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THE WORLD’S BEST-SELLING GRAMMAR BOOK ENGLISH GRAMMAR IN USE A self-study reference and practice book for intermediate learners of English with answers Fifth Edition ˜ ˜ ˜ ˜ Raymond Murphy M Y K M Y K 9781107539303 Hewings: Advanced Grammar in Use With answers & ebook 3rd Edition Cover C 978 1 316 63174 4 Redman: English Vocabulary in Use pre-int and int Cover C ENGLISH VOCABULARY IN USE Pre-intermediate &intermediate (with answers) &CD-ROM CMYK xplanations,audio and pr s of English.P oom activities. xplanations,e cises. ents,t es.onunciation with simple ‘list at’ activities,modelled with a cle. orks,including individual sounds,w ess,c onation. e English, s.. ode and instructions inside. CMYK ENGLISH VOCABULARY IN USE Pre-intermediate &intermediate (with answers) &CD-ROM 978-0-521-14989-1 REDMAN M Y K Be te Learnin is our sim le ap roach where Be te Learnin is our sim le ap roach where 9781107539303 Hewings: Advanced Grammar in Use With answers & ebook 3rd Edition Cover C 978-0-521-14989-1 deeper insights help shape richer content that deeper insights help shape richer content that drives stronger esults. drives stronger esults. Y K K C M Y K C M Y C M Cover Edition Cover Hewings: Advanced Grammar in Use With answers & ebook 3rd Edition Cover Discover more: Discover more: 3rd Edition ebook 3rd More than 35,000 definitions and hundreds of new words Definitions are written in clear, simple English & ebook Thesaurus boxes help you to expand your vocabulary Common Learner Error boxes, based on learner errors from the Cambridge answers & With answers cambri e.o /be e lea nin Over 1,000 Word Partner boxes show the important collocations that will cambri e.o /be e lea nin Use With CD-ROM in Use SMART thesaurus – a dictionary and a thesaurus in one! Spoken British and American pronunciation for every word Grammar in Advanced Grammar ‘Record yourself’ feature helps you with pronunciation practice Hewings: Advanced 9781107539303 Hewings: 9781107539303 9781107539303 REDMAN Be te Learnin is our sim le ap roach where deeper insights help shape richer content that drives stronger esults. Discover more: cambri e.o /be e lea nin Be te Learnin is our sim le ap roach where insights shape content that drives esults. Discover more: cambri e.o /be e lea nin  ENGLISH GRAMMAR IN USE A self-study reference and practice book for intermediate learners of English with answers Fifth Edition Raymond Murphy University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06-04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108457651 © Cambridge University Press 1985, 1994, 2004, 2012, 2019 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1985 Second edition 1994 Third edition 2004 Fourth edition 2012 Fifth edition 2019 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 Printed in Malaysia by Vivar Printing A catalogue record for this publication is available from the British Library ISBN 978-1-108-45765-1 Student’s Book with answers ISBN 978-1-108-58662-7 Student’s Book with answers and ebook ISBN 978-1-108-45768-2 Student’s Book without answers ISBN 978-1-108-45771-2 Interactive ebook ISBN 978-1-108-45773-6 Supplementary Exercises Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. Contents Thanks vii To the student viii To the teacher x Present and past 1 Present continuous (I am doing) 2 Present simple (I do) 3 Present continuous and present simple 1 (I am doing and I do) 4 Present continuous and present simple 2 (I am doing and I do) 5 Past simple (I did) 6 Past continuous (I was doing) Present perfect and past 7 Present perfect 1 (I have done) 8 Present perfect 2 (I have done) 9 Present perfect continuous (I have been doing) 10 Present perfect continuous and simple (I have been doing and I have done) 11 how long have you (been) … ? 12 for and since when … ? and how long … ? 