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Universidad Tecnolgica de la Mixteca

Centro de Idiomas, DIVISION DE ESTUDIOS DE POSGRADO

ENGLISH LANGUAGE READING PROGRAM: INTERMEDIATE LEVEL

Module 1: Grammar

Postgraduate Intermediate Reading program

Module 1: Grammar

The Grammar module is module 1, and the compulsory module, for the Postgraduate Intermediate Reading program. All students must complete this course, and pass the exams for this module, before they can complete the other readings for the Reading program.

Information about the teacher

My name is Maria Pinto. I am in Office 12 in the new Centro de Idiomas building.

Email: [email protected]

Web page: www.utm.mx/~mariapinto/Lectura.html

Course information

To successfully complete the Postgraduate Intermediate level Reading program, students must:

1. Complete the activities and pass the exam for module 1 (this module). The pass grade is 6.0.

2. Complete the readings and pass the exam for three (3) other modules. The pass grade for each module is 6.0. [Note: Students can choose to complete the readings and present exams for more than four modules, if they so choose.]

Students can choose to complete all the modules in one semester, or to complete the modules over several semesters. When they have completed the packet of readings for each module, they must contact the course coordinator, Maria Pinto, to arrange to present the exam for that module.

There are no face-to-face classes for this course. Students are expected to download the packet of readings from Marias website, and work through them. Please visit Maria in her office, or send her an email if you have any questions or need help with the readings.

Please make sure Maria has an up-to-date, working email address for you, so that she can contact you when necessary!

Exam information

You need a promedio of 6.0 to successfully complete the Intermediate level course. To successfully complete the course, you must pass Module 1 (Grammar), and three (3) other modules. You must get a promedio of 6 (or more) out of 10 in each module to pass the course.

Exam for the Grammar module

The exam for the grammar module has three sections. Section 1 requires you to identify the verb tense. In Section 2, you will be asked to convert sentences from one tense or form to another. In Section 3, you will be asked to answer comprehension questions on a reading.

You will have one hour to complete the exam.

Exams for the other modules

Exams for the other modules consist of two readings, and three activities for each reading. The first reading uses informal language, while the second uses technical or formal English. There is one vocabulary and two comprehension activities for each reading.

When should I do the exam for this module?

Do the exam when you think you are ready to do it. You will have one hour to complete the exam.

When you have worked through the packet of readings, and feel that you are ready to do the exam, send Maria an email, stating which day, and at what time, you would like to do the exam. (You can write in English or Spanish.) Come to Marias office at the Centro de Idiomas on the appointed day, at the appointed time.

Table of Contents

Information about the teacher2

Course information2

Exam information2

Part 1: Definitions5

Day 1: Definition of terms and sentence word order5

Definition of terms5

Word order in sentences5

Day 1 practice activities7

Activity 1: Put the parts of these sentences into the correct columns.7

Activity 2: Join the words in the examples together to make five sentences.7

Day 2: Explanation of terms8

Tenses8

Forms8

Verb forms8

Day 2 practice activity9

Activity 3: Tell me about yourself.9

Part 2: Revision of Basic level grammar10

Day 3: Revision of the past and present tenses10

Rules of usage of past and present tenses10


Activity 4: Which tense would you use?10

Day 4: The grammar of the past and present tenses11


Activity 5: Whats the correct verb tense and form? Write the answer.11

Day 5: Past and present tenses in use12

Example, using the verb to eat, of the past and present tenses12


Activity 6: Change the sentence to the form and tense indicated.13

Activity 7: Write the correct tense for each sentence.13

Day 6: The future14

Revision of the future with will, and with (be) going to14


Activity 8: Complete the conversation using the future with will OR with (be) going to.14

Part 3: Intermediate level grammar15

Day 7: The zero and first conditionals15

The first conditional15

The zero conditional15


Activity 9: Put the words in order to make first conditional sentences.15

Activity 10: Match the first clause with the second clause.15

Day 8: The second and third conditionals16

The second conditional: The unreal conditional16

The third conditional: The impossible conditional16


Activity 11: Write a second conditional sentence to comment on the following situations.17

Activity 12: Complete the sentences with your own ideas.17

Day 9: Reported speech18

Tense changes in reported speech18


Activity 13: Circle the correct option in the reported speech column.19

Day 10: Other changes in reported speech20

Word order changes in reported speech questions20

Person, place, and time changes in reported speech20


Activity 14: Complete the sentences using reported speech.21

Day 11: The passive voice22

Summary of verb tenses22


Activity 15: Complete these passive voice sentences with the correct form of the verb be.23

Activity 16: Convert the sentence. Write the missing form.23

Part 4: Consolidation and exam preparation24

The Grammar module exam24

Section 1: Identifying verb tenses24

Section 2: Sentence conversions24

Section 3: Comprehension24

Day 12: Grammar module exam practice25

Reading 1: Stella McCartney (part 1)25


Reading 2: Stella McCartney (part 2)26


Reading 3: UNICEF (Part 1)27


Reading 4: UNICEF (Part 2)28

Answers29

Part 1: DefinitionsDay 1: Definition of terms and sentence word orderDefinition of terms

Terms

Definition

Examples

Adjectives

Words that modify nouns

Pretty, big, old, angry, smelly, interesting, good

Adverbs

Words that modify verbs, or other adverbs

Interestingly, quickly, intelligently, well, badly, slowly

Conjunctions

Words that join two words, phrases, or clauses

And, but, because, so, either, or

Determiners

Words that show that the next word is a noun

A, an, the, this, that, my, your, his, her, one, many, a lot of, some

Prepositions

Words that come before a noun, and express a relationship between that noun and another word or part of the sentence

On, in, under, behind, before, in front of, beside, across from, next to, around

Pronouns

Words that replace nouns

I, he she, him, her, their, you, it, they, we, us.

