leallu Useful

Enolisll

P E N G U I N Q U I C K G U I D ES

Pearson Education Limited

Edinburgh Gate

Harlow

Essex CM20 2JE, England and Associated Companies throughout the world.

ISBN 978-0-582-46893-1

First published 2001

Fourth impression 2008

Copyright (O Jake Allsop 2001                                                                                                               1

The moral right of the author has been asserted.

Designed and typeset by White Horse Graphics, Charlbury, UK.

Illustrations by Roger Fereday (Linda Rogers Associates)

Photography on pages I l, 53, 103 and 129 by Patrick Ellis. All others by Bluestone Press

Printed and bound in China EPC/04

All rights reserved: no part of this publication may be reproduced, stored in a retrieval system, or transmitted in anyform or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers.

Published by Pearson Education Limited in association with Penguin Books Ltd, both companies being subsidiaries of Pearson plc.

Making comparisons bigger/biggest; more/the most expensive Patterns with adjectives I'm falling asleep.

Defining clauses She's a woman who knows everything.

Adjective order a big old Victorian house

4       Prepositions

Key facts about prepositions

Place under a tree • Time on Sunday

Purpose do anything for money • Method go by bus

Manner swim like a fish • Possession a man with a beard

5       Verbs 1: Form

Key facts about verbs

Actions and states • Time Viewpoint

Simple and continuous tenses The bus leaves at eight.

They've been working hard.

Forming questions Must you leave? Why didn't you call?

Forming negatives She didn't play last week.

Short forms You're Harry, aren't you?

Irregular verbs speak/spoke/spoken; find/found/found; put/put/put

6       Verbs 2: Tenses

Key facts about tenses

Simple present • Simple past • Continuous tenses

Perfect tenses • Ways of expressing the future

Most grammar books are thick and heavy — and too big to carry around in your pocket or your bag! Really Useful English Grammar contains the key facts that you need to know to be able to use English correctly. You can take it anywhere with you, leaving the bigger grammar book at home for later reference.

What's in this book?

•   Chapters 1 to 8 cover the main areas of the language. Each chapter begins with Key Facts, illustrated with examples from contemporary spoken English. There are exercises and a Review to test your understanding.

•   Chapter 9, Frequently asked questions, deals with some of the common confusions that occur: for example, the use of make and do, the difference between should and ought to. There is also a

series of sentences containing common errors for you to identify and correct.

' The chapters are followed by three Grammar files that provide straightforward information on verb forms, including a list of irregular verbs, and useful prepositional phrases.

•   At the back of the book, there is an Answers section for all the exercises and review

activities.

How can I use the book?

' As a quick reference for those occasions when you are not completely sure about a point of grammar.

' To refresh and test your knowledge when you have a little time to spare.

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You can work through the book systematically, from cover to cover, or just dip into it, concentrating on those points that matter to you at the time.

In trying to fix a grammatical rule in your head, it is always a good idea to memorise an example sentence. So, for example, don't simply learn going to expresses intention'; learn a sentence like I'm going to ask my boss for a raise. You can learn the sentences in this book, then try making up your own, so that they are real for you. But remember, while Really Useful English Grammar contains essential information about English grammar, it does not tell the whole story. For detailed grammar advice you should also consult a good reference grammar.

•   Note these irregular plurals:2 Possession

man—men, woman—women, child—children,' To show possession foot—feet, mouse—mice, tooth—teeth-'s or -(s)': the boy's

•   The nouns police and people are plural ingirls' magazines

English.Use

The police have arrived; people are angry.yesterday's newspaper

•   Food, substances and materials are alwaysIn other cases,

singular.below): bedroom, bread, milk, grass, snow, steel, cotton, glassmachine

• Abstract nouns are also always singular.  or the preposition love, happiness, informationtable

 Note that these words are singular in English'3 Compound nouns  news, advice, furniture, work, homework, progress, luggage^o The first part

Hard No news work is is good good news.for you.toothbrush = a

' Write compound both parts are very short:

homework, bedroom, toothbrush

Practice IAB Choose the correct form of the verb.

I People is/are always ready to criticise.

2 Antique furniture cost/costs a lot.

A Complete the table. 3 The news from the war zone is/are not good. 4 Your hair look/looks really nice!

                 Singular                    Plural                           5 The police has/have asked for volunteers.

1

C Combine words from boxes 1 and 2 to make 2     compound nouns.

3

4 5

6

7

8

9

10

Key facts about pronouns

1 He/she/it/they

These pronouns replace people or things that have already been referred to.

Jane's a police officer. She loves her job.

1/we/you     Boys and I (written with a capital I) refers to the person girls, you to I wantlisten speaking; we refers to more than one person   to me. speaking; you refers to the person or people spoken to.

I'm hungry; make me a sandwich for my lunch.

We have a dog; it lives with us; it is our pet.

You must take money with you on your journey.

•   Use you for one person or for several people:        11 John, you are a real friend.

Boys and girls, I want you to listen to me.

•   Parts of be, have, etc., can join with pronouns: I'm, you're, he's, they're, I've, she'd, we'll

•   Distinguish between its— a house and its garden; and it's — it's [it is] a nice house)

-self/-selves

•   Use -self/ -selves when subject and object are the same.

They like to enjoy themselves at weekends. Make yourself at home!

' The -self/-selves form is also used for emphasis.

Nobody helped me. I did it myself!

The house itself is small, but the garden is big.

Note: by myself = alone, without help

Special uses of the pronoun it

•   The pronoun it is used in many patterns: It's raining, it's a nice day, it's 2 0'clock.

It's easy/hard/difficult to know what to do.

Note the pattern with there:

There's a lot to do; there's a spider in my bed.

