# embeddings_queue

created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e9b78a93-d0a6-44ce-9f88-8b779d29ff94
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Gayle has acted in more than fifty films. (Her career has continued up to now.)\nGayle acted in more than fifty films. (She is dead, or her career is over.)\nd Look at this news report.\nThere has been a serious accident on the M6. It happened at ten o'clock this\nmorning near Preston when a lorry went out of control and collided with a car...\nThe present perfect is used to give the fact of the accident and the past simple for"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "details such as when and how it happened. We often use the present perfect to first\nmention a topic and the past simple for the details.\nI've just been on a skiing holiday. ~ Oh, where did you go?\nHave you sent in your application? ~ Yes, I sent it in ages ago.\n5 Adverbials of time with the present perfect and past\nsimple\nSome adverbials used with both forms are just, recently, already, once/twice etc,\never/never, today, this morning/week etc and phrases with for and since. For"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 22be5ee1-4067-441b-b9c5-8bfdff1c4273
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "American usage, \u2022 303(6).\na With just and recently there is little difference in meaning.\nI've just heard the news./I just heard the news.\nWe've recently moved house./We recently moved house.\nCompare these examples with already.\nI've already heard the news. (before now)\nI already knew before you told me. (before then)\nb Once, twice etc with the present perfect means the number of times the action has\nhappened up to now.\nWe've been to Scotland once/lots of times."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1148df29-46c7-4797-a6b1-e9ea176de0c9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We've been to Scotland once/lots of times.\nThis is the third time my car has broken down this month.\nWith the simple past once usually means 'at a time in the past'.\nWe went to Scotland once.\nEver/never with the present perfect means 'in all the time up to now'. With the\nsimple past it refers to a finished period.\nHave you ever visited our showroom?\nDidyou ever visit our old showroom?\nc We can use this morning, this afternoon and today with the present perfect when"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0c0e0022-2822-44f0-93bf-b393d249f21a
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "they include the present time. When the time is over, we use the past.\nIt has been windy this morning. (The morning is not yet over.)\nIt was windy this morning. (It is afternoon or evening.) NOTE\na We can use a pattern with it to emphasize the time.\nIt's years since I skied/I've skied. It was in 1988 (that) I last skied.\nb I've been here (for) a month means that I arrived here a month ago. I am here for a month\nmeans that I have arranged to stay here for a month in total.\n66 Past continuous"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 20d1b2ad-c9db-4d34-8e76-9a286824f75c
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "66 Past continuous\nAN UNIDENTIFIED FLYING OBJECT\n'I was going home from the pub at quarter to eleven. There was a full moon. I was\nwalking over the bridge when I saw the UFO. It was quite low. It was long and\nthin, shaped like a cigar. It appeared to be made of aluminium. It was travelling\neast to west, towards Warminster. I didn't know what to do. I didn't have a\ncamera of course. I watched it for a minute and then it went behind a cloud.'\n1 Form\nPast of be + active participle"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 87ffa3ec-b789-460a-9869-0ea08631a05b
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "1 Form\nPast of be + active participle\nI/he/she/it was flying\nyou/we/they were flying\nNegative Questions\nI/he/she/it was not flying was I/he/she/it flying?\nyou/we/they were not flying were you/we/they flying?\nPAGE 89 66 Past continuous\nWith today there is little difference in meaning.\nIt has been windy today. (The day is not yet over.)\nIt was windy today. (The day is over.)\nBoth sentences are spoken late in the day. The second must be in the evening. The\nspeaker sees the day as over."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a31a29e6-f1ed-48d0-b800-a75073f51a6f
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "speaker sees the day as over.\nWe use the present perfect with this week/month/year when we mean the whole\nperiod up to now.\nI've seen a lot of television this week.\nWe use the simple past for one time during the period.\nI saw an interesting programme this week.\nWe might say this on Friday about something two or three days earlier.\nWe often use the negative with phrases of unfinished time.\nIt hasn't been very warm today.\nI haven't seen much television this week."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 050209fa-e3d5-4de7-b08c-d1b08ac7e727
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I haven't seen much television this week.\nd We often use for and since with the negative present perfect.\nI haven't skied for years. /I haven't skied since 1988.\nWe can also use since with a clause.\nI haven't skied since I was twelve.\nCompare the past simple.\nI last skied years ago/in 1988/ when I was twelve.\nWe can also use a phrase with for with the past simple to say how long something\nwent on.\nI skied for hours. 9 VERB TENSES AND ASPECTS\n2 Use\na An action over a past period"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fcfc3961-ef02-4dda-b669-8357e0f8ee56
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "2 Use\na An action over a past period\nWe use the past continuous for an action over a period of past time, something\nthat we were in the middle of.\nAt quarter to eleven I was walking home.\nThe UFO was travelling east to west.\nI wasn't sleeping, so I got up.\nI looked into the room. All the old people were watching television.\nCompare the present continuous and past continuous.\nThe UFO is travelling west. (It is in the middle of its journey.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2531e1d8-2708-49d4-b957-2f069ba81d62
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The UFO was travelling west. (It was in the middle of its journey.)\nBut for a complete action in the past, we use the past simple.\nThe UFO went behind a cloud.\nIn these examples the past continuous means an action over a whole period.\nThe salesman was travelling from Monday to Friday.\nWe were watching for UFOs all night. We never went to sleep.\nHere we could also use the past simple.\nPeriod of time: He was travelling all week. He was very tired."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2eb1eb6d-949f-43ed-9b79-a0378fb9d4f7
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Complete action: He travelled all week. He drove a long way.\nb Past continuous and past simple\nThe period of a past continuous action can include a clock time.\n/ was walking home at quarter to eleven.\nIt can also include another action.\n/ was walking home when I saw the UFO.\nHere the speaker sees one action as happening around another. The past\ncontinuous is the longer, background action (walking), and the past simple is the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7c597bbe-8be2-4c59-822b-4bee68b1e1de
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "shorter, complete action (saw). The shorter action interrupted the longer one.\nHere are some more examples.\nTim was washing his hair when the doorbell rang.\nI had a sudden idea when/while/as I was waiting in a traffic queue.\nThe sun was shining when the campers woke.\nWhen two actions both went on during the same period of time, we use the past\ncontinuous for both.\nTim was washing his hair while I was cleaning up the kitchen."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 40502c06-2de8-4f17-a8d9-f10facf4699b
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "When one complete action followed another, we use the past simple for both.\nTim got up when the doorbell rang. (= The doorbell rang and then Tim got up.)\nc Past states\nFor a past state we normally use the past simple.\nMy grandmother loved this house.\nI didn't know what to do.\nThe UFO appeared to be made of aluminium. It had a shape like a cigar.\nNOTE\nWith temporary states we can sometimes use the past continuous. For details, \u2022 62.\nI didn't feel/wasn't feeling very well."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2bde4ddf-46c8-46ff-af71-182d4e7cacdb
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I didn't feel/wasn't feeling very well.\nPAGE 90 PAGE 91 67 Present perfect continuous\nOther uses of the past continuous\na We can use the past continuous for repeated actions which are temporary, only for a period.\nMy car was off the road. I was travelling to work by bus that week.\nCompare I'm travelling to work by bus this week. \u2022 64(2c)\nb We can use the past continuous for a past arrangement.\n/ was on my way to the pub. I was meeting James there.\n(= I had arranged to meet James there.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1d625052-354a-4829-8885-b18627a5231f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(= I had arranged to meet James there.)\nFor I'm meeting James at the pub tonight, \u2022 73(1).\nc With the continuous, always means 'very often' or 'too often'.\nDo you remember Mr Adams? He was always quoting Shakespeare.\nFor examples with the present continuous, \u2022 64(2d).\n67 Present perfect continuous\nGOING INTO HOSPITAL\nMrs Webster: I shall have to go into hospital some time to have an operation on\nmy leg.\nTed: Are you on the waiting list?\nMrs Webster: Yes, I've been waiting for three years."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 17a94bed-1a15-4e30-8c09-a845c839d056
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Ted: Three years! That's awful! You've been suffering all that time.\nMrs Webster: Well, I have to use the wheelchair, that's all.\nTed: They've been cutting expenditure, trying to save money. It's not right.\nMrs Webster: My son David has written to them three times. He's been trying to get\nme in quicker. I don't know if it'll do any good.\n1 Form\nPresent of have + been + active participle\nI/you/we/they have been waiting\nhe/she/it has been waiting\nNegative Questions"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 93809123-84ab-46ba-bdc0-8429d585afe8
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "he/she/it has been waiting\nNegative Questions\nI/you/we/they have not been waiting have I/you/we/they been waiting?\nhe/she/it has not been waiting has he/she/it been waiting?\n2 Use\na We use the present perfect continuous for an action over a period of time up to\nnow, the period leading up to the present.\nI've been waiting for three years.\nThe government has been cutting expenditure.\nHow long have you been using a wheelchair?\nThe roof has been leaking. The carpet's wet."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fd97b185-5891-4c97-ac27-165ac7536ffd
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The roof has been leaking. The carpet's wet.\nThe speaker looks back from the present and so uses the perfect.\nNOT I wait for three years.\nWe often use for and since. \u2022 227(5)\nWe've been living here for six months/since April.\nNOTE\nThe action can end just before the present.\nYou look hot. ~ Yes, I've been running. 9 VERB TENSES AND ASPECTS PAGE 92\nb We can use the present perfect continuous for repeated actions up to now.\nDavid has been writing letters to the hospital."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 60051492-5ee6-466b-ae90-cdf4e4edd421
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "David has been writing letters to the hospital.\nI've been going to evening classes in Arabic.\nThe speaker sees the actions as a continuing series.\nCompare the present perfect for a complete series of actions.\nDavid has written to the hospital three times now.\nc Compare the present perfect continuous and the present perfect for a single action.\nPeriod of time: I've been washing the car. I'm rather wet.\nComplete action: I've washed the car. It looks a lot cleaner now."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: efc607c7-426b-4227-a79b-04af79d01282
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The continuous here focuses on the action going on. The present perfect focuses\non the result of the action. The choice depends on how the speaker sees the action.\nWhen we say how long, we normally use the continuous form. When we say how\nmany, we do not use the continuous.\nTina has been writing her report since two o'clock. She's written twelve pages.\nNow look at these examples.\nI've been waiting here for ages./I've waited here for ages."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e3ebfaa4-8721-4a3b-8da3-1bb220abfcef
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We've been living here since April/We've lived here since April.\nThe continuous is more usual here, but there is little difference in meaning.\nd We use the present perfect (not the continuous) for a state up to the present.\nShe has been in a wheelchair for three years. I've always hated hospitals.\n68 Past perfect and past perfect continuous\nMiranda lay on her bed and stared at the ceiling. She was depressed. Her boy-\nfriend Max had gone on holiday with his brother the day before. He hadn't"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3dc2b488-906a-4725-adb6-7abdbff907a5
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "invited Miranda to go with him. He hadn't even said goodbye properly. And\neverything had been going so well. What had she done wrong?\n1 Form\nPast perfect: Past perfect continuous:\nhad + past participle had been + active participle\nsomeone had invited someone had been going\nNegative\nsomeone had not invited someone had not been going\nQuestions\nhad someone invited? had someone been going?\n2 Use of the past perfect\nWe use the past perfect for an action before a past time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cb765b95-8ab3-43ae-b02a-c27123a68d0b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "She had met Max six months before. I knew I had forgotten something.\nBy midnight they had come to an agreement.\nWe ran onto the platform, but the train had just gone.\nThe paragraph above begins in the past tense. The situation is that Miranda lay on\nher bed. The writer looks back from the past situation to a time before. PAGE 93 68 Past perfect and past perfect continuous\nCompare the present perfect and past perfect.\nThe floor is clean. I have washed it.\nThe floor was clean. I had washed it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8cab305f-7905-4a5b-94a2-2dab23a2cb83
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The floor was clean. I had washed it.\nWe can also use the past perfect for a state.\nThey had been friends for six months.\nEverything had seemed fine up to then.\nThe gunman had previously been in prison for three years.\nNOTE For the past perfect in if-clauses, \u2022 257(6).\n3 Past simple and past perfect\na To talk about one action in the past we use the past simple.\nThis lamp is a new one. I bought it last week. NOT I had bought it last week."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b8a9ea74-5877-4641-8821-cb5a37481e48
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We also use the past simple when one action comes straight after another, when\nsomeone reacts quickly.\nWhen the shot rang out, everyone threw themselves to the floor.\nTo say that someone finished one action and then did something else, we use\neither when... had done or after... did/had done.\nWhen Miranda had written the letter, she went out to post it.\nAfter Miranda wrote/had written the letter, she went out to post it.\nNOT When Miranda wrote the letter, she went out to post it.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3a968bac-9232-4181-977d-fc66f5454a5c
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nFor the past perfect with hardly and no sooner, \u2022 250(5).\n/ had hardly sat down when the phone rang.\nb Sometimes the choice of past simple or past perfect can make a difference to the\nmeaning.\nWhen the boss arrived, the meeting began.\n(The boss arrived and then the meeting began.)\nWhen the boss arrived, the meeting had begun.\n(The meeting began before the boss arrived.)\nWhen Max spoke, Miranda put the phone down.\n(= When Max started speaking...)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9da37d08-c28d-4344-9771-5eb914d221b7
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(= When Max started speaking...)\nWhen Max had spoken, Miranda put the phone down.\n(= When Max finished speaking...)\nc We can sometimes use the past perfect after before or until.\nThe toaster went wrong before it toasted/had toasted one piece of bread.\nWe didn't want to stop until we finished/had finished the job.\n4 Use of the past perfect continuous\nWe use the past perfect continuous for an action over a period up to a past time.\nEverything had been going so well up to then."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: be1b4895-e0d7-4287-877e-59924b0474a4