Nouns

Words that name people, places, things or ideas

Susana, Robert, book, train, knife, bread, cheese

Verbs

Words that express an action or state

eat, play, read, hold, have, take, make, think, ask, feel, like

Word order in sentences

The most basic sentence structure in the English language is Subject + Verb. Sentences like I run. Mary drives. Kelly is reading. are complete sentences in the English language.

A more complex sentence, adds an Object or a Complement (something that answers the question what or gives more information). So we have sentences such as:

I run marathons.

Mary drives her car.

Kelly is reading a book.

[Note: We add an article before a singular noun, and an s to form a plural noun. We use a possessive adjective (my, his, her, its, our, your, their) before a noun to show that this object belongs to that person or group.]

Sentences can be made longer and even more complex by adding more sections (the technical terms are phrases and clauses), each giving more information. These extra sections are usually joined on using prepositions and conjunctions.

I run marathons twice a year for fun.

Mary drives her car to work at 7 oclock every morning.

Kelly is reading her book and eating an apple.

We can also add more information to sentences by using adjectives and adverbs. Adjectives describe a noun (they define the type of noun), and adverbs define how something was done. The table below shows what the adjectives and adverbs do in a sentence by breaking them down into the questions they answer.

Sentence

Question the adjective or adverb answers

I run short marathons.

What type of marathons do you run?

Mary drives her old car slowly to work.

1) What type of car does Mary have?

2) How does Mary drive her car to work?

Kelly is reading a boring book and eating a big red juicy apple.

1) What type of book is Mary reading?

2) What type of apple is Mary eating?

Understanding the word order in sentences helps us break sentences down into comprehensible sections.

Day 1 practice activitiesActivity 1: Put the parts of these sentences into the correct columns.

Example: Susan lives in China.

Example: Environmental obstacles are found at all levels of society.

1. Gerald is a good friend.

2. David has been playing with the children since midday.

3. The wolf ran swiftly through the wood.

4. False-negative cases are known to occur.

Noun

Verb

Adjective

Adverb

Susan, China

obstacles, levels, society

Lives

are found

environmental, all

Conjunction

Determiner

Preposition

Pronoun

in

at, of

Activity 2: Join the words in the examples together to make five sentences.

Look at the examples given in the Definition of terms section on page 6. Join words to make sentences. Your sentences can be short or long.

Example: Susana is slowly eating bread and smelly cheese on the train.

Day 2: Explanation of termsTenses

When talking about grammar, the word tense refers to the way the verb is conjugated, to locate the utterance in time. Tenses can be simple, continuous, perfect, or conditional, and in the present, past, or future.

Forms

The words affirmative, negative, question (or interrogative), and short answer are used to describe the four types of forms a spoken or written utterance can take. Heres what they mean:

Affirmative

A sentence that states what happens, is happening, will happen.

A sentence about feelings that does not use the negative form. (The sentence could talk about negative feelings.)

I am a student.

My parents have gone to Huatulco.

Kelly is studying Mandarin in China.

Kate likes chocolate and hates chips.

Negative

A sentence that states what has not happened or will not happen.

A sentence about feelings you do not feel.

The book isnt in my bag.

Nelly hasnt done her homework.

Kayla and Bob arent going to the cinema.

I dont like doing Maths homework.

Question / Interrogative

Asks for information or clarification

Did you do your homework?

Have you seen my book?

Where is Nina?

Are you going to the cinema?

Will you marry me?

Short answer

Responds to a question that starts with the auxiliary verb (or with the verb be in the simple present tense).

Starts with Yes or No, and ends with the auxiliary verb.

Can be affirmative or negative.

Yes, I am.

Yes, she has.

No, we dont.

No, they havent.

Verb forms

English verbs can be conjugated in five different ways. We form different verb tenses, and affirmative, negative, and question forms by using the verb form alone, or combining it with an auxiliary verb. The five different verb forms in English are:

Imperative

Simple present affirmative (third person singular)

Simple past affirmative

Present participle (Gerund or verb+ing)

Past participle

to do

(he/she/it) does

did

doing

done

to have

(he/she/it) has

had

having

had

to eat

(he/she/it) eats

ate

eating

eaten

to study

(he/she/it) studies

studied

studying

studied

Day 2 practice activityActivity 3: Tell me about yourself.1. Write five affirmative sentences about events in your life.

Example: I was born in 1972. I have three sisters. I like reading books.

2. Write three negative sentences about events in your life.

Example: I dont live in Acatlima. I havent been to Egypt. I dont like horror movies.

3. Write three questions you like to ask people when you meet them for the first time. (Do not use the example questions!)

Example: What is your name? Where are you from? What are you studying?

