Grammar
Grammar 5 - ELP:
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Learning Objectives:
By the end of this class I can:
(Adjective)
construct basic phrases with '(not) (the) same … as …'
ie. Your problem isn't the same as mine. / The time in London is the same as in Dublin.
form a range of adjectives from nouns and verbs with common suffixes.
ie. laugh+able / amus(e)+ing/ed / beauty(i)+ful / home+less / cheap+ish
use a range of common prefixes with adjectives.
ie. un+usual / over+used / under+paid / super+human / dis+connected
form adjectives from verbs with common affixes.
ie. believe - believable / hope - hopeless
put a range of different adjectives into the correct sequence.
ie. a big old yellow French car / a tall attractive young Asian man
form compound adjectives from nouns plus adjectives and adverbs.
ie. well-paid / high-quality / full-time
use past participles as adjectives.
ie. made of/by/in / built in / painted/written/directed by / discovered/invented by/in
(Adverb)
make comparisons with regular shorter adverbs + '-er'.
ie. The film lasted longer than three hours. / She drove faster than me.
use common adverbials to express conjunction of nouns and phrases.
ie. John's leaving too. / She ate my dinner as well as hers.
use the present perfect with 'yet' and 'still'.
ie. Have you done it yet? / Have they arrived yet? / They still haven’t called. / She hasn't done the report yet.
express preference with 'like … better more/than ...'
ie. I like coffee more than tea. / She likes dancing better than running.
qualify adverbs with 'too/enough'.
ie. She speaks too fast. / He eats too quickly. / They don’t work hard enough.
use a range of common linking words to sequence events or activities.
ie. to begin with / in the end / finally / before/after that / next, during
correctly use '(the) other' and 'another' with nouns.
ie. Give me another book. / I want the other book.
make comparisons with 'more' + longer adverbs.
ie. He works more carefully than you. / She speaks more fluently than her sister.
use 'both … and …' to connect two words or phrases.
ie. Both John and Mary speak Italian. / I drink both tea and coffee.
use 'either ... or …' in relation to a choice between two things or actions.
ie. We can either take the bus or get a taxi. / We can have either Italian or Chinese food.
use 'quite' and 'quite a(n)' as adverbials with adjectives and noun phrases.
ie. quite interesting / quite an expensive meal / quite a lot of money
(Clause)
use a wide range of subject and object relative pronouns, including zero (no pronoun).
ie. … where I was born / … who lives next door / … I bought when I was in Egypt
use 'before' with verb phrases to express time sequence.
ie. She arrived before we started cooking. / You spoke before thinking.
use '(not) as … as' to express (lack of) similarity with adjectives and adverbs.
ie. as big as / not as good as / not as fast as
use 'after' as a conjunction with complement clauses.
ie. after the show / after dinner / after we got home / after she had finished the book
use verbs of state change with object complements.
ie. She made a new dress. / We painted the wall green.
describe possible future outcomes of a present action or situation using the first conditional.
ie. If we don’t hurry, we’ll be late. / What will you do if they don’t call?
express preference with regard to things using 'prefer … to …'
ie. I prefer dogs to cars. / She prefers tea.
make offers using the first conditional.
ie. I’ll pay for lunch if you pay for dinner. / I’ll help you if you help me.
use 'to' and 'in order to' to express purpose and intention.
ie. He came to help me. / I do it in order to save money.
describe simple conditions where one event follows another.
ie. If you heat ice, it melts. / If you don’t water plants, they die.
express attitude and agreement with 'agree/ think (that)' + complement clause.
ie. I think London is great. / Do you agree that we should go home now?
describe hypothetical (counterfactual) current results of a current action or situation using the second conditional.
ie. I’d call her if I had her number. / If I had the money, I’d buy it.
make statements and ask questions with 'know (that)' + complement clauses.
ie. I didn't know (that) she was still married. / We know (that) you don't like us.
use 'let/make/help' to refer to things done by other people.
