Advaneed ama A self-study c tice book for WITH ANSWERS Hewings CAMBRIDGE UNIVINSIY PHKSS
referenc e an d practic e boo k fo r advance d learner s o f Englis h Marti n Hewing s
PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street, Cambridge CB2 IRP, United Kingdon CAMESRIUGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA [0 Stamford Road, Oakleigh, VIC 3166, Australia Ruiz de alarcon 13, 28014 Madrid, Spam Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org C Cambridge University Press 1999 Seventh printing 2002 Printed in Great Britain by Bemrose Security Printing A 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) Copyright The law allows a reader to make a single copy of part of a book for the purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advanc
PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building,Trumpmgton Street, Cambridge CB2 1RP, United Kingdom CAMBRIDGE, UNIVRRSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh,VIC 3166, Australia Ruiz de Alarcon 13, 28014 Madrid, Spam Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org © Cambridge University Press 1999 First published 1999 Seventh printing 2002 Printed in Great Britain by Denirose Security Printing A 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) Copyright The law allows a reader to make a single copy of part of a book for the purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance
CONTENTS Thanks To the student To the teache Tenses I 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 tenses 6 Past continuous (I was doing) and past simple(I did) 7 Present perfect continuous (I have been doing) 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) 11 will and going to; shall 12 Present continuous (I am doing) for the future and going to 13 Present simple(I do) for the future 14 Future continuous(will be doing 15 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. Modals 1/ Should ht to 18 Will an willingness, likelihood and certainty 19 Will and habits used to 20 May, might, can and could: possibility (1) 21 M av. ll can 22 Can, could, and be able to: ability 23 Must and have (got)to 24 Need(n't), don't have to and mustn't 25 Permission. offers. etc Be. have. do. make, etc 26 Linking verbs: be, appear, seem; become, get, etc 27 Have and have got: have and take 28 Do and make Passives 29 Forming passive sentences 30 Using passives 31 Verb + -ing or to-infinitive: passive forms 32 Reporting with passive verbs Question 33 Forming questions; reporting questions 34 Asking and answering negative questions 35 Wh-questions with how, what, which and who
CONTENTS Thanks vii To the student viii To the teacher ix Tenses 1 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 tenses 6 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) The future 11 Will and going to; shall 12 Present continuous (I am doing) for the future and going to 13 Present simple (I do) for the future 14 Future continuous (will be doing) 15 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.) Modals 17 Should and ought to 18 Will and would: willingness, likelihood and certainty 19 Will and would: habits; used to 20 May, might, can and could: possibility (1) 21 May, might, can and could: possibility (2) 22 Can, could, and be able to: ability 23 Must and have (got) to 24 Need(n't), don't have to and mustn't 25 Permission, offers, etc. Be, have, do, make, etc. 26 Linking verbs: be, appear, seem; become, get, etc. 27 Have and have got; have and take 28 Do and make Passives 29 Forming passive sentences 30 Using passives 31 Verb + -ing or to-infinitive: passive forms 32 Reporting with passive verbs Questions 33 Forming questions; reporting questions 34 Asking and answering negative questions 35 Wh-questions with how, what, which and who
Verbs: infinitives, -ing forms, etc. 6 Verbs with and without objects 37 Verb to-infinitive or bare infinitive 38 Verb+ to-infinitive or -ing? 39 Verb + -ing 40 Verb wh-clause 41 Have/get something done; want something done, etc 42 Verb two objects 43 Reporting people's words and thoughts 44 Reporting statements(1): that-clauses 45 Reporting statements(2): verb tense in that-clauses 46 Reporting statements(3): verb tense in the reporting clause; say and tell; etc. 47 Reporting offers, suggestions, orders, intentions, etc 48 Should in that-clauses 49 Modal verbs in reporting Nouns and compounds 50 Countable and unce 51 Agreement betwee and verb(D) 52 Agreement betwee and verb(2) 53 The possessive form of nouns (Jane's mother) 54 Compound nouns (1) 55 Compound nouns(2) articles 56 A/an and one 57 The and a/an(1): the only one 8 The and a/an(2): ' things already known, etc 59 Some and zero article with plural and uncountable nouns 60 The, zero article and a/an: 'things in general 61 People and places 62 Holidays, times of the day, meals, etc Determiners and quantifiers 63 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 67 No, none(of), and not any 68 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 clause 70 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 pronouns 73 Relative clauses (4): prepositions in relative clauses Participle clauses (-ing, -ed and being + -ed) Participle clauses with adverbial meaning