4. Answer the questions with (truthful) short answers.

Example: Is this explanation easy? Yes, it is.

1. Are you from Huajuapan?

2. Do you have any brothers or sisters?

3. Have you ever eaten tlayudas?

4. Are you going to watch a movie tonight?

5. Can you speak Mixteco?

Part 2: Revision of Basic level grammarDay 3: Revision of the past and present tenses

In this section, we revise the tenses that were presented in the Basic level Reading course, and add the Past perfect tense.

Rules of usage of past and present tenses

Past

Present

Simple

PAST SIMPLE

To talk about events that started and finished in the past. (e.g. I walked home yesterday. We went to the movies last Friday.)

PRESENT SIMPLE

To talk about things that are generally true (We have Science class on Tuesdays. The sky is blue.)

To talk about habits and everyday routines (I get up at 6am every day. I phone my mum in the evenings.)

Continuous

PAST CONTINUOUS

To talk about what was happening at a particular point of time in the past (usually because the action was interrupted by another action). (e.g. I was watching TV when I heard about the accident. My boyfriend was kissing my best friend when I walked into the room.)

PRESENT CONTINUOUS

To talk about what is happening right now. (I am reading about grammar. My grandfather is sitting in a chair. Kayla and her little brother are fighting.)

Perfect

PAST PERFECT

(This tense is not taught at the Basic level.)

To talk about events that occurred in the past, before other things that happened in the past. (I felt very tired yesterday because I hadnt slept much the night before.)

To talk about events that occurred in the past, before another date in the past. (By 2011, Mexico had been independent for 200 years.)

PRESENT PERFECT

To talk about events that occurred in an (unspecified) past. (I have climbed Mt Kilimanjaro. Caitlin and Paul have lived in Chile. Jos has had three wives.)

To talk about events that started in the past, but are still true now, specifying duration using for or since. (Julia has lived in Tlaxiaco since 2005. Patrick and Ben have worked together for four years.)

Day 3 practice activityActivity 4: Which tense would you use?

Example: You are talking about a movie you saw last night.

Past simple tense

1. You are telling someone about things you have done.

2. You are talking about what you are doing now.

3. You are talking about what you do every day.

4. You are talking about what you wore to your friends wedding, last week.

5. You are talking about what your boy/girlfriend had done to you while you were still dating that made you break up with him/her.

Day 4: The grammar of the past and present tenses

Lets look at the grammar of the six tenses. The table below summarizes the grammar forms. Use the table to check which auxiliary verb to use, when to use the auxiliary verb, and what other changes (if any) you have to make to the verb when using this form.

Past

Present

Simple

PAST SIMPLE

Auxiliary verb do did

Auxiliary verb used in negative, question and short answer forms.

Verb changes to the simple past affirmative form (add ed to regular verbs, memorize irregular verb forms) in affirmative sentences.

PRESENT SIMPLE

Auxiliary verb do do / does

Auxiliary verb used in negative, question and short answer forms.

Verb changes to the simple present affirmative form (add s to the third person singular) in affirmative sentences.

Continuous

PAST CONTINUOUS

Auxiliary verb be was / were

Auxiliary verb used with all forms.

Main verb changes to the verb+ing form.

PRESENT CONTINUOUS

Auxiliary verb be am / is / are


Main verb changes to the verb+ing form.

Perfect

PAST PERFECT

Auxiliary verb have had


Main verb changes to the past participle form.

PRESENT PERFECT

Auxiliary verb have have / has


Main verb changes to the past participle form.

Day 4 practice activityActivity 5: Whats the correct verb tense and form? Write the answer.

Tense = simple past, past continuous, etc

Form = affirmative or negative

8

E.g.: was playing

past continuous affirmative

1. didnt see

2. has written

3. does

4. is

5. are reading

6. has watched

7. wasnt

8. have

9. had studied

10. werent meeting

Day 5: Past and present tenses in useExample, using the verb to eat, of the past and present tenses

Past

Present

Simple

PAST SIMPLE

Mary ate an apple yesterday.

Joe and Tina didnt eat apples yesterday.

Did you eat an apple yesterday? No, I didnt.

Did Bill eat an apple yesterday? Yes, he did.

PRESENT SIMPLE

Mary eats an apple every day.

Joe and Tina dont eat apples.

Do you eat apples? No, I dont.

Does Bill eat apples? Yes, he does.

Continuous

PAST CONTINUOUS

Mary was eating an apple when I found her.

Joe and Tina werent eating apples while they shopped.

Were you eating an apple when the phone rang? No, I wasnt.

Was Bill eating an apple when his girlfriend saw him? Yes, he was.

PRESENT CONTINUOUS

Mary is eating an apple.

Joe and Tina arent eating apples.

Are you eating an apple? No, Im not.

Is Bill eating an apple? Yes, he is.

Perfect

PAST PERFECT

Mary had eaten apples in the past (but she doesnt eat them now).

When they were found, Joe and Tina hadnt eaten the apples in the box.

Had you eaten Fuji apples before you moved to Japan? No, I hadnt.

PRESENT PERFECT

Mary has eaten apples.

Joe and Tina havent eaten apples.

Have you eaten apples? No, I havent.

Has Bill eaten apples? Yes, he has.

