is normally limited to Non-Continuous Verbs and non-

continuous uses of Mixed Verbs, the words "live," "work," "teach," and "study" are

sometimes used in this way even though they are NOT Non-Continuous Verbs.

! Remember: No Future in Time Clauses

Like all future forms, the Future Perfect cannot be used in clauses beginning with time

expressions such as: when, while, before, after, by the time, as soon as, if, unless, etc. Instead of

Future Perfect, Present Perfect is used.

Examples:

1. I am going to see a movie when I will have finished my homework. Not Correct

2. I am going to see a movie when I have finished my homework. Correct

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as: always, only, never,

ever, still, just, etc.

Examples:

1. You will only have learned a few words.

2.Will you only have learned a few words?

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3. You are only going to have learned a few words.

4. Are you only going to have learned a few words?

ACTIVE / PASSIVE

Examples:

1. They will have completed the project before the deadline. ACTIVE

2. The project will have been completed before the deadline. PASSIVE

3. They are going to have completed the project before the deadline. ACTIVE

4. The project is going to have been completed before the deadline. PASSIVE

Exercises:

1. Using the words in parentheses, complete the text below with the appropriate tenses

(Simple Future / Future Perfect)

1.Margaret: Do you think everything will be finished when I get back from the store?

Jerry: Don‘t worry. By the time you get back, I (pick) ……………….up the living room and

(finish) …………………washing the dishes. Everything will be perfect when your parents

arrive.

Margaret: I hope so. They (arrive) ………………around 6 o‘clock.

Jerry: Everything (be) ………………………..spotless by the time they get here.

2.Nick: I just have two more courses before I graduate from university. By this time next year, I

(graduate)…………………., and I will already be looking for a job.

Stacey: Does that scare you? Are you worried about the future?

Nick: Not really. I (go) …………………..to a career counselor and get some advice on how to

find a good job.

Stacey: That‘s a good idea.

Nick: I am also going to do an internship so that when I leave school, I (complete, not only)

……………over 13 business courses, but I (work, also) ……………………….in the real world.

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3. Stan: Did you hear that Christine (take) ………………….a vacation in South America this

winter?

Fred: I can‘t believe how often she goes abroad. Where exactly does she want to go?

Stan: She (visit) ………………………Peru, Bolivia and Ecuador.

Fred: At this rate, she (visit) …………………….every country in the world by the time she‘s

50.

4. Judy: How long have you been in Miami?

Elaine: I have only been here for a couple of weeks.

Judy: How long do you plan on staying?

Elaine: I love Miami, so I (stay) ……………..here for an extended period of time. When I go

back home, I (be) …………………here for more than three months.

Judy: Wow, that‘s quite a vacation! You (see, definitely) …………………..just about

everything there is to see in Miami by then.

5. Jane: I can‘t believe how late we are! By the time we get to the dinner, everyone (finish,

already) …………………..eating.

Jack: It‘s your own fault. You took way too long in the bathroom.

Jane: I couldn‘t get my hair to look right.

Jack: Who cares? By the time we get there, everyone (left)……………………. Nobody (see,

even) ……………………..your hair.

2. Reading

Skill Related Fitness

Skill related fitness refers to fitness that is related to a particular skill, ability or activity. For

example a professional footballer is likely to be far fitter than your average Joe, but in particular

will have fitness that‘s relevant to the sport. For a footballer this would probably mean they had

good quads and other leg muscles, a high VO2 max, good running speed and great cardiovascular

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fitness. It would not mean that they had a bulky or strong upper body, and in fact may be no more

muscular in their arms than you or I. That‘s skill related fitness.

The reason for this is that fitness and skill really come down to the exact thing – repeated

practice, and in fact in many cases fitness and skill are almost interchangeable. If you have

incredibly powerful arms it will automatically improve your gold swing and you‘ll probably be

able to hit the ball far further than a regular guy. You wouldn‘t describe yourself as skilled

however, but really the ability of the professional golfer relies on essentially the same key points.

A golfer also has large and powerful arms, but their strength is less localised to just the bicep or

tricep and also includes all the tiny little supporting muscles in the forearm, upper arm and

shoulders that enable them the fine control and precision they require to have a perfect swing

time after time. Meanwhile the connections between their neurons and nerve fibres are used over

and over each time and so become strengthened in much the same way the muscle becomes

strengthened resulting in them becoming easier to access. In much the same time, repeatedly

playing football will strengthen the leg muscles and increase cardiovascular fitness through lots

of exercise and running – you see your body simply reflects your lifestyle – and that‘s really the

one secret you need to know to sculpt your body into shape and make it perfect for any purpose.

Simply performing the action will force it to adapt to that behaviour so if you want to become

better at something or have muscles it requires, simply practice while you‘re bad. This is an

ability that we‘ve developed through evolution, and one that‘s enabled us to survive where our

competitors died out. The ability to adapt to a situation or a behaviour is one of mankind‘s most

vital skills.

So effective is this process of ‗skill related fitness‘ that you can actually identify someone‘s

lifestyle and skills simply by looking at them much of the time. Firstly you‘ll obviously be able to

spot someone who doesn‘t have any kind of fitness – they‘ll either be horribly thin or largely

overweight. This shows that they don‘t really have any kind of physical skill or their body would

have adapted to their practice. Even if they did have the skill once, the fact that they‘ve lost the

skill related fitness necessary to perform those actions will mean that they no longer can with

anywhere near the talent. You see it works both ways and you can‘t really have one without the

other.

More impressively though, and if you want to start sounding like Sherlock Holmes you can

actually identify a particular skill by someone‘s physique. For example, the footballer as

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discussed will have very little bodyfat (a sign of lots of cardiovascular fitness), strong powerful

legs (more so in the quadriceps than the hamstrings) and be fairly light and fast in their

movements. Meanwhile a rock climber will have a gigantic lat spread (the ‗wing‘ like muscles

under the armpits), powerful forearms for gripping onto the rocks, powerful legs and fairly flat

pecs (they also tend to have a fairly long reach and light frame – some elements of skill related

fitness are genetic you see). A gymnast will similarly have incredibly powerful lats but will also

have stronger forearms and shoulders for/from handstands etc. A martial artist or boxers will

have low bodyfat and powerful shoulders, triceps, traps, serratus muscles and pecs (the muscles

used in punching). Swimmers have low bodyfat and powerful triceps. Finally, the bodybuilder,

for whom the fitness literally is the skill, the aim is to have perfectly evenly proportioned muscles

(so as to appear to lean towards no particular sport but be powerful in all movements) and very

low bodyfat. We could go on with these descriptions all day, but largely the deductions are just

down to common sense. In polls gymnasts, swimmers, martial artists and runners have generally

been voted to have the best bodies. It‘s not just sports that lead to skill related fitness however

though and you can also find those who play instruments have large forearm muscles or if they‘re

wind instruments, large chests and lungs.

The individual components of skill related fitness are muscle strength, speed, cardiovascular

fitness, power, muscle control, hand eye coordination and reaction time. While these will all be

improved naturally through repeated practice of your chosen skill, you can speed up your

improvement by training the individual aspects specifically.

(http://www.healthguidance.org/entry/11193/1/Skill-Related-Fitness.html)

Answer the following questions:

3. What does skill related fitness refer to?

4. Where is localised a golfer‘s strength?

5. Which skill can be defined as one of mankind‘s most vital ones?

6. How can one identify a particular skill by someone‘s physique?

7. Which are the individual components of skill related fitness?

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UNIT ELEVEN

Adjectives and adverbs

Comparison of adjectives

Positive Form

Use the positive form of the adjective if the comparison contains one of the following

expressions:

as … as

Example: Jane is as tall as John.

not as … as / not so … as

Example: John is not as tall as Arnie.

Comparative Form and Superlative Form (-er/-est)

one-syllable adjectives (clean, new, cheap)

two-syllable adjectives ending in -y or -er (easy, happy, pretty, dirty, clever)

Positive form Comparative form Superlative form

Clean cleaner (The) cleanest

Exceptions in spelling when adding -er / -est

8. silent ‘e’ is dropped

Example: late-later-latest

9. final ‘y’ after a consonant becomes i

Example: easy-easier-easiest

-final consonant after short, stressed vowel is doubled

Example: hot-hotter-hottest

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Comparative Form and Superlative Form (more/most)

adjectives of three or more syllables (and two-syllable adjectives not ending in -y/-er)

Positive form Comparative form Superlative form

difficult more difficult (the) most difficult

Comparative Form and Superlative Form (irregular comparisons)

Positive form Comparative form Superlative form

good better best

bad / ill worse worst

little (amount) less least

little (size) smaller smallest

much / many more most

far (place + time) further furthest

far (place) farther farthest

late (time) later latest

late (order) latter last

near (place) nearer nearest

near (order) - next

old (people and things) older oldest

old (people) elder eldest

Exercises

1. Fill in the correct forms:

Positive form Comparative Superlative

good

far

stormy

strong

2. Fill in the correct form of the words in brackets (comparative or superlative).

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1. My house is (big) bigger than yours.

2. This flower is (beautiful) …………………than that one.

3. This is the (interesting) …………………book I have ever read.

4. Non-smokers usually live (long) ……………………..than smokers.

5. Which is the (dangerous) ……………………………animal in the world?

6. A holiday by the sea is (good) ……………………..than a holiday in the mountains.

7. It is strange but often a coke is (expensive) …………………….than a beer.

8. Who is the (rich) ……………………………..woman on earth?

9. The weather this summer is even (bad) ……………………………than last summer.

10. He was the (clever) ………………………thief of all.

3. Fill in the comparison with as ... as.

1. John is (tall) as tall as Glen.

2. Janet is (beautiful) …………….Jeniffer.

3. You are (crazy) …………………….my sister.

4. We can run (fast) …………………….they can.

5. My mom is (not / strict) …………………..your mum.

6. Your mobile phone is (not / trendy) …………………….mine.

7. Matrix II was (not / interesting) …………………….Matrix I.

8. This yoghurt (not / taste / good) ……………………the one I bought yesterday.

9. I can do (many / press-ups) ……………………you.

10. I (not / earn / much / money) ……………………..you do.

4. Put the adjectives into the correct form.

1. Los Angeles is (large) …………………….than Chicago.

2. But New York is the (large) ………………..city of the United States.

3. The weather in Hollywood is (good) ……………….than in New York or New Jersey.

4. Nestor Studios is the (old) …………………..movie company in Hollywood.

5. Disneyland is (interesting) ……………………….than any other amusement park.

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5. Fill in the correct form of the following adjectives.

