Objective KET offers students complete preparation for the Cambridge Key English Test. The course combines solid language development with systematic and thorough exam preparation and practice. The short units give a sense of progress and cover a wide variety of motivating topics relevant to the exam. Regular revision and recycling of language is provided by the revision units. Audio CDs with the listening comprehension files are available separately.
(amazon.com)
'Songs and Games Phonics' is a children's phonics course from best selling author, David Paul.
The aim of 'Songs and Games Phonics' is to fully integrate learning with play and music so that children are immersed in the acquisition of reading, writing and pronunciation skills. The children start by learning the basic vowels, then consonants, then acquire the skill of joining vowels and consonants, then short words, longer words and simple sentences. In the second level of the course, the children move into special vowel combinations and a wider range of sentences.
Learn more at: www.funkidsenglish.com
Learning English through pictures. Learning English vocabulary grammar using pictures.
3 extra websites
http://learningenglishvocabularygrammar.com
http://learningenglishvideospictures.com/
www.facebook.com/learningenglishvocabularygrammar
learn English with pictures pdf
English vocabulary with pictures pdf
English vocabulary with pictures and sound
vocabulary words with pictures and meaning
learn English with pictures pdf free download
English grammar with pictures pdf
English words with pictures pdf
This 400 page English grammar book written by Raymond Murphy is exceptional useful for beginner and intermediate learners to learn about English grammar.
Objective KET offers students complete preparation for the Cambridge Key English Test. The course combines solid language development with systematic and thorough exam preparation and practice. The short units give a sense of progress and cover a wide variety of motivating topics relevant to the exam. Regular revision and recycling of language is provided by the revision units. Audio CDs with the listening comprehension files are available separately.
(amazon.com)
'Songs and Games Phonics' is a children's phonics course from best selling author, David Paul.
The aim of 'Songs and Games Phonics' is to fully integrate learning with play and music so that children are immersed in the acquisition of reading, writing and pronunciation skills. The children start by learning the basic vowels, then consonants, then acquire the skill of joining vowels and consonants, then short words, longer words and simple sentences. In the second level of the course, the children move into special vowel combinations and a wider range of sentences.
Learn more at: www.funkidsenglish.com
Learning English through pictures. Learning English vocabulary grammar using pictures.
3 extra websites
http://learningenglishvocabularygrammar.com
http://learningenglishvideospictures.com/
www.facebook.com/learningenglishvocabularygrammar
learn English with pictures pdf
English vocabulary with pictures pdf
English vocabulary with pictures and sound
vocabulary words with pictures and meaning
learn English with pictures pdf free download
English grammar with pictures pdf
English words with pictures pdf
This 400 page English grammar book written by Raymond Murphy is exceptional useful for beginner and intermediate learners to learn about English grammar.
This book is for learners of English .this can be used as successful material especially these days when teachers are forced to teach from distance due to covid-19 pandemic
PET is a popular exam with candidates who are leaming English out of personal interest and for those studying English as part of their school studies. It is also useful preparation for higher-level exams, such as FCE (First Certificate in English). lf you can deal with everyday written and spoken communication (for example: read simple textbooks and articles, write simple personal Ietters, make notes during a Iesson), then this is the exam for you.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. C A M RRI I>G F. UNIVE RS ITY r RE S S
Camb ridge, New York, Melbo urne, Madrid, Cape Tow n. Singapore, SilO Paulo
Cambridge University Press
T he Ed inburgh Building. Cambridge C Bl l RU, UK
www.carob ridge.org
Information o n this tide : ww w.cambridge.o rg/978052 153289 1
o Ca mbridge University Press 2004
This publication is in copyright. Subiecr to statutor y exception
and to the provi sion s of releva nt collective licensing agreements.
no reprod uct ion of an y part rna)' take place without the written
permission of Cambridge University Press.
