Unit 10: Grammar

The Causative Structure

The causative structure in English is used to indicate that someone causes another person to do something or causes something to happen. It emphasizes the action performed by someone else on behalf of the subject.

A) The Active Causative Structure

The active causative indicates that the subject causes someone else to do something.

1. have somebody do something

• Tom had a mechanic repair his car.
• Sony Corporation had a team of engineers design a new robot.

2. get somebody to do something

• Sally got a hairdresser to dye her hair.
• Sony Corporation got a team of engineers to design a new robot.

3. make somebody do something = force somebody to do something

• The commander made the soldiers attack the demonstrators with tear gas.
• The bank robber made the customers lie on the floor.

B) The Passive Causative Structure

The passive causative indicates that the subject causes something to be done by someone else.

1. have something done

• Tom had his car repaired.
• Sony Corporation had a new robot designed.

2. get something done

• Sally got her hair dyed.
• Sony Corporation got a new robot designed.

3. be made to do something

• The soldiers were made to attack the demonstrators with tear gas.
• The customers were made to lie on the floor.

Differences Between "Have" and "Get" in the Causative Structure

• Formality: “Have” is generally more formal.
• Usage: “Get” is used more often in informal contexts.

Let

Let somebody do something means “allow or permit somebody to do something.” It is followed by the bare infinitive (base form of the verb).

• Mrs. Sullivan let her children stay up late last night.
• Mrs. Sullivan let her children not go to bed early last night.

Help

The verb help can be followed by:

• bare infinitive (American English)
• to + infinitive (British English)

When negative, both dialects require: not to + base form.

American English

• Mary helped her husband give up smoking.
• NATO didn’t help Ukraine create a No-Flight zone, but they helped the Ukrainian army down Russian aircraft.

British English

• Mary helped her husband to give up smoking.
• NATO didn’t help Ukraine to create a No-Flight zone, but they helped the Ukrainian army to down Russian aircraft.

Negative in Both American & British English

• Mary helped her husband not to smoke cigarettes.
• NATO helped the Ukrainian army not to be defeated by Russian troops.

Vocabulary & Expressions (with meanings)

Approach

A particular way or method of doing something.

Student-centered approach

A teaching method where students make choices about what and how they learn; the focus is on the student.

Teacher-centered approach

A teaching method where the teacher decides what and how to teach; the focus is on the teacher.

Assigned textbook

A specific book that the teacher chooses for students to use.

Take attendance

To check which students are present in class.

Introduction to paragraph development

A lesson or section that explains how to build and organize paragraphs.

Passages

Parts of a text; sections of writing.

Aloud

Out loud; spoken so that others can hear.

Explain a point

Clarify or make an idea easier to understand.

Presentation

A structured explanation or demonstration of information.

Assign an essay topic

Give students a subject to write an essay about.

Announce a test

Formally tell students that there will be a test.

Count toward

To be included in the total; to affect the final grade.

In Sandra Jacobson’s Class

Work in groups or pairs

Students work together in small teams or with one partner.

All talking at once

Everyone speaking at the same time.

Reflects

Shows; is a sign of.

Journals

Personal notebooks where students write regularly about their ideas or experiences.

Select their own topics

Choose their own subjects to write about.

Edit

Check and correct writing (spelling, grammar, clarity, etc.).

As … emerge

As something appears or becomes noticeable.

Mini-lessons

Short lessons that focus on one specific skill or problem.

Individual conferences

One-on-one meetings between the teacher and a student.

Evaluate

Judge or assess the quality of something.

Portfolio

A collection of a student’s work gathered over time.

General Terms in the Last Paragraph

Followers

People who support or believe in a method or idea.

Unclear

Not certain; not obvious.

Effectively

In a way that produces good results.

Rare

Not common.

Traditional teachers

Teachers who use older, more conventional methods (usually teacher-centered).

Structure their courses

Organize and plan their classes.

Situations differ

Circumstances are not the same; conditions vary.

No single correct way

There is not one perfect method that works for everyone.

☕ No Homework for Next Session

✍ Homework:

🗣️ Summary of the Reading in Unit 9

📖 Exercises of the Student's Book & Workbook (Unit 9)

Unit 9 Grammar

Infinitives

Infinitive = to + Simple Form of the Verb

An infinitive is the base form of a verb, often preceded by the word "to."

Grammatical Functions

Infinitive as the Subject:

• To increase the profitability of the corporation is the CEO’s main objective.
• To see you is nice.

Infinitive as the Object:

• The CEO wants to increase the profitability of the corporation.
• I would like to see you.

Infinitive as the Subject Complement:

• The CEO’s main objective is to increase the profitability of the corporation.
• My top priority is to see you immediately.

Infinitive as the Adjective Complement:

• It is important to increase the profitability of the corporation.
• It is nice to see you.

Different Forms of the Infinitives

Non-Perfect Infinitives

• Active: to do sth
  The mechanic needed to change the oil.
• Passive: to be done
  The oil needed to be changed.

Perfect Infinitives

• Active: to have done something
  Mr. Jackson expected his men to have killed Johnny.
• Passive: to have been done
  Johnny was expected to have been killed.

Infinitives of Purpose

Purpose = Goal, Intention

Infinitives of purpose are those infinitives which show why a person wants to do something. In infinitives of purpose, “to” has the same meaning as “in order to” or “so as to”.

Examples:

• Robert is saving his money (in order) to buy a new car.
• The soldiers are in an ambush (in order) to attack the enemy.
• The CEO is restructuring the corporation (in order) to increase its profitability.

The Ellipsis of the Infinitive

Ellipsis = Deletion, Omission

The ellipsis of the infinitive occurs when the infinitive verb is implied or understood from context and therefore omitted from the sentence. This often happens in coordinated clauses where the infinitive has already been mentioned and does not need to be repeated.

Examples:

• He couldn’t go there even if he wanted to [go there].
• They want to go to the park, but we don't want to [go to the park].
• I promised to call her, and she promised to [call me] as well.
• She decided to go to the party, but I chose not to [go to the party].
• She attempted to cook dinner, but eventually decided not to [cook dinner].

Ellipsis of the infinitive helps to avoid redundancy and makes the sentence more concise while still maintaining clarity. This technique is common in both written and spoken language.

Common Verbs Followed by the Infinitive (To + Base Form of Verb)

Verb List

agree, appear, arrange, ask, attempt, beg, care, can / can't afford, can / can't wait, chance, claim, choose, come, consent, dare, decide, demand, deserve, determine, elect, endeavor, expect, fail, get, grow (up), guarantee, hesitate, hope, hurry, incline, learn, manage, mean (= intend), need, offer, pay, prepare, pretend, profess, promise, prove, refuse, remain, request, resolve, say, seek, seem, shudder, strive, struggle, swear, tend, threaten, turn out, venture, volunteer, wait, want, wish, would like, yearn

Examples

• agree: She agreed to help with the project.
• appear: He appears to know the answer.
• arrange: They arranged to meet at noon.
• ask: Can I ask you to explain that again?
• attempt: She attempted to lift the heavy box.
• beg: He begged to be given another chance.
• care: Do you care to join us for dinner?
• can / can't afford: We can't afford to buy a new car.
• can / can't wait: I can't wait to see the new movie.
• chance: She chanced to meet him at the coffee shop.
• claim: He claims to have seen a UFO.
• choose: I chose to take the scenic route.
• come: She came to realize her mistake.
• consent: He consented to be interviewed.
• dare: She dared to question his authority.
• decide: They decided to postpone the meeting.
• demand: I demand to see the manager.
• deserve: You deserve to be happy.
• determine: We determined to find the truth.
• elect: They elected to stay at home.
• endeavor: He endeavored to complete the task on time.
• expect: She expects to finish by tomorrow.
• fail: He failed to submit the assignment.
• get: I need to get to the airport by 5 PM.
• grow (up): They hope to grow up to be like their parents.
• guarantee: I guarantee to fix the problem by tomorrow.
• hesitate: She hesitated to ask for help.
• hope: I hope to visit Paris someday.
• hurry: We need to hurry to catch the train.
• incline: He is inclined to trust her judgment.
• learn: She is learning to play the guitar.
• manage: He managed to finish the project on time.
• mean (= intend): I mean to talk to you about that.
• need: You need to complete the form.
• offer: He offered to drive her home.
• pay: She agreed to pay to attend the concert.
• prepare: We must prepare to leave soon.
• pretend: He pretended to be asleep.
• profess: She professed to know nothing about the incident.
• promise: I promise to call you tomorrow.
• prove: He proved to be a reliable friend.
• refuse: She refused to answer the question.
• remain: He remained to finish his work.
• request: They requested to see the manager.
• resolve: I resolve to make better decisions.
• say: They say to err is human.
• seek: He seeks to improve his skills.
• seem: It seems to be working now.
• shudder: She shuddered to think what might happen.
• strive: We strive to achieve excellence.
• struggle: He struggled to lift the heavy box.
• swear: She swore to tell the truth.
• tend: They tend to arrive late.
• threaten: He threatened to call the police.
• turn out: It turned out to be a great day.
• venture: She ventured to ask a difficult question.
• volunteer: He volunteered to help with the event.
• wait: We can't wait to see you!
• want: I want to go to the beach.
• wish: She wishes to travel the world.
• would like: I would like to thank everyone for their support.
• yearn: He yearned to return to his homeland.

Common Verbs Followed by the Gerund (Base Form of Verb + ing)

Verb List

abhor, acknowledge, admit, advise, allow, anticipate, appreciate, avoid, be worth, can't help, celebrate, confess, consider, defend, delay, deny, detest, discontinue, discuss, dislike, dispute, dread, endure, enjoy, escape, evade, explain, fancy, feel like, feign, finish, forgive, give up (= stop), imagine, keep (= continue), keep on, mention, mind (= object to), miss, necessitate, omit, permit, picture, postpone, practice, prevent, put off, recall, recollect, recommend, report, resent, resist, resume, risk, shirk, shun, suggest, support, tolerate, understand, urge, warrant

Examples

• abhor: She abhors waking up early.
• acknowledge: He acknowledged making a mistake.
• admit: She admitted stealing the cookies.
• advise: I advise taking the bus.
• allow: They do not allow smoking inside.
• anticipate: We anticipate having a great time.
• appreciate: I appreciate your helping me.
• avoid: He avoids talking to strangers.
• be worth: It is worth visiting the museum.
• can't help: She can't help laughing at his jokes.
• celebrate: They celebrated winning the championship.
• confess: He confessed cheating on the test.
• consider: She considers moving to a new city.
• defend: They defended staying out late.
• delay: He delayed making a decision.
• deny: She denied knowing anything about it.
• detest: I detest cleaning the bathroom.
• discontinue: They discontinued producing that model.
• discuss: We discussed going on a trip.
• dislike: She dislikes running in the rain.
• dispute: He disputed having to pay the fine.
• dread: She dreads going to the dentist.
• endure: He endured working long hours.
• enjoy: They enjoy playing soccer.
• escape: He escaped doing the chores.
• evade: She evades answering questions.
• explain: He explained fixing the problem.
• fancy: Do you fancy going out tonight?
• feel like: I feel like eating ice cream.
• feign: She feigned being sick.
• finish: He finished writing the report.
• forgive: She forgave him for lying.
• give up (= stop): He gave up smoking.
• imagine: I can't imagine living anywhere else.
• keep (= continue): She keeps calling me.
• keep on: He keeps on talking.
• mention: She mentioned seeing you.
• mind (= object to): Do you mind opening the window?
• miss: He misses seeing his friends.
• necessitate: The job necessitates working weekends.
• omit: She omitted mentioning the incident.
• permit: They permit parking here.
• picture: Picture living in a beach house.
• postpone: They postponed having the meeting.
• practice: She practices playing the piano.
• prevent: They prevented him from leaving.
• put off: She put off doing the laundry.
• recall: I recall meeting her last year.
• recollect: He recollects going there as a child.
• recommend: They recommend trying the new restaurant.
• report: She reported seeing the accident.
• resent: He resents being told what to do.
• resist: She couldn't resist eating the cake.
• resume: They resumed playing after the break.
• risk: He risks losing his job.
• shirk: He shirks doing his duties.
• shun: They shun talking about the past.
• suggest: She suggested going to the park.
• support: They support raising awareness.
• tolerate: I can't tolerate being lied to.
• understand: He understands needing more time.
• urge: She urged joining the club.
• warrant: His actions warrant taking legal action.

Point

• allow doing something
• allow somebody to do something
• advise doing something
• advise somebody to do something
• recommend doing something
• recommend somebody to do something

Verbs Followed by either a Gerund or an Infinitive with no or little Change in Meaning

attempt, begin, can’t bear, can’t stand, continue, hate, like, love, prefer, propose, start

Examples

• Attempt:
  • Infinitive: She attempted to climb the mountain.
  • Gerund: She attempted climbing the mountain.
• Begin:
  • Infinitive: He began to write his novel.
  • Gerund: He began writing his novel.
• Can’t bear:
  • Infinitive: I can't bear to see him cry.
  • Gerund: I can't bear seeing him cry.
• Can’t stand:
  • Infinitive: She can't stand to wait in long lines.
  • Gerund: She can't stand waiting in long lines.
• Continue:
  • Infinitive: They continued to work on the project.
  • Gerund: They continued working on the project.
• Hate:
  • Infinitive: He hates to be interrupted.
  • Gerund: He hates being interrupted.
• Like:
  • Infinitive: She likes to read before bed.
  • Gerund: She likes reading before bed.
• Love:
  • Infinitive: He loves to travel to new places.
  • Gerund: He loves traveling to new places.
• Prefer:
  • Infinitive: I prefer to eat at home.
  • Gerund: I prefer eating at home.
• Propose:
  • Infinitive: He proposed to take a break.
  • Gerund: He proposed taking a break.
• Start:
  • Infinitive: She started to learn French.
  • Gerund: She started learning French.

