Advanced English practice grammar with answers: Part 1

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 á c h k h o a



Contents
In tro d u c tio n

VI II

1 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

3
4
6
8
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
2 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
3 M o d a ls
M o d a ls a n d p h ra 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

4 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 ra 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 4 ) / e í v a n d ( a ) liưỉe, fewerỉfewest
a n d ìessỊleast
M u ltip lie rs , ử 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

8 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 do 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
1 0 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 ra 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 ra 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
1 2 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
ư 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
1 5 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 . 1 9 2
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

1 7 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 ra 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 ra 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 ra 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 ra 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 ? 0 . 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 2 6 5 ) 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 .
ư 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 2 7 3 ) .


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 ra 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 ra 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 ra m m a tic a lly a c c u ra te re p o rts o f vvhat
y o u h a v e r e a d (p a g e 2 , E x e rc is e 2 ).

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 ra 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 ra m m a tic a lly a c c u ra te d e s c rip tio n s
( p a g e 7 , E x e rc is e 8 ).

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 7 , E x e rc is e 9 ).
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 ra g ra p h , c h e c k in g fo r g ra 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 ra c y (p a g e
9 , E x e rc is e 1 3 ).
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 1 2 , E x e rc is e 1 7 ).
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 4 -1 5 ).

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).

1 Read th ro u g h th is nevvspaper report and find;
1 another simple sentence
2 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 3 0 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 . 2 4 , 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 ra 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

2

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 , 2 4 , ......... ..................... t h e l iv e s o f 3 0 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 ( 3 ) ............................... 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 ( 4 ) .........................................................
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 ( 5 ) .............................. .. ( 6 ) ............................... n o - o n e e l s e

( 7 ) ............................... 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 ( 8 ) . ............................... b y
p o l i c e ( 9 ) ............................... w a s ( 1 0 ) ................................ 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 ơ l .


I SEK T EN C tS

Simple sentences and verbs
Simple sentences
A s i m p l e s e n t e n c e is a s i n g l c c l a u s c w i t h a s u b j e c t a n d a v c r b .
1 M ary $neezed. • Somebody coughed. • The ĩraitĩ d id n t come. • Peopỉe were waiting.
S im p lc s e n te n c e s c a n a ls o h a v e a n o b je c t (2 ) a n d /o r a n a d v e rb ia l, s u c h a s a n a d v e rb (3 ) o r a
p re p o s itio n a l p h ra s e (4 ).
2 M r Oweĩĩ made lunch. • ỉ brought som e cakes. • We drank tea. • Everyone enịoỵeả it.
3 S uddenỉy the weather charĩ^ed. • We quicklv cỉosed the windows. • ỉt often rains there.
4 Shakespeare rnarried Anne Hathaway in 1582. He moveả to London in 1588.
Sim ple sentences w ith linking verbs, such as be or ỉooky have com plem ents th at describe the subject.
5 Cathy is a nurse. • She w asn t ready. • Her hair ỉookecỉ wet. • The room feĩt ỉike an oven.

Verbs
M o s t v e r b s a re a c tio n v e rb s , u s e d to d e s c r ib e a c tio n s (v v h a l w e d o ) a n d e v e n ts ( w h a t h a p p c n s ) .
6 Richard eats a h t of pasĩa. It gives him energy. He runs every nighĩ. Ị saw him in thc park.
S o m e v e r b s a r e S t a te v e r b s r a t h e r t h a n a c t i o n v e r b s . T h e v a r c u s e d t o d e s c r i b c s t a t e s : v v h a t vvc i h i n k
( 7 ) , h o w w e fc e l ( 8 ) a n d r e la tio n s h ip s , e s p e c ia lly th o s e c o n c e r n e d w ith in c iu s io n a n d p o s s e s s io n (9 ).
7 Ị know what you m ean. • M y parents understood everything. • They beỉieve iỉí fate.
8 I appreciate a ììyo u r heỉp. • Sotĩie peopỉe hate cucumber in sandwiches.
9 The city guide con tains useftiĩ ìnỊormẳon. * That old suỉĩcase belongs to me.
\Ve d o n 't usually use State vcrbs in the continuous. ( n o t ' ĩ l tat suitcase is beỉong iitg to m e.)

O t h e r S ta te v e r b s i n c l u d e : c o n s i s t o f , e x i s t , i n c ỉ u d e , m a t t e r , o w n , p r e f e r , r e a l i z e , r e m e m b e r , r e s e m b l e
W e a ỉ s o u s e l i n k i n g v e r b s {be, íeem, e t c .) t o d c s c r i b e s t a t e s : h o w t h i n g s a r e o r s e e m t o

1 0 These fỉowers are beautiful. • Everything seem s fine. • Your frietĩd appears to be nervoiis.

be.

VVc c a n u s e s o m e v e r b s , s u c h a s taste o r wcigh, a s S ta t e v e r b s ( 1 1 ) o r a s a c t i o n v e r b s ( 1 2 ) .
11 Flowers ảon't usuaỉly taste verygood. • The box weighs two kilos.
1 2 Have you ta sted this soup? • Theỵ \veighed ừ at the posĩ office.
W e u s e t h e a u x i l i a r y v e r b s he, do a n d have w i t h o t h e r v c r b s w h e n w e f o r m d i f f e r e n t t c n s e s ( 1 3 ) ,
qucstions and ncgatives (14) and for emphasis (]*>),
1 3 The boys h ave been xvaiting for you. Ị think th e y \e gone outside. Theỵ*re pỉaỵing/ootbalL
1 4 W hat d id Ịosh saỵF ~ He diản*t say anything. * Does he want coffee? - ỉ don*t thirĩk so.
' 1 5 You a ren t working very hard. ~ / AM workirìg hardỉ • You ảoTỈĩ mi$s me. - ỉ DO mìss youl
W è a l s o u s e be, do a n d have a s m a i n v e r b s : He is lazỵ. He does nothing. He has no money,

W e u s e m o d a l a u x i l i a r y v c r b s ( m o d a l s ) s u c h a s caìĩj must, shouỉd o r w iỉl w i t h o t h e r v e r b s t o e x p r e s s
c o n c e p ts s u c h a s p e r m is s io n , o b lig a tio n , n e c e s s ity , p r e d ic tio n , e tc .
1 6 Can I ỉeave now? • You shouĩdn^t go ỵet. • ỉ m ust catch the next btts or 7 7 / be ỉate for work.
Find an example o f each o f the fol!ow ing in the nevvspaper report on page 2.

1 a s i m p l e s e n t e n c e w i t h a l i n k i n g v e r b : ...............................................................................................
2 a c l a u s e w i t h a n a c t i o n v e r b a n d a n a d v e r b : ............................................................................................
3 a c l a u s e w i t h a m o d a l : ...............................................................................................

C í i n i p o u n đ a n d c o m p le x s e n ic r .c e i 12

L in k iỉ;^ v c rb s 10

M o d a ls 28

P r c p o s i t io n a l phra& «s 125

1 SENT ENCES

Subjects and verbs
Subjects
T h e s u b j e c t o f a s e n t e n c e is u s u a i ỉ y t h e í ĩ r s t n o u n p h r a s e o r p r o n o u n i d e n t i í y i n g w h o o r v v h a t is
p e r f o r m i n g a n a c t i o n e x p r e s s e d b y t h e v e r b ( 1 ) . I t c a a i d e n t i í y w h o o r w h a t is e x p e r i e n c i n g s o m e t h i n g
( 2 ) . I t c a n a l s o b e t h e f o c u s o f a d e s c r i p t i o n ( i .e . w h o o r w h a t t h e c o m p l e m e n t is l i n k e d t o ) ( 3 ) .
1 Tonỵ ỉost hỉs keys. • The dog ate mỵ homexvork. • You are W0rking too hard these days.
2 The children heard a ỉouả noise. * The audience enịoyeả the concert. • M eg doesn t ỉike cojfee.
3 Lions are ỉarge and pow erful • H er new classm ates seem (rỉendỉỵ. • Your h a ir looks great.
W e u s u a lly p u t th e s u b je c t b e fo re th e v e rb e x c e p t in q u e s tio n s (4 ) a n d s e n te n c c s u s in g in v e r s io n (5 ).
4 Where has she heen? • Does this bu sgo to the universitỵ? • ỉsn'ĩ Osỉo in Southern Norway?
5 ỉn front o f IIS and bỉocking the way stood a ỉarge đog. Never had I seen such afierce anitnal
The
6
7
8

s u b je c t c a n a ls o b e a g e r u n d (6 ), a n in fin itiv e (7 ) o r a c la u s e (8 ).
R eading com ics is her/avourite thxng. • S tu ảỵin g always makes me sỉeepỵ.
)u st to com pỉete the cỉasses has hecome m y new goaỉ. • To go yvithouí ỵ o u w ouldnt be any fun.
T h a t L abou r w ouỉd w in the election was never in douht. • W h at he sa id w a sn t very poỉite.

