Advanced English practice grammar with answers là bộ ngữ pháp gồm 3 level khác nhau từ cơ bản đến nâng cao giúp người học dễ dàng đi theo đúng lộ trình luyện tập. Cuốn sách là tài liệu hữu ích giúp bạn chuẩn bị tốt kiến thức cho những kỳ thi như CAE, CPE và TOEFL. Sách được chia thành 2 phần, mời các bạn cùng tham khảo phần 1 cuốn sách.
m BK NHA XUẤT BẦN TỬ Đ IỂN BÁCH KHOA Oxíord Practice Grammar Advanced With answers George Yule OXPORD U N IV E R S IT Y P R E S S NHÀ XUẤT BẢN TỪ ĐIỂN b c h k h o a Contents In tro d u c tio n VI II S e n te n c e s S im p le s e n te n c e s a n d v e rb s S u b je c ts a n d v e rb s V e rb s a n d o b je c ts V e rb s w ith in d ir e c t o b je c ts a n d c la u s e s L in ld n g v e rb s C o m p o u n d a n d c o m p le x s e n te n c e s T e s ts 10 12 14 The passive 56 A c tiv e a n d p a s s iv e P a s s iv e s w ith m o d a ls , in íìn itiv e s a n d g e ru n d s P a s s iv e v e r b s T h e u s e s o f th e p a s s iv e P a s s iv e s w iứ i b y - p h r a s e s a n d e rg a tiv c s P a s s i v e s v v ith get 57 T e s ts T enses V e rb s, a u x ilia r y v e rb s a n d te n s e s P re s e n t a n d p re s e n t p e ríe c t P ast a n d p a st p e rfe c t P r e s e n t p e r íe c t o r p a s t s im p le ? P a s t p e r íe c t o r p a s t s im p le ? P u tu re T e s ts M o d a ls M o d a ls a n d p h s a l m o d a ls C o m p le x m o d a ls P r e d i c t i o n : v v i//, would, be going to, shall W illin g n e s s , h a b its a n d p re íe re n c e s : wiỉỉ a n d wouỉả A b i l i t y : carìy couldy be abỉe to P e r m i s s i o n : catĩy couldy may, mighty be alloxveả to P o s s i b i l i t y : m a y , might, carĩy couỉd N e c e s s i t y : musty have tOt have got tOy need tOy needn^t 17 18 20 22 23 24 26 28 29 30 32 33 34 35 36 38 40 ought tOy be supposed to, had better 41 N e g a tiv e s a n d q u e s tio n s W o r d o r d e r in n e g a tiv e s a n d q u e s tio n s N e g a tiv e q u e s tio n s a n d q u e s tio n ta g s N e g a tiv e w o r d s Q u e s tio n w o rd s O th e r q u e s tio n ty p e s Tests 66 16 D e d u c t i o n : musty have to, h avegot to, can*t a n d couỉdrị^t O b l i g a t i o n a n d a d v i c e : shouỉdy Tests 58 60 62 64 65 A rtic le s a n d n o u n s 68 T y p e s o f a rtic le s a n d n o u n s A r t i c l e s : aỉan o r the AỊan o r O n e , oỊan o r n o a r t i c l e , í/ie o r n o a r tic le N o u n s : c o u n ta b le a n d u n c o u n ta b le N o u n s : g e n e ric , p a ir, g ro u p , p lu l a n d s in g u la r ( + -s) P o s s e s s iv e a n d c o m p o u n d n o u n s A rtic le s a n d n o u n s in d is c o u r s e 69 70 Tests D e te rm in e rs a n d q u a n tiíìe rs D e le rm in e rs Q u a n tiíĩe rs Some a n d ứ n y , no a n d none Aỉỉ a n d bothy half a n d whoỉe Each a n d every, either a n d neither Manyy much a n d a ỉot (of)y more a n d m osĩ (v ) / e í v a n d ( a ) liưỉe, fewerỉfewest a n d ìessỊleast M u ltip lie rs , a c tio n s a n d p e rc e n ta g e s Tests 42 44 45 46 48 50 52 54 72 74 75 76 78 80 82 83 84 86 88 89 90 92 93 94 P ro n o u n s , s u b s titu tio n a n d e llip s is P e r s o n a l, g e n e r ic a n d p o s s e s s iv e p ro n o u n s D e m o n s tra tiv e a n d in d e íin ite p ro n o u n s R e íle x iv e a n d r e c ip r o c a l p r o n o u n s E m p ty s u b je c t ứ E m p t y s u b j e c t there S u b s t i t u t i o n : One a n d one$ S u b s t i t u t i o n : so a n d so E llip s is Tests 96 97 98 100 102 103 104 105 106 108 CO N TrN TS A d je c tiv e s a n d a d v e r b s A d je c tiv e s : e m p h a s iz in g , d e s c r ib in g , c la s s iíy in g A d je c tiv e s : p o s itio n a n d p u n c t u a t i o n P a rtic ip le a d je c tiv e s , c o m p o u n d a d je c tiv e s a n d a d je c tiv e s a s n o u n s P o s i t i o n o f a d v e r b s ; a d v e r b s o f p la c e » tim e , íre q u e n c y , e x p e c ta tio n , ío c u s A d v e rb s : d e g r c c , m a n n c r , v ie v v p o in t, com m ent E q u a tiv e s , c o m p a r a tiv e s a n d s u p e rla tiv e s Tests P re p o s itio n s P re p o s itio n s a n d p re p o s itio n a l p h s e s P r e p o s ì t i o n s o f t i m e : at, iĩĩ, orĩy e t c P r e p o s i t i o n s o f t i m e ; duringyfor, since, c t c , P r e p o s i t i o n s o f p l a c e : aty itĩy on P r e p o s i t i o n s o f p l a c e : abovCy heỉow, between, e t c P r e p o s itio n s o f m o v e m e n t a n d p la c e ; from, acrossy aỉongy e t c P re p o s itio n s u se d fo r c o n n e c tio n s : ofy wiĩhy hy P r e p o s itio n s u s e d f o r e x c e p tio n s : except ựor), besidesy w ithouty e t c P h s a lv e rb s Tests 11 In fin itiv e s a n d g e r u n d s 110 111 112 114 116 118 120 122 124 125 126 127 128 129 130 132 133 134 136 138 Simplc iníìnitivcs and gcrunds 139 C o m p le x in íìn itiv e s a n d g e r u n d s V e rb s w ith in íìn itiv e s a n d g e r u n d s A d je c tiv e s w ith in íìn itiv e s a n d g e r u n d s N o u n s a n d p r o n o u n s w ith in íin itiv e s a n d g e ru rĩd s 140 142 144 Tests Reporting D ire c t s p e e c h In d ire c t sp e e c h R e p o rtin g v c rb s R e p o rtin g s ta te m e n ts a n d q u e s tio n s R e p o r tin g o r d e r s , r e q u e s ts , a d v ic e a n d o p in io n s Tests 145 146 148 149 150 152 154 156 158 13 N o u n c l a u s e s T / ií i r - c l a u s e s a n d v v /ỉ- c la u s e s N o u n c la u s e s as s u b je c ts a n d o b ịc c ts N o u n s w ith n o u n c la u s e s A d je c tiv e s w ith n o u n c la u s e s T h e s u b j u n c t i v c o r shouỉd i n n o u n c la u s e s s e s o f n o u n c la u s e s T e s ts 14 R e l a t i v e c i a u s e s R e la ti v e c l a u s e s a n d r e l a t i v e p r o n o u n s D e íĩn in g a n d n o n - d e íìn in g re la tiv e c la u s e s R e d u c e d re la tiv e c la u s e s P o s s e s s iv e s a n d p r o n o u n s w i t h re la tiv e c la u s e s P r c p o s itio n s in re la tiv e c la u s e s R e la t iv e c l a u s e s w i t h where, what, yvhatever^ etc T e s ts C o n d itio n a ls R eal c o n d itio n a ls U n re a l c o n d itio n a ls M ix e d c o n d itio n a ls O r d e r a n d p u n c tu a tio n in c o n d itio n a ls T h e u se s o f c o n d itio n a ls 167 168 170 172 173 174 176 178 179 180 182 184 185 186 188 189 190 Onỉy ify even if, unless, whethery if 5Ơ, e t c Tests 16 A d v e r b i a l c l a u s e s A d v e rb ia l c la u s e s a n d c o n ju n c tio n s T i m e c l a u s e s w i t h wheĩĩy whiỉe, as T i m e c i a u s e s w i t h aỷter, before, until, sÌM ce, e t c M a n n e r c l a u s e s w i t h as, as ify as tỉĩoughy e t c R e a s o n c l a u s e s w i t h because, as, since,txc, P u r p o s c c l a u s c s v v ith so that, in order that, in order tOy e t c R e s u l t c l a u s e s w i t h 50, s o that, s iic h th a t C o n t r a s t c l a u s e s w i t h aỉthoughy though, even though, e t c R e d u c e d a d v e rb ia l c la u s e s Tcsts VI 160 161 162 164 166 194 196 197 198 199 200 201 202 203 204 205 206 CONTKM b C o n n e c to rs a n d fo c u s s tru c tu re s T y p e s o f c o n n e c to r s a n d ío c u