Insight 2nd Ed_Grammar Book by Les Éditions CEC

• 11 units for practising grammar points • 3 review units for consolidating the form, • • • •

meaning and usage of the grammar 1 comprehensive unit focusing on sentencebuilding and essay writing, with guidelines and samples Clear explanations and easy-to-follow structure Spelling rules, lists of irregular verbs and phrasal verbs Ideal paper quality to facilitate writing

About the author Jane Petring has been teaching at Cégep ÉdouardMontpetit since 1995 and has also taught ESL in Europe, West Africa and the United States. She holds an MA in Applied Linguistics and TESOL from Michigan State University. She is the author of Prospect 2nd: English Skills for Academic and Professional Purposes and Access: Advanced Grammar and Writing Skills.

Insight 2nd Edition: English Skills for Academic and Professional Purposes This new second edition has been re-edited in order to better respond to the changing needs of intermediate and high-intermediate students of English as a second language, in both the academic and vocational programs. The content in this series provides integrated material to enable students to connect the dots between what they are learning in English and their program of study.

Digital Versions, accessed with or without the internet Grammar book for students The digital grammar book allows students to: • flip through the book and take notes • write in their answers • save voice recordings in an audio player

Six-month access for students and teachers to the digital version of the skills book is FREE upon purchase of the paper version of the skills book.

Grammar book for teachers and answer key One-year access to the digital version of the skills book is also available for purchase online. Go to www.editionscec.com. CODE DE PRODUIT : 251796 ISBN 978-2-7617-4126-2

Insight-2_cvrt_grammar_(3).indd All Pages

JANE PETRING

INSIGHT ENGLISH SKILLS FOR ACADEMIC AND PROFESSIONAL PURPOSES

GRAMMAR

JANE PETRING

For in-class use and correcting, the digital version allows you to: • project the answer key, unit-by-unit • download the answer key, unit-by-unit • share the answer key, unit-by-unit, with your students • correct your students’ answers directly on their digital grammar book • save voice recordings in an audio player

ENGLISH SKILLS FOR ACADEMIC AND PROFESSIONAL PURPOSES

Insight 2nd Edition Grammar includes:

EDITION

This new second edition has been re-worked and re-designed in order to better respond to the writing needs of intermediate and high-intermediate students of English as a second language. In this book, the first 11 units explain the main grammar points discussed in the Insight 2nd Edition skills book, and in the final unit, Unit 12, the content provides detailed essay-writing guidelines and a rich variety of sample essays.

2 nd EDITION

INSIGHT

GRAMMAR

EDITION

INSIGHT

www.cecplus.com

2016-11-07 3:14 PM

TABLE OF CONTENTS UNIT 1 PRESENT TENSES . . . . . . . . . . . . . . . . . . . . . . Simple Present: Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Simple Present: Usage and Practice . . . . . . . . . . . . . . . . Present Continuous: Form . . . . . . . . . . . . . . . . . . . . . . . . . . . Present Continuous: Usage and Practice . . . . . . . . . . . Class Activity: Small-Talk Bingo. . . . . . . . . . . . . . . . . . . . . .

1 1 2 4 5 10

UNIT 2 THE PAST ASPECT . . . . . . . . . . . . . . . . . . . . . 11 Simple Past: Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Simple Past: Usage and Practice . . . . . . . . . . . . . . . . . . . . Past Continuous: Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Past Continuous: Usage and Practice. . . . . . . . . . . . . . . Class Activity: Standing in Line. . . . . . . . . . . . . . . . . . . . . .

11 12 14 15 19

UNIT 6 CONDITIONAL SENTENCES . . . . . . . . 50 Conditional Sentences: Form. . . . . . . . . . . . . . . . . . . . . . . . Be: Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unless, Wish and Hope: Form. . . . . . . . . . . . . . . . . . . . . . . . . Group Activity: If You Could. . . . . . . . . . . . . . . . . . . . . . . . . .

50 52 53 55

UNIT 7 COMMON AND

PROPER NOUNS . . . . . . . . . . . . . . . . . . . . . . . 56

Common Nouns: Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Common Nouns: Usage and Practice . . . . . . . . . . . . . . Proper Nouns: Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pair Activity: Who’s Right?. . . . . . . . . . . . . . . . . . . . . . . . . . . . Group Activity: The Gift Game . . . . . . . . . . . . . . . . . . . . . .

56 57 61 63 64

UNIT 3 THE FUTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

UNIT 8 PRONOUNS AND POSSESSIVE

The Future with Will: Form . . . . . . . . . . . . . . . . . . . . . . . . . . . The Future with (Be) Going to: Form . . . . . . . . . . . . . . . . The Future Forms: Usage and Practice . . . . . . . . . . . . . Group Activity: Predicting the Future . . . . . . . . . . . . . . . . . . Class Activity: Scheduling a Trip. . . . . . . . . . . . . . . . . . . . .

Pronouns and Possessive Adjectives: Form . . . . . . . 65 Pronouns and Possessive Adjectives: Usage and Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Class Activity: A Famous Person . . . . . . . . . . . . . . . . . . . . 69

UNIT 4 THE PERFECT ASPECT. . . . . . . . . . . . . . . . 27

UNIT 9 ADJECTIVES AND ADVERBS. . . . . . . 70

Present Perfect: Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Present Perfect Continuous: Form . . . . . . . . . . . . . . . . . . Present Perfect and Present Perfect Continuous: Usage and Practice . . . . . . . . . . . . . . . . . . . . Past Perfect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class Activity: Which Team Is Most Qualified? . . . .

