# migrations

dir: embeddings_queue
filename: 00001-embeddings.sqlite.sql
hash: d3755dfd232be8e8301f4d7fcfb3a486
sql:
CREATE TABLE embeddings_queue (
    seq_id INTEGER PRIMARY KEY,
    created_at TIMESTAMP NOT NULL DEFAULT CURRENT_TIMESTAMP,
    operation INTEGER NOT NULL,
    topic TEXT NOT NULL,
    id TEXT NOT NULL,
    vector BLOB,
    encoding TEXT,
    metadata TEXT
);


dir: sysdb
filename: 00001-collections.sqlite.sql
hash: 38352d725ad1c16074fac420b22b4633
sql:
CREATE TABLE collections (
    id TEXT PRIMARY KEY,
    name TEXT NOT NULL,
    topic TEXT NOT NULL,
    UNIQUE (name)
);

CREATE TABLE collection_metadata (
    collection_id TEXT REFERENCES collections(id) ON DELETE CASCADE,
    key TEXT NOT NULL,
    str_value TEXT,
    int_value INTEGER,
    float_value REAL,
    PRIMARY KEY (collection_id, key)
);


dir: sysdb
filename: 00002-segments.sqlite.sql
hash: 2913cb6a503055a95f625448037e8912
sql:
CREATE TABLE segments (
    id TEXT PRIMARY KEY,
    type TEXT NOT NULL,
    scope TEXT NOT NULL,
    topic TEXT,
    collection TEXT REFERENCES collection(id)
);

CREATE TABLE segment_metadata (
    segment_id TEXT  REFERENCES segments(id) ON DELETE CASCADE,
    key TEXT NOT NULL,
    str_value TEXT,
    int_value INTEGER,
    float_value REAL,
    PRIMARY KEY (segment_id, key)
);


dir: sysdb
filename: 00004-tenants-databases.sqlite.sql
hash: 048867ce8fcdefe4023c7110e4433591
sql:
CREATE TABLE IF NOT EXISTS tenants (
    id TEXT PRIMARY KEY,
    UNIQUE (id)
);

CREATE TABLE IF NOT EXISTS databases (
    id TEXT PRIMARY KEY, -- unique globally
    name TEXT NOT NULL, -- unique per tenant
    tenant_id TEXT NOT NULL REFERENCES tenants(id) ON DELETE CASCADE,
    UNIQUE (tenant_id, name) -- Ensure that a tenant has only one database with a given name
);

CREATE TABLE IF NOT EXISTS collections_tmp (
    id TEXT PRIMARY KEY, -- unique globally
    name TEXT NOT NULL, -- unique per database
    topic TEXT NOT NULL,
    dimension INTEGER,
    database_id TEXT NOT NULL REFERENCES databases(id) ON DELETE CASCADE,
    UNIQUE (name, database_id)
);

-- Create default tenant and database
INSERT OR REPLACE INTO tenants (id) VALUES ('default_tenant'); -- The default tenant id is 'default_tenant' others are UUIDs
INSERT OR REPLACE INTO databases (id, name, tenant_id) VALUES ('00000000-0000-0000-0000-000000000000', 'default_database', 'default_tenant');

INSERT OR REPLACE INTO collections_tmp (id, name, topic, dimension, database_id)
    SELECT id, name, topic, dimension, '00000000-0000-0000-0000-000000000000' FROM collections;
DROP TABLE collections;
ALTER TABLE collections_tmp RENAME TO collections;


dir: metadb
filename: 00001-embedding-metadata.sqlite.sql
hash: 2b4cf52c4bb2676e21d6860a4409f856
sql:
CREATE TABLE embeddings (
    id INTEGER PRIMARY KEY,
    segment_id TEXT NOT NULL,
    embedding_id TEXT NOT NULL,
    seq_id BLOB NOT NULL,
    created_at TIMESTAMP NOT NULL DEFAULT CURRENT_TIMESTAMP,
    UNIQUE (segment_id, embedding_id)
);

CREATE TABLE embedding_metadata (
    id INTEGER REFERENCES embeddings(id),
    key TEXT NOT NULL,
    string_value TEXT,
    int_value INTEGER,
    float_value REAL,
    PRIMARY KEY (id, key)
);

CREATE TABLE max_seq_id (
    segment_id TEXT PRIMARY KEY,
    seq_id BLOB NOT NULL
);

CREATE VIRTUAL TABLE embedding_fulltext USING fts5(id, string_value);


dir: metadb
filename: 00002-embedding-metadata.sqlite.sql
hash: 12a570f7121b3a8ce750a2a7c36da20f
sql:
-- SQLite does not support adding check with alter table, as a result, adding a check
-- involve creating a new table and copying the data over. It is over kill with adding
-- a boolean type column. The application write to the table needs to ensure the data
-- integrity.
ALTER TABLE embedding_metadata ADD COLUMN bool_value INTEGER


dir: metadb
filename: 00003-full-text-tokenize.sqlite.sql
hash: f97ad6334aeaa8f419f01110b648b97a
sql:
CREATE VIRTUAL TABLE embedding_fulltext_search USING fts5(string_value, tokenize='trigram');
INSERT INTO embedding_fulltext_search (rowid, string_value) SELECT rowid, string_value FROM embedding_metadata;
DROP TABLE embedding_fulltext;


# embeddings_queue

created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f04c548a-87df-4eb4-9bd4-b2804f21e6e3
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "White Paper\nIntroduction to Cloud Computing Introduction to Cloud Computing\n2\nWhite Paper\nExecutive Summary\nA common understanding of \u201ccloud computing\u201d is continuously evolving, and the terminology and concepts used to define it often \nneed clarifying. Press coverage can be vague or may not fully capture the extent of what cloud computing entails or represents, \nsometimes reporting how companies are making their solutions available in the \u201ccloud\u201d or how \u201ccloud computing\u201d is the way"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aac4429d-1132-4450-bac3-2fee020e0b85
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "forward, but not examining the characteristics, models, and services involved in understanding what cloud computing is and what \nit can become.\nThis white paper introduces internet-based cloud computing, exploring the characteristics, service models, and deployment models \nin use today, as well as the benefits and challenges associated with cloud computing. Also discussed are the communications"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: afd2219a-3215-4a2d-b0aa-8dfde6dbb5b6
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "services in the cloud (including ways to access the cloud, such as web APIs and media control interfaces) and the importance of \nscalability and flexibility in a cloud-based environment. \nAlso noted for businesses desiring to start using communication services, are the interface choices available, including Web 2.0 \nAPIs, media control interfaces, Java interfaces, and XML based interfaces, catering to a wide range of application and service \ncreation developers. Introduction to Cloud Computing"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 63148504-bf9f-4025-8e52-a7afe4a2a396
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "3\nWhite Paper\nTable of Contents\nIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4\nCloud Computing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dbb5e148-584c-4205-8468-a8a252b9b840
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4\nService Models  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5\nDeployment Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: add26fca-4ec9-4559-87ad-69a0552d1ffe
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Benefits  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6\nChallenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6\nCommunications in the Cloud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9572d14e-3d6b-4a59-be26-dd954191dd86
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Using the Communications Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7\nAccessing through Web APIs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7\nMedia Server Control Interfaces  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4e293737-3ae7-426a-9937-6738a27aaaaa
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Communications Scalability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8\nGetting Started with Communications Services  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Introduction to Cloud Computing\n4\nWhite Paper\nIntroduction"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7e12e360-bbc9-4865-959a-6bb5e9119ebf
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "4\nWhite Paper\nIntroduction\nThis white paper is an introduction to the terms, characteristics, and services associated with internet-based computing, commonly referred to as \ncloud computing  . Characteristics, such as infrastructure, provisioning, network access, and managed metering are presented  . \nThe primary business service models being deployed (such as software, platform, and infrastructure as a service) and common deployment"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8de415d3-aa03-4912-be18-1930d7652030
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "models employed by service providers and users to use and maintain the cloud services (such as the private, public, community, and hybrid \nclouds) are discussed  . \nAlso introduced are the benefits and challenges associated with cloud computing, and for those seeking to use communications services in the \ncloud, briefly presented are different ways of determining the interfaces needed to use these communications services  .\nCloud Computing"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 66c24d16-866f-4c0e-bfc8-04fa3cfb1581
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Cloud Computing\nThe term \u201ccloud\u201d, as used in this white paper, appears to have its origins in network diagrams that represented the internet, or various parts of \nit, as schematic clouds  . \u201cCloud computing\u201d was coined for what happens when applications and services are moved into the internet \u201ccloud  .\u201d \nCloud computing is not something that suddenly appeared overnight; in some form, it may trace back to a time when computer systems remotely"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6344cd85-f193-40e7-95c1-502f79c27b8d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "time-shared computing resources and applications  . More currently though, cloud computing refers to the many different types of services and \napplications being delivered in the internet cloud, and the fact that, in many cases, the devices used to access these services and applications \ndo not require any special applications  . \nMany companies are delivering services from the cloud  . Some notable examples include the following:"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7dd04ce9-8ac0-4b89-b50e-af11252860f7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Google \u2014 Has a private cloud that it uses for delivering Google Docs and many other services to its users, including email access, document \napplications, text translations, maps, web analytics, and much more . \n\u2022  Microsoft \u2014 Has Microsoft\n\u00ae Office 365\u00ae online service that allows for content and business intelligence tools to be moved into the cloud, and \nMicrosoft currently makes its office applications available in a cloud ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 37cf4812-0383-445c-a7e7-daa3c7102e56
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Salesforce.com \u2014 Runs its application set for its customers in a cloud, and its Force .com and Vmforce .com products provide developers with \nplatforms to build customized cloud services .\nBut, what is cloud computing? The following sections note cloud and cloud computing characteristics, services models, deployment models, \nbenefits, and challenges .\nCharacteristics\nCloud computing has a variety of characteristics, with the main ones being:"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a557948b-95db-469a-8b53-1df8eb6634b9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Shared Infrastructure \u2014 Uses a virtualized software model, enabling the sharing of physical services, storage, and networking capabilities . The \ncloud infrastructure, regardless of deployment model, seeks to make the most of the available infrastructure across a number of users .\n\u2022  Dynamic Provisioning \u2014 Allows for the provision of services based on current demand requirements . This is done automatically using software"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 34f01822-7fc1-421c-8898-64136412a2f0
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "automation, enabling the expansion and contraction of service capability, as needed . This dynamic scaling needs to be done while maintaining \nhigh levels of reliability and security .\n\u2022  Network Access \u2014 Needs to be accessed across the internet from a broad range of devices such as PCs, laptops, and mobile devices, \nusing standards-based APIs (for example, ones based on HTTP) . Deployments of services in the cloud include everything from using business"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0d4a8735-f225-483a-b767-6360f09c9186
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "applications to the latest application on the newest smartphones . \n\u2022  Managed Metering \u2014 Uses metering for managing and optimizing the service and to provide reporting and billing information . In this way, \nconsumers are billed for services according to how much they have actually used during the billing period . \nIn short, cloud computing allows for the sharing and scalable deployment of services, as needed, from almost any location, and for which the"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c5f46676-46bd-4caf-b698-e286b8c629a6
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "customer can be billed based on actual usage  .  Introduction to Cloud Computing\n5\nWhite Paper\nService Models \nOnce a cloud is established, how its cloud computing services are deployed in terms of business models can differ depending on requirements  . \nThe primary service models being deployed (see Figure 1) are commonly known as:\n\u2022  Software as a Service (SaaS) \u2014 Consumers purchase the ability to access and use an application or service that is hosted in the cloud . A"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 359520bf-cd9a-4160-8a5a-e4fff92a53b9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "benchmark example of this is Salesforce .com, as discussed previously, where necessary information for the interaction between the consumer and \nthe service is hosted as part of the service in the cloud . \nAlso, Microsoft has made a significant investment in this area, and as part of the cloud computing option for Microsoft\n\u00ae Office 365, its Office suite \nis available as a subscription through its cloud-based Online Services  ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1908643f-0192-4e0e-ae12-04eed8d822d1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Platform as a Service (PaaS) \u2014 Consumers purchase access to the platforms, enabling them to deploy their own software and applications in \nthe cloud . The operating systems and network access are not managed by the consumer, and there might be constraints as to which applications \ncan be deployed . Examples include Amazon Web Services (AWS), Rackspace and Microsoft Azure ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3aa7ad66-d432-4969-aa5f-eaae8a80173d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Infrastructure as a Service (IaaS) \u2014 Consumers control and manage the systems in terms of the operating systems, applications, storage, and \nnetwork connectivity, but do not themselves control the cloud infrastructure .\nAlso known are the various subsets of these models that may be related to a particular industry or market  . Communications as a Service (CaaS) is"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 40dbb836-11d3-4069-9e4b-886821fef8b9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "one such subset model used to describe hosted IP telephony services  . Along with the move to CaaS is a shift to more IP-centric communications \nand more SIP trunking deployments  . With IP and SIP in place, it can be as easy to have the PBX in the cloud as it is to have it on the premise  . In \nthis context, CaaS could be seen as a subset of SaaS  .\nFigure 1. Service Model Types\nDeployment Models"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 74e4eb94-e00d-42e8-a52f-60ee870a8815
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Figure 1. Service Model Types\nDeployment Models\nDeploying cloud computing can differ depending on requirements, and the following four deployment models have been identified, each with \nspecific characteristics that support the needs of the services and users of the clouds in particular ways (see Figure 2)  .\n\u2022  Private Cloud \u2014 The cloud infrastructure has been deployed, and is maintained and operated for a specific organization . The operation may be"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 50434dd9-41df-4e0e-b628-29d371531a06
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "in-house or with a third party on the premises . \n\u2022  Community Cloud \u2014 The cloud infrastructure is shared among a number of organizations with similar interests and requirements . This may help \nlimit the capital expenditure costs for its establishment as the costs are shared among the organizations . The operation may be in-house or with \na third party on the premises ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8eda4a2a-c25f-466f-9db3-ff9f10bd1a14
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "a third party on the premises . \n\u2022  Public Cloud \u2014 The cloud infrastructure is available to the public on a commercial basis by a cloud service provider . This enables a consumer to \ndevelop and deploy a service in the cloud with very little financial outlay compared to the capital expenditure requirements normally associated \nwith other deployment options ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8303fa3f-5efe-4929-acf8-82cdeb81f7fd
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "with other deployment options . \n\u2022  Hybrid Cloud \u2014 The cloud infrastructure consists of a number of clouds of any type, but the clouds have the ability through their interfaces to \nallow data and/or applications to be moved from one cloud to another . This can be a combination of private and public clouds that support the \nrequirement to retain some data in an organization, and also the need to offer services in the cloud ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Enduser application is delivered as a service. Platform and infrastructure is abstracted, and \ncan deployed and managed with less effort.\nPhysical infrastructure is abstracted to provide computing, storage, and networking as a \nservice, avoiding the expense and need for dedicated systems.\nSoftware as a Service (SaaS)\nApplication platform onto which custom applications and services can be deployed. Can be \nbuilt and deployed more inexpensively, although services need to be supported and managed."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Platform as a Service (PaaS)\nInfrastructure as a Service (IaaS) Introduction to Cloud Computing\n6\nWhite Paper\nFigure 2. Public, Private, and Hybrid Cloud Deployment Example\nBenefits\nThe following are some of the possible benefits for those who offer cloud computing-based services and applications: \n\u2022  Cost Savings \u2014 Companies can reduce their capital expenditures and use operational expenditures for increasing their computing capabilities ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "This is a lower barrier to entry and also requires fewer in-house IT resources to provide system support .\n\u2022  Scalability/Flexibility \u2014 Companies can start with a small deployment and grow to a large deployment fairly rapidly, and then scale back if \nnecessary . Also, the flexibility of cloud computing allows companies to use extra resources at peak times, enabling them to satisfy consumer \ndemands ."}


created_at: 2026-04-01 12:38:50
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "demands . \n\u2022  Reliability \u2014 Services using multiple redundant sites can support business continuity and disaster recovery .\n\u2022  Maintenance \u2014 Cloud service providers do the system maintenance, and access is through APIs that do not require application installations onto \nPCs, thus further reducing maintenance requirements .\n\u2022  Mobile Accessible \u2014 Mobile workers have increased productivity due to systems accessible in an infrastructure available from anywhere .\nChallenges"}


created_at: 2026-04-01 12:38:50
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Challenges\nThe following are some of the notable challenges associated with cloud computing, and although some of these may cause a slowdown when \ndelivering more services in the cloud, most also can provide opportunities, if resolved with due care and attention in the planning stages  .\n\u2022  Security and Privacy \u2014 Perhaps two of the more \u201chot button\u201d issues surrounding cloud computing relate to storing and securing data, and"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "monitoring the use of the cloud by the service providers . These issues are generally attributed to slowing the deployment of cloud services . These \nchallenges can be addressed, for example, by storing the information internal to the organization, but allowing it to be used in the cloud . For \nthis to occur, though, the security mechanisms between organization and the cloud need to be robust and a Hybrid cloud could support such a \ndeployment ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "deployment . \n\u2022  Lack of Standards \u2014 Clouds have documented interfaces; however, no standards are associated with these, and thus it is unlikely that most \nclouds will be interoperable . The Open Grid Forum is developing an Open Cloud Computing Interface to resolve this issue and the Open Cloud \nConsortium is working on cloud computing standards and practices . The findings of these groups will need to mature, but it is not known whether"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "they will address the needs of the people deploying the services and the specific interfaces these services need . However, keeping up to date on \nthe latest standards as they evolve will allow them to be leveraged, if applicable . \n\u2022  Continuously Evolving \u2014 User requirements are continuously evolving, as are the requirements for interfaces, networking, and storage . This \nmeans that a \u201ccloud,\u201d especially a public one, does not remain static and is also continuously evolving ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Compliance Concerns \u2014 The Sarbanes-Oxley Act (SOX) in the US and Data Protection directives in the EU are just two among many compliance \nissues affecting cloud computing, based on the type of data and application for which the cloud is being used . The EU has a legislative backing \nfor data protection across all member states, but in the US data protection is different and can vary from state to state . As with security and privacy"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "mentioned previously, these typically result in Hybrid cloud deployment with one cloud storing the data internal to the organization . \nCommunications in the Cloud\nFor service developers, making services available in the cloud depends on the type of service and the device(s) being used to access it . The process \nmay be as simple as a user clicking on the required web page, or could involve an application using an API accessing the services in the cloud  . \nEnterprise\n Public internet"}


created_at: 2026-04-01 12:38:50
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Enterprise\n Public internet\nPrivate cloud in \nenterprise\nEnterprise 1\nClous services\nPublic cloud\nEnterprise 2\nHybrid Cloud - \nCombining Public Internet\na Private and Public Cloud Introduction to Cloud Computing\n7\nWhite Paper\nTelcos are starting to use clouds to release their own services and those developed by others, but using Telco infrastructure and data  . The \nexpectation is that the Telco\u2019s communications infrastructure provides a revenue generating opportunity  ."}


created_at: 2026-04-01 12:38:50
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Using the Communications Services\nWhen in the cloud, communications services can extend their capabilities, or stand alone as service offerings, or provide new interactivity \ncapabilities to current services  .\nCloud-based communications services enable businesses to embed communications capabilities into business applications, such as Enterprise \nResource Planning (ERP) and Customer Relationship Management (CRM) systems  . For \u201con the move\u201d business people, these can be accessed"}


created_at: 2026-04-01 12:38:50
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "through a smartphone, supporting increased productivity while away from the office  . \nThese services are over and above the support of service deployments of VoIP systems, collaboration systems, and conferencing systems for \nboth voice and video  . They can be accessed from any location and linked into current services to extend their capabilities, as well as stand alone \nas service offerings  ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "as service offerings  .\nIn terms of social networking, using cloud-based communications provides click-to-call capabilities from social networking sites, access to Instant \nMessaging systems and video communications, broadening the interlinking of people within the social circle  . \nAccessing through Web APIs\nAccessing communications capabilities in a cloud-based environment is achieved through APIs, primarily Web 2  .0 RESTful APIs, allowing"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "application development outside the cloud to take advantage of the communication infrastructure within it (see Figure 3)  .\nFigure 3. Web 2.0 Interfaces to the Cloud\nThese APIs open up a range of communications possibilities for cloud-based services, only limited by the media and signaling capabilities within \nthe cloud . Today\u2019s media services allow for communications and management of voice and video across a complex range of codecs and transport"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "types  . By using the Web APIs, these complexities can be simplified and the media can be delivered to the remote device more easily  . APIs also \nenable communication of other services, providing new opportunities and helping to drive Average Revenue per User (ARPU) and attachment \nrates, especially for Telcos  . \nMedia Server Control Interfaces\nWhen building communications capabilities into the \u201ccore of the cloud,\u201d where they will be accessed by another service, the Web 2  .0 APIs"}


created_at: 2026-04-01 12:38:50
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "can be used, as well as a combination of SIP or VoiceXML and the standard media controlling APIs such as MSML, MSCML, and JSR309  . The \ncombinations provide different capability sets, but with MediaCTRL being developed in the Internet Engineering Task Force (IETF), it is expected \nthat MediaCTRL will supersede MSML and MSCML and have an upsurge in availability and more developments after it is ratified  . JSR309 is a"}


created_at: 2026-04-01 12:38:50
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "notable choice for those seeking Java development, as it provides the Java interface to media control  .\nFigure 4 is an example of accessing services in the cloud through Web 2  .0 and media control interface APIs  .\nCloud-based service\nMedia and signaling \ncapabilities\nWeb 2.0 \ninterface\n Introduction to Cloud Computing\n8\nWhite Paper\nFigure 4. Accessing the Communications Capabilities from Within the Cloud"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Whether businesses are deploying communications services for access from outside of or within the cloud, the environment is one that supports \nthe speedy development and rollout of these capabilities  .\nCommunications Scalability\nTo deliver on the scalability requirements for cloud-based deployments, the communications software should be capable of running in virtual"}


created_at: 2026-04-01 12:38:50
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "environments  . This allows for easily increasing and decreasing session densities based on the needs at the time, while keeping the physical \nresource requirement on servers to a minimum  .\nGetting Started with Communications Services\nBusinesses desiring to use the communications capabilities of cloud-based services will stand to benefit by determining the right interfaces  ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Dialogic supports a broad range of interfaces, including RESTful APIs, media control interfaces, Java interfaces, and XML-based interfaces, \ncatering to a wide range of application and service creation developers  . These interfaces, available over media and signaling capabilities, support \nthe scalability needed in a cloud-based environment while still being easy to deploy and administer  .\nCloud-based service\nMedia and \nsignaling\nApplication \nserver\nWeb 2.0 \ninterface"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "signaling\nApplication \nserver\nWeb 2.0 \ninterface\nApplication server controls media server \nthrough media control APIs or Web 2.0 www.dialogic.com\nFor a list of Dialogic locations and offices, please visit: https://www  .dialogic  .com/contact  .\nINFORMATION IN THIS DOCUMENT IS PROVIDED IN CONNECTION WITH PRODUCTS OF DIALOGIC CORPORATION AND ITS AFFILIATES OR SUBSIDIARIES (\u201cDIALOGIC\u201d)  . NO LICENSE,"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "EXPRESS OR IMPLIED, BY ESTOPPEL OR OTHERWISE, TO ANY INTELLECTUAL PROPERTY RIGHTS IS GRANTED BY THIS DOCUMENT  . EXCEPT AS PROVIDED IN A SIGNED AGREEMENT \nBETWEEN YOU AND DIALOGIC, DIALOGIC ASSUMES NO LIABILITY WHATSOEVER, AND DIALOGIC DISCLAIMS ANY EXPRESS OR IMPLIED WARRANTY, RELATING TO SALE AND/OR USE \nOF DIALOGIC PRODUCTS INCLUDING LIABILITY OR WARRANTIES RELATING TO FITNESS FOR A PARTICULAR PURPOSE, MERCHANTABILITY, OR INFRINGEMENT OF ANY INTELLECTUAL \nPROPERTY RIGHT OF A THIRD PARTY  ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "PROPERTY RIGHT OF A THIRD PARTY  .\nDialogic products are not intended for use in certain safety-affecting situations  .  Please see http://www  .dialogic  .com/company/terms-of-use  .aspx for more details  .\nDialogic may make changes to specifications, product descriptions, and plans at any time, without notice  ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Dialogic is a registered trademark of Dialogic Corporation and its affiliates or subsidiaries  . Dialogic\u2019s trademarks may be used publicly only with permission from Dialogic  . Such permission \nmay only be granted by Dialogic\u2019s legal department at 3300 Boulevard de la C\u00f4te-Vertu, Suite 112, Montreal, Quebec, Canada H4R 1P8  . Any authorized use of Dialogic\u2019s trademarks will be"}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fda10ead-114b-4b7d-86e2-2d76a4425188
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "subject to full respect of the trademark guidelines published by Dialogic from time to time and any use of Dialogic\u2019s trademarks requires proper acknowledgement  .\nThe names of actual companies and products mentioned herein are the trademarks of their respective owners  . Dialogic encourages all users of its products to procure all necessary \nintellectual property licenses required to implement their concepts or applications, which licenses may vary from country to country  ."}


created_at: 2026-04-01 12:38:50
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "916", "lesson_id": "1196", "content_id": "1755", "file_name": "Introduction_v1.pdf", "chroma:document": "Any use case(s) shown and/or described herein represent one or more examples of the various ways, scenarios or environments in which Dialogic\n\u00ae products can be used  .  Such use case(s) are \nnon-limiting and do not represent recommendations of Dialogic as to whether or how to use Dialogic products  . \nCopyright \u00a9 2017 Dialogic Corporation  .  All rights reserved  . 10/17    12023-02"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "White Paper\nIntroduction to Cloud Computing Introduction to Cloud Computing\n2\nWhite Paper\nExecutive Summary\nA common understanding of \u201ccloud computing\u201d is continuously evolving, and the terminology and concepts used to define it often \nneed clarifying. Press coverage can be vague or may not fully capture the extent of what cloud computing entails or represents, \nsometimes reporting how companies are making their solutions available in the \u201ccloud\u201d or how \u201ccloud computing\u201d is the way"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "forward, but not examining the characteristics, models, and services involved in understanding what cloud computing is and what \nit can become.\nThis white paper introduces internet-based cloud computing, exploring the characteristics, service models, and deployment models \nin use today, as well as the benefits and challenges associated with cloud computing. Also discussed are the communications"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "services in the cloud (including ways to access the cloud, such as web APIs and media control interfaces) and the importance of \nscalability and flexibility in a cloud-based environment. \nAlso noted for businesses desiring to start using communication services, are the interface choices available, including Web 2.0 \nAPIs, media control interfaces, Java interfaces, and XML based interfaces, catering to a wide range of application and service \ncreation developers. Introduction to Cloud Computing"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4\nService Models  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5\nDeployment Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5"}


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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Benefits  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6\nChallenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6\nCommunications in the Cloud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6"}


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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Using the Communications Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7\nAccessing through Web APIs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7\nMedia Server Control Interfaces  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Communications Scalability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8\nGetting Started with Communications Services  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Introduction to Cloud Computing\n4\nWhite Paper\nIntroduction"}


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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "4\nWhite Paper\nIntroduction\nThis white paper is an introduction to the terms, characteristics, and services associated with internet-based computing, commonly referred to as \ncloud computing  . Characteristics, such as infrastructure, provisioning, network access, and managed metering are presented  . \nThe primary business service models being deployed (such as software, platform, and infrastructure as a service) and common deployment"}


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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "models employed by service providers and users to use and maintain the cloud services (such as the private, public, community, and hybrid \nclouds) are discussed  . \nAlso introduced are the benefits and challenges associated with cloud computing, and for those seeking to use communications services in the \ncloud, briefly presented are different ways of determining the interfaces needed to use these communications services  .\nCloud Computing"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Cloud Computing\nThe term \u201ccloud\u201d, as used in this white paper, appears to have its origins in network diagrams that represented the internet, or various parts of \nit, as schematic clouds  . \u201cCloud computing\u201d was coined for what happens when applications and services are moved into the internet \u201ccloud  .\u201d \nCloud computing is not something that suddenly appeared overnight; in some form, it may trace back to a time when computer systems remotely"}


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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "time-shared computing resources and applications  . More currently though, cloud computing refers to the many different types of services and \napplications being delivered in the internet cloud, and the fact that, in many cases, the devices used to access these services and applications \ndo not require any special applications  . \nMany companies are delivering services from the cloud  . Some notable examples include the following:"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Google \u2014 Has a private cloud that it uses for delivering Google Docs and many other services to its users, including email access, document \napplications, text translations, maps, web analytics, and much more . \n\u2022  Microsoft \u2014 Has Microsoft\n\u00ae Office 365\u00ae online service that allows for content and business intelligence tools to be moved into the cloud, and \nMicrosoft currently makes its office applications available in a cloud ."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Salesforce.com \u2014 Runs its application set for its customers in a cloud, and its Force .com and Vmforce .com products provide developers with \nplatforms to build customized cloud services .\nBut, what is cloud computing? The following sections note cloud and cloud computing characteristics, services models, deployment models, \nbenefits, and challenges .\nCharacteristics\nCloud computing has a variety of characteristics, with the main ones being:"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Shared Infrastructure \u2014 Uses a virtualized software model, enabling the sharing of physical services, storage, and networking capabilities . The \ncloud infrastructure, regardless of deployment model, seeks to make the most of the available infrastructure across a number of users .\n\u2022  Dynamic Provisioning \u2014 Allows for the provision of services based on current demand requirements . This is done automatically using software"}


