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HANDOUT FOR SYSTEMS
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COMPUTER SCIENCE
STUDENTS
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 PART 1 - Words and sentences

A. What kind of word?

Look at the different kinds of word in this sentence.

Example: I have an important conference at work tomorrow, so I’m rather busy.

I have an important conference at work tomorro , so I am rathe bus

w r y.
Pronoun

Verb

Determiner

Adjective

Noun

Preposition

Noun

Adverb

word
Linking
Pronoun

Verb

Adverb

Adjective
There are eight different kinds of word in English. They are called 'word classes' or 'parts of
speech'. Here are some examples from the conversations in the café.

Verb: to have, am, is, would, likes, come, are, sitting, looked, will come
Noun: conference, work, coffee, party, Saturday, Jessica, friends, corner
Adjective: important, busy, good, cheap, my, your, our, this, that, hotter, hottest, most difficult
Adverb: tomorrow, rather, really, here, clearly, newly, very
Preposition: at, to, on, in, of, by, for, under, with,
Determiner: an, this, our, the
Pronoun: I, it, you, him, mine, yourself, his, who, none, anybody, this, that, each
Linking word: so, and, but, or, as

B. Words in sentences
Some words can belong to different classes depending on how they are used in a sentence.

VERBS NOUNS
Can I look at your photos? I like the look of that coat.
We work on Saturday morning. I'll be at work tomorrow.

EXERCISES

1. What kind of word?

Read this paragraph and then say which word class each underlined word belongs to. To help
you decide, you can look back at the examples in A.

1
 2. What kind of word?

Read this paragraph and then write the words in the spaces below. Write the first three verbs
under 'Verb', and so on. Do not write the same word more than once.

Henry thinks Claire is wonderful. He loves her madly, and he dreams of marrying her, but
unfortunately he is rather old for her. Today they are at a cafe with their friends Sarah and Mark, so
Henry can't get romantic with Claire. But he might buy her some flowers later.

3. Words in sentences
Is the underlined word a verb, a noun or an adjective?

C. Sentence structure: subject, verb, object, etc

2
 1. Sentence structure

The parts of a sentence are the subject, verb, object, complement and adverbial. A statement begins
with the subject and the verb. There are five main structures which we can use to make a simple
statement.
SUBJECT VERB OBJECT OBJECT COMPLEMENT ADVERBIAL
My arms are -------------------- ------------------ --------------------- -------------------
aching.

Something happen -------------------- ------------------ --------------------- -------------------

ed.

I need a rest. ------------------ --------------------- -------------------

Five people are the piano. ------------------ --------------------- -------------------
moving
This piano Is -------------------- ------------------ heavy. -------------------

It was -------------------- ------------------ a big problem. -------------------

It Is -------------------- ------------------ --------------------- on my foot.

Their house Is -------------------- ------------------ --------------------- nearby.

It s giving Me backache. --------------------- -------------------

David bought Melanie a present. --------------------- -------------------

My arms are -------------------- ------------------ --------------------- terribly.

aching
Note:

 The subject and object can be a pronoun (e.g. I) or a noun phrase (e.g. the piano).
 The complement can be an adjective (e.g.heavy) or a noun phrase (e.g. a big problem).The
complement often comes after be. It can also come after appear, become, get, feel, look,
seem, stay or sound.
 An adverbial can be a prepositional phrase(e.g. on my foot) or an adverb (e.g. nearby).
 We use two objects after verbs like give and send.
 We can add adverbials to all the five main structures.

3
I really need a rest.
Of course this piano is heavy.
Fortunately their house is nearby.
To everyone's surprise, David actually bought Melanie a present yesterday.

EXERCISES

1. Parts of the sentence

Mike and Harriet are on holiday. They have written a postcard to David and Melanie. Look at
each underlined phrase and say what part of the sentence it is: subject, verb, object,
complement or adverbial.

2. Sentence structure

After moving the piano, the five friends had a rest and a cup of tea. Look at this part of their
conversation and then write the letters a)- e) in the correct place.

3. Word order

Put the words in the correct order and write the statements.

4. Adverbials

These sentences are from a news report. Write down the two adverbials in each sentence. Each
adverbial is a prepositional phrase or an adverb.

Example: Prince Charles opened a new sports centre in Stoke yesterday. in Stoke /yesterday

4
1 He also spoke with several young people……………………….……………………………………..
2 The sports centre was first planned in 1994. …………………………………………………………..
3 Naturally, the local council could not finance the project without help. ……….……………………..
4 Fortunately, they managed to obtain money from the National Lottery. ….…………………………..

D. Direct and indirect objects

1. Introduction

Here are some more examples:

2. To or for?

We give something to someone, and we buy something for someone. We can use to with these verbs:
bring, feed, give, hand, lend, offer, owe, pass, pay, post, promise, read, sell, send, show, take,
teach, tell, throw, write

Example:

Vicky paid the money to the cashier, OR Vicky paid the cashier the money.
Let me read this news item to you. OR Let me read you this news item. We showed the photos to
David, OR We showed David the photos.

We can use for with these verbs: book, bring, build, buy, choose, cook, fetch, find, get, leave,
make, order, pick, reserve, save

They found a spare ticket for me. OR They found me a spare ticket.
I've saved a seat for you. OR I've saved you a seat.
Melanie is making a cake for David, OR Melanie is making David a cake.

5
 3. Give + pronoun

Sometimes there is a pronoun and a noun after a verb such as give. The pronoun usually comes before
the noun.

EXERCISES

1. Give

Look at the Christmas presents and write sentences about them.

Put one of these words at the end of each sentence: necklace, scarf, sweater, tennis racket, watch

2. Indirect object or to?

Write the information in one sentence. Put the underlined part at the end of the sentence.
Sometimes you need to.

3. To or for?

Mark's boss at Zedco is Mr Atkins. He is telling people to do things. Put in to or for.

4. Give + pronoun

Complete each answer using the words in brackets. Sometimes you need to use to or for.

6
Reading

1. Read the following text and answer the exercises.

Types of Computers

There are a lot of terms used to describe computers. Most of these words imply the size, expected use
or capability of the computer. While the term computer can apply to virtually any device that has a
microprocessor in it, most people think of a computer as a device that receives input from the user
through a mouse or keyboard, processes it in some fashion and displays the result on a screen.

1. PC
The personal computer (PC) defines a computer designed for general use by a single person. While a
Mac is a PC, most people relate the term with systems that run the Windows operating system. PCs
were first known as microcomputers because they were a complete computer but built on a smaller
scale than the huge systems in use by most businesses.

2. Desktop
A PC that is not designed for portability is a desktop computer. The expectation with desktop systems
is that you will set the computer up in a permanent location. Most desktops offer more power, storage
and versatility for less cost than their portable brethren.

3. Laptop
Also called notebooks, laptops are portable computers that integrate the display, keyboard, a pointing
device or trackball, processor, memory and hard drive all in a battery-operated package slightly larger
than an average hardcover book.

4. PDA
Personal Digital Assistants (PDAs) are tightly integrated computers that often use flash memory
instead of a hard drive for storage. These computers usually do not have keyboards but rely on touch
screen technology for user input. PDAs are typically smaller than a paperback novel, very lightweight
with a reasonable battery life. A slightly larger and heavier version of the PDA is the handheld
computer.

5. Workstation
The fifth type of computer is a workstation. A workstation is simply a desktop computer that has a
more powerful processor, additional memory and enhanced capabilities for performing a special
group of task, such as 3D Graphics or game development.

Adapted from <http://computer.howstuffworks.com/10-types-ofcomputers10.htm>.

7
EXERCISES

1. Underline five relative pronoun phrases in the text.

2. Match the description in column B with its name in column A by writing the correct
number in the parenthesis. One option is left out in column A.

Column A Column B
PC () 1. It is a lightweight, handheld computer. It is small enough to fit in the
palm of your hand.

Desktop () 2. It is a personal and portable computer. It has a flat LCD screen and
uses batteries for mobile use.

Laptop () 3. It has a very powerful processor and extra memory capacity due to
the kind of work people employed it for.

PDA () 4. It is for one person use only. Formerly it was named microcomputer
because of its size: being smaller than the ones employed in
businesses.

Workstation ()

Writing
1. Define the following terms. Do this exercise following the “Classifying” techniques.

Example:

Output devices: output devices consist of products to extract the finish work from a computer. They
can be divided into different categories. The printer and the monitor are types of output devices.

1. hardware:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. RAM:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Vocabulary

1. Complete the following article by underlining the correct connector in parenthesis that
gives meaning to the text.

8
A new International Standard establishes general principles and gives recommendations for the care
and handling of digital optical discs 1. (because/ however) it gives a view to maximizing their
effective life. Optical discs are widely used for the recording and storage of information. 2.
(Consequently/In addition), their popularity has led to wide availability and made them the medium
of choice for numerous applications. 3. (Whereas/As a result), the advantages are many: information
is recorded in digital format that not only provides high storage density, but also allows duplication
without information loss, offers ease of data manipulation and facilitates transmission. 4.
(However/Thus), as with other media there are concerns about the life expectancy of recorded
information on optical discs which, like paper records, photographic film and magnetic tape, can be
subject to both damage and decay. 5. (Although/Therefore), the International Standard Organization
issued the following areas as weak and hazardous:
* cleaning and maintenance, including cleaning methods and frequency
* inspection and transportation

2. Define each term by giving a simple explanation.

Example: Printing devices - devices that print material

a. Modern web cams ________________________________________________________________
b. Designer’s flash rive_______________________________________________________________
c. Storage units _____________________________________________________________________
d. A red laser ______________________________________________________________________
e. A DVD burner ___________________________________________________________________
f. The translating software ____________________________________________________________
g. Engineer’s laptop _________________________________________________________________
h. A recording disk ____________________________________________________________

PART 2 - Tenses- Present and past tenses

i. The Present Simple Tense

We use the simple present tense:
a) For facts
 Whales live in the ocean.

 Aconcagua is the highest mountain in Latin America.

 The flight from Chile to Australia is thirteen hours.

b) For repeated or regular actions

 Flights to London leave every hour.

 I eat breakfast at the table.

 We work every day of the week.

c) For habits
 I brush my teeth three times a day.

 He only drinks Martinis.

d) For things that are generally true in the present time period
 She is my girlfriend.

 We study English.

9
The present tense is quick and current, and helps emphasise the action happening, rather than
its completion. That is why even though the events are technically in the past, news coverage
of them is presented as though it was occurring at the same time. This is a specific use of the
verb tense known as the historical present, which means using a present tense verb to
describe an event that has already happened.

Journalists are instructed to use the present tense to convey a sense of immediacy. This leads
to, for example, classic TV news teasers where there is a past action described using the
present tense:

 Man bites dog – film at 11:00.

Effective headlines usually involve logical sentence structure, active voice and strong present-
tense verbs as it usually refers to immediate past information (past tense for past perfect, and
future tense for upcoming events). Here are some examples of effective headlines:

 "Bush wins presidency"

 "India signs a pact with Russia"
 "Sachin hits another century"
 "Obama wins presidential election"

- Position of adverbs
Adverbs of frequency are placed in front of the main verb as do adverbs like ever, still, just, etc.
Adverbs of time come in the front or end position of the sentence.

