Information about the teacher



Universidad Tecnológica de la MixtecaCentro de Idiomas, DIVISION DE ESTUDIOS DE POSGRADOENGLISH LANGUAGE READING PROGRAM: INTERMEDIATE LEVELModule 1: GrammarPostgraduate Intermediate Reading programModule 1: GrammarThe Grammar module is module 1, and the compulsory module, for the Postgraduate Intermediate Reading program. All students must complete this course, and pass the exams for this module, before they can complete the other readings for the Reading rmation about the teacherMy name is Maria Pinto. I am in Office 12 in the new Centro de Idiomas building. Email: mariapinto@mixteco.utm.mxWeb page: utm.mx/~mariapinto/Lectura.html Course informationTo successfully complete the Postgraduate Intermediate level Reading program, students must:Complete the activities and pass the exam for module 1 (this module). The pass grade is 6.plete the readings and pass the exam for three (3) other modules. The pass grade for each module is 6.0. [Note: Students can choose to complete the readings and present exams for more than four modules, if they so choose.]Students can choose to complete all the modules in one semester, or to complete the modules over several semesters. When they have completed the packet of readings for each module, they must contact the course coordinator, Maria Pinto, to arrange to present the exam for that module.There are no face-to-face classes for this course. Students are expected to download the packet of readings from Maria’s website, and work through them. Please visit Maria in her office, or send her an email if you have any questions or need help with the readings.Please make sure Maria has an up-to-date, working email address for you, so that she can contact you when necessary!Exam informationYou need a promedio of 6.0 to successfully complete the Intermediate level course. To successfully complete the course, you must pass Module 1 (Grammar), and three (3) other modules. You must get a promedio of 6 (or more) out of 10 in each module to pass the course.Exam for the Grammar moduleThe exam for the grammar module has three sections. Section 1 requires you to identify the verb tense. In Section 2, you will be asked to convert sentences from one tense or form to another. In Section 3, you will be asked to answer comprehension questions on a reading. You will have one hour to complete the exam.Exams for the other modulesExams for the other modules consist of two readings, and three activities for each reading. The first reading uses informal language, while the second uses technical or formal English. There is one vocabulary and two comprehension activities for each reading.When should I do the exam for this module?Do the exam when you think you are ready to do it. You will have one hour to complete the exam.When you have worked through the packet of readings, and feel that you are ready to do the exam, send Maria an email, stating which day, and at what time, you would like to do the exam. (You can write in English or Spanish.) Come to Maria’s office at the Centro de Idiomas on the appointed day, at the appointed time.Table of Contents TOC \o "1-3" \h \z \u Information about the teacher PAGEREF _Toc399837817 \h 2Course information PAGEREF _Toc399837818 \h 2Exam information PAGEREF _Toc399837819 \h 2Part 1: Definitions PAGEREF _Toc399837820 \h 5Day 1: Definition of terms and sentence word order PAGEREF _Toc399837821 \h 5Definition of terms PAGEREF _Toc399837822 \h 5Word order in sentences PAGEREF _Toc399837823 \h 5Day 1 practice activities PAGEREF _Toc399837824 \h 7Activity 1: Put the parts of these sentences into the correct columns. PAGEREF _Toc399837825 \h 7Activity 2: Join the words in the examples together to make five sentences. PAGEREF _Toc399837826 \h 7Day 2: Explanation of terms PAGEREF _Toc399837827 \h 8Tenses PAGEREF _Toc399837828 \h 8Forms PAGEREF _Toc399837829 \h 8Verb forms PAGEREF _Toc399837830 \h 8Day 2 practice activity PAGEREF _Toc399837831 \h 9Activity 3: Tell me about yourself. PAGEREF _Toc399837832 \h 9Part 2: Revision of Basic level grammar PAGEREF _Toc399837833 \h 10Day 3: Revision of the past and present tenses PAGEREF _Toc399837834 \h 10Rules of usage of past and present tenses PAGEREF _Toc399837835 \h 10Day 3 practice activity PAGEREF _Toc399837836 \h 10Activity 4: Which tense would you use? PAGEREF _Toc399837837 \h 10Day 4: The grammar of the past and present tenses PAGEREF _Toc399837838 \h 11Day 4 practice activity PAGEREF _Toc399837839 \h 11Activity 5: What’s the correct verb tense and form? Write the answer. PAGEREF _Toc399837840 \h 11Day 5: Past and present tenses in use PAGEREF _Toc399837841 \h 12Example, using the verb to eat, of the past and present tenses PAGEREF _Toc399837842 \h 12Day 5 practice activities PAGEREF _Toc399837843 \h 13Activity 6: Change the sentence to the form and tense indicated. PAGEREF _Toc399837844 \h 13Activity 7: Write the correct tense for each sentence. PAGEREF _Toc399837845 \h 13Day 6: The future PAGEREF _Toc399837846 \h 14Revision of the future with ‘will’, and with ‘(be) going to’ PAGEREF _Toc399837847 \h 14Day 6 practice activity PAGEREF _Toc399837848 \h 14Activity 8: Complete the conversation using the future with ‘will’ OR with ‘(be) going to’. PAGEREF _Toc399837849 \h 14Part 3: Intermediate level grammar PAGEREF _Toc399837850 \h 15Day 7: The zero and first conditionals PAGEREF _Toc399837851 \h 15The first conditional PAGEREF _Toc399837852 \h 15The zero conditional PAGEREF _Toc399837853 \h 15Day 7 practice activities PAGEREF _Toc399837854 \h 15Activity 9: Put the words in order to make first conditional sentences. PAGEREF _Toc399837855 \h 15Activity 10: Match the first clause with the second clause. PAGEREF _Toc399837856 \h 15Day 8: The second and third conditionals PAGEREF _Toc399837857 \h 16The second conditional: The unreal conditional PAGEREF _Toc399837858 \h 16The third conditional: The impossible conditional PAGEREF _Toc399837859 \h 16Day 8 practice activities PAGEREF _Toc399837860 \h 17Activity 11: Write a second conditional sentence to comment on the following situations. PAGEREF _Toc399837861 \h 17Activity 12: Complete the sentences with your own ideas. PAGEREF _Toc399837862 \h 17Day 9: Reported speech PAGEREF _Toc399837863 \h 18Tense changes in reported speech PAGEREF _Toc399837864 \h 18Day 9 practice activity PAGEREF _Toc399837865 \h 19Activity 13: Circle the correct option in the reported speech column. PAGEREF _Toc399837866 \h 19Day 10: Other changes in reported speech PAGEREF _Toc399837867 \h 20Word order changes in reported speech questions PAGEREF _Toc399837868 \h 20Person, place, and time changes in reported speech PAGEREF _Toc399837869 \h 20Day 10 practice activity PAGEREF _Toc399837870 \h 21Activity 14: Complete the sentences using reported speech. PAGEREF _Toc399837871 \h 21Day 11: The passive voice PAGEREF _Toc399837872 \h 22Summary of verb tenses PAGEREF _Toc399837873 \h 22Day 11 practice activities PAGEREF _Toc399837874 \h 23Activity 15: Complete these passive voice sentences with the correct form of the verb ‘be’. PAGEREF _Toc399837875 \h 23Activity 16: Convert the sentence. Write the missing form. PAGEREF _Toc399837876 \h 23Part 4: Consolidation and exam preparation PAGEREF _Toc399837877 \h 24The Grammar module exam PAGEREF _Toc399837878 \h 24Section 1: Identifying verb tenses PAGEREF _Toc399837879 \h 24Section 2: Sentence conversions PAGEREF _Toc399837880 \h 24Section 3: Comprehension PAGEREF _Toc399837881 \h 24Day 12: Grammar module exam practice PAGEREF _Toc399837882 \h 25Reading 1: Stella McCartney (part 1) PAGEREF _Toc399837883 \h 25Day 13: Grammar module exam practice PAGEREF _Toc399837884 \h 26Reading 2: Stella McCartney (part 2) PAGEREF _Toc399837885 \h 26Day 14: Grammar module exam practice PAGEREF _Toc399837886 \h 27Reading 3: UNICEF (Part 1) PAGEREF _Toc399837887 \h 27Day 15: Grammar module exam practice PAGEREF _Toc399837888 \h 28Reading 4: UNICEF (Part 2) PAGEREF _Toc399837889 \h 28Answers PAGEREF _Toc399837890 \h 29Part 1: DefinitionsDay 1: Definition of terms and sentence word orderDefinition of termsTermsDefinitionExamplesAdjectivesWords that modify nounsPretty, big, old, angry, smelly, interesting, goodAdverbsWords that modify verbs, or other adverbsInterestingly, quickly, intelligently, well, badly, slowlyConjunctionsWords that join two words, phrases, or clausesAnd, but, because, so, either, orDeterminersWords that show that the next word is a nounA, an, the, this, that, my, your, his, her, one, many, a lot of, somePrepositionsWords that come before a noun, and express a relationship between that noun and another word or part of the sentenceOn, in, under, behind, before, in front of, beside, across from, next to, aroundPronounsWords that replace nounsI, he she, him, her, their, you, it, they, we, us.NounsWords that name people, places, things or ideasSusana, Robert, book, train, knife, bread, cheeseVerbsWords that express an action or stateeat, play, read, hold, have, take, make, think, ask, feel, likeWord order in sentencesThe most basic sentence structure in the English language is Subject + Verb. Sentences like I run. Mary drives. Kelly is reading. are complete sentences in the English language.A more complex sentence, adds an Object or a Complement (something that answers the question “what” or gives more information). So we have sentences such as:I run marathons.Mary drives her car.Kelly is reading a book.[Note: We add an article before a singular noun, and an ‘s’ to form a plural noun. We use a possessive adjective (my, his, her, its, our, your, their) before a noun to show that this object belongs to that person or group.]Sentences can be made longer and even more complex by adding more sections (the technical terms are phrases and clauses), each giving more information. These extra sections are usually joined on using prepositions and conjunctions.I run marathons twice a year for fun.Mary drives her car to work at 7 o’clock every morning.Kelly is reading her book and eating an apple.We can also add more information to sentences by using adjectives and adverbs. Adjectives describe a noun (they define the type of noun), and adverbs define how something was done. The table below shows what the adjectives and adverbs do in a sentence by breaking them down into the questions they answer.SentenceQuestion the adjective or adverb answersI run short marathons.What type of marathons do you run?Mary drives her old car slowly to work.1) What type of car does Mary have?2) How does Mary drive her car to work?Kelly is reading a boring book and eating a big red juicy apple.1) What type of book is Mary reading?2) What type of apple is Mary eating?Understanding the word order in sentences helps us break sentences down into comprehensible sections.Day 1 practice activitiesActivity 1: Put the parts of these sentences into the correct columns.Example: Susan lives in China.Example: Environmental obstacles are found at all levels of society.1. Gerald is a good friend.2. David has been playing with the children since midday.3. The wolf ran swiftly through the wood.4. False-negative cases are known to occur.NounVerbAdjectiveAdverbSusan, Chinaobstacles, levels, societyLivesare foundenvironmental, allConjunctionDeterminerPrepositionPronouninat, ofActivity 2: Join the words in the examples together to make five sentences.Look at the examples given in the Definition of terms section on page 6. Join words to make sentences. Your sentences can be short or long.Example: Susana is slowly eating bread and smelly cheese on the train.Day 2: Explanation of termsTensesWhen talking about grammar, the word ‘tense’ refers to the way the verb is conjugated, to locate the utterance in time. Tenses can be simple, continuous, perfect, or conditional, and in the present, past, or future.FormsThe words ‘affirmative’, ‘negative’, ‘question (or interrogative)’, and ‘short answer’ are used to describe the four types of forms a spoken or written