Chapter 3.

Towing Objectives: After studying the topic in the course book and seminar the students should be able to: recognise and use correctly the words and expressions related to towing; identify the use of the infinitive and gerund after certain verbs and constructions; translate a text on towing giving the correct Romanian equivalents of the words and expressions related to towing; construct a dialogue between the master of the ship and the agent about tug arrengements.
1. Ships may need towing in a number of cases. When in port, tugs may be required to take ships to or from their berths. Sometimes it may be necessary to shift the ship from one berth to another and the port tug is usually ordered to do this job. It may also happen that the ship will need dry docking for cleaning the bottom and repairs to the hull. A tug-boat will then be required to manoeuvre the ship into the dock. A ship may become disabled at sea and in this case she will need some other vessel or a tug to tow her to the nearest port. Big ships require big tow-lines. Most modern vessels are provided with steel wire towlines of sufficient length. It is advisable to use wire hawsers connected with a good length of manila rope, as this will afford the necessary elasticity to tow-line. The towing and towed vessels communicate with each other to coordinate their actions. Usually they signal with the International Code, using single letter signals. It should be added here that ships communicate with each other and with shore in a number of ways: by radio, by flags, by light and sound signals and by semaphore. The International Convention adopted a uniform system of International Code Signals, which is widely used by all the countries. In this system a single letter or combination of letters signifies a whole sentence. When the ship receives these signals the watch officer translates them into letters (or their combination) and find their meaning in the code book, where they are grouped in a certain order. Single-letter signals are used to denote urgent or very common messages. For instance, signal G means:I require a pilot. As it was mentioned above, they also have a special meaning when used between towing and towed vessels. For example, the same signal G in this case means: Cast off the towing hawser; the signal A signifies: The towing hawser is fast, etc. Dialogue 1. A = Agent ; C = Captain C: I shall require a tug tomorrow to take my ship to another berth. A: At what time are you going to shift? C: Well be ready to start at about 5 p.m. A: Shall I order the tug for 5 p.m.? C: Yes, thats what I was going to ask of you. So, please order the tug to be here by 5 p.m. tomorrow. A: Well, the time is set then. Shall I also order the tug beforehand to take you out of port? C: Yes, kindly make preliminary arrangements with the tug company for Friday this week. I am leaving your port on this day. A: What time shall I order the tug for you? C: I cannot tell you the exact time as yet, I think Ill let you know the exact time on Wednesday. A: Good, thats settled then. I would advise you to take two tugs, because there is a strong current

in the entrance and the port tugs are not very powerful. C: How much do they charge for towage? A: They charge 15 pounds for each tug to take the ship out of port. C: All right. Ill take your advice. Thank you. So, please order two tugs for Friday. Dialogue 2. C= Captain ; P = Pilot C: Look over there. What's the matter with that ship? They have hoisted the Code Flag. Obviously they are going to signal something to us. Hoist the answering pendant. P: Oh, it's rather far away. I can't see so far as that. Let me take my binoculars. Well, now I see the ship quite clearly. Yes, you are right, they have hoisted the International Code flag. If i am not mistaken, that's a Norwegian ship, and the ship is obviously aground. C: How do you know that the ship is aground? P: There is a small shoal in that vicinity and they must have run aground. Yes, that's it. Do you see three black balls one over the other? C: Oh, yes, now I see the balls too. you are right. But how on earth could they have run against that shoal! So far as I remember the chart, there's but one shoal in that area, and it is well off the usual track. P: I think we'll soon learn about it. See, they hoisted two other flags below the Code Flag. C: I can see the flags but I can't distinguish them, I am afraid. I must take my binoculars too. P: To my mind, that's a two letter signal "CB2" C: Yes, there is no doubt about that any moor. I can clearly see the flags now. These are the flags "CB" and pennant 2. Let me see the code book. This group means "I am aground. I require immediate assistance." P: So they ask you to help them. What are you going to do about that? C: We'll hoist now the group "DN" meaning "I am coming to your assistance." P: Shall we alter the course right away? C: Yes, certainly. (To the helmsman). Port 5! Steer for that ship on our port bow. 2. Vocabulary 2.1. Words to require = a necesita, a avea nevoie, a solicita to tow = a remorca to tow in = a remorca pentru intrarea in port to tow away = a remorca o nava de la cheu tow line = parima de remorcare tug = remorcher to shift = a schimba (dana) bottom = fund, opera vie spare = de schimb, de rezerva 2.2. Phrase Vocabulary I require a tug = solicit remorcher Must I take tugs? = trebuie sa iau remorcher? How many tugs must be taken by my ship? = cite remorchere trebuie sa ia nava mea? Where will tugs meet me? = unde ma vor astepta remorcherele? Tug services suspended/resumed = serviciile de remorcare suspendate/reluate The ship is disabled = nava este avariata To take in tow = a lua la remorca To rig the bridle = a arma, a greea, a pregati un dispozitiv de remorcaj

