Escolar Documentos
Profissional Documentos
Cultura Documentos
formal
informal: Shes =
contraction
Compare
The girl whom I met in
Singapore was interested in
working in Australia.
formal
Formal
More formal vocabulary commonly involves longer words or words with origins in
Latin and Greek. More informal vocabulary commonly involves shorter words, or
words with origins in Anglo-Saxon. Most dictionaries indicate very informal and/or
formal words.
formal
informal
commence
start
terminate
end
endeavour
try
We often choose to use certain modal verbs to be more formal and polite:
Can I suggest you try this new model? (neutral)
May I suggest you try this new model? (more formal)
Might I suggest you try this new model? (very formal)
See also:
Contractions
Ellipsis
Politeness
d = had and would (Id, youd, hed, shed, itd, wed, theyd)
Contractions with auxiliary verb and not
The contraction for not is nt:
arent
cant
= cannot
couldnt
= could not
didnt
hasnt
= has not
havent
= have not
isnt
mustnt
= must not
shant
= shall not
shouldnt
= should not
wasnt
= was not
werent
= were not
wont
= will not
wouldnt
= would not
Whats happened?
Apostrophe ()
Let, lets
Its or its?
Spelling
Tags
Ellipsis happens when we leave out (in other words, when we dont use) items
which we would normally expect to use in a sentence if we followed the
grammatical rules. The following examples show ellipsis. The items left out are in
brackets [ ]:
I am absolutely sure [that] I have met her somewhere before.
A:
[Have you] Seen my gloves anywhere?
B:
Theyre in the kitchen.
She sang and [she] played the violin at the same time.
A:
[Are] You ready yet?
B:
Yes. [Im] Ready now. [Im] Sorry to keep you waiting.
In fact, when we use ellipsis appropriately, no one thinks we have left out
anything, and ellipsis is normal and very common, especially in informal
conversation.
Textual ellipsis
When we can easily understand everything in the sentence because of the
surrounding text, we use textual ellipsis. For example, we know that certain verbs
and adjectives can be followed by a that-clause, so if we see a clause
without that after such verbs and adjectives, we assume that the writer or
speaker wants us to understand the same meaning as a that-clause:
I knew [that] something terrible had happened.
Maureen was glad [that] we had called in to see her.
Are you afraid [that] you wont get a job when you leave college?
The same happens when we do not repeat words in clauses connected
with and, but and or (coordinated clauses). We understand what the missing
items are:
We went for a walk and [we] took some lovely photographs.
He wrote to [everyone he could think of who might help] and [he] phoned
everyone he could think of who might help.
I can remember his face but [I] cant remember his name.
Clauses: coordinated
Situational ellipsis
Subject pronouns
When we do not need to mention someone or something because it is obvious
from the immediate situation, we use situational ellipsis. Situational ellipsis often
means we do not need to use the subject pronoun I, especially at the beginning
of a clause. This is quite informal:
[I] Wonder where Joe Healey is these days?
Bye! [I] Hope you have a nice holiday.
We can also omit a third person pronoun (he, she, it, they) at the beginning of a
clause in informal conversation when it is obvious who or what we are referring
to:
A:
I saw Janice in town. [She] Said shes getting married next year.
B:
Really?
A:
Yeah. [She] Met some guy and got engaged to him after only a couple of weeks,
apparently.
Theres something wrong with the car. [It] Started making a funny noise on the
way home.
Subjects and auxiliary verbs
In informal conversation, we can leave out both a subject pronoun such
asI or you and an accompanying auxiliary verb at the beginning of a clause when
the meaning is obvious. This is most common in questions:
[Have you] Finished with the newspaper?
[Ive] Lost my car keys again. Have you seen them?
A:
[Do you] Want some coffee?
B:
Is there any?
A:
Yeah. [Ive] Just made some.
Auxiliary verbs
In questions in informal conversation, with the second person pronounyou, we
can leave out the auxiliary verb only:
[Have] You finished your essay yet?
[Are] You going to the match on Saturday?
