Language Focus

1 GRAMMAR AND FUNCTIONS What about a cup of coffee?

What about having a cup of coffee?
Lesson 1: giving instructions
Why not … ? always takes an infinitive without to.
For completing a landing card Why not have a rest? You’ve been working hard.
First, you have to fill in your name. We can also say: I suggest (that) you … + infinitive
without to.
Then you need to write your flight details.
Note that this is sometimes used in quite formal
After that, you add your address in the country.
situations.
Note that some suggestions include the speaker, e.g.
We often give instructions like this:
Let’s … Others do not, e.g. Why not … ?
You have to / You need to / You should … + infinitive
Others can change, e.g. I suggest (that) you … and I
without to.
suggest (that) we …
(Note that we only use must when we need to give an
instruction very strongly. If you use it too much, it can Lesson 3: comparative and superlative forms
make your listener angry.)
We can give instructions just with a main verb in the China has the largest and (the) most
imperative form: successful economy in Asia.
After that, add your address. The Chinese now have a better life than their
parents did.
But we often add you.
The economy first grew slowly, and then it began
After that, you add your address.
growing faster.
With a series of instructions, we also often use:
First (of all), …; Then …; After that, …; Next, …; One-syllable adjectives add ~er and ~est: old/large/big,
Finally, … older/larger/bigger (than), the oldest/largest/biggest.
(Note that we usually use a comma after most of these, Longer adjectives, including most 2-syllable ones, take
but not after Then.) more and the most: successful, more successful (than),
More examples: the most successful. They can also take less and the
First of all, you (have to) go to the traffic lights. least: less successful (than), the least successful.
Then you (need to) turn left and go to the roundabout. Note the irregular forms: good, better, the best; bad,
After that, you (should) turn right. worse, the worst.
Finally, you take the first left, and you’ll see it Most adverbs end in ~ly and they take more and the
opposite you. most (or just most), but there are a few adverbs that
stay the same as the adjectives – fast, hard, late – and
Lesson 2: making suggestions these take the ~er and ~est forms. Compare:
It began growing faster.
What about going to Jordan?
It began growing more quickly.
Why not visit Aqaba in the south?
Let’s find out about flights. Lesson 4: past simple and past perfect tenses
I suggest you check prices on the internet.
Five centuries ago, America was home to five
million native Americans.
Let’s + infinitive without to is the simplest form, and
In 1492, Columbus first sailed across the
you have known this for many years.
Atlantic.
We often use question forms to make suggestions.
The population has increased to about 300
What about … ? takes a noun / noun phrase or an ~ing million.
form.
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We use other words with the present perfect to show a

NY has remained America’s biggest city since
connection between a past action and the present:
the 1830s.
already; just; now; (not) … yet.
Asian immigrant numbers have been
Asians have now become NY’s newest immigrant
increasing steadily.
group.
Until Europeans started arriving, America’s
NY has just completed another huge building
population had remained small.
project.
Use the present perfect continuous to emphasise
Use the past simple for something that happened continuing actions up to (and often into) the present.
completely in the past. We often use it with a time
Asian immigrant numbers have been increasing
reference, e.g.
steadily.
Five centuries ago, …; In 1492, …; Yesterday, …; The
We often use this tense to show that the time has been
night before last, …
too long.
Use the present perfect for things happening during
I’ve been waiting to get my luggage for hours – and
a period of time that started at an unclear time in the
I’m still waiting now!
past but that comes up to the present.
Use the past perfect to show that something happened
The population has increased to about 300 million.
before another time or action in the past. We can show
Also use the present perfect for things that started in the time connection with, e.g. until and by.
the past but that come up to the present. We often use
Until Europeans started arriving, America’s
a time reference, e.g. since + past point in time; for +
population had remained small.
period of time up to the present. Compare:
By 1900, NY’s population had passed one million.
NY has remained America’s top city since the
1830s. Activity Book Unit 1 pages 8–9 Activities 1–2
NY has remained America’s top city for nearly
200 years.

2 TO HELP YOU STUDY

The Reference Section (pages 103–118) is there to help you, so first you need to get to
know it.

Work with a partner, and answer the following questions as fast as you can.
1 How many parts, or sub-sections, does the Reference Section have?
2 Which sub-section lists all the new words in this book? What information does it give you about
each word?
3 Which sub-section gives you the phonetic alphabet to help you pronounce new words correctly?
4 Where can you find out the English names of different word classes, e.g. verb, noun? What else does
this sub-section give you?
5 Which sub-section shows how some words have related grammatical forms and how you can change
from one to another, e.g. teach (v) – teacher (n)? What else does this sub-section give you?
6 Where can you find short forms of words that we often use, e.g. when we write notes?
7 Which part shows you whether a verb is irregular and what the irregular forms are?
8 Which sub-section shows you useful ways of collecting and organizing new vocabulary?
9 Where can you find groups of useful expressions for doing things in English, e.g. making suggestions?
What are the different types of language that this sub-section collects together?
10 Which part shows you how to mark sentences with things like full stops and quotation marks?
Activity Book Unit 1 page 8 Activity 3

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1 GRAMMAR AND FUNCTIONS Lesson 3: future continuous

Lesson 1: prepositions of time What will you be doing this time next month?
Will you be travelling to America?
The meeting is at 2.30 on Monday the 3rd.
You will be watching a film on the plane.
It’s from 2.15 to 3.45 in the afternoon.
We’re going to write our report during May.
Note the form: will + be + ~ing verb form.
We’re planning to send it to everyone by
Thursday the 31st. Compare with: have + been + ~ing verb form (for the
present perfect continuous).
The future continuous is like the present continuous,
We also use other prepositions when we talk about
past continuous and present perfect continuous:
times.
it expresses continuing actions. Very often these
We aim to finish everything just before / after 4.00. tenses express a continuing action at a point in time.
They want to do most of the work between 10.00 and Compare:
3.00. What will you be doing (at) this time next year?
I’ll have to work until / till late tonight. (Note: until; What are you doing at the moment?
till)
What were you doing (at) this time last year?
Lesson 2: negative questions Lesson 4: too and (not) … enough
Aren’t you going a bit too fast?
too + adjective + infinitive; (not) + adjective +
But didn’t you fail your driving test? enough + infinitive
But don’t you have to try to do better? He’s too young to go to college.
Why can’t you stop asking questions? He’s not old enough to be a college student.

Negative questions sometimes check information like You already know the forms too + adjective and (not) +
tag questions. (But note the different intonation.) adjective + enough.
But didn’t you fail your driving test? Isn’t he a bit too young?
But you failed your driving test, didn’t you? That’s right. He isn’t old enough.
However, they usually show strong feelings. Aren’t you We often add a verb, as in the text examples. Compare:
driving too fast? means I think you’re driving too fast,
He’s too young to go to college.
and I think you should agree with me. And Can’t you
leave me alone? means Stop asking questions! He’s not old enough to be a college student.
We sometimes form negative questions with the
too + much/many + noun + infinitive; (not)
question word Why. The following mean almost the
enough + noun + infinitive
same, but note the different intonations.
Comparing time and amount of revision to do:
Can’t you leave me alone?
I’ve got too much revision to do.
Why can’t you leave me alone?
There aren’t enough hours in the day to revise
everything!

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Note the different forms with too for countable and

uncountable nouns.
There are too many books to read. (countable)
There’s too much revision to do. (uncountable)
There are too few hours in the day to do everything.
(countable)
There’s too little time to do everything.
(uncountable)
Activity Book Unit 2 page 16 Activities 1–2

2 TO HELP YOU STUDY

Do these tasks to learn more about word building with different grammatical forms.
1 You already know the words produce (v), product (n) and production (n). Find a grammatically
related word in the Alphabetical Wordlist (pages 113–118). Read out this and its word class.
2 Find the opposite of this word in Reference Section page 103.
3 Create the adverb from this word and its opposite, and then read them out.
4 Copy this table and complete it with the three new words. Add their phonetic spellings with stress
marks.
verb noun(s) adjective opposite adverb opposite
produce product ___ ___ ___ ___
/prəˈdjuːs/ /ˈprɒdʌkt/ / ___ / / ___ /
production
/prəˈdʌkʃ(ə)n/
use
/juːz/

5 Compare the stress in the first noun and in the adjective. How are they different? Read them out.
6 You already also know the words use (v), use (n) and useful (adj). Add them to your table and check
the phonetic spellings of the verb and noun carefully.
7 Find the opposite of the adjective in the Alphabetical Wordlist. Read out this and its word class, and
add it to the table with its phonetic spelling.
8 Create the adverb and its opposite. Add them and their phonetic spellings to the table and read them
out.
9 Try collecting other grammatically related words in the same way in your vocabulary notebook. (Not
all words have so many related forms, but a lot have two or three.)
Activity Book Unit 2 page 17 Activity 3

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1 GRAMMAR AND FUNCTIONS
Lesson 1: active and passive; by + agent

Subject Verb Object

Active: Early humans invented the first tools.

Passive: The first tools were invented by early humans.

Subject Verb by + agent

The object of an active sentence becomes the subject of a passive sentence. This moves the focus, as in the
example, from early humans to the first tools. If it is not important, the active subject may just disappear, or it can
change to the form by + agent, as here. The passive is often used in formal writing. Compare:

Guess what! I built a wall in The first part of the Great Wall of China was
our garden last weekend! built by the Emperor Qin Shihuangdi over
2,200 years ago.

