ask questions on the underlined words lesson
Negative Questions
Negative questions are formed with:
Auxiliary Verb + n’t (= short form of not) + Subject + Main Verb.
We use negative questions:
• to express surprise.
Haven’t you been to the city centre before?
• when we expect the listener to agree with us.
Don’t you want to come to the museum with us?
Present Perfect Progressive
Affirmative
I
He/She/It
We/You/They
have been working
has been working
have been working
Negative
I
He/She/It
We/You/They
haven’t been working
hasn’t been working
haven’t been working
Questions
Have
Has
Have
been working?
I
he/she/it
we/you/they
We use the Present Perfect Progressive for:
• a repeated action or situation which started in the past and
continues up to the present.
They have been using the Internet for more than two
hours now.
• an action which was happening over a period of time in the
past and may have finished, but its results are obvious in the
present.
He’s very tired. He’s been studying all night.
Question Tags
Question tags are short questions at the end of statements.
We use them:
• when we are not sure about something.
• when we want the other person to agree with us.
We form question tags with the auxiliary or modal verb of
the sentence and a personal pronoun in the same person as
the subject.
You couldn't see him, could you?
Tom believed him, didn't he?
• When the statement is affirmative, we use a negative
question tag.
The boys are at school, aren’t they?
• When the statement is negative, we use a positive question tag.
She hasn't seen the doctor yet, has she?
If I find the book, I’ll buy it for you.
If you go to the gym early, you might see him there.
If you see him, ask him about the festival.
When is used to refer to the time something is going to
happen, while if refers to the possibility of something
happening.
I’ll tell him when I see him. (= I will definitely see him.)
I’ll tell him if I see him. (= I may not see him.)
If vs When
So / Neither / Too / Either
• We use so + affirmative auxiliary verb + subject or
subject + affirmative auxiliary verb + too when we
agree with an affirmative statement, but we don’t
want to repeat it.
A: I play football. A: Rob has read this book.
B: So do I. / I do too. B: So have I. / I have too.
• We use neither + affirmative auxiliary verb + subject or
subject + negative auxiliary verb + either when we agree
with a negative statement, but we don’t want to repeat it.
A: Paul can’t swim. A: Ian won’t go to school today.
B: Neither can I. / B: Neither will I. / I won’t either.
I can’t either.
The Present Perfect Progressive emphasises the duration
of an action, while the Present Perfect Simple emphasises
the result of an action.
The secretary has been typing letters since 10:30.
The secretary has typed eight letters since 10:30.
Present Perfect Progressive vs
Present Perfect Simple
Be careful with the following question tags:
I am a very good teacher, aren’t I?
Let’s go to the lecture, shall we?
Open that door, will you?
NOTE
if-clause main clause
if + Present Simple
• Future will
• Modal Verbs (may, might,
can, must, should)
• Imperative
TIME EXPRESSIONS
for, since, how long, all day/week, etc.
When the if- clause comes before the main clause,
the two clauses are separated by a comma.
NOTE
To express agreement
• We use subject + affirmative auxiliary verb when we
disagree with a negative statement, but we don’t want to
repeat it.
A: I can’t play football.
B: I can.
• We use subject + negative auxiliary verb when we
disagree with an affirmative statement, but we don’t
want to repeat it.
A: I’ve been to Madrid twice.
B: I haven’t.
To express disagreement
133
SUBJECT OBJECT
Exclamatory Sentences
Formation
• how/so + adjective/adverb
• what/such + (a/an) + (adjective) + noun
We use Exclamatory Sentences to give emphasis to the
meaning of the adjective/adverb or noun.
How wonderful!
What a beautiful day!
It was so funny!
He’s such an unusual man!
We use Clauses of Result to express the result of an
action or a conclusion:
• so + adjective/adverb + (that)
He was so bored (that) he left before the end of the lecture.
• such + (a/an) + (adjective) + noun + (that)
It was such a hot day that we all went swimming.
Clauses of Result
We use reflexive pronouns:
• as objects of verbs when the subject and the object
of the verb are the same.
I bought myself an expensive pair of shoes.
• as objects of prepositions when the object of the
preposition is the same as the subject of the verb.
He never talks about himself.
