Advanced passives review

Do you know how to use all the different forms of the passive?

Look at these examples to see how the passive voice is used.

The interview was recorded yesterday.
Cleaner sources of energy must be developed.
An electrical fault is believed to have caused the power cut.

Grammar explanation

We can use the passive voice to change the focus of the sentence.

Aliya Monier directed the film.
(focus on Aliya Monier)

The film was directed by Aliya Monier.
(focus on The film)

We often use the passive:

  • so that we can start a sentence with the most important or most logical information
  • when we prefer not to mention who or what does the action (for example, it’s not known, it’s obvious or we don’t want to say)
  • in more formal or scientific writing.

Be + past participle

The most common way to form the passive is subject + be + past participle. 

The new smoke alarm was installed yesterday.

The ‘doer’ of the action is called the agent. Most of the time, the agent is not mentioned, but if important, the agent can be mentioned using the preposition by.

The new smoke alarm was installed yesterday by the company director herself.

We can also use the passive voice with modal verbs such as can, must and should, by using modal + be + past participle.

A podcast can be made with minimal resources. 
The accident must be reported to the police.
New laws should be created to regulate electric scooters.

The passive with get

In informal English, get is sometimes used instead of be to form the passive.

My bicycle got stolen last night.
(= My bicycle was stolen last night.)

The impersonal passive

The impersonal passive is used with reporting verbs such as allege, believe, claim, consider, estimate, expect, know, report, say, think, understand, etc. It reports what an unspecified group of people say or believe.

The impersonal passive has two forms:

it + be + past participle + (that) + subject + verb:

It is estimated that millions of people visit the site every year.
It is believed that the walls date from the third century BCE.
It is reported that mosquitoes transmit the disease.

someone/something + be + past participle + infinitive:

Millions of people are estimated to visit the site every year.
The walls are believed to date from the third century BCE.
Mosquitoes are reported to transmit the disease.

Note that the infinitive can be simple (as above), perfect (for a past action) or continuous (for an action in progress).

Millions are estimated to visit the site this year. (simple infinitive)
The walls are believed to have been built in the third century BCE. (perfect infinitive)
Mosquitoes are reported to be transmitting the disease. (continuous infinitive)

Advanced present simple and continuous

Do you know all the different uses of present simple and continuous?

Look at these examples to see how we use the present simple and continuous.

The world is changing and it’s changing rapidly.
The earth revolves around the sun in approximately 365 days.
I’m an engineer, but I’m working as a taxi driver at the moment.
My daughter is always leaving clothes all over the floor.

Grammar explanation

Basic contrasts

We use the present simple to talk about:

  • something that is always or generally true

When you heat ice, it melts.

  • something that happens regularly

I go swimming twice a week.

  • continuing states.

She‘s very happy with her job.

We use the present continuous to talk about: 

  • actions which are in progress at the moment

He’s busy. He‘s giving a presentation to some clients.  

  • temporary actions

I‘m working from home this month.

  • something generally in progress but not actually happening at the moment

More and more people are feeling the effects of climate change.

  • future plans that have already been organised.

I‘m going to Ghana next month. I booked my flights yesterday.

State verbs

State verbs describe a state rather than an action. They aren’t usually used in continuous forms, so we use present simple instead of present continuous.

I don’t know the answer. I’m not knowing the answer.
He really likes his new house. He’s really liking his new house.
They seem busy at the moment. They’re seeming busy at the moment.

State verbs often relate to:

  • thoughts and opinions: agree, believe, doubt, guess, imagine, know, mean, recognise, remember, suspect, think, understand
  • feelings and emotions: dislike, hate, like, love, prefer, want, wish
  • senses and perceptions: appear, be, feel, hear, look, see, seem, smell, taste
  • possession and measurement: belong, have, measure, own, possess, weigh.

Some verbs have a stative meaning and a different active meaning. 

I have a new computer. (state – possession)
I‘m having a quick break. (action – having a break is an activity)

This coffee tastes delicious. (state – our perception of the coffee)
Look! The chef is tasting the soup. (action – tasting the soup is an activity)

Other uses of present continuous

  • verbs describing change and development

Life is becoming more expensive.

  • complaints and annoying habits

He’s always coming in late and making noise. 

Other uses of present simple

  • headlines
    In headings at the top of articles in newspapers and magazines, references to the past are usually simplified to present simple.

Billionaire buys multinational company

  • instructions

Open the link and enter your password.

Plot summaries

Note that when describing the story of a book, film, play, etc., we use present tenses.