We can also do the same in informal conversation in questions with third person
noun subjects:
[Is] Richard coming tonight?
[Has] Claire bought a new car yet? She said she was going to.
We dont normally do this with the first person pronoun I:
Am I making too much noise?
Not: I making too much noise?
Questions with question tags
In questions in informal conversation, we can leave out a subject pronoun, or a
subject pronoun and an accompanying auxiliary verb, when we use a question
tag:
[He] Gave up his job, did he? I thought he would.
Compare
ellipsis
substitution
A:
She could sleep in the
study on the sofa.
B:
A:
B:
Id better not [have
another cake]. Im
supposed to be on a diet.
See also:
Substitution
Contractions
Ellipsis
Question tags
more direct
softer
more direct
See also:
Requests
Hedges (just)
Vague language
We use vague language to make times and quantities sound less direct and more
approximate:
A:
Are you coming for dinner tomorrow night?
B:
Absolutely. What time is best for you?
A:
Any time around eight would be perfect.
Its about seven oclock so I think we should be leaving soon. (less direct
than Its seven oclock so we should be leaving now.)
A:
What colour is your dress?
B:
Its kind of green and brown, with a few gold buttons on the front.
See also:
Vague expressions
Modal expressions
We can use certain modal verbs, especially the past forms of the modal
verbs can, may, shall and will (could, might, should and would), to be more polite
or less direct. We can also use other modal expressions (certainly, possibility, be
likely to, be supposed to be). We often do this when we ask for something or ask
someone to do something:
Might I ask if you are related to Mrs Bowdon? (rather formal and more polite/less
direct than May I ask ?)
Would you follow me, please, sir? (more polite/less direct than Will you follow me
?)
Would you mind moving your car, please?
A:
Could you take a look at my laptop? Its taking so long to start up.
B:
Well Ill certainly take a look. Is there a possibility that it might have a virus?
A:
Well, the anti-virus is supposed to be up to date.
You are likely to feel stressed before your exam. (less direct than You will feel
stressed before your exam.)
See also:
Modality: introduction
Requests
If and politeness
In speaking, we often use if followed by will, would, can or could to introduce a
polite request:
If we can move on to the next point for discussion. (more polite than Can we
move on )
If I could just say one more thing (more polite than Listen to me, I want to say
something.)
If you will follow me, please. (more polite than Follow me, please.)
We use other expressions with if to express politeness: if you dont mind, if its
OK with you, if I may say so, if itll help:
If you dont mind, I think I need that cup of tea.
Using names
We can make what we say more polite and less direct by using a persons name:
Whats the time, John? (less direct than Whats the time?)
Im not sure I agree with you, Liam. (less direct than Im not sure I agree with
you.)
See also:
Warnings
Sexist language
it is its
is not isnt
cannot cant
wh-word + s, d,
etc.
Warning:
We use s for has and is:
Shes seen that movie already. (has)
Hes my brother. (is)
Warning:
Contractions
Possessive s
Possessives with of
Punctuation
Offers
Suggestions
B:
Mine.
A:
Whose is
this ball?
B:
The dogs.
Not: Its.
See also:
in + humane inhumane
super + human
superhuman
in + sane insane
un + natural unnatural
inter + national
international
un + sure unsure
Prefixes il-, im-, irWe commonly change the prefix in- to il-, im- or ir- when the first letter of a word
is l, m, p, or r.
in becomes il- bef in becomes im- before
orel
m orp
illegible
immoral
irrelevant
illiterate
immature
irresponsible
illogical
impossible
irreplaceable
verb -s forms
bus buses
cross crosses
church churches
fetch fetches
kiss kisses
guess guesses
verb -s forms
baby babies
marry marries
opportunity opportunities
reply replies
noun plurals
tomato tomatoes
echo echoes
cargo cargoes
embargo embargoes
hero heroes
However, some words ending in -o only require -s: videos, discos, pianos, memos,
photos.