 I only speak English.

 Do you still work as an accountant?

Most headlines are in the present or future tense. The headlines use the present tense to
describe events that have already happened. There are several reasons for this. First the present
tense is active. It puts the reader into the middle of the action. It gives him the feeling of
participation. Secondly, the event may be past, but it is recent past, and the reader is learning it
for the first time. He perfectly well understands the connection and will imply from a present
tense headline that the event occurred within the publishing time of the newspaper. Using the
present tense in headlines gives the story more impact.

ii. The Present Progressive Tense

We use the present progressive tense:

a) When somebody is doing something at this moment.

 Sarah is changing her clothes right now.

 Her boyfriend is waiting for her.

 We are learning the progressive tense in English.

b) When something is happening at this moment. When the action has started but hasn't finished.

 It is snowing at the moment.

10
  The economy is growing at an exponential rate.

 The children are sleeping, so please be quiet.

c) To talk about something that is happening around the time of speaking but not necessarily at that
exact moment.

 Peter is studying a lot for his exam.

 I'm reading a great book.. (not necessary right at this moment)

 We are planning a trip to Chicago.

iii. Present Simple vs. Present Progressive Tense

A significant difference between these two tenses is that we use the simple present tense for things
that are permanent or are in general and the present progressive tense for things that may change or
are temporary.

Compare:

 Simon lives in Birmingham. (Permanent)

 Simon is living with his friends for now. (Temporary)

 James smokes. (Permanent)

 James is smoking in the kitchen. (Temporary)

iv. Verbs that we don't use in the Progressive Tense

Another difference is that there are some verbs in English that we don't use in the progressive tense.
These include: belong, cost, hate, have (possession), hear , know, like, love, need, own, remember,
seem, smell, understand, want.

v. Different Meanings
In questions the same verb can change the meaning depending on if it is in the present simple or the
present progressive tense.

 What do you do?(Meaning: What is your job?)

 What are you doing? (Meaning: What are you doing at the moment?)

 What do you read? (Meaning: What do you like to read?)

What are you reading? (Meaning: What are you reading right now?) Most books are written in past
tense, as if the story has already happened and the narrator is telling you about it after the fact. John
Updike's novel Rabbit, Run, published in 1959, is sometimes thought to be the first novel written in
the present tense (Updike credits two other writers as coming before him: Damon Runyon and Joyce
Cary). A present tense novel can require an extra suspension of disbelief to accept the idea that events
are unfolding right now. For example, short stories are more commonly written in the present tense.
When a book is a crime novel, writing it in the present tense allows the reader to unfold the mystery
at the same time as the main character (when Jack is surprised, we're surprised at the same time).

11
For further reading, see On Writing Fiction: Rethinking Conventional Wisdom About the Craft by
David Jauss – fiction writer and poet.

A sampling of books written in the Present Tense:

 Time Traveler's Wife by Audrey Niffenegger

 Choke by Chuck Palahniuk

 Fight Club by Chuck Palahniuk

 Ilium by Dan Simmons (some parts)

 Olympos by Dan Simmons (some parts)

 Rabbit, Run by John Updike

 Line of Vision by David Ellis

 The Sound of My Voice by Ron Butlin (also in second person)

 Half Asleep in Frog Pajamas by Tom Robbins (also in second person)

EXERCISES

1. Complete the sentences for situations in the present. Decide which tense you need to use.

a) Ms Smith __________ (work) as a sales representative for three years.

b) In her job, she __________ (drive) around a lot to meet her customers all over the country.
c) Today she __________ (travel) 500 km to meet a customer.
d) She __________ (be/surely) tired now.
e) At the moment, Ms Smith __________ (stand) in her hotel room.
f) She __________ (arrive/just).
g) But she __________ (can/not) take a little nap now because she __________ (must) call her
customer.
h) They __________ (wait/probably) for her phone call.

2. Present tense in context. Fill in the simple present or present progressive form of the verb in
brackets.

Local-born teen carries torch in global relay

By Jon Moffett, Monday, July 7, 2008

Some teenagers _____ (be) too busy thinking about themselves to worry about world issues. But
David Morrison is not your average teenager. Instead of spending his summer vacation on the
baseball diamond or at the pool, the 14-year-old _____ (run) .

David _____ (take) part in the World Harmony Run. According to its Web site, the run is a global
relay that _____ (seek) to promote international friendship and understanding. The relay_____ (take)
place in more than 100 countries.

This is a very great thing to do. We _____ (get) to spread harmony and see beautiful parts of the
country, David said.

12
David was born in Youngstown, but moved to Florida seven years ago. His mother, Cynthia, was born
in Mexico and ran with her mother in the Mexican relay as a teenager. She and her son _____ (know)
firsthand what it is like to experience cultural insensitivity.

When we moved to Florida, the neighbor kids would say, “You are half-Mexican, we _____ (hate)
you.” Now the kids do not feel that. They must have learned it from their parents or family
environment.

Cynthia added that she is incredibly proud of her son, who was able to understand the true meaning of
the run. “It sends a message of friendship and awareness of humanity,” Cynthia said. “It _____ (say)
that no matter your race or color or anything, we are all people and we should get along. David
showed an interest in running as early as 12, ” his mother said. Cynthia added that she and David
_____ (run) and _____ (train) together.

“She _____ (help) me,” David _____ (say) . “This_____ (bring) us closer together.”
David is the youngest member of his team, and his participation is clearly evident to his teammates.

“We feel really good about David’s being here,” said Bansidar Medeiros, David’s team leader. “Since
our future is in the hands of our youth, when you see a runner like David, it’s a very special
experience for us. It’s heartening and inspiring. He _____ (give) us his enthusiasm and his freshness.”

Medeiros was involved in the first World Harmony Run in the United States in 1987. Since then, he
has run in the event in Mexico, Venezuela, Indonesia, Canada, Malaysia, Puerto Rico, China and his
native Hawaii.

The relay began April 15 at the United Nations in New York. The four-month event _____ (feature)
teams who run through all 48 continental states. The relay _____ (finish) at 15th August back at the
United Nations.

Since David was still in school when the race began, he joined up in Seattle and will run with them
until they _____ (reach) Chicago. Though he won’t be able to participate in the entire run, David
_____ (express) interest in doing it again in the future.

“It _____ (send) a very positive message of trying to better the world,” David said. “Mr. Medeiros
said that the future _____ (be) our youth, so harmony begins with me. We can make the future better.”

3. Read the following news reports and create the headlines using present tense.

a) A war criminal has escaped from a courtroom.

______________________________________________________

b) Real Madrid won against Manchester United yesterday.

______________________________________________________

c) The FBI has announced it will not recommend criminal charges against Hillary Clinton over her
use of private email while she was secretary of state.
______________________________________________________

d) Doctors in India have replaced a 12-year-old boy's damaged nose with a new one which was
grown on his forehead.
_____________________________________________________
Reading

1. Read the texts

13
Text A

Text B

Text C

14
 1. Read Text A. Match the words on the left with their collocations on the right.

2. Choose the correct collocation.

3. Complete these sentences

15
 4. Answer this computer quiz using collocations from text A, B and C.

vi. Present Perfect Tense

The perfect in English is always auxiliary have/has and the past participle (e.g..: worked, done, seen).
As always with the English verb system, the main part of the verb gives the meaning, and the
auxiliary the time and (sometimes) the person.

vii. The Present Perfect Simple Tense

It refers to:

a) Recent events, without a definite time given. The recentness may be indicated by just.

 We've missed the turning.

 I have just seen a ghost!

b) Indefinite events, which happened at an unknown time in the past. No definite time is given.

 Jim has had three car accidents. (up to the present)

c) Indefinite events which may have an obvious result in the present.

 I've twisted my ankle. (that is why I am limping)

d) With state verbs, a state which lasts up to the present.

 I've lived here for the past ten years.

e) A habitual action in a period of time up to the present.

 I've been jogging every morning for the last month.

viii. The Present Perfect Continuous Tense

Verbs such as sit, wait, speak, etc. (non-stative verbs) suggest continuity and so are mostly used in the
continuous (-ing) form.

 I have been sitting here for two hours.

16
When both the simple and continuous forms are possible, native speakers prefer to use the continuous.

 I have worked here for five years.

 I have been working here for five years.

EXERCISES:

1. Complete the sentences below by putting the verb in brackets into the Present Perfect
Simple or Continuous.

a) The company is huge. It __________ (create) a thousand new jobs since the beginning of last year.
b) We __________ (produce) this product since the beginning of the year.
c) I __________ (had) this car for twenty years and it's as reliable as ever.
d) I'm afraid the company is going bankrupt. It __________ (have) big problems lately.
e) So, what __________ (you/do) since I last saw you? What's new?
f) How many of these questions __________ (you/manage) to get right so far?
g) I'm a bit worried about Malcolm. He __________ (act) very strange of late.
h) He's an awful driver. He __________ (have) four accidents in the last three months.
i) __________ (you/send) us the new price list of your products yet? We need it as soon as possible.
j) I __________ (try) to repair the lock on our door for the last four hours without any success.

2. Complete the following sentences using the Present Perfect Simple or Continuous.

a) Maria Harris _____ (stay) in a rented flat since returning to Liverpool.

b) We _____ (stay) at this hotel a couple of times before.
c) With their win yesterday, Italy _____ (move) into second place in the table.
d) As house prices in the cities have risen, people _____ (move) into the countryside.
e) All day, the police _____ (stop) motorists to question them about the accident.
f) Good, the noise _____ (stop) I can start concentrating on my work again.
g) I _____ (not/read) any of Dickens' novels.
h) I _____ (read) this book on astrophysics for hours and I'm still only on page 6.
i) Dr Fletcher _____ (give) the same lecture to students for the last ten years.
j) Mr Goldman _____ (give) nearly a million pounds to the charity this year.
k) I did 20 lengths of the pool today. I _____ (not/swim) that far since I was at school.
l) I _____ (swim) and I feel exhausted.
m) In recent years, Brazilian companies _____ (put) a lot of money into developing advanced
technology.

3. Choose the Present Perfect Simple or Continuous.

a) _____ (you/buy) your train ticket yet?

b) The kitchen is a complete mess! What _____ (the children/do)?
c) Julie _____ (learn) to drive for six years!.
d) Amanda _____ (already/have) lunch, so she'll meet us later.
e) How much coffee _____ (she/drink) this morning?
f) Simon _____ (write) three books.
g) I _____ (do) everything I needed to do today! Hurray!.
h) It _____ (not/rain) all summer, so the garden is dead. .
i) I _____ (read) your book. Here it is, thank you.
j) She _____ (forget) how to get to my house.
k) I _____ (work) in the garden all day and I need a rest.
l) David feels great these days. He _____ (get) up early lately.

17
m) We _____ (always/hate) rush hour traffic.
n) Recently, I _____ (study) a lot. My exams are in a few weeks.
o) We _____ (write) this book for months and months.
p) I _____ (always/love) chocolate.
q) I _____ (want) to go back to university for a long time.
r) What's that delicious smell? _____ (you/cook)?
s) I _____ (watch) seven films this week!.

Vocabulary

1. Match the definitions in Column A with the terms in Column B. One option is left out in
column A. Write the correct number in the parenthesis.

