# embeddings_queue

created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0751c1eb-0a5d-4d93-b2d9-0e064a25a50f
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 Sub clauses\na Sometimes one clause can be part of another.\nA gust of wind caught him as he fell.\nHe admitted that he'd changed his mind.\nHere as he fell and that he'd changed his mind are 'subordinate clauses' or\nsub clauses. In a sub clause we can use because, when, if, that etc.\nb The word order in the sub clause is the same as in the main clause.\nHe admitted that he'd changed his mind.\nNOT He admitted that he his mind had changed."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cf0acf58-b68c-4b72-9abb-d47de91ac4f5
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": "NOT He admitted that he his mind had changed.\nc A sub clause is part of the main clause, in the same way as a phrase is.\nFor example, it can be an adverbial or an object.\nAdverbial: A gust of wind caught him on the way down.\n\u2022 248 A gust of wind caught him as he fell.\nObject: He admitted his mistake.\n\u2022 262(1) He admitted that he'd changed his mind. PAGE 319 240 Clause combinations\nAnother kind of sub clause is a relative clause. \u2022271\nA man who had money problems threw himself off the building."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f17036ba-1b70-4c6c-9a35-c25d3cf8640e
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 clause modifies a man.\n3 Finite and non-finite clauses\na A finite clause has a main verb.\nHe regrets now that he jumped.\nYou can go up to the top of the building.\nA finite clause can be a main clause (He regrets now) or a sub clause (that he\njumped).\nNOTE\nA finite clause has a subject unless we leave it out to avoid repetition.\nThe wind caught him and (it) blew him through the window.\nb A non-finite clause has an infinitive, \u2022 115; a gerund, \u2022 128; or\na participle, \u2022 134."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4fb5b3a9-1d78-4466-b993-1da0dd89ce0b
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": "a participle, \u2022 134.\nTo tell you the truth, I was terrified.\nHe regrets now having jumped.\nThe people watching the show were astonished.\nNOTE\nA non-finite clause often has no subject, but it can have one.\nThe show having finished, the man left the studio.\n240 Clause combinations\n1 A sentence can have more than one main clause and/or sub clause.\nI feel tired if I stay up, but I can't sleep if I go to bed.\nThe two main clauses (I feel tired, I can't sleep) are linked by but. They both have a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7cd6fb23-40f5-4bfd-8f9c-85492f433a4d
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": "sub clause with if.\nWe can also link sub clauses with and, or, but or so.\nGeorge knew that Amy was very ill and wouldn't live much longer.\nHere and links the two sub clauses that Amy was very ill and (she)wouldn't live\nmuch longer.\n2 Look at these sentences with two sub clauses.\nHe admitted that he'd changed his mind as soon as he'd jumped.\nAlthough it was hard work, I enjoyed the job because it was interesting.\nJane met the artist who painted the picture that caused all the controversy."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 92d6fe34-c73a-4054-9670-5f9c950b0e87
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": "3 We can also use non-finite clauses to build up more complex sentences.\nHe admitted having changed his mind after jumping.\nThe gallery intends to buy more pictures painted by local artists.\n4 Look at these two sentences from a real conversation.\n'Eventually we took off, but instead of landing at Zurich, we had to go to Basle,\nwhich meant a longer, and an added train journey. Well, we hung about waiting\nfor a representative to come and tell us what to do, and after an hour and a half"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 79dd3bf1-1d26-4d1e-910e-aca49db5306a
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": "nobody came, so we took a taxi and went into Basle, and because we'd missed the\ntrain we decided to stay the night there.'\n(from M. Underwood What a Story!) 29 SENTENCES WITH MORE THAN ONE CLAUSE\nThese are the main clauses and sub clauses.\nPAGE 320\nSentence 1\nMain clause\nEventually we took off,\nMain clause Sub clause Sub clause\nbut we had to go to instead of which meant a\nBasle, landing at longer, and an\nZurich, added train journey.\nSentence 2\nMain clause Sub clause Sub clause"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a042e1dd-a781-4dd5-9833-4b48e74275aa
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 2\nMain clause Sub clause Sub clause\nWell, we hung about waiting for a to come\nrepresentative\nSub clause Sub clause\nand tell us what to do,\nMain clause\nand after an hour and\na half nobody came,\nMain clause\nso we took a taxi\nMain clause\nand went into Basle,\nMain clause Sub clause Sub clause\nand we decided to stay the because we'd\nnight there, missed the train.\n241 Tenses in sub clauses\n1 Sequence of tenses"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9542af2a-473e-44c4-9716-2fbe1e633cdc
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": "241 Tenses in sub clauses\n1 Sequence of tenses\na The verb in a sub clause is usually in the same tense as the verb in the main clause.\nHere they are both present.\nEven some people who have tickets aren't able to get into the stadium.\nAnd here both verbs are past.\nEven some people who had tickets weren't able to get into the stadium.\nWhen Jemima appeared I saw immediately that something was wrong.\nI came home early yesterday because I didn't feel very well."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e6aa9ba6-1342-4408-96ed-13bda8545191
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 use the past (didn't feel) because we are talking about yesterday.\nNOTE\nCompare direct speech.\nWhen Jemima appeared, I thought 'Something is wrong.'\nb For the present simple in a sub clause of future time, \u2022 77.\nI'll ask Jemima when she gets here. 241 Tenses in sub clauses\n2 Verbs after wish\na Wish - would\nI wish people wouldn't leave this door open.\nI wish Simon would reply to my letter.\nThis pattern expresses a wish about the future, for example a wish for a change in"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 49deae8e-65a4-41ec-b9ee-d47dafbabbac
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": "someone's behaviour, or a wish for something to happen. It can express a rather\nabrupt request or complaint.\nI wish you wouldn't smoke.\nb Wish - past tense/could\nI wish I had more spare time.\nBob wishes he knew what was going on.\nI wish I could ski. I'm hopeless at it.\nThis pattern expresses a wish for something in the present to be different, for\nexample the amount of spare time I have. We cannot use would here.\nNOT I wish I would have more spare time.\nc Wish -past perfect/could have"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4cf5e281-8a7d-44fb-b111-b88975c5e957
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": "c Wish -past perfect/could have\nI wish I had never bought this toaster. It's always going wrong.\nI wish you'd told me you had a spare ticket for the show.\nAngela wishes she could have gone to the party, but she was away.\nThis pattern expresses a wish about the past. We cannot use would have.\nNOT I wish you would have told me.\nd If only\nIf only means the same as I wish, and we use it in the same patterns.\nIf only Simon would reply to my letter."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a48d2b13-3e40-499e-a3a9-7b49b05b368b
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": "If only Simon would reply to my letter.\nIf only can be more emphatic than wish. It often expresses regret.\nIf only you'd told me you had a spare ticket for the show. I'd have loved to go.\nNOTE\na After if only we can sometimes use the present tense in a wish about the future.\nIf only the train gets in on time, we'll just catch the two o'clock bus.\nb Only can sometimes be in mid position.\nIf you 'd only told me, I could have gone.\n3 The unreal present and past\na Compare these sentences."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cb211f67-9c0a-4d31-a46b-5c4dd9a8974d
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": "a Compare these sentences.\nPast simple: Suppose we were rich. (We aren't rich.)\nImagine you wanted to murder someone. (You don't want to.)\nPast perfect: I wish I had reserved a seat. (I didn't reserve one.)\nI'd rather you'd asked me first. (You didn't ask me.)\nThe past simple expresses something unreal in the present, something that is not\nso. The past perfect expresses something unreal in the past. We can use these\npatterns with suppose, supposing, imagine; wish, \u2022 (2); if only, \u2022 (2d); would"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1ea2bb38-e2e1-4166-8c4b-005fd6b1b9e2
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": "rather; if, \u2022 257; as if/as though. NOTE\na After it's time we use the unreal past.\nIt's time I got my hair cut. It's rather long.\nWe can also use these patterns.\nIt's time for tea. It's time to get the tea ready.\nb After as if/as though we can also use a present tense.\nGary behaves as if he owns/owned the place.\nb After suppose, supposing or if we can use either the present or the past for a\npossible future action.\nSuppose/Supposing something goes/went wrong, what then?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ea7ff6ed-711d-4b48-9d79-12b7d5f930af
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 if you don't/didn't have enough money to get home?\n242 The subjunctive\n1 The subjunctive is the base form of a verb.\nThe committee recommended that the scheme go ahead.\nThe Opposition are insisting that the Minister resign.\nIt is important that an exact record be kept.\nWe can use the subjunctive in a that-clause after verbs and adjectives expressing\nthe idea that an action is necessary, e.g. ask, demand, insist, propose, recommend,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aa30c5ee-59ab-4348-89b1-a704b4f10d8e
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": "request, suggest; advisable, anxious, desirable, eager, essential, important,\nnecessary, preferable, willing.\nNOTE\nIt often makes no difference whether a form is subjunctive or not.\nWe recommend that both schemes go ahead.\n2 The subjunctive is rather formal. It is used more in American English. In British\nEnglish we often we use should instead, or we use the normal form of the verb.\nThe committee recommended that the scheme should go ahead."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0ee2ddff-ae4a-43c5-9c0c-8d90567b9171
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 Opposition are insisting that the Minister resigns.\nNOTE\nAfter an adjective we can use a to-infinitive.\nIt is important to keep an exact record.\n3 There are some expressions that we use for something unreal, e.g. suppose, wish,\nwould rather, if, as if/as though, \u2022 241(3). After these expressions we can use the\npast subjunctive were instead of was.\nSuppose the story was/were true.\nThe man looked as if he was/were drunk."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 32015771-db19-40a2-922b-d132d3116965
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 man looked as if he was/were drunk.\nBut were is a little formal and old-fashioned here, except in the phrase if I were you\n(= in your place).\nIf I were you, I'd accept the offer.\n29 SENTENCES WITH MORE THAN ONE CLAUSE PAGE 322 30And, or, but, so etc\n243 Summary\nWe can use a conjunction to link two main clauses together in a sentence.\nTom had no food, and he had to pay the rent.\nWe can use an adverb or a prepositional phrase to link the meaning of two main\nclauses or two sentences."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0b4bc069-777a-4ecd-b651-674bdcd8629f
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": "clauses or two sentences.\nTom had no food, and he also had to pay the rent.\nTom had no food. He also had to pay the rent.\nTom had to buy some food. Besides that, there was the rent.\nWords meaning 'and' \u2022 244\nand, too, as well (as), either, also, in addition (to), besides, furthermore, moreover,\nboth... and..., not only... but also...\nWords meaning 'or' \u2022 245\nor, either ...or..., neither... nor...\nWords meaning 'but' \u2022 246"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e7ae8286-6a26-4ece-93c7-7dbba9529cee
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": "Words meaning 'but' \u2022 246\nbut, though, however, nevertheless, even so, all the same, although, even though,\nin spite of, despite, whereas, while, on the other hand\nWords meaning 'so' \u2022 247\nso, therefore, as a result (of), in consequence (of)\n244 Words meaning 'and'\n1 We can use and to link two clauses. \u2022 239(1)\nGene Tunney was a boxer, and he lectured on Shakespeare.\nThe adverbs too and as well are more emphatic than and.\nGene Tunney was a boxer. He lectured on Shakespeare, too/as well."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 928f6fd2-09e6-426b-b8b1-7f8af9037fc2
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 adverbs usually come in end position.\nThe negative is either.\nI haven't got a car, and I haven't got a bike either.\nNOT I haven't got a bike too/as well.\nAlso usually goes in mid position.\nGene Tunney was a boxer, and he also lectured on Shakespeare. 30 AND, OR, BUT, SO ETC PAGE 324\nWe can use these forms to make an additional point, for example when developing\nan argument.\nI've got all my usual work, and in addition I've got to write a report."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c3e9c880-8c1f-4d8a-894b-94524154169d
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 material is very strong. Besides, it is cheap to produce.\nIt's raining quite hard. What's more, I have no umbrella.\nFurther(more) and moreover are a little formal.\nThe country had suffered greatly during the war. Furthermore/Moreover, it had\nno money.\nThese matters are giving cause for concern. Further, I must draw your attention to\na recent press report.\nAnd then and on top of that are informal.\nI'm too busy to travel all that way. And then there's the expense."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: de3ca663-992a-41ec-93fe-8cb1c5a4e587
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've got workmen in the house. On top of that, my sister is staying with us.\nNOTE\nPlus as a conjunction is informal.\nI've got all my usual work, plus I've got to write a report.\nWe can use the prepositions as well as, in addition to and besides with a noun or\ngerund.\nGene Tunney was a university lecturer as well as a boxer.\nIn addition to doing all my usual work, I've got to write a report.\nWe can also use along with and together with before a noun."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 90061df0-f878-48a4-847a-8ffca3a76023
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've got my sister to look after along with the workmen.\nTogether with a film crew, they are walking towards the South Pole.\nTo add emphasis we can use both... and or not only ...but also.\nGene Tunney was both a boxer and a Shakespeare scholar.\nHe was not only a boxer, but he also lectured at Yale University.\n245 Words meaning 'or'\nWe use or to express an alternative. Either... or is more emphatic.\nYou can go right or left.\nYou can go either right or left."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a44250c0-05ab-4a6b-a7fa-a05d93304fb6
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": "You can go either right or left.\nI've either left my bag on the bus or at the office.\nEither you do the job yourself, or we pay someone to do it.\nFor or in questions, \u2022 31.\nNOTE\na We can also use alternatively.\nWe can cancel the meeting. Alternatively, we can find somewhere else to hold it.\nb Or can mean 'if not'.\nWe'd better hurry, or (else) we'll be late/otherwise we'll be late.\nIn the negative we can use not ...or, but neither... nor is more emphatic and a\nlittle more formal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f43470a0-acb8-4c0b-ba75-095e7fe77525
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": "little more formal.\nThe road was closed. I couldn't go right or left.\nThe road was closed. I could go neither right nor left.\nA deaf-mute is someone who can't hear or speak.\nA deaf-mute is someone who can neither hear nor speak.\nNeither the post office nor the bank was/were open. 246 Words meaning 'but'\n246 Words meaning 'but'\n1 As well as the conjunction but, we can use the adverb though.\nWe found an Information Centre, but it was closed.\nWe found an Information Centre. It was closed, though."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e13694b5-aabe-4c78-b5e0-d4e55468cdbe
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 always comes at the beginning of the clause and though (as an adverb) in end\nposition. Though is rather informal.\nNOTE\na We can also use though as a short form of the conjunction although. \u2022 (3)\nWe found an Information Centre, though it was closed.\nb There is a special use of may in a clause followed by but.\nThese pens are cheap/may be cheap, but they're useless.\n2 We can also use the adverbs however and nevertheless."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3d8d5474-fb90-4535-96e6-b0e51272e95f
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 Great Fire destroyed much of London. However/Nevertheless, only six people\nlost their lives.\nThese adverbs are a little formal. They often go in front or end position. They can\nalso sometimes go in mid position or after the subject.\nOnly six people, however, lost their lives.\nWe can also use even so and all the same. They usually go in front or end position.\nShe has lots of friends. Even so/All the same she often feels lonely.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fa011cb4-2393-4578-ab61-900f5a4726bc
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\nYet and still are usually adverbs of time; \u2022 210(2). Yet can also be a conjunction meaning\n'but'. It is a little formal.\nThere was widespread destruction, yet only six people died.\nStill can be an adverb meaning 'but'.\nI know flying is safe. Still, you won't find me on an aeroplane.\n3 We can use a sub clause with the conjunction although. The sub clause comes\nbefore or after the main clause.\nAlthough the Great Fire destroyed much of London, only six people died."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8fb5aaf2-7764-4043-aa0c-ec6b747abc61
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 drank the beer although I didn't want it.\nCompare the use of but.\nI didn't want the beer, but I drank it.\nIn informal English we can use though as a conjunction.\nThe team lost, though/although they played quite well.\nEven though is more emphatic than although.\nMy father runs marathons, even though he's sixty.\nNOT even although he's sixty\nNOTE\nThere is a pattern with as or though where an adjective or adverb goes in front position.\nMuch as I like Tom, he does get on my nerves sometimes."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f8d8f8cb-f143-4832-8b48-f6911007163e
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": "Strange though it may seem, I've never been to Paris.\n4 We can use the prepositions in spite of and despite with a noun or gerund.\nIn spite of/Despite the widespread destruction, only six people died.\nThe family always enjoy themselves in spite of having/despite having no money.\nNOT despite of having\nPAGE 325 We cannot use these words before a finite clause.\nNOT in spite of the Great Fire destroyed much of London"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7f1d2673-507f-4b02-9872-4288d12f6ec0
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 we sometimes use in spite of/despite the fact that, especially if the two clauses\nhave different subjects.\nIn spite of the fact that the Great Fire destroyed much of London,...\nBut although is usually neater.\nAlthough the Great Fire destroyed much of London,...\nIn the sentence The team lost but they played well, the conjunction but expresses\nthe idea that playing well is in contrast with losing and is therefore unexpected.\nThere is also a weaker meaning of but."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5c58acd7-b5c4-45b7-8662-0e5559b37b08
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 is also a weaker meaning of but.\nI'm right-handed but my brother is left-handed.\nHere but expresses the idea that something is different but not unexpected. To\nexpress this idea of difference, we can also use the conjunctions whereas or while.\nI'm right-handed whereas/while my brother is left-handed.\nWe can also use the adverbial on the other hand to link two sentences. It can go in\nfront, mid or end position or after the subject."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8a22f824-0874-4bd9-a36a-7a2280421639
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": "front, mid or end position or after the subject.\nBirmingham is a big city. Warwick, on the other hand, is quite small.\nNOTE\nWe use on the contrary only when we mean that the opposite is true.\nWarwick isn't a big city. On the contrary, it's quite small.\n247 Words meaning 'so'\n1 We use so to express a result.\nIt hasn't rained for ages, (and) so the ground is very dry.\nSo is a conjunction. It comes at the beginning of a clause."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d0741772-8579-446e-ac6e-4259e525b69a
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 adverb therefore is a little formal. It often goes in mid position, but it can go in\nfront or end position or after the subject.\nThere has been no rainfall for some time. The ground is therefore very dry.\nNOTE\nWe usually repeat the subject after so.\nWe lost our way, so we were late.\n2 We can also use the adverbials as a result, consequently and in consequence.\nThe computer was incorrectly programmed, and as a result/and in consequence\nthe rocket crashed.\nIn consequence is more formal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c35c9793-7a16-4bbb-86ce-cf574fce5b23
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": "In consequence is more formal.\nAs a result of and in consequence of are prepositions.\nThe rocket crashed as a result of/in consequence of a computer error.\n3 The ground is so dry (that) the plants are dying.\nThere was so much steam (that) we couldn't see a thing.\nThe place looked such a mess (that) I couldn't invite anyone in.\nHere a sub clause (that the plants are dying) expresses the result of the ground\nbeing very dry, there being so much steam, and so on. So and such express degree;"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ec4c62e2-1042-4f7f-8620-826aa246d433
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": "\u2022 212(4). We cannot use very or too in this pattern.\n30 AND, OR, BUT, SO ETC PAGE 326 31Adverbial clauses\n248 Summary\nIntroduction to adverbial clauses \u2022 249\nAn adverbial clause plays the same part in a sentence as other adverbials do.\nI listen to music in the car. (adverbial phrase)\nI listen to music while I'm driving. (adverbial clause)\nSome adverbial clauses are non-finite.\nWhile driving I listen to music to pass the time.\nClauses of time \u2022 250\nIt hurts when I laugh.\nClauses of reason \u2022 251"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 65f8693a-f6ba-4532-bd0d-9c750feacc47
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 hurts when I laugh.\nClauses of reason \u2022 251\nI bought this coat because it was cheap.\nClauses of purpose \u2022 252\nHe wore dark glasses so that no one would recognize him.\nOther adverbial clauses \u2022 253\nSue parked the car where she had the day before.\nNo one else spends money the way you do.\nWhoever, whatever etc \u2022 254\nWhoever suggested the idea, it's still nonsense.\nNOTE\nFor contrast, e.g. although, in spite of, whereas, \u2022 246.\nFor result, e.g. so/such ... that, \u2022 247(3)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e0c1006d-1f10-431c-870b-f784f935a376
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 result, e.g. so/such ... that, \u2022 247(3).\nFor conditions, e.g. if, unless, \u2022 255.\nFor comparison, e.g. than, as, \u2022 221 (3d, 4).\n249 Introduction to adverbial clauses\n1 An adverbial clause is part of the main clause in the same way as other adverbials\nare, such as an adverb or prepositional phrase.\nWe could play cards afterwards.\nWe could play cards after the meal.\nWe could play cards after we've eaten.\nPAGE 327 31 ADVERBIAL CLAUSES PAGE 328"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4320f9e3-d458-44ba-8791-d3df95a1a7ef
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": "PAGE 327 31 ADVERBIAL CLAUSES PAGE 328\n2 The clause usually goes in front position or end position.\nIf you like, we could play cards.\nWe could play cards if you like.\nA comma is more usual when the adverbial clause comes first.\nNOTE\nIt is possible but less usual for the adverbial clause to go in the middle of the main clause.\nWe could, if you like, play cards.\n3 The order of clauses depends on what is new and important information. We"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b88dee8b-3c51-445f-89ad-59f3b0818cfa
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": "usually put the important information at the end of the sentence.\nI arrived about ten minutes after the start of the meeting. I was late because Don\nwas telling me his problems.\nHere I was late relates back to ten minutes after the start. The information about\nDon is new. But now look at this example.\nYou know how Don talks. Well, because he was telling me his problems, I was late.\nHere the clause with because relates back to Don talks. The information I was late\nis new."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 56701784-3b68-430f-89f6-2ebbe55c94b9
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 new.\n4 There are also non-finite adverbial clauses.\na We can use an infinitive or participle clause.\nCheck it again to make sure. Dave lay in bed thinking.\nWe can use a conjunction + participle or a preposition + gerund.\nWhile waiting, Colin paced up and down. \u2022 139(3)\nYou can't go all day without eating. \u2022 132(8)\nb With some conjunctions, we can form a short clause without a verb.\nA car must be taxed when (it is) on the road."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2e496e6b-5151-454d-8bf6-57aea20cbc28
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": "A car must be taxed when (it is) on the road.\nThese conjunctions are when, while, once, until, where, if and although.\nFor more examples, \u2022 199(5c).\n250 Clauses of time\n1 We form an adverbial clause of time with a conjunction.\nIt always rains after I've washed my car.\nThe doorbell rang as/while I was changing.\nI'll come and see you as soon as I've finished work.\nHave some coffee before you go.\nI've usually left the house by the time the postman comes.\nNOT by the postman comes"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a2cee874-09d6-4520-be7e-1b89900863fd
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": "NOT by the postman comes\nOnce you've learnt to swim, you'll never forget.\nLots has happened since I last saw you.\nTill/Until the cheque arrives, I can't pay my rent.\nMozart could write music when he was only five.\nFor before you go referring to the future, \u2022 77.\nBefore, after, since and till/until can also be prepositions.\nLots has happened since your last visit. 250 Clauses of time\n2 We can use a gerund after before, after and since. \u2022 132(8a)\nI always have a shower after taking exercise."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b6560c0b-76cf-42c2-b95d-7ddf8a7d5b98
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 always have a shower after taking exercise.\n3 We can use a participle after when, while, once and until. \u2022 139(3)\nTake care when crossing the road.\nPlease wait until told to proceed.\nWe can also use a participle without a conjunction. \u2022 139(1)\nTake care crossing the road.\nHaving glanced at the letter, Helen pushed it aside.\n4 When, while and as refer to two things happening at the same time. For more\nexamples, \u2022 66(2b).\na While and as suggest something continuing for a period of time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4dc12e22-a694-445b-a9ec-4c397314a8d3
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": "While Ann was in hospital, she had a visit from her teacher.\nAs we were cycling along, we saw a fox.\nWe can also use when here.\nFor a complete action we use when.\nWe were cycling along when we saw a fox.\nWhen I arrived, the party was in full swing.\nWe can also use when for one thing coming straight after another. \u2022 68(3)\nWhen I knocked, Fiona opened the door.\nb When can also mean 'every time'.\nWhen you dial the number, no one answers.\nI cycle to work when it's fine."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b97a8a74-a8a4-4b2b-8d8f-e967677954b0
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 cycle to work when it's fine.\nWhenever and every time are more emphatic.\nWhenever/Every time Max calls, he brings me flowers.\nc We can use as (but not while) to express the idea that a change in one thing goes\nwith change in another.\nAs we drove further north, the weather got worse.\nCompare The further north we drove,... \u2022 222(2)\nd Just as means 'at that exact moment'.\nJust as we came out of the theatre, the rain started."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fe16fe36-726b-417f-8c47-b25e63ea4c9b
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": "5 To emphasize the idea of one thing coming immediately after another, we can use\nthese conjunctions.\nAs soon as/Immediately the gates were open, the crowds rushed in.\nThe minute/The moment you hear any news, let me know.\nWe can also use these patterns with no sooner and hardly.\nMartin had no sooner sat down than the phone rang.\nI had hardly started work when I felt a pain in my back.\nIn both patterns we can use inversion. \u2022 17(6c)\nNo sooner had Martin sat down than the phone rang."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4d4c612b-92b7-42db-a1e0-41259addedff
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": "Hardly had I started work when I felt a pain in my back.\nNOTE Americans do not use immediately as, a conjunction. \u2022 307(3) 31 ADVERBIAL CLAUSES PAGE 330\n251 Clauses of reason\n1 We form an adverbial clause of reason with a conjunction such as because.\nI made mistakes because I was tired.\nAs the weather is often warm, many of the homes have swimming pools.\nSince no one asked me, I didn't tell them.\nSeeing (that) it's so late, why don't you stay the night?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fdcba749-b43e-4ab3-a0a3-80bea196c71a
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": "Now (that) I've finished the course, I have to look for a job.\nNOTE\na Compare a clause of result. \u2022 247\nI was tired, so I made mistakes.\nb Because is the most common conjunction of reason. We can use it to answer a question\nwith why.\nWhy did you make so many mistakes? ~ (Because) I was tired.\nc We sometimes use because to give a reason for saying the main clause.\nIs your car for sale, because I might be interested?\nd Compare these sentences."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f787a5de-46aa-49bf-99e5-e7a6f6812261
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": "d Compare these sentences.\nI didn't go to the exhibition because I was busy. I'm sorry I missed it.\nI didn't go to the exhibition because I was interested. I went there to see Sandra.\nIn the second sentence there is extra stress on interested.\ne For (= because) is formal and old-fashioned.\nThe soldiers were exhausted for they had marched a long way.\nA clause with for comes after the main clause.\n2 We can also use a participle clause. \u2022 139(4)\nBeing tired, I made mistakes."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 811e89e5-9527-45f2-bc82-3d2a82bbe0dc
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": "Being tired, I made mistakes.\nHaving finished the course, I have to look for a job.\n3 We can also use the prepositions because of, due to, in view of and on account of.\nThe new welfare scheme was abandoned because of the cost.\nNOTE\na We can use a finite clause after in view of the fact that and due to the fact that.\nThe scheme was abandoned in view of the fact that it was proving unpopular.\nb Out of can express a motive for an action.\nI had a look just out of curiosity."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4975dde5-10a3-4883-b2c0-6b40fc34e46a
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 had a look just out of curiosity.\nc Considering is a conjunction, preposition or adverb.\nConsidering (that) he's seventy, George is remarkably fit.\nConsidering his age, George is remarkably fit.\nGeorge is seventy, you know. He's remarkably fit, considering.\n252 Clauses of purpose\nWe can use a to-infinitive clause to express purpose. \u2022 119(1)\nI'd just sat down to read the paper.\nIn order to and so as to are more emphatic. They are also a little formal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 43b14cf2-5e71-42bc-84ed-15b484a22e10
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 company borrowed money (in order) to finance their advertising.\nPaul wore a suit to his job interview (so as) to make a good impression.\n(In order) to save time we'll fax all the information.\nThe negative is in order not to or so as not to but we cannot use not to on its own.\nI wrote it in my diary so as not to forget. PAGE 331 253 Other adverbial clauses\nAfter so that we use a finite clause, often with the present simple or with will,\nwould, can or could."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5fdda4c7-34d4-4636-8791-f685a1b53ef5
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, can or could.\nYou should keep milk in a fridge so that it stays fresh.\nI wrote it in my diary so that I wouldn't forget.\nWhy don't you take a day off so that you can recover properly?\nIn order that is formal and less common than so that.\nWe shall let you know the details soon in order that you can/may make your\narrangements.\nNOTE\na We use so that rather than a to-infinitive when the two clauses have different subjects.\nMoira left some salad so that James could eat it later."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3c103ad5-f9a9-48ff-b78b-578d4d639933
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 after for we can use a subject + to-infinitive. \u2022 126(6)\nMoira left some salad for James to eat later.\nb In informal English we can use so instead of so that. Compare purpose and result.\nPurpose: I took a day off so (that) I could recover properly.\nResult: The car simply refused to start, so (that) I couldn't get to work.\nBut generally we use so that for purpose and so for result.\nc We can sometimes use to avoid or to prevent rather than a negative clause with so that."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bcce1e23-3dd2-43a3-843e-06766a688fdd
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": "He kept his shirt on so that he wouldn't get sunburnt.\nHe kept his shirt on to avoid getting sunburnt.\nWe can use for with a noun to express the purpose of an action.\nWe went out for some fresh air. Why not come over for a chat?\nTo express the general purpose of a thing, we normally use for with a gerund.\nA saw is a tool for cutting wood.\nThe small scale is for weighing letters.\nWe use the to-infinitive to talk about a specific need or action.\nI need a saw to cut this wood."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 84b7e393-1cca-4175-add0-20e98e65f22a
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 need a saw to cut this wood.\nI got the scale out to weigh the letter.\nNOT I got the scale out for weighing the letter.\nNOTE\na After use there can be either for + gerund or a to-infinitive.\nWe use a ruler for measuring/to measure things.\nb There is also a pattern with for and the to-infinitive. \u2022 126(6)\nFor the scale to register correctly, it has to be level.\nBut NOT for to weigh the letter\n253 Other adverbial clauses\n1 Place\nWhere the road bends left, there's a turning on the right."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 778cc21a-10d4-4e2c-b675-a1cc90a987c2
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": "Sebastian takes the teddy bear everywhere he goes.\n2 Manner\nDo it (in) the way (that) I showed you.\nWhy can't I live my life how I want to live it?\nJessica behaved as/like she always does.\nHow can you act as if/as though nothing had happened? NOTE\na In British English like as a conjunction is often avoided except in an informal style.\nIt is safer to use as.\nThere was trouble at the carnival, as there was last year.\nBut we can use like as a preposition. \u2022 228(6)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3f7ff5a0-cb8d-4ab0-b08a-0d725a6f1ec3
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 we can use like as a preposition. \u2022 228(6)\nLike last year, there was trouble.\nb We can use look as if, look as though and look like (informal) to describe how\nsomething looks.\nYou look as if/look as though/look like you've seen a ghost.\nWe can also use this pattern for what we can see is probably going to happen.\nIt looks as if/looks as though/looks like it's going to be a nice day.\nWe can also use look like + gerund with the same meaning.\nIt looks like being a nice day.\n3 Comment and truth"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 29a633ee-a7af-4b12-a819-53621cd8534e