ie. Help her find it. / Make him do it. / Let me help you. / Help me carry this.
use 'when' and 'where' in relative clauses.
ie. It rained on the day when we arrived there. / Is there a place where I can get a coffee?
use 'who', 'that', and 'which' in relative clauses.
ie. He’s the friend who lives in Prague / That’s the car that/which I'm going to buy.
use 'till/until' to link events in the present, past and future.
ie. I worked till John arrived. / Can you wait until she comes out?
use 'whose' to talk about possession in relative clauses.
ie. the man whose brother won a gold medal / the woman whose husband runs a hotel
construct relative clauses with 'what'.
ie. I decided what I'm going to do. / You can say what you like.
express hope and aspiration with 'hope (that)' + complement clause.
ie. I hope you get better soon. / They hope that we'll forget the incident.
report past wh-questions.
ie. Can you tell me where the stairs are? / Ask what the answer is / Do you know who they are? / Can you tell me what time it is? / Do you know where he lives? / Could you tell me how much it is?
(Conjunction)
use the present perfect continuous with 'for/ since' and time expressions.
ie. I’ve been working since three o’clock. / We’ve been waiting for hours.
use conjunctions such as 'when' and 'before' with the present simple, with future reference.
ie. I’ll tell her when I see her. / I’ll call as soon as I get there. / I’ll do it before I leave.
use 'while' with the past continuous to refer to past states and repeated actions.
ie. I saw her while I was shopping. / We met while we were living in Paris.
(Determiner)
use a wide range of quantifiers with countable (count) and uncountable (non-count) nouns.
ie. Several people / a number of reasons / few customers / many years.
use 'a few' to refer to quantities with count (countable) nouns.
ie. Only a few people came. / I’ve seen a few of his films.
use 'all of', 'none of', and 'most of' to describe subsets and proportions of groups of people and things.
ie. None of the students did the homework. / We spent all of the money.
correctly use 'a bit/a little' and 'a few' to refer to quantities with mass and count nouns respectively.
ie. There's a little/a bit of cheese in the fridge. / I've got a few ideas. / We need a little/a bit of help here. / They bought a few books.
describe quantities using 'hardly/not' + 'any/ much/many'.
ie. There's hardly any milk left. / Not many people came.
identify which article (including no article) to use with a range of nouns and noun phrases.
ie. the BBC / a broadcasting organisation / broadcasting / German railways / a German train / the German railway system
use common quantifiers such as 'a lot' and 'much' as adverbs.
ie. It didn’t hurt very much. / She talked a lot. / I only understand a bit. / I really hate it.
use 'that' with time expressions referring to the past.
ie. that day / that week / that Monday / that summer / that weekend / that afternoon
refer to groups and sub-groups using 'neither', 'either', 'each' and 'all' with noun phrases.
ie. I don’t like either of them. / Neither of my sisters lives here. / All of us agree with you.
(Modal Verb)
use 'needn't' and 'don't/doesn't have to' to express absence of obligation in the present and future.
ie. You don't have to apologize. / She needn't stay if she wants to go home.
use 'may' and 'might' to express likelihood in the present and near future.
ie. It might rain. / She may be wrong.
use 'need' in affirmative statements and questions relating to the present and near future.
ie. She needs to stay here. / Do we need to pay?
use 'Shall I/we …?' to make formal suggestions and offers.
ie. Shall I do it for you? / Shall we try it again?
use 'had to ...'/'Did … have to…?' to refer to past necessity and obligation.
ie. They had to walk home. / Did you have to pay?
express strong wishes or aversion using 'would love/hate to …'
ie. I’d love to come to your party. / I’d hate to miss the party.
give, deny or ask about permission in the past with 'was(n't) able to/allowed to'.
ie. I wasn't able to see the doctor. / Were you allowed to leave the hotel?
refer to general truths using 'can'.
ie. It can get very cold in November.
make negative suggestions with 'Let's not ...'
ie. Let’s not fight about this. / Let's not spend too much money.
use 'must' and 'can't' for inferences and assumptions in the present and near future.
ie. It can't be mine. / She must be American.
give, deny or ask about permission in the future with 'will/won't be able to/allowed to'.
ie. They'll be able to swim every day. / We won't be allowed to drive there.
use 'should' to express likelihood in the present and near future.
ie. She should be here soon. / It should work.