Column A Column B
A collection or file of related and structured data. () 1. Graphical user
interface (GUI)
An application that manipulates text and produces documents () 2. Scroll bar
suitable for printing.

A horizontal or vertical bar containing a box that is clicked and () 3. Word processor
dragged to the desire connection.

A user-friendly interface based on graphics which uses a WIMP () 4. Worksheet

environment.

A collection of cells grouped on a single layer of the file. () 5. Database

A list of options that appears below a menu item when selected. () 6. Icon

A picture representing an object, such as document, program, folder or ()

hard disk.

Reading

1. Read the following text carefully and complete the set of exercises below.

Using Windows Vista: Keep up with life

Wouldn't it be great if the tools you used to keep up with your life could also keep up with you?
Windows Vista stands apart here. In a lot of little ways and a few large ones, it helps simplify your
day.

Top three things you can do:

 Find and use things on your PC
 Find and use things online
 Keep everything, everywhere, synchronized

Simplify essentials
With Instant Search in Windows Vista you can type a few letters and find virtually anything on your
computer. Simply open the Start menu and begin typing in the Start Search field. Then, just hit the
enter key. You'll get organized results showing files, applications, calendar events, contacts, and

18
Internet Explorer favorites. Plus, you'll find search boxes wherever you go, so if you're in the Control
Panel, for example, you can search just Control Panel applications.

Find what you need

See it first. With the preview panel in Windows Explorer, you can see the document or file before you
even open it.

Have more confidence

With tools like Windows Defender and Windows Security Center, your PC is equipped to fend off
malware and other online threats. It'll also keep an eye on its own performance and tune itself to keep
humming along without fuss on your part.

Get more from the web with Internet Explorer

If you're like most people, you use the Internet a lot. Take a look at Internet Explorer 8, the newest
version of the popular web browser. It includes several new features that simplify the stuff you do all
the time. Web slices give you a fast, simple way to keep up with the specific information you care
about on a website. Accelerators help you do common tasks right within a web page. And with
InPrivate browsing, you can surf without leaving a trace.

1. Write the three steps to use Instant Search on your computer.

First,__________________________________________________________________
______________________________________________________________________
Next,__________________________________________________________________
______________________________________________________________________
Finally,________________________________________________________________
______________________________________________________________________

Vocabulary

1. Computer hardware

1. Have you got a computer at home, school or work? What kind is it?
2. How often do you use it? What do you use it for?
3. What are the main components and features of your computer system?

2. In pairs, label the components of this computer.

19
Reading

1. Read an article about how people at different ages use computers and smartphones.

Match the definitions (1–8) with the vocabulary (a–h).

Vocabulary
1. …… to miss out on
2. …… addiction
3. …… constantly
4. …… to be cut off from
5. …… unlike
6. …… social media
7. …… ironically
8. . …… early adopters
Definitions
a. websites and apps like Facebook, Twitter and Instagram
b. in a funny or strange way because it’s unexpected
c. different from
d. to not get the benefits of
e. needing something too much or in an unhealthy way
f. people who are the first to buy or use new technology
g. all the time without a break
h. to have no access to

DIGITAL HABITS ACROSS GENERATIONS

Today’s grandparents are joining their grandchildren on social media, but the different generations’
online habits couldn’t be more different. The over-55s are joining Facebook in increasing numbers,
meaning that they will soon be the site’s second biggest user group, with 3.5 million users aged 55–64
and 2.9 million over-65s.

Sheila, aged 59, says, ‘I joined to see what my grandchildren are doing, as my daughter posts videos
and photos of them. It’s a much better way to see what they’re doing than waiting for letters and
photos in the post. That’s how we did it when I was a child, but I think I’m lucky I get to see so much
more of their lives than my grandparents did.’

Ironically, Sheila’s grandchildren are less likely to use Facebook themselves. Children under 17 are
leaving the site – only 2.2 million users are under 17 – but they’re not going far from their
smartphones. Chloe, aged 15, even sleeps with her phone. ‘It’s my alarm clock so I have to,’ she says.
‘I look at it before I go to sleep and as soon as I wake up.’

Unlike her grandmother’s generation, Chloe’s age group is spending so much time on their phones at
home that they are missing out on spending time with their friends in real life. Sheila, on the other
hand, has made contact with old friends from school she hasn’t heard from in forty years. ‘We use
Facebook to arrange to meet all over the country,’ she says. ‘It’s changed my social life completely.’

Teenagers might have their parents to thank for their smartphone and social media addiction as their
parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers, reports that
he used to be on his phone or laptop constantly. ‘I was always connected and I felt like I was always
working,’ he says. ‘How could I tell my kids to get off their phones if I was always in front of a
screen myself?’ So, in the evenings and at weekends, he takes his SIM card out of his smartphone and
puts it into an old-style mobile phone that can only make calls and send text messages. ‘I’m not
completely cut off from the world in case of emergencies, but the important thing is I’m setting a
better example to my kids and spending more quality time with them.’

Is it only a matter of time until the generation above and below Peter catches up with the new trend
for a less digital life?

1. Are the sentences true or false?

Answer

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1. More people aged 55 or more use Facebook than people aged 65 or more. True False
2. Grandparents typically use Facebook less than their grandchildren. True False
3. Sheila feels grateful to social media. True False
4. Peter found his own smartphone use affected how he felt about how much his True False
children used their phones.
5. Peter has changed how much he uses his phone during the working day. True False
6. Peter feels that the changes make him a better parent. True False

2. Write the phrases in the correct group.

are returning to older technology are less keen on Facebook like to keep their phones
near them
use social media to find old friends were the first generation to get feel lucky to have the
smartphones internet in their lives

Teens Grandparents Paraents

Speaking: Discussion

1. Who uses their phone the most among your family or friends?

Past Tenses

Narrative tenses are the grammatical structures that we use when telling a story, or talking about
situations and activities which happened at a defined past time.

The most common of these is the past simple. Three other tenses, past continuous, the past
perfect simple and the past perfect continuous can help us to say what we want more efficiently.
They make descriptions more detailed and colourful. However, almost any story can be told
using the past simple. It is often useful to look at these tenses together within the context of the
function narrating, i.e. relating past events.

When narrating past events, avoid using the present perfect and present simple, as these will
confuse the reader/ listener about when things really happened.

i. The Simple Past Tense

i. The past simple is used to express a completed action at a definite time in the past.
The separate events which occur in sequence in a narrative are expressed using this
tense.
 I woke up (1) at 8am, had a shower (2) and ate some breakfast (3). I left for work (4)
at 9am.

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Used to + verb is often used to express past habits and states that happened in the past, but do
not happen now. Used to can not be used for actions which only occurred once.

 I used to work for IBM. (I don't work for them now)

 I didn't use to like living in London. (I do like it now)
 Where did you use to go for lunch? (You don't go there now)

Would (+ adverb of frequency) + verb can be used to express past habits which do not
happen now.

 My grandfather would always read the newspaper at breakfast time. (He doesn't do it now)

Using would instead of used to often gives an idea of nostalgia. However, if the adverb of
frequency is stressed, it can give the idea that the habit was annoying.

 My dog would never do what I wanted it to do!

Would cannot be used for past states.

 I would live in Chicago. (It is wrong!)

ii. The Past Continuous Tense

a) The past continuous is used to describe the situation in which the events of the
narrative occurred.
 I woke up (1) at 8am, had a shower (2) and ate some breakfast (3). I left for work (4) at 9am.

b) The past continuous is used to express an activity in progress at a time in the past. It
is the most common tense after while in questions and statements.

 What were you doing (1) when I phoned (2) you

The past continuous also expresses the idea of:

a) An interrupted activity
 She was cooking dinner when the doorbell rang.
(She cooked dinner = she finished it)

b) An unfinished activity
 I was reading the book you lent me.
(I read the book... = I finished reading the whole book)

c) A repeated action
 They were shooting at the enemy.
(They shot.... = They fired the gun one time only)

d) A temporary situation
 He was standing on the corner waiting for a bus.
(It stood on the corner. = Permanent situation)

iii. The Past Perfect Simple Tense

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 a) The past perfect simple is used to show that an action or situation happened before the events
in the narrative described in the simple past.

 When I woke up at 8am (1), the sun was shining and the birds were singing. I had slept (2)
really well the night before. I had a shower (3), ate some breakfast (4) and left for work at
9am. (5)

It is bad style to use too many verbs in the past perfect. As soon as it is clear that the events happened
before the time that the narrative is set, use the simple past and past continuous.

 When I woke up at 8am, the sun was shining and the birds were singing. I had slept really
well the night before. I dreamt about the time I spent living in Switzerland when I was a
teenager. I had a shower, ate some breakfast and left for work at 9am.

If the subject of two verbs is the same, you don't have to repeat the had auxiliary.

 When I arrived, he'd finished his dinner and left the room.

b) The past perfect simple is used to make a narrative more interesting to read.

It is generally seen as a bad literary style to have too many verbs in the same tense. In English it is
always best to avoid repetition where possible.

Look again at the example used to illustrate the past simple tense. This same sentence could be
improved for dramatic effect by using the past perfect simple.

 I woke up at 8am and left for work after I'd had a shower and eaten some breakfast.

With these conjunctions of time (after, as soon as, before, by the time, once, till, when, unless, until),
the past perfect shows that the first action must be completed before the second action begins,
otherwise the past simple is used.
Compare:
 After....she finished, they left / she had finished, they left.
(She had to finish first)
 As soon as...we arrived she said "hello". / I had done it, I sent it to her.
(I had to do it first)
 She wouldn't sign the contract before.... seeing it / she had seen it.
(She had to see it first)
 They wouldn't go unless....she came with them / they had seen it was
safe.
(It was important to finish checking that it was safe before going)

iv. The Past Perfect Continuous Tense

The past perfect continuous is used for longer activities that were happening continuously up until a
specified time in the past.

 He looked very tired (1), he had been working very hard (2) over the past three weeks.

As with the past continuous, the past perfect continuous can show the following:

a) Unfinished activity

23
  He hadn't heard the telephone ring because he'd been reading.
b) Repeated activity
 I was tired. I'd been cutting wood all day.

With the past perfect simple, the focus is on the completed activity.
 He'd read three reports that morning.
He'd cut a huge pile of wood.

The Future in the Past

The future in the past is used to look into the future from a point of time in the past. However, this
future event still occurred at a time before the present time.

 I woke up (1) at 8am yesterday. I was meeting my boss (2) at ten o'clock that morning, so I
wouldn't be able to have lunch (3) with Susan. I wasn't going to get home (4) again until late
that night.

Depending on the situation, the following tenses are used in the future in the past:

 The past simple (a timetabled event)

 The past continuous (an arrangement)
 Would (a prediction)
 Was going to (a plan)
 Would be doing (an action at a specific time)
 Would have done (action completed before a specified time)

EXERCISES:

1. Complete the sentences for situations in the past. Decide which tense you need to use.

a) Yesterday, a plumber _______ (come) to our house.

b) He _______ (want) to repair our washing machine that _______
(break) down a few days before.
c) Before he _______ (ring) at my door, he _______ (have) looking for a parking space for about ten
minutes.
d) While the plumber _______ (repair) the washing machine, I _______ (watch) the news. Suddenly, I
_______ (realize) that they _______ (show) our street on TV.
e) The reporter _______ (say) that a car _______ (crash) into a stop sign just before reaching the
crossroads.
f) While I _______ (listen) carefully to what _______ (happen), someone knocked at my door.
g) I _______ (open) the door and _______ (see) a police officer standing there.
h) He _______ (ask) for the plumber.
i) As it turned out, it _______ (be) our plumber's car that _______ (roll) down the street.
j) In his haste, the plumber _______ (forget) to set the handbrake.