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": "3 Comment and truth\nAs you know, things are difficult just now.\nPutting it another way, why should I bother?\nTo tell you the truth, I don't think you've much chance of success.\nAs far as I can tell, there's nothing wrong.\n4 In that and in so far as\nThe party was a disappointment in that/in so far as the celebrity guest\ndidn't turn up.\nHere the sub clause explains in what way the main clause is true.\n5 Except\nThe car's all right, except (that) the heater doesn't work."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cd3d0509-0026-4c41-8143-43add9ce7dcb
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": "Leaving out that is informal.\n254 Whoever, whatever etc\n1 We can use these words with the meaning 'it doesn't matter who', 'it doesn't\nmatter what', etc.\nWhoever plays in goal, we're bound to lose.\nI won't change my mind whatever you say.\nWhenever I ring Tracy, she's never there.\nI can't draw faces, however hard I try.\nWe can use whoever, whatever, whichever, whenever, wherever and however.\nNOTE\nFor Whoever is going to be in goal?, \u2022 26(6c).\nFor Whoever plays in goal wears this shirt, \u2022281."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ddc6e4aa-93b2-479d-96b9-824d8a7960f6
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 Whoever plays in goal wears this shirt, \u2022281.\n2 We can also use no matter.\nI won't change my mind no matter what you say.\nNo matter where we go on holiday, you never like it.\nPAGE 33231 ADVERBIAL CLAUSES PAGE 333\n32\nConditional clauses\n255 Summary\nThe use of conditional clauses \u2022 256\nWe often use if to express a condition.\nIf you're going into college, I could give you a lift.\nHere there is a conditional clause (If you're going into college) and a main\nclause (I could give you a lift)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fcdf19e6-7bbf-4221-a73b-ff96ed7121f5
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 (I could give you a lift).\nConditions can be open or unreal.\nOpen: If it rains tomorrow, I won't go.\nUnreal: If I was a bit taller, I could reach.\nVerbs in conditional sentences \u2022 257\nThere are many different combinations of verb forms. Here are some examples.\nIf I complain, no one ever takes any notice.\nIf I complain, no one will take any notice.\nIf I complained, no one would take any notice.\nIf I had complained, no one would have taken any notice.\nShould, were, had and inversion \u2022 258"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 27f5f2d6-2f9e-44da-a408-a2bfaf3453b6
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": "Should, were, had and inversion \u2022 258\nWe can use inversion in clauses with should, were and had.\nShould it rain, the reception will be held indoors.\nIf, as long as, unless, in case etc \u2022 259\nBesides if we can use other conjunctions to express a condition.\nYou can picnic here as long as you don't leave litter.\n256 The use of conditional clauses\n1 This real conversation contains some conditional clauses.\nRENEWING YOUR LIBRARY BOOKS"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d978f7c4-0eba-4fb2-90f2-b5b84353e0ba
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": "RENEWING YOUR LIBRARY BOOKS\nReader: And if I want to renew my books, do I have to come in, or can I phone\nand renew them? I think there's a system where I can phone and tell you the\nnumbers or something like that?\nLibrarian: Yes, that's quite all right. Or you can even send us a letter. As long as\nyou give us the accession number of the book.\nReader: That's the number on the back? 32 CONDITIONAL CLAUSES PAGE 334\nLibrarian: No, that's the class number. The number - the accession number -"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: db28f9a8-cda6-4c34-b92b-6dc1a3676501
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": "you'll find if you open the book on the fly-leaf. It's usually about six numbers\nat least. And if you'd give us that, the date that is stamped on the date label -\nthe last date stamped - and your name and address.\nReader: Uh-huh. If I do that, how do I know that it's all right? I mean, if you\nwant the book back, do you write to me?\nLibrarian: Yes, we would do that if you had written in, but of course, if you'd\ntelephoned or called in we could tell you then.\n(from M. Underwood Listen to This!)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6ee30630-1649-42a9-a128-e66b5ef2f86a
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": "(from M. Underwood Listen to This!)\nConditions express different degrees of reality. For example, a condition can be\nopen or unreal.\nOpen: If you join the library, you can borrow books.\nUnreal: If you'd arrived ten minutes later, we would have been closed.\nAn open condition expresses something which may be true or may become true.\n(You may join the library). An unreal condition expresses something which is not\ntrue or is imaginary. (You did not arrive later.)\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e494d894-a5e3-4534-96a5-79d5e7ac1527
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 condition can also be definitely true.\nI'm tired. ~ Well, if you're tired, let's have a rest.\nThe meaning here is similar to You're tired, so let's have a rest.\n2 We can use conditional sentences in a number of different ways: for example to\nrequest, advise, criticize, suggest, offer, warn or threaten.\nIf you're going into town, could you post this letter for me?\nIf you need more information, you should see your careers teacher."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: efc70e47-5023-479f-9e5e-ed2f3ce7caec
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": "If you hadn't forgotten your passport, we wouldn't be in such a rush.\nWe can go for a walk if you like.\nIf I win the prize, I'll share it with you.\nIf you're walking along the cliff top, don't go too near the edge.\nIf you don't leave immediately, I'll call the police.\n257 Verbs in conditional sentences\n1 Introduction\na We can use many different verb forms in conditional sentences. Here are some\nreal examples.\nIf you haven't got television, you can't watch it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a3c3039c-e081-4c99-9872-8d1b1cac24f0
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": "If you go to one of the agencies, they have a lot of temporary jobs.\nIf someone else has requested the book, you would have to give it back.\nIf you lived on the planet Mercury, you would have four birthdays in a single\nEarth year.\nIn general we use verb forms in conditional sentences in the same way as in other\nkinds of sentences. In open conditions we use the present to refer to the future (if\nyou go to one of the agencies). When we talk about something unreal we often use"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 299a46a6-e949-45e8-ab69-01d2504ea296
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 past (if you lived) and would (you would have four birthdays).\nNOTE\nWhen the condition is true, we use verb forms in the normal way.\nWell, if your friends left half an hour ago, they aren't going to get to Cornwall by tea time. b There are some verb forms which often go together. These patterns are usually\ncalled Types 1, 2 and 3.\nType 1: If the company fails, we will lose our money.\nType 2: If the company failed, we would lose our money."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 01612f47-4e5a-453a-a5cb-0c2a489ab353
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": "Type 3: If the company had failed, we would have lost our money.\nThere is another common pattern which we can call Type 0.\nType 0: If the company fails, we lose our money.\nc The if-clause usually comes before the main clause, but it can come after it.\n\u2022 249(2,3)\nWe lose our money if the company fails.\n2 Type 0 conditionals\na The pattern is if...+ present... + present.\nIf the doorbell rings, the dog barks.\nIf you heat iron, it expands."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7a5eab7e-189f-4ae4-beec-7495aaa7d94a
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": "If you heat iron, it expands.\nHere the pattern means that one thing always follows automatically from another.\nWe can use when instead of if.\nIf/When I reverse the car, it makes a funny noise.\n(= Every time I reverse the car,...)\nb We can also use Type 0 for the automatic result of a possible future action.\nIf the team win tomorrow, they get promotion to a higher league.\nThis is an open condition. It leaves open the question of whether the team will win\nor not.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c9657fb1-c260-42d8-a492-36e8ee59a6b0
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": "or not.\nNOTE\nAs well as the present simple, we can use the continuous.\nIf you're practising on the drums, I'm going out.\n3 Type 1 conditionals\na The pattern is if...'+ present... + will.\nIf it rains, the reception will take place indoors.\nIf we don't hurry, we'll miss the train.\nThe milk will go off if you leave it by the radiator.\nThe if-clause expresses an open condition. It leaves open the question of whether"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 852435d9-0076-4421-8ad5-802f371f816e
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 will rain or not. Here the present simple (if it rains) expresses future time; \u2022 77.\nWe do not normally use will in an open condition.\nNOT if it will rain But \u2022 (3d).\nNOTE\na We can use will in the if-clause for a result, something further in the future than the\nmain clause.\nIf it does/will do me more good, I'll take a different medicine.\nb We can use shall instead of will after I/we.\nIf we don't hurry, we will/shall miss the train."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 72c9036d-257f-441c-b95c-2fb89a4984b5
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": "If we don't hurry, we will/shall miss the train.\nb As well as the present simple, we can use the continuous or perfect.\nIf we're having ten people to dinner, we'll need more chairs.\nIf I've finished my work by ten, I'll probably watch a film on TV.\nPAGE 335 257 Verbs in conditional sentences 32 CONDITIONAL CLAUSES PAGE 3\nAs well as will, we can use other modal verbs and similar expressions in the\nmain clause.\nIf we miss the train, we can get the next one."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3b421713-daf7-473d-9b0e-3d4c446eded8
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": "If we miss the train, we can get the next one.\nIf Simon is hoping to borrow the car, he's going to be disappointed.\nIf you phone at six, they might be having tea.\nWe can also use the imperative.\nIf you're going out, take your key.\nIf you drink, don't drive.\nc A present tense in the if-clause can refer to the present.\nIf you like tennis, you'll be watching Wimbledon next week, I suppose.\nIf it's raining already, I'm definitely not going out."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aab519a7-1516-4ca8-9146-bb39c628b56f
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": "d We can use will in the if-clause for willingness and won't for a refusal.\nIf everyone will help, we'll soon get the job done.\nIf the car won't start, I'll have to ring the garage.\nWe can also use will in the if-clause for a request.\nIf you'll just take a seat, Mr Parsons will be with you in a moment.\n4 Type 2 conditionals\na The pattern is if...+ past... + would.\nIf I had lots of money, I would travel round the world.\nIf Phil lived nearer his mother, he would visit her more often."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fbbf43a0-7c18-41aa-af59-916f31a3da27
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'd tell you the answer if I knew what it was.\nHere the past tense expresses an unreal condition. If I had lots of money means\nthat really I haven't got lots of money, but I am only imagining it.\nWe do not use would for an unreal condition.\nNOT if I would have lots of money But \u2022 (4e).\nNOTE\nWe can use should instead of would after I/we.\nIf had lots of money, I would/should travel round the world.\nb We do not usually mix the patterns for open and unreal conditions."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 659d713f-b722-4b55-8a6b-68e6596d8a56
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": "NOT If I had lots of money, I will travel round the world.\nc We also use the Type 2 pattern for a theoretical possibility in the future.\nIf you lost the book, you would have to pay for a new one.\nIf we caught the early train, we'd be in Manchester by lunch time.\nHere the past tense expresses an imaginary future action such as losing the book.\nCompare Types 1 and 2 for possible future actions.\nType 1: If we stay in a hotel, it will be expensive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9a42b1bd-7468-4968-af3d-40893fb8eb27
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": "Type 2: If we stayed in a hotel, it would be expensive.\nType 1 expresses the action as an open possibility. (We may or may not stay in a\nhotel.) Type 2 expresses the action as a theoretical possibility, something more\ndistant from reality.\nNOTE\nIt can be more polite to use the Type 2 pattern because it is more tentative.\nWould it be OK if 1 brought a friend? ~ Yes, of course.\nShall we go along the by-pass? ~ Well, if we went through the town centre, it would"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 63396611-5ff5-4b78-bfa5-b0bb2fa115e3
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": "probably be quicker. PAGE 337 257 Verbs in conditional sentences\nd As well as the past simple, we can use the continuous or could.\nIf the sun was shining, everything would be perfect.\nIf I could help you, I would, but I'm afraid I can't.\nAs well as would, we can use other modal verbs such as could or might in the\nmain clause.\nIf I had a light, I could see what I'm doing.\nIf we could roll the car down the hill, we might be able to start it.\ne We can use would in the if-clause for a request."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3217208d-9be2-47d5-9a8a-ed42007b48ae
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": "If you wouldn't mind holding the line, I'll try to put you through.\nSometimes there is no main clause.\nIf you'd just sign here, please.\nWe can also use would like.\nIf you'd like to see the exhibition, it would be nice to go together.\n5 Open conditions in the past\na We can use the past tense for an open condition in the past.\nPerhaps Mike took a taxi. ~ Well, if he took a taxi, he ought to be here by now.\nI used to live near the library. If I wanted a book, I went and got one/I would go"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c6a0b85a-67a8-4698-b042-fa89c010615f
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 get one.\nb We can use a Type 2 pattern as the past of a Type 1.\nType 1: Don't go. If you accept the invitation, you will regret it.\nType 2: I told you that if you accepted the invitation you would regret it. And\nnow you are regretting it, aren't you?\nc We can combine a past condition with a future result.\nIf they posted the parcel yesterday, it won't get here before Friday.\n6 Type 3 conditionals\na The pattern is if... + past perfect... + would + perfect."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ae2c0cc2-a2f3-4f93-8303-91af30fb49d3
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": "If you had taken a taxi, you would have got here in time.\nIf I'd phoned to renew the books, I wouldn't have had to pay a fine.\nThe man would have died if the ambulance hadn't arrived so quickly.\nWe'd have gone to the talk if we'd known about it.\n(= We would have gone if we had known.)\nHere the past perfect refers to something unreal, an imaginary past action. Ifyou\nhad taken a taxi means that you didn't take one.\nWe cannot use the past simple or perfect in the main clause."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f9ba61a8-0bdd-4770-8348-935af0eb12b0
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": "NOT If you had taken a taxi, you got/had got here in time.\nNOTE\nWould have (or had have) is not used in the if-clause except in very informal speech.\nIf you'd have taken a taxi, you'd have got here on time.\nBut many people regard this as incorrect. b We can use could + perfect in the if-clause.\nIf I could have warned you in time, I would have done.\nWe can use other modal verbs such as could or might+ perfect in the main clause."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 78199bcd-2197-4844-8d06-1048aa7e667e
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": "If I'd written the address down, I could have saved myself some trouble.\nThe plan might not have worked if we hadn't had one great piece of luck.\nNOTE\nWe can also use continuous forms.\nIf he hadn't been evicted by his landlord, he wouldn't have been sleeping in the streets.\nc We can mix Types 2 and 3.\nIf Tom was a bit more ambitious, he would have found himself a better\njob years ago.\nIf you hadn't woken me up in the middle of the night, I wouldn't feel so\ntired now.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4031a25a-1901-4beb-874d-35402ee4b1ab
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": "tired now.\nNOTE\nWe can also use a Type 1 condition with a Type 3 main clause.\nIf you know London so well, you shouldn't have got lost.\n258 Should, were, had and inversion\nThe following types of clause are rather formal.\n1 We can use should in an if-clause to talk about something which is possible but\nnot very likely.\nI'm not expecting any calls, but if anyone should ring, could you take a message?\nIf you should fail ill, we will pay your hospital expenses.\nNOTE\nWe can also use happen to."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d136cebb-159e-40e2-a2c9-98bcd2f31908
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 also use happen to.\nIf anyone happens to ring/should happen to ring, could you take a message?\n2 Sometimes we use the subjunctive were instead of was. \u2022 242(3)\nIf the picture was/were genuine, it would be worth thousands of pounds.\nIf it wasn't/weren't for Emma, I'd have no friends at all.\n(= Without Emma,...)\nWe can also use were to for a theoretical possibility.\nIf the decision were to go against us, we would appeal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 53b8f790-b4d9-4049-9cfc-be9c33a7d956
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": "3 We can express a condition with should or the subjunctive were by inverting the\nsubject and verb.\nShould anyone ring, could you take a message?\nShould we not succeed, the consequences would be disastrous.\nWere the picture genuine, it would be worth thousands of pounds.\nWere the decision to go against us, we would appeal.\nWe can do the same with the past perfect (Type 3, \u2022 257(6)).\nHad you taken a taxi, you would have got here on time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 33957d56-d4a0-4391-9d22-8f77b33e6f47
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": "Had the guests not complained, nothing would have been done.\nBut an if-clause is more common, especially in informal English.\n32 CONDITIONAL CLAUSES PAGE 338 259 If, as long as, unless, in case etc\n1 If and when\nIf the doctor comes, can you let her in? (The doctor might come.)\nWhen the doctor comes, can you let her in? (The doctor will come.)\nWe use if (not when) for an unreal condition.\nIf I could see into the future, I'd know what to do.\n(I can't see into the future.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5acdff84-31fb-4343-8e10-9b1502e3c9a4
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 can't see into the future.)\nBut in some contexts we can use either if or when. \u2022 257(2a)\n2 Short clauses\nWe can use a short clause with if but without a verb.\nI'd like a room facing the street if (that is) possible.\nIf (you are) in difficulty, ring this number.\nFor if so and if not, \u2022 43(3e).\n3 Then\nAfter an if-clause we can use then in the main clause.\nIf the figures don't add up, (then) we must have made a mistake.\nIf no one else has requested the book, (then) you can renew it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 63a9925d-becd-46af-943e-68325e08c439
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": "4 As long as, provided etc\nAs well as if, we can also use as/so long as and provided/providing (that) to express\na condition.\nYou can renew a book in writing as long as/so long as you give its number.\nI don't mind you using my bike provided (that) you take care of it.\nWe are willing to accept your offer providing (that) payment is made within\nseven days.\nProvided/Providing (that) is a little formal.\nNOTE\na On condition that is formal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e25de4c0-e45d-4fdc-95ad-f4a2989de719
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 On condition that is formal.\nWe are willing to accept your offer on condition that payment is made within seven days.\nb We can use the adverbial in that case (= if that is so).\nI've lost my timetable. ~ Well, in that case I'll give you another one.\nc We can use the prepositions in case of and in the event of.\nIn case of difficulty, ring this number. (= If you have any difficulty,...)\nThe prepositions with, without and but for can also express a condition."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 37538e58-ce68-44d6-b148-90c1ba99d82b
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 bit more time, we could do a proper job. (= If we had a bit more time,...)\nBut for the climate, Edinburgh would be a perfect place to live.\n5 What if and suppose/supposing\nAfter a conditional clause with these expressions, there is often no main clause.\nWhat if the tickets don't get here in time?\nSuppose/Supposing there's nowhere to park?\n259 If, as long as, unless, in case etcPAGE 339 32 CONDITIONAL CLAUSES\n6 Unless\na Unless means 'if... not'."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a353d7ad-c87a-43df-87a1-dd2e0313c30a
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": "6 Unless\na Unless means 'if... not'.\nWe're going to have a picnic unless it rains/if it doesn't rain.\nYou can renew a book unless another reader has requested it.\nUnless you refund my money, I shall take legal action.\nNOTE\nWe can use not unless meaning 'only if'.\nWe won't have a picnic unless it's fine.\nAren't you going to join us?~ Not unless you apologize first.\nb When an unreal condition comes before the main clause, we cannot use unless."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 22bd7671-b99e-4b7a-9e50-1df9760ee1c6
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 horse fell. If it hadn't fallen, it would have won the race.\nNOT Unless it had fallen, it would have won.\nBut we can use unless after the main clause, as an afterthought.\nThe horse won easily. No one could have overtaken it, unless it had fallen.\nWe do not use unless when we talk about a feeling which would result from\nsomething not happening.\nAlex wlll be upset if you don't come to the party.\nI shall be very surprised if it doesn't rain.\nNOTE\nThe adverb otherwise means 'if not'."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 379cef36-668e-4cb0-95dd-b020c3c53d1b
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 adverb otherwise means 'if not'.\nYou are obliged to refund my money. Otherwise I shall take legal action.\nc We can use and and or to express a condition, especially in informal speech.\nTouch me and I'll scream. (= If you touch me, I'll scream.)\nGo away or I'll scream. (= Unless you go away, I'll scream.)\nPAGE 340\n7 In case\nYou should insure your belongings in case they get stolen.\n(= ... because they might get stolen.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f1c808fc-82e3-4adb-aee6-ddcb6bea6113
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": "(= ... because they might get stolen.)\nI took three novels on holiday in case I felt like doing some reading.\nWe can use should.\nTake a pill in case the crossing is rough/should be rough.\nCompare if and in case.\nI'll draw some money out of the bank if I need it.\n(= I'll draw it out at the time when I need it.)\nI'll draw some money out of the bank in case I need it.\n(= I'll draw it out because I might need it later.)\nBut for in case of, \u2022 (4) Note c."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 494e1a41-e093-4159-91c3-43293bf75c95
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 for in case of, \u2022 (4) Note c.\nNOTE For in case in American English, \u2022 307(2).\n8 Even if and whether ...or\nI wouldn't go on a camping holiday, even if you paid me.\nNOT I wouldn't go even you paid me.\nJoanne wouldn't want a dog even if she had room to keep one.\nShe wouldn't want a dog whether she had room for one or not.\nWhether it's summer or winter, our neighbour always wears a pullover. 33Noun clauses\n260 Summary\nIntroduction to noun clauses \u2022 261"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 77220c4c-931e-4df6-8a2d-80eae110f713
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": "260 Summary\nIntroduction to noun clauses \u2022 261\nA noun clause begins with that, a question word or if/whether.\nJoanne remembered that it was Thursday.\nI can't imagine where Peter has got to.\nNo one knew if/whether the rumour was true.\nWe can sometimes leave out that.\nI hope (that) everything will be OK.\nPatterns with noun clauses \u2022 262\nNoun clauses come in these patterns.\nAs object\nI noticed that the door was open.\nAs complement\nThe idea is that we take it in turns.\nAs subject"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 165235f7-aa41-40da-8b8f-027711b0dd34
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 idea is that we take it in turns.\nAs subject\nThat he could be mistaken didn't seem possible.\nWith the empty subject it\nIt didn't seem possible that he could be mistaken.\nAfter a preposition\nWe had a discussion about who should be invited.\nAfter an adjective\nI was ashamed that I'd let my friends down.\nAfter a noun\nYou can't deny the fact that you received the message.\n261 Introduction to noun clauses\n1 A noun clause begins with that, a question word or if/whether."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c8d4730f-0b04-4591-9fe3-aff08b86c47f
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 expected that we would be late.\nWe didn't know what time it was.\nWe'll have to decide if/whether we can afford it.\nHere the noun clauses are the object of the sentence.\nPAGE 341 33 NOUN CLAUSES PAGE 342\nCompare a noun phrase and noun clause as object.\nPhrase: We didn't know the time.\nClause: We didn't know what time it was.\nA that-clause relates to a statement.\nWe would be late. that we would be late\nA wh-clause relates to a wh-question.\nWhat time was it? what time it was"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7bad7583-43db-4209-8391-aa6d7361acb6
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 time was it? what time it was\nA clause with if/whether relates to a yes/no question.\nCan we afford it? if/whether we can afford it\nIn a clause relating to a question we normally use the same word order as in a\nstatement. \u2022 269(2)\nNOT We didn't know what time was it.\nIn informal English we can often leave out that.\nI knew (that) you wouldn't like this colour.\nWe often use noun clauses in indirect speech. \u2022 263\nYou said you had the number. Mike asked what the matter was."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 41e9c607-9f6d-4220-bc36-91fcb97bf648
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 sometimes use a to-infinitive with a question word or whether. \u2022 125\nThe problem was how to contact everyone.\n262 Patterns with noun clauses\n1 The pattern You know that we haven't any money\na A noun clause can be the object of a verb.\nTim wouldn't say where he was going.\nNo one believes (that) the project will go ahead.\nWe regret that you did not find our product satisfactory.\nI wonder whether that's a good idea.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6e3e014a-c743-482d-9096-0742133086e4
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 wonder whether that's a good idea.\nNOTE\nWe can use a wh-clause or if/whether when the noun clause expresses a question or the\nanswer to a question.\nI'll ask when the next train is.\nThe figures show how much the population has increased.\nb With think and believe, we usually put a negative in the main clause, not in the\nnoun clause.\nI don't think we've got time.\nI think we haven't got time is less usual.\nWith suppose, imagine and expect, we can put the negative in either clause."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: edc1565d-71f7-4fd3-bc25-6f976904a7a8
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 don't suppose you're used to this weather.\nI suppose you aren't used to this weather. c Here are some verbs we can use before a noun clause.\naccept demonstrate mean reply\nadd discover mention report\nadvise doubt mind request\nagree dream notice reveal\nannounce estimate object say\nanswer expect observe see\nanticipate explain order show\nargue fear point out state\narrange feel predict suggest\nask find prefer suppose\nassume forecast presume suspect\nbeg forget pretend swear"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d6b36618-3c77-44dc-8ca8-caa100807671
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": "beg forget pretend swear\nbelieve guarantee promise teach\ncheck guess propose think\nclaim hear protest threaten\ncommand hope prove understand\ncomplain imagine realize undertake\nconfirm imply recognize urge\nconsider indicate recommend warn\ndecide insist regret wish\ndeclare know remark worry\ndemand learn remember write\nSome of these verbs can also take a to-infinitive or gerund; \u2022 121. Some verbs take\na to-infinitive or gerund but not a noun clause, e.g. aim, avoid, finish, involve,\noffer, refuse."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ebd5ae3b-8beb-417f-9965-0898564151b6
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": "offer, refuse.\nNOTE For require, intend, allow, permit and forbid, \u2022 122(2b) Note a.\nd Sometimes there is a phrase with to. . . .\nWe explained (to the driver) that we hadn't any money.\nIn this pattern we can use announce, complain, confirm, declare, demonstrate,\nexplain, imply, indicate, mention, observe, point out, pretend, propose, protest,\nprove, recommend, remark, report, reveal, show, state, suggest, swear, write.\nSometimes there is an indirect object."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a36a37ce-96c4-4e18-b5ac-68bfa7be54e6
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": "Sometimes there is an indirect object.\nWe told the driver that we hadn't any money.\nIn this pattern we can use advise, assure, convince, inform, notify, persuade,\npromise, reassure, remind, show, teach, tell, warn. With most of these verbs we\ncannot leave out the indirect object. \u2022 265(3)\nFor details about tell and say, \u2022266(1). .\n2 The pattern The problem is that we haven't any money\nA noun clause can be a complement of be.\nThe truth is (that) I don't get on with my flat-mate."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ae19b5dc-cca3-4534-a8d0-02394dc838ee
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 difficulty was how Emma was going to find us in the crowd.\nPAGE 343 262 Patterns with noun clauses 33 NOUN CLAUSES\n3 The pattern That we haven't any money is a pity\nWe sometimes use a noun clause as subject.\nThat everyone got back safely was a great relief.\nWhich route would be best isn't obvious.\nBut it is more usual to use Pattern 4.\nWe do not leave out that when the clause is the subject.\nNOT Everyone got back safely was a great relief.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e56301f1-f001-488f-a221-67d7982d276d
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 whether (but not if) when the clause is the subject.\nWhether I'll be able to come depends on a number of things.\n4 The pattern It's a pity that we haven't any money\nWe often use the empty subject it. \u2022 50(5)\nIt was a great relief that everyone got back safely.\nIt isn't obvious which route would be best.\nIt's hard to say if/whether it's going to rain (or not).\nIt's nice (that) you've got some time off work.\nNOTE\na We can also use the fact that or the idea that."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 48a0af35-e979-41eb-8f26-4123e6b05617
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": "a We can also use the fact that or the idea that.\nThe fact that everyone got back safely was a great relief.\nb For it as empty object, \u2022 50(5b).\nI thought it obvious which route would be best.\nc For it with seem, happen etc, \u2022 50(5c).\nIt seems (that) I've made a mistake.\nd For the passive pattern It was decided that we should take this route, \u2022109.\n5 The pattern I'm interested in how we can earn\nsome money\nA wh-clause or whether can come after a preposition."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f40aac2b-2365-4506-94cc-a9e35a1807f4
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 government is looking into what needs to be done.\nHe made no comment on whether a decision had been reached.\nWe cannot use if.\nWe cannot use a that-clause after a preposition. Compare these sentences.\nNo one told me about Nicola's illness/about Nicola being ill.\nNo one told me (that) Nicola was ill.\nNOTE\nSometimes we can leave out the preposition.\nI was surprised (at) how cold it was.\nThere's the question (of) whether we should sign the form."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7e234487-281f-44b2-a1cf-6f4fd368d6af
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": "Other expressions are to ask (about), aware (of), to care (about), certain (of/about),\nconscious (of), curious (about), to decide (on/about), a decision (on/about),\nto depend (on), to inquire (about), an inquiry (about), to report (on/about), sure (of/about),\nto think (of/about), to wonder (about).\nBut with some expressions we cannot leave out the preposition.\nThere was a discussion about when we should leave."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0b165ed7-f594-4146-a059-15fc19e74158
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": "Others are confused about, difficulty over/about, an effect on, an expert on, an influence on/over,\ninterested in, a report on/about, research into, worried about. PAGE 345 262 Patterns with noun clauses\n6 The pattern I'm afraid that we haven't any money\na We can use a that-clause after some adjectives.\nI'm glad (that) you enjoyed the meal.\nWe were worried (that) there were no life guards on duty.\nLucy was sure (that) she could identify her attacker.\nSome adjectives in this pattern are:"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 058b6d02-47ba-40f3-be33-b763ce0a3e1d
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": "Some adjectives in this pattern are:\nafraid convinced impatient\namused delighted pleased\nannoyed determined proud\nanxious eager sorry\naware glad sure\ncertain happy surprised\nconfident horrified willing\nconscious\nNOTE\nWe can often use should. \u2022 242(2)\nI was surprised that Tom should be so upset over nothing.\nThe organizers were anxious that nothing should go wrong.\nb We can use a wh-clause after sure and certain.\nI wasn't sure when the visitors would arrive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: da921763-fed0-4e7b-b292-c985a2488378
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 wasn't sure when the visitors would arrive.\nAfter some adjectives we can use how or what expressing an exclamation.\nI was surprised how upset Tom seemed.\nMelissa was aware what a difficult task she faced.\n7 The pattern The fact that we haven't any money\nis a problem\nWe can use a that-clause after some nouns, mainly ones expressing speech or\nthought.\nThe news that the plane had crashed came as a terrible shock.\nYou can't get around the fact that it's against the law."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e1e41e92-c71e-474d-998a-7da574398145
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": "Whatever gave you the idea that I can sing?\nI heard a rumour that there's been a leak of radioactivity.\nWe do not usually leave out that in this pattern. 34\nDirect and indirect speech\n263 Summary\nIntroduction to indirect speech \u2022 264\nWe use direct speech when we repeat someone's words and indirect speech when\nwe use our own words to report what someone says.\nDirect speech: 'I like football,' Emma said.\nIndirect speech: Emma said she likes football.\nVerbs of reporting \u2022 265"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 95bd389d-c749-49aa-b7b0-23a77925809d
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": "Verbs of reporting \u2022 265\nWe use verbs of reporting such as say, tell, ask, answer.\nTell, say and ask \u2022 266\nTell takes an indirect object.\nEmma told me she likes football.\nChanges in indirect speech \u2022 267\nWe have to make changes to the original words when there are changes in the\nsituation.\nNick: I won't be at the club next week.\n(spoken to you at a cafe a week ago)\nYou: Nick said he won't be here this week.\n(speaking to Polly at the club now)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b7a39a4f-bfbd-49aa-955d-a08257d124f6
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": "(speaking to Polly at the club now)\nHere there are changes of person (I he), place (at the club here) and time\n(next week this week).\nTenses in indirect speech \u2022 268\nWe sometimes change the tense of the verb from present to past, especially when\nthe statement may be untrue or is out of date.\nEmma said she liked football, but she never watches it.\nLeon said he was tired, so he had a rest.\nReporting questions \u2022 269\nIn an indirect question we use a question word or if/whether."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2e705567-8d5d-4ce8-9b3f-14e1e501bc86
