| Peer es ; cea ; | se cee Se ce Aes students preparing for the Gambridge Coen eee en eae a’ pee ues esa ed PUR nant See ener rie ‘The material is divided into four sections to develop proficiency in different aspects of the language, Two-thirds of the book is devoted Peer mmo ee Fuca a ee eee tet ce ed eh Pee eee en tre eee etry with contemporary kinds of examination Precns Advanced English Practice is usatul for both Pee ec eee the teacher as a resource book. A key is er ee cone ete ced Rei) Cee a ore eer Reg ee are a aera ee ees CO CE ea A Praetieal English Grammar: Sra es Ce Ea il Advanced Pats) Es) PracticeOxford University Press, Walton Street, Oxford OX2 6DP NFHERS AUCKEAND BANGKOK FLORENCE HONG KONG ISTANFUL KARAGH KUATA LUMPUR MADRAS. MADMIED MELBOURNE MEXICO CITY NAIROBI PARIS SINGAPORE TAIL TOKYO TOROWIO and associated compan: in BERLIN BADAN Osford and Osfird Lgl are trade marks of ‘Oxford University Pr ISBN 0 19 432181 9 © Osfond Unicerity Pree 1963, 1971, 1956, iss elon publiched 1963 ‘Second edison 1971 (rebvinted txeloe times) Thind edition 1986 Teach inpreson 1998 “Te author and publisher ae grateful 10 Ti Newspapers Limited, the University of Cambridge Local Examinations Syndicate, tbe Consumers? Assocation, Chatto & Windus, Murray Polinger and Hutchinson for permission to reproduce short extracts which appear in the exercises in Section One [No unauthorized photocopying Al rights reserved, No part of this publication may be reproduced, stored in 1 retrieval system, or transmitted, in ny form of by any means, electron, mechanical, ‘Photocopying, recorcgg or therwise, without the prior ‘written permission of Oxfurd University Press “This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out, oF otherwise circulated vithout the publisher’ prior consent fn any form of binding or cover other thar that in which is §S published and without a similar condition including this condition being imposed on the Subsequent purchases, Photoset in Ehrhardt by Rowland Phototypeseting Lad Buy St Edmunds, Suffol Printed in Hong Kons Contents Introduction Section one The fundamentals of grammar General review of tenses and verb forms Modal auxiliary verbs Introduetion Ability or potential: can, could, be able to Ability or potential in past time: could aud hare beableto Conditional could, would beable to could, could have ‘would beable, would have been able 8 General characteristics: can, could Possibility am, cole may, might Future possibility: may, might, could ity: may hace, might have, could have (Situations) Permission: can, could, may, might 11 can, could, may, might in reported speech Other uses of may and might 12 Concessive may 13 might in requests and suggestions 14 Expectation or probability: should, ought to 15 Inference and logical conclusion: must, can’t (Situations) 16 Beliefand conjecture: will, would 17 Characteristic behaviour: will, would 18 Inherent capacity: will, would (Situations) 31 32 32 3419 20 a 2 23 24 29 30 31 32 33-34 35-36 37 38. 39 40 4-42 4 Contents Prediction: shall, will shall after 1, we (ceported > direct speech) Review: vations usesof sill Advice and recommendation: shall, should, ought to, ‘had better ‘shoul, ought t0, had baer (Situations) Other uses of should sheuldn noun clauses after sugtest,reenmmend, ee should in adverbial clauses of purpose shouldin noun clauses after subject +10 be + adjective Obligation and necessity: must, musta’t, have (got) t0 must, msn't, hace (gt) to must, musi, have (gH) 19in reported speech Absence of obligation or necessity: needn't, not need (0, not have to needn't, not need (0, et have to needn't, not need to, net have tin reported speech Introduction to the verb forms of English The ‘simple’ verb forms Presentsimple Present simple: states Present simple in exolanations Present simple for daily habits resent simple with frequency’ adverbs (Situations) Composition topics resent simple in demonstrations Present simple in headlines Past simple Stative verbs: present simple and past simple Past simple Cnarratie’ for past events Past events (Situations) Composition topics Future actions or events, resent simple with adverbs having furure time reference Present simple in adverbial clauses of time referring 10 future Anote on the ‘future? 