Brighter Grammar 4 An English Grammar with Exercises New edition CE Eskeney Margaret Macaulay Revited by K Swan Longmaniene Et Ser snhen peor of Por seein 2072p eon Tes nein ay cs ard by Dave My Contents (Eschleson followed by exercises) 1 Adjective tavses) 2 Adjective cnurer? 53 Adverbclauses, 4 Clsuees 6 Direct and indict speech: questions 7 Direc and indirect spect: commands 10 The gor: pasties 11 The sgform: gerund 12 Appositon| 13 Conditions: open and hypothetical 14 Bast conditions 15 Modal suxiaies1 16 Modal aoinries2 17 The peculiar sania verbs 18 The pecals’ aunar verbs 2 19 The peculas the emphatic form 20 The peatns question aps 21 Shoe answers 22 The peculiar: ions to remarks 2 A word ortwo on paneustion Goopaye 101Leso8 One Adjective clauses 1 ‘evion. A dependent dausa na sate that docs not ‘make complete sense by sett It depends on another cause foritstullmeaning, The chit clause in aseatene (ually the one on wah the dependent clases depend called the Iain danse. Amaia clause and one or more dependent ‘use together make a complex seatene, Anajective cause does the work of an adjctiveit qualifies ‘noun. The adjective clause must goa near as posible to ‘he noan equals, A rlatieproncundoesthe work ofboth pronoun and a ‘conjuction. I ands instead of snow and ois an active ‘aus o aother aus ns complex sentence, you are not quit sure about adjective clase nd relative pronouns rad gun Book 3, Lesions 17 and 8, because we fe now going ohave some athermore dificult examples of Hee are some pairs of snple sentences, We will make them {nto compe sentences by using relative pronouns 1 (9) Tlked thesong. (6) Marge sang it 2G) Here aretheprewes.{b) The sts pnted them. 5 (@ Singthe ong (©) Yousang tas meh 4 (@)Look tthe igtree. (6) The woodeutter cutie down yesterday 5 (2)Thatistheman. [met himon Frida, 6 (e)Uknow harp.) Youspoke wher,Lesson One 7 (a)Hereistheman. —_(p)Iwaselped by him Be)Thisisthetrin (0) Teme it [Now het are those sentences joined togetner to make ‘Compl sentences nll these eatences, you can eave Out the relative pronoun tha. 4 Tike he song (hat) Margaret sang 2 Here ere the pltures (that) the ats painted. 3 Singehe song (hat) you sang st ig. 4 Loskat he tg tee (ht) te woodeutter cut down yesterday Thais the man (that) I met on Fda. pow the git (hat youspoke to {G) Lknow the gilt whom you spoke 7G) Hereteshe an that) Iwas elped by. oR (i) Here isthe man by whom was helped. 8 \G) Theisen ein (hat) Fame by. oR (i) Tiss te train by whi Lame, Now look fora momenta those proounsin the sentences {bribe pronouns them, im, her, i, “They areal objective ther because they are objects of rans verb, of (oumbers 6, Tand 8) because they are overmedby proportions. We replaced them by rative Pronouns when we made ibe complex sentences. THOS6 Eine pronouns ar objective oo, forthe same reason. “Ther isnodiference inform between subjective shat and hjecve har a3 relative pronoun “Ther san abjective fxm whom for people. As the objest of ‘Neb, youcan leave tou of sentences ke: “fats the man whow Tmet on Friday Lesson One Myoudoo' leave iow, yout bingo Sow ave thee egtesefomatie neem Se hatte man men Fin. (aforma tur) ‘hatihe man an meton ay. sna ‘aca eto rh her Sentences 6), 1) and i) ate very frmalindeed, When theresa preposition (io, by, ete) before the relative Syouean't we dr you can’ leave out the pronoun; © Jou se whore for people, mhich Hess ‘You should aim to understand such sentence, but you will hardly ever use hem youre. Tey are very orl,Lesson One Restrictive and non-restrictive adjective clauses Now wemurtook at adjective uses of eather iterent Kin, Anadjctive, you remember, sual limits the ‘meaning of2 noun (Book 1, Lesson 6), and the adjective ‘Haass we have locked st far aon the mestngs of ‘he nouns they quai ike the ong ~ Aay song? No. aly he song ha Margaret son. Here are the tors. Any pitres? No Only th pices tat he art painted. ‘The meaning ofthe nounsis restrited bythe adjective clases Bu sometimes noun in the man clauses at ested in “This i Tom Bates, whom you met on Fiéy. He ves in Golders Gren, whichis subub of London. “The meaning of om Bae not ete bythe use ‘whom you meton Friday theres only one Tora Bats. We ‘oppose that hee ony one Golders Green, othe tdjectve cle desa't sestict the meaning, The cases ‘hon you met on Frida and whichisa suburb of London ‘re nonrestietve adjective clauses. [Now lok athisexample: He lives beside the River Thames, which ows though London. "Notice he comma) that separates he nomrestitve ‘adjective clause rom the noun qualifies, the River Thames Weknow which River Tames we mean, and we dot eed {he claus to dsingsh from ay other But there te other eves called Thames ‘Thereiea Thames River which lows through New London ‘Theretea Tames River which lows trough London, Ontario, Canada. Lesson One “The adjective clases in hose vo sentences do ert the meaning of Thames River Note hat teres comma Separating the resricive adjective clause om the noun (Thames River) it qualities Compare these sentences. The ‘A’ sentences have rtrictine adjective danses iting (esting) the meaning ofthe ‘noun. The sentences have nom restrctiveadective ‘dauses: we aleady know the fal meaning othe nou, and the seatence makes complete sense without the adjective daw. a 8 Resicive Non rearicive Jane isthe gl wot going We are mating for Jane, who lobemy mie going be lock wife 2 Laat youto meet the gt He wanted them to meet homer going 0 Sane, whom he intended to mary. ‘mary 3 Hecrentovestheold ane wat onher ol biyce, bicycle which esha) which war Bright ed Dring Fane hi 4 Thats the bicyele shat Jane That Jane's ol bicycle, vide Which she ha painted ed Notice these things 1 The comma after the malin aus the sentences, ‘Wen we are speaking, our vole falls to ower tone betore the comma! ‘We are waiting fore, who Jane wasonher ol Bt. which “That isbecaue the main casera complet statement 2 Wecan~ and whea we ae speaking we usualy do~ leave ‘ut the objecsive rave pranoun i the ‘A sentences with ‘erie adjective ase. 3 Wenever eave out the rate pronoun inB! sentences wit non restretive adjective ses.Lesson One Heres table ofrlatve pronouns. Ifthe wordisin square brackets, me wey leave tout unless we are Being formal Reswricive | _Non-reswictive People| Norpeopie | People | Noxpeopie ‘Swbjcive [who [which [who | which ft | the Dbjecive [wom] | [hick] | whom [which fia) | at) | Exercises A Join ech ofthese pirof simple sentences to make one Complex sentence with restitve adjective clause. Ifyou Ct leave out the reative pronoun, pat tia square brackets Example: That athe biyele. Jane ides, “Anrwor: That tbe biyee [iat] Jane ies 1 We ike the gi. Jacki going to marry her. 2 That iethe old bieyee. She aides i 5 Jaclovers git She ides a ed bicycle 11 Welnow sme students Tey are learning English grammar «5 Theres the ol bioyle. lt bring Jane to cur house. 6 Lam looking foe the book. Iwas reading as gh. 4 Hla Al taken the book? Tieton this abe 8 Digyousoe young man? He was eating a sandwich 9 Isitthe young man? We sev him on Saturday. 10: Where ithe man? anes ging to mary him B Look at these sentences, pick outhe adjective claws, and 0 say whetherit isresrctve(R) or non-esttve (NR). Example: Heis writing ois mother, who wrote woh st week Aner who wroteto hm st week (NR), 1 Yam wring to those nice people we met on holiday 2 Yam wing to Me and Mes Le, whe ween Spain wth 13 They looked in the guide book, which ad a ood map of he town, 4 You did't read the book he sen you '5 Hesentyous book you didnt want, 6 Velma went to Spaia wih Joanna, who speaks Spanish ell 7 Velma went to Spin wih friend who spoke Spanish 1 Which the clase chat qualifies te noun? ‘9 We wanted to vis Rome, which the capital ty of Italy. 10 Do you remember Madame Duval, whom you met in Past? C Wate down 10 adjective canes in his description and say wheter they ae restive ormon-rsrelive. The ist one Teshatwar very fine (R) ‘Madame Dival had a house tat was very fine twas ia fret whieh had slot of fine houses in it, and Madame Deval Knew all the people who lived there. She was very fond of her only dsopter, who fved wih her. But she was tind of he eldest son, who lived io New York. And the fever saw ber son who lived in China of her son who ‘worked in Por of Spas. ‘Madame Duval eaefally cleaned the car her davper drove but she count dive heel. She det often travel inthe boss that came along the ext street or in the tx, the saw outside ber doorLesion Two Adjective clauses 2 End prepositions Jon: In Lesson there were thoeexamples i) know the go whom you spoke. ‘ls Heres the man by whom wae blped. (is) Tis the tain by which came, “Theadvce about these on page Tis that we must aim to lnderstnd them but they ae ver formal and we wl ‘acd ever se them. May Task two question? Fit, why ‘must we understand them? Second what do we sae insted? ‘Teach: Fics, you mus understand them beste you will ‘ead thm in offical notices and paper and in some books. You villas hee them informal speeches and ‘fom some people who en talk simply. ‘Ota: "The statement lo shows the dite by which he ‘payment mus reach. in foumal reading: “Tere another uly common construction ir which me make an addition oa emark.” Inspecehes: Ladies nd Gentlemen, am prod to, epresea the ssoiton for which ype" Second, send of beginning the adjective dase with prepusion, youcan end wththe prepuilen 1) know the pel (that) ou spoke, ‘1 eee isthe man (hat) Twas helped by 8G) Tas isthe ta (a) Tame by. Some prepasins don’ easly gos the end ofthe seotance lke that, especially me preposition like ding Lesson Two before, and ater. Ia most eases you can get round the problem by avoiding the adjective clause construction [Not ual: tas the programme ha lestop- desing. ‘ery formal That was the programe ding which fala. ‘Simple sentences: Ves, remember that programme. fellaeep during ‘You emember that the adjective clause sometines divides ‘he maln lane (Bo0K 3, Lesson 17), What happens then, Richard? ncano: The aleve aus goes as nears posible othe noun tales ‘eacnts: Wel done, Richard Her ace some examplesot “vied complex setencer wth relative pronoun that re objective Simple sentences Comple emences I Theboy sRichard The boy (hatiwhom) Z Brown Taskedhim asked our dinded shout divided sentences, sentencesis Richard Brown, 2 Theis Grace ‘The gt (hathom) you Sangster. You spoke to spoke ois Grace Sangster, hee 3 Thetainwasten The train ihedhich) 1 minutes ate Leame by came by was ten minutes Nuribers2 aed’ coud be: “The ito whom you spoke is Grace Sangster ‘The tein by which cae was en inate butthor sentences mould be too formal or conversation, Whose Here are some mor pais of simple sesterces which we wil ‘um nto complex ones by ang relative pronoun a(2) Law ibe ga (b) Hersheep were lost. {@) Tasistnebos. (0) Tomborrowed his a biog (a) Wereaddboutshe (0) Ther deeds thrilled the men wor (4) The boy has gone to (8) His father came tose Hong Kone you ‘You will notice that in he (6) sentences we have the dteminers her, hither, he. These determiners ace posesve adjective. They quahfy the nouns sheep, eye, eed, father ‘We can make the pairs of imple sentences above ato Complex sentences, by using whose the posesive form ofthe ‘ela pronoun wi. Taw he gl whose seep wer lost. “Thin is the boy whore bcjle Tom boromed. ‘Weread about the men whose eods hile the woe “The boy whose father came to se youhas gone Hon [Note thatthe lative pronoun whore mar go next tothe ‘oun it qualifies wars The adjective clavsesin those examples are all ‘trctne, What about nm-rerrcve adjective clases ‘viding min elases? ‘excten: Good question, Wayne, Weuse whose inthe same ‘ray but I illite some examples on the Board. Fwant {out se the commar that mar off the nonrestrietie hues. “Joan Denny whose ater isa teacher, ha lot of ‘Tha black eat, whose owner you have justseen, ves ext dor. ‘This book, whose authoris an Egyptian, all about Et Lesson TwoLesson Two Exercises [A Take outthe relative pronouns whom or which and ‘ert the sentenes puting the pepasidons a thee prope ples The sentences you write Wile ss formal, Example: Who owns the house in front of wich we are ‘sanding? Answer: Who owns the house we ar standingin rontof? 