- •Contents
- •Identifying what you are talking about: determiners 50
- •3 Making a message 111
- •Indicating possibility 168
- •8 Combining messages 245
- •9 Making texts 272
- •Introduction
- •Note on Examples
- •Guide to the Use of the Grammar
- •Introduction
- •Glossary of grammatical terms
- •Cobuild Grammar Chart
- •Contents of Chapter 1
- •Identifying what you are talking about: determiners 54
- •3 Making a message 115
- •Indicating possibility 172
- •8 Combining messages 250
- •9 Making texts 276
- •Identifying people and things: nouns
- •Things which can be counted: count nouns
- •Things not usually counted: uncount nouns
- •When there is only one of something: singular nouns
- •Referring to more than one thing: plural nouns
- •Referring to groups: collective nouns
- •Referring to people and things by name: proper nouns
- •Nouns which are rarely used alone
- •Sharing the same quality: adjectives as headwords
- •Nouns referring to males or females
- •Referring to activities and processes: '-ing' nouns
- •Specifying more exactly: compound nouns
- •Referring to people and things without naming them: pronouns
- •Referring to people and things: personal pronouns
- •Mentioning possession: possessive pronouns
- •Referring back to the subject: reflexive pronouns
- •Referring to a particular person or thing: demonstrative pronouns
- •Referring to people and things in a general way: indefinite pronouns
- •Showing that two people do the same thing: reciprocal pronouns
- •Joining clauses together: relative pronouns
- •Asking questions: interrogative pronouns
- •Other pronouns
- •Identifying what you are talking about: determiners
- •The specific way: using 'the'
- •The specific way: using 'this', 'that', 'these', and 'those'
- •The specific way: using possessive determiners
- •The general way
- •The general way: using 'a' and 'an'
- •The general way: other determiners
- •Contents of Chapter 2
- •Identifying what you are talking about: determiners 54
- •3 Making a message 120
- •Indicating possibility 176
- •8 Combining messages 254
- •9 Making texts 280
- •Describing things: adjectives
- •Information focusing: adjective structures
- •Identifying qualities: qualitative adjectives
- •Identifying the class that something belongs to: classifying adjectives
- •Identifying colours: colour adjectives
- •Showing strong feelings: emphasizing adjectives
- •Making the reference more precise: postdeterminers
- •Special classes of adjectives
- •Position of adjectives in noun groups
- •Special forms: '-ing' adjectives
- •Special forms: '-ed' adjectives
- •Compound adjectives
- •Comparing things: comparatives
- •Comparing things: superlatives
- •Other ways of comparing things: saying that things are similar
- •Indicating different amounts of a quality: submodifiers
- •Indicating the degree of difference: submodifiers in comparison
- •Modifying using nouns: noun modifiers
- •Indicating possession or association: possessive structures
- •Indicating close connection: apostrophe s ('s)
- •Other structures with apostrophe s ('s)
- •Talking about quantities and amounts
- •Talking about amounts of things: quantifiers
- •Talking about amounts of things: partitives
- •Referring to an exact number of things: numbers
- •Referring to the number of things: cardinal numbers
- •Referring to things in a sequence: ordinal numbers
- •Referring to an exact part of something: fractions
- •Talking about measurements
- •Talking about age
- •Approximate amounts and measurements
- •Expanding the noun group: qualifiers
- •Nouns with prepositional phrases
- •Nouns with adjectives
- •Nouns with non-finite clauses
- •Contents of Chapter 3
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 181
- •8 Combining messages 258
- •9 Making texts 284
- •Indicating how many participants are involved: transitivity
- •Talking about events which involve only the subject: intransitive verbs
- •Involving someone or something other than the subject: transitive verbs
- •Verbs where the object refers back to the subject: reflexive verbs
- •Verbs with little meaning: delexical verbs
- •Verbs which can be used in both intransitive and transitive clauses
- •Verbs which can take an object or a prepositional phrase
- •Changing your focus by changing the subject: ergative verbs
- •Verbs which involve people doing the same thing to each other: reciprocal verbs
- •Verbs which can have two objects: ditransitive verbs
- •Extending or changing the meaning of a verb: phrasal verbs
- •Verbs which consist of two words: compound verbs
- •Describing and identifying things: complementation
- •Describing things: adjectives as complements of link verbs
- •Saying that one thing is another thing: noun groups as complements of link verbs
- •Commenting: 'to'-infinitive clauses after complements
- •Describing as well as talking about an action: other verbs with complements
- •Describing the object of a verb: object complements