She quits her job and goes in search of adventure. 
While she is travelling in India, she meets someone special.

Anecdotes

People also sometimes use present tenses to tell an anecdote – a funny or interesting story about a real incident. This makes the story more immediate and dynamic.

So I‘m on the bus and this guy comes up to me and starts talking to me about someone called Dev. I’m like, ‘Sorry, do we know each other?’

Avoiding repetition in a text

Do you know how to use words like this, that, such and so to avoid repetition in a text?

Look at these examples to see some different ways to avoid repetition in a text:

The composition of chimpanzee muscle was found to differ from that of humans, which explains their greater strength.

Featuring holes at an altitude of 2,895m, it is the only such golf course in the world.

Some birds can find their way without any landmarks, and we still don’t know for sure how they do so.

Growing numbers of people are buying food that is grown without artificial chemicals. The popularity of organic produce is …

Grammar explanation

We commonly use words like it, this/these, that/those, such and do so, as well as synonyms, to avoid repetition. This can make a text shorter, easier to understand and more interesting.

It, this and that in texts

It, this/these and that/those can all be used to refer to something that has just been mentioned or that has been mentioned previously.

It is used to refer to something we are already talking or writing about, with no particular emphasis.

We watched the latest episode last night. It was OK, but not nearly as good as the previous ones.

This (or these) is more emphatic and often shows that something is new or interesting. This often signals that more is about to be said about the topic.

More funding has been approved for primary schools in the area. This does not, however, solve the problem faced by …

That (or those) is also more emphatic than it and is used in a similar way to this. However, that suggests greater distance. For example, we can use that to distance ourselves from a particular idea:

They’re idiots! … OK, sorry, maybe that was unfair. 

A: I refuse to do this any more!
B: I understand you’re upset, but I think that‘s going a bit too far. 

Or that/those can refer to an idea mentioned further back in the text:

A classic mistake inexperienced hikers make is to pack things they don’t really need. Such items can include shoes, extra toiletries and electronics.

(two paragraphs later)Those extra kilos of weight are soon left behind as hikers learn to reduce what they carry to a minimum.

That/those is also chosen over this/these to suggest greater physical distance:

Scientists believe that some animals may use the Earth’s magnetic fields to find their way from A to B, even if that B is thousands of miles away.

That and those meaning ‘the one(s)’

In more formal English, that and those can be used to mean ‘the one’ or ‘the ones’. They are often followed by of and are used in this way to avoid repetition.

We compared our experience to that of a group of teenagers. (that = the experience)

They obtained better exam results than those of the same year group in other schools.
(those = the exam results)

Those who means ‘the people who’.

She was among those who voted for the policy.

Those who are unable to attend the event in person are invited to view it online.

Such meaning ‘of this or that type’

In more formal English, such can be used to refer back to the type previously mentioned. 

Some species of ants can find their way using the memory of how many steps they have taken. 

Such navigation methods are actually fairly basic compared with others in the animal world. (such navigation methods = methods of that type)

We can use such in this way before a/an + single noun or before a plural or uncountable noun. It is often used after expressions like no, the only, the few, the first, etc.

The library is free and open to the public 24 hours a day. It is the only such library in the city.

The group will meet once a month to report on progress. The first such meeting will be held in April. 

Do so

Again, in more formal English, do so can be used to mean ‘to behave in the way mentioned’. It is used to avoid repeating the verb.

Our company raised salaries, but few others in the sector did so.

Employees who have agreed to work overtime should be prepared to do so this month.

While some went vegan for the supposed health benefits, others reported doing so for ethical reasons.

Synonyms

A synonym is a word or phrase that has the same meaning as another word or phrase. We can use synonyms to avoid repetition.

Air pollution is a significant problem in many European capitals. Urgent action needs to be taken on this worrying issue.

Using synonyms can also make your writing more interesting and enjoyable.

Salmon use their sense of smell to travel back to the river where they were born. These aquatic homing missiles can travel hundreds of miles to return to their birthplace.

Contrasting ideas

Do you know how to give contrasting information using conjunctions such as despite, much as and whereas?

Look at these examples to see how we can give contrasting information.

Although she now flies down the slopes, it took her years to learn to ski well.
He’s really busy. He still offered to help, though.
I passed the exam even though I hardly studied.
While I don’t agree, I understand their point of view.
Much as I’d love a holiday this year, I just can’t afford it. 

Grammar explanation

Although, despite, even if, even though, in spite of, much as, though, whereas and while are all used to link two contrasting ideas or show that one fact makes the other fact surprising. 

