BUILDING VOCABULARY – GRAMMAR

REFERENCE

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Greeting / Leaving someone

1. What have you been up to? (= What have you been doing
lately?)
Example conversation:
 Tom: Hey Luke! Long time no see! What have you been up
do?
Luke: Oh you know, this and that…

2. Speak of the devil! (= We’ve just been talking about you, and
here you are!)
Example conversation:
Suzy: Have you heard from Debbie recently?
Kelly: No, I haven’t. I thought she was on holiday. (Debbie
walks up to Suzy and Kelly) Suzy: Speak of the devil!

3. Take care (= Look after yourself) Example conversation:

Rob: OK, I’m going home. See you next week!
Pat: Take care then.

4. Well I'll be off then.. (= I’m going now)

Example conversation:
Steve: Is there anything else you’d like me to do?
John: No, that’s it for today. Thanks. Steve: Well I’ll be off
then. See you tomorrow.

5. (I'll) love you and leave you. (= I’m going now)

Example conversation:
(Lisa and Jane are chatting, and Jane’s phone rings.) Jane:
Hello? (She looks at Lisa) Lisa: Well, I’ll love you and leave
you!
Lisa: Well, I’ll love you and leave you! Jane: Bye!
6. Catch you later. (= See you later) Example conversation: Nick:
OK, I’m off now. Ted: OK! Catch you later!

7. Gotta dash! (I’ve got to go)

Example conversation: Rob: Is that the time? Gotta dash! Jo: OK!
Catch you later!

8. (I’m / He’s, etc) off out for the evening. (= I’m / He’s etc going
out for the evening)
Son: OK, See you two later! Dad: Where’s he going? Mum: He’s
off out for the evening

Giving / receiving something

Here you go / There you go (= Here it is!)
Example conversation:
Customer: Can I have a can of coke, please?
Shop assistant (passing it to the customer): Here you go!
Customer: Thanks

I'm good thanks. (= No thank you)

Example conversation:
Food stall assistant: Would you like something to drink with that?
Customer: I’m good thanks.
Saying yes / hospitality
Be my guest! (= Of course - you can do something!)
Example conversation:
Passenger 1: Have you finished with your newspaper?
Passenger 2: Be my guest!

Help yourself! (= Take one)

Example conversation
Bill: Can I have one of your biscuits?
Anna: Help yourself!

Make yourself at home! (= Sit down and feel comfortable)

(John and Sue arrive at Debbie’s house for dinner. Debbie shows
them in.)
Debbie: Go and sit down. Make yourself at home! What can I get
you to drink?
John: Thanks, a beer please… Replying to “no” or an apology

Never mind! (= It doesn’t matter)

Example conversation:
Ben: I’m sorry, but I can’t come out tonight after all. Liam: Never
mind! Another time perhaps. 14. No worries! (= It doesn’t matter)
Example conversation:
Richard: Can I borrow your car this evening?
Paul: I’m sorry, but I need to use it. Richard: No worries!
Offering help / asking for help

Would you like a hand with that? (= Can I help you?)

Example conversation:
(Shop assistant sees a customer trying to get something down
from a shelf)
Shop assistant: Would you like a hand with that?
Customer: Oh yes please!

Are you alright with that? (= Do you need help?)

Example conversation:
(David sees a woman with a heavy suitcase)
David: Are you alright with that?
Woman: I’m fine, thanks!

Have you got a (noun) on you? (= Do you have a / the…?)

Example conversation:
Mike: Have you got the time on you?
Andy: Yes, it’s almost 3 o’clock.Saying thank you
Ta! (= Thank you)
Example conversation:
Barbara: I’ll leave you that magazine when I’ve finished with it.
Theresa: Ta!

Cheers! (= Thank you)

Example conversation:
(Neil comes back from the sandwich shop)
Neil: Here’s the sandwich you wanted. Will: Cheers mate!

Nice one! (= Thank you. This is particularly used by British

men.)
Example situation:
Someone holds the door open for you, and you say “Nice one!” as
you walk through the door. Commenting on a situation / giving an
opinion

Keep your chin up! (= Don’t worry too much)

Example conversation:
Kirsty: I just had the most terrible meeting with Dan. I think he’s
going to fire me. Julia: Keep your chin up! I’m sure it’ll be fine. 22. I
don’t mind. (= Either option is fine with me)
Example conversation:
Emma: Do you fancy going out tonight or staying in?
Mark: I don’t mind. Whatever you decide…

By the looks of it… (= From what I can see / understand)

Example conversation:
Charles: It’s going to rain, by the looks of it. Justine: Mmm. Better
take an umbrella.

