Some, Any
Both words modify either countable or uncountable nouns.

There are some cookies in the jar. (countable)
There is some water on the floor. (uncountable)

Did you eat any food? (uncountable)
Do you serve any vegetarian dishes? (countable)

Much, Many

Much modifies only uncountable nouns.

How much money will we need?
They ate so much cake that they started to feel sick.
Much effort will be required to solve this problem.

Many modifies only countable nouns.

How many children do you have?
They had so many books that they had to stack them in the hall.
Many Americans travel to Europe each year.

A lot of, Lots of

These words are informal substitutes for much and many.

Lots of effort will be required to solve this problem. (uncountable)
A lot of Americans travel to Europe each year. (countable)

Little, Quite a little, Few, Quite a few

Little and quite a little modify only uncountable nouns.

We had a little ice cream after dinner.
They offered little help for my problem. (meaning “only a small amount”)
They offered quite a little help for my problem. (meaning “a large amount”) (See quite a bit of, below.)

Few and quite a few modify only countable nouns.

A few doctors from the hospital play on the softball team.
Few restaurants in this town offer vegetarian dishes. (meaning “only a small number”)
Quite a few restaurants in this town offer vegetarian dishes. (meaning “a large number”)

A little bit of, Quite a bit of

These informal phrases usually precede uncountable nouns. Quite a bit of has the same meaning as quite a little and is used more commonly.

There’s a little bit of pepper in the soup. (meaning “a small amount”)
There’s quite a bit of pepper in the soup. (meaning “a large amount”)

Enough

This word modifies both countable and uncountable nouns.

I don’t have enough potatoes to make the soup.
We have enough money to buy a car.

Plenty of

This term modifies both countable and uncountable nouns.

There are plenty of mountains in Switzerland.
She has plenty of money in the bank.

No

This word modifies both countable and uncountable nouns.

There were no squirrels in the park today.
We have no time left to finish the project.

Source: http://owl.english.purdue.edu/handouts/esl/eslcount2.html

Exercise (http://owl.english.purdue.edu/handouts/esl/eslcount2EX1.html):

In the following sentences, substitute one of these expressions for the underlined words:

• little
• quite a little or quite a bit of
• few
• quite a few

To clarify, little means “not much,” but quite a little (or quite a bit of) means “a rather large amount.” Few means “not many,” but quite a few means “a rather large number.”

1. A rather large number of students have trouble with economics

2. It requires a rather large amount of reading.

3. Not many advisors spend as much time with their students.

4. He hasn’t much hope of passing his exams.

5. George’s advisor spends a rather large amount of time with him.

6. He doesn’t know many people in the class.

7. Bill doesn’t spend much money on clothes.

8. She spends a rather large amount of money on CDs.

9. He doesn’t have many suits.

10. He doesn’t understand much of the reading.



Suggested answers (http://owl.english.purdue.edu/handouts/esl/eslcount2A1.html):

1. Quite a few students have trouble with economics.

2. It requires quite a little or quite a bit of* reading.

3. Few advisors spend as much time with their students.

4. He has little hope of passing his exams.

5. George’s advisor spends quite a little or quite a bit of time with him.

6. He knows few people in the class.

7. Bill spends little money on clothes.

8. She spends quite a little or quite a bit of money on CDs.

9. He has few suits.

10. He understands little of the reading.

* Notice that in quite a little the of is deleted, but in quite a bit of the of remains in the phrase.

Choose the answer A, B, or C that completes each sentence.



1. The shop was very quiet and …………. people were waiting to be served.

A. little
B. few
C. none

2. I haven’t got …………. plans for the weekend if you’d like to go out somewhere.

A. some
B. no
C. any

3. Was there …………. traffic on the roads this evening?

A. much
B. many
C. few

4. I’ve tried to phone several shops but …………. of them were open.

A. no
B. none
C. any

5. Have you got …………. money to buy a new car?

A. many
B. enough
C. much

6. I asked Sally and Kim but … of them wanted to go out.

A. none
B. either
C. neither

7. He’s exercising a lot …………. than he used to.

A. less
B. fewer
C. least

8 The doctor had two patients, …………. of whom were complaining of upset stomachs.

A. both
B. either
C. all



Answers:

1-B, 2-C, 3-A, 4-B, 5-B, 6-C, 7-A, 8-A

Source:  http://www.flo-joe.co.uk/fce/students/strategy/openclze/article.htm

More exercises:   http://www.1-language.com/englishcourse/unit13_index.htm

Quantifiers:

It might be better to begin this section on quantifiers by looking at a few of them and to see how they operate with nouns. In the list that follows a Yes indicates the type of noun(s) that the quantifier generally can be used with (there are, as so often with English, obscure exceptions). As before, U refers to uncountable nouns and C refers to countable nouns:

Quantifiers are used at the beginning of noun phrases:

• before a noun on its own: fewer answers
• before an adjective and noun: some useful phrases
• before an adverb, adjective and noun: every really pleasant experience

Normally two quantifiers cannot be used together before the same noun. However, the quantifiers all and both are found immediately before the or a possessive pronoun: all my relatives, both the ministers. You will also see the following combinations of quantifiers:

• a little less noise
• a few more questions
• every few minutes

Many, much, a lot of

These are all used to talk about a large quantity of something; many is used only with C nouns, much with U nouns and a lot of can be used with both.

Only many and much can be preceded by the words how, to form questions (how many / how much …?). The word too can be used to express a negative idea (too hot, too cold) and so, to show the speaker’s attitude to the quantity (so many that … /so much he couldn’t …). Many and much tend to be rather formal in use and are therefore often found in legal documents, academic papers and so on; in speech we often use phrases like a lot of, loads of, tons of, hundreds of.



Few, little

Again, the meaning of these two words is similar since they both refer to small quantities, except that few is found with C nouns and little with U nouns.

If they are used without the indefinite article, a, they have the sense of not enough and are negative in feeling (few events, little interest) but these are quite formal and we would normally prefer not many events and not much interest.

When few and little are used with a they simply mean a small quantity with no extra negative overtones: a few events (i.e. three or four) and a little interest (i.e. some interest, but not a lot).



Any

Any can be used before countable and uncountable nouns usually in questions and negative sentences:

• Are you bringing any friends with you?
• Do you have any coffee?
• I can’t remember any songs.
• He isn’t taking any chances.

If we stress the word any heavily when speaking, we are suggesting an unlimited choice from a range of things or an unrestricted quantity; in this case its use is not confined to just questions and negatives:

• Help yourself to any sandwiches. (the choice is yours)
• Don’t you like any Beatles song? (I can’t believe you dislike them all)
• I can’t see any difference. (nothing at all)

Some

Some is usually thought of as the positive counterpart to any in many circumstances.

• I’m bringing some friends with me.
• I have some coffee.

Like any it is used before both C and U nouns, and means an indefinite quantity but not a large amount. The general rule given above for the use of any in negative sentences and questions does not always hold in requests and offers where we often use some to mean a small amount of a known quantity:

• Would you like some cake? (here is the cake, do you want a piece of it?)
• Could I have some biscuits instead? (any would not be possible in this case)

If we stress the word some in positive and negative sentences and in questions, we are suggesting a limited quantity or number of something:

I like some Beatles songs. (but certainly not all)

I can see some difference (but not a lot)

Source: http://www.waylink.co.uk/?page=3144

More exercises:

1. http://grammar.ccc.commnet.edu/grammar/quizzes/cross/quantifiers2.htm

2. Much and Many: http://www.englisch-hilfen.de/en/exercises/much_many.htm

3. Some and Any: http://www.englisch-hilfen.de/en/exercises/some_any.htm - http://www.englisch-hilfen.de/en/exercises/some_any1.htm - http://www.englisch-hilfen.de/en/exercises/some_any2.htm

4. Countable and Uncountable: http://esl.about.com/library/quiz/blgrquiz_quantity2.htm

1. Bring+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/bringprep.htm

2. Check+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/checkprep.htm

3. Come+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/comeprep.htm

4. Get+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/getprep1.htm - http://www.englishpage.com/prepositions/getprep2.htm - http://www.englishpage.com/prepositions/getprep3.htm - http://www.englishpage.com/prepositions/getprep4.htm - http://www.englishpage.com/prepositions/getprep5.htm

5. Go+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/goprep.htm

6. Keep+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/keepprep.htm

7. Look+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/lookprep.htm

8. Pass+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/passprep.htm

9. Put+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/putprep.htm

10. Take+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/takeprep.htm

11. Turn+prepositions (gap-fill exercise): http://www.englishpage.com/prepositions/turnprep.htm

12. Mixed Phrasal Verbs: http://www.englishpage.com/prepositions/phrasalverbs1.htm - http://www.englishpage.com/prepositions/phrasalverbs2.htm - http://www.englishpage.com/prepositions/phrasalverbs3.htm - http://www.englishpage.com/prepositions/phrasalverbs4.htm - http://www.englishpage.com/prepositions/phrasalverbs5.htm

Information about the use of prepositions:

1. ON: http://depts.gallaudet.edu/englishworks/grammar/howtouseon.html 

2. Expressions of time, IN – ON – AT: http://depts.gallaudet.edu/englishworks/grammar/time.html

3. Expressions of place, IN – ON – AT: http://depts.gallaudet.edu/englishworks/grammar/place.html

4. Prepositions of location: http://www2.actden.com/Writ_Den/Tips/sentence/preploc.htm

These are some excellent websites for practicing prepositions:

1. Javascript based quiz on In, On, and At. (41 Questions): http://a4esl.org/q/j/ni/fb-prepositions.html

2. Basic flash-based quiz on prepositions of time. (14 questions): http://a4esl.org/q/f/z/zz98bck.htm

3. Basic flash-based quiz on general preposition use. (12 Questions): http://a4esl.org/q/f/z/zz48miu.htm

4. Time prepositions with multiple choice: http://www.englishpage.com/prepositions/time_prepositions_1.htm - http://www.englishpage.com/prepositions/time_prepositions_2.htm

5. Location prepositions with multiple choice: http://www.englishpage.com/prepositions/location_prepositions_1.htm - http://www.englishpage.com/prepositions/location_prepositions_2.htm

6. Direction prepositions with multiple choice: http://www.englishpage.com/prepositions/direction_prepositions_1.htm - http://www.englishpage.com/prepositions/direction_prepositions_2.htm

7. Position prepositions with multiple choice: http://www.englishpage.com/prepositions/position_prepositions_1.htm - http://www.englishpage.com/prepositions/position_prepositions_2.htm

8. Several Options: http://esl.about.com/library/quiz/blgrquiz_prep3.htm

9. http://web2.uvcs.uvic.ca/elc/studyzone/200/grammar/prepo1.htm

10. Prepositions of Place, Direction and Time: http://www.englisch-hilfen.de/en/exercises/preposition_room1.htm

11. Gap-fill exercise: http://odl.vwv.at/english/odlres/res8/Grammar/grammar_exercises/prepositions/prep.htm

12. Multiple choice: http://odl.vwv.at/english/odlres/res8/Grammar/grammar_exercises/prepositions/preps.htm

13. Multiple choice: http://a4esl.org/q/j/vm/mc-prep.html

14. Several options: http://www.ego4u.com/en/cram-up/grammar/prepositions

15. A difficult exercise: http://www.smic.be/smic5022/prepositions7.htm

Preposition Exercises



A. Test your knowledge of the prepositions in / at / to / nothing – showing place and movement. Choose either in, at, to, or nothing and click on the arrow to see you have answered correctly.

1. He lives ___ Zielona Gora.
2. She went ___ home.
3 .Piotrek works ___ Gorzów Wlkp.
4. He went ___ his friend’s house.
5. She arrived ___ Manchester for the celebrations.
6. I’m going to stay ___ home this weekend.
7. Joanna works ___ the hospital.
8. Why don’t we go ___ the movies tonight?
9. I’m going to see Hania ___ France this summer.
10. I arrived ___ work early this morning.
11. She came home ___ early.
12. We stayed ___ the Mieszko Hotel.
13. They visited ___ England last summer.
14. She’s going to travel ___ Finland this summer.
15. I’ll be ___ school later today.



B. Test you knowledge of the prepositions for / while / during. Choose either for, while or during and click on the arrow to see you have answered correctly.