Reflexive Pronouns
I
you
he
she
it
we
you
they
me
you
him
her
it
us
you
them
myself
yourself
himself
herself
itself
ourselves
yourselves
themselves
REFLEXIVE
PRONOUNS
PERSONAL PRONOUNS
We use by + reflexive pronoun to show that
someone does something alone, without any help
from anyone else.
I always pack my suitcases by myself.
NOTE
We use the Past Perfect Simple for an action which took
place before a specific point in time or another action in the
past. The second action is in the Past Simple.
Questions
Had worked/written?
I
he/she/it
we/you/they
He had already called me before he left the house.
She had finished her homework by 8 o’clock.
The train had left by the time we arrived at the station.
Module 8
• We use say when there is no indirect object.
‘I’ll be there,’ he said.
He said that he would be there.
• We use tell when there is an indirect object.
‘I’ll call you, Mark,’ he said.
He told Mark he would call him.
NOTE
Reported Speech (Statements)
In Direct Speech, we repeat the exact words that
someone said. We usually use the verb say and the words
of the speaker are put in quotation marks.
Ian said, ‘Tony is on the phone.’
In Reported Speech, we report the meaning of what
someone said, without using their exact words. We use a
reporting verb, usually say or tell, followed by that
(which can be omitted) and the reported statement.
Ian said that Tony was on the phone.
• When we change a sentence from Direct to Reported
Speech, pronouns and possessive adjectives change
according to the meaning of the sentence.
‘You have to take your son to the doctor,’ said David.
David said that I had to take my son to the doctor.
• We say so + much/many, but such + a lot of.
• That can be omitted, especially in spoken English.
NOTE
NOTE Irregular verbs on page 135.
TIME EXPRESSIONS
already, ever, never, just, by, before, after, when,
by the time
Past Perfect Simple
Affirmative
I
He/She/It
We/You/They
had worked/written
Negative
I
He/She/It
We/You/They
hadn’t worked/written
134
Reported Speech (Questions)
• We usually introduce reported questions with the
reporting verb ask.
• Reported questions follow the word order of
affirmative sentences.
‘Why did he come back?’ he asked.
He asked me why he had come back.
• If the direct question begins with a question word, the
reported question also begins with the same question word.
‘What are you doing?’ he asked.
He asked me what I was doing.
• If the direct question does not begin with a question
word, the reported question begins with if/whether.
‘Did you enjoy dinner?’ he asked.
He asked me if/whether I had enjoyed dinner.
• When we change questions from Direct to Reported
Speech, pronouns, tenses, adverbs, etc. change in the
same way as when we report statements.
Reported Speech (Commands and Requests)
• We commonly use tell when we report commands and
ask when we report requests.
• The Imperative changes to full infinitive or not + full
infinitive.
‘Stay there,’ said the man.
The man told me to stay there.
‘Don't take this away, please,’ he said.
He asked me not to take that away.
We use:
• wish + Past Simple:
to make a wish about a present situation which we would
like to be different.
I wish I didn’t have to take any more exams.
• wish + could + base form:
to express regret about something we cannot do at
present.
I wish I could help you!
We use Conditional Sentences Type 2 for unreal or imaginary
situations which are unlikely to happen in the present or the
future.
Conditional Sentences Type 2
Wishes
If I had enough money, I would buy a bigger flat.
You could get that job if you took my advice.
if-clause main clause
if + Past Simple would/could + base form
• In Conditional Sentences Type 2 were is often used
instead of was in the if-clause.
If Andy were older, he could take driving lessons.
• We use if I were you to express an opinion or give
advice.
If I were you, I’d take it easy.
NOTE
We usually use were after all persons in wishes.
I wish this course were easier.
NOTE
• When a sentence changes from Direct to Reported
Speech, tenses, modals and time expressions change as
follows.
Present Simple Past Simple
Tom said, ‘I want to go to the festival.’
Tom said (that) he wanted to go to the festival.
Present Progressive Past Progressive
Salah said, ‘I'm reading a novel.’
Salah said he was reading a novel.
Past Simple Past Perfect Simple
Pete said, ‘Mum made some sandwiches.’
Pete said his mum had made some sandwiches.
Present Perfect Simple Past Perfect Simple
Joe said, ‘I've worked hard today.’