2. Narrative tenses in context. Complete the story using the most proper tense.

a) We’re having a wonderful time, but we’ve had some nervous moments. We had a memorable flight
just before Christmas. This is what happened. We _______ (spend) three weeks on the beautiful
island of Boracay where we _______ (rent) a bamboo hut on the beach for HK$20 a night.

b) Paradise! However, we _______ (must/be) back in Manila by Christmas so we _______ (book) a

flight in a private plane.

24
c) It was a typical tropical morning, hot and humid. We _______ (walk) along the beach to meet
Roger, who _______ (organize) the flight, and the other passengers.

d) Roger _______ (introduce) everybody and then we _______ (take) the small boat across to
Caticlan on Panay island.

e) After a short time the pilot_______ (arrive).

f) We _______ (introduce) to him as well - the service was very friendly - and quite soon afterwards
we _______ (get into) the plane.

g) At first I was a bit worried about flying in such a small aircraft. However, after we _______ (take
off) I _______ (forget) my worries.

h) I just enjoyed the views as we flew over some of the most spectacular scenery in South-East Asia.
Finally, at about 12 o’clock we _______ (begin/descend) towards Manila airport.

i) The pilot _______ (talk) on the radio to the control tower while he _______ (bring) the plane down
gently towards the runway.

j) Suddenly, he _______ (announce) that the transmission _______ (fail).

k) I looked around for a parachute but there wasn’t one. However, nothing terrible seemed to happen
and the pilot didn’t seem worried. Eventually, I _______ (realise) that he_______ (mean) the radio
transmission and not something to do with the engine. We landed safely a few minutes later. I must
admit I’m not very happy about flying in big planes, as for little ones - never again.

PART 3 - Future – Future forms

English language has several forms which express future events. The form that we choose depends
on: a) how sure we are that something will happen, b) whether we want something to happen, or c)
whether we are talking about ourselves or others. Aspect is much more important than time.

i. Will
The modal auxiliary verb will has a number of possible meanings. Four of the most common are:
certainty, habitual characteristic, volition (willingness), instant decision.

Context tells us whether the certainty is about the present. Habitual characteristic is something that is
shown regularly. It was observed in the past, can be observed in the present, and will presumably be
observed in the future. It is not possible to know of a future habitual characteristic, so we do not use
this form for purely future reference. Volition, denoting an offer, can refer only to a future situation.
Instant decisions can be made only about a future situation and, usually, only reported by the person
making the decision. We therefore usually encounter this meaning only with I or we as the subject.
Will can function as an auxiliary of the future in predicting a future event.

a) We use it to make a simple statement of fact about something which will definitely happen or not
happen.

Two bodies of different mass will reach the ground at the same moment.

b) We use it to make a simple statement about future events that have been previously arranged.

The meeting will begin at 9.00 a.m. Refreshments will be available from 8.30 onwards.

25
c) We use it when we talk about something that we think is likely to happen in the future.

Tomorrow will be warm and sunny.

Why not come over at the weekend? The children will enjoy seeing you again.

d) We use it to express ideas of willingness and spontaneous intention at the moment of speaking.

What a lovely idea to visit Chamonix during our Tour of Montblanc! I think I will do it.

It's agreed. If the meeting is arranged at 5.00 p.m., I will pick you up at 4.00.

e) We use it for habitual characteristic:

Andrea will sit at her desk for hours without saying a word. (This is what she often does.)

ii. Going to
It is common in speaking and in informal writing. As it shows a premeditated intention, it is a way of
referring to a future event which expresses a strong aspect; the time of the event is less important.

a) We use the form of going to + verb when we refer to the plans, decisions, and intentions.

What are you going to do when you leave school?

John has changed his mind. He isn't going to marry Stephanie after all.

b) It is also used to predict a future event for which there is some evidence now.

They are looking very angry. I think they are going to start throwing stones.

iii. The Present Continuous Tense

a) It is used to express an arrangement, usually for the near future. When we talk about plans,
decisions or intentions on the basis of present facts, the difference in meaning between the Present
Continuous and Going To is very slight.

 I'm going to start a new job on Monday. (It emphasizes more my decision; I'm telling my
listener something about myself.)

 I'm starting a new job on Monday. (It emphasizes more the change which will now take
place according to plan; I want my listener to know about my new job.)

b) The use of the Present Continuous indicates that we have a firm intention to have made a definite
decision to do something, although this may not already be arranged.

 Are you seeing the doctor again next week? (or Are you going to see....?)

 I'm not asking Tom to the party. (or I'm not going to ask...)

iv. The Present Simple Tense

a) It is used to express a future event which is seen as being certain because of a timetable or calendar
(something published or fixed).

 The famous Wimbledon Championship always takes place between late June and the
beginning of July.

26
  What time does the film start?

 The sun rises at 5.16 tomorrow.

b) We use the Present Simple (and not will) to refer to the future in time clauses with conjunctions
such as after, as soon as, before, by the time, when, while.

 When you see Dave, tell him he still owes me some money.

 I should be finished by the time you get back.

v. The Future Continuous Tense

It is used to talk about something that is predicted to start before a particular point of future time, and
that may continue after this point. It expresses an activity that will be in progress around a specific
time in the future.

a) It is often the result of a previous decision or arrangement.

 She will be taking up her place at the University of Oxford in October.

b) We talk about a future activity that is part of the normal course of events or that is one of a repeated
or regular series of events. So it is also a way for guessing what someone is doing now or will be
doing at a later time.

 Dr. Jones will be giving the same talk in room 193 at 10.00 next Thursday.

 We will be leaving for Istanbul at 7.00 in the evening.

 A - "Where is your boss? I need to talk to him. B - "He will be having his lunch, I
suppose. It's 1.00 o'clock!

c) It is often used to express a casual or polite question about someone's future plans.

 Will you be staying with us again tonight?

vi. The Future Perfect Tense

It expresses an action that will have finished before a definite time in the future. The Continuous form
is used to show the duration of the activity at a point in the future.

a) We use it to say that something will be ended, completed, or achieved by a particular point in the
future.

 By the time you receive this letter, I will have left Dublin.

 I will call for you at seven. Will you have finished dinner by then?

 By the end of this course, students will have learned how to cope with the most common
grammar mistakes in journalism.

b) It emphasises the duration of an activity in progress at a particular point in the future.

27
  Next year, I will have been working in the company for 15 years.

vii. Is to

a) We are talking about an obligation to do something. It's similar to must and have to, but it
emphasiszes the fact that certain plans or arrangements have been made for us.

 Nobody is to leave the room until the examination is over.

b) It is commonly used in news reports to talk about events that are likely to happen in the near
future.

 The main Rome to Naples railway line is to be reopened today.

c) We find it in formal or official arrangements, formal instructions and to give orders.

 The European Parliament is to introduce a new law on safety at work.

d) With is to, the future events we are talking about can be controlled by people.

 The President is to/will return to Brazil later today.

 The comet will return to our solar system in around 500 years. (not ... is to return...
because the movement of the comet can't be controlled).

viii. Is about to

a) We want to emphasize that something will happen very soon.

 The boat is about to leave. Would all visitors please leave the boat right away. Thank you.
(Public announcement of something that will happen in the very near future.)

b) It is commonly used in conversations.

 We are just about to eat. Do you want to join us?

ix. Shall

Only a small minority of native speakers use shall other than in questions, and then only for certainty
and instant decision, never for volition or habitual characteristic. For some speakers, shall is used in
formal speech and in written language.

Shall is used commonly in questions: making a suggestion (Shall we go to the pub this evening?),
asking if the person addressed wants the speaker to do something (Shall I arrange the publicity?).

Consider that in many sentences, several of the forms can be used perfectly naturally. The final
subconscious choice of form is made by speakers at the moment of speaking, and depends on the
context of situation as they see it at that moment.

EXERCISES:

1. Put each verb in brackets into a suitable verb form.

28
a) In twenty-four hours' time __________ (I/relax) on my yacht.

b) There's someone at the door.' That __________ (be) the postman.'

c) By the time you get back Harry __________ (leave).

d) It's only a short trip. I __________ (be) back in an hour.

e) What __________ (you/do) this Saturday evening? Would you like to go out?

g) By the end of the week we __________ (decide) what to do.

h) It __________ (not/be) long before Doctor Smith is here.

i) We'll go to the park when you __________ (finish) your tea.

j) It's very hot in here. I think I __________ (faint).

k) What__________ (you/give) Ann for her birthday? Have you decided yet?

2. Complete the second sentence so that it has a similar meaning to the first sentence, using the
word given. Do not change the word given.

a) The Prime Minister expects an easy victory for his party in the election. believes The Prime
Minister ____________________ the election easily.

b) I've been in this company for almost three years. will By the end of the month
____________________ in this company for three years.

c) This book will take me two years to write. have In two years'___________________ this book.

d) Scientists are on the point of making a vital breakthrough. about Scientists

are____________________ a vital breakthrough.

e) Maria is pregnant again. have Maria is____________________ baby.

3. Complete the sentences using the most suitable form of the verbs in brackets.

a) The train __________ (to arrive) at 12:30.

b) We __________ (to have) dinner at a seaside restaurant on Sunday.

c) It __________(to snow) in Brighton tomorrow evening.

d) On Friday at 8 o’clock I __________ (to meet) my friend.

e) Paul __________ (to fly) to London on Monday morning.

f) Wait! I __________ (to drive) you to the station.

g) Are you still writing your essay? If you __________ (to finish) by 4pm, we can go for a walk.

29
h) I __________ (to see) my mother in April.

i) Look at the clouds – it __________ (to rain) in a few minutes.

j) When they __________ (to get) married in March, they __________ (to be) together for six years.

k) You’re carrying too much. I __________ (to open) the door for you.

l) Do you think the teacher __________ (to mark) our homework by Monday morning?

m) After you __________ (to take) a nap, you __________ (to feel) a lot better

4. Match the description in column B with its name in column A by writing the correct number
in the parenthesis provided. One option is left out in column A.

Column A Column B
Floppy Disk () 1. It combines a magnetic hard disk and a flash memory into
one device allowing computers to boot and start more
quickly.

Hard drive () 2. This disc cab stores data at much higher densities than
magnetic disks. It is not affected by magnetic fields.

Optical disc () 3. It is used to save and move MP3s and other data files
between computers. It is easily transported and it uses solid-
state technology.

DVD () 4. It refers to a standalone unit which resembles a video

recorder cassette recorder.
Blu-ray disc () 5. It is a magnetic storage device that reads and writes date on
metal disks. This refers to the entire unit containing multiple
platters.

USB flash () 6. It has a disc that can record and play back high-definition
drive television and digital audio as well as computer data.

