HIGH SCHOOL
STUDENT BOOK
TAKING A STAND
B1.2
HIGH SCHOOL
TAKING A STAND TEACHER BOOK
B1.2
STARTER #1 How are the images related to
self-expression and/or taking a stand?
#2 What is your favorite way to express who you are? #1 P ersonal answers. Students should mention that fashion, graffiti, and music are ways to express ideas and positions. Science, on the other hand, can be a way to take a stand by proving a point or improving society and knowledge.
6
#2 P ersonal answers. Students might mention forms of art (like painting, music, literature) or more technical forms of expression (like journalistic or academic writing).
1. Complete the sentences with the simple past or the present perfect of the verbs in parentheses.
4 . Complete with the verbs in parentheses to form sentences in the first or second conditional.
a. The government approved the new law last week. (approve)
a. If his parents encouraged him, he Art. (study)
b. They have helped many institutions for the past two years. (help)
b. If you read this novel, you will be/would be surprised by the innovative ending. (be)
c. Sasha has complimented her boyfriend for the song he wrote. (compliment) d. Daniel went to college and studied Law. (go) e. I have taken a course on fashion design for three months. (take) 2. Choose the appropriate word to complete the sentences. a. I have already / yet brought the book about colonialism to class. b. They have ever / never seen such an inspiring piece. c. The magazine has yet / just reported some good news for the neurodiverse community. d. My parents haven’t arrived from their trip yet / never. e. Have you just / ever read Shakespeare?
would study
c. If I didn't follow any activists on the internet, I wouldn’t know this much about feminism. (follow) 5. Put the words from the box in the correct column. advocate • artivism • citizenship • equity • inspiring • neurodiversity • political • raise • resist
ADJEC T IVE inspiring political
3. Read the conversations and complete the advice. Use had better, should, or ought to. a.
I saw a kid being discriminated against at school last Thursday :( You had better
b.
d.
tell a teacher about it!
I’m watching a documentary about Jane Austen's early works. You
c.
should/ought to
write a review later.
NOUN artivism citizenship equity neurodiversity
My mom has some great painting skills.
VERB
She should/ought to record and post her process online! I would love to see it.
advocate raise resist
I want to travel to Thailand next year. You had better
save money for your trip.
STARTER 7
UNIT
1
MY POSITION
LES SON 1
working with text
1. The title of the book whose introduction you will read is Black-and-White Thinking: The Burden of a Binary Brain in a Complex World. Based on the title, answer the questions below in your notebook. a. What do you think the author means by “black-and-white answers. Students are expected to write about thinking”? Personal extreme and dualistic ideas and ways of thinking. b. Which word has the closest meaning to burden: a problem or an advantage? Check your answer with a dictionary. A problem. c. Now that you know what a burden means, why do you think a binary brain is a burden? Personal answers. Students
2. Read the book introduction. What is its main idea? Check the best alternative. a. To show how humans are incapable of thinking in a non-binary manner. b. To show how binary thinking is a characteristic that has been responsible for most conflicts in the world. c. To explain that binary thinking was the cause of most single-celled beings’ extinction. x d. To explain our tendency to binary thinking from the Evolution’s perspective.
should refer to the wide variety of opinions people may have.