I've had it up to here with... (= I’m completely fed up with…)

Example conversation
(Two children arguing with each other)
Mum: I’ve had it up to here with you two! Why don’t you go out and
play?

Mind your own business! (= Don’t be nosy - I’m not going to

tell you what you want to
know!)
Example conversation:
Sarah: How much do you earn?
George: Mind your own business!
Commenting on what other people say

You must be joking! (= Absolutely not!)

Example conversation:
Sean: Are you going to tell Melissa about your car accident?
Terry: You must be joking!

Speak for yourself! (= It might be true for you, but it isn’t for
me!)
Example conversation
Dave: Modern art is so stupid…
June: Speak for yourself! There are some great artists nowadays.

Look who's talking! (= You’re criticising something that you

do yourself!)
Example conversation:
Geoff: I hate it when people jump the queue. Stella: Look who’s
talking! I saw you do it yesterday at the bus stop!
Well I never! (= When you’re surprised at something)
Example conversation:
Irene: I just told Mr Harris he’d have to do the stock-taking himself.
Betty: Well I never! He won’t like that!

Asking someone to hurry

Look lively! (= Hurry up!)
Example conversation:
Joe: Is that our train, Dad?
Dad: Yeah - look lively! It’s going to leave in a couple of minutes.

Chop chop! (= Hurry up!)

Example conversation:
(Teacher asks her class to get their books out.)
Teacher: Chop chop! We haven’t got all day!

Get a move on! (= Hurry up!)

Example conversation:
Sally: What time do we need to leave?
Larry: In a couple of minutes. Come on! Get a move on!
Asking someone to wait

Just a sec / Hold on a sec. (= Wait a minute)

Example conversation
(In an office)
Nicola: Have you got the phone number for Sue?
Kate: Just a sec. I’ll get it for you. 34. Let me get back to you. (= I’ll
need to find out the information then tell you later)
Example conversation:
Telephone caller: Can you confirm the list price for these items?
Office worker: Let me get back to you on that. 35. I'll be with you in
a tick. (= I’ll be able to serve you soon)
Example conversation:
(In a shop: the sales assistant is busy, but sees a customer who
needs help)
Sales assistant: I’ll be with you in a tick. Customer: OK, thanks.
Time phrases

Have you got the time? (= What time is it?)

Example conversation:
(At a train station)
Passenger 1: Excuse me? Have you got the time?
Passenger 2: Yes, it’s five to six. 37. It's just gone... (time) (= It’s
just past…)
Example conversation:
Louise: Have you got the time?
Simon: Yes, it’s just gone five thirty.

Asking someone to be quiet

Put a sock in it! (= Stop talking! i.e. put a sock in your mouth to
stop speaking)
Example conversation:
(When a child keeps complaining about the same thing)
Dad: Oh put a sock in it! You aren’t going to the fun fair, and that’s
that!

Shut it! (= Shut up!)

Example conversation
(Two boys arguing.)
Fraser: I’m going to tell Mum that you stole those sweets. Robert:
Shut it!
Shopping

We’re out of… (= We don’t have any more …)

Example conversation:
Lily: We’re out of milk. Tom: I’ll get some on the way home. 41.
We’re running low on… (= We don’t have much of …)
Example conversation:
Colin: We’re running low on sugar. Ivan: OK - I’ll get some when I
go out.

Keep the change! (= You can have the change)

Example conversation:
(In a pub)
Barman: That’ll be £10.70 please.)
Customer: Here’s £11. Keep the change!
Talking about work

I’m up to my ears in it! (= I’m really busy)

Example conversation:
Wendy: How’s it going?
Peter: Well, I’m up to my ears in it at the moment…

I'm a bit tied up… (= I’m busy at the moment)

Example conversation:
Tony: Can you help me with this report?
Sue: I’m a bit tied up at the moment. Can it wait?

I’ve got my hands full… (= I’m busy at the moment)

Example conversation:
Laura: Can I give you this project, Kate?
Kate: Well, I’ve got my hands full with the other one. Games,
competitions, etc

Your turn! (= It’s your time to do something)

Example conversation:
Child A: Whose turn is it now?
Child B: It’s your turn!