Adjectives: Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adjectives: Usage and Practice . . . . . . . . . . . . . . . . . . . . . Adverbs: Form, Usage and Practice . . . . . . . . . . . . . . . . Class or Group Activity: Which Proposal for a Student Café? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20 21 21 26

28 29 29 35 37

UNIT 5 MODAL AUXILIARIES . . . . . . . . . . . . . . . . 38 Modals: Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Modals: Usage and Practice . . . . . . . . . . . . . . . . . . . . . . . . . Group Activity: If You Were the Editor . . . . . . . . . . . . . Class Activity: Municipal Problems (Oral Practice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

38 39 45 45

ADJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

70 71 73 76

GRAMMAR REVIEW UNITS 6 TO 9 . . . . . . . . . . . 77

UNIT 10 PREPOSITIONS AND

PHRASAL VERBS . . . . . . . . . . . . . . . . . . . . . 79

Prepositions: Form, Usage and Practice. . . . . . . . . . . . Phrasal Verbs: Form, Usage and Practice. . . . . . . . . . . Group Activity: Prepositions. . . . . . . . . . . . . . . . . . . . . . . . . Class Activity: Phrasal Verbs. . . . . . . . . . . . . . . . . . . . . . . . . .

79 83 86 86

GRAMMAR REVIEW UNITS 1 TO 5 . . . . . . . . . . . 46

TABLE OF CONTENTS III

UNIT 11 ACTIVE AND PASSIVE VOICE . . . . 87

APPENDICES

Active and Passive Voice: Form . . . . . . . . . . . . . . . . . . . . . 87 Active and Passive Voice: Usage and Practice . . . . 88 Class Activity: Tasks in the Passive Voice. . . . . . . . . . . 90

UNIT 12 GUIDELINES FOR WRITING . . . . . . . 91

SENTENCE TYPES AND CONNECTORS. . . . . . . . . . . . . . 91 COMPOUND SENTENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 COMPLEX SENTENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 CORRECTING SENTENCE ERRORS: FRAGMENTS AND RUN-ONS . . . . . . . . . . . . . . . . . . . . . . . . . 98 GENERATING IDEAS FOR WRITING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 WRITING A PARAGRAPH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 SUMMARIZING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 PREPARING TO WRITE AN ESSAY. . . . . . . . . . . . . . . . . . . 111 THESIS STATEMENTS AND TYPES OF ESSAYS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 SAMPLE ESSAYS:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

and Descriptive Essay ··Narrative Persuasive Essay ··Extended Definition ··Comparative Essay Essay ··Process Analysis Essay ··Short Report: Trip Report ··

Appendix 1 Guidelines for Using a, an, and the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Appendix 2 Spelling Rules for Verbs: Adding -ed or -ing . . . . . . . . . . . . . . . . . 129 Appendix 3 Spelling Rules for Adding -s . . . . . 129 Appendix 4 Plural Forms for Irregular Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Appendix 5 Pronouns and Possessive Adjectives. . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Appendix 6 Non-Action Verbs. . . . . . . . . . . . . . . . . . 130 Appendix 7 Phrasal Verbs . . . . . . . . . . . . . . . . . . . . . . . 131 Appendix 8 Irregular Verbs. . . . . . . . . . . . . . . . . . . . . . 132 Appendix 9 Collocations: Nouns, Verbs and Prepositions. . . . . . . . . . . . . . . . . . . 134 Appendix 10 Collocations: Verbs, Adjectives and Prepositions. . . . 135 Appendix 11 Confusing Expressions . . . . . . . . . . 137 Appendix 12 Confusing Words. . . . . . . . . . . . . . . . . 138

. . . . . . . . . . . . . . 114

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 . . . . . . . . . . . . . . . . . . . . . . 118

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 . . . . . . . . . . . . . . . . . . . . . . . 124

GRAMMAR AND WRITING REVIEW

UNITS 10-12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

IV INSIGHT GRAMMAR

HOW TO USE INSIGHT 2 nd EDITION GRAMMAR GRAMMAR UNITS ORGANIZATION The eleven grammar units deal with grammar structures that you need to know and use. All verb units and most other units include the following stages: Usage and Practice This section provides an explanation of the more advanced points in the grammar.

Observation Start by finding out how much you already know about a particular grammar point.

Form This section shows you how to form the structure and put the information into practice.

Exercises To practise the form and usage of a grammar structure, a wide range of activities are provided, with more open-ended activities towards the end of a unit.

End-of-Unit Activities At the end of a grammar unit, consolidate your learning with a fun writing activity. Activities include pair, group and class activities.

GRAMMAR UNITS OTHER IMPORTANT FEATURES Asking Questions Word order is clearly indicated for different types of questions for each of the units dealing with verb tenses.

Exclamation Point Boxes Common errors that you need to avoid are highlighted in the exclamation point boxes. A correct alternative is clearly indicated.

HOW TO USE INSIGHT 2nd EDITION GRAMMAR

NEW! GUIDELINES FOR WRITING This new unit focuses on the need for clear writing guidelines to help you start the challenging task of writing an essay. Sentence Construction From the simple to the complex sentence, you learn how to build sentences and avoid fragments and run-ons. Generating Ideas Strategies to help you along during the first steps in the process are offered and clearly explained with visuals.

Paragraph Writing By analyzing sample paragraphs, students learn how to better organize their ideas in written form.

Sample Essays Each essay type is then explored with authentic samples. Essay analyses are also provided in order to facilitate the learning process. Topics for each essay type are also included.

Essay Writing In the section Thesis Statements and Types of Essays you are offered an overview of effective essay writing.

MORE APPENDICES! Our 2nd Edition Grammar also includes additional charts, such as useful collocation lists.

Spelling Rules There is an overview of how to spell verb and noun forms.

VI INSIGHT GRAMMAR

Verb Forms Also, there are reminders of the various verb structures, including a phrasal verb list.

Collocations Very useful preposition combination lists help you to edit your writing.

UNIT

PRESENT TENSES Simple Present OBSERVATION EXERCISE 1 Simple Present Read the text below and underline every time the simple present is used: in questions, in affirmative statements and in negative statements.

have a dream or ambition? People D owhoyoulove their jobs usually don’t resent the work they do every day if they are fulfilled. It takes years of practice to be an expert in any field, but the journey to expertise doesn’t seem boring if you love what you do. One career

advisor has some helpful advice: instead of asking What do I want to do? a job seeker should ask What makes me excited? or What are my dreams? It is possible that your ideal job doesn’t exist now, but it isn’t too early to lay the groundwork for your personal career.