Hybrid ()
hard drive

Reading

Read some tips for spotting fake news to practise and improve your reading skills.

Before reading

Complete the sentences with words from the box.

Bombard Fooled unrelated source

Fake Subtle phenomenon sure

30
1. A ……………………………… is something that is designed to look real but isn’t.

2. If you ……………………………… someone with messages or information, you give them so

much that it is difficult to deal with at all.

3. A ……………………………… is a rare or important fact or event.

4. If something is ……………………………… , it is not obvious and it is difficult to notice.

5. If you are ……………………………… , you are tricked into believing something that is not true.
6. If you are ……………………………… about something, you are confident that it is true or
correct.

7. If something is ……………………………… to something else, the two things have nothing to do

with each other.

8. A ……………………………… is a thing, person or place that provides information.

HOW TO SPOT FAKE NEWS

Every time you're online, you are bombarded by pictures, articles, links and videos trying to tell their
story. Unfortunately, not all of these stories are true. Sometimes they want you to click on another
story or advertisement at their own site, other times they want to upset people for political reasons.
These days it's so easy to share information. These stories circulate quickly, and the result is … fake
news.

There is a range of fake news: from crazy stories which people easily recognise to more subtle types
of misinformation. Experts in media studies and online psychology have been examining the fake
news phenomenon. Read these tips, and don't get fooled!

1. Check the source

Look at the website where the story comes from. Does it look real? Is the text well written? Are there
a variety of other stories or is it just one story? Fake news websites often use addresses that sound like
real newspapers, but don't have many real stories about other topics. If you aren't sure, click on the
'About' page and look for a clear description of the organisation.

2. Watch out for fake photos

Many fake news stories use images that are Photoshopped or taken from an unrelated site. Sometimes,
if you just look closely at an image, you can see if it has been changed. Or use a tool like Google
Reverse Image search. It will show you if the same image has been used in other contexts.

3. Check the story is in other places

Look to see if the story you are reading is on other news sites that you know and trust. If you do find
it on many other sites, then it probably isn't fake (although there are some exceptions), as many big
news organisations try to check their sources before they publish a story. 

31
4. Look for other signs

There are other techniques that fake news uses. These include using ALL CAPS and lots of ads that
pop up when you click on a link. Also, think about how the story makes you feel. If the news story
makes you angry, it's probably designed to make you angry.

If you know these things about online news, and can apply them in your everyday life, then you have
the control over what to read, what to believe and most importantly what to share. If you find a news
story that you know is fake, the most important advice is: don't share it!

B. Choose the best title.

What is the best title for the text?
 Experts share dangers of fake news
 Experts share top tips for resisting fake news
 How to create fake news: a guide
 Tips on how to read the news online

C. Choose the correct answers.

1. Which reason is NOT given for an online fake news story?

a. To convince people of a political view

b. To make people angry or sad

c. To plant a virus in your computer

2. The text says some fake news …

a. is easy to recognise as fake.

b. is funny.

c. comes from the political right.

3. Which of these may mean that a news site should not be trusted?

a. The text is well written.

b. The site has a variety of other stories.

c. The site’s ‘About’ page does not clearly describe the organisation.

4. Some images on fake news …

a. are real images, but come from a different website.

b. are images that have been changed.

c. both the above

5. Fake news stories …

a. are usually only on fake news sites or social media.

32
 b. are not on any websites, only in social media.

c. are often hidden on real news sites.

6. Many fake news stories are written …

a. without capital letters and with terrible spelling.

b. in a way that makes people upset.

c. inside of advertisements that pop up on your screen.

7. What should you do with fake news?

a. Report it to the police

b. Make a note of it for reference

c. Not show it to other people online

8. What is the purpose of this article?

a. To complain

b. To inform

c. To entertain

Speaking: Discussion

Have you ever read a fake news story online? Are you worried about this problem?

Reading

1. Read an article about how people at different ages use computers and smartphones.

Match the definitions (1–8) with the vocabulary (a–h).

Vocabulary
9. …… to miss out on
10. …… addiction
11. …… constantly
12. …… to be cut off from
13. …… unlike
14. …… social media
15. …… ironically
16. . …… early adopters
Definitions
a. websites and apps like Facebook, Twitter and Instagram
b. in a funny or strange way because it’s unexpected
c. different from
d. to not get the benefits of
e. needing something too much or in an unhealthy way
f. people who are the first to buy or use new technology
g. all the time without a break
h. to have no access to

Digital habits across generations

Today’s grandparents are joining their grandchildren on social media, but the different generations’
online habits couldn’t be more different. The over-55s are joining Facebook in increasing numbers,
meaning that they will soon be the site’s second biggest user group, with 3.5 million users aged 55–64
and 2.9 million over-65s.

33
Sheila, aged 59, says, ‘I joined to see what my grandchildren are doing, as my daughter posts videos
and photos of them. It’s a much better way to see what they’re doing than waiting for letters and
photos in the post. That’s how we did it when I was a child, but I think I’m lucky I get to see so much
more of their lives than my grandparents did.’

Ironically, Sheila’s grandchildren are less likely to use Facebook themselves. Children under 17 are
leaving the site – only 2.2 million users are under 17 – but they’re not going far from their
smartphones. Chloe, aged 15, even sleeps with her phone. ‘It’s my alarm clock so I have to,’ she says.
‘I look at it before I go to sleep and as soon as I wake up.’

Unlike her grandmother’s generation, Chloe’s age group is spending so much time on their phones at
home that they are missing out on spending time with their friends in real life. Sheila, on the other
hand, has made contact with old friends from school she hasn’t heard from in forty years. ‘We use
Facebook to arrange to meet all over the country,’ she says. ‘It’s changed my social life completely.’

Teenagers might have their parents to thank for their smartphone and social media addiction as their
parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers, reports that
he used to be on his phone or laptop constantly. ‘I was always connected and I felt like I was always
working,’ he says. ‘How could I tell my kids to get off their phones if I was always in front of a
screen myself?’ So, in the evenings and at weekends, he takes his SIM card out of his smartphone and
puts it into an old-style mobile phone that can only make calls and send text messages. ‘I’m not
completely cut off from the world in case of emergencies, but the important thing is I’m setting a
better example to my kids and spending more quality time with them.’

Is it only a matter of time until the generation above and below Peter catches up with the new trend
for a less digital life?

1. Are the sentences true or false?

Answer
1. More people aged 55 or more use Facebook than people aged 65 or more. True False
2. Grandparents typically use Facebook less than their grandchildren. True False
3. Sheila feels grateful to social media. True False
4. Peter found his own smartphone use affected how he felt about how much his True False
children used their phones.
5. Peter has changed how much he uses his phone during the working day. True False
6. Peter feels that the changes make him a better parent. True False

2. Write the phrases in the correct group.

are returning to older technology are less keen on Facebook like to keep their phones
near them
use social media to find old friends were the first generation to get feel lucky to have the
smartphones internet in their lives

Teens Grandparents Paraents

34
Speaking: Discussion

Who uses their phone the most among your family or friends?

PART 4 - Conditional sentences

CONTEXTUAL REFERENCES

Transitional markers are words used to link ideas together so that the text is smoother to read. When
pronouns such as it, they, them, I, he, she, me, them, him, which, who, whose, whom, where,
when, why, that, such, one, and demonstrative adjectives such as this, that, these, and those, and
possessive pronouns and adjectives for instance mine, ours, theirs, my, your, their, its, are used as
transitional markers, they refer to a word, or words mentioned earlier in the sentence or paragraph.
Also, words like another, others, the other, these, those, all, some, can be used in the place of
nouns which have been already mentioned (deleted nouns). Their function is to take your thoughts
back to something that has already been mentioned. Thus they serve as synonyms or substitutes. Other
words which are often used to refer backwards are the former, the latter, the second, first, etc., the
last.

Examples:

1. Animation is a component of multimedia; it is used in online video games as well as in

moving banners displaying sports scores or stock prices.
2. Even though an optical fibre is as thin as hair, its signal carrying capacity is higher than
copper wire.
3. Today, telecommunication is widespread and devices that assist the process, such as
television, radio and telephone, are common in many parts of the world.
4. An operating system is a master control program which controls the functions of the
computer system as a whole and the running of application programs.
5. Most programs are user-friendly but some programs are very complicated.
6. There is no best answer to the question which online service is the best. Rating a particular
online service over another online service is entirely subjective. Price is important for some
people, while the number of file available for download is important to others people.
7. Multimedia combines text with sound, video, animation and graphic. This greatly
enhances the interaction between user and machine.
8. Technology has been developed increasingly, which makes our lives more convenient.

Sample paragraph

35
A computer ,like any other machine, is used because it does certain jobs better and more efficiently
than humans. It can receive more information and process it faster than any human. The speed at
which a computer works can replace weeks or even months of pencil-and-paper work. Therefore
computers are used when the time saved offsets their cost which is one of the many reasons they are
used so much in business, industry and research.

EXERCISE

1 Read the passage and identify what each underlined word refer to.

Computers are electronic machines that process information. They are capable of communicating

with the user, of doing different kinds of arithmetic operations and of making three kinds of decisions.
However, they are incapable of thinking. They accept data and instructions as input, and after
processing it they output the results.

When talking about computers, both hardware and software need to be considered. The former refers
to the actual machinery, whereas the latter refers to the programs which control and coordinate the
activities of the hardware while processing the data.

The first computer was built in 1930 but since the computer technology has evolved a great deal.
There are three different kinds of computers in use today: the mainframe, the microcomputer and the
minicomputer. These all have one thing in common: they operate quickly and accurately in solving
problems.

2 Draw a circle around the substitute word, or words (contextual reference) then a rectangle
around the word(s) that refer to and join them with arrows.

The Matrix is a cyber-thriller that captures the audience’s attention from the beginning. The movie,
directed by Wachowski brothers, has a story line that combines action, science fiction, and special
effects. The world is a virtual environment created by computers, where people are just slaves to AI
machines which generate energy from human bodies.

Neo is a computer hacker that looks for an answer to the question “what’s the Matrix?” He discovers
the truth when he meets the rebels Trinity and Morpheus. Trinity helps Neo and kills “agents” who
are really machines in human form. Morpheus shows Neo what the Matrix is – a reality beyond reality
that controls human lives. The Matrix is protected by “agents” led by Agent Smith, the character who
tries to kill Neo.

Neo receives strong powers and becomes “The One” who will liberate human kind from the evil
artificial intelligence known as the Matrix. In the end, he kills Agent Smith and saves the humans, but
does … really kill him? Find out in the next Matrix movie.

i. Conditionals (1)

Examples:

36
 1. Vicky and Rachel are talking about possible future actions. They may catch the bus, or they
may miss it.

B Type 1: If we hurry, we'll catch the bus

IF-CLAUSE MAIN CLAUSE

if Present simple Will
If we hurry, we 'II catch the bus.
If we miss it, there 'II be another one.
If it doesn't rain, we 'II be having a picnic.
If I don't practise my golf, I won't get any better.

The verb in the if-clause (e.g. hurry) is in the present simple, not the future. NOT If we'll hurry, we'll
catch the bus. But we can use will in the if-clause when we make a request.

If you'll just wait a moment, I'll find someone to help you. (- Please wait a moment...)