You go first. (= You are the first player.)

Example conversation:
(Three players need to roll the dice to start the game.)
Steven: Donna - you go first!
Donna: OK.

Time's up! (= When the time for an activity finishes)

Example conversation:
(In a game when a player has a limited time to answer a question)
Child 1: OK Mum! Time’s up! What’s your answer?
Mum: OK, I’m going to say 1812…

Ladies first! (= Women are allowed to be the first to do

something)
Example conversation:
Dan: OK, ladies first! Jill: Who was the first person to walk on the
moon?
Jill: That’s an easy one!

Heads or tails? (= When you toss a coin to see which side

faces up: the side which has the
face of the important person, or “heads”; or the other side of the
coin, which is “tails”)
Example conversation:
Ben: Let’s toss for it. Heads or tails?
Penny: Head
Conditionals review
Meaning and use
Conditional sentences express a connection between two actions
or states. One thing happens because of another. These
connections can be general, specific, likely, unlikely, real or
imagined.
Although there are quite a few different ways of forming
conditional sentences there are common patterns known as zero,
first, second and third conditionals.
Zero conditionals
Used to refer to general truths, scientific facts and the predictable
results of particular actions. One thing happens and because of
this something else happens. In zero
conditionals if and when have the same meaning.
If you heat water enough, it boils.
When he scores, he celebrates by making a heart shape with his
hands.
When it’s raining, he stays indoors.
First conditionals
Used when we want to talk about something that is likely to
happen in the future after a specific set of circumstances, the
condition. If is used is when the condition is possible and when is
used when the condition is certain to happen.
If I go to the shops, I’ll get some bread. (I might not go to the
shops)
When I go to the shops, I’ll get some bread. (I’m definitely going to
the shops)

If you’ve finished your homework by six, you can go out and play.

When you’re having your party, please keep the noise down!
Second conditionals
Refer to an imagined present result of an unlikely or impossible
present condition.
If I had the money, I’d travel around the world. (I don’t have the
money)

If I were you, I’d think about leaving him. (I’m not you)
Third conditionals
Refer to an imagined past result of something that didn’t happen in
the past.
If I had known you were coming, I wouldn’t have prepared the
cheese dish.
(I didn’t know you were coming. I prepared a cheese dish.)

If I had known then what I know now, I wouldn’t have wasted so

much time at university.
(I didn’t know then what I know now. I did waste a lot of time at
university.)
Form
Conditional sentences usually have two parts. There is the if
clause (sometimes called the conditional clause) and the result
clause (sometimes called the main clause). The clauses can
come in any order.
If the if clause is first, the two clauses are separated by a comma.

There is no comma if the result clause is first.

Zero conditional
If clause:
if/when + present simple
Result clause:
present simple
When I turn it on, it makes a funny noise.
If you multiply ten by twelve, what do you get?
Milk goes bad if you leave it out too long.
First conditional
If clause:
if/when + present simple
Result clause:
will / 'll + infinitive without to / imperative
If it rains, you’ll get wet.
If it rains, put your coat on.
If you’re leading at half time, I’ll let your dad know.
If you’ve won, give me a call as soon as possible.
Second conditional
If clause:
if + past simple (exception: verb 'to be' takes 'were' in 1st and
2nd person)
Result clause:
would / 'd + infinitive without to
If I knew what was wrong, I’d fix it myself.
I’d be out on my bike if it weren’t raining so hard.
Third conditional
If clause:
if + past perfect
Main clause:
would / 'd + have / 've + past participle
If I'd known it'd break, I wouldn't have tried to pick it up.

If you hadn't insisted on changing your shirt we wouldn't've missed

the bus.

Take note: modals

Most first, second and third conditional clauses commonly
use will or would but it is possible to use other modal auxiliaries
instead. For example:
First conditional
If you go to the shops, can you get some bread, please?

If you go to the shops, could you get some bread, please?

If I go to the beach at the weekend, I might try out my new wet
suit.
If I get a phone call this afternoon, it may be good news.
When we go on holiday this year, we should book a nicer hotel.
Second conditional
If I had enough money, I could travel around the world.
If I were elected, I might be able to do some good.