Subject-verb agreement
I t is t h e s u b j e c t t h a t d e t e r m i n e s w h e t h e r t h e v e r b is s i n g u l a r o r p l u r a l ( 9 ) . I t is t h e m a i n n o u n a s
s u b je c t, n o t a p r e p o s itio n a l p h ra s e , th a t m a k e s th e v e rb s in g u la r (1 0 ) o r p lu r a l (1 1 ).
9 Gregorys sỉster ỉives in Scoĩỉand. His p aren ts ỉive near London.
1 0 A new pair o f shoes doesn^t cost a ỉot. • A woman with three chiỉdren w as w aiting outside.

11 New shoes don't aỉw aysfeeỉ cornfortabỉe atỷirst. • The chiỉdren w ere crying.
W e u s e s i n g u l a r v e r b s a í ì c r i n d e í ì n i t e p r o n o u n s {everybodyy noboảyy e t c . ) a s s u b j e c t s ( 1 2 ) . W c I i s u a ỉ l y
u s e s i n g u l a r v e r b s a f t e r s u b j e c t s b e g i n n i n g w i t h none o f a n d neither o fìn í o r m a l s i t u a t i o n s ( 1 3 ) . W e
s o m e tim e s u s e p lu ra l v e rb s in in ío r m a l s itu a tio n s (1 4 ),
1 2 Everybody in the coim try w an ts one o f these. * Nobody except his parents w as wiỉỉing ĩo heỉp.
1 3 None o f the canảidates has much support. • Neither o f King Henrỵ's sons w as born in Prance.
1 4 She shouĩedy 'None o f you have a chanceJ • He's compỉaining that neither o f them were asked .
W e u s e s i n g u l a r v e r b s a í t e r s o m e s u b j e c t s t h a t s e e m t o b e p l u r a l : s o m e n o u n s e n đ i n g i n -5 ( 1 5 ) ,
p h r a s c s d e s c r i b i n g a n a m o u n t ( 1 6 ) a n d s o m e c o m b i n a t i ơ n s v v ith and ( 1 7 ) . T h e r e a r e s o m e n o ụ n s
s u c h a s peopỉe a n d p o / i c e w h i c h a p p e a r t o b e s i n g u l a r , b u t w h i c h a r e u s e d v v ith a p l u r a i v e r b ( 1 8 ) .
1 5 The news wasn't too bad. • Cards is more than a game for some people. • Measles is a disease.
1 6 Fiftỵpounds is too much. • Twenty mỉles w as too far and rvi^o days wasn*t enough time.
1 7 Tom and Ịerry is a rather vioỉent cartoon. • Sausage and beans doesn*t cost very much.
1 8 The poỉice are trỵing to stop speeding in the city, but peopỉe are stiỉỉ driving too fast.
W e c a n u s e a g r o u p n o u n a s s u b j e c t t o r e f e r t o s e v e r a l p e o p l e , v v ith a p l u r a l v c r b ( 1 9 ) , o r l o r e í e r t o
t h e g r o u p a s a s in g le u n i t , w it h a s in g u la r v e r b ( 2 0 ) , d e p e n d i n g o n o u r p o i n t o f v ie w .
1 9 The Weỉsh team are getting tired. • The committee h ave not expresseả aỉl ĩheir vie\vs,
2 0 The Weỉsh team is in seconả pỉace. • The committee hasn’t reached a ảecision ỵet.
O t h e r g r o u p n o u n s in c lu d e : a u d ie n c e , c la s s , c r o w d , e n e m y , ía m ily , g o v e r n m e n t, o r c h e s tr a , s ta f f
N o t e t h a t , i n A m e r i c a n E n g l i s h , a s i n g u l a r v e r b is t y p i c a l l y u s e d a f t e r a g r o u p n o u n :
M ỵ wifẽ’sỷam ily aỉways has a big get-together with a barbecue on ]uly 4th.

4 Find an example o f each o f the fo llo w in g in the nevvspaper report on page 2.

1 a c l a u s e w i t h a n i n d e í ĩ n i t e p r o n o u n ...............................................................................................
2 a c l a u s e v v ith a n o u n r e í e r r i n g t o a g r o u p ...............................................................................................

G r o u p n o u n s 75

l n d c f i n i t f p ro n o 'ji> 5

l n f i n iU \r s a n d g c r u n đ s 139

ln v c r s ỉo n 2 l6


l SENTENCES

5 Add one o f these verbs to each o f the sentences.
/ does

ảoesnt has have is isn t are a ren t was w asn t w o n t
ấoes

K x a m p le : E x c u s e m e , b u v íth is t r a i n s to p a t C r o y d o n ?
1 T o g e t a n A in e v e r y c la s s b e e a sỵ .
2 L o r d o f t h e F lie s t h e n a m e o f t h e b o o k w e h a d t o r e a d ia s t y e a r ?
3 M y n e w p a i r o f j e a n s p o c k e t s o n t h e s i d e o f t h e le g s .
4 \V h a í th e y V e d o in g in P a r lia m e n t in te r e s t m e .
5 B e in g a b s e n t f r o m c la s s a lo t g o in g to im p r o v e h is c h a n c e s o f p a s s in g .
6 J a n g o t r e a l l y a n g r y w i t h u s a n d s c r e a m e d , ‘N o n e o f y o u m ỵ í r i e n d s a n y m o r e ! '
7 N e v e r I h a d t o lis te n to s o m a n y b o r in g p e o p le !
8 I w a t c h e d D a n c e s w i t h W o l v e s , w h i c h a b o u t d a n c i n g a t a ll.
9 S ta tis tic s m o r e d iffic u lt th a n E c o n o m ic s ?
10 T h e s e n e w s u n g la s s e s m a d e o f g la s s o r p la s tic o r a n y th in g lik e th a t.
6 Choose an ending (a-e) fo r each beginning (1-5) and add appropriate form s o f the verb be.

1’x a m p l e : T h e S i m p s o n s ...... i s . . . . ( , f . )
1 R o m e o a n d J u l i e t ................ ( . . . )
2 L a s t n i g h t 's n e w s ................. ( . . . )

3 T w e n t y - f i v e k i l o s ................. ( . . . )
4 R illy a s w e l l a s a ll h i s í r i e n d s
. (
3 T h e a u d i e n c e ........... { )

)

a a l o t t o c a r r y b y y o u r s e l í , d o n 't y o u t h i n k ?
b u s u a lly in th e ir s e a ts b e f o r c th e p la y s ta rts .
c v v ritte n b y S h a k e s p e a r e .
d g o in g c a m p in g th is w e c k e n d .
e r a th e r e x c itin g , I th o u g h t.
f th e n a m e o f a te le v is io n p r o g r a m m e .

7 Com plete each senỉence w ith One o f these vvords plus h a s or have.
iorìỉììúiíee

darts

ỵ ảiabetes

eggs

l^xamplc;.. D ia b ẹ lẹ s .b ạ s ., bccoiiic a

everỵboảy

Iiio r e

nobodỵ

orchestra

poỉice

teachers

conim on discasc, mainly bccause o f thc way we cat.

1 '1 'h c c o n d u c t o r a n d t h e .............................. h a d v e r y l i t t l e t i m c t o r e h e a r s e í o r t h e c o n c e r t .
2 S c c u r i t y is j u s t s o m e t h i n g t h a t .............................. t o g o t h r o u g h i n a i r p o r t s n o v v a d a y s .
3 .............................. f r o m t h e n e w s t u d e n t g r o u p
........................ v o l u n t e e r e d t o h e l p v v ith t h e
C h r is tm a s p a rty .
4 T h e p l a n n i n g .......... aJỈ b e c n g i v e n i n d i v i d u a ỉ c o p i c s o f t h e a g e n d a f o r t h c m e e t i n g .
f> . ........................... a l w a ỵ s b e e n a p o p u l a r g a m c i n E n g l i s h p u b s .
6 A c c o r d i n g t o t h e r u l e s , n o n e o f t h e .............................. t h e r i g h t t o m a k e s t u d e n t s s t a y a f t e r s c h o o l .
7 T h e ................................. n o i d e a h o w t h e r o b b e r s g o t i n t o t h e b a n k .
8 R a c o n a n d ............................... b e e n t h e S u n d a y b r e a k í a s t in o u r h o u s e f o r y c a r s .


1 S EN T E N C P S

Verbs and objects
Verbs with objects (transitive verbs)
T ra n s itiv e v c rb s h a v e o b je c ls , u s u a lly n o u n p h ra s e s o r p r o n o u n s .
1 He kicked a sm aỉỉ stoue. ỉt h ỉt me. • VVe discussed the prohỉems. Theỵ affected aỉỉ o f us.
W e u s e a tr a n s itiv c v e r b to d e s c r ib e a n a c tio n t h a t a ffe c ts a n o b je c t (2 ) o r to d e s c r ib e a íe e lin g o r
e x p e r ie n c e c a ư s c d b y a n o b je c t (3 ).
2 Are theỵ b u iỉđ ỉn g a waỉl? • r u cut the grass. • Eỉizabeth bou ght an olâ Voỉkswagen.

