Longman English Grammar Practice

[Pages:302]LONGMAN ENGLISH GRAMMAR PRACTICE

for intermediate students

L. G. Alexander

Addison Wesley Longman Limited Edinbur h Gate, Harlow, Essex 8 ~ 2 Z0JE, England and Associated Companies throughout the world.

0Longman Group UK Limited 1990 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publjshers.

Distributed in the United States of American by Addison Wesley Longman, New York

First published 1990 Eleventh impression 1998

Cartoons by Larry, Ed Mclaughlin and David Simonds

British Library Cataloguing i n Publication Data Alexander, L. G. (Louis George) 1932-

Longman English grammar practice (Intermediate level) 1. English language. Grammar I. Title 428.2

Library of Congress Cataloging-in-Publication Data

Alexander, L. G.

Longman English gmmmar practice (Intermed~atelevel) 1 L G Alexander.

p. cm.

1. English language - Textbooks for fore~gnspeakers

2. Engl~shlanguage - Grammar - 1950 - Problems, exercises, etc i T~tle

PEll28.A4573 1990

428.2'4-&20

89-13851

CIP

Set in 9111.5 pt. Linotron Helvetica Roman Produced through Longman Malaysia, ACM ISBN 0 582 04500 2

Contents

To the student

The sentence

Sentence word order The simple sentence: verbs with and without objects The simple sentence: direct and indirect objects The compound sentence The complex sentence: noun clauses The complex sentence: relative pronouns and clauses The complex sentence: 'whose'; defininglnon-defining clauses The complex sentence: time, place, manner The complex sentence: reason and contrast The complex sentence: purpose, result and comparison The complex sentence: present participle constructions The complex sentence: perfectlpast participle constructions

Nouns

One-word nouns Compound nouns Countable and uncountable nouns ( I ) Countable and uncountable nouns (2) Number (singular and plural) (1) Number (singular and plural) (2) Gender The genitive

Articles

- 7

The indefinite article: 'dan' (1)

The indefinite article: Wan' (2)

The definite article: 'the' (1)

The definite article: 'the' (2)

The zero article (1)

The zero article (2)

Pronouns

Personal pronouns 'One' 'It' and 'onelsomelanylnone' Possessive adjectives and possessive pronouns ('mylmine') Reflexive pronouns ('myself') Demonstrative adjslprons ('this'); 'somelanylno' compounds ('someone')

Quantity Quantifiers + countable and uncountable nouns

General and specific references to quantity Uses of 'some', 'any', 'no' and 'none' 'Much', 'many', 'a lot of', '(a) few', '(a) little', 'fewer', 'less' 'Both' and 'all' 'All (the)', '(dthe) whole', 'each' and 'every' 'Another', '(the) other(s)', 'either', 'neither', 'each (one of)'

Contents

Adjectives

Formation of adjectives Position of adjectives Adjectives that behave like nouns; '-edl-ing' endings Adjectives after 'be', 'seem', etc.; word order of adjectives The comparison of adjectives

Adverbs

Adverbs of manner Adverbs of time Adverbial phrases of duration Adverbs of frequency Adverbs of degree Intensifiers Focus adverbs Viewpoint adverbs, connecting adverbs and inversion

Prepositions, adverb particles and phrasal verbs

Prepositions, adverb particles and conjunctions Prepositions of movement and position; prepositions of time Particular prepositions, particles: contrasts (1) Particular prepositions, particles: contrasts (2) Particular prepositions, particles: contrasts (3)

Phrasal verbs: Type 1, verb + preposition (transitive) Phrasal verbs: Type 2, verb + particle (transitive) Phrasal verbs: Type 3, verb + particle (intransitive)

Type 4, verb + particle + preposition (transitive)

Verbs, verb tenses, imperatives

The simple present and present progressive tenses (1) The simple present and present progressive tenses (2) The simple past tense The simple past and past progressive tenses The simple present perfect and present perfect progressive The simple past perfect and past perfect progressive tenses The simple future tense The simple future, the future progressive, the future perfect 'Going to' and other ways of expressing the future The imperative

Be, Have, Do

'Be' as a full verb (1) 'Be' as a full verb (2)

'There' + 'be'

Verbs related in meaning to 'be' 'Have' as a full verb = 'possess'; 'have got' = 'possess' 'Have' as a full verb meaning 'eat', 'enjoy', etc. 'Do' as a full verb

Modal auxiliaries and related verbs

The two uses of modal verbs Uses of modals (etc.) to express ability and inability Uses of modals (etc.) to express permission and prohibition

11.4 Uses of modals (etc.) to express certainty and possibility 11.5 Uses of modals to express deduction 11.6 Uses of modals for offers, requests and suggestions 11.7 Expressing wishes, etc.: 'I wish', 'if only', 'it's (high) time' 11.8 Expressing preferences: 'would rather' and 'would sooner' 11.9 'It's advisable ...'l'lt's necessary ...' 11.10 'It isn't advisable ...'/'It isn't necessary ...'/'It's forbidden' 11.I1 Modals to express habit: 'used to', 'will' and 'would' 11.12 'Need' and 'dare' as modals and as full verbs

11.13 'Wouldlwouldn't'; 'that ...should'; 'there' + modal

The passive and the causative

General information about form Uses of the passive Form and use of the causative

Questions, answers, negatives

YesINo questions, negative statements, YesINo answers Alternative negative forms and negative questions Tag questions and echo tags Additions and responses

Question-word questions (1):'Who(m) ...?', 'What ...?'