Joe said he had worked hard that day.
will would
Sean said, ‘I'll be there soon.’
Sean said he would be there soon.
can could
Jack said, ‘I can help you with your homework.’
Jack said he could help me with my homework.
may might
Frank said, ‘I may buy him a pair of shoes.’
Frank said he might buy him a pair of shoes.
must had to
Dad said, ‘You must be home early.’
Dad said I had to be home early.
now then
Mike said, ‘I’ll call him now.’
Mike said he would call him then.
here there
Eric said, ‘I saw it here.’
Eric said he had seen it there.
ago before
Bill said, ‘I bought this house two years ago.’
Bill said he had bought that house two years before.
today, tonight that day, that night
Don said, ‘We're having pizza for lunch today.’
Don said they were having pizza for lunch that day.
yesterday the previous day / the day before
Dad said, ‘I visited the doctor yesterday.’
Dad said he had visited the doctor the previous day.
this morning/year, etc. that morning/year, etc.
Beth said, ‘I haven’t bought anything this year.’
Beth said she hadn’t bought anything that year.
tomorrow the next day / the following day
Len said, ‘I'm flying to London tomorrow.’
Len said he was flying to London the following day.
last week/month, etc. the previous week/month etc.
/ the week/month, etc./before
Colin said, ‘I met them last year.’
Colin said he had met them the previous year.
next week / month, etc. the following week/month, etc.
Bob said, ‘I'll finish the report next week.’
Bob said he would finish the report the following week.
• The Past Perfect and the verbs could, might,
should, would and used to do not change in
Reported Speech.
• The Past Progressive usually doesn’t change in
Reported Speech.
NOTE
Irregular verbs
Base Form Past Simple Past Participle Base Form Past Simple Past Participle
be was/were been
beat beat beaten
become became become
begin began begun
bite bit bitten
blow blew blown
break broke broken
bring brought brought
build built built
burn burnt/burned burnt/burned
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
deal dealt dealt
do did done
draw drew drawn
dream dreamt/dreamed dreamt/dreamed
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forget forgot forgotten
freeze froze frozen
get got got
give gave given
go went gone
grow grew grown
hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
know knew known
learn learnt/learned learnt/learned
leave left left
lend lent lent
let let let
lie lay lain
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode ridden
ring rang rung
run ran run
say said said
see saw seen
sell sold sold
send sent sent
set set set
shake shook shaken
shoot shot shot
show showed shown
shut shut shut
sink sank sunk
sit sat sat
sleep slept slept
smell smelt/smelled smelt/smelled
speak spoke spoken
spell spelt/spelled spelt/spelled
spend spent spent
spill spilt/spilled spilt/spilled
spread spread spread
stand stood stood
steal stole stolen
sting stung stung
swim swam swum
take took taken
teach taught taught
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
win won won
withdraw withdrew withdrawn
write wrote written
135
Outside the class
How to learn better outside
the class
Learning Tips
In class
How to learn better in class
• Look at the board and take notes.
• Listen carefully to your teacher and the CD.
• Ask your teacher when you don’t understand.
• Speak in English as much as possible.
• Take part in pair work and group work activities.
Vocabulary
How to learn
vocabulary better
• Write down new words in a notebook.
Together with the English word:
- write the translation in your language,
- write an example sentence,
- draw or stick a picture.
• Put words in groups or use diagrams.
• Learn whole phrases (eg. verb+noun) not just isolated words.
• Learn new words in context (in sentences describing
situations). This way, it is easier to remember them.
• When you learn new words, you must remember if they are
verbs, nouns, adjectives, etc.
• When you learn new words, it’s a good idea to learn any
synonyms and/or opposites.
• Refer to the Word List.
• Practise the spelling and pronunciation of new words.
• Look up unknown words in a dictionary. There, you can find
a lot of useful information about a word: pronunciation, word
class (noun, verb, etc.), meaning and example sentence.
• Regularly revise words you have learnt.
• Try to use words you have recently learnt when you speak or
write.
• Before you speak, make sure you understand the task and
how you should use the prompts.
• Look at the example and use the prompts given.
• Use the language you have learnt.
• When talking to another person, listen carefully to him/her
and respond to what he/she is saying (e.g. I agree, I don’t
know about that). Also, show interest or surprise by using
phrases like Really?, Did you?, etc.