Verbs Followed by either a Gerund or an Infinitive with a Change in Meaning

Forget

• Infinitive: She forgot to lock the door.
• Gerund: She forgot locking the door.

Explanation: "Forget to do something" means failing to remember to do it (in the future), while "forget doing something" means not recalling something that was done (in the past).

Go on

• Infinitive: After discussing the budget, they went on to plan the next event.
• Gerund: After discussing the budget, they went on planning the next event.

Explanation: "Go on to do something" suggests moving on to a different activity, while "go on doing something" means continuing with the same activity.

Quit

• Infinitive: He quit to pursue other interests.
• Gerund: He quit smoking last year.

Explanation: "Quit to do something" can mean stopping one action to start another, while "quit doing something" means to stop an activity entirely.

Remember

• Infinitive: Remember to take your keys.
• Gerund: I remember taking my keys this morning.

Explanation: "Remember to do something" refers to recalling a task that needs to be done in the future, while "remember doing something" refers to recalling a past action.

Stop

• Infinitive: She stopped to rest for a while.
• Gerund: She stopped smoking last year.

Explanation: "Stop to do something" means pausing one activity to start another, while "stop doing something" means ceasing an activity altogether.

Try

• Infinitive: I tried to open the door, but it was locked.
• Gerund: She tried opening the door, but it was stuck.

Explanation: "Try to do something" indicates an attempt to accomplish something difficult, while "try doing something" suggests experimenting with an action to see if it resolves an issue.

Regret

• Infinitive: I regret to inform you that the meeting is canceled.
• Gerund: He regrets leaving his job.

Explanation: "Regret to do something" is used to express sorrow about an action you are about to take or announce, while "regret doing something" means feeling sorry about something that has already happened.

🔄 Sentence Connectors Showing Similarity

1. Basic Connectors

• Similarly: The company expanded its market share; similarly, its competitors grew rapidly.
• Likewise: She enjoys classical music; likewise, her brother prefers opera.
• In the same way: The teacher encouraged creativity; in the same way, the students embraced innovation.
• Just as: Just as the sun rises in the east, the moon appears at night.
• Equally: The task requires patience; equally, it demands persistence.

2. Formal Connectors

• Analogously: The brain processes information; analogously, a computer executes commands.
• Correspondingly: The price of oil increased; correspondingly, transportation costs rose.
• In a similar fashion: He solved the math problem; in a similar fashion, she tackled the physics question.
• By the same token: The policy benefits small businesses; by the same token, it supports entrepreneurs.

✨ Sentence Connectors for Illustration

• For example: Many animals migrate; for example, birds travel south in winter.
• For instance: She loves outdoor activities; for instance, hiking and cycling are her favorites.

📌 Sentence Connectors for Summary

1. Common Connectors

• In short: The experiment failed; in short, the hypothesis was disproven.
• In brief: The meeting lasted two hours; in brief, the team agreed on the plan.
• In summary: The report covered several issues; in summary, the company must cut costs.
• To sum up: The project faced delays; to sum up, better planning is needed.
• In conclusion: The evidence was clear; in conclusion, the defendant was guilty.

2. Formal Connectors

• Overall: The semester was challenging; overall, the students performed well.
• On the whole: The weather was unpredictable; on the whole, the trip was enjoyable.
• All in all: The concert had minor flaws; all in all, it was a success.
• To summarize: The book explored many themes; to summarize, it emphasized human resilience.
• In a nutshell: The plan was ambitious; in a nutshell, it aimed to reduce poverty.

I meant to Call …

The clock radio boomed on at 8:30 and jarred Steve Reynolds awake. It was a Saturday morning, and as Steve rolled over, he caught a glimpse through the window of heavy, dark clouds in the sky. He heard the sound of rain pouring down. It looked like it was going to be another one of those rainy, sleepy days. Even though it was Saturday, he needed to go to work, and he'd asked one of the security people to open the office so that he could use the computer to work on the annual report. It was supposed to have been completed and left on his boss's desk three days ago. It had to be done today! Steve sighed and pulled the covers up over his head. He didn't want to go to work, but he knew he had to. But to sleep for just a few more minutes wouldn't hurt, would it?

When Steve woke up the second time, the clock read 10:35. He'd better get rolling if he was going to get anything done today. He went into the kitchen and put a cup of coffee into the microwave to heat it up. He glanced at two pieces of mail that had been lying on the counter for more than a week now. One was a postcard from his veterinarian reminding him that Omar, his pet cat, was supposed to have gotten his distemper and feline leukemia shot a month ago. The other piece of mail was a letter from his mother, who lived in a nursing home in a town thirty miles away. The letter was actually two weeks old. Steve hadn't spoken to his mother recently, and he was sure she expected him to have written or called by now, though of course she hadn't said anything about it. He really should give her a call—maybe when he came back from work tonight. He sat down at the dining room table and glanced at the newspaper while he drank his coffee and ate a doughnut. Omar, who loved to be held, jumped up into his lap, but Steve pushed him off, annoyed. "Not now, Omar—I don't feel like holding you right now. Later!"

Steve's plan was to spend just a couple of hours finishing the report, but it took him all day. When he got home at 6:30 in the evening, he was drained and irritable. The message light on his answering machine was blinking, but Steve thought he'd wait until later to listen to the messages. Feeling too tired to cook a regular meal, he called and ordered some Chinese food to be delivered. He'd planned to fix a leaky faucet, but it was so late that he decided it wasn't worth starting, so he settled down in front of the TV set.

The next day was Sunday. It stopped raining, and the sun was shining brilliantly. Steve got up at 8:00 feeling refreshed and spent a leisurely hour reading the Sunday paper. He'd arranged to meet his friend Anne at 1:00 for lunch at a new restaurant that was rumored to have excellent omelets. The lunch was delicious, and Steve enjoyed Anne's company. Driving by a shopping mall on his way home, Steve stopped to get his mother a birthday present. Her seventy-fifth birthday had actually occurred a month previously, but they had agreed it wasn't important to celebrate the exact day. The important thing was the thought, no matter when the gift came. Steve had said, "Mom, I want to get you the right thing, something really nice. I don't want to be rushed into it." His mother had agreed, saying, "Of course, son. I'm long past the age when I expect to be fussed over for a silly birthday or be given a birthday party."

When Steve walked into his apartment, he noticed that the red phone message light was still blinking, and he realized he had forgotten to listen to his messages the evening before. He pressed the play button and heard the first message:

Hi, Steve, this is Mom. I wanted to tell you that I'm going into the hospital for a couple of days. I just haven't been feeling well these last two weeks or so, and the doctor thinks I need to have some tests. Maybe you could give me a call later if you have time. My number at the hospital is 688-9294.

The machine beeped, and then the second message came on:

Steve, this is Doctor O'Brien at Parkland General Hospital. Please give me a call right away at 688-9299.

Steve's heart was racing now, and he quickly dialed the number. The phone was answered by an aide, and it took several minutes for Dr. O'Brien to be tracked down. Finally, Steve heard the doctor's voice on the other end:

"This is Mark O'Brien."

"Hello, Dr. O'Brien, this is Steve Reynolds. I got a message on my machine this morning from my mother. She said she was going into the hospital. Then I got your message. Is everything OK? She's all right, isn't she?"

"Steve, your mother had a heart attack yesterday afternoon. She's in intensive care. Her condition is stable, but she's in pretty serious condition. You'd better get down here right away."

☕ No Homework for Next Session

UNIT 8: Student's Book

1

1. collapsing
2. to vegetate
3. worrying / to worry
4. never having
5. punching
6. working
7. to concentrate
8. making
9. socializing / to socialize
10. meeting
11. working
12. playing / to play
13. to find
14. collecting
15. joining
16. singing / to sing
17. orienteering
18. to be
19. to do

2 – Conversation 1

1. our improving
2. our joining
3. Everybody’s having
4. a family's getting together
5. our trying
6. your insisting on
7. the family's having
8. your assigning

Conversation 2

1. families eating
2. you saying
3. everybody having
4. a family eating
5. us trying
6. you and Joe insisting on
7. everybody being

3 – Letter

July 28
Dear Adam,
I've been here for three days and am having wishing a great time, but I can't help wishing you were here too. Tell your boss I'm really angry at him. His not letting you take any vacation time qualifies him for Jerk-of-the-year Award. (Just kidding. Don't say that!) Believe it or not, the first night I missed hearing all the city noises, but I haven't really had any trouble getting used to the peace and quiet since then. Everything's all so relaxed here—there's no rushing around or writing things down in your Daily Planner. Getting out of New York City was definitely what I needed, even if it's only for two weeks. The ranch has lots of activities—horseback riding, river rafting on the Rio Grande, hiking in the wilderness—you name it. The ranch employees do everything for you—getting taken care of is nice, for a change, and I love being chauffeured around Santa Fe in the ranch limousine. Tonight, a bunch of us are going out to a country and western dancing place called Rodeo Nites in Santa Fe, so my having taken those two-step lessons last summer will come in handy. It's just too bad you couldn't come along so we could both kick up our heels. Tomorrow we're all going to Taos Pueblo to watch some weaving being done and see some Native American dancing, which is great because I'm really interested in learning more about Native American culture. And I'm looking forward to seeing The Magic Flute at the Santa Fe Opera on Saturday. I’ll write again in a day or two. Miss you lots.
Love,
Louise

Audio Script

JANE: Hello?

BRIAN: Hello. May I speak with Jane Travanti?

JANE: This is Jane.

BRIAN: Jane, my name is Brian Hansen. Dr. Ralph Stevens gave me your number. I understand that you belong to an orienteering group. I'm interested in joining a group like that, and ... he suggested calling you to find out some details. Would you mind giving me some information about your club and maybe about becoming a member?

JANE: Sure, I’d be glad to. Are you new in town?

BRIAN: Yeah, I've been here about five months and haven't really met anyone. Doctor Stevens thinks I need to stop working so hard and try to enjoy myself more. He's probably right. Ever since I started working at my job here, it's been pretty much of a go-go rush-rush situation. It seems like there just isn't any time for having fun. It's ... a rat race.

JANE: Have you ever done any orienteering before?

BRIAN: No, I haven't. Do you need to be experienced?

JANE: Not necessarily. You can learn. We've got several different levels of participants. You do need to be in good physical condition.

BRIAN: Well, I haven't been doing much exercising lately, but Dr. Stevens says I'm basically in good physical shape.... So, can you give me some details? How often do you go orienteering, and where do you go, and stuff like that?

JANE: Sure! We try to go at least twice a month, normally on Saturdays. Usually we go to the Sherwood Forest area. Sometimes we manage to go only once a month, but most months it's at least twice. In the summer we get around by running, but right now we navigate by cross-country skiing. Do you how to ski?

BRIAN: I tried cross-country skiing a couple of years ago, but I haven't done it since then. I did pretty well at it, though. I still have my skis.

JANE: Great. Let's see, what else? uhm, oh the group is pretty diverse. There are some married people and their kids, some singles, all ages. But we're an actual club. We have dues of $40 a year. That's to pay for organizing the activities.

BRIAN: Sounds great to me. When's your next activity?

JANE: We're meeting on Saturday morning, the 15th, at 6 A.M. in front of Darcy’s Coffee Shop in Stapleton. We’ll be carpooling. Do you know where Darcy’s is?

BRIAN: I think so.

JANE: OK, good. Don't forget to bring your skis. And remember to bring along a lunch—hopefully with a lot of high-protein stuff in it.

BRIAN: Super. I’ll see you Saturday morning at 6 A.M. Thanks a lot.

JANE: Sure. I’ll look forward to meeting you in person. Bye.

4

1. f
2. f
3. f
4. f
5. I don’t know.
6. f
7. t
8. t
9. I don’t know
10. f
11. f
12. f

5

Answers will vary.

UNIT 8: Workbook

Vocabulary

A.

1. T
2. F
3. F
4. T
5. T
6. F

Karaoke: a form of entertainment, originally from Japan, in which recordings of the music but not the words of popular songs are played, so that people can sing the words themselves.

B.

1. vegetate
2. crucial
3. leisure
4. mesmerized
5. validate
6. breakneck

Grammar and Writing

C.

1. flying
2. letting
3. you flying
4. traveling
5. learning
6. flying
7. doing
8. my asking
9. your flying
10. anyone's disapproving

D.

1. Helen can't stand Tom's smoking cigars in the bedroom.
2. Tom is annoyed by Helen's talking on the phone to her boss on weekends.
3. Helen can't tolerate Tom's being rude to her family.
4. Tom dislikes Helen's terrible cooking.
5. Helen is distributed by Tom's swearing at other drivers.
6. Helen resents Tom's spending hours in front of the TV.
7. Tom can't sleep because of Helen's snoring.
8. I can't stand their fighting all the time when I'm around them.
9. I really appreciate your always having good advice.

E.

1. In the U.S., many young people do not like to read the newspaper. Reading the paper, however, is very important to me.
2. It is the best way of getting information about world events. Moreover, it has a lot of entertaining sections.
3. Knowing about world events is most important. Therefore, I read the front page and the world news section first.
4. I also enjoy sports and comics. However, I read those sections next.
5. I like to do the crossword puzzle. Sometimes, however, I don't have time for it.
6. I learn a lot from reading the paper. Moreover, it is a relaxing way to spend my time.