London is the (large) ……………………..city in Great Britain.

No other British city has as (many) ………………………inhabitants as London.

The London underground, the tube, is the (old) ………………………underground in the world.

The Tower of London is one of the (famous) ………………………London sights.

Another sight is the London Eye. With its 135 metres, it is (tall) …………………than any other

big wheel in the world.

6. Put in the adjective in bold from the first sentence into the second sentence in its correct form

(comparative or superlative).

Example: I have a fast car, but my friend has a ______ car.

Answer: I have a fast car, but my friend has a faster car.

1) This is a nice cat. It‘s much …………………than my friend‘s cat.

2) Here is Emily. She‘s six years old. Her brother is nine, so he is……………………...

3) This is a difficult exercise. But the exercise with an asterisk (*) is the

…………………….exercise on the worksheet.

4) He has an interesting hobby, but my sister has the ………………..hobby in the world.

5) In the last holidays I read a good book, but father gave me an even …………………….one

last weekend.

6) School is boring, but homework is …………………….than school.

7) Skateboarding is a dangerous hobby. Bungee jumping is …………………..than

skateboarding.

8) This magazine is cheap, but that one is………………………..

9) We live in a small house, but my grandparents‘ house is even ………………than ours.

10) Yesterday John told me a funny joke. This joke was the …………………….joke I‘ve ever

heard.

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7. Put in the adjective from the first sentences into the second sentence in its correct form

(comparative or superlative).

Example: I have a fast car, but my friend has a ........car.

Answer: I have a fast car, but my friend has a faster car.

1) My father is heavy. My uncle is much …………………than my father.

2) The test in Geography was easy, but the test in Biology was…………………….

3) Florida is sunny. Do you know the …………………….place in the USA?

4) Stan is a successful sportsman, but his sister is …………………….than Stan.

5) My mother has a soft voice, but my teacher‘s voice is …………………..than my mother‘s.

6) Amy has a beautiful baby, but my daughter has the …………………..baby on earth.

7) I live in a large family, but my grandfather lived in a ………………….family.

8) We have only little time for this exercise, but in the examination we‘ll have even

……………………time.

9) Lucy is clever, but Carol is …………………than Lucy.

10) Have you visited the old castle? It was the ……………………castle we visited during our

holidays.

8. Use either as … as or not as … as in the sentences below.

Example: Ben Nevis is.......................... as Mont Blanc (not/high).

Answer: Ben Nevis is not as high as Mont Blanc.

1) The blue car is ………………..the red car. (fast)

2) Peter is ……………………………Fred. (not/tall)

3) The violin is …………………………..the cello. (not/low)

4) This copy is ………………………..the other one. (bad)

5) Oliver is …………………………….Peter. (optimistic)

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6) Today it‘s ………………………..yesterday. (not/windy)

7) The tomato soup was ………………….the mushroom soup. (delicious)

8) Grapefruit juice is …………………..lemonade. (not/sweet)

9) Nick is …………………………Kevin. (brave)

10) Silver is ………………………….gold. (not/heavy

Form and Comparison of Adverbs

Adverbs are used to express how something is done (adjectives express how someone or

something is).

Example: The dog sleeps quietly. The dog is absolutely quiet.

Form

In general: adjective + -ly

adjective adverb

slow slowly

Exceptions in spelling

exception example

silent e is dropped in true, due, whole true → truly

y becomes i happy → happily

le after a consonant is dropped sensible → sensibly

after ll only add y full → fully

Adjectives ending in -ic: adjective + -ally (exception: public-publicly)

adjective adverb

fantastic fantastically

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Adjectives ending in -ly: use „in a … way / manner‟ or another adverb with similar meaning

adjective adverb

friendly in a friendly way

in a friendly manner

likely probably

Exceptions

adjective adverb (meaning) adverb (meaning)

good well

difficult with difficulty

public publicly

deep deep (place) deeply (feeling)

direct direct directly (=soon)

hard hard hardly (=seldom)

high high (place) highly (figurative)

late late lately (=recently)

most most mostly (=usually)

near near nearly (=almost)

pretty pretty (=rather) prettily

short short shortly (=soon)

The following

adjectives are also

used as adverbs

(without

modification):

daily, enough, early, far, fast, hourly, little, long,

low, monthly, much, straight, weekly, yearly, …

Comparison

Comparison (-er/-est)

Comparative ending in

-er

Superlative ending in

-est

one-syllable adverbs (hard) harder hardest

adverbs with the same form as earlier earliest

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adjectives (early)

Comparison (more / most)

Comparative formed with

more

Superlative formed with

most

adverbs ending in -ly

(happily)

more happily most happily

Irregular comparisons

positive form comparative superlative

well better best

badly worse worst

ill worse worst

little less least

much more most

far (place + time) further furthest

far (place) farther farthest

late (time) later latest

Exercises

1. Find the adjective in the first sentence and fill in the blanks with the corresponding adverb.

James is careful. He drives…………..

The girl is slow. She walks…………………...

Her English is perfect. She speaks English……………...

Our teacher is angry. She shouts…………………..

My neighbor is a loud speaker. He speaks…………………..

He is a bad writer . He writes…………………...

Jane is a nice guitar player. He plays the guitar……………….

He is a good painter . He paints…………………...

She is a quiet girl. She does her job……………….

This exercise is easy. You can do it…………………...

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2. Fill in the correct adverb form (comparative or superlative) of the adjectives in brackets.

I speak English (fluent) ……………….now than last year.

She greeted me (polite) ………………….of all.

She smiled (happy) ………………..than before.

This girl dances (graceful) …………………….of all.

Could you write (clear)……………………..?

Planes can fly (high) ………………………than birds.

He had an accident last year. Now, he drives (careful) …………………than before.

Jim can run (fast) ………………………than John.

Our team played (bad) ……………………..of all.

He worked (hard) ………………………….than ever before.

3. Rewrite the complete sentence using the adverb in brackets in its usual position.

Example: I play tennis. (on Mondays)

Answer: I play tennis on Mondays.

1) Our friends must write a test. (also)

………………………………………………

2) I was joking. (only)

………………………………………………

3) Did you enjoy the flight? (both)

………………………………………………

4) Mary watches TV. (hardly) (ever)

………………………………………………

5) He drives his car. (carefully)

………………………………………………

6) The children play football. (in the garden)

………………………………………………

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7) We went to the cinema. (yesterday)

………………………………………………

8) John fell off the bike. (almost)

………………………………………………

9) Her boyfriend will buy her some flowers. (probably)

………………………………………………

10) My uncle is moving to Stockholm soon. (definitely)

……………………………………………….

4. Complete the following exercise with adjective or adverb form of the words.

1. That pitbull looks……………. (angry)

2. She spoke………………. (quiet)

3. Erica listened to her mother…………………. (careful)

4. Mary makes ………………..mistakes. (careless)

5. Children grow ……………………(quick)

6. He is very …………………..today. (happy)

7. It‘s raining…………………….. (heavy)

8. Morgan was ………………………hurt in a car accident. (serious)

9. His situation was very……………………. (serious)

5. Complete the exercise with adjective or adverb form. (good vs well)

1. I play tennis but I‘m not very……………….

2. Your exam results were very………………..

3. You did very ……………….in your exams.

4. The weather was very …………………while we were on holiday.

5. I didn‘t sleep very ………………….last night.

6. How are you? Are you doing……………?

7. George speaks German very………………….

8. George‘s German is very………………….

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9. Our new business is going very ……………………..at the moment.

10. I like your jacket. It looks …………………….on you.

11. I‘ve played with him a few times. He plays very……………………….

6. Complete the following exercise with the comparative form of the adjectives / adverbs. Use

than where necessary.

big crowded early easily

high important interested peaceful

reliable serious simple thin

1. I was feeling tired last night, so I went to bed earlier than usual.

2. I‘d like to have a ………………car. The one I‘ve got keeps breaking own.

3. Unfortunately her illness was ……………..we thought at first.

4. You look………………….. Have you lost weight?

5. I want a …………………flat. We don‘t have enough space here.

6. He doesn‘t study very hard. He‘s ……………in having a good time.

7. Health and happiness are …………….money.

8. The instructions were very complicated. They could have been ……………..

9. There were a lot of people on the bus. It was …………………usual.

10. I like living in the countryside. It‘s …………………living in a town.

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11. You‘ll find your way around the town ………………if you have a good map.

12. In some parts of the country, prices are ……………………in others.

7. Complete the exercise using comparative form of the adjectives / adverbs.

quiet x2 interesting often warm

strong expensive bad good

difficult long small far

1. It‘s too noisy here. Can we go somewhere quieter?

2. This engine is very weak. I like it a bit…………………..

3. The hotel was surprisingly big. I expected it to be……………..

4. The hotel was very cheap. I expected it to be………………..

5. The weather is too cold in this country. I‘d like to live somewhere …………………...

6. My job is a bit boring sometimes. I‘d like to do something……………...

7. I was surprised how easy it was to learn English. I thought it would be……………

8. Your work isn‘t very good. I‘m sure you can do……………………..

9. Don‘t worry. The situation isn‘t so bad. It could be…………………...

10. I was surprised we got here so quickly. I expected the journey to …………………….

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11. You‘re talking very loudly. Can you speak a bit……………………….

12. You hardly ever phone me. Why don‘t you phone me…………………..?

13. You‘re standing too near the camera. Can you move a bit ………………..away?

8. Fill in the blanks with the expressions in the box

the least developed far more expensive much worse

many more people the safest a lot more complicated

the most influential the oldest much funnier

less cold the more suitable much more interesting

1. I heard a little polite laughter when I told my jokes but every one laughed loudly when Gaby

was telling hers. Her jokes are always much funnier than mine.

2. The negative effects of watching too much television are ……………….. than they appear to

be at first glance.

3. The Japanese islands have a climate modified and moderated by the sea; winters are

…………………. than in those areas that are in the same latitude on the Asian continent.

4. Only by multilateral action, can we give people in …………….. countries the chance to escape

the ugly misery of poverty, ignorance and disease.

5. That movie we saw last night was ………………….. than the one on television.

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6. ……………….. known dam, an engineering wonder of the ancient world, lies near Marib,

once the home of the Queen of Sheba.

7. I broke my nose in a football game yesterday. Today it‘s very painful. For same reason, the

pain is ……………………… today than it was yesterday.

8. ……………….. die in car accidents than in plane accidents. Statistics show that driving your

own car is more dangerous than flying in an airplane.

