Longman English Grammar Practice
ENGLISH GRAMMAR PRACTICE for intermediate students G. Alexander For more material and information, please visit www.tailieuduhoc.org Addison Wesley Limited h Gate, Harlow, Essex England and Associated Companies throughout the world. Group UK Limited 1990 All rights reserved; no 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 written permission of the Distributed in the United States of American by Addison Wesley New York First published 1990 Eleventh impression 1998 Cartoons by Larry, Ed Mclaughlin and David Simonds British Library Cataloguing in Publication Data Alexander, L. G. (Louis George) English grammar practice level) English language. Grammar I. Title 428.2 Library of Congress Cataloging-in-Publication Data Alexander, L. G. English practice level) L G Alexander. p. cm. 1. English language Textbooks for speakers 2. language Grammar 1950 Problems, etc 428.2'4-&20 CIP Set in 9111.5 pt. Linotron Helvetica Roman Produced through Malaysia, ACM ISBN 582 04500 2 For more material and information, please visit www.tailieuduhoc.org Contents To the student The sentence Sentence word order The simple sentence: verbs with and without objects The simple sentence: direct and indirect objects The compound sentence The complex sentence: noun clauses The complex sentence: relative pronouns and clauses The complex sentence: 'whose'; defininglnon-defining clauses The complex sentence: time, place, manner The complex sentence: reason and contrast The complex sentence: purpose, result and comparison The complex sentence: present participle constructions The complex sentence: participle constructions Nouns One-word nouns Compound nouns Countable and uncountable nouns Countable and uncountable nouns (2) Number (singular and plural) (1) Number (singular and plural) (2) Gender The genitive Articles The indefinite article: (1) The indefinite article: (2) The definite article: 'the' (1) The definite article: 'the' (2) The zero article ) The zero article (2) Pronouns Personal pronouns 'One' 'It' and Possessive adjectives and possessive pronouns Reflexive pronouns ('myself') Demonstrative ('this'); compounds ('someone') Quantity Quantifiers + countable and uncountable nouns General and specific references to quantity Uses of 'some', 'any', 'no' and 'none' 'Much', 'many', 'a lot of', '(a) few', '(a) little', 'fewer', 'less' 'Both' and 'all' 'All (the)', whole', 'each' and 'every' 'Another', '(the) 'either', 'neither', 'each (one of)' For more material and information, please visit www.tailieuduhoc.org Contents Adjectives Formation of adjectives Position of adjectives Adjectives that behave like nouns; endings Adjectives after 'be', 'seem', etc.; word order of adjectives The comparison of adjectives Adverbs Adverbs of manner Adverbs of time Adverbial phrases of duration Adverbs of frequency Adverbs of degree Intensifiers Focus adverbs Viewpoint adverbs, connecting adverbs and inversion Prepositions, adverb particles and phrasal verbs Prepositions, adverb particles and conjunctions Prepositions of movement and position; prepositions of time Particular prepositions, particles: contrasts ) Particular prepositions, particles: contrasts (2) Particular prepositions, particles: contrasts (3) Phrasal verbs: Type 1, verb + preposition (transitive) Phrasal verbs: Type 2, verb + particle (transitive) Phrasal verbs: Type 3, verb + particle (intransitive) Type 4, verb + particle + preposition (transitive) Verbs, verb tenses, imperatives The simple present and present progressive tenses The simple present and present progressive tenses (2) The simple past tense The simple past and past progressive tenses The simple present perfect and present perfect progressive The simple past perfect and past perfect progressive tenses The simple future tense The simple future, the future progressive, the future perfect 'Going to' and other ways of expressing the future The imperative Be, Have, Do 'Be' as a full verb (1) 'Be' as a full verb (2) 'There' + 'be' Verbs related in meaning to 'be' 'Have' as a full verb 'possess'; 'have got' = 'possess' 'Have' as a full verb meaning 'eat', 'enjoy', etc. 'Do' as a full verb Modal auxiliaries and related verbs The two uses of modal verbs Uses of modals (etc.) to express ability and inability Uses of modals (etc.) to express permission and prohibition For more material and information, please visit www.tailieuduhoc.org Contents 11.4 Uses of modals (etc.) to express certainty and possibility 11.5 Uses of modals to express deduction 11.6 Uses of modals for offers, requests and suggestions 11.7 Expressing wishes, etc.: wish', 'if only', 'it's (high) time' 11.8 Expressing preferences: 'would rather' and 'would sooner' 11.9 'It's advisable necessary 11.10 'It isn't advisable isn't necessary forbidden' 1 Modals to express habit: 'used to', 'will' and 'would' 11.12 'Need' and 'dare' as modals and as full verbs 11.13 'Wouldlwouldn't'; 'that . 'there' + modal The passive and the causative General information about form Uses of the passive Form and use of the causative Questions, answers, negatives questions, negative statements, answers Alternative negative forms and negative questions Tag questions and echo tags Additions and responses Question-word questions . 