Multiple-Choice Review

1. A
2. C
3. B
4. D
5. D
6. C
7. A
8. B
9. D
10. D
11. A
12. C
13. B
14. D
15. C

✍ Homework:

🗣️ Summary of the Reading in Unit 8

📖 Exercises of the Student's Book & Workbook (Unit 8)

Unit 8: Grammar

Gerunds

A gerund is a verb form that ends in -ing and functions as a noun. For example, in the sentence Swimming is fun, swimming is a gerund because it acts as a noun, even though it originates from the verb “to swim.”

Gerunds can play various roles in a sentence:

Gerund as the Subject of the Sentence:

• Watching soccer games makes me happy.
• Swimming is a popular sport.

Gerund as the Object of the Sentence:

• I love watching soccer games.
• George teaches swimming.

Gerund as the Subject Complement:

Subject complement is a noun or a noun phrase that follows the verb “to be”.

• My hobby is watching soccer games.
• The most popular sport in this city is swimming.

Gerund as an Appositive:

An appositive is a noun or noun phrase that sits next to another noun to provide more information or to identify it in a different way.

• My hobby, watching soccer games, is an important part of my life.
• The most popular sport in this city, swimming, attracts people of all ages.

Gerund as the Object of a Preposition:

• I am interested in watching soccer games.
• They are fond of swimming.

Present Participles

When verb+ing functions as an adjective or an adverb, it is no longer called a gerund. We call it the present participle instead.

Present Participle as an Adjective:

• This sport is very interesting.
• Tom’s job in this factory is at times very boring.

Present Participle as an Adverb:

• Playing soccer, Tom broke his leg.
• Sailing along the Mississippi River on our boat, we felt quite amused.

Point: Next term at High-Intermediate 3, you will study present participles in detail.

The Structure of Gerunds

Simple Gerunds:

Active: doing sth

• Frightening people is Jack’s hobby.

Passive: being done

• Nobody likes being frightened.

Perfect Gerunds:

Active: Having done sth

• After having frightened his grandpa, Jack ran away.

Passive: Having been done

• After having been frightened, Jack’s grandpa had a heart attack.

Formal and Informal Use of Gerunds/Present Participles

Possessive + Gerund ⇨ Formal

Examples:

• I remember David’s swimming in the river.
• I remember his swimming in the river.

Possessive Words: David’s, his

Noun or Object Pronoun + Present Participle ⇨ Informal

Examples:

• I remember David swimming in the river.
• I remember him swimming in the river.

Noun: David
Object Pronoun: him

Unit 8, Writing Note

Addition Sentence Connectors

An addition sentence connector is a word or phrase that helps to add information to what has already been said in a sentence or a paragraph. They make your writing more coherent and allow your ideas to flow smoothly. Here are some commonly used addition sentence connectors:

• Furthermore: The company is growing rapidly; furthermore, it has a solid financial foundation.
• Moreover: The plan is cost-effective; moreover, it’s easy to implement.
• In addition: He is an excellent chef; in addition, he can play the guitar.
• Additionally: The event was well-organized; additionally, everyone had a great time.
• Besides: She won't mind if you're late; besides, it's hardly your fault.
• Further: The technology is advanced; further, it is user-friendly.
• Also: She loves classical music; also, she is a fan of jazz.
• Plus: The hotel has a pool; plus, it offers free breakfast.
• What’s more: She’s an accomplished artist; what’s more, she’s a dedicated teacher.

Point: The sentence connectors “also”, “plus”, and “what’s more” are less formal and more colloquial than the other ones mentioned above.

Punctuation Patterns of Addition Sentence Connectors

1) Independent clause + Semicolon + Sentence Connector + Comma + Independent Clause

• I enjoy reading; moreover, I love writing poetry.
• She is very talented; furthermore, she is extremely dedicated.
• The report was comprehensive; additionally, it was very well-organized.

2) Independent clause + Period + Sentence Connector + Comma + Independent Clause

• The concert was amazing. Moreover, the band played all their classic hits.
• The weather is nice. Additionally, we have a perfect view of the lake.
• He finished his work on time. Furthermore, he helped his colleagues with their tasks.

3) Independent clause + Period + Subject + Comma + Sentence Connector + Comma + Verb + the Rest of the Independent Clause

• The party was a huge success. Everyone, moreover, had a wonderful time.
• The seminar was informative. The presenter, furthermore, explained complex concepts clearly.
• The book was captivating. The author, additionally, provided insightful commentary at the end.

Do YOU REALLY ENJOY BEING A COUCH POTATO?

A husband and wife come home from work, exhausted and stressed out. They don't feel like preparing a real dinner, so they pop something in the microwave. Then they sit down on the couch for an evening of being mesmerized by the TV set. Hours later, after having fallen asleep, they wake up and stumble off to bed. Each day they continue to do the same thing: Get up, go to work, come home, grab a bite, then sit down and vegetate in front of the TV set. Does this sound like you? If so, are you satisfied with your existence? Isn't there more to life than being a couch potato?

Some people apparently don't think so. In their recent book Time for Life, researchers John Robinson and Geoffrey Godbey state that the average amount of time that people in the United States have to devote to leisure activities is actually increasing. While this may sound unlikely, Robinson and Godbey claim that Americans now spend almost forty hours a week doing leisure-time activities, and something similar may be true all over the industrialized world. Here's what Robinson and Godbey say are the top five leisure activities among Americans: Watching television, at 15.0 hours a week, is by far the most popular. Number two on the list is socializing - 6.7 hours a week. Number three, at 4.4 hours weekly, is home communication. Reading, at 2.8 hours a week, ranks number four. And number five on the list, engaging in hobbies comes in at 2.7 hours a week. Judging from these statistics, we might conclude that many Americans seem to enjoy being couch potatoes. Now, if you want to spend your leisure time channel surfing, that's your choice. There are, however, many rewarding pursuits out there. With all the extra leisure time that we supposedly have, it behooves us to know how to spend it interestingly. Here are three of the more unusual and interesting popular hobbies.

Rollercoasting has become so popular that there's even an organization called ACE (American Coaster Enthusiasts) that is dedicated to preserving, appreciating, and enjoying roller coasters. The precursors of roller coasters originated in Russia as ice slides built high into the air, and the first actual mechanical roller coasters were also constructed in Russia. From there the idea migrated to Paris, where a kind of roller coaster with wheels was built in 1804. Eventually the roller coaster made its way to the United States, with more and more coasters being built until Depression times. Then they began to fall out of fashion, and many were torn down. It was not until the 1950s, with Walt Disney's opening of the first Disneyland, that roller coasters began to make a comeback. Now they're being built at breakneck speed. Marie Miller, a member of ACE now in her eighties, is a major enthusiast. She figures she's ridden on most of the roller coasters in the United States, saying, "There was a time when I rode every wooden coaster in the United States, Canada, and Mexico, but I can't keep up with them. One thing's certain: I'll never stop riding until I'm in my grave."

Another fascinating pastime is orienteering, a combination of map reading and cross-country skiing or running. Orienteers are given a map that shows where a set of "control points" are located. They try to follow the map by interpreting it carefully and using a compass to plot their course. Each time they succeed in finding a control point, they stamp a card that validates their having completed that part of the game. The sport is competitive: Participants get a starting time and have a prescribed time period for locating all of the control points. Orienteering has become extremely popular. Why? There are several reasons. It's interesting and healthy. You get the chance to enjoy the outdoors. Best of all, it taxes both your physical strength and your mental acumen.

Then there's letterboxing, a hobby that is like a combination of orienteering and treasure hunting. It began in England in 1854, when an English gentleman put his calling card (a little like today's business card) into a bottle and left it on the bank of a pond. Someone else found it and contacted him, and from this the hobby sprang up. What happens is this: People put a notebook and a rubber stamp in a bottle (the letterbox) and they provide special clues for finding the bottle. Participants have to follow the clues by hiking in certain sections of the English countryside until they finally locate the letterbox and stamp their notebook. For some aficionados, letterboxing is so enjoyable that it's become a way of life.

These are just three examples of captivating pastimes. Why are they all so popular? One principal reason is that they're basically active, not passive. Aficionados of these hobbies get out and act rather than passively sitting in front of the TV screen. Suppose that at some future time we start engraving, on our tombstones, not only the names and the dates of people's births and deaths but also their hobbies and accomplishments. Which would look better on a gravestone: JOHN L. DOE, COUCH POTATO, or JOHN L. DOE, ORIENTEER?

Sample Summary:

The text explores the monotonous routine of a couple who spend their evenings as couch potatoes, watching TV and neglecting more engaging activities. It references a study indicating that Americans have increased leisure time, often spent watching TV, socializing, or engaging in hobbies.

To break the passive cycle, the text highlights three active and popular hobbies: rollercoasting, orienteering, and letterboxing. These activities are shown to be more fulfilling and healthier alternatives to TV watching.

The text suggests that being active in leisure time could make one's life more interesting and rewarding.

No Homework for Next Session

UNIT 7: Student's Book

1

2. have never been cracked
3. was later sighted
4. was found
5. was determined
6. had been abandoned
7. had apparently been set
8. was threatened
9. that was caused
10. has never been proved/proven
11. was considered
12. was accompanied
13. were received
14. were located
15. Were … simply killed
16. is still being investigated
17. have been reported
18. has been spotted only
19. is named
20. is described
21. was combed
22. wasn't seen
23. will be undertaken

2

2. gotten rousted
3. getting harassed
4. gets bothered
5. get robbed
6. get the locks changed
7. get disturbed

3

2. He was hit by a blue Toyota Corolla.
3. The boy sustained massive injuries.
4. He was taken to Harborview Medical Center by paramedics.
5. He is being cared for in the intensive care ward.
6. Anyone with information about the accident is asked by the sheriff to contact the sheriff’s office at 444-6968.
7. A reward is being offered.

Audio Script

SADLER: OK, Mr. Akimura—just a few questions. The koala's keeper was found by the janitor?
AKIMURA: Yes. I had him examined by our resident physician. Apparently, he'd been drugged. He's all right now.
SADLER: He hadn't been hit?
AKIMURA: No, there are no marks of any kind on his body.
SADLER: Have any other animals been stolen?
AKIMURA: Well ... yes, as a matter of fact. sea turtles were taken two weeks ago.
SADLER: Why weren't we notified immediately?
AKIMURA: Well, you've heard that the zoo is currently being expanded, haven't you? The expansion depends on a 50% yes vote in the election. The bond issue isn't likely to get approved by the voters if they hear that animals are missing.
SADLER: What time was the keeper found?
AKIMURA: About 8 P.M. The laboratory and food preparation area gets cleaned every evening after the animals have been fed. The janitor was just starting his work when he noticed the keeper's body behind a table.
SADLER: Do you have any idea why these animals were taken? And by whom?
AKIMURA: Well, they're very valuable. They could be sold on the black market for a handsome profit. We can only imagine that some underworld group is behind this.
SADLER: What about the janitor?
AKIMURA: What do you mean?
SADLER: Well, is he reliable? Has his background been checked?
AKIMURA: Well, no, not really. He gave us good references when he was interviewed.
SADLER: All right. I’ll get his references checked out when I go back to the office. We’ll be in touch, Mr. Akimura.

4

1. a
2. b
3. a
4. b
5. b
6. b
7. a
8. a
9. b

5

Answers will vary.

UNIT 7: Workbook

Vocabulary

A.

1. C
2. A
3. D
4. D
5. A
6. B

B.

1. erratically
2. harassment
3. presumably
4. investigator
5. legendary
6. sympathetic

Grammar and Writing

C.

1. The manager of the Ridgeway Hotel was held at gunpoint last night.
2. Nearly $50,000 was taken from the hotel safe.
3. Several of the bedrooms were also broken into,
4. and articles of value were removed.
5. Several pieces of equipment were damaged.
6. The chef was injured ...
7. and (he) was left lying unconscious on the floor.
8. The thieves were arrested early this morning.

D.

1. Where do you usually get your car serviced?
2. How often do you get it done?
3. Did you get it winterized?
4. Have you ever gotten snow tires put on?
5. Are you going to get snow tires put on for the trip?
6. How often have you gotten it checked since then?
7. Why do you get it done there?

E.

1. However,
2. but
3. As a result,
4. First
5. Second
6. Third
7. , for example,
8. To sum up
9. , in contrast,
10. and
11. Also

Multiple-Choice Review

1. C
2. A
3. B
4. D
5. C
6. C
7. A
8. B
9. D
10. A
11. C
12. C
13. A
14. A
15. B

Unit 7: Grammar

The Passive Voice

In grammar, active voice and passive voice refer to two different ways of constructing sentences to indicate who is performing the action.

Active Voice

Structure: Subject + Verb + Object

Example: "The chef cooked the meal."

• Subject: The chef
• Verb: cooked
• Object: the meal

Passive Voice

Structure: Object + Auxiliary Verb (to be) + Past Participle + (optional) by + Agent

Example: "The meal was cooked by the chef."

• Object: The meal
• Auxiliary Verb: was
• Past Participle: cooked
• Agent (optional): the chef

Key Differences

• Focus: Active voice focuses on the doer; passive voice focuses on the receiver.
• Clarity: Active voice is clearer and more direct; passive voice is useful when the doer is unknown or unimportant.

Examples for Comparison

• Active: "The teacher praised the student."
• Passive: "The student was praised by the teacher."

How to Make a Sentence Passive

1. Omit the subject.
2. Move the object to the subject position.
3. Use the proper form of “to be” or “to get” according to tense.
4. Use the past participle of the main verb.
5. Optional: Add “by” + agent.