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'll ask the assistant how much it costs.\nVicky wants to know if Emma likes football.\nReporting orders, requests, offers etc \u2022 270\nWe use a pattern with the to-infinitive to report orders and requests.\n' Could you fill in the form, please?' They told/asked us to fill in the form.\nWe can also report offers, suggestions etc.\n'I can lend you some money.' Sue offered to lend me some money. PAGE 347 264 Introduction to indirect speech\n264 Introduction to indirect speech\n1 Direct speech"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b14deb8f-618b-461f-bcf6-e03c2e435c80
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 Direct speech\nWe use direct speech when we report someone's words by repeating them.\n'I'll go and heat some milk,' said Agnes. (from a story)\nGould was the first to admit \"We were simply beaten by a better side.'\n(from a newspaper report)\n'Made me laugh more than any comedy I have seen in the West End this year' -\nEvening Standard (from an advertisement)\nFor an example text and for details about punctuation, \u2022 56(4).\n2 Indirect speech"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 41e9f120-e8ca-42b0-8588-4ef39ce80eef
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 Indirect speech\na Instead of repeating the exact words, we can give the meaning in our own words\nand from our own point of view.\nAgnes said she would go and heat some milk.\nGould admitted that his team were beaten by a better side.\nHere the indirect speech (or 'reported speech') is a noun clause, the object of said\nand admitted. We sometimes use that, but in informal English we can leave it out,\nespecially after say or tell.\nTom says (that) his feet hurt."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a36b6728-76fd-40bb-8276-e224adf5e30b
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": "Tom says (that) his feet hurt.\nYou told me (that) you enjoyed the visit.\nWe can sometimes use a non-finite clause.\nGould admitted having lost to a better side. \u2022 270(2d)\nThey declared the result to be invalid. \u2022 122(2c)\nNOTE\na We use a comma after said, admitted etc and before direct speech, but not before\nindirect speech.\nFiona said, 'It's getting late.'\nFiona said it was getting late.\nb Sometimes the main clause is at the end, as a kind of afterthought. There is a comma"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5e0aa8eb-09d3-45bd-9388-6024fecec2a4
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": "after the indirect speech.\nHis team were beaten by a better side, Gould admitted.\nThere will be no trains on Christmas Day, British Rail announced yesterday.\nWe cannot use that when the indirect speech comes first.\nc For according to, \u2022 228(1).\nb We can report thoughts as well as speech.\nLouise thought Wayne was a complete fool.\nWe all wondered what was going on.\nc We can mix direct and indirect speech. This is from a newspaper report about a\nman staying at home to look after his children."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1c225529-28d5-4c0b-b26a-d0bf51eb9cd7
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": "man staying at home to look after his children.\nBut Brian believes watching the kids grow up and learn new things is the biggest\njoy a dad can experience. 'Some people think it's a woman's job, but I don't think\nthat's relevant any more.' 34 DIRECT AND INDIRECT SPEECH PAGE 348\nIn indirect speech we do not need to use a verb of reporting in every sentence. This\nis from a report about a court case. (The names have been changed.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 299dc6d8-9b45-4374-8e1d-b878bb8f9f21
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": "Prosecutor David Andrews said Wilson had stolen a gold wedding ring and credit\ncard and had used the card to attempt to withdraw money from a bank.\nIn the second offence Wilson had burgled premises and taken a briefcase\ncontaining takings from a shop.\nPolice had later recovered the bank notes from his home.\nIn the second and third paragraphs we could use a verb of reporting.\nThe prosecutor also said that in the second offence...\nMr Andrews added that police had..."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0609a8c3-8ee9-42bc-b0fa-4261d75df4db
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": "Mr Andrews added that police had...\nBut it is not necessary to do this because it is clear that the article is reporting what\nthe prosecutor said.\n265 Verbs of reporting\n1 We use verbs of reporting to report statements, thoughts, questions, requests,\napologies and so on.\nPolly says we'll enjoy the show.\nYou mentioned that you were going on holiday.\n'What's the reason for that?' she wondered.\nYou might ask the waiter to bring another bottle.\nI've apologized for losing the data."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1683e8c3-4921-4b10-8b4b-f92127c3230c
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've apologized for losing the data.\nSome verbs express how a sentence is spoken.\n'Oh, not again,' he groaned.\n2 These are verbs of reporting.\naccept confess guarantee pray snap\nadd confirm hear predict state\nadmit consider imagine promise suggest\nadvise continue inform propose suppose\nagree cry inquire read swear\nanswer decide insist reassure tell\napologize declare instruct recommend thank\nargue demand invite record think\nask deny know refuse threaten\nassure doubt learn remark understand"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fea4741d-ee20-4bb6-b502-4e57437144a5
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": "assure doubt learn remark understand\nbeg enquire mention remind urge\nbelieve expect murmur repeat want to know\nblame explain mutter reply warn\ncall feel notify report whisper\nclaim forbid object request wonder\ncommand forecast observe say write\ncomment groan offer scream\ncomplain growl order shout\nconclude grumble point out smile\nWe use talk and speak to mention who was speaking or for how long.\nAngela was talking to Neil. The President spoke for an hour."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5493fd17-0a50-487e-9219-5613a4b5a2fa
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 we do not use talk or speak as verbs of reporting.\nThe President said that he was confident of success.\nNOT The President talked/spoke that he was confident of success.\nNOTE 3 A few verbs of reporting always have an indirect object.\nNo one told me you were leaving.\nWe informed everyone that the time had been changed.\nThese verbs are tell, inform, remind, notify, persuade, convince and reassure.\nSome verbs of reporting take an indirect object and a to-infinitive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6859aff7-ece6-47d4-8c4f-eafd9d64e6bd
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 police ordered the men to lie down. \u2022 270\n4 With direct speech we can sometimes invert the verb of reporting and the subject.\nThis happens mainly in literary English, for example in stories and novels.\n'Nice to see you,' Phil said/said Phil.\n'I'm afraid not,' the woman replied/replied the woman.\nWe can do this with most verbs of reporting, but not with tell.\nWe cannot put a personal pronoun (e.g. he, she) after the verb.\n'Nice to see you,' he said."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4a47cd39-6c2f-443f-8a83-10072c24d70c
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": "'Nice to see you,' he said.\n5 We can also use nouns such as announcement, opinion, remark, reply, statement.\nFor noun + that-clause, \u2022 262(7).\nThe statement that no action would be taken was met with disbelief.\nWe can also use sure and certain.\nPolly is sure we'll enjoy the show.\n266 Tell, say and ask\n1 We normally use an indirect object after tell but not after say.\nCelia told me she's fed up. NOT Celia told she's fed up.\nAndy told me all the latest news."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 08c18195-5998-485d-bcf4-0e06d731cb6e
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": "Andy told me all the latest news.\nCelia said she's fed up. NOT Celia said me she's fed up\nDave never says anything. He's very quiet.\nWe can use ask with or without an indirect object.\nI asked (Celia) if there was anything wrong.\nFor tell and ask in indirect orders and requests, \u2022 270(1).\nWe told/asked Celia to hurry up.\nNOTE\na We can use a that-clause or a wh-clause.\nCelia told me (that) she's fed up/said (that) she's fed up.\nCelia told me what's wrong."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a45a3367-b03a-4633-b9c5-4640058076ec
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": "Celia told me what's wrong.\nSay + wh-clause is more common in negatives or questions, where the information\nis not actually reported.\nCelia didn't tell me/didn't say what was wrong.\nDid your brother tell you/say where he was going?\nb Compare ask and say in direct and indirect speech.\n'What time is it?' he asked/said. He asked what time it was.\n'The time is...,' he said. He said what time it was.\nc We can use tell + indirect object + about.\nDebbie told us about her new boy-friend."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 34c40c8f-f0e8-4adb-b6b7-e2aa1e16e803
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": "Debbie told us about her new boy-friend.\nWith talk about there is no indirect object.\nDebbie talked about her new boy-friend.\nWe use say with about only if the information is not actually reported.\nWhat did she tell you/say about her new boy-friend?\nNo one has told us anything/said anything about the arrangements.\nPAGE 349 266 Tell, say and ask 2 But we can use tell without an indirect object in these expressions.\nPaul told (us) a very funny story/joke. You must tell (me) the truth."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fc24a3d0-15a0-4919-825e-99bbc211a62e
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": "You mustn't tell (people) lies. The pupils have learnt to tell the time.\n3 After say we can use a phrase with to, especially if the information is not reported.\nThe mayor will say a few words to the guests. What did the boss say to you?\nBut when the information is reported we use these patterns.\nThe boss said he's leaving/told me he's leaving.\nThis is much more usual than The boss said to me he's leaving.\nNOTE\nWith direct speech we can use say to."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 72b549aa-fffe-4131-aacc-805fcadf1342
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\nWith direct speech we can use say to.\n'I'm OK,' Celia told me. 'I'm OK,' Celia said (to me). 'Are you OK?' Celia asked (me).\n267 Changes in indirect speech\n1 People, place and time\nImagine a situation where Martin and Kate need an electrician to do some repair\nwork for them. Kate rings the electrician.\nElectrician: I'll be at your house at nine tomorrow morning.\nA moment later Kate reports this to Martin.\nKate: The electrician says he'll be here at nine tomorrow morning."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d4c456bb-2381-4487-bc32-f02761a59fe3
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": "Now the speaker is different, so I becomes the electrician or he. The speaker is in a\ndifferent place, so at your house becomes here for Kate.\nBut next day the electrician does not come. Kate rings him later in the day.\nKate: You said you would be here at nine this morning.\nNow the time is a day later, so tomorrow morning becomes this morning. And the\npromise is now out of date, so will becomes would. (For the tense change, \u2022 268.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8d7b6930-34c1-43cf-b77d-9a5b10b10983
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": "Whenever we report something, we have to take account of changes in the\nsituation - a different speaker, a different place or a different time.\n2 Adverbials of time\nHere are some typical changes from direct to indirect speech. But remember that\nthe changes are not automatic; they depend on the situation.\nDirect speech Indirect speech\nnow then/at that time/immediately\ntoday yesterday/that day/on Tuesday etc\nyesterday the day before/the previous day/on Monday etc"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 52d45837-5122-4919-9457-02d080796e42
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": "tomorrow the next day/the following day/on Wednesday etc\nthis week last week/ that week\nlast year the year before/the previous year/in 1990etc\nnext month the month after/the following month/in August etc\nan hour ago an hour before/an hour earlier/at two o 'clock etc\nNOTE\nWhen we are talking about something other than time, this/that usually changes to the or it.\n'This steak is nice.' Dan said the steak was nice.\n'I like that.' Paula saw a coat. She said she liked it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 51f7da8c-8353-4145-9dde-6f7b470d7518
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": "34 DIRECT AND INDIRECT SPEECH PAGE 350 268 Tenses in indirect speech\n1 Verbs of reporting\na A verb of reporting can be in a present tense.\nThe forecast says it's going to rain.\nKaren tells me she knows the way.\nI've heard they might close this place down.\nHere the present tense suggests that the words were spoken only a short time ago\nand are still relevant. For written words, \u2022 64(2f).\nAfter a present-tense verb of reporting, we do not change the tense in indirect\nspeech."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1f2044ec-238b-4a11-9f0a-c849e5614ea8
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": "speech.\n'I'm hungry.' Robert says he's hungry.\nNOTE\nAfter a present-tense verb of reporting, the past tense means past time.\nThe singer says he took drugs when he was younger.\nb When we see the statement as in the past, the verb of reporting is in a past tense.\nRobert said he's hungry.\nKaren told me yesterday that she knows the way.\nWe can use the past even if the words were spoken only a moment ago.\n2 The meaning of the tense change"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cbb91da8-66c1-4b33-9e87-6a821f5510cc
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 The meaning of the tense change\nWhen the verb of reporting is in a past tense, we sometimes change the tense in\nindirect speech from present to past.\na If the statement is still relevant, we do not usually change the tense, although we\ncan do.\n7 know the way.' Karen told me she knows/knew the way, so there's no need to\ntake a map.\n'I'm hungry.' Robert said he's/he was hungry, so we're going to eat.\nb We can change the tense when it is uncertain if the statement is true. Compare"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 105fbe2e-e20f-41f9-a6a1-5522af2ff3ef
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 examples.\nWe'd better not go out. The forecast said it's going to rain.\nI hope it doesn't rain. ~ It might. The forecast said it was going to rain.\nThe present tense (is) makes the rain sound more likely. We are more interested in\nthe fact of the rain than in the forecast. The past tense (was) makes the rain less\nreal. We are expressing the idea that it is a forecast, not a fact.\nc We use the past tense when we are reporting objectively, when we do not want to"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 60f195b3-4cc4-43c9-af9b-52174422f115
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": "suggest that the information is necessarily true.\n'I'm not interested in money.' Tom told me he wasn't interested in money.\n'Our policies will be good for The party said its policies would be good for the\nthe country.' country.\nd When a statement is untrue or out of date, then we change the tense.\nKaren told me she knew the way, but she took the wrong turning.\nThe forecast said it was going to rain, and it did.\nPAGE 351 268 Tenses in indirect speech 34 DIRECT AND INDIRECT SPEECH PAGE 352"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ab964a4f-6024-4d3d-8066-57fbf0870060
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": "You said you were hungry, but you didn't eat anything.\nOh, they live in Bristol, do they? I thought they lived in Bath.\nYou told me years ago that you wanted to be a film. star.\n3 The form of the tense change\na The tense change in indirect speech is a change from present to past.\n'I feel ill.' Kay said she felt ill.\n'You're crazy.' You said I was crazy.\n'We're losing.' We thought we were losing.\n'I've got time.' Simon said he had time.\n'We haven't finished.' They said they hadn't finished."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 15c616b3-a5e1-4e59-a29b-80a180dd4638
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": "'She's been crying.' Who said Ann had been crying?\nIf the verb phrase is more than one word, then the first word changes,\ne.g. are losing were losing, has been crying had been crying.\nb If the verb is past, then it changes to the past perfect.\n'I bought the shirt.' He told us he had bought the shirt.\n'We were having lunch.' They said they had been having lunch.\nIf the verb is past perfect, it does not change.\n'Paul had been there before.' Jack said Paul had been there before.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bcbd8a69-1730-4296-aaea-e7031a304679
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 do not need to change a past-tense verb when it refers to a complete action.\nNicola told me she passed/she'd passed her driving test.\nBut when it refers to a state or a habit, there can be a difference in meaning.\nWilliam said he felt ill. And he did look awful.\nWilliam said he'd felt ill/he'd been feeling ill. But he'd got over it.\nb The past perfect in indirect speech can relate to three different forms.\n'I've seen the film.' She said she'd seen the film."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2c2faa41-092b-4779-9c42-88b51ed04efe
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 saw the film last week.' She said she'd seen the film the week before.\n'I'd seen the film before, but I She said she'd seen the film before.\nenjoyed watching it again.'\nc We do not change a past-tense verb when it means something unreal. \u2022 241(3)\n'I wish I had a dog.' My sister says she wishes she had a dog.\n'It's time we went.' The girls thought it was time they went.\n'If I knew, I'd tell you.' Amy said that if she knew, she'd tell us.\nc There are changes to some modal verbs."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 758103e8-5744-4df0-b0fd-f62b50ad6168
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": "c There are changes to some modal verbs.\n'You'll get wet.' I told them they would get wet.\n'I can drive.' I said I could drive.\n'It may snow.' They thought it might snow.\nThe changes are will would, can could and may might. But these do not\nchange: would, could, should, might, ought to, had better, used to.\n'A walk would be nice.' We thought a walk would be nice.\nNOTE\na Sometimes we use different patterns to report sentences with modal verbs. \u2022 270"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d90d7450-e640-4163-b3e1-1d33b3f1666b
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 for tea?' They invited me for tea.\nb Shall for the future changes to would. In rather formal English it can change to should in\nthe first person.\n'I shall complain.' He said he would complain.\nI said I would/I should complain.\nShall with other meanings changes to should.\n'What shall I do?' She asked what she should do. d Must expressing necessity can change to had to.\n'I must go now.' Sarah said she must go/had to go."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 98b2aa43-dd39-44a8-a472-75164da6f8ba
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 when must expresses certainty, it does not usually change.\nI thought there must be some mistake.\nCompare mustn't and needn't.\n'You mustn't lose the key.' I told Kevin he mustn't lose/he wasn't to lose the key.\n'You needn't wait.' I told Kevin he needn't wait/he didn't have to wait.\nNOTE\nWhen must refers to the future, it can change to would have to.\n'I must go soon.' Sarah said she would have to go soon.\n269 Reporting questions"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ca1a96f7-cf8b-4d9d-bb16-bd3ad85adf1e
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": "269 Reporting questions\n1 We can report a question by using verbs like ask, inquire/enquire, wonder or\nto know.\na Look at these wh-questions.\nWhere did you have lunch? I asked Elaine where she had lunch.\n~ In the canteen.\nWhat time does the flight get in? I'll inquire what time the flight gets in.\n~ Half past twelve.\nWho have you invited? Peter is wondering who we've invited.\n~ Oh, lots of people.\nWhen is the lesson? Someone wants to know when the lesson is.\n~ I don't know."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6ec87b94-7767-43b0-a018-a4a2836c8cac
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 don't know.\nFor the pattern We were wondering where to go for lunch, \u2022 125.\nb To report yes/no questions we use if or whether.\nIs there a waiting-room? Dan was asking if/whether there's a waiting-\n~ Yes, over here. room.\nHave you bought your ticket? Mandy wants to know if Steve has bought his\n~ No, not yet. ticket.\nWe can use or not to emphasize the need for a yes/no reply.\nThey want to know if/whether it's safe or not.\nThey want to know whether or not it's safe."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dcab3ebc-3d09-44d8-a156-b619202bff4d
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": "They want to know whether or not it's safe.\nBut NOT ... if or not it's safe\nIn a reported question the word order is usually like a statement.\nI asked Elaine when she had lunch.\nNOT I asked Elaine when she did have lunch.\nWe do not use a question mark.\nNOTE\na When the question word is the subject, the word order does not change.\nWho left this bag here? Sophie wanted to know who left the bag there.\nb In informal English we can sometimes invert the subject and be."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f62b58c6-593e-4df1-a8dc-d83fee34f0ad
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 asked where was the best place to have lunch.\nAnd we use inversion in the indirect speech when the main clause goes at the end, as a\nkind of afterthought.\nWhere did Elaine have lunch, I was wondering.\nPAGE 353 269 Reporting questions 34 DIRECT AND INDIRECT SPEECH PAGE 354\nWe can use a wh-clause or if/whether after say, tell etc when we are talking about\nthe answer to a question.\nDid Helen say when she would be calling?\nI wish you'd tell me whether you agree."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 44d9bb52-c8e9-4947-b9e0-57c23b578c2e
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 wish you'd tell me whether you agree.\nI've found out what time the flight gets in.\nWe can use an indirect question to ask for information after an expression such as\nCould you tell me...? \u202233\nCould you tell me where the post office is, please?\nIn an indirect question, the tense can change from present to past in the same way\nas in a statement. \u2022 268\nWhat do you want? The man asked what we wanted.\nWho are you waiting for? Alex wondered who I was waiting for."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1b08acef-4712-4b27-a7b1-514a98649ef0
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": "Will there be a band? They asked if there would be a band.\n270 Reporting orders, requests, offers etc\n1 Orders and requests\na We can use tell/ask + object + to-infinitive.\n'Please wait outside.' The teacher told us to wait outside.\n'I want you to relax.' She's always telling me to relax.\n'Could you help us?' We asked James to help us.\n'Would you mind not smoking?' Our hostess asked Alan not to smoke.\nWe can also use these verbs: order, command, instruct; forbid; request, beg, urge.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 75e2219b-391c-420c-b8c1-8d345a93b9f5
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 For more details about this pattern, \u2022 122(2a).\nb The main clause can be passive.\nWe were told to wait outside.\nc We can use this pattern with say in informal English.\nThe teacher said to wait outside.\nA We can use ask without an indirect object. Compare these patterns.\n'May I sit down?' Peter asked to sit down.\n'Please sit down.' Peter asked me to sit down.\ne We can use a pattern with ask for and a passive to-infinitive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f14a8bac-c848-4430-8a7e-702434b9181b
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 villagers are asking for a pedestrian crossing to be installed.\nf We use ask for + noun phrase when someone asks to have something.\nI asked (the porter) for my key.\ng To report a request for permission we use ask if/whether.\n'Do you mind if I smoke?' Alan asked if he could smoke.\nb We can also report the sentences like this.\nMy psychiatrist is always telling me she wants me to relax.\nOur hostess asked Alan if he would mind not smoking."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3edc4033-b254-44c4-89d3-3949670ff1a2
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": "c To express an order, we can also use must, have to or be to.\nThe teacher said we had to wait/we were to wait outside.\nMy psychiatrist is always telling me I must relax/I'm to relax.\nNOTE\nAfter most verbs of reporting, we can use a clause with should. \u2022 242(2)\nThe police ordered that the gates should be closed. 2 Offers, warnings, apologies etc\nWe can report these kinds of sentences with say or ask, or we can use offer, warn,\napologize etc."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a119c613-765a-4ae0-9156-a0213b7239e3
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": "apologize etc.\n'I can lend you some money.' Sue offered to lend me some money.\nSue said she could lend me some money.\nHere are some patterns we can use.\na A single clause\n'I'm sorry.'\n'Thank you very much.'\n'I really must have a break.'\n'Be careful. The path is slippery.'\nb Verb + to-infinitive\n'I'm not going to walk all that way.'\nAlso: agree, offer, promise, threaten\nc Verb + object + to-infinitive\n'You really ought to get some help.'\n\"Would you like to stay at our\nhouse?'"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b482c521-8897-405f-b45e-464886989161
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 stay at our\nhouse?'\nAlso: recommend, remind, warn\nThe man apologized.\nI thanked the driver.\nJeff insisted on a break.\nHe warned us about the path.\nGary refused to walk.\nMark advised us to get some help.\nYour friends have invited me to stay at\ntheir house.\nd Verb + gerund\n'Why don't we share the cost?'\n'I'm afraid I've lost the photo.'\nSomeone suggested sharing the cost.\nLorna admitted losing the photo.\ne Verb + preposition + gerund"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2b92e432-776f-41f5-af42-2574251b4f59
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": "e Verb + preposition + gerund\n'I'm sorry I messed up the Roland apologized for messing up the\narrangements.' arrangements.\nAlso: complain about, confess to, insist on, object to\nf Verb + object + preposition + gerund\n'It was your fault. You didn't tell\nus.'\nThey blamed James for not telling\nthem.\ng Verb + that-clause\nJeff insisted (that) we had a break.\nLorna admitted (that) she had lost the photo.\nAlso: agree, complain, confess, object, promise, suggest, threaten, warn\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b0ed79cc-f927-4567-87c0-321f255ee0e0
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\nAfter agree, insist, promise and suggest we can use a clause with should. \u2022 242(2)\nJeff insisted that we should have a break.\nh Verb + object + that-clause\nHe warned us that the path was slippery.\nAlso: advise, promise, remind\nPAGE 355 270 Reporting orders, requests, offers etc 35Relative clauses\n271 Summary\nIntroduction to relative clauses \u2022 272\nAn adjective or prepositional phrase can modify a noun. A relative clause\ndoes the same.\nAdjective: the red team\nPhrase: the team in red"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ae332499-431a-49e0-9734-48f05349ddc6
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": "Adjective: the red team\nPhrase: the team in red\nRelative clause: the team wearing red\nthe team who were wearing red\nSome relative clauses do not have commas. They are identifying clauses\nand classifying clauses.\nIdentifying: What's the name of the player who was injured?\n(The clause tells us which player is meant.)\nClassifying: A player who is injured has to leave the field.\n(The clause tells us what kind of player is meant.)\nSome relative clauses have commas. They are adding clauses and"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fdcd9b33-4868-4ecd-a950-55ed7ac224c4
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": "connective clauses.\nAdding: Jones, who was injured, left the field.\n(The clause adds information about Jones.)\nConnective: The ball went to Jones, who scored easily.\n(The clause tells us what happened next.)\nRelative pronouns in clauses without commas \u2022 273\nWe use the relative pronouns who or that for people and which or that for things.\nThese pronouns can be the subject or object of the clause.\nSubject: We got on the first bus that came.\nObject: We got on the first bus that we saw."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d79c78a7-6b78-4cb3-ac9c-a8a00fd1a3c3
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": "Object: We got on the first bus that we saw.\nObject of a preposition: Next came the bus that we were waiting for.\nWe can leave out the pronoun when it is not the subject.\nWe got on the first bus we saw.\nPAGE 356 PAGE 357 272 Introduction to relative clauses\nRelative clauses with commas \u2022 274\nIn an adding clause or connective clause we cannot use that, and we cannot leave\nout the pronoun.\nThe first bus, which came after five minutes, was a seven.\nWhose \u2022 275"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fafbbb13-de85-493b-bcae-07536c5ea874
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": "Whose \u2022 275\nThe player whose goal won the game was Jones.\nParticiple relative clauses \u2022 276\nThe bus coming now is ours.\nThe player injured in the leg had to leave the field.\nInfinitive relative clauses \u2022 277\nUnited were the first team to score.\nWhich relating to a clause \u2022 278\nUnited won easily, which pleased their fans.\nRelative adverbs \u2022 279\nThat's the stop where we get our bus.\nThe relative pronoun what \u2022 280\nUnited's fans got what they wanted.\nWhoever, whatever and whichever \u2022281"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8d12ec83-8f71-46c4-b3e0-12b37ff5906d
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": "Whoever, whatever and whichever \u2022281\nWhoever used the pans should wash them up.\n272 Introduction to relative clauses\n1 SEVERN BODY CLUE\nA body recovered from the River Severn at Tewkesbury at the weekend is\nthought to be a man who disappeared from the Midlands in January, police\nsaid yesterday.\n(from The Guardian)\nThere are two relative clauses. Each clause relates to a noun (body, man). The\nsecond clause begins with a relative pronoun (who). The pronoun joins the relative"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e6a6cbf5-aad0-48c8-afc8-037ac5213bc0
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 to the main clause.\nThe body is that of a man. He disappeared in January.\nThe body is that of a man who disappeared in January. 35 RELATIVE CLAUSES PAGE 358\n2 There are different ways of modifying a noun.\nAdjective: a dead body\nNoun: a Midlands man\nPhrase: a body in the river\na man from the Midlands\nParticiple relative clause: a body recovered from the river\na man speaking in a Midlands accent\nFinite relative clause: a body which was recovered from the river"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 208837f0-e882-4853-bc93-4d3631daf298
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": "a man who disappeared from the Midlands\nWe usually choose the pattern that expresses the information in the shortest way.\nFor example, a man from the Midlands is more usual than a man who comes from\nthe Midlands.\nNOTE\nA relative clause can come after a pronoun such as everyone, something.\nHe is thought to be someone who disappeared from the Midlands in January.\nBut a clause after a personal pronoun is rather formal and old-fashioned.\nHe who would climb the ladder must begin at the bottom."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2e9a532e-e24e-4984-a90d-e8cf1f929f69
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": "3 The following kinds of relative clause do not have commas around them, and in\nspeech we do not pause before them.\na Identifying clauses\nA clause can identify the noun, say which one we mean.\nThe architect who designed these flats doesn't live here, of course.\nI can't find the book that I was reading.\nThe clause that I was reading identifies which book we are talking about.\nNOTE\nWhen there is an identifying clause, the determiner before the noun is usually the, not my,\nyour, etc."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 69313167-aebb-49e9-820b-334b82b4d0b5
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": "your, etc.\nI like the course that I'm doing now.\nNOT I like my course that I'm doing now.\nMy identifies which course, so we do not need it with an identifying clause.\nb Classifying clauses\nA clause can classify the noun, say what kind we mean.\nI hate people who laugh at their own jokes.\nWe're looking for a pub that serves food.\nThe clause that serves food expresses the kind of pub we mean.\nc Clauses used for emphasis"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 426cf295-9b87-4f66-8ee2-7cff099c097f
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": "c Clauses used for emphasis\nWe can use a relative clause in a pattern with it in order to emphasize a phrase.\nIt was Jones who was injured, not Brown. \u2022 51(3)\n4 The following kinds of relative clause are separated from the noun, usually by a\ncomma. In speech there is a short pause before the clause.\na Adding clauses\nA clause can add extra information about a noun. \u2022 274\nAristotle was taught by Plato, who founded the Academy at Athens."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dffcad43-1eed-4e7d-8633-ac9bd12bf9c4
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 clause who founded the Academy at Athens adds extra information about\nPlato. We can leave out the adding clause and the sentence still makes sense. Identifying:\nAdding:\n272 Introduction to relative clausesPAGE 359\nb Connective clauses\nA clause can tell us what happened next.\nI shouted to the man, who ran off.\nWe use a connective clause to link two actions. In spoken English we often use two\nmain clauses.\nI shouted to the man, and he ran off."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8da7068c-92ec-4ce4-b1e4-c55cb5c289e8
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 shouted to the man, and he ran off.\n5 Whether we use commas or not (or whether we pause) makes a difference to the\nmeaning.\na Compare the identifying clause and the adding clause.\nIdentifying: Two cars had to swerve to avoid each other. One car left the road\nand hit a tree, and the other one ended up on its roof. The driver of\nthe car which hit a tree was killed.\nAdding: A car had to swerve to avoid a horse and left the road. The driver of\nthe car, which hit a tree, was killed."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9c9d8211-f9ae-41bd-9454-897fe45455fd
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 car, which hit a tree, was killed.\nThe identifying clause tells us which of the two cars is meant. The adding clause\nadds extra information about the car. It does not identify the car because in this\ncontext there is only one.\nb In speech we make a difference between the two kinds of clause.\nBefore the adding clause there is a pause. There is a fall in intonation on both the\nnoun phrase and the adding clause.\nc Compare the classifying clause and the adding clause."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4cb37d25-4bf7-44ca-8ed5-df3b3bcfb079
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": "Classifying: Cars which cause pollution should be banned.\n(Some cars should be banned because they cause pollution.)\nAdding: Cars, which cause pollution, should be banned.\n(All cars should be banned because they cause pollution.)\nThe classifying clause tells us what kind of cars are meant. The adding clause adds\ninformation about cars in general.\n6 A relative clause usually comes directly after the noun it relates to, but it can come"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fef99df9-ff36-43d4-89e4-b33056e00863
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": "later in the sentence. These two examples are from real conversations.\nI can't think of any good films at the moment that I'd like to see.\nThe train was just pulling out of the station that we were supposed to\nconnect with.\nWe can do this when the clause has important information that we need to put at\nthe end of the sentence. But separating the noun and its relative clause can be\nawkward, and in writing we often avoid it.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b909849e-fc35-4aa1-aa31-58286329a83a
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": "awkward, and in writing we often avoid it.\nNOTE\nWe can use fronting or inversion to get the noun + clause at the end.\nAt the moment I can't think of any good films that I'd like to see.\nJust pulling out of the station was the train that we were supposed to connect with.\nthe driver of the car which hit a tree\ntreedriver of the car, which hit athe 35 RELATIVE CLAUSES PAGE:\nWhen we use a relative pronoun, we do not use a personal pronoun as well."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9e2acd5e-24a6-4595-99a7-a0411c31c85a
