0 describe personality. ach adjective in the Choose adjectiv rcise 2 and talk to your partne: ves form patt of yourListening | Part 4 4 Workin pairs. You will hear five short extracts in which people are talking about a family member they admire, Before you listen, look at the list of occupations (A-H) in Task One. eople to these inkis easiest and which is the mos 2 Which do you d cult to lea TASK ONE Forquestions 1-5, choose from the list (A-H) the person ‘who each speaker is talking about, 1A adeep-sea diver B afihernan/isherwoman Speaker 1 7 agardener easier 5 D magician Speaker 3 E a mesici Pe F anactor Speaker 4 i G anarchacologist Spsekers % H an oxplorer 2 Which of these phrases would you associate with each occupation? (You can associate some of the phrases with more than one occupation.) histher recordings Jedication to his/her craft comple} * pe tinderwater adventure sulfer from stage frigh + the first person to set foot in a place . some excavation or other ing Now think of one more phrase you might associate with each occupa 3 Look at the list of 4 (oa Nov tisten to the five speakers and a In Listening Part 4 * you hear five sho monologues on related subjects ‘and you do two listening tasks * in each task you have to choose one answer for each speaker from a list of eight options * you hear each speaker twice. This part tests your ability to identify the gist of what the speakers say, their attitude and the main points, and to interpret the context they are speaking in, TASK TWO For questions 6-10, choose from the list (A-H) the quality the speaker admires about the person, A. a positive outlook on life B ability to anticipate problems Speaker 1 ‘an enquiring mind ation to detail Speaker 3 Speaker 4 readiness to explain things Kindness to children, 16) Specter? |) 8 is 6 c D E calmness under pressure F 6 Speaker 5 H originality and inventiveness | ities (A-H) in Task Two and se each of them using your own words. Whict quality would you associate with each occupation? paraphr asks One and Two. 5 Work in pairs, Tell each other about someone intere friends, fing or unusual in your family or circle of = What dot © What are they lke? ‘© What is your relationship with them like?Grammar Verb forms to talk about the past 1 Look at these extracts 1-8 from Listening Part 4, Match the underlined verb forms with the ‘explanations ag. There are two verb forms you can match with one explanation. We loved his stories of the strange creatures he'd seen, When she invited me to.come out on one af her trips it was a real eye-opener to see what she was doing, When she invited me to come out on one of her trips We've listened to them so many times He'd drop whatever he was doing She never used to panic Even if he'd been working all day, he'd be really conscientious about giving them a complete tour of the site 8 He's boon spending a lot of time recently getting this new show ready. ‘2 something that happened at a specific time in the past bb a repeated action or habit in the past which doesn't happen now ¢ an activity which started before and (possibly) continued after an event in the past d something which happened before another activity or situation in the past @ something which happened before another activity or situation, with an emphasis on the length of time 4 an activity that started in the past and is still happening, with an emphasis on the length of time 4 something that has happened more than once at times hich are not stated between the past and the present 1B page 177 Languoge reference: Ver forms to tak about the 2 Put the verbs in brackets into the simple or continuous form of the past, past perfect or present perfect, (In some cases more than one answer is possible) 1 Chen .tasiecaiit.. (word) in Singapore since he (leave) university two years ago, but next year he expects to be transferred to Hong Kong. 2 Alexander takes university life very seriously. He (study) here for six months and he s-es(not go) t0 a single party! 3 Maria. nw (COme) round to dinner last sight. She (start telling me her life story while | = ~ (make) the salad and --1nnnn (Continue) tolling it during dinner. 4 NN smnnnnonnnnnnne have) 2 splitting headache yesterday evening because she (work) in the sun all day and she (not wean) 3 hat. S:lzuns -=--1-(Q'OW) up in @ house which nnnnnnnn (B@|Ong) tomy great-great- ‘grandfather We ‘sell it now because it was too big for our small farrly 3 Circle the correct alternative in italics in each of the following sentences, 12 My teachers (1) mere often getting / often used to get ‘annoyed with me when I was at school because | (2) never used to bring / had never brought pen with me and | 3) would always ask / have always esked someone if! could borrow theirs, b The village (4) used to be / would be very quiet and remote until they (6) built / had built the motorway two years ago. In those days everybody (6) would know! Used to know everyone else, but since then, slot of new people (7) came / have come to lve in the area and the ol social structures (8) gradually changed / have gradually been changing. ¢ When | was a child, both my parents (9) used to go// were going out to work, $0 when they (10) would be / were out, my grandmother (11) was looking / would ook after me,4 ©) exam candidates often make mistakes with present perfect, past and past perfect tenses. In the sentences below, circle the correct alternative in ites: 1 Intecent times people had / have had more contact with their friends through email and mobile phones .d from our clients meant we hava been / were able to provide excellent advice to the people developin acted on 3 The party was great and the b asthe jazz band, he product, which they ther bit for me has be 4 We should have had a really good holiday for what we Pid, but unfortunately we discovered that they did organise / hadn't organised anything very much so it was rather a disappointment. 