Points

• “to get” is more informal than “to be”.
• The omitted subject after “by” is called the agent.
• Only sentences with an object can be made passive.

Proper Forms of “to be” and “to get”

Examples

• Active: The painter is drawing a sketch.
  Passive: A sketch is being drawn by the painter.
• Active: The painter was drawing a sketch.
  Passive: A sketch was being drawn by the painter.
• Active: The painter draws a sketch.
  Passive: A sketch is drawn by the painter.
• Active: The painter drew a sketch.
  Passive: A sketch was drawn by the painter.
• Active: The painter has drawn a sketch.
  Passive: A sketch has been drawn by the painter.
• Active: The painter had drawn a sketch.
  Passive: A sketch had been drawn by the painter.
• Active: The painter will draw a sketch.
  Passive: A sketch will be drawn by the painter.
• Active: The painter should draw a sketch.
  Passive: A sketch should be drawn by the painter.
• Active: The painter could have drawn a sketch.
  Passive: A sketch could have been drawn by the painter.

The Causative Structures

Causative structures show that one person causes another to do something.

Active Causative

• Make: She made her brother clean his room.
• Have: He had the mechanic fix his car.
• Get: They got the waiter to bring the bill.

Passive Causative

• Have: She had her hair cut. / He had the report written.
• Get: They got their house painted. / She got her car repaired.
• Make: Jack was made to clean his room. / The soldiers were made to march every morning.

Comparing Active and Passive Causative

• Active: The manager made the team work late.
  Passive: The team was made to work late.
• Active: The teacher had the students write an essay.
  Passive: The teacher had the essays written.
• Active: He got the gardener to trim the hedges.
  Passive: He got the hedges trimmed.

Key Points

• Active causative: focus on who causes the action.
• Passive causative: focus on the action or recipient.

Passive Causative Structure Table

Unit 7, Writing Note

Result Sentence Connectors

These connectors show that the second clause is the result or consequence of the first one:

• Therefore
  She studied hard for the exam; therefore, she passed with flying colors.
• Thus
  She saved diligently for months; thus, she could afford her dream vacation.
• As a result
  It rained heavily all night; as a result, the roads were flooded.
• Consequently
  He forgot to set his alarm; consequently, he missed the bus.
• Accordingly
  He realized the project deadline was approaching quickly; accordingly, he increased his work hours to ensure completion on time.

Contrast Sentence Connectors

These connectors show that the second clause contrasts with the first one:

• However
  She wanted to go for a walk; however, it started raining.
• Nevertheless
  It was a difficult task; nevertheless, he completed it.
• Nonetheless
  She was exhausted after the long hike; nonetheless, she decided to join her friends for dinner.
• In contrast
  The old policy was quite rigid; in contrast, the new policy is more flexible.
• On the contrary
  He thought the exam would be easy; on the contrary, it was quite challenging.
• On the other hand
  This method is fast; on the other hand, it may not be accurate.

Punctuation Patterns of Combinations

1. Independent clause + Semicolon + Sentence Connector + Comma + Independent Clause
   Examples:
   Sally doesn’t study hard this term; therefore, she might fail.
   Mary didn’t study her lessons at all last term; however, she got very good grades.
2. Independent clause + Period + Sentence Connector + Comma + Independent Clause
   Examples:
   Sally doesn’t study hard this term. Therefore, she might fail.
   Mary didn’t study her lessons at all last term. However, she got very good grades.
3. Independent clause + Period + Subject + Comma + Sentence Connector + Comma + Verb + Rest of Clause
   Examples:
   Sally doesn’t study hard this term. She, therefore, might fail.
   Mary didn’t study her lessons at all last term. She, however, got very good grades.

Announcement

☕ No Homework for Next Session

Session 12 – Unit 6: Student's Book

1

2. He asked when the interview was.
3. He asked where the company was.
4. He asked if she needed directions.
5. He asks how long it takes (or took) to get there.
6. He asked if she was going to drive.
7. He asked who was going to interview her.
8. He asked when they would let her know.

2

3. Claire asked if there was opportunity for promotion.
4. Pete asked if she (or Claire) was interviewing with other companies.
5. Claire asked what her responsibilities would be.
6. Claire asked how job performance was rewarded.
7. Pete asked what her (or Claire's) starting salary at her last job had been.
8. Pete asked if she (or Claire) had gotten along well with her last employer.
9. Claire asked if they hired many women.
10. Pete asked if she (or Claire) had been fired from her last job.
11. Pete asked why she (or Claire) had applied for that position.
12. Claire asked if they had had any major layoffs in the past few years.

3

This morning I interviewed Carl Treng for the administrative assistant position. Since this job requires a lot of contact with the public, I did some serious questioning. I asked Mr. Treng why he couldn’t work under pressure. I also asked him why his supervisor disliked him. Finally, I inquired when he would quit the job with our company. Mr. Treng kept his poise throughout the interview. He answered all my questions calmly, and he had some excellent questions of his own. He asked if we expected changes in the job. He also wanted to know how often we evaluate employees. I was quite impressed when he asked why I decided to join this company. Mr. Treng is an excellent candidate for the job, and I believe he will handle the responsibilities well. At the end of the interview, Mr. Treng inquired when we could let him know our decision. I asked him if or whether he was considering another job, and he said he was. I think we should act quickly to hire Mr. Treng.

4

Questions checked

• OK to ask: Reason for leaving job / Reason for seeking position / Skills / Job performance
• Not OK to ask: Age / National origin / Height or weight / Marital status / Information about spouse / Arrest record / Financial situation

Illegal questions

2. What nationality are you?
3. How tall are you?
4. Are you married?
5. What does your husband do?
6. Have you ever been arrested?
7. Do you owe anyone any money?

5

Answers will vary.

Unit 6: Workbook

A.

B.

1. administrative
2. impressively
3. maturity
4. legitimacy
5. nasty
6. evaluative

C.

1. was
2. was
3. was / had hidden
4. kept / had been keeping
5. hadn’t
6. didn’t keep / hadn’t kept
7. was / had been
8. spent
9. told
10. went
11. did not have
12. told
13. was
14. smoked
15. smoked
16. took
17. did not have

D.

1. where I lived
2. if I had worked before / previously
3. why I wanted the job
4. how I had heard about it
5. if I was fit
6. if I could work on Saturdays
7. how I would travel to work
8. if I had gotten a bicycle
9. how much I hoped to earn
10. when I could start

E.

1. Next
2. First
3. Second
4. Also
5. Finally

Multiple-Choice Review

1. C
2. A
3. B
4. D
5. B
6. C
7. A
8. A
9. B
10. D
11. D
12. A
13. D
14. B
15. B

✍ Homework

• 🗣️‍ Summary: Write a summary of the reading in Unit 6.
• 📖 Exercises: Complete all exercises of the Student’s Book and Workbook (Unit 6).

Unit 6: Grammar

Reporting Questions

Reporting Yes/No Questions

To report yes/no questions indirectly, we use a noun clause which begins with either if or whether. You should follow these steps:

1. Introduce the Question with a Reporting Verb: Use verbs like “ask,” “wonder,” “inquire,” or “want to know”.
2. Use "If" or "Whether": Replace the direct yes/no question with "if" or "whether".
3. Change the Pronouns and Tenses: Adjust the pronouns and tenses according to the context and the time frame of the original question.
4. Remove the Question Format: Change the structure from a question to a statement.

Examples

Direct Speech: The police officer asked the tourist, “Are you from Germany?”
Indirect Speech: The police officer asked the tourist if she was from Germany.
Indirect Speech: The police officer asked the tourist whether she was from Germany.

Direct Speech: He inquired, “Did it rain last night?”
Indirect Speech: He inquired if it had rained the previous night.
Indirect Speech: He inquired whether it had rained the previous night.

Important Point

We cannot use “or not” immediately after “if”, but “whether” can be immediately followed by “or not”.

Example:
Don’t Say: The teacher asked the students if or not they were ready for the exam.
Say: The teacher asked the students whether or not they were ready for the exam.
Say: The teacher asked the students if they were ready for the exam or not.
Say: The teacher asked the students whether they were ready for the exam or not.

Sample Question

The security guard asked the stranger ………… or not he had an invitation card with him.
a) if    b) whether    c) that    d) which
The Right Answer: b

More Examples

• Direct: "Did she finish the assignment?" → Indirect: He asked if she had finished the assignment.
• Direct: "Is he coming to the meeting?" → Indirect: She wondered whether he was coming to the meeting.
• Direct: "Have they decided on the date?" → Indirect: He inquired if they had decided on the date.
• Direct: "Will you join us for dinner?" → Indirect: They asked whether I would join them for dinner.
• Direct: "Can you solve this problem?" → Indirect: She asked if I could solve that problem.
• Direct: "Does he know the answer?" → Indirect: They wanted to know if he knew the answer.
• Direct: "Are you attending the conference?" → Indirect: She asked if I was attending the conference.

Reporting WH Questions

If you want to report a WH question indirectly, you should use a noun clause which starts with the WH word in the question. To be exact, you should follow these steps:

1. Choose a Reporting Verb: Use verbs like “ask,” “inquire,” “wonder,” or “want to know.”
2. Include the Question Word: Keep the original question word (e.g., who, what, where, when, why, how).
3. Adjust Pronouns and Tenses: Change pronouns and tenses to fit the context and time frame of the original question.
4. Remove the Question Format: Change the structure from a direct question to a statement, but keep the question word.

Examples

Direct Speech: I asked Tom, “Where did you stay during your visit to London?”
Indirect Speech: I asked Tom where he had stayed during his visit to London.

Direct Speech: I asked myself, “How do they process big data in their department?”
Indirect Speech: I wondered how they processed big data in their department.

Point

We cannot use the reporting verbs “tell” or “say” when we want to report a question. Use verbs such as “ask,” “wonder,” “inquire,” and “want to know” instead.

Example:
Don’t Say: The nurse told me, “How old are you?”
Say: The nurse asked me, “How old are you?”
Don’t Say: The nurse told me how old I was.
Say: The nurse asked me how old I was.

More Examples

• Direct: "Why did she leave the meeting early?" → Indirect: He inquired why she had left the meeting early.
• Direct: "What changes have you made to the project?" → Indirect: They wanted to know what changes I had made to the project.
• Direct: "How will the new policy affect us?" → Indirect: She asked how the new policy would affect them.
• Direct: "Where can we find more information about this topic?" → Indirect: He wondered where they could find more information about that topic.
• Direct: "When is the deadline for the application?" → Indirect: They inquired when the deadline for the application was.
• Direct: "Who will be leading the team?" → Indirect: She wanted to know who would be leading the team.
• Direct: "Which option do you prefer?" → Indirect: He asked which option I preferred.
• Direct: "Why hasn't he responded to my emails?" → Indirect: She wondered why he hadn't responded to her emails.

Unit 6, Punctuation Note

Sentence Connectors (Conjunctive Adverbs) Showing Time Sequence

A sentence connector or conjunctive adverb is a type of word that connects two independent clauses or sentences, showing the relationship between them. These connectors can indicate sequence, contrast, addition, cause and effect, and other relationships.

In this unit, you get familiar with the sentence connectors which show a time sequence. Time sequence refers to the order in which events occur, typically from the earliest to the latest. It's a way of organizing information chronologically to show how one event follows another. Time sequence is crucial in storytelling, historical accounts, process descriptions, and any context where understanding the progression of events over time is important.

Initial Events

• First
• Firstly
• Initially
• At the beginning
• First of all
• In the first place

Subsequent Events

• Then
• Next
• After that
• Later
• Afterwards
• Subsequently
• Soon after

Simultaneous Events

• Meanwhile
• In the meantime
• At the same time

Concluding Events

• Finally
• Lastly
• In the end
• At last
• Eventually

These connectors help in clearly and logically presenting the sequence of events.

Example Paragraph Containing Sentence Connectors Indicating Time Sequence

First, the sun peeked over the horizon, casting a golden hue across the sleepy village. Initially, the streets were quiet, and the only sounds were the chirping birds heralding the dawn. Then, as the morning progressed, the villagers began to stir, and soon after, the marketplace buzzed with activity. Meanwhile, children laughed and played, their joy echoing through the alleys. Later, the aroma of freshly baked bread wafted from the bakery, drawing people in. After that, the town square filled with lively conversations and bustling stalls. Subsequently, the afternoon sun blazed overhead, and villagers sought shade under the ancient oak tree. Finally, as the day drew to a close, a soft twilight enveloped the village, bringing with it a sense of peace and reflection.

The Stress Interview

BY MIGUEL VEGA

Questions:
Why can't you work under pressure?
Have you cleaned your car recently?
Who wrote your application letter for you?
Do I really want this job?

A few weeks ago, Melissa Morrow had an unusual job interview. First, the interviewer asked why she couldn't work under pressure. Before she could answer, he asked if she had cleaned out her car recently. Then he wanted to know who had written her application letter for her. Melissa was shocked, but she handled herself well. She asked the interviewer whether he was going to ask her serious questions. Then she politely ended the interview.

Melissa had had a stress interview, a type of job interview that features tough, tricky questions, long silences, and negative evaluations of the candidate. To the candidate, this strategy may seem like unnecessary nastiness on the part of the interviewer. However, some positions require an ability to handle just this kind of pressure. If there is an accident in a nuclear power plant, for example, the plant's public relations officer must remain poised when unfriendly reporters ask how the accident could have occurred.

