proficiency course in english, a - frank vivian bywater.pdf - PORADNIKI - retro23kam

Co ntents

Introduction

I. The constructions with basic verbs A - C

2. Patten ofverb tenses (excluding conditionals)

3. Notes on the uses of basic tenses

4. The constructions with basic verbs D - G

5. Conditionals

6. The constructions with basic verbs H - I

7. Points to remember about using the passive in English

8. The constructions with basic verbs K - N

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9. Thesubjunctive

10. The constructions with basic verbs O-S

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11. Inversion

12. The constructions with basic verbs T - Z

13. The pleonastic 'it' (the extra 'it')

14. Thegerund

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15. The ininitive

16. Compound or phrasal verbs B

First published by Hodder and Stoughton Ltd. 1982

ISBN 0 340 286288. Reprinted eighteen times.

17. 'So' and prepositions at the end of sentences

18. Interrogative sentences

This edition published by Thomas Nelson and Sons Ltd 1990

ISBN 0 17556193 I

NPN 9 8 7 65

19. Relative pronouns

ll rights reserved. No paragraph of this publication may be reproduced,

copied or transmitted save with written permission or in accordance with

the provisions of the Copyright, Design and Patents At 1988, or under

the terms of any licence permitting limited copying issued by the

9HE.

20. Compound verbs C- D

2 1. Uncountable nouns

2 2. The uses of 'some' , 'other', 'any', 'none', 'neither', 'one'

and 'ones'

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24. CoJlective nouns

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25. Compound verbs F - H

141

CONTE NTS

26. Som e poins t o n ote about th e use of aux iliary verbs

151

In trod uc tion

27. Indirect speech

15 9

28. Compound verbs K - M

166

This book has a very speciic purpose. Between the Cambridge First

Certiicate and Cambridge Proiciency Examinations, students have to

build up a far greater knowledge of idi0tatic English and they have to

learn to eliminate grammatical and stylistic mistakes. This involves a

svstematic revision of all the most important aspects of grammar and

construction, and this book is designed to help in this task. In compil

ing it, I have had only one criterion: I have considered what, in the light

of some years' experience of teaching English to foreign students,

seem to be the things that advanced students still have difficulty with,

and I have given most of my attention to these things. The Cambridge

Examiners themselves have pointed out the vast number of mistakes

with constructions after verbs (which I have called government of

verbs) and so I have dealt with these in considerable detail, partly by

giving lists for reference of the commonest expressions followed by a

particular construction and, above all, by setting a large number of

exercises to give students practice in using these constructions.

Apart from the government of verbs the following seem to me the

most usual sources of mistakes: uncountable nouns, phrasal verbs

(which I have usually called compound verbs), tenses, articles and

word order. These are therefore the things that have been gone into

most fully.

This book, however, is not meant to be a comprehensive grammar

book, and on many other aspects of grammar-such as the Passive,

Relative Pronouns, Indirect Speech and Auxiliary Verb--it assumes

that the students have already studied the subject and merely draws

attention to some salient points that may have been overlooked or not

properly grasped.

I may, with some justiication, be accused of over-simpliication in

grammatical expositions. This is at least partly deliberate. As I have no

wish to bog the student down in a mass of minor intricacies, everything

not essential has been omitted. My aim throughout has been to present

the grammar simply enough for the student to be able to get a clear,

overall picture of it. Where teachers think the over-simpliication too

scandalous, there is nothing to stop them illing in further details.

Everyone has his hobby-horse and no book completely suits anyone

excep t its writer. Books are aids to teachers, not tyrants over them.

Allowing for such illing-in, however, I do intend the book to be work

ed through systematically.

Here, perhaps, a little advice about how to use it in class may not

com e amiss. It is obviously impossible for the teacher to read through

the grammar sections with the pupils in class: nothing could be more

slee p-inducing. It is suggested, therefore, that the teacher (with his

bo ok open) should do his best to elicit the information required by

29. The use of the articles in English

30. The Saxon genitive (th e's) and the u se of nouns as adjective s

176

184

3l. Com pound v erbs P-S

189

32 . Word order

201

33. Compound verbs S-T

211

34. Sentence construction

221

35. Miscellaneous compound verbs

230

36. K ey

240

INTRODunON

INTRODUnON

vii

questioning the pupils (with their books closed). Thus, for example, in

section I the teacher would point out the irst principle mentioned and

then ask members of the class to give some examples of it. Then he

would ask one student to make up a sentence using 'advise'. Another

student would be asked to make up another one using a different con

struction, then a third student, and so on. Subsequently, the grammar

of the section n e given to read for homework as a preface to the

students' writing the exercise(s) op it. Similarly in sections 2 and 3

quesions will be put about the use of the Present Simple and Con

tinuous, Prsent Perfect and Simple Pastetc. so that, as far as possible,

the infonation contained in those sections can be gleaned rom the

pupils themselves. Afterwards the teacher can ill in this method of

class participation and it can be applied to ll sections, except 14 (on

the gerund) and 15 (on the ininitive), where the lists are most obvious

ly for reference. Here the tea:her will probably limit himself to making

sure tbat the students understand the meaning of the less common

words. hroughout the book, this may be necessary, as the vocabulary

used is quite extensive and in no way specially selected as simple. In

short, the grammar sections will be mainly useful for reference ater

the essehtial contents have been taught in the way suggested. This

method will ensure that the teacher s teaching, not merely acting as a

kind of 'medium' to transmit messages rom me-a disembodied spirit

to all except my own pupils-to the class.

Because the book is meant to be worked through systematically I .

have not grouped all the grammar and exercises on a particular subject

together. It looks neat, but is, for practical purposes, absurd to have a

whole lot of exercises on one point together and then never another

mention of the point. Even the grammar on the government of verbs,

tenses and phrasal verbs has been split up into a number of sections in

an attempt to avoid mental indigestion. All the exercises on grammar

follow the expositions and so are prepared beforehand, but revision

exercises are found throughout the book. Exercises on vocabulary and

coprehension, however, are inserted and have not been prepared

beforehand. I do not see how they can be prepared without giving

away all the answers.

A number of the points dealt with in this book do not seem to have

been tackled in other books that I have seen for foreign students. I

have therefore had little precedent to guide me and have indeed been

driven to writing this by the very real gaps that I have. noticed in gram

mar books for advanced students. I hope, therefore, that the short

comings here will not be as severely censured as they would be if I were

covering only well-known ground.

Finally, a word on grammar rules. There is no justice in this life and

all examiners are on the look-out for lapses of grammar. Whe'n Dick

ens wrote: 'The clerk's ire was so very much smaller that it looked like

one coal', he, in common with every Englishman who has not taught

English to foreigners, had never heard of an uncountable noun. The

unfortunate foreigner writing the same sentence would have marks

deducted for not knowing his grammar. Grammar rules, therefore,

se rve only to help the student to play safe. They are empirical, not

absolute. Only a vast amount of reading of English literature will give

the student a 'feel for the language' that will enable him to snap his

fingers at the rules. If he has already reached that stage, this book has

nothing to teach him. If not, I hope it may help him to reach it.

F. V. Bywater

proficiency course in english, a - frank vivian bywater.pdf

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