ENGLISH GRAMMAR PRACTICE for intermediate studentsLONGMAN ENGLISH GRAMMAR PRACTICE for intermediate students L. G. Alexander Longman‘Addison Wesley Longman Limited Edinburgh Gate, Harlow, Essex CM20 2JE, England and Associated Companies throughout the world. © Longman Group UK Limited 1990 Allrights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers. Distributed in the United States of American by ‘Adgison Wesley Longman, New York First published 1990, Eleventh impression 1998 Cartoons by Larry. Ed Mclaughlin and David Simonds British Library Cataloguing in Publication Data Alexander, LG. (Louis George) 1932- Longman English grammar practice (Intermediate 1 English language. Grammar \ Tite 4262 wet Library of Congress Cataloging-in-Publication Date Alexander, L. G Longman English grammar practice (Intermadiate fevel) / LG. Alexander. pom 1. English language - Textbooks for foreign spoakers. 2. English language - Grammar - 1950 - Problems, exercises, etc 1, Title PE1128.A4573 1930 428 24-420 9.19951 op Set in 9/11.5 pl. Linotron Helvetica Roman Produced through Longman Malaysia, ACM ISBN 0 582 04500 21 12 13 14 15 16 17 18 1.9 4.10 4411 1.12 24 22 23 24 25 26 27 28 34 32 33 3.4 35 36 44 42 43 44 45 46 51 52 53 54 55 56 57 Contents To the student The sentence Sentence word order The simple sentence: verbs with and without objects The simple sentence: direct and indirect objects The compound sentence The complex sentence: noun clauses The complex sentence: relative pronouns and clauses ‘The complex sentence: ‘whose’; defininginon-defining clauses The complex sentence: time, place, manner The complex sentence: reason and contrast ‘The complex sentence: purpose, result and comparison The complex sentence: present participle constructions The complex sentence: perfectipast participle constructions Nouns (One-word nouns ‘Compound nouns Countable and uncountable nouns (1) Countable and uncountable nouns (2) Number (singular and plural) (1) Number (singular and plural) (2) Gender The genitive Articles . The indefinite article: ‘avant (1) The indefinite article: ‘a/an’ (2) The definite articie: ‘the’ (1) ‘The definite article: ‘the’ (2) The zero article (1) The zero article (2) Pronouns Personal pronouns "One" “It and ‘one/some/any/none’ Possessive adjectives and possessive pronouns (‘my/mine’) Reflexive pronouns (‘myself’) Demonstrative adjs/prons (‘this’); ‘some/any/no’ compounds (‘someone’) Quantity Quantitiers + countable and uncountable nouns General and specific references to quantity Uses of ‘some’, ‘any’, ‘no’ and ‘none! ‘Much’, ‘many’, ‘a lot of’, (a) few’, ‘(a) little’, ‘fewer’, ‘less’ ‘Both’ and ‘all’ “All (they’, (a/the) whole’, ‘each’ and ‘every’ ‘Another’, the) other(s)’, ‘either’, ‘neither’, ‘each (one of)"Contents 61 62 63 64 65 7A 72 73 74 75 76 77 78 84 82 83 84 85 86 a7 88 91 92 93 94 95 96 97 98 99 9.10 10 10.1 10.2 10.3 10.4 10.5 10.6 10.7 1 WA 12 13 Adjectives Formation of adjectives Position of adjectives Adjectives that behave like nouns; ‘-ed/-ing’ endings Adjectives after ‘be’, ‘seem’, etc.; word order of adjectives The comparison of adjectives Adverbs Adverbs of manner Adverbs of time Adverbial phrases of duration Adverbs of frequency ‘Adverbs of degree intensifiers Focus adverbs Viewpoint adverbs, connecting adverbs and inversion Prepositions, adverb particles and phrasal verbs Prepositions, adverb particles and conjunctions Prepositions of movement and position; prepositions of time Particular prepositions, particles: contrasts (1) Particular prepositions, particles: contrasts (2) Particular prepositions, particles: contrasts (3) Phrasal verbs: Type 1, verb + preposition (transitive) Phrasal verbs: Type 2, verb + particle (transitive) Phrasal verbs: Type 3, verb + particle (intransitive) Type 4, verb + particle + preposition (transitive) Verbs, verb tenses, imperatives The simple present and present progressive tenses (1) The simple present and present progressive tenses (2) The simple past tense The simple past and past progressive tenses The simple present perfect and present perfect progressive The simple past perfect and past perfect progressive tenses The simple future tense The simple future, the future progressive, the future perfect “Going to’ and other ways of expressing the future The imperative Be, Have, Do ‘Be’ as a full verb (1) ‘Be’ as a full verb (2) ‘There’ + ‘be’ Verbs related in meaning to ‘Have’ as a full verb = ‘possess’; ‘have got' = ‘possess’ ‘Have’ as a