s s tru c tu re s C o n n e c to rs , p re p o s itio n s a n d c o n ju n c tio n s A d d in g a n d c o n tra s tin g c o n n e c to rs R c s u lt a n d tim e c o n n e c to r s L is tin g c o n n e c to r s F o c u s s tru c tu re s : fn tn tin g a n d in v e rs io n F o c u s s tr u c tu r e s : c le ft s e n íe n c e s T e s ts 208 209 210 212 214 215 216 217 218 A n svv er k ey 220 E x it te s t 252 K e y to th e e x it te s t 262 A p p e n d ix R e g u la r a n d irr e g u la r v e rb s 263 G lo s s a ry 265 In d e x 273 VI) Introduction The Oxíord Practice Grammar series T h e Oxforả Practice G ram m ar is a s e r i e s o f t h r e e b o o k s , e a c h w r i t t e n a t t h e r i g h t le v e l fo r y o u a t e a c h s ta g e in y o u r s tu d y o f E n g l i s h T h e s e r i e s is i n t e n d e d f o r y o u r u s e e i t h e r i n a c l a s s r o o m o r v v h e n v v o r k in g in d e p e n d e n tly in y o u r o w n tim e T h e b o o k s a r e d i v i d e d i n t o u n i l s , ea ch o f v v h ic h c o v e r s a n i m p o r t a n t g r a m m a r t o p i c E a c h u n it s ta r ts w ith a n e x p la n a tio n o f th e g r a m m a r a n d t h i s is f o l l o w e d b y a s e t o f p r a c lic e e x e rc is e s T e s ts a t th e e n d o f e a c h u n i t o r s e c tio n o f u n i t s g iv e th e o p p o r tu n ity f o r m o r e p r a c tic e a n d e n a b le y o u to a sse ss h o w m u c h y o u h a v e le a r n e d A n sv v e rs to th e e x e rc is e s a n d th e te s ts a r e g iv e n a t th e b a c k o f th e b o o k Y o u m a y v v a n t to c h o o s e th e o r d e r in w h ic h y o u s tu d y th e g r a m m a r to p ic s , p e rh a p s g o in g íìr s t t o th o s e g iv in g y o u p r o b le m s (T o p ic s a re lis tc d in th e C o n te n ts p a g e a t th e f ro n t o f e a c h b o o k a n d i n t h c I n d e x a t t h e b a c k ,) A lte r n a tiv e ly y o u m a y c h o o s e to s ta r t a t th e b e g i n n i n g o f e a c h b o o k a n d w o r k th r o u g h to th e e n d A n In te ctive C D - R O M is i n c ỉ u d e d at e a c h o f th e th r e e le v e ls , o f f e r in g a lte r n a tiv e w a y s lo p c tis e Y o u c a n re c o g n iz e a n d c o rre c t w r i t t e n m is ta k e s , a n d y o u c a n a ls o ta k e p a r t in s p o k e n d ia lo g u e s ; y o u c a n rc c o rd a n d lis te n to y o u r o w n v o ic e a n d le a rn to s p e a k m o r e n a tu lly Exam practice T h e í ĩ r s t l e v e l i n t h e s e r i e s is Oxford Pracĩice Gram m ar - Basic T h i s is s u i l a b l e f o r e le m e n ta r y to p r e - in te r m e d ia te le a rn e rs , a n d t h o s e v v o r k i n g f o r t h e P E T e x a m a n d IF X T S T h e s c c o n d is Oxford Practice Gramrnar Interm ediatey f o r s t u d e n t s w h o a r e n o l o n g e r b e g in n e r s b u t a re n o t y e t a d v a n c e d in th e ir VIỊ] u s e o f E n g l i s h I t is s u i t a b l e f o r t h o s e s t u d y i n g f o r t h e C a m b r i d g e F C E Oxford practice Grammar - A dvan ced is f o r i h o s e w h o h a v e p ro g re s s e d b e y o n d th e i n t e r m e d i a t c le v e l a n d w h o w i s h t o i n c r e a s e th e ir k n o w le d g e o f E n g lis h g r a m m a r a n d b e c o m e m o r e c o n í ì d e n t w h e n u s i n g it, It h e lp s s tu d e n ts p r e p a r e f o r C A E , C P E , T O E F L , a n d o th e r a d v a n c e d -le v e l e x a m s O xỊord P ctice G r a m m a r - A d v a n c e d is f o r m o r e a d v a n c e d s t u d e n t s w h o h a v e a lre a d y s tu d ie d E n g lis h g r a m m a r a t th e m id d le o r i n te r m e d ia te le v e l It c a n b e u s e d b y s tu d e n ts w o r k in g a lo n c , in s tu d y g ro u p s , o r v v h ile a t t e n d i n g c l a s s e s T h e b o o k c o n s is ts o f s e v e n te e n u n its , p r o v i d i n g a c o m p l e t e r e v ie v v o f t h e g r a m i n a r o f c o n te m p o r a r y E n g lis h W ith in e a c h u n it th e rc a re s e p a r a te s e c tìo n s o n s p e c iíĩc í e a t u r c s ( c g ‘T h e u s e s o f t h e p a s s i v e ’) a n d p r o b ỉ e m a r e a s ( e g ‘P r e s e n t P e r í e c t o r P a s t S im p le ? E a c h s e c lio n c o n s is ts o f e x p la n a tio n s o f g r a m m a r p o in ts , w ith e x a m p lc s , p lu s a n u m b e r o f e x e rc is c s o n th e sa m e p a g e o r th e ía c in g p a g e A t th c cncl o f e a c h u n i t t h e r e is a t w o - p a g e t e s t A n s v v e r s f o r a ll t h e e x c r c i s e s a n d t e s t s a r e p r o v i d e d in the Ansvver key (page 220) Thcrc is also A G lo s s a ry (p a g e ) e x p la in in g th e m e a n in g o f a ll g r a m m a t i c a l t c r m s u s e d s in g th is b o o k T h is b o o k c a n b e u s e d in a n u m b e r o f w a y s • Y o u c a n u s e it a s a r e í e r e n c e g u i d e f o r c l c a r a n d c o n c is c c x p la n a tio n s o f p a r tic u la r p o in ts o f E n g lis h g r a m m a r E a c h e x p l a n a t i o n is f o ! l o w e d b y c x a m p ỉ e s o f c o rrc c t u s e in c o n te x t, w ith a d v ic e o n c o m m o n c r r o r s to a v o id F o r e a s y re fe re n c e , e a c h s e p a r a t e t o p i c is p r e s e n t e d i n a h e a d in g a t th e to p o f th e p a g e A U u n it a n d s e c tio n to p ic s a re lis te d in th e C o n te n ts (p a g e v ) a n d in th e I n d e x ( p a g e ) INTRODUCTION ‘ Y o u c a n u s e t h e b o o k a s a w o r k b o o k in v v h ic h ỵ o u w r i t e a n s w e r s t o c o m p l e t e t h e e x e rc is e s Y o u c a n t h e n c h e c k in th e A n s w e r k e y to s e e v v h e th e r y o u r a n s w e r s a r e c o r r e c l If y o u fin d y o u h a v e a n in c o rre c t a n sw e r, y o u c a n ỉo o k a t th e re le v a n t g m m a tic a l p o ìn t o n th e a c c o m p a n y in g p a g e fo r a n e x p l a n a t i o n , w i t h e x a m p l e s o f w h a t is c o rre c t • You can use t h e book a s a te x t b o o k > b e g in n in g o n th e íĩrs t p a g e a n d w o rk in g a t y o u r o w n p a c e to th e e n d T h is a llo w s y o u to tr e a t e a c h to p ic a s e q u a lly i m p o r t a n t in a c o m p r e h e n s iv e re v ic w o f E n g lis h g r a m m a r T h e u n it to p ic s a re n o t p r e s e n te d in o r d e r o f d iffic u lty , b u t fo llo w a s e q u e n c e s im ila r to th a t u s e d in m a n y te x tb o o k s • Y o u c a n a ls o u s e th e b o o k to c r e a te y o u r o \ v n g r a m m a r c o u r s e , \ v o r k i n g t h r o u g h a ll o r p a r t o f a s e c tio n o r u n it a n d c o m p lc tin g s e ỉe c te d e x e rc is e s o r te s ts Y o u c a n u s e th e c ro ss-re fe re n c e s at th e b o tto m o f e a c h p ag e o í e x p la n a tio n to g u id e y o u to o th e r rc le v a n t s e c tio n s B e c a u s e th e g r a m m a r t o p i c s a r e n o t p r e s e n t c d in o r d e r o f d ií* f ic u lty , y o u c a n w o r k o n t h e t o p i c s in a n y o rd e r y o u ch o o sc S p ecia l íe a tu r e s ỉn a d d itio n to tr a d i t i o n a l ty p e s o f e x e rc is e s , there are a n u m b er o f innovative gram