Evolve Digital Level 6A

Grammar summaries
Unit 1 Lesson 1: Commenting adverbs with future forms............................................2

Unit 1 Lesson 2: Future perfect and future continuous...............................................4

Unit 2 Lesson 1: Uses of "will".....................................................................................6

Unit 2 Lesson 2: Uses of "would"................................................................................8

Unit 3 Lesson 1: Variations on past unreal conditionals..............................................9

Unit 3 Lesson 2: Commenting on the past................................................................11

Unit 4 Lesson 1: Quantifiers and prepositions in relative clauses.............................13

Unit 4 Lesson 2: Noun clauses with question words.................................................15

Unit 5 Lesson 1: Participle phrases in initial position................................................17

Unit 5 Lesson 2: Reduced relative clauses...............................................................19

Unit 6 Lesson 1: Clefts..............................................................................................21

Unit 6 Lesson 2: Question words with "-ever"...........................................................23

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Unit 1 Lesson 1: Commenting adverbs with future forms

 Commenting adverbs are used to express the speaker's opinion. They

express the speaker's attitude about the likelihood or desirability of an event.

Example:

"I'll presumably try different foods to judge how they taste."

 Commenting adverbs generally go after will in affirmative sentences, but

before negative words (not, never) and negative contractions (won't).

Examples:

"I imagine the chief taster will ultimately decide the exact recipes the company uses."

"I certainly won't need any training for that!"

 Some commenting adverbs, like certainly and unquestionably, can also go

at the beginning of a sentence, separate from the verb phrase.

Examples:

"Certainly, I won't need any training for that!"

"Unquestionably, this will be the most exciting development in the field of robotics
this year!"

 Commenting adverbs generally go after the verb be in future expressions like

be going to, be bound to, and be about to, but before negative words (not,
never) and negative contractions (isn't, aren't).

Examples:

"This is inevitably going to cause problems."

"They're clearly not going to hire Dave as a chief taster."

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  Use be plus commenting adverb plus going to plus verb when the action is
planned or intended.
 Use be plus commenting adverb plus bound to plus verb when the action
cannot be avoided.
 Use be plus commenting adverb plus about to plus verb when the action will
happen very soon.

Examples:

"They're undoubtedly going to ask about your previous experience."

"They're definitely bound to ask why you're interested in the job."

"Dave is certainly about to find out why it's important to read the job advert carefully!"

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Unit 1 Lesson 2: Future perfect and future continuous

Future perfect

 To form the future perfect, use will have and the past participle of the main
verb.
 Use the future perfect to talk about actions that will be completed before a
given time in the future.

Examples:

"I will have finished all my work by Friday afternoon."

"I probably won't have answered all these emails."

"Will you have written your report before you leave?"

Future continuous

 To form the future continuous, use will be and a verb in the -ing form.
 Use the future continuous to talk about actions that will be, or are planned to
be, in progress at a given time in the future.

Examples:

"Next week, I will be lying on a beach in sunny Jamaica."

"In a few days, I won't be worrying about all these emails."

"How will you be traveling there?"

 With the future perfect and future continuous, it is common to use time
expressions with by (meaning no later than), and in.

Examples:

"By Friday night, I will have bought everything I need and packed my bags."

"It'll be raining by the time we get there."

"In a few hours' time, he won't be worrying about a thing."

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"In two months' time, I'll be working as a qualified doctor."

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Unit 2 Lesson 1: Uses of "will"

 Use will to make predictions, assumptions, or deductions.

Examples:

"He'll stop to ask Mike for last week's report."

"He'll have finished the report by now."

"He'll be working this afternoon."

 Use will to describe typical behavior or things that are generally true.

Example:

"She'll always show everyone pictures of her weekend."

 Use will to criticize annoying habits or characteristics. Do not contract will in

this case. In speaking, will is stressed.

Example:

"He will insist on everyone listening."

 Use will to express decisions about the future made at the point of speaking.

Example:

"I'll have a latte today."

 Use will to agree, and to make offers and promises.

Example:

"I'll get the coffee."

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  Use will plus have plus past participle when talking about something you
assume has already happened.

Example:

"He hates to be late, so I'm sure he'll have left the office by now."

 Use will and the base form of the verb when predicting about something that
will happen in the future or when describing habitual behavior. Do not
use to after will.

Example:

"He hates to be late, so I'm sure he'll leave the office at the usual time."

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Unit 2 Lesson 2: Uses of "would"

 Use would to describe past habits and typical behavior.

Example:

"I would go to the zoo every weekend."

 Use would in conditional sentences, to express hypotheticals.

Example:

"If you wanted everyone to see your art, where would you put it?"

 Use would to express opinions politely.

Example:

"I'd say that was a good thing!"

 Use would to express willingness or unwillingness.