Question-word questions (2): 'When?', 'Where?', 'Which?', 'Whose?' Question-word questions (3): 'Why?', 'How?' Subject-questions: 'Who?', 'What?', 'Which?', 'Whose?' Questions about alternatives; emphatic questions with 'ever'

Conditional sentences

Type 1 conditionalsType 2 conditionals ' Type 3 conditionals

Mixed conditionals; 'unlesslif ... not', etc.

Direct and indirect speech

Direct speech 'Say', 'tell' and 'ask' lndirect statements with tense changes Indirect questions with tense changes Uses of the to-infinitive in indirect speech When we use indirect speech

The infinitive and the '-ing' form

The bare infinitive and the toinfinitive The bare infinitive or the '-ing' form; the toinfinitive

Verb (+ nounlpronoun) + toinfinitive Adjectives and nouns + toinfinitive

The '-ing' form

Verb + the '-ing' form Adjectives, nouns and prepositions + '-ing'

The toinfinitive or the '-ing' form?

Index

Key

Contents

Acknowledgements

Different versions of these materials were tried out with students in five countries. The book is in its present form partly as a result of the useful reports and in many cases the very detailed comments received while the work was being developed. I would like to thank the following:

Brazil Germany

Vera Regina de A Couto and staff Rosa Lenzuen Louise Towersey Michael Watkins

Werner Kieweg

Cultura Inglesa, Rio

Cultura Inglesa, Curitiba University of Munich

Norman Lewis

, Gymnasium Wildeshausen

Robert Nowacek

Volkshochschule, Kaufbeuren

Greece

Sandra Klapsis Joanna Malliou

George Rigas

Homer Association, Athens The Morai'tis School, Athens

Italy

Paola Giovamma Ottolino

Liceo Linguistico, A. Manzoni, Milano

United Kingdom Sue Boardman Pat Lodge

Bell School, Saffron Walden

Alan Fortune

Ealing cdllege of Higher Education

Mary Stephens

Eurocentre, Bournemouth

M. Milmo Steve Moore Jennifer Swift Ann Timson Josephine von Waskowski

Eurocentre, Lee Green

I would also like to thank:

- Donald Adamson and Neville Grant for their detailed and stimulating commentaries and particularly

Roy Kingsbury for his comprehensive report and notes on exercise-types.

- my personal assistant, Penelope Parfitt, and my wife, Julia, for reading and commenting on the

work at every stage of its development.

I am especially grateful to my publishers and their representatives for administering and monitoring the

trialling of the manuscript in various locations round the world and for exercising such care and skill to

1

see the work through to publication.

To the student

Why do we learn grammar?

There is no point in learning grammar for the sake of learning grammar. Grammar is the support system of communication and we learn it to communicate better. Grammar explains the why and how of language. We learn it because we just can't do without it.

Who is this book for and what does it cover?

This book deals entirely with English as a foreign language (EFL). It is for intermediate students who are working with a teacher or working on their own. It covers every important area of the English language. If you look at the Contents pages, you will find sixteen major areas which form the basis of English grammar. This book is based on the Longman English Grammar and the grammatical information in it is all drawn from this work. Longman English Grammar Practice has been designed to stand on its own. Students who require further grammatical information can refer to the Longman English Grammar.

How the material is organized

Longman English Grammar Practice is a practice book. It is intended to support (not replace) the material in language courses and is organized for this purpose:

The material is laid out on facing pages. Each set of facing pages deals with a major point of grammar. This major point is divided into small, manageable amounts of information. Clear notes explain the points to be practised, followed by an exercise on just those points. The last exercise is in context, usually an entertaining story with a cartoon illustration. It sums up all you have learnt in the exercises you have just done and shows you how the language works. It is a 'reward' for the hard work you have just been doing!

" . Cross references If you see e.g. [> 7.3A] in the notes, it means that a similar point is discussed in some other part of the book. Follow up the reference for parallel practice or information if you want to. If you see e.g. [> LEG 4.301 at the top of the notes, it means that the point is dealt with in the Longman English Grammar. Follow up the reference if you want 'the whole story'.

How to work

YOU DON'T HAVE TO WORK THROUGH THIS BOOK FROM START TO FINISH! It is not arranged in order of increasing difficulty.

Select a chapter or part of a chapter which you want to study. Do this by referring to the Contents pages or the Index. Usually, this will be a topic you have been dealing with in your language course. Then:

1 Read the notes carefully (called Study). Notes and exercises are marked like this: = Elementary I**I = Intermediate (most exercises) I***I = Advanced

You will sometimes find that you know some, but not all, of the points in an exercise marked El.

2 Do the exercises (called Write). Always leave the story till last (called Context).

3 Check your answers with your teacher.

4 If you have made mistakes, study the notes again until you have understood where you went wrong and why.

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