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FUNDAMENTALS OF GRAMMAR Third Edition ,i'f: ,Iv- nk7 - 6thA m we Betty Schrampfer Azar ' FUNDAMENTALS OF G R a m R Third Edition LONGMAN O N THE WEB Visit us at longman.com for online resources for teachers and students For the Azar Companion Website, visit longmanxom/gmmmanxchanga Longman English Success (englishsucnrsxom) offers online courses covering General English, Business English, and Exam Preparation FUNDAMENTALS OF NGL GRAMMAR Third Edition with Answer Key Betty Schrampfer Azar Fundament& of English Grammsr,Third Edition WithAnawerKey q' & $@ * i,,*,l Copyright O 2003,1992,1985 by Betty Schrampfer Azar All rights reserved :A ,-i - No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior penniesion of the publisher ~ ? i b -1.1 > ~ : ,i ' >,;; : , ,v :- , , 25 : ; ':r.~~, , 'f"' &,j; *.e-& ; ?&'5 :@ : Azar Associates Shelley Hanle, Editor&& SusanVan Etten, Menage Pcmon Education, 10 Bank Street,White Plains, lyy Vice president, director of publishing: Allen As Editorial manager: Pam Fishman - -Proien manager: Margo Grant Development editor: Janet Johnston a* - "*:i'.g Vice president, director of design and production: Rhea Banker Director of electronic production: Executive managing edi~or:Linda Production manager: Ray Keating Production editor: Robert Ruvo Director of manufacturing: Pauice Fraccio Senior manufacturing buyer: Edie Pullman Cover design: Monika Popowitz Illustrations: Don Martinetti Text composition: Carlisle Communications, Ltd Text font 10.5112 Plantin - Library of Congx-esshas cataloged the student book as follows: Azar, Betty Schrampfer, 1941Fundamentals of English / Betty SchrampferAzar.-3rd ed - grammar p cm .;* ?yy$ , -.; r , ign speakers English l a n g u a g m a r - P r o b l e m s , exercises, etc I Title PE1128 A965 2002 , - : : , - - ISBN: 0-13-049447-X(with Answer Key) Printed in the United States of America 567891O-CRK-060504 :-,A~.' , ; ' I J t i ? i : ' Preface to the Third Edition xiil Acknowledgments Chapter PRESENT TlME 1-1 1-2 1-3 1-4 1-5 1-6 1-7 Chapter The simple present and the present progressive Forms of the simple present and the present progressive Frequencyadverbs Final-8 12 Spelling of final -81-es 13 Non-action verbs 17 Present verbs: short answers to yestno questions 19 PAST TlME 25 Expressing past time: the simple past Forms of the simple past: regular verbs 26 Forms of the simple past: be 26 Regular verbs: pronunciation of -ed endings 28 Spelling of -ing and -ed forms 29 The principal parts of a verb 32 Irregular verbs: a reference list 33 The simple past and the past progressive 39 Forms of the past progressive 39 Expressing past time: using time clauses 48 Expressing past habit: used to 52 Chapter FUTURE TlME Expressing future time: be going to and will 56 Formswithbsgoingto 56 FormswithwiU 59 Sureness about the future 60 Bsgoingtovs.wil1 63 Expressing the future in time clauses and $-clauses 65 Using the present progressive to express future time 70 Using the simple present to express future time 73 Immediate future: using be about to 74 Parallelverbs 76 Chapter 4-1 4-2 4-3 4-4 4-5 4-6 4-7 4-8 49 chapter : + Past participle 84 Forms of the present perfect 85 Meanings of the present perfect 86 Simple past vs present perfect 87 U ~ i n g ~ m e a n d f o r ; 95 Present perfect progressive 98 kesent perfect progressive vs.present perfect 100 THE PRESENT PERFECT AND THE PAST PERFECT I i; Using already, yet, still, and anymore 102 Pastperfect 112 ~ ASKING QUESTIONS Yedno questions and short answers 121 Yedno questions and information questions 123 Whore why when and what time 124 Questions with who who(m) and what 125 Spoken and written contractions with question words 128 Usingwhat + aformofdo 130 Using what kind of 132 Usingwhich 133 Usingwhose 135 Usinghow 138 Usinghowofin 139 Usinghowjkr 140 Length