They can all be used at the beginning or in the middle of the sentence. 

In spite of the heavy rain, the hikers continued climbing the mountain.
The hikers continued climbing the mountain in spite of the heavy rain.

The main difference between these conjunctions is that they are followed by different structures. 

In spite of and despite

After in spite of and despite, we use a noun phrase or –ing form of a verb.

We arrived on time in spite of missing the train.
Their restaurant succeeded despite the bad reviews.

It’s common to use in spite of and despite with the expression the fact that, so that it can be followed by a subject and verb.

We arrived on time, in spite of the fact that we missed the train.
Their restaurant succeeded, despite the fact that they received bad reviews.

Although, though and even though

After although, though and even though, we use a subject and a verb. They mean the same thing, but even though is slightly stronger and more emphatic than although and though.

Although Marjorie lost the election, many more people voted for her than the first time.
I love my Italian conversation class, though I struggled at first.
Even though my team lost, it was great to be in the stadium for the final.

Though can also go at the end of the second phrase. This way of expressing contrasting ideas is most common in spoken English.

I didn’t know anyone when I first got to uni. I soon made friends, though.

Even if

Even if means ‘whether or not’ or ‘no matter whether’. It’s followed by a subject and a verb.

Even if you are an expert swimmer, you should be careful at this beach.

While and whereas

While is a conjunction that is most commonly used with time, but it can also be used to mean ‘despite the fact that’ or ‘although’. 

While I made some mistakes in my driving exam, I still passed.

In this sense, while comes at the beginning of the sentence.

While and whereas can be used to mean ‘but’ or ‘compared with the fact that’, to compare two contradictory ideas. 

While/Whereas Ivan is very sociable, his brother is more reserved.
My trip home was quick and easy, whereas/while my colleagues were delayed for hours.

In this sense, while/whereas can come at the beginning of the sentence or between the two contradictory clauses.

Much as

Much as is a more formal expression. It means ‘although’, ‘despite how much’ or ‘no matter how much’.

Much as I enjoyed studying abroad, it was good to return home.

Ellipsis

Do you know how to leave out words to make your English sound more natural?

Look at these examples to see how we use ellipsis:

You can use my car whenever you want to.
[You can use my car whenever you want to use my car.]

Sounds lovely!
[That sounds lovely!]

We started watching the first episode but had to turn it off.
[We started watching the first episode but we had to turn it off.]

Grammar explanation

In informal conversation, we commonly leave out words. This is called ellipsis. We can use ellipsis when the meaning is obvious without the missing items.

We can use ellipsis in the following situations.

After linkers

We don’t have to repeat the subject after the linkers and, but and or. 

We had a late dinner and [we] went to bed.

Once the kids have left for school, I read a book or [I] do some baking.

If the repeated subject is with the verb be, we can omit both the subject and be.

Clare is working a lot at the moment and [she’s] getting up really early.

She’s growing up and [she’s] starting to want more alone time.

Note that ellipsis doesn’t work after other linkers, such as before, after, because, when and while.

We watch TV after we have dinner.
We watch TV after have dinner.

After to

We can often avoid repeating part of a verb phrase after to.

A: Have you tried that new restaurant yet?
B: No, I wanted to [try that new restaurant], but it’s on the other side of town.

Some people give up sugar completely, but I didn’t want to [give up sugar completely].

After auxiliaries and modals

We can also avoid repeating part of a verb phrase after auxiliaries and modals.

I hadn’t noticed it, but my son had [noticed it].

She said she’d get back to me by the end of the week and she has [got back to me by the end of the week].

They were getting ice creams because I said they could [get ice creams].

Omitting subject pronouns

Sometimes we can miss out the pronoun, because it’s obvious who or what we’re talking about.

[It/That] Sounds familiar!

[It] Wouldn’t have occurred to me.

Omitting subjects and auxiliary verbs

Sometimes we can miss out both the pronoun and the auxiliary verb that goes with it. This is most common in informal questions and particularly with the verbs want and have got.

[Do you] Want some coffee?

[Have you] Got a lot of homework?

Omitting auxiliary verbs 

In other informal questions, we can leave out the auxiliary verbs be, have and do.

[Are] You going to Gina’s party?

[Have] You got a minute to talk?

[Does] She eat out every day?

[Will] You give me a ring?

Note that this doesn’t work with I or it.

Have I given you an idea?
I given you an idea?

Emphasis: cleft sentences, inversion and auxiliaries

Do you know how to add emphasis using cleft sentences, inversion or auxiliaries?