9. Marcel Duchamp is considered as one of ……………… artists of the 20th century by the

modern art world.

10. From my point of view, of the two applicants, the latter one is ………………. for the post.

11. It is ………………… to live in London than any other city in Britain. Rents are much higher

and it is difficult to find accommodation of any kind.

12. Titanic was said to be ……………………. ocean liner in the world. When it set sail, all the

cabins were full, from the most expensive to the cheapest ones on the lower deck.

9. Use the adjectives in either the comparative or the superlative form.

late young young cheap fast

hard tall exciting long old

1. The movie lasted ……………… it was expected.

2. I find detective stories …………………. than any other ones.

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3. Steve was much …………………… any of his classmates.

4. Although she looks younger, she is ……………………. of the two.

5. We could barely catch ………………….. train to London.

6. Tom put up his hand to solve ………………. question on the worksheet.

7. The man went to all the shops to find ……………… shoes he could find.

8. I don‘t think we could have come any ………………………. Besides, there was a speed limit.

9. Of his three daughters, the king loved ……………………… best.

10. Edward is ………………… his twin Fernando since Fernando was born first.

Reading

Read the following texts. Then answer the questions.

A.

Lionel Messi exclusive interview: I would play football for nothing if I had to

Lionel Messi is acclaimed as the highest paid footballer in the world on an annual salary

that is close to £30million. Yet the 22-year-old current World and European Footballer of the

Year claims he would be happy to kick a ball around for nothing and is still to fulfill his true

destiny until Argentina are acclaimed as world champions. All eyes will be on Messi as he

arrives in England to take on Arsenal in the first leg of the Champions League quarter-final clash

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at the Emirates on Wednesday. But for all the money he earns Messi claims it has no bearing on

the way he plays the game or indeed acts as any motivation to becoming a better player.

―Money affords you a better way of life but it doesn‘t inspire me,‖ he said. ―I would play for

nothing if I wasn‘t a professional footballer. I live for playing the game, not for the financial

benefits. And I play for the team, not myself.

―Individual awards are nice, but it‘s the collective success of the team, be it Barcelona or

Argentina, that is more important.‖

Barca, the defending champions and favourites to retain the trophy, are relishing the clash with an

Arsenal side who freely abandon defensive football in favour of all-out attack.

―At this stage of the tournament we‘re not too concerned who we face, because to be the best you

have to beat the best,‖ said Messi.

―Arsenal, like Manchester United, are a very offensive side, and I wouldn‘t expect them to

abandon that and employ different tactics to deal with us.

―But it‘s more about us imposing ourselves on the game and not abandoning the way we play.

―If anything it suits us to be playing a side like Arsenal who give their players freedom to play

without restrictions.‖

Messi went on: ―The Premier League is very strong and we expected the main challenge

to come from England again this season.

―But last year we beat two English sides to lift the trophy.

―If we‘re honest, the game against Chelsea was probably more difficult than the match against

Manchester United because they are far more defensive.

―They set out to stop us from playing, whereas teams like Arsenal and Manchester United find it

hard to change the way they play which suits us.‖

There is no doubt Arsenal will have their work cut out to stop Messi who is in the form of

his life. It‘s not a question of when the next goal is coming for Messi more about who can stop

him? ―It‘s not just me, but the team is in a good moment,‖ he said. ―We always try to play well,

entertain and score as many as we can.‖

Yet for all the accolades and awards, Messi still believes he will not achieve true greatness unless

he wins the World Cup.

―It‘s the only stage where greatness can be achieved.

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―The best players in the world have won and performed at the World Cup and that is what I‘m

striving to achieve.‖

Interview by Paul Smith

(http://www.getsoccerinfo.com/index.php/site/matchverslag/Another_Danish_on_menu_f

or_City/P4109/)

Questions

1. Who is Lionel Messi?

2. How much money does he make a year?

3. How old is he?

4. What title does he have?

5. What destiny does he wish to fulfil?

6. What is his belief about money?

7. For which team does Messi play?

8. What tactics do Manchester United and Arsenal use?

9. Which country does Messi think the main challenge will come from?

10. What sides did FC Barcelona beat last year?

11. Which game was the most difficult in Messi‘s view?

12. What does Messi believe about his team?

13. When does Messi believe he will achieve true greatness?

14. Where have the best players in the world performed and won?

15. Who is the interviewer?

B.

Test team confirmed

British team named as hosts go for Olympic qualification

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British Gymnastics has confirmed the team who will compete for Olympic qualification at

the London Prepares test event at the North Greenwich arena next week. The focus will be on the

men‘s artistic team and the rhythmic group, both of whom will compete at the test event for

places at London 2012. The men need to finish in the top four of the eight teams to get a full

quota of places for 2012 and the rhythmic group need to set a benchmark score. The men‘s

artistic team has been confirmed as Olympic bronze medallist Louis Smith, two-time British all-

around champion Daniel Purvis, former European pommel horse champion Daniel Keatings,

alongside Kristian Thomas, Ruslan Panteyleymonov and Max Whitlock, with Sam Hunter as the

reserve.

Rhythmic gymnast Francesca Jones has already booked her place for London 2012 as an

individual at the 2011 World Championships and will compete at the test event in order to aid her

preparation. The rhythmic group - Georgina Cassar, Jade Faulkner, Francesca Fox, Lynne

Hutchison, Louisa Pouli, Rachel Smith and reserve Annabelle Bartlett - have been set a

benchmark score of 45.223 at the test event in order for a nomination to be submitted to the

British Olympic Association to accept a host country place. The British women‘s artistic team

have already qualified for a full berth for 2012 and therefore will not be in action at the test event,

while in trampoline, world number one Kat Driscoll will compete despite having already a

secured place for Britain at the games.

British Gymnastics Olympic performance director Tim Jones said: "After a very

productive month-long preparation camp, we are now pleased to be able to name a very strong

men‘s team for the test event. "With the amount of experience we are able to call upon, we

remain confident and are backing ourselves to produce a reliable and professional performance.

This will give us the best chance of qualifying a full team for the 2012 Olympic Games".

(http://www1.skysports.com/olympics/news/story/21762/7410601)

Questions

1. Where will the London Prepares test event take place?

2. What teams will be the focus?

3. What places does the men‘s team have to achieve?

4. What kind of score do the rhythmic group neeed?

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5. How many members are there in the men‘s artistic team?

6. What are the names of the members of the men‘s artistic team?

7. Who is Francesca Jones?

8. What did Francesca Jones do to compete at the 2012 London Olympics?

9. What are the names of the members of the rhythmic group?

10. What is the benchmark score for the rhythmic group in order to participate to the 2012

London Olympics?

11. Is the British women‘s artistic team qualified in the 2012 London Olympics?

12. Who is Kat Driscoll?

13. Will Kat Driscoll compete in the London Prepares test event?

14. Who is the British Gymnastics Olympic performance director?

15. What does Tim Jones believe about the men‘s artistic team?

UNIT TWELVE

Direct and Reported Speech

Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in

writing, we place the words spoken between inverted commas ("....") and there is no change in

these words. We may be reporting something that‘s being said NOW (for example a telephone

conversation), or telling someone later about a previous conversation

Examples:

1. She says "What time will you be home?"

2. She said "What time will you be home?" and I said "I don‘t know! "

3. "There‘s a fly in my soup!" screamed Simone.

4. John said, "There‘s an elephant outside the window."

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Reported speech is usually used to talk about the past, so we normally change the

tense of the words spoken. We use reporting verbs like “say”, “tell”, “ask”, and we may use the

word “that” to introduce the reported words. Inverted commas are not used.

Example: She said "I saw him." She said that she had seen him.

“That” may be omitted:

She told him that she was happy.

She told him she was happy.

”Say” and ―tell”:

Use “say” when there is no indirect object:

He said that he was tired.

Always use “tell” when you say who was being spoken to (i.e. with an indirect object):

He told me that he was tired.

”Talk” and ―speak” are used:

a) to describe the action of communicating:

He talked to us.

She was speaking on the telephone.

b) with ―about” to refer to what was said:

He talked (to us) about his parents.

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Tense Changes When Using Reported Speech

Normally, the tense in reported speech is one tense back in time from the tense in direct speech:

She said, "I am tired." She said that she was tired.

The changes are shown below:

Simple Present Simple Past

"I always drink coffee", she said She said that she always drank coffee.

Present Continuous Past Continuous

"I am reading a book", he explained. He explained that he was reading a book

Simple Past Past Perfect

"Bill arrived on Saturday", he said. He said that Bill had arrived on Saturday

Present Perfect Past Perfect

"I have been to Spain", he told me. He told me that he had been to Spain

Past Perfect Past Perfect

"I had just turned out the light," he

explained.

He explained that he had just turned out

the light.

Present Perfect Continuous Past Perfect Continuous

They complained, "We have been

waiting for hours".

They complained that they had been

waiting for hours.

Past Continuous Past Perfect Continuous

"We were living in Paris", they told me.

They told me that they had been living in

Paris.

Future Present Conditional

"I will be in Geneva on Monday", he said

He said that he would be in Geneva on

Monday.

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Future Continuous Conditional Continuous

She said, "I‟ll be using the car next

Friday".

She said that she would be using the car

next Friday.

You do not need to change the tense if the reporting verb is in the present, or if the original

statement was about something that is still true.

Example:

1. He says he has missed the train but he‟ll catch the next one.

2. We explained that it is very difficult to find our house.

2. These modal verbs do not change in reported speech:

might, could, would, should, ought to

Examples:

1. We explained that it could be difficult to find our house.

2. She said that she might bring a friend to the party.

Time/place references change when using reported speech

"I will see you here tomorrow", she said. She said that she would see me there the next

day.

The most common of these changes are shown below:

Today that day

"I saw him today", she said. She said that she had seen him that day.

Yesterday the day before

"I saw him yesterday", she said. She said that she had seen him the day

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before.

The day before yesterday two days before

"I met her the day before yesterday", he

said.

He said that he had met her two days

before.

Tomorrow the next/following day

"I‟ll see you tomorrow", he said He said that he would see me the next day.

The day after tomorrow in two days time/ two days later

"We‟ll come the day after tomorrow",

they said.

They said that they would come in two days

time/ two days later.

Next week/month/year the following week/month/year

"I have an appointment next week", she

said.

She said that she had an appointment the

following week.

Last week/month/year the previous/week/month/year

"I was on holiday last week", he told us.