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": "a man who disappeared in January NOT a man who he disappeared in January\na body that they found in the river NOT a body that they found it in the river\nNOTE\nBut in informal spoken English we sometimes use an extra personal pronoun when the\nrelative clause has a sub clause.\nWe were talking about the factory that the police believe someone set fire to (it) deliberately.\n273 Relative pronouns in clauses without commas\nHere we look at clauses in which we use who, whom, which or that, and clauses"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 540f33c7-fd05-4291-ae7b-bb78bb928da1
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": "without a pronoun. These are identifying and classifying clauses.\n1 Who or which?\nWe use who for a person and which for a thing or an idea.\nWho was the girl who arrived late? It was a dream which came true.\nThe difference between who and which is like that between he/she and it. \u2022 184(3b)\nWe can use that with any noun.\nWho was the girl who/that you came with?\nIt was a dream which/that came true.\nWith people, who is more usual than that. With other things, both which and that"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f2d6cbd0-35e0-464b-b115-c0a180d2416b
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 possible, but which is a little more formal.\nNOTE\nThe forms are the same whether the noun is singular or plural\nI don't know the girl/girls who arrived late.\n2 Relative pronoun as subject\nThe pronoun can be the subject of the relative clause.\nThe young man who/that lives on the corner rides a motor-bike.\n(He lives on the corner.)\nI've got a computer program which/that does the job for me.\n(It does the job for me.)\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 130d7638-db85-4162-b814-579a1d6d6720
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 does the job for me.)\nNOTE\nIn general, who is more usual than that as subject of the clause. But we often use that when\nwe do not mean a specific person.\nAnyone who/that knows the facts must disagree with the official view.\n3 Relative pronoun as object\na The pronoun can be the object of a relative clause.\nIt's the same actor who/that we saw at the theatre.\n(We saw him at the theatre.)\nYou can get back the tax which/that you've paid.\n(You've paid it.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3ae96095-a1de-45fb-997e-c37f203c9d82
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": "(You've paid it.)\nWe often leave out the relative pronoun. \u2022 (5)\nIt's the same actor we saw at the theatre. NOTE\nWho and that are both possible as the object. But we normally use that rather than which for\nsomething not specific.\nWe can supply you with everything (that) you need.\nb When who is the object, we can use whom instead.\nIt's the same actor who/whom we saw at the theatre.\nA man who/whom Neil knew was standing at the bar."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 86c04dfb-7f0f-438c-baa3-9f97476281f0
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": "A man who/whom Neil knew was standing at the bar.\nWhom is formal and rather old-fashioned. In everyday speech we use who, or we\nleave out the pronoun. \u2022 (5)\n4 Prepositions in relative clauses\na The relative pronoun can be the object of a preposition.\nI'll introduce you to the man who/that I share aflat with.\n(I share a flat with him.)\nIs this the magazine which/that you were talking about just now?\n(You were talking about it just now.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2222afb7-6e6b-4fb4-aaaa-bd74cdf25ee7
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": "(You were talking about it just now.)\nIn informal English the preposition comes in the same place as in a main clause\n(share aflat with, talking about).\nWe often leave out the relative pronoun. \u2022 (5)\nI'll introduce you to the man I share aflat with.\nNOTE\nIn this pattern whom is possible but less usual.\nI'll introduce you to the man who/whom I share a flat with.\nb In more formal English we can put the preposition before whom or which."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a6e4bb79-aa76-46a1-bd29-c08db254fcae
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 person with whom Mr Fletcher shared the flat had not paid his rent.\nThe topic in which Michael is most interested is scientific theory.\nWe cannot leave out whom or which here, and we cannot use who or that.\n5 Leaving out relative pronouns\nWe can leave out the pronoun when it is not the subject of the relative clause.\nClauses without pronouns are very common in informal English.\nThe woman Gary met knows your sister.\nThe parcel I posted on Monday still hasn't got there."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e065cbd5-fb2d-45bc-aae1-4b54a5d35dfc
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": "That man Angela was sitting next to never said a word.\nHe certainly could not have committed the crime he was accused of.\nBut we cannot leave out the pronoun when it is the subject.\nThat man who was sitting next to Angela never said a word.\nSometimes we can use a participle without a relative pronoun or an auxiliary.\n\u2022 276\nThat man sitting next to Angela never said a word.\nNOTE\nWe usually leave out the object after a pronoun, a quantifier or a superlative."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c950d6a2-bc97-4b04-a74d-fc8f55cfa276
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 don't think there's anyone I can really trust.\nAll you ever get in this newspaper is sex.\nThis is the worst summer 1 can remember.\nWe can also use that here.\nPAGE 361 273 Relative clauses without commas 35 RELATIVE CLAUSES PAGE 362\n6 Overview: who, whom, which and that\nPeople Things\nSubject the man who was talking\nthe man that was talking\nObject of the man who we met\nverb the man that we met\nthe man we met\nthe man whom we met\nObject of the man who we talked to"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 13946e73-db4e-4a85-8533-6f2d0f7996fa
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": "Object of the man who we talked to\npreposition the man that we talked to\nthe man we talked to\nthe man whom we talked to\nthe man to whom we talked\nthe music which was playing\nthe music that was playing\nthe music which we heard\nthe music that we heard\nthe music we heard\nthe music which we listened to\nthe music that we listened to\nthe music we listened to\nthe music to which we listened\n274 Relative clauses with commas"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d85de94c-4412-4347-a755-d86a9421644b
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": "274 Relative clauses with commas\n1 An adding clause (or 'non-identifying clause') adds extra information. This news\nitem contains a sentence with an adding clause.\nA bank robber escaped from prison last week, after climbing aboard a helicopter\nthat had been hijacked by an armed accomplice, in Brittany. Claude Riviere, who\nwas sentenced to 15 years imprisonment in 1987, leapt into the helicopter while\non an exercise period.\n(from Early Times)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 38b28ccb-a195-459d-a0ff-b3d755f94659
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 an exercise period.\n(from Early Times)\nThe clause adds extra information that the reader may not know. But if we leave\nout the adding clause, the sentence still makes sense.\nThere are often adding clauses in informative texts. They are rather formal and\ntypical of a written style.\nFor the difference between identifying and adding clauses, \u2022 272(5).\n2 We separate the adding clause from the main clause, usually with commas.\nWe can also use dashes or brackets."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 46fcd897-3375-460d-9a17-a82279720dd3
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 also use dashes or brackets.\nEinstein, who failed his university entrance exam, discovered relativity.\nThe new manager is nicer than the old one - whom the staff disliked.\nThe cat (whose name was Molly) was sitting on the window-sill.\nThe drugs, which were hidden in bars of chocolate, have a street value\nof \u00a320 million.\nIn an adding clause we use who, whom, whose or which but not that. And we\ncannot leave out the pronoun from an adding clause."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a0279395-6561-424d-b436-d2600542db40
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": "3 A preposition can go before the pronoun, or it can stay in the same place as in a\nmain clause.\nTim's hobby is photography, on which he spends most of his spare cash.\nTim's hobby is photography, which he spends most of his spare cash on.\nIt is more informal to leave the preposition at the end. 4 We can use a quantifier + of whom/of which to express a whole or part quantity.\nThe police received a number of bomb warnings, all of which turned out to be"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1a4ba0cd-1374-4df2-a0ed-ea64609be191
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": "false alarms. (All of them turned out to be false alarms.)\nIn the chair lift were two people, one of whom was slightly injured.\nThere are dozens of TV channels, some of which operate 24 hours a day.\n5 We use the same patterns in connective clauses to say what happened next.\nHe presented the flowers to Susan, who burst into tears.\nMike dropped a box of eggs, all of which broke.\n275 Whose\n1 Whose has a possessive meaning.\nThe people whose cars were damaged complained to the police."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ec94123d-7908-4da0-99f7-27a0b774a715
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": "(Their cars were damaged.)\nTania is someone whose courage I admire.\nThe friend whose dog I'm looking after is in Australia.\nMadame Tussaud, whose waxworks are a popular attraction, died in 1850.\nBut NOT someone whose the courage I admire\n2 Whose usually relates to a person, but it can relate to other things, especially a\ncountry or organization.\nI wouldn't fly with an airline whose safety record is so poor.\n(Its safety record is so poor.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b884e163-3917-4296-8332-ea52a6956f84
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": "(Its safety record is so poor.)\nThe others were playing a game whose rules I couldn't understand.\nNOTE\nInstead of whose relating to a thing, we can use this pattern with of which.\nThe others were playing a game the rules of which I couldn't understand.\nWe are introducing a new system, the aim of which is to reduce costs.\n3 Whose + noun can be the object of a preposition.\nThe President, in whose private life the newspapers are so interested, has\nnothing to hide."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 126448d1-c6b0-4450-b0e6-cfbd6088a4a9
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": "nothing to hide.\nPhyllis is the woman whose cottage we once stayed at.\n276 Participle relative clauses\n1 Active participles\na We can use an active participle in a relative clause without a pronoun or an\nauxiliary.\nThose people taking photos over there come from Sweden.\n(= those people who are taking photos)\nThe official took no notice of the telephone ringing on his desk.\n(= the telephone which was ringing on his desk)\nTo Robin, sunbathing on the beach, all his problems seemed far away."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 12d9ce9b-4eb9-45ff-85e4-9a79d039ca2a
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 participle can refer to the present (are taking) or the past (was ringing).\nFor this pattern with there + be, \u2022 50(3).\nThere was a telephone ringing somewhere.\nPAGE 363 276 Participle relative clauses 35 RELATIVE CLAUSES PAGE 364\nb An active participle can also refer to a state.\nAll the equipment belonging to the club is insured.\n(= all the equipment which belongs to the club)\nFans wanting to buy tickets started queuing early.\nIt can also report people's words."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1f26eb3f-41f9-4441-8598-11d60ed2ff60
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 can also report people's words.\nThey've put up a sign warning of the danger.\nc We can sometimes use the active participle for a repeated action.\nPeople travelling into London every day are used to the hold-ups.\n(= people who travel into London every day)\nBut the pattern is less usual for a single complete action.\nThe gang who stole the jewels got away.\nNOT The gang stealing the jewels got away.\n2 Passive participles\nWe can use a passive participle in a relative clause without a pronoun or an"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7f744c6e-0b1b-4dc9-9de5-ad8b1aa7682e
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": "auxiliary.\nApplications sent in after 23rd March will not be considered.\n(= applications which are sent in)\nStones thrown at the train by vandals smashed two windows.\n(= stones which were thrown at the train)\nPolice are trying to identify a body recovered from the river.\n(= a body which has been recovered from the river)\nThe first British TV commercial, broadcast in 1955, was for toothpaste.\nNOTE\nWe can also use a continuous form of the participle."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b6c32ac0-e284-4cbd-91df-bbde4a68fe3e
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": "Industrial training is the subject being discussed in Parliament this afternoon.\n3 Word order with participles\nWe can sometimes put a participle before a noun.\na ringing telephone\nBut we cannot normally put a whole relative clause before the noun. \u2022 137\nNOT the on his desk ringing telephone\n277 Infinitive relative clauses\nLook at this pattern with an adjective and a to-infinitive.\nWhich was the first country to win the World Cup at rugby?\n(= the first country which won the World Cup)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d108dfb8-6a8f-4536-b520-f3afb60ad2d9
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 first country which won the World Cup)\nThe last person to leave will have to turn out the lights.\n(= the last person who leaves)\nMaxicorp were the only company to reply to my letter.\nWilliam Pitt was the youngest person to become Prime Minister.\nWe can use a to-infinitive after an ordinal number (first, second etc), after next and\nlast, after only, and after superlative adjectives (youngest).\nNOTE\na We can also use a passive to-infinitive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 69d1801b-12dd-4b0f-8e70-27d78487f795
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 also use a passive to-infinitive.\nThe first British monarch to be filmed was Queen Victoria.\nb For I've got some letters to write, \u2022 124(2). 280 The relative pronoun what\n278 Which relating to a clause\nWhich can relate to a whole clause, not just to a noun.\nThe team has lost all its matches, which doesn't surprise me.\n(= The fact that the team has lost all its matches doesn't surprise me.)\nAnna and Matthew spent the whole time arguing, which annoyed Laura."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2d439a82-f0e4-48c1-8ab3-f9ed78229400
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 get paid a hit more now, which means I can afford to run a car.\nIn this pattern the relative clause with which is an adding clause. We normally put a\ncomma before which. We cannot use that or what instead of which in this pattern.\n279 Relative adverbs\n1 There are relative adverbs where, when and why.\nThe house where I used to live has been knocked down.\nDo you remember the time when we all went to a night club?\nThe reason why I can't go is that I don't have time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3eb3fba3-5a49-4f9a-a4f9-c0993c38853a
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 use where after nouns like place, house, street, town, country. We use when after\nnouns like time, period, moment, day, summer. We use why after reason.\nNOTE\nWe can use where and when without a noun.\nWhere I used to live has been knocked down.\nDo you remember when we all went to a night club?\n2 Instead of a clause with where, we can often use one with a preposition.\nThe house (that) I used to live in has been knocked down.\nWe can leave out when or why, or we can use that instead."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d3654ada-1868-4b69-9947-a130b80c0908
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 you remember the time (that) we all went to a night club?\nThe reason (that) I can't go is that I don't have time.\n3 Clauses with where and when can be adding or connective clauses.\nWe walked up to the top of the hill, where we got a marvellous view.\nCan't we go next week, when I won't be so busy?\nWe cannot leave out where or when here, and we cannot use that.\n280 The relative pronoun what\nWe can use what in this pattern.\nWe'd better write a list of what we need to pack."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d1850124-26e2-4d15-aa35-21a809b4ef81
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'd better write a list of what we need to pack.\n(= the things that we need to pack)\nI was going to buy a new coat, but I couldn't find what I wanted.\n(= the thing that I wanted)\nBut vhat cannot relate to a noun.\nNOT the coat what I wanted\nWe can use what in indirect speech. \u2022 269(3)\nI told you what we need to pack.\nWe can also use what in a special pattern to emphasize a phrase. \u2022 51 (4)\nWhat we need to pack is just a few clothes.\nPAGE 365 35 RELATIVE CLAUSES PAGE 366"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ae03bba8-3ff6-41df-a994-02d7948ce1dc
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": "PAGE 365 35 RELATIVE CLAUSES PAGE 366\n281 Whoever, whatever and whichever\nLook at these examples.\nWhoever designed this building ought to be shot.\n(= the person who designed this building - no matter who it is)\nI'll spend my money on whatever I like.\n(= the thing that I like - no matter what it is)\nWhichever date we choose will be inconvenient for some of us.\n(= the date that we choose - no matter which it is)\nWe cannot use who in this pattern.\nNOT Who-dcsigned this building ought to be shot."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1801214c-8522-4d1b-bb15-d3ac7563665d
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": "NOT Who-dcsigned this building ought to be shot.\nBut we can use what. \u2022 280\nFor whoever etc in another pattern, \u2022 254. 36Word-building\n282 Summary\nCompounds \u2022 283\nSome words are formed by combining two different words to make a compound.\nbath + room = bathroom\nIt is usually shorter and neater to say a bathroom than a room with a bath in it.\nPrefixes \u2022 284\nWe can add a prefix to a word. For example, we can add the prefix inter in front of"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 35ecaf0d-5a6c-4c49-9151-7fc545f3ed4c
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 adjective national. A prefix adds something to the meaning.\nIs it a flight between different countries?\nIs it an international flight?\nHere the pattern with the prefix is neater.\nSuffixes \u2022 285\nWe can add a suffix to a word. For example, we can add the suffix ness to the\nadjective kind to form the noun kindness.\nWe won't forget the fact that you've been so kind.\nWe won't forget your kindness.\nThe pattern with the abstract noun is neater.\nVowel and consonant changes \u2022 286"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 430f8472-ba69-4ea8-9943-2221fd48d9a5
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": "Vowel and consonant changes \u2022 286\nSome related words have a different sound, e.g. hot and heat.\nWords belonging to more than one class \u2022 287\nSome words belong to more than one class. For example, cost is both a verb\nand a noun.\nThe shoes cost \u00a350. the cost of the shoes\nNationality words \u2022 288\nWe can use most nationality words as adjectives and as nouns.\na Canadian town He's a Canadian.\nPAGE 367 36 WORD-BUILDING PAGE 368\n283 Compounds\n1 Compound nouns"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 963d23c5-911d-418d-ab08-ddeeff75d907
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": "283 Compounds\n1 Compound nouns\nA compound noun is two nouns joined together.\nhandbag teacup weekend armchair water-power\nWe stress the first noun, e.g. 'handbag.\nIt is often difficult to tell the difference between a compound noun and two single\nnouns. For details about two nouns together, \u2022 147.\nNOTE\nA few compound nouns are formed from an adjective and noun. Compare these patterns.\nCompound noun: a 'darkroom (= a room for developing photos)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8d5ff86e-3397-4d2a-b5f0-cb513df2a167
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": "Adjective + noun: a dark 'room (= a room that is dark)\nOther such compound nouns are greenhouse, blackboard, shorthand, hotplate.\n2 Gerund + noun\nWe can use a gerund to classify a noun, to say what type it is or what its purpose is.\nthe dining room (= the room for dining in) a sailing boat running shoes\nthe booking-office some writing-paper a swimming-pool\nWe often use a hyphen. We stress the gerund, e.g. the 'dining-room.\nNOTE\nCompare a gerund and participle."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ec4c5b25-48e9-4a32-8889-f853fd853c37
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\nCompare a gerund and participle.\nGerund: a 'sleeping pill (= a pill for helping you to sleep)\nParticiple: a sleeping 'child (= a child who is sleeping)\n3 Noun + gerund\nA gerund can have a noun object in front of it.\nCoin-collecting is an interesting hobby. I'm tired of sightseeing.\nTaxi-driving was what I always wanted to do.\nWe stress the noun, e.g. 'coin-collecting. The noun is singular:\nNOT coins collecting. Compare a gerund clause.\nCollecting coins is an interesting hobby."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 639d81a3-8593-4e9a-9c05-d8cf995e11ea
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": "Collecting coins is an interesting hobby.\n4 Compounds with participles\nWe can form compounds with active or passive participles.\na road- widening scheme a hard-boiled egg\nFor more details, \u2022 137(2).\n5 Compounds with numbers\nWe can use a number + noun to modify another noun.\na three-day visit a six-mile journey a car with four-wheel drive\nThe noun is singular: NOT a three days visit. But for a three days' visit, \u2022 146(5). We\ncan also say a visit of three days."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 03508c43-06e3-47c3-b2e1-ce9094d02902
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": "can also say a visit of three days.\nWe can also use a number + noun + adjective.\na three-day-old baby a hundred-yard-long queue PAGE 369 284 Prefixes\n284 Prefixes\nA prefix comes at the beginning of a word. It adds something to the meaning.\n1 Here are some common prefixes.\nre (= again): rewrite a letter, re-enter a room, remarry\nsemi (= half): semi-skilled workers, a semi-conscious state\nmono (= one): monorail, monolingual, a monotone"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a1848b01-8def-4e79-b16d-d93e5cb8cd6e
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": "mono (= one): monorail, monolingual, a monotone\nmulti (= many): a multinational company, a multi-storey car park\nsuper (= big/more): a superstore, a superhuman effort, a supersonic aircraft\nsub (= under/less): subnormal intelligence, sub-zero temperatures\nmini (= small): a minibus, a miniskirt, a minicomputer\npre (= before): the pre-war years, prehistoric times\npost (= after): a post-dated cheque, the post- war period\nex (= previously): his ex- wife, our ex-Director"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 37161034-12f1-4f38-b362-032c515e7ed4
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": "ex (= previously): his ex- wife, our ex-Director\ninter (= between): inter-city trains, an international phone call\ntrans (= across): a transatlantic flight, a heart transplant operation\nco (= together): co-exist, a co-production, my co-driver\nover (= too much): overcrowded, ill from overwork, an overgrown garden,\noverweight\nunder (= too little): undercooked food, an understaffed office, underpaid\nout (= more/better): outnumber the opposition, outplayed their opponents,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 94edefb6-d8de-4ffc-8b1a-7f1c92abcc1f
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": "outlived both her children\npro (= in favour of): pro-government forces, pro-European policies\nanti (= against): anti-nuclear protestors, anti-aircraft guns\nmis (= badly/wrongly): misuse, misbehave, misgovern, miscount, a\nmisunderstanding\n2 There are some negative prefixes used to express an opposite.\na un: unhappy, unfair, unofficial, unemployed, unplug a machine,\nunpack a suitcase\nThis is the most common way of expressing an opposite."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 87cc0636-9e3c-46a4-92c7-02449d0db659
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 in: inexact, independent, indirect, inexpert, an injustice\nNOTE\nWe do not use in before l, m, p or r. We use il, im and ir instead.\nillegal, illogical; immobile, immoral, impossible, impatient; irrelevant, irresponsible\nc dis: dishonest, disunited, disagree, disappear, dislike, disadvantage\nd non: non-alcoholic drinks, a non-stop flight, a non-smoker\ne de: defrost a fridge, the depopulation of the countryside,\nthe decentralization of government 36 WORD-BUILDING PAGE 370\n285 Suffixes"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8c5708c9-87e8-43be-b2d3-18eb96395b9a
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": "285 Suffixes\nchange in the vowel, e.g. courage\na Verb + ment: payment, movement, government, arrangement,\ndevelopment\nb Verb + ion/tion/ation/ition: correct correction, discuss discussion,\nproduce production, inform information,\ninvite invitation, add addition,\nrepeat repetition\nc Verb with d/t sion:\nd Verb + ance/ence:\ne Adjective in ent ence:\nf Adjective + ty/ity:\ng Adjective + ness:\nh Verb + ing:\n3 Nouns for people\na Verb + er/or:\ndecide decision, permit permission"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 130fd48d-d3a8-4c3a-a0fa-64871b9f8cde
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": "decide decision, permit permission\nperformance, acceptance, existence, preference\nsilent silence\nOthers are absence, intelligence, independence,\nviolence. Examples of ant ance are distance,\nimportance.\ncertainty, royalty, stupidity, nationality, security\nhappiness, illness, freshness, forgetfulness, blindness\na building, my feelings\nwalker, owner, builder, driver, doctor, editor\nThere are very many such nouns, especially with er.\nNOTE We also use er in nouns for things, especially"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bc5c6789-521f-49e3-8b01-81376f33bccd
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": "machines, e.g. a computer, a food mixer.\nb Noun/Verb/Adjective + ist: journalist, motorist, nationalist, tourist\nNOTE We can use ism to form an abstract noun, e.g.\njournalism, nationalism.\n1 Introduction\nA suffix comes at the end of a word. For example, we can add the suffix merit to the\nverb state to form the noun statement. There is sometimes a change of stress and a\nthere is an extra sound, e.g. possible possibility, apply application."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: baad642b-a5cc-4ebe-832e-e2f6d9a735b4
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": "Not all combinations are possible. We can say statement, amusement, punishment\netc, but we cannot add ment to every verb. The words have to be learnt as\nvocabulary items.\n2 Abstract nouns\nSome common suffixes in abstract nouns are ment, tion/sion, ance/ence, ty, ness\nand ing. We can use an abstract noun in nominalization. \u2022 149\nThey agreed. their agreement\ncourageous . Sometimes PAGE 371\nc Verb + ant/ent:\nd Noun + an/ian:\ne Noun + ess:\n285 Suffixes"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 551f4f6c-982e-46ac-a2b2-6ec52f88c558
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": "d Noun + an/ian:\ne Noun + ess:\n285 Suffixes\napplicant, assistant, inhabitant, servant, student\nrepublican, electrician, historian, musician\nFor nationalities, e.g. Brazilian, \u2022 288.\nwaitress, actress, hostess, stewardess, princess\na Most nouns for people can mean either males or females, so friends, students, doctors,\nmotorists etc include both sexes. If we need to say which sex, we say e.g. her boy-friend,\nfemale students, women doctors. Some words to do with family relationships are different"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 805270d3-ef21-4f34-954e-b76f64bd4b9e
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 male/female : husband/wife, father/mother, son/daughter, brother/sister, uncle/aunt. We\nalso normally make a difference between male/female with waiter/waitress and the other\nexamples with ess above. But some other words with ess are less usual and are now seen as\nsexist. A manager can be male or female, so there is usually no need for the pair manager/\nmanageress.\nb There is also a suffix man /m n/, which has a female equivalent woman, e.g. 'postman/"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 92dbb539-59fb-4e57-9e56-427421015e20
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": "'postwoman. Also policeman, businessman, chairman, salesman, spokesman. Some of these\nare now seen as sexist, especially in a business context, and we can say business executive,\nchairperson/chair, salesperson/sales representative, spokesperson, although the suffix person\nis still not accepted by everyone.\nf Verb + ee:\n4 Verbs\na Adjective + ize:\nb Adjective + en:\n5 Adjectives\na Noun + al:\nb Noun + ic:\nc Verb/Noun + ive:\nd Noun + ful:\ne Noun + less:\nf Noun + ous:\ng Noun + y:"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 67d27da9-fb04-4e41-8610-8577b56da2fd
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": "e Noun + less:\nf Noun + ous:\ng Noun + y:\nemployee, payee, interviewee\nThis suffix usually has a passive meaning. Compare er and ee.\nThe company is the biggest employer in the town. It has two\nthousand employees/workers.\nmodernize, popularize, privatize, centralize, legalize\nThere are many such verbs formed from abstract adjectives.\nshorten, widen, brighten, harden, loosen\nThese verbs are formed from concrete adjectives.\nnational, industrial, cultural, additional, original"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 33c83123-33cb-4414-8dfc-3e6a1aa9ad15
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": "heroic, artistic, photographic, energetic\nactive, effective, exclusive, informative, expensive\ncareful, hopeful, peaceful, beautiful, harmful\nNOTE These adjectives end with a single l, but the adverbs have\ntwo, e.g. carefully.\ncareless, hopeless, worthless, powerless\nLess means 'without'. Painful and painless are opposites.\ndangerous, luxurious, famous, courageous\nsalty, healthy, thirsty, wealthy, greedy 36 WORD-BUILDING PAGE 372\nh Noun + ly: friendly, costly, cowardly, neighbourly, monthly"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d66d8efd-6277-499b-b547-4032bd887b17
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 Verb + able/ible: eatable, manageable, excusable, acceptable, comprehensible,\ndefensible\nThese mean that something 'can be done'.\nThis sweater is washable. (= It can be washed.)\nBut not all adjectives in able/ible have this meaning, e.g.\npleasurable (= giving pleasure), valuable (= worth a lot).\nj Verb + ing: exciting, fascinating \u2022 203\nk Verb + ed: excited, fascinated \u2022 203\n6 Adverbs\nWe form many adverbs from an adjective + ly, e.g. quickly. \u2022 207\n286 Vowel and consonant changes"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2162553e-56b9-469e-8cac-f6b4c1923944
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": "286 Vowel and consonant changes\n2 There can be a different consonant sound.\nThat's what I believe. That's my belief.\nAlso: advise advice, descend descent, prove proof, speak speech\n3 Sometimes more than one sound changes: choose choice, lend loan,\n287 Words belonging to more than one class\n1 Many words can be both verbs and nouns.\nVerb: You mustn't delay. I hope I win.\nNoun: a short delay my hope of victory\nSome words of this kind are answer, attack, attempt, call, care, change, climb,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 91457da8-4d0c-4d60-a632-01d780659868
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": "control, copy, cost, damage, dance, delay, doubt, drink, drive, experience, fall, help,\nhit, hope, interest, joke, laugh, look, love, need, promise, rest, ride, run, search, sleep,\nsmile, sound, swim, talk, trouble, visit, wait, walk, wash, wish.\nNOTE For We swim/We have a swim, \u2022 87.\n2 Some verbs and nouns differ in their stress. The verb is usually stressed on the\nsecond syllable, and the noun is stressed on the first.\nVerb: How do you trans'port the goods?\nNoun: What 'transport do you use?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5a31dd94-e12b-43d5-a04d-eacaded8432f
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": "Noun: What 'transport do you use?\nlive life , succeed success, think thought\nAlso: blood bleed,food feed,full fill, lose loss, proud pride,\nsell sale, shoot shot, sing song, sit seat, tell tale\n1 Sometimes two related words have a different vowel sound.\nIt was very hot. We could feel the heat. Some words of this kind are conflict, contest, contrast, decrease, discount, export,\nimport, increase, insult, permit, produce, progress, protest, rebel, record, refund,\nsuspect, transfer, transport."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0ce3a601-b5d8-4ce6-9df1-deaefef1b3c8
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": "suspect, transfer, transport.\nNOTE For nouns formed from phrasal verbs, e.g. hold-up, \u2022231(7).\nSome concrete nouns can also be verbs.\nHe pocketed the money. (= put it in his pocket)\nWe've wallpapered this room. (= put wallpaper on it)\nThe man was gunned down. (= shot with a gun)\nThe goods were shipped to America. (= taken by ship)\nSome others are bottle (wine), box, brake, butter (bread), garage (a car), glue,\nhammer, mail, oil, parcel, (tele)phone.\nSome adjectives can also be verbs."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 046b6671-7281-43e1-9f21-3fa430af4e57
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": "Some adjectives can also be verbs.\nThis wind will soon dry the clothes. (= make them dry)\nThe clothes will soon dry. (= become dry)\nSome words of this kind are calm, cool, dry, empty, narrow, smooth, warm, wet.\nNOTE Some adjectives with similar meanings take en as verbs, e.g. widen. \u2022 285(4b)\n288 Nationality words\n1 We form nationality words from the name of a country: Italy Italian,\nFrance French, Japan Japanese. We can use them in different ways."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 54f60e0a-70f1-4847-adfb-ab6a454d81ca
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 Some of these words do not refer to a political nation, e.g. European, Jewish.\na As an adjective\nItalian food a French town Japanese technology a Russian novel\nb As the name of a language\nI learnt Italian at evening classes.\nDo you speak Russian?\nI don't know any Greek.\nc Referring to a specific person or group of people\nDebbie is married to an Italian.\nThere are some Russians staying at the hotel.\nThe Japanese were looking round the cathedral.\nd Referring to a whole people"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 40b7187e-ce60-4233-94e3-bb0336d7e1b0
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": "d Referring to a whole people\nItalians are passionate about football.\nThe French are proud of their language.\nThese expressions take a plural verb.\nWe can also say e.g. Italian people, Russian people.\nPAGE 373 288 Nationality words\nThe stress can make a difference to the vowel sounds. For example, progress as a\nverb is and as a noun 36 WORD-BUILDING PAGE 374\n2 There are different kinds of nationality words.\na Many end in an: Italian, American, Mexican. We can add s to form a plural noun."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 263ca3da-9b0e-4af5-a1b8-f7635cbc5661
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": "Three Italians are doing the course.\n(The) Americans think they can see Europe in a week.\nNOTE\na To this group also belong Greek, Czech, Thai, Arab and words ending in i, e.g. Pakistani,\nIsraeli.\nThe Greeks invented democracy.\nb The language of the Arabs is Arabic.\nb Some end in ese: Chinese, Portuguese. We cannot add s.\nSeveral Chinese (people) were waiting in the queue.\nWhen we talk about a whole people, we must use the or people.\nThe Chinese welcome/Chinese people welcome western tourists."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9d8dd5a8-11f9-41d4-acb8-26e629e2a2ad
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 Swiss (= from Switzerland) also belongs in this group.\nc With some words, the adjective is different from the noun.\nShe's Danish./She's a Dane.\nI like Danish people./I like (the) Danes.\nAlso: Swedish/a Swede, Finnish/a Finn, Polish/a Pole, Spanish/a Spaniard,\nTurkish/a Turk, Jewish/a Jew.\nNOTE\nFrom Britain we form the adjective British.\nThere are a lot of British people in this part of Spain.\nThe nouns Brit and Briton are not very usual in spoken British English."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5dcb1099-2534-4243-93ec-939eefe35db5
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 are a lot of Brits/Britons in this part of Spain.\nThis usage is rather journalistic. Brit is informal. The Americans say Britisher.\nFor the whole people we say the British.\nThe British prefer houses to flats.\nd With some words, the noun has the suffix man\nHe's English./He's an Englishman.\nEnglishmen are reserved.\nAlso: Welsh/a Welshman, Irish/an Irishman, French/a Frenchman, Dutch/a\nDutchman.\nFor a whole people, we can use the adjective with the or people."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 36fa1584-ead4-49c6-846f-10702b185bff