Lesson 2: expressing certainty and possibility – We can express possibility in the present with may
present and past be, might be and could be. The past form is have been.
Compare:
Expressing certainty (be / main verb) The cave may be empty, but there might be
This must be an ancient stone tool. something in it.
There must have been early humans in this It must have been empty when the merchant
area. climbed up there.
We must be standing on an ancient site. With a main verb:
Early humans must have lived here long ago. We usually use the ~ing form in the present and the
Expressing possibility (be / main verb) ~ed form in the past. Compare:
This ancient tool could be a knife. Look! Those girls may be looking for something.
There could have been people here 70,000 years Listen! They must have discovered something
ago. amazing.
Other ancient remains may be lying all around
Lesson 3: present continuous passive; passive
us.
with going to
People may have lived here for thousands of
years. Present continuous passive
Work is being done to save the Citadel.
Several projects are being prepared.
With be:
We can use modal forms must be and can’t be +
adjective or noun to express certainty in the present. As with the active tense, use the present continuous
Use must for positive certainty, and use can’t for passive for actions that are happening now or around
negative certainty. now.
You must be joking! Note the different forms – been and being – with these
You can’t be serious! passive tenses.
Present perfect: An organization has been created.
Present continuous: A lot of work is being done.
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Lesson 4: It is said / thought / believed that …

Passive with going to
This building is going to be repaired. People say that  early humans lived here.
Restaurants are going to be opened. It is said that early humans lived here.

As with modal verbs have to and ought to, form the Compare the informal and formal ways of introducing
going to passive like this: an idea or opinion that a lot of people have.
going to + be + ~ed verb form Informal: 
People / A lot of people say that …
As with the active tense, use the passive with going to They say that …
for plans and to say what is clearly going to happen. Formal: It is said / thought / believed that …
Museums are going to be provided. Activity Book Unit 3 pages 24–25 Activities 1–2
The archaeologists have started work: the Citadel
is going to be investigated!

2 TO HELP YOU STUDY

You have already worked with the main sounds of s, but there are two more that you sometimes meet:
/ʒ/ and /ʃ/.

1 Copy the table. Then study this list of words and the phonetic spellings of the marked letters,
and complete the table with them.

2 Use the phonetic spellings to help you practise saying the words.

across /əˈkrɒs/ Chinese /ˌtʃaɪˈniːz/ commission /kəˈmɪʃ(ə)n/ consider /kənˈsɪdə(r)/

continuously /kənˈtɪnjʊəsli/ discussion /dɪˈskʌʃ(ə)n/ easily /ˈiːzɪli/ museum /mjuːˈziːəm/
revision /rɪˈvɪʒ(ə)n/ sure /ʃɔː(r)/ treasure /ˈtreʒə(r)/ unusual /ʌnˈjuːʒʊəl/

structure /ˈstrʌktʃə(r)/ result /rɪˈzʌlt/ measure /ˈmeʒə(r)/ dimension /daɪˈmenʃ(ə)n/

across /əˈkrɒs/

Activity Book Unit 3 page 25 Activity 3

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 Language Focus
1 GRAMMAR AND FUNCTIONS
Lesson 1: active and passive; by + agent

Subject Verb Object

Active: Early humans invented the first tools.

Passive: The first tools were invented by early humans.

Subject Verb by + agent

The object of an active sentence becomes the subject of a passive sentence. This moves the focus, as in the
example, from early humans to the first tools. If it is not important, the active subject may just disappear, or it can
change to the form by + agent, as here. The passive is often used in formal writing. Compare:

Guess what! I built a wall in The first part of the Great Wall of China was
our garden last weekend! built by the Emperor Qin Shihuangdi over
2,200 years ago.

Lesson 2: expressing certainty and possibility – We can express possibility in the present with may
present and past be, might be and could be. The past form is have been.
Compare:
Expressing certainty (be / main verb) The cave may be empty, but there might be
This must be an ancient stone tool. something in it.
There must have been early humans in this It must have been empty when the merchant
area. climbed up there.
We must be standing on an ancient site. With a main verb:
Early humans must have lived here long ago. We usually use the ~ing form in the present and the
Expressing possibility (be / main verb) ~ed form in the past. Compare:
This ancient tool could be a knife. Look! Those girls may be looking for something.
There could have been people here 70,000 years Listen! They must have discovered something
ago. amazing.
Other ancient remains may be lying all around
Lesson 3: present continuous passive; passive
us.
with going to
People may have lived here for thousands of
years. Present continuous passive
Work is being done to save the Citadel.
Several projects are being prepared.
With be:
We can use modal forms must be and can’t be +
adjective or noun to express certainty in the present. As with the active tense, use the present continuous
Use must for positive certainty, and use can’t for passive for actions that are happening now or around
negative certainty. now.
You must be joking! Note the different forms – been and being – with these
You can’t be serious! passive tenses.
Present perfect: An organization has been created.
Present continuous: A lot of work is being done.
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Lesson 4: It is said / thought / believed that …

Passive with going to
This building is going to be repaired. People say that  early humans lived here.
Restaurants are going to be opened. It is said that early humans lived here.

As with modal verbs have to and ought to, form the Compare the informal and formal ways of introducing
going to passive like this: an idea or opinion that a lot of people have.
going to + be + ~ed verb form Informal: 
People / A lot of people say that …
As with the active tense, use the passive with going to They say that …
for plans and to say what is clearly going to happen. Formal: It is said / thought / believed that …
Museums are going to be provided. Activity Book Unit 3 pages 24–25 Activities 1–2
The archaeologists have started work: the Citadel
is going to be investigated!

2 TO HELP YOU STUDY

You have already worked with the main sounds of s, but there are two more that you sometimes meet:
/ʒ/ and /ʃ/.

1 Copy the table. Then study this list of words and the phonetic spellings of the marked letters,
and complete the table with them.

2 Use the phonetic spellings to help you practise saying the words.

across /əˈkrɒs/ Chinese /ˌtʃaɪˈniːz/ commission /kəˈmɪʃ(ə)n/ consider /kənˈsɪdə(r)/

continuously /kənˈtɪnjʊəsli/ discussion /dɪˈskʌʃ(ə)n/ easily /ˈiːzɪli/ museum /mjuːˈziːəm/
revision /rɪˈvɪʒ(ə)n/ sure /ʃɔː(r)/ treasure /ˈtreʒə(r)/ unusual /ʌnˈjuːʒʊəl/

structure /ˈstrʌktʃə(r)/ result /rɪˈzʌlt/ measure /ˈmeʒə(r)/ dimension /daɪˈmenʃ(ə)n/

across /əˈkrɒs/

Activity Book Unit 3 page 25 Activity 3

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 Language Focus
1 GRAMMAR AND FUNCTIONS We use the conjunctions after and as in a similar way.

Lesson 1: ways of comparing quantities After the plant cover disappears, farming will
become impossible.
The lowest projection for 2050 is about 30% less As food prices increase, families will have less to
than the highest. eat.
Approximately a seventh of the world’s land is
desert.
Lakes contain about half the total amount of Lesson 3: forms of conditional statements: 1
active fresh water. You know the first and second conditional forms.
The amount of water in the atmosphere is nearly First conditional: If land is over-used, it will often
five times the amount in all living things. turn into desert.
Land will often turn into desert
You can already use percentages to state parts of a if it is over-used.
total, e.g. Second conditional: If humans lived in space, they
Over 50% of the world’s people now live in urban would grow their crops this way.
communities. Humans would grow their crops
This is the easiest and usually the most exact way, but this way if they lived in space.
we also sometimes use fractions, e.g. The phrase as long as can take the place of if in many
(a) half (of ), a third of, a quarter of, a fifth of, a sixth first and second conditional sentences.
of, a seventh of, an eighth of, a tenth of, a twentieth
of. First conditional
Note that with half, we normally leave out a … of: As long as we look after our land well, it will be
compare examples 2 and 3 above. productive.
You already know half and quarter. You also know the Our land will be productive as long as we look
other words as ordinal numbers, e.g. after it well.
The three friends came third, fifth and sixth in the Second conditional
race. As long as people used hydroponics in space,
With plural fractions, we keep the number at the they would have fresh food.
bottom of the fraction as small as possible, e.g. People would have fresh food in space as long as
Three quarters of the Earth’s surface is water. (Not they used hydroponics.
six eighths.)
The phrase as long as carries a positive idea: if
We can also say that one thing is greater than another:
something succeeds / succeeded, then something else
see example 4 above. Compare the following.
will / would happen.
Water near the surface is five times the amount /
quantity in the atmosphere. Lesson 4: forms of conditional statements: 2
Grassland covers twice the area that is farmland. You know the third conditional form.
(Not two times.) Those storms would not have happened if the
grassland had remained.
Lesson 2: conjunction + present + future
If the grassland had remained, those storms would
You already know if / when + present + future clauses,
not have happened.
e.g.
The if part of a third conditional expresses something
When the population reaches eight billion, we will
‘unreal’ – something that did not happen.
face many problems.
We have these other ways of expressing something
If the population reaches as high as ten billion, we
unreal, too.
will face disaster.

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The farmers could have / might have grown The farmers could have stayed in Oklahoma if
different crops. (But they didn’t). they had received the right advice.
The farmers should have / ought to have Note: If only they had thought more carefully!
thought more carefully. (But they didn’t). means:
We can also use could have / might have forms in I really, really wish they had thought more
full third conditionals. carefully!
If the farmers had known more about soil
science, they might have saved their farms. Activity Book Unit 5 pages 36–37 Activites 1–2

2 TO HELP YOU STUDY

Charts, graphs, tables, time lines and other diagrams can help you understand complicated sets of
information, and it is important to be able to ‘read’ them. You may also need to create your own charts
when you are making notes and also to support a spoken presentation or a piece of writing.
See Reference section page 111 for examples of different sorts of charts that you have seen before.

Line graph Diagram of a process

Time line Bar chart

Now, in this Unit, you have also seen the following:

Fan chart
Pie chart
This is a special line graph which shows
This round chart shows the quantities of the
different possible developments in the future,
different parts of something, e.g. the different types
e.g. high and low population projections.
of land that together form the Earth’s land surface.