He told us that he had been on holiday the

previous week.

ago before

"I saw her a week ago," he said. He said he had seen her a week before.

this (for time) that

"I‟m getting a new car this week", she

said.

She said she was getting a new car that

week.

this/that (adjectives) the

"Do you like this shirt?" he asked He asked if I liked the shirt.

here there

He said, "I live here". He told me he lived there.

Other changes:

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In general, personal pronouns change to the third person singular or plural, except when the

speaker reports his own words:

I/me/my/mine, you/your/yours him/his/her/hers

we/us/our/ours, you/your/yours they/their/theirs:

He said: "I like your new car." He told her that he liked her new car.

I said: "I‘m going to my friend‘s house." I said that I was going to my friend‘s house.

Question Forms and Reported Speech

Normal word order is used in reported questions, that is, the subject comes before the verb, and

it is not necessary to use “do” or “did”:

“Where does Peter live?" She asked him where Peter lived.

Yes / no questions: This type of question is reported by using „ask‟ + „if / whether + clause:

Examples:

1. "Do you speak English?" He asked me if I spoke English.

2. "Are you British or American?" He asked me whether I was British or American.

3. "Is it raining?" She asked if it was raining.

4. "Have you got a computer?" He wanted to know whether I had a computer.

5. "Can you type?" She asked if I could type.

6. "Did you come by train?" He enquired whether I had come by train.

7. "Have you been to Bristol before?" She asked if I had been to Bristol before.

Question words:

This type of question is reported by using “ask” (or another verb like “ask”) + question word +

clause. The clause contains the question, in normal word order and with the necessary tense

change.

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Examples:

1."What is your name?" he asked me. He asked me what my name was.

2."How old is your mother?", he asked. He asked how old her mother was.

3.The policeman said to the boy, "Where do you live?" The policeman asked the boy where

he lived.

4."What time does the train arrive?" she asked. She asked what time the train arrived.

5."When can we have dinner?" she asked. She asked when they could have dinner.

6.Peter said to John, "Why are you so late?" Peter asked the John why he was so late.

ORDERS, REQUESTS, SUGGESTIONS

When we want to report an order or request, we can use a verb like “tell” with a to-clause.

e.g. He told me to go away.

The pattern is verb + indirect object + to-clause.

(The indirect object is the person spoken to.)

Other verbs used to report orders and requests in this way are: command, order, warn, ask,

advise, invite, beg, teach, forbid.

Examples:

1.The doctor said to me, "Stop smoking!". The doctor told me to stop smoking.

2."Get out of the car!" said the policeman. The policeman ordered him to get out of the car.

3."Could you please be quiet," she said. She asked me to be quiet.

4.The man with the gun said to us, "Don‘t move!" The man with the gun warned us not to

move.

Requests for objects are reported using the pattern ask + for + object:

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Examples:

1."Can I have an apple?", she asked. She asked for an apple

2."Can I have the newspaper, please?" He asked for the newspaper.

3."May I have a glass of water?" he said. He asked for a glass of water.

4."Sugar, please." She asked for the sugar.

5."Could I have three kilos of onions?" He asked for three kilos of onions.

Suggestions are usually reported with a that-clause. “that” and “should” are optional in these

clauses:

She said: "Why don‘t you get a mechanic to look at the car?" She suggested that I should get

a mechanic to look at the car.

OR She suggested I get a mechanic to look at the car.

Other reporting verbs used in this way are: insist, recommend, demand, request, propose

Examples:

1.It would be a good idea to see the dentist", said my mother. My mother suggested I see the

dentist.

2.The dentist said, "I think you should use a different toothbrush". The dentist recommended

that I should use a different toothbrush.

3.My manager said, "I think we should examine the budget carefully at this meeting." My

manager proposed that we examine the budget carefully at the meeting.

4."Why don‘t you sleep overnight at my house?" she said. She suggested that I sleep

overnight at her house.

Suggest can also be followed by a gerund: I suggested postponing the visit to the dentist.

HOPES, INTENTIONS & PROMISES

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When we report an intention, hope or promise, we use an appropriate reporting verb followed by

a that-clause or a to-infinitive:

"I‘ll pay you the money tomorrow."

He promised to pay me the money the next day.

He promised that he would pay me the money the next day.

Other verbs used in this pattern include:

hope, propose, threaten, guarantee, swear.

Examples:

1."I‘ll be back by lunchtime."

He promised to be back by lunchtime.

He promised that he would be back by lunchtime.

2."We should arrive in London before nightfall."

They hoped to arrive in London before nightfall.

They hoped they would arrive in London before nightfall.

3."Give me the keys to the safe or I‘ll shoot you!"

He threatened to shoot me if I didn‟t give him the keys to the safe.

He threatened that he would shoot me if I didn‟t give him the keys to the safe.

Summary of reporting verbs

Note that some reporting verbs may appear in more than one of the following groups.

Verbs followed by “if” or “whether” + clause:

ask

know

remember

say

see

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Verbs followed by a that-clause:

add

admit

agree

announce

answer

argue

boast

claim

comment

complain

confirm

consider

deny

doubt

estimate

explain

fear

feel

insist

mention

observe

persuade

propose

remark

remember

repeat

reply

report

reveal

say

state

suggest

suppose

tell

think

understand

warn

Verbs followed by either a that-clause or a to-infinitive:

decide

expect

guarantee

hope

promise

swear

threaten

Verbs followed by a that-clause containing should

(but note that it may be omitted, leaving a subject + zero-infinitive):

advise

beg

demand

insist

prefer

propose

recommend

request

suggest

Verbs followed by a clause starting with a question word:

decide

describe

discover

discuss

explain

forget

guess

imagine

know

learn

realise

remember

reveal

say

see

suggest

teach

tell

think

understand

wonde

Verbs followed by object + to-infinitive

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advise

ask

beg

command

forbid

instruct

invite

teach

tell

warn

Exercises:

1. Complete the sentences.

1. "It is too late." - I said …………..

2. "I have replied." - He claimed that…………………

3. "I met you yesterday." - Sam told me………………

4. "I cannot come." - Mary explained that……………….

5. "I could fall down." - He was afraid…………………………

6. "I will pay tomorrow." - He said…………………………..

7. "The Himalayas are the highest." - He knew that…………..

8. "I may lend you some money." - Bill promised…………………….

9. "I have been watching a film." - He replied that…………………..

10. "Claire must rest." - The doctor said……………………

11. "I have not done it today." - I explained that……………..

12. "If I was younger, I would accept it." - He thought that…………

13. "I was with him last week." - Jill admitted that…………………

14. "I was with him last week." - Jill admitted that……………..

15. "You needn‘t change your shoes in our house." - She reminded me that………….

16. "I am calling my mum." - She said………………

17. "I will finish this picture tomorrow." - Diana supposed that…………….

18. "I would buy it." - She said……………….

19. "Greg used to be my friend." - He told us……..

20. "They were calling their mum." - She said……………….

2. Complete the sentences.

1. "Put it here." - He told me…………..

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2. "What do you do?" - She wondered………….

3. "Do you want it?" - Joe asked me……………….

4. "Don‘t forget!"- He reminded me………………

5. "Where did you live?" - He wanted to know…………..

6. Park your car behind the house, please." - He asked me……………

7. "Do not hesitate." - He told me………….

3. Rewrite the sentences in direct speech.

1. He admitted that he had never met us. -……………………….

2. They told us they would start the following day. - ………………

3. We called them that we were walking in the park. -……………..

4. She said she worked for Ford. -…………………….

5. I replied that I had been trying to mend it since morning. -…….

6. He said that at one o‘clock he had been doing nothing. -……

7. They explained that they had closed down the previous year. –

8. Neil said he wished he could be independent. -….

9. She told us we had better accept it. -..

10. He claimed that while he was sleeping someone screamed in the garden. -

4. Read the dialogue and report it.

Mike: "What are you doing here, Liz? I haven‘t seen you since June."

Liz: "I‘ve just come back from my holiday in Ireland."

Mike: "Did you enjoy it?"

Liz: "I love Ireland. And the Irish people were so friendly."

Mike: "Did you go to the Wicklow Mountains?"

Liz: "It was my first trip. I can show you some pictures. Are you doing anything tomorrow?"

Mike: "I must arrange a couple of things. But I am free tonight."

Liz: "You might come to my place. What time shall we meet?"

Mike: "I‘ll be there at eight. Is it all right?"

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Mike asked Liz …………………... and he said………………………..

Liz explained that ………………….

Mike wondered……………………...

Liz told him that …………………….and that …………………………

Mike wanted to know ……………….

But he added that ……………………

Liz suggested that …………………….and asked him………………….

Mike said…………………………….

And then he asked...............................

5. Complete the sentences.

1. "Where are you?" - He asked me……………….

2. "What will you choose?" - He asked me…………

3. "Please, get in touch with them today." - He asked me………….

4. "Don‘t leave your luggage unattended." - He asked me

5. "Are you flying soon?" - He asked me ……………………...

6. "May I ask you a question?" - He asked me………….

7. "Jump in!" - He asked me………….

8. "Have you set your alarm clock?" - He asked me……..

9. "Is Prague the capital?" - He asked me…….

10. "You mustn‘t touch the screen!" - He asked me……………

11. "Would you rather dance?" - He asked me………..

12. "How long have you been standing here?" - He asked me………..

13. "Stop laughing!" - He asked me

6. Write the correct ending:

1. I got the message while I was waiting at the bus stop." He told me that….

2. "We will set off tomorrow." They said….

3. "Get out of my way!" He ordered us

4. "I invited him last week." She told me this week that……

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5. "I will resign today." This morning he announced that he…..

6. "She‘d better refuse this job." He insisted that….

7. "We used to take the same medicine." She thought that…

8. "I entered the university a year ago." He told me last year ….

9. "It is time we had an agreement." She suggested that….

10. "We must go skiing in winter." He said that…..

Reading activity

Boxing

The sport of boxing has its roots in many different countries and cultures and has shown

significant evolution over the centuries. Modern boxing consists of two athletes fighting each

other with their fists in a sequence of typically three-minute rounds. A boxer achieves victory by

either knocking his/her opponent to the mat and he/she is unable to rise before the referee reaches

a ten-second count (knockout or KO) or if the opponent sustains injuries that are judged to severe

for him/her to continue (technical knockout or TKO).

Boxing has seen many forms and progressed through many rule changes. The sport first

became to be known as ―boxing‖ in the England during the 18th century. When boxing first

emerged as a sport in England there were no official rules, no referees, no weight divisions, and

most of all, no gloves. Padded gloves were first introduced in the mid-18th century whereas

before the fighting had occurred bare-fisted; this was commonly known as prizefighting.