3. Standard Marine Communication Phrases (Tug assistance) We will usetug(s) = Noi vom folosiremorcher(e) Stand by to make fast tug(s) = Pregatiti-va sa voltati remorca/remorcile Maketug(s) fast = Voltati .remorca/remorcile Maketug(s) fast forward = Voltatiremorca/remorcile in prova Maketug(s) fast on the port bow = Voltati. remorca/remorcile in prove babord Maketug(s) fast on the starboard bow= Voltati. remorca/remorcile in prova tribord Maketug(s) fast aft = Voltati. remorca/remorcilein pupa Maketug(s) fast on the port quarter= Voltati. remorca/remorcile in pupa babord Maketug(s) fast on the starboard quarter = Voltatiremorca/remorcile in pupa tribord The forward tug will make fast alongside on the port side = Remorcherul prova se va lega in bordul babord. The forward tug will make fast alongside on the starboard side = Remorcherul prove se va lega in bordul tribord. The aft tug(s) will make fast alongside on the port side = Remorcherul/remorcherele pupa se va/ vor lega in bordul babord. The aft tug(s) will make fast alongside on the starboard side = Remorcherul/remorcherele pupa se va/vor lega in bordul tribord. Make tug(s) fast on each bow = Voltati remorca/remorcile in fiecare prova. Make tug(s) fast on each quarter = Voltati remorca/remorcile in fiecare pupa. The tug(s) will pull/push = Remorcherul/remorcherele va/vor trage/impinge Use the towing lines of the vessel = Folositi parimele de remorcaj ale navei. 4. Read the text below on towing preparations and state the main stages in taking a disabled vessel in tow. 4.1.Preparations for towing Once the master has decided that he requires the assistance of a towing ship, he should immediately begin to plan the possible methods of making the towing connection. The nature and the extent of the damage to the distressed ship will be relevant in deciding whether she should be towed from the bow or the stern to minimise further damage while under tow. Early communications should be established with the towing ship to exchange information and to decide what preparations should be made on the ship to be towed. This may include preparing the insurance/towing wire for use or breaking the anchor cable on deck or having proper shackles and chain available for use with a towing bracket. When deciding upon the towing arrangement, it should be noted that the greatest stresses occur when the inertia of the disabled ship is being overcome and, later, during her tendency to yaw. It is at these times that the tow line is most likely to part. I order to minimise the risk of parting the tow line, the highest possible resilience should be incorporated. One possible means of achieving this may be by lowering the ships anchor and cable a little way and connecting the tow line directly to the cable with the anchor still attached. If the towing-ship is an ocean-going tug, the tugmaster is most likely to prefer to have his own towing pendant attached to the distressed vessel. If time allows, the tugmaster will incorporate into his towline a length of chain where the connection leads through the fairlead of the ship to be towed. Consideration should be given to the means for transferring the towing hawsers between the two ships. On ships with steam winches, but where steam pressure cannot be raised, it may be possible to use compressed air. Helicopters with a lift capacity of 2-3 tonnes have on occasions

