F2 1st Term English Teaching Material (1st Edition)

King’s College
Counseling Team – Study Group 2008-2009
King’s College
Counseling Team — Study Group 2008-2009
Junior Secondary Two English Language
Tutorial Materials (First Term)
Contents
Chapter Topic Page

Chapter Adjectives 2-4
1
Chapter Prepositions 5-8
2
Chapter Reported Speech 9-14
3
Chapter Connectives 15-17
4
Chapter Use of Articles 18-22
5
Chapter Conditionals 23-24
6
Chapter Tenses – Talking 25-26
7 about the Future
Chapter Pronouns 27-29
8
Chapter Phrasal verbs 30-31
9
Chapter Writing Skills 32-37
10
Chapter Comprehension 38-43
11
Chapter Oral skills 44-48
12
Chapter Listening skills 49
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Chapter 1
Adjectives
A. Introduction
1. Adjectives are words that tell us more about nouns, such as
colour, shape, size and condition. We put them before nouns and
nouns phrases or after verbs,
e.g. The TV program is boring.
2. Comparative and superlative adjectives are used to compare

people, places and things,
e.g. Tom is more humorous than Peter (Comparative).
Austin is the shortest in the class (Superlative).
~In this chapter, you will learn adjective patterns which are useful to
express our ideas or opinions.
B. Usage
 There are several adjective patterns that have different
formats but of similar uses.
It is ―
Patterns Examples
1. to-infinitive… It’s difficult to do this
question.
2. I Adjecti that clause… It’s obvious that he is lying.
3. t’s ve for to- It’s good for you to do sports
sb. infinitive
4. of to- It’s wise of you to ask him
sb. infinitive for advice.
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For pattern 3, it is used to describe what will happen to somebody.
The doctor says, ‘Mr. Brown, it’s good for you to do

sports.’
In this case, Mr. Brown didn’t do sports in the past and the
doctor advises him to do so in the future. Also, doing
sports is beneficial to his health according to the
doctor.
For pattern 4, it can be expressed in other form:
It’s wise of you to ask him for advice = You’re wise to ask
him for advice
Both sentences have the same meaning but the more

variety of sentences you use in the writing, the higher
mark you may get.
These patterns can be made negative by putting “not” before to-

infinitive. However, the meaning differentiates depending on the
position of it, e.g.:
1. It is not wrong to use several colors. = You will not make mistakes
even if you use several colors.
2. It is wrong not to use several colors. = You must use several

colors; otherwise you are doing
something wrong.
Adjective patterns staring with a subject
Patterns Examples
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5 to be adjective + The book isn’t simple enough

. enough to read.
6 Subje adjective to- We are anxious to sale the new
. ct infinitive product.
7 to be + adjective + It is too small (for most people)
. too (for…)* to see.
*In pattern 7, the “for …” is optional
* 1. “enough” goes after the adjective, e.g. simple enough

* 2. “too” goes before the adjective, e.g. too small, and
always followed by to-infinitive, e.g. too small to see
C. Practice for examination
Exercise I
Rearrange the words below and insert the adjectives into the
sentences to form correct adjective patterns. (Hint: you may use ‘it
is’ + adjective + (‘for…’) + ‘to’-infinitive) The first one has been
done for you as an example.
e.g. without / people / produce / training / adverts / outstanding –

not easy
It’s not easy for people without training to produce outstanding
adverts.
1. of / create / that appeal to / designs / all ages / people –

impossible
2. four / me / before / my / work / finish – difficult

_
3. accomplish / mission / his / Jim – very difficult
4. colour / adverts / as much / give / as possible – usually

important
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5. goal / him / that / reach – hard
Summary
Chapter 2
Preposition
A. Introduction
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Prepositions are either single words or groups of words that show

relationships. They are usually followed by a noun, noun phrase or
an object pronoun.
We use prepositions to talk about location (e.g. the rubbish bin is

next to the tree.), movement (e.g. Bill is walking towards the
table) and time (e.g. let’s meet at six, shall we?).
B. Preposition of location
There are some kites between There are some paintings on the
the trophy and the door. wall above the sink.
The trophy is on top of a stool. John is sitting opposite Flora.
There is a desk behind the Tim is sitting to the left of
teacher. Mary.
The teacher is standing in front Mary is sitting to the right of
of his desk. Tim.
There is a rubbish bin under his There is a sink at the back of
desk. the classroom.
There is some paper in the Tom and Mary are sitting at the
rubbish bin. table.
There are some shoes beside / There are some masks below
next to / near the rubbish bin. the paintings.
The prepositions ‘at’, ‘in’ and ‘on’ are the most common
prepositions of location. They can be used in different ways as
follows:
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P Talk about ... Examples

rep
.
at • addresses 3 Sha Wan Drive, 268 Wa Fu Road
• places The Peak, Pizza Hut
• hotels Mitusukoshi, San Diego Hotel, JW
Marriott Hotel
• shops Fortress, Giga Sports, G2000
in • continents and countries Asia, North America, Africa, the UK,
Canada
• cities and districts Beijing, New York, Kowloon, Shatin,
• rooms a bedroom, a waiting room, a
classroom
• open spaces a park, the Pacific Ocean
• containers a refrigerator, a tin, a can, a bottle
• transports (small) a car
on • locations that are not an estate, a farm
buildings
• floors of buildings the first floor, the fifth floor, the
twentieth floor
• surfaces a table, a desk, a wall
• transports (large) a bus
C. Preposition of movements
We use prepositions of location to talk about WHERE people or

things ARE GOING.
They are used after VERBS that describe MOVEMENT such as

climb, crawl and run
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Agnes is climbing up a rope. Arnold is climbing onto the

trampoline.
Bonnie is climbing down a Sue is stepping through the
rope. ring.
Stella is jumping over the Mr. Sung is walking into the
vaulting horse. gymnasium.
James is running along the May is running from the
thin, black line. beam to the trampoline.
D. Practice for examination

Exercise I
Fill in the blanks with suitable prepositions.
1.
Today Mary meets a new neighbour. Her name is Candy. Candy
lives _____ Block 27.She goes _____ school _____ bus. She has one
brother. She is good _____ swimming.
Candy is going _____ her new school _____ Mong Kok now.
Unluckily she can’t find her new school. She meets Jim in the street.
She tells him the name _____ the school. Jim takes her to the school.
She meets a lot _____ new classmates and they all welcome her.
Candy and her family are _____ home. Father is _____ the
kitchen. He is cooking some chicken _____ dinner. Candy is brushing
her hair _____ the bathroom. Sam is doing his homework _____ the
living room. He has to hand _____ his homework tomorrow. Grandpa
is sitting _____ a sofa and watching TV. Mother is ironing the clothes
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_____ the bedroom.