Verbs: infinitives, -ing forms, etc. 36 Verbs with and without objects 37 Verb + to-infinitive or bare infinitive 38 Verb + to-infinitive or -ing? 39 Verb + -ing 40 Verb + wh-clause 41 Have/get something done; want something done, etc. 42 Verb + two objects Reporting 43 Reporting people's words and thoughts 44 Reporting statements (1): that-clauses 45 Reporting statements (2): verb tense in that-clauses 46 Reporting statements (3): verb tense in the reporting clause; say and tell; etc. 47 Reporting offers, suggestions, orders, intentions, etc. 48 Should in that-clauses 49 Modal verbs in reporting Nouns and compounds 50 Countable and uncountable nouns 51 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) Articles 56 A/an and one 57 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 nouns 60 The, zero article and a/an: 'things in general' 61 People and places 62 Holidays, times of the day, meals, etc. Determiners and quantifiers 63 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 all 67 No, none (of), and not any 68 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 clause 70 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 pronouns 73 Relative clauses (4): prepositions in relative clauses 74 Participle clauses (-ing, -ed and being + -ed) 75 Participle clauses with adverbial meaning IV
Pronouns, substitution and leaving out words 76 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) Do so: such 80 Leaving out words after auxiliary verbs 1 Leaving out to- infinitives( She didn t want to(go) Adjectives 82 Adjectives: position (1) 83 Gradable and ungradable adjectives; position (2) 84 Adjectives and adverbs 85 Participle adjectives(the losing ticket; the selected winners) afraid of/for etc 87 Adjectives+ that-clause or to-infinitive 88 Comparison with adjectives(1): -er/more . enough, sufficiently, too: etc 89 Comparison with adjectives(2): as. as; so. as to; etc Adverbs and conjunctions 0 Position of adverbs 91 Adverbs of place, indefinite frequency, and time 92 Degree adverbs: very, too, extremely, quite, etc. 93 Comment adverbs, viewpoint adverbs; focus adverbs 94 Adverbial clauses of time (1): verb tense; before and until; hardly, etc 95 Adverbial clauses of time(2): as, when and while 96 Giving reasons: as, because, because of ete. for and with 97 Purposes and results: in order to, so as to, etc 08 Contrasts: although and though; even though/if; in spite of and despite 99 Conditional sentences(1): verb tenses 100 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 sentence 104 At, in and on: prepositions of place 105 Across, along, over and through; above over below and under 106 Between, among; by, beside, etc 107 At, in and on: prepositions of time 108 During, for, in, over, and throughout; by and until 109 Except(for), besides, apart from and but for 1 10 About and on; by and with 111 Prepositions after verbs(1) 112 Prepositions after verbs(2) 1 13 Prepositions after verbs(3) 114 Two- and three-word verbs: word order
Pronouns, substitution and leaving out words 76 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; such 80 Leaving out words after auxiliary verbs 81 Leaving out to-infinitives (She didn't want to (go).) Adjectives 82 Adjectives: position (1) 83 Gradable and ungradable adjectives; position (2) 84 Adjectives and adverbs 85 Participle adjectives (the losing ticket; the selected winners) 86 Prepositions after adjectives: afraid of/for, etc. 87 Adjectives + that-clause or to-infinitive 88 Comparison with adjectives (1): -er/more...; enough, sufficiently, too; etc. 89 Comparison with adjectives (2): as...as; so...as to; etc. Adverbs and conjunctions 90 Position of adverbs 91 Adverbs of place, indefinite frequency, and time 92 Degree adverbs: very, too, extremely, quite, etc. 93 Comment adverbs; viewpoint adverbs; focus adverbs 94 Adverbial clauses of time (1): verb tense; before and until; hardly, etc. 95 Adverbial clauses of time (2): as, when and while 96 Giving reasons: as, because, because of, etc.; for and with 97 Purposes and results: in order to, so as to, etc. 98 Contrasts: although and though; even though/if; in spite of and despite 99 Conditional sentences (1): verb tenses 100 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 sentences Prepositions 104 At, in and on: prepositions of place 105 Across, along, over and through; above, over, below and under 106 Between, among; by, beside, etc. 107 At, in and on: prepositions of time 108 During, for, in, over, and throughout; by and until 109 Except (for), besides, apart from and but for 110 About and on; by and with 111 Prepositions after verbs (1) 112 Prepositions after verbs (2) 113 Prepositions after verbs (3) 114 Two- and three-word verbs: word order
information 1 15 There is, there was, etc 116It.(1) 117It(2) 118 Focusing: it-clauses and what-clauses 119 Inversion( 120 Inversion(2) Appendix 1 Passive verb 242 Appendix 2 Quoting what people think or what they have said 243 Appendix 3 Irregular verbs 244 Appendix 4 Typical errors and corrections 246 Additional exercises 269 Study guide 280 Key to exercises 289 Key to Additional exercises 325 Key to study guide 329 Index 330
Organising information 115 There is, there was, etc. 116 It... (1) 117 It... (2) 118 Focusing: it-clauses and what-clauses 119 Inversion (1) 120 Inversion (2) Appendix 1 Passive verb forms 242 Appendix 2 Quoting what people think or what they have said 243 Appendix 3 Irregular verbs 244 Appendix 4 Typical errors and corrections 246 Glossary 265 Additional exercises 269 Study guide 280 Key to exercises 289 Key to Additional exercises 325 Key to Study guide 329 Index 330 VI
THANKS Many 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 and Geraldine Mark, all of whom have brought their professionalism and expertise to guiding and shaping the book in its various stages. My special thanks are due to Jeanne McCarten, not only for 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 mac Phail for the illustrations For providing a stimulating working environment, I would like to thank former colleagues at the Learning Assistance Centre, University of Sydney, where the writing began in earnest, and present 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 material nd i wish to thank in particular students on the Japanese Secondary School Teachers'course between 1995 and 1998 who carefully and constructively evaluated sections of the work. I would also like to thank the students and staff at the institutions all over the world where the material was piloted Gerry Abbot, Annie Broadhead, David Crystal, Hugh Leburn, Laura Matthews, Michael McCarthy, 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 I to w book, motivation, and examples