1 This the waia by which Teame. 2 Do you know te boy to whom am ering? 53 There the man to wom wrote the ete. 1 Who ithe boy to whom you wer talking?” $5 This the tre aboot whieh 1ld you. { Te cildren to whom you spoke are leariag grammar 1 The man rom whom {ot he iaformation ste plo. {8 Thecaaron which he sat had just ben plated 9 The peopl with whom ve ate very pleas. 10 Thatisthe box out of whieh he ook the money. B Join each ofthe following pair of simple etencesisto fe complex sentence by wing te relative pronoun wha. ‘Theanowersto those marked” willbe ‘deta complex 1 (3) Thereistheman. (0) Hisdogtitme, + 21G) Theplorhasttown (6) Lente is plane 10,000 mies 3 (a) Wetrwelled witha (&) Hisplane bad tows pilot round the word + 4 (a) Themanworksata (0) Hisdogtitme peg 5 (2) Famlookingfors (8) lsu Brighter book: Gamma. Lesson Two ‘These are the same, but the adjective clase wl be none resrieive, Don't forget te commas. The answers to those marked" willbe ‘iia! complex eetences. 6 (2) Ueintroducedusto (0) Herhouseisnextto Mes Sith, our, 7(2) Mike theizhouse. (Its gardens very beaut +8 (a) Thisbookisavery (Itt e Brighter ssefulone Gramm’ +9 (a) Carmentas invited (Q) Her mother makes ery wees spodeakes, "10 (@) Thepilotsarall very (b) Thee training course ie a ood long one 1 Copy those sentences, Dra box cound each relative pronoun and raw a arrow pointing tthe noun tat he jective clause qualifies, Iter 20 relative pronoun put a mark kets A Examples: There isthe miso [whom] Iwrotetheleter ke eo Marg 1 The burglar who stole the ewelshas been caught, 2 Laid ike the people we met, 3 The boy whore dog wa oe as very wahappy. 4 Tean'tfind the book Te jst bought 5 Theteis the gl whore sng you liked. 6 The i who sang the rong wae Joyee 7 Te peace whch hun on the wal has fen down, 8 did read the book he sent me, 9 Jim MacDonala, whose mother Lves in Edinburgh, writes ‘exer toher every week 10 John Lennon and Paul NcCartney, who wrote the music {oc'A Hard Days Night, were two ofthe Beats, ”Lesion Thee Adverb clauses evtion, Anedverb classe das the work ofan ‘sual modifies verb ‘Cause that el how an ations done are adverb lass of ‘manner, thor ha ll when’ an acon done ae adver ‘Gauses of tine; Ghote that ll-where an ation happens are aver clase of place ‘Youhave ad oar, three kids of adverb causes manner, time and plas. But there are sore lhe Kinds of adverb fdawe that you ought to kaw. Tey all ellsomething about the action or fat named bythe verb inthe maln clause. And {rom what hey tell ewe decide what Kind of adverb clase they ae. Reason Look at these sentences: “The thie ran aay because he aw the policeman Lous passe his examination because he worked hard. ‘Because he had worked hard, Ricard die pas his ‘Why aid the thet rn say? Why id Louis pas is raminaton? Why did't Richard pass? What was the reason forkiefaitre? ‘Casas that el wh’ something happened are adver 8 Lesion Tree Condition ‘Tae sentencesin te neat group are rather diferent "ochard wlleam grammar fhe works hard ober tops, Pilgo tora wal ‘We'lthelp you fyou need help ean’ ead tums you write clearly ‘Tresesetences tel us om wha conditon Richard wl learn rammar, on wht condition lg fora wll on what ondion we wil help, nd.on what condition I aa ead Something Ctouses tha expres the condition or which a ction was done ne of wil be done, are eal adverb claus of cenit Concession ‘Thereis another kindof adver nase tat think you ought toknow. You wil meet sentences ike hi ‘Although Richard red harder term, is work esti not fgoodenouph. ‘Theline of thoughtin the sentence Tagre that Richa ted harder’ oe Tl gras you that Richa ied arde' or “Wihconcee the fc that Richard ted harder, botinpite of alltht, hiework esti not good enough” So, ecaue sentences like thisconcede’ something, hey are Caled adver lasso concession, Here are some father examen Though here wat mo hope of wining, the team played {heirhardst tothe very end of the gas. Ho iea very atv ma hough hel over gh ‘Athough Richard got peat, he wae ate aiving st ‘hoot ‘Aihough the work looks dificl realy quit simple »Lesson Taree Lesson Tree “Though Fasten him the rath, be il cia’ belive 3 Weeshal come ad see youif we have a old. Re 4 Although twas rather foggy we played the math, 5 Weshalplaythe match, eventhough ite rather foggy 6 Wehadto cancel the match beau it wts30 foray 7 Ross Conway played the piano well though be coulda't tse alli ger 8 Lille you the secetf you won't tel itto anyone ese. 9 Ifyou wil tlle the ere, won tllt to anyone ele 10 They went sinning although the ca we very rough 11 LET geal these sentences ight, have doe Wel 12 Mrs Brown locked the cupboard because she did't want Richardt take the cakes. _Adverb clauses of cocesion ‘concede or grat afc, The ‘thn or sation named by the verb ln the main clase apps in spite of hat fac Analyse the following complex sentences containing amaa ‘tans aod an adver awe. Say what kindof adver clause ‘tisand what function it performs. The funtion ofa ause ‘means the work ts doing) Numbec 1 sdone for you. Prncipe! | Adverbclawe [Kind] Funcion loa Taeeds | because Tam [Reston hammer and | gong rept {eats testes I 1 Tose baomer and ons because am ong repair thesbed. . 2. We coulda pay the mutch becuse the fogs to ek » aLeon Four Clauses 1 ‘A conversation between Miss Macaulay (teacher), Mary, Francine, Joanna, Jane and Elizabeth any: Miss Macaulay, do you ever have two dependent “Gauss in sentence? Allbe sentences you hve en us Solar have hod one main clause and one dependent clase = snndjectve cause ov ah adverb aus ors noun enue, react Wel etusexamine your question, Mary Heres ‘very simple sentence: "The boy ed something. Now, Francie, will you give wa noun douse instead of nance: “Tne Boy sid hae was hungry stha ight? Tesco That bute a god nou clans. AS you ge me ‘dditone we them oa the blackboard. The oy said the maln clase that he ma hungry i oun use, object ofan Now, Mary, can you add an adjective lass? Fist of al, ‘what do adjective clases do? Lesson Four ane They do the work ofan adjective, they qualify 2 noun ‘tucusn: Good. Wel there only one noun (boy) ia at entence so we need an adjective clause Io quai the a: Well ifhe was hungry. he might be exyng 20 wil a “The boy, who was ying, sald hat he was bumpy. ‘exci: Weldon, Mary. You have given 3 non: steve adjective clase. Burwe havent got an adverb ‘dau yet, have we? Joanna could you helpuswithan ‘verb clause sons: Wel think cold say how be was crying; an Clauses thal how somethings Jone ae adver clauses ‘manner, Sol wil sy The boy, who was ying af hit heart would Break, said that he washungy. ‘reaches: You have belped ut at, Joanna, Now could we ‘any more clauses, Jane? «ve think Teould dan adverb ase of tine, Would his beige? “The boy, who was crying aif hisheart would bres, Said, when Topoke oR, hate was hungry ‘reacts Tat was good work, Jae. But think me could ‘all one more clawe, Wil yu try, Ekzabeth?” euseanet: Lean ad an adverb cause of eso, ‘The boj, who was ying asifhs heart would teak, said, when spoke foi, that he was hungry because hea had no food foro day, are: Ob yes, Mis Macaulay, 1sce ao that complex tence ontain one mai ise and one or more dependent cuss enctn:Yes, There aresix clase there, Youcan ll at ‘Sncehow many lass there cen complex sentence by noting how man ate verbs thet are (see Book 2, aLesson Four Lesion 20). Each inte ver eprsents alae, there ate thre fit verbs there wil bethree cases, there st ten Ginteverbe there willbe ten clauses and 00 Now lec us take to pieces (ranaye) he sentence we ave just pt together. We wil sti downlike this Ciowe Kind The boy Partolmaindaae ‘who was crying. ‘Aajetve lose qualifying boy asia heart ‘Aber cause (manner) ‘would bee ‘modifying marrying |. Parcof mainclase | wheal askedhim... | Adverb clase (ne) ‘modifying sald | athe washungry .. | Nounciause object of said because he hadhad a | Adverse (reson) foodtor adap. | modiyng was thang) Think want sty one more thing, We ave analysed a Geause sentence, but don’ think that youneed to ake tong complex sentencesin your speaking or writing Iis't ecesury, and totem causes youto make mistakes. Exercise Analyse these comple selencsin the same syle above. 1 The pirates, who had hidden he treasure onthe eland, ‘wont back again because they thought that they coud now removeit wih ety. 2 Richar, though he had not previously answered any _qsestons when the teacher ted hm now ud thal be u Lesson Four ‘knew the answer to this one becase twain the eson that head js read 3 When the teacher aed what prt of speech a word ws Gloriasai, Team el yor the anever if you wl ie me sentence te words edn”Leon Five Clauses 2 ‘A-conversation between the teacher, Richard, ‘George, Lloyd, John and Harry = ewan: ave dcovered an esy way of telling whether laws i one of tine place and soon. Ths is my ‘method: Fit begins wih when aime’ word) itis a tine Claes it begins with where (place wor) 3 ace ‘tau; ft begins with fis an adverb cae of condition; nditic epee with who is an adjective clase srenonen Richard with mort things fe there ght ‘way doingsomething and wrong way, Andean Shvay relyonyouto choose the wrong way! “Thesrong mayo dea with causes to de them by their ft word. How do you know what part of speech 2 swordis, George? ‘Teach: Correct. George has remembered Book 2, Lesson 1 Now lok st hi, Ricard. Let us makes clause 2% Lezon Five begining with your word where. Here's asentence: ‘The prtes went [where the tenure was icden] Whatiindof scause rit Dope ovo: An adver cla of place ‘ences: Comet ‘oaso: But thats what ait ‘Teac: Listen, Ricard, Why itan adver la Geore? ‘ononct: Because tes ws about the verb went, Clase that Timi the meaning of verbn ae adver laws. ‘rescue: Very good, George, Now ook at this sentence “The pirates went tothe land [where the reasore wae Rises, ‘What indo clase where he teers was Ridden, oh Joni: Think san adjective caus, ‘ance Brit begins with what Richard eal pce" sof That doesn't mater. Te clause qualifies the noun ‘land spats that quay ort the meaning of nouns ar adjective clause, -retcies: And You ate qite right, John, hope you are Tntening, Richa! Now, ere anther sentence: "The pirate od us where the rearure wis dasa Hany, what Kinda ase vere he eanure wat hidden? vay Thinks a nan nse, TAoHEE: Butt begin with Pace” word, where. Richard tyeitsan adver ave, san: Tit, In ths east the objet ofthe verbo It ‘ou sty "Te pirate od us, what? te answers, Where {he essure mes hidden. A aus hat ete abject of ‘verbisa noun dau, ‘excnen: Quite ight, Harry, Did you understand all tha, Richard? ciara: Yer, see now where Las wrong aLesson Five Now let uslook at those other words hat Richard mentioned, when, who andi. Here sre example of lasses begining with these words: ‘A shouted with joy [wea our hoa Team won He ple BB I semomber [when our school eam won te prize] I semember the dy whoa da shoal eam wos the pear 1D Richards the boy [who sored the winning oa E asked [who sored the winning oa F Georg asked me [i Riched had sored fal] G We would all have cheves [1 Rar Rad rored 3 gi [Now write down wht kind of clause you think each one When you have ied for youre, od ot uni then, look at the answerson page 30, Remember: Am adjective claus does the work ofan adjective I qualifies ‘An adver clause does the work of am adverb, Imodiis& terb, Tre are adver clases of time, place, manner, ‘eason, conditan, concession ‘Anoun ciate des the work of noun. lt isthe subject of sentence or the obeet of verb. Exercises ‘A. What kind of lnaes are the ones in tales? 