Introduction […] We live in a divided world. Everywhere we look, there are lines. Countries, most noticeably, have borders. On one side is “us”. On the other, “them”. Cities have districts and neighbourhoods. But in everyday life, the lines that we draw are endless. We draw lines based on gender. We draw lines based on race. [...] We are hardwired to draw lines by our rich evolutionary past. But how can we be sure that the lines we are drawing are accurate? And how do we know how to place them? The answer, quite simply, is: we can’t. […] And yet still we are compelled to draw them. […] the overwhelming majority of the decisions that our primeval forefathers would have made during the course of their everyday lives were likely to have been binary. Black or white. Either/or. And with good reason. The decisions being made were often a matter of life or death. Flash floods. Tornadoes. […] Avalanches. […] These things come out of nowhere. […] To see how the demands of the brain have evolved, let’s go back to where it all started and consider the single-celled amoeba. The aim of all living things is survival and reproduction. In the shallow, aquatic photosphere that represents the sum of this rudimentary organism’s entire universe, fluctuations in heat, the availability of food, and ambient luminosity – light and dark, black and white – constitute, in effect, the only three categories essential for its survival. […] But simplicity isn’t for everyone and under the tutelage of natural selection came enterprise, innovation and emerging technological know-how. The appearance of multicellular organisms heralded the
arrival of the world’s first nervous systems […]. Just as with their single-celled prototypes, their purpose and function was simple: to facilitate the detection of extracellular stimuli […] through quicker, more efficient means. […] We humans now come equipped with at least six primary senses and probably a whole lot more. [….] Three and a half billion years later from amoeba to Neanderthal. Not, upon reflection, an inordinate amount of change. Then, of course, everything did change. […] With the emergence of consciousness and the advent of language and culture, the goalposts of human advancement didn’t just move. […] Suddenly, black and white – light and dark – were yesterday’s news. And grey was the colour to think in. Dimmer switches became indispensable; an essential piece of neurophysiological kit to help us reason in hues and shades rather than anticipate in binary monochrome. Except there was a problem. […] Dimmer switches didn’t exist. They might have been the next big thing. […] But the market had changed at such a lightning speed that the eggheads at Natural Selection hadn’t got round to manufacturing them. They hadn’t gone into production. Still haven’t, in fact. […] We group, we label, […] all because our brains grew too big too fast. Because they got too clever, too quickly, too soon. We categorize rather than graduate. We polarize rather than integrate. And we exaggerate and caricature variation as opposed to emphasizing and accentuating similarity. […]
Dutton, Kevin. Black-and-White Thinking: The Burden of a Binary Brain in a Complex World. New York: Farrar, Straus and Giroux, 2021. https://www.amazon.com.br/Black-White-Thinking-Complex-English-ebook/dp/B088DRTCG6?asin=B088DRTCG6&revisionId=77f3dbfd&format=1&depth=1.
8 UNIT 1
IN THE GENRE
Book introductions present an overview of what the book is about. Their purpose is to prepare the reader for the book, usually presenting the purpose of the book, how the writer had the idea to write it, and what the reader should expect from it. A good introduction also makes the reader want to continue reading it.
reading
TIP
For speakers of languages with Latin roots – such as Portuguese, Spanish, and Italian – reading science texts in English can be much easier than it might be for speakers of other languages. That is because science terms have great Latin and Greek influences.
3. According to the book introduction, write T (true) or F (false). T a. Humans have the habit of categorizing everything. T b. O ur binary thinking comes from the need to act fast in dangerous situations. F c. Humans evolved too slowly, and that is why we couldn’t develop a “dimmer switch.” F d. Categorization is part of an early stage of human development. T e. The nervous system and the senses are characteristics of multicellular beings. 4. Find the words in the text that represent an opposite idea of the words below. a. light (paragraphs 4 and 8): b. life (paragraph 3):
death integrate
d. us (paragraphs 1 and 8):
them
e. similarity (paragraph 10):
variation
f. monochrome (paragraph 8):
2. We use the simple past / past perfect to talk about past events that happened before other past events. 3. We form the past perfect by using the auxiliary have / had + verb in the past participle.
7. Complete the sentences below using the verbs in the box in the past perfect. have (neg.) • make • reach • read • see (neg.)
shades
5. Answer the questions below in your notebook and share your ideas with a partner. a. In what other aspects of life do we use binary thinking? b. In what ways is binary thinking beneficial? In what ways is it harmful? c. Do you agree with the author when he says that we live in a divided world? What are other examples of it? working with gr ammar
Past Perfect GRAMMAR REFERENCE
1. The verb tenses in bold in the sentences with had or hadn’t are examples of the simple past / past perfect.
4. For the negative form of the past perfect, we use the auxiliary had + not + verb in the present / past participle.
dark
c. polarize (paragraph 10):
a. “Dimmer switches didn’t exist. They might have been the next big thing. […] But the market had changed at such a lightning speed that the eggheads at Natural Selection hadn’t got round to manufacturing them.” Humans needed dimmer switches. x The market changed. b. Single-celled organisms had been around for millions of years when they evolved into multicellular beings. Single-celled organisms evolved into multicellular beings. x Single-celled organisms had been around. c. Dinosaurs had disappeared for millions of years when Homo sapiens came around. Homo sapiens. x Dinosaur extinction.
