Pan Lloyds Grammar Build-up for Secondary Students _ Pan Lloyds Publishers LtdContents unit 1 Unit 2 Unit 3 Unit 4 unit 5 Unit 6 Unit 7 unit 8 unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Unit 17 Unit 18 Revision of tenses Talking about the past Reported speech Modal verbs The past perfect Conditionals Gerunds and infinitives Talking about amounts The passive voice Connectives Revision of connectives Adjective pattems Participle phrases Relative clauses Phrasal verbs Words and phrases Sentences Transformation pa p2 p4 pS p7 ps p.10 p12 p12 p14 p15 paz p18 p.20 p2t p22 p24 p27Unit 1 Revision of tenses Talking about the future We use the simple future (will + the base form of the verb) in the following situations. + When we make a decision atthe time of speaking ‘These jeans are too expensive. | will look for cheaper ones in another shop. ‘+ When we make a prediction about the future (usually with think) | think Miss Cheung will like this present. + When we talk about promises and offers David will help his mum with the cleaning, We can also use be going to to talk about the future. + When a decision or plan is made before the time of speaking Dad has already got his car fixed, He is going to drive to work tomorrow. + When there is evidence or a sign that something is likely to happen Look at the time! You are going to be late. ‘We use the present continuous for fixed arrangements in the near foture. Mark has booked his flight and is flying to Singapore in two weeks. ‘We can also use the simple present to talk about scheduled events in programmes or timetables, ‘The schedule says the next train leaves in half an hour. ‘The past continuous ‘We use the past continuous to refer to events that were in progress ata specifi time in the past. We form the past continuous with was/vere and the ~ing form of the main verb. {cst— andl ESAABRSRARERNH)) Past Present ture Grandpa was doing tai chi in the park this morning. Jessica and her sister were swimming at 4 pm yesterday. We use when and while to join long and short past actions. For longer actions, we use the past continuous; for shorter actions, we use the simple past. Practising the piano Post Present Fotwce Mum asked him to go to the market. ‘Sam was practising the piano when his mother asked him to go to the market. | While Sam was practising the piano, his mother asked him to go to the market. - eres‘We use the past continuous for two or more long actions which were happening at the same time in the past. Brian quarreling with Eric ie watching Past Present Future Many people were watching while Brian was quarrelling with Eric. ‘The present perfect We use the present perfect to refer to events that took place at an unspecified time in the past but are ‘connected to the present. ‘connection 2 Past Present Future Jane has bought a car. She can drive to work. We also use it to refer to events that began in the past and continue to the present (and possibly into the future). LSrsasrsansasasfas = ‘Stephen has been an actor for ten years. Past Present Fore How many models have you collected? ‘We form the present perfect with has/have and the pest participle of the main verb, See Appendix 1 for a list of common irregular verbs and their past participles. Unit 2 Talking about the past The simple past We use the simple past to refer o events that happened ata specific time inthe past (yesterday last week, «a few years ago, in 2012, when Iwas young, etc). Past Present Fre My brother lost his laptop last month. People used typewriters in the last century. ‘Most verbs have a regular past tense (ending in -ed) but there are also irregular ones. See Appendix J for a list of common irregular verbs and their simple past forms. ‘We use waslwere (for the verb fo be) or did + the base form of the verb (for other verbs) in negatives and questions. They were not back until this morning, Was Sam on the team two years ago? Kate did not have lunch yesterday. Did you take a trip last summer? Revision booklet OE, Pan, ovis Grarmar Buiktup for Secondary Students Book 3 2 ERThe past continuous We use the past continuous to refer to events that were in progress at a specific time in the past (at 7 ane yesterday, this time last year, ete.). We form the past continuous with was/were and the -ing form of the main verb, a Szsnenieasass| Past Present Future This time last year Mandy and Terry were travelling in Australia ‘We use when and while to join long and short past actions. For longer actions, we use the past continuous; for shorter actions, we use the simple past. reading @ book Joey was reading a book when a bird flew in. / Pa Present Future While Joey was reading a book, a bird flew in. Abird flew in We use the past continuous for two or more long actions which were happening at the same time in the past. cooking Soong Nancy was cooking in the kitchen while doing homework her son was doing his homework. Det EEE Past Present Foture The present perfect We use the present perfect to refer to events that took place at an unspecified time in the past but are ‘connected to the present. ‘connection {251 Keemanennnnns PEOSESSESEEESESS) Past Present Faure Mr Chan has sold ten pairs of shoes today so there are none left in the shop. ‘We also use it to refer to events that began in the past and continue to the present (and possibly into the future) {have used this laptop for two years. Past Preseat Future Howe long have you lived in Mong Kok? ‘We form the present perfect with has/have and the past pauticiple of the main verb. See Appendix 1 for a list of common irregular verbs and their past participles. x ‘The present perfect is often confused with the simple past because both tenses talk about events that ‘ook place in the past. However, we do NOT use the present perfect with an exact time such as yesterday, last Sunday, in 2008, en years aga, Compare: Apple has invented a new kind of telephone. (present perfect) Alexander Bell made the first phone call in 1876. (simple past)Unit 3. Reported speech Reporting questions Reporting questions is similar to reporting statements. We follow the rules below. We usually... Example use the reporting verbs asked, enquired, wondered, ete. ‘Did you buy a camera? Albert asked me, > Albert asked if | had bought a camera. put the subject before the verb "What ware you doing last night?" Mum asked Ben, > Mum asked Ben what he had been doing the night before. ‘change the tense and the modal verbs, eg. simple present > simple past present continuous > past continuous simple past > past perfect present perfect > past perfect will > would shall > should can > could may > might "Where has Ayan bean?’ asked Emma. > Emma wondered where Ryan had been. ‘Will you go to the post office later?" | asked Elsa. > | asked Elsa if she would go to the post office later. Ghange the pronouns and the possessive adjectives, es. + you he/she ‘me/you > him/her my/your > kisfher we/you > they sou > them ourlyour > their this (book) > that (book) these (shes) > those (shoes) ‘Where shall | post my letter? Dad asked. > Dad enquired where he should post his letter. ‘Do you like these toys?’ Ken asked the twins. > Ken asked the twins if they liked those toys. ‘change the expressions of time and place, €.& + now > then + yesterday > the day before /the previous day + today > that day + tomorrow > the day after / the following/ next day + tonight > that night + Last (night) > the (night) before / the previous (night) this (moming) > that (morning) next (week) * the following (week) hhere > there come > go "Where is Sam now?’ Kelly asked Anna. > Kelly asked Anna where Sam was then. ‘Who will you go out with next week?" Mum asked me, > Mum asked me who I would go out with the following week. "Have | been here? asked Mr Jones. > Mr Jones wondered if he had been there. ‘add ifwhether for yes/no-questions "Have you had lunch yet? Mr Chan asked Paul. > Mr Chan asked Paul whether he had had lunch yet. ‘omit do/does/aid and the question mark Do you like pets? Joey asked Helen. > Joey asked Helen if she liked pets. Pan Lloyds Grammar Build-up for Secondary Students Book 3 co) RuuegeWe follow the word order when the subject (S) of the reported question is a wh-question word. ‘What made you study Korean?’ Justin asked Tiffany. sv > Justin asked Tifany what had made her study Korean, sv ‘The wh-question words where, when, why and how are seldom used as subjects. We have to change the word order inthe reported question. ea (7 Dad asked Ivy. > Dad asked iy. when! her ataduation ceremony was, ‘Reporting requests and instructions We report requests the same way we report yes/no-questions. We use the reporting verbs asked, enquired and wondered, and add iffwhether: ‘Could you buy me some sweets?’ the boy said to his mother. > The boy asked his mother if she could buy him some sweets. ‘We usually use the reporting verbs rold, ordered, instructed and advised to report instructions. For positive instructions we use the structure “verb + object + r0-infinitive’ ‘Put your books away,’ Miss Wong said to the students. ‘> Miss Wong told the students to put her Books aay 0 to-infinitive For negative instructions we put not before the fo-infinitive, ‘Don't move!’ the policeman said to the woman, > The policeman ordered the woman not to move, v ° ‘to-infnitive Unit 4 Modal verbs Giving advice and talking about necessity We can use should / ought 10 /have to / must + the base form of a verb to give advice and talk about necessity. Should and ought to are less strong and less formal than have to and must. should ‘ought to have to must less strong Jes formal <--> stronger / move formal Should and ought to We use should / should not (shouldn't) and ought to / ought not to (oughtn’t ro) to say whether something isa good idea. Should and ought to are similar in meaning, but should is less formal and more common, especially in negative forms and questions. You should / ought to take walk after each meal. ‘They should not (shouldn't) / ought not to (oughtn’t to) park their car there. fHave toand must ‘We use have to and must when we think that it is important or necessary to do something. Have to is less strong and more common, especially in questions. It can be used in the simple past, simple present and simple future. Grandma had to cook for her family when she was a child. (past) This is such a wonderful book. You have to read it. (present) Sam will have to help his mum with the housework this weekend, (future) We can use must to talk about the present and the future, but not the past You must visit the doctor if you do not fee! well. (present) ‘Ann is going to give a speech tomorrow so she must go to bed early tonight, (future) ‘The negative forms do not have to (don't have to) and must not (mustn't) have very different meanings. We use do not have fo when we can do something but it is not necessary. We use must not to say itis very important or necessary not to do something. Ido not have to (don't have to) buy this book. | can borrow it from the library, You must not (mustn't) cross the road when the traffic light is red. Yes/No-questions We form yes/no-questions and short answers with should, ought to, have to and must like this: Should | W/youfwertheyine/shent | do | it? ‘should not / [ves. llyoulwelthey/he/sheiit | should. | | No, | Vyou/we/they/he/shelit oul et] Ought | Vyoulweltheye/shert | todo | it? ‘ought not to / youtwertheyme/shelt | oughtto. | | No, | Wyourwetheymershet | OT tnt to of ought fois very formal ‘We usually use Stould,..? in spoken English as the question f Do | Wyoulwerthey | have to Does | he/sheft do Wyou/welthey | do not/ don't. he/sheft | does not /doesn’t. it? youlwenhey . heisheit_ | does. Yes, No, Must | Wyoulweltheyhhe/she/t | do | it? | Yes, | Vyoulwelthey/e/sherit | must. | | No, | Wyou/we/they/ne/sheft eer Pan Lioyds Grammar Build-up for Secondary Students Book 3 Revision bookletTalking about possibility When talking about present and future possibility, we can use may/might/could + the base form of a verb to mean ‘perhaps’. may right could more possible, <> less possible We use may or might when the possibility of something is quite high. May and might are similar in ‘meaning, but may expresses a slightly higher degree of probability ‘The sky is so dark. It may rain soon. | don't have anything to do tomorrow. | might go to the cinema. We can also use could when something is possible. James hasn't arrived yet. The traffic could be bad. ‘We use may nor and might not o say it is possible that something will not happen. The sky is clear now. it may not rain this afternoon. Diana is very tired. She might not join us for dinner. ‘The meaning of could not (couldn't) is different from may not and might not, We use could not When we think something is impossible. ‘They could not (couldn’t} win, They are three points behind and the game ends in ten seconds. (vs They may/might not win. The other team is much stronger.) ‘We form yes/no-questions and short answers with could like this: Could | t/youlwertheyihershevit get ‘on the bus? ‘could not / Yes, | Vyoulwe/theyihe/she/it | could. | | No, | liyoulwerthey/ne/shent | °C taney. For may and might, we usualy use phrases like Do you think... instead of May/Migh.... ‘Do you think we may/might get on the bus? Unit 5 | The past perfect Statements Subject Verb, had left VYouWerTheyiHe/Shelt ied coh Kadanlck when Dad came home. | ‘The verb in the past perfect has two parts: had and the past participle. See Appendix 1 for a list of common irregular verbs and their past pasticiples, We form the negative statements in the past perfect by adding not after had. eran nts Puninen ts £7]Yes/No-questions | We form yes/no-questions and short answers in the past perfect like this: Had | vyouhweltheymersherit | teft | when Dad came home? had not / Yes, | llyou/welthey/he/sheit | had. No, | Woulwefheytnelshent | "hea | i ‘When we change a statement in the past perfect to a question, we change the order of the subject and had. Ht First person singular ‘Third person singular \ had left when Dad came home. Wendy had left when Dad came home. i oy left when Dad came home? Hal Werdy left when Dad came home? Plural ‘They had left when Dad came home. Had they left when Dad came home? Unit 6 Conditionals ‘Type 0 conditionals We use Type 0 conditionals to talk about facts or general situations, We use the simple present in both the ff clause and the main clause. I If-clause Main clause 7 f+ simple present simple present Ifyou burn a candle, itmelts. (@The candle melts every time you burn it.) ‘We can use when instead of ifin Type 0 conditionals When you mix black and white, you get grey. (If you mix black and white, you get grey.) | feel unhappy when my best friend does not talk to me. (=| feel unhappy if my best friend does not talk to me.) ‘TypeLeonditionals: We use Type 1 conditionals to talk about something that is very likely to happen now or inthe future. We tse the simple present in the if clause and the simple future (will +the base form of the verb) in the main clause, IFelause Main clause If+ simple present simple future (will-+ base form of the verb) Ifyou need an umbrella, will end you mine. ‘It is likely for me to lend you my umbrella.) Pan Lloyds Grammar Build-up for Secondary Students Book 3 8_\ Revision booklet‘We can use wnless instead of if..not to say that something is very unlikely to happen, The verb after unless is always in the positive, Unless you do some revision, you will not pass the test. {= If you do not do some revision, you will not pass the test.) We will nt be on time untess we yy. (= We witl not be on time If we do not hurry.) is also possible to use other ways of talking about the future, or other modal verbs in the main clause, such as be going 10, can, may, ec. It see John this aftemoon, | am going to ask him for the recipe. I¥ you come by tomorrow, | ean give you the book. (o make a suggestion) | Mum goes to the supermarket, she may buy some milk. (the results less certain) ‘We use Type 2 conditionals to talk about imaginary or unlikely situations now or in the future. We uso the simple past in the if clause and would + the base form of the verb in the main clause, | ‘Type 2 conditionals | i [ Tf-clause ~ Main clause | | If simple past would + base form of the verb \ ____IfT had a pair of wings, [would fly to school (= eannot have a pair of wings in reality so itis just my imagination.) We use were as the verb fo be in the if-clause of Type 2 conditionals, even with singular nouns and pronouns like J, he, she, it, ete. However, in everyday speech we also hear was. If Mr Chan were here, he would give us some advice. (© Mr Chan is not with us so this is just a wish.) | would buy that watch if it were not so expensive. (@ Twill not buy that watch because it is too expensive.) ‘To use Type 2 conditionals to give advice, we use If7 were you. If were you, | would talk to him about the problem, (© You should talk to him about the problem.) In Type 2 conditonas, we can use the modal verbs could and might but not may) instead of vwould in the min ease \f Lwere a magician, | could perform lots of amazing tricks. (to talk about ability) If Erc had time, he might join the cooking cass. (te zesult is less certain) ‘Type 3.conditionals: ‘We use Type 3 conditionals to talk about imaginary situations in the past. They refer to past situations ‘which could have happened but did not happen, or vice versa. We use the past perfect in the if clause and would have + the past participle in the main clause. Tfclause ‘Main clause If + past perfect would have + past participle If she had called earlier, Twould have waited for her at home. ‘€ She did not call earlier so I did not wait for her at home.)‘We often use Type 3 conditionals to express regret. Gary would have taken part in the marathon if he hadn't broken his leg (= Gary did not take part in the marathon because he broke his le.) In Type 3 conditionals, we can use the modal verbs could or might instead of would ia the main clause when the results less cen, IF had sent my application on time, | could have gat the job, IF Kelly had been more careful, she might nave reached the final round ofthe competition. | Unit 7, Gerunds and infinitives erty + gerund Here are some common verbs that can only be followed by gerunds, ‘admit ‘avoid cannot help cannot stand consider deny. discuss enjoy finish keep mind miss practise quit recommend spend” suggest waste” ‘When we use gerunds after spend and waste, we put the time in between like these: ‘Mum spent one hou’ watching the drama. We wasted half an hour waiting for you. Tim keeps forgetting to close the windows. Mr Lam quil smoking last year, Verb + to-intinitive Here are some common verbs that are always followed by 10-infnitives afford ‘agree choose decide demand expect happen hope intend mean need offer plan prepare promise refuse seem want The team agreed to participate in the inter-school competition. ‘Katy is planning to study overseas after the public exam. “These verbs are followed by an object (O) and a 1o-ininitive ask force help remind teach tell ‘The typhoon forced us to cut short our camping trip. VO to-infnitive Dad reminded me to switch off the lights when | lett home, VO torinfnitive Ta the case of help, we can also leave out 10: He helped me to repair the bike. = He helped me repair the bike. Pan Lloyds Grammer Build-up for Secondary Students Book 3 10.) Revision bookletVerb + bare infinitive AA bate infinitive is an infinitive without zo. We use them after modal verbs such as can, must, should, etc. You must leave the schoo! now. We should see the doctor if we are not feeling well. ‘We also use bare infinitives after the verbs let and make + a direct object My parents let me have a new smartphone. VO bare infinitive ‘The kitten’s action made us smile. VO bu intinitive After the verbs feel, hear, listen 10, natice, see, watch +a direct object, we can use either @ bare itive or a gerund, but there is difference in meaning. saw Tim get into a stranger's car. (n complete action > I saw Tir get into the car and the car drove away.) | saw Tim getting into a stranger's car. (an incomplete action > I saw Tim while he was getting ino the car. I did not see the car drive away.) Here are some common verbs that can be followed by either gerunds or ¢o-infinitives, and there is litle Apicture is being painted by Sam now. (passive) Pan Lloyds Grammar Build-up for Secondary Students Book 3 Revision bookletSam is not / isn’t painting a picture now. (active) > Apioture is not / isn't being painted by Sam now. (passive) Yes/No-questions and short answers Is Sam painting a picture now? (active) Is a picture being painted by Sam now? (passive) Yes, itis. /No, itis