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Developing the automobile
 1 Speaking
 a In pairs or groups, discuss the following
 questions.
 1 Who in your family has a car? What would
you
 use a car for if you had one?
 2 What kinds of problem do cars cause in big
cities?
 If you could choose one of the cars in the
 photographs, which would you like to own?
 Why?
2 Reading and speaking
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a In pairs, answer the questions, guessing if
necessary.
1 Are cars today technically very different from
cars in 1970 or virtually the same?
2 Which state in the United States took the lead
in moving toward non-polluting vehicles—California,
Illinois, or New York?
3 Will non-polluting vehicles ever be as
satisfactory in general performance as
gasoline-powered cars?
 b Read the magazine article and check your
 answers to exercise 2a.
 c Note at least three facts you have learned
 from reading this article. Compare your
 notes with a partner’s notes.
3 Reading and listening
c Listen again and complete the
table.
4 Pronunciation: contrastive
stress
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a Look at these two sentences from the interview.
The two words in sentence 1 which have the
strongest stress or emphasis are underlined. Why
are those two words stressed? Underline the two
words in sentence 2 with the strongest stress.
1 And don’t forget noise pollution caused by
gasoline and diesel engines, as well as air
pollution.
2 Just imagine the quiet cities of the future
compared with the noisy ones today.
 b Listen to the sentences, and check the
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stressed
words in exercise 4a. Practice saying the two
sentences.
c In pairs, discuss your ideas about the
following
things.
1 big cars and small ones
2 public transportation and private cars
5 Speaking and writing
 If you were responsible for reducing vehicle
 pollution in your city, what would you do? With
 a partner, discuss the measures you would take.
 Make a list of five ideas to attack the problem of
 vehicle pollution.
 b Compare your ideas as a class. Vote for the top
 three ideas.
Communications systems
 1 Speaking
 a Talk to your classmates. Find people who do these things. Check
 (.) each of the statements every time a classmate says “yes.”
 Most people spend more than one hour on the telephone every day.
 Do you…
 • spend more than one hour on the telephone every day
 • listen to the radio a lot
 • spend more than two hours watching TV every day
 • spend more than two hours using a computer every day
 • have a cell phone
 • have an e-mail address?
 b In groups of three or four, discuss
 what you found out from the
 questionnaire. Summarize your
 conclusions by writing Everybody,
 Most people, Very few people, or
 Nobody beside each statement.
 1 But in our natural excitement
 over this constant development
 of electronic media, we should
 not forget that most people in
 the world don’t have a
 telephone, and many don’t even
 have electricity or clean water.
 Paragraph ____
 b Decide which of the three
paragraphs in the
 article contains the writer’s main
point. What is
 that point? Compare and discuss
your ideas with
 two or three classmates.
GERUNDS AND
INFINITIVES
Gerunds: The Gerund as a Noun
It can be subject, object, predicate, and the
object of a preposition: Her feelings were
hurt / My hobby is running / I’m good at
playing tennis.
It can form the plural: He gave his children
two warnings.
It can be part of compounds: writing-desk,
walking-stick, etc.
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Gerunds: The Gerund as a Verb
Gerunds also have the characteristics of verbs in
that they may:
Be used with adverbs or adverbials: He
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disliked drinking heavily.
Form the passive: The seat-belt saved him
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from being hurt.
Take an object or predicative complement:

Tom likes painting walls. / After reading the
letter, she left the room
Other uses of the Gerund (1)
The gerund as part of a prepositional adjunct: 
A great variety of verbs + preposition /
adverb combinations such as be for / against,
give up, keep on, look forward to, put off take
the gerund: I’m looking forward to hearing
from you in the near future.
The gerund after prepositions: They were 
thinking about going on holiday to London at
Christmas. / After leaving school she started
to work.
Other uses of the Gerund (2)
The gerund as the object or adjunct of a verb 
or verbal phrase: The most important verbs
used in this construction are: avoid, deny,
escape, fancy, finish, give up, it’s no good, it’s
no use ,cannot help, keep (on), put off, feel
like, can’t stand, imagine, risk, suggest, enjoy,
go on, carry on, etc.: He can’t avoid criticising
her / Do you fancy coming to the pictures
with me? / He has given up smoking / It’s no
good convincing him. He won’t change his mind.
Other uses of the Gerund (3)
After verbs of the senses both the gerund
and the bare infinitive can be used, but
there’s a difference in meaning. Let’s
compare these pairs of sentences:
She heard the alarm clock go off: It expresses a
complete action, the subject has heard the whole
ringing of the clock.
He saw the builders building the block of flats. It
means that the subject has only seen part of the
action, he has only seen them building the flats
whenever he walked by that area. It expresses
incompleteness.