We can use the present continuous (e.g. are doing) or the present perfect (e.g. have done) in the if-
clause.

If we're expecting visitors, the flat will need a good clean. If you've finished with the computer, I'll
put it away.

The main clause often has will. But we can use other modal verbs (e.g. can). If you haven't got a
television, you can't watch it, can you? If Henry jogs regularly, he might lose weight. If Matthew is
going to a job interview, he should wear a tie.

The if-clause usually comes first, but it can come after the main clause. If I hear any news, I'll phone
you. / I'll phone you if I hear any news.

C More uses of type 1

We can use type 1 conditionals in offers and suggestions.

If you need a ticket, I can get you one. If you feel like seeing the sights, we can take a bus tour. We
can also use them in warnings and threats.

If you go on like this, you'll make yourself ill. If you don't apologize, I'll never speak to you again.

D If you heat water, it boils

We sometimes use the present simple in both clauses.

37
 1. If you heat water, it boils. If Daniel has any money, he spends it.
2. If you press this switch, the computer comes on.

This means that one thing always follows automatically from another.

Pressing the switch always results in the computer coming on.

EXERCISES

1 Type 1 (A-C)

Read the conversation and then choose the correct forms.

Rachel: Have you heard about the pop festival?

Vicky: Yes, it's/it'll be good if Express are playing. They're a great band.

Rachel: Will you be able to go, Nick?

Nick: If (1) I ask/I'll ask my boss, he'll give me some time off work, I expect.

Vicky: How are we going to get there?

Rachel: Well, if (2) there are/there'll be enough people, we can hire a minibus.

Vicky: I won't be going if (3) it's/it'll be too expensive.

Rachel: It (4) isn't costing/won't cost much if we all (5) share/will share the cost.

Nick: If (6) I see/I'll see the others later on tonight, (7) I ask/I'll ask them if they want to go.

2 Type l (A-C)

Comment on the situations. Use if+ the present tense + will/can.

Example: It might rain. If it does, everyone can eat inside.

If it rains, everyone can eat inside.

Example: The children mustn't go near Nick's dog. It'll bite them.

If the children go near Nick's dog, it'll bite them.

1. Rachel might fail her driving test. But she can take it again.
___________________________________________________________________________
2. United might lose. If they do, Tom will be upset.
___________________________________________________________________________
3. The office may be closed. In that case Mark won't be able to get in.
___________________________________________________________________________
4. Nick may arrive a bit early. If he does, he can help Tom to get things ready.
___________________________________________________________________________
5. The party might go on all night. If it does, no one will want to do any work tomorrow.
___________________________________________________________________________
6. Emma may miss the train. But she can get the next one.

38
 ___________________________________________________________________________
7. Is Matthew going to enter the race? He'll probably win it.

Present simple in both clauses (D)

Match the sentences and join them with if

1 You get promoted. I can't sleep.

2 I drink coffee late at night. You get a warning letter.
3 You don't pay the bill. You have to ring the bank.
4 I try to run fast. Your salary goes up.
5 Someone enters the building. The alarm goes off.
You lose your credit card. I get out of breath.

Example: If you lose your credit card, you have to ring the bank.

1 …………………………………………………………………….

2 …………………………………………………………………….

3 …………………………………………………………………….

4 …………………………………………………………………….

5 …………………………………………………………………….

ii. Conditionals (2)

A Introduction

Rachel: Would you like some cake, Jessica?

Jessica: No thanks. If I ate cake, I'd get fat.

Rachel: But it's delicious.

Jessica: It looks delicious. If l had your figure, I'd eat the whole lot.

I ate cake and / had your figure are imaginary or unreal situations.

Jessica isn't going to eat the cake, and she hasn't got a figure like Rachel's.

B Type 2: If I ate cake, I'd get fat

IF-CLAUSE MAIN CLAUSE

if Past simple would
If ate cake, I 'd get fat.
If l had your figure, I 'd eat the whole lot.
If we didn't have a car, we 'd find it difficult to get about.
If Rachel got up earlier, she wouldn't always be late.

Note the past simple (e.g. ate). We do not use would in the if-clause. NOT If I'd-ea^eake.

39
But we can use would in the if-clause when we make a request.

1. If you'd like to come this way, the doctor will see you now. (= Please come this way ...)
2. As well as the past simple we can use the past continuous (e.g. was doing) in the if-
clause.

If Rachel was playing her stereo, it wouldn't be so quiet in here. In a type 2 if-clause we sometimes
use were instead of was, especially in the clause if I were you.

1. If Rachel were playing her stereo, it wouldn't be so quiet in here.

2. If I were you, I'd ask a lawyer for some advice.

The main clause often has would. We can also use could or might.

1. If we had a calculator, we could work this out a lot quicker.

2. If Rachel worked harder, she might do even better at her studies.

The if-clause usually comes first, but it can come after the main clause.

1. If I knew, I'd tell you./I'd tell you if I knew.

C Type 1 and type 2

Compare these examples.

1. Type 1: If you have a lie-down, you'll feel better,

2. Type 2: If I had a million pounds, I'd probably buy a yacht.

The present tense (have) refers to a possible future action, something which may or may not happen.
The past tense (had) refers to something unreal. If I had a million pounds means that I haven't really
got a million pounds, but I am imagining that I have. Compare these examples.

1. Type 1: If we take the car, we'll have to pay for parking.

2. Type 2: If we took the car, we'd have to pay for parking.

Here both sentences refer to a possible future action. But in the type 2 conditional, the action is less
probable. If we took the car may mean that we have decided not to take it.

We can use type 2 conditionals in offers and suggestions.

1. If you needed a ticket, I could get you one.

2. If you felt like seeing the sights, we could take a bus tour.

Type 2 is less direct than type 1. The speaker is less sure that you want to see the sights.

EXERCISES

Type 2 (A-B)

Comment on these situations. Use a type 2 conditional with would or could.

Example: Andrew is such a boring person because he works all the time.

40
You know, if Andrew didn't work all the time, he wouldn't be such a boring person.

Example: You can't take a photo because you haven't got your camera.

How annoying. If I had my camera, I could take a photo.

1. You can't look the word up because you haven't got a dictionary.

I'm sorry ............................................................................…………........……..

2. You don't write to your friends because you're so busy.

I've got so much to do...........................................................................................

3. You can't play tennis because your back is aching.

It's a nuisance. ...................................................................................................…

4. Claire won't marry Henry because she doesn't love him.

Of course, ..................................................................................................……….

5. Nick can't find the way because he hasn't got a map.

Nick's lost, but .................…………………………..............…………………

6. David has so many accidents because he's so clumsy.

You know,..............................................................................................................

Type l and type 2 (A-C)

Complete the conversation. Put in the correct form of the verb. You may need to use will or
would.

Matthew: I haven't forgotten your birthday, you know. If you like, (Example) I'll book (1 / book) a
table for Thursday at our favourite restaurant. Emma: My birthday is on Wednesday, Matthew.

You're playing basketball then, aren't you? If you cared for me, (1)…………………………….. (you /
not / play) basketball on my birthday.

Matthew: What's the difference? If (2)………………………………. (we / go) out on Thursday, it'll
be just the same. If (3)………………………………. (I / not / play), I'd be letting the team down.

Emma: Yes, I suppose (4)………………………………...(it / be) a disaster if you missed one game.
Well, if (5)..........…………………. ....... (you / think) more of your friends than you do of me, you
can forget the whole thing.

Matthew: I just don't understand you sometimes, Emma.

Emma: If (6)………………………........... (you / think) about it, you'd understand. And 1 think (7)
………………………………(it / be) better if we forgot all about my birthday.

Matthew: Don't be silly, Emma. If you get into one of your bad moods, (8)
…………………………………(it / not / do) any good.

41
Emma: If you were interested in my feelings, (9) ..................................………. (I / not / get) into a bad
mood.

Type l and type 2 (C)

What does the if-clause mean? Write a sentence with isn't or might.

Example: If this room was tidy, I could find things. The room isn't tidy.

Example: If we're late tonight, we can get a taxi. We might be late tonight.

1. If the phone was working, I could call you.

--------------------------------------------------------------------------------------------------------------
2. If it rains, can you bring the washing in?
--------------------------------------------------------------------------------------------------------------
3. If Mike was here, he'd know what to do.
--------------------------------------------------------------------------------------------------------------
4. If this spoon was silver, it would be worth a lot.
--------------------------------------------------------------------------------------------------------------
5. If Sarah calls, can you say I'll ring back?
--------------------------------------------------------------------------------------------------------------

Reading Strategy

 Identifying Topics, Main Ideas and Supporting Details

IDENTIFYING TOPICS, MAIN IDEAS, AND SUPPORTING DETAILS

1. Title of the Article

2. Name of the newspaper
3. Author of the article
4. What the article is all about
5. What’s interesting about the article
6. Your comments

Work in small groups and exchange articles culled from newspapers. Read the articles and tell what
they are about. Use the guide below.
• What is the article about?
• Who/what are involved?
• Did you have difficulty identifying what the article is about?
• What details are provided to support the topic of the article?

Paragraph – is a group of sentences related to a particular topic, or central theme. Every

paragraph has a key concept or main idea which is considered the most significant piece of
information the author wants to convey, as regards the concept of the Main Idea Is the “key
concept” being expressed by the text or paragraph. Is the most central piece of information the
author wants you to know about the concept of that paragraph. It tells the topic of the paragraph.

Topic – the broad, general theme or message; tells what most or all the sentences are about.

42
 Details – describe or explain the main idea. It can be a major or minor detail and supports the
main idea by telling how, when, where, why, how much, or how many.

Topic Sentence – is the sentence in which the main idea is stated. It can be found at the beginning
of the paragraph, in the middle, or at the end. Sometimes, the main idea is not implied or not
overly stated. You have to analyze the paragraph carefully so you can identify what it is about.

Tips from Reading Resources

 Tip #1: As soon as you can define the topic, ask yourself “What general point does the
author want to make about this topic?”, “What is this paragraph about?”
 Tip #2: Most main ideas are stated or suggested early on in reading; pay special attention
to the first third sentence of the passage, article, or chapter. That is where you are most
likely to get the best statement or clearest expression of the main idea.
 Tip #3: Pay attention to any idea that is repeated in different ways. If an author returns to
the same thought in several different sentences or paragraphs, that idea is the main or
central thought under discussion.
 Tip #4: Once you feel sure you have found the main idea, test it. Ask yourself if the
examples, reasons, statistics, studies, and facts included in the reading lend themselves as
evidence or explanation in support of the main idea you have in mind. If they do, your
comprehension is right on target. If they don’t, you might want to revise your first notion
about the author’s main idea.
 Tip #5: The main idea of a passage can be expressed any number of ways. When you are
asked to find the topic sentence, you are being asked to find the statement that expresses
the main idea in the author’s words. Any number of people can come up with the main
idea for a passage, but only the author of the passage can create the topic sentence.
 Tip #6: If you are taking a test that asks you to find the thesis or theme of a reading,
don’t let the terms confuse you, you are still looking for the main idea.

