Cambridge University Press

978-0-521-62712-2 - Developing Grammar in Context: Intermediate with Answers

Mark Nettle and Diana Hopkins
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Developing
Grammar
in Context
intermediate with answers

Mark Nettle and Diana Hopkins

© Cambridge University Press www.cambridge.org

Cambridge University Press
978-0-521-62712-2 - Developing Grammar in Context: Intermediate with Answers
Mark Nettle and Diana Hopkins
Frontmatter
More information

CAMBRIDGE UNIVERSITY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo
Cambridge University Press
The Edinburgh Building, Cambridge CB2 2RU, UK
www.cambridge.org
Information on this title: www.cambridge.org/9780521627122

© Cambridge University Press 2003

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.

First published 2003

Reprinted 2006

Printed in the United Kingdom at the University Press, Cambridge

A catalogue record for this publication is available from the British Library

ISBN-13 978-0-521-62712-2 (with answers)

ISBN-10 0-521-62712-5 (with answers)
ISBN-13 978-0-521-62711-5 (without answers)
ISBN-10 0-521-62711-7 (without answers)

© Cambridge University Press www.cambridge.org

Cambridge University Press
978-0-521-62712-2 - Developing Grammar in Context: Intermediate with Answers
Mark Nettle and Diana Hopkins
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Contents
Acknowledgements v 24 First, second and zero conditional
Introduction vi
1 Learning grammar, and how to use this
book 1
Time and tense
2 The present simple 7
3 The present continuous 12
4 The past simple 18
5 The past continuous and the past
simple 23
6 Used to and would 29
7 The present perfect simple 35
8 The present perfect continuous 41
9 The past perfect 47
10 Going to and will 53
11 Present tenses for talking about the
future 58
12 The future continuous and the future
perfect 63
Review Unit 1 Units 2–12 Time and tense 69
Sentences
13 Word order 73
14 The imperative and instructions 78
15 Do and other auxiliaries for emphasis 83
16 Features of spoken English 89
17 Question forms 1: basic questions 95
18 Question forms 2: tags and indirect
questions 101
19 Reported speech 1: say, tell, ask 107
20 Reported speech 2: reporting verbs 113
21 Defining relative clauses 119
22 Non-defining relative clauses 125
Review Unit 2 Units 13–22 Sentences 130
Other verb forms
23 Verbs followed by the infinitive or the -ing
form 133
© Cambridge University Press
sentences 139
25 The third conditional, wishes and
regrets 145
26 The passive 151
27 Verbs confused with the passive 157
28 Get / have something done 163
29 Be / get used to 168
Review Unit 3 Units 23–29 Other verb
forms 174
Naming and describing
30 Articles 1: general introduction 177
31 Articles 2: special uses 183
32 Personal, possessive and reflexive
pronouns 189
33 Possessives and demonstratives 194
34 Countable and uncountable nouns and
expressions of quantity 200
35 Adjectives and adverbs 206
36 The order of adjectives 212
37 -ed and -ing adjectives 218
38 Too, (not) very, (not) enough, so and
such 223
Review Unit 4 Units 30–38 Naming and
describing 229
Functional areas
39 Requests, permission and offers 223
40 Suggestions and advice 239
41 Talking about ability 244
42 Frequency expressions and tend to 250
43 Ways of comparing 1 255
44 Ways of comparing 2 261
45 Describing with look and like 267
46 Similarities and differences: so and
neither 273
47 Possibility in the present 278
48 Possibility in the past 284
iii
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Cambridge University Press
978-0-521-62712-2 - Developing Grammar in Context: Intermediate with Answers
Mark Nettle and Diana Hopkins
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49 Present obligation and necessity 290 Appendix 1 Irregular verbs 306

