Unit

25 Reporting with passives; It is said that …

A We often use a passive to report what people say, think, etc., particularly if it is not important to
mention who is being reported:
People in the area have been told that they should stay indoors.
Everyone was asked to bring some food to the party.

B Another common way of reporting what is said by an unspecified group of people is to use it +
passive verb + that-clause (see Unit 33 for more on that-clauses). Using this pattern allows us to
put important information at the end of the sentence (see Units 22C and 22D):
It is reported that the damage is extensive. (compare The damage is extensive, according to
government sources.)
It was decided that the meeting should be cancelled. (or It was decided to cancel the
meeting.)
Also: allege, announce, assume, believe, calculate, claim, consider, demonstrate, discover,
establish, estimate, expect, feel, find, know, mention, recommend, reveal, say, show, suggest,
suppose, think, understand
These verbs can also be followed by a to-infinitive clause: agree, decide, hope, intend, plan, propose

Note that many other verbs connected with reporting are not used with it + passive verb + that-
clause, but can be used as in A:
Also: encourage, persuade, reassure,
We have been informed that we have to leave.
remind, tell, warn
(but not It has informed us …)
These verbs need a personal object before the that-clause in an active form (e.g. They have informed
us that …)

C An alternative to it + passive verb + that-clause is to use subject + passive verb + to-infinitive if we

want the subject to be the topic of the sentence (see Unit 22C). Compare:
It is reported that the damage is extensive. and
The damage is reported to be extensive.
Most of the verbs listed in the first white box in B can also be used in this pattern except for
announce, decide, mention, propose, recommend, suggest.
We can only use tell in this pattern when it means ‘order’. So we can say:
I was told (= ordered) to go with them to the railway station.
but not ‘The accident was told (= said) to have happened just after midnight’.

D With some verbs we can also use it + passive verb + wh-clause to report information given or found
out:
It has now been revealed who was responsible for the accident.
The decision to build the bridge was taken before it was established whether it was actually
needed.
Also: discover, explain, find, know, reveal, show, understand

E When a that-clause begins that + there …, we can make a corresponding passive form there +
passive verb to be (present) / to have been (past). Compare:
It is thought (that) there are / were too many obstacles to peace. and
There are thought to be / to have been too many obstacles to peace.
We can use the same verbs in this pattern as with subject + passive verb + to-infinitive (see C).

50
 Unit
Exercises 25
25.1 Which of the verbs in brackets can complete the sentence? Underline one or both. B & D
1 It was to hold new negotiations next month. (agreed / announced)
2 It has been that the crash was the result of pilot error. (proposed / shown)
3 It was that Mrs Ho would chair the meeting. (hoped / explained)
4 It has been to appoint Dr Ahmadi as head teacher. (decided / suggested)
5 It has not yet been who was responsible for the error. (claimed / explained)
6 It has now been that half of cancer cases are lifestyle-related.
(established / revealed)
7 It is to create 500 more jobs in the factory. (expected / intended)
8 It is to close the library permanently from next April. (planned / recommended)
9 It is that another moon landing will take place next year. (assumed / thought)
10 It has been how spiders are able to travel across the sea. (discovered / said)

25.2 If possible, rewrite these newspaper headlines as passive sentences with it. If not, write ✗.
A&B

1 AGREEMENT THAT UN WILL SEND IN TROOPS

It has been agreed that the UN will send in troops.

2 PATIENTS REASSURED ABOUT HOSPITAL SAFETY

3 WATER DISCOVERED ON MARS
4 TERRORISTS BELIEVED TO BE OPERATING IN BERLIN
5 MOON ASTRONAUTS EXPECTED TO RETURN TODAY
6 EX-PRESIDENT JULIUS REVEALED AS SPY
7 WARNING GIVEN ABOUT COMPUTER VIRUS
8 KING SAID TO BE MAKING GOOD RECOVERY
9 RESTAURANT ESTABLISHED AS SOURCE OF FOOD POISONING OUTBREAK

10 POLICE TOLD TO WORK LONGER HOURS

25.3 Write two new sentences for each numbered sentence below, using it + passive verb + that-
clause in one sentence and subject + passive verb + to-infinitive in the other. (The second
pattern may not always be possible.) C
(1) We have discovered that a mechanical fault
caused the problem. (2) We don’t think that the
fault is serious. (3) We expect that it will take several
weeks to correct the fault. (4) We have decided to
postpone the next rocket launch, and (5) we suggest
that the next launch should take place in May.

