Tài liệu Longman English Grammar Practice for intermediate students docx

L O N G M A N
E N GLIS H

GRAMMAR
PRAC T IC E
for

intermediate

students
L.

G.

Alexander
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ur

h

G
2

0
Addison Wesley Longman Limited
Edinb ate,

Harlow,
Essex

8

~

ZJE,

England
and

Associated

Companies

throughout

the

world.
0
Longman Group UK Limited 1990
All

rights

reserved;

no

part

of

this

publication

may

be
reproduced,

stored

in

a

retrieval

system,

or

transmitted
in

any

form

or

by

any

means,

electronic,

mechanical,
photocopying,

recording,

or

otherwise,

without
the

prior

written

permission

of

the

Publjshers.
Distributed in the United States of American by
Addison Wesley Longman, New York
First published 1990
Eleventh impression 1998
Cartoons by Larry, Ed Mclaughlin and David Simonds
Br it is h Library Cataloguing i n Pu blica tion Data
Alexander, L. G. (Louis George) 1932-
Longman English grammar practice (Intermediate level)
1.
English language. Grammar
I. Title
428.2
Library of Congress Cata lo ging
-
in
-
Pu bl ica tion Data
Alexander, L. G.
Longman English gmmmar practice (Intermed~atelevel)
1
L G Alexander.
p. cm.
1.
English language
-
Textbooks for fore~gnspeakers
2. Engl~shlanguage

-
Grammar
-
1950
-
Problems,
exercises,
etc
i
T~tle
PEll28.A4573 1990
428.2'4
-
&20 89-13851
CIP
Set in 9111.5 pt. Linotron Helvetica Roman
Produced through Longman Malaysia, ACM
ISBN 0 582 04500 2
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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:

perfectlpast

participle

constructions
Nouns
One
-
word

nouns
Compound

nouns
Countable

and

uncountable

nouns

( I )

Countable

and

uncountable

nouns

(2)
Number

(singular

and

plural)

(1)
Number

(singular

and

plural)

(2)
Gender
The

genitive
Articles
7

-
The

indefinite

article:

'dan'

(1)
The

indefinite

article:

Wan'

(2)
The

definite

article:

'the'

(1)
The

definite

article:

'the'

(2)
The

zero

article

(1
)
The

zero

article

(2)
Pronouns
Personal

pronouns
'One'
'It'

and

'onelsomelanylnone'
Possessive

adjectives

and

possessive

pronouns

('mylmine')
Reflexive

pronouns

('myself')
Demonstrative

adjslprons

('this');

'somelanylno'

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)',

'(dthe)

whole',

'each'

and

'every'
'Another',

'(the)

other(s)',

'either',

'neither',

'each

(one

of)'

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Contents
Adjectives
Formation

of

adjectives
Position

of

adjectives
Adjectives

that

behave

like

nouns;

'-edl-ing'

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

(1
)
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

(1)
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
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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.:

'I

wish',

'if

only',

'it's

(high)

time'
11.8

Expressing

preferences:

'would

rather'

and

'would

sooner'
11.9

'It's

advisable

'
l'lt's

necessary

'
11.10

'It

isn't

advisable

'
/'It

isn't

necessary

'
/'It's

forbidden'
11
. I

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

should';

'there'

+

modal
The

passive

and

the

causative
General

information

about

form
Uses

of

the

passive
Form

and

use

of

the

causative
Questions,

answers,

negatives
YesINo

questions,

negative

statements,

YesINo

answers
Alternative

negative

forms

and

negative

questions
Tag

questions

and

echo

tags
Additions

and

responses
Question
-
word

questions

(1):
'Who(m)


?',
'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

'-ing'

form
The

bare

infinitive

and

the

toinfinitive
The

bare

infinitive

or

the

'-ing'

form;

the

toinfinitive
Verb

(+

nounlpronoun)

+

toinfinitive
Adjectives

and

nouns

+

toinfinitive
The

'-ing'

form
Verb

+

the

'-ing'

form
Adjectives,

nouns

and

prepositions

+

'
-
ing'
The

toinfinitive

or

the

'-ing'

form?
Index
Key

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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
Italy
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

Rigas The

Morai'tis

School,

Athens
Paola

Giovamma

Ottolino Liceo

Linguistico,

A.

Manzoni,

Milano
Sue

Boardman Bell

School,

Saffron

Walden
Pat

Lodge
Alan

Fortune Ealing

cdllege

of

Higher

Education
Mary

Stephens Eurocentre,

Bournemouth
M.

Milmo Eurocentre,

Lee

Green
Steve

Moore
Jennifer

Swift
Ann

Timson
Josephine

von

Waskowski
I

would

also

like

to

thank:
-

Donald

Adamson

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
1
see

the

work

through

to

publication.