P. 44
6. Read the sentences and check the events that happened first. Then circle the correct options in the Deductions box. Personal answers. Students are expected to use parts of the book introduction to support their opinion and answers.
hadn’t had a. Before last year’s elections, people the chance to watch so many debates online. b. When I heard Emily’s opinion about the debate, it reminded me of a book about politics that had read I the month before. c. Before he posted a video about gender equality, his had reached videos only a few platform users. d. After I told my parents that I was not choosing politics as a career, I remember thinking it was the best decision had made I . hadn't seen e. I my cousin in many years when he suddenly appeared at my birthday party.
LESSON 1 9
UNIT
2
ARTIVISM
LES SON 1
working with text
1. Look at the pictures below and match them with the kind of work they show. a. painting b. sculpture c. photography d
Williams, Paul Glyn. George Floyd Mural. 2020.
b
Michelangelo. David. 1504.
d. graffiti a
Smith, Nikkolas. Reflect. 2020.
c
Bonfim, Marcela. Wajuru Resistance. 2016.
2. Read the review. Which of the art forms in activity 1 can you see in the Africa Forecast exhibition? Painting, sculpture, and photography. w w w. ar tsatl. or g
Review: “Africa Forecast” shows how convention inspires Black women’s spirit Shantay Robinson
Spelman College Museum of Fine Art’s exhibition, Africa Forecast: Fashioning Contemporary Life, on view through December 3, documents Black women’s relationship with fashion – the cultural tendency to not simply think of it as a way of dress, but a determinant of a way of life. Comprised of artworks by 20 black female artists, the exhibition explores how fashion informs the vitality of Black women throughout the African Diaspora from a global perspective. The various paintings, photography, sculpture, and video range from architecturally influenced dress designs to paper recreations of 17th-century European dresses.
Many of the artworks are curated to relate how convention inspires Black women’s spirit and the
major role that dress plays in that. […] Africans throughout the Diaspora had their cultural dress stripped from them. Instead of having the privilege to wear their traditional dress, Black slaves were relegated to wearing rags. This disruption of cultural dress left African peoples around the world unidentifiable or seemingly anonymous. […] Using fashion as the entry point, Africa Forecast: Fashioning Contemporary Life asserts how Black women have reclaimed fashion or clothing as a mode of expression. […] Through the diversity in this exhibition, innumerable stories are narrated. Some depict hardship, others celebrate beauty, while a few simply exhibit skill in thought and imagination. […]
Not all of the artworks in the exhibition directly confront adversity. […] A wall collage of street photography by Joana Choumali welcomes the viewers. Each block of the street photography collage encapsulates a moment in time in the life of those captured, many of them looking directly at the camera and smiling […].
[…] Black women today are proclaiming their own beauty standards and demanding recognition and appreciation. An exhibition like Africa Forecast: Fashioning Contemporary Life allows for a collective group of voices of women throughout the African Diaspora to initiate discourse surrounding fashion in regards to Black women. Robinson, Shantay. “Review: ‘Africa Forecast’ Shows How Convention Inspires Black Women's Spirit.” Arts ATL. November 11, 2016. https://www.artsatl.org/review-africa-forecast/.
16 UNIT 2
IN THE GENRE
In an art review, the writer generates critical thoughts and discussion about a work of art, an exhibition, a museum, or any art-related event.
3. Scan the review to find the information below. a. What Africa Forecast: Fashioning Contemporary Life is.
TIM E TO REFLECT
How are the works of art from activity 1 and the Africa Forecast: Fashioning Contemporary exhibition related to activism? working with gr ammar
Quantifiers
An exhibition.
b. Where it took place. Spelman College Museum of Fine Art.
c. The last day to see the exhibition. December 3.
d. Who is being depicted in the exhibit. Black women.
e. What the artists have in common. They are all black women.
reading
TIP
When we scan through a text, we read it carefully and thoroughly to identify specific information and other details.