Mr. and Mrs. Joy bought a new flat _____ Sun Gardens. They
moved _____ the new flat yesterday. Mrs. Joy went _____ work. Mr. Joy
stayed _____ home and put the furniture _____ the right place. He
wanted _____ make his wife happy and he changed the furniture. He
worked hard all day.
One day John was absent _____ school. He had a pain _____ his
stomach. Sam is John’s good friend. He went _____ John’s house and
visited John _____ school. He bought some fruit _____ John. John was
happy and he thanked _____ Sam’s visit.
2.
My friend, Jim, lives ______ Kowloon. Betty and I go ______ visit
her. We go there ______ train. Jim is waiting ______ us ______ at the
MTR Station ______ ten o’clock ______ the morning.
She lives ______ a flat near a park. We go ______ her flat. We buy
her a box ______ chocolate. Her mother is ______ home. ‘Nice ______
meet you!’ we say. We play games and listen ______ the music ______
Jim. Then we look ______ the photos of her family. Jim also shows her
favourite toy ______ us. We play ______ a long time and we leave
______ the afternoon.
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Summary
Chapter 3
Report Speech
A. Introduction
There are two kinds of speech for us to report what someone said,
they are:
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1. Direct speech : we give the exact words of the speaker in

quotation marks
‘Tom and I are dating,’ said Mary. ‘We go out together twice a
week.’
2. Reported speech: we change some of the words without

changing the meaning of the original sentence, and
introduce them with a reporting verb, e.g.
Mary and Tom were dating. She added that they

went out together at least twice a week.
B. Reporting Statements
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We … Examples
1. use a reporting verb, e.g. ‘The door is locked,’ said Kelvin.
‘said’,
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‘explained’ locked.
2. take away the quotation ‘It’s too late to go out,’ said Mike.
marks  Mike said it was too late to go
out.
3. change the pronouns / ‘I want to go home,’ said Sharon.
possessive adjectives  Sharon said she wanted to go
I / youhe / she home.
‘We’ll have a break at ten,’ they
we / youthey said.
They said they would have a
me / youhim / her break at ten.
us / youthem
my / yourhis / her
our / yourtheir
mine / yourshis / hers
ours / yourtheirs
4. change the tense ‘I’m hungry,’ said Jim.
simplepresent tensesimple past Jim said he was hungry.
tense .
simple past tensepast perfect tense

simple future tense‘would’+ bare
infinitive
present perfect tensepast perfect
tense
present continuous tensepast
continuous tense
past continuous tensepast perfect ‘I always walk to school,’ said
continuous tense Jim.
We do not change the tense if Jim said she always walks ito
the information is still true when school.
we report it.
When we report people’s Some people believe that

opinions in general, we can keep obesity in children is a serious
the reporting verb and the other health problem.
verbs in the sentence in the
present tense.
4. change time words
‘I’m ready to go now,’ Jim said.
nowthen
Jim said he was ready to go
todaythat day
then.
this afternoonthat afternoon
this eveningthat evening ‘The weather is good today,’ said
tonightthat night Ben.
tomorrowthe following / next day Ben said the weather was good
that day.
yesterdaythe day before
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next weekthe following week
next Mondaythe following Monday
next monththe following month
last weekthe week before
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C. Reporting Questions
We… Examples
1. usually use the ‘Who wants an ice cream?’ asked Brian.
reporting verb  Brian asked who wanted an ice cream.
‘asked’
2. take away ‘do’ / ‘Which flavour do you want?’ asked Vivian.
‘does’  Vivian asked (us) which flavour we wanted.
3. put the subject ‘Where’s my ice cream?’ asked Amy.
before the verb  Amy asked (them) where her ice cream
was.
4. use ‘if’/‘whether’ ‘Do your ice creams taste good?’ asked Brian.
for yes/no-  Brian asked if / whether our ice creams
questions iiiiiitasted good.
5. put any names ‘How’s your ice cream, Amy?’ asked Vivian.
after the Vivian asked Amy how her ice cream was.
reporting verb
6. change the ‘Can I have one more?’ asked Amy.
question mark to  Amy asked if she could have one more.
a full stop
D. Reporting Modal verbs
We… Examples
1. change some
modal verbs ‘I can organise the party,’ said Maggie.
cancould Maggie said she could organise the party.
maymight
musthad to
willwould
needneed
mustmust
ought toought to
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E. Reporting truth
We… Examples
1. can keep the verb in ‘The sun rises in the east,’ said Mr. Tse.
the same tense  Mr. Tse said the sun rises in the east.
2. keep the verb in the ‘Young people start dating too early,’
same tense when we said Mr. Leung.
are reporting people’s  Mr. Leung said (that) young people
opinions iiiiistart dating too early.
3. keep the verb in the ‘I’m coming home now,’ says Irene.
same tense when the  Irene says (that) she’s coming how
reporting verb is in iiiiiinow.
the simple present
tense
F. Reporting instructions
We… Examples
1. use the ‘Sit down and be quiet, Benny!’ said Mrs. Au.
reporting verb  Mrs. Au told Benny to sit down and be quiet.
‘told’
2. use ‘to’ ‘Revise carefully for the exams, Mabel,’ said Mr.
immediately Ip.
before the verb  Mr. Ip told Mabel to revise carefully for the
for positive iiiiiexams.
instructions
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3. use ‘not to’ ‘Bill, don’t forget to meet me for lunch,’ said
immediately Kelly.
before the verb  Kelly told Bill not to forget to meet her for
for negative iiiiiilunch.
instructions
F. Practice for examination
Exercise I
Change the following examples of direct speech into reported
speech. Complete the sentences on the lines provided.
1. ‘Open the door, Alex,’ said Jim.