been used to facilitate the connecting of tow lines.In appropriate circumstances use can be made of rocket lines/line throwing guns to pass an initial light line, to be followed by successive lines increasing size. Another method is for the tug to tow a lifebuoy with a messenger across the bows of the disabled ship which can then be grappled by the disabled ship. The fairlead or chock to be used should be chosen carefully as not only does it have to be of strong construction to take the load imposed upon it, but it should also provide a smooth guide for the tow line in various directions. Roller fairleads are usually unsatisfactory because of their unsatisfactory radius. Fixed fairleads/chocks with the largest possible radius of curvature are preferable. 4.2.Connecting the Tow. Radio communication should be maintained during the connecting up operation, preferably between the bow and the towing ship and ample manpower should be standing by forward. Initial connection between the ships will normally be made by passing a light line such as a heaving line, and using this to take on board a messenger, which in turn will be used to pass a wire between the ships. Should it prove impossible to lift the tugs towing gear on board due to lack of steam or high freeboard, or for other reasons, it may be practical to lower the anchor and several shackles of cable so that the towing line may be connected directly to the cable. It should be borne in mind that, especially in difficult conditions, the towing ship may be in a hazardeous position , and also that it will take some time to make a connection. Furthermore, a wire of 70mm diameter would need a lift of about 10 tonnes to raise it on board. The tow line may be secured on board the disabled ship in one of several ways, for example by either turning up on two or more sets of bitts or securing in a towing bracket or a chain stopper. When the anchor cable is used, precautions should be taken to prevent the cable from running out. Claws, pawls or other mechanical means may be employed. If the assisting ship is positioned astern, the after mooring winches and mooring wires can be set up to form a bridle using a suitable shackle. The render load of the winch brakes can vary considerably depending on the type and condition of the brake linings fitted. If possible, therefore, the winches should be left in gear with steam and brakes on during the tow. It should be remembered that the rendered load of powered winch reel brakes is normally 60% of the minimum breaking load (MBL) of the wire designed to be fitted to the particular winch, rather than a specific tonnage figure, when the pull comes from the first layer on the drum. If two small tugs are available, it is most important that they are connected to the same end of a large disabled ship either forward or aft. Putting one tug at each end will only swing the disabled ship and will not decrease the drift speed-it may in some circumstances increase it. 4.3. Commencing Towing Before commencing the tow continuous radio communication should be established between the ships. No action should be taken in regard to navigation or engine manoeuvres by either master without first informing the other. Usually a tug may more easily turn a disabled ship head to weather by initially towing ahead in order to gain way on the ship. However, this headway should not exceed about 1 knot for maximum effect. Indeed, speeds in excess of this may hinder the tug. Alternatively, a tug may attempt to turn a disabled ship into the weather by towing directly into the weather. A tug of lesser power may manage to turn a ship by making use of the weather vane effect, i.e. by holding the bow and letting the stern drift downwind. When a master is not certain which method will be most effective it may be wise to tow directly into the wind at first. If this is not successful, the turn into the weather can be attempted by first gaining headway.

It may well be easier to turn a ship stern to wind rather than head to wind. However, once turned stern to wind, towing may be difficult due to the tendency of the ship to sheer; nevertheless the direction of drift can be significantly influenced. If it is advisable, the ships steering gear, properly used in conjunction with the tug, will also help the manoeuvre and assist the tow to steady on the required course. If the disabled ships steering gear cannot be used, the rudder should, where possible, be secured amidships. Securing the rudder, as well as assisting towing, will minimise any damage that could be caused by the rudder slamming in heavy seas. When a disabled ship is towed ahead with an unsecured rudder may well slipstream amidships and be no problem, but if engines are being used, the propeller race can cause the rudder to assume a hard over position with consequent steering difficulties. If the ship is to be towed astern, a secure rudder in the amidships position may well be necessary to the success of the venture. A rudder which is not secured will probably move to a hard over position as the ship gathers sternway and thus make it extremely difficult to control the ship. Where it is advisable to secure the propeller to avoid engine damage, this can usually be done by engaging the turning gear, although this may be more successful on a motor ship than a turbine ship. If the ship has suffered loss of steering, use of the ships engines may assist the tug in getting the tow under way by altering the ships heading with respect to the weather. In order to achieve an optimum towing speed when the disabled ship cannot steer, it should be noted that most ships have the least tendency to yaw when heading directly into the wind, although some VLCCs and ULCCs may settle best on a heading 20 or 30off the wind. Ships engines should not be used except as advised by the tug. 4.4.Terms used in the text above bracket = brachet, guseu yaw = ambardee, a da ambardee resilience = rezilienta, elasticitate towing pendant = parama de remorcare towing hawser = garlin de remorcare rocket line = bandula de racheta line throwing gun = aruncator de bandula (pistol, pusca, tun) to grapple = a arunca gheara/carligul de abordaj roller fairlead = ureche de ghidare cu turnichet claw = gheara, clinchet pawl = castaneta, clinchet bridle = laba de gasca legatura drum = tambur de vinci slam = lovitura de val ciocan heavy sea = mare foarte agitata

5.Grammar: Verb + ing form or infinitive:introduction 5.1. We often use one verb after another verb. e.g. I enjoy running. I hope to run in the marathon next month.