“Environmental education has been considered an additional or elective subject in much of

traditional K-12 curriculum. At the elementary school level, environmental education can take
the form of science enrichment curriculum, natural history field trips, community service
projects, and participation in outdoor science schools. In secondary school, environmental
curriculum can be a focused subject within the sciences or is a part of student interest groups
or clubs. At the undergraduate and graduate level, it can be considered its own field within
education, environmental science and policy, ecology, or human/cultural ecology programs.”

1. Which is the topic sentence?

 Sentence #1
2. What is the topic of the paragraph?
 The paragraph talks about Environmental Education as an additional subject in
the curriculum.
3. What supports the topic sentence?
 There are environmental education activities that students can do as part of the
curriculum.
4. What specific details or examples are given?
 Science enrichment curriculum, natural history field trips, community service
projects, and participation in outdoor science schools, as a separate course.
5. What is the main idea of the paragraph?
 Environmental Education cuts across year levels.

You must also realize that you read texts that are longer than a single paragraph. These longer
writings contain three types of paragraphs: introductory, transitional, and summarizing.

43
  Introductory Paragraphs tell you, in advance, such things as (1) the main ideas of
the chapter or section; (2) the scope, extent or limits of the coverage; (3) how the
topic is developed; and (4) the writer’s attitude or stance about the topic.

 Transitional Paragraphs are usually short, their sole function is to glue or tie
together what you have read so far and what is to come, and to set the stage for
the succeeding ideas of the chapter or section.

 Summarizing Paragraphs are used to restate briefly the main ideas of the chapter
or section. The writer may also draw conclusions from these ideas, or speculate,
conjecture, on some conclusion based on

EXERCISES
Read the following paragraphs and identify the main idea. Write the supporting details, too.
Use your own words in stating the minor details.

PARAGRAPH 1

“The rules of conduct during an examination are clear. No books, calculators, or papers are
allowed in the test room. Proctors will not allow anyone with such items to take the test.
Anyone caught cheating will be asked to leave the room. His or her test sheet will be taken.
The incident will be reported to the proper authority. At the end of the test period, all material
will be returned to the proctor. Failure to abide by these rules will result in a failing grade for
this test.” - Cuesta College
Topic:
____________________________________________________________________
Supporting Details:
____________________________________________________________________
Main Idea:
____________________________________________________________________

PARAGRAPH 2

“Learning how to turn in homework assignments on time is one of the most valuable skills
that college students can take with them into the working world. Thought the workforce may
not assign homework to its workers in the traditional sense, many of the objectives and jobs
that need to be completed require that employees work with deadlines. The deadlines that
students encounter in the classroom may be different in content with compared with the
deadlines of the workforce, but the importance of meeting hose deadlines is the same. In fact,
failure to meet the deadlines in both the classroom and the workforce can have serious
consequences. For example, in the classroom, students form a contract with the teacher and
the university when they enroll in a class. That contract requires that the students complete
the assignments and objectives set forth by the course’s instructor in a specified time to
receive a grade and credit for the course. Accordingly, just as a student risks failing in the
classroom if he/she does not meet the deadline for a homework assignment, so, too, does that
student risk termination in the workforce. When a student fails to complete assignments, by
the deadline, the student breaks his/her contract with the university and the teacher. This often
leaves the teacher with no other recourse than to fail the student and the university with no
other recourse than to deny the student credit for the course. Developing good habits of
turning in assignments now will aid your performance as a future participant in the working
world.” - Metta Forum
Topic:

44
 ____________________________________________________________________
Supporting Details:
____________________________________________________________________
Main Idea:
____________________________________________________________________

PARAGRAPH 3

“Scientists have learned to supplement the sense of sight in numerous ways. In front of the
tiny pupil of the eye they put, on Mount Palomar, a great monocle 200 inches in diameter, and
with it see 2000 times farther into the depths of space. Or they look through a small pair of
lenses arranged as a microscope into a drop of water or blood, and magnify by as much as
2000 diameters the living creatures there, many of which are among man’s most dangerous
enemies. Or, if we want to see distant happenings on earth, they use some of the previously
wasted electromagnetic waves to carry television images which they re-create as light by
whipping tiny crystals on a screen with electrons in a vacuum. Or they can bring happenings
of long ago and far away as colored motion pictures, by arranging silver atoms and color-
absorbing molecules to force light waves into the patterns of original reality. Or if we want to
see the center of a steel casting or the chest of an injured child, they send the information on a
beam of penetrating short-wave X rays, and then convert it back into images we can see on a
screen or photograph. Thus, almost every type of electromagnetic radiation yet discovered has
been used to extend our sense of sight in some way. - George Harrison, “Faith and the
Scientist”
Topic: ____________________________________________________________________
Supporting Details:
____________________________________________________________________
Main Idea:
____________________________________________________________________

READING

1. Read the article and choose a, b, or c.

1 The survey was paid for by.

a. Dr Petrie
b. City University
c. CentralNic

2 If your password is ‘family oriented’, you.

a. probably have a large family

b. probably don’t use a computer very often
c. are likely to be an animal lover

3 If your password is ‘Brad Pitt’, you probably.

a. want to identify yourself with a famous person

b. watch a lot of TV
c. go to the cinema very often

4 People who belong to the ‘cryptic’ group.

45
 a. worry about other people reading their emails
b. don’t spend much time trying to invent a password
c. can’t think of an interesting password

5 Passwords say something about our personalities because.

a. we think for a long time before choosing one

b. we choose words which we will remember easily
c. we choose something without thinking about it

Passwords reveal your personality

THE WORD OR PHRASE that you use to open your email account may provide a key to your
personality as well as to your correspondence, according to a British psychologist. Helen Petrie,
professor of human /computer interaction at City University in London, analysed the responses of
1,200 Britons who participated in a survey funded by CentralNic,
an Internet domain-name company. The results were recently published on CentralNic’s website.

Petrie identifies three main password ‘ genres ’. ‘Family oriented’ respondents numbered nearly half
of those surveyed. These people use their own name or nickname, the name of a child, partner, or pet,
or a birth date as their password. They tend to be occasional computer users and have strong family
ties . ‘They choose passwords that symbolize people or events with emotional value,’ says Petrie. One
third of respondents were ‘fans’, using the names of athletes, singers, movie stars, fictional characters,
or sports teams. Petrie says fans are
young and want to ally themselves with the lifestyle represented by a celebrity. Two of the most
popular names were Madonna and Homer Simpson. The third main group of
participants are ‘cryptics’ because they pick unintelligible passwords or a random string of letters,
numerals, and symbols such as ‘Jxa+157’. Petrie says cryptics are the most security-conscious group.
They end to make the safest but least interesting choices.

Passwords are revealing for two reasons. First, because they are invented on the spot . ‘Since you are
focused on getting into a system, for example your email account, you’re likely to write down
something that comes quickly to mind,’ says Petrie. ‘In this sense passwords tap into things that are
just below the surface of consciousness. Also, to remember your password, you pick something that
will stick in your mind. You may unconsciously choose something of particular emotional
significance.’

PART 5 - Modal verbs

Modals (1)
When we want to express permission, prohibition (not allowing something), obligation or no
obligation we use modal verbs.

Permission – can, may, could

'Can' is most often used to ask for or give permission but 'may' and 'could' are also possible even
though they are not used as often as 'can'.

Can I borrow a pen?

You can sit here, the seat is free.

46
 Could I open the window?
May I ask a question?

Prohibition
'Can't' and 'mustn't' (must not) are used to show that something is prohibited (not allowed)
You can't go into that restaurant without a tie.
You can't drive in this country unless you are over eighteen.
You mustn't use your phone in class.
'Can't' usually gives the idea of something that is against the rules. Mustn’t usually means that it
is the speaker who is setting the rule.

Obligation
'Have to' and 'must' are both used to express obligation. There is a slight difference in the way
that they are both used.
'Have to' shows that the obligation comes from someone else, not the speaker. This is usually
referring to a rule or law.
We have to be at the airport at least two hours before the flight.
I have to work on Saturday.

They have to wear their uniforms at school.

'Must' shows us that the obligation comes from the speaker.
I must hand in my thesis by tomorrow.
I really must call my parents.

Here is an example of the difference between 'have to' and 'must':

My doctor said that I have to stop smoking or I'll risk serious problems. (I have no choice)
I must stop smoking. It’s costing me too much money. (it’s my decision)

We use 'don't have to' to show that there is no obligation. You can do something if you
want but it is not an obligation.
You don't have to wear a tie to go to that restaurant but it would be nice.
You didn't have to call for me. I could have got a taxi.
Students don't have to wear uniforms to school.

EXERCISES

1. Now choose the correct verb for these sentences:

Permission, Prohibition, Obligation, No obligation

To express permission, prohibition, obligation and no obligation we usually use modal verbs.

Permission

Can is often used to ask for and give permission.

 Can I sit here?

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 You can use my car if you like.
 Can I make a suggestion?

We can also use may and could to ask for and give permission but can is used more
often.

Prohibition

Both can’t and mustn’t are used to show that something is prohibited – it is not allowed.

 You can’t park here, sir.

 You can wear jeans but you can’t wear trainers in that bar.
 You mustn’t speak when the teacher is speaking.

Can’t tells us that something is against the rules. Mustn’t is usually used when the obligation comes
from the person who is speaking.

Obligation

Have to and must are both used to express obligation. There is a slight difference between the way
they are used.

Have to shows us that the obligation comes from somebody else. It’s a law or a rule and the speaker
can’t change it.

 Do you have to wear a uniform at your school?

 John can’t come because he has to work tomorrow.
 In Britain you have to buy a TV licence every year.

Must shows us that the obligation comes from the speaker. It isn’t a law or a rule. 

 I must call my dad tonight.

 You must hand in your homework on Tuesday or your mark will be zero.
 You must come and visit us the next time you come to London.

No obligation

We use don’t have to to show that there is no obligation. You can do something if you want to but
it’s not compulsory.

 You don’t have to wear a tie in our office. You can wear a tie if you want to but
it’s OK if you don’t.
 It’ll be nice if you do but you don’t have to come with me if you don’t want to.
 You don’t have to dress up for the party. Wear whatever you feel comfortable in.

EXERCISES
1. Complete the sentences by choosing the appropriate words.

1. You __________ come to the meeting but it would help us all if you’re there. (Mustn’t/ don't
have to)

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2. I can’t get a connection on my phone. _________ I borrow yours? (Can /have to)
3. The rules say that you _________ only invite one guest to the club. (can / have to)
4. I _________ stay on for a few hours because I’d rather work late today than over the weekend.
(have to/ must)
5. There’s a lot of noise coming from outside. ________ I close the window? (Could /Must)
6. You ________ start saving money if you want to retire early. (Can/ have to)
7. Did they tell you that you ________ come into this area. It’s restricted to staff only. (don't have
to/ can't)
8. We ___________ be there fifteen minutes before the concert starts. (have to/ can)
9. You ___________ be 17 to get a driving licence in the UK. (have to/ don’t have to)
10. You ___________ hit your sister again! Do you understand! ( can’t/ mustn’t)
11. ___________ I borrow your black dress tonight, please?(can/ can’t)
12. You ____________ memorize it – but try to remember the key points. (don’t have to/ mustn’t)
13. This is the non-smoking section. You _____________ smoke here. (can’t/ mustn’t)
15. I _________ go to the party but I'm still not sure. (might/ mustn’t)
16. Jonathan _________ ski really well and he often wins his races. (can/ has to)
17. I think you _________ go out more and meet new people.(must/ should)
18. You _________ come with us if you don't want to.(mustn’t/ don’t have to)
19. This is a secret between you and me, so we _________ tell anyone. (mustn’t/ shouldn’t)
20. It's dangerous to go into deep water if you _________ swim.(have to/ can’t)
21. I _________ go out later with my parents but I don't really know. (could/might)

Connectors: because, so, but, although, because and so

Examples:
1. She was driving fast because she was in a hurry. (reason)
2. She was in a hurry, so she was driving fast. (result)

• Use because to express a reason.

