SCHOOL OF FOREIGN LANGUAGES ENGLISH DEPARTMENT English Basic Grammar COURSE BOOK & WORKBOOK The second edition Thai Nguyen, 09/2015 Published in 1999 by Express Publishing Liberty House, New Greenham Park, Newbury, Berkshire RG19 6HW Tel.: (0044) 1635 817 363 Fax: (0044) 1635 817 463 e-mail: inquiries@expresspublishing.uk INTERNET http: //www.uk © Jenny Dooley - Virginia Evans Design & Illustration © Express Publishing Colour Illustrations: Evan 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, photocopying or otherwise, without the prior written permission of the Publishers. ISBN = 1-84216-367-1 (with answers) 1-903128-94-3 (without answers) Contents INIFOQUCHION — ooeccccceccccececceccccccccceseccccccccscscsscsusscsvcsssvsssevesasssvasesssssavesssvsussssussssestcrsasessavereasasacsssssacsseacereaeaces J Unit | Present Forms (Present Simple - Present Continuous - Present Perfect - Present Perfect II. : ::Í‹Í‹SS Ũ Unit 2 Past Forms (Past Simple - Past Continuous - Used to/Be used to/Gel used to - Past Perfect - Past Pei[e0l (011ÏIIIU0U5).
S22 Sa 2SE+E‡EE+E‡EEEESEEEESEEEEEEESESEEEEEEESEEEESEEEESEEEESEEEEEEE2EEEEeEsersre lỗ Unit 3 Fulure Forms (Future Simple - Be going to - Present Continuous - Present Simple - - Fulure Continuous - Fulure Perfect - Future Perfect COMMNUOUS) ooo. 22 té gSs2E2£82Z2Z2zz222z: 30 Unit 4 Infinitive - Too Enough - The -ing [0i - PútlitlJDlES. -- -© s52 S2 £££££2£££££5£zi 4) Ii0iI0BMAII n1 .ÔỎ J4 Unit 9 Modal Verbs (Must/Have lo - Musint - Neednt/Dont have to - Didn't need I0 - Neednt have done - Can/Could/Be able to - May/Might - Shall - Wfill/Wf0ul(l - Sh0u|(l/utll l0). sec 252252 J0 Unit 6 THO PASSIVE .cccccccccccccccccssccecsessecsesessesessessesecsessesussessesssssssesessssussecsesusaesissussesissrsasavsrsarsateacesees H Iil I Clauses (Time Clauses - Clauses of Result - Clauses of Reason - Clauses of Purpose - Clauses of E0nli(Is† - E⁄0ltII\0ll05 - (|tIUseS 0Í MfililBf).Ò 2s 2E 2S 2EE+EE£EE2E22£E2ZE22E22Zzzi 86 Unit 8 Conditionals - Wishes - Would Rather/Had Beller - Unreal POSt ooo ccccsessesesecseeee 98 REVISION 5005105 .,Ô II Unit 9 Relatives (Relative Pronouns Adverbs - Identifying/Non-Identifying Clauses) woe II? Unit 10 II II 120 Unit 11 Have SOM@MNING DOME o.
ccccccccccccccccccccscsscsccccsecccsscsesecsececsesscsesscsessesecsessesessssessssesscsrssesssaces 134 Unit 12 Nouns - Articles (Countable/Uncountable Nouns - Compound Nouns - Singular/Plural Verb Forms - The Indefinite/Detfinite ANiCle) oe -2- 222 2£ E©S£22EES£22EES£2£EE2S£22EES22222222222E+ 138 REVISION 3 CUMS L- 12) cccccccccclcceccccccscccsscscscsscscscsssscsesecsssesscscssscsssvssessavssssssesesessvsreseassrsacsressseeasaes 148 Unit 13 Adjectives - Adverls - COMPONISONS oo. cccccccccccccccccccccscccccscsesscsessssessssessessesessssessestssestsseeseees 90 Unit 14 Pronouns - Possessives - Demonstratives - U0ll[lpls.Ö 25a S5 S22 S552 52252252 £z2Z£zZ2z225: 160 Unit 15 Questions (Questions with Yes/No answers - Negative Questions - Wh- Questions - Subiect/Ohject Questions - lI(liretl (|Ue5IÍ00)5 - (JUeSll0f1 Ï0f$).Ò 23s 32352252 25ZZ2Z2252Z5: LH Unit 16 Pre[I05ill05 (PltIce - Mũvenen[ - [ine) - LinkintJ W0i05. Ö s SE S2 5£S52Z2Z 2 £z2Z2zzzzzzzzzz2 182 REVISION 4 II `. 19? iiiIIIilR II TT.