THANKS Many 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 and Geraldine Mark, all of whom have brought their professionalism and expertise to guiding and shaping the book in its various stages. My special thanks are due to Jeanne McCarten, not only for 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 the illustrations. For providing a stimulating working environment, I would like to thank former colleagues at the Learning Assistance Centre, University of Sydney, where the writing began in earnest, and present 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 material and I wish to thank in particular students on the Japanese Secondary School Teachers' course between 1995 and 1998 who carefully and constructively evaluated sections of the work. I would also like to thank the students and staff at the institutions all over the world where the material was piloted. Gerry Abbot, Annie Broadhead, David Crystal, Hugh Leburn, Laura Matthews, Michael McCarthy, 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 the book, motivation, and examples. VII
TO THE STUDENT Who the book is for The book is intended for more advanced students of English. It is written mainly as a self-study book, but might also be used in class with a teacher. It revises some of the more difficult points of grammar that you will have already studied- such as when to use the, afan 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. Each one looks at a particular area of grammar. Some sections within each unit focus on the use of a grammatical pattern, such as will be t -ing(as in will be travelling). Others explore grammatical contrasts, such as whether to use would or used to to report past events, or when we use because or because of. The 120 units are grouped under a number of headings such as Tenses and Modals. You can find details of this in the Contents on Pp. lll Each unit consists of two pages On the left-hand page are explanations and examples; on the right are practice exercises. The letters next to each exercise show you which sections of the left hand page you need to understand to do that exercise. You can check your answers in the Key on page 289. The Key also comments on some of the answers. Four Appendices tell you about information you need there is an Index at the back of the book. Although terms to describe d the passive verb form, quotation, irregular verbs and Typical Errors(see below). To help you fin grammar have been kept to a minimum some have been included, and you can find explanations of these terms in the Glossary on page 265 On each left-hand page you will find a number of symbols. These are included to show the kinds of mistakes that students often make concerning the grammar point being explained. These Typical Errors are given in Appendix 4 on page 246, together with a correction of the error, and an explanation where it is helpful. The symbol im is used to show you when it might be useful to consult a dictionary. On the explanation 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 what particular words mean in order to do the exercise. Good English-English dictionaries include the e English, the Oxford Advanced Learners Dictionary, and the Collins Cobuild English language Howto use the book It is not necessary to work through the units in order. If you know what grammar points you have ifficulty with the units that deal with them. You can use the Index to help you find the 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 examples first, do the exercises on the opposite page, check your answers in the key, and then look again at the explanations if you made any mistakes. If you just want to rammar point you think you already know, you could do the exercises first and then study the explanations for any you got wrong. You might of course simply use the book as a reference book without doing the A number of Additional Exercises are included for further practice of particular areas
TO THE STUDENT Who the book is for The book is intended for more advanced students of English. It is written mainly as a self-study book, but might also be used in class with a teacher. It revises some of the more difficult points of 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. Each one looks at a particular area of grammar. Some sections within each unit focus on the use of a grammatical pattern, such as will be + -ing (as in will be travelling). Others explore grammatical contrasts, such as whether to use would or used to to report past events, or when we use because or because of. The 120 units are grouped under a number of headings such as Tenses and Modals. You can find details of this in the Contents on pp. iii-vi. Each unit consists of two pages. On the left-hand page are explanations and examples; on the right 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 on page 289. The Key also comments on some of the answers. Four Appendices tell you about passive verb form, quotation, irregular verbs and Typical Errors (see below). To help you find the information you need there is an Index at the back of the book. Although terms to describe grammar have been kept to a minimum some have been included, and you can find explanations of these terms in the Glossary on page 265. л On each left-hand page you will find a number of • symbols. These are included to show the kinds of mistakes that students often make concerning the grammar point being explained. These Typical Errors are given in Appendix 4 on page 246, together with a correction of the error, and an explanation where it is helpful. The symbol Й?