For some nouns ending in -f or -fe, we form the plural by changing the -for -fe to ves:
loaf loaves shelf shelves thief thieves wife wives
See also:
When we add a suffix to a word with more than one syllable, we double the
consonant only when the word ends in a stressed syllable (the stressed syllable of
the base form is in bold):
admit + -ing admitting
enter entered
Not: visitting
Not: enterred
Note too that in each case the vowel before the last consonant is a short vowel.
Warning:
We dont double the final consonant before a suffix:
if the word ends in two written consonants, e.g. export = exported, find
= finding, insist = insisted, lift = lifted, persist = persistence
if there are two written vowels together in the word, e.g. meeting, rained,
weaken, trainer, repeated.
Irregular forms and exceptions
Warning:
Some monosyllabic words ending in -s are irregular. We normally do not double
the -s, although some doubled forms will be seen. For example:busses and buses;
gasses and gases. (Busses and gasses are not common.)
Some words, several of them ending in l, with more than two syllables, have a
double consonant even though the last syllable is not stressed; for
example, labelling, traveller, equalled, handicapped, programmed.
In American English the single consonant spelling is usually more
common: labeling, traveler.
Spelling: dropping and adding letters
The final -e
We often drop the final -e when a suffix beginning with a vowel is added to a
word:
approve + -al approval
Warning:
We keep the -e in dyeing (from dye) and singeing (from singe) to differentiate
them from similar words e.g. dying (from die) and singing(from sing).
When a suffix begins with a consonant (e.g. -less, -ful, -ly, -ment) we do not
normally drop the -e:
definitely excitement forceful hopeless lately widely
Sometimes we do drop the -e:
argue argument
true truly
due duly
whole wholly
realistic realistically
tragic tragically
Warning:
BUT: publicly
Changing -y to -i
When we add a suffix to a word ending in a consonant + -y, we normally change
-y to i:
amplify + -er amplifier
hurry + -s hurries
spy + -s spies
Warning:
Some words with one syllable keep the -y before a suffix: dryness, shyness,
slyness.
We keep -y before -ing: studying, worrying.
We keep -y before s: the flys wings, Andys house.
We usually keep the -y in most words that end in a vowel + -y:
buy buyer
destroy destroys
Warning:
BUT: day daily
Spelling: ie or ei?
If in doubt about ie or ei, when the sound of the vowel is as in brief /i:/, we spell
it ie; but after the letter c, we spell it ei:
ie
ei after c
achieve
ceiling
belief
conceit
diesel
deceive
niece
receipt
relieve
perceive
short vowel
hate, fate
hat, fat
theme, impede
them, fed
dine, bite
din, bit
Warning:
There are some common exceptions:
come
have
none
there
done
one
were
give
love
some
where
gone
British and American English Spelling
Here are some common differences between British and American English
spelling. A good learners dictionary will give information about other spelling
differences:
British English
American English
analyse
analyze
aeroplane
airplane
centre
center
cheque (bank)
check
colour
color
criticise
criticize
defence
defense
labour
labor
neighbour
neighbor
programme
program
theatre
theater
Tags: uses
Tags are either questions, statements or imperatives added to a clause to invite a
response from the listener:
A:
Youre a musician, arent you?
B:
Well, yes, but Im just an amateur.
A:
She cant swim, can she?
B:
No. Apparently she never learnt as a child.
Donna plays football, doesnt she?
He was your teacher, was he?
A:
Pass me that CD, will you?
B:
[passes the CD]
A:
Thanks.
Tags: form
Tags consist of one of the auxiliary verbs be, do or have, or the main verbbe, or a
modal verb, plus a subject, which is most commonly a pronoun:
main clause
subject
pronoun
isnt
he?
wasnt
she?
does
she?
do
they?
Theyve moved,
have
they?
main clause
subject
pronoun
couldnt
you?
will
you?
When we use auxiliary be, do or have, a modal verb or main verb be in the main
clause, this verb is used in the tag:
She was crying, wasnt she?
He does look like his father, doesnt he?
Theyve waited a long time, havent they?
Youre Danish, arent you?
If there is no auxiliary or modal verb in the main clause, we use auxiliarydo, does,
did in the tag:
He plays hockey, does he?