5 While | vas studying in England, | havent take an examination because it was not offered to orto any of my fellow students eithe { Are you going to the dinner on Seturday? A lot of my ther friends were invited / have been invited and know they'd love 7 have oniy vec! have only been living in Geneva for ronths, though Madeleine, w has lived here all her life 8B Petra looks after my children very well. |haven't noticed idr't notice any weaknesses in her character, so I'm sure you'll be happy to offer her a job. Reading and Use of English | Part 8 In Reading and Use of English Part 8, you must match ten ‘questions or statements with a text divided into four to x sections or four to six separate short texts, This task tests your ability to read quickly and understand Getails, opinions and attitudes and to locate specific information, ‘Nelson Mendel Boyonée 1 Work in small groups. You are going to read extracts from four autobiographies. Before you read, discuss these questions. 1 What things make an autobiography entertaining! 2 What things do you expect to find out by react wutobiography? 3. Of the poople photographed above, wh autobiography would you be interested in reading’ Why?2 Work in pairs. Read questions 1-10 carefully and for each question a underline the key idea bb paraphrase it 2s if you were the person speaking. Example 1) Myrrether wore the danger might beh Who says cone of their parents can be unnecessarily ql protective? they have changed during the course of their working life? their parents never imagined the consequences of something they said? they discovered the job they wanted in an unlicely place? ‘one parent saw the project es an opportunity for both the parents? they gain satisfaction from the way their work affects others? they thought the future promised ther surprising experiences? their upbringing was unusual? they were enthusiastic but nervous about the job they were going for? they achieved promotion by staying in the job longer than other people? 3 For questions 1-10 in Exercise 2, choose from the extracts A-D. The extracts can be used more than once, 4 Work in small groups. Discuss these questions. 41. Which of the people in the texts would you be most interested to meet? 2. How important do you think parents! opinions are when choosing a career? 3 What other factors should yaung people take into account when choosing a career? My early career EJ Linda Greentaw Tama woman, {am a fisherman, Neither abused nor neglected, | am the product of a blisfl and ‘unique childhood, a rare laim these days Like all young children, I believed wholeheartedly in the ‘words of my mother anc father It was only natural that [took seriously the assertions of my parents tha [could do whatever I fiked with my life, become anything I wanted, Although the advie they gave vias wel intentioned, my parents never dreamed that it might come back to haunt them when | decided that what | iked and wanted 1 become wes fisherman. Fishing my way through college, I made my fist. deepsea tip atthe age of nineteen aboard the Waller Leeman. By the time 1 graduated from college | had outlasted the original crew members {ad stated with, most of whom moved onto boats oftheir own, and became captain of the boat ‘by ation. Promising my paren tha [would postpone law school for just one year, became a full-time fisherman, Ag om he Hen e0anBI Eric tate Whea you make an audience laugh, they relly do love you, that’s one ofthe nicest things about being a comedian, Usually you've touched them at time when they needed some kin! of eas Something or they wer depressed and then you made them fel beter. So there thing toi feling Bit you don't sit and think, I'm going to have a career now Things just happen. 1 stumbled into performing at Cambridge Univesity. [think there's something very seductive about the glamour of dressing up and playing someone else, and that comes from a sadness. I think Tony became any good eventually through Monty Python by being disguised and by being other people and DD Kate Adie itwas only latterly in my life that I have been able 10 be funny as Then, in a very odd act of serendipity | read the myself orbe confident, I don’t have to put on a. disguise or wear a wig now but thar’ what I used to do. local paper ~the Sunderland Boho was n0 one under eighty’s preferred reading, but I wasn't ery busy; ad there inthe classifieds wos an Durbar.) we jump it gave me, asthe Pb hing Creasey series ks ete 198 174 Mate or The ths dbp adverisernent, hea simal private thought woke up at the back of my ‘od and leaped around shouting silently this ‘sit, thisisit 1 