1 It has been discovered that a mechanical fault caused the problem. / A mechanical fault was
discovered to have caused the problem.

➜ Additional exercise 6 (page 238) 51

Unit Wh-questions with who, whom, which, how and
26 whose
A Who refers to people, and can be used as subject, object or complement: Reminder ➜ Section E
Who owns that car? Who did you meet? Who was her father?
Whom is used as a formal alternative to who as object, and also directly after prepositions:
Whom did you meet? To whom were you talking?
Which is used to refer to people or things when we want to identify one of a group:
‘Which is your brother?’ ‘The one next to Luka.’ (talking about a photograph)
and we can use which instead of who to talk about particular classes of people:
Which do you think earns more, a teacher or a police officer? (or Who do you think …?)

B We usually use which, rather than who or what, in questions before one(s) and of, as which is
commonly used to ask or talk about a choice between one or more things:
I’ve decided to buy one of these jumpers. Which one do you think I should choose?
Which of you would like to go first? (rather than Who of …?)

C When we use who or what as subjects, the verb that follows is usually singular, even if a plural answer
is expected:
What is there to see in the town? (expects an answer giving a number of things to see;
not What are there to see in the town?)
However, the verb can be plural in echo questions (see Unit 27E) after a plural subject or a subject
consisting of two or more noun phrases joined by and:
‘Mr Almeida and his family are here to see you.’ ‘Who are here?’ (or Who’s here?)
and when who and what function as complements:
Who are those people over there? What are the consequences of the decision?

D How or what?

How What
How was the journey? What was the journey like?
(asking a general opinion) (asking a general opinion)
How is your brother? What do you like about the job?
(asking about general health) (asking for details)
How do you like your coffee? What if your plan doesn’t work?
(asking about food and drink preferences) (asking about consequences)
What’s it called? (asking about a name)
How / What (about)
How / What about a swim? (making a suggestion)
‘He’s a bit scary sometimes.’ ‘How / What do you mean?’ (asking for more information)

E We can use whose to ask about the person that owns or is responsible for something. Whose can be
used either before a verb (as a pronoun):
Whose are these boots?
or before a noun or noun phrase (as a determiner) introducing direct or indirect questions:
Whose boots are these? She asked me whose coat I was wearing.
In formal contexts we can use a preposition before whose (see also Unit 55B):
In whose desk was it found? (less formally Whose desk was it found in?)
However, in questions without a verb a preposition comes before whose:
‘We’re meeting at nine.’ ‘In whose house?’ (not Whose house in?)

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 Unit
Exercises 26
26.1 Underline the correct option (or both if possible). A & B
1 To whom / who should the documents be sent?
2 Which / Who of you is Dr Hansen? I have a message for you.
3 A: Here’s a photo of our children at the fancy dress party. B: Who / Which is Isabella?
4 A: Is your sister at home? B: What / Which one do you want to speak to?
5 Whom / Who do you hold responsible for the damage?
6 Who / Which will captain the team if Zeinab isn’t available?
7 Which / Who would you rather be – a doctor or a vet?
8 Who / Whom translated the book?

26.2 Complete the sentences with an appropriate present simple form of the verbs in brackets. C
1 What those cakes made from? (be)
2 Who you for Maths and English? (teach)
3 What there to see on the island? (be)
4 Who the major decisions in the company? (make)
5 A: The Turners are in France. B: Who in France? (be)
6 Who their textbook with them? Put your hands up. (have)