FORM Subject Pronoun

Affirmative

Negative

Interrogative

Short Answer

I / you / we / they

All verbs except be, have and modals do + subject base form do not / don’t + base form + base form does + subject does not / doesn’t + base form + base form I play. I don’t play. Do you play?

He / she / it

He plays.

He doesn’t play.

Does she play?

Yes, he does. No, he doesn’t.

I am / I’m

The verb be I am not / I’m not.

Am I?

Yes, I am. No, I’m not.

You / we / they

You are / You’re

You are not / You aren’t / You’re not.

Are you?

Yes, we are. No, we’re not. No we aren’t.

He / she / it

He is / He’s

He is not / He isn’t / He’s not.

Is he?

Yes, he is. No, he’s not. No, he isn’t.

I / you / we / they

I have.

He / she / it

He has.

The verb have I do not / Do I have? I don’t have. He does not / He Does he have? doesn’t have.

U1-Grammar_ins2_(3).indd 1

Yes, I do. No, I don’t.

Yes, I do. No, I don’t. Yes, he does. No, he doesn’t.

PRESENT TENSES

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Spelling Rules for Adding -s to the Third Person Singular Verbs ending in a consonant + -y study, carry, try, cry

Change -y to -ies studies, carries, tries, cries

Verbs ending in a vowel + -y play, stay, obey, employ

Keep -y and add -s plays, stays, obeys, employs

Verbs ending in -s, -ss, -sh, -ch, -x, -o miss, rush, watch, tax, go

Add -es misses, rushes, watches, taxes, goes

Pronunciation There are three ways to pronounce the third person -s ending, depending on the sound of the end of the verb. Pronounce s

Pronounce z

Pronounce iz

Voiceless sound* Verbs ending with the sounds p, f, t, k

Voiced sound** Verbs ending with the sounds b, d, l, r, m, n, v, th, g, w and vowels

Verbs ending with the sounds s, z, ch, j, sh, zh, x

stops, puffs, coughs, paints, packs

robs, bends, pulls, pairs, combs, wins, halves, bathes, sees, lies

misses, fizzes, watches, judges, washes, taxes

*Vocal cords do not vibrate

**Vocal cords vibrate

USAGE AND PRACTICE The simple present is used to express habits and facts. Habits: Tom usually eats breakfast at 6:00 a.m. Stacy occasionally arrives late. Facts: Tom works in a garage. When you freeze water, it becomes ice.

····

EXERCISE 2 Simple Present Fill in the blanks below with the simple present, using the verb in parentheses. The TV program The Simpsons (be)1

successful nearly everywhere

in the world. Why (work, it)

so well? One reason is because local

actors (dub)3

the characters’ voices using the local variety of the

language. In Québec, actor Hubert Gagnon (read)4 Homer, Béatrice Picard (be)5

the voice of Marge, Johanne Léveillée (play)6

Bart and Marc Labrèche (use)7

his

voice for Krusty the Clown. Sometimes scriptwriters also (change)8 the original scripts to add local references. Viewers (not enjoy)9 watching the show as much if they (not know)10 the locations are. How big (be) 11

where any of the dubbing industry in Québec?

About 800 actors, producers, script adapters and technicians (earn)12 their living from the dubbing industry, which (spend)13

about

$19 million per year in Québec. 2 INSIGHT GRAMMAR

Question Word(s) Who What time When Why Where How many times

Auxiliary do does does don’t do do

Subject you our flight this class we they the employees

Verb need leave finish? go live? need

Rest of Sentence to see? Vancouver? to the library? to do this?

The auxiliary verb do (does) comes before the subject in a question even when there is no question word: When do you usually wake up? Where do you take the bus? Do you take the bus to school?

···· ····

When the verb be is the main verb, do not use do (does): Where is the bus stop? Is the bus late? Do / does agrees with the subject of the sentence and the main verb is in the base form. does live Does Observe these errors: Where do he live? Where does he lives? Do he drive?

When who or what is the subject of the sentence, do / does is not used: Who listens to rap? Who plays guitar? What happens next? Observe: Tom helps Ann. Tom is the subject. Ann is the direct object. –– Question: Who helps Ann? Answer: Tom (subject of verb) –– Question: Who(m)* does Tom help? Answer: Ann (object of verb)

··

Even if the answer is plural, use the singular form of the verb in the question: Question: Who helps Ann? Answer: Tom and Bob help her every day.

····

* The question word whom is also used when who is the object of the verb.

To give a short answer to yes / no questions, use the appropriate form of the auxiliary verb do, except with the verb be. Do you like heavy-metal music? Yes, I do. / No, I don’t. Are you tired? Yes, I am. / No, I’m not.

····

PRESENT TENSES 3

The word order for most information questions is: Question word(s), Auxiliary, Subject, Verb, rest of sentence. Remembering QASV will help you put the words in the correct order. Notice that the question word(s) and the subject can be more than one word.

UNIT

Asking Questions

EXERCISE 3 Questions in the Simple Present Make questions for the underlined answers. Example: Who dubs The Simpsons? Québec actors dub The Simpsons.

Viewers enjoy the show if they recognize some locations.

Marc practises the script in the studio.

The dubbing industry provides many jobs in Québec.

The dubbing industry provides over 800 jobs in Québec.

Present Continuous Note: Present continuous and present progressive are two names for the same verb tense.

OBSERVATION EXERCISE 4 Present Continuous Read the text below and underline every time the present continuous is used: in questions, in affirmative statements and in negative statements.

is changing so fast that people T echnology are creating new jobs and new ways to work every day. Many companies are not demanding that workers sit in an office anymore. Why aren’t they doing this? Are they becoming

irresponsible? Not at all. They are simply responding to the expectations of the net generation, that is, they are exploring ways to use mobile devices and social media to unleash creative productivity.