O th e r s in d u d e : c a rry , c a tc h ,
h c a t , p r e p a r e , p r o t e c t , r o b , s c r a t c h , sell> t r i m
3 D id yoĩi en ịoy the concert? • One o f our oỉd ĩeachers rem em bered us. * / don't ỉike onions.
O t h c r s in c lu d e : a d m ir e , b e lie v e , fe a r, h a te , h e a r , lo v e , n e e d , p le a s e , p r e f e r , re c e iv e
O n ly tr a n s i t i v c v e r b s c a n b e u s e đ in th e p a s s iv e .
4 Someone stoĩe m y bag.
M y bag was sĩoĩen. • Theỵ caught the thief. —* The thief was caught.
W e u s u a l l y u s e a p r e p o s i t i o n a i p h r a s e a f t e r t h e o b j e c t o f a t r a n s i t i v e v e r b s u c h a s put.
5 He p u t the keys in the drawer. • We cram m ed aỉĩ our hoxes ìnto the hack o f ĩanes car.

Verbs w ithout objects (intransitive verbs)
I n tr a n s iliv e v e r b s a r e u s e d v v ith o u t a n o b je c t.
6 / carCt sỉeep. • Everyone was M'aiting, but he ả id n t care. (N O T
O th e r s in d u d e ; a rriv e , d e p a r t, d is a p p e a r, h a p p e n , h e s ita te , o c c u r, p a u s e , ra in
W e u s e in tr a n s itiv e v e rb s w h e n w e ta lk a b o u t s im p le c v e n ts , a c tio n s a n d s o u n d s .
7 The roof coĩỉapsed. • She sighed a n d ỵa w n ed . • A ỉot o f people w ere screaming.
O t h e r s i n c l u d e : c o u g h , í a i n t , f a ll, g r o w l , m o a n , s c r e a m , s h i v e r , s n e e z e
I n tr a n s itiv e v e r b s a r e n o t u s e d in th e p a s s iv c .
8 The th ief escaped, '
W e o f t c n u s e p r e p o s i t i o n a l p h r a s e s a fite r i n t r a n s i t i v e v e r b s ( 9 ) , e s p e c i a l l y v e r b s d e s c r i b i n g m o v e m e n i ( 1 0 ) .
9 D arw in d ie d in 1882. • ỉ sĩep t untiỉ noon. • Theỵ are kneeỉing on mats and p ra yin g to God.
1 0 It cam eỷrom Argentina. • Lets go to bed, • W e w alk to the park and then we run round /í.

Verbs used with and without obịects
W c c a n u s e s o i ĩ i e v e r b s , s u c h a s eatoT reaả, v v ith o b j e c t s ( 1 1 ) o r v v i t h o u t o b j e c t s ( 1 2 ) .
11 She read his note. • ỉ đon ĩ eat ỷỉsh. • We w on the rnatch. • Do you speak Engỉish?
1 2 H e aĩways reads wheri he's eating. • D id ỵou win? • She was so upset she couĩdn^t speak.
O th e r s in c lu d e : c o o k , d ra w , d re s s , d r in k , d riv e , h u r t, p a in t, s p r e a d , s tư d y , w r ite
T h e r e a r e s o m e v e r b s , s u c h a s die o r smỉỉe, t h a t w e u s u a l l y u s e v v i ứ i o u t a n o b j c c t ( 1 3 ) » b u t w h i c h c a n
a l s o b e u s e d v v ith O n e p a r t i c u l a r o b j e c t ( 1 4 ) .

1 3 M iss Reynolds sm iled and said she was quite certain that none o f us w ould ever die.
1 4 Nina sm ile d her bright smile. She seemed unconcerned that she m ỉght d ỉe a painful death.
O ứ i e r s i n c l u d e : d a n c e , d r e a m , l a u g h , li v c , s i g h
W e c a n u s e s o m e v e r b s , s u c h ^sfight or meet, v v ith o b j e c t s ( 1 5 ) . W e c a n a l s o u s e t h e m w i t h o u t o b ị e c tíi
a f t e r p l u r a l s u b j e c t s v v h e n each 0th e r ( ỉ 6) o r with each o th e r{\7 ) is u n d e r s t o o d ,
1 5 When I m e t Sergio ifĩ M adrid, he em braced me ỉike a brother. • John had to fig h t ívựo thugs.
1 6 We m e t in Rome. • Ourfiỉĩgers touched. • The old women em braced. • Theỵ hugged and kỉssed.
1 7 Ịohn an d ĩ alw aysfigh t. • Two o f Austraỉia*s m ajor wine producers have m erged.

E a c h o r h e r ỉO O

P a ssiv e s 5 7

P r e p o s i t io n a l p h r a s c s 1 2 Í


1 S EN T H N C rS

8 Usirg a d ictio n a ry if necessary, com plete these deíinitions w ith trtre nouns and
appropriate fo rm s o f the verbs. Add the word things after any verb th a t needs an object.
haỉhcỉnation
/ hasle
hĩịacker

hinge
hoỉdaỉỉ
hypocrite

b eh a ve

cỉose

carry
cause

dem and
/ do

ỵ

go
pretend
see

S€ize

swirĩg
traveỉ

E x a n p l e : A ......... ..................... is s o m e t h i n g t h a t is a n n o y i n g b e c a u s e i t ......... c ạ u s ẹ s ......... p r o b l e m s
o r d f f ìc u ltie s w h e n y o u tr y to 4 p
A ( i ; ............................... is a l a r g e s o f t b a g i n w h i c h y o u c a n ( 2) ............................ w h e n y o u (3)
A ( 4 ............................... is a s m a l l p i e c e o f m e t a l o n w h i c h a d o o r ( 5 ) ......................

...... a s i t o p e n s

a n d 6 ) ....................................................... ...

A ( 7 ............................... is a í e e l i n g o r b e l i e í t h a t y o u a r e ( 8 ) ................................ v v h e n n o t h i n g is
then.

A ( 9 ............................... is a p e r s o n v v h o ( 10) ................................ t o h a v e h i g h v a l u e s t h a t a r e n o t
m a t ; h e d b y t h e v v a y h e o r s h c ( 11) ..............................
A ( U ) .............................. is a p e r s o n w h o ( 1 3 ) ................................ c o n t r o l o f a v e h i c l e , e s p e c i a l l y a n
airc aít, in o rd e r to (H )....................................to a nevv destination o r to (15)......................................from a

g o v ;r n m e n t in r e tu r n f o r th e s a fe ty o f th o s e

in th e v e h ic le .

9 Chcose an answ er (a-d ) fo r each question (1-4) and add appropriate fo rm s o f these
vens. If necessary, add the pronoun It and/or a prepositlon.
beỉvve

go

hear

ỉike

put

shiver

take

w ait

1 l i d A n d r e a s ............................... t h e k e y ? ( . . . )
2 r o y o u ............................... o l d to v v n s ? ( . . . )

3 C o u ld y o u ............................... o u t s i d e ? ( . . . )

a Y e s, b u t I d o n ' t ............................... ..
b Y e s , h e ............................... h i s p o c k e t .
c Y e s , th a t* s w h y T m . ..............................
E d in b u rg h .
4 p a v e y o u ................................. t h e l a t e s t r u m o u r ? ( . . . ) d N o , it* s t o o
c o ld a n d T m

10 AdJ the co rre ct pair o f intransitive verbs to each sentence. Use a pp ro priate form s.
breithe / snore
get f move

/ dream / sỉeep
go Ị sing

eat Ị hỉbem ate
happen Ị taỉk

faỉỉ / ỉie
nap / rest

E x : m p l e : W h e n y o u ....... ................... , y o u s e e a n d e x p e r i e n c e t h i n g s w h i l e y o u a r e ........ s l ẹ ẹ p ị n g .......
1 . 'o m e o n e w h o ........................................................................................................................... u p a n d . a r o u n d w h ì l e a s l e e p is
ie e p w a lk e r.
2 V h e n p e o p l e i n h o t c o u n t r i e s .............................. o r ................................ a í t e r l u n c h , i t ’s c a l l e d h a v i n g
. s ie s ta .
3 ư i i m a l s t h a t ............................... d o n * t ................................a t a l l v v h ile t h e y s p e n d t h e v v i n t e r i n a d e e p
le e p .
4 V h e n y o u ............................... a w a k e a t n i g h t a n d y o u c a n * t ................................ a s l e e p , y o u h a v e

n s o m n ia .
5 f so m e o n e........................................................ about a place as ‘sleepy’, it means that nothing m uch

............................. t h e r e .
6 -V h e n y o u .............................. s o í t l y t o h e l p a c h i l d ................................ t o s l e e p , y o u a r e s i n g i n g a
uU aby.
7 ^ e o p l e v v h o ................................................................ v e r y n o i s i l y w h e n t h c y a r e s l e e p i n g .