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Everything had been going so well up to then.\nThe driver who died in the accident had been drinking.\nA woman collapsed at the supermarket checkout. She had been smuggling out a\nfrozen chicken under her hat.\nCompare the present and past tense.\nMy hands are wet. I have been washing the floor.\nMy hands were wet. I had been washing the floor. 9 VERB TENSES AND ASPECTS\n5 The past perfect continuous and other past forms\na Compare the past perfect continuous and past perfect."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a1ac55f5-77df-4b1d-83c5-b56aac11c73f
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Period of time: I'd been mowing the lawn. I was tired.\nComplete action: I'd mown the lawn. It looked nice.\nThe past perfect continuous (had been mowing) focuses on the action going on.\nThe past perfect (had mown) focuses on the result of the action.\nWhen we say how long, we normally use the continuous form. When we say how\nmany, we do not use the continuous.\nThe volunteers brought in their collecting boxes at lunch time yesterday. They had"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3df5140a-500f-4b7f-ac5e-885ef54d78f1
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "been collecting money all morning. They had collected hundreds of pounds.\nb Compare the past continuous and past perfect continuous.\nWhen I saw Debbie, she was playing golf. (I saw her in the middle of the game.)\nWhen I saw Debbie, she'd been playing golf. (I saw her after the game.)\n69 Overview: uses of tenses and aspects\n1 Present continuous \u2022 64 Present simple \u2022 64\nIn the middle of an action\nI'm watching this comedy.\nA temporary routine\nI'm working late this week.\nA present state"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 54c3d091-f6e5-421b-830a-e0934024576b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm working late this week.\nA present state\nI like comedies.\nA permanent routine\nI work late most days.\n2 Present perfect \u2022 65 Past simple \u2022 65\nAn action in the period up to the present\nI've written the letter.\nA series of actions up to the present\nI've played basketball a few times.\nA state up to the present\nI've been here for a week.\nAn action in the past\nI wrote the letter yesterday.\nA series of past actions\nI played basketball years ago.\nA past state\n/ was there for a week."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b7310844-2823-4727-891f-6109245dd971
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "A past state\n/ was there for a week.\n3 Past continuous \u2022 66\nAn action over a period of past time\nIt was raining at the time.\n4 Present perfect continuous \u2022 67\nAn action over a period up to the present\nIt has been raining all day.\n5 Past perfect continuous \u2022 68 Past perfect \u2022 68\nAn action over a period up to a past time\nIt had been raining for hours.\nAn action before a past time\nThe rain had stopped by then.\nA state before a past time\nThe weather had been awful.\nPAGE 94 PAGE 95\n10The future"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "PAGE 94 PAGE 95\n10The future\n70 Summary\nThis news item is about something in the future.\nCINEMA TO CLOSE\nThe Maxime Cinema is to close in November, it was announced yesterday. The\nowner of the building, Mr Charles Peters, has sold it to a firm of builders, who are\ngoing to build a block of old people's flats on the site. 'The cinema has become\nuneconomic to run,' said Mr Peters. The last performance is on Saturday 17th"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ec4e84b4-328f-4d21-9be0-c1c8de0ad0e0
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "November, and after that the cinema will finally close its doors after sixty years in\nbusiness. 'This town won't be the same again,' said camera operator Bert Dudley,\nwho has worked at the cinema for eighteen years. Mr Dudley (67) is retiring when\nthe cinema closes. In future, cinema goers will have to travel ten miles to the\nnearest cinema.\nThere are different ways of expressing the future.\nWill and shall \u2022 71\nThe cinema will close in November.\nWe shall close the doors for the last time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7b8aae27-ff87-4d71-b12c-50fcf8663398
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We shall close the doors for the last time.\nBe going to \u2022 72\nThe cinema is going to close soon.\nPresent tense forms \u2022 73\nThe cinema is closing in November.\nThe cinema closes on November 17th.\nWill, be going to or the present continuous? \u2022 74\nThe choice of form depends on whether we are making a prediction about the\nfuture, expressing an intention, or talking about a plan for the future, and so on.\nThe future continuous \u2022 75\nThe cinema is sold and will be closing in November.\nBe to \u2022 76"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6359644c-fe72-4d5a-9585-f1916c793ecd
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Be to \u2022 76\nThe cinema is to close in November, it was announced.\nThe present simple in a sub clause \u2022 77\nIt will be a sad day when the cinema closes. 10 THE FUTURE\nOther ways of expressing the future \u2022 78\nMr Dudley is about to retire.\nHe might retire soon.\nHe plans to retire in November.\nThe future perfect \u2022 79\nThe cinema will have been in business for sixty years.\nLooking forward from the past \u2022 80\nMr Dudley was going to continue working, but he lost his job.\nOVERVIEW: the future \u2022 81"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eb3299d8-2bf5-45c8-9aa5-4ad7fdccb409
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "OVERVIEW: the future \u2022 81\n71 Will and shall\n1 We use will + base form for the future.\nThis book will change your life. We'll know our exam results in August.\nCinema goers will have to travel ten miles to the nearest cinema.\nWill you still love me tomorrow? This town won't be the same again.\nWill has a short form 'II, and will not has a short form won't.\n2 In the first person we can use either will or shall in statements about the future.\nThe meaning is the same."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 139936a4-6f41-46fd-8d4c-c7d8c48c577d
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The meaning is the same.\nI will be/shall be at home tomorrow.\nWe will have/shall have another opportunity soon.\nShall is less usual in the USA.\nWe do not normally use shall with other subjects.\nNOT Christine shall be at home tomorrow.\nNOTE\nShall not has a short form shan't / a:nt /.\nI shan't be here tomorrow.\n3 Will often expresses the future as fact, something we cannot control. It expresses a\nprediction, a definite opinion about the future.\nSouthern England will stay cloudy and windy tonight."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fbeaeb7d-eb00-4517-9aba-bc4d163a90f6
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "My father will probably be in hospital for at least two weeks.\n4 We can sometimes use I'll/we'll for an instant decision.\nIt's raining. I'll take an umbrella. I think I'll have the soup, please.\nWe decide more or less as the words are spoken. Compare be going to.\nI'll buy some postcards. (I'm deciding now.)\nI'm going to buy some postcards. (I've already decided.)\nNOTE\nWill expresses a definite action in the future, not just a wish."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 92d4b821-9b4a-47fd-90d4-70c679c9fd56
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Action: There's a shop here. I'll buy some postcards. ~ OK, I'll wait for you.\nWish: I want to buy some postcards, but I haven't got any money.\n5 Will sometimes expresses willingness.\nJim will translate it for you. He speaks Italian.\nI'll sit / I'm willing to sit on the floor. I don't mind. PAGE 97 72 Be going to\nWon't can express unwillingness or an emphatic refusal.\nThe doctor won't come at this time of night.\nI won't put up with this nonsense.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3f942ed7-1240-437e-81de-0f31ebeefdac
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I won't put up with this nonsense.\nNOTE\nWe can also use won't when the subject is not a person.\nThe car won't start. This screw won't go in properly.\n6 We can use I'll/we'll and will/won't you in offers, promises, etc.\nOffer: I'll hold the door open for you. ~ Oh, thanks.\nPromise: (I promise) I'll do my best to help you.\nInvitation: Won't you sit down?\nRequest: Will you do something for me?\n7 When we can't decide, we use shall I/we to ask for advice or suggestions."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a5c38b8d-706c-41ad-86f4-7b4b70b6caa4
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Where shall I put these flowers? ~ I'll get a vase.\nWhat shall we do this weekend?\nWe can also use shall I/we for an offer.\nShall I hold the door open for you? ~ Oh, thanks.\n8 We can use you shall for a promise.\nYou shall be the first to know. (I promise).\n9 Will is sometimes used in formal orders. It expresses the order as a definite future\naction. This emphasizes the authority of the speaker.\nYou will leave the building immediately. Uniform will be worn."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8bcfe4a0-cc2b-4515-b272-5cd0c2e4abd2
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Shall is sometimes used for formal rules.\nThe secretary shall give two weeks' notice of such a meeting.\n72 Be going to\nWe use be going to + base form for a present situation which points to the future.\nIt's ten already. We're going to be late. This fence is going to fall down soon.\nWe can see from the time that we are going to be late, and we can see from the\ncondition of the fence that it is going to fall down. Be going to expresses a\nprediction based on these situations."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c6aea05e-d903-4826-b2dd-29641c081c5b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "prediction based on these situations.\nNOTE In informal speech going to is sometimes pronounced / 'g n /.\nWe can also use be going to for a present intention.\nI'm going to start my own business. I'm not going to live here all my life.\nThey're going to build some old people's flats here.\nHere the intention points to a future action. I'm going to start means that I intend\nto start/I have decided to start.\nFor a comparison of be going to and will, \u2022 74.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f4c51415-a06c-4628-a82f-2dbe67aea2c2
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na We can use be going to without mentioning the person who has the intention.\nThe flats are going to be for old people.\nb With verbs of movement, especially go and come, we often use the present continuous\nrather than be going to.\nI'm going out in a minute. I've got some shopping to do.\nBarbara is coming round for a chat tonight.\nI'm going to go out and Barbara is going to come round are possible but less usual. 10 THE FUTURE PAGE 98\n73 Present tense forms for the future"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 46df85b2-3886-41df-bd03-a7346edbf9f7
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "73 Present tense forms for the future\n1 We use the present continuous for what someone has arranged to do.\nI'm meeting Gavin at the club tonight. What are you doing tomorrow?\nJulie is going to Florida.\nThis suggests that Julie has made arrangements such as buying her ticket.\nThe meaning is similar to be going to for an intention, and in many contexts we can\nuse either form.\nWe're visiting/ We're going to visit friends at the weekend.\nNOTE\na An 'arrangement' need not be with another person."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a4238002-2d96-4842-8860-e461bc5672c9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm doing some shopping this afternoon. I'm having an early night.\nThis means that I have arranged my day so that I can do these things,\nb We cannot use a state verb in the continuous.\nGavin will be at the club tonight.\nNOT Gavin is being at the club tonight.\n2 We can sometimes use the present simple for the future, but only for what we see\nas part of a timetable.\nThe Cup Final is on May 7th. The train leaves at 16.40.\nWe change at Birmingham. What time do you arrive in Helsinki?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9582b68f-2060-4b0f-9d4b-6a5461c2ce2c
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We do not use the present simple for decisions or intentions.\nNOT I carry that bag for you.\nNOT They build some flats here soon.\nNOTE For the present simple in sub clauses, \u2022 77.\n74 Will, be going to or the present continuous?\n1 Both will and be going to can express predictions.\nIt'll rain, I expect. It always rains at weekends.\nIt's going to rain. Look at those clouds.\nA prediction with be going to is based on the present situation."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 43c1ff3b-d048-40db-bc1a-60525483d844
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Sometimes we can use either form with little difference in meaning.\nOne day the sun will cool down.\nOne day the sun is going to cool down.\nThe sentence with be going to suggests that there is some present evidence for the\nprediction.\nWe often use will with I'm sure, I think, I expect and probably.\nI think we'll have time for a coffee.\nThere'll probably be lots of people at the disco.\nWe use be going to (not will) when the future action is very close."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6d271d89-92bf-4eaf-9a04-c7baf30a85b1
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Help! I'm going to fall! I'm going to be sick!\nNOTE\nCompare the meanings of these verb forms.\nThe cinema closed last year. The cinema has closed.\n(in the past) (past action related to the present)\nThe cinema will close in November. The cinema is going to close soon.\n(in the future) (future action related to the present) 75 The future continuous: will be doing\n2 When we talk about intentions, plans and arrangements, we use be going to or the\npresent continuous, but not will."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ef23cb18-cea0-4302-9da8-f193d31f3174
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "present continuous, but not will.\nWe're going to eat out tonight. (We have decided to eat out.)\nWe're eating out tonight. (We have arranged to eat out.)\nWe use will only for an instant decision.\nIt's hot in here. I'll open a window.\nPaul is using the kitchen. He's cooking for some friends. ~ Well, we'll eat out then.\n3 Look at this conversation at the end of work on Friday afternoon.\nA FEW DAYS OFF\nEmma: I'll see you on Monday then."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 17811ad3-603c-48d5-98ea-f3e1aa1fa811
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "A FEW DAYS OFF\nEmma: I'll see you on Monday then.\nPolly: Oh, I won't be here. Didn't I tell you? I'm taking a few days off. I'm going\non holiday. I'll be away for a week.\nEmma: No, you didn't say. Where are you going?\nPolly: The Lake District. I'm going to do some walking.\nEmma: Oh, that'll be nice. Well, I hope you have a good time.\nPolly: Thanks. I'll see you the week after.\nPolly gives the news of her plans and intentions by using the present continuous\nand be going to."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fe20fd32-5da7-4328-b02f-3e7c4a657865
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "and be going to.\nI'm taking a few days off. I'm going to do some walking.\nWe cannot use will in this context. But after first mentioning a plan or intention,\nwe often use will for further details and comments.\nI'm going on holiday. I'll be away for a week.\nI'm going to do some walking. ~ Oh, that'll be nice.\nThey're going to build some flats. The work will take about six months.\nNOTE\nWe often use will in a sentence with an if-clause. \u2022 257(3)\nI'll lose my way if I don't take a map."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 62ac8af5-b871-4fd8-a3f4-852f990304a7
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'll lose my way if I don't take a map.\nSometimes a condition is understood but not expressed.\nI might give up the course. ~ You'll regret it (if you do).\n75 The future continuous: will be doing\n1 We use will + be + active participle for an action over a period of future time. It\nmeans that we will be in the middle of an action.\nI can't meet you at four. I'll be working.\nHow will I recognize you? ~ I'm fair, six feet tall, and I'll be wearing a blue coat."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6c203423-c01d-4f71-9083-187a4c2b14d4
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "A huge crowd will be waiting when the Queen arrives later today.\nCompare the past and future.\nI've just had a holiday. This time last week I was lying in the sun.\nI'm going on holiday. This time next week I'll be lying in the sun.\nCompare these sentences.\nThe crowd will cheer when the Queen arrives.\n(She will arrive and then the crowd will cheer.)\nThe crowd will be cheering when the Queen arrives.\n(The crowd will start cheering before she arrives.)\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8a3f59e8-a4d0-491b-9c0d-126892a69e39
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nIn the first person we can also use shall.\nI will/shall be revising all day for the exam.\nPAGE 99 10 THE FUTURE PAGE 100\n2 We can also use will be doing for an action which is the result of a routine or\narrangement.\nI'll be phoning my mother tonight. I always phone her on Fridays.\nThe Queen will be arriving in ten minutes' time.\nThe postman will be coming soon.\nThe site is to be sold, and so the cinema will be closing in November."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8f92877a-77ac-4dc5-bb05-2ef965842c9d