First published 2004
7th printing 2005
Printed in Singapore by KHL Print ing Co Pte l td
A c<Jt<Jloglli! reco rd (or tbis publicJliotl is ovaitable from the Bntish UbrJ1)'
ISBN- 13 978 -0-52 1-53289-1 Edition with answers
ISBN- IO 0-52 1-53289-2 Edition with an swers
ISBN· 13 978-0-52 1-53290-7 Edition without answers
ISBN -I O 0-52 1-53290-6 Editio n without answe rs
ISBN- 13 978-0-52 1-$3762 -9 Edirion wit h C D-RO. 1
ISBN- to 0-52 1-53 762-2 Editio n with C D- RO~ I
ISBN- 13 978 -0-52 1-843 11-9 Hardback edit ion with C D· RO .1
ISBN-I O 0-52 1-843 11- 1 Hardback edit ion with CD-RO .t
ISBN· 13 97 8-3- 12-53 4086-2 Klett edition wit h CD-RO . I
ISBN· to 3- 12-53 4086- 1 Klett ed ition with C D- R O ~ t
ISBN- 13 978 -3- 12-53408 4 ·8 Kieft edition
ISBN- IO 3- 12-5 3408 4-5 Klett edition
4. •
Contents
T h. mks -ji
To the student viii
To rhe reac her x
Present .m d p,,1 $[
I Present con tin uous 1 am doing '
.l Present simple (I do :
3 Present continuou s and present simple 1 il am doin g an d I do l
4 Present conn nuo us and presen t simple J (I am doin g and J do l
5 P J, S[ simple II did)
6 Past co n rin uo u-, (I was doing I
Present perfe,-f ,,111,1 p.1St
- Pre-sen t perfect I II hav e do ne )
S
9
10
11
11
Present pe t ie..:t .2 II have do ne}
Present perfect con tinu ou s II han: been doingl
Present perfect co ntinu ous an d simple II have been doin g and I have do ne)
How lon g ha ve ~ ou . been t ... :
For and since When ... ? and How long ... ? .
13 Present perfect JnJ
r .hl
I d hone done and I did ,
14 Present pe rfect and r .ht .! II have d on e an d I d id t
15 Past pe rfect U had done!
16 P.lSI perfect con tinuous il had been doing t
17 H ave gO I a nd have
t S Use d to (d o)
Futu re
19 Present tenses tl am doing I I do l fur the fut ure
20 rl'mt goi ng to (dol
11 " i ll/sha ll 1
" WilllshJ.1I 1
1 3 I will a nd I' m goi ng 0
1 ~ 'ill be doing ,U1J wi ll ha ve do ne
2. 5 W hen I d o I When I' ve d o ne
When an d if
.lo.l.lls
2. 6 Can, co uld and rbet abl e 10
Could (d ol an d co uld ha ve tdo net
2. 8 ." ust and ca n't
2 9 . 1.1 ~' a nd might I
30 ." .l ~' a nd rnig ht 1
3 1 Ha ve w a nd mu vt
31 . l ust mu stn't n...edn't
33 Should I
34 Sho uld 2.
3 5 Had bener
It's time ,. ,
36 Would
J- Can'Could'Wo uld ~ou .. . ? esc. (Req uests. offers. permissio n and invirarionst
-r-
IF 'IOU ARE NOT SURE WHICH UNITS 'IOU NEED TO STUDY. USE THE STUDY GUIDE ON PAGE 326.
iii
5. If ami wish
.l8 If I do •..•md If I did ...
39 If I knew,., I w ish I knew ...
40 If I had known ..• I wish I had kn own ...
4 1 Vi"h
Passire
42 Passin ' I (is done I was done ]
43 Passin ' 2. (be done I be don e ! being don e )
en
44 Pas sive 3
45 It is sa id that •.• H e is said to • .•
46 H ave som ething don e
H e is suppo sed to ...
Reported speech
47 Reported speech 1 j He said th at .••)
48 Reported speech 2.
Q ltestioflS •
.md .1lIxiliJry ('n bs
4 9 Quest ions 1
50 Questions 2. (Do ) 'O U kn ow w here ... ? I He asked me wh ere •.• )
5 1 Auxili'lr}· verbs Iha ve/dozca n erc. j I think so I I hope so etc.
52 Q uest ion ta gs (do you ? isn't it ? ere.I
-bIg
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
.md the i,,{illiti('e
Verb + -ing (en jo y doing ! stop doing ere.I
Verb + to ••. (decide to . .. ! forget to .•• ere. I
Verb (+ o bject) + to ... (I want ) 'O U to ••• etc. I
Verb + -in g or to
1 (remember/regret etc. ]
Verb + -ing o r to
2. (try/needlh e1p l
Verb + -ing or to
3 (like I wou ld like erc. l
Prefer a nd wou ld ra ther
Preposition (in/for/about ere. I + -ing
Be/get used to someth ing (I'm used to ... )
Verh + preposi tion + -ing (succeed in -ing I accuse som ebod y o f -ing ctc.]