34 37 38 38 39 40 41 2 2 45 46 6 48 49 Contents § ‘The ‘progressive’ verb forms Present progressive 45-46 Presemt progressive Past progressive 47. Past simple and past progressive 48. Present and past, simple and progressive 49. Present simple and progressive, simple and progressive infinitive, present participle Future actions or events ‘50. Progressive forms with adverbs referring to future time (plans and arrangements) Future progressive 51 Simple and progressive infinitive after shall, wil, may, etc Perfect progressive 52 Present and past perfect progressive ‘Verbs not normally used in progressive forms 53 Present simple (Situations) 54 States and events: present simple or progressive ‘The ‘perfect’ verb forms 36, Perfect forms in past, present and future time 57 Present perfect and past perfect, simple or progressive (Situations) 58. Present progressive and present perfect 59 Present perfect (Situations) forand since 60 Present perfect with since 61-62. forand since ‘Simple and progressive perfect forms 63. Present perfect simple or progressive Present perfect in adverbial clauses of time referring to fiture 64 Present perfect in future time clauses 65 Reported speech, Past simple and past perfect: time distinctions 66-67 Past simple and past perfect 68 Past perfect: substituting finite for non-finite clauses 69 Past perfect in reported speech a @ 65 65 66 or 7 68 69 69 7” a n 2 2B 16 n B B 9 80 80 81 82 83 85 877 a 2 B 4 75 6 7 2B 9 80 81-83 84 85 86 87-88 89 90 aL 2 93 9 6 Contents Conditional sentences Introduction ‘Type 0: cause and effect Cause and effect (Situations) ‘Type I: open conditions Basic forms Situations) ‘Type variations shout and mitia conditional clauses Type I:altercative forms Review of Type I conditions ‘Type 2 tentative, hypothetical, and unreal conditions (present or future time reference) ‘Tentative suggestions and hypothetical conditions Hypothetical conditions (Situations) Unreal eonuitions (present time) wish, '¢ rather, 1's me + noun clause with past tense Past tense afier mish Pat tense afier mis rather, i's time Type 2: variations Review of Type 2 conditions ‘Type 3 unreal conditions (past time reference) Unreal conditions (past time) Unreal cond'tions (past and present time) Review of Type 3 conditions Inversion in place of If ‘Conjunetions introducing conditional clauses Conditionals: general review Composition topic Conditionals in reported speech Reporting Type 1 conditions Reporting Type 2 condito ‘The passive voice Introduction Passive sentences without ‘agents’ Passive sentences with and without ‘agents? Prepositions in passive sentences 88 88 89 89 90 90. 90 91 2 2 93 94. 94 95 95 96 9 7 98 9 100 101 102 103 104 104 105 105 106 107 108 95 9% 97 98 9 100 iol 102 103 14-105 106-110 tti¢ 115 16 117 18 ng 120 1a 122-123 Contents 7 Phrasal and prepositional verbs (Situations) Active > Passive transforms Passive forms of phrasal and prepositional verbs Passive transforms of subject + verb + indirect object + direct object Active > Passive transforms ‘Situations Passive transforms of subject + verb + ‘that clause Passive transforms using the infinitive have or get+ noun + past participle 1ced exercises in conversion e > Passive transforms Passive > Active transforms Relative clauses Defining relative clauses Definitions that, who, which in defining clauses Onmtting the relative pronoun in defining clauses Defining clauses ‘Non-defining relative clauses Non-defining clauses whose in defining and non-defining clauses Prepositional relative clauses Defining clauses with prepos Defining clauses with end-preposition ‘Non-defining clauses with prepositions Co-ordinate relative clauses Cleft sentences where, when, why, asin relative clauses whatin noun clauses Collective nouns as antecedents 109 109 no 110 1 in aw 12 13 ut ng gs 15 116 16 7 47 1g 119124-126 127 128 129 130-131 132-133 134 135-137 139-142 143 ist 145 46 M7 8 Contents Verb patterns with -ing forms, infinitives and ‘that’ clauses Introduction Classification Gerunds after preposi phrasal verbs {+ gerund or infinitive 0+ gerund 1+ gerund or infinitive 1, prepositional verbs, and Group 1: verbs followed by the gerund Verb + gerund ‘Nouns and pronouns before gerunds Verb + (noun cr pronoun) + gerund Verbs followed by the infinitive Group 2a: verbs followed by the infinitive without preceding noun Subject + verb + infinitive ‘Composition exercise Group 2b: verbs followed by a noun + infinitive Subject + verb-+ noun + infiitive Group 2c: verbs followed by the infinitive, with or without preceding noun. Subject + verb -+ (noun) + infinitive Group 3: verbs followed by the gerund or the infinitive Geran or infinit Group + verbs followed by a noun+ present participle or infinitive without to Subject + verb + noun + participle or infinitive ‘mae and let ‘maken the passive (Situations) Group 5: verbs followed by a that’ clause Subject + verb + ‘that’ clause Subject + verb + noun + fo be 150 151 152 154 156 158 158 159 159 160 160 Contents 9 Participles and gerunds Introduction Non-finite clauses using participles Participles and gerunds General review: gerunds, e clauses finitives, and participles The position of adverbs 155-158 Inversion of subject and verb aftcr initial negative adverbs 139-160 Adverb position and meaning Reported speech Introduction 161 ‘Tense changes in reported speech 162 Questions in reported speech 163 Composition 164 Consumer report 165-171 Various reporting verbs other than say and fll 172. Dialogue: reported > direct speech 173-174 Reporting conversations from a particular point of view 175-176 Converting reports into direct speech Section two Sentence structure and synthesis Adjectival clauses 177-178 Paniciples in non-finite adjectival lasses 179 Infinitves in non-finite adjectival causes 180 Finite and non-finite adjectival clauses 181 Co-ordinate relative clauses Adverbial clauses Conjunctions used to introduce adverbial clauses 182-185 Adverbial clauses (linite and non-finite) therefore, nevertheless, however 186-187 Adverbial clauses of reason or concession 188-193 Adverbial clauses (finite or non-finite) 161 161 163 167 167 169 169 m 173 173 175 175 175 176 176 178 179 180 183 183 183 185 185 186 187 187 188 190 191 19210 Contents Noun clauses 194-195 Finite noun clauses 196 Infinives in non-fnite noun clauses 197 Noun clauses as subject “Appositional noun clauses 198-200 Nour clauses (finite and non-finite) 201 Non-finite clauses (adjectival, adverbial and noun) 202-206 Synttesis 207-213 Distinguishing between similar sentences 214-215 Ambiguous sentences 216 Punctuation and meaning Section three Vocabulary work 217-219 The ase of words 220-229 Words confused or misused 230-233 Comparisons and contrasts 234-238 Worcs and their associations 239-243. Subsiuting adverbs for adverbial phrases 244-248 Adjectives ending in -ibe, able, and -uble 249-250 Adjectives ending in ~ive 251-254 Adjectives ending in -ous 255-258 Adjectives and verbs ending in -are 259-260 Verbs ending inf 261-262 Verbs ending in ~ise ox -ise 263-271 Worcs with variable stress and pronunciation 272-280 Prefires and suffixes 281-285 Compound words 286-294 Wore formation 295-304 Homonyms 305-310 Homophones 311-316 Related word groups Phrasal and prepositional verbs 317-318 Word order afer phrasal and prepositional verbs 319-325. Replacing words with phrasal or prepositional vers 326-327 Replacing phrasal or prepositional verbs with synonymous verbs 328-329 Opposites 330-332. Phrasal and prepositional verbs (Si ions) 193 193 194 195 193 196 197 198 200 204 205, 207 207 209 212 213 21s 218 220 222, 225 226 227 228, 230 231 234 235 236 237 238 240 241 244 245 246 Contents 1 Compound words derived from phrasal verbs 4333-335 Compound nouns related to phrasal verbs 336, Irregular plurals 337-340 Idioms and proverts 34)-342 Colloquial phrases and responses (Situations) 343-344 Newspaper headlines General knowledge Abbreviations Section four Composition work Preliminary composition work Arguments for’ and ‘against? Composition subjects (250-300 words) Samposition subjects (350~500 words) ‘ubjects for letters (90-120 words) lotes on clauses Appendix: Key to exercises Inside back cover: Construction of verb forms in English, 248 249 251 234 235 255 258, 259 259 260 261 263, 264 2752 Introduction “This revised edition of Advanced English Prectce ims ke earlier editions, to provide a variety of language material for foreign students at Advanced level, either preparing forthe Cambridge Proficiency Cemtificate ‘or working at equivalent levels in universities and colleges. While tis essumed that students will elready have completed a course of ‘basic instruction up to Cambridge Fist Certificate level, the book provides ‘ample material for revision, It takes a fires look a fecmures of the language ‘hat students wil be familiar wi atthe same time examining and practising them in greater depth through the medium of unsimplified Examples mostly drawn from or based on authentic sources. "The main aim ofthe revision has been to provide a completely new design and layout, so that teachers and students een identify and find what they ‘need quickly and easly. At te same time, examples and exercises {hroughout have been updated in line with topics of current interest. Some new types of exercise have also been added, both forthe sake of variety and als to familiarize stadents