Look at these examples to see how we use these structures.

What he loves about hiking is that it doesn’t feel like exercise.
Not only did she sing at the talent show, she also danced!
I know it may surprise you, but I really do know quite a bit about this.

Grammar explanation

We can use different grammatical structures to add emphasis, either to a whole sentence or to highlight one particular part of it.

Cleft sentences

Cleft sentences allow us to emphasise different parts of the sentence, depending on which part is the most important. Cleft sentences are usually introduced by it or by a clause beginning with what.

Cleft sentences beginning with it

Here is a simple sentence with no particular emphasis.

You invited me to the party yesterday.

We can emphasise different elements of this sentence by ‘fronting’ them, that is, moving them to the front of the sentence after it + be.

It was you who invited me to the party yesterday.
Emphasis: you (not another person)

It was yesterday that you invited me to the party.
Emphasis: yesterday (not another time)

It was the party that you invited me to yesterday.
Emphasis: the party (not another event)

Cleft sentences beginning with what

What clauses + be are common in spoken English. They emphasise the part of the sentence that is outside the what clause.

What I like best about going to the cinema is talking about the film afterwards.
What drives me up the wall is people talking during the film. 
What I found was that the films my friends liked were very different from the ones I liked.

This kind of cleft sentence can also begin with where, why, who, how, etc.

How the kids did this is still unclear to me. 

We can also put the what clause at the end of the sentence.

The game we played was what I liked the most.

Inversion with negative adverbials

We can also use inversion to add emphasis. It has a more formal, persuasive and impressive effect.

To invert a sentence, we put the adverbial (e.g. never, rarely, not only, etc.) at the beginning and change the normal position of the subject and the auxiliary verb.

Rarely have I read such an original story.
(I have rarely read such an original story.)

If there is no auxiliary verb, we need to add one.

Not only do they have live reptiles but you can also touch them.
(They not only have live reptiles but you can also touch them.)

Little, no sooner and not

Some other negative words and expressions used like this are little, no sooner, never and not.

Little did I realise that the restaurant was about to close. 
(I didn’t realise that the restaurant was about to close.)

No sooner had we got inside than the concert ended!

Not a single positive comment did I hear from Will.

Emphatic auxiliaries

In spoken English, we often stress the auxiliary verb to add emphasis.

A: Why aren’t you coming to my birthday party?
B: I am coming! Who told you I’m not?!

If there is no auxiliary verb, we can use do, does or did to add emphasis. This works in both spoken and written English.

A: I know you weren’t keen on the exhibition.
B: I did like some of it. (You thought I didn’t like it.)

A: Maybe that’s why she was so happy.
B: That does make sense, actually. (I hadn’t understood why before.)

In British English, do can also be used this way to make a command more emphatic. This sounds quite formal.

Do sit down, please.
Do be quiet!

Inversion after negative adverbials

Do you know how to use inversion after negative adverbials like Not only, Barely and Only?

Look at these examples to see how we use inversion after negative adverbials.

Never have I been so happy to see someone.
Not only did he win the match but he came back from a difficult start.
Barely had she got back in bed when her alarm went off.

Grammar explanation

‘Inversion’ means reversing (inverting) the normal subject–verb word order in a sentence.

We can use inversion to add emphasis, especially in formal English. It is common, for example, in political speeches, because it has a persuasive and impressive effect.

To invert a sentence in this way, we put the adverbial (e.g. never, rarely, not only, etc.) at the beginning and change the normal position of the subject and the auxiliary verb.

Not only did they arrive late but they talked throughout the film. 
(They not only arrived late but they talked throughout the film.)

If there is no auxiliary verb, we need to add one. For example, we add do for present simple verbs and did for past simple verbs.

Rarely do we find such talent. 
(We rarely find such talent.)

Never, rarely, seldom

These adverbials are often used with present perfect, past perfect or modals like can and could. 

Never had they seen so many people in the village.
Seldom has she taken a day off work.
Rarely can a patient fully recover from such an injury.

Hardly, barely, scarcely, no sooner

These adverbials often refer to an event which quickly follows another in the past and are usually used with past perfect. Hardly, scarcely and barely are followed by when in the contrasting clause, and no sooner is followed by than.

Hardly had we sat down when we were told to evacuate the building.
Scarcely had the votes been counted when the new president was pushed in front of TV cameras.
No sooner had the game started than the captain was taken ill.
No sooner was the new park open than it started raining. 

Only + time expression

These include only after, only if/when, only then and only later.

Only when they refilled my glass did I realise it was broken.
Only later did they discover they hadn’t been told the truth.