Exp ressio ns + -in g
To ••• • for .. . a nd so t hat •.. (pur pose )
Adjective + to .. .
To ••• (a fraid to do l a nd preposition + -ing (afraid of -ing t
See so mebody do a nd sec so mebody doin g
-ing clauses (Feeling tired, I went to bed e;Hly. f
A rticles JIII/ nouns
69 Cou nta ble and uncountable 1
70 Co unta ble and uncountable 2
7 1 Counta ble nouns with ala n an d som e
72 Alan and the
73 The 1
74 The 2. (schoo l! t he school ere. I
75 The 3 (children I the children !
76 The 4 Ithe giraffe I the teleph on e ! th e piano etc.• the
77 Na mes with a nd wit ho ut the 1
78 Na mes with an d with out th e 2
iv
+
ad iecnve t
IF YOU ARE NOT SURE WHICH UNITS YOU NEED TO STUDY, USE THE STUDY GUIDE ON PAGE 326.
6. 79 S in ~u lJr and plur.ll
80 X oun ... no un (a tenni s ball f .l headache:
8 1 - rvour sisler nam e! and o f ... (rhe na me o f the book t
Pronouns .l lId det erminers
82. :l y sdf/~' ours elfJth em seh' es ere.
83 .- friend of mine
.l y own home
On my own f by myself
84 Ther e ... • Od it .. .
1
S5 Some a nd .lny
86 X o/non c/a nv
X othing/nobodv etc.
87 :I uch. man v.H n le. few. a lot. plentv
SS All / .1.11 o f m O1 / movr o f no / non e of etc
89 Both f both o f
neither f neither o f
either f either of
90 : 11. every J.nJ whole
9 1 Each and c u'~
Relati re clauses
92. Relanve cla uses I: clauses with who/t hat/w hich
93 ReI.HiH' cla uses 2.: cla uses with an d without who/ tha t/which
94 Rela nve clauses 3: whose/wh om/wh er e
95 Relative clauses 4: exrra mformanon daus~ ( I I
96 Rela tive cla uses 5: e xtra info rmation clau ses l2.1
9 - -mg an d -ed cla uses rrhe woman talking 10 Tom. [he ~()y injured in the accident '
A J ;ecfU '('S JI1,I .I,/I"
('rI'5
98
99
100
10 1
Adle..nves endin,!: in -ing and -ed (bo ring/bo red ere
-.1
Adj ective s: a nice new house. you loo k tired
Adiecnves and adve rbs I {quick/quickly}
Adiec rives .1OJ adve rbs 2. (H·llJf,H tIl. Cc. ha rd/hardly}
1
102. So an d such
10.3 Eno ugh and too
104 Q Uill". prcnv. ra ther .1nJ
105
106
10;
10 8
fa i rl ~"
Co m p.mson I (cheaper. more expensive etc. t
Com pa rison 2. tmc ch bcncr / a n j better / berrcr a nd better / Ihe sooner th e better)
Com pa rison 3 ' 0< •• • 0< I than !
Superlatives uh c longest. the mo st enjoy able erc.!
109 '('ord o rder I: ver b + ubject: place and time
110 X'ord order 2. : ad verbs with the verb
I I I Still. ~'e l an d alr eady
112. h en
.-ny more f any lo nger I no longer
COll lllll~· t i()ll$
11.3
IH
115
116
11118
.lIt.l prepositions
Althou gh I tho ugh I even though In spite of f despite
In C,1 ~e
Unless
As lon g as
Provided/p rovidi ng
As (: s I wall ed along the st reet .•. / As I wa s hungr y ... J
Like a nd a ~
.- ~ if / .1 th ough / likc
IF YOU ARE NOT SURE WHIOl UNITS YOU NEED TO STUDY, USE THE STUDY GUIDE ON PAGE 326.
v
7. I 19 Fo r. during a nd whil e
120 By a nd unt il
By th e time ...