1. He’s been working ___ three weeks.
2. I fell asleep ___ the film.
3. Did you see Donata ___ your holiday?
4. We talked ___ an hour.
5. He watched TV ___ I cooked.
6.  ___ our stay in London, we visited a lot of museums.
7. What did you do ___ you were in London?
8. I think I need to study Polish ___ a few months before I go there.
9. I came up with a great idea ___ I was thinking about my class.
10. They drove through the countryside ___ they were staying in France.
11. He was out of work ___ six months before he found a new job.
12. I broke my finger ___ I was playing squash.
13. Please, don’t interrupt the teacher ___ he is speaking.
14. Magda broke into tears ___ the film.
15. Could you hold on ___ a few moments?



C. Test you knowledge of the prepositions in / at / on – showing time and date. Choose either in, at or on and click on the arrow to see you have answered correctly.

1. Let’s meet ___ seven o’clock.
2. He was born ___ July.
3. I went there ___ 1998.
4. She’ll be at work ___ Thursday.
5. We met ___ Christmas day.
6. They drove to Barlinek ___ September 15th.
7. We arrived in this country ___ September.
8. I love to go shopping ___ Christmas time.
9. We get up early ___ the morning.
10. Do you dream ___ night?
11. What do you like doing ___ weekends?
12. He’s working on his homework ___ the moment.
13. I lived in Holland ___ the 1990s.
14. I’ll see you ___ a few weeks.
15. We like going to the cinema ___ Fridays.



D. Answer with for, at, of, in and during.

1 – She wasn’t short, she wasn’t tall; she was ___________ average height.
2 – What are you going to buy Hania __________ her birthday?
3 – The police are looking ____________ a tall, black man who was seen standing outside the bank just before the robbery took place.
4 – The teacher asked the class to do the exercise ____________ the bottom of page 12.
5 – As a child I was always ashamed _____________ my parents because they were uneducated.
6 – I was always very good _____________ Geography when I was at school.
7 – My uncle specializes ___________ sociolinguistics..
8 – We arrived ____________ Gorzów at 3.30 in the morning.
9 – I didn’t see you __________ the party on Saturday.
10 – There was a lot of coughing ____________ the performance of Moniusko’s ‘Fairy Tale’ symphony.
11 – He saw her as the most attractive woman ______________ the world.
12 – Simon is completely useless ___________ sports.



Answers:

A
1. In; 2. Nothing; 3. In; 4. To; 5. In; 6. At; 7. At; 8. To; 9. In; 10. At; 11. Nothing; 12. At; 13. Nothing; 14. In; 15. At

B
1. For; 2. During; 3. During; 4. For; 5. While; 6. During; 7. While; 8. For; 9. While; 10. While; 11. For; 12. While; 13. While; 14. During; 15. For

C
1. At; 2. In; 3. In; 4. On; 5. On; 6. On; 7. In; 8. At; 9. In; 10. At; 11. At; 12. At; 13. In; 14. In; 15. On

D
1. For; 2. For; 3. For; 4. At; 5. Of; 6. At; 7. In; 8. In; 9. At; 10; During; 11. In; 12. at



Source: http://www.world-english.org/prepositions2.htm

PREPOSITIONS

1 – PREPOSITIONS OF TIME

 9.1 Usage: At, On, In:

These prepositions are used to show the time and date of events, activities and situations:

e.g. at three o’clock. in June. on Monday.



9.2 Structure: At:

at + particular time: dawn, midday, noon, night, midnight, nine o’clock etc.. e.g. at dawn.

at + the + a particular time in a week/month/year: start/end of the week/month/year, weekend. e.g. at the start of July.

at + calendar festival season: Christmas, New Year, Easter etc.. e.g. at Easter.

at + meal: breakfast, lunch, mid-morning, tea, dinner, supper etc.. e.g. at breakfast.



9.3 Structure: On:

on + day of the week: Monday, Tuesday, Wednesday etc. e.g. on Thursday.

on + particular part of a day: Friday morning, Saturday afternoon. e.g. on Sunday evening.

on + particular date: 25 July 2001, 4 January. e.g. on 19 March.

N.B. On the nineteenth of March is how this date is read aloud or said in conversation.

on + calendar festival day: Christmas Day, Palm Sunday. e.g. on Easter Sunday.



9.4 Structure: In:

in + the + a part of a day: the morning, the afternoon, evening. e.g. in the afternoon.

in + month: January, February, March, April, May etc.. e.g. in June.

in + season of the year: Spring, Summer, Autumn. e.g. in Winter.

in + specific year: 1988, 1989, 1990 etc.. e.g. in 1999.

in + the + a specific century: nineteenth century. e. g. in the twentieth century.

in + historical period of time: the Dark Ages, Pre-historic Times. e.g. in the Middle Ages.

N.B. No preposition is used if the day/year has each, every, last, next, this before it:

e.g. I go to England every Christmas ( not at every Christmas )

I’ll see you next Monday afternoon. ( not on Monday afternoon )

Martin left home last evening. ( not in the evening )



9.5 Usage: For and Since:

These prepositions explain how long an event, activity, situation has continued:

e.g. for three days since last Thursday



9.6 Structure: For:

for + a period of time: two days, one week, three months, four years e.g. for the weekend.

This phrase can be used with all verb tenses.

e.g. Michael went to Latvia last year for three weeks. – past

I am in Poznan for ten days. – present

My cousin will be visiting the West Indies for two months next February. - future



9.7 Structure: Since:

since + a point of time + past tense: last week, the war ended, 1990, yesterday.

The point of time does not have to be accurate.

e.g. My sister and her husband have worked in India since 1991.

Arek has been very ill since yesterday evening.



9.8 Usage: During and While:

These prepositions explain a period of time in which an event, activity or situation took place:

e.g. during the next month while I was swimming.



9.9 Structure: During:

during + a noun or phrase: the war, the nineteenth century: e.g. during my schooldays. This phrase can be used with all verb tenses: past, present, future.

e.g. Magda received many telephone messages during the last week. – past

I am seeing Simon during the morning. – present

Winston will return to England during the Christmas Holiday. – future



9.10 Structure: While:

while + subject + verb: to eat, talk, swim, walk etc…. This clause can be used with all verb tenses: past, present, future

e.g. We will take you to the theatre while we are in London.

While Joanna was in Spain, she didn’t go to a bull fight.

N.B. In English, While can often be replaced by when and retain the same meaning.

while + infinitive + -ing (Present Participle): thinking, running, driving etc..

e.g. While swimming in the sea, Hania was attacked by a shark.

Ela met Andrew while studying English at Oxford.



9.11 Usage: Before and After:

These prepositions explain accurately the timing of an event, activity or situation:

e.g. before the weekend after the holiday



9.12 Structure: Before:

before + a noun: Monday, Christmas, examinations etc.. e.g. before the weekend.

before + subject + verb: to eat, study, swim, talk. etc.. All verb tenses can be used.

e.g. He spoke to his teacher before the examination began.

Before you say anything, I must explain why I am here.

before + infinitive + -ing (Present Participle): to read, write etc.. e.g. before eating.



9.13 Structure: After:

after + noun: the lesson, the meal etc. e.g. after the journey

after + subject + verb: to draw, sit, read etc.. All verb tenses can be used:

e.g. Patricia was very happy after she won the tennis match.

Why did the Queen smile after the President shook her hand?

After she finishes her studies, Ann will work in Poland.

after + infinitive + -ing (Present Participle): to decide, say, report etc.. e.g. after crying.



9.14 Usage: By, until, till:

These prepositions describe a time limit for commencement/completion of an activity.

e.g. by Sunday until April 1995 till next week

By means not later than and can be used with all verb tenses.

Until/till explains how long an activity continues, will continue or has continued and can be used with all verb tenses.

N.B. Until/till have the same meaning: till is a short form of until.



9.15 Structure: By:

by + noun describing time/date: examples: this afternoon, tomorrow, Thursday.

e.g. Please pay me by Friday morning.

Will you finish your work by four o’clock?

By the end of the year, Donata spoke English very well.



9.16 Structure: Until, till:

until/till + noun describing time/date: examples: next week, this evening, tomorrow.

e.g. Tom’s wife will stay here until/till the end of next week.

Until/till the end of the month, you can use my computer.

The Williams Family lived in Germany until/till 1991.



9.17 Usage: From – - – - to/until:

From . . . . . to/until defines the beginning and end of a period of time, present, past or future:

e.g. from April 1989 to July from November until March



9.18 Structure: From – - – - – to/until/till:

From + time/day/date/year to + time/day/date/year and can be used with all verb tenses.

e.g. From 1987 until 1991, Mary was at university in Leeds.

Each day, Arthur works in the bank from nine till five thirty.

My shop will be closed from 1st July to 31st August

2. PREPOSITIONS OF PLACE

10.1 Usage: At, on, in:

At, on and in are prepositions of place and show the position of people, places and things:

e.g. at the cinema on the wall in the shop



10.2 Structure: At:

at + the + place: the cinema, theatre, school, cross roads etc.. e.g. at the bank.

at + specific place: Heathrow Airport, Buckingham Palace: e.g. at Notre Dame Cathedral.

at + specific address including the house number/name: e.g. at 33 rue de La Fayette, Paris.

N.B. In English, at is not normally used with names of villages, towns and cities.



10.3 Structure: On:

on + a/the + surface of a place or object: shelf, wall, floor, ceiling etc.. e.g. on the table.

on + the directions: left/right/other side/nearside/far side: e.g. on the left.

on + levels of a building: first floor, second floor, top floor etc.. e.g. on the ground floor.

on + the + parts of a ship: port side/ starboard side/bow/stern.

on + parts of the body: his foot, her leg, our heads etc.. e.g. on his left arm.

on + a/the + types of transport: horse, bicycle, train, foot etc.. e.g. on the ferry, on a horse.

N.B. English people say in a car ( not on a car ).



10.4 Structure: In:

in + names of countries: France, England, Poland etc.. e.g. in Belgium.

in + names of towns, villages, cities: Warsaw, London etc.. e.g. in Brussels.

in + named places: Buckingham Palace, the Louvre etc.. e.g. in Windsor Castle.

in + the + geographical regions: Auvergne, Lake District etc.. e.g. in the Alps.

in + streets, roads, avenues: Moniuszki, Fish Street etc.. e.g. in Stratford Avenue.

in + the + rooms and places: kitchen, bedroom, foyer, auditorium etc.. e.g. in the bathroom.

in + the + weather: sun, rain, hail, snow etc.. e.g. in the fog.

in + parts of the body: his foot, her leg, our heads etc.. e.g. in his foot.

in + a/the + types of transport: car, train, van, lorry, aeroplane, ship e.g. in a train.



10.5 Prepositions: Exceptions:

A: In English, certain expressions are different, so must be learnt!

at the moment on holiday in a loud/angry/quiet/low voice

at this/that moment on the radio in a good/bad mood

at the same time on television in a bad temper

at no time on the menu in a suit

at present on the agenda in a new dress

at the end/beginning in clean/dirty/new shoes

B: Some expressions are used without a/the, here are some common examples:

at school in bed

at home in business

at school in hospital

at school in prison

at work

at university

at 37 k.p.h.

C: Both on and in can be used for types of transport and parts of the body:

On is used when the part of the body/type of transport is the most important detail.

In is used when position is the most important piece of information.

e.g. Peter travelled to London on the train. – type

John sat in the last carriage of the London train. – position

Joanna has a cut on her left arm. – part of the body

Ania has broken a bone in her wrist. – position in the body

D: At and in can be used with places which can contain large numbers of people: cinema, theatre, church, stadium etc..

At is used when the activity is the most important piece of information.

In is used when the place/position is the most important detail.

e.g. I will meet you for a meal at the usual restaurant.

Richard and Magda met in the foyer of the Royal Theatre.

E: Both at and to can be used with places:

At is used when there is no active movement in the phrase/sentence.

To is used when there is movement in the phrase/sentence

e.g. At school, there are forty teachers and four hundred pupils. – no movement

Marcin is cycling to London to visit his friends. – movement

F: Both at and to can follow certain verbs: the meaning of the verb is different in each case: to throw, run, shout.

e.g. Bill threw a stone to me. ( a friendly action )

Bill threw a stone at me. ( a hostile action: intending to hurt someone )

Maria ran to me. ( a friendly action )

Maria ran at me ( a hostile action: intending to attack )

Eric shouted to me. ( a friendly action )

Eric shouted at me ( a hostile action: intending to express anger )

G: The preposition by is often used with transport when the type of transport is very important: the common examples are: by aeroplane, bicycle, horse, car, ferry, horse, lorry, ship, train

e.g. The businessmen travelled to Africa by aeroplane and in Africa, they travelled by car.