50 Past and future obligation and Appendix 2 Phonemic symbols 308
necessity 296
Review Unit 5 Units 39–50 Functional Glossary 309
areas 302 Answer key 311

iv CONTENTS

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Cambridge University Press
978-0-521-62712-2 - Developing Grammar in Context: Intermediate with Answers
Mark Nettle and Diana Hopkins
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Acknowledgements
Much time has elapsed since this book was first thought of.
We would like to thank first of all Bob Obee for putting us
in touch with Cambridge University Press, and then Jeanne
McCarten for leading us up to the commissioning of the
title and beyond. Since those early days our thanks go also
to Alison Sharpe, Mickey Bonin and Brigit Viney, who
helped us see the project through to the final stages. Along
the way we also owe thanks to Nóirín Burke, Geraldine
Mark, to Jean Hudson for CANCODE data, and to all the
staff at Cambridge University Press involved in the
development and production of the book. Thank you too to
Bell International for providing writing time for Mark.
For our children, Laura and Alex, who nearly stopped the
whole thing in its tracks, and for our parents.
The authors and publishers would like to thank the
following people and institutions who reviewed and pilot
tested material from this book and helped to shape it.
Prof. Snezana Bilbija, Montenegro, The Federal Republic of
Yugoslavia
Trevor Bryant, Language Studies International, Cambridge,
UK
Henny Burke, British Language Centre, Madrid, Spain
Stephen Bush, The British Institute of Florence, Italy
Claire Embleton, London, UK
Chiara Ferdori, Casalecchio, Italy
Leigh Fergus, Executive Language Services, Paris, France
Mick Gammidge, London, UK
Rebecca Hughes, University of Nottingham, UK
Lindsay Kelly, Turkey
Key Language Services, Quito, Ecuador
Samantha Lewis, Centro de Estudios de Ingles, Madrid, Spain
Raul Mar, Universidad de Cuautitlan Izcalli, Mexico
Prof. Antonio Morales, School of Tourism, Cienfuegos, Cuba
Leticia Moreno, Universidad Juarez de Durango, Mexico
Graham Palmer, Bell School, Saffron Walden, UK
Maroussa Pavli, Athens, Greece
Mary Nava, L’Università Cattolica and IULM, Milan, Italy
Josefina Peña, Sol y Son, Habana, Cuba
Peter Strutt, British Institute, Paris, France
Wayne Trotman, The British Council, Izmir, Turkey
G.N. Woods, The Language Factory, Cuorgné, Italy
The authors and publishers are grateful to the authors,
publishers and others who have given permission for the
use of copyright material identified in the text. It has not
been possible to identify, or trace, sources of all the
materials used and in such cases the publishers would
welcome information from copyright owners.
© Cambridge University Press
pp.2, 53, 77, 119 (bottom), 150 (Classwork), 180, 190 and
296 (left): adapted extracts from The One Hundred Stupidest
Things Ever Done, by Ross and Kathryn Petras reprinted by
permission of Michael O’Mara Books Ltd; p.7: ‘Fame and
Foster’, by Gabrielle Donnelly from Sainsbury’s The
Magazine, December 1996; p.8: ‘My kind of day: Jane
Seymour’, from Radio Times, 9–15 November 1996; p.11:
‘Just nipping to the shops … for a few days’, by Michael
Booth from The Independent on Sunday, 19 January 1997;
p.12: ‘Trufflers dognapped’, © The Observer, 2 February
1997; p.18: ‘The trickle-down family economy’, by Vivek
Chaudhary © The Guardian, 14 August 1996; p.21: ‘Wheel
of fortune’, by Mark Lawson © The Guardian, 27 December
1995; p.29: ‘Father’s story, daughter’s story’, by Val Sampson
from the Daily Mail, 5 December 1995; p.35: ‘New job/old
job’, by Peter Carty © The Guardian, 13 December 1995;
p.41: ‘Mystery of Yuletide cards from nowhere’, by Richard
Smith from The Independent, 21 December 1996; p.47: ‘The
plane that flew solo’, by Martin Kettle © The Guardian,
25 November 1997; p.63: ‘Doctors’ orders in a brave new
world’, by Sarah Boseley © The Guardian, 3 December