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 English are/English people are reserved.\nNOTE\na It is less usual to use woman as a suffix, but we can use an adjective + woman.\nThe English woman works at the university.\nb When we talk about people from Scotland, we can use the adjective Scottish or the nouns\nScot and Scotsman.\nHe's Scottish./He's a Scot/He's a Scotsman.\nHow do you like Scottish people/Scots?\nWe use Scotch mainly in fixed expressions such as Scotch whisky. 288 Nationality words\n3 Here is an overview of nationality words."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aa459d63-e769-4277-99c7-08d5801f5f84
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": "3 Here is an overview of nationality words.\nAdjective Person/man A whole people\nAfrica African an African Africans\nAmerica American an American (the) Americans\nArab/Arabic an Arab (the) Arabs\nAsia Asian an Asian Asians\nAustralia Australian an Australian (the) Australians\nAustria Austrian an Austrian (the) Austrians\nBelgium Belgian a Belgian (the) Belgians\nBrazil Brazilian a Brazilian (the) Brazilians\nBritain British \u2022 (2c) Note the British\nChina Chinese a Chinese the Chinese"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b6cc8e5b-36b6-4b86-a727-5bfe45cd4563
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": "China Chinese a Chinese the Chinese\nCzech Republic Czech a Czech (the) Czechs\nDenmark Danish a Dane (the) Danes\nEngland - English an Englishman the English\nEurope European a European Europeans\nFinland Finnish a Finn (the) Finns\nFrance French a Frenchman the French\nGermany German a German (the) Germans\nGreece Greek a Greek (the) Greeks\nHolland Dutch a Dutchman the Dutch\nHungary Hungarian a Hungarian (the) Hungarians\nIndia Indian an Indian (the) Indians\nIreland Irish an Irishman the Irish"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dddb07b4-cd94-41db-b412-41dfee3859de
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": "Ireland Irish an Irishman the Irish\nIsrael Israeli an Israeli (the) Israelis\nItaly Italian an Italian (the) Italians\nJapan Japanese a Japanese the Japanese\nJewish a Jew (the) Jews\nMexico Mexican a Mexican (the) Mexicans\nNorway Norwegian a Norwegian (the) Norwegians\nPakistan Pakistani a Pakistani (the) Pakistanis\nPoland Polish a Pole (the) Poles\nPortugal Portuguese a Portuguese the Portuguese\nRussia Russian a Russian (the) Russians\nScotland Scottish a Scotia Scotsman (the) Scots"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bcf6467d-0e66-4e20-99c5-96a3befcf90a
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": "Scotland Scottish a Scotia Scotsman (the) Scots\nSpain Spanish a Spaniard the Spanish\nSweden Swedish a Swede (the) Swedes\nSwitzerland Swiss a Swiss the Swiss\nThailand Thai a Thai (the) Thais\nTurkey Turkish a Turk (the) Turks\nWales Welsh a Welshman the Welsh\nPAGE 375 PAGE 376\n37\nWord endings: pronunciation and\nspelling\n289 Summary\nSome words have grammatical endings. A noun can have a plural or possessive\nform: friends, friend's. A verb can have an s-form, ed-form or ing-form: asks, asked,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5a6cfdc9-1781-4623-94d9-514ac65b569c
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": "asking. Some adjectives can have a comparative and superlative form: quicker,\nquickest. A word can also end with a suffix: argument, idealist, weekly, drinkable.\nWhen we add these endings to a word, there are sometimes changes in\npronunciation or spelling.\nThe s/es ending \u2022 290\n290 The s/es ending\nTo form a regular noun plural or the s-form of a verb, we usually add s.\nrooms games looks opens hides\nAfter a sibilant sound we add es.\nkisses watches bushes taxes"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 55ffabd5-124b-4e25-966c-d0567385d32f
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": "kisses watches bushes taxes\nBut if the word ends in e, we add s.\nplaces supposes prizes\nmatch matches\nThe ed ending \u2022291\nwait waited\nLeaving out e \u2022 292\nmake making insure insurance\nThe doubling of consonants \u2022 293\nbig bigger regret regrettable\nConsonant + y \u2022 294\neasy easily beauty beautiful 2 A few nouns ending in o add es.\npotatoes tomatoes heroes echoes\nBut most add s.\nradios stereos pianos photos studios discos kilos zoos\n291 The ed ending"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fabd81e0-5c57-47d0-9125-c070cd045c83
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": "291 The ed ending\n1 The ed-form of most regular verbs is simply verb + ed.\nplayed walked seemed offered filled\nIf the word ends in e, we add d.\nmoved continued pleased smiled\nNOTE\nFor the doubling of consonants before ed, \u2022 293.\nFor y before ed, \u2022 294.\n2 The ending is pronounced /t/ after a voiceless sound, /d/ after a voiced sound and\n292 Leaving out e\nWe normally leave out e when it comes before an ing-form.\nmake making shine shining use using\nBut we keep a double e before ing."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a9bba6d6-8ab7-49be-b3dd-690dd56d39f4
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 we keep a double e before ing.\nsee seeing agree agreeing\nWhen e comes before ed, er or est, we do not write a double e.\ntype typed late later fine finest\nWe usually leave out e before other endings that start with a vowel, e.g. able, ize, al.\nlove lovable private privatize culture cultural\nNOTE\nPAGE 377 292 Leaving out e\nor after a sibilant.\n3 The ending is pronounced /s/ after a voiceless sound, /z/ after a voiced sound and\nVoiceless: hopes , fits , clocks"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f4099c14-12ff-463c-99a9-7bce03146733
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": "Voiceless: hopes , fits , clocks\nVoiced: cabs , rides , days , throws\nSibilant: loses or , bridges or , washes or\n4 The possessive form of a noun is pronounced in the same way.\nMick's the teacher's Mrs Price's or\nBut we do not write es for the possessive, even after a sibilant.\nMr Jones's the boss's\nafter /t/ or /d/.\n, guided, handed, expectedwaited\njumped /pt/, baked /kt/, wished\nrobbed /bd/, closed /zd/, enjoyed , allowed\nVoiceless:\nVoiced:\nor\n1\n2\n3"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8c29dbd3-efac-4524-9fd2-cf588316f417
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": "Voiceless:\nVoiced:\nor\n1\n2\n3\nBut when a word ends in ce /s/ or ge , we keep the e before a or o.\nenforce enforceable courage courageous\nWe can also keep the e in some other words: saleable/salable, likeable/likable, mileage/milage. 37 WORD ENDINGS PAGE 378\n4 We keep e before a consonant.\nhate hates nice nicely care careful\nNOTE\nExceptions are words ending in ue: argue argument, true truly, due duly.\nAlso: whole wholly, judge judgment/judgement."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 579f73ca-3d8c-4ea3-a8b4-81a6bbe1a1e0
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": "Also: whole wholly, judge judgment/judgement.\n5 To form an adverb from an adjective ending in a consonant + le, we change e to y.\nsimple simply possible possibly\nTo form an adverb from an adjective in ic, we add ally.\ndramatic dramatically idiotic idiotically\nNOTE An exception is publicly.\n293 The doubling of consonants\n1 Doubling happens in a one-syllable word that ends with one written vowel and\none written consonant, such as win, put, sad, plan. We double the consonant\nbefore a vowel."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 88574ddf-a55f-48c7-b842-8bba503db43b
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": "before a vowel.\nwin winner put putting sad saddest plan planned\nNOTE\n3 The rule about doubling is also true for words of more than one syllable, but only if\nthe last syllable is stressed.\nfor'get forgetting prefer preferred\nWe do not usually double a consonant in an unstressed syllable.\n'open 'opening 'enter 'entered\nNOTE\nIn British English there is some doubling in an unstressed syllable. We usually double l.\ntravel travelling tunnel tunnelled marvel marvellous\njewel jeweller"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cac2a224-9190-47f0-9b24-8cd1f8ad432b
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": "jewel jeweller\nWe also double p in some verbs.\nhandicap handicapped worship worshipping\nBut in the USA there is usually a single l or p in an unstressed syllable, e.g. traveling,\nworshiping.\n4 When a word ends in ll and we add ly, we do not write a third l.\nfull fully\na Compare top tapping and tope taping.\nb The consonant also doubles before y: fog foggy.\n2 We do not double y, w or x.\nstay staying slow slower fix fixed\nWe do not double when there are two consonants.\nhold holding ask asking"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ea16add7-47c1-439b-969a-d6a71c164ab5
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": "hold holding ask asking\nAnd we do not double after two written vowels.\nkeep keeping broad broader 294 Consonant + y\n294 Consonant + y\nWhen a word ends in a consonant + y, the y changes to ie before s.\nstudy studies lorry lorries\nBefore most other endings, the y changes to i.\nstudy studied silly sillier lucky luckily\nhappy happiness\nWe do not change y after a vowel.\nday days buy buyer stay stayed\nNOTE\na The possessive forms are singular noun + apostrophe + s, and plural noun + apostrophe."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fb36a391-44a6-4010-b21d-7d80c2aa38ec
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 lady's name the ladies' names\nb A one-syllable word usually keeps y before ly: shyly, slyly, dryly/drily.\nc We do not change y when it is part of a person's name: Mr and Mrs Grundy the\nGrundys.\nd We do not change y in by: stand-bys, lay-bys.\nPAGE 379\n2 We keep y before i.\ncopy copying hurry hurrying\nNOTE\nWe change ie to y before ing.\ndie dying lie lying\nBut pay, lay and say have irregular ed-forms: paid\nAlso day daily.\n, laid , said PAGE 380\n38Irregular noun plurals\n295 Summary"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 50a2d227-eee3-4b73-9eca-8bfa4274bbd3
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": "38Irregular noun plurals\n295 Summary\nMost countable nouns have a regular plural in s or es.\nhands dates buses.\nFor details of spelling and pronunciation, \u2022 290.\nBut some nouns have an irregular plural. Here are some examples.\nVowel and consonant changes \u2022 296\nman men wife wives\nNouns which do not change in the plural \u2022 297\none/two aircraft one/two sheep\nIrregular plural endings. \u2022 298\nchildren criteria stimuli\nNOTE\na We also use men and women in words like Frenchmen, sportswomen."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ef2c09d8-17c4-47c0-89da-4d42a30f0069
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 The plural people is more usual and less formal than persons.\nSeveral people were waiting for the lift.\nA maximum of six persons may occupy this lift.\nA people is a large group such as a nation.\nThe Celts were a tall, fair-skinned people.\nOne day the peoples of this world will live in peace.\n2 With some nouns we change f to v and add es/s.\nloaf loaves thief thieves life lives\nAlso: calves, halves, knives, leaves, shelves, wives, wolves\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 67f0ceaf-f2c2-40e0-842c-65b6e8896d02
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\nSome other nouns in f/fe are regular: chiefs, beliefs, cliffs, roofs, safes. A few have alternative\nforms, e.g. scarfs /scarves.\n1 Some plurals are formed by changing the vowel sound.\nfoot feet goose geese man men\ntooth teeth mouse mice woman women\n296 Vowel and consonant changes 5 The usual plural of penny is pence, e.g. fifty pence. Pennies are individual penny\ncoins.\n297 Nouns which do not change in the plural\nSome nouns have the same form in the singular and plural."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: afba5d83-cb85-4540-a8bd-33d2ca1bca38
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": "Singular: One aircraft was shot down.\nPlural: Two aircraft were shot down.\nThese nouns are aircraft, hovercraft, spacecraft etc; some animals, e.g. sheep, deer,\nsome kinds offish, e.g. cod, salmon; and some nouns ending in s, e.g. headquarters,\nmeans. \u2022 154(3)\nNOTE\na Some measurements (e.g. pound, foot) can be singular after a plural number, e.g. two\npound/ pounds fifty.\nb For six hundred and twenty, \u2022 191(1) Note c.\nanalysis analyses crisis crises hypothesis hypotheses"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 689c2e61-3bdf-4a29-9a36-fa52458ca435
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": "PAGE 381 298 Irregular plural endings\n3 Some nouns have a regular written plural in ths, but the pronunciation of th\nchanges.\npath paths\nAlso: mouths, youths (= young people)\nNOTE\nSome other nouns in th are regular: months, births, deaths. Some have alternative forms,\ne.g. truths or\n4 The plural of house is houses\n298 Irregular plural endings\n1 en\nchild children ox oxen\n2 a\n3 i\ncriterion criteria phenomenon phenomena medium media\ncurriculum curricula"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2df3ad35-5726-4c2a-834f-7aab63670431
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": "curriculum curricula\nNOTE Some nouns in on and um are regular, e.g. electrons, museums.\n5 es\n4 ae\nformula formulae / formulas\nstimulus stimuli cactus cacti /cactuses\nnucleus nuclei / nucleuses\nNOTE Some nouns in us are regular: choruses, bonuses. PAGE 382\n39Irregular verb forms\n299 Summary\nA regular verb takes the endings s, ed and ing. For example, base form look,\ns-form looks, past tense looked, ing-form looking and past/passive participle\nlooked. For more details, \u2022 58."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 656c8da0-ca04-41ea-988b-64555fea8191
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": "looked. For more details, \u2022 58.\nList of irregular verbs \u2022 300\nSome verbs have ah irregular past tense and participle.\nBase form: Did you write the letter?\nPast tense: I wrote the letter yesterday.\nPast participle: I've written the letter.\nWe also use the irregular forms after a prefix such as re, un, out, mis.\nI've rewritten the letter. He undid the knot.\nSpecial participle forms \u2022 301\nSome special participle forms come before a noun.\na drunken riot\n300 List of irregular verbs"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: af904edc-9be0-41e6-8a77-e70e3817e8e0
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": "a drunken riot\n300 List of irregular verbs\nBase form Past tense Past/passive participle Base form Past tense Past/passive participle\nPAGE 383 300 List of irregular verbs 39 IRREGULAR VERB FORMS PAGE 384\nBase form Past tense Past/passive participle Base form Past tense Past/passive participle\nPAGE 385 300 List of irregular verbs 39 IRREGULAR VERB FORMS PAGE 386\nBase form Past tense Past/passive participle 300 List of irregular verbs\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ac245e17-a2b4-4d20-8a37-1ab8a5b1fab5
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 For verbs which have forms both in ed and t, e.g. burned / burnt, dream / dreamt, \u2022 303(11).\nb Cost as a transitive verb is regular.\nThey've costed the project. (= estimated the cost)\nBase form Past tense Past/passive participle\nPAGE 387\nc The third person singular of do is does\nd Fit is usually regular in Britain but irregular in the US.\ne In GB the past tense of forbid is forbad or forbade, pronounced . In the US it is\nforbade, pronounced"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 58d9d0b2-1390-4002-921a-f36e9997cacb
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": "forbade, pronounced\nf For the past participle gotten (US), \u2022 303(5d).\ng The third person singular of go is goes\nFor gone and been, \u2022 84(6).\nh We use hanged only to talk about hanging a person.\ni The third person singular of have is has\nj For the difference between lay and lie, \u2022 11 (2) Note b. Lie (= tell an untruth) is regular.\nk The third person singular of say is says\n1 Shined means 'polished': I've shined my shoes. Compare The sun shone.\nm We use sped for movement.\nThey sped down the hill."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eeb46159-a07f-49fb-a6f5-3cf57ecd4360
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": "They sped down the hill.\nBut we say speeded up (= went faster),\nn Weave is regular when it expresses movement.\nWe weaved our way through the traffic. 39 IRREGULAR VERB FORMS . PAGE 388\n301 Special participle forms\nThere are some special past/passive participle forms that we use mainly before a\nnoun. Compare these sentences.\nhave + participle: The ship has sunk. The metal has melted.\nParticiple + noun: a sunken ship molten metal"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ee669a24-91d2-48b6-ad6c-e42d4f1e9feb
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": "Participle + noun: a sunken ship molten metal\nWe can also form special participles from drink, shrink, prove, learn and bless.\na drunken spectator a shrunken old man a proven fact\nNOTE\nThese participles can have special meanings and are used only in limited contexts.\nFor example, we talk about molten metal but NOT molten ice.\na learned professor a blessed relief 40American English\n302 Summary\nThe grammar of British English and American English is very similar. There are a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 90c677dd-e5a6-4ccb-943a-9d086fe2d68e
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": "few differences but not very many, and most of them are minor points.\nDifferences with verbs \u2022 303\nDifferences with noun phrases \u2022 304\nDifferences with adjectives and adverbs \u2022 305\nDifferences with prepositions \u2022 306\nDifferences with conjunctions \u2022 307\nAmerican spelling \u2022 308\nThere are also some spelling differences, such as GB colour, US color.\nThe main differences between British and American English are in pronunciation"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f04e62db-fc75-4932-9275-8df31d38d99c
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 in some items of vocabulary. A good dictionary such as the Oxford Wordpower\nDictionary or the Oxford Advanced Learner's Dictionary will give American variants\nin spelling, pronunciation and usage. The Hutchinson British-American Dictionary\nby Norman Moss explains the meanings of words which are familiar in one\ncountry but not in the other.\n303 Differences with verbs\n1 Linking verb + noun phrase\nThe British can use a noun phrase after a linking verb such as be, seem, look, feel.\n\u2022 9(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1396a824-df13-43e6-b66c-7a244e0b8f0f
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": "\u2022 9(1)\nMainly GB: It looks a lovely evening.\nShe seemed (to be) a competent pilot.\nThe Americans do not use this pattern except with be and become.\nUS: It looks like/It looks to be a lovely evening.\nShe seemed to be a competent pilot.\nPAGE 389 40 AMERICAN ENGLISH PAGE 390\n2 Do for an action\nThe British sometimes use do to refer to an action. \u2022 38 (2c)\nGB: He practises the piano, but not as often as he might (do).\nYou should reply if you haven't (done) already."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 94c8e2a8-c469-4f68-80d7-b48459bcd0ae
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": "You should reply if you haven't (done) already.\nThis usage is not found in American English.\nUS: He practices the piano, but not as often as he might.\nYou should reply if you haven't already.\nBut Americans use do so.\nGB/US: You should reply if you haven't done so already.\n3 Do for emphasis\nThe British can use do to emphasize an offer or invitation in the imperative form.\nGB: (Do) have a glass of wine.\nThis usage is less common in American English.\nUS: Have a glass of wine."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9a308b01-ffe9-457f-8078-bdd940027c31
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": "US: Have a glass of wine.\nAmericans also avoid the emphatic Do let's... and the negative Don't let's...\n\u2022 19 (6a)\nGB/US: Let's not invite them.\nGB only: Don't let's invite them.\nNOTE Let's don't invite them is possible in informal American English but not in Britain.\n4 Question tags\nAmericans use tags much less often than the British. The British may use them\nseveral times in a conversation, but this would sound strange to an American."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a4ce1dc3-aaf2-4900-ba5c-84977c1b2208
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": "Americans use tags when they expect agreement. They do not often use them to\npersuade or argue.\nGB/US: Mary likes ice-cream, doesn't she?\nGB only: You'll just have to try harder, won't you?\nAmericans often use the tags right? and OK?\nMainly US: You're going to meet me, right?\nWe'll take the car, OK?\n5 Have, have got and have gotten\na Have and have got\nGB: I've got/I have some money.\nUS (spoken): I've got some money.\nUS (written: I have some money. PAGE 391 303 Differences with verbs"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a2e43b96-0005-4dfd-ab48-411739520fa8
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 Negatives and questions with have and have got\nGB/US: We don't have much time. Do you have enough money?\nMainly GB: We haven't got much time. Have you got enough money?\nGB only: We haven't much time. Have you enough money?\nc Negatives and questions with have to and have got to\nGB/US: You don't have to go. Do you have to go?\nGB only: You haven't got to go. Have you got to go?\nd Got and gotten\nGB: He's got a new job. (= He has a new job.)\nYour driving has got better. (= It has become better.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f79445ae-c5b2-42cb-86be-8d3c98c25df0
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": "US: He's got a new job. (= He has a new job.)\nHe's gotten a new job. (= He has found a new job.)\nYour driving has gotten better. (= It has become better.)\ne Get someone to do something and have someone do something\nGB/US: We got the waiter to bring another bottle.\nMainly US: We had the waiter bring another bottle.\n6 Present perfect and past simple\nBoth the British and the Americans use the present perfect for something in the\npast which is seen as related to the present. \u2022 65(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6135d028-add6-42f4-ab86-32a866f21b2a
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": "GB/US: I've just met an old friend.\nDave has already eaten his lunch.\nHave you ever seen St Paul's Cathedral?\nI've never had a passport.\nBut Americans sometimes use the past simple in such contexts especially with just,\nalready, yet, ever and never.\nMainly US: I just met an old friend.\nDave already ate his lunch.\nDid you ever see the Empire State Building?\nI never had a passport.\n7 Gone and been\nThe British use been for 'gone and come back', \u2022 84(6), but the Americans mostly\nuse gone."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3ed4163b-a1b6-4f82-aae9-042d4bcfabb9
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": "use gone.\nGB/US: Have you ever been to Scotland?\nUS only: Have you ever gone to Florida?\n8 Will and shall\nThe British use will or shall in the first person, \u2022 71(2). Americans do not often use\nshall.\nGB: We will/shall contact you.\nUS: We will contact you. 40 AMERICAN ENGLISH PAGE 392\nThe British use shall in offers, but Americans prefer should.\nMainly GB: Shall I meet you at the entrance?\nMainly US: Should I meet you at the entrance?\nThe British can also use Shall we... ? in suggestions."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3cc9b7f6-a1fe-4bd1-82ff-3017c5059420
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": "Mainly GB: Shall we go for a walk?\nAmericans would say How about a walk? or Would you like to take a walk?\n9 Need and dare\nNeed, \u2022 92(3), and dare, \u2022101, can be ordinary verbs. The British can also use\nthem as modal verbs.\nGB/US: He doesn't need to see the inspector. Do we dare to ask?\nMainly GB: He needn't see the inspector. Dare we ask?\n10 Can't and mustn't\nIn Britain one use of must is to say that something is necessarily true, \u2022 95(1). The\nnegative is can't. Americans can also use mustn't."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 96aa75f1-ce71-4a20-b583-4275e0b6bc90
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": "GB/US: There's no reply. They can't be home.\nUS only: There's no reply. They mustn't be home.\n11 Learned and learnt\nSome verbs have both regular and irregular forms: learned or learnt,\ndreamed /dri:md/ or dreamt /dremt/ etc. The irregular forms are not very usual in\nAmerica. The British say dreamed or dreamt; the Americans say dreamed.\nThe verbs dive and fit are regular in Britain but they can be irregular in America.\nGB/US: dive - dived - dived fit - fitted - fitted"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f4074e73-408d-44a7-84b4-cc3227cec5cb
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": "GB/US: dive - dived - dived fit - fitted - fitted\nUS only: dive - dove - dived fit-fit-fit\nNOTE Fit is irregular in America only when it means 'be the right size'.\nGB: The suit fitted him very well.\nUS: The suit fit him very well.\nIt is always regular when it means 'make something the right size' or 'put something in the\nright place'.\nGB/US: The tailor fitted him with a new suit.\n12 The subjunctive\nWe can sometimes use the subjunctive in a that-clause, \u2022 242. In Britain the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2d53798a-443c-4326-a0b8-720ed2e02b6e
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": "subjunctive is rather formal. Americans use it more often.\nMainly GB: My parents prefer that my brother lives/should live at home.\nMainly US: My parents prefer that my brother live at home. 304 Differences with noun phrases\n1 Group nouns\nThe British can use a singular or a plural verb after a group noun. \u2022 156\nGB: The committee needs/need more time.\nHolland isn't/aren't going to win.\nThe Americans prefer a singular verb.\nUS: The committee needs/need more time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 545301fc-8f83-497f-b4f6-cdad2fc75d18
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": "US: The committee needs/need more time.\nAfter a name the Americans always use a singular verb.\nUS: Holland isn't going to win.\n2 Two nouns together\nWhen we use two nouns together, the first is not normally plural: a grocery store, a\nword processor, \u2022 147(4). There are some exceptions in Britain but Americans\nalmost always use a singular noun.\nGB: a careers adviser an antique/antiques dealer\nUS: a career counselor an antique dealer\n3 The with musical instruments"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 436ceb03-0405-4015-8993-cf7105bb028e
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": "3 The with musical instruments\nThe British use the with a musical instrument (play the piano), but Americans\nsometimes leave it out (play piano).\n4 The with hospital and university\nThe British talk about a patient in hospital and a student at (the) university, \u2022 168.\nAmericans say that someone is in the hospital or at the university.\n5 This and that on the telephone\nPeople in both countries say This is... to say who they are, but usage is different\nwhen they ask who the other person is."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 675182cf-48b3-4479-8c1b-2986ad3a5785
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 they ask who the other person is.\nGB: Who is that?\nMainly US: Who is this?\n6 The pronoun one\nAmericans do not often use one meaning 'people in general'; and they do not use\none's or oneself.\nGB: One must consider one's legal position.\nUS: You must consider your legal position.\nPeople must consider their legal position.\nPAGE 393 304 Differences with noun phrases 40 AMERICAN ENGLISH PAGE 394\n7 Numbers\nThe British use and between hundred and the rest of a number, but Americans can"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7e4c33f1-bf5e-4ef3-a34c-60d4cd2adae8
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": "leave it out.\nGB/US: two hundred and fifty\nUS only: two hundred fifty\n8 Dates\nThere are a number of different ways of saying and writing dates, \u2022 195(2).\nAmericans often say July fourth. In Britain the fourth of July and July the fourth are\nthe most usual.\n305 Differences with adjectives and adverbs\n1 Well, ill etc\nThe adjectives well, fine, ill and unwell referring to health usually come in\npredicative position. \u2022 200(2)\nGB/US: Our secretary is ill."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 817164ea-b560-4b62-a720-a30fcf9b70e0
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": "GB/US: Our secretary is ill.\nBut they can be attributive, especially in America.\nMainly US: an ill man\nNOTE\nSick and healthy can go in both positions. In Britain be sick means to vomit, to bring up food.\nGB: Trevor's daughter was sick all over the carpet.\n2 Adjectives and adverbs\nIn informal speech we can sometimes use an adjective form instead of an adverb.\nAmericans do this more than the British.\nGB/US: That was really nice of her.\nIt certainly is raining."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 79f92540-378d-4257-b250-49b698e4d795
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 certainly is raining.\nMainly US: That was real nice of her.\nIt sure is raining.\n3 Somewhere and someplace\nIn informal American English everyplace, someplace and noplace can be used as\nwell as everywhere, somewhere and nowhere.\nGB/US: Let's go out somewhere.\nUS only: Let's go out someplace.\n306 Differences with prepositions\n1 Out (of) and round/around\nThe British normally say look out of the window, although look out the window is"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4de17ac1-cd7f-4929-b713-8b2a0cf57f21
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": "possible in informal speech. Americans prefer look out the window. The British say\neither round the park or around the park. Americans prefer around the park. 307 Differences with conjunctions\n2 Except for and aside from\nWhere the British use except for, Americans can also use aside from.\nGB/US: I'm all right now, except for a headache.\nUS only: I'm all right now, aside from a headache.\n3 Through and till/until\nAmericans can use through for the time when something finishes."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 06583c3d-c535-4847-85ab-7b41d72b3bd6
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": "US: They will stay in New York (from January) through April.\nGB/US: They will stay in London (from January) till/until April.\nWith through April, the time includes the whole of April. With until April they may\nleave before the end of April. We can also express the meaning of through like this.\nGB/US: They will stay in London until the end of April.\nIn British English we can also use inclusive. This is rather formal.\nMainly GB: Monday to Friday inclusive\nUS only: Monday through Friday"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3c08ae4e-3e1e-4c7d-9c6d-1d194c491119
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": "US only: Monday through Friday\n4 Idiomatic uses\nGB US\nin Oxford Street\nat the weekend/at weekends\na player in the team\ntwenty (minutes) past ten\nten (minutes) to three\nwrite to someone\nvisit someone\ntalk to someone\nprotest about/against something\non Fifth Avenue\non the weekend/on weekends\na player on the team\ntwenty (minutes) past/after ten\nten (minutes) to/of three\nwrite someone/write to someone\nvisit someone/visit with someone\ntalk to/with someone\nprotest something"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 33edeffa-e64c-400d-8a82-977f77853f80
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": "talk to/with someone\nprotest something\nprotest about/against something\n5 Prepositions after different\nGB: Your room is different from/to ours.\nUS: Your room is different from/than ours.\n307 Differences with conjunctions\n1 Go/Come and...\nAmericans can leave out and from this pattern.\nGB/US: Go and take a look outside.\nMainly US: Go take a look outside.\nPAGE 395 2 In case and lest\nThe British use in case meaning 'because something might happen', \u2022 259(7).\nAmericans use so or lest. Lest is formal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d0c71cc9-6b64-4e19-b981-5cc01d1da5e5
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": "Americans use so or lest. Lest is formal.\nMainly GB: Go quietly in case anyone hears you.\nGB/US: Go quietly so no one can hear you.\nMainly US: Go quietly lest anyone hear you. (formal).\nIn America, in case often means 'if.\nUS: If you need/In case you need any help, let me know.\n3 Immediately\nAmericans do not use immediately as a conjunction.\nGB/US: As soon as I saw him, I recognized him.\nGB only: Immediately I saw him, I recognized him.\n308 American spelling"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6e87a55a-d407-4e15-bd73-bf945887d9ce
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": "308 American spelling\nSome words end in our in Britain but in or in America: color, labor, neighbor.\nSome words end in tre in Britain but in ter in America: center, liter.\nSome verbs can end either with ize or with ise in Britain but only with ize in\nAmerica: apologize, organize, realize.\nIn Britain there is doubling of l in an unstressed syllable; \u2022 293(3) Note. In some\nAmerican words there is no doubling: marvelous, signaled, councilor.\nHere are some words with different spellings."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 09fd8603-f3b4-4e5e-a991-bb7bb5dbb061
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 words with different spellings.\nGB US GB US\nanalyse analyze labelled labeled\napologize/apologise apologize labour labor\naxe axe/ax litre liter\nbehaviour behavior marvellous marvelous\ncatalogue catalog/catalogue metre (= 100 cm) meter\ncentre center neighbour neighbor\ncheque (money) check organize/organise organize\ncolour color plough plow\ncouncillor councilor practise (verb) practice (verb\ncounsellor counselor practice (noun) and noun)\ndefence defense/defence pyjamas pajamas"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c72038ba-477a-4fdc-8a1d-73887b79fda2
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": "defence defense/defence pyjamas pajamas\ndialogue dialog/dialogue realize/realise realize\nfavour favor signalled signaled\ngrey gray/grey skilful skillful\nhonour honor theatre theater\nhumour humor through through\njail/gaol jail thru (informal)\njeweller jeweler travelling traveling\nkerb (edge of curb tyre (on a wheel) tire\npavement)\n40 AMERICAN ENGLISH PAGE 396 PAGE 397\nGlossary\nabstract noun See concrete noun.\naction verb a verb that refers to something happening or changing, e.g. do, walk,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2fbf7ce1-aafc-4c1e-90dd-f296dab2c7c7
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": "buy, speak \u2022 62\nactive See passive.\nactive participle the ing-form of a verb used after be in the continuous (I was\nwatching) and in other patterns \u2022 134\nadding relative clause a clause with commas around it that adds extra\ninformation, e.g. Bernard, who was feeling unwell, left early. \u2022 274\nadjective a word like big, new, special, famous \u2022 197\nadjective phrase An adjective phrase is either an adjective on its own, e.g. sweet,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 934d0253-420c-4eac-92e7-c071c0786c8b
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": "tall, hopeful, or an adjective with an adverb of degree, e.g. very sweet, a lot taller,\nquite hopeful.\nadverb In the sentence The time passed slowly, the word slowly is an adverb.\nAdverbs are words like easily, there, sometimes, quite, possibly. They express\nideas such as how, when or where something happens, or how true\nsomething is.\nadverb phrase An adverb phrase is either an adverb on its own, e.g. carefully,\noften, probably, or an adverb which is modified by an adverb of degree, e.g. very"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 392d5279-4f36-4a8e-abf4-8c317897d2b8
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": "carefully, more often, quite probably.\nadverbial The adverb late, the phrase in a hurry and the clause because I was cold\nall function as adverbials in these sentences: The show started late. We did\neverything in a hurry. I put a coat on because I was cold.\nadverbial clause In the sentence I'll ring you when I get home, the clause when I\nget home functions as an adverbial. Compare I'll ring you later. \u2022 248\nagent The agent is the person, animal or thing doing the action. In an active"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 25ca5765-e456-4ca0-b7ab-202ca08d8be5
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 it is the subject: Max told me the news. In a passive sentence there is\nsometimes an agent after by: I was told the news by Max.\nagreement the choice of the correct verb form after a subject: My ear torts but My\nears hurt. \u2022150\napostrophe In the phrase Karen's friend there is an apostrophe between Karen\nand s.\napposition In the sentence The Chairman, Mr Byers, was absent, the two noun\nphrases are in apposition. \u2022 14"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2c064211-61b2-4766-8544-81a2e5e1994e