didn’t dare tell anyone, not my parents, nor my friends, and I realised with some trepidation that wanted it very much indeed, Somehow the life with the BBC might satis alot Uunarticulated longing for... wasn't sure what just something to do with wider stag, tue unexpected events, the B Emma Richards Thad been only afew shor months before that 1d made a fying visit to Scotland to ell xy parents I was going to sail around the world Dad had picked me up from Glasgow airport. Het asked i | was up fora wedding, party, the kind of occasions for whieh Id norm ke a lying vist No) I sud. ‘ve got somethi totell you. I'm going to sail around the word alone My mum often doesn't sleep when I'm at sea. She's the kind of mum ‘who sil instinctively goes to grab your hand when you cress the road even though all four of us children left home at least ten years ago She said it was a great idea, that she and Dad would travel round the world to visit me a the stopovers, She said itd be great to see al those places, they he there t support me. She jut kept talking.Vocabulary Collocations with give and make 1 Look at this sentence from Reading and Use of English Part 8, Write the correct verb (A-D) in the gap. Although the advice they. was well intentioned, my parents never dreamed that it might ‘come back to haunt them. Amade Bove Csaid D expressed Q Exam candidates often use the wrong verb ‘when they should use give or make. In most of the sentences below, the underlined verb is wrong. Replace the underlined verb with give or make, or ‘write correct it you think there is no mistake. 1 When you print the article, we also expect you to give an apology, 2. Her report on the trip did not show accurate information so we were quite confused. 3 Ihave some suggestions to give before the forthcoming tip. 4 hope your company will ive me atleast a partial refund 5 I'm so grateful that you have made me the chance to attend the course, 6 In my boss's absence, | give telephone calls to ‘customers, clean desks, and write emails, 7 Installing modern technology will give a good impression of the college. 8 Our evening lectures were made by ‘experts who know nothing about the subject. 9 Theve is another recommendation | would lke to give ‘concerning the club, 3 Words which are often used together (eg. make an apology) are called collocations. Which verb often forms a collocation with these nouns? Write give or ‘make in each gap. 8 speech, lecture, talk, performance Gomeone) information, details, advice, instructions 3 nnnunmasdlh) recommendation, comment, apology, suggestion nnnnns Someone afr) chance, opportunity someone a refund, their money back ‘8 phone call «an impression on someone sanenuns SoMe@OnE An impression Reading and Use of English | Part 4 In Reading and Use of English Part 4 you * complete six sentonces with between three and six ‘words so that they mean the same as the sentences printed before them * use a word given in CAPITALS without changing it in any way. This part tests your ability to manage grammar, vocabulary and cellocations. 1 Work in pairs. Study the exam instruction below, ‘Then, for questions 1-4, read some answers that Gifferent students gave for each question, Decide which answer (A~C) is correct and say why the other answers are wrong, For questions 1-4, complete the second sentence 50 that it has @ similar meaning to the fist sentence, using the word given, Do not change the word given, ‘You must use between three and six words, including the word given 11 His actions were based on what his uncle advised him todo. ADVICE The basis for his ACtlONS wemecnnennesnn ‘A was some advice that his uncle gave B was the advice his uncle gave C was what his uncle advised 2 Alba made every effort to arrive at the meeting on time. BEST. ADDS ne time. A did her best to get B made the best to arrive C tied very hard to make it “a to the meeting on 3 Unless the product sin perfect condition, we cannot return your money. REFUND We will be unable ~. product is not in perfect condition A to pay you a refund unless B to refund the money you paid if C to give you a refund if evn thether: bien him, not 4 Otto's teachers were favourably impressed by the presentation he gave to the class. IMPRESSION (Otto's presentation t0 the €1A8 nnn his teachers A gave a favourable impression 10 B made a favourable impression on (© made an impression which was found very favourable by 2 For questions 1-6, complete the second sentence so that it has a similar meaning to the first sentence, asing the word given, Do not change the word siven. You must use between three and six words, sneluding the word given. 1 | would often go cycling with my father when | was a child used My father wiven | was child ling with hirn Having apologised, Klaus shook my hand, APOLOGY When Klaus nn hand. he shook my Anna has been trying as hard as possible to take care other childven, CAN Anna has been doing the u0--ernn after her chilcten For me, the second chapter was more convincing than the rest of the book PERSUASIVE Ifound the second chapter eninnninnnnaninninane other part of the book 5 |never planned to annoy you. AIM, Wooten YOU ANGHY, 6 lve never had problems with my car before, TIME Thi is tHe a me problems Speaking | Part 1 In Speaking Part 1 the examiner asks you questions about yourself. These may include questions about your life, your work or studies, your plans for the future, your family ‘and your interests, ete, This partis intended to break the ice and tests your ability to interact with the examiner and use general social language. Dpvge 198 Speaking roerance: Speaking Port 1 Work in pairs. Read the questions below from Speaking Part 1, Which questions are a mainly about the present? —_b mainly about the past? How would you answer each question? 