•   Use object pronouns as direct and indirect objects:

    DIRECT       He loves me.

INDIRECT Tell me a story.

After explain and say, use to me:

Explain this to me; say hello to your grandma.

5 PossessivesB Choose the correct word.

Use my, etc., with a following noun:                       1 This bike belongs to me. It is my/mine bike.

Your hair looks nice; I don't like my hair.                       2 Mary's my sister, so I'm his/her brother.

Use mine, etc., when no noun follows:                          3 We really enjoyed us/ourselves at the disco.

Yours is much nicer than mine. 4 Have the girls finished her/their homework? 5 Did you get a letter from Alan and I/me today? 6 Is this John's work, or is it your/yours?

2

Revievv 1

Correct the mistakes in these sentences.

1                   X Did she go to the party by her own?

2                   X Its time to give the cat it's dinner.

3                   X Look after yourself, children! 4 X Explain me the difference between ifand when

5    X Is this your hairs' brush?

6    X It's not much bread left.

7    X Did Kate say you where she was going?

8    X Your house is bigger than our.

Key facts about

Determiners often identify, and describe distribution and quantity. They come before nouns

1 Identifying

They answer the question Which one(s)?

I'm looking for a book.

I'm lookingfor the book that my dad bought me. Is this the book you want? (i.e. this one here) No, I want that book. (i.e. the one further away) a(n)/the

' a(n) is not used in plural statements:

A dog is a good pet or Dogs are good pets.

• Use some as the plural of a(n) for an unspecified number or quantity: I bought an overcoat and some shirts.

some/any/no

•   Use some in positive statements and in questions expecting the answer yes:

There's some milk in the fridge ifyou're thirsty. Would you like some biscuits with your milk?

' Use any in negative statements and in open questions:

There isn't any milk in the fridge.

Do you have any mineral water instead?

•   Use no if you want to emphasise the negative: You're wrong: there's no milk in the fridge!

' Use some-/any-/no- (and also every-) with      -thing/-one/-body/-where.

Shh! Don't say anything to anyone! Let's go somewhere different for our holidays

this year.

Practice 2

A   Put in dan or the where needed.

French people shake . . . . hands more often than . . . . English do.

Moon goes round . . . . Earth. Let me give you . . . . piece of advice: don't accept . . . . sweets from .... strange men!

When I was . . . . boy, we always had . . . . eggs for breakfast.

What time do you leave . . . . home in . . . . morning? If is . . . . poem by . . . . English writer.

B    Add some, any or no to these sentences.

I There's . . . . point in telling me; I can't do thing about it.

body's been smoking! I can smell it!

 I have coffee but . . . . milk, so you'll have to drink

it black.

Shall I make . . . . more popcorn for you?

I know hardly . . . . body at this party.

Revievv 2

A Correct the mistakes.

I X Are these money yours?

2    X There aren't no cakes left. The cat has eaten all them.

3    X We do any shopping every weekends.

4    X I have three sons and they are both crazy.

5    X Have you lived here your all life?

6    X Why do French always shake the hands when 'i they meet?

B Replace the underlined word with the word in brackets, and change the sentences as necessaryn 1 I need a few more minutes [time].

2                    You should eat fewer potatoes [bread].

3                    There aren't many chairs in here [furniture]. 4 I haven't much homework to do [exercises].

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They one(s)?

afraid,

shoe

Adjectivals come...

• immediately before a noun: a silly mistake; the best computers; two new red cotton dresses

' after verbs like be, seem, look, feel:

I am cold; it seems stupid; she looks happy.

These adjectives can only come after a verb: afraid, ashamed, asleep, awake, glad, ill, well I felt ill yesterday, but I'm well again now.

As I'm afraid of the dark, I stayed awake all night.

You look cold.

1

39

3 Numbers

Making comparisons

' Add -er/-est to_ most one-syllable adjectives, and to two-syllable adjectives ending in -le, -ow and -er.

big—bigger, simple—simpler, lovely—lovelier The Taj Mahal is older than the Eiffel Tower. Who is the youngest member of the team?

•   Otherwise (or if you are not sure), use more/ most: more difficult, most interesting.

Health is more important than money.

These are irregular:

good-better-best, bad-worse-worst, little—less—least, much/many—more—most

42

Patterns with adjectives ' With the verb make:

He made me very angry.

•  

•   In the pattern It is + adjective + to do:

This puzzle is too difficult for me to solve.

•   ending in -ed and -ing:

What a boring programme!

Oh, aren't you interested in football?

Defining clauses

' Clauses which define the subject begin with the pronoun that:

He's a man that knows everything.

I have a car that makes a loud noise.

When the clause defines the object of the verb, leave out the pronoun that: Mary is the girl + I told you about her — Mary is the girl (that) I told you about. That is the car + I sold it to Charlie — That's the car I sold to Charlie.

• Who (for people) and which (for things) are less commonly used:

He's a man who knows everything.

That's the car which I sold to Charlie.

Whose is used to show possession:

Are you the man whose car was stolen?

Adjective order

• Determiners and numbers come first:

all these big green apples      That's steak, yoursir. my first important assignment ' Order of adjectives is usually:

1     quaiitŸ   beautiful dirty, "ice

2     size             big, little, small

3     age/heat    old, )'0üngž cold

What's this 4 shape          square, round       tiny round 5 colour             blue, red, dark      red thing?

6      origin      French, Victorian

7      material    metal lastic, cottoti

A big old Victorian house.

A beautiful round red metal ball.

Practice e

A Put the following in the correct 1 school/my/all/old/photos

2    dining/French/several/old/tables

3    wildlife/Mike's/African/first/safari

4    pretty/Brazilian/young/a lot

5    tennis/cotton/white/a pair

B Make comparisons like the Example: English—Japanese

English is easier than Japanese.