1 Tellme where you ae gong for you holiday 2 The place wher westayed or our holiday was ight on the sea coat, 3 Hdon'tknow where we ar going this yar Py 4 Come wherewe ar going for our hod 5 Doyou know where Shakespeare wa orn? {6 Teas tbe howe where Shakespeare wa born. 1 on’ remember when Torr came ose me. 1 Lenk eas the ay when we had thor heavy thunderstorm 9 Yat ma te day, ian be a year a0 10 Pi askin fe romembers the vit, 1L Tellme who coming the ary, 12 Thats one of the boys who ar coming tthe ary 8 You can't pleas everybody ‘A man who as going to tart a busines sling bas wanted a good sign to put over his shop. He chose (eis 2 cous rs ron enor ver} Tift ln as ak i at see atu ro ry ey any ne ne mopenel © Seka oan mas [JOHN BROWN] & MAKES AND SELLS HATSLesson Five A tien who sa this sign sai that when a man bought & hat he dnt ask who made i So John erred owt makes land” But when another fend sw “John Browa sels bat he tid, "OF course you sel hats. No oe thinks that you pve them aay Soha end he sign read [oun S| ‘Analyste sentences that are NOT i tales. Folow he yon page 26 ‘Answer question on page 28: A’ Aéverd cans of ine, odilVing the ver shouted. 'B Noun clase object of he ver remember Adjective dase, qualiing the noun da. D Adjective cause, qualifing the noun boy E Noun dase, object of he verb asked F Noun dause,objectof ihe verb asked G Aaverb case ondon,moitying the verb would havechered id you gt them alight? Direct and indirect speech: questions. [Resision. in dvet speech we have the oxac word af he Speaker In indirect peech we have the word ola speaker ‘reported indie by snoer speaker When asetenc cage rom ct peor speech, ts introduced by verb inthe pst tence (ely ‘ud, Vers uraly change tense when aeeatenc changed ftom dec ta indent speech, Pronouns and possessive adjetivesin the 1s person or 2nd ‘Person ae url changed to pronount and poseesve Ssjetives in thea person, ‘You hav already learned he difeence between diet. tatements and indirect statements (Book 3, Lesson 21). now want to explain direct and indirect questions. be ciret speech sa question, the indirect speech introduced bya word Ute asked nsead of aldLesson Sic Mary sid “Are you hungry, Margaret” (direc speech) "Mary ssked Margaret if she was hungry. Unrest peec) ‘Joanna sid, What do you wat, Jane” (ect speech) Joanna arked Jane what she wanted. (iniest speech) ‘acter: Have youallunersiod me? (cet speech) ‘The teacher asked the class if they hadall understood her Uindvet speech) son 0 man Shilo the window? (ret speech) Joh asked Mary ithe shoul lose the window. inert speech) Here ae some more examples Diver gustion Indirect question atoater (6 wewano} Margaret asked Richard ‘Where are you going foryour where he was going for his holidays? hid feito (to shopkeeper): Ricrd asked the Whatiethe pee ofthat shopkeeper what the pie eye? ofthe ieyte was. George said, When wilyou Georgearked Lance when fet back from Kingston, he would get bac from tanec Kingston George said, How long does George asked Lance how raketogettoKiegson, —_longittook wo getto Lance” Kingston ‘Richard ssid, ‘Can youswim, Richard asked Jobat he Toba could in, ‘ceonce (to teacher) Shall George asked the teacherif finch exersteathome? —heshould finishisexercise sthome, sunny: May nave nother Mary aed if she might ‘ake, lease? hve another cake oavva (014): Do youllke Joanna asked ane ifshe ‘ay new pen? liked hee aew pen 2 Lesson Six Note the folowing points 1 Aciret question nthe ‘queton frm. Verb (peceliar bore subjet. (B00K 2, Lesion 18) Are you Do you... Have you... Shall? 2 Aa nlzet qseion inthe tatment fore Ver ae ‘abject: she was; she wanted hy adhe dou 3 Tnvet questions ase no question mak Notice, 00, how in adizet speech he meting may sometimes te ambiguous act ear) Look at that as Joanna asked Jane if she iked her new pen Hernen pen could mean Jostn's new pen ox'Jane’s new pen’ Tomake the meaning unmistakable tommetimes ‘ecesary toute the ater awkward form Joanna asked Jane she ied her (Joanna's) new pen. Exercises A The following sentences use Inde speech. Give the ‘cual words (drt speech) ofthe speaker. Do’ forget the punctuation (You may need help with aurber rom Book 2yeson25;) Example: May anked Joba ithe waned some cake “Answer: May si "Do you vant soe cake, Joka” ‘or ‘Do you waat some eae, Joka? asked Mary (7 "Do ou want some cake Mary asked Joe 1 Mes Lee asked Margartifshe wasted 2 George asked if they had taken hi dog Jock for walk 53 The hunter asked they had heard he sound of wolves 4 The ite gi asked ifthe baby hada mame yet. 5 The pasenge inguired what tine the train oe Brdgetowniet 6 Cart ssked William ite hd e2d Treasure san xsLesson it 17 Te stranger asked where he riay station was 8 The lady asked Lloyd he could sw, 9 Richard asked hs mother ihe might have another piece 10 Jotm asked Henry itis exerie was correct. (Thisis Ambiguous. Give two answers) Tarmthe following fom ies speech onder speech. ‘Wergve you some helpin brackets 1 montero ancaRtr: Have you finshed your homemork ye (ahed Margarete) 12 Tene ave you Been using toothpaste, Richard? (Gsked Richard) 2 Mary sid ‘Ls your new baby aby oca gl, Mis Thompuon? (for whether) 4 Elizabeth sud, Did Margret eed he ct before she ‘5 taxa’ norte: Did you brash you teeth propel Richard? (asked him) 6 The hunter said, ‘Do you hear he them f they oa fe) 1 The hunter sai, ‘Did you bear the roar ofa on?” § vor (10 boy) Do you goto school every day? 5 noxct: May boro you bye, John? 10 sracrn ro rg: Caa youtellmevwhere Mr Huang of aon (ase Lesson Seven Direct and indirect speech: commands Here are some det commands (Open the window Letthe man go, Stay where you ae ‘Hee ae some tat are not ites commending’ they se polterequstsraterthancomands ne SY Open the window, pens. “Thy apc of cakes ery good Pe dont make so much nose Indirect commands and request we ve the ase form of the verb. Ininiret commands we don't te the command form, We introduce the Indirect command by some word ike ld ‘rordered for commands), eked or Beged (or pit equest). Her are some exampies ‘acto ipe: Open the window (at command) ‘The acer estat open don et command) m= a The ofc sid tothe solder, Stay where you are" (dtet command) ‘The ffcer ordered the solder to stay where he was (advect command) Don't fie the gun. (sitet command) ‘The officer ordered the soliier not fe the gun. (adcet command) 3sLesson Seven Mary sid, ‘Open the window please, John” (iret request) “Mary asked John to open the window indiet request) ora ro RooMUL oF tors: Pest on’ make to mich oie (direct request ‘The mother asked the boys ot tomake so much nie. Uindvet request) Here are some more examples: Direct command Indirect command ‘escwen(lonnano):Sit The leacherardered down Richard ost dows, Teacusn (to ever) Clean the The teacher ald Henry to seaboard lean the backboard, “Theteacherssid,Comein, The eachertold Georgeto George conein. ovien (to fae): Please Mother asked Fred sotto font cara the cake atl the ake. fmnces (soldier): Fire! Theofficer commanded the sales ote TheteachersaidtoRicharé, The eacher told Rihard to ‘Dothatesercsecorectlyor dotheexerse conectly or you willhavetodbit again’ hewould have wo doit agin rescnes:Dow'twasteyour The teacher told the time students nt to wast thelr rawes (to vston) Please The farmer asked vistors on'tleave the gate open, nottoleave the gate open Richard's father ud ‘Richard's father tlé him "Dontrlimb hatte in your acetosimb there in is new trousers, Richard ew trousers. ihe dcet speech is command ora request, the indirect specchsintroduerd by tol ordered, eked. 6 Lesson Seven ‘The base orm inthe command is changed toto + basen the Indirect speech. Donia the det command becomes natin he indirect. Exercises [A Wire the folowing sind or equ 1 exces ro nouao: Watt eerste ot ae 2 Murerte ro FRIEND: Shoot the wolf, * 3 onan sou: Bing the nino poston, 4 Marysid Joba, Open heb or on plese” ”Lesson Seven ‘5 Mes Sangster sn, Peas sing at our party, Joye.” 6 "Release the prisoner aid the office ote sergeant. 5 The captain the shipwrecked vessel sat the sailors, “Lower the bossa once § rescue ro ceonct: Be esell. Tink before you answer. 9 aucun: Read my exercise, Joha, and tel efits 10 The pirate chief sido the pritoner, "Look at this map tnd ehow me where the ease iden 'B Hereisa short story containing direct statements, ‘questions and commands, Rewrite tiniest speech. Call {he ante and te grasshopper she “The An the Grasshopper Twat a old winters day, and a at was bringing out some fins of coin that he had gathered ip the summer. He Sante to dry them. A grasshopper, who was very hungry, Sw him and Si “ive mea fw grain corm: am dying ot hunger” But said the ant, ‘what did you do in the summer? Dida’ you sore up some cor” "No, replied the grasshopper“ was to busy.” “What did you 0 sid the at. sangall day, answered the grasshopper. “ify sang al summer eid te Bn, you eas dance a Leon Eight The infini el ‘You remeber that fae verb has asubect, sii can change fr tense and perso (Book? Lesson 3). [Now we must look at some mow ses of the verb, Let's Took againat the able we had in Book. Form __Exampler How wewsethe form ‘A Base pull. 1 Forallthe prevent ese except fake ed person sigue mm iUyourWer They pul he rope 2 Commands Pullthsteope, 23 Withsome pecairy He canpllthe ope 4 With He redo pl he ope B sforn pulls Srdpertnsingular, present tase Bie one Puls HelSherlvTe sale pul he rope. ‘C Simple pulled Simple past tense, all persons pasttene fook (Book 2, Leo 3) put He pulled the rope an hour ago, D Pat pallet 1 With have forthe prewat Pariple taken perfect tease (Book 3, Lesson peLesson Eight Lesson ight 2 With befor the pasive voce Batafter some verbs (shown here n tals) he infinitive is (Book 3, Lesson 1) the base orm without o. Here are sore examples. The “Thateariage pled by wo ‘words the bores are alnitives Mary con pea] French “eg lorm_ palling 1 With be forthe comtnaous Hemi [Bar] nev pen tomer king Hes paling the ope soe Putting He wu pling ou op. 12d [THEE] my homework. 