The hostile atmosphere of a stress interview gives the employer a chance to watch a candidate react to pressure. In one case, the interviewer ended each interview by telling the candidate, "We're really not sure that you're the right person for this job." One very promising candidate asked the interviewer angrily if he was sure he knew how to conduct an interview. She clearly could not handle the pressure she would encounter as a television news anchor—the job she was interviewing for.

Stress questioning is not appropriate for all jobs. It may make sense while interviewing a news anchor, but it is unnecessary for less pressured jobs such as accountants, administrative assistants, and computer programmers. Even when it is appropriate, the stress interview can work against a company because some good candidates will refuse the job after a hostile interview. Melissa Morrow handled her interview beautifully, but later asked herself if she really wanted to work for that company. Her answer was no.

A word of warning to job candidates: Not all tough questioning constitutes a legitimate stress interview. In some countries like the United States, some questions are illegal unless the answers are directly related to the job. If your interviewer asks how old you are, whether you are married, or how much money you owe, you can refuse to answer. If you think a question is improper, you should ask the interviewer how the answer specifically relates to that job. If you don't get a satisfactory explanation, you don't have to answer the question.

When an interviewer introduces pressure to create a reaction, it's easy to lose your cool. Remember that all interviews create stress. If you expect it and learn to control your responses, you can stay poised even in a stress interview.

DID YOU KNOW

In some countries, employers must hire only on the basis of skills and experience. In the United States, for example, an interviewer cannot ask an applicant certain questions unless the information is related to the job. The following are some of the questions an interviewer may not ask:

• How old are you?
• Have you ever been arrested?
• What is your religion?
• How many children do you have?
• Are you married?
• How tall are you?
• What does your husband (or wife) do?
• What country were you born in?

Sample Summary

The article "The Stress Interview" by Miguel Vega discusses an unconventional job interview technique where candidates are subjected to tough, tricky questions, long silences, and negative evaluations to assess their ability to handle pressure. Melissa Morrow experienced such an interview and responded by asking for serious questions and ending the interview politely. Stress interviews are designed to evaluate candidates for high-pressure jobs, like a public relations officer at a nuclear power plant or a television news anchor, but are not appropriate for all roles. While some candidates may excel in such interviews, others may refuse the job due to the hostile atmosphere. The article also highlights that in some countries, like the United States, certain personal questions are illegal unless directly related to the job. Candidates should remain composed and ask for clarifications if they believe a question is improper.

☕ No Homework for Next Session

UNIT 5: Exercises of Student's Book

1

1. She told him to read Dr. Thorpe's new book, Night Shift, for more tips.
2. She said to sip some hot herbal tea with honey.
3. She told her not to drink black tea.
4. She said to pinch the place between your (OR her) upper lip and your (OR her) nose.
5. She told him to make a toothpaste of one tablespoon of baking soda and a little water.
6. She told him to spread cool, cooked oatmeal over the rash.
7. She said to try soaking the rash in a cool bath with one-fourth cup baking soda.
8. She told him not to scratch the rash.
9. She said to eat onions or garlic every day.
10. She told him to ask his doctor about a vitamin B supplement.
11. She told her to dissolve one-fourth cup of cornstarch in a lukewarm bath.
    OR She told her not to rub her skin with a towel when she was drying off.
    OR She told her not to use alcohol on her skin.

2

In writing class today, Juan read one of his stories. It was wonderful. After class, the teacher invited me to read a story in class next week. However, I asked her not to call on me next week because I'm having trouble getting ideas. She told me not to worry, and she said to wait for two weeks. Then I talked to Juan, and I asked him to tell me the source for his ideas. He said that they came from his dreams, and he told me to keep a dream journal for ideas. He invited me to read some of his journal. It was very interesting, so I asked him to give me some tips on remembering dreams. He said to get a good night's sleep because the longer dreams come after a long period of sleep. He also told me to keep my journal by the bed and to write as soon as I wake up. He said not to move from the sleeping position. He also told me not to think about the day at first. (If you think about your day, you might forget your dreams.) Most important—every night he tells himself to remember his dreams.

3

Underlined Indirect Commands, Instructions, Requests, and Invitations:

• to follow him
• to show me the ship
• to come aboard
• to pilot the ship
• not to leave the controls
• to slow down
• to point the ship towards the earth
• not to panic
• to wake up

Direct Commands:

2. Follow me.
3. Please show me the ship.
4. Come aboard! OR Why don't you come aboard? OR Please come aboard!
5. Pilot the ship.
6. Don't leave the controls.
7. Slow down.
8. Point the ship towards the earth.
9. Don't panic.
10. Wake up.

4

Answers will vary.

5

2. Do
3. Don't do
4. Do
5. Not mentioned
6. Don't do
7. Don't do
8. Not mentioned

5

Answers will vary.

Audio Script

ANN: Hi, Juan. How are you doing?
JUAN: Oh, well, actually not that great. I’ve been having a lot of headaches lately. In fact, I just got back from a headache clinic.
ANN: Really? What did they tell you?
JUAN: Let's see.... They said to get regular exercise. Oh, and they also told me to get eight hours' sleep. They said fatigue causes headaches.
ANN: That's interesting. You work at a sleep clinic and you haven't been getting enough sleep. Did they give you some painkillers?
JUAN: No. They told me not to take painkillers right now. They said to try to treat the headaches without medication first.
ANN: That sounds good. What did they suggest?
JUAN: Humm.... They said to use an ice pack.
ANN: That’s a good idea. How about massaging around your eyes?
JUAN: They didn't tell me to do that. Does it help?
ANN: I think so. What else did they say about preventing headaches?
JUAN: Oh, they said not to eat three big meals a day. They told me to eat several small meals instead.
ANN: Do you have to avoid certain foods?
JUAN: Yeah. Chocolate. They said not to eat chocolate.
ANN: How about cheese? I’ve heard that cheese can cause headaches.
JUAN: They didn't tell me to avoid cheese. Hey, you seem to know a lot about this.
ANN: Oh, I've been going to a headache clinic for a long time. Let me show you how to massage around your eyes. That really helps me.

6

Answers will vary.

UNIT 5: Workbook

Vocabulary

A.

• solve a problem, a puzzle, a mystery
• dissolve a tablet, sugar, a powdered soup

B.

1. herbal
2. drowsiness
3. pesticides
4. astounding
5. deprivation
6. supplementary

Grammar and Writing

C.

1. invited
2. told
3. to slow
4. not to
5. told
6. ordered
7. told
8. invited

D.

1. Would you like to go for a ride in my new car?
2. Please buckle your seat belt.
3. (Please) slow down.
4. (Please) don't speed.
5. Please show me your license.
6. Give me the permit.
7. (Please) take the wheel.
8. Would you like to have dinner at my place?

E.

1. and
2. and
3. and
4. as well
5. and
6. but
7. yet
8. either
9. or
10. for
11. and
12. and
13. but
14. and

Multiple-Choice Review

1. b
2. a
3. d
4. c
5. c
6. C
7. D
8. D
9. A
10. A
11. C
12. B
13. C
14. B
15. A

High-Intermediate 2
Unit 5 Grammar

Presented by Mohammad Rajabpur

Reporting Imperatives

1. What is an Imperative?

An imperative is a grammatical structure used to give commands, make requests, or offer invitations. It usually begins with the base form of a verb and has an implied subject, understood to be “you.”

Examples:

• “Close the door.”
• “Please sit down.”
• “Enjoy your meal.”

Imperatives are direct and clear, making them useful for instructions, advice, or orders.

2. How to Report Imperatives (Indirectly)

To report an imperative, use a reporting verb such as tell or ask, followed by an infinitive (to + base verb). Adjust pronouns and time expressions as needed.

Examples:

• Direct: “Close the door.” → Reported: She told him to close the door.
• Direct: “Please sit down.” → Reported: He asked her to sit down.
• Direct: “Don’t be late.” → Reported: She told him not to be late.

3. Common Formulas

• tell somebody to do something
• tell somebody not to do something
• tell somebody never to do something

Reported speech changes the command into a statement form, making it sound more natural in conversation or writing.

4. Examples

• Direct: “Invest one third of your savings in the stock market.”
  Indirect: The financial counselor told us to invest one third of our savings in the stock market.
• Direct: “Don’t invest more than 10% in cryptocurrencies.”
  Indirect: The financial counselor told us not to invest more than 10% in cryptocurrencies.
• Direct: “Never invest 100% in one market.”
  Indirect: The financial counselor told us never to invest 100% in one market.

5. Other Common Reporting Verbs

Besides tell, we can use verbs like advise, ask, invite, command, order, instruct to show intention more clearly.

• Advise:
  “Take the necessary precautions.” → She advised him to take the necessary precautions.
  “Stay hydrated.” → The doctor advised the patients to stay hydrated.
• Invite:
  “Come to my party.” → She invited him to go to her party.
  “Join us for dinner.” → They invited their friends to join them for dinner.
• Command:
  “Stand at attention.” → The officer commanded the soldiers to stand at attention.
  “Complete the mission.” → The general commanded the team to complete the mission.
• Order:
  “Bring the documents immediately.” → He ordered the assistant to bring the documents immediately.
  “Leave the premises.” → The security guard ordered the intruders to leave the premises.
• Instruct:
  “Follow the instructions carefully.” → The teacher instructed the students to follow the instructions carefully.
  “Report to the manager.” → The supervisor instructed the employee to report to the manager.

6. Summary

• Use a reporting verb: tell, ask, advise, order, command, instruct, invite.
• Follow it with to + base verb.
• Use not to + base verb for negative commands.
• Change pronouns and time expressions where necessary.

Unit 5: Punctuation Note

Presented by Mohammad Rajabpur

Coordinating Conjunctions

Coordinating conjunctions connect two or more equal parts of a sentence, such as independent clauses, phrases, or words.

Main Coordinating Conjunctions (FANBOYS):

• For – shows reason or purpose
  Example: I didn’t go out, for it was raining.
• And – adds one idea to another
  Example: She likes apples and oranges.
• Nor – adds a negative idea to an already negative one
  Example: He doesn’t drink coffee, nor does he like tea.
• But – shows contrast
  Example: She is smart but humble.
• Or – presents a choice or alternative
  Example: Would you like tea or coffee?
• Yet – introduces a contrasting idea, similar to but
  Example: It was cold, yet they went swimming.
• So – shows effect, result, or consequence
  Example: It was raining, so we stayed indoors.

Punctuation Rule

When combining two independent clauses, place a comma before the coordinating conjunction:

Structure:
Clause 1 + , + Coordinating Conjunction + Clause 2

Examples:

• I wanted to go for a walk, for it was a lovely day.
• She enjoys painting, and she loves sculpting.
• He didn’t like the movie, nor did he enjoy the book.
• She is talented, but she is also very modest.
• You can stay here, or you can come with us.
• It was raining, yet they went for a hike.
• She was tired, so she went to bed early.

Special Note on “Nor”

When “nor” connects two independent clauses, the second clause usually inverts the subject and verb (like a question).

Structure:
Clause 1 + , + nor + Inverted Clause

Examples:

• She didn’t want to go to the party, nor did she want to stay home.
• He has no interest in sports, nor does he enjoy watching TV.
• They weren’t ready for the test, nor did they prepare for it.

Notice that the subject and verb switch places after nor, creating a question-like pattern.

Unit 5: Reading – The Snooze News

Read this transcript of a radio interview with the director of a sleep clinic.

Connie: Good morning! This is Connie Sung, bringing you "Here's to Your Health!," a program about modern health issues. Today we've invited Dr. Ray Thorpe to talk to us about insomnia. Dr. Thorpe is the director of the Sleep Disorders Clinic. Welcome to the show!

Dr. Thorpe: Thanks, Connie. It's great to be here.

Connie: Your book Night Shift will be coming out soon. In it, you tell people to pay more attention to sleep disorders. What's the big deal about losing a little sleep?

Dr. Thorpe: I always tell people to think of the biggest industrial disaster that they've ever heard about. Usually, it was caused at least in part by sleep deprivation. Then I ask them to think about what can happen if they drive when they're tired. Every year, up to 200,000 automobile accidents are caused by drowsy drivers.

Connie: Wow! That is a big problem. And a costly one.

Dr. Thorpe: We figure that fatigue costs businesses about $70 million a year.

Connie: That's astounding! But getting back to the personal level, if I come to your clinic, what would you advise me to do?

Dr. Thorpe: First, I would find out about some of your habits. If you smoked or drank, I would tell you to stop.

Connie: Really? A lot of people have a drink to relax.

Dr. Thorpe: Bad idea. Both habits are not only bad for your general health, but they interfere with sleep.

Connie: What about the old-fashioned remedies like warm milk?

Dr. Thorpe: Actually, a lot of home remedies do make sense. We tell patients to have a high-carbohydrate snack like a banana before they go to bed. Warm milk helps, too. But I'd advise you not to eat a heavy meal before bed.

Connie: My doctor told me to get more exercise, but when I run at night, I can't get to sleep.

Dr. Thorpe: It's true that if you exercise regularly, you'll sleep better. But we always tell patients not to exercise within three hours of bedtime.

Connie: My mother always said to get up and scrub the floor when I couldn't sleep.

Dr. Thorpe: That works. I advised one patient to balance his checkbook. He went right to sleep, just to escape from the task.

Connie: Suppose I try these remedies, and they don't help?

Dr. Thorpe: We often ask patients to spend a night at our sleep clinic. We have electronic equipment that permits us to monitor the patient through the night. In fact, if you're interested, we can invite you to come to the clinic for a night.

Connie: Maybe I should do that.