(Noun)
form compound nouns from nouns plus other nouns and adjectives.
ie. credit card / bookshelf / DVD player / whiteboard / great-grandfather
form a range of nouns from adjectives and verbs with common suffixes.
ie. arriv(e)+al / transport+ation / happy(i)+ness / safe+ty
use 'of' with possessive forms to describe possessions or attributes.
ie. one of John’s best ideas / the size of Akiko’s flat / part of the city’s financial centre
form nouns from adjectives with common affixes.
ie. reliable - reliability / happy - happiness
use a range of common prefixes with nouns.
ie. semi+circle / ex+wife / mal+function
(Phrasal Verb)
use phrasal verbs with separated object.
ie. put a jacket on / switch the light off / turn on the TV / take off your shoes
correctly place the indirect object with phrasal and prepositional verbs.
ie. Thank him for the present. / Ask her for the book. / Invite them to the party.
(Phrase)
use verb + '-ing' forms as the subject of a sentence.
ie. Swimming is my favorite sport. / Learning English is fun.
refer to practical knowledge using 'know how to' + verb phrase.
ie. I don't know how to change a wheel on a car. / Do you know how to use this camera?
make suggestions using 'what about/how about' with verbs in the gerund.
ie. What about frying it? / How about calling them?
use infinitives after some common adjectives.
ie. easy to do / happy to help / not difficult to learn
express thanks for an action using verbs in the gerund.
ie. Thank you for listening to me. / Can you thank her for inviting us?
form and use phrases with prepositions + verbs (+'-ing').
ie. after leaving school / without talking to us
use a range of verbs taking 'to' + infinitive.
ie. agree to do it / promise to do it / offer to help / refuse to leave / want to go
express purpose with 'for' + verb + '-ing'.
ie. I use it for washing the car. / This money’s for spending on holiday.
report past orders and requests with 'say/tell/ ask'.
ie. I told you to shut the door. / Did you ask them to help you?
use 'by' with verbs and verb phrases to express the means or way of doing something.
ie. I learned French by watching French TV. / You make it by cooking fruit and sugar together.
express hope and aspiration with '… hope to' + infinitive.
ie. I hope to see you again soon. / She's hoping to hear from you.
(Preposition)
use 'with' to refer to the instrument or means of doing something.
ie. You can open the door with this key. / Cook it with oil.
correctly use 'since' and 'for' in time expressions.
ie. since 2011 / for two weeks / since I arrived
make statements and ask questions with 'know about' + nouns and noun phrases.
ie. Do you know (anything) about Thai cooking? / She already knows about your problems.
use a range of prepositions of time, such as 'before', 'during', 'since', 'till/until'.
ie. before 7 p.m. / after breakfast / during lunch / between 3 and 4 p.m. / by Friday / till tomorrow
express agency using 'by' with nouns and noun phrases.
ie. a book by Tolkien / a painting by Picasso
refer to the recipient or indirect object with 'to' + noun or noun phrase.
ie. He gave the ticket to my brother. / I'll explain the situation to you.
correctly use 'as' and' like' with noun phrases to express capacity and similarity.
ie. … working as a teacher / … talk like a teacher
form questions with prepositional verbs and final preposition.
ie. What are you laughing at? / Who are you talking about? / What kind of music do you listen to?
construct complement clauses starting with 'about'.
ie. Her talk was about how to make money working from home. / His email is about why he's leaving the company.
correctly use 'between' and 'among' with noun phrases referring to two or more items or entities.
ie. … between the river and the mountain / … among unfamiliar people
(Pronoun)
use a range of indefinite compound pronouns prefixed with 'every-'.
