- •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
Making statements: the declarative mood
4.6 When you are giving information, you use the declarative mood.
We ate dinner at six.
I like reading poetry.
Japan had agreed to restrict car shipments.
4.7 When you are expressing an opinion, you usually use the declarative mood.
I think she is a brilliant writer.
It's a good thing Father is deaf.
He ought to have let me know he was going out.
making promises 4.8 When you make a promise, you use the declarative mood.
I shall do everything I can to help you.
I'll have it sent down by special delivery.
emphasis 4.9 You can emphasize a statement by putting 'do', 'does', or 'did' in front of the base form of the verb.
I do feel sorry for Roger.
A little knowledge does seem to be a dangerous thing.
He had no time or energy to play with his children or talk with his wife, but he did bring home a regular salary.
Asking questions: the interrogative mood
4.10 When you ask a question, you usually use the interrogate mood.
types of questions 4.11 There are two main types of question, question.
Questions which can be answered by 'yes' or 'no' are called 'yes/no' questions.
'Is he your only child?'—'Yes.'
'Are you planning to marry soon?'—'No.'
'Can I help you?'—'Yes, I'd like to book a single room, please.'
'Are you interested in facing?'—'Yes, I love it.'
'Are you a singer as well as an actress?'—'No, I'm not a singer at all.'
'Did you go through?'—'No, I didn't bother.'
The actual answer to a 'yes/no'-question is not always 'yes' or 'no'. For example, if you ask someone 'Do you read in bed?', they might say 'Sometimes' or 'Never'. If you say to someone 'Do you like Michael Jackson?', they might say 'I think he's wonderful'. But the questions 'Do you read in bed?' and 'Do you like Michael Jackson?' are still 'yes/no'-question, because 'yes' and 'no' are the kind of answers the questioner expects. 'Sometimes' will be interpreted as a weak 'yes' answer, 'never' as a strong 'no' answer, and 'I think he's wonderful' as a strong 'yes' answer.
'Yes/no'-questions are fully explained in paragraphs 4.12 to 4.16.
The other main type of question begins with a 'wh'-word such as 'what', 'where', or 'when'. When you ask a question of this type, the answer cannot be 'yes' or 'no'.
'Who is he?'—'A man called Boylan.'
'Why didn't you ask me?'—'I was afraid to.'
'Where is he now?'—'He's at university.'
This type of question is called a 'wh'-question. When 'wh'-words are used as pronouns or adverbs at the beginning of a 'wh'-question, they are called interrogative pronouns or interrogative adverbs.
'Wh'-questions are explained in paragraphs 4.17 to 4.30.
'Yes/no'-questions
Position of auxiliary verbs 4.12 In a 'yes/no'-question, if there is an auxiliary verb, the auxiliary verb comes first, followed by the subject, then the main verb.
Are you staying here, by any chance?
Had Mary Jane slept here?
Will they like my garden?
Can he read yet?
If there is more than one auxiliary verb, the first auxiliary verb comes at the beginning of the clause, followed by the subject, followed by the other verbs.
Had he been murdered?
Has it been thrown away, perhaps?
For information about auxiliaries, see the Reference Section.
4.13 If there is no auxiliary verb, you put 'do', 'does', or 'did' at the beginning of the clause, in front of the subject, followed by the base form of the main verb.
Do you understand what I'm saying?
Does it hurt much?
Did you meet George in France?
Note that if the main verb is 'do', you still put 'do', 'does', or 'did' at the beginning of the clause, in front of the subject.
Do they do the work themselves?
Does David do this sort of thing often?
4.14 If the verb is 'be', you do not use 'do'. You simply put the verb at the beginning of the clause, followed by the subject.
Are you okay?
Is she Ricky's sister?
Am I right?
Was it lonely without us?
If the verb is 'have', you usually put 'do', 'does' or 'did' at the beginning of the clause, in front of the subject.
Do hedgehogs have intelligence?
Does anyone have a question?
Did you have a good flight?
However, when you use 'have' in the sense of 'own' or 'possess', you do not need to use 'do', 'does', or 'did'. You can simply put 'have', 'has', or 'had' at the beginning of the clause. This is a slightly formal use.
Have we anything else we ought to talk about first?
Has he any idea what it's like?
If you use 'have got' or 'has got' in a 'yes/no'-question, you put 'have' or 'has' at the beginning of the clause, followed by the subject, followed by 'got'.
Have you got any brochures on Holland?
Has she got a car?
'Have got' and 'has got' are explained in paragraph 3.17.
4.15 You can ask for confirmation that something is true by making a statement in the declarative mood, then adding an expression such as 'isn't it?' or 'was she?'. Constructions like these are called tag questions.
You add a negative expression such as 'isn't it?' to a positive statement, and a positive expression such as 'was she?' to a negative statement.
When you add a negative expression to a positive statement, you expect me answer 'yes'. When you add a positive expression to a negative statement, you expect the answer 'no'.
'David's is quite a nice school, isn't it?'—'Yes, it is.'
'You don't always remember them, do you?'—'No.'
'You are going to do this, aren't you?'—'Yes.'
'We don't want these tables here like this, do we?'—'No, Dr Kirk.'
Tag questions are explained in detail in paragraphs 10.122 to 10.130.
Positive expressions such as 'are you?' can also be added to positive statements. This use is explained in paragraph 4.40.
'either/or' questions 4.16 You sometimes ask a question in which you mention two or more possible answers. You link the possible answers with 'or'. For example, you might say 'Is he awake or asleep?' or 'Do you like your coffee white or black?' You expect the actual answer to your question to be one of the answers you have mentioned.
Words, word groups, and clauses can all be linked in this way.
Questions like these are sometimes called 'either/or' question.
'Is it a boy or a girt?'—'A beautiful boy.'
'Was it healthy or diseased?'— 'Diseased, I'm afraid.'
'Will you have your whisky, or do you want dinner straight away?'—'Whisky. Make it a large one.'