я is used to show you when it might be useful to consult a dictionary. On the explanation 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 what particular words mean in order to do the exercise. Good English-English dictionaries include the Cambridge International Dictionary of English, the Longman Dictionary of Contemporary English, the Oxford Advanced Learner's Dictionary, and the Collins Cobuild English Language Dictionary. How to use the book It is not necessary to work through the units in order. If you know what grammar points you have difficulty with, go straight to the units that deal with them. You can use the Index to help you find the 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 examples first, do the exercises on the opposite page, check your answers in the key, and then look again at the explanations if you made any mistakes. If you just want to revise a grammar point you think you already know, you could do the exercises first and then study the explanations for any you got wrong. You might of course simply use the book as a reference book without doing the exercises. A number of Additional Exercises are included for further practice of particular areas of grammar. VII I
TO THE TEACHER Advanced Grammar in Use was written as a self-study grammar book but teachers might also find it useful for supplementing or supporting their classroom teachin The book will probably be most useful for more advanced level students for reference an actice.Students at these levels will have covered many of the grammar points before, and some of the explanations and practice exercises will provide revision material. However, all units are likely to contain information that is new for students even at advanced level, and many of the uses of particular grammatical patterns and contrasts between different forms will not have been studied before No attempt has been made to grade the units according to level of difficulty. Instead you should 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 base the presentation of grammar patterns and contrasts, and use the exercises for classroom practice or set them as consolidation material for self-study. The left-hand pages can then be a resource for future reference and revision by students. You might alternatively want to begin with the exercises and refer to the left-hand page only when students are having problems. You could also set particular units or groups of units(such as those on Articles or The future) for self-study if dividual students are having difficulties The Typical Errors in each unit(indicated with ae symbol and listed in Appendix 4 on page 246)can be discussed with students either before the explanations and examples have been studied, in order to focus attention on the problem to be looked at in that part of the unit, or after they have been studied, as consolidation. For example, before studying a particular unit you could write the typical error(s) for that unit on the board and ask students: What's wrong and how would you correct it? There is a set of Additional Exercises(page 269), most of which can be used to provide practice of grammar points from a number of different units A'classroom edition 'of Advanced Grammar in Use is also available. It has no key and some teachers might prefer to use it with their students
TO THE TEACHER Advanced Grammar in Use was written as a self-study grammar book but teachers might also find it useful for supplementing or supporting their classroom teaching. The book will probably be most useful for more advanced level students for reference and practice. Students at these levels will have covered many of the grammar points before, and some of the explanations and practice exercises will provide revision material. However, all units are likely to contain information that is new for students even at advanced level, and many of the uses of particular grammatical patterns and contrasts between different forms will not have been studied before. No attempt has been made to grade the units according to level of difficulty. Instead you should 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 base the presentation of grammar patterns and contrasts, and use the exercises for classroom practice or set them as consolidation material for self-study. The left-hand pages can then be a resource for future reference and revision by students. You might alternatively want to begin with the exercises and refer to the left-hand page only when students are having problems. You could also set particular units or groups of units (such as those on Articles or The future) for self-study if individual students are having difficulties. n The Typical Errors in each unit (indicated with a* symbol and listed in Appendix 4 on page 246) can be discussed with students either before the explanations and examples have been studied, in order to focus attention on the problem to be looked at in that part of the unit, or after they have been studied, as consolidation. For example, before studying a particular unit you could write the typical error(s) for that unit on the board and ask students: "What's wrong and how would you correct it?" There is a set of Additional Exercises (page 269), most of which can be used to provide practice of grammar points from a number of different units. A 'classroom edition' of Advanced Grammar in Use is also available. It has no key and some teachers might prefer to use it with their students. ix
a d G a U
Advance d Gramma r i n Us e
