OLYMPUS Level: Upper-Intermediate

LEVEL UPPER-INTERMEDIATE
Module 1

Starting date:
Exam date:
Module grade: _

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OLYMPUS Level: Upper-Intermediate

Simple and Continuous tenses

(Review)

• Present Tenses:
• Simple Present is used to talk about routines and permanent situations, while
Present Continuous is used to talk about things happening in this moment, or
temporary situations.
I always go to the gym in the mornings, but this semester I’m going in the afternoons,
because I have classes from 8:00am to 2:00pm.

I don’t like rock music, but I’m listening to a lot of rock these days, because I have to do
a school project about it.

• Past Tenses:
• Simple Past is used to talk about completed actions that happened before now,
while Past Continuous is used to talk about things that were taking progress
when another action happened in the past.
Yesterday, I was watching TV when my phone suddenly rang. It was my mom. She was
waiting for me downstairs, so I hung up, grabbed my coat, and went outside.

My best friends weren’t paying attention when I was telling them my story. So when I
asked them for advice, they didn’t know what to say.

• Present Perfect Tenses:

• Present Perfect is used to talk about something that happened in the past and
can be repeated, or something that didn’t happen, but can still happen. On the
other hand, Present Perfect Continuous is used to talk about things that started
in the past, and are still true or still happening right now.
I haven’t been constant with my exercise routine this year. I mean, I’ve been doing a lot
of exercise lately, but that’s not enough. My mom says she has seen some changes in
my habits and diet, but I’m sure she has been saying those things just to motivate me.

Exercise 1: Complete the sentences with your own ideas. Pay attention to the tense to
know which ones talk about routines, and which ones talk about temporary situations.

I hardly ever play .

This days, I’m playing .
I always eat .
This semester, I’m not eating .
My best friend doesn’t watch .
He / She is watching these days.

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OLYMPUS Level: Upper-Intermediate

Exercise 2: Circle the correct option to complete the sentences. Pay attention to the
context of the conversations, to see if the action is completed or was in progress.

1. What were you doing / did you do last night when I called / was calling
you?
I watched / was watching a movie. I wasn’t liking / didn’t like it very
much.

2. Hey, the teacher is checking yesterday’s homework. Did you do / were

you doing it? I totally forgot / was forgetting.
No, I didn’t / wasn’t. I didn’t remember / wasn’t remembering. Maybe
we can finish it right now, I think Jamie did / was doing it a few minutes
ago.

3. What happened / was happening to your arm? Are you ok?

Well, I skied / was skiing with some friends last weekend, and I was
crashing / crashed into a tree. The doctor says I broke / was breaking
it.

4. Yesterday, I drove / was driving to work when I saw / was seeing a dog
on the street. I stopped / was stopping the car immediately, but the driver
behind me was talking / talked on his cellphone, so he wasn’t seeing /
didn’t see that I stopped, and he hit / was hitting my car.

Exercise 3: Complete the sentences with your own ideas. Compare your answers with
a partner, and discuss how similar or different you are according to the sentences.

1. I’ve never .
2. I have been these past few days.
3. I’ve always wanted to .
4. My best friend has been doing .
5. Lately, I haven’t been eating .
6. I haven’t yet, but I’ll do it this week.

Exercise 4: Write some sentences in Spanish in these different tenses. Try to make
them complex sentences. Then, exchange notebooks with a partner and translate their
sentences to English.

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OLYMPUS Level: Upper-Intermediate

Verb Complements

• When using a verb with another verb as complement, the second verb acts
in its infinitive form. Infinitive in English takes two possible patterns, which
are to + verb and verb + ing.

• The following verbs are always used with the first pattern (to + verb):

Agree – decide – happen – offer – seem – intend – expect

I never agreed to pay for that service.

My best friend decided to go to Canada.

• The following verbs are always used with the first pattern (verb + ing):

Consider – finish – imagine – miss – mind – spend

(And all the verbs that have a preposition at the end, such as end up, keep
on, plan on, think about, etc.)

I just finished doing my homework.

Sarah was thinking about quitting her job, but she ended up staying a little
more time.

• The following verbs can be used with both patterns indistinctly. The
meaning is the same with both patterns:

Begin – bother – continue – start – like – love – hate

I started to do my homework at 7:00pm.

I started doing my homework at 7:00pm.

Hayley loves to paint landscapes.

Hayley loves painting landscapes.

• The following verbs can be used with both patterns, but the meaning of the
sentence changes when we use them in one way or the other:

Remember – stop – try

I remembered to do my homework before sleeping. (First, I remembered, and

then I did my homework)
I remember doing my homework before sleeping. (First, I did my homework,
and then I remembered it as a memory)

Sylvia stopped smoking. (She was smoking, but not anymore)

Sylvia stopped to smoke. (She interrupted another activity and started smoking).

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OLYMPUS Level: Upper-Intermediate

Exercise 1: Complete this with the correct form of the verbs given. In some cases, more
than one answer is possible.

1. What did you end up (eat) yesterday? You seemed

(be) a little hesitant about it.

Yeah. I was thinking about (have) a salad or something

light. But I don’t like (eat) salads from the school cafeteria.
I intended (go) to a fast-food place after school, but I
finished (do) some thigs I didn’t expect
(do) yesterday, so I just decided (buy) a snack to hold
until supper.

2. What are you thinking about (do) next summer?

Well, I just started (work) at this new job, so I’m not

expecting (get) much vacation time. I intend
(take) a few days off, but I have (be)
there most of the time. I’d like to go to the beach, because I love
(surf), but I think it’s going to be very cold. I remember
(go) to the beach last December, and it was freezing.

Exercise 2: Complete the lines with your own ideas or information.

I miss seeing .
Next week, I expect to see .
I intended to see , but I couldn’t.
I love to hang out with .
Recently, I agreed to .
I can’t imagine myself in the future.
I recently finished .
I never bother to _.
Some days ago, I stopped .

Self-practice: In your notebook, try to write sentences with each one of the verbs and
possible patterns. Try to do them about information that is true for you, so you may
remember it easily.

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OLYMPUS Level: Upper-Intermediate

Comparisons using “(not) as… as”

Comparative Adjectives (Review)

• When we compare two things, the most common structure is using

comparative adjectives, such as bigger, better, worse, more important,
less beautiful, etc.

My parents are older than me.

He thinks his job is more important than mine.

• We use the comparative structure “as… as” to talk about two things that are
the same when we compare them. Neither is more than the other.

My mother is 53 years old. My father is also 53 years old.

My mother is as old as my father.

Recycling is important. Not littering is equally important.

Not littering is as important as recycling.

• We use the comparative structure “not as… as” to talk about two things that
are different when we compare them. The one starting the sentence, is the
one that is less of that adjective or adverb.

My mother is 47 years old. My father is 53 years old.

My mother is not as old as my father.

F1 cars are faster than regular cars.

Regular cars aren’t as fast as F1 cars.

• When we compare nouns, we are actually comparing amount or quantity.

That’s why we use “as many… as” for countable nouns, and “as much…
as” for uncountable nouns.

Jack can eat 6 slices of pizza. Susan can eat only 3.

Susan can’t eat as many slices of pizza as Jack can.

I’m at work ten hours every day. Sean is at work only six hours every day.
Sean isn’t at work as much time as I am.
Sean isn’t at work as many hours as I am.

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OLYMPUS Level: Upper-Intermediate

Exercise 1: Transform the sentences with comparative adjectives into the correct form
using “as… as”.