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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "automation, enabling the expansion and contraction of service capability, as needed . This dynamic scaling needs to be done while maintaining \nhigh levels of reliability and security .\n\u2022  Network Access \u2014 Needs to be accessed across the internet from a broad range of devices such as PCs, laptops, and mobile devices, \nusing standards-based APIs (for example, ones based on HTTP) . Deployments of services in the cloud include everything from using business"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "applications to the latest application on the newest smartphones . \n\u2022  Managed Metering \u2014 Uses metering for managing and optimizing the service and to provide reporting and billing information . In this way, \nconsumers are billed for services according to how much they have actually used during the billing period . \nIn short, cloud computing allows for the sharing and scalable deployment of services, as needed, from almost any location, and for which the"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "customer can be billed based on actual usage  .  Introduction to Cloud Computing\n5\nWhite Paper\nService Models \nOnce a cloud is established, how its cloud computing services are deployed in terms of business models can differ depending on requirements  . \nThe primary service models being deployed (see Figure 1) are commonly known as:\n\u2022  Software as a Service (SaaS) \u2014 Consumers purchase the ability to access and use an application or service that is hosted in the cloud . A"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "benchmark example of this is Salesforce .com, as discussed previously, where necessary information for the interaction between the consumer and \nthe service is hosted as part of the service in the cloud . \nAlso, Microsoft has made a significant investment in this area, and as part of the cloud computing option for Microsoft\n\u00ae Office 365, its Office suite \nis available as a subscription through its cloud-based Online Services  ."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Platform as a Service (PaaS) \u2014 Consumers purchase access to the platforms, enabling them to deploy their own software and applications in \nthe cloud . The operating systems and network access are not managed by the consumer, and there might be constraints as to which applications \ncan be deployed . Examples include Amazon Web Services (AWS), Rackspace and Microsoft Azure ."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Infrastructure as a Service (IaaS) \u2014 Consumers control and manage the systems in terms of the operating systems, applications, storage, and \nnetwork connectivity, but do not themselves control the cloud infrastructure .\nAlso known are the various subsets of these models that may be related to a particular industry or market  . Communications as a Service (CaaS) is"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "one such subset model used to describe hosted IP telephony services  . Along with the move to CaaS is a shift to more IP-centric communications \nand more SIP trunking deployments  . With IP and SIP in place, it can be as easy to have the PBX in the cloud as it is to have it on the premise  . In \nthis context, CaaS could be seen as a subset of SaaS  .\nFigure 1. Service Model Types\nDeployment Models"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Figure 1. Service Model Types\nDeployment Models\nDeploying cloud computing can differ depending on requirements, and the following four deployment models have been identified, each with \nspecific characteristics that support the needs of the services and users of the clouds in particular ways (see Figure 2)  .\n\u2022  Private Cloud \u2014 The cloud infrastructure has been deployed, and is maintained and operated for a specific organization . The operation may be"}


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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "in-house or with a third party on the premises . \n\u2022  Community Cloud \u2014 The cloud infrastructure is shared among a number of organizations with similar interests and requirements . This may help \nlimit the capital expenditure costs for its establishment as the costs are shared among the organizations . The operation may be in-house or with \na third party on the premises ."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "a third party on the premises . \n\u2022  Public Cloud \u2014 The cloud infrastructure is available to the public on a commercial basis by a cloud service provider . This enables a consumer to \ndevelop and deploy a service in the cloud with very little financial outlay compared to the capital expenditure requirements normally associated \nwith other deployment options ."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "with other deployment options . \n\u2022  Hybrid Cloud \u2014 The cloud infrastructure consists of a number of clouds of any type, but the clouds have the ability through their interfaces to \nallow data and/or applications to be moved from one cloud to another . This can be a combination of private and public clouds that support the \nrequirement to retain some data in an organization, and also the need to offer services in the cloud ."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Enduser application is delivered as a service. Platform and infrastructure is abstracted, and \ncan deployed and managed with less effort.\nPhysical infrastructure is abstracted to provide computing, storage, and networking as a \nservice, avoiding the expense and need for dedicated systems.\nSoftware as a Service (SaaS)\nApplication platform onto which custom applications and services can be deployed. Can be \nbuilt and deployed more inexpensively, although services need to be supported and managed."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Platform as a Service (PaaS)\nInfrastructure as a Service (IaaS) Introduction to Cloud Computing\n6\nWhite Paper\nFigure 2. Public, Private, and Hybrid Cloud Deployment Example\nBenefits\nThe following are some of the possible benefits for those who offer cloud computing-based services and applications: \n\u2022  Cost Savings \u2014 Companies can reduce their capital expenditures and use operational expenditures for increasing their computing capabilities ."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "This is a lower barrier to entry and also requires fewer in-house IT resources to provide system support .\n\u2022  Scalability/Flexibility \u2014 Companies can start with a small deployment and grow to a large deployment fairly rapidly, and then scale back if \nnecessary . Also, the flexibility of cloud computing allows companies to use extra resources at peak times, enabling them to satisfy consumer \ndemands ."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "demands . \n\u2022  Reliability \u2014 Services using multiple redundant sites can support business continuity and disaster recovery .\n\u2022  Maintenance \u2014 Cloud service providers do the system maintenance, and access is through APIs that do not require application installations onto \nPCs, thus further reducing maintenance requirements .\n\u2022  Mobile Accessible \u2014 Mobile workers have increased productivity due to systems accessible in an infrastructure available from anywhere .\nChallenges"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Challenges\nThe following are some of the notable challenges associated with cloud computing, and although some of these may cause a slowdown when \ndelivering more services in the cloud, most also can provide opportunities, if resolved with due care and attention in the planning stages  .\n\u2022  Security and Privacy \u2014 Perhaps two of the more \u201chot button\u201d issues surrounding cloud computing relate to storing and securing data, and"}


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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "monitoring the use of the cloud by the service providers . These issues are generally attributed to slowing the deployment of cloud services . These \nchallenges can be addressed, for example, by storing the information internal to the organization, but allowing it to be used in the cloud . For \nthis to occur, though, the security mechanisms between organization and the cloud need to be robust and a Hybrid cloud could support such a \ndeployment ."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "deployment . \n\u2022  Lack of Standards \u2014 Clouds have documented interfaces; however, no standards are associated with these, and thus it is unlikely that most \nclouds will be interoperable . The Open Grid Forum is developing an Open Cloud Computing Interface to resolve this issue and the Open Cloud \nConsortium is working on cloud computing standards and practices . The findings of these groups will need to mature, but it is not known whether"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "they will address the needs of the people deploying the services and the specific interfaces these services need . However, keeping up to date on \nthe latest standards as they evolve will allow them to be leveraged, if applicable . \n\u2022  Continuously Evolving \u2014 User requirements are continuously evolving, as are the requirements for interfaces, networking, and storage . This \nmeans that a \u201ccloud,\u201d especially a public one, does not remain static and is also continuously evolving ."}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "\u2022  Compliance Concerns \u2014 The Sarbanes-Oxley Act (SOX) in the US and Data Protection directives in the EU are just two among many compliance \nissues affecting cloud computing, based on the type of data and application for which the cloud is being used . The EU has a legislative backing \nfor data protection across all member states, but in the US data protection is different and can vary from state to state . As with security and privacy"}


created_at: 2026-04-02 07:14:38
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "mentioned previously, these typically result in Hybrid cloud deployment with one cloud storing the data internal to the organization . \nCommunications in the Cloud\nFor service developers, making services available in the cloud depends on the type of service and the device(s) being used to access it . The process \nmay be as simple as a user clicking on the required web page, or could involve an application using an API accessing the services in the cloud  . \nEnterprise\n Public internet"}


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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Enterprise\n Public internet\nPrivate cloud in \nenterprise\nEnterprise 1\nClous services\nPublic cloud\nEnterprise 2\nHybrid Cloud - \nCombining Public Internet\na Private and Public Cloud Introduction to Cloud Computing\n7\nWhite Paper\nTelcos are starting to use clouds to release their own services and those developed by others, but using Telco infrastructure and data  . The \nexpectation is that the Telco\u2019s communications infrastructure provides a revenue generating opportunity  ."}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 423398ac-1773-43a7-a7ae-c64f3295e63a
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Using the Communications Services\nWhen in the cloud, communications services can extend their capabilities, or stand alone as service offerings, or provide new interactivity \ncapabilities to current services  .\nCloud-based communications services enable businesses to embed communications capabilities into business applications, such as Enterprise \nResource Planning (ERP) and Customer Relationship Management (CRM) systems  . For \u201con the move\u201d business people, these can be accessed"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aae8f55b-2a6b-4758-8479-58f1097bff8b
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "through a smartphone, supporting increased productivity while away from the office  . \nThese services are over and above the support of service deployments of VoIP systems, collaboration systems, and conferencing systems for \nboth voice and video  . They can be accessed from any location and linked into current services to extend their capabilities, as well as stand alone \nas service offerings  ."}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6c6a6d08-4c8e-456e-aa38-87e8234a60e4
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "as service offerings  .\nIn terms of social networking, using cloud-based communications provides click-to-call capabilities from social networking sites, access to Instant \nMessaging systems and video communications, broadening the interlinking of people within the social circle  . \nAccessing through Web APIs\nAccessing communications capabilities in a cloud-based environment is achieved through APIs, primarily Web 2  .0 RESTful APIs, allowing"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 36c0bb31-5243-493e-811c-1301c7187abe
encoding: FLOAT32
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "application development outside the cloud to take advantage of the communication infrastructure within it (see Figure 3)  .\nFigure 3. Web 2.0 Interfaces to the Cloud\nThese APIs open up a range of communications possibilities for cloud-based services, only limited by the media and signaling capabilities within \nthe cloud . Today\u2019s media services allow for communications and management of voice and video across a complex range of codecs and transport"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 78ddc16d-219c-492d-a581-ca5bf2d3c44c
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "types  . By using the Web APIs, these complexities can be simplified and the media can be delivered to the remote device more easily  . APIs also \nenable communication of other services, providing new opportunities and helping to drive Average Revenue per User (ARPU) and attachment \nrates, especially for Telcos  . \nMedia Server Control Interfaces\nWhen building communications capabilities into the \u201ccore of the cloud,\u201d where they will be accessed by another service, the Web 2  .0 APIs"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8aca9fce-10e4-4583-8eca-7f22433bc103
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "can be used, as well as a combination of SIP or VoiceXML and the standard media controlling APIs such as MSML, MSCML, and JSR309  . The \ncombinations provide different capability sets, but with MediaCTRL being developed in the Internet Engineering Task Force (IETF), it is expected \nthat MediaCTRL will supersede MSML and MSCML and have an upsurge in availability and more developments after it is ratified  . JSR309 is a"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c53fe335-e3dc-411a-9775-500dd0b6bdbe
encoding: FLOAT32
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "notable choice for those seeking Java development, as it provides the Java interface to media control  .\nFigure 4 is an example of accessing services in the cloud through Web 2  .0 and media control interface APIs  .\nCloud-based service\nMedia and signaling \ncapabilities\nWeb 2.0 \ninterface\n Introduction to Cloud Computing\n8\nWhite Paper\nFigure 4. Accessing the Communications Capabilities from Within the Cloud"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 83af28c8-c729-47f5-8158-beacbd3f0f4c
encoding: FLOAT32
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Whether businesses are deploying communications services for access from outside of or within the cloud, the environment is one that supports \nthe speedy development and rollout of these capabilities  .\nCommunications Scalability\nTo deliver on the scalability requirements for cloud-based deployments, the communications software should be capable of running in virtual"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9f4a58a9-da67-4472-bb70-e8ca5aa94fc5
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "environments  . This allows for easily increasing and decreasing session densities based on the needs at the time, while keeping the physical \nresource requirement on servers to a minimum  .\nGetting Started with Communications Services\nBusinesses desiring to use the communications capabilities of cloud-based services will stand to benefit by determining the right interfaces  ."}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d659439d-1d30-4e1b-a613-c9b188f65c1f
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Dialogic supports a broad range of interfaces, including RESTful APIs, media control interfaces, Java interfaces, and XML-based interfaces, \ncatering to a wide range of application and service creation developers  . These interfaces, available over media and signaling capabilities, support \nthe scalability needed in a cloud-based environment while still being easy to deploy and administer  .\nCloud-based service\nMedia and \nsignaling\nApplication \nserver\nWeb 2.0 \ninterface"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1eeb5413-351c-41cc-ab8d-89f210b55407
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "signaling\nApplication \nserver\nWeb 2.0 \ninterface\nApplication server controls media server \nthrough media control APIs or Web 2.0 www.dialogic.com\nFor a list of Dialogic locations and offices, please visit: https://www  .dialogic  .com/contact  .\nINFORMATION IN THIS DOCUMENT IS PROVIDED IN CONNECTION WITH PRODUCTS OF DIALOGIC CORPORATION AND ITS AFFILIATES OR SUBSIDIARIES (\u201cDIALOGIC\u201d)  . NO LICENSE,"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 407e26cb-240e-427e-a58c-54ca04efcd44
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "EXPRESS OR IMPLIED, BY ESTOPPEL OR OTHERWISE, TO ANY INTELLECTUAL PROPERTY RIGHTS IS GRANTED BY THIS DOCUMENT  . EXCEPT AS PROVIDED IN A SIGNED AGREEMENT \nBETWEEN YOU AND DIALOGIC, DIALOGIC ASSUMES NO LIABILITY WHATSOEVER, AND DIALOGIC DISCLAIMS ANY EXPRESS OR IMPLIED WARRANTY, RELATING TO SALE AND/OR USE \nOF DIALOGIC PRODUCTS INCLUDING LIABILITY OR WARRANTIES RELATING TO FITNESS FOR A PARTICULAR PURPOSE, MERCHANTABILITY, OR INFRINGEMENT OF ANY INTELLECTUAL \nPROPERTY RIGHT OF A THIRD PARTY  ."}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 44848ced-d9a7-4286-9ccf-4d31373e7946
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "PROPERTY RIGHT OF A THIRD PARTY  .\nDialogic products are not intended for use in certain safety-affecting situations  .  Please see http://www  .dialogic  .com/company/terms-of-use  .aspx for more details  .\nDialogic may make changes to specifications, product descriptions, and plans at any time, without notice  ."}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d2a90a6f-f900-426d-bd8b-cfbd7e3ad0ca
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Dialogic is a registered trademark of Dialogic Corporation and its affiliates or subsidiaries  . Dialogic\u2019s trademarks may be used publicly only with permission from Dialogic  . Such permission \nmay only be granted by Dialogic\u2019s legal department at 3300 Boulevard de la C\u00f4te-Vertu, Suite 112, Montreal, Quebec, Canada H4R 1P8  . Any authorized use of Dialogic\u2019s trademarks will be"}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 309fd1ef-26ce-47c6-b33e-968c2b7c5aeb
encoding: FLOAT32
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "subject to full respect of the trademark guidelines published by Dialogic from time to time and any use of Dialogic\u2019s trademarks requires proper acknowledgement  .\nThe names of actual companies and products mentioned herein are the trademarks of their respective owners  . Dialogic encourages all users of its products to procure all necessary \nintellectual property licenses required to implement their concepts or applications, which licenses may vary from country to country  ."}


created_at: 2026-04-02 07:14:38
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 23daaa5d-16b4-4eaf-88da-66a30dc3cc54
encoding: FLOAT32
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{"company_id": 2, "course_id": 916, "lesson_id": 1196, "content_id": 1755, "file_name": "Introduction_v1.pdf", "chroma:document": "Any use case(s) shown and/or described herein represent one or more examples of the various ways, scenarios or environments in which Dialogic\n\u00ae products can be used  .  Such use case(s) are \nnon-limiting and do not represent recommendations of Dialogic as to whether or how to use Dialogic products  . \nCopyright \u00a9 2017 Dialogic Corporation  .  All rights reserved  . 10/17    12023-02"}


created_at: 2026-04-02 13:07:17
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dd9cf413-c100-453e-9778-63f01c864387
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "920", "lesson_id": "1200", "content_id": "1758", "file_name": "video_v1.mp4", "chroma:document": "Welcome to the course on English grammar for Office Communication. Communication is the heart and soul of the human experience. The process of communication mainly includes speaking, listening and writing. It is a natural phenomenon that we start speaking what everybody speaks around us. We gradually develop a better sense of understanding with the passage of time. A good knowledge of grammar gives us a competitive edge in the business situations. Grammar is a study of words and the way words"}


created_at: 2026-04-02 13:07:17
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 510fed25-21a0-4ef3-a9c6-b97787b74871
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "920", "lesson_id": "1200", "content_id": "1758", "file_name": "video_v1.mp4", "chroma:document": "Grammar is a study of words and the way words work together. There are eight parts of speech they are noun, pronoun, verb, adverb, interjection, conjunction, preposition and adjective. This unit will enable you to identify a noun in the sentence, point out a pronoun and outline an adjective. Let us start this unit with the basic part of speech. noun what is a noun? Why is it used? What are its classifications? Look around you. What do you see? A computer, the living room, your dad, everything"}


created_at: 2026-04-02 13:07:17
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b2a999a1-15fa-4406-a279-2efe7f020245
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "920", "lesson_id": "1200", "content_id": "1758", "file_name": "video_v1.mp4", "chroma:document": "A computer, the living room, your dad, everything that you see you can name is a noun. There are four kinds of nouns. Common nouns, proper nouns, abstract nouns and collective noun. Click on each of these nouns to know more. Here is a list of some proper and their corresponding common nouns. Let us now try to identify the nouns in a sentence. This is my dog. It lives in my house. We live in London. Here, dog and house refers to a thing and London refers to the place. Hence, these are nouns."}


created_at: 2026-04-02 13:07:17
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b5765f90-b346-4956-a13c-bbaa07a0591d
encoding: FLOAT32
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{"company_id": "2", "course_id": "920", "lesson_id": "1200", "content_id": "1758", "file_name": "video_v1.mp4", "chroma:document": "refers to the place. Hence, these are nouns. Joseph Priestley discovered oxygen. Here, there are two nouns. Joseph Priestley and oxygen."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7ac2eef8-20fa-494e-bbc4-4fa66335db51
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Oxford University Press\nWalton Street, Oxford 0X2 6DP\nOxford New York\nAuckland Bangkok Buenos Aires Cape Town\nChennai Dar es Salaam Delhi Hong Kong Istanbul\nKarachi Kolkata Kuala Lumpur Madrid Melbourne\nMexico City Mumbai Nairobi S\u00e3o Paulo Shanghai\nSingapore Taipei Tokyo Toronto\nwith an associated company in Berlin\nOXFORD and OXFORD ENGLISH\nare trade marks of Oxford University Press\nISBN 0 19 431351 4 (paperback)\nISBN 0 19 431334 4 (hardback)\n\u00a9 Oxford University Press 1994\nFirst published 1994"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 71968401-ee87-4678-acd0-976ae058f4a5
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "First published 1994\nSeventh impression 2002\nNo unauthorized photocopying\nAll rights reserved. No part of this publication may be\nreproduced, stored in a retrieval system, or transmitted, in\nany form or by any means, electronic, mechanical,\nphotocopying, recording, or otherwise, without the prior\nwritten permission of Oxford University Press.\nThis book is sold subject to the condition that it shall not,\nby way of trade or otherwise, be lent, resold, hired out, or"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 005ac632-d6ae-46d9-b663-fd26dc16caee
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "otherwise circulated without the publisher's prior consent\nin any form of binding or cover other than that in which it is\npublished and without a similar condition including this\ncondition being imposed on the subsequent purchaser.\nIllustrated by Heather Clarke\nTypeset in Utopia by\nTradespools Ltd, Frome, Somerset\nPrinted in Hong Kong Contents\nIntroduction VII\nAcknowledgements VIII\nKey to symbols IX\nSentence and text\n1 English grammar 1\n2 The simple sentence 6"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 036648d5-4ebf-4ca4-8e32-67d15c12e8d8
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "1 English grammar 1\n2 The simple sentence 6\n3 Statements, questions, imperatives and exclamations 15\n4 Questions and answers 25\n5 Leaving out and replacing words 42\n6 Information and emphasis 52\n7 Spoken English and written English 64\nVerb forms\n8 The verb phrase 75\n9 Verb tenses and aspects 82\n10 The future 95\n11 Be, have and do 104\n12 Modal verbs 113\n13 The passive 130\nInfinitive, gerund and participles\n14 The infinitive 144\n15 The gerund 159\n16 Participles 167\nThe noun phrase"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 38a4083d-d6ca-496a-bf47-7dfa6700717b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "16 Participles 167\nThe noun phrase\n17 Nouns and noun phrases 175\n18 Agreement 191\n19 The articles: a/an and the 198\n20 Possessives and demonstratives 213\n21 Quantifiers 219\n22 Pronouns 233\n23 Numbers and measurements 245\nAdjectives, adverbs and prepositions\n24 Adjectives 251\n25 Adverbials 260\n26 Comparison 278\n27 Prepositions 286\n28 Phrasal verbs and patterns with prepositions 302\nMain clauses and sub clauses\n29 Sentences with more than one clause 317"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "29 Sentences with more than one clause 317\n30 And, or, but, so etc 323 31 Adverbial clauses 327\n32 Conditional clauses 333\n33 Noun clauses 341\n34 Direct and indirect speech 346\n35 Relative clauses 356\nWord forms\n36 Word-building 367\n37 Word endings: pronunciation and spelling 376\n38 Irregular noun plurals 380\n39 Irregular verb forms 382\nAppendix\n40 American English 389\nGlossary 397\nIndex 404 Introduction\nThe Oxford Guide to English Grammar is a systematic account of grammatical"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3722976e-5343-4830-b604-df1fb79a3eb6
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "forms and the way they are used in standard British English today. The emphasis is\non meanings and how they govern the choice of grammatical pattern.\nThe book is thorough in its coverage but pays most attention to points that are of\nimportance to intermediate and advanced learners of English, and to their\nteachers. It will be found equally suitable for quick reference to details and for the\nmore leisured study of broad grammar topics."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 97f1f964-2959-4052-8d33-6d42a10378d6
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "more leisured study of broad grammar topics.\nA useful feature of the book is the inclusion of example texts and conversations,\nmany of them authentic, to show how grammar is used in connected writing and\nin speech.\nLanguage changes all the time. Even though grammar changes more slowly than\nvocabulary, it is not a set of unalterable rules. There are sometimes disagreements\nabout what is correct English and what is incorrect. 'Incorrect' grammar is often"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: abcaf008-7618-4f01-98de-5a4dd9457d1a
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "used in informal speech. Does that make it acceptable? Where there is a difference\nbetween common usage and opinions about correctness, I have pointed this out.\nThis information is important for learners. In some situations it may be safer for\nthem to use the form which is traditionally seen as correct. The use of a correct\nform in an unsuitable context, however, can interfere with understanding just as\nmuch as a mistake. To help learners to use language which is appropriate for a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e2218ce8-2ecf-426a-8420-95e64111bb80
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "given occasion, I have frequently marked usages as formal, informal, literary\nand so on.\nHow to use this book\nAny user of a reference book of this kind will rely on a full and efficient index, as is\nprovided in the Oxford Guide (pages 404 to 446). In addition, there is a summary at\nthe beginning of each chapter which gives a bird's eye view, with examples, of the\ngrammar covered in the chapter as a whole and gives references to the individual\nsections which follow.\nVII VIII\nAcknowledgements"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "sections which follow.\nVII VIII\nAcknowledgements\nThe author and publisher would like to thank all the teachers in the United\nKingdom and Italy who discussed this book in the early stages of its development.\nWe are also grateful to John Algeo, Sharon Hilles and Thomas Lavelle for their\ncontributions to the chapter on American English and to Rod Bolitho, Sheila\nEastwood and Henry Widdowson for their help and advice.\nIn addition, we would like to thank the following, who have kindly given their"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f798fb97-ac4a-4383-a84a-cdeda80721c7
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metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "permission for the use of copyright material: Bridgwater Mercury; Cambridge\nUniversity Press; Consumers' Association, London, UK; Fodor; Ladybird Books;\nThe Mail on Sunday; Nicholson; Octopus Books; Rogers, Coleridge and White;\nMary Underwood and Pauline Barr.\nThere are instances where we have been unable to trace or contact copyright\nholders before our printing deadline. If notified, the publisher will be pleased to\nacknowledge the use of copyright material. IX\nKey to symbols\nPhonetic symbols"}