Example:

"The university wouldn't approve of a professor doing street art."

 Use would to make polite requests.

Example:

"Would you mind telling us how all this started?"

 Use would to report statements and questions with will.

Example:

"Another artist warned me that security cameras would catch me sooner or later."

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Unit 3 Lesson 1: Variations on past unreal conditionals

 Past unreal conditionals describe imaginary or hypothetical situations in the

past and their results. Remember that a conditional sentence has two
clauses: the if clause (which introduces the condition) and the main clause
(which introduces the result). The if clause can come first or last in a
sentence.

Examples:

"If I'd known you were working down here, I'd have made you something to eat."

"I'd have made you something to eat if I'd known you were working down here."

 You can use different combinations of tenses and verb forms to talk about
past unreal situations and their results. Remember that continuous forms
express actions in progress, in both the if clause and the main clause.
 To express a situation where both the unreal condition and the imagined
result are in the past, use the past perfect (had plus past participle) or the
past perfect continuous (had been plus the -ing form) in the if clause.
Use would/might/could with have plus past participle in the main clause.
You can also use the continuous form: would/might/could with have been
plus the -ing form.

Examples:

"If Mary Anderson hadn't noticed them clearing their windscreens, she might never
have had the idea."

"If it hadn't been snowing that day, the drivers wouldn't have been clearing their
windscreens."

 To express a situation where the unreal condition is in the past, but the
imagined result is in the present, use the past perfect (had plus past
participle) or the past perfect continuous (had been plus the -ing form) in the
if clause. Use would/might/could plus the base form of the verb in the main

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 clause to describe states, or would/might/could with be plus the -ing form to
describe actions in progress at the present time.

Examples:

"If you'd watched the documentary, you'd know what I mean."

"If he hadn't watched TV, we wouldn't be walking round with mobiles today."

"If he hadn't been working for a company, he would be rich today."

"If I'd been doing chores all morning, I wouldn't be finishing my invention now."

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Unit 3 Lesson 2: Commenting on the past

 Use the modal verbs could, may, and might plus a perfect form to discuss an
alternative scenario to a past action or situation.

Examples:

"She could have been trying to be polite."

"She may not have realized it was me."

"Do you think she might have found it funny?"

 Use should plus a perfect form to criticize a past action or lack of action.

Examples:

"You should have asked her first if she wanted food."

"You shouldn't have been holding a drink when you told that story."

 Remember to use perfect forms after may/might/could/should when

commenting on the past. For a completed action, use modal plus have and
the past participle of the main verb.

Example:

"You shouldn't have asked her to dance."

 For an action in progress, use modal plus have been and the -ing form of the
main verb.

Example:

"You shouldn't have been holding a drink when you told that story."

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  For passive voice, use modal plus have been and the past participle of the
main verb.

Example:

"She could have been offended by it."

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Unit 4 Lesson 1: Quantifiers and prepositions in relative clauses

Quantifiers in relative clauses

 You can use quantifiers such as all of, each of, most of, much of, many of,
none of, and some of to make a relative clause more specific.
 The quantifier goes at the beginning of the clause, before the relative
pronoun.
 Use which for things and whom for people. Do not use the relative pronoun
that with quantifiers.

Examples:

"The photographs, most of which were taken by amateurs, offer a unique view of the
world."

"Patterns are a favorite subject of many photographers, some of whom prefer man-
made scenes."

 Use the quantifier all with a plural verb to talk about the complete number or
amount or the whole of something.
The quantifier both refers to two people or things and is used with a plural
verb.
Each means every individual item in a group and is used with a singular verb.
Most means the majority.
Use many with count nouns and much with non-count nouns to refer to a
large amount.
None means not one; no amount.
Some implies a limited, unspecified quantity and is used in affirmative
sentences.

Examples:

"The photo that gave the exhibition its title shows a flock of flamingos, all of which
flew in right under the photographer's nose!"

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"The button is connected to two cameras, both of which are attached to the hang
glider."

"The three photos, each of which shows an interesting farming technique, were
taken by the same photographer."

"She travels to different regions, many of which are quite remote."

"These photographs were taken over land, much of which is farmland."

"I have three cousins, none of whom I've met."

Prepositions in relative clauses

 In speech and in most written registers, prepositions come at the end of a

relative clause, after the verb.
 In very formal or academic writing, the preposition is often put before the
relative pronoun.

Examples:

"The patterns show the techniques which farmers around the world depend on."

"The patterns show the techniques on which farmers around the world depend."

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Unit 4 Lesson 2: Noun clauses with question words

 Question words can replace general nouns in noun clauses. For example,
what can be used for the thing/things, who for the person/people, how for the
way, where for the place/location/the point in a process or story, and why for
the reason.

Example:

"What we have here is a tiny house."

 Noun clauses can be the subject of the sentence.