After some verbs e.g. enjoy, the second verb is the ing form e.g. running. After other verbs e.g. hope, the second verb is to infinitive e.g. to run. 5.1.2. After some verbs e.g. start we can use the ing form or the to infinitive, without much difference of meaning. e.g. Look. Its started raining/to rain again. But after some other verbs e.g. stop, we can use the ing form or the to infinitive with a big difference of meaning. e.g. Im a vegetarian. I stopped eating meat 5 years ago.(=I ate meat up to 5 years ago, then I stopped.) After Id been working for 3 hours, I stopped to eat lunch.) 5.1.3. After modal verbs such as can, must, should and some other verbs, we use the infinitive without to e.g. play, eat. e.g. I can play the guitar. You must eat something. 5.2. Verb + ing form 5.2.1. If these verbs are followed by another verb, the second verb is normally the ing form. admit avoid consider delay deny dislike enjoy fancy Feel like(=want) finish give up(=stop) cant help (=cant avoid) imagine involve keep on(=continue) mind miss pastpone practise put off risk stand(=bear) suggest

e.g. He admitted breaking the window. I enjoy getting up early in the summer. Have you finished doing your homework? They suggested meeting at two oclock. Note the negative: not + ing form e.g. He admitted not paying for the ticket. After mind we can also use an if-clause e,g, Would you mind if I closed the window? After some of the above verbs, we can also use a that-clause. e.g. He admitted (that) hed broken the window. They suggested (that) we met at two oclock. 5.2.2. We use do + the/some/etc + ing form to talk , for example, about jobs. e.g. You do the cooking. Ill do the washing up. Were going to do some shopping this afternoon. (Note that the ing form here is used as a noun, and like any other noun can have the, some, etc. in front of it.) 5.2.3. We can use go and come with the ing form, especially to talk about sports and free time activities. e.g. Id like to go swimming tomorrow. 5.3. Verb + to infinitive If these verbs are followed by another verb, the second verb is normally the to infinitive.

afford agree appear arrange ask attempt decide expect

fail help hope Learn(how) manage Mean (=intend) offer prepare

pretend promise refuse seem threaten want wish

e.g. I cant afford to go on holiday this summer. The policeman asked to see my driving licence. She decided to stay at home last night. My brother expects to find a job soon. Hes going to learn to drive. Note the negative:not to + infinitive. e.g. You promised not to tell anyone. She seemed not to notice me. After help we can use the infinitive with or without to. e.g. Ill help(to) carry your bags. Note also that after cant help (=cant avoid) we use an-ing form e.g. I cant help thinking weve made a mistake. After some of the above verbs, we can also use a that-clause. e.g. She decided (that) she would stay at home last night. My brother expects (that) hell find a job soon. After some of the above verbs we can use an object+to infinitive, e.g. He asked me to help him. 5.4. Verb + question word + to infinitive 5.4.1. After some verbs we can use a question word eg. What, how, where (but not why) + to infinitive e.g. I dont know what to say. Do you know how to play chess? We cant decide what to buy Sue for her birthday. Ill explain what to do later on. 5.4.2. We often use this structure with an object + question word + to infinitive. e.g. Ill show you how to play chess. Somebody told me where to buy a ticket. 5.5. Verb + object + to infinitive 5.5.1. After the verbs below, we normally use an object (e.g. Sue, me, you) before the to infinitive. Force get(=persuade) invite order persuade remind teach (how) tell warn e.g. We invited Sue to have dinner with us. She persuaded me to go to the party. He warned you not to be late again. Note that after these verbs in the passive, we can use the to infinitive without an object e.g. Sue was invited to have dinner with us. 5.5.2. We can also use an object + to infinitive after these verbs: Ask expect help mean(intend) want e.g. He asked me to help him.