2 Without pecan’ (Book & in a ween il you Ten} your bok Paling har, they moved he eek ney [a] Shipton hem Paling ropsishard work Tihs able, A¥and At ae the ininitv, When he inte ofa verbs sed with another verb, generally has robefoce The inte verbsin these examples ate town ia lai, andthe infinitive rein boxes, I wont Cairo (Mary war ablefORpERFrench when she wat ten “They ried {ST way othe hotel TEACHER: Laid that after some vrbe herein before ‘thelefiatve. Do you notice wich verbs they are John? sown: Yes. They aethe ‘pean But dol te peculiar ‘ake the inintive without io? rTexcnan: There are thee hat already hve to: oughta, have to and wed. ‘ough o[ ware] you abou tt : You have used o [ea jaro pas this examination (oo michLesson Eight Exercises 'A Copy out he fellowing sentences and draw box round 1 Iwantto wet eter. 2 Lam going o witea ener 5 Joye wl write etter too. 4 Shall write my letter now? 5 Yes, you must ite a s00n a you can fin time. 6 Teantetar yet 7 Teno Tought io write much more often. 8B Putinasltable infin in plac ofeach ofthese dashes, 1 Lshoul ike you. 2 Youesn't——without yes 53 They masa the las {6 They were not alowed in the das. 5 Nobody mart-—— my bicycle without peemisio, 6 Yououpht nt omy bcyle without permisio. 7 Aan home 5 Youdonthaveto.-—-homeyet 2 Lesson Nine ‘The infinitive 2 You haveseen the infinne cing the workover, but the Infinitive sometimes dos te work ofa noun, ‘Theh finitve as the subject, Amoun often the subject ofa sentence; andso ithe Infinitive. Look this sentence’ "Thesigt of Richard's happy face gave me gest plese ‘You emember how o find the subject see Book I, Lesson 1), Asks What gave me great please” "The sigh (noun) of Richards happy face.” Aleratvly, we can 4: ‘Tose Richards happy ace ave me prest pleasure "what gave me great pleasure” "Tosee Richard's happy face (iste pease) Here aresome more example where the infinitive phrases the subjet ofthe sentence. Toread «good book isone of the joys of ie. Tomake amitake lke tha very sales Tolan grammar sno aa ey wing Tosmoke so many cigareies stb dangerous. Anticipatory ‘Theres very useful construction tha saves puting along infinitive phrases the beginning ofa sentence, We welt 6Lesson Nine ‘before the verb, and hen we can have the io alter the ver, itive phrase Instead Toe Richard's apy fae vee es plese “gave me grea pleasure to see Richards happy face. Here are some more examples Tis ver entless io makee mistake like tha, Wis ot easy learn grammar “Test be dangerous to smoker many cigars ‘Theinfnivehas no sublet but wth the anticipatory Ie ‘constriction we can show the doer’ ofthe action with or, t's good foreman tobe fee Ws nessa foracarto havea licence. Wig esy fora to pay for s new window. asst right for him be punished, In the as wo seatences,weare going to pay for the window, ana he was punished, but the pronouns sadn ae bletive ater the prepasie for ‘The infinitive asa noun clause “Tae intinive phrase can even do the work of noun aus Look at these sentences. Sentences (2 contain noun ease, ‘Sentences (6 hve more or let he same meaning But at Inftiv pase has taken the plac os noun clase. {@) Doyou know what you have sy? (aoun inns) (©) Do oe know wht os? Ginnie pss) (@) He asked he could see Mr Chung, (noun use) (©) He asked se Mr Chung. (five prae) “ Leon Nine (2) Uncle Arter promised shat he would give John a biyee (aoun cause) (6) Uncle Actor promised a give John biece. iniive irae) “The infinitive as a complement ‘You remember that we us the word complement o name wordsor phrases that complete sentence ster verb like be ‘oc seem (Book I, Lesson 12) The inintve phrase canbe ‘complement “Thebes thing iso say nshing. Youreemio Aste cal Quite commonly, the fatative phrases the complement of anaajective He was glad be alive very sada ee such an unhappy chil Het sly osm far out Object and infinitive The infinitive phrase ise with object inthe form of noun o pronoun in sentences ke: He wants everybody tobe happy. 4sHere aesome more examples. The objet isin ais andthe infinitive fein» bos asked him [T0e0R] as Soon 25 possible He told me [30] home Richard aughtar [1o=sie] He forced me [Rod ]the work [My father allowed Tor the exe. Inentences of hs kind, we don't we 1 after certain verbs The chief ones are make, et, har Se fo, watch, He made me [HoH hi where the treasure was hidden, ‘They let ut [join] in the game. ‘Wehearé he Burglar [SpE] the window, ands him [val quick apna “Tom lt At ear [Beat] with excitement We watched he bird [eat] the crumbs We coud say, then, tha the afte isa erb nou! is tikea noon because: 1 iteanbe the subject of sentence, 2 Reanbe acomplement or te object of aver. istke verb ease: 1 expres an atin, 2 itcanhave an oblet ite his Tam ying earn (nine) grammar object ‘Hees read Give) good book obietot ‘nitive. 2 itcanbe mde by an adver (as verbs af) ike this: odrivefntive) careful (adver) beter han 0 drive nine) qual (adver), {Tope ose (ite) you s000 (aver) % Lesson Nine Exercises [A Rewrite the folowing sentences sing an infinitive instead the wort in tale Example: He bkes he sightof people enjoying themstes. “Anower: He likes tse people enjoying themssves. 1 Thea walk along the seashore. 2 The shipwrecked alos mere overjoyed athe ightof land 2 Trutfunee is sometimes more dificult than wining 3 bate 4 Twas lad th sound of i oie 5 shouldbe soay if Therd that you coulda do his 6 Richard was tol thar he mast nottouch he cakes 1 Mt Shan asked he cou sete headmaster, 1 Tanvery sorty when heard that you had had an sect 9 Richards that he dd not expect hate would eral the eerie right, 10 The toys laughed hen she saw the comical tricks of the down 'B Chang these sentencesto use an ftv construction ateranteipatory Example: To be acl ambition Answer: was er one ambition tobe x really good ens player. 1 Tosee you agin ater this time is wonder 2 Tosee ou again afterall this time willbe wonder 3 Noto go othe cinema would be foolish 4 To think that all people are greedy s wrong 5 To whipa hrs like thats vey cue. 00d tennis player washer one aLesson ine 6 ForJamestoguessher ae isimpossite. 7 Forhim to pay forall of sis not right 8 Forus mot to help eachother wooldn' be ight. 9 Noto keep some food for tomorrow would be tpi : 10 Ourfathers ssid that vo de for one's country was tray noble Lesion Ten The ~ing form: participles ‘Reviion. The preset pariipe ithe form ofthe verb hat ‘endsin ing. The resem patel sused with the verb be > focm the continuous tenses (E lithe abe on page 40 of this bok). ‘The pas participle of regular verbs ismade by adding ed ‘or-rto the base of the verb. The past parti of regular ‘verbs ismade by changing the vowel (Book 2, Lesson 2) ‘The pst partite used withthe vero have to forthe present perfect tens (D lin the table on page 39 and Book 3, Lesson 4) and with be fo the passive (D2 and Book essen 1). Present participles ‘Tec: Here ate some present prtipls The ranning horse galloped down the rod. Listento tat ainging bird What work runing doing there, Richard? scion: is teling us about the noun horse. ‘resceen: Coret, And what wort ssp doit ‘ance? Lance equals the noun bir. ‘inci: Quite right And wit do we call words that, ‘aly now? nots: Adjectives. reac: Very god, James. But these words sign and there,Lesson Ten running ace as arly verbs. They are prt of the verbs {ing serum Songing 20d running ae preten participles, Past participles ‘The pas patpes can do exactly the same work, Look at eas examples There wae some broken lass on he rod ‘Troe are stolen goods Brightly coloured pictures hungon the wal, Broken, solen, coloured are parts ofthe verbs beak sel, colour. They are past participles. Here they are doing the ‘work of adjectives in qualifing te nouns gla, gods, and So, you see, a particle dos someting ofthe work of werd nd something ofthe Work ofan adjective. Iwe were doing ‘mathematics We might writs like this PARTICIPLE = VERB + ADJECTIVE PaVeA A portipl party a verh and party an adjective Exercises ‘A Give the present participle andthe past participle ofthe fotlowing vere Lwak G6 feere min 6 te 2chooe Thang =D begin 17 lay 3 ig Sede beak 18 wee Sgt Sing ey ll Sforgve 10 rae «IS come 20 fly 'B What work doesapartple do? What isthe meaning of Vea. CC Make sentences to show the ue of ing forms with am, Example: am eating an apple D Make sentences to show te use of pat participles with has, have, had is, ore, was, ere Example: Some boys have taken open Write dowa he presen participles inthe following Seotences and show that they ae being wed adjectives ‘Youeandothis by pointing out the moun that each one quale Example: We found the mising ioe ofthe isa “Answer: The adjective masing qualifies the noun pice 1 Tkoow the ising wordin that sentence 2 Tachero was weeomed home by cheering owes, 5 don ke to see singing birds in cages 44 Theboy took a fying leap ino the water 5 Taaw he man walking down he tet 6 Themanleds dancing beat on chan 4 Awaskept awake byabaking do 8 Therahing wind roared in our eas 9 The teacher ld an asin sor 10 The boy came running out of the howe, 3Lesson Eleven The -ing form: gerunds ‘each ast lesson we looked atthe present participle, the part the ver that endein-ing ate party verb and pally an adjective, Now look at het sentences 1 Running isn favourite sport. 2 Secngis belving 53 Ciying woa'chelp mates 4 Speating language every day isthe best way of Teaming 5 Ike oheat good singing 6 Ourhouse needs paing 7 ate osng my temper 8 Iden emenber sting you before. 3 Youwon' doany good by eying. 10 The git was praised for doing het work neay, 11 Richard fond of wining in deep aes, 12 Youcan’t lve without eating. What workis being done by nemning sein, ening, speaking (sentences 1,2,3, 8), Wayne? ‘wate: Thy eeall ames of ations, They ae the sebecte ‘faentences. They are doing the work of moan, ‘exci: Quite ph, Wayee. Now ook at sentence 5, 6,7, {3 What work sbeing dove by singing, pining, lng, seeing, George? caonce thin they ae objects of verbs. They ae doing the "work of mune -escien: Vey good, George. Now, Mark ook at Seatences9, 10, 1,12, What do ou notice about the 2 Lesson leven ods ering, doing, swimming, eating? seane Thy are llth names of something. They are ike ‘EAOHE: Quit trae a factin some of them you could put Snordinary nouninresdof the word ending ining. For example "2 You won't do any good by tears (crying) 10 The git was prised for neater (Soingher work neat), 12 You ca'tive without food (eating), Did you noice 0, that hey were all governed by repens by exyng forving ofsvimming hour eating? ‘And you krow that prepestons generally govern nouns. So ‘quite plainly these words, as wedi these Sentences, ate avy nouns. ‘Bur hey are ao partly verbs. They express action Besides, they ae formed (rom ransive verbs they tke the [er Spang aug vy she be way of “The id wa prised or [ang [ht Ror eat 1 don remember [seen yu before. “These ing forms ate pul verbs and party nouns. They are not participles, They ae gerund, Le shaves grand formula: ='V +N, gerund is the pact of ver nding ining that is party 8 sLesson Eleven A gerund can be the subject a sentence o the object of ‘verb rl maybe governed bya preposition Ita gerund formed froma transitive verbit can tke objet Gemano | [Paesout paanene 4 Exercises A Whatisthemesningof G = V-+N? Poin out the gerund the olowing sentences and give the function ofeach ithe work each doing) Say wheter itis the abject ofa sentence, the object ofa verDor ‘governed bya preposion, ‘Example: ke watch good dancing ‘Answer: daocing objet over. 1 Swimming avery enjoyable exes. 2 Tike soning very mach 5 John send of swimming but Louis prefers dancing 4 ery Fray afternoon we have singing § Richard docs ike singing ver och. 6 We use kate and fork for eating meat. 7 You oly screed by tying hard 4 Mr Green kes gardening, but he desk ering the rs. Ps {9 dont want force you nto doing something against your i. 1 Richardhats getting up ary in the morning. C Say which ofthe word initio are garunds and which are resent participles, 1 The rereating army took up new positions. 