4. Check the sentences that reflect what you have read in the review. x a. T he exhibition celebrates the relationship between black women and fashion. b. Most pieces of the exhibition are photographs. x
c. When traditional clothes were taken away from female African slaves, part of their identity was also taken from them. d. T he first work viewers see in the exhibition is a wall collage.
5. Read the review again and answer the questions. a. How does the writer describe the way the denial of African slaves traditional clothes left them? She says it left African peoples unidentifiable and anonymous.
b. What does the writer affirm that black women want today? She says they want recognition and appreciation.
6. Discuss the questions below with your partners. a. What would you like to ask the artists presenting in the Africa Forecast exhibition? b. Do you think fashion can be considered art? Why or why not?
Personal answers. Students should answer based on their own experiences.
GRAMMAR REFERENCE
P. 45
7. Read the underlined sentences in the text on page 16 and the sentences below and use the expressions in bold to complete the sentences in the Deductions box. a. Very few artists have been able to express their feelings in a sculpture as well as Rodin. b. Being an artist today demands a lot of time with little money in return. c. It takes much effort to organize an art event. d. It will take some time to finish the display, so can I get a little help? some 1. We use for countable and uncountable nouns when we want to express a non-specific amount. all 2. We use for countable and uncountable nouns when we want to express the total amount. a little 3. We use for uncountable nouns when we want to express the same idea as some. little 4. We use for uncountable nouns to express a small amount.
5. We use few/a few small amount.
when we want to express a
much 6. We use for uncountable nouns when we want to express a large amount. many 7. We use for countable nouns when we want to express a large amount.
8. Choose two of the words in parentheses to complete the blanks in the sentences below. a. There weren’t a few
people in the opening. Only friends and family. (much/a few/many/ many
little) some b. The photographer showed us paintings in his All studio. the others were in a museum. (a little/ all/some/much) some c. Can I buy of these prints as souvenirs? I little have very money on me, but maybe I could buy two or three. (few/some/all/little)
LESSON 1 17
UNIT
3
INCLUSIVE FASHION
LES SON 1
working with text
1. Read the text below. What kind of social issue does it portray? a. The invention of women’s magazines. b. The pictures of different types of people in magazines. x c. The lack of diversity representation in fashion. [...] Representation does in fact matter, people look to the media to tell them what to wear, what they should look like, and who to be. The lack of images of people of diverse ethnicities, sexual orientations and religions is a misrepresentation of what the world looks like. [...] There should be so many different types of people on our screens and in the media that it surprises us when everyone looks the same. [...] Clark, Egypt. “Diversity in Fashion: Representation Matters.” Fashion Mingle. Accessed on: March 07, 2022. https://fashionmingle.com/diversity-in-fashion-representation-matters/.
2. Read the article and answer the questions. a. How do the first two paragraphs relate to the theme of the text in activity 1? In both cases, they show how there is a lack of diversity representation in the fashion industry.
b. Why doesn’t the presence of biracial children in magazines make the writer feel represented? She felt that biracial children did not represent all types of diversity (black girls like herself, for example).
reading
TIP
When asked to compare different texts, try to identify the elements and topics they have in common and the contrasting ideas they present.
w w w. th e g oodtr ade. com
What Real Inclusivity Should Look Like in the Ethical Fashion Industry I was eight years old when I started praying that God would make me look like someone else. It started with […] catalogs that were delivered to my house every month. These catalogs were full of blonde and brown-haired White girls, smiling on playgrounds in sparkly bermuda shorts and frilly t-shirts. I knew better than dare to wish I looked like these girls. My sights were set, rather, on the biracial models. These models had light brown skin and curly hair that fell effortlessly over their shoulders, while I had a darker complexion and kinky curls that seemed stiff and brittle in comparison. […] […] The tokenization of these biracial models felt like an attempt to lump a diverse audience into one category. This poor attempt at representation left me (and no doubt many other young girls of color) still feeling unseen and unrepresented. [...] Attempts to promote diversity in the entertainment and fashion industries have historically prioritized faces, voices and bodies that are palatable to White consumers. […] Brands seem to treat diversity initiatives as another box to check off, or merely as an aesthetic trend to follow. This hierarchy of representation goes beyond race alone. […] I cannot imagine how many other young girls must've looked at similar catalogs growing up, wishing they could see someone with their body type, or someone wearing a hijab, or someone with a differently-abled body, or someone who was not cisgender. […] Humility is perhaps the most important virtue when it comes to conversations surrounding inclusivity and representation […]. Systems and standards of beauty have kept many locked out of the industry for decades, and we are only now beginning to do the work to change things. The best we can do is listen to the voices of those who feel underrepresented and make adjustments where necessary. “What Real Inclusivity Should Look like in the Ethical Fashion Industry.” The Good Trade. Accessed on: March 7, 2022. https://www.thegoodtrade.com/features/diversity-inclusion-in-the-fashion-industry.