N.B. Walking is travel on foot ( not by foot )

Source: http://www.world-english.org/prepositions.htm

1. Prepositions of time

a. The preposition AT is used in the following descriptions of time:

With clock times:

• My last train leaves at 10:30.
• We left at midnight.
• The meeting starts at two thirty.

With specific times of day, or mealtimes:

• He doesn’t like driving at night.
• I’ll go shopping at lunchtime.
• I like to read the children a story at bedtime.

With festivals:

• Are you going home at Christmas/Easter?

In certain fixed expressions which refer to specific points in time:

• Are you leaving at the weekend?**
• She’s working at the moment.
• He’s unavailable at present.
• I finish the course at the end of April.
• We arrived at the same time.

**Note that in American English, on the weekend is the correct form.



b. The preposition IN is used in the following descriptions of time:

With months, years, seasons, and longer periods of time:

• I was born in 1965.
• We’re going to visit them in May.
• The pool is closed in winter.
• He was famous in the 1980’s.
• The play is set in the Middle Ages.
• They’ve done work for me in the past.

With periods of time during the day:

• He’s leaving in the morning.
• She usually has a sleep in the afternoon(s).
• I tried to work in the evening.

To describe the amount of time needed to do something:

• They managed to finish the job in two weeks.
• You can travel there and back in a day.
• To indicate when something will happen in the future:
• She’ll be ready in a few minutes.
• He’s gone away but he’ll be back in a couple of days.

c. The preposition ON is used in the following descriptions of time:

With days of the week, and parts of days of the week:

• I’ll see you on Friday.
• She usually works on Mondays.
• We’re going to the theatre on Wednesday evening.

Note that in spoken English, on is often omitted in this context, e.g.: I’ll see you Friday.

With dates:

• The interview is on 29th April.
• He was born on February 14th 1995.

With special days:

• She was born on Valentine’s day.
• We move house on Christmas Eve.
• I have an exam on my birthday.

If we examine these different aspects of usage for the three prepositions, a general pattern emerges. At is generally used in reference to specific times on the clock or points of time in the day. In generally refers to longer periods of time, several hours or more. On is used with dates and named days of the week.

2. Prepositions of place

a. The preposition AT is used in the following descriptions of place/position:

With specific places/points in space:

• She kept the horse at a nearby farm.
• I had a cup of coffee at Helen’s (house/flat).
• Angie’s still at home.
• I’ll meet you at reception.
• There’s a man at the door.
• I saw her standing at the bus stop.
• Turn right at the traffic lights.
• The index is at the back of the book.
• Write your name at the top of each page.

With public places and shops:

• Jane’s at the dentist/hairdresser.
• I studied German at college/school/university.
• Shall I meet you at the station?
• We bought some bread at the supermarket.

With addresses:

• They live at 70, Duncombe Place.

With events:

• I met her at last year’s conference. She wasn’t at Simon’s party.

b. The preposition ON is used in the following descriptions of place/position:

With surfaces, or things that can be thought of as surfaces:

• The letter is on my desk.
• There was a beautiful painting on the wall.
• The toy department is on the first floor.
• Write the number down on a piece of paper.
• You’ve got a dirty mark on your jumper.
• He had a large spot on his nose.
• She placed her hand on my shoulder.

With roads/streets, or other things that can be thought of as a line, e.g.: rivers:

• The bank is on the corner of King’s Street.
• Koblenz is on the Rhine.
• Bournemouth is on the south coast.
• It’s the second turning on the left.

c. The preposition IN is used in the following descriptions of place/position:

With geographical regions:

• Driving in France is very straightforward.
• Orgiva is a very small village in the mountains.

With cities, towns and larger areas:

• Do you like living in Nottingham?
• They were having a picnic in the park.
• She works somewhere in the toy department.

With buildings/rooms and places that can be thought of as surrounding a person or object on all sides:

• Can you take a seat in the waiting room please?
• I’ve left my bag in the office.
• There’s a wedding in the church this afternoon.
• Lots of people were swimming in the lake

With containers:

• There’s fresh milk in the fridge.
• I think I’ve got a tissue in my pocket.
• The money is in the top drawer of my desk.

With liquids and other substances, to show what they contain:

• Do you take milk in your coffee?
• I can taste garlic in this sauce.
• There’s a lot of fat in cheese and butter.

A general pattern again emerges if we consider these different aspects of usage. We can think of at as one-dimensional, referring to a specific place or position in space. On is two dimensional, referring to the position of something in relation to a surface. In is by contrast three-dimensional, referring to the position of something in relation to the things that surround it. Thinking of the prepositions in these terms helps us explain certain facts. For instance, in is generally used for larger places and at for smaller, more specific places, so we say:

We arrived in Inverness two hours ago.

But:

We arrived at the campsite two hours ago.

However, if we think of a city or larger place as a specific point in space, we can use at, e.g.:

The train stops at Birmingham and Bristol.

Or if we think of a smaller place as three dimensional, we can use in, e.g.:

We’ve lived in this little village for many years.

3. Prepositions at/in/on – extended meanings

A systematic analysis of the occurrence of the prepositions at, in and on in their core usage as indicators of time and place, helps us establish some key meaning concepts which will aid us in identifying and explaining their extended meanings:

• at – is a mechanism for denoting the specific, it usually refers to fixed points in time (e.g.: clock times) and specific points in space.
• on – is a mechanism which usually describes something in relation to a second, often linear dimension, hence it relates to the calendar (days and dates) and surfaces or lines.
• in – is a mechanism for describing something in relation to the things that surround it in time or space, hence it relates to periods of time and three dimensional spaces or containers.

a. Extended meaning of AT

• At is used for showing specific temperatures, prices and speeds, etc.

Tickets are now on sale at £15 each.

He denied driving at 110 miles per hour.

• And more generally to talk about the level or rate of something, e.g.:

Interest rates have stayed at this level for several months.

The loan repayments are going up at an alarming rate.

• At is used to show when someone is a particular age:, e.g.:

He began composing at the age of 5.

She chose not to retire at 65.

• At is used to show that an activity is directed specifically towards someone or something:

He’s always shouting at the children.

Jamie threw the ball at the wall.

Why are you staring at her like that?

• At is used to show the specific cause of a feeling or reaction:

Audiences still laugh at her jokes.

We were rather surprised at the news.



b. Extended meanings of ON

• On is used to show movement in the direction of a surface:

We could hear the rain falling on the roof.

I dropped my bags on the floor.

• On is used to show when the surface of something accidentally hits or touches a part of the body:

I cut my finger on a sharp knife.

She banged her head on the cupboard door.

• On is used to show that a part of someone’s body is supporting their weight:

She was balancing on one leg.

He was on his hands and knees under the table.

• On is used to show that something is included in a list:

He’s not on the list of suspects.

How many items are on the agenda?



c. Extended meanings of IN

• In is used to show movement towards the inside of a container, place or area:

She put the letter back in her briefcase..

The farmer fired a few shots in the air.

• In is used to show when something is part of something else:

I’ve found one or two spelling mistakes in your essay.

Who’s the little girl in the photograph?

There are several valuable paintings in the collection.

• In is used to show that someone is wearing something:

Do you know that girl in the black dress?

A man in a brown suit was walking towards her.

• In is used to show how things are arranged, expressed or written:

We gathered round in a circle.

Their names are given in alphabetical order.

Complete the form in block capitals.

She spoke to me in Spanish.

Source: http://www.english-zone.com/verbs/pssvchrt.html 

ACTIVE AND PASSIVE TENSES CHART 

SIMPLE PRESENT and SIMPLE PAST The active object becomes the passive subject. am/is/are +  past participle was/were + past participle
Active: Simple Present The movie fascinates me. The movie bores Jack. The movie surprises them.	Passive: Simple Present I am fascinated by the movie. Jack is bored by the movie. They are surprised by the movie.
Active: Simple Past The movie bored me. The movie fascinated Jack. The movie surprised them.	Passive: Simple Past I was bored by the movie. Jack was fascinated by the movie. They were surprisedby the movie.

PRESENT and PAST CONTINUOUS (PROGRESSIVE) Passive form:  am/is/are + being + past participle was/were + being + past participle
Active: Present Continuous I am helping Shannon. June is helping Su and Ling.	Passive: Present Continuous Shannon is being helped by me. Su and Ling are being helped by June.
Active: Past Continuous I was cleaning the bathroom. They were cleaning the bedroom. Susan was cleaning the kitchen and patio.	Passive: Past Continuous The bathroom was being cleaned by me. The bedroom  was being cleaned by them. The kitchen and patio were being cleaned by Susan.

PRESENT PERFECT, PAST PERFECT and FUTURE PERFECT Passive form:  have/has been + past participle had been + past participle
Active: Present Perfect I have mailed the gift. Jack has mailed the gifts.	Passive: Present Perfect The gift has been mailed by me. The gifts have been mailed by Jack.
Active: Past Perfect Steven Spielberg had directed the movie. Penny Marshall had directed those movies.	Passive: Past Perfect The movie had been directed by Steven Spielberg. The movies had been directed by Penny Marshall.
Active: Future Perfect John will have finished the project next month. They will have finished the projects before then.	Passive: Future Perfect The project will have been finished by next month. The projects will have been finished before then.

FUTURE TENSES Passive forms: will + be + past participle is/are going to be + past participle
Active: Future with WILL I will mail the gift. Jack will mail the gifts.	Passive: Future with WILL The gift will be mailed by me. The gifts will be mailed by Jack.
Active: Future with GOING TO I am going to make the cake. Sue is going to make two cakes.	Passive: Future with GOING TO The cake is going to be made by me. Two cakes are going to be made by Sue.

PRESENT / FUTURE MODALS The passive form follows this pattern: modal + be + past participle
Active: WILL / WON’T (WILL NOT) Sharon will invite Tom to the party. Sharon won’t invite Jeff to the party. (Sharon will not invite Jeff to the party.)	Passive: WILL / WON’T (WILL NOT) Tom will be invited to the party by Sharon. Jeff won’t be invited to the party by Sharon. (Jeff will not be invited to the party by Sharon.)
Active: CAN / CAN’T (CAN NOT) Mai can foretell the future. Terry can’t foretell the future. (Terry can not foretell the future.)	Passive: CAN / CAN’T (CAN NOT) The future can be foretold by Mai. The future can’t be foretold by Terry. (The future can not be foretold by Terry.)
Active: MAY / MAY NOT Her company may give Katya a new office. The lazy students may not do the homework. MIGHT / MIGHT NOT Her company might give Katya a new office. The lazy students might not do the homework.	Passive: MAY / MAY NOT Katya may be given a new office by her company. The homework may not be done by the lazy students. MIGHT / MIGHT NOT Katya might be given a new office by her company. The homework might not be done by the lazy students.
Active: SHOULD / SHOULDN’T Students should memorize English verbs. Children shouldn’t smoke cigarettes.	Passive: SHOULD / SHOULDN’T English verbs should be memorized  by students. Cigarettes shouldn’t be smoked  by children.
Active: OUGHT TO Students ought to learn English verbs. (negative ought to is rarely used)	Passive: OUGHT TO English verbs ought to be memorized by students.
Active: HAD BETTER / HAD BETTER NOT Students had better practice English every day. Children had better not drink whiskey.	Passive: HAD BETTER / HAD BETTER NOT English had better be practiced every day by students. Whiskey had better not be drunk by children.
Active: MUST / MUST NOT Tourists must apply for a passport to travel abroad. Customers must not use that door.	Passive: MUST / MUST NOT A passport to travel abroad must be applied for. That door must not be used by customers.
Active: HAS TO / HAVE TO She has to practice English every day. Sara and Miho have to wash the dishes every day. DOESN’T HAVE TO/ DON’T HAVE TO Maria doesn’t have to clean her bedroom every day. The children don’t have to clean their bedrooms every day.	Passive: HAS TO / HAVE TO English has to be practiced every day. The dishes have to be washed by them every day. DOESN’T HAVE TO/ DON’T HAVE TO Her bedroom doesn’t have to be cleaned every day. Their bedrooms don’t have to be cleaned every day.
Active: BE SUPPOSED TO I am supposed to type the composition. I am not supposed to copy the stories in the book. Janet is supposed to clean the living room. She isn’t supposed to eat candy and gum. They are supposed to make dinner for the family. They aren’t supposed to make dessert.	Passive: BE SUPPOSED TO The composition is supposed to be typed by me. The stories in the book are not supposed to be copied. The living room is supposed to be cleaned by Janet. Candy and gum aren’t supposed to be eaten by her. Dinner for the family is supposed to be made by them. Dessert isn’t supposed to be made by them.