2. ‘We raised a lot of
money at the charity sale last weekend,’ said Sam.
3. ‘Nick, have you ever been to England?’ asked Carol.
4. ‘There’s a book sale at school next week,’ said Ellen.
5. ‘It will rain tonight,’ said Roy.
6. ‘You need not wait for me,’ said Jane.
7. ‘I was reading a book,’ said Anne.
8. ‘I can eat a hamburger in 3 minutes,’ said David.
9. ‘Mrs Lam gave us some homemade cookies,’ said George.
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10. ‘I must remember to buy a present,’ said Emily.
Exercise II
Read the notes below. Then change them into an article that uses
reported speech. Write the words in the spaces provided.
‘Do you know how many animals were adopted last year?’ the SPCA
representative asked us.
‘I don’t know,’ replied a woman in the audience.
‘Well, there were 700 dogs and more than 1000 cats,’ the SPCA
representative explained.
‘There are still a lot of animals waiting for adoption at our centres,’
he added.
‘Will you help us to find homes for the animals?’ he asked.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Summary
Chapter 4
Connectives
A. Introduction
Connectives are words that join two or more words, phrases, clauses
or sentences together. In this chapter, you will learn few of them.
B. ‘And’
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We use “and” when we want to show that things are similar. We

can join:
nouns (e.g. cats, dogs and birds),
adjectives (e.g. enjoyable and interesting),
adverbs (e.g. fiercely and noisily),
verbs (e.g. saw, caught and ate), and
sentences (e.g. We left HK in the morning and were diving in the
afternoon.)
When we join more than two words, we usually put ‘and’ between
the last two items and commas between the others. For example,
Jim loves eating fruits, such as oranges, apples, watermelons and
banana.
*Note that we can omit repeated words when we use ’and’. We can
also replace repeated nouns with pronouns.
C. ‘But’
We use “but” to show that things have different or opposite

meanings. We can join:
adjectives (e.g. exhausted but fascinated),
adverbs (e.g. quickly but carefully),
verbs (e.g. didn’t see this but saw that), and
sentences (e.g. we wanted to go mountain-biking but went walking
in the bush iiiiiiiiiiiiiiiiiiiiii instead.)
D. ‘because’, ‘as’, ‘since’
Reason or cause may be expressed by a subordinate clause

introduced by such conjunctions as: because, as, since, etc. It
indicates why an action was done.
Main Clause Subordinate Clause
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1 The car stopped because the road was

. They sold their car flooded.
2 it was too small.
.
Subordinate Clause Main Clause
3 Since the road was the car had to stop.

. flooded, they sold it.
4 As the car was too I must do the job myself.
. small, I have a lot of extra work to do.
5 Since he won’t help
. me,
6 As my assistant is on
. holiday,
Note: Clauses beginning with as and since usually go before the

main clause; those beginning with because usually come after it.
The emphasis in the 3rd and the 4th sentences is placed on the
reason – the subordinate clause; while the emphasis in the 5th and
the 6th sentences is placed on the result – the main clause.
D. ‘because of’
We use ‘because of’ to show the reason for something. It comes in

the middle of a sentence and is followed by a noun, a pronoun or
a noun phrase
We cancelled the expedition because of the storms.
E. ‘so’
We use ‘so’ to show the result of something. We use it in the middle

of a sentence.
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It was raining very heavily so we couldn’t’ go mountain-biking.
Exercise I
Join the following sentences using the connectives you’ve learnt in

this chapter.
1. They hurried home. They had heard about the approaching

hurricane.
2. The day was cold. The travellers put on jackets. The travellers
drank some hot water.
3. The workers fainted. The heat was intense.
4. The weather was terrible. We couldn’t go to the beach.
5. The travellers decided to return. They were home-sick. There

were run out of food.
6. Jim hates doing homework. Jim has no choice.
7. They had had nothing to drink for the whole morning. They were
very thirsty.
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Summary
Chapter 5
Articles
A. Introduction
We often use an article in front of a noun. There are two types of

articles: the indefinite article (i.e. ‘a’ and ‘an’) and the definite
article ‘the’.
B. Indefinite Articles ― ‘a’ and ‘an’
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We use indefinite article ‘a’ or ‘an’ before countable nouns, for

example:
when there is one person or thing a baby, a boy, a pen

when we talk about one of a group Kathy wants to be a teacher.
of people or things
when we talk about An old lady lives in this flat.
someone/something for the first
time
We also use them before certain nouns.
a/ Use Examples
an
a 1. Words beginning with a cook, a table, a uniform, a
consonant sounds university,
2. Abbreviations a CD, a DJ, a PC, a DVD player, a
beginning with KCR ticket
consonant sounds
an 1. Words beginning with an Arts teacher, an election, an
vowel sounds ice cream, an orange, an
umbrella
2. Abbreviations an LRT, an MD, an MTR station
beginning with vowel
sounds
C. Definite Articles ― ‘the’
We use the ‘the’ when it refers to a particular or definite thing, for

example:
before nouns of which there is only one
- the sun - the moon - the east

- the sky - the left - the world
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before the names of rivers, seas, oceans, groups of islands

and chains of mountains
- the Red Sea - the Yellow River

- the Indian Ocean - the Alps
before the names of buildings and books
- The City Hall - The Princess Building

- The Queen’s Theatre - The Bible
before superlatives
- the tallest boy - the best book
before a noun which has become definite as a result of being

mentioned before
- My father bought a pear and an orange yesterday.

The pear was good but iiithe orange was bad.
before musical instruments
- Mary practises the piano every day.

- She learnt to play the flute.
before some countries
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- the United States of - the United Kingdom

America
- the People’s Republic - the Philippines
of China
before groups of people
- the rich - the elderly
before some places in HK
- the New Territories
before ordinary numbers
- the first floor - the second choice
D. No articles should be used
before uncountable nouns
x furniture x milk
before abstract nouns
x beauty x fear
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before names of meals
x breakfast x lunch
before some countries, towns and proper names
x London x Mary
before nouns used in a general sense
x Tigers and lions are wild animals.

What kind of x fruit is that?
before some words, such as ‘home’, ‘church’, ‘market’,

‘school’ and ‘hospital’ when we are not mentioning the
building
- Jim goes to x church on Sundays. (here, we are

told what Jim does
on Sundays)
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- The church is next to Jim’s office. (here, the

emphasis is on the
location of the
building ― the
church)
E. Practice for examination

Exercise I
Fill in the blank by using ‘a’,’ and’, ‘the’. If no word is necessary,

write ‘x’ in the blank space.
1. London is one of _____ most important cities in _____

world.
2. Miss Chan always gives us _____ piece of advice.
3. _____ pencil that my father gave me wrote very well.
4. Mary is _____ hard-working girl.
5. Do you know how to use _____ electric iron?
6. _____ stars are very far away from _____ earth.
7. There are _____ lot of _____ books on the shelf.
8. What is _____ date of today?
9. Have you seen _____ shirt that I bought?
10. _____ honest man always tells _____ truth.
11. In _____ hour, Paul can run half _____ mile.
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12. _____ Star Ferry runs from _____ Hong Kong to _____
Kowloon.
13. The building next to _____ Hong Kong Bank is _____

church.
14. My parents go to _____ church every Saturday morning.
15. That packet of _____ cigarettes was bought in _____