1998; pp.70 (top), 75 and 197: adapted extracts from Tall
Stories, by Russell Ash and Mike Gordon, reproduced by
permission of Russell Ash, Aurum Press 1994; p.70
(bottom): ‘Zoo waits for its 297 lb baby to take her bow’,
by Nicholas Schoon from The Independent, 19 January 1996;
p.73: ‘Golden goal makes it 425-1’, by Richard Smith from
The Independent, 9 November 1998; pp.78, 79 and 82:
extracts from The Exploratory’s Adventures in Science, used
by permission of The Exploratory, Bristol; p.83: ‘Hardlife –
The parapsychologist forever sceptic’, by Johnny Beardsall
© Telegraph Group Limited, 21 October 1995; p.95: ‘The
questionnaire – Pat Cash’, compiled by Rosanna
Greenstreet, as seen in The Guardian, 4 July 1998; p.107:
‘Gunman flees with £650,000 Picasso’, by Dan Glaister
© The Guardian, 7 March 1997; p.113: ‘Branson’s crew
ditched $2,000’, by Paul Marston © Telegraph Group
Limited, 10 January 1997; p.119 (top): extract from The
Guardian © The Guardian, 5 April 1997; p.119 (centre):
‘Monkey business fills Punjab jail’, by Rahul Bedi ©
Telegraph Group Limited, 19 August 1997; p.121: ‘Taking
the Mickey II’, the Daily Express, 9 February 1996; p.125:
‘The new deal’, by Douglas Kennedy from The Independent,
9 December 1995; p.127: ‘A model come-back – after 28
years and 10 children’, by Richard Smith from The
Independent, 3 March 1997; p.128: ‘Honour for hero in river
rescue’, the Bath Chronicle, 25 March 1998; p.133: extracts
from the cover of Harry Potter and the Philosopher’s Stone,
by J.K. Rowling, and the cover illustration by Thomas
Taylor, with the permission of Bloomsbury Publishing Plc;
p.136: ‘Shy 10-year-old piano prodigy’, by David Ward
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Cambridge University Press
978-0-521-62712-2 - Developing Grammar in Context: Intermediate with Answers
Mark Nettle and Diana Hopkins
Frontmatter
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© The Guardian, 23 September 1997; pp.137 (texts 1 and 2)
and 296 (right): Bizarre Tales from New Scientist.
Reproduced with permission from New Scientist magazine,
the global authority on science and technology news © RBI
www.NewScientist.com; pp.137 (text 3), 278 and 279:
adapted extracts from Fortean Times Weird Year, 1996; p.139:
‘Jupiter, saviour of the world’, by Adrian Berry © Telegraph
Group Limited, 27 January 1996; p.145 (top): ‘Alive after
four days in a watery tomb’, by Luke Harding &
Christopher Zinn © The Guardian, 10 January 1997; p.145
(bottom): ‘Talking parrot saves trapped van driver’, by Sean
O’Neill © Telegraph Group Limited, 19 February 1998;
p.147: Cartoon copyright © 1996 Steven Appleby, first
published in the Weekend Guardian, 23 November 1996;
p.151: ‘Police? I want to report a burglary’, by Stuart Miller
© The Guardian, 19 November 1997; p.154: ‘Number
crunching: Coca Cola’, Time Out, 27 September–4 October
1995; p.155 (top): ‘A prize reprised’, by Tristan Davies ©
Telegraph Group Limited, 11 October 1997; p.155: ‘Teenage
couple’ © The Observer, 19 October 1997; pp.157 and 288:
adapted extracts from The Giant Book of the Unexplained, by
Damon Wilson, with the permission of Constable and
Robinson Publishing Limited; p.163: ‘50p brooch sells for
£13,000’ © The Guardian, 25 February 1998; p.168: ‘It’s a
power thing’, by Rosalyn Clark © The Guardian, 14
November 1996; p.177: ‘Inmate copied cell keys from
memory’, from The Independent, 3 March 1998; p.183:
Prospect Music and Art Tours; p.189: ‘March of the
machines’, by Kevin Warwick from the Daily Mail, 5 March
1997; p.194: ‘Twin troubles’, reproduced by permission of
Family Circle, December 1996; p.200: adapted extracts from
Malaysia, Singapore & Brunei, ed. 4, Lonely Planet, 1991,
reproduced by permission of Lonely Planet Publications;
p.203: adapted extract from Round the World in Recipes, by
Michael Bateman. Reproduced by permission of Hodder
and Stoughton Educational Limited; p.218: ‘Lost girl takes a
tough trek via field and forest’, by Richard Alleyne from the
