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colomet/pb-xml

Created June 12, 2019 12:59
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pb-xml
<?xml version="1.0" encoding="UTF-8" ?>
<!-- This is a WordPress eXtended RSS file generated by WordPress as an export of your site. -->
<!-- It contains information about your site's posts, pages, comments, categories, and other content. -->
<!-- You may use this file to transfer that content from one site to another. -->
<!-- This file is not intended to serve as a complete backup of your site. -->
<!-- To import this information into a WordPress site follow these steps: -->
<!-- 1. Log in to that site as an administrator. -->
<!-- 2. Go to Tools: Import in the WordPress admin panel. -->
<!-- 3. Install the "WordPress" importer from the list. -->
<!-- 4. Activate & Run Importer. -->
<!-- 5. Upload this file using the form provided on that page. -->
<!-- 6. You will first be asked to map the authors in this export file to users -->
<!-- on the site. For each author, you may choose to map to an -->
<!-- existing user on the site or to create a new user. -->
<!-- 7. WordPress will then import each of the posts, pages, comments, categories, etc. -->
<!-- contained in this file into your site. -->
<rss version="2.0"
xmlns:excerpt="http://wordpress.org/export/1.2/excerpt/"
xmlns:content="http://purl.org/rss/1.0/modules/content/"
xmlns:wfw="http://wellformedweb.org/CommentAPI/"
xmlns:dc="http://purl.org/dc/elements/1.1/"
xmlns:wp="http://wordpress.org/export/1.2/"
>
<channel>
<title>English Grammar A2 Level</title>
<link>https://open.books4languages.com/english-a2-grammar</link>
<description>by Books for Languages</description>
<pubDate>Tue, 11 Jun 2019 10:50:27 +0000</pubDate>
<language>en-US</language>
<wp:wxr_version>1.2</wp:wxr_version>
<wp:base_site_url>http://open.books4languages.com/</wp:base_site_url>
<wp:base_blog_url>https://open.books4languages.com/english-a2-grammar</wp:base_blog_url>
<wp:author><wp:author_id>1</wp:author_id><wp:author_login><![CDATA[webadmin]]></wp:author_login><wp:author_email><![CDATA[mylanguageskills@hotmail.com]]></wp:author_email><wp:author_display_name><![CDATA[webadmin]]></wp:author_display_name><wp:author_first_name><![CDATA[]]></wp:author_first_name><wp:author_last_name><![CDATA[]]></wp:author_last_name></wp:author>
<wp:category>
<wp:term_id>1</wp:term_id>
<wp:category_nicename><![CDATA[uncategorized]]></wp:category_nicename>
<wp:category_parent><![CDATA[]]></wp:category_parent>
<wp:cat_name><![CDATA[Uncategorized]]></wp:cat_name>
</wp:category>
<wp:term>
<wp:term_id><![CDATA[23]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[about-the-author]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[About the Author]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[24]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[about-the-publisher]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[About the Publisher]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[2]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[abstracts]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Abstract]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[3]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[acknowledgements]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Acknowledgements]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[25]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[acknowledgements]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Acknowledgements]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[26]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[afterword]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Afterword]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[71]]></wp:term_id>
<wp:term_taxonomy><![CDATA[contributor]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[alastair-innes]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Alastair Innes]]></wp:term_name>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_first_name]]></wp:meta_key>
<wp:meta_value><![CDATA[Alastair]]></wp:meta_value>
</wp:termmeta>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_last_name]]></wp:meta_key>
<wp:meta_value><![CDATA[Innes]]></wp:meta_value>
</wp:termmeta>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[70]]></wp:term_id>
<wp:term_taxonomy><![CDATA[license]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[all-rights-reserved]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[All Rights Reserved]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[56]]></wp:term_id>
<wp:term_taxonomy><![CDATA[contributor]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[ana-talan]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Ana Talan]]></wp:term_name>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_first_name]]></wp:meta_key>
<wp:meta_value><![CDATA[Ana]]></wp:meta_value>
</wp:termmeta>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_last_name]]></wp:meta_key>
<wp:meta_value><![CDATA[Talan]]></wp:meta_value>
</wp:termmeta>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[55]]></wp:term_id>
<wp:term_taxonomy><![CDATA[contributor]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[antonio-d]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Antonio D.]]></wp:term_name>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_first_name]]></wp:meta_key>
<wp:meta_value><![CDATA[Antonio]]></wp:meta_value>
</wp:termmeta>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_last_name]]></wp:meta_key>
<wp:meta_value><![CDATA[D.]]></wp:meta_value>
</wp:termmeta>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[27]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[appendix]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Appendix]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[28]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[authors-note]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Author's Note]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[29]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[back-of-book-ad]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Back of Book Ad]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[4]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[before-title]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Before Title Page]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[30]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[bibliography]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Bibliography]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[31]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[biographical-note]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Biographical Note]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[62]]></wp:term_id>
<wp:term_taxonomy><![CDATA[contributor]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[books4languages-team]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Books4Languages team]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[64]]></wp:term_id>
<wp:term_taxonomy><![CDATA[license]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[cc-by]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[CC BY (Attribution)]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[67]]></wp:term_id>
<wp:term_taxonomy><![CDATA[license]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[cc-by-nc]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[CC BY-NC (Attribution NonCommercial)]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[69]]></wp:term_id>
<wp:term_taxonomy><![CDATA[license]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[cc-by-nc-nd]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[CC BY-NC-ND (Attribution NonCommercial NoDerivatives)]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[68]]></wp:term_id>
<wp:term_taxonomy><![CDATA[license]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[cc-by-nc-sa]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[CC BY-NC-SA (Attribution NonCommercial ShareAlike)]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[66]]></wp:term_id>
<wp:term_taxonomy><![CDATA[license]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[cc-by-nd]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[CC BY-ND (Attribution NoDerivatives)]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[65]]></wp:term_id>
<wp:term_taxonomy><![CDATA[license]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[cc-by-sa]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[CC BY-SA (Attribution ShareAlike)]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[5]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[chronology-timeline]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Chronology, Timeline]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[32]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[colophon]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Colophon]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[33]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[conclusion]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Conclusion]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[34]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[credits]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Credits]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[6]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[dedication]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Dedication]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[35]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[dedication]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Dedication]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[7]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[disclaimer]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Disclaimer]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[8]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[epigraph]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Epigraph]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[36]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[epilogue]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Epilogue]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[9]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[foreword]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Foreword]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[10]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[genealogy-family-tree]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Genealogy, Family Tree]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[37]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[glossary]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Glossary]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[58]]></wp:term_id>
<wp:term_taxonomy><![CDATA[contributor]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[idil-ucan]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[İdil Uçan]]></wp:term_name>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_first_name]]></wp:meta_key>
<wp:meta_value><![CDATA[İdil]]></wp:meta_value>
</wp:termmeta>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_last_name]]></wp:meta_key>
<wp:meta_value><![CDATA[Uçan]]></wp:meta_value>
</wp:termmeta>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[11]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[image-credits]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Image credits]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[38]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[index]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Index]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[12]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[introduction]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Introduction]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[72]]></wp:term_id>
<wp:term_taxonomy><![CDATA[contributor]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[johanna-gierlicka]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Johanna Gierlicka]]></wp:term_name>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_first_name]]></wp:meta_key>
<wp:meta_value><![CDATA[Johanna]]></wp:meta_value>
</wp:termmeta>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_last_name]]></wp:meta_key>
<wp:meta_value><![CDATA[Gierlicka]]></wp:meta_value>
</wp:termmeta>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[59]]></wp:term_id>
<wp:term_taxonomy><![CDATA[contributor]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[julia-jaworska]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Julia Jaworska]]></wp:term_name>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_first_name]]></wp:meta_key>
<wp:meta_value><![CDATA[Julia]]></wp:meta_value>
</wp:termmeta>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_last_name]]></wp:meta_key>
<wp:meta_value><![CDATA[Jaworska]]></wp:meta_value>
</wp:termmeta>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[53]]></wp:term_id>
<wp:term_taxonomy><![CDATA[contributor]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[katerina]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[katerina kyriakou]]></wp:term_name>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_first_name]]></wp:meta_key>
<wp:meta_value><![CDATA[katerina]]></wp:meta_value>
</wp:termmeta>
<wp:termmeta>
<wp:meta_key><![CDATA[contributor_last_name]]></wp:meta_key>
<wp:meta_value><![CDATA[kyriakou]]></wp:meta_value>
</wp:termmeta>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[13]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[list-of-abbreviations]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[List of Abbreviations]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[14]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[list-of-characters]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[List of Characters]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[15]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[list-of-illustrations]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[List of Illustrations]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[16]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[list-of-tables]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[List of Tables]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[17]]></wp:term_id>
<wp:term_taxonomy><![CDATA[front-matter-type]]></wp:term_taxonomy>
<wp:term_slug><![CDATA[miscellaneous]]></wp:term_slug>
<wp:term_parent><![CDATA[]]></wp:term_parent>
<wp:term_name><![CDATA[Miscellaneous]]></wp:term_name>
</wp:term>
<wp:term>
<wp:term_id><![CDATA[39]]></wp:term_id>
<wp:term_taxonomy><![CDATA[back-matter-type]]></wp:term_taxonomy>
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<title>books4languages topic english grammar social a2 prepositions of possesion</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-possession/books4languages-topic-english-grammar-social-a2-prepositions-of-possesion/</link>
<pubDate>Mon, 14 Jan 2019 11:12:58 +0000</pubDate>
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<title>books4languages topic english grammar social a2 comparative clauses as as</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/comparatives-clauses-as-as/books4languages-topic-english-grammar-social-a2-comparative-clauses-as-as/</link>
<pubDate>Mon, 14 Jan 2019 11:13:54 +0000</pubDate>
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<title>Present Perfect Affirmative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/</link>
<pubDate>Fri, 08 Jul 2016 16:23:54 +0000</pubDate>
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<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>present perfect</strong> is a tense used to express completed actions which have occurred in the past, are connected to the present and still have effects on it.
When expressed in its <strong>affirmative</strong> form, the verb confirms something about the subject.
</div>
<div id="form" class="box" title="Form">
The <strong>present perfect</strong>, in its <strong>affirmative</strong> form, has this structure:
<span style="color: #808080;"><strong>Subject + have/has + past participle + …</strong></span>
<ul>
<li><strong>Have</strong>/<strong>has</strong>: the third person singular changes from <strong>have</strong> to <strong>has</strong>;
<ul>
<li>Short forms of the affirmative form are: I’ve - you’ve - he’s…</li>
</ul>
</li>
<li><strong>Regular past participles</strong> are formed by adding <strong>-d</strong> or <strong>-ed</strong> to the base form of verbs<strong>. Irregular past participles</strong> have to be learned by heart.</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Auxiliary Verb</th>
<th>Past Participle</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>have</strong></td>
<td>work<strong>ed</strong></td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>has</strong></td>
<td>work<strong>ed</strong></td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>have</strong></td>
<td>work<strong>ed</strong></td>
</tr>
</tbody>
</table>
With the <strong>present perfect </strong>tense we often use <strong>time expressions </strong>like: <em>ever</em>, <em>never,</em> <em>before,</em> <em>yet</em>, <em>just</em>, <em>already</em>, <em>still</em>, <em>so far</em>, <em>up until now</em>…
{Check the topic <a href="https://open.books4languages.com/english-a2-grammar/chapter/past-participle/">Past Participle</a> to learn <strong>irregular</strong> verbs}.
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Past situations with results in the present
<ul>
<li><em>I <strong>have lost</strong> my car keys</em>!</li>
<li><em>He <strong>has put</strong> on weight</em>.</li>
<li><em>We <strong>have finished</strong> our homework</em>!</li>
</ul>
</li>
<li>Finished actions referring to life experiences up to now
<ul>
<li><em>I <strong>have talked</strong> to her four times</em>.</li>
<li><em>This is the best castle she <strong>has ever visited</strong></em>.</li>
<li><em>They <strong>have never travelled</strong> without their computer</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use the <strong>present perfect</strong>, in its <strong>affirmative</strong> form, to confirm:
<ol>
<li>Past situations with results in the present;</li>
<li>Finished actions referring to life experience up to now.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
We use the <strong>present perfect</strong>, in the <strong>affirmative</strong> form, to confirm completed actions which have occurred in the past, are connected to the present and still have effects on it.
The structure is:
<span style="color: #808080;"><strong>Subject + have/has</strong><strong> + past participle + …</strong></span> (<strong>has</strong> for the third person singular)
For example:
— "<em>It <strong>has rained</strong> the whole morning</em>." = We use the <strong>present perfect</strong> because the past action still has effects on the present (for example, the streets are still wet).
♦ "<em>It <strong>rained</strong> the whole morning</em>." = We use the <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>past simple</strong></a> because the past action is finished and there's no need to emphasise its effects on the present.
NOTE: The <a href="https://open.books4languages.com/english-a2-grammar/chapter/past-participle/"><strong>past participle</strong></a> is usually used to form the perfect tenses, and it indicates past or completed actions. It is formed by adding <strong>-d</strong> or <strong>-ed</strong> to the base form of regular verbs, whereas irregular verbs have different fixed forms which need to be studied by heart.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
</div>]]></content:encoded>
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<title>Appendix</title>
<link>https://open.books4languages.com/english-a2-grammar/back-matter/appendix/</link>
<pubDate>Sat, 09 Jul 2016 16:41:46 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
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<description></description>
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<title>Adverbs of place</title>
<link>https://open.books4languages.com/english-a2-grammar/back-matter/adverbs-of-place/</link>
<pubDate>Fri, 13 Apr 2018 08:24:54 +0000</pubDate>
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<description></description>
<content:encoded><![CDATA[The uses of the main <strong>adverbs of place</strong> are:
<ul>
<li><strong>Abroad</strong> (in foreign countries).</li>
<li><strong>Anywhere</strong> (at any place).</li>
<li><strong>Downstairs</strong> (situated on a lower floor).</li>
<li><strong>Here</strong> (at this point).</li>
<li><strong>Indoors</strong> (in buildings).</li>
<li><strong>Inside</strong> (the inner side of something).</li>
<li><strong>Outdoors</strong> (into the open air).</li>
<li><strong>Outside</strong> (the outer side of something).</li>
<li><strong>There</strong> (at that place).</li>
<li><strong>Upstairs</strong> (up the stairs, on an upper floor).</li>
</ul>]]></content:encoded>
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<title>Adverbs of frequency</title>
<link>https://open.books4languages.com/english-a2-grammar/back-matter/adverbs-of-frequency/</link>
<pubDate>Fri, 13 Apr 2018 08:30:03 +0000</pubDate>
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<content:encoded><![CDATA[<h2>Adverbs of indefinite frequency<strong>
</strong></h2>
<ul>
<li><strong>Constantly</strong> (all the time or often).</li>
<li><strong>Frequently</strong> (often).</li>
<li><strong>Now</strong> <strong>and</strong> <strong>then</strong> (from time to time).</li>
<li><strong>Occasionally</strong> (sometimes but not often).</li>
<li><strong>Regularly</strong> (often).</li>
<li><strong>Seldom</strong> (on only a few occasions).</li>
</ul>
<h2>Adverbs of definite frequency</h2>
<ul>
<li><strong>Daily</strong> (repeated everyday).</li>
<li><strong>Monthly</strong> (repeated each month).</li>
<li><strong>Periodically</strong> (repeated after a particular period of time).</li>
<li><strong>Weekly</strong> (repeated each week).</li>
<li><strong>Yearly</strong> (repeated each year).</li>
</ul>]]></content:encoded>
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<title>Adverbs of time</title>
<link>https://open.books4languages.com/english-a2-grammar/back-matter/adverbs-of-time/</link>
<pubDate>Fri, 13 Apr 2018 08:34:16 +0000</pubDate>
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<content:encoded><![CDATA[<ul>
<li><strong>All day</strong> (lasting for an entire day).</li>
<li><strong>Already</strong> (before now).</li>
<li><strong>Later</strong> (afterwards).</li>
<li><strong>Now</strong> (at the moment).</li>
<li><strong>Since</strong> (from then until now).</li>
<li><strong>Soon</strong> (at a time that is not long from now).</li>
<li><strong>Today</strong> (this present day).</li>
<li><strong>Tomorrow</strong> (the day after today).</li>
<li><strong>Tonight</strong> (today at night).</li>
<li><strong>Yesterday</strong> (the day before today).</li>
</ul>]]></content:encoded>
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<title>Prepositions of place</title>
<link>https://open.books4languages.com/english-a2-grammar/back-matter/prepositions-of-place/</link>
<pubDate>Fri, 13 Apr 2018 08:42:26 +0000</pubDate>
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<content:encoded><![CDATA[<ul>
<li><strong>Above</strong> (at a higher level).</li>
<li><strong>Behind</strong> (at the back of).</li>
<li><strong>Below</strong> (at a lower level).</li>
<li><strong>Between</strong> (in the space that separates two places, people or objects).</li>
<li><strong>In front of</strong> (in direct view of).</li>
<li><strong>Near</strong> (at a short distance away).</li>
<li><strong>Next to</strong> (very close to someone or something, with nothing in between).</li>
<li><strong>Opposite</strong> (being in a position on the other side).</li>
<li><strong>Over</strong> (at a higher level).</li>
<li><strong>Under</strong> (in a lower position).</li>
</ul>]]></content:encoded>
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<title>Prepositions of movement</title>
<link>https://open.books4languages.com/english-a2-grammar/back-matter/prepositions-of-movement/</link>
<pubDate>Fri, 13 Apr 2018 08:57:06 +0000</pubDate>
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<content:encoded><![CDATA[<h2>Movement to or from a place</h2>
<ul>
<li><strong>Away</strong> <strong>from</strong> (distancing oneself from a place).</li>
<li><strong>Down</strong> (moving to a lower positioned place).</li>
<li><strong>From</strong> (starting point of a changing of position).</li>
<li><strong>To</strong> (destination of a changing of position).</li>
<li><strong>Up</strong> (moving to a higher positioned place).</li>
</ul>
<h2>Movement from one side to another</h2>
<ul>
<li><strong>Across</strong> (passing through a path, street… to reach a destination).</li>
<li><strong>Along</strong> (walking by the side of an extended place to reach a destination).</li>
</ul>
<h2>Changing position</h2>
<ul>
<li><strong>In</strong>/<strong>into</strong> (entering a 3-dimensional place).</li>
<li><strong>Off</strong> (changing a position by leaving the previous place).</li>
<li><strong>On</strong>/<strong>onto</strong> (positioning on the top of a 3-dimensional place having contact with the place).</li>
<li><strong>Out</strong> <strong>of</strong> (leaving a 3-dimensional place).</li>
<li><strong>Over</strong> (positioning on the top of a 3-dimensional place without having contact with the place).</li>
<li><strong>Under</strong> (positioning below a 3-dimensional place).</li>
</ul>]]></content:encoded>
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<title>Phrasal verbs</title>
<link>https://open.books4languages.com/english-a2-grammar/back-matter/phrasal-verbs/</link>
<pubDate>Fri, 13 Apr 2018 13:23:02 +0000</pubDate>
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<content:encoded><![CDATA[<ul>
<li><strong>Bring up</strong>: to mention a specific subject.</li>
<li><strong>Clean up</strong>: to clean a place, make it tidy.</li>
<li><strong>Hang up</strong>: to end a call on the phone, especially when the other person doesn’t expect it.</li>
<li><strong>Keep up</strong>: to persist or persevere.</li>
</ul>]]></content:encoded>
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<title>Adverbs of degree</title>
<link>https://open.books4languages.com/english-a2-grammar/back-matter/adverbs-of-degree/</link>
<pubDate>Mon, 23 Apr 2018 16:01:10 +0000</pubDate>
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<content:encoded><![CDATA[<ul>
<li><strong>Absolutely</strong> (without exception, completely).</li>
<li><strong>Barely</strong> (by the smallest amount).</li>
<li><strong>Completely</strong> (entirely).</li>
<li><strong>Really</strong> (very).</li>
<li><strong>Totally</strong> (definitely).</li>
</ul>]]></content:encoded>
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<title>books4languages topic english grammar social a2 intensifiers and mitigators</title>
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<pubDate>Mon, 14 Jan 2019 11:14:18 +0000</pubDate>
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<title>Present Perfect Negative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-negative/</link>
<pubDate>Fri, 08 Jul 2016 16:24:06 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=22</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>present perfect</strong> is a tense used to express completed actions which have occurred in the past, are connected to the present and still have effects on it.
When expressed in its <strong>negative</strong> form, the verb denies something about the subject.
</div>
<div id="form" class="box" title="Form">
The <strong>present perfect</strong>, in its <strong>negative</strong> form, has this structure:
<span style="color: #808080;"><strong>Subject + have/has + not + past participle + …</strong></span>
<ul>
<li><strong>Have</strong>/<strong>has</strong>: the third person singular changes from <strong>have</strong> to <strong>has</strong>;
<ul>
<li>Short forms of the negative form are: I haven't - you haven't - she hasn't…</li>
</ul>
</li>
<li><strong>Regular past participles</strong> are formed by adding <strong>-d </strong> or <strong>-ed</strong> to the base form of verbs. <strong>Irregular past participles</strong> have to be learned by heart.</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Auxiliary Verb + not</th>
<th>Past Participle</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>have not</strong></td>
<td>work<strong>ed</strong></td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>has not</strong></td>
<td>work<strong>ed</strong></td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>have not</strong></td>
<td>work<strong>ed</strong></td>
</tr>
</tbody>
</table>
{Check the topic <a href="https://open.books4languages.com/english-a2-grammar/chapter/past-participle/">Past Participle</a> to learn <strong>irregular</strong> verbs}.
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Past situations with results in the present
<ul>
<li><em>I <strong>haven't lost</strong> my car keys</em>!</li>
<li><em>He <strong>hasn't put</strong> on weight</em>.</li>
<li><em>We <strong>haven't finished</strong> our homework</em>!</li>
</ul>
</li>
<li>Finished actions referring to life experience up to now
<ul>
<li><em>I <strong>haven't talked</strong> to her four times</em>.</li>
<li><em>She <strong>hasn't visited</strong> this castle</em>.</li>
<li><em>They <strong>haven't travelled</strong> without their computer</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use the <strong>present perfect</strong>, in its <strong>negative</strong> form, to deny something about:
<ol>
<li>Past situations with results in the present;</li>
<li>Finished actions referring to life experience up to now.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
We use the <strong>present perfect</strong>, in the <strong>negative</strong> form, to deny completed actions which have occurred in the past, are connected to the present and still have effects on it.
The structure is:
<span style="color: #808080;"><strong>Subject + have/has + not + past participle + …</strong></span> (<strong>has</strong> for the third person singular)
For example:
— "<em>It <strong>hasn't rained</strong> the whole month</em>." = We use the <strong>present perfect</strong> because the past action still has effects on the present (for example, the water levels are low).
♦ "<em>It <strong>didn't rain</strong> last  month</em>." = We use the <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>past simple</strong></a> because the past action is finished and there's no need to emphasise its effects on the present.
NOTE: The <a href="https://open.books4languages.com/english-a2-grammar/chapter/past-participle/"><strong>past participle</strong></a> is usually used to form the perfect tenses, and it indicates past or completed actions. It is formed by adding <strong>-d</strong> or <strong>-ed</strong> to the base form of regular verbs, whereas irregular verbs have different fixed forms which need to be studied by heart.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
</div>]]></content:encoded>
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<title>Present Perfect Interrogative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-interrogative/</link>
<pubDate>Fri, 08 Jul 2016 16:24:04 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=23</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>present perfect</strong> is a tense used to express completed actions which have occurred in the past, are connected to the present and still have effects on it.
When expressed in its <strong>interrogative</strong> form, the verb is used to ask questions.
</div>
<div id="form" class="box" title="Form">
The <strong>present perfect</strong>, in its <strong>interrogative</strong> form, has this structure:
<span style="color: #808080;"><strong>Have/has + subject + past participle + …?</strong></span>
<ul>
<li><strong>Have</strong>/<strong>has</strong>: the third person singular changes from <strong>have</strong> to <strong>has</strong>;</li>
<li><strong>Regular past participles</strong> are formed by adding <strong>-d</strong> or <strong>-ed</strong> to the base form of verbs. <strong>Irregular past participles</strong> have to be learned by heart.</li>
</ul>
<table>
<tbody>
<tr>
<th>Auxiliary Verb</th>
<th>Subject</th>
<th>Past Participle</th>
<th>Question Mark</th>
</tr>
<tr>
<td><strong>Have</strong></td>
<td>I/you</td>
<td>work<strong>ed</strong></td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Has</strong></td>
<td>he/she/it</td>
<td>work<strong>ed</strong></td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Have</strong></td>
<td>we/you/they</td>
<td>work<strong>ed</strong></td>
<td>…<strong>?</strong></td>
</tr>
</tbody>
</table>
{Check the topic <a href="https://open.books4languages.com/english-a2-grammar/chapter/past-participle/">Past Participle</a> to learn <strong>irregular</strong> verbs}.
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Past situations with results in the present
<ul>
<li><em><strong>Have I lost</strong> my car keys</em><strong>?</strong></li>
<li><em><strong>Has he put</strong> on weight</em><strong>?</strong></li>
<li><em><strong>Have we finished</strong> our homework</em><strong>?</strong></li>
</ul>
</li>
<li>Finished actions referring to life experience up to now
<ul>
<li><em><strong>Have I talked</strong> to her four times</em><strong>?</strong></li>
<li><em><strong>Has she visited</strong> this castle</em><strong>?</strong></li>
<li><em><strong>Have they travelled</strong> without their computer</em><strong>?</strong></li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use the <strong>present perfect</strong>, in its <strong>interrogative</strong> form, to ask about:
<ol>
<li>Past situations with results in the present;</li>
<li>Finished actions referring to life experience up to now.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
We use the <strong>present perfect</strong>, in the <strong>interrogative</strong> form, to ask about completed actions which have occurred in the past, are connected to the present and still have effects on it.
The structure is:
<span style="color: #808080;"><strong>Have/has + subject + past participle + …?</strong></span> (<strong>has</strong> for the third person singular)
For example:
— “<strong><em>Has</em></strong> <em>it <strong>rained</strong> the whole morning</em><strong>?</strong>” = We use the <strong>present perfect</strong> because the past action still has effects on the present (for example, the streets are still wet).
♦ “<em><strong>Did</strong> it <strong>rain</strong> the whole morning</em><strong>?</strong>” = We use the <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>past simple</strong></a> because the past action is finished and there's no need to emphasise its effects on the present.
NOTE: The <a href="https://open.books4languages.com/english-a2-grammar/chapter/past-participle/"><strong>past participle</strong></a> is usually used to form the perfect tenses, and it indicates past or completed actions. It is formed by adding <strong>-d</strong> or <strong>-ed</strong> to the base form of regular verbs, whereas irregular verbs have different forms which need to be studied by heart.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Time Adverbs with Present Perfect</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/time-adverbs-with-present-perfect/</link>
<pubDate>Fri, 08 Jul 2016 16:24:12 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=25</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Adverbs</strong> are expressions that function as modifiers of other elements in the clause. They can provide a wide range of information.
<strong>Time adverbs</strong> are often used with the <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>present perfect</strong></a> and function as modifiers of other elements in the clause.
</div>
<div id="form" class="box" title="Form">
The main <strong>time adverbs</strong> that are used with the <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>present perfect </strong></a>are: <strong>already</strong>, <strong>just</strong>, <strong>still</strong> and <strong>yet</strong>.
Their positions in sentences are:
<ul>
<li><strong>Already</strong>: <strong><span style="color: #808080;">Subject + auxiliary verb + already + past participle + …</span></strong></li>
<li><strong>Just</strong>: <strong><span style="color: #808080;">Subject + auxiliary verb + just + past participle + …</span></strong></li>
<li><strong>Still</strong>: <strong><span style="color: #808080;">Subject + auxiliary verb + still + verb + …</span></strong></li>
<li><strong>Yet</strong>: <strong><span style="color: #808080;">Subject + verb + … + yet</span></strong></li>
</ul>
NOTE: They can have different positions when they are not used with perfect tenses.
</div>
<div id="example" class="box" title="Example">
Positive statements
<ul>
<li><em>She <strong>has just retired</strong></em>.</li>
<li><em>He <strong>has already booked</strong> his ticket</em>.</li>
<li><em><strong>Have</strong> they <strong>just sent</strong> a fax?</em></li>
</ul>
Negative statements
<ul>
<li><em>I <strong>still haven't made</strong> any plan for Christmas</em>.</li>
<li><em><strong>Have</strong> you <strong>still not done</strong> the laundry?</em></li>
<li><em><strong>Haven't</strong> they <strong>sent</strong> an email <strong>yet</strong>?</em></li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Adverbs of time</strong> express when an action happened, for how long and how often. The main adverbs of time are:
<ul>
<li><strong>Already</strong> is used to say that something has happened early, or earlier than expected.</li>
<li><strong>Just</strong> is used to express an action that happened at this moment or a short time ago.</li>
<li><strong>Still</strong> is used to express an action that has not finished or has lasted longer than expected.</li>
<li><strong>Yet</strong> is used to say that something is not happening now, but it will happen in the near future.</li>
</ul>
&nbsp;
</div>
<div id="extension" class="box" title="Extension">
When <strong>adverbs</strong> are used with <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>present perfect</strong></a>, they can act as modifiers of other elements in a clause.
Their position in sentences are:
<ul>
<li><strong>Already</strong>: <strong><span style="color: #808080;">Subject + auxiliary verb + already + past participle + …</span></strong></li>
<li><strong>Just</strong>: <strong><span style="color: #808080;">Subject + auxiliary verb + just + past participle + …</span></strong></li>
<li><strong>Still</strong>: <strong><span style="color: #808080;">Subject + auxiliary verb + still + verb + …</span></strong></li>
<li><strong>Yet</strong>: <strong><span style="color: #808080;">Subject + verb + … + yet</span></strong></li>
</ul>
For example:
— "<em>I <strong>have already arrived</strong> home</em>." = The action happened in the past and will not happen again (<strong>by now</strong>).