Day 5 practice activitiesActivity 6: Change the sentence to the form and tense indicated.

Sentence

Change to this form / tense:

Changed sentence

E.g. Joe lives in China.

simple past question

Did Joe live in China?

1. Bill has read the book War and Peace.

present continuous affirmative

2. Mary has three sisters.

Simple present negative

3. Kara watches TV with her friends.

Past continuous question

4. Did Julian and Lucy make the cakes?

Present perfect affirmative

5. Katie was reading a book.

Simple past question

Activity 7: Write the correct tense for each sentence.

E.g. Neelam has bought a house.


1. Caleb doesnt want a party for his birthday.

2. Harrison hasnt spoken Chinese for three years.

3. Was Patrick parking his car?

4. Kendra is a teacher.

5. When did the accident happen?

Day 6: The future

We talk about the future using the modal verb will, or using (be) going to. The table below summarizes when we use will and when we use (be) going to, and gives examples.

Revision of the future with will, and with (be) going to

Tense

Usage

Explanation

Examples

Future with will

The auxiliary verb is the modal verb will

The auxiliary verb is always used.

The main verb is in the infinitive, without to.

Used to make predictions, to talk about things when we are not sure (usually using I think, maybe, perhaps), to make sudden decisions.

England will win the World Cup.

Pedro wont visit Ireland.

Will you buy chocolate?

Maybe well visit my sister.

Future with (be) going to

be is the auxiliary verb, and is always used.

going to always comes before the verb.

The main verb is in the infinitive, without to.

To talk about definite future plans.

Are you going to visit your brother next month?

Alice is going to have a baby in February.

Mary and Joe arent going to buy the house.

Day 6 practice activityActivity 8: Complete the conversation using the future with will OR with (be) going to.

Martha:

What horrible weather today. I'd love to go out, but I think it (1) _____________________ just continue raining.

Jane:

Oh, I don't know. Perhaps the sun (2)_____________________ come out later this afternoon.

Martha:

I hope you're right. Listen, I (3)_____________________ have a party this Saturday. Would you like to come?

Jane:

Oh, I'd love to come. Thank you for inviting me. Who (4)_____________________ come to the party?

Martha:

Well, a number of people haven't told me yet. But, Peter and Mark (5)_____________________ help out with the cooking!

Jane:

Hey, I (6)_____________________ help, too!

Martha:

Would you? That would be great!

Jane:

I (7)_____________________ make lasagna!

Martha:

That sounds delicious! I know my Italian cousins (8)_____________________ be there. I'm sure they (9)_____________________ love it.

Part 3: Intermediate level grammarDay 7: The zero and first conditionalsThe first conditional

The first conditional is used to talk about what could happen in the future. Each first conditional sentence has two parts (called clauses): the if clause, and the main clause. The if clause is in the present tense, and the main clause uses the future tense (usually with will, occasionally with (be) going to). If you start a sentence with the word if, use a comma to separate the if clause from the main clause.

Example:

If clause

Main clause

If we study,

we will pass the exam.

If it doesnt rain,

well go on a picnic.

If Joes parents dont lend him money,

he wont be able to study at university.

The zero conditional

(This is also referred to sometimes as a special case of the first conditional.) The simple present is used in both parts of the sentence. It is usually used to talk about things that automatically follow one another.

Example:

If you heat water, it boils.

If prices go up, sales go down.

Day 7 practice activitiesActivity 9: Put the words in order to make first conditional sentences.

E.g. exam. If pass study, the we well

If we study, well pass the exam.

1. bus get If is late, on school the time. to we wont

2. Bill comes dinner. early, go home If out to well

3. a buy car. dont I I If lottery, new the win wont

Activity 10: Match the first clause with the second clause.

1. If you lose your credit card,

a) I wont be able to sleep.

2. If you get promoted,

b) you get a warning letter.

3. If I drink coffee late at night,

c) you have to phone the bank.

4. If you dont pay the bill,

d) your salary increases.

5. If I try to run fast,

e) the alarm goes off.

6. If someone enters the building,

f) I get out of breath.

Day 8: The second and third conditionalsThe second conditional: The unreal conditional

The second conditional is used to talk about imaginary or unreal situations. Each second conditional sentence has two parts (called clauses): the if clause, and the main clause. The if clause is in the past tense, and the main clause uses would+verb. If you start a sentence with if, use a comma to separate the if clause from the main clause.

Example:

If clause

Main clause

Why is it unreal / imaginary?

If I lived in South Korea,

I would eat kimchi for breakfast everyday.

I dont live in South Korea.

If I were you,

Id buy the car.

Im not you.

If Tim got up at 6:00,

he wouldnt get to work late.

Tim doesnt get up at 6:00.

The third conditional: The impossible conditional

The third conditional is used to talk about things that can never happen. It talks about imaginary situations in the past. Each third conditional sentence has two parts (called clauses): the if clause, and the main clause. The if clause is in the past perfect tense, and the main clause uses would+the present perfect. If you start a sentence with if, use a comma to separate the if clause from the main clause.

Example:

If clause

Main clause

Why is it impossible?

If we had met four years earlier,

we would have travelled to Chile together.

1) We didnt meet four years earlier.

2) We didnt travel to Chile together.