King’s Road.
16. Every policeman has _____ uniform.
17. The old woman had _____ English book.
18. Do you agree that _____ English is _____ easy subject?
19. They met _____ Indian in that forest.
20. _____ Yellow River is _____ big river in _____ China.
Exercise II
Put ‘a’, ‘an’, ‘the’ or ‘x’ in each blank.
1.
_____ big fire broke out at _____ Homan Village early this morning. It
is still burning. It has already burned down _____ village. Ten people
have been killed and ___ lot more have been injured. _____ Hundreds
of people have lost their homes and they are now staying at _____
community centres. The firemen are trying their best to stop _____
fire spreading. This is _____ biggest fire I have ever seen.
2.
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One hot afternoon, Betty went into _____ Victoria Garden, hoping to
meet _____ friend of hers. When she got there, she was so hungry
that she wanted to buy some food to eat. Unluckily there were not
any shops in _____ garden. Suddenly she saw _____ little boy coming
with _____ ice-cream and _____ hot dog. She could smell _____ taste
of _____ sausage.
Exercise III
Jim has written a diary about what had happened last night. He
missed out nine articles. Read the paragraph and help him to insert
the articles in the correct places.
Last night my parents went out for dinner. I stayed at home and
watched television. Suddenly all lights in room went out. I looked out
of window and saw strange thing with long green hair floating in air.
It had ugly face but it spoke in a soft gentle voice to me. ‘I’ve come
form space. I am very interested in the strange thing and people on
earth.’ Then it disappeared suddenly into dark. At same time all
lights and TV went on again.
Summary
Chapter 6
Conditionals
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A. Introduction
• There are totally 4 main types of conditionals in English.

They are type 0, 1, 2 and 3. In this chapter, you’ll learn
the first three while you’ll learn the 4th in S.3. It is very
important for you to distinguish the differences among
them so as to use correctly in your composition.
B. Usage
Possible and likely
(0) Cause and Effect:

These are generally statements of common or scientific truth.
‘If’ generally means ‘Whenever’ in this case.
Condition + Result
Simple present tense + Simple present tense
If flowers don’t get any water, they die.
If you pour oil on water, it floats.
(1) Greater Possibility:

The action in the if-statement appears likely to take place.
Condition + Result
Simple present tense + Future tense: modals + verb
If tomorrow is a fine day, we shall go on a picnic.
If it rains, we shall get wet.
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(2) Supposition (contrary to the present facts):

The past tense used in this type of conditional sentence doesn’t
mean that the action was completed in the past but just shows
the attitude of the speaker towards the condition. It indicates an
unreal situation and it may refer to present or future time.
Condition + Result
Simple past tense + ‘would’ + verb (basic form)
If I knew the answer, I would tell you now.
(but, in fact I don’t know the
answer)
I would fly.
If I were a bird,
(but, in fact I am not a bird)
C. Practice for examination

Exercise I
Fill in the blanks with verbs in the brackets in correct tenses.
1. If I found the treasure, I _____________ half to you. (give)
2. If he fails, he _____________ very disappointed. (be)
3. If he _____________ more careful, he will make fewer mistakes. (be)
4. We _____________ on more clothes if the weather is cold. (put)
5. If it _____________ next Sunday, I shall go for a picnic. (not rain)
6. If it _____________, I will stay at home. (rain)
7. If I _____________ a tiger, I shall kill it. (see)
8. If I _____________ a millionaire, I would give $100,000 to you. (be)
9. I would go home immediately if I _____________ you. (be)
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10. If the baby _____________, what will you do? (cry)
11. If a baby _____________ hungry, it _____________. (be, cry)
12. If a _____________ a tiger, I would run away. (see)
13. If everyone _____________ quiet, they will hear better. (keep)
14. They _____________ the answer if they look it up in an

encyclopaedia. (find)
15. If water is heated to 100oC, it _____________. (boil)
Exercise II
Below you are given a few sentences. Write the conditional clauses
on the lines provided according what the sentences imply. The first
one has been done for you.
e.g. I am not a bird. I want to fly into the sky.

iIf I were a bird, I would fly into the sky.
1. I don’t have a chalk. I want to write on the blackboard.
2. She doesn’t a lot of money because she isn’t the queen.
3. Jim works very slowly. Jim can’t finish the work in two minutes.
4. I want to show the photograph to you but I’ve left it at home.
5. I’m not in Hong Kong so I can’t come.
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Chapter 7
Pronoun
A. Usage
• You will learn reflexive pronouns in JS2A.
• Reflexive pronouns end in -self / -selves.
• They are a type of OBJECT PRONOUN.
• The word ‘reflexive’ comes from the root word ‘reflect’ which
means ‘to bounce or look back at’. A reflexive pronoun reflects, or
looks back at, the subject of the sentence.
• We use them when the OBJECT of a verb or a preposition is the

SAME as the SUBJECT of the sentence, e.g.
I tried to control myself. We should behave ourselves.
You should take good care of yourself. You must keep yourselves
fit and healthy.
Billy hurt himself when he cut the watermelon. The children are
very proud of themselves.
Judy makes all her clothes herself.
My cat loves washing itself.
• We can also use reflexive pronouns for the following purposes:
Purpose Example
1. to EMPHASISE a noun or pronoun The breakfast itself was not
good.
2. to EMPHASISE that someone did something WITHOUT any help
The puppy cleans itself by licking its soft fur.
• We often use the verbs ‘behave’, ‘enjoy’, ‘help’, ‘hurt’, ‘introduce’,

‘teach’, ‘be proud of’,
‘feel sorry for’ and ‘take care of’ with reflexive pronouns.
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B. Practice for Examination