1. Roller coasters are more fun than haunted houses.

.

2. Art and science are equally important.

.

3. Calling my siblings is easier than texting them.

.

4. Listening to music is more relaxing than listening to the radio.

.

5. Smoking and drinking are equally dangerous.

.

6. My sister has more shoes than I do.

.

7. My best friend and I receive the same amount of messages.

.

8. Sarah goes to the gym more than she did one year ago.
_.

9. David has more money than Robert.

.

10. This exercise is easier than the next one.

.

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OLYMPUS Level: Upper-Intermediate

Exercise 2: Complete the sentences with your own ideas, and then compare answers
with a partner to see how similar or different you are.

1. I don’t as much as I did two years ago.

2. My best friend is as as the day we met.

3. Education today isn’t as as it used to be

some years ago.

4. Smartphones and mobile devices aren’t as

as older devices used to be.

5. I think money is as important as .

6. Shopping online isn’t as as shopping at

stores.

7. Movie streaming services, such as Netflix, are as convenient as

.

8. People in the past didn’t as much as we do

nowadays.

9. I don’t sleep as as I did last year.

10. My friends don’t eat as many as I do.

Exercise 3: Transform the next sentences with “as… as” into their comparative
adjective forms. In some cases, there is more than one correct answer.

1. English isn’t as hard as German.

.

2. My parents aren’t as old as my best friend’s parents are.

.

3. I watch as many movies as I did last year.

.

4. Grace doesn’t eat as much chocolate as Francis does.

.

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OLYMPUS Level: Upper-Intermediate

Negative Questions

• Negative Questions and regular questions have a very similar structure,

changing just the auxiliary verb into its negative form, just as the name
suggests. However, the intention of the questions changes. We use negative
questions to check information we previously had, to suggest an idea, to try
to convince or persuade someone, or to imply something.

Do you think this shirt is nice? (I’m asking for your opinion about the shirt)
Don’t you think this shirt is nice? (I think it’s nice and I want you to agree)

Will you go to the party? (I don’t know if you’re going)

Won’t you go to the party? (I thought you were going, and I’m confirming)

Should I talk to him? (I’m asking for an opinion)

Shouldn’t I talk to him? (I think that’s the best idea, but I’m checking with you)

Did you come yesterday? (I have no idea if you came. I’m just asking)
Didn’t you come yesterday? (I thought you came. I’m confirming)

Exercise 1: Complete the questions with your own ideas or opinions, then ask the
questions to a partner to start small conversations.

1. Don’t you think is the most

important thing about friendships?

2. Isn’t better than having a well-paid

job?

3. Haven’t you ever ? It’s amazing.

4. When you were a ten-year old, didn’t you use to think

? Now I know that wasn’t true.

5. Shouldn’t we if we really want to

save our planet?

6. Wouldn’t you if they offered you an

excellent job opportunity?

7. Couldn´t you if you practiced a lot?

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OLYMPUS Level: Upper-Intermediate

Simple Present Passive

• We use the Simple Present Passive when our subject is unknown or not
important. It is always used with the verb be in present (am, is, are) and the other
verb is ALWAYS in past participle.

Active: People visit Europe in July more than in December.

Passive: Europe is visited more in July than in December.

Active: They eat Sushi in California.

Passive: Sushi is eaten in California.

Active: People prepare tacos with tortilla and meat.

Passive: Tacos are prepared with tortilla and meat.

• If the subject of the sentence is known or important, we can introduce it using the
preposition by.

Active: Most scientists don’t consider Astrology a real science.

Passive: Astrology isn’t considered a real science by most scientists.

Active: The firemen rescue all of the survivors when they can.
Passive: All of the survivors are rescued by the firemen when they can.

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OLYMPUS Level: Upper-Intermediate

Exercise 1: complete the next sentences with the correct Simple Present Passive form
of the verbs in parenthesis.

1. In Spain, wine (drink) almost as much as water.

2. In Japan, food sometimes (eat) raw.
3. That woman (consider) to be one of the most beautiful
in the world by Beau Magazine.
4. Traditional food in this country (make) with rice and
eggs.
5. How food (serve) in your country?
6. The National Anthem (sing) at every important sports
event.
7. What type of music (play) in most restaurants lately?
8. Football (practice) a lot by men and women in this city.
9. Most of the resources from our country (export) to other
countries to be processed and manufactured.
10. That movie (expect) to be the best one of the year.

Exercise 1: transform the following active sentences into their passive forms:

1. Sometimes people donate a lot of old clothes to charity.

.
2. People give a lot of presents to their kids on Christmas.
.
3. People in Italy don’t eat pizza very often.
.
4. On Christmas, everyone watches the movie Jingle all the way.
.
5. Mexicans have Pozole on special occasions.
.

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OLYMPUS Level: Upper-Intermediate

“Verb + ing” vs “To + verb”

• As it was explained a few topics before, the patterns “verb + ing” and “to +
verb” are used for infinitive forms. But they do not need to follow another
verb. There are other constructions with this patterns, and it is important to
know when to use which one.

• We use “to + verb” when we use a structure “it’s” to describe the action.
For negatives, we use the word not before our infinitive constriction.

It’s important to know how to drive.

It’s nice to speak another language.
Is it cheap to travel abroad?
It’s wrong not to think about many possibilities before making a decision.

• We use “verb + ing” when we start a sentence with an action that we are
talking about. For negatives, we use the word not before our infinitive
constriction.

Swimming is a very fun activity.

Reading is sometimes hard if there’s a lot of noise.
Not being tolerant with other people’s beliefs may bring you trouble.

• We also use “verb + ing” when we follow a preposition with an action that
we are talking about. For negatives, we use the word not before our
infinitive constriction.

I’m not interested in singing as a career.

It’s wrong not to think about many possibilities before making a decision.
People may get mad at you for not apologizing when doing something
wrong.

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OLYMPUS Level: Upper-Intermediate

Exercise 1: complete the sentences with the correct pattern of the verbs in parenthesis.
In some cases, more than one answer is possible.

1. (arrive) late when you meet a friend is rude.

2. It’s impolite (interrupt) people when they are

speaking.

3. In a formal meeting, it’s sometimes bad manners

(not shake) hands.

4. (talk) with your mouth full is considered rude.

5. Is it fine (sit) down at the table if you arrive to a

restaurant before your friend does?

6. You can offend a waiter by (not leave) a tip at the

end of a meal.

7. (not say) “please” and “thank you” is considered to

be impolite.

8. If you’re invited to a party, it is inappropriate (take)

someone else with you without (ask) first.

9. You should always leave a tip after a meal in a restaurant, but it is

acceptable (give) a small tip if the service was bad.

10. (not show) up at a place without

(let) the other person know is one of the most impolite things you can do.

Exercise 2: Complete the sentences with your own ideas or information. Then,
compare with a partner to see how similar or different you are.

1. I think it’s very offensive . I hate it

when people do that.
2. You can seriously hurt someone by .
So you should be careful.
3. is really fun. It’s one of my favorite
activities.
4. It’s very expensive , but I think it’s
really worth it.
5. I know is wring, but I still do it
sometimes.
6. For some people, it is acceptable ,
but I don’t like when people do it.

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OLYMPUS Level: Upper-Intermediate

LEVEL UPPER-INTERMEDIATE
Module 2

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Workbook Level: Upper-Intermediate

(Am, is, are) supposed to…

We use (be) supposed to in its Simple Present form to talk about

suppositions or expectations. Sometimes it can contrast with what does
happen or will happen in reality.

