Parrott Published 29 January Computer Science An invaluable resource helping teachers at all levels of experience to develop their understanding of English grammar. Grammar for English Language Teachers is designed to help practising and trainee teachers to develop their knowledge of English grammar systems. It encourages teachers to appreciate factors that affect grammatical choices, and evaluates the 'rules of thumb' presented to learners in course materials.
Consolidation exercises provide an opportunity for teachers to test these rules… Expand. Save to Library Save. Create Alert Alert. Share This Paper. Background Citations.
Methods Citations. Learners' English i a It is difficult to imagine any context in which this would sound natural or correct.
Quantifiers iii a This use of many in a noun phrase functioning as the subject of the sentence is more natural than its use in ii , eventhough it is still more a feature of the written than the spoken language. Key considerations Learners are generally more concerned with the meaning of specific adjectives than with their grammar. When the grammar does cause problems, this is often related to:. Adjectives are often called 'describing words' because they provide information about the qualities of something described in a noun, a noun phrase or a noun clause.
Adjectives provide much of the 'colour' in any description, as the following passage illustrates. This text introduces the classic film 'Deliverance' to television viewers. The adjectives are printed in italics. John Boorman's provocative, violent and compelling thriller takes American poet James Dickey's novel to giddy heights of suspenseful stress and proves that Burt Reynolds can act.
Central to the success of Boorman's culture clash nightmare, and what makes it resonate with such a rare intensity, is the powerful theme of red-blooded masculinity under hostile threat. Adjectives related to nouns or verbs A lot of adjectives are closely related to nouns or verbs. Sometimes, as in the case of impeccable,the adjective survives long after the noun or verb it has been related to is forgotten.
Participle forms In the following examples boringand bored are parts of the verb to bore. I haven't bored you, have I? Boringis the present participle and boredis the past participle. Many adjectives present have the same form as participles e.
The second part of multiword adjectives is often a past participle form. Adverb and past participle: well-liked,well-intentioned Noun and past participle: feather-brained,self-centred,people-oriented We also derive adjectives from multiword verbs e. In this case the first part is usually a past participle form e. Other multiword adjectives don't involve participle forms at all, e. His two-piece birds-eye suit is impressive,his blue shirt with its rounded collar immaculate, his thin,faintly Europeanslip-on shoes impeccable.
Adjectives don't change before plural nouns. Before a noun When we use adjectives before nouns they are usually the last-but-one item in the noun phrase. We can usually leave adjectives out of a noun phrase without making nonsense of the sentence. A few adjectives can only be used before a noun e. Apart from central, all the adjectives in the film review on p 51 come before the noun as part of the noun phrase. After a noun or pronoun and verb We also use adjectives after nouns 'predicatively'.
In this case we use a complement complement verb to link it to the noun or pronoun it qualifies. He is cold.
It s getting dark. When we use adjectives predicatively, they usually express the main point of the clause, and we can't leave them out. A few adjectives e. We look at when adjectives can immediately follow nouns on p Using more than one adjective Order The following is a helpful rule of thumb to use when two or more adjectives occur before a noun:. Learners sometimes appreciate more detailed guidance such as the table below however, precise information like this is only a rough guide and is not foolproof.
Punctuation In writing we generally separate the adjectives in a list by commas when they all qualify the same noun. Linking adjectives with and In theory any number of adjectives can be used together, although most people avoid long strings of descriptive words, particularly in writing and particularly when they come before the noun. Adjectives I Before a noun, we don't need to use a conjunction to separate the adjectives we put together.
However, after a noun or pronoun we have to use and before the last of two or more adjectives. We can choose to use and before the final item in a list of three or more adjectives used before a noun. In this case and emphasises the final adjective, and allows us to change the usual order of adjectives. These narrow down adverbs the meaning of the adjective, making it more precise.
Adjectives followed by prepositions, infinitives and that When we use adjectives predicativelywe can sometimes follow them with a preposition, infinitive or that clause. Good, bad, easy, difficult, usual, unusual, wise and foolish and adjectives with similar meanings to these are among those normally followed by an patterns infinitive. We can help learners in our teaching by grouping together adjectives not only according to their meaning but also according to the words which follow them.
Learners also need to develop the habit of using a good learners' dictionary such as Cambridge Advanced Learner's Dictionary to check what can follow any particular adjective. Sometimes there is more than one possibility. A few adjectives can only be used if they are followed by a preposition, i. Gradable adjectives Gradable adjectives describe qualities that we can measure or grade in some way. Things can be wet, cold,interestingor disappointing to different degrees; we can say something is quite wet, very wet or terriblywet.
Gradable adjectives include calm,flexible, happy, ill and jealous. We can use intensifiers e. She'sfairly certain. Ungradable adjectives Some adjectives express:. With these extreme and absolute 'ungradable' adjectives we use only intensifiers which stress the extreme or absolute nature of these adjectives, and we don't use downtoners.