utterance can take. Here’s what they mean:AffirmativeA sentence that states what happens, is happening, will happen.A sentence about feelings that does not use the negative form. (The sentence could talk about negative feelings.)I am a student.My parents have gone to Huatulco.Kelly is studying Mandarin in China.Kate likes chocolate and hates chips.NegativeA sentence that states what has not happened or will not happen.A sentence about feelings you do not feel.The book isn’t in my bag.Nelly hasn’t done her homework.Kayla and Bob aren’t going to the cinema.I don’t like doing Maths homework.Question / InterrogativeAsks for information or clarificationDid you do your homework?Have you seen my book?Where is Nina?Are you going to the cinema?Will you marry me?Short answerResponds to a question that starts with the auxiliary verb (or with the verb ‘be’ in the simple present tense). Starts with Yes or No, and ends with the auxiliary verb.Can be affirmative or negative.Yes, I am.Yes, she has.No, we don’t.No, they haven’t.Verb formsEnglish verbs can be conjugated in five different ways. We form different verb tenses, and affirmative, negative, and question forms by using the verb form alone, or combining it with an auxiliary verb. The five different verb forms in English are:ImperativeSimple present affirmative (third person singular)Simple past affirmativePresent participle (Gerund or verb+ing)Past participleto do(he/she/it) doesdiddoingdoneto have(he/she/it) hashadhavinghadto eat(he/she/it) eatsateeatingeatento study(he/she/it) studiesstudiedstudyingstudiedDay 2 practice activityActivity 3: Tell me about yourself.1. Write five affirmative sentences about events in your life.Example: I was born in 1972. I have three sisters. I like reading books. …2. Write three negative sentences about events in your life.Example: I don’t live in Acatlima. I haven’t been to Egypt. I don’t like horror movies. …3. Write three questions you like to ask people when you meet them for the first time. (Do not use the example questions!)Example: What is your name? Where are you from? What are you studying? …4. Answer the questions with (truthful) short answers.Example: Is this explanation easy? –Yes, it is. …1. Are you from Huajuapan?2. Do you have any brothers or sisters?3. Have you ever eaten tlayudas?4. Are you going to watch a movie tonight?5. Can you speak Mixteco?Part 2: Revision of Basic level grammarDay 3: Revision of the past and present tensesIn this section, we revise the tenses that were presented in the Basic level Reading course, and add the Past perfect tense.Rules of usage of past and present tensesPastPresentSimplePAST SIMPLETo talk about events that started and finished in the past. (e.g. I walked home yesterday. We went to the movies last Friday.)PRESENT SIMPLETo talk about things that are generally true (We have Science class on Tuesdays. The sky is blue.)To talk about habits and everyday routines (I get up at 6am every day. I phone my mum in the evenings.)ContinuousPAST CONTINUOUSTo talk about what was happening at a particular point of time in the past (usually because the action was interrupted by another action). (e.g. I was watching TV when I heard about the accident. My boyfriend was kissing my best friend when I walked into the room.)PRESENT CONTINUOUSTo talk about what is happening right now. (I am reading about grammar. My grandfather is sitting in a chair. Kayla and her little brother are fighting.)PerfectPAST PERFECT(This tense is not taught at the Basic level.)To talk about events that occurred in the past, before other things that happened in the past. (I felt very tired yesterday because I hadn’t slept much the night before.)To talk about events that occurred in the past, before another date in the past. (By 2011, Mexico had been independent for 200 years.)PRESENT PERFECTTo talk about events that occurred in an (unspecified) past. (I have climbed Mt Kilimanjaro. Caitlin and Paul have lived in Chile. José has had three wives.)To talk about events that started in the past, but are still true now, specifying duration using ‘for’ or ‘since’. (Julia has lived in Tlaxiaco since 2005. Patrick and Ben have worked together for four years.)Day 3 practice activityActivity 4: Which tense would you use?Example: You are talking about a movie you saw last night.Past simple tense1. You are telling someone about things you have done.2. You are talking about what you are doing now.3. You are talking about what you do every day.4. You are talking about what you wore to your friend’s wedding, last week.5. You are talking about what your boy/girlfriend had done to you while you were still dating that made you break up with him/her.Day 4: The grammar of the past and present tensesLet’s look at the grammar of the six tenses. The table below summarizes the grammar forms. Use the table to check which auxiliary verb to use, when to use the auxiliary verb, and what other changes (if any) you have to make to the verb when using this form.PastPresentSimplePAST SIMPLEAuxiliary verb ‘do’ didAuxiliary verb used in negative, question and short answer forms.Verb changes to the simple past affirmative form (add ‘ed’ to regular verbs, memorize irregular verb forms) in affirmative sentences.PRESENT SIMPLEAuxiliary verb ‘do’ do / doesAuxiliary verb used in negative, question and short answer forms.Verb changes to the simple present affirmative form (add ‘s’ to the third person singular) in affirmative sentences.ContinuousPAST CONTINUOUSAuxiliary verb ‘be’ was / wereAuxiliary verb used with all forms. Main verb changes to the verb+ing form.PRESENT CONTINUOUSAuxiliary verb ‘be’ am / is / areAuxiliary verb used with all forms. Main verb changes to the verb+ing form.PerfectPAST PERFECTAuxiliary verb ‘have’ hadAuxiliary verb used with all forms. Main verb changes to the past participle form.PRESENT PERFECTAuxiliary verb ‘have’ have / hasAuxiliary verb used with all forms. Main verb changes to the past participle form.Day 4 