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The phone call is the result of my regular routine. The Queen's arrival is part of her\nschedule. The postman's visit is part of his normal working day.\nCompare these sentences.\nDecision: I think I'll have lunch in the canteen today.\nArrangement: I'm having lunch with Alex.\nRoutine: I'll be having lunch in the canteen as usual.\nWe can use will be doing to ask if someone's plans fit in with our wishes.\nWill you be going past the post office this morning? ~ Yes, why? ~ Could you post"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a3045b1f-d119-4b56-a788-d6310f084fc2
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "this for me please?\nHow long will you be using the tennis court? ~ We've booked it until three. You\ncan have it after that.\nWhen will you be marking our test papers? ~ Next week, probably.\n76 Be to\n1 We use be to + base form for an official arrangement.\nThe Prime Minister is to visit Budapest.\nThe two leaders are to meet for talks on a number of issues.\nThis pattern is often used in news reports.\nNOTE\nBe is often left out in headlines.\nPrime Minister to visit Budapest."}


created_at: 2026-04-08 05:29:35
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Prime Minister to visit Budapest.\n2 Be to can also express an order by a person in authority, e.g. a teacher or parent.\nThe headmaster says you are to come at once.\nYou're not to stay up late. No one is to leave this building.\nThis trolley is not to be removed from the station.\n77 The present simple in a sub clause\n1 We often use the present simple for future time in a clause with if, when, as, while,\nbefore, after, until, by the time and as soon as. This happens when both clauses are"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d639a9bd-e269-4014-bd0e-1b8ece03a5e3
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "about the future.\nIf we meet at seven, we'll have plenty of time.\nMr Dudley is going to move to the seaside when he retires.\nLet's wait until the rain stops.\nBy the time you get this letter, I'll be in Singapore.\nCall me as soon as you have any news.\nNOT Gall me as soon as you'll have any news.\nThe same thing happens in relative clauses and noun clauses.\nThere will be a prize for the person who scores the most points."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d6d314f9-6ee2-4c66-90ab-84f4dca6f8fa
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'll see that the place is left tidy. PAGE 101 78 Other ways of expressing the future\n2 We also use the present continuous and present perfect instead of the forms\nwith will.\nI'll think of you here when I'm lying on the beach next week.\nLet's wait until the rain has stopped. NOT until the rain will have stopped.\n3 If the main clause has a present-simple verb (e.g. I expect), then we cannot use\nanother present-simple verb for the future.\nI expect the rain will stop soon."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7267d323-6ba5-43b1-abaf-53cdca9d1ebd
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I expect the rain will stop soon.\nI keep reminding myself that I'll be lying on the beach next week.\nNOTE\nAfter hope we can use either a present or a future form.\nI hope you have/you'll have a nice time.\n78 Other ways of expressing the future\n1 Be about to etc\na We can use be about to + base form for an action in the near future.\nThe audience are in their seats, and the performance is about to start.\nHurry up. The coach is about to leave.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d552270a-a97c-47fb-b952-89c2b0785c3f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Hurry up. The coach is about to leave.\nNOTE\nWe can use be just about to/going to for the very near future.\nThe coach is just about to leave/just going to leave.\nb We can also use be on the point of+ gerund.\nThe company is on the point of signing the contract.\nNOTE\nBe set to + base form is used in news reports about things likely to happen in the near future.\nThe company is set to sign the contract.\nc We can use be due to + base form for an action which is part of a timetable."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 71bdbe1a-4c84-4740-be9f-140af7efc94e
encoding: FLOAT32
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 visitors are due to arrive at two.\n2 Modal verbs\nBesides will, there are other modal verbs which express the future. We use them to\nsay that something is possible or necessary in the future.\nI can meet you later. (= I will be able to ...)\nThere might be a storm. (= There will possibly...)\nWe must post the invitations soon. (= We will have to ...)\nNOTE\nWe can use be sure to/be bound to + base form to express certainty about the future.\nThe scheme is sure to fail. (= It will certainly fail.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 43d62997-89f3-4f65-82a4-c72dce0c1e57
encoding: FLOAT32
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 bound to be trouble. (= There will certainly be trouble.)\n3 Ordinary verbs\nThere are some ordinary verbs that we can use with a to-infinitive to express\nintentions and plans for the future.\nWe've decided to sell our flat. We intend to move soon,\nHelen plans to re-train as a nurse. We've arranged to visit the area. 10 THE FUTURE PAGE 102\n79 The future perfect: will have done\nWe can use will + have+ past participle to look back from the future, to talk about"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d6d10c46-078b-4f2c-b97e-349ac0ad2c4a
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "something that will be over at a future time.\nI'll have finished this book soon. I'm nearly at the end.\nWe don't want to spend all day in the museum. I should think we'll have seen\nenough by lunch-time.\nSarah won't have completed her studies until she's twenty-five.\nOur neighbours are moving soon. They'll have only been here a year.\nNOTE\na In the first person we can also use shall.\nWe will/shall have done half the journey by the time we stop for lunch.\nb For until and by, \u2022 227(6)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 13c715cb-3739-4d16-acf0-b064c4b4341a
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b For until and by, \u2022 227(6).\nc We can use will with the perfect and the continuous together.\nI'll have been reading this book for about six weeks.\nOur neighbours are moving soon. They'll have only been living here a year.\n80 Looking forward from the past:\nwas going to etc\n1 We can use was/were going to for a past intention or arrangement.\nMr Dudley was going to retire, but then he found another job.\nWe were going to watch the film, but then we forgot about it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 86a9bc77-35dd-4036-af67-94350e881f2b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The bus pulled away just as I was going to get on it.\nI was going to means that I intended to.\nNOTE\na Sometimes the intended action (Mr Dudley's retirement) actually happens.\nHe had to retire when the cinema closed. But he was going to retire anyway.\nb We can also use the past continuous for a past arrangement.\nJoanne went to bed early because she was getting up at five.\n2 We can use would as a past form of will.\nThey set off at daybreak. They would reach the camp before nightfall."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5790221a-672c-4e96-9c20-1294ad7aa859
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "George Washington was the first President of a nation that would become the\nrichest and most powerful on earth.\nHere we look at a past action (reaching the camp) from a time when it was in the\nfuture.\nWe can use would not for past unwillingness, a refusal.\nThe spokesman wouldn't answer any questions.\nThe car wouldn't start this morning.\n3 We can also use be to, be about to etc in the past.\nIt was the last film at the cinema, which was to close the next day."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dc55f89c-6d3f-4ee6-a5fa-c7fb559ed28c
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We had to hurry. The coach was about to leave.\nPhil was on the point of leaving when he noticed an attractive girl looking across\nthe room at him.\nNOTE\na The cinema was to close means that there was an arrangement for the cinema to close. But\nwas to + perfect means that what was arranged did not actually happen.\nThe cinema was to have closed the next day, but they decided to keep it open another week. PAGE 103 81 Overview: the future"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 30876b3c-4999-489c-8d68-164a78719d7c
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b There is a special use of was to where it has a similar meaning to would.\nGeorge Washington was the first President of a nation that was to become the richest and\nmost powerful on earth.\nHere was to means that the future action really did happen.\n81 Overview: the future\n1 Will \u2022 71 Be going to \u2022 72\nA prediction\nScotland will win the game.\nAn instant decision\nI think I'll buy a ticket.\nAn offer\nI'll help you.\nA prediction based on the present\nScotland are going to win the game.\nAn intention"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c940c10c-a35e-4e3b-81f6-0cfc379539a4
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Scotland are going to win the game.\nAn intention\nI'm going to buy a ticket, I've decided.\n2 Present simple \u2022 73 Present continuous \u2022 73\nA timetable\nThe game starts at 3.00 pm.\nIn a sub clause \u2022 77\nWe must get there before the game starts.\nAn arrangement\nI'm playing in the team tomorrow.\n3 Future continuous \u2022 75\nAn action over a future period\nI'll be working all day Saturday.\nThe result of a routine or arrangement\nI've got a job in a shop. I'll\nbe working on Saturday."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ddd88444-8ffe-4bea-9736-0d9ddf4e001f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "be working on Saturday.\n4 Be to \u2022 76 Be about to \u2022 78\nAn official arrangement The near future\nThe conference is to take The players are on the field. The\nplace in November. game is about to start.\n5 Future perfect \u2022 79\nSomething that will be over in the future\nThe game will have finished\nby half past four.\n6 Would \u2022 80 Was going to \u2022 80\nLooking forward from the past\nAt half time we thought\nScotland would win.\nLooking forward from the past\nAt half time we thought\nScotland were going to win."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8a4a3bfd-4caa-4366-9a9f-851c28c6d0e2
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Scotland were going to win.\nPast intention or arrangement\nI was going to watch the match,\nbut I was ill. 11Be, have and do\n82 Summary\nAuxiliary verbs and ordinary verbs \u2022 83\nBe, have and do can be auxiliary verbs or ordinary verbs.\nAuxiliary verbs Ordinary verbs\nWe were waiting for a bus. We were at the bus stop.\nI have thought about it. I have a suggestion.\nDoes Tina need any help? Tina does all the work.\nThe ordinary verb be \u2022 84\nThe ordinary verb be has a number of different uses."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d7a9dbd7-7421-4713-8213-6baf946e6c28
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The shop is on the corner. The twins are eighteen.\nHave (got) \u2022 85\nHave (got) expresses possession and related meanings.\nRichard has (got) a motor-bike. We've got a problem.\nThe ordinary verb have \u2022 86\nThe ordinary verb have can be an action verb with meanings such as 'experience'\nor 'receive'.\nI'm having a holiday. We had a sudden shock.\nEmpty verbs \u2022 87\nSometimes we can express an action as an empty verb + object, e.g. have a ride,\ntake a look.\nThe ordinary verb do \u2022 88"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 67e2b0fa-58bd-4c9a-812f-7b8948c918b5
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "take a look.\nThe ordinary verb do \u2022 88\nWe can use do as an ordinary verb to talk about actions.\nWhat on earth have you done? I'm doing a few odd jobs.\nDo and make \u2022 89\nDo and make have similar meanings and some idiomatic uses.\nPAGE 104 PAGE 105 84 The ordinary verb be\n83 Auxiliary verbs and ordinary verbs\n1 In these statements, be and have are auxiliary verbs.\nContinuous: I'm taking my library books back.\nPassive: Books are lent for a period of three weeks.\nPerfect: I've finished this book."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dd6eb97d-2ade-46f6-acb7-931e2f123c0b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Perfect: I've finished this book.\nIn a statement we do not normally use the auxiliary do. Verbs in the present simple\nor past simple have no auxiliary.\nSimple: I like murder stories.\n2 In negatives, questions and some other patterns, we always use an auxiliary. In\nsimple tenses we use the auxiliary do.\nbe/have do\nNegative I'm not going to I don't go to the library\nthe post office. very often.\nQuestion and Have you finished Do you use the library? ~"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 66b556d4-faaf-4375-8225-bda5618bddd9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "short answer this book? ~ Yes, I have. Yes, I do.\nTag You're reading You like murder stories,\nthis book, aren't you? don't you?\nAddition I've read this book. I enjoyed that book.\n~ So have I. ~ So did I.\nEmphasis I am enjoying this book. I do like murder stories.\n\u2022 51(2)\n3 Be, have and do can also be ordinary verbs.\nIt was a lovely day. We had some sandwiches. (= ate)\nI did the crossword this morning. (= completed)\nThe ordinary verbs can be perfect or continuous."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b6ba7f6e-d0cf-4be0-bf9e-c7ee04d17495
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The ordinary verbs can be perfect or continuous.\nIt has been a lovely day. We were having some sandwiches. (= were eating)\nI've done the crossword. (= have completed)\nNOTE\na There can be the same auxiliary and ordinary verb together.\nI was being lazy. (continuous of be) I've had a sandwich. (perfect of have)\nI did do the crossword yesterday. (emphatic form of do)\nb The ordinary verb do can be passive.\nThe crossword was done in ten minutes.\n84 The ordinary verb be\n1 Be as a linking verb"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d81eeb00-3fd6-4171-8fd5-fe62569fb38b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "84 The ordinary verb be\n1 Be as a linking verb\nThe ordinary verb be functions as a linking verb. \u2022 9\nThe world is a wonderful place. The prisoners were hungry.\nAre you being serious? The boss has been out of the office.\nFor there + be, \u2022 50. 11 BE, HAVE AND DO PAGE 106\n2 Form\nPresent simple Present continuous\nI am I am being\nyou/we/they are you/we/they are being\nhe/she/it is he/she/it is being\nPast simple Past continuous\nI/he/she/it was I/he/she/it was being"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b425794b-ed29-41c6-9770-101a585acfe6
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I/he/she/it was I/he/she/it was being\nyou/we/they were you/we/they were being\nPresent perfect\nI/you/we/they have been\nhe/she/it has been\nPast perfect\neveryone had been\nIn simple tenses we add n't/not for the negative, and there is inversion of be and\nthe subject in questions.\nThis pen isn't very good. NOT This pen doesn't be very good.\nWere your friends there? NOT Did your friends be there?\n3 Be with the continuous\nWe can use be with the continuous for behaviour over a period of time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 542f8c1c-e401-45f1-bf67-59324c0e4b60
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The neighbours are being noisy today. The children were being silly.\nCompare these two sentences.\nYou're being stupid. (behaviour for a time)\nYou're stupid. (permanent quality)\nNOTE\nWe can use be in the imperative for behaviour.\nBe quiet. Don't be silly. Do be careful.\n4 Be, lie and stand\nWe often use be to say where something is.\nYork is/lies on the River Ouse. The building was/stood at a busy crossroads.\nHere lie and stand are more formal and literary than be.\n5 Other uses of be"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dba32826-6451-4042-b37b-251a3967cf75
encoding: FLOAT32
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 Other uses of be\nWe can also use be in these contexts.\nEvents: The match was last Saturday.\nIdentity: Mr Crosby, this is my father.\nAge: I'll be eighteen in November.\nNationality: We're Swedish. We're from/We come from Stockholm.\nJobs: My sister is a lawyer. 85 Have (got)\nPossession: Are these bags yours?\nCost: How much are these plates/do these plates cost?\nNumber: Seven plus three is ten.\nQualities: The buildings are ugly.\nFeelings: Hello. How are you?'~ I'm fine, thanks."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 501a4228-ef5e-444a-b823-d9c28378304d
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Feelings: Hello. How are you?'~ I'm fine, thanks.\nI'm cold. Can we put the fire on?\nIf we're all hungry, we'd better eat.\nRight/wrong: Yes, that's right. I think you're mistaken.\nEarly/late: We were late for the show.\nNOTE\na For You are to report to the manager, \u2022 76.\nb We do not use be before belong, depend and agree.\nThis bike belongs to me. NOT This bike is belong to me.\nWell, that depends. NOT Well, that's-depend.\nI agree absolutely. NOT I'm agree absolutely.\n6 Gone or been?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 30a6df55-f939-4114-879e-d5b70df48d76