• Don’t be afraid to make mistakes when you speak.
• Speak only in English.
Speak
How to do better when
doing speaking tasks
Grammar
How to learn grammar better
• Refer to the Grammar Reference.
• Use grammar tables.
• Have a grammar notebook.
In it write: - tips and/or rules in your language,
- example sentences,
- important grammatical points
e.g. irregular verbs.
• Make a note of grammatical errors that you often make.
• Read the dialogues and texts from your book and listen to
your CD.
• Read the dialogues and texts aloud and sometimes record
yourself.
• Study the vocabulary and grammar and then do your
homework.
• Read selected texts from magazines and newspapers in
English.
• Watch TV programmes in English.
136
Read
How to do better when
doing reading tasks
• Before you read, try to predict what the text is about with the
help of the title and the pictures.
• Look for key words in the text to understand the main ideas.
• Try to understand which of the words in the text are really
important. Try to guess the meaning of as many of these
words as possible from the context. Use the following
strategies:
- Read the words before and after the unknown word and
think of the situation.
- Try to figure out what part of speech (verb, noun, etc.) the
unknown word is.
- See if the unknown word is similar to other words in English
or in your own language.
• Read the text quickly to understand the main idea.
• Read the text carefully to understand specific details.
• Decide in which part of the text you can find the information
you need.
• Make sure you understand who or what the pronouns (he, it,
this, them, etc.) and the adverbs (here, there, etc.) refer to in
the text.
Listen
How to do better when
doing listening tasks
• Before you listen, read the rubric carefully and look at the
pictures, maps, etc. Try to predict what the speakers are
going to talk about.
• Before you listen, read the statements or questions carefully.
This will give you an idea of what to listen for.
• While listening, try to understand the general idea, not every
single word.
• Listen for key words to understand the main ideas.
• While listening, don’t assume that an answer is correct just
because the speakers mention a word that is in the activity.
Listen carefully before you answer.
• Pay attention to the speakers’ tone of voice to understand
how they feel.
• When completing sentences, make sure that your answers
make sense.
Write
How to do better when
doing writing tasks
Negative Questions
Negative questions are formed with:
Auxiliary Verb + n’t (= short form of not) + Subject + Main Verb.
We use negative questions:
• to express surprise.
Haven’t you been to the city centre before?
• when we expect the listener to agree with us.
Don’t you want to come to the museum with us?
Present Perfect Progressive
Affirmative
I
He/She/It
We/You/They
have been working
has been working
have been working
Negative
I
He/She/It
We/You/They
haven’t been working
hasn’t been working
haven’t been working
Questions
Have
Has
Have
been working?
I
he/she/it
we/you/they
We use the Present Perfect Progressive for:
• a repeated action or situation which started in the past and
continues up to the present.
They have been using the Internet for more than two
hours now.
• an action which was happening over a period of time in the
past and may have finished, but its results are obvious in the
present.
He’s very tired. He’s been studying all night.
Question Tags
Question tags are short questions at the end of statements.
We use them:
• when we are not sure about something.
• when we want the other person to agree with us.
We form question tags with the auxiliary or modal verb of
the sentence and a personal pronoun in the same person as
the subject.
You couldn't see him, could you?
Tom believed him, didn't he?
• When the statement is affirmative, we use a negative
question tag.
The boys are at school, aren’t they?
• When the statement is negative, we use a positive question tag.
She hasn't seen the doctor yet, has she?
If I find the book, I’ll buy it for you.
If you go to the gym early, you might see him there.
If you see him, ask him about the festival.
When is used to refer to the time something is going to
happen, while if refers to the possibility of something
happening.
I’ll tell him when I see him. (= I will definitely see him.)
I’ll tell him if I see him. (= I may not see him.)
If vs When
So / Neither / Too / Either
• We use so + affirmative auxiliary verb + subject or
subject + affirmative auxiliary verb + too when we
agree with an affirmative statement, but we don’t
want to repeat it.
A: I play football. A: Rob has read this book.
B: So do I. / I do too. B: So have I. / I have too.
• We use neither + affirmative auxiliary verb + subject or
subject + negative auxiliary verb + either when we agree
with a negative statement, but we don’t want to repeat it.
