
- •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
Finite verb groups and the formation of tenses
R89 A finite verb group is the kind of verb group that goes with a subject in most clauses that have a subject. It contains a form of the verb that you are using to convey your meaning (the main verb), and often one or more auxiliaries.
A finite verb group has the following structure:
(modal)(have)(be)(be) main verb.
The elements in brackets are chosen according to factors relating to your message, for example, whether you are talking about the past or the present, or whether you are concentrating on the performer of an action or the thing affected by it. They are called auxiliaries.
If you want to indicate possibility, or indicate your attitude to your hearer or to what you are saying, you use a kind of auxiliary called a modal. Modals must be followed by a base form. The use of modals is explained in Chapter 4 (4.95 to 4.262).
She might see us.
She could have seen us.
If you want to use a perfect tense, you use a form of 'have'. This must be followed by a past participle.
She has seen us.
She had been watching us for some time.
If you want to use a continuous tense, you use a form of 'be'. This must be followed by a present participle.
She was watching us.
We were being watched.
If you want to use the passive, you use a form of 'be'. This must be followed by a past participle.
We were seen.
We were being watched.
If there is an auxiliary in front of the main verb, you use an appropriate form of the main verb, as indicated above. If there is no auxiliary, you use an appropriate simple tense form.
The verb 'do' is also used as an auxiliary, with simple tenses, but only in questions, negative statements, and negative imperative clauses, or when you want to be very emphatic. It is followed by the base form of the main verb. Detailed information on the uses of 'do' is given in Chapter 4.
Do you want me to do something about it?
I do not remember her.
I do enjoy being with you.
R90 A finite verb group always has a tense, unless it begins with a modal. Tense is the relationship between the form of a verb and the time to which it refers.
This section deals with the ways in which main verbs and auxiliaries can be used to form different tenses. The way in which particular tenses are used to indicate particular times in relation to the time of speaking or to the time of an event is covered in paragraphs 5.7 to 5.68.
R91 When a verb is being used in a simple tense, that is, the simple present or the simple past, it consists of just one word, a form of the main verb.
I feel tired.
Mary lived there for five years.
For other tenses, one or more auxiliaries are used in combination with the main verb.
I am testing reckless tonight.
I have lived here all my life.
R92 The first word of a finite verb group must agree with the subject of the clause. This affects the simple present tense, and all tenses which begin with the present or past tense of 'be' or the present tense of 'have'.
For example, if the tense is the present perfect and the subject is 'John', then the form of the auxiliary 'have' must be 'has'.
John has seemed worried lately.
She likes me.
Your lunch is getting cold.
R93 In this section the examples given are declarative clauses. The order of words in questions is different from the order in declarative clauses. See paragraphs 4.10 to 4.30 for information about this.
R94 Continuous tenses are formed by using an appropriate tense of the auxiliary 'be' and the present participle. Detailed information on the formation of these tenses is included below. The uses of continuous tenses are explained in detail in paragraphs 5.7 to 5.68.
R95 The formation of active tenses is explained below. The formation of passive tenses is explained in paragraphs R109 to R118.
R96 The simple present tense of a verb is the same as the base form with all subjects except the third person singular.
I want a breath of air.
We advise everyone to ring before they leave.
They give you a certificate and then tell you to get a job.
The third person singular form is the 's' form.
Flora puts her head back, and laughs again.
'Money decides everything,' she thought.
Mr Painting plays Phil Archer in the radio serial.
R97 The present continuous is formed by using the present tense of 'be' and the present participle of the main verb.
People who have no faith in art are running the art schools.
The garden industry is booming.
Things are changing.
R98 The simple past tense of a verb is the past form.
The moment he entered the classroom all eyes turned on him.
He walked out of the kitchen and climbed the stairs.
It was dark by the time I reached East London.
R99 The past continuous is formed by using the past tense of 'be' and the present participle of the main verb.
The tourists were beginning to drive me crazy.
We believed we were fighting for a good cause.
At the time, I was dreading transfer.
R100 The present perfect tense is formed by using the present tense of 'have' and the past participle of the main verb.
Advances have continued, though actual productivity has fallen.
Football has become international.
I have seen this before.
The present perfect is sometimes called the perfect tense in other grammars.
R101 The present perfect continuous is formed by using the present perfect of 'be' and the present participle of the main verb.
Howard has been working hard over the recess.
What we have been describing is very simple.
Their shares have been going up.
R102 The past perfect tense is formed by using 'had' and the past participle of the main verb.
The Indian summer had returned for a day.
Everyone had liked her.
Murray had resented the changes I had made.
R103 The past perfect continuous is formed by using 'had been' and the present participle of the main verb.
She did not know how long she had been lying there.
For ten years of her life, teachers had been making up her mind for her.
I had been showing a woman around with her little boy.
R104 There are several ways of referring to the future in English. The one that is usually called the future tense involves using the modal 'will' or 'shall' and the base form of the verb.
It is exactly the sort of scheme he will like.
My receptionist will help you choose the frames.
Don't go scattering seed about or we shall have mice.
In spoken English, the contracted form 'll is usually used instead of 'will' or 'shall', unless you want to be emphatic.
Send him into the Army, he'll learn a bit of discipline.
As soon as we get the tickets they'll be sent out to you.
Next week we'll be taking a look at mathematics.