1 SENTENCLS

Verbs with indirect objects and clauses
Verbs with indirect objects
W e u s e t w o o b j e c t s a í t e r s o m e v e r b s : a n i n d i r e c t o b j e c t a n d a d i r e c t o b j e c t . W i t h a v e r b s u c h a s sendy
w e c a n p u t t h e i n d i r e c t o b j e c t a f t e r t h e v e r b : ( 1 ) o r a f t e r t h e p r e p o s i t i o n to ( 2 ) . T h e i n d i r e c t o b j e c t
iỵou, Joe, everỵone) r e c e i v e s t h e d i r e c t o b j e c t (postcard, note,form ).
1 7 7 / send ỵo u a postcard. • She handed Joe the note. • D id ỵou give everỵon e a form?
1
ưĩỉ send a postcard to ỵou. • She handed the note to Joe. * D id ỵou give a Ịorm to everyone?
O t h e r s i n c l u d e : b r i n g , l e n d , o ffe r> p a s s , p o s t , r e a d , s e ll, s h o v v , t e a c h , t e l l , t h r o w , w r i t e
W e d o n t p u t to + i n d i r e c t o b j e c t b e í o r e a d i r e c t o b j e c t (N O T Đ iđ you give tữ cyeryonc a fortn ĩ)
W i t h a v e r b s u c h a s buỵy w e c a n p u t t h e i n d i r e c t o b j c c t a í t e r t h e v e r b ( 3 ) o r a f t e r t h e p r e p o s i t i o n for
( 4 ) . T h e i n d i r e c t o b j e c t {him, me, ỵou) b e n e í ì t s f r o m t h e a c t i o n o f t h e v e r b {huỵ, do, make).
3 She bought h im a tie. • Can you do m e a favour? • r u m akeỵou a sandwich.
4 She bought a tie fo r him. • Can you do a fa v o u rfo r me? * r u make a $andwỉch ỷorỵou ,
O th e r s in c lu d e : b u i l d , c o o k , c u t, d r a w , fe tc h , f in d , g e t, k e e p , le a v e , o r d e r , p ic k , s a v e
W e d o n 't p u t for + i n d i r e c t o b j e c t b e f o r e a d i r e c t o b j e c l ( n o t / 7 / m akcỷor you a sanềw ich-^
W e p u t s h o r te r o b je c ts , e s p e c ia lly p r o n o u n s , b e ío r e lo n g e r o b je c ts (5 ). V V hen w e u se p r o n o u n s fo r
b o th o b je c ts a íte r th e v e rb , w e p u t th e in d ir e c t o b je c t p r o n o u n firs t (6 ).
5 Show m e the prize you wort. • Show it to everyone who said ỵou cou ỉdnt do it. • Show it to themỉ

6 Show m e it. ( n o t Shơw-it me.) • ưlỉ m akeyou one. ( n o t v u makc one-ỵeu:)
W i t h v e r b s s u c h a s describe o r explain, w e p u t t h e i n d i r e c t o b j e c t a f t e r a p r e p o s i t i o n , n o t a f t e r t h e
v e rb . B u t c o m p a r e ( 1 4 ) b e lo w .
7 He described the man to them. • He expỉained the plan to U 5. ( n o t He-exph incd us tkc plan.)
O th e r s in c lu d e : a d m it, a n n o u n c e , m e n tio n , m u r m u r , r e p o r t, s h o u t, s u g g e s t, \v h is p e r
N o t e t h a t t h e s e a r e o f t e n v e r b s o f s p e a k i n g : He said 'Hello' to me. ( n o t Me-súid -m c-Heỉior)
W i t h a v e r b s u c h a s costy w e m u s t p u t t h e i n d i r e c t o b j e c t a í t e r t h e v e r b .
8 The mistake cost us a lot ofm oney. • They fined him £250. • I b e tỵ o u £5. (N O T Ị bet ES to y o u .)
O th e r s in c lu d e : d e n y , ío rg iv e , g ru d g e , re ííis e

Verbs with cỉauses
W e c a n u s e í / i í j f - c l a u s e s a s d i r e c t o b j e c t s a f t e r ‘t h i n k i n g * v e r b s s u c h a s beỉieve o r think ( 9 ) a n d a f t e r
‘r e p o r t i n g ’ v e r b s s u c h a s explairì o r say ( 1 0 ) .
9 Theỵ beỉieved th at the sun went rounđ the earth. • He thinks that the students are ỉazỵ,
1 0 She said that she wouỉd be late. • He expỉained that there was no money ĩeft.
N o t e t h a t t h e w o r d that is o í t e n o m i t t e d : He thÌTỉks the students are ìazỵ.
A f t e r v e r b s r e p o r t i n g q u e s t i o n s , w e c a n b e g i n t h e c l a u s e v v ith ift whether ( 1 1 ) o r a v v /i-v v o rd ( 1 2 ) .
11 The teacher asked if anyone was absent • Theỵ enquired whether it was legaỉ or not,
1 2 VVe shouỉd ask w hat it costs. • / wonder when th e ỵlỉ make the decỉsion.
After reporting verbs such as rem ind or teiu we must have an indirect object bore the clause.
1 3 r u rem ìnd him th a ty o u re here. • You toỉd m e that he was iỉL ( n o t ¥ou -toỉd-ềhat he
Ui)

O th e r s in c lu d e : a s s u re , c o n v in c e , in ío r m , n o tiíy , p e rs u a d e
A f t e r a r e p o r t i n g v e r b s u c h a s admit^ w e m u s t u s e to b e f o r e a n i n d i r e c t o b j e c t b e f o r e a c l a u s e .
1 4 He adm itted to th e p o lỉc e that he had stoĩetĩ the money. ( n o t -ffo
tkí*
tUa^ị
She mentioned to m e that she hated herjob. ( n o t She mcntioned me
O th e r s in c lu d e : b o a s t, c o n íe s s , d e c la r e , h in t, p r o p o s e , re v e a l

R e p o r ti n g q u c s ti o n s 1S4

R e p o r ti n g v e rb s 152

T 7 u jf - c la u i« 161

V e r b s a n d o b ie c ts 6


1 SENTENCES

11 Com plete each sentence in such a way th a t it is as simỉỉar as p ossible in meanỉng to the
sentence or sentences before it.

E x a m p l e : T h c y h a d i t . N o w w e h a v e it. —*
T h ẹ ỵ ^ ạ y ẹ ữ fọ W5. (O R
1 S h e q u i e t l y v v i s h e d h i i ĩ i , ‘G o o d ìuck!
S h e w h i s p e r e d ........
2 S h c w a s o r d e r e d b y th e ju d g e to p a y £ 5 0 0 f o r s p e e d in g .
T h e j u d g e f i n e d ....................
3 T h e f a r m e r w o u ld n t g iv e p e r m is s io n to u s to w a lk a c ro s s h is íie ld .
T h e í a r m e r r e f u s e d ................................
4 J a m e s to o k C a ro Iin e * s b o o k . H e to ld m e .
) a m e s c o n f e s s e d .........................................

T h ẹ y g ạ v ẹ W5 ứ .

)

12 Using a d ictio n a ry if necessary, com plete these sentences w ith appropriate ío rm s o f
these verbs. A dd appropríate pronouns and prepositions if necessary.
finả
kecp

offer
reserve
seỉl
require
retrieve
ỵ send

spread
trans/er

transm it

/ transport

E x a m p l e : Y o u r b o x e s v v ill b e . . Ị r ạ p s p ọ r Ị ẹ t Ị _ . b y a i r . W e v v iỉl ..
.ịọ ... y o u s o o n .
1 I n a r e s t a u r a n t , i f a t a b l e i s .............................. , t h a t m e a n s t h e r e s t a u r a n t i s ................................ a
s p e c ia l p e r s o n o r g r o u p .
2 C o n t a g i o u s d i s e a s e s a r e e a s i l y ............................... .. P e o p l e w i t h c o n t a g i o u s d i s e a s e s c a n e a s i l y
.............................. t h e r e s t o f t h e p o p u l a t i o n .
3 T h o s e C o m p u t e r f ilẹ s t h a t I t h o u g h t I h a d l o s t w e r e .............................. b y A n d r e w . I w a s s o g l a d
t h a t h e ............................... m e .
4 ỉ n f o o t b a l l , w h e n a p l a y e r i s .............................. , i t m e a n s t h a t o n e t e a m ................................ a n o t h e r
team.

