ENGLISH GRAMMAR REVIEW GUIDE

BOOK 13
LESSON 1: GRAMMAR
-Replacing THAT-clauses with SO and NOT

LUIS: I haven’t seen Sam today. Did hr come to work?

CARLOS: “I believe that he came to work” I believe so.

*Instead of repeating information in a THAT-clause,

use so after words like believe, guess, hope,
imagine, suppose, and think.
- I don’t think so - I think so
- I don’t believe so - I believe so
- I don’t imagine so - I imagine so
- I don’t suppose so - I suppose so
- I hope not - I hope so
- I guess not - I guess so
- I suppose not - I suppose so
*I suppose not is more common tan I don’t suppose
so.

-Using adjetive + THAT-clause

I’m sure, I put the cookies on the table.
POSITIVE
I+AM+(NOT)+ SURE+(THAT) I PUT MY CELLPHONE ON MY BED.
CERTAIN
*We rarely use that when speaking.
-Using Adverbs in the Superlative
Jim runs fast
Rick runs faster than Jim
Matt runs the fastest
*Spelling changes
For most short adverbs add: er or est
Straight: straighter than or the straightest
Slow: slower tan or the slowest
For adverbs that end in silent –e drop the e and add er or
est
Late: later tan or the latest
For andverbs that end in y change y to i and add er o est
Early: earlier than or the earliest
The Word FAR have 2 forms add th or add er or est

LESSON 2: GRAMMAR
-Using Nouns as Descriptive Modifiers

Baseball + a glove = a baseball glove

This paper gives you the news. Read the news paper

*The first noun in a compound noun is always

singular: baseball glove
*You can use several nouns together to mean one
thing, for example: a leather baseball glove, a plastic
salad fork

-Politely Asking Permission with COULD

Juan: could I please borrow your dictionary tonight?

Pedro: sure, you can have it until tomorrow morning
COULD I use your pen, please?
MAY
We have early today(please)?
CAN

*Use could to ask permission in the same way you

use may and can.

Yes answers No answers

Yes you can. No, you can,t.
Certainly. I’m sorry. Yo can´t.
Of course. (I´m) sorry, but…
Sure.

*we usually add ab explanationto a NO answer

-Modal review

P1: Look at this thing I found. What is it?

P2: I don’t know. It could be some kind of machine.
LESSON 3: GRAMMAR

-Reporting Speech with Modal Verbs

P1: Sir, are you going to fly today?

P2: It’s cloudy, but I may still fly.
P3: What did the P2 say?
P1: he said it was cloudy, but he might still fly.

I may still fly.

The captain said (that) he might still fly.

*Some modals change in reported speech. Some

pronouns do, too.

-Using Separable Phrasal Verbs

P1: I’d like to listen to some music. Can I turn on the music?
P2: Yes, you may turn it on.
*Put the noun after both parts of these verbs or
between parts of these verbs
He turned on the radio.
He turned the radio on.
He turned it on.
*Always put the pronoun between both parts of
these verbs.

LESSON 4: GRAMMAR
-Conditionals for General Truths and Commands
P1: What do you do if you want to get in shape?
P2: If you want to get in shape, you work out every day.

-Questions with HOW + Adjective

How high is mount Everest?
How Deep is the ocean?
How old is the Taj mahal?
How long is a soccer field?
*Use tall to talk about people and narrow things (a
tall glass). Use high for mountains and things above
the ground (how high was the plane?). use both for
buildings.
-Using Indefinite Pronouns
P1: I could use some gum. Do you have any?
P2: No, none. I don´t have any
P3: I have some.
P4: I hvae a lot of. Tkae a piece of mine

*Use a few and many for coount nouns. Use a Little

and much for noncount nouns.

BOOK 14
LESSON 1: GRAMMAR
-Future Progressive: WILL + BE + Verb-ing
P1: At this time on Saturday I’ll be driving to Houston. What will you
be doing
P2: I’ll be studying for my English exam.
*This tense describes plants that will be in progress
at a certain time or during a length of time in the
future.

-Expressing Equality with AS + Adjective + AS

*Use as + adjetive + as to compare 2 people/things

that are the in same way
*Use not as + adjetive + as to compare 2
people/things that are the different, to say that one
is less than the other
*We can use object pronouns me, you, her, him, us,
or them instead of repeating a name
- Expressing Equality with AS + Adverb + AS

*We can use object pronouns me, you, her, him, us,
or them instead repeating names.
-Using JUST and SOON
P1: Would you like to eat with us?
P2: No, thanks. I just ate dinner an hour ago.