created_at: 2026-04-08 05:29:35
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Key to symbols\nPhonetic symbols\nhouse\nmust\nnext\nsong\nlove\nrest\nyou\nwill\nfirst\nvan\nthree\nthis\nsell\nzoo\nship\npleasure\nput\nbest\ntell\nday\ncat\ngood\ncheese\njust\nbird\naway\npay\nso\ncry\nnow\nboy\ndear\nchair\nsure\ntea\nsit\nten\nhad\ncar\ndog\nball\nbook\nfool\ncup\n(r) four\nfour apples\nfour bananas\nlinking r, pronounced before a vowel but (in British English) not\npronounced before a consonant\nstress follows, e.g. about\nfalling intonation rising intonation\nOther symbols"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Other symbols\nThe symbol / (oblique stroke) between two words or phrases means that either is\npossible. I will be/shall be at home tomorrow means that two sentences are\npossible: I will be at home tomorrow and I shall be at home tomorrow.\nWe also use an oblique stroke around phonetic symbols, e.g. tea\nBrackets ( ) around a word or phrase in an example mean that it can be left out.\nI've been here (for) ten minutes means that two sentences are possible: I've been"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "here for ten minutes and I've been here ten minutes.\nThe symbol means that two things are related. Discuss discussion means\nthat there is a relationship between the verb discuss and the noun discussion.\nThe symbol ~ means that there is a change of speaker.\nThe symbol\nthere is more information. For example,\nis a reference to another section and/or part of a section where\n(2) means part 2 of the same section;\n229(3) means part 3 of section 229.65 means section 65; and 1\nEnglish grammar\n1 Summary"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "English grammar\n1 Summary\nGrammatical units \u2022 2\nThe grammatical units of English are these: word, phrase, clause and sentence.\nWord classes \u2022 3\nThe main word classes are these: verb, noun, adjective, adverb, preposition,\ndeterminer, pronoun and conjunction.\nPhrases \u2022 4\nThere are these kinds of phrase: verb phrase, noun phrase, adjective phrase,\nadverb phrase and prepositional phrase.\nSentence elements \u2022 5\nThe sentence elements are these: subject, verb, object, complement and adverbial."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "English compared with other languages \u2022 6\nEnglish words do nor have a lot of different endings for number and gender.\nWord order is very important in English.\nThe verb phrase can have a complex structure.\nThere are many idioms with prepositions.\n2 Grammatical units\nA FLIGHT ANNOUNCEMENT\n'Good evening, ladies and gentlemen. On behalf of British Island Airways, Captain\nMassey and his crew welcome you on board the Start Herald Flight to"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Southampton. Our flight time will be approximately forty-five minutes, and we\nshall be climbing to an altitude of eight thousand feet and cruising at a speed of\ntwo hundred and fifty miles per hour.'\n(from M. Underwood and P. Barr Listeners)\nThe grammatical units of English are words, phrases, clauses and sentences.\n1 Words\nThe words in the announcement are good, evening, ladies, and, gentlemen, on etc.\nNOTE For word-building, e.g. air + ways= airways, \u2022 282.\nPAGE 1 1 ENGLISH GRAMMAR"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "PAGE 1 1 ENGLISH GRAMMAR\n2 Phrases and clauses\nWe use phrases to build a clause. Here is an example.\nSubject Verb Complement\n(noun phrase) (verb phrase) (noun phrase)\nOur flight time will be approximately forty-five minutes.\nHere the noun phrase our flight time is the subject of the clause. A clause has a\nsubject and a verb. There can be other phrases, too. In this next example we use a\nprepositional phrase as an adverbial.\nAdverbial Subject Verb Object Object"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Adverbial Subject Verb Object Object\n(prepositional phrase) (noun phrase) (verb phrase) (noun phrase) (noun phrase)\nOn behalf of the airline we wish you a pleasant flight.\nFor more about the different kinds of phrases, \u2022 4.\nFor subject, object, complement and adverbial, \u2022 5.\nFor finite and non-finite clauses, \u2022 239 (3).\n3 Sentences\nA sentence can be a single clause.\nOn behalf of British Island Airways, Captain Massey and his crew welcome you on\nboard the Start Herald flight to Southampton."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 06c319cb-e850-4825-897f-25fbda37ab49
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "board the Start Herald flight to Southampton.\nA written sentence begins with a capital letter (On) and ends with a mark such as a\nfull stop.\nWe can also combine two or more clauses in one sentence. For example, we can\nuse and to link the clauses.\nOur flight time will be approximately forty-five minutes, and we shall be climbing\nto an altitude of eight thousand feet and cruising at a speed of two hundred and\nfifty miles an hour.\nFor details about sentences with more than one clause, \u2022 238."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 Word classes\n1 There are different classes of word, sometimes called 'parts of speech'. The word\ncome is a verb, letter is a noun and great is an adjective.\nNOTE\nSome words belong to more than one word class. For example, test can be a noun or a verb.\nHe passed the test. (noun)\nHe had to test the machine. (verb) PAGE 3\n2 There are eight main word classes in English.\nVerb: climb, eat, welcome, be\nNoun: aircraft, country, lady, hour\nAdjective: good, British, cold, quick"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Adjective: good, British, cold, quick\nAdverb: quickly, always, approximately\nPreposition: to, of, at, on\nDeterminer: the, his, some, forty-five\nPronoun: we, you, them, myself\nConjunction: and, but, so\n4 Phrases\nNOTE There is also a small class of words called 'interjections'. They include oh, ah and mhm.\n3 Verbs, nouns, adjectives and adverbs are 'vocabulary words'. Learning vocabulary\nmeans learning verbs, nouns, adjectives and adverbs."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Prepositions, determiners, pronouns and conjunctions belong to much smaller\nclasses. These words are sometimes called 'grammatical words'.\n4 Most word classes can be divided into sub-classes. For example:\nVerb Ordinary verb: go, like, think, apply\nAuxiliary verb: is, had, can, must\nAdverb Adverb of manner: suddenly, quickly\nAdverb of frequency: always, often\nAdverb of place: there, nearby\nLinking adverb: too, also\netc\nDeterminer Article: a, the\nPossessive: my, his\nDemonstrative: this, that"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Possessive: my, his\nDemonstrative: this, that\nQuantifier: all, three\n4 Phrases\nThere are five kinds of phrase.\n1 Verb phrase: come, had thought, was left, will be climbing\nA verb phrase has an ordinary verb (come, thought, left, climbing) and may also\nhave an auxiliary (had, was, will).\n2 Noun phrase: a good flight, his crew, we\nA noun phrase has a noun (flight), which usually has a determiner (a) and/or\nadjective (good) in front of it. A noun phrase can also be a pronoun (we)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fba5b624-55ef-4fa1-8dd3-1209f29f3f63
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 Adjective phrase: pleasant, very late\nAn adjective phrase has an adjective, sometimes with an adverb of degree (very).\n4 Adverb phrase: quickly, almost certainly\nAn adverb phrase has an adverb, sometimes with an adverb of degree (almost).\n5 Prepositional phrase: after lunch, on the aircraft\nA prepositional phrase is a preposition + noun phrase. 1 ENGLISH GRAMMAR PAGE 4\n5 Sentence elements\n1 Each phrase plays a part in the clause or sentence. Here are some examples.\nSubject Verb Adverbial"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Subject Verb Adverbial\nThe flight is leaving shortly.\nSubject Verb Complement\nThe weather is very good.\nMy father was a pilot.\nSubject Verb Object\nI was reading a newspaper.\nTwo stewards served lunch.\nSubject Verb Object Adverbial\nThe aircraft left London at three o'clock.\nWe must book the tickets next week.\n2 These are the elements of an English sentence and the kinds of phrase that we can\nuse for each element.\nSubject Noun phrase: the flight, I, two stewards"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Subject Noun phrase: the flight, I, two stewards\nVerb Verb phrase: is, served, must book\nObject Noun phrase: a newspaper, lunch\nComplement Adjective phrase: very good\nNoun phrase: a pilot\nAdverbial Adverb phrase: shortly\nPrepositional phrase: at three o'clock\nNoun phrase: next week\nNOTE\na The verb is central to the sentence and we use the word 'verb' for both the sentence\nelement - 'The verb follows the subject' - and for the word class - 'Leave is a verb.'"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0ecac5f1-b302-4157-899e-f5e7511c7021
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "For more details about sentence patterns, \u2022 7.\nb The word there can be the subject. \u2022 50\nThere was a letter for you.\n6 English compared with other languages\n1 Endings\nUnlike words in some other languages, English words do not have a lot of different\nendings. Nouns take s in the plural (miles), but they do not have endings to show\nwhether they are subject or object. PAGE 5 6 English compared with other languages\nVerbs take a few endings such as ed for the past (started), but they do not take"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "endings for person, except in the third person singular of the present tense\n(it starts).\nArticles (e.g. the), Possessives (e.g. my) and adjectives (e.g. good) do not have\nendings for number or gender. Pronouns (e.g. lime) have fewer forms than in\nmany languages.\n2 Word order\nWord order is very important in English. As nouns do not have endings for subject\nor object, it is the word order that shows which is which.\nSubject Verb Object\nThe woman loved the man. (She loved him.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The woman loved the man. (She loved him.)\nThe man loved the woman. (He loved her.)\nThe subject-verb order is fixed, and we can change it only if there is a special\nreason.\n3 Verb phrases\nA verb phrase can have a complex structure. There can be auxiliary verbs as well as\nthe ordinary verb.\nI climbed up the ladder.\nI was climbing the mountain.\nWe shall be climbing to an altitude of eight thousand feet.\nThe use of tenses and auxiliary verbs can be difficult for speakers of other\nlanguages."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "languages.\n4 Prepositions\nThe use of prepositions in English can be a problem.\nWe flew here on Friday. We left at two o'clock.\nBoth prepositions and adverbs combine with verbs in an idiomatic way.\nThey were waiting for the flight. The plane took off.\nThere are many expressions involving prepositions that you need to learn as items\nof vocabulary. PAGE 6\n2\nThe simple sentence\n7 Summary\nThis story contains examples of different clause patterns.\nAN UNLUCKY THIEF"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "AN UNLUCKY THIEF\nA man walked into a hotel, saw a nice coat, put it over his arm and walked out\nagain. Then he tried to hitch a lift out of town. While he was waiting, he put the\ncoat on. At last a coach stopped and gave him a lift. It was carrying forty detectives\non their way home from a conference on crime. One of them had recently become\na detective inspector. He recognized the coat. It was his. He had left it in the hotel,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "and it had gone missing. The thief gave the inspector his coat. The inspector\narrested him. 'It seemed a good idea at the time,' the man said. He thought himself\nrather unlucky.\nThere are five elements that can be part of a clause. They are subject, verb, object,\ncomplement and adverbial.\nBasic clause patterns\nIntransitive and transitive verbs \u2022 8\nSubject Intransitive verb\nA coach stopped.\nSubject Transitive verb Object\nThe detective arrested the thief.\nLinking verbs \u2022 9\nSubject Verb Complement"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Linking verbs \u2022 9\nSubject Verb Complement\nThe thief was rather unlucky.\nThe detective became an inspector.\nSubject Verb Adverbial\nThe coat was over his arm.\nThe conference is every year. PAGE 7 8 Intransitive and transitive verbs\nGive, send etc \u2022 10\nSubject Verb Object Object\nThe thief gave the inspector his coat.\nAll these seven clause patterns contain a subject and verb in that order. The\nelements that come after the verb depend on the type of verb: for example,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 99d3f868-46c9-45e3-96c3-171545dfccf6
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "whether it is transitive or not. Some verbs belong to more than one type. For\nexample, think can come in these three patterns.\nIntransitive (without an object): I'm thinking.\nTransitive (with an object): Yes, I thought the same.\nWith object and complement: People will think me stupid.\nExtra adverbials \u2022 12\nWe can always add an extra adverbial to a clause.\nA man walked into a hotel.\nOne day a man walked casually into a hotel.\nAnd and or \u2022 13\nWe can join two phrases with and or or."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can join two phrases with and or or.\nThe inspector and the thief got out of the coach.\nPhrases in apposition \u2022 14\nWe can put one noun phrase after another.\nOur neighbour Mr Bradshaw is a policeman.\n8 Intransitive and transitive verbs\n1 An intransitive verb cannot take an object, although there can be a prepositional\nphrase after it.\nThe man was waiting at the side of the road.\nSomething unfortunate happened.\nThe man runs along the beach every morning."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The man runs along the beach every morning.\nIntransitive verbs usually express actions (people doing things) and events (things\nhappening).\nA verb can be intransitive in one meaning and transitive in another. For example,\nrun is transitive when it means 'manage.\nHe runs his own business.\nSubject Verb Object Complement\nThey called the inspector sir.\nThe thief thought himself rather unlucky.\nSubject Verb Object Adverbial\nHe put the coat over his arm.\nCall, put etc \u202211 2 THE SIMPLE SENTENCE PAGE 8"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Call, put etc \u202211 2 THE SIMPLE SENTENCE PAGE 8\n2 A transitive verb takes an object.\nThe man stole a coat.\nEveryone enjoyed the conference.\nThe driver saw the hitch-hiker at the side of the road.\nThe man had no money.\nTransitive verbs can express not only actions (stole) but also feelings (enjoyed),\nperception (saw) and possession (had).\nAfter some transitive verbs we can leave out the object when it would add little or\nnothing to the meaning."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f67626d7-bd17-4b2b-b97f-3dfaa9272bf3
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "nothing to the meaning.\nThe man opposite was reading (a book). We're going to eat (a meal).\nA woman was driving (the coach).\nWe can also leave out the object after these verbs:\nask/answer (a question), draw/paint (a picture), enter/leave (a room/building),\npass/fail (a test/exam), play/win/lose (a game), practise (a skill), sing (a song),\nspeak (a few words), study (a subject).\nThe following verbs can also be without an object if the context is clear: begin,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7c06914c-a877-483d-968a-05f7015fa443
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "choose, decide, hear, help, know, notice, see, start.\nNOTE\nThere must be an object after discuss and deny.\nThe committee discussed the problem. He denied the accusation.\n3 Many verbs can be either transitive or intransitive.\nTransitive Intransitive\nThe driver stopped the coach.\nHe opened the door.\nI broke a cup.\nSomeone rang the bell.\nThe coach stopped.\nThe door opened.\nThe cup broke.\nThe bell rang.\nThe two sentences can describe the same event. The transitive sentence has as its"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "subject the agent, the person who made the event happen (the driver). The\nintransitive sentence describes the event but does not mention the agent.\nHere are some common verbs that can be transitive or intransitive:\nalter develop increase shine tear\nbegin divide join shut turn\nbend drive melt slide weaken\nboil dry mix smash unite\nbreak end move soften\nburn finish open sound\nchange fly pour spread\nclose freeze ring stand\ncook hang roll start\ncombine harden sail stop"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4c592ebb-7ca8-4911-af92-6b0a7cdb22d1
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "cook hang roll start\ncombine harden sail stop\ncontinue hurt separate strengthen\ncrash improve shake swing\nNOTE\nRaise is transitive, and rise is intransitive.\nThe oil companies will raise their prices.\nThe price of oil will rise.\nFor lay and lie, \u202211(2) Note b. PAGE 9 9 Linking verbs\n9 Linking verbs\n1 Linking verb + complement\nA complement is an adjective phrase or a noun phrase. A complement relates to\nthe subject: it describes the subject or identifies it (says who or what it is). Between"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0d4fceba-45c2-4016-9eee-6694f3152aa8
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the subject and complement is a linking verb, e.g. be.\nThe hotel was quiet. The thief seemed depressed.\nThe book has become a best-seller. It's getting dark.\nA week in the Lake District would make a nice break.\nThese are the most common verbs in this pattern.\n+ adjective or noun phrase: appear, be, become, look, prove, remain, seem,\nsound, stay\n+ adjective: feel, get, go, grow, smell, taste, turn\n+ noun phrase: make"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d2e6cb40-bb9f-4403-a973-94651bd72320
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "+ noun phrase: make\nThere are also some idiomatic expressions which are a linking verb + complement,\ne.g. burn low, come good, come true, fall asleep, fall ill, fall silent, ring true, run dry,\nrun wild, wear thin.\nWe can use some linking verbs in other patterns.\nLinking: Your garden looks nice.\nIntransitive: We looked at the exhibition.\nNOTE\na After seem, appear, look and sound, we use to be when the complement is a noun phrase\nidentifying the subject."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 679b3e97-46b2-4be3-8908-5210e7644c00
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "identifying the subject.\nThe woman seemed to be Lord Melbury's secretary.\nNOT The woman seemed Lord Melbury's secretary.\nBut we can leave out to be when the noun phrase gives other kinds of information.\nThe woman seemed (to be) a real expert.\nFor American usage, \u2022 303(1).\nb There is a special pattern where a complement occurs with an action verb, not\na linking verb.\nWe arrived exhausted.\nHe walked away a free man.\nI came home really tired one evening."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b5abbf47-7754-40cb-8e2f-e2c249a3933f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I came home really tired one evening.\nWe use this pattern in a very small number of contexts. We can express the same meaning\nin two clauses: We were exhausted when we arrived.\n2 Linking verb + adverbial\nAn adverbial can be an adverb phrase, prepositional phrase or noun phrase. An\nadverbial after a linking verb relates to the subject. It often expresses place or time,\nbut it can have other meanings.\nThe coat was here. The conference is every year.\nThe drawings lay on the table. I'm on a diet."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0d105529-3f7f-4919-8c0c-3ac6b7b2bbe6
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The drawings lay on the table. I'm on a diet.\nJoan Collins lives in style. The parcel went by air.\nLinking verbs with adverbials are be, go, lie, live, sit, stand and stay. 2 THE SIMPLE SENTENCE PAGE 10\n10 Give, send etc\nVerbs like give and send can have two objects, or they can have an object and an\nadverbial. There are some examples in this conversation, which takes place in a\ndepartment store.\nCLAIMING BACK TAX\nCustomer: I've bought these sweaters, and I'm taking them home to Brazil."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8e8e0759-88e4-46de-a103-7be85a59426c
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I understand I can claim back the tax I pay.\nClerk: That's right. Have you filled in a form?\nCustomer: Yes, and I've got the receipts here.\nClerk: Right. Now, when you go through British Customs, you give the customs\nofficer the form with the receipts.\nCustomer: I give the form to the Customs when I leave Britain?\nClerk: That's right. They'll give you one copy back and keep one themselves.\nCustomer: Uh-huh.\nClerk: Now I'll give you this envelope. You send the copy back to us in the\nenvelope."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e9f46fef-f61f-4747-b96d-68d506f9da67
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "envelope.\nCustomer: I post it to you.\nClerk: That's right.\nCustomer: And how do I get the money?\nClerk: Oh, we send you a cheque. We'll send it off to you straight away.\n1 Two objects\nWhen the verb has two objects, the first is the indirect object and the second is the\ndirect object.\nIndirect object Direct object\nYou give the customs officer the form.\nWe send you a cheque.\nThe man bought the woman a diamond ring.\nI can reserve you a seat."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c3881170-6da4-4cb4-8f05-cec11d650b70
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I can reserve you a seat.\nHere the indirect object refers to the person receiving something, and the direct\nobject refers to the thing that is given.\n2 Object + adverbial\nInstead of an indirect object, we can use a prepositional phrase with to or for.\nDirect object Prepositional\nphrase\nI give the form to the Customs.\nYou send the copy to us.\nThe man bought a diamond ring for the woman.\nI can reserve a seat for you.\nThe adverbial comes after the object. PAGE 11 10 Give, send etc\n3 Which pattern?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 032e20fa-b744-4b0d-b99f-f36060ba6db3
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 Which pattern?\nIn a clause with give, send etc, there is a choice of pattern between give the customs\nofficer the form and give the form to the customs officer. The choice depends on\nwhat information is new. The new information goes at the end of the clause.\nI'll give you this envelope.\nIn the conversation Claiming back tax, this envelope is the point of interest, the\nnew information, so it comes at the end.\nCompare the patterns in these sentences.\nHe left his children five million pounds."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5c535e45-1af3-4a84-b33a-c03edc07161d
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "He left his children five million pounds.\n(The amount of money is the point of interest.)\nHe left all his money to a dog's home.\n(Who receives the money is the point of interest.)\nNOTE\na The adverbial or indirect object is often necessary to complete the meaning.\nHe handed the receipt to the customer.\nBut sometimes it is not necessary to mention the person receiving something.\nYou'll have to show your ticket on the train.\n(It is obvious that you show it to the ticket inspector.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ac958b22-d7ab-4ff4-b7c0-729c306e3ef7
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm writing a letter.\n(You don't want to say who you are writing to.)\nb Most verbs of speech cannot take an indirect object, but we can use a phrase with to.\nThe man said nothing (to the police).\nBut tell almost always has an indirect object. \u2022 266\nThe man told the police nothing.\n4 Pronouns after give, send etc\nWhen there is a pronoun, it usually comes before a phrase with a noun.\nWe send you a cheque.\nHe had lots of money, but he left it to a dogs' home."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 073fdc53-f45a-4de5-97f8-9672cb48e6f1
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "When there are two pronouns after the verb, we normally use to or for.\nWe'll send it off to you straight away.\nI've got a ticket for Wimbledon. Norman bought it for me.\n5 To or for?\nSome verbs go with to and some with for.\nHe handed the receipt to the customer.\nTom got drinks for everyone.\nWith to: award, bring, feed, give, grant, hand, leave (in a will), lend, offer, owe, pass,\npay, post, promise, read, sell, send, show, take, teach, tell, throw, write."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f366b475-fdd7-42ed-b502-6906f7c3b5d8
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "With for: bring, buy, cook, fetch, find, get, keep, leave, make, order, pick, reserve,\nsave, spare.\nNOTE\na Bring goes with either to or for.\nb For meaning 'to help someone' can go with very many verbs.\nI'm writing a letter for my sister. (She can't write.) 2 THE SIMPLE SENTENCE\n11 Call, put etc\n1 Verb + object + complement\nCompare these two kinds of complement.\nSubject Subject Object Object\ncomplement complement\nThe driver was tired. The journey made the driver tired."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f280f3a3-1fd8-4cdd-a407-0ace07e00641
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "He became president. They elected him president.\nThe subject complement relates to the subject of the clause; \u2022 9. The object\ncomplement relates to the object of the clause. In both patterns tired relates to\nthe driver, and president relates to he/him.\nHere are some more sentences with an object complement.\nThe thief thought himself rather unlucky. They called the dog Sasha.\nThe court found him guilty of robbery. We painted the walls bright yellow.\nI prefer my soup hot."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7248c914-061d-4fa0-8572-373bd7ed76a5
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I prefer my soup hot.\nHere are some verbs in this pattern.\nWith adjective or noun phrase: believe, call, consider, declare, find, keep, leave, like,\nmake, paint, prefer, prove, think, want\nWith adjective: drive, get, hold, pull, push, send, turn\nWith noun phrase: appoint, elect, name, vote\n2 Verb + object + adverbial\nThe adverbial in this pattern typically expresses place.\nThe man put the coat over his arm. We keep the car in the garage."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a9e02d6b-3a2b-42da-b9f3-01826fad26d7
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "He got the screw into the hole. The path led us through trees.\nNOTE\na Leave can come in this pattern, but forget cannot.\nI left my umbrella at home. But NOT I forgot my umbrella at home.\nb Lay (past: laid) comes in the same pattern as put.\nThe woman laid a blanket on the ground.\nLie (past: lay) is a linking verb which takes an adverbial. \u2022 9(2)\nThe woman lay in the sunshine.\n12 Extra adverbials\n1 Look at these clause patterns.\nSubject Verb Adverbial\nThe conference is every year."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f370630a-db25-45f2-bcef-5d8690d62271
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The conference is every year.\nSubject Verb Object Adverbial\nHe put the coat over his arm.\nThese adverbials cannot be left out. They are necessary to complete the sentence. PAGE 13 13 And and or\n2 We can add extra adverbials to any of the clause patterns.\nAt last a coach stopped.\nThe coach was carrying detectives on their way home from a conference on crime.\nHe had recently become a detective inspector.\nThe conference is every year, presumably.\nAt once the thief gave the inspector his coat."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e5e9ffab-b5d4-4cfd-981b-ce2fc75f7d17
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "At once the thief gave the inspector his coat.\nHe probably considered himself rather unlucky.\nHe casually put the coat over his arm.\nThese extra adverbials can be left out. They are not necessary to complete the\nsentence.\nFor details about the position of adverbials, \u2022 208. An extra adverbial does not\naffect the word order in the rest of the sentence, and the subject-verb order stays\nthe same.\nAt last a coach stopped.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the same.\nAt last a coach stopped.\nNOTE\nAnother extra element is the name or description of the person spoken to. As well as in\nstatements, it can come in questions and imperatives.\nYou're in trouble, my friend. Sarah, what are you doing?\nCome on everybody, let's go!\n13 And and or\n1 We can link two or more phrases with and or or. Here are some examples with\nnoun phrases.\nThe man and the woman were waiting.\nThe man, the woman and the child were waiting.\nWednesday or Thursday would be all right."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 57a9ebec-168a-43ce-8fe7-4af0627e80a8
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Wednesday or Thursday would be all right.\nWednesday, Thursday or Friday would be all right.\nAnd or or usually comes only once, before the last item.\n2 We can use and and or with other kinds of words and phrases.\nIt was a cold and windy day. (adjective)\nHe waited fifteen or twenty minutes. (number)\nThe work went smoothly, quietly and very efficiently. (adverb phrase)\nNOTE\na We can use two adjectives together without a linking word, e.g. a cold, windy day. \u2022 202"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b We can use two complements or two adverbials with and or or even if they are different\nkinds of phrase, such as an adjective and noun phrase.\nThe book has become famous and a best-seller. We can meet here or in town.\nThe hotel was quiet and well back from the road.\n3 Compare these two sentences.\nHe stole a hat and a coat.\nHe stole a hat and coat.\nIn the first sentence and links two noun phrases (a hat, a coat); in the second it"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9367d9f0-5361-4e2d-8a28-162f74fd4b46
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "links two nouns (hat, coat). The second sentence suggests that there is a link\nbetween the two items, that they belong together.\nHe stole a hat and a typewriter. (not linked)\nHe stole a cup and saucer. (belonging together)\nNOTE\na And, or (and but) can link verb phrases and also whole clauses. \u2022 243\nb For or in questions, \u2022 31. 2 THE SIMPLE SENTENCE\n14 Phrases in apposition\nTwo noun phrases are in apposition when one comes after the other and both\nrefer to the same thing."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ba1a1797-665a-43e8-9fb3-d2fbb1b72619
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "refer to the same thing.\nEveryone visits the White House, the home of the President.\nJoseph Conrad, the famous English novelist, couldn't speak English until\nhe was 47.\nWhen the second phrase adds extra information, we use a comma.\nWhen the second phrase identifies the first one, we do not use a comma.\nThe novelist Joseph Conrad couldn't speak English until he was 4 7.\nPretty 25-year-old secretary Linda Pilkington has shocked her friends and\nneighbours."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1e4e9971-720e-4c23-ad87-65285a348820
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "neighbours.\nThe sentence about Linda is typical of newspaper style.\nWe can also use apposition to add emphasis. This happens in speech, too.\nThe man is a fool, a complete idiot.\nOther kinds of phrases can be in apposition.\nThe place is miles away, much too far to walk.\nThe experts say the painting is quite valuable, worth a lot of money.\nPAGE 14 PAGE 15\nStatements, questions, imperatives\nand exclamations\n15 Summary\nThere are four sentence types: statement, question, imperative and exclamation."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1e2cecde-eb23-427c-b582-d936383995d9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Sentences can be positive or negative.\nMain use\nStatements \u2022 16 You took a photo. to give information\nNegative statements \u2022 17 You did not take a photo. to give information\nQuestions \u2022 18 Did you take a photo? to ask for information\nThe imperative \u2022 19 Take a photo. to give orders\nExclamations \u2022 20 What a nice photo! to express feeling\nBesides the basic use, each sentence type has other uses. For example, we can use"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8b211ce3-3ca9-4d53-a18c-7fec5d9f8cde
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a statement to ask for information (I'd like to know all the details); a question form\ncan be an order or request (Can you post this letter, please?); an imperative can\nexpress good wishes (Have a nice time).\n16 Statements\n1 Form\nFor clause patterns in a statement, \u2022 7.\n2 Use\nThis conversation contains a number of statements.\nA PROGRAMME ABOUT WILDLIFE\nStella: There's a programme about wildlife on the telly tonight.\nAdrian: Uh-huh. Well, I might watch it."}


