Read the attached handout (or Unit 4: Verb forms in your textbook)

carefully section by section, highlight important information, and give

answers to all following exercises.
NOTE: Type the answers in the order as the exercises and put them in a document file.
UNIT 4 Preview, pp. 76-77
1. d

2. c

3. c

4. b

5. a

6. d

Grammar Awareness, pp. 77-78

1. past simple, present simple, present perfect

2. In the first paragraph, the writer starts in the present tense even though she is referring to a

paper from 1975, perhaps because this paper is still important today. This is a common choice

in academic writing. She switches to the past simple (began) to make a historical observation

about the 1970s, and then returns to the present simple to introduce a quotation from the

article. Later, she shifts to the present progressive (has made) to show the progress that has

been achieved in the last thirty years, connecting the 1970s to her present day.

3. The present perfect is used for broad statements about research and developments in the field.

4. There is very little consistency between the verb in the main clause and the verb in the

dependent (noun) clause. For example, the second paragraph opens with showed … earn.

5. There are no progressive tenses, future forms, or examples of the past perfect tense. This is in

fact typical of academic writing.

Exercise 1: Grammar Analysis, p. 80

2. present perfect (passive)

3. present perfect (active)

4. present simple (passive)

5. past simple (active)

6. present perfect (active)

Exercise 2: Text Completion, pp. 82-83
1. led

2. declined

3. continued

4. compares

5. call

6. promoted

7. was

8. means

9. exhibited

10. were

11. inhabit

12. has

13. converted

14. increased

15. is committed

Exercise 4: Vocabulary and Writing, p. 84

Exercise 5: Vocabulary, p. 86
1. become, change, increase, develop, begin, result, experience, cause, undergo, decline, rise,

evolve

2. develop, provide, work, suggest, focus, write demonstrate, prove, contribute, note, try,

examine, identify, establish, attempt, seek, indicate, study, teach

3. become, make, find, develop, begin, learn, create, fail, remain, establish, happen, seek, pass,

spend, complete, adopt, hold, publish

Exercise 6: Vocabulary and Writing, pp. 86-87

Exercise 7: Sentence Completion, p. 87

1. has increased
2. have expanded

3. has developed

4. reviews / has been found

5. were suggested

6. coincided

8. have not decreased

Exercise 8: Writing, p. 89 (write no more than 7 sentences)

Exercise 9: Grammatical Judgment, p. 92

1. b

2. b

3. c

4. d

5. d

6. Tracking technology is being used to collect customers’ data.

8. 7. Children should be taught about the responsible use of the internet.

9. 9. It has been claimed that using a smartphone at night disrupts sleep patterns. OR: Using a
smartphone at night has been claimed to disrupt sleep patterns.

10. The intervention was based on the principles of universal design.

11.

Exercise 10: Sentence Completion, p. 93

Exercise 11: Sentence Rewriting, p. 96

1. The internet can be used to conduct library research.

2. Online ads are often ignored.

3. The internet is used for both good and bad purposes.

4. It is believed that the internet has dramatically changed society. OR: The internet is believed to

have dramatically changed society.

5. Students should be allowed to use smartphones in class.

Exercise 12: Editing, p.97

1. Healthy eating is thought to lead to a longer life.

2. Foods that have been processed are generally less nutritious.

3. Eating fish is linked to higher IQ, according to a recent study.

4. Parents answered (OR: were asked) questions about their children’s diet.

5. The researchers counted the number of meals which included fish.

6. Children should be introduced to fish at an early age.

7. A small improvement in sleep quality was detected.

8. It is known that sleep quality is linked to intelligence.

Exercise 13: Vocabulary and Writing, p. 98 (write no more than 10 sentences)

Exercise 14: Editing, p. 98

1. Since the first publication on the subject, the “broken windows” theory has been influential

in explaining neighborhood crime and deterioration.

2. The theory assumes that minor signs of disorder, such as a broken window, attract social

disorders, such as street violence or robbery.

3. In his famous experiment in the 1960s, Zimbardo showed that neighborhood status and

composition have a clear effect on people’s reactions to cues.

4. Furthermore, a large body of literature has been argued that social contexts affect many

individual behaviors.

5. This article investigates the effects of contextual characteristics on disorder cues while

considering individual differences.

6. In the first experiment, a stamped letter was dropped on the sidewalk close to a public

mailbox. In the “order” condition, the environment around the mailbox was clean. In the

“disorder” condition, two or three garbage cans were left close to the mailbox, and empty

cans were visible.

7. The neighborhoods in the experiment were defined by postal codes. In the Netherlands, postal

codes consist of up to six digits.

Exercise 15: Editing, p. 101.

1. finds, were

2. were

3. talk, are, talk, are

4. sounds
5. is

6. was

7. were, were

8. is

Exercise 16: Sentence Completion, p. 102

Exercise 17: Sentence Rewriting, p. 104

1. Not only does technology interrupt the learning process, but it also affects social relationships.

2. Rarely did women own land without a husband to share ownership.

3. Sometimes, their management style was misinterpreted.

4. Only then will true economic growth occur.

5. Not only should we consider the cost, but also other relevant issues.

6. Especially useful is the capability to keep stored data.

Exercise 18 (REFLECTION): Summarize new knowledge about word forms which you just learn from unit
4 and have never known/noticed before. Please give examples to illustrate all the new knowledge.

Exercise 19 (REFLECTION): List down what you still feel confused about and need more explanations