Self-study grammar
reference and practice
MARTIN HEWINGS
for
CAE and
Proficiency
Grammar
with answers
C A M B R I D G E U N I V E R S I T Y P R E S S
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi Cambridge University Press
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C. S.p.A. &
iii My thanks go firstly to Fiona Davis for her
encouragement, constructive suggestions, and eye for detail. Fiona’s considerable editorial expertise has helped me enormously in writing the book. Thanks, too, to Lynn Townsend for guiding the project so professionally, and to Lynn, Nora McDonald and Linda Matthews for their work in the final stages.
Nick Witherick and Peter Sunderland gave extensive feedback on drafts of the book. Their experience was invaluable in helping me revise the grammar reference and exam practice material in particular. Thanks are also due to Sam Brown, Claire Fooks, Nathalie Key, Suzanne Hewings and Hannah Templeton for their assistance in drafting sample answers.
At home, thanks to Ann and Suzanne for being always willing to listen, help and support.
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HarperCollins Publishers Ltd for the text on p. 9 from
Bel Canto. Copyright © Ann Patchett 2001. Reprinted
by permission of HarperCollins Publishers Ltd; The Economist for the adapted text on p. 10 The Economist. Copyright © The Economist Newspaper Limited, London, 19 December 2006; Alite Ltd for the adapted text on p. 11 from Alite Ltd Newsletter, www.alite.co.uk; Tom Kirkwood for the text on p. 21 from BBC Reith Lecture, Radio 4, 2001; BBC News Online for the text on p. 22. Copyright © bbc.co.uk; Sir David Attenborough for the text on p. 78 ‘Why do birds eat seeds?’ from The Life of
Birds by Sir David Attenborough; International Masters
Publishers for the adapted text on p. 79 from Reflexology Leaflet. Reproduced with the permission of International Masters Publishers AB. Copyright © 1999 International Masters Publishers AB. All rights reserved; Text on p. 97 ‘My life as a human speed bump’ by George Monbiot, The Green Living Guide, The Guardian 23 October 2006; Telegraph Media Group Ltd for the adapted text on p. 116 from ‘Gadgets to make your home energy efficient’
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of the Human Mind. Copyright © 2006 by Clare Morrall,
published by Sceptre. Reproduced by permission of Hodder & Stoughton Limited and MBA Literary Agents on behalf of the author; Penguin Books Ltd for the text on p. 127 from Eyewitness Travel Guides: Spain (Dorling Kindersley 1996, 1997). Copyright © 1996, 1997 Dorling Kindersley Limited, London. Reproduced by permission of Dorling Kindersley Ltd; BBC.co.uk for the text on p. 143 from www.bbc.co.uk /nature/animals/mammals/explore/ instincts.shtml, and for the text on p. 159 from www.bbc. co.uk/science/humanbody/mind/articles /psychology/ what_is_psychology.shtml. Reproduced by permission of BBC.co.uk; Nick Rennison for the extracts on pp. 206-207, from the Waterstone’s Guide to Popular Science. Reproduced with permission of the editor, Nick Rennison
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Acknowledgements
Contents
Contents
10 Verb patterns 2
Compound nouns and noun phrases; subject–verb agreement; countable and
uncountable nouns; articles 43
5 Nouns, agreement and articles
Comparative and superlative forms of adjectives and adverbs; comparisons
with as ...; comparisons with so ..., too ..., enough 71
8 Comparison
Verbs with two objects; verb + object + adjective; verb + reflexive pronoun;
verb + each other / one another 81
9 Verb patterns 1
Complex modal forms; dare and need; had better; be allowed to; be supposed to; other
verbs with modal meanings 34
4 Modals 2
Simple and continuous tenses; perfect tenses; present perfect continuous and past
perfect continuous 1
1 Tenses
3 Modals 1 2 The future
Will, be going to + infinitive, shall; present tenses for the future; future continuous,
future perfect and future perfect continuous; be to + infinitive; future in the past 13
Ability; possibility; conclusions, willingness, habitual events; necessity, deduction;
‘not necessary’; obligation 24
6 Determiners and quantifiers
No, none, not a, not any; much, many, a lot of, lots of; all, both, whole; every, each; (a/the) few, little; less, fewer; much, many, etc. + (of) 53
7 Adverbs and adjectives
Position of adverbs; quite, rather, already, yet, still, even, only, really; position of
adjectives; gradable adjectives; patterns after adjectives 62
Introduction vii
Verb + to-infinitive / -ing; verb + (object) + bare infinitive; verb + object +
v
Participle clauses; to-infinitive clauses; adjective phrases; prepositional phrases 111
12 Relative clauses 2
Defining and non-defining relative clauses; relative pronouns; other words
beginning relative clauses; prepositions in relative clauses 101
11 Relative clauses 1
Real and unreal conditionals; if … not and unless; even if and even though; if only
and wish; other conditional expressions 129
14 Conditionals
Participle clauses including present participle (-ing) clauses, past participle (-ed) clauses, participle clauses after conjunctions and prepositions, to-infinitive clauses,
reduced clauses 138
15 Participle, to-infinitive and reduced clauses
Structures in the reported clause – that- clause, to-infinitive and -ing; verb tense in reporting; modal verbs in reporting; reporting questions; should in that- clauses;
present subjunctive 172
19 Reporting
That- noun clauses; wh- noun clauses; whether and if 145
16 Noun clauses
Sentence conjunctions and connectors including: before, until; hardly, no sooner,
scarcely; first(ly), at first, last(ly), at last; however; even so, even though; on the other hand, on the contrary; as well as, apart from, because of, besides, despite /
in spite of, due to, during 153
17 Conjunctions and connectors
Using the passive; active and passive verb forms; passive forms of verbs with two
objects; get + past participle; get/have + object + past participle 161
18 The passive
Adverbial clauses including time clauses, contrast and concession clauses, reason
clauses, purpose and result clauses 120
Key 234
Recording scripts 259
Appendices 287
CD tracklist 296
Nominalised forms; do, give, have, make, take + noun 201
22 Nominalisation
Introductory it as subject and object; there; common expressions with it’s no …
and there’s no … 209
23 It and there
Complex prepositions; verb + preposition: common patterns; phrasal verbs:
word order 218
24 Complex prepositions and prepositions after verbs
Noun + preposition: related verbs and adjectives; noun + preposition + -ing or noun + preposition + noun; noun + of + -ing or noun + to-infinitive; noun + in or
noun + of; adjective + preposition 227
25 Prepositions after nouns and adjectives
Fronting; cleft sentences; inversion; inversion in conditional sentences 192
21 Word order and emphasis
One/ones; so + auxiliary verb + subject; neither; nor, not … either; do so;
leaving out words after auxiliary verbs and after to 182
vii
Introduction
Introduction
To the student
Who is this book for?