1. What do you most enjoy daing with your friends? 2 Have you ever had the opportunity to really help 3 friend? How? 3 Would you prefer to spend your holidays with your family or your fiends? 4 What is the best way for people visiting your country to make friends? ‘Who do you think has influenced you most? Why? What is your happiest childhood memory? Who is the best teacher you've ever had? Tell me about 2 friend of yours and how you got to know him or her Bos Listen to two students, Marta and Lukas, Which question does each of them answer? Mart Lak 88: ene 2 (04 Now isten to them again, with the examiner's questions, and say if the following statements are true (T) or false (F). 1 They both give very brief anwers: 2 They give some details or reasons to support their 3 They use a range of tenses appropriately. 4 They speak in relaxed, natural way. 4 Think about how you could answer each of the ‘questions in Exercise 1. Then work in pairs and take turns to ask and answer the questions._—— Writing | Part 1 An essay In Waiting Part 1 you vrite an essay in which you discuss a question or topic. You are given “three areas to consider and you must discuss two of them “three opinions which you can use if you wish This part tests your ability to develop an argument or discussion, express your opinions clearly and support your ideas with reasons and examples 1 Underline the key ideas in the writing task below, Your class has taken part in a seminar on whether the education system does enough to help young people to find jobs which fit their abilities and. Interests. You have made the notes below. ‘Methods schools and yniversities use to help. students find suitable jobs *+ providing courses and qualifications 2 Work in small groups + work experience pragramimes * Discuss each of the methads and whether * careers advice or not you agree with the opinions ‘expressed in the seminar ‘Some opinions expressed in the seminar | * During your discussion, express your own "We study lots of things which we'll neveruse inany future job." ‘opinions on the methads and give reasons for your opinions. ‘without work expetience you's have no idea , , (ese eure * Ree mnie ihre “Some of my teachers can't give me advice because they've never done any job other 3 Read the writing taskin Exercise 1 again than teaching. | | Do you tink the foliowing sentences are i” — ‘true (I) or false (FY? Why? Write an essay discussing two of the methods in your notes. You should 4 Sea Nae Rie tbo, explein which methods moreetfectve, ingreasonsinsupportofyour | 3 youmust ecuns a thee method eal method. + ‘Youray,f you wih, make use ofthe opinions expressed inthe seminar,but | 3. You must say whether you soree or Youshoulé use your own woresas far as possible. isagree with the opinions expressed Wie your answer in 220-260 wordsin an appropriate style 4 Ifyou use any of the opinions, you should express them in amore formal style 5 When you express your opinion, you should say why you hold that opinion 6 You can expand the topic to talk about other issues related to work that interest you 7 You can write your answer using a bulleted | list of points instead of formal paragraphs. } 8 The task contains a word limit, but if you | write 300 words you will get higher marksted he. ks 4 Read Cristina’s essay. Then complete the plan she wrote beforehand by matching the notes (a-e) with the paragraphs. For many young people it is hard to find the sort of Job they aspire to, "This is in part due to a mismatch heteen what education provides and what employers believe *they require. Schools and universities should offer students courses ‘Which provide 2them with qualifications which will attract potential employers. However, employers often ‘complain that courses are too theoretical and do not teach students the practical skills ‘they will need in the workplace. While | understand “this viewpoint, | do not entirely share 6. | believe that the purpose of education is primarily to develop critical thinking skills, including the ability to analyse and solve problems. "These abilities will be useful throughout people's working lives. To achieve *this, | do not think it matters ‘whether someone studles history or theoretical physics as long as the right teaching methods are Used. Students will then pick up the specific job skills they require very quickly once they are in full-time ‘employment. Itis often suggested that young people need to gain work experience in order to make an informed choice of university course and career. Although | believe ‘his helps to focus students’ minds on what working life will be like, generally speaking itis not possible for students to get a wide enough range of experience tobe able to choose "their career wisely | would therefore argue that the best way to help young people find suitable jobs is to give them an excellent general education while ensuring that employers realise how valuable "it is Plan Para |: Introduction: Para 2: Para 3 Para A: Para $: Conclusion: 2 education should teach students to think ~ useful for every job bb provide a good all-round education + persuade ‘employers ofits importan: ¢ employers say courses not practical enough d difficulty finding jobs - education vs. employers! needs fe work experience often too limited for students to make informed choice: 5 Work in pairs. Discuss these questions. 