A: Paul can’t swim. A: Ian won’t go to school today.
B: Neither can I. / B: Neither will I. / I won’t either.
I can’t either.
The Present Perfect Progressive emphasises the duration
of an action, while the Present Perfect Simple emphasises
the result of an action.
The secretary has been typing letters since 10:30.
The secretary has typed eight letters since 10:30.
Present Perfect Progressive vs
Present Perfect Simple
Be careful with the following question tags:
I am a very good teacher, aren’t I?
Let’s go to the lecture, shall we?
Open that door, will you?
NOTE
if-clause main clause
if + Present Simple
• Future will
• Modal Verbs (may, might,
can, must, should)
• Imperative
TIME EXPRESSIONS
for, since, how long, all day/week, etc.
When the if- clause comes before the main clause,
the two clauses are separated by a comma.
NOTE
To express agreement
• We use subject + affirmative auxiliary verb when we
disagree with a negative statement, but we don’t want to
repeat it.
A: I can’t play football.
B: I can.
• We use subject + negative auxiliary verb when we
disagree with an affirmative statement, but we don’t
want to repeat it.
A: I’ve been to Madrid twice.
B: I haven’t.
To express disagreement
133
SUBJECT OBJECT
Exclamatory Sentences
Formation
• how/so + adjective/adverb
• what/such + (a/an) + (adjective) + noun
We use Exclamatory Sentences to give emphasis to the
meaning of the adjective/adverb or noun.
How wonderful!
What a beautiful day!
It was so funny!
He’s such an unusual man!
We use Clauses of Result to express the result of an
action or a conclusion:
• so + adjective/adverb + (that)
He was so bored (that) he left before the end of the lecture.
• such + (a/an) + (adjective) + noun + (that)
It was such a hot day that we all went swimming.
Clauses of Result
We use reflexive pronouns:
• as objects of verbs when the subject and the object
of the verb are the same.
I bought myself an expensive pair of shoes.
• as objects of prepositions when the object of the
preposition is the same as the subject of the verb.
He never talks about himself.
Reflexive Pronouns
I
you
he
she
it
we
you
they
me
you
him
her
it
us
you
them
myself
yourself
himself
herself
itself
ourselves
yourselves
themselves
REFLEXIVE
PRONOUNS
PERSONAL PRONOUNS
We use by + reflexive pronoun to show that
someone does something alone, without any help
from anyone else.
I always pack my suitcases by myself.
NOTE
We use the Past Perfect Simple for an action which took
place before a specific point in time or another action in the
past. The second action is in the Past Simple.
Questions
Had worked/written?
I
he/she/it
we/you/they
He had already called me before he left the house.
She had finished her homework by 8 o’clock.
The train had left by the time we arrived at the station.
Module 8
• We use say when there is no indirect object.
‘I’ll be there,’ he said.
He said that he would be there.
• We use tell when there is an indirect object.
‘I’ll call you, Mark,’ he said.
He told Mark he would call him.
NOTE
Reported Speech (Statements)
In Direct Speech, we repeat the exact words that
someone said. We usually use the verb say and the words
of the speaker are put in quotation marks.
Ian said, ‘Tony is on the phone.’
In Reported Speech, we report the meaning of what
someone said, without using their exact words. We use a
reporting verb, usually say or tell, followed by that
(which can be omitted) and the reported statement.
Ian said that Tony was on the phone.
• When we change a sentence from Direct to Reported
Speech, pronouns and possessive adjectives change
according to the meaning of the sentence.
‘You have to take your son to the doctor,’ said David.
David said that I had to take my son to the doctor.
• We say so + much/many, but such + a lot of.
• That can be omitted, especially in spoken English.
NOTE
NOTE Irregular verbs on page 135.
TIME EXPRESSIONS
already, ever, never, just, by, before, after, when,
by the time
Past Perfect Simple
Affirmative
I
He/She/It
We/You/They
had worked/written
Negative
I
He/She/It
We/You/They
hadn’t worked/written
134
Reported Speech (Questions)
• We usually introduce reported questions with the
reporting verb ask.
• Reported questions follow the word order of
affirmative sentences.
‘Why did he come back?’ he asked.
He asked me why he had come back.
