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: Developing Grammar in Context Grammar reference and practice | with answers | Acknowledgements vi Introduction he oON DH a a The present continuous 12 25 26 27 28 29 and tense The present simple 10 11 24 ~ Learning grammar, and how to use this book Ww Time v 12 forms 30 31 32 69 101 130 Other verb forms 23 Articles 1: general introduction 177 Articles 2: special uses 183 Personal, possessive and reflexive pronouns Reported speech 1: say, tell, ask 107 Reported speech 2: reporting verbs 113 Defining relative clauses 119 Non-defining relative clauses 125 Review Unit Units 13-22 Sentences 174 189 Possessives and demonstratives 194 Countable and uncountable nouns and expressions of quantity 200 35 Adjectives and adverbs 206 36 The order of adjectives 212 218 37 -ed and -ing adjectives 38 Too, (not) very, (not) enough, so and such 223 Review Unit Units 30-38 Naming and describing 229 33 34 Word order 73 The imperative and instructions 78 Do and other auxiliaries for emphasis 83 Features of spoken English 89 Question forms 1: basic questions 95 Question forms 2: tags and indirect questions 157 Naming and describing Sentences 19 20 21 22 The passive 151 Verbs confused with the passive Get / have something done 163 Be/getusedto 168 Review Unit Units 23-29 Other verb The past simple 18 The past continuous and the past simple 23 Used to and would 29 The present perfect simple 35 The present perfect continuous 41 The past perfect 47 Going to and will 53 Present tenses for talking about the future 58 The future continuous and the future perfect 63 Review Unit Units 2-12 Time and tense 13 14 15 16 17 18 First, second and zeteéendifional sentences 139 The third conditional, wishes and regrets 145 Verbs followed by the infinitive or the -ing form 133 Functional areas 39 Requests, permission and offers 223 40 Suggestions and advice 239 41 Talking about ability 244 42 Frequency expressions and tend to 250 43 Ways of comparing 255 44 Ways of comparing 261 45 Describing with look and like 267 46 Similarities and differences: so and 47 48 neither 273 Possibility in the present 278 Possibility in the past 284 49 SO Present obligation and necessity Past and future obligation and necessity 296 Review Unit Units 39-50 Functional areas 302 WE 290 Appendix Irregular verbs Appendix Glossary Answer key 306 Phonemic symbols 309 311 308 Acknowledgements Much time has elapsed since this book was first thought of We would like to thank first of all Bob Obee for putting us in touch with Cambridge University Press, and then Jeanne McCarten for leading us up to the commissioning of the title and beyond Since those early days our thanks go also to Alison Sharpe, Mickey Bonin and Brigit Viney, who helped us see the project through to the final stages Along the way we also owe thanks to Noirin Burke, Geraldine Mark, to Jean Hudson for CANCODE data, and to all the staff at Cambridge University Press involved in the development and production of the book Thank you too to Bell International for providing writing time for Mark For our children, Laura and Alex, who nearly stopped the whole thing in its tracks, and for our parents The authors and publishers would like to thank the following people and institutions who reviewed and pilot tested material from this book and helped to shape it Prof Snezana Bilbija, Montenegro, The Federal Republic of Yugoslavia Trevor Bryant, Language Studies International, Cambridge, UK Henny Burke, British Language Centre, Madrid, Spain Stephen Bush, The British Institute of Florence, Italy Claire Embleton, London, UK Chiara Ferdori, Casalecchio, Italy Leigh Fergus, Executive Language Services, Paris, France Mick Gammidge, London, UK Rebecca Hughes, University of Nottingham, UK Lindsay Kelly, Turkey Key Language Services, Quito, Ecuador Samantha Lewis, Centro de Estudios de Ingles, Madrid, Spain Raul Mar, Universidad de Cuautitlan Izcalli, Mexico Prof Antonio Morales, School of Tourism, Cienfuegos, Cuba Leticia Moreno, Universidad Juarez de Durango, Mexico Graham Palmer, Bell School, Saffron Walden, UK Maroussa Pavli, Athens, Greece Mary Nava, LUniversita Cattolica and IULM, Milan, Italy Sosefina Pefia, Sol y Son, Habana, Cuba Peter Strutt, British Institute, Paris, France Wayne Trotman, The British Council, Izmir, Turkey G.N Woods, The Language Factory, Cuorgné, Italy The authors and publishers are grateful to the authors, publishers and others who have given permission for the wse of copyright material