13 Present perfect and past 1 (I have done and I did) 14 Present perfect and past 2 (I have done and I did) 15 Past perfect (I had done) 16 Past perfect continuous (I had been doing) 17 have and have got 18 used to (do) Future 19 Present tenses (I am doing / I do) for the future 20 I’m going to (do) 21 will and shall 1 22 will and shall 2 23 I will and I’m going to 24 will be doing and will have done 25 when I do and when I’ve done if and when Modals 26 can, could and (be) able to 27 could (do) and could have (done) 28 must and can’t 29 may and might 1 30 may and might 2 31 have to and must 32 must mustn’t needn’t 33 should 1 34 should 2 35 I’d better … it’s time … 36 would 37 can/could/would you … ? etc. (Requests, offers, permission and invitations) IF YOU ARE NOT SURE WHICH UNITS YOU NEED TO STUDY, USE THE STUDY GUIDE ON PAGE 326. iii  if and wish 38 if I do … and if I did … 39 if I knew … I wish I knew … 40 if I had known … I wish I had known … 41 wish Passive 42 Passive 1 (is done / was done) 43 Passive 2 (be done / been done / being done) 44 Passive 3 45 it is said that … he is said to … he is supposed to … 46 have something done Reported speech 47 Reported speech 1 (he said that …) 48 Reported speech 2 Questions and auxiliary verbs 49 Questions 1 50 Questions 2 (do you know where … ? / he asked me where …) 51 Auxiliary verbs (have/do/can etc.) I think so / I hope so etc. 52 Question tags (do you? isn’t it? etc.) -ing and to … 53 Verb + -ing (enjoy doing / stop doing etc.) 54 Verb + to … (decide to … / forget to … etc.) 55 Verb (+ object) + to … (I want you to …) 56 Verb + -ing or to … 1 (remember, regret etc.) 57 Verb + -ing or to … 2 (try, need, help) 58 Verb + -ing or to … 3 (like / would like etc.) 59 prefer and would rather 60 Preposition (in/for/about etc.) + -ing 61 be/get used to … (I’m used to …) 62 Verb + preposition + -ing (succeed in -ing / insist on -ing etc.) 63 there’s no point in -ing, it’s worth -ing etc. 64 to … , for … and so that … 65 Adjective + to … 66 to … (afraid to do) and preposition + -ing (afraid of -ing) 67 see somebody do and see somebody doing 68 -ing clauses (He hurt his knee playing football.) Articles and nouns 69 Countable and uncountable 1 70 Countable and uncountable 2 71 Countable nouns with a/an and some 72 a/an and the 73 the 1 74 the 2 (school / the school etc.) 75 the 3 (children / the children) 76 the 4 (the giraffe / the telephone / the old etc.) 77 Names with and without the 1 iv IF YOU ARE NOT SURE WHICH UNITS YOU NEED TO STUDY, USE THE STUDY GUIDE ON PAGE 326.  78 Names with and without the 2 79 Singular and plural 80 Noun + noun (a bus driver / a headache) 81 -’s (your sister’s name) and of … (the name of the book) Pronouns and determiners 82 myself/yourself/themselves etc. 83 a friend of mine my own house on my own / by myself 84 there … and it … 85 some and any 86 no/none/any nothing/nobody etc. 87 much, many, little, few, a lot, plenty 88 all / all of most / most of no / none of etc. 89 both / both of neither / neither of either / either of 90 all every whole 91 each and every Relative clauses 92 Relative clauses 1: clauses with who/that/which 93 Relative clauses 2: clauses with and without who/that/which 94 Relative clauses 3: whose/whom/where 95 Relative clauses 4: extra information clauses (1) 96 Relative clauses 5: extra information clauses (2) 97 -ing and -ed clauses (the woman talking to Tom, the boy injured in the accident) Adjectives and adverbs 98 Adjectives ending in -ing and -ed (boring/bored etc.) 99 Adjectives: a nice new house, you look tired 100 Adjectives and adverbs 1 (quick/quickly) 101 Adjectives and adverbs 2 (well, fast, late, hard/hardly) 102 so and such 103 enough and too 104 quite, pretty, rather and fairly 105 Comparative 1 (cheaper, more expensive etc.) 106 Comparative 2 (much better / any better etc.) 107 Comparative 3 (as … as / than) 108 Superlative (the longest, the most enjoyable etc.) 109 Word order 1: verb + object; place and time 110 Word order 2: adverbs with the verb 111 still any more yet already 112 even Conjunctions and prepositions 113 although though even though in spite of despite 114 in case 115 unless as long as provided 116 as (as I walked … / as I was … etc.) 117 like and as 118 like as if 119 during for while 120 by and until by the time … IF YOU ARE NOT SURE WHICH UNITS YOU NEED TO STUDY, USE THE STUDY GUIDE ON PAGE 326. v  Prepositions 121 at/on/in (time) 122 on time and in time at the end and in the end 123 in/at/on (position) 1 124 in/at/on (position) 2 125 in/at/on (position) 3 126 to, at, in and into 127 in/on/at (other uses) 128 by 129 Noun + preposition (reason for, cause of etc.) 130 Adjective + preposition 1 131 Adjective + preposition 2 132 Verb + preposition 1 to and at 133 Verb + preposition 2 about/for/of/after 134 Verb + preposition 3 about and of 135 Verb + preposition 4 of/for/from/on 136 Verb + preposition 5 in/into/with/to/on Phrasal verbs 137 Phrasal verbs 1 Introduction 