He'sutterly terrified. She'scompletely dead. Exceptional sentence positions Learners often work hard to remember that adjectives have to come before nouns, ObJeCt- and are then puzzled to discover that there are apparent exceptions to this rule. Here the adjective as complement describes something about the object.
Ellipsis We also use adjectives immediately after nouns when we leave something out of the sentence i. Usually what we leave out is a relative pronoun e. This kind of ellipsis is particularly common after pronouns like relJt1vc something, someone, somewhere, sometime, and anything. Youshould wear something warm. Forms of the verb to be can also be left out to avoid repetition, as in the description on p 52, where is has been left out before immaculate and are before impeccable.
Adjective phrases Learners may be particularly confused by cases such as the following description of a musician's piano technique, where adjectives seem to follow a noun:. Here the adjectives form a phrase that extends the information in the noun, and can followit examples like this may also be classified as 'verbless clauses'. Comprehension If adjectives usually follow nouns in the learners' first language, they may need time and considerable exposure to English in order to become familiar with the usual sequence of information in English noun phrases adjectives before nouns.
Even though they may know and be able to verbalise the 'rule', they may be wrong-footed by specific instances. This may cause them difficulty in processing information, particularly in listening to English in reading, they have the opportunity to stop in order to study phrases and work out how information is ordered , and particularly when they come across a string of two or more adjectives before a noun. Speaking and writing Plural forms Learners may create a plural adjective form.
This is particularly common among people whose first language has a plural form of adjectives. Comparative and superlative forms Learners may over-generalise the rules which determine the comparative and superlative forms of adjectives. Sentence position Some learners often place adjectives after the noun where this is inappropriate in English. This mistake is particularly common among learners whose first language places adjectives after the noun as a matter of course.
Participle forms Learners may use a present participle form instead of a past participle. Adjective order Learners may use adjectives in a sequence that native speakers would instinctively avoid. Combiningadjectives Learners sometimes use conjunctions e. Learners may be confused by the fact that the rule is different according to whether or not the adjectives come before or after the noun. Gradable and ungradableadjectives Learners may not know which adjectives we can and can't intensify.
Adjectivesand adverbs Learners may use an adverb form instead of an adjective. This mistake is especially common among learners whose first language makes no distinction between adjective and adverb forms e. Language in context The passage which follows is from a novel.
It describes London in the sfrom the point of view of someone who has just arrived in Britain, in winter, from India. Read the passage and then answer the questions. She hated London - hated it at the very first sight of the foggy streets filled with drab crowds hurrying home, the shop windows glowing feebly in the misty twilight, the huge buses reduced to dim red rumbling shapes that seemed to appear from nowhere out of the smoke and fog. She particularly hated this dingy, dark, ugly room, with its broken-down furniture and the hissing gas heater in the fireplace that went out if you forgot to keep enough shillings to feed into the coin slot.
She thought about struggling into a heavy skirt and cardigan and pulling on a pair of thick stockings: she hated the feel of wool against her skin. Her wool gloves, which she disliked even more, were suspended from a wire in front of the pale- blue flames of the gas heater, drying from another hopeless morning of job hunting and giving off an odour which Queenie found loathsome.
Everything in England seemed to smell of damp wool, as if the entire population consisted of wet sheep. How much difference would this make to the description? What kind of difference? Account for its position in the sentence. Identify and explain any mistakes in the form and use of adjectives. I am a person very working-hard and seriously. I am tall one metre thirty nine and I have blonds, longs hairs, blues eyes and a nose little and crooked.
I like to wear clothes with brightly colours so you can always see me and easy to recognise my smilingly face. I wear make up with lips brightly reds and I am usually a character with passionately. Language in context a The following are adjectives: foggy,drab,misty, huge, dim, red, rumbling,dingy,dark, ugly, broken-down,hissing,heavy,thick, pale-blue, hopeless,loathsome,damp,entire, wet. Some grammarsconsider the following as adjectives: first, enough.
The passagealso contains a number of adjective-like forms. These includethe participle forms filled, glowing, reducedand suspended,and the modifying nouns shop, coin, wool,gas andjob. It is the adjectives which, above all, create the pervasivefeeling of drabness, dampnessand cold.
This feeling is arguably more important than the details. Broken-downis a past participle. The final part of this sentence is a relative clause see Chapter 27 and the verb in this clause found is an object-complementverb. We understandthe following: Queeniefound the odour loathsome. None of the adjectiveshas a prefix. She usesthe following after rather than before the nouns they refer to: theseforms are written in a corrected version - ve,y hard-workingand seriousperson,a little crookednose, bright red lips.