'What . ?' Question-word questions (2): 'When?', 'Where?', 'Which?', 'Whose?' Question-word questions (3): 'Why?', 'How?' Subject-questions: 'Who?', 'What?', 'Which?', 'Whose?' Questions about alternatives; emphatic questions with 'ever' Conditional sentences Type 1 conditionals- Type 2 conditionals ' Type 3 conditionals Mixed conditionals; 'unlesslif . not', etc. Direct and indirect speech Direct speech 'Say', 'tell' and 'ask' lndirect statements with tense changes Indirect questions with tense changes Uses of the to-infinitive in indirect speech When we use indirect speech The infinitive and the form The bare infinitive and the The bare infinitive or the form; the Verb (+ nounlpronoun) + Adjectives and nouns + The form Verb + the form Adjectives, nouns and prepositions + '-ing' The or the form? Index For more material and information, please visit www.tailieuduhoc.org Acknowledgements Different versions of these materials were tried out with students in five countries. The book is in its present form partly as a result of the useful reports and in many cases the very detailed comments received while the work was being developed. I would like to thank the following: Brazil Germany Greece United Kingdom Vera Regina de A Couto and staff Cultura Inglesa, Rio Rosa Lenzuen Louise Towersey Michael Watkins Cultura Inglesa, Curitiba Werner Kieweg University of Munich Norman Lewis , Gymnasium Wildeshausen Robert Nowacek Volkshochschule, Kaufbeuren Sandra Klapsis Homer Association, Athens Joanna Malliou George The School, Athens Paola Giovamma Ottolino Liceo Linguistico, A. Manzoni, Sue Bell School, Saffron Walden Pat Lodge Alan Fortune Ealing of Higher Education Mary Stephens Eurocentre, Bournemouth M. Milmo Eurocentre, Lee Green Steve Moore Jennifer Ann Timson Josephine von Waskowski I would also like to thank: - Donald and Neville Grant for their detailed and stimulating commentaries and particularly Roy Kingsbury for his comprehensive report and notes on exercise-types. - my personal assistant, Penelope Parfitt, and my wife, Julia, for reading and commenting on the work at every stage of its development. I am especially grateful to my publishers and their representatives for administering and monitoring the trialling of the manuscript in various locations round the world and for exercising such care and skill to see the work through to publication. For more material and information, please visit www.tailieuduhoc.org To the student Why do we learn grammar? There is no point in learning grammar for the sake of learning grammar. Grammar is the support system of communication and we learn it to communicate better. Grammar explains the why and how of language. We learn it because we just can't do without it. Who is this book for and what does it cover? This book deals entirely with English as a foreign language (EFL). It is for intermediate students who are working with a teacher or working on their own. It covers every important area of the English language. If you look at the Contents pages, you will find sixteen major areas which form the basis of English grammar. This book is based on the English Grammar and the grammatical information in it is all drawn from this work. English Grammar Practice has been designed to stand on its own. Students who require further grammatical information can refer to the English Grammar. How the material is organized English Grammar Practice is a practice book. It is intended to support (not replace) the material in language courses and is organized for this purpose: The material is laid out on facing pages. Each set of facing pages deals with a major point of grammar. This major point is divided into small, manageable amounts of information. Clear notes explain the points to be practised, followed by an exercise on just those points. The last exercise is in context, usually an entertaining story with a cartoon illustration. It sums up all you have learnt in the exercises you have just done and shows you how the language works. It is a 'reward' for the hard work you have just been doing! . Cross references If you see in the notes, it means that a similar point is discussed in some other part of the book. Follow up the reference for parallel practice or information if you want to. If you see LEG at the top of the notes, it means that the point is dealt with in the English Grammar. Follow up the reference if you want 'the whole story'. How to work YOU DON'T HAVE TO WORK THROUGH BOOK FROM START TO FINISH! It is not arranged in order of increasing difficulty. Select a chapter or part of a chapter which you want to study. Do this by referring to the Contents pages or the Index. Usually, this will be a topic you have been dealing with in your language course. Then: 1 Read the notes carefully (called Study). Notes and exercises are marked like this: = Elementary Intermediate (most exercises) = Advanced You will sometimes find that you know some, but not all, of the points in an exercise marked 2 Do the exercises (called Write). Always leave the story till last (called Context). 3 Check your answers with your teacher. 4 If you have made mistakes, study the notes again until you have understood where you went wrong and why. For more material and information, please visit www.tailieuduhoc.org 1 The sentence 1.1 Sentence word order 1.1 A The basic word order of an English sentence LEG Study: The meaning of an English sentence depends on the word order. 1 We put the subject before the verb and the object after the verb: The cook burnt the dinner. 