Sample Summary

In the radio interview, Dr. Ray Thorpe, director of the Sleep Disorders Clinic, discusses the serious consequences of sleep deprivation, including its role in major industrial disasters and the 200,000 annual automobile accidents caused by drowsy drivers. He highlights the significant financial impact, with fatigue costing businesses around $70 million each year. Dr. Thorpe advises against habits like smoking and drinking, which interfere with sleep, and suggests home remedies like high-carbohydrate snacks and warm milk before bed. He emphasizes the importance of not exercising within three hours of bedtime and humorously mentions using mundane tasks, like balancing a checkbook, to induce sleep. For persistent insomnia, he recommends spending a night at a sleep clinic for monitoring.

Why does "The Snooze News" look more beautiful than "The Sleep News" as a title of an article?

“The Snooze News” sounds and looks more attractive than “The Sleep News” for several linguistic and stylistic reasons:

🌀 1. Rhyme and Sound Pattern

“Snooze” and “News” rhyme perfectly (they both end with the “-ooz” sound).

Rhyme makes phrases catchy, musical, and memorable — something our brains naturally like.

✅ Example: “The Snooze News” sounds like a slogan or brand name, while “The Sleep News” sounds flat.

💬 2. Playfulness and Informality

“Snooze” is a colloquial, lighthearted word. It suggests relaxation, fun, and a casual tone.

“Sleep,” by contrast, is a more neutral and serious word.

✅ “The Snooze News” therefore feels friendly and engaging, perfect for a magazine or article title.

🎨 3. Visual Balance

“Snooze” and “News” are both five letters long and have similar shapes (two tall letters and round vowels).

This symmetry gives the title a balanced, visually pleasing look when written or printed.

🧠 4. Alliteration

The repetition of the /n/ sound (“Snooze News”) adds subtle alliteration, which increases rhythm and flow.

✅ Readers often find such patterns pleasant and easy to remember.

✨ 5. Creativity and Wordplay

“Snooze News” feels inventive — it’s almost like a pun.

It could mean “news about sleep,” but also jokingly “boring news that makes you snooze.”

✅ That double meaning adds a layer of wit and personality.

In short:

“The Snooze News” sounds catchy, rhythmic, playful, and visually balanced, while “The Sleep News” feels plain and literal.

UNIT 4: Exercises of the Student's Book

1

2. They said (that) it was going to pass (OR is going to pass) north of here (OR there).
3. They said (that) the Texaco station had run out of gas that afternoon (OR yesterday afternoon).
4. They said (that) it wasn't (OR isn't) really a hurricane, just a tropical storm.
5. They said (that) they had closed (OR have closed) the bridge because of high tides.
6. They said (that) they wouldn't restore the electricity until today.
7. They said (that) they couldn't (OR can't) reopen the schools for at least a week.
8. They said (that) we ought to use bottled water for a few days.

2

2. That's right. He said (that) hurricane winds often exceeded (OR exceed) 150 miles per hour.
3. That's right. He said (that) until recently, force-five hurricanes had been rare.
4. That's wrong. He said (that) we'd had three major hurricanes since 1988.
5. That’s right. He said (that) meteorologists were (OR are) predicting an increase in big storms.
6. That's right. He said (that) warmer temperatures could cause more severe storms.
7. That’s right. He said (that) force-five storm would probably become more common.
8. That's wrong. He said (that) we couldn’t (OR can't) do anything about the weather.
9. That's right. He said (that) we had to have better emergency relief program.
10. That's right. He said (that) if we didn't have weather satellites, we wouldn't be able to warn people.
11. That's right. He said (that) things could have been worse in Florida.
12. That's wrong. He said (that) people in Florida had had time to leave the area.

3

2. I'm worried about you and Rita.
3. If you weren't so stubborn, you'd pack up and leave right now.
4. I've had a lot of experience with hurricanes.
5. You have to put tape on all your windows.
6. You (OR You and Rita) ought to fill the sinks and bathtubs with water.
7. You should buy a lot of batteries.
8. We can't stay here.
9. We want to stay with you (OR you and Rita.)
10. We're leaving tonight.
11. We should have called you and Rita sooner.
12. The storm will hit the coast tonight.
13. The eye of the hurricane is going to pass over this area.
14. The storm may (OR might) last for several hours.

4

(Answers may vary slightly.)

3. That's right. She said (that) most quakes take place OR took place beneath the ocean surface.
4. That's right. She said (that) earthquakes have OR had destroyed large cities, (have OR had) started fires, and (have OR had) even caused tidal waves.
5. That's right. She said (that) flames had destroyed large sections of the city.
6. That's wrong. She said (that) quakes occur OR occurred as a result of sudden movement in the rocks below the earth's surface.
7. That's wrong. She said (that) it had been a hidden fault that had caused the January 1994 Los Angeles quake.
8. That's right. She said (that) it has OR had had seven strong quakes since 1988.
9. That's wrong. She said (that) they can OR could tell you where one will OR would occur but not when.
10. That's wrong. She said (that) there are OR were things we can OR could do.
11. That's right. She said (that) engineers have OR had developed houses and other structures that can OR could withstand earthquake shocks.
12. That's right. She said (that) governments must enforce OR have OR had to enforce building requirements in earthquake zones.

Audio Script

The weather service has issued a winter storm warning. About a foot of snow has fallen in our area since early this morning, and more snow is expected during the day. All schools closed by ten o'clock. We advise students, teachers, and other employees to return home immediately. Schools may remain closed tomorrow, so keep listening for further reports. Snow and high winds are causing dangerous conditions on the roads. Drivers must drive slowly and with a great deal of caution to avoid accidents. If possible, everyone should avoid driving until conditions improve. If you must drive, you should take along extra clothing and blankets. You should also make certain you have plenty of gas. Many government offices will close today. Libraries are closing at 1 P.M. However, post offices will stay open until five o'clock. All government offices will be closed tomorrow. Many businesses in the area are also closing early because of the storm. Banks are closing at noon to allow employees time to get home safely. Most supermarkets and gas stations will remain open until this evening. You are advised to stock up on food and other necessities since driving conditions could be difficult for several days.

5

• should go home immediately
• may stay closed
• are dangerous
• drive slowly
• avoid driving
• will close at 1:00
• will stay open until 5:00
• will stay closed
• will close at noon
• will stay open until evening
• are open now

6

Answers will vary.

UNIT 4: Workbook

Vocabulary

A.

1. d
2. F
3. A
4. C
5. B
6. e

B.

1. pool
2. meteorologists
3. tropical
4. withstand
5. scrap
6. sift

Grammar and Writing

C.

1. told
2. wanted
3. her
4. said
5. had
6. said
7. her
8. told
9. wasn’t
10. told
11. her
12. she
13. are

D.

• L5. how her day had been, she had had a very busy day
• L7. what she had been thinking
• L8. his day
• L11. that day
• L16. She says that

E.

1. "It's all lies!" Boyle cried.
2. "Do you think so?" Inspector Wiley asked mildly.
3. "Think so? I know it," Boyle answered sharply.
4. "And no doubt," the inspector continued, "you can prove it. Where were you on Saturday night, the night of the robbery?"
5. "I was at the Roxy with my wife," Boyle replied. "We saw Gone with the Wind. The film lasted four hours."
6. "But," cried the inspector, "the Roxy was closed all last weekend!"

Multiple-Choice Review

1. B
2. C
3. A
4. D
5. B
6. D
7. A
8. C
9. B
10. B
11. A
12. A
13. D
14. D
15. D

✍ Homework

• 🗣️‍ Summary: Prepare a summary of the reading in Unit 4.
• 📖 Exercises: Complete all exercises of the Student’s Book and Workbook (Unit 4).

Unit 4: Grammar

Reported Speech

Reported speech (or to be exact, indirect reported speech) is used to convey what someone else has said without quoting their exact words. It often involves changes in tense, pronouns, and other words to fit the context of the reporting sentence. Indirect reported speech is a useful tool for summarizing conversations and conveying information.

In Units 4, 5, and 6, you will study and review reported speech, in particular indirect reported speech. The grammar of Unit 4 is on reporting statements. The grammar of Unit 5 deals with reporting imperatives, and the grammar of Unit 6 concerns reporting questions.

Reporting Statements

A statement in grammar is a type of sentence that declares or asserts something. It provides information, expresses an idea, or gives a fact and usually ends with a period.

To report a statement indirectly, we use the reporting verbs say or tell followed by a that-clause which is the converted version of the statement. When we convert the statement into a that-clause, we have to change the tense of the verb (if necessary), and adjust the pronouns and possessive adjectives.

Tense Changes

If our reporting verb (e.g., say / tell) is in the past, we are expected to change the tense in indirect speech. The following table shows the pattern for the changes which are applied to verb tenses in reported speech:

Examples

• The Present Progressive ⇨ The Past Progressive
  Direct: Robert said, “I am assembling a robot now.”
  Indirect: Robert said (that) he was assembling a robot then.
• The Simple Present ⇨ The Simple Past
  Direct: Robert said, “I assemble robots carefully.”
  Indirect: Robert said (that) he assembled robots carefully.
• The Simple Past ⇨ The Past Perfect
  Direct: Robert said, “I assembled a robot yesterday.”
  Indirect: Robert said (that) he had assembled a robot the day before.
• The Past Progressive ⇨ The Past Perfect Progressive
  Direct: Robert said, “I was assembling a robot.”
  Indirect: Robert said (that) he had been assembling a robot.
• The Present Perfect ⇨ The Past Perfect
  Direct: Robert said, “I have assembled a new robot.”
  Indirect: Robert said (that) he had assembled a new robot.
• The Present Perfect Progressive ⇨ The Past Perfect Progressive
  Direct: Robert said, “I have been assembling a new robot.”
  Indirect: Robert said (that) he had been assembling a new robot.
• The Past Perfect ⇨ No Change
  Direct: Robert said, “I had assembled a robot.”
  Indirect: Robert said (that) he had assembled a robot.

Changes in Modals

The modal verbs will, can, may, and must change into would, could, might, and had to respectively, but the modal verbs mustn’t, should, might, and could do not change.

Changes in Demonstrative Adjectives

A demonstrative adjective points to a specific noun and indicates its position relative to the speaker. The common demonstratives are this, that, these, and those.

Examples

• Tom said, “This desk is made of wood.” → Tom said (that) that desk was made of wood.
• Tom said, “That desk is made of iron.” → Tom said (that) the desk was made of iron.
• Tom said, “These desks are made in Italy.” → Tom said (that) those desks were made in Italy.
• Tom said, “Those desks are made in China.” → Tom said (that) the desks were made in China.

Changes in Adverbs of Time

Examples

• Sally said, “My father is working now.” → Sally said (that) her father was working then / at that moment.
• George said, “I am free today.” → George said (that) he was free that day.
• Mary said, “I was busy yesterday.” → Mary said (that) she had been busy the previous day / the day before.
• Robert said, “I will go tomorrow.” → Robert said (that) he would go the next day / the following day.
• Sue said, “I went to London last month.” → Sue said (that) she had gone to London the previous month / the month before.

Changes in Adverbs of Place

Thomas said, “I am here.” → Thomas said (that) he was there.

Changes in Verbs

• Rebecca said, “I will bring my dog with me to the party.” → Rebecca said (that) she would take her dog with her to the party.
• John said, “I will come back home in half an hour.” → John said (that) he would go back home in half an hour.

Reporting Facts

We don’t need to change the tense when we are reporting a fact.

Example:
The geography teacher said, “The Caspian Sea is the biggest lake in the world.”
The geography teacher said (that) the Caspian Sea is the biggest lake in the world.

Unit 4, Punctuation Note

Quotation Marks

Quotation Marks = Inverted Commas, Quotes

There are two types of quotation marks in English:

• Single Quotation Marks ⇨ ‘……………’ ⇨ Mainly Used in British English
• Double Quotation Marks ⇨ “……………” ⇨ Mainly Used in American English

Examples:
Robert said, ‘They are ready’. ⇨ British
Robert said, “They are ready.” ⇨ American

Point:

In American English, the punctuation mark at the end of a quotation is used inside the quotation, but in British English, it is used outside the quotation.

Split Quotation

Split quotations are when a quote is interrupted by a phrase like "he said" or "she replied."

Examples:

• "I can't believe it," he exclaimed, "it's finally happening!"
• "We should meet," she suggested, "around 6 PM."
• "It's a beautiful day," he said, "don't you think?"
• "I'm not sure," she admitted, "if I can make it."
• “Where in this wretched town,” John asked, “can I get a taxi?”
• “I’m not finished with you,” the criminal shouted, “You will pay for what you did.”

Double Quotations

In a double quotation, we deal with a quotation inside another quotation. We usually use single quotation marks for the smaller embedded quotation and for the bigger quotation which encapsulates the smaller one, we usually use double quotation marks.

Examples:

• Ann said, “Just as I was leaving, a voice shouted, ‘Stop!’.”
• Sarah said, “When I asked John, he replied, ‘I'll be there at 5.’”
• The teacher mentioned, “Remember, as Shakespeare wrote, ‘All the world's a stage.’”
• In the meeting, Tom stated, “According to the CEO, ‘We need to cut costs.’”
• My mom always says, “As Grandma used to tell me, ‘Patience is a virtue.’”

Force Four
By Kenji Yamaguchi

In late August 1992, meteorologists from the National Hurricane Center in Florida noticed a small tropical storm over West Africa. When the storm grew stronger and moved west, they named it Andrew. A few days after that, Lixion Avila of the National Hurricane Center, who had been tracking Andrew all night, called his boss at 3:00 A.M. and told him that they had a hurricane. Andrew quickly grew into a force four, and the National Hurricane Center went on the air to warn Florida residents that a giant storm was coming. They said Andrew might even become a force five—the most powerful class of hurricanes.