• It can be similar to saying “They say…”

It’s supposed to rain later. (It is expected to rain later)

He’s supposed to arrive in a few minutes. (He is expected to arrive in a few
minutes)

• It can also be similar in meaning to “have to” or “should”

I’m supposed to work tomorrow. (I should work tomorrow)

My friends are supposed to come to my party. (They have to come to my
party)

It can contrast with what should happen in reality or will happen.

Gale is supposed to be studying for his exam. (But, he’s not doing it)
I am not supposed to listen to other people’s conversations. (But I always
do)

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Workbook Level: Upper-Intermediate

Exercise 1: complete the sentences with your own ideas or answers.

1. I’m supposed to before next week.

2. The weather forecast says tomorrow it’s supposed to ,

but that’s not always right.

3. is supposed to be a great movie, but I haven’t seen

it.

4. You are not supposed to if you drink.

5. If you’re a vegetarian, you’re not supposed to .

6. I’m not supposed to if I have to work the next day.

7. My best friend is supposed to if I’m not feeling ok.

8. You’re not supposed to if you’re on a diet.

9. When you go to a friend’s house for the first time, you are supposed to
.

10. I’m supposed to on my next vacation.

Exercise 2: ask and answer the following questions with a different partner. Switch partners
more than once if you want to practice.

This weekend…

1. What’s the weather supposed to be like?

2. Are there any events that are supposed to be fun?
3. Are you supposed to go anywhere?
4. Are you supposed to see anyone in particular?
5. Are you supposed to do something you’re looking forward to?
6. Are you supposed to do something you don’t want to do?

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Workbook Level: Upper-Intermediate

“(Was / were) supposed to”

“(Was / were) going to”

• Was / were supposed to means that something was expected to happen in

the past, but it didn’t happen.

He was supposed to arrive at 6:30pm. (He didn’t arrive at that time)

You weren’t supposed to go to the party last night. (You went to the party)

• Was / were going to means that you had the intention to do something in
the past, but you couldn’t do it or you haven’t done it yet.

I was going to watch that movie yesterday. (I couldn’t watch it yesterday)

My parents were supposed to call me last night. (They didn’t call)
Steph wasn’t going to buy you a gift. (She ended up buying a gift)

Exercise 1: complete the sentences with the correct form of the verbs in parenthesis. In
some cases, more than one answer is possible.

1. It (rain) today, but I think the weather forecast

was wrong. Is it raining by your house?

I don’t know. Actually, I (call) my parents right

now to ask them. They (be) at home, because
they said they (watch) this TV program
together. Oh, shoot! My phone isn’t giving me a line. I
(pay) my bill before yesterday, but I totally
forgot.

2. What are you going to do this weekend?

Well, I (watch) the NFL at my brother’s place,

but he got sick, so we can’t. And now I’m thinking I’d better do my homework,
because I forgot I (turn in) this project
tomorrow, and I have done nothing yet. And even worse, my teammates
(send) me their info by last night, but I guess
they forgot to.

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Workbook Level: Upper-Intermediate

Inseparable Phrasal Verbs

• Like it is suggested by their name, inseparable phrasal verbs are the ones
whose two particles cannot be separated. There are two possible patterns
when we have inseparable phrasal verbs with an object. Some of the most
common inseparable phrasal verbs.

Get off – get out – get over – get through – get away with – look for
Look after – run away – run into – call on – do without – get over
Back out – carry on – care for – catch up – fall behind – hold on

• The first pattern is verb + particle + object. The object always goes after
the second particle of the phrasal verb.

I wanted to get off work early today.

Sandra hasn’t been able to go through her difficult situation.
Tony can’t get over his last girlfriend.

• The second pattern is verb + particle + preposition + object. The object

always goes after the preposition.

I can’t seem to get away with breaking the rules.

He wanted to pay his bills, but he never got around to it.
Lance is having trouble catching up with all the work from last week.

Exercise 1: complete the questions by arranging the words in the correct order. Then ask
and answer the questions with a partner.

1. If you weren’t ready for an exam, would you try to

(of / out / it / get)?
2. Is it hard for you to (day / get / a / through) without
using your cellphone?
3. How long does it usually take you to (fight / get / with /
over / someone / a)?
4. Have you ever (away / gotten / with / breaking) a rule?
5. Have you ever told a lie to (of / get / invitation / an /
out)?
6. Is there something you’re (doing / forward / looking /
to) these days?

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Workbook Level: Upper-Intermediate

Exercise 2: Answer the next questions according to your own information, and share the
answers with a partner to see how similar or different you are.

1. I’m one of those people who…

a) gets ready at the las minute.
b) spends ages getting ready.

2. If I’m in a hurry for something, I usually…

a) hurry to try to be on time.
b) take my time and arrive late.

3. When I go out, I always…

a) Make an effort to dress up.
b) Try to get away with wearing jeans.

4. If a friend cancels plans we made, …

a) I stay home and feel disappointed.
b) I get over it and do something else instead.

5. When I have a family Christmas dinner…

a) I try to get out of it or leave early.
b) I look forward to it and help with all the planning.

6. When I am absent at my work or school…

a) I fall behind on everything for a while.
b) I catch up with everything immediately.

7. When I come up with a new idea at work or in a group

project at school…
a) I share it with the group without giving it a second thought.
b) I keep it to myself until I am asked if I have an idea or
suggestion.

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Workbook Level: Upper-Intermediate

Passive Modals

• When we use modals in the passive, the verb be is the one affected by the
modal verb, and the other verb is ALWAYS in its participle form. We need to
remember that we use the Passive form when the subject is unknown or not
important. If it is important, then we use by to introduce it.

Active: They could easily fix the money problem.

Passive: The money problem could easily be fixed.

Active: They shouldn’t ban violent movies from theaters.

Passive: Violent movies shouldn’t be banned from theaters.

Active: They have to give equal rights to everyone.

Passive: Everyone has to be given equal rights.

Active: Young students must learn new reading skills.

Passive: New reading skills must be learned by young students.

Active: I ought not to do the dishes until everyone finishes.

Passive: The dishes ought not to be done until everyone finishes.

Active: We don’t have to change that tire right now.

Passive: That tire doesn’t have to be changed right now.

Exercise 1: Complete the paragraph with the correct passive form of the modals and the
verbs in parenthesis.

A lot of people say that violent and horror videogames

(should / ban). However, I think this is a misconception. People claim that kids and
teenagers behavior (could / affect) by them, and something
(must / do) to prevent this. Personally, I don’t consider this a
problem that (have to / solved) or anything like that. I just
think people’s minds (ought to / open) a little bit more, and
look at the fact that violent behavior (must not / consider) a
consequence of violence in games. A link between those two
(can’t / prove) to this day, and that may be because there isn’t one.

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Workbook Level: Upper-Intermediate

Exercise 2: transform these sentences written in the active form of the modal verbs into
sentences using the passive form of the modal verbs.

1. They should ban violent movies from the movie theaters.

.

2. Employers ought to give their employees better work benefits.

.

3. They must do something about the litter and garbage on the streets.
.

4. They could easily change the legal age for drinking to 21.
.

5. They shouldn’t allow people to eat junk food at work.

.

6. They must not encourage people to stop smoking by using aggressive

methods like anti-smoking laws.
.

7. Police officers have to allow pedestrians to have safe spaces to walk.

.