created_at: 2026-04-08 05:29:35
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Adrian: Uh-huh. Well, I might watch it.\nStella: I've got to go out tonight. It's my evening class.\nAdrian: Well, I'll video the programme for you.\nStella: Oh, thanks. It's at eight o'clock. BBC2.\nAdrian: We can watch it together when you get back.\nStella: OK, I should be back around ten. 3 STATEMENTS, QUESTIONS, IMPERATIVES ETC PAGE 16\nThe basic use of a statement is to give information: There's a programme about\nwildlife on the telly tonight. But some statements do more than give information."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4d63e1d0-491d-47a9-896b-ac44c02d9f69
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "When Adrian says I'll video the programme for you, he is offering to video it. His\nstatement is an offer to do something, which Stella accepts by thanking him. And\nWe can watch it together is a suggestion to which Stella agrees.\nThere are many different uses of statements. Here are some examples.\nExpressing approval: You're doing the right thing.\nExpressing sympathy: It was bad luck you didn't pass the exam.\nThanking someone: I'm very grateful.\nAsking for information: I need to know your plans."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 37479540-a50f-4b9d-b83f-f4e64cc33b3b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Giving orders: I want you to try harder.\nIn some situations we can use either a statement or another sentence type.\nCompare the statement I need to know your plans, the question What are your\nplans? and the imperative Tell me about your plans. All these are used to ask for\ninformation.\n3 Performative verbs\nSome present-simple verbs express the use of the statement, the action it\nperforms.\nPromising: I promise to be good.\nApologizing: It was my fault. I apologize."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4534024a-248b-4825-b830-be59b56d61dd
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Apologizing: It was my fault. I apologize.\nPredicting: I predict a close game.\nRequesting: You are requested to vacate your room by 10.00 am.\nThese are performative verbs: accept, admit, advise, agree, apologize, blame,\nconfess, congratulate, declare, demand, deny, disagree, forbid, forgive, guarantee,\ninsist, object, order, predict, promise, propose, protest, recommend, refuse, request,\nsuggest, thank, warn.\nSometimes we use a modal verb or similar expression. This usually makes the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 251184ef-f316-4180-b5b3-465eb50aa509
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "statement less direct and so more tentative, more polite.\nAdvising: I'd advise you to see a solicitor.\nInsisting: I must insist we keep to the rules.\nInforming: I have to inform you that you have been unsuccessful.\nSome typical examples are: must admit, would advise, would agree, must\napologize, must confess, must disagree, can guarantee, have to inform you, must\ninsist, must object, can promise, must protest, would suggest, must warn.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f75268eb-f175-4332-abeb-35f25762f9e2
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na In general, performative verbs are fairly emphatic. I promise to be good is a more emphatic\npromise than I'll be good, and 7 suggest we watch it together is more emphatic than We can\nwatch it together.\nb Some performative verbs are formal.\nI order/request you to leave the building. I declare this supermarket open.\nc With a few verbs we can use the present continuous.\nDon't come too close, I warn you/I'm warning you.\nWe propose/We are proposing a compromise. 17 Negative statements"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dfb8f472-044d-4e22-8a42-aef299fd7046
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "17 Negative statements\n1 Use\nThis text contains some negative statements.\nFRANKENSTEIN\nIn 1818 Mary Shelley wrote a famous book called 'Frankenstein'. But there was no\nmonster called Frankenstein, as is popularly believed. Frankenstein was not the\nname of the monster but the name of the person who created the monster. The\nword 'Frankenstein' is often used to mean 'monster' by people who have not read\nthe book.\nAnother mistake is to talk of 'Doctor Frankenstein'. Frankenstein was never a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 90003137-747d-4487-b34a-eec6448546ba
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "doctor. Mary Shelley's hero did not study medicine - he studied science and\nmathematics at the university of Ingolstadt in Bavaria. There really is a place\ncalled Ingolstadt. There is also a place called Frankenstein, which might or might\nnot have given the author the idea for the name.\nThe negative statements correct a mistaken idea, such as the idea that the monster\nwas called Frankenstein. In general, we use negative statements to inform"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 440f1bb4-91fa-46a0-8afd-fd75e66b79fe
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "someone that what they might think or expect is not so.\n2 Not with a verb\na In the most basic kind of negative statement, not or n't comes after the (first)\nauxiliary. We write the auxiliary and n't together as one word.\nSome people have not read the book.\nThe monster wasn't called Frankenstein.\nThat might or might not have given the author the idea for the name.\nb There must be an auxiliary before not. In simple tenses we use the auxiliary\nverb do."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 47081167-17e2-4017-868d-0d1503836c69
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "verb do.\nI don't like horror films. NOT I like not horror films.\nThe hero did not study medicine. NOT The hero studied not medicine.\nBe on its own also has not/n't after it.\nEast London is not on most tourist maps.\nThese shoes aren't very comfortable.\nc Look at these forms.\nPositive Negative\nFull form\nNegative\nShort form\nwas called\nhave read\nmight have given\nlike/do like\nstudied/did study\nwas not called\nhave not read\nmight not have given\ndo not like\ndid not study\nwasn't called\nhaven't read"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ff7b61ac-7779-48b2-85bd-61febab62c3a
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "did not study\nwasn't called\nhaven't read\nmightn't have given\ndon't like\ndidn't study\nWe cannot use no to make a negative verb form.\nThe bus didn't come. NOT The bus no came.\nPAGE 17 3 STATEMENTS, QUESTIONS, IMPERATIVES ETC PAGE 18\n3 Not in other positions\nNot can come before a word or phrase when the speaker is correcting it.\nI ordered tea, not coffee.\nThat's a nice green. ~ It's blue, not green.\nIs there a meeting today?~ Not today - tomorrow."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 28c89dc1-f7af-46e3-9139-5b4d24b91dde
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Is there a meeting today?~ Not today - tomorrow.\nNot can also come before a noun phrase with an expression of quantity (many) or\nbefore a phrase of distance or time.\nNot many people have their own aeroplane.\nThere's a cinema not far from here.\nThe business was explained to me not long afterwards.\nNOTE\na Instead of (= in place of) and rather than have a negative meaning. Compare:\nThey should build houses instead of office blocks.\nThey should build houses, not office blocks."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8af858f9-e165-4840-826e-f4e6934673ea
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "They should build houses, not office blocks.\nI drink tea rather than coffee.\nI drink tea, not coffee.\nb Not can come before a negative prefix, e.g. un, in or dis.\nBeggars are a not unusual sight on the streets of London.\nNot unusual = fairly usual.\nc For not standing for a whole clause, e.g. 7 hope not, \u2022 43(3).\n4 Other negative words\nThere are other words besides not which have a negative meaning.\nMeaning\nno There's no change. not a/not any\nThe patient is no better. not any"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e0ed5963-55ac-4f58-8866-f0af5e1a785b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The patient is no better. not any\nNo, she isn't. (opposite of yes)\nnone We wanted tickets, but there were not any\nnone left.\nno one, nobody I saw no one/nobody acting strangely. not anyone\n. nothing I saw nothing suspicious. not anything\nnowhere There was nowhere to park. not anywhere\nfew, little Few people were interested. not many\nThere was little enthusiasm. not much\nnever He was never a doctor. not ever\nseldom, rarely We seldom/rarely eat out. not often"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f9b0215a-7b43-444b-9ae3-6d14bac547cd
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "no longer Mrs Adams no longer lives here. not any longer\nhardly, scarcely We haven't finished. In fact, we've not really, only just\nhardly/scarcely started.\nneither, nor I can't understand this. not either\n~ Neither/Nor can I. (= I can't either.) PAGE 19 17 Negative statements\nNOTE\na The verbs fail, avoid, stop, prevent and deny have a negative meaning.\nYou have failed to reach the necessary standard.\n(= You have not reached the necessary standard.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9ef0e856-bedb-4aed-9650-63ab28602950
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(= You have not reached the necessary standard.)\nI want to avoid getting caught in the rush hour.\nA lock could stop/prevent others from using the telephone.\nThe player denied having broken the rules.\n(= The player said he/she had not broken the rules.)\nb Without has a negative meaning.\nLots of people were without a ticket.\n(= Lots of people did not have a ticket.)\nc For negative prefixes, e.g. unusual, disagree, \u2022 284(2).\n5 Double negatives"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eae5d13a-427a-43f6-8e00-b0515283de23
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "5 Double negatives\nWe do not normally use not/n't or never with another negative word.\nI didn't see anyone. NOT I didn't see no one.\nThat will never happen. NOT That won't never happen.\nWe've hardly started. NOT We haven't hardly started.\nIn non-standard English, a double negative means the same as a single negative.\nI didn't see no one. (non-standard)\n(= I didn't see anyone./I saw no one.)\nIn standard English a double negative has a different meaning."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 98416e1e-c0df-4baf-99d3-b9413307e2ef
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I didn't see no one. I saw one of my friends. (= I saw someone.)\nWe can't do nothing. (= We must do something.)\nNOTE\nWe sometimes use a negative after I wouldn't be surprised if/It wouldn't surprise me if...\nI wouldn't be surprised if it rained/if it didn't rain.\nThe speaker expects that it will rain.\n6 The emphatic negative\na We can stress not.\nFrankenstein did not study medicine.\nIf we use the short form n't, then we can stress the auxiliary (e.g. did).\nFrankenstein didn't study medicine."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 89c0e8b9-d270-4bee-855e-5d9fa641809f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Frankenstein didn't study medicine.\nb We can use at all to emphasize a negative.\nFrankenstein wasn't the name of the monster at all.\nThere was nowhere at all to park.\nHere are some other phrases with a similar meaning.\nThe operation was not a success by any means. I'm not in the least tired.\nThe project is not nearly complete. There is still a long way to go.\nHer son's visits were far from frequent.\nWe can use absolutely before no and its compounds.\nThere was absolutely nowhere to park.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c59b9602-e3ac-4c93-8ffc-3703af03e5cf
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "There was absolutely nowhere to park.\nNOTE\na We can use ever with a negative word.\nNo one ever takes any notice of these memos.\nFor more details about ever and never, \u2022211(1) Note c.\nb We can use whatsoever after nothing, none, or after no + noun.\nThere's nothing whatsoever we can do about it.\nThe people seem to have no hope whatsoever. 3 STATEMENTS, QUESTIONS, IMPERATIVES ETC PAGE 20\nc An adverbial with a negative meaning can come in front position for extra"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 237153a7-9a9b-42ca-86fb-60750237ea5a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "emphasis. This can happen with phrases containing the negative words no, never,\nneither, nor, seldom, rarely, hardly and the word only. There is inversion of subject\nand auxiliary.\nAt no time did the company break the law.\nCompare: The company did not break the law at any time.\nUnder no circumstances should you travel alone.\nCompare: You should not travel alone under any circumstances.\nNever in my life have I seen such extraordinary behaviour."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9b343406-70b3-4e18-a6f3-637a81d38e83
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Compare: I have never seen such extraordinary behaviour in my life.\nThe telephone had been disconnected. Nor was there any electricity.\nCompare: There wasn't any electricity either.\nSeldom did we have any time to ourselves.\nCompare: We seldom had any time to ourselves.\nOnly in summer is it hot enough to sit outside.\nCompare: It's only hot enough to sit outside in summer.\nThe pattern with inversion can sound formal and literary, although no way is\ninformal.\nNo way am I going to let this happen."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8c67fb9a-194e-4c16-872e-7ce15c7f6397
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "informal.\nNo way am I going to let this happen.\nNOTE\na A phrase with not can also come in front position for emphasis.\nNot since his childhood had Jeff been back to the village.\nCompare: Jeff had not been back to the village since his childhood.\nb For inversion after no sooner and hardly, \u2022 250(5).\n18 Questions\nThis is a short introduction to questions. For more details about questions and\nanswers, \u202221.\nDoctor: Where does it hurt?\nPatient: Just here. When I lift my arm up."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 36e03653-695c-4ddc-ab64-64c9564e04e7
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Patient: Just here. When I lift my arm up.\nDoctor: Has this happened before?\nPatient: Well, yes, I do get a pain there sometimes, but it's never been as bad as\nthis.\nDoctor: I see. Could you come over here and lie down, please?\nThe most basic use of a question is to ask for information, e.g. Where does it hurt?\n~ Just here. But questions can have other uses such as requesting, e.g. Could you\ncome over here, please?\nThere are wh-questions and yes/no questions. Wh-questions begin with a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cc821c86-9e29-4d8b-b35f-771091c915cc
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "question word, e.g. where, what. In most questions there is inversion of subject\nand auxiliary. \u2022 23\nStatement Question\nIt hurts just here. wh-: Where does it hurt?\nThis has happened before. yes/no: Has this happened before? PAGE 21 19 The imperative\n19 The imperative\n1 Form\nThe imperative form is the base form of the verb. It is a second-person form. When\nI say Come in, I mean that you should come in. The negative is do not/don't + base\nform, and for emphasis we use do + base form."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8d78b1b9-e103-4420-a774-8e993c8610c0
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "form, and for emphasis we use do + base form.\nPositive: Come in.\nRead the instructions carefully.\nNegative: Do not remove this book from the library.\nDon't make so much fuss.\nEmphatic: Do be careful.\nNOTE\nWe can use other negative words with the imperative.\nNever touch electrical equipment with wet hands. Leave no litter.\n2 Use\na The basic use of the imperative is to give orders, to get someone to do something.\nThe speaker expects that the hearer will obey."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e0036a93-6970-47ab-9133-7ed4f2168fe3
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The speaker expects that the hearer will obey.\nTeacher (to pupils): Get out your books, please.\nDoctor (to patient): Just keep still a moment.\nBoss (to employee): Don't tell anyone about this.\nTraffic sign: Stop.\nb But an imperative can sound abrupt. There are other ways of expressing orders.\nI want you to just keep still a moment.\nYou must hand the work in by the weekend.\nYou mustn't tell anyone about this.\nWe often make an order less abrupt by expressing it as a request in question form."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 97e7a923-2e28-4bba-993a-8aac6e73d107
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Can you get out your books, please?\nCould you just keep still a moment?\nIt is generally safer to use a request form, but the imperative can be used\ninformally between equals.\nGive me a hand with these bags.\nHurry up, or we're going to be late.\nNOTE\nWhen an imperative is used to tell someone to be quiet or to go away, it usually sounds\nabrupt and impolite.\nShut up. Go away - I'm busy. Get lost.\nc If a number of actions are involved, the request form need not be repeated for\nevery action."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c727741d-c822-48ed-a0a0-ccac275da0ca
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "every action.\nCan you get out your books, please? Open them at page sixty and look at the\nphoto. Then think about your reaction to it. 3 STATEMENTS, QUESTIONS, IMPERATIVES ETC PAGE 22\n3 Other uses of the imperative\nSlogans and advertisements:\nSave the rainforests.\nVisit historic Bath.\nSuggestions and advice:\nWhy don't you spend a year working before you go to college? Take a year off from\nyour studies and learn something about the real world.\nWarnings and reminders:"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 842934b8-f2f2-4080-9dfc-c84e6a6bf5a9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Warnings and reminders:\nLook out! There's a car coming.\nAlways switch off the electricity first.\nDon't forget your key.\nInstructions and directions:\nSelect the programme you need by turning the dial to the correct number. Pull out\nthe knob. The light will come on and the machine will start.\nGo along here and turn left at the lights.\nInformal offers and invitations:\nHave a chocolate.\nCome to lunch with us.\nGood wishes:\nHave a nice holiday. Enjoy yourselves.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cf078fb9-f7b8-4bad-847f-73e73b73b076
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Have a nice holiday. Enjoy yourselves.\nNOTE\nHave a chocolate. = Would you like a chocolate?\nHave a nice holiday. = I hope you have a nice holiday.\n4 Imperative + question tag\nAfter an imperative we can use these tags: will you? won't you? would you?\ncan you? can't you? could you?\na We can use a positive tag after a positive imperative.\nTeacher: Get out your books, will/would/can/could you?\nThe meaning is the same as Will you get out your books? but the pattern with the\ntag is more informal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ab6e75f6-a95a-4ed3-953c-2a1baf76fa17
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "tag is more informal.\nA negative tag expresses greater feeling.\nDoctor: Keep still, won't/can't you?\nThis suggests that the doctor is especially anxious that the patient should keep still,\nor annoyed because the patient cannot keep still.\nb In warnings, reminders and good wishes, the tag is won't you? after a positive\nimperative and will you? after a negative.\nHave a nice holiday, won't you?\nDon't forget your key, will you?\nIn offers and invitations the tag is will you? or won't you?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 14bc07cc-a20f-4e51-a901-ecc252bc0fa9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Have a chocolate, will/won't you?\nThese tags make the sentences more emphatic. PAGE 23 19 The imperative\n5 The imperative with a subject\nWe can mention the subject you when it contrasts with another person.\nI'll wait here. You go round the back.\nYou can also make an order emphatic or even aggressive.\nYou be careful what you're saying.\nNOTE\na A few other phrases can be the subject.\nAll of you sit down! Everyone stop what you're doing.\nb The negative don't comes before the subject."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d4c78151-e84b-4ab0-9a42-5af0649df7d5
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b The negative don't comes before the subject.\nDon't you talk to me like that.\n6 Let\na Let's (= let us) + base form of the verb expresses a suggestion.\nIt's a lovely day. Let's sit outside.\nLet's have some coffee (,shall we?).\nLet's suggests an action by the speaker and the hearer. Let's sit outside means that\nwe should sit outside.\nThe negative is let's not or don't let's, and for emphasis we use do let's.\nNegative: Let's not waste any time./Don't let's waste any time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6896ba81-25f2-4a12-98b4-e732a35c0561
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Emphatic: Do let's get started. We've wasted enough time already.\nNOTE\na For American usage, \u2022 303(3).\nb The long form is formal and old-fashioned.\nLet us give thanks to God.\nb Let me means that the speaker is telling him/herself what to do.\nLet me think. Where did I put the letter?\nLet me see what's in my diary. Let me explain.\nLet me think means 'I'm going to think./Give me time to think.'\nNOTE\nLet can also have the meaning 'allow'.\nOh, you've got some photos. Let me see./May I see?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 821c12ff-8ff2-4b38-a8c9-df1ac895ba72
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "c After let we can put a phrase with a noun.\nLet the person who made this mess clean it up.\nLet the voters choose the government they want. Let them decide.\nLet them decide means 'they should decide'.\nNOTE\nThere are two special sentence patterns with a similar meaning to the imperative. Both the\nsubjunctive and may can express a wish.\nGod save the Queen.\nMay your dreams come true."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bc896c09-7ec6-4e2c-9436-bd65c3baedb9
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "God save the Queen.\nMay your dreams come true.\nThese patterns are rather formal and used only in limited contexts. 3 STATEMENTS, QUESTIONS, IMPERATIVES ETC PAGE 24\n7 Overview: imperative forms\nPerson Positive Negative Emphatic\nFIRST\nSingular Let me play a record.\nPlural Let's play tennis. Let's not play/ Do let's play soon.\nDon't let's play here.\nSECOND Play fair. Don't play that record. Do play a record.\n+ subject You play the piano Don't you play that\nnow. silly game."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7fb210cb-cf72-4df9-aa28-b1ae373e311f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "now. silly game.\nTHIRD Let the music play.\n20 Exclamations\nAn exclamation is a sentence spoken with emphasis and feeling. We often use a\npattern with how or what.\n1 How and what\nCompare these patterns.\nQuestion: How warm is the water?\nExclamation: How warm the water is!\nThe exclamation means that the water is very warm. It expresses the speaker's\nfeeling about the degree of warmth.\nAfter how there can be an adjective or adverb.\nHow lucky you are! How quickly the time passed!"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2feda232-ef2f-441e-b9d3-8536e95532a9
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "How lucky you are! How quickly the time passed!\nHow can also modify a verb.\nHow we laughed!\nAfter what there can be a noun phrase with a/an or without an article.\nWhat a journey we had! What idiots we've been!\nThe noun phrase often has an adjective.\nWhat a stupid mistake you made! What lovely flowers these are!\nAn exclamation can also be just a phrase with how or what.\nHow lucky! What a journey! What lovely flowers!\n2 Other exclamations\nAny phrase or short sentence can be an exclamation."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d4dfc6aa-abc0-4cb9-aa5f-15e66e6c4319
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Oh no! Lovely! You idiot! Stop! Look out! Oh, my God!\nThere is usually a greater rise or fall of the voice than in other types of sentences.\nIn writing we use an exclamation mark (!).\n3 Exclamations with a negative question form\nSome exclamations have the form of a negative question. The voice rises then falls.\nAren't you lucky! (= How lucky you are!) Didn't we laugh! (= How we laughed!) PAGE 25\n4\nQuestions and answers\n21 Summary\nThe use of questions \u2022 22"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 80ff3303-f9f5-40b4-9961-91d0338fc165
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "21 Summary\nThe use of questions \u2022 22\nWe use questions to ask for information and also for requests, suggestions,\noffers etc.\nInversion in questions \u2022 23\nIn most questions there is inversion of the subject and auxiliary.\nStatement: You have written a letter.\nQuestion: Have you written a letter?\nYes/no questions and wh-questions \u2022 24\nThese are the two main kinds of question.\nyes/no: Have you written a letter?\nwh: What have you written?\nWh-questions: more details \u2022 25"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cde96ef1-3c16-45e5-a082-ab38b2714f17
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Wh-questions: more details \u2022 25\nA question word can be subject, object, complement or adverbial. Who can be\nsubject or object.\nWho told you? (subject)\nWho did you tell? (object)\nQuestion words: more details \u2022 26\nA question word can also be a determiner.\nWhat/Which day are they coming?\nThe choice of what or which depends on the number of possible answers.\nWe can use how on its own or before an adjective or adverb.\nHow did you find out?\nHow far is it to Newcastle?\nWe can modify a question word."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e47be4f7-477d-4fdf-9d5a-f1cbea49e6c0
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can modify a question word.\nWhy exactly do you need this information ?\nOVERVIEW: question words \u2022 27\nQuestion phrases \u2022 28\nWe can form question phrases with what and how.\nWhat time is your train?\nHow much does it cost? 4 QUESTIONS AND ANSWERS\nAnswering questions \u2022 29\nMost answers to questions can be just a word or phrase.\nWhat are you writing? ~ A letter to Kate.\nWe often use a short answer with yes or no.\nHave you written the letter? ~ Fes, I have.\nNegative questions \u2022 30"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d84c2cf5-749a-4c65-a848-9f9c15411ddb
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Negative questions \u2022 30\nA question can be negative.\nHaven't you answered the letter yet?\nQuestions with or \u2022 31\nWe can use or in a question.\nAre you sending a card or a letter?\nQuestions without inversion \u2022 32\nIn informal conversation a question can sometimes have the same word order\nas a statement.\nYou've written a letter?\nIndirect questions \u2022 33\nWe can ask an indirect question.\nI'd like to know what you've written.\nQuestion tags \u2022 34\nWe can add a question tag to a statement."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 08ad0ad4-1c97-4ee1-8d3d-9cdfae95b3b9
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can add a question tag to a statement.\nYou've answered the letter, haven't you?\nEcho questions and echo tags \u2022 35\nWe can use an echo question or echo tag to react to a statement.\nI've written the letter. ~ Oh, have you?\n22 The use of questions\nBUYING A TRAIN TICKET\nTravel agent: Can I help you?\nCustomer: Do you sell rail tickets?\nTravel agent: Yes, certainly.\nCustomer: I need a return ticket from Bristol to Paddington.\nTravel agent: You're travelling when?\nCustomer: Tomorrow."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 30987cb0-ed8e-4beb-960b-0829e93164a9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Customer: Tomorrow.\nTravel agent: Tomorrow. That's Friday, isn't it? And when are you\ncoming back?\nCustomer: Oh, I'm coming back the same day.\nTravel agent: Are you leaving before ten o'clock?\nCustomer: It's cheaper after ten, is it?\nTravel agent: Yes, it's cheaper if you leave after ten and return after six o'clock.\nCustomer: What time is the next train after ten?\nTravel agent: Ten eleven.\nPAGE 26 PAGE 27 23 Inversion in questions"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5304156a-8178-450f-8044-3c87304539e0
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "PAGE 26 PAGE 27 23 Inversion in questions\nCustomer: Oh, fine. Could you tell me how much the cheap ticket is?\nTravel agent: Twenty-one pounds.\nCustomer: Can I have one then, please?\n1 The most basic use of a question is to ask for information.\nWhat time is the next train?~ Ten eleven.\n2 But we can use questions in other ways, such as getting people to do things.\nThis happens especially with modal verbs, e.g. can, shall.\nRequesting: Can I have one then, please?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aab95e92-9344-4b0c-b7d2-c444eb934fea
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Requesting: Can I have one then, please?\nMaking suggestions: Shall we take the early train?\nOffering: Can I help you?\nAsking permission: May I take one of these timetables?\n3 There are also 'rhetorical questions', which do not need an answer.\nWhat do you think will happen?~ Who knows?\nYou're always criticizing me, but have I ever criticized you?\nFancy meeting you here. It's a small world, isn't it?\nNOTE\nA question can be answered by the person who asks it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f2a4696c-6f64-4c1e-a35d-b3c45f3d421e
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "What is the secret of United's success? Manager Terry Clark believes that it is the players'\nwillingness to work for each other and for the team.\n23 Inversion in questions\n1 In most questions there is inversion of the subject and auxiliary.\nStatement Question\nYou are leaving today. Are you leaving today?\nThe train has got a buffet. Has the train got a buffet?\nWe can sit here. Where can we sit?\nIf there is more than one auxiliary verb (e.g. could have), then only the first one"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aa004e33-92f4-4d37-a8d8-f09009df7329
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "comes before the subject.\nStatement Question\nI could have reserved a seat. Could I have reserved a seat?\n2 In simple tenses we use the auxiliary verb do.\nStatement Question\nYou like train journeys.\nOx: You do like train journeys. Do you like train journeys?\nThey arrived at six.\nOr: They did arrive at six. Did they arrive at six? 4 QUESTIONS AND ANSWERS PAGE 28\n3 Be on its own as an ordinary verb can also come before the subject.\nStatement Question\nThe train was late. Was the train late?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c23d94b1-227e-49d1-9cd2-3051ab393658
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The train was late. Was the train late?\nMy ticket is somewhere. Where is my ticket?\n4 For short questions, \u2022 38(3).\nI thought something might go wrong. ~ And did it?~ I'm afraid so.\nFor questions without the auxiliary and you, \u2022 42(2).\nLeaving already? (= Are you leaving already?)\n24 Yes/no questions and wh-questions\n1 Ayes/no question can be answered yes or no.\nDo you sell rail tickets? ~ Yes, we do./Certainly.\nWill I need to change? ~ No, it's a direct service./I don't think so."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4d576f9c-4bd3-4740-affe-8b6ccb009793
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The question begins with an auxiliary (do, will).\n2 A wh-question begins with a question word.\nWhen are you going? What shall we do? How does this camera work?\nThere are nine question words: who, whom, what, which, whose, where, when, why\nand how. For an overview, \u2022 27.\nFor intonation in yes/no and wh-questions, \u2022 54(2b).\n25 Wh-questions: more details\n1 A question word can be subject, object, complement or adverbial. Compare the\npositive statements (in brackets)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 37be3f5e-dbf2-4479-aa34-0091f703dbea
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "positive statements (in brackets).\nSubject: Who can give me some help?\n(Someone can give me some help.)\nObject: What will tomorrow bring?\n(Tomorrow will bring something.)\nComplement: Whose is this umbrella?\n(This umbrella is someone's.)\nAdverbial: When are you coming back?\n(You are coming back some time.)\nWhere is this bus going?\n(This bus is going somewhere.)\nWhy did everyone laugh?\n(Everyone laughed for some reason.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 14d5bdfa-a37a-4e67-897a-fdba32e107e9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(Everyone laughed for some reason.)\nWhen a question word is the subject, there is no inversion. The word order is the\nsame as in a statement.\nWho can give me some help?\nBut when a question word is the object, complement or adverbial (not the subject),\nthen there is inversion of the subject and auxiliary. For details, \u2022 23.\nWhat will tomorrow bring? Whose is this umbrella? PAGE 29 25 Wh-questions: more details\nNOTE\na A question can sometimes be just a question word. \u2022 40"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d3d116b4-b8f3-42bf-8445-aafc05f40999
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm going to London. ~ When?\nb A question word can be part of a sub clause.\nWhat did you think I said? (You thought I said something.)\nWhen would everyone like to leave? (Everyone would like to leave some time.)\nc A question can have two question words.\nWhen and where did this happen? Who paid for what?\n2 Compare who as subject and object of a question.\nSubject: Who invited you to the party? ~ Laura did.\n(Someone invited you.)\nObject: Who did you invite to the party? ~ Oh, lots of people."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 279182d8-0d9e-4300-ba83-f96d61d9c093
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(You invited someone.)\nWho saw the detective?\n(Someone saw him.)\nWho did the detective see?\n(He saw someone.)\nHere are some more examples of question words as subject.\nWhat happens next? Which came first, the chicken or the egg?\nWho is organizing the trip? Which biscuits taste the best?\nWhose cat has been run over, did you say?\nHow many people know the secret?\n3 A question word can also be the object of a preposition.\nWho was the parcel addressed to?\n(The parcel was addressed to someone.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: df67176e-f489-4b4f-b04c-88dbde485831
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(The parcel was addressed to someone.)\nWhere does Maria come from?\n(Maria comes from somewhere.)\nWhat are young people interested in these days?\n(Young people are interested in something these days.)\nIn informal questions, the preposition comes in the same place as in a statement\n(addressed to, come from). But in more formal English it can come before the\nquestion word.\nTo whom was the parcel addressed?\nOn what evidence was it decided to make the arrest?\nNOTE\na For who and whom, \u2022 26(3)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 72591104-e8ca-4d5b-9219-5cd0f7496445
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na For who and whom, \u2022 26(3).\nb Since comes before when even in informal English.\nSince when has this area been closed to the public?\nThis often expresses surprise. A question with How long... ? is more neutral. 4 QUESTIONS AND ANSWERS PAGE 30\n26 Question words: more details\n1 What, which and whose before a noun\nThese question words can be pronouns, without a noun after them.\nWhat will be the best train?\nThere are lots of books here. Which do you want?\nWhose was the idea?"}