Prepositione
12 1 Allon /in (ti me)
122 On time a nd in time
123 In/a t/on (position) I
124 Inla llon [pos ition! 2
125 In/a llon (pos itio n! 3
126
127
128
129
130
13 1
132
133
134
135
136
ToI:nlinlinto
In/a llo n (o ther uses)
By
N oun + preposit io n (reaso n for . ca use of ere. I
Adjecnv e + pr eposit ion 1
Adjecrive + p repos itio n 2
Verh + prepo sition I to a nd a t
V + preposit io n 2 aboullfor/oflafter
erb
Ver h + prepo sit io n 3 about a nd o f
Verb + preposition 4 ofI fo r/from/an
Verb + preposition 5 inli ntol withltolon
Pb rasal rerbs
137 Phra sal ve rb s 1
138 Phr a sal ve rb s 2
139 Phr a sal verbs 3
140 Phrasa l ver bs 4
14 1 Phr asal verbs 5
142 Phrasal verbs 6
143 Phrasa l ver bs 7
144 Ph ra sa l ver bs 8
145 Phra sa l ve rbs 9
Appendix 1
Append ix 2
Appe ndix 3
Appe nd ix 4
Append ix 5
Append ix 6
Append ix 7
Study guide
Int roduct ion
in/o ut
o ut
on/off ( Il
on/off (2l
Up/do wn
up ( I)
up (2)
aw ay/back
Regu lar a nd irregular verbs 292
Present a nd past tenses 294
T ht' futu re 29 5
Modal ve rbs (ca nJco uldJwillJwo uld erc.) 296
Sho rr form s (I'm I yo u've J didn't etc. I 297
Spelling 29 8
Amer ican English 300
Addit io na l exerc ises
302
326
Key to Exercises 33 6
Key to Ad ditional e xercises
Key to Stud y gu ide 372
Inde x
At the end an d in th e end
368
373
IF YOU ARE NOT SURE WHICH UNITS YOU NEED TO STUDY. USE THE STUOY GUIDE ON PAGE 326.
8. Thanks
I wrote the o riginal ed itio n o f English Grammar in Use when J was 3 reacher at the Swan
Schoo l o f English. O xford. I would like to repeat my tha nks to my co lleag ues an d students at
the school for their help. encou ragement and interest at tha t time.
•
.vt ore recentl y I woul d like to than k all the teachers and students I met and who o ffered their
thoughts on the previous edition. It was tun to meet you all and extremely helpful for me.
Rega rding t he prod uctio n of t his th ird edition . I am grate ful [ 0 Alison Sha rpe, Liz Driscoll.
jane t.J irs and Kamae Design. I would also like to thank Cambridge University Press for
permission to access the Cambridge Intern ation al Co rpus.
Thank you also to the follow ing illustra tors: Paul Fellow s. Gillian b n io. Roger Penwill.
Lisa Smith and Simon '('iIIiams.
vii
9. To the student
T his book is fo r students who want help with English gra mmar, It i~ wri tt en tor you to woe
without ,1 reacher,
T he hoo k will be useful for yo u if you are not sure of the answers to q uest ions like t hese:
o What is the difference between J did and I JJJI·c JOlle?
o When do we use u 'ill for the futu re:
o "'hat is the str ucture after 1 w isb?
o "" hen do we S3 }' used to do a nd when do we say me.' to doing:
o When do we use the?
o What is the difference between like and .IS:
Th ese and many other poi nts o f English grammar are explained in the boo k and the re are
exercises on each po int .
l evel
Th e hook is intended mainly for intermediate students tsrudenrs wh o hav e alr ead y stu d ied t he
basic gram ma r of English), It concentrates on those str uctures wh ich inte rmedia te srudeo rs want
to use. bur whic h often cause difficuhv, Some advanced stude nts who have prob lems wit h
grammar will also find the boo k useful.
Th e hook is
110 1
suitable fur elementary learn ers.
How th e book is organ ised
There are 145 units in the hook . Each unit concent rates on a particula r mint of gra mmar. Some
probl ems (for example, the present perfect or the usc of tbl'l arc covered in mo rt' than o ne unit.
For a list of units. sec the Co ntents at the beginning of rhe book .
Each unit con sists of two feeing pages. O n rhe left there ar e explanat ion s and examples; on the
right there are exercises. At the back of the rook there is a l':ey for you to check yo ur answers
to t he exercises (page 33 6l .