8. The government alone can’t fix all the environmental problems we have right
now.
.

9. They have to do something about the illegal online streaming services.

.

10. Presidents ought to encourage their people to behave well leading by

example.
.

Self-practice: Think of five sentences using modals in the active form. Then, get together
with a partner to transform yours and theirs into the passive form.

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Workbook Level: Upper-Intermediate

“Get passive” vs. “Be passive”

• The most common form of the passive is used with the verb “be”, like the
lessons previously learned in this workbook.

Food in my house is never eaten cold.

Pedestrians should be arrested if they cause a car accident.
The island was struck by a lightning last night.

• However, sometimes we can use the passive with the verb “get”. In this
form, the other verb is also in its past participle form. We usually use this
form of passive when we talk about a change of state, meaning that the
action starts, and was not happening before.

You could get arrested if they catch you shoplifting.

Some trials are used to see if you get convicted or not.
My friends often get sent to the principal’s office when they’re caught
cheating during a test.

Exercise 1: complete the next sentences with the correct form of “get passive” or “be
passive”. In some cases, there is more than one correct answer.

1. Hackers should (punish) more severely.

2. Careless drivers don’t (stop) by police officers as often as
they should.
3. The laws against speeding should (enforce) more strictly.
4. People who commit some crimes (send) to prison for long
periods of time.
5. Some criminals never (catch). And when some of them
(arrest), they often don’t (convict).
6. More people (catch) shoplifting nowadays, given that we
have more security cameras at stores and supermarkets.
7. Vandals shouldn’t (punish) so severely. Sometimes their
offenses are minor ones.

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Workbook Level: Upper-Intermediate

Past Perfect

• We use Past Perfect to talk about things that happened before another
event in the past. Since it is a perfect tense, we always use an auxiliary
verb (in this case, the verb “had”) and the verb in its past participle form.

I don’t know why I got late today. I’m sure I had left my alarm on before I
went to sleep.

I had met my teacher at a church camp before I got into that school.

Had you ever tried apple pie before?

Yes, I had.
No, I hadn’t.

Had your sister told about the surprise party before you called?
Yes, she had.
No, she hadn’t.

Exercise 1: Complete the sentences and questions with the correct for of the Past Perfect.

1. He (move) to Spain years before he was offered that job

position.

2. We were very sentimental last night because we (not

see) each other in years.

3. I couldn’t find any help because I (go) on that trip by

myself, and I (not tell) anyone about it.

4. The exercise was very hard for him because he never

(take) English classes before.

5. I was thrilled when I got my Wi Fi signal back because I

(play) any online games in weeks.

6. I aced my test because I (be) up studying all the night

before.

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Workbook Level: Upper-Intermediate

Exercise 2: Complete the next stories with either the simple past of the past perfect form of
the verbs in parenthesis. In some cases, more than one answer is possible.

1. Have you ever been talking about someone and then all of a sudden they
called you?

Yes! In fact, last week I was talking about a friend who I

(not speak) to in a long time. I think he (change) his
cellphone number and he (not give) his new number.
Anyway, he (text) me out of the blue because he
(run into) my brother at a restaurant, and they were talking
about me. So he (decide) to get in touch. It
(be) great to hear from him.

2. Have you ever been thinking about someone and then you’ve run into them?

Not really, but I experienced another coincidence recently. I (go)

to the post office because we (get) someone else’s mail.
It (happen) before, like three or four times. So anyway, I
was waiting in line, and I (start) talking to this guy who
(come) in right after me. He was there because he
(receive) some of his mail. So I (ask)
him, “You don’t know a Mr. Ling, do you?” and he (say),
“Yeah, that’s me!” I couldn’t believe it! I (have) his mail.

3. Have you ever met anyone with the same birthday as you?

Actually, on my last birthday, my girlfriend (decide) to take

me to this restaurant that she (go) to with some friends. I
(hear) about it, but I (have) a chance
to go there. Anyway, we (show) up at the restaurant, and
my co-worker (be) there, celebrating his birthday, too.

Exercise 3: ask the three questions with a partner and answer with your own information.
Try to use the simple past and the past perfect when you tell the story.

Self-practice: make lists of events in the past, and events in the past that happened before
those ones. Then make sentences about those events using the Simple Past and the Past
Perfect.

24
Workbook Level: Upper-Intermediate

Responses with “So” and “Neither”

• When we have things in common with someone else, we use short responses
to show our similarities. We can say responses such as “me too” or “me
neither”, or more elaborate responses such as “I do too”, “They can too”,
“He doesn’t either” or “I’m not either”.

I like pizza.
Me too. / I do too.

I’m not hungry.

Me neither. / I’m not either.

I can speak French.

Me too. / I can too.

• However, we have another type of response we can use when we want to

express that we have things in common with someone else. These responses
use the words “So” and “Neither” to start, followed by the auxiliary verb of
the original sentence, and the correct pronoun. So is used for affirmative
responses, and Neither is used for negative sentences.

I like pizza. I don’t like pizza.

So do I. Neither do I.

I’m hungry. I’m not hungry.

So am I. Neither am I.

I can speak French. I can’t speak French.

So can I. Neither can I.

I practiced soccer before. I didn’t practice soccer before.

So did I. Neither did I.

I’ve gone to Europe. I haven’t gone to Europe.

So have I. Neither have I.

25
Workbook Level: Upper-Intermediate

Exercise 1: write the correct short response wit So and Neither for the following sentences.
Then, read the sentences with a partner and see if you’re similar or different to each other.

1. I’m not superstitious.

2. I always pick up the money I find on the streets.

3. I don’t know many superstitions.

4. To be honest, I believe in some superstitions.

5. I’m a very lucky person.

6. I’ve never found a four-leaf clover.

7. I don’t carry lucky charms with me.

8. I used to avoid walking under ladders.

9. I’ve always been afraid of broken mirrors.

10. I was very superstitious when I was a kid.

Exercise 2: Look up on the internet for 10 different superstitions in different cultures; five
of them related to good luck, and the other five related to bad luck. Then, walk around the
classroom reading them to your partners, to see if they had already heard them before or
not.

It’s good luck to… It’s bad luck to…

26
Workbook Level: Upper-Intermediate

LEVEL UPPER-INTERMEDIATE
Module 3

27
Workbook Level: Upper-Intermediate

Causatives “get” and “have”

• We use the causatives “get” and “have” when we talk about things that
other people do for us. We have three different patterns for this.

• When the person who does the action for us is not important, we focus on the
object only. However, in case the person is important, we follow the same
rule that we follow in the passive; introduce it using “by”. In this case, we
follow the next pattern.

get / have + object + verb in past participle

I got my car fixed two weeks ago.

I had my car fixed two weeks ago.

I always get my hair cut by a professional hairdresser.

I always have my hair cut by a professional hairdresser.

In this pattern, it does not matter if we use the causative “get” or “have”.
They have the exact same meaning and they follow the same word order.

• When we focus more on the subject (the “doer” of the action), we follow two
different patterns, depending on whether we use the causative “get” or the
causative “have”. When we use the causative “have”, we follow the next
pattern.
have + subject + verb in present

I had a mechanic fix my car two weeks ago.

I always have a professional hairdresser cut my hair.

• When we use the causative “get”, we follow the next pattern.

get + subject + to + verb in present

I got a mechanic to fix my car two weeks ago.

I always get a professional hairdresser to cut my hair.

28
Workbook Level: Upper-Intermediate

Exercise 1: circle the correct option to complete the questions. Then, compare answers
with a partner.