26.3 First, complete the sentences with how, what, or how / what if both are possible. Then choose
an appropriate answer for each question. D
1 ‘ What do you like about your new job?’ g a ‘It’s really boring.’
b ‘I’d love one.’
2 ‘ if Omar calls while you’re out?’
c ‘I mean you’ve got to wear a suit.’
3 ‘ about a coffee?’ d ‘Tell him I’ll call back.’
4 ‘ are your parents these days?’ e ‘It was great.’
5 ‘ ’s your boss like?’ f ‘Lucía García.’
6 ‘ do you like your new job?’ g ‘It’s never boring.’
h ‘Quite well, thanks.’
7 ‘ was the camping trip?’ i ‘We had an excellent time.’
8 ‘ ’s your boss called?’ j ‘She works us really hard.’
9 ‘ do you mean, “Smart clothes”?’
10 ‘ was the camping trip like?’
26.4 Correct any mistakes in the italicised words or, if necessary, suggest ways of making the
sentence more natural. If the sentence is already correct, write ✓. B, C & E
1 Who’s caravan were you staying in?
2 Whose are all these books?
3 He asked us who’s car was parked in front of his house.
4 A: Who live in the flat upstairs? B: The Thompson family.
5 Whose going with you to Canada?
6 About whose travels in Nepal did Liam Wilson write a book?
7 What one of the following statements is true?
8 Who of us has not told a lie at some time in our lives?
9 A: Can you post the books to us? B: Whose address to?
10 A: Ants have got into the fridge! B: What has got into the fridge?

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Unit Negative questions; echo questions; questions with
27 that-clauses
A Negative questions Reminder ➜ E5– E7

We usually make a negative yes / no or wh-question with an auxiliary verb (have, did, would, etc.)
+ -n’t to suggest, persuade, criticise, etc.
Wouldn’t it be better to go tomorrow? Why don’t we go out for a meal?
In formal contexts, or when we want to give some special emphasis to the negative (perhaps to show
that we are angry, very surprised, or to strongly persuade someone), we can use not after the subject
in negative questions. This happens particularly in yes / no rather than wh-questions:
Did she not realise that she’d broken it? (more emphatic than Didn’t she realise that …?)
Can you not get there a bit earlier? (more emphatic than Can’t you …?)

B We sometimes use negative words instead of -n’t such as never, no, nobody, nothing, nowhere:
Why do you never help?
Have you nowhere to go? (or Do you have nowhere to go?)
or less emphatically or more informally:
Why don’t you ever help?
Haven’t you got anywhere to go? (or Don’t you have anywhere …?)

C We can make a suggestion with Why not + bare infinitive or Why don’t / doesn’t + subject + bare
infinitive (but not Why do not / does not …):
Why not decorate the house yourself? (or Why don’t you decorate …?)
Why didn’t … isn’t used to make a suggestion, but can show that we think an action was wrong. For
example, depending on intonation and context, it can be used to criticise someone:
Why didn’t you tell me that in the first place? (I’m annoyed that you didn’t)

D We use negative question forms with falling intonation for exclamations when we expect agreement:
Haven’t you grown! Doesn’t she look lovely! Didn’t it snow a lot!

E Echo questions
Echo questions are used when we haven’t understood what has been said or to check that we
heard correctly, perhaps because we found it very surprising. We might repeat, usually with a rising
intonation, the whole of what was said:
‘Tala’s lost her job.’ ‘Tala’s lost her job?’
or focus on part of what was said using a stressed wh-word or a phrase with how:
‘Leon’s arriving at 6:30.’ ‘When’s Leon arriving? / Leon’s arriving when?’
‘We paid £3,000 for the painting.’ ‘How much did you pay? / You paid how much?’
We can use what or do + what to focus on the verb or part of the sentence beginning with the verb:
‘We paid £3,000 for the painting.’ ‘You what?’ (or ‘You did what?’)
‘I think she’s having a sleep.’ ‘She’s what?’ (or ‘She’s doing what?’)

F Questions with that-clauses

A wh-question can refer to a following that-clause, particularly after verbs such as expect, hope,
reckon, say, suggest, suppose, and think. We can leave out that in these questions:
When do you reckon (that) you’ll finish the job?
However, when the wh-word is the subject, object or complement of the verb in the subordinate
clause, we do not use that:
What did you think was in the box? (not What did you think that was in the box?)