not / isn’t ‘The past continuous: ‘We form the passive voice in the past continuous also by addi ‘and the past participle of the main verb. being between the verb to be (wastwere) Statements ‘Ada was making lemon tea when her mother came home. (active) > Lemon tea was being made by Ada when her mother came home. (passive) ‘Ada was not / wasn’t making lemon tea when her mother came home. (active) > Lemon tea was not / wasn’t being made by Ada when her mother came home. (passive) Yes/No-questions and short answers Was Ada making lemon tea when her mother came home? (active) > Was lemon tea being made by Ada when her mother came home? (passive) Yes, it was, / No, it was not / wasn’t. ‘The present perfect “We form the passive voice inthe present perfect by adding been between the verb 10 have and the past participle of the main verb, Statements Alex has found my wallet. (active) > My wallet has been found by Alex. (passive) Alex has not/hasn't found my wallet, (active) > My wallet has not / hasn’t been found by Alex. (passive) Yes/No-questions and short answers Has Alex found my wallet? (active) > Has my wallet been found by Alex? (passive) Yes, it has. / No, it has not / hasn't. Modal verbs ‘We form the passive voice with modal verbs by changing the base form ofthe verb to the past participle and adding be in front ofthe past participle. [Modal verb] ‘Aetive voice Passive voice can ___ [She ean perform magic. Magic can be performed by her. ‘could [The dog could do the trick. "The trick could be done by the dog. ‘may [Peter may invite us. (We may be invited by Pater. ‘should [You should write yourname here. __| Your name should be written here. ‘aught to_ [You ought to do this by tomorrow, __| This ought to be done by tomorrow. ‘must [We must not throw rubbish away here. [Rubbish must not be thrown away here hhaye to [We have to keep the place clean. ‘The place has to be kept clean. © Pan Lloyds Publishers LidUnit 10 Connectives Connectives of contrast ‘We can use the connectives however, nevertheless and nonetheless when we contrast ideas. We usually put them at the beginning of a sentence. Jane woke up with a fever. However/Nevertheless/Nonetheless, she refused to see a doctor. Patrick comes from a rich family. However/Nevertheless/Nonetheless, he lives a simple life. However, nevertheless and nonetheless are similar to but in meaning, but they are more formal However is less formal than nonetheless and nevertheless. Connestives of result We can use the connect 3s therefore, consequently and as a result to introduce the result of an action. We usually pa them atthe beginning ofa sentence. Jason played football in the cold rain. Therefore/Consequently / As a result, he got sick. | forgot to leave food for my dog. Therefore/Consequently / As a result, it barked at me when I returned home. ‘Therefore, consequently and as a result are similae to so in meaning, but they are more formal. Connectives to add information ‘We can use the connectives besides, moreover, furthermore and in addition to make an adcitional point. ‘We usually put them atthe beginning of a sentence. To be a good scientist, you need to be very hard-working. Besides/Moreover/Furthermore / In addition, you should not give up easily, Ifyou want to get love from people, you need to be able to give love. Besides/Moreover! Furthermore / In addition, you need to love people in the way they want to be loved. Moreover, furthermore and in addition are more formal than besides. ‘Connectives to give examples We can use the connectives for example and for instance to introduce examples, We can put them at the beginning or inthe middle of a sentence ‘There are many ways to make a day wonderful. For example / For instance, you can meet up with a good friend or watch your favourite film once again. ‘The government should promote local food, for example / for instance, fish balls and egg \_,tatts, to tourists. For example ané for instance are similar in meaning, but for instance is more formal <<, Pan Lloyds Gremmar Build-up for Secondary Students Book 3 (a) muses) ) Connectives to suggest alternatives We can use the connectives alternatively and instead to introduce another choice. We use alternatively to make another suggestion and usvally put it atthe beginning of a sentence. We can have Korean food for dinner. Alternatively, we can try Indian curry. You should leave now if you want to catch the last train home. Alternatively, you can stay with us tonight. Alternatively is similar to or in meaning bat itis more formal ‘We use instead to talk about something that replaces another, We can put it at the beginning or at the end of a sentence, Black clothes do not suit you. Instead, you should wear white. Bolla did not go to the beach yesterday. She visited @ museum instead. Connectives to summarise ideas We can use the connectives all in all, in short, overall, 10 sum up, to summarise, to conclude and in conclusion to surnmarise or conclude what we just said. We usually put them at the beginning of a sentence. People from different cultures do things differently. The difference does not mean that one culture is better than another. Allin all / To conclude, cultural difference does not make one person superior to another. In summer there are often typhoons and rainstorms in Hong Kong. The weather can change within minutes. In short /To sum up, the weather in summer can be quite unstable, Unit 11. Revision of connectives And, of, but, 80 | and | tolink ideas that ere equal or dd information | Jason likes eating apples and oranges. of | to show an alternative Dad can work from home or in the office, but | to show contrast ‘She hed a fever but she still went to school. 0 | to show result or consequence | was very hungry 0 | ate two bowls of rice. : ‘ ‘We use connectives of time to show when something happens. We use when to show that one action starts atthe same time as or immediately after another action. It happens ata specific point in time, {went to bed Bag rr ‘The phone rang. ‘When | went to bed, the phone rang.