138 Phrasal verbs 2 in/out 139 Phrasal verbs 3 out 140 Phrasal verbs 4 on/off (1) 141 Phrasal verbs 5 on/off (2) 142 Phrasal verbs 6 up/down 143 Phrasal verbs 7 up (1) 144 Phrasal verbs 8 up (2) 145 Phrasal verbs 9 away/back Appendix 1 Regular and irregular verbs 292 Appendix 2 Present and past tenses 294 Appendix 3 The future 295 Appendix 4 Modal verbs (can/could/will/would etc.) 296 Appendix 5 Short forms (I’m / you’ve / didn’t etc.) 297 Appendix 6 Spelling 298 Appendix 7 American English 300 Additional exercises 302 Study guide 326 Key to Exercises 336 Key to Additional exercises 368 Key to Study guide 372 Index 373 vi IF YOU ARE NOT SURE WHICH UNITS YOU NEED TO STUDY, USE THE STUDY GUIDE ON PAGE 326. Thanks This is the fifth edition of English Grammar in Use. I wrote the original edition when I was a teacher at the Swan School of English, Oxford. I would like to repeat my thanks to my former colleagues and students at the school for their help, encouragement and interest at that time. Regarding the production of this fifth edition, I would like to thank Rebecca Winthrop and Chris Capper. Design & Illustrations Q2A Media Services Pvt. Ltd. vii  To the student This book is for students who want help with English grammar. It is written for you to use without a teacher. The book will be useful for you if you are not sure of the answers to questions like these: What is the difference between I did and I have done? When do we use will for the future? What is the structure after I wish? When do we say used to do and when do we say used to doing? When do we use the? What is the difference between like and as? These and many other points of English grammar are explained in the book, and there are exercises on each point. Level The book is intended mainly for intermediate students (students who have already studied the basic grammar of English). It concentrates on those structures that intermediate students want to use, but that often cause difficulty. Some advanced students who have problems with grammar will also find the book useful. The book is not suitable for elementary learners. How the book is organised There are 145 units in the book. Each unit concentrates on a particular point of grammar. Some problems (for example, the present perfect or the use of the) are covered in more than one unit. For a list of units, see the Contents at the beginning of the book. Each unit consists of two facing pages. On the left there are explanations and examples; on the right there are exercises. At the back of the book there is an Answer Key for you to check your answers to the exercises (page 336). There are also seven Appendices at the back of the book (pages 292–301). These include irregular verbs, summaries of verb forms, spelling, and American English. Finally, there is a detailed Index at the back of the book (page 373). How to use the book The units are not in order of difficulty, so it is not intended that you work through the book from beginning to end. Every learner has different problems, and you should use this book to help you with the grammar that you find difficult. It is suggested that you work in this way: Use the Contents and/or Index to find which unit deals with the point you are interested in. If you are not sure which units you need to study, use the Study guide on page 326. Study the explanations and examples on the left-hand page of the unit you have chosen. Do the exercises on the right-hand page. Check your answers with the Key. If your answers are not correct, study the left-hand page again to see what went wrong. You can, of course, use the book simply as a reference book without doing the exercises. viii Additional exercises At the back of the book there are Additional exercises (pages 302–325). These exercises bring together some of the grammar points from a number of different units. For example, Exercise 16 brings together grammar points from Units 26–36. You can use these exercises for extra practice after you have studied and practised the grammar in the units concerned. ebook An ebook version of English Grammar in Use is also available to buy. ix  To the teacher English Grammar in Use was written as a self-study grammar book, but teachers may also find it useful as additional course material in cases where further work on grammar is necessary. The book will probably be most useful at middle- and upper-intermediate levels (where