*We can use just to talk about something that we

completed a short time ago. Use it with past tenses.
We often put it before the main verb, but after the
auxiliary verb
P1 : will you daughter graduate from college soon?
P2: Yes, she’ll graduate soon we’re going to her graduatio in 2 months

*We can use soon to talk about something which we will

complete in the near future. Use it with future tenses. The
Word son often comes at the end

LESSON 2: GRAMMAR
-Adverbs of Degree
P1: Are you happy with the new secretaty?
 P2: Yes, I’m quite pleased with her. She Works extremely fast

*Use these 5 adverbs to describe other adverbs and

adjetives. Theseadverbs mean very, but rather is
less strong.
P1: I think the soup is great
P2: I think it’s a little salty
P3: I think it’s terribly salty
*We often use a little and terribly to describe
something that is not pleasing.

-More conditinals: True in the present

*When you use the present progressive in the id-

clause, you can use the future, modals, or a
command in the main clause.
*When you use the present perfect in the if-clause,
you can use the future, modals, or a command in the
main clause.

LESSON 3: GRAMMAR
-Gerunds as Sentence Subjects

*A gerund is made from the base form of a verb + ing

Be + ing= being
Do + ing= doing
Swim + ing= swimming
-Gerunds after Prepositions
*A gerund is made form the base form of a verb + ing

*The words for, to, in, about, on, of, by, with, etc.,
are prepositions. We often use gerunds after
prepositions

-Using MUST for Strong Deductions

 P1: You’re wet. It must be raining outside
P2: That’s right. It suddenly started raining, so I had to run inside

*Use the modal must to make your best guess from

the information you have

-Modal review

LESSON 4: GRAMMAR
-Comparing how well students spell
-Reporting Speech with Modal Verbs
P1: Hi Jim! Are you going to the meeting tomorrow
P2: Yes, I’ll be at the meeting at 2p.m
P3: What did Jim say?
P4: He said he would be at the meeting at 2p.m

*Some modals change in reported speech. Some

pronouns do, too

-Giving Advice with OUGHT TO

P1: This cell phone can’t take or send pictures. Should I buy a new
one?
 P2: no, shouldn’t. If it stilll Works, you ought to be careful and sabe
your money for something more important

*We use ought to the same way we use should and

could, but only to give an advice.

BOOK 15
LESSON 1: GRAMMAR
-Changing Verbs into Nouns with -ION

-Adverbs of Frequency
-How often…
*Adverbs of Frequency answer the questions from often…?
P1: How often do trainees use the firing range?
P2: Trainees frequently use the firing range
-Reviewing Manner Adverbs with -LY

*Add –ly to many adjetives to make adverbs: correct

+ ly = correctly
-Comparative and superlative adverbs
LESSON 2: GRAMMAR
-Using indefinite adverbs of place with-where

-Using will and would to offer to do something

*We use will and would to say that we don´t mind

doing something.
-Modal review
LESSON 3: GRAMMAR
-Talking about Past Intentions with WAS/WERE GOING TO

*Use this grammar to talk about plans in the past

that chnaged
-Using else

*Else means some other person, thing or place than

the one just talked about
LESSON 4: GRAMMAR
-More linking verbs

*We use linking verbs the same way we use BE to

describe subjects

*Use an adjetive after a linking verbs, not an adverb:

Tina looks beautiful, and she sings beatifully
The food tastes wonderful because Ann cooks wonderfully
*These verbs can be both linking verbs and
[Link] verbs
-Using Reflexive Pronouns

Part 1

*Use reflexive pronouns when the subject and object

of a sentence are the same
Part 2

*We can use reflexive pronouns to emphasize that

the subject does the action
-Adjectives and adverbs of time with-ly
*Add -ly to some nouns of timeto make adjectives
and adverbs
*The spelling of most nouns doesn’t change when
you add –ly
BOOK 16
LESSON 1: GRAMMAR
-It’s hard to be on time: IT in the subject position

-Past Perfect: HAD + Past Participle

*The past perfect is for an action that was completed

before another action in the past
-Suggestions with WHY DON'T? and WHY NOT?
-Strong Advice with HAD BETTER (NOT)

*Had better (not) tells you that a bad result may

happen if you don’t follow the advice

LESSON 2: GRAMMAR
-Introducing the Present Passive

*In a passive voice sentence, an AGENT does

something to the subject od the sentence. The
AGENT can be a person or thing. It might not appear
in the sentence
-What had he been doing?
*We can us the past perfect progressive to talk about
a past action that was taking place before( and
sometimes until) another action in the past
-Expressing Obligation with HAVE GOT TO

*There is no negative form of have got to

LESSON 3: GRAMMAR
-Which city would you rather visit?
*When the verb is the same for both choices, we
usually don´t repeat the verb
-Which do you prefer?