practice activityActivity 5: What’s the correct verb tense and form? Write the answer.Tense = simple past, past continuous, etcForm = affirmative or negativeE.g.: was playingpast continuous affirmative1. didn’t see2. has written3. does4. is5. are reading6. has watched7. wasn’t8. have9. had studied10. weren’t meetingDay 5: Past and present tenses in useExample, using the verb to eat, of the past and present tensesPastPresentSimplePAST SIMPLEMary ate an apple yesterday.Joe and Tina didn’t eat apples yesterday.Did you eat an apple yesterday? – No, I didn’t.Did Bill eat an apple yesterday? – Yes, he did.PRESENT SIMPLEMary eats an apple every day.Joe and Tina don’t eat apples.Do you eat apples? – No, I don’t.Does Bill eat apples? – Yes, he does.ContinuousPAST CONTINUOUSMary was eating an apple when I found her.Joe and Tina weren’t eating apples while they shopped.Were you eating an apple when the phone rang? – No, I wasn’t.Was Bill eating an apple when his girlfriend saw him? – Yes, he was.PRESENT CONTINUOUSMary is eating an apple.Joe and Tina aren’t eating apples.Are you eating an apple? – No, I’m not.Is Bill eating an apple? – Yes, he is.PerfectPAST PERFECTMary had eaten apples in the past (but she doesn’t eat them now).When they were found, Joe and Tina hadn’t eaten the apples in the box.Had you eaten Fuji apples before you moved to Japan? – No, I hadn’t.PRESENT PERFECTMary has eaten apples.Joe and Tina haven’t eaten apples.Have you eaten apples? – No, I haven’t.Has Bill eaten apples? – Yes, he has.Day 5 practice activitiesActivity 6: Change the sentence to the form and tense indicated.SentenceChange to this form / tense:Changed sentenceE.g. Joe lives in China.simple past questionDid Joe live in China?1. Bill has read the book ‘War and Peace.’present continuous affirmative2. Mary has three sisters.Simple present negative3. Kara watches TV with her friends.Past continuous question4. Did Julian and Lucy make the cakes?Present perfect affirmative5. Katie was reading a book.Simple past questionActivity 7: Write the correct tense for each sentence.E.g. Neelam has bought a house.Present perfect affirmative1. Caleb doesn’t want a party for his birthday.2. Harrison hasn’t spoken Chinese for three years.3. Was Patrick parking his car?4. Kendra is a teacher.5. When did the accident happen?Day 6: The futureWe talk about the future using the modal verb ‘will’, or using ‘(be) going to’. The table below summarizes when we use ‘will’ and when we use ‘(be) going to’, and gives examples.Revision of the future with ‘will’, and with ‘(be) going to’TenseUsageExplanationExamplesFuture with ‘will’The auxiliary verb is the modal verb ‘will’The auxiliary verb is always used.The main verb is in the infinitive, without ‘to’.Used to make predictions, to talk about things when we are not sure (usually using ‘I think,’ ‘maybe,’ ‘perhaps’), to make sudden decisions.England will win the World Cup.Pedro won’t visit Ireland.Will you buy chocolate?Maybe we’ll visit my sister.Future with ‘(be) going to’‘be?’ is the auxiliary verb, and is always used. ‘going to’ always comes before the verb.The main verb is in the infinitive, without ‘to’.To talk about definite future plans.Are you going to visit your brother next month?Alice is going to have a baby in February.Mary and Joe aren’t going to buy the house.Day 6 practice activityActivity 8: Complete the conversation using the future with ‘will’ OR with ‘(be) going to’.Martha:What horrible weather today. I'd love to go out, but I think it (1) _____________________ just continue raining.Jane:Oh, I don't know. Perhaps the sun (2)_____________________ come out later this afternoon.Martha:I hope you're right. Listen, I (3)_____________________ have a party this Saturday. Would you like to come?Jane: Oh, I'd love to come. Thank you for inviting me. Who (4)_____________________ come to the party?Martha: Well, a number of people haven't told me yet. But, Peter and Mark (5)_____________________ help out with the cooking!Jane: Hey, I (6)_____________________ help, too!Martha: Would you? That would be great! Jane: I (7)_____________________ make lasagna!Martha: That sounds delicious! I know my Italian cousins (8)_____________________ be there. I'm sure they (9)_____________________ love it.Part 3: Intermediate level grammarDay 7: The zero and first conditionalsThe first conditionalThe first conditional is used to talk about what could happen in the future. Each first conditional sentence has two parts (called ‘clauses’): the ‘if’ clause, and the main clause. The ‘if’ clause is in the present tense, and the main clause uses the future tense (usually with ‘will’, occasionally with ‘(be) going to’). If you start a sentence with the word ‘if,’ use a comma to separate the ‘if’ clause from the main clause. Example:‘If’ clauseMain clauseIf we study,we will pass the exam.If it doesn’t rain,we’ll go on a picnic.If Joe’s parents don’t lend him money,he won’t be able to study at university.The zero conditional(This is also referred to sometimes as a special case of the first conditional.) The simple present is used in both parts of the sentence. It is usually used to talk about things that automatically follow one another.Example:If you heat water, it boils.If prices go up, sales go down.Day 7 practice activitiesActivity 9: Put the words in order to make first conditional sentences.E.g. exam. If pass study, the we we’ll If we study, we’ll pass the exam.1. bus get If is late, on school the time. to we won’t 2. Bill comes dinner. early, go home If out to we’ll 3. a buy car. don’t I I If lottery, new the win won’t Activity 10: Match the first clause with the second clause.1. If you lose your credit card,a) I won’t be able to sleep.2. If you get promoted, b) you get a warning letter.3. If I drink coffee late at night,c) you have to phone the bank.4. If you don’t pay the bill, d) your salary increases.5. If I try to run fast, e) the alarm goes off.6. If someone enters the building,f) I get out of breath.Day 