The rules and regulations that govern the sport of boxing today are based almost exclusively

upon the Marquess of Queensberry rules that were put into effect in 1867. Matches take place in

a 24-foot square ring that is enclosed on all sides by ropes. A match is split up into a usually

predetermined amount of 3-minute rounds. Boxers must fight standing up and only use their fists.

Each boxer is given a corner of the ring from which they enter the ring, and where they can

receive coaching and some medical attention between rounds.

A match is presided over by a referee who controls the match from within the ring, calls

fouls, and monitors the fight. There are also typically three judges that contribute by keeping

track of points based on punches landed, knockdowns, and defense. If a fight reaches the

predetermined number of rounds and there has not been a knockout, the match‘s outcome is

determined by the score kept by the judges. Despite the apparent barbarity of boxing, there are

strict rules that govern fair play. Boxers are required to only hit with their fists and there is no

kicking, biting, tripping, wrestling, head-butting, pushing, spitting, and holding. Also, there is no

hitting the back, the back of the head, the kidneys, or below the waist. Any of these are

considered a foul and can lead to potential disqualification.

There are some notable differences between professional and amateur boxing. Amateur

boxing (college level and Olympic Games) requires headgear, matches consist of only three to

four rounds, and a point scoring system is used that does not rely on damage inflicted by the

punches. Professional boxing prohibits headgear, the rounds are typically much longer (ten to

twelve rounds), and considerable more physical punishment is commonly inflicted and permitted.

(http://www.sporthaven.com/other-sports/boxing/)

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Answer the following questions:

1) What happens in a modern boxing match ?

2) What must one do to win a boxing match ?

3) What does ―knockout or KO‖ mean in boxing ?

4) What does ―technical knockout or TKO‖ mean in boxing ?

5) Where and when did boxing first get its name ?

6) Where does a boxing match take place ?

7) What is the referee‘s job in a boxing match ?

8) What role does the score kept by the judges have ?

9) What is the difference between professional and amateur boxing ?

10) What is the number of rounds an amateur boxing match can have ?

11) What is the number of rounds a professional boxing match can have ?

12) How long does a boxing round last ?

UNIT THIRTEEN

If Clause

There are four basic types of conditional sentences in the English language.

Examples:

The zero conditional: I take my umbrella if it rains.

The first conditional: I‟ll call you if I work late.

The second conditional: If the bus didn‟t arrive on time, I would drive you to the airport.

The third conditional: She wouldn‟t have come if I hadn‟t invited her.

Grammar rules with examples

►The zero conditional describes situations that are always true. If has the same meaning as

when or whenever.

If I go to school, I get up at seven. (Whenever I go to school I get up at the same time.)

If you park your car on double yellow lines, you pay a fine. (Whenever you park illegally, you

pay a fine.)

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We use the present simple tense in both the main clauses and the if clauses.

► The first conditional sentences are used to speculate about possible situations that can really

happen at present or in future.

We do not use will in an if clause to describe future activities (compare it to time clauses).

If he studies hard, he‟ll pass the exams. If we catch the 10.15 train, we will arrive on time. If you

don‟t get the ticket, what will you do?

We make if clauses with if + present tense and main clauses with will + bare infinitive.

► In the second conditional sentences we speculate about situations that will probably never

happen at present or in future.

If I had more time, I would help you. (But I am not free at the moment. I can‘t help you).

If I won a million dollars, I would start a business of my own. (But I know that it is not realistic.)

We make if clauses with if + past tense and main clauses with would + bare infinitive.

Note: the verb to be can be specific in the if clause.

If I were rich, I wouldn‟t work. If he were younger, he would marry her.

(But was is also possible: If I was rich, I wouldn‟t work. If he was younger, he would marry her.)

But: If I were you, I wouldn‟t do it. (In this expression, were is much more usual than was.)

► The third conditional sentences always refer to the past. We speculate about situations that

happened or did not happen in the past.

If I had won a million, I would have started a business of my own. (But I didn‘t win anything.)

If he had met her, he would have told her. (Unfortunately, he didn‘t meet her.)

If we hadn‟t practised, we wouldn‟t have won the match. (But we practised and won.)

We make if clauses with if + past perfect and main clauses with would + perfect infinitive

(have + past participle).

But we can also combine other verb structures in third conditional sentences.

We didn‟t save any money. If we had saved some money, we might have bought the house.

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She wasn‟t there and I wasn‟t sitting next to her. But if she had been there, I would have been

sitting next to her.

I was looking at the trees when I fell off the bike. If I hadn‟t been looking at the trees, I wouldn‟t

have fallen off the bike.

Compare the first and second conditionals

The main difference between the first conditional and the second conditional is about probability:

the first conditional is realistic, the second conditional is unrealistic.

Sometimes we can use both with the following difference in meaning:

If I see him, I will tell him. (I suppose I will see him, because we go to the same school.)

If I saw him, I would tell him. (I don‘t think I will see him, because he is ill.)

If I need your help, I‟ll call you. (It is probable that I will need your help.)

If I needed your help, I‟d call you. (It is not very probable that I will need your help.)

Sometimes we must use either the first conditional or the second conditional to make it clear that

the situation is real or unreal.

If you get up late, you will miss your bus. (a real situation)

If I came from your country, I would understand your problems. (an unreal situation - I am not

from your country.)

Other forms

Apart from the basic structures (if + the present simple + will and if + the past simple +

would), we can also make different combinations.

Examples - type 1:

1. If you have finished your dinner, you can ask for the bill.

2. If you are feeling tired, take a rest.

3. If he is a good skier, he might make it.

4. If you want to be slim, you should eat less.

5. If you meet her, could you let me know?

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Examples - type 2:

1.If I knew his address, I might go and see him.

2.If we were on holiday, we would be lying on a beach now.

3. Why are we watching this film? If we were watching the news, it would be more

interesting.

Mixed conditionals

In the mixed conditional sentences we can combine the second and third conditional:

1.If he had left immediately, he would be here now. (He didn‘t leave immediately and isn‘t here.)

2.If I had studied hard when I was young, I wouldn‟t be a porter now. (I didn‘t study and I am a

porter.)

3.If we hadn‟t told him the way while he was preparing for his journey, he would get lost now.

(We told him and he isn‘t lost.)

Inverted conditionals

We can also make conditional sentences by changing the word order in the if clause.

Had he booked the hotel room, he wouln‟t have slept at the camp. (If he had booked ... )

Were I in your position, I would accept it. (If I were ... )

This is less common, quite formal and is mostly used in writing.

Note

If is the most frequent expression in the if clauses, but other expressions are also possible.

even if, provided (that), unless, on condition (that), in case

Examples:

You will leave tonight even if you don‟t want to.

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You can have your birthday party provided that you aren‟t noisy.

We‟ll sell you the ranch on condition you pay in cash.

You should take a dictionary with you in case you forgot some words.

Unless you do something, she won‟t come back. (If you don‘t do anything, ... )

Exercises:

1. Tell her if you ………………..her. (see, will see)

2. I would have gone by air if I …………………..more money. (had, had had)

3. If I were younger ………………………you marry me? (did, would)

4. I could have a drink provided I ………………………drive. (would not, did not)

5. If I had lost my job what ……………………..now? (would I do, would I have done)

6. I would have eaten the meat if it ……………………..tough. (was not, had not been)

7. If she ……………………..her hairstyle she would be pretty. (changes, changed)

8. Unless she ……………………a coat she‘ll catch a cold. (puts on, will not put on)

9. If he had asked you what would you…………… (do, did).

10. What will you do in case Bob …………………….?(would come, comes)

2. Complete the sentences with the verbs in brackets.

1. …………..we ………………(have) enough time if we wanted to see the castle?

2. In case you ………………..(buy) a car, will you teach me to drive?

3. If I ………………….(not be) in a hurry, I wouldn‘t have made so many mistakes

4. She won‘t finish it on time if she ………………..(not start) right now

5. She …………………(get angry) if you had told her.

6. On condition that they …………………..(support) our product, they would get a discount

7. Even if I …………………(ask) him, he won‘t come

8. Had I driven slowly, I ……………………..(not crash).

9. It will be a disaster unless they …………………..(help) us.

10. If you ……………………(have) something to eat, you wouldn‘t have felt sick.

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11. I wouldn‘t risk it if I ……………………….(be) you.

12. She would get fat if she ………………..(not stop) eating.

13. The chicken wasn‘t good. It ……………………(taste) better if you had put some spices

on it

3. Answer the questions. Use the verbs in brackets.

1. What would you do if you had more free time? (travel)

If I ……………..more free time, I ………………….a lot.

2. Where would you spend your holiday provided that a sponsor paid for it? (in Provence)

If I ……………..more free time, I ………………….a lot.

3. If you had not started this grammar course, what would you have done to improve your

English? (go to Britain)

If I ………………….this course, I ………………….to improve my English.

4. Where will you go at the weekend, if you aren‘t too busy? (go to see my friend)

If I …………………..too busy next weekend, I ………………….

5. If you found a stranger in your bedroom, how would you react? (scream)

If I ………………a stranger in my bedroom, I …………………..

6. If you finish this test in fifteen minutes, what will you do? (have a drink)

If I ………………..it soon, I …………………...

7. If you had not decided to study English, what language would you have chosen instead?

French)

If I …………………….to study English, I ……………………instead.

4. Use if - clauses to respond to the situations.

1. I don‘t know his address. I can‘t contact him. But if I ………..his address, I

……………him

2. He was ill. He couldn‘t go skiing. But if he …………………ill, he

…………………skiing.

3. He didn‘t buy any tomatoes. I couldn‘t make a salad. He didn‘t buy any tomatoes. I

couldn‘t make a salad.

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4. We haven‘t enough room in our house. You can‘t stay with us. But if we

…………………enough room, you …………………with us.

5. You were not lucky. You didn‘t win. But if you …………………..lucky, you

………………….

6. I am eighteen. I can vote. But if ………………..eighteen, I …………………….

5. Make if - clauses with similar meaning.

1. Go to Corfu. You will like it. If you ………………………..

2. Don‘t hurry. You will not make mistakes. Unless you ………………………...

3. Will you see her? Say hello to her. If you ……………………..

4. Be careful. You will not fall down. Provided that you …………………..

5. You mustn‘t panic. You will manage it. If you ………………….

6. She can‘t give it up. She will succeed. In case she …………………..

6.Correct mistakes or copy the correct form if there is no mistake.