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": "phrases are in apposition. \u2022 14\narticle A/an is the indefinite article, and the is the definite article.\naspect A verb can have continuous aspect (is walking, was looking) or perfect\naspect (has walked, had looked), or both (have been waiting).\nattributive the position of an adjective before a noun, e.g. a cold day\nauxiliary verb a verb such as be, have, do, will, can which we use with an ordinary\nverb \u2022 60 (2)\nbare infinitive an infinitive without to, e.g. come, drive \u2022115"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3e3bb713-837a-4d0e-9748-242be50dc648
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": "base form the form of a verb without an ending, e.g. come, call, decide\nclassifying relative clause a relative clause that tells us what kind is meant, e.g. a\ncomputer that will correct my spelling \u2022 272 (3b)\nclause The sentence We stayed at home is a single clause. The sentence We stayed\nat home because it rained has two clauses. We stayed at home is the main clause, GLOSSARY PAGE 398\nand because it rained is the sub clause. A clause always has a verb (stayed,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9271d1bb-efa4-49cf-8e14-d26b3da26deb
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": "rained). The verb can be finite or non-finite. In the sentence We all wanted to go\nout, there is a finite clause with wanted and a non-finite clause with to go. See\nfinite.\ncomment adverb e.g. luckily, incredibly \u2022 215\ncomparative Comparative forms are older, more famous, more efficiently etc.\n\u2022 217\ncomplement a noun phrase or adjective phrase that comes after a linking verb\nsuch as be: You're the boss, Al looked unhappy, \u2022 9. These complements relate"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eab0327d-9b56-466a-80e3-861d7ba445fe
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": "to the subject; they are subject complements. See also object complement.\ncompound a word made up of other words, e.g. something (some + thing),\nwristwatch (wrist + watch)\nconcrete noun A concrete noun is a noun referring to something that we can see\nor touch, e.g. man, bottle, grass, shop. An abstract noun refers to an idea, quality\nor action, something we cannot see or touch, e.g. science, excitement, stupidity,\nroutine."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 25d2e115-038e-4d5a-a819-4ba50b6e144f
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": "routine.\nconditional clause a clause expressing a condition, e.g. If you need a ticket, I'll get\nyou one. \u2022 255\nconjunction A conjunction is a word like and, but, because, when, that, which\nlinks two clauses.\nconsonant See vowel.\ncontinuous a verb form with be and an active participle, e.g. The film is starting\nnow. \u2022 61(4)\ncontinuous infinitive e.g. to be doing, to be working\nco-ordinate clause a clause linked to another by and, but or or"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7c55eeb9-22e7-4853-90c0-5e28f4d4110f
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": "countable noun a noun that can be either singular or plural, e.g. bag(s), road(s),\nhour(s) \u2022 144\ndefinite article the word the\ndegree An adverb of degree is a word like very, rather, quite. \u2022 212\ndemonstrative This, that, these and those are demonstrative determiners or\npronouns. \u2022 175\ndeterminer a word that can come before a noun to form a noun phrase, e.g. a, the,\nthis, my \u2022 143(2a)\ndirect object See indirect object.\ndirect speech See indirect speech."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f50bebe5-e88c-4242-a363-edd7c5f57211
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": "direct speech See indirect speech.\necho question a form which requests the repetition of information, e.g. She's gone\nto Siberia. ~ Where has she gone? \u2022 35(1)\necho tag a short question form expressing interest, e.g. I play chess. ~ Oh, do you?\n\u2022 35(2)\nemphasis/emphatic/emphasize making a word or phrase more important,\ndrawing special attention to a word or phrase\nemphatic pronoun a pronoun such as myself or themselves, emphasizing a noun\nphrase, e.g. The Queen herself visited the scene. \u2022186"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7560f419-cb95-4b9e-8eee-b26fd49c8d5c
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": "empty subject In the sentence It was raining, it is an empty subject. It has no\nmeaning, but we use it because we need a subject.\nempty verb In expressions like have a wash, give a laugh, have and give are empty\nverbs. It is the nouns wash and laugh which express the action. \u2022 87\nend position at the end of a sentence\nexclamation a special pattern with how or what, e.g. What a time you've been! or\nany sentence spoken with emphasis and feeling, e.g. Quick! PAGE 399 GLOSSARY"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 120d5dda-8848-4bac-8425-976bf2da170e
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": "finite A finite verb is one like goes, waited, was causing, have seen, will be, can\ncarry. It either has a tense (present or past) or a modal verb. It can be the verb in\na simple one-clause sentence. A non-finite verb is an infinitive, gerund or\nparticiple, e.g. to go, waiting. A clause is a finite clause (she goes to college) or a\nnon-finite clause (going to college), depending on whether the verb is finite or\nnot. \u2022 59\nfocus adverbial e.g. only, even, especially \u2022 213"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 38885302-ae8f-4e80-8090-c6ad02bb1b3c
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": "focus adverbial e.g. only, even, especially \u2022 213\nformal We speak in a more formal style to strangers than we do to our friends. We\nuse formal language to be polite, or on official occasions. A business letter is\nmore formal than a letter to a friend. I am afraid I have no information is more\nformal than Sorry, I don't know.\nfrequency An adverbial of frequency tells us how often, e.g. always, twice a week\n\u2022 211\nfront position at the beginning of a sentence\nfull form See short form."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7ffb9b1a-7950-46a7-acac-fcf36fb1f8d1
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": "full form See short form.\nfuture continuous a form with will + be + active participle: I will be playing golf\nall afternoon. \u2022 75\nfuture perfect a form with will + have + past participle: We will have saved enough\nmoney soon. \u2022 79\ngender The words waiter (male/masculine) and waitress (female/feminine) are\ndifferent in gender.\ngerund the ing-form of a verb used like a noun, e.g. Sailing is fun. I've given up\nsmoking.\ngerund clause a clause with a gerund as its verb, e.g. Running a business isn't"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d170f1b8-4290-449b-bea6-1109173612d4
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": "easy. I like sitting outside.\ngroup noun (or collective noun) a noun referring to a group, e.g. team, gang,\nclass, audience \u2022 156\nidentifying relative clause (or defining relative clause) a relative clause that tells\nus which one is meant, e.g. the man who lives next door \u2022 272(3a)\nidiom/idiomatic a group of words with a meaning which is different from the\nmeanings of the individual words, e.g. come off (- succeed), make up your\nmind (= decide)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e39c8e35-9eec-4ee5-8064-8fe097820886
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": "mind (= decide)\nimperative the base form of the verb used to give orders, express good wishes etc:\nWait there. Have a good time. \u2022 19\nindefinite article a or an\nindirect object In the sentence They gave the children presents, the noun phrase\npresents is the direct object, and the noun phrase the children is the indirect\nobject. The indirect object often expresses the person receiving something. \u2022 10\nindirect question How much is this picture? is a direct question. In an indirect"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c1b76038-d9cb-4882-9ae4-524f0880a745
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": "question, we put the question in a sub clause: Could you tell me how much this\npicture is?\nindirect speech Direct speech is reporting someone's words by repeating them: 'I\nknow the answer,' Karen said. Indirect speech is giving the meaning in our own\nwords: Karen said she knew the answer. \u2022 263\ninfinitive The infinitive is the base form of the verb, e.g. They let us stay the night.\nWe often use it with to, e.g. They invited us to stay the night. \u2022 115"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8a32661e-e5e5-4496-8c21-acba26a6c302
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": "infinitive clause a clause with an infinitive as its verb, e.g. He decided to open the\nbox. You'll need to work hard.\ninformal We use an informal style in everyday conversation and when we write to\na friend. See also formal. GLOSSARY PAGE 400\ning-form the form of a verb with ing added, e.g. making, flying, used as gerund or\nactive participle.\nintonation the rise and fall of the voice \u2022 54\nintransitive verb a verb that cannot take an object, although it may have a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c086e315-ac08-4924-bcea-b062276d130c
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": "prepositional phrase after it, e.g. Something happened. You must listen to me.\n\u2022 8\ninvert/inversion Inversion means changing the order. In the question Has the\nplay started? there is inversion of subject and auxiliary verb (The play has\nstarted.).\nirregular See regular.\nlinking adverb e.g. also, however, finally \u2022 216\nlinking verb a verb like be, seem, become, look, feel that can take a complement\n\u2022 9\nliterary A literary style is a formal style typical of literature, of writing."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 31ead680-43e0-417a-936d-d0895f6c0ed9
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": "main clause A sentence has one or more main clauses, e.g. It rained or It rained\nand I got wet. A main clause can have a sub clause, e.g. I woke up when the alarm\nwent off. Here I woke up is the main clause, and when the alarm went off is a sub\nclause. A main clause can stand on its own, but a sub clause is part of the main\nclause. \u2022239(2)\nmain verb the finite verb in a main clause, e.g. I like classical music. Hearing a\nknock, he jumped up. Your friend will expect us to be ready."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1df7e586-0c06-46d3-9156-8af1828f4648
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": "manner An adverbial of manner tells us how something happens, e.g. sadly, in a\nhurry. \u2022 209\nmid position in the middle of the sentence, after an auxiliary verb but before an\nordinary verb, e.g. I was just writing a note. For details \u2022 208(4).\nmodal (auxiliary) verb The modal verbs are will, would, shall, should, can, could,\nmay, might, must, need, ought to, dare.\nmodifier/modify In the phrase a narrow street, the adjective narrow is a modifier."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ddf85e25-fff5-4992-a91e-5bfede5aa1ea
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 modifies the noun street. It changes our idea of the street by giving more\ninformation about it. Other kinds of words can modify: I've got a tennis ball. We\nstopped suddenly.\nnationality word e.g. English, French, Japanese, Mexican \u2022 288\nnegative A negative sentence has n't or not or a negative word such as never,\nnothing. \u2022 17\nnominalization expressing the meaning of a clause (e.g. They are enthusiastic) in\na noun phrase (Their enthusiasm is obvious.) \u2022 149\nnon-finite See finite."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 51a5a32c-a2e0-48d8-9d5f-3a1865f85c4e
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": "non-finite See finite.\nnoun a word like desk, team, apple, information \u2022141\nnoun clause In the sentence I knew that England had won, the noun clause that\nEngland had won functions as the object. Compare I knew the result. \u2022 260\nnoun phrase a noun or pronoun on its own, e.g. butter, Helen, you, or a group of\nwords that can function as a subject, object or complement, e.g. a shop, my bag,\na lot of spare time \u2022 143\nobject In the sentence He was wearing a sweater, the noun phrase a sweater is the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b3f3343d-305f-405f-9629-5f04ce78b55b
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": "object. The object usually comes after the verb. See also indirect object,\nprepositional object.\nobject complement a complement that relates to the object of the sentence, e.g.\nThe quarrel made Al unhappy. They voted her their leader. \u2022 11\nordinary verb a verb such as write, stay, invite, sell, not an auxiliary verb PAGE 401 GLOSSARY\npair noun a plural noun like jeans, pyjamas, glasses \u2022 155\nparticiple See active participle, past participle, passive participle."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e8ee872b-defc-4204-9b18-26e3ad1088cc
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": "participle clause a clause with a participle as its verb, e.g. Arriving home, I found\na parcel on the doorstep. We saw a ship launched by the Queen.\npassive The sentence Someone stole my coat is active, but My coat was stolen is\npassive. A passive verb has be and a passive participle: was stolen. \u2022 103\npassive gerund e.g. No one likes being made to look foolish.\npassive infinitive e.g. to be done, to be expected\npassive participle the form of a verb used after be in the passive, e.g. The room"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a321ff1e-a617-4c9b-b756-083a28141d38
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": "was cleaned, and used before a noun, e.g. We don't eat frozen food.\npast continuous a form with the past of be and an active participle: It was raining\nat the time. \u2022 66\npast participle the form of a verb used after have in the perfect, e.g. They have\narrived. How long has he known?\npast perfect a form with had and a past participle, e.g. / had answered the letter\nthe week before. \u2022 68\npast perfect continuous a form with had been and an active participle: I saw that\nit had been raining. \u2022 68"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: af31cba3-6a8f-4cc1-8388-71d05f3eb82d
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 had been raining. \u2022 68\npast simple the past tense without an auxiliary, e.g. it stopped, they left \u2022 65\nperfect a verb form with have and a past participle, e.g. The film has started.\n\u2022 61(3)\nperfect gerund e.g. He denied having taken the money.\nperfect infinitive e.g. to have done, to have waited\nperfect participle e.g. Having paid the bill, we left.\nperformative verb When we say I agree to express agreement, we are using a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d47bd14b-098f-4781-91b6-1139502bd4b9
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": "performative verb, one which expresses the action it performs. Others are\npromise, apologize, suggest, refuse. \u2022 16(3)\nperson First person relates to the speaker (7, we). Second person relates to the\nperson spoken to (you). Third person relates to other people and things (he, she,\nit, they).\npersonal pronoun e.g. /, you, he, we \u2022 184\nphrasal verb a verb + adverb combination, e.g. get up, look out, turn off\nphrase a word or group of words that is part of a clause, e.g. your friend (a noun"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8e180e70-fd9b-4db7-8bcf-4f28f2904ffd
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": "phrase), was asking (a verb phrase) \u2022 4\nplural A plural form means more than one. Tree is singular; trees is plural.\npositive I'm ready is positive; I'm not ready is negative.\npossessive a form expressing the idea of something belonging to someone, or a\nsimilar relationship, e.g. my chair, theirs, whose sister, Diana's job\npossessive determiner my, your, his, our etc \u2022 174\npossessive pronoun mine, yours, his, ours etc \u2022 174"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 58ae6e33-d055-4bf1-88ab-0a29b6df4d65
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": "predicative the position of an adjective after a linking verb such as be, e.g. The day\nwas cold.\nprefix Minibus has the prefix mini. Unhappy has the prefix un. \u2022 284\npreposition a word like on, by, to, with \u2022 223\nprepositional object In the sentence We sat on the floor, the noun phrase the floor\nis a prepositional object, the object of the preposition on.\nprepositional phrase a preposition + noun phrase, e.g. on my way, in the garden,\nto you, or a preposition + adverb, e.g. before then."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 889b6b9b-ae0f-4cef-9a1f-ef9a19aaae35
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": "prepositional verb a verb + preposition combination, e.g. look at, pay for,\nbelieve in\npresent continuous a form with the present of be and an active participle, e.g. we\nare waiting \u2022 64 GLOSSARY PAGE 402\npresent perfect a form with the present of have and a past participle, e.g. it has\narrived, we have begun \u2022 65\npresent perfect continuous a form with the present of have + been + active\nparticiple: she has been working all day \u2022 67"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 03597d2b-13a8-429c-866e-19a3be66b2c3
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": "participle: she has been working all day \u2022 67\npresent simple the present tense without an auxiliary, e.g. we know, she travels\n\u2022 64\npronoun A pronoun is a word that functions like a noun phrase, e.g. you, he,\nourselves, someone. \u2022 183\nquantifier a word saying how many or how much, e.g. all, some, half, a lot of,\nenough\nquestion a sentence which asks for information \u2022 21\nquestion phrase a phrase with what or how, e.g. what time, how long \u2022 28"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 73b5533e-5516-4be0-b894-2b1280bf5bf1
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": "question tag a short question added to the end of a statement, e.g. That was nice,\nwasn't it? \u2022 34\nquestion word These words can be used as question words: who, whom, what,\nwhich, whose, where, when, why, how. \u2022 27\nreflexive pronoun a pronoun such as myself or themselves referring to the subject,\ne.g. David blamed himself for the accident. \u2022 186\nregular A regular form is the same as most others; it follows the normal pattern."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 83ac3d98-02c1-4090-97f1-9af1f2bcc0d4
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 verb call has a regular past tense called. But the verb sing has an irregular\npast tense sang.\nrelative adverb where, when and why in a relative clause, e.g. the hotel where we\nstayed \u2022 279\nrelative clause a clause that modifies a noun, e.g. the woman who called\nyesterday, the car you were driving, people going home from work \u2022 271\nrelative pronoun a word like who, which, that in a relative clause, e.g. the person\nwho started the argument"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 943ad212-2506-4440-9236-eac2dc4b9856
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 started the argument\ns-form the form of a verb with s or es added, e.g. The weather looks good.\nsentence A sentence can be a statement, question, imperative or exclamation;\n\u2022 15. It consists of one or more clauses. A written sentence begins with a capital\nletter and ends with a full stop (.) or question mark (?) or exclamation mark (!).\nsequence of tenses the use of the same tense in the main clause and sub clause,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b8dc0d06-e79e-4e5c-9fa5-e62c4b8f46bd
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": "e.g. I'm going to Greece because I like it there. (both present), I realized I had\ngiven the wrong answer. (both past)\nshort answer a subject + auxiliary used to answer a question, e.g. Who's winning?\n~ You are. \u2022 29(4) See also yes/no short answer.\nshort form Some words can be written in a full form or a short form, e.g. have or\n've. In the short form we use an apostrophe in place of part of the word. \u2022 55(2)\nsimple tenses the present simple or past simple tense without an auxiliary, e.g. it"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e7a066c8-7bbc-4c06-9752-66417ef2e0fa
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": "opens, it opened\nsingular A singular form refers to one thing only. Car is singular; cars is plural.\nstate verb a verb that refers to something staying the same, not an action, e.g. be,\nbelong, remain, know \u2022 62\nstatement a sentence which gives information, not a question or request \u2022 16\nstress speaking a word or syllable with more force and so making it sound more\nimportant\nstrong form See weak form.\nsibilant the sounds and sub clause See main clause."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7421fc0f-a32f-47e2-9d4c-75c7a25dca37
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": "subject In the sentence The ship sails in an hour, the noun phrase the ship is the\nsubject. In a statement the subject comes before the verb.\nsubject complement See complement.\nsubjunctive The subjunctive is the base form of a verb. We can use it in rather\nformal English in some contexts, e.g. I propose that the money be made available.\n\u2022 242\nsuffix The adverb calmly has a suffix ly. The noun movement has a suffix ment.\n\u2022 285"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9e56be2b-d6f3-4ac3-9ef9-413ee3007edf
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": "\u2022 285\nsuperlative Superlative forms are oldest, most famous, most sharply etc. \u2022 217\nsyllable The word important has three syllables: important.\ntag See question tag.\ntag question a sentence with a question tag, e.g. We've got time, haven't we?\ntense a form of the verb which shows whether we are talking about the present\n(I refuse, he knows, we are) or the past (I refused, he knew, we were) \u202261(1)\nto-infinitive a verb form like to go, to answer, to sleep \u2022 115"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7d2a5ec6-8766-4c74-bf7a-a65a804e09d3
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": "to-infinitive clause See infinitive clause.\ntransitive verb a verb that takes an object, e.g. We enjoyed the meal. The postman\nbrings the letters. \u2022 8\ntruth adverb e.g. definitely, possibly, maybe \u2022 214\nuncountable noun a noun that cannot have a/an in front of it and has no plural\nform, e.g. gold, petrol, music, \u2022 144. An uncountable noun takes a singular verb.\nverb In the sentence The parcel arrived yesterday, the word arrived is a verb. Verbs\nare words like play, walk, look, have, discover."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0549b9d0-b4d0-472a-9eee-8b07b0b001c0
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 words like play, walk, look, have, discover.\nverb of perception e.g. see, hear, feel, smell\nverb of reporting a verb used to report what someone says or thinks, e.g. say, tell,\nanswer, promise, think \u2022 265\nverb phrase a verb or a group of words that functions as a verb, e.g. opens, went, is\ncoming, had waited, can swim, must have seen \u2022 57\nviewpoint adverbial e.g. economically, weather-wise \u2022 213(3)\nvowel The letters a, e, i, o and u are vowels. The other letters, e.g. b, c, d,f, are"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7f32df51-e039-40ac-baa5-6cf4b7092d04
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": "consonants.\nweak form Some words can be spoken in a strong form or a weak form. For\nexample, the word can has a strong form and a weak form .\u202255(1)\nwh-question a question that begins with a question word, e.g. who, what, where\n\u2022 24\nword class a type of word such as a noun, adjective or preposition \u2022 3\nyes/no question a question that can be answered yes or no, e.g. Are you ready?~\nYes, I am. Did anyone call? ~ No. \u2022 24\nyes/no short answer an answer such as Yes, it is. or No, they didn't. \u2022 29(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a8ab7786-405e-40db-a6f4-0dda53f5f362
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": "PAGE 403 GLOSSARY\nvoiced/voiceless These consonant sounds are voiceless:\n. These consonant sounds are voiced:\n. All vowel sounds are voiced. Index\nPAGE 404\nThe numbers refer to sections, not\npages. For example, 158 means section\n158, and 221(3c) means part 3c of\nsection 221. Numbers in bold type\nmean a direct treatment of or main\nreference to a topic.\na/an\nsummary 158\nas + adjective + a 221 (3c)\nalone hundred 191(1) Note b\nleaving out 42(3), 45(2), 45(4)\nmany a 177(3b)\n50 miles an hour 172"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 78a702c0-fcf2-49cd-8f4d-4cda25993de7
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": "many a 177(3b)\n50 miles an hour 172\nwith possessive 174(5)\nquite a, such a 212(4)\na bit (adverb) 212(1a) Note e, f, 212(7c)\n+ comparative 212(2)\na bit more/less 212(8f)\na bit of 177(2a)\na bit of a 212(4) Note b\n+ gerund 133(1), 138 (2c)\nquite a bit of 212(8c)\na few 177(2), 178(7a)\nquite a few 2l2(8c)\na great many 177(1b) Note c\na little\nadverb 212(1a) Note f, 212(7c)\n+ comparative 212(2, 8f)\n+ gerund 133(1)\nquantifier 177(2), 178(7a)\na lot\n+ comparative 212(2, 8f), 221 (8)\ndegree 212(7c)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6c2fee7b-05a7-4e29-8ef1-ef5c9003fb52
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": "+ comparative 212(2, 8f), 221 (8)\ndegree 212(7c)\nfrequency 211(2)\na lot of 177(1), 178(7)\nagreement 153(2)\n+ gerund 133(1), 138(2c)\nquite a lot of 212(8b)\nabbreviated clause\nwith adjective 199(5)\nleaving out words 36\npatterns with participles 134\nparticiple relative clauses 276\nwith so/not 43\nspecial styles 45\nabbreviations\nwith a/an 159(2)\ncapital letters 56(6h)\nplural 145(1d)\nability 98\nability\nability at/in 237(2j)\n+ to-infinitive 124(1a)\nable ending 285(5i)\nable\ncomparison 218(4b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1ede42fb-5b15-42f6-a981-0b8d3d723850
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": "able ending 285(5i)\nable\ncomparison 218(4b)\nable to 98(2,3)\nabout 228(1)\nafter adjective 236(2)\n= approximately 191(4)\nand around 225(1) Note d\n+ gerund 132(2, 3)\nafter noun 237(2i)\nafter say/tell 266(1) Note c\nafter verb 233(3), 234(5)\nabout to 78(1a),80(3)\nabove 225(1), 225(3b), 226(2a)\nabsent from 236(4)\nabsolutely 212(1a) Note a, 212(7a)\nabsolutely no 17(6b)\nabstract noun\ncountable/uncountable 144(1b)\nlinking with previous text 48(3)\n+ of 133(2b)\nsuffixes 285(2)\nwithout the 165\nabsurd"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eca61445-9bad-4ad9-a71f-fa7886af68cd
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": "suffixes 285(2)\nwithout the 165\nabsurd\nquite absurd 212(5c)\nthe absurd 204(2a)\naccept\n+ noun clause 262(1c)\nperformative 16(3)\nverb of reporting 265(2)\naccommodation: uncountable 144(4b)\naccompany + object 233(4)\naccording to 228(1)\naccusative: see object pronoun\naccuse... of 234(2)\n+ gerund 132(2)\naccustomed to 236(4)\n+ gerund 132(6)\nache: simple/continuous 62(6)\nacross 225(1)\nand through, along 226(4)\nact and action 87(2)\naction verb 62\nand linking verb 209(1b)\nactive and passive\nsummary 103"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a37c0ca7-ee12-48f8-bd97-a494fc5d5f9d
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": "active and passive\nsummary 103\noverview of forms 114\nactive with passive meaning 113\nactive participle 134, 135(2)\nbefore noun 137, 283(2) Note\nafter passive verb 110(2)\nin relative clause 276(1)\nspelling 64(1) Note a\nadd\n+ noun clause 262(1c)\nverb of reporting 265(2)\nadding relative clause 274\nand identifying clause 272 (4a, 5)\nadditions (e.g. So do I) 43\nadjectival clause: see relative clause PAGE 405 INDEX\nadjective\nsummary 197\nand adverb 87(4), 149(2), 209(1), 305(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a4987174-5697-4441-882d-049e7053a8e5
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 adverb 87(4), 149(2), 209(1), 305(2)\nsame form as adverb 207(3)\nwith adverb of degree 212\ncomparison 218\nin complex noun phrase 147(7b)\nin compound noun 283(1) Note\nformed from other words 285(5)\n+ gerund 133(1) Note a\nin ly 207 (2)\nafter linking verb 9(1)\nnationality word 288(1a)\n+ noun clause 262(6)\nafter number + noun 283(5)\n+ preposition 236\n+ preposition + gerund 132(4)\nafter someone etc 189(4)\n+ to-infinitive 123\nafter verb + object 11(1)\nadjective phrase 4(3), 199(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 67caa379-7c77-46a4-b166-f924aa6ff25b
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": "adjective phrase 4(3), 199(1)\nafter noun 148(2)\nadjunct: see adverb, adverbial\nadmire\naction/state 62(3)\nadmire for 234(2)\nadmit\n+ gerund 121(1)\npassive pattern 109(1)\nperformative 16(3)\nverb of reporting 265(2), 270(2d, 2g)\nadmit to 233(2)\nadmit to + gerund 132(2, 6)\nadore: state verb 62(1)\nadvantage\nadvantage for with to-infinitive 126(4)\nadvantage in/of 132(7), 237(2a)\nadverb\nsummary 205\nand adjective 87(4), 149(2), 209(1), 305(2)\nafter be 232(4)\ncomparison 219\nwith an infinitive 117(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 072b6816-aeb8-4e49-9a21-fed691fe608b
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": "comparison 219\nwith an infinitive 117(1)\n+ participle 137(2)\nin phrasal verb 231\nafter preposition 224(1)\nspelling 207(1) Note\ncompound in where 189(1c)\nadverb clause: see adverbial clause\nadverb of degree 212\n+ comparative 212(8f), 221(8)\n+ preposition 224(3)\nadverb of frequency 211\nin front position 49(1c)\nadverb of manner 209\nin front position 49(1c)\nadverb particle: see phrasal verb\nadverb phrase 4(4), 206(1)\nafter noun 148(2)\nadverbial 5, 205\nextra adverbial 12\nin front position 49(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bdde6a82-3f54-4d93-a94b-68ccdd12e6fa
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": "extra adverbial 12\nin front position 49(1)\nand inversion 17(6c)\nafter linking verb 9(2)\npunctuation 56(3a)\nafter verb + object 11 (2)\nadverbial clause 248\nadverbial of place 210\nin front position 49(1c)\nand inversion 49(3)\nafter a superlative 221(7)\nadverbial of time 210\nand articles 169\nin front position 49(1b)\nin indirect speech 267\nwith present perfect/past simple 65(5)\nafter a superlative 221(7)\nadverbial phrase: see adverbial\nadvice\nconditional 256(2)\nI'd advise 16(3)\nimperative 19(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8a45b4d7-122a-4c59-a03f-f46a12edd255
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'd advise 16(3)\nimperative 19(3)\nshall I/we 71(7)\nshould, ought to 93\nadvice: uncountable 144(4b)\nadvisable\n+ subjunctive 242(1)\n+ to-infinitive 123(1)\nadvise\n+ gerund/to-infinitive 121(1) Note f\n+ noun clause 262(lc, 1d)\n+ passive clause 112(2c) Note\n+ object + to-infinitive 122(2a), 270(2c)\nperformative 16(3)\nverb of reporting 265(2), 270(2c), 270(2h)\nadvise you what to do 125(2)\naffix (prefix, suffix) 284, 285\nafford\nnot reflexive 186(2d)\n+ to-infinitive 121(1)\nafraid\ncomparison 218(4b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ab0eb073-0291-4729-92a0-1c2da02de7be
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": "+ to-infinitive 121(1)\nafraid\ncomparison 218(4b)\n+ noun clause 262(6a)\nafraid of 236(2)\nafraid of+ gerund 132(5b) Note e\nposition 200(2)\nafraid so/not 43(3)\n+ to-infinitive 123(5), 132(5b) Note e\nafter\nand afterwards 210(5)\nconjunction 250(1,2)\n+ gerund 132(8a)\nin indirect speech 267(2)\norder 226(7b)\n+ present 77\nafter that 65(3a), 210(5)\nafter all 216(2)\nagainst 225(1), 228(1)\n+ gerund 132 (8a)\nagent in the passive 104(3)\nwith verb of reporting 109(4)\nwith to-infinitive 113(2b)\nago 227(5c)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b7775409-7ed8-4615-b110-810246c41471
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 to-infinitive 113(2b)\nago 227(5c)\nin indirect speech 267(2)\nwith past 65(3a) Note b\nagree\nwithout be 84(5) Note b\n+ noun clause 262(1c)\n+ passive clause 112(2a) Note\npassive patterns 109\nperformative 16(3)\nverb of reporting 265(2), 270(2b, 2g) INDEX\nagree to/with 233(2) Note a\n+ to-infinitive 121(1), 132(5b) Note a\nagree with + gerund 132(2), 132(5b) Note a\nagreeing\nI agree 16(3)\necho tag 35(2) Note c\nshort answer 29(2f), 43(4)\nagreement + to-infinitive 124(1a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5605c6b5-0189-4a92-a525-5745ecbbf0d7
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": "agreement + to-infinitive 124(1a)\nagreement of subject and verb 150\naid: uncountable 144(4b)\naim\naim at 234(2)\naim at+ gerund 132(2, 5a)\naim of/in + gerund 132(7)\n+ to-infinitive 121(1), 132(5a)\nain't 55(2b)Note c\naircraft: plural 297\nalarmed, alarming 203\nalarmed at/by 236(2)\nalike: position 200(2)\nalive: position 200(2)\nall 178\nagreement 153(3)\nalmost/nearly all 212 (8d)\nall of which 274(4)\npronoun 181(1) Note b\nall the same 246(2)\nallege: passive patterns 109\nallow\npassive 108(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 46402f7c-8dfc-47ae-b2f6-5235af8f62d8
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": "allege: passive patterns 109\nallow\npassive 108(3)\n+ object + to-infinitive 122(2b) Note a,\n127(3a) Note\n+ to-infinitive/gerund 121(1) Note f\nallowed to 94(3)\nalmost 212(7a, 8d)\nalone\nposition 200(2)\nquite alone 212(5c)\nalong 225(l), 226(4)\nalong with 244(3)\nalready 210(2c)\nwith past and perfect 65(5a), 303(6)\nalso 244(1)\nand even 213(1) Note\nalter: with/without object 8(3)\nalternative questions 31\nalternative to 237(2c)\nalternatively 245(1) Note a\nalthough 246(3)\n+ adjective 199(5c)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7dc99213-3d44-46ae-8d1c-503786ce96f0
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": "although 246(3)\n+ adjective 199(5c)\n+ participle 139(3)\nalways 211(1,2)\nwith continuous 64(2d), 66(2) Note c\nam 84(2)\nshort form 55(2b)\nweak form 55(1b)\nam (time of day) 195(1) Note a, Note c\namazed\namazed at/by 236(2)\namazed at + gerund 132(4, 5a)\nquite amazed 212(5c)\n+ to-infinitive 132(5a)\nnot with very 212(1a) Note a\namazement at 132(7)\namazing\nquite amazing 212 (5c)\nnot with very 212(1a) Note a\nambition + to-infinitive 124(1a)\nAmerican English 302\nAmerican spelling 308\namong 225(1, 3b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: be8ea5dc-1a7a-4851-acd9-b0502eaeca38
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": "American spelling 308\namong 225(1, 3b)\nand between 226(8)\namount\nagreement 153(2) Note b\namount of 177(4)\namount to 233(2)\namused 203\ncomparison 218(4b)\n+ noun clause 262 (6a)\n+ to-infinitive 123(5)\namusing 203\n+ to-infinitive 123(1)\nan 159\nsee also a/an\nanalysis: irregular plural 298(5)\nand\nwith adjectives 202(2, 3)\nagreement 152(1), 152(4)\nconditional 259(6c)\ntaller and taller 221(1)\nlinking clauses 239(1), 244\nlinking words and phrases 13\nin numbers 304(7)\nwith pronoun 184(1c)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 435874bd-4973-4458-b612-52d6143b3484
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": "in numbers 304(7)\nwith pronoun 184(1c)\npunctuation 56(2)\nweak form 55(1)\nanger\nanger about/at + gerund 132(7)\nanger at 237(1) Note a\nangry\nangry about/at + gerund 132(4,5a)\nangry about/at/with 236(2) Note b\n+ to-infinitive 123(5), 132(5a)\nanimal as he/she 184(3b) Note a\nannounce\n+ noun clause 262(1c, 1d)\n+ object + to-infinitive 122(2c)\npassive pattern 109(1)\nannoyance about/at + gerund 132(7)\nannoyed 203\nannoyed about/at + gerund 132 (4, 5a)\ncomparison 218(4b)\n+ noun clause 262 (6a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ba50f62b-c27b-450f-bab9-d180725cf42f
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": "comparison 218(4b)\n+ noun clause 262 (6a)\n+ preposition 236(2) Note b\n+ to-infinitive 123(5), 132(5a)\nannoying 203\nanother 180(2)\n+ number 180(3b)\nanother one 181(1) Note c\nanswer\n+ noun clause 262(1c)\nwith/without object 8(2), 233(4)\nverb of reporting 265(2)\nanswer to 237(2f)\nverb and noun 287(1)\nanswering questions 29\nanticipate\n+ gerund 121(1)\n+ noun clause 262(1c) PAGE 407 INDEX\nanticipatory it 50(5)\nanxiety\nanxiety about + gerund 132(7)\nwith to-infinitive 124(1a), 126(4)\nanxious"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d04b399a-1157-4722-bd01-b1bbb9e172e6
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 to-infinitive 124(1a), 126(4)\nanxious\nanxious about/for 236(2) Note d\nanxious about +gerund 132(5b) Note f\n+ noun clause 262 (6a)\n+ subjunctive 242(1)\nwith to-infinitive 123(5), 126(2),\n132(5b)Note f\nany 179\nagreement 153(5)\n+ comparative 212(8f)\nin compounds (anyone etc) 179(1f),\n189(2)\nspecial use 179(4), 179(5c) Note\nafter without 228(2) Note\nany longer 210 (3b)\nany more\nadverb 210(3a)\nquantifier 180(2c)\nanyone/body 189(2)\nanything 179(1f), 189(2)\nanyway216(2)\nanywhere 179(1f), 189(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 68387e52-0703-4cb8-be96-5eeedfc59d5f
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": "anyway216(2)\nanywhere 179(1f), 189(2)\napart from 228(7)\napologize\napologize for 233(2)\napologize for + gerund 132(2)\nperformative 16(3)\nverb of reporting 265(2), 270 (2a, 2e)\nspelling 308\napology\napology for + gerund 132(7), 237(1) Note b\napology to 237(1) Note b\napostrophe\nleaving out 146(6) Note\nplural ending 145(1d)\npossessive form 146(1)\nin short forms 55(2)\nappalled, appalling\nwith quite 212(5c)\nnot with very 212(1a) Note a\nappear\naction/state 62(3)\nit appears 50(5c)\nlinking verb 9(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3b21f21b-84db-492c-aa7c-785540a69da9