— "<em>I <strong>have just arrived</strong> home</em>." = The action happened in the near past (<strong>shortly before</strong>).
— <em>"I <strong>still haven't arrived</strong> home."</em> =  The action has not finished (<strong>continuing to happen</strong>).
— "<em>I <strong>haven't arrived</strong> home <strong>yet</strong></em>." = The action has not happened in the past or present because it is going to happen in the near future (<strong>until now</strong>).
NOTE: Some of the <strong>adverbs</strong> are only used in negative statements and not in positive ones (and vice versa). Moreover, they can have different positions when they are not used with perfect tenses.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>For and Since with Present Perfect</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/for-and-since-with-present-perfect/</link>
<pubDate>Fri, 08 Jul 2016 16:24:15 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=26</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Prepositions</strong> are small words that are related to another element in the sentence. They are essential because they provide additional details about the sentence by locating events, people, and objects in a <strong>place</strong> and <strong>time</strong>.
To locate an event in a time frame and add information about its duration, we use the prepositions <strong>for</strong> and <strong>since</strong>.
</div>
<div id="form" class="box" title="Form">
The prepositions <strong>for</strong> and <strong>since</strong> have the same general purpose but have a different connotation. With them we always use the <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>present perfect</strong></a> of the verb, when referring to the present.
The structures are:
<strong><span style="color: #808080;">… + for + period of time + …</span></strong>
<strong><span style="color: #808080;">… + since + starting point + …</span></strong>
</div>
<div id="example" class="box" title="Example">
For
<ul>
<li><em>I <strong>have studied</strong> Dutch <strong>for</strong> 4 years</em>.</li>
<li><em>I<strong>'ve known</strong> her <strong>for</strong> ten years</em>.</li>
<li><em>She <strong>has attended</strong> the Spanish course <strong>for</strong> three months</em>.</li>
</ul>
Since
<ul>
<li><em>I <strong>have studied</strong> Dutch <strong>since</strong> 2011</em>.</li>
<li><em>I<strong>'ve known</strong> her <strong>since</strong> 2006</em>.</li>
<li><em>She <strong>has attended</strong> the Spanish course <strong>since</strong> January</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We usually use <strong>for</strong> to express the <strong>period of time</strong> in which an event took place (<em>2 years</em>, <em>6 weeks</em>, <em>10 days</em>…). The event expressed with for is still effective in the present time of the conversation.
We usually use <strong>since</strong> to express the exact <strong>starting point</strong> of an event (<em>last year</em>, <em>1996</em>, <em>I arrived</em>…).
</div>
<div id="extension" class="box" title="Extension">
<strong>For</strong> and <strong>since</strong> help to locate an event in a time frame and add information about its length. They are always used with the <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>present perfect</strong></a>, when referring to the present.
<ul>
<li><strong>For</strong> is used to express the length of a period that is still going on:
<strong><span style="color: #808080;">… + for + period of time + …</span></strong></li>
<li><strong>Since</strong> is used to express the exact present or past starting point of an event:
<strong><span style="color: #808080;">… + since + starting point + …</span></strong></li>
</ul>
For example:
— "<em>I<strong>'ve been</strong> a fireman <strong>for</strong> 16 years</em>." = We use <strong>for</strong> because we are expressing the length of the action.
— "<em>I'<strong>ve been</strong> a fireman <strong>since</strong> 2000</em>." = We use <strong>since</strong> because we are expressing the starting date of the action.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Present Perfect vs Past Simple</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-vs-past-simple/</link>
<pubDate>Fri, 08 Jul 2016 16:24:37 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=27</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>present perfect</strong></a> is used to express completed actions which have occurred in the past, but are connected to the present and still have effects on it {see <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/">Present Perfect</a>, A2 Level}.
The <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>past simple</strong></a> is used to express situations that occurred and concluded in the past {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/">Past Simple</a>, A1 Level}.
<a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>Present perfect</strong></a> and <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>Past simple</strong></a> are different in form and meaning.
</div>
<div id="form" class="box" title="Form">
<a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>Present perfect</strong></a> and <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>Past simple</strong></a> have different structures for the three forms.
<strong>Affirmative</strong> forms:
<ul>
<li>Present perfect <strong>:<span style="color: #808080;">Subject + have/has + past participle + …</span></strong></li>
<li>Past simple: <strong><span style="color: #808080;">Subject + [past form of the verb] + …</span></strong></li>
</ul>
<strong>Negative</strong> forms:
<ul>
<li>Present perfect: <span style="color: #808080;"><strong>Subject + have/has + not + past participle + …</strong></span></li>
<li>Past simple: <span style="color: #808080;"><strong>Subject + did + not + verb + …</strong></span></li>
</ul>
<strong>Interrogative</strong> forms:
<ul>
<li>Present perfect: <span style="color: #808080;"><strong>Have/has + subject + past participle + …?</strong></span></li>
<li>Past simple: <span style="color: #808080;"><strong>Did + subject + verb + …?</strong></span></li>
</ul>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Present perfect
<ul>
<li><em>I <strong>have lived</strong> in Chicago for 10 years, I still live in Chicago</em>.</li>
<li><em>She <strong>hasn't played</strong> the piano in 3 years, she plays every day (the last time was 3 years ago)</em>.</li>
<li><em><strong>Have</strong> they <strong>lived</strong> together for a year</em> (they are still together)<strong><em>?</em></strong></li>
</ul>
</li>
<li>Past simple
<ul>
<li><em>I <strong>lived</strong> in Chicago for 10 years, now I live in San Diego</em>.</li>
<li><em>She <strong>didn't play</strong> the piano for 3 years, she played for 6 years (but she doesn't play anymore)</em>.</li>
<li><em><strong>Did</strong> they <strong>live</strong> together for a year</em> (they are not together anymore)<strong>?</strong></li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We use <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>present perfect</strong></a> to express short/long unfinished actions and events, past situations with results in the present, with <strong>unfinished time expressions</strong> (<em>this month</em>, <em>today,</em> <em>this year</em>…).
We use <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>past simple</strong></a> to express short/long finished actions and events, repeated events and habits which occurred in the past, with <strong>finished time expressions</strong> (<em>two weeks ago</em>, <em>last year</em>, <em>in 2010</em>, <em>yesterday</em>…).
</div>
<div id="extension" class="box" title="Extension">
The <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>present perfect</strong></a> and <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>past simple</strong></a> differ in meaning and form.
For example:
— "<em>I <strong>have been</strong> to the cinema four times this month</em>." = We use the <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>present perfect</strong></a> of <strong>to be</strong> to express that the speaker started the action in a period of time which hasn't finished yet (<em>this month</em>).
— "<em>I <strong>went</strong> to the cinema four times last month</em>." = We use the <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>past simple</strong></a> of <strong>to go</strong> to express that the speaker finished the action in a past moment (<em>last month</em>).
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Future Simple Affirmative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/</link>
<pubDate>Fri, 08 Jul 2016 16:24:35 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=29</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>future</strong> is the tense used to express future events. We use the <strong>future simple</strong> structure to introduce predictions, beliefs or intentions about the future.
When expressed in its <strong>affirmative</strong> form, the verb confirms something about the subject.
</div>
<div id="form" class="box" title="Form">
The <strong>future simple</strong>, in its <strong>affirmative</strong> form, has this structure:
<span style="color: #808080;"><strong>Subject + will + verb + …</strong></span>
<ul>
<li>Short versions of the affirmative form are: I'll – you'll – he'll…</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Future Simple</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You/He/She/It</td>
<td><strong>will</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>will</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Promises
<ul>
<li><em>I <strong>will be</strong> there, I promise</em>!</li>
<li><em>She promises she <strong>will wear</strong> a bikini</em>.</li>
<li><em>We <strong>will tell</strong> you if he shows up</em>.</li>
</ul>
</li>
<li>Spontaneous decisions
<ul>
<li><em>I'm cold, I <strong>will put</strong> my gloves on</em>!</li>
<li><em>Sure, he'<strong>ll come</strong> tonight</em>.</li>
<li><em>No worries, they'<strong>ll call</strong> you back</em>.</li>
</ul>
</li>
<li>Hopes/opinions/predictions
<ul>
<li><em>I hope you <strong>will leave</strong> soon</em>.</li>
<li><em>I think she <strong>will pay</strong> with cash</em>.</li>
<li><em>In my opinion, they <strong>will buy</strong> this business</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<strong>Future simple</strong>, in its <strong>affirmative</strong> form, is used to:
<ol>
<li>Make promises;</li>
<li>Make spontaneous decisions;</li>
<li>Express hopes, opinions or predictions.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
We use the <strong>future simple</strong>, in the <strong>affirmative</strong> form, to confirm predictions, beliefs or intentions about the future, and when we are certain that these events will happen.
The structure is:
<span style="color: #808080;"><strong>Subject + will + verb + …</span></strong>
For example:
— "<em>I <strong>will go</strong> to the supermarket at 7</em>." = We use the <strong>future simple</strong> to express a future intention.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Future Simple Negative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/future-simple-negative/</link>
<pubDate>Fri, 08 Jul 2016 16:24:25 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=30</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>future</strong> is the tense used to express future events. We use the <strong>future simple</strong> structure to introduce predictions, beliefs or intentions about the future.
When expressed in its <strong>negative</strong> form, the verb denies something about the subject.
</div>
<div id="form" class="box" title="Form">
The <strong>future simple</strong>, in its <b>negative</b> form, has this structure:
<span style="color: #808080;"><strong>Subject + will + not + verb + …</strong></span>
<ul>
<li>Short version of the negative form is: I'll not/I won't - you'll not/you won't - he'll not/he won't…</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Future Simple + not</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You/He/She/It</td>
<td><strong>will not</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>will not</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Promises
<ul>
<li><em>I <strong>won't go</strong> there, I promise</em>!</li>
<li><em>She promises she <strong>won't wear</strong> a bikini</em>.</li>
<li><em>We <strong>won't tell</strong> you if he shows up</em>.</li>
</ul>
</li>
<li>Spontaneous decisions
<ul>
<li><em>It's hot, I <strong>won't</strong> put my gloves on</em>.</li>
<li><em>We <strong>won't come</strong> tonight</em>.</li>
<li><em>I <strong>won't call</strong> you back</em>!</li>
</ul>
</li>
<li>Hopes/opinions/predictions
<ul>
<li><em>I hope they <strong>won't leave</strong> soon</em>.</li>
<li><em>I think she <strong>won't pay</strong> with cash</em>.</li>
<li><em>In my opinion, they <strong>won't buy</strong> this business</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<strong>Future simple</strong>, in its <strong>negative</strong> form, is used to:
<ol>
<li>Make promises;</li>
<li>Make spontaneous decisions;</li>
<li>Express hopes, opinions or predictions.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
We use the <strong>future simple</strong>, in the <strong>negative</strong> form, to deny predictions, beliefs or intentions about the future and when we are certain that these events will not happen.
The structure is:
<span style="color: #808080;"><strong>Subject + will + not + verb + …</strong></span>
For example:
— “<em>I <strong>will not</strong> go to the supermarket today</em>.” = We use the <strong>future simple</strong> to express the decision.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Future Simple Interrogative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/future-simple-interrogative/</link>
<pubDate>Fri, 08 Jul 2016 16:24:47 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=31</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>future</strong> is the tense used to express future events. We use the <strong>future simple</strong> structure to introduce predictions, beliefs or intentions about the future.
When expressed in its <strong>interrogative</strong> form, it is used to ask questions.
</div>
<div id="form" class="box" title="Form">
The <strong>future simple</strong>, in its <strong>interrogative</strong> form, has this structure:
<span style="color: #808080;"><strong>Will + subject + verb + …?</strong></span>
<table>
<tbody>
<tr>
<th>Future Simple</th>
<th>Subject</th>
<th>Verb</th>
<th>Question Mark</th>
</tr>
<tr>
<td><strong>Will</strong></td>
<td>I/you/he/she/it</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Will</strong></td>
<td>we/you/they</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Yes/no questions
<ul>
<li><em><strong>Will</strong> you <strong>be</strong> late</em><strong>?</strong></li>
<li><em><strong>Will</strong> she <strong>dance</strong> with me</em><strong>?</strong></li>
<li><em><strong>Will</strong> they <strong>buy</strong> this</em><strong>?</strong></li>
</ul>
</li>
<li>Wh-questions
<ul>
<li><em>What <strong>will</strong> you <strong>wear</strong> tonight</em><strong>?</strong></li>
<li><em>Where <strong>will</strong> he <strong>sit?</strong></em></li>
<li><em>When <strong>will</strong> we <strong>finish</strong> our exercises</em><strong>?</strong></li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<strong>Future simple</strong>, in its <strong>interrogative</strong> form, is used to ask for information about the future:
<ol>
<li>Making <strong>yes/no questions</strong> about people's intentions;</li>
<li>Making <strong>wh-questions</strong> about people's intentions.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
We use the <strong>future simple</strong>, in the <strong>interrogative</strong> form, to ask for predictions, beliefs or intentions about the future and when we are usually certain that these events will happen.
The structure is:
<strong><span style="color: #808080;">Will + subject + verb + …?</span></strong>
For example:
— "<em><strong>Will</strong> you go to the supermarket today</em><strong>?</strong>" = In this case we use the <strong>future simple</strong> to ask for someone's future intentions.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Present Continuous for Future</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/present-continuous-for-future/</link>
<pubDate>Fri, 08 Jul 2016 16:24:32 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=32</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>future</strong> is the tense used to predict or express future events.
When we use the <a href="https://open.books4languages.com/english-a1-grammar/chapter/present-continuous-affirmative/"><strong>present continuous</strong></a> structure we refer to fixed plans {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/present-continuous-affirmative/">Present continuous</a>, A1 Level}.
</div>
<div id="form" class="box" title="Form">
{See <a href="https://open.books4languages.com/english-a1-grammar/chapter/present-continuous-affirmative/">Present continuous</a>, A1 level}.
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>She<strong>'s</strong> hav<strong>ing</strong> a birthday party next week</em>.</li>
<li><em>She <strong>isn’t</strong> hav<strong>ing</strong> a birthday party next week</em>.</li>
<li><em><strong>Is</strong> she hav<strong>ing</strong> a birthday party next week</em>?</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/present-continuous-affirmative/"><strong>Present continuous</strong></a> can be used to express, deny or ask about planned future activities or fixed arrangements whose time has already been decided.
</div>
<div id="extension" class="box" title="Extension">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/present-continuous-affirmative/"><strong>Present continuous</strong></a> can be used to express the future or to refer to fixed plans.
For example:
— "<em>I <strong>am working</strong> the whole summer</em>." = We use the <strong>present continuous</strong> for<strong> future</strong> because we are expressing the near future (soon).
♦ "<em>I <strong>am working</strong> the whole summer</em>." = We use the <a href="https://open.books4languages.com/english-a1-grammar/chapter/present-continuous-affirmative/"><strong>present continuous</strong></a> because we are expressing our current situation (now).
♦ "I <strong>will work</strong> the whole summer." = We use the <a href="https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/"><strong>future simple</strong></a> because we express a more distant period of time (future).
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Be going to</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/be-going-to/</link>
<pubDate>Fri, 08 Jul 2016 16:24:41 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=34</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Be going to</strong> is a structure that refers to the future {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/">Be going to</a>, A1 level}.
</div>
<div id="form" class="box" title="Form">
 {See <a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/">Be going to</a>, A1 level}.
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Predictions
<ul>
<li><em>The profit is low. We <strong>are going to</strong> go bankrupt</em>.</li>
<li><em>The profit is high. We <strong>are not going to</strong> go bankrupt</em>.</li>
<li><em>The profit is low. <strong>Are we going to</strong> go bankrupt</em>?</li>
</ul>
</li>
<li>Things that are about to happen
<ul>
<li><em>Look at the sky. It <strong>is going to</strong> rain</em>.</li>
<li><em>Look at the sky. It <strong>is not going to</strong> rain</em>.</li>
<li><em>Look at the sky. <strong>Is it going to</strong> rain</em>?</li>
</ul>
</li>
<li>Commands
<ul>
<li><em>You <strong>are going to</strong> talk to the boss</em>!</li>
<li><em>He <strong>is going to</strong> work as a babysitter</em>.</li>
<li><em>They <strong>are not going to</strong> meet with the client</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use the future with the <a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/"><strong>be going to</strong></a> structure to talk, deny or ask about:
<ol>
<li>Predictions (based on signs we see at the moment);</li>
<li>Things that are about to happen (that we are sure about);</li>
<li>Commands (affirmative and negative forms).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
We can use <a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/"><strong>be going to</strong></a> to express predictions, things that are about to happen and commands.
For example:
— "<em>I <strong>am going to</strong> send him an email about my decision</em>." = We use <a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/"><strong>be going to</strong></a> to show the speaker's intention of sending an email, but it is not arranged yet.
♦ "<em>I <strong>am</strong> send<strong>ing</strong> him an email about my decision tonight</em>." = We use <a href="https://open.books4languages.com/english-a1-grammar/chapter/present-continuous-affirmative/"><strong>present continuous</strong></a> for <strong>future</strong> to show that it is already arranged that the speaker will send an email.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<wp:meta_value><![CDATA[Future]]></wp:meta_value>
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<wp:meta_value><![CDATA[Affirmative]]></wp:meta_value>
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<wp:meta_value><![CDATA[Verb Phrase]]></wp:meta_value>
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<title>Future with Will or Be going to</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/future-with-will-or-be-going-to/</link>
<pubDate>Fri, 08 Jul 2016 16:44:15 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=37</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>future</strong> is the tense used to predict or express future events.
We use the <a href="https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/"><strong>future simple</strong></a> to express spontaneous decisions, opinions and hopes {see <a href="https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/">Future Simple</a>, A2 level}.
<a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/"><strong>Be going to</strong></a> is used to express intentions for the future and make previsions based on signs we see at that moment {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/">Be going to</a>, A1 level}.
</div>
<div id="form" class="box" title="Form">
<a href="https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/"><strong>Simple future</strong></a> (<strong>will</strong>) and <a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/"><strong>be going to</strong></a> have different structures for the three forms.
<strong>Affirmative</strong> forms:
<ul>
<li>Simple future: <strong style="color: #808080;">Subject + will + verb + …</strong></li>
<li>Be going to: <span style="color: #808080;"><strong>Subject + to be + going to + verb + …</strong></span></li>
</ul>
<strong>Negative</strong> forms:
<ul>
<li>Simple future: <span style="color: #808080;"><strong>Subject + will + not + verb + …</strong></span></li>
<li>Be going to: <span style="color: #808080;"><strong>Subject + to be + not + going to + verb + …</strong></span></li>
</ul>
<strong>Interrogative</strong> forms:
<ul>
<li>Simple future: <span style="color: #808080;"><strong>Will + subject + verb + …?</strong></span></li>
<li>Be going to: <span style="color: #808080;"><strong>To be + subject + going to + verb + …?</strong></span></li>
</ul>
</div>
<div id="example" class="box" title="Example">
Simple future:
<ol>
<li>Decision at the moment of speaking
<ul>
<li><em>We don't have any bread for dinner. I <strong>will go</strong> and buy some</em>.</li>
</ul>
</li>
<li>Predictions based on opinions
<ul>
<li><em>I think this blouse <strong>won't be</strong> tight on me</em>.</li>
</ul>
</li>
<li>Invitations
<ul>
<li><em><strong>Will</strong> you <strong>come</strong> with us</em><strong>?</strong></li>
</ul>
</li>
<li>Requests
<ul>
<li><em>It's cold. <strong>Will</strong> you <strong>close</strong> the window</em><strong>?</strong></li>
</ul>
</li>
<li>Offers
<ul>
<li><em>I <strong>will help</strong> you find your student card</em>.</li>
</ul>
</li>
<li>With: probably, certainly, perhaps
<ul>
<li><em>I <strong>will certainly</strong> come to the party</em>.</li>
</ul>
</li>
<li>Promises
<ul>
<li><em>I promise I <strong>will never</strong> do it again</em>!</li>
</ul>
</li>
<li>Necessity/obligation/fact in the future
<ul>
<li><em>You <strong>will have to</strong> pay with cash if you buy clothes under 50 euros</em>.</li>
</ul>
</li>
<li>Threats
<ul>
<li><em>If you don't take off my jacket, I <strong>will not talk to</strong> you again</em>.</li>
</ul>
</li>
</ol>
Be going to:
<ol>
<li>Decision before the moment of speaking/planned activity
<ul>
<li><em>We don't have paper for the printer. I <strong>am going to</strong> get some</em>.</li>
</ul>
</li>
<li>Predictions based on evidence about the near future
<ul>
<li><em>This business <strong>isn't going to</strong> close. They have customers</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<a href="https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/"><strong>Simple future</strong></a> is used to express:
<ol>
<li>Decisions made while speaking;</li>
<li>Predictions based on opinions;</li>
<li>Invitations;</li>
<li>Requests;</li>
<li>Offers;</li>
<li>Sentences containing the adverbs: probably, certainly, perhaps;</li>
<li>Promises;</li>
<li>Needs/duties/future events;</li>
<li>Threats.</li>
</ol>
<a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/"><strong>Be going to</strong></a> is used to express:
<ol>
<li>Decision made before the moment of speaking, already planned events or activities;</li>
<li>Predictions based on evidence about the near future.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
<a href="https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/"><strong>Simple future</strong></a> (<strong>will</strong>) and <a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/"><strong>be going to</strong></a> are two forms of the <strong>future tense</strong>, which differ in meaning and form.
For example:
— "<em>This printer <strong>will</strong> probably cost you 70 euros. I heard that it is the usual price</em>." = We are not certain about the price, we're just making a guess and therefore we use <a href="https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/"><strong>future simple</strong></a>.
— "<em>This printer <strong>is going to</strong> cost 70 euros. I checked the price tag</em>." = We are certain about the price, therefore we use <a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/"><strong>be going to</strong></a>.
NOTE: Certain situations require the <a href="https://open.books4languages.com/english-a1-grammar/chapter/be-going-to/"><strong>be going to</strong></a> structure, whereas others require the <a href="https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/"><strong>future simple</strong></a>.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Reflexive Pronouns</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/reflexive-pronouns/</link>
<pubDate>Fri, 08 Jul 2016 16:44:23 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=39</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Pronouns</strong> are words used to avoid repetitions of a noun {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/subject-pronouns/">Subject Pronouns</a>, A1 Level}.
<strong>Reflexive pronouns</strong> are used to emphasise the subject of the sentence.
</div>
<div id="form" class="box" title="Form">
<strong>Reflexive pronouns</strong> can be considered as the combination of possessive adjectives and the word <strong>self</strong> (<strong>selves</strong> for plurals).
<table>
<tbody>
<tr>
<th>Subject Pronoun</th>
<th>Reflexive Pronoun</th>
</tr>
<tr>
<td>I</td>
<td>my<strong>self</strong></td>
</tr>
<tr>
<td>You</td>
<td>your<strong>self</strong></td>
</tr>
<tr>
<td>He</td>
<td>him<strong>self</strong></td>
</tr>
<tr>
<td>She</td>
<td>her<strong>self</strong></td>
</tr>
<tr>
<td>It</td>
<td>it<strong>self</strong>*</td>
</tr>
<tr>
<td>We</td>
<td>our<strong>selves</strong></td>
</tr>
<tr>
<td>You</td>
<td>your<strong>selves</strong></td>
</tr>
<tr>
<td>They</td>
<td>them<strong>selves</strong></td>
</tr>
</tbody>
</table>
*(object/animal)
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>I baked this cake <strong>myself</strong></em> (nobody helped me).</li>
<li><em>The businessman replied to the customer <strong>himself</strong></em>.</li>
<li><em>The employees shouldn't blame <strong>themselves</strong> when clients don't want to buy a product</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Reflexive pronouns</strong> are usually used to express actions where the subject and the object refer to the same person or thing. In other words the person who performs the action is also the person who is subjected to the action and experiences it.
</div>
<div id="extension" class="box" title="Extension">
<strong>Reflexive pronouns</strong> are used to emphasise the subject of the sentence. We distinguish them by number (<strong>-self</strong> is singular, <strong>-selves</strong> is plural) and gender.
They are: <strong>myself</strong>, <strong>yourself</strong>, <strong>himself</strong>, <strong>herself</strong>, <strong>itself</strong>, <strong>ourselves</strong>, <strong>yourselves </strong> and <strong>themselves</strong>.
For example:
— "<em><strong>I</strong> have to prepare <strong>myself</strong> for the shopping centre</em>." = <strong>Myself</strong> refers to the <strong>subject</strong> (<em>I</em>).
♦ "<em><strong>I</strong> have to prepare <strong>my</strong> clothes and hair for the shopping centre</em>." = <strong>My</strong> refers to the <strong>object</strong> (<em>clothes</em>).
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Relative Pronouns of People and Things</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/relative-pronouns-of-people-and-things/</link>
<pubDate>Fri, 08 Jul 2016 16:44:32 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=40</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Pronouns</strong> are words used to avoid repetitions of a noun {see<a href="https://open.books4languages.com/english-a1-grammar/chapter/subject-pronouns/"> Subject Pronoums</a>, A1 Level}.
<strong>Relative pronouns</strong> are used to introduce relative clauses. They refer to people or things by replacing the subject expressed in the main clause to avoid the repetition of it in the relative clause {see  <a href="https://open.books4languages.com/english-a1-grammar/chapter/relative-pronouns-of-people-and-things/">Relative Pronouns</a>, A1 level}.
</div>
<div id="form" class="box" title="Form">
<strong>Relative pronouns whom</strong> and <strong>whose</strong> come after nouns.
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Whom
<ul>
<li><em>I called the salesman from <strong>whom</strong> I bought this watch</em>.</li>
<li><em>This is the woman to <strong>whom</strong> I wanted to speak</em>.</li>
<li><em>The people, for <strong>whom</strong> they were waiting, have arrived</em>.</li>
</ul>
</li>
<li>Whose
<ul>
<li><em>Helen, <strong>whose</strong> father is a baker, lives in an industrial city</em>.</li>
<li><em>This is the painter <strong>whose</strong> statue is in the main square of the city</em>.</li>
<li><em>This is my cousin <strong>whose</strong> clothes shop has the most expensive clothes</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Whom</strong> and <strong>whose</strong> are used to introduce relative clauses. They refer to <strong>people</strong> or <strong>things</strong>, and are used to identify them and to add information about them. We use:
<ul>
<li><strong>Whom</strong> to discover which person receives an action;</li>
<li><strong>Whose</strong> to find out which person something belongs to.</li>
</ul>
</div>
<div id="extension" class="box" title="Extension">
<strong>Relative pronouns whom</strong> and <strong>whose</strong> are used to introduce relative clauses, and to avoid repeating the subject of the main clause in the relative clause. Both refer to people and are used after nouns.
For example:
— "<em>I am dating the girl <strong>whom</strong> I met at the restaurant</em>." = <strong>Whom</strong> refers to the <strong>girl</strong>.
— "<em>The girl, <strong>whose</strong> brother owns this restaurant, is Italian</em>." = <strong>Whose</strong> refers to the <strong>girl</strong>.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Past Continuous Affirmative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/past-continuous-affirmative/</link>
<pubDate>Fri, 08 Jul 2016 16:44:47 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=43</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>past continuous</strong> (or <strong>progressive</strong>) is the tense used to express situations that occurred in the past and were in progress at any moment during a period of time.
When expressed in its <strong>affirmative</strong> form, the verb confirms that something was happening in a past period of time.