R105 If the full forms are used, 'will' is generally used if the subject of the verb is not 'I' or 'we'. 'Shall' is sometimes used if the subject is 'I' or 'we', otherwise 'will' is used.
Inflation is rising and will continue to rise.
I shall be away tomorrow.
R106 The future continuous is formed by using 'will' or 'shall', followed by 'be' and the present participle of the main verb.
Indeed, we will be opposing that policy.
Ford manual workers will be claiming a ten per cent pay rise.
I shall be leaving soon.
R107 The future perfect is formed by using 'will' or 'shall', followed by 'have' and the past participle of the main verb.
Long before you return, they will have forgotten you.
Before the end of this era, computer games will have reached such heights of realism.
By that time, I shall have retired.
R108 The future perfect continuous is formed by using 'will' or 'shall', followed by 'have been' and the present participle of the main verb.
By March, I will have been doing this job for six years.
Saturday week, I will have been going out with Susan for three months.
R109 Passive tenses are formed by using an appropriate tense of 'be' and the past participle of the main verb. Detailed information on forming passive tenses is given below.
R110 The simple present passive is formed by using the simple present of 'be' and the past participle of the main verb.
The earth is baked by the sun into a hard, brittle layer.
If your course is full time you are treated as your parents' dependent.
Specific subjects are discussed.
R111 The present continuous passive is formed by using the present continuous of 'be' and the past participle of the main verb.
The buffet counter is being arranged by the attendant.
It is something quite irrelevant to what is being discussed.
Jobs are still being lost.
R112 The simple past passive is formed by using the simple past of 'be' and the past participle of the main verb.
No date was announced for the talks.
The walls of his tiny shop were plastered with pictures of actors and actresses.
A number of cottages were built, all with the most modern of conveniences.
R113 The past continuous passive is formed by using the past continuous of 'be' and the past participle of the main verb.
The stage was being set for future profits.
Before long, machines were being used to create codes.
Strenuous efforts were being made last night to end the dispute.
R114 The present perfect passive is formed by using the present perfect of 'be' and the past participle of the main verb.
The guest-room window has been mended.
Once real progress has been made, the gains are likely to be immense.
The dirty plates have been stacked in a pile on the kitchen cabinet.
R115 The past perfect passive is formed by using 'had been' and the past participle of the main verb.
They had been taught to be critical.
They had been driven home in the station wagon.
R116 The future passive is formed by using 'will' or 'shall', followed by 'be' and the participle of the main verb.
His own authority will be undermined.
Congress will be asked to approve an increase of 47,5 per cent.
R117 The future perfect passive is formed by using 'will' or 'shall', followed by 'have been' and the past participle of the main verb.
Another phase of the emancipation of man from the need to work for his living will have been achieved.
The figures will have been heavily distorted by the continuing effects of the civil servants' strike.
R118 The future continuous passive and the perfect continuous passive are rarely used.
R119 The table below gives a summary of the active and passive tenses. The passive tenses marked with a star are very rarely used.
|
active |
passive |
simple present present continuous present perfect present perfect continuous simple past past continuous past perfect past perfect continuous future future continuous future perfect future perfect continuous |
He eats it. He is eating it. He has eaten it. He has been eating it. He ate it. He was eating it. He had eaten it. He had been eating it. He will eat it. He will be eating it. He will have eaten it. He will have been eating it. |
It is eaten. It is being eaten. It has been eaten. It has been being eaten.* It was eaten. It was being eaten. It had been eaten. It had been being eaten.* It will be eaten. It will be being eaten.* It will have been eaten. It will have been being eaten.* |
R120 There are a number of verbs which are not usually used in continuous tenses, and some that are not used in continuous tenses in one or more of their main meanings.
Here is a list of verbs which are not usually used in continuous tenses:
admire adore appear astonish be believe belong concern consist contain deserve desire |
despise detest dislike doubt envy exist fit forget guess hate have hear |
imagine impress include involve keep know lack last like love matter mean |
owe own please possess prefer reach realize recognize remember resemble satisfy see |
seem sound smell stop suppose surprise survive suspect understand want wish |
Verbs of this kind are sometimes called stative verbs. Verbs which are used in continuous tenses are sometimes called dynamic verbs.
R121 'Be' is not generally used as a main verb in continuous tenses with complements which indicate permanent characteristics, or with attributes which do not relate to behaviour. However, 'be' is used in continuous tenses to indicate someone's behaviour at a particular time.
He is extremely nice.
He was an American.
You're being very silly.
'Have' is not used as a main verb in continuous tenses when it indicates possession, but it is sometimes used in continuous tenses when it indicates that someone is doing something.
I have two dinghies.
We were just having a philosophical discussion.
R122 Some verbs have very specific senses in which they are not used in continuous tenses. For example, 'smell' is often used in continuous tenses when it means 'to smell something', but seldom when it means 'to smell of something'. Compare the sentences 'I was just smelling your flowers', and 'Your flowers smell lovely'.
Here is a list of verbs which are not used in continuous tenses when they have the meanings indicated:
depend (be related to) feet (have an opinion) measure (have length) smell (of something) |
taste (of something) think (have an opinion) weigh (have weight) |
R123 The imperative form of a verb is regarded as finite, because it can stand as the verb of a main clause. However, it does not show tense in the same way as other finite verb groups. It is always in the base form. See paragraphs 4.31 to 4.35 for the uses of the imperative.
Stop being silly.
Come here.