PAST MODALS The past passive form follows this pattern: modal + have been + past participle
Active: SHOULD HAVE / SHOULDN’T HAVE The students should have learned the verbs. The children shouldn’t have broken the window.	Passive: SHOULD HAVE / SHOULDN’T HAVE The verbs should have been learned by the students. The window shouldn’t have been broken by the children.
Active: OUGHT TO Students ought to have learned the verbs. (negative ought to is rarely used)	Passive: OUGHT TO The verbs ought to have been learned by the students.
Active: BE SUPPOSED TO (past time) I was supposed to type the composition. I wasn’t supposed to copy the story in the book. Janet was supposed to clean the living room. She wasn’t supposed to eat candy and gum. Frank and Jane were supposed to make dinner. They weren’t supposed to make dessert.	Passive: BE SUPPOSED TO (past time) The composition was supposed to be typed  by me. The story in the book wasn’t supposed to be copied. The living room was supposed to be cleaned by Janet. Candy and gum weren’t supposed to be eaten by her. Dinner was supposed to be made by them. Dessert wasn’t supposed to be made by them.
Active: MAY / MAY NOT That firm may have offered Katya a new job. The students may not have written the paper. MIGHT / MIGHT NOT That firm might have offered Katya a new job. The students might not have written the paper.	Passive: MAY / MAY NOT Katya may have been offered a new job by that firm. The paper may not have been written by the students. MIGHT / MIGHT NOT Katya might have been offered a new job by that firm. The paper might not have been written by the students.

Article taken and adapted from http://www.unc.edu/depts/wcweb/handouts/passivevoice.html 

Passive Voice

What this handout is about…

This handout will help you understand what the passive voice is, why many professors and writing instructors frown upon it, and how you can revise your paper, using simple strategies, to achieve greater clarity. Some things here may surprise you. In any case, we hope this handout will help you to understand the passive voice and allow you to make more informed choices as you write.

Myths

So what is the passive voice? First, let’s clear up what the passive voice isn’t. Below, we’ll list some common myths about the passive voice:

1. Use of the passive voice constitutes a grammatical error.

Use of the passive voice is not a grammatical error. It’s a stylistic issue that pertains to clarity–that is, there are times when your use of the passive prevents a reader from understanding what you mean.

2. Any use of “to be” (in any form) constitutes the passive voice.

The passive voice entails more than just using a being verb. Using “to be” can weaken the impact of your writing, but it is occasionally necessary and does not constitute the passive voice by itself.

3. The passive voice always avoids the first person; if something’s in first person (“I” or “we”) it’s also in the active voice.

On the contrary, you can very easily use the passive voice in the first person: “I was hit by the dodgeball.”

4. You should never use the passive voice.

While the passive voice can weaken the clarity of your writing, there are times when the passive voice is OK and even preferable.

5. I can rely on my grammar checker to catch the passive voice.

See Myth #1. Since the passive voice isn’t a grammar error, it’s not always caught. Typically, grammar checkers catch only a fraction of passive voice usage.

Do any of these misunderstandings sound familiar? If so, you’re not alone. So we wrote this handout. It discusses how to recognize the passive voice, when you should avoid it, and when it’s OK.

Defining the passive voice

A passive construction occurs when you make the object of an action into the subject of a sentence. That is, the one performing the action is not the grammatical subject of the sentence. To rephrase a familiar joke:

Why was the road crossed by the chicken?

The chicken is the actor in this sentence, but the road is the grammatical subject. The more familiar phrasing places the actor as the subject–a subject doing something: A chicken (actor/doer) crossing the road (object). We use active verbs to represent that “doing,” whether it be crossing roads, proposing ideas, arguing arguments, or invading houses (more on that shortly). Passive constructions are easy to spot; look for a form of “to be” (is, are, am , was, were, has been, have been, had been, will be, will have been, being) followed by a past participle. (The past participle is a form of the verb often, but not always, ending in “-ed.” Some exceptions to the “-ed” rule are words like “paid” and “driven.”) Here’s a sure-fire formula for identifying the passive voice:

form of “to be” + past participle = passive voice

For example:

The metropolis has been scorched by the dragon’s fiery breath.

When her house was invaded, Penelope had to think of ways to delay her remarriage.

**NOTE: the passive voice is marked by a form of “to be” + the past participle–not a form of “have” alone + the past participle, as some students believe. So don’t let the combination of “have” and “to be” fool you. In the next section, we discuss why you often want to avoid using the passive voice, but let’s briefly look at how to change passive constructions into active ones. You can usually just switch the order, making the actor and subject one–putting the doer up front:

The dragon scorched the metropolis with his fiery breath.

After suitors invaded Penelope’s house, she had to think of ways to fend them off.

To repeat, the key to identifying the passive voice is to look for both a form of “to be” and a past participle, which usually, but not always, ends in “-ed.”

Clarity and Meaning

The primary reason why your instructors frown on the passive voice is that they often have to guess what you mean. Sometimes, the confusion is minor. Let’s look again at that sentence from a student’s paper on Homer’s The Odyssey:

When her house was invaded, Penelope had to think of ways to delay her remarriage.

Like many passive constructions, this sentence lacks explicit reference to the actor–it doesn’t tell the reader who or what invaded. The active voice clarifies:

After suitors invaded Penelope’s house, she had to think of ways to fend them off.

Thus many instructors–the readers making sense of your writing–prefer that you use the active voice, that you specify who or what is doing the action. Compare the following two examples from an anthropology paper on a Laotian village to see if you agree.

(passive) A new [drug] control system was set up. (By whom?)
(active) The Lao People’s Revolutionary Party gradually set up a system of drug control laws.

Here’s another example, from the same paper, that illustrates the lack of precision that can accompany the passive voice:

Gender training was conducted in six villages, thus affecting social relationships.

And a few pages later:

Plus, marketing links were being established.

In both paragraphs, the writer never specifies the actors of those two actions (Who did the gender training? Who established marketing links?). Thus the reader has trouble appreciating the dynamics of these social interactions, which depend upon the actors conducting and establishing these things.

The following example, once again from that paper on The Odyssey, typifies another instance where an instructor might desire more precision and clarity:

Although Penelope shares heroic characteristics with her husband, Odysseus, she
is not considered a hero.

Who does not consider her a hero? It’s difficult to tell, but the rest of that paragraph suggests that the student does not consider Penelope a hero (the topic of the paper). The reader might also think the student refers to critics or scholars. One might argue that the meaning comes through here–the problem is merely stylistic. Yet style affects how your reader understands your argument and content. Awkward or unclear style prevents your reader from appreciating the ideas that are so clear to you when you write. Thus knowing how your reader might react enables you to make more effective choices when you revise. So after you identify instances of the passive (“to be” + the past participle), you should consider if your use of the passive inhibits clear understanding of what you mean.

Summarizing history or literary plots with the passive voice: Don’t be a lazy thinker or writer!

With the previous section in mind, you should also know that some instructors proclaim that the passive voice signals sloppy, lazy thinking–that those who use it have not thought through a process they are discussing. Imprecision follows. Consider these sentences from papers on American history:

The working class was marginalized.
African Americans were discriminated against.
Women were not treated as equals.

Such sentences lack the precision and connection to context and causes that mark rigorous thinking. The reader learns little about the systems, conditions, human decisions and contradictions that led each of those groups to experience their histories. And so the reader–your instructor–questions your understanding of these things. You particularly want to think twice about using passive constructions in thesis statements for these reasons. Strong theses and strong writing in general mark a writer who indicates the relationships between not only larger processes like these three above but also minor actions, such as those of Penelope’s storming suitors.

In papers where you discuss an author’s work–e.g., historians or literary authors–you can also strengthen your writing by not relying on the passive as a crutch to summarize plots or arguments. Instead of writing

It is argued that…
or Tom and Huck are portrayed as…
or And then the link between X and Y is made, showing that…

you can heighten the level of your analysis by explicitly connecting an author with these statements.

Anderson argues that…
Twain portrays Tom and Huck as…
Ishiguro draws a link between X and Y to show that…

Thus by avoiding passive constructions in these situations you can demonstrate a more thorough understanding of the material you discuss. You can show that you’re not a lazy, sloppy thinker.

Scientific Writing

That advice goes well for papers in the humanities, you note, but what about technical or scientific papers, including lab reports? Many instructors require if not recommend the passive voice in such writing. The rationale for using the passive is that it achieves “an objective tone”–for example, by avoiding the first person. To consider scientific writing, let’s break it up into two main types: lab reports and writing about a scientific topic or literature

Lab Reports

Although more and more scientific journals accept first-person active voice (e.g., “then we sequenced the human genome”), many of your instructors want you to remove yourself from your lab report by using the passive voice (e.g., “then the human genome was sequenced”). Such advice particularly applies to the section on Methods and Materials, where a procedure “is followed.”

While you might employ the passive voice to retain objectivity, you can still use active constructions in some instances and retain your objective stance. Thus it’s useful to keep in mind the sort of active verbs you might use in lab reports. Examples include: supported, indicated, suggested, corresponded, challenged, yielded, showed.

Thus instead of writing
A number of things are indicated by these results.

you could write
These results indicate a number of things.
or Further analysis showed/suggested/yielded…

Ultimately, you should find out your instructor’s preference regarding your use of the passive in lab reports.

Writing about Scientific Topics or Literature

Other assignments relate not to your own scientific work but to that of others–such as literature reviews and research on scientific topics. Two main issues arise here: Reporting what other people have specifically done (e.g., research or experiments) or indicating general scientific knowledge (e.g., the body of knowledge coming out of others’ research). Often the two go together. In both instances, you can easily use active constructions even though you might be tempted by the passive–especially if you’re used to writing your own lab reports in the passive.

You decide: Which of these two examples represents clearer style?

Heart disease is considered the leading cause of death in the United States. (passive)
or Research points to heart disease as the leading cause of death in the United States.

Alternatively, you could write this sentence with human actors:

Researchers have concluded that heart disease is the leading caue of death in the United States.

The last two sentences illustrate a relationship that the first one lacks. The first example does not illustrate the “who” or “what” that leads us to accept this conclusion about heart disease.

Here’s one last example from a report that describes angioplasty. Which sounds better?

The balloon is positioned in an area of blockage and is inflated.
or The surgeon positions the balloon in an area of blockage and inflates it.

The point is that you can improve your scientific writing by relying less on the passive. The advice for papers on history or literature equally applies to papers in more “scientific” courses. Just as for writing in the humanities, use of the passive may convey to your reader a sense of uncertainty and imprecision regarding your writing and thinking. The key is to know when your instructor wants you to use the passive voice.

“Swindles and Perversions”

Before we discuss a few instances when one might actually prefer the passive, we should mention one of the more political uses of the passive: to hide blame or obscure responsibility. You wouldn’t do this, but you can learn how to become a critic of those who exhibit what George Orwell included among the “swindles and perversions” of writing–vaguely couching one’s culpability in the passive voice. For example:

Mistakes were made.

The Exxon Company accepts that a few gallons might have been spilled.

By becoming critically aware of how others use language to shape clarity and meaning you can learn how better to revise your own work. Keep Orwell’s swindles and perversions in mind as you read other writers, since some people use the passive to avoid responsibility when they know who’s responsible for the action.

So when is it OK to use the passive?

Sometimes it’s better to use the passive. Indeed, many style “gurus” would argue that good style depends on variety; thus why shouldn’t that apply to the active and passive voices? We agree–but note that variety itself is not the issue. You should be deliberate when choosing between the active and passive. We highlight a few instances when the passive voice is quite useful:

1. To emphasize an object.

X number of votes are required to pass the bill.

2. To de-emphasize an unknown subject/actor.

Over 120 different contaminants have been dumped into the river.

If you don’t know who the actor is, then the passive makes more sense. But remember, if you do know the actor, and if the clarity and meaning of your writing would benefit from indicating him/her/it/them, then use an active construction. Yet consider the third case.

3. If your readers don’t need to know who’s responsible for the action.

Here’s where your choice can be difficult; some instances are less clear than others. Try to put yourself in your reader’s position to anticipate how they will react to the way you have phrased your thoughts.

Summary of Strategies

Identify

• Look for the passive voice: “to be” + a past participle (usually, but not always, ending in “-ed”)
• If you don’t see both components, move on.