</div>
<div id="form" class="box" title="Form">
The <strong>past continuous</strong>, in its <strong>affirmative</strong> form, has this structure:
<span style="color: #808080;"><strong>Subject + was/were + [verb + -ing] + …</strong></span>
<ul>
<li><strong>Was</strong>/<strong>were</strong>: past simple of the verb <strong>to be</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Auxiliary Verb</th>
<th>Present Participle</th>
</tr>
<tr>
<td>I</td>
<td><strong>was</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>You</td>
<td><strong>were</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>was</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>were</strong></td>
<td>work<strong>ing</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Longer background action interrupted by a shorter one
<ul>
<li><em>I <strong>was</strong> runn<strong>ing</strong> in the park when you sent me that message</em>.</li>
<li><em>She <strong>was</strong> practis<strong>ing</strong> sport when I called her</em>.</li>
<li><em>They <strong>were</strong> watch<strong>ing</strong> TV when she got back from work</em>.</li>
</ul>
</li>
<li>Event occurring at an exact time in the past
<ul>
<li><em>It was 9 o' clock when I <strong>was</strong> runn<strong>ing</strong> in the park</em>.</li>
<li><em>I called her at 11:45 and she <strong>was</strong> practis<strong>ing</strong> sport</em>.</li>
<li><em>She returned from work at 7 o' clock and they <strong>were</strong> still watch<strong>ing</strong> TV</em>.</li>
</ul>
</li>
<li>Uninterrupted action in progress for a while
<ul>
<li><em>I <strong>was</strong> runn<strong>ing</strong></em>.</li>
<li><em>He <strong>was</strong> cross<strong>ing</strong> the road</em>.</li>
<li><em>We <strong>were</strong> watch<strong>ing</strong> TV during our break</em>.</li>
</ul>
</li>
<li>Length of period of time in the past
<ul>
<li><em>I <strong>was</strong> work<strong>ing</strong> in the bakery last summer</em>.</li>
<li><em>She <strong>was</strong> practis<strong>ing</strong> sports every day last year</em>.</li>
<li><em>They <strong>were</strong> watch<strong>ing</strong> TV all day when they were young</em>.</li>
</ul>
</li>
<li>Past simultaneous actions
<ul>
<li><em>I <strong>was</strong> runn<strong>ing</strong> while she <strong>was</strong> walk<strong>ing</strong></em>.</li>
<li><em>She <strong>was</strong> practis<strong>ing</strong> sport while her mother <strong>was</strong> cook<strong>ing</strong></em>.</li>
<li><em>We <strong>were</strong> talk<strong>ing</strong> while the kids <strong>were</strong> watch<strong>ing</strong> TV</em>.</li>
</ul>
</li>
<li>Sequence of actions which occurred in the past
<ul>
<li><em>I went to the park, the kids <strong>were</strong> play<strong>ing</strong> on the grass, their parents <strong>were</strong> sitt<strong>ing</strong> on the fence and some teenagers <strong>were</strong> runn<strong>ing</strong></em>.</li>
<li><em>She went home and her mother <strong>was</strong> work<strong>ing</strong> on the laptop, her father <strong>was</strong> watch<strong>ing</strong> tv and her sister <strong>was</strong> study<strong>ing</strong></em>.</li>
<li><em>We went to the doctor today and while waiting,<strong> </strong>some patients <strong>were</strong> read<strong>ing</strong> magazines, some <strong>were</strong> talk<strong>ing</strong> on the phone and the secretary <strong>was</strong> typ<strong>ing</strong> on the computer</em>.</li>
</ul>
</li>
<li>Repeated or annoying action (with always)
<ul>
<li><em>I <strong>was</strong> always go<strong>ing</strong> to class late</em>.</li>
<li><em>She <strong>was</strong> practis<strong>ing</strong> sports every day for years to become a good athlete</em>.</li>
<li><em>They <strong>were</strong> always watch<strong>ing</strong> TV on high volume late at night</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use the <strong>past continuous</strong> tense, in its <strong>affirmative</strong> form, to confirm events or activities taking place in the past. We usually intend to show that they lasted for a long time.
<strong>Past continuous</strong> is used in the following cases:
<ol>
<li>A longer background action interrupted by an unexpected shorter one (something suddenly happens while another longer event was already in progress);</li>
<li>An event that was occurring at an exact time in the past (expressing the date, hour or giving specific time information about an event in progress occurring at a past time);</li>
<li>An uninterrupted action which was in progress for a while (event in progress in the past during an extended period of time);</li>
<li>The length of time period in the past (event in progress in the past during an extended period of time);</li>
<li>Past simultaneous actions (two events happened at the same time);</li>
<li>Sequence of actions which occurred in the past (usually used to describe a situation in which different events were happening at the same time);</li>
<li>Repeated or annoying action (with always or similar expressions that suggest the idea of a repeated event).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
We use the <strong>past continuous</strong>, in the <strong>affirmative</strong> form, to confirm situations that occurred in the past and were in progress at every moment during a period of time.
The structure is:
<span style="color: #808080;"><strong>Subject + was/were + [verb + -ing] + …</strong></span>
For example:
— "<em>I <strong>was playing</strong> football when the phone rang</em>." = We use the <strong>past continuous</strong> to express a situation in progress considered as a background action, interrupted by a sudden action (expressed in the <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>past simple</strong></a>).
♦ "<em>I <strong>played</strong> football</em>." = We use the <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-affirmative/"><strong>past simple</strong></a> to express the idea of an action that started and concluded in the past.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
</div>]]></content:encoded>
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<wp:meta_value><![CDATA[Past Continuous]]></wp:meta_value>
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<wp:meta_key><![CDATA[lb_desc2]]></wp:meta_key>
<wp:meta_value><![CDATA[Affirmative]]></wp:meta_value>
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<title>Past Continuous Negative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/past-continuous-negative/</link>
<pubDate>Fri, 08 Jul 2016 16:44:53 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=44</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>past continuous</strong> (or<strong> progressive</strong>) is the tense used to express situations that occurred in the past and were in progress at any moment during a period of time.
When expressed in its <strong>negative</strong> form, the verb denies that something was happening in a past period of time.
</div>
<div id="form" class="box" title="Form">
The <strong>past continuous</strong>, in its <strong>negative</strong> form, has this structure:
<span style="color: #808080;"><strong>Subject + was/were + not + [verb + -ing] + …</strong></span>
<ul>
<li><strong>Was/were</strong>: past simple of the verb <strong>to be</strong>;</li>
<li>Short form of the <strong>negative</strong> form is the same as the short form of <strong>to be</strong> in the <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-negative/"><strong>past simple</strong></a>: I wasn't - you weren't - he wasn't…</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Auxiliary Verb + not</th>
<th>Preent Participle</th>
</tr>
<tr>
<td>I</td>
<td><strong>was not</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>You</td>
<td><strong>were not</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>was not</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>were not</strong></td>
<td>work<strong>ing</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Longer background action interrupted by a shorter one
<ul>
<li><em>I <strong>wasn't</strong> runn<strong>ing</strong> in the park when you sent me that message</em>.</li>
<li><em>She <strong>wasn't</strong> practis<strong>ing</strong> sport when I called her</em>.</li>
<li><em>They <strong>weren't</strong> watch<strong>ing</strong> TV when she got back from work</em>.</li>
</ul>
</li>
<li>Event occurring at an exact time in the past
<ul>
<li><em>I <strong>wasn't</strong> runn<strong>ing</strong> in the park at 9 o'clock</em>.</li>
<li><em>She <strong>wasn't</strong> practis<strong>ing</strong> sport when I called her at 11:45</em>.</li>
<li><em>They <strong>weren't</strong> watch<strong>ing</strong> TV when she returned from work at 7 o’ clock</em>.</li>
</ul>
</li>
<li>Uninterrupted action in progress for a while
<ul>
<li><em>I <strong>wasn't</strong> runn<strong>ing</strong></em>.</li>
<li><em>He <strong>wasn't</strong> cross<strong>ing</strong> the road</em>.</li>
<li><em>We <strong>weren't</strong> watch<strong>ing</strong> TV during our break</em>.</li>
</ul>
</li>
<li>Length of time period in the past
<ul>
<li><em>I <strong>wasn't</strong> work<strong>ing</strong> in the bakery last summer</em>.</li>
<li><em>She <strong>wasn't</strong> practis<strong>ing</strong> sport every day last year</em>.</li>
<li><em>They <strong>weren't</strong> watch<strong>ing</strong> TV all day when they were young</em>.</li>
</ul>
</li>
<li>Past simultaneous actions
<ul>
<li><em>I <strong>wasn't</strong> runn<strong>ing</strong> while she was walking</em>.</li>
<li><em>She <strong>wasn't</strong> practis<strong>ing</strong> sport while her mother was cooking</em>.</li>
<li><em>We <strong>weren't</strong> talk<strong>ing</strong> while the kids were watching TV</em>.</li>
</ul>
</li>
<li>Sequence of actions which occurred in the past
<ul>
<li><em>I went to the park, the kids <strong>weren't</strong> play<strong>ing</strong> on the grass, their parents <strong>weren't</strong> sitt<strong>ing</strong> on the fence and teenagers <strong>weren't</strong> runn<strong>ing</strong></em>.</li>
<li><em>She went home and her mother <strong>wasn't</strong> work<strong>ing</strong> on the laptop, her father <strong>wasn't</strong> watch<strong>ing</strong> tv and her sister <strong>wasn't</strong> study<strong>ing</strong></em>.</li>
<li><em>We went to the doctor today and while we were waiting at the doctor the other patients <strong>weren't</strong> read<strong>ing</strong> magazines, <strong>weren't</strong> talk<strong>ing</strong> on the phone and the secretary <strong>wasn't</strong> typ<strong>ing</strong> anything on the computer</em>.</li>
</ul>
</li>
<li>Repeated or annoying action
<ul>
<li><em>I <strong>wasn't</strong> go<strong>ing</strong> to class late</em>.</li>
<li><em>She <strong>wasn't</strong> practis<strong>ing</strong> sport everyday for years to become a good athlete</em>.</li>
<li><em>They <strong>weren't</strong> watch<strong>ing</strong> TV on high volume late at night</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use the <strong>past continuous</strong> tense, in its <strong>negative</strong> form, to deny events or activities taking place in the past. We usually intend to show that they lasted for a long time.
<strong>Past continuous</strong> is used in the following cases:
<ol>
<li>A longer background action interrupted by an unexpected shorter one (something suddenly happens while another longer event was already in progress);</li>
<li>An event that was occurring at an exact time in the past (expressing the date, hour or giving specific time information about an event in progress occurring at a past time);</li>
<li>An uninterrupted action which was in progress for a while (event in progress in the past during an extended period of time);</li>
<li>The length of time period in the past (event in progress in the past during an extended period of time);</li>
<li>Past simultaneous actions (two events happened at the same time);</li>
<li>Sequence of actions which occurred in the past (usually used to describe a situation in which different events were happening at the same time);</li>
<li>Repeated or annoying action (with always or similar expressions that suggest the idea of a repeated event).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
We use the <strong>past continuous</strong>, in the <strong>negative</strong> form, to deny situations that occurred in the past and were in progress at every moment during a period of time.
The structure is:
<span style="color: #808080;"><strong>Subject + was/were + not + [verb + -ing] + …</strong></span>
For example:
— "<em>I <strong>was not</strong> playing football when the phone rang</em>." = We use <strong>past continuous</strong> to express an action that didn't take place when another one occurred.
♦ "<em>I <strong>did not</strong> play football</em>." = We use <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-negative/"><strong>past simple</strong></a> to express the idea of an action that didn't happen in the past.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
</div>]]></content:encoded>
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<wp:meta_value><![CDATA[Past Continuous]]></wp:meta_value>
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<wp:meta_key><![CDATA[lb_desc2]]></wp:meta_key>
<wp:meta_value><![CDATA[Negative]]></wp:meta_value>
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<title>Past Continuous Interrogative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/past-continuous-interrogative/</link>
<pubDate>Fri, 08 Jul 2016 16:44:58 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=45</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>past continuous</strong> (or <strong>progressive</strong>) is the tense used to express situations that take place in the past and were in progress at any moment during a period of time.
When expressed in its <strong>interrogative</strong> form, it is used to make questions about things that were happening in a past period of time.
</div>
<div id="form" class="box" title="Form">
The <strong>past continuous</strong>, in its <strong>interrogative</strong> form, has this structure:
<span style="color: #808080;"><strong>Was/were + subject + [verb + -ing] + …?</strong></span>
<ul>
<li><strong>Was</strong>/<strong>were</strong>: past simple of the verb <strong>to be</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Auxiliary Verb</th>
<th>Subject</th>
<th>Present Participle</th>
<th>Question Mark</th>
</tr>
<tr>
<td><strong>Was</strong></td>
<td>I</td>
<td>work<strong>ing</strong></td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Were</strong></td>
<td>you</td>
<td>work<strong>ing</strong></td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Was</strong></td>
<td>he/she/it</td>
<td>work<strong>ing</strong></td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Were</strong></td>
<td>we/you/they</td>
<td>work<strong>ing</strong></td>
<td>…<strong>?</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Longer background action interrupted by a shorter one
<ul>
<li><em><strong>Was</strong> I runn<strong>ing</strong> in the park when you sent me that message</em><strong>?</strong></li>
<li><em><strong>Was</strong> she practis<strong>ing</strong> sport when I called her</em><strong>?</strong></li>
<li><em><strong>Were</strong> they watch<strong>ing</strong> TV when she got back from work</em><strong>?</strong></li>
</ul>
</li>
<li>Event occurring in an exact time in the past
<ul>
<li><em><strong>Was</strong> I runn<strong>ing</strong> in the park at 9 o'clock</em><strong>?</strong></li>
<li><em><strong>Was</strong> she practis<strong>ing</strong> sport when I called her at 11:45</em><strong>?</strong></li>
<li><em><strong>Were</strong> they still watch<strong>ing</strong> TV when she returned from work at 7 o'clock</em><strong>?</strong></li>
</ul>
</li>
<li>Uninterrupted action in progress for a while
<ul>
<li><em><strong>Was</strong> I runn<strong>ing?</strong></em></li>
<li><em><strong>Was</strong> he cross<strong>ing</strong> the road</em><strong>?</strong></li>
<li><em><strong>Were</strong> we watch<strong>ing</strong> TV during our break</em><strong>?</strong></li>
</ul>
</li>
<li>Length of time period in the past
<ul>
<li><em><strong>Was</strong> I work<strong>ing</strong> in the bakery on the opposite road last summer</em><strong>?</strong></li>
<li><em><strong>Was</strong> she practis<strong>ing</strong> sport every day last year to prepare for the race</em><strong>?</strong></li>
<li><em><strong>Were</strong> they watch<strong>ing</strong> TV all day when they were teenagers</em><strong>?</strong></li>
</ul>
</li>
<li>Past simultaneous actions
<ul>
<li><em><strong>Was</strong> I runn<strong>ing</strong> while she was walk<strong>ing</strong></em><strong>?</strong></li>
<li><em><strong>Was</strong> she practis<strong>ing</strong> sport while her mother <strong>was</strong> cook<strong>ing</strong></em>?</li>
<li><em><strong>Were</strong> we talk<strong>ing</strong> while the kids <strong>were</strong> watch<strong>ing</strong> TV</em><strong>?</strong></li>
</ul>
</li>
<li>Sequence of actions which occurred in the past
<ul>
<li><em><strong>Were</strong> the kids play<strong>ing</strong> on the grass, their parents sitt<strong>ing</strong> on the fence and teenagers runn<strong>ing</strong> when you went to the park</em><strong>?</strong></li>
<li><em><strong>Was</strong> her mother work<strong>ing</strong> on the laptop, her father watch<strong>ing</strong> TV and her sister study<strong>ing</strong> when she went home</em><strong>?</strong></li>
<li><em><strong>Were</strong> the patients read<strong>ing</strong> magazines, talk<strong>ing</strong> on the phone and <strong>was</strong> the secretary typ<strong>ing</strong> anything on the computer while you were waiting at the doctor today</em><strong>?</strong></li>
</ul>
</li>
<li>Repeated or annoying action
<ul>
<li><em><strong>Was</strong> I always go<strong>ing</strong> late to class</em><strong>?</strong></li>
<li><em><strong>Was</strong> she practis<strong>ing</strong> sport everyday for years to become a good athlete</em><strong>?</strong></li>
<li><em><strong>Were</strong> they always watch<strong>ing</strong> TV on high volume late at night</em><strong>?</strong></li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use the <strong>past continuous</strong> tense, in its <strong>interrogative</strong> form, to ask about events or activities taking place in the past. We usually intend to show that they lasted for a long time.
<strong>Past continuous</strong> is used in the following cases:
<ol>
<li>A longer background action interrupted by an unexpected shorter one (something suddenly happens while another longer event was already in progress);</li>
<li>An event that was occurring in an exact time in the past (expressing the date, hour or giving specific time information about an event in progress occurring at a past time);</li>
<li>An uninterrupted action which was in progress for a while (event in progress in the past during an extended period of time);</li>
<li>The length of time period in the past (event in progress in the past during an extended period of time);</li>
<li>Past simultaneous actions (two events happened at the same time);</li>
<li>Sequence of actions which occurred in the past (usually used to describe a situation in which different events were happening at the same time);</li>
<li>Repeated or annoying action (with always or similar expressions that suggest the idea of a repeated event).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
We use the <strong>past continuous</strong>, in the <strong>interrogative</strong> form, to ask for situations that occurred in the past and were in progress at every moment during a period of time.
The structure is:
<span style="color: #808080;"><strong>Was/were + subject + [verb + -ing] + …?</strong></span>
For example:
— "<strong><em>Was</em></strong> <em>I<strong> playing</strong> football when the phone rang</em><strong>?</strong>" = We use <strong>past continuous</strong> to ask if something was interrupted when the phone rang.
♦ "<em><strong>Did</strong> I <strong>play</strong> football</em><strong>?</strong>" = We use <a href="https://open.books4languages.com/english-a1-grammar/chapter/past-simple-interrogative/"><strong>past simple</strong></a> to ask about an action which started and concluded in the past.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Zero Conditional</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/zero-conditional/</link>
<pubDate>Fri, 08 Jul 2016 16:45:02 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=47</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
A <strong>conditional sentence</strong> is usually composed of two parts: the <strong>if-clause</strong> (or conditional clause) that expresses the condition, and the <strong>main clause</strong> that expresses the consequence of that condition.
We use the <strong>zero conditional</strong> structure when the result of the condition is always true.
</div>
<div id="form" class="box" title="Form">
In <strong>zero conditional</strong> we use the <strong>present simple</strong> for both parts of the sentence. We can use <strong>if</strong> or <strong>when</strong> and there is no change in meaning, as the consequence of the condition is always the same.
The order of the sentences doesn't change the meaning, therefore there are two ways of forming these expressions:
<table>
<tbody>
<tr>
<th>If-clause (condition)</th>
<th>(,)</th>
<th>Main Clause (consequence)</th>
</tr>
<tr>
<td><span style="color: #808080;"><strong>If/When + Present Simple</strong></span></td>
<td><span style="color: #808080;"><strong>,</strong></span></td>
<td><span style="color: #808080;"><strong>Present Simple</strong></span></td>
</tr>
</tbody>
</table>
or
<table>
<tbody>
<tr>
<th>Main Clause (consequence)</th>
<th>If-Clause (condition)</th>
</tr>
<tr>
<td><span style="color: #808080;"><strong>Present Simple</strong></span></td>
<td><span style="color: #808080;"><strong>If/When + Present Simple</strong></span></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>If
<ul>
<li><em><strong>If</strong> water <strong>reaches</strong> 100 degrees, it always <strong>boils</strong></em>.</li>
<li><em>Water always <strong>boils if</strong> it <strong>reaches</strong> 100 degrees</em>.</li>
</ul>
</li>
<li>When
<ul>
<li><em><strong>When</strong> people <strong>don't drink</strong> water for a long time, they <strong>die</strong></em>.</li>
<li><em>People <strong>die when</strong> they <strong>don't drink</strong> water for a long time</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use <strong>zero conditional</strong> to express facts and things that always happen, such as scientific facts. The result of the condition is certain.
<ol>
<li><strong>If</strong> is used when we want to say that the condition will happen immediately;</li>
<li><strong>When</strong> is used when we want to say that the condition will definitely happen sooner or later.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
A conditional sentence is composed of two parts: the <strong>if-clause</strong> (condition), and the <strong>main clause</strong> (consequence of the condition).
The <strong>zero conditional</strong> is used to express facts and things that always happen, such as scientific facts, and when the result of a condition is always true.
<strong>If</strong> = The condition will happen immediately;
<strong>When</strong> = The condition will definitely happen sooner or later.
The structures are:
<span style="color: #808080;"><strong>If/when + present simple + , + present simple</strong></span>
<span style="color: #808080;"><strong>Present simple + if/when + present simple</strong></span>
For example:
— "<em><strong>If</strong>/<strong>when</strong> you <strong>tell</strong> me what to buy, I <strong>go</strong> to the supermarket</em>." = The first part of the sentence is the condition that makes the result, expressed in the second one, possible.
— "<em>I <strong>go</strong> to the supermarket <strong>if</strong>/<strong>when</strong> you <strong>tell</strong> me what to buy</em>." = The first part of the sentence is the result of the condition expressed in the second one.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>First Conditional</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/first-conditional/</link>
<pubDate>Fri, 08 Jul 2016 16:45:06 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=48</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
A <strong>conditional sentence</strong> is usually composed of two parts: the <strong>if-clause</strong> (or conditional clause) that expresses the condition, and the <strong>main clause</strong> that expresses the consequence of that condition.
<strong>First conditional </strong>is used to express future conditions and consequences or to express something that is possible to happen.
</div>
<div id="form" class="box" title="Form">
In <strong>first conditional</strong> we use the <strong>present simple</strong> for the if-part of the sentence (although we are talking about a future condition), and the <strong>future simple</strong> for the consequence part of the sentence. We can use <strong>if</strong> or <strong>when</strong> and there is no change in meaning, as the consequence of the condition is always the same.
The order of the sentences doesn’t change the meaning, therefore there are two ways of forming these expressions:
<table>
<tbody>
<tr>
<th>If-clause (condition)</th>
<th>(,)</th>
<th>Main Clause (consequence)</th>
</tr>
<tr>
<td><span style="color: #808080;"><strong>If/When + Present Simple</strong></span></td>
<td><span style="color: #808080;"><strong>,</strong></span></td>
<td><span style="color: #808080;"><strong>Simple Future</strong></span></td>
</tr>
</tbody>
</table>
or
<table>
<tbody>
<tr>
<th>Main Clause (consequence)</th>
<th>If-Clause (condition)</th>
</tr>
<tr>
<td><span style="color: #808080;"><strong>Simple Future</strong></span></td>
<td><span style="color: #808080;"><strong>If/When + Present Simple</strong></span></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>If
<ul>
<li><em><strong>If</strong> you <strong>are</strong> optimistic, you <strong>will</strong> be happier in your life</em>.</li>
<li><em>I <strong>will</strong> love you back <strong>if</strong> you <strong>love</strong> me</em>.</li>
</ul>
</li>
<li>When
<ul>
<li><em><strong>When</strong> he <strong>comes</strong>, I <strong>will</strong> hug him</em>.</li>
<li><em>I <strong>will</strong> change my password <strong>when</strong> I <strong>go</strong> home</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use the <strong>first conditional</strong> to express something that is really possible in the future.
<ol>
<li><strong>If</strong>
<ul>
<li>We use <strong>if</strong> to express conditions and consequences in the future;</li>
<li><strong>If</strong> is used when we want to say that the condition might happen.</li>
</ul>
</li>
<li><strong>When</strong>
<ul>
<li>We use <strong>when</strong> to express things that are certain to happen and we don't express condition;</li>
<li><strong>When</strong> is used when we want to describe the moment in which something will definitely happen.</li>
</ul>
</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
A conditional sentence is composed of two parts: the <strong>if-clause</strong> (condition), and the <strong>main clause</strong> (consequence of the condition).
The <strong>first conditional</strong> is used to express the result of conditions that are not certain but very likely to happen in the future. It is also used to express things that are bound to happen in the future.
<strong>If</strong>= The condition might happen immediately.
<strong>When</strong> = The condition will definitely happen in the future.
The structures are:
<span style="color: #808080;"><strong>If/when + present simple + , + future simple</strong></span>
<span style="color: #808080;"><strong>Future simple + if/when + present simple</strong></span>
For example:
— "<em><strong>If</strong>/<strong>when</strong> you <strong>tell</strong> me what to buy, I <strong>will</strong> go to the supermarket</em>." = The first part of the clause is the condition that makes the result, expressed in the second one, possible.
— "<em>I <strong>will</strong> go to the supermarket <strong>if</strong>/<strong>when</strong> you <strong>tell</strong> me what to buy</em>." = The first part of the clause is the result of the condition expressed in the second one.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Adverbs of Time</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/adverbs-of-time/</link>
<pubDate>Fri, 08 Jul 2016 16:45:09 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=50</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Adverbs</strong> are nouns that function as modifiers of other elements of the clause. They can provide a wide range of information.
<strong>Adverbs of time</strong> are used to provide information about the time.
</div>
<div id="form" class="box" title="Form">
<strong>Adverbs</strong> are usually positioned after auxiliary verbs (to be/to have) or before other verbs.
We use <strong>adverbs of time</strong> to describe the time of an event or action.
The most commonly used are: <em>now</em>, <em>yesterday</em>, <em>tonight</em>, <em>tomorrow</em>, <em>today</em>, <em>soon</em>, <em>already</em>, <em>later</em>, <em>all day</em>, <em>since</em>…
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>I am reading <strong>now</strong></em>.</li>
<li><em>A famous singer died <strong>yesterday</strong></em>.</li>
<li><em>Are you throwing a party <strong>tonight</strong></em>?</li>
<li><em>Anna is getting married <strong>tomorrow</strong></em>.</li>
<li><em>I should do it <strong>today</strong></em>.</li>
<li><em>See you <strong>soon</strong></em>!</li>
<li><em>We have <strong>already</strong> divorced</em>.</li>
<li><em>I think she will give you her e-mail address <strong>later</strong></em>.</li>
<li><em>We were at my dad's house <strong>all day</strong></em>.</li>
<li><em>We have lived together <strong>since</strong> 1999</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Adverbs of time</strong> are used to show when something happened or when someone did something. Some adverbs of time may show for how long and how often (frequency) the action took place.
</div>
<div id="extension" class="box" title="Extension">
<strong>Adverbs of time</strong> give information about the time when something happens.
The most commonly used are: <em>now</em>, <em>yesterday</em>, <em>tonight</em>, <em>tomorrow</em>, <em>today</em>, <em>soon</em>, <em>already</em>, <em>later</em>, <em>all day</em>, <em>since</em>…
For example:
— "<em>I'm studying <strong>now</strong></em>." = We use <strong>now</strong> to underline the fact that the action is taking place at the moment of speaking.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Adverbs of Frequency</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/adverbs-of-frequency/</link>
<pubDate>Fri, 08 Jul 2016 16:45:13 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=51</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Adverbs</strong> are nouns that function as modifiers of other elements of the clause. They can provide a wide range of information.
<strong>Adverbs of frequency</strong> are used to provide information about the frequency of an event {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/adverbs-of-frequency/">Adverbs of Frequency</a>, A1 level}.
</div>
<div id="form" class="box" title="Form">
<strong>Adverbs</strong> are usually positioned after auxiliary verbs (to be/to have) or before other verbs.
We use <strong>adverbs of frequency</strong> to describe the frequency of an event (indefinite and definite).
<ul>
<li>The most commonly used adverbs of <strong>indefinite frequency</strong> are: <em>now and then</em>, <em>seldom</em>, <em>occasionally</em>, <em>frequently</em>, <em>regularly</em>, <em>constantly</em>…</li>
<li>The most commonly used adverbs of <strong>definite frequency</strong> are: <em>daily</em>, <em>weekly</em>, <em>monthly</em>, <em>periodically</em>, <em>yearly</em>…</li>
</ul>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Adverbs of indefinite frequency
<ul>
<li><em><strong>Now and then</strong> we go to the country</em>.</li>
<li><em>I <strong>seldom</strong> go to the beach</em>.</li>
<li><em>He has a flat in London now, but he still comes home <strong>occasionally</strong></em>.</li>
<li><em>I <strong>frequently</strong> have headaches</em>.</li>
<li><em>She exercises <strong>regularly</strong></em>.</li>
<li><em>They <strong>constantly</strong> feel bad</em>.</li>
</ul>
</li>
<li>Adverbs of definite frequency
<ul>
<li><em>You go shopping <strong>daily</strong></em>.</li>
<li><em>Martin has <strong>weekly</strong> visits from his mother</em>.</li>
<li><em>We get social welfare payment <strong>monthly</strong></em>.</li>
<li><em>He <strong>periodically</strong> complains about his ex-wife</em>.</li>
<li><em>I pay for the ambulance service <strong>yearly</strong></em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Adverbs of frequency</strong> are also used as adverbs of time, to describe how often/frequently something happens.
<strong>Adverbs of indefinite frequency</strong> are used to express the idea about the frequency, but don´t show information of exactly how often something happens.
<strong>Adverbs of definite frequency</strong> are used to express exactly how often something happens.
</div>
<div id="extension" class="box" title="Extension">
<strong>Adverbs of frequency</strong> give information about the frequency of an event.
<ul>
<li>The most commonly used adverbs of <strong>indefinite frequency</strong> are: <em>now and then</em>, <em>seldom</em>, <em>occasionally</em>, <em>frequently</em>, <em>regularly</em>, <em>constantly</em>…</li>
<li>The most commonly used adverbs of <strong>definite frequency</strong> are: <em>daily</em>, <em>weekly</em>, <em>monthly</em>, <em>periodically</em>, <em>yearly</em>…</li>
</ul>
For example:
— "<em>I <strong>seldom </strong>go to the gym</em>." = The subject (I) goes to gym only occasionally.
— "<em>I'm </em><strong>periodically</strong><em> going to the gym</em>." = The subject (I) often goes to the gym.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Temporal Subordinate Clauses</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/temporal-subordinate-clauses/</link>
<pubDate>Fri, 08 Jul 2016 16:45:16 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=52</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Temporal clauses</strong> are part of the adverbial clauses which are composed of independent and dependent clauses, linked by connectors. The connectors of temporal clauses refer to a specific point in time.
</div>
<div id="form" class="box" title="Form">
The <strong>temporal clause</strong> can be expressed through two kinds of structures that differ in the order of words but not in meaning:
<ul>
<li><span style="color: #808080;"><strong>Connector + clause + , + clause</strong></span></li>
<li><span style="color: #808080;"><strong>Clause + connector + clause</strong></span></li>
</ul>
The clauses are made up of <strong>subject + verb</strong>. The <strong>connectors</strong> are: <strong>before</strong>, <strong>after</strong>, <strong>when</strong> and <strong>while</strong>.
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Before
<ul>
<li><em><strong>Before</strong> I go to work, I drink coffee</em>.
<em>I drink a coffee <strong>before</strong> I go to work</em>.</li>
<li><em><strong>Before</strong> it starts raining, we should leave</em>.
<em>We should leave <strong>before</strong> it starts raining</em>.</li>
</ul>
</li>
<li>After
<ul>
<li><em><strong>After</strong> you fainted, the ambulance came</em>.
<em>The ambulance came <strong>after</strong> you fainted</em>.</li>
<li><em><strong>After</strong> we got to know her, we realized she was selfish</em>.
<em>We realized she was selfish <strong>after</strong> we got to know her</em>.</li>
</ul>
</li>
<li>When
<ul>
<li><em><strong>When</strong> she had a disease, she felt bad</em>.
