Copyright © 2018 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher.

ISBN: 978-1-26-011618-2

MHID:       1-26-011618-2

The material in this eBook also appears in the print version of this title: ISBN: 978-1-26-011617-5, MHID: 1-26-011617-4.

eBook conversion by codeMantra

Version 1.0

All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps.

McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative, please visit the Contact Us page at www.mhprofessional.com.

McGraw-Hill Language Lab App

Interactive quizzes and flashcards are available to support your study of this book. Go to www.mhlanguagelab.com to access the online version of this application or to locate links to the mobile app for iOS and Android devices. Alternatively, search McGraw-Hill Education Language Lab in the iTunes app store or Google Play store.

TERMS OF USE

This is a copyrighted work and McGraw-Hill Education and its licensors reserve all rights in and to the work. Use of this work is subject to these terms. Except as permitted under the Copyright Act of 1976 and the right to store and retrieve one copy of the work, you may not decompile, disassemble, reverse engineer, reproduce, modify, create derivative works based upon, transmit, distribute, disseminate, sell, publish or sublicense the work or any part of it without McGraw-Hill Education’s prior consent. You may use the work for your own noncommercial and personal use; any other use of the work is strictly prohibited. Your right to use the work may be terminated if you fail to comply with these terms.

THE WORK IS PROVIDED AS IS. McGRAW-HILL EDUCATION AND ITS LICENSORS MAKE NO GUARANTEES OR WARRANTIES AS TO THE ACCURACY, ADEQUACY OR COMPLETENESS OF OR RESULTS TO BE OBTAINED FROM USING THE WORK, INCLUDING ANY INFORMATION THAT CAN BE ACCESSED THROUGH THE WORK VIA HYPERLINK OR OTHERWISE, AND EXPRESSLY DISCLAIM ANY WARRANTY, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO IMPLIED WARRANTIES OF MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. McGraw-Hill Education and its licensors do not warrant or guarantee that the functions contained in the work will meet your requirements or that its operation will be uninterrupted or error free. Neither McGraw-Hill Education nor its licensors shall be liable to you or anyone else for any inaccuracy, error or omission, regardless of cause, in the work or for any damages resulting therefrom. McGraw-Hill Education has no responsibility for the content of any information accessed through the work. Under no circumstances shall McGraw-Hill Education and/or its licensors be liable for any indirect, incidental, special, punitive, consequential or similar damages that result from the use of or inability to use the work, even if any of them has been advised of the possibility of such damages. This limitation of liability shall apply to any claim or cause whatsoever whether such claim or cause arises in contract, tort or otherwise.

Contents

Preface

PART 1   Noun Phrases

1   Nouns

2   Adjectives

3   Articles

4   Post-Noun Modifiers

5   Pronouns

6   Gerunds and Infinitives

7   Noun Clauses

PART 2   Verb Phrases

8   Basic Verb Forms

9   Verb Tenses

10   Simple Verb Complements

11   Multiple Verb Complements

12   Adverbs

PART 3   Sentences

13   Questions and Negatives

14   The Passive

15   Indirect Quotation

16   Final Review

Answer Key

Preface

This book focuses on the grammatical problems that prevent speakers at your level from achieving a native-like command of English grammar. While the book covers most areas of English grammar, it has a heavy concentration on those aspects of grammar that have proven to be the greatest obstacles for intermediate and advanced nonnative speakers.

The book has an unusual format. Most topics are broken into small mini-units, most of them no more than a page or two. Each of these mini-units is supported by an exercise covering just the material in that mini-unit. The explanations help you understand the material, but it is the exercises that enable you to gain active control over it. All of the exercises have complete answers in the back of the book. It is very important for you to work through these exercises. There is a world of difference between the passive knowledge gained by reading the explanations and the active command gained by writing out the exercises.

English Grammar Drills is organized into three parts: Part 1 covers noun phrases, the first of the two fundamental building blocks of English grammar. Noun phrases function as the subjects of sentences, the objects or complements of verbs, and the objects of prepositions.

Part 2 explores verb phrases, the second of the two fundamental building blocks of English grammar. Verb phrases contain three components: the verb, the complement, and the optional adverbs.