2 Adverbials (How?, Where?, When?) usually come after the verb or after the object: He read the note quickly. (How?) I waited at the corner (Where till 11.30. (When?) 3 The basic word order of a sentence that is not a question or a command is usually: subject verb object adverbials How? Where? When? I bought a hat yesterday. The children have gone home. We ate our meal in silence. Write 1: a b Write 2: a b Rewrite the sentences that don't make sense. Mark all the sentences in the exercise S V to show Subject, Verb, Object. Has set John Bailey a new high-jump record. The passport examined the passport officer. These biscuits don't like the dogs. The shop assistant is wrapping the parcel. Have seen the visitors the new buildings. My father didn't wash the dishes. The pipe is going to fix the plumber. Will the goalkeeper catch the ball? Has the meal enjoyed the guest? Can't play John the game. Arrange these words in the right order. Use a capital letter to begin each sentence. Mark each rewritten sentence S V P T to show: Subject, Verb, Object, Manner (How?), Place (Where?), Time (When?). till o'clock this morning slept the the papers into the bin he threw I don't speak well English hides Mrs Jones her money under the bed carefully this suitcase you didn't pack on this shelf I left this morning some money from the bank a loan you'll have to get the phone in the middle of the night woke me up in the park you shouldn't walk at night your food you should sat my term begins in October your article I quickly last night in bed read For more material and information, please visit www.tailieuduhoc.org 1.1 Sentence word order The forms of a sentence LEG Study: Write: Write: 1 A sentence can take any one of four forms: - a statement: The shops close at 7 tonight. - a question: Do the shops close at 7 tonight? - a command: Shut the shut the door. -an exclamation: What a slow train this is! 2 When we write a sentence, we must begin with a capital letter and end with a full stop a question mark or an exclamation mark a Arrange these groups of words in the right order. Add (?) or b Describe each sentence as a statement, question, command or exclamation: S, C or E. 1 the coffee don't spill 2 today's papers have you seen 3 to meet you how nice 4 my umbrella where did you put 5 arrived the train fifteen minutes late 6 on time the plane won't arrive 7 this electricity bill I can't pay 8 for me please open the door 9 the nearest hotel where's he asked 10 the bill can't pay I he cried Context . Read this story and arrange the words in each sentence in the right order. Add capital letters and (!) or (?) in the right places. A QUIET SORT OF PLACE! 1 my car I parked in the centre of the village 2 near a bus stop an old man I saw 3 'beautiful village what a' I exclaimed 4 'live here how many people' 5 'seventeen people there are' the old man said 6 'here have you lived how long' 7 'all my life I have lived here' 8 'isn't it it's a quiet sort of place' 9 'here a quiet life we live 10 a cinema we don't have or a theatre 11 our school five years ago was closed 12 only one shop we have 13 calls a bus once a day 14 here in 55 B.C. came the Romans 15 since then has happened nothing' For more material and information, please visit www.tailieuduhoc.org [...]... not real sentences 2 A simple sentence is a complete unit of meaning which contains a subject and a verb, followed, if necessary, by other words which make up the meaning So: Made in Germany is correct English but it is not a sentence because it doesn't have a subject My car was made in Germany is a complete sentence with a subject and verb We can't say e.g *Is tired* because we need a subject [> 4.1A,... verbs like 'be' and 'seem' Study: I**) 1 Verbs like be [> 10.1-31and seem [> 10.41 are 'linking verbs' They cannot have an object The word we use after be, etc tells us something about the subject In grammar, we call this a complement because it 'completes' the sentence by telling us about the subject In He is ill She seems tired etc the words ill and tired tell us about he and she 2 A complement may... in order that, so that, such that, when, which WYSIWYG /w~z~wrg/ We create new words all the time We have to do this *.E?&X.wwe may express new ideas Perhaps the strangest word has come into the English language recently is 'wysiwyg' I was puzzled by this word I kept asking people what it meant, no one knew Last week I found it in a dictionary It is not peculiar I had thought It... These words behave like adjectives in this one way, but they remain nouns because they do not have comparative or superlative forms and we cannot put very in front of them We stress both words in spoken English: I can't afford a 'gold'watch [> 6.4B-Dl 2 Two important exceptions are wood and wool, which have adjectival forms: a table made of wood + a wooden table; a dress made of wool + a woollen dress... Kanellos, however, kept 3 to 4 metres above the water and He had a good (wind from the south) broke the record for human-powered flight previously set up by Bryan Allen, who 'cycled' 35.8 km across the English Channel Daedalus For more material and information, please visit www.tailieuduhoc.org . George) English grammar practice level) English language. Grammar I. Title 428.2 Library of Congress Cataloging-in-Publication Data Alexander, L. G. English. grammatical information can refer to the English Grammar. How the material is organized English Grammar Practice is a practice book. It is intended to support