‘We use while to show that two actions take place at the same time and over a period of time. watering the plants Past Future ‘sweeping the floor ‘Mum was watering the plants while Dad was sweeping the floor. We use before and after to show what happens before or ater another action. Turn off the lights before you lock the door. Lock the door after you turn off the lights. turnoff the fights: lock the door We use unt to show what happens from a certain time up to another action or another time, staying at school f 2° Past Miss Ho stayed at school until eight o'clock, (Miss Ho left school at eight o°clock:) ture Connectives of reason We use the connectives because, siace and as when we give reason for something. We usually put because in the middle ofa sentence, before the reason. We ean put since and as atthe beginning (with a ‘comma after the reason) or in the middle of a sentence. ‘She bought five bottles of oil because/since/as they were on sale. Since/As the weather is getting colder, we need to put on thick coats. Connectives of purpose ‘We use the connectives so that to introduce the purpose of an action, We usually put so that in the middle of a sentence, before the purpose. Kelly always brings a dictionary to school so that she can lea more new words. Connectives of contrast We use the connectives although, even though, however nevertheless and nonetheless when we contrast ideas. We can put although and even though atthe beginning or in the middle of a sentence. Although / Even though | stucied hard, | siil failed the test. Ben forgot to take the key although / even though Mum reminded himn this morning, ‘We usually put however, nevertheless and nonetheless at the beginning of a sentence. Jack has a computer at home. However/Nevertheless/Nonetheless, he seldom uses it. Connectives of condition ‘We use connectives of condition to talk about what must heppen so that something else can happen. We use ifto introduce the condition. We can put it atthe beginaing or in the middle of a sentence. ff Grandma comes for dinner, we will cook € big fish, We can get there on time if we leave now. We can also use unless to introduce a condition. It means ‘if...n0¥ Unless you pass the exam, | will not let you watch TV. ( If you do not pass the exam, | will not let you watch TV.) an Lyd Grammar Buldp for Secondary Students Bcok 2 (Cie) Resor eitWe can also use ifto report yes/no questions and often we can replace it with whether Dad : Will Joyce go to the library this afternoon? Mum: I don't know, > Mum doesn’t know ifwhether Joyce will go to the library. Pairs of connectives We use both...and, either...or, neither...nor and not only...but also when two objects are involved in an action, when a subject has two verbs, or when there are two situations, things or facts. both...and vv He wants both a watch and a phone. elther...o7 WX of X 7_| He wants either a watch or a phone. neither. ..nor xx He wants neither a watch nor a phone. notonly...butalso |v v7 He wants not only a watch but also a phone. ‘Connectives of sequence We use connectives of sequence to talk about the order of actions or events Tirstfirsty [first of al {o introduce the first event secondisecondly to introduce the second event nextithen Jaffer that / afterwards to introduce the second or any subsequent event finally to introduce the last event First mix some salad dressing and salt. Second/Next acd some vegetables, After that put in some cheese and mix well. Finally add some black pepper to the salad. Note that we do not use ar last and in the end to introduce the last action in a process. We use at fast when something happens after a long time or afer difficulties. | stood in the queue for one hour. At last it was my turn to buy the tickets. We use in the end when something happens after several changes or after some discussion Our class discussed whether to visit a museum or a farm. In the end we decided to go to a museum, Unit 12 adjective patterns Adjective patterns with itas the subject ‘There are four common adjective pattems with it as the subject. We can change the tonse of the adjective patterns by changing the tense ofthe verb 10 be. + Ins verb to be + adjective + o-infinitive Itis unhealthy to eat fast food. Adj tovnfnitive It was exciting to listen to Sue's travel stories. ‘Adj to-infinive + Itt verb to be + adjective + for + pronoun (Pron) / noun (N) /noun phrase (NP) +1 It will be dangerous for you to go hiking alone. ‘Ad Pron roininve It is usual for Kelly to answer the teacher's questions. Adj NN osinfinitive Itis common for international schools to have different holidays from ours. Adj NP to-infiit+ Ite vetb to be + adjective + of + pronoun / noun / noun phrese + fo-infii Itis helpful of you to look after my dog, ‘Adj Pron torinfnitive It was nice of James to give me a ride. Ad N- co-nfinitive It was generous of your father to donate such a large sum. Adj NP to-infnitive Compare the adjective patterns with for and of Itis nice for Tracy to have a holiday. (for talks about the person or thing that benefits from the action) ItIs nice of Tracy to treat me to dinner. (of talks about the person who does the action) + Teeverb to be + adjective + that +a clause It is obvious that we will miss the flight. Adj Itwas annoying that the air quality was so bad. Adj Adjective patterns with subjects other than it There are two common adjective pattems with subjects other than if, We can change the tense of the adjective pattems by changing the tense of the verb to be. + Subject + verb to be + adjective + ro-infinitive Chopsticks are difficult to hold. s Adj 1o-infiitive Jane was ready to start her day. Ss ‘Adj to-infinitive + Subject + verb to be + adjective + enough + to-infinitive —\ Leo’s ear is big enough to hold six people. ca adjoain piven ema We use tis adjective patter to say thatthe subjects suitable Ivan is smart enough to enter this university for or able t do, something, SAG ‘orinfcitve ‘Negative form and question form ‘We can make an adjective pattern negative by adding not before the adjective. It is not usual for Tim to get angry. It was not wise of you to tell Gloria your secrets. My sister is not tall enough to ride the roller coaster. We can also use adjective pattems to form questions to ask what other people think. Is it OK to wear this dress at Kelvin’s birthday party? Is it clear that George is the thiet? Is red wine difficult to produce? Unit 13, Participle phrases Present participle phrases We bogin a present participle phrase with a present participle (the -ing form of the verb). We can use present participle phrases to replace a subject + an active verb in the simple present, simple past, present Pan Lloyds Grammar Build-up for Secondary Students Book 3 (ie) Roveotbeacetcontinuous or past continuous, We can use them to give reasons, of to talk about two actions that happen at the same time or one after the other, Incle Ted is generous. He often treats us to dinner. + Boing generous, Uncio Td offen oats us to dinner. (gives eon) ‘The boy opened the door. He saw a ghost. > Opening the door, the boy sara ghost (actions happen on air it thes ‘Anna is walking home. She feels tired and hunary. +> Walking home, Ana felted and hung. ations happen the same ine) Jason was practising the piano. He smelt gas. s v > Practising the piano, Jason smelt gas. (actions happen atthe same time) “The negative is formed by adding notin front ofthe present participle. Lid not know what to do, | asked Dad to help me. > Not knowing what to do, ! asked Dad to help me. Past participle phrases ‘We begin a past participle phrase with a past participle, (See Appendix 1 for alist of common irregular vorbs and their past participles.) We can use past participle phrases to replace. + a passive