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Other uses of the Gerund (4)
After verbs denoting physical activity,
such as to go and to come: They go
skiing every winter / I went shopping
with my mother last week / I wanted
him to come riding.
After the verbs waste / spend (money
/ time): She spends a lot of time doing
her homework / I have wasted hours
waiting for the bus.
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Other uses of the Gerund (5)
When the subject of the –ing form is
different from the subject of the main
clause, two constructions are possible: either
the genitive / possessive or the accusative:
Do you mind him / his studying with us?
After nouns in the possessive case. In formal
English, nouns denoting persons are put into
the possessive case: I couldn’t stand my
sister-in-law’s criticizing my children.
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Other uses of the Gerund (6)
The use of the perfect gerund instead of the present
when we are referring to a past action: He was accused
of having driven under the influence / He was accused
of driving under the influence.
There are some verbs which can be followed by the
infinitive or gerund without any difference in meaning.
The most common ones are: start, begin: I started
studying / to study English when I was a little girl.
However, when the verb is in the continuous form the
to-infinitive is preferred: I’m beginning to concentrate
now.
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Other uses of the Gerund (7)
There are some other verbs which can
also be followed by the to-infinitive or
gerund with a slight difference in
meaning. Let’s compare these two
sentences:
I like going to the beach. It expresses a
general or habitual action.
I like to go to the beach early in the
morning. It expresses specific or isolated
actions.
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Other uses of the Gerund (8)
There are some other verbs which can
also be followed by the to-infinitive or
gerund, but their meaning change
according to whether they are used in
one way or another. These verbs are to
remember, to forget, to try, to stop,
to regret, to mean. Let’s exemplify
these uses in the following group of
sentences.
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REMEMBER
Remember to buy the newspaper on 
your way back home. It reminds
somebody to do something he / she may
easily forget or it also refers to
something that one must do in the
future.
I remember visiting my grandmother 
when I was a little girl. Somebody did
something in the past and now he / she
remembers what he / she did.
FORGET
He has forgotten to take his coat with 
him. The person does not remember to
do something.
I haven’t forgotten meeting my 
husband. The person remembers
something he / she did in the past. This
use is generally in the negative form.
TRY
He tried to read for a bit. It means the 
same as to attempt.
When you have hiccups, try holding your 
breath, if it doesn’t work try drinking
some water. The subject makes an
experiment or do something to see if it
has an effect.
STOP
He stopped to buy a bunch of flowers to 
his mother. It expresses purpose.
He has stopped smoking. He has not 
continued doing what he / she did.
REGRET
I regret to tell you that you haven’t passed
your driving test. The introductory subject
is sorry that one must do something. At the
same time that the introductory subject is
regretting what he / she is saying the thatclause subject knows about the information.
He regrets not going to university. Someone
is sorry that one has (not) done something in
the past, that is, he didn’t go to university
and now he regrets it.
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MEAN
I meant to call you, but in the end I 
forgot to. It means the same as intend.
Working as an air-hostess means 
travelling a lot. It means the same as
involve.
PREFER/RATHER
We can have the following structures: 
I prefer to visit Chaplin exhibition rather than (to)
go to the EOI (Present tense)
I prefer visiting Chaplin exhibition to going to the
EOI (Present tense)
I prefer tea to coffee (one thing to another thing)
I would prefer to go skiing rather than (to) go
fishing but
I would rather go skiing than go fishing.
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Full Infinitive or Infinitive with to (1)
The infinitive with to is used:
After certain verbs which can be followed by to
infinitive or by a noun or pronoun in the accusative plus
a to infinitive, that is, the structure can be verb + toinfinitive: I want to go to the pictures, or verb + object
+ to infinitive: I want him to come with me to the
pictures, where HIM act as the subject of the
infinitive.
The following verbs, among others, admit these
constructions: to wish, to like, to love, to hate, to
prefer, to tell, to ask, to beg, to advise, to forbid, to
invite, to persuade, to order, to expect, to allow.
Full Infinitive or Infinitive with to (2)
After several verbs (hear, feel, see, and 
make) in the passive voice: She was made to
open her suitcase at the airport. Where him
acts as the subject of the infinitive.
Although in the active voice we use the bare
infinitive:
We made her open the case.
Full Infinitive or Infinitive with to (3)
To express the infinitive of purpose:
I went to the theatre to book the
tickets. The corresponding negative is
often constructed with in order not to
or so as not to:
I came in quietly in order not to/so as
not to wake up the children.
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Full Infinitive or Infinitive with to (4)
After nouns, when the infinitive
functions as a modifier of the noun:
A book to read.