1. He would not have been arrested if he informed the police after the robbery. He

……………if he ………………….the police after the robbery

2. If I had been sent to hospital now, how long would I stay there? If I ……………….to

hospital now, how long ……………….there?

3. What will happen if I will push this button? What ………………if I ………………..this

button?

4. If you had not overslept, you would not have missed the train yesterday. If you

…………………., you …………………..the train yesterday.

5. Unless she is not careful, she will fall off the bike. Unless she …………………careful,

she …………………..the bike.

6. What a pity! Had I arrived on time, I would not miss it. What a pity! ………………….on

time, I ………………..it.

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7. I would give you the information if I had had it. Shall I fetch it? I

……………………..you the information if I …………………it. Shall I fetch it?

8. I can‘t tell you now if she comes. Will you wait for her? I can‘t tell you now if she

………………... ………………………for her?

9. Even if I will lend you some money, it will not be enough. Even if I …………………you

some money, it ………………….enough.

10. I could have offered you my help in case I knew all about it. But I didn‘t. I

……………….you my help in case I …………………all about it. But I didn‘t.

11. If you did not shout at her so many times, she would not leave you now.

If you …………………at her so many times, she ……………….you now

7. Complete the sentences with if, when or unless.

1. What time will you come? - I‘ll come …………………I finish my project.

2. I will not be able to do it ………………….you help me.

3. …………………..it gets dark we are going to observe the stars.

4. I‘d like to sit down here ………………..you don‘t mind

5. …………………..you turn off the stereo I‘ll go mad.

6. ……………………….the weather is nice at the weekend we‘ll go to the seaside.

7. I‘ll tell you ………………….I come back from work.

8. How much will it cost ………………..we pay in advance?

9. He can‘t go to the States …………………….he asks for a visa.

8.Make questions.

1. ……………….if you were rich? I wouldn‘t be happy.

2. What …………………..if you hadn‘t found her telephone number? I would have called

her mother.

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3. Where …………………..if you hadn‘t spent your holiday in Spain last year? We would

have gone to Italy.

4. How ………………..them the prices in case we don‘t meet at the trade-fair? I‘ll send

them the prices by fax.

5. What ………………….if you were me? I wouldn‘t answer his letter if I were you.

6. Who …………………if the party had been at your place? I would have invited my close

friends.

9.Choose the most appropriate answer.

1. I like this coat. If it…….. cheaper, I would buy it.

a. is b. would be c. were d. had been

2. If I ……… you, I would call him.

a. am b. would be c. were d. had been

3. She would write to him if she ……….. his address.

a. knows b. would know c. knew d. had known

4. Even if I had enough money, I …………..buy this car.

a. could b. might c. would d. would not

5. What would happen if someone …………………this button accidentally?

a. will press b. would press c. pressed d. had pressed

6. What would you do if you…………….. a million dollars?

a. have b. had c. had had d. would have

7. If I had a bicycle, I …………….for a ride with you.

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a. can go b.could go c. could have gone d. would have gone

8. I hope she ………………… mind if I stayed here.

a. doesn‘t b. won‘t c. wouldn‘t d. would

9. …………………Mrs.. Green call, tell her I‘ll be back around four o‘clock.

a. could b. might c. should d. would

10. She would be disappointed if we …………..her a present.

a. won‘t bring b. wouldn‘t bring c. didn‘t bring d. hadn‘t brought

11. If I ……………… her telephone number, I would have called her.

a. knew b. had known c. would know d. would have known

12. If he …………….. harder, he would have passed his exams.

a. studied b. had studied c. would study d. would have studied

13. If he ……………….us, we wouldn‘t have finished our work so quickly.

a. hasn‘t helped b. didn‘t help c. hadn‘t helped d. wouldn‘t help

14. If I ………………. enough money, I could have stayed at a five-star hotel during my

vacation.

a. had b. had had c. would have d. would have had

15. If you had asked him, he …………able to help you.

a. was b. had been c. would be d. would have been

16. They……………….. for a picnic yesterday if the weather had been warmer.

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a. would go b. would have gone c. went d. had gone

17. It ……………………………….. if he had been more attentive.

a. did not happen b. had not happened c. would not happen d. wouldn‘t have happened

18. If he hadn‘t been so busy at work last week, he ………..more time with his children.

a. may spend b. might spend c. could spend d. could have spent

19. We were terribly late. If we had taken a taxi instead of a bus, we ……….. on time.

a. could arrive b. may arrive c. might arrive d. might have arrived

20………. I known his true intentions, I would not have allowed him to stay in my house.

a. have b. had c. should d were

10. Read the text and the answer the questions

My bungee nightmare: Briton hits water at 80mph after elastic cord flies loose

As he hurtled towards the water at 80mph on a bungee jump, Rishi Baveja anxiously

awaited the moment when the elastic cord snapped him back aloft. It never came. The harness

around his feet worked free and he continued accelerating until he hit the surface of a Thai

lagoon.

Fortunately he managed to take the full force of the impact on his chest, escaping catastrophic

head injuries. But the Cambridge graduate still suffered a ruptured spleen, torn liver, collapsed

lungs and massive bruising. Surgeons, who likened his injuries to those of a car crash victim, had

to remove the spleen and he spent a month in a Bangkok hospital before he was well enough to

return to his home near Wakefield, West Yorkshire.

―All the doctors were staggered that I lived,‖ he said. ―I‘m very lucky. If I had landed head first I

would be brain damaged or dead.‖

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Mr. Baveja, whose father Amarjeet is a GP, was in Phuket on a month-long holiday to celebrate

gaining a 2.2 degree in engineering. He paid £50 to make the jump at the Jungle Bungy centre in

Kathu.

A crane took him to a 165ft platform where a harness was placed around his feet and fastened to

a bungee cord with several wraps of material.

A video of the jump records his yelp of fear just before he hits the water, while an instructor

appears to say ―Oh‖, as the realisation of what is happening dawns on him.

Mr. Baveja said it was not clear how the harness was able to work loose and he would not be

suing the operators because he feels there is little prospect of success. ―I knew the jump would be

scary but I didn‘t think it was dangerous. I had a long phone conversation with my mum telling

her it was safe.‖

‖She only believed me when I told her that the website of the jump centre claimed it had a 100

per cent safety record. It still says that I didn‘t need to do that jump. I wish I hadn‘t.‖

Mr. Baveja‘s parents flew out to his bedside when they were told of the accident. Despite losing

his spleen he hopes to return to full health - and has not been put off extreme sports. He plans to

go skydiving when he has recovered.

(http://www.dailymail.co.uk/news/article-1218122/)

Questions:

1 What did Rishi Baveja expect to happen?

2 What did actually happen?

3 What were his injuries compared to?

4 How much time did he have to spend in hospital?

5 What was the doctors‘ reaction regarding his state?

6 If he had landed head first would he have survived?

8 What did his equipment consist of?

9 Is Rishi Baveja going to sue the operators? Why (not)?

10 What does he say about the accident?

11 In the future, after this experience, will he give up doing extreme sports?

176

Read the joke! Tell your colleagues a joke in English!

Reaching the end of a job interview, the Human Resources person asked the young MBA fresh

out of MIT, "And what starting salary were you looking for?" The candidate said, "In the

neighborhood of $125,000 a year, depending on the benefits package." The HR person said,

"Well, what would you say to a package of 5 weeks vacation, 14 paid holidays, full medical and

dental, company matching retirement fund to 50% of salary and a company car leased every 2

years - say, a red Corvette?" The MBA sat up straight and said, "Wow!!! Are you kidding?" And

the HR person said, "Certainly, ... but you started it."

UNIT FOURTEEN

Modal Verbs

Modal verbs are special verbs which behave very differently from normal verbs. Here are

some important differences:

1. Modal verbs do not take "-s" in the third person.

Examples:

1. He can speak Chinese.

2. She should be here by 9:00.

2. You use "not" to make modal verbs negative, even in Simple Present and Simple Past.

Examples:

177

1. He should not be late.

2. They might not come to the party.

3. Many modal verbs cannot be used in the past tenses or the future tenses.

Examples:

1. He will can go with us. Not Correct

2. She musted study very hard. Not Correct

4. The modal auxiliary verbs are always followed by the base form.

Examples:

3. He can to go with us. Not Correct

4. He can go with us. Correct

Common Modal Verbs

Can

Could

May

Might

Must

Ought to

Shall

Should

Will

Would

Modal Example Uses

Can They can control their own budgets.

We can‘t fix it.

Can I smoke here?

Ability / Possibility

Inability / Impossibility

Asking for permission

178

Can you help me? Request

Could Could I borrow your dictionary?

Could you say it again more slowly?

We could try to fix it ourselves.

I think we could have another Gulf War.

He gave up his old job so he could work for us.

Asking for permission.

Request

Suggestion

Future possibility

Ability in the past

May May I have another cup of coffee?

China may become a major economic power.

Asking for permission

Future possibility

Might We‘d better phone tomorrow, they might be

eating their dinner now.

They might give us a 10% discount.

Present possibility

Future possibility

Must We must say good-bye now.

They mustn‘t disrupt the work more than

necessary.

Necessity / Obligation

Prohibition

Ought to We ought to employ a professional writer. Saying what‘s right or correct

Shall

(More

common in

the UK

than the

US)

Shall I help you with your luggage?

Shall we say 2.30 then?

Shall I do that or will you?

Offer

Suggestion

Asking what to do

Should We should sort out this problem at once.

I think we should check everything again.

Profits should increase next year.

Saying what‘s right or correct

Recommending action

Uncertain prediction

179

Will I can‘t see any taxis so I‘ll walk.

I‘ll do that for you if you like.

I‘ll get back to you first thing on Monday.

Profits will increase next year.

Instant decisions

Offer

Promise

Certain prediction

Would Would you mind if I brought a colleague with

me?

Would you pass the salt please?

Would you mind waiting a moment?

"Would three o‘clock suit you?" - "That‘d be

fine."

Would you like to play golf this Friday?

"Would you prefer tea or coffee?" - "I‘d like tea

please."

Asking for permission

Request

Request

Making arrangements

Invitation

Preferences

Many modal verbs cannot be used in all of the English tenses. That‘s why we need to know

the substitutes to these modal verbs.

Modal Verb Substitute Example

must to have to I must swim. = I have to swim.

must not not to be allowed to I must not swim. = I am not allowed to swim.