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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Whose was the idea?\nThey can also be determiners, coming before a noun.\nWhat train will you catch? (You will catch a train.)\nWhich books do you want? (You want some of the books.)\nWhose idea was it? (It was someone's idea.)\nWhich can come before one/ones or before an of-phrase.\nWhich ones do you want? Which of these postcards shall we send to Angela?\n2 The use of who, what and which\nWho always refers to people. Which can refer to people or to something not"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ca249e85-f370-40a2-bd5a-1029bcccbf8d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "human. What refers mostly to something not human, but it can refer to people\nwhen it comes before a noun.\nHuman Non-human\nWho is your maths teacher?\nWhich teacher do you have? Which supermarket is cheapest?\nWhat idiot wrote this? What book are you reading?\nWhat do you do in the evenings?\nWho is a pronoun and cannot come before a noun or before an of-phrase.\nNOT Who teacher do you have? and NOT Who of the teachers do you have?\nThere is a difference in meaning between what and which."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f7aa6847-81f4-46d1-bbfc-cf4854ddd53d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "What do you do in your spare time? What sport do you play?\nWhich is the best route? Which way do we go now?\nWe use what when there is an indefinite (and often large) number of possible\nanswers. We use which when there is a definite (and often small) number of\npossible answers. What relates to the indefinite word a, and which to the definite\nword the.\nWhat sport...? (a sport)\n(Tennis, or golf, or football, or...)\nWhich way...? (one of the ways)\n(Right or left?)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 323611f0-a6dc-41c4-80bb-e8f943e85e5b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Which way...? (one of the ways)\n(Right or left?)\nThe choice of what or which depends on how the speaker sees the number of\npossible answers. In some contexts either word is possible.\nWhat newspaper/Which newspaper do you read?\nWhat parts/Which parts of France have you visited?\nWhat size/Which size do you take?\nNOTE\nWe can use what to suggest that there are no possible answers.\nWhy don't you invite a few friends? ~ What friends? I haven't got any friends. 26 Question words: more details"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b6a2466d-1811-430c-9870-7137182d41cb
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 Who and whom\nWhen who is the object, we can use whom instead.\nWho/Whom did you invite?\nWhom is formal and rather old-fashioned. Who is more common in everyday\nspeech.\nWhen who/whom is the object of a preposition, there are two possible patterns.\nWho were you talking to?\nTo whom were you talking?\nThe pattern with whom is formal.\n4 How\na How can express means or manner.\nHow do you open this bottle? (You open this bottle somehow.)\nHow did the children behave? (The children behaved well/badly.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5a95bcaf-03ad-4b24-8a0a-66b9a4e59865
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b When it expresses degree, how can come before an adjective or adverb.\nHow wide is the river? (20 metres/30 metres wide?)\nHow soon can you let me know? (very soon/quite soon?)\nFor question phrases with how, \u2022 28.\nc We also use how as an adjective or adverb in friendly enquiries about someone's\nwell-being, enjoyment or progress.\nHow are you? ~ Fine, thanks.\nHow did you like the party?\u2014 Oh, it was great.\nHow are you getting on at college? ~ Fine, thanks. I'm enjoying it.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d9f05a8d-f21c-4211-b212-86d9b5d64a98
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nWhat... like? asks about quality. Sometimes it has a very similar meaning to How...?\nHow was the film?/ What was the film like?\nBut What... like? does not refer to well-being.\nHow's your brother? ~ Oh, he's fine, thanks.\nWhat's your brother like? ~ Well, he's much quieter than I am.\nWhat does your brother look like? ~ He's taller than me, and he's got dark hair.\n5 A special pattern with why\nWhy (not) can come before a noun phrase or a verb."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 00b81d45-dd19-41c1-ab97-53b257821e21
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Why the panic? (= What is the reason for the panic?)\nLook at our prices - why pay more? (= Why should you pay more?)\nWhy not stay for a while? (= Why don't you stay for a while?)\n6 Modifying a question word\na We can use an adverb to modify a question word or phrase.\nWhen exactly are you coming back?\nJust what will tomorrow bring?\nAbout how many people live here?\nb Else has the meaning 'other'.\nWhat else should I do? (= What other things ... ?)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bbc8e265-886f-4272-968f-e14cfb287a5c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Who else did you invite? (= What other people ... ?)\nPAGE 31 4 QUESTIONS AND ANSWERS PAGE 32\nc We can emphasize the question by using on earth.\nWhat on earth will tomorrow bring?\nWe can also use ever.\nWhat ever/Whatever can the matter be?\nHow ever/However did you manage to find us?\nWho ever/Whoever invited that awful man?\nThis means that the speaker has no idea what the answer is. The emphasis often\nexpresses surprise. The speaker is surprised that someone invited that awful man."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4ebf7ccf-85c3-4ca9-9a91-f7759436bf30
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "27 Overview: question words\nQuestion Example Word class Positive expression\nword\nwho, whom Who won? pronoun someone\nwhat What happened? pronoun something\nWhat sport(s)? determiner a sport, some sports\nwhich Which is/are best? pronoun one of them,\nsome of them\nWhich sport(s)? determiner one of the sports,\nsome of the sports\nwhose Whose was the idea? pronoun someone's\nWhose idea was it? determiner someone's\nwhere Where shall we go? adverb of place somewhere"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1072543b-53ce-4509-9a3e-7eca1adfad2d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "when When did it happen? adverb of time some time\nwhy Why are you here? adverb of reason for some reason\nhow How do you open it? adverb of means somehow\nHow did they behave? adverb of manner\nHow wide is it? adverb of degree\nHow are you? adjective\n28 Question phrases\nWhat and how can combine with other words to form phrases.\n1 What can come before a noun.\nWhat time is the next train?~ Ten eleven.\nWhat colour shirt was he wearing? ~ Blue, I think."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b2c8cae5-a7d7-4dc5-864d-3648a2443c6a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "What kind of/type of/sort of computer have you got? ~ Oh, it's just\na desktop machine.\nWhat make is your car? ~ It's a BMW. PAGE 33 29 Answering questions\n2 We use what about/how about to draw attention to something or to make a\nsuggestion.\nWhat about/How about all this rubbish? Who's going to take it away?\nWhat about/How about some lunch? ~ Good idea.\n3 How can come before an adjective or an adverb.\nHow old is this building? ~ About two hundred years old.\nHow far did you walk? ~ Miles."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6d74e3ab-ab5f-4efe-bab7-36e7afbfbc93
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "How far did you walk? ~ Miles.\nHow often does the machine need servicing? ~ Once a year.\nHow long can you stay? ~ Not long, I'm afraid.\nIt can also come before many or much.\nHow many people live in the building? ~ Twelve.\nHow much is the cheap ticket? ~ Fifteen pounds seventy-five.\nNOTE\nHow come is an informal phrase meaning 'why'. There is no inversion.\nHow come all these papers have been left here?~ I'm in the middle of sorting them out.\n29 Answering questions\n1 How long is an answer?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d2957c76-aac8-4fa5-b769-90f05bf7bb16
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "29 Answering questions\n1 How long is an answer?\nSome questions you can answer in a word or phrase, but others need to be\nanswered in one or more complete sentences. Here are some examples from real\nconversations.\nDidn't you hear about the bank robbery? ~ No.\nI've got a hat. ~ What colour? ~ Brown.\nDo you like school? ~ Yes, I do. It's OK.\nYou haven't got central heating? ~ No, we haven't.\nHow long do you practise? ~ About half an hour."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7d56c533-44ff-4778-ab6b-7f8680dd8d01
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "How long do you practise? ~ About half an hour.\nWhy did you sell the car? ~ It was giving me too much trouble. I was spending\nmore money on it than it was worth spending money on.\nHow is Lucy? ~ She's a lot better now. In fact I think she'll be back at school\nnext week.\nIt is usually enough to give the relevant piece of information without repeating all\nthe words of the question. There is no need to say No, I didn't hear about the bank\nrobbery, or The hat is brown in answer to these questions."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 11b04849-1e35-41aa-8b1c-fef4f42f2447
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na We can repeat the words of the question to give emphasis, e.g. when we deny something.\nDid you break this glass? ~ No, I did not break that glass.\nb There is not always a direct grammatical link between a question and answer. The\nimportant thing is that the information is relevant.\nWhat time will you be home? ~ Well, these meetings go on a long time.\nHere the questioner would realize that the meeting going on a long time means that 'I will\nbe home late',"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: be372955-7602-478f-a567-83d5dd54f531
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "be home late',\nc The hearer may be unable or unwilling to answer.\nWhat's your favourite subject? ~ I haven't really got a favourite subject.\nAre you a member of this club?~ Why do you ask?\nWhere are my keys? ~You ought to know where they are. 4 QUESTIONS AND ANSWERS\n2 Yes/no short answers\na We can sometimes answer with a simple yes or no, but English speakers often use a\nshort answer like Yes, I do or No, we haven't. A short answer relates to the subject"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 948ef088-3975-42af-8ee7-b00f8ba09dfa
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "and auxiliary in the question. The patterns are yes + pronoun + auxiliary and no +\npronoun + auxiliary + n't.\nPositive Negative\nIs it raining? ~ Yes, it is. No, it isn't.\nHave you finished? ~ Yes, I have. No, I haven't.\nCan we turn right here? ~ Yes, we can. No, we can't.\nb In simple tenses we use the auxiliary do.\nDo you play the piano? ~ Yes, I do. (NOT Yes I play.)\nDid Roger cut the grass ~ No, he didn't.\nc In these examples the question has be on its own, as an ordinary verb."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9b24ddde-9d50-4ce4-b34a-a1531e75e14a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Is the chemist's open today? ~ No, it isn't.\nAre you warm enough? ~ Yes, I am, thanks.\nd We very often add relevant information or comment after a simple yes or no or\nafter the short answer.\nWere you late? ~ Yes, I missed the bus.\nWere you late? ~ Yes, I was, I missed the bus.\nDid Carl find his wallet? ~ No, unfortunately.\nDid Carl find his wallet? ~ No, he didn't, unfortunately.\nIn some contexts yes/no or a short answer on its own can sound abrupt and not\nvery polite."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 84154594-9ab7-47ca-b580-33a6c94d471c
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "very polite.\nWe can sometimes use another phrase instead of yes or no.\nWere you late? ~ I'm afraid I was./Of course I wasn't.\ne In a negative short answer the strong form not is formal or emphatic.\nWas the scheme a success? ~ No, it was not. It was a complete failure.\nf We can also use a short answer to agree or disagree with a statement.\nAgreeing: These shirts are nice. ~ Yes, they are.\nThe weather doesn't look very good. ~ No, it doesn't."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7f2b8eef-0c59-4191-9806-4a4d139fab85
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Disagreeing: I posted the letter. ~ No, you didn't. It's still here.\nWe can't afford a car. ~ Yes, we can, if we buy it on credit.\nWe often use a tag after the short answer.\nThese shirts are nice. \u2014 Yes, they are, aren't they?\n3 Requests, offers, invitations and suggestions\na We cannot usually answer these with just a short answer.\nCan I borrow your pen, please? ~ Sure./Of course.\nWould you like a chocolate? ~ Yes, please. Thank you."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1c46dd09-bac5-4601-a6b7-8cc076349be9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Would you like to come to my party? ~ Yes, I'd love to. Thank you very much.\nShall we have some lunch? ~ Good idea./Yes, why not? PAGE 35 30 Negative questions\nb A negative answer to a request or invitation needs some explanation.\nCan I borrow your pen ? \u2014 Sorry, I'm using it to fill this form in.\nWould you like to come to my party on Saturday? \u2014 I'm sorry. I'd like to, but I'm\ngoing to be away this weekend.\nA short answer (e.g. No, you can't) would sound very abrupt and impolite."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8e2c9fe5-ac31-4c9e-9704-f8bad6bbeda0
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 Short answers to wh-questions\na When the question word is the subject, we can use a short answer with\na subject + auxiliary.\nWho's got a hair drier? ~ Neil has.\nWho filled this crossword in? ~ I did.\nWhich shoes fit best? ~ These do.\nb We can leave out the auxiliary.\nWho's got a hair drier? ~ Neil.\nWho filled this crossword in? ~ Me. \u2022 184(1b)\n30 Negative questions\nMY PHONE IS OUT OF ORDER\nClaire: I'll tell you more when I see you next week.\nAnna: Can't you ring me?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 01ca0e9d-017a-49c2-9c0d-a4d46a226013
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Anna: Can't you ring me?\nClaire: No, unfortunately. My phone's still out of order.\nAnna: Haven't they repaired it yet?\nClaire: No. It's an awful nuisance. It's over a week now.\nAnna: Why don't you refuse to pay your bill?\nClaire: That wouldn't make any difference, I don't expect.\nAnna: Isn't there a rule? Don't they have to repair it within a certain period?\nClaire: I don't know. Anyway, it's not working.\n1 Use\na A negative yes/no question often expresses surprise."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 705fb7cc-f380-42c6-a422-0001fe5aab1e
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Can't you ring me? Haven't they repaired your phone?\nThe context suggests that the negative is true (they haven't repaired the phone).\nClaire has already explained that it is out of order. But Anna is surprised at this.\nShe thinks they should have repaired it.\nb A negative question can be a complaint.\nCan't you be quiet? I'm trying to concentrate.\nThis means that you should be quiet.\nA negative question with why can also express surprise or a complaint."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6b13f801-c970-4be6-aa5d-04b18bad8b48
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Why haven't they repaired it? Why can't you be quiet?\nc We can use Why don't/doesn't... ? for suggestions and Why didn't... ?to criticize.\nWhy don't we take a break now? I'm tired.\nWhy didn't you tell me this before? You should have told me. 4 QUESTIONS AND ANSWERS PAGE 36\nWe can use why not + verb instead of Why don't you... in a suggestion.\nWhy not use your credit card?\nd Negative questions with who, what and which usually request information.\nWho hasn't returned this library book?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4a4a4577-310a-4051-8773-440c5f7faf54
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Who hasn't returned this library book?\nWhat can't you understand?\nWhich of the guests doesn't eat meat?\ne We can use a negative question to ask the hearer to agree that something is true.\nDidn't I see you on television last night?\nThe meaning is similar to a tag question with a rising intonation. \u2022 34(3)\nI saw you on television last night, didn't I?\nNOTE For a negative question form in exclamations, e.g. Wasn't that fun! \u2022 20(3).\n2 Form"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 148c9007-3c89-4599-bc25-7ee385146a27
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "2 Form\na We make a question negative by putting n't after the auxiliary.\nHaven't you finished yet? NOT Have not you finished yet?\nWhy doesn't the government take action?\nNOTE\nThe negative of am I is aren't I.\nWhy aren't I getting paid for this?\nb In more formal English not comes after the subject.\nHave you not finished yet? Why does the government not take action?\nc If the question word is the subject, n't or not comes after the auxiliary.\nWho hasn't returned/has not returned this library book?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 43c9dd95-0379-469b-82cb-de58c175449d
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "d We can use other negative words.\nAre you never going to finish? Why does the government take no action?\nNOTE\nIn informal speech the question can be without inversion.\nYou haven't finished yet?\n3 Yes/no answers\nThe answer no agrees that the negative is true. The answer yes means that the\npositive is true.\nHaven't they repaired it yet? ~ No, it's an awful nuisance.\n~ Yes, they did it yesterday.\n31 Questions with or\n1 A question can contain two or more alternative answers. The word or comes"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f4be97f8-5602-4b5b-b488-3a3f6720dd9a
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "before the last alternative.\nAre you coming back today or tomorrow? ~ Today.\nDid you speak to a man or a woman? ~ It was a woman. PAGE 37 33 Indirect questions\nWhen are you coming back, today or tomorrow?\nWho did you speak to, a man or a woman?\nWere you running or jogging?\nThe voice rises for the first alternative, and then it falls after or.\nShall we take a & bus or a ( taxi?\nNOTE\nThis question does not contain alternative answers."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2806855b-04c6-449a-b2ae-c2bedefe702e
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Have you got any brothers or sisters? ~ Yes, I've got two sisters.\nHere brothers or sisters is spoken as one phrase.\n2 Or can link two clauses.\nAre you coming back today, or are you staying overnight? ~ I'm coming back today.\nThe second alternative can be the negative of the first.\nAre you coming back today or aren't you/or not? ~ Yes, I am.\nThis emphasizes the need for a yes/no answer and can sound impatient.\n32 Questions without inversion"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6098d0b4-2b4e-4489-9569-7b06e3dc123e
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "32 Questions without inversion\nIn informal conversation a question can sometimes have the same word order as\nin a statement. The question has a rising intonation.\nThe machine gives change? ~ No, it doesn't.\nYou're travelling tomorrow?~ Yes.\nThe car is blue?~ That's right.\nThe car is what colour? ~ Blue.\nThey went which way?~ That way.\nWe use this kind of question only when it follows on from what was said before.\nI need a return ticket to Paddington. ~ You're travelling when?~ Tomorrow.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b0635b8d-db22-4f86-8198-76635dc4c45e
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nFor echo questions, \u2022 35(1).\nI'm travelling tomorrow. ~ You're travelling when?\n33 Indirect questions\nWe can ask a question indirectly by putting it into a sub clause beginning with a\nquestion word or with if/whether. This makes the question sound less abrupt,\nmore tentative.\nWe need to know what the rules are.\nCan I ask you how much you're getting paid for the job?\nCould you tell me where Queen Street is, please?\nI'm trying to find out who owns this building."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 13188742-aec5-4d6c-a98a-823285be9d6c
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm trying to find out who owns this building.\nDo you know when the train gets in?\nI was wondering if/whether you could give me a lift.\nThere is no inversion of the subject and auxiliary in the sub clause.\nNOT We need to know what are the rules.\nFor question word + to-infinitive, \u2022 125.\nCould you tell me how to get there?\nNOTE If the main clause is a statement (We need to know), then there is no question mark. 4 QUESTIONS AND ANSWERS PAGE 38\n34 Question tags\nCOAL FIRES"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 43997d67-8481-480b-b8c0-ef925c16a651
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "34 Question tags\nCOAL FIRES\nGary: It's colder today, isn't it?\nBrian: Yes, it's not very warm, is it? I shall have to light the fire soon.\nGary: Oh, you have coal fires, do you?\nBrian: Yes. We don't have central heating. You have central heating, don't you?\nGary: Yes, we do. But coal fires are nice, aren't they? More comforting than a\nradiator.\nBrian: Yes, but they're a lot more work than just switching on the heating. We\nkeep talking about getting central heating put in."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 338d2fca-1905-4f7b-856a-9c5ba94e3b41
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Gary: I suppose coal fires aren't very convenient, are they?\nBrian: They certainly aren't.\n1 Form\na A tag relates to the subject and auxiliary of the main clause. The structure of a\nnegative tag is auxiliary + n't+ pronoun, e.g. isn't it.\nIt's raining, isn't it?\nYou've finished, haven't you?\nWe can go now, can't we?\nb In simple tenses we use the auxiliary verb do.\nLouise works at the hospital, doesn't she?\nYou came home late, didn't you?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4e0938f8-ff26-43f0-bf96-126d79d3183c
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You came home late, didn't you?\nc In these examples the main clause has be on its own, as an ordinary verb.\nIt's colder today, isn't it?\nThe sausages were nice, weren't they?\nd A positive tag is like a negative one, but without n't.\nIt isn't raining, is it?\nYou haven't finished, have you?\nNOTE The form of question tags\na We can use the subject there in a tag.\nThere were lots of people at the carnival, weren't there?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3264f5fd-3d36-4b34-bdf9-250d7d05209e
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "But we do not use this, that, these or those in the tag. We use it or they instead.\nThat was lucky, wasn't it? Those are nice, aren't they?\nb After I am... the tag is aren't I.\nI'm late, aren't I?\nc After a subject such as everyone, someone etc, we use they in a tag.\nAnyone could just walk in here, couldn't they?\nd In more formal English, not can come after the pronoun.\nProgress is being made, is it not?\ne We can use don't you think when asking someone's opinion."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a603fb87-b5ad-475c-b54d-bda088daaafe
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "These pictures are good, don't you think?\nf In informal English we can use yes, no, right and OK as tags. Right and OK are more\ncommon in the USA. \u2022 303(4)\nThese figures are correct, yes? You like London, no?\nI'll be outside the post office, right? We're going to start now, OK ?\nBut as a general rule learners should not use these tags. Often a tag like aren't they or\ndon't you is better. 34 Question tags\n2 Overview: patterns with tags\nThere are three main patterns.\nStatement Tag\nPATTERN A"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0b2fec7a-21db-4665-a5e5-ef8af21734bf
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Statement Tag\nPATTERN A\nPATTERN B\nPATTERN C\n3 Pattern A: positive statement + negative tag\nThis kind of tag asks the hearer to agree that the statement in the main clause is\ntrue. It is sometimes obvious that the statement is true. For example, in the\nconversation both speakers know that it is colder today. The tag (isn't it) is not\nreally a request for information but an invitation to the hearer to continue the\nconversation."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4cddf722-dc1e-4481-97cc-8c1cc052d51b
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "conversation.\nIt's difficult to find your way around this building, isn't it?~ Yes, I'm always\ngetting lost in here.\nThat was fun, wasn't it?~ Yes, I really enjoyed it.\nWhen the statement is clearly true, then the speaker uses a falling intonation on\nthe tag.\nIt's cold, \\ isn't it?\nBut when the speaker is not sure if the statement is true, then the tag is more like a\nreal question, a request for information. The speaker's voice rises on the tag."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 709c76b2-f8e1-4d84-ad58-ddeeda358159
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You have central heating, & don't you? ~ Yes, we do.\nWe're going the right way, & aren't we?~ I hope so.\nNOTE\nSometimes a tag with a rising intonation can express surprise.\nThey have central heating, don't they? Everyone has central heating nowadays.\nThe speaker is surprised at the idea that someone might have no central heating. The\nmeaning is similar to a negative question: Don't they have central heating? \u2022 30\n4 Pattern B: negative statement + positive tag"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dfca7da0-8d47-48ea-991e-c64a22d11a64
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 Pattern B: negative statement + positive tag\nThe use is mostly the same as for Pattern A. Compare It's colder, isn't it? and It's not\nso warm, is it? As in Pattern A, the voice falls or rises depending on how sure the\nspeaker is that the statement is true.\nWe can also use Pattern B in a tentative question or request.\nYou haven't heard the exam results, have you? ~ No, sorry, I haven't.\nYou couldn't lend me ten pounds, could you? ~ Yes, OK.\nWe can also use Pattern B to express disapproval."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f7c1d10c-77de-4e0a-b286-7df04fc01c35
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can also use Pattern B to express disapproval.\nYou haven't broken that clock, have you? ~ No, of course I haven't.\nYou aren't staying in bed all day, are you?\nThis means 'I hope you aren't staying in bed all day.'\nNOTE\nA negative statement can have a negative word other than not.\nWe've had no information yet, have we?\nPAGE 39\nPositive Negative\nNegative Positive\nPositive Positive\nIt's your birthday, isn't it?\nIt isn't your birthday, is it?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a8532e0b-645b-4d49-a1be-f4a16d2d56f7
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "It isn't your birthday, is it?\nIt's your birthday, is it? 4 QUESTIONS AND ANSWERS PAGE 40\n5 Pattern C: positive statement + positive tag\nPattern C also asks the hearer to agree that the statement is true. It also suggests\nthat the speaker has just learnt, realized or remembered the information. Look at\nthis example from the conversation Coal fires.\nI shall have to light the fire soon. ~ Oh, you have coal fires, do you?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a5cbbafd-935a-42cf-a4ed-80917bf338f1
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The positive tag means that the information is new to Gary. He has just realized\nfrom Brian's words that Brian has coal fires. The meaning is the same as 'So you\nhave coal fires'. Here are some more examples.\nI can't help you just at the moment. ~ You're busy, are you? ~ Very busy, I'm\nafraid.\nAnnabelle is out in her new sports car. ~ Oh, she's bought one, has she? ~ Yes, she\ngot it yesterday.\nCompare patterns A and C.\nWe can't move this cupboard. ~ It's heavy, isn't it?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c2ec8820-fafc-43e6-9b9b-cd462d6d915d
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(I already know that it is heavy.)\nWe can't move this cupboard. ~ It's heavy, is it?\n(I have just learnt from your words that it is heavy.)\n6 Tags with the imperative and let's\nPass me the salt, will/would/can/could you? \u2022 19(4)\nLet's have a rest now, shall we?\n35 Echo questions and echo tags\n1 Echo questions\nWe can use an echo question when we do not understand what someone says to\nus, or we find it hard to believe.\nI often eat bits of wood. ~ What do you eat?/You eat what?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cbe3385b-ccdf-4a25-876b-f95504adfcdd
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "My father knew Ronald Reagan. ~ Who did he know?/He knew who?\nDid you see the naked lady? ~ Did I see the what?\nThe second speaker is asking the first to repeat the important information.\nThese questions can usually be with or without inversion. They are spoken with a\nrising intonation on the question word.\n& What have they done? They've done & what?\nNOTE\na The question word what on its own can be an echo question or an exclamation.\nI often eat bits of wood. ~ What?/What!"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 54c3e117-8d0d-4b55-bdc1-24b7c590a5df
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I often eat bits of wood. ~ What?/What!\nb We can use a yes/no question to check that we heard correctly.\nI often eat bits of wood. ~ You eat bits of wood? PAGE 41 35 Echo questions and echo tags\n2 Echo tags\nWe form an echo tag like an ordinary question tag. \u2022 34(1). A positive statement\nhas a positive tag, and a negative statement has a negative tag. (But \u2022 Note c.)\nWe're moving house soon. ~ Oh, are you?\nMax played the part brilliantly. ~ Did he really?\nThe boss isn't very well. ~ Isn't she?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fcf8033f-c365-493d-b843-d341bc9b87de
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The boss isn't very well. ~ Isn't she?\nMy brothers can't swim. ~ Can't they?\nThese tags express interest in what someone has just said. Oh, are you? means 'Oh,\nreally?' The voice usually rises.\nOh, & are you? Did he & really?\nBut if the voice falls, this means that the speaker is not interested. \u2022 54(2c)\nNOTE\na An echo tag is sometimes without inversion.\nWe're moving house soon. ~ You are?\nb After a positive statement, there can be a short statement + echo tag."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 39812573-e495-4171-8c8a-5ba7fb8f8fe9
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We're moving house soon. ~ You are, are you?\nMax played the part brilliantly. ~ He did, did he?\nLike a simple echo tag, this also expresses interest. Although the information is new, there\nis a suggestion that it was expected: You are, are you? I thought so. But if the short\nstatement contradicts the previous sentence, this expresses surprise or even disbelief.\nWe're moving house soon. ~ You aren't, are you?\nMy brothers can't swim. ~ They can, can't they?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ff6445d4-9108-4d9c-a541-ddab4effe197
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "My brothers can't swim. ~ They can, can't they?\nc We can use a negative tag in reply to a positive statement. This expresses agreement.\nMax played the part brilliantly. ~ Yes, didn't he?\nIt's a lovely day. ~ It is, isn't it?\nThat was fun. ~ Yes, wasn't it?\nThe information is already known; both speakers saw Max playing the part. PAGE 42\n5Leaving out and replacing words\n36 Summary\nAvoiding repetition \u2022 37\nWe sometimes leave out or replace words to avoid repeating them. The meaning"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 195d3000-d4a2-49b1-a5f9-b09e97c1452b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "must be clear from the context.\nLeaving out words after the auxiliary \u2022 38\nHave you seen the film? ~ Yes, I have.\nLeaving out an infinitive clause \u2022 39\nWe didn't get the job finished, although we were hoping to.\nLeaving out words after a question word \u2022 40\nThis photo was taken years ago. I forget where.\nLeaving out the verb \u2022 41\nAdrian chose a steak and Lucy spaghetti.\nLeaving out words at the beginning of a sentence \u2022 42\nEnjoying yourself? (= Are you enjoying yourself?)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b24ab824-2b2d-4288-a536-cd9d9929390f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Enjoying yourself? (= Are you enjoying yourself?)\nPatterns with so, neither etc \u2022 43\nI've seen the film. ~ So have I.\nWe were hoping to finish the job, but we didn't manage to do so.\nHave you seen the film?~ Yes, I think so.\nYou're in this photo, look. ~ Oh, so I am.\nThe economy is healthy now, but will it remain so?\nSome other ways of avoiding repetition \u2022 44\nWe need some matches. Have we got any?\nI saw the film, but I didn't like it.\nSpecial styles \u2022 45"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 864251a8-c048-4a71-acca-57ad5abc2ef9
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Special styles \u2022 45\nWords can be left out in special styles: in labels, newspaper headlines, instructions\nand postcards, and in note style.\nNOTE For patterns with a predicative adjective, e.g. although tired, \u2022 199(5c). PAGE 43 38 Leaving out words after the auxiliary\n37 Avoiding repetition\n1 We sometimes leave out a word or phrase, or we replace it by another word such as\na pronoun. Here is part of a real conversation in a shop.\nCHOOSING A JACKET"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9456feab-c445-4932-aa70-7e652fa415e6
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "CHOOSING A JACKET\nAssistant: There's this rather nice rose pink, or two or three nice blues, burgundy,\nand here is one that's a very nice colour. I can show it to you in the daylight. And\nthis one runs at sixty-nine ninety-five.\nCustomer: Are they all the same price?\nAssistant: Yes. These are cotton, the best cotton one can get. The best quality. And\nalso a very nice green - I'm afraid I haven't the size fourteen.\nCustomer: It's a nice colour though.\n(from M. Underwood and P. Barr Listeners)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aa75726b-b134-4c4d-979a-aab517127839
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(from M. Underwood and P. Barr Listeners)\nWhen the customer went into the shop, she asked to look at jackets. While she and\nthe assistant are looking at the jackets, there is no need to repeat the word jacket. It\nis clear from the situation what the topic of the conversation is.\n... and here is one that's a very nice colour. (= here is a jacket...)\nI can show it to you in the daylight. (= ... show the jacket...)\nThese are cotton. (= These jackets are ...)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 16001f47-b542-4b71-b57c-77d1407a1f7b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "These are cotton. (= These jackets are ...)\n2 But we sometimes repeat things for emphasis.\nThere's this rather nice rose pink, or two or three nice blues, burgundy, and here is\none that's a very nice colour.\nThese are cotton, the best cotton one can get.\nThe assistant wants to emphasize that the colours are all nice and that the material\nis cotton.\nRepeating words in conversation can sometimes make things easier to express and\nto understand. \u2022 53(1a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "to understand. \u2022 53(1a)\n3 Sometimes the words that are left out or replaced come later, not earlier.\nIf you want to, you can pay by credit card.\n(= If you want to pay by credit card,...)\nAfter she had had a cup of tea, Phyllis felt much better.\n(= After Phyllis had had...)\nHere she refers forward to Phyllis, which comes later in the sentence.\n38 Leaving out words after the auxiliary\n1 A sentence can end with an auxiliary if the meaning is clear from the context."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 381af379-3a0d-4eab-bc8f-7647339b41dd
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm getting old. ~ Yes, I'm afraid you are.\nKate hadn't brought an umbrella. She was pleased to see that Sue had.\nI don't want to answer this letter, but perhaps I should.\nCan you get satellite TV? We can.\nIf the verb is in a simple tense, we use a form of do.\nI don't enjoy parties as much as my wife does.\nWe can also end a sentence with the ordinary verb be.\nIt's a nice colour. At least, I think it is. 5 LEAVING OUT AND REPLACING WORDS PAGE 44"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0c577162-153c-4818-bf46-22a3deadad42
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The stress can be on the auxiliary or the subject, whichever is the new information.\nYes, I'm afraid you 'are. (emphasis on the fact)\nShe was pleased to see that 'Sue had. (emphasis on the person)\nNOTE The auxiliary cannot be a short form or weak form.\nNOT She was pleased to see that Sue'd-.\n2 Usually everything after the auxiliary is left out.\nI'm getting old. ~ Yes, I'm afraid you are.\nAfter are we leave out getting old. But there are some exceptions to this.\na We do not leave out not/n't."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 495ffa74-e84f-4df2-9e83-3ab2c0d0d3eb
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a We do not leave out not/n't.\nWhat did you have for breakfast? ~ I didn't. I'm not eating today.\nb Sometimes we have to use two auxiliary verbs. When the first is a new word, we\ncannot leave out the second.\nHave the team won?~ Well, everyone's smiling, so they must have.\nI don't know if Tom is still waiting. He might be.\nWhen will the room be cleaned? ~ It just has been.\nHere must, might and has are not in the previous sentence."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ba64be0f-42d1-4326-bb95-4d08f1ab5048
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "But when the two auxiliaries are both in the previous sentence, then we can leave\nout the second.\nThe corridor hasn't been cleaned, but the room has (been).\nYou could have hurt yourself. ~ Yes, I could (have).\nc In British English do is sometimes used after an auxiliary.\nI don't want to answer this letter, but perhaps I should (do).\nHave the team won?~ Well, everyone's smiling, so they must have (done).\nHere do = answer the letter, and done = won.\nd There can be an adverbial or a tag."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 845053ea-e530-4fbb-a15c-ac96f4c047fa
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "d There can be an adverbial or a tag.\nIt's a nice colour though. ~ Yes, it is, isn't it?\nIs there a market today? ~ I don't know. There was yesterday.\nHere a market is left out of the answer, but yesterday's new information.\n3 A short question consists of an auxiliary + subject.\nI've seen the film before. Have you?~ No, I haven't.\nI wanted Helen to pass her test. ~ And did she? ~ Yes.\nHere it is clear from the context that And did she? = And did she pass her test?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0894552e-f81c-4077-b08d-984a16725c27
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "39 Leaving out an infinitive clause\n1 When there is no need to repeat a to-infinitive clause, we can leave it out.\nTo stands for the whole clause.\nWould you like to join us for lunch? ~ Yes, I'd love to.\nJane got the job, although she didn't expect to.\nYou've switched the machine off. I told you not to, didn't I?\nI haven't washed up yet, but I'm going to.\nBut we repeat an auxiliary after to.\nI haven't done as much work today as I'd like to have."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 998f85ae-3623-4264-8b7c-efa1c46c00bc
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Jane was chosen for the job, although she didn't expect to be. PAGE 45 42 Leaving out words at the beginning of a sentence\n2 Sometimes we can also leave out to.\nI don't work as hard as I ought (to).\nTake one of these brochures if you want (to).\nWe usually leave out to after an adjective.\nWe need people to serve refreshments. Are you willing?\nNOTE\nWe usually leave out to after like but not after would like.\nTake one of these brochures if you like.\nTake one of these brochures if you'd like to."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 38021de4-7656-4624-ba8f-62ac7644de36
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Take one of these brochures if you'd like to.\n3 We can also leave out a bare infinitive (without to).\nI wanted to borrow Tim's cassettes, but he wouldn't let me.\n(= ... let me borrow his cassettes.)\nWe can go somewhere else if you'd rather.\n(= ... if you'd rather go somewhere else.)\n40 Leaving out words after a question word\nWe can leave out the words after a question word or phrase rather than repeat\nthem.\nThe road is closed to traffic. No one knows why."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3beef1b0-da8b-42f2-b218-0372d24ffaec
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The road is closed to traffic. No one knows why.\nI'm going to the dentist this afternoon. ~ Oh, what time?\nI put the certificate somewhere, and now I can't remember where.\nWhen the question word is the subject, the auxiliary can come after it.\nSomething rather strange has happened. ~ What (has)?\n41 Leaving out the verb\nWhen there are two sentences with the same pattern and the same verb, then we\ndo not need to repeat the verb."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 05870a11-3ac7-4469-b730-2a043accf034
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "do not need to repeat the verb.\nThe new warehouse contains furniture and the old one electrical goods.\n(= ... and the old one contains electrical goods.)\nEverton have played ten games but Liverpool only eight.\n(= ... but Liverpool have only played eight games.)\nThis happens only in rather formal English.\n42 Leaving out words at the beginning of\na sentence\nIn informal English we can leave out some kinds of words from the beginning of a\nsentence if the meaning is clear without them."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 51746002-3fc0-46fc-a84d-f82ab6d1e617
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "sentence if the meaning is clear without them.\nReady? ~ Sorry, no. Can't find my car keys. ~ Doesn't matter. We can go in my car.\n~ OK. ~ Better get going, or we'll be late.\nReady? means 'Are you ready?', and it is clear that the question refers to the person\nspoken to. Doesn't matter means 'It doesn't matter', and the meaning is clear\nwithout it. The same thing happens in informal writing, for example in postcards.\n\u2022 45(4) 5 LEAVING OUT AND REPLACING WORDS PAGE 46\n1 Statements"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 10f1f6df-207e-456e-981c-14e2a6541bdb
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "1 Statements\nWe can leave out the subjects I and it.\nCan't find my keys. (~ I can't find ...)\nHope you have a good time. (= I hope ...)\nFeels colder today. (= It feels colder today.)\n2 Yes/no questions\nWe can leave out the auxiliary or the ordinary verb be from a yes/no question.\nYour problem been sorted out? (= Has your problem ... ?)\nEverything all right? (= Is everything... ?)\nWe can sometimes leave out both the subject and the auxiliary or the subject and"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0f041599-ddc8-4c10-ad81-8e7977b48ccd
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the ordinary verb be, especially if the subject is you or there.\nTired? (= Are you tired?)\nNeed to borrow money? Just give us a ring. (= Do you need ... ?)\nAny free seats in here? (= Are there any free seats ... ?)\n3 Leaving out a/an and the\nWe can sometimes leave out these words before the subject.\nCup of tea is what I need. (= A cup of tea...)\nTelevision's broken down. (= The television ...)\n4 Leaving out an imperative verb"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7aede2b0-6c8b-4cd9-b958-29e01ebf0a12
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 Leaving out an imperative verb\nWe can sometimes leave out an imperative verb. The verb is usually be or\nexpresses movement.\nCareful. (= Be careful.)\nThis way, please. (= Come this way, please.)\n43 Patterns with so, neither etc\n1 Too, either, so and neither/nor\na After a clause there can be a short addition with too or either. The positive pattern\nis subject + auxiliary + too. The negative is subject + auxiliary + n't+ either.\nYou're cheating. ~ You are, too."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0df234bc-d223-44f9-a89c-a9142e87d295
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You're cheating. ~ You are, too.\nBarbara can't drive, and her husband can't either.\nIn simple tenses we use the auxiliary verb do.\nI like chocolate. ~ I do, too.\nThat torch doesn't work. ~ This one doesn't either.\nWe can also use be on its own as an ordinary verb.\nI'm tired. ~ I am, too. PAGE 47 43 Patterns with so, neither etc\nb An addition to a positive statement can also have this pattern with 50.\nI like chocolate. ~ So do I. You're beautiful. ~ So are you."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3610aebf-7ead-4d5f-9d51-f5847af0aeda
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Children should behave themselves, and so should adults.\nSo here means the same as too.\nThere is inversion.\nNOT I like chocolate. ~ So I do.\nFor So I do, \u2022 (4).\nc An addition to a negative statement can also have this pattern with neither or nor.\nBarbara can't drive, and neither/nor can her husband.\nWe haven't got a dishwasher. ~ Neither/Nor have we.\nThe ham didn't taste very nice. ~ Neither/Nor did the eggs.\nNeither and nor mean the same as not... either.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ff181f31-8f63-44e8-a0b3-eee503a3ca98
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na There is no difference in meaning between neither and nor, but nor is a little more formal.\nb The first sound in either/neither is /i:/ in the USA and usually /ai/ in Britain.\nd In these examples a negative addition follows a positive statement, and vice versa.\nI'm hungry now. ~ Well, I'm not.\nWe haven't got a dishwasher. ~ We have.\n2 Do so, do it and do that\nDo so and do it refer to an action which is clear from the context. Do so is a little\nformal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b57d75be-05e2-4353-b2c5-6671096535ef
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "formal.\nAnna had often thought of murdering her husband, but she hesitated to actually\ndo so/do it.\nI wanted to jump, but I just couldn't do it.\nHere the stress is on do, not on so/it. We are interested in whether or not someone\ndoes the action.\nWhen do that refers to an action, the stress is usually on that.\nI might murder my husband. ~ Oh, I wouldn't do that if I were you.\nHere we are interested in or surprised at what kind of action it is.\n3 So and not replacing a clause"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1cf8918b-f94f-4d9f-a863-788bd0a0eed4
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 So and not replacing a clause\na So can stand for a whole clause.\nWill you be going out? ~ Yes, I expect so.\nI'm not sure if the shop stays open late, but I think so.\nCan the machine be repaired?'~ I hope so.\nHas the committee reached a decision?~ Well, it seems so.\nI'm travelling round the world. ~ 7s that so?\nHere I expect so means 'I expect I'll be going out.' We cannot leave out so or use it.\nNOT Yes, I expect. and NOT Yes, I expect it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 573708aa-ffaf-4ffb-93e4-921cb4aaf922
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOT Yes, I expect. and NOT Yes, I expect it.\nb We can use these verbs and expressions in this pattern with so: be afraid,\nit appears/appeared, assume, be, believe, do \u2022 (2), expect, guess, hope, imagine,\npresume, say, it seems/seemed, suppose, suspect, tell (someone), think.\nWe do not use know or be sure in this pattern.\nThe shop stays open late. ~ Yes, I know. NOT Yes, I know so.\n~ Are you sure? NOT Are you sure so? 5 LEAVING OUT AND REPLACING WORDS PAGE 48"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: df800bac-1144-47d8-874a-6cf224891061
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "c There are two ways of forming a negative pattern.\nNegative verb + so: Will you be going out? ~ I don't expect so.\nPositive verb + not: Is this watch broken?~ I hope not.\nSome verbs can form the negative with either pattern, e.g. I don't suppose so or\nI suppose not. They are appear, believe, say, seem and suppose.\nExpect, imagine and think usually form the negative with so. I don't think so is\nmore usual than I think not, which is rather formal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 35dbd174-afb1-43ea-aff6-2b341c15ea6f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Assume, be afraid, guess, hope, presume and suspect form the negative with not.\nIs this picture worth a lot of money? ~ I'm afraid not.\nThere's no use waiting any longer. ~ I guess not.\nNOTE\nCompare the different meanings with say.\nIs the illness serious? ~ I don't know. The doctor didn't say so.\n~ No, it isn't. The doctor said not.\nd With a few verbs, so can come at the beginning of the sentence.\nMark and Susan are good friends. ~ So it seems./So it appears."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 30dc1b5f-4549-45c0-8aea-d38cce2657ec
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "They're giving away free tickets. Or so they say, anyway.\ne So and not can replace a clause after if.\nDo you want your money to work for you? If so, you'll be interested in our Super\nSavers account.\nHave you got transport? If not, I can give you a lift.\nWe can also use not after the adverbs certainly, of course, probably, perhaps, maybe\nand possibly.\nDid you open my letter? ~ Certainly not.\n4 So in short answers\nA short answer with so can express agreement. The pattern is so + pronoun +"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 13a77187-7347-409c-abfd-db8a4e20fc2b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "auxiliary or be.\nYou've made a mistake here. ~ Oh, so I have. Thank you.\nThis pattern has a different meaning to a yes/no short answer.\nThis glass is cracked. ~ So it is. I hadn't noticed.\n~ Yes, it is. I meant to throw it away.\nSo it is means here that the speaker notices the crack for the first time.\n5 So, that way and the same\na So can replace an adjective after become and remain.\nThe situation is not yet serious, but it may become so. (= become serious)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c7405704-661b-41f5-a5c5-016e0d4d33cd
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "So is rather formal here. In informal English we use get/stay that way.\nThe situation isn't serious yet, but it might get that way.\nWe can use so with more or less.\nIt's generally pretty busy here - more so in summer, of course. PAGE 49 44 Some other ways of avoiding repetition\nb The same can replace a phrase or clause already mentioned.\nHappy New Year! ~ Thank you. (The) same to you.\nMonday was beautiful, and Tuesday was the same."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fb1a0412-6fd1-483c-be32-88fa3cd59466
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Monday was beautiful, and Tuesday was the same.\nThe others think we should give up the idea, and I think the same.\nDo the same can refer to an action already mentioned.\nWhen the mayor lifted his glass to drink, everyone else did the same.\n(= everyone else lifted their glasses, too)\nNOTE\nWe can use the same way after feel.\nThe others think we should give up the idea, and I feel the same (way).\n6 Overview: uses of so\nUse Example Meaning"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b809445b-6a89-4865-8fe1-b1153573b605
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "6 Overview: uses of so\nUse Example Meaning\n\u2022 43(1) expressing addition I'm hungry. ~ So am I. 'too, also'\n\u2022 43(2) after do If you wish to look round, (do so = look\nyou may do so. round)\n\u2022 43(3) replacing a clause Have we got time?~ (think so = think\nI think so. we've got time)\n\u2022 43(4) expressing agreement The coach has arrived. ~ So 'I see/remember\nit has. that...'\n\u2022 43(5a) replacing an adjective Things have been difficult, (less so = less\nbut they should become difficult)\nless so."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3cc74fec-d171-46a1-b31d-92b19ec2ff30
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "but they should become difficult)\nless so.\n\u2022 212 expressing degree The view was so nice. 'very'\nHe does talk so. 'a lot'\n\u2022 247 expressing reason I was tired, so I went to bed. 'therefore'\n\u2022 252 expressing purpose I got up early so (that) I 'in order that'\nwouldn't be late.\n44 Some other ways of avoiding repetition\n1 If the meaning is clear from the context, we can leave out a noun after a number or\nother quantifier, a demonstrative, or a superlative adjective."}


