The English - GoGuru · 7. There are no errors in this line: was set up is correct, the other verbs...

Mervyn Blake

Grammar Handbook ‘O’ Level Edition

The EnglishRevised Edition

(E) GramHndBk_Cv(F)_TP.indd 1 11/29/12 8:43 PM

© 2013 Marshall Cavendish International (Singapore) Private Limited iii

SECTION 1 EXAMINATION PRACTICE

SECTION 2 SENTENCES: The MessageUnit 1: The Clause – A Simple Sentence for a Simple MessageUnit 2: Subject Verb AgreementUnit 3: Compound and Complex SentencesUnit 4: Complex Sentences for Complex MessagesUnit 5: Direct and Indirect Speech

SECTION 3 NOUNS: What We Refer ToUnit 6: What is a Noun and its Usage? Unit 7: Noun Phrases Unit 8: Countable and Uncountable NounsUnit 9: Nouns in Apposition Unit 10: Pronouns – Avoiding Nouns

SECTION 4 VERBS: What We’re Saying About ItUnit 11: What is a Verb?Unit 12: Verb FormsUnit 13: The Tense System OverviewUnit 14: The Simple Present TenseUnit 15: The Simple Past Tense Unit 16: The Perfect TensesUnit 17: The Continuous TensesUnit 18: Expressing the FutureUnit 19: The Active and The Passive Unit 20: The Modal Auxiliaries Unit 21: More on ModalsUnit 22: Verbs in Conditional Sentences Unit 23: Using Participles

SECTION 5 ADJECTIVES: Making It PreciseUnit 24: Adjectives Unit 25: The Articles Unit 26: Order of Adjectives

SECTION 6 ADVERBS: Giving the Message a ContextUnit 27: AdverbsUnit 28: Using Adverbs SECTION 7 PREPOSITIONS: Fixing ItUnit 29: PrepositionsUnit 30: Prepositions of Place and TimeUnit 31: Adjective + PrepositionUnit 32: Verbs + PrepositionUnit 33: Preposition and NounUnit 34: Redundant Prepositions

SECTION 8 COHESIVE DEVICES: Holding the Message TogetherUnit 35: CohesionUnit 36: Pronouns as Cohesive DevicesUnit 37: ConjunctionsUnit 38: Discourse Markers

ANSWERS

Contents

1

15

32

44

92

103

111

130

144

(E)EGHB_Prelims.indd 3 Nov/12/13 7:29 PM

© 2013 Marshall Cavendish International (Singapore) Private Limitediv

For Parents, Teachers and Tutors

This edition of The English Grammar Handbook addresses the examination requirement that students are expected to understand and use internationally acceptable English grammar accurately and appropriately, as well as understand how speakers/writers put words together and use language to communicate meaning.

The book can be used in ordinary class lessons, in remedial lessons, or self-study sessions.

The English Grammar Handbook∑ provides a comprehensive series of tests using the examination format, with

reference to the main units where appropriate.∑ puts meaning first, as the purpose of the grammar system.∑ uses whole texts wherever possible and views grammatical items as part of a unified

system, rather than treating grammar as a series of isolated ‘bits’.∑ begins each unit by providing many examples of the grammar item.∑ derives usage rules from the examples.∑ tests such knowledge by asking the learner to find further examples of the item from

actual texts.∑ provides practice exercises – again using whole texts rather than isolated sentences

wherever feasible.

For Students

Using This BookIn addition to guiding you to understand how best to use English grammar to express your thoughts, this book provides you with plenty of examination practice. Remember that while 10 marks are available for the Editing section in Paper 1, your grammar is also tested in all parts of the examination.

When you attempt the examination practice exercises, do not just note your score and move on. The point of doing the exercises is not the score you get. They are practice exercises and you should aim to learn something from every exercise.

The real work is not the exercise itself, but what you are going to do after you have checked your answers. What did you get wrong? Why did you get it wrong? What grammatical point do you need to revise? Now, and only now, does the real work start. Refer immediately to the section that you need to revise. Don’t leave it until tomorrow. You know the saying – tomorrow never comes. If you procrastinate, you will make the same mistakes in future.

Preface

(E)EGHB_Prelims.indd iv(E)EGHB_Prelims.indd iv 11/21/12 7:44 AM11/21/12 7:44 AM

© 2013 Marshall Cavendish International (Singapore) Private Limited v

Your key learning points are:

∑ Aim to learn. Be determined. Work though the units and exercises thinking about what you are doing. At the end of a unit, ask yourself what you have learnt.

∑ Make sure, firstly, that you understand what each unit is about – for instance, what a noun, a phrase or a gerund is. You will usually find examples and those should help you.