1                    Japanese—English

2                    Walking—jogging

3                    Thirst—hunger

4                    Health—money

5                    Half a loaf—no loaf at all adjectives. green asleep sure

old

still mad

as in the example. me a book. This is the

you bought me.

I am the girl

I am the only one bank. She's the one . . . . . a man. He's the man breakfast. This is the cat

Review

Correct the following sentences. There may be more than one mistake in each sentence. 1 X Never wake up an asleep tiger.

2    X It's the most biggest stadium of the world!

3    X Are you the man who's cat ate my breakfast?

4    X I am interesting in football. I go to all the matches.

5    X Today is the twenty-two of June.

6    X Angela is the more intelligent person I know.

Key facts about prepositions

place time

method manner possession

4

' After a preposition, use the -ing form of the verb:

good at swimming, tired of waiting

' After a preposition, use the object form of the pronoun:

for them, without her, near us

•  

look for an answer, depend on others, talk about the weather, kind to animals

•   Prepositions can come at the end of a question or a defining relative clause: Is this the book you were referring to? What are you talking about?

in/into/inside

' Use into to make clear the idea of moving and entering:

We walked into the room; there was nobody in the room.

Inside is more precise than in and always refers to an enclosed space:

Stay inside the car, there are dangerous animals outside.

over/under; above/below ^o Over and under describe vertical position: A plane flew over the house; we sat under a tree.

' Above and below simply say that one thing is higher than another:

above average height, below sea level

2 Timein

Use

Time prepositions answer the questions and How long?by

to/at/past

Use to, at and past to tell the time:

quarter to three, halfpast seven, at Also at night, at the weekend on

Use on with days and parts of the day and with dates:

on Friday(s), on Monday afternoon, on the fourth ofJuly

since/for

• Use since to describe the starting point of an action:

I've been waiting since two o'clock. ' Use for to describe the length of time of the action:

I've been waiting for two hours.

until (till)/during

•  Until (or till) means up to a point in the future:

What happened to you? We waited for you until ten o'clock.

•  During means after the start and before the finish of an event.

Passengers are requested to switch off mobile phones during the flight.

Practice 4A

A Choose the correct prepositions.

John walked (l) across/in the road, (2) past/to the church and (3) at/round the corner. Then he

went (4) along/up the steps and (5) down/over the bridge. He walked (6) through/over the garden and (7) under/across the grass until he reached the footpath. Then he went

(8) through/along the footpath, jumped (9) under/over the gate and went (10) into/at the bank.

B Complete the sentences

I (It is 12 now! It was 7 when I had breakfast.) I last ate . . .. seven o'clock. I haven't eaten seven o'clock. I haven't eaten . . . . five hours.

2 I was born . . . . 1980. I was born . . . . Friday

7 July at 3 0'clock . . . . the morning!

These words are used to describe other relationships — of purpose, method, manner and possession.

3 Purpose for

•  Use for to describe why something is done:

This knife is for peeling potatoes.

I've bought some medicine for your cold.

•  Also, use for to describe support:

Did you vote for the Republican candidate? ' The opposite of for is against: I am against the idea of closing the street to traffic.

4 Method by/with/without

Use by/with/without to describe how something is done:

I opened the window by breaking the glass.

Can you open a bottle with your teeth? I can do it without any help from you!

Also, use by to describe authorship:

'The Street Lawyer' by John Grisham

5 Manner like/as

•   Use like to compare:

He fights like a tiger when he is angry.

•   Use as with adjectives:

I'm as hungry as a horse.

6 Possession of

• Use ofto describe possession:

the symphonies of Mozart, a man ofproperty

' Also, use ofto describe materials and quantities: made ofwood, a glass of water

Note also the following:

Subject matter about/on

a book about web page design, a lecture on Turkish ceramics

          Origin                from/out of

This lamp was made from (out of) a     bottle.

          Comparisons     than

My father is stronger than yours.

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Review 4

A     Correct the mistakes in these sentences.

B     Match the phrases.

1                  A hammer is used a) on other people.

2                  He started his car b) without moving his lips.

3                  John eats             c) for driving in nails.

4                  She made a model d) by turning the key.

5                  I hate to depend e) out of yoghurt cartons. 6 He can talk f) like a horse.

Key facts about verbs

Verbs describe the time of an event and our viewpoint or attitude to the event.

Actions and states

Verbs can describe:

•

' mental actions — think, dream, worry, wonder I wonder if there is life on other planets.

• states — be, seem, appear

You seem very sad today. Are you all right?

Time

Verbs describe time (past, present, future):

I lived in Rio for years; now I live in Sao Paolo.

Viewpoint

Verbs show whether the action is finished or unfinished, whether its outcome is certain or uncertain, etc.

•                 I've lost my home.

(present result of past action)

•                 Now I'm living with friends. (an unfinished action) • It might rain later.

(predicting an action)

•                

(expressing intention)

•                 He's stupid. (permanent state)

He's being stupid. (temporary state)

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1 Simple and continuous tenses

(For more information see Grammar file 3)

• There are two simple tenses (present and past) — Present: talk (talks with he/she/it) Fashions come and go.

Mary works ill Cardiff; she teaches maths.

— Past: talked

The movie started half an hour ago.

— Parts of be and have:

It is raining. It has rained every day this week!

John has been working hard.

— Modals, e.g. will, must, can/could, may/mighfr. He must leave soon; he could come back later.

2 Forming questions

• Invert subject and verb:

It is raining— Is it raining?

He must leave — Must he leave? Where have you been?

' Use parts of do in the simple tenses:

Where do you live? Where does she work?

What did you do last night? Why didn't you call?