• If the direct question begins with a question word, the
reported question also begins with the same question word.
‘What are you doing?’ he asked.
He asked me what I was doing.
• If the direct question does not begin with a question
word, the reported question begins with if/whether.
‘Did you enjoy dinner?’ he asked.
He asked me if/whether I had enjoyed dinner.
• When we change questions from Direct to Reported
Speech, pronouns, tenses, adverbs, etc. change in the
same way as when we report statements.
Reported Speech (Commands and Requests)
• We commonly use tell when we report commands and
ask when we report requests.
• The Imperative changes to full infinitive or not + full
infinitive.
‘Stay there,’ said the man.
The man told me to stay there.
‘Don't take this away, please,’ he said.
He asked me not to take that away.
We use:
• wish + Past Simple:
to make a wish about a present situation which we would
like to be different.
I wish I didn’t have to take any more exams.
• wish + could + base form:
to express regret about something we cannot do at
present.
I wish I could help you!
We use Conditional Sentences Type 2 for unreal or imaginary
situations which are unlikely to happen in the present or the
future.
Conditional Sentences Type 2
Wishes
If I had enough money, I would buy a bigger flat.
You could get that job if you took my advice.
if-clause main clause
if + Past Simple would/could + base form
• In Conditional Sentences Type 2 were is often used
instead of was in the if-clause.
If Andy were older, he could take driving lessons.
• We use if I were you to express an opinion or give
advice.
If I were you, I’d take it easy.
NOTE
We usually use were after all persons in wishes.
I wish this course were easier.
NOTE
• When a sentence changes from Direct to Reported
Speech, tenses, modals and time expressions change as
follows.
Present Simple Past Simple
Tom said, ‘I want to go to the festival.’
Tom said (that) he wanted to go to the festival.
Present Progressive Past Progressive
Salah said, ‘I'm reading a novel.’
Salah said he was reading a novel.
Past Simple Past Perfect Simple
Pete said, ‘Mum made some sandwiches.’
Pete said his mum had made some sandwiches.
Present Perfect Simple Past Perfect Simple
Joe said, ‘I've worked hard today.’
Joe said he had worked hard that day.
will would
Sean said, ‘I'll be there soon.’
Sean said he would be there soon.
can could
Jack said, ‘I can help you with your homework.’
Jack said he could help me with my homework.
may might
Frank said, ‘I may buy him a pair of shoes.’
Frank said he might buy him a pair of shoes.
must had to
Dad said, ‘You must be home early.’
Dad said I had to be home early.
now then
Mike said, ‘I’ll call him now.’
Mike said he would call him then.
here there
Eric said, ‘I saw it here.’
Eric said he had seen it there.
ago before
Bill said, ‘I bought this house two years ago.’
Bill said he had bought that house two years before.
today, tonight that day, that night
Don said, ‘We're having pizza for lunch today.’
Don said they were having pizza for lunch that day.
yesterday the previous day / the day before
Dad said, ‘I visited the doctor yesterday.’
Dad said he had visited the doctor the previous day.
this morning/year, etc. that morning/year, etc.
Beth said, ‘I haven’t bought anything this year.’
Beth said she hadn’t bought anything that year.
tomorrow the next day / the following day
Len said, ‘I'm flying to London tomorrow.’
Len said he was flying to London the following day.
last week/month, etc. the previous week/month etc.
/ the week/month, etc./before
Colin said, ‘I met them last year.’
Colin said he had met them the previous year.
next week / month, etc. the following week/month, etc.
Bob said, ‘I'll finish the report next week.’
Bob said he would finish the report the following week.
• The Past Perfect and the verbs could, might,
should, would and used to do not change in
Reported Speech.
• The Past Progressive usually doesn’t change in
Reported Speech.