with examination-type questions. “The book is designed for use either in conjunction with other course material, or on is own for intensive work specifically on grammar, ‘ocabulary and composition. Iccan also be used by the student working independenty. Its forthe teacher or student ro select the exercises that meet his current needs. In sections one and three iis unnecessary to work systematically through any given set of exercises unless you chose to. Section two, however is best used systematically dhroughout. Section one Tis section is liverally provided with notes, and is designed to serve as a reference book as well a8 a source of practice material. The grammar notes fre mainly intended to e'p the student who is working alone, and they provide a detailed discussion and description ofthe language under review. ‘The notes ima to go beyond simply stating fcts—itis hoped that they will also encourage insight. tis adviseble thot the techer also should look at them before introducing the exercises, since these follow closely the approach adopted inthe notes. Whenever dealing wth a stractare charecterstic of spoken English, the seacher should devise an oral presentation of bis own thats relevant in Situational nd functional terms. Some exercise are presented in a ‘question-and-answer form, and lend themseies o pair or group work. ‘These carry the heeding Sfiuations ad its left open tothe teacher to exploit them in a way thet best marches the needs and possibilities of his teaching situation, Itis also forthe teacher to decide whesher, o io whut extent, his students need the explicit understanding implied i the notes. Explanation and lnwroduetion 13 discussion of the language have their place with some grcups of advance Suderrs: hey can be an aid © motvation for those who like to use their ‘Capaciy for theoretical understanding, and it reassures some students if they can grasp a inguistic feature intellectually. ‘The notes iy to deal wi Some dificult sheoretcal problems, minor as well as major ones, and Jrremp! to answer some of the awkward questions that advanced students rc apt ask, Of course, an understanding of the mechanies of language is ‘no sutotitate for active ee and control of he language itself Students at advanced level should, in any case, be encouraged to develop @ incaltly scepticism of rues” until they have had an opportunity to measure them against the facts of English as they id it. They should be encouraged tokeep a record of examples they find in the course oftheir reading, or they can be asked to identi speifc features ina text currenty being studied Proviced the teacher gives the necessary framework for investigation, students can be asked to examine modern written English of various registers and styles, with a view co finding out, say, when and where the passive is used and whether or nor the ‘agent is expressed; or how relative ‘Clauses are sed, wen pronouns are expressed and when omitted, etc. Given the necessary help, students can discover and build up their own srammar of English in however limited a way Section two “The relevant notes for this section are In the Append Narr an Clauss |Muhof the material hss been anticipated inthe previous scetion, but the ‘emphasis in section two is on the functional relationship between the parts pf sentences, rather than on individual tems within sentences. The rnteral should be used systematically, and work on this part of dhe book is probaly best postponed antl much of section one has been completed Section three ‘The aim ofthis seetion isto develop and increase the student's awareness, aswell asis stock, of vocabulary. Ideally, some of the exercises should provide practice in recognition. Many wil be found more effective ifthey Aare fit given ay homework and shen discussed in class. Some may be used 1 form the basis of regular sessions in clas in the use of a monolingual English dictionary, Others willbe ‘ound suitable for oral practice Students should be encouraged to read English newspapers and to listen to the radio or 1 watch television as an adjunct to tie work they doin school, and wherever possible regular class sessions shoald beset aside each week for these activities, This particularly valuable for students studying ‘outside Britain, sinee they lack the advantage of an English environment as anaidto thie studies, Iwill lso be found especially useful bythe foreign ‘eacher of English, who can inthis way broaden the scope of essons and introduce studens to more colloguil forms ofthe language. There is now