<em>She felt bad <strong>when</strong> she had a disease</em>.</li>
<li><em><strong>When</strong> they were sleeping, the light was on</em>.
<em>The light was on <strong>when</strong> they were sleeping</em>.</li>
</ul>
</li>
<li>While
<ul>
<li><em><strong>While</strong> you were reading, they had some coffee</em>.
<em>They had some coffee <strong>while</strong> you were reading</em>.</li>
<li><em><strong>While</strong> he is doing the exercise, he feels good</em>.
<em>He feels good <strong>while</strong> he is doing the exercise</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We use <strong>temporal clauses</strong> to form more complex sentences and locate an event in a specific moment or period. The temporal clause makes sense thanks to the following <strong>connectors</strong>:
<ol>
<li><strong>Before</strong> (previous event);</li>
<li><strong>After</strong> (subsequent event);</li>
<li><strong>When</strong> (in a specific moment);</li>
<li><strong>While</strong> (at the same time as another event).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
<strong>Temporal clauses</strong> are used to form more complex sentences and locate an event in a specific moment or period. They are usually composed of two parts: the independent and the dependent clauses, which are linked by a connector.
These <strong>connectors </strong>are: <strong>before</strong>, <strong>after</strong>, <strong>when</strong> and <strong>while</strong>.
The structures are:
<span style="color: #808080;"><strong>Connector + clause + , + clause</strong></span>
<span style="color: #808080;"><strong>Clause + connector + clause</strong></span>
For example:
— "<em><strong>Before</strong> you cook dinner, I'll have a shower</em>." / "<em>I'll have a shower <strong>before</strong> you cook dinner</em>." = The <strong>shower</strong> is the first event to take place and the<strong> dinner</strong> the second.
— "<em><strong>After</strong> you cook dinner, I'll have a shower</em>." / "<em>I'll have a shower <strong>after</strong> you cook dinner</em>." = The <strong>dinner</strong> is the first event to take place and the<strong> shower</strong> the second.
— "<em><strong>When</strong> the dinner is ready, I'll have a shower</em>." / "<em>I'll have a shower <strong>when</strong> the dinner is ready</em>." = The  <strong>shower</strong> is the second event that happens in a specific moment.
— "<em><strong>While</strong> you cook dinner, I'll have a shower</em>." / "<em>I'll have a shower <strong>while</strong> you cook dinner</em>." = The two events happen at the same time.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>To be used to Affirmative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/to-be-used-to-affirmative/</link>
<pubDate>Fri, 08 Jul 2016 16:45:19 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=54</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>To be used to</strong> is a structure used to express habits and customs that are familiar to us.
When expressed in its <strong>affirmative</strong> form, the verb confirms that the subject has some customs.
</div>
<div id="form" class="box" title="Form">
<strong>To be used to</strong>, in its <strong>affirmative</strong> form, has this structure:
<span style="color: #808080;"><strong>Subject + to be + used to + [verb + -ing]/pronoun/noun phrase  + …</strong></span>
<ul>
<li>Short forms of the affirmative form are the same as the short forms of <strong>to be</strong>: I’m - you’re - he’s…</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>To Be</th>
<th>Used To</th>
<th>Gerund</th>
</tr>
<tr>
<td>I</td>
<td><strong>am</strong></td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>You</td>
<td><strong>are</strong></td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>is</strong></td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>are</strong></td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>They<strong>'re used to</strong> work<strong>ing</strong> in a big, modern city</em>.</li>
<li><em>I have had long hair since I was a child so I<strong>'m used to</strong> it now</em>.</li>
<li><em>He <strong>is used to</strong> the noise of the washing machine</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
The structure <strong>to be used</strong> <strong>to</strong> confirms, in its <strong>affirmative</strong> form, things or activities someone is familiar with or accustomed to.
</div>
<div id="extension" class="box" title="Extension">
<strong>To be used to</strong>, in the <strong>affirmative </strong>form, confirms habits and customs that are familiar to us.
The structure is:
<span style="color: #808080;"><strong>Subject + to be + used to + [verb + -ing]/pronoun/noun phrase  + …</strong></span>
For example:
— <em>"You are <strong>used to</strong> hav<strong>ing</strong> breakfast early in the morning."</em> = <strong>Breakfast </strong>is the habit of the subject.
NOTE: Don't confuse it with <strong>to use to</strong>, that could appear only in sentences that are already in the past tense.
For example:
— "<em>You <strong>are used to</strong> having breakfast early in the morning</em>." = We use <strong>to be used to</strong> to express an action to which the subject is accustomed to now.
♦ "You<em> <strong>used to</strong> have breakfast early in the morning</em>." = We use <strong>to use to</strong> to express an action that happened in the past, but doesn't happen anymore.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Active and Passive Adjectives</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/active-and-passive-adjectives/</link>
<pubDate>Fri, 08 Jul 2016 16:45:21 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=55</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Adjectives</strong> are determiners that can be placed in two different positions within a sentence to modify or describe a person or a thing.
Adjectives can be used with <strong>active</strong> or <strong>passive</strong> voice.
</div>
<div id="form" class="box" title="Form">
The <strong>active</strong> and <strong>passive adjectives</strong> can be created as follows:
<ul>
<li><strong>Active adjectives</strong> with suffix <strong>-ing</strong>;</li>
<li><strong>Passive adjectives</strong> with suffix <strong>-ed</strong>.</li>
</ul>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Active adjectives
<ul>
<li><em>Her answer was amaz<strong>ing</strong></em>!</li>
<li><em>The film is so bor<strong>ing</strong></em>!</li>
<li><em>They found the topic very interest<strong>ing</strong></em>.</li>
</ul>
</li>
<li>Passive adjectives
<ul>
<li><em>We were amaz<strong>ed</strong> by her answer</em>.</li>
<li><em>I don't like this film, I'm bor<strong>ed</strong></em>.</li>
<li><em>They were interest<strong>ed</strong> in the topic</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We use<strong> active adjectives</strong> to express that somebody or something is causing a particular effect.
We use <strong>passive adjectives</strong> to express that somebody or something is experiencing a feeling or emotion.
</div>
<div id="extension" class="box" title="Extension">
Adjectives can be used either in an <strong>active</strong> or <strong>passive</strong> voice, with a significant difference in meaning.
<ul>
<li><strong>Active adjectives</strong>, with suffix <strong>-ing</strong>, express the idea of something or someone causing a particular event or effect;</li>
<li><strong>Passive adjectives</strong>, with suffix <strong>-ed</strong>, express the idea of something or someone experiencing a particular event or effect.</li>
</ul>
For example:
— "<em>This class was bor<strong>ing</strong>!</em>" = The class causes the <strong>boring</strong> situation.
— "<em>I was bor<strong>ed</strong> during the lesson</em>." = I am the one who experiences the action and <strong>gets bored</strong>.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Verbs followed by Gerunds and Infinitives</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/verbs-followed-by-gerunds-and-infinitives/</link>
<pubDate>Fri, 08 Jul 2016 16:45:24 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=57</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
There are some verbs that need to be followed by a <a href="https://open.books4languages.com/english-a1-grammar/chapter/gerund/"><strong>gerund</strong></a> or <a href="https://open.books4languages.com/english-a1-grammar/chapter/infinitive/"><strong>infinitive</strong></a>.
</div>
<div id="form" class="box" title="Form">
The verbs followed by a <a href="https://open.books4languages.com/english-a1-grammar/chapter/gerund/"><strong>gerund</strong></a> (a verb acting as a noun) or <strong><a href="https://open.books4languages.com/english-a1-grammar/chapter/infinitive/">infinitive</a> </strong>(the basic form of the verb preceded by <strong>to</strong>) have these structure:
<ul>
<li>The most commonly used <strong>verbs + gerund [verb + -ing]</strong> are: <em>admit</em>, <em>avoid</em>, <em>celebrate</em>, <em>dislike</em>, <em>suggest</em>, <em>give up</em>, <em>miss</em>, <em>tolerate</em>…</li>
<li>The most commonly used <strong>verbs + infinitive [to + verb]</strong> are: <em>agree</em>, <em>care</em>, <em>decide</em>, <em>hope</em>, <em>manage</em>, <em>pretend</em>, <em>seem</em>, <em>wait</em>…</li>
</ul>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Verbs + gerund
<ul>
<li><em>They <strong>admitted</strong> mak<strong>ing</strong> a mistake</em>.</li>
<li><em>He <strong>avoided</strong> pay<strong>ing</strong> taxes</em>.</li>
<li><em>She <strong>celebrated</strong> pass<strong>ing</strong> her driving test</em>.</li>
</ul>
</li>
<li>Verbs + infinitive
<ul>
<li><em>We <strong>agreed to pay</strong> more for the house</em>.</li>
<li><em>She just doesn't <strong>care to come</strong> tonight</em>.</li>
<li><em>I <strong>decided to travel</strong> for a year</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We use verb + gerund/infinitive if we want to follow a verb with another action. Some verbs are used with <a href="https://open.books4languages.com/english-a1-grammar/chapter/gerund/"><strong>gerunds</strong></a> and some with <a href="https://open.books4languages.com/english-a1-grammar/chapter/infinitive/"><strong>infinitive</strong></a>, and there is no rule to distinguish them.
</div>
<div id="extension" class="box" title="Extension">
Certain verbs need to be followed by a <a href="https://open.books4languages.com/english-a1-grammar/chapter/gerund/"><strong>gerund</strong></a> (verbs acting as nouns) or an <a href="https://open.books4languages.com/english-a1-grammar/chapter/infinitive/"><strong>infinitive</strong></a> (to + verb). There is no rule regarding this topic, therefore you need to learn them by heart.
<ul>
<li>The most commonly used <strong>verbs</strong> followed by <strong>gerund</strong> are: <em>admit</em>, <em>avoid</em>, <em>celebrate</em>, <em>dislike</em>, <em>suggest</em>, <em>give up</em>, <em>miss</em>, <em>tolerate</em>…</li>
<li>The most commonly used <strong>verbs</strong> followed by <strong>infinitive</strong> are: <em>agree</em>, <em>care</em>, <em>decide</em>, <em>hope</em>, <em>manage</em>, <em>pretend</em>, <em>seem</em>, <em>wait</em>…</li>
</ul>
For example:
— "<em>I <strong>admit</strong> lov<strong>ing</strong> you</em>." = The verb <strong>admit</strong> is followed by a <strong>gerund</strong>.
— "<em>I <strong>decided</strong> <strong>to marry</strong> him</em>." = The verb <strong>decide</strong> is followed by an <strong>infinitive</strong>.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>The Infinitive of Purpose</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/the-infinitive-of-purpose/</link>
<pubDate>Fri, 08 Jul 2016 16:45:29 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=58</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
We can use the <strong>to-infinitive</strong> structure to express someone's purpose (the reason or the aim of an action).
</div>
<div id="form" class="box" title="Form">
The structure of <strong>to-infinitive</strong> (<em>to work</em>) is almost the same as the that of the <strong>zero infinitive</strong> <em>(work)</em>.
To obtain the <strong>negative </strong>form, we add <strong>not</strong> before the infinitive (<em>not to work</em>).
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>I went outside <strong>to help</strong> my mom, <strong>not to help</strong> you</em>.</li>
<li><em>He called me <strong>to invite</strong> us to the beach, <strong>not to invite</strong> us to the picnic</em>.</li>
<li><em>We travelled <strong>to see</strong> my classmates, <strong>not to get married</strong></em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We use the <strong>to-infinitive</strong> after some verbs to express a purpose, but never after modal verbs. Moreover, it is not used (with or without <strong>to-</strong>) after prepositions.
</div>
<div id="extension" class="box" title="Extension">
The<strong> to-infinitive</strong> structure is used to express someone's purpose. To make the<strong> negative</strong> form, we add <strong>not</strong> before <strong>to-infinitive</strong>.
For example:
— "<em>I have to find an excuse <strong>to</strong> <strong>go</strong> to the cinema with them</em>." = The subject expresses his/her aim to go to cinema.
— "<em>I have to find an excuse <strong>not to</strong> <strong>go</strong> to the cinema with them</em>." = The subject expresses his aim not to go to the cinema.
NOTE: It is not used after modal verbs, and after prepositions (with or without <strong>to-</strong>).
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Uncountable Nouns</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/uncountable-nouns/</link>
<pubDate>Fri, 08 Jul 2016 16:45:31 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=60</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Nouns</strong> refer to a person, place, thing, event, substance or quality.
<strong>Uncountable nouns</strong> are nouns which cannot be counted easily or what we refer to as a <strong>mass</strong> {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/countable-and-uncountable-nouns/">Countable and Uncountable Nouns</a>, A1 level}.
</div>
<div id="form" class="box" title="Form">
<strong>Uncountable nouns</strong> refer to things we consider as a <strong>mass</strong> and not as separate objects. We have three types of uncountable nouns:
<ol>
<li>With only <strong>singular</strong> form: <em>advice</em>, <em>baggage</em>, <em>energy</em>,<em> hair</em>, <em>homework</em>, <em>information</em>, <em>money</em>…;</li>
<li>With only <strong>plural</strong> form: <em>clothes</em>, <em>groceries</em>, <em>news</em>, <em>regards</em>, <em>thanks</em>…;</li>
<li><strong>Uncountable</strong> when referring to a general meaning and <strong>countable</strong> when referring to a specific thing or meaning: <em>a type of</em>, <em>a kind of</em>…, materials and liquids: <em>glass</em>, <em>paper</em>, <em>coffee, </em><em>water</em>…, or abstract nouns: <em>life</em>, <em>time</em>…</li>
</ol>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Only <strong>singular</strong> uncountable nouns
<ul>
<li><em>My <strong>baggage</strong> is so heavy because of the camera in it</em>!</li>
<li><em>Her <strong>energy</strong> as a salsa dancer is incredible</em>!</li>
<li><em>Their <strong>money</strong> was not enough to buy the painting</em>.</li>
</ul>
</li>
<li>Only <strong>plural</strong> uncountable nouns
<ul>
<li><em>Could you get the <strong>groceries</strong></em>?</li>
<li><em>He told me some <strong>news</strong> about your journey</em>.</li>
<li><em>We send our <strong>thanks</strong> to the director</em>.</li>
</ul>
</li>
<li>Both <strong>uncountable</strong> and <strong>countable</strong> uses
<ul>
<li><em>She has a lot of <strong>glass</strong> bowls</em>. / <em>Does she want a <strong>glass</strong> of coke</em>?</li>
<li><em>Can I borrow some <strong>coffee</strong></em>? / <em>Shall I get a <strong>coffee</strong></em> (= a cup of coffee)?</li>
<li><em>I need more <strong>time</strong></em>. / <em>I miss the <strong>times</strong> of my internship</em> ( = a specific period).</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<strong>Uncountable nouns</strong> usually refer to abstract ideas, substances, materials, gases and liquids.
</div>
<div id="extension" class="box" title="Extension">
<strong>Uncountable nouns</strong> refer to things we consider as a <strong>mass</strong> and not as separate objects. We have three types of uncountable nouns:
<ul>
<li>Only <strong>singular</strong> uncountable nouns: <em>advice</em>, <em>baggage</em>, <em>energy, hair</em>, <em>homework</em>, <em>information</em>, <em>money</em>…;</li>
<li>Only <strong>plural</strong> uncountable nouns: <em>clothes</em>, <em>groceries</em>, <em>news</em>, <em>regards</em>, <em>thanks</em>…;</li>
<li>Both <a href="https://open.books4languages.com/english-a1-grammar/chapter/countable-and-uncountable-nouns/"><strong>uncountable</strong> and <strong>countable</strong></a> uses: <em>a type of…</em>, <em>a kind of…;</em> <em>coffee</em>, <em>glass</em>, <em>paper</em>, <em>water…</em> (materials and liquids); <em>life</em>, <em>time</em>… (abstract nouns).</li>
</ul>
For example:
— "<em>I don´t have <strong>energy</strong> for another trip</em>." = <strong>Energy</strong> has only <strong>singular</strong> uncountable form.
— "<em>I will tell you later the <strong>news</strong> of today</em>." = <strong>News</strong> has only <strong>plural</strong> uncountable form.
— "<em>Can I have some <strong>coffee</strong>?</em>" / "<em>Can I have<strong> a coffee</strong>?</em>"= <strong>Coffee </strong>refers to coffee as a powder (singular uncountable), and <strong>a coffee </strong>has the implicit meaning of <strong>a cup of coffee</strong> (singular countable).
Let’s revise this content within the {Form} section. And take a look to the {Example} that show its use within a context.
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<title>Invariant Plural Nouns</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/invariant-plural-nouns/</link>
<pubDate>Fri, 08 Jul 2016 16:45:33 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=61</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Nouns</strong> refer to a person, place, thing, event, substance or quality.
<strong>Invariant nouns</strong> are nouns which have the same singular and <a href="https://open.books4languages.com/english-a1-grammar/chapter/plural-nouns-formation/">plural form</a>.
</div>
<div id="form" class="box" title="Form">
<strong>Invariant nouns</strong> don't follow the general plural formation rule, they are the same in singular and plural. When the noun has both singular and plural form the article is adapted to it, but if it has just a singular form, we don't add <strong>-s</strong> to the end of the noun.
The most commonly used <strong>invariant plural nouns</strong> are: <em>clothes</em>, <em>fireworks</em>, <em>glasses</em>, <em>goggles</em>, <em>jeans</em>, <em>outskirts</em>, <em>scissors</em>, <em>series</em>, <em>thanks</em>, <em>trousers</em>…
Adding <strong>a pair of</strong> before the noun makes these nouns singular, because we start to refer to them as one single entity.
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Singular form of the invariant nouns
<ul>
<li><em>A pair of <strong>scissors</strong> is on the office desk</em>.</li>
<li><em>This advertisement is about a new <strong>series</strong></em>.</li>
<li><em>Your old pair of <strong>goggles</strong> is used in the musical</em>.</li>
</ul>
</li>
</ul>
<ul>
<li>Plural form of the invariant nouns
<ul>
<li><em><strong>Scissors</strong> are dangerous for babies</em>.</li>
<li><em>New TV <strong>series</strong> about famous writers are going to start</em>.</li>
<li><em>These <strong>goggles</strong> cost a fortune</em>!</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
The <strong>invariant plural nouns</strong> are used in the same way as plural nouns. They are used to refer to some uncountable nouns or a single entity, something that is composed of more than one part (divided objects considered as one: <em>scissors</em>, <em>trousers</em>, <em>glasses</em>…).
</div>
<div id="extension" class="box" title="Extension">
<strong>Invariant nouns</strong> are nouns with the same singular and <a href="https://open.books4languages.com/english-a1-grammar/chapter/plural-nouns-formation/">plural forms</a>, and we need to use the correct article to distinguish them. They don't follow the general plural formation rule.
The most commonly used are: <em>clothes</em>, <em>fireworks</em>, <em>glasses</em>, <em>jeans</em>, <em>scissors</em>, <em>thanks</em>, <em>trousers</em>…
For example:
— "<em>I bought a pair of <strong>jeans</strong></em>." / "<em>I bought two pairs of <strong>jeans</strong></em>." = We use the same word for singular and plural.
— "<em>My dad bought new <strong>trousers</strong></em>." / "<del><em>My dad bought a new <strong>trouser</strong></em>.</del>" = <em>Trousers</em> can only exist in plural form.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>A few vs A little and Few vs Little</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/a-few-vs-a-little-and-few-vs-little/</link>
<pubDate>Fri, 08 Jul 2016 16:45:36 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=62</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>A few</strong>/<strong>a little</strong> and <strong>few</strong>/<strong>little</strong> are quantifiers which mean <strong>not enough</strong> or <strong>some/enough</strong>.
</div>
<div id="form" class="box" title="Form">
The use of these quantifiers depends on the noun:
<table>
<tbody>
<tr>
<td></td>
<th>Positive Attitude</th>
<th>Negative Attitude</th>
</tr>
<tr>
<th>Plural Countable</th>
<td>a few</td>
<td>few</td>
</tr>
<tr>
<th>Singular Uncountable</th>
<td>a little</td>
<td>little</td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>We have <strong>a few</strong> beautiful beaches for swimming</em>.
<em><strong>Few</strong> beaches are suitable for swimming</em>.</li>
<li><em>We can bake a cake! We have <strong>a little</strong> flour</em>.
<em>We can't bake a cake! We have (very) <strong>little</strong> flour</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>A few</strong> and <strong>a little</strong> mean <strong>some</strong>, <strong>enough</strong>. They show that something is more than expected or still remains.
<strong>Few</strong> and <strong>little</strong> mean <strong>not enough</strong>, <strong>less </strong>or<strong> fewer</strong> than expected. They show that there is not a lot of something, there is a lack of something.
</div>
<div id="extension" class="box" title="Extension">
<strong>A</strong><strong> few</strong>/<strong>few</strong> and <strong>a little</strong>/<strong>little</strong> all mean <strong>some</strong>.
<ul>
<li>Plural countable nouns: <strong>a few</strong> (positive) and <strong>few</strong> (negative);</li>
<li>Singular uncountable nouns: <strong>a little</strong> (positive) and <strong>little</strong> (negative).</li>
</ul>
For example:
— "<em>I have <strong>a few</strong> pencils in my bag, I do not need to buy new ones</em>." / "<em>I have <strong>few</strong> pencils in my bag, I have to buy new ones</em>."
— "<em>There is <strong>a little</strong> milk in the fridge, we can make a cake</em>." / "<em>There is <strong>little</strong> milk in the fridge, we need to go to the supermarket</em>."
<p style="padding-left: 30px;">When they're preceded by <strong>a</strong>, the meaning is positive and is suggesting that something still remains; without the article, it suggests that there is not a lot of something.</p>
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Have to: Modals of Obligation</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/have-to-modals-of-obligation/</link>
<pubDate>Fri, 08 Jul 2016 16:45:41 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=66</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
A <strong>modal verb</strong> is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about actions.
<strong>Have to</strong> is a type of auxiliary modal verb used to express certainty, necessity or strong obligation which comes from outside, from external factors.
</div>
<div id="form" class="box" title="Form">
<strong>Have to</strong> can be expressed in the three forms:
<h2>Affirmative</h2>
Its structure, in the <strong>affirmative</strong> form, is:
<span style="color: #808080;"><strong>Subject + have/has to + verb + …</strong></span>
<ul>
<li><strong>Have</strong>/<strong>has</strong>: in the affirmative form, the third person singular changes from <strong>have</strong> to <strong>has</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>To Have To</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>have to</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>has to</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>have to</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Negative</h2>
Its structure, in the <strong>negative</strong> form, is:
<span style="color: #808080;"><strong>Subject + do/does + not + have to + verb + …</strong></span>
<ul>
<li><strong>Do</strong>/<strong>does</strong>: in the negative form, the third person singular changes from <strong>do</strong> to <strong>does</strong>;</li>
<li>Short forms of the negative form are the same as the short form of <strong>present simple</strong>: I don't - you don't - he doesn't…</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Negation</th>
<th>To Have To</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>do not</strong></td>
<td><strong>have to</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>does not</strong></td>
<td><strong>have to</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>do not</strong></td>
<td><strong>have to</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Interrogative</h2>
Its structure, in the <strong>interrogative</strong> form, is:
<span style="color: #808080;"><strong>Do/does + subject + have to + verb + …?</strong></span>
<ul>
<li><strong>Do</strong>/<strong>does</strong>: in the interrogative form the third person singular changes from <strong>do</strong> to <strong>does</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Do</th>
<th>Subject</th>
<th>To Have To</th>
<th>Verb</th>
<th>Question
Mark</th>
</tr>
<tr>
<td><strong>Do</strong></td>
<td>I/you</td>
<td><strong>have to</strong></td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Does</strong></td>
<td>he/she/it</td>
<td><strong>have to</strong></td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Do</strong></td>
<td>we/you/they</td>
<td><strong>have to</strong></td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Certainty/reasonably expected
<ul>
<li><em>This <strong>has to</strong> be her flat! She said it's floor 2, flat 13</em>.</li>
<li><em>This house <strong>doesn't have</strong> to be in a good state</em>.</li>
<li><em><strong>Do</strong> they <strong>have to</strong> be rich? They live in a luxury flat in the city center</em>.</li>
</ul>
</li>
<li>Strong obligation
<ul>
<li><em>The owner said I <strong>have to</strong> move to another house</em>.</li>
<li><em>She <strong>doesn't have to</strong> clean the kid's clothes everyday</em>.</li>
<li><em>Do we <strong>have to</strong> clean the mess we made in the kitchen</em><strong>?</strong></li>
</ul>
</li>
<li>Necessity
<ul>
<li><em>I <strong>have to</strong> buy a new fridge, the one I have is broken</em>.</li>
<li><em>Alissa <strong>doesn't have to</strong> search for a student flat</em>.</li>
<li><em><strong>Do</strong> they <strong>have to</strong> paint the walls</em><strong>?</strong></li>
</ul>
</li>
<li>No obligation (negative)
<ul>
<li><em>We <strong>don't have to</strong> ride a horse</em>.</li>
<li><em>He <strong>doesn't have to</strong> clean his room</em>.</li>
<li><em>They <strong>don't have to</strong> return from the island</em></li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<strong>Have to</strong> is used to show that there is an obligation imposed by external factors. It is used to show:
<ol>
<li>That something is reasonably expected or is a certainty (affirmative, negative, interrogative);</li>
<li>A strong obligation (affirmative, interrogative);</li>
<li>A necessity (affirmative, negative, interrogative);</li>
<li>No necessity or no obligation to do something (negative).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
The <strong>modal verb</strong> <strong>have to</strong> expresses certainty,  strong obligation, necessity or no obligation which comes from outside, from external factors.
The structures are:
<ul>
<li>Affirmative: <span style="color: #808080;"><strong>Subject + have/has to + verb + …</strong></span></li>
<li>Negative: <span style="color: #808080;"><strong>Subject + do/does + not + have to + verb + …</strong></span></li>
<li>Interrogative: <span style="color: #808080;"><strong>Do/does + subject + have to + verb + …?</strong></span></li>
</ul>
For example:
— Affirmative: "<em>I <strong>have to</strong> go to school every day</em>." = The subject is obliged to go to school every day.
— Negative: "<em>She <strong>doesn't have to</strong> go to school every day</em>." = It is not necessary for the subject to go to school every day.
— Interrogative: "<em><strong>Does</strong> she <strong>have to</strong> go to school every day</em><strong>?</strong>" = We ask if the subject is obliged to go to school every day.
NOTE: <strong>Don't have to</strong> (negative form of <strong>have to</strong>) usually expresses that something is not necessary to be done.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Must: Modals of Obligation</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/must-modals-of-obligation/</link>
<pubDate>Fri, 08 Jul 2016 16:51:01 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=68</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
A <strong>modal verb</strong> is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about the action.
<strong>Must</strong> is a type of auxiliary modal verb used to express certainty, necessity or strong obligation which doesn't come from outside, it's a personal opinion. It also expresses prohibition in the negative form.
</div>
<div id="form" class="box" title="Form">
<strong>Must</strong> can be expressed in the three forms and it doesn’t change even for the third person singular.
<h2>Affirmative</h2>
Its structure, in the <strong>affirmative</strong> form, is:
<span style="color: #808080;"><strong>Subject + must + verb + …</strong></span>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Modal Verb</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>must</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>must</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>must</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Negative</h2>
Its structure, in the <b>negative</b> form, is:
<span style="color: #808080;"><strong>Subject + must not + verb + …</strong></span>
<ul>
<li>Short form of the negative form is: <strong>mustn't</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Modal Verb + not</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>must not</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>must not</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>must not</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Interrogative</h2>
Its structure, in the <b>interrogative</b> form, is:
<span style="color: #808080;"><strong>Must + subject + verb + …?</strong></span>
<table>
<tbody>
<tr>
<th>Modal Verb</th>
<th>Subject</th>
<th>Verb</th>
<th>Question
Mark</th>
</tr>
<tr>
<td><strong>Must</strong></td>
<td>I/you</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Must</strong></td>
<td>he/she/it</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Must</strong></td>
<td>we/you/they</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Certainty/reasonably expected
<ul>
<li><em>It <strong>must</strong> be her flat. It's number 13</em>.</li>
<li><em>This house <strong>must</strong> be in a good state! They renovated it last year</em>.</li>
<li><em><strong>Must</strong> they be rich<strong>?</strong> They live in a luxury flat in the city center</em>.</li>
</ul>
</li>
<li>Strong obligation
<ul>
<li><em>I <strong>must</strong> search for a new house, my contract ends soon</em>.</li>
<li><em>She <strong>must</strong> clean the kids' clothes, they got very dirty at the park</em>.</li>
<li><em><strong>Must</strong> we be on time</em><strong>?</strong></li>
</ul>
</li>
<li>Necessity
<ul>
<li><em>I <strong>must</strong> buy a new fridge</em>.</li>
<li><em>He <strong>must</strong> search for a student flat</em>.</li>
<li><em><strong>Must</strong> they paint the walls</em><strong>?</strong></li>
</ul>
</li>
<li>Prohibition (negative)
<ul>
<li><em>You <strong>must not</strong> give your address on online forums!</em></li>
<li><em>He <strong>must not</strong> surf the internet while working!</em></li>
<li><em>You <strong>mustn't</strong> smoke in this restaurant</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use <strong>must</strong> when:
<ol>
<li>We are sure about something, something is reasonably expected (affirmative);</li>
<li>There is strong obligation (affirmative, interrogative);</li>
<li>Something is necessary (affirmative, interrogative);</li>
<li>Prohibition (negative).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
The <strong>modal verb must</strong> expresses certainty, strong obligation, necessity or prohibition which doesn't come from outside. <strong>Must</strong> can be expressed in the three forms, and it doesn't change even for the third person singular.