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 appears 50(5c)\nlinking verb 9(1)\nappear so/not 43(3)\nthere appeared 50(4)\n+ to-infinitive 120(2)\nappetite for 237(2g)\napplause: uncountable 144(4b)\napplication for 237(2g)\napply for 233(2)\nwith to-infinitive 126(1)\nappoint: clause pattern 11(1)\napposition 14\nagreement 152(4) Note\nno article 167(6)\nappreciate + gerund 121(1)\napproach\n+ object 233(4)\nnot reflexive 186(2d)\napprove (of) 233(1) Note b\n+ gerund 132(2)\napproximately 191(4)\nArabic 288(2a) Note b\nare 84(2), 151(1)\nshort form 55 (2b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a5c57de3-9e32-4114-b589-0e62456e494c
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 84(2), 151(1)\nshort form 55 (2b)\nweak form 55(1b)\naren't I?\nin question 30 (2a) Note\nquestion tag 34(1) Note b\nargue\nand have an argument 87 (2,4)\n+ noun clause 262 (1c)\nverb of reporting 265 (2)\nargument\nhave an argument 87(2, 4)\nspelling 292(4) Note\narise: there arose 50(4)\narms 154(1b)\narmy: group noun 156(4)\naround 225(1), 306(1)\n+ number 191(4)\narrange\narrange for 126(1)\n+ noun clause 262(1c)\nwith to-infinitive 78(3), 121(1), 126(1)\narrangement with to-infinitive 124(2a),\n126(4)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2ead9718-3ac0-4b0d-b35d-18a81798d6a2
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": "arrangement with to-infinitive 124(2a),\n126(4)\narrangements\nbe to 76(1)\nfuture continuous 75(2)\npast 80(1), 80(3) Note a\npresent continuous 73(1), 74(2)\narrest... for 234 (2)\narrive\narrive at/in 233(2)\nthere arrived 50(4)\narticles 158\nsee also a/an, the\nas\nwith a/an 212(4)\n+ adjective 199(5b), 221(3)\nas far/long 210(4b)\nconjunction (manner) 253(2)\nconjunction (reason) 251(1)\nconjunction (time) 250\n+ gerund 132(1b)\nand like (conjunction) 253(2) Note a\nand like (preposition) 228(6)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d3a6f324-d957-4b25-909a-76f6179c956f
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 like (preposition) 228(6)\n+ participle 139(3) Note a\n+ present 77(1)\n+ pronoun 221(5)\nrole (as Chairman) 167(5)\npattern with as/though 246(3) Note\nweak form 55(1b)\nas a result 247(2)\nas a result of + gerund 132(8a)\nas far as... concerned 213(3)\nas for 184(1e) Note a, 228(1)\nas if/as though 241 (3a), 242(3), 253(2)\nas long as 259 (4)\nas soon as 250(1), 250(5)\n+ present 77\nas though: see as if/as though\nas well (as) 244\nagreement 152(4)\n+ gerund 132 (8a) INDEX\nashamed\ncomparison 218(4b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 33458d2b-0409-46e9-92b5-ce3d5c5ae092
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": "ashamed\ncomparison 218(4b)\nashamed of 236(2)\nashamed of + gerund 132 (5b) Note g\nposition 200(2)\n+ to-infinitive 123(5), 132(5b) Note g\naside from 306(2)\nask\nask about 233(3a) Note a, 262(5) Note\nask for 233(1) Note a, 233(3a) Note a,\n234(2)\nask for with to-infinitive 126(1)\n+ noun clause 262(1c)\nwith/without object 8(2)\npassive pattern 108(3)\n+ preposition 233(3a) Note a\nverb of reporting 266\nreporting orders 270(1)\n+ subjunctive 242(1)\n+ to-infinitive 121(1)\nask what to do 125(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 653e967b-69f8-4906-b4d9-04a5f56c25d8
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": "+ to-infinitive 121(1)\nask what to do 125(3)\nasking for information\nindirect question 33\nintonation 54 (2b)\nnegative question 30(1d)\nquestion 22\nquestion tag 34(3)\nstatement 16(2)\nasking permission 94(2)\nasleep: position 200(2)\naspects 61 (3,4)\noverview 69,114(1)\npassive 105(1), 114(1)\nassistance: uncountable 144(4b)\nassociation: group noun 156(4)\nassume\nassume so/not 43(3)\n+ noun clause 262 (1c)\n+ object + to-infinitive 122(2c)\npassive patterns 109\nassure with noun clause 265(2,3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1120fdd5-cca8-4924-b1ef-e0d3e4aeeae4
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": "assure with noun clause 265(2,3)\nastonished at/by 236(2)\nat\nafter adjective 236\nand in, on (place) 226(1)\nand in, on (time) 227(1)\nlaugh/shout at 233(3c) Note b, c\nplace 225(1,2b)\ntime 227 (1a)\nweak form 55(1b)\nat all 17(6b), 212(1a) Note g\nat least 191(4)\nat/in the end 229(2b)\nathletics 154(2)\nattack\nattack on 237(2h)\nverb and noun 287(1)\nattempt: make an attempt 87(2)\n+ to-infinitive 121(1), 124(1a)\nverb and noun 287(1)\nattend to 233(2)\nattitude to/towards 237(2h)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a6a1428f-963b-40b2-bafe-2f54f2116ccc
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": "attend to 233(2)\nattitude to/towards 237(2h)\nattributive adjective 199(2,3) 200(1)\ncomparison 218(3)\norder 202(1, 2)\nwith quite, so/such, too 212(4)\naudience: group noun 156(4)\nauthorize 122 (2b)\nauxiliary verbs 60, 83\nfollowed by adverb 208(4)\nin co-ordinate clause 239(1a) Note b\nmodal auxiliary verbs 90\n+ not 17(2)\navailable\navailable for/to 236(4)\nposition 201 (2) Note a\navoid\nwith gerund 121(1), 131(5)\nnegative meaning 17(4) Note a,\n252(2) Note c\nawake: position of adjective 200(2)\naward"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5fb0afc0-5eac-4a71-aa91-c887c33d0a8b
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": "awake: position of adjective 200(2)\naward\npassive pattern 108\nwith to 10(5)\naware\n+ noun clause 262(5) Note, 262(6)\naware of 236(4)\naware of+ gerund 132(4)\nawareness of\n+ gerund 132(7)\naway 232 (4)\naway from 225(1)\nawful\nquite awful 212(5c)\nwith to-infinitive 123(1), 126(2)\nnot with very 212(1a) Note a\nawfully 212(la, 7c)\nback\nback of 147 (5f) Note b\nin phrasal verb 232(2)\nbackshift of tenses 268\nbad\nbad at + gerund 132(4)\ncomparison 218(2b)\nbadly: comparison 219(2)\nbaggage: uncountable 144(4b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4691e529-0fd1-4ad8-98fb-f82bb59a7ffe
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": "baggage: uncountable 144(4b)\nbar of 144(3b)\nbare infinitive 116(1)\npatterns 127\nafter verb + object 140(1b)\nbarracks 154(3)\nbase form 58\nbath\nhave a bath 87 (2)\nnot reflexive 186(2e)\nbe\n+ adverb 232(4)\nagreement 151\nauxiliary verb 83\ncontinuous 84(3)\nform 84(2)\nlinking verb 9,84\nordinary verb 84\nnot passive 104(6b)\nin questions 23(3)\nstate verb 62(1)\n+ to-infinitive 76,127(4b)\nweak form 55(1b)\nbe able to 98(2, 3) PAGE 409 INDEX\nbe about to 78(1a)\npast 80(3)\nbe allowed to 94(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7aadb756-6342-437a-a0c3-05b092b8667a
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 about to 78(1a)\npast 80(3)\nbe allowed to 94(3)\nbe bound to 78(2) Note, 95(1) Note b\nbe due to 78(1c)\nbe dying for/to 121(1) Note c\nbe going to 72\npassive 105(1d)\npast 80(1)\nand will 74\nbe likely to 96 Note\nbe obliged to 92(1a) Note c\nbe on the point of 78(1b)\npast 80(3)\nbe required to 92(1a) Note c\nbe set to 78(1b) Note\nbe sick 305(l) Note\nbe supposed to 92(3)\nbe sure to 78(2) Note, 95(1) Note b\nbe to 76\nin if-clause 258(2)\nindirect speech 270(1c)\npast 80(3)\nbe used to 100 (2c)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d672c1bc-75ad-4832-8154-05e9ea8f7950
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": "past 80(3)\nbe used to 100 (2c)\nbear: can't bear 121(2), 122(2d)\nbecause 251\nbecause of 251 (3)\nbecause of + gerund 132 (8a)\nbecome: linking verb 9(1)\nbed without the 168\nbeen 84(2)\nand gone 84(6), 303(7)\nweak form 55(1b)\nbefore\nadverb 227 (5d)\nconjunction 250(1,2)\n+ gerund 132(8a)\nin indirect speech 267(2)\norder 226(7b)\nwith perfect 65(2), 68(3c)\npreposition of time 227(6c)\nwith present 77\nbeg\n+ noun clause 262(1c)\nverb of reporting 265(2)\nwith to-infinitive 121(1), 122(2a)\nbegin"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 360ed10e-a432-481b-862d-bd567e700da9
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 to-infinitive 121(1), 122(2a)\nbegin\n+ gerund/to-infinitive 121(2)\nwith/without object 8(2,3)\nbehave to/towards 233 (2)\nbehaviour: uncountable 144(4b)\nbehind 225(1, 3b), 226(7a)\nbeing 84 (3)\nbelief\nbelief in 132(7), 237(2h)\nplural 296(2) Note\nbelieve\nclause pattern 11(1)\nbelieve in 233(2)\nbelieve in + gerund 132(2)\n+ noun clause 262(lb, lc)\npassive 104(6b), 109\nverb of reporting 265(2)\nI believe so 43(3)\nstate verb 62(1)\n+ object + to-infinitive 122(2c)\nbelong\nwithout be 84(5) Note b"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ed4c6afd-6434-4b3d-883d-0476bc4321d1
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": "belong\nwithout be 84(5) Note b\nnot passive 104(6b)\nstate verb 62(l,5)\nbelong to 233(2)\nbelongings 154(1a)\nbelow\n+ number 191(4)\nplace 225(1), 226(2c)\nbend with/without object 8(3)\nbeneath 225(1) Note c\nbenefit from 233 (2)\n+ gerund 132(2)\nbeside 225(1)\nbesides 244(2)\n+ gerund 132(8a)\nbetter, best\nadjective 218(2b)\nadverb 219(2)\nhope for the best 204(2b)\nwith to-infinitive 123(1), 126(2)\nbetween\nand among 226(8)\nplace 225(1)\ntime 227 (7c)\nand with 237(2c)\nbeyond 225 (1,3b)\nbilliards 154(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dc23396b-aa66-4bd8-91bc-191abcc95369
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": "beyond 225 (1,3b)\nbilliards 154(2)\nbinoculars 155(4)\nbirths 296(3) Note\nbit of 144(3b) Note a, 144(4a)\nsee also a bit of\nblack out 232(2)\nblame\nblame ...for+ gerund 132(3), 270(2f)\nblame... for/on 234(3)\nperformative 16(3)\nverb of reporting 265(2), 270(2f)\nblessed 301\nblind: the blind 204(1b)\nblow\nblowout 232(2)\nblow up 232(2)\nboard: group noun 156(4)\nbody and one in compounds 189(1a)\nboil with/without object 8(3)\nbored\nget bored 107(3)\nbored with 236(5)\nbored with + gerund 132(4)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9d965de3-b211-43a2-91fa-d946d0c729b5
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": "bored with 236(5)\nbored with + gerund 132(4)\nboredom with + gerund 132(7)\nboring: comparison 218(4b)\nborrow. ..from 234(2)\nboth 178(4)\nboth... and 244(4)\nbother 121(2) Note f\nbottle (verb) 287(3)\nbottom of 147(5f) Note b, 226(3)\nbound to 78(2) Note, 95(1) Note b\nbowls 154(2)\nbox (verb) 287(3)\nbrake (verb) 287(3)\nbrave of with to-infinitive 126(5)\nbread: uncountable 144 (4b) INDEX PAGE 410\nbreak\nbreak down 232(2)\nwith/without object 8(3)\nbreakup 232 (1b)\nbrilliant\nbrilliant at 236(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: af32db37-0f65-4c56-98d0-97444e0eab30
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": "breakup 232 (1b)\nbrilliant\nbrilliant at 236(3)\nquite brilliant 212 (5c)\nbring\nwith for/to 10(5)\npassive pattern 108(3)\nbring up 232(2)\nBrit, British 288(2c) Note\nBritish and American English 302\nbuildings: names and the 171(2h-2j)\nbump into 233(2)\nburn\nburn down 232(2)\nburn low 9(1)\nwith/without object 8(3)\nbusiness: countable/uncountable 144(5c)\nbusy + participle 138(1) Note\nbut 246\nbetween adjectives 202(2b, 3b)\nbut (= except) 228(7)\nbut for 259(4) Note c\n+ bare infinitive 127(4a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 23001de9-24ee-444a-b6a7-180f13d9040b
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 for 259(4) Note c\n+ bare infinitive 127(4a)\nbutter (verb) 287(3)\nbuy\nwith for 10(5)\npassive pattern 108(3)\nby\nagent 104(2, 3), 228(1)\nby any means 17 (6b)\nby far with comparative 213(3)\n+ gerund 132(8a)\nby means of+ gerund 132 (8a)\nplace 225(1), 226(6c)\nsurprised at/by 236(2)\nby the+ measurement 172(3)\nby the time 77, 250(1)\nby the way 216(2)\ntime 227 (6c)\nand with 228(5)\nby yourself 174(6c)\ncalf, calves 296(2)\ncall\nclause pattern 11(1)\ncall for/on 233(2) Note b"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c0fb8ff9-0d20-4237-9d03-cc6a2a04cb1f
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 pattern 11(1)\ncall for/on 233(2) Note b\ncall for with to-infinitive 126(1)\ncall in on 235(2)\nverb of reporting 265(2)\nverb and noun 287(1)\ncalm (verb) 287(4)\ncamping: uncountable 144(4b)\ncan\nability 98\nin conditionals 257 (3b)\nin indirect speech 268(3c)\nperception 62(7)\npermission 94\npossibility 97(2)\nweak form 55(1b)\ncannot/can't\ncan't bear 121(2), 122(2d)\ncertainty 95\ncan't help 121(1), 131(5)\nspelling and pronunciation 98(1)\ncan't stand 121(1) Note a\ncan't wait 121(1)\nsee also can"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7e98c649-9df2-4c75-9fdb-bb93b6978e60
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": "can't wait 121(1)\nsee also can\ncapable of 236(4)\n+ gerund 132(4)\ncapital letters 56(6)\ncardinal numbers 191\ncare\ncare about/for 233(2) Note c, 265(5) Note\naction/state 62(3)\ncare for + gerund 132(2)\n+ to-infinitive 121(1) Note d\nverb and noun 287(1)\ncareful: comparison 218(4b)\ncareless with to-infinitive 123(1), 126(5)\ncarpet: countable/uncountable 144(5a)\ncarry on 232(2)\ncarry on with 235(2)\ncase\npronoun 184(1)\npossessive form of noun 146\ncash: uncountable 144(4b)\ncatch\ncatch on 232(1a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 909144d5-a93d-4e2b-b001-48eb3fb541af
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": "cash: uncountable 144(4b)\ncatch\ncatch on 232(1a)\n+ object + participle 140(2)\npassive pattern 110(2)\ncatch up with 235(2)\ncattle 156(6)\ncausative get/have 111\ncause\ncause of 237(2f)\n+ object + to-infinitive 122(2b)\ncautious: comparison 218(4b)\ncease + gerund/to-infinitive 121(2)\ncertain\ncertain about/of + wh-clause 262(5) Note\ncomparison 218(4b)\n+ noun clause 262(6)\ncertain of 236(4), 262(5) Note\nposition 200(3)\nquite certain 212(5c)\n+ to-infinitive 123(6)\ncertainly 214(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d9acd2cb-201e-4b76-a453-1fc8d5d1fcc0
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": "+ to-infinitive 123(6)\ncertainly 214(1)\nwith emphatic form 51 (2a) Note\ncertainty 95\nchance (verb)\nit chanced 50(5c)\nthere chanced 50(4)\nchance (noun)\nchance of 237 (2b)\n+ to-infinitive 124(1b)\nchange\nget changed 107(2)\nwith/without object 8(3)\nnot reflexive 186(2e)\nverb and noun 287(1)\nchanges in indirect speech 267, 268\ncharacteristic of 236(4)\ncharge\npassive pattern 108(3)\ncharge... with 132(3), 234(2) PAGE 411 INDEX\nchat: have a chat 87(2)\ncheap\nand cheaply 207 (4)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f0c9d32f-82c2-4f36-8060-c5984210fbe3
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": "chat: have a chat 87(2)\ncheap\nand cheaply 207 (4)\nwith to-infinitive 123(1), 126(2)\ncheck\n+ noun clause 262 (1c)\ncheck over 232(2)\ncheering: uncountable 144(1b)\nchief: position of adjective 200(1)\nchiefs 296(2) Note\nchildren 298(1)\nchoice + to-infinitive 124(1a)\nchoir: group noun 156(4)\nchoose\nwith/without object 8(2)\n+ to-infinitive 121(1)\nchoose what to do 125(2)\nchurch without the 168(4)\ncinema with the 160(5), 168(4) Note\nclaim\n+ noun clause 262 (1c)\npassive patterns 109"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0d3ed818-2819-4ac3-aa6f-1f1267fcf1cf
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": "claim\n+ noun clause 262 (1c)\npassive patterns 109\nverb of reporting 265(2)\n+ to-infinitive 121(1)\nclapping: uncountable 144(4b)\nclass\ngroup noun 156(4)\nwith/without the 160(5), 168(4)\nclassifying\na/an 161, 164(2)\nadjective 198(1)\ngerund 283(2)\npossessive form 146(4b)\nrelative clause 272(3b), 272(5c)\nclause\nadverbial clause 248\nconditional clause 255\nfinite and non-finite 59\ngerund clause 130, 131(1, 3)\ninfinitive clause 117\nnoun clause 260\nparticiple clause 134, 136\nrelative clause 271"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5233eb93-b675-4df9-b12b-abf46c960af2
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": "participle clause 134, 136\nrelative clause 271\nas subject taking singular verb 152(6)\nas truth adverbial 214(3)\nclause combinations 240\nclause of manner 253(2)\nclause of place 253(1)\nclause of purpose 252\nclause of reason 251\nwith participle 139(4)\nclause of time 250\nwith participle 139(1-3)\nclause patterns 7\nclause types 239\nclean out 232(2)\nclear (adjective)\ncomparison 218(4a)\nclear to 236(4)\nclear what to do 125(2)\nclear (verb)\nclear off 232(2)\nclear up 232 (2)\ncleft sentence 51 (3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 11c19946-6656-44fc-a1ac-6d8a79a58ebc
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": "clear up 232 (2)\ncleft sentence 51 (3)\nclever with to-infinitive 123(1, 5), 126(5)\ncliffs 296 (2) Note\nclock time 195(1)\nclose (verb)\nclose down 232(2)\nwith/without object 8(3)\nclose to 225(1), 226(6)\n+ gerund 132(6)\nclothes 144(4b) Note e, 154(1a)\nclub: group noun 156(4)\ncod: plural 297\ncollective noun 156\ncollege\ngroup noun 156(4)\nwithout the 168(4)\ncollide with 233(2)\ncolon 56(2c,3e), 56(4)\ncolour adjective: the red one 188(2b) Note\ncoloured question (question tag) 34"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: df8a7255-7481-46ea-8f79-e46cd1a2177d
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": "coloured question (question tag) 34\ncombine with/without object 8(3)\ncome\ncome across 233(2)\ncome and... 119(1) Note\nwith be going to 72(2) Note b\ncome by 233(1) Note a\n+ complement 9(1)\ncome off 232 (2)\n+ participle 138(2a)\nthere came 50(4)\ncome to 233(2)\n+ to-infinitive 120(2)\ncome up against 235(2)\ncome up with 235(2)\ncomma 56\napposition 14\nrelative clause 272(3-5)\ncommand\n+ noun clause 262(1c)\n+ object + to-infinitive 122(2a)\nverb of reporting 265(2)\ncommands: see orders\ncommence 121(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f0deccc8-39f5-422c-9770-8879d0a593a4
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": "commands: see orders\ncommence 121(2)\ncomment\ncomment about/on 233(3a) Note b, 237(2i)\nverb of reporting 265 (2)\ncomment adverbial 215\nclause 253(3)\nin front position 49(1b)\nto-infinitive 119(3)\ncomment tag 34(5)\ncommittee: group noun 156(4)\ncommon\ncomparison 218(4b)\n+ to-infinitive 123(1)\ncommunity: group noun 156(4)\ncompany: group noun 156(4)\ncomparative\nof adjectives 218\nof adverbs 219\nwith modifier 212(2)\npatterns 221\ncompare to/with 234(2)\ncomparison\nsummary 217"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bc688b69-38a2-4e8c-8c03-780644fbbe66
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": "compare to/with 234(2)\ncomparison\nsummary 217\noverview of adjectives 218(4d)\nsee also comparative, superlative INDEX PAGE 412\ncompel + object + to-infinitive 122(2b)\ncomplain\ncomplain about + gerund 132(2)\nand make a complaint 87(2)\n+ noun clause 262(1c, 1d)\nnot reflexive 186(2d)\nverb of reporting 265(2), 270 (2e, 2g)\ncomplaint: negative question 30(1b)\ncomplement 5, 9(1), 303(1)\nafter action verb 9(1) Note b\nwithout article 167(5)\nclause 262(2)\nin front position 49(2), 152(7)\npronoun 184(1b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: be583f37-e64d-470b-81a6-a962e76ce37b
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": "in front position 49(2), 152(7)\npronoun 184(1b)\nsubject/object complement 11(1)\ncomplete 212(1a) Note a\ncompletely 212(1a) Note a, 212(7a)\ncomplex noun patterns 147(7)\ncomplex sentence 238\ncompound noun 283(1)\nplural 145(1c)\ncompound sentence 239(1)\ncompounds 283\nhyphens 56(5)\nparticiples 137(2, 4)\nwith some, any 179(lf, 4c), 189\nconcentrate\nconcentrate on 233(2)\nnot reflexive 186(2d)\nconcerned\nas far as... concerned 213 (3)\nposition 201 (2)\n+ preposition 236(2) Note e\nconcession"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1e888103-3fad-4feb-8bdd-5102ba5aeec6
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": "+ preposition 236(2) Note e\nconcession\nalthough etc 246\nwhoever etc 254\nconclude: verb of reporting 265(2)\nconcord 150\nconcrete noun: countable/uncountable\n144(1b)\nconditional clause 255\nwith any 179(1e)\nwith participle 139(6)\nconditional form: would 99\nconduct: uncountable noun 144 (4b)\nconfess\n+ gerund 121(1)\nperformative 16(3)\nverb of reporting 265(2), 270(2e, 2g)\nconfess to 233 (2)\nconfess to + gerund 132(2)\nconfident\n+ noun clause 262 (6a)\nconfident of 236(2)\nconfirm"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ccb315c0-ed96-4b20-88e7-eaa5ecbb19bf
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": "confident of 236(2)\nconfirm\n+ noun clause 262(lc, 1d)\nverb of reporting 265(2)\nconflict: stress 287(2)\nconfused 203\nconfused at/by 236(2)\ncomparison 218(4b)\nget confused 107(3)\nconfusing 203\n+ to-infinitive 123(1)\ncongratulate\ncongratulate ...on 132(3), 234(2)\nperformative 16(3)\ncongratulations 154 (1a)\nconjunction 243, 248\n+ participle 139(3)\nin clause without verb 199(5c)\nconnection between/with 237 (2c)\nconnective relative clause 272(4b), 274(5)\nconnector: see conjunction\nconscious"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8347b2ed-15d0-4316-b461-576a70ccc254
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": "connector: see conjunction\nconscious\n+ noun clause 262(5) Note, 262(6a)\nconscious of 236(4), 262(5) Note\nconsequently 247 (2)\nconsider\nclause pattern 11(1)\n+ gerund 121(1)\n+ noun clause 262 (1c)\npassive patterns 109\nverb of reporting 265(2)\n+ object + to-infinitive 122(2c) Note\nconsider what to do 125(2)\nconsidering 251(3) Note c\nconsist of 233(2)\nstate verb 62(1, 5)\nconsonant changes 286\ncontact clause 273(5)\ncontain: state verb 62(1)\ncontent\nposition 200(2)\n+ to-infinitive 132(5a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4e1d1daa-6508-415e-a431-78298abd51d5
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": "content\nposition 200(2)\n+ to-infinitive 132(5a)\ncontent with 236(2)\ncontent with + gerund 132(4, 5a)\ncontents 154(1b)\ncontest: stress 287(2)\ncontinue\n+ gerund/to-infinitive 121(2)\nwith/without object 8(3)\nverb of reporting 265(2)\ncontinuous 61 (4)\nwith action/state verb 62\nwith modal verb 91(4), 95(3), 97(1c)\npassive 105(1c), 114(1)\nsee also present continuous etc\ncontinuous infinitive 116(1)\ncontinuous passive participle 135(4)\nin relative clause 276(2) Note\ncontractions (short forms) 55"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3401f10b-332f-4435-b6aa-1a7ede46303a
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": "contractions (short forms) 55\ncontrast: see concession\ncontrast\ncontrast between/with 237(2c)\nstress 287(2)\ncontrol\n+ object 233(4)\nverb and noun 287(1)\nconvenient with to-infinitive 123(1), 126(2)\nconversation: countable/uncountable\n144(5d)\nconvince: verb of reporting 265(3)\nconvinced + noun clause 262 (6a)\ncook\nwith for 10(5)\nwith/without object 8(3)\nco-ordinate clause 239(1), 243\ncope with 233(2) PAGE 413 INDEX\ncopula (linking verb) 9\ncopy\ncopy down 232(2)\nverb and noun 287(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 40bfa35e-9ef1-4283-a25b-80af49291328
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": "copy\ncopy down 232(2)\nverb and noun 287(1)\ncorner after at/in/on 226(1c) Note\ncorrect: comparison 218(4b)\ncost\naction/state 62(3, 4)\nnot passive 104 (6b)\nverb and noun 287(1)\ncostly 207(2)\ncould\nability 98\nin conditionals 257 (4d, 6b)\nin indirect speech 268(3c)\nperception 62(7)\npermission 94\npossibility 97(2, 3) 98(3e)\nand was able to 98(3)\nweak form 55(1b)\nafter wish 241 (2b)\ncould have done 97(3), 98(3d)\nin conditionals 257(6b)\nafter wish 24l(2c)\ncouldn't\nimpossibility 98(3e)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 05caf5bf-fd9d-47ae-bd08-44846dbf2e68
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": "after wish 24l(2c)\ncouldn't\nimpossibility 98(3e)\npast ability 98(3b)\npast certainty 95(5)\ncouncil: group noun 156(4)\ncount on 233(2)\n+ gerund 132(2)\ncountable noun 144\ncountries\ncapital letter 56(6d)\nwith/without the 171 (2a)\ncountryside\nwith the 160(5)\nuncountable 144 (4b)\ncouple 191(1) Note i\ncourt without the 168(4)\ncowardly 207 (2)\ncrash\ncrash into 233(2)\nwith/without object 8(3)\ncrazy about 236 (2)\ncrew: group noun 156(4)\ncrises: irregular plural 298(5)\ncriteria 298(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e6678efa-5b4a-4035-b62c-18301e889fe6
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": "crises: irregular plural 298(5)\ncriteria 298(2)\ncriticize... for 234(2)\ncriticizing\nconditional 256(2)\nmight 97(1d)\nnegative question 30(1c)\ncrockery: uncountable 144(4b)\ncross out 232(2)\ncrossroads 154(2)\ncrowd: group noun 156(4)\ncrowded with 236(1)\ncruel: comparison 218(4b)\ncry\ncry out 232(2)\nverb of reporting 265(2)\ncurious\ncurious about 236(2), 262(5) Note\n+ noun clause 262(5) Note\ncurricula 298(2)\ncustoms 154(1b)\ncut\ncut down 232(2)\ncut down on 235(2)\ncut off 232(2)\ncut up 232(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 88166a56-4a08-4df1-9d94-d1ce16f96dcc
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": "cut down on 235(2)\ncut off 232(2)\ncut up 232(2)\ncutlery 144(4b)\n'd (short form) 55 (2b) Note a\ndaily 207 (6), 211(4)\ndamage\ncountable/uncountable 144(4b) Note a,\n154(1b)\ndamage to 237 (2k)\nverb and noun 287(1)\ndanger in/of + gerund 132(7)\ndangerous with to-infinitive 123(1), 126(2)\ndangling participle 136(2) Note\ndare 101, 303(9)\ndark with/without the 169(6)\ndarts 154(2)\ndash 56(2c,3e), 274(2)\ndates 195(2)\nUS 304(8)\ndawn with/without the 196(6) Note\nday\nwithout article 169(5)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eee9440a-350c-4cb0-a0b1-4736631b4973
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": "day\nwithout article 169(5)\nwithout preposition 227(2a) Note b\nday with/without the 169(6)\ndead\nquite dead 212(5c)\nthe dead 204(1b)\ndeaf: the deaf 204(1b)\ndeal: a great deal of 177(4a)\ndeal in/with 233(2) Note d\ndeaths 296(3) Note\ndecide\nintention 78(3)\n+ noun clause 262 (1c)\nwith/without object 8(2)\ndecide on 120(1) Note, 233(2), 262(5) Note\n+ passive clause 112(2a) Note\npassive patterns 109(1, 3)\npatterns 120\nverb of reporting 265(2)\nand take a decision 87(2)\n+ to-infinitive 121(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4dec54ba-d893-4dc1-a8f7-f6a21710687e
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 take a decision 87(2)\n+ to-infinitive 121(1)\ndecide what to do 125(2)\ndecimals 193(2)\ndecision\ndecision about/on 262(5) Note\n+ to-infinitive 124(2a)\ndecisions with will 71(4), 74(2), 75(2)\ndeclarative (statement) 16\ndeclare\nclause pattern 11(1)\n+ noun clause 262(lc, 1d)\npassive patterns 109\nperformative 16(3)\nverb of reporting 265(2)\n+ object + to-infinitive 122(2c) Note b INDEX\ndecrease\ndecrease in/of 237(2e)\nstress 287(2)\ndeduction (logical certainty) 95\ndeep, deeply 207(5)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 72406ac8-2a16-48f5-800e-a0f1034b30dc
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": "deep, deeply 207(5)\ndeer: plural 297\ndefective verb: see modal verb\ndefining relative clause: see identifying\ndefinite article: see the\ndefinitely 214(1)\nwith emphatic form 51(2a) Note\ndegree adverb 212\ndelay\n+ gerund 121(1)\ndelay in/of 237(2e)\nverb and noun 287(1)\ndelexical verbs (empty verbs) 87\ndelicious with quite 212(5c)\ndelight: countable/uncountable 144(5e)\ndelighted\n+ noun clause 262(6a)\n+ preposition 236(2) Note a\n+ to-infinitive 123(5)\nnot with very 212(1a) Note a\ndemand"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9cfd7e19-9a8a-4cf1-ab90-421a409d5f64
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": "not with very 212(1a) Note a\ndemand\ndemand for 237(1) Note a, 237(2g)\n+ noun clause 262(1c)\n+ object 233(4)\nperformative 16(3)\nverb of reporting 265(2)\n+ subjunctive 242(2)\nwith to-infinitive 121(1), 124(1a), 126(4)\ndemocracy: countable/uncountable 144(5c)\ndemonstrate + noun clause 262(lc, 1d)\ndemonstratives 175\ndentist\npossessive: the dentist's 146(6)\nwith the 160(5)\ndeny\n+ gerund 121(1)\nnegative meaning 17(4) Note a\nwith object 8(2) Note\npassive pattern 108(3)\nperformative 16(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 98b85437-f8a3-4cbe-b515-5440f9a7d7ab
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": "passive pattern 108(3)\nperformative 16(3)\nverb of reporting 265(2)\ndenying 29(1) Note a\ndepend\nwithout be 84(5) Note b\ndepend on 233(2), 262(5) Note\ndepend on + gerund 132(2)\nstate verb 62(1, 5)\ndependent clause: see sub clause\ndependent on 236(4)\n+ gerund 132(4)\ndepressing 203\n+ to-infinitive 123(1)\nderivation 282\ndescribing\na/an 161(1)\nadjectives 197\ndeserve\n+ gerund 113(1)\nstate verb 62(1,5)\n+ to-infinitive 121(3h)\ndesirable+ subjunctive 242(1)\ndesire\ndesire for 237 (2g)\n+ object 233(4)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4fd0d3ee-9eab-4c54-aba0-a1e695124942
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": "desire\ndesire for 237 (2g)\n+ object 233(4)\nstate verb 62(l,5)\n+ to-infinitive 124(1a)\ndespise: state verb 62(1, 5)\ndespite 246(4)\n+ gerund 132(8a)\ndeter...from 132(3), 234(2)\ndetermination + to-infinitive 124(1a)\ndetermined\n+ noun clause 262(6a)\nquite determined 212(5c)\n+ to-infinitive 123(5)\ndeterminer 143(2a)\n+ countable/uncountable noun 144(2)\ndemonstrative 175\n+ gerund 133\n+ name 170(2)\npossessive 174\n+ quantifier 143(3c)\nafter quantifier 178(lb, 1c)\ndetest\n+ gerund 121(1)\nstate verb 62(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e55ba0c7-01e3-41ff-b5e9-1af9f79e30f9
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": "detest\n+ gerund 121(1)\nstate verb 62(1)\ndevelop with/without object 8(3)\ndid 88(2)\nemphasis 51(2)\nin question 65(1)\ndid not/didn't 55(2b), 65(1)\ndidn't need to 92(3c)\ndie\ndie down 232(2)\ndying 294 (2) Note\nbe dying for/to 121(1) Note c\ndifference between 237(2c)\ndifferent\n+ preposition 221(1) Note, 236(4), 306(5)\n+ preposition + gerund 132(4)\nquite different 212(5c)\ndifficult with to-infinitive 123(1), 126(2)\ndifficulty\nwith gerund 131(2b), 132(7)\n+ preposition 237(2k), 262(5) Note"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ef6d943f-6208-4da3-ab64-d9721285a253
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": "+ preposition 237(2k), 262(5) Note\ndirect and directly 207(4)\ndirect object 8(2), 10(1)\ndirect speech 264(1)\npunctuation 56(4)\ndirty: comparison 218(2b)\ndisabled: the disabled 204(1b)\ndisadvantage with to-infinitive 126(4)\ndisadvantaged: the disadvantaged 204(1b)\ndisagree\nperformative 16(3)\ndisagree with + gerund 132(2)\ndisagreeing: short answer 29(2f)\ndisappointed/ing 203\ndisapprove of + gerund 132(2)\ndisaster with to-infinitive 126(4)\ndiscount: stress 287(2)\ndiscourage.. .from 132(2), 234(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ddb1f008-938b-4071-ad27-a6b67ea4c238
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": "discourage.. .from 132(2), 234(2)\ndiscover\ndiscover how to 125(2)\n+ noun clause 262(1c)\npassive patterns 109\n+ object + to-infinitive 122(2c) INDEX\ndiscuss\nwith object 8(2) Note\ndiscuss what to do 125(2)\ndiscussion + preposition 237(1) Note b,\n262(5) Note\ndisgusted/ing with quite 2l2(5c)\ndisjunct 214-216\ndislike\ncountable noun 144(5e)\n+ gerund 121(1)\n+ object + gerund 131(5)\nstate verb 62(1)\ndispose of 233(2)\ndistributives 178\ndive: irregular in US 303(11)\ndivide\ndivide... into 234(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c62747a6-bf73-486c-8ee7-807e4286e58c
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": "divide\ndivide... into 234(2)\nwith/without object 8(3)\ndivorce: get divorced 107(2)\ndo\ndo... about 234(2)\nauxiliary verb 51(2), 64(1), 83\ndo away with 235(2)\nemphasis 51(2)\nemphatic imperative 19(1), 303(1)\nwith gerund 138(2)\ndo let's 19(6a), 303(3)\nand make 89\nordinary verb 88\nreplacing verb 38(2c), 303(2)\ndo the same 43(5b)\ndo so/it/that 43(2)\ndo the shopping 138(2)\nweak form 55(1b)\ndo without 233(2)\ndoctor with the 160(5)\ndoes 88(2), 300 Note c\nsee also do\ndoesn't/does not 55(2b), 64(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d5386a2a-e21d-4751-b52e-70ca2f080543
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": "see also do\ndoesn't/does not 55(2b), 64(1)\ndominoes 154(2)\ndon't/do not55(2b), 64(1)\ndon't have to 92(3a)\ndon't let's 19(6a), 303(3)\ndon't think 262(1b)\ndon't you think (tag) 34(1) Note e\ndouble 194(2)\ndouble negative 17(5)\ndoubling of consonants 293\nUS 308(4, 5)\ndoubt\ncountable/uncountable noun 144(5e)\n+ noun clause 262(1c)\nverb of reporting 265(2)\nstate verb 62(1)\nverb and noun 287(1)\ndove (past of dive) 303(1)\ndown\nin phrasal verb 232(lc, 2)\npreposition 225(1)\ndozen 191(1) Note i"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a8e0c11c-54f3-4876-9b6f-549ca6cff795
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": "preposition 225(1)\ndozen 191(1) Note i\ndraughts 154(2)\ndraw\nwith/without object 8(2)\ndraw up 232(3)\ndrawing: countable/uncountable 144(5d)\ndread\n+ gerund/to-infinitive 121(3c)\n+ object + gerund 131(5)\ndreadful\nquite dreadful 212(5c)\n+ to-infinitive 123(1)\nnot with very 212(1a) Note a\ndream\nirregular verb 300, 303(11)\n+ noun clause 262(1c)\ndress\ncountable/uncountable noun 144(5c)\nget dressed 107(2)\nnon-reflexive verb 186(2e)\ndrily 294(l) Note b\ndrink\ndrink up 232(2)\nverb and noun 87(2), 287(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d0208b76-604d-4848-9eae-8fb5b35559df
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": "drink\ndrink up 232(2)\nverb and noun 87(2), 287(1)\ndrive\nclause patterns 8(2, 3), 11(1)\n+ object + to-infinitive 122(2b)\nverb and noun 287(1)\ndrop of 144(3b)\ndrop in on 235(2)\ndrunk: get drunk 107(3)\ndrunken 301\ndry\nadjective and verb 287(4)\nwith/without object 8(3)\nnot reflexive 186(2e) Note b\ndryly 294(1) Note b\ndue to\nfuture 78(1c)\n+ passive 113(2b) Note\nreason 251(3)\nduly 292(4) Note\ndummy subject: see empty subject\nduring 227(4)\ndusk with/without the 169(6) Note\nduty: see obligation\ndying"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4f7ec997-3e11-443d-a35e-1f550cc8b2e9
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": "duty: see obligation\ndying\ndying for/of 233(2) Note e\nbe dying for/to 121(1) Note c\nspelling 294(2) Note\ndynamic verb: see action verb\neach 178(5), 181(2)\nagreement 153(3), 157\neach ...the other 186(4c)\neach other 186(4)\neager\ncomparison 218(4b)\neager for 236(2)\n+ noun clause 262(6a)\n+ subjunctive 242(1)\nwith to-infinitive 123(5), 126(2)\neagerness + to-infinitive 124(1a)\nearlier\nadverb 219(1)\nindirect speech 267(2)\nwith past simple 65(3a)\nearly: adjective and adverb 207(3)\nearnings 154(1a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 70418693-65bb-4ddf-a706-4d8cf5b00f43
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": "earnings 154(1a)\nearth: on earth for emphasis 26(6c) INDEX PAGE 416\neasily + superlative 212 (3)\neasy\ncomparison 218(4b)\nwith to-infinitive 123(1), 126(2)\neat\nand have a meal 87(2)\nwith/without object 8(2)\neat up 232(2)\necho question 35(1)\necho tag 35(2)\nechoes 290(2)\neconomics 154(2)\ned-adjectives 203\ned-form: see past form\ned-participle: see past participle,\npassive participle\neducation: countable/uncountable\n144(4b) Note b\neffect\neffect of + gerund 132(7)\neffect on 237 (2d), 262(5) Note"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0e04a4c3-be8d-4a23-b499-d7917cb3c2d7
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": "effect on 237 (2d), 262(5) Note\neffort with to-infinitive 124(1b)\neither\nin short additions 43(1a)\nadverb 43(1a), 244(1)\nagreement 153(5)\nand any 179 (4b)\neither... or 245(1)\nquantifier 178(4)\nelder, eldest 218(5b)\nposition 200(1)\nelderly: the elderly 204(1b)\nelect: clause pattern 11(1)\nellipsis: see leaving out words\nelse\nor else 245(1) Note b\nafter question word 26(6b)\nafter someone etc 189(4)\nembarrassing + to-infinitive 123(1)\nemerge: there emerged 50(4)\nemphasis 51\noverview 51 (5)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cfab7bfd-6850-4dd8-ae22-6fd3038af092
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 51\noverview 51 (5)\never 211(1) Note c\nimperative 19(1)\nnegative 17(6)\nrepeating words 37(2)\nemphatic pronouns 186(1, 3)\nemphatic stress 51(1)\non the 159(2) Note b, 170(2) Note a\nemphatic verb 51 (2)\nempty\nadjective and verb 287(4)\ncomparison 218(4b)\nquite empty 212(5c)\nempty object 50(5b), 122(2d) Note c\nempty subject\nit 50(5), 109, 118(1), 131(1, 2), 262(4)\nand passive 104(4)\nthere 50(1-4), 131(2)\nempty verb 87\nenable + object + to-infinitive 122(2b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 01fe38f7-9dda-4732-b0c7-cad69cc3f306
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": "enable + object + to-infinitive 122(2b)\nencourage + object + to-infinitive 122(2a)\nend: with/without object 8(3)\nend of 147(5f) Note b\nend position 208(5)\nendings 6(1)\nsummary 289\nenemy: group noun 156(4)\nengaged\nget engaged 107 (2)\nengaged to 236(4)\nenjoy\naction verb 62(4) Note b\nwith gerund 121(1), 131(5)\nenough\nadverb 212(1b)\nfar/long enough 210 (4b)\nquantifier 180(1)\nwith to-infinitive 123(4), 126(3)\nenquire 265(2), 269(1)\nenter\nwith/without object 8(2), 233(4)\nthere entered 50(4)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4fd39882-898c-4ae8-b02b-a7a9f567b241
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 entered 50(4)\nenthusiastic about 236(2)\nentirely 212 (1a)\nenvious of 236(2)\nenvy: state verb 62(1)\nequipment: uncountable 144 (4b)\ner ending for people 285 (3a)\nescape + gerund 121(1)\nespecially 213(1)\ness female ending 285 (3e)\nessential\n+ subjunctive 242(1)\nwith to-infinitive 123(1), 126(2)\nnot with very 212(1a) Note a\nestablish: passive pattern 109(1)\nestablishment with the 160(5)\nestimate\n+ noun clause 262 (1c)\npassive patterns 109\n+ object + to-infinitive 122(2c)\neven 213(l,2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: febcf7f7-a246-416e-99c0-c6955f5cf1fe
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": "+ object + to-infinitive 122(2c)\neven 213(l,2)\neven if 259(8)\neven so 246(2)\neven though 246(3)\never 211(i) Note c\nwith present perfect/past 65(5b), 303(6)\nafter superlative 221(7)\nwhoever etc 26(6c), 254,281\nevery 178(5)\nagreement 153(3), 157\nand all, whole 178(3) Note a\nalmost every 212 (8d)\nand each 178(5)\nevery bit as 221(8)\nevery day 211(3), 227(2)\n+ noun 181(2)\nevery one and everyone 189(1a) Note a\nevery time (conjunction) 250(4b)\neverybody 189(1a)\nagreement 189(5)\neveryone 189(1a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ea98af8b-a12b-422c-a600-4cbade176878