She dances beautifully, doesnt she?
The girls wanted to go home, didnt they?
If the main clause verb is I am, then the negative tag form is arent I:
Sorry, Im late again, arent I?
If the main clause verb is used to, the tag verb is did:
A:
Martin used to live in Oxford, didnt he?
B:
Yes, thats right.
If the main clause verb is ought to, the tag verb is most commonly shouldor, far
less commonly, ought:
We ought to leave now, really, shouldnt we? Or (far less
commonly) Weought to leave now, really, oughtnt we?
When tags follow imperatives, the tag verb is usually will:
A:
Phone me this evening, will you?
B:
Yeah, OK. Ill give you a call about 6.30.
Question tags
Question tags turn statements into yes-no questions. There are two types.
Type 1
The first type of question tag consists of an affirmative main clause and a
negative tag, or a negative main clause and an affirmative tag. Negative tags are
most commonly used in the contracted form:
[main clause]Shes a translator, [tag]isnt she? (affirmative main clause +
negative tag)
He hasnt arrived yet, has he? (negative main clause + affirmative tag)
We can use type 1 question tags when we expect the answer to the question to
confirm that what we say in the main clause is true:
A:
You work with Barbara, dont you? (A thinks it is true that B works with Barbara.)
B:
Yes, thats right.
A:
Sams not very old, is he? (A thinks it is true that Sam is not very old.)
B:
No, hes only 24.
With type 1 tags, we can use falling intonation () if we are fairly sure of the
answer, and rising intonation () if we are not so sure.
Compare
fairly sure
not so sure
Weve met
before,
havent
we?
werent
you?
is he?
are they?
Type 2
The second type of question tag consists of an affirmative main clause and an
affirmative tag:
Me too.
A:
My Maths teacher was lovely. He was a great teacher, he was.
B:
Hm, you were lucky. Mine wasnt so good.
When the main clause has a pronoun subject, a statement tag can have a noun
as the subject instead of a pronoun:
A:
She won some money last week, Catherine did.
B:
Really?
A:
Yeah.
He was a great teacher, Mr Mark was.
This construction is similar to a tail construction.
See also:
Substitution
from English Grammar Today
Substitution: purpose
In speaking and in writing, we try to avoid repeating words, phrases or clauses.
We use substitute forms to do this:
A:
Pam always brings us back chocolates when she travels.
B:
Oh, nice.
A:
She brought some Belgian ones from her last trip, which were delicious.
B:
Lucky you!
(A uses ones to avoid repeating chocolates.)
[A has a problem with her computer]
A:
Do you think I should phone Barry and ask him to come and look at it.
B:
Yes, do. (B uses do to avoid repeating phone Barry and ask him to come and look
at it.)
We can use substitution to refer backwards or forwards. Forward substitution is
far less common than backward substitution (The noun being referred to is
underlined in the examples.):
If you need them, there are nails in the toolbox (forward substitution).
A large saucepan is what we need for making jam, but I dont
have one(backward substitution).
Substitution: what forms can we use?
We can use many different words and phrases in substitution, including words
such as both, either, some (indefinite quantifying pronouns), do andso, and
expressions such as the same and thus.
Indefinite quantifying pronouns
each
less
one(s)
another
either
many
other(s)
all
enough
much
several
any
few
neither
some
both
half
none
A:
Theres this card with a clown on it and this one with a monkey. Which do you
think Mark would prefer?
B:
I think hed like either.
A:
Does she have a lot of friends at work?
B:
No, not one.
Substituting with do
We use do, do so, do it, do the same to substitute for a verb and whatever
accompanies it (complement):
A:
We always have toast and coffee in the morning.
B:
We do too. I cant function without breakfast. (Do substitutes for have toast and
coffee in the morning.)
See also:
Do as a substitute verb
Substituting with so
We can use so as a substitute in a number of ways: for an adjective (it remains
so), an object clause (I think so), with reporting verbs (so I heard) and in
exclamations (so he is!).