8: The second and third conditionalsThe second conditional: The unreal conditionalThe second conditional is used to talk about imaginary or unreal situations. Each second conditional sentence has two parts (called ‘clauses’): the ‘if’ clause, and the main clause. The ‘if’ clause is in the past tense, and the main clause uses would+verb. If you start a sentence with ‘if,’ use a comma to separate the ‘if’ clause from the main clause.Example:‘If’ clauseMain clauseWhy is it unreal / imaginary?If I lived in South Korea,I would eat kimchi for breakfast everyday.I don’t live in South Korea.If I were you,I’d buy the car.I’m not you.If Tim got up at 6:00,he wouldn’t get to work late.Tim doesn’t get up at 6:00.The third conditional: The impossible conditionalThe third conditional is used to talk about things that can never happen. It talks about imaginary situations in the past. Each third conditional sentence has two parts (called ‘clauses’): the ‘if’ clause, and the main clause. The ‘if’ clause is in the past perfect tense, and the main clause uses would+the present perfect. If you start a sentence with ‘if,’ use a comma to separate the ‘if’ clause from the main clause.Example:‘If’ clauseMain clauseWhy is it impossible?If we had met four years earlier,we would have travelled to Chile together.1) We didn’t meet four years earlier.2) We didn’t travel to Chile together.If the mechanic had fixed the car well,the car wouldn’t have broken down.1) The mechanic didn’t do a good job fixing the car.2) The car broke down.Day 8 practice activitiesActivity 11: Write a second conditional sentence to comment on the following situations.SituationCommentE.g. I’m very busy, so I don’t write to my friends.If I had more free time, I would write to my friends.1. I can’t play tennis because my back hurts.2. Nick can’t find the house, because he hasn’t got a map.3. Claire won’t marry Henry because she doesn’t love him.4. I don’t know what this word means. I don’t have a dictionary to look for the meaning.5. Andrew works all the time. He’s a boring person.Activity 12: Complete the sentences with your own ideas.E.g. If I had had children, If I had had children, I wouldn’t have travelled so much when I was younger.1. If I had been able to fly,2. If I hadn’t been born,3. If I had been born to a rich family,4. If my family had moved to the US when I was a child,5. If it had rained yesterday,Day 9: Reported speechWe use reported speech to (1) tell someone what someone else said, or (2) to remind that person of what they said at a different time.Example:Direct speechReported speechSituation 1 (tell someone what someone else said)Bob: “I want to marry Ellie.”Mary: “Wow, really?”Mary (to her friend Sarah): “Hey, I talked with Bob today. He said he wanted to marry Ellie!”Situation 2 (remind someone of what they said at a different time)Bob: “I want to watch CSI.”Mary: “Me too.”A few hours later. CSI is on on one channel. Bob is watching a football match on another channel. Mary says, “Bob! You said you wanted to watch CSI! Change the channel!”Tense changes in reported speechDIRECT SPEECHREPORTED SPEECHImperativeThe teacher said, “Open your books.”The teacher said, “Don’t talk in class!”InfinitiveThe teacher told us to open our books.The teacher asked us not to talk in class.Present Simple?She said, "I am happy".He said: "I work everyday".Past Simple?She said that she was happy.He said that he worked everyday.Present Progressive (Continuous)?You said, "They are swimming".Past Progressive (Continuous)?You said that they were swimming.Present Perfect Simple?He said, "I have bought a car".Past Perfect Simple?He said that he had bought a car.Past Simple?He said, "I bought a hamster".Past Perfect Simple?He said that he had bought a hamster.Past Progressive (Continuous)?You said, "I was working".Past Perfect Progressive (Continuous)?You said that you had been working.Future of Intention ("going to")?She said, "I am going to win".Past of Intention ("going to")?She said that she was going to win.Future Simple?They said, "We will lose".Conditional?They said that they would lose.Present Perfect ContinuousShe said, "I have been painting the ceiling".Past Perfect ContinuousShe said that she had been painting the ceiling.[From: Think in English]Day 9 practice activityActivity 13: Circle the correct option in the reported speech column.Direct speechReported speechE.g. Bill said, “I like this song.”Bill said that he like / liked / has liked that song.1. Kelly said, “I’m watching TV with John.”Kelly said that she watched / was watching / had watched TV with John.2. Kayla said, “Don’t talk to my son!”Kayla asked us not to talk / wasn’t talking / didn’t talk to her son.3. Mary said, “I love chocolate!”Mary said that she loves / loving / loved chocolate.4. Paul said, “I’m going to go to Long Beach.”Paul said that he is going / was going / went to Long Beach.5. Jill said, “I have never been to London.”Jill said that she had never been / wasn’t going / doesn’t go to London.6. Neville said, “I was swimming last night.”Neville said that he has been swimming / had been swimming / have been swimming last night.7. David said, “I eat popcorn.”David said that he eat / eating / ate popcorn.8. The teacher said, “Hurry up!”The teacher told us hurry / is hurrying / to hurry up.9. Ann said, “My sister needed a car.”Ann said that her sister needed / had needed / had been needing a car.10. Neira said, “We’ll get married in June.”Neira said that they were getting / had gotten / would get married in June.Day 10: Other changes in reported speechWord order changes in reported speech questionsUse sentence order for question-word questions. Change the verb to the correct tense. For example,DIRECT SPEECHREPORTED SPEECHPatrick asked, “Where is Bill?”Patrick asked me where Bill was.Julian asked Tim, “How many books do you want to buy?”Julian asked Tim how many books he wanted to buy.Use ‘if’ or ‘whether’ and then sentence order for yes/no questions. Change the verb