identified in the text It has not been possible to identify, or trace, sources of all the materials used and in such cases the publishers would welcome information from copyright owners PP-2 53, 77, 119 (bottom), 150 (Classwork), 180, 190 and 296 (left): adapted extracts from The One Hundred Stupidest Things Ever Done, by Ross and Kathryn Petras reprinted by permission of Michael O’Mara Books Ltd; p.7: ‘Fame and Foster’, by Gabrielle Donnelly from Sainsbury's The Magazine, December 1996; p.8: ‘My kind of day: Jane Seymour’, from Radio Times, 9-15 November 1996; p.11: ‘Just nipping to the shops for a few days’, by Michael Booth from The Independent on Sunday, 19 January 1997; p-12: ‘Trufflers dognapped’, © The Observer, February 1997; p.18: ‘The trickle-down family economy’, by Vivek Chaudhary © The Guardian, 14 August 1996; p.21: ‘Wheel of fortune’, by Mark Lawson © The Guardian, 27 December 1995; p.29: ‘Father's story, daughter’ story’, by Val Sampson from the Daily Mail, December 1995; p.35: ‘New job/old job’, by Peter Carty © The Guardian, 13 December 1995, p-41: ‘Mystery of Yuletide cards from nowhere’, by Richard Smith from The Independent, 21 December 1996; p.47: ‘The plane that flew solo’, by Martin Kettle © The Guardian, 25 November 1997; p.63: ‘Doctors’ orders in a brave new world’, by Sarah Boseley © The Guardian, December 1998; pp.70 (top), 75 and 197: adapted extracts from Tall Stories, by Russell Ash and Mike Gordon, reproduced by permission of Russell Ash, Aurum Press 1994; p.70 (bottom): ‘Zoo waits for its 297 Ib baby to take her bow’, by Nicholas Schoon from The Independent, 19 January 1996; p.73: ‘Golden goal makes it 425-1’, by Richard Smith from The Independent, November 1998; pp.78, 79 and 82: extracts from The Exploratory’ Adventures in Science, used by permission of The Exploratory, Bristol; p.83: ‘Hardlife — The parapsychologist forever sceptic’, by Johnny Beardsall © Telegraph Group Limited, 21 October 1995; p.95: ‘The questionnaire — Pat Cash’, compiled by Rosanna Greenstreet, as seen in The Guardian, July 1998; p.107: ‘Gunman flees with £650,000 Picasso’, by Dan Glaister © The Guardian, March 1997; p.113: ‘Branson's crew ditched $2,000’, by Paul Marston © Telegraph Group Limited, 10 January 1997; p.119 (top): extract from The Guardian © The Guardian, April 1997; p.119 (centre): ‘Monkey business fills Punjab jail’, by Rahul Bedi © Telegraph Group Limited, 19 August 1997; p.121: ‘Taking the Mickey II’, the Daily Express, February 1996, p.125: ‘The new deal’, by Douglas Kennedy from The Independent, December 1995; p.127: ‘A model come-back — after 28 years and 10 children’, by Richard Smith from The Independent, March 1997; p.128: ‘Honour for hero in river rescue’, the Bath Chronicle, 25 March 1998; p.133: extracts from the cover of Harry Potter and the Philosopher's Stone, by J.K Rowling, and the cover illustration by Thomas Taylor, with the permission of Bloomsbury Publishing Plc; p.136: ‘Shy 10-year-old piano prodigy’, by David Ward Tim mem, 23 Sepumber 1997: pp.137 (texts and 2) amt DOG (agian): Bezarve Tales from New Scientist Tapniincnd win permission from New Scientist magazine, ‘the global! sxtharaty on science and technology news © RBI wwe NewSciemtist.com: pp.137 (text 3), 278 and 279: adegerd extracts from Fortean Times Weird Year, 1996; p.139: ‘Jeguner saviour of the world’, by Adrian Berry © Telegraph Gaoup Limited, 27 January 1996; p.145 (top): ‘Alive after four days in a watery tomb’, by Luke Harding & Cimistopher Zinn © The Guardian, 10 January 1997; p.145 (boom): ‘Talking parrot saves trapped van driver’, by Sean ONeill © Telegraph Group Limited, 19 February 1998; p.147: Cartoon copyright © 1996 Steven Appleby, first published in the Weekend Guardian, 23 November 1996; p.151: Police? I want to report a burglary’, by Stuart Miller © The Guardian, 19 November 1997; p.154: ‘Number crunching: Coca Cola’, Time Out, 27 September—4 October 1995: p.155 (top): ‘A prize reprised’, by Tristan Davies © Telegraph Group Limited, 11 October 1997; p.155: ‘Teenage couple’ © The Observer, 19 October 1997; pp.157 and 288: adapted extracts from The Giant Book of the Unexplained, by Damon Wilson, with the permission of Constable and Robinson Publishing Limited; p.163: ‘50p brooch sells for £13,000’ © The Guardian, 25 February 1998; p.168: ‘Its a power thing’, by Rosalyn Clark © The Guardian, 14 November 1996; p.177: ‘Inmate copied cell keys from memory’, from The Independent, March 1998; p.183: Prospect Music and Art Tours; p.189: ‘March of the machines’, by Kevin Warwick from the Daily Mail, March 1997; p.194: ‘Twin troubles’, reproduced by permission of Family Circle, December 1996; p.200: adapted extracts from Malaysia, Singapore & Brunei, ed 4, Lonely Planet, 1991, ‘reproduced by permission of Lonely Planet Publications; p.203: adapted extract from Round the World in Recipes, by Michael Bateman Reproduced by permission of Hodder and Stoughton Educational Limited; p.218: ‘Lost girl takes a tough trek via field and forest’, by Richard Alleyne from the Daily Mail, 10 December 1997; p.233: The Bash Street Kids are @p and © D.C Thomson & Co Ltd.; pp.224 and 225: adapted extracts from ‘From music to maths’ by Jamie Wilson from The Guardian, 23 September 1997 © Jamie from the Cambridge Evening News, 29 January 1997; p.284 (bottom:): ‘Our ancestors were such an upright lot’, by Charles Arthur from The Independent, 11 September 1996, p.285 (left): ‘Stop, thief! You’ve dropped your cash’, from the Daily Mail, 27 January 1997; p.285 (right): ‘£30,000 pedigree chum is grabbed by dog nappers’, by John Hampshire from the Daily Mail, 15 January 1996; p.290: ‘Anna Blundy calls Denise Lewis’, by Anna Blundy, © Times Newspapers Limited, 14 February 1998; p.292 ‘Odd jobs for young Bonds’, from the Daily Mail, December 1995 p.40: the Classwork activity is based on an activity in Grammar Games, Mario Rinvolucri, Cambridge University Press, 1984; p.199: the Classwork activity is based on an idea (Values Topics) in Keep Talking, F Klippel, Cambridge University Press, 1984 The authors and publishers are grateful to the following for permission to reproduce copyright photographs: p.7: Rex Features Ltd/Stewart Cook; p.23: Advertising Archives; p.29: Rex Features/Mike Lawn; p.49: Corbis/Joseph Sohm ChromoSohm; p.58: Eye Ubiquitous/David Lansfied: p.63: Corbis; p 70: Chester Zoo; p.73: Corbis JFPI Studios, Inc.; p.95: Action Images Ltd; p.101: NHPA/Henry Ausloos; p.107: ‘Téte de Femme — Dora Maar’, 1939 by Pablo Picasso Colour transparency © The Solomon R Guggenheim Foundation, New York; © Succession Picasso/DACS 2003; p.113: Popperfoto; pp.125, 218 and 229: News Team International Ltd; p.137: NHP&A/Eric Soder; p.145: South West News Service; p.156: Life File Photographic Agency/Andrew Ward; p.168: Guardian Newspapers Ltd/Sean Smith; p.183: Corbis/Charles & Josette Lenars; p.189: Science Photo Library/Sam Ogden; pp 94 and 281 (centre): PowerStock/Superstock Ltd; p 200: NHPA/Mark Bowler; p.206: Corbis/Stephen McDonough; p.212 (top and centre): Bonhams Picture Library; p.228: NHPAJJames Carmichael Jr; p.250: The Bath Chronicle; p 261: VinMag Archive; p 266: Corbis/Adam Woolfitt; p.267 (left): Capital Pictures/Phil the merrier’, by Joanna Moorhead © The Guardian, Loftus; p.267 (right): The Lookalikes Agency; p.281 (top): Arcaid/lan Lambot; p.281 (bottom): Jacqui Hurst; p.290: Action Plus 1997; p.244 (text 1): ‘Squeeze star’, from the Cambridge Commissioned photography by Nigel Luckhurst: pp.1 and 89 Wilson; p.228: ‘Beetle maniacs who make power lifters look puny’, the Daily Express, February 1996; p.229: ‘The more 29 January 1997; p.239: Augusta, by Angus McGill and Dominic Poelsma from the Mail on Sunday, 25 February Evening News, February 1997, p.244 (text 2): ‘Animal magic’ © The Guardian, 23 October 1998; p.244 (text 3): the Department of Work and Pensions; p.249: ‘How Rosencrantz and Macduff passed a screen test to prove that monkeys can add up’, by Tim Radford © The Guardian, 23 October 1998; pp.255 and 257: ‘Flying in the face of modern travel’, by Kevin Rafferty © The Guardian, 28 February 1996; p.259 (text 1): ‘Pain relief’, Marie-Claire, May 1997: p.259 (text 2): ‘Mind and body; big ears’, by Rita Carter from She magazine, September 1996; p.260 (text 1): ‘How to avoid getting a cold this winter’, Red, December 1999: p.261 "At £5.000 a pair, the jeans worth inheriting’, by Natalie Clarke from the Daily Mail, 27 January 1997, p.284 (top): ‘Killer comet's deadly strike’, by Steve Farrar ACKNOWLEDGEMENTS Freelance picture research by Mandy Twells Cover design by Mark Diaper Concept design by Dave Seabourne Design, illustration and page makeup by Oxford Designers & Illustrators Introduction Developing Grammar in Context (intermediate) is a grammar reference and practice book which can be used by learners for self-study, or can be used in class A basic premise of the book is that learners need to meet examples of a grammatical structure in an authentic context, and think about its use, before