Government workers told people that they had to leave homes near the coast, and television reporters announced that everyone should buy extra food and water. As Floridians prepared for Hurricane Andrew, stores and gas stations reported that they could not keep up with demands for canned food, bottled water, and gasoline.

In spite of their preparations, Andrew's 170-mile-an-hour winds caused terrible damage. After the storm, officials at the National Hurricane Center reported that the electricity had gone out and the radar had been torn off the roof of the twelve-story center.

Those in private homes suffered most. One family said they had run from room to room with windows exploding all around them. Jim Jenkins, who had just moved to Florida in June, told a reporter that if he had known what a force-four hurricane was like, he would have left immediately. He said that he and his family had spent a terrifying night in a closet after a trailer had blown through the house. Jim said, "There are no words to describe this storm."

After the terror came the realization of loss -- a young woman held her baby as she sifted through the scraps of metal that had been their home. Her husband, still dazed, told us that he had lost his home, his job, and his dog in just two hours. While the government struggled to provide emergency services for the victims, officials predicted it would cost at least $20 billion to rebuild after Andrew.

Naming Hurricanes

• Hurricanes receive names (like Andrew) to avoid confusion when more than one storm is being observed.
• Hurricanes are named by the World Meteorological Organization.
• When a storm results in a large loss of life or property damage, its name is "retired." (Andrew was retired and replaced by Alex.)
• Before 1979, hurricanes were only given women's names.
• Today hurricanes alternate between men's and women's names in alphabetical order (Alex, Bonnie, Charley, Danielle, etc.).
• There are no hurricanes that begin with the letters Q, U, X, Y, or Z.

Sample Summary

In late August 1992, meteorologists detected a tropical storm over West Africa, which later intensified into Hurricane Andrew as it moved westward. Rapidly growing into a force-four hurricane, Andrew prompted Florida residents to prepare for its potential devastation. Despite emergency warnings and preparations, the hurricane's 170-mile-per-hour winds caused extensive damage, leading to significant losses for many families. Jim Jenkins, who experienced Andrew shortly after moving to Florida, described the night as terrifying. The storm resulted in $20 billion in damages, leaving many without homes, jobs, and belongings. The article also highlights how hurricanes are named by the World Meteorological Organization to avoid confusion and describes the practice of retiring names of particularly destructive storms.

✍ Homework

• 🗣️‍ Summary: Write a summary of the reading in Unit 3.
• 📖 Exercises: Complete all exercises of the Student’s Book and Workbook (Unit 3).

Unit 3 Grammar

Conditional Sentences Type III

Conditional sentences Type III are about unreal situations in the past. In their if-clause, we use the past perfect tense and in their main clause, we use “would have/could have/might have” followed by the past participle of the verb.

Examples:

• If you had studied, you would have passed.
  • You didn’t study.
  • You didn’t pass.
• If Tom hadn’t wasted his time yesterday, he could have done his homework.
  • Tom wasted his time.
  • Tom didn’t do his homework.
• If Sally had been driving carefully, she might not have had an accident.
  • Sally was not driving carefully.
  • Sally had an accident.
• You would have made a handsome profit if you had invested your money in the stock market last year.
  • You didn’t make a handsome profit.
  • You didn’t invest your money in the stock market.

Conditional Sentences Type IV

Conditional sentences type IV deal with both the past and the present time: the condition is related to the past, but the result concerns the present. The if-clause of a conditional sentence type IV looks like the if-clause of a conditional sentence type III, but its main clause resembles that of type II. In other words, we use the past perfect tense in its if-clause and “would/could/might” followed by the simple form of the verb in its main clause.

Examples:

• Situation: A student of High-Intermediate 2 failed the final exam last term and he is repeating this level now. The teacher tells him:
  • “If you had passed the final exam last term, you would be in High-Intermediate 3 class now”.
  • “If you hadn’t failed the final exam last term, you wouldn’t have to repeat High-Intermediate 2”.
• Situation: You advised your brother to invest his money in housing three years ago, but he didn’t. There has been a sharp rise in prices. You tell him:
  • “If you had invested your money in housing three years ago, you would be a rich man now”.

Point: In conditional sentences type III, both the condition and the result are related to the past. But in conditional sentences type IV, the condition concerns the past, but the result is related to the present time.

Wishes about the Past

Wishes about the past conditions show our regrets. We use the past perfect tense in the that-clause which follows “wish” to express regret about the past.

Examples:

• I wish (that) I had studied financial management instead of civil engineering at university.
  • I studied civil engineering, but now I think it was a wrong decision and financial management was a better field of study for me.
• Sally wishes (that) she had been driving carefully.
• Sally wishes (that) she hadn’t been driving carelessly.
  • Sally had an accident because she was driving carelessly. Now she is regretful about her driving.

Unit 3, Punctuation Note

;

Semicolon

A semicolon (;) is a punctuation mark used to combine two independent clauses (link two closely related ideas) or separate items in a complex list. It creates a pause longer than a comma but shorter than a period.

Uses of a Semicolon

a) We use a semicolon to combine two independent clauses.

Examples:

• Nothing is true; everything is permitted.
• The road is closed; we cannot move forward.
• Mary loves chocolate ice cream; Tom prefers vanilla ice cream.
• She loves to read mystery novels; he prefers science fiction.

b) We also use semicolons in lists containing two types of items.

Examples:

• I have visited Rome, Italy; Paris, France; and Madrid, Spain.
• You need to pack the essentials: a toothbrush, toothpaste, and soap; comfortable clothing for hiking; and, of course, some snacks.

Best Bets for Holiday Viewing

It's A Wonderful Life (1946)

Rating: **** out of ****
Director: Frank Capra
Producer: Frank Capra
Screenplay: Frank Capra, Frances Goodrich, Albert Racket, and Jo Swerling
Stars: James Stewart, Donna Reed, Lionel Barrymore, Thomas Mitchell, Henry Travers
Running Time: 129 minutes
Parental Guidelines: Suitable for the whole family

What would have happened if you had never been born? George Bailey learns the answer in Frank Capra’s great movie classic It’s a Wonderful Life.

When the movie opens, George is standing on a bridge contemplating suicide. Throughout his life, he has sacrificed his dreams in order to help other people. He could have gone to college if the family business hadn’t needed him. He would have traveled around the world instead of remaining in his hometown of Bedford Falls. Now, facing bankruptcy and a possible jail sentence, George decides to end his life by jumping into the river. Enter Clarence, an angel sent to help him. Clarence jumps into the water first, certain that, as always, George would put aside his own problems in order to rescue someone else.

Safely back on land, George tells his guardian angel, “I suppose it would have been better if I had never been born at all.” “You’ve got your wish: You’ve never been born,” responds Clarence.

Clarence then teaches George a hard lesson. In a series of painful episodes, he shows him what life would have been like in Bedford Falls without George Bailey. George goes back to the site of his mother’s home. He finds, instead, an old, depressing boarding house. If George had not supported his mother, she would have become an embittered, overworked boarding house owner. George’s own home is a ruin, and his wife Mary is living a sad life of isolation. Each scene is more disturbing than the last, until finally we end in a graveyard. We see the grave of George’s little brother Harry. If George hadn’t been alive, he couldn’t have saved his younger brother Harry’s life. Harry would have drowned in a childhood sledding accident. And Harry would have never grown up to be a war hero, saving the lives of hundreds of soldiers. “Harry wasn’t there to save them because you weren’t there to save Harry,” explains Clarence. “You see, George, you really had a wonderful life. Don’t you see what a mistake it would be to throw it away?”

The ending of the movie delivers a heartwarming holiday message. It’s a Wonderful Life shows us the importance of each person’s life and how each of our lives touches those of others. We see through George’s eyes how the lives of those around him would have been different if he hadn’t known them. This movie is highly recommended for the whole family.

Sample Summary

In It's a Wonderful Life, George Bailey, feeling hopeless and contemplating suicide, is shown by his guardian angel Clarence what life would be like if he had never been born. Through a series of distressing visions, George learns how his absence would have negatively impacted his family and community. This journey reveals the significant and positive impact of George's life on those around him, delivering a touching holiday message about the value of each person's life. This movie is highly recommended for family viewing.

☕ No Homework for Next Session

UNIT 2: Exercises of the Student's Book

1

1. —
2. wouldn't be
3. were
4. would moan
5. were
6. could wish
7. had
8. wouldn't have to
9. were
10. thought
11. could find
12. realized
13. would understand
14. insisted
15. might have to
16. were
17. could ride

2

1. —
2. If he were ambitious, he would ask for a raise.
3. If I were in shape, I'd play sports.
4. If I had enough time, I would (plan to) study for the exam.
5. If I weren't too old, I would go back to school.
6. If my boss explained things properly, I could (or would be able to) do my job.
7. If I were good at math, I would balance my checkbook.
8. If I didn't feel nervous all the time, I could (or would be able to) stop smoking.

3

1. —
2. I wish I were a handsome prince.
3. I wish I didn't live in the sea.
4. I wish I lived in a castle.
5. I wish I didn't have to swim all day long.
6. I wish I were married to a princess.
7. I wish the fisherman didn't come here every day.
8. I wish his wife didn't always want more.
9. I wish she were satisfied.
10. I wish they left (or would leave) me alone.

4

1. —
2. What would you do if you were the leader of this country?
3. How would you feel if you never needed to sleep?
4. What would you do if you had more free time?
5. What would you do if you could swim like a fish?
6. What would you do if you didn't have to work?
7. Where would you travel if you had a ticket for anywhere in the world?
8. If you could build anything, what would it be?
9. If you could meet a famous person, who would you want to meet?

5

What would happen to the women if all the men in the world disappeared? What would happen to the men if there were no women? Philip Wiley's 1951 science-fiction novel, The Disappearance, addresses these intriguing questions. According to Wiley, if men and women lived in different worlds, the results would be catastrophic. Wiley thinks that men are too aggressive to survive on their own. If women didn't control them, men would start more wars. He also believes that women wouldn't have the technological skills to survive in their own world. If men weren’t there to pump gas and run the businesses, women wouldn't be able to manage. Many people disagree with Wiley's visions. In fact, they think the book is sexist. They don't think men are more warlike than women, and they don't believe that women are more helpless than men. I think if men and women learned to cooperate more, the world would be a much better place.

Audio Script

Once there was a young girl named Cindy who was very good at math, sports, and languages. She wanted to be a scientist when she grew up so that she could help many people. One day, while Cindy was playing soccer in the park with her friends, the ball flew into the woods. She looked and looked for the ball, but she couldn’t see it anywhere.

"I wish I could find that soccer ball," Cindy muttered angrily. At that she heard a strange sound. "Ree-beep. Over here! Your ball is over here."

She looked in the direction of the sound, and she saw the soccer ball in the middle of some bushes. Next to the ball was a large toad. "Thanks for finding the ball," she told the toad.

"You're welcome," said the toad. "But before I give it to you, you have to grant me one wish." Cindy started to run toward the ball, but she couldn't get through the bushes. There was some sort of magic spell around them. "What's your wish?" she asked the toad. "Please hurry up. We want to finish our game."

"I wish that you would marry me." "Yecch!" screamed Cindy. "You're a toad. I'm a girl. I can't marry you."

"I'm not really a toad," he replied. "I'm under a spell. If you married me, you would break the spell. I would become a handsome prince. And if I were a prince, you would be my princess."

Cindy thought about the princesses she had read about in magazines. "I don't think so, Toad," Cindy told him. "You see, I plan to become a scientist and help a lot of people when I grow up. If I were your princess, I'd have to spend a lot of time having my photograph taken and going to ceremonies. If I did that, I'd be too busy to study science. But thanks anyway." Cindy turned to leave the woods.

"Wait!" shouted the toad. "If you really wanted to help people, you wouldn't leave me here in these bushes." Cindy stopped. "If you give me back the soccer ball, I’ll try to help you. But no wedding."

The toad agreed, and Cindy picked up the ball. "So, who put you under the spell?" she asked. "A magician turned me into a toad. He also gave me some magic powers. He keeps telling me that if I used my powers properly, I'd find a way to become a prince again. But so far, nothing has worked."

"Can you grant wishes?" asked Cindy. "Just one," replied the toad.

"Then I wish you would turn me into a scientist right now. If I were a scientist, I would find a way to turn you back into a prince."

In a flash, Cindy and the toad found themselves in a large, modern laboratory. Cindy thought hard and worked long hours. At last she succeeded in turning the toad back into a prince. The prince became a good king, and Cindy worked hard in her laboratory. Her discoveries helped many people.

6

1. —
2. T
3. T
4. F
5. F
6. T
7. T
8. F

7

Answers will vary.

UNIT 2: Workbook

Vocabulary

A.

1. T
2. F
3. F
4. F
5. T
6. T

B.

1. reluctantly
2. tales
3. furious
4. intriguing
5. granted
6. drop in

Grammar and Writing

C.

1. were
2. contained
3. were
4. could be
5. had

D.

1. S/he'd probably get quite annoyed with me.
2. I'd take it to the police.
3. I'd tell her I liked it, but it didn't suit her.
4. I'd tell him/her I'd forgotten to do it.
5. How would you feel if you came top in all your exams?
6. What would you do if you saw a ghost?
7. What would you do if you saw a snake?
8. What would you do if you won a lot of money?

E.