The structures are:
<ul>
<li>Affirmative: <span style="color: #808080;"><strong>Subject + must + verb + …</strong></span></li>
<li>Negative: <span style="color: #808080;"><strong>Subject + must not + verb + …</strong></span></li>
<li>Interrogative: <span style="color: #808080;"><strong>Must + subject + verb + …?</strong></span></li>
</ul>
For example:
— Affirmative: "<em>I <strong>must</strong> visit my parents soon</em>." = The subject feels obligation.
— Negative: "<em>You <strong>must not</strong> try drugs</em>." = It expresses prohibition.
— Interrogative: "<em><strong>Must</strong> I do it now</em><strong>?</strong>" = The subject asks if he has to do it in that moment.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Should: Modal Auxiliary Verb</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/should-modal-auxiliary-verb/</link>
<pubDate>Fri, 08 Jul 2016 16:51:04 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=70</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
A <strong>modal verb</strong> is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes his meaning and gives more details about the action.
<strong>Should</strong> is a type of auxiliary modal verb used to express obligation and duty through advice or recommendations.
</div>
<div id="form" class="box" title="Form">
<strong>Should</strong> always has the same form even for the third person, and we find this structure in its three forms.
<h2>Affirmative</h2>
Its structure, in the <strong>affirmative</strong> form, is:
<span style="color: #808080;"><strong>Subject + should + verb + …</strong></span>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Modal Verb</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>should</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>should</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>should</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Negative</h2>
Its structure, in the <strong>negative</strong> form, is:
<span style="color: #808080;"><strong>Subject + should + not + verb + …</strong></span>
<ul>
<li>Short version of the negative form is: <strong>shouldn't</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Modal Verb + not</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>should not</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>should not</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>should not</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Interrogative</h2>
Its structure, in the <strong>interrogative</strong> form, is:
<span style="color: #808080;"><strong>Should + subject + verb + …?</strong></span>
<table>
<tbody>
<tr>
<th>Modal Verb</th>
<th>Subject</th>
<th>Verb</th>
<th>Question
Mark</th>
</tr>
<tr>
<td><strong>Should</strong></td>
<td>I/you</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Should</strong></td>
<td>he/she/it</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Should</strong></td>
<td>we/you/they</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Weaker obligation/duty
<ul>
<li><em>I <strong>should</strong> never be late to school again</em>!</li>
<li><em>He <strong>shouldn't</strong> talk to his classmates during the exam</em>.</li>
<li><em>We <strong>should</strong> always wear seatbelts when we drive the car</em>.</li>
</ul>
</li>
<li>Advice (recommendation)
<ul>
<li><em>You <strong>should</strong> be quiet when you visit a public library</em>.</li>
<li><em>She <strong>shouldn't</strong> revise the units that are not in the exam</em>.</li>
<li><em><strong>Should</strong> we memorise this rule</em><strong>?</strong></li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<strong>Should</strong> can be considered not to be as strong as <a href="https://open.books4languages.com/english-a2-grammar/chapter/must-modals-of-obligation/"><strong>must</strong></a>. We use <strong>should</strong> when:
<ol>
<li>We indicate weaker obligation or duty;</li>
<li>We give and ask for advice (recommendation).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
The <strong>modal verb</strong> <strong>should</strong> expresses weaker obligation or advice. It can be considered not to be as strong as <a href="https://open.books4languages.com/english-a2-grammar/chapter/must-modals-of-obligation/"><strong>must</strong></a>.
The structures are:
<ul>
<li>Affirmative: <span style="color: #808080;"><strong>Subject + should + verb + …</strong></span></li>
<li>Negative: <span style="color: #808080;"><strong>Subject + should + not + verb + …</strong></span></li>
<li>Interrogative: <span style="color: #808080;"><strong>Should + subject + verb + …?</strong></span></li>
</ul>
For example:
— Affirmative: "<em>You <strong>should</strong> do your homework to understand the subject</em>." = <strong>Should</strong> is used to give advice in a friendly manner.
— Negative: "<em>You <strong>shouldn´t</strong> do your homework to understand the subject</em>." = <strong>Shouldn't</strong> is used to give advice in a friendly manner.
— Interrogative: "<em><strong>Should</strong> you do your homework to understand the subject</em><strong>?</strong>" = <strong>Should</strong>…<strong>?</strong> is used to ask for a confirmation of advice.
♦ "<em>You <strong>must</strong> do your homework or you will fail the class</em>." = <a href="https://open.books4languages.com/english-a2-grammar/chapter/must-modals-of-obligation/"><strong>Must</strong></a> expresses stronger obligation.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Ought to: Modal Auxiliary Verb</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/ought-to-modal-auxiliary-verb/</link>
<pubDate>Fri, 08 Jul 2016 16:51:08 +0000</pubDate>
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<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
A <strong>modal verb</strong> is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about the action.
<strong>Ought to</strong> is a type of auxiliary modal verb used to express obligation and duty through advice or recommendations.
</div>
<div id="form" class="box" title="Form">
<strong>Ought to</strong> always has the same form even for the third person singular, and we find this structure in its three forms.
<h2>Affirmative</h2>
Its structure, in the <strong>affirmative</strong> form, is:
<span style="color: #808080;"><strong>Subject + ought to + verb + …</strong></span>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Ought To</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>ought to</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>ought to</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>ought to</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Negative</h2>
Its structure, in the <strong>negative</strong> form, is:
<span style="color: #808080;"><strong>Subject + ought + not + to + verb + …</strong></span>
<ul>
<li>Short version of the negative form is: <strong>oughtn't</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Ought To + not</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>ought not to</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>ought not to</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>ought not to</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Interrogative</h2>
Its structure, in the <strong>interrogative</strong> form, is:
<span style="color: #808080;"><strong>Ought + subject + to + verb + …?</strong></span>
<table>
<tbody>
<tr>
<th>Ought</th>
<th>Subject</th>
<th>To</th>
<th>Verb</th>
<th>Question
Mark</th>
</tr>
<tr>
<td><strong>Ought</strong></td>
<td>I/you</td>
<td><strong>to</strong></td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Ought</strong></td>
<td>he/she/it</td>
<td><strong>to</strong></td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Ought</strong></td>
<td>we/you/they</td>
<td><strong>to</strong></td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Weaker obligation/duty
<ul>
<li><em>You <strong>ought to</strong> apologise</em>.</li>
<li><em>Smoking <strong>oughtn't to</strong> be allowed at school</em>.</li>
<li><em>You <strong>ought to</strong> get the diploma soon</em>.</li>
</ul>
</li>
<li>Advice
<ul>
<li><em>You <strong>ought to</strong> work out more</em>.</li>
<li><em>He <strong>oughtn't to</strong> memorise the rule, it's better to understand it</em>.</li>
<li><em><strong>Ought</strong> we <strong>to</strong> read the syllabus of the course</em><strong>?</strong></li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<strong>Ought to</strong> can be considered not to be as strong as <a href="https://open.books4languages.com/english-a2-grammar/chapter/must-modals-of-obligation/"><strong>must</strong></a>. We use <strong>ought to</strong> when:
<ol>
<li>We indicate weaker obligation or duty;</li>
<li>We give and ask for advice (recommendation).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
The <strong>modal verb</strong> <strong>ought to</strong> expresses obligation or advice. It can be considered to not be as strong as <a href="https://open.books4languages.com/english-a2-grammar/chapter/must-modals-of-obligation/"><strong>must</strong></a>.
The structures are:
<ul>
<li>Affirmative: <span style="color: #808080;"><strong>Subject + ought to + verb + …</strong></span></li>
<li>Negative: <span style="color: #808080;"><strong>Subject + ought + not + to + verb + …</strong></span></li>
<li>Interrogative: <span style="color: #808080;"><strong>Ought + subject + to + verb + …?</strong></span></li>
</ul>
For example:
— Affirmative: “<em>You <strong>ought to</strong> do your homework to understand the subject</em>.” = <strong>Ought</strong> <strong>to</strong> is used to give a recommendation.
— Negative: "<em>You <strong>oughtn´t</strong> to do your homework to understand the subject</em>." = <strong>Oughtn't</strong> is used to give a recommendation.
— Interrogative: "<em><strong>Ought</strong> you <strong>to</strong> do your homework to understand the subject?</em>" = <strong>Ought</strong>…<strong>?</strong> is used to ask for a confirmation of a recommendation.
♦ “<em>You <strong>must</strong> do your homework or you will fail the class</em>.” = <a href="https://open.books4languages.com/english-a2-grammar/chapter/must-modals-of-obligation/"><strong>Must</strong></a> expresses a stronger obligation.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Should vs Ought to</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/should-vs-ought-to/</link>
<pubDate>Fri, 08 Jul 2016 16:51:10 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=72</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
Both <a href="https://open.books4languages.com/english-a2-grammar/chapter/should-modal-auxiliary-verb/"><strong>should</strong></a> and <a href="https://open.books4languages.com/english-a2-grammar/chapter/ought-to-modal-auxiliary-verb/"><strong>ought to</strong></a> belong to the group of auxiliary <strong>modal verbs</strong> that have no meaning on their own but they modify the main verb, change its meaning and give more details about the action.
<a href="https://open.books4languages.com/english-a2-grammar/chapter/should-modal-auxiliary-verb/"><strong>Should</strong></a> and <a href="https://open.books4languages.com/english-a2-grammar/chapter/ought-to-modal-auxiliary-verb/"><strong>ought to</strong></a> are used to express obligation and duty through advice or recommendations.
</div>
<div id="form" class="box" title="Form">
<a href="https://open.books4languages.com/english-a2-grammar/chapter/should-modal-auxiliary-verb/"><strong>Should</strong></a> and <a href="https://open.books4languages.com/english-a2-grammar/chapter/ought-to-modal-auxiliary-verb/"><strong>ought to</strong></a> are always followed by the <strong>infinitive</strong> of the verb. They have the same forms even for the third person singular.
<strong>Affirmative</strong> forms:
<ul>
<li>Should: <span style="color: #808080;"><strong>Subject + should + infinitive + …</strong></span></li>
<li>Ought to: <span style="color: #808080;"><strong>Subject + ought to + infinitive + …</strong></span></li>
</ul>
<strong>Negative</strong> forms:
<ul>
<li>Should: <span style="color: #808080;"><strong>Subject + should + not + infinitive + …</strong></span></li>
<li>Ought to: <span style="color: #808080;"><strong>Subject + ought + not + to + infinitive + …</strong></span></li>
</ul>
<strong>Interrogative</strong> forms:
<ul>
<li>Should: <span style="color: #808080;"><strong>Should + subject + infinitive + …?</strong></span></li>
<li>Ought to: <span style="color: #808080;"><strong>Ought + subject + to + infinitive + …?</strong></span></li>
</ul>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Should
<ul>
<li><em>We <strong>should</strong> go now</em>. / <del>We should to go now.</del></li>
<li><em>We <strong>shouldn't</strong> go now</em>.</li>
<li><em><strong>Should</strong> we go now</em><strong>?</strong></li>
</ul>
</li>
<li>Ought to
<ul>
<li><em>We <strong>ought to</strong> go now</em>. / <del>We ought go now.</del></li>
<li><em>We <strong>oughtn't to</strong> go now</em>.</li>
<li><em><strong>Ought</strong> we <strong>to</strong> go now</em><strong>?</strong></li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
Both of these <strong>modal verbs</strong> have a very similar meaning and one can replace the other. They can be considered not to be as strong as <strong>must</strong>.
However, <a href="https://open.books4languages.com/english-a2-grammar/chapter/should-modal-auxiliary-verb/"><strong>should</strong></a> is used much more often and it is less formal than <a href="https://open.books4languages.com/english-a2-grammar/chapter/ought-to-modal-auxiliary-verb/"><strong>ought to</strong></a>. Ought to is almost never used in interrogative and negative form.
</div>
<div id="extension" class="box" title="Extension">
The <strong>modal verbs <a href="https://open.books4languages.com/english-a2-grammar/chapter/should-modal-auxiliary-verb/">should</a></strong> and <a href="https://open.books4languages.com/english-a2-grammar/chapter/ought-to-modal-auxiliary-verb/"><strong>ought to</strong></a> express obligation or advice. They are always followed by the <strong>infinitive</strong>.
They differ in usage despite both having similar meanings.
<ul>
<li><a href="https://open.books4languages.com/english-a2-grammar/chapter/should-modal-auxiliary-verb/"><strong>Should</strong></a> is used more often and is less formal.</li>
<li><a href="https://open.books4languages.com/english-a2-grammar/chapter/ought-to-modal-auxiliary-verb/"><strong>Ought to</strong></a> is very uncommon in everyday use, especially in its negative and interrogative form, and is generally more formal.</li>
</ul>
For example:
—  "<em>You <strong>should</strong> apologise</em>." / "<em>You <strong>ought to</strong> apologise</em>."
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>May: Modals of Possibility</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/may-modals-of-possibility/</link>
<pubDate>Fri, 08 Jul 2016 16:51:14 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=75</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
A <strong>modal verb</strong> is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about the action.
<strong>May</strong> is a type of auxiliary modal verb used to express the possibility for something to happen and also to ask for or give permission.
</div>
<div id="form" class="box" title="Form">
<strong>May</strong> always has the same form, even for the third person singular, and we usually find this structure in its three forms.
<h2>Affirmative</h2>
Its structure, in the <strong>affirmative</strong> form, is:
<span style="color: #808080;"><strong>Subject + may + verb + …</strong></span>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Modal Verb</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>may</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>may</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>may</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Negative</h2>
Its structure, in the <strong>negative</strong> form, is:
<span style="color: #808080;"><strong>Subject + may + not + verb + …</strong></span>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Modal Verb + not</th>
<th>Verb (infinitive)</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>may not</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>may not</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>may not</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Interrogative</h2>
Its structure, in the <strong>interrogative</strong> form, is:
<span style="color: #808080;"><strong>May + subject + verb + …?</strong></span>
<table>
<tbody>
<tr>
<th>Modal Verb</th>
<th>Subject</th>
<th>Verb</th>
<th>Question
Mark</th>
</tr>
<tr>
<td><strong>May</strong></td>
<td>I/you</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>May</strong></td>
<td>he/she/it</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>May</strong></td>
<td>we/you/they</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<h2>Affirmative</h2>
<ol>
<li>Permission
<ul>
<li><em>You <strong>may</strong> take this plate</em>.</li>
<li><em>She <strong>may</strong> answer the phone</em>.</li>
<li><em>They <strong>may</strong> travel by plane</em>.</li>
</ul>
</li>
<li> Uncertainty/possibility
<ul>
<li><em>I'm afraid I <strong>may</strong> be late</em>.</li>
<li><em>Susana <strong>may</strong> come to see you tomorrow</em>.</li>
<li><em>There <strong>may</strong> be too many people at the post office</em>.</li>
</ul>
</li>
<li>Express wish or hope
<ul>
<li><em><strong>May</strong> the force be with you</em>.</li>
<li><em><strong>May</strong> you both be happy together</em>.</li>
<li><em><strong>May</strong> we have rain this year</em>.</li>
</ul>
</li>
</ol>
<h2>Negative</h2>
<ul>
<li><em>You <strong>may not</strong> answer the phone call</em>!</li>
<li><em>She <strong>may not</strong> leave a message</em>.</li>
<li><em>I'm afraid that we <strong>may not</strong> interview the director</em>.</li>
</ul>
<h2>Interrogative</h2>
<ul>
<li><em><strong>May</strong> I answer an important phone call</em><strong>?</strong></li>
<li><em><strong>May</strong> she leave you a message</em><strong>?</strong></li>
<li><em><strong>May</strong> we interview the director</em><strong>?</strong></li>
</ul>
</div>
<div id="use" class="box" title="Use">
We use <strong>may</strong> in the <strong>affirmative</strong> form when we:
<ol>
<li>Give or ask for permission;</li>
<li>Are not sure about something;</li>
<li>Express wish or hope.</li>
</ol>
We use <strong>may</strong> in the <strong>negative</strong> form when we refuse the permission or express uncertainty.
We use <strong>may</strong> in the <strong>interrogative</strong> form when we want to make a polite request.
</div>
<div id="extension" class="box" title="Extension">
The modal verb <strong>may</strong> expresses permission, possibility for something to happen, wishes or hopes. The <strong>Negative</strong> form expresses prohibition or uncertainty, and the <strong>interrogative</strong> form is used for polite requests.
The structures are:
<ul>
<li>Affirmative: <span style="color: #808080;"><strong>Subject + may + verb + …</strong></span></li>
<li>Negative: <span style="color: #808080;"><strong>Subject + may + not + verb + …</strong></span></li>
<li>Interrogative: <span style="color: #808080;"><strong>May + subject + verb + …?</strong></span></li>
</ul>
For example:
— Affirmative: "<em>It <strong>may</strong> snow this winter</em>."
— Negative: "<em>It <strong>may not</strong> snow this winter</em>."
— Interrogative: "<em><strong>May</strong> it snow this winter</em><strong>?</strong>"
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>One and Ones</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/one-and-ones/</link>
<pubDate>Fri, 08 Jul 2016 16:51:18 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=77</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>One</strong> and <strong>ones</strong> are replacing words that are used to avoid repetition.
</div>
<div id="form" class="box" title="Form">
When we use <strong>one</strong> and <strong>ones</strong> we apply the following structures:
<ul>
<li><strong>One</strong>: for singular countable nouns;</li>
<li><strong>Ones</strong>: for plural countable nouns.</li>
</ul>
We don't use them with uncountable nouns.
</div>
<div id="example" class="box" title="Example">
<ul>
<li>One
<ul>
<li><em>I would like a waffle. Just a small <strong>one</strong> with some cream and berries</em>.</li>
<li><em>This novel is better than that <strong>one</strong></em>.</li>
<li><em>They have a new camera, it's the <strong>one</strong> I saw in the newspaper</em>.</li>
</ul>
</li>
<li>Ones
<ul>
<li><em>I really like these drawings, the <strong>ones</strong> which Peter drew</em>.</li>
<li><em>He needs new photos of her. The <strong>ones</strong> that I took are too dark</em>.</li>
<li><em>They saw new paintings of Joanna, the <strong>ones</strong> which are at the exhibition</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>One</strong> and <strong>ones</strong> are used to avoid repeating unnecessary words (a singular or plural <a href="https://open.books4languages.com/english-a1-grammar/chapter/countable-and-uncountable-nouns/">countable noun</a>).
</div>
<div id="extension" class="box" title="Extension">
We use <strong>one</strong> and <strong>ones</strong> to avoid repetitions.
<ul>
<li><strong>One</strong> is used instead of singular countable nouns;</li>
<li><strong>Ones</strong> is used instead of plural countable nouns.</li>
</ul>
For example:
— "<em>There is a <strong>phone</strong> on the table. The black <strong>one</strong> is mine</em>." = <strong>Phone</strong> is a singular countable noun.
— "<em>There are 3 <strong>phones</strong> on the table. The black <strong>ones</strong> are mine</em>." = <strong>Phones</strong> is a plural countable noun.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>So that vs So … that</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/so-that-vs-so-that/</link>
<pubDate>Fri, 08 Jul 2016 16:51:21 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=78</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>So that</strong> and <strong>so…that</strong> are two different, though similar, constructions which express different things.
<strong>So that</strong> highlights the consequences of an action or purpose. <strong>So…that</strong> shows extremes leading to certain results.
</div>
<div id="form" class="box" title="Form">
<strong>So that</strong> (as an adverbial clause of result) and <strong>so…that</strong> (as an adverb of degree) are two different structures but we can omit <strong>that</strong> in both cases.
The structure of <strong>so that</strong> is:
<span style="color: #808080;"><strong>Clause 1 + so that + clause 2</strong></span>
The structure of <strong>so… that</strong> is:
<span style="color: #808080;"><strong>Clause 1 + so + adjective/adverb + that + clause 2</strong></span>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>So that
<ul>
<li><em>I am going to special classes <strong>so that</strong> I will become a good IT guy</em>.</li>
<li><em>He is saving money <strong>so that</strong> he can buy a new laptop</em>.</li>
<li><em>I asked my mom to watch the kids <strong>so that</strong> we can go to the cinema</em>.</li>
</ul>
</li>
<li>So…that
<ul>
<li><em>Those PCs had <strong>so</strong> many viruses <strong>that</strong> they couldn't use them</em>.</li>
<li><em>My grandfather is <strong>so</strong> short <strong>that</strong> I have to reach the top shelves for him</em>.</li>
<li><em>The car was going <strong>so</strong> fast <strong>that</strong> I thought we were going to die</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We usually use <strong>so that</strong> (adverb clause of result) as a construction link between two sentences, where the second sentence expresses the result or purpose of the first.
We use <strong>so…that</strong> (degree adverb) to create a comparison between two things. It is used to underline an action to show that something leads to certain results.
</div>
<div id="extension" class="box" title="Extension">
We use the adverb clause of result <strong>so that</strong> to highlight the consequence of an action or purpose:
<span style="color: #808080;"><strong>Clause 1 + so that + clause 2</strong></span>
We use <strong>so…that</strong> to create a comparison between two things:
<span style="color: #808080;"><strong>Clause 1 + so + adjective/adverb + that + clause 2</strong></span>
For example:
— "<em>I will save some money <strong>so that</strong> I can go on holiday</em>." = We use <strong>so that</strong> to express the consequence of saving money.
— "<em>I am <strong>so</strong> rich <strong>that</strong> I don't have to save money to go on holiday</em>." = We use <strong>so…that</strong> to compare the condition and the result.
NOTE: We can omit <strong>that</strong> in both structures when speaking.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Prepositions of Method and Manner</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-method-and-manner/</link>
<pubDate>Fri, 08 Jul 2016 16:51:27 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=81</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Prepositions</strong> are small words that connect elements in a sentence. They are essential because they provide additional details about the sentence.
<strong>Prepositions of method</strong> and <strong>manner</strong> are used to explain in what <strong>way</strong> something is done.
</div>
<div id="form" class="box" title="Form">
The main <strong>prepositions of manner</strong> are: <strong>by</strong> and <strong>with</strong>.
<span style="color: #808080;"><strong>By + [verb + -ing]/noun</strong></span>
<span style="color: #808080;"><strong>With + noun</strong></span>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>By
<ul>
<li><em>She lost 2 kilograms <strong>by</strong> be<strong>ing</strong> vegetarian</em>.</li>
<li><em>He cooked the Japanese food <strong>by</strong> traditional methods</em>.</li>
</ul>
</li>
<li>With
<ul>
<li><em>He asked for the menu <strong>with</strong> haste</em>.</li>
<li><em>They cut the onion <strong>with</strong> a knife</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Prepositions of method</strong> and <strong>manner</strong> show how we do things:
<strong>By</strong> is used to indicate the action we do in order to get the result;
<strong>With</strong> is used to show our manner during the action or the objects we use in order to get the results.
</div>
<div id="extension" class="box" title="Extension">
<strong>Prepositions of method</strong> and <strong>manner</strong> are used to explain in what <strong>way</strong> something is done.
The main prepositions of method and manner are:
<ul>
<li><strong>By</strong>: to express actions and it is followed by the gerund (verb + -ing) or a noun.</li>
<li><strong>With</strong>: with objects or tools used to achieve something, and it is usually followed by a noun.</li>
</ul>
For example:
— "<em>We can handle the situation <strong>by</strong> talki<strong>ng</strong></em>." = We use <strong>by</strong> to indicate the action we do.
— "<em>We can handle the situation <strong>with</strong> patience</em>." = We use <strong>with</strong> to show our manner during the action.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Adverbs of Manner</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/adverbs-of-manner/</link>
<pubDate>Fri, 08 Jul 2016 16:51:29 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=82</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Adverbs</strong> are expressions that function as modifiers of other elements in the clause. They can provide a wide range of information.
<strong>Adverbs of manner</strong> are used to provide information about the <strong>way</strong> (how) something is done.
</div>
<div id="form" class="box" title="Form">
<strong>Adverbs of manner</strong> always come after a verb and can be used after words like <strong>very</strong> or <strong>too</strong>.
<h2>Regular</h2>
In most cases we obtain the <strong>adverb</strong> of manner by adding <strong>-ly</strong> to the adjective, for example:
<table>
<tbody>
<tr>
<th>Adjective</th>
<th>Adverb</th>
</tr>
<tr>
<td>bad</td>
<td>bad<strong>ly</strong></td>
</tr>
<tr>
<td>exact</td>
<td>exact<strong>ly</strong></td>
</tr>
<tr>
<td>loud</td>
<td>loud<strong>ly</strong></td>
</tr>
<tr>
<td>nice</td>
<td>nice<strong>ly</strong></td>
</tr>
<tr>
<td>polite</td>
<td>polite<strong>ly</strong></td>
</tr>
</tbody>
</table>
<h2>Irregular</h2>
Some of them are irregular and don't follow the same rule or simply maintain the same form of the adjective, for example:
<table>
<tbody>
<tr>
<th>Adjective</th>
<th>Adverb</th>
</tr>
<tr>
<td>fast</td>
<td><strong>fast</strong></td>
</tr>
<tr>
<td>good</td>
<td><strong>well</strong></td>
</tr>
<tr>
<td>hard</td>
<td><strong>hard</strong></td>
</tr>
<tr>
<td>late</td>
<td><strong>late</strong></td>
</tr>
<tr>
<td>straight</td>
<td><strong>straight</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<h2>Regular</h2>
<ul>
<li><em>He was <strong>very badly</strong> hurt in the accident</em>.</li>
<li><em>She didn't know <strong>exactly</strong> what happened</em>.</li>
<li><em>She told them that she had a headache but they continued talking <strong>too loudly</strong></em>.</li>
<li><em>She combed her hair <strong>nicely</strong></em>.</li>
<li><em>She went to the Social Welfare and asked <strong>politely</strong> for help</em>.</li>
</ul>
<h2>Irregular</h2>
<ul>
<li><em>He put orange juice in the fridge <strong>fast</strong></em>.</li>
<li><em>You said it <strong>well</strong></em>.</li>
<li><em>This job is so <strong>hard</strong>, I need a drink</em>.</li>
<li><em>He answered my question <strong>late</strong></em>.</li>
<li><em>Hold the bottle <strong>straight</strong></em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Adverbs of manner</strong> are used to express the way or how something happens or is done. They can be used with:
<ul>
<li><strong>Very</strong>: to add emphasis to adjectives and adverbs that are able to be graded.</li>
<li><strong>Too</strong>: to mean more than wanted, more than necessary or more than enough.</li>
</ul>
</div>
<div id="extension" class="box" title="Extension">
<strong>Adverbs of manner</strong> give information about the way (how) something is done, and they emphasise the action. They always come after a verb.
They are formed by adding <strong>-ly</strong> to the adjective (<em>badly</em>, <em>exactly</em>, <em>loudly</em>, <em>nicely</em>, <em>politely</em>…).
For example:
— <em>"Quick"</em> ⇒ "<em>He <strong>quickly</strong> kissed the girl on the cheek</em>." / "<em>He <strong>very quickly</strong> kissed the girl on the cheek</em>." = We add <strong>-ly</strong>, and <strong>ver</strong><strong>y</strong> to add extra emphasis to the action;
Some adverbs of manner are <strong>irregular</strong> and maintain the same form as adjectives (<em>fast</em>, <em>well</em>, <em>hard</em>, <em>late</em>, <em>straight</em>…).
For example:
— <em>"Straight"</em> ⇒ "<em>Walk <strong>straight</strong>, the Chinese restaurant is there</em>." = <strong>Straight</strong> remains the same.
NOTE: They can be used after words like <strong>very</strong> or <strong>too</strong>.
Let’s revise this content within the {Form} section. And take a look to the [Examples] that show its use within a context.
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<title>Adverbs of Degree</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/adverbs-of-degree/</link>
<pubDate>Fri, 08 Jul 2016 16:51:32 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=83</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Adverbs</strong> are expressions that function as modifiers of other elements in the clause. They can provide a wide range of information.
<a href="https://open.books4languages.com/english-a1-grammar/chapter/adverbs-of-degree/"><strong>Adverbs of degree</strong></a> or <strong>intensifiers</strong> are used to provide information about the <strong>intensity</strong> of an action or adjective {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/adverbs-of-degree/">Adverbs of Degree</a>, A1 level}.
</div>
<div id="form" class="box" title="Form">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/adverbs-of-degree/"><strong>Adverbs of degree</strong></a> are usually positioned after the auxiliary verbs <strong>to be</strong> or <strong>to have</strong>, or before other verbs or the words they modify.
<h2>Regular</h2>
In most cases we obtain <strong>regular</strong> adverbs of degree by adding <strong>-ly</strong> to the adjectives, for example:
<table>
<tbody>
<tr>
<th>Adjective</th>
<th>Adverb</th>
</tr>
<tr>
<td>bare</td>
<td>bare<strong>ly</strong></td>
</tr>
<tr>
<td>real</td>
<td>real<strong>ly</strong></td>
</tr>
<tr>
<td>total</td>
<td>total<strong>ly</strong></td>
</tr>
<tr>
<td>complete</td>
<td>complete<strong>ly</strong></td>
</tr>
<tr>
<td>absolute</td>
<td>absolute<strong>ly</strong></td>
</tr>
</tbody>
</table>
<h2>Irregular</h2>
<strong>Irregular</strong> adverbs of degree don't follow the same rule and simply maintain the same form of the adjective, for example:
<table>
<tbody>
<tr>
<th>Adjective</th>
<th>Adverb</th>
</tr>
<tr>
<td>almost</td>
<td><strong>almost</strong></td>
</tr>
<tr>
<td>enough</td>
<td><strong>enough</strong></td>
</tr>
<tr>
<td>too</td>
<td><strong>too</strong></td>
</tr>
<tr>
<td>very</td>
<td><strong>very</strong></td>
</tr>
<tr>
<td>quite</td>
<td><strong>quite</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<h2>Regular</h2>
<ul>
<li><em>They <strong>barely</strong> know each other</em>.</li>
<li><em>We are <strong>really</strong> angry about the noise</em>.</li>
<li><em>It is <strong>totally</strong> worth it</em>!</li>
<li><em>You are <strong>completely</strong> wrong</em>!</li>
<li><em>You have <strong>absolutely</strong> nothing to drink</em>.</li>
</ul>
<h2>Irregular</h2>
<ul>
<li><em>She <strong>almost</strong> spilt the orange juice</em>.</li>
<li><em>I think you had <strong>enough</strong> wine</em>.</li>
<li><em>This bag of potatoes is <strong>too</strong> heavy</em>.</li>
<li><em>They are <strong>very</strong> thirsty</em>.</li>
<li><em>You have <strong>quite</strong> a shopping list here</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/adverbs-of-degree/"><strong>Adverbs of degree</strong></a> are used to show the intensity of an action, adjective or another adverb.