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "6 Gone or been?\nWe often use been instead of gone. Compare these two sentences.\nTom has gone to town. (He won't be back for a while.)\nTom has been to town. (He's just got back.)\nGone means 'gone and still away'. Been means 'gone and come back'.\nIn questions about what places people have visited, we use been.\nHave you (ever) been to Amsterdam?\nNOTE\na We also make this difference before an active participle.\nThe girls have gone swimming. (They're at the pool.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d8dc1830-a1d5-4a12-ac6d-44293a3d3724
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The girls have been swimming. (They're back now.)\nb For American usage, \u2022 303 (7).\n85 Have (got)\n1 Use\nThe main use of have (got) is to express possession.\nI have a car phone./I've got a car phone.\nMike has a small flat./Mike has got a small flat.\nAs well as possession, have (got) expresses other related meanings.\nKate has (got) blue eyes. I 've (got) an idea.\nThe protesters had (got) plenty of courage.\nHave you (got) any brothers or sisters?\nI had (got) a number of phone calls to make."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ee305afb-ba5f-4cc9-a8fc-fd3d92196281
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I had (got) a number of phone calls to make.\nI've (got) a terrible headache. I haven't (got) time to wait.\na Have (got) can express permanent or temporary possession.\nLouise has (got) a new radio. She bought it yesterday.\nLouise has (got) a book that belongs to me.\nb We can use with for possession after a noun phrase.\nWe saw a man with a gun. (= a man who had a gun)\nBut with cannot replace a main verb.\nThe man had a gun. NOT The man was with a gun.\nPAGE 107 11 BE, HAVE AND DO"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ac178050-66f4-474f-932d-270931b058fc
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "PAGE 107 11 BE, HAVE AND DO\nc Have (got) ...on means 'wear'.\nMandy has (got) a long dress on. (= Mandy is wearing a long dress.)\nd There is also a pattern with have (got) which means the same as there + be.\nThe T-shirt had a slogan on it. (= There was a slogan on the T-shirt.)\n2 Form\na Have (got) expresses a state. We do not use it in the continuous.\nPresent simple\nI/you/we/they have I/you/we/they have got\nhe/she/it has he/she/it has got\nPast simple\neveryone had everyone had got\nPresent perfect"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0ccc820e-14eb-486c-a842-d9237c90c0ba
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "everyone had everyone had got\nPresent perfect\nI/you/we/they have had\nhe/she/it has had\nPast perfect\neveryone had had\nb Got is informal, typical of everyday conversation. We can use it in the present\nsimple and past simple, but it is more common in the present than in the past. And\nit is more common in Britain than in the USA.\nWith have on its own, we usually use a full form. Before got, we can use the short\nforms 've, 's or 'd.\nPresent simple"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3f597682-90dc-475a-96c7-ccca875f961e
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "forms 've, 's or 'd.\nPresent simple\nI have the key. (a little formal) I have got the key. (informal)\nI've the key. (unusual) I've got the key. (informal)\nPast simple\nI had the key. (most usual) I had got the key. (less usual)\nI'd the key. (unusual) I'd got the key. (less usual)\nNOTE\nIn very informal speech, got is sometimes used without have.\nI got lots of time. (= I've got lots of time.)\nYou got any money? (= Have you got any money?)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9cab2f8b-8834-418d-9eaf-752bbf5164f0
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You got any money? (= Have you got any money?)\nc There are some patterns where we do not normally use got. We do not use it in\nthe perfect.\nI've had these shoes for years.\nWe do not normally use it in the infinitive or the ing-form.\nIt would be nice to have lots of money.\nIt's pretty depressing having no job.\nWe do not use got in a short answer.\nHave you got your bag? ~ Yes, I have.\nAnd we do not normally use got after a modal verb.\nYou can have these magazines if you like."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8e5e284f-a170-4b69-bc52-5730fa8e479f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You can have these magazines if you like.\nPAGE 108 PAGE 109 86 The ordinary verb have\nNOTE\na Have got can be the present perfect of get.\nI left my books outside. They've got wet. (= have become)\nCompare these examples:\nI've got some sugar from our next-door neighbour. (= have obtained/borrowed)\nI've got some sugar somewhere. I think it's in the cupboard. (= have)\nFor gotten (USA), \u2022 303 (5d).\nb When have got means 'have obtained', 'have received', we can use it in the infinitive or"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c4087a83-56af-4d5d-b113-3b09e04fe9d5
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "ing-form or after a modal verb.\nWe're grateful to have (got) somewhere to live. (to have got = to have found)\n/ can't help having (got) a cold, can I? (having got = having caught)\nThey must have (got) our letter by now. (must have got = must have received)\nd In negatives and questions we can use have or do as the auxiliary.\nPresent simple\nI don't have a key. I haven't got a key.\nDo you have a key? Have you got a key?\nI haven't a key. (a little formal)\nHave you a key? (a little formal)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5b8cdb79-400d-4769-b29d-493e4323b000
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Have you a key? (a little formal)\nPast simple\nI didn't have a key. (most usual) I hadn't got a key. (less usual)\nDid you have a key? (most usual) Had you got a key? (less usual)\nI hadn't a key. (less usual)\nHad you a key? (less usual)\nIn the present I don't have and I haven't got are both possible, although Americans\nnormally use I don't have. In the past we normally use did.\nNOTE\nIn the perfect we form negatives and questions in the usual way."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 018ee4b1-2eca-45c2-9606-609e30841b38
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We haven't had this car for long. ~ How long had you had your old one?\n86 The ordinary verb have\nHave as an ordinary verb has a number of meanings.\nThe children are having a wonderful time. (= are experiencing)\nI've had a letter. (= have received)\nWe'll be having a late lunch. (= will be eating)\nI always have a beer when I'm watching television. (= drink)\nHere have is an action verb and can be continuous (are having).\nWe use the auxiliary verb do in simple-tense negatives and questions."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b8e14b1e-7f7e-4f3a-bf91-278870d40e30
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We don't have breakfast on Sundays.\nDid you have a good journey?\nWe cannot use got with the ordinary verb have.\nNOT The children have got a wonderful time.\nNOTE\na Compare these two sentences.\nAction: We often have a game of cards. (= play)\nState: We have/ We've got a pack of cards. (= own, possess)\nb For we're having a new shower installed, \u2022 111. 11 BE, HAVE AND DO PAGE 110\n87 Empty verbs\n1 Compare these sentences.\nWe often swim in the pool.\nWe often have a swim in the pool."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bcaf440e-cda3-41b8-ad64-cca753c7cb77
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We often have a swim in the pool.\nThe sentences have a very similar meaning. We can express some actions as a verb\n(swim) or a verb + object (have a swim). The verb have is empty of meaning. Have\nis the most common empty verb, but we can also use take, give, make and go.\nThese are all ordinary verbs and can be continuous.\nWe were having a swim.\n2 Verb Empty verb + object\nLeisure activities walk have/take a walk/go for a walk\nrun have a run/go for a run\njog have a jog/go for a jog"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d0ac8fab-58a5-4876-a80b-70d0e004c4ea
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "jog have a jog/go for a jog\nride have a ridel go for a ride\nswim have a swim/go for a swim\nResting and sleeping sit down have/take a seat\nrest have/take a rest\nlie down have a lie-down\nsleep have a sleep\nEating and drinking eat have a meal/a snack/something to eat\ndrink have a drink/something to drink\nWashing (yourself) wash have a wash\nbath have/take a bath\nshower have/take a shower\nSpeech talk have a talk/a word\nchat have a chat\nargue have an argument\nexplain give an explanation"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 380c0be2-192b-46be-852a-81f32e89fa9f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "explain give an explanation\ncomplain make a complaint\nsuggest make a suggestion\nOthers act take action\ndecide make/take a decision\ngo/travel make a journey/take a trip\nguess make/have a guess\nlaugh/smile give a laugh/smile\nlook have/take a look\ntry/attempt have a try/make an attempt\nvisit pay someone a visit\nwork do some work\n3 Most expressions with empty verbs mean the complete action. A swim means a\nperiod of swimming from start to finish. A walk means a complete journey on foot"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8528b833-2d59-4b34-92d0-72fb0789e260
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "which we do for pleasure.\nHelen jumped in the water and swam a few strokes.\nHelen went to the pool and had a swim.\nWe missed the bus, so we walked.\nIt was a lovely day so we went for a walk. PAGE 111 88 The ordinary verb do\n4 Compare the use of the adverb and the adjective in these sentences.\nAdverb Adjective\nI washed quickly. I had a quick wash.\nThey argued passionately. They had a passionate argument.\nIt is often easier to use the adjective pattern.\nI had a good long sleep."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: daf5a789-fa5d-4028-8cf4-378f2595d06d
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I had a good long sleep.\nThis is neater than I slept well and for a long time.\n88 The ordinary verb do\n1 We can use do as an ordinary verb.\nI've done something silly. We did the journey in three hours.\nWhat subjects are you doing? I'll do the potatoes for you.\n2 These are the forms of the ordinary verb do.\nPresent simple Present continuous\nI/you/we/they do I am doing\nhe/she/it does you/we/they are doing\nhe/she/it is doing\nPast simple Past continuous\neveryone did I/he/she/it was doing"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1462c98e-a187-40a9-89eb-6de75de36451
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "everyone did I/he/she/it was doing\nyou/we/they were doing\nPresent perfect Present perfect continuous\nI/you/we/they have done I/you/we/they have been doing\nhe/she/it has done he/she/it has been doing\nPast perfect Past perfect continuous\neveryone had done everyone had been doing\nWe form negatives and questions in the same way as with other verbs. In simple\ntenses we use the auxiliary do.\nTom doesn't do chemistry any more.\nHe isn't doing biology now either.\nDid you do games yesterday afternoon?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e3917514-2a3b-43f0-86bf-d48de6b49353
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Did you do games yesterday afternoon?\nWhat have you been doing lately?\nWe can also use the negative imperative don't and the emphatic do before the\nordinary verb.\nDon't do anything dangerous.\nYour sister did do well in the competition, didn't she? 11 BE, HAVE AND DO PAGE 112\n3 The ordinary verb do has a number of uses.\na We use do for an action when we do not say what the action is. This may be\nbecause we do not know or do not want to say.\nWhat are you doing? ~ I'm working out this sum."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2dc5ee15-dbe0-470d-8ba5-7eaac89775a4
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "What are you doing? ~ I'm working out this sum.\nYou can do lots of exciting things at Adventure World!\nGuess what we did yesterday.\nb We also use do to mean 'carry out', 'work at', 'study' or 'complete'.\nHave you done your exercises?\nThey're doing some repairs to the roof.\nWe did the job in an hour.\nc In informal English we can use do instead of another verb when we are talking\nabout doing a job.\nThe roof was damaged. They're doing it now. (= repairing)\nI've done the shoes. (= cleaned)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c322b57c-e71e-447d-8262-aed356df2117
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I've done the shoes. (= cleaned)\nThe restaurant does Sunday lunches. (= serves)\nd We can also use do with a gerund. \u2022 138(2)\nSomeone ought to do the washing.\n89 Do and make\n1 Do and make are both action verbs. (For do, \u2022 88.) Make often means 'produce' or\n'create'.\nWho made this table? We make a small profit.\nThey've made a new James Bond film. I was just making some tea.\nHere are some expressions with do and make.\ndo your best (= try hard), do business (with someone), do a course, do someone a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d0c484d9-04d0-4311-83b3-19204e862874
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "favour, do good (= help others), do harm, do homework/housework, do a test/an\nexam, do well (= be successful)\nmake arrangements, make a (phone) call, make an effort, make an excuse, make a\nfuss, make love, make a mistake, make a mess, make money, make a noise, make\nprogress, make a speech, make trouble\nFor make as an empty verb in expressions like make a suggestion, \u2022 87.\nNOTE\nFor These players will make a good team, \u20229(1).\nFor The story really made me laugh, \u2022 127(3a)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 34e752c4-9a15-4311-9f43-a5a23e48c34b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "For The story really made me laugh, \u2022 127(3a).\n2 Here are some more uses of do.\nWhat does Jason do? (= What's Jason's job?)\nHow are you doing? (= getting on)\nI don't want much for lunch. A sandwich will do. (= will be all right)\nI could do with a coffee. (= want)\nWe shall probably have to do without a holiday. (= not have)\nThe boss wants to see you. It's something to do with the new computer.\n(= connected with). 12Modal verbs\n90 Summary\nIntroduction to modal verbs \u2022 91"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8f5e6d5d-302c-49c9-bbba-97442cf47f9c
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "90 Summary\nIntroduction to modal verbs \u2022 91\nThe modal verbs (or 'modal auxiliary verbs') are will, would, shall, should, can,\ncould, may, might, must, need, ought to and dare.\nI must go now. We can park here.\nThere are some expressions with have and be which have similar meanings to the\nmodal verbs.\nI have to go now. We're allowed to park here.\nThese expressions can have other forms such as a past tense or a to-infinitive.\nI had to hurry to get here. We asked to be allowed to go."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 250226f7-6010-4c44-8461-fa73fa22e3d7
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Modal verbs express meanings such as necessity and possibility. We can use\nmodal verbs to tell or allow people to do things; or we can use them to say how\ncertain or uncertain we are.\nNecessity: must, have (got) to, needn't and mustn't \u2022 92\nI must go to the bank.\nObligation and advice: should, ought to etc \u2022 93\nYou should answer the letter.\nPermission: can, could, may, might and be allowed to \u2022 94\nWe can leave our luggage at the hotel.\nCertainty: will, must and can't"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4a8d080b-ba40-4354-827d-c6de02e8429c
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Certainty: will, must and can't\nMandy will be in London now.\nProbability: should and ought to \u2022 96\nThe rain should stop soon.\nPossibility: may, might, can and could \u2022 97\nThe keys may be in my coat pocket.\nPAGE 113 12 MODAL VERBS PAGE 114\nAbility: can, could and be able to \u2022 98\nMost people can swim.\nUnreal situations: would \u2022 99\nSix weeks' holiday would be nice.\nHabits: will, would and used to \u2022 100\nPeople will leave litter everywhere.\nThe verb dare \u2022 101\nI daren't go up on the roof."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5d33ac13-17ca-4cf1-9439-9f4e19edd5d4
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The verb dare \u2022 101\nI daren't go up on the roof.\nOVERVIEW: the use of modal verbs \u2022 102\n91 Introduction to modal verbs\n1 A modal verb is always the first word in the verb phrase. It always has the same\nform and never has an ending such as 5, ingot ed. After a modal verb we put a bare\ninfinitive.\nIt will be windy. You should look after your money.\nA modal does not have a to-infinitive after it (except ought).\nYou must give me your honest opinion.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d67af50d-9bd1-4e97-b4f1-4f02eba20444
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You must give me your honest opinion.\nNOTE\na Some modal verbs have a spoken weak form. \u202255(1)\nb We can stress a modal if we want to put emphasis on its meaning.\nYou really must be quiet. (It is very necessary.)\nYou 'may be right. (It is not certain.)\nc Will and would have the written short forms 'll and 'd.\n2 Like the other auxiliary verbs (be, have and do), modal verbs are important in\nnegatives, questions, tags and so on. A modal verb can have not after it, and it"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 15042cd8-fcd3-4f3d-882e-4abe7cf94b2e