24 UNIT 3
"I was eight years old when I started praying that God would make me look like someone else."
IN THE GENRE
Opinion articles are commonly found in newspapers or magazines. They are written from the author's point of view and can include personal opinions and/or personal experiences related to a problem, situation, or specific subject.
3. Read the article again and underline sentences that prove that the following information is true. a. As a child, the writer did not like the way she looked. b. Race isn't the only diversity element wrongfully represented. "This hierarchy of representation goes beyond race alone." c. Fashion brands don’t take diversity seriously, but only as an obligation. "Brands seem to treat diversity initiatives as another box to check off." 4. Answer the questions and share your thoughts with a partner. a. The writer of the article believes that the diversity featured by the entertainment business does not represent everybody. Do you agree with her? Why or why not?
b. Think about the other diversity examples the writer mentions. How often do you see them portrayed in the media? When you do, how are they portrayed?
1. Examples a and b express a present / past situation we don't want / we would like to be different. 2. Example c express a present / past situation we don't want to happen / we regret. 3. To show that we would like something to be different now, we use wish + subject + simple past / past participle. 4. When we want to talk about a wish for the present using the verb to be, we should prioritize the use of the subjunctive form, which is was / were. 5. To express regrets about a past situation, we use wish + subject + simple past /past perfect. 6. Complete the blanks in the conversations below with the correct form of the verbs in parentheses. a. A: I'm going to a lecture called "Inclusive fashion is much more than design." Would you like to join me? B: Oh, I sure would, but I have to be at the company in 30 minutes. I really wish I didn't have to work today. (have to – neg.) b. A: What did you think of the inclusive sizing options in that store? B: I hated them! I just wish I hadn't spent so long looking for that store. It is a lot of propaganda to offer a couple of plus-size options! (spend – neg.) 7. Write sentences using wish + simple past or wish + past perfect to express what the person would like to change about the present or past.
working with gr ammar
Verb Wish GRAMMAR REFERENCE
P. 46
5. Match the examples with the sentences that best explain them. Then circle the best choice in the Deductions box. a. I wish I were more like these girls. b. I wish I had more confidence to wear anything I want. c. I wish I had seen these models when I was a teen. b Unfortunately I don't have the confidence to wear fashionable clothes. a I want to be blonde with blue eyes and confident about my body, but I am not. c If I had seen them, I would probably be more confident about my body today.
My friends' photo shoot for the campaign was so cool! I wanted to participate, but I'm too shy. Suggested answer: I wish I weren't shy./I wish I had participated in the photo shooting.