full verb meaning ‘eat, ‘enjoy’, etc. Do’ as a full verb Modal auxiliaries and related verbs The two uses of modal verbs Uses of modals (etc.) to express ability and inability Uses of modals (etc.) to express permission and prohibition 80 80 82 84 86 90 90 92 94 96 98 100 102 104 106 106 108 110 112 114 116 118 120 122 122 124 126 128 130 132 134 136 138 140 142 142 144 146 148 150 152 154 156 156 158 160Contents 114 115 116 17 118 119 11.10 W411 41.12 11.13 12 12.4 122 123 13 13.1 132 133 134 135 136 13.7 138 13.9 14 14.1 14.2 143 144 15 15.4 15.2 15.3 15.4 15.5 15.6 16 16.1 162 163 164 16.5 166 167 168 Uses of modals (etc.) to express certainty and possibilty Uses of modals to express deduction Uses of modals for offers, requests and suggestions Expressing wishes, etc.: I wish, if only, ‘i's (high) time" Expressing preferences: ‘would rather’ and ‘would sooner’ ‘N's advisable ../t's necessary ... ‘it isn’t advisable It isn’t necessary I's forbidden’ Modals to express habit: ‘used to’, ‘will’ and ‘would’ ‘Need’ and ‘dare’ as modals and as full verbs ‘Would/wouldn’ ‘that ...should’; ‘there’ + modal The passive and the causative General information about form Uses of the passive Form and use of the causative Questions, answers, negatives Yes/No questions, negative statements, Yes/No answers Alternative negative forms and negative questions Tag questions and echo tags ‘Additions and responses Question-word questions (1): 'Who(m) ...?”, ‘What ...?” Question-word questions (2): 'When?’, ‘Where?, 'Which?’, ‘Whose? Question-word questions (3): ‘Why?’, ‘How?’ ‘Subject-questions: 'Who?’, ‘What?, ‘Which’, ‘Whose?’ Questions about alternatives; emphatic questions with ‘ever’ Conditional sentences Type 1 conditionals, Type 2 conditionals Type 3 conditionals Mixed conditionals; ‘unless... not, ete. Direct and indirect speech Direct speech ‘Say’, tell’ and ‘ask’ Indirect statements with tense changes Indirect questions with tense changes Uses of the to-infintive in indirect speech ‘When we use indirect speech The infinitive and the ‘-ing’ form The bare infinitive and the to-infinitive The bare infinitive or the “ing’ form; the to-infinitive Verb (+ noun/pronoun) + to-infinitive Adjectives and nouns + to-infinitive The “ing” form Verb + the ‘ing’ form Adjectives, nouns and prepositions + ‘-ing’ The to-infinitive or the ‘ing’ form? Index Key 162 164 166 168 170 172 174 176 178 180 182 182 184 186 188 188 190 192 194 196 198 200 202 204. 206 206 208 210 212 214 214 216 218 220 222 224 226 226 228 230 232 234 236 238 240 242 253Acknowledgements Different versions of these materials were tried out with students in five countries. The book is in its present form partly as a result of the useful reports and in many cases the very detailed comments received while the work was being developed. | would like to thank the following: Brazil Vera Regina de A Couto and staff Cultura Inglesa, Rio Rosa Lenzuén Louise Towersey Michael Watkins. Germany Werner Kieweg Norman Lewis Robert Nowacek Greece Sandra Klapsis Joanna Malliou George Rigas Htaly Paola Giovamma Ottolino United Kingdom Sue Boardman Pat Lodge Alan Fortune Mary Stephens M. Milmo Steve Moore Jennifer Swift Ann Timson Josephine von Waskowski | would also like to thank: Cultura Inglesa, Curitiba University of Munich Gymnasium Wildeshausen Volkshochschule, Kaufbeuren Homer Association, Athens The Moraitis School, Athens Liceo Linguistico, A. Manzoni, Milano Bell School, Saffron Walden Ealing College of Higher Education Eurocentre, Bournemouth Eurocentre, Lee Green = Donald Adamson and Neville Grant for their detailed and stimulating commentaries and particularly Roy Kingsbury for his comprehensive report and notes on exercise-types. — my personal assistant, Penelope Parfitt, and my wife, Julia, for reading and commenting on the ‘work at every stage of its development. |am especially grateful to my publishers and their representatives for administering and monitoring the trialling of the manuscript in various locations round the world and for exercising such care and skill to see the work through to publication.To the student Why do we learn grammar? There is no point in learning grammar for the sake of learning grammar. Grammar is the support system of communication and we leam it to communicate better. Grammar explains the why and how of language. We leam it because we just can't do without it. Who is this book for and what does it cover? This book deals entirely with