1 Mr Collins gave his secretary some letters to type an hour ago. He is going home soon and he wants to sign the letters before he leaves. He has just picked up the phone and asked his secretary this question: "Have you done those letters yet?" Questions: When did Mr Collins give his secretary the letters? Why does he want to sign them now? What has he just done? What is his question?

1. This is a map. This is a fine map. 2. That is a book. That is a good book. 3. That is an office.— No, it isn't an office. It's a hospital. 4. These are armchairs. They are comfortable armchairs. 5. Those are flowers. They are nice flowers. chains, (silver) 6. Those are pictures, (nice) 7. These are knives, (sharp) 8 Those are carpets, (green) 9. These are oranges, (sweet) 10. Those are books (interesting) //. Сообщите о принадлежности предмета, употребив при¬тяжательное местоимение, данное в скобках: e.g. That is an umbrella, (my) It's my umbrella. 1. This...

We use can to say that someone has the ability or opportunity to do something. The negative of can is cannot (contraction: can't). Can you swim? He can play the guitar. It's nice today. We can sit in the garden. I can't open this bottle. could for the italicized verbs if possible. 1. We had a good time yesterday. We went to the zoo. The children enjoyed themselves very much. They saw polar bears and elephants. (No substitution of 'could' is possible.) 2. When I lived in St. Louis, I went to the zoo whenever I wanted to, but now I live in a small town...

Twenty years later, Susan's children have left home, her husband has retired and they can afford some help in house and garden. Her friend reminds her of her former busy life.

1 There's . . . milk in that jug. 2 She wanted . . . stamps but there weren't . . . in the machine. 3 I'm afraid there isn't . . . coffee left; will you grind . . . ? 4 Is there . . . one here who speaks Italian? 5 I'd like to buy . . . new clothes but I haven't . . . money. 6 There's . . . gin in the cupboard but there aren't . . . glasses.

1 My neighbour is . . . photographer; let's ask him for . . . advice about colour films. 2 We had . . . fish and . . . chips for . . . lunch. ~ That doesn't sound . . . very interesting lunch. 3 I had . . . very bad night; I didn't sleep . . . wink.

1 Articles 2 Auxiliary verbs 3 Present and past tenses 4 Future forms 5 Conditionals 6 Infinitive 7 Gerund, infinitive and participles 8 Passive 9 Indirect speech 10 Purpose

This is the first dictionary entirely devoted to new words and meanings to have been published by the Oxford niversity Press. It follows in the tradition of the Supplement to the Oxford English Dictionary in attempting to record the history of some recent additions to the language, but,unlike the Supplement, it is necessarily very selective in the words,phrases, and meanings whose stories it sets out to tell and it stands as an independent ork, unrelated (except in the resources it draws upon)to the Oxford English Dictionary...

This book is in copyright, which normally means that no reproduction of any part may take place without the written permission of Cambridge University Press. The coppying of certain parts of it by individual teachers for use within their classroom, however, is permitted without such formality.

Often, of course, you are not free to choose at all. You must compose a report for a business meeting or write on an as- signed topic for an English class. The problem then becomes not what to write about but how to attack it, a question we'll discuss in Chapters 5 and 6.

This textbook, like all textbooks, was born of necessity. When I went looking for a suitable textbook for my course on Lexical-Functional Grammar at the Hebrew University of Jerusalem, I discovered that there wasn’t one. So I decided to write one, based on my lecture notes. The writing accelerated when, while I was on sabbatical at Stanford University (August 1999– February 2000), Dikran Karagueuzian of CSLI Publications expressed interest in publishing it.

. Grammarway 3 is the third book in a four-level grammar series presented in full colour for learners of j the English language at intermediate level. The book is available in two editions -with or without answers ' -and is suitable for self-study or classroom use as a supplement to any course at this level.

All languages have phrases or sentences that cannot be understood liter- ally. Even if you know the meaning of all the words in a phrase and under- stand all the grammar of the phrase completely, the meaning of the phrase may still be confusing. Many proverbs, informal phrases, and common say- ings offer this kind of problem. A phrase or sentence of this type is said to be idiomatic. This dictionary is a collection of the idiomatic phrases and sentences that occur frequently in American English. The third edition contains more than one thousand idiomatic expressions not listed in...

Scottish is now the usual adjective; Scotch is restricted to a fairly large number of fixed expressions, e. g. Scotch broth, egg, whisky; Scots is used mainly for the Scottish dialect of English, in the names of regiments, and in Scotsman, Scotswoman (Scotchman, -woman are old-fashioned). To designate the inhabitants of Scotland, the plural noun Scots is normal.

Can, could, will, and would are modal auxiliary verbs, often called models. Modals are very important in English, but they can be confusing because they are used to say many different things. Here is a basic review of can, could, will, and would and their most common uses.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of Oxford University Press

(1) to do smb a favour, to do smb a good turn them too and that you're just dying to do them a favour. It's sort of funny, in a way. (J. Salinger) 2. This is for a friend who's done me a good turn. (1. Mur¬doch) 3. "1 came to do you a good turn," she said. (J. Wain)

The plan of "Higher Lessons" will perhaps be better understood if we first speak of two classes of text-books with which this work is brought into competition. Method of One Class of Text-books+.--In one class are those that aim chiefly to present a course of technical grammar in the order of Orthography, Etymology, Syntax, and Prosody.

A simple sentence has one clause, beginning with a noun group called the subject. The subject is the person or thing that the sentence is about. This is followed by a verb group, which tells you what the subject is doing, or describes the subject's situation.

English usage is a subject as wide as the English language itself. By far the greater part of usage, however, raises no ontroversies and poses no problems for native speakers of English, just because it is their natural idiom. But there are certain limited areas --particular sounds, spellings, words, and constructions--about which there arises uncertainty, difficulty, or disagreement. The proper aim of a usage guide is to resolve these problems, rather than describe the whole of current usage.