FORM Pronouns

Affirmative

Negative

present of be + verb + -ing

negative of be + verb + -ing

be + subject + verb + -ing

I am playing.

I am not playing.

Am I playing?

You / we / they

You are playing. You are not playing. Are you playing?

Yes, you are. No, you’re not.

He / she / it

She is playing.

Yes, she is. No, she isn’t.

She is not playing.

Interrogative

Is she playing?

Short Answer

Yes, I am. No, I’m not.

The verb be is contracted as follows: I’m; you’re; we’re; they’re; he’s; she’s; it’s I’m not; you’re not / you aren’t; we’re not / we aren’t; they’re not / they aren’t; he’s not, she’s not / he isn’t, she isn’t; it’s not / it isn’t

·· 4

U1-Grammar_ins2_(3).indd 4

INSIGHT

GRAMMAR

2015-01-09 10:57 AM

····

EXERCISE 5 Present Continuous Fill in the blanks below with the present continuous, using the verbs in parentheses. Let’s go into the recording studio. What (happen)1 Right now, the actor (speak)2 He (read)

? into the microphone.

his text with the right intonation

to make it sound natural. He (not tap)4 A sound expert (listen)

his fingers. carefully to be sure

there is no background noise. Meanwhile, the other members of the crew (sit)6

in the studio.

Asking Questions The auxiliary verb be comes before the subject of a sentence: What are you doing? Why is he driving? What am I doing? Are you working now? Is he driving safely? Am I doing this correctly? When who or what is the subject of the sentence, the word order changes slightly: Who is listening to this? What is happening here? Observe: Tom is helping Ann. Tom is the subject. Ann is the direct object. –– Question: Who is helping Ann? Answer: Tom (subject of verb) –– Question: Who(m)* is Tom helping? Answer: Ann (object of verb)

···· ··

Always use the singular form of the verb when who is the subject of the question—even if the answer is plural: Question: Who is helping Tom? Answer: Ann and Fred are helping Tom.

····

*The question word whom is also used when who is the object of the verb.

To give a short answer to yes / no questions, use the appropriate form of the auxiliary verb be. Am I doing this right? Yes, you are. / No, you aren’t. / No, you’re not. Are you working hard? Yes, I am. / No, I’m not. Is he working tomorrow night? Yes, he is. / No, he isn’t. / No, he’s not.

···· ··

PRESENT TENSES 5

The present continuous is used to express actions that are temporary or are happening now. Temporary situation: She’s working at the counter while Jane is on vacation. Happening now: Smile! I’m taking your picture.

UNIT

USAGE AND PRACTICE

Simple Present or Present Continuous? Simple Present

Present Continuous

Expresses a fact, a habit or a permanent situation What instrument does Frank play? He plays guitar.

KEY WORDS

Expresses a situation that is temporary or is happening now What is Frank doing now? He’s playing guitar. His band is playing at a club this week. KEY WORDS

always, usually, often, never, sometimes, generally, etc.

Can express future for a fixed schedule or after adverbs of time When does your flight arrive? My plane arrives at five o’clock. Tom will cook dinner when he gets home. Ann will wait until John arrives. KEY WORDS

now, today, this week, this month, this year, at the moment, for the time being, currently, presently, at present, etc. Can express future for a planned event or a definite intention When is your uncle coming to visit? He’s leaving Toronto in the morning and arriving tomorrow afternoon. KEY WORDS

when, after, until, before, as soon as, if, unless, etc.

soon, today, this week, this month, this year, tomorrow, next week, etc.

NON-ACTION VERBS

Some verbs are rarely used in the continuous form because they do not express an action. Below is a list of some non-action verbs. See page 130 for a longer list. admire

cost

hate

look

possess

sound

agree

disagree

have

love

prefer

suppose

exist

hear

need

realize

taste

believe

fear

include

notice

remember

think

belong

feel

know

owe

see

understand

contain

forget

own

seem

want

Some verbs can be both action and non-action, depending on the meaning: This soup tastes good. The perception of the soup is that it is good. Mark is tasting the soup. Mark is in the process of tasting the soup. Mark thinks the soup is good. Mark has an opinion. Mark is thinking about Ann’s soup. Mark is actively thinking about the soup.

···· ····

6 INSIGHT GRAMMAR

UNIT

EXERCISE 6 Simple Present or Present Continuous? In the paragraph below, the verb tenses are mixed. Fill in the blanks with the correct form of the simple present or the present continuous. Underline the key words or time expressions that signal the tense to use. The dubbing industry (grow)1

····

in Québec and it (benefit)2 from funds from Telefilm Canada to create French versions.

Every year, the industry (provide)3

many kinds of jobs for people

such as dialogue editors and adaptors. The adaptors (not translate)4 the original text; they (adapt)5

it because the text (need)6 to accompany the rhythmic structure of mouth movements.

Usually, when film producers (release)7

a film in Québec, both the

original and French versions must be available. This policy (not make)8 it easy for dubbers to feel relaxed, but it (help)9

the Québec

industry because it (take)10

longer to create French versions in

France. Some agencies (specialize)

in making film adaptations

for the corporate world. Right now, this business (develop)12 very fast and there (not be)

enough skilled people to fill the

jobs. It (demand)14

perfect mastery of the foreign language.

Companies (look)

for good scriptwriters who (speak)16

languages such as Chinese or Arabic.

EXERCISE 7 Information Questions Write information questions for the underlined part of the following sentences. Use the same verb tense as in the original sentence. Examples: Homer works at a nuclear power plant. Where does Homer work? Homer is working in his office now. Where is Homer working now?

The dubbing industry needs bilingual scriptwriters. The scene takes place in the present time. In another scene, the character is singing a popular song. Marc Labrèche dubs the voice of Krusty the Clown. Mr. Gagnon is recording his part right now. Companies are looking for scriptwriters who speak Chinese and Arabic fluently.