- •Describing something in other ways: adjuncts instead of complements
- •Indicating what role something has or how it is perceived: the preposition 'as'
- •Talking about closely linked actions: using two verbs together in phase
- •Talking about two actions done by the same person: phase verbs together
- •Talking about two actions done by different people: phase verbs separated by an object
- •Contents of Chapter 4
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 262
- •9 Making texts 289
- •Statements, questions, orders, and suggestions
- •Making statements: the declarative mood
- •Asking questions: the interrogative mood
- •'Yes/no'-questions
- •'Wh'-questions
- •Telling someone to do something: the imperative mood
- •Other uses of moods
- •Negation Forming negative statements
- •Forming negative statements: negative affixes
- •Forming negative statements: broad negatives
- •Emphasizing the negative aspect of a statement
- •Using modals
- •The main uses of modals
- •Special features of modals
- •Referring to time
- •Indicating possibility
- •Indicating ability
- •Indicating likelihood
- •Indicating permission
- •Indicating unacceptability
- •Interacting with other people
- •Giving instructions and making requests
- •Making an offer or an invitation
- •Making suggestions
- •Stating an intention
- •Indicating unwillingness or refusal
- •Expressing a wish
- •Indicating importance
- •Introducing what you are going to say
- •Expressions used instead of modals
- •Semi-modals
- •Contents of Chapter 5
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 266
- •9 Making texts 293
- •The present
- •The present in general: the simple present
- •Accent on the present: the present continuous
- •Emphasizing time in the present: using adjuncts
- •The past
- •Stating a definite time in the past: the simple past
- •Accent on the past: the past continuous
- •The past in relation to the present: the present perfect
- •Events before a particular time in the past: the past perfect
- •Emphasizing time in the past: using adjuncts
- •The future
- •Indicating the future using 'will'
- •Other ways of indicating the future
- •Adjuncts with future tenses
- •Other uses of tenses
- •Vivid narrative
- •Firm plans for the future
- •Forward planning from a time in the past
- •Timing by adjuncts
- •Emphasizing the unexpected: continuing, stopping, or not happening
- •Time expressions and prepositional phrases Specific times
- •Non-specific times
- •Subordinate time clauses
- •Extended uses of time expressions
- •Frequency and duration
- •Adjuncts of frequency
- •Adjuncts of duration
- •Indicating the whole of a period
- •Indicating the start or end of a period
- •Duration expressions as modifiers
- •Contents of Chapter 6
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 271
- •9 Making texts 297
- •Position of adjuncts
- •Giving information about manner: adverbs
- •Adverb forms and meanings related to adjectives
- •Comparative and superlative adverbs
- •Adverbs of manner
- •Adverbs of degree
- •Giving information about place: prepositions
- •Position of prepositional phrases
- •Indicating position
- •Indicating direction
- •Prepositional phrases as qualifiers
- •Other ways of giving information about place
- •Destinations and directions
- •Noun groups referring to place: place names
- •Other uses of prepositional phrases
- •Prepositions used with verbs
- •Prepositional phrases after nouns and adjectives
- •Extended meanings of prepositions
- •Contents of Chapter 7
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 275
- •9 Making texts 302
- •Indicating that you are reporting: reporting verbs
- •Reporting someone's actual words: quote structures
- •Reporting in your own words: report structures
- •Reporting statements and thoughts
- •Reporting questions
- •Reporting orders, requests, advice, and intentions
- •Time reference in report structures
- •Making your reference appropriate
- •Using reporting verbs for politeness
- •Avoiding mention of the person speaking or thinking
- •Referring to the speaker and hearer
- •Other ways of indicating what is said
- •Other ways of using reported clauses
- •Contents of Chapter 8
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 306
- •Adverbial clauses
- •Time clauses
- •Conditional clauses
- •Purpose clauses
- •Reason clauses
- •Result clauses
- •Concessive clauses
- •Place clauses
- •Clauses of manner
- •Relative clauses
- •Using relative pronouns in defining clauses
- •Using relative pronouns in non-defining clauses
- •Using relative pronouns with prepositions
- •Using 'whose'
- •Using other relative pronouns
- •Additional points about non-defining relative clauses
- •Nominal relative clauses
- •Non-finite clauses
- •Using non-defining clauses
- •Using defining clauses
- •Other structures used like non-finite clauses
- •Coordination
- •Linking clauses
- •Linking verbs
- •Linking noun groups