194 ADDONMICES co ececcececcecccccccecsccecsecscsecsesscsessesecsesscsesecsesscsesussecsssssessusscsucasarcssatcacsusacsrssssrssesissesissesseaversanereasen 195 II TOSIS oo .ccccccccccccccsccsccscceesecsecsessessessessessesssssssssssssussussecsessessessessessssssssssussussessesssssssesssssessussessessessessees 199 WOPU LSE oa ceceecacceccccaccecsecsececsecsscsesscsucsesscsecsssussessesussessssusssssssrssesissucsssessussssessssisssissssissrsstssssisatsaeareaseees 209 1Á II. 21] introduction Grammarway 3 is the third book in a four-level grammar series presented in full colour for learners of the English language at intermediate level. The book is available in two editions - with or without answers - and is suitable for self-study or classroom use as a supplement to any course at this level. The aim of the book is to help learners understand English grammar structures through comprehensive theory tables and functional examples, accompanied by a wealth of attractive photographs and illustrations.
The book adheres to the principle that every structure should first be heard, then practised in oral and, finally, in written form. Based on the use of full-colour visual stimuli, the book encourages learners to speak before writing, and allows them to practise English structures through a variety of enjoyable and useful activities. The book consists of 16 units, each focusing on a particular grammar topic. A typical unit contains: @ presentation of grammar structures by means of visual prompts e simple, concise explanations of the grammar structures ® examples in everyday conversational English, together with a few expressions showing slightly more formal use ® exercises practising the new structures, to help learners use correct, appropriate patterns in everyday situations ® speaking and writing activities to practise the new structures in oral and written form @ arevision box in each unit A revision unit follows every five units to consolidate material presented in previous units.
Eight Progress Tests, each covering two consecutive units, are included at the end of the book. They may be used to assess students’ progress before the main class test. The Student's Book is accompanied by a Teacher’s Book containing: @ guidance on presenting the theory of each unit, with or without Picture Flashcards e a full key to the exercises in the Student’s Book e four tests in two separate versions each The Picture Flashcards which accompany this book can be used for lively, motivating presentation of the target grammar structures. Thanks The authors would like to thank Rania Dunn, Anna Miller, Laura Houston, Jonathan Harrison, Tamzin Thompson and Steven Davies for their help in producing this book.
Many thanks to the Express Publishing design team, E. We would also like to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the book. FORM _ FORM | / You work. — He / She / lt works.
Do you work? — Does he work? Yes, | do./No, he Are you / Is he working? Yes, | am./No, he isn’t. — He does not (doesn’t) work. The present simple is used: Ệ _ The present continuous is used: ® for permanent states, repeated actions and daily ® for actions taking place now, at the moment of routines. i ‘os _ speaking, or for temporary actions; that is actions nae] | that are going on around now, but not at the actual He works at a hotel.
| Vo moment of speaking. : (permanent state) i He lays the tables and „lễ 24L{ |. Helen is working hard serves dinner every day. we | _—sthese days.
Right now (daily routine/repeated + ee | she’s reading a newspa- actions) yt. (She is not working at ị the moment of speaking. ® for general truths and laws of nature. : with always when we want to express | our irritation It rarely rains in the : ——== ị at actions which happen ae desert.
ễ You re always forgetting to pay ® for timetables (trains, `__ the bills.) and pro- grammes. for actions that we have already arranged to do in the near future, especially when the time e and place have been decided. : Mới ALAIN, Reh ANY The plane to London takes off at 6:50 am. ah He Melanie is getting married at 3 this afternoon.
(The time and the place for the wedding ceremony have been decided.) SS agenesis cara a) Hill kicks the ball and passes it to Dawson. (sports commentary) b) Laura Hunt acts Superbly in the film. Sit ee _ ® for changing or developing situations. More and more forests are (review) disappearing because of § c) So, the prince tells fires.