all or nearly all of the material will be relevant), and can serve both as a basis for revision and as a means for practising new structures. It will also be useful for some more advanced students who have problems with grammar and need a book for reference and practice. The book is not intended to be used by elementary learners. The units are organised in grammatical categories (Present and past, Articles and nouns, Prepositions etc.). They are not ordered according to level of difficulty, so the book should not be worked through from beginning to end. It should be used selectively and flexibly in accordance with the grammar syllabus being used and the difficulties students are having. The book can be used for immediate consolidation or for later revision or remedial work. It might be used by the whole class or by individual students needing extra help. The left-hand pages (explanations and examples) are written for the student to use individually, but they may of course be used by the teacher as a source of ideas and information on which to base a lesson. The student then has the left-hand page as a record of what has been taught and can refer to it in the future. The exercises can be done individually, in class or as homework. Alternatively (and additionally), individual students can be directed to study certain units of the book by themselves if they have particular difficulties not shared by other students in their class. Don’t forget the Additional exercises at the back of the book (see To the student). English Grammar in Use Fifth Edition This is a new edition of English Grammar in Use. The differences between this edition and the fourth edition are: Much of the material has been revised or reorganised, and in most units there are changes in the examples, explanations and exercises. The book has been redesigned with new, updated illustrations. There is a new ebook available with all the contents of the book as well as audio, access to a dictionary and more. An edition of English Grammar in Use without the Key is also available. Some teachers may prefer to use this with their students. x  ENGLISH GRAMMAR IN USE Unit 1 Present continuous (I am doing) A Study this example situation: Sarah is in her car. She is on her way to work. She’s driving to work. (= She is driving …) This means: she is driving now, at the time of speaking. The action is not finished. am/is/are + -ing is the present continuous: I am (= I’m) driving he/she/it is (= he’s etc.) working we/you/they are (= we’re etc.) doing etc. B I am doing something = I started doing it and I haven’t finished; I’m in the middle of doing it. Please don’t make so much noise. I’m trying to work. (not I try) ‘Where’s Mark?’ ‘He’s having a shower.’ (not He has a shower) Let’s go out now. It isn’t raining any more. (not It doesn’t rain) How’s your new job? Are you enjoying it? What’s all that noise? What’s going on? or What’s happening? Sometimes the action is not happening at the time of speaking. For example: Steve is talking to a friend on the phone. He says: I’m reading a really good book at the moment. It’s about a man who … Steve says ‘I’m reading …’ but he is not reading the book at the time of speaking. He means that he has started reading the book, but has not finished it yet. He is in the middle of reading it. Some more examples: Kate wants to work in Italy, so she’s learning Italian. (but perhaps she isn’t learning Italian at the time of speaking) Some friends of mine are building their own house. They hope to finish it next summer. C You can use the present continuous with today / this week / this year etc. (periods around now): a: You’re working hard today. (not You work hard today) b: Yes, I have a lot to do. The company I work for isn’t doing so well this year. D We use the present continuous when we talk about a change that has started to happen. We often use these verbs in this way: getting, becoming changing, improving starting, beginning increasing, rising, falling, growing Is your English getting better? (not Does your English get better) The population of the world is increasing very fast. (not increases) At first I didn’t like my job, but I’m starting to enjoy it now. (not I start) 2 Present continuous and present simple ➜ Units 3–4 Present tenses for the future ➜ Unit 19  Unit Exercises 1 1.1 What’s happening in the pictures? Choose from these verbs: cross hide scratch take tie wave 1 2 3 4 5 6 1 She’s taking a picture. 