3 Forming negatives

• Add not (n't)

It is not (isn't) too late to go out. I can't believe it.

I haven't done much work today.

• Use parts of do in the simple tenses:

I eat vegetables — I don't eat meat.

He plays soccer — He doesn't play rugby. We drank coffee — We didn't drink tea.

4 Short forms

• Parts of be, have and modals (e.g. can, must) join with not: is + not = isn't had + not = hadn't can + not = can't

Note: will + not = won't

' Use short forms in speech and informal writing short answers

Does Carrie live here? No, she doesn't. question tags

Expecting yes: You're Harry, aren't you?

5 Irregular verbs (See

• There are about

e.g. speak, spoke, spoken:

I speak French.

I haven't spoken

• The main patterns ABC where the three e.g. speak, spoke,

ABB where two parts

e.g. find, found,

AAA where all three

e.g. put, put, put

Practice 5

A    Complete the table.

B    Complete the questions.

1    I went to the movies last night. Where did you go last night?

2    I live in an apartment. Where

3    I had steak for dinner. What . . . . ?

4    I can speak three languages. How many 5 I go to work by car. How . . . . ?

6    I use Word 6. Which program . . . . ?

7    I have done nothing today! What . . . . ?

C How many correct forms can you make from these tables?

1                                      has              'move

It               been          -moVing will

2                                      Does           work?

           Did                                  Works?

           Has                                   WOEking?

RÑOrked?

Correct the following sentences. There may be more than one mistake in each sentence.

1 X What John does? He teachs physics. 2 X I'm tired: I've been work hard.

3                   X Must we to stay in?

4                   X Why this watch doesn't works?

5                   X You're a student, isn't it? 6 X Can you telling me the time, please?

7    X This box is measuring 200cm by 300cm.

8    X Do you live here? Yes, I live.

Key facts about tenses

This chapter covers the main uses of the simple present, simple past, continuous and perfect verb forms and ways of expressing the future.

1 Simple present

Fish swim, birds fly. I work in an office.

• Use the present simple:

— to make general true statements

 The earth goes round the sun.

— with verbs that describe mental states, possession, measurement, appearance: Do you understand? I think she's crazy.

 This belongs to me. It looks like a bomb.

— to describe timetabled or fixed events: The exams start next Monday.

2 Simple past

Time: before now Viewpoint: a completed act

• Use the simple past:

to make statements about the past The police wanted to know how the started. to tell a story

' Use used to to emphasise a past

I used to like rock, but now I prefer

9

3 Continuous tenses

Time: shown by part of be (is/was/has been, etc.)

Viewpoint: an unfinished action, one in progress

• Use a part of be with the -ing form of the verb:

She's waitingfor her friend to arrive. I was leaving when the phone rang. ' The present continuous describes: things happening now or in this period of time:

I'm not feeling well.

— something planned to happen soon:

We're all going to a party tomorrow night.  a temporary situation:

Why are you being so difficult?

9

4 Perfect tenses

Time: between a point in the past and now, exact time is not given

Viewpoint: result of the action more important than the time when it happened

• Use has/have + the past participle:

Look, Anna has left her books behind! Have you seen George lately?

' Use the continuous form if — the action is still going on:

I have been waiting here for ages!

— you can see the results of a recent action:

It has been raining: the roads are still wet.

• Use had for the past perfect:

I noticed that Anna had left her books behind. If I had left later, I would have missed my bus.

5 Ways of expressing the future Time: later than now

Viewpoint: fixed, planned, predicted, etc.

•  Use will in statements of fact:

It will snow soon.

Ifyou sit down, you will be more comfortable.

•  Use present simple for a regular planned event: The concert starts at 8, and finishes at 10.

•  Use present continuous for a planned but not regular event:

A new supermarket is opening next week.

• Use going to to make personal predictions: It's going to snow. Just look at the sky! to emphasise intentions:

Charlie says he's going to drop out of college.

Practice 6

A Choose the correct form to complete the sentences.

1   What (do you do/are you doing) with a bottle opener? I'm going to open a bottle, silly!

2   What (do you do/are you doing) with a bottle opener? You open bottles, silly!

3   Why (don't you work/aren't you working)? It's my coffee break.

4   Why (don't you work/aren't you working)? I don't need to, I'm rich.

5   This bottle (holds/is holding) 2 litres.

6   We (hold/are holding) a meeting later on.

B Make sentences by matching 1-4 with a-d.

1    Are you coming to the party a) tonight

2    Everybody's going to the party b) every Friday

3    I go cycling    c) on Friday

4    I'm going cycling         d) most Fridays

C Match 1-4 with a-d.

I I wanted to see Ann but

2                   You can't see Ann because

3                   1 managed to see Ann just as 4 1 managed to see Ann just before

a)                 she left.

b)                 she was leaving.

c)                 she has already left. d) she had already left.

D Match 1—4 with a-d.

1 Ann has been in bed 2 Ann always used to go to bed

3 Ann was just going to bed 4 Ann never goes to bed

a)  at 9 0'clock.

b)  before setting her alarm clock.

c)  since 9 0'clock.

d)  when the phone rang.

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Review 6

Correct the following sentences. There may be more than one mistake in each sentence.

I X I'm not sure what is the H standing for in H20.

2                    X We go to Rome last year and see the Vatican.

3                    X I was being a good singer when I was younger. 4 X 'I've lost my purse.' 'What is it looking like?'

5 X When was the Golden Gate bridge erecting? 6 X 'Why we won't go shopping tomorrow?' 'OK.' 7 X Do you think it rains this evening?

8 X I'm waiting for you since long time.

You don't

— to express obligation:

You must say nothing; you mustn't tell anyone!

— to express a positive logical deduction

He must be ill: he hasn't eaten anything.