English as a foreign language (EFL). Itis for intermediate students who are working with a teacher or working on their own. It covers every important area of the English language. If you look at the Contents pages, you will find sixteen major areas which form the basis of English grammar. This book is based on the Longman English Grammar and the grammatical information in itis all drawn from this work. Longman English Grammar Practice has been designed to stand on its own. Students who require further grammatical information can refer to the Longman English Grammar. How the material is organized Longman English Grammar Practice is a practice book. It is intended to support (not replace) the ‘material in language courses and is organized for this purpose: © The material is laid out on facing pages. © Each set of facing pages deals with a major point of grammar. © This major point is divided into small, manageable amounts of information. Clear notes explain the points to be practised, followed by an exercise on just those points. © The last exercise is in context, usually an entertaining story with a cartoon illustration. It sums up all you have learnt in the exercises you have just done and shows you how the language works. Itis a ‘reward’ for the hard work you have just been doing! Cross references If you see e.g. [> 7.3A] in the notes, it means that a similar point is discussed in some other part of the book. Follow up the reference for parallel practice or information if you want to. If you see €.g. [> LEG 4.30] at the top of the notes, it means that the point is dealt with in the Longman English Grammar. Follow up the reference if you want ‘the whole story’. How to work YOU DON'T HAVE TO WORK THROUGH THIS BOOK FROM START TO FINISH! {tis not arranged in order of increasing difficulty. Select a chapter or part of a chapter which you want to study. Do this by referring to the Contents pages or the Index. Usually this will be a topic you have been dealing with in your language course. Then: 1 Read the notes carefully (called Study). Notes and exercises are marked like this: = Elementary 2] = Intermediate (most exercises) #2 = Advanced You will sometimes find that you know some, but not all, of the points in an exercise marked [). 2 Do the exercises (called Write). Always leave the story till last (called Context) 3 Check your answers with your teacher. 4 Ifyou have made mistakes, study the notes again until you have understood where you went wrong and why.1 11 11A Study: a Write 1: Write 2: The sentence Sentence word order The basic word order of an English sentence [> LEG 1.3] The meaning of an English sentence depends on the word order. We put the subject before the verb and the object after the verb: The cook | burnt] the dinner. Adverbials (How?, Where?, When?) usually come after the verb or after the object: He read the note quickly. (How?) | waited at the corner (Where?) till 11.30. (When?) The basic word order of a sentence that is not a question or a commant subject verb object adverbials How? Where? When? t bought ahat yesterday. The children have gone home. We ate our meal in silence. usually: We als put the time reference athe begining: Yesterday | bought a hat [>7.28) a Rewrite the sentences that don't make sense. b Mark all the sentences in the exercise $ V O to show Subject, Verb, Object. 1. Has set John Bailey a new high-jump record. (S),Jotun Bailey. (Wiha se. ee high: record. 2 The passport examined the passport officer. 3 These biscuits don't like the dogs. 4 The shop assistant is wrapping the parcel. 5 Have seen the visitors the new buildings. 6 My father didn't wash the dishes. 7 8 9 0 ‘The pipe is going to fix the plumber. Will the goalkeeper catch the ball? Has the meal enjoyed the guest? Can't play John the game. a Arrange these words in the right order. Use a capital letter to begin each sentence. b Mark each rewritten sentence S V O MP T to show: Subject, Verb, Object, Manner (How?), Place (Where?), Time (When?). 1 i 11 o'clock this morning | stept | the casera la chiddren. a ft 2 the papers | into the bin | he threw 3 I don't speak | well | English 4 hides | Mrs Jones | her money | under the bed 5 carefully | this suitcase | you didn't pack... 6 on this shelf || left | this morning | some money... 7 from the bank | a loan | you'll have to get... 8 the phone | in the middle of the night | woke me up 9 in the park | you shouldn't walk | at night 10 your food | you should eat | slow: 11. my term | begins | in October... 