When you produce a chart, you need to choose the type that is most suitable for the type of information
that you want to show.
Imagine that you work in the Sales Department at the Erbil Qalat General Trading Company. Produce
two charts that most appropriately show these sales figures for the last calendar year.
Monthly Sales (US$000,000)
J F M A M J J A S O N D
2.7 2.5 2.8 3.1 2.9 3.2 3.0 2.8 3.1 3.3 3.2 3.4

Sales by Product Area (%)

Cars Heavy Furniture Clothing Electronic Construction Office
vehicles equipment materials equipment
14 15 11 5 19 20 16

1 Choose the most suitable type of chart to show these sets of information.

2 Draw the charts.

Activity Book Unit 5 page 37 Activity 3

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 Language Focus
1 GRAMMAR AND FUNCTIONS
Lesson 1: full and reduced relative clauses

A printer is an office machine which / that allows us to produce paper copies.

A website designer like Steve is an expert (who) / (that) we can ask to create internet sites.

This type of relative clause completes the meaning of the sentence: it adds something about a thing or a person in
the first part of the sentence that we really need to know.
We use which or that to refer to a thing or an animal in the first part of the sentence.
We use who or that to refer to a person in the first part of the sentence.
These words – which, who, that – are relative pronouns. The relative pronoun refers back to a noun in the first
part of the sentence. It can be the subject of the relative clause (Example 1). It can also be the object of the relative
clause (Example 2). If it is the object, we can leave it out. Compare these further examples.
(subject) (object)

These are the new computers which are going to replace the old ones.
(object) (subject)

These are the new computers (which) the manager bought last month.
(subject) (object)

There’s the manager who bought the new computers.

(object) (subject)

There’s the manager (who) the company asked to buy the new computers.

Lesson 2: clauses introduced by when, where Lesson 3: relative clauses with extra information
and why
Fibre optics interested NASA scientists, who
Grade 11 was (the time) when I decided my then used the technology on Apollo.
future career. The Photophone, which Bell invented in 1880,
Witney College was (the place) where I studied was the first practical use of fibre optics.
Office Skills.
My interest in IT was (the reason) why I applied This type of relative clause is different from the type
for my new job. in Lesson 1. That type completes the meaning of the
sentence: this type adds extra information.
We may just say, e.g. We show that the information is extra with commas.
We put a comma (see Example 1 above) or commas
Grade 11 was when I decided my future career.
(see Example 2) between the main part of the sentence
But we also often say the time when, the place where and this extra information. We introduce this sort of
and the reason why, e.g. clause with who for people and which for things or
Grade 11 was the time when I decided my future animals. We never use that.
career. Compare these relatives.
Bell was one of several people who were racing to
invent the telephone. (Lesson 1 type)
Bell invented the telephone, which became one of
the world’s great inventions. (Lesson 3 type)
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Lesson 4: expressing purpose We’re leaving home early so as not to be late for the
big match.
Bell used fibre optics to build his Photophone. We’re leaving home early in order not to be late for
Fibre optics was used in order to look inside the the big match.
human body. (There is no negative with to + infinitive.)
Berners-Lee created the World Wide Web so as We also express purpose with so that + normal verb
to share information. forms.
He gave it to the world so that everyone could We’re leaving home early so that we’ll get to the big
use it freely. match early.
SchoolNet was developed for the purpose of We’re getting to the match early so that we can get
connecting schools to the internet. good seats.
To express negative purpose, we add not to the
The first three forms all use to + infinitive to express following verb.
purpose. The basic form – to + infinitive – is the most We’re leaving home early so that we will not (won’t)
informal one and the one that is most often used. The be late for the big match.
other forms put more focus on the idea of purpose.
The form for the purpose of ~ing is quite formal, and we
The form in order to + infinitive is the most formal and
use it mainly in writing.
is used more in writing than in speaking. With so as to
and in order to we can create negative forms. Activity Book Unit 6 pages 44–45 Activities 1–2

2 TO HELP YOU STUDY

As your English gets better, you need to use your dictionary more. (It gives much more information
than the Alphabetical Wordlist in this book can.)
Think about the word order. You have now seen three uses of this word:
Put the words in the right order. (in Grade 7)
Are you ready to order (your meal). (in Grade 8)
Scientists improved optic fibres in order to use them over long distances. (in this unit)

1 Say what each use is – a verb, a noun or a phrase.

2 Now turn to the dictionary entries in the Reference Section, page 112. Find the above uses
again in the dictionary entries. Read out the examples.

3 Now find the entries for these new uses. Read out the dictionary examples.
1 What’s happened to our order for ten new photocopiers?
2 The fax machine is out of order, so I’ve called a technician.
3 You’re not in charge, so stop ordering me to do things.
4 We’re ready to go when you are, so you just have to give us the order.

4 Look at the notes on the left and right and find all the types of information that the Alphabetical
Wordlist in this book does not give. Say what sorts of information you find most useful.
Activity Book Unit 6 page 45 Activity 3

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 Language Focus
1 GRAMMAR AND FUNCTIONS A few can take both with big meaning changes.
Lesson 1: participle clauses 1: describing We must try to escape from this huge forest.
actions Let’s try following this stream. (= Do it and find
out what happens.)
That was my cousin talking on the phone. More verbs like this:
We watched my uncle appearing on TV. forget, go on, mean, stop, remember

We often introduce a person and then describe that Compare the following.
person’s action with an ~ing participle clause.
I will never forget learning to swim.
We can introduce the person with be: That was my
Please don’t forget to buy some eggs tomorrow.
cousin ...
Or we can use a verb like hear, notice, record, We have to go on working till we finish the job.
remember, see, watch: We watched my uncle ... After leaving one job, he went on to get a new one.
Lesson 2: verb + infinitive; verb + ~ing form
It’s getting dark. That means finding a place to sleep.
Some verbs are often followed by a second verb I’m very sorry! I really didn’t mean to upset you
form. This may be an infinitive or an ~ing form. I remember learning to swim when I was small.
Our old car appears to have a lot of problems.
I must remember to buy some eggs tomorrow.
(verb + infinitive)
We can’t risk driving it very far. (verb + ~ing Please stop driving so fast.
form) I must stop to get some petrol.
More verbs that take an infinitive:
used to + infinitive; be / get used to + ~ing form
afford, agree, aim, arrange, ask, choose, decide,
fail, hope, intend, learn, manage, need, offer, I used to live in a village when I was young.
prepare, promise, refuse, seem, try, want Now I’ve got used to living in a city.
More verbs that take an ~ing form:
avoid, can’t help, consider, dislike, enjoy, finish, We use used to + infinitive for things that we often did
keep, mind, miss, succeed in, suggest in the past.
I used to play football every day when I was small.
We use be / get used to + ~ing for things that are new
Some can take both with little or no meaning change. and strange or difficult when we first start doing them.
She started to explain her ideas.
After moving from the country, it was hard to get
We should start listening to her ideas. used to living in the city. But now I’m used to being
More verbs like this: here, and I’m happy with our new lifestyle.
begin, continue, dislike, hate, like, love, prefer
When we use would with like, love, hate, prefer,
we are usually talking about one event. In this
situation, the second verb is always an infinitive.
Would you like to come for dinner on Saturday?
// Thanks, I’d (I would) love to!

54

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 Language
focus

Lesson 3: reported speech forms If the ‘report’ is to a different person, at a later date and
in a different place, changes like these are needed.
After her TV show, Chinar told me that she ‘Will you be here tomorrow?’ Nasreen asked Zara.
had time to talk.
Nasreen asked Zara whether she would be there the
Then she offered to answer my questions. next day.
I asked if / whether she enjoyed being a star.
I also inquired when she would start her US Lesson 4: participle clauses 2: with
tour. conjunctions

While staying through the Antarctic winter,

We often report in the present, e.g. on the telephone. scientists do various sorts of research.
It’s Nasreen. She says she needs to speak to you. After living through the six-month night, they
However, we usually move back a tense when we love seeing the sun again.
report things said in the past. On finishing their research, they all have to
Nasreen phoned yesterday, and she said she needed write their reports.
to speak to you. Before leaving to fly home, they always have a
With offers, invitations, requests and instructions we goodbye party.
use a reporting verb + infinitive.
She asked me to give Rondik a message. We can make a time connection between the main
With Yes/No questions, we use a reporting verb + if / clause and a clause with one of these words +
whether + verb in statement form. participle: after, before, since, when, while, on.
She asked if Rondik would be free tomorrow. The participle clause usually comes at the start of the
(Question: ‘Will Rondik be free …?’) sentence.
With Wh questions, we use a reporting verb + wh word Activity Book Unit 7 pages 52–53 Activities 1–2
+ verb in statement form.
She also asked when Rondik would be free on
Saturday. (Question: ‘When will Rondik be free …?)

2 TO HELP YOU STUDY

After leaving school, you may not have to use report), or you can write it in note form. Compare
English regularly, so do everything you can to the following.
avoid forgetting this very important life skill. After
Day 2: Wednesday, November 6th
all, you probably will need your English again at
some time in the future. I felt fine this morning, and I was ready
for anything. During breakfast, I started
First, use the English-language media to keep your chatting with a Swedish scientist called Dr
understanding alive. They are usually very easy to Ingrid Ullsen. Then she kindly offered to
find, and they include TV, films, radio newspapers, show me round, and I agreed. I was amazed
magazines and books. at the facilities, including a large science
Secondly, keep using English actively. If you don’t hall, …
already do this, try keeping a daily diary – as Chris Day 2: Wed, Nov 6
Carr did at the South Pole. When writing about Felt fine this a.m., ready for anything. During
your life, you will have to find ways of expressing breakfast, started chatting w. Swedish
what has really happened, and this will mean scientist – Dr Ingrid Ullsen – offered to show
careful thinking and looking up words in your round & I agreed. Amazed at facilities, incl.
dictionary. large science hall, …

You can write your diary in full form (as Chris had
to do because his diary was actually a newspaper Try it now! Write your diary for yesterday.