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": "agreement 189(5)\neveryone 189(1a)\nagreement 189(5)\neveryplace 305(3)\neverything 189(1b)\neverywhere 189(1c)\nconjunction 253(1)\nevidence: uncountable 144(4b)\nexact: comparison 218(4b)\nexample of 237(1) PAGE 417 INDEX\nexceed: comparative meaning 221(1) Note\nexcept\n+ bare infinitive 127(4a)\npreposition 228(7), 306(2)\nexcept (that) 253(5)\nexchange... for 234(2)\nexcited 203\nget excited 107(3)\nexcited about/at 132(4), 236(2)\nexcitement about/at + gerund 137(2)\nexciting 203\n+ to-infinitive 123(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 79cbb9c4-da48-45fe-b3b2-6f52bf7f5377
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": "exciting 203\n+ to-infinitive 123(1)\nexclamation 20\nindirect 262(6b)\nexclamation mark 56(1)\nexcuse\nexcuse. ..for/from 132(3), 234(2) Note\nwith gerund 121(1), 131(5), 132(3)\nexhausted/ing with quite212(5c)\nexist\nnot passive 104(6b)\nstate verb 62(1)\nthere exists 50(4)\nexpect\naction/state 62(3)\n+ noun clause 262(lb, lc)\n+ object 233(4)\npassive patterns 109\nverb of reporting 265(2)\nexpect so 43(3)\nwith to-infinitive 121(1), 122(2c)\n+ will 74(1), 77(3)\nexpensive with to-infinitive 123(1), 126(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e448af82-ffd2-4369-a0f0-6e2c050fce1e
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": "expensive with to-infinitive 123(1), 126(2)\nexpense in/of + gerund 132(7)\nexperience\ncountable/uncountable 144(5c)\n+ gerund 131(2a)\nexperience in/of 237(2j)\nverb and noun 287(1)\nexpert + preposition 237(2j), 262(5) Note\nexplain\nand give an explanation 87(2)\n+ noun clause 262(lc, 1d)\npassive pattern 109(1)\nexplain what to do 125(2)\nexport: stress 287(2)\nextra adverbials 12\nextraordinary with quite 212(5c)\nextremely 212 (1a)\nface\n+ gerund 121(1)\nface up to 132(6), 235(2)\nfact+ clause 262(7)\nfail"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 953564b7-d955-4ad1-8650-7665388e122e
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": "fact+ clause 262(7)\nfail\nnegative meaning 17(4) Note a\nwith/without object 8(2)\n+ to-infinitive 121(1)\nfailure + to-infinitive 124(1a)\nfairly 212(1a), 212(5c) Note a\nand fair 207 (4)\nfall\nwith adverb 232(1c)\n+ complement 9(1)\nfall back on 235(2)\nfall down on 235(1)\nfall for 233 (2)\nverb and noun 287(1)\nfalse\nquite false 212(5c)\nnot with very212(1a) Note a\nfamily: group noun 156(4)\nfamous\ncomparison 218(4b)\nfamous for 132(4), 236(4)\nfancy + gerund 121(1)\nfar 210(4)\nas far as 227(6a) Note d"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 276c39a0-fa39-4d15-bd01-d248273ae47d
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": "far 210(4)\nas far as 227(6a) Note d\ncomparison 218(2b), 219(2)\nfar from 17(6b)\nfar too 212(1a) Note i, 212(8) Note\nfarther, farthest 218(2b), 219(2)\nand further, furthest 218(5a)\nfascinated/ing 203\nwith quite 212(5c)\nnot with very212(la.) Note a\nfashion 207(2)\nfast: adjective and adverb 207(3)\nfavourite 221(1) Note\nfear (noun)\ncountable 144(5e)\nfear of + gerund 132(7)\nfear (verb)\n+ noun clause 262(1)\npassive pattern 109(1)\nfed up with 236(2)\n+ gerund 132(4)\nfeeble: comparison 218(4b)\nfeel"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7c8b62e5-fa2f-4406-b35f-a5f09f8e4394
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": "+ gerund 132(4)\nfeeble: comparison 218(4b)\nfeel\nsimple/continuous 62(6)\nfelt/could feel 62(7)\nfeel it happen/happening 140(1)\nfeel like 132(2), 233(2)\nlinking verb 9(1)\n+ noun clause 262(1c)\npassive patterns 109\nnot reflexive 186 (2e)\nverb of reporting 265(2)\n+ object + to-infinitive 122(2c)\nfeel up to 235(2)\nfeelings\nbe 84(5)\nsimple tense 64(2b), 66(2c)\nfeet 296(1)\nfemale endings 285 (3e)\nfetch with for 10(5)\nfew 177(2, 3)\nand a few 177(2)\nnegative word 17(4)\nvery/so/too few 212(8a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ba2bbf89-9afa-444a-a748-d740763c29f5
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": "negative word 17(4)\nvery/so/too few 212(8a)\nfewer, fewest 220\nfill out 232(2)\nfind\nclause pattern 10(5), 11(1)\n+ noun clause 262(1c)\n+ object + to-infinitive 122(2c)\nfind out 232(lb, 2)\nfind out how to 125(2)\npassive patterns 108(3), 109, 110(2)\nfine: position of adjective 200(2), 305(1) INDEX\nfine (verb): fine. ..for 234(2)\nfinish\n+ gerund 121(1)\nwith/without object 8(3)\nfinite clause 239(3a)\nfinite verb 59\nfirm: group noun 156(4)\nfirst\nand firstly 207 (4) Note c, 216(4)\nordinal number 192"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 03777672-d32a-44cf-99a0-d28a7b599041
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": "ordinal number 192\nfit (adjective): fit for 236(4)\nfit (verb)\naction/state 62(3)\nfit in with 235(2)\nirregular in US 303(11)\npassive 104 (6b)\nfix up 232(1b)\nfly with/ without object 8(3)\nfocus adverbials 213(1, 2)\nfollow: there follows 50(4)\nfollowing\nin indirect speech 267(2)\nin phrase of time 169(8), 227(2b)\nfond of 236(1)\n+ gerund 132(4)\nfoolish\ncomparison 218(4b)\nwith to-infinitive 123(1), 126(5)\nfoot, feet 296(1), 297 Note\nfor\nafter adjective 236\n= because 251(1) Note e\nfor example 216(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9bb34bfd-f116-45c4-a23c-c230d7a28aed
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": "= because 251(1) Note e\nfor example 216(2)\n+ gerund 132(8a), 252(3)\n= in favour of 228(1)\nfor doing and to do 132(5)\nleave/make for 233(4) Note b\nneed for 237 (2g)\nwith present perfect/past 65(5d)\npurpose 126(6), 252(3)\nfor the sake of 228(1)\nand since 227 (5)\nand to 10(5)\nwith to-infinitive 126\nweak form 55(1b)\nforbid\nperformative 16(3)\nverb of reporting 265(2)\n+ object + to-infinitive 122 (2b)\nforce\nand make 127(3a)\n+ object + to-infinitive 122(2b)\nforecast\n+ noun clause 262(1c)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8838d8fb-ced9-42b6-9a6e-34bf8b3a0f99
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": "forecast\n+ noun clause 262(1c)\nverb of reporting 265 (2)\nforeign plurals 298(2-5)\nforget\nclause pattern 11(2) Note a\n+ object + gerund 131(5)\n+ noun clause 262 (1c)\n+ to-infinitive/gerund 121 (3a)\nforget what to do 125(2)\nforgive: performative 16(3)\nformal: comparison 218(4b)\nformation of words 282\nformer: position 200(1)\nformulae/formulas 298 (4)\nfortunate + to-infinitive 123(5)\nfraction 193(1)\nadverb of degree 212(1a)\nagreement 153(2) Note c\nfree\ncomparison 218(4a)\nand freely 207 (5)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f4529ec6-e5b9-4041-8438-561fe1c1075d
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": "free\ncomparison 218(4a)\nand freely 207 (5)\nfreeze with/without object 8(3)\nfrequency adverb: see adverb of frequency\nfrequent: comparison 218(4b)\nfriendly 207(2)\nfrightened of 236(2)\nfrom\nplace 225(1, 3b)\nfrom ... point of view213(3)\ntime 227(7)\nweak form 55(1b)\nfront position 208(3)\nfor emphasis 49, 231(6)\nfruit: uncountable 144(4b)\nfull of 236(4)\nfull stop 56(1)\nfully 293(4)\nfun\n+ gerund 131(2)\nuncountable 144(4b)\nfunny: comparison 218(4b)\nfurious + preposition 236(2) Note b"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5d362fea-31ed-4e4a-a593-8b1b308cbfa8
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": "furious + preposition 236(2) Note b\nfurniture: uncountable 144(4a)\nfurther, furthest 218(2b), 219(2)\nand farther, farthest 218(5a)\nfurther(more) 244(2)\nfuture 70\noverview 81\nfuture continuous 75\nfuture perfect 79\nfuture perfect continuous 79 Note c\nfuture progressive 79\ngang: group noun 156(4)\ngarage (verb) 287(3)\ngaze up at 235(1)\ngender 6(1)\ness ending 285 (3e)\nhe/she/it 184(3b)\ngeneralizations\nall, most 178(2a)\narticles 162, 164(2), 165\noverview of articles 166\nthe+ adjective 204"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: de475540-b9a6-4165-8282-896e3a98a5cf
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": "overview of articles 166\nthe+ adjective 204\ngenerally 211(1, 2)\ngenerous with to-infinitive 123(1), 126(5)\ngenitive: see possessive form of nouns\ngentle: comparison 218(4b)\ngeographical names and the 171\ngerund\nsummary 128\nafter do 138(2)\nafter need etc 113(1)\n+ noun 283(2)\nnoun + gerund 283(3)\npassive 112, 114(3) INDEX\nafter phrasal/prepositional verb\n231 (4a) Note b\nspelling 129(2) Note a\nand to-infinitive after verb 121\ngerund clause 130, 131(1, 3)\nget\n+ adjective 107(3)\nget away with 235(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 36b6ca81-e0cf-4ffc-b40a-b28d8d6f19a3
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": "get\n+ adjective 107(3)\nget away with 235(2)\nget back 232(2)\nget by 232(2)\nclause patterns 9(1), 10(5), 11\nget it done 111 (2)\nget you doing it 140(2)\nlinking verb 9(1), 107(3)\nget on with 132(2), 235(2)\nget over 232(2)\nforming passive 107(1), 112(1) Note\nget round to 235(2)\ngerto233(l)Note a\n+ to-infinitive 121(1)\nget up 186 (2d), 232(3)\nget you to do it 111(1), 122(2b) Note c\nget washed 107(2)\ngive 10\npassive pattern 108\ngive out 232(2)\ngive up 121(1), 232(1a)\ngive way to 234(4)\nglad"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0192c953-bc5c-4db7-a1f0-249d96d0b491
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": "give up 121(1), 232(1a)\ngive way to 234(4)\nglad\n+ noun clause 262 (6a)\nposition 200(2)\n+ to-infinitive 123(5)\nglass: countable/uncountable 144(5c)\nglasses 155(4)\nglue (verb) 287(3)\ngo\ngo along with 235(2)\ngo and... 119(1) Note\ngo away 232(1b)\ngo back on 235(2)\nwith be going to 72(2) Note b\ngo down with 235(2)\ngo for a walk 87\ngo in for 235(2)\nand journey 87 (2)\nlinking verb 9\ngo on 232(2)\ngo on + gerund/to-infinitive 121(3g)\ngo on with 235(2)\ngo over 232(2)\ngo shopping 138(2)\ngo with 233(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8b68400d-73bc-4353-897a-eb7d13d4080a
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": "go over 232(2)\ngo shopping 138(2)\ngo with 233(2)\ngo without 233(2)\ngoing to: see be going to\ngone and been 84(6), 303(7)\ngood\ngood at 132(4), 236(3)\ncomparison 218(4b)\nno good + gerund 131 (2a)\ngood of you 126(5)\n+ preposition 236(3)\nwith to-infinitive 123(1), 126(5)\nand well 207(7)\ngood wishes: imperative 19(3), 19(4b)\ngoods 154 (1a)\ngoose, geese 296(1)\ngossip: uncountable noun 144(4b)\ngot\nhave got 85\nhave got to 92(2)\ngotten 303(5d)\ngovernment: group noun 156(4)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b63f43a7-bd65-4578-ae24-6c00f839114a
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": "gotten 303(5d)\ngovernment: group noun 156(4)\ngradable adjectives with quite 212(5c)\ngrain o/144(3b)\ngrant\npassive pattern 108(3)\nwith to 10(5)\ngrateful\ngrateful for + gerund 132(4, 5a)\ngrateful for/to 236(2) Note f\n+ to-infinitive 123(5), 132(5a)\ngratitude for + gerund 132(7)\ngreat\na great deal of 177 (4a)\n+ to-infinitive 123(1)\ngroan: verb of reporting 265(2)\ngroup noun 156\nUS 304(1)\ngrow\nlinking verb 9(1)\n+ to-infinitive 120(2)\ngrowl: verb of reporting 265(2)\ngrumble: verb of reporting 265(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fc46cc35-70ce-45a4-a23c-89179473f777
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": "grumble: verb of reporting 265(2)\nguarantee\n+ noun clause 262(1c)\nperformative 16(3)\nverb of reporting 265 (2)\n+ to-infinitive 121(1)\nguess\nhave/make a guess 87(2)\n+ noun clause 262(1c)\nguess so/not 43 (3)\nguilty of 236(4)\n+ gerund 132(4)\ngun (verb) 287(3)\ngymnastics 154(2)\nh after a/an 159(2) Note a\nhabits\nsimple tenses 64(2c), 65(3b)\nwill, would, used to 100\nhad 85 (2)\ninversion 258(3)\nshort form 55 (2b)\nweak form 55(1b)\nhad better 93(2)\nin indirect speech 268 (3c)\nhad have done 257(6a) Note"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 51496ec5-79bd-4272-9654-0af4d5d02ca6
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": "had have done 257(6a) Note\nhad to 92(1c, 2b)\ncertainty 95(5)\nindirect speech 268(3d), 270(1c)\nand must have done 95(3)\nhair: countable/uncountable 144(5c)\nhalf 193(1a)\nadverb 212(1a)\nhalf (of) 178(2b)\none and a half 193(1c)\nhalf past 195(1)\nhalves 296(2)\nhammer (verb) 287(3)\nPAGE 419 INDEX\nhand\npassive pattern 108(3}\nhand out 232(2)\nwith to 10(5}\nhandful 177 (4b)\nhandicapped: the handicapped 204(1b)\nhandsome: comparison 218(4b)\nhang\nhang on 232(2)\nwith/without object 8(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ae1d8ab9-30ed-4144-9646-a15e997ea14f
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": "hang\nhang on 232(2)\nwith/without object 8(3)\nhanging participle 136(2) Note\nhappen\nin if-clause 258(1) Note\nit happened + clause 50(5c)\nthere happened to 50(4) Note\nhappen to 233 (2)\n+ to-infinitive 50(4) Note, 120(2),\n258(1) Note\nhappy\ncomparison 218(4b)\n+ noun clause 262 (6a)\n+ preposition 236(2) Note a\n+ preposition + gerund 132(4),\n135(5b) Note d\n+ to-infinitive 123(5), 135(5b) Note d\nhard\nand hardly 207(5)\n+ to-infinitive 123(1)\nharden with/without object 8(3)\nhardly 207(5), 212(7a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a02a4b02-5949-4c9a-8745-38ad13ed881f
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": "hardly 207(5), 212(7a)\nhardly any 212(8e)\nnegative word 17(4)\nhardly... when 250(5)\nharm: uncountable 144(4b)\nharmful to 236(4)\nhas 85(2a)\nshort form 55 (2b)\nweak form 55(1b)\nhasten + to-infinitive 121(1)\nhate\n+ gerund/to-infinitive 121(2) Note a\n+ object + gerund 131(5)\nstate verb 62(1)\n+ object + to-infinitive 122(2d)\nhave\naction/state 62(3)\nauxiliary verb 83\nhave you do it 111 (1)\nhave it done 111 (2)\nempty verb 87\nhave it happen to you 111 (3)\nhave it happening to you 140(2) Note c"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ebfe3eca-d2aa-4cc6-a27c-268e8d0db79f
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 it happening to you 140(2) Note c\nhave you doing it 140(2)\nhave on 232(2)\nordinary verb 86\nnot passive 104(6b)\npossession 85\nshort form 55(2b)\nUS 303(5)\nweak form 55(1b)\nhave got 85\nUS 303(5)\nhave got to 92(2)\nsee also have to\nhave to\ncertainty 95(1) Note a\nhave to do if and have it to do\n124(2) Note b\nand must 92(1)\npassive 106(1)\nUS 303 (5c)\nhe 184(1), 184(3)\n+ relative clause 272(2) Note\nwith short form 55(2b)\nweak form 55(1b)\nhe/she 184(5) Note b\nheadlines"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0951beea-fb73-4c10-84f6-310d0e5887aa
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": "weak form 55(1b)\nhe/she 184(5) Note b\nheadlines\nwords left out 45(2), 76(1) Note\npresent simple 64(2e) Note c\nheadquarters 154(3)\nhealth: uncountable 144(4b)\nheaps of 177(4a)\nhear\ncould hear 62(7)\nhear you do/doing 140(1)\n+ noun clause 262(1c)\nwith/without object 8(2)\n+ preposition 233 (3b)\nverb of reporting 265(2)\nheavy: comparison 218(4b)\nhelp\ncan't help with gerund 121(1), 131(5)\n+ infinitive 121(1) Note e, 122(2b) Note e\nwith/without object 8(2)\nuncountable noun 144(4b)\nverb and noun 287(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fe95d0d4-2acd-4db6-89f8-26bbc64ca0f6
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": "uncountable noun 144(4b)\nverb and noun 287(1)\nhelpful\ncomparison 218(4b)\nwith to-infinitive 123(1), 126(5)\nhelping verb: see auxiliary verb\nhelpless: comparison 218(4b)\nher\npersonal pronoun 184(1, 3)\npossessive 174(3)\nweak form 55(1b)\nhere44(5), 175(4a)\nfront position 49(3b)\nhere's 55(2b)\nheroes 290(2)\nhers 174(3)\nherself 186\nhesitate + to-infinitive 121(1)\nhigh, highly 207(5)\nhim 184(1)\nweak form 55(1b)\nhimself 186\nhis 173(4)\nweak form 55(1b)\nhit: verb and noun 287(1)\nhold\nclause pattern 11(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bf8972a4-8d32-4b5d-a733-2325f6b70da4
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": "hold\nclause pattern 11(1)\nhold on 232(2)\nhold on to 235(1)\nhold up 232 (1b)\nhome without article 168(4)\nhomeless: the homeless 204(1b)\nhomework: uncountable 144(4b)\nhonest with to-infinitive 126(5) PAGE 421 INDEX\nhope (noun)\ncountable/uncountable 144(5e)\nhope for/of 237(2g) Note\nhope (verb)\ncontinuous 63(4)\nhopefor233(2)\n+ noun clause 262(1c)\npassive pattern 109(1)\n+ present/future 77(3) Note\nhope so/not 43(3)\n+ to-infinitive 121(1)\nhopeful: comparison 218(4b)\nhopeless at 236(3)\nhorrible"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 243ae672-7357-4f37-b84d-a46e5e669a6e
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": "hopeless at 236(3)\nhorrible\nquite horrible 212(5c)\n+ to-infinitive 123(1)\nnot with very 2l2(1a) Note a\nhorrified\n+ noun clause 262(6a)\n+ to-infinitive 123(5)\nhospital with/without article 168(4), 304(4)\nhotel: pronunciation 159(2) Note a\nhourly 207(6)\nhouses: pronunciation 296(4)\nhousework: uncountable 144(4b)\nhousing: uncountable 144(4b)\nhovercraft: plural 297\nhow\nhow about 28(2), 132(8a)\nhow come 28(3) Note\nconjunction 253(2)\nin exclamation 20(1)\nand what... like 26(4) Note"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1d1de861-a769-45e3-bb16-678b768256e6
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": "in exclamation 20(1)\nand what... like 26(4) Note\nhow long and since when 25(3) Note b\nhow many/much 28(3), 177(1)\nin question phrase 28(3)\nquestion word 26(4), 27\nhow's 55(2b)\nhowever\n= but 246(2)\n= no matter how 254(1)\nin emphatic question 26(6c)\nhundred 191(1), 304(7)\nhundreds of 191(3)\nhungry\ncomparison 218(4b)\nthe hungry 204(1b)\nhurry: not reflexive 186(2d)\nhurt\nwith/without object 8(3)\nsimple/continuous 62(6)\nhyphen 56(5)\nhypotheses 298(5)\nI 184(1)\nleaving out 42(1), 45(4)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1f13a030-3e66-4e88-b541-329d7184245c
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 184(1)\nleaving out 42(1), 45(4)\nwith short form 55 (2b)\ni and y: spelling 294\nice: countable/uncountable 144(5c)\nidea\n+ noun clause 262(7)\nidea of+ gerund 132(7)\nwith to-infinitive 126(4)\nidea what to do 125(2)\nideal: not with very 212(1a) Note a\nidentifying relative clause 272(3a, 5)\npronouns 273\nidioms\nadjective after noun 201 (2) Note c\nthe+ adjective 204(2b)\nwithout article 167(3, 7)\nwith as... as 221 (3a) Note a\nuses of be 84(5)\nverb + complement 9(1)\ndo and make 89\nwith get 107(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1880ece7-7d10-46d2-bfce-48701b4bd85a
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 and make 89\nwith get 107(2)\nparticiple clause 139(7)\nphrasal verb 232\nwith possessive 174(7)\nprepositional phrase 229\nprepositional verb 233-235\nprepositions in US 306(4)\nif: see also conditional clause\n+ adjective 199(5c)\nif ever 211(l) Note c\nif I were you 242(3)\nand in case 259(7)\nin noun clause 33, 261(1), 262(3) Note\nif only 241 (2d)\n+participle 139(3)\n+ present 77, 257(2, 3)\nin reported question 269(1b)\nif so/not 43 (3e)\nand when 259(1)\nif-clause 255\nsee also conditional clause\nill"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7cf9e318-c564-40c8-b23a-d4e3d25ba37f
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": "if-clause 255\nsee also conditional clause\nill\ncomparison 218(2b) Note a\nposition 200(2), 305(1)\nimagine\naction/state 62(3)\n+ gerund 121(1)\n+ object + gerund 131(5)\n+ noun clause 262 (lb, lc)\n+ past 241 (3)\nverb of reporting 265 (2)\nimagine so 43(3)\n+ object + to-infinitive 122(2c)\nimmediately\nconjunction 250(5), 307(3)\nindirect speech 267(2)\nimpatient\n+ noun clause 262 (6a)\n+ to-infinitive 123(5)\nimperative 19\nwith be 84 (3) Note\nin conditionals 257 (3b)\nleaving out 42(4)\nimpersonal expressions"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7eb6def5-cb96-41b3-b752-263d0a4826c2
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": "leaving out 42(4)\nimpersonal expressions\nit: see empty subject\nyou, one, they 185\nimply + noun clause 262(lc, 1d)\nimport: stress 287(2)\nimportant\n+subjunctive 242(1)\nwith to-infinitive 123(1), 126(2)\nimpossibility: can't 97(2f) INDEX\nimpossible\nquite impossible 212(5c)\n+ to-infinitive 123(1), 123(2) Note\nnot with very212(1a) Note a\nimpressed by/with 236(2)\nimprove with/without object 8(3)\nin\nand at, on 226(1), 227(1)\nbe in 232(4)\nin a... fashion/manner/way 207(2)\n+ gerund 132(8a) Note b"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 888183c3-2a7d-4bc6-9c93-d2a783656185
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": "+ gerund 132(8a) Note b\nplace 225(1, 2c)\ntime 227(1, 3), 227(5b) Note c\nwith transport 228(5b)\nin addition (to) 132(6, 8a), 244(2,3)\nin/at the end 229(2b)\nincase 259(2)\nin case of 259(4) Note c\nUS 307(2)\nin charge of 228(1)\nin conclusion 216(2)\nin consequence 247(2)\nin favour of 228(1)\n+ gerund 132(8a)\nin front of 225(1), 226(7)\nin/on the way 229(2c)\nin order\nin order that 252(2)\nin order to 252(1)\nin other words 216(2)\nin pen 228 (5a) Note b\nin so far as 253(4)\nin spite of 132(8a), 246(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1d5cd1fb-2c4b-4d0c-b365-8ba08a4f3d76
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": "in so far as 253(4)\nin spite of 132(8a), 246(2)\nin that 253(4)\nin that case 259(4) Note b\nin time 229 (2a)\nin view of 228(4), 251(3)\ninclusive 306(3)\nincomplete sentences: see leaving out\nwords\nincrease\nincrease in/of 237(2e)\nwith/without object 8(3)\nstress 287(2)\nincredible\nquite incredible 212(5c)\n+ to-infinitive 123(1)\nnot with very 212(1a) Note a\nindeed 51 (2a) Note\nwith very 212(1a) Note b\nindefinite article: see a/an\nindefinite pronoun 189\nindicate + noun clause 262(lc, 1d)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 630d1dec-fe00-4dc3-8ef2-dff36c31a3b2
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": "indicate + noun clause 262(lc, 1d)\nindirect object 10\nin the passive 108\nbefore tell, inform etc 262(1d), 266\nbefore to-infinitive 122(2a)\nindirect question 33, 269\nindirect speech 263\nindoor: position 200(1)\ninferior to 236(4)\ninfinitive\nsummary 115\nand gerund after verb 121\nsee also to-infinitive, bare infinitive\ninfinitive clause 117\ninfinitive relative clause 277\ninflections: see endings\ninfluence\n+ object 233(4)\ninfluence on/over 237(2d), 262(5) Note\ninform\nwith about/of 234(5a)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 87a9ce0f-7dca-4f62-9c45-394e7ea8aae5
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": "inform\nwith about/of 234(5a)\nwith about + gerund 132(3)\n+ indirect object 265(3)\nperformative 16(3)\nverb of reporting 265(2)\ninformation 46\nand intonation 54(2a)\npassive 104(2)\ninformation: uncountable 144(4a)\ning-form 58\nadjective 203\nspelling 64(1) Note a\nwith subject there 50(2h)\nsee also gerund, participle\ninjured: the injured 204(1b) Note a\ninner: position 200(1)\ninquire\n+ noun clause 262(5) Note\nverb of reporting 265(2), 269(1)\ninquiry + noun clause 262(5) Note\ninside\nplace 225(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e0aa65b7-64ba-4a49-b920-8610d723fea7
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": "inside\nplace 225(1)\ntime 227(3) Note b\ninsist\n+ noun clause 262(1c)\ninsist on 233(2)\ninsist on + gerund 132(2), 270(2e)\nperformative 16(3)\nverb of reporting 265(2), 270(2a, 2g),\n270(2e)\n+ subjunctive 242(1)\ninsistence on + gerund 132(7)\ninstead of 228(1)\n+ gerund 132(8a)\nnegative meaning 17(3) Note a\ninstitution without the 168, 304(4)\nnames 171(8-10)\ninstruct\n+ object + to-infinitive 122(2a)\nverb of reporting 265(2)\ninstructions\nconjunction + participle 139(3)\nimperative 19(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 713590fe-8319-445e-b981-d263889a8e67
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": "conjunction + participle 139(3)\nimperative 19(3)\nreported 125(2) Note\nword left out 45(3)\ninsult: stress 287(2)\ninsure... against 234(2)\nintelligent with to-infinitive 123(1), 126(5)\nintend 78(3)\n+ finite clause 122(2b) Note a\n+ gerund/to-infinitive 121(2)\npassive 104 (6b), 109\nstate verb 62(1)\n+ object + to-infinitive 122(2b)\nintensifier: see adverb of degree\nintention 78(3)\nbe going to 72(2), 74(2)\n- past 80(1) PAGE 423 INDEX\nintention + to -infinitive 124(1a)\ninterest\necho tag 35(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7539db5d-ac13-4c0d-acbb-7562836959b7
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": "interest\necho tag 35(2)\nintonation 54(2c)\ninterest\ninterest in 237(1) Note a\ninterest in + gerund 132(7)\nverb and noun 287(1)\ninterested 203\nget interested 107(3)\ninterested in 236(2)\ninterested in + gerund 132(4),\n132(5b) Note c\ninterested in + noun clause 262(5) Note\n+ to-infinitive 123(5), 132(5b) Note c\ninteresting 203\n+ to-infinitive 123(1)\ninterfere with 233(2)\ninterrogative: see question\ninterrogative pronoun: see question word\ninterview + preposition 237(2i)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8d419572-7397-45b3-ba04-fd1f004dd086
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": "interview + preposition 237(2i)\ninto 225(1), 225(3b), 228(5b) Note\nand in 225 (2c)\nintonation 54(2)\necho question/tag 35\nquestion without inversion 32\nquestion with or 31(1)\nquestion tag 34(3)\nintransitive verb 8\nnot passive 104(6a)\nintroductory it: see empty subject it\ninversion\noverview 49(4)\nphrasal verb 231 (6)\nquestion without inversion 32\nafter question word 25(1)\nafter should, were, had 258(3)\ninverted commas 56(4)\ninvest ..in 234(2)\ninvitations\nanswering 29(3)\nimperative 19(3), 19 (4b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 181b11ab-85a4-4a9a-8147-495c3b7aa186
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": "answering 29(3)\nimperative 19(3), 19 (4b)\nwon't 71(6)\ninvite\ninvite back 232(2)\nverb of reporting 265(2), 270(2c)\ninvite... to 234(1)\n+ object + to-infinitive 122(2a)\ninvolve with gerund 121(1), 131(5)\ninvolved\ninvolved in 236(4)\nposition 201(2)\niron\ncountable/uncountable noun 144(5c)\niron out 232(2)\nirregular forms\ncomparison 218(2b, 5), 219(2)\nnoun plurals 295\nverbs 299\nis 84(2), 151(1)\nshort form 55(2)\nweak form 55(1b)\nit 184(1, 3)\noverview 184(4)\n+ be for emphasis 51(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 50c50f53-ef2a-4405-9297-e872d9fd962e
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": "overview 184(4)\n+ be for emphasis 51(3)\nreplacing clause 44(4)\nreplacing demonstrative 175 (4b) Note,\n184(3b) Note d, 267(2) Note\ndo it/so/that 43(2)\nempty object 50(5b), 122(2d) Note c\nempty subject 50(5), 109(1,3), 118(1),\n131(1, 2), 262(4)\nleaving out 42(1)\nand one 188(4)\npassive pattern 109(1,3)\nwith short form 55(2b)\nand there 50(6)\nitem of 144(4a)\nits 174(3)\nand it's 174(3) Note d\nit's 55(2b) Note a\nitself 186\njealous of 236(2)\njeans: pair noun 155(4)\njewellery: uncountable 144(4b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 866c12c5-c911-4af1-84db-c0e4c5b16ec3
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": "jewellery: uncountable 144(4b)\njob with a/an 161(2)\njob of + gerund 132(7)\njog: have a jog 87 (2)\njoin with/without object 8(3)\njourney and travel 87 (2)\njudge + object + to-infinitive 122 (2c)\njudgement: spelling 292(4) Note\njury: group noun 156(4)\njust\njust about to/going to 78(1a) Note\njust about+ superlative 212(3)\njust as + adjective 221(8)\njust as (conjunction) 250(4d)\ndegree 212(7a)\n= only 213(2a) Note b\ntime 65(5a), 210(1c), 303(6)\njustify with gerund 121(1), 131(5)\nkeen"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bf60199e-b9b4-4f2a-b937-6689b62be24f
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": "justify with gerund 121(1), 131(5)\nkeen\ncomparison 218(4a)\nkeen on 236(2)\nkeen on + gerund 132(4), 132(5b) Note c\nwith to-infinitive 123(5), 126(2),\n132(5b) Note c\nkeep\nclause pattern 10(5), 11\nkeep on 232(2)\nkeep (on) + gerund 121(1)\nkeep up 232 (1b)\nkeep up with 235(2)\nwas kept waiting 110(2)\nkept you waiting 140(2)\nkey to 237(2f)\nkind\nkind to 236(3)\nwith to-infinitive 123(1), 126(5)\nkind of 53(1c), 144(3e)\nwhat kind of 28(1), 144(3e)\nwhat kind of and what... like\n198(1) Note a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bbed9e80-02a6-41e0-afce-8ceaeb2d8b19
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 and what... like\n198(1) Note a\nkingdom in names 171(1)\nknife, knives 296(2) INDEX\nknock\nknock at/on 233(2)\nknockdown 232(2)\nknock off 232(2)\nknock out 232(2)\nknow\nget to know 62(5) Note\nI know 43(3b)\n+ noun clause 262(1c)\nwithout object 8(2)\npassive 104(6b), 109\nverb of reporting 265(2)\nstate verb 62(l,5)\n+ object + to-infinitive 122(2c)\nknow what to do 125(2)\nyou know 53(1c)\nsee also want to know\nknowledge\nwith a l44(4b) Note b\nknowledge of 237(2j)\nlack\n+ object 233 (4)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cc4d19a6-ef27-4ae0-bc30-a0db73af9162
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": "knowledge of 237(2j)\nlack\n+ object 233 (4)\nlack of 237 (2k)\nnot passive 104(6b)\nstate verb 62(1)\nland: uncountable 144 (4b)\nlast\nindirect speech 267(2)\nand Iatest 2l8(5c)\nwith the 160(4)\nin phrase of time 65(3a), 169(8), 227(2)\n+ to-infinitive 277\nlastly 207(4) Note c\nlate\nlate for 236(1)\nposition 200(3)\nlately 207(5)\nwith present perfect 65(2)\nlater without preposition 227(2)\nlatest\nand last 218(5c)\nthe latest 204 (2b)\nlaugh: verb and noun 87(2), 287(1)\nlaughter: uncountable 144(4b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 546c9c42-990f-4d5c-b733-4142753a6075
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": "laughter: uncountable 144(4b)\nlay and lie 11 (2) Note b, 300\nlead\nclause pattern 11(2)\n+ object + to-infinitive 122 (2b)\nleaf, leaves 296(2)\nlearn\nforms 300, 301,303(11)\nlearn from 234(2)\n+ noun clause 262(1c)\nverb of reporting 265(2)\n+ to-infinitive 121(1)\nlearn how to do it 125(2)\nlearned (adjective) 301\nleast 220, 221 (2a)\nnot in the least 17(6b)\nleave\nclause patterns 8(2), 10(5)\nleave for 233(4) Note b\nleave you waiting 140(2)\nleave off + gerund 121(1)\nleave out 232(1b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9716b494-1571-49df-80f4-5c52bface83c
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": "leave off + gerund 121(1)\nleave out 232(1b)\npassive patterns 108(3), 110(2)\nleaving out words\nsummary 36\nbefore adjective 199(5)\nanswering question 29\narticles 42(3), 45, 167-9\nsubject of co-ordinate clause 239(1a)\nafter if 259(2)\nnoun 44(1), 181\nobject 8\none(s) 188(2)\npreposition before wh-clause 262(5) Note\nrelative pronoun 273(5)\nthat 261(3), 264(2a)\nto before infinitive 116(6)\nleisure: uncountable 144(4b)\nlend\npassive 108(3)\nwith to 10(5)\nlength 196(2)\nless 220, 221(1,2)\na lot less 2l2(8i)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 18fec7a6-bbf3-43a1-97ef-e88a8ace535d
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": "less 220, 221(1,2)\na lot less 2l2(8i)\nsuffix 285 (5e)\nlest 307 (2)\nlet\nlet down 232(2)\nimperative form 19(6)\nlet in on 235(3)\nlet me 19(6b)\n+ object + infinitive 127(3a)\nnot in passive 110(1b) Note\nlet's 19(6a)\nquestion tag 34(6)\nlie and be 84(4)\nlie down 87(2), 186(2d)\nand lay 11 (2) Note b, 300\nlinking verb 9(2)\nlying 294(2) Note\n+ participle 138(1)\nthere lies 50(4)\nlife\ncountable/uncountable 144(5d)\nplural 296(2)\nlight: countable/uncountable 144(5c)\nlightning: uncountable 144(4b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 72562bf4-a123-4765-804c-30b3b3478835
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": "lightning: uncountable 144(4b)\nlike (conjunction) and as 253 (2)\nlike (preposition) 221(1) Note\nand as 228(6)\nlike (verb)\nclause pattern 11(1)\n+ gerund/to-infinitive 121(2)\n+ object + gerund 131(5)\npassive 104 (6b)\nstate verb 62(l,4)\n+ object + to-infinitive 122(2d)\nand would like39(2) Note, 99(3a)\nlikeable 292 (3) Note\nlikely 96 Note, 207(2)\n+ to-infinitive 123(6)\nlink between/with 237(2c)\nlinking adverbial 216\nin front position 49(1b)\nlinking verb 9\nand action verb 209 (1b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c114f0e8-4325-4e63-8170-5bcc80e7dbdb
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": "linking verb 9\nand action verb 209 (1b)\nUS 303(1) PAGE 425 INDEX\nlinking word: see conjunction, linking\nadverbial\nliquid measure 196(4)\nlisten\naction 62(7) Note b\nlisten to 233(2)\nlisten to + object + participle 140(1)\nlitter: uncountable 144(4b)\nlittle\nnegative word 17(4)\nquantifier 177(2)\n= small 200(1) Note a\nvery little 212(8a)\nlive\nlinking verb 9(2)\nlive on 233(2)\nthere lives 50(4)\nlive up to 235(2)\nlively 207 (2)\nlives (plural noun) 296(2)\nlivestock 156(6)\nliving: the living 204(1b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b1a51ce0-0def-4c18-95ba-a471ae1a1e29
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": "livestock 156(6)\nliving: the living 204(1b)\n'll (short form) 71(1)\nloads of 177 (4A)\nloaf 144(3b)\nloaves 296(2)\nlocation\nadverbial of place 210\npreposition of place 255\nlock up 232 (2)\nlogic: certainty 95\nlonely 207(2)\nlong (adverb) 207(3), 210(4)\nlong (verb) with to-infinitive 121(1), 126(1)\nlong and short forms 55\nlook\naction/state 62(3), 62(7) Note b\nlooks as if 50(5c), 253(2) Note\nlook forward to 235(1)\nlook forward to + gerund 132(6)\nhave a look 87(2)\nlinking verb 9(1), 303(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a3867293-267e-4004-bbcb-859239449405
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 a look 87(2)\nlinking verb 9(1), 303(1)\nlookout 232(3)\nlook out for 235(2)\nlook out over 235(1)\n+ preposition 233(1)\nlook up 232(3)\nlook up to 235(2)\nverb and noun 287(1)\nlose\nget lost 107(2)\nwith/without object 8(2)\npassive pattern 110(2)\nlose time + participle 140(3)\nlot of: see a lot of\nlots of 177(1)\nloud and loudly 207 (4)\nlove\n+ gerund/to-infinitive 121(2)\n+ object + gerund 131(5)\npassive 104 (6b)\nstate verb 62(1), 62(4)\n+ object + to-infinitive 122(2d)\nverb and noun 287(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cfeb8b5f-6f22-486d-8a06-cd62d7aafceb
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": "verb and noun 287(1)\nmachinery: uncountable 144(4b)\nmade of 236(4)\nmagnificent\nquite magnificent 212(5c)\nnot with very212(1a) Note a\nmail (verb) 287(3)\nmain: position 200(1)\nmajority 178(2a) Note b\nagreement 153(2), 156(4)\nmake (noun) 144(3e)\nmake (verb)\nclause patterns 9(1), 10(5), 11(1)\nand do 89\nempty verb 87\n+ object + infinitive 127(3a)\nmake out 232(2)\npassive pattern 110(1b)\nmake up for 235(2)\nmake up your mind 125(2)\nmale noun 285 (3e) Note\nman suffix 285 (3e) Note b"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 08022866-0555-4208-98b8-f36ecd3f9a78
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": "man suffix 285 (3e) Note b\nnationality word 288(2d)\nman, men 296(1)\nman/woman + noun 145(1c)\nmanage + to-infinitive 121(1)\nmanagement: group noun 156(4)\nmanner 207(2), 209(2)\nsingular/plural 154(1b)\nmanner adverb: see adverb of manner\nmany 177(1), 178(7a)\nvery many 212(8a)\nmarket without the 168(4)\nmarried\nget married 107 (2)\nmarried to 236(4)\nmarry + object 233(4)\nmarvellous\nquite marvellous 212(5c)\nwith to-infinitive 123(1), 126(2)\nnot with very 212(1a) Note a\nmasculine noun 285 (3e) Note"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e3c336da-7b83-40cb-930e-656370c3eedc
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": "masculine noun 285 (3e) Note\nmass noun: see uncountable noun\nmasses of 177(4a)\nmathematics 154(2)\nmatter\nmatter of + gerund 132(7)\nstate verb 62(1,5)\nmatter with 237(2k)\nmature: comparison 218(4b) INDEX PAGE 426\nmay\nwith but 246(1) Note b\nindirect speech 268(3c)\npermission 94\npossibility 91\nexpressing wish 19(6c) Note\nmay have done 97(3)\nmaybe 97(1a) Note b, 214(1)\nmayn't 97(1a) Note a\nme 184(1)\nweak form 55(1b)\nmeal and eat 87 (2)\nmeal without article 169(7)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 36448766-604f-4204-8437-935d41fd5d04
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": "meal and eat 87 (2)\nmeal without article 169(7)\nmean (adjective) with to-infinitive 123(1, 5),\n126(5)\nmean (verb)\n+ gerund/to-infinitive 121 (3f)\n+ object + gerund 131(5)\n+ noun clause 262(1c)\npassive 104(6b), 109(2)\nstate verb 62(4) Note a\n+ object + to-infinitive 122(2b)\nmeans: by/with 228(5)\nmeans (noun) 154(3)\nmeasles 154(2)\nmeasure: action/state 62(3), 104(6b)\nmeasurements 196\n+ adjective 199(1) Note b\n+ singular verb 152(3)\nmedia 298(2)\nwith the 160(5)\nmelt: with/without object 8(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c4c769e9-ec8f-4f3e-83da-9a2a70daaa5a
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 the 160(5)\nmelt: with/without object 8(3)\nmen 296(1)\nmention\n+ gerund 121(1)\n+ object + gerund 131(5)\n+ noun clause 262(lc, 1d)\nverb of reporting 265(2)\nmere: position 200(1)\nmethod of 237 (2f)\nmice 296(1)\nmid position 208(4)\nmidday without article 169(6)\nmiddle-aged: the middle-aged 204(1b)\nmidnight without article 169(6)\nmight\nin conditionals 257 (3b, 4d, 6b)\nindirect speech 268 (3c)\npermission 94(2) Note\npossibility 97\nmight as well 97(1e)\nmight have done 97(3), 257 (6b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 51aa9575-f51c-4e57-9128-7b126f8cca00
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": "might have done 97(3), 257 (6b)\nmileage: spelling 293(2) Note\nmilitary: group noun 156(4)\nmillion 191(1)\nmillions of 191(3)\nmind\n+ gerund 121(l) Note d\n+ object + gerund 131(5)\n+ noun clause 262(1c)\nmine 174(3)\nminority 156(4), 178(2a) Note b\nminute: time of day 195(1)\nthe minute (conjunction) 250(5)\nmisrelated participle 136(2) Note\nmiss with gerund 121(1), 131 (5)\nmistake (noun) with to-infinitive 126(4)\nmistake (verb) with for 234(2)\nmix with/without object 8(3)\nmob: group noun 156(4)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d4b2e8e9-6c24-4bf1-bd86-24c975a450bf
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": "mob: group noun 156(4)\nmodal verb\nsummary 90\noverview 102\n+ bare infinitive 127(1)\nin indirect speech 268(3c, 3d)\npassive 106, 114(2)\nwith performative verb 16(3)\nmodern: comparison 218(4b)\nmodifier 143(2c)\nadjective 198(1)\nadverb of degree 212\nadverbial 206(3)\nnoun 147\nclause after a noun 272(2)\nphrase after a noun 148, 272(2)\nof number 191(4)\nof preposition 224(3)\nmolten 301\nmoment: the moment (conjunction) 250(5)\nmoney 196(1)\nmoney: uncountable 144(4b)\nmonth with/without article 169(3)"}