•  

•   Use have/had (got) to for other tenses: We had to walk to school when I was young.

to express no obligation:

You don't have to tell me; I already know. should/ought to

•   Use should/ought to

— to say you expect something to happen:

Ifyou turn the key, the engine should start.

— to say it is better to do/not to do something:  You shouldn't eat so much chocolate!

can (past and conditional: could)

•   Use can/could to express ability/possibility:

I could read when I was only three years old. to express a negative logical deduction: You can't be serious! You must be joking! to make a polite request:

Could you pass the salt, please? may/might

' Use may/might

— to say you are not certain if something will happen or not (might is less certain than may):

I may see you tomorrow if I'm not too busy. I might see you tomorrow, but it's very unlikely.

— to express a polite request or ask permission: May I have another cake, please?

Key facts about conditionals

A conditional sentence has at least two clauses, one containing a condition and the other containing a consequence.

Tenses in conditional sentences

• Use clauses beginning with ifto say how the condition leads to the consequence:

in the world as it is: Ifyou kiss me, I'll scream. in the world as it might be (but isn't): If I

had a million dollars, I would buy a yacht. in the world as it might have been (but wasn't): IfI had gone to university, I would be rich now.

Where if means every time, use the present simple in both parts of the sentence: Ifyou heat water, it boils.

Key facts about passives

Use part of be + the The road has been

The car was

' Use the passive to put the most Several bystanders were (rather than bystanders.') when the person important,

 If it rains, the

Note how the indirect object can passive sentence: They never

Someone sent him a

Key facts about gerunds and infinitives

' Gerunds can be the subject or the object:

Walking is good for you. I enjoy walking.

Use the gerund:

— after prepositions

She's very good at remembering dates.

— after certain verbs, e.g. dislike, enjoy, keep on: We just kept (on) working.

— in the expression It's no use/good.

It's no good talking to him. He's deaf

•   Use the infinitive without to:

— after modals:

I must go. I can't wait any longer.

— after let and make:

Please let me go. Don't make me stay here.

— with 'sense' verbs (feel, hear, see, watch): I felt someone touch my shoulder.

Use the infinitive with to

— to express intention:

I work long hours to pay my children's school fees.

after certain verbs, e.g. agree, decide, hope, promise, teach, want, wish:

I want to learn to drive. Please teach me to drive.

•   Some verbs may be followed by the gerund or by the infinitive with a change of meaning: We stopped to ask the way./Please stop talking. Did you remember to put the cat out?/l don't remember buying this dress!

In other cases there is very little difference of meaning:

I hate writing letters./l hate to say this, but . . . It started to rain./lt started raining at dawn.

Practice 7

A Use can't be, must be, can't have or must have in these sentences.

1    How old is Linda? She has grey hair, so she over 40.

2    Who took the file? It been Joe, he's the only one with a key to the filing cabinet.

3    She over 40! I'm older than her and I'm only 35.

4    Who took the file? It             been Alicia. She doesn't have a key.

B Use mustn't or don't have to in these sentences.

I You . . . . come with us if you don't want to.

2    You can look at my toys, but you . . . . touch anything.

3    It's a secret, you . . . . tell anyone else, OK? 4 You . . . . shout, I'm not deaf.

C     Use should/shouldn't be to say what's wrong.

D     Choose the correct phrase to complete the sentences.

1                   He's good at . . .               a) . . playing the guitar

2                   Let them . b) to play the guitar 3 Just keep on c) . . . play the guitar

4                   I dislike . . .

5                   Julia hates . . .

6                   We enjoy . . .

7                   You can't make me 8 I'd like .

Revievv 7

Correct the following sentences. There may be more than one mistake in each sentence.

1 X Did you enjoyed to dance with my girlfriend? 2 X If you will not be busy, I might to can see you later,

3 

4  X If there will not be enough enrolments, the course will cancel.

5  X We saw that the door was locked, so we can't get in,

6  X To us was not told the truth.

7  XI saw the car to crash into a wall.

Can you talk a little less loudly?

' Adverbials say something more about the action or state described by a verb: Note: hard-harder, fast-faster, well-better, badly-worse run quickly, be in trouble Tea tastes better if you don't add sugar.

They modify adjectives:        c,ÞN good — very good; nice — quite nice;LITTLE great — really great

^o They relate to manner: the question How? place: the question Where (to)?

time: the questions When? How long? frequency: the question How often?

Adverbials can be:

— a word (i.e. an adverb) You should always tell the truth.

— a phrase He spoke in an American accent. — a whole clause I go to bed when I am tired.

1

1 Manner

•  Add -ly to adjectives:

sad—sadly; happy—happily; terrible—terribly I am happy to tell you/l will happily Good changes to well; hard and fast

He's a good driver: he drives well.

He drives carefully; he never drives

•  Avoid putting the adverb between its object: She quickly left the room; not She left the room.

•  Note the position of the adverb in verbs using have and be or modals:

He has definitely left the building.

They were carefully counting the

She will probably make a mistake.

You might easily have missed the bus.

•  An adverbial at the beginning of a sentence is like a comment on the whole sentence: Gently, Sarah picked up the injured bird.

On the whole, I think women are better drivers.

2 Place

•   The most common adverbials of place are here and there: Bring it here.

Here it is!

Put it over there.

There's a hole in your shirt.

•   Many adverbials of place are phrases:

Why did you hang mother's picture upside down?

You've got your T-shirt on back to front.

' Words ending in -wards relate to movement: The rope swung backwards and forwards.

3 Time

• Time adverbials can relate to a point of time:

See you tomorrow at six in the morning. — a length of time:

Will you stay in London the whole week? The order of time adverbials is usually: from the particular to the general I was born on Friday, the fifth ofJune, 1985. how long, how often

The Board meets for an hour every morning. day + time (focus on the time) Let's meet on Friday at 9. — time + day (focus on the day) Let's meet at 9 on Friday.