</div>
<div id="extension" class="box" title="Extension">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/adverbs-of-degree/"><strong>Adverbs of degree</strong></a> give information about the intensity of an action or adjective. They are usually positioned after the auxiliary verbs and before other verbs or the words they modify.
They are formed by adding <strong>-ly</strong> to the adjective (<em>barely</em>, <em>really</em>, <em>totally</em>, <em>completely</em>, <em>absolutely</em>…).
For example:
— "Absolute" ⇒ "<em>I <strong>absolutely</strong> agree with you</em>." = It shows the intensity of the <strong>action</strong>.
— <em>"Real"</em> ⇒ "<em>I am <strong>really</strong> happy right now</em>." = It shows the intensity of the <strong>adjective</strong>.
Some adverbs of degree are <strong>irregular</strong> and simply maintain the same form of the adjective (<em>almost</em>, <em>enough</em>, <em>too</em>, <em>very</em>, <em>quite</em>…).
For example:
— <em>"Almost"</em> ⇒ "<em>She <strong>almost</strong> drank it all</em>." = It shows the intensity of the <strong>action</strong>.
— <em>"Enough"</em> ⇒ "<em>It is cold <strong>enough</strong></em>." = It shows the intensity of the <strong>adjective</strong>.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Prepositions of Possession</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-possession/</link>
<pubDate>Fri, 08 Jul 2016 16:51:34 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=85</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Prepositions</strong> are small words that connect elements in a sentence. They are essential because they provide additional details about the sentence.
<strong>Prepositions of possession</strong> are used to express that something belongs to a person, animal or thing.
</div>
<div id="form" class="box" title="Form">
The main <strong>prepositions</strong> used to show <strong>possession</strong> are: <strong>of</strong>, <strong>with</strong> and <strong>to</strong>.
<span style="color: #808080;"><strong>Of + nouns/possessive pronouns</strong></span>
<span style="color: #808080;"><strong>With + adjectives/nouns</strong></span>
<span style="color: #808080;"><strong>To + object pronouns</strong></span>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Of
<ul>
<li><em>These are the most important monuments <strong>of</strong> London</em>.</li>
<li><em>Dublin is the capital <strong>of</strong> Ireland</em>.</li>
<li><em>She is a friend <strong>of</strong> mine</em>.</li>
</ul>
</li>
<li>With
<ul>
<li><em>I saw a boy <strong>with</strong> brown eyes</em>.</li>
<li><em>She spoke <strong>with</strong> a German accent</em>.</li>
<li><em>The girl <strong>with</strong> the black hat</em>.</li>
</ul>
</li>
<li>To
<ul>
<li><em>This towel <strong>belongs to</strong> me</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We use <strong>prepositions of possession</strong> to highlight a relationship of ownership and possession:
<strong>Of</strong> is used with countries, cities, people, possessive pronouns;
<strong>With</strong> is used with physical characteristics, accents, objects/materials/animals;
<strong>To</strong> is used to express belonging (<strong>belong to</strong>).
</div>
<div id="extension" class="box" title="Extension">
<strong>Prepositions of possession</strong> are used to express that something belongs to a person, animal or thing. There are no rules regarding this topic, therefore you need to learn them by heart.
The main prepositions of possession are:
<ul>
<li><strong>Of</strong>: with countries, cities and people, possessive pronouns;</li>
<li><strong>With</strong>: for physical characteristics, accents, objects/materials/animals;</li>
<li><strong>To</strong>: belonging in the expression <strong>belong to</strong>.</li>
</ul>
For example:
— "<em>She is the girl <strong>of</strong> his dreams</em>." = We use <strong>of</strong> to express possession.
— "<em>She is the girl <strong>with</strong> the piercing</em>." = We use <strong>with</strong> to express someones physical characteristics.
— "<em>She is the girl that <strong>belongs to</strong> your team</em>." = We use <strong>belong to</strong> to express belonging.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Prepositions of Place - extension</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-place-extension/</link>
<pubDate>Fri, 08 Jul 2016 16:51:36 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=86</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Prepositions</strong> are small words that connect elements in a sentence. They are essential because they provide additional details about the sentence.
We use the <a href="https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-place/"><strong>prepositions of place</strong></a> to locate an event in <strong>space</strong>.
</div>
<div id="form" class="box" title="Form">
<a href="https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-place/"><strong>Prepositions of place</strong></a> are used to locate an event in its physical location.
The most commonly used are: <em>under</em>, <em>next to</em>, <em>above</em>, <em>behind</em>, <em>between</em>, <em>over</em>, <em>opposite</em>, <em>below</em>, <em>in front of</em>, <em>near</em>…
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>The mountain boots are <strong>under</strong> the bed</em>.</li>
<li><em>The coat is <strong>next to</strong> the backpack</em>.</li>
<li><em>She hung a picture <strong>above</strong> the fireplace</em>.</li>
<li><em>Two people are standing <strong>behind</strong> George</em>.</li>
<li><em>The pilot is standing <strong>between</strong> those two air hostesses</em>.</li>
<li><em>They hung a clock <strong>over</strong> the sofa</em>.</li>
<li><em>The bakery is <strong>opposite</strong> my father's restaurant</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
The <a href="https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-place/"><strong>prepositions of place</strong></a> are used to express the <strong>position</strong> of things in terms of location.
</div>
<div id="extension" class="box" title="Extension">
<a href="https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-place/"><strong>Prepositions of place</strong></a> are used to locate an event in its physical location.
The most commonly used are: <em>under</em>, <em>next to</em>, <em>above</em>, <em>behind</em>, <em>between</em>, <em>over</em>, <em>opposite</em>, <em>below</em>, <em>in front of</em>, <em>near</em>…
For example:
— "<em>My chocolate is <strong>under</strong> the table</em>." = We use <strong>under</strong> to locate a thing (<em>chocolate</em>).
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Adverbs of Place</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/adverbs-of-place/</link>
<pubDate>Fri, 08 Jul 2016 16:51:39 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=87</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Adverbs</strong> are expressions that function as modifiers of other elements in the clause. They can provide a wide range of information.
<strong>Adverbs of place</strong> provide information about the <strong>place</strong> of an action.
</div>
<div id="form" class="box" title="Form">
<strong>Adverbs of place</strong> are not used as modifiers of another adjective or an adverb. In the sentence they come after objects or verbs.
The most commonly used are: <em>here</em>, <em>there</em>, <em>downstairs</em>, <em>upstairs</em>, <em>inside</em>, <em>outside</em>, <em>indoors</em>, <em>outdoors</em>, <em>anywhere</em>, <em>abroad</em>…
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>A packet of flour was <strong>here</strong> yesterday</em>.</li>
<li><em>He was <strong>there</strong> at the bar 2 minutes before</em>.</li>
<li><em>The non alcoholic drinks are <strong>downstairs</strong></em>.</li>
<li><em>They are sitting <strong>upstairs</strong></em>.</li>
<li><em>I stay <strong>inside</strong> have a warm meal when the weather is bad</em>.</li>
<li><em>Everybody is <strong>outside</strong></em>.</li>
<li><em>Stay <strong>indoors</strong> and don't ask questions</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Adverbs of place</strong> give us information about the <strong>location</strong> of the action described in the sentence.
</div>
<div id="extension" class="box" title="Extension">
<strong>Adverbs of place</strong> give information about the place of an action. They are important as modifiers of other elements in the sentence.
The most commonly used are: <em>here</em>, <em>there</em>, <em>downstairs</em>, <em>upstairs</em>, <em>inside</em>, <em>outside</em>, <em>indoors</em>, <em>outdoors</em>, <em>anywhere</em>, <em>abroad</em>…
For example:
— "<em>Are you looking for a vegetarian sandwich? It´s <strong>here</strong></em>." = We use <strong>here</strong> to express the position of something (at this point).
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Comparative Clauses: As … as</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/comparatives-clauses-as-as/</link>
<pubDate>Fri, 08 Jul 2016 16:51:41 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=89</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Comparisons</strong> with <strong>adjectives</strong> and <strong>adverbs</strong> are used to <strong>compare</strong> things, people or actions, <strong>expressing</strong> the <strong>equalities</strong> or <strong>inequalities</strong> between them.
The <strong>comparative of equality</strong> (<strong>as…as</strong> clause) is used for the same purpose.
{see <a href="https://open.books4languages.com/english-a1-grammar/chapter/comparisons-with-adjectives-and-adverbs/">Comparisons with Adjectives and Adverbs</a>, A1 level}
</div>
<div id="form" class="box" title="Form">
We usually find the structure of the <strong>comparative of equality</strong> (<strong>as…as </strong>clause) in its three forms.
<strong>Affirmative</strong> forms:
<span style="color: #808080;"><strong>Subject + verb + as + adjective/adverb + as + object + …</strong></span>
<span style="color: #808080;"><strong>Subject + verb + as + adjective/adverb + noun + as + object + …</strong></span>
<strong>Negative</strong> forms:
<span style="color: #808080;"><strong>Subject + verb + not + as + adjective/adverb + as + object + …</strong></span>
<span style="color: #808080;"><strong>Subject + verb + not + as + adjective/adverb + noun + as + object + …</strong></span>
<strong>Interrogative</strong> forms:
<span style="color: #808080;"><strong>Verb + subject + as + adjective/adverb + as + object + …?</strong></span>
<span style="color: #808080;"><strong>Verb + subject + as + adjective/adverb + noun + as + object + …?</strong></span>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Identical things
<ul>
<li><em>This box of biscuits is <strong>as</strong> big <strong>as</strong> mine</em>.</li>
<li><em>This restaurant makes food <strong>as</strong> good <strong>as</strong> my mum's</em>.</li>
</ul>
</li>
<li>Different things
<ul>
<li><em>A kilo of potatoes is <strong>not as</strong> expensive <strong>as</strong> a kilo of steaks</em>.</li>
<li><em>Her mountain boots are <strong>not as</strong> cheap <strong>as</strong> his backpack</em>.</li>
</ul>
</li>
<li>Asking information about equality/inequality
<ul>
<li><em>Is this box of biscuits <strong>as</strong> big <strong>as</strong> mine</em><strong>?</strong></li>
<li><em>Do I have champagne <strong>as</strong> cold <strong>as</strong> yours</em><strong>?</strong></li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use the <strong>comparative of equality</strong> (<strong>as…as</strong> clause) to:
<ol>
<li>Talk about identical things (affirmative);</li>
<li>Talk about different things (negative);</li>
<li>Ask information about equality/inequality of different things (interrogative).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
The <strong>comparative of equality</strong> (or the <strong>as…as </strong>clause) is used to highlight the equality or inequality between two things, people or actions.
<ul>
<li>Affirmative:
<span style="color: #808080;"><strong>Subject + verb + as + adjective/adverb + as + object + …</strong></span>
<span style="color: #808080;"><strong>Subject + verb + as + adjective/adverb + noun + as + object + …</strong></span></li>
<li>Negative:
<span style="color: #808080;"><strong>Subject + verb + not + as + adjective/adverb + as + object + …</strong></span>
<span style="color: #808080;"><strong>Subject + verb + not + as + adjective/adverb + noun + as + object + …</strong></span></li>
<li>Interrogative:
<span style="color: #808080;"><strong>Verb + subject + as + adjective/adverb + as + object + …?</strong></span>
<span style="color: #808080;"><strong>Verb + subject + as + adjective/adverb + noun + as + object + …?</strong></span></li>
</ul>
For example:
— Affirmative: "<em>My doll is <strong>as</strong> lovely <strong>as</strong> yours</em>."
— Negative: "<em>My doll is not <strong>as</strong> lovely <strong>as</strong> yours</em>."
— Interrogative: "<em>Is my doll <strong>as</strong> lovely <strong>as</strong> yours</em><strong>?</strong>"
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Intensifiers and Mitigators</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/intensifiers-and-mitigators/</link>
<pubDate>Fri, 08 Jul 2016 16:51:44 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=90</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Adverbs</strong> are expressions that function as modifiers of other elements in the clause. They can provide a wide range of information.
<strong>Adverbs of degree</strong> are used to provide information about the intensity of an action or adjective {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/adverbs-of-degree/">Adverbs of Degree</a>, A1 Level}.
<strong>Intensifiers</strong> and <strong>mitigators</strong> are part of <a href="https://open.books4languages.com/english-a2-grammar/chapter/adverbs-of-degree/"><strong>adverbs of degree</strong></a>.
</div>
<div id="form" class="box" title="Form">
<h2>Intensifiers</h2>
The most commonly used are: <em>highly</em>, <em>absolutely</em>, <em>so</em>, <em>utterly</em>, <em>incredibly</em>, <em>particularly</em>…
<h2>Mitigators</h2>
The most commonly used are: <em>fairly</em>, <em>pretty</em> (informal), <em>rather</em>, <em>slightly</em>…
{See <a href="https://open.books4languages.com/english-a2-grammar/chapter/adverbs-of-degree/">Adverbs of Degree</a>, A2 Level}.
</div>
<div id="example" class="box" title="Example">
<h2>Intensifiers</h2>
<ul>
<li><em>The climate was <strong>highly</strong> dry</em>.</li>
<li><em>It is <strong>absolutely</strong> impossible to win at most carnival games</em>.</li>
<li><em>He was <strong>so</strong> helpful</em>.</li>
<li><em>The view is <strong>utterly</strong> beautiful</em>.</li>
<li><em>We came <strong>incredibly</strong> close to falling off the stairs</em>.</li>
<li><em>These drawings are <strong>particularly</strong> good</em>.</li>
</ul>
<h2>Mitigators</h2>
<ul>
<li><em>These crystals are <strong>fairly</strong> bright</em>.</li>
<li><em>The view was <strong>pretty</strong> good, but not breathtaking</em>.</li>
<li><em>I'm <strong>rather</strong> bored</em>.</li>
<li><em>It is <strong>slightly</strong> expensive, but I’m still going to buy it</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Intensifiers</strong> are used to make words and expressions <strong>stronger</strong>.
<strong>Mitigators</strong> are used to make words and expressions <strong>weaker</strong>.
</div>
<div id="extension" class="box" title="Extension">
<strong>Intensifiers</strong> and <strong>mitigators</strong> are two kinds of <a href="https://open.books4languages.com/english-a2-grammar/chapter/adverbs-of-degree/">adverbs of degree</a>. We use intensifiers to emphasise words or expressions, and mitigators to make the emphasis on these words and expressions not as strong.
The most commonly used <strong>intensifiers</strong> are: <em>highly</em>, <em>absolutely</em>, <em>so</em>, <em>incredibly</em>, <em>utterly</em>, <em>particularly</em>…
The most commonly used <strong>mitigators</strong> are: <em>fairly</em>, <em>pretty</em>, <em>rather</em>, <em>slightly</em>…
For example:
— "<em>I am <strong>absolutely</strong> sure he is lying</em>." = There is a high chance that he is lying, so we use an <strong>intensifier</strong>.
— "<em>I am <strong>fairly</strong> sure that he is lying</em>." = It is a low possibility that he is lying, so we use a <strong>mitigator</strong>.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Quantitative Determiners</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/quantitative-determiners/</link>
<pubDate>Fri, 08 Jul 2016 16:51:47 +0000</pubDate>
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<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Determiners</strong> are modifiers of nouns. They can provide information about <strong>which</strong> and <strong>how much</strong>/<strong>many</strong> people, things, animals, places… we are talking about.
<a href="https://open.books4languages.com/english-a1-grammar/chapter/quantitative-determiners/"><strong>Quantitative determiners</strong></a> or <strong>quantifiers</strong> are used to indicate the quantity of something {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/quantitative-determiners/">Quantitative Determiners</a>, A1 Level}.
</div>
<div id="form" class="box" title="Form">
We use <a href="https://open.books4languages.com/english-a1-grammar/chapter/quantitative-determiners/"><strong>quantitative determiners</strong></a> to describe the quantity of something.
The most commonly used <strong>quantifiers</strong> are: <em>all</em> (<em>of</em>), <em>a lot of</em> (<em>lots of</em>), <em>a number of</em>, <em>enough</em> (<em>of</em>), <em>most</em> (<em>of</em>), <em>none</em> (<em>of</em>)…
</div>
<div id="example" class="box" title="Example">
<ol>
<li><em><strong>All</strong> my friends like drawing</em>.
<em><strong>All of</strong> my friends like drawing</em>.</li>
<li><em><strong>A lot</strong> can happen in a long trip</em>.
<em><strong>Lots of</strong> things can happen in a long trip</em>.</li>
<li><em><strong>A number of</strong> pilots were waiting</em>.</li>
<li><em>There isn't <strong>enough</strong> red wine for everyone</em>.
<em>There are <strong>enough of</strong> us to get the group price</em>.</li>
<li><em>This plant has the <strong>most</strong> strawberries</em>.
<em><strong>Most of</strong> the students in our university are from France</em>.</li>
<li><em>I have three leather jackets, he has <strong>none</strong></em>.
<em><strong>None of</strong> their children have dark skin</em>.</li>
</ol>
</div>
<div id="use" class="box" title="Use">
We use <a href="https://open.books4languages.com/english-a1-grammar/chapter/quantitative-determiners/"><strong>quantitative determiners</strong></a> to indicate the quantity of something:
<ol>
<li><strong>All</strong> (<strong>of</strong>) (everyone or everything, the entire amount or number);</li>
<li><strong>A lot</strong> (<strong>of</strong>) (a large number in quantity, scale or degree);</li>
<li><strong>A number of</strong> (more than two but fewer than many);</li>
<li><strong>Enough</strong> (<strong>of</strong>) (quantity, quality, or scope that meets requirements, demands, or expectations);</li>
<li><strong>Most</strong> (<strong>of</strong>) (greatest in quantity, scale, or degree, majority);</li>
<li><strong>None</strong> (<strong>of</strong>) (not any, not one or no person).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/quantitative-determiners/"><strong>Quantitative determiners</strong></a> are used to indicate the quantity of something.
The most commonly used <strong>quantifiers</strong> are: <em>all</em> (<em>of</em>), <em>a lot of</em> (<em>lots of</em>), <em>a number of</em>, <em>enough</em> (<em>of</em>), <em>most</em> (<em>of</em>), <em>none</em> (<em>of</em>)…
For example:
— "<em><strong>A number of</strong> my friends booked the flight to Valencia</em>."
— "<em><strong>None of</strong> my friends took the ship</em>."
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Common Adjective and Preposition Combinations</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/common-adjective-and-preposition-combinations/</link>
<pubDate>Fri, 08 Jul 2016 16:51:50 +0000</pubDate>
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<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Prepositions</strong> are essential because they provide additional details about the sentence.
<strong>Adjectives</strong> are determiners that can be placed in two different positions within a sentence to modify or describe a person or a thing. Certain <strong>adjectives</strong> are used only with specific <strong>prepositions</strong>.
</div>
<div id="form" class="box" title="Form">
The most commonly used <strong>prepositions</strong> which follow certain adjectives are <strong>at</strong>, <strong>for</strong>, <strong>of</strong>, <strong>to</strong> and <strong>in</strong>.
Examples of <strong>adjectives</strong> which precede these prepositions in sentences are:
<ul>
<li><em>Angry</em>, <em>bad</em>, <em>brilliant</em>, <em>good</em>, <em>lucky</em>, <em>present</em>, <em>slow</em>, <em>terrible</em>… + <strong>at</strong> + …</li>
<li><em>Famous</em>, <em>grateful</em>, <em>known</em>, <em>prepared</em>, <em>responsible</em>, <em>sorry</em>… + <strong>for</strong> + …</li>
<li><em>Afraid</em>, <em>ashamed</em>, <em>aware</em>, <em>bad</em>, <em>difficult</em>, <em>full</em>, <em>jealous</em>, <em>made</em>, <em>proud</em>, <em>scared</em>, <em>tired</em>… + <strong>of</strong> + …</li>
<li><em>Addicted, connected, engaged</em>, <em>friendly</em>, <em>grateful</em>, <em>limited</em>, <em>married</em>, <em>polite</em>… + <strong>to</strong> + …</li>
<li><em>Dressed</em>, <em>interested</em>, <em>involved</em>, <em>skilled</em>… + <strong>in</strong> + …</li>
</ul>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>At
<ul>
<li><em>The audience is <strong>angry at</strong> the musician</em>.</li>
<li><em>She is <strong>good at</strong> drawing</em>.</li>
<li><em>All students should be <strong>present at</strong> the theatre play, it's compulsory</em>.</li>
</ul>
</li>
<li>For
<ul>
<li><em>I am very <strong>sorry for</strong> your loss</em>.</li>
<li><em>Smoking is extremely <strong>bad for</strong> you</em>.</li>
<li><em>The novel was too <strong>difficult for</strong> his class</em>.</li>
</ul>
</li>
<li>Of
<ul>
<li><em>The director is very <strong>proud of</strong> his movie</em>.</li>
<li><em>Jason was <strong>ashamed of</strong> his behavior</em>.</li>
<li><em>She is <strong>full of</strong> energy</em>.</li>
</ul>
</li>
<li>To
<ul>
<li><em>I think I'm a bit <strong>addicted to</strong> music</em>.</li>
<li><em>He doesn't feel <strong>connected to</strong> his country at all</em>.</li>
<li><em>My sister is <strong>married to</strong> an English photographer</em>.</li>
</ul>
</li>
<li>In
<ul>
<li><em>I'm <strong>interested in</strong> modern art</em>.</li>
<li><em>She is <strong>involved in</strong> promoting modern music</em>.</li>
<li><em>They both are <strong>skilled in</strong> chemistry and mathematics</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
Some <strong>prepositions</strong> can follow certain <strong>adjectives</strong> in order to express something, but there are no grammatical rules on how to combine them in a sentence.
</div>
<div id="extension" class="box" title="Extension">
<strong>Prepositions</strong> are important as they provide additional information about the sentence. We can use certain <strong>adjectives</strong> only with specific prepositions. There is no rule regarding this topic, therefore you need to learn them by heart.
<ul>
<li><em>Angry</em>, <em>bad</em>, <em>brilliant</em>, <em>good</em>, <em>lucky</em>, <em>present</em>, <em>slow</em>, <em>terrible</em>… + <strong>at</strong> + …</li>
<li><em>Famous</em>, <em>known</em>, <em>prepared</em>, <em>responsible</em>, <em>sorry</em>… + <strong>for</strong> + …</li>
<li><em>Bad</em>, <em>difficult</em>, <em>full</em>, <em> jealous</em>, <em>made</em>, <em>scared</em>, <em>tired</em>… + <strong>of</strong> + …</li>
<li><em>Addicted, connected,</em> <em>friendly</em>, <em>limited</em>, <em>polite</em>… + <strong>to</strong> + …</li>
<li><em>Dressed</em>, <em>interested</em>, <em>involved</em>, <em>skilled</em>… + <strong>in</strong> + …</li>
</ul>
For example:
— "<em>She is <strong>good at</strong> being a good friend</em>."
— "<em>I am <strong>responsible for</strong> the adverts</em>."
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Prepositional Phrases</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/prepositional-phrases/</link>
<pubDate>Fri, 08 Jul 2016 16:51:54 +0000</pubDate>
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<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/prepositional-phrases/"><strong>Prepositional phrases</strong></a> are the result of the combination of the prepositions and other elements of the sentence (verbs) {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/prepositional-phrases/">Prepositional Phrases</a>, A1 Level}.
A <strong>prepositional verb</strong> is every verb followed by a preposition.
</div>
<div id="form" class="box" title="Form">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/prepositional-phrases/"><strong>Prepositional phrases</strong></a> consist of a verb and a preposition. They always have an object immediately after the preposition, which acts as a connection between the verb and its object.
Prepositional phrases have this structure:
<span style="color: #808080;"><strong> … + verb + preposition + object + …</strong></span>
The most commonly used <strong>prepositions</strong> with <strong>verbs</strong> are: <em>about</em>, <em>at</em>, <em>for</em>, <em>from</em>, <em>in</em>, <em>of</em>, <em>on</em>, <em>with</em>…
Examples of <a href="https://open.books4languages.com/english-a1-grammar/chapter/prepositional-phrases/"><strong>prepositional phrases</strong></a> are: <em>agree with</em>, <em>beg for</em>, <em>believe in</em>, <em>laugh at</em>, <em>listen to</em>, <em>look at</em>, <em>remind of</em>, <em>wait for</em>, <em>worry about</em>…
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>She is <strong>knocking at</strong> the door of the post office</em>.</li>
<li><em>They aren´t <strong>laughing at</strong> me</em>.</li>
<li><em>I have to send him a fax. Could you <strong>remind</strong> me <strong>of</strong> that later?</em></li>
</ul>
</div>
<div id="use" class="box" title="Use">
{See <a href="https://open.books4languages.com/english-a1-grammar/chapter/prepositional-phrases/">Prepositional Phrases</a>, A1 Level}.
</div>
<div id="extension" class="box" title="Extension">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/prepositional-phrases/"><strong>Prepositional phrases</strong></a> are the combination of the prepositions and other elements of the sentence. A <strong>prepositional verb</strong> is every verb followed by a preposition.
The most commonly used <strong>prepositions</strong> with <strong>verbs</strong> are: <em>about</em>, <em>at</em>, <em>for</em>, <em>from</em>, <em>in</em>, <em>of</em>, <em>on</em>, <em>with</em>…
Examples of <a href="https://open.books4languages.com/english-a1-grammar/chapter/prepositional-phrases/"><strong>prepositional phrases</strong></a> are: <em>agree with</em>, <em>believe in</em>, <em>look at</em>, <em>remind of</em>, <em>wait for</em>, <em>worry about</em>…
They have this structure:
<span style="color: #808080;"><strong>… + verb + preposition + object + …</strong></span>
For example:
— "<em>He <strong>waits for</strong> their answer every day</em>." / <del>"<em>He <strong>waits</strong> their answer every day</em>."</del> / <del>"<em>He <strong>waits</strong> their answer <strong>for</strong> every day</em>."</del>
NOTE: Some adverbs can be used as prepositions too. Mentioned distinction could be found in dictionaries.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
</div>
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<title>Phrasal Verbs</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/phrasal-verbs/</link>
<pubDate>Fri, 08 Jul 2016 16:51:56 +0000</pubDate>
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<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
A <strong>phrasal verb</strong> is a two-part verb formed by a verb and a particle. The particle usually gives a whole new meaning to the verb.
</div>
<div id="form" class="box" title="Form">
A <strong>phrasal verb</strong> has two parts: the first part is called the base, in which the <strong>verb</strong> is located; the second part consists of an <strong>adverb</strong> or a <strong>preposition</strong> that follows the base.
Sentences containing <strong>phrasal verbs</strong> usually have the following structures:
<span style="color: #808080;"><strong>… + verb + object + preposition/adverb + …</strong></span>
<span style="color: #808080;"><strong>… + verb + preposition/adverb + object + …</strong></span>
There are some rules:
<ul>
<li>Some phrasal verbs are <strong>transitive,</strong> which means they must be followed by an object;</li>
<li>Some phrasal verbs are <strong>intransitive,</strong> so they cannot be followed by an object;</li>
<li>While some of the <strong>phrasal verbs</strong> are separable and you can put the object in the middle of them, some are not, so you cannot put the object between the two parts.</li>
</ul>
The most commonly used are: <em>come in</em>, <em>get up</em>, <em>look for</em>, <em>switch off</em>…
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>I have to <strong>look for</strong> the grammar book</em>.</li>
<li><em><strong>Come in</strong>. The door is open</em>.</li>
<li><em>Can you <strong>switch</strong> the light <strong>off</strong>, please?</em>
<em><strong>Get up</strong> now. It's 12 a.m.!</em></li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Phrasal verbs</strong> usually have completely different meanings from the verbs that form them. It is usually very difficult to understand the meaning of a phrasal verb from the words it is formed by.
</div>
<div id="extension" class="box" title="Extension">
<strong>Phrasal verbs</strong> are small phrases formed by the combinations of either <strong>verbs</strong> and <strong>prepositions</strong> or <strong>verbs</strong> and <strong>adverbs</strong>. Their meanings are completely different from the original verb and we cannot understand a phrasal verb by looking at its components. There is no rule regarding this topic, therefore you need to learn them by heart (<em>come in</em>, <em>look after</em>, <em>turn off</em>…).
The structures are:
<span style="color: #808080;"><strong>… + verb + object + preposition/adverb + …</strong></span>
<span style="color: #808080;"><strong>… + verb + preposition/adverb + object + …</strong></span>
For example:
— "<em>I'll <strong>wake</strong> you <strong>up</strong> at 8am</em>." = <em>Wake</em> someone <em>up</em> means making the object (<em>you</em>) awake.
— "<em>They <strong>brought up</strong> publicity campaigns in the Chamber of Commerce</em>." = <em>Bring up</em> means mentioning a topic.