4 his head. 2 He a shoelace. 5 behind a tree. 3 the road. 6 to somebody. 1.2 The sentences on the right follow those on the left. Which sentence goes with which? 1 Please don’t make so much noise. a I’m getting hungry. 1 f 2 We need to leave soon. b They’re lying. 2 3 I don’t have anywhere to live right now. c It’s starting to rain. 3 4 I need to eat something soon. d They’re trying to sell it. 4 5 They don’t need their car any more. e It’s getting late. 5 6 Things are not so good at work. f I’m trying to work. 6 7 It isn’t true what they say. g I’m staying with friends. 7 8 We’re going to get wet. h The company is losing money. 8 1.3 Write questions. Use the present continuous. 1 What’s all that noise? What’s happening? (what / happen?) 2 What’s the matter? (why / you / cry?) 3 Where’s your mother? (she / work / today?) 4 I haven’t seen you for ages. (what / you / do / these days?) 5 Amy is a student. (what / she / study?) 6 Who are those people? (what / they / do?) 7 I heard you started a new job. (you / enjoy / it?) 8 We’re not in a hurry. (why / you / walk / so fast?) 1.4 Put the verb into the correct form, positive (I’m doing etc.) or negative (I’m not doing etc.). 1 Please don’t make so much noise. I’m trying (I / try) to work. 2 Let’s go out now. It isn’t raining (it / rain) any more. 3 You can turn off the radio. (I / listen) to it. 4 Kate phoned last night. She’s on holiday with friends. (She / have) a great time and doesn’t want to come back. 5 Andrew started evening classes recently. (He / learn) Japanese. 6 Paul and Sarah have had an argument and now (they / speak) to one another. 7 The situation is already very bad and now (it / get) worse. 8 Tim (work) today. He’s taken the day off. 9 (I / look) for Sophie. Do you know where she is? 10 The washing machine has been repaired. (It / work) now. 11 (They / build) a new hospital. It will be finished next year. 12 Ben is a student, but he’s not very happy. (He / enjoy) his course. 13 (The weather / change). Look at those clouds. I think it’s going to rain. 14 Dan has been in the same job for a long time. (He / start) to get bored with it. 3 Unit 2 Present simple (I do) A Study this example situation: Alex is a bus driver, but now he is in bed asleep. He is not driving a bus. (He is asleep.) but He drives a bus. He is a bus driver. drive(s), work(s), do(es) etc. is the present simple: I/we/you/they drive/work/do etc. he/she/it drives/works/does etc. B We use the present simple to talk about things in general. We use it to say that something happens all the time or repeatedly, or that something is true in general: Nurses look after patients in hospitals. I usually go away at weekends. The earth goes round the sun. The cafe opens at 7.30 in the morning. We say: I work but he works you go but it goes they teach but my sister teaches I have but he has For spelling (-s or -es), see Appendix 6. C We use do/does to make questions and negative sentences: work? work do I/we/you/they I/we/you/they don’t drive? drive does he/she/it he/she/it doesn’t do? do I come from Canada. Where do you come from? I don’t go away very often. What does this word mean? (not What means this word?) Rice doesn’t grow in cold climates. In the following examples, do is also the main verb (do you do / doesn’t do etc.): ‘What do you do?’ ‘I work in a shop.’ He’s always so lazy. He doesn’t do anything to help. D We use the present simple to say how often we do things: I get up at 8 o’clock every morning. How often do you go to the dentist? Julie doesn’t drink tea very often. Robert usually goes away two or three times a year. E I promise / I apologise etc. Sometimes we do things by saying something. For example, when you promise to do something, you can say ‘I promise … ’; when you suggest something, you can say ‘I suggest … ’: I promise I won’t be late. (not I’m promising) ‘What do you suggest I do?’ ‘I suggest that you …’ In the same way we say: I apologise … / I advise … / I insist … / I agree … / I refuse … etc. 4 Present simple and present continuous ➜ Units 3–4 Present tenses for the future ➜ Unit 19  Unit Exercises 2 2.1 Complete the sentences using the following verbs: cause(s) close(s) connect(s) go(es) live(s) speak(s) take(s) 1 Tanya speaks German very well. 5 My parents in a very small 2 Ben and Jack to the same flat. school. 6 The Olympic Games place 3 Bad driving many accidents. every four years. 