Third conditional
If you’d told me earlier, I could’ve done something about it.
If we had caught the right bus, we might’ve been on time.
Take note: mixed conditionals
Mixed conditionals combine the structure of type 2 and type 3
conditionals when the time (past, present and future) referred to in
the if and result clauses are not the same.
Mixed conditionals can refer to:
 something that didn’t happen in the past and the result of that
condition in the present

If you hadn’t left the map at home, we wouldn’t be lost.

(You left the map at home in the past. We are lost now.)

 something that won’t happen in the future and the result of

that condition on the past

If I weren’t going on holiday next week, I could have accepted

that offer of work.
(I am going on holiday in the future which is why I didn’t
accept the offer of work in the past.)
Grammar Reference - Linking devices of cause and
effect

Linking devices are used to link one idea or argument to another.

A common situation is when we are talking about something that
happens and its result, or a cause and its effect.
 [CAUSE] The population has increased. [EFFECT] The
government is going to build more houses.
Group 1: Therefore, consequently, as a result, thus
Form
These are also called conjunctive adverbs, and they all behave
in the same way. This is how we use consequently to join two
ideas together. Notice the comma after consequently:
 The population has increased. Consequently, the government
is going to build more houses.
Or we could join the two sentences together using a semi-colon +
consequently + comma:
 The population has increased; consequently, the government
is going to build more houses.
But you can't just add consequently without a semi-colon
or comma. This is wrong:
  The population has increased consequently the government
is going to build more houses.

We can also replace consequently with any of the Group

1 words or phrases:
 The population has increased. As a result, the government is
going to build more houses.
 The population has increased; therefore, the government is
going to build more houses.
Note
Therefore and consequently are used mainly in writing or formal
speech. Thus is a little old-fashioned but is sometimes used in
academic writing. That's why is very common in informal speech.
In writing, we usually use it at the beginning of a sentence.
 The traffic was terrible. That's why I'm late.
Group 2: because of, as a result of, due to, owing to
Noun phrases and participle clauses
With Group 2 linking devices, the cause part is not a whole
sentence or clause, it's a noun phrase (a phrase that behaves
like a noun) or participle clause (a short phrase that begins with a
verb, usually in the -ing form):
 interest rate rises (noun phrase)
 rising interest rates (participle clause)
Form
Let's imagine a cause and effect situation: interest rate rises are
the cause of price increases. This is one way we could connect
them using owing to:
 The problem has increased owing to interest rate rises.
 The problem has increased owing to rising interest rates.
In Group 1, the linking device usually
comes between the cause and effect parts. Cause is always first,
and effect is second.
With Group 2, the the cause can come first or second, and
the linking device moves with it. Notice that you need a comma
after the linking device if it's in the first part of the sentence.
 As a result of interest rate rises, the problem has increased.
 The problem has increased as a result of interest rate rises.
Take note: The fact that
We can use a group 2 phrase + the fact that + a verb phrase:
 The problem has increased owing to the fact that interest
rates are rising.
Take note: as a result and as a result of
As a result is in Group 1, and as a result of is in Group 2! They
look very similar but behave differently.
Pronunciation
When you start a sentence with one of these linking devices, your
voice starts high and then falls. After therefore, consequently, as
a result, for that reason, thus, you often pause slightly before
continuing.
Multi-word verbs - Meaning and use
A multi-word verb is a verb plus a word such
as in, on, out, up, away, off and down. We often think of these
words as prepositions, but here they behave like adverbs. The
adverb sometimes extends the meaning of the verb on its own.
 It’s so annoying. Jason keeps phoning me all the time.
 It’s so annoying. Jason keeps on phoning me all the time.
Here, the phrasal verb keeps on means continues. It has the
same meaning as keeps but is slightly stronger. Other phrasal
verbs that extend the meaning of the main verb are hurry
up and sit down.
Many verbs can go with different adverbs and the adverbs can
completely change the meaning of the verb.
 ‘When did you break up?’
 ‘Oh, I broke off our engagement ages ago. He broke
down when I told him.’
In this conversation, break up means separate, broke
off means ended and broke down means became very upset.
The meanings are different from the verb break.
Some phrasal verbs are intransitive (they have no object) for
example: keep on and hurry up. Other phrasal verbs are
transative: they can be followed by a direct object, but not an
object pronoun.
 I broke off our engagement ages ago
 NOT: I broke off it.
However, you can often put an object pronoun in the middle of a
phrasal verb, between the verb and the adverb.
  ‘Guess what! Rob asked me out yesterday!’
Some verbs have three parts to them, an adverb and a
preposition.
 ‘Ah! I’ve seen you talking to Rob a lot recently. You seem
to get on with him really well.’
Form
No object
My car broke down.
No object
My car broke down.
Noun object
Mark broke out of prison.
Object pronoun after the verb
Last week Ismail broke up with her.
Object pronoun in the middle
They were engaged, but they broke it off.
Take note: phrasal verbs with direct objects
With phrasal verbs, (but not prepositional verbs), the noun object
can usually go before or after the adverb.
 I broke off our engagement. / I broke our engagement off.
Pronunciation
For most phrasal verbs, the main stress is on the adverb.
 When did you break up?’
 ‘Oh, I broke off our engagement ages ago. He
broke down when I told him.’
This is the same for three-part verbs.
 I’m so looking forward to it!
But for prepositional verbs, the stress is often on the main verb,
not on the preposition.
 I really can’t deal with it.