Let’s revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Wh- Questions words: Who...?</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/wh-questions-words-who/</link>
<pubDate>Fri, 08 Jul 2016 16:52:00 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=97</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/wh-questions/"><strong>Wh- questions</strong></a> always begin with one of the <strong>wh- question words</strong> (interrogative pronouns), which show what kind of information is wanted {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/wh-questions/">Wh- Questions</a>, A1 Level}.
The pronoun <strong>who</strong> is used to ask about the subject of the action.
</div>
<div id="form" class="box" title="Form">
The pronoun <strong>who</strong> is an interrogative pronoun that coincides with the third person singular and acts as the subject of the sentence.
<span style="color: #808080;"><strong>Who + verb (third person singular) + …?</strong></span>
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em><strong>Who</strong> work<strong>s</strong> at the Red Cross<strong>?</strong></em></li>
<li><em><strong>Who has</strong> help<strong>?</strong></em></li>
<li><em><strong>Who</strong> belong<strong>s</strong> to a political party<strong>?</strong></em></li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Who</strong> is used to ask about the subject of the action.
</div>
<div id="extension" class="box" title="Extension">
<strong>Who</strong> is a <strong><a href="https://open.books4languages.com/english-a1-grammar/chapter/wh-questions/">wh- question</a> word</strong> used to ask about the subject of the action. This pronoun coincides with the third person singular, and it acts as the subject of the sentence.
For example:
— "<em><strong>Who</strong> wants ice cream</em><strong>?</strong>" = We use <strong>who</strong> to ask somebody about something.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Wh- Questions in Past form</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/wh-questions-in-past-form/</link>
<pubDate>Fri, 08 Jul 2016 16:52:02 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=98</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/wh-questions/"><strong>Wh- questions</strong></a> always begin with one of the <strong>wh- question words</strong> (interrogative pronouns), which show what kind of information is wanted {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/wh-questions/">Wh- Questions</a>, A1 Level}.
We can also use them to ask questions about the <strong>past.</strong>
</div>
<div id="form" class="box" title="Form">
The <strong><a href="https://open.books4languages.com/english-a1-grammar/chapter/wh-questions/">wh- question</a> words</strong> are: when, where, why, which, what, whose, who, whom and how.
To ask questions about the <strong>past</strong>, it is sufficient to conjugate the verb in the past form:
<ul>
<li>With an auxiliary verb:
<span style="color: #808080;"><strong>Wh- question word + auxiliary verb (past form) + subject + verb +…?</strong></span></li>
<li>Without an auxiliary verb:
<span style="color: #808080;"><strong>What/who + verb (past form) + …?</strong></span>
<span style="color: #808080;"><strong>Which/whose + noun + verb (past form) + …?</strong></span></li>
<li>With a modal verb:
<span style="color: #808080;"><strong>Wh- question word + modal verb (past form) + subject + verb + …?</strong></span>
<span style="color: #808080;"><strong>Wh- question word + auxiliary verb (past form) + subject + modal verb + verb + …?</strong></span></li>
</ul>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>With an auxiliary verb
<ul>
<li><em><strong>Where did</strong> you <strong>travel</strong> last year</em><strong>?</strong></li>
<li><em><strong>Why did</strong> you <strong>buy</strong> a new car</em><strong>?</strong></li>
<li><em><strong>What did</strong> you <strong>do</strong> yesterday</em><strong>?</strong></li>
</ul>
</li>
<li>Without an auxiliary verb
<ul>
<li><em><strong>What broke</strong> the PC<strong>?</strong></em></li>
<li><em><strong>Who called</strong> the police<strong>?</strong></em></li>
<li><em><strong>Whose</strong> phone <strong>rang</strong><strong>?</strong></em></li>
</ul>
</li>
<li>With a modal verb
<ul>
<li><em><strong>How should</strong> he<strong> tell</strong> her he is a prince<strong>?</strong></em></li>
<li><em><strong>What could</strong> I <strong>do</strong> at that moment<strong>?</strong></em></li>
<li><em><strong>Why did</strong> you <strong>need</strong> to judge everyone<strong>?</strong></em></li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We can use <strong><a href="https://open.books4languages.com/english-a1-grammar/chapter/wh-questions/">wh-questions</a> words</strong> to form questions about the past.
</div>
<div id="extension" class="box" title="Extension">
We can form questions about the past starting with one of the <strong><a href="https://open.books4languages.com/english-a1-grammar/chapter/wh-questions/">wh- question</a> words</strong>.
They are: when, where, why, which, what, whose, who, whom and how.
For example:
— With an auxiliary verb: "<em><strong>Where</strong> did you sleep last night</em><strong>?</strong>" = It asks for the <strong>place</strong> where the action happens.
— Without an auxiliary verb: "<em><strong>Who</strong> programmed this software</em><strong>?</strong>" = It asks for the <strong>subject</strong> of the action.
— With a modal verb: "<em><strong>When</strong> will you arrive</em><strong>?</strong>" = It asks for the <strong>time</strong> when the action happens.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Question Tags formation</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/question-tags-formation/</link>
<pubDate>Fri, 08 Jul 2016 16:52:05 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=100</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
A <strong>question tag</strong> is a small question at the end of a sentence which is used to check information, ask for confirmation (negative tag) or agreement (positive tag).
</div>
<div id="form" class="box" title="Form">
<strong>Question tags</strong> are formed by the same verb of the sentence (auxiliary verbs, the verb to be and modal verbs).
Their structures are:
<ul>
<li><span style="color: #808080;"><strong>Positive sentence + , + negative tag [auxiliary + not + subject]?</strong></span></li>
<li><span style="color: #808080;"><strong>Negative sentence + , + positive tag [auxiliary + subject]?</strong></span></li>
</ul>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Positive sentence + negative tag
<ul>
<li><em>You called the ambulance, <strong>didn't you</strong></em><strong>?</strong></li>
<li><em>He is the prime minister, <strong>isn't he</strong></em><strong>?</strong></li>
<li><em>They can go to the town hall, <strong>can't they</strong></em><strong>?</strong></li>
</ul>
</li>
<li>Negative sentence + positive tag
<ul>
<li><em>You don't like this political party, <strong>do you?</strong></em></li>
<li><em>He is not going to the army, <strong>is he?</strong></em></li>
<li><em>They couldn't arrive yesterday, <strong>could they?</strong></em></li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Question tags</strong> can be used as questions where we just want to know the answer or to ask for agreement when we already know the answer.
<strong>Positive sentences</strong> use <strong>negative tags</strong> when looking for <strong>confirmation</strong>.
<strong>Negative sentences</strong> use <strong>positive tags</strong> when looking for <strong>agreement</strong>.
</div>
<div id="extension" class="box" title="Extension">
<strong>Question</strong> <strong>tags</strong> are short questions at the end of a sentence and we use them to check information, ask for confirmation (negative tag) or agreement (positive tag).
Their structures are:
<ul>
<li><span style="color: #808080;"><strong>Positive sentence + , + negative tag [auxiliary + not + subject] ?</strong></span></li>
<li><span style="color: #808080;"><strong>Negative sentence + , + positive tag [auxiliary + subject] ?</strong></span></li>
</ul>
For example:
— "<em>You <strong>love</strong> me, <strong>don't</strong> you</em><strong>?</strong>" = The speaker asks for <strong>confirmation</strong>.
— "<em>You <strong>don't love</strong> me, <strong>do</strong> you</em><strong>?</strong>" = The speaker asks for <strong>agreement</strong>.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Questions with Shall...?</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/questions-with-shall/</link>
<pubDate>Fri, 08 Jul 2016 16:52:09 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=101</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Shall</strong> is a modal verb used in question form to ask for instructions or for formulating requests in a polite way.
</div>
<div id="form" class="box" title="Form">
We form questions using <strong>shall</strong> by using this structure:
<span style="color: #808080;"><strong>Shall + subject* + verb + …?</strong></span>
*It is used only in the first person singular and plural.
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Offer services
<ul>
<li><em><strong>Shall</strong> I bring you an aperitif<strong>?</strong></em></li>
<li><em><strong>Shall</strong> I bring you a glass<strong>?</strong></em></li>
<li><em><strong>Shall</strong> we do it for you<strong>?</strong></em></li>
</ul>
</li>
<li>Suggestions
<ul>
<li><em><strong>Shall</strong> I ask for the bill now</em><strong>?</strong></li>
<li><em><strong>Shall</strong> I book a table</em><strong>?</strong></li>
<li><em><strong>Shall</strong> we go to an Italian restaurant</em><strong>?</strong></li>
</ul>
</li>
<li>Asking for instructions
<ul>
<li><em>My guests are vegetarians, what <strong>shall</strong> I cook</em><strong>?</strong></li>
<li><em>I'm allergic to onion so what <strong>shall</strong> I do if I accidentally eat some</em><strong>?</strong></li>
<li><em>What <strong>shall</strong> we do if the baby doesn't drink the milk</em><strong>?</strong></li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<strong>Shall</strong> is used in the first person singular and plural to ask questions or make requests in a more polite way. We can also use it to:
<ol>
<li>Offer services;</li>
<li>Make suggestions;</li>
<li>Ask for instructions.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
The <strong>modal verb shall</strong> is used to ask for services, suggestions and instructions.
The structure is:
<span style="color: #808080;"><strong>Shall + subject + verb + …?</strong></span>
For example:
— "<em><strong>Shall</strong> we help them</em><strong>?</strong>" = <strong>Shall</strong> is considered to be more formal and it is not commonly used.
♦ "<em><strong>Will</strong> we help them</em><strong>?</strong>" = <a href="https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/"><strong>Will</strong></a> is less formal and it is more commonly used.
NOTE: <a href="https://open.books4languages.com/english-a2-grammar/chapter/future-simple-affirmative/"><strong>Will</strong></a> and <strong>shall</strong> have the same meaning, but <strong>shall</strong> is used only in the first person singular and plural.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Revision Topics 1-6</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/revision-topics-1-6/</link>
<pubDate>Fri, 08 Jul 2016 16:52:14 +0000</pubDate>
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<title>Revision Topics 7-11</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/revision-topics-7-11/</link>
<pubDate>Fri, 08 Jul 2016 16:52:15 +0000</pubDate>
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<title>Can and Could: Modals of Ability</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/can-and-could-modals-of-ability/</link>
<pubDate>Wed, 08 Mar 2017 11:12:48 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=461</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
A <strong>modal verb</strong> is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about the action.
<strong>Could</strong> is the past form of the modal verb <a href="https://open.books4languages.com/english-a1-grammar/chapter/can-modals-of-ability/"><strong>can</strong></a>. These are types of modal auxiliary verbs used to express the idea of ability or permission {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/can-modals-of-ability/">Can: Modals of Ability</a>, A1 Level}.
</div>
<div id="form" class="box" title="Form">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/can-modals-of-ability/"><strong>Can</strong></a>/<strong>could</strong> always have the same form, even for the third person singular. It is used as a <strong>modal verb</strong> and can be used in the three forms.
<h2>Affirmative</h2>
Its structure, in the <strong>affirmative</strong> form, is:
<span style="color: #808080;"><strong>Subject + could + verb + …</strong></span>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Modal Verb</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>could</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>could</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>could</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Negative</h2>
Its structure, in the <strong>negative</strong> form, is:
<span style="color: #808080;"><strong>Subject + could + not + verb + …</strong></span>
<ul>
<li>Short version of the negative form is: <strong>can't</strong>/<strong>couldn't</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>Modal Verb + not</th>
<th>Verb</th>
</tr>
<tr>
<td>I/You</td>
<td><strong>could not</strong></td>
<td>work</td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>could not</strong></td>
<td>work</td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>could not</strong></td>
<td>work</td>
</tr>
</tbody>
</table>
<h2>Interrogative</h2>
Its structure, in the <strong>interrogative</strong> form, is:
<span style="color: #808080;"><strong>Can/could + subject + verb + …?</strong></span>
<table>
<tbody>
<tr>
<th>Modal Verb</th>
<th>Subject</th>
<th>Verb</th>
<th>Question
Mark</th>
</tr>
<tr>
<td><strong>Could</strong></td>
<td>I/you</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Could</strong></td>
<td>he/she/it</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Could</strong></td>
<td>we/you/they</td>
<td>work</td>
<td>…<strong>?</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Ability
<ul>
<li><em>I <strong>can</strong> cook very well</em>.</li>
<li><em>I <strong>could</strong> cook very well when I wanted to</em> (not always).</li>
</ul>
</li>
<li>Polite offer
<ul>
<li><em><strong>Can</strong> I make you dinner</em><strong>?</strong></li>
<li><em><strong>Could</strong> I make you dinner</em><strong>?</strong></li>
</ul>
</li>
<li>Polite request
<ul>
<li><em><strong>Can</strong> you pass me the milk from the fridge</em><strong>?</strong></li>
<li><em><strong>Could</strong> you pass me the milk from the fridge, please</em><strong>?</strong></li>
</ul>
</li>
<li>Possibility
<ul>
<li><em>She <strong>can</strong> rent this flat. She has a good job</em>.</li>
<li><em>She <strong>could</strong> rent this flat if she finds a job</em>.</li>
</ul>
</li>
<li>Disapproval
<ul>
<li><del><em>How <strong>can</strong> you call the owner without telling me</em><strong>?</strong></del></li>
<li><em>How <strong>could</strong> you call the owner without telling me</em><strong>?</strong></li>
</ul>
</li>
<li>With verbs of the senses (<em>smell</em>, <em>taste</em>, <em>see</em>, <em>hear</em>, <em>touch</em>…) and mental processes (<em>think</em>, <em>believe</em>, <em>remember</em>, <em>understand</em>…)
<ul>
<li><em>The house was in a bad state</em>. <del>I <strong>can</strong> smell the moisture.</del></li>
<li><em>The house was in a bad state</em>. I <strong>could</strong> smell the moisture.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<strong>Could</strong> is the past, less direct and more polite form of <a href="https://open.books4languages.com/english-a1-grammar/chapter/can-modals-of-ability/"><strong>can</strong></a> and it has almost the same usage, but it can refer to the past. Also, it is used to express disapproval, and with the verbs of senses and mental processes. We can use could in present to be more polite. <strong>Could</strong> is used to express:
<ol>
<li>Abilities;</li>
<li>Polite offers;</li>
<li>Polite requests;</li>
<li>Possibilities;</li>
<li>Disapproval;</li>
<li>With verbs of senses (<em>smell</em>, <em>taste</em>, <em>see</em>, <em>hear</em>, <em>touch</em>…) and mental processes (<em>think</em>, <em>believe</em>, <em>remember</em>, <em>understand</em>…).</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
The <strong>modal verbs</strong> <a href="https://open.books4languages.com/english-a1-grammar/chapter/can-modals-of-ability/"><strong>can</strong> </a>and <strong>could</strong> express ability, offers, requests and possibility. <strong>Could</strong> is also used to express disapproval, senses and mental processes, and it is the past form of<strong> <a href="https://open.books4languages.com/english-a1-grammar/chapter/can-modals-of-ability/">can</a>.</strong>
The structures are:
<ul>
<li>Affirmative: <span style="color: #808080;"><strong>Subject + could + verb + …</strong></span></li>
<li>Negative: <span style="color: #808080;"><strong>Subject + could + not + verb + …</strong></span></li>
<li>Interrogative: <span style="color: #808080;"><strong>Could + subject + verb + …?</strong></span></li>
</ul>
For example:
— Affirmative: “<em>Moving <strong>could</strong> be stressful</em>.“ / <em>“Moving <strong>can</strong> be stressful</em>.“ = <strong>Could</strong> is used to express that moving is sometimes stressful and <strong>can</strong> that it is stressful most of the time.
— Negative: “<em>We <strong>couldn´t</strong> share a flat!</em>“ / “<em>We <strong>can´t</strong> share a flat!</em>“ = <strong>Could</strong> is used to express refusal and <strong>can</strong> to express impossibility.
— Interrogative: “<em><strong>Could</strong> I use the microwave</em><strong>?</strong>“ / “<em><strong>Can</strong> I use the microwave?</em>“ = <strong>Could</strong> is used to ask for something in a more polite way.<del></del>
NOTE: We don’t use <strong>could</strong> to give or refuse permission.
—  “<em><strong>Could</strong> I leave early today<strong>?</strong>" - "Yes, you can"; "No, you can’t</em>.“ / “<del>Yes, you could</del>"; "<del>No, you couldn’t.</del>“
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Indefinite Pronouns: Something and Nothing</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/indefinite-pronouns-something-and-nothing/</link>
<pubDate>Wed, 08 Mar 2017 11:37:25 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=463</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Pronouns</strong> are words used to avoid repetitions of a noun.
<strong>Indefinite pronouns</strong> do not refer to any specific person, thing or amount.
<strong>Something</strong> refers to objects with unspecified quantity while <strong>nothing</strong> refers to absent objects.
</div>
<div id="form" class="box" title="Form">
<strong>Something</strong> can be used as the subject or object of a sentence or question. We use it in singular, positive sentences. The structures are:
<span style="color: #808080;"><strong>Verb/auxiliary verb + something + …</strong></span>
<span style="color: #808080;"><strong>Something + verb/auxiliary verb + …</strong></span>
<strong>Nothing</strong> can be used as the subject or object of a sentence or question. We cannot use it with negative sentences, because it already has a negative meaning. The structures are:
<span style="color: #808080;"><strong>Verb/auxiliary verb + nothing + …</strong></span>
<span style="color: #808080;"><strong>Nothing + verb + …</strong></span>
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Something
<ul>
<li><em>I need <strong>something</strong> to clean the microwave</em>.</li>
<li><em><strong>Something</strong> smells terrible in the gas oven</em>.</li>
</ul>
</li>
<li>Nothing
<ul>
<li><em>There is <strong>nothing</strong> in the dishwasher</em>.</li>
<li><em>Right now, <strong>nothing</strong> is in good state</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Indefinite pronouns</strong> do not refer to any specific person, thing or amount. <strong>Something</strong> is used to express an unspecified thing. <strong>Nothing</strong> refers to no single object.
</div>
<div id="extension" class="box" title="Extension">
<strong>Indefinite pronouns</strong> do not refer to any specific person, thing or amount.
<strong>Something</strong> is used to describe an indefinite quantity of things. The structures are:
<span style="color: #808080;"><strong>Verb/auxiliary verb + something + …</strong></span>
<span style="color: #808080;"><strong>Something + verb/auxiliary verb + …</strong></span>
<strong>Nothing</strong> is used to describe no single object. The structures are:
<span style="color: #808080;"><strong>Verb/auxiliary verb + nothing + …</strong></span>
<span style="color: #808080;"><strong>Nothing + verb + …</strong></span>
For example:
— "<em>There is <strong>something</strong> in the fridge</em>." = <strong>Something</strong> is used to indicate the existence of an object or objects.
— "<em>There is <strong>nothing</strong> in the fridge</em>." = <strong>Nothing</strong> is used to indicate the absence of any object.
Let’s revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Prepositions of Time</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-time/</link>
<pubDate>Mon, 13 Mar 2017 08:47:08 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=480</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Prepositions</strong> are small words that connect elements in a sentence. They are essential because they provide additional details about the sentence.
We use <strong>prepositions of time</strong> to locate an event in a <strong>time</strong> frame {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/common-prepositions-of-time-and-place/">Common Prepositions of Time and Place</a>, A1 level}.
</div>
<div id="form" class="box" title="Form">
<strong>Prepositions of time</strong> don't stand alone but act with other elements of the sentence to create what we can call <strong>prepositional phrases</strong>: <strong>at</strong>, <strong>on</strong>, <strong>in</strong> and <strong>by</strong>.
</div>
<div id="example" class="box" title="Example">
<ul>
<li>At
<ul>
<li><em>Everyday <strong>at</strong> 7.00 clock I can see the stars</em>.</li>
<li><em>He is going to the forest <strong>at</strong> Easter</em>.</li>
<li><em><strong>At</strong> weekends we take the dogs for a walk</em>.</li>
</ul>
</li>
<li>On
<ul>
<li><em><strong>On</strong> Sundays, I usually relax with my friends by going to the coast</em>.</li>
<li><em>She was born <strong>on</strong> the 1st of September in 1997</em>.</li>
<li><em>The island sank <strong>on</strong> Sunday morning</em>.</li>
</ul>
</li>
<li>In
<ul>
<li><em>I always travel to famous forests in Finland <strong>in</strong> November</em>.</li>
<li><em><strong>In</strong> autumn it always rains</em>.</li>
<li><em><strong>In</strong> the evening the horses started to run</em>.</li>
</ul>
</li>
<li>By
<ul>
<li><em>Please, send me those tickets <strong>by</strong> Monday</em>.</li>
<li><em>She has to finish her world map <strong>by</strong> next week</em>.</li>
<li><em>Is Maria still in the garden? Yes, she will be back <strong>by</strong> evening</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Prepositions of time</strong> make it possible to locate an event in a specific moment or period.
<ul>
<li>At
<ul>
<li>Exact times (<em>the moment</em>, <em>sunrise</em>, <em>noon</em>, <em>night</em>, <em>midnight</em>, <em>hours</em>);</li>
<li>Special holiday periods (<em>Christmas</em>*, <em>Easter</em>…);</li>
<li>Weekend*.</li>
</ul>
</li>
<li>On
<ul>
<li>Days of the week (<em>Monday</em>, <em>Saturday</em>, <em>Wednesday</em>…);</li>
<li>Dates;</li>
<li>Specific part of the day (<em>on Sunday morning</em>).</li>
</ul>
</li>
<li>In
<ul>
<li>Months, years, centuries;</li>
<li>Seasons;</li>
<li>The morning, the afternoon, the evening.</li>
</ul>
</li>
<li>By
<ul>
<li>Time-limited actions;</li>
<li>Projects with deadline;</li>
<li>Time of someone´s return.</li>
</ul>
</li>
</ul>
*In American English you can find <strong>on</strong> instead of <strong>at</strong>.
</div>
<div id="extension" class="box" title="Extension">
<strong>Prepositions of time</strong> are used to locate the event in a time context.
The main<a href="https://open.books4languages.com/english-a1-grammar/chapter/common-prepositions-of-time-and-place/"> prepositions of time</a> are:
<ul>
<li><strong>At</strong>: for exact times, special holiday periods and weekend;</li>
<li><strong>On</strong>: days of the week, dates and specific part of the day;</li>
<li><strong>In</strong>: months, years, seasons, centuries, the morning, the afternoon and the evening;</li>
<li><strong>By</strong>: time-limited actions, projects with deadline and time of someone´s return.</li>
</ul>
For example:
— "<em>I will go to my grandparents' house <strong>at</strong> Christmas</em>."
— "<em>I will go to my grandparents' house <strong>on</strong> 25th of December</em>."
— "<em>I will go to my grandparents' house <strong>in</strong> December</em>."
— "<em>I will return from my grandparent´s house <strong>by</strong> December.</em>"
NOTE: In American English you can find Christmas and weekend with <strong>on</strong> instead of <strong>at</strong>.
Let’s revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Prepositions of Movement</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-movement/</link>
<pubDate>Mon, 13 Mar 2017 08:49:00 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=482</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Prepositions</strong> are small words that connect elements in a sentence. They are essential because they provide additional details about the sentence.
We use <strong>prepositions of movement</strong> to express movement or directions.
</div>
<div id="form" class="box" title="Form">
<strong>Prepositions of movement</strong> don’t stand alone but act with other elements of the sentence. Their use depends on:
<ol>
<li>Movement to or from a place: <em>to</em>, <em>from</em>, <em>down</em>, <em>up</em>, <em>away from</em>…</li>
<li>Movement from one side to another: <em>across</em>, <em>along</em>…</li>
<li>Changing position: <em>in</em>/<em>into</em>, <em>on</em>/<em>onto</em>, <em>out of</em>, <em>off</em>, <em>over</em>, <em>under</em>…</li>
</ol>
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Movement to or from a place
<ul>
<li><em>Northern wind goes <strong>to</strong> Turkey every winter</em>.</li>
<li><em>My mother came <strong>from</strong> the garden</em>.</li>
<li><em>The baby pig fell <strong>down</strong> the stairs</em>.</li>
<li><em>I'm going <strong>up</strong> to the second floor to see the sky</em>.</li>
<li><em>Get <strong>away from</strong> the olive trees</em>!</li>
</ul>
</li>
<li>Movement from one side to another
<ul>
<li><em>Be careful when you go <strong>across</strong> the streets. It is snowing</em>.</li>
<li><em>Every Sunday we go for a walk <strong>along</strong> the coast</em>.</li>
</ul>
</li>
<li>Changing position
<ul>
<li><em>My grandfather is coming <strong>into</strong> the garden</em>.</li>
<li><em>My sister's cat always jumps <strong>on</strong>/<strong>onto</strong> the table</em>.</li>
<li><em>Your dog is <strong>out of</strong> your apartment right now</em>.</li>
<li><em>Can you get <strong>off</strong> the bed and go to the supermarket, please</em>?</li>
<li><em>The plane flies <strong>over</strong> the hill</em>.</li>
<li><em>The subway runs <strong>under</strong> the street level</em>.</li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<strong>Prepositions of movement</strong> are used to show movement from one place to another. They can express:
<ol>
<li>Movement to or from a place;</li>
<li>Movement from one side to another;</li>
<li>Changing position.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
<strong>Prepositions of movement</strong> are used to express movements or directions:
<ul>
<li>Movement to or from a place: <em>to</em>, <em>from</em>, <em>down</em>, <em>up,</em> <em>away from</em>…;</li>
<li>Movement from one side to another: <em>across</em>, <em>along</em>…;</li>
<li>Changing position: <em>in</em>/<em>into</em>, <em>on</em>/<em>onto</em>, <em>out of</em>, <em>off</em>, <em>over</em>, <em>under</em>…</li>
</ul>
For example:
— "<em>I go <strong>to</strong> Ibiza every summer</em>." = We use <strong>to</strong> to express a change of position made to reach a specific destination.
— "<em>Be careful when you go <strong>across</strong> the streets</em>." = We use <strong>across</strong> to express a change of position from a side to another through a path.
— "<em>My grandfather walks <strong>in</strong></em>/<em><strong>into</strong> the living room</em>." = We use <strong>in</strong>/<strong>into</strong> to express a change of position to enter a 3-dimensional place.
Let’s revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Prepositions of Place</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/prepositions-of-place/</link>
<pubDate>Mon, 13 Mar 2017 08:51:00 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=484</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Prepositions</strong> are small words that connect elements in a sentence. They are essential because they provide additional details about the sentence.
We use <strong>prepositions of place</strong> to locate an event in a <strong>space</strong> frame {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/common-prepositions-of-time-and-place/">Common Prepositions of Time and Place</a>, A1 level}.
</div>
<div id="form" class="box" title="Form">
<strong>Prepositions of place</strong> don’t stand alone but act with other elements of the sentence to create what we can call <strong>prepositional phrases</strong>: <strong>at</strong>, <strong>on</strong>, <strong>in</strong> and <strong>by</strong>.
</div>
<div id="example" class="box" title="Example">
<ul>
<li>At
<ul>
<li><em>I am waiting <strong>at</strong> the metro station in the rain</em>.</li>
<li><em>He was <strong>at</strong> the game when it was snowing</em>.</li>
<li><em>They love being <strong>at</strong> home with their dog</em>.</li>
</ul>
</li>
<li>On
<ul>
<li><em>You put many posters <strong>on</strong> the walls</em>.</li>
<li><em>There was a rose <strong>on</strong> the way home</em>.</li>
<li><em>We are not allowed to smoke <strong>on</strong> the bus</em>.</li>
</ul>
</li>
<li>In
<ul>
<li><em>You can find wonderful paintings <strong>in</strong> this church</em>.</li>
<li><em>There is a wild animal <strong>in</strong> that forest</em>.</li>
<li><em>They lived <strong>in</strong> Canada for 10 years</em>.</li>
</ul>
</li>
<li>By
<ul>
<li><em>His dog is always walking <strong>by</strong> his side</em>.</li>
<li><em>The house is <strong>by</strong> the coast</em>.</li>
<li><em>They are talking <strong>by</strong> the pine tree</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Prepositions of place</strong> are used to express the location of something or someone. The main ones are:
<ul>
<li><strong>At</strong> (general, to refer to bigger places)
<ul>
<li>Exact position at a point (<em>at the bus stop</em>…);</li>
<li>Before the name of group activities (<em>at the party</em>, <em>at the match</em>…);</li>
<li>With <em>home</em>, <em>work</em>, <em>school</em>, <em>university</em>, <em>the top</em>, <em>the bottom</em>…</li>
</ul>
</li>
<li><strong>On</strong> (more specific, to refer to smaller places)
<ul>
<li>Position on a surface (<em>on the floor</em>…);</li>
<li>On a line (<em>on the path</em>, <em>on the way</em>, <em>on the river</em>…);</li>
<li>Public transport;</li>
<li>Directions (the right and the left…)</li>
</ul>
</li>
<li><strong>In</strong> (very specific, to refer the smallest places)
<ul>
<li>Position inside large areas;</li>
<li>Three-dimensional space and areas surrounded on all sides (<em>in a forest</em>, <em>in the office</em>…);</li>
<li>Continents, states, countries, buildings…</li>
</ul>
</li>
<li><strong>By</strong>
<ul>
<li>Left or right of somebody or something;</li>
<li>Next to somebody or something;</li>
<li>Not far away in distance (near).</li>
</ul>
</li>
</ul>
</div>
<div id="extension" class="box" title="Extension">
<strong>Prepositions of place</strong> are used to locate an event in a space frame.
