- •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
Events before a particular time in the past: the past perfect
5.37 If you want to talk about a past event or situation that occurred before a particular time in the past you use the past perfect.
One day he noticed that a culture plate had become contaminated by a mould.
By dusk tear gas had spread through the south campus.
She had lost her job as a real estate agent and was working as a waitress.
I detested any form of games and had always managed to avoid children's parties.
5.38 If you want to emphasize the recentness and the duration of a continuous activity which took place before a particular time in the past, you use the past perfect continuous.
Until now the rumours that had been circulating were exaggerated versions of the truth.
The doctor had been working alone.
He arrived back in Munich from Rome where he had been meeting other OAS leaders.
They had been hitting our trucks regularly.
5.39 If you want to say that something was expected, wished for, or intended before a particular time in the past, you use the past perfect or the past perfect continuous to show that it has not yet happened.
She had naturally assumed that once there was a theatre everybody would want to go.
It was the remains of a ten-rupee note which she had hoped would last till the end of the week.
It was not as nice on the terrace as Clarissa had expected.
I had been expecting some miraculous obvious change.
Emphasizing time in the past: using adjuncts
5.40 When you are using past tenses, you normally use an adjunct of time at some point to indicate that you are talking about the past.
At one time the arts of reading and writing were classed among the great mysteries of life for the majority of people.
I've made some poor decisions lately, but I'm feeling much better now.
It was very splendid once, but it's only a ruin now.
It's Mark who lost his wife. A year last January.
It was terribly hot yesterday.
5.41 Adjuncts of time can refer either to a specific time, or to a more general indefinite period of time.
The lists below give the most common adjuncts of indefinite time which are used mainly with past tenses. With the exception of 'since' and 'ever since' which come at the end of a clause, you put them after the auxiliary or modal in a verb group which has more than one word. If you use them with the simple past, you put them in front of the verb.
The words in the following list can be used with all past tenses:
again already earlier |
ever since finally first |
in the past just last |
previously recently since |
The words in the following list can be used with all past tenses except the present perfect:
afterwards at one time eventually |
formerly immediately lately |
next once originally |
subsequently |
Note that 'once' here means 'at some time in the past'. For its uses as an adverb of frequency, see paragraph 5.115.
For the uses of 'since' as a preposition in adjuncts of time, see paragraph 5,137.
Some adjuncts used with past tenses are more specific. If you want to be more exact about the time reference, you use adjuncts which include the word 'yesterday', and those involving time expressions such as 'ago', 'other', and 'last'. Note that 'ago' is placed after the noun group.
I saw him yesterday evening.
We bought the house from her the day before yesterday.
Three weeks ago I was staying in San Francisco.
I saw my goddaughter the other day.
It all happened a long time ago.
WARNING 5.42 You say 'last night', not 'yesterday night'.
used for emphasis 5.43 There are some cases where adjuncts have to be used to specify the time reference. In other cases, you may simply want to make the action clear, or emphatic. These uses are described below.
used with the simple past 5.44 When you use the simple past to describe habitual of regular activities, you can use an adjunct of frequency to indicate the regularity or repetition of the activity.
He often agreed to work quite cheaply.
Sometimes he read so much that he became confused.
Etta phoned Guppy every day.
The use of the simple past to describe habitual actions is explained in paragraph 5.30.
used with the past continuous 5.45 If you are using the past continuous to talk about repeated actions, you can add an adjunct of frequency such as 'always' or 'forever' after the auxiliary to emphasize the frequency of the action or to express your annoyance about it.
In the immense shed where we worked, something was always going wrong.
Ellen was always answering the door, talking to the coalman.
Her eyes squeezed up and ran with tears, so that she was forever wiping them.
The use of the past continuous to describe repeated actions is explained in paragraph 5.31.
5.46 When you use the present perfect to mention something that relevant to the present, you can add an adjunct of frequency to indicate that the action was repeated.
I've often wondered why we didn't move years ago.
Britain and other Western nations have frequently told South Africa that they want Mandela released.
The use of the present perfect to talk about situations which are still relevant is explained m paragraph 5.33,
5.47 Note that if you are talking about a quality, attitude, or possession that still exists or is still relevant, you need to use the present perfect with an adjunct of duration.
We've had it for fifteen years.
He's always liked you, you know.
l have known him for years.
My people have been at war since 1917.
5.48 If you use the present perfect and the present perfect continuous to mention a continuing activity that began in the past, you can add an adjunct of duration to indicate how long it has been going on.
For many years, the TUC has been advocating child care facilities at work.
They have been meeting together weekly now for two years.
He has looked after me well since his mother died.
The use of the present perfect and the present perfect continuous to talk about activities that began in the past is explained in paragraph 5.35.
5.49 When you use the past perfect to describe a repeated event that took place before a particular time in the past, you use an adjunct of frequency to indicate how often it was repeated.
Posy had always sought her out even then.
The house keeper mentioned that the dog had attacked its mistress more than once.
The use of the past perfect to describe events that occurred before a particular time in the past are explained in paragraph 5.37.
5.50 If you are using the past perfect to talk about a situation which did not change in the past, you use an adjunct of duration to emphasize the length of time during which it existed.
They weren't really our aunt and uncle, but we had always known them.
All through those many years he had never ever lost track of my father.
His parents had been married for twelve years when he was born.
5.51 If you are using the past perfect continuous to mention a recent, continuous activity, you can specify when it began by using an adjunct.
The Home Office had until now been insisting on giving the officers only ten days to reach a settlement.
Since then, the mother had been living with her daughter.
Adjuncts of frequency or duration can also be added for emphasis.
The drive increased the fatigue she had been feeling for hours.
The rain had been pouring all night.
The use of the past perfect continuous to talk about a recent, continuous activity is explained in paragraph 5.38.