PRESENT TENSES 7

EXERCISE 8 Negative Statements Rewrite the underlined verb in the negative form. Examples: Homer works at a nuclear power plant. does not / doesn’t work Homer is working in his office now. is not / isn’t working

1 Johanne Leveillée plays the role of Bart. 2 Right now, the actors are recording the script. 3 Sometimes, the adaptors change the names of the streets in the show. 4 It costs over $60,000 to dub a film in Québec. 5 Despite many problems, the industry is growing in Québec. EXERCISE 9 Negative Questions Write information questions using the negative form of the verb for the underlined part of the following sentences. Use the same verb tense as in the original sentence. Examples: The actors don’t need a break now. What don’t the actors need now? Marc isn’t recording now. Who isn’t recording now?

1 Many Quebecers don’t like to listen to films dubbed in France because they don’t understand the French very well.

2 Many people in France don’t realize this problem.

3 The scriptwriters are not translating this scene exactly.

EXERCISE 10 Action and Non-Action Verbs In the sentences below, underline the correct form of the verb. Be prepared to explain your answer. Examples: Susan (feels / is feeling) cold. Aaron (feels / is feeling) the texture of the new table.

1 Dubbing (seems / is seeming) to be more popular now than it was 20 years ago.

2 We (notice / are noticing) an increase in job opportunities this year.

3 In this scene, the cook (tastes / is tasting) his creation.

4 Some people (don’t know / are not knowing) how difficult it is to dub a TV show.

5 Most viewers say the show (sounds / is sounding) better if it is dubbed locally.

8 INSIGHT GRAMMAR

UNIT

Verb Agreement with Indefinite Pronouns and Gerunds everyone someone no one anyone

everybody somebody nobody anybody

everything something nothing anything

The indefinite pronouns below always agree with a singular verb: Everybody knows how to do this. Something strange is happening here. No one understands how to do this. Does anybody want the answer?

Gerunds are nouns that end in -ing. They always agree with a singular verb: Working in the food industry is hard work. Selling computer software requires a lot of training.

··

EXERCISE 11 Verbs with Indefinite Pronouns and Gerunds as Subjects Fill in the blanks with the correct form of the verb (simple present or present continuous).

1 Someone (listen) to our conversation right now. 2 Don’t send this to anyone who (know) the code. 3 Ordering the correct supplies (take) all day. 4 Everything (work) if you follow the instructions properly. 5 (remember, anybody) the password? Yes, I do. 6 Everyone I meet (wear) a yellow bracelet this week. 7 I’m sorry, but I don’t think buying that company (be) a good idea. EXERCISE 12 Error Correction Review Correct the errors in the following sentences.

1 I am really wanting to work in the film industry. 2 Everyone in my program are looking for a job. 3 What does happen when somebody push this button? 4 My father don’t remember his first job. 5 Working as a cashier are teaching me to understand people better. 6 They don’t are working very hard in that company. 7 Does he needs to watch the video to learn the procedure? 8 My uncle don’t understand why I want to work overseas. 9 Why you think this is the best solution? 10 This isn’t belonging to me.

PRESENT TENSES

CLASS ACTIVITY: SMALL-TALK BINGO Having short conversations with people about things such as the weather, the traffic, interests or clothing is called small talk. Although the topics may not be very important, the ability to engage in small talk is an important social skill—especially for developing a network of contacts who might help you in your career search.

1 Study the chart below and think about the questions you must ask your classmates to find the names of people who fit the different categories. Write the appropriate question for each row. a] b] c] d] e]

2 Now, imagine that you are at a reception and you must talk to as many people as possible. Find out the names of your classmates and ask them the questions above. Try to find the name of at least one student for each row (A, B, C, D and E). See who can be the first person to get five names in a row (vertically, horizontally or diagonally). Find someone who … drives to school

rides a bicycle to school

takes public transportation to school

walks to school

roller skates or skateboards to school

works at a supermarket

works at the CEGEP

works as a waiter

works as a salesclerk

works at a gas station

enjoys jazz or progressive rock

enjoys ska or Latin music

enjoys alternative or heavy-metal music

enjoys hip-hop or rap

enjoys classical or folk music

wants to work overseas

wants to be selfemployed

wants to work from home

wants to work in an office

is wearing something new

is wearing contact lenses

is wearing blue socks

is wearing a belt

is wearing something bought on sale

wants to work D with people

3 When everyone has at least one answer for each row, work with a partner or in small groups to describe the people you found. Example: Mark works at IGA. Jenny wants to work with people.

4 Do any of your questions seem inappropriate for small talk? Discuss this with your partner or group.

10 INSIGHT GRAMMAR

UNIT

THE PAST ASPECT Simple Past OBSERVATION EXERCISE 1 Simple Past Read the text below and underline every time the simple past is used: in questions, in affirmative statements and in negative statements.

ollowing World War II, the CF-105 Avro Arrow was Canada’s national pride. It flew at supersonic speeds and had a design that was decades ahead of its time. Why then did the government order the end of the Arrow project? Why did Prime Minister John Diefenbaker announce the immediate termination of the CF-105 on February 20, 1959? After praising the Arrow, he claimed that it was too expensive and that it was not effective. Most of the people involved in the project were not satisfied with this explanation. They did not want to see this marvel of aviation history dismantled, degraded and destroyed. However, over 30 Avro engineers left Canada

and joined NASA, the U.S. space program, and some of these engineers were responsible for putting a man on the moon in 1969.

FORM Affirmative

Negative

base form + -ed

did not / didn’t + base form

Interrogative

Short Answer

did + subject + base form

Regular verbs*

I / you / he / she / it / I did not work. we / they worked. I didn’t work.

Did I work?

Yes, you did. No, you didn’t.

Irregular verbs**

I / you / he / she / it / I did not see Tom. we / they saw Tom. I didn’t see Tom.

Did I see Tom?

Yes, you did. No, you didn’t.

The verb be

I / he / she / it was here. You / we / they were here.

Was I here? Were you here?