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 Unit
Exercises 27
27.1 Write negative questions for B in these dialogues, using -n’t with the words in brackets. A
1 A: Can you lend me €10?
B: Again? Haven’t you got any money left? (… money left?)
2 A: I’m annoyed that you didn’t come to the meeting.
B: Why? (… my email / on holiday?)
3 A: I’ve had to bring the children with me.
B: Why? (… babysitter?)
4 A: I’ll just finish my homework before I go to school.
B: But (… be supposed to / last night?)
5 A: I’ve put my bike in the sitting room.
B: The sitting room! (… outside?)
6 A: I’m taking the coach to Vienna.
B: But that will take ages. (… rather / plane?)

27.2 Use the notes to complete these dialogues with two negative questions. In the first use -n’t; in
the second use never, no, nobody, nothing or nowhere. B
1 (ever / considered you might / wrong)
A: Haven’t you ever considered you might be wrong? / Have you never considered
you might be wrong?
B: No, I’m sure I’m right.
2 (you / any interest / maths at all) A: ?
B: No, I’ve always hated it.
3 A: I spent the night in the railway station. (could / find anywhere else / sleep)
B: ?
4 (can / remember anything about / accident) A:
?
B: Not after getting into the car, no.
5 (why / ever do well / exams) A: ?
B: Perhaps you don’t revise enough.
6 (there anybody / you can ask / help) A: ?
B: I can’t think of anyone.’

27.3 Complete the echo questions using appropriate question words or phrases. E
1 A: Jake’s going to Chile. B: He’s going where? / He’s doing what? / He’s what?
2 A: He’s leaving at the end of next week.
B: He’s leaving ?/ He’s doing ?/ He’s ?
3 A: He’ll be away for three months. B: He’ll be away for ?/ He’ll ?
4 A: It will cost about £15,000. B: It’ll cost ? / It’ll ?
5 A: He’s sold his house to pay for the trip.
B: He’s sold ?/ He’s done ?/ He’s ?
6 A: He’s going climbing in the Andes.
B: He’s going climbing ?/ He’s doing ?/ He’s ?

27.4 If necessary, correct any mistakes in these sentences. Put a tick if they are already correct.
C, D & F
1 A: Mariam isn’t answering her phone. B: Why do you not email her?
2 Who do you expect that will read your blog?
3 Why did they suggest that we should avoid using the motorway?
4 Was not it a brilliant film!
5 If she really wants to go rock climbing, why not let her?
6 What did you say that is in these biscuits?
7 How do you think that Twitter will have changed our lives in ten years’ time?
8 Why did not you tell me you’d changed your number?

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Unit
28 Verbs, objects and complements
A Some verbs can be either transitive or intransitive, allowing us to focus on Reminder ➜ F1– F3
either the person or thing performing the action, or the person or thing
affected by the action. Compare:
She closed the door. (transitive) and The door closed. (intransitive)
I’ve ripped my shirt. (transitive) and My shirt has ripped. (intransitive)
Also: begin, bend, break, burn, change, decrease, drop, finish, increase,
move, open, shut, start, vary, wake (most are ‘change’ verbs)

B Some transitive verbs don’t need an object when the meaning is clear from the context:
I often sing (songs) in the shower.
She plays (the saxophone) beautifully.
Also: answer, ask, change, cook, dance, drink, drive, eat, fail, park,
phone, read, smoke, study, wash, wash up, wave, win, write

C After some verbs we usually add a complement – a phrase which completes the meaning of a verb,
noun or adjective – which is an adverb or prepositional phrase:
The disease originated in Britain. (not The disease originated. We need to add something
about where or how it originated.)
Other verbs usually have a complement but may not. Compare:
He paused for a few moments. and He paused. (no complement needed)

D Some verbs are commonly followed by a particular preposition or prepositions and then an object
(see also Unit 94):
We had to deal with hundreds of complaints. (not We had to deal.)
I’m sure that blue car belongs to Murad. (not I’m sure that blue car belongs.)
Also: adhere to, aspire to, culminate in / with, detract from,
differentiate between, incline to / towards, specialise in

E Some verbs are usually followed by an object + prepositional phrase complement:

I always associate pizza with Italy. (not I always associate pizza.)
She put the report on the floor. (not She put the report.)
Also: attribute … to, base … on / upon, equate … with, inflict … on,
mistake … for, regard … as / with, remind … of