4 The museum at 4 o’clock on 7 The Panama Canal the Sundays. Atlantic and Pacific oceans. 2.2 Put the verb into the correct form. 1 Julia doesn’t drink (not / drink) tea very often. 2 What time (the banks / close) here? 3 I have a car, but I (not / use) it much. 4 Where (Maria / come) from? Is she Spanish? 5 ‘What (you / do)?’ ‘I’m an electrician.’ 6 Look at this sentence. What (this word / mean)? 7 David isn’t very fit. He (not / do) any sport. 8 It (take) me an hour to get to work in the morning. How long (it / take) you? 2.3 Complete the sentences using these verbs. Sometimes you need the negative. believe eat flow go grow make rise tell translate 1 The earth goes round the sun. 7 An interpreter 2 Rice doesn’t grow in cold climates. from one language into another. 3 The sun in the east. 8 Liars are people who 4 Bees honey. the truth. 5 Vegetarians meat. 9 The River Amazon 6 An atheist in God. into the Atlantic Ocean. 2.4 You ask Lisa questions about herself and her family. Write the questions. 1 You know that Lisa plays tennis. You want to know how often. Ask her. How often do you play tennis ? 2 Perhaps Lisa’s sister plays tennis too. You want to know. Ask Lisa. your sister ? 3 You know that Lisa goes to the cinema a lot. You want to know how often. Ask her. ? 4 You know that Lisa’s brother works. You want to know what he does. Ask Lisa. ? 5 You’re not sure whether Lisa speaks Spanish. You want to know. Ask her. ? 6 You don’t know where Lisa’s grandparents live. You want to know. Ask Lisa. ? 2.5 Complete using the following: I agree I apologise I insist I promise I recommend I suggest 1 Mr Evans is not in the office today. I suggest you try calling him tomorrow. 2 I won’t tell anybody what you said.. 3 (in a restaurant) You must let me pay for the meal.. 4 for what I said. I shouldn’t have said it. 5 The new restaurant in Baker Street is very good. it. 6 I think you’re absolutely right. with you. 5 Unit Present continuous and present simple 1 3 (I am doing and I do) A Compare: present continuous (I am doing) present simple (I do) We use the continuous for things happening at We use the simple for things in general or things or around the time of speaking. that happen repeatedly. The action is not complete. I am doing I do past now future past now future The water is boiling. Be careful. Water boils at 100 degrees Celsius. Listen to those people. What language Excuse me, do you speak English? are they speaking? Let’s go out. It isn’t raining now. It doesn’t rain very much in summer. ‘I’m busy.’ ‘What are you doing?’ What do you usually do at weekends? I’m getting hungry. Let’s go and eat. I always get hungry in the afternoon. Kate wants to work in Italy, so she’s Most people learn to swim when they learning Italian. are children. The population of the world is Every day the population of the world increasing very fast. increases by about 200,000 people. We use the continuous for temporary situations We use the simple for permanent situations (things that continue for a short time): (things that continue for a long time): I’m living with some friends until I find a My parents live in London. They have place of my own. lived there all their lives. a: You’re working hard today. Joe isn’t lazy. He works hard most of b: Yes, I have a lot to do. the time. See Unit 1 for more information. See Unit 2 for more information. B I always do and I’m always doing I always do something = I do it every time: I always go to work by car. (not I’m always going) I’m always doing something = I do it too often or more often than normal. For example: I’ve lost my keys again. I’m always losing them. I’m always losing them = I lose them too often, or more often than normal. Paul is never satisfied. He’s always complaining. (= he complains too much) You’re always looking at your phone. Don’t you have anything else to do? 6 How long Present have you and continuous (been) Unit114 … ? 2 ➜Unit simple Present tenses for the future ➜ Unit 19  Unit Exercises 3 3.1 Are the underlined verbs OK? Correct them where necessary. 1 Water boils at 100 degrees Celsius. OK 2 How often are you going to the cinema? do you go 3 Ben tries to find a job, but he hasn’t had any luck yet. 4 Martina is phoning her mother every day. 5 The moon goes round the earth in about 27 days. 6 Can you hear those people? What do they talk about? 