Daily Mail, 10 December 1997; p.233: The Bash Street Kids
are ™ and © D.C. Thomson & Co. Ltd.; pp.224 and 225:
adapted extracts from ‘From music to maths’ by Jamie
Wilson from The Guardian, 23 September 1997 © Jamie
Wilson; p.228: ‘Beetle maniacs who make power lifters look
puny’, the Daily Express, 9 February 1996; p.229: ‘The more
the merrier’, by Joanna Moorhead © The Guardian,
29 January 1997; p.239: Augusta, by Angus McGill and
Dominic Poelsma from the Mail on Sunday, 25 February
1997; p.244 (text 1): ‘Squeeze star’, from the Cambridge
Evening News, 7 February 1997; p.244 (text 2): ‘Animal
magic’ © The Guardian, 23 October 1998; p.244 (text 3):
the Department of Work and Pensions; p.249: ‘How
Rosencrantz and Macduff passed a screen test to prove that
monkeys can add up’, by Tim Radford © The Guardian,
23 October 1998; pp.255 and 257: ‘Flying in the face of
modern travel’, by Kevin Rafferty © The Guardian,
28 February 1996; p.259 (text 1): ‘Pain relief’, Marie-Claire,
May 1997; p.259 (text 2): ‘Mind and body; big ears’, by Rita
Carter from She magazine, September 1996; p.260 (text 1):
‘How to avoid getting a cold this winter’, Red, December
1999; p.261 ‘At £5,000 a pair, the jeans worth inheriting’,
by Natalie Clarke from the Daily Mail, 27 January 1997;
p.284 (top): ‘Killer comet’s deadly strike’, by Steve Farrar
vi ACKNOWLEDGEMENTS
© Cambridge University Press
from the Cambridge Evening News, 29 January 1997; p.284
(bottom:): ‘Our ancestors were such an upright lot’, by
Charles Arthur from The Independent, 11 September 1996;
p.285 (left): ‘Stop, thief! You’ve dropped your cash’, from
the Daily Mail, 27 January 1997; p.285 (right): ‘£30,000
pedigree chum is grabbed by dog nappers’, by John
Hampshire from the Daily Mail, 15 January 1996; p.290:
‘Anna Blundy calls Denise Lewis’, by Anna Blundy,
© Times Newspapers Limited, 14 February 1998; p.292
‘Odd jobs for young Bonds’, from the Daily Mail,
5 December 1995.
p.40: the Classwork activity is based on an activity in
Grammar Games, Mario Rinvolucri, Cambridge University
Press, 1984; p.199: the Classwork activity is based on an
idea (Values Topics) in Keep Talking, F. Klippel, Cambridge
University Press, 1984.
The authors and publishers are grateful to the following
for permission to reproduce copyright photographs:
p.7: Rex Features Ltd/Stewart Cook; p.23: Advertising
Archives; p.29: Rex Features/Mike Lawn; p.49:
Corbis/Joseph Sohm, ChromoSohm; p.58: Eye
Ubiquitous/David Lansfied; p.63: Corbis; p. 70: Chester Zoo;
p.73: Corbis JFPI Studios, Inc.; p.95: Action Images Ltd;
p.101: NHPA/Henry Ausloos; p.107: ‘Tête de Femme –
Dora Maar’, 1939 by Pablo Picasso. Colour transparency
© The Solomon R. Guggenheim Foundation, New York;
© Succession Picasso/DACS 2003; p.113: Popperfoto;
pp.125, 218 and 229: News Team International Ltd; p.137:
NHPA/Eric Soder; p.145: South West News Service; p.156:
Life File Photographic Agency/Andrew Ward; p.168:
Guardian Newspapers Ltd/Sean Smith; p.183:
Corbis/Charles & Josette Lenars; p.189: Science Photo
Library/Sam Ogden; pp. 94 and 281 (centre):
PowerStock/Superstock Ltd; p. 200: NHPA/Mark Bowler;
p.206: Corbis/Stephen McDonough; p.212 (top and centre):
Bonhams Picture Library; p.228: NHPA/James Carmichael Jr;
p.250: The Bath Chronicle; p. 261: VinMag Archive; p. 266:
Corbis/Adam Woolfitt; p.267 (left): Capital Pictures/Phil
Loftus; p.267 (right): The Lookalikes Agency; p.281 (top):
Arcaid/Ian Lambot; p.281 (bottom): Jacqui Hurst; p.290:
Action Plus.
Commissioned photography by Nigel Luckhurst: pp.1
and 89.
Freelance picture research by Mandy Twells
Cover design by Mark Diaper
Concept design by Dave Seabourne
Design, illustration and page makeup by
Oxford Designers & Illustrators
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978-0-521-62712-2 - Developing Grammar in Context: Intermediate with Answers
Mark Nettle and Diana Hopkins
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Introduction