2 They hated reeatng before the enemy, butbyreeatng they voided captue 3 By working har he hopes to get the garden ready for sowing sects. 44 "There wat a rutin that seemed ke a busting. Sill eet were patting, wooden shoes were catering Lt bands clapping and Ute vongues chatering ‘Outeame the ciren running. “Alltheie boyr and git, With sparkling eyes and tect ike pearls, Tripping and skipping, can ers after “The wonderful music with shouting slaughter. (From the Pied Piper of Hamelin by Rober Browning.)Lesson Twelve Apposition Wiriten English (not so much spoken Eaglsh wee sppostin frequently. Here sab examps of apposition ints ‘Siplst orm ‘John Wiliams, the guitar player, iscoming to Manchester, “The eaprsson the guar playeris sad tobe in postion to ohm Willams Inthe simplest fora of apposition, you can leave out either ofthe two equa parte! Zohn Willams coming wo Manchester The guitar players coming to Manchester. Here are some more examples of apposition ‘Ourneighbows, Mrand Mrs Huang, are very edly. ‘An unusual preset aba of flr, mein the pos, Tennis, her ony interes bas bout her many fends Sometimes we use the lfiativein apposition: ‘is oneambiion to score gal for England won't be relzed nom. “That example iso ofthe simplest form of appesiton, We ‘an leave ou the lative pease, andy: “is ambion won't be relzed som But we wool’ normally sy or wet: Restrictive and non-restrictive ‘The examples of pposion that we havehad fa are nen restive a oka Willams, the ater plyer 56 Lesson Tweve we are reminding the hearer o reader of what John Williams Stamous for but we are not restricting the meaning ois ‘ame, On the other hand, suppose the person we are Speaking tohas an aunt, sister anda cousin, al called "Sane, we might “ane your cousin was bere this morning. ‘And the phase in sppostion your cousin, would be resteeiv because we ae itingsshing the parla Jone Here ae some more examples of retrictve apposition [Notice he punctuation (no coms), ‘My frien Alison wate ast ight The deconto buy thecar tok lee, (nitive ia apposition) The question whether to buy tor not woried es (nitive in apposition) Theerplaaion hae ould’ itstems very Improbable (noun clause apposion) Ina the examples ofr the two expressions a apposition have been subjective. Dut apportion can be objective won't baieve the explanation that he dida'aeeit (2008 ‘lau in appstion) His father supported ke decon to buy te cr. iii inappostion) ‘The two expressions can be governed by 3 prepstion: ‘They liven Jamaica, hat lesan! Caribbean sland (wor-estictve) isa present for my fiend Per. (cetcive) ‘And ally, they can aoe separated by ater parts ofthe “An unusual present came athe afternoon post, book on ‘ranmar. ‘Hisambitons quite lear, play football for England.Lesson Toate Exercises [A Addone of the expressions (to) teach sentence (10 10) in apposition oan expression ready i the sentence. Example: j, Pai, the epital of France, a very beatifel sity. "your csi’ £ tosellhiscar 3 the Tas 8 the film actor € the price ofa railway ticket h an old Rolls Royce tolondon Mariya Monroe Mary the capital of France. = George Washington 1 Pais isa very beat ity 2 The phrase apposition is retictive. 5 John Wayne sometimes visited London. 1 Tver fondo Georges ster. 5 suppose we can aford 8.5. 6 leas very sad about the beat star. 7 What do you think of is decison? 8 He salways toasting about ise. 9 What do you know aboat the people of Thailand? 10 The ist President ofthe United States died in 179 B Incach sentence, one expression is prited in ita. Find {he expresin hats in apposition ot and write tin (Coloma 1 Then lin Camas 4. The answer to ‘number is already completed 7 2 5 7 Expression in| Noun pease | Resritiveor | Subjective or ‘apportion | or noun clause non-reicivdabjeive or ifintive Tak Land [Now pines [Reape Sieve Lesion Twelve 1 The ootbll referee Sack Land often sent payers ofthe fel 2 They respected i lant witht be buried nxt hs wife 3 Hila, thatthe sould bor him next is ie, seas respected 44 The dish was eady onthe tbl, Shad chips 5 Your brother Wiliam is ait erazy, n't e? 8 Thewnter CE, Eckersley lived bere. 4 What do you think ofthe decison to bulla nowt here? 8 Hisesplonation tat he couldn tse it dda please ther, 9 What do you hak of his idea that the worl at?Leon Tisteen Conditions: open and hypothetical Open condition Inthe lesson on adverb uses, you met some adver causes of condition, clauses ike these: 1 Richard works herd, he wil earn gramea, Ti sep him f he ass me “These clauses imply mean (Richard work, he wil ear; ‘the doesnt work, Rewou lean "the sts me, belp. bi; ithe does'tak ie, wont help him Richard haste choice between working’ nd ‘not working’ Hehas the choice between asking’ and ‘not aking These are what we cll open conions. nan ope condition we hav th spl presen tne nthe ‘felaae, ln the main clause we have the ftere tense Hypothetical condition ‘Bur theres another kind of condition - hypothetical anton. Hypothecl means ot yet proved tobe tue Here are some examples set side by side with open Open condition Hypotheses condition Richard works haré,he If Richard worked had, he wlleara grammar, ‘woul learn grammar Twillhelphimibe ass me, Twould lp him the asked o Lesson Thirteen He wil do theworkifhe has He would do the workihe time hime Vilgoforawakiftheria [ould gofora walkifthe stops rain stopped ‘What willyouo it give you What woul you do fT ave Le choice? youthe choice? WevillRelpyouityos We would help youif you needa. needed help. MispeakitLamsure ofthe would speskitt were sure of answer theanswer "exci: Do you notice anything about al those Iypothetica seatencs, Lance? Look athe fist one, "ANce: Wel the present ent mor bas changed tothe pst tense worked, and wl ern hs changed to woud earn ‘ences: Yes, thats quite te, and there reson forthe ‘litlerence inthe open cont If Richard works bed, he wil earn grammar ‘we doo'tkaow whether Richard wil work had, Pethaps he will work hard. Then be wil learn prams Perhaps he ‘won't workhard, Thea he woa't learn grammar, We don't Inthe hypotetical condition, Tt Richard worked hard, he would esa grams we doo’ ell suppose that Richard wil work hard. Probably he won't work ard, So he wot earn gramme ‘na hypothetical condition we wie the simple past tense the Ifelase Inthe wn clause eee would and the base orm ottheverb, Unless Unless Richard works had, be won't ear gamma, Unless rmeansif..-not but when wease there wa ciference! aLesson Thirteen ‘You willhut youself if you ae notcarei Haobe caret ‘You wl hurt yourself unis you are care ait would be better not do at al. Exercises ‘A Which ofthe following ae open conditions and which are hypothetical conditions? 1 fits not foggy tomorow, we will come. 2 tsa tim {would peak to him 3 would pny football you askedme 4 te weathermen ae Hah, going toi this renin. 5 Ifyou give that answer, you would be wrong 6 Ihespoke to me, | woul speak ohn 4 the ated foc money, wold you give i any? 8 Wil you give i money if ark for? 9 icwere ots fopey, we would play football 10 Ite els hungry, e wil eat hit Sane® 'B Change the following fom open conditions to hypothetiat ‘conaltons Example: have tine, Ile ov. ‘Answer IVa tine L wuld hep 900 1 fhe asks me, wil pla otal 2 Tilpeak to hii he speaks tome, 5 Ithetstens owhat any, he won make sly mistakes {afte sun comes ut, the rain wl s00n tp. '5 Herillopen she box ie can fin the key 6 ithe lst hungry, he wil ext hi pn. 7 At Tbegin the wor, nom he wl nih 4 Iryouted the baby properly, she wl soon be well a Lesson Fourteen Past conditions Inthe lat eson me saw the past easel the hypthetial ‘endlton Open condition Hypothetical condition URichardworkshard, he If Richard worked had, he silleara grammar ‘would earn grammar ‘Wevrllbelpyoulfyouneed We wosld help you you Heil do theworkithe bas He would dothe workithe time hadi, Inthe hypothetical condans the pst tense worked was uted instead ofthe present ese works and would eam was used instead of wil eam Well the funny things tat, though we use a past tease the mest iealy presen one. The hypotetal condlons fhe worked hard now (bt he does’ wok hard now), ifyou needed help now (bt you don't need help ow). ithehadtime now (bt he dees hate ime now). ‘We can have hypothetical condonsin pastime, too. Here [show we would expres the past condos, As you wil sec tre ue the pst perfect (had © past parle) othe [lane and would have + past partie the ain Richard would have leaned prammarit be had worked Tard (but be ida’ work har onthe past~ and he dia Testa inthe po)Lesson Foureen We woul have helped youityou had neded hep (bat you ide) He would have done the wotkit he had had ime (bute Gat have tine). Here are some further examples ofthese thre constructions ‘Open condition: Ifthe master pays him propery, the "workman Will work well (Perhaps itil app.) ‘Hypothetical codon: Ifthe easter pa him propery, the ‘workman would work wel (Probably wont happen.) Past condition Ifthe master had pad im propery, the ‘workmaa would have worked wll (But elie of hese {things happened) ‘Open contion: hese stamprategeaine they willbe ‘woth lot of money. (Perhaps they are) Hypothetical condition If these stampe were genuine they ‘would be worth aloof money. (Probably they ae Fetuine) Pastcondito: [hese sta ad been genuine, they wou have been worth alot of money. (But they wocer't femuine) ‘Open coniton: yo tell me what you want, present (Perhaps itil appen) Hypothetical condition fou tod me what you wanted, ‘would buy you present (But you haven told me yet) Pastcondton Ifyou had told me what you wasted, | wold ave bought yous present. (But you didnt tlle, and so you didn't geta present) ‘Whuy yous {Ina past conduon we have the pas perfect tens the ‘louse. In the main clnie we hve would hove ands past pareple This summary ofa acer fl matter may hep you o Lesson Fourteen Mainclawe | telause ‘Opencondinon | Hewiliearn [Whe works (ample present) Fiypotheizal | Hewouldiearn | ithe worked condition (imple past) ‘Pastcondiion | Hewould have | ite bad worked learned (past pert) Exercise “Turn these sentences (2 into hypothetical conditions (0) into past conditions. Example: you do that, you wil be alight “Answer (a) Ik you i ta, you mould be al ight. (@) Ijou had dore tha, you would have been ll sight 1 Ifthe cat istry wil give it some fod, 2 Ifitrin, the gard party willbe spoiled, 3 Ifyouleavenow, you wil etch the tain 4 Alwil pas his examination the works 5 Til give im the money ebm, 6 lyowdrink tha, wil Kil you 1 The boy wil pos your eter i'you give to him.Lesson Fiteen Modal auxiliaries 1 ‘There are some verbs (and as you might expect, they are ‘peli’ that have certain pars ising They are modal uals, We use them with other verbs, 8talone snes & Part ofanoche verbis'underood’ Het are sme aarp ‘Con yousee that ship?"