If the mechanic had fixed the car well,

the car wouldnt have broken down.

1) The mechanic didnt do a good job fixing the car.

2) The car broke down.

Day 8 practice activitiesActivity 11: Write a second conditional sentence to comment on the following situations.

Situation

Comment

E.g. Im very busy, so I dont write to my friends.

If I had more free time, I would write to my friends.

1. I cant play tennis because my back hurts.

2. Nick cant find the house, because he hasnt got a map.

3. Claire wont marry Henry because she doesnt love him.

4. I dont know what this word means. I dont have a dictionary to look for the meaning.

5. Andrew works all the time. Hes a boring person.

Activity 12: Complete the sentences with your own ideas.

E.g. If I had had children,

If I had had children, I wouldnt have travelled so much when I was younger.

1. If I had been able to fly,

2. If I hadnt been born,

3. If I had been born to a rich family,

4. If my family had moved to the US when I was a child,

5. If it had rained yesterday,

Day 9: Reported speech

We use reported speech to (1) tell someone what someone else said, or (2) to remind that person of what they said at a different time.

Example:

Direct speech

Reported speech

Situation 1 (tell someone what someone else said)

Bob: I want to marry Ellie.

Mary: Wow, really?

Mary (to her friend Sarah): Hey, I talked with Bob today. He said he wanted to marry Ellie!

Situation 2 (remind someone of what they said at a different time)

Bob: I want to watch CSI.

Mary: Me too.

A few hours later. CSI is on on one channel. Bob is watching a football match on another channel. Mary says, Bob! You said you wanted to watch CSI! Change the channel!

Tense changes in reported speech

DIRECT SPEECH

REPORTED SPEECH

Imperative

The teacher said, Open your books.The teacher said, Dont talk in class!

Infinitive

The teacher told us to open our books.

The teacher asked us not to talk in class.

Present Simple

She said, "I am happy".He said: "I work everyday".

Past Simple

She said that she was happy.He said that he worked everyday.

Present Progressive (Continuous)

You said, "They are swimming".

Past Progressive (Continuous)

You said that they were swimming.

Present Perfect Simple

He said, "I have bought a car".

Past Perfect Simple

He said that he had bought a car.

Past Simple

He said, "I bought a hamster".

Past Perfect Simple

He said that he had bought a hamster.

Past Progressive (Continuous)

You said, "I was working".

Past Perfect Progressive (Continuous)

You said that you had been working.

Future of Intention ("going to")

She said, "I am going to win".

Past of Intention ("going to")

She said that she was going to win.

Future Simple

They said, "We will lose".

Conditional

They said that they would lose.

Present Perfect Continuous

She said, "I have been painting the ceiling".

Past Perfect Continuous

She said that she had been painting the ceiling.

[From: Think in English]

Day 9 practice activityActivity 13: Circle the correct option in the reported speech column.

Direct speech

Reported speech

E.g. Bill said, I like this song.

Bill said that he like / liked / has liked that song.

1. Kelly said, Im watching TV with John.

Kelly said that she watched / was watching / had watched TV with John.

2. Kayla said, Dont talk to my son!

Kayla asked us not to talk / wasnt talking / didnt talk to her son.

3. Mary said, I love chocolate!

Mary said that she loves / loving / loved chocolate.

4. Paul said, Im going to go to Long Beach.

Paul said that he is going / was going / went to Long Beach.

5. Jill said, I have never been to London.

Jill said that she had never been / wasnt going / doesnt go to London.

6. Neville said, I was swimming last night.

Neville said that he has been swimming / had been swimming / have been swimming last night.

7. David said, I eat popcorn.

David said that he eat / eating / ate popcorn.

8. The teacher said, Hurry up!

The teacher told us hurry / is hurrying / to hurry up.

9. Ann said, My sister needed a car.

Ann said that her sister needed / had needed / had been needing a car.

10. Neira said, Well get married in June.

Neira said that they were getting / had gotten / would get married in June.

Day 10: Other changes in reported speechWord order changes in reported speech questions

Use sentence order for question-word questions. Change the verb to the correct tense. For example,

DIRECT SPEECH

REPORTED SPEECH

Patrick asked, Where is Bill?

Patrick asked me where Bill was.

Julian asked Tim, How many books do you want to buy?

Julian asked Tim how many books he wanted to buy.

Use if or whether and then sentence order for yes/no questions. Change the verb to the correct tense. For example,

DIRECT SPEECH

REPORTED SPEECH

Katie asked, Is this your car?

Katie asked me if that was my car.

Bela asked Nicki, Does your husband work in a factory?

Bela asked Nicki whether her husband worked in a factory.

Person, place, and time changes in reported speech

Changes from direct speech to reported speech often require changes to the person, place, and time used, depending on the situation.

Example: Joe says to Mary, at Sunny Daze caf: I eat breakfast here in the morning. Mary then goes home and tells her husband what Joe had said. Joe said that he ate breakfast at Sunny Daze caf every morning.

Changes: I he; eat ate; here at Sunny Daze caf; in the morning every morning (because simple present tense eat plus in the morning means that this is Joes habit, and therefore a repeated action)

Some typical changes include:

Person changes

Place changes

Time changes

I he / she

we they

my his / her

our their

Here there, at the bank, in the restaurant, ...