12 your article ||| quickly | lastnight | in bed | read1.1B Study: el Write: 1.1 Write: 1.1 Sentence word order The forms of a sentence [> LEG 1.2) 1. Asentence can take any one of four forms: -astatement: The shops close/don't close at 7 tonight. a question: Do the shops close at 7 tonight? command: Shut the door./Don't shut the door. an exclamation: What a slow train this is! 2 When we write a sentence, we must begin with a capital letter and end with a full stop (.), a question mark (2), or an exclamation mark (!) If there are quotation marks (...) or ("..”) around spoken words in a sentence, we put other punctuation marks ‘inside’ them: ‘Im tired,’ she said, (Not *1'm tired’, she said.*) [> 18.1A-B] a Arrange these groups of words in the right order. Add (.), (2) or () b Describe each sentence as a statement, question, command or exclamation: S, Q, C or E. 1 the coffee | don't spill..... Dame: Apidh. the, Cotteler.... 2 today’s papers | have you seen 3 to meet you | how nice. 4 my umbrella | where did you put.. § arrived | the train | fifteen minutes late 6 ontime | the plane | won't arrive 7 this electricity bill | | can’t pay 8 for me | please | open the door 9 the nearest hotel | where’s | he asked 10 the bill | can’t pay | 1 | he cried........ Context Read this story and arrange the words in each sentence in the right order. ‘Add capital letters and (,) (.) (!) oF (2) in the right places. A QUIET SORT OF PLACE! my car | | parked | in the centre of the village 1 parked my. car im. the contre of the. “males near a bus stop | an old man | | saw ‘beautiful village | what a’ | | exclaimed ‘tive here | how many people’: ‘seventeen people | there are’ | the old man said ‘here | have you lived | how long’. ‘all my life | | have lived here’ ‘ign't it | it's a quiet sort of place’ “here | a quiet life | we live... cinema | we don't have | or a theatre 11 our school | five years ago | was closed 42 only one shop | we have .... 13 calls | a bus | once a day .. 44 here | in 55 B.C. | came | the Romans 15 since then | has happened | nothing’... Soarvamrsons1 The sentence 1.2 The simple sentence: verbs with and without objects 1.2A What is a complete sentence? [> LEG 1.2] ‘Study: | 1 When we speak, we often say things like All right! Good! Want any help? =| These are ‘complete units of meaning’, but they are not real sentences. 2 A.simple sentence is a complete unit of meaning which contains a subject and a verb, followed, if necessary, by other words which make up the meaning. So: Made in Germany is correct English but itis not a sentence because it doesn't have a subject. My car was made in Germany. is a complete sentence with a subject and verb, We can't say 9. “Is tired” because we need a subject [> 4.14, 4.34]: He is tired. 3. The subject may be ‘hidden’: Open the door. really means You open the door. [> 9.108] Write: Puta tick (¥) beside real sentences. 1 Made in Germany. __ 11 Sit down please. _ 2 This car was made in Germany. 12 You can't park here. _ 3 To write a letter. 13 Don't interrupt. _ 4 Standing in the rain, _ 14 Lunderstand, __ 5 I want to write a letter. —_ 15 She doesn't ike me. _ 6 Istall.__ 16 Inder the water. 7 Doyou like? _ 17 Ate._ 8 The train has arrived. 18 Abottle of ink. _ 9 Have finished my work. 19 He's adoctor. 10 You should listen. 20 What happened? _ 1.2B Verbs with and hout objects [> LEG 1.4, 1.9, 1.10, 1.12, App 1) Study: | 1 We always have to use an object after some verbs: e.g. beat, contain, enjoy, hit, need. = | Well these transitive verbs. We have to say: Arsenal beat Liverpool. But we can't say “Arsenal beat.” 2 Some verbs never take an object: e.g. ache, arrive, come, faint, go, sit down, sleep, snow. We call these intransitive verbs. We have to say: We arrived at 11. But we can't say “We arrived the station at 11." 8 Some verbs can be used transitively or intransitively: e.g. begin, drop, hurt, open, ring, win We can say: Arsenal won the match. (transitive) or Arsenal won. (intransitive) Putan object (a pronoun or a noun) after these verbs only where possible 1 The box contains ... ReMWH4... .. 10 The door opened .. 2 The train has arrived 11 This is a game no one can win 3 The phone rang... 12 The concert began ... 4 Someone is ringing 13 | began... 5 You need 14 It's snowing . 6 We sat down 15 Quick! She's fainted 7 Don't hit 16 Did you enjoy 8 Did you beat “2.17 My head aches . 9 Who opened... 7.18 My foot hurts at 7.30.