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "comes before the subject in questions.\nYour desk shouldn't be untidy.\nHow should I organize my work?\n. You should take notes, shouldn't you? ~ I suppose I should.\nWe do not use do with a modal. NOT HOW do I should organize my work?\n3 A modal verb does not usually have a tense. It can refer to the present or the future.\nPresent: We must know now. The letter might be in my bag.\nFuture: We must know soon. The letter might arrive tomorrow."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d7f4db56-e389-4ab7-9826-e982e1840fbe
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "For the past we use had to, was able to etc, or we use a modal verb + have.\nPast: We had to know then. The letter might have arrived yesterday.\nBut in some contexts could, would, should and might are past forms of can, will,\nshall and may.\nI can't remember the formula. (present)\nI couldn't remember the formula. (past)\nWe may have problems. (direct speech)\nWe thought we might have problems. (indirect speech) PAGE 115 92 Necessity"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 18b55572-6f48-43de-8bbd-cc75181bd29f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 A modal verb can go with the perfect, the continuous or the passive.\nPerfect: I may have shown you this before.\nContinuous: They may be showing the film on television.\nPassive: We may be shown the results later.\nPerfect + continuous: You must have been dreaming.\nPerfect + passive: The car must have been stolen.\n5 There are some expressions with have and be which have very similar meanings to\nthe modal verbs.\na The main expressions are have to, be able to, be allowed to and be going to."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You have to fill in this form. I was able to cancel the order.\nThere are some important differences in the use of modal verbs and these\nexpressions, e.g. must and have to, \u2022 92; can/may and be allowed to, \u2022 94; and\ncould and was able to, \u2022 98. For will and be going to, \u2022 74; and for be to, \u2022 76.\nb We can use have to, be able to, etc to talk about the past.\nWe had to do a test yesterday. NOT We must do a test yesterday.\nWe can also use them in the infinitive and ing-form."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dcaef758-f4cc-4d05-8dcd-195400e3a970
encoding: FLOAT32
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 want to be allowed to take part. NOT to may take part\nBeing able to see properly is important. NOT canning to see\nA modal verb does not have an infinitive or ing-form.\nc We sometimes put a modal verb in front of have to, be able to etc, or we use two\nsuch expressions together.\nYou will have to hurry. I might be able to do a little revision.\nWe ought to be allowed to decide for ourselves.\nPeople used to have to wash clothes by hand.\nYou aren't going to be able to finish it in time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bfcbcd8e-6b43-429e-8e25-78be395ba070
encoding: FLOAT32
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 aren't going to be able to finish it in time.\nBut we cannot use two modals together. NOT You will must hurry.\n6 Some nouns, adjectives and adverbs and ordinary verbs have similar meanings to\nmodal verbs.\nThere's no chance of everything being ready on time.\nIt's essential/vital you keep me informed.\nThey'll probably give us our money back. \u2022 214\nThe passengers managed to scramble to safety. \u2022 98(3a)\n92 Necessity: must, have (got) to, needn't and\nmustn't\n1 Must and have to"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 94dd8d86-3de6-4516-86ea-cd6c2686db66
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "mustn't\n1 Must and have to\na This is a rule in a British Rail leaflet about a Young Person's Railcard.\nYou must buy your ticket before starting your journey, unless you join the train at\na station where ticket purchase facilities are not available.\nNow look at this conversation.\nAbigail: There isn't much time to spare. You'd better buy your ticket on the train.\nPhil: I can't do that. I want to use this railcard. I have to buy the ticket before\nI get on. 12 MODAL VERBS PAGE l16"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b1256c78-a840-4cce-888a-c909529c9ea0
encoding: FLOAT32
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 on. 12 MODAL VERBS PAGE l16\nWhen we talk about necessity in the present or the near future, we can use either\nmust or have (got) to. But there is a difference in meaning. We normally use must\nwhen the speaker feels the necessity and have to when the necessity is outside the\nspeaker.\nYou must buy your ticket before starting your journey.\nI have to buy the ticket before I get on the train.\nThe leaflet uses must because the rule is made by British Rail, and they are the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ceb89757-6d9d-4e12-b1f8-15b5bcb800dd
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "authority. Phil uses have to because the rule is not his, and the necessity results\nfrom the situation.\nYou must... is a way of ordering someone to do something. You have to... is a way\nof telling them what is necessary in the situation.\nYou must fill in a form. (I'm telling you.)\nYou have to fill in a form. (That's the rule.)\nI must go on a diet. I'm getting overweight.\nI have to go on a diet. The doctor has told me to.\nNOTE\na Compare the meaning of must and have to in questions."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4ee8ebfe-3e36-4fc5-b607-12f43e8a49b2
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Must I write these letters now? (= Do you insist that I write them?)\nDo I have to write these letters now? (= Is it necessary for me to write them?)\nb We can also use be to for an order by a person in authority. \u2022 76(2)\nThe doctor says I'm to go on a diet.\nBut have to is much more common than be to.\nc Be obliged to and be required to also express necessity. Both expressions are rather formal.\nYou are obliged to/are required to sign a declaration."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 282e47a8-1afc-4c84-959b-bda6beff916f
encoding: FLOAT32
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 We sometimes use must \"for things we think are necessary because they are so\nenjoyable.\nYou really must watch this new Canadian soap opera.\nWe must have lunch together.\nc Must has no past tense, no perfect or continuous form and no infinitive or\ning-form. We use have to instead.\nI had to pay \u00a315 for this railcard last week.\nWe've had to make a few changes.\nI'm having to spend a lot of time travelling.\nI wasn't expecting to have to look after the children."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 951a7ec5-3b2b-482d-82f2-0d74793b9ca4
encoding: FLOAT32
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's no fun having to stand the whole journey.\nYou will have to pay the full standard single fare.\n2 Have to and have got to\na Both have to and have got to express the same meaning: necessity which is outside\nthe speaker.\nI have to take an exam in June.\nI have got to take/I've got to take an exam in June.\nHave to is common in both formal and informal English, but have got to is informal.\nb We use got only in simple tenses, but have to has all the forms of an ordinary verb."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6a482539-0bf0-4da7-b73c-2532145cefea
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Father was so ill we were having to sit up with him night after night.\nI don't want to have to punish you.\nWe cannot use got here. PAGE 117 92 Necessity\nIn the past simple had to is more usual than had got to.\nI couldn't go to the dance. I had to finish my project.\nc With have to, we use do in negatives and questions.\nWe don't have to pay. Does the winner have to make a speech?\nWith have got to, we use have as an auxiliary.\nWe haven't got to pay. Has the winner got to make a speech?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cacae2db-0407-4caf-9bcb-6ec79dd30256
encoding: FLOAT32
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 American English, \u2022 303(5c).\nIn past simple negatives and questions we almost always use did... have to, not\nhad... got to.\nDid you have to wait long?\n3 No necessity\na Needn't and don't have to\nWe use needn't and don't have to/haven't got to to say that something is\nunnecessary.\nYou need not always make an appointment.\nYou do not always have to make an appointment.\nOften we can use either form. But there is a difference similar to the one between"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 22504ed7-176d-41c8-9e3d-a130f7a21f48
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "must and have (got) to. With needn't, the lack of necessity is felt by the speaker.\nWith don't have to, it results from the situation.\nYou needn't take me to the station. I can walk.\nYou don't have to take me to the station. Alan's giving me a lift.\nb Need as an ordinary verb\nNeed to means the same as have to.\nThe colours have to/need to match.\nThe figure doesn't have to/doesn't need to be exact.\nNOTE\na Americans use don't/doesn't need to, not needn't. \u2022 303(9)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1bd08514-735b-4512-a4d3-75ee42e23b7d
encoding: FLOAT32
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 For This carpet needs cleaning, \u2022 113(1).\nc We can also use need as a noun, especially in the phrase no need.\nThere's no need to get up early.\nc Needn't have done and didn't need to\nWe use these forms to talk about an unnecessary past action. If something\nhappened which we now know was unnecessary, we usually use needn't\nhave done.\nWe needn't have made these sandwiches. No one's eaten any.\n(We made them, but it wasn't necessary.)\nDidn't need to usually means that the action did not happen."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a437bd2f-c42b-4604-8f67-edae09f2a352
encoding: FLOAT32
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 didn't need to make any sandwiches. We knew that people were bringing\ntheir own. (We didn't make them because it wasn't necessary.)\nBut we can also use didn't need to for something unnecessary that actually\nhappened.\nWe didn't need to make these sandwiches. No one's eaten any.\nWe can also use didn't have to.\nFortunately we didn't have to pay for the repairs. 12 MODAL VERBS PAGE 118\n4 Necessity not to do something\na We use mustn't to tell someone not to do something."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e386894c-54a4-4ac0-b177-76963f033ffe
encoding: FLOAT32
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 forget your railcard. We mustn't lose this game.\nThe meaning is the same as Don't forget your railcard. The speaker feels the\nnecessity. Compare You must remember your railcard.\nb Mustn't has a different meaning from needn't/don't have to. Compare these\nsentences.\nI needn't run. I've got plenty of time.\nI mustn't run. I've got a weak heart.\nc We can use mustn't or may not to forbid something.\nStudents must not/may not use dictionaries in the examination."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 393b8371-e9eb-484b-b35d-83e61981c013
encoding: FLOAT32
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 the speaker or writer is the authority, the person who feels the necessity to\nstop the use of dictionaries. But if we are talking about rules made by other people,\nwe use can't or be allowed to. \u2022 94(3)\nWe can't use/We aren't allowed to use dictionaries in the exam.\n93 Obligation and advice: should, ought to etc\n1 Should and ought to\na We use should and ought to for obligation and advice, to say what is the right thing\nor the best thing to do."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 26b09959-dba9-48f7-bb05-6df5cea5e708
encoding: FLOAT32
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 the best thing to do.\nThey should build/ought to build more hospitals.\nPeople shouldn't leave/oughtn't to leave litter all over the place.\nYou should go I ought to go to York. It's an interesting place.\nI shouldn't leave/oughtn't to leave things until the last moment.\nWho should we invite?/ Who ought we to invite1.\nShould and ought to are not as strong as must.\nYou should tour in a group. (It's a good idea to.)\nYou must tour in a group. (It's essential.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6393d6d0-fd6c-419e-92ed-35df3273fc75
encoding: FLOAT32
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 must tour in a group. (It's essential.)\nBut in formal rules should is sometimes a more polite and less emphatic\nalternative to must.\nPassengers should check in at least one hour before departure time.\nb We can use the continuous or perfect after should and ought to.\nI should be doing some work really.\nYou should have planted these potatoes last month.\nAfter all the help Guy has had, he ought to have thanked you.\nThe perfect here means that the right action did not happen. Compare had to,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 80b77bee-d0d7-43fd-a6ee-3dbb47e64a47
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "where the action really happened.\nI ought to have left a tip.\n(Leaving a tip was the right thing to do, but I didn't leave one.)\nI had to leave a tip.\n(It was necessary to leave a tip, so I did leave one.) PAGE 119 94 Permission\n2 Had better\nWe also use had better to say what is the best thing to do in a particular situation.\nYou're ill. You had better see a doctor, NOT You have better see a doctor.\nI'd better tidy this room up."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 404b116b-3dd5-4ae4-a6aa-edd0f7c3b1bb
encoding: FLOAT32
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 better tidy this room up.\nHad better is stronger than should or ought to, although it is not as strong as must.\nI'd better tidy up means that I am going to tidy up, because it is the best thing to do.\nThe negative is had better not.\nCome on. We'd better not waste any time.\nNOTE\nWith had better we normally use an indirect question rather than a direct one.\nDo you think I'd better call a doctor?\n3 Be supposed to\nWe use be supposed to for what people expect to happen because it is the normal"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 70ae7089-037a-49a3-9f0d-e7e7883cb8ba
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "way of doing things or because it has been ordered or arranged.\nWhen you've paid, you're supposed to take your receipt to the counter over\nthere. ~ Oh, I see.\nIs this food supposed to be kept cool? ~ Yes, put it in the fridge.\nThis jacket is supposed to have been cleaned, but it looks dirty.\nYou weren't supposed to mention my secret. ~ Oh, sorry.\nWe can also use be supposed to for what people say.\nToo much sugar is supposed to be bad for you.\n94 Permission: can, could, may, might and be"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cf221f70-833a-47a2-a88a-2dff81ff4e19
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "94 Permission: can, could, may, might and be\nallowed to\n1 Giving and refusing permission\na We use can or may to give permission. May is formal and used mainly in writing.\nYou can use my phone if you like. Anyone can join the club.\nAny person over 18 years may/can apply to join the club.\nb We use the negative forms cannot/can't and may not to refuse permission.\nI'm afraid you can't just walk in here.\nCustomers may not bring their own food into this cafe.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a5c3af00-ea1f-4081-9d2f-75345f3c0496
encoding: FLOAT32
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\nHere are some other ways of refusing permission.\nTourists must not take money out of the country. \u2022 92(4c)\nSmoking is prohibited/is not permitted on school premises.\nNo picnics. (mainly written)\n2 Asking permission\nWe use can, could or may to ask permission.\nCan I take your umbrella? ~ Of course you can.\nCould I borrow this calculator, please? ~ Well, I need it actually.\nMay we come in?~ Of course. 12 MODAL VERBS PAGE 120"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 817b13e0-ad23-4dfd-89c0-772dea25b74b
encoding: FLOAT32
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 could means a more distant possibility than can and so is less direct, more\ntentative. May is rather formal.\nNOTE\nWe can also use might to ask permission, but it is both formal and tentative.\nI was wondering if I might borrow your car for the afternoon.\n3 Talking about permission\na We sometimes talk about permission when we are not giving it or asking for it. To\ndo this, we can use can referring to the present or the future and could referring to\nthe past."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7c3b46ca-f11d-41c3-b03a-8a410d7f360a
encoding: FLOAT32
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.\nI can stay up as late as I like. My parents don't mind.\nThese yellow lines mean that you can't park here.\nAt one time anyone could go and live in the USA.\nWe cannot use may here because we are not giving or asking permission.\nNOT I may stay up late.\nb We can also use be allowed to.\nI'm allowed to stay up as late as I like.\nWas Tina allowed to leave work early?\nYou won't be allowed to take photos.\nBe allowed to means that the permission does not depend on the speaker or the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: df5c61cc-db5c-4bf2-b255-791f43fb35c9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "person spoken to. Compare these two sentences.\nMay we leave early, please? (= Will you allow it?)\nAre we allowed to leave early? (= Is it allowed?/What is the rule?)\nc We use be allowed to (not can or may) in the perfect and the infinitive.\nNewspapers have not been allowed to report what is going on.\nI didn't expect to be allowed to look round the factory.\nd In the past, we make a difference between general permission and permission"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1d08b6f9-053e-4550-ae5b-88070354aee6