of time: it + ta&e and how long 141 More questions with how 143 Using how about and what about 149 Tagquestions 152 www.IELTS4U.blogfa.com Chapter NOUNS AND PRONOUNS il:~ 6-1 6-2 6-3 6-4 6-5 6-6 6-7 6-8 6-9 6-10 6-1 6- 12 6-13 6-14 6-15 6-16 c ? Vlll CONTENTS Pronunciation of final -s/-es 157 Plural forms of nouns 158 Subjects verbs and objects 159 Objects of prepositions 161 Prepositions of time 163 Word order: place and time 164 Subject-verb agreement 165 Using adjectives to describe nouns 166 Using nouns as adjectives 168 Personal pronouns: subjects and objects 171 Possessive nouns 173 Possessive pronouns and adjectives 176 Reflexivepmnouns 178 Singular forms of other: another vs the other 181 Plural forms of other: other(s) vs the other(s) 183 Summary of forms of other 186 Chapter MODAL AUXILIARIES 7-1 7-2 7-3 7-4 7-5 7-6 7-7 7-8 7-9 7-10 7-11 7-12 7-13 7-14 ~ ,I.' Chapter ?? The form of modal auxiliaries 190 Expressing ability: can and could 191 Expressing possibility: may and might Expressing permission: may and can 193 Using could to express possibility 195 Polite questions: may I could I can I 197 Polite questions: wouldyou couldyou willyou can you 199 Expressing advice: should and ought to 202 Expressing advice: had better 203 Expressing necessity: have to haw got to must 206 Expressing lack of necessity: not haw to Expressing prohibition: must not 207 Making logical conclusions: must 210 Giving instructions: imperative sentences 213 Making suggestions: let's and why don't 215 Stating preferences: prefer lliko better would rather 218 CONNECTING IDEAS 8-1 8-2 8-3 8-4 8-5 8-6 8-7 Connecting ideas with and 226 Connecting ideas with but and or 228 Connecting ideas with so 230 Using auxiliary verbs after but and and 233 Using and + too so either noifher 235 Connecting ideas with because 239 Connecting ideas with men thoughlalthough 241 www.IELTS4U.blogfa.com XI* : Chapter i: 18 , kit [PC < Chapter 10 COMPARISONS 9-1 9-2 9-3 9-4 9-5 9-6 9-7 9-8 9-9 9-10 9-11 9-12 Making comparisons with as as 248 Comparative and superlative 252 Comparative and superlative forms of adjectives and adverbs 253 Completing a comparative 257 Modifying comparatives 258 Comparisons with less than and not as as 259 Unclear comparisons 260 Using more with nouns 261 Repeating a comparative 262 Using double comparatives 263 Using superlatives 265 Using the same similar d#-t like alike 271 THE PASSIVE 10-1 Active sentences and passive sentences 276 10-2 Form of the passive 277 10-3 Transitive and intransitive verbs 280 10-4 Using the by-phrase 282 ! 10-5 The passive forms of the present and past progressive ! I I - , , 287 Passive modal auxiliaries 288 Using past participles as adjectives (stative passive) 292 Participial adjectives: -ed vs -ing 297 Get + adjective;get + past participle 300 Using be usedlaccustomedto and get usedlaccustomed to 303 Usedtovs b o u s e d t o 305 - U s i n g b e a r ~ e d t o 307 10-6 10-7 10-8 10-9 10-10 10-11 I> Chapter 1 COUNTINONCOUNT NOUNS AND ARTICLES , ? 11-1 Avs.an 312 11-2 Countandnoncountnouns 313 11-3 Noncountnouns 314 11-4 Morenoncountnouns 315 318 11-5 Using several, a lot of, manylmuch, and afowla little 11-6 Nouns that can be count or noncount 322 11-7 Using units of measure with noncount nouns 324 11-8 Guidelines for article usage 326 11-9 Using the or with names 338 11-10 Capitalization 339 -; Chapter 12 ADJECTIVE CLAUSES 12-1 Adjective clauses: introduction 343 12-2 Using who and whom in adjective clauses 344 347 12-3 Using who who(m) and that in adjective clauses 12-4 Using which and that in adjective clauses 348 12-5 Singular and plural verbs in adjective clauses 354 12-6 Using prepositions in adjective clauses 355 12-7 Using whose in adjective clauses 359 www.IELTS4U.blogfa.com Chapter 13 GERUNDS AND INFINITIVES 13-1 13-2 13-3 13-4 13-5 13-6 13-7 13-8 13-9 13-10 Verb + gerund 368 G o + - i n g 372 Verb+infinitive 373 Verb + gerund or infinitive 374 Preposition + gerund 381 Using by and with to express how something is done 384 Using gerunds as subjects; using it + infinitive 387 I t + infinitive: usingjor (someone) 388 Expressing purpose with in order to and for 391 Using infinj.tLvej.