m ar exercises in this book, speciíìcally designed for studeiìts vvho are becom ing íTiore a d v a n c e d in E n g lis h • In th e s u m m a r y e x e rc ìs e s , y o u c h o o s c a p p ro p ria te g m m a tic a l ío rm s fro m a lo n g c r te x t in o rd e r to c o m p le te a s h o r t s u m m a r y o f i h a t te x t T h e s e c x e rc is e s h e lp ỵ o u to im p r o v e y o u r a b ility to c re a te g m m a tic a lly a c c u te re p o rts o f vvhat y o u h a v e r e a d (p a g e , E x e rc is e ) In th e d i c t i o n a r y e x e r c is e s , y o u c h o o s e a p p r o p r ia te g r a m m a tic a l ío r m s to c o m p le te d e íin itio n s o f v v o rd s a n d p h s e s T h e s e e x e rc is e s e x p a n d y o u r v o c a b u la r y a n d h e ip to d e v e lo p y o u r a b ilitỵ to c re a te c le a r a n d g m m a tic a lly a c c u te d e s c rip tio n s ( p a g e , E x e rc is e ) In th e m a tc h in g e x e rc is e s , y o u a d d a p p r o p r ia te g r a m m a tic a l ío r m s to a s e n te n c e , p a r t o f a s e n te n c e , o r a q u e s tio n , in o r d e r to c r e a te a m e a n in g f u l c o n n e c tio n w ith a n o th e r s e n te n c e T h e s e e x e rc is e s im p ro v e y o u r a b ility to p r o d u c e m o r e c o m p le x s p o k e n a n d w r itte n E n g lis h w h ile e n s u r i n g t h a t it is g r a m m a t i c a l l ỵ a c c u r a te ( p a g e , E x e rc is e ) In th e e d itin g e x e rc is e s , y o u re a d th r o u g h a p a g p h , c h e c k in g fo r g m m a tìc a l m is ta k e s a n d p r o v id in g c o r r e c lìo n s v v h e re n e c e ssa ry T h e s e e x e rc is e s h e lp to d e v e lo p y o u r a b ility to w r ite lo n g e r te x ts in E n g lis h w ilh in c re a s e d g r a m m a tic a l a c c u c y (p a g e , E x e rc is e ) ỉn th e n u m b e r in g e x e rc is e s , y o u c o m p le te t h e c o n n e c t i o n b e tv v e e n e x p l a n a l i o n a n d e x a m p le b y c lìo o s in g th e n u m b e r o f th e c x a m p le th a t b c s t illu s tra te s th c e x p la n a tio n T h c s e e x e rc is e s p r o v id e a n o p p o r tu n ity to ta k c a m o r e in te r a c tiv e r o le in c r e a tin g a c o n n e c t i o n b e tv v e e n y o u r a b ility to u n d e r s ta n d E n g lis h a n d y o u r k n o v v le d g e o f t h e g r a m m a t i c a l ru le s o f E n g lis h ( p a g e , E x e rc is e ) In th e te s l e x e r c is e s , y o u p r o v id e a n s w e r s in a r a n g e o f d i f f e r e n t í o r m a t s u s e d in e x a m in a tio n s s u c h a s th e T O E F L , th e M ic h ig a n T e s t, a n d th e C a m b r id g e P ro íic ie n c y T h e s e e x e rc is e s a llo w y o u to b c c o m e m o re fa m iỉia r w ith e x a m in a tio n s a t th e a d v a n c c d le v e l a n d to w o r k w iih a u t h e n t i c t e x t s b y a u t h o r s s u c h a s L e w is C a rro ll, B ru c c ’ C h a tw in , N o r a E p h r o n , M a g n u s M ills , a n d m a n y o th c r s (p a g e s -1 ) IX Sentences We can form sim ple sentences with a subject and a verb in a single clause Ụ enny laughed) We can include auxiliary verbs (6e do, have and modals) as part of the verb phrase and an adverbial after the verb {She was siưing at the table) We can use verbs with an object {She was drawing a picture) vvithout an object {She giggled) or wilh two objects (She showed me the picture) We can also use linking verbs with com plements ụ t looked very silly) We form com pound sentences with clauses joined by the coordinating conjunctions and, but and o r ụ made some coffee, butUenny wanted orange juice) We form complex sentences with clauses joined by subordinaling conjunctions such as afíer, because, ịf and while (We chatíed in the kitchen while I cooked breakíast) Read th ro u g h th is nevvspaper report and find; another simple sentence a compỉex sentence wilh two conjunctions Y O U N G e n g l is h t e a c h e r s a v e d th e liv e s o f s tu d e n ts v v h en h e t o o k c o n t r o l o f a b u s a f l e r i ls d r iv e r s u ííe r e d a fa ta l h e a rt a lta c k G u y ' H a rv o ld , h a d c o lle c le d th e s tu d e n ts a n d th re e c o u rs e le a d e rs fro m G a tw ic k a irp o rt a n d th e y w e r e Ira v e llin g to B o u r n e m o u lh to m e e t th e ir h o s l ía m ilie s T h e y w e re g o in g to s ta rl a c o u rs e a l th e In te rn a tio n a l L a n g u a g e A c a d e m y in B o u r n e m o u th w h e r e H a r v o ld w o rk s a s a te a c h e r A MI Harvold, who has not passed his driving t e s t ,s a i d / ỉ re a !iz e d th e b u s w a s o u t o f c o n lro l w h e n I w a s s p e a k in g to th e s tu d e n ts o n th e m ic r o p h o n e ' T h e b u s c o llid e d w ith tr e e s a t Ih e s iđ e o f Ih e ro a d a n d h e n o lic e d ih e d riv e r w a s s l u m p e d o v e r t h e w h e e l T h e d r i v e r d i d n 'l m o v e H e w a s u n c o n s c io u s ‘W e h i t a b a r r i e r a n d s w e r v e d l o I h e o t h e r s id e o f th e r o a d a n d I g b b e d th e xvheeL ' H a r v o l d e x p l a i n e d ‘T h e d r i v e r s l e g s w e r e o v e r th e p e d a ỉs a n d i h a d d iííìc u lty re a c h in g th e b r a k e W e h il a l a m p p o s l a n d it s h a t l e r e d th e g ỉa s s o n th e f r o n t d o o r b e ío r e I m a n a g e d 1' t o b r i n g t h e b u s t o a h a l t ' P o l i c c p r a i s e d t h e y o u n g t e a c h e r 's q u i c k i h i n k i n g I f h e h a d n '1 r e a c te d q u ic k ly I h e r e c o u ld h a v c b e e n a te rrib le a c c id e n l The bus d riv e r never re g a in e tl «1 c o n s c i o u s n e s s H e w a s l a l e r p r o n o u n c e d d e a d a l E a s t S u rre y h o s p iia l H e h a d w o rk e d r e g u l a r l y w iih I h e s c h o o l a n d w a s v e r y w e li r e g a r d e d b y s ta ff H a r v o ld s a id , ‘I w a s s o re lie v e d Ih a t n o O n e e ls e w a s h u rỉ b u t I h o p e d th e d r iv e r w o u ld s u rv iv e It w a s o n ly la te r I h e a r d h e h a d d i e d T h a l ' s a t e r r i b l e I r a g e d y ' T h e L a n g u a g e A c a d e m y s p r in c ip a l lo ld t h e G a z e l t e t h a i t h e s c h o o l is g o i n g t o s e n d H a r v o ld o n a w e e k e n d tr ip to D u b lin w ith a 40 f r i e n d , a s a g e s t u r e o f I h a n k s f o r h i s b r a v e r y A lo c a l d r iv in g s c h o o l h a s a ls o o f f e r e d h im s ix f r e e d r iv in g le s s o n s ■ Uslng verbs and co n ju n ctio n s from the newspaper re port above, com plete th is summary E n g l i s h t e a c h e r G u y H a r v o l d , , t h e l iv e s o f s t u d e n t s o n a b u s f r o m G a t w i c k t o B o u r n e m o u t h ( 1) t h e d r i v e r ( 2) a h e a r t a t t a c k T h e b u s w e n t o u t o f c o n t r o l I t ( ) t r e e s , a b a r r i e r a n d a l a m p p o s t ( ) H a r v o l d c o u l d s t o p i t T h e d r i v e r ( ) ( ) n o - o n e e l s e ( ) h u r t H a r v o l d , w h o h a s n 't p a s s e d h i s d r i v i n g t e s t , w a s ( ) b y p o l i c e ( ) w a s ( ) f r e e d r i v i n g l e s s o n s b y a l o c a l d r i v i n