180

can to be able to I can swim. = I am able to swim.

may to be allowed to I may swim. = I am allowed to swim.

need to have to I need to swim. = I have to swim.

need not not to have to I need not swim. = I don‘t have to swim.

shall / should/

ought to

to be supposed to / to be

expected to / to be to

I shall / should / ought to swim. = I am supposed

to swim. / I am expected to swim. /

Past Modals:

Form: modal verb + have + past participle

1. Past ability

Form: Could have... / Couldn‟t have ...

Example: The boy could have done the dishes himself, but his father decided to help.

2. You did or didn‟t do something that was a good idea.

Form: Should have ..../ shouldn‟t have ....

Example: The girl shouldn‟t have spun around so many times. She fell down.

181

3. Past condition / past situation

Form: would have.... / wouldn‟t have ......

Example: This house of cards would have fallen over if the person who built it hadn‘t been so

careful.

4. Past possibility

Form: may have ....../ may not have .......

Example: My grandfather may have used this camera when he was a young man, but I‘m not

sure.

5. Past possibility

Form: might have ....../ might not have ......

Example: Her mother might have put mustard on her sandwich. She hopes not.

6. Something probably happened in the past

Form: must have ...../ must not have .......

Example: They must have practiced a lot because they‘re very good musicians.

Exercises:

1. Choose the most appropriate answer:

182

1. You don‘t look well. You……….. see a doctor. (Advice)

1. are to 2. could 3. need to 4. should

2. ………….mind lending me your CD player for a couple of days? (Request)

1. can you 2. could you 3. would you 4. would you mind

3. Whose book is this? – I am not sure. It ………be Anna‘s. (Possibility)

1. might 2. must 3. should 4. would

4. She ……….home yesterday because her little son was sick. (Necessity)

1. could have stayed 2. had to stay 3. must have stayed 4. should have stayed

5. You ……..leave work at 3:30 today. (Permission)

1. can 2. could 3. might 4. will

6. Though he was ill and weak, he ……….get out of the burning building. (Ability)

1. could 2. might 3. should 4. was able to

7. The windows look clean. You ………. wash them.

1. can‘t 2. don‘t have to 3. mustn‘t 4. are not to

8. You ……..disturb him during his work! (Prohibition)

1. can‘t 2. don‘t have to 3. mustn‘t 4. couldn‘t

9. Whose car is this? – It ……… be Anton‘s. I think I saw him driving a red car like this one.

(Strong probability)

1. might 2. could 3. must 4. would

183

10. I don‘t believe it. It ……… be true.

1. can‘t 2. mustn‘t 3. shouldn‘t 4. wouldn‘t

2. Choose the most appropriate answer for expressing ability.

1. Maria……. type 80 words per minute.

1. may 2. can 3. could 4. has to

2. Ella …………..speak French and German.

1. may 2. can 3. could 4. has to

3. Tom‘s teacher says that he ……….play the violin pretty well in half a year.

1. can 2. could 3. will be able to 4. will have to

4. I ……….meet him at the airport tomorrow

1. can 2. could 3. should 4. would

5. I‘m sure that Nina ………explain everything when she returns.

1. can 2. could 3. will be able to 4. will have to

6. My dog ……….very high when he was younger.

1. could jump 2. could have jumped 3. might be able to jump 4. might have been able to

jump

7. One of the boys ……… get out of the cave. He ran to the village for help.

1. could 2. might 3. was able to 4. had to

8. Several criminals …….escape into the woods.

184

1. could 2. might 3. managed to 4. had to

9. I wanted to talk to Jim yesterday, but I …….. find him

1. didn‘t 2. might not 3. wouldn‘t 4. couldn‘t

10. Anyone…….. make a mistake.

1. may 2. can 3. could 4. is able to

3. Choose the most appropriate answer for expressing advice.

1. It‘s a great town. You ………visit it some day.

1. could 2. might 3. should 4. had better

2. If she wants to buy an apartment, she ……….. consult a good real estate agent.

1. has to 2. should 3. may need to 4. could

3. ……….I ask John to help us?

1. Should 2. Ought 3. Could 4. May

4. Children ……… eat too much chocolate.

1. must not 2. may not 3. could not 4.should not

5. You ……..come here again, or I‘ll report you to the police!

1. can‘t 2. won‘t 3. mustn‘t 4. ‗d better not

6. He………. be punished for his terrible attitude to people.

1. might 2.ought to 3. could 4. would

185

7. I……. write an article on English grammar tonight, but I have a bad headache. I think I‘ll go

for a walk instead.

1. have to 2. must 3. should 4. had better

8. I……… harder for the exam. It was very difficult, and I didn‘t pass it.

1. should study 2. had to study 3. should have studied 4. must have studied

9. They…….. invited that guy to the party. He got drunk and started a fight.

1. mustn‘t have 2. shouldn‘t have 3. couldn‘t have 4. wouldn‘t have

10. I recommend ……. to one of the local health resorts. Change of scene and fresh air will do

you good.

1. to go 2. going

4.Choose the most appropriate answer for expressing the idea specified in parentheses.

1. It‘s getting late. I …….. go now.

1. can 2. may 3. have to 4. would rather

2. Mike broke his leg yesterday. His leg is in a cast, and he ……..use crutches for a month.

1. will be able to 2. will have to 3. had better 4. should

3. I…….. talk to Ann about it.

1. have got to 2. would like to 3. may have to 4. may need to

4. She ………to the bank yesterday.

1. must go 2. had to go 3. should have gone 4. must have gone

186

5. We can‘t just go away! We……..help him!

1. have to 2. need to 3. should 4. must

6. Tomorrow is Sunday. I…….. go to school.

1. can‘t 2. may not 3. must not 4. don‘t have to

7. You …….. go to the supermarket. There is enough food in the refrigerator. (Absence of

necessity)

1. mustn‘t 2. don‘t need to 3. shouldn‘t 4. ought not

8. She ……..work yesterday, so she spent the whole day in the park by the river. (Absence of

necessity)

1. couldn‘t 2. shouldn‘t 3. mustn‘t 4. didn‘t have to

9. It‘s a secret. You………. tell anyone about it. (Strong necessity NOT to do something /

Prohibition)

1. can‘t 2. may not 3. must not 4. don‘t have to

10. I ……forget to call him today. (Strong necessity NOT to do something)

1. cannot 2. must not 3. may not 4. will no

5. Choose the most appropriate answer for expressing the idea specified in parentheses.

1………. I speak to Mr. Smith, please? (Formal polite request)

1. Can 2. May 3. Would 4. Would you mind if

2. ……………. you open the window, please? It‘s hot in here. (Polite request)

1. Could 2. Couldn‘t 3. Won‘t 4. Wouldn‘t

187

3. ………buying two loaves of bread on your way home? (Polite request)

1. Could you 2. Will you 3. Would you 4. Would you mind

4. Would you mind if ………………. I your dictionary for an hour or so? (Polite request)

1. borrowed 2. will borrow 3. would borrow

5. Would you mind if I…….. come to your party? (Asking for permission)

1. didn‘t 2. won‘t 3. wouldn‘t

6. Mrs.. Redding,……… lend me two hundred dollars till next week, please? (Polite request)

1. can‘t you 2. could you 3. do you mind 4. would you mind

7. Would you mind …….. here? I have a headache. (Polite request)

1. not to smoke 2. not smoke 3. no smoking 4. not smoking

8. Betty, …… help me with this grammar exercise, please? (Informal request)

1. can you 2. can‘t you 3. won‘t you 4. do you mind

9. Could I use your cell phone, please? – Sorry, you …… . (Permission not given)

1. can‘t 2. couldn‘t 3. mustn‘t 4. won‘t

10. Could I stay here for a while? – Yes, you….. . (Permission given)

1. could 2. can 3.will 4. must

6. Choose the most appropriate answer to express possibility that is NOT very strong.

1. He …… be able to help you.

1. may 2. must 3.should 4. will

188

2. She ……….. have to sell her car and other belongings to pay her debts.

1. will 2. will probably 3. might 4. would

3. Where is Anna? – I don‘t know. She ……..be at the swimming pool or in the park.

1. could 2. should 3. must 4. has to

4. It…….. be as easy as you think.

1. can‘t 2. couldn‘t 3. might not 4. must not

5. Don‘t ring the doorbell when you get there. Maria‘s little baby ……. sleeping.

1. must be 2. should be 3. may be 4. may not be

6. How did the robbers get in? – We don‘t know yet. The old woman…………to lock the door.

1. might forget 2. could forget 3. might have forgotten 4. must have forgotten

7. I called her but there was no answer. She …… left for New York already.

1. may have 2. must have 3. should have 4. has probably

8. When can I see him?........... come back before six today?

1. May he 2. Might he 3. Would he 4. Is he likely to

9. I wonder who wrote that letter……… Jim have written it?

1. May 2. Might 3. Could 4. Is it possible that

10. He said that he …….go to Italy in June or July.

1. can 2. should 3. might 4. would

189

7. Choose the most appropriate answer to express strong probability. Strong probability

means that you are about 90 percent sure.