Exercise 1
Please match the following pronouns.
A. She 1. Itself
B. He 2. Oneself
C. It 3. Ourselves
D. We 4. Themselves
E. They 5. Herself
F. You 6. Himself
G. One 7. Yourself
Exercise 2
Fill in the blanks with suitable reflexive pronouns.
1. I did not want to believe it and then I saw the UFO _____________.
2. The girl looked at ____________ in the mirror.
3. Freddy, you'll have to do your homework _____________.
4. You don't need to help them. They can do it _____________.
5. I introduced ____________ to my new neighbour.
6. Boys, can you make your beds _______________?
7. She made a pullover _____________.
8. What happens when a fighting fish sees ______________ in the
mirror?
9. The father decided to repair the car _______________.
10. We can move the table _______________.
11. Ronald’s sickness is mystery – ever the doctors ______________
are not able to know what it is!
12. Martin is teaching ______________ how to fix a computer.
13. Nicky, you should not blame __________________ for the accident.
14. Has Jane introduced ________________ to the audience?
15. I want you all to help ________________ to anything you want
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Summary
Chpater 8
Future Tense
A. Overview
The introduction of the tenses you’ve learnt or you will learn are
briefly introduced below.
(1) Past tense:
We use it when we are reporting a passed event or writing most
stories.
We usually use this form : verb (end with ''y'') + ed (Cross ''y'' +ied)
Exceptional cases: ''Steal'' -------> ''Stole''
(2) Present tense:

We use it when we are telling facts or our daily routines.
Generally, we only change the formation of words when the subject
of the sentence is (He / She / It).
The form is : verb (end with ''y'') + s ( Cross ''y'' + ies)
Some are (+ es)
(3) Present Continuous tense:

We use it when we are talking about something we are doing right
now.
Sometimes, we can use it to tell others something we will probably
do in the coming future. (Not a plan + 90% sure)
Formation of verb: Is / Are + verb + (-ing)
(4) Future tense:

We use it when we are talking about our future plan or the things
you will do. (Not very sure inthis case)
Formation of verb: will + verb ''Shall'' for (We/ I)
In this chapter, we will discuss about future tenses. Are you ready?
B. Usage of Future Tense
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(1) Using ‘will’

~ The word ''Will'' expresses an intention or decision made at the
moment of speaking. For example,
(a) I've split some tea on the floor.
(b) Don't worry. I'll get a cloth to wipe it up.
(c) I forgot I was playing football tonight. I'll phone Peter and tell
him I'll have to cancel out meeting.
~ It also expresses a future fact. For example,
(a) You'll be 15 in a few weeks time.
(b) What time will she be back?
(c) Scientists say that the sun will burn itself out in a few million
years.
~ It can also be used for predictions. For example,

I bet Peter will get the highest marks in his class for the test.
~ It is also used when we are not certain about what the future will
be like, and is common
with ''I think'' or ''perhaps''. (+''probably'' and ''definitely'') For
example,
I think I'll go to university when i grow up, but I haven't really
decided yet.
~We use it to express hopes, threat, promise and request.

(a) I'll do my homework after I've watched this programme. Mom!
Stop nagging!
(b) I hope I will pass the test. It was really difficult.
(c) Stop doing that, or I'll tell my dad.
(d) I'll do my homework in a minute.
(e) Will you carry this bag for me?
(2) Using ‘going to’
~ It expresses a plan, or an intention or decision thought about

before the moment of speaking.
Examples:
(a) We're going to travel to Thailand this Easter.
(b) I'm going to be a doctor when I grow up
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~ We use it when we can see evidence in the present of something

is going to happen in the future.
Example:
Look at that airplane! It's going to crash into those mountains!
(3) Using present continuous
~ It can be used to express a future arrangement between people.

We use it when we talk about definite arrangements such as
booking a holiday, meeting someone for lunch, etc. It is also
common with verbs such as go, come, have (a meeting/party/meal),
see, visit meet, leave.
Examples:
(a) I'm babysitting for my uncle's daughter tonight, so I can't go out!
(b) I'm meeting John this evening.
(c) Pat and Peter are coming for a meal tonight.
(d) We're having salmon for supper.
~Sometimes there is little or no difference between a future

intention (going to) and a future arrangement (Present continuous)
and the two can be interchangeable.
Examples:
(a) We're going to see a film tonight.
(b) We're seeing a film tonight.
C. Practice for Examination

Exercise 1:
Choose an appropriate future tense for the following sentences.
1. 'Are you going out?' 'Yes. I ___________ (buy) a new dress for the
party next week. Don't worry. I'll be back before dinner.'
2. Tomorrow, we'll have to get up early, because the plane _________
(leave) at seven in the morning.
3. In two weeks' time, I _____________ (finish) all my exams.
4. I ___________ (give) Aunt May your message if I meet her.
5. I __________ (meet) John at two o'clock on Saturday. We're going to
watch a football match
6. Peter and Mary _________ (have) dinner at the Peninsula tomorrow
to celebrate their first wedding anniversary.
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7. This time tomorrow, I ______________ (sleep) because it's a holiday!

Yippee!
8. I think I ___________ (stay) at home tonight. I 'm feeling quite tired
at the moment.
9. We'd better hurry! The film _______ (start) in ten minutes!
10. Look! Those masked men rushing out of that car _____________
(rob) that bank!
11. By the end of the week, I ______________________ (hand in) three
projects!
12. In the summer, I'm going back to England. I'm not booking a
hotel because I
____________ (stay) with my parents in their house for the whole trip!
Important notes!
What is the differences between ‘’ will’’ and ‘’be + going to’’ ?
_____________________________________________________________________
_____________________________________________________________________
Chapter 9
Phrasal verb
A.) Structure of phrasal verb
The structure of phrasal Main Verb +

preposition
verb is
Here are some examples of phrasal verb:

1.) Please look after your sister.
Look after here means take care. Look is a main verb, and after is
a preposition, so this combination is called phrasal verb.
2.) This activity has been called off due to the adverse weather.
Call of here means cancel. Call is the main verb, and of is a
preposition.
Exercise on Phrasal verb:

Please fill in the following chart.
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Phrasal verb Meaning

1. carry on
2. look forward to
3. look up
4. look into
5. dress up
6. drop over
7. watch out
8. wake up
9. work out
10. mix out
11. pass away / pass
on
12. fed up with
13. come along with
14. come back
15. come up to
16. cut in
Please use the above phrasal verbs to write a sentence.