they try to use it for themselves To the learner You not have to start Developing Grammar in Context at the beginning and work through to the end You can use the Contents pages to help you find the particular areas that you want to understand and practise We suggest, however, that you start with Unit 1, which is different from the other units It is a guide to using this book, and it also helps you to think about learning grammar To the teacher Each unit has four sections These are: = ^ Getting started: This section presents the grammatical structure in context in a written or spoken text It is a good idea to some scene-setting work before your learners read the text For example, in Unit 4, the text is about children’s spending money, and you could discuss with your class how much money children have in their country or countries Teach any difficult words in the text before they read Let learners the short exercises in pairs, or let them compare their answers with one another Looking at language: This is the language reference section of each unit You can just read through it with your learners, stopping to the short exercises which test learners’ understanding of the explanations You could also ask learners to make their own notes from this section If you prefer to clarify language points in your own way, learners could read this section at home Getting it right: Exercise (accompanied by the symbol Pp ) is the core exercise here It is designed to raise awareness of a grammatical structure rather than ask learners to produce it For this reason, always this exercise with your learners, and it first Exercises 2-4 (which have the symbol [~) provide practice of the structure, and you or your learners can choose which exercises are most useful for your learners and / or the order in which to them In all exercises, it is a good idea to allow learners to work in pairs or groups to discuss a and compare their answers You may be able to exploit some exercises for speaking practice Classwork: This is a speaking activity designed to provide fluency practice Make sure that learners are able to the work in the pairs or groups suggested, and take notes while they are doing an activity so that you can provide feedback (both positive and negative) on their use of the language points practised, as well as their performance of the activity Think about how best to use your classroom for these activities; you may want to rearrange seating patterns or furniture Review units practise and test mixed structures, so they are best used after all the units in a particular section have been studied Again, encourage learners to work in pairs and compare answers ‘use this book Getting started Read the text below, How to use this book, and answer the questions a) How many sections does each unit of the book have? c) Where can you find different grammar points in the same OXCICISE? occ ccc ccce cece eceneeseetteeesaetiettveteenereeeseneeted How to use this book Each unit of the book begins with a section called Getting started In this, you read a short text and answer some questions about it The text has examples of the new grammar in the unit Then the Looking at language section explains the new grammar and has some short exercises The Getting it right section provides four exercises You should always start with Exercise which has a > sign This exercise checks you understand the grammar points in the unit Then Exercises 2-4 of Getting it right give you practice in using the grammar These exercises have a [> sign to show that you can choose which ones to You can use the last section, Classwork, in class Here you can practise the grammar by speaking to other students There are 50 units in the book and five Review units The Review units revise the grammar points in the previous group of units and let you practise different grammar points in the same exercise Look at this sentence from the text: You read a short text and answer some questions about it Find an example of the following in the sentence: a) a plural noun c) an article b) averb đ) a pronoun e) an adjective Looking at language Here is a list of some of the grammatical terms used in the book How many you know? Nouns and related words Noun This is usually the name of a thing, place or person: table, furniture, London, Sue Nouns can be countable with a singular and a plural (table, tables) or uncountable (furniture) the, a, an A word which shows possession: my, your, his, her, its, their, our (house, car etc.) A word