7 What do you do in your spare time? 8 Sarah is a vegetarian. She doesn’t eat meat. 9 I must go now. It gets late. 10 ‘Come on! It’s time to leave.’ ‘OK, I come.’ 11 Paul is never late. He’s always starting work on time. 12 They don’t get on well. They’re always arguing. 3.2 Put the verb into the correct form, present continuous or present simple. 1 a I usually get (I / usually / get) hungry in the afternoon. b I’m getting (I / get) hungry. Let’s go and eat something. 2 a ‘ (you / listen) to the radio?’ ‘No, you can turn it off.’ b ‘ (you / listen) to the radio a lot?’ ‘No, not very often.’ 3 a The River Nile (flow) into the Mediterranean. b The river (flow) very fast today – much faster than usual. 4 a I’m not very active. (I / not / do) any sport. b What (you / usually / do) at weekends? 5 a Rachel is in New York right now. (She / stay) at the Park Hotel. b (She / always / stay) there when she’s in New York. 3.3 Put the verb into the correct form, present continuous or present simple. 1 Why are all these people here? What’s happening (What / happen)? 2 Julia is good at languages. (She / speak) four languages very well. 3 Are you ready yet? (Everybody / wait) for you. 4 I’ve never heard this word. How (you / pronounce) it? 5 Kate (not / work) this week. She’s on holiday. 6 I think my English (improve) slowly. It’s better than it was. 7 Nicola (live) in Manchester. She has never lived anywhere else. 8 Can we stop walking soon? (I / start) to get tired. 9 Sam and Tina are in Madrid right now. (They / visit) a friend of theirs. 10 ‘What (your father / do)?’ ‘He’s an architect.’ 11 It took me an hour to get to work this morning. Most days (it / not / take) so long. 12 I (I / learn) to drive. My driving test is next month. My father (teach) me. 3.4 Finish B’s sentences. Use always -ing. 1 a: I’ve lost my keys again. b: Not again! You’re always losing your keys. 2 a: The car has broken down again. b: That car is useless. It. 3 a: Look! You’ve made the same mistake again. b: Oh no, not again! I. 4 a: Oh, I’ve left my phone at home again. b: Typical!. 7 Unit Present continuous and present simple 2 4 (I am doing and I do) A We use continuous forms (I’m waiting, it’s raining etc.) for actions and happenings that have started but not finished. Some verbs (for example, know and like) are not normally used in this way. We don’t say ‘I am knowing’, ‘they are liking’. We say ‘I know’, ‘they like’. The following verbs are not normally used in the present continuous: like want need prefer know realise understand recognise believe suppose remember mean belong fit contain consist seem I’m hungry. I want something to eat. (not I’m wanting) Do you understand what I mean? Anna doesn’t seem very happy right now. B think When think means ‘believe’ or ‘have an opinion’, we do not use the continuous: I think Mary is Canadian, but I’m not sure. (not I’m thinking) What do you think of my idea? (= what is your opinion?) When think means ‘consider’, the continuous is possible: I’m thinking about what happened. I often think about it. Nicky is thinking of giving up her job. (= she is considering it) C see hear smell taste look feel We normally use the present simple (not continuous) with see/hear/smell/taste: Do you see that man over there? (not are you seeing) The room smells. Let’s open a window. This soup doesn’t taste very good. You can use the present simple or continuous to say how somebody looks or feels now: You look well today. or You’re looking well today. How do you feel now? or How are you feeling now? but I usually feel tired in the morning. (not I’m usually feeling) D am/is/are being You can say he’s being … , you’re being … etc. to say how somebody is behaving now: I can’t understand why he’s being so selfish. He isn’t usually like that. (being selfish = behaving selfishly now) ‘The path is icy. Don’t slip.’ ‘Don’t worry. I’m being very careful.’ Compare: He never thinks about other people. He’s very selfish. (= he is selfish generally, not only now) I don’t like to take risks. I’m a very careful person. We use am/is/are being to say how a person is behaving (= doing something they can control) now. It is not usually possible in other situations: Sam is ill. (not is being ill) Are you tired? (not are you being tired) 8 Present continuous and simple 1 ➜ Unit 3 have ➜ Unit 17 Present tenses for the future ➜ Unit 19  Unit Exercises 4 4.1 Put the verb into the correct form, present continuous or present simple. 