I didnt expect Maria to write to me. I dont want you to go. After help we can use an object + the infinitive with or without to. e.g. Ill help you (to) carry your bags. After these verbs, we can also use the to infinitive without an object e.g. I expect to see Simon tomorrow. Note that after want, we cannot use a that-clause. For example, we cannot say I dont want that you go. 5.5.3. After the verbs advise, allow, encourage, permit and recommend, we can use an-ing form, or an object + to infinitive. Compare: verb + -ing form verb + object + to infinitive

I wouldnt advise going there. I wouldnt advise you to go there. They dont allow fishing here. They dont allow people to fish here. 5.6. Verb + ing form or to infinitive (1) 5.6.1. After the verbs below, we can use the ing form or the to infinitive normally without much difference of meaning. begin continue cant bear hate like love prefer start e.g. He began looking/to look for a job 6 months ago. I like swimming/to swim in the sea. She prefers working/to work at night. 5.6.2. Like 5.6.2.1. In British English, we often use like +-ing form to say that we enjoy something. e.g. I like going to the cinema. (= I enjoy it.) We use like + to infinitive to say that we choose to do something because we think it is a good idea. e.g. I like to go to the dentists for a check-up every 6 months. (=I think it is a good thing to do, although I may not enjoy it.) 5.6.2.2. After would like, would love, would hate and would prefer, we use the to infinitive. Would you like to go out this evening? Id prefer to stay at home. Wed love to see you at the weekend. 5.6.2.3. Compare like and would like: e.g. Do you like cooking? (= Do you enjoy cooking, generally?) Would you like to cook the dinner this evening? (= Do you want to cook the dinner this evening?) 5.6.2.3. Prefer Note these structures: Prefer + =ing form + to + -ing form e.g. I prefer playing football to watching it. would prefer + to infinitive + rather than + infinitive without to e.g. I would prefer to drive home tonight rather than wait until tomorrow. 5.7. Verb + ing form or to infinitive (2) After the verbs below we can use the ing form or the to infinitive with a different meaning. Remember forget try stop go on regret

5.7.1. Remember/forget doing and remember/forget to do

We use remember/forget + ing form when we remember or forget something after we do it. e.g. I remember going to the 1972 Olympics. ( I went there and now I remember this) We use remember/forget + to infinitive when we remember or forget something before we have to do it. e.g. I remembered to go to the chemists for you. Heres your medicine. ( I remembered, then I went there.) Dont forget to give me the money. 5.7.2. Try doing and try to do We use try + -ing form to mean make an experiment- do something and see what happens. e.g. The car wont start. Why dont we try pushing it? We use try + to infinitive to mean make an effort-see if you can do something. I tried to push the car up the hill, but I couldnt move it. 5.7.3. Stop doing and stop to do. We use stop + ing form to say what we do before we stop. Im a vegetarian. I stopped eating meat 5 years ago. (= I ate meat up to 5 years ago, then I stopped.) We use stop + to infinitive to say why we stop. e.g. After Id been working for three hours, I stopped to eat lunch. (=I stopped in order to eat lunch.) 5.7.4. Go on doing and go on to do We use go on +ing form to talk about something that continues. e.g. She went on talking about her holiday all evening.(= She continued talking) We use go on + to infinitive to talk about a change to something different. e.g. She spoke about her son, then she went on to talk about her daughter. 5.7.5. Regret doing and regret to do We use regret + - ing form to say we regret something that we have already done. e.g. I regret saying that he was an idiot. (I said that he was an idiot) We use regret + to infinitive to say we regret something that we have to do now. e.g. I regret to say that I wont be able to come to the meeting on Monday. Note that regret + to infinitive is rather formal. 6. Grammar Practice 1. Complete the sentences using the ing form of the verbs in the box. Do have listen play be read go not make borrow swim rob Example: I enjoy listening to the radio in the mornings. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 2. Ill lend you the book when Ive finished---it. Do you ever go---in the sea? They suggesteddinner in an Indian restaurant. Robert gave up---football years ago. The men admitted---the bank. I really dont mind---the housework. I didnt feel like---out last night, so I stayed at home. Would you mind---so much noise? Im trying to study. I normally try to avoid---money. Since she moved from London, she misses---able to see all her friends there, Robert is talking about the day he bought a second-hand car.