- •Linking adjectives and adverbs
- •Linking other word groups
- •Emphasizing coordinating conjunctions
- •Linking more than two clauses or word groups
- •Contents of Chapter 9
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Referring back
- •Referring back in a specific way
- •Referring back in a general way
- •Substituting for something already mentioned: using 'so' and 'not'
- •Comparing with something already mentioned
- •Referring forward
- •Leaving out words: ellipsis
- •Ellipsis in conversation
- •Contents of Chapter 10
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Focusing on the thing affected: the passive voice
- •Selecting focus: cleft sentences
- •Taking the focus off the subject: using impersonal 'it'
- •Describing a place or situation
- •Talking about the weather and the time
- •Commenting on an action, activity, or experience
- •Commenting on a fact that you are about to mention
- •Introducing something new: 'there' as subject
- •Focusing on clauses or clause elements using adjuncts Commenting on your statement: sentence adjuncts
- •Indicating your attitude to what you are saying
- •Stating your field of reference
- •Showing connections: linking adjuncts
- •Indicating a change in a conversation
- •Emphasizing
- •Indicating the most relevant thing: focusing adverbs
- •Other information structures Putting something first: fronting
- •Introducing your statement: prefacing structures
- •Doing by saying: performative verbs
- •Exclamations
- •Making a statement into a question: question tags
- •Addressing people: vocatives
- •Contents of the Reference Section
- •Identifying what you are talking about: determiners 54
- •3 Making a message 124
- •Indicating possibility 185
- •8 Combining messages 279
- •9 Making texts 310
- •Forming plurals of count nouns
- •Forming comparative and superlative adjectives
- •The spelling and pronunciation of possessives
- •Numbers
- •Cardinal numbers
- •Ordinal numbers
- •Fractions and percentages
- •Verb forms and the formation of verb groups
- •Finite verb groups and the formation of tenses
- •Non-finite verb groups: infinitives and participles
- •Forming adverbs
- •Forming comparative and superlative adverbs
- •Indirect object
- •Inversion
- •Verbal nouns
Expressions used instead of modals
4.227 Several ordinary verbs and fixed expressions are used to express the same attitudes and ideas as modals. These verbs and expressions are explained in the following paragraphs. Each group of paragraphs corresponds to an earlier section in the chapter dealing with the use of modals in a particular type of situation.
4.228 'Be able to' and 'be possible to' can be used instead of 'can' and 'could' to say whether or not something is possible.
The subject of 'be able to' and 'be unable to' usually refers to a person of group of people, but it can refer to any living thing. It can also refer to something organized or operated by people, such as a company, a country, or a machine.
The subject of 'be possible to' is always the impersonal pronoun 'it'.
4.229 If you want to say that it is possible for someone or something to do something, you can use 'be able to'.
All members are able to claim travelling expenses.
The goliath frog is able to jump three metres or so.
You use 'be able to' with a negative to say that it is not possible for someone or something to do something.
They are not able to run fast or throw a ball.
4.230 You can also use 'be unable to' to say that it is not possible for someone or something to do something.
I am having medical treatment and I'm unable to work.
Terry Wogan is unable to be with us.
4.231 You can also use 'be possible to' with 'it' as the subject to say that something is possible. You usually use this expression to say that something is possible for people in general, rather than for an individual person.
It is possible to reach Tunheim on foot.
Is it possible to programme a computer to speak?
If you use 'be possible to' to say that something is possible for a particular person or group, you put 'for' and a noun group after 'possible'.
It is possible for us to measure his progress.
It's possible for each department to support new members.
You use 'be possible to' with a negative to say that something is not possible.
It is not possible to quantify the effect.
4.232 You can also use 'be impossible to' to say that something is not possible.
It is impossible to fix the exact moment in time when it happened.
It is impossible for a European to understand Tewdros.
4.233 To change the tense of 'be able to', 'be unable to', or 'be possible to', or 'be impossible to', you simply change the form of 'be' to an appropriate simple tense.
The doctor will be able to spend more time with the patient.
Their parents were unable to send them any money.
It was not possible to dismiss crowd behaviour as a contributing factor.
It was impossible for the husband to obey this order.