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "which resulted in an action. For general permission we use could or was/were\nallowed to.\nYears ago visitors to Stonehenge could go/were allowed to go right up to the\nstones.\nFor an action that someone did with permission, we use was/were allowed to.\nThe five students were allowed to go right up to the stones.\n95 Certainty: will, must and can't\n1 We can use these verbs to say that something is certainly true or untrue.\nThere's someone at the door. ~ It'll be the milkman."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 94c8fb3b-8e39-437f-926d-6fa6bbf57260
encoding: FLOAT32
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 got up at four o'clock! Well, you must be tired.\nThis can't be Roland's textbook. He doesn't do physics.\nWill expresses a prediction. It means that something is certainly true, even though\nwe cannot see that it is true. Must means that the speaker sees something as\nnecessarily and logically true. Can't means that the speaker sees it as logically\nimpossible for something to be true.\nMust and can't are opposites.\nThe bill can't be so much. There must be some mistake. PAGE 121 96 Probability"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 09c41593-3eca-413f-a672-6495968174f6
encoding: FLOAT32
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 In informal English we can sometimes use have (got) to for logical necessity.\nThere has to/has got to be some mistake.\nb We can also use be sure/bound to.\nCarl is sure to/is bound to be sitting in a cafe somewhere.\nc For can't and mustn't in the USA, \u2022 303(10).\n2 In questions we normally use can or will.\nWho will/can that be at the door? Can it really be true?\nBut can for possibility has a limited use in statements. \u2022 97(2e)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1ac0b2ba-e309-4634-985e-6dc6d3c6b2a9
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 We can use the continuous or the perfect after will, must and can't.\nWhere's Carl?~ He'll be sitting in a cafe somewhere, I expect.\nThe bus is ten minutes late. It must be coming soon.\nThis glass is cracked. Someone must have dropped it.\nI can't have gone to the wrong house. I checked the address.\nCompare must have done expressing certainty about the past and had to\nexpressing a past necessity.\nThis film seems very familiar. I must have seen it before."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 33ba0af1-d15d-41f1-bb6c-b710c033cc54
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Everyone had been telling me about the film. I had to see it.\nBut for another meaning of had to, \u2022 (5).\n4 Must do is usually a kind of order, a way of telling someone to do something. Must\nbe doing usually means it is logically necessary that something is happening.\nYou've got exams soon. You must work. (order)\nPaul isn't at home. He must be working. (logical necessity)\n5 We can use would, had to and couldn't when something seemed certain in the past."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5eedee82-bab2-48a8-9ab1-ed792f2fac69
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "There was someone at the door. It would be the milkman.\nThe fingerprints were the husband's, so he had to be the murderer.\nHarold stared in amazement. It couldn't be true!\n96 Probability: should and ought to\nWe use should and ought to to say that something is probable, either in the present\nor the future.\nThey should have/ought to have our letter by now.\nWe should know/ought to know the result soon.\nIn the negative the usual form is shouldn't.\nWe shouldn't have long to wait."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0ee34104-8d5e-4db5-8931-c26e2a005ee2
encoding: FLOAT32
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 shouldn't have long to wait.\nShould and ought to have the additional meaning 'if all goes well'. We cannot use\nthese verbs for things going wrong.\nThe train should be on time. but NOT The train should be late.\nNOTE\nTo express probability we can also use be likely to or will probably.\nWe're likely to know the result soon./We'll probably know the result soon. 12 MODAL VERBS PAGE 122\n97 Possibility: may, might, can and could\nGOING TO LONDON"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0cf6f08c-9d1e-4ee7-aa4b-718c065abf9c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "GOING TO LONDON\nLeon: I may drive up to London on Saturday. There are one or two things I need\nto do there.\nSimon: I'd go early if I were you. The motorway can get very busy, even on a\nSaturday. You may get stuck in the traffic.\nLeon: Well, I didn't want to go too early.\nSimon: You could go on the train of course.\nLeon: Yes, that may not be a bad idea. I might do that. Have you got a timetable?\nSimon: I might have. I'll just have a look.\n1 May and might"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c07484af-79da-4c30-8e30-62eb8fd2b082
encoding: FLOAT32
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 May and might\na We use may and might to say that something is possibly true.\nThis old picture may/might be valuable.\nThat may not/might not be a bad idea.\nWe can also use may and might for an uncertain prediction or intention.\nYou may/might get stuck in traffic if you don't go early.\nI'm not sure, but I may/might drive up to London on Saturday.\nThere is almost no difference in meaning, but may is a little stronger than might.\nNOTE\na Might not has a short form.\nThat mightn't be a bad idea."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 58c739df-f4f7-4ae3-9e90-eb200ac3cd20
encoding: FLOAT32
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 mightn't be a bad idea.\nBut mayn't is very old-fashioned. We use may not.\nb There are other ways of being less than certain in English.\nPerhaps/Maybe the picture is valuable.\nIt's possible the picture is valuable./There's a possibility the picture is valuable.\nThis toaster seems to/appears to work all right.\nI think that's a good idea.\nWe write the adverb maybe as one word.\nb We do not often use may or might in questions.\nDo you think you'll get the job?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 20f14e30-18eb-4c94-a3d4-0f7251c2ba88
encoding: FLOAT32
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 think you'll get the job?\nc We can use the perfect or the continuous after may and might.\nI don't know where the paper is. I may have thrown it away.\nTina isn't at home. She may be working late.\nI might be playing badminton tomorrow.\nd We can use a statement with might to make a request.\nIf you're going to the post office, you might get some stamps.\nMight can also express criticism that something is not done.\nYou might wash up occasionally."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a82979df-f1cf-4d30-a0ea-97d8b5caec64
encoding: FLOAT32
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 might wash up occasionally.\nSomeone might have thanked me for all my trouble.\nCould is also possible here.\ne We use might as well to say that something is the best thing to do, but only\nbecause there is no better alternative.\nI can't repair this lamp. I might as well throw it away.\nDo you want to go to this party? ~ Well, I suppose we might as well. 97 Possibility\n2 Can and could\na We use can and could to suggest possible future actions.\nYou can/could go on the train, of course."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 332a03a6-b844-4e03-94ad-96bcf6a9d446
encoding: FLOAT32
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/could go on the train, of course.\nWe can/could have a party. ~ Yes, why not?\nIf we're short of money, I can/could sell my jewellery.\nCan is stronger than could, which expresses a more distant possibility.\nb We use can and could in requests. Could is more tentative.\nCan/Could you wait a moment, please?\nCan/Could I have one of those leaflets, please?\nWe also use can for an offer.\nI can lend you a hand. Can I give you a lift?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6d32b7a1-972a-4a9e-a368-ce4859fec5e0
encoding: FLOAT32
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 lend you a hand. Can I give you a lift?\nc Can and could express only a possibility. They do not mean that something is likely\nto happen.\nWe can/could have a party. ~ Yes, why not? (suggestion)\nWe may/might have a party. ~ Oh, really? (uncertain intention)\nd For something that is possibly true, we use could.\nTina could be working late tonight.\nThe timetable could be in this drawer.\nYou could have forgotten to post the letter.\nWe can also use may or might here, but not can."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c564a6d6-198d-4e37-8a6a-08c71cc0a4f5
encoding: FLOAT32
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 may or might here, but not can.\nFor an uncertain prediction about the future, we also use could, may or might but\nnot can.\nThe motorway could be busy tomorrow.\ne There is a special use of can to say that something is generally possible.\nYou can make wine from bananas. Smoking can damage your health.\nCan often has the meaning 'sometimes'.\nHousewives can feel lonely. (= They sometimes feel lonely.)\nThe motorway can get busy. (= It sometimes gets busy.)\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fe5b14b4-b7bf-40a1-86a9-1146619bd1c8
encoding: FLOAT32
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\nTend to has a similar meaning.\nAmericans tend to eat a lot of meat.\nDog owners tend to look like their dogs.\nf Can't and couldn't express impossibility.\nShe can't be very nice if no one likes her.\nYou can't/couldn't have seen Bob this morning. He's in Uganda.\nCompare can't with may not/might not.\nThis answer can't be right. It must be wrong.\n(= It is impossible for this answer to be right.)\nThis answer may not/might not be right. It may/might be wrong."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b5241f72-5639-4678-8d89-f225e18ba9e0
encoding: FLOAT32
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 is possible that this answer isn't right.)\nPAGE 123 12 MODAL VERBS\n3 Possibility in the past\nMay/might/could + perfect refers to something in the past that is possibly true.\nMiranda may have missed the train.\n(= Perhaps Miranda missed the train.)\nThe train might have been delayed.\n(= Perhaps the train has been delayed.)\nThe letter could have got lost in the post.\n(= It is possible that the letter has got lost in the post.)\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1e0c5370-1e9d-48ce-b7d6-df7fc1d1020b
encoding: FLOAT32
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\nCould have done can also mean that a chance to do something was not taken. \u2022 98(3d)\nI could have complained, but I decided not to.\n98 Ability: can, could and be able to\n1 Can and could\nWe use these verbs to say that something is possible because someone has the\nability to do it. We use can for the present and could for the past.\nNicola can play chess.\nCan you draw a perfect circle?\nWe can't move this piano. It's too heavy.\nNicola could play chess when she was six."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d2a03f67-db4a-4e33-be8a-a4c98cf789c0
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Nicola could play chess when she was six.\nMy grandfather could walk on his hands.\nPAGE 124\ncan't\nThe negative of can is cannot , written as one word. It has a short form\nAs well as physical or mental ability, we also use can/could for a chance, an\nopportunity to do something.\nWe can sit in the garden when it's nice.\nWhen we lived in aflat, we couldn't keep a dog.\nNOTE\na With some verbs we can use a simple tense for ability.\nI (can) speak French. We didn't/couldn't understand the instructions."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1948133f-b2fa-4acb-b018-c1c413a495a9
encoding: FLOAT32
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 For can/could expressing a perception, e.g. I can see a light, \u2022 62(7).\n2 Be able to\na Be able to in the present tense is a little more formal and less usual than can.\nThe pupils can already read/are already able to read.\nThe duchess can fly/is able to fly an aeroplane.\nb We use be able to (not can) in the perfect and the infinitive or ing-form.\nMr Fry has been ill for years. He hasn't been able to work for some time.\nIt's nice to be able to relax."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6592602f-3936-4633-ae2e-b3604a8ebf1d
encoding: FLOAT32
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's nice to be able to relax.\nBeing able to speak the language is a great advantage.\nc We use will be able to for future ability or opportunity.\nWhen you have completed the course, you will be able to impress others with your\nsparkling conversation.\nOne day people will be able to go on a package tour of the solar system. PAGE 125 99 Unreal situations: would\nBut we normally use can to suggest a possible future action. \u2022 97(2a)\nWe can discuss the details later.\n3 Could and was/were able to"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3b0640a6-0332-4f6a-b4b6-2ac064bb179b
encoding: FLOAT32
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 Could and was/were able to\na In the past, we make a difference between a general ability and an ability which\nresulted in an action. For a general ability we use could or was/were able to.\nKevin could walk/was able to walk when he was only eleven months old.\nBut we use was/were able to to talk about an action in a particular situation, when\nsomeone had the ability to do something and did it.\nThe injured man was able to walk to a phone box.\nNOT The injured man could walk to a phone box."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 06d8b197-8b75-4741-94c8-551def525270
encoding: FLOAT32
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 The injured man could walk to a phone box.\nWe can also express the meaning with managed to or succeeded in.\nDetectives were able to/managed to identify the murderer.\nDetectives succeeded in identifying the murderer.\nb But in negatives and questions we can use either was/were able to or could because\nwe are not saying that the action really happened.\nDetectives weren't able to identify/couldn't identify the murderer.\nWere you able to get/Could you get tickets for the show?\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 45474cc5-9ba5-4d27-9643-fd550693bc38
encoding: FLOAT32
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\nIt is safer to use was/were able to when the question with could might be understood as a\nrequest. Could you get tickets? can be a request meaning 'Please get tickets'.\nc We normally use could (not was/were able to) with verbs of perception and verbs of\nthinking.\nI could see smoke on the horizon.\nWe could understand that Emily preferred to be alone.\nd To say that someone had the ability or the chance to do something but didn't do it,\nwe use could have done."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 41d10a88-d6c5-463b-81d5-a8658c452294
encoding: FLOAT32
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 could have done.\nHe could have walked there, but he decided to wait where he was.\nI could have got tickets, but there were only very expensive ones left.\nNOTE\nCould have done can also express a past action that possibly happened. \u2022 97(3)\nThe murderer could have driven here and dumped the body. We don't know yet if he did.\ne Could can also mean 'would be able to'.\nI couldn't do your job. I'd be hopeless at it.\nThe factory could produce a lot more goods if it was modernized."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 397f6fb3-1a6c-4ff7-9ad5-bea060642b8b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "99 Unreal situations: would\n1 Compare these sentences.\nWe're going to have a barbecue. ~ Oh, that'll be nice.\nWe're thinking of having a barbecue. ~ Oh, that would be nice.\nHere will is a prediction about the future, about the barbecue. Would is a\nprediction about an unreal situation, about a barbecue which may or may not\nhappen. 12 MODAL VERBS PAGE 126\nThere is often a phrase or clause explaining the unreal situation we are talking\nabout.\nIt would be nice to have a barbecue."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 64f058ff-c3b1-452d-ad5d-e83f3f9667af
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "about.\nIt would be nice to have a barbecue.\nYou wouldn't be much use in a crisis.\nNo one would pay taxes if they didn't have to.\nFor would with an if-clause, \u2022 257(4).\nFor would looking forward from the past, \u2022 80(2).\n2 In a request would is less direct, more tentative than will.\nWill/Would you pass me the sugar?\nWe can also use would in a statement to avoid sounding impolite, especially when\ndisagreeing with someone.\nI wouldn't agree with that."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6ae64ed3-5d27-4032-a3f0-bb8f50067213
encoding: FLOAT32