*& too and enough A ! , 394 Chapter 14 NOUN CLAUSES 14-1 14-2 14-3 14-4 X CONTENTS .; 4.1 1:: j Noun clauses: introduction 403 Noun clauses that begin with a question word 404 Noun clauses with who what whose + be 407 Noun clauses that begin with ifor whether 409 14-5 Noun clauses that begin with that 414 14-6 Other uses of that-clauses 415 14-7 Substituting so for a that-clause in conversational responses 418 14-8 Quoted speech ; 420 14-9 Quoted speech vs reported speech 422 423 14-10 Verb forms in reported speech 1 Common reporting verbs: tell, ask answsrlrepZy .425 APPENDIX PHRASALVERBS Al-1 A1-2 A1-3 A1-4 Phrasal verbs: introduction 432 Phrasal verbs: intransitive 443 Three-word phrasal verbs 446 Phrasal verbs: a reference list 449 APPENDIX PREPOSITION COMBINATIONS A2-1 Preposition combiiations: introduction 453 A2-2 Preposition combinations: a reference list 463 ANSWERKEY 465 INDEX .INDEX www.IELTS4U.blogfa.com Preface to the Third Edition , Fundamentals of English Grammar is a developmental skills text for lower-intermediate and intermediate students of English as a second or foreign language It combines clear and understandable grammar information with a variety of exercises and activities FundammtaLF of English Gmmmar is the second in a series of three texts: Bmic English Gmmmar (red cover), Fundamentak ofEnglish Grammar (black cover), and Understanding and Using English Grammar (blue cover) The principal aims of all three texts in this series are to present clear, cogent information about English grammar and usage, to provide extensive and varied practice that encourages growth in all areas of language use, and to be interesting, useful, and fun for student and teacher alike The approach is eclectic, with the texts seeking to balance form-focused language-learning activities with abundant opportunities for engaged and purposeful communicative interaction .I www.IELTS4U.blogfa.com The new editions of the texts in the Azar Grammar Series include these changes: The communicative aspects are more fully developed and explicit in the third editions This edition of Fundamentals of English Grammar includes a greatly increased number of "real communication" opportunites for the teacher to exploit The text often uses the students' own life experiences as context and regularly introduces topics of interest to stimulate the free expression of ideas in structured as well as open discussions The Azar Grammar Series texts support the view of many experienced teachers that grammar-based and communicative approaches are not murually exclusive, but rather mutually supportive, and can advantageously co-exist in the same language program, even in the same class, even in the same lesson Similarly, the interactive aspects of the texts receive greater emphasis in the third editions Many of the exercises formerly designated ORAL or ORAL (BOOKS CLOSED) are now reformatted to be more clearly available for pair work or group work, in addition to still being viable as class work led by a teacher This edition of FundammtaLF of English Gmmmar encourages interactivity but leaves it open for the users to decide what degree of interactivity best suits their needs There is now an even wider variety of exercise types This edition has a much larger number of free-response exercises and open-ended communicative tasks, while still providing ample controlled-response exercises to aid initial understanding of the form, meaning, and usage of the target structures It also includes more writing topics, more speaking activities, new