We needto use long, blond rather than blond,long general before specific. We would say a little crookednoserather than little and crooked. We might also choose small rather than little to make it clear that this describesnose rather than crooked her nose is little and it is crooked;it is not a little crookedas opposedto verycrooked.
She mistakesthe form of hard-working. She needs either to write it is easyto recognise We use measurementsbefore adjectives- we say one metre 39 tall also three feet long;six centimetreswide etc.
Key considerations The term 'adverb' refers to different kinds of words with quite different functions. For teaching purposes it is generally necessary to specify particular types of adverb e.
Adverbs can occupy a range of positions in the sentence, and choosing where to place them is often a major problem for learners.
The meaning of certain adverbs e. The popular definition of adverbs as words that 'modify a verb, an adjective or another adverb' is neither accurate nor very helpful.
Whereas it is relatively easy to define and describe what a noun or an adjective is, we can only usefully define and describe different categories of adverb. It is sometimes helpful to think of 'adverb' as a 'dustbin' term - all the types of word that don't fit neatly into other categories such as noun, adjective, verb, preposition are lumped together as adverbs. The following is a useful way of dividing adverbs: Manner: carefully, slowly Frequency: always, often, never Time and place: now, here Relative time: already, recently, soon Degree: extremely, rather, very Quantity: a lot, a little Focusing: even, also, only, particularly Attitude markers: apparently, fortunately.
Focusing adverbs and attitude markers can also be classified as discourse markers. The adverbs in the text are pp Each of them is classified below so that you know how these terms are used in this chapter.
John: So was jealousy a bit of a problem amongst you and your brothers? Robin: Absolutely 1. Jealous squabbles were always 2 bursting out between us, and our parents could never 3 find a way of handling it successfully 4. But because jealousy frightened and worried them so 6 much 7 , we never 8 got the chance of being properly 9 jealous, finishing it, going through it, and letting the feeling find its normal, natural place in our personalities.
Still,I've learned from this, and nowadays 10 , when families I see complain of jealousy in their children despite the fact that they always 11 cut the cake equally 12 with a ruler and give everyone penicillin when only 13 one child has a sore throat, I know what to do. I usually 14 tell them that, though they are such a nice, successfulfamily in many ways, they're obviously 15 not very 16 good at being jealous and need more practice before they come to see me next time.
Grammars and dictionaries often disagree about what words are adverbs and what aren't. One-word textual discourse markers such asfirstly,howeverand nevertheless are sometimes classified as adverbs. Some grammars don't use the term 'adverb' at all. This chapter followsthe way the term is used in most popular coursebooks. We look at what specific adverbs and types of adverbs do on p In most cases the meaning of the adjectives and adverbs are very close.
Adjective: He'sa careful driver. Adverb: He drivescarefully. Adverbs I Although many adverbs end in ly, not all words which end in ly are adverbs. The following are adjectives:friendly, manly, leisurely, likely.
These do not have a standard adverb form. Some people say, for example:. However, most people simply avoid sentences like this. It is more usual to use an expression such as the following: in a friendly I masterly I leisurely way. Other adjectives e. We use the expression with difficulty in place of an adverb. A few adverbs which are closely related to adjectives in form don't mean the same as the corresponding adjective e.
This can be a source of confusion for learners. Other adverbs Some adverbs e. A number of adverbs have the same form as adjectives and there is no ly alternative e.
Other adverbs have two forms - one is the same as the adjective and the other which many people prefer and may consider to be the only correct form ends inly. Commonly used Used formally and in written language Hold it tight. She held the bag tightly. Come here quick. She ran quickly. Try to sing less loud. He always spoke loudly. Is the plug sold separate? Additional RAM can be purchased separately. Where do adverbs come in sentences?
General points The rules which govern the position of adverbs in sentences are complex. Some adverbs are an intrinsic part of phrases e. Other adverbs e. We look in detail at the sentence position of specific adverbs and types of adverb below. The following provides only a general overview of sentence position. The examples are all taken from the text on p Before a whole clause: nowadays, when families Before the verb: we never got the chance Between the auxiliary could never find a way and main verbs: At the end of a clause: a way of handling it successfully Before adverbials: cut the cake equally with a ruler Before an adjective: properly jealous; very good Before an adverb: jealousy frightened and worried them so much.
Typesof adverbs Adverbs of manner In the following text, the adverbs of manner are printed in italics. Diana, Roger and Snubby are children, and Loony is a dog. Diana and Roger had no wish to fling themselves joyfully on Snubby; but Loony flung himself on them so violently that he almost knocked Diana over. He appeared from under the table, barking madly, and threw himself at them.