Part 3 examines sentences. The main topics are how to form and use active and passive sentences, how to form questions and negatives, and how to change direct quotations to indirect quotations.

Each chapter is self-contained. Unlike a conventional textbook, you do not need to start on page 1. You may begin with whatever topic you would like to gain more active control over.

The book concludes with a Final Review chapter, containing exercises that test your comprehension of all lessons in the book. New to this edition, 40 interactive quizzes are available in the McGraw-Hill Education Language Lab app for convenient review on-the-go.

Part 1

Noun Phrases

1

Nouns

Proper and common nouns

There are two basic types of nouns in English: proper nouns and common nouns. Proper nouns are the names of specific individuals, places, and things; common nouns are the names of classes of persons, places, and things.

For example, Ruth Ginsburg, Texas, and Microsoft Corporation are proper nouns. Woman, state, and company are common nouns. The most obvious distinction between proper nouns and common nouns is that proper nouns are capitalized. Compare the proper nouns and corresponding common nouns in the following list:

Exercise 1.1

The following pairs of nouns contain one uncapitalized proper noun and a related common noun. Put the two nouns in the correct columns as in the list above and capitalize the proper noun.

From this point on, we will focus only on common nouns.

Count and noncount nouns

Common nouns are divided into two groups: count and noncount. Count means that we can make the noun plural and use number words with the noun. Using the noun dog, for example, we can make the noun plural:

The dogs are in the park.

We can also use number words with dogs: one dog, two dogs, three dogs, and so on. Most nouns that refer to concrete objects are count nouns.

However, nouns that refer to abstractions and nouns that are used to label things that occur in undifferentiated masses (as opposed to individual persons, places, or things) are often noncount nouns. The term noncount means that we cannot count these nouns with number words or make them plural. For example, the abstract noun luck cannot be counted: we cannot say X one luck, X two lucks, X three lucks. Also we cannot use the noun as a plural. For example:

*X They have had really bad lucks over the last few years.

Count nouns

Most count nouns in English form their plural by adding a sibilant sound written as -s or -es. Plurals formed this way are called regular plurals. Some nouns form their plural in other ways. They are called irregular plurals.

The spelling of a regular plural is determined by its pronunciation. If the plural is pronounced as a single sibilant sound pronounced either as /s/ or /z/, then the plural is spelled -s. However, if the plural is pronounced as a separate unstressed syllable /әz/ rhyming with buzz, then the plural is spelled -es. Here are some examples of each type:

Sometimes the spelling of regular plurals is disguised by the spelling rule that governs the use of a final silent e. The basic rule is that we add a final silent e to show that the preceding vowel is long. For example, compare the following words:

We make both of these words plural by adding a single sibilant sound:

The final silent e in the word cape makes the plural look like the -es is pronounced as a separate syllable /әz/, but it is not. We have merely added a single sibilant sound, /s/, to the end of the singular form. Caps and capes have the same plural /s/ sound because although the silent e makes the a long, it plays no role in the pronunciation of the plural ending. Just pretend that final silent e is not there when you pronounce the /s/.

The pronunciation of the plural in regular nouns is determined by the final sound of the singular form of the noun according to the following three rules:

1.  If the noun ends in a voiceless consonant sound (except a sibilant), then the plural is formed with the voiceless sibilant /s/, which is spelled -s. Here are examples of all the consonant sounds that this rule applies to:

/p/ cap-caps; cop-cops; snap-snaps; shape-shapes; hope-hopes

/t/ hat-hats; boat-boats; beast-beasts; fate-fates; rebate-rebates

/k/ back-backs; leak-leaks; trick-tricks; bike-bikes; lake-lakes

/f/ cliff-cliffs; cough-coughs; laugh-laughs; cuff-cuffs; sniff-sniffs

/θ/ path-paths; lath-laths; monolith-monoliths, bath-baths

2.  If the noun ends in a voiced consonant sound (except a sibilant) or any vowel (all vowels in English are voiced), then the plural is formed with the voiced sibilant /z/, which is also spelled -s. Here are examples of all the consonant sounds that this rule applies to:

