Reference And Practice Book For Advanced Learners Of .
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PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGEThe Pitt Building,Trumpmgton Street, Cambridge CB2 1RP, United KingdomCAMBRIDGE, UNIVRRSITY PRESSThe Edinburgh Building, Cambridge CB2 2RU, UK40 West 20th Street, New York, NY 10011-4211, USA10 Stamford Road, Oakleigh,VIC 3166, AustraliaRuiz de Alarcon 13, 28014 Madrid, SpamDock House, The Waterfront, Cape Town 8001, South Africahttp://www.cambridge.org Cambridge University Press 1999First published 1999Seventh printing 2002Printed in Great Britain by Denirose Security PrintingA catalogue record for this book is available from the British Library.ISBN 0-521-49868-6 (with answers)ISBN 0-521-49869-4 (without answers)CopyrightThe law allows a reader to make a single copy of part of a bookfor the purposes of private study. It does not allow the copying of entirebooks or the making of multiple copies of extracts. Written permission forany such copying must always be obtained from the publisher in advance.
CONTENTSThanks viiTo the studentTo the teacherviiiixTenses1 Present simple (I do) and present continuous (I am doing) (1)2 Present simple (I do) and present continuous (I am doing) (2)3 Present perfect (I have done) and past simple (I did) (1)4 Present perfect (I have done) and past simple (I did) (2)5 Present perfect (I have done) and past simple (I did) (3): adverbs used with these tenses6 Past continuous (I was doing) and past simple (I did)7 Present perfect continuous (I have been doing)8 Present perfect continuous (I have been doing) and present perfect (I have done)9 Past perfect (I had done) and past simple (I did)10 Past perfect continuous (I had been doing) and past perfect (I had done)The1112131415futureWill and going to; shallPresent continuous (I am doing) for the future and going toPresent simple (I do) for the futureFuture continuous (will be doing)Be to infinitive (I am to do), future perfect (I will have done),and future perfect continuous (I will have been doing)16 The future seen from the past (was going to, etc.)Modals17 Should and ought to18 Will and would: willingness, likelihood and certainty19 Will and would: habits; used to20 May, might, can and could: possibility (1)21 May, might, can and could: possibility (2)22 Can, could, and be able to: ability23 Must and have (got) to24 Need(n't), don't have to and mustn't25 Permission, offers, etc.Be,262728have, do, make, etc.Linking verbs: be, appear, seem; become, get, etc.Have and have got; have and takeDo and makePassives29 Forming passive sentences30 Using passives31 Verb -ing or to-infinitive: passive forms32 Reporting with passive verbsQuestions33 Forming questions; reporting questions34 Asking and answering negative questions35 Wh-questions with how, what, which and who
Verbs: infinitives, -ing forms, etc.36 Verbs with and without objects37 Verb to-infinitive or bare infinitive38 Verb to-infinitive or -ing?39 Verb -ing40 Verb wh-clause41 Have/get something done; want something done, etc.42 Verb two objectsReporting43 Reporting people's words and thoughts44 Reporting statements (1): that-clauses45 Reporting statements (2): verb tense in that-clauses46 Reporting statements (3): verb tense in the reporting clause; say and tell; etc.47 Reporting offers, suggestions, orders, intentions, etc.48 Should in that-clauses49 Modal verbs in reportingNouns and compounds50 Countable and uncountable nouns51 Agreement between subject and verb (1)52 Agreement between subject and verb (2)53 The possessive form of nouns (Jane's mother)54 Compound nouns (1)55 Compound nouns (2)Articles56 A/an and one57 The and a/an (1):'the only one'58 The and a/an (2): 'things already known', etc.59 Some and zero article with plural and uncountable nouns60 The, zero article and a/an: 'things in general'61 People and places62 Holidays, times of the day, meals, etc.Determiners and quantifiers63 Some and any; something, somebody, etc.64 Much (of), many (of), a lot of, lots (of), etc.65 All (of), the whole (of), both (of)66 Each (of), every, and all67 No, none (of), and not any68 Few, a few (of), little, a little (of), etc.69 Quantifiers with and without 'of (some/some of; any/any of; etc.)Relative clauses and other types of clause70 Relative clauses (1) (The girl who I was talking about.)71 Relative clauses (2) (Tom, who is only six, can speak three languages.)72 Relative clauses (3): other relative pronouns73 Relative clauses (4): prepositions in relative clauses74 Participle clauses (-ing, -ed and being -ed)75 Participle clauses with adverbial meaningIV