Developing Grammar in Context (intermediate) is a grammar reference and practice book which can
be used by learners for self-study, or can be used in class. A basic premise of the book is that
learners need to meet examples of a grammatical structure in an authentic context, and think
about its use, before they try to use it for themselves.

To the learner
You do not have to start Developing Grammar in Context at the beginning and work through to the
end. You can use the Contents pages to help you find the particular areas that you want to
understand and practise. We do suggest, however, that you start with Unit 1, which is different
from the other units. It is a guide to using this book, and it also helps you to think about learning
grammar.

To the teacher
Each unit has four sections. These are:
■ Getting started: This section presents the grammatical structure in context in a written or
spoken text. It is a good idea to do some scene-setting work before your learners read the
text. For example, in Unit 4, the text is about children’s spending money, and you could
discuss with your class how much money children have in their country or countries. Teach
any difficult words in the text before they read. Let learners do the short exercises in pairs,
or let them compare their answers with one another.
■ Looking at language: This is the language reference section of each unit. You can just read
through it with your learners, stopping to do the short exercises which test learners’
understanding of the explanations. You could also ask learners to make their own notes from
this section. If you prefer to clarify language points in your own way, learners could read this
section at home.
■ Getting it right: Exercise 1 (accompanied by the symbol ) is the core exercise here. It is
designed to raise awareness of a grammatical structure rather than ask learners to produce it.
For this reason, always do this exercise with your learners, and do it first. Exercises 2–4
(which have the symbol ) provide practice of the structure, and you or your learners can
choose which exercises are most useful for your learners and / or the order in which to do
them. In all exercises, it is a good idea to allow learners to work in pairs or groups to discuss
and compare their answers. You may be able to exploit some exercises for speaking practice.
■ Classwork: This is a speaking activity designed to provide fluency practice. Make sure that
learners are able to do the work in the pairs or groups suggested, and take notes while they
are doing an activity so that you can provide feedback (both positive and negative) on their
use of the language points practised, as well as their performance of the activity. Think about

vii

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Cambridge University Press
978-0-521-62712-2 - Developing Grammar in Context: Intermediate with Answers
Mark Nettle and Diana Hopkins
Frontmatter
More information

how best to use your classroom for these activities; you may want to rearrange seating
patterns or furniture.

Review units practise and test mixed structures, so they are best used after all the units in a
particular section have been studied. Again, encourage learners to work in pairs and compare
answers.

viii INTRODUCTION

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