55

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9780230727601.Text 05.indd 103 03/03/2011 09:11
 Reference

2-Prepositon++@word@/@Phrase
• Preposition word/phrase 7-Networks
7 Networks @@çbØòŠüm@@
2-Prepositon
2-Prepositon +@word@/@Phrase
+@word@/@Phrase 7-Networks
7-Networks @@@@çbØò
çbØòŠŠümüm@@@
ZóîòíŽï’@ãói@oïji‹ŽïÐ@çbØóqì‹ @oïäaímò†
ZZóîòíŽ
óîòíŽïïï’@ãói@oï
’@ãói@oïjjji‹Ži‹ŽïïïÐ@çbØóqì‹ @oïäaímò†
Ð@çbØóqì‹ @oïäaímò† @ôäbØòŠìó @óqì‹ @õòìó䆋ØüØ@üi@oïåŽïéiŠbØói@çbØòŠüm@õŒaíŽï’@oïäaímò†
2-PrepositonWe went by bike@/@by carZóîòíŽ
+@word@/@Phrase @/ by’@ãói@oï bus@/ byi‹Ž Ð@çbØóqì‹ @oïäaímò†
plane. @ôäbØòŠìó @óqì‹ @õòìó䆋ØüØ@üi@oïåŽ
@ôäbØòŠìó @óqì‹ @õòìó䆋ØüØ@üi@oïåŽ
7-Networks @@çbØòŠüm@@
@ôäbØòŠìó @óqì‹ @õòìó䆋ØüØ@üi@oïåŽ ïïïéiŠbØói@çbØò
éiŠbØói@çbØò
éiŠbØói@çbØòŠŠŠüm@õŒaíŽ
üm@õŒaíŽïïï’@oïäaímò†
üm@õŒaíŽ ’@oïäaímò†
’@oïäaímò†
We We
We went
went
went by
by
by bike
bike @@/
bikebike@
/@by
by
/ by carcar
car @@// by
by
/ by bus
bus
bus @@//
/bybyby
by plane.
plane.
plane. @@NŠaíi@çbàóè
We Or
went
2-Prepositon by
this: / by
+@word@/@Phrase car Z /
óîòíŽ ï bus
’@ãói@oï j/i‹Žbyï plane.
Ð@çbØóqì‹ @oïäaímò† @@
@@
@@N NNŠaíi@çbàóè
Šaíi@çbàóè
Šaíi@çbàóè
Or Or
Or this:
this:
this:
2-Prepositon +@word@/@Phrase 7-Networks
@ôäbØòŠìó @óqì‹ @õòìó䆋ØüØ@üi@oïåŽ
@@ çbØò Š üm @ @ ï éiŠbØói@çbØò Š üm@õŒaíŽ ï ’@oïäaímò†
We We
2-Prepositon
We
Weby
went
2-Prepositon
arrived
arrived
arrived
bike
at at@/@atby 2.00
car
+@word@/@Phrase
2.00
+@word@/@Phrase
2.00 in the in
inbythe
@/afternoon
the bus afternoon
@/ by
afternoon
ZZóîòíŽ plane.
ïï’@ãói@oï
on Monday.
on
i‹Žon
jji‹Ž ïïMonday.
Monday. 7-Networks
Ð@çbØóqì‹ @oïäaímò† 7-Networks @@@@library
çbØò Šüm@@
library student
We
We
@ @Or this:
arrived
arrived
@ at
at 2.00
2.00 in
in the
the afternoon
afternoonZ
óîòíŽ
óîòíŽ ï
’@ãói@oï
on
on Monday.
Monday.
’@ãói@oï j i‹Ž ï
Ð@çbØóqì‹ @oïäaímò†
Ð@çbØóqì‹ @oïäaímò† 7-Networks library çbØòŠŠümüm@@@
@@çbØò
@ôäbØòŠìó @óqì‹ @õòìó䆋ØüØ@üi@oïåŽ
library
@ôäbØòŠìó @óqì‹ @õòìó䆋ØüØ@üi@oïåŽ
library student
ïïéiŠbØói@çbØò
éiŠbØói@çbØò
student
student @@ïïN’@oïäaímò†
ŠŠüm@õŒaíŽ
student üm@õŒaíŽ Šaíi@çbàóè
’@oïäaímò†
We went
@ We went by bike@@//@@by
by bike car@@// by
by car by Zbus óîòíŽ
bus
ZóîòíŽ @ï//ï’@ãói@oï
@ by plane.
plane.
’@ãói@oï
by jji‹Ž
i‹ŽïïÐ@çbØóqì‹ @oïäaímò†
Ð@çbØóqì‹ @oïäaímò† @ôäbØòŠìó @óqì‹ @õòìó䆋ØüØ@üi@oïåŽ
laboratory ïéiŠbØói@çbØòŠüm@õŒaíŽteacherï’@oïäaímò†
We by at 2.00 incar
the@/afternoon
by bus@/ byonplane. Monday. @ôäbØòŠìó @óqì‹ @õòìó䆋ØüØ@üi@oïåŽ
@ôäbØòŠìó @óqì‹ @õòìó䆋ØüØ@üi@oïåŽ ïïéiŠbØói@çbØò
éiŠbØói@çbØòŠteacher
Šüm@õŒaíŽ
üm@õŒaíŽïï’@oïäaímò†
@@’@oïäaímò†
NNŠaíi@çbàóè
WeOr arrived
Or
We
went
this:
3-Word
went
this:
went byby
bike
bike
bike
@/@by
@/@@/by
(noun @ by car
car/ @adjective)
/@/by
by bus
bus @/@/by +
by preposition@
plane.
plane.
laboratory
laboratory
laboratory library student teacher@@@@NŠaíi@çbàóè
teacher Šaíi@çbàóè
3-Word
@Or
•
3-Word
Or
this:
Word
Wethis:
We arrived
arrived
(noun
(noun
at
at
/
2.00 /
2.00 inadjective)
(noun/adjective)
adjective)
in the
the afternoon
afternoon++ preposition@
+ preposition
preposition@on Monday.
on Monday. Classroom
Classroom
laboratory head
@@@@
teacher Nhead
teacher
teacher
Šaíi@çbàóè
N Šaíi@çbàóè
WeOr
@@@@tìì‹ @ó
this:
@@tìì‹ @ó
arrived ati@@oîóÙäbïi@oïäaímò†
2.00
i@@oîóÙäbïi@oïäaímò† in the
@N ìbåafternoon
Ü
@Nìbå Üòìb÷@†í‚bî@ìbä@
òìb÷@†í‚bî@ìbä@ on Monday.
ói ³i@óäb’ì@ãó÷
ói ³i@óäb’ì@ãó÷@oŽî‹äaímò†@
@oŽ î ‹äaímò†@ laboratorylibrary
Classroom
Classroom library student
studentteacher
head
head teacher
teacher
@tìì‹ @ó
We@
Wearrived
@tìì‹ @ó
@ i@@oîóÙäbïi@oïäaímò†
atat2.00
i@@oîóÙäbïi@oïäaímò†
arrived 2.00 in
inthe @N
@Nìbå
the ÜÜòìb÷@†í‚bî@ìbä@
afternoon
ìbå òìb÷@†í‚bî@ìbä@
afternoon on ói ³i@óäb’ì@ãó÷
³i@óäb’ì@ãó÷@oŽ
onMonday.
óiMonday. @oŽîî‹äaímò†@
‹äaímò†@ library student
@3-Word (noun / adjective) + preposition@ ZóîòíŽï’@ãói
laboratory library
library student
student teacher
@@ ZZZóîòíŽ
óîòíŽ
óîòíŽ ïïï’@ãói
’@ãói
’@ãói
classroom
laboratory
Classroom
laboratory rooms
rooms
people
head
teacher
head
teacherpeople teacher
teacher
@@tìì‹ @óIi@@oîóÙäbïi@oïäaímò†
the sound
love(noun @N ìbå Üòìb÷@†í‚bî@ìbä@
of music.+ preposition@ ói ³i@óäb’ì@ãó÷ @oŽ î ‹äaímò†@ rooms
rooms people
peopleteacher
3-Word
II3-Word
love the sound of / adjective)
music. laboratory
laboratory
Classroom teacher
head
head teacher
love
I@tìì‹ @ó
love the
the
We (noun
sound
sound
must of
of
find / adjective)
music.
music.
an answer +
to+preposition@
the problem. ZóîòíŽ îîï‹äaímò†@ Classroom
’@ãói Classroom rooms SCHOOLpeople teacher
We 3-Word
@@3-Word
I love
@tìì‹ @ó
must the (noun
sound
(noun / /adjective)
i@@oîóÙäbïi@oïäaímò†
i@@oîóÙäbïi@oïäaímò†
find an answer adjective)
of @N
music.
@N
to ìbå
ìbå
the + preposition@
ÜÜòìb÷@†í‚bî@ìbä@
preposition@
òìb÷@†í‚bî@ìbä@
problem. ói
ói ³i@óäb’ì@ãó÷
³i@óäb’ì@ãó÷ @oŽ
@oŽ ‹äaímò†@ rooms SCHOOL
SCHOOL
SCHOOL people head teacher
We must find an answer to the problem.
@@tìì‹ @ó i@@oîóÙäbïi@oïäaímò† answer @Nto
ìbå Üòìb÷@†í‚bî@ìbä@
problem. ói ³i@óäb’ì@ãó÷@oŽî‹äaímò†@ Classroom
Classroom head
headteacher
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@IWe love
@@tìì‹ @ó must
@tìì‹ @ó the find
sound an of
i@@oîóÙäbïi@oïäaímò†
i@@oîóÙäbïi@oïäaímò† music. @N@Nìbåthe
ìbå Üòìb÷@†í‚bî@ìbä@
Üòìb÷@†í‚bî@ìbä@ óiói³i@óäb’ì@ãó÷
³i@óäb’ì@ãó÷@oŽZZ@oŽî‹äaímò†@
î‹äaímò†@
óîòíŽ
óîòíŽ ïï’@ãói
’@ãói subject equipment
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to the
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problem.
problem. ZóîòíŽ ï’@ãói subject
rooms
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She's
I love
She's angrythe
angry
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She's the sound with
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with
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you. music.
of music. ZóîòíŽ
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óîòíŽ ’@ãói
ï ’@ãói rooms people
IHe’s
lovemustHe’s
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He’sWe
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history SCHOOL equipment CD player
@ findwith
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@@She's
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ananswer theproblem.
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history
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subject SCHOOL
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He’s
He’s frightened
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She's angry of
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She's 4- Two-part 'phrasal' verbs@ historymathsmaths
subject
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He’s frightened of her. Zoîó£@ÚŽîŠ@tìì‹ @ói@•óäbàó÷@oïäaímò†@bèòìŠóèhistory historymaths science
science desk
desk CD player
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@ Two-part
He’s
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her. oîó£@ÚŽ îîîŠ@tìì‹ @ói@•óäbàó÷@oïäaímò†@bèòìŠóè
Š@tìì‹ @ói@•óäbàó÷@oïäaímò†@bèòìŠóè history science deskcomputer CD player
•
@4- Two-part
Prices are ‘phrasal’
'phrasal'
going oîó£@ÚŽ
up. verbs@verbs Š@tìì‹ @ói@•óäbàó÷@oïäaímò†@bèòìŠóè history
history CD
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@@ history maths deskcomputer CD player
Prices
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The going up.
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temperature up.
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îŠ@tìì‹ @ói@•óäbàó÷@oïäaímò†@bèòìŠóè
maths
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The 4- Two-part
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is going verbs@
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maths computer
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Two-part
Prices are going
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'phrasal'going verbs@
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3-PHONETICS science
science desk
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4-Two-part
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îîŠ@tìì‹ @ói@•óäbàó÷@oïäaímò†@bèòìŠóè
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Š@tìì‹ @ói@•óäbàó÷@oïäaímò†@bèòìŠóè
@
3-PHONETICS
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science
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Zoîó£@ÚŽ îŠ@tìì‹ @ói@•óäbàó÷@oïäaímò†@bèòìŠóè
îŠ@tìì‹ @ói@•óäbàó÷@oïäaímò†@bèòìŠóè science desk
The Put
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a‡ØóîóØóî@ Šóè@Šóè@ ññ@@ HHLanguage
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ôäbØó’ói@ óÜóÜ
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Take temperature
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5-Word the isisgoing
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çbØó’ì@ómìíu 3-PHONETICS
@ôäò†@ôäa‡äb“ïä@üi@óîa‡Ž ï m@ôäbØó’ì@õòìóä‡åŽ î í‚@ômóïäüš @ a‡äbØó’ì
Put
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3-PHONETICS
3-PHONETICS
@ôäò†@ôäa‡äb“ïä@üi@óîa‡Ž
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• Word applepairs pairs @çbØó’ì@ómìíu@ Consonants
@ôäò†@ôäa‡äb“ïä@üi@óîa‡Ž ïm@ôäbØó’ì@õòìóä‡åŽ
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apple
5-Word
appleNNorange
@oïäaímò†
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Consonants
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onions @@@peppers@@@@@@@@@@@@@@@@potatoes@ ɪə ɪə
ɪə hear hear