to the correct tense. For example,DIRECT SPEECHREPORTED SPEECHKatie asked, “Is this your car?”Katie asked me if that was my car.Bela asked Nicki, “Does your husband work in a factory?”Bela asked Nicki whether her husband worked in a factory.Person, place, and time changes in reported speechChanges from direct speech to reported speech often require changes to the person, place, and time used, depending on the situation.Example: Joe says to Mary, at Sunny Daze café: “I eat breakfast here in the morning.” Mary then goes home and tells her husband what Joe had said. “Joe said that he ate breakfast at Sunny Daze café every morning.”Changes: I he; eat ate; here at Sunny Daze café; in the morning every morning (because simple present tense ’eat’ plus ‘in the morning’ means that this is Joe’s habit, and therefore a repeated action)Some typical changes include:Person changesPlace changesTime changesI he / shewe theymy his / herour theirHere there, at the bank, in the restaurant, ...Now then, at that timeToday that day, MondayYesterday the day beforeTomorrow the next dayAn hour ago an hour earlierDay 10 practice activityActivity 14: Complete the sentences using reported speech. He said, "I like this song."He said"Where is your sister?" she asked me.She asked me"I don't speak Italian," she said.She said"Say hello to Jim," they said.They asked me"The film began at seven o'clock," he said.He said"Don't play on the grass, boys," she said.She told the boys"How have you spent your money?" she asked him.She asked him"I never make mistakes," he said.He said"Does she know Robert?" he wanted to know.He wanted to know"Don't try this at home," the stuntman told the audience.The stuntman advised the audienceDay 11: The passive voiceWith the passive voice, the focus is on the action being carried out, instead of on who performed the action. The passive voice is often used in academic articles, and frequently used in newspaper reports.Active voicePassive voiceFormSubject Verb ObjectWho did whatObject Verb (by/to/for Subject)What was done (by/to/for whom)ExamplesE.g. Bill made a cake.I put Chemical A in Test Tube B.We interviewed fifteen people.A cake was made by Bill.Chemical A was put in Test Tube B.Fifteen people were interviewed.Summary of verb tensesWe will focus on the three forms of the verb that are taught at the Intermediate level: the present and past simple, and the future with ‘will.’ The passive voice is formed by using the verb ‘be’ with the past participle of the main verb.Active voicePassive voicePresent simpleWe buy bread here.People eat burgers in the food court.You don’t find diamonds in Scotland.What do you call this in English?Bread is bought here.Burgers are eaten in the food court.Diamonds are not found in Scotland.What is this called in English?Past simpleThe teachers bought sweets for the posada.We served cake at the party.My brother didn’t write that book.When did Julian bring the present?Sweets were bought for the posada.Cake was served at the party.That book was not written by my brother.When was the present brought?Future with ‘will’I will invite you to my birthday party.Bill will wash his clothes tomorrow.Katie won’t make bread next week.When will they celebrate their wedding anniversary?You will be invited to my birthday party.Bill’s clothes will be washed tomorrow.Bread will not be made by Katie next week.When will their wedding anniversary be celebrated?Day 11 practice activitiesActivity 15: Complete these passive voice sentences with the correct form of the verb ‘be’.beamisarewaswere1. ____________ any classes taught last Wednesday?2. Byl’s name ____________ spelt with a ‘y’ and one ‘l’.3. How many kilos of coffee will ____________ drunk by Mexicans this year?4. I ____________ paid twice a month.5. More soft drinks ____________ drunk in Mexico than in any other country.6. My house ____________ cleaned once a week by the cleaning lady.7. The Big Bang Theory and CSI are programmes that ____________ watched by millions of people all over the world.8. The police said yesterday that nothing ____________ known about the child’s family.9. We went on holiday to Fiji last month. We ____________ woken by the birds every morning.10. When will the cafeteria ____________ reopened?Activity 16: Convert the sentence. Write the missing form.Active voicePassive voiceE.g.The mechanic repaired the car.The car was repaired by the mechanic.1.Tea is grown in India by farmers.2.The tourists photographed Angelina Jolie.3.The tree was hit by a car.4.The villagers built the church in 1927.5.That bird isn’t usually seen here.6. The President will open the new library.Part 4: Consolidation and exam preparationThe Grammar module examThe Grammar module exam will consist of three sections.Section 1: Identifying verb tensesIn section 1, you will be asked to identify verb tenses in a paragraph. (Reading 1, section 1.1, Reading 2, section 2.1, Reading 3, section 3.2, show what the activities in this section of the exam might look like.)Section 2: Sentence conversionsYou will be given a verb or a sentence in one tense or form, and asked to change it to a different tense or form. (Reading 3, section 3.3, and Reading 4, section 4.1 show what the activities in this section of the exam might look like.)Section 3: ComprehensionYou will be required to answer comprehension questions on a reading. (Reading 1, section 1.2, Reading 2, sections 2.2 and 2.3, Reading 3, section 3.1, show what activities in this section of the exam might look like.)Day 12: Grammar module exam practiceReading 1: Stella McCartney (part 1)[1] Stella McCartney was born in 1971, the daughter of pop star Sir Paul McCartney. [2] She is the youngest of three sisters. [3] One sister is a potter, and the other sister does the same job as their mother used to do – she works as a photographer. [4] Stella first hit the newspaper headlines in 1995 when she graduated in fashion design from art college. [5] At her final show, her clothes were modelled by