5 In a university, if certain courses a re.................................., it means that all stuđents must take those

c o u r s e s a n d t h e u n i v e r s i t y m u s t .............................. s t u d e n t s e v e r y y e a r .
13 Editing. C orrect the m ỉstakes in th is text.
lo

us

D u r i n g t h e p s y c h o l o g y c l a s s . o n e s t u d e n t r e p o r t e d ]á h e r e x p e r i m e n ^ s h e e x p l a i n e d u s t h a t i t w a s
a b o u t c o m m u n i c a t i o n b e tv v e e n h u s b a n d s a n d w iv e s . T h e r e s e a r c h e r g a v e t h e f o llo w in g i n í o r m a t i o n
h a l f o f t h e h u s b a n d s . ‘Y o u r w i f e h a s d e s c r i b e d y o u a h o l i d a y t r i p t o C h i n a . O n e o f h e r í r i e n d s l o l d t o
h e r a b o u t i t . Y o u t h i n k s o u n d s l ik e a r e a l l y g o o d i d e a , s o y o u a s k t o h e r s o m e q u e s t i o n s a b o u t t h e
c o s t .' T h e o t h e r g r o u p o f h u s b a n d s h e a r d t h e f o l l o w i n g i n í o r m a t i o n . ‘Y o u r w i f e h a s s u g g e s t e d y o u a
h o l i d a y t r i p t o C h i n a . Y o u d o n ' t lik e . Y o ư b e l i e v e i s a r e a l l y b a d i d e a , s o y o u a s k s o m e q u e s t i o n s h e r
a b o u t ứ ie c o s t / T h e r e s e a r c h e r d id n * t te ll to t h e w iv e s s h e s a id t o t h e h u s b a n d s . S h e a s k e d t h e w iv e s to
lis te n to th e ta p e r e c o r d in g o f th e ir h u s b a n d s ’ q u e s tio n s a n d d e c id e th e h u s b a n d s th o u g h t it w a s a
g o o d id e a o r n o t. A s ig n ỉíĩc a n t n u m b e r o f th e w iv e s c o u ld n * t d e c id e . T h a t w a s v e r y s u r p r is in g .


1 SRNTENCRS

Linking verbs
Linking verbs and complements
L i n k i n g v e r b s , s u c h a s be o r seem, a r e f o l l o w e d b y a c o m p l e m e n t t h a t d e s c r i b e s o r i d e n t i í ĩ e s t h e s u b j e c t
o f th e s e n te n c e . C o m p le m e n ts c a n b e a d je c tiv e s (1 ), n o u n p h r a s e s (2 ) o r p r e p o s itio n a l p h r a s e s (3 ).
1 His parents w ere Weỉsh. • That isn*tỷunnỵỉ * It doesn^t seem possibỉe. • You sou n d u nhappy.
2 ĩ am a student. • Anna becam e m ỵ hestỷriend. • Despỉte the scandaỉ, he rem ain ed p r e s id e n t
3 She said she w as on a d i e t • He seem ed in a good m oođ. • Sometim es ỉ fe e ỉ ĩike an ỉd io t
L in k in g v e rb s a re a ls o c a lle d c o p u la s o r c o p u la r v e rb s ,
W e c a n u s e seem a n d appearas l i n k i n g v e r b s w i t h a n i n í ĩ n i t i v e a n d a c o m p ỉ e m e n t ( 4 ) . W e c a n a l s o

u s e seem w i t h o r v v i t h o u t to bebeìore c o m p l e m e n t s ( 5 ) . Seem is l e s s f o r m a J t h a n appear.
4 Bilĩ seem s to have no ỷriends. • There appears to be a problem. ( n o t Thcre aỹpcars a prớhicrri:)
5 The oỉd man seem eđ (to be) ìost • Equaỉ p a yfo r everyone seem s (ĩo be) the best soỉution,
I n A m e r i c a n E n g l i s h , to be is n o t l e f t o u t a f t e r seem: He seemed to be a harả-working student.
W e c a n u s e v e r b s d e s c r i b i n g o u r s e n s e e x p e r i e n c e s ự eel smeỉỉ, taste) o r o u r o p i n i o n s (ỉooky sound) a s
l i n k i n g v e r b s w i t h a d j e c t i v e s ( 6 ) o r w i t h / i7 c e b e f o r e n o u n p h r a s e s ( 7 ) .
6 ỉ/e e lg r e a t! • You look much better. • The fooả didn't sm eĩĩ good an d iĩ ta sted terribỉe.
1 Her suggesíion sou n ded like a good idea. • Your drawing ỉooks ỉike a cat. ( n o t Youf drawirig looks
a-m h)

W i t h s o m e v e r b s (make, fitĩả, caỉỉ) w e c a n u s e a d j e c t i v e s a n d n o u n p h r a s e s a s c o m p l e m e n t s a f t e r t h e
o b je c ts to d e s c r ib e o r a d d in ío r m a tio n a b o u t th e o b je c ts .
8 That m akes me atỉgrỵ, • T h eỵỷoun d the exam dỉfficuỉt. * She calỉed him a fo o l
N o t e t h e w o r d o r d e r : Let*s p ain t the waỉĩ white. ( n o t Let'ỷ'p a iní-w kitc thc waỉl.)

Linking verbs used to éxpress change
W e u s e become a n d get a s l i n k i n g v e r b s t o t a l k a b o u t t h e r e s u l t o f c h a n g e .
9 The worỉd is becom ing/geư ing more crowded, • Everythỉng w iỉl g e t worse heịore it gets beĩĩer.
W e c a n u s e become ( n o t get) a s a l i n k i n g v e r b w i t h n o u n c o m p l e m e n t s ( 1 0 ) a n d get ( n o t become) i n
m a n y c o m m o n p h r a s e s d e s c r i b i n g a c t i o n s ( 1 1 ) . G e í is l e s s í o r m a l t h a n become.
1 0 Traffic deỉaỵs h ave becom e a probỉem, • We becam e/riends. ( n o t We bccamc to hcỹricnds,)
1 1 Theỵ w o n t g e t married, • He g o t dressed quickly. • Let*s g e t ready. ( n o t Let*s becữtne reaảy.)
We can use go and turn to taỉk about change (12). We use turn inĩo beíore a noun phrasc for a

c o m p le te c h a n g e o f S ta te ( 1 3 ) .
1 2 r i ỉ go crazy if I have to wait. • Our dog 15 going blinả, * She tu rn ed pale, • The light tu m e d green.
1 3 Joe tu rn eđ in to a maniac. • The caterpiỉlar tu m e d ỉn to a butterfỉy. ( n o t The catcrpiUar-turncd a
L- .
^\
vTỆtWTjTỴ:)

We use come and grow as linking verbs with adjectives in phrases that usually express slower change,
u n l e s s m o d i í i c d b y a d v e r b s s u c h a s suddenly OT unexpectedỉy (Ĩ4 ). W e c a n u s e come a n d grow b e f o r e

in fin itiv e s to d e s c r ib e g r a d u a l c h a n g e (1 5 ).
14 Dreams com e trùe. • People gro w oỉd, • The days g rew warmer, • The knot suddenỉy cam e ỉoose.
1 5 A s w e cam e to k n o w her betten w e g rew to like her a ỉot. We cam e to see thÌTĩgs as she did.
W e u s e s o m e v e r b s {keepy remain, staỵ) a s l i n k i n g v e r b s t o t a l k a b o u t a s i t u a t i o n n o t c h a n g i n g .
1 6 Please keep quiet. • She k e p t husy. • Everỵthing rem ain ed the same. • We tried to sta y warm.
N o l e t h a t t h e s e v e r b s a r e n o t u s e d w i t h to be, ( n o t v u kccp to be (Ịuict. We stayed- ■ '

10

A d jc c tiv e s 1 11

l n f i n i t i v « 139

P a is iv e s w i t h

65


i SKNTKNCPS

14 ChDOse an answer (a -f) for each question (1-6) and add the línking verbs belovv. Use the
apỉropriate form .
ap^ear

1
2
3

4
5
6

be

feeỉ

ỉook

sound

V h a t ............... h e lik e ? ( .)
V h o d o e s s h e ............... Ị ik e ? ( . . . )
• ỉo w d o e s i t ............... ? (
)
^ i d h e ............... t o b e h a p p y ?
i o w d i d h c ................. ? (. . .)
) o e s i t ............... f is h y ? ( . . . )

tasíe

a A n g ry a n d im p a tie n t.
b I 'm s u r e h e w a s s m i l i n g .
c N o > i t ’s m o r e li k e c h i c k e n .
d H e s k in d a n d g e n e ro u s.
e S o ft a n d c o m fo rta b le .
f T h e a c tre s s M e g R y a n .