Now then, at that time

Today that day, Monday

Yesterday the day before

Tomorrow the next day

An hour ago an hour earlier

Day 10 practice activityActivity 14: Complete the sentences using reported speech.

1. He said, "I like this song."

He said

2. "Where is your sister?" she asked me.

She asked me

3. "I don't speak Italian," she said.

She said

4. "Say hello to Jim," they said.

They asked me

5. "The film began at seven o'clock," he said.

He said

6. "Don't play on the grass, boys," she said.

She told the boys

7. "How have you spent your money?" she asked him.

She asked him

8. "I never make mistakes," he said.

He said

9. "Does she know Robert?" he wanted to know.

He wanted to know

10. "Don't try this at home," the stuntman told the audience.

The stuntman advised the audience

Day 11: The passive voice

With the passive voice, the focus is on the action being carried out, instead of on who performed the action. The passive voice is often used in academic articles, and frequently used in newspaper reports.

Active voice

Passive voice

Form

Subject Verb Object

Who did what

Object Verb (by/to/for Subject)

What was done (by/to/for whom)

Examples

E.g. Bill made a cake.

I put Chemical A in Test Tube B.

We interviewed fifteen people.

A cake was made by Bill.

Chemical A was put in Test Tube B.

Fifteen people were interviewed.

Summary of verb tenses

We will focus on the three forms of the verb that are taught at the Intermediate level: the present and past simple, and the future with will. The passive voice is formed by using the verb be with the past participle of the main verb.

Active voice

Passive voice

Present simple

We buy bread here.

People eat burgers in the food court.

You dont find diamonds in Scotland.

What do you call this in English?

Bread is bought here.

Burgers are eaten in the food court.

Diamonds are not found in Scotland.

What is this called in English?

Past simple

The teachers bought sweets for the posada.

We served cake at the party.

My brother didnt write that book.

When did Julian bring the present?

Sweets were bought for the posada.

Cake was served at the party.

That book was not written by my brother.

When was the present brought?

Future with will

I will invite you to my birthday party.

Bill will wash his clothes tomorrow.

Katie wont make bread next week.

When will they celebrate their wedding anniversary?

You will be invited to my birthday party.

Bills clothes will be washed tomorrow.

Bread will not be made by Katie next week.

When will their wedding anniversary be celebrated?

Day 11 practice activitiesActivity 15: Complete these passive voice sentences with the correct form of the verb be.

be

am

is

are

was

were

1. ____________ any classes taught last Wednesday?

2. Byls name ____________ spelt with a y and one l.

3. How many kilos of coffee will ____________ drunk by Mexicans this year?

4. I ____________ paid twice a month.

5. More soft drinks ____________ drunk in Mexico than in any other country.

6. My house ____________ cleaned once a week by the cleaning lady.

7. The Big Bang Theory and CSI are programmes that ____________ watched by millions of people all over the world.

8. The police said yesterday that nothing ____________ known about the childs family.

9. We went on holiday to Fiji last month. We ____________ woken by the birds every morning.

10. When will the cafeteria ____________ reopened?

Activity 16: Convert the sentence. Write the missing form.

Active voice

Passive voice

E.g.

The mechanic repaired the car.

The car was repaired by the mechanic.

1.

Tea is grown in India by farmers.

2.

The tourists photographed Angelina Jolie.

3.

The tree was hit by a car.

4.

The villagers built the church in 1927.

5.

That bird isnt usually seen here.

6.

The President will open the new library.

Part 4: Consolidation and exam preparationThe Grammar module exam

The Grammar module exam will consist of three sections.

Section 1: Identifying verb tenses

In section 1, you will be asked to identify verb tenses in a paragraph. (Reading 1, section 1.1, Reading 2, section 2.1, Reading 3, section 3.2, show what the activities in this section of the exam might look like.)

Section 2: Sentence conversions

You will be given a verb or a sentence in one tense or form, and asked to change it to a different tense or form. (Reading 3, section 3.3, and Reading 4, section 4.1 show what the activities in this section of the exam might look like.)

Section 3: Comprehension

You will be required to answer comprehension questions on a reading. (Reading 1, section 1.2, Reading 2, sections 2.2 and 2.3, Reading 3, section 3.1, show what activities in this section of the exam might look like.)

Day 12: Grammar module exam practiceReading 1: Stella McCartney (part 1)

[1] Stella McCartney was born in 1971, the daughter of pop star Sir Paul McCartney. [2] She is the youngest of three sisters. [3] One sister is a potter, and the other sister does the same job as their mother used to do she works as a photographer. [4] Stella first hit the newspaper headlines in 1995 when she graduated in fashion design from art college. [5] At her final show, her clothes were modelled by her friends, the models Naomi Campbell and Kate Moss. [6] Unsurprisingly, the student show became front page news around the world.

1.1. Grammar. Which tense is each sentence in? Circle the correct answer. (All tenses are in the active voice, unless otherwise specified.)

