Evolve Digital Level 4

Grammar summaries
Unit 1 Lesson 1: Tense review (simple and continuous)..............................................3

Unit 1 Lesson 2: Dynamic and stative verbs................................................................4

Unit 2 Lesson 1: Real conditionals...............................................................................6

Unit 2 Lesson 2: Clauses with "after," "until," "when"...................................................7

Unit 3 Lesson 1: "too" and "enough"............................................................................8

Unit 3 Lesson 2: Modifying comparisons....................................................................10

Unit 4 Lesson 1: Modals of speculation......................................................................11

Unit 4 Lesson 2: Subject and object relative clauses.................................................12

Unit 5 Lesson 1: Past perfect.....................................................................................13

Unit 5 Lesson 2: "was/were going to"; "was/were supposed to"................................14

Unit 6 Lesson 1: Present and past passive................................................................15

Unit 6 Lesson 2: Passive with modals........................................................................16

Unit 7 Lesson 1: Reported statements.......................................................................17

Unit 7 Lesson 2: Reported questions.........................................................................19

Unit 8 Lesson 1: Present unreal conditionals.............................................................20

Unit 8 Lesson 2: "I wish…".........................................................................................21

Unit 9 Lesson 1: Prohibition, permission, obligation (present)...................................23

Unit 9 Lesson 2: Prohibition, permission, obligation (past)........................................24

Unit 10 Lesson 1: Past unreal conditionals................................................................26

Unit 10 Lesson 2: Modals of past probability..............................................................27

Unit 11 Lesson 1: Gerund and infinitive after forget, remember, stop.......................29

Unit 11 Lesson 2: Causative verbs help, let, make....................................................30

Unit 12 Lesson 1: Adding emphasis...........................................................................31

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Unit 12 Lesson 2: Substitution and referencing.........................................................32

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Unit 1 Lesson 1: Tense review (simple and continuous)

 Use the simple present for habits and completed actions.

 Use the simple past for completed past actions.
 Use the present perfect for past experiences with no specific time given.

Examples:

"I usually work on Saturdays."

"He doesn't get up early every day."

"Yesterday I went out for dinner for my birthday!"

"Last summer I went on holiday with my friends."

"I've ridden lots of rollercoasters before."

"I've done so many interesting things."

 Use the present continuous for an action in progress.

 Use the past continuous for an action in progress in the past.
 Use the present perfect continuous for an action that started at some time in the
past and is still in progress.

Examples:

"I'm reading a great book at the moment."

"I'm loving this new flavour of ice cream. It's delicious!"

"I was hiking up the mountain when it started to rain."

"I haven't been on vacation for almost two years."

"I can't talk right now, I'm studying."

"I've been waiting here for hours!"

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Unit 1 Lesson 2: Dynamic and stative verbs

 Dynamic verbs describe an action in progress or a plan. They can be used in

continuous forms.

Examples:

"I'm talking to monsters in the community."

"We're hiring a team of expert coaches."

 Stative verbs describe personal qualities, preferences, and opinions. They are
generally not used with continuous forms.

Examples:

"They're too clean, and they like to smile and laugh."

"We need to act fast to change this trend."

 Most verbs can be stative or dynamic depending on the context.

Examples:

"We're thinking of ways to make studying more fun." (plan)

"I think the problem is all the reading!" (opinion)

 Verbs that describe mental activity or mental states are usually only stative.
For example, the verbs want and believe are stative verbs and not typically
used in continuous tenses.
 Some stative verbs that express general personal preferences (love, like,
hate, etc.) can be dynamic when the context is enjoyment in the moment.

Examples:

"We all want to improve this town."

"I believe we can do this together."

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"I love skateboarding." (generally)

"This skateboard park is great! I'm loving it!" (in the moment)

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Unit 2 Lesson 1: Real conditionals

 Use the simple present in the condition, and will, be going to, or might plus
a verb in the main clause to talk about the result of the condition (to make
plans and predictions).

Examples:

"If you finish your paper this afternoon, I'll buy us dinner this evening."

"Even if a vegetable doesn't look good, the chef makes it taste great."

 Use the simple present in the condition and an imperative verb in the main
clause to tell someone what to do (to give instructions or advice).

Examples:

"If you're hot, open the window."

"If it tastes good, eat it!"

 Use the simple present in both the condition and the main clause to talk about
things that are generally true in a certain situation.