1 Are you hungry? Do you want (you / want) something to eat? 2 Alan says he’s 90 years old, but nobody (believe) him. 3 She told me her name, but (I / not / remember) it now. 4 Don’t put the dictionary away. (I / use) it. 5 Don’t put the dictionary away. (I / need) it. 6 Air (consist) mainly of nitrogen and oxygen. 7 Who is that man? What (he / want)? 8 Who is that man? Why (he / look) at us? 9 Who is that man? (you / recognise) him? 10 (I / think) of selling my car. Would you be interested in buying it? 11 I can’t make up my mind. What (you / think) I should do? 12 Gary wasn’t well earlier, but (he / seem) OK now. 4.2 Use the words in brackets to make sentences. 1 2 Are you OK? You look worried. (you / not / seem / very happy today) You don’t seem very (I / think) happy today. 3 4 (this / smell / good) (who / this umbrella / belong to?) I’ve no idea. 5 6 (these gloves / not / fit / me) Excuse me. (anybody / sit / there?) No, it’s free. They’re too small. 4.3 Are the underlined verbs OK? Correct them where necessary. 1 Nicky is thinking of giving up her job. OK 2 It’s not true. I’m not believing it. I don’t believe it. 3 I’m feeling hungry. Is there anything to eat? 4 I’ve never eaten that fruit. What is it tasting like? 5 I’m not sure what she does. I think she works in a shop. 6 Look over there. What are you seeing? 7 You’re very quiet. What are you thinking about? 4.4 Complete the sentences. Use is/are being (continuous) or is/are (simple). 1 I can’t understand why he’s being so selfish. He isn’t usually like that. 2 You’ll like Sophie when you meet her. She very nice. 3 Sarah very nice to me at the moment. I wonder why. 4 They very happy. They’ve just got married. 5 You’re normally very patient, so why so unreasonable about waiting ten more minutes? 6 Would you like something to eat? hungry? 9 Unit 5 Past simple (I did) A Study this example: Wolfgang Amadeus Mozart was an Austrian musician and composer. He lived from 1756 to 1791. He started composing at the age of five and wrote more than 600 pieces of music. He was only 35 years old when he died. lived/started/wrote/was/died are all past simple B Very often the past simple ends in -ed (regular verbs): I work in a travel agency now. Before that I worked in a department store. They invited us to their party, but we decided not to go. The police stopped me on my way home last night. Laura passed her exam because she studied very hard. For spelling (stopped, studied etc.), see Appendix 6. But many verbs are irregular. The past simple does not end in -ed. For example: write → wrote Mozart wrote more than 600 pieces of music. see → saw We saw Alice in town a few days ago. go → went I went to the cinema three times last week. shut → shut It was cold, so I shut the window. For a list of irregular verbs, see Appendix 1. C In questions and negative sentences we use did/didn’t + infinitive (enjoy/see/go etc.): I enjoyed you enjoy? I enjoy she saw did she see? she didn’t see they went they go? they go I enjoyed the party a lot. Did you enjoy it? How many people did they invite to the wedding? I didn’t buy anything because I didn’t have any money. ‘Did you go out?’ ‘No, I didn’t.’ Sometimes do is the main verb in the sentence (did you do?, I didn’t do): What did you do at the weekend? (not What did you at the weekend?) I didn’t do anything. (not I didn’t anything) D The past of be (am/is/are) is was/were: I/he/she/it was/wasn’t was I/he/she/it? we/you/they were/weren’t were we/you/they? I was annoyed because they were late. Was the weather good when you were on holiday? They weren’t able to come because they were so busy. I wasn’t hungry, so I didn’t eat anything. Did you go out last night or were you too tired? 10 Past simple and past continuous ➜ Unit 6 Past simple and present perfect ➜ Units 12–14  Unit Exercises 5 5.1 Read what Laura says about a typical working day: I usually get up at 7 o’clock and have a big breakfast. I walk to work, which takes me about half an hour. I start work at 8.45. I never have lunch. I finish work at 5 o’clock. I’m always tired when I get home. I usually cook a meal in the evening. I don’t usually go out. I go to bed at about 11 o’clock, and I always sleep well. LAURA Yesterday was a typical working day for Laura. Write what she did or didn’t do yesterday. 1 She got up at 7 o’clock. 7 at 5 o’clock. 2 She a big breakfast. 8 tired when home. 3 She. 9 a meal yesterday evening.