1. through college, George
2. this time, he became
3. George's work, the foundry
4. psychiatrist, he found
5. In fact, when asked later,
6. right decision, George

Multiple-Choice Review

1. B
2. B
3. D
4. A
5. C
6. B
7. D
8. A
9. A
10. C
11. B
12. B
13. B
14. D
15. C

✍ Homework

🗣️ Summary of the Reading in Unit 2

📖 Exercises of the Student's Book & Workbook (Unit 2)

Unit 2: Grammar

Conditional Sentences: Type II

In the if-clause of conditional sentences type II, we use the past tense (the simple past tense or the past progressive tense).

In the main clause of conditional sentences type II, we use “would/could/might” followed by the simple form of the verb.

Conditional sentences type II are about unreal conditions at the moment. In other words, they are about our dreams and wishes or improbable situations which seem to be unachievable and impossible under the present conditions.

Examples:

If I had 10 million dollars, I could buy a house in New York City.

• I don’t have 10 million dollars.
• I can’t buy a house in New York City.

If you didn’t have a car, you couldn’t go on trip.

• You have a car.
• You can go on a trip.

If you studied today, you would pass tomorrow.

• You don’t study today.
• You won’t pass tomorrow.

The Comparison of Type I & II:

Examples:

If I become rich, I will help the poor. (Type I)
I think it is possible for me to become rich and help the poor.

If I became rich, I would help the poor. (Type II)
I think it is impossible for me to become rich and help the poor.

Wishes about the Present

Structure: Subject + wish + that-clause

We use the past tense in the that-clause, but our wish is not about the past. It is about the present.

Examples:

• I wish (that) I were a bird.
• I wish (that) I lived in New York City.
• Tom wishes (that) he had a Porsche.
• They wish (that) their exam weren’t so hard.

Point:

If only = I wish

Examples:

• If only I were a billionaire.
• If only I lived in a luxurious penthouse.

The Verb “to be” in Wishes

If the wish is temporarily unachievable and impossible, we use the verb “to be” as we normally do. But if the wish is totally improbable, we should use “were” for all subjects and we shouldn’t use “was”.

Examples:

I wish I was at home now.

• This sentence is by a student at school.
• The condition is temporarily improbable.

I wish I were at home now.

• This sentence is by a man in prison.
• This condition is totally improbable.

Making Complaints

We can use “would” and the simple form of the verb in the that-clause following “wish” to make a complaint.

Examples:

• I wish you wouldn’t smoke in here. = Please don’t smoke in here.
• I wish you would keep quiet for a minute. = Please keep quiet for a minute.

Comparison of Hope and Wish

What we hope is achievable, but what we wish is unachievable.

Examples:

• I hope that I can gain a lot of profit. ⇨ I believe it is possible for me to gain a lot of profit.
• I wish that I could gain a lot of profit. ⇨ I believe it is impossible for me to gain a lot of profit.
• I hope that you will pass the final. ⇨ I believe it is possible for you to pass the final exam.
• I wish that you would pass the final. ⇨ I believe you can’t pass the final exam.

Wish + Infinitive

Infinitive: to + Simple Form of the Verb

wish to do something = would like to do something

Examples:

• I wish to talk to you after the meeting.
• The manager of the company wishes to make a speech today.

Unit 2 Punctuation Note

Comma

Structure:

• Dependent Clause + , + Independent Clause
• Independent Clause + Dependent Clause

If there is a dependent clause and an independent clause in a sentence and the sentence begins with the dependent clause, we should use a comma to separate the two clauses. But if the sentence begins with the independent clause and is followed by the dependent clause, a comma is not usually needed between them.

Independent Clause: A group of words that can stand alone as a complete sentence. It has a subject and a verb and expresses a complete thought.

Example: "She went to the store."

Dependent Clause: Cannot stand alone as a complete sentence. It also has a subject and a verb but does not express a complete thought and needs to be connected to an independent clause.

Example: "Although she went to the store..."

Some grammarians call independent clauses “main clauses” and they describe dependent clauses as “subordinate clauses”.

Point:

Adverb clauses are considered as dependent clauses.

Examples:

When I arrived in the city, all the stores were closed.
All the stores were closed when I arrived in the city.

• when I arrived in the city ⇨ Dependent Clause: Adverb Clause of Time
• all the stores were closed ⇨ Independent Clause

If you study, you will pass.
You will pass if you study.

• if you study ⇨ Dependent Clause: Adverbial Clause of Condition
• you will pass ⇨ Independent Clause

As they don’t have sufficient financial resources, they are going to ask for a loan.
They are going to ask for a loan because they don’t have sufficient financial resources.

• as/because they don’t have sufficient financial resources ⇨ Dependent Clause: Adverbial Clause of Reason
• they are going to ask for a loan ⇨ Independent Clause

The Fisherman and His Wife

Once upon a time there was a poor fisherman and his wife who lived in a pigsty near the sea. Every day the man went to fish. One day, after waiting a very long time, he caught a very big fish. To his surprise, the fish spoke and said, "Please let me live. I'm not a regular fish. If you knew my real identity, you wouldn't kill me. I'm an enchanted prince."

"Don't worry. I won't kill you," said the kind-hearted fisherman. With these words, he threw the fish back into the clear water, and went home to his wife.

"Husband," said the wife, "didn't you catch anything today?"

"I caught a fish, but it said it was an enchanted prince, so I let it go."

"You mean you didn't wish for anything?" asked the wife.

"No," said the fisherman. "What do I need to wish for?"

"Just look around you," said the wife. "We live in a pigsty. I wish we had a nice little cottage. If we had a cottage, I would be a lot happier. You saved the prince's life. Go back and ask him for it."

"I'm not going to ask for a cottage! If I asked for a cottage, the fish would be angry." But in the end, the fisherman was more afraid of his wife's anger.

When he got to the sea, it was all green and yellow. "My wife wishes we had a cottage," said the fisherman.

"Just go on back," said the fish. "She already has it."

When he returned home, the fisherman found his wife sitting outside a lovely little cottage. The kitchen was filled with food and all types of cooking utensils. Outside was a little garden with vegetables, fruit trees, hens, and ducks.

Things were fine for a week or two. Then the wife said, "This cottage is much too crowded. I wish we lived in a bigger house. If we lived in a big stone castle, I would be much happier. Go and ask the fish for it."

The fisherman didn't want to go, but he did. When he got to the sea, it was dark blue and gray.

"My wife wishes we lived in a big stone castle," he said to the fish.

"Just go on back. She's standing in front of the door," said the fish.

When he returned home, the fisherman found his wife on the steps of a great big stone castle. The inside was filled with beautiful gold furniture, chandeliers, and carpets, and there were servants everywhere.

The next morning the wife woke up and said, "I wish I were King of all this land."

"What would you do if you were King?" asked her husband.

"If I were King, I would own all this land. Go on back and ask the fish for it."

This time, the sea was all blackish gray, and the water was rough and smelled terrible.

"What does she want now?" asked the fish.

"She wants to be King," said the embarrassed fisherman.

"Just go on back. She already is."

When the fisherman returned home, he found an enormous palace. Everything inside was made of marble and pure gold, and it was surrounded by soldiers with drums and trumpets. His wife was seated on a throne.

"How nice for you that you are King. Now we won't need to wish for anything else."

But his wife was not satisfied. "If I were Emperor, I would be much happier," she said. "I am King and I command you to go back and ask the fish to make me Emperor."

Reluctantly, the fisherman went back to the fish, and again the wish was granted. Next, his wife wanted to be Pope, and that wish, too, was granted.

"Wife, now be satisfied," said the fisherman. "You're Pope. You can't be anything more."

The wife, however, wasn't convinced. She kept thinking and thinking about what more she could be.

"I wish I were like the Lord of the universe," she finally said. "If I were like the Lord, I could make the sun rise and set. Then I would be much happier. Go right now and tell the fish that I want to be like the Lord."

"Oh, no," said the fisherman. "The fish can't do that. If I were you, I wouldn't ask for anything else."

But his wife got so furious that the poor fisherman ran back to the fish. There was a terrible storm, and the sea was pitch black with waves as high as mountains.

"Well, what does she want now?" asked the fish.

"She wishes she were like the Lord of the universe," said the fisherman.

"Just go on back. She's sitting in the pigsty again!"

And they are still sitting there today.

🐟 Key Vocabulary and Meanings

✨ Thematic Words Worth Noting

• Wish: A desire or request for something not currently possessed.
• Command: To order someone to do something with authority.
• Back and forth: Repeatedly returning to the fish, symbolizing escalating greed.
• Still sitting there today: A timeless ending, suggesting consequences of unchecked ambition.

☕ No Homework for Next Session

Enjoy your free time!

UNIT 1: Exercises of the Student's Book

UNIT 1: Workbook Exercises

✍ Homework

🗣️ Summary of the Reading in Unit 1

📖 Exercises of the Student's Book & Workbook (Unit 1)

Unit 1 Grammar

Conditional Sentences: Type I

In the if-clause of conditional sentences type I, we use the simple present tense, but in the main clause we use "will", "can" or "may" followed by the simple form of the verb.

Examples:

• If you invest your money in this project, you will gain a lot of profit next year.
• If you invest your money in this project, you can gain a lot of profit next year.
• If you invest your money in this project, you may gain a lot of profit next year.
• You will gain a lot of profit next year if you invest your money in this project.
• You can gain a lot of profit next year if you invest your money in this project.
• You may gain a lot of profit next year if you invest your money in this project.

Conditional sentences type I are real, and if the condition is met, the result can happen.

Point:

When we use the if-clause at the beginning of the sentence, it must be followed by a comma. But when the sentence begins with the main clause, a comma is not needed.

• If-Clause + , + Main Clause
• Main Clause + If-Clause

Imperatives as the Main Clause

We can use imperatives as main clauses in conditional sentences type I.

Examples:

• If you see your father, please remember me to him.
• If you find the criminal, arrest him as soon as possible.
• If you are free tonight, let’s go to the movies.

Unless = If Not

The if-clause of a conditional sentence sometimes begins with the conditional word “unless”.

Example:

You won't succeed unless you try hard.
👉 unless you try hard = if you don't try hard

Point:

When the if-clause starts with "unless", the verb in the clause must be positive, but the meaning of the clause is negative.

WH Questions on the If-Clause

When we want to raise a question on the if-clause, we usually use the expression “on what condition”.

Examples:

• On what condition will Thomas buy a new house?
• On what condition will you continue your studies?

Conditional Sentences: Type 0

In conditional sentences type 0, we use the simple present tense in both the if-clause and the main clause.

Conditional sentences type 0 deal with facts.

Examples:

• If a teacher assigns too much homework, the majority of the students lose their interest in that particular course.
• If you heat water, it boils at 100 degrees centigrade.

Mayoral Candidates

Candidate for Mayor: Daniel Baker

• Party: Democrat
• Occupation: Mayor
• Background: City Clerk, State Assemblyman, Attorney
• Education: Yale Law School, LL.B.; Howard University, B.S. cum laude

Four years ago, I promised to create a government that you could count on. Today, after four years as mayor of this great city, I am proud to say that we have come a long way. But the job is not finished. If I am reelected, we will finish the work we started four years ago.

First Priority: Education
In the next ten years, there will be millions of new jobs in this country. Many of those jobs could be filled by citizens of our city if we prepare them. But they won't be ready unless we improve our school system now.

Second Priority: Housing
It won't do any good to provide jobs if people continue to live in bad conditions. We must rebuild housing in our city neighborhoods. My opponent talks about a "war on crime." I agree that violent crime is a problem. But we're not going to solve the social problems in this city unless we house people better.

If our city offers an educated work force, business will thrive here. This will provide more money to rebuild housing. If our citizens have decent homes, then our neighborhoods will become healthy again. These problems won't go away quickly. But if we work together, we will solve them.

Call to Action: I urge everyone to get out and vote on election day. Unless you vote, you will not have a say in the future of our great city.

Mayoral Candidate: Gabriela Soto

• Party: Republican
• Occupation: City Comptroller
• Background: District Attorney, Lawyer
• Education: U.C.L.A. Law School, LL.B.; U.S.C., B.A.

Today, street crime has made many people afraid to leave their homes. If I am elected, I will give neighborhoods back to their citizens. A lot of this violence is being committed by young offenders. My administration will say to them: If you want to stay out of trouble, we will help you do that. But if you do the crime, you'll do the time. If you commit a violent crime, you will go to jail and serve your full sentence.

First Priority: Crime Prevention
If I become your mayor, I will put more police on the streets and set up a cooperative program between police and communities. Together we will fight for every street and every house, and together we will win.

Second Priority: Economic Renewal
But our young people won't avoid crime unless they have hope for their futures. That's why my second priority as mayor will be to bring businesses back to our city. My opponent raised taxes as soon as he took office four years ago. As a result, many businesses left town. If we lower taxes, they will return. If businesses return, our youth will have the hope of finding jobs. And if they have hope, they will not turn to a life of crime.

Call to Action: I urge you to vote for me next Tuesday. If I am elected, we'll hang out a sign: "Open for business again."

Sample Summary

Daniel Baker, the Democratic incumbent mayor, emphasizes education and housing as his priorities, aiming to prepare citizens for future jobs and improve living conditions to address social issues. He believes that an educated workforce and decent housing will revitalize neighborhoods and boost business growth.

Gabriela Soto, the Republican challenger, focuses on combating street crime by increasing police presence and fostering community cooperation. She also plans to lower taxes to attract businesses back to the city, providing hope and job opportunities for youth to deter them from crime.

Both candidates urge citizens to vote, highlighting their visions for the city's future.