1. Do you usually get your hair cut / to cut professionally? How often do you get
it cut / to cut?

2. Have you ever had / gotten a friend cut your hair? How did it turn out?

3. Do you have a bicycle, motorcycle, or car? Where do you get it fixed / to fix?

4. If you had a flat tire, would you get someone to change / change it for you
or would you do it yourself?

5. Do you ever take your clothes to the dry cleaner’s? Is it expensive to get them
cleaned / to clean?

6. Do you iron your own clothes? Do you ever get someone iron / to iron things
for you?

7. Do you ever fix things around the house, or do you have those jobs done /
do by a professional?

8. When you go shopping, do you like to get someone go / to go with you?

9. If you could afford your dream house, would you like to design it yourself or
to have / get someone design it for you?

10. Do you ever repair the electricity around your house, or do you prefer to have
/ get someone to repair it for you?

Exercise 2: Answer the questions with your own information, then ask and answer the
questions with a partner.

29
Workbook Level: Upper-Intermediate

“Need + passive infinitive”

“Need + ing”

• We use patterns with “need” to talk about the things that should be done.

• The first pattern is need + passive infinitive. The passive infinitive is

formed by the formula “to + be + verb in past participle”.

The TV needs to be fixed.

The screen needs to be adjusted.
The car needs to be repaired.

• The second pattern is need + verb + ing. It has the exact same meaning
that the previous pattern has.

The TV needs fixing.

The screen needs adjusting.
The car needs repairing.

Exercise 1: Complete the sentences with your own ideas or information.

1. My needs to be repaired this month.

2. My needs replacing.

3. My needs cleaning.

4. The needs to be recharged.

5. The needs to be fixed.

6. The needs adjusting.

7. My needs to be changed.

30
Workbook Level: Upper-Intermediate

Exercise 2: Complete the sentences with the two possible patterns using the verb “need”
and the verb in parenthesis.

Ex. My computer is very slow. (Upgrade)

Maybe the memory needs upgrading / needs to be upgraded.

1. There’s a problem with our car. (Adjust)

The brakes /
.

2. I can’t make any calls right now. (Recharge)

My cellphone /
.

3. My camera is always going dead. (Replace)

The batteries constantly /
.

4. The closet light won’t turn on. (Tighten)

The bulb /
.

5. Our air conditioning isn’t working very well. (Clean)

The filter /
.

6. One of my bookshelves is falling apart. (Fix)

It / .

7. There are bills and papers all over the house. (File)
They /
.

8. Our piano is out of tune. (Tune)

It really /
.

31
Workbook Level: Upper-Intermediate

Exercise 3: Complete the chart with five things you can think of.

Things that often

Things that often… Things that are often…
have…
Leak: Scratched: A dent in them:

Fall off: Torn: A stain on them:

Make a funny noise: Loose: A hole in them:

Won’t turn on: Slow: Dead batteries:

32
Workbook Level: Upper-Intermediate

Past Modals

• We use past modals to talk about hypothetical situations in the past. Things
that did not really happen. We have three different modal verbs to use in this
case (Should, Could, and Would). To become a past modal, they are always
followed by the auxiliary “have”, and the next verb in its past participle form.

• We use should have when we talk about what we think was the right or best
thing to do. It was not done, but it was a better option than what truly
happened.
For instance, we will take a look at this situation:

My friend Jenny didn’t pay attention to her Math teacher, because she said he
was not a good teacher. She thought she could learn all the topics by herself. The
problem is that she never really studied that on her own, and she tried to learn all of the
topics of the semester the night before the final exam. Obviously, she didn’t pass her
exam, because she didn’t know any of the topics correctly. Now, she has to retake Math
IV.

Jenny should have paid attention in class to really understand the topics.
(The correct thing to do was to pay attention in class)

She shouldn’t have waited until the last moment to try to study.
(Waiting until the last moment was not the right thing to do)

• We use could have when we talk about other possible actions or possibilities
there were. In this case, it does not mean that they were necessarily better,
but they existed as alternatives.
For instance, talking about the same situation:

Jenny could have asked for help to one of her classmates.

(She had the possibility to ask for help to her classmates)

She could have taken extra Math classes somewhere else.

(Another alternative was to take extra Math classes)

• We use would have when we talk about something we are certain would be
true in a different situation.
For instance, talking about the same situation:

I wouldn’t have waited until the last minute.

(If it were my case or my situation, waiting for the last minute was not an option)

I would have studied along with my classmates.

(Studying along with my friends was my right option)

33
Workbook Level: Upper-Intermediate

Exercise 1: read the following situations in the past and unscramble the sentences using
past modals to talk hypothetically about them.

1. Carmen saw her teacher throw litter on the street, but she didn’t say anything
because she was scared that he might get mad at her.

polite / could / told / avoid / she / him / a / have / in / way / to / conflict

.
thrown / litter / the / shouldn’t / street / have / teacher / on
.

2. Mary was late for a meeting because she got up late. She called the office to say
she’d been in a car accident. A few weeks later, her boss found out that was a lie
and she got fired.

about / Mary / made / have / being / shouldn’t / excuses / late

.
arrived / she / try / and / to / have / for / could / late / then / explain / just
.

3. Josh was in a café. A waiter accidentally pushed past him and spilled some coffee
on his shirt. He lost it and began to yell to the waiter, making a huge scandal all
over the place.

should / more / been / he / have / polite / been

.
have / more / the / waiter / with / been / could / careful / the / coffee
.

Exercise 2: Now write a sentence about what you would have done or wouldn’t have done
in each situation.

1. I would have .
I wouldn’t have .

2. I would have .
I wouldn’t have .

3. I would have .
I wouldn’t have .

34
Workbook Level: Upper-Intermediate

Past Modals for Speculation

• Past Modals can also be used to speculate things about the past. In this
case, we use the modal verbs Could, May, Might, and Must.

• We use could have, may have and might have to talk about things that are
just a possibility, but we’re not sure or certain.

A: I called Paul three times last night, but he didn’t answer. I think he’s mad
at me because of what I said.

B: No, he may/might just have gone to sleep early. Or he could have

forgotten to charge his phone again. He always forgets that.

• We use must have and couldn’t have when we are almost sure or certain
about what we are speculating about.

A: My best friend didn’t show up at the movies last night. We’d been planning
that for weeks. He must have gone out with his girlfriend instead. He does
it a lot.

B: He couldn’t have done something as mean as that. I’m sure there’s an

explanation for this. He must have had some sort of a problem.

Exercise 1: Read the short situations and complete the sentences with the correct form of
the past modals for speculation.
1. One of your co-workers hasn’t showed up for a meeting.

He (may / forget) about it, or he

(could / get) up late.

2. A friend promised to return a movie she borrowed, but she hasn’t. This
hardly ever happens.

She (could / lose), or she

(might / not see) it yet.

3. Your brother is supposed to drive you to the airport, but he’s already 20
minutes late.

His car (must / break) down, or he

(might / not remember).

35
Workbook Level: Upper-Intermediate

Exercise 2: Look at the following pictures, then get with a partner and make sentences
about speculations from the moments these pictures were taken. You have two sentences
as an example.

He must have been distracted.

He might have been talking on the phone.