error-analysis exercises in every chapter, and xiii EXERCISE Punctuatlng with commas and periods (Charts 8-1 Directions: Add commas, periods, and capital letters as necessary (1) (2) + 8-3) A $ few days ago, a friend and I were driving from Benton Harbor to Chicago W $e didn't experience any delays for the first hour but near Chicago we ran into (3) some highway construction the traffic wasn't moving at all my •’riend and I sat in the (4) car and waited we talked about our jobs our families and the terrible traffic slowly the (5) traffic started to move (6) we noticed a black sports car at the side of the road the right blinker was blinking (7) the driver obviously wanted to get back into the line of traffic car after car passed (8) without lemng the black sports car get in line I decided to a good deed so I (9) motioned for the black car to get in l i e ahead of me the driver of the black car waved (10) thanks to me and I waved back at h i (11) all cars had to stop at a toll booth a short way down the road I held out my (12) money to pay my toll but the tolltaker just smiled and waved me on she told me that the www.IELTS4U.blogfa.com (13) man in the black sports car had already paid my toll wasn't that a nice way of saying (14) thank you? I 8-4 USING AUXILIARY VERBS AFTER BUT AND AND (a) I don't like coffee, but my husband does @) I like tea, but my husband doesn't (c) I won't be here t o m o m , but Sue will (d) I've seen that movie, but Joe hasn't (e) He isn't here, but she is.* In (a): does = likes coffee After but and and, often only an auxiliary verb is used It has the same tense + affirmative (f) I don't like coffee, and Ed doesn't either + negative affirmative or modal as the-main verb Notice in the examples: negative + but affirmative + but negative + and affirmative + and (g) I like tea, and Kate does too (h) I won't be here, and he won't either (i) I've seen that mm'e, and Pat has too (j) He isn't here, and Anna isn't either + negative + L *A verb a nor contracted with a pronoun at the end of a sentence after bur and and: c o m c ~ : but she IS but she? INcoRPSCr: EXERCISE 10 Using auxlllary verbs after BUT (Chart 8-4) Diwctions: Complete the sentences with auxiliary verbs Debra reads a lot of books, but her brothers dorz't Sam isn't in the school play this year, but Adam IS I will be at home this evening, but my roommate www.IELTS4U.blogfa.com Ducks like to swim, but chickens That phone doesn't work, but this one Joe isn't at home, but his parents Carl can touch his nose with his tongue, but most people Jack has visited my home, but Linda I'm not going to graduate this year, but my best friend 10 My dog crawls under the bed when it thunders, but my cat Connecting Ideas 233 '' 17EXERCISE 1 Uslng auxlllary verbs after BUT (Chart 8-4) Diwctioc Complete the sentences by using the names of your classmates and appropriate auxiliary verbs krrrtfihfi Aoes* I t Mavia has long hair, but k ~ o doesn't live in an apartment, but isn't in class today, but is here today, but can speak (a language), but doesn't have brown eyes, but didn't come to class yesterday, but will be at home tonight, but has a mustache, but 10 Bmis Aoes has lived here for a long time, but EXERCISE 12 Using auxlllary verbs after AND and BUT (Chart 8-4) Directions: Complete the sentences by adding appropriate auxiliary verbs Add too and www.IELTS4U.blogfa.com either as appropriate Alex goes to college, and his sisters Anna goes to college, but her cousin Ao too does* It Hugo doesn't go to college, and his brother Horses are domesticated animals, and camels Lions aren't domesticated animals, and tigers Horses are domesticated animals, but lions Paula didn't go to the picnic, and Jack I work at an airplane factory, and my brother Gray is a dull color, but orange 10 Rita won't be at the party, and Jean 11 Olga was in class yesterday, but Antonio 