Yes, you were. No, you weren’t. Yes, I was. No, I wasn’t.

I was not here. I wasn’t here. You were not here. You weren’t here.

*Regular and irregular verbs (except be) use the same form in the simple past with all subject pronouns. **See page 132 for a list of irregular verbs.

THE PAST ASPECT 11

Spelling Rules for Adding -ed Regular verbs ending in one vowel and one consonant if the last syllable is stressed stop, plan, reFER, eMIT

Double the consonant and add -ed stopped, planned, referred, emitted

Regular verbs ending in a consonant + -y study, carry, try, reply

Change -y to -ied studied, carried, tried, replied

Regular verbs ending in a vowel + -y play, delay, obey, employ

Keep -y and add -ed played, delayed, obeyed, employed

Do NOT use the simple past after to or after did / didn’t: come explain He wanted to came. They tried to explained. come explain He didn’t came. They didn’t explained it well. Do NOT translate from the French passé composé structure: wrote worked I have written him last week. We have worked yesterday.

Pronunciation There are three ways to pronounce the -ed ending, depending on the final sound of the verb in the base form. Pronounce t Voiceless sound* Verbs ending in sound p, f, k, s, sh, ch, x

Pronounce d

Pronounce id

Voiced sound** Verbs ending in sound b, v, g, j, z, r, l, m, n, ng and vowels

stopped, laughed, worked, passed, rubbed, halved, bagged, judged, washed, watched, boxed phased, barred, walled, towed *Vocal cords do not vibrate

Verbs ending in sound t, d

wanted, started, invited, debated, decided, landed

**Vocal cords vibrate

Note that pronunciation depends on the sound and not the spelling: Coughed is pronounced t because the ending of the verb’s base form sounds like f. Phased is pronounced d because the ending of the verb’s base form sounds like z.

····

USAGE AND PRACTICE The simple past is used to express an event that took place at a definite time in the past: Nicole wrote this letter last week. I saw Marc yesterday.

····

12 INSIGHT GRAMMAR

The Avro project (grow)1

out of fear of the Soviet Union’s Sputnik program.

After WW II, a Canadian-American air-defence system (be)2 Initially, the government (give)3 (draw)

a top priority.

a lot of support to the program. Designers

plans and they (make)

a full-scale model that

they (use)6

to conduct tests. On March 25, 1958, Jan Zurakowski

(fly)

the Arrow publicly for the first time. There (be)8

many speeches, and several important dignitaries (come)9 government officials (think) 10

obsolete and they (prefer)11

to the event. Some

that manned military aircraft would become to invest in unmanned guided missile carriers.

Asking Questions

The word order for most information questions in the past is the same as in the present: Question word(s), Auxiliary, Subject, Verb, rest of sentence (QASV). Question Word(s) Who What topic When Why Where How long ago

Auxiliary did did did didn’t did did

Subject you the students the police you the children your alarm

Verb need decide arrive? ask put go

Rest of Sentence to see? to study? me? their coats? off?

The auxiliary verb did comes before the subject in a question even when there is no question word: Did they arrive early? Did he go out again? Did they see Sam?

··

When a sentences uses the auxiliary did, the main verb is in the base form. live arrive drive Observe these errors: Where did he lived? When did he arrived? Did he drove?

When who or what acts as the subject of the verb in the question, did is not used: Who wrote this letter? What happened here? Who sang last night? Observe: Someone helped Ann. –– Question: Who helped Ann? (someone = subject, who replaces someone)

··

Observe: Tom helped someone. –– Question: Who(m)* did Tom help? (someone = direct object, who replaces someone; Tom = subject) *The question word whom is also used when who is the object of the verb.

To give a short answer to yes / no questions, use did, except with the verb be: Did you have a good time yesterday? Yes, I did. / No, I didn’t. Were you tired? Yes, I was. / No, I wasn’t. Was she at home last night? Yes, she was. / No, she wasn’t.

···· ··

THE PAST ASPECT 13

Fill in the blanks with the correct form of the verb in the simple past. You may want to refer to the list of irregular verbs on page 96.

UNIT

EXERCISE 2 Simple Past

EXERCISE 3 Questions in the Simple Past Make questions for the underlined answers. Example: When did the Soviet Union launch Sputnik I? The Soviet Union launched Sputnik I on October 4, 1957.

Sputnik I was the world’s first artificial satellite.

It was the size of a basketball and it weighed 83 kilograms.

Sputnik launched the beginning of the space race.

4 On November 3, 1957, the Soviet Union launched Sputnik II with a live dog on board.

? ?

The dog’s name was Laika.

In 1960, Yuri Gagarin from Russia became the first human to travel into space.

Past Continuous OBSERVATION EXERCISE 4 Past Continuous Read the text below and underline every time the past continuous is used: in questions, in affirmative statements and in negative statements.

were the workers at the Avro plant W hat doing on “Black Friday,” the day many of them lost their jobs? They were working on their specific assignments, as they always did. Some were conducting inspections and others were making adjustments or testing components. Although some people thought that production

would slow down, they were not expecting to get fired. Diefenbaker said the project was costing too much, but this explanation did not satisfy the 14,525 employees who lost their jobs that day.

FORM Affirmative

Negative

Short Answer

past of be + verb + -ing

was not / were not wasn’t / weren’t + verb + -ing

was / were + subject + verb + -ing

I / he / she / it was working.

I was not working. I wasn’t working.

Was I working?

Yes, I was. No, I wasn’t.

Were you working?

Yes, you were. No, you weren’t.

You / we / they were You were not working. working. You weren’t working.

14 INSIGHT

U2-Grammar_ins2_(3).indd 14

Interrogative

GRAMMAR

2015-01-09 10:59 AM

· ·

EXERCISE 5 Past Continuous Fill in the blanks with the correct form of the verb in the past continuous. During the inauguration ceremony, while the pilot (fly)1 the Arrow, bands (play)2

music and people

(listen)3

to speeches. Journalists

(interview)

the dignitaries and everyone

(watch)5

the Arrow during its 25-minute

flight. The Arrow was a generation or two ahead of its time and Canadians felt very proud of this aviation achievement despite the enormous expense.