Multi-word verbs / Phrasal verbs type 1, 2, 3 & 4

Meaning and use
Multi-word verbs are verbs that combine with one or two particles,
which may be adverbs or prepositions, to make new verbs. They
are sometimes called phrasal verbs. A lot of common verbs do this
and many of them can combine with several different particles.
Each one changes the meaning of the verb.
Shall we give away all the old books in the office? (give them to
someone else)
He kept on arguing so in the end I gave in. (decide to agree with
someone)
I’ll just have water. I’m trying to give up coffee. (stop doing or
using something)
Sometimes you can guess the meaning of a phrasal verb because
it is related to the main verb. Look at this example again.
Shall we give away all the old books in the office?
The meaning is clearly related to the verb give. in the other two
examples above though, the meaning has completely changed.
Phrasal verbs are often used in spoken and informal English
instead of a more formal verb.
I don’t believe that story. I think he made it up! (invented it)
Come to my office and we’ll talk it over. (discuss it)
‘Is the meeting still on today?’ ‘No, they’ve called it off.’ (cancelled
it)
Form
There are four different types of phrasal verbs.
Type 1 Separable phrasal verbs
They are transitive (= they have an object). Most phrasal verbs are
this type.
He’s set up a meeting. / He’s set a meeting up.
I’ve worked out the answer./ I’ve worked the answer out.
Notice that you can put the object after the phrasal verb, but you
can also separate the main verb and the particle.
If you use an object pronoun, you must always separate the main
verb and the particle.
He’s set it up
NOT: He’s set up it.

Type 2 Non-separable phrasal verbs 1

They are transitive (= they have an object), but you can never
separate the two parts of the verb. Prepositional verbs (verbs that
are followed by a preposition and not an adverb) are always of this
type.
You can get on the bus right outside the building.
NOT: You can get the bus on right outside the building.
I completely disagree with him.
NOT: I completely disagree him with.

Type 3 Non-separable phrasal verbs 2

They are intransitive (=they don’t have an object) and you can’t
separate the two parts of the verb.
Watch out! There’s a car coming.
Unfortunately the deal has fallen through.
Why don’t you drop in on your way home?

Type 4 Three-part phrasal verbs

They have an adverb and a preposition followed by a direct object.
You can’t separate the parts of the phrasal verb.
Mark’s come up with a brilliant new idea.
I was nervous, but determined to go through with it.
You should always stand up for what you think is right.

Take note: Type 3 and Type 4 phrasal verbs

Some phrasal verbs are both Type 3 and Type 4. You can add a
preposition so that the Type 3 verb can have an object.
"Where’s the paper for the photocopier?"
"I think we’ve run out. Jake! Have we run out of paper for the
photocopier?"
Pronunciation
For most phrasal verbs, the main stress is on the adverb.
He kept on arguing so in the end I gave in.
I don’t think I can put up with it any more.
But for prepositional verbs, the main stress is on the verb.
I completely agree with you.