1. It‘s 10:00 a.m. He ……..in the office now.

1. must be 2. may be 3. might be 4. can be

2. They live in a very big house. They…….. rich.

1. must be 2. are 3. may be 4. can be

3. Try calling him in the evening. He ……….home by eight.

1. must be 2. should be 3. is going to be 4. will be

4. You …….our report tomorrow.

1. must receive 2. should receive 3. are going to 4. will receive

5. Let‘s watch the film about meteorites on Channel 6. It …… interesting.

1. must be 2. should be 3. could be 4. would be

6. I can‘t find my car keys. I ……. them in my office.

1. should leave 2. ought to have left 3. must have left 4. should have left

7. There is no one by the name Lisa here. You ………misdialed.

1. may have 2. should have 3. ought to have 4. must have

8. I‘m worried. He …….. two hours ago. Where can he be?

1. ought to arrive 2. should arrive 3. must have arrived 4. should have arrived

9. He ………go to France next month.

190

1. should 2. must 3. ought to 4. will probably

10. I need to see him as soon as possible. ……. come back soon?

1. Should he 2. Must he 3. Will he 4. Is he likely to

8. Choose the most appropriate answer.

1. You ……. go there with me. I can handle it, it‘s not difficult. (Absence of necessity)

1. may not 2. must not 3. don‘t have to 4. had better not

2……………. bring me a glass of cold water? (Request)

1. Could you 2.Can‘t you……3. Would you mind 4. Why don‘t you

3. I………give you a lift to the station. My car broke down yesterday. (Ability)

1. must not 2. should not 3. may not 4.can‘t

4. I don‘t know what to do. – You ………your father for advice. (Suggestion)

1. are able to ask 2. could ask 3. must ask 4. have to ask

5. He didn‘t go to the park with us yesterday because he …….. write a report. (Necessity)

1. should 2. must 3. had to 4. could

6. I left my bag here just five minutes ago. You…….. it! (Strong probability)

1. may have seen 2. must have seen 3. were able to see 4. could see

7. You……. the bills two weeks ago. (Advice)

1. had better pay 2. should pay 3. ought to pay 4. should have paid

191

8. I don‘t know how to help you. Try asking Anton for help. He …….be able to find a solution.

(Possibility)

1. must 2. has to 3. might 4. will

9. I……… play tennis every day when I was younger. (Repeated action in the past)

1. had to 2. was able to 3. used to 4. could

10. You want to call them now? It‘s already after midnight! They……. . (Strong probability)

1. must sleep 2. should sleep 3. may sleep 4. must be sleeping

9. Read the text and answer the questions:

Women and the Olympic Games

Although there were no women‘s events in the ancient Olympics, several women appear

in the official lists of Olympic victors as the owners of the stables of some victorious chariot

entries. In Sparta, girls and young women did practice and compete locally. But, apart from

Sparta, contests for young Greek women were very rare and probably limited to an annual local

footrace. At Olympia, however, the Herean festival, held every four years in honour of the

goddess Hera, included a race for young women, who were divided into three age groups. Yet the

Herean race was not part of the Olympics (they took place at another time of the year) and

probably was not instituted before the advent of the Roman Empire. Then for a brief period girls

competed at a few other important athletic venues.

The 2nd-century-ad traveler Pausanias wrote that women were banned from Olympia

during the actual Games under penalty of death. Yet he also remarked that the law and penalty

had never been invoked. His account later incongruously stated that unmarried women were

allowed as Olympic spectators. Many historians believe that a later scribe simply made an error

copying this passage of Pausanias‘s text here. Nonetheless, the notion that all or only married

women were banned from the Games endured in popular writing on the topic, though the

evidence regarding women as spectators remains unclear.

Demise of the Olympics

Greece lost its independence to Rome in the middle of the 2nd century bc, and support for

the competitions at Olympia and elsewhere fell off considerably during the next century. The

Romans looked on athletics with contempt—to strip naked and compete in public was degrading

in their eyes. The Romans realized the political value of the Greek festivals, however, and

Emperor Augustus staged games for Greek athletes in a temporary wooden stadium erected near

the Circus Maximus in Rome and instituted major new athletic festivals in Italy and in Greece.

Emperor Nero was also a keen patron of the festivals in Greece, but he disgraced himself and the

192

Olympic Games when he entered a chariot race, fell off his vehicle, and then declared himself the

winner anyway.

Romans neither trained for nor participated in Greek athletics. Roman gladiator shows and

team chariot racing were not related to the Olympic Games or to Greek athletics. The main

difference between the Greek and Roman attitudes is reflected in the words each culture used to

describe its festivals: for the Greeks they were contests (agōnes), while for the Romans they were

games (ludi). The Greeks originally organized their festivals for the competitors, the Romans for

the public. One was primarily competition, the other entertainment. The Olympic Games were

finally abolished about ad 400 by the Roman emperor Theodosius I or his son because of the

festival‘s pagan associations.

(http://www.britannica.com/EBchecked/topic/428005/Olympic-Games)

1. Did women appear in the official lists of Olympic victors?

2. Did girls in Sparta participate in these games?

3. Was there included a race for young women?

4. In honour of which goddess was held the Herean Festival?

5. Were unmarried women or the married ones banned from Olympia during the actual

Games?

6. Which country lost its independence in the middle of the 2nd century B. C.?

7. How were the Romans looking on athletics?

8. Which is the main difference between the Greek and Roman attitudes?

9. What did the Greeks do originally?

10. How did the Olympic Games end?

Read the joke! Tell your colleagues a good joke in English!

A man goes into a pet shop to buy a parrot. The shop owner points to three identical looking

parrots on a perch and says: "The parrot on the left costs $500." "Why, does the parrot cost so

much?", asks the first man. The owner says, "Well the parrot knows how to use a computer." The

man then asks about the next parrot. He is told that this one costs $1000, because it can do

everything the other parrot can do, plus it knows how to use the UNIX operating system.

Naturally, the increasingly startled man asks about the third parrot. He is told that it costs $2000.

Needless to say this begs the question, "What can it do?" To which the owner replies, "To be

honest I have never seen it do a thing, but the other two call him boss!"

193

List of Irregular Verbs

to abide abode abode a astepta, a sta, a locui

to arise arose arisen a se ridica

to awake awoke

awaked

awoken

awaked

a se trezi

to be was, were been a fi

to bear bore born a se naste

to beat beat beaten a bate

to become became become a deveni

to begin began begun a icepe

to behold beheld beheld a zari, a vedea

to bend bent bent a indoi, a curba

to beseech besought besought a implora

to bet bet bet a paria

to bid bade bidden a oferi, a licita

to bind bound bound a lega

to bite bit bitten a musca

to bleed bled bled a sangera

to bless blest blest a binecuvanta

to blow blew blown a sufla

to break broke broken a sparge

to breed bred bred a creste

to bring brought brought a aduce

to broadcast broadcast broadcast a transmite prin radio

to burn burnt (burned) burnt (burned) a arde

to burst burst burst a izbucni

to buy bought bought a cumpara

can could been able to a putea

to cast cast cast a arunca

to catch caught caught a prinde

to choose chose chosen a alege

to cleave cleft cleft a despica

to cling clung clung a se lipi

to come came come a veni

to cost cost cost a costa

to creep crept crept a se tara

194

to cut cut cut a taia

to deal dealt dealt a se ocupa, a trata afaceri

to dig dug dug a sapa

to do did done a face

to draw drew drawn a desena

to dream dreamt (dreamed) dreamt (dreamed) a visa

to drink drank drunk a bea

to drive drove driven a conduce masina

to dwell dwelt dwelt a locui, a ramane, a insista

to eat ate eaten a manca

to fall fell fallen a cadea

to feed fed fed a hrani

to feel felt felt a simti

to fight fought fought a lupta

to find found found a gasi

to fly flew flown a zbura

to forbid forbade forbidden a interzice

to forecast forecast forecast a prevedea

to foresee foresaw foreseen a prevedea

to foretell foretold foretold a prezice

to forget forgot forgotten a uita

to forgive forgave forgiven a ierta

to forgo forwent forgone a renunta la,

a da uitarii

forsake forsook forsaken a parasi

to freeze froze frozen a igheta

to get got got a primi

to give gave given a da

to go went gone a merge

to grind ground ground a macina

to grow grew grown a creste

to hang hung (hanged) hung (hanged) a spanzura

to have had had a avea

to hear heard heard a auzi

to hide hid hidden a ascunde

to hit hit hit a lovi

195

to hold held held a tine

to hurt hurt hurt a rani

to keep kept kept a pastra

to kneel knelt knelt a igenunchia

to knit knit knit a tricota

to know knew known a sti, a cunoaste

to lay laid laid a aseza

to lead led led a conduce

to lean leant leant a se sprijini de

to learn learnt (learned) learnt (learned) a ivata

to leave left left a parasi

to lend lent lent a împrumuta (cuiva)

to let let let a permite

to lie lay lain a fi culcat

to light lit lit a aprinde

to lose lost lost a pierde

to make made made a face

to mean meant meant a isemna

to meet met met a intalni

to misgive misgave misgiven a inspira neicredere

to mislead misled misled a induce in eroare

to mistake mistook mistaken a intelege gresit

to outdo outdid outdone a intrece

to overcome overcame overcome a invinge

to overdo overdid overdone a face exces

to pay paid paid a plati

to put put put a pune

to read read read a citi

to rend rent rent a sfasia, a rupe

to ride rode ridden a calari

to ring rang rung a suna

to rise rose risen a se ridica

to run ran run a alerga

to say said said a spune

to see saw seen a vedea

to seek sought sought a cauta

196

to sell sold sold a vinde

to send sent sent a trimite

to set set set a regla, a fixa

to sew sewed sewn (sewed) a coase

to shake shook shaken a scutura, a clatina

to shave shaved shaven a se barbieri

to shed shed shed a varsa (lacrimi)

to shine shone shone a straluci

to shoe shod shod a icalta, a potcovi

to shoot shot shot a împusca

to show showed shown a arata

to shrink shrank shrunk a se strange

to shut shut shut a inchide

to sing sang sung a canta

to sink sank sunk a se scufunda

to sit sat sat a sta (pe ceva)

to slay slew slain a ucide

to sleep slept slept a dormi

to slide slid slid a aluneca

to sling slung slung a azvarli

to slit slit slit a despica

to smell smelt (smelled) smelt (smelled) a mirosi

to smite smote smitten a lovi

to sow sowed sown a semana

to speak spoke spoken a vorbi

to speed sped sped a accelera

to spell spelt (spelled) spelt (spelled) a pronunta litera cu litera

to spend spent spent a cheltui

to spill spilt spilt a varsa

to spin spun spun a toarce,

a se roti

to spit spat spat a scuipa

to split split split a despica

to spoil spoilt spoilt a strica

to spread spread spread a intinde

to spring sprang sprung a sari, a tasni

197

to stand stood stood a sta in picioare

to steal stole stolen a fura

to stick stuck stuck a infige, a se lipi

to sting stung stung a itepa

to stink stank stunk a mirosi urat

to strike struck struck a lovi

to string strung strung a insira,

a incorda

to strive strove striven a se stradui

to swear swore sworn a jura

to sweep swept swept a matura

to swim swam swum a inota

to swing swung swung a se legana

to take took taken a lua

to teach taught taught a invata, a preda

to tear tore torn a rupe, a sfasia

to tell told told a spune

to think thought thought a gandi, a crede

to throw threw thrown a arunca

to thrust thrust thrust a îmbranci

to tread trod trodden a calca

to underlie underlay underlain a sustine

to understand understood understood a intelge

to upset upset upset a supara

to wake woke woken a se trezi

to wear wore worn a purta

to weave wove woven a tese

to wet wet wet a uda

to win won won a castiga

to wind wound wound a se rasuci

to wring wrung wrung a frange,

a smulge

to write wrote written a scrie

198

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