• Use so to express a result.

but and although

Examples:
1. She tried to stop the car, but she hit the man.
2. Although she tried to stop the car, she hit the man.
3. She was very tired, but she couldn't sleep.
4. She couldn't sleep, although she was very tired.

• Use but and although to show a contrast.

• Although can go at the beginning or in the middle of a sentence.

Exercise

1. Complete the sentences with so, because, but, or although.

We couldn't find a taxi, so we walked home.
a) I ___________ it was very cold, she wasn't wearing a coat.
b) I woke up in the night ___________ there was a noise.
c) I called him, ___________ his mobile was turned off.
d) ___________ she's very nice, she doesn't have many friends.

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 e) There was nothing on TV, ___________ I went to bed.
f) All the cafes were full ___________ it was a public holiday.
g) She wanted to be a doctor, ___________ she failed her exams.
h) The garden looked very beautiful, ___________ I took a photograph.
i) ___________ the team played well, they didn't win.

Vocabulary

Interacting with your computer

1. Read the description of input devices and then label the picture with words from
the text.

Describing functions
1. Look at the HELP box and then use the notes below to write a description of the
Sony PlayStation 3 controller.

Write HERE:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________

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 Reading

The Eyes of Your Computer

Pre-reading
A. In pairs, discuss how many ways there are of capturing an image on a computer
B. Read the text and see how many things from your list are mentioned
C. Read the text again and answer these questions.

Write your answer HERE:

1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
6. _____________________________________________________________________

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 6. BUSINESS CORRESPONDENCE

WRITING

INFORMAL EMAIL/LETTER

How to write informal letters or emails

Salutation or Greeting
Start with Dear followed by the first name of the person to whom you are
writing. In emails, you can also start with Hi (and the person's name). Dear Ben,
or Hi Ben, (Don't forget to use only the first name of the person you are writing
to and not Dear Mr John, which is never used, or Dear Mr John Brown, which
sounds too formal.)

Informal letters sometimes have a comma after the person's name, and the
letter starts on the line below. The important thing is to be consistent with the
style that you choose to use (so if you use a comma after the person's name at
the start of the letter, use a comma after the closing statement at the end).

Body
Openings

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When writing an informal letter, you are usually replying to another letter. You
would normally start with a greeting, then acknowledge the letter to
which you are replying. It is often a good idea to acknowledge some key
information given in the original letter too. You can also make a comment on
your own reply.

Useful phrases for the opening

 How are you? / How have the family been? / I hope you are well.
 Thank you / Many thanks for your (recent/last) letter / postcard.
 It was good / nice / great to hear from you again.
 I was so surprised to hear that...
 I’m sorry I haven’t written / haven't been in touch for such a long time.
 It’s ages since I’ve heard from you. I hope you're well / you and your
family are well.
 How are things? / How are you? / How’s it going?

Closing
 The end of your letter is as important as the beginning. There are some
standard ways of finishing an informal letter or email.

 Give a reason why you're ending the letter: Anyway, I must go and
get on with my work! / I guess it's time I got on with that studying I've
been avoiding.

 Send greetings and/or make reference for future contact: Give my

love / regards to... / Say hello to... / Anyway, don't forget to let me know
the dates of the party. / I'll try and phone you at the weekend to check the
times. / We must try and meet up soon. / I can't wait to hear from you /
Look forward to seeing you again / Hope to hear from you soon / See you
soon / Write soon
 Closing statement such as Love, Lots of love, All the best, Take care,
Best wishes, should be written on a new line. If you used a comma after
the opening greeting, use a comma here too.

 Signing off: Your first name then follows on another new line

INFORMAL EMAIL/LETTER 1 - MODEL QUESTION

TASK
You have received this email from an English-speaking boy called Simon.

Hello,

I would like to get to know someone from your country and a friend has told me
that you would like to practise your English. Perhaps we could email each other.
Could you tell me a bit about yourself and your family? Could you suggest how
we might meet sometime in the future?

Thanks,

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Simon

Write your email in 100 words in an appropriate style.

INFORMAL EMAIL/LETTER - MODEL ANSWER

Hello Simon,

I'm glad you're interested in my country. As

your friend said, I'd like us to email each
other to help me improve your English.

Let me start by telling you a bit about

myself and my family. My name's Ivo and I
live in Kutna Hora, which is about 45
minutes from Prague by car. I used to work
for a medical company but now I'm learning
to be a salesperson. In the future I want a
job where I can travel for my work. I've
already been to a few places in Europe but
I've never been to an English-speaking
country.

I live at home with my parents, which is

convenient, as I don't have to do much
housework and my meals are cooked for
me. My younger brother is studying at
university. Although he is four years
younger than me, we get on quite well. We
both enjoy snowboarding and music.

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What about you? Have you ever been to the
Czech Republic? It would be great if you
could come over one day and we could fix
up a meeting. Why don't you let me know
your plans?

Anyway, I must go and get on with my work!

Looking forward to hearing from you soon.

Best wishes,

Ivo
FORMAL LETTER OR EMAIL

Formal letters may be written to an individual or to an organisation. The

purpose may be, for example,
 to apply for part-time or vacation work (application letter)
 to apply for study or scholarship opportunity (application letter)
 to complain about something (complaint letter)
 to make suggestions about something
 to request information (enquiry letter)

In many exam questions, you will be told what to include in your reply. Make
sure that your reply answers any questions that you were asked in the
task and takes into account any additional information that you have
been told to mention. It is important that you include these in order to get a
good grade.

How to write formal letters or emails

[1] Salutation or Greeting

 If you know the name of the person you are writing to use the title (Mr,
Mrs, Miss or Ms) and the surname only. If you are writing to a woman and
do not know if she uses Mrs or Miss, you can use Ms, which is for married
and single women. Examples: "Dear Mr Simpson," / "Dear Mrs
Flanders," / "Dear Miss Skinner," / "Dear Ms Van Houten,"

55
  (B) If you do not know the name of the recipient of the letter begin
with "Dear Sir," / "Dear Madam," (if you know you are writing to a man
or a woman) or "Dear Sir or Madam," or “Dear Sir/Madam,” (if you do
not know the sex of the person you are writing to)

[2] Body

[2.1] Opening

The first paragraph states the reason(s) for writing and, if needed, what you are
responding to (an advert, a prospectus...). In addition, an opening paragraph is
needed to make reference to previous correspondence.

Useful phrases for the opening

 I would like to apply for one of the scholarships I saw advertised in your
prospectus. [applying for a scholarship]
 I am looking for an outdoor work during the summer holidays and I would
like to apply for the position of hotel lifguard assistant which I say
advertised in my university's student newspaper. [applying for a job]
 I have seen your advertisement for the post / vacancy / job of…
advertised in the local newspaper on 16 June. I am writing because I would
like to apply for the job. [applying for a job]
 I am the secretary of my college Science Club. I saw your advertisement
for the exhibition "The Next 100 Years" and I am interested in organising a
group visit. I was wondering if I could ask you some questions about it.
[requesting information]
 I am writing (in order) to complain about the advertisement for your new
game. Having just played the game, I realise that the advertisement is
misleading. [complaint letter]
 I am writing with regard to ... I am writing with reference to... I am writing
in response to...
 Thank you for /your letter of 9 May... /for your letter regarding...
 In reply tor your letter of 8 May, ...

[2.2], [2. .] Main content

The rest of the body will be organized in paragraphs: that will make reading
easier and the effect on the target reader will be better. For example, an
application letter may have this layout and paragraphing:
 Salutation or greeting
 #1 Opening (first paragraph)
 #2 About you (age, where you live, education-training and/or work
experience relevant to the job, languages ...)
 #3 Reasons for applying (why you are suitable for the job)
 #4 Conclusion (availability for interview, further questions, ... - if
necessary)
 Closing
 Final salutation
 Name and surname

Note

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For any type of formal letter, paragraphing is just a matter of common
sense, grouping ideas logically (covering two points or questions in one
paragraph, two other points or questions in another paragraph...). You should
aim for three to five paragraphs.

[3] Closing

The end of your letter is as important as the beginning. You usually state what
you would like the recipient to do, make a reference to a future event, offer to
help...
 I look forward to hearing from you soon / I look forward to receiving your
reply
 I look forward to receiving a full refund (in a complaint letter)
 I would like to know what you are going to do about this situation (in a
complaint letter)
 I would like to thank you in advance for this information (in a enquiry
letter -requesting information)
 If you require/Should you need further information, please do not hesitate
to contact me/feel free to contact me.

[4] Final salutation

Depending on how you started your letter (See "[1]Salutation or Greeting"

above), you will end your letter with
 (A) Yours sincerely,
 (B) Yours faithfully,

[5] Sign your name and then print your name clearly underneath on another
new line

Moe Szyslak

Moe Szyslak

LETTER LAYOUT

57
Letter of application - useful phrases

Dear ......

I am writing to apply for a/the job of ..... which I saw advertised in "The Guardian"
newspaper.

I am 26 years old and at the moment I am studying … at …. Having studied

English for over seven
years I am a fluent speaker of the language. My qualifications also include
Proficiency certificates in both French and German. As far as experience is
concerned, I have worked as ............. for ........... As for my character, people tell
me I am ...............

I feel I would be suitable for this job because ............ . This will give me the
opportunity to ….. . I would also like the chance to....

I look forward to hearing from you.

Yours …

Name

FORMAL EMAIL/LETTER - MODEL QUESTION

58
TASK

You see this announcement in an English-language college prospectus.

Scholarships
Every year, two scholarships are offered to candidates from overseas who can
show how our one-year course in English and American studies would help their
career. Scholarships cover fees, accommodation and food, but not transport or
personal spending money. To apply, write a letter explaining why you think you
deserve a scholarship.

Write your letter in 100 words in an appropriate style.

FORMAL EMAIL/LETTER - MODEL ANSWER

Dear Sir/Madam,

I would like to apply for one of the scholarships I

saw advertised in your prospectus.

At present, I am training to be a secondary

school teacher of English and I finish my course
at
the end of June. However, I feel I still have a lot
to learn about the language and culture of the
English-speaking world and would benefit
considerably from a course in an English-
speaking country.

The reason I am applying for a scholarship is that

I cannot afford the cost of studying abroad. I
have no income except for my student grant, so
if I am fortunate enough to be given a
scholarship, I would have to work part-time to
save some personal spending money. My parents
will borrow som money for my airfare if I am
successful.

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I would appreciate being given the opportunity to
study at your college and would be very grateful
if you would consider my application.

Yours faithfully,

Pedro Gadicto

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