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

Longman

English

Grammar

and

the

grammatical
information

in

it

is

all

drawn

from

this

work.

Longman

English

Grammar

Practice

has

been

designed

to
stand

on

its

own.

Students

who

require

further

grammatical

information

can

refer

to

the

Longman
English

Grammar.
How the material is organized
Longman

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

e.g.

[>

7.3A]

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

e.g.

[>

LEG
4.301

at

the

top

of

the

notes,

it

means

that

the

point

is

dealt

with

in

the

Longman

English

Grammar.
Follow

up

the

reference

if

you

want

'the

whole

story'.
How to work
YOU

DON'T

HAVE

TO

WORK

THROUGH

THIS

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

I**I

=

Intermediate

(most

exercises)

I***I

=

Advanced
You

will

sometimes

find

that

you

know

some,

but

not

all,

of

the

points

in

an

exercise

marked

El.
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.
1
The

sentence
1.1
Sentence

word

order
1.1
A
The

basic

word

order

of

an

English

sentence

[>
LE
G

I

.3]
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

I

burnt

I

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
Rewrite

the

sentences

that

don't

make

sense.
b

Mark

all

the

sentences

in

the

exercise

S

V

0

to

show

Subject,

Verb,

Object.
Has

set

John

Bailey

a

new

high
-
jump

record.

I


S

I


J


%


.


@


~


.


~


~


h

a


d


.


&


.


I


8


R


a


a

w


.


~


-


~
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.


Write

2:
a
Arrange

these

words

in

the

right

order.

Use

a

capital

letter

to

begin

each

sentence.
b

Mark

each

rewritten

sentence

S

V

0

M

P

T

to

show:
Subject,

Verb,

Object,

Manner

(How?),
Place

(Where?),
Time

(When?).
till

11

o'clock

this

morning

I

slept

I

the
c h i l d r e n ( s R . & . * . . ~ v I ~ . ~ ~ . ~ . ! ! . ~ ' ~ . ~ . . ~
the

papers

I

into

the

bin

I

he

threw

I

don't

speak

I

well

I

English

hides

I

Mrs

Jones

I

her
money

I

under

the

bed


carefully

I

this
suitcase

I

you

didn't

pack


on

this

shelf

I

I

left

I

this

morning

I

some

money


from

the

bank

I

a

loan

I

you'll

have

to

get

the

phone

I

in

the

middle

of

the

night

I

woke

me

up

in

the

park

I

you

shouldn't

walk

I

at

night


your

food

I

you

should

sat

I

slow:y

my

term

I

begins

I

in

October


your

article

1

I

I

quickly

1

last

night

I

in

bed

/

read




4

my

umbrella

I

where

did

you

put


(
1
5

arrived

I

the

train

I

fifteen

minutes

late


(
1



1.1
Sentence word order
The

forms

of

a

sentence

[>

L
E
G

I

.2]
Study:
I**
I
Write:
1

A

sentence

can

take

any

one

of

four

forms:
-

a

statement:
The

shops

close/donltclose

at

7

tonight.
-

a

question:
Do

the

shops

close

at

7

tonight?

-

a

command:
Shut

the

door./Donltshut

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,

Q,

C

or

E.
1

the

coffee

I

don't

spill


Dd# & Wf%%:

(

c

)
2

today's

papers

I

have

you

seen

(
1
3

to

meet

you

1

how

nice



(


1
6

on

time

(

the

plane

(

won't

arrive


(
1
7

this

electricity

bill

1

I

can't

pay

(
1
8

for

me

1

please

I

open

the

door

(

1
9

the

nearest

hotel

I

where's

I

he

asked


(
1
10

the

bill

I

can't

pay

I

I

1

he

cried

(

1
1.1C
Context
' ' X
.

e

a

.
Write:
R
e
n
c
e

i

n

t
h
e

r
i
g
h
t

o
r
d
e
r
.

A
d
d

c
a
p
i
t
a
l

l
e
t
t
e
r
s

a
n
d

(
,
)
,

A

1
2

3

4

5

6

7

I

I

have

lived

here'






.
8

'isn't

it

I

it's

a

quiet

sort

of

place'


9

'here

I

a

quiet

life

I

we

live


10

a

cinema

I

we

don't

have

I

or

a

theatre


1 1

our

school

I

five

years

ago

I

was

closed


12

only

one

shop

/

we

have

13

calls

I

a

bus

I

once

a

day


14

here

I

in

55

B.C.

I

came

I

the

Romans


15

since

then

I

has

happened

I

nothing'


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