1 Why is itimportant to underline the key ideas i writing task? 2 Why should you write a plan before you write your essay? 3 Did Cristina follow her plan exactly? 4 Has she dealt completely with the insteuctions in the writing task? 5 What words and phrases does she use in her essay to introduce her opinions? 6 To.what extent de you agree with Cristina’s point of view? 7 Why is it important to make your opinions clear in an essay? 6 When you write. itis important that each paragraph should cover a different aspect of the subject and that sentences should be linked together using clear references. What do the underlined reference words in Cristina’s essay refer to? 7 Write your own plan for the writing task in Exercise 1. When you have finished, compare your plan with a partners, 8 Read Cristina’s essay in Exercise 4 again and highlight any words or phrases you would like to use in your essay. Also, copy them to your plan and to your notebook ‘Then write your essay following your plan. poe 186 Weng reference: Esive verbs verbs are clasified as transitive or intransitive ares identify them with the letters Tand tanstive verb must be followed by an object found the information on the Internet. (the tion fs the abject ofthe transitive verb founcs) irransitve verb has no object: fe past seven our train arrived. suse transitive verbs have an object they can be used ihe oessive form: es Someone stole our car from outside the house paiva: Our cor was stolen from outside the house. sive verbs cannot be used inthe passive form. 1etfansitive verbs can have two objects, @ direct ject and an indirect object: sy will send you an email to confirm your booking. (an lis the direct object of will sendt you 's the indiceet ject) sof these objects may become the subject of 8 ive sentence ill be sent an email to confirm your booking. jemail will be sent to you to confirm your booking. py vorbs can be used transitively and intransitive, imatimes with different meanings: jd you help me move this table? (transitive) fre moving tomorrow. (intransitive) hak | left my books at college. (transitive) syle at throe o'clock. (intransitive) runs hor business from home, (transitive) er runs through our village. (intransitive) Verb forms to talk about the past Past simple ‘The past simple tense is used to describe: «+ an action that happened cra state that existed at a specific time in the past: Yostorday | felt so ted that | didn't go to work. «+ an action that lasted for a period of time in the past, but is now finished | studied in Paris for four years from 2005 to 200% + ahabitual action over a specific period in the past: While he was away, he rang his giitiond every day + actions which happened one after the other She opened the fridge, took out the milk; gave some to the cat and put some in her coffee. Past continuous ‘The past continuous tense is used to describe: + an activity which started before and continued until an ‘event in the past ‘She was driving home when the police stopped her (The ‘activity of driving was interrupted by the police's action) + an activity which started before and continued afteran event in the past: | was cooking lunch when | heard the news. (And | continued to cook lunch afterwards) + a situation which was temporary at atime in the past: remember that summer well. | was staying with my aunt at the time, while my parents were away. Compare the use of the past simple when the situation in the past was more permanent: Lived in Rome when | was a child. (not twasiving) something that frequently happened, with always or forever, often to express amusement or irritation: My ded was always dressing up in funny hats, We got fed up with Jill who was forever complaining. State verbs We do not usually use the continuous with state verbs (this | applies to all tenses). These are commonly’ ‘= verbs which express opinions, feelings or knowledge, eg, agree, believe, disagree, hate, know, like, love, need, prefer, realise, regret, understand ‘+ verbs which describe appearance, e.g. appear, look, seem, resemble + verbs which describe senses e.g, smell, taste these other verbs: belong, consist, contain, cost, ownThe present perfect tenses ‘The present perfect tense is usec: ‘10 describe an action that happened at an unspecified time in the past up to now: They've recorded a lot of albums. Have you ever visited Berlin? to describe a past action when the emphasis is on the rocult in the present ‘Somecne's stolen ry phone! (l’s not here now) ve told Tim about tomorrow's rehearsal (He knows aboutit, Ivo wonder you're tied - you've been working so hari ‘ypically wth time adverbs that connect the past to the