Pronouns, substitution and leaving out words76 Reflexive pronouns: herself, himself, themselves, etc.77 One and ones (There's my car - the green one.)78 So (I think so; so I hear)79 Do so; such80 Leaving out words after auxiliary verbs81 Leaving out to-infinitives (She didn't want to (go).)Adjectives82 Adjectives: position (1)83 Gradable and ungradable adjectives; position (2)84 Adjectives and adverbs85 Participle adjectives (the losing ticket; the selected winners)86 Prepositions after adjectives: afraid of/for, etc.87 Adjectives that-clause or to-infinitive88 Comparison with adjectives (1): -er/more.; enough, sufficiently, too; etc.89 Comparison with adjectives (2): as.as; so.as to; etc.Adverbs and conjunctions90 Position of adverbs91 Adverbs of place, indefinite frequency, and time92 Degree adverbs: very, too, extremely, quite, etc.93 Comment adverbs; viewpoint adverbs; focus adverbs94 Adverbial clauses of time (1): verb tense; before and until; hardly, etc.95 Adverbial clauses of time (2): as, when and while96 Giving reasons: as, because, because of, etc.; for and with97 Purposes and results: in order to, so as to, etc.98 Contrasts: although and though; even though/if; in spite of and despite99 Conditional sentences (1): verb tenses100 Conditional sentences (2)101 If.not and unless; if and whether, etc.102 After waiting., before leaving., besides owning., etc.103 Connecting ideas between and within sentencesPrepositions104 At, in and on: prepositions of place105 Across, along, over and through; above, over, below and under106 Between, among; by, beside, etc.107 At, in and on: prepositions of time108 During, for, in, over, and throughout; by and until109 Except (for), besides, apart from and but for110 About and on; by and with111112113114Prepositions after verbs (1)Prepositions after verbs (2)Prepositions after verbs (3)Two- and three-word verbs: word order
Organising information115 There is, there was, etc.116 It. (1)117 It. (2)118 Focusing: it-clauses and what-clauses119 Inversion (1)120 Inversion (2)AppendixAppendixAppendixAppendix1234Passive verb forms 242Quoting what people think or what they have saidIrregular verbs 244Typical errors and corrections 246Glossary 265Additional exercises 269Study guide 280Key to exercises 289Key to Additional exercisesKey to Study guide 329Index 330VI325243
THANKSMany people have contributed in a variety of ways in the preparation of this book.At Cambridge University Press I would like to thank Alison Sharpe, Barbara Thomas andGeraldine Mark, all of whom have brought their professionalism and expertise to guiding andshaping the book in its various stages. My special thanks are due to Jeanne McCarten, not onlyfor comments on early drafts, but for her constant support and encouragement.Thanks also to Peter Ducker for the design, and to Peter Elliot and Amanda MacPhail for theillustrations.For providing a stimulating working environment, I would like to thank former colleagues atthe Learning Assistance Centre, University of Sydney, where the writing began in earnest, andpresent colleagues at the English for International Students Unit, the University of Birmingham,where the project was completed.Many of my students at the University of Birmingham have worked on versions of the materialand I wish to thank in particular students on the Japanese Secondary School Teachers' coursebetween 1995 and 1998 who carefully and constructively evaluated sections of the work. I wouldalso like to thank the students and staff at the institutions all over the world where the materialwas piloted.Gerry Abbot, Annie Broadhead, David Crystal, Hugh Leburn, Laura Matthews, MichaelMcCarthy, Stuart Redman and Anna Sikorzynaska made extensive comments on the manuscript.I hope I have been able to reflect their many valuable suggestions in the finished book.At home, Ann, Suzanne and David have all had a part to play in giving me time to write thebook, motivation, and examples.VII
TO THE S T U D E N TWho the book is forThe book is intended for more advanced students of English. It is written mainly as a self-studybook, but might also be used in class with a teacher. It revises some of the more difficult points ofgrammar that you will have already studied - such as when to use the, a/an or no article, andwhen to use the past simple or the present perfect - but will also introduce you to many morefeatures of English grammar appropriate to an advanced level of study.How the book is organisedThere are 120 units in the book. Each one looks at a particular area of grammar. Some sectionswithin each unit focus on the use of a grammatical pattern, such as will be -ing (as in will betravelling). Others explore grammatical contrasts, such as whether to use would or used to toreport past events, or when we use because or because of. The 120 units are grouped under anumber of headings such as Tenses and Modals. You can find details of this in the Contents onpp. iii-vi.Each unit consists of two pages. On the left-hand page are explanations and examples; on theright are practice exercises. The letters next to each exercise show you which sections of the lefthand page you need to understand to do that exercise. You can check your answers in the Key onpage 289. The Key also comments on some of the answers. Four Appendices tell you aboutpassive verb form, quotation, irregular verbs and Typical Errors (see below). To help you find theinformation you need there is an Index at the back of the book. Although terms to describegrammar have been kept to a minimum some have been included, and you can find explanationsof these terms in the Glossary on page 265.