g s c h o l m ) N C H / N S SƯBSTIl U T IO N A N D t L L l P S l i D Complete each sentence in such a way th a t it is as sim ilar as possible in meaning to the sentence above it H a v i n g w e a l t h y p a r e n t s s h o u l d h a v e b e e n u s e f u l , b u t t h e y d i d n ’t a c t u a l l y s u p p o r t h e r I t _ _ H e d o e s n t lik e h e r a n d s h e d o e s n t lik e h im T h e y _ S o m e o n e V  II b e a t t h c a i r p o r t t o m e e t y o u , T m s u r e Vm s u r e t h e r e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ T o g o s v v i m m i n g o u t in t h e o c e a n b y y o u r s e l í w o u l d n o t b e a g o o d i d e a I t T h o u s a n d s o f p e o p le \v e re s a id to b e a f f e c te d b y th e il s trik e T h e r e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ E Complete th is text w ith these words anyone anỵwhere him him seĩ/ it me m yseự one ours she that _ M y m u m a n d I g o t a g u a rd d o g b e c a u s e ( ! ) s o m e tim e s h a s to g o a w a y o n b u s in e s s t r i p s a n d d i d n ' t w a n t t o le a v e (2 ) a t h o m e b y (3) _ W e c a l l e d (4 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ R u í i i s W h e n R u f u s w a s a b o u t f o u r m o n t h s o l d , h e s t a r t e d b a r k i n g i f (5 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ c a m e n e a r th e c o tta g e , e s p e c ia liy th e p o s tm a n V V hen ír ie n d s o f (6 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ c a m e to v is it, R u íủ s w o u ld g o to th e f r o n t d o o r a n d g ro w l e v e n b e ío r e w e k n e v v t h e v w e r e o u t s i d e W e d i d n 't t r a i n h i m t o d o ( ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ , h e j u s t s e e m e đ t o t r a i n ( ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ to b e o u r v v a tc h d o g H o w e v e r , w h e n h e w a s a b o u t s c v e n m o n l h s o ld , h e s ta r te d g r o w l i n g a t p e o p l e in t h e S tr e e t a n d b a r k i n g í e r o c i o u s l y i f ( ) o f t h e m c a m e n e a r o u r c a r i n a c a r p a r k I t h a s b e c o m e r c a l l y e m b a r r a s s i n g a n d n o w w c c a n ’t t a k e h i m ( 10) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ w i t h u s \V e l i k e ( 11) _ _ _ _ t h a t h e s p r o t e c t i a í r a i d t h a t h e m i g h t b e c o m e r e a l l y d a n g e r o u s a n d e v e n a t t a c k s o m e o n e W e 'r e n o t s u r e w h a t t o d o 109 Adjectỉves are sin g le w ords {exciting, new, tho’ough) and co m p o u n d s (hard-v^orking, well-organized) tha t m odity nouns We can use thern beíore n o u n s {The new teacher has e x c itin g ideas) o r a fte r linking verbs such as be and seem {She’s hard-working and her c la sse s s e e m th o r o u g h a n d well~organized) Adverbs are w ords (a/vvays, really, thoroughly, totaỉiy) that m o d ify verbs, adjectives, o th e r adverbs and se n te n ce s {S h e a lw a y s does everything really th o r o u g h ly a n d seems to ta lly dedicated to herjob) Read through th is m aga 2Ìne article and find: another example of an adverb modiíying an a d j e c í i v e a set of three adjectives beíore a noun I H E A N C I E N T C H I N E S E ART o f Feng Shui:s has bcen a d o p le d b y m o d e r n designers as a w ay o f c reatin g e n v ir o n m e n t s w h ich fcel c o m ío rta b le a n d h a r m o n i o u s O riginaỉly developcd as a m e a n s o f p la n n i n g th e períect agricultural syslem in h a r m o n y w iứ i ứ ie íorces o f n a tu re , í-’eng Shui has b e c n u se d for c e n tu r ie s to im p ro v e the physical s u r r o u n d i n g s in w h ic h peo ple live a n d to m a i n la i n balaiìce in th e ir lives 10 T h o sc p rin cip les o f F en g Sh ui th a t are bcnìcial ừi ứie o rg a n iz a tio n o f o u t d o o r e n v o n m e n u can also be used in the design o f areas inside th e h o u s e such ẵs th e b e d r o o m , w h ic h is c o n sid e re d to be th c mosl i n i p o r t a n t r o o m in th e h o u se 15 Pin d in g tlie bcst p o s i ti o n for th e bcd is vcry im p o r t a n t T h e m a i n ru le o f b e d p o s itio n in g is nevcr to have th e ío o t o f th e b e d dircctly íacing th e door ' ĩ h a t is vvhat is knovvn as ứ ie ‘d ea ứ i position' TratlitionaUy, tiie d c a d w ere laid o u t witlt tlieir ícet 20 p o in t in g to w a rđ s th e d o o r to givc ứ ien i b cttcr acccss to hcaven (It also m a d e it easier for the living to carry t h e m o u t.) Ideally, y o u s h o u l d p o s i ti o n th e b e d diagonaDy o p p o site t h e d o o r, w ith th e h e a d against a waU, nol a vvindovv Avoid p u t t i g ứ ie b e d directJy u n d e r a horizontaJ b e a m th a t se e m s to cut across the sỉeeper Such a position is belicvcd lo causc hcad ach cs a n d evcn ilìness Small tables o n b o t h sides ( n o t ju s t One sidc) at w úì€ head o f the b e d h e lp m a i n t a m balance, b u i it is best lo avoid c lu t tc r in g ứ ie r o o m vvith a lot o f íurniture Let air flow easily i h r o u g h th e space T h o s e la rg e h e a v y w o o d e n w a r d r o b e s , o f te n vviứ ì b o x e s o r s u itc a s e s s t o r e d o n to p , a r e a re a lly b a d id e a 3' As they tower over th e b e d , the y can m ake ứie sleeper íecl v u ln erab le a n d cause a restless sleep Do not position tables o r o th e r íu rn itu re vvith pointed edgcs íacing ứic sleep er as th cir ncgative e n crg y wiH cause Health p ro b le m s tó T h e b c d r o o m s h o u l d b e k e p t a s a r e la x in g s p a c e s h o u ld n o t b e u s c d fo r w o r k o r as an o ffic e T h e r e s h o u ld b e a íe e lin g o f lig h tn e s s , n o t and seriousriess, in tlie air B lue c u r t a in s a n d bedcovers arc m orc so o th in g t h a n brovvn on cs Soft na tu ral matcrials are r e c o m m e n d e d \V iih Feng Shui in your bt-droom, you c a n create a pcaceful s a n c t u a r y ír o m th e s tre s s c s o f c o n t e m p o r a r y liv in g Using adjectives and adverbs from the Feng Shui text, com plete th is sum m ary Y ou c a n u s e F c n g S h u i t o m a k c y o u r b e d r o o m a s a n c t u a r y P i n d i n g t h e ( ) p o s i t i o n f o r i h e b e d is ( ) ( ) I t s h o u l d b e ( ) o p p o s i t e t h e d o o r , n o t ( ) u n d e r a (6 ) b e a m , a n d v v ith i h e h e a d a g a in s t a w a ll Y o u c a n h a v e ( ) t a b l e s o n b o t h s i d e s o f t l i e h e a d o f t h e b c d , b u t a v o i d (8) v v a r d r o b e s o r í u r n i t u r e w i t h ( ) e d g e s í a c i n g t h e s l e e p e r ( 10) c u r t a i n s a n d b e d c o v e r s n ì a d e í r o n i ( I U ( 12) .m a t e r i a l s a r e a l s o r c c o m n i c n d e d 110 A D inC T lV E S AND ADVEKlìS Adjectives: emphasizing, describing, classiĩying l mphasizing adjectivcs ' i ì p h a s Ì Ì n g a d } e c ti v e s a r e r e s t r i c t i v e o r i n t c n s i f y i n g W c u s e r e s t r i c t i v c a d j e c t i v e s w h e n w e t a l k a b o u t s o m e t h i n g as s p e c i a l o r u n i q u e ( ) W c u s e i n t e n s i í y