4.234 All modals except 'can' and 'could' can be used with these expressions.
A machine ought to be able to do this.
The United States would be unable to produce any wood.
It may be impossible to predict which way things will develop.
4.235 'Used to' can be used with 'be able to' and 'be possible to'.
You used to be able to go to the doctor for that.
It used to be possible to buy second-hand wigs.
For more information about 'used to' see paragraphs 4.258 to 4.262.
saying how likely something is 4.236 You can use 'have to' or 'have got to' instead of 'must' to indicate that you think the case, because of particular facts or something is circumstances.
'That looks about right.'—'It has to be.'
Money has got to be the reason.
4.237 You can use 'be going to' instead of 'will' to say that something certain to happen or be the case in the future.
The children are going to be fishermen of farmers.
Life is going to be a bit easier from now on.
4.238 You can use 'be bound to' to say emphatically that something is certain to happen in the future.
Marion's bound to be back soon.
It was bound to happen sooner or later.
They'd be bound to know if it was all right.
4.239 Instead of beginning a question with 'can' or 'could' when you are making a request, you can begin it with 'is' and the impersonal pronoun 'it'. After 'it', you put an expression such as 'all right' and either a 'to'-infinitive clause or an 'if'-clause.
Is it all right for him to come in and sit and read his paper?
Is it okay if we have lunch here?
4.240 You can use 'want' instead of 'would like' to give an instruction or make a request. 'Want' is more direct and less polite than 'would like'.
I want you to turn to the front of the atlas.
I want to know what you think about this.
I want to have this pellet taken out.
'Wanted' is also sometimes used. It is more polite than 'want'.
I wanted to ask. Mr Nicholson, what was the effect of that newsreel on you?
Good morning, I wanted to book a holiday in the South of France.
4.241 You can use 'be going to' instead of 'will' to state an intention.
I am going to talk to Boris.
I'm going to show you our little school.
4.242 You use 'intend to' to state a fairly strong intention.
I intend to go to Cannes for a month in August.
I don't intend to stay too long.
4.243 You use 'be determined to' or 'be resolved to' to indicate a very strong intention to do something. 'Be resolved to' is rather formal.
I'm determined to try.
She was resolved to marry a rich American.
4.244 You can use 'have to' or 'have got to' instead of 'must' to indicate that it is important that you do something.
I have to get home now.
It's something I have got to overcome.
4.245 You can use 'I am not' instead of 'I will not' to say firmly that you ate unwilling to do or accept something. 'I am not' is followed by a present participle.
I am not staying in this hospital.
I'm not having dirty rugs.
4.246 You can use 'refuse' instead of 'will not' when you are refusing to do something. 'Refuse' is followed by a 'to'-infinitive clause.
I refuse to list possible reasons.
I refuse to pay.
4.247 You can use 'unwilling' or 'reluctant' with a 'to'-infinitive clause to say that someone is not willing to do or accept something.
He is unwilling to answer the questions.
I am always reluctant to explain anything as an expression of national character.
You can use several adjectives with 'not' to say that someone is unwilling to do or accept something.
Exporters are not willing to supply goods on credit.
I'm not prepared to teach him anything.
Thompson is not keen to see history repeat itself too exactly.
indicating importance 4.248 You can use 'have to' or 'have got to' instead of 'must' to say that something is necessary or extremely important.
The pine tree has to produce pollen in gigantic quantities.
We have to look more closely at the record of their work together.
This has got to be put right.
You've got to be able to communicate.
4.249 'Need to' can also be used instead of 'must'.
We need to change the balance of power.
You do not need to worry.
4.250 You can also say that something is important or necessary by using a sentence beginning with the impersonal pronoun 'it', followed by 'is', an adjective such as 'important' or 'necessary', and a 'that'-clause.
It is important that you should know precisely what is going on.
It is essential that immediate action should be taken.
It is vital that babies travel in government-approved carriers.
'Important' and 'necessary' can also be followed by a 'to'-infinitive clause.
It's important to recognise what industry needs at this moment.
It is necessary to examine this claim before we proceed any further.
4.251 You can use 'had better' instead of 'should' or 'ought to' to say that something is the right or correct thing to do. You use 'had better' with 'I' or 'we' to indicate an intention. You use it with 'you' when you are giving advice or a warning.
I think I had better show this to my brother.
He decided that we had better meet.
You'd better go.