Phrases with no and not

These include under no circumstances, on no account, at no time, in no way, on no condition, not until and not only.

Under no circumstances should children travel without an adult.
In no way did we agree to this.

Little

In these sentences, little has a negative or restrictive meaning.

Little do people realise how hard it is to be a chef.
(People don’t realise how hard it is to be a chef.)
Little did she know then that she would become the company director.  
(She didn’t know then that she would become the company director.)

Inversion and conditionals

Do you know how to use inversion in conditional sentences?

Look at these examples to see how we can create conditionals with inversion.

Should you have any questions, I will be happy to help.
Were they to sell their house today, they would make a huge profit on it.
I would’ve taken you out for lunch had I known you were in town.

Grammar explanation

We use conditionals to describe the result of a condition. Often, we use if to introduce the condition (e.g. If you feel hot, …) and the main clause to give the result (… feel free to switch on the aircon).

Conditional sentences can also be created without if, using inversion. Inversion means reversing (inverting) the normal subject–verb word order in a sentence. This makes the sentence more formal.

Three types of conditionals can be formed using inversion: first, second and third conditionals.

First conditional

We use the first conditional to talk about future situations we believe are possible.

Marker pens are in the cupboard if you ever need one.
If a customer wishes to cancel their booking, they should notify us within seven days.

To invert first conditional sentences, we replace if with the auxiliary verb should and change the verb into the infinitive. This makes the situation seem a little less likely. It is often used to make a polite request or offer.

Marker pens are in the cupboard should you ever need one.
Should a customer wish to cancel their booking, they should notify us within seven days.

Second conditional

We use the second conditional to talk about situations that we consider unlikely or impossible in reality. 

How would the environment be affected if everyone reduced their meat consumption?
If the Sun disappeared, Earth would no longer be able to support life.

To invert second conditional sentences, we replace if with were and change the verb form to to + infinitive.

How would the environment be affected were everyone to reduce their meat consumption?
Were the Sun to disappear, Earth would no longer be able to support life.

Note that if a second conditional sentence uses the verb be, we don’t need the infinitive for the inverted version. We just replace the existing form of be with were, and invert the subject and verb.

If California were a country, it would be one of the world’s largest economies.
Were California a country, it would be one of the world’s largest economies.

Third conditional

The third conditional is used to imagine a change in a past situation and how things would have been different in the past as a result.

If we had lost that match, it would’ve been a disaster.
We would have fixed that problem by now if we’d known about it earlier.

To invert third conditional sentences, we remove if and invert the subject and the auxiliary verb had. 

Had we lost that match, it would’ve been a disaster.
We would have fixed that problem by now had we known about it earlier.

Negative inverted conditionals

To make negative inverted conditionals, we put not after the subject.

Should you not consent to sharing this information, you may inform our company at any time. (= If you don’t consent …)
Were I not good at maths, I’d find this homework very challenging. (= If I wasn’t good at maths …)
Had I not been busy this morning, I would have attended the meeting. (= If I hadn’t been busy …)

Modals: probability

Do you know how to use modal verbs and other expressions to show how probable you think something is?

Look at these examples to see how modal verbs and other expressions are used to show how certain the speaker is about something. 

She might well be on the train.
That must be his dad.
That can’t be right.
You’re bound to make mistakes occasionally.

Grammar explanation

Certainty

must

We use must when we feel sure that something is true or think it’s the only realistic possibility.

You must be tired. You’ve been travelling all day.
That must be Clare’s house. I can see her car outside.

Note that we use must to show that we deduced this – we have arrived at this conclusion by reasoning.  

This must be her house. (I’ve arrived at this conclusion by reasoning or looking at the evidence.)
This is her house. (A simple statement of fact.)

be bound to

We can also use be bound to to express certainty about a guess or prediction.

There are transport strikes tomorrow, so travel is bound to be more difficult.
They are by far the best team – they’re bound to win.

Be bound to is not a modal verb, but it is a related expression.

can’t

We use can’t when we feel sure that something is not possible.

That can’t be right, can it?
It can’t be easy for him, looking after three kids on his own.

Degrees of uncertainty

should/shouldn’t

We use should and shouldn’t to show expectations about the future. They show we think something will probably be the case because it’s normal or reasonable to expect. 

Rest and drink plenty of water. You should feel better in a day or two.
It shouldn’t be a problem.

Should and shouldn’t in this context have the meaning of ‘if all goes well’. We don’t use them to predict something negative or unwanted. 