Examples:

"If I have an assignment, I always do it right away."

"If you are a vegetarian, you don't eat meat."

 Never use will or might in the condition (the if clause).

Examples:

"If I don't eat, I'll be hungry."

"If I don't eat, I might be hungry later."

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Unit 2 Lesson 2: Clauses with "after," "until," "when"

 To talk about a sequence of events in the future, use a time clause with after,
until, or when.
 Use the simple present in the time clause. Keep the main clause in the future
tense.
 You can begin the time clause with other words, like as soon as, before, and
once.

Examples:
"After you hear the recipe, you'll definitely want to try it."

"Until your bookcase is firmly attached, it won't be safe."

"Everyone will be so impressed when you show it off!"

"Once the back is attached, you'll be ready to insert the shelves."

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Unit 3 Lesson 1: "too" and "enough"

 Use too and not enough to say something is unacceptable (not a good thing).

Examples:
"There was too much furniture in the room."

"It wasn't modern enough."

 Use not too and enough to say something is acceptable (a good thing).

Examples:
"The new windows aren't too bad."

"Now there's enough space for a bigger couch."

 Phrases with too and enough are often followed by an infinitive verb.

Examples:
"It was too empty to live in."

"There weren't enough things in the room to look at."

 The word enough goes after an adjective but before a count noun.

Examples:
"The house was nice enough to live in, but there weren't enough windows."

"It was warm enough to wear sandals and shorts."

"Are there enough chairs for everyone to sit down?"

 The word enough usually goes before a non-count noun, but if the non-count
noun is referring to something general, enough can sometimes go after it.

Examples:
"There's enough space for a bigger couch." (usually)

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"There's time enough to decide later." (sometimes)

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Unit 3 Lesson 2: Modifying comparisons

Modifying comparative adjectives

 For small differences use a little or a bit.

 For big differences use way, a whole lot, or much.

Examples:

"People might feel a little freer at the beach."

"A ski resort seems a bit more crowded than a beach."

"The mountains are way closer than the beach."

"This place is a whole lot more attractive than my city!"

"It's much busier than my usual coffee shop."

Modifying comparisons with "as… as"

 For small differences use nearly or almost.

 For big differences use nowhere near.

Examples:

"The ski resort would be nearly as expensive as the beach."

"They live almost as close to the beach as my parents live to the mountains."

"Driving is nowhere near as expensive as flying."

Modifying superlative adjectives

 For big differences use by far.

Examples:

"It's by far the safest option."

"I just treated myself to by far the best coffee I've ever had."

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Unit 4 Lesson 1: Modals of speculation

 To speculate, you can use the modals must, must not, may, might, can't, and
could.
 When you feel sure that a speculation is true, use must.
 When you're not sure, use might, could, or may.
 Don't use can for speculation, even when you feel sure something is true.
 When you feel sure that something is not true, use can't or must not.

Examples:

"It must be very expensive."

"The people who do it must be very fit."

"That might be worth a lot of money."

"It could be dangerous."

"It may be too difficult for me."

"It can't be that dangerous to go on safari. So many people do it."

"They must not be very good, they're always losing!"

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Unit 4 Lesson 2: Subject and object relative clauses

 Relative clauses give extra information about people, things, or places.

 A relative clause begins with a relative pronoun: who, which, that, or where.
 In subject relative clauses, the relative pronoun is the subject of the clause and
is always followed by a verb.

Examples:
"He is getting into a car which will take him to the airport."
"There is a millionaire who travels all over the world to collect art."

 In object relative clauses, the relative pronoun is the object of the clause and
is always followed by a noun or pronoun. The relative pronoun can be omitted
in object relative clauses.

Examples:
"There was a mechanical problem which no one noticed."
"They have all the facts (that) you need to solve the problem."

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Unit 5 Lesson 1: Past perfect

 Use the past perfect to talk about things that happened (or didn't happen)
before another event in the past.
 When there are two completed events in the past, use the simple past for the
event that happened after the first event.
 To form the past perfect, use had or had not and the past participle form of the
verb.

Examples:

"She was surprised that she had never seen the photo before."

"I had forgotten all about it until I saw the reminder on my phone."

"He had decided to take her to take her to a new Italian restaurant. He hadn't booked
a table before he arrived."

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Unit 5 Lesson 2: "was/were going to"; "was/were supposed to"

 Use was/were going to and was/were supposed to and a verb to describe an

action that was planned or expected.