i n g a d j c c t i v e s t o r e i n í o r c e t h e m e a n i n g o f t h e n -iun ( ) W e u s u a l l v p u l r c s t r i c t i v c b e í o r e i n t e n s i í y i n g ( ) Safcty is my c h ief conccrn, • Our m ain probỉems areỷinanciaỉ • Try to give a speciỷìc reason ỉ h aven ĩ pỉayed be/orCy ưtn an íibsoĩutc beginner • The meetiĩig was a com pĩete wasĩe of íỉme T h e b o y w a s th e o t t ỉ y reaỉ h c ro in th e sío ry • M a r ỉa g o ĩ Ỉ0 % , v v h id i w a s th e first perỷect score Find the tw o em phasizing adjectives in the text on page 110 and add them to these lists of exarnples (One is in the firs t paragraph and the other is in the t h i r d paragraph.) R e s tric tiv e In te n s iíy in g chief, exữct, ỷìrst m a ịo r, Oĩĩỉỵ, p r i t i c i p a i a b so ỉu te, cotnpìete, e n tire , e x tr e m e , reaỉ, sheer, soỉey s p e c ific t to ta ỉ, u t t e r , Describing adjectives \ V h e n w c u s e i n o r c t h a n o n e a d j e c t i v e t o d e s c r i b e s o n i c o n e o r s o m e l h i n g , w e u s u a l l y p u t i h e m in l.n e o r d c r p r c s e n t c d i n t h e t a b l e bclovv, w i t h a g e (o ỉd ) b e í o r e c o l o u r (g reen )y e tc N o t e t h a t t h i s is t h e r o r m a l o r d e r , b u t it is n o t t h e o n l y p o s s i b l e o r d e r I ỉo v e d ih a t o ỉd green so ịa vvií/ỉ th e lovcỉỵ r o u n d se a ts a n d th e b ỉ g soft c u sh io n s \V e c a n o llc n u se d e sc rib in g adjec liv es w ith d iffcren l m e a n in g s d c p c n d in g o n th e co n te x t The Sĩỉỉiths ỉive in a m odest ìiome ncar Cantcrburỵ ( - ‘n o t v e r y l a r g e o r e x p e n s i v e * ) Jilỉ ỉs a very niodest young womari ( - ‘s h y ' o r ‘n o t w i l l i n g t o t a l k a b o u t h c r o w n a b i l i t i e s ’) F in d one example of each type o f describing adjective in the text on page 110 and add it t o tho co rre ct líst be!ow O p in io n S iz e excưllerit, ỉo v d y , ugỉỵ, ỉong, tiny, P h y s ic a l q u a lity A g e o r T im e Shape (ìry, h a rd , tivw, oỉd, â rc u h ir, ro u n d , h o ty rccent, yo u n g , sp iky, ỉig ìit, sqưarc, Colour grcen , pinky redy yelỉow , •Classifying adjectives 'v V h e n w e u s e m o r e t h a n o n e a d j e c t i v e t o c la s s ií y s o m c o n e o r s o m e t h i n g , w e u s u a l ỉ y p u t t h e m in t h e ( o r t l e r p r e s e n t e d in t h e t a b l e bclovv, \ v i t h m a t e r i a l (nyỉon) b c í o r e p u r p o s e {ruĩĩning) e tc N o t e t h a t t h i s iis t h e n o r m a l ordcr> b u t it is n o t t h e o n l y p o s s i b l e o r d e r ỉ hatc nylon running shorts • /í Southern French stỵỉc • \Vcfound a Victorian m eảical text !Find one exampie of each type of cỉassiíying adjective in the text on page 110 and add it to the co rre c t list below L x > c a tio n O rig in o r S o u rc e M a te ria l Tyre P u rp o se dislanty in d o o r, S o u th ern , w est, A Ịric a n , P ren ch , M u s ỉim , V ic to r ia n , ỉeather, m e ĩa ỉ, nyìo n , plastic, economicy m e d ic a l s e n ú ịic , c a m p in g , ru n n in g , s w im m in g , í’osiUion ot ad)ectivcs 112 A dixtives wi;h iiiíiniii' cs 144 Adjectives wiih noun clauscs 166 111 AD )ECTIVFS A N D A D V K R B S Adjectives: position and punctuation Position W e u s u a l l y u s e a d j e c t i v e s b e í o r c n o u n s ( ) o r a í t e r l i n l c i n g v e r b s s u c h a s be a n d seem ( ) I had an a m u sin g experience • Theỵfaced enormous chaỉỉenges • He ha$ a kind, honest face Don*ĩ be siỉlỵ • She becatne i ỉi • Theỵ feỉt atigry • ĩt got coỉd • He seemed an xiou s and u p se t N o t e t h a t a d j e c t i v e s a r e c a l l e d ‘a t t r i b u t i v e * b e í o r e n o u n s a n d ‘p r e d i c a t i v e ’ a f t e r l i n k i n g v e r b s W h e n w e u s e m o r e t h a n O n e a d j e c t i v e b e f o r e a n o u n , t h e r e is a t y p ỉ c a l o r d e r W e u s u a l l y p u t e m p h a s iz in g a d je c tiv e s b e f o r e d e s c r ib in g a d jc c tiv e s (3 ) a n d b o th ô f th e s e b e ío r e c la s s iíy in g a d je c tiv e s (4 ) The rveather has been our p rin c ip a ỉ recent concern, • Her necklace had reaỉ red rubies ỉn it Kenya was the soỉe Aỷrican representative, • The recent econom ic news isn t encouraging S o m e a d je c tiv e s a re ty p ic a ily u s e d a fte r a lin k in g v e rb , n o t b e ío re a n o u n , The oỉd m an is asĩeep The girỉ seemeả gĩad ( n o t the asleep matĩ O t h e r s i n c l u d e : a í r a i d , a l i k e , a li v e , a l o n e , a s h a m e d , a w a k e , ill, w e l l In s o m e e x p r e s s io n s , w e p u t th e a d je c tiv e a fte r th e n o u n (6 ) o r a f te r a n in d e íìn ite p r o n o u n (7 ) six feet taỉly two metres deep, two years oỉdy notary puhỉiCy the time avaiỉabỉe someone niccy anything unusuah everything necessarỵ, nothing nev/ (N O T -K evv nothih^ In the text on page 110, find tv/oexam ples o f a describing adjective and a classitying adjective used together Punctuation T h e r e is u s u a l l y n o p u n c t u a t i o n b e t w e e n t w o o r m o r e d i f f e r e n t t y p e s o f a d j e c t i v e s b e í o r e a n o u n ( ) W e n o r m a lly p u t a c o m m a b e tw e e n d e s c r ib in g a d je c tiv e s in a s e t o f tw o o r m o r e o f th e s a m e ty p e , í^ s p e c ia lly t h o s e r e p r e s e n t i n g o p i n i o n s w h e r e t h e o r d e r c o u l d e a s i l y b e c h a n g e d ( ) Anảerson works in a lovely old V ictorian buildmg, His office has big black leath er chairs She ỉikes w iĩd , v iv id ,fla s h y desigĩĩs • He Wứs just a norm aĩ, quiet, rather shy teenager W e p u t and betv/ccn t w o c o l o u r s ( ) o r b e t w e e n t w o c l a s s i í y i n g a d j e c t i v e s o f t h e s a m e t y p e ( 1 ) 10 I lơst m y blue a n d w hite scarf, • He wore a red and bỉack cap (n o t a smaỉỉ and bỉack €fìp) 11 She ỉỉkes G reek a n d Lebanese food • We discussed Ịìnancxal a n d edu cation aỉ topics W e p u t an d b e t w e e n a d j e c t i v e s a í t e r l i n k i n g v e r b s : / f s smaỉỉ and hỉack (N O T It's stnaỉỉ-bỉack:) W e n o r m a l l y p u t a c o m m a b e t w e e n t h e f i r s t t w o a d j e c t i v e s a n d t h e w o r d a « d b e t w e e n t h e la s t trvvo a d je c tiv e s in a s e t o f th r e e c o lo u r s (1 ) o r th r e e c la s s iíy in g a d je c tiv e s o f th e s a m e t y p e (1 ) 12 The fĩag had blacky green attđỵeỉỉow stripes The tuỉỉps wereyeỉlow, orange a n d red ỉn recent years, the isỉarĩd has experienced social p o ỉitỉca ỉ a n d econom ic problems Add com m as o r the w o rd and where necessary to these sentences T h e fla g s o f B r ita in a n d th e U S A b o t h h a v e re d w h ite b lu e d e s ig n s H e d e s c r i b e d t h e w o n d e r f u l ÍT Ìe n d ly o u t g o i n g p e o p le w h o w o r k e d in t h e little I ta lia n c a fe Y o u im m e d ia te ly n o tic e th e la rg e p la s tic v a se s w ith p in k p u r p le flo w e rs o n e v e ry ta b le T h e r e a re m a n y in d u s tr ia l a g ric u ltu l a p p lic a tio n s o f th e n e w c h e m ic a l c o m p o u n d s W h a t a re th e c u ltu r a l re lig io u s h is to r ic o r ig in s o f th e s e c u r r e n t r e g io n a l c o n ílic ts ? 