1.
___________________________________________________________________
2.
___________________________________________________________________
3.
___________________________________________________________________
4.
___________________________________________________________________
5.
___________________________________________________________________
6.
___________________________________________________________________
7.
___________________________________________________________________
8.
___________________________________________________________________
9.
___________________________________________________________________
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10.
__________________________________________________________________
11.
__________________________________________________________________
12.
__________________________________________________________________
13.
__________________________________________________________________
14.
__________________________________________________________________
15.
__________________________________________________________________
16.
__________________________________________________________________
Summary
Chapter 10
Writing Skills
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A. Introduction
 Writing refers to the process to convey your messages to others.
It is as important as reading in
learning English.
 In this chapter, you will learn how to write a complaint letter and
will have some challenging questions on writing a story.
B. Complaint Letter
Content:
Letters of complaint are the most common type of formal letters in
our daily exercises. It is mostly about your unpleasant experiences.
To make a good one, the following points are highly recommended.
Points to note
 Addressing the problem

At the beginning of your letter, you should precisely mention what
you are going to complain and what you are not content with.
Sometimes, you write the letter on behalf of a special working
group or a special organization.
 Describing your personal experience
On most occasions, you are the one who come across the
unpleasant experience. So you should describe the complete
situation; however, subjective depiction is unnecessary.
 Using proper tone

Although the unpleasant experience may depress and frustrate
you, impolite manner is definitely not advised as you are showing
your dissatisfaction and asking for arrangement to fix the
mentioned problem.
 Giving suggestions
Probably, to make your letter persuasive, you are suggested to
make a few ways for improvement.
 Asking for response
At the end of the letter, you have to ask the recipient for following
up your case, like compensation, improvement, apology, refund
etc.
Opening
I’m writing to……
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Format:
There is a special format for writing a formal letter, here comes an
example.
Please write the appropriate letter.
A body B closing C closing paragraph D date
E greeting F opening paragraph G recipient’s address
H sender’s address I sender’s name J signature K subject
Flat 2, Block C
22 Castle Peak Road
Tuen Mun
15 March 200_
The Manager
Plaza Theatre
Seaview Plaza
Tuen Mun
Dear Mr Fung
Re: Advertisement for staff for Mexican Diner, 14 March 200_
I am writing to apply for the position of waiter at the Mexican Diner
as advertised on
Saturday 15 June in the Hong Kong Post.
I am confident and outgoing and enjoy meeting new people. I am
also hard-working and willing to take on responsibility. I am currently
treasurer of the school’s Sport Club, so I am used to looking after
money.
I am also very sporty and enjoy roller-skating, so I would be happy to
serve food and drinks while skating. I have won several competitions
for skating and I would be happy to teach other people how to skate.
I have enclosed my CV and hope you will consider this application. I
can be contacted at the above address or on phone number 9850
1991.
Yours sincerely
Chris Wong
Chris Wong
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Here comes three topics for you to have exercises on writing a

complaint letter. Write about 180 words.
1. You had a very bad experience when staying in St. John’s Camp
Site in Sai Kung. Write a letter of complaint and describe your bad
experience in camp to Mr. Yam Chi Ming, the manager of the camp
site. Sign your name Chris Wong.
2. Your school just finished a camp. This camp was a nightmare to

most of the students. Therefore, the principal had asked you to write
a letter of complaint to the organization which runs this camp,
hoping that there will be improvements in the future. Sign your
name Chris Wong
3. Recently, your neighbour has started to keep a dog. You find that
the dog is so annoying and disturbing to most residents. You are
going to write a letter of complaint to the management office and
urge them to take prompt actions to cope with the problem caused.
(Tutors should provide sufficient paper for tutees to complete the
above topics.)
Challenging questions on writing a story

Notes:
Please remember to have planning and organizations before writing.
Each story should have a climax. It will attract readers and your
marks will be upgraded. Please write about 180 words.
1. Using the pictures below, describe what happened to these

tourists who visitied the Nature Park in the United States.
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2. You have been asked to write a mystery story. Begin your story
with the following sentence: ‘I had heard that he was a very strange
man, and as he was walking towards, I wanted to run away but
there was nowhere to go’. Complete the story.
3. Write a story based on the following comic strips. Use your
imagination to write what happened and provide an ending.
Stick your Composition A here
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Stick your Composition B here
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Stick your composition C here.
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Chapter 11
Comprehensions
A. Introduction
In examinations, candidates need to read different types of

passages and answer a variety of questions. In this chapter, you will
understand more about the style of examination questions.
B. Skimming
When doing a reading exercise, students should take a moment to
preview the text. This process is called skimming. After skimming
the text, you should know the:
Type of the text (a report, an informal letter, a formal letter,

advertisement...)
Purpose of writing the text (to describe, to inform, to explain, to
persuade...)
General content of the text (the main idea or topic of the text)
C. Scanning
Students should study the questions and then the text in more
detail. They should look for specific information that is required for
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answering the questions. This is called scanning.
D. Structure of a Paragraph
Most writing is divided into paragraphs. A paragraph is a group of
sentences about one idea or subject. We call this main idea or
subject the topic of the paragraph. A paragraph usually consists of
the following parts:
1. Topic sentence
A topic sentence is the heart of a paragraph. It is often the first
sentence in the paragraph and acts as a sort of signpost. It tells you
what the paragraph is going to be about.
2. Supporting sentences
The other sentences in a paragraph are called supporting sentences.
These sentences provide additional information and explanation,
supporting evidence and examples.
3. Linking sentences
Linking sentences are the sentences that link a paragraph to the
next paragraph.
4. Summary
The summary of the paragraph usually comes at the end of a
paragraph.
E. Common Types of Questions

1. Multiple-choice questions
For each question, there are usually four given options. Students are
required to choose the best answer from the given options.
2. True and False

Students are required to justify each given statement is true or not.
3. Matching
Students are required to choose one meaning in Column B which
best explains each word in Column A as they are used in the
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passage.
4. Long questions
Students are required to answer long questions in complete
sentences. For each question, if grammatical mistakes are made in
answering, one mark will be deducted. So, students are reminded to
be careful about the grammatical accuracy of the sentences they
make.
5. Searching for words

For each given word / phrase, students are told to find one word of
similar meaning from the paragraphs indicated.
6. Identifying reference
A number of pronouns are provided and students are required to
write what each refers to.
Summary
Exercise I
Read the following passage and answer the questions.
Band of gold for our golden girl
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_1_ Windsurfing golden girl Lee Lai-shan yesterday exchanged

her wetsuit for an elegant ivory dress and a pearl necklace as
she married her sporting partner Sam Wong Tak-sum. The
marriage took place in a hotel chapel in Las Vegas.
_2_ The couple met in 1987 in a surfing competition on Cheung

Chau. Both had tears in their eyes as they exchanged rings and
promised before a minister to love and honour each other. San
San, 28, said she was a bit emotional after entering the chapel.
‘I had tears in my eyes. I was so moved. And I think the music
had some effect. It was to touching,’ she said after the service.
_3_ Wong, 33, said: ‘When I was asked to repeat the promise to
stay together for good or ill, I cried ― because I was thinking
about how well we have got along for the past eight years.’
_4_ For their honeymoon, the couple will fly to Australia, where
San San is working on a degree in sports administration. The
couple said they would not be wearing their wedding rings on
their fingers. ‘Wearing the ring on a finger will be in convenient
for surfing,’ said Wong. ‘I think I will wear it as a necklace.’
_5_ In 1996 San San become a heroine when she won Hong
Kong’s first Olympic gold medal, in Atlanta. In December last
year she won gold at
the Asian Games, while Wong won silver.
Section (A): Answer the following questions in complete

sentences.
1. Where did the couple get married?