Example:
"You were going to get the popcorn while I bought the tickets!"

 When a plan/action did not happen, it is often followed by but and an explanation
or more information to explain why.

Example:
"She was supposed to hide them, but she hasn't turned up yet."

 You can also use these structures to talk about an action that wasn't planned but
did happen.

Example:
"They weren't going to stop her, but then they saw her steal that guy's wallet."

 Do not drop the verb be in phrases with going to and supposed to.

Example:
"The show was supposed to start at 7:30."

 The question form is often used to confirm a plan.

Example:
"Weren't they supposed to wait for the guy in the black jacket?"

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Unit 6 Lesson 1: Present and past passive

 Use the passive to focus on an action, rather than on who or what does the
action.
 You can use the passive if the person who does/did the action is not known or
not important.
 To form the passive, use the correct form of be and the past participle of a
verb. The object of the active sentence is the subject of the passive sentence.
 You can use by to emphasize who or what does the action.
 In passive sentences, the verb be always agrees with the subject.

Examples:

"The lodge was built for scientists."

"Hot meals are cooked in the village."

"When was it opened to tourists?"

"The other rooms were added soon after that."

"Our program is designed for elderly people."

"The cushions are made by the women in the village."

"The hot water is heated by the sun."

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Unit 6 Lesson 2: Passive with modals

 To form the passive with a modal (will, can, must, might, etc.) use be and
the past participle form of the verb after the modal.
 For something that is probable but not definite, use might.
 For something that is one of many possibilities, use can.
 For something that is generally true in the situation, use will.
 For something that is definite or necessary, or for a speculation that you feel
sure is true, use must.

Examples:

"Your help might not be rewarded."

"I might be promoted for this work."

"The flowers can be put over there."

"The food cannot be delivered any later than 8."

"The buffet will be set up over here."

"That stage will be prepared in no time!"

"The building must be locked when everyone leaves."

"The animals must not be fed more than once a day."

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Unit 7 Lesson 1: Reported statements

 To report and summarize what someone said, use a reporting verb like said,
explained, reported, commented, mentioned, told, etc.
 Some reporting verbs require an object (usually a personal pronoun).
o Reporting verbs that require an object: tell and inform.
o Reporting verbs that do not require an object: say, explain, report,
comment, and mention.
 Reported statements are often in a past tense. To report a present tense
statement, use the simple past.

Examples:

"One new arrival explained that the app allowed him to contact his family."

"My husband said that it had to be a mistake."

 To report a past statement, use the past perfect.

Examples:

"Brian called and told us that Chris had contacted him."

"He told Carly that he had seen her post and had recognized the postcard
immediately."

 When the information you're reporting is a fact, a habit, or a future event,

there is no need to change the tense.

Examples:

"We're arriving tomorrow at 10 p.m."

"She informed me that they're arriving tomorrow.2
"She informed me that they're going to arrive tomorrow at 10 p.m."
"She informed me that they'll arrive tomorrow at 10 p.m."

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  To report instructions or suggestions, use a past tense reporting verb, then an
object (who received them), followed by an infinitive verb.

Examples:

"We told Brian to bring him over to our house."

"Carly persuaded the newspaper to write something about it."

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Unit 7 Lesson 2: Reported questions

 In reported questions, the verb tense changes in the same way as for reported
statements.
 When you report a question, it is no longer a question. It is now a statement
about a question.
 Use statement word order in a reported question, not question word order.
 Do not use a question mark.
 Do not use the auxiliaries do, does, or did.
 To report yes/no questions, use if.

Examples of direct questions to reported questions:

"Who is she?"

I asked him who she was.

"What do you do for a living?"

He asked me what I did for a living.

"How long do you plan to stay in town?"

I asked her how long she planned to stay in town.

"What sports do you play on the weekend?"

She asked me what sport I play on the weekend.

"Have you had a lot of attentions from fans?"

I asked her if she'd had a lot of attention from fans.

"Do you want to go with us?"

She asked me if I wanted to go with them.

"Do you like our city?"

I asked her if she liked our city.

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Unit 8 Lesson 1: Present unreal conditionals

 Present unreal conditionals refer to imagined present or future situations.