Complete Roberts story using the to infinitive form of the verbs in the boxes. Buy be not like have test-drive

When I got to the garage, I managed to have a quick look at the car before the salesman came out of the office. It seemed ---in very good condition and was worth about 1000 pounds, although the garage was asking 1400 pounds for it. When the salesman came out, I arranged---the car straight away. The salesman and I got in and we drove off. I liked the car immediately and I decided that I wanted---it. but. Of course, I didnt say this to the salesman. Instead, I pretended---the car very much. Try get accept pay

When we have finished the test-drive and had pulled up outside the garage, I told the salesman that I couldnt afford---more than 750 pounds. The salesman, of course, refused--such a miserable little offer. He told me that he expected ---at least 1200 pounds for the car. I tried offering 800 pounds, 850 pounds, 875 pounds, but he wouldnt change his mind. Then I decoded---something different. Give be sell accept

I thanked the salesman politely, said goodbye, got out of the car and started to walk away. It worked! The salesman got out of the car too and hurried after me. He told me that he wanted---fair and was prepared---a reasonable offer for the car. In the end, he agreed---it to me for 1000 pounds. He even agreed---me 200 pounds for my old car! 3. Complete the sentences using the most suitable words in the box. What/do how/make what/wear how/get whether/stay how/spell Example: Could you tell me how to get to Western Road, please? Yes. Go down this road and its second on the left. 1. 2. 3. 4. 5. Have you decided---to the interview? Yes. Im going to wear my new blue suit. Could you tell me---your name please? What are you going to do this evening? I cant decide---at home ot go out. Do you know---a Spanish omelette? I felt very embarrassed when she started shouting. I didnt know---so I just stood there.

4. Complete the sentences. Example: I couldnt do the job on my own, so I/ask/Simon/help me. I couldnt do the job on my own, so I asked Simon to help me. 1. 2. 3. 4. 5. 6. 7. 8. I was surprised that my brother failed his driving test. I/expect/him/pass/easily Annie wanted to stay up late, but her parents/tell/her/go to bed at 9 oclock. Simon phoned Sarah yesterday. He /invite/her/go to the party on Saturday. I was going to buy the car, but a friend of mine/persuade/me/change my mind. Dont tell Sue what Ive done. I/not/want/her/know. One of the planes engines caught fire, which /force/the pilot/land. When I was a child, my mother/warn/me/not/talk to strangers. If you hadnt/remind/me/lock the door, I would have forgotten.

5. Put the verbs into the correct for: the ing form or the to infinitive. Example: She doesnt allow anyone to drive (drive) her car. 1. 2. 3. 4. They dont allow---(talk) in the examination. Hes always encouraged me---(have) confidence in myself. Id recommend you---(see) the film. Its very good. I wouldnt recommend---(drive) through the city centre now. The traffic is terrible at this time of the day. 5. What would you advise me ---(do)? 6. I wouldnt advise---(tell) anyone whats happened. 6. Put the verbs into the correct form. Sometimes two answers are possible. Examples: I quite enjoy driving (drive) at night. Do you like getting up/to get up (get up) early? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Would you like---(listen) to some music? Simon and sally have started---(cook) the dinner. I prefer---(windsurf) to---(sail). Id prefer---(walk) home rather than---(go) by taxi. My sister loves---(go) shopping. Id love---(visit) Australia one day. My brother hates---(have to) work at weekends. Do you like---(play) chess? I try to look after my car. I like---(take)it to the garage to be serviced regularly. Shh! The orchestra is starting---(play).

7. Put the verbs in brackets into the ing form or the to infinitive. Example: I introduced you to Sue last month. Really? I dont remember meeting (meet) her. 1. 2. 3. 4. You said Ken was stupid. I dont remember---(say) that. Ill never forget---(visit) Istanbul in 1983. When I go shopping I must remember---(buy) some bread. Please remember---(turn off) the radio before you go out.

8. Put the verbs in brackets into the ing form or the to infinitive. Example: I need to borrow some money. Why dont you try asking (ask) your parents to lend you some? 1.Ill try---(come) to the meeting, but Im not sure if Ill be able to. 2. If you get hiccups, you should try---(drink) a glass of water. If that doesnt work, try---(hold) your breath. 3. You can borrow my camera, but please try---(be) careful with it. 4.This soup doesnt taste very good. Try---(put) in some more salt. 9. Complete the sentences using the ing form or the to infinitive of the verbs in the box. Use each verb only once. Example: could you stop working for a moment? Id like to speak to you. ask not learn tell work make

1. 2. 3. 4.

He went on---a noise even though Id asked him to stop. She started by talking about her job. Then she went on---me about her family. He stopped reading---me a question. I regret---to play a musical instrument when I was younger.