15 Ccmplete each paragraph w ith appropriate form s o f the verbs from one group.

ap>ear / be / ỉook / turn
ỵseern / smeỉỉ / taste / ỵ think
he.ome / get / make / seem
feeỉ / get / staỵ / turn

A r h e v v r it e r o f t h e g u i d e b o o k
i .o . i.h t.n k , t h a t t h e M a h a r a n i r e s t a u r a n t h a d t h e b e s t
[ n d i a n f o o d . I n h e r d e s c r i p t i o n , s h e v v r o tc , ‘A ll t h e d i s h e s w e r e f u l l o f í r a g r a n c e a n d A a v o u r / I n
o t h e r w o r d s , s h e t h o u g h t t h e f o o d ( 1) .............................. v v o n d e r í u l a n d ( 2) ................................
d e lic io u s .
B [ n h e r l a t e t e e n s , D i a n a f e ll i n lo v e w i t h J i m C o v i n g t o n a n d w a n t e d t o ( 3 ) ,.
m a r r i e d , b u t t h a t t o p i c a lw a y s ( 4 ) .............................. h i m u n c o m í o r t a b l e . T o h e r i n t e n s e
iisap p o in tm e n t, he later decided to (5)................................. a priest.
c Elena was reading a novel with a red dragon on the cover. It (6)..................................ỉike a large

l i z a r d w i t h w i n g s . T h e n o v e l w a s a h o r r o r s t o r y , s h e s a i d , f u l l o f p e o p l e w h o ( 7 ) .............................
living n o rm al lives, but were actually vam pires, and One character w ho (8)................................. into

a w e r e w o lf d u r i n g th e n íg h t o f a fu ll m o o n .
D I d i d n ’t v v a n t t h e b a n a n a s t o ( 9 ) .............................. t o o r i p e a n d t h e n ( 10) ................................ s o f t
o r s q u is h y w h e n 1 w a n tc d to c a t th e m , s o I p u t th e m in th e ír id g e . I w a s ju s t h o p in g th a t th e y
v v o u ld ( 11) .............................. í ĩ r m , b u t I d i d n 't r e a ỉ i i e t h a t t h e s k i n s w o u l d ( 12)
b la c k .
16 Eiiting. C orrect the mìstakes in the use of linking verbs in th is text.

g e tlin g
O ie S a tu rd a y a íte r n o o n w h e n m y y o u n g e r s is te r M o n a a n d I w e re te e n a g e rs , I w a s b e c o m in g re a d y
tc g o t o a p a r t y . M o n a h a d n 't b e e n i n v i t e d . I t a p p e a r e d a b i g p r o b l e m f o r h e r . S h e v v e n t t o b e c r a z y
b í c a u s e o f it. S h e í o u n d s o m e h a i r - c o l o u r i n g a n d s h e j u s t d e c i d e d t o m a k e b l o n d e h e r h a i r , b u t s h e
d d n t d o it r ig h t a n d h e r h a ir t u r n e d in to b r ig h t o r a n g e . It a ls o b c c a m e o r a n g e h e r fa c e , s o s h e

k o k e d lik e r e a lly s tr a n g e . W h e n m y m o t h e r s a w h e r , s h e s a id M o n a lo o k e d a n o r a n g e b a llo o n . A fte r
ứ a t , M o n a g o t t o b e v e r y u p s e t a n d s h e s t a r t e d s c r e a m i n g v v ith h e r h a n d s o v e r h e r e a r s . I j u s t k e p t t o
b ; q u i e t d u r i n g a ll t h a t . M y m o t h e r e v e n t u a l l y c a l m e d h e r d o w n a n d w e g o t s o m e d a r k e r h a i r - c o l o u r
tc ư .a k c i t l o o k l i k e b e t t e r .

11


1 SEN TENCE S

Compound and complex sentences
17 VVrite the num bers o f appropriate exam ples in the spaces.

Compound sentences
A compound sentence has two 2. or more 1 clauses joíncd by coordinating conjunctions: and,
buty or.
1 You can take the bus o r stay here a n d r u drive ỵou tomorrow, b u t ưm not driving tonight.
2 Dave slept a n d ỉ reaả. • ỉt wa$n*t c o lả ,b u t ỉ was shivering, • You m ust heỉp us o r we will fa il

We usually leavc out the same subjcct

»thc samc subject + vcrb

or the samc subject + auxiliiary

from later clauscs in a com pound sentence.
3 Theỵ pỉayed welk b u t ... lost. (They played wellf but they ỉo st) • M artin smiled, ... shrugged hừ
shouỉders and ... said nothing. (M artin smiỉed, he shrugged his shoulders an d he said nothing.)
•4 She wiỉỉ come a n d ... get those ỉater, • You can take it o r ỉ e a v e i t • Ị am waiting an d ... hopimg.
5 They have a c a t o r a dog. • I ỉike swim m ing , ... /o o tb a ỉỉa n d ... watching TV.

Leaving out the subject and/or other parts o f the scntcnce is callcd ellipsis.

We usually leave out the samc verb + object after an auxiỉiary vcrb in later clauses

, but we preííCr

to leave out repeated objccts and/or prepositional phrascs from the íìrst clause
6 /7/ wash ... and peeỉ the potatoes. • McGregors have ỉived ... an d died in Criefffor centuries,
7 I wasn*t making a noise and the others were ... • Theỵ m ay forgetỵou, bu t I never w i lỉ ...
We can emphasize the relationship between tw o clauses in com pound sentences by using diíĩerent

combỉnations of conjunctions. Theỵ can express an addỉtion

, an altemative

,a

com bỉnatỉon
or a com bination o f negatives
8 They n o t o n ly clean houses, b u t a b o do repairSt painting and other o dd jobs,
9 You can both turn the T V on a n d change channeb with the remote control
10 / wilỊ n eỉth er sleep n o r rest until thừ i$ over, • He n eith er speaks Engỉish n or understands iL
11 You can e ith erg o w ith U5 o r stay here aỉone. • They must eith er p a y you o r give you tim e off.

Compỉex sentences
We create com plex sentences bỵ joining tw o or m ore clauses with subordinatỉng conjunctions suchỉ as
becauscy beỷorCy thau whicht etc.
12 / couldn^t sleep hecause I was thinking about alỉ the work ih a t Ị had to do heỷort I could leave.

Note that thc samc subject is repeated. (NOT ỉ t ouiàtitệsleep becttuseWứs thinking.)

Others inciude: although, as, if, in ordcr that. sincc, whcn, who

Complcx sentences contain relative cỉauses

, noun clauscs

, and adverbìaỉ dauses

. Wc cam

put adverbial clauses, foỉlowed by a com m a, at thc beginning o f com plex sentences

13 / didn*t reaĩize that Brían wasn*tỷeeling weIL *Did you know that he was marriedĩ
14 She ỉỉked the women w ith w hom $he w orked, but she hated the d irtỵ jobs w hich th e y h a d to doK
15 / had a shower a fte r ỉ ran. • He*s stiỉỉ working although he*s 72, • We won't plaỵ i f i t rains,
16 I f i t rains, the ground w iỉỉ be too muddỵ. • A ìthough he*s 72» he still walks to work every day.

Compound-complex sentences
Wc form com pound-com plex sentences with three or more clauses joined by both coordinating anid
subordinating conjunctions.
1 7 We hit a lamp post a n d it shattered the glass on the fron t ảooT bẹfore I m anaged to bring
the bus to a hãỉt.
18 H arvoU said, 7 was so relieved th a t no one ebe was hurti b u tI h o p e d the driver yvould survive'

12

A d v e r b ia l c la u s c s 1 9 7

E ith e r /N e ith e r

E ỉỉip s ís 1 0 6

N o u n c U u s o l6 ỉ

R e U tiv c c la o ỉC ỉ 17.


1 ShNTK NChS

18 Choose an ending (a-d ) fo r each beginning (1-4) and add the conjunctỉo ns and, but or or.

1
2
3
4

Y o u c a n le a v e n o w
a ................. s h e c a n a l s o r e a d ................ w r i t e it.
H e sa y s h e n e e d s a k n ife ( ...)
b ................. d r i e s t h e m s t r a i g h t a w a y .
S h e n o t o n lv s p e a k s A ra b ic , ( ...)
c ................. s t a y ............... h e l p u s í ĩ n i s h t h e j o b .
B o b u s u a l l y v v a s h e s t h e d i s h e s ( . . . ) d ................. s c i s s o r s t o o p e n t h e p a c k a g e .

19 Comptete these sentences w ith a verb o r subject verb from below.
came
she came

got
he got

had
we had

seemed
it seemed

stopped
it stopped

taỉked
we taỉked

1
2
3
4

P o l i c e a llo v v e d p r o t e s t s o u t s i d e t h e m e e t i n g , b u t .............................. p e o p l e t r y i n g t o g e t i n s i d e .
W h e n .............................. a b o u t r e l i g i o n o r p o l i t i c s , ................................ v e r y e x c i t e d .
A í t e r .............................. h o m e f r o m h e r t r ì p , w e s a t a n d ................................ f o r h o u r s .
...... ........................ e a s i e r i n t h e p a s t b e c a u s e p e o p l e j u s t m e t , ................................ m a r r i e d a n d
.................. k i d s .
5 I f s h e g o t u p e a r l y e n o u g h a n d .............................. d o w n s t a ừ s > ................................ b r e a k f a s t t o g e t h e r .
6 T h e d o g r a n o v e r t o t h e d o o r v v h e r e .............................. a n d ................................ t o b e v v a itin g f o r u s
to o p e n it.