her friends, the models Naomi Campbell and Kate Moss. [6] Unsurprisingly, the student show became front page news around the world.1.1. Grammar. Which tense is each sentence in? Circle the correct answer. (All tenses are in the active voice, unless otherwise specified.)E.g. Sentence 1a) Simple presentb) Simple pastc) Simple present (passive)Sentence 2a) Simple presentb) Present continuousc) Present perfectSentence 3a) Simple pastb) Simple presentc) Future with ‘will’Sentence 4a) Present continuousb) Future (passive)c) Simple pastSentence 5a) Simple past (passive)b) Simple present (passive)c) Past perfectSentence 6a) Present perfectb) Simple pastc) Past perfect1.2. Comprehension. Look at Sentence 6. Answer the questions.1. What type of news did the show become?2. Who was surprised?3. What type of show was it?4. Where did the show become front page news?1.3 Grammar. Look at your answers to 1.2. Circle the correct part of speech.1. The word that answers this question is a/an:a) nounb) adjectivec) adverb2. The word that answers this question is a/an:a) adverbb) conjunctionc) noun3. The word that answers this question is a/an:a) adjectiveb) nounc) preposition4. The phrase that answers this question starts with a:a) verbb) prepositionc) nounDay 13: Grammar module exam practiceReading 2: Stella McCartney (part 2)[7] Stella hadn’t been in the news before as a fashion designer, but she had spent time working in the fashion world since she was fifteen. [8] In March 1997, Stella went to work for the fashion house Chloe. [9] People said the famous fashion house had given her the job because of her surname and her famous parents, but Stella soon showed how good she was. [10] She designs clothes which she would like to wear herself, although she’s not a model, and many famous models and actors choose to wear them. [11] In April 2001, Stella went to work for another famous fashion house, Gucci. [12] In November 2010, the Stella McCartney Kids collection was launched for newborns and children up to age 12. [13] We know we will hear more about Stella in the future!2.1. Grammar. Write down the tense for each of the underlined verbs.E.g. hadn’t been (Sentence 7)Past perfect1. had spent (Sentence 7)2. went (Sentence 8)3. designs (Sentence 10)4. was launched (Sentence 12)5. will hear (Sentence 13)2.2. Comprehension. Put the events in order.Stella showed she was a good designer.Stella started designing clothes for children.Stella started working for Gucci.Stella turned 15.Stella worked for Chloe.2.3. Comprehension. Answer the questions.1. When did Stella start working in the fashion world?2. What did people say about Stella?3. What type of clothes does Stella design?4. Which fashion houses has Stella worked for?5. Name four types of people who wear Stella’s clothes.Day 14: Grammar module exam practiceReading 3: UNICEF (Part 1)UNICEF is committed to giving young children the best start in life. Through early childhood development programs, UNICEF works with governments and other partners to ensure young children good health care and proper nutrition, to protect children from violence and exploitation, to promote the participation of children in the lives of their families and communities at the youngest ages. When the child reaches school-age, the role of the family remains critically important. Every child has the fundamental right to a quality basic education. UNICEF devotes special efforts to giving girls and boys equal learning opportunities.When the child reaches adolescence, the family continues to play a protective role. Adolescents are making decisions that have lifelong consequences. It is precisely at this time that adolescents need the continuing support and guidance of their family in order to achieve their rights of development and participation.[This reading is adapted from “The child in the family”, by UNICEF. Downloaded from: ]3.1 Comprehension. Answer the questions.1. What will UNICEF give young children?2. Who does UNICEF work with?3. What is a child’s fundamental right?4. Who do adolescents need support and guidance from?3.2 Grammar. Which verb form is it? Circle the correct answer. (The verbs are underlined in the passage above. See page 8 for a summary of verb forms.)E.g. (is) committeda) simple present affirmativeb) past participlec) simple past affirmative1. worksa) simple present affirmativeb) simple past affirmativec) present participle2. to promotea) simple present affirmativeb) past participlec) infinitive3. hasa) simple present affirmativeb) infinitivec) present participle4. givinga) past participleb) present participlec) infinitive5. to achievea) infinitiveb) present participlec) past participle3.3 Grammar. Change the sentence to the tense and form indicated.SentenceChange to:Changed sentenceE.g. UNICEF works with governments.Simple past questionDid UNICEF work with governments?1. When the child reaches school-age.Present passive affirmative2. The family continues to play a protective role.Present perfect affirmative3. Adolescents are making decisions.Present continuous negativeDay 15: Grammar module exam practiceReading 4: UNICEF (Part 2)UNICEF is also committed to promoting gender equality and eliminating gender disparity. Through health care and basic education programs, UNICEF supports women’s full participation and empowerment in the community and within their families; UNICEF works to end violence against women and girls, particularly violence within their families.Finally, the family’s protection is especially important for children who are exposed to natural disasters, war or armed conflict. When families are under stress, children are more likely to fall prey to exploitation and abuse. UNICEF has developed strategies that help to preserve families under stress and strengthen family capacities, as well as to protect children without parental care.Even with efforts to ensure that children remain with their family, there are times when children become separated from their families. UNICEF attempts to reunite these children with their families, whenever possible, and as quickly as possible. UNICEF seeks to ensure that children separated from their families are cared for by extended family members or other caregivers who will provide as close to a family experience as possible, until it is possible for them to return to family life.