7.Grammar Practice-Answer-key 1. 1.reading; 2. Swimming; 3. Having; 4.playing; 5. Robbing; 6. Doing; 7. Going; 8. Not making; 9. Borrowing; 10. Being 2. 1.to be; 2. To test-drive; 3. To buy; 4. Not to like; 5. To pay; 6. To accept; 7. To get; 8. To try; 9. To be; 10. To accept; 11. To sell; 12. To give. 3. 1.what to wear; 2. How to spell; 3. Whether to stay; 4. How to make; 5. What to do 4. 1.I expected him to pass easily; 2.but her parents told her to go to bed at 9 oclock; 3 He invited her to go to a party on Saturday; 4.but a friend of mine persuaded me to change my mind; 5I dont want her to know; 6. which forced the pilot to land; 7.my mother warned me not to talk to strangers. 8. If you hadnt reminded me to lock the door 5. 1.talking; 2. To have; 3. To see; 4. Driving; 5. To do; 6. Telling 6. 1.to listen; 2. Cooking/to cook; 3. Windsurfing, sailing; 4. To walk, go; 6. To visit; 7. Having to/ to have to; 8. Playing/ to play; 9. To take; 10 to play 7. 1. saying; 2. Visiting; 3. To buy; 4. To turn off. 8. 1.to come; 2. drinking, holding; 3. to be; 4. putting. 9. 1. making; 2. to tell; 3. to ask; 4. not learning 8. Grammar-Progress Test i) Choose the correct answer-A, B or C

1. Do you dislikemoney? A borrow B to borrow C borrowing 2. My girlfriend persuaded memy hair cut. A have B to have C having 3 I usedrunning every morning, but I never go now. A go B to go C going

Ive decided for a new job. A look B to look C looking 5 You needntme back that magazine. Ive finished with it. A give B to give C giving 6 You must always rememberyour car locked. A keep B to keep C keeping 7 Its very late. We really mustgoing. A be B to be C being 8 How abouttennis at the weekend? A play B to plat C playing 9 You shouldnt encourage anyone A smoke B to smoke C smoking 10 Im not very good atspeeches. A make B to make C making 11 Going to the dentist always makes me nervous. A feel B to feel C feeling 12 I stopped writingthe telephone. A answer B to answer C answering 13 I dont particularly enjoy A cook B to cook C cooking 14.Janet promisedanyone what Id said. A not tell B not to tell C telling 15.Its a lovely morning. Why dont we for a walk? A go B to go C going 16. We havent decided whatthis evening. A do B to do C doing 17. We didnt expect Englandthe football match. A win B to win C winning 18. The police warned the man A to not move B not to move C not move 19. a lot of sugar is supposed to be bad for you. A Eat B to eat C eating 20. I cant afford a new stereo. A. buy B to buy C buying 21. Ken switched on the radiothe news. A hear B to hear C hearing 22. All the hotels are full and weve got nowhere A stay B to stay C staying ii) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. There are mistakes in some of these sentences. Find the mistakes and correct them. I stopped to play football 20 years ago. When will the car need servicing again? Thanks for letting me to borrow your car. Would you like to having a coffee now? To walk can be very relaxing. It isnt easy learn to play the piano. I went to the station for get my train. They wanted that I go out with them. Everyone refused helping the old man. I usually avoid driving at night if I can.

11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

How about to play tennis at the weekend? As I walked past the house I saw some men build a swimming pool. Have you finished to eat your breakfast/ Im used to work at night now, but I found it difficult at first. Do you like to take regular exercise? Were thinking of to go to a disco tonight. Can you to come to my party on Saturday? Im looking forward to see you tonight. We hope to have a holiday soon. Do you feel like to listen to some music? Annies mother made her to eat her lunch. Do you want that someone helps you for move the table?

9. Progress test answer key (i) 1.C 2. B 3. B 4. B 5. A 6. B 7. A 8. C 9.B 10. C 11 A 12 B 13. C 14. B 15. A 16. B 17.B 18. B 19. C 20. B 21. B 22. B (ii) 1. I stopped playing; 2. Right; 3. Thanks for letting me borrow; 4. Would you like to have; 5. Walking can be; 6. It isnt easy to learn; 7. I went to the station to get my train; 8. They wanted me to go out with them; 9. Everyone refused to help the old man; 10. Right; 11. How about playing tennis; 12I saw some men building; 13. Have you finished eating14. Im used to working; 15. Right; 16. Were thinking of going; 17. Can you come18. Im looking forward to seeing; 19. Right; 20. Do you feel like listening21. Annies mother made her eat her lunch; 22. Do you want someone to help you move/to move the table?/