(narration) The present simple is used with the following time ` expressions: always, usually, etc., every day/week/ | ' The present continuous is used with the following month/year, etc., on Mondays/Tuesdays, etc., in the | time expressions: now, at the moment, these days, at morning /afternoon/evening, at night/the weekend, etc. | present, tonight, nowadays, still, etc. Gy Look at Appendix 1 and put the follow- ing verbs into the correct box in the 3rd person singular. scratch, say, try, set, play, do, stop, miss, Stay, fry, drive, fix, cry, freeze, teach, pray, crash, fly, type +S 2eẰ¿L2 ss, sh, ch, x, o, + es scratches vowel+y+s Says consonant+y ies ?ri22 > Look at Appendix 1, add -ing to the following verbs and put them into the correct box.
draw, lie, dive, put, drink, run, tie, write, type, throw, die, apply, cancel, sit + ing drawing 3e -* y + ing lying 4 ing diving double putting consonant + ing onan & WwW ND 11 12 13 14 15 Expand the following into sentences in order to make true statements with doesn't or don't where necessary. water / boil / at 100°C Water boils at 100°C. rice / grow / on trees Kice doesnt grow on trees. chicks / hatch / from eggs kangaroos / live / in Spain plants / need / water to grow rain / fall / from clouds astronauts / travel / in submarines cows / lay / eggs pandas / live / in Italy elephants / eat / meat fish / walk / on land the sun / set / in the east bees / give milk caterpillars / turn / into butterflies wool / come / from sheep Presen How is our world changing? Look at the pictures and the prompts and make - sentences using the present continuous.
More people are recycling rubbish nowadays. 1 2 more people / recycle / the climate / get / rubbish nowadays warmer every year 3 4 ~ more wild animals / become more young people / / extinct these days buy / cars nowadays iTS ROR 4 —¬ 5 6 computers / become / cities / grow / bigger faster every year every year —— verbs in brackets into the present simple or the present continuous. Then, say what use of these tenses each extract shows. Gy, Read the following extracts and put the A These days, tt seems everything 1).
(learn) more about the way things work. at o IB Water †). (freeze) when the temper-. (try) to rob a bank.
(kick) the ball and 2 (pass) it to Jones. (run) down the pitch., (pass) the ball to Smith who, ¬ x. (score)! — ` ge” ® The present simple is often used with adverbs of frequency (always, usually, often, sometimes, seldom/rarely, never, etc.) to show how often something happens. The adverbs of frequency answer the question How often.
How often do you go to bed early? | always/ usually go to bed early. 100% 75% 50% 25% 10% 0% always usually often sometimes rarely/ never seldom ® Adverbs of frequency come before the main verb (listen, watch, etc.), but after the verb to be and auxiliary or modal verbs, such as do, can, must, etc. The adverbs rarely, seldom and never have a negative meaning and are never used with the word not. Emily never watches horror films.
You must always behave yourself at school. Does Roger often call you during the week? Adverbs of frequency always go before the auxi- liary verb in short answers. Do you buy expensive clothes? No, | never do. SA: Do you often go to the cinema? SB: Yes, 1 do.
| usually go to the cinema at the weekend. In pairs, ask and answer questions using the prompts below, as in the example. listen to the radio 5 phone your friends play computer games † go to the cinema 4 2 buy magazines 3 watch quiz shows 6 Put the adverbs of frequency in the correct position. 1 A: Do you often go to parties, Keith? B: Yes, | go to parties at the weekend.
(often) Yes, | often go to parties at the weekend. Do you wear sports clothes at work? No, | do. (never) Jack is late again! | know. He arrives on time.
(never) When do you go shopping? | do my shopping on Fridays. (usually) Does your boss often ask you to work overtime? No, he does. (seldom) You should listen to your parents’ advice. (always) : That’s exactly what | do.
b 0>U>U0>U>U> Read about Celine’s daily routine and make sentences, as in the example. Then, talk about your daily routine using adverbs of frequency. S1: Celine usually wakes up at 7 in the morning. S2: She always drives to work in the morning.