created_at: 2026-04-08 05:29:35
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "It's got one pocket. ~ No, it's got two, look.\nI've got some chocolate here. Would you like some?\nHow do you like the photos? ~ I think this is the nicest.\nWe cannot leave out the whole noun phrase.\nNOT I've got some chocolate here. Would you like?\n2 In some contexts we can use one/ones. \u2022 188\nI wanted a big packet, not a small one.\n3 We can use a personal pronoun or possessive pronoun instead of a noun phrase.\nWhen Monica got the invitation, she felt pleased."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "When Monica got the invitation, she felt pleased.\nI forgot my invitation, but Monica remembered hers. 5 LEAVING OUT AND REPLACING WORDS PAGE 50\n4 It, this or that can replace a clause.\nTerry can't get a job, but it doesn't seem to bother him.\n(it = that Terry can't get a job)\nI hear the shop is closing down. ~ Who told you that?\n(that = that the shop is closing down)\n5 The adverbs here, there, now and then can replace an expression of place or time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d709501c-76de-40ba-bdec-9765353fa7dd
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I left the bag on the seat, and when I got back, it wasn't there. (= on the seat)\nWhen I was young, we didn't have a television. Things were different then.\n(= when I was young)\n45 Special styles\nIn some special styles of English, words are left out to save space.\n1 Signs and labels\nA sign or label identifies the thing it is written on or tells us something about it.\nMeaning\nOn a building Town Hall 'This is the town hall.'\nOn a door Office 'This room is the office.'"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "On a door Office 'This room is the office.'\nOn a packet Automatic dishwasher 'This packet contains automatic\npowder dishwasher powder.'\nOn a car For sale 'This car is for sale.'\n2 Newspaper headlines\nAlan and the, auxiliary verbs and be are often left out of headlines.\nActor dies (= An actor has died.)\nPM angry (= The Prime Minister is angry.)\nSix arrested in raid (= Six people have been arrested in a raid.)\n3 Instructions"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 Instructions\nThe is sometimes left out of instructions. Here is an example from a camera\ninstruction booklet.\nOpen battery compartment cover by pushing in direction of arrow.\n(= Open the battery compartment cover by pushing in the direction\nof the arrow.)\nWhen an instruction is written on the thing it refers to, then there is often no need\nto use the noun.\nHandle with care. (on a parcel)\nDo not cover. (on a heater) PAGE 51 45 Special styles\n4 Postcards and diaries"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 Postcards and diaries\nSome kinds of words can be left out from a postcard or diary to avoid repetition or\nto save space. They include I and we, a/an and the, auxiliary verbs, the verb be, and\nthere is/are.\nArrived safely Saturday. Hotel OK, weather marvellous, sun shining. Been\nsunbathing. Lots to do here. Going on excursion tomorrow.\n5 Note style\nEnglish can be written in note style when information must be given as briefly as\npossible. This information is about Edinburgh University."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8c393335-a677-4d0f-8477-ed1b41fa1f66
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "WHAT IT'S LIKE\nLarge and diverse university set in heart of historic city. Separate science campus\nwith regular (free) minibus service. Buildings range from historic to high-tech.\nMain accommodation in central Halls with wide range of renovated houses and\nstudent flats. Accommodation situation improving.\n(from K. Boehm and J. Lees-Spalding The Student Book)\nThe words left out here are a/an and the, the verb be and there is/are."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e0a20e2d-5196-4f24-b745-a9dfe0bbd9fb
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can also use note style when writing down the important parts of what is said,\nfor example at a lecture or meeting. PAGE 52\n6\nInformation and emphasis\n46 Summary\nWord order and information \u2022 47\nIn a statement the subject usually makes a link with the situation or with the\nprevious sentence.\nI hate supermarkets. They're so crowded. And they're expensive. The prices\nhorrify me.\nEach of these sentences begins with something known, old information. I is the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "speaker; they refers back to supermarkets; the prices makes a link with expensive.\nThe new information normally comes later in the sentence. For example, in the\nsecond sentence so crowded is new, mentioned for the first time.\nThe subject \u2022 48\nWhen we decide how to express an idea, we usually choose a subject that relates to\nthe previous sentence.\nThere are twelve of us in the group. Twelve people will fit in the minibus."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can either go in three cars or in the minibus. The minibus holds twelve people.\nFront position \u2022 49\nSome elements can come before the subject. This is to give them emphasis or to\ncontrast them with another phrase.\nThey spent the morning sightseeing. In the afternoon, they resumed their\njourney south.\nI've read the book. The film I haven't yet seen.\nSometimes there is inversion of subject and verb.\nAt the end of the garden was a swimming-pool. PAGE 53 47 Word order and information"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The empty subjects there and it \u2022 50\nWe can also use there + be.\nThere was a swimming-pool at the end of the garden.\nWe use it referring forward to a phrase or clause.\nIt's nice to see you.\nIt was a good thing we didn't have to pay.\nEmphasis \u2022 51\nWe can emphasize a word by giving it extra stress.\nI hate supermarkets. They're awful places.\nI hate supermarkets (not little shops).\nWe can use the emphatic form of a verb.\nI did go to the supermarket. I went this morning."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f79553e5-5676-41a9-b1c0-ade6cca629d8
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I did go to the supermarket. I went this morning.\nThere are also patterns with it and what.\nIt's supermarkets I hate.\nWhat I hate is supermarkets.\n47 Word order and information\n1 Information in a statement\nImagine each of these statements as the start of a conversation.\n(in a cafe) This coffee tastes awful.\n(at a chemist's) I need something for a headache.\n(at a railway station) The next train is at half past nine."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "In each of these statements, the first phrase is the topic, what it is about. The topic\nis usually the subject. The speaker is giving information about this coffee, I and the\nnext train. The topic is known or expected in the situation: coffee is what we are\ndrinking, I am in the shop, the next train is what we are going to catch.\nThe new information about the topic usually comes at or near the end of the\nsentence.\nThis coffee tastes awful.\nI need something for a headache."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8bf33961-ab14-4cc3-b6ab-359b99809157
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I need something for a headache.\nThe next train is at half past nine.\nThe point of interest, the important part of the message, is awful, a headache and\nhalf past nine. It is also the part of the sentence where the voice rises or falls. For\ndetails about intonation, \u2022 54(2).\nEach of the statements starts with something known, old information and ends\nwith something new. The listener knows that the speaker is drinking coffee, but"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "he/she doesn't know the speaker's opinion of the coffee: that it tastes awful (not\nnice). 6 INFORMATION AND EMPHASIS PAGE 54\n2 Information in a text\na In a text, old information usually comes first in the sentence and new information\ncomes later.\nELEGANT BUILDING\nBritain's towns were given a new and an elegant appearance between 1700 and\n1830. This period covers the building styles known as Queen Anne, Georgian and\nRegency, all three of them periods in which houses were very well designed."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 93ea3286-4048-4362-ba8f-0d86fe380464
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Previously, towns had grown naturally and usually had a disorderly, higgledy-\npiggledy appearance. In the new age, architects planned whole parts of towns,\nand built beautiful houses in terraces, or in squares with gardens in the middle.\nThe houses of these periods are well-proportioned and dignified, with carefully\nspaced windows and handsome front doors. They can be seen in many towns,\nespecially in London, Edinburgh, Bath, Cheltenham and Brighton."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Brighton became famous after 1784 when the Prince of Wales, later King George\nIV, went there regularly, and later built the Royal Pavilion.\n(from R. Bowood Our Land in the Making)\nThe subject of each sentence is something expected in the context. Usually it\nrelates to something mentioned earlier.\nAlready mentioned Subject of sentence\nWe can simply repeat a word (Brighton). Or we can use a pronoun if it is clear what"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "it refers to (The houses... They...). Or we can repeat an idea in different words\n(... between 1700 and 1830. This period...). Here both phrases refer to the same\nthing, the period of time. The subject architects is also known information because\nwe can relate it to houses were very well designed.\nA subject can be in contrast with something mentioned before.\nThe towns were expanding rapidly. The villages, on the other hand,...\nb A subject can have an adverbial in front of it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b A subject can have an adverbial in front of it.\nPreviously, towns had grown naturally.\nPreviously is linked to this period. For more on adverbials in front position, \u2022 49(1).\nc When a sentence starts with something known, it is usually easier to understand. If\nthe link is not clear at first, then the reader has to work harder to understand the\nmeaning. In this example, the word order of the second sentence has been changed."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "...in many towns, especially in London, Edinburgh, Bath, Cheltenham and\nBrighton. After 1784, when the Prince of Wales, later King George IV, went to\nBrighton regularly, and later when he built the Royal Pavilion,...\nThe second sentence is now more difficult to read because the link with the\nprevious sentence (Brighton) does not come at the beginning.\nbetween 1700 and 1830\nBritain's towns\nhouses... designed\nthree... periods... houses\nThe houses of these periods\nBrighton\nThis period covers..."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Brighton\nThis period covers...\ntowns had...\narchitects planned...\nThe houses of these periods are...\nThey can...\nBrighton became... 49 Front position\n48 The subject\n1 The subject often makes a link with the previous sentence.\nThe man is in prison. He stole some jewellery.\nThere was a break-in. Some jewellery was stolen.\nThe girls did well. Celia got the first prize.\nThere were lots of prizes. The first prize went to Celia."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can often express an idea in different ways, e.g. Celia got the prize./The prize\nwent to Celia. It is best to choose a subject that relates to what went before.\n2 The subject can express ideas such as time and place.\nThis has been an eventful year for us. September saw our move to new offices.\n(= We moved to new offices in September.)\nThe house was empty, but the garage contained some old chairs.\n(= There were some old chairs in the garage.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d8a28df5-baf8-4201-b4c4-01bc99f04d68
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(= There were some old chairs in the garage.)\nThey're building a new theme park. It will attract lots of visitors.\n(= Lots of people will visit it.)\n3 Sometimes we can use an abstract noun to refer back to the idea in the previous\nsentence.\nSomeone threw a stone through the window. This incident upset everyone.\nLucy had finally made up her mind. The decision had not been easy.\nBrian is an impossible person. His rudeness puts people off.\nThe people here have nothing. Their poverty is extreme."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "49 Front position\nThe subject often comes at the beginning of a statement, but not always. We\nsometimes put another phrase in front position before the subject. We do this to\nemphasize a phrase or to contrast it with phrases in other sentences. The phrase in\nfront position is more prominent than in its normal position.\n1 An adverbial in front position\na This paragraph is about a man who is starting a forbidden love affair."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "For a week after this, life was like a restless dream. On the next day she did not\nappear in the canteen until he was leaving it, the whistle having already blown.\nPresumably she had been changed on to a later shift. They passed each other\nwithout a glance. On the day after that she was in the canteen at the usual time,\nbut with three other girls and immediately under a telescreen. Then for three\ndreadful days she did not appear at all.\n(from G. Orwell Nineteen Eighty-Four)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(from G. Orwell Nineteen Eighty-Four)\nThe first phrase in the sentence usually relates to something that has gone before.\nHere the adverbials in front position make the sequence of events clearer.\nCompare an alternative order.\nThey passed each other without a glance. She was in the canteen at the usual\ntime on the day after that...\nThis order is possible, but it is more difficult to read. You might not realize at first\nthat the second sentence is about a different day."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "PAGE 55 6 INFORMATION AND EMPHASIS PAGE 56\nNOTE\nPutting an adverbial in front position can also help to get the important information in the\nright place.\nFor a week after this, life was like a restless dream.\nLike a restless dream is the point of interest. Its best position is at the end of the sentence.\nIf the adverbial is at the end, the important information is less prominent.\nb These kinds of adverbial often come in front position."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Time: On the day after that she was in the canteen at the usual time.\nLinking: The path was stony. Despite that we made good progress.\nTruth: Presumably she had been changed on to a later shift.\nComment: The car was a complete wreck. Incredibly, no one was hurt.\nc And these kinds of adverbial can be in front position for contrast or emphasis.\nPlace: It was warm and comfortable in the little cottage. Outside, it was\ngetting dark.\nManner: Slowly the sun sank into the Pacific."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 357df71f-25ef-452b-9a17-7edc7ca9be36
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Manner: Slowly the sun sank into the Pacific.\nFrequency: Everyone shops at the big supermarket now. Quite often the little\nshop is empty for half an hour at a time.\n2 An object or complement in front position\na We can sometimes put an object in front position, especially when it makes a link\nor a contrast with what has gone before.\nDogs I love, but cats I can't stand.\nJason deals with the post every morning. The routine letters he answers\nhimself. The rest he passes on to the boss."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "himself. The rest he passes on to the boss.\nThere is no inversion. NOT Dogs love I.\nb We can also sometimes put a complement in front position.\nThey enjoyed the holiday. Best of all was the constant sunshine.\nThe scheme has many good points. An advantage is the low cost.\nHere the subject (the low cost) is the important information and comes at the end.\n3 Inversion after an adverbial\na In this sentence the pattern is subject + verb + adverbial of place.\nA furniture van was outside the house."}