36
Workbook Level: Upper-Intermediate

Reported Speech
(Sentences)

• We use reported speech when we talk about things that other people said.
When we use reported speech, the verb usually “shifts back” one tense.
The most common transformations for reported speech are the following:
Simple Present → Simple Past
Present Continuous → Past Continuous
Simple Past → Past Perfect
Present Perfect → Past Perfect
Will → Would
Can → Could
Must → Had to

Amber: “I want to buy a new phone.”

Amber said (that) she wanted to buy a new phone.

Ryan: “I can’t swim.”

Ryan told me (that) he couldn’t swim.

Melissa: “I arrived late because there was traffic.”

Melissa said (that) she had arrived late because there had been traffic.

• Some modal verbs like would, should, or used to don not change or shift
back when used in reported speech.

Michael: “I should go before 9:00pm.”

Michael said (that) he should go before 9:00pm.

Diana (to the class): “I used to love cartoons when I was 10 years old.”
Diana told the class (that) she used to love cartoons when she was 10
years old.

• When we use reported speech, we also transform pronouns and time

expressions.
BUT: if the verb, pronoun, or time expression is still true or is the same
one, it is correct to leave it the same way.

“My name is Jake”

He told me (that) his name is / was Jake. (Both are correct, because his
name is still the same)

Vance: “We went to the movies last night.”

He said (that) they went to the movies the night before.

37
Workbook Level: Upper-Intermediate

Exercise 1: report the following things that these people said. Pay attention to the verbs,
pronouns, and time expressions.

1. Ashton: “I like to wash my clothes by hand”

.

2. Jennifer: “My dad gave me a leather jacket yesterday.”

.

3. Juan: “I would like to play videogames tonight.”

.

4. Fanny: “I never throw things away when I stop using them.”

.

5. Daniel: “I can’t speak French, but I will take classes.”

.

6. Sean: “You shouldn’t judge people based on how they look.”

.

7. Nancy: “I have been to Europe many times. I went last year, actually.”
.

8. Tour guide: “This painting is called ‘La Bella Vita’ and it is very expensive”
.

9. Me (to my parents): “I want to study a different career.”

.

10. The teacher: “You have three assignments that are due tomorrow.”
.

38
Workbook Level: Upper-Intermediate

Reported Speech
(Questions)

• When we report Yes/No Questions, we use the words if or whether to start,

and the rest of the question uses the word order of a sentence (meaning that
we do not invert pronouns or use auxiliaries). We also substitute the words
“said” or “told” for “asked” or “wanted to know”.

“Do you like to dance?”

She asked me if I like to dance. (We do not need the auxiliary “do”)

“Will you go to school tomorrow?”

They asked me whether I would go to school the next day.

“Did your parents watch the game last night?”

He wanted to know if my parents watched the game the night before.

“Can Sandra speak Turkish?”

She asked me whether Sandra could speak Turkish.

• When we report an information question, we start with the information

question word, and the rest of the questions uses the word order of a
sentence (meaning that we do not invert pronouns or use auxiliaries).

“What are you doing right now?”

They wanted to know what I was doing in that moment.

“How many times has she been late?”

He asked me how many times she had been late.

“When did you go the movies?”

She asked me when I went to the movies.

• Just like in reported sentences, sometimes we need to change other things,

like pronouns, some adjectives, or time expressions.

.“What are you doing right now?”

They wanted to know what I was doing in that moment.

“Is this book yours?”

The teacher wanted to know if that book was mine.

39
Workbook Level: Upper-Intermediate

Exercise 1: report the following questions that these people asked. Pay attention to the
verbs, pronouns, and time expressions.

1. Luna: “What is your favorite outdoor activity?”

.

2. John: “Are you relaxed about spending money?”

.

3. Edward: “Do you usually pay for things in cash?”

.

4. Henry: “How many times have you lent money to your friends recently?”
.

5. Gale: “Have you ever met a teacher you really admired?”

.

6. Jean: “What should I wear for the party?”

.

7. Omar: “Where can I buy groceries near here?”

.

8. Lucy: “When did you see that play?”

.

9. Patrick: “Can I ask you a question?”

.

10. Lamar: “Why haven’t you done your homework?”

.

40
Workbook Level: Upper-Intermediate

Exercise 2: we will practice both topics from the reported speech. Write five questions on
the lines (use both Yes/No and Information questions). Then ask and answer the questions
with a partner, and write his answers. Finally, get with a different partner, and report both
your questions and your partner answers. You can repeat this exercise reporting your
questions and answers with different people.

1. ?

2. ?

3. ?

4. ?

5. ?

Exercise 3: Think of any conversation(s) you had today before class. Report the main
content of those conversations with your teacher and classmates.

41
Workbook Level: Upper-Intermediate

LEVEL UPPER-INTERMEDIATE
Module 4

42
Workbook Level: Upper-Intermediate

Third Conditional

• We use Third Conditional to talk about hypothetical things in the past.

Things that were not true, but we imagine they were.
• As the other conditionals, it is divided in two sections; the condition and
the consequence.
• The condition is the clause that contains the ‘if’. In this clause, our verbs
will be in Past Perfect (had/hadn’t + verb in past participle)
• The consequence is the resulting clause, affected by the condition. In this
clause, our verbs will have past modals before them (should have, might
have, could have, etc.).

- Read the next situation:

I had a very important Job Interview last week, but I forgot to write it down
as a reminder. When the day came, I didn’t show up for the interview. I
remembered a few days later and I called the company, but they had
already hired someone else.

If I had written it down, I wouldn’t have forgotten about the interview.

If I had remembered a few days before, I could’ve called and gotten a

chance.

I might have gotten the job if I had gone to the interview the correct day.

Exercise 1: Unscramble the next words to form third conditional statements. In some
cases, more than one answer is possible.

1. had / have / at / might / a / worked / better / school, / if / I / job / harder / I / gotten

2. quit / I / job, / wouldn’t / my / have / hadn’t / if / I / my / old / friends / met

3. been / musical / had / I / at / have / singing, / a / if / had / I / better / could / career

4. so / saved / stuff, / would’ve / hadn’t / more / bought / if / I / much / I / have / money

5. friends / had / have / if / my / wouldn’t / been / upset / my / at / party, / I / gotten

6. stayed / something / she / in / would / if / have / Liz / had / done / school, / different

7. hadn’t / wouldn’t / a / become / if / contest, / a / he / won / talent / he / have / singer

8. grown up / our / might / if / years / have / different / we / had / ago, / lives / been

43
Workbook Level: Upper-Intermediate

Exercise 2: complete the sentences with the correct form of the verbs in parenthesis.

1. If Mike (see) the movie, he

(would / love) it.
2. If you (study) a different career, what
(would / choose)?
3. I (might / be) a great dancer if I
(have) formal training.
4. That player (could / have) a better career if he
(get) discovered earlier.
5. If she (please) her fans more, her singing career
(would not / go) downhill.
6. Maybe if the (be) in the eight place at the right
time, they (could / obtain) a better manager.
7. She (would / become) really famous is he
(have) connections.
8. If I (get) bad press, my acting career
(might / take off) better.

Exercise 3: Complete the next sentences with your own ideas or information. Then,
compare your answers with a partner.

If I had been born in another country, I

.

If I had had more money when I was a kid, I probably

.

If I hadn’t ,
my life would have been entirely different.

If I hadn’t met my best friends, I

.

44
Workbook Level: Upper-Intermediate

Tag Questions

• We use tag questions to check or confirm information.