verb in the simple present, simple past, present continuous or past continuous. Apart from the functions of present ‘participle phrases, we can also use past participle phrases to describe people’s feelings and reactions. ‘The plantis watered every day. It grows quickly. Ss v > Watered every day, the plant grows quickly. (to give a reason) red was shocked by the thunder. He jumped up. Ss v > Shocked by the thunder, Fred jumped up. (to describe a person's feeling; actions happen ‘one after the other) ‘The walls are being painted by the workers. They are stil wet. $ v > Painted by the workers, the walls are stil wet. (actions happen atthe same time) The robbers were being chased by the police. They drove ata high speed. $ v > Chased by the police, the robbers drove at a high speed. (actions happen atthe same time) ‘We can also add being before the past participle when we use it to replace a passive verb in the present continuous or past continuous. Being painted by the workers, the walls are still wet. Being chased by the police, the robbers drove at a high speed. ‘The negative is formed by adding nor in front of the past participle. Jane was not satisfied with her exam results. She wept in front of the whole class. > Not satisfied with her exam results, Jane wept in front of the whole class.Unit 14 Relative clauses Relative pronouns ‘The word which introduces a relative clause is a relative pronoun, ‘There are three common relative pronouns. {_ Relative pronoun Usage Example who for people Yesterday | met a girl who comes from France. which for things or animals | A bird which has a red neck is singing in the garden. ‘that for people, things or | Jenny has a cousin that lives in Canada. L animals. The phone that is ringing at the moment is Jacky's. Defining vs.non-defining relative clauses Defining relative clauses tell us exactly which people or things we are talking about, It is unclear who or ‘what we are referring to without them. My classmate who/that comes from Korea is the captain of the football team, The island which/that is located at the northern end of Japan is famous for its high- quality dairy products. Non-defining relative clauses give extra information about the people or things we arc talking about Its sill clear who or what we are referring to without them. We use commas to separate a non-defining relative clause from the main sentence, We cannot use tha ina non- They are the boys | play basketball with. Have you found the keys whiehhat you lost last week? oS > Have you found the keys you lost last week? ive clause. ‘We cannot omit the relative pronouns when they are the subject ofa defining rel The wornan who/that just called you is at the door. s v0 X We can sometimes omit the relative pronouns and the following verb ro be when they are the subject of a defining or non-defining relative clause. ‘The couple who-were speaking loudly are my neighbours. > The couple speaking loudly are my neighbours. Kowicon Public Library, whieh-is near my house, willbe closed for renovation soon. > Kowloon Public Library near my house will be closed for renovation soon. = Pan Lioyds Grammar Bulé-up for Secondary Students Book 3 (20) Rewsion toktetUnit15 Phrasal verbs fA ‘Some phrasal verbs do not take an object. They are called intransitive phrasal verbs. If | set off at about eight, Il get there on time. Maria and Peter don't get along well and have broken up. ‘Transitive phrasal verbs Some phrasal verbs must take an object. They are called transitive phrasal verbs. They can be separable or inseparable. can pick you up at the airport if you like. ° David has been going out with Katy for two months. oO ‘Separable phrasal verbs With separable phrasal verbs, we either put the object after the phrasal verb or between the verb and the preposition/adverb, Sam threw away sold shoes yesterday. = Sam threw his old shoes away yesterday. ° Ifthe object is a pronoun, we must put it between the verb and the preposition/adverb, ‘Sam threw hem away yesterday. Pron {X Sam threw away them yesterday.) Inseparable phrasal verbs ‘With inseparable phrasal verbs, we put the object after the phrasal verb. The object cannot be put between the verb and the preposition/adverb even if it is a pronoun, Mum called on the management office to tackle the garbage problem. ° ( Mum called the management office on to tackle the garbage problem.) Alice asked after you when | met her last Sunday. Pron (% Alice asked you after when | met her last Sunday.) Pan toyds Punishes ia (21 7 [xyUnit 16 Words and phrases Parts of speech In Books 1 and 2, we learnt about ten common parts of speech. The table below shows them and the parts of speech they usually go with. at the beginning of sentence, followed by fan exclamation mark art of speech: usually goes with... Example ‘Nouns (Ny: Agirlis over there. Beautiful vases are on sale. after an article of adjective AN Ad ON Verbs (V) ‘Katy bought a bag, before or after a noun NOVvON ‘Adjectives (Adj): | Itis an expensive car Please be punctual. before a noun, of after a linking verb Ag ON vo Aj Which does not show any action “Adverbs (Adv) Paul carefully locked the door. before or after a verb, before an adverb or Aw adjective | eat so fast as | am very hungry. AdvAdv Ady Adj Pronouns (Pron) I met him on the bus yesterday. before or after a verb [Pron V_ Pron “Articles (Art): There is a dog. before a noun aN Prepositions (Prep): ‘What is your opinion on that? before of after a noun, after a verb ot an N Prep adjective heard about the news but | am not interested in it Vv Prep Adj Prep ‘Connectives (Con): Water and air are essential. Dont un or jump. between two nouns, verbs or adjectives N_ Con Ni V Con V Tnterjections (in): ‘Wow! You look pretty tonight. Tat Demonstratives (Dem): | do not like that book. These are my classmates. before a noun or verb Den N Den V Prefixes and suffixes A prefix is group of letters added tothe beginning of a word, such as wn-, over- and under Prefix Added to ‘Meaning Example i adjectives beginning with 1 ilogical adjectives beginning with r 1 i . See the opposite of /lack of | ITesponsible un | nouns, verbs, adjectives, uuneeriainty, unpack, adverbs uneaten, unfortunately fover- | nouns, vers, adjectives to much ‘overcook, overcharge, oversensitive under | nouns, verbs, adjectives below underground too little | underestimate, undercooked & Revision booklet Pan Lloyds Grammar Build-up for Secondary Students Book 3A suffix isa group of letters added to the end of a word, such as -ation, en and -able. Suffixes usually change the part of speech of a word. We use the suffixes below to form nouns, Suffix Added to Meaning Example -ation/ | verbs process/state/product of formation (form + ation), -ition/ competition (compete —¢ + ition), -ion location (locate ~e + ion) -ence/ | nouns, verbs, adjectives | process/state of | dependence (depend + ence), sency etficiency (etficient