Evaluate

• Is the doer/actor indicated? Should you indicate him/her/it?
• Does it really matter who’s responsible for the action?
• Would your reader ask you to clarify a sentence because of an issue related to your use of the passive?
• Do you use a passive construction in your thesis statement?
• Do you use the passive as a crutch in summarizing a plot or history, in describing something?
• Do you want to emphasize the object?

Revise

• Switch the sentence around to make the subject and actor one: Put the doer in front of the verb.

Towards active thinking and writing

We encourage you to keep these tips in mind as you revise. While you may be able to employ this advice as you write your first draft, that’s not necessarily always possible. As for most writing, clarity comes when you revise, not on your first try. Don’t stress about the passive if that stress inhibits you in getting your ideas down. But do look for it when you revise. Actively make choices about its proper place in your writing. Prioritize your use of the passive when you revise: Which instances hide actors or otherwise prevent your reader from understanding the relationships you discuss? There is nothing grammatically or otherwise “wrong” about using the passive voice. The key is to recognize when you should, when you shouldn’t, and when your instructor just doesn’t want you to. These choices are yours. We hope this handout helps you to make them.

For further reading on the passive voice and how to strengthen your verbs

Anson, Chris M. and Robert A. Schwegler. The Longman Handbook for Writers and Readers. Second edition. (2000). Pages 118-120; 270-272; 262-64; 369-71; 448.

Baron, Dennis. “The Passive Voice can be your friend,” Declining Grammar and Other Essays On the English Vocabulary (Urbana: NCTE, 1989), pp. 17-22.

Hjortshoj, Keith. The Transition to College Writing. (2001). Pages 119-121.

Lanham, Richard. Revising Prose. Fourth edition. (2000).

Orwell, George. Politics and the English Language. (1946).

Rosen, Leonard J. and Laurence Behrens. The Allyn & Bacon Handbook. Third edition. (1997).Pages 240-243; 326-327; 340-344.

Strunk and White. The Elements of Style. Third edition. (1979). Pages 18-19.

Trimble, John R. Writing with Style. Pages 55-58.

Williams, Joseph. Style: Ten lessons in clarity and grace. Sixth edition. (2000). Chapter 3 and pages 70ff.

PHRASAL VERBS

(Source: http://www.englishclub.com/grammar/verbs-phrasal-verbs_2.htm)

Phrasal verbs are a group of multi-word verbs made from a verb plus another word or words. Many people refer to all multi-word verbs as phrasal verbs. On these pages we make a distinction between three types of multi-word verbs: prepositional verbs, phrasal verbs and phrasal-prepositional verbs. On this page we look at phrasal verbs proper.

Phrasal verbs are made of:

verb + adverb

Phrasal verbs can be:

• intransitive (no direct object)
• transitive (direct object)

  Here are some examples of phrasal verbs:

Separable Phrasal Verbs

When phrasal verbs are transitive (that is, they have a direct object), we can usually separate the two parts. For example, “turn down” is a separable phrasal verb. We can say: “turn down my offer” or “turn my offer down“. Look at this table:

However, if the direct object is a pronoun, we have no choice. We must separate the phrasal verb and insert the pronoun between the two parts. Look at this example with the separable phrasal verb “switch on”:

→ Separable or inseparable phrasal verbs? Some dictionaries tell you when phrasal verbs are separable. If a dictionary writes “look (something) up”, you know that the phrasal verb “look up” is separable, and you can say “look something up” and “look up something”. It’s a good idea to write “something/somebody” as appropriate in your vocabulary book when you learn a new phrasal verb, like this:

• get up
• break down
• put something/somebody off
• turn sthg/sby down

This tells you whether the verb needs a direct object (and where to put it). 

Prepositional Verbs
(Source: http://www.englishclub.com/grammar/verbs-phrasal-verbs_1.htm)

Prepositional verbs are a group of multi-word verbs made from a verb plus another word or words. Many people refer to all multi-word verbs as phrasal verbs. On these pages we make a distinction between three types of multi-word verbs: prepositional verbs, phrasal verbs and phrasal-prepositional verbs. On this page we look at prepositional verbs.

Prepositional verbs are made of:

verb + preposition

Because a preposition always has an object, all prepositional verbs have direct objects. Here are some examples of prepositional verbs:

Prepositional verbs cannot be separated. That means that we cannot put the direct object between the two parts. For example, we must say “look after the baby”. We cannot say “look the baby after”:

→ It is a good idea to write “something/somebody” in your vocabulary book when you learn a new prepositional verb, like this:

• believe in something/somebody
• look after sthg/sby

This reminds you that this verb needs a direct object (and where to put it).

Phrasal-prepositional Verbs

(Source: http://www.englishclub.com/grammar/verbs-phrasal-verbs_3.htm)

Phrasal-prepositional verbs are a small group of multi-word verbs made from a verb plus another word or words. Many people refer to all multi-word verbs as phrasal verbs. On these pages we make a distinction between three types of multi-word verbs: prepositional verbs, phrasal verbs and phrasal-prepositional verbs. On this page we look at phrasal-prepositional verbs. Phrasal-prepositional verbs are made of:

verb + adverb + preposition

Look at these examples of phrasal-prepositional verbs:

Because phrasal-prepositional verbs end with a preposition, there is always a direct object. And, like prepositional verbs, phrasal-prepositional verbs cannot be separated. Look at these examples:

 → It is a good idea to write “something/somebody” in your vocabulary book when you learn a new phrasal-prepositional verb, like this:

• get on with somebody
• put up with sthg/sby
• run out of something

This reminds you that this verb needs a direct object (and where to put it).

Take a Test!!!!

Phrasal Verbs Quiz. Are these sentences correct or incorrect?(Source: http://www.englishclub.com/grammar/verbs-phrasal-verbs_quiz.htm)1. Why do we always talk the weather about?                                Correct / incorrect 

2. My mother switched the radio off this morning.                           Correct / incorrect 

3. I will look your letter forward to.                                                Correct / incorrect  

4. He was nice, but we turned down him.                                        Correct / incorrect  

5. I believe in ghosts, don’t you?                                                     Correct / incorrect  

6. We will have to wait the bus for at the corner.                             Correct / incorrect  

7. Melissa is going to look after the children.                                   Correct / incorrect  

8. I have to put the baby down while I sweep the floor.                   Correct / incorrect  

9. Why don’t you switch the music over while you wait?                  Correct / incorrect 

10. Can you go to the store before we run milk out of.                    Correct / incorrect 

Answers: 1. Correct, 2. Correct, 3. Incorrect, 4. Incorrect, 5. Correct, 6. Incorrect, 7. Correct, 8. Correct, 9. Correct, 10. Incorrect.

Phrasal Verbs List

(Source: http://www.englishclub.com/vocabulary/phrasal-verbs-list.htm)

This is a list of about 200 common phrasal verbs, with meanings and examples. Phrasal verbs are usually two-word phrases consisting of verb + adverb or verb + preposition. Think of them as you would any other English vocabulary. Study them as you come across them, rather than trying to memorize many at once. Use the list below as a reference guide when you find an expression that you don’t recognize. The examples will help you understand the meanings. If you think of each phrasal verb as a separate verb with a specific meaning, you will be able to remember it more easily. Like many other verbs, phrasal verbs often have more than one meaning. As well as learning their meanings, you need to learn how to use phrasal verbs properly. Some phrasal verbs require a direct object (someone/something), while others do not. Some phrasal verbs can be separated by the object, while others cannot. Review some grammar lessons on phrasal verbs from time to time so that you don’t forget the rules!

→ Most phrasal verbs consist of two words, but a few consist of THREE words, which always stay together.

Br.E.: British English; N.Amer.: North American

Exercises: Signal Words for Present Perfect

- How long have you lived in your town? I’ve lived here for ten years¹.

- How long have you been in this country? I’ve been here for about ten years.

- How long have you lived in Brazil? For a long time. Since 1980².

- How long have you lived in England? Not for a long time. Since 1999.

• - How many houses have you had? I’ve (I have) had three different houses.
• - How many countries have you lived in? I’ve (I have) lived in five countries.
• - How many countries have you been to? I’ve (I have) been to seven countries.

Verbs

                                               Present Past                 Past Participle

Ser/Estar___________is/are______________was/were_______been

Vivir_______________live________________lived____________lived

Permanecer_________stay_______________stayed___________stayed

Ir__________________go________________went____________gone

Hacer_______________do/does____________did_____________done

Tener_______________have/has___________had_____________had

¹ Usamos for cuando nos referimos a un cierto período de tiempo.

² Usamos since cuando tenemos una fecha precisa de início.

EXERCISES

1. “For” or “Since” Make sentences using “for” or “since”.

Examples:        – How long have you worked at the bank? (two years)

   I have worked at the bank for two years.

- How long have you been married? (1996)

   I have been married since 1996.

a. How long have you lived in the United States? (One year) ____________________________

b. How long has Mary been a nurse? (April) _________________________________________

c. How long has Karen known Tom? (1979) _________________________________________

d. How long have they studied English? (a few months) ________________________________

e. How long has Karen played tennis? (a long time) ___________________________________

f. How long has he worn glasses? (1975) ___________________________________________

g. How long has Emily played the piano? (high school) ________________________________

h. How long will you be on vacation? (three weeks) ___________________________________

i. How long have you driven a car? (my birthday) _____________________________________

j. How long has Ron had his new computer? (last month) ______________________________

k. How long has she owned the book shop? (ten years) ________________________________

l. How long has Gary played football? (several years) _________________________________

m. How long have your friends been in town? (Monday) _______________________________

n. How long has Mrs. Smith lived on Clark Street? (many years) _________________________

o. How long has the post office been closed. (five o’clock) ______________________________



 2. Fill in the blanks with for or since:

a. I have been here……………………many months.

b. I have stayed in this hotel…………………….I arrived in London.

c. I haven’t been there……………………………a long time.

d. They haven’t seen her …………………………..last month.

e. Andrea and I have lived in Argentina ………………………… September.

f. We haven’t gone abroad…………………………1998.



3. Structures with “How”. Fill in the blanks with the correct form of the verbs given:

a. How long have you…………………………(live) in Brazil?

b. How many cars have you ……………………..(have)?

c. How long have you……………………….(stay) in this house?

d. How many countries have you………………………(be) to?

e. How long have you ……………………(be) in the United States?



4. – Match the second column with the first, combining questions and answers.

( 1 ) How long have you lived in Brazil?

( 2 ) How many countries have you been to?

( 3 ) How many jobs have you had ?

( 4 ) How many cities have you lived in?

( 5 ) How long have you been studying in Florida?

(     ) I’ve been studying here just for two weeks.

(     ) I haven’t lived here for a long time, only since 1998.

(     ) I’ve had so many jobs! I guess I’ve had eight.

(     ) I’ve already been to nine different countries.

(     ) I have lived in four different cities.



5. Write sentences in present perfect simple. Place ‘never’ before the main verb.

In a contest, people get the chance to do something they’ve never done before. This is what the participants told the jury:

1.         Fergal / never / sail / on the Pacific. 

2.         Rebecca / never / stay / at a five-star hotel 

3.         Jason / never / watch / a world-cup final 

4.         Rachel and Gareth / never / climb / Mount Kilimanjaro 

5.         Elaine / never / see / a whale 

6.         Ruth / never / spend / her holiday in Mexico 

7.         Connor / never / be / to Canada 

8.         Lisa and Holly / never / cycle / around England 

9.         Barry / never / drive / a Ferrari 

10.       Clare / never / meet / Mickey Mouse



Answers:

1- a. for, b. since, c. since, d. for, e. for, f. since, g. since, h. for, i. since, j. since, k. for, l. for, m. since, n. for, o. since

2- a. for, b. Since, c. For, d. Since, e. Since, f.. Since.

3- a. lived, b. had, c. stayed, d. been

4-         ( 5 ) I’ve been studying here just for two weeks.

( 1 ) I haven’t lived here for a long time, only since 1998.

( 3 ) I’ve had so many jobs! I guess I’ve had eight.

( 2 ) I’ve already been to nine different countries.

( 4 ) I have lived in four different cities.

5-         1. Fergal has never sailed on the Pacific. 