• Tag questions are formed by two words; the auxiliary of the original
sentence, and the pronoun that represents the subject.
• In tag questions, the auxiliary is always in the opposite form of the original
sentences. If the sentence is affirmative, the tag question is negative.
Likewise, if the sentence is negative, the tag question is affirmative.
• Notice that tag questions always start with a comma that separates them
from the original sentence.

It’s amazing, isn’t it?

That wasn’t too hard, was it?
Your father knows about this, doesn’t he?
She hasn’t been honest with you, has she?
My parents would love that, wouldn’t they?
She won the talent show, didn’t she?
It’s not good to lie, is it?
You should talk to your sister about this, shouldn’t you?
I’m not being offensive, am I?
There aren’t many places to go to, are there?

• Since there is not a negative form of the verb form “am”, when we have an
affirmative sentence with I am, the auxiliary we use is aren’t.

I am here on time, aren’t I?

I am your best student, aren’t I?

• In more formal sentences, when the tag question is negative, we separate

the contraction, and the pronoun goes in the middle; after the auxiliary and
before the not. In this case, we do not need to use “aren’t” for I.

It is amazing, is it not?
That was somewhat hard, was it not?
Your father knows about this, does he not?
She has been disrespectful to you, has she not?
My parents would love that, would they not?
She won the talent show, did she not?
You should talk to your sister about this, should you not?
I am being offensive, am I not?
There are many places to go to, are there not?

45
Workbook Level: Upper-Intermediate

Exercise 1: write the correct informal tag question for the following sentences. Pay close
attention to the auxiliaries, subjects, and verb tenses.

1. Sandra watched a movie last night, ?

2. We can go to a restaurant later, ?
3. Jake shouldn’t get mad about that, ?
4. Marina went to a concert last night, ?
5. Paul hates shopping, ?
6. I’m not your teacher, ?
7. Your students are taking their test, ?
8. Alexander is reading a new book, ?
9. They’ll be here, ?
10. I’m your best friend, ?
11. We usually don’t go to parties, ?
12. Fanny has a new pen, ?
13. They had told you about it before I did, ?
14. I was paying attention, ?
15. Tommy had a cute dog when he was a kid, ?
16. You could try to talk to him, ?
17. Regina has been to Europe lots of times, ?
18. Kim and Allie are mad at us, ?
19. You’ve been reading a new magazine, ?
20. She’d like to be a pop star, ?
21. Jason doesn’t hide his feelings, ?
22. He told you my secret, ?
23. Gwen is going to be very mad, ?
24. Hector won’t notice, ?
25. You shouldn’t have done that, ?
26. That movie is terrific, ?

Exercise 2: write a conversation with a partner in which you include at least five affirmative
and five negative tag questions. Pay close attention to your verb tenses.

46
Workbook Level: Upper-Intermediate

Present Continuous Passive and Present Perfect Passive

• As seen in previous topics, the Passive form of a tense is used when we

focus on the object of the sentence, and not on the subject. For this, we
always use the verb “be” in the form of the tense, and the other verb in its
past participle form.
• In the case of the Present Continuous Passive, we use the formula verb
“be” (in present; am, is, are) + being + verb in past participle.

The authorities are checking the case.

The case is being checked by the authorities.

They are taking pictures as evidence.

Pictures are being taken as evidence.

They are evaluating me with an English exam.

I am being evaluated with an English exam.

• In the case of the Present Perfect Passive, we use the formula have / has
+ verb “be” (in past participle; been) + verb in past participle.

The authorities have checked the case.

The case has been checked by the authorities.

They have taken pictures as evidence.

Pictures have been taken as evidence.

They have evaluated me with an English exam.

I have been evaluated with an English exam.

• As every other Passive form, we use by when we want to introduce the

subject of the action.

The case is being checked by the authorities.

The documents have been filed by the supervisor.

47
 Workbook Level: Upper-Intermediate

Exercise 1: Unscramble the following sentences.

1. watched / are / shows / More / cooking / being / nowadays.

.
2. lightning / struck / has / The island / times. / been / by / three
_.
3. monitored / by the authorities. / are / Some phone calls / being
.
4. have / to modern times. / changed / to adapt them / Most sports rules / been
.
5. been / more comfortable / Cars / of drivers. / made / have / for many kinds
.
6. being / in that country. / is / A new constitution / written
.

Exercise 2: Transform the following active sentences into their passive form.
Example: People are watching more cooking shows nowadays.
More cooking shows are being watched nowadays.

1. People are taking fewer risks when shopping online.

.
2. Fast food stores are including a healthy choice in their menus.
.
3. Explorers have discovered three new islands in the past three years.
.
4. He has eaten only one of the sandwiches he had.
.
5. Banks are making credit cards available for more people than before.
.
6. People have played sports since a long time ago.
.
7. Scientists in NASA are planning a new trip to the moon next year.
.
8. They have designed a new method for managing finances.
.

48
Workbook Level: Upper-Intermediate

Exercise 3: Answer the following questions. Use complete answers.

1. Have traffic problems in your city been improved lately? What is being done
to improve them?

2. What new changes have been done in your job recently?

3. Are new businesses in your city being created in the last few weeks?

4. Are changes in technology being beneficial for your job or personal life?

5. In your opinion, are topics at modern schools being taught properly?

6. What changes have been made in children education in the last years?

7. What new or interesting products have been announced in the past months?
Are you interested in buying them?

8. Do you think food companies are being more regulated lately? Why or why
not?

9. Have any changes in ads and publicity been made in the last decade?
Why?

10. Do you consider kids are being encouraged to study more nowadays?

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Workbook Level: Upper-Intermediate

What Clauses and Long Noun Phrases

• What clauses and long noun phrases are expressions that we use at the
beginning of a sentence to introduce our ideas or opinions. They are usually
followed by the verb “be” before going on with the next idea.
• What clauses, as the name implies, start with the question word what and
introduce a short idea of what we are going to say next.

What I think is very important is that kids have a proper education.

What I was going to say was that those problems were not as important as
modern ones.
What you should do is talk to your supervisor about it.
What Dan mentioned earlier is a very important aspect to keep in mind.

• Long noun phrases are similar to what clauses, except for the fact that we do
not need to start with the word “what”.

The first thing you should do is talk to your boss about getting a promotion.
Something that we tend to forget is that Education is the root solution for most
of our society’s problems.
The most important thing to do is to try to solve your problems with him.
The best moments of my trips were the ones I spent with my family.

Exercise 1: Read the following situations from “some friends of yours” and try to give them
advice or opinions completing the what clauses or long noun phrases below.

Dylan friend needs to prepare for his first job interview, and he is very nervous
because he does not know what to do or not to do.

The most important thing is to be confident in your answers and be calm at all times.
What I think you should do is .
Something that works for me is .
What I usually do if I am nervous is .

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Workbook Level: Upper-Intermediate

Yuki is going through a difficult time with her boyfriend. She does not know how to
solve this and feel better.

What I recommend the most is .

The best thing to do is .
What another friend did was .
Something important to keep in mind is .

Anne is a very hardworking person and she thinks she deserves a promotion at her
job, but she does not know how to ask her boss.

What you should do is .

Something I did when that happened to me was .
What you need is .
The worst thing you could do is .

Joe friend wants to ask his girlfriend to marry him.

What I would do is .
Something you ought not to do is .
The most important thing is .
What you should consider is .

Carla is struggling with a class she is taking.

The best thing to do is .

What I consider really important is .
Something to keep in mind is .
What I did when I was in the same situation was .

Liam wants to start his own business, but he does not know what to do or how to
start.

What I would do in your situation is .