See also:
So
So as a substitute form
So am I, so do I, Neither do I
Any
One
Some
Hundreds of people went to the village festival and all seemed to enjoy
themselves very much.
See also:
Pronouns
That, those
We can use that and those as substitutes meaning the one(s) in more formal
contexts:
The water for the factory was that from the local reservoir.
The books he read were those which he found in the old library.
In formal contexts, especially in academic style, we use that of/those of:
The head has a similar shape and size to that of a mammal.
See also:
like
right
you know
fine
now
so
I mean
good
oh
well
as I say
great
okay
mind you
for a start
in addition
moreover
in sum
Discourse markers do not always have meanings that you will find in your
dictionary. However, they do have certain functions, and some discourse markers,
such as well, can have a number of functions.
See also:
Like
Look
Mind
Okay, OK
Well
Right, lets get started. We need to get the suitcases into the car.
B:
Okay. Ill do that. Katie, will you help me?
[at the start of a radio interview]
Now, we have with us in the studio today someone you will all know from
television. John Rice, welcome to the show.
See also:
Okay, OK
Ending a conversation
[A mother (A) and daughter (B) on the telephone]
A:
So well see you Sunday, Liz.
B:
Right, okay Mum.
A:
Okay, see you then, love.
B:
Bye, Mum. Thanks for calling.
A:
Bye, Liz.
[At the end of a meeting]
A:
Anyway, is that it? Has anyone got any questions?
B:
No. I think were done.
A:
Right, fine, thanks everyone for coming. Well circulate the documents tomorrow
and make some follow-up calls about the project.
See also:
So
Okay, OK
in general
second
to sum up
and then
in the end
*secondly
whats more
last of all
so
well
*firstly
next
lastly
ab
for a start
on top of that
third(ly)
firstly and secondly are more formal than first and second.
A:
I think Sheila might be having some financial problems at the moment.
B:
I dont think so, Caroline. For a start, she has all the money that her aunt gave
her. Whats more, she has a good job and she seems to have a good lifestyle.
Firstly, we are going to look at how to write an essay. Secondly we are going to
look at what makes a good essay and what makes a bad one.Lastly, were going
to do some writing activities.
We can use the letters of the alphabet (a, b and c), to list reasons or arguments
for something:
There are two reasons why I think its a bad idea, a because itll cost too much
money, and b because itll take such a long time.
See also:
I mean
Well
Shared knowledge
When we talk, we think about how much knowledge we share with our listener.
We often mark what we think is old, shared or expected knowledge with you
know and we mark new knowledge that we see as not shared with the listener
with phrases like see, you see, the thing is:
You know, hiring a car was a great idea. (The speaker and the listener know
about hiring the car.)
A:
Why dont you come and stay with me when youre in Lisbon?
B:
Itd be difficult. I have to be back in Dublin by Friday. You see, my sister is
getting married on Saturday so I wont have time to visit. (B assumes that A
doesnt know about her sisters wedding. This is new information)
See also:
See
You know
You see
fine
okay
wow
(all) right
good
yeah
certainly
great
really
yes
definitely
I see
sure
exactly
no
wonderful
Of course
frankly
I think
(Im) sorry
admittedly
hopefully
literally
surprisingly
amazingly
honestly
naturally
thankfully
basically
ideally
no doubt
to be honest
certainly
clearly
Im afraid
understandably
of course
definitely
I must say
really
essentially
in fact
sadly
fortunately
indeed
seriously
unfortunately
If you ask me, Neil is making a big mistake leaving his job to go travelling with
his friends.
We will obviously have to pay for the damage done to the window.
The whole problem has been caused, I think, by having too many cars on the
road at busy times.
Sadly, Hilda has decided not to come with us.
See also:
Think
kind of
perhaps
roughly
arguably
like
presumably
I think
maybe
probably
surely
just
* sort of is more common in British English; kind of is more common in American
English.
Can I just ask you a question?
We can probably add some more water to the sauce.
Is this perhaps one of your first times driving a car?
Compare
Theres a new restaurant in
town. We should probably try
it next weekend.