created_at: 2026-04-08 05:29:35
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "A furniture van was outside the house.\nWhen the adverbial of place is in front position, there is inversion of the subject\nand the ordinary verb be.\nAlan walked along Elmdale Avenue and found number sixteen without\ndifficulty. Outside the house was a furniture van.\nThe adverbial (outside the house) is in front position to link with what has gone\nbefore. The new information (a furniture van) comes at the end of the sentence."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b291d02f-28bf-4395-aae7-4ced3617daf4
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can do the same with other verbs of place and movement, e.g. come, go, lie, sit,\nstand.\nThe room contained a table and four chairs. On the table lay a newspaper.\nThe palace is heavily guarded. Because inside its walls sit the European leaders.\nWith such verbs, a pattern without inversion is possible but less usual.\nOn the table a newspaper lay. PAGE 57 50 The empty subjects there and it\nThere is no inversion with most other kinds of verbs.\nOutside the house two women were talking."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 06633f6e-fe0d-4cf0-bef1-d0f9ddf210b6
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Outside the house two women were talking.\nNOT Outside the house were talking two women.\nNOTE For There was a furniture van outside the house, \u2022 50.\nb We can use here and there in front position to draw attention to something in the\nsituation.\n(airport announcement) Here is an announcement for passengers on flight\nTW513 to Miami.\n(sports commentator) And there goes Williams! Into the lead!\nIn this pattern we can use be, come or go in the present simple. There is inversion"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b0b4aaf5-ac22-4b24-a85f-4685409e01e8
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "of the subject and verb. The noun phrase, the new information, goes at the end.\nHere is an announcement. NOT Here-an announcement is.\nBut when the subject is a pronoun, there is no inversion.\nAnd there goes Williams'. There he goes, look!\nWhere are my keys? Oh, here they are.\n4 Overview: inversion\na Subject-verb inversion\nAfter an adverbial of place in front position, \u2022 49(3)\nOn the doorstep stood an old man. Here is the news.\nAfter direct speech, \u2022 265(4)\nAre you ready?' Jane asked/asked Jane."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8b6b22bb-4719-4991-b80e-4a620bc93ce3
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Are you ready?' Jane asked/asked Jane.\nb Subject-auxiliary inversion\nIn questions, \u2022 23\nWhat did the man want? Have you heard the news?\nIn additions with so and neither/nor, \u2022 43(1)\nI saw the man and so did Paul.\nAfter a negative phrase in front position, \u2022 17(6c)\nIn no circumstances should you sign the form.\nIn some conditional clauses, \u2022 258\nHad you signed the form, you would have lost all your rights.\n50 The empty subjects there and it\n1 The use of there"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2ef499fb-61a6-4987-96ab-5172bbff5cf6
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "1 The use of there\nThe verb be does not usually have a subject with a/an or some. A sentence like A\nChinese restaurant is round the corner is possible but unusual. A phrase with a/an\nis usually new information, and so it comes later in the sentence.\nWhere can we eat? ~ There's a Chinese restaurant round the corner.\nWe put therein the subject position so that a Chinese restaurant can come after the\nverb. There + be expresses the idea that something exists. 6 INFORMATION AND EMPHASIS PAGE 58"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8b406ddd-ed57-4cae-8c8f-706fbd35f337
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "2 There + be: more details\na We use the pattern in sentences with adverbials of place, time and other meanings.\nThere was a furniture van outside the house.\nThere's a concert next week.\nThere are some letters for you.\nNOTE For The house had a furniture van outside it, \u2022 85(1) Note d.\nb We can use there + be without an adverbial. This happens with nouns expressing a\nsituation or event.\nI'm afraid there's a problem. (= A problem exists.)\nThere's been an accident. (= An accident has happened.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5b78f18e-8481-4ef8-b1ba-b8dd03b43798
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nThe adverbial is sometimes understood from the context.\nYou know this party we're going to. Will there be any food (at the party)?\nc We normally use there + be before a noun phrase which is new information. This\nnoun phrase has an indefinite meaning. It can have a/an, some, any, no or a\nnumber, or it can be a noun on its own. It can also have one of these quantifiers: a\nlot of/lots of many, much, few, little; a good/great deal of, a number of, several;"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 24a42d0d-7f90-48af-970e-e4f82806b011
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "more, another, other, others; enough, plenty of.\nThere are some drawing-pins in my desk.\nThere are seven days in a week.\nThere was dust everywhere.\nThere's far too much traffic on the roads.\nThere will be a number of tasks to carry out.\nIs there any more tea in the pot?\nThere isn't enough memory in the computer.\nThe noun phrase does not usually have the, this/that etc or my/your etc, which\nrefer to definite things known from the context.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7a428455-9cee-4361-9072-8b5ccbf36613
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nWe can use the in this pattern when we remind someone of the existence of something\nspecific.\nWhat can I stand on to reach the light bulb? ~ Well, there's the stepladder.\nd We form negatives and questions in the normal way.\nThere wasn't a van outside the house.\nAre there any letters for me?\ne We can use there in a question tag.\nThere's a concert next week, isn't there?\nf After there, the verb agrees with its complement. (But \u2022 153(6) Note.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8b0ec61c-72b1-49f5-b1f0-a48eb09f9493
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "There is a letter / There are some letters for you.\n, outside the house.was a van thereThere\npronounced\ng There is not stressed and is normally spoken in its weak form\nsubject there is not the same as the adverb there (= in that place). The adverb is\n(like the). The PAGE 59 50 The empty subjects there and it\nh There can also be the subject of an infinitive or ing-form.\nI didn't expect there to be such a crowd.\nThe village is very isolated, there being no bus service."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 99211fef-6d88-40ba-a3ff-04a65c97feef
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "But this is rather literary. A finite clause is more usual.\n/ didn't expect (that) there would be such a crowd.\nThe village is very isolated because there's no bus service.\n3 There + be with relative clauses\nWe can put an active or passive participle after the noun phrase.\nThere was a van blocking the road.\n(= A van was blocking the road.)\nThere was a van parked outside the house.\n(= A van was parked outside the house.)\nBut we use a finite relative clause for a single action."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 940b0678-a0ac-4f4d-b520-d13de379b23e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "There was a noise that woke me up.\nWe also use a finite clause when the pronoun is not the subject.\nThere's a small matter which we need to discuss.\nNOTE\nFor the infinitive after there, \u2022 113(2).\nThere is a small matter to discuss/to be discussed.\n4 There with other verbs\nWe use the subject there mostly with the verb be. Some other verbs are possible,\nbut only in a formal or literary style.\nOn top of the hill there stands an ancient church tower.\nThere now follows a party political broadcast."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 26032945-e200-4c2f-b5f3-c205dfb30317
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "There now follows a party political broadcast.\nThe next day there occurred a strange incident.\nVerbs in this pattern are: arise, arrive, come, emerge, enter, exist, follow, lie, live,\noccur, remain, result, sit, stand, take place.\nNOTE\nWe can use seem, appear, happen, chance, turn out, prove and tend with to be.\nThere doesn't seem to be enough memory in the computer.\nThere proved to be no truth in the rumour.\nThere appears to have been an accident."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c29c4837-2774-47f0-85e6-5cbca083d044
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "There appears to have been an accident.\nWe can sometimes use a noun phrase after seem, especially one with little or no.\nThere seemed (to be) little difference between the two alternatives.\nThere seems (to be) no reason for alarm.\n5 The empty subject it\na A clause like to make new friends or that so few people came can be the subject of a\nsentence, but this is not very usual. Instead, we normally use it as subject, and the\nclause comes later in the sentence. ,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f2f2d2fb-14d9-4e70-b585-68ba82e07b84
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "clause comes later in the sentence. ,\nIt's difficult to make new friends.\n(= To make new friends is difficult.)\nIt was a pity so few people came.\n(= That so few people came was a pity.)\nIt amazes me how much money some people earn.\n(= How much money some people earn amazes me.)\nBecause the clause is long, it comes more naturally at the end of the sentence than\nat the beginning. 6 INFORMATION AND EMPHASIS PAGE 60\nWith a gerund clause we use both patterns."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b319432e-2c77-4faa-b6f3-72444fb20001
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "With a gerund clause we use both patterns.\nMaking new friends is difficult./It's difficult making new friends.\nb It can also be an empty object in the pattern subject + verb + it + complement +\nclause.\nI find it difficult to make new friends.\nWe all thought it a pity so few people came.\nThe government has made it clear that no money will be available.\nc It can also be an empty subject before seem, appear, happen, chance, turn out and\nprove.\nIt seems the phone is out of order."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 28e24308-63d7-4072-80cb-cacb8fbad156
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "prove.\nIt seems the phone is out of order.\n(= The phone seems to be out of order.)\nIt happened that I had my camera with me at the time.\n(= I happened to have my camera with me at the time.)\nThis pattern with it is a little formal.\nThere is also the pattern it looks/seems as if/as though.\nIt looks as if we're going to get some snow.\nFor It is said that..., \u2022 109.\nd We can use it+ be before a phrase in order to emphasize it. \u2022 51(3)\nIt's the phone (not the doorbell) that's out of order."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ceb4de27-ab9d-490a-ba94-80d5bc9ff9dc
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "e It can also refer to the environment, the weather, the time or distance.\nIt's getting dark. It was cold yesterday.\nIs it five o'clock yet? It's only a short walk to the beach.\n6 There or it?\nThere + be expresses the fact that something exists or happens. It + be identifies or\ndescribes something, says what it is or what it is like. We use there with a noun\nphrase of indefinite meaning, e.g. a young lady, something. It refers to something"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b80ba1d6-0ba6-4f2f-bc8e-3fd0e3f6c6dc
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "definite, e.g. the young lady, something known in the situation. It can also refer\nforward to a clause.\nthere it\nThere's a young lady at the door. It's Lorraine.\n(= A young lady is at the door.) (= The young lady is Lorraine.)\nThere's a wind today. Yes, it's windy.\n(= A wind is blowing.) (= The weather is windy.)\nThere weren't any classes. It was Saturday.\n(= No classes took place.) (= The day was Saturday.)\nThere isn't any truth in the story. It isn't true what they say."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b1a64d38-2c6b-4c60-bdc7-61600a88fa34
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(= The story has no truth in it). (= What they say isn't true.) PAGE 61 51 Emphasis\n51 Emphasis\nMUSIC PRACTICE\nSusan: Why weren't you at the music practice yesterday?\nEmma: I didn't know there was one. How did you find out about it?\nSusan: It was you who told me. Don't you remember? You told me yourself last\nweek.\nEmma: Oh, yes. I'd forgotten. I've got a terrible memory. I thought it was\nThursdays, not Tuesdays.\nSusan: What you need is a personal organizer."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b21b92e7-c7e4-452a-800a-76649b80ea75
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Susan: What you need is a personal organizer.\nEmma: I'd only lose it. Are all the practices going to be on Tuesdays?\nSusan: Yes, and if you want to be in the orchestra, you have to attend.\nEmma: Oh, I do want to be in it. I'd love to play in the orchestra.\n1 Emphatic stress\na We can put emphatic stress on a word to contrast it with something else.\nAre all the practices going to be on Tuesdays? ~ No, they're going to be\non Thursdays.\nI wanted plain paper, not ruled."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 88dd75a0-2545-4ae8-ac29-7b831e29114d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "on Thursdays.\nI wanted plain paper, not ruled.\nb We can also use emphatic stress to give extra force to a word expressing an\nextreme quality or feeling.\nI've got a terrible memory. The talk was extremely interesting.\nIt's a huge building. I'd love a cup of coffee.\nNOTE\nSome words can be repeated for emphasis. They are very, really and some words expressing\nquantity and length of time.\nI've been very very busy, NOT I've been busy busy.\nThis has happened many, many times before."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ce06c209-3ad1-475b-9f35-6e297ab0d1df
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "This has happened many, many times before.\nWe waited and waited, but no one came. We had a long, long wait.\nThe noise just went on and on.\nWe can also sometimes do this with adjectives expressing extreme feelings.\nWhat a terrible, terrible tragedy!\n2 The emphatic form of the verb\na We can stress the auxiliary or the ordinary verb be.\nYou can dial direct to Brazil. Carlos said you couldn't.\nI haven't taken your calculator, I tell you. I haven't touched it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 86b8c4a9-8c59-4a1b-8065-8d9a4cb3da76
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Are you tired? ~ Yes, I am. I'm exhausted.\nIn a simple tense we use the auxiliary do.\nI do want to be in the orchestra. The garden does look nice.\nI did post the letter. I'm absolutely certain.\nDo you want to fly in a balloon? ~ No, I don't. The idea terrifies me.\nThe emphatic forms emphasize the positive or negative meaning. In the\nconversation Music practice Emma is emphatic that yes, she wants to be in the\norchestra.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b3671418-7674-499c-b16c-1b4d703e9685
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "orchestra.\nNOTE\nWe can also add emphasis by using adverbs such as really, indeed, certainly and definitely.\nThe garden really does look nice. You can indeed dial direct to Brazil. 6 INFORMATION AND EMPHASIS PAGE 62\nb But sometimes the form emphasizes another part of the meaning rather than yes\nor no.\nWe might go away for the weekend. We haven't decided definitely.\n(It is possible, not certain.)\nI did have a personal organizer, but I lost it.\n(in the past, not now)\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8730139f-5fd4-440c-86c8-a222ff1ca0d9
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(in the past, not now)\nNOTE\nWe can stress an ordinary verb to emphasize its meaning.\nI've borrowed your calculator. I haven't stolen it.\nI wrote the letter. I didn't type it.\n3 The pattern with it\na In the conversation Music practice, Susan wants to emphasize the identity of the\nperson who told her about the practice.\nIt was you who told me.\nThe pattern is it + be + phrase + relative clause. The phrase that we want to\nemphasize (you) comes after be."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f2ec5534-8612-4c57-886c-459acdded556
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "emphasize (you) comes after be.\nb Look at this statement about England's football team.\nEngland won the World Cup in 1966.\nWe can emphasize the subject, object or adverbial.\nSubject: It was England who won the World Cup in 1966.\nObject: It was the World Cup (that) England won in 1966.\nAdverbial: It was in 1966 (that) England won the World Cup.\nWe use who, which or that with the subject. With an object or adverbial we\nnormally use that. (For relative pronouns, \u2022 273.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 974bf6a2-84da-4caa-b079-3c5c85c34780
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can include a phrase with not.\nIt was England, not Germany, who won the World Cup in 1966.\nIt was in 1966, not 1970, that it happened.\nNOTE\nWe can sometimes also emphasize a prepositional object.\nHow do you like the choir? ~ It's the orchestra I'm in.\nWe can also emphasize a whole clause.\nIt was because they were playing in London that England had an advantage.\nc When a pronoun comes after be, it is usually in the object form.\nIt was me who told you, remember?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aa480122-08d1-4af9-9f46-ded4bdab3823
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "It was me who told you, remember?\nd The phrase that we emphasize often relates to what has gone before.\nThe Sixties was the decade of the Beatles and Swinging London. And it was in\n1966 that England won the World Cup.\n4 The pattern with what\na In the conversation Music practice, Susan wants to emphasize that Emma needs a\npersonal organizer (and not anything else).\nWhat you need is a personal organizer.\nWe can emphasize the new information with a what-clause + be. The new"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fa0705ab-7434-4a96-a1e3-be5d69510228
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "information comes after be. PAGE 63 51 Emphasis\nb Look at these examples.\nA technical fault caused the delay.\nThe guests played mini-golf after tea.\nWe can emphasize different parts of the sentence.\nWhat caused the delay was a technical fault.\nWhat the guests played after tea was mini-golf.\nWhat the guests did after tea was (to) play mini-golf.\nWhat happened after tea was (that) the guests played mini-golf.\nNOTE\na We cannot use who in this pattern. We must put a noun in front of it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 85af9fec-93cf-4124-9d91-83afc6286bdc
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The people who played mini-golf were the guests.\nNOT Who played mini-golf were the guests.\nb We can emphasize an action, e.g. What the guests did was (to) play mini-golf. Compare\nthese examples with other verb forms.\nWhat the guests are doing is playing mini-golf.\nWhat I've done is sent / is (to) send a letter of complaint.\nWhat we could do is (to) hire a car.\nc We can sometimes emphasize a prepositional object.\nWhat I long for is a little excitement."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 90956d97-a775-46b8-b11c-1771c667d89e
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "What I long for is a little excitement.\nd We can reverse the order of the what-clause and a noun phrase. Compare the two orders.\nI've got a terrible memory. ~ What you need is a personal organizer.\nThey've got some personal organizers here, look. ~ Oh, good. A personal organizer is what\nI need.\ne We can use when and where.\n1966 was (the year) when England won the World Cup.\nThe sports hall is (the place) where the students do the examination.\n5 Overview: emphasis\nForm Example"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 42608941-62ee-4ab1-867e-df7ee04fca1a
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "5 Overview: emphasis\nForm Example\n\u2022 51(1) Emphatic stress I saw a ghost.\n\u2022 51 (2) Emphatic verb I did see a ghost.\n\u2022 51(3) It It was a ghost (that) I saw.\n\u2022 51 (4) What What I saw was a ghost.\n\u2022 49 Phrase in front The ghost I clearly saw.\nposition The next moment it had disappeared.\n\u2022 186(3) Emphatic pronouns I saw it myself.\n\u2022 26(6c) On earth/ever What on earth did you see?\n\u2022 212 Adverbs of degree I really saw it.\nI was so scared. PAGE 64\n7Spoken English and written English\n52 Summary"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 77a1edf9-6ca6-4c9e-8e6b-98131dc65faf
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "7Spoken English and written English\n52 Summary\nGrammar in speech and writing \u2022 53\nThere is normally more repetition in speech than in writing. In informal speech we\noften use expressions like Well..., you know and sort of.\nStress and intonation \u2022 54\nThe voice rises or falls on the new and important information. A rising intonation\nusually means that the speaker is unsure or that the conversation is incomplete.\nWeak forms and short forms \u2022 55"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e779e147-498b-42e8-bfb8-eb2414bed853
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Weak forms and short forms \u2022 55\nIn informal English we often use weak forms or short forms of some words. For\nexample have has a spoken weak form /v/ and a written short form 've.\nPunctuation \u2022 56\nThere are some rules of punctuation, such as how to punctuate correctly between\ntwo clauses.\n53 Grammar in speech and writing\n1 This is part of a real conversation between three people.\nSTUCK ON THE UNDERGROUND\nTom: I had one appointment at nine o'clock, I had another one at ten o'clock, had"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 04b4bda7-8f8c-4212-8b5b-40901f1b0c28
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "another one at half past twelve, another one at quarter past four and then I\nknew I had to be at Pathway at six o'clock, I reckoned. So I timed it -\nSarah: These appointments were in town?\nTom: Yeah. So I timed it very carefully that I was going to leave at about ten past\nfive - this was in, er, this was in central London. And I reckoned I'd be at\nHounslow West just before five to six and I'd jump into a taxi and be at Pathway"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0b3b9a69-17e3-4af8-a73f-fe9a4cf88c52
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "just after six o'clock. So I got on the Underground at Green Park at about ten\npast five, no, twenty past five, and erm, we moved along fairly well to Hyde Park\nCorner and then we moved along about fifty yards and we stopped.\nSimon: Why was this?\nTom: And we were there for - well, I'm not quite sure, I think there was a train\nstopped in front of us and we were therefor - really for three quarters of an\nhour.\n(from M. Underwood Have you heard?) PAGE 65 53 Grammar in speech and writing"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7c615db0-ed62-46a5-b9a0-d7c9813fdd31
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a A speaker normally uses more words than a writer. For example, Tom repeats\nsome words.\nI had one appointment ...I had another one... had another one... another\none...\nIn writing we might express the meaning like this.\nI had appointments at nine o'clock, ten o'clock, half past twelve and quarter\npast four.\nTom uses separate clauses, and this gives him more time to remember the details\nof what he is saying. It also makes it easier for the listeners to take in the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 22f02092-4167-42dc-8dd5-6b2023360531
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "information because it does not come all at once. In writing, more information can\nbe in fewer words.\nIn speech there are often a number of clauses with and one after the other.\nSo I got... and we... and then we... and we...\nThis is less usual in writing.\nb There are a number of words and phrases used only or mainly in spoken English.\nFor example, the word well often comes at the beginning of a clause.\nWell, I'm not quite sure. (hesitating before answering)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 821211d6-b955-4417-b701-543760399b89
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Well, wasn't that fun! (expressing feelings)\nWell, I think I've done enough for today. (changing the topic)\nc There are some vague expressions more typical of speech than writing. For\nexample, a speaker uses you know when unsure of the best way to express\nsomething.\nI was late for an appointment and I was feeling a bit impatient, you know.\nKind of/sort of is used when a word may not be exactly the right one.\nThere was a kind of/sort of sit-in at the college. Some of the students met there to"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c7a8077b-74e6-4a0c-af6d-de3af816253a
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "protest about something.\nThe ribbon kind of/sort of slides in here.\nThe phrase or something makes the meaning more vague.\nThere was a sit-in or something at the college.\nAre you drunk or something?\nIn informal speech we can use thing or stuff instead of a more exact word.\n(of a food mixer) This thing isn't working properly.\n(of luggage) Put your stuff upstairs.\nd The speaker sometimes stops to correct things.\nSo I got on the Underground at Green Park at about ten past five, no, twenty"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5c632d1c-dc85-4fa3-b16f-f2962662da2d
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "past five.\n...at about ten past five, I mean twenty past five.\nThe speaker can also stop to go back and explain something that was missed out.\nSo I timed it very carefully that I was going to leave at about ten past five - this\nwas in, er, this was in central London. 7 SPOKEN ENGLISH AND WRITTEN ENGLISH PAGE 66\n2 Here is an example of written English.\nCYCLING\nThe rising cost of petrol and increasing traffic congestion in towns have brought"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 189267c7-1558-44c3-8bd9-312686fb3469
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "back for the bicycle some of the popularity it was beginning to lose. Cycling is\nhealthy, practical, and, for many people, a popular recreation.\n(from H. Turner The Consumer's A-Z)\nThis is typical of a written textbook style. A spoken version would be different.\n'Well, the cost of petrol is going up, and there is so much traffic in towns these\ndays, isn't there? And so bicycles have become more popular now after a time"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cb1d2279-5eef-443a-b72c-19ef74b92b2e
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "when not so many people were using them. I think cycling is good for you, and it's\npractical, and lots of people enjoy it.'\nOne important difference is that a writer often expresses in a noun phrase what a\nspeaker expresses in a clause.\nWritten Spoken\nthe rising cost of petrol ' the cost of petrol is going up'\na popular recreation ' lots of people enjoy it'\nFor more details about nominalization, \u2022 149.\n54 Stress and intonation\n1 Stress"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dedb1f3e-a649-4abf-b751-737e6f673331
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "54 Stress and intonation\n1 Stress\nIn speech some words have greater stress than others; they are spoken with greater\nforce.\nI'll 'see you next 'week.\nThey've 'built an e'normous new 'shopping centre.\nThe stress usually falls on the vocabulary items, the nouns, verbs, adjectives and\nadverbs, e.g. week, built, enormous. It does not usually fall on the 'grammatical\nwords', e.g. I'll, an.\nIf the word has two or more syllables, there is still only one stressed syllable,\ne.g. e'normous.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b3125848-9f65-4b68-8ba2-e68646c52dc8
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "e.g. e'normous.\nNOTE\nWe can give a word extra stress to emphasize it. \u2022 51 (1)\nThey've built an enormous new shopping centre.\n2 Intonation\na Syllables with a fall or rise\nThe voice can rise or fall on a stressed syllable. The greatest movement of the voice\nis usually on a word near the end of the clause.\nI'll see you next m week.\nThey've built an enormous new m shopping centre.\nHave we got k time'?\nHere the voice falls on week and shopping and rises on time. PAGE 67 54 Stress and intonation"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 68f815e2-c3fa-4c8c-babf-0740e5483a7f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The greatest fall or rise is on the new and important information. Which word is\nimportant depends on the context.\nPeople round here are well off. Our neighbours have just bought a m caravan.\nIf you want to know about caravans, ask our neighbours. They've just m bought\na caravan.\nI know someone who's got a caravan. Our m neighbours have just bought one.\nb Intonation in statements and questions\nThese two sentences are the same except for the intonation.\nI'll see you next m week."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6b7d6a7f-a847-4756-89fe-55e6ced8aef4
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'll see you next m week.\nI'll see you next k week?\nThe intonation shows that the first sentence is a statement and the second a\nyes/no question. A falling intonation is normal in a statement. A rising intonation\nmeans that the speaker is unsure if something is true or not.\nA yes/no question asking for information usually has a rising intonation. But a\nwh-question usually has a falling Falling intonation because it is not about whether\nsomething is true or false."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e6a81b4f-223f-4818-957c-ae8f04b2664f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "something is true or false.\nYes/no: Will I see you next k week? Do you sell k matches?\nWh-: When will I m see you? What does it m cost?\nA fall on a yes/no question sounds abrupt and impatient.\nAre you m ready? Come on, hurry up.\nA rise on a wh-question sounds tentative.\nWhat are you k doing? Please tell me.\nRequests, suggestions, offers etc in the form of ayes/no question often have a\nfalling intonation.\nCan you pass me the m salt, please? Could you m wait for us?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2a2a8f70-650e-4729-aecc-168278121d8f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The meaning of a tag depends on the intonation. \u2022 34(3)\nYou'll be here next week, m won't you? (fairly sure)\nYou'll be here next week, k won't you? (less sure)\nc Rising intonation in statements\nA rising intonation shows that something is incomplete. The rise is not as great as\nin ayes/no question.\nk Hopefully. (I'll be here next week.)\nIn k my opinion. (it's quite wrong.)\nIf you're k ready. (we can go.)\nEven in a complete sentence, we can use a rising intonation."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c4eae568-0250-4b86-95df-593ce6c2dc17
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "It's a long way to k walk. I like your new k suit.\nThe meaning here is that the conversation is incomplete. The speaker expects the\nlistener to respond.\nIt's a long way to k walk. (Do you think we ought to go by car?)\nIt's a long way to m walk. (I won't walk, and that's final.)\nThe rising intonation makes the statement more like a question. Compare these\nreplies.\nHave you heard the news? ~ k No. (What's happened?)\nHave you heard the news? ~ m Yes.\nI've got a new job. ~ Oh, k have you? (Where?)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 780c50e9-0862-45cd-9225-e47dd707033d
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I've got a new job. ~ Oh, k have you? (Where?)\nI've got a new job. ~ Oh, m have you?\nThe fall suggests that the conversation is complete. In this context it sounds\nuninterested and so rather impolite. 7 SPOKEN ENGLISH AND WRITTEN ENGLISH\n55 Weak forms and short forms\nA weak form is a spoken form such as the pronunciation of am as /m/ instead of\n/\u00e6m/. Weak forms are normal in speech. A short form is a written form, such as 'm"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e77d97b3-0ed9-49b4-9f5f-8b23f1ce8af7
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "instead of am in the sentence I'm sorry. We use short forms in informal writing.\nStrong Weak\nSpoken /\u00e6m/ /m/\nFull Short\nWritten am 'm\n1 Strong and weak forms\na In speech many words have both strong and weak forms. We use the strong form\nonly in very careful speech, or when the word is stressed. 55 Weak forms and short forms\n2 Full forms and short forms\na In informal writing, some words have a short form.\nFit a gas wall heater and you'll stop shivering. It'll warm up your bedroom so"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 710d2e64-7d94-4600-ac0f-872eac6812ca
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "quickly you won't need a towel. It fits snugly and safely on the wall. And, because\nit's gas, it's easy to control and very economical.\n(from an advertisement)\nFull form: It is easy to control.\nShort form: It's easy to control.\nIn the short form, we miss out part of a word and use an apostrophe instead. We\ndo not leave a space before the apostrophe.\nThe short form corresponds to the spoken weak form: /itz/ instead of /it iz/. We"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 622369b4-332d-4c87-992f-451d67879938
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "use short forms in informal writing such as a letter to a friend. They can also be\nused in direct speech - in a filmscript or play, for example, when speech is written\ndown. Full forms are used in more formal writing.\nNOTE\nWe cannot use a short form when the word is stressed. NOT Yes, it's as a short answer. But we\ncan use unstressed n't in a short answer, e.g. Wo, it isn't.\nb In short forms we use 'm (= am), 're (= are), 's (= is/has), 've (= have), 'd (= had/would)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8eef26aa-3157-4171-9270-931abb5a6be0
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "and n't (= not) in combination with other words. These are the main short forms.\nPronoun + auxiliary verb\nI'm you're we're they're he's she's it's; I've you've we've they've\nI'd you'd he'd she'd we'd they'd; I'll you'll he'll she'll it'll we'll they'll\nHere/There/That + auxiliary verb\nhere's there's there'll there'd that's\nQuestion word + auxiliary verb\nwho's who'll who'd; what's what'll; where's; when's; how's\nAuxiliary verb + not\naren't isn't wasn't weren't; haven't hasn't hadn't"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fad56b5b-5df7-4cb3-8df7-8df8ff526772
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "don't doesn't didn't\nPAGE 69\nwon't wouldn't shan't shouldn't\nneedn'tcouldn't mightn't mustn't\noughtn't daren't\ncan't\nA short form can also be with a noun, although this is less common than with a\npronoun.\nThe bathroom's cold. This heater'll soon warm it up.\nNOTE\na The short form 's can mean is or has.\nIt's a big house. It's got five bedrooms. (= It is ... It has ...)\nThe short form 'd can mean had or would.\nIf you'd asked, you'd have found out. (= If you had asked, you would have found out.)"}


created_at: 2026-04-08 05:29:35
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b Sometimes we can shorten a form with not in two different ways. The meaning is the same.\nIt is not... = It isn't... / It's not...\nYou will not ... = You won't .../ You'll not...\nBut I am not has only the one short form I'm not.\nc In non-standard English there is a short form ain't (= am not/is not/are not/has not/have\nnot).\nThat ain't right. (= That isn't right.) 7 SPOKEN ENGLISH AND WRITTEN ENGLISH PAGE70\n56 Punctuation\n1 The sentence"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "56 Punctuation\n1 The sentence\nA sentence ends with a full stop, a question mark or an exclamation mark.\nPunctuation Example\nSTATEMENT Full stop We've got the best bargains.\nIMPERATIVE Full stop Send for our brochure today.\nQUESTION Question mark Have you booked a holiday?\nEXCLAMATION Exclamation mark What a bargain!\nNOTE\na If a question has no inversion, then we still use a question mark.\nYou've booked a holiday?\nb A request in the form of a question usually has a question mark."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 48b99e11-f23a-4a94-a065-033d33512881
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Can you send me a brochure, please?\nc There is a question mark after a question tag.\nIt's a bargain, isn't it?\n2 Punctuation between main clauses\na There are a number of ways of punctuating two main clauses.\nFull stop between separate sentences\nShakespeare wrote plays. He also acted on the stage.\nSemi-colon between separate clauses\nShakespeare wrote plays; he also acted on the stage.\nComma between clauses linked by and, but or so\nShakespeare wrote plays, and he also acted on the stage."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7404caaa-32d5-409d-9386-7c61a2490049
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "No punctuation when the verb follows and, but or so\nShakespeare wrote plays and acted on the stage.\nA full stop or semi-colon shows that there are two separate pieces of information.\nA comma or no punctuation shows the meanings as more closely linked.\nb Clauses linked by and, but or so can be without a comma, especially if they are short.\nHe wrote plays, and he also acted.\nHe wrote plays and he also acted.\nBut if there is no linking word, we must put a full stop or semi-colon."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5ff66d02-5e4e-4ff1-b40e-7453b1728461
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOT He wrote plays, he also acted.\nc We can use a dash between clauses, but it is rather informal.\nShakespeare wrote plays - he also acted on the stage.\nWe can use either a dash or a colon before a clause which is an explanation.\nThe theatre was full - there were several school parties there.\nThe theatre was full: there were several school parties there. 56 Punctuation\n3 Sub clauses and phrases\nThe rules about commas with sub clauses and phrases are not very exact. In"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 76daa6d9-c45c-47d4-9ad1-1ac5db51ef54
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "general, we can use commas around an adverbial phrase or clause. Commas are\nmore likely around longer phrases.\na Adverbials\nWe can use a comma after an adverbial clause or phrase at the beginning of a\nsentence.\nAfter the guests had all left, we had to tidy up.\nAfter their departure, we had to tidy up.\nAfterwards, we had to tidy up.\nThe comma is more necessary if the adverbial is long. After a short phrase there is\noften no comma.\nAfterwards we had to tidy up."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e2461dfa-7d6e-4f6c-8762-ae9c48b98fa9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "often no comma.\nAfterwards we had to tidy up.\nA comma is much less usual when the adverbial comes at the end of the sentence.\nWe had to tidy up after the guests had left.\nWe had to tidy up afterwards.\nWe do not normally use a comma before an infinitive clause of purpose.\nLots of people come here to look round the market.\nBut commas are usual with linking adverbs, truth adverbs and comment adverbs.\nYes, I have received your letter.\nAll of us, as a result, were feeling pretty tired."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b3a2c203-f630-4a76-a56c-3d77ad910ff3
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "There wasn't much to eat, however.\nOn the whole, the party was a success.\nNothing got broken, luckily.\nNOTE\na When something is added as an afterthought, we can use a comma, a dash or brackets.\nMy husband does the cooking, sometimes.\nI'd love a holiday- if I could afford it.\nEverything should be OK (I hope).\nb The name of the reader/listener is separated off by commas.\nI hope to see you soon, Melanie. Dear Alex, Thank you for your letter.\nb Noun clauses"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7ed6aca2-69cf-4904-8e75-070a5639dc39
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b Noun clauses\nA noun clause is not separated off by commas. This rule includes indirect speech.\nIt is a fact that there are more cars in Los Angeles than people.\nWe know the earth goes round the sun.\nEveryone was wondering what to do.\nFor direct speech, \u2022 (4).\nc Relative clauses\nAn identifying relative clause is not separated off.\nPeople who write plays sometimes act in them too.\nBut an adding clause has commas. It can also have dashes or brackets."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8bf4522b-fa3e-450c-970f-4a5cfcb0e687
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Shakespeare, who wrote many famous plays, also acted on the stage.\nFor details about the different kinds of relative clause, \u2022 272(5).\nPAGE 71 7 SPOKEN ENGLISH AND WRITTEN ENGLISH PAGE 72\nd Apposition\nWe sometimes use commas around a phrase in apposition, but not always.\nIrving Berlin, the famous composer, couldn't read music.\nThe composer Irving Berlin couldn't read music.\nFor details, \u2022 14.\ne Phrases which explain\nA dash or colon comes before a phrase which explains, which adds the missing"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0d29d2f9-bab3-4331-95e6-014f99287ffa
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "information.\nOnly one American President has been unmarried- James Buchanan.\nThe product is available in three colours: white, green and blue.\nf Lists\nIn a list of more than two noun phrases, we use commas. The last two items are\nlinked by and or or, often without a comma.\nThe official languages of the United Nations are Chinese, French, Spanish,\nRussian (,) and English.\nNOTE For details about adjectives, e.g. a narrow, steep, winding road, \u2022 202.\n4 Direct speech"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 Direct speech\nDirect speech means reporting someone's words by repeating them exactly. In this\nstory a policeman called Hawes wants to question someone.\nHe knocked again, and this time a voice said, 'Who's there?' The voice was pitched\nvery low; he could not tell if it belonged to a man or a woman.\n'Charlie?' he said.\n'Charlie ain't here right now,' the voice said. 'Who's that, anyway?'\n'Police officer,' Hawes said. 'Mind opening the door?'\n'Go away,' the voice said."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 926e6e57-4b17-4ab0-86f7-9833c5529cd2
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "'Go away,' the voice said.\n'I've got a warrant for the arrest of Charles Harrod,' Hawes lied. 'Open the door, or\nI'll kick it in.'\n(from Ed McBain Bread)\nDirect speech is inside quotation marks, also called 'quotes' or 'inverted commas'.\nSingle quotes are more usual than double ones.\n'Police officer,' he said./ \"Police officer, he said.\nWe use a phrase like he said, separated by a comma (or a colon), to identify the\nspeaker. This usually comes after the direct speech, but it can come first."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d54b4b9e-1979-442b-b3d0-c2d7daa062b9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "'Police officer,' Hawes said.\nHawes said, 'Police officer.'/Hawes said: 'Police officer.'\nWhen the direct speech is longer, we can mention the speaker in the middle of it.\n'Open the door,' he said, 'or I'll kick it in.'\nNOTE\na We can also use quotes around a word or phrase to show that it was first used by someone\nelse.\nThe so-called 'hotel' was just an old shed.\nAll Americans have the right to 'life, liberty and the pursuit of happiness.'"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 81d7f960-0dbd-4a5f-96b3-eb876a46e5f5
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b For inversion, e.g. said Hawes, \u2022 265(4). PAGE 73 56 Punctuation\n5 The hyphen\nThe rules about when to use a hyphen are not very exact. In general, hyphens are\nused less in the USA than in Britain.\na The hyphen shows that two words belong together. It is usual in compound\nexpressions before a noun.\ngale-force winds a no-strike agreement\na record-breaking performance the long-awaited results\nAnglo-Irish talks out-of-date attitudes a ten-mile walk\na thirty-year-old mother of four"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0747b290-b576-477b-b068-b5f3b121e28f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a thirty-year-old mother of four\nBut when these words come after the verb, they are usually separate words.\nwinds reaching gale force attitudes that are out of date\nb We also use a hyphen in compound numbers below 100 and in fractions.\nforty-seven five hundred and eighty-nine one and three-quarters\nc With compounds of two nouns these are the possibilities.\nOne word: motorway Hyphen: motor-scooter Two words: motor car\nSome compounds can be written more than one way, e.g. phone card/phone-card/"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aee9569f-006e-4ad8-b55a-824eb5ed919b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "phonecard. Most compounds are written either as one word or as two. If you are\nunsure, it is safer not to use a hyphen.\nBut we often use hyphens with these types of compound noun.\nNoun + gerund, e.g. stamp-collecting, windsurfing\nVerb + adverb, e.g. take-off, a walk-out\nLetter + noun, e.g. an X-ray\nd We sometimes use a hyphen after a prefix, e.g. non, pre, anti, semi.\na non-violent protest a pre-cooked meal\nBut there are no exact rules, and we often write such words without a hyphen."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 26fcc048-f770-4ed3-a029-57fca7460da5
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "antisocial attitudes sit in a semicircle\nFor more examples, \u2022 284.\nNOTE\na We do not normally use a hyphen after un, in or dis, e.g. unfriendly, invisible, disorder.\nb We use a hyphen when the prefix comes before a capital letter.\nanti-British feeling the Trans-Siberian Railway\nc A hyphen also comes between two vowels which are the same, e.g. re-enter, co-operate.\ne We use a hyphen when a word is divided between one line of print or handwriting\nand the next.\n...It is important to under-"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9b5b538b-50b0-40ce-bb84-3cbbb93c8bd5
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "and the next.\n...It is important to under-\nstand that the computer...\nThere are rules about where to divide a word. Some dictionaries mark the places\nlike this: un-der-stand. 7 SPOKEN ENGLISH AND WRITTEN ENGLISH PAGE 74\n6 Capital letters\nWe use a capital letter in these places,\na At the beginning of a sentence,\nb For the pronoun I.\nc With the names of people: Jason Donovan, Agatha Christie. Titles also have a\ncapital: Doctor Owen, Mrs Whitehouse, Uncle William.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nWords like doctor and father have a capital when they are a title, or when we use them to\naddress someone.\nTalking to someone Talking about someone\nMrs Whitehouse Mrs Whitehouse\nDoctor Owen/Doctor Doctor Owen/the doctor\nProfessor Jones Professor Jones/the professor/the Professor\nFather/Dad my father/my dad/my Dad\nGrandma my grandma/my Grandma/Grandma\nUncle William my uncle/Uncle William/my Uncle William\nd With the names of places: Australia, New York, Oxford. When a noun is part of a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 194ad894-a125-41fd-b034-5d6b643bd095
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "name, it has a capital letter too: the River Aire, the Humber Bridge, Fifth Avenue,\nPaddington Station.\ne With some expressions of time such as the names of days and months: Tuesday,\nApril; special days: New Year's Day, Easter Sunday; historical periods and\nimportant events: the Modern Age, the First World War.\nf With nationality words: a French singer, I'm learning Greek.\ng With the titles of books, newspapers, films and so on: Animal Farm, The Daily\nTelegraph."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fd073b9d-e865-4a89-8bda-9113eff6afb9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Telegraph.\nNOTE In titles, grammatical words often have a small letter: Strangers oka Train.\nh In most abbreviations which are formed from the first letters of each word in a\nphrase: the BBC (British Broadcasting Corporation). 8The verb phrase\n57 Summary\nVerb forms \u2022 58\nVerbs have the following forms: a base form (e.g. look), an s-form (looks), a past\nform (looked), an ing-form (looking) and a past/passive participle (looked).\nFinite and non-finite verbs \u2022 59"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4797fc72-6637-4668-98d3-e59324471881
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Finite and non-finite verbs \u2022 59\nA finite verb phrase is one that can be the main verb of a sentence. A non-finite\nverb is an infinitive, gerund or participle.\nThe structure of the verb phrase \u2022 60\nA finite verb phrase can be an ordinary verb on its own.\nYour hair looks nice.\nThere can be one or more auxiliaries before the ordinary verb.\nI have looked everywhere.\nWe are looking for the key.\nYou should have looked in the drawer.\nMeaning in the verb phrase \u2022 61"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ebbef0dd-4142-47ab-98f5-2492d725e5d9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Meaning in the verb phrase \u2022 61\nThe choice of tense and auxiliaries depends on meaning - what happens and how\nwe see it.\nAction verbs and state verbs \u2022 62\nThere are action verbs (e.g. walk, make) and state verbs (e.g. own, like). State verbs\nare not normally continuous.\n58 Verb forms\nMODERN CRIME DETECTION\nIf you leave valuable articles in a changing room, it is quite likely that someone\nwill steal them while you are playing tennis or whatever. A few years ago, police"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "in a Yorkshire town were informed by a local sports club that all kinds of things\nkept disappearing from the men's changing room, and the club were anxious to\nstop it. 'This has gone on for too long,' said the club chairman.\nThe police took immediate action. They installed a secret video camera so that\nthey could find out what was happening, and a few days later they played back\nthe video at police headquarters, eager to see the thief filmed in the act. All it"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 69e4108d-5d98-43f3-a12b-2cdd3185cd1b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "showed, however, was a naked policeman, a member of the club, looking for his\nclothes, which had been stolen.\nPAGE 75 8 THE VERB PHRASE\n1 Verbs have the following forms.\nRegular verbs Irregular verbs\nBase form play steal find\nS-form plays steals finds\nPast form played stole found\nIng-form playing stealing finding\nPast/passive participle played stolen found\n2 Some of the verb forms have more than one use.\nBase form: Imperative Play tennis with me.\nPresent tense You play very well."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Present tense You play very well.\nInfinitive I'd like to play.\nS-form: Present tense Simon plays very well.\n(3rd person singular)\nPast form: Past tense . They played back the film.\nIng-form: Gerund Playing tennis is fun.\nActive participle You're playing very well.\nPast/passive Past participle They've played back the film.\nparticiple: Passive participle The film was played back.\n59 Finite and non-finite verbs\n1 A finite verb phrase is one that can be the main verb of a sentence. A non-finite"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "verb phrase is an infinitive, gerund or participle.\nFinite Non-finite\nyou leave kept disappearing\nit is anxious to stop\nsomeone will steal see the thief filmed\nyou are playing\nthe police were informed\nNOTE\nA form with ed can be finite or non-finite, depending on the context.\nThey filmed the thief. (past tense - finite)\nThey saw the thief filmed in the act. (participle -non-finite)\n2 A finite verb phrase can come in a main clause or a sub clause.\nThe police took action."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The police took action.\nWe were pleased when the police took action.\nA non-finite verb comes only in a sub clause.\nWe wanted the police to take action.\nWe approved of the police taking action.\nWe approved of the action taken by the police.\nSometimes there are two verb phrases together, a finite one and then a\nnon-finite one.\nThe police wanted to take action.\nThings kept disappearing from the changing room.\nFor the to-infinitive and gerund in these patterns, \u2022 121."}