____________________________________________________________________
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2. Where did they meet?

____________________________________________________________________
3. Who is older ― San San or Sam Wong?

____________________________________________________________________
4. Why did Wong cry during the service?

____________________________________________________________________
5. Where are they going on their honeymoon?

____________________________________________________________________
6. Why won’t they wear their wedding rings on their fingers?

____________________________________________________________________
7. When and where did San San win her Olympic gold?
____________________________________________________________________
Exercise II
Read the following passage and answer the questions.

Survey reveals ― most schools ‘not doing enough’ to promote
healthy exercise
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_1_ A recent survey of senior physical education (PE) teachers

has indicated that most schools do not consider the subject to be
important. About 240 teachers were interviewed in the survey by
the Chinese University. Most PE teachers stated that they lacked
support in their duties. Few principals or parents supported PE,
because they preferred students to spend as much time as 5
possible on more academic subjects.
_2_ The PE teachers told the researchers that this preference

could harm children’s physical development, especially since
most students did little exercise outside school. Parents were
10
considered by PE teachers to be one of the least supportive
groups, the survey found. Chan Wan-ka, one of the researchers
said, “Parents are making a mistake if they think that PE is a
waste of time. It is not. Children improve their health, and gain
valuable knowledge about sports and fitness in PE lessons. They
will suffer if adults continue to ignore physical education.” 15
_3_ The Education Department proposed a new PE course in

1991 for secondary school students, but not many schools had
implemented the programme. “This is very disappointing,” Mr.
Chan commented. The survey also showed that 98 percent of PE
teachers thought it was a good idea to teach PE as a school exam
subject. However, only 9 percent said that their schools now did
so.
20
_4_ Mr. Chan also remarked that the development of PE in Hong
Kong had not matched that of high school physical education in
other countries. “European secondary students do at least one
hour of real exercise in PE a week,” he said, “If we don’t start
taking PE more seriously Hong Kong will never have another
Olympic gold medal, and all our children will grow up fat and
unfit!”
Section (A): Some words are underlined in the article above. Write
what each refers to.
1. they (Line 4)
2. they (Line 13)
3. their (Line 19)
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4. he (Line 22)
Section (B): For each of the following, find one word of similar
meaning from the paragraph indicated. Then write it in the spaces
provided.
5. questioned (Paragraph 1)
6. pay no attention to
(Paragraph 2)
7. put into action (Paragraph 3)
8. equalled (Paragraph 4)
9. said (Paragraph 4)
Section (C): Find the main idea in each paragraph. (Hint: The first
sentence in a paragraph is often the ‘Topic Sentence’ which
introduces the main idea.)
Main Idea Paragraph
Comparing PE in Hong Kong with PE in other

countries.
Giving the main results of a survey.
The dangers of not ding PE, and the benefits

of doing it.
The PE syllabus in schools.
Section (D): Answer the following questions in complete

sentences.
1 How many teachers were interviewed in the survey by

. the Chinese University?
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A 240 C 98
B 1991 D 100
2 Who were considered by PE teachers to be one of the

. least supportive groups?
A teachers C parents
B principals D researchers
3 Who will suffer if adults continue to ignore physical

. education?
A parents C teachers
B principals D students
4 At least how long of real exercise do European

. secondary students do in a week?
A at least seven hours C at least nine hours
B at least nineteen D at least one hour
hours
Corrections:
Chapter 12
Oral Skills
A. Introduction
Your performance in the oral examination takes up 10% of your

English mark in the report card. Therefore, you should do well in the
oral examination as it is also very important to your overall mark.
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In this chapter, we will focus on two important oral skills – Individual

Presentation and Group Discussion
B. Individual Presentation
Mode of Exam
In the exam, you will be given a Question Paper with a topic on it.
Sometimes you will also find a mind map or some points relevant to
the topic on the Question Paper.
You will have a few minutes to prepare your speech. When time is
up, you have to present your ideas either to the examiner or a group
of candidates.
Preparation
1. Usually, you will be given a couple of minutes for preparation. In

this short period of time, think of as many points as possible.
2. Think of your own points instead of using the points given on the
Question Paper.
3. Jot your points down on the mind map or some empty spaces
quickly. If you are not allowed to write, try to organize the ideas in
your mind.
4. Make sure your words can be clearly read in order to have a fluent
presentation.
5. You should try to organize the ideas by classifying them into

different sub-topics.
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Think of how to elaborate your points when you are doing your
presentation. Jot down only key words on the question paper if
necessary
Preparation skills
1. Make full use of the time. Note that marks will not be deducted if
your speech ends a few seconds after the timer stops. However, if
you end with a lot of time left, you may lose a lot of marks because
of insufficient content
2. If the timer alarms while you are presenting your ideas, keep
calm and try to finish your conclusion as soon as possible.
3. Do not speak too fast or too slow when you are doing your
presentation. You should speak clearly in a moderate speed. Do not
speak with monotone.
4. Have eye contact with the examiner or the audiences. Avoid

exaggerated body language.
5. Make yourself comfortable when you are presenting your ideas.