 The if clause describes an imagined situation. The verb is in the simple past.
 Use a comma at the end of the if clause when it comes first. When the main
clause comes first, don't use a comma between the two clauses.
 In the if clause, you can use were for all subjects.
 In formal language, use were for all for all subjects, including 1st and 3rd
person. This emphasizes that the situation is imagined, not real. In informal
language, you can use was for 1st person and 3rd person subjects.
 The main clause describes an imagined result. Use would plus a verb in the
main clause.
 You can use might instead of would in the main clause.

Examples:

"It would be better for the environment if people drove less."

"If people didn't have to spend so much time driving, everyone would feel more
relaxed."

"If I didn't have a car, I wouldn't be able to get to work."

"If you were free to do it, would you apply for this job?"

"I might get bored if I rode in a self-driving car all the time."

"If I were rich, I'd buy a hybrid car."

"If my sister was here, she'd know what to do."

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Unit 8 Lesson 2: "I wish…"

 Use I wish at the beginning of a sentence to express that you want things to
be different, or that you feel sadness or regret about something.
 When you use I wish, the main verb changes tense. This is true for present,
past, or future ideas.

Examples:

"I have to work all the time. I wish I didn't have to work so hard. I wish I had more
free time."
"I can't surf. I wish I could learn to surf."
"I went to bed late last night. I wish I hadn't gone to bed so late last night."
"I'm not going to go anywhere fun. I wish I was going to go somewhere fun."

 Negative statements or ideas (reality) change to affirmative or opposite ones

(wishes), and affirmative statements or ideas (reality) change to negative or
opposite ones (wishes).

Examples:

"I don't know many people. I wish I knew more people. I wish I had more friends."

"I was so busy thinking about work that I forgot today was a holiday. I wish I had paid
more attention!"

 After I wish, you can use were for all subjects.

Examples:

"I'm not a dog, I'm a person. But sometimes I wish I were a dog."

"It's just Tuesday, but I wish it were the weekend already."

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  Don't confuse I wish and I hope. Use I hope to talk about something you
want to happen in the future. Use I wish to talk about a situation that you
know won't change.

Examples:

"John hasn't responded to the invitation, but I hope he'll be there on Saturday."

"I wish John were coming on Saturday, but he has to work that day."

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Unit 9 Lesson 1: Prohibition, permission, obligation (present)

 To express prohibition, you can use may not, not be allowed to, or not be
supposed to plus a verb.

Examples:

"The rules say you may not restart the game."

"You're not allowed to stop the car."
"You're not supposed to drive backwards."

 To express permission, you can use may or be allowed to plus a verb.

Examples:

"May I drive on the sides?"

"You're allowed to leave the track."

 To express obligation, you can use be required to or be supposed to plus

a verb. The verb phrase be required to is stronger than be supposed to.

Examples:

"Players are required to read the terms and conditions."

"What am I supposed to do?"

 The modal should can sometimes express permission or obligation. It has the
meaning "It's (not) a good idea to…" or "It's (not) OK to…."

Examples:

"The back door is usually unlocked, so you should just go in that way. It's OK with
us." (permission)

"Should I read the rules first?" (obligation)

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Unit 9 Lesson 2: Prohibition, permission, obligation (past)

 To express prohibition in the past, use couldn't or was/were not allowed to plus
a verb.

Examples:

"Men were not allowed to grow beards unless they paid a tax."

"You couldn't drive your car on the road unless there was someone walking in front
of you."

 To talk about permission in the past, use could or was/were allowed to plus a
verb.

Examples:

"Men were allowed to grow a beard only if they paid a tax."

"Men who paid the tax could keep their beards."

 To talk about obligation in the past, use had to, was/were required to, or
was/were supposed to plus a verb.

Examples:

"Men who didn't pay the tax had to shave off their beards."

"Cars were required to stop."

"This person was supposed to carry a red flag."

 Prohibition, permission, and obligation statements, in the past or present, are

usually expressed as passive because the authority responsible for the law or
rule is known and doesn't need to be named.

Examples:

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"City regulations don't allow cars to park here." (correct, but the authority is known)
"Cars are not allowed to park here." (more common)

"The building owner required renters to have insurance." (correct, but the authority is
known)
"Renters were required to have insurance." (more common)

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Unit 10 Lesson 1: Past unreal conditionals

 Past unreal conditionals refer to imagined past situations.