11 Adj«ctive order bore nouns ì 11 Indìniie p ro n o u n s 98 Linúng vcrbs 10 A D J F C T I \ T S A N D A DVERBS Most of these sentences have adjectives in the vvrong position VVrite correct versions E xam p lcs: I vvas lo o k in g for a p lastic little sp o o n w-a5 lock^in^ { ọ r a lit Ị le p Ì sỊ ic sp ọ ọ n T h e r e a r c e x c e lle n t i n d o o r ía c ilitie s h e re / T h e G e r m a n e n t i r e t e a m p l a y e d w e ll T h e w in e m a d e a r e d s m a ll s ta in T h e r e 's n e w n o t h i n g i n t h e C h r i s t i a n m a i n v a l u e s Y o u ’11 n e e d h i k i n g l e a t h e r c o m í o r t a b l e b o o t s I t h a s a p o i n t e d l o n g s t e m w i t h t i n ỵ p i n k f l o w e r s T h e w i n d o w s a r e i n c i r c u l a r w o o d e n h u g e í r a m e s T h e y a re th e n o r th e r n in d u s tria l m a jo r n a tio n s I lo v e th o s e m a r v e llo u s n e \v I ta lia n d e s ig n s T h e y í o u n d a r o c k in g b e a u tifu J a n tiq u e c h a ir 10 H e r a lo n e i n o t h e r w a s in th e c h a o s to ta l 11 T h e o l d p u b l i c s v v i m m i n g p o o l is c l o s e d ĩ W e lik e e c o n o m ic r e c e n t A m e r ic a n p o lic ie s Using a d ictio n a ry if necessary, add one set of adjectives in the best order to each dìnition n o r íh e r n / s h a r p Ị co o ĩ ỉ th in p r i c k ỉy / j u i c y ỉ íarge Ị tr o p ìc a ỉ / y e lỉo w s i m i la r ỉ w h it e ỉ re / ỉa rg e Ị b ỉa c k b lu is h -g r e y f g r e a t Ị h a r ả Ị s h in y xvh ite í s m a ỉỉ p a n d a : a (1 ) (2 ) (3 ) a n d (4 ) a n i m a ỉ ( ) t o a b e a r p e a r l : a ( ) (7 ) (8 ) o r (9 ) f o r m s i n s i d e s o m e o y s te r s a n d is o f ( ) v a lu c a s a jc w e l p i n e : a t r e e t h a t p r o d u c e s c o n e s a n d h a s ( u ) ( 12) l e a v e s t h r o u g h o u t t h e y e a r P i n e s g r o w i n ( ) ( ) r e g i o n s b a ll t h a t p i n c a p p l e : a (1 ) (1 ) f r u i t w ith (1 ) (1 ) fle s h a n d a (1 ) s k in 10 Com plete th is text w ith these sets of adjeclives in the best order A dd a n d or punctuation if necessary English oỉder ỉtaỉỉan Greek big pỉastic square greot ỉittỉe outdoor E u r o p e a n S o u th e r n S p a n is h c h e a p carcỷree c r a z y h a p p y s o u r tw is te d S o m e p e o p l e l i k e t o t a l k a l o t a b o u t ío o c l a n d r e s t a u r a n t s t h e y g o t o I h a v e a f r i e n d c a l l e d L e e w h o l e c t u r e s o n ( 1) h is to r y a t th e u n iv e r s ity H e g e ts v e r y e x c ite d w h e n h e d e s c r i b e s a ( 2) c a í e i n R o m e a n d ‘a ll t h e ( ) p e o p le * w h o w o r k t h e r e I a l s o r e m e m b e r l i s t e n i n g t o a n ( ) -v v o m a n , w h o is a p r o f e s s o r o f ( ) l i t e r a t u r e , c o m p l a i n i n g a b o u t h o w S p a n i s h d i s h e s a r e s e r v e d i n s o m e p l a c e s w i t h ( ) w i n e f r o m ( ) b o x e s W h e n s h e s p e a k s a b o u t i t , h e r m o u t h b e c o m e s ( ) , a s i f s h e w e r e r e l i v i n g t h e t e r r i b l e e x p e rie n c e 113 A U Ih C I IVlíS A N D ADVHRHS Participle adjectives, compound adjectives and adjectives as nouns Participle adjectives \V c u s e a d j e c t i v e s d e r i v r đ f r o m p r c s e n t p a r t i c i p l c s (s u rp risiĩỉg ) l o d c s c r i b e t h e s o u r c e o r c a s e o f a n a c t i o n o r í e e l i n g ( ) w v u s c a d j c c t i v c s d e r i v c d f r m p a s t p a r t i c i p l c s ( s u r p r c d ) t o d e s c r i b e t h e o n e { s ) a f f c c t c d h y t h e 'ictio n o r f c c l i n g ( ) T h e ỈÌÌ'W: Ỉ.S s u r -p r ỉs itĩg • T h e tc a c h c r d r c w a v c r y c o r t fu s i n g d ia ĩ^ra ỉỉì o n ĩh e ỉw a rd h í y parC ìU s w e r e s u r p r is e d • 1'he c o n ỷ u s e ả s tu d v ĩỉĩs s a id tỉia t th e y c o u ỉ d n t u n d e r s ta n d iĩ W e c a n t r e a t p c o p l e a n d o t h e r l i v i n g t h i n g s as t h e s o u r c e o f a í e e l i n g ( H t ’ b o ritĩg ) o r t h e o n e s a f f e c t e d b y it ( T m b o r c d ) ( ) \V e t r e a t n o n - l i v i n g t h i n g s as t h c s o u r c e o n l y { ĩt's b o riĩig ) ( ) D arwiỉi was a /a s c in a tin g persoỉĩ • / U'ÍỈ5 disappoỉnteđ • \Vìiy is the doggeưing so cxcitcd? ị M a r s is a f a s c i n a i i n g p ỉ a n e t • T h e n e w s \vas d i s a p p o i ĩ i t i n g ( n o t Th€-n-ewỹ-wíìs-dtỳtì-pp 0ifíte ả ) 11 Choose an ending (a -d ) íore ach beginning (1-4) and add participle adjectives from these verbs a s to n is h exhaust 1 i h i n k i t ’s v e r y ir r ita te ( w orrỵ ) M r s B a r n c t t s e e m e d ( ) T h e y w e r c r c a l ỉ y ( ) T h e t r i c k s o f m a g i c i a n s ( ) íire r c v c a l e d i n a n e w b o o k b a í t e r t h e v h a d \ v a l k e d I c n n iiles c th a t she m ig h t n o t h a v c c n o u g h m o n e y d w h c n s l u d e n i s c o i n e i n ỉa te Compound adjectives C o m p o u n d a d jc c tiv e s c a n c o n s is t o f a n a d jc c tiv e , a d v c r b o r n o u n a n d e ith e r a p r e s e n t p :r tic ip le o r a p a s t p a r t i c i p l e ( ) C o m p o u n d s \v ith p r c s e n t p a r iic ip lc s a re o f te n b a s e d o n a c tiv c v e r b s ló ), ^ ' ' r n p o u n d s w i t h p a s t p a r t i c i p l e s a r e o ĩ t c n b a s e d o n p a s s i v e v e r b s ( ) Ị 'm in s l o w - m v i n g tra ffìc • W a s it a w e ìl - p ỉa r ỉn e d trip ? ( n o t ^ (tỶ Ìtìn n c d -M^eỉỉ i riỷ?) ‘M o d e r n M a id s * is ĩ h e ĩia m e o f a h o u s e - c ỉe a iiin g S e r v i c e ( = a s c r v i c e v v h ic h c l c a n s h ) u s c s ) r d realỉy ỉikc a hom e-cooked meiìl for a change ( - a m c a l w h i c h i s c o o k e d a t h o m e O t h e r s i n c l u d e ; c n e r g y - s a v i n g , l i f e - l h r e a t c n í n g , Icn v p a i d u r g c n t l y - n e e d c d > v v e l l - t r a i n c d T h e r e a r e s o m e c o m p o u n d a d jc c tiv c s w h ic h c o n s is t o f c o m b in a tio n s o f a d jc c tiv e s a n d n c u n s (8 ) o r a d v e rb s a n d a d je c liv e s (9 ) He likes fa s t’fo o d restaurants • Lcị's ỉrỵ to fron t-row seats • Do you havc a fu ĩỉ-t.m e job? Abortion is a h igh ỉy-sensitive issue • Tỉiere are íỉ ỉot o f p o ỉitica ìiy-in d ep en d en t voteĩ: Adjectives as nouns W e c a n u s e s o m e a d j e c t i v e s a í t e r tỉie a s n o u n s to ta l k a b o u t s p e c i í ì c g r o u p s o f p e o p l e i n S)cie ty T h e s e n o u n p h r a s e s a r c p l u r a l , v v i t h o u l The rich a rcn i happier than the poor • The disadvantaged shouỉd be cared fo r by thi weaĩthy N o t e t h a t w e c a n a l s o s ã ỹ p o o r p e o p ỉe õ r a p o o r p e rso n , ( n o t th v p o o r s o r ) W e c a n a l s o u s e t h e b e í o r e a d j e c t i v e s đ c s c r i b i n g n a t i o n a l i t y {ỉía ỉia n S y F re n c h ) t o t a l k a b o u t h e p e o p l e , t h e i r g o v e r n m e n t s , t h e i r n a t i o n a l t e a m s , c tc T h c s e n o u n p h r a s e s a r e p l u r a l , b u t w c d o n t i d d - s t o w o r