*An infinitive without to is calles a bare infinitive and

when you answer a question, you don’t always have
to repeat rather than or to
-Are you tough enough to be a Marine?

LESSON 4: GRAMMAR
-Using BE UNABLE TO

*We use the modal BE unable to with certain verb

tense. It’s also a formal way to say we cannot do
something

-Using TOO MANY and TOO MUCH

*Too means more than enough, mor than necessary,
or more than you want

*Use too many with count nouns and too much with
noncount nouns

-Changing verbs to nouns with –tion/-sion

*Study the unusual spelling changes

BOOK 17
LESSON 1: GRAMMAR
-What do these look like to you?
*We use like after the linking verbs above when we
want to compare two things. We cannot put an
adjective by itself after like
-He appears to be a business man

*We often use to be after seem and appear to make

guesses about something
LESSON 2: GRAMMAR
-Embedding YES/NO Questions

*Make an embedded yes/no question by changing the

direct question into a statement. Add if or weather.
Use an introductory clause from the chart below
-Embedding Information Questions

*Make an embedded information question by

changing the direct question into a statement. Keep
the question Word. Add an introduction clause

-Do you like your food spicy?

*We can put an adjetive after the objects of certain
verbs
LESSON 3: GRAMMAR
-Showing Contrast with ALTHOUGH, THOUGH, and EVEN THOUGH

*The conjunction of contrast always stays with the

information clause
*The order of the clauses can be changed
-Shortening Embedded Questions to Infinitive Phrases

*We can shorten embedded question clauses that

use should, could, or can to to-infinitive pharses
*We can use other question words. We cannot use
why is the to-infinitive pharses
LESSON 4: GRAMMAR
-Showing Agreement with TOO and SO

*Use too and so to combine 2 positive statements

that show agreement or are similar

-Showing Negative Agreement with EITHER and NEITHER

*Use either and neither to combine 2 negative

statements that show agreement or are similar
*Clauses with either take a negative verb form;
neither takes a positive verb form
-While chewing, your mouth must be closed

-Changing Adjectives into Verbs with -EN

*We can add the suffix –en to change certain

adjectives into verbs which mean to become or to
cause to become

BOOK 18
LESSON 1: GRAMMAR
-It’s unlikely that the bosswill agree with us
*The adjectives unlikely and doubtful aren’t used
with negative THAT clauses
-Choices with Correlative Conjunctions

*These conjunctions are used to combine idead that

are related

*When these conjunctions join 2 subjects, the verb

must match the subject nearest to it(subject 2 in the
chart above)

*Both… and ….are always followed by a plural verb

-I asked him if we had any homework
*Remember to change verbs and pronouns in
reported speech
LESSON 2: GRAMMAR
-Unreal Present Conditionals

*All verbs are in the simple past tense to show that

the situations are unreal or imaginary. The past
tense verbs do NOT mean something happened in
the past

-Using WISH for Present Situations

*Use wish when you want something to be different

in the present. The past tense verb after wish means
you want a situation thta is unreal. It does not mean
past time
-Using BE USED TO for Familiar Routines

*BE accustomed to is a formal way of saying BE used

to

LESSON 3: GRAMMAR
-Negative Questions

*We use negative yes/no questions when we are

expecting agreement or when we are surprised or
annoyed

*We rarely place NOT after the subject. It sounds

very formal
*”Why” is the most commonly used Word to begin a
negative information question
-That can´t be chris. He broke his leg
*We use can´t be and couldn´t be to respond to
information or a situation that we think is wrong or
impposible
-Changing Adjectives into Nouns with -NESS

*We can change some adjectives into nouns by

adding –ness
-Changing Verbs into Nouns with -MENT

*we can change some verbs into nouns by adding –

ment
LESSON 4: GRAMMAR
-Giving Past Advice with SHOULD HAVE

*Use should have and ought to have to talk about a

duty or something reasonable that wasn’t done in
the past
*Use shouldn’t have to talk about something
unreasonable that was done in the past
*Use could have to talk about an ability or possibility
to do something else instead of what actually
happened in the past

-Using EXPECT + Object + Infinitive

*Other words that can follow this pattern
-Using WHOM in Formal Writing

* Whom is formal and is mostly used is writing. Who

is informal and is very common in speaking