E.g. Sentence 1

a) Simple present

b) Simple past

c) Simple present (passive)

Sentence 2

a) Simple present

b) Present continuous

c) Present perfect

Sentence 3

a) Simple past

b) Simple present

c) Future with will

Sentence 4

a) Present continuous

b) Future (passive)

c) Simple past

Sentence 5

a) Simple past (passive)

b) Simple present (passive)

c) Past perfect

Sentence 6

a) Present perfect

b) Simple past

c) Past perfect

1.2. Comprehension. Look at Sentence 6. Answer the questions.

1. What type of news did the show become?

2. Who was surprised?

3. What type of show was it?

4. Where did the show become front page news?

1.3 Grammar. Look at your answers to 1.2. Circle the correct part of speech.

1. The word that answers this question is a/an:

a) noun

b) adjective

c) adverb


a) adverb

b) conjunction

c) noun


a) adjective

b) noun

c) preposition

4. The phrase that answers this question starts with a:

a) verb

b) preposition

c) noun

Day 13: Grammar module exam practiceReading 2: Stella McCartney (part 2)

[7] Stella hadnt been in the news before as a fashion designer, but she had spent time working in the fashion world since she was fifteen. [8] In March 1997, Stella went to work for the fashion house Chloe. [9] People said the famous fashion house had given her the job because of her surname and her famous parents, but Stella soon showed how good she was. [10] She designs clothes which she would like to wear herself, although shes not a model, and many famous models and actors choose to wear them. [11] In April 2001, Stella went to work for another famous fashion house, Gucci. [12] In November 2010, the Stella McCartney Kids collection was launched for newborns and children up to age 12. [13] We know we will hear more about Stella in the future!

2.1. Grammar. Write down the tense for each of the underlined verbs.

E.g. hadnt been (Sentence 7)

Past perfect

1. had spent (Sentence 7)

2. went (Sentence 8)

3. designs (Sentence 10)

4. was launched (Sentence 12)

5. will hear (Sentence 13)

2.2. Comprehension. Put the events in order.

Stella showed she was a good designer.

Stella started designing clothes for children.

Stella started working for Gucci.

Stella turned 15.

Stella worked for Chloe.

2.3. Comprehension. Answer the questions.

1. When did Stella start working in the fashion world?

2. What did people say about Stella?

3. What type of clothes does Stella design?

4. Which fashion houses has Stella worked for?

5. Name four types of people who wear Stellas clothes.

Day 14: Grammar module exam practiceReading 3: UNICEF (Part 1)

UNICEF is committed to giving young children the best start in life. Through early childhood development programs, UNICEF works with governments and other partners to ensure young children good health care and proper nutrition, to protect children from violence and exploitation, to promote the participation of children in the lives of their families and communities at the youngest ages.

When the child reaches school-age, the role of the family remains critically important. Every child has the fundamental right to a quality basic education. UNICEF devotes special efforts to giving girls and boys equal learning opportunities.

When the child reaches adolescence, the family continues to play a protective role. Adolescents are making decisions that have lifelong consequences. It is precisely at this time that adolescents need the continuing support and guidance of their family in order to achieve their rights of development and participation.

[This reading is adapted from The child in the family, by UNICEF. Downloaded from: http://www.unicef.org/childfamily/]

3.1 Comprehension. Answer the questions.

1. What will UNICEF give young children?

2. Who does UNICEF work with?

3. What is a childs fundamental right?

4. Who do adolescents need support and guidance from?

3.2 Grammar. Which verb form is it? Circle the correct answer. (The verbs are underlined in the passage above. See page 8 for a summary of verb forms.)

E.g. (is) committed

a) simple present affirmative

b) past participle

c) simple past affirmative

1. works


b) simple past affirmative

c) present participle

2. to promote


b) past participle

c) infinitive

3. has


b) infinitive

c) present participle

4. giving

a) past participle

b) present participle

c) infinitive

5. to achieve

a) infinitive

b) present participle

c) past participle

3.3 Grammar. Change the sentence to the tense and form indicated.

Sentence

Change to:

Changed sentence

E.g. UNICEF works with governments.

Simple past question

Did UNICEF work with governments?

1. When the child reaches school-age.

Present passive affirmative

2. The family continues to play a protective role.


3. Adolescents are making decisions.

Present continuous negative

Day 15: Grammar module exam practiceReading 4: UNICEF (Part 2)

UNICEF is also committed to promoting gender equality and eliminating gender disparity. Through health care and basic education programs, UNICEF supports womens full participation and empowerment in the community and within their families; UNICEF works to end violence against women and girls, particularly violence within their families.

Finally, the familys protection is especially important for children who are exposed to natural disasters, war or armed conflict. When families are under stress, children are more likely to fall prey to exploitation and abuse. UNICEF has developed strategies that help to preserve families under stress and strengthen family capacities, as well as to protect children without parental care.

Even with efforts to ensure that children remain with their family, there are times when children become separated from their families. UNICEF attempts to reunite these children with their families, whenever possible, and as quickly as possible. UNICEF seeks to ensure that children separated from their families are cared for by extended family members or other caregivers who will provide as close to a family experience as possible, until it is possible for them to return to family life.

[This reading is adapted from The child in the family, by UNICEF. Downloaded from: http://www.unicef.org/childfamily/]

4.1 Grammar. Change the sentence to the tense and form indicated.

Sentence

Change to:

Changed sentence

E.g. UNICEF works to end violence.


UNICEF has worked to end violence.