There are also seven Appendices at the back of the hook tpagcs 191- 30 1I. These includ e
irregula r verbs. summaries of verb forms, spelling and America n English.
Finall y. there is a deta iled Index at rhe back o f rhe honk tpage 3731.
How to use the book
T he units arc not in ord er of d ifficulrv, so it is /l 0 1 intended th at you wo rk th rou gh the book
from beginnin g to end. Every learner h .1S different problems an d you shou ld usc th is hook TO
help rou with the gramm ar that )'011 find difficult.
It is suggested rha r you work in t his way:
Use the Ccm /('lIts and/or index to find whic h unit deals with the point vonare interested in.
If you arc not sure whic h units you need to study. usc the Sf/,.i)' gll ;.I.· on page 316.
o Study rhe ex plan anons an d exa mples on the.' Iefr-h.md p.lge (If rhe unit ~'nu h.r ve chosen.
a Do the exerci ses on the right -hand page.
D C heck you r an swers with the Key,
D If your an swers are not correct, study the left-ha nd page again to see what went wrong.
a
a
You can of co urse usc the book simply as a reference hook without doin g the exercises.
VIII
10.
11. •
To the teacher
English Grammar in Use wa s writt en as a self-stu dy gra mmar book , hut teachers may also lind
it useful as additional course mat erial in cases w here further work on grammar is nece ss<uy.
T he hook will probably be most useful at midd le- and uppe r- inter mediate levels (where all o r
nearly a ll of the material will be relevan n. and can serve borh as a ba sis for revisio n and as a
mean s fo r practising new sn ucrures. Ir w ill also he useful fo r some more ad vanced stu dents w ho
ha ve pro blems wit h gra mma r an d need a book for referen ce and pr.rcric-e. The book is nor
intended to he used by elementary lea rners.
Th e units arc orga nised in grammatical catego ries lPresm r .m d past, Articles .111.1 nOlllts.
Prepositions ere.I. They a re nor ordered according to level of difficu lty, so (he hoo k should nor
be wor ked throu gh fro m beginning to end. Irs bo uld be used selecnvelv a nd tle xiblv in
acc ordance with the gra mmar sylla bus bei ng used and the d itticulries srude nrs are ha ving.
The book ca n be used for immediate con solidat ion o r for later revisio n or remed ia l work . It
migh t be used by the whole class or by individ ual stu dents needing extr a help. The lett- han d
pagt"i (explanatio ns and exa mples) are w ritten for the stu de nt to use indi vid uall y, nut they may
of cou rse be used by the teacher as a sou rce of ideas and informa tion on w hich to base a lesson.
The st udent then has rhe left-hand page as a record of whar has bee n ta ught an d can refer to it
in the futu re, The exe rcises ca n be done ind ividuall y, in clJ SS or as homework. Ah e m anvelv
land additionally], individua l st udents can be directed to st udy cert ain units of the book b~"
themselves if t he)' have particular difficulti es nor shared ll)' o ther stude nts in their class. Don 't
forget the Additio"..,1exercises at t he hack o f the nook {see To the srcd en n.
The ht){)k is sold wit h or witho ut a C D Rom. Thi s co ntai ns furt her exercises on all t he units in
the noo k. as well as a bank o f 1.700 test qu estion s from which users ca n select to co mpi le their
own resrs. T he C D Ro m is also availabl e sepa ratel y.
An editi on o f r."glish Gramma r ill Use wit hout the
prefer this for use wit h their students,
10:'-')'
is also available. Some reach ers may
English Grammar in Use Third Edition
T his is a new ed itio n o f b tglish Grammar ill USI'. The differences between this ed ition
and rhe seco nd edition are:
o Th ere Me eight new units on ph rasal verbs (Units 138- 145 1. There i.. a lso
.1 new unit
on w ish (Unit 41 ), Units 42-81 and 83- 137 all have different numbers from the
second edition.
o So me of the ma ter ial has been revised o r reor gani sed. and in mo..( u n irv there are
minor chang es in the exam ples, evplana nons an d exerci..e...
o T he Add itional exercises ha ve been extended . Th e new exerci-esa re 14- 16, 25. 30-3 1.
and .17- 4 1.
o T he book has been redesigned wit h new co lour illuvrranons.
o T here is a new CD Ro m with further exe rcises to accom pany the book.
x