The treatment should be very painful.
Our flight shouldn’t arrive on time.

might, may, could

We use might, may or could to say that we think something in the present or future is possible but we’re not sure. 

I might see you tomorrow if you’re in the office.
There may be another issue that we don’t know about.
This illness could be prevented.

They all have the same meaning, but may is more formal than might and could.

Adding well after the modal makes the situation sound more likely.

I’ll try the pharmacy, but it might well be closed now.
She may well have to rethink her plan.
That could well be true.

The negative forms are may not and might not (or mightn’t).

We may not need waterproof jackets, but I’ll pack them anyway.
Safi might not come today as he has his driving test.

Couldn’t is different from may not and might not. It means something is impossible.

General possibility

can

Note that can is not used to talk about possibility in relation to a specific event or situation. 

Azi can may/might/could be in the garden.

Instead, can shows that something sometimes happens or is capable of happening.

Noisy neighbours can be a problem if you’re living in a flat.
It can be very cold here in winter.

Participle clauses

Do you know how to use participle clauses to say information in a more economical way? 

Look at these examples to see how participle clauses are used.

Looked after carefully, these boots will last for many years.
Not wanting to hurt his feelings, I avoided the question. 
Having lived through difficult times together, they were very close friends.

Grammar explanation

Participle clauses enable us to say information in a more economical way. They are formed using present participles (going, reading, seeing, walking, etc.), past participles (gone, read, seen, walked, etc.) or perfect participles (having gone, having read, having seen, having walked, etc.). 

We can use participle clauses when the participle and the verb in the main clause have the same subject. For example,

Waiting for Ellie, I made some tea. (While I was waiting for Ellie, I made some tea.)

Participle clauses do not have a specific tense. The tense is indicated by the verb in the main clause. 

Participle clauses are mainly used in written texts, particularly in a literary, academic or journalistic style. 

Present participle clauses

Here are some common ways we use present participle clauses. Note that present participles have a similar meaning to active verbs. 

  • To give the result of an action
    The bomb exploded, destroying the building.
  • To give the reason for an action
    Knowing she loved reading, Richard bought her a book.
  • To talk about an action that happened at the same time as another action
    Standing in the queue, I realised I didn’t have any money.
  • To add information about the subject of the main clause
    Starting in the new year, the new policy bans cars in the city centre.

Past participle clauses

Here are some common ways that we use past participle clauses. Note that past participles normally have a passive meaning.

  • With a similar meaning to an if condition
    Used in this way, participles can make your writing more concise. (If you use participles in this way, … )
  • To give the reason for an action
    Worried by the news, she called the hospital.
  • To add information about the subject of the main clause
    Filled with pride, he walked towards the stage.

Perfect participle clauses

Perfect participle clauses show that the action they describe was finished before the action in the main clause. Perfect participles can be structured to make an active or passive meaning.

Having got dressed, he slowly went downstairs.
Having finished their training, they will be fully qualified doctors.
Having been made redundant, she started looking for a new job.

Participle clauses after conjunctions and prepositions

It is also common for participle clauses, especially with -ing, to follow conjunctions and prepositions such as before, after, instead of, on, since, when, while and in spite of.

Before cooking, you should wash your hands. 
Instead of complaining about it, they should try doing something positive.
On arriving at the hotel, he went to get changed.
While packing her things, she thought about the last two years.
In spite of having read the instructions twice, I still couldn’t understand how to use it.

Patterns with reporting verbs

Do you know how to use reporting verbs in a sentence?

Look at these examples to see how we use reporting verbs.

Harper reminds us that human rights are the priority.
Smith suggests introducing small changes at first.
Brown warns governments not to ignore ordinary people.

Grammar explanation

When we tell someone what another person said, we often use the reporting verbs say, tell and ask. However, we can also use other verbs to more accurately report what the speaker has said. 

Each reporting verb requires a different pattern after it, and more than one pattern is possible after some verbs.

Verb + infinitive

When some verbs are immediately followed by another verb, the second verb is in infinitive form.

They refuse to accept responsibility for the accident.
He promised not to share our personal information.

Verbs in this group include agree, claim, demand, offer, promise, refuse and threaten.

Verb + object + infinitive

Some verbs that are followed by the infinitive need an object between the reporting verb and the infinitive. 

The judge ordered the police to release the individual immediately.
Ferguson warns governments not to delay any further.

Verbs in this group include advise, ask, encourage, invite, order, remind, tell, urge and warn.

Verb + -ing 

When certain verbs are immediately followed by another verb, the second verb has to be in -ing form. 