d s e n d i n g i n -chy -shy -sCy -55 11 T he Itaỉian s are here and the Prench have aỉso agreed to send a peace-keepỉĩĩgỊorce • The United Natỉons proposaỉ has support from the Spanish, the Ịapanese and the S>v/;5 W e u s e s o m e a d j e c t i v e s a f t e r thcXo t a l k a b o u t a n a b s t r a c t i d e a T h e s e n o u n p h r a s e s a r e s iig u - la r 12 14 ĩ T t e u n k n o w n i s n t t h e sa rn c a s th e im p o s s ỉb ĩe • Ỉỉi sp o rts, t h e u n p r e d i c t a b ỉ e o Ịte n ỉu n p e n s -Viive and pavvive v trh í 57 P il píartkiples 220 ■t A D | H í ;'ì IVKS A N M A D V h K B S A d d th e s i a d je c tiv e s to th e te x t (ỉm azed n ỉĩia zỉtì^ (Vĩtỉoyeii a ĩĩĩìo y in ^ borciỉ bonng in r e r r s íe d iìĩtcreỹĩỉU'^ M o n d a v vas a s c h o o l h o lic la y a n d , u n í o r t u n a t c l y , it r a ì n e d all day, so t h c c h i l d r e n k e p t t c l l i n g m c t h e ỵ w c r c } a n d t h c r e w a s n o t h i n g (2) to d o a t h o m c í vvas t r y i n g to v r i í e u p s o m e o f m y r e p o r t s , b u t t h o y k e p t í n t e r r u p t i n g m c e v c r y five m i n u t e s a n d j u s t b c c a m e v c y 3) T n i : ) .t h a i t l i c i r l e a c h e r s c a n keep th e m busy a n d (5 ) in i h e i r l e s s o n s e v e r y d ay A í t e r o n l v o n e m o r n i n g vvith t h e n i , \v a s e x t r e i n e l y 6) b e c a u s c o f t h c c o n s t a n t th e m o u t n th e rain In stca d , I n o ise a n d s q u a b b lin g I w a s d c c id c d to takc th c m rc a d y to th r o w to t h c c i n c m a I t r e a l l y Í7) to s e e h o v c a l n i t h e y c a n b e c o m e i n a d a r k c i n e m a T h e íllin s c e n i e d r a t h e r i ) , b u t ;ỉt lea.ỉ il k e p t t h e m q u i e t 13 Make a p :ro p ria te c o m p o u n d a d je ctive s fro m each pair o f v/ords and add them to the sentencís í i i s t a n c e / ’oĩĩg c n d i tic v e r / g r o \v ỉ ĩa ĩ t k cc p / p c a c c c d u c a t e ỉ veỉỉ f w ỉ ĩ ĩ y / ỉo o k h o n ic / m a k c xvasìĩ ỉ U'ỉĩiĩe E x a i n p l e i G l a n a h a d t o i n c r e a s e f o o d i n i p o r t s to m e c t t h e n e e d s o f a f s ị - 0rỌw;r.^ p o p u latio n M r s B a U t : o ííe T c d u s s c o n c s \ v i t h c r c a m a n d h e r .j a i n P l e a s e i o i 't u s c t h i s p h o n e t o m a k e a n y calls S o l d i e n h i v e t o I c a r n t o t a l k r a t h e r t h a n Tighí vvlicn i h e y a r e s c n t o n m i s s i o n s T h e p n s k e n t ’s w if e s e c m c d t o h a v c a s u p p l ỵ o f n c w s h o e s a n d h a n d b a g s VVe h a ^ e t ) in v c s t m o r e i n s c h o o l s a n d t e i ì c h e r s i f \vc' \v a n t t o h a v e n p o p u l a t i o n T h a i ,, p i e c e o f c l o t h a l t h e e n d o t e a c h slccv c is c a ll c d a frill \Ve r c i íc c a s m a ỉ l c o t t a g c in D c v o n , w i t h a r e d - t i l e đ r o u f a n d vvaỉls 14 Editing 3cfrect the m istakos in this text Son\etiiT)*s w o n d e r \ v h a t p e o p l c in o t h e r c o u n t r i e s t h i i i k a b o u t us VVc a r e n o l o n g c r a iT ì o n g t h c r i c h a n d p o w ỉ r f ú ỉ ( o f ỉ ù i r o p c I n a v e r y s h o r i p c r i o d , w c s c c n i tc) h a v c t u r n c d i n t o i h e p o o r a n d vveaks ‘I h c s i t U c t i o i is a p p a l i e d Ytíii c a n n o t w a l k d o w n a S treet in o u r LÌlies r v i t h o u t s e e i n g a h o i n c l c s s 'l’h e u n e m p l c y e c í i s t a i u l a r o u n d o n o u r S tre e t c o r n e r s T h e o l d a n d sic k re c e i v e s n o h e ! p \ \ ^ y a r c \ve n o l o n g e r shoCving i h a t i h i s ii) g o i n g o n ? Is it like t h i s cvcry^^vhcrc? D o c s t h c J a p a a e s e a n d t h e C a n a d u i n lìa v e t h e s a n c p r o b l c m s ? I d o u b t it T h e u n t h i n k a b l e h a v e h a p p e n e d h e r c a n d vve m u s t d o s o m e l h i n g a b o u t it >ocìi 115 A D j E C T iV E S A N D ADVERBS Position of adverbs; adverbs of place, time, ừequency, expectation, focus Position o f adverbs W e u s u a lly p u t a d v e r b s im m e d i a t e l y b e fo re th e adjectives a n d a d v e r b s t h e y m o d i íy / r ’s n early compỉete • ĩs p o ĩitica ỉỉy correct? • She did itfa irỉy easỉly • He spoke very quietỉỵ W h e n w e u se a d v e rb s to m o d i í y v erb s a n d sen ten ces, w e can p u t t h e m in f r o n t o r e n d p o s itio n o f th e c l a u s e o r s e n t e n c e ( ) W e c a n a l s o p u t a d v c r b s i n m i d p o s i t i o n a f t e r be o r a n a u x i l i a r y v e r b ( ) a n d b e fo re th e m a in v e rb (4 ) sualỉy ỉ have a piece o f toast and orangeịuice in the mortĩing ỉ m ight have a snack ỉater Som epeopỉe are aỉw aỵs hungry when they wake up • Vve never xvanĩed to eat breakfast in bed ỉ reaỉlỵ prefer to w ait a whiỉe before eating • ỉ som etim es drink coffee N o t e t h a t w e d o n ’t p u t a d v e r b s b e t w e e n a v e r b a n d its o b j e c t ( n o t ĩ d r i n k s o m e ti m e s -€ o ffee;) Adverbs o f place and tiine: nearhy, tomorrow, etc VVe u s e a d v e r b s o f p l a c e s u c h a s nearby and upstaỉrsio a d d i n í o r m a t i o n o n l o c a t i o n o r d i r e c t i o n ( ) , u s u a l l y i n e n d p o s i t i o n , a n d b e f o r e a d v e r b s o f t i m e s u c h a s recentỉy âĩìá tom orrow ( ) He yvaiteả n earbỵ whiỈ€ she took the moneỵ and wenĩ upstairs • I sỉipped andỷelỉ backwards You m ust ỉeave here im m ediateĩỵ * r u be there tomorroyv • ĩ h aven t heen a b road recently, Adverbs of frequency: annuaỉlyy usuaỉỉy, etc W e u s u a l l y p u t a d v e r b s o f d e í ì n i t e í r e q u e n c y s u c h a s annuaỉỉy, ảaily a n d twice i n e n d p o s i t i o n ( ) a n d a d \ o r b s o f i n d e í ì n i t e í r e q u e n c y s u c h a s e v e r, oỷten a n d usuaỉỉỵÌTì m i d p o s i t i o n ( ) The contract is renewed annualỉỵ • Rooms are cỉeaneả daiỉy • / V e seen that fiỉm twice We oỷten have to work late • ĩt usuỉy rains in the evening • D oesnt he ever studỵ? Expectation adverbs: already, still, etc W e u s e e x p e c t a t i o n a d v e r b s t o e x p r e s s a c o n n e c t i o n b e t w e e n e v e n t s a n d e x p e c t a t i o n s , W e u s e alreadỵ t o i n d i c a t e t h a t a n e v e n t is e a r l i e r t h a n e x p e c t e d , u s u a l l y in m i d o r e n d p o s i t i o n His plane has alreadỵ arrived * Mrs Black had ỉeft aiready (n o t Aỉrcadỵ M fs Bh e h h a d ỉcft.) W e u s e stilỉ t o s a y i h a t s o m e t h i n g is g o i n g o n l o n g e r t h a n e x p e c t e d , u s u a l l y i n m i d p o s i t i o n , We arc stiíỉ vvaiting * ĩ stiỉỉ bite tny naib whert Vm nervous • Ford stiỉỉ avoids crowds W e u s e no ỉonger and t ĩo t anv Ỉonger/morevỉhen a n e v e n t w a s e x p e c t e d t o c o n t i n u e , b u t d i d n o t W e u s u a l l y p u t t h e m i n m i d o r e n d p o s i t i o n ( 1 ) W h e n w e p u t no ĩonger in í r o n t p o s i t i o n ( ) , w e m u s t u s e in v e r s io n (th e a u x ilia r y v e rb b e ío re th e su b ject) 11 ỉt no longcr works • We couỉd n ot stay there any ỉonger • She ảoesìỉt ỉive here an ỵ m ore, No longer theỷishing