103 103
onions peppers potatoes 103
104
103
103
103
103
103
9780230727601.Text 05.indd 104 03/03/2011 09:11
 Best wishes,
4 PUNCTUATION Shaswar.
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website: www.Twitter.com/dee_elkin ‡ Øò ó ô “ ßó ó J M2 @@
‘w-w-w dot upper case T lower case w-i-t-t-e-r
a‡äbØòŠór dot@@Jc-o-m
Übà@ôäb“ïäìbä@Žßó óÜ forward
@@@@@@@@M2@@@@@ @ @@ @ slash
@@ d-e-e underscore @ e-l-k-i-n
Note: upper case = capital letter lower case = small letter
104
104104
104 105

9780230727601 Tex 05 ndd 105 03 03 2011 09 12

 Kurdish
KurdishKurdish introduction
introduction
introductionof the
of the of
PARTS theofPARTS
PARTS SPEECH of SPEECH
of SPEECH (page
(page (page
115)115)
hashas115) has Kurdish
Kurdish
Kurdish
spelling spelling
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mistake.
So So I re-wrote
ISore-wrote
I re-wroteit correctlyit correctly
it correctly
( see( see ( seeand
below)
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and
kindlyandusekindly
kindly use use this
thisthis
Reference translation.
translation.
translation.
ThisThis This
alsoalso alsofor
correct
correct correct
for
Sunrisefor10.If
Sunrise Sunrise
10.If 10.Ifuse
possible possible
possible use
it for use
it for it for10Sunrise
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as
55
well. well.
well.
55GRAMMAR
5 GRAMMAR
GRAMMAR 5 GRAMMAR5GRAMMAR
GRAMMAR
GRAMMAR
5
55GRAMMAR
5 GRAMMAR
5 GRAMMAR
GRAMMAR
Grammar Parts of Parts
Parts
Speech of ofSpeechSpeech æmìb‚b÷@ôäbØó’ói M1 M1M1
PartsParts Parts
ofofSpeech
Speech
of Parts
Speech of æmìb‚b÷@ôäbØó’ói
Speech
æmìb‚b÷@ôäbØó’ói
æmìb‚b÷@ôäbØó’ói
æmìb‚b÷@ôäbØó’ói M1M1 MM11
æmìb‚b÷@ôäbØó’ói
æmìb‚b÷@ôäbØó’ói
@üi@ çìa‹Ø@ õŠbî†@ ‹m@ õòìaŠaŒ@ ÚŽÚŽ
î‡äóè@ ì@ì@æmìb‚b÷@ ôäbØó’ói@ a‡äbØó’ì@ ônïÜ@ ŽßParts
ó óÜ@ a‡ØóîóØóî@
of Speech Šóè@ ñ @ H@Language Focus I@óÜ
IôäbØó’ói@
• óÜ• óÜóÜ •
@üi@çìa‹Ø@
@üi@ @üi@ ççõŠbî†@
ç@üi@
ìa‹Ø@
@üi@õŠbî†@
ìa‹Ø@ìa‹Ø@
ç@üi@
ìa‹Ø@
õŠbî†@
õŠbî†@ ‹m@ ‹m@
õŠbî†@
õòìaŠaŒ@
çõòìaŠaŒ@
ìa‹Ø@
‹m@õòìaŠaŒ@
‹m@ ‹m@
õŠbî†@
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‡äóè@îîì@
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î‡äóè@
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ì@
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ì@ ‡äóè@ ì@ æmìb‚b÷@
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æmìb‚b÷@
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ôäbØó’ói@
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ôäbØó’ói@
ôäbØó’ói@
ôäbØó’ói@
æmìb‚b÷@a‡äbØó’ì@
a‡äbØó’ì@ ôäbØó’ói@
a‡äbØó’ì@
a‡äbØó’ì@ ônïÜ@ a‡äbØó’ì@
ônïÜ@
ônïÜ@
ônïÜ@ Parts
ó óÜ@ŽßŽßônïÜ@
Žßa‡äbØó’ì@
Žßó óÜ@ Parts
ó óÜ@
ó óÜ@
Parts
ofa‡ØóîóØóî@
ônïÜ@
a‡ØóîóØóî@
Parts
ŽßSpeech
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ó óÜ@
a‡ØóîóØóî@
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Šóè@
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ôäbØó’ói@
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a‡äbØó’ì@
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I@I@IôäbØó’ói@
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îNçbØóïŽ
ïèŠbØói@óäaìa‹ÙmŠíØ@ãó÷
èŠbØói@óäaìa‹ÙmŠíØ@ãó÷
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îíä@ó’ì@õòìó䆋Ùï’@ô䆋Ùäbb÷
æmìb‚b÷@ôäbØó’ói@
æmìb‚b÷@ôäbØó’ói@
æmìb‚b÷@ôäbØó’ói@ ìaìóm@õòíŽ ïï’’ ìaìóm@õòíŽ
ï’ ï’ï’ õ†ŠíØ óäí¹
æmìb‚b÷@ôäbØó’ói@ æmìb‚b÷@ôäbØó’ói@ìaìóm@õòíŽ
æmìb‚b÷@ôäbØó’ói@
æmìb‚b÷@ôäbØó’ói@ ï’ï’ ìaìóm@õòíŽ
ìaìóm@õòíŽ
ìaìóm@õòíŽ ìaìóm@õòíŽ õ†ŠíØ õ†ŠíØ
õ†ŠíØõ†ŠíØ
õ†ŠíØ
óäí¹
óäí¹
óäí¹
õ†ŠíØ
óäí¹ óäí¹óäí¹
@@@@@@ @@
adj adj adj
adj adjadj
adj adjective@
adjective@
adjective@
adjective@
adjective@
adjective@
adjective@ ìbåìbå
Ü òìb÷ Ü ìbå
òìb÷
ìbå Ü Ü òìb÷
òìb÷ ìbå Ü ìbå
òìb÷
easy,
Üòìb÷
ìbå
easy, Ü easy,
òìb÷
easy,
warm warm warm
warm
easy,
easy, warm
easy, warm
warm
adj
æmìb‚b÷@ôäbØó’ói@
æmìb‚b÷@ôäbØó’ói@
æmìb‚b÷@ôäbØó’ói@
æmìb‚b÷@ôäbØó’ói@ adjective
ìaìóm@õòíŽ
ìaìóm@õòíŽïï’’ï’
ìaìóm@õòíŽ
ìaìóm@õòíŽ ï’ õ†ŠíØ
õ†ŠíØ
õ†ŠíØõ†ŠíØ óäí¹ óäí¹easy,
óäí¹ óäí¹ warm
adv adv adv
adv adverb@ adverb@
adverb@ adverb@ ŠbÙ Ü
 òìb÷ ŠbÙ ŠbÙ
Ü
 òìb÷
ŠbÙÜòìb÷
Ü
 easily,
òìb÷ easily,
easily,
often often
easily, often
often
adv
adj
adj
adv adv adv
adj adj adverb@adverb@
adjective@
adjective@
adverbadjective@
adverb@
adjective@ ŠbÙ
ìbåŠbÙ
ìbå Ü òìb÷
ìbå Üòìb÷ÜÜòìb÷
òìb÷
ŠbÙ
ìbåÜòìb÷ easy, easily,
easily,
easy,
easy, easily,
easy,
warm
warm
easily, often
warmoften often
warm
often
conj conjunction@ Šò‡ÙŽ ï Ü õŒa ‹
 àb÷ and, because
conj
adv conjconj
adv
conj
adv adv conjconj
conj conjunction@
adverb@conjunction@
conjunction
conjunction@
adverb@conjunction@
adverb@
conjunction@
adverb@ conjunction@ Šò‡ÙŽ
Šò‡ÙŽ
ŠbÙŠbÙ ÜŠò‡ÙŽ
ïŠbÙŠò‡ÙŽ õŒa
Üïòìb÷
ÜÜòìb÷ õŒa‹ïïàb÷
ŠbÙ
Üòìb÷
ÜÜ‹õŒa àb÷Šò‡ÙŽ
õŒa
Üòìb÷
‹‹àb÷ïÜeasily,
àb÷Šò‡ÙŽ
and,õŒa
and,
easily,ïÜ‹àb÷
easily,
and,
õŒa
and,
and, ‹often
because àb÷
because
easily, because
often and,
because
often
because
often
because
and, because
det determiner @ @ Šò‡äb“ïä@õŒa Šò‡äb“ïä@õŒa
Šò‡äb“ïä@õŒa ‹ àb÷ the, some
det
conjdetdet
conj
det
conj conj det det
det determiner
determiner
determiner
determiner
determiner
conjunction@
conjunction@ determiner
conjunction@
conjunction@
@@
@ @ determiner @ Šò‡äb“ïä@õŒa
Šò‡ÙŽ
Šò‡ÙŽ
Šò‡ÙŽ ïŠò‡äb“ïä@õŒa
Šò‡äb“ïä@õŒa
ïÜŠò‡ÙŽ
ïÜõŒaÜõŒa õŒa ‹ï‹àb÷
Ü‹àb÷ ‹àb÷
õŒa àb÷‹‹‹àb÷àb÷
àb÷and,
the, the,‹some
Šò‡äb“ïä@õŒa
and,
and,
àb÷
the,
the,
some
and,
because
because
the,because
some
‹àb÷
somethe,the,
because
some some some
n noun@ ìbä room, information
nn
det
detn nndet n n
det noun@ noun@
noun@
noun noun@
determiner
determiner
determiner
determiner
noun@