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 wouldn't agree with that.\nI would point out that this has caused us some inconvenience.\n3 We also use the expressions would like and would rather.\na Would like is less direct than want, which can sound abrupt.\nI want a drink. (direct, perhaps impolite)\nI'd like a drink. (less direct, more polite)\nCompare like and would like.\nI like to climb/I like climbing that mountain.\n(I have climbed it a number of times, and enjoyed it.)\nI'd like to climb that mountain.\n(= I want to climb it.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5f3791b4-e533-42e9-899d-e004675e6113
encoding: FLOAT32
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 want to climb it.)\nWe can also use would with love, hate, enjoy and mind.\nMy sister would love to do deep-sea diving.\nI'd hate to be in your shoes.\nWe'd enjoy a trip to Las Vegas. We've never been there before.\nI wouldn't mind coming with you.\nb Would rather means 'prefer' or 'would prefer'.\nI'd rather walk than hang around for a bus.\nThe guide would rather we kept together.\nWould you rather eat now or later?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 840293ac-237e-4b48-9474-ee9dce33005d
encoding: FLOAT32
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 rather eat now or later?\nWould rather is followed by a bare infinitive (walk) or a clause (we kept together).\nThe negative is would rather not.\nI'd rather not take any risks.\nNOTE\nWe can also use would sooner.\nI'd sooner walk than hang around for a bus.\n4 In some contexts we can use either would or should after I/we. The meaning is the\nsame, but should is a little formal.\nI would/should like to thank you for all you've done."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b16e715f-3805-45ee-86e5-8efe7e46aee7
encoding: FLOAT32
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 wouldn't/shouldn't be able to get around without a car. PAGE 127 101 The verb dare\n100 Habits: will, would and used to\n1 Will and would\nWe can use these verbs for habits, actions which are repeated again and again. We\nuse will for present habits and would for past habits.\nEvery day Jane will come home from school and ring up the friends she's just been\ntalking to.\nWarm air will rise.\nIn those days people would make their own entertainment."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3780d8f1-c0f4-4e6a-a7a7-4208fce129b2
encoding: FLOAT32
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 meaning is almost the same as a simple tense: Every day Jane comes home...\nBut we use will as a kind of prediction. The action is so typical and happens so\nregularly that we can predict it will continue.\n2 Used to\na Used to expresses a past habit or state.\nI used to come here when I was a child.\nBefore we had television, people used to make their own entertainment.\nI used to have a bicycle, but I sold it.\nThe meaning is similar to would for past habits, but used to is more common in"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 646783c0-ae8c-4b2d-8011-695291fbe338
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "informal English. I used to come here means that at one period I came here\nregularly, but then I stopped.\nThere is no present-tense form.\nNOT -I use to come here now.\nb Used is normally an ordinary verb. We use the auxiliary did in negatives and\nquestions.\nThere didn't use to be/never used to be so much crime.\nWhat kind of books did you use to read as a child?\nNOTE\nUsed as an auxiliary is rather old-fashioned and formal.\nThere used not to be so much crime. What kind of books used you to read?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 619384dd-71b8-46da-a1e2-523bab9ada5a
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "c Compare these sentences.\nWe used to live in the country. But then we moved to London.\nWe're used to life/We're used to living in the country now. But at first it was quite\na shock, after London.\nIn the second example are used to means 'are accustomed to'.\n101 The verb dare\nDare can be either a modal verb or an ordinary verb. It means 'not to be afraid to\ndo something'. We use it in negatives, questions and similar contexts, but not\nusually to say that an action really happened."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 327cb114-3f8b-4f39-b632-0f1091e3e92b
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "usually to say that an action really happened.\nI daren't look/don't dare (to) look at the bill.\nDare you say/Do you dare (to) say what you're thinking?\nThe police didn't dare (to) approach the building.\nI don't expect many people dare (to) walk along here at night. 12 MODAL VERBS\nNOTE\na Americans mostly use the patterns with to.\nb We use How dare... ?for an angry protest.\nHow dare you speak to me like that?\nc I dare say means 'probably'.\nI dare say you'll feel better tomorrow."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fbce7d6f-501a-4f62-bfda-f1d7838c017f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I dare say you'll feel better tomorrow.\n102 Overview: the use of modal verbs\nDeciding/Allowing/Telling Prediction/Possibility\nwill\nDeciding \u2022 71 (4) Prediction (future) \u2022 71 (3)\nI'll have coffee. Tom will be at home tomorrow.\nWillingness \u2022 71(5) Prediction (present) \u2022 95\nI'll help you. Tom will be at home now.\nWill you help me? Prediction (habit) \u2022 100(1)\nFormal order \u2022 71 (9) Tom will always arrive late.\nAll pupils will attend.\nshall\nAsking what to do \u2022 71(7) Prediction (future) \u202271(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 18df2238-6e89-4b88-ba58-5b09f126b80a
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "What shall I do? I/We shall be away next week.\nShall I help you?\nPromise \u202271(8)\nYou shall have the money.\nFormal rule \u2022 71(9)\nA game shall last one hour.\nwould\nRequest \u2022 99(2) Prediction (unreal) \u2022 99(1)\nWould you help me? A holiday would be great.\nWillingness (past) \u2022 80(2) Prediction (past) \u2022 80(2)\nThe baby wouldn't go to sleep. The result would surprise us all.\nPrediction (past habit) \u2022 100(1)\nTom would always arrive late.\nmust\nNecessity \u2022 92 Logical necessity \u2022 95"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b657caf7-e7a6-4750-974d-80efe33cfca2
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "must\nNecessity \u2022 92 Logical necessity \u2022 95\nYou must be careful. You must be tired.\nneedn't\nNo necessity \u2022 92(3)\nYou needn't hurry.\nmustn't\nNecessity not to do something.\n\u2022 92(4)\nYou mustn't forget.\nPAGE 128 PAGE 129 102 Overview: the use of modal verbs\nshould\nObligation/Advice \u2022 93 Probability \u2022 96\nYou should work hard. It should be fine tomorrow.\n(In some sub clauses)\nIf the phone should ring, don't\nanswer it. \u2022 258\nIt is vital we should meet. \u2022 242(2)\nought to"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f08d8a76-cc6e-4e02-adc8-61189a6fb1fc
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "It is vital we should meet. \u2022 242(2)\nought to\nObligation/Advice \u2022 93 Probability \u2022 96\nYou ought to work hard. It ought to be fine tomorrow.\nmay\nPermission \u2022 94 Possibility \u2022 97\nYou may go now. The plan may go wrong.\nMay I ask a question? We may move house.\nmight\nRequest/Order \u2022 97(1d) Possibility \u2022 97\nYou might help me. The plan might go wrong.\nWe might move house.\ncan\nPermission \u2022 94 General possibility \u2022 97(2e)\nYou can go now. Maths can be fun.\nCan I ask a question? Impossibility \u2022 95"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bfaeff17-eea6-4584-aa40-560a3a533cda
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Can I ask a question? Impossibility \u2022 95\nRequest \u2022 97 (2b) The story can't be true.\nCan you help me? Ability \u2022 98\nOffer \u2022 97 (2b) I can play the piano.\nCan I help you? Opportunity \u2022 98\nSuggestion \u2022 97(2a) We can watch TV in the evenings.\nWe can meet later.\ncould\nPermission (past) \u2022 94(3) Possibility \u2022 97\nYou could park here years ago. The plan could go wrong.\nAsking permission \u2022 94(2) It's perfect. It couldn't go wrong.\nCould I ask a question? Ability (past) \u2022 98"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4fd9bd8e-bf44-4ecc-9114-d59bdb6738dd
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Could I ask a question? Ability (past) \u2022 98\nRequest \u2022 97 (2b) I could play the piano when I was\nCould you help me? five.\nSuggestion \u2022 97 (2a) Ability (unreal) \u2022 98 (3e)\nWe could meet later. I could take better photos if I had\na better camera.\ndare \u2022 101\nI didn't dare climb up. PAGE 130\n13\nThe passive\n103 Summary\nThe use of the passive \u2022 104\nCompare the active and passive sentences.\nActive: The secretary typed the report.\nPassive: The report was typed (by the secretary)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 904d1f69-e04a-460b-8daf-ef37128f98b9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Passive: The report was typed (by the secretary).\nWhen the person doing the action (the secretary) is the subject, we use an active\nverb. When the subject is what the action is directed at (the report), then we use a\npassive verb. We can choose to talk about the secretary and what he/she did, or\nabout the report and what happened to it. This choice depends on what is old or\nnew information in the context. Old information usually comes at the beginning of"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 38cb7b82-aaff-48cc-8d7a-f8daa84c4560
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the sentence, and new information at the end.\nIn a passive sentence the agent can be the new and important information (...by\nthe secretary.), or we can leave it out if it does not add any information. We say The\nreport was typed because the fact that the typing is complete is more important\nthan the identity of the typist.\nThe passive is often used in an official, impersonal style.\nForm\nA passive verb has a form of be and a passive participle.\nTenses and aspects in the passive \u2022 105"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 337b6fe8-c43b-4e01-b640-e134cc910aa0
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Tenses and aspects in the passive \u2022 105\nThe letter was posted yesterday.\nModal verbs in the passive \u2022 106\nAll tickets must be shown.\nThe passive with get \u2022107\nSometimes we use get instead of be.\nThe letter got lost in the post.\nSpecial patterns\nThe passive with verbs of giving \u2022 108\nThe pupils were all given certificates. 104 The use of the passive\nThe passive with verbs of reporting \u2022 109\nIt is said that the company is bankrupt.\nThe company is said to be bankrupt."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d9c905b8-e5d5-4539-8a2f-39b4b5b496e2
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The company is said to be bankrupt.\nPassive + to-infinitive or active participle \u2022 110\nYou were warned to take care.\nA lot of time was spent arguing.\nPatterns with have and get \u2022 111\nWe use have/get something done for professional services.\nI had/got the photos developed.\nThe passive to-infinitive and gerund \u2022 112\nWe don't want to be refused entry.\nI hate being photographed.\nActive forms with a passive meaning \u2022 113\nThe sheets need washing.\nI've got some shopping to do.\nThe oven cleans easily."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4fc789c9-b0ff-4189-94ec-910091977dbb
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The oven cleans easily.\nOVERVIEW: active and passive verb forms \u2022 114\n104 The use of the passive\n1 The topic\nHere are two paragraphs. One is about the scientist J.J. Thomson, and the other is\nabout the electron.\nTHOMSON, SIR JOSEPH JOHN ELECTRON\n(1846-1940)\nBritish physicist and mathematician A subatomic particle and one of the\nand head of a group of researchers at basic constituents of matter. The\nthe Cavendish Laboratory in electron was discovered by J.J."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d20256af-f0ad-4d9f-83f1-1e3ac04815a8
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Cambridge. Thomson discovered the Thomson. It is found in all atoms\nelectron. He is regarded as the and contains the smallest known\nfounder of modern physics. negative electrical charge.\nCompare these two sentences, one from each paragraph.\nThomson discovered the electron. The electron was discovered by\nThomson.\nThe sentences have the same meaning, but they have different topics: they are\nabout different things. The topic of the first sentence is Thomson, and the topic of"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c0721a40-8826-448d-beba-983377e8ae16
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the second is the electron. The topic is the starting-point of the sentence and is\nusually the subject. 13 THE PASSIVE PAGE 132\nWhen the subject is the agent (the person or thing doing the action), then the verb\nis active (discovered). When the subject is not the agent, then the verb is passive\n(was discovered). The choice between active and passive is really about whether\nthe subject is the agent or not, whether we are talking about someone (Thomson)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 470df6f2-30db-4d6c-99f0-7937263504d0
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "doing something, or about something (the electron) that the action is directed at.\nNote that the electron is object of the active sentence and subject of the passive\nsentence.\nNOTE\na Usually the agent is a person and the action is directed at a thing. But this is not always so.\nLightning struck a golfer. A golfer was struck by lightning.\nHere the agent is lightning and the action is directed at a golfer. The agent can also be an\nabstract idea."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c7eccea2-63f2-492d-a9d4-d08f5efb9af6
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "abstract idea.\nAmbition drove the athletes to train hard. The athletes were driven by ambition.\nb For The victim was struck with a sandbag, \u2022 228(5).\n2 New information\nA sentence contains a topic and also new information about the topic. The new\ninformation usually comes at or near the end of the sentence.\nThomson discovered the electron.\nThe topic is Thomson. The new information is that he discovered the electron. The\nelectron is the important piece of new information, the point of interest."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b964e8ca-d3b3-4774-8be2-f1d1af373c70
encoding: FLOAT32
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 new information can be the agent.\nThe electron was discovered by Thomson.\nHere the electron is the topic. The new information is that its discoverer was\nThomson. Thomson is the point of interest, and it comes at the end of the sentence\nin a phrase with by. Here are some more examples of the agent as point of interest.\nJames Bond was created by Ian Fleming.\nThe scheme has been put forward by the government.\nThe first football World Cup was won by Uruguay."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d6a70cf1-71f9-4ccc-afb1-fb2b45964457
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The first football World Cup was won by Uruguay.\nIn a passive sentence the point of interest can be other information such as time,\nplace, manner or instrument.\nThe electron was discovered in 1897.\nThe electron was discovered at Cambridge.\nThe gas should be lit carefully.\nThe gas should be lit with a match.\nHere we do not mention the agent at all.\n3 Passive sentences without an agent\na In a passive sentence we mention the agent only if it is important new"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 97817b02-3eda-40e4-a2aa-5e282c8fc2e2
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "information. There is often no need to mention it.\nA DAY IN THE LIFE OF THE WORLD\nEvery day your heart pumps enough blood to fill the fuel tanks of about 400 cars.\nThe population of the world increases by about 200,000. Nine million cigarettes\nare smoked. 740,000 people fly off to foreign countries.... In America 10,000\ncrimes are committed, and in Japan twenty million commuters cram into trains.\nIn Russia 1.3 million telegrams are sent.... 200,000 tons offish are caught and"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6964c80d-5bb1-4417-8e98-9697c8558848
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "7,000 tons of wool are sheared off sheep.\n(from J. Reid It Can't Be True!) PAGE 133 104 The use of the passive\nThere is no need to say that nine million cigarettes are smoked by smokers all over\nthe world, or that in America 10,000 crimes are committed by criminals. This is\nalready clear from the context. Here are some more examples.\nA new government has been elected. The man was arrested.\n'Hamlet' was written in 1601."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 04747915-4258-46b8-9f11-4b817322d6ab
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "'Hamlet' was written in 1601.\nIt is well known that 'Hamlet' was written by Shakespeare, so we do not need to\nmention it. For the same reason, we do not need to say that the man was arrested\nby police or the government elected by the people.\nNOTE\nWe use the verb bear (a child) mainly in the passive and without an agent.\nCharles Dickens was born in Portsea.\nb The agent may not be relevant to the message.\nA large number of Sherlock Holmes films have been made."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0ee8373f-a816-4265-b0d2-ac025eaa05f0
encoding: FLOAT32