The most important thing to take into consideration is .
What you must not do is .
A thing entrepreneurs often do is .

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 Workbook Level: Upper-Intermediate

Connectors

• Connectors are words that serve as links between two different ideas in a same sentence. They
have four different purposes and they help our texts or our speaking gain a better structure or
formality.
• CONTRAST: as the name implies, these connectors are used when two ideas have a contrasting
point (positive and negative; advantage or disadvantage; good and bad; right and wrong). We have
four common connectors for this use; although, even though, despite, in spite of.
➔ Although and even though are used when the following idea is a complete sentence (including
a subject, a verb, and a complement). They both mean the same.
I don’t want to be a lawyer even though I’m really good at it.
Although I apologized to her over 15 times, my girlfriend is still mad at me.
➔ Despite and in spite of are used when the following idea is a noun or a noun phrase (with our
verb in ing and no subject). They both mean the same.
I don’t want to be a lawyer despite my talent and knowledge about it.
In spite of apologizing to her over 15 times, my girlfriend is still mad at me.

• REASON: these connectors are used to explain why something happens. We have four common
connectors for this use; because, because of, as a result of, due to
➔ Because is used when the following idea is a complete sentence (including a subject, a verb, and
a complement).
He doesn’t play volleyball at school because he doesn’t like it.
➔ Because of, as a result of and due to are used when the following idea is a noun or a noun
phrase (with our verb in ing and no subject). They mean the same.
Because of the bad weather, the game has to be cancelled.
He failed that class as a result of his lack of interest.

• PURPOSE: these connectors explain why an action happens or what we expect to get. We have
four common connectors for this use; in order to, to, so that, so
➔ So that and so is used when the following idea is a complete sentence (including a subject, a
verb, and a complement).
I’ll read this book so (that) I have more information to work on my project.
➔ In order to and to are the only connectors that are followed by a verb in its base form. They
mean the same.
I’ll read this book (in order) to have more information to work on my project.

• ALTERNATIVE: this connector explain is used when we present two different choices or
alternatives. We have one connector for this use; instead of
➔ Instead of is used when the following idea is a noun or a noun phrase (with our verb in ing and
no subject).
I usually recycle old glass bottles instead of throwing them away.

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Workbook Level: Upper-Intermediate

Exercise 1: Circle the correct connector for the following text.

Are videogames helping or affecting children?

Due to / Even though the amount of violence some videogames have, most adults
tend to think they are not beneficial for their kids. But this is not the only reason why
this is thought. They do not like them because of / because their kids spend way
too much time in front of the TV instead of / so that going outside to / so play with
their friends. Some adults even believe that kids brain get damaged despite / as a
result of the exposure to the light of the TV and some non-productive contents.

However, this has been proven wrong. Even though / In spite of it is true that
playing too much videogames as a result of / instead of doing other kinds of
activities can be negative, not everything about videogames is bad. As a matter of
fact, videogames help kids develop many different kinds of cognitive skills and
abilities, due to / despite how hard it be to believe.

Kids need to develop certain level of dexterity and visual skills so that / in order to
they can have positive an effective results in some games. They also help enhance
children creativity in order to / as a result of solve puzzles or find solutions to
problems in some games. Their hands and some motor skills are also enhanced by
these because / because of their constant use.

Having stated the previous point, it is actually radical postures (both positive and
negative) the ones affecting all these situations although / instead of helping. This
is due to / because the fact that they just engage in constant debate because of /
in order to prove their points instead of / to giving the other posture a chance. It is
quite obvious that everything is wrong when done too much. Playing videogames
all day every day has negative consequences on children social and major motor
skills because / as a result of they are neither exercising enough nor interacting
with people as much. Thus, kids must have a regulation on the time they spend
playing videogames instead of / so that they do not fall into this negative
consequences.

However, videogames ought not to be seen as completely negative in order to /

although it can cause some damage. There are some good and beneficial contents
in some games that can help kids develop skills and learn while having fun, instead
of / so that just having to learn in schools or with methods they do not like. And
when all is said and done, we should also remember they are entertainment units
after all, and there is nothing wrong with some fun and relaxation from time to time
so that / in order to keep up with our daily activities and productivity.

Instead of / As a result of judging or restraining kids, some adults should give

videogames a chance although / so that they could understand why they like them
so much. But always with an accurate measure of time in spite of / although the
age of the person.

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Workbook Level: Upper-Intermediate

Exercise 2: Complete the following sentences with your own ideas.

1. I sometimes even though I know it’s wrong.

2. I would never despite having a lot of money.
3. Cars are very essential nowadays because .
4. Because of , parks and street are more contaminated.
5. People are as a result of technological advances.
6. We ought to recycle a lot more in order to .
7. A lot of people study a career they like so that _.
8. Instead of , we should learn to be more tolerant.

Exercise 3: Match the ideas from the columns and then write the correct connector from the
box for each sentence and write it on the line.

In order to despite even though due to

so that instead of because

1. We need to have a good a. they know it’s good for their health.
diet

2. A lot of people drink b. traditional and boring.

and smoke

3. My friends don’t exercise c. have healthier bodies.

often _

4. Some people don’t have time d. knowing those things aren’t good
to go to the gym for their health

5. I need to get a nice e. she teaches in a very fun and

scholarship interesting way.

6. English classes should be f. I can go to a nice university.

more dynamic _

7. I like Mrs. Norman’s classes g. their busy lives.

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Workbook Level: Upper-Intermediate

Future Continuous and Future Perfect

• Future Continuous is a tense we use to describe an action that will be in

progress at some point that we describe in the future. The form of future
continuous is will be + verb + ing. We can also use this tense for things we
are expecting to happen or we have as a plan.

I got accepted in my job interview, so I will be working there next week.

20 years from now, most people will be having fewer kids.
Next year I will be moving to a different house.

• Future Perfect is a tense we use to describe an action that is in the future,

but it happened before another action or moment in the future. The form of
future perfect is will + have + verb (past participle).

By 2030, I will have graduated from my career.

I’m working really hard on this, so I will have finished by Sunday.
I will have bought a house by the time I get married.

Exercise 1: Complete the following questions using the future continuous. Then answer
the questions and compare with a partner.

1. What do you think people (do) different in 15

years?

2. Where do you think you (live) in five years?

3. Where you (work) ten years from now?

4. When do you think you (get) married?

5. What new tech products companies (launch)

to the market five years from now?

6. What traffic problems do you think people (have)

in five years?

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Workbook Level: Upper-Intermediate

Exercise 2: Complete the following questions using the future perfect. Then answer the
questions and compare with a partner.

Five years from now…

1. …what (be) the most important change or

event in your life?

2. …how (change)?

3. …what new places (visit)?

4. … you (get) a new job?

5. …what’s something that you (accomplish)?

6. … you (take) any important course or

certification?

Exercise 3: Discuss with a partner if you think these things will have happened or will be
happening in ten years.

Ten years from now…

1. People will be working fewer hours because machines and technology will increase
productivity in the workplace.
2. People will have found a way to use only green energy sources.
3. Scientists will have corrected the course to Global Warming.
4. Fewer people will be getting married and having kids.
5. Ecological cars will have become cheaper and more accessible for everyone.
6. Traffic problems will be getting worse in our city.
7. Cable TV will have disappeared entirely.
8. Online streaming sites and cinemas will be releasing new movies at the same time.
9. Young people will be listening to a new type of music.
10. Our country’s population will have decreased.

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