F Some verbs are often followed by an object + adjective (or adjective phrase) complement:
The people of this country will hold the government responsible.
Conti pronounced herself fit for the match.
Also: assume, believe, consider, declare, find, judge, prove, report, think.
(The object after declare, find, pronounce and prove is usually a reflexive pronoun,
e.g. myself, yourself.)
Sentences with an object + adjective complement after these verbs are usually rather formal. Adding
to be after the object or using a that-clause can make sentences less formal:
Dr Adams argues that house prices will fall, but other economists believe the opposite true. (or
less formally … believe the opposite to be true. or … believe that the opposite
is true.)

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 Unit
Exercises 28
28.1 If it is possible to omit the object (in italics) after the underlined verbs, put brackets around it. B
Aya was (1) reading (a book) when the telephone rang. It was Val. She said, ‘I called you earlier,
but nobody (2) answered the phone. Would you like to come over to (3) eat dinner tonight with
me and Tom? Is eight okay?’ Aya (4) thanked Val and said that she’d love to come. At about seven
Aya started to get ready. She (5) washed herself and (6) brushed her hair. Then she (7) changed her
clothes and (8) put on some makeup. After that, she (9) drove her car to Malstowe, the village where
Val and Tom lived. Val was gardening when Aya (10) reached their house and she (11) waved her
hand when she saw Aya. Aya (12) parked her car on the drive and walked over to Val. Val said, ‘Tom’s
still (13) cooking dinner, so I thought I had time (14) to pick some flowers. By the way, my sister
Kate is staying with us. She’s (15) studying French at university, but is on holiday at the moment.
I forgot to (16) mention her when I spoke to you earlier. I’ll (17) introduce you when we go inside.’
Aya (18) enjoyed the evening very much. The food was excellent and they talked a lot about their
holiday plans. Aya hoped to go to Canada, but wasn’t sure yet that she could (19) afford it. Before
she left, Aya helped (20) wash up the dishes. As she drove home, she decided that she must
(21) invite Val and Tom for a meal at her house very soon.

28.2 Complete sentences 1–4 with a correct verb + preposition + noun phrase. Complete 5–8 with
a correct verb + noun phrase + preposition. D & E

Verbs Prepositions Noun phrases

(Use an appropriate form.)
aspire attribute between for the black car national leadership
base culminate in in on his success
differentiate inflict on to to the discovery of penicillin
mistake specialise a surprise defeat fantasy and reality
her new novel seafood

1 Electors deserve more from a political party that aspires to national leadership .
2 Years of research by Fleming .
3 This medical condition makes it difficult for some people to .
4 There’s a great restaurant by the harbour which .
5 The team of amateur footballers the first division leaders.
6 After Lewis’s victory, he the advice of his new trainer.
7 It was dark and raining and she a taxi.
8 Emilia Jakobsen has events that took place in 16th-century Denmark.

28.3 Complete these sentences with any appropriate adjective. F

1 The scientific evidence proved him guilty .
2 She declared herself with the result.
3 They considered the food .
4 I’m surprised the plumber hasn’t turned up. I’ve always found him .
5 We believed her at school.

Now write less formal versions using either to be after the object or a that-clause.
1 The scientific evidence proved him to be guilty. / The scientific evidence proved that he was guilty.

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Unit
29 Verb + two objects
A Some verbs can be followed by two objects. Usually the first object (= the indirect object (IO)) is a
person or group of people and the second object (= the direct object (DO)) is a thing:
Can you bring me (= IO) some milk (= DO) from the shops?
He made himself (= IO) a cup of coffee. (= DO).
Many verbs that can have two objects may also be used with a DO only (e.g. I read a story). With
many verbs that can have two objects, it is possible to reverse the order of the objects if we put for or
to before the IO (this is then called a prepositional object). Compare:
I built my daughter a doll’s house. and
Other verbs with for + object: book, buy, catch,
I built a doll’s house for my daughter.
choose, cook, fetch, find, get, make, order,
Can you pass me that bandage? and
pour, save
Can you pass that bandage to me?
Other verbs with to + object: award, give, hand,
lend, offer, owe, show, teach, tell, throw

We often use this pattern if we want to focus particular attention on the object after for / to. We also
use it if the IO is a lot longer than the DO:
Jasmin taught music to a large number of children at the school. (not Jasmin taught a large
number of children at the school music.)
If the DO is a pronoun, a pattern with DO + preposition + IO is usual. Patterns without a preposition
are avoided because they are considered to be bad style:
I gave them to Isa. (rather than I gave Isa them. / I gave them Isa.)
We bought it for them. (rather than We bought them it. / We bought it them.)