She recommends waiting for the refund.
Computer scientists admit not knowing where the faulty data came from.

Verbs in this group include admit, deny, mention, recommend and suggest. 

Verb + preposition + -ing 

Note that when verbs with dependent prepositions are followed by another verb, we always use the -ing form. 

Employees complain about receiving important information too late.
Two organisations apologised for not being present.

Verbs in this group include apologise for, complain about, confess to, insist on and object to. 

This structure is also used with warn when it is followed by the preposition against, and admit when it is followed by the preposition to.

Novak warns against moving too fast.
They’ll never admit to not knowing the answer.

Verb + object + preposition + -ing

Some verbs that are followed by the -ing form need an object between the reporting verb and the preposition.

O’Reilly accused the government of lying about the issue.
Parents blame schools for not doing enough to tackle bullying.

Verbs in this group include accuse (someone of), blame (someone for), and congratulate (someone on).

Verb + that + subjunctive

Some reporting verbs can also be followed by that + the base form of the verb. The verb in this part of the sentence is in the subjunctive and has no tense.

We suggest that she read the documents carefully before signing.
Steiner demanded that the government investigate the issue.

Reporting verbs can be followed by the subjunctive when they express something that is wanted. These verbs include advise, ask, command, demand, insist, order, propose, recommend, request, suggest and urge.

Verb + that + indicative

When reporting verbs do not relate to a desire, they can be followed by a that clause in a variety of tenses, and the subjunctive is not necessary.

Customers complained that they had not been kept informed.
Experts admit that it will take a long time to develop a solution.
Sengupta agrees that we need a better system.

Verbs in this group include admit, advise, agree, claim, complain, decide, deny, explain, insist, promise, recommend and say.

Verb + object + that clause

With verbs like assure, persuade, remind, tell and warn, we put the object after the reporting verb and before the that clause.

She assured us that they would fully investigate the situation.
Gairola warned ministers that the situation was critical.

Possession and noun modifiers

Do you know how to use noun modifiers or different possessive forms?

Look at these examples to see how we use possessives and noun modifiers.

an office chair
today’s busy world
the corner of the room

Grammar explanation

Possession with ‘s

We use apostrophes to show that something belongs to a person or an animal. We use ‘s for singular nouns and ‘ for plural nouns ending in s.

Nelson Mandela’s words 
the dogs’ blankets 
people’s busy working days

We don’t usually use ‘s with things. We either use of or a noun modifier.

The door of the house (NOT the house’s door)
The door handle (NOT the door’s handle)

However, we can use ‘s with things:

  • when we’re talking about a place or group made up of people

different countries’ lifestyles
our school’s cafeteria
the government’s new policies

  • with some time expressions

in today’s busy world
last week’s meeting
a day’s journey

  • with the word ‘life’.

life’s stresses and pressures
life’s daily challenges
life’s little pleasures

Possession with of

For things, ideas, etc. we usually use of between two nouns to show possession. 

in different parts of the world
the lifestyles of other cultures
the demands of daily life

We normally use of to talk about position or to say which part of something we are referring to. This is true with phrases such as the beginning of, the end of, the top of, the side of, etc. 

the middle of winter
the front of the house

‘s or of?

Sometimes, both ‘s and of are possible.

others’ work and achievements
the work and achievements of others

In these cases, it is a matter of the writer’s or speaker’s preference in that particular context. 

Noun modifiers

We often use two nouns together, using the first noun as an adjective. The first noun is called a noun modifier. We do NOT use a possessive form for them. The first noun and second noun sometimes become one word.

a film night (NOT a film’s night)
the winter months (NOT the winter’s months)
a city bus (NOT a city’s bus)
an earring (NOT an ear’s ring or an ear ring)

We can use noun modifiers to show what something is made of.

a stone bridge
silver earrings

Or they can show that one thing is a part of something else.

the car door
the chair leg

Sometimes we find more than two nouns together.

London interior designers
a home office chair

Measurements, ages and values can also be used as noun modifiers.

a ten-minute break
a four-hundred-year-old tree
a ten-pound note
a fifty-kilometre journey

Note that the words expressing units here are singular, not plural.

Unreal time

Do you know how to talk about unreal situations by shifting the verb form backwards?

Look at these examples to see how we use different tenses to talk about unreal time.

If only there was something I could do to help.
It’s high time we stopped using plastic bags.
I’d rather you didn’t mention this to Sam for now.