12 Fatima is in class today, and Pedro 13 I can't sing very well, but my wife Abesh't e'tthev S (a) Sue works, and Tom so (b) Sue works, and so + + aux does aux does + too + s Tom + S (c) Ann doesn't work, and Joe NETTHER (d) Ann doesn't work, and neither (a) and @) have the same meaning Word order: subject + auxiliary + too so + auxiliary + subject TOO + am doesn't aux does + EITHER either + S Joe (e) A: I'm hungry B: I a m too (g) A: I don't eat meat B: I don't either (f) A: B: (h) A: B: (i) A: I'm hungry B: Me too (informal) (j) A: I don't eat meat EXERCISE 13 AND I'm hungry So a m I I don't eat meat Neither I (c) and (d) have the same meaning Word order: subject auxiliary + either neither + auxiliary + subject Note: An affirmative auxiliary is used with neither + And is usually not used when there are two speakers (e) and (f) have the same meaning (g) and (h) have the same meaning Me too and me neither are often used in B: Me neither (informal) informal spoken English + TOO, SO, EITHER, NEITHER (Chart 8-5) Directions: Complete the sentences using the given words Pay special attention to word order A www.IELTS4U.blogfa.com Ill, I( Omar a too b so a either b neithr a too James Marco has a mustache, and Ivan ImwesAoes too Marco has a mustache, and Omar doesn't have a mustache, and Omar doesn't have a mustache, and Marco is wearing a hat, and b so Marco is wearing a hat, and a either Ivan isn't wearing a hat, and b neither Marco Ivan isn't wearing a hat, and Connecting Ideas 235 EXERCISE 14 AND + TOO, SO, EITHER, NEITHER (Chart 8-5) Directions: Complete the sentences by using too, so, either, or neithor Use the names of your classmates and appropriate auxiliaries Mavia so is Po / PO i s t o o is in class today, and lives in an apartment, and can't speak Chinese, and wasn't in class yesterday, and stayed home and studied last night, and doesn't have a mustache, and will be in class tomorrow, and isn't married, and has dimples, and 10 EXERCISE 15 AND has been in class all week, and + TOO, SO, EITHER, NEITHER (Chart 8-5) Ditections: Complete by using too, so, either, or ne'ther and the given words dokds clouds Snow is white, and salt Sugar isn't expensive, and cars Monkeys have long tails, and gorillas Human beings don't have tails, and a v t o~ o / SO are d o k d ~ www.IELTS4U.blogfa.com the teacher I forgot to bring my book to class, and the teacher I was late for class today, and I You've never* been in Nepal, and penguins Ostriches can't fly, and ' N e w makes a sentence neganve: The teacher u m r late, and neither am I OR I'm not either 236 CHAPTER + TOO, SO, EITHER, NEITHER (Chart 8-5) Directions: Complete the dialogues by agreeing &th Speake; A's idea Use so or neither Use I EXERCISE 16 AND A: I'm tired A: I've never been in Peru A: I didn't enjoy the movie last night A: I studied last night B: Nritkrv X i I B: A: I always have coffee in the morning ' ~ q ,; < ~:L B: A I can't speak Hungarian A: I don't feel like going to class today ' A: I should study tonight B: I ,: ~ , B: B: :L$, A: I didn't eat brealdast this morning 10 A: But I can speak English EXERCISE 17 SO and NEITHER (Chart 8-5) Directions: Work in pairs Speaker A: Say the given sentence Complete the sentence with your own words if necessary Your book is open Speaker B: Respond to Speaker A's statement by using so or neithm Your book is closed www.IELTS4U.blogfa.com Example: I'm confused SPEAKER A (book open): I'm confused SPEAKER B (book closed): So am I.* Example: F r o don't have tails SPEAKERA (book open): Frogs don't have tails SPEAKER B (book closed): Neither human beings .,' ! '1 Example: (name of a restaurant) is a good place to eat in (this city) SPEAKER A (book open): Ivar's Seafood Restaurant is a good place to eat in Seattle SPEAKER B (book closed): So is Hong Kong Gardens , , I
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