The spaniel licked him lavishly, whining joyfully. Miss Pepper looked crossly at them. You are very late. Meaning Adverbs of manner usually express how something is done. Open it quickly! He hit me hard. They can usually provide one-word answers to questions beginning How How did she approach them? Sentence position The most common place to use adverbs of manner is at the end of a clause. After a verb: You spoke convincingly.
After an object: You described everything convincingly. After an adverbial: You described everything to the board convincingly. However, we can vary the position of adverbs of manner according to what we want to emphasise. Before a subject: Carefully, she put it on the shelf. Before a verb: She carefully put it on the shelf. Between an object She put it carefully on the shelf. Thenew roof was carefully lifted into position.
We generally avoid placing these adverbs between a verb and its object or a non-finite or that clause. However, this is not an absolute rule and learners will frequently come across examples of the adverb in this position.
Nonetheless, particularly in formal written language, many people disapprove of placing an adverb between the particle and verb in a 'full' infinitive form. Learners may be penalised in examinations if they do this themselves.
Adverbs which qualify adjectives We can use adverbs of manner to qualify adjectives. Passionatelyoccurs with verbs like kiss and love,but also with a range of other verbs suggesting feeling or conviction e. Urgentlyfrequently occurs with verbs suggesting need: need itself, as well as requireand request. Adverbs of frequency Meaning We use adverbs of frequency to indicate how often we do things or how often things happen.
Adverbs of frequency include: always, usually,often, sometimes, occasionally,hardlyever,seldom,rarely,never. Sentence position Before the main verb We usually tell learners that we place adverbs of frequency 'immediately before rn. J verbs the main verb'. This rule of thumb describes most cases where the verb phrase p is a one-word form e.
She never speaks. Theydon't always believewhat I say. Theywould often have eaten beforewe arrived. I was always the beststudent. Front and end positions For emphasis we can also choose to place usually,often,sometimesand occasionallyat the beginning of a whole clause.
Sometimes her attitude is ratheroff-putting. We also place often and sometimesat the end of a clause, after the verb, object or adverbial. I don'tgo out often. Phrases similar in meaning to adverbs of frequency e. When we place these at the front of a clause for emphasis, we use the word order of a question form, i. This is more common in writing than in speaking. Adverbs of time and place We use adverbs to specify both times e. We also use adverbs to stand in place of adverbials phrases such as on Wednesday or at the bus stop which make the precise time or place known.
I need to see her now. I'm seeing him at 6. I'll tell him then. While we're here, can we see the garden? You can't stay there too long. We generally place these adverbs at the end of a clause. When we use adverbs of time and place together, we usually specify the place before the time. Adverbs of relative time Meaning These adverbs provide information about the time of an action or event in relation to some other point of time often 'now'.
He's currently working in Namibia. They'rejust coming. I'll be there soon. Sentence position Just We use just immediately before the main verb or between two au xiiiary verbs. They havejust arrived. I havejust been lookingfor you. Afterwards and soon We usually use afterwards and soon at the end of a clause. We'releaving afterwards. We'll be at the station soon. Currently, presently and recently The position of currently,presentlyand recentlyis more flexible. These adverbs often:.
These adverbs can also come at the beginning of a clause, particularly in written and more formal styles ofEnglish. Presently, shegot up from the bench and wandered down to the edgeof the stream. Special adverbs: already, still and yet Meaning The meaning of these adverbs is difficult to tie down independently of context - it often depends on assumptions we make about the knowledge and expectations our readers or listeners share with us. Is she here? I thought she might leave before now.
Is she hereyet? We both know she is coming but I don't know if she has arrived. Is she here already? Has she come earlier than we expected? We need to pay particular attention to tone of voice in teaching these adverbs as in questions they can easily be interpreted as criticisms Haveyou finished yet? In teaching these adverbs it is often helpful to refer to how these meanings are expressed in the learners' first language s.
I already know. I am still using it. Banner Jr. Jung Book. Jekyll and Mr. Engerman Book. Knuth - Martin Ruckert. Mouse, 1 - Beverly Cleary Book. Machiavelli Book.
Dowd Book. Amen Book. BY: Timothy V. Cohn Jr. Stickers By - Teresa Goodridge. By - Alice Schertle. Beissinger Book. This website is to develop your IELTS skills with tips, model answers, lessons, free books, and more. Martin Parrott Grammar For English Teachers Pdf It has a fresh, appealing new design and clear layout, with revised and updated examples, but retains all the key features of clarity and accessibility that have made the book popular with millions of learners and teachers around the world.
Key features A self-study reference and practice book for intermediate and more advanced learners of English, covering all areas of language which students at this level find difficult, this substantially revised and updated book retains the clarity, simplicity and accessibility of the first edition, adding to it new and redesigned units and appendices, modified right-hand page exercises and additional exercises.
Easy to use: two-page units combine clear, accurate language presentation on left-hand pages with thorough, varied practice on facing pages.
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