created_at: 2026-04-08 05:29:35
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "PAGE 76 PAGE 77 60 The structure of the verb phrase\n60 The structure of the verb phrase\n1 In a finite verb phrase there are a number of choices.\nTense: Past or present? It showed or It shows\nModal: Modal or not? They could find or They found\nAspect: Perfect or not? It has gone or It goes\nContinuous or not? It was happening or It happened\nVoice: Passive or active? They were informed or He informed them\nFor meanings, \u2022 61."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 17e29042-7f43-4040-9d11-c05e6316b3af
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "For meanings, \u2022 61.\n2 In the verb phrase there is always an ordinary verb. There may be one or more\nauxiliaries in front of it.\nAuxiliary verb(s) Ordinary verb\nyou leave valuable articles\nthe police arrived\nsomeone will steal them\nthis has gone on too long\nhe was looking for his clothes\nthe police were informed\nthe camera should have worked\nsomeone has been taking things\na man is being questioned by police\nhis clothes had been stolen\nI must have been dreaming"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 61149d28-ff18-4cdb-b028-b9a5bec3c2b9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I must have been dreaming\nIf there is no auxiliary, the verb is in a simple tense: leave (present simple),\narrived (past simple).\nAuxiliary verbs come in this order:\nmodal verb - have - be (continuous) - be (passive)\nThe auxiliary verb affects the form of the next word, whether the next word is\nanother auxiliary or an ordinary verb.\nModal verb + base form: will steal, should have worked\nhave + past participle: has gone, has been taking, have worked"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 37bd8161-4edf-4e35-82b3-a9e790e953bb
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "be + active participle: was looking, has been taking\nbe + passive participle: were informed, had been stolen\nThe first word of the verb phrase is present or past, e.g. leave (present), arrived (past),\nhas (present), was (past). The exception is modal verbs, which do not usually have\na tense. Sometimes the first word agrees with the subject: you leave/he leaves. \u2022 150\nNOTE\na The perfect, the continuous and the passive do not usually all come in the same phrase. A"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 24d4e280-d0ee-4262-9d73-d85e9becbcda
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "sentence like It might have been being played is possible but unusual.\nb Be and have can be ordinary verbs. \u2022 82\nThe money was in the changing room. The club has a chairman.\nc An adverbial can come inside the verb phrase. \u2022 208 (4)\nSomeone will probably steal them. A man is now being questioned.\nd For the imperative, e.g. Play something for me, \u2022 19.\nFor emphatic do + base form, e.g. You did play yesterday, \u2022 51(2). 8 THE VERB PHRASE PAGE 78"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a9476fd8-beab-4d83-af8c-8f138a7e9ee3
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 The (first) auxiliary is important in negatives and questions. In negatives, the\nauxiliary has not after it. \u2022 17(2)\nThey haven't played the video.\nIn questions the auxiliary comes before the subject. \u2022 23\nHave they played the video?\nIn simple tenses, the auxiliary is do.\nThey didn't play the video. Did they play the video?\n61 Meaning in the verb phrase\nA NEW FLAT\nIan: How's your new flat?\nJason: Oh, it's okay, thanks. We've been there a month now, and I think we're"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cb1a4dbd-1015-4944-9642-6ec4f1619605
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "going to like it. We're decorating at the moment. You must come and see us\nwhen we've finished.\nIan: Thanks. That'd be nice. You were lucky to find somewhere.\nJason: Yes, we were getting pretty desperate. We'd been looking for ages and\ncouldn't find anywhere. The flat wasn't advertised. We heard about it through\na friend. It's quite convenient too. We get the train to work.\nIan: What floor is the flat on?\nJason: Well, we live right at the top, but there are only four floors. If there was a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 20decd59-c65e-4835-ac39-e6c0b02e4ab8
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "lift, it would be perfect.\n1 Tense\nThe first word of a finite verb phrase is either present or past. Usually the tenses\nmean present time and past time, 'now' and 'then'.\nPresent: I think we're going to like it.\nWe live right at the top.\nPast: We heard about it through a friend.\nWe were getting pretty desperate.\nNOTE\nIn some contexts the choice of present or past depends on the speaker's attitude.\nHave you a moment? I want to ask you something.\nHave you a moment? I wanted to ask you something."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8d1114f5-139a-4b5a-8a92-b7c89739254c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Have you a moment? I wanted to ask you something.\nHere the present tense is more direct. The past tense is more distant. It makes the request\nmore tentative and so more polite. For these tenses in conditional clauses, \u2022 257(4c).\n2 Modal verbs\nWith modal verbs we can express ideas such as actions being possible or\nnecessary.\nWe couldn't find anywhere. You must come and see us.\nFor the meaning of modal verbs, \u2022 102.\n3 The perfect\nThese verb phrases have perfect aspect."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: da03ca06-ec5b-43be-9427-c3f02b7ac3e8
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "These verb phrases have perfect aspect.\nWe have just finished the decorating.\nWe have been there a month now.\nWe had been looking for ages. The perfect means 'up to now' or 'up to then'. The decorating came to an end in\nthe period leading up to the present time.\nWe can sometimes choose the present perfect or the past simple, depending on\nhow we see the action. \u2022 65\nWe've finished the decorating. (in the period up to now)\nWe finished the decorating. (in the past)\n4 The continuous"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dafc97b9-dd91-4233-ab30-95d9b65bfbc9
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 The continuous\nThese verb phrases are continuous (sometimes called 'progressive').\nWe are decorating at the moment.\nWe had been looking for ages.\nWe were getting pretty desperate.\nThe continuous means 'for a period of time'. We are in the middle of decorating;\nthe search for the flat went on for a period of time.\nSometimes the use of the continuous depends on how we see the action. We do\nnot use the continuous if we see the action as complete.\nPeriod of time: We had been looking for ages."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a913e7f1-0ee8-410e-abe1-552e70f92695
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Period of time: We had been looking for ages.\nComplete action: We had looked everywhere.\nState verbs (e.g. know) are not normally continuous. \u2022 62\nFor present continuous and simple, \u2022 64.\n5 The passive\nWe use the passive when the subject is not the agent but what the action is\ndirected at. \u2022 103\nThe flat wasn't advertised.\nIn the conversation A new flat, Jason chooses a passive sentence here because the\nflat is the best subject. It relates to what has gone before."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 39fe25f6-b211-410a-989b-d50e9234ef33
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "62 Action verbs and state verbs\n1 Verbs can express actions or states.\nActions States\nJane went to bed. Jane was tired.\nI'm buying a new briefcase. I need a new briefcase.\nI lent Jeremy five pounds. Jeremy owes me five pounds.\nAn action means something happening, something changing. Action verbs are\nverbs like do, go, buy, play, stop, take, decorate, say, ask, decide etc.\nA state means something staying the same. These verbs are state verbs:\nadore depend doubt lack owe seem"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7b1368ce-e28d-484d-be5f-9a2e11160ce7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "adore depend doubt lack owe seem\nbe deserve envy like own understand\nbelieve desire exist love pity want\nbelong to despise hate matter possess wish\nconsist of detest intend mean prefer\ncontain dislike know need resemble\n62 Action verbs and state verbsPAGE 79 Most action verbs refer to physical actions, but some are verbs of reporting (say) or\nverbs of thinking (decide). State verbs express meanings such as being, having,\nopinions and feelings."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 455e62ed-6524-470a-8c3c-072aa7108cae
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "opinions and feelings.\n2 We can use action verbs with the continuous, but state verbs are not normally\ncontinuous.\nWe are decorating the flat, but NOT We are owning the flat.\nSome state verbs cannot be passive. \u2022 104(6b)\n3 Some verbs have different meanings. One meaning can be an action and another\nmeaning can be a state.\nActions States\nWe're having lunch now. We have a big kitchen.\n(action-'eating') (state-'own')\nWe're thinking about moving. I think we ought to move."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 430700c2-eee5-4ff2-84c3-98d3e0a20152
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(action - 'deciding') (state - 'believe')\nJeff tasted the soup. The soup tasted like water.\nexpect/expecting trouble expect so (= believe)\nimagine/imagining the result imagine so (= believe)\ncare/caring for the sick not care what happens\nadmire/admiring the view admire someone's courage\n(= looking at it with pleasure) (= approve of)\nlook/looking at a picture look lovely\nsmell/smelling the powder smell strange\nappear/appearing in a film appear perfectly calm"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e4a19659-58fd-4d1d-8f85-eb3cbec63d88
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "appear/appearing in a film appear perfectly calm\nmeasure/measuring the door measure two metres\nweigh/weighing the luggage weigh ten kilos\nfit/fitting a new switch fit perfectly\ncost/costing a project cost a lot of money\nWe can use the continuous with some state verbs if we see something as active\nthinking or feeling for a period of time, rather than a permanent attitude.\nI love holidays. (permanent attitude)\nI'm loving every minute of this holiday. (active enjoyment)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6fd7bf33-aca9-47b6-acd5-a1ea5833855f
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Here are some more examples.\nHow are you liking the play? ~ Well, it's all right so far.\nWe were expecting visitors. You're looking pleased with yourself.\nThis holiday is costing me a lot. I'm hoping to get a job.\nBe can be an action verb meaning 'behave'. \u2022 84(3)\nThe dog was being a nuisance, so we shut him out.\nNOTE\na Mean (= have the meaning) is always a state verb.\nWhat does this word mean?\nb Enjoy expresses an action.\nI'm enjoying the party. NOT I enjoy the party."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6285736e-8fbe-4ba2-9354-261b3113eefa
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm enjoying the party. NOT I enjoy the party.\n8 THE VERB PHRASE PAGE 80 PAGE 81 62 Action verbs and state verbs\n5 Some verbs always express states and so cannot be continuous.\nAt the moment the building contains some old machinery.\nI know the town quite well now.\nThese verbs are belong to, consist of, contain, depend on, deserve, desire, know,\nmatter, own, possess, prefer, seem.\nNOTE\nThe expression get to know can be continuous.\nI'm getting to know the town quite well."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0bd978d9-6231-445e-bd78-8fcc2b57359d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm getting to know the town quite well.\n6 Hurt, ache and feel can be simple or continuous with little difference in meaning.\nMy arm hurt/was hurting. I feel/I'm feeling depressed.\n7 We often use can and could for perceptions.\nI can see something under the sofa.\nWe could hear music. 1 can smell something burning.\nSam could feel the weight of the rucksack.\nWe do not normally use the continuous. NOT I'm seeing something."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 62ccf184-08a1-43d2-aac6-a46a3260658b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can use the past simple when the thing that we saw or heard was a complete\naction.\nWe saw a magnificent sunset.\nTom heard the whole story.\nThey felt the building shake.\nSmell, taste and feel as action verbs express a deliberate action.\nSteve picked up the bottle and smelted the milk.\nWhen we arrived, people were already tasting the wine.\nJudy was feeling her way in the dark.\nNOTE\na See (= meet) is an action verb, and see (= understand) is a state verb.\nI'm seeing the doctor in half an hour."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 19570f0e-627d-41a8-8b69-b9980fcf70b1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm seeing the doctor in half an hour.\nYou put the cassette in here, like this. ~ Oh, I see.\nb Look (at something), watch and listen are action verbs.\nWe looked/We were looking at the sunset.\nc Feel (= believe) is a state verb.\nI feel we should discuss the matter. PAGE 82\n9Verb tenses and aspects\n63 Summary\nA finite verb phrase is present tense or past tense. It can also have perfect aspect\n(have+ past participle) or continuous aspect (be + ing-form). The tenses and"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 018daecb-896a-4c62-b5fb-0423f332bddf
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "aspects can combine in the following ways.\nPresent continuous and present simple \u2022 64\nWe are playing cards now.\nWe play in the orchestra every week.\nPresent perfect and past simple \u2022 65\nWe have played two games already.\nWe played tennis yesterday.\nPast continuous \u202266\nWe were playing cards at the time.\nPresent perfect continuous \u2022 67\nWe have been playing cards all evening.\nPast perfect and past perfect continuous \u2022 68\nWe had played the game before then.\nWe had been playing for ages."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: edeaf522-f1e3-4eb4-a8e3-fa23054507ce
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We had been playing for ages.\nOVERVIEW: uses of tenses and aspects \u2022 69\nEach of the eight forms above has a different meaning, depending on such things\nas the time and length of an action, and how the speaker sees it.\n64 Present continuous and present simple\nMACBETH\nAndrew: What are you reading?\nSadie: 'Macbeth'. We're doing it in English. Our class is going to the theatre to see\nit next week. Mr Adams is taking us.\nAndrew: What's it about?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a8cdcd42-940e-49b2-b68d-48d32eb1ed5a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Andrew: What's it about?\nSadie: Well Macbeth murders the King of Scotland. But it doesn't do him any\ngood.\nAndrew: Mr Davis takes us for English. We aren't doing Shakespeare though.\nSadie: Mr Adams loves Shakespeare. He's always quoting bits at us. Shakespeare\nis England's greatest writer, he says. 1 Form\nPresent continuous: Present simple:\npresent of be + active participle base form/s-form\nI am reading\nyou/we/they are reading I/you/we/they read\nhe/she it is reading he/she/it reads\nNegative"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 17b0b6d3-931e-4b5e-a22b-a80a60407611
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "he/she it is reading he/she/it reads\nNegative\nI am not reading\nyou/we/they are not reading I/you/we they do not read\nhe/she/it is not reading he/she/it does not read\nQuestions\nam I reading?\nare you/we/they reading? do I/you/we/they read?\nis he/she it reading? does he/she/it read?\nPAGE 83 64 Present continuous and present simple\nIn present simple questions and negatives we use do/does and the base form of\nthe verb.\nNOT He does not reads and NOT Does he reads?\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6a05c6ed-e46d-43d7-b9a7-0ea101caafd2
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOT He does not reads and NOT Does he reads?\nNOTE\na There are some spelling rules for the participle.\nLeaving out e: lose losing \u2022 292(1)\nDoubling of some consonants: stop stopping \u2022 293\nb There are some spelling rules for the s-form.\nAdding es after a sibilant sound: push pushes \u2022 290(1)\nY changing to ie: hurry hurries \u2022 294\nc For pronunciation of the s/es ending, \u2022 290(3).\n2 Use\na An action continuing for a period"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 785a5052-8d18-4eb3-b9ee-84a4bb4d69de
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "2 Use\na An action continuing for a period\nWe use the present continuous for a present action over a period of time, something\nthat we are in the middle of now. The action has started but it hasn't finished yet.\nWhat are you reading? 'Macbeth'. ~ It's raining now, look.\nHurry up. Your friends are waiting for you. I'm just ironing this shirt.\nSome typical time expressions with the present continuous are now, at the\nmoment, at present, just, already and still."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 120aa558-6b5e-466a-a445-61e7d2fc51c0
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "moment, at present, just, already and still.\nWe need not be doing the action at the moment of speaking.\nI'm reading an interesting book. I can't remember what it's called.\nWe'd better get home. We're decorating the living-room at the moment.\nb A state\nWe normally use the present simple for a present state: a feeling, opinion or\nrelation.\nMr Adams loves Shakespeare. I think it's a good idea.\nWho knows the answer? This book belongs to my sister."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 20bafe12-d57d-4c45-9c9d-6a473c76b386
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Silicon is a chemical element. York lies on the River Ouse.\nNOTE\nWe use the present simple for permanent states. With temporary states, states which go on\nonly for a short time, we can sometimes use the present continuous. For details, \u2022 62.\nThe weather looks/is looking better today. 9 VERB TENSES AND ASPECTS PAGE 84\nc Repeated actions\nWe use the present simple for repeated actions such as routines and habits, things"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6108301e-767e-468d-bfa0-0c4a5c4dd1db
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "that happen again and again. We see the series of actions as permanent, without end.\nBob works in Avonmouth. He usually drives to work.\nWe do lots of things in our spare time.\nI don't often see Sarah.\nThe old man takes the dog for a walk every morning.\nTypical time expressions with the present simple are always, often, usually,\nsometimes, ever/never; every day/week etc; once/twice a week etc; on Friday(s) etc; in\nthe morning(s)/evening(s), at ten o'clock etc."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0ff70010-c1fe-41aa-bbac-26bfe2ae332a
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the morning(s)/evening(s), at ten o'clock etc.\nWe also use the present simple for permanent facts, things that always happen.\nFood gives you energy. Paint dries quicker in summer.\nBut we use the present continuous when a series of actions is temporary, only for a\nperiod of time.\nMy car's off the road. I'm travelling to work by bus this week.\nWe're doing 'Macbeth' in English.\nBob's working in Avonmouth at the moment. But they may be moving him to\nhead office in Birmingham.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 37cc1f14-14ca-44fc-bc16-efa46fbc3fd9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "head office in Birmingham.\nNOTE\na We use the present simple to talk about a permanent routine, whether or not the action is\nhappening at the moment.\nYou 're walking today. ~ Yes, I quite often walk to work.\nYou're walking today. You usually drive, don't you?\nb We use the present continuous to say that we are regularly in the middle of something.\nAt seven we're usually having supper. (= At seven we're in the middle of supper.)\nCompare the present simple for a complete action."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8c99b3ec-5795-4efd-a7b1-39b7195b8b84
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Compare the present simple for a complete action.\nAt seven we usually have supper. (= Seven is our usual time for supper.)\nWe can talk about two actions.\nWhenever I see Graham, he's wearing a tracksuit.\nI like to listen to music when I'm driving.\nc We can also use the present simple to say what is the right way to do something.\nYou turn left at the church. You put your money in here.\nd The present continuous with always\nThere is a special use of always with the continuous."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a9acb306-ebff-4b6f-bff3-541fe0ecab8a
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "They're always giving parties, those people next door.\nI'm always losing things. I can never find anything.\nMr Adams is always quoting bits of Shakespeare.\nIn this pattern always means 'very often' or 'too often'.\nCompare these sentences.\nOur teacher always gives us a test. (= every lesson)\nOur teacher is always giving us tests. (= very often)\ne An instant action\nThe present simple is also used to describe actions as they happen, for example in\na commentary."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ee25c472-096a-4162-89c2-c659ac866b4b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a commentary.\nHacker passes the ball to Short. Short moves inside, but Burley wins it back for\nUnited.\nThe speaker sees these actions as instant, happening in a moment. For actions\nover a period, we use the continuous.\nUnited are playing really well now. The crowd are cheering them on. PAGE 85 65 Present perfect and past simple\nWe can also use the present (instead of the past) to tell a story. It makes the action\nseem more direct, as if happening now."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7fc3cd2a-629b-4773-9cf7-86482eb0fdab
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "seem more direct, as if happening now.\nI'm standing outside the bank, and a man conies up to me and grabs hold of\nmy arm.\nWe also use the present for actions in films, plays and books.\nMacbeth murders the King of Scotland, who is staying at his castle.\nNOTE\na We can also use the present simple with a performative verb, e.g. promise. \u2022 16(3)\nI promise I won't forget. I suggest we go. Yes, I agree.\nb For the present simple after here/there, \u2022 49(3b)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9ed10742-f4c5-4163-85fc-54c50d61b782
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "c The present simple is used in headlines for a recent action: Rail fares go up.\nIn normal style we use the present perfect: Rail fares have gone up.\nf Verbs of reporting\nWe can report the written word with a present simple verb. We see the written\nstatement as existing in the present.\nIt says/ said in the paper that there's going to be a strike.\nThe notice warns passengers to take care.\nThe letter explains everything.\nWe can also do this with reports of spoken words that we have heard"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a0720493-b4b3-4778-ac65-e7d6cadb8552
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "recently. \u2022 268(1a)\nShakespeare is England's greatest writer, Mr Adams says I said.\ng The future\nWe can use the present continuous to talk about what someone has arranged to do\nand the present simple for actions and events which are part of a timetable. \u2022 73\nSadie is coming to stay with us next week.\nThe ferry gets into Rotterdam at six o'clock tomorrow morning.\nWe also use the present simple in some sub clauses of future time. \u2022 77\nIf you need any help tomorrow, let me know."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 81a50555-e8d4-4882-8e6c-866dc3d475ca
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "If you need any help tomorrow, let me know.\n65 Present perfect and past simple\nTHE SKI SHOP\nDebbie: Have you seen the ski shop that's just opened in the High Street?\nNicola: Yes, it opened last week, didn't it? I haven't been in there yet.\nDebbie: I went in yesterday. It's really good. I bought some gloves. We're going to\nItaly next winter, and I can buy clothes there.\nNicola: I haven't skied for ages actually. I've got some skis - I've had them for"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2058fbd3-8880-47be-83f0-55eb23a6328a
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "years. I used to ski a lot when I was younger.\nDebbie: Where did you go?\nNicola: We went to Austria a few times.\nDebbie: I've been to Scotland twice, but I've never done any skiing abroad. I'm\nreally looking forward to Italy. 9 VERB TENSES AND ASPECTS PAGE 86\n1 Form\nPresent perfect: Past simple:\npresent of have + past participle past form\nI/you/we/they have opened someone opened\nhe/she/it has opened\nNegative\nI/you/we/they have not opened someone did not open\nhe/she/it has not opened\nQuestions"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9c046ee5-8ac5-4112-8322-9e1fb703b15d
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "he/she/it has not opened\nQuestions\nhave I/you/we/they opened? did someone open?\nhas he/she/it opened?\nSome participles and past forms are irregular, e.g. seen, bought. \u2022 300\nThe perfect auxiliary is always have.\nNOT They arc opened the shop and NOT I am hurt myself.\nIn past simple questions and negatives we use did and the base form of the verb.\nNOT It did not opened and NOT Did it opened?\nNOTE\na There are some spelling rules for the ed-form.\nAdding d after e: dose closed \u2022 291 (1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 34e3e666-f077-4b0f-8cc4-1c69b3d34077
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Adding d after e: dose closed \u2022 291 (1)\nDoubling of some consonants: stop stopped \u2022 293\nY changing to i: hurry hurried \u2022 294\nb For pronunciation of the ed ending, \u2022291(2).\n2 Use of the present perfect\nThe present perfect tells us about the past and about the present. We use it for an\naction in the period leading up to the present.\nThe shop has just opened. The visitors have arrived.\nThe post hasn't come yet. Have you ever ridden a horse?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fc7ad785-1d7d-460a-a21a-57516e40a341
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The visitors have arrived means that the visitors are here now.\nWe can also use the present perfect for repeated actions.\nDebbie has been to Scotland twice. I've ridden lots of times.\nWe've often talked about emigrating.\nWe can also use the present perfect for states.\nI've had these skis for years. The shop has been open a week.\nI've always known about you and Diana.\nSome typical time expressions with the present perfect are just, recently, lately,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 98d29f8f-d6b9-42e7-bc0b-7d1f6a0547fe
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "already, before, so far, still, ever/never, today, this morning/evening, for weeks/years,\nsince 1988. Some of these are also used with the past simple. \u2022 (5)\nNOTE For been to and gone to, \u2022 84(6). 65 Present perfect and past simple\n3 Use of the past simple\na We use the past simple for an action in the past.\nThe shop opened last week. I bought some gloves yesterday.\nThe earthquake happened in 1905. I slept badly.\nWhen did the first Winter Olympics take place?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ed531de6-5c3d-42a1-a93b-56632282a413
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "When did the first Winter Olympics take place?\nThe time of the action (last week) is over.\nThe past is the normal tense in stories.\nOnce upon a time a Princess went into a wood and sat down by a stream.\nSome typical time expressions with the past simple are yesterday, this morning/\nevening, last week/year, a week/month ago, that day/afternoon, the other day/week,\nat eleven o'clock, on Tuesday, in 1990, just, recently, once, earlier, then, next, after"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c642f100-47b2-4910-9b05-19dc4e9a065b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "that. Some of these are also used with the present perfect. \u2022 (5)\nNOTE\na With the past simple we often say when the action happened.\n/ bought some gloves yesterday.\nI went in the shop yesterday. It's really good. I bought some gloves.\nIt is clear from the context that the action bought happened yesterday.\nSometimes there is no phrase of time, but we understand a definite time in the past.\nI didn't eat any breakfast. My sister took this photo."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0bc65a73-f637-4b78-813d-6a026cdb9043
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b A phrase with ago means a finished time. It does not include the present, even though we\nmeasure it from the present. Compare these sentences.\nI saw that film on Wednesday/two days ago.\nI've seen that film.\nb We can also use the past simple for repeated actions.\nWe went to Austria a few times. The children always played in the garden.\nWe can also use the past simple for states.\nI was younger then. The Romans had a huge Empire.\nWe stayed on the Riviera for several weeks.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2775bfdf-085a-41f0-b49e-f80f3428cc98
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We stayed on the Riviera for several weeks.\nNOTE\na There are other ways of expressing repeated actions in the past. \u2022 100\nWe used to go to Austria. The children would always play in the garden.\nb For the past tense in a tentative request, e.g. / wanted to ask you something, \u202261(1) Note.\nFor the past tense expressing something unreal, e.g. I wish I had more money, \u2022 241(3).\nFor the past tense expressing a possible future action, e.g. If I told you, you'd laugh, \u2022 257(4c)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 95c00249-787d-400e-9356-a248f2e21965
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 Present perfect or past simple?\na The choice depends on whether the speaker sees the action as related to the\npresent or as in the past.\nThe shop has just opened.\nThe shop opened last week.\nThe two sentences can refer to the same action. The present perfect tells us\nsomething about the present: the shop is open now. But the past simple means a\nfinished time (last week). It does not tell us about the present.\nPresent: The shop has just opened. (So it's open now.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7b0ab5dd-0832-48c6-b26f-9598f5bd2821
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Past: The shop opened last week. It's doing very well.\nThe shop opened last week. Then it closed again two days later.\nPresent: The car has broken down. (So I have no transport now.)\nPast: The car broke down. It's still off the road.\nThe car broke down. But luckily we got it going again.\nPAGE 87 9 VERB TENSES AND ASPECTS PAGE 88\nb When we use the present perfect for a state, it means that the state still exists now.\nIf the state is over, we use the past.\nI've had these skis for years."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 10cadd6d-6e91-4748-b2f2-ba78214dd783
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I've had these skis for years.\nI had those skis for years. (Then I sold them.)\nI've been here since three o'clock.\nI was therefrom three o'clock to about five. (Then I left.)\nCompare the past simple for an action.\nI bought these skis years ago. I arrived here at three o'clock.\nc When we use the present perfect for repeated actions, it means that the action may\nhappen again. The past simple means that the series of actions is over."}