20 Complete the d e fin itio n s w ith these nouns and conjunctions.
/h ea rta ch e
heartattack

heartbeat
heartbreak

and ( x 2 )
as

heartburn
heart-throb

because
^ OT

or
w hich{x2)

who
whom

E x a m p l e : A . . . . h ẹ ạ . r Ì A c h e . . . . is a í e e l i n g o f g r e a t s o r r o w , a n x i e t y ............ p r ............. w o r r y .
Y o u r ( 1 ) .............................. i s t h e a c t i o n ( 2) ............................... s o u n d o f y o u r h e a r t
(3) ......................... i t p u m p s b l o o d t h r o u g h y o u r b o d y .
(4 ) ................................is a íeeling o f great sadness (5)..................................... so m eth in g bad has

h a p p e n c d , s u c h a s t h e e n d o f a l o v e a f f a i r o r t h e l o s s o f a lif e .
A ( 6 ) .............................. is a í a m o u s a c t o r o r s i n g e r ( 7 ) ................................ is v e r y a t t r a c t i v e
(8) .......................... w i t h ( 9 ) ................................ p e o p l e f a ỉl i n l o v e .
A ( 10 ) ................................. is a sudden iUness in ( 11 ) ................................... the heart beats violently.

I t c a u s e s g r e a t p a i n ( 12) .............................. s o m e t i m e s d e a t h .

(1 3 ).............................. is a b u r n i n g s c n s a t i o n in t l i e t h e s t ( 1 4 ) ................................ is c a u s c d b y
in d ig e s tio n .
21 Add the conjunctio ns and approprlate form s o f the verbs to th is description.
and
who

because
lixe

but
not ỉike

$ee

which
teỉl

A N e i g h b o u r h o o d W a t c h is a n a r r a n g e m c n t b y
( » ) .............................. p e o p l e ( 2) ....................................................
( 3 ) .............................. i n a p a r t i c u l a r Street o r a r e a w a t c h e a c h
o t h e r ’s h o u s e s ( 4 ) ............................... ( 5 ) ............................... t h e
p o l i c c (6 ) ............................... t h e y ( 7 ) ............................ a n y t h i n g
s u s p ic io u s . M a n v p e o p le h a v e ío r m e d lo c a l N e ig h b o u r h o o d
W a t c h g r o u p s t o t r y t o p r e v e n t c r i m e , ( 8 ) ..............................
o t h e r s h a v e r e í u s e d t o j o i n t h e m ( 9 ) .............................. t h c y
( 10) .............................. t h e i d e a o f b e i n g w a t c h e d b y ứ i e i r
n e ig h b o u rs .
13

I SENTENCES

Tests
A Choose the w ord o r phrase th a t best com pletes each sentence.

1 H e c o u ld n t re s t o r s le e p b e c a u s e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ to o m u c h c o ffe e .
a d rin k in g

b b e e n d rin k in g

c h a d b e e n d rin k in g

d h e h a d b e e n d rin k in g

2 M y b r o t h e r , t o g e t h e r w i t h h i s í r i e n d s , a l w a y s _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ r o u n d c o L l e c t in g w o o d f o r
b o n fire n ig h t.
a go

b goes

c g o in g

d gone

3 S o m e o f t h e g i r ỉ s i n m y g r o u p t e a s e m e b e c a u s e I d o n ’t w e a r m a k e u p , b u t I d o n t
a w ear

b c a re

c do

d lik e

4 T h e t e a m a ll w a n t e d c o f f e e s o I m a d e
a it i h e m

b s o m e it

c so m e th e m

d th e m so m e

5 T h e d i r e c t o r _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ t o u s t h a t th e r e h a d b e e n íìn a n c ia l p r o b le m s e a r lie r in th e y e a r.
a c o n c lu d e d
b o ffe re d
c re v e a le d
d to ld
B ldentify the one underlined expression (A, B,
correct the sentence.

c or D) that m ust be changed i n

order to

1 T h e t o u r o f t h e p a l a c e i n c l u d e d a v i s i t t o t h e o l d k i t c h e n w h e r e t h e y v v e re b a k i n g b r e a d a n d t h e
A
B
h u g e u n d e r g r o u n d w in e c e lla r w h ic h w a s c o n ta in in g t h o u s a n d s o f b o ttle s a n d íe li lik e a p r is o n .
c
D

2 N o n e o f th e c h ild r e n w a n ts to b c in th c g r o u p th a t h â s to s ta y in s id e b e c a u s e e v e ry o n e p re fe r
A
B
c
to g o o u ts id e a n d p la y .
D
3 T h e o ld la d ic s w e re c o lle c tin g m o n e y fo r p e o p le w h o n e e d e d s o m e h e lp a t C h r is tm a s so ,
A
B
a f te r m y w ife a n d I d is c u s s e d it. w e d e c id e d to p u t £ 5 th e ir c o lle c tio n b o x .
c
D
4 E la in e h a n d e d D ic k t h e l e t t e r t h a t s o m e o n e h a d s e n t h e r a n d t o l d h i m t o r e a d it to m e .
A
B
c
b u t I a s k e d h im to s h o w it m e b e c a u s e I v v a n te d to se e th e s ig n a tu r e .
D
5 W h e n F o x b e c a m e p r e s i d e n t . t h i s s e e m e d to b e t h e í ĩ r s t t h i n g t h a t m a d e h a p p ỵ a ll t h e y o u n g
A
B
c
p e o p l e , e s p e c ia lly ^ t h o s e w h o h a d f e l t a n g r y w i t h t h e o l d g o v e r n m e n t l e a d e r s .
D

14


1 S tN lX N C tS

c

Conplete th is text w ith approprìate íorm s o f the verbs. A đd the other w ords in the
ap)ropriate ptaces.
be^n

catch

give

incỉude

sneeze

fever

in November

it

the fỉu

A n ' 0 n e v v h o h a s a h i s t o r y o f H e a lth p r o b l e m s a n d p e o p l e w h o a r e 5 0 o r o l d e r s h o u l d g e t a f lu
v a c i n a t i o n e v e r y y e a r b e í o r e t h e f lu s e a s o n ( 0 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . F l u , o r i n f l u e n z a , is a s e r i o u s
i n t c t i o n o f t h e n o s e , t h r o a t a n d l u n g s . S y m p t o m s ( 2) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ , c o u g h , r u n n y n o s e ,
soi: t h r o a t , h e a d a c h e a n d t i r e d n e s s . A n y o n e c a n ( 3 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ a n d
(4 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ t o o t h e r s . I t is s p r e a d w h e n a n i n f e c t e d p e r s o n c o u g h s o r
(5) ___________________ .

D Ccmplete each sentence in such a way th a t it is as sỉm ilar as possible ín meaning to

th i sentence above ỉt.

1 íic k to ld o n e o f th e d e te c tiv e s th a t h e h a d ta k e n th e c a s h b o x .
'ĩic k a d m i t t e d _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2 '’h e p o l i c e s a i d i t w a s t o o d a n g e r o u ố a n d w e w e r e c o n v i n c e d .
"h e p o lic e p e r s u a d e d _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3 v íte r th e p r in c e s s k is s e d th e fro g , h e s u d d e n ly b e c a m e a p r in c e .
"h e fro g s u d d e n ly t u r n e d _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4 V o h o u r s w o n * t b e e n o u g h to íìn is h th e jo b , h e s a id to u s.
ie to ld _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5 " h e w a l l is w h i t e . S o m e o n e d i d it y e s t e r d a y .
io m e o n e p a in te d _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
E Cim plete thỉs text wỉth approprỉate form s o f the verbs pius a com plem ent in each space.
b i(x 2 )

hecome

seem

stand

alone

better

clear

quite satisỷỉed

ready

D < n a ld ’s p r e s e n c e c e r t a i n l y m a d e a b i g d i f f e r e n c e t o t h e s p e e d w e a r o s e t h a t d a y . T h e r e w a s n o
q ie s tio n o f T a m lo u n g in g a b o u t in b e d u n til th e la s t m in u te , a n d w e ( 1 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ fo r
W irk b y h a l f p a s t s e v e n . D o n a l đ h a d h i s o w n m a p o f t h e j o b , w i t h a ll t h e í e n c e s m a r k e d o u t i n r e d
in :, a n d t h e í i r s t t h i n g h e d i d w a s g o f ơ r a t o u r o f i n s p e c t i o i i , a c c o n i p a n i c d b y m e . W e f o l l o w c d t h e
h il u p t o t h e s u m m i t , a n d t h e n c a m e d o w n b y w a y o f t h e c r o s s - í e n c e , D o n a l d a ll t h e t i m e c h e c k i n g
fo w ir e te n s i o n a n d , o f c o u r s e , s tr a ig h tn e s s . W h e n w e g o t t o th e e n c ir c lin g íe n c e h e
(2 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ w i t h w h a t h e 'd s e c n .
‘F m m , q u i l e p r o í e s s i o n a l , ’ h e s a i d .
A t e r a w h i l e w e c a m e t o t h e g a te v v a y t h a t ( 3 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . D o n a l d l o o k e d a t i l f o r a
i T J m e n t , a n d t h e n s a id * 'Y e s , I a lv v a y s t h i n k i t ( 4 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ t o d o t h e g a t e í ì r s t a n d b u i l d
t b íe n c e s r o u n d it/
D m a ld h a d p u t o n s o m e o v e ra lls , a n d it s o o n ( 5 ) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ th a t h e in te n d e d to w o r k
a l 'n g s i d e u s d u r i n g h i s v i s i t .