t+ <9) ity ‘adjectives quality of purity (puree + ity) ship nouns state/quality of friendship (friend + ship) [eestaned all the people ina group _| membership (member + ship) wth” | verbs, adjeatives anaction/ aprocess | growth (grow + i) state of width (wide —e + ti) We use these suffixes to form verbs. Suffix | Added to Meaning _ Example sate | adjectives make something have a quality of | activate (active —e + ate) sen | nouns, adjectives | make something have aquality of _ | strengthen (strength + en), shorten (short + en) sity | adjectives ‘make something be in a condition of | simplify (simple —e + 19) ise | adjectives, rake something have more of@ | modernise (modem + ise) particular quality We use these suffixes to form adjectives, Suttix | Added to Meaning Example vable/ verbs can be enjoyable (enjoy + able) -ible have the quality of | lexible val _| nouns: connected with traditional (tradition + a!) ~ie/ | nouns connected with ‘alohole (alcool +), “ica” historical (istry — y+ ica, -ific! horrific (horror — or + ific), tific scientific (science ce + tific) ‘ish nouns, adjectives | rather (like) foolish (fool + is), greyish (grey + ish) ous [nouns Tave the nature of | dangerous (tanger + ons) [nouns have the quality of [lity (ir +9) N For adjectives ending in -ible, in most cases it is unlikely that the part before the ending is a recognisable English word. oranuiyisrisitenas [3]Collocations Verb + Noun Every year, the typhoons eause a lot of damage to Hong Kong. wey) ‘The host family gave a warm welcome to Anna. ‘The runners overcame all difficulties and finished the marathon. To save endangered animals, we must protect the environment ; My father did not receive much education. His success comes from | his hard work. Mrs Wong goes to church and always says her prayers before meals. | ‘Tho principal told me to take a satin het room. Noun + Preposition | My brother's attitude towards learning is totally different from mine. ; (N+Prep) ‘There is no link between these two schools at al. : Verb-+Preposition | Dad blamed me for breaking the vase. (V+Prep) Elsa forgave Henry for losing her watch. | thank my parents for letting me make my own choice. Our team counts on Lara to win the memory game. The jeans are all nice. Nick cannot decide on which ones to buy. Mum was angry with Eric and she screamed at him, Please help remove the books from the table. When you want to succeed in something, you first need to have enough knowledge about the subject Most Asians are born with dark hair and dark eyes. Paul C W Lee is named after his grandfather Paul Y K Lee. ‘Adjective + Preposition | Emma is not convinced of Ken’s love. (Adj + Prep) We are proud of Jack for helping at the home for the eldery. ‘The children are exhausted from playing on the beach. Rules exist to keep us safe from harm. Many students are anxious about their studies, especially those facing public exams. ‘Mrs Chan's son is rather short. She is concerned about his height. Ray is serious about being a fireman | This Jacket is ideal for the weather, neither too thick nor too thin, Unit 17 Sentences Sentence structures Independent clauses and subordinate clauses ‘We learnt thatthe simplest sentence structure is $ + It also forms an independent clause. Independent clauses can stand alone and express 2 complete idea. Albert cried. soy We can add a subordinate clause (or a dependent clause) to an independent clause to give extra information. Subordinate clauses also have a subject and a verb but they do not tell a complete idea, Albert cried. + because he lost the match -> Albert cried because he lost the match. sv Ss V_bo Independent clause subordinate clause (ecomplete idea) (an incomplete idea) Pan Lioyds Grammar Build-up for Secondary Students Book 3 Rovision bookletCommon errors in sentence structures Problematic sentence structures may cause confusion or misunderstanding. Here are some common errors in sentence structures. Fragments ‘Fragments are incomplete sentences. Missing either a subject or a verb in a sentence results in fragments, ‘A phase by itself is also a fragment as it does not have a subject or a verb need x/Need to find a new roommate. (missing a subject) offer X Local universitiesnany courses for Us to choose from. (missing a verb) This university offers different courses such x/Gueh as accounting and translation. (missing an independent clause) Comma splices ‘A comma splice happens when tw i spendent clauses are connected by only a comma We x My family chat at dinner every evening Ave always tell lots of jokes. se x Tony did not agree with Jane, fe argued with her. Run-on sentences ‘When two ot more independent clauses are not separated by any punctuation or connectives, they become a run-on sentence, X My catis cuteis name is Jack, Jee sun's stonshe pu on some sunscreen Inversion in questions ‘The most common use of inversion is in yes!no-questions. We place @ modal verb (Mod) or an auxiliary vverb (AUXY: verb to be / do / have) before the subject in a yes/no-question. Can Sam speak several languages? (vs Sam can speak several languages.) Mov SV ‘S Modv V Does Grandpa have a smartphone? (vs Grandpa has a smartphone.) anv SY sv ‘We also use inversion in wh-questions when the wh-word is the object and in question tags. What did you eat for lunch? ‘They should listen to their father, shouldn't they?After certain adverbs and adverb phrases Inversion is also used aficr certain adverbs and adverb phrases with a negative meaning. We mainly use this in formal English to emphasise a point. Here are some adverbs and adverb phrases commonly used in hardly...when innoway never no sooner...than not only(...but also) only then rarely __scarcely..when seldom ‘We begin the sentence with a negative adverb or adverb phrase (AdvP), followed by an auxiliary verb, and then the subject. ! We did not know why she left all of a sudden. SAnY Vv > Rarely did we know why she left all of a sudden. ‘Ady AVS V He loves not only chocolate but also ice cream, SV Adv > Not only does he love chocolate but also ice cream. AdP AuV SV ‘When talking about one action that happened immediately after another in the past, we can use hardly when, no sooner...than and scarcely...when and the past perfect in inversion to introduce the earicr action. | | closed the door and the phone rang, i > Hardly had | closed the door when the phone rang. ‘Adv AuxVS V As soon as we arrived home, we fell asleep on the sofa. i > No sooner had we arrived home than we fell asleep on the sofa, | AGP AUXV SV We also use inversion after s0, nether and nor to respond to an earlier statement. Daisy likes chocolate. ‘So does Angel. (= Angel likes chocolate too.) | cannot speak Korean. Neither/Nor can I. (= I cannot speak Korean either) Insome conditional sentences In formal Bnglish we can use inversion to form conditional sentences without if: We begin with should and use the base form of