1. UNICEF supports womens full participation in the community.

Past passive affirmative

2. UNICEF has developed strategies.

Present continuous question

3. UNICEF attempts to reunite children with their families.

Present perfect question

4.2 Grammar/Comprehension. Look at the last paragraph. Match the clauses.

1. UNICEF tries to ensure

a) become separated from their families.

2. But children sometimes

b) care for children separated from their parents.

3. UNICEF tries

c) that children remain with their families.

4. UNICEF tries to ensure that extended family members

d) to reunite these children with their families.

4.3 Comprehension. Answer the questions.

1. How does UNICEF support womens participation in the community?

2. Write down four ways in which children can be placed in danger (according to the article).

1. natural disasters

2.

3.

4.

3. When are children more likely to be abused?

4. What type of strategies has UNICEF developed?

Answers

Activity 1

Nouns: Gerald, friend; David, children, midday; wolf, wood; cases

Verbs: is; has been playing; ran; are known to occur

Adjectives: good; false-negative

Adverb: swiftly

Conjunctions: with

Determiners: a, the

Prepositions: since, through

Activity 2

(Your answers)

Activity 3

(Your answers)

Activity 4

1. present perfect

2. present continuous

3. present simple

4. past simple

5. past perfect

Activity 5

1. past simple negative

2. present perfect affirmative

3. simple present affirmative


5. present continuous affirmative

6. present perfect affirmative

7. simple past negative


9. past perfect affirmative

10. past continuous negative

Activity 6

1. Bill is reading War and Peace.

2. Mary doesnt have (three/any) sisters.

3. Kara was watching TV with her friends.

4. Have Julian and Lucy made the cakes?

5. Did Katie read a book?

Activity 7

1. simple present negative

2. present perfect negative

3. past continuous question


5. simple past question

Activity 8

1. will

2. will

3. am going to

4. is going to

5. are going to

6. will

7. will

8. are going to

9. will

Activity 9

1, If the bus is late, we wont get to school on time. / If the bus is on time, we wont get to school late.

2. If Bill comes home early, well go out to dinner.

3. If I dont win the lottery, I wont buy a new car.

Activity 10

1. c

2. d

3. a

4. b

5. f

6. e

Activity 11

1. If my back didnt hurt, Id play tennis.

2. If Nick had a map, hed find the house.

3. If Claire loved Henry, shed marry him.

4. If I had a dictionary, Id look up the meaning/word.

5. If Andrew didnt work all the time, he wouldnt be boring.

Activity 12

(Your answers)

Activity 13

1. was watching

2. not to talk

3. loved

4. was going

5. had never been

6. had been swimming

7. ate

8. to hurry

9. had needed

10. would get

Activity 14

1. He said that he liked the/that song.

2. She asked me where my sister was.

3. She said she didnt speak Italian.

4. They asked me to say hello to Jim.

5. He said that the film had begun at 7 oclock.

6. She told the boys not to play on the grass.

7. She asked him how he had spent his money.

8. He said he never made mistakes.

9. He wanted to know if she knew Robert.

10. The stuntman advised the audience not to try (the stunt) at home.

Activity 15

1. were

2. is

3. be

4. am

5. are

6 is

7. are

8. was

9 were

10. be

Activity 16

1. Farmers grow tea in India.

2. Aneglina Jolie was photographed by the tourists.

3. A car hit the tree.

4. The church was built in 1927, by the villagers.

5. We dont usually see that bird here.

6. The new library will be opened by the President.

Reading 1: Stella McCartney (part 1)1.1:

Sentence 2: a

Sentence 3: b

Sentence 4: c

Sentence 5: a

Sentence 6: b

1.2

1. front page

2. noone

3. student

4. around the world

1.3

1. b

2. c

3. b

4. b

Reading 2: Stella McCartney (Part 2)2.1

1. past perfect

2. simple past

3. simple present

4. simple past passive

5. future with will

2.2.

3

Stella showed she was a good designer.

5

Stella started designing clothes for children.

4

Stella started working for Gucci.

1

Stella turned 15.

2

Stella worked for Chloe.

2.3

1. When she was fifteen. / In 1986.

2. That she got the job because of her surname and famous parents

3. clothes shed like to wear herself

4. Chloe, Gucci, Stella McCartney Kids

5. models, actors, newborns, and children up to age 12

Reading 3 (UNICEF Part 1)3.1

1. UNICEF will give young children the best start in life.

2. UNICEF works with governments and other partners.

3. A childs fundamental right is to a quality basic education.

4. Adolescents need support and guidance from their family.

3.2

1. a

2. c

3. a

4. b

5. a

3.3

1. When school age is reached (by the child).

2. The family has continued to play a protective role.

3. Adolescents arent making decisions.

Reading 4 (UNICEF Part 2)4.1

1. Womens full participation in the community was supported (by UNICEF).

2. Is UNICEF developing strategies?

3. Has UNICEF attempted to reunite children with their families?

4.2

1. c

2. a

3. d

4. b

4.3

1. UNICEF supports womens participation in the community through health care and basic education programs.

2. natural disasters, war or armed conflict, exploitation and abuse, violence within their families

3. Children are more likely to be abused when families are under stress.

4.UNICEF has developed strategies to help preserve families under stress and strengthen family capacities, as well as strategies to protect children without family care.

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