Grammar explanation

Imagined, wished for or unlikely situations are considered ‘unreal’ time. When we are talking about these situations, we often shift the verb form backwards. For example, the present changes to the past, and the past changes to the past perfect. The tense change suggests a distance from reality.

Wish and if only

We use wish and if only to talk about things that we would like to be different in either the present or the past. If only is usually a bit stronger than wish. 

The present

We can use wish/if only + a past form to talk about a present situation we would like to be different. 

I wish I knew more people my own age.
If only drivers paid more attention to cyclists.

Would is used when the speaker wants someone or something else to change. It often expresses annoyance.

I wish people wouldn’t eat noisily at the cinema.

The past

We can use wish/if only + a past perfect form to talk about something we would like to change about the past. 

I wish I hadn’t stayed out so late last night. I’m really tired today.
If only we’d known this company was going to close, we wouldn’t have recommended them. 

The future

Note that we don’t use wish to talk about our wishes for a future event.

I wish you pass the exam.

This is not talking about an unreal time; it’s a wish for the future. We usually use I hope to express wishes for the future.

I hope you pass the exam.

It’s (high) time

We can use the expression it’s (high) time + subject + past verb form to say it is time to do something now that should have been done a long time ago.

It’s high time we went to bed.
It’s time we took responsibility for our planet. 

As if/as though

We can use as if and as though to talk about how a situation appears or seems. As if is more common than as though.

Some people behave as if their actions had no consequences.
It was as though she hadn’t heard me. 

When we follow as if/as though with an unreal tense, we are saying we don’t think the statement is really true. 

Would rather

Would rather is used to express preference about actions.

I’d rather buy less, but better quality.

When the subjects of the two clauses are different, we often use unreal tenses.

They would rather we didn’t wait too long before letting them know our decision.
I’d rather you didn’t eat dinner on the new sofa.

Word order in phrasal verbs

Do you know how to put words in the right order when using phrasal verbs?

Look at these examples to see how we order words in phrasal verbs.

Every morning I write down all the things I need to do.
I came down with a fever but I’ve got over it now.
She brought two issues up at the meeting.

Grammar explanation

Phrasal verbs are made of a verb plus one or two particles.

My cat wakes me up every morning.
The noise is terrible. I can’t put up with it any longer.

The particles modify the meaning of the verb, sometimes just slightly (e.g. wake up is very similar in meaning to wake), but sometimes more greatly.

I brought my children. (bring = transport to the place where you are)
I brought my children up. (bring up = educate or raise)

I can’t tell Tim and his brother. (tell = say something to)
I can’t tell Tim and his brother apart. (tell apart = be able to differentiate between two things/people)

In terms of word order, there are two types of phrasal verbs: separable and inseparable. 

Separable phrasal verbs

Separable phrasal verbs are transitive (= they take a direct object). The object is underlined below. You can put the object between the verb and particle, separating them:

She took the rubbish out.

Or you can keep the verb and particle together, and put the object after the particle:

She took out the rubbish.

Both ways have the same meaning. However, when the object is a pronoun (e.g. me, you, it), only the separated form can be used. The pronoun must go between the verb and particle.

She took it out.
She took out it.

Even though the separated and unseparated forms are both grammatically correct (except when pronouns are used), in certain contexts, one form or the other may be preferred.

Separation is preferred in spoken English if the speaker stresses the particle with their voice.

Take that rubbish OUT! 
(Take OUT that rubbish! is also possible, but less preferred.)

Don’t turn the volume UP, turn it DOWN!
(Don’t turn UP the volume is also possible, but less preferred.)

On the other hand, keeping the verb and particle together is preferred if the object is long (e.g. more than four or five words) or structurally complex. 

It’s my job to sort out any kind of problem occurring in our company’s computer systems.
She took out all the rubbish from the party.

(The separated versions, e.g. It’s my job to sort any kind of problem occurring in our company’s computer systems out, are also possible, but less preferred.)

Non-separable phrasal verbs

Some phrasal verbs cannot be separated at all. For some verbs, this is because they are intransitive (= they cannot take a direct object).

My job isn’t very well paid but it gives me enough to get by.
I grew up in London.

Other non-separable phrasal verbs can take an object. If they have a preposition as a particle, the phrasal verb is always non-separable because the object must follow the preposition.

I came up with a great idea.
I came up a great idea with.

This is also true when using a pronoun.

I’ve got a great idea! I came up with it just now.
I’ve got a great idea! I came up it with just now.

However, the direct object may appear earlier in the sentence.

I want to tell you about a great idea that I came up with.
You’re a great role model for your younger brother. He’s lucky to have you to look up to.