2. Rebecca has never stayed at a five-star hotel. 

3. Jason has never watched a world-cup final. 

4. Rachel and Gareth have never climbed Mount Kilimanjaro. 

5. Elaine has never seen a whale. 

6. Ruth has never spent her holiday in Mexico. 

7. Connor has never been to Canada. 

8. Lisa and Holly have never cycled around England. 

9. Barry has never driven a Ferrari. 

10. Clare has never met Mickey Mouse.

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More Practice!!!!

http://perso.wanadoo.es/autoenglish/gr.since.i.htm (for and since)

http://perso.wanadoo.es/autoenglish/gr.presper.i.htm (already, just, still and yet)

http://www.eclecticenglish.com/grammar/PresentPerfect1D.html (for and since)

http://www.eclecticenglish.com/grammar/PresentPerfect1C.html (already and yet)

Modal Verbs Handout

1. CAN (Present): Expresses ability, mental or physical. Also expresses permission. The negative form of can is cannot or can’t. E.g. can he swim well? Can I go with him? He can go swimming at Miami Beach.

2. COULD: Is the past tense of the conditional tense of can. The negative form is could not or couldn’t.

PAST: He couldn’t swim last year

CONDITIONAL: I could go if I had the money. I thought that I could go.

3. MAY (Present): expresses either permission or possibility.

PERMISSION: May I borrow your book?

POSSIBILITY: I may see her tomorrow.

4. MIGHT: Is the past tense and the conditional tense of MAY. It also indicates future time. Although might sometimes has the idea of permission. The negative form: might not.

 5. MUST (Deber): expresses necessity or probability. When Must is used to express necessity, it is similar to HAVE TO. Must is used in all persons of the present tense. It has no past or future tenses; therefore HAD TO is used in the past Must sometimes indicate probability. In this case, the past tense form is MUST HAVE followed by the past participle of the principal verb. Philadelphia must be an interesting city. They must have visited Independence Hall while they were there.

Examples:

Statements:

- You must study now.

- You had to study last night.

- You will have to study tonight.

Interrogatives:

- Must you study now?

- Did you have to study last night?

- Will you have to study tonight?

Negatives:

- You mustn’t study now (Prohibition)

- You don’t have to study now (No necessity)

- You didn’t have to study last night (No necessity)

- You won’t have to study tonight (No necessity)

↓

Now practice these auxiliaries as indicated:

A. CAN – COULD

1. ______ we finish the book this year.

2. Who ______ translate that sentence?

3. No one ______ translate that sentence.

4. He says he ______ wait for us.

5. She said she ______ be there by noon.

6. You ______ travel by plane or by train.

7. ______ you tell me where she is?

8. You ______ see the door from here.

B. MAY – MIGHT (PERMISSION)

1. ______ I borrow your pencil?

2. Certainly you ______ use it.

3. You ______ enter this class if you already know some English

4. Her mother said she ______ go

C. MUST – MUST HAVE

1. Virginia ______ go to see the doctor.

2. She ______ speak English well by this time.

3. It ______ been a fine trip.

4. You ______ be tired after your long trip

5. I ______called you about two o’clock

6. He ______ left, because his hat and his coat are not here.

D. Fill in the blanks in each sentence using a modal verb, such as can, could, would, should, might, may, must, or have to, based on the situational hints shown in italics. Select the modal that seems most appropriate for the situation described, and be prepared to explain your choice.

1. I ______ not know what to say to him if he showed up.

(I’m unprepared to speak to him)

2. She ______ look at things differently once the facts are in.

(A change in opinion is possible after all the information becomes available)

3. It’s company policy; you ______ do it this way or your expenses won’t be reimbursed.

(The company requires that this procedure be followed for expense reimbursements)

4. I’m in terrible shape! I ______ exercise more!

(I’ve decided that more exercise is an absolute necessity for me)

5. ______ you get this report done for us by tomorrow morning?

(Are you willing and able to prepare this report by tomorrow if we ask you?)

6. ______ you handle this much work on a regular basis?

(Do you have the capacity to handle this much work regularly?)

7. We were worried about you. You ______ have called us as soon as you knew you’d be late.

(Calling someone when you will be late is a good idea, in my opinion)

8. You ______ want to think a little more carefully about that before trying it next time.

(I think you were stupid not to think more carefully about it)

9. This computer’s not working. It ______ have been damaged by the thunderstorm.

(The damage is a logical deduction based on the information available)

10. Ellen ______ be sent to London this summer, if the board decides that the situation there warrants it.

(The trip is certainly possible, but whether or not she goes depends on the board’s preference)

11. My trainer says I’m in terrible shape. According to him I ______ exercise more.

(My trainer is trying to compel me to exercise more)

12. You ______ always try reinstalling Windows, that might work if the disk is corrupt.

(This is one possible course of action, and there’s a possibility of it working under certain conditions.)

13. I ______ not to do that if I were you!

(I don’t think your behavior is prudent, and my own normal behavior is different.)

14. When she was young, she ______ play tennis every single day, rain or shine.

(She did this habitually when she was young, although she doesn’t necessarily do it now.)

15. ______ I suggest this dark blue jacket?

(You’re a customer in my upscale store, and I’m trying to be very polite)

16. I ______ admit, it’s a very nice-looking car.

(I have no choice but to admit that the car looks nice)

17. She ______ admit that it was a very nice-looking car

(She had no choice but to admit that the car looked nice)

18. I ______ think not!

(I find absolutely impossible to believe.)

19. ______ we be required to ditch the aircraft, there are flotation devices under your seats.

(There are live-saving devices under your seats for use if we ditch in water.)

20. You ______ say that.

(That’s  another correct way of summarizing the situation.)

_____________________ ♥

Answers:

1. Would, 2. Might/May, 3. Have to, 4. Must, 5. Could, 6. Can, 7. Should, 8. Might, 9. Must, 10. May, 11. Have to, 12. Could, 13. Would, 14. Would, 15. Might/may/could/can, 16. Must, 17. Had to, 18. Should, 19. Should, 20. Could.

PASSIVE VOICE ACTIVITY

1. WARM – UP (5 MINUTES)
Let’s talk about our City. What famous things are produced here? What about our Country?



2. GUESS WORK (10 MINUTES)



A. Look at Seattle fact paragraph:

• The basketball team “The Lakers” are from Seattle

• It often rains in Seattle

• Silicon valley is near Seattle

• Bill Gates and Microsoft are located in Seattle

• Chrysler cars are manufactured in Seattle

• Bruce Springsteen was born in Seattle

• “Grunge” music comes from Seattle

• Seattle is in the Southwest of the United States.

B. In pairs, quickly discuss which facts they think are true or false.



2. READING (15 MINUTES)



A. Read the short text about Seattle:



My Hometown
Many years ago, I was born in Seattle, Washington USA. Seattle is located in the Northwest corner of the USA. Recently, Seattle has become the focus of much international attention. Many films have been made there, probably the most famous of which is “Sleepless in Seattle” starring Meg Ryan and Tom Hanks. Seattle is also known as the birthplace of Grunge music, both Pearl Jam and Nirvana are from Seattle. For older people like myself, it should be noted that Jimmi Hendrix was born in Seattle! NBA fans know Seattle for the “Seattle Supersonics” which has played basketball in Seattle for more than 30 years. Unfortunately, Seattle is also famous for its bad weather. I can remember weeks and weeks of grey, wet weather when I was growing up. Seattle has also become one of the fastest growing business areas in the United States. Two of the most important names in the booming business scene in Seattle are Microsoft and Boeing. Microsoft was founded and is owned by the world-famous Bill Gates (how much of his software is on your computer?). Boeing has always been essential to the economic situation in Seattle. It is located to the north of Seattle and famous jets such as the “Jumbo” have been manufactured there for more than 50 years! Seattle is positioned between the Puget Sound and the Cascade Mountains. The combination of its scenic location, thriving business conditions and exciting cultural scene makes Seattle one of America’s most interesting cities.



B. Underline passive voice structures.
C. Class review of passive structure.
D. Discuss what the differences are between the active and passive voice.



3. ORAL PRODUCTION (15 MINUTES)
A. As a class, discuss which passive utterances could be used to describe a region. (i.e. Wine is produced in France)
B. Divide into groups of three. Each group should focus on using the passive voice to describe Tuscany to his/her partners.
C. Class correction of common errors.



4. LISTENING ACTIVITY. Listen to an American college student talking about famous landmarks (The track is available on http://netgrammar.altec.org/Units/Unit_9/a101c9_301000.html



1. When was the Great Wall of China begun?
A. It was started in 240 B.C.
B. It was started in 214 B.C.
C. It was started in 204 B.C.



2. Where is the Panama Canal located?
A. In Costa Rica.
B. In Colombia.
C. Between Costa Rica and Colombia.



3. Who completed the Panama Canal?
A. The Americans.
B. The French.
C. The Panamanians.



4. What was the Eiffel Tower built for?
A. It was built for the 100th anniversary of the French Revolution.
B. It was built for the 101st anniversary of the French Revolution.
C. It was built for the 200th anniversary of the French Revolution.



5. By whom was the Statue of Liberty built?
A. It was built by the Americans.
B. It was built by the French.
C. It was built by the people of New York.



Correct answers: (1b) (2c) (3a) (4a) (5b)



GO TO http://www.ompersonal.com.ar/INTERMEDIATE/unit12/page1.htm AND PRACTICE THE PASSIVE VOICE!!! ˆ¸ˆ

PASSIVE VOICE – PRE-READING ACTIVITIES

A: Short Discussion. With a partner, discuss these questions:



1. Have you still got anything that you have had since you were very young (a toy, a book, a baseball glove, etc.)? What is it?
2. How old is it?
3. Where do you keep it?
4. Why is it special to you?



B: Vocabulary



The following words in bold are in today’s article. Match the word with the most suitable meaning.

Words

____ 1. The full moon was shaped like a sphere.
____ 2. The horse came from a fine pedigree of race champions.
____ 3. I got a third of the pie; my brother and sister got the other two pieces.
____ 4. The wall paneling is made of expensive wood.
____ 5. I managed to ward off the bee by hitting it with my newspaper.
____ 6. There was mayhem in the soccer stadium after the goal was disallowed by the referee.
____ 7. The object of soccer is to try to put the ball in the other team’s net.
____ 8. The movie has little resemblance to the book.

Meanings

a. Any situation with violence, confusion, or noise.
b. 33.3%
c. The purpose of an action.
d. Rectangular pieces of timber placed over the wall or ceiling.
e. A line of ancestors
f. To be similar to another person or thing.
g. A round object
h. To force or drive away; hold off.



C: Predicting



Today’s article is about the discovery of the world’s oldest soccer ball. Read the sentences below. Put a tick next to the sentence number if you think the topic of the sentence will be talked about in the article:



____ 1. The article will talk about how old the ball is.
____ 2. The article will mention what brand the ball is (e.g. Adidas, Nike, etc.).
____ 3. The article will explain where the ball was found.
____ 4. The article will talk about the Soccer World Cup.
____ 5. The article will mention whose ball it was.
____ 6. The article will discuss how much the ball cost a long time ago.
____ 7. The article will discuss how much the ball is worth now.
____ 8. The article will talk about when the ball was found.
____ 9. The article will explain carefully the rules of soccer.
____ 10. The article will explain what the ball is made from.

READING ACTIVITIES

A: Scanning



Read the questions below and then look for the answers in the article. Try to find the answers as quickly as you can without reading every word.



1. How old is the soccer ball? ______________________________________________________________________
2. What is it made from? __________________________________________________________________________
3. Is it a big or small soccer ball? ___________________________________________________________________
4. Whose ball was it? ____________________________________________________________________________
5. When was it first found? ________________________________________________________________________



World’s Oldest Soccer Ball Goes On Display



EDINBURGH (Reuters) – Thursday April 22. The world’s oldest soccer ball, a 400-year-old sphere with a royal pedigree, goes on display for the first time in centuries Friday, Scottish museum officials said.

Made of a pig’s bladder and wrapped in leather, the small ball probably belonged to Mary Queen of Scots and dates from 1560 or 1570, Michael McGinnes, director of collections at the Smith Art Gallery and Museum in Stirling, said Thursday.

The ball — about a third the size of those used in today’s very different game — was found hidden behind paneling in the Stirling castle bedchamber of Mary, the Catholic pretender to Queen Elizabeth’s throne in England who was eventually beheaded by the Protestant monarch.

“People used to place very special things to them in the walls as a way to ward off demons and evil spirits. This ball must have meant something to her,” McGinnes told Reuters.     Although it was first found in the 1970s, the ball was placed in a box with other collectibles and gathered dust until just a few months ago, he said. “We opened up this box and found the ball. We knew it was probably something special,” he said. McGinnes said officials at the Royal Museum of Scotland examined the ball and believe it to be the oldest in existence.