 The if clause describes an imagined situation. The verb is in the past perfect.
 The main clause describes the imagined result. Use would have plus the past
participle form of a verb.
 When you're not sure about the result, use might have instead of would have in
the main clause.
 For questions, use question order in the main clause only.
 To give a short answer to a question, use would/might (not) have.

Examples:

"If I had walked into the building, I wouldn't have broken my toe."

"I might never have met my wife if I hadn't broken my toe."

"Would you have avoided that accident if you had just walked into the building?" / "I
might have. No, I probably would have."

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Unit 10 Lesson 2: Modals of past probability

 After a modal of past probability, use have, then the past participle form of a
verb.
 Use the modal could to talk about something that was possible but didn't
happen. Use couldn't to talk about something that wasn't possible.
 When talking about the past, the modal can changes to could in affirmative
statements. Use couldn't have when you are absolutely certain something
was impossible or unlikely.

Examples:

"You could have made it more interesting."

"They simply couldn't have tried harder."

 Use the modal should (not) to evaluate or criticize past actions.

Examples:

"She should not have done the act alone."

"I think you should have said something at the end."

 You can also use the modals might, may, or must as to express past
probability. Use may or might when you're guessing about the past. Use the
must when you feel certain about something, or when you believe there is
only one logical conclusion.

Examples:

"She may not have studied as much as her brother."

"My sister isn't answering her phone. I think she might have gone to work but I'm not
sure."
"Wanda must have practiced more than Wayne."

 We often contract have when speaking, but not in writing.

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Examples:

"It should have been longer." (writing) / "It should've been longer." (speaking)

"You couldn't have done better." (writing) / "You couldn't've done better." (speaking)

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Unit 11 Lesson 1: Gerund and infinitive after forget, remember, stop

 When we talk about a definite action that is finished or in progress, forget,

remember, and stop are followed by a gerund.

Examples:

"I'll never forget losing our passports in Paris!"

"I clearly remember putting my keys on the table."

"Stop worrying so much!"

 When we talk about a general or an indefinite action, forget, remember, and

stop are followed by an infinitive verb.

Examples:

"I didn't forget to stop the mail."

"Did you remember to close the bedroom window?"

"Can we stop a moment to check we have everything?"

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Unit 11 Lesson 2: Causative verbs help, let, make

 You can use the causative verbs help, let, and make to talk about the effect
caused by something or someone else.
 Causative verbs are always used with another verb in the base form, without
to.

 The object (me, you, him, people, etc.) goes between the two verbs.
 In British English, the infinitive form is usually used after the causative help.

Examples:

"I came in on Saturday to help him finish something."

"She helps us get everything done early."

"He lets us be flexible with our work hours."

"She won't let us take work home with us."

"He makes his staff work hard and he doesn't let them take long breaks!"

"My boss never makes us work late or sit through boring meetings."

"He once made us come in to the office on a holiday!"

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Unit 12 Lesson 1: Adding emphasis

 To give emphasis and focus to an idea, you can start with What I plus a verb
or The thing I plus a verb.
 The idea you want to emphasize comes at the end of the sentence, after be.
 Use the verb be to connect the two parts of the sentence together.
 The verb be agrees with the idea you want to emphasize. The verb be is
usually singular, but you can use plural forms with a plural noun.

Examples:

"What I love is the peace and quiet."

"The thing I like most is being so close to nature."

"What I love about this place are all the sports you can do."

"The thing I really appreciate is the ease of travel from here to anywhere in the
world!"

"What I noticed first was the friendliness of the people. Everybody says hi!"

"What I didn't know is that the town is such a cultural place."

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Unit 12 Lesson 2: Substitution and referencing

Substitution

 To avoid repeating a count noun, you can use one or ones. When
substituting with one/ones, make sure the pronoun agrees with what it is
replacing.
 To avoid repeating a verb or a verb phrase, you can use the auxiliary verb for
that tense.
 To avoid repeating a whole clause after a question, you can use so.

Examples:
"They were all wearing masks like the ones (masks) worn by skiers."

"Three of the men jumped into it and drove away. The one (man) left behind took off
his mask."

"The police hope that someone saw these men. If they did, they should contact the
police."

"Did you see anything that might help? If so, call the hotline."

Referencing

 To refer to a noun or noun phrase, you can use it or them for specific things.
 You can use this or that to refer to whole ideas.

Examples:
"These two pieces of art were stolen. The museum is anxious to get them back."

"The men carried the two pieces to a white van, then drove away. All this happened
at night."

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