This book is for anyone preparing for the Cambridge Certificate in Advanced English (CAE) or Certificate of Proficiency in English (Proficiency/CPE) exams and covers the grammar needed for these exams. You can use it to support a CAE or Proficiency coursebook, for extra grammar practice on a general English language course, or with practice tests as part of a revision programme. You can use in it class or for self-study.
How do I use this book?
There are two ways to use this book. You can either start at Unit 1 and work through to the end of the book, or you can do the online Entry test to find out which units you need most practice in and begin with those. Go to www.cambridge.org/elt/grammarforcae.
What is in this book?
This book contains 25 units. Each unit is in four parts:
A: Context listening This introduces the
grammar of the unit in context. This will help you to understand the grammar more easily when you study section B. It also gives you useful listening practice. Play the recording and answer the questions. Then check your answers in the Key.
B: Grammar Read through this section
before you do the grammar exercises. Start points act as a brief reminder of grammar
that you probably already know, and you should look at these before reading the more advanced explanations. Material likely to be relevant to students taking Proficiency is indicated with a bar in the margin.
C: Grammar exercises Write your answers to
each exercise and then check them in the Key. You can refer back to section B when you are doing the exercises.
D: Exam practice Each unit has a writing
task and one other exam task. These have been designed to give you practice in the grammar for that unit as well as helping you to get to know the different parts of the CAE and Proficiency exams. The Use of English tasks test the grammar presented in that unit, but they also test other areas of grammar (which are presented in the rest of the book). Tasks similar to those in the Proficiency exam are indicated with a bar in the margin.
Appendices
The Appendices give more information about some of the grammar points presented in the units. They include lists of verbs commonly found in particular grammatical patterns, and further examples of points explained in Section B.
The Key
The Key contains:
• answers for all the exercises. Check your answers at the end of each exercise. • sample answers for all the writing tasks in
the Exam practice section. Read these after you have written your own answer. Study the language used and the way the ideas are organised. Examples of the grammar points practised in the unit are highlighted in the sample answers.
The Recording scripts
There are recording scripts for the Context listening in each unit, and for the Exam practice listening tasks. Do not look at the script until after you have answered the questions. It is a good idea to play the recording again while you read the script.
The Entry test
The Entry test is available online at www. cambridge.org/elt/grammarforcae. You can do this test before using the book to help you choose what to study. Answer the questions and then check your answers in the online Key. This Key tells you which units are most important for you.
To the teacher
This book offers concise yet comprehensive coverage of the grammar students need to be successful in the Cambridge Certificate in Advanced English (CAE) and Certificate of Proficiency in English (Proficiency/CPE) exams. It can be used for self-study or with a class. It will be particularly valuable for revision, for students retaking one of the exams, and for candidates in classes where some students are not entered for the exam. Sections A, B and C are designed to be useful for all advanced level students whether or not they are entered for CAE or Proficiency.
The Entry test
The online Entry test can be used
diagnostically as a means of prioritising the language areas to be covered, either for a class, or for individual students.
What is in this book?
A: Context listening This section is suitable
for classroom use. Many of the tasks can be done in pairs or small groups if appropriate.
B: Grammar This section is designed for
private study, but you may wish to discuss those parts which are particularly relevant to your students’ needs.
C: Grammar exercises This section can be
done in class or set as homework. Students can be encouraged to check their own work and discuss any difficulties they encounter.
D: Exam practice This section can be
used to familiarise students with the task types found in the CAE and Proficiency exams, while offering further practice in the grammar for each unit. Each task is followed by a Grammar focus task. The Grammar focus task highlights how the grammar studied in the unit is used in the exam task. The book contains at least one task from most parts of the Reading, Writing, Use of English and Listening papers in the CAE and Proficiency exams. Although the tasks have the same format as those found in the exams, the content has sometimes been changed to reflect the focus on grammar found in this book. In addition, there are more tasks from the Use of English paper than the others because this paper tests grammar more than the others. The Writing tasks cover a wide range of the tasks which students may come across in the exams, including articles, essays, reviews and proposals. Tasks similar to those found in the Proficiency exam are indicated with a bar in the margin. The Writing hints offer extra support in the form of useful words and expressions.
In classes where there are students who are not entered for either of the exams, you might prefer to set Exam tasks as extra work for exam candidates only. Alternatively, you could set the tasks for all students, as a further opportunity to practise the grammar of each unit.