The normal order of adverbials is manner, place and time: He went quietly out of the house at midnight.

4 Frequency                                                                                                                                                                 She doesn't lose her temper often, but when she does ...

•    Frequency adverbs range from never through sometimes and often to always:

I've never liked tea; I always drink coffee.

•    The normal position is before the part of the verb that carries the main meaning:

You can usually identify a bird by its song.

•    Put adverbs of frequency at the beginning or end of the sentence if you want to draw attention to them:

Usually, birds don't sing in the wintertime (but there are some exceptions!)

She doesn't lose her temper often (but when she does

•    If you put seldom or rarely at the beginning of the sentence, invert the verb: I have seldom heard such nonsense, but Seldom have I heard such nonsense!

A note on adverbial clauses

•   Adverbial clauses of place are introduced by: as far as, where, wherever, everywhere This is as far as I go.

We will find him wherever he may be.

•   Adverbial clauses of time are introduced by:

after, as, as long as, as soon as, before, now that, once, since, until, when, whenever, while

Stay as long as you like. Go before it gets dark.

•   Other adverbial clauses are introduced by: although, as far as, as long as (providing), as if; because, in case, so that

You look as ifyou had seen a ghost!

2

Practice 8

A   Complete the table.

B   Match each verb with an adverb.

1    breathe       a) brightly

2    shine          b) clearly

3    sleep          c) deeply

4    speak         d) patiently

5    wait e) softly

6    whisper      f) soundly

C Match each verb with an adverb.

E Choose the correct expression.

I Take your umbrella (in case/so that) it rains.

2 Let's go (before/until) he changes his mind!

3 This dog follows me (where/wherever) I go.

4 Are you ill? You look (as if/as) you have flu.

5 Wait here (while/since) I go to the bank.

6 You can stay (as long as/as far as) you like.

F Match the numbers with the

sentences.

I

a) on business b) apparently c)

2 She

                 a) always b) in the morning c) much better 3      sleep    

4 You should park                        

                     a) after dark b) without lights c) never

D Put the adverbials into these sentences.    

1    Haven't you seen an elephant fly? (ever)

2    Make sure you close the door. (quietly)

3    He doesn't make such a fuss. (usually)

4    We stay in bed late on Sundays. (always)

5    Where's Jane? She's in her study. (probably)

6    John has gone out. (just)

2

Revievv 8

Correct the following sentences. There may be more than one mistake in each sentence. 1 X Barbara speaks fluently French.

2   

3    X John works very hardly; he takes never a holiday.

4    X Have you still finished your homework?

5    X I would go never by car to work.

6    X Be carefully when you ever cross the road.

QI   make and do?

Make

•  Literally, make describes creating or producing something from raw materials: I made a model house out of toothpicks.

•  We use make metaphorically in expressions like: make a mistake, make friends, make a noise.

Common expressions with make make a profit/loss, a Phone call, a speech, a decision, an impression, a fuss, an appointment, suggestion, an excuse, a complaint, an Offer, a plan, arrangements, changes, progress

Do

•  Literally, do describes performing an action on something which already exists: do a crossword, do your hair (i.e. brush it).

Common expressions with do do your hair, your best, your duty, well, someone å favour, businesŠ, a good job, harm, he/some shopping; (t will do yÒLi goo

Q2 How do I use get/have something done?

' Use this pattern when you ask or pay someone else to do a job for you: I need to get/ have the car serviced.

Where do you get/ have your hair done?

•  Use the pattern with get for something you will do yourself, but which will take a lot of effort:

I really must get this essay finished!

• If you name the person, the pattern is: I must get Mervyn to service my car or (less usual)

I must have Mervyn service my car.

3

Q3 say and tell?

•  To tell is to inform or to order (include the person who is being told):

Tell me your name. Tell the children to be quiet.

Note the expressions: tell a story, tell the time.

' To say is to utter words:

The children said 'Thank you, grandma!' Grandma said 'I am very proud ofyou!

•  We can also report what has been said: The children said thank you to their grandma, and grandma said that she was very proud of them.

Note the different pattern:

I told her (that) / was upset.

I said to her (that) I was upset.

3

Q4 What's the difference between still and yet?

They both mean 'up to the present time'.

' Still describes something that has been happening, and may be continuing:

I still work for IBM.

Do you still love me?

' Yet describes something that hasn't started (or may not have started) to happen, so it is used only in negative statements and questions:

The morning post hasn't arrived yet. Has the dog been fed yet?

•  Use still (with stress) in negative statements to express surprise:

Unbelievable! The post still hasn't arrived!

Q5 which? and what?

•  Use which? to ask which one(s)? (from a known set of objects).

We've got three kinds of apples. Which (ones) do you want?

Which John Grisham novels have you read?

•  Use what? to ask a general question:

What (kind of) novels do you enjoy reading?

Q6 What is the difference between like doing and like to do?

' Like doing focuses on a regular habit: I like reading.

' Like to do focuses on each example of the activity:

I like to read for an hour before Igo to sleep.

Use only to do after would like: What would you like to eat? I'd like to order a pizza.

Q7 What's the difference between must and have (got) to?

•  Must expresses an obligation from within you: I must remember to buy a birthday card for my sister.

•  Have to expresses an obligation from outside: The teacher says we have to (we've got to) work harder.

Note: mustn't expresses an obligation not to do.

Don't have to means there is no obligation to do.

You must be nice to her, but you don't have to like her!

Q8 What's the difference between ought to and should?

' Ought expresses what you feel you owe to other people (ought is an old past form of owe).