boaĩs come in large groups to Loch Fyne for the herring season W e u s c y e t ( m e a n i n g ' u p t o n o w ’) t o s h o w t h a t a n e v e n t is o r w a s e x p e c t e d W e u s u a l l y p u t ye t a t t h e e n d o f q u e s tio n s , n e g ativ es a n d e x p re ssio n s o f u n certain ty Have you reaả it yet? * Cĩasses havevLĩ started y e t • Vtn not sure if hes firĩished yet Pocus adverbs: everiyịust, only W e u s e t h e f o c u s a d v e r b s e v e n ju s ĩ and onỉy to d r a w a t t e n t i o n t o O n e p a r t o f t h e s e n t e n c e She was onĩỵịoking • He c a n t even swim, • Her research isn*tjust about Engỉish W e c a n c h a n g e th e fo c u s a n d th e m e a n in g w h e n w e change th e p o sitio n o f th e s e adverbs M ark on ỉỵ works here on Pridays ( = o n l y P r i d a y s , n o t o t h e r d a y s ) O n ỉỵ M ark works here on Pridays {= o n l y M a r k , n o t o t h e r p e o p l e ) 116 A d)ectiveslM AuxUiary verbs Ỉ7 Inversỉon216 Negacves an d questlons 45 ADIKTIVES AND ADVT.RHS 15 Revvrite these sentences w ith the adverbs in more appropriate positions W e t h o u g h t w e h a d s ta r te d e a r ly o u r h ik e , b u t a lre a d y o t h e r p e o p le h a d le th e c a m p s ite T h e w o r k e r s g e t p a id u s u a lly w e e k ly ,b u t th e y h a v e n t b e e n y e t p a id f o r la s t w e e k S t i l l t h e s t u d e n t s h a d n ’t c o m p i e t e d a ll t h e i r w o r k v v h e n t h e y h a d t o l e a v e y e s t e r d a y h e r e A l i c e l i v e d r e c e n t l y h e r e , b u t s h e d o e s n ’t h e r e a n y m o r e liv e W e u s c d l o h e a r h a r d l y e v e r t h e m , b u t t h e y V e b e c o m e l a t e l y n o i s y r e a lly 16 Add these adverbs ỉo th is text aỉways ever no longer onĩy outside recentỉy sometimes toảaỵ twice yet A c t r e s s a n d m o d e l V i v i a n e T a v e n a r d is ( 1) t h e c e n t r e o f a t t c n t i o n w h e r e v e r s h e g o e s a n d h e r a p p e a r a n c e in a L o n d o n b o u tiq u e th is m o r n in g w a s n o e x c e p tio n B u t h e r b i g s m i l e i s n t U ) f o r t h e c ro v v d o f p h o t o g r a p h e r s w a i t i n g ( ) ( ) S h e s c n j o y i n g h e r l i f e t h e s e d a y s a n d is ( ) c o n c e r n e d a b o u t o l d r o m a n c e s o r b a d r e v ie w s T a v e n a r d h a s v v o n t h e B e s t A c t r e s s a v v a r d ( ) , b u t t h a t h a s n t s t o p p e d h e r f r o m \ v o r k i n g o n n e w a n d ( ) u n u s u a l í ìl m s ‘T h i s i s a n e x c e l l e n t tim e ,* s h e s a i d ( ) i n a n i n l e r v i e v v w i t h C e l e b r i t y L if e m a g a z i n e ‘I t h i n k t h a t m y l i f e is t h e b e s t i t ’s ( ) b e e n ’ T h e g o o d n e w s f o r a ll y o u V i v i a n e T a v e n a r d f a n s is i h a t y o u m a y n o t h a v e s e e n h e r b e s t w o r k ( ) 17 Using a dictionary if necessary, revvrite each of the sentences with one of these adverbs instead of ju s t, plus any other necessary changes aỉmost exactly now onỉy (x2) /s im p ly E x a m p le : T h e y ju s t w e re n * t p a y in g a tte n tio n T h e c o u p le h a d ju s t g o t m a rrie d T h e b a b y lo o k s ju s t lik e h e r m o th e r H e i s n ’t j u s t a n a t h l e t e , h e s a s c h o l a r t o o ! V V ait f o r u s , w e * re j u s t c o m i n g L u n c h is j u s t a b o u t r e a d y W e a r t h i s s iU y h a t I t 's j u s t f o r f ủ n very recentỉỵ T h e i j sivvỊipli^ v ọ ẹ r ẹ r Ì Ị p M Ìn g t í ẹ n í i p n 117 ^ A n i E C Ỉ l V H S AN' [) An v [ - : RBS Adverbs; degree, manner, vievvpoint, comment Degree adverbs: reaỉỉ}% vcr}\ ctc W e u s c d e g r c c a đ v c r b s t o s a y t o w h a t c x t c n t s o n i e t ỉ ì i i i g is (.lone o r felt VVc u s c s o m c d c g r e e a d v c r h s s u c h a s r c a ỉ ỉ y o ĩ c o n ip ỉc te ỉy in m i d p o s i t i o n o r c n d p o s i t i o n in s e n l c n c c s H e t o t a ĩ ỉ y / o r g o t • S h e r e a l ỉy h a tc s fisỉỉ • \Vc f a i L \ i c o m p ỉe te ỉy , • P riccs iĩĩc r c íìsc d m o d e r a t e ỉ y VVe u s u a l l y u s e s o m e d e g r e e a d v c r b s s u c h as p r c tĩ} \ I]uitc o r ỉiith c r b e í o r e a d j e c t i v e s a n d a d v e r b s ( ) VVe c a n a l s o u s e t h e p h r a s c s a b it a n d a littỉc as d c g r c e a d v e r b s b e ĩ o r e a d j e c t i v e s a n d a d v c r b s ( ) , b u t \ve d o n ’t u s e t h e m \ v i t h a d j e c t i v e s b e í o r e n o u n s T h e y 'r e p r e t t ỵ g o o d • / f q u i t e tasty • ĩ s t ù it r a t h e r c o ỉd in h cre? • \Vt' iis tc n e d v e r ỵ c a rc /u ỉỉỵ S h e 's /e e ỉi n g a l i t t ỉ e tire d • T h e m u s ic is a b i t ỉo u il ( n o t W e d o n ’t u s e v e r y b e í o r c v e r b s : / V n n o ĩ e r i i o y i n ^ ií v e r y m u ch ti -h k -ỉo iitỉ m usit-.) (nx)T m f ỉo t v e r y c n io y in iĩ it ) \V c c a n u s e rn o re /ỉc ss a n d ĩĩỉo s t/ỉe a s t ảs d e g r c e a d v e r b s in c o m p a r a l i v e s ancì s u p e r l a t i v e s G o irĩg b y tr a in c a n b c r n o r e c o n v e n ic ỉĩt thnri Ị lỵ itig in l-Airope (iĩĩd I ĩ ’s u s u a ỉly ỉe s s e x p e iisiv e \Ve a l s o u s e to o b e í o r e a d j c c t i v e s a n d a d v e r b s a n d c tỉo u g h a f t c r i h c m / í s to o d iffìc u ỉt • H e s p o k e to o q u it'íỉv * / i th is b o x bi o r in í r o n t p o s i t i o n w i t h a c o i n i n a ( ) / / did weỉỉ com m ercialỉy • 'ỉ'hcy're working ituỉividuưỊly * ỉt was tiot íiữne scierttificaUy r in a n c ia ỉly , íh c p ro ịc c ỉ tuiikcs semc P s y cliớ lo ịỊU íỉlly iifiii ẳ o iiu lly , it \ u ỉe rrih lc idca Comment adverbs: probabỉyy sut^risiỉĩgỉy, etc \V e u s e c o m m e n t a d v e r b s t o i n c l u d e a c o m m e n t o r o p i n i o n a b o u t \ v h a t is b c i n g s a i d o r \vT itte n \Ve c a n u s e s o m e o f t h e m s u c h as p ro b a b ỉy iiì i n i d p o s i t i o n , b u t w e u s u a l i ỵ p u t c o m m c n t a d v e r b s s u c h a s s u r p r is in g ỉy o r o f c o u r s c in o n t o r c n d p o s i t i o n w i t h c o n i m a s 10 í t w a s p T o h a b l ỵ a m is u n d e r s ta n d in g • S u r p r is i n g ỉy , ỈIC /a ile d • / / r c fu n d th e cost, o f c o u r s e W e c a n u s e c o m i n e n t a d v e r b s s u c h a s definừeỉy a n d obviousỉỵ t o s a y h o v v s u r c w e a r e ( 1 ) a n d o t h e r s s u c h a s Ịortunately a n d scriousỉỵ t o s a y h o w w c f e e l ( ) 1 r u d efm iteỉy caỉỉ you tonight • Obviousìy, sorncone forgot to ỉock thc ảoor 12 P o r t u n a t e ỉ y , n o O ne \v a s it ỹ u r e d in tỉĩc crash • \V c \c s e r i o u s ì ỵ th in k iĩĩị^ a b o u t m o v in g tc th e country O t h c r s i n c l u d c : a c t u a l l y , a p p a r e n t l y , c e r t a in l y , ír a n k ly , h o n e s t l y , n o d o u b t , p r c s u n i a b l v , sadl^ 113 Adjectives 111 Adverbs as connectors 209 C om parativcs ar.d iuperlatives 120 ru u in d enouỊh 144 ‘ỉ A D I L C I IVES AM A D V h R B S 13 Rewrite each sentence with onc pair of adverbs addcd in appropriate positions iu rcíu ỉỉy / to m o rn n v c o n ĩp l e te í y / y e s t c r d a v cnou