LESSON 1 25
UNIT
4
SCIENCE IN ACTION
LES SON 1
working with text
1. Check what is true based on the information you see on the webpage below. x a. The article is concerned with primates and land use. d. You can only read the article’s abstract. x b. The article was written by more than one person. x e. You can download the article and save it as a file. c. The article was published on July 12, 2021. o n l i n el i br ar y. w i ley. com
RESEARCH ARTICLE
Investment in Science Can Mitigate the Negative Impacts of Land Use on Declining Primate Populations Xumao Zhao, Xinrui Li, Paul A. Garber, Xinzhang Qi, Zuofu Xiang, Xiang Liu, Zhongmin Lian, Ming Li First published: 12 July 2021 | https://doi.org/10.1002/ajp.23302 | Citations: 2 Read the full text
Abstract Changes in land use and the conversion of natural forests to agricultural fields and cattle pastures are threatening the survival of many species of wild animals, including nonhuman primates. Given its almost 1.4 billion people, China faces a difficult challenge in balancing economic development, human well-being, environmental protection, and animal conservation. We examined the effects of poverty, anthropogenic land use (cropland and pasture/grazing), human population growth, government investment in science and public attention to primates during the period from the 1980s to 2015 on primate population persistence in China. We analyzed these data using generalized mixed-effects models, structural equation models (SEM) and random forests (a machine learning technique). We found that 16 of 21 (76%) primate species in China, for which data are available, have experienced a population decline over the past 35 years. Factors contributing most to primate population decline included human poverty and the conversion of natural habitat to cropland. In contrast, the five species of primates that were characterized by recent population increases were the subjects of substantial government research funding and their remaining distribution occurs principally in protected areas (PAs). We argue that increased funding for research, the establishment and expansion of PAs, a national policy focused on reducing poverty, and educational programs designed to inform and encourage local people to participate in scientific investigation and wildlife protection, can mitigate the negative impacts of historical patterns of land conversion on primate population survival in China. Research Highlights • Human poverty and the increasing of cropland contribute most to primate population decline from the 1980s to 2015 in China. • Increasing research funding and establishing protected area (PAs) can mitigate the negative impact of poverty on primate population survival in China. Zhao, Xumao et al. “Investment in Science Can Mitigate the Negative Impacts of Land Use on Declining Primate Populations.” American Journal of Primatology, volume 83, issue 8 (2021). Wiley Online Library. https://onlinelibrary.wiley.com/doi/10.1002/ajp.23302.
IN THE GENRE
Scientific articles are texts that report the results of research work conducted by one or more people. The abstract is the part that offers an overview of the article, and it usually briefly presents the following: the objective of the study, the subjects involved, the methodology used, a quick summary of their main findings, and a conclusion.
32 UNIT 4
2. Read the article’s abstract. What factors contribute the most to primate population decline? Human poverty and the conversion of natural habitat to cropland.
c. Why do you think it is important to invest in the education of the people living in protected areas?
People living in protected areas should be aware of the importance of preservation and the impact of pollution w o r d s a n d m e a n i n g s because they can have a direct effect on such areas.
Collocations I reading
TIP
When reading a scientific article, remember that you will find the most information about it in the first sections – abstract, introduction, and context. These parts will provide enough input for you to decide whether you are interested in the topic and would like to continue reading the article.
3. Complete the sentences with information from the abstract.
analysis • collection • decline • degradation • density • discovery • evidence • high • impact • increase • low • negative • paper • protection • review a. population decline / density / increase b. high / low / negative impact
a. The study was conducted in China . b. The study was based on information collected for years.
6. Make collocations by adding three words from the box to each of the words listed.
35
c. The researchers used three different methods to analyze the data collected. d. They examined a total of five different effects of the persistence of primate populations in China. 4. Check the correct answer. a. Which of the following is not a possible reason for the increase of some species of primates in China? More money for research. x Reduction in the number of protected areas. Efforts to reduce poverty. Active involvement of local populations. b. Which word can be a synonym for mitigate? x alleviate increase aggravate keep c. Which are the two main factors involved in the challenge China faces today? primate life vs. human life poverty vs. cattle expansion x economic growth vs. environment preservation people vs. animals 5. Discuss the questions with a partner. Then share your answers with other partners. Personal answers. Suggested answers: a. What does the conclusion of this study say to you about the importance of science? b. Why is it important to balance agriculture and environmental protection? Because when there is no balance, the wildlife is endangered. More research investment means that scientists can create more solutions to problems a country might face.
c. data analysis / collection / review d. environmental degradation / impact / protection
e. scientific discovery / evidence / paper 7. Change the sentences using the collocations from activity 6. Make any necessary changes. a. Pollution affects primate populations negatively. Pollution causes a negative impact on primate populations. b. After collecting and analyzing the data, scientists came to a startling conclusion. Scientists came to a startling conclusion after data collection and analysis . c. The population is denser in urban areas. There is higher population density in urban areas. d. What Chinese scientists discovered with their research can be used in other parts of the world. Their scientific discovery can be used in other parts of the world. e. Protected areas are ways used by governments to preserve the environment. The objective of protected areas is environmental protection . vocabulary
TIP
When you want to check whether the combination of two English words is common or acceptable, go online and type the word you want and the word collocations on a search engine. As a result, you will probably find out how many ways this word can be combined with others and how often.