•  Should expresses what you feel you owe to yourself.

Q9 When do I use shall?

•  Shall is usually used only with Ior we. The most common use is in questions:

Shall I open the window? Shall we go now?

Q 10 What's the difference between very and too?

' Very expresses a higher degree of a quality: This tea is hot; in fact, it's very hot.

• Too expresses an unacceptable degree: If it's very hot, I can still drink it, but if it's too hot, I can't drink it.

3

Common errors

Now that you have almost completed the book, see how many of these common errors you can correct. There may be more than one mistake in each sentence.

1      X John is teacher.

2      XI fell and broke the leg, so I must to go to hospital.

3      X I go always to the work on bus.

4      X Nobody helped me: I did it all by my own.

5      XI never said nothing to nobody.

6      X What time the bus leaves for Oxford?

7      X Why you don't get your hair cutting?

8      X She left house without saying me goodbye. 9 X I am waiting since ages! Where you been?

3

hour!

18   X Jack should be here an hour ago, and he hasn't still arrived!

19   XI am very interesting in Indian music.

20   X Have another drink: it won't make you no harm.

38

B Adjectives followed by particular prepositions

absent from account for come from

Use the -ing form of the verb after a preposition:

I don't believe in getting up early.

I wouldn't dream of doing that!

Simple tenses

Perfect tenses Passives

brokebroken chosechosen drovedriven forgotforgotten  frozefrozen spokespoken

                                                                                                                   wore                    worn

shaken taken

Continuous passives are possible but not common:

Something is being done. We were being criticised.

4

3 Changing to -e- in simple past tense

blow blewblown draw drewdrawn fallfellfallen fly  flew flown go went gone grow grew grown know knew known throw threw thrown

4 Changing to -i- in simple past tense

bite bit  bitten do diddone hide hid hidden

This verb is also ABC but does

categories: show showed shown

Pattern ABB

1   Ending in -d

have had hear           heard hold       held lay laid make         made paid said sell       sold stand stood tell      told feed  fed lead led read read find          found

4

2   Ending in -t

3 Ending in -ought/-aughtPattern AAA

bring broughtbroughtbet buy boughtboughtcost catch caught caughtcut fight fought foughthit teach taught taughthurt think thought thoughtlet put set

run beat

Answers

1 Nouns and pronouns

Practice: IA

A 1 woman 2 lives 3 foot 4

7 matches 8 books 9 tax 10 trees

B    1 are 2 costs 3 is 4 looks 5 have

C    1 armchair 2 bottle opener 3 greenhouse

4 matchstick 5 police car 6

8 telephone directory 9 wristwatch

Practice: 1B

1 memy mine you you your yours he him hishis she her her hers it it its we usour ours they them their theirs

B 1 my 2 her3 ourselves

Review 1

1  Did she go to the party on her own/by herself? 2 It's/lt is time to give the cat its dinner. 3 Look after yourselves, children! 4 Explain to me the difference between if and when. 5 Is this your hairbrush? 6 There's not/There isn't much bread left. 7 Did Kate tell you/Did Kate say where she was going? 8 Your house is bigger than ours.

2  Determiners

Practice 2        

A 1 French people shake hands more often than the English do/than English people do. 2 The Moon goes round the Earth. 3 Let me give you a piece of advice: don't accept sweets from strange men! 4 When I was a boy, we always had eggs for breakfast. 5 What time do you leave home in the morning? 6 Ifis a poem by an English writer. B 1 There's no point in telling me; I can't do anything about it. 2 Somebody's been smoking! I can smell it! 3 1 have coffee but no milk, so you'll have to drink it black.

4 Shall I make some more popcorn for you? 5 1 know hardly anybody at this party.

Review 2

A 1 Is this money yours? 2 There aren't any cakes/There are no cakes left. The cat has eaten them all/all of them.

3 We do some shopping every weekend. 4 1 have three sons and they are all crazy. 5 Have you lived here all your life? 6 Why do the French/Why do French people always shake hands when they meet?

B 1 1 need a little more time. 2 You should eat less bread. 3 There isn't much furniture in here. 4 1 haven't many exercises to do.

3 Adjectivals

Practice 3

A 1 all my old school photos 2 several old French dining tables 3 Mike's first African wildlife safari 4 a lot of pretty young Brazilian girls 5 a pair of white cotton tennis shorts B (Sample answers) I Japanese is more difficult than English. 2 Walking is healthier than jogging. 3 Thirst is worse than hunger. 4 Health is more important than money. 5 Half a loaf is better than no loaf at all. C 1 fall asleep 2 go mad 3 grow old 4 make sure

5 stand still 6 turn green

D 1 1 am the girl (that) you wrote to. 2 1 am the only one who/that can speak Chinese. 3 She's the one who/that works in a bank. 4 He's the man (that) I told you about. 5 This is the cat that/which ate my breakfast.

5

Review 3

I Never wake up a sleeping tiger (a tiger that is asleep). 2 It's the biggest stadium in the world! 3 Are you the man whose cat ate my breakfast? 4 1 am interested in football. I go to all the matches. 5 Today is the twenty-second of June. 6 Angela is the most intelligent person I know.

4 Prepositions

Practice 4A

A                  I across 2 past 3 round 4 up 5 over 6 through 7 across 8 along 9 over 10 into

B                   1 1 last ate at seven o'clock. I haven't eaten since seven o'clock. I haven't eaten for five hours. 2 1 was born in 1980. I was born on Friday 7 July at 3 0'clock in the morning!