—"Yes, Lean’ (Meaning etn see ” “ean do t’—"O, can you (Meaning: ‘can you doi) Can Canta oly t40 forms, the present car and he pst could (Cen means e able. For example you can 3) ‘Can youspeak French? OR Areyou abe speak French? ‘Richard could swin when he was sx years od (OR Richard war ableto swim when he was sx yea ol ‘Can bas no ature fom ot pst parti or init 20 Instead wes some form of be able ibe bier (tar) do this exer now that you have cexplined it Richard hs been ee to (past participle) swim for sx Thope to beable (inate) come tothe party tonight May May, too, bas only wo forms, may and might « Lesson Fifeen 1 Mays often wed tack permis. Yor May Torro your byte, Tom? atoantT Axo Mant” May we go into your garden, Mr Green? (Quite ote, as matter of at, we we canto ask petmison, ‘Car boreow you bere? Con we go ina your garden? But can ally means [am abet. Lmey means Lam allowed o. Some people are (perhape rather unnecemaiy) Striet about is You willsee that in this tle converation I oy [i 1) €F be ‘uno nentew: Can Tamale your iting-oom, Aunt? ‘tnicr ovo stn: You car, Chat, bat you may no ‘od aunty might Sohn asked te igh bortow Tom sbcyle. Margate and Mary asked they might go into Mr Greens aren. ‘Ghares sake his aut ifbe could smoke. She sid that he ‘ould but that he igh no. Forth ming parts ofmay we do a5 we did with can: we use another verb (enetally alow Ff) “obo may (present) borrow my bicycle. ‘Tom said John might past borrow his bey. oLesson Fifteen “Torun lowed (pat partipe) Job to boro his “Tomas ee prc) Fn oro bite, Tom nti) foaborow hs Geyte Leaning atc) ae or my Tam ving (reset continuo) Soha borrow my bie 2 Sometimes may (might express anther meaning: posibly. You wile ht nesningin thee amps: waa nana, We vec have enh terooon Mother Doyou think ge to raa? orien: Wel tmay on here re some outs inthe ‘hy. But th sin may come at ada hen ay. ‘And et's wht the gets the ext morning, talking of eeirpicne ‘knees "Before we went for ou pene we asked moter if she thought nih rin, She sai t might bocase there were loud in the ky, ut she hoped the sn might ome cut And clear the clouds away. And gla sy ited and we ad lovely pene Beercises A. What are the two meanings of "Ima go with you tothe B Inthe fllowing sentences pace can or could by the necessary be abl to form Example: Could youse theses fom your cami? ‘Anawer: Were you able Se the es from you! cmp? 1 Richa an wim wel, 2 Leould nea every word you sid Lesson Fifieen 3 Leould'theara word you sid 4 Henry ean it that heavy box 5 dun could’ that heavy box. 6 We cat doall these execs in ive inate. 4 Lean just ear what be sy, (am i able) 8 Teouldjusthear what he Sid 9 What ume tomorow en Tee you? (omorrow suger @ fatretine) 10 Can yousee me tomorrow? Make the folowing sntences refer to (2) the pat, (0) the future Ad any necessary time’ expressions. ‘Example: Can you ply tes? ‘Answer (2) Could you pla tennis asa child? (©) Willyou be able play cans when you ae 60? 2 Youcindothisexerane quite easily 5 Lean write tohim bees Thave hit addres, 'S We cantunderstand him because he speaks English 30 D Wiritesentences that mean the sme he folowing bt wing can, could may, igh oF ther negative forms ith ample She wasn't ale wit the box because she wat od. “Anower: Sha ould ll the box because the was ld 1 My eyesare good, and Lam abe tse for miles, 2 Wityou allow me to have anther sandwich, please? 3 What would webeabletosee ithe mstcleared? 4 Teas possible for woe the sea before they but that howe 55 Wilyouletme play you piano? 6 tis impossibeforus ose tesa from here. «Lesson Sateen Modal auxiliaries 2 ‘The modal ada must bas only hat one form, Ith no infntiv, no past tense, no future and no participles, But Jets lok at meaning ‘Must as command “The main meaning of must suggests command ora obligation, ‘Richard marsh his work before he goes home, ‘Yournust wie your exeree neat. musty bard understand thiseson 0%, in te native: ‘You musa play fotallin the eet People mat nt ey to feed these animale mason’ g tole inthe grammar leon Sometimes the opposite of musts must nat (uz) and sometimes iis eed nt (need) Here isashort ‘conversation to state ti: neyze: We ae having party atour howe tomorrow, May. "beging at four o'clock Wil you come? ans: Phank you very moc, Iii to come, but we have ‘schoain the aferaoon, Must cme at four otloek? ower: Oh no, you needn’come a four, bul you mane {oo late o athe best ood maybe gone are: But must go home Gato put on another des 7” nr Ob, you ned’ do that. You'l be late you do, The ‘ress you ae wearing very nee ware: Oh yes Ima ekange my dress, but you ned’ Srocys! won't be very Ite. le there by al pas fur. ‘Use mater when the meaning suggests a command. Ust need when the meaning ft n't necessary. Here is one more example: "You must (afimative) pve the man £2 (two pound). ‘You man (native) give the man 2. (Don' doit) ‘You nedn' (negative) gv the man 2. (esnt necessary, ‘butyou can doa you plese, vet or oot ie i) We can'tuse wil with mast Soto express the future we use have: Tithave to 00 the dentist tomorrow about my bad tooth ‘They wil ave orm they watt atch the tn. For the past we use had Thad to goto the dentist yesterday about my bad tooth “They had to un cathe tain. ‘Another meaning ‘There another meaning ef mus that suggests nt ‘compotion, Dat ater what sees resonable "You have wosked har all Gay, sou mast be ted (George mus be pleased that ie has assed his Ifdoha left here at four o'lock, he mus be home by now. The opposite ofthis pastclar muss sual can'e "Youravent done any work today 50 you canbe ire. George can't be very pleased about hislow mars Son there only vente go; be cant be Bome yet. nLeston Seen Exercises [A What at the two main messings of mus? Give a8, example ofeach, B Put musa needa'in the blank spaces. Chose the one that seemsto you the more sabe 1 You do the work this evening; tomorrow will be soon enough, 2 Told him that he sy thse si things, 3 You sitthete in your wet ths; you wlleatchcald youd 4 They — do allthe exercises. Four willbe enough 5 Wego ust yet, Ourtesn docs'tleavefor balan how CC Putthe folowing sentences int the pat Make any necessary alterations to ime phrases Example: want o know if mus stat now. “Anower: wanted tok had fo sar at nee 1 mus give an answer at one, 2 We mas cler away the spow before wecan get tothe pe, 3 Timust ead tothe ed of the story because {want to see who getrtbe tease 4 Carmen mast not open the box of chocolates until hee Sister comes home '5 They must leave the house becase the new owner wants Lesson Seventeen The ‘peculiars’: auxiliary verbs 1 [Revision (Book? Lesons 15-18). There are a numberof ‘pecs’ be, hav, calcul, do shallshoul, willl may, might, mus, Need, ought, dae, sed “They ae the only verbs that frm their mepalive by adding roto. ‘They ae the only verbs that flor thei faterropative by Invern, andthe only es that wseconested form ‘They are all fyouinclde ought to and wed, followed by theafaive thou (eee Leszon 8) ‘You have already son some ofthe work that he pec o. They lke tobe helpful. Focerample, do helprother ‘erbs to form the aterrgative. "Do youtke choclate? ‘Did youotfer Mary some chocolate? uel, co, 10 form the negate, {do nt (don'9 ke chocolate, {id no (ido) offer Mary any chocolate, (Other ‘pci’ elp to make tenses have even my chocolate (preset perfect) ‘had esien bore you care. (pat perfec) [was eating chocolate ding the lisa. (pst continuous) ‘Ricard ing some now. (present continous) Tl 0 kee ths chocolate wt afer the leson. (Gata wit have eaten italy tomorow. (aut perfect) cyLesson Seventeen ‘Others agin ep verbs toform the passive oie (Book 3, Lesson 15) The thet wi be caught ‘The thet was cough The thet ha ben caught Would helps to express hypehetiea conn: ‘Richard would arn grammar he worked ha would Be apy ould go to London and past conditions ‘Richard woul have parsed the exam ithe had worked ander, Because these vebs (be, hee, d, wil te )hep other verbs ‘hey are called wll or being” verbs Exercises A Give examples ofan alan ver: (2) forminga negative, b) forming an interrogatv, (©) forming tense, (4) forming the passive. ™ Lesson Seventeen B Here‘ hor sory “Thre cheersfor the Nay! Jack, a od sailor who hd spent many yeas inthe Navy, was wathing slong country foad when he ere to a farm hove. The famer was standing atthe door and Jack sad, "Thave been walking 2 day loking fr work, Will you give me ob” “tive you ever done any far work” si the farmer. ‘Noy sad Jock. "Thave een sar ally Bf, but Twill o any job you like to give me” ‘Al igh sid the farmer.“ give you 2 chance. Do yousee that fock of sheep seatteed over the hllide?™ ‘es! anewered 2k “We aud the farmer. “Get them all through that gate ya “Right sid Jack‘ do sat” ‘About at hour Ite the farmer went tothe yard, Jack was leaning onthe gate wiping his Forehead “Did you gt them all a” said the farmer. “Yes? sail Jack, The farmer looked and sure enough all the sheep mete gathered inthe Yard. And ten the farmer ‘wa hare running round among the sheep The salle sa ‘what be at ooking at. "Yen! be suid that Nie fellow there gave me more trouble than al the oer step.” Pick out ll the ausiarie (her are 16) and sy what work tach oe is doing For example, in the fst sentence, had fs Fepig to form the pat perfect had spentLeston Eighteen The ‘peculiars’: auxiliary verbs 2 “We wil begin his lesson with rl ‘Wee ausiary verb with ther verbs, nt alone ules a part of another verb a anderte il wil help Gniniive you, loon’ know (nite your fend. fre We at learning (presen patipe) gram Ihave We have eared (part participle) about presen and st participle, Jon: But what about the verb doin this sentence? "The gardener did hs work vel Didisdsed alone there three’ any pat of another ‘eth, oF any understood pare ‘eacit: Well done, John. hoped someone would bring up ‘that point. The explazation sth. Thre ofthe pecalie (Ge, have anddo) ead a double lie" Sometines they ste ‘peculiar’ and act ike peculiar andsometines they are ‘rinary verbs and at ike alee othe verbs. When oe) re ordinary webs they dont esd another vere to Complete then. They are ful verb andein make 2 predicate by Gensshes Let me show you examples. 1 be, have and doa auniary verbs Tam teaching eremmar have taught grammar Do you wadersand this leson? ‘As you can ee the verbs inital are wed with nome Tait (Book 2, Lense 20). Thee verb are wed ete os 6 Lesion Eighteen 2 be, have and do a vets: Tam the teacher "Tobe or nt tobe, that the question (Shakespear) “The party was ast nigh havea new book. Wie hada gos diner today. ‘The gardener did his work well Dare ana used to ete are some examples of dae and uted to: ‘Dare you clin (ative without) that tee? 1 dorentclinb it Used youn ein that ree when you were a boy? ‘Yes used o clint when Tsay. used (pronounced user) tobe afd then, [Notice these verbs acti peculiar a) They make their egativeby using simpy not (a); (0) They make this Incerrogtveby inversion ‘But they can also me thes interogaive and negative asl) ‘verbs excep be ‘peculiar’ do, byoting do and do not ‘Did you dare sk for another exerie book? aid dare to ask for another execs book, My preset, ‘one was no fl, Di yo ue tclimb trees when you were boy? [did we be aad then, Need ‘There isone more ver that eas double if in hit way eed Wis. pec in sentences ke: "You nec fel worried I's guite ey. ‘Bt socetimes iti fale "Your exercise book st ful. You don need 3 new one nLesson Eighteen Exercise ‘What ful verb? In which ofthe ollowing sentences ae the verbs be, do, need and have wae sours? In wbich sare they al verbs? Example: Did yo nish your homework as ight? Tatways domi after sper ‘Answer: Did~ausliary. d0~ fal vet 1 Lei al ny exreisescorcety yesterday 2 Did George gta his exerts core? 3 What ime does the lesion start? 