See also:
Hedges (just)
Think
Like
Mind
Well
See also:
Oh
Fronting
(Headers and tails from English Grammar Today Cambridge University Press.)
Cleft sentences (It was in June we got married.)
from English Grammar Today
We use cleft sentences, especially in speaking, to connect what is already
understood to what is new to the listener. In a cleft sentence, a single message is
divided (cleft) into two clauses. This allows us to focus on the new information.
It-cleft sentences
It-clauses are the most common type of cleft clause. The information that comes
after it is emphasised for the listener. The clause which follows theit-clause is
connected using that and it contains information that is already understood. We
often omit that in informal situations when it is the object of the verb:
A:
Sharons car got broken into yesterday, did it?
B:
No. It was Ninas car that got broken into!
Focus (new information): it was Ninas car
Understood already (old information): a car got broken into
A:
Youve met my mother, havent you?
B:
No, it was your sister (that) I met!
Focus (new information): it was your sister
Understood already (old information): I met someone in your family
Is it August that you are going on holiday?
Focus (new information): the month August?
Understood already (old information): you are going on holiday
When a personal subject is the focus, we can use who instead of that. We often
omit who in informal situations when it is the object of the verb:
It was my husband who (or that) you spoke to on the phone. (or It was my
husband you spoke to on the phone.)
When a plural subject is the focus, we use a plural verb but It + beremains
singular:
Its the parents who were protesting most.
We can use negative structures in the it-clause:
It wasnt the Greek student who phoned.
Wh-cleft sentences (What I need is a holiday)
Wh-cleft sentences are most often introduced by what, but we can also use why,
where, how, etc. The information in the wh-clause is typically old or understood
information, while the information in the following clause is new and in focus:
A:
I dont know what to cook for them? I dont know what they like.
B:
What they like is smoked salmon.
Understood already (old information): we are talking about what they like to eat
Focus (new information): they like smoked salmon
A:
This remote control isnt working.
B:
What we need to do is get new batteries for it.
Understood already (old information): there is something that we need to do to
fix the remote control.
Focus (new information): we need to buy new batteries
(Cleft sentences ( It was in June we got married .) from English Grammar Today
Cambridge University Press.)
Fronting
from English Grammar Today
The most common word order in a declarative clause is subject (s) + verb (v) +
object (o) or complement:
[S] [V]I bought [O]a new camera.
Sometimes, particularly in speaking, when we want to focus on something
important, we bring it to the front of the clause. This is called fronting:
I bought a new camera. And a very expensive camera it was. (Most common
word order: It was a very expensive camera.)
Some elements like adjuncts or complements do not typically belong at the
beginning of a clause. When we want to focus on them, we bring them to the
front or beginning of the clause. We often find this in written literary or formal
contexts.
Compare
Carefully, he removed the lid.
(fronted so as to focus
on carefully)
He removed the
lid carefully.
(most common word order)
In informal speaking we commonly take the subject or object from within the
clause and put it at the front of the clause. We often do this when the noun
phrase is long and we usually use a pronoun to replace it in the clause:
That man over there with the dog, he works in the corner shop. (That man
over there with the dog works in the corner shop.)
That book you told me about, theyve made it into a film. (Theyve made that
book you told me about into a film.)
See also:
Clauses
Clauses
What is a sentence?
A sentence is a unit of grammar. It must contain at least one main clause. It can
contain more than one clause. In writing, a sentence typically begins with a
capital letter and ends with a full stop:
She spoke to me. (one clause)
I looked at her and she smiled at me. (two main clauses connected byand)
We didnt go to the show because there werent any tickets left. (a main clause
and a subordinate clause connected by because)
In everyday speaking, it is often difficult to identify sentences. We speak in small
stretches of language, sometimes just single words or phrases. We dont always
speak in complete sentences, and we often complete each others sentences:
Right.
Lets go.
A:
What are those flowers?
B:
Which ones?
A:
The pink ones over there.
A:
Did I tell you Im going to do a course in um
B:
Computing?
A:
No, business studies.
See also:
Clauses
Sentences