Asking Questions The word order for most information questions in the past is the same as in the present: Question word(s), Auxiliary, Subject, Verb, rest of sentence (QASV). Question Word(s) Who What kind of music How long

Auxiliary were were was

Subject you the students John

Verb talking listening waiting

Rest of Sentence to on the phone? to in the café? for us?

The auxiliary verb be comes before the subject even when there is no question word: What were you trying to do? Were you trying to fix it? When who or what is the subject of the question, the word order changes: Observe: Tom was helping Ann. Tom is the subject. Ann is the direct object. Question: Who was helping Ann? Answer: Tom (subject of verb) Question: Who(m)* was Tom helping? Answer: Ann (object of verb)

· ··

*The question word whom is also used when who is the object of the verb.

To give a short answer to yes / no questions, use the appropriate form of the auxiliary verb be. Was I doing this right? Yes, you were. / No, you weren’t. Were you enjoying yourself? Yes, I was. / No, I wasn’t. Was he working last night? Yes, he was. / No, he wasn’t.

·· ·

THE PAST ASPECT 15

The past continuous is used to express actions that were happening when something else occurred or actions that were happening simultaneously in the past. When something else occured: I was watching TV when you called. Simultaneously in the past: We were watching TV while Tom was studying.

UNIT

USAGE AND PRACTICE

EXERCISE 6 Questions in the Past Continuous Make information questions for the underlined answers.

The pilot was flying the Avro Arrow. The pilot was flying the Avro Arrow. Canadians were feeling very proud when the Arrow was flying.

Simple Past or Past Continuous? Simple Past

Past Continuous

Expresses completed past actions: Ann studied English last year. We went to the park yesterday.

Expresses actions in progress in the past: We were walking to the park when it started to rain. Ann was studying English while Mark was working in London.

Describes a series of actions in the past: We took the metro downtown and then we went to a club. We danced all night and then we came home.

Describes actions happening in the past at the same time or that were interrupted. While I was sitting in the club, the waiter was serving drinks and the band was playing music. While people were dancing, the lights suddenly went off.

KEY WORDS

yesterday; last night / year / week / Sunday; three years / five months / two days / a week ago dates or times in the past: in 1959, on March 4, on Monday, at 8:00 this morning

KEY WORDS

while, as, when

Non-Action Verbs

As with the present continuous, the past continuous is rarely used with certain verbs that do not convey an action. See page 130 for a list of non-action verbs. I knew the answer. We understood the lecture. They seemed tired.

··

Do NOT use the past continuous to describe a sequence of past actions or past habits: played helped When I was little, I was playing in the park and I was helping my mother in the garden. The simple past is used much more frequently than the past continuous.

16 INSIGHT GRAMMAR

UNIT

EXERCISE 7 Simple Past or Past Continuous? Fill in the blanks with the correct past form of the verb in parentheses. (not understand)

millions of people. They

The cancellation of the Avro Project (shock)1

how the national pride could be destroyed.

Because the government (not want)3 technology, it (pay)

other countries to gain from the advanced workers to dismantle and destroy the existing aircraft.

Imagine the scene that day in the shop: while some workers (take )5

the aircraft

apart, others (burn)

the workers

parts. Security agents (watch)

to be sure no one (hide)8

any of the parts. And then, two months later,

a new crew (begin)

a detailed destruction of all Arrow models—they

(cut up)10

the metal and (destroy)11

all of the machines,

tools and even the plans! This complete destruction (stand out)

as part of

the big mystery surrounding the Arrow project. Canadians (never know)13

many details about the decision.

EXERCISE 8 Verb Tense Review In the paragraphs below, the verb tenses are mixed. Fill in the blanks with the correct form of the present or past tenses (simple present, present continuous, simple past or past continuous). Many people want to be expert musicians or chess players, but how long (take, question)1 to become an expert in a field? It (appear)2 that it always (require)3

at least 10,000 hours—and this is true not only

for musicians and chess players, but also for physicists, writers and wrestlers. Practising a lot (consolidate)4

information in the brain. Caring about the subject (be)5 also important as it (increase)6

practise more. Today, neuroscientists (study) (try)8

the motivation to brain activity and they

to discover the importance of practice and repetition.

Let’s go back to the 1700s. (achieve, negative question)9a Amadeus Mozart

the composer

greatness at a very young age? Some people say that the

example of Mozart (prove)10

that 10,000 hours of practice is not necessary for

everyone. Mozart (begin)

composing when he (be)12

six and he (write)13

his first symphony when he was eight. But today’s

musicologists (consider)

his early compositions as curiosities—not the work

of an expert. However, when Mozart was a child, musicians (agree)15 father, Leopold Mozart, (be) (teach)17

that his

the best music teacher in Europe. Leopold

Amadeus to play. While Amadeus (practise)18

his father (watch) 19

him to be sure he played accurately. If Amadeus started

playing piano at the age of two and worked 32 hours a week, then he (reach)20 10,000 hours of practice by the age of eight—even if he wasn’t an expert yet!

THE PAST ASPECT 17

EXERCISE 9 Verb Tense Review In the paragraphs below, the verb tenses are mixed. Fill in the blanks with the correct form of the present or past tenses (simple present, present continuous, simple past or past continuous). (Have, question)1a

animals

a sixth sense that human beings

(not have)2

? Some people (think)3

others (believe)

they do, but

that animals have the same five senses as humans,

but with fewer distractions. It could be that animals simply (make)5

better

use of the five senses we all have. Most animals know that when the ground (start) 6

to shake, something (be)7

wrong.