Subject-object questions
Meaning and use
A simple way of asking questions in English is by
using interrogatives, or question words, such as who or what.
These questions are called wh-questions and are used when
asking for information.
What time is it?
Who ate the biscuits?
Look at this sentence:
Sally met David Beckham.
We can ask about the subject or object of this sentence:
Asking about the subject: Who met David Beckham? Sally met
David Beckham.
Asking about the object: Who did Sally meet? Sally met David
Beckham.
The first question is a subject question because who refers to
the subject. There is no auxiliary. The second question is
an object question because who refers to the object and comes
before the auxiliary did.
Form
Subject questionswith no auxiliary are formed with: question
word + verb + object, where the verb agrees with the subject.
‘Who speaks Japanese?’ ‘Kento speaks Japanese.’
‘Who rang the doorbell?’ ‘The milkman rang the doorbell.’
‘What caused the accident?’ ‘Bad weather caused the accident.’
Whose and which ask about possession and choice,and can be
used in subject questions like this:
Whose horse finished the race first?
Which painting cost the most?
Take note: using ‘what’ or ‘which’
As well as which, what is also used to ask about choices. If the
choice is limited, we use which and this is usually followed by a
noun.
What social networks do you use?
What happenedto your shirt?
Which chair is yours?
Which of these restaurants has the best service?
Which hand do you write with?
Spoken English
In casual speech, who is or who has often becomes who's. This
can cause problems for the listener because it sounds the same
as the question word whose, which is used to
show possession. Whose usually comes before a noun.
Who’s coming for dinner?
Whose bike got stolen?
Whose hat cost over £100?
Whose mobile phone still has a signal?

Past simple and past continuous - Meaning and use

We use the past simple for something that happened and finished
in the past. We use it when we say or know the time when
something happened. It is often used in stories, when one thing
happened after another.
Last year, we travelled by jeep across the Sahara.
When the car stopped, we all got out.

We use the past continuous for something that happened in the

past but was not finished at a particular time. This can be an exact
time in the past (12 o’clock, etc.) or the time when another thing
happened.
It was 12 o’clock and we were standing in the midday sun.
Mick was checking the engine when the rescue helicopter
arrived.

We also use the past continuous to describe a scene or situation

in the past or for an action that continued for some time.
The stars were beginning to come out.
The dog was barking loudly.
Form

Past simple: positive

For regular verbs, the past simple ends in -ed. Irregular verbs
have different forms. The past simple form is the same for all
persons (I, you, he, she, etc).
Suddenly the jeep skidded and stopped.
Jake thought that we had a puncture.

Past continuous: positive

The past continuous is subject + was/were + -ing form. There
are no short forms of was/were.

Fortunately, we were carrying a toolkit.

Past simple: negative

We make the negative past simple with didn’t + infinitive.
We didn’t stay inside the jeep because that was even hotter.

Past continuous: negative

We make the negative past continuous with wasn’t/weren’t + -ing
form
Despite the heat, Jess and Debs weren’t wearing hats.

Past simple: question

The past simple question form is did + subject + infinitive for all
persons. The short answers are Yes, I did. / No, I didn’t.
Did the helicopter land in the desert? Yes it did.

Past continuous: question

The past continuous question form is was/were + subject + -
ing form. The short answers are Yes, I was. / No, I wasn’t.
How were you feeling when it arrived?

Take note: spelling changes

In the past continuous, all verbs end in -ing, but sometimes the
spelling changes:
take – taking hit – hitting die – dying

Take note: verbs we don’t use in the past continuous

There are some verbs that we don’t usually use in the continuous
form. They are often verbs related to the senses and thinking, for
example: hear, see, smell, hate, know, understand, believe,
notice, want, need, seem, wish.
WRONG: Were you knowing Jess when you were living in
Madrid?

CORRECT: Did you know Jess when you were living in Madrid?

Spoken English
In the past simple and the past continuous, we usually use a
contraction with the negative auxiliary verb:
didn’t (= did not) wasn’t (= was not)

We usually say the positive and negative auxiliary verbs quickly

and without emphasis. We don’t usually pronounce the final ‘t’ in
‘didn’t’, ‘wasn’t’ or ‘weren’t’ in the flow of speech.
He wasn’t looking when his team scored a goal.
/hi wɒzn ˈlʊkɪŋ wɛn hɪz tiːm skɔːd ə gəʊl/

But when the word following the contraction begins with a vowel
sound, we pronounce the final ‘t’:
They were delayed, so they didn’t arrive on time.
/ðeɪ wə dɪˈleɪd, səʊ ðeɪ dɪdnt əˈraɪv ɒn taɪm/