лOn each left-hand page you will find a number of symbols. These are included to show thekinds of mistakes that students often make concerning the grammar point being explained. TheseTypical Errors are given in Appendix 4 on page 246, together with a correction of the error, andan explanation where it is helpful.The symbol Й?я is used to show you when it might be useful to consult a dictionary. On theexplanation pages it is placed next to lists of words that follow a particular grammatical pattern,and on the exercise pages it is used, for example, to show where it necessary to understand whatparticular words mean in order to do the exercise. Good English-English dictionaries include theCambridge International Dictionary of English, the Longman Dictionary of ContemporaryEnglish, the Oxford Advanced Learner's Dictionary, and the Collins Cobuild English LanguageDictionary.How to use the bookIt is not necessary to work through the units in order. If you know what grammar points you havedifficulty with, go straight to the units that deal with them. You can use the Index to help you findthe relevant unit or units. If you are unsure which units to study, use the Study Guide on page 280.You can use the units in a number of ways. You might study the explanation and examplesfirst, do the exercises on the opposite page, check your answers in the key, and then look again atthe explanations if you made any mistakes. If you just want to revise a grammar point you thinkyou already know, you could do the exercises first and then study the explanations for any yougot wrong. You might of course simply use the book as a reference book without doing theexercises.A number of Additional Exercises are included for further practice of particular areasof grammar.VIII
TO THE T E A C H E RAdvanced Grammar in Use was written as a self-study grammar book but teachers might alsofind it useful for supplementing or supporting their classroom teaching.The book will probably be most useful for more advanced level students for reference andpractice. Students at these levels will have covered many of the grammar points before, and someof the explanations and practice exercises will provide revision material. However, all units arelikely to contain information that is new for students even at advanced level, and many of the usesof particular grammatical patterns and contrasts between different forms will not have beenstudied before.No attempt has been made to grade the units according to level of difficulty. Instead youshould select units as they are relevant to the syllabus that you are following with your students,or as particular difficulties arise.There are many ways in which you might use the book with a class. You might, for example,use explanations and exercises on the left-hand pages as sources of ideas on which you can basethe presentation of grammar patterns and contrasts, and use the exercises for classroom practiceor set them as consolidation material for self-study. The left-hand pages can then be a resourcefor future reference and revision by students. You might alternatively want to begin with theexercises and refer to the left-hand page only when students are having problems. You could alsoset particular units or groups of units (such as those on Articles or The future) for self-study ifindividual students are having difficulties.nThe Typical Errors in each unit (indicated with a* symbol and listed in Appendix 4 on page246) can be discussed with students either before the explanations and examples have beenstudied, in order to focus attention on the problem to be looked at in that part of the unit, or afterthey have been studied, as consolidation. For example, before studying a particular unit youcould write the typical error(s) for that unit on the board and ask students: "What's wrong andhow would you correct it?"There is a set of Additional Exercises (page 269), most of which can be used to provide practiceof grammar points from a number of different units.A 'classroom edition' of Advanced Grammar in Use is also available. It has no key and someteachers might prefer to use it with their students.ix
AdGvraaincedmmarnUse