The main <a href="https://open.books4languages.com/english-a1-grammar/chapter/common-prepositions-of-time-and-place/">prepositions of place</a> are:
<ul>
<li><strong>At</strong>: exact position at a point, before the name of group activities, with some words;</li>
<li><strong>On</strong>: position on a surface, on a line, public transport, directions;</li>
<li><strong>In</strong>: position inside large areas, three-dimensional space and areas surrounded on all sides, continents, buildings;</li>
<li><strong>By</strong>: left or right of somebody or something, next to somebody or something, not far away in distance.</li>
</ul>
For example:
— “<em>I work <strong>at</strong> home today</em>.” = We use <strong>at</strong> to express a specific point or place.
— “<em>I work <strong>on</strong> the left of the corner”</em>.” = We use <strong>on</strong> to express directions.
— “<em>I work <strong>in</strong> this building</em>.” = We use <strong>in</strong> to express the position inside a 3-dimensional place.
— “<em>I work <strong>by</strong> this building</em>.” = We use <strong>by</strong> to express that a place is near to the other.
Let’s revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<item>
<title>Comparisons with Like</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/comparisons-with-like/</link>
<pubDate>Mon, 13 Mar 2017 11:40:09 +0000</pubDate>
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<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>Like</strong></a> as a verb is used to express things we enjoy and take pleasure in.
The preposition <a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>like</strong></a> is used to make a comparison between two similar or identical things or ideas.
</div>
<div id="form" class="box" title="Form">
A comparison with <a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>like</strong></a> usually has this structure:
<span style="color: #808080;"><strong>First clause + like + noun/pronoun + …</strong></span>
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>Your house looks <strong>like</strong> my mother's house</em>.</li>
<li><em>This boy cleans <strong>like</strong> a robot</em>.</li>
<li><em>Those student apartments look <strong>like</strong> garbage</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We use <a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>like</strong></a> to compare two things that are similar or identical.
</div>
<div id="extension" class="box" title="Extension">
The preposition <a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>like</strong></a> is used to make a comparison between two similar or identical things or ideas.
The structure is:
<span style="color: #808080;"><strong>First clause + like + noun/pronoun + …</strong></span>
For example:
— "<em>The kitchen smells <strong>like</strong> flowers</em>." = <a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>Like</strong></a> helps us to compare the smell of the kitchen and flowers.
Let’s revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Authors</title>
<link>https://open.books4languages.com/english-a2-grammar/authors/</link>
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<title>Cover</title>
<link>https://open.books4languages.com/english-a2-grammar/</link>
<pubDate>Fri, 08 Jul 2016 15:47:18 +0000</pubDate>
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<title>Table of Contents</title>
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<pubDate>Fri, 08 Jul 2016 15:47:18 +0000</pubDate>
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<title>About</title>
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<title>Buy</title>
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<wp:meta_value><![CDATA[English Grammar: A2 Level is a practical guide for learning English. Fully written in English, it serves as a base for the adaptation to different mother tongues. This book forms a part of the series My English Skills. Starting from an Integrated Foreign Language Curriculum, we offer an eclectic system with a distribution of contents based on the Learning Objects.]]></wp:meta_value>
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</item>
<item>
<title>Introduction</title>
<link>https://open.books4languages.com/english-a2-grammar/front-matter/introduction/</link>
<pubDate>Fri, 08 Jul 2016 16:23:50 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=front-matter&#038;p=18</guid>
<description></description>
<content:encoded><![CDATA[This book is the Grammar part of the A2 level of the practical guide for learning English as a second language. It forms a part of book series Books for languages. It is fully written in English and it serves as a base for the adaptation to different mother tongues. Starting from an integrated curriculum of languages, we offer an eclectic system with a distribution of contents based on the need of learning objects.]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
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<item>
<title>Questions with Like</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/questions-with-like/</link>
<pubDate>Wed, 08 Mar 2017 13:48:10 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=465</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>Like</strong></a> as a verb is used to express things we enjoy and take pleasure in.
<a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>Like</strong></a> can also be used as a preposition to make questions.
</div>
<div id="form" class="box" title="Form">
The word <a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>like</strong></a> can be used in different ways to form questions.
</div>
<div id="example" class="box" title="Example">
<ol>
<li>Personality or the characteristics of something
<ul>
<li><em>What is the microwave <strong>like</strong></em>?</li>
<li><em>What was the building <strong>like</strong></em>?</li>
</ul>
</li>
<li>Hobbies
<ul>
<li><em>What do you <strong>like</strong> doing in the house</em><strong>?</strong></li>
<li><em>What do your mother <strong>like</strong> doing in her leisure</em><strong>?</strong></li>
</ul>
</li>
<li>Physical appearance
<ul>
<li><em>What does the detached house <strong>look like?</strong></em></li>
<li><em>How do the corridors <strong>look like?</strong></em></li>
</ul>
</li>
<li>Preferences
<ul>
<li><em>What would you <strong>like</strong> to do this Thursday</em><strong>?</strong></li>
<li><em>What would you <strong>like</strong> to eat</em><strong>?</strong></li>
</ul>
</li>
</ol>
</div>
<div id="use" class="box" title="Use">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>Like</strong></a> can be used to make questions about:
<ol>
<li>Personality or the characteristics of something;</li>
<li>Hobbies;</li>
<li>Physical appearance (with the verb <strong>to look</strong>);</li>
<li>Preferences.</li>
</ol>
</div>
<div id="extension" class="box" title="Extension">
<a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>Like</strong></a> is used to make questions about personality, the characteristics of something, hobbies, physical appearance (with the verb <strong>to look</strong>) and preferences.
For example:
— “<em>What does the guest room look <strong>like?</strong></em>" = <a href="https://open.books4languages.com/english-a1-grammar/chapter/like/"><strong>Like</strong></a> is used to ask about physical appearance of something.
Let’s revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
</div>]]></content:encoded>
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<item>
<title>To be used to Negative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/to-be-used-to-negative/</link>
<pubDate>Mon, 03 Apr 2017 11:10:23 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=810</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>To be used to</strong> is a structure used to express habits and customs that are familiar to us.
When expressed in its <strong>negative</strong> form, the verb denies that the subject has some customs.
</div>
<div id="form" class="box" title="Form">
<strong>To be used to</strong>, in its <strong>negative</strong> form, has this structure:
<span style="color: #808080;"><strong>Subject + to be + not + used to + [verb + ing]/pronoun/noun phrase + …</strong></span>
<ul>
<li>Short forms of the negative form are the same to the short forms of <strong>to be</strong>: I'm not - you're not/you aren't - he's not/he isn't…</li>
</ul>
<table>
<tbody>
<tr>
<th>Subject</th>
<th>To Be + not</th>
<th>Used To</th>
<th>Gerund</th>
</tr>
<tr>
<td>I</td>
<td><strong>am not</strong></td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>You</td>
<td><strong>are not</strong></td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>He/She/It</td>
<td><strong>is not</strong></td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
</tr>
<tr>
<td>We/You/They</td>
<td><strong>are not</strong></td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em>They<strong>'re not used to</strong> work<strong>ing</strong> in a big, modern city</em>.</li>
<li><em>I have not had long hair since I was a child so I<strong>'m not used to</strong> it now</em>.</li>
<li><em>He<strong> is not used</strong> the noise of the washing machine</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
The structure <strong>to be used to </strong>denies, in its <strong>negative</strong> form, something or some activities someone is familiar with or accustomed to.
</div>
<div id="extension" class="box" title="Extension">
<strong>To be used to</strong>, in the <strong>negative </strong>form, denies habits and customs that are familiar to us.
The structure is:
<span style="color: #808080;"><strong>Subject + to be + not + used to + [verb + ing]/pronoun/noun phrase + …</strong></span>
For example:
— "<em>You<strong> are not used to</strong> hav<strong>ing</strong> breakfast early in the morning</em>." = "<em>Having breakfast in the morning</em>" is not the habit of the subject.
NOTE: Don't confuse it with <strong>to use to</strong>, that could appear only in sentences that are already in the past tense.
For example:
— "<em>You <strong>aren't used to</strong> having breakfast early in the morning</em>." = We use <strong>to be used to</strong> to express an action to which the subject isn't accustomed to now.
♦ "You<em> <strong>didn't use to</strong> have breakfast early in the morning</em>."= We use <strong>to use to</strong> to express an action that didn't happen in the past, but it happens now.
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
</div>]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
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<title>To be used to Interrogative</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/to-be-used-to-interrogative/</link>
<pubDate>Mon, 03 Apr 2017 11:10:37 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=811</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>To be used to</strong> is a structure used to express habits and customs that are familiar to us.
The <strong>interrogative</strong> form is used to ask questions about the subject's customs.
</div>
<div id="form" class="box" title="Form">
<strong>To be used to</strong>, in its <strong>interrogative</strong> form, has this structure:
<span style="color: #808080;"><strong>To be + subject + used to + [verb + ing]/pronoun/noun phrase + …?</strong></span>
<table>
<tbody>
<tr>
<th>To Be</th>
<th>Subject</th>
<th>Used To</th>
<th>Gerund</th>
<th>Question
Mark</th>
</tr>
<tr>
<td><strong>Am</strong></td>
<td>I</td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Are</strong></td>
<td>you</td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Is</strong></td>
<td>he/she/it</td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
<td>…<strong>?</strong></td>
</tr>
<tr>
<td><strong>Are</strong></td>
<td>we/you/they</td>
<td><strong>used to</strong></td>
<td>work<strong>ing</strong></td>
<td>…<strong>?</strong></td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<ul>
<li><em><strong>Are</strong> they<strong> used to</strong> work<strong>ing</strong> in a big, modern city</em><strong>?</strong></li>
<li><em>You have had long hair since you were a child so <strong>are</strong> you still <strong>used to</strong> it</em><strong>?</strong></li>
<li><em><strong>Is</strong> he <strong>used to</strong> the noise of the washing machine</em><strong>?</strong></li>
</ul>
</div>
<div id="use" class="box" title="Use">
The structure <strong>to be used to</strong> asks, in its <strong>interrogative</strong> form, for things or activities someone is familiar with or accustomed to.
</div>
<div id="extension" class="box" title="Extension">
<strong>To be used to</strong>, in the <strong>interrogative </strong>form, asks for habits and customs that are familiar to us.
The structure is:
<span style="color: #808080;"><strong>To be + subject + used to + [verb + ing]/pronoun/noun phrase + …?</strong></span>
For example:
— "<em><strong>Are</strong> you <strong>used to</strong> hav<strong>ing</strong> breakfast early in the morning</em><strong>?</strong>" = We ask if having breakfast in the morning is the habit of the subject or not.
NOTE: Don't confuse it with <strong>to use to</strong>, that could appear only in sentences that are already in the past tense.
For example:
— "<em><strong>Are</strong> you <strong>used to</strong> having breakfast early in the morning<strong>?</strong></em>" = We use <strong>to be used to</strong> to ask if the subject is accustomed to the action now.
♦ "<em><strong>Did</strong> you <strong>use to</strong> have breakfast in the morning</em><strong>?</strong>"= We use <strong>to use to</strong> to ask if the action happened in the past, since it doesn't happen anymore ("<del><em><strong>Did</strong> you <strong>used to</strong> have breakfast early in the morning</em><strong>?</strong></del>" = The past tense here is already shown with <strong>did</strong>).
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Relative Pronouns of Place and Time</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/relative-pronouns-of-place-and-time/</link>
<pubDate>Thu, 28 Sep 2017 11:33:28 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=1245</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Pronouns</strong> are words used to avoid repetitions of a noun {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/subject-pronouns/">Subject Pronouns</a>, A1 Level}.
<strong>Relative pronouns</strong> are used to introduce relative clauses. They refer to place and time by replacing the subject expressed in the main clause to avoid the repetition of it in the relative clauses {see <a href="https://open.books4languages.com/english-a1-grammar/chapter/relative-pronouns-of-people-and-things/">Relative Pronouns</a>, A1 Level}.
</div>
<div id="form" class="box" title="Form">
<strong>Relative pronouns where</strong> and <strong>when</strong> come after nouns.
</div>
<div id="example" class="box" title="Example">
<ul>
<li>Where
<ul>
<li><em>This is the shopping centre <strong>where</strong> I bought a gift for my mom</em>.</li>
<li><em>It is the butcher's <strong>where</strong> my brother worked</em>.</li>
<li><em>This is the hotel <strong>where</strong> we stayed during our trip</em>.</li>
</ul>
</li>
<li>When
<ul>
<li><em>I can't forget the day <strong>when</strong> my dad opened our bakery</em>.</li>
<li><em>The winter <strong>when</strong> I started working as a shop assistant was cold</em>.</li>
<li><em>The day <strong>when</strong> the hairdresser died was my birthday</em>.</li>
</ul>
</li>
</ul>
</div>
<div id="use" class="box" title="Use">
<strong>Where</strong> and <strong>when</strong> are used to introduce relative clauses. We use:
<ul>
<li><strong>Where</strong> to discover the place of the action described in a sentence;</li>
<li><strong>When</strong> to find out the time of the action described in a sentence.</li>
</ul>
</div>
<div id="extension" class="box" title="Extension">
<strong>Relative pronouns where</strong> (place) and <strong>when</strong> (time) are used to introduce relative clauses, and to avoid repeating the subject of the main clause in the relative clauses. They are used after nouns.
For example:
— <em>“I work in London, <strong>where</strong> 8 million people live</em>.” = <strong>Where</strong> refers to London (place).<em>
— “I worked in London <strong>when</strong> you were in the countryside</em>.” = <strong>When</strong> refers to the working period in London (time).
Let's revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Revision</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/revision/</link>
<pubDate>Tue, 07 Nov 2017 11:28:08 +0000</pubDate>
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<title>Past Participle</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/past-participle/</link>
<pubDate>Mon, 05 Feb 2018 09:01:12 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=1724</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
The <strong>Past participle</strong> is a verb that is used to form other tenses (such as the <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/"><strong>present perfect</strong></a>).
Many <strong>past participle</strong> forms of verbs are <strong>irregular</strong>.
</div>
<div id="form" class="box" title="Form">
The <strong>Past participle</strong> is a form of the verb that is used in formation of past perfect, past perfect continuous, <strong>present perfect</strong>, present perfect continuous, future perfect, future perfect continuous and passive tenses {check the topic <a href="https://open.books4languages.com/english-a2-grammar/chapter/present-perfect-affirmative/">Present Perfect</a>}.
<h2>Regular</h2>
<strong>Regular past participles</strong> follow all the formation rules of past simple that is made by adding <strong>-ed</strong> at the end of the verbs.
<h2>Irregular</h2>
<strong>Irregular verbs</strong> do not follow this rule. The most commonly used irregular verbs are:
<table>
<tbody>
<tr>
<th>Verb</th>
<th>Past Participle</th>
</tr>
<tr>
<td>become</td>
<td>become</td>
</tr>
<tr>
<td>break</td>
<td>broken</td>
</tr>
<tr>
<td>bring</td>
<td>brought</td>
</tr>
<tr>
<td>buy</td>
<td>bought</td>
</tr>
<tr>
<td>do</td>
<td>done</td>
</tr>
<tr>
<td>draw</td>
<td>drawn</td>
</tr>
<tr>
<td>drink</td>
<td>drunk</td>
</tr>
<tr>
<td>eat</td>
<td>eaten</td>
</tr>
<tr>
<td>feel</td>
<td>felt</td>
</tr>
<tr>
<td>find</td>
<td>found</td>
</tr>
<tr>
<td>go</td>
<td>gone</td>
</tr>
<tr>
<td>have</td>
<td>had</td>
</tr>
<tr>
<td>hear</td>
<td>heard</td>
</tr>
<tr>
<td>keep</td>
<td>kept</td>
</tr>
<tr>
<td>read</td>
<td>read</td>
</tr>
<tr>
<td>run</td>
<td>run</td>
</tr>
<tr>
<td>say</td>
<td>said</td>
</tr>
<tr>
<td>see</td>
<td>seen</td>
</tr>
<tr>
<td>teach</td>
<td>taught</td>
</tr>
<tr>
<td>write</td>
<td>written</td>
</tr>
</tbody>
</table>
</div>
<div id="example" class="box" title="Example">
<h2>Regular</h2>
<ul>
<li><em>I have just finish<strong>ed</strong> my work</em>.</li>
<li><em>He has already stopp<strong>ed</strong> exercising</em>.</li>
<li><em>They have start<strong>ed</strong> to talk during the lesson</em>.</li>
</ul>
<h2>Irregular</h2>
<ul>
<li><em>I have <strong>lost</strong> my car keys!</em></li>
<li><em>He has <strong>put</strong> on weight</em>.</li>
<li><em>They have never <strong>been</strong> to Chicago</em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
We use the <strong>past participle</strong> to form verbs in different tenses.
</div>
<div id="extension" class="box" title="Extension">
The <strong>past participle</strong> is a verb form which is used in the formation of many tenses. It is made by adding <strong>-ed</strong> at the end of the verbs, but there are many verbs that are <strong>irregular</strong>.
For example:
— Regular : <em>"Watch"</em> ⇒ “<em>I have watch<strong>ed</strong> a great movie tonight</em>.” = We add <strong>-ed</strong> at the end of the verb.
— Irregular: <em>"Be"</em> ⇒ “<em>I have<strong> been</strong> to Montenegro four times</em>.” / “<em><del>I have beed to Montenegro four times.</del></em>" = We use another form (the verb <strong>be</strong> changes to <strong>been</strong>).
Let’s revise this content within the {Form} section. Take a look at the {Example} section that shows its use within a context.
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<title>Adverbs Formation</title>
<link>https://open.books4languages.com/english-a2-grammar/chapter/adverbs-formation/</link>
<pubDate>Thu, 08 Feb 2018 10:58:56 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/?post_type=chapter&#038;p=1936</guid>
<description></description>
<content:encoded><![CDATA[<div id="introduction" class="box" title="Introduction">
<strong>Adverbs</strong> are expressions that function as modifiers of other elements in the clause. They can provide a wide range of information.
</div>
<div id="form" class="box" title="Form">
<strong>Adverbs</strong> can be formed from adjectives according to their suffix. The various cases of the formation of adverbs are:
<h2>Regular</h2>
<ul>
<li>The <strong>adverbs</strong> are formed by just adding <strong>-ly</strong> to adjectives.</li>
</ul>
<table>
<tbody>
<tr>
<th>Adjective</th>
<th>Adverb</th>
</tr>
<tr>
<td>bad</td>
<td>bad<strong>ly</strong></td>
</tr>
<tr>
<td>beautiful</td>
<td>beautiful<strong>ly</strong></td>
</tr>
<tr>
<td>complete</td>
<td>complete<strong>ly</strong></td>
</tr>
<tr>
<td>extreme</td>
<td>extreme<strong>ly</strong></td>
</tr>
<tr>
<td>slow</td>
<td>slow<strong>ly</strong></td>
</tr>
</tbody>
</table>
<ul>
<li><strong>Adjective</strong> with suffix <strong>-y</strong> : change to <strong>-i</strong> before adding <strong>-ly</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Adjective</th>
<th>Adverb</th>
</tr>
<tr>
<td>easy</td>
<td>easi<strong>ly</strong></td>
</tr>
<tr>
<td>happy</td>
<td>happi<strong>ly</strong></td>
</tr>
<tr>
<td>nasty</td>
<td>nasti<strong>ly</strong></td>
</tr>
</tbody>
</table>
<ul>
<li>If an <strong>adjective</strong> ends with <strong>consonant + -le</strong>, <strong>-e</strong> becomes <strong>-y</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Adjective</th>
<th>Adverb</th>
</tr>
<tr>
<td>gentle</td>
<td>gent<strong>ly</strong></td>
</tr>
<tr>
<td>idle</td>
<td>id<strong>ly</strong></td>
</tr>
<tr>
<td>noble</td>
<td>nob<strong>ly</strong></td>
</tr>
</tbody>
</table>
<ul>
<li><strong>Adjective</strong> with suffix <strong>-ic</strong>: add <strong>-ally</strong>.</li>
</ul>
<table>
<tbody>
<tr>
<th>Adjective</th>
<th>Adverb</th>
</tr>
<tr>
<td>drastic</td>
<td>drastic<strong>ally</strong></td>
</tr>
<tr>
<td>enthusiastic</td>
<td>enthusiastic<strong>ally</strong></td>
</tr>
<tr>
<td>tragic</td>
<td>tragic<strong>ally</strong></td>
</tr>
</tbody>
</table>
<h2>Irregular</h2>
<table>
<tbody>
<tr>
<th>Adjective</th>
<th>Adverb</th>
</tr>
<tr>
<td>full</td>
<td>fully</td>
</tr>
<tr>
<td>public</td>
<td>publicly</td>
</tr>
<tr>
<td>shy</td>
<td>shyly</td>
</tr>
<tr>
<td>true</td>
<td>truly</td>
</tr>
</tbody>
</table>
<strong>Friendly</strong> and <strong>timely</strong> are <strong>adjectives</strong> and if we want to use them as <strong>adverbs</strong>, we follow these structures:
<ul>
<li>Friendly ⇒ in a friendly manner;</li>
<li>Timely ⇒ in a timely manner.</li>
</ul>
</div>
<div id="example" class="box" title="Example">
<h2>Regular</h2>
<h3>Most of the <strong>adverbs</strong></h3>
<ul>
<li><em>He was answering <strong>slowly</strong></em>.</li>
</ul>
<h3><strong>Adjective</strong> with suffix <strong>-y</strong></h3>
<ul>
<li><em>She <strong>easily</strong> moved to another flat</em>.</li>
</ul>
<h3><strong>Adjective</strong> ending with <strong>consonant + -le</strong>, <strong>-e</strong></h3>
<ul>
<li><em>She <strong>gently</strong> opened the pack of flour</em>.</li>
<li><em>You <strong>idly</strong> ate that tin of tuna</em>.</li>
</ul>
<h3><strong>Adjective</strong> with suffix <strong>-ic</strong></h3>
<ul>
<li><em>They <strong>enthusiastically</strong> made a jar of marmalade</em>.</li>
</ul>
<h2>Irregular</h2>
<ul>
<li><em>She <strong>shyly</strong> asked a question</em>.</li>
<li><em>We offered her some orange juice <strong>in a friendly manner</strong></em>.</li>
</ul>
</div>
<div id="use" class="box" title="Use">
An <strong>adverb</strong> is a word that describes or gives more information about a verb, adjective, phrase or another adverb.
</div>
<div id="extension" class="box" title="Extension">
<strong>Adverbs</strong> are expressions that function as modifiers of other elements in the clause. To make adverbs from <strong>adjectives</strong> we follow a general rule.
For example:
— <em>"Beautiful"</em> ⇒ "<em>I wrapped a box of biscuits beautiful<strong>ly</strong></em>." = Add <strong>-ly</strong>;
There are some <strong>exceptions</strong>, depending on the ending of the adjectives.
For example:
— With <strong>suffix-y</strong>: <em>"Eas<strong>y</strong>"</em> ⇒  "<em>I can eas<strong>ily</strong> drink alcoholic drinks</em>." = We change <strong>-y</strong> to <strong>-i</strong> and add <strong>-ly</strong>;
— <strong>Consonant + -le</strong>: <em>"Nob<strong>le</strong>"</em> ⇒ "<em>The knight who nob<strong>ly</strong> fought was thirsty</em>." = We change <strong>-e</strong> to <strong>-y</strong>;
— With <strong>suffix -ic</strong>: <em>"Drast<strong>ic</strong>"</em> ⇒ "<em>Steak prices drastic<strong>ally</strong> changed</em>." = We add <strong>-ally</strong>.
Some adverbs are <strong>irregular</strong> and there is no rule for their formation (<em>fully</em>, <em>publicly</em>, <em>in a timely manner</em>…).
For example:
— <em>“Publicly”</em> ⇒ “<em>He <strong>publicly</strong> continued his speech</em>.”
Let’s revise this content within the {Form} section. And take a look to the [Examples] that show its use within a context.
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<title>Unit 0</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-0/</link>
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<title>Unit 1.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-1-1/</link>
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<title>Unit 1.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-1-2/</link>
<pubDate>Fri, 08 Jul 2016 15:49:19 +0000</pubDate>
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<title>Unit 2.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-2-1/</link>
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<title>Unit 2.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-2-2/</link>
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<title>Unit 3.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-3-1/</link>
<pubDate>Fri, 08 Jul 2016 15:49:23 +0000</pubDate>
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<title>Unit 3.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-3-2/</link>
<pubDate>Fri, 08 Jul 2016 15:49:24 +0000</pubDate>
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<title>Unit 4.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-4-1/</link>
<pubDate>Fri, 08 Jul 2016 15:49:25 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-4-1/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>46</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:25]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:25]]></wp:post_date_gmt>
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<item>
<title>Unit 4.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-4-2/</link>
<pubDate>Fri, 08 Jul 2016 15:49:26 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-4-2/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>49</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:26]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:26]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-4-2]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>9</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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<item>
<title>Unit 5.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-5-1/</link>
<pubDate>Fri, 08 Jul 2016 15:49:27 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-5-1/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>53</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:27]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:27]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-5-1]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>10</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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<item>
<title>Unit 5.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-5-2/</link>
<pubDate>Fri, 08 Jul 2016 15:49:28 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-5-2/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>56</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:28]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:28]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-5-2]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>11</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<item>
<title>Unit 6.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-6-1/</link>
<pubDate>Fri, 08 Jul 2016 15:49:30 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-6-1/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>59</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:30]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:30]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-6-1]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>12</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<item>
<title>Unit 6.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-6-2/</link>
<pubDate>Fri, 08 Jul 2016 15:49:32 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-6-2/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>63</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:32]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:32]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-6-2]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>13</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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<item>
<title>Unit 7.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-7-1/</link>
<pubDate>Fri, 08 Jul 2016 15:49:32 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-7-1/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>65</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:32]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:32]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-7-1]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>14</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
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<item>
<title>Unit 7.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-7-2/</link>
<pubDate>Fri, 08 Jul 2016 15:49:36 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-7-2/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>69</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:36]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:36]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-7-2]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>15</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
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<item>
<title>Unit 8.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-8-1/</link>
<pubDate>Fri, 08 Jul 2016 15:49:41 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-8-1/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>73</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:41]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:41]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-8-1]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>16</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<item>
<title>Unit 8.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-8-2/</link>
<pubDate>Fri, 08 Jul 2016 15:49:44 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-8-2/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>76</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:44]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:44]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-8-2]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>17</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
<wp:postmeta>
<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<wp:meta_key><![CDATA[pb_export]]></wp:meta_key>
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<item>
<title>Unit 9.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-9-1/</link>
<pubDate>Fri, 08 Jul 2016 15:49:49 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-9-1/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>80</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:49]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:49]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-9-1]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>18</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
<wp:postmeta>
<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<wp:meta_key><![CDATA[pb_export]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<item>
<title>Unit 9.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-9-2/</link>
<pubDate>Fri, 08 Jul 2016 15:49:53 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-9-2/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>84</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:53]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:53]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-9-2]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>19</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
<wp:postmeta>
<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<wp:meta_key><![CDATA[pb_export]]></wp:meta_key>
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<item>
<title>Unit 10.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-10-1/</link>
<pubDate>Fri, 08 Jul 2016 15:49:58 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-10-1/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>88</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:49:58]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:49:58]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-10-1]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>20</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
<wp:postmeta>
<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<wp:meta_key><![CDATA[pb_export]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<item>
<title>Unit 10.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-10-2/</link>
<pubDate>Fri, 08 Jul 2016 15:50:01 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-10-2/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>92</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:50:01]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:50:01]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-10-2]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>21</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
<wp:postmeta>
<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<item>
<title>Unit 11.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-11-1/</link>
<pubDate>Fri, 08 Jul 2016 15:50:03 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
<guid isPermaLink="false">https://open.books4languages.com/english-a2-grammar/part/unit-11-1/</guid>
<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>96</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:50:03]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:50:03]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
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<title>Unit 11.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-11-2/</link>
<pubDate>Fri, 08 Jul 2016 15:50:04 +0000</pubDate>
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<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>99</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:50:04]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:50:04]]></wp:post_date_gmt>
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<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>23</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
<wp:meta_value><![CDATA[on]]></wp:meta_value>
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<wp:meta_key><![CDATA[pb_export]]></wp:meta_key>
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<item>
<title>Unit 12.1</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-12-1/</link>
<pubDate>Fri, 08 Jul 2016 15:50:06 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
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<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>102</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:50:06]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:50:06]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-12-1]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>24</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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</item>
<item>
<title>Unit 12.2</title>
<link>https://open.books4languages.com/english-a2-grammar/part/unit-12-2/</link>
<pubDate>Fri, 08 Jul 2016 15:50:06 +0000</pubDate>
<dc:creator><![CDATA[webadmin]]></dc:creator>
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<description></description>
<content:encoded><![CDATA[]]></content:encoded>
<excerpt:encoded><![CDATA[]]></excerpt:encoded>
<wp:post_id>104</wp:post_id>
<wp:post_date><![CDATA[2016-07-08 15:50:06]]></wp:post_date>
<wp:post_date_gmt><![CDATA[2016-07-08 15:50:06]]></wp:post_date_gmt>
<wp:comment_status><![CDATA[closed]]></wp:comment_status>
<wp:ping_status><![CDATA[closed]]></wp:ping_status>
<wp:post_name><![CDATA[unit-12-2]]></wp:post_name>
<wp:status><![CDATA[publish]]></wp:status>
<wp:post_parent>0</wp:post_parent>
<wp:menu_order>25</wp:menu_order>
<wp:post_type><![CDATA[part]]></wp:post_type>
<wp:post_password><![CDATA[]]></wp:post_password>
<wp:is_sticky>0</wp:is_sticky>
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<wp:meta_key><![CDATA[pb_show_title]]></wp:meta_key>
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<wp:meta_value><![CDATA[on]]></wp:meta_value>
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