@@ @ @
noun@ Šò‡äb“ïä@õŒaìbäìbä ‹ìbä
Šò‡äb“ïä@õŒa
Šò‡äb“ïä@õŒa
Šò‡äb“ïä@õŒa ìbä ‹àb÷‹àb÷àb÷ ‹àb÷the,
ìbä ìbäroom, room,
room,room,
the,
the, room,
some
the,
some
room,information
some information
information
some room,information
information
information information
prep preposition@ õ‡äòíîóq@õŒa õ‡äòíîóq@õŒa
õ‡äòíîóq@õŒa ‹
 àb÷ in, into
prep
nprep
nprep
prep prepprep
n prepn
preposition@
preposition@
preposition@
noun@
noun@
preposition@
preposition@
preposition
noun@ noun@ preposition@ õ‡äòíîóq@õŒa
õ‡äòíîóq@õŒa
ìbäìbäìbä ‹ìbä
õ‡äòíîóq@õŒa àb÷‹àb÷ ‹õ‡äòíîóq@õŒa
‹àb÷
àb÷in,
room,in,
room,
room, into ‹in,
àb÷ into
in,
into
in,
room,
‹àb÷ in, into
into
into
information
information
in, into
information
information
pron pronoun ìbåŽ ï u him, himself
pron
prep pron
prep
pron
prep
pron
prep pronpron
pron pronoun
pronounpronoun
pronoun
pronoun
preposition@
preposition@ pronoun
preposition@
preposition@ pronoun õ‡äòíîóq@õŒa ìbåŽ
õ‡äòíîóq@õŒa ìbåŽ ïuïuìbåŽ
õ‡äòíîóq@õŒa
õ‡äòíîóq@õŒa ìbåŽ‹‹àb÷ ïïuu ìbåŽhim,
‹àb÷àb÷ ‹àb÷in,
ïhim,
in,
uìbåŽïhim,
in,into into
u himself
him,
himself
in,
him,
into
himself
into him,
himself
himself himself
him, himself
v v vv verb verb verb
verb çbà‹Ð @ M ŠbØ
çbà‹Ð çbà‹Ð @M
çbà‹Ð @
ŠbØM @ ŠbØ
get,
M ŠbØ get get,get,
up get
get, get
up
get up
up
vpron
vpron
v pron vpron verb
verb
verb
pronounverb
pronoun
pronoun
pronoun çbà‹Ð
çbà‹Ð
ìbåŽ
ìbåŽ
ìbåŽ @ïçbà‹Ð
Mïu@ïuŠbØ
MuìbåŽ ŠbØ@ïMuŠbØ get, him, get,
him,
him, get
get,
get
him,
himself
get,himself
himselfup
get
up up
himself
get up
óÙî†@ óÙî†@
õõòìaŠaŒ@ÚŽ
óÙî†@óÙî†@õ
õî‡äóè òìaŠaŒ@ÚŽ î ‡äóè
òìaŠaŒ@ÚŽî‡äóè ìaìóm@õòíŽ ìaìóm@õòíŽ ìaìóm@õòíŽ ï ’ õ†ŠíØ óäí¹
óÙî†@v õòìaŠaŒ@ÚŽ
vvóÙî†@ óÙî†@ î‡äóèî‡äóèõòìaŠaŒ@ÚŽî‡äóè
òìaŠaŒ@ÚŽ
î‡äóè
võòìaŠaŒ@ÚŽ verb
verb verbï’ï’ ìaìóm@õòíŽ
verbìaìóm@õòíŽ
ìaìóm@õòíŽ
ïï’’ ìaìóm@õòíŽ
ï’ ï’
çbà‹Ð
çbà‹Ðõ†ŠíØ
çbà‹Ð õ†ŠíØ @M@çbà‹Ð
õ†ŠíØ
M@ŠbØ
MŠbØõ†ŠíØ
ŠbØ@MŠbØ óäí¹
õ†ŠíØõ†ŠíØ
get,
get,
get,get
óäí¹
óäí¹
óäí¹
get,
get
getup up
get
óäí¹óäí¹
up up
abb@ abb@
abb@abb@ abbreviation@ abbreviation@
abbreviation@
abbreviation@ @@@@òìa‹ÙmŠíØ @@
@@òìa‹ÙmŠíØòìa‹ÙmŠíØ
@@p.m.
òìa‹ÙmŠíØ p.m. ,, PS@
p.m.p.m. , ,PS@
, PS@
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î‡äóè
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î‡äóèî‡äóè abbreviation@
abbreviation@
abbreviation@
ìaìóm@õòíŽ
ìaìóm@õòíŽ
ìaìóm@õòíŽ
ïï’’ï’ ï’
ìaìóm@õòíŽ @@òìa‹ÙmŠíØ
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õ†ŠíØ
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õ†ŠíØ óäí¹ p.m.
óäí¹
óäí¹ p.m.
, PS@
óäí¹, PS@ PS@
exp@ expression@ @@ æî ‹ iŠò† Good to
GoodGood totomeet you!@
exp@
abb@exp@exp@
abb@
abb abb@ abb@ exp@exp@
exp@ expression@
expression@
expression@
expression@
abbreviation@
abbreviation@ expression@
abbreviation@
abbreviation@
abbreviation
expression@@@@@òìa‹ÙmŠíØ
æî
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ŠóÙiŠóÙiŠóÙi ôuŠóà@õónŠ
ôuŠóà@õónŠ ŠóÙi relative
object@relative
object@ clause@
clause@
object@
object@ clause@ õ‡äòíîóq@õónŠ@ó›áïä
õ‡äòíîóq@õónŠ@ó›áïä
ŠbØŠói
ŠbØŠói
ŠbØŠói õ‡äòíîóq@õónŠ@ó›áïä
ŠbØŠói
subject@ countable noun@ ŠóÙi ìaŠ†‹Ž ï àˆ@õìbä uncountable noun@ ŠbØŠói ìaŠ†‹Ž ïàˆïàˆóä@õìbä
subject
subject countable
subject
subject
countable
countable
countable countable
noun@
noun@ noun@
countable
noun@ noun@ noun@ ŠóÙiŠóÙi
ìaŠ†‹Ž ï ìaŠ†‹Ž
àˆ@õìbä
ìaŠ†‹Ž ïïàˆ@õìbäìaŠ†‹ŽìaŠ†‹Ž
àˆ@õìbä ïàˆ@õìbä ïàˆ@õìbä uncountable uncountable
object
object uncountable
uncountable
object
uncountable noun@
noun@noun@
uncountable noun@
noun@ ìaŠ†‹Ž noun@ ŠbØŠói
ìaŠ†‹Ž
ŠbØŠói
ïàˆìaŠ†‹Ž
ìaŠ†‹Ž ï óä@õìbä
àˆ ó
ï
ïàˆóä@õìbä àˆóä@õìbä
àˆ
ä@õìbä
ó ä@õìbä
ìaŠ†‹Ž ïìaŠ†‹Ž óä@õìbä
conditional
conditional
conditional
conditional sentence@
sentence@sentence@
sentence@ ìaŠ†‹Ž
ôuŠóà@õónŠ
ôuŠóà@õónŠ
ôuŠóà@õónŠ ï àˆ@õìbä
ôuŠóà@õónŠ relative
relative
relative
relative clause@
clause@
clause@
clause@ õ‡äòíîóq@õónŠ@ó›áïä
õ‡äòíîóq@õónŠ@ó›áïä
õ‡äòíîóq@õónŠ@ó›áïä
õ‡äòíîóq@õónŠ@ó›áïä õ ŠbØ@õòˆaìónò†
modal verb@ ŽßŽßõôuŠóà@õón Žßa†üà@õŠbØõõŠbØŠbØ phrasal phrasal
phrasal
verb@ verb@
verb@
phrasal verb@ìaŠ†‹Ž õõõ‡äòíîóq@õónŠ@ó›áïä
ŠbØ@õòˆaìónò† õ ŠbØ@õòˆaìónò†
õŠbØ@õòˆaìónò†
modal
modalmodal
conditional
modal
countable
countable verb@
verb@
countable
countable
modal
verb@
verb@
noun@
noun@
noun@ modal
sentence
noun@ verb@ verb@ ôuŠóà@õón
ôuŠóà@õón
ŽßìaŠ†‹Ž
a†üà@
Žßa†üà@ õŠbØïŠ
a†üà@
a†üà@
ŠbØ ŠõõŠbØ
Žßa†üà@
ŠbØ ŽßŠa†üà@ phrasal
phrasal
phrasal
relative
uncountableverb@
uncountable
uncountableverb@
verb@
clause
uncountable
noun@
noun@
relative
relative clause
noun@noun@
clause õìaŠ†‹Ž ïõ‡äòíîóq@õónŠ@ó›áïä
ŠbØ@õòˆaìónò†
ïàˆ
ìaŠ†‹Ž àˆóŠbØ@õòˆaìónò†
õŠbØ@õòˆaìónò†
ïìaŠ†‹Ž
àˆóä@õìbä
óä@õìbä õ‡äòíîóq@õónŠ@ó›áïä
ïàˆóä@õìbä
ä@õìbä
conditional
conditional
conditional sentence
sentence sentence ìaŠ†‹Ž ìaŠ†‹Ž ïïàˆ@õìbä ìaŠ†‹Ž
ïàˆ@õìbä
àˆ@õìbä àˆ@õìbä possessive pronoun@ ônŽ îŠa‡äòìb‚@õìbåŽ
possessive possessive
possessive adjective@
possessive adjective@
adjective@
adjective@
ìaŠ†‹Ž ï ônŽ
àˆ@õìbä@ îîŠa‡äòìb‚@õìbå
ìaŠ†‹Ž ï ônŽ ônŽônŽîŠa‡äòìb‚@õìbå
îŠa‡äòìb‚@õìbå
àˆ@õìbä@ ÜÜîòìb÷@ Üòìb÷@
Üòìb÷@
Ša‡äòìb‚@õìbå possessive
possessive
Üòìb÷@ possessive
possessive
possessive pronoun@
possessive
pronoun@
pronoun@
pronoun@ pronoun@
pronoun@
ônŽ ônŽ
ìaŠ†‹Ž îîŠa‡äòìb‚@õìbåŽ
îŠa‡äòìb‚@õìbåŽ
ônŽ ï ônŽ ïîu@
ìaŠ†‹Ž
àˆóä@õìbä@
Ša‡äòìb‚@õìbåŽ Ša‡äòìb‚@õìbåŽ
ônŽ
ï ïïu@
îŠa‡äòìb‚@õìbåŽ
àˆóä@õìbä@
u@ ïu@ïu@
ïu@
possessive
modal
modal
countable
modal
countable possessive
countable
possessive
modal
verb@
verb@
noun
countableverb@
noun adjective@
noun
verb@ adjective@
adjective@
noun
@