∑ Learn any rule you meet in the units.

∑ When working on the units, only be satisfied if you get all the exercise questions right. If you have studied the early part of a unit, the exercises should not be difficult. Don’t accept a pass mark lower than 100%.

∑ Re-learn anything that you get wrong. Ask your teacher to explain anything that is still unclear. Don’t put this off. Don’t be satisfied with less than the best!

(E)EGHB_Prelims.indd v(E)EGHB_Prelims.indd v 11/21/12 7:44 AM11/21/12 7:44 AM

© 2013 Marshall Cavendish International (Singapore) Private Limited

EXAMINATION PRACTICESECTION 1

Here is an example of how to tackle the Grammar Test which forms the Editing section of the Paper 1 Examination.

Step 1First, read the rubric — the instructions. Normally, they will state:

• the topicexample: about a camp for a school group

• how many errors and where they may be found example: The first and last lines are correct. For eight of the lines, there is one grammatical error in each line. There are two more lines with no errors.

• how to answerexample: If there is NO error in a line, put a tick (✓) in the space provided. If the line is incorrect, circle the incorrect word or words and write the correct word or words in the space provided.

• guidanceexample: The correct word(s) you provide must not change the original meaning of the sentence.

Why should I bother with the rubric? Why can’t I just start answering?

1. The rubric is there to help you with, for example, the topic. 2. The rubric may vary slightly from examination to examination. 3. Take a deep breath and make sure you are going to score the maximum marks that you can. You do not

want to make any silly mistakes.

The two lines with no errors probably each contain at least one word that you might think is an error if your grammar is weak. Be aware of this.

After ExplanationWA

Step 2From the rubric, you know what the topic is. Now read the passage through to understand what it is all about in more detail. The rubric tells you to read carefully, so do just that. This is a very important first step. Don’t think you are saving time by answering as you read through the first time.

1

Sec

tio

n 1

(E)EGHB_Sections.indd 1(E)EGHB_Sections.indd 1 11/21/12 11:39 AM11/21/12 11:39 AM


So read:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

In June, the School Librarians attended their annual camp on Pulau Ubin for

four days. Before leaving for the camp, the Principal spared ten minutes of her

valuable time to talk with us. He said we should learn to co-operate with each

other and develop a sense of independence. After that, a hired bus had taken

us to the ferry that crosses to Ubin. Our excitement was clear from the babble

of our voices. On arrival, the in-charge teacher divided us into groups and then

allocate each group a space for pitching our tent. Once the camp kitchen was

set up, we had a light meal and a drink. Later, we went for an afternoon hike

which include swimming at a beach. That cooled us down a little, and rested

us for the hike backwards to base camp. When we reached our tents, we

needed a long resting before the next excitement — dinner around a campfire

followed by the singing and games that lasted long into the darkness.

Step 3Underline the errors you find in pencil first. When you are sure you have the eight errors you need, ink them over.

The point at this stage is to find the errors.

If you are not sure about an error, it may help to remember that there can only be one in a line and that two lines have no errors.

Work the exercise before you read further.

Here is what your paper should look like now:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

In June, the School Librarians attended their annual camp on Pulau Ubin for

four days. Before leaving for the camp, the Principal spared ten minutes of her

valuable time to talk with us. He said we should learn to co-operate with each

other and develop a sense of independence. After that, a hired bus had taken

us to the ferry that crosses to Ubin. Our excitement was clear from the babble

of our voices. On arrival, the in-charge teacher divided us into groups and then

allocate each group a space for pitching our tent. Once the camp kitchen was

set up, we had a light meal and a drink. Later, we went for an afternoon hike

which include swimming at a beach. That cooled us down a little, and rested

us for the hike backwards to base camp. When we reached our tents, we

needed a long resting before the next excitement — dinner around a campfire

followed by the singing and games that lasted long into the darkness.

2

Sec

tio

n 1



The explanations for these choices follow.

Step 4Now write the correct word or words in the space provided — or use a tick.

Here are the answers, with commentary:

The first line will usually be correct so that you know the likely tenses to expect later and the correct singular and / or plural nouns to start with.

1. The problem here is a dangling participle — leaving must refer to the subject of the sentence, the Principal. So it states it was the Principal who left for the camp — not the students. We know this is wrong because she could only spare 10 minutes to talk to the librarians.

Correction: we left

2. In the previous sentence we were told that the Principal gave ten minutes of HER valuable time, so the correct personal pronoun is:

Correction: She

3. The tense is wrong. This should be just another simple past tense because there is no reason to change the sequence of simple past tense verbs.