ie. Everyone loves chocolate. / Everywhere I go, she's there.
use a range of indefinite compound pronouns prefixed with 'no-'.
ie. No one knows you. / There's nothing to do.
use reflexive pronouns as objects or complements.
ie. Did you enjoy yourself? / I hurt myself. / She's hurt herself. / He wanted to kill himself.
use a range of indefinite compound pronouns prefixed with 'any-'.
ie. I can't find anybody. / Anything is OK by me.
use possessive pronouns as objects and complements.
ie. These are ours. / Let’s go to theirs. / I don’t like hers. / I gave him his.
use indefinite compound pronouns followed by infinitive verb phrases.
ie. something to do / Have you got anything to eat? / I’ve got nothing to read.
use 'you' in a generic or impersonal sense.
ie. You use this key to open it. / You can't buy love.
use a range of common placeholders or prop-words.
ie. Which one do you like? / I bought a new one yesterday. / Do you prefer the red ones or the blue ones? / Do you want any?
(Verb)
describe live (e.g. sporting) events using the present simple.
ie. She passes it out wide. / He catches it in the endzone. / The Queen waves to the crowd.
tell when to use the past simple and when to use the present perfect (BrE).
ie. I’ve made lots of calls today. vs. I made lots of calls this morning.
use 'going to' with reference to predicted future events and situations.
ie. I don’t think it’s going to rain. / What’s going to happen to us?
use the present perfect with 'for/since' to talk about the duration of states and conditions.
ie. She’s lived there since 2011. / How long have you been here? / I haven’t seen her for two weeks.
respond to a suggestion with 'Yes, let's'.
ie. Shall we go? - Yes, let's.
use the present perfect with 'just' (BrE).
ie. The alarm’s just gone off. / I’ve already had some lunch. / Hurry, the match has just started.
use the present continuous to refer to changing situations.
ie. Prices are going up. / He’s getting better. / It’s getting colder. / We’re getting hungry.
use the present simple with future reference.
ie. The train leaves at 6 p.m. / The concert starts at eight. / We land at 5 a.m. tomorrow.
use transitive verbs in the passive with the object as the grammatical subject.
ie. The door was opened by John. / The picture was painted by Rembrandt.
use 'when' to link clauses in the past simple and past continuous.
ie. I was eating when the phone rang. / The phone rang when I was eating. / I was talking when you interrupted me.
correctly use the present perfect with 'been to' and 'gone to', referring to places.
ie. They’ve been to New Zealand. / He’s just gone to the shop. / She hasn’t gone yet.
distinguish between present perfect simple and continuous.
ie. I've lived here before. vs. I've been living here for six months.
use a range of common prefixes with verbs.
ie. dis+connect / re+write / un+do
use the past simple passive.
ie, It was built in 1922. / John was taken to hospital.
use the present perfect continuous to refer to ongoing states and conditions.
ie. I’ve been sitting here waiting. / It’s been raining all day.
use the present simple passive.
ie. It's only sold online. / They're made with flour and water.
use 'was/were going to' to refer to past intentions.
ie. We were going to eat at home tonight. / I was going to tell you, but I forgot to.
correctly use positive/positive (Br Eng), positive/ negative and negative/positive question tags.
ie. You know her, do you? vs. You know her, don't you? vs. You don't know her, do you?
use the present perfect with the superlative forms of adjectives.
ie. the best book I’ve ever read / the worst film I’ve seen / the best holiday I’ve ever had
correctly place prepositions (particles) with phrasal (separable) and prepositional (inseparable phrasal) verbs.
ie. … looking forward to our holiday / ... putting on your coat/putting your coat on.
form a range of verbs from adjectives and nouns with common suffixes.
ie. soft+en / sympath(y)+ise / activ(e)+ate
use a range of negative question tags.
ie. It’s easy, isn’t it? / You know him, don't you? / He's finished the job, hasn't he?
Assessment
Four tests
Class Materials
Focus on Grammar 3A 4th Ed.