present, e.g. just, already, lately, so far up to.now, yet, today when itis stil the same doy), this morning (when is stil the sare morning) ‘emphasises the result ve phoned my ind and they're coming tothe party. | often describes an action that is now completed: We've bought some food for the weekend. (t's in the hitehen now) Working conditions have improved 2 lot (They're much better now), Have you seen any good fs ltoly? England has only won the World Cup once so far (Note: this use ofthe present perfects typical in Br English. In American English, the past simple maybe used: Did you see ary good fis lately? England, won the World Cup once so fa} I"ve been cleaning the house this morning Compare: leaned the house this morning. (i's row afternoon) with foror since to describe an activity or state that started inthe past and is stil continuing in the pe ‘Shes lived in Spain or nearly ton years. They've known each other since they were children He's been driving for three hours, The present perfect simple and continuous are sometim interchangeable, although we only use the simple form with state verbs. However, note the differences in the: below. it ‘emphasises the activity: {ve been phoning my friends. That's why | haven't done my homework shows that an activity has continued for @ period of time and ‘may mean that itis still continuing We've been buying most of our food at the market lately. Working concitions have been improving since the new manager took over. They ein the process of getting better) seys how much has been completed or how often something has been done ive cooked three pizzas Sancira has phoned me four times today. may indicate a more permanent situation: He's worked in this shop all his life. ve always lived here, 28 how long on activity has been happening, \'ve been cooking all afternoon, "ve been speaking on the phone for hours. may indicate a temporaty situation: "ve been working on my art projact for two weeks now. Poople have been living in terrible conditions in the refugee camp.past perfect tenses perfect simple tense is used: fisicate thot we are talking about an action which took Go: astate which existed, before ancther actiity {uation in the past, which is described in the past cle: ‘Mera got home, they had eaten dinner. pare: When Maria got home, they ate dinner. (They sinner when she arrived) jely wth me oxpressions ike when, a8 s00n 2s, after ra, it was the frst timo, ote front home as soon as he'd finished his work st perfact continuous tense is used: Hocus on the length of time: ryes were really tied because Id been reading for per three hours in bed light: baeyhow long something happened up to @ paint in the ‘wo months before any of the teachers noticed that fe hada’t been coming to schoo! buld and used to Uii+ infinitive and used to + infinitive are used to talk things which happened repeatedly in the past but happen now: jas smal, my mother would read to me in bed and Hsing me a song to help me to sleep. While she was Jago me, my father used to wash up the dinner things ‘used to, not would, te talk about past states which no bnge exist: fere used to be a grocer's opposite the bus station. (not tbe, dito only exists in the past. Ithas no other tenses, The tive is didn't use to: didn’t use to be £0 shorttempered, fhe question form is Did [subject) use to: id you use to enjoy school when you were a kid? eth past simple, not used to of would, to specify how nytimes or how often something happened: ie used to be a very successful tennis player. He won junior championship three times. Verbs + to infinitive or -ing Verbs followed by the infinitive The infinitive without to is used after: = modal verbs: We must hurry or vl be late. The toinfniive is used after: + some verbs which are modal in meaning {have to go to work tomorow, You ought to get more sleep. You need to think again. You don't need to worry Note: The verb need has an alternative negative form, reedr't, which is followed by the infinitive without to: You needn't worry. «certain verbs, eg, afford, gree, arange, eppea,attomot, choose, decide, expect, hope, intend, learn, manage, offer, pretend, promise, refuse, soem: We can't afford to go on holiday this year. + cortain verbs + object, ¢.9, advise allow, ask, convince, tenable, encourage, forbid, force, get, instruct, invite, ‘order, persuade, remind, requie, teach, tel tain, want, warn wish: You can't foree people to believe something My father taught me to swim. Note: After the verb help, the to.can be omitted before the infinitive She helped me (t) revise for my exam. Verbs followed by the -ing form “The -ng form ofthe verb Is used after: '» some verbs which express likes and dislikes, @.9. dislike, ‘enjoy, loathe, (don't) mind, (can't} stance She con't stand getting stuck ina ralfcjam. But note the folloning exceptions = hatelitelovelpreter ae usually followed bythe ng foun but are sometimes followed bythe tinfintive [see below). = would + hate/ike/love/prefer is always followed by the spinnin Vahate to get up early every moming. «+ cortain verbs, 9, admit appreciate, avoid can't help, consider dele, deny, fnsh, imagine, involve, keep, miss, postpone, prevent, recommend, report, resist, risk, suggest The prime minister has just finished speaking.