Present and past modals of ability

Meaning and use
We use can or be able to for saying that somebody or something
has the ability to do something. Can and be able to mean the
same, but we often use be able to when something is surprising
or unusual.
Camels can carry up to 600 pounds on their backs.
They are able to close their noses to keep out the sand.
To talk about ability in the past, we use could or be able to.
20 years ago, the Kalahari bushmen could make fire without
matches.
They were able to survive without fresh water for three weeks.
For a single event in the past, we use be able to (not could)in
positive statements.
Our guide was able to show us the caves where the bushmen
lived.
NOT: Our guide couldshow us the caves where the bushmen
lived.
However, in negative statements and questions about single
events, we can use could or be able to.
Could you talk to the bushmen? Were you able to talk to the
bushmen?
We couldn't talk to them. We weren't able to talk to them.
If something is very difficult to do or is very successful, we often
use the verb manage to instead of a modal verb.
The bushmen managed to live happily in their natural
environment for at least 20,000 years.
Form
After can/can't and could/couldn't we use the infinitive
without to. We also use the same form for all persons: I, you, he,
she, it, we, they. After be able to we use the infinitive
without to as well, but the form of be changes: am/are/is able
to for the present and was/were able to for the past.
Positive
In Yakutia, the people can speak both Yakut and Russian.
They are able to survivein temperatures of -70.
Negative
They can’t grow vegetables in winter, so they eat a lot of meat
and fish.
Most people aren’t able to travel in winter because of the
freezing weather.
Questions
In questions with can, could and be able to, we change the word
order. We don’t use Do/Does. Can, could or the verb be come
before the subject or subject pronoun.
How can the people survive in temperatures of -70?
Why aren’t they able to travel in winter?
Could they leave the area by April?
Take note: 'be able to' with infinitives and present perfect
Can has no infinitive form or present perfect form. So in some
sentences, we have to use be able to.
I’d like to be able to speak Russian. (infinitive)
We haven’t been able to contact them by phone yet. (present
perfect)
Take note: form of 'manage to'
Manage to is a regular verb in the positive form. But in the
negative form we say can’t manage to in the present
and couldn’t or didn’t manage to in the past. We also use did for
questions.
I can’t manage to eat all that!
They couldn’t/didn’t manage to finish the race.
Did you really manage to swim across the Channel?
Take note: sense verbs and verbs of thinking
We usually use can and not be able to with sense verbs and
verbs of thinking such as see, hear, smell, believe, remember.
I can see the Lena River from here.
I can’t believe that it gets so cold there.
The bushmen could remember their way around the desert from
day to day.

'Used to' and 'would'

Meaning and use
We can use used to and would to talk about things we did
regularly in the past, but we don’t do now. We use used to for
either habits or states in the past. Would is used only for past
habits, not for past states.
 Elena used to visit her grandson on Saturdays, but now she
visits him on Sundays. (past habit)
 On Fridays, we would take a long walk after lunch. (past habit)
 The weather didn’t use to be so cold in May. (past state)
NOT: The weather wouldn’t be so cold in May.
Used to and would often have the idea of comparison or change
over time.
 Elena used to visit her grandson on Saturdays but now she
visits him on Sundays.
 We would take a long walk after lunch (but now we do not.)
 The weather didn’t use to be so cold in May. (now, it is cold in
May)
Form
The different forms of these phrases are used to + infinitive
(without ‘to’) or did / did not / didn’t + use to + infinitive
(without ‘to’), and would / would not / wouldn’t + infinitive
(without ‘to’).
Used to is the simple past. Use to is used in negative and
question forms. It is used for both habits and states.
Used to - Habit
 Isabel used to sing in a band.
 Pablo didn’t use to drive to work.
 Did John use to study with you?
Used to - State
 Bob used to be much shorter.
 I didn’t use to like art.
 Did Wayne use to belong to the debate team?
 Didn’t Margaret use to hate flying?
Would - Habit (not for states)
 Since I always had that day free, I would shop for groceries
every Monday.
 Since we were always in a hurry, we wouldn’t stop for tea on
Fridays.
 Would you often stay for lunch?
Take note: adverbs
Used to and would already show that something happened in the
past. We don’t usually add adverbs. But, if you want to stress a
time period, you can add an adverb.
 I didn’t use to travel frequently, but now I do.
 Nancy would go for a jog every day, but now she doesn’t
have enough time.
CRÉDITOS
BBC LEARNING ENGLISH
CLARE WHITMEL
FREEPIK
REFERÊNCIAS
BBC LEARNING ENGLISH
https://www.bbc.co.uk/learningenglish/english/course/lower-intermediate/unit-27/tab/grammar

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