ìaŠ†‹Ž
ônŽ
ß
Ž ß
Ž ônŽ
a†üà@
ß
Ž î
a†üà@ï
î
a†üà@ àˆ@õìbä@
Ša‡äòìb‚@õìbåônŽ
Ša‡äòìb‚@õìbå
õß
Ž õ Ša‡äòìb‚@õìbå
a†üà@
ŠbØ
õ ŠbØ
ŠbØ õ Ü
ŠbØ òìb÷@
Ü òìb÷@ òìb÷@ uncountable
uncountable
phrasal
phrasal
phrasal
phrasal verb@
verb@verb@
verb@
uncountable
uncountable noun
noun
noun noun õõônŽ
õ î ìaŠ†‹Ž
Ša‡äòìb‚@õìbåŽ
ŠbØ@õòˆaìónò†
ŠbØ@õòˆaìónò†
õ
ŠbØ@õòˆaìónò† ï àˆóä@õìbä@
ŠbØ@õòˆaìónò† ï u@
Subject/object pronoun ŠbØŠói ïïuu@O@OŠóÙi@õ
ìbåŽïìbåŽ
uìbåŽïuïupossessive reflexive pronoun ômóîü‚@õ ìbåŽ ï u
@ @
@

Subject/object
Subject/object pronoun
Subject/object pronoun
pronoun @OŠbØŠói @O@OŠóÙi@õ
ìb厊bØŠói uìbåŽ
@OŠóÙi@õ
ŠbØŠói ŠóÙi@õ reflexive
reflexive
pronoun pronoun
reflexive pronoun ômóîü‚@õ ïuïômóîü‚@õ
ìbåŽïïômóîü‚@õ
uu ìbåŽïuìbåŽïu
@ @ @

reflexive
reflexive
pronoun
pronoun
@

Subject/object
Subject/object
Subject/object
possessive
possessive
possessive
possessive
direct object pronoun
adjective@
adjective@ pronounpronoun
adjective@
adjective@ ü‚ìónaŠ@õŠbØŠói@
ŠbØŠói ŠbØŠói
ü‚ìónaŠ@õŠbØŠói@ ŠbØŠói@Oü‚ìónaŠ@õŠbØŠói@
ŠóÙi@õ ŠóÙi@õ ŠóÙi@õ
ìbåŽ
Üïòìb÷@
Üuòìb÷@
ïòìb÷@
ìbåŽ reflexive
possessive
possessive
indirect
indirect pronoun
possessive
pronoun@
pronoun@
indirect
object pronoun@
pronoun@
object object ômóîü‚@õ
ômóîü‚@õ
ônŽ
ônŽ ômóîü‚@õ
ü‚ìóna
îŠa‡äòìb‚@õìbåŽ
ônŽîŠa‡äòìb‚@õìbåŽ
ônŽ ìbåŽìbåŽ ŠuŠìbåŽ
ü‚ìóna
îŠa‡äòìb‚@õìbåŽ
ü‚ìóna
îŠa‡äòìb‚@õìbåŽ bä@õŠbØŠói
ïïu@ïu@u@
bä@õŠbØŠói bä@õŠbØŠói
ïŠu@
direct direct
object object
ônŽônŽônŽîŠa‡äòìb‚@õìbå
îŠa‡äòìb‚@õìbå
î ônŽ
Ša‡äòìb‚@õìbå îŠa‡äòìb‚@õìbå Ü Üòìb÷@ object
direct object
@@
@Subject/object
@ @ @@
@ @ @
@

Subject/object
modal Subject/object
Subject/object
verb pronoun
pronoun
pronoun pronoun ŽßŽßŠbØŠói a†üà@õŠbØ
ŠbØŠói
ŠbØŠói
a†üà@õŠbØ @O@OŠbØŠói @OŽßŠóÙi@õ
ŠóÙi@õ a†üà@õŠbØ
ŠóÙi@õ @OìbåŽ
ŠóÙi@õ
ìbåŽïuïuïuìbåŽïu
ìbåŽ reflexive
reflexive
reflexive
reflexive
phrasal
phrasal pronoun
pronoun
verb
verbpronoun ômóîü‚@õ
pronoun ômóîü‚@õ
ômóîü‚@õ ômóîü‚@õìbåŽ
ìbåŽ
õŠbØ@õòˆaìónò† ïïuïuõŠbØ@õòˆaìónò†
ìbåŽ
õŠbØ@õòˆaìónò† uìbåŽïu
@ @@ phrasal verb
@@ @@ modal
modal
modal verb
verb
@@ verb
ônŽîŠa‡äòìb‚@õìbå
possessive
possessive adjective
adjective
ônŽ
ônŽîîŠa‡äòìb‚@õìbå
Ša‡äòìb‚@õìbå òìb÷@ Üòìb÷@
ÜÜòìb÷@ possessive pronoun
possessive
possessive
possessive pronoun
pronoun pronoun ônŽ ônŽîîŠa‡äòìb‚@õìbåŽônŽîŠa‡äòìb‚@õìbåŽ
Ša‡äòìb‚@õìbåŽ ïïu@
u@ ïu@ 105
possessive
@@ @ @ adjective
possessive adjective 105105105105 105105
subject
subject pronoun
pronoun
pronoun ŠóÙi@õìbåŽ
ŠóÙi@õìbåŽ
ŠóÙi@õìbåŽ u@ ïu@
ïïu@ reflexive
reflexive
reflexive
reflexive pronoun
pronoun ômóîü‚@õìbåŽ
pronoun ômóîü‚@õìbåŽ
pronoun ômóîü‚@õìbåŽ ïïu@u@ ïu@
subject
subject pronoun 105
105
ŠbØŠói@ ŠbØŠói@
ïïuu õìbåŽïu 105105
object
object
object pronoun
pronoun
object pronoun
pronoun ŠbØŠói@õìbåŽ
õìbåŽ relative
relative
relative pronounpronoun
pronoun
pronoun Šò‡ÙŽ
Šò‡ÙŽïïÜ@õìbåŽ
Šò‡ÙŽïïuïuÜ@õìbåŽïu
Ü@õìbåŽ

MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM
MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM

Page
Page Page
107: 107:
107:
106
2- 2- Language
2- Language
Language for for discussion
for discussion
discussion

2- 2- Giving
2- Giving
Giving an an example
an example
example
9780230727601.Text 05.indd 106 03/03/2011 09:12
 Page 107:
present perfect ìaìóm@õì솋ióäaŠ past perfect for discussion
2- Language ìaìóm@õì솋iaŠ@ On
Onthe
theo
ãaìò†Šói@õìaìóm@õì솋ióäaŠ@ 6.6.@æî@æî
‹iŠò†@ììŒòŠb÷
‹iŠò†@ììŒòŠb÷ ãaìò†Šói@õìímbèa†@ Althoug
Althou
present perfect continuous future continuous
That’s
That’s an
2- Giving great.
great.
example Reference 5.5.@üè@ôåî
óÙî†@ôäbàŽîŠ@õòìaŠaŒ@ÚŽî‡äóè That’s
That’sreally reallyinteresting. interesting. @üè@ôåî‹iŠ‹
TellTellme @@ @ óäí¹@ôäa‡Ž
memore. more. ï q @@ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
Because
Becaus
active6 LANGUAGE FOR COMMUNICATION Šbî†@ŠóÙi Page 106:
passive Šbî†bä@ŠóÙi@
6 LANGUAGE FOR COMMUNICATION That
Thatisisb
6 Language for communication
‹“Ž ï q 3-
2. @Getting
@ ãbÔó’@
3.Language ôäbØ and óna for giving
Š
 b÷@ôäa‡äb“ïä
life clarification.
‹’bq Since…
prefix6Language LANGUAGE For Speaking FOR COMMUNICATION 熋ØóÔ@ôäbàŒ suffix
3 Language
3.Language
2. @@statement ãbÔó’@ ôäbØ for for
óna life life@
Šb÷@ôäa‡äb“ïä
óäaˆûŠ@ôäbîˆ@ôäbàŒ
@óäaˆûŠ@ôäbîˆ@ôäbàŒ @ @ Since…
This
Note: In page must 106 be
in omitted
Sunrise because
12 proof its translation
some Kurdish is availa
transla
As….@
regularLanguage Language
6 LANGUAGE for For speaking Speaking
FOR COMMUNICATION ôîbbî熋ØóÔ@ôäbàŒ 1Go
irregular
2. 1@@1Go
statement
(straight)
-@çüÐóÜóm@ôäbåŽ
-ãbÔó’@ @çüÐóÜóm@ôäbåŽ
ôäbØ
(straight) has
depend
across
óna ïbeen
ŠèŠbØói
ïèŠbØói
b÷@ôäa‡äb“ïä
across
this road.ôîbbî@bä
ofrepeated
the road.wrongly
this following table , please delete
and its it.
translation
As….@
to a
1-Language
Language For for learning
Speaking @ 熋ØóÔ@ôäbàŒ
çìíi‹Ž ï Ð@ôäbà Œ Go 2. (straight)
@ @ ãbÔó’@ along
ôäbØ óna Š
 …Street.
b÷@ôäa‡äb“ïä
1 Language
sentence 6
6 LANGUAGE
LANGUAGE for learning FOR
FOR COMMUNICATION
ónŠ@çìíi‹Ž
COMMUNICATION
paragraph
Go Hello. Hello. (7-double-8-3-treble-6.)
(7-double-8-3-treble-6.)
translation.
----------------------------------------------------------------------------
Go Hello.
(straight) (straight) (7-double-8-3-treble-6.)
across along road.Óa‹ òŠóq
this…Street.
I’m
1-Language
Language
6sorry. LANGUAGE For forSpeaking learning
FOR COMMUNICATION 熋ØóÔ@ôäbàŒ
ïÐ@ôäbàŒ Turn
Could
left/ right
I speak
at….
to…?
6.6.@ãb−ó÷@ôå
@ãb−ó÷@ô
6 LANGUAGE
1-Language
I’m sorry.I Ididn’t didn’t hearFOR
hear that. COMMUNICATION
that. Ûbm
Go3-
Take Turn
Go
2. Could
Language
(straight)
2. @
@ Could
the @
@ left/
(straight)
ãbÔó’@
ãbÔó’@ second I I
speak
right
ôäbØ
along
ôäbØ speak
for óna
óna across
(turning at….
life:to…?
Š

…Street.
Š
 to ...?
this
b÷@ôäa‡äb“ïä
b÷@ôäa‡äb“ïä on road.
the)
üØ left / right.
singular I’mLanguage sorry. Ifor didn’t
For learning hear that.
Speaking @çìíi‹Ž ïÐ@ôäbàŒ
熋ØóÔ@ôäbàŒ plural 2.Wait @Wait@(straight)
ãbÔó’@ a@Ša†‹Ø@ômbØ@
moment,ôäbØ óna Š(turning
b÷@ôäa‡äb“ïä
please. ...so…
...so…
I’m I’mI’m sorry.
Language
sorry.
1-Language
Language sorry.
I Ididn’tdidn’t
I
For
For
didn’t for understand
Speaking
understand
learning
Speaking
understand
that.
@ 熋ØóÔ@ôäbàŒ
that.ïÐ@ôäbàŒ
熋ØóÔ@ôäbàŒ
çìíi‹Ž
that.

Turn
Go Take
Go
2.Tense
Go @@Wait
past… ãbÔó’@
left/ the
(straight)
aôäbØ
right amoment,
second
moment,
óna
at…. along
across Šb÷@ôäa‡äb“ïä please.
…Street.
please.
this
on the) left
road. õ†ŠíØ/ right.
As
Ša†‹Ø
I’m Language
Could sorry. youIspell didn’t For that, hearSpeakingplease? that. ŠóÙi熋ØóÔ@ôäbàŒ 2- Go
object GoGiving
(Name),
Turn (Name), (straight)
past… left/
(straight) instructions
it’sit’s
right across
for
across for at…. you.
you. this
this road.
ŠbØŠóileft / right.
road. Asa aresre
subject
I’m Could Could
I’m you
sorry. you spell
I spell
didn’t that,
that, hear please?
please? that. Take

KeepGo Go the (Name),
going second
(straight)
(straight) it’s
along…Street
across (turning
along for thisyou. on
…Street.
road. the) ãaìò†Šói@õì솋ióäaŠ pas
Because
Could 1-Language
sorry.
1-Language you I saydidn’t that for
understand
for again, learning
learning please? that. @ çìíi‹Ž
@@çìíi‹Ž ï Ð@ôäbà Œ present
Go
@@@@@@@@@@@@@@

Keep (straight) going continuous along …Street. Becaus

Could
Could 1-Language
Could
I’myou you
sorry. you say
Isay didn’tthat for
that learning
again,
again,
understand ôuŠóà@õón
please?
please? çìíi‹Ž
that.
ïïÐ@ôäbà
Š Ð@ôäbàŒŒ Go
Go
relative
2 Go
Take
Go
past…
Turn @@(straight)
over @ôîbáåŽ the
(straight)
the
left/
clause îŠ@ôäa‡Žsecond ïalong…Street
roundabout.
right q@@along
along at….
(turning
@@@@@@@@@@@@@@@@@@@@@@@@ …Street.
…Street.
on the) left / right.
õ‡äòíîóq@õónŠ@ó›áïä
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
conditional 1-Language
Could I’m sentence
you
sorry. spell
play I for
that,
the
didn’t learning
tapeplease?
hear again, that. @ çìíi‹Ž
please? ïÐ@ôäbà Œ Turn
present
GoTurn over
past… left/
left/ simple
the right
right roundabout. at….
at…. ò†b@õì솋ióäaŠ pas
I’m
Could
I’m sorry.
sorry. you IIplay didn’t
spell
didn’t thethat, hear
hear tape please?that.
again,
that. please? Keep
You'll Take going
find/ the along…Street
see
second itat….
----------------------------------------------------------------------------
Turn left/ right on(turning the left/ìaŠ†‹Ž right
on the) left // luggage.
right.
Could
countable Could
HowI’m I’m noun do you you
you
sorry.
sorry. say I
play
say…,
I that
didn’t didn’t the again,
please?
hear
CD
understand please?
that. ìaŠ†‹Žïàˆ@õìbä@
again, please?
that. Take
uncountable
You'll
Keep
Take First, the
the find/
going second
you noun
second see have
along…Street it (turning
on tothe
(turning check on
left/
on ïin
àˆóä@õìbä@
the)
right
the) left
your
left / right.
right.
6 LANGUAGE FOR Go over the roundabout.
...COMMUNICATION
HowI’m
Could
I’m sorry.
do
sorry. you you IIsay didn’t
say…,
didn’t that understand
please?
again,
understand please? that.
that. You'llpresent
Take Go
Go see/
past…
the second
past… perfect
find it opposite (turning on you. the) leftìaìóm@õì솋ióäaŠ
/ right. pas
Could
How
HowI’m Could do do
you
sorry. you you
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