4 Have you read tht new book?” 5 Thave'acopyofitat home but havent ead tye. 6 twantto move this table and Teed yourhelp 4 You nceda't come at once if you are busy we endothe joblater 1 Weave abiguabe ike this. Weneed family. 9 What ime isthe football math? I Richard plyieg init? 10 Webve been doing some panting, Dut we needsome ‘more pnt. Have you any red pst that you are not ting? Lesion Nineteen ‘The ‘peculiars’: the emphatic form ‘You have already bee ok a number ofthe peculiarities of the peculiar’ bat there ae quitex numberof other things that you have ho yet been tld Sometimes when we are speaking, we want tobe emphatic; {hati we want To put the mater rather more strongly. speaking, we can do thisby saying apariclar word wth ‘more force. In writing we sometimes do hs by underlining {he mordor printing tn tas, ke thi "He thought Iwas not ening, bat war tening. ‘Youthink Marys aot clever, butahe clever Richard say en clim that wee, but ca climb it {don't want say tis, but Tusa ‘Youbelieved the cat had’ stolen the meat, btithad dont wast to punish deca, but I wl punish it ‘wnatean be mean by saying hat? Incannorbe tae. But only verbs that wecan emphasize Hike this ae the ‘pecales'= Suppose we want to empbasiae aver that snot one of the ‘pec What do we do then? Here isa litle conversation that expect you have heard severalimesbeloe between Richard and me, ‘exci: Richard, you must ry hatd with our grammar. tno (eling hat lar being unfair) But doy ha with gamma. sri: You did't try with he ast exercise I gave you ”Lesson Nineteen wan i ty hard with ‘TeAchtn: [don't thik you took much cae wit it ‘cea: Oh yes, didtake care witht. TeacHen: You dont spend much time oa the work. ‘ewan: Ob do spend aot of time onic Do you notice how Richard emphasized the vebsity, ake, spent? When the teacher sid "You don't ry," the unemphatc answer would be'T ey "You didn't, the unemphatic answer would belted “You dds take much care, the unemphatic eager would be took ere “You do't spend the unemphatie newer would be‘T spend ‘But Richard changed the answer from ‘ato do ty "Ido spend = aidtey + aidtake: ‘The enphaic form ofthe verb smade by changing he fie ‘verb nto the afin and puting do ono the ‘pecaies’) Defoe, [eemuare] Lesson Ninaeen Here are some examples: Unemphatic Emphatic Preset ease Tike chocolate do ike chocolate He hates being late for school, He doer hate beng hte for George works hard Command Sitdown Dositdown Past tense Louis cooked good nner. Louis di ook a good sinner, ‘Youssngthatsong wel, Youd sing that song wel xercises A Say the following sentence, stressing one of he verbsin each inorder fo make the sentence phat: 1 Blizabeth an pay the piano wel 2 Willam sa big boy for his ge. 5 Iwill gladto be home span. 4 We were sorry you had ogo ext 5 You ily tocome again, won'you? 6 must gets work done before Friday B Waite the oltowing sentence inthe emphatic form: 1 Richards cakes. 2 He enjoyed the ones he ate atthe party 3 Hike te cakes that Mis King bakes 4 Wehada good swim is afternoon 5 You bought alot of chocolat. 6 Richard rune fat, aLesion Mineeen 17 The wind blew hard when we were at sea. 5 You brought aot of cothes with you. 9 Henry came here quickly 10 Henry comes here gic. 1 Richaed drank slo of lemonade, 12 They oka longtime tocome here 15 Those shoes bought wore wel 14 He promised he would write and he wrote. 15 Ie tous hard ast ight 16 You old me wosee the picure at the cinema and saw it 1 He asked me to teach him French and aught him, 18 The cook nakes the food taste good Leson Twenty The ‘peculiars’: question tags ‘You ave noticed, Iexpect those iti question tgs hat we oftenure in convertion Instead asking question ‘isc, we make astatement and pt question tg atte fend, This what mea Hes Jamaiean i he? (question tg) ‘Yourere there, weren?you?(quesuon tg) “The verb inthe question tags always inthe same tense asthe ‘verbin the statement, In the first example ove, the ve ia the latent present ens, The ven he question tags present Inthe second example, the verb sin the pas tense, mere 50 the verb inthe question tag isp tone, weren tthe statement is pose th question tags negative. Posiivesoteent Negave question ag Weanice day, isa Yooeannderstandme, cant you? Heil elp us, won't he? most hey? Ube statements negative, he question ag is postive. Here resume examples Negative stsement Positive question tg Thivestempasedshis, — havel?Lesson Twensy You don'tundersand th, do you? ‘She watt atked, searahe? ‘She needa'ccome, need he? ‘Youhavea' broken the cp, have you? i ‘Youdazeat do that, are? [tthe verb in the statement i inthe present ese (andi not ‘neat the ‘peculars) we use do doe) don (detain the ‘gestion tag Positive statement Negative question to ‘They know us, dontttey? Weknow them, font we? ‘Youunderstandthat, dont you? Heundersandsit She speaks French, Negative tatement ‘They don'tknow us, Weedon" know thet, ‘You doa't understand that, ‘He does’ understand the yrb inthe statement st the pst tense (ands not one of the ‘pecuiars?) we used id’ the question tg Examples: Posie statement Negative question ag They bnew, sig’ tey? ‘You understood that, dat you? ‘She spoke French, ites Negative statment Postive ueson ag They dint now us, idthey? ‘You did understand that, dd you? She didntspeak French, idshe? ‘The only verbs that canbe used in question tgs ae the a Lesson Dechy Meaning of tag questions “These questions the frm of statement pls question tg canhare two quite diferent meanings. 1 our oie rises onthe question tg, He's Englsh inthe? we are realy asking question. We want to know, We think he's Engh, but we wantan answer: Ye, heiror No, het’ 2 Hou vie lon thaguston ig, ion eager we ji want the ter peon ogee wth, We ce Torches Engh Prob we dort even afr an ‘no: we met question asin wing ina bok ora eter how dowe Know whch meaning ounces? ‘ener: From comer You cones wht at ‘ment, Karen, dont you? sen hin so, Kean om the ther sentences ore ‘etoan You Lao at thi convertion fam bok: A. esavery py doting” i. Yea nsagy, at 1A ‘Pethpa itt duckling ‘Wha docste content tl you about seat? sarbat: He orth jut agving aot sg el ‘ehan es, he conte tl youth. Iyou edit ‘lou, your vce wold alone quan og. Heres ‘tothe example ‘aks good tn Bou scent haven you? ‘A.'No.Avmterot fact aves! ‘nye: undead ow Thats el question B doe ‘ow he answer. Hior her vote heron he avery sLesson Twenty Exercises ‘A. Ada question tag to the following. Number 1 dane for 1 You havent ished yet, have you? 2 Hedid’tanower, 3 Weeancome too. 4 Iwon'tse you tomorrow 5 Hemustnt speak 6 1 don kno him. 17 They oughin (0 peak 8 Heaneweced 9 He doen't aus 10 He must speak. 11 Weean come to. 12 Hedidnt aks 1B Filsee you omerrow. 14 They ough to speak 15 Tinow him 16 He doesnt understand what we sy. 17 They won' stay avay tomorrow, 18 Weean' take animals to sehool 19 Wemosa' spend al his mone. 20 Youcoulds't answer all he quesons 21 thas rained for weeks 22 Therese tenoagh fora of. 25 There won't be enough foralforus, 24 There wile enough foralof us 25 Wewon'thave another lesson fora week. 24 Margaret sings better than Mary. 27 Mary doesn tenga wel as Margaret 28 Youve been here before 29 You haven't bean here Before. 30 He never does what you tl him. 31 You sid speak ohm, Lesson Twenty 32 Youspoketo him 33 They sanga lot of ngs. 53 They id sing many Songs. 35 Hewrites 0 you often 36 He wrote 10 you every dy. BT He dia" wet to you every dy. B Trytoputsomeof your answers in Aino context, and peak them with hepa fall oF ie fa your voir onthe ‘enon tg.Lesson Twenty-one Short answers Lets take anther pont about the ‘pcan’. Quite often when we are askedaqueston, we give a'shoct answer at we leave out part othe anwer. An expe wll show what mean, Ifyou were asked the question, ‘Doyou goto schoo every day” your answer could be, "Yes, 1g to shoo ‘vary day’ Butyou would be more ikl ope te shot answer’ Yes, Lao. Here ae some more examples ofthe fall answer andthe ‘shor answer Question Fullanswer ——_Shortarswer Haveyoubrought Yes,Thave Yeni ve yourbo0k? brought my book Diayou Yes,Lundertood Yes, Lid understand the thelesson lewon? Canyouswin? Yes, eanswim. Yes, tein Doesn' Richard Noyhe does like- No, he dosn't lke grammar?” grammar. Hosa'the ished No,kehasn't No, beast theerercise? fined the With teacherte No,hewor'tte No, he won't plesed? plese Dare ctimbihat No, he dren’ No, he dren twee? cmb that ee, ‘Aad ook at the verbs ia the short answer, Do you noice hich they are? ‘There's another kind of short answer. The questions begin with a interrogate pronogn (Bock 3, Leon 2), ry Leon Twenty-one ‘Question: Whois the stronger, Mr Bingo or Mingo? Long answer: Me Jingo ithe stronger, Shor answer Me dings ‘Question: Whocan do this exercise? Long answer ean o this exercise, Shor anower: Tea, ‘Question: Who must tryharder? [Longansver: Rickard mat ry harder, Short answer: Richard mos. ‘Question: Who wil get into trouble ithe does’ ry harder? [Longanswer: Richard wil getiatowouble he doesnt ty fader. Shortanower: Richard wil ‘With the pesent ene forall ers except he ‘peclas we se do, det do’ docs ror shor answers, Question: Who speaks English? ‘Long newer: epeak English, ‘Shon awe Tao, Question: Who often comestoschot ate? Long answer Richard oten comer to shoal ate, Short amore: Richard does, ‘Question: Who doesnt understand this? [Long answer: dont unertand ths. or chard does't understand ti ‘Stor answe: Toe" or Richard doce. Wen he pst tense, for al verbs except the pecan! we se i, didn’ ‘Question: Who'wrote thi? ‘Long answer: wrote or ohn woteit. Short answer: [dior aba di »Lesson Twenty-one (veston: Who did’ finish the exercise? Long answer or Helen) id finish the exerci ‘Short answer: (or Hele) ia’ Question: Who went to Trinidad ast week? ‘Long amwerI (or Joye) went to Trinidad as week. Short anvwer: (or Joye) dd [Notice again the verb in those shor answers! Sometimes short anewersaze edo exes aprement or aagrecnent ae Statement Agreement Joba x working wel Yesshes. Lancehasalotofmoney. Yer bea. Teas lovely day yesterday. Yes,itwas. You've dropped your SoThavel handkerchiet, Yousoidthatbefe. Sot did! Staerent Disegreement Richardis working well. No, bean. Tewilltakealongtine todo No, won't that ‘Thisbookoss alotot No itdoeee't money. Yousidthat before. No i. Why did't yousay you krew But i, hin? You're shayrintforyour Oho, Tm ot lesson. vm ‘And once again he verbs inthe short answers ae rite frends be, have, can, do, ee “he only verbs you can se In short answers are the ‘pecliars 0 Lesson Twenty-one Exercises |A Give rst the full newer and shen the short answer? (Geginning” Yes) tthe folowing questions: 1 Have you rea this book? 2 Canyouspek Englih? 