Do not be too nervous.
6. Stand straight. Respect the audiences and the examiner.
C. Group discussion
Mode of Exam
In the exam, your group will be given a Question Paper with a topic
on it. Sometimes you will also find some points relevant to the topic
You will have a few minutes to prepare for the discussion. When
time is up, you have to start discussing about the topic with your
group mates.
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Preparation
Please refer to the preparation of individual presentation.
Preparation skills
1. If you are confident enough, start the discussion. Note that the
one who starts the discussion does not necessarily score the highest
mark.
2. Make full use of the time. Try not to have dead air during your
discussion.
3. This is an informal discussion, but you have to respect your group

mates.
4. A conclusion should be made at least 30 seconds in advance. Your

group should watch the time carefully and do not go too in deep in
certain points.
5. Speak clearly in a moderate speed. Do not speak with monotone.
6. Have eye contact with your group mates. Avoid exaggerated body
language.
7. Make yourself comfortable when you are discussing with your

group mates. Do not be too nervous.
8. Everyone should have equal time to present their ideas. One

should not dominate the discussion or be very quiet during the
discussion. However, this is not a mixed individual presentation.
Make the discussion lively and casual. Group mates should not
present their ideas one by one.
9. You can always ask for clarification politely if you cannot follow
what your group mates suggested. You can also check if your group
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mates understand your points after you have expressed your

opinion. Note that the examiner will not deduct your mark if you ask
for clarification.
10. If you see someone sitting very quietly, you should encourage
him / her to speak.
If the discussion is out of the topic, you should keep the discussion
on track.
You may make use of the discussion language.
C. Discussion language
Starting the discussion

 Shall we start?
 OK. Let’s get started, shall we?
Making suggestion (and supporting them with reasons and
examples)
 I suggest …/ I suggest that …
 Let’s …
 Why don’t we …
 How / What about …
Responding to suggestions – agreeing & making further
suggestions, disagreeing & giving reasons, offering
alternative suggestions
 That’s a good idea.
 I’m not sure about that.
 I think it’s better if …
Expressing opinions (and supporting them with reasons and
examples)
 I think…
 In my opinion…
Agreeing with others (and explaining why)
 I agree. (Reason)…
 That’s right. …
 Yes, you’re right
Disagreeing with others (and explaining why)
 I’m sorry, I disagree. …
 I’m, sorry, I don’t agree. …
 I’m afraid I don’t agree with you. …
 I’m not so sure about that
Summing up at the end of a sub-topic
 OK, so we agree that…
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 To sum up, so far we’ve decided to/ agreed

that…
Asking for and giving clarification

 Sorry, but I don’t understand what you mean.
 Sorry could you repeat that, please? I didn’t hear
you properly.
 I don’t understand. Can you explain what you
mean?
 I’m not quite with you. Do you mean that … ?
 What do you mean by … ?
 Let me explain what I mean.
 Well, what I mean is that …
 What I said is that…
 What I mean is …
Checking understanding
 Do you know what I mean?
 Is that clear?
Encouraging others to speak
 Does anyone have any other ideas?
 Do you think that’s a good suggestion, XX?
 How / What about that idea?
Keeping the discussion on track
 I’m sorry, but let’s not get off the topic. …
 Excuse me, I think we’ve wandered off the topic.
…
 Well, I think we should move on to the next
point/ sub-topic. …
 Well, I think we’ve covered that point. …
Summing up at the end of the discussion
 To conclude, …
 In conclusion, …
 To finally sum up, …
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Summary
Chapter 12
Listening Skills
A. Introduction
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Listening is also an extremely important aspect in learning English.

When you communicate with foreigners, you always need to listen
carefully so as to give response and understand what they are
talking.
In examinations, it is also a very common way in assessing the

ability of candidates.
B. Types of Questions
In this chapter, we mainly focus on 3 important skills.
» Making corrections on texts/ tables/ forms
» Marking locations on maps/ floor plans
» Form filling
» Combined / integrated tasks
Summary
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King’s College

Counseling Team – Study Group 2008-2009

Chapter Topic Page

2. Comparative and superlative adjectives are used to compare

For pattern 3, it is used to describe what will happen to somebody.

The doctor says, ‘Mr. Brown, it’s good for you to do

For pattern 4, it can be expressed in other form:

Both sentences have the same meaning but the more

These patterns can be made negative by putting “not” before to-

2. It is wrong not to use several colors. = You must use several

Adjective patterns staring with a subject

5 to be adjective + The book isn’t simple enough

*In pattern 7, the “for …” is optional

* 1. “enough” goes after the adjective, e.g. simple enough

C. Practice for examination

e.g. without / people / produce / training / adverts / outstanding –

1. of / create / that appeal to / designs / all ages / people –

2. four / me / before / my / work / finish – difficult

4. colour / adverts / as much / give / as possible – usually

5. goal / him / that / reach – hard

Prepositions are either single words or groups of words that show

We use prepositions to talk about location (e.g. the rubbish bin is

P Talk about ... Examples

We use prepositions of location to talk about WHERE people or

They are used after VERBS that describe MOVEMENT such as

Agnes is climbing up a rope. Arnold is climbing onto the

D. Practice for examination

_____ the bedroom.

1. Direct speech : we give the exact words of the speaker in

2. Reported speech: we change some of the words without

Mary and Tom were dating. She added that they

simple past tensepast perfect tense

When we report people’s Some people believe that

D. Reporting Modal verbs

F. Practice for examination

1. ‘Open the door, Alex,’ said Jim.

3. ‘Nick, have you ever been to England?’ asked Carol.

4. ‘There’s a book sale at school next week,’ said Ellen.

5. ‘It will rain tonight,’ said Roy.

6. ‘You need not wait for me,’ said Jane.

7. ‘I was reading a book,’ said Anne.

8. ‘I can eat a hamburger in 3 minutes,’ said David.

9. ‘Mrs Lam gave us some homemade cookies,’ said George.

10. ‘I must remember to buy a present,’ said Emily.

We use “and” when we want to show that things are similar. We

We use “but” to show that things have different or opposite

D. ‘because’, ‘as’, ‘since’

Reason or cause may be expressed by a subordinate clause

Main Clause Subordinate Clause

1 The car stopped because the road was

Subordinate Clause Main Clause

3 Since the road was the car had to stop.

Note: Clauses beginning with as and since usually go before the

We use ‘because of’ to show the reason for something. It comes in

We cancelled the expedition because of the storms.

We use ‘so’ to show the result of something. We use it in the middle

It was raining very heavily so we couldn’t’ go mountain-biking.

F. Practice for examination

Join the following sentences using the connectives you’ve learnt in

1. They hurried home. They had heard about the approaching

3. The workers fainted. The heat was intense.

4. The weather was terrible. We couldn’t go to the beach.

5. The travellers decided to return. They were home-sick. There

1. London is one of _ most important cities in _

6. _ stars are very far away from _ earth.

7. There are _ lot of _ books on the shelf.

10. _ honest man always tells _ truth.

11. In _ hour, Paul can run half _ mile.

13. The building next to _ Hong Kong Bank is _

15. That packet of _ cigarettes was bought in _

18. Do you agree that _ English is _ easy subject?

20. ___ Yellow River is _ big river in ___ China.