Soccer today bears little resemblance to its historical predecessor, which was more a mixture of soccer, rugby and outright mayhem, McGinnes said.

The ball was dropped into the middle of two opposing sides and the object was to move the ball as far in one direction as possible from the center of town.

Copyright 1999 Reuters Limited.



B: Checking Information



The sentences below contain a summary of the article but some of them have some mistakes. Read them and then compare them with the article.

Write any incorrect words in the sentences and replace them with the correct information. Write “Correct” next to any which have no mistakes.



1. The world’s oldest soccer ball will be put on display for the first time in centuries at an American museum ______________________________________________________________________________________________

2. The ball, made of a pig’s bladder and leather, most likely belonged to Mary Queen of Scots and is over 500 years old ___________________________________________________________________________________________

3. The ball was found under the bed of Mary Queen of Scots in Stirling Castle ______________________________________________________________________________________________

4. The ball was actually discovered in the 1970s, but was put in a box and opened just a few months ago ______________________________________________________________________________________________

5. The modern game of soccer is not much different from soccer played 400 years ago ______________________________________________________________________________________________

6. The aim of soccer 400 years ago was to get the ball into the opponent’s net ______________________________________________________________________________________________

7. Today people still put things in walls because they are frightened of evil spirits ______________________________________________________________________________________________

8. The ball may have had special meaning for Mary Queen of Scots ______________________________________________________________________________________________



C: Thinking Carefully



You have read the article without understanding every word. You can use your understanding of the article to help you work out the meaning of some of the words you do not know.



First. Practice doing this by answering these questions about the word ‘predecessor’ in Paragraph 7.



1. What does ‘pre’ mean? ________________________________________________________________________

2. What kind of word ends in -er or -or (Noun? Adjective? Adverb? Verb?) __________________________________

3. “Its historical predecessor is more a mixture of soccer, rugby, and outright mayhem.” What is ‘it’? ______________________________________________________________________________________________

4. What do you think ‘predecessor’ means? __________________________________________________________



Second. Now answer these questions about the word ‘beheaded’ in Paragraph 3.



1. What is the root word or word stem? ______________________________________________________________

2. What kind of word ends in -ed (Noun? Adjective? Adverb? Verb?) _______________________________________

3. Be- means ‘off’ or ‘away’. What do you think Queen Elizabeth did to Mary Queen of Scots? ______________________________________________________________________________________________

4. What do you think ‘beheaded’ means? ____________________________________________________________



D: Language



If the subject of a verb is actually doing the action, the verb is said to be active. (e.g. The dog bit me.) If the subject of the verb is having the action done to it, then the verb is said to be passive. (E.g. I was bitten by the dog.) Change the following sentences to passive or active sentences.



1. Active: Four hundred years ago, soccer players used a very small soccer ball.

Passive: Four hundred years ago, a very small soccer ball was ______________________________________________________________________________________________

2. Active: To get the game started, the referee dropped the ball into the middle of the two opposing teams.

Passive: To get the game started, the ball ______________________________________________________________________________________________

3. Active: Someone first found the ball in the 1970s.

Passive: ______________________________________________________________________________________

4. Active: Someone _____________________________________________________________________________

Passive: The ball was placed in a box.

5. Active: Someone _____________________________________________________________________________

Passive: The ball was found hidden in the bedchamber wall of Mary Queen of Scots.

6. Active: Queen Elizabeth beheaded Mary Queen of Scots.

Passive: ______________________________________________________________________________________



Source: http://netgrammar.altec.org/Units/Unit_9/a101c9_401000.html

SUGGESTED ANSWERS

B: Vocabulary

Words

_g_ 1. The full moon was shaped like a sphere.
_e_ 2. The horse came from a fine pedigree of race champions.
_b_ 3. I got a third of the pie; my brother and sister got the other two pieces.
_d_ 4. The wall paneling is made of expensive wood.
_h_ 5. I managed to ward off the bee by hitting it with my newspaper.
_a_ 6. There was mayhem in the soccer stadium after the goal was disallowed by the referee.
_c_ 7. The object of soccer is to try to put the ball in the other team’s net.
_f_ 8. The movie has little resemblance to the book.

Meanings

a. Any situation with violence, confusion, or noise.
b. 33.3%
c. The purpose of an action.
d. Rectangular pieces of timber placed over the wall or ceiling.
e. A line of ancestors
f. To be similar to another person or thing.
g. A round object
h. To force or drive away; hold off.



C: Predicting



_yes_   Sentence 1. The article will talk about how old the ball is.
_no__   Sentence 2. The article will mention what brand the ball is (e.g. Adidas, Nike, etc.).
_yes_   Sentence 3. The article will explain where the ball was found.
_no__   Sentence 4. The article will talk about the Soccer World Cup.
_yes_   Sentence 5. The article will mention whose ball it was.
Yes/no Sentence 6. The article will discuss how much the ball cost a long time ago.
Yes/no Sentence 7. The article will discuss how much the ball is worth now.
_yes_   Sentence 8. The article will talk about when the ball was found.
_no__   Sentence 9. The article will explain carefully the rules of soccer.
_yes_   Sentence 10. The article will explain what the ball is made from.



Reading Activities



A: Scanning



1. How old is the soccer ball?  400 years old
2. What is it made from? A pig’s bladder and wrapped in leather
3. Is it a big or small soccer ball? Small
4. Whose ball was it? Mary Queen of Scots
5. When was it first found? In the 1970s



B: Checking Information



1. The world’s oldest soccer ball will be put on display for the first time in centuries at an American museum: The world’s oldest soccer ball will be put on display for the first time in centuries at a Scottish museum.
2. The ball, made of a pig’s bladder and leather, most likely belonged to Mary Queen of Scots and is over 500 years old: The ball, made of a pig’s bladder and leather, most likely belonged to Mary Queen of Scots and is over 400 years old.
3. The ball was found under the bed of Mary Queen of Scots in Stirling Castle: The ball was found in the paneling of the bedchamber of Mary Queen of Scots in Sterling castle.
4. The ball was actually discovered in the 1970s, but was put in a box and opened just a few months ago: Correct
5. The modern game of soccer is not much different from soccer played 400 years ago: The modern game of soccer is very different from soccer played 400 years ago.
6. The aim of soccer 400 years ago was to get the ball into the opponent’s net: The aim of soccer 400 years ago was to move the ball as far in one direction as possible from the center of town.
7. Today people still put things in walls because they are frightened of evil spirits: People used to put things in walls because they were frightened of evil spirits.
8. The ball may have had special meaning for Mary Queen of Scots: Correct.



C: Thinking Carefully



First:
1. What does ‘pre’ mean? Before
2. What kind of word ends in -er or -or (Noun? Adjective? Adverb? Verb?) Noun
3. “Its historical predecessor is more a mixture of soccer, rugby, and outright mayhem.” What is ‘it’? Modern soccer
4. What do you think ‘predecessor’ means? A thing succeeded by something else



Second:
1. What is the root word or word stem? Head
2. What kind of word ends in -ed (Noun? Adjective? Adverb? Verb?) Verb
3. Be- means ‘off’ or ‘away’. What do you think Queen Elizabeth did to Mary Queen of Scots? She had Mary executed by having her head chopped off.
4. What do you think ‘beheaded’ means? To have someone killed by cutting off his/her head



D: Language



1. Active: Four hundred years ago, soccer players used a very small soccer ball.
Passive: Four hundred years ago, a very small soccer ball was used by soccer players.
2. Active: To get the game started, the referee dropped the ball into the middle of the two opposing teams.
Passive: To get the game started, the ball was dropped into the middle of the two opposing teams by the referee.
3. Active: Someone first found the ball in the 1970s.
Passive: The ball was first found in the 1970s (by someone).
4. Active: Someone placed the ball in a box.
Passive: The ball was placed in a box.
5. Active: Someone hid the ball in the wall of the bedchamber of Mary Queen of Scots.
Passive: The ball was found hidden in the bedchamber wall of Mary Queen of Scots.
6. Active: Queen Elizabeth beheaded Mary Queen of Scots.
Passive: Mary Queen of Scots was beheaded by Queen Elizabeth.

The Passive Voice

Level – Intermediate

1.  We use the passive voice when we want to place more emphasis on the object/objects or receiver/receivers of an action. The person speaking could think that it is necessary to place more emphasis on the object/objects or receiver/receivers of an action.

2.  We also use the passive voice when we do not know who is performing the action, or it is not apparent who is performing the action. An animal or an inanimate object could be performing the action as well.

3.  The passive voice consists of a form of the verb ‘be’ and a past participle.

-  Following are examples of the passive voice. With each example of the passive voice, there is an example of the active voice for the purpose of contrast and comparison. The active voice sentences are numbered. The passive voice sentences are lettered.

Active and Passive – Simple Present, Simple Past, and Simple Future

1. Some people drink coffee every morning (simple present active voice)

A. The mail is delivered in the morning (is/are + past participle = simple present passive voice)

2. It was very cold yesterday (simple past active voice)

B. A heavy snowstorm was forecast on the news last night (was/were + past participle = simple past passive voice)

3. He said that he would send the package on Wednesday and that it should arrive on Friday. They’ll deliver the package on Friday (simple future active voice – “will”)

C. The package will be delivered on Friday (will be + past participle = simple future passive voice)

Active and Passive – Present Progressive/Continuous, Past Progressive/Continuous, Future Progressive/Continuous

Note: The future continuous/progressive is not often used with the passive voice.

1. What are you doing now? I’m eating lunch. What about you? (present progressive/continous active voice)

A. The packages are being picked up on Tuesday and should arrive by Friday (is/are being + past participle = present progressive/continuous passive voice)

2. He was drinking coffee and listening to the news on the radio this morning (past progressive continuous active voice)

B. His car was being repaired, so he asked his friend for a ride to work (was/were + past participle = past progressive/continuous passive voice)

3. We will be talking about that next week. I really look forward to it (future progressive / continuous active voice)

Active and Passive – Present Perfect, Past Perfect, Future Perfect

1. I still haven’t read that book (present perfect active voice)

A. “I’ll get to that soon.” Those words have been spoken many times before (has/have been + past participle = present perfect passive voice)

2. He had not known if the mailman delivered the package he was expecting until he went downstairs to check. He was glad to see that it was there. He took it upstairs and opened it (past perfect active voice)

B. The package still had not been delivered by the end of the day. He was told it should arrive today. He was wondering where it was (had been + past participle = past perfect passive voice)

3. I hope the rain will have stopped by the time we leave, as none of us brought umbrellas. It’s raining very hard (future perfect active voice)

C. I think the package will have been delivered by Wednesday (will have been + past participle = future perfect passive voice)

Active – Present Perfect Progressive/Continuous, Past Perfect Progressive/Continuous, Future Perfect Progressive/Continuous

Note: The progressive/continuous forms of the perfect aspects/tenses are hardly ever used in the passive voice.