53 Willyou come fora walk? 4 Have you met ay Unde Arthur? 5 Ateyou boys playing otal! 1 Must be thereat S0'ock? 4 Does Rshare ike cakes? 8 Were youat the part lst night? 5 Isthat boy withthe Brow hair Joba? 10 Did you hear what he said? 11 Wilyoube fourteen tomorrow? 1B Give fist the fll anowerand then the short answer (begianing No othe following questions: 1 Have you sgotento bin? 2 Canyou swim arose iver? 3 Hive you beeatoTeindad? 4 Arete gis plying inthe Hel? 5 Does Richard always giveth ight answers? 6 Dia Richard pve the ight answer yesterday? 47 Did de be nb there? { Most be thereat fouro tock? (See Lesson 16) 9 Willyou be fourteen tomorrow? C Give isthe full anower, then the short answer, teach ‘ofthe following questions: 1 Who isthe better swimmer, Karen or Mary? 2 Who can open this dor? 53 Who will help me 1 move thisable? 14 Who did that exercise corety? aLesion Tmenp-one 5 Who did't do the exerci corey? 6 Who gets up every morning at seven o'ock? (Give two answers (2) begining "and begeing Soha) D Agree withthe following (ase short answer): 1 Wsraining hard sow, Yes. 2 Butitwasworse yesterday. Yes, 3 That window isopen So 4 Your Uncle Arthur gave you that bey, Yes 5 eld you the answer yesterday. So, 6 There's mouse eating tat apple 30. 7 Wellsee what happen when the cat comes this way, Yes Disagree with he folowing: 1 isnt raiing nom. No 2 This train stops at Greenfields station, No 5 ltstopped thee yesterday. No 4: Why did't you tlle 0° Bu 5 John ikes to stay epat at ight. On ao, 6 Joyce has plemy of money. Ono, 7 Why are you angry with ne? But Lessoa Twenty. 140 The ‘peculiars’: additions to remarks ‘Thereis another fitly common contruction in which we smoke an addtiontoa remark, Heresan example of wht] Remark ‘Addiion ‘Margaret can pay the piano, Sndso can Webave spond teacher, nd so have you Richard ought to work harder, ano ough oan. Ourclas wil havea holiday tomorrow, and so wil ours, "Notice that when we make the adtion thece is inversion of ‘he ver and subject: ea ot Fun) have you (aot you have); ough oan (nt Joan ough) ‘With he present tens of lye excep the “peculiar we ‘we do (doe) ‘ohn yes to school every morning and so dof Tyce tosehool every moming, nde does Joh, ‘With the pat tense o all verb except te ‘pcan’ we se aid ‘Richard sored a oa endo did Tom. Mary came to shoel cry, nd od 1 ‘There isa negative frm of thi constuction, In chat case we se nether oc nor, again with Inversion of the abject and verb Here are sme examples ‘Mary ean ply th piano nthe (nor) can Jon. Wehavent got agood teacher, nthe (or have you 8Lesson Twenty 280 COvrclas won'thavesholidy tomorow, either will yous. ‘Mary doesn’ play he pana, nether does Jane Joka dds score goa, ether di James Notice thatthe remark is megane, but there i afrmatv in he adcition a (eat can) have (oot haven"), wi (not won’, 1 don't think T ned tll you which arehe only verbs thatean beuedin'sdtions ast one final point before we leave the‘peclians’ The sual poston fr such vet ae general, never, avd). Sometimes nest, often, et sbefore the rer. Talay hep with my windows open, ‘Richard never gts sexes ih, Weoften eye toschool, Tear ese the a Mary somesimer cooks te dinner, ‘But with some verb they go after he verb Can you puss ‘whch ones? Here are ome examples have never een i, He iseways bony whe Lal. ‘Resard con aay ind tine for a game of otal He mayromedmes make amistakerhe does often make ‘You need’ alas do every exer. “The wal place forthe verbs general, never, avers, Sometimet, nary, fen ee. afer the pecliors'. Exercises ‘A. Adasdtons to these remarks Don't forget the inversion (The subject ofthe addin given in brackets.) * Lesson Tent 1 Richard cont sing. Jobs) 2 Mary wasn't ate for sebool. (Elizabeth) 5 Helen sat brought any ood. (Wiliam) 4 Thateap ist mine, (3) 5 Thote books aren mise. (hes) 6 He ought 0 sy such things. (9ou) 43 Wedidn'rknow the right me_(he)) 8 Macy dean’ teay up at at ight- Joanna) 5 Richard wo'tbe fourteen tomorrow. (Edward) 10 Mary wort be fourteen tmoerow. (0) Rewrite he following sentence putting the adverbs (in ‘rackets the erect postion 1 Tet up atsevenotelock (tea) 2 Hear done this before (neve). 3 Loyd and George are eal for school (general). Richard comestate(osual) 4 May comes to ourhoute (tes). Margaret has ome swith ber ometies) 5 Tehink cometimes) tht Richard wil learn grammar {never {6 Weave fished or work nea); Forgot (nearly) it hada be done by rock 17 Iran tensy (aay) odo something that you have done before (never. 8 Thave seen oxo these woods (neve) bat my father sayshe sa one (ote) when he Was boy 19 We oor a oliday(someties) in May and we get good ‘weather (sual) 10 Wego lors holiday in Angust (generally) and we have hed good weather nearly alway), (Remember had's ometes afl vr. See Lesson 18) %sLesson Twenty-o00 wc ARE THe Leon Tenet ONLY VERS TAT = wince wen, | BRE A word or two on punctuation “Rav | (wresroamrives) | 520 eons BYINVERSIONY) || Shoe ‘The sim of punctuation sto make the meaning ofa passage ANsivees 2 ‘more clearly and easly undetstood. A compete ditference of ‘meaningean be eased by a ference of puncteation, Look at thee two sentences, for example The words in cach ate ‘racy the sume; itis te punctuation that makes the ‘iene 1 Richard sid The teacher esl 2 "Richard sid the each, iy, ‘And here isan od story abouts barber who put up notice: What do you think {shave you for nothing and give you dak CCusiomers came to isshop expecting free shave and free Airink, But he explained that he noice shouldbe read Uke tie ‘What! Do you think Tstave outer nothing bd give yous dink? Many of the most commonly used punctuation marks are lilastatedin the examples given above. These are quotation ‘mark or inverted commas ('.."), used show det ‘speech (Book 3, Lesson 71); he eklamation mark (used ‘ter an interjection (Book 1, Lesion 2) or expression of ‘trong ecing; the question mark (7), used after direct, ‘question (Book 4, Lesion 6), but not ster an nde ‘Westin; the comma) and the full stop(). ‘The fullstop, the eolon(), the semicolon (andthe comma 96 ”Lesson Deanne ae generally used 0 show the pause hat you would make in ‘peaking the words. The ful stop marks the longest pause; the comma, the shortest pause; the sencolon marks longer pause than the comm The fulstop is used 1 Atthe end of ll sentences except questions and excitons. He needs your help (statement) Help him. command) ‘Willy help him? (question) He cred, “Help! Hep! (excamation) 2 Alter abreviaons ch r McA. (= Master of Ar), OMS. Valine (= Her Majesty's hip Vaio), U.S.A. (= United States of Ameria) eg (= exempli gratia (Latin) = for example) ete Sometimes we mis Ou he il topsin sch abbreviations: USA, USSR, ‘The colon used 1 Tosepaate sentences when te second explsins more flly the meaning the fist. Ioften meaas the same a that isto Richard's works unsstisactony: hi answers are ‘oughta, hispelng ecarees, and his wring bd 2 Toiatoduce a eumber of tems in. Some commonly wed punctuation mark are: fllstop, colon, and comma ‘The semicolons wel when we needa longer pause thant Indicated by comma, but when we don't want break the Tne of thought, at wosld happen we wsed a fill stop, You vil ad more semicolon inl ashioned wring than in ‘modern eading matter. ‘The commais the most fequentl used punctuation mark and has many ases. Your common sense andthe dare 0 ‘make your meaning lear wil often ell you where you want %8 Lesson Twen-tvee tomake a pause, bat these ‘ules, though they dont cover a he wes, maybe help ‘Acoma is generally se 1 Torecordalis of object, Atte party we had ake, jellies, es, bicuts, chocolate Sedlemonade [Natcethat the comma i ot sully put before and andthe lastitem 2 Tomarkof direct speech “Tellme, be si, bow you keow all that.” ‘The trapper epic, Thearditon the ado" 1 Tomar of sentence or claves wheres pau ie needed in teadng. This i almoet always te cate nen an adverb aus comes before the mai ase. “Although was foggy, me paged the match ‘eave explained ths work fo Richard, bt he stil doesat understand {Eyo% wl kelp me, will help you 4 Tomark off words edn addressing a person. George tell Richard the srawerto the question hope sir my ase aht 5 Tomar of words or phrases like however, therefore, of ‘coure for intance, ee ‘You know, ofcourse, what agerundis Tneedn, herefore explain tow 6 Inappostin (Lesson 2). lzabeth II, Queen of Great Britain, was born in 1926, [saw Mr Sha, your teacher, his meraing. 7 Tomark off pirat cotaningspariple when a pauses required in reasig ‘Secing that his brother was hurt, George ran o hep him, Remembering ow fond you ate of fut, I've Brought you some apples rom ou garden. 4 Toseparate offs no- restrictive alectve lace (Lez). aoe was cn ber old tizyl, which was bright fed ”Lesson Twentree 9 Toseparate a tag question rom the statement it follows. She peaks French, doesn't she? Exercises ‘A Rewrite thistle tory and putin the punctuation. Tactude eptal eters whet they oe needed the following was writen on the gravestone ofan army mule her es maggie the male who in be ime kicked gencrl ‘00 coloel four majors ten captains trenyfour lewtenants forty sergeant two hundred and twenty privates anda bom B Do thesame wit thicstory, and put inn postop () where itisneeded ‘cant understand it sad mr williams oh what cant you ‘understand Sid fiend wel nda wlan js ok at ‘hissuitim wearing the woo was grow n astral the oth sas woven in yorkshire the buttons were made in idia the Suit was made la london and bought in exo whats 30, remarkable about that asked hifrend it it wonder said _ne wills taking notice of the iteruption hat so many People cn make living ost of somthing havent pad for C Dothesame wit this sory. You will need exclamation marks (9, ‘very agitated woman rang up het doctor and an assistant nsveredthe phous cad speak to ruse he said ts luge i sory madam the doctor out wil you leave 8 message oh dear oh dear my ten yar od ite boy has swallowed fountain pen when wilthe doctor bein i. ‘madam he wont bein fr tro hours perhape thre hats three hour ried the Woman what stall do athe meatine imatrald madam youll have touse a peas 10 Lesson Pwent-ree Goopaye ‘Well that's tend of Brigher Grammar. You've now had ¢ general outline, a‘birs-eye view of English Grammar, aad Yyou'vemetsome ofthe chiet"aer (They have been printed Inheavy type so chat you will enember them usta word shout towels so that you dn’ get any wrong es, We Gort want youto eta picture in your mind of anald fgramaria, hundreds oC yeas: Sayingzoa very young English Language (Gusts Seoolmater ght speak toa rather ‘dsobedient ite bo) ‘Soyou are the Enghsh Language, are you? Welly boy, here's ist frais that have made, fandyoumustabey them? J ‘That'squte a wrong picture. The English Language came loog before the grammaran, Grammarans are metely people who have observed the language at work nd have $id 'So car as we can see, hs show the Engst Language ‘works. We've sudied tat work and we've writen down what we have observed. Sometimes it behaves ke oer languages like Latin of French or German, for exampie, Sometines (you member the pecs) it behaves quite

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