rreseni simple i аи; anu(I am doing) (1)иимшшииьWe use the present simple to describe things that are always true, or situations that exist now and,as far as we know, will go on indefinitely: It takes me five minutes to get to school. Trees grow more quickly in summer than in winter. Liz plays the violin brilliantly.To talk about particular actions or events that have begun but have not ended at the time ofspeaking, we use the present continuous: The car isn't starting again. 'Who are you phoning?' 'I'm trying to get through to Joan.' The shop is so inefficient that many customers are taking their business elsewhere.We often use time expressions such as at the moment, at present, currently, just, and still toemphasise that the action or event is happening now: 'Have you done the shopping?' Tm just going.'Notice that the action or event may not be going on at the time of speaking: The police are talking to a number of people about the robbery.We use the present simple to talk about habits or things that happen on a regular basis: I leave work at 5.30 most days. Each July we go to Turkey for a holiday.However, when we describe repeated actions or events that are happening at or around the timeof speaking, we use the present continuous: Why are you jumping up and down? I'm hearing a lot of good reports about your work these days.We can use the present continuous or the present simple to describe something that we regularlydo at a particular time. Compare: We usually watch the news on TV at 9.00. ( we start watching at 9.00) We're usually watching the news on TV at 9.00. ( we're already watching at 9.00)We use the present continuous to imply that a situation is or may be temporary. Compare: Banks lend money to make a profit, (this is what usually happens) Banks are lending more money (these days) to encourage businesses to expand, (implies atemporary arrangement) She teaches Maths in a school in Bonn, (a permanent arrangement) She's teaching Maths in a school in Bonn, (implies that this is not, or may not be, permanent)We often use the present simple with verbs that perform the action they describe: I admit I can't see as well as I used to. ( an admission) I refuse to believe that he didn't know the car was stolen. ( a refusal)Other verbs like this (sometimes called performative verbs) include accept, acknowledge, advise,apologise, assume, deny, guarantee, hope, inform, predict, promise, recommend, suggest,suppose, warn.We can use modals with performative verbs to make what we say more tentative or polite:. I would advise you to arrive two hours before the flight leaves. I'm afraid I have to inform you that your application for funding has been turned down.Presentsmi pel andpresentconntiuous(2) tiuousforthefuture Presentsmi pel forthefuture IffltXEl Presentconn
UNIT1EXERCISES11Surest a verb to complete each sentence. Use the present srmple or present continuous.UseL to add any words outstde the space, as гп the example. (A & B)1 Even though Sarah says she's feehng better I think she L still „1Ш*. weight.7 Frankstamps in his spare time. It s his hobby.Recurrently. „ ] ZZ Represent 2 of war, the best qualified peoplethe country.6 Both ancient and recent records show that farmerslong nours 7 She has an important project to finish by next week, so sheш the evening8 Philip is an excellent linguist.p10lHesix languages\fJ(b (МП 1Лfluently.9 'How are you getting on withл Wi,the book?' 'At the momentIchapter four.' pлШ.1.2any words outside the spaces. (A to ay/tell/dosuggest/hope/promiseand L still . . f e . . it difficult to move about.1 She f only j u s t . . - « . . . from the operationAt the moment she .*.*pe 9. most of her time in bed.У2 What Iis that youwell m your,obnext week, theyО иevenУ5 I ". for the delay in replying to your letter. To place an order for the book youeauire"ithat you telephone Mrs Jones in our sales department. Iyou however, that delivery time is likely to be about six weeks.h1.3words outside the space. (C & D)! 'Shall I phone at 6.00Г 'No, we normally" f " a s k how I'm2 Since I won the lottery, my telephone hasn't stopped ringing. Peoplegoing to spend the money, (phone)3 Aliceher mother in London most weekends, (see)] r ? l ( y p t m )4 We шиаПу:.:.up at about 7.00. Couldn't you come an hour later? (get up)!swimming in the evenings to try to lose weight, (go)5
binipiu(Iamdoing)[iu u ; diiupiestMiLUUIILIIIUUUS(2)We often prefer to use the present simple rather than the present continuous with verbs describingstates: I really enjoy travelling. The group currently consists of five people, but we hope to get more members soon.Г Other common state verbs include agree, assume, believe, belong to, contain, cost, disagree, feel,hate, have, hope, know, like, look, love, own, prefer, realise, regret, resemble, smell, taste.However, we can use the present continuous with some state verbs when we want to emphasisethat a situation is temporary, for a period of time around the present. Compare: I consider him to be extremely fortunate. (This is my view) and I'm considering taking early retirement. (This is something I'm thinking about now) The children love having Jean stay with us. (They love it when Jean stays) and The children are loving having Jean stay with us. (Jean is staying with us now)With some verbs used to d
grammar that you will have already studied - such as when to use the, a/an or no article, and when to use the past simple or the present perfect - but will also introduce you to many more features of English grammar appropriate to an advanced level of study. How the book is organised There are 120 units in the book.
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