the verb when we invert Type 1 conditional sentences. ItJames goes home late, he willbe told off ‘> Should James go home late, he will be told off. ‘We always begin with were when we invert Type 2 conditional sentences. When the verb is not the verb 10 be, we use the fo-infinitive of the verb afier the subject, It she had a long holiday, she would travel around Europe. > Were she to have a long holiday, she would travel around Europe. We change the order of the subject and the auxiliary verb had when inverting ‘Type 3 conditional sentences, If.Ered had studied hard, he would not have failed the test > Had Fred studied hard, he would not have failed the test. Pan Lloyds Grammar Build-up for Secondary Students Book 3 28_\ Revision bookletUnit 18. Transformation Shifts in tenses ‘The simple past vs the present perfect ‘The simple past ‘The present perfect for events that happened at a specific time in the past (Vesterday, last week, a few years ago, in 2012, when I was young, ec.) Host my keys yesterday. for events that began and finished in the past [frst met Paul in 2010. for events that took place at an unspecified time in the past but are connected to the present Thave lost my keys. (still do not have them.) for events that began in the past and continue 0 the present (and possibly into the future) thave known Paul since 2010. ‘Shifting between tenses aboatit | have just bought a new laptop. | bought ‘We can use the present perfect to introduce a past event and the simple past to give more information, it online last week. ‘The simple past vs the past continuous ‘The simple past ‘The past continuous for events that happened at a specific time in the past ‘The Wongs went to Spain last Christmas. for short actions that happened at the same time or fone after the other in the past Dad put down his briefcase and took off his shoes. for events that were in progress a a specific time in the past (at 7 am yesterday, this time last year, et.) ‘The Wongs were travelling around Europe this time last year, for two or more long actions that happened at the same time in the past Grandma was reading while Grandpa. was watching TV. Shai Pest dog ran into the road. ‘When a short action interrupted a long action that was still happening in the past, we use the simple past for the short action and the past continuous for the long action. ‘A dog ran into the road while Marco was driving to Faniing. Present Future ‘We usually use when to intzoduce short actions and while to introduce long actions. | was doing my homework when Janice phoned me. Janice phoned me white | was doing my homework. © Pan Lloyds Publishers Ltd Qa]‘The simple past vs the past perfect ‘The simple past ‘The past perfect for events that happened at the same time or one | fora past event that ended before another past event afer the other inthe past My parents had finished dinner before | Teame home and had dinner with my ‘came home. (My parents had dinner. Then parents, (Icame home. Then I had dinner Tame home.) with my parents.) Shifting between tenses ‘When a past event ended before another past event, we can use the past perfect for the earlier event and the simple past for the event that happened at a later time. We mopped the floor. Past The cat made a mess, Present Future ‘We mopped the floor after the cat had made a mess. Pay attention to before, after, by the time, ete. to find out which action happened frst, ‘Sam had washed the dishes before / by the time he left the house, Sam left the house after he had washed the dishes, Changes in word forms Noun > Adjective Look at this pair of sentences, People who oppose having zoos say that zoos are not like nature, (The word nature is a noun as it follows the proposition like.) ‘> People who oppose having zoos say that zoos are not. enough, (We need an adjective between the linking verb are and the adverb enough.) ‘There are a number of ways to change a noun to an adjective. For example, we can add the suffix -al, which means ‘connected with’ People who oppose having zoos say that zoos are not natural enough. Adjective > Noun Look at this pair of sentences. They usualy look tearful and have litle appetite. (The word tearful is an adjective as it follows the linking verb look and ends in -f.) > Their eyes are filled with and they have litte appetite. (We need a noun after the verb phrase jilled with.) ‘There are a number of ways to change an adjective toa noun, For example, we can take away the suffix ful. As tearis a countable noun, it should end in-s. ‘Their eyes are filled with tears and they have litle appetite, Pan Lloyds Grammar Build-up for Secondary Students Book 3 Revision bookletNoun > Vert» Look at this pair of sentences, We often hear of complaints about the cruel acts of zoos in different parts of the world. (The word complaints is a noun as it follows the verb phrase hear of.) > Many people about the cruel acts of zoos in different parts of the world. (We need a verb after the noun/subject people.) ‘There are a number of ways to change a noun to a verb. For example, we can take away the suffix -rand the plural ending -s, The simple present verb hear in the fist sentence tells us that the event is in the present. We should put the verb in the simple present. Many people complain about the cruel acts of 200s in different parts of the world. \ Pay attention to time oxpressions when tuming 2 word to a verb. They provide clues to the tense ‘and the verb form. Daniel went to Africa three years ago. (The time expression three years ago tells us that the action took place in the past. A simple past verb should be used.) Verb > Noun Look at this pair of sentences. People who oppose having zoos say that zoos are not like nature. (The word oppase is a verb as it follows the relative pronoun who.) > People who express: say that 200s are not like nature. (We need a noun after the verb express.) ‘There are a number of ways to change a verb to a noun. For example, we can add the suffix -ition, which means ‘state of” People who express opposition say that zoos are not like nature.Pan Lloyds Grammar Build-up for Secondary Students Book 3 (Revision booklet) Published by : Pan Lloyds Publishers Ltd (A member of Popular Holdings Limited) Sole Agent: Pan Lloyds Publishers Ltd Printed by: Fook Hing Offset Printing Co Lid ‘Address: 14/F Teven Wan Industrial Centre, 220-248 Texaco Road, Tsuen Wan, N.T. Telephone: 2408 8801 29420898 Fax 2408 0174 ‘and Associated Companies throughout the world Email + panlloyds @popularworld.com Website: _httpyAwww.pandioyds.com © Pan Lioyds Publishers Lid 2017 Allrights reserved; no part ofthis publication may be reproduced, stored in a retrieval system, or transmitted in any form ‘or by any means, electronic, mechanical, photocopying, recording r otherwise, without the prior permission of the Publishers. ISBN 978-988-8985.92-8 eer renee eee Le Rt Sa er eee error cereR seta) heen