B Some verbs can be used with either for or to. Often there is a difference in meaning: to suggests that
there is a transfer of something to someone, and for suggests that someone benefits from something.
Compare:
I hadn’t got time to visit Mira, so I wrote a letter to her. and
Mira had broken her wrist, so I wrote a letter for her.
Also: bring, leave, pay, play, post, read, sell, send, sing, take
Sometimes, however, the meaning is very similar:
He played the piece to (or for) me.
Can you sing that song again to (or for) us?
Note that when object + object is used after these verbs it usually has a similar meaning to the verb
with object + to + object. For example:
I sold him the car. (means I sold the car to him, not I sold the car for him.)

C Some verbs that are followed by two objects cannot have their objects reversed with for / to:
We all envied him his lifestyle. (but not We all envied his lifestyle for / to him.)
Also: allow, ask, cost, deny, forgive, guarantee, permit, refuse

D Some verbs, such as describe and fix, can only have a second object if this is a prepositional object –
with to (see also Unit 23A). Compare:
She described the situation (to me). (but not
Also: admit, announce, demonstrate,
She described me the situation.) and
explain, introduce, mention, point out,
She told this joke (to me). or She told me this
prove, report, say, suggest
joke.
with for. Compare:
He fixed the tap (for me). (but not He fixed me the tap.) and
Also: collect, mend, repair
I booked a room (for her). or I booked her a room.

58
 Unit
Exercises 29
29.1 Complete each sentence with a suitable form of a verb from the box and insert to or for in an
appropriate place. Write to / for if either can be used. A & B
choose offer pass pay post read save sell take teach
for
1 Elias hasn’t got any money so I’ll have to pay the bill him.
2 Kaspar hates going shopping. I have to his clothes him.
3 You’re staying with Dimitra at the weekend, aren’t you? Can you this present her?
4 I can’t reach the salt. Could you it me, please?
5 When Mr Durand bought the house, we all the carpets him as well.
6 He’s got a very rewarding job. He sports disabled children.
7 I haven’t got my glasses. Can you these instructions me, please?
8 Jane the letter me on her way to work because I had flu and couldn’t go out.
9 I my old bike him, but he said he wanted something more modern.
10 I’ll be in late tonight. Can you some dinner me, please?

29.2 If necessary, correct these sentences. If the sentence is already correct, write ✓. C & D
1 He kindly collected me some library books.
2 He admitted his error for his colleagues.
3 I have to prepare a report for the meeting.
4 Can I ask a favour to you?
5 A special ticket allows entry for people to all the museums in the city.
6 I’d like to introduce you to my sister.

29.3 Complete these texts with objects chosen from the box. Give all possible word orders and add
prepositions where necessary. A–D
the problem / our teacher her photograph / me the glass / him
another half an hour / us his sister / me three bedtime stories / him
an email / him his broken car / him the money / me
a drink / Ben a paper aeroplane / him the problem / him
a fortune / you

1 A: Samuel phoned. He wants to come and stay with us at the beginning of September.
B: But that’s when my parents will be with us. I’ll have to send
him an email / an email to him to explain the problem to him.
2 When he described I didn’t think I knew her, but when he showed
I realised that I had seen her at work.
3 The clock on the wall was wrong. When we pointed out ,
she allowed to finish the exam.
4 My three-year-old nephew, Luis, always keeps me busy when I babysit. Last night I first had to
make , then I had to
mend and after that he
insisted that I read .
5 A: Your new motorbike must have cost .
B: Well, actually, my parents lent .
6 I poured
and gave .

59