Correction: took

4. ✓ Although there are traps here, nothing is grammatically wrong. The ferry crossing to Ubin is stated as a fact that is always true. The simple present is therefore correct. Our excitement takes us back to the main tense sequence — the simple past.

5. This expression is incorrect because in-charge is not an adjective or a stand-alone hyphenated phrase. If you simply omitted teacher, that is also incorrect. Notice too that simply omitting in-charge would not give the full meaning (remember the guidance in the rubric).

Correction: teacher-in-charge

6. Sequence of verbs is the crucial grammar error here. Because the teacher divided us into groups and ..., the next verb must also be simple past tense like divided:

Correction: allocated

7. ✓ There are no errors in this line: was set up is correct, the other verbs are correctly in simple past tense and other phrasing is also correct — Later is the correct connector.

8. The verb should be in the simple past tense. Correction: included

9. The preposition is needed here, not an adverb. As written, the students would be walking, back first, all the way to camp. If you thought that might have happened, note that there is no other error on this line. The simpler word is often the correct one.

Correction: back

3

Sec

tio

n 1



10. This is never a noun and clearly a noun is needed. Once again, the simpler word is the correct word.

Correction: rest

The examiner asks you to choose two lines with no errors as another way of testing your grammar. You should know what correct grammar is as well as what is incorrect!

Are there any types of grammatical error that will always be included?

Don’t assume in advance anything about the specifi c grammatical errors you will fi nd. It is likely that there will be subject-verb disagreement (!), word order problems, tense errors and so on. You cannot assume, though, that any one type of error will defi nitely be in any one test.

After ExplanationTA

You cannot find enough errors? Check for these:

1. ArticlesThe possibilities are that:

• a or an is used incorrectly, • the indefinite article (a / an) is used when it should be the definite article (the), • the definite article (the) is used when it should be the indefinite article (a / an).

2. Verbs Verbs are likely places to find errors of:

• tense, • number (singular / plural), • form (a wrong participle or an incorrect form of an irregular verb).

3. PrepositionsUsing the wrong preposition is a common error — as is using one unnecessarily!

4. Word classAnother common error is the use of a noun when it should be an adjective, an adverb when it should be an adjective and so on.

5. Cohesive devicesThe conjunctions and any other connectors may well be incorrect.

Look back at the answers and identify the above grammar areas.

PRACTICE Try one of the following exercises at a time. You may find it useful to check your problem areas every five tests. Remember that you are aiming to improve your understanding of grammar. Follow up by checking any areas of grammar you have problems with. Learn. Only then should you try the next set of tests!

4

Sec

tio

n 1



InstructionThe first and last lines are correct. For eight of the lines, there is one grammatical error in each line. There are two more lines with no errors.If there is NO error in a line, put a tick (✓) in the space provided. If the line is incorrect, underline the incorrect word and write the correct word or words in the space provided.The correct word you provide must not change the original meaning of the sentence.

Test 1Carefully read the text below about an unusual holiday visit.

On a holiday to Mauritius, we visited a company producing cane sugar. We

learned that the sugar is produce by Fairtrade co-operatives in that country. The

harvest gathers over a period of six months. Approaching the field, we heard

from a distance the sound of slicing blades accompanied by the thump of the

canes as they fall in a trail behind a 15-strong line of cutters. The other sound

that we were hearing from the field was the excited chatter of the mynah birds

that followed you, searching for insects which had been disturbed by the cutters.

Latterly, we saw the freshly-cut cane being transported to the village where

it was dropped upon a large crusher. The juice was extracted and the fibres

broken up. Next, we were told, the juice is processed to remove impurities while

the remainder material is used as fuel by the villagers. I shall never see sugar

again without thinking of the workers in the field and the mynah birds.

Test 2Carefully read the text below about whether students should have more say about school life.

Our Principal has asked whether we think we should have more chances to

voice out our opinions on school life. In contrast to Ramdas, my friend, who

think we should be able to decide on changes to the school uniform or the

lengthening of lessons, I consider that such matters are best left to the

teachers. After all, they are supposed to know what is best for us on educational

issues. However, I think topics such as changes to uniforms should always be

minimum. If we change too much, we might lose our school identity and this

can reach a point where past students no longer realise that we are from the

same school that they attended. On the subject of the length of lessons,

Ramdas has expressed the view that he will like longer lessons every day

but lesser, while I would prefer the length of lesson we have now. I do not think

I would want to change much, actually.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Test 1Carefully read the text below about an unusual holiday visit.