which can replace a noun: J, you, he, she, it, they, we, him, us, which, that, mine, ours Article Possessive Pronoun Adjective A word which describes a noun: lovely, bad, big, exciting Verbs and related words Main verb A verb which usually shows actions and situations: She went to bed early last night I live in London Auxiliary verb Modal verb Active verb Passive verb (be, đo, have) A verb which is used with a main verb to give short answers and to express negatives, questions, the passive and some tenses: This song was written ten years ago We’re having breakfast at the moment Do you like sport? Yes, I Jamie doesn’t eat meat They've travelled all over the world (will, would, can, could, may, might, must, should etc.) A verb which is used with a main verb to add extra meaning Modal verbs express, for example, ability, possibility and obligation: I can speak English They might have some tickets You should buy your mother a birthday present This is used when we want to focus on the person or thing doing the action: Susie opened the parcel Three cars blocked the road This is used when we want to focus on the person or the thing affected by the action: The parcel was sent three days ago The road was blocked Infinitive A form of the verb: (to) go, (to) eat, (to) write, (to) like Imperative A verb form that looks like the infinitive without to and is used to give orders and instructions: Come here Take the top off the bottle Adverb A word which describes verbs, adjectives or other adverbs Adverbs often Tag question end with -ly: easily, nicely A phrase added at the end of a sentence to make a question: It’ good, isn’t it? Write the grammatical term for each underlined word in the story below Edgar Lunden was easily caught and arrested after he stole six pounds of potatoes from a supermarket One reason for his quick arrest was that Edgar Lunden had his full name tattooed across his forehead UNIT LEARNING GRAMMAR, AND HOW TO USE THIS BOOK Words about sentence Subject structure A noun (or pronoun) which normally comes before the main verb: Sue is busy at the moment Tigers live in the jungle A noun (or pronoun) affected by the action of a verb: He watched a film A group of words which contains a subject and main verb Sentences can have one or more clauses: The plane took off (clause 1) and we were on Object Clause our way Phrase (clause 2) A group of words together: very quickly, at the moment, with long hair Other words about grammar Comparative A word used to compare two things: bigger, easier, more comfortable Conjunction A word which joins two phrases or clauses together: and, but, when etc Contraction This happens when a verb is shortened and joined with the previous word: I'll, I'd, I’m, we’re, you’re, it’s Preposition A word usually placed before a noun to express a relationship such as time or place: I'll see you at eight o'clock It’s in the house This is used to report what someone said: He said that he would like to be president He invited me to his house Words used to compare one thing with a group of other things: the biggest, the most comfortable Reported speech Superlative Draw lines to match each word and phrase to a grammatical term the easiest reported speech on theyre contraction faster preposition She told metogo tag question He's nice, isn’t he? superlative comparative Getting it right p Exercise How we learn grammar A How you think you learn grammar? Put sentences a)—d) in the right order, 1-4 a) You try to use the new grammar, but make some mistakes b) You notice some new grammar that you haven't seen before ! c) You read about the grammar again to understand it better, and then you can use it correctly! d) You try to understand the meaning of-the new grammar B Now match the underlined words in sentences a)—d) to the grammatical terms below Example: adjective NOW oo adverb contraction article inflinitive cotmparative modal verb plural nown GETTING IT RIGHT ma ... structure in an authentic context, and think about its use, before they try to use it for themselves To the learner You not have to start Developing Grammar in Context at the beginning and work... people in the room and it got very hot b) There were too much people in the room and it got very hot a) While I was thinking, I walked into a garden b) While I was thinking, walked into the... writing in English GETTING IT RIGHT Classwork Look at the questions in the chart about learning a language Write yes or no in the You column Interview your partner and write his / her answers in