Файл: English Grammar in Use_Raymond Murphy_2nd ed.doc

I would like to thank all the students and teachers who used the material that made up the original edition of this book. In particular, I am grateful to my former colleagues at the Swan School of English, Oxford, for all their interest and encouragement. I would also like to thank Adrian du Plessis, Alison Baxter, Barbara Thomas and Michael Swan for their help with the original edition.

Regarding this new edition, I would like to express my thanks to:

Jeanne McCarten for her help and advice throughout the preparation of the project

Alison Silver, Geraldine Mark, Peter Donovan, Ruth Carim and Nick Newton of Cambridge University Press

Gerry Abbot, Richard Fay, Clare West and Pam Murphy for their comments on the manuscript

Sue Andre and Paul Heacock for their help with the appendix on American English

Amanda MacPhall for the illustrations

TO THE STUDENT

This book is for students who want help with English grammar. It is written for you to use without a teacher.

The book will be useful for you if you are not sure of the answers to questions like these:

What is the difference between I did and I have done?

When do we use will for the future?

What is the structure after I wish?

When do we say used to do and when do we say used to doing?

When do we use the?

What is the difference between like and as?

These and many other points of English grammar are explained in the book and there are exercises on each point. Level The book is intended mainly for intermediate students (students who have already studied the basic grammar of English). It concentrates on those structures which intermediate students want to use but which often cause difficulty. Some advanced students who have problems with grammar will also find the book useful.

The book is not suitable for elementary learners.

How the book is organized

There are 136 units in the book. Each unit concentrates on a particular point of grammar. Some problems (for example, the present perfect or the use of tbe) are covered in more than one unit. For a list of units, see the Contents at the beginning of the book.

Each unit consists of two facing pages. On the left there are explanations and examples; on the right there are exercises. At the back of the book there is a Key for you to check your answers to the exercises (page 310).

There are also seven Appendices at the back of the book (pages 274-283). These include irregular verbs, summaries of verb forms, spelling and American English.

Finally, there is a detailed Index at the back of the book (page 344).

How to use the book

The units are not in order of difficulty, so it is not intended that you work through the book from beginning to end. Every learner has different problems and you should use this book to help you with the grammar that you find difficult. It is suggested that you work in this way:

Use the Contents and/or Index to find which unit deals with the point you are interested in.

If you are not sure which units you need to study, use the Study guide on page 301.

Study the explanations and examples on the left-hand page of the unit you have chosen.

Do the exercises on the right-hand page.

Check your answers with the Key.

If your answers are not correct, study the left-hand page again to see what went wrong.

You can of course use the book simply as a reference book without doing the exercises.

Additional exercises

At the back of the book there are Additional exercises (pages 284-300). These exercises bring together some of the grammar points from a number of different units. For example, Exercise 14 brings together grammar points from Units 26-40. You can use these exercises for extra practice after you have studied and practised the grammar in the units concerned.

TO THE TEACHER

English Grammar in Use was written as a self-study grammar book but teachers may also find it useful as additional course material in cases where further work on grammar is necessary.

The book will probably be most useful at middle- and upper-intermediate levels (where all or nearly all of the material will be relevant), and can serve both as a basis for revision and as a means for practicing new structures. It will also be useful for some more advanced students who have problems with grammar and need a book for reference and practice. The book is not intended to be used by elementary learners.

The units are organized in grammatical categories (Present and past, Articles and nouns, Prepositions etc.). They are not ordered according to level of difficulty, so the book should not be worked through from beginning to end. It should be used selectively and flexibly in accordance with the grammar syllabus being used and the difficulties students are having.

The book can be used for immediate consolidation or for later revision or remedial work. It might be used by the whole class or by individual students needing extra help. The lefthand pages (explanations and examples) are written for the student to use individually but they may of course be used by the teacher as a source of ideas and information on which to base a lesson. The student then has the left-hand page as a record of what has been taught and can refer to it in the future. The exercises can be done individually, in class or as homework. Alternatively (and additionally), individual students can be directed to study certain units of the book by themselves if they have particular difficulties not shared by other students in their class.

This new edition of English Grammar in Use contains a set of Additional exercises (pages284-300). These exercises provide 'mixed' practice bringing together grammar points from a number of different units.

A 'classroom edition' of English Grammar in Use is also available. It contains no key and some teachers might therefore prefer it for use with their students.

English Grammar in Use Second Edition

While this Is a completely new edition of English Grammar in Use, the general structure and character of the original book remain the same. The main changes from the original are:

There are new units on compound nouns (Unit 79), there and it (Unit 83), each and every (Unit 90) and by (Unit 127).

Some units have been redesigned, for example Unit 73 (school or the school) and Unit 94 (relative clauses 4).

Some of the material has been reorganised. For example, Units 3-4 (present continuous and present simple) and Units 68-69 (countable and uncountable nouns) correspond to single units in the original edition. The material in Units 131-135 (verb + preposition) has been completely rearranged.

Some of the units have been reordered and nearly all units have a different number from the original edition. A few units have been moved to different parts of the book. For example, Unit 35 (had better and it's time ...) Is the new rewritten version of the original Unit 65.

On the left-hand pages, many of the explanations have been rewritten and many of the examples have been changed.

Many of the original exercises have been either modified or completely replaced with new exercises.

There is a new section of Additional exercises at the back of the book (see To the student).

In the edition with answers there is a new Study guide to help students decide which units to study (see To the student). The Study guide is only In the edition with answers.

There are two new appendices on future forms and modal verbs. The other appendices have been revised.

UNIT 1. Present continuous (I am doing)

A. Study this example situation:

Ann is in her car. She is on her way to work.

She is driving to work.

This means: she is driving now, at the time of speaking. The action is not finished.

Am/is/are ~ing is the present continuous:

I am(= I'm) driving

he/she/it is(he's etc.) working

we/you/they are(we're etc.) doing etc.

B. I am doing something = I'm in the middle of doing something; I've started doing it and I haven't finished yet.

Often the action is happening at the time of speaking:

* Please don't make so much noise. I'm working. (not 'I work')

* 'Where's Margaret?' 'She's having a bath.' (not 'she has a bath')

* Let's go out now. It isn't raining any more. (not 'it doesn't rain')

* (at a party) Hello, Jane. Are you enjoying the party? (not 'do you enjoy')

* I'm tired. I'm going to bed now. Goodnight!

But the action is not necessarily happening at the time of speaking. For example:

Tom and Ann are talking in a cafe. Tom says:

TOM: I'm reading an interesting book at the moment. IT lend it to you when I've finished it.

Tom is not reading the book at the time of speaking. He means that he has started it but not finished it yet. He is in the middle of reading it.

Some more examples:

* Catherine wants to work in Italy, so she is learning Italian. (but perhaps she isn't learning Italian exactly at the time of speaking)

* Some friends of mine are building their own house. They hope it will be finished before next summer.

C. We use the present continuous when we talk about things happening in a period around now (for example, today/this week/this evening etc.):

* 'You're working hard today.' 'Yes, I have a lot to do.' (not 'you work hard today')

* 'Is Susan working this week?' 'No, she's on holiday.'

We use the present continuous when we talk about changes happening around now:

* The population of the world is rising very fast. (not 'rises')

* Is your English getting better? (not 'does your English get better')

EXERCISES

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Файл: English Grammar in Use_Raymond Murphy_2nd ed.doc

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