NOTE
Irregular verbs
Base Form Past Simple Past Participle Base Form Past Simple Past Participle
be was/were been
beat beat beaten
become became become
begin began begun
bite bit bitten
blow blew blown
break broke broken
bring brought brought
build built built
burn burnt/burned burnt/burned
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
deal dealt dealt
do did done
draw drew drawn
dream dreamt/dreamed dreamt/dreamed
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forget forgot forgotten
freeze froze frozen
get got got
give gave given
go went gone
grow grew grown
hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
know knew known
learn learnt/learned learnt/learned
leave left left
lend lent lent
let let let
lie lay lain
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode ridden
ring rang rung
run ran run
say said said
see saw seen
sell sold sold
send sent sent
set set set
shake shook shaken
shoot shot shot
show showed shown
shut shut shut
sink sank sunk
sit sat sat
sleep slept slept
smell smelt/smelled smelt/smelled
speak spoke spoken
spell spelt/spelled spelt/spelled
spend spent spent
spill spilt/spilled spilt/spilled
spread spread spread
stand stood stood
steal stole stolen
sting stung stung
swim swam swum
take took taken
teach taught taught
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
win won won
withdraw withdrew withdrawn
write wrote written
135
Outside the class
How to learn better outside
the class
Learning Tips
In class
How to learn better in class
• Look at the board and take notes.
• Listen carefully to your teacher and the CD.
• Ask your teacher when you don’t understand.
• Speak in English as much as possible.
• Take part in pair work and group work activities.
Vocabulary
How to learn
vocabulary better
• Write down new words in a notebook.
Together with the English word:
- write the translation in your language,
- write an example sentence,
- draw or stick a picture.
• Put words in groups or use diagrams.
• Learn whole phrases (eg. verb+noun) not just isolated words.
• Learn new words in context (in sentences describing
situations). This way, it is easier to remember them.
• When you learn new words, you must remember if they are
verbs, nouns, adjectives, etc.
• When you learn new words, it’s a good idea to learn any
synonyms and/or opposites.
• Refer to the Word List.
• Practise the spelling and pronunciation of new words.
• Look up unknown words in a dictionary. There, you can find
a lot of useful information about a word: pronunciation, word
class (noun, verb, etc.), meaning and example sentence.
• Regularly revise words you have learnt.
• Try to use words you have recently learnt when you speak or
write.
• Before you speak, make sure you understand the task and
how you should use the prompts.
• Look at the example and use the prompts given.
• Use the language you have learnt.
• When talking to another person, listen carefully to him/her
and respond to what he/she is saying (e.g. I agree, I don’t
know about that). Also, show interest or surprise by using
phrases like Really?, Did you?, etc.
• Don’t be afraid to make mistakes when you speak.
• Speak only in English.
Speak
How to do better when
doing speaking tasks
Grammar
How to learn grammar better
• Refer to the Grammar Reference.
• Use grammar tables.
• Have a grammar notebook.
In it write: - tips and/or rules in your language,
- example sentences,
- important grammatical points
e.g. irregular verbs.
• Make a note of grammatical errors that you often make.
• Read the dialogues and texts from your book and listen to
your CD.
• Read the dialogues and texts aloud and sometimes record
yourself.
• Study the vocabulary and grammar and then do your
homework.
• Read selected texts from magazines and newspapers in
English.
• Watch TV programmes in English.
136
Read
How to do better when
doing reading tasks
• Before you read, try to predict what the text is about with the
help of the title and the pictures.
• Look for key words in the text to understand the main ideas.
• Try to understand which of the words in the text are really
important. Try to guess the meaning of as many of these
words as possible from the context. Use the following
strategies:
- Read the words before and after the unknown word and
think of the situation.
- Try to figure out what part of speech (verb, noun, etc.) the
unknown word is.
- See if the unknown word is similar to other words in English
or in your own language.
• Read the text quickly to understand the main idea.
• Read the text carefully to understand specific details.
• Decide in which part of the text you can find the information
you need.
• Make sure you understand who or what the pronouns (he, it,
this, them, etc.) and the adverbs (here, there, etc.) refer to in
the text.
Listen
How to do better when
doing listening tasks
• Before you listen, read the rubric carefully and look at the
pictures, maps, etc. Try to predict what the speakers are
going to talk about.
• Before you listen, read the statements or questions carefully.
This will give you an idea of what to listen for.
• While listening, try to understand the general idea, not every
single word.
• Listen for key words to understand the main ideas.
• While listening, don’t assume that an answer is correct just
because the speakers mention a word that is in the activity.
Listen carefully before you answer.
• Pay attention to the speakers’ tone of voice to understand
how they feel.
• When completing sentences, make sure that your answers
make sense.
Write
How to do better when
doing writing tasks
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