Example:

"Why you like this place is a mystery to me!"

 Noun clauses can also be the object or complement of a verb.

Examples:

"I love how everything fits together."

"This is where you eat."

 Noun clauses can also follow a preposition.

Example:

"Think of how much we would save!"

 Noun clauses with question words use statement word order. They are not
questions. Don't add the auxiliary verbs do or did in noun clauses with
question words.

Example:

Incorrect: "We should reconsider where do we want to live."

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Correct: "We should reconsider where we want to live."

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Unit 5 Lesson 1: Participle phrases in initial position

 Participle phrases at the beginning of a sentence add extra information about

the main action or the subject of the sentence. They are often used to avoid
repetition and to shorten complex sentences. They sound formal and are
more common in writing than in speech.

Examples:

"Held captive by an evil dragon, the princess was forced to work long hours and was
robbed of all pleasure."

"Ignoring her cries, the dragon left the poor princess all alone."

 Participle phrases can start with a present or a past participle. The present
participle is the -ing form of the verb. The past participle of regular verbs ends
in -ed.
 Begin with a present participle to describe an action in progress at the same
time as the action in the main clause.

Example:

"Moving to the window, the princess searched for any sign of rescue."

 A past participle phrase is used to describe the subject of the sentence.

Example:

"Dressed in her darkest clothes, she looked like a shadow in the night."

 Use having plus a past participle to describe an action that happened before
the action in the main clause.

Example:

"Having defeated the dragon, the princess returned to the tower."

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  If the sentence is negative, use not before the participle.

Example:

"Not having her notebook, Mattie couldn't complete the assignment."

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Unit 5 Lesson 2: Reduced relative clauses

 A relative clause contains a relative pronoun (who, which, that) and a verb
phrase. When the verb phrase starts with be and there is no subject pronoun,
the relative clause can be reduced by dropping the relative pronoun (who,
which, that) and be.

Examples:

Relative clause: "This is a typical example of residences that were built here in the
late 19th century."

Reduced relative clause: "This is a typical example of residences built here in the
late 19th century."

 Relative pronoun plus be plus verb plus -ing

Example:

"Family members (who were) preparing for their day would enjoy the morning sun
and the view of the gardens."

 Relative pronoun plus be plus past participle

Example:

"This magnificent staircase, (which is) made of marble and oak, leads up to the
bedrooms."

 Relative pronoun plus be plus adjective

Example:

"These mansions, (which were) empty for most of the year, played host to fabulous
parties during the summer."

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  Relative pronoun plus be plus prepositional phrase

Example:

"The table (which is) in the center of the room is set for a dinner party."

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Unit 6 Lesson 1: Clefts

 We use cleft sentences for emphasis. The cleft is an introductory clause that
focuses attention on particularly interesting, relevant, or surprising
information.

Example:

"What I love most about travel is meeting the people."

Clefts can be formed in several different ways.

 You can form a cleft with What plus subject plus verb phrase plus be.

Example:

"What I want to do while we're flying is make a list of restaurants to try."

 You can form a cleft with The thing (that)... / The reason (why)... / The
person (who)... / The place (where)... plus subject plus verb phrase plus be.

Examples:

"The thing I'm really looking forward to is meeting our hosts."

"The reason why I loved Bogotá was the architecture."

 You can form a cleft with It plus be plus noun or adverb phrase plus that,
who, where or when.

Examples:

"It was my Spanish teacher who recommended it."

"It wasn't until we got to the airport that we realized we'd made a mistake!"

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  In some clefts which start with What and expressions like The thing (that)…,
there is no subject after What or The thing (that).

Examples:

"What impressed me most was the architecture."

"The thing that surprised us was the weather."

 Don't use it between the cleft and the verb be.

Example:

Incorrect: "What I love most about my office it is the location."

Correct: "What I love most about my office is the location."

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Unit 6 Lesson 2: Question words with "-ever"

 Adding the suffix -ever to the question words who, where, what, which,
how, and when indicates that the exact person (whoever), place (wherever),
thing (whatever, whichever), manner (however), or time (whenever) doesn't
matter.

Examples:

"Would you like the fish or the steak? Whichever you choose will be delicious."

"I'll do whatever you want."

 Question words with the suffix -ever can be used to show that nothing will
change the result.

Example:

"However you choose to look at it, this is weird."

 Question words with the suffix -ever can be used to show that the other
person is free to choose.

Example:

"Sit wherever you'd like."

 Question words with the suffix -ever can be used to indicate that the details
are uncertain or unimportant.

Example:

"Whoever wrote this ad needs a good proofreader."

 Question words with the suffix -ever can be used to show that you don't mind,
don't care, or have no opinion.

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Example:

"Whenever you're ready, I'll take your order."

 Although question words with -ever can be found in questions, they are not
used to form questions.

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