/b/ lab-labs; web-webs; blob-blobs; globe-globes; tube-tubes

/d/ bed-beds; fluid-fluids; flood-floods; code-codes; shade-shades

/g/ bug-bugs; rag-rags; flag-flags, pig-pigs; hog-hogs

/v/ wave-waves; hive-hives; love-loves; live-lives; cove-coves

/l/ girl-girls; pill-pills; wheel-wheels; role-roles; rule-rules

/m/ ham-hams; farm-farms; room-rooms; flame-flames; home-homes

/n/ hen-hens; teen-teens; moon-moons; loan-loans; tune-tunes; throne-thrones

/ŋ/ ring-rings; thing-things; throng-throngs; rung-rungs; song-songs

Since all vowels are voiced in English, this rule also governs the plural of all words ending in a vowel sound. For example:

sea-seas; zoo-zoos; cow-cows; bee-bees; show-shows; tree-trees

Words ending in the letter y are little more complicated. When the singular form of a word ends in a consonant + the letter y (that is, when the letter y represents a vowel sound), we form the regular plural by changing the y to i and adding -es. (There is a schoolroom saying that goes like this: "Change the y to i and add -es.")

The plural -s is pronounced /z/ in the expected way. The change of y to ie does not affect pronunciation—it is a graphic change only. Here are some examples (all with a /z/ pronunciation):

When the letter y is combined with a vowel, a different spelling rule applies. To see the difference, compare the spellings of the plurals of the words fly and toy:

In the word fly, the y by itself represents a vowel sound. That is why the spelling rule that changes the y to i states that the y must be preceded by a consonant—this is just a way of ensuring that we are talking about y used by itself to represent a vowel sound.

In the word toy, the vowel sound is represented by a combination of the two letters o + y, which is sometimes called a blend. Think of the oy spelling as a fixed unit that cannot be changed. To form its plural we merely add an s (pronounced /z/) as we would with any other vowel spelling. Combinations of other vowels with y follow the same rule. Here are some more examples of oy, ey, and ay plural spellings:

Exercise 1.2

All of the nouns in the following list form their plural in the regular way with a single sibilant sound spelled -s. Depending on the nature of the final sound in the singular form of the noun, the -s can be pronounced either /s/ or /z/. Write the entire plural form of the noun in the /s/ or /z/ column that shows the pronunciation of the plural -s. (Hint: Say the words out loud. If you whisper or say them to yourself, voiced sounds will be automatically de-voiced so they will sound the same as voiceless sounds.)

3.  If the noun ends in a sibilant sound, either voiceless or voiced, then the plural is pronounced as a separate unstressed syllable /әz/ rhyming with buzz, spelled -es. (Of course, if the singular already ends in a silent e, we would add just an -s as in horse-horses, or else we would have crazy spellings like X horse-es.) Here are examples of the most common consonant sounds that this rule applies to:

/s/ (often spelled -ce) glass-glasses; bus-buses; face-faces; prince-princes; rinse-rinses; fox-foxes

/š/ (often spelled -sh) wish-wishes; rash-rashes; McIntosh-McIntoshes; bush-bushes

/č/ (spelled -ch or -tch) watch-watches; switch-switches; bunch-bunches

/ǰ/ (spelled -ge or -dge) rage-rages; page-pages; dodge-dodges

/z/ buzz-buzzes; phase-phases; blaze-blazes; nose-noses; cruise-cruises

Exercise 1.3

All of the nouns in the following list form their plural in the regular way with a single sibilant sound spelled -s (pronounced /s/ or /z/) or with a separate unstressed syllable spelled -es (pronounced /ǝz/). Write the entire plural form of the noun in the /s/, /z/, or /ǝz/ column depending on the pronunciation of the plural -s or -es. (Hint: Say the words out loud. If you whisper or say them to yourself, voiced sounds will be automatically devoiced so they will sound the same as voiceless sounds.)

For a variety of historical reasons, English has some plurals that are formed in an irregular way.

Seven words form their plural by a vowel change alone:

Notes: *In addition to the usual plural form feet, the noun foot has a second plural form foot when we use the word to refer to length or measurement. For example:

I bought a six foot ladder.