LESSON 1 33
PROJECT eneurs Driving question: How can teen entrepr
help change the world? Personal answers. Students should answer based on their own experiences.
40 PROJECT
PROJECT 41
GRAMMAR REFERENCE
43
GRAMMAR REFERENCE UNIT 1 PAST PERFECT The past perfect is used to talk about past events that happened before other past events. • The past perfect is formed by had + verb in past participle.* • The negative form of the past perfect is had + not + past participle. • The interrogative form of the past perfect is had + subject + past participle. It doesn’t matter if the subject is singular or plural, the formula doesn’t change. *To form the past participle with regular verbs, add -ed to the base form of the verb. Check the Appendix for a list of irregular past participles.
+
I had (I’d)/You had (You’d)/He had (He’d)/She had (She’d)/We had (We’d)/They had (They’d) started the debate before all the guests arrived. It had (It’d) eaten before we arrived home.
–
I/You/He/She/We/They hadn’t (had not) understood my point of view before I explained it better. It hadn’t (had not) eaten before we arrived home.
?
Had I/you/he/she/we/they heard about the universal basic income before the debate? Had it eaten before we arrived home? Why had I/you/he/she/we/they disagreed with the proposition? Why had it eaten? Hadn’t (Had not) I/you/he/she/we/they debated about the black-and-white thinking before last class?
– ? Hadn’t (Had not) it eaten before we arrived home? 1. Choose the appropriate option to complete the sentences. a. I home before my brother arrived from school. x had arrived arrive had arrive b. I the article before the class started. reading have read x had read c. Before the debate, he about the subject. research x had researched did research d. I my arguments very clear before they started questioning it. did x had made have done e. Lucy out with her friends before she started doing her homework. x had gone goes have go 44 GRAMMAR REFERENCE • UNIT 1
f. Chris didn't say anything until Maya
talking.
had done x
had finished finishes
2. Complete the sentences with the verbs in parentheses in the past perfect. a. After Kate had finished her homework, she went out. (finish) b. Where had they gone after the party? (go) c. Jane hadn’t spoken to me about it before. (speak – neg.) d. By the time I called her, she school. (leave)
had left
for
e. Had you seen John before he left today? (see) f. Kate hadn't eaten dinner before her mother arrived home (eat – neg.)
UNIT 2 QUANTIFIERS Quantifiers are words that show quantity – how much of something. They can show either a large quantity or a small quantity. Some are used with countable nouns, and some are used with uncountable nouns. QUANTIFIER
EXPRESS A non-specific small amount.
A little
An appreciable though not Uncountable extensive degree or amount. nouns.
All
The total amount.
Countable and uncountable nouns.
Few
A small amount.
Countable nouns.
Little
A small amount.
Uncountable nouns.
Many
A large amount.
Countable nouns.
Much
A large amount.
Uncountable nouns.
Some
A non-specific amount.
Countable and uncountable nouns.
2. Complete the sentences with the given quantifiers. little • many • much many
people in the movie theater.
little • much • some b. I took
some
Countable nouns.
A few
1. Circle the best option to complete the sentences. a. My brother made some / few money washing cars last weekend. b. We don’t have many / much time to do our homework. We need to hurry. c. There were only few / some students at school today. d. I got a little / a few insect bites on the camping trip. I don’t know why I didn’t use insect repellent. e. There are much / many reasons why people should study a second language. f. Jane had much / a few knowledge about this topic.
a. There were
USED FOR
little • many • much c. We spent
much
time trying to finish the art review.
a few • little • many little d. Martha has money for the exhibition, so I will buy a ticket for her.
a little • all • few few e. I saw people in the subway today, I think it is because it is a holiday.
a little • little • many f. Jeff had travelled to
many
places in Europe.
pictures of that sculpture. GRAMMAR REFERENCE • UNIT 2 45