After adjectives, when the infinitive
functions as a modifier of the
adjective:
This word is easy to spell.
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Full Infinitive or Infinitive with to (5)
After certain adverbs such as enough and
too: This suitcase is too big for me to carry.
After verbs such as to know, to teach, to
learn, to show followed by an interrogative
word + infinitive (with the value of a
subordinate noun clause): I know where to
go.
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Full Infinitive or Infinitive with to (6)
In the construction: For + a noun or pronoun
in the accusative + infinitive: This coffee is
very hot for her to drink.
With the immediate future (going to): I’m
going to eat in a Japanese.
With to have to / ought to / used to: He has
to wake up now if he doesn’t want to miss the
train./ I used to visit my grandparents on
Sunday when I was a child.
With the structure to be to to express a
command or arrangement: He is to go right
now.
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Full Infinitive or Infinitive with to (7)
In impersonal passive sentences: The
Official Language School is believed to
have a great number of students.
There are also a number of
independent constructions which also
use the to-infinitive: To sum up, To
start with, etc.
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Bare/Plain Infinitive or Infinitive
Without to (1)
With verbs of perception, such as to
hear, to see, to watch, to feel, to
notice, to observe, to overhear: I saw
Pablo and Javier enter. Nevertheless,
in the passive the infinitive is used
with to: They were seen to enter.
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Bare/Plain Infinitive or Infinitive
Without to (2)
With some other verbs and expressions that 
govern a bare infinitive, for instance, to make,
to let, had better, had rather, had sooner,
need hardly, cannot but, etc.:
Javier made Pablo cry / You had better start
studying right now if you want to pass your
English test.
Bare/Plain Infinitive or Infinitive
Without to (3)
In noun predicate clauses, when the
subject is a pseudo-cleft sentence,
both constructions are possible:
What you’ve done is (to) spoil our
plans.
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Grammar builder: gerunds
Grammar builder: gerunds
Grammar builder: gerunds
4 Reading and speaking
 a Work in pairs. Student A, look at column A;
 Student B, look at column B. Read each
 sentence to your partner and say if you agree or
 disagree with the statement, and why.
 A: Using computers doesn’t improve your life.
 B: No, I don’t agree. Using computers is really useful.
 For example, you can bank on the Internet
 24 hours a day.
passives—present, past, future, and modal
CONDITIONALS
Zero Conditional
Form 
If + present + present
Functions and Examples 
We use the zero conditional to talk about facts or
situations which are always true.
If you heat water, it boils.
If people don't eat or drink, eventually they die.
First Conditional
Form 
If + present simple + will
Functions 
We use the first conditional to talk about
actions or events in the future which are likely
to happen or have a real possibility of
happening.
Examples 
If it rains tomorrow, I will stay at home.
-- I think there is a real possibility of rain
tomorrow. In this condition, I will stay at home
If my father doesn't buy me a bike for my
birthday, I will be very unhappy.
-- I think there is a real possibility that my father
won't buy me a bike. In this condition, I will be
unhappy
Second Conditional
Form 
If + past simple/continuous + would
Functions 
We use the second conditional to talk about
situations or actions in the present or future,
which are not likely to happen or are
imaginary, hypothetical or impossible.
Examples 
If I won the lottery, I would travel around the world
and buy a castle in Norway.
-- I think that it is very unlikely that I will win the lottery.
However, in this unlikely condition, I will travel and buy
a castle
If I wasn't watching TV now, I would be playing
football.
-- I am watching TV, and imagining what I would do if I
wasn't
If I were an alien, I would be able to travel around the
universe.
-- It is impossible for me to be an alien. However, I am
imagining what I would do in this situation
Third Conditional
Form 
If + past perfect + would have + past participle
Functions 
We use the third conditional to imagine a
different past.
Examples 
If I had done my homework, my teacher wouldn't
have shouted at me.
(In reality, I didn't do my homework, and my
teacher shouted at me. So we are imagining a
different past.)
She would have passed her exam if she had
studied more.
(In reality she didn't study enough, and so she didn't
pass her exam. So we are imagining a different
past.)
3 Grammar builder: zero, first,
and second conditionals
4 Speaking and reading
Language for life: learning
on the Web
GERUND
Sudoku Puzzle
Fill in the grid with verbs in such a manner 
that every row, every column and every 3x3
box accommodates the (Gerund) (Love Begin - Continue - Hate - Like - Prefer - Start enjoy -finish)without repeating any.
1
2
ABC
3
DEF
4
GHI
5
JKL
6
MNO
7
PQRS
8
TUV
9
WXYZ
*
0
#
What’s
out?
92
How I can learn more?
What I learned?
What I want to learn?
What I know?
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