On a holiday to Mauritius, we visited a company producing cane sugar. We

learned that the sugar is produce by Fairtrade co-operatives. The harvest gathers

over a period of six months. Approaching the field, we heard from a distance the

sound of slicing blades accompanied by the thump of the canes as they fall in

a trail behind a 15-strong line of cutters. The other sound that we were hearing

from the field was the excited chatter of the mynah birds that followed you,

searching for insects which had been disturbed by the cutters. Latterly, we saw

the freshly-cut cane being transported to the village where it was dropped upon

a large crusher. The juice was extracted and the fibres broken up. Next, we were

told, the juice is processed to remove impurities while the remainder material

is used as fuel by the villagers. I shall never see sugar again without thinking of

the workers in the field and the mynah birds.

5

Sec

tio

n 1

(E)EGHB_Sections.indd 5 Nov/12/13 6:55 PM


Test 3Carefully read the text below about an accident in the street.

An accident happened in Upper Chase Street on Thursday afternoon. An

elderly lady was crossing the road on her own with a luggage when police

believe that she may have been distracted with a loud noise. A boy and girl

playing in the street was exploding balloons. It appears that the lady and her

luggage were coming to a halt, but she did not see an oncoming vehicle. The

car knocked her over. The driver then reversed the car back and drove off

down the road in the direction of Orchard Road. In relatively a short time, a

crowd gathered around the lady. One of them call an ambulance which soon

took her to hospital. Furthermore, at the hospital, the old lady was found to

have a broken leg. Anyone who had seen anything of this shocking incident

in Upper Chase Street is asked to contact the police. This is the third

accident in as many weeks on this stretch of road.

Test 4Carefully read the text below, consisting of 12 lines, about a childminder’s nightmare.

During the week, her teacher, Mrs Sims — who knew May’s mother — had asked

May if she can mind her son Jason for three hours on Saturday evening. Jason, a

handsome six-year-old, beamed at May when she arrived. He was genial and well-

behaved. There were smiles all round. Mrs Sims put him to bed before she and

her husband went out. “He asleep,” she announced as she left. May was pleased

to hear this and settled in with an evening of television. However, within five

minutes of his parents departure, Jason appeared, wanting juice. May couldn’t be

sure, but she thought he throwed it over the television deliberately. May had the

sense to switch off the set. When she had dealt with that problem, she turned to

find Jason watching her. “More!” he demanded with a wickedly grin. What else

could she do? On his way across the room, Jason tripped, beaker on hand, and

the juice saturated the smart new sofa. In tears, May texted Mrs Sims.

Test 5Carefully read the text below about identical twins.

Identical twins Alice and Amanda were born in New Zealand 100 years ago, the

day before the first world’s automated washing machine was patented.

It is a fact that they like to dwell on, as if it shows something about their lives.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

6

Sec

tio

n 1



Alice was the first to born — though Amanda claims there was pushing.

Amanda lost the first tooth; Alice is the first to walk. A century of experiences

later, they celebrated their hundred birthday this week. “I don’t feel any different

— except that I don’t like all the fuss,” Alice is saying from home in Auckland.

She saw no big deal of being a hundred when plenty of people had reached

that age. Both women are still alerted and healthy, just hard of hearing and

less mobile. They also look incredibly youth for their age — Alice puts that

down to plenty of “good soap and water, none of this fancy stuff.” Perhaps this

spiritedness is what has helped them to live so long.

Before you continue, stop for a moment to think about what you have been doing.If you just proceed, interested only in the score you get, you will not improve.

Is there any point in doing the tests if they do not help you improve? Have you checked with the appropriate grammar section later in this book when you made errors? If not, now is the time to go back over and see whether there is a pattern to your errors in the first five tests. • Is it mostly verb tenses that you get wrong? • Or prepositions? Choose one area you have had most problems with so far. Check it out again before you continue and then do your best to make no errors of that kind over the next five tests.

After Exercise

Test 6Carefully read the text below about a dramatic rescue.

A morning drama played out in Woodlands on Sunday. It began when less than

three weeks into her job with a family in Woodlands, a maid stood on a stool

and leant out of the 14st-storey flat to hang the laundry out, but lost her balance.

Lucky, instead of plunging to the ground, she managed to grab hold of the metal

laundry pole. Her screams alert passers-by who, in turn, contacted the owner.

Three men then reached out of the window to hold onto the maid and tried to

hoist her into the flat. However, the maid passed away and had become a dead

weight for the trio, who could not lift her in but was able to hold onto her for

nearly half an hour after help came. Although the maid had been warned, like all

foreign maid, to be careful when hanging laundry out of the windows in high-rise

homes here, she says from her bed in Khoo Teck Puat Hospital on Monday: “I

thought Singapore was safe and nothing would ever happen to me here.”

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

7

Sec

tio

n 1


Date post:	03-Feb-2020
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

The English - GoGuru · 7. There are no errors in this line: was set up is correct, the other verbs...

Documents