Practice 4B

I a present for/on your birthday 2 a painting by Rembrandt 3 a table made of/from wood 4 an old man with a grey beard 5 a car that goes like the wind 6 a book about dinosaurs 7 a building taller than the Eiffel Tower 8 a peace march against the war 9 1 am very proud of my daughter. 10 He is very good at football. 11 Did you pay for the meal? 12 Does this pen belong to you? 13 Bill looks exactly like his father! 14 1'm not used to eating spicy food. 15 Do you believe in ghosts?

Review 4

A                   1 Please be home by 10 pm at the latest! 2 1 have been waiting for two hours. 3 John got tired of waiting, so he went home. 4 Our friends were late, so we went without them. 5 What did you do at the weekend? 6 12.50 is the same as ten to one. 7 We arrived at the hotel after           midnight.

B                   Ic 2d 3f 4e 5a 6b

5 Verbs 1: Form

Practice 5

1                findfoundfound

2                catch          caughtcaught

3                fallfell       fallen

4                put            put          put

5                seesaw      seen

6                writewrote          written

7                tell             told          told

8                taketooktaken

9                meetmet              met

10             cost            cost         cost

B 1 Where did you go last night? 2 Where do you live? 3 What did you have for dinner? 4 How many languages can you speak? 5 How do you go to work? 6 Which program do you use? 7 What have you done today? C 1 It has moved — It has been moved — It has been moving — It will move 2 Does she work? — Did she work? — Has she worked? — Is she working?

Review 5

1 What does John do? He teaches physics. 2 1'm tired: I've been working hard. 3 Must we stay in? 4 Why doesn't this watch work? 5 You're a student, aren't you?

6 Can you tell me the time, please? 7 This box measures 200cm by 300cm. 8 Do you live here? Yes, I do.

6 Verbs 2: Tenses

Practice 6

A I are you doing 2 do you do 3 aren't you working

4 don't you work 5 holds 6 are holding

B      1 + a/c 2 + a/c 3 + b/d 4 + a/c

C      Id 2c 3b 4a

D      lc 2a 3d 4b (a is also correct)

Review 6

1 1'm not sure what the H stands for in H20. 2 We went to Rome last year and saw the Vatican. 3 1 was a good singer when I was younger. 4 'I've lost my purse.' 'What does it look like?' 5 When was the Golden Gate Bridge erected? 6 'Why don't we go shopping tomorrow?' 7 Do you think it will rain/it's going to rain this evening? 8 1've been waiting for you (for) a long time.

7 Verbs 3: Other forms

Practice 7

A                  1 must be 2 must have 3 can't be 4 can't have

B                   1 don't have to 2 mustn't 3 mustn't 4 don't have to

C                   1 should be 2 should be 3 shouldn't be 4 shouldn't be D la 2c 3a 4a 5a orb 6a 7c 8b

Review 7

1 Did you enjoy dancing with my girlfriend? 2 If you are/you're not busy, I might be able to see you later. 3 If you're very good, I might let you come with me. 4 If there aren't enough enrolments, the course will

be cancelled. 5 We saw that the door was locked, so we couldn't get in. 6 We were not told the truth. 7 1 saw the car crash into a wall. 8 Adverbials

Practice 8

A                  I nicely 2 useful 3 angrily 4 terrible 5 really 6 easy

B                   lc 2a 3f 4b (e also fits) 5d 6e

C                   lc 2e 3b 4a 5f 6d

D                  1 Haven't you ever seen an elephant fly? 2 Make sure you close the door quietly. 3 He doesn't usually/He usually doesn't make such a fuss. 4 We always stay in bed late on Sundays. 5 Where's Jane? She's probably in her study. 6 John has just gone out.

E                   I in case 2 before 3 wherever 4 as if 5 while

6 as long as

F I Apparently he has been abroad on business. 2 She always works much better in the morning. 3 1 never sleep well in a strange bed. 4 You should never park without lights after dark.

Review 8

I Barbara speaks French fluently. 2 Try to think more carefully in future before you speak/ln future, try to think more carefully . 3 John works very hard; he never takes

a holiday. 4 Have you finished your homework yet? 5 1 would never go to work by car. 6 Be careful whenever you cross the road.

9 Frequently asked questions

Common errors

I John is a teacher. 2 1 fell and broke my leg, so I must go

to hospital. 3 1 always go to work by bus/on the bus.

4                   Nobody helped me: I did it all by myself/on my own.

5                   1 never said anything to anybody. 6 What time does the bus leave for Oxford? 7 Why don't you get your hair cut?

8                    She left the house without saying goodbye to me.

9                    1 have been waiting for ages! Where have you been? 10 Here's a picture of a dog and its owner. Il Do you believe in ghosts? 12 Alicia: I don't like people who/that smoke. 13 Philip: Neither do I. 14 You shouldn't have eaten so many potatoes. 15 She is the most beautiful girl I know. 16 If I were you, I would listen to your father's advice. 17 1 did my homework in less than an hour! 18 Jack should have been here an hour ago, and he still hasn't arrived! 19 1 am very interested in Indian music. 20 Have another drink: it won't do you any harm.

6

P E N G U I N Q UIC K G U I D E S

Penguin Quick Guides are books that make learning English quick and easy.

Do you want to improve your English grammar? Really Useful English Grammar can help! It guides you to the most important points and difficulties of English grammar, using:

short, clear explanations

• lots of practice and review pages cartoons to help you understand — and make you laugh!

Jake Allsop has a special interest in testing and grammar. He is the author of several books in the Test Your series from Penguin English.

For learning         For travelling          v/ For work             Level: Intermediate

Series Editors: Andy Hopkins and Jocelyn Potter www.penguinenglish.com

Cover illustration M C Escher's 'Ascending and Descending' © 2000 Cordon Art B V, Baarn, Holland. All rights reserved.

ISBN 0-582-46893-0

Longman

Published and distributed by

Pearson Education Limited                                                                                     9 780582 468931 >