1. We have been waiting for the bus for about fifteen minutes (present perfect progressive/continuous)

2. I’m glad you mentioned that because I had been thinking about bringing it up for quite some time (past perfect progressive/continuous)

3. I will have been studying English for 6 months at the end of June. We will have been living in this city for almost a year at the end of May (future perfect progressive/continuous)



“The Passive Voice”

© 2003 – 2005 Steven David Bloomberg

steven.david@verizon.net

questions.steve@verizon.net

http://www.usingenglish.com/handouts/intermediate/passive-voice.pdf

♥ ♥ ♥

There is also a great explanation in Spanish on this page:

http://www.ompersonal.com.ar/omgrammar/vozpasiva.htm

Text Connectives:

Other words which contribute to the cohesion of the text are the text connectives. These are often called connectors, discourse markers or signal words. They provide the reader with signposts indicating how the text is developing. If the writer wants to show that a summary is coming up, for example, a phrase such as In short …or briefly … can be used. If the text is giving a sequence of points, these can be highlighted by the use of such words as to begin …, Secondly …, In conclusion…

The following is a list of commonly used text connectives:

Clarify	Showing cause/result	Indicating time	Sequencing ideas	Adding information	Condition/ concession
in other words	so	then	firstly, first	too	in that case
I mean	therefore	next	in the first place	in addition	otherwise
to put it another way	then	afterwards	first of all	indeed	if not
for example	consequently	at the same time	to start with	apart from that	however
for instance	in/as a consequence	before that	to begin	also	nevertheless
to be more precise	as a result	in the end	for a start	furthermore	despite this
or rather	for that reason	finally	second, third, fourth …	On top of that	besides
in particular	due to …, owing to …	soon	at this point	and besides	yet
in fact	accordingly	after a while	to get back to the point	above all	on the other hand
as a matter of fact	because of this	at this point	then	along with	however
that is	in that case	meanwhile	in short	What is more	on the contrary
namely		at this moment	all in all	again	anyhow, anyway
to illustrate		later	briefly	let alone	instead
		previously	to summarise/to sum up	as well	still
			finally	likewise	even so
			a final point	moreover	all the same
			to conclude	similarly	in any case
			in conclusion	equally	at least
			given the above points	in the same way	though
			in light of the above		despite this

- GCSE ENGLISH - Useful connectives

ADDING	SEQUENCING	EMPHASIZING	COMPARING
and	next	above all	equally
also	then	in particular	in the same way
as well as	first, second, third,?	especially	similarly
moreover	Finally	indeed	likewise
too	meanwhile	notably	as with
	after	significantly	like
CAUSE AND EFFECT	QUALIFYING	ILLUSTRATING	CONTRASTING
because	however	for example	whereas
so	although	such as	instead of
therefore	unless	for instance	alternatively
thus	except	as revealed by	otherwise
consequently	if	in the case of	unlike
	as long as		on the other hand
	apart from
	yet

Broad Meaning	Connective Adverbs and Phrases	Conjunctions
Addition	also, too, similarly, in addition, even, indeed, let alone	and, as, like
Opposition	however, nevertheless, on the other hand, in contrast, though, alternatively, anyway, yet, in fact, even so	but, or, (al)though, whereas, while
Reinforcing	besides, anyway, after all	in that
Explaining	for example, for instance, in other words, that is to say, i.e., e.g.	and
Listing	first(ly) … second(ly), first of all, finally, lastly, for one thing … for another, in the first place, to begin with, next, in sum, to conclude, in a nutshell	because, since, as, for, if, unless, now (that), so (that), in case, provided (that), whether … or …
Indicating result	therefore, consequently, as a result, so, then	when, before, after, since, until, till, while, as, once, whenever
Indicating time	then, meanwhile, later, afterwards, before (that), since (then), meanwhile

Also: También

As long as: Con tal de que, a condición de que

Because of (this): Por (esto), a causa de (esto)

By the way: A propósito, por cierto

Even so: Así y todo, aún así

Even though: A pesar de que, aunque

Even if: Incluso si

Firstly: En primer lugar

From now on: De ahora en adelante

However: Sin embargo

In any case: De todos modos

In conclusión: En conclusión, para terminar

In my opinión: En mi opinión

In this way: De este modo

In this respect: A este respecto

In short: En resumen, en resumidas cuentas

In some way: En cierto modo

It seems to me that: (A mí) me parece que

I think: Yo creo que, pienso que

Likewise: Asimismo

Moreover: Además, es más

On the other hand: Por otro lado, por otra parte

One way or another: de un modo u otro

Regarding: Con respecto a

So: Así es que, de modo que, así pues

Something like that: Algo así, algo parecido/ similar

Therefore: Así pues, por lo tanto, por eso

More Informative Paragraphs – Tie Your Ideas Together

http://mywebpages.comcast.net/tgeorges/write/les15.htm

As you build paragraphs, you’ll need some “glue” to bind your sentences together. Otherwise, your readers will have trouble making the logical jumps from one sentence to the next. Even though the connections between your sentences may be clear to you, you can’t count on your readers to supply those links. Remember that a paragraph should form a single logical unit. If it doesn’t create a single idea in your readers’ minds, it’s not doing its job. 

English supplies us with useful linking words called CONNECTIVES, which form the logical bridges between ideas. If you keep these verbal guideposts in mind and use them as you write, you will almost automatically provide the interrelations among ideas that every reader looks for.

Here is a list of some connectives. Like the subordinating conjunctions, these are the good guys; use them liberally (but correctly and appropriately), and I guarantee that your writing will become more effective. They are hard to overuse.

Connective words that describe relationships:

ALSO - HOWEVER - ALTHOUGH – INCIDENTALLY - THEREFORE – BESIDES – LIKEWISE – THUS – MEANWHILE – MOREOVER – USUALLY – FURTHERMORE – NEXT – WHATEVER – GENERALLY – YET – ACCORDINGLY – NEVERTHELESS – INSTEAD – IN CONTRAST – FOR EXAMPLE.

Connectives that give a sense of time:

FIRST - SECONDLY – FINALLY - NOW – ONCE - WHEN – ULTIMATELY - EVENTUALLY – LASTLY - LATER - MEANWHILE – PREVIOUSLY – THEN - SOON – FORMERLY – SOMETIMES.

Other Connective phrases:

TO BEGIN WITH – ON THE OTHER HAND – IN BRIEF – IN GENERAL – IN SUMMARY - MORE SPECIFICALLY – INSTEAD OF - IN ADDITION TO – IN OTHER WORDS – ANOTHER WAY TO – FOR THE SAME REASON - NO MATTER WHAT – SUCH A – THAT’S WHAT/WHY – IN FACT – WHAT’S MORE – IN THE SAME WAY – ON THE CONTRARY – CONVERSELY – AS A RESULT – SUMMING UP – IF SO / NOT. 

All of these words and phrases link ideas and assure continuity in your writing. Another useful principle to assure continuity in your writing and tie your sentences together is:

 - TRY TO HAVE A WORD OR PHRASE SOMEWHERE IN EACH SENTENCE THAT REFERS TO SOMETHING IN A PREVIOUS SENTENCE. 

One easy way to follow this principle is to use pronominal adjectives like these to refer to nouns in previous sentences:

THIS – THAT – THESE – WHICH – THEIR – HIS – ITS – HER

For example: Dr. Quark testified that the only scientific value of creationism lies in its position among primitive superstitions and mythologies. His testimony helped strike down laws requiring its teachings to be included in biology textbooks.

Another way to assure continuity in your writing is simple repetition; that is, carry the same nouns from one sentence to the next.

For example: Scientists map the winds and precipitation inside hurricanes by flying specially instrumented aircraft through them. These aircraft must withstand stresses of up to six times the force of gravity.

If you try to use these connective devices in your own writing, but have difficulty, be suspicious that the ideas that you’re trying to link together in a single paragraph are merely a sequence (that is, a catalog) of logically unrelated ideas. Rearrange or rewrite them until you can logically tie them together. Remember: All the sentences in a paragraph should be logically related.

INTENSIVES:

Another way to tie ideas together is with intensives. Intensives help you emphasize what’s important and to set the important apart from the incidental – a major goal of all scientific and technical writing. Compare the following two sentences, the first without intensives and the second with intensives added:

The whale is the largest living mammal. The largest whales weigh over 150 tons, are 100 feet long, and consume 5 tons of food each day.

The whale is by far the largest living mammal. In fact, the largest whales weigh as much as 150 tons and grow as long as 100 feet. These enormous animals consume 5 tons of food each day.

Notice how the bold words that have been added emphasize certain points the author deemed important.

Here is a list of some useful intensives:

ESPECIALLY - AS MUCH AS - EVEN IF/THOUGH – INCREASINGLY - BY FAR – SO…THAT – MORE IMPORTANTLY – HIGHLY – ONLY – PARTICULARLY – IN FACT - VERY SIGNIFICANTLY – QUITE - SUCH – MOST - UNIQUE - AT ALL – ABOVE ALL – INDEED – IN ANY CASE.

CAUTION: Misusing or overusing intensives (most notoriously, the word very) can weaken your writing. Use them like garlic – sparingly. Eliminate intensives that are thrown in gratuitously or that don’t make a definite contribution by emphasizing an important fact or idea. Littering your writing with intensives where they are not needed makes your writing sound trite and strains your credibility.

Here is an exercise to give you practice linking your ideas together. Add connectives, intensives (from the lists above, or make up your own) and repeated words to the following sentences to make a coherent paragraph:

- Global Airlines carried three-million passengers last year.

- They expanded their routes into the Pacific Northwest and Canada.

- The new DC-12 aircraft proved more fuel-efficient than the older 737’s.

- Older, unprofitable routes were dropped.

- Passengers seem to like on-time flights and automatic ticketing.

- Only one-million passengers flew Global two years ago.

- Their record has been accident-free since 1950.

- Global planes have averaged 80-percent full last year.

- Profits were up 60 percent, in spite of increased fuel costs.

YOUR PARAGRAPH: ……………………………………………………………………………………..

…………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………….

LESSON SUMMARY AND WHERE WE GO FROM HERE:

For your paragraphs to appear as logical units, they have to hang together and convey a single idea. Use connectives and intensives to link ideas and to make the important ones stand out.

MORE:

THEORY:

1. http://esl.about.com/library/writing/blwrite_connectors_cause.htm

ESL.About.com: A guide to English sentence connectors showing cause and effect.

2. http://esl.about.com/library/writing/blwrite_connectors_comparison.htm 

ESL.About.com: A guide to English sentence connectors showing comparison.

3. http://esl.about.com/library/writing/blwrite_connectors_condition.htm  

ESL.About.com: A guide to English sentence connectors showing condition.

4. http://esl.about.com/library/writing/blwrite_connectors_contrast.htm

ESL.About.com: A guide to English sentence connectors showing contrast.

5. http://esl.about.com/library/writing/blwrite_connectors_opposition.htm

ESL.About.com: A guide to English sentence connectors showing opposition.

 6. http://esl.about.com/library/writing/blwrite_connectors_opposition.htm

 ESL.About.com: A guide to sentence connectors showing addition in English.

 PRACTICE:

7. http://www.5minuteenglish.com/may29.htm

5MinuteEnglish.com: Grammar – Using because to connect sentences.

8. Business Related  http://www.linguarama.com/ps/193-4.htm

Linguarama.com (Postscript Magazine): Grammar interactive online business exercise: “Connectors.” Theme = Finance. 

Hello my Students!

♥

For practicing CAN, COULD and BE ABLE TO, I propose you to visit these websites:

http://www.better-english.com/grammar/can2.htm

http://www.better-english.com/grammar/can3.htm

http://www.better-english.com/grammar/could1.htm

http://www.better-english.com/grammar/could2.htm

You can also do the following exercises: (Go to http://www.wordreference.com/ in case you need to know the meaning of any unkown word)

↔↔↔↔↔↔↔↔↔↔↔↔↔↔↔↔↔↔

1. Fill in the blanks with the aproppriate form of the verb can our could.

1. I ___ see clearly now that the rain is gone
2. María ___ type faster than Beth
3. I ___ do two hundred sit-ups when I was in the army
4. ___ you give me a hand with this report?
5. I wonder if you ___ tell me the way to the bank.
6. ___ you drop the onions for me?
7. I’m not very musical, but I play a few songs on the piano.
8. What ___ you see when you were at the mountain top?
9. I don’t like to hurt her feelings, but what ___ I say?
10. Cats ___ climb trees, but getting back down is sometines a problem.

_________________
Thanks to the website that provided me this information, and these are the answers:
(1 – can; 2 – can; 3 – could; 4 – can/could; 5 – could/can; 6 – can/could; 7 – can; 8 – could; 9 – could; 10 – can)

↔↔↔↔↔↔↔↔↔↔↔↔↔↔↔↔↔↔

2. More exercises. Choose the correct answer from the options given to each item:

1. I hope he – is/am/will – able to come to the party
2. Fortunately, we were all -ible/able/could – to cross the river
3. He – was/is/will – able to make it to the shops before they closed.
4. – Are/do/will – you be able to pay for it?
5. When the rain stops, we – are/were/will – be able to go out.
6. Joshep is not – be able to/able/unable – to attend today’s meeting
7. The miners – were able to/managed to/both answers – escape before the shaft collapsed.
8. – Was/is/will -  Ronald able to get yesterday’s paper?
9. Sorry, I am – able/unable/inable – to help you
10. Doctors – were able to/were able/was able – transplant a new brain from a chimp into his head.

_________________
Thanks to the author/s of the previous exercise, and these are the answers:
(1 – is; 2 – able; 3 - was; 4 – will; 5 – will; 6 – able; 7 – both answers; 8 – was; 9 – unable; 10 – were able to)

Taken From: The New Oxford Picture Dictionary. Oxford University Press. E.C. Parnwell. 1988. (IME, CODE ELC 009)