He is six foot three inches tall.

**Despite the spelling of women, it is the pronunciation of the first syllable rather than the second that changes: woman is pronounced /wo mǝn/; women is pronounced /WI mǝn/; the second syllables, -man and -men, are pronounced exactly alike with an unstressed vowel /mǝn/.

Two words retain an old plural ending, -en:

The long vowel in the singular child also changes to a short vowel in the first syllable of the plural children.

Some words ending in f form their plurals by changing the f to v and adding -es. Here are the most common words that follow this pattern:

Some words have a plural form that is identical to their singular form. Most of these words refer to animals or fish. For example:

Since the singular and plural forms of these nouns are identical, the actual number of the noun can only be determined by subject-verb agreement or by the use of an indefinite article. For example:

If one of these words is used as an object with a definite article, then the number is ambiguous. For example:

Look at the deer! (one deer or many deer?)

Exercise 1.4

The following sentences contain one or more incorrect irregular plurals. Draw a line through each incorrect plural and write the correct form above it.

1.   My niece has a farm where she raises disease-resistant varieties of sheeps.

2.   Like all farmers, she has a constant problem with mouses and rats.

3.   She and her husband run the farm by themselfes, so it is a lot of work for them.

4.   There are coyotes and wolfs in the area, but their dogs help keep them away.

5.   The coyotes in particular are like thiefs, always waiting and watching.

6.   If a coyote gets just a few feets inside the fence, the horses will drive it away.

7.   Once they lost some sheeps when some childs left a gate open.

8.   Their valley is full of deers, which also support a large population of coyotes.

9.   The river in the valley is full of salmons in the fall.

10.   Farming is terribly hard work, but we all choose the lifes we want to live.

Noncount nouns

The types of noncount nouns that you are most likely to encounter fall into the semantic categories listed below:

With certain exceptions that are discussed below, these noncount nouns are ungrammatical if they are used in the plural. For example:

Many noncount nouns can be used as count nouns with a predictable shift in meaning to something like different kinds of. Here are some examples:

Some words can serve as either a noncount noun or a count noun with a slightly different meaning. For example, the noncount noun chicken refers to chicken as a food. As such, we cannot use it with number words or in the plural. However, if we use the word chicken to refer to the living animal, then it is a count noun. For example:

Exercise 1.5

All of the underlined nouns in the following sentences are in the plural. Some plurals are correctly used with count nouns. However, many plurals are incorrectly used with noncount nouns. Draw a line through each incorrectly used noncount noun and write the corrected form above it. If the plural is used correctly with a count noun, write OK above the noun.

Possessive nouns

Virtually all languages have some way of indicating that a noun is the owner or possessor of another noun. For example, in the phrase John’s book, John is said to own or possess the book. Of course the possessive forms of nouns can signal many things besides ownership. Often we use the possessive form with inanimate nouns to indicate that something is a part or a component of something else. For example, consider the following sentence:

The computer’s screen is flickering.

Here the possessive form tells us that the screen is a component of the computer.

In this section, however, we are going to focus solely on how English forms the possessive.

Before Shakespeare’s time the possessive form of nouns was spelled exactly the same as the plural form: with an -s. By Shakespeare’s time, however, writers had began to distinguish the possessive -s from the plural -s by the use of an apostrophe with the possessive: -’s. For example, they could distinguish the possessive form of the noun friend from the plural form:

The use of the possessive apostrophe after the -s to indicate that a noun is both plural and possessive did not become standard until the beginning of the nineteenth century. So today we have a three-way distinction between the three -s forms: the plural -s, the singular possessive -’s, and the plural possessive -s’. For example:

While it is correct to call -s’ the plural possessive, it is a little confusing to think of the -’s as just the singular possessive. The problem with this definition arises with the possessive forms of irregular nouns that become plural by changing their vowels rather than by adding a plural -s. For example:

As you can see, -’s is used with these plural possessive nouns, not -s’. This is not really an exception to the general rule. At first glance, we might think we should use -s’ with these irregular nouns in the same way we use -s’ with regular nouns. This is