15


Tenses
Tense is the relationship betvveen the form of the verb and the tim e of the action or State it
describes. We ofỉen use the auxiliary verbs be and have with other verbs when we form
different tenses. See page 17 for a table of English verb íorm s and tenses.

1 Read through th is text and fln d ;
1 another sentence with be as a main verb
2 a sentence with be and a sentence with have as auxiliary verbs

ĩh ìs October 31st is a scary day fbr Dylan Bames,
just because ít is Halỉovveen, but becausc it
a special anniversary fbr h im .|For several

w an ts these things,
w ill have been trying to lum a good idea i
nts to p ay for them.
successílii business via the Internet He
doing anything special to celebrate ứie
g this letter in support of
mainly because his business vetìture
. whom I have known fbr
tnade any moriQ^ fbr most o f the past year.
, ..................... ycars’, aind
two basiness paiíners beíbrc him, he will
to dọ someứiing else.
o f fịrms available ÍTOm
B VVhen they started» it had seemed likc such a great
Ịppiication fbrms to thiosí
idea. Dylan and his friend, Michael Undenvood, had
working day and niight
been vvriting up their lecture notes as compỉete sets,
mặtỊỊaaÌ avulable, but he didn’t th:ink
with revievv sheets and sample tests, and selling them
doing in terms o f a business. irhe
lo other students. They had used that money to pay
soớa dỉỉcovered. is ứiat everyone
complete sets o f noics ÍTom other big lecturc
ứiesiỄỆdỊQ^ but no one wants to pay fbr them
^lasses, which they then sold to an eager population
In what
put to bc a common experience fbt
^new students. They were siarting to make a small
many pêp|p

ưỉed to create Internet businesises
prìt when ihey met Terry Lloyd. Terry had
they hàd a kicccssíul vvebsite, but thcy didn*t really
crcating home pages fbr his ửiends, ứien larger
make any money fix)m ÌL
ĩites on the Inỉemet, and he showed them how
it too. Using the initials o f their last names, »E Terry quickly íbund a highly paid job wiứi an
investment company and Michael went o ff to Wí0 rlt
created ‘Bullnotes’, established a website, and set
fbr a soíhvare manuíacturer. Dyỉan is stỉll iooking fbr
become entrepreneurs of the iníbrmation age.
a way to make Bullnotes work as a business> tout
>n found thai studcnts were looking íbrmore
these days he is always counting his pennies
:ture notes. They needed tộ ^ 0 other ứiỉngs
is having a hard time paying his bills. He ha^i
^ ‘
■ Ịinc
about taking a teaching job ter
have
teacher o f busỉness wrìting wiứi b u s in ^
you
He has lots o f experiencc now and ihexỆr Ịị
e kind of
be a probỉem with ửie letter o f applu
meone has
mmendation.
load the basic
ị ị ÍOI your

Choose one o f the fo llo w ìn g as the final sentence o f each o f the paragraphs (A -E ) abov€,
1
2
3
4
5

16

They were ready to becom e millionaires. (...)
He also knows vvhere to fĩnd som e good lecture notes. (...)
Everyone acted as if the iníorm ation was free. (...)
He will have to find a job. (...)
VVriting was a couple o f clicks» then a fill-in-the-blanks exercise. (...)


2 T EN StS

Verbs, auxiliary verbs and tenses
T h -' b a s e f o r m o f t h e v e r b is l i s t e d i n t h e d i c t i o n a r y . ĩ t is u s e d i n t h e i m p e r a t i v e a n d t h e i n í ì n i t i v e .
Stop! • Pỉease w ait. • D o n t be impatienĩ. • Ask someone to heỉp you. • Leĩ's try to fin d a sohttion.
T h : b a s e f o r m is a l s o c a l ỉ e d t h e b a r e i n f i n i t i v e o r t h e i n í i n i t i v e w i t h o u t to.
M fS t v e r b s a r e u s e d to d e s c r ib e a c tio n s o r e v e n ts ( 2 ). S o m e v e rb s a re u s e d f o r s ta te s (3 ).
: Do you p ìa ỵ chess? • r u open a wirtciow. • Someone has taken my boơk. • The crowd is cheering.
’ Do you kn ow Mark? • Anỉỉ seem s reaỉỉỵ nice. • Her parents own a shop. ' ỉ beỉieve ỵou.
VVedon t usually use State verbs in the continuous form . (NOT / m bciie^ i ng-yữU:)

\ V e u s e a u x i l i a r y ảo w i t h t h e b a s e f o r m t o m a k c q u e s t i o n s a n d n e g a t í v e s i n t h e p r e s e n t a n d p a s t
s in p le .
^ W hat ã id Ann w a n tfo r ỉunch? - She ảidn*t w a n t anything. • Đoes sheỷeeỉ better? - / ảon"t know.

W e u s e a u x ilia r y bew xh th e p r e s e n t p a r tic ip le ( - m ^ í o r m ) o f th e v e rb to m a k e c o n tin u o u s f o r m s (5 )
a n c a u x i l i a r y have w i t h t h e p a s t p a r t i c i p l e (-ed) t o m a k e p e r í e c t f o r m s ( 6 ) . W e u s e a u x i l i a r y have +
beeĩ w i t h t h e p r e s e n t p a r t i c i p l e t o m a k e p e r f e c t c o n t i n u o u s f o r m s ( 7 ) .
' A re ỵou yyaiting for me? • XViỉỉiam isn't using his Computer. • They w ere w orkin g aỉỉ night.
; H ave you fin ish ed aĩreaảy? • The post hasn't com e yet. • A ndy hadỷorgoU en to bring the keys,
' H a ve you been sỉeeping? • It h a srử been raining recenúy. • We h a d heen stu d ỵ ìn g fo r hours.

T h : c o n t i n u o u s r b r m is a l s o c a l l e d t h e P r o g r e s s i v e .
VVe u s e m o d a l a u x i l i a r i e s ( m o d a l s ) w i t h t h e b a s e f o r m o f t h e v e r b o r w i t h t h e a u x i l i a r i e s be a n d have.
Ị They w ilỉ heĩp us. • / ’/ / he yvaiting foT you. • VVe won*t have finished. (K O T Wí^w o n t3 C onplete th is table w ith one example of each form from the text on page 16.

I n p e r a tiv e o r in íìn itiv e ; b a s e f o r m

p ỉa y ...............................................

P n s e n t s im p le : b a s c f o r m o r b a s e f o r m + s in
th r d p e rs o n s in g u la r

p ỉa ỵ ................................................
p ĩa y s ..............................................

P r ĩ s e n t c o n t i n u o u s : p r e s e n l be + p r e s e n t p a r t i c i p l e

am /is/are p ĩa ỵin g .........................

P n s e n t p e r í e c t : p r e s e n t have + p a s t p a r t i c i p l e

has/have p la ỵ e d ............................

P n s e n t p e r í e c t c o n t i n u o u s : p r e s e n t have + heen

+ 5 re se n t p a rtic ip le

has/have heen pỉaỵm g

P íb t s i m p l e : b a s e í o r m + eả

p la ỵ e d ...........................................

P íb t c o n t i n u o u s : p a s t be + p r e s e n i p a r t i c i p l e

was/were p ỉa yin g .........................

P íb t p e r í e c t : p a s t have + p a s t p a r t i c i p l e

had p la y e d ....................................

P a ỉt p e r f e c t c o n t i n u o u s ; p a s t have + heen + p r e s e n t
p a * tic ip le

.......................................................

P i t u r e : w iỉl + b a s e f o r m

wiỉỉ p la y ........................................

P i t u r e c o n t i n u o u s : w iỉl +

+ p re s e n t p a rtic ip le

.......................................................

had been pĩaying

wiỉl be p ỉa ỵin g ............................

F u u r e p e r í e c t : w iĩỉ + have + p a s t p a r t i c i p l e

wiỉỉ have p la y e d . ..........................

F ư u r e p e r í e c t c o n t i n u o u s : wiỊl + have + been
+ ĩre s e n t p a rtìc ip le

w ill have been pỉaying

......................................................

F o n n f o r m a tio n a b o u t irre g u la r v e rb fo rm s see p a g e s 2 8 6 -7 .

M o d a U 2 ' V c rb s u s í đ 10 d e s c r ib e a c ii o n s a n d s ta te s 3

17