[This reading is adapted from “The child in the family”, by UNICEF. Downloaded from: ]4.1 Grammar. Change the sentence to the tense and form indicated.SentenceChange to:Changed sentenceE.g. UNICEF works to end violence.Present perfect affirmativeUNICEF has worked to end violence.1. UNICEF supports women’s full participation in the community.Past passive affirmative2. UNICEF has developed strategies.Present continuous question3. UNICEF attempts to reunite children with their families.Present perfect question4.2 Grammar/Comprehension. Look at the last paragraph. Match the clauses.1. UNICEF tries to ensurea) become separated from their families.2. But children sometimes b) care for children separated from their parents.3. UNICEF triesc) that children remain with their families.4. UNICEF tries to ensure that extended family membersd) to reunite these children with their families.4.3 Comprehension. Answer the questions.1. How does UNICEF support women’s participation in the community?2. Write down four ways in which children can be placed in danger (according to the article).1. natural disasters2. 3. 4.3. When are children more likely to be abused?4. What type of strategies has UNICEF developed?AnswersActivity 1Nouns: Gerald, friend; David, children, midday; wolf, wood; casesVerbs: is; has been playing; ran; are known to occurAdjectives: good; false-negativeAdverb: swiftlyConjunctions: withDeterminers: a, thePrepositions: since, throughActivity 2(Your answers)Activity 3(Your answers)Activity 41. present perfect2. present continuous3. present simple4. past simple5. past perfectActivity 51. past simple negative2. present perfect affirmative3. simple present affirmative4. simple present affirmative5. present continuous affirmative6. present perfect affirmative7. simple past negative8. simple present affirmative9. past perfect affirmative10. past continuous negativeActivity 61. Bill is reading War and Peace.2. Mary doesn’t have (three/any) sisters.3. Kara was watching TV with her friends.4. Have Julian and Lucy made the cakes?5. Did Katie read a book?Activity 71. simple present negative2. present perfect negative3. past continuous question4. simple present affirmative5. simple past questionActivity 81. will2. will3. am going to4. is going to5. are going to6. will7. will8. are going to9. willActivity 91, If the bus is late, we won’t get to school on time. / If the bus is on time, we won’t get to school late.2. If Bill comes home early, we’ll go out to dinner.3. If I don’t win the lottery, I won’t buy a new car.Activity 101. c2. d3. a4. b5. f6. eActivity 111. If my back didn’t hurt, I’d play tennis.2. If Nick had a map, he’d find the house.3. If Claire loved Henry, she’d marry him.4. If I had a dictionary, I’d look up the meaning/word.5. If Andrew didn’t work all the time, he wouldn’t be boring.Activity 12(Your answers)Activity 131. was watching2. not to talk3. loved4. was going5. had never been6. had been swimming7. ate8. to hurry9. had needed10. would getActivity 141. He said that he liked the/that song.2. She asked me where my sister was.3. She said she didn’t speak Italian.4. They asked me to say hello to Jim.5. He said that the film had begun at 7 o’clock.6. She told the boys not to play on the grass.7. She asked him how he had spent his money.8. He said he never made mistakes.9. He wanted to know if she knew Robert.10. The stuntman advised the audience not to try (the stunt) at home.Activity 151. were2. is3. be4. am5. are6 is7. are8. was9 were10. beActivity 161. Farmers grow tea in India.2. Aneglina Jolie was photographed by the tourists.3. A car hit the tree.4. The church was built in 1927, by the villagers.5. We don’t usually see that bird here.6. The new library will be opened by the President.Reading 1: Stella McCartney (part 1)1.1:Sentence 2: aSentence 3: bSentence 4: cSentence 5: aSentence 6: b1.21. front page2. noone3. student4. around the world1.31. b2. c3. b4. bReading 2: Stella McCartney (Part 2)2.11. past perfect2. simple past3. simple present4. simple past passive5. future with ‘will’2.2. 3Stella showed she was a good designer.5Stella started designing clothes for children.4Stella started working for Gucci.1Stella turned 15.2Stella worked for Chloe.2.31. When she was fifteen. / In 1986.2. That she got the job because of her surname and famous parents3. clothes she’d like to wear herself4. Chloe, Gucci, Stella McCartney Kids5. models, actors, newborns, and children up to age 12Reading 3 (UNICEF Part 1)3.11. UNICEF will give young children the best start in life.2. UNICEF works with governments and other partners.3. A child’s fundamental right is to a quality basic education.4. Adolescents need support and guidance from their family.3.21. a2. c3. a4. b5. a3.31. When school age is reached (by the child).2. The family has continued to play a protective role.3. Adolescents aren’t making decisions.Reading 4 (UNICEF Part 2)4.11. Women’s full participation in the community was supported (by UNICEF).2. Is UNICEF developing strategies?3. Has UNICEF attempted to reunite children with their families?4.21. c2. a3. d4. b4.31. UNICEF supports women’s participation in the community through health care and basic education programs.2. natural disasters, war or armed conflict, exploitation and abuse, violence within their families3. Children are more likely to be abused when families are under stress.4.UNICEF has developed strategies to help preserve families under stress and strengthen family capacities, as well as strategies to protect children without family care. ................
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