Although some 200,000 people (die)

during the tsunami in 2004,

a surprising number of animals (not become)9 (they / escape)

victims. How

the disaster? Why (not / they / perish)11

too? On Thailand’s western coast, a dozen elephants (begin)12

trumpet a few hours before the tsunami (hit)

, about the same

time that the quake (fracture)14

the ocean floor. An hour before

the fierce waves (attack)

the resort area, the elephants

(become)16

upset and (start)17

wailing. Just before disaster (strike) (break)19

, some of them

their chains and (run)20

higher ground. Officials in India (say) southern coast (leave)22

for that flamingos on India’s

for safer forests well before the tsunami

hit. And in Sri Lanka, wildlife officials at a severely damaged national park (write)23 that hundreds of monkeys, elephants, leopards, tigers, and other animals (escape) 24

without being hurt.

Hundreds of years ago, people (document)25

reports of animals

detecting hurricanes, earthquakes, tsunamis and volcanic eruptions long before they (happen)26 . Witnesses (see)27

rats racing from

buildings, sparrows taking flight and dogs howling wildly. Of course it is difficult to prove whether or not animals have a sixth sense, because scientists can’t exactly replicate these disasters in a laboratory. Nevertheless, some scientists (look)28 for explanations of why some species (behave)29 strangely before natural catastrophes.

18 INSIGHT GRAMMAR

A You couldn’t get this tune out of your mind, so you kept humming it. The guy in front of you was working on some kind of puzzle. The cellphone of the guy behind you started ringing while you were waiting. Waiting in line was so boring (especially with the terrible humming from the woman in front of you) that B you started taking pictures with your cellphone. It looked like it might rain so you wished you had an umbrella like the guy behind you. Once you got in line, you called your girlfriend on your cellphone and then talked the whole time. The C orange shirt in front of you was so bright that you preferred to face the guy behind you, who was reading a newspaper. D You told the guy in front of you he was smart to bring an umbrella, then you found out that he works at the same place you do. You gave him your business card so that you could get together some time. You always listen to music, so that’s what you were doing when you got in line. The girl in front of you sure E seemed to be interested in her book. You wondered if the guy behind you would take off his baseball cap when he talked to the interviewer. You wondered what the girl in front of you was listening to because she kept moving her head to the F music. The guy behind you was working on some kind of puzzle, but it was hard to see exactly what it was because of your baseball cap. G You read a book while waiting in line. Still, you did notice the big tattoo on the guy in front of you, and the girl behind you kept tapping her fingers as she was listening to her MP3 player. It was a good thing you brought an umbrella because it really looked like it might rain later. You started H talking to the guy behind you and he gave you his business card. You thought it was inappropriate for the guy in front of you to take pictures, even if he was just experimenting with his cellphone. The person ahead of you took the metro at 7:00 a.m., but you got there early, too—in fact, you got I dressed in the dark and didn’t realize you were wearing your orange shirt until you got in line, but that wasn’t nearly as annoying as the person behind you who kept talking on his cellphone. You hate to wait in line, so you bought a newspaper to read while you waited. It was a bit hard to J concentrate, with the guy in front of you talking on his cellphone. The coffee the woman behind you was drinking certainly smelled good. K Mornings are tough, so you got a cup of coffee to drink while waiting in line, but you wished you had also bought a newspaper like the guy in front of you. The guy behind you was coughing a lot. L The guy in front of you should have stayed home; his cough sounded awful. Besides that, he kept staring at your tattoo. You were tempted to talk to the girl behind you, but she was involved in her book. You’re addicted to sudoku puzzles—you do them everywhere, including when you have to stand in line. M You should probably get yourself a backpack like the guy in front of you had. You wished the woman behind you would stop humming that stupid song. N You told the person behind you that you took the seven o’clock metro and arrived at the office at 7:30 a.m.—you couldn’t believe that he came to an interview wearing a bright orange shirt! Of course, it wasn’t a good idea to come with your bad cold. You wished you had a cup of tea or even a O cup of coffee like the woman in front of you. You wondered how the interviewer would react to the big tattoo the guy behind you had on his arm.

THE PAST ASPECT 19

Yesterday, people were standing in line to be interviewed for summer internship jobs. Unfortunately, the CVs fell on the floor and got mixed up. You need to reconstruct the order the applicants were standing in, to help the interviewer put the CVs back in the correct order. Your teacher will assign you a letter representing one of the internship applicants. Read the information for your letter only. Then, work with your teammates, asking each other questions and giving answers using your clues until your team can reconstruct the order that the applicants were standing in. Examples: Were you wearing a yellow shirt? Did you have a dog with you? Did you have a black purse?

UNIT

CLASS ACTIVITY: STANDING IN LINE

INSIGHT 2

EDITION

GRAMMAR

This new second edition has been re-worked and re-designed in order to better respond to the writing needs of intermediate and high-intermediate students of English as a second language. In this book, the first 11 units explain the main grammar points discussed in the Insight 2nd Edition student book, and in the final unit, Unit 12, the content provides detailed essay-writing guidelines and a rich variety of sample essays.

Insight 2nd Edition Grammar includes: • 11 units for practising grammar points • Clear explanations and easy-to-follow structure • 3 review units for consolidating the form, meaning and usage of the • Spelling rules, lists of irregular grammar • 1 comprehensive unit focusing on sentence-building and essay writing, with guidelines and samples

verbs and phrasal verbs • Ideal paper quality to facilitate writing with pen or pencil.

Insight 2nd Edition: English Skills for Academic and Professional Purposes This new second edition has been re-edited in order to better respond to the changing needs of intermediate and high-intermediate students of English as a second language, in both academic and vocational programs. The content in this series provides integrated material to enable students to connect the dots between what they are learning in English and their program of study.

About the author: Jane Petring has been teaching at Collège Édouard-Montpetit in Longueuil, Québec since 1995 and has also taught ESL in Europe, West Africa and the United States. She holds an MA in Applied Linguistics and TESOL from Michigan State University. She is the author of Prospect: English Skills for Academic and Professional Purposes and Access: Advanced Grammar and Writing Skills.

CODE DE PRODUIT : 251796 ISBN 978-2-7617-4126-2