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 atom was regarded as solid until the electron was discovered in 1897.\nThe makers of the films and the discoverer of the electron are not relevant. The\nsentences are about the number of films and the time of the discovery.\nc Sometimes we do not know the identity of the agent.\nMy car was stolen.\nThe phrase by a thief would add no information. But we can use an agent if there is\nsome information.\nMy car was stolen by two teenagers."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e89d8592-41be-498a-aa0a-c8375d5f5956
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "My car was stolen by two teenagers.\nd Sometimes we do not mention the agent because we do not want to.\nMistakes have been made.\nThis use of the passive without an agent is a way of not saying who is responsible.\nCompare the active I/We have made mistakes.\n4 Empty subjects\nEven when the agent is not important or not known, we do not always use the\npassive. Especially in informal speech, we can use you, one, we, they, people or"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0d88d955-c3bd-4355-a69a-a264383f552c
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "someone as vague and 'empty' subjects. But a passive sentence is preferred in\nmore formal English.\nActive: You/One can't do anything about it.\nPassive: Nothing can be done about it.\nActive: We/People use electricity for all kinds of purposes.\nPassive: Electricity is used for all kinds of purposes.\nActive: They're building some new houses.\nPassive: Some new houses are being built.\n5 Typical contexts for the passive\nWe can use the passive in speech, but it is more common in writing, especially in"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2401a4a8-6833-43fc-a6bd-9c23eb884fe0
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the impersonal style of textbooks and reports.\na To describe industrial and scientific processes\nThe ore is usually dug out of the ground.\nThe paint is then pumped into a large tank, where it is thinned.\nIf sulphur is heated, a number of changes can be seen. 13 THE PASSIVE PAGE 1:\nb To describe historical and social processes\nA new political party was formed.\nThousands of new homes have been built.\nA lot of money is given to help the hungry.\nc Official rules and procedures"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e3866576-b19a-491c-bb3f-908b2033206c
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "c Official rules and procedures\nThe service is provided under a contract.\nThis book must be returned to the library by the date above.\nApplication should be made in writing.\nThe active equivalent We provide the service..., You must return this book... is\nless formal and less impersonal.\n6 Verbs which cannot be passive\na An intransitive verb cannot be passive. These sentences have no passive\nequivalent.\nSomething happened. He slept soundly. The cat ran away."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 900e4ce5-1648-4c7c-95b9-0696c810cf38
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "But most phrasal and prepositional verbs which have an object can be passive.\n\u2022 105(3)\nWe ran over a cat./The cat was run over.\nb Some state verbs cannot be passive, e.g. be, belong, exist, have (= own), lack,\nresemble, seem, suit. These sentences have no passive equivalent.\nTom has a guitar. The building seemed empty.\nSome verbs can be either action verbs or state verbs, e.g. measure, weigh, fit, cost.\nThey can be passive only when they are action verbs."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Action & active: The decorator measured the wall.\nAction & passive: The wall was measured by the decorator.\nState: The wall measured three metres.\nbut NOT Three metres was measured by the wall.\nBut some state verbs can be passive, e.g. believe, intend, know, like, love, mean,\nneed, own, understand, want.\nThe building is owned by an American company.\nOld postcards are wanted by collectors.\n105 Tenses and aspects in the passive"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f24e73de-6d42-4d04-b3ac-cb2c273f6c08
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "105 Tenses and aspects in the passive\nThe lowest monthly death toll on French roads for 30 years was announced by the\nTransport Ministry for the month of August. The results were seen as a direct\ntriumph for the new licence laws, which led to a bitter truck drivers strike in July.\nSome 789 people died on the roads last month, 217 fewer than in August last year.\n(from Early Times)\nCocaine worth \u00a3290 million has been seized by the FBI in a case which is being"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5faef38c-d4e4-469a-967f-39f7326d3dda
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "called 'the chocolate connection'. The 6,000 lb of drugs were hidden in blocks of\nchocolate aboard an American ship that docked in Port Newark, New Jersey, from\nEcuador.\n(from The Mail on Sunday) PAGE 135 105 Tenses and aspects in the passive\n1 A passive verb has a form of be and a passive participle. Be is in the same tense as\nthe equivalent active form. The passive participle has the same form as a past\nparticiple: announced, called, seen."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 66fd2a02-8849-4dc7-83c2-d5e9507165d0
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "participle: announced, called, seen.\nActive: The Ministry announced the figure. (past simple)\nPassive: The figure was announced. (past simple of be + passive\nparticiple)\nNOTE For get instead of be, \u2022 107.\na Simple tenses (simple form of be + passive participle)\nLarge numbers of people are killed on the roads.\nThe drugs were found by the police.\nb The perfect (perfect of be + passive participle)\nCocaine has been seized by the FBI.\nThe drugs had been loaded onto the ship in Ecuador."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b04c0a23-c2c2-4e49-a177-d91f243e9413
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "c The continuous (continuous of be + passive participle)\nThe case is being called 'the chocolate connection'.\nThree men were being questioned by detectives last night.\nd Will and be going to (future of be + passive participle)\nThe drugs will be destroyed.\nThe men are going to be charged with importing cocaine.\nFor other modal verbs, \u2022 106.\n2 We form negatives and questions in the same way as in active sentences. In the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 73e5222d-bf81-4655-8360-aacfa3dc637c
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "negative not comes after the (first) auxiliary; in questions there is inversion of\nsubject and (first) auxiliary.\nNegative: The drugs were not found by customs officers.\nThe law hasn't been changed.\nQuestion: Where were the drugs found?\nHas the law been changed?\nNOTE\nWe use by in a question about the agent.\nWho were the drugs found by?\n3 When we use a phrasal or prepositional verb in the passive, the adverb or\npreposition (e.g. down, for) comes after the passive participle."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 791ef11e-954d-4746-91bc-a161b5dd817e
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The tree was cut down last week.\nHas the doctor been sent for?\nNote also verb + adverb + preposition, and verbal idioms with prepositions.\nSuch out-of-date practices should be done away with.\nThe poor child is always being made fun of. 13 THE PASSIVE PAGE 136\n4 We can sometimes use a participle as a modifier, like an adjective: a broken vase,\n\u2022 137. We can also put the participle after be. The vase was broken can express\neither a state or an action."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 244de846-9577-45c7-b097-d25c9a0048a2
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "either a state or an action.\nState: The vase was broken. It lay in pieces on the floor,\n(be + complement) The drugs were hidden in the ship. They were in blocks of\nchocolate.\nAction: The vase was broken by a guest. He knocked it over.\n(passive verb) The drugs were hidden (by the gang) and then loaded onto\nthe ship.\nNOTE The vase got broken expresses an action. \u2022 107\n106 Modal verbs in the passive\n1 We can use the passive with a modal verb (or an expression like have to). The"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e8e2f95f-97d6-4d8a-8811-928373186a59
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "pattern is modal verb + be + passive participle.\nStamps can be bought at any post office.\nAnimals should really be seen in their natural habitat.\nMeals have to be prepared every day.\nMany things that used to be done by hand are now done by machine.\nNOTE\nFor an adjective ending in able/ible meaning that something 'can be done', \u2022 285(4i).\nStamps are obtainable at any post office.\n2 A modal verb can also go with the perfect and the passive together. The pattern is"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ed13a932-a469-4c61-b245-6d05cec1218c
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "modal verb + have been + passive participle.\nI can't find that piece of paper. It must have been thrown away.\nThe plane might have been delayed by the fog.\nThis bill ought to have been paid weeks ago.\n107 The passive with get\n1 We sometimes form the passive with get rather than with be.\nThe vase got broken when we moved. We get paid monthly.\nIt was so hot my shoulders were getting burnt.\nIf you don't lock your bike, it might get stolen."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4627ead0-8aad-4fa2-93e4-3024da3a62e8
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "If you don't lock your bike, it might get stolen.\nWe use the passive with get mainly in informal English, and it has a more limited\nuse than be. The passive with get expresses action and change, not a state. It often\nrefers to something happening by accident, unexpectedly or incidentally. (Note\nthat the payment of salaries is a small, incidental part of a company's whole\nactivities.) We do not use get for a major, planned action.\nNOT Wembley Stadium got built in 1923."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 43a12768-1222-48d9-9c4a-7b10d941ba97
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOT Wembley Stadium got built in 1923.\nIn simple tenses we use the auxiliary do in negatives and questions.\nI forgot to leave the dustbin out, so it didn't get emptied.\nHow often do these offices get cleaned?\n2 We also use get + passive participle in some idiomatic expressions.\nThere wasn't enough time to get washed. (= wash oneself)\nSuch expressions are: get washed, get shaved, get (un)dressed, get changed; get"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: acf01cef-6982-4cf3-9d02-d55f2c28bb81
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "engaged, get married, get divorced; get started (= start), get lost (= lose one's way). PAGE 137 108 The passive with verbs of giving\nThe idioms get washed/shaved/dressed/changed are much more common than\nwash myself etc. But we can use wash etc in the active without an object.\nThere wasn't much time to wash and change.\nNOTE For I got my hair cut, \u2022 111.\n3 After get there can be an adjective in ed.\nI'd just got interested in the film when the phone rang."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8e36ff7b-1946-4c68-9a59-d70e929d3948
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(= I'd just become interested in the film ...)\nSome other adjectives used after get are bored, confused, drunk, excited and tired.\n108 The passive with verbs of giving\n1 In the active, give can have two objects.\nThe nurse gives the patient a sleeping pill.\nEither of these objects can be the subject of a passive sentence.\nA sleeping pill is given to the patient.\nThe patient is given a sleeping pill.\nWe can use other verbs in these patterns, e.g. send, offer, award. \u2022 (3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 03d5018d-f860-4648-860e-1507e19382d9
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "2 Here are two ways in which a court case about paying damages might be reported.\nMILLION POUND DAMAGES AWARDED\n\u00a31 million pound damages were awarded in the High Court in London yesterday\nto a cyclist who was left completely paralysed after a road accident. The damages\nare the highest ever paid to a road accident victim in a British court.\nCYCLIST AWARDED MILLION POUNDS\nA cyclist who was left completely paralysed after a road accident was awarded"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3bab2658-a93b-4e86-b611-451cbe1aa913
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "\u00a31 million damages at the High Court in London yesterday. The court heard that\nMr Graham Marks was hit by a car as he was cycling along the A303 near\nSparkford in Somerset.\nCompare these two sentences, one from each report.\n\u00a3 1 million damages were awarded to a cyclist.\nA cyclist was awarded \u00a31 million damages.\nBoth sentences are passive, but one has \u00a31 million damages as its subject, and the\nother has a cyclist as its subject. The first report is about the damages, and it tells"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 25c96401-2f08-41a4-9a6e-b3cbe88b663f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "us who received them. The second is about a cyclist, and it tells us what he received.\n3 It is quite normal in English for the person receiving something to be the subject.\nHere are some more examples.\nThe chairman was handed a note. I've been offered a job.\nWe were told all the details. The residents will be found new homes.\nWe can use these verbs in the passive pattern:\nallow deny leave promise tell\nask feed lend refuse throw\naward find offer send\nbring give owe sell\nbuy grant pass show"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 12666a8d-ced6-4f9d-811f-7f93a0f4f975
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "bring give owe sell\nbuy grant pass show\ncharge hand pay teach 13 THE PASSIVE PAGE 138\n109 The passive with verbs of reporting\nThere are two special patterns with verbs of reporting.\nActive: They say that elephants have good memories.\nPassive: It is said that elephants have good memories-\nElephants are said to have good memories.\nThere is an example of each pattern in this paragraph.\nSTONEHENGE\nIt is now thought that Stonehenge - the great stone circle - dates from about"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8fbc9844-6996-496f-b61c-17d1df40f804
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "1900 BC. Until recently the circle was popularly believed to be a Druid temple\nand a place of human sacrifice, but this is not in fact so. The stones were put up\nlong before the Druids came to Britain.\n1 It + passive verb + finite clause\nIt is thought that Stonehenge dates from about 1900 BC.\nThis pattern is often used in news reports where there is no need to mention the\nsource of the information.\nIt was reported that the army was crossing the frontier."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f665e951-de2a-4e15-81fc-918567d92eff
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "It has been shown that the theory is correct.\nIt is proposed that prices should increase next year.\nIn Pattern 1 we can use these verbs:\nadmit declare hope propose show\nagree discover intend prove state\nallege establish know recommend suggest\nannounce estimate mention regret suppose\nassume expect notice report think\nbelieve explain object request understand\nclaim fear observe reveal\nconsider feel presume say\ndecide find promise see\n2 Subject + passive verb + to-infinitive"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3d9de3a8-c9ed-4846-9048-53955d364bbc
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "2 Subject + passive verb + to-infinitive\nCompare these patterns.\nPattern 1: It is thought that Stonehenge dates from about 1900 BC.\nPattern 2: Stonehenge is thought to date from about 1900 BC.\nIn Pattern 2 we can use these verbs:\nallege declare find presume see\nassume discover intend prove show\nbelieve estimate know report suppose\nclaim expect mean reveal think\nconsider feel observe say understand\nThe infinitive can also be perfect or continuous, or it can be passive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 158fc1ea-3008-482b-ab00-d64ce09108e8
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The army was reported to be crossing the frontier.\nThe prisoner is known to have behaved violently in the past.\nStonehenge is thought to have been built over a period of 500 years. 110 Passive + to-infinitive or active participle\nNOTE\nWe can use the pattern with the subject there.\nThere is considered to be little chance of the plan succeeding.\n3 It + passive verb + to-infinitive\nActive: The committee agreed to support the idea.\nPassive: It was agreed to support the idea."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b8b96c85-97c1-4f1f-88ea-188aee36a60c
encoding: FLOAT32
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: It was agreed to support the idea.\nWe can use this pattern only with the verbs agree, decide and propose.\n4 The agent with verbs of reporting\nWe can express the agent in all three patterns.\nIt was reported by the BBC that the army was crossing the frontier.\nThe theory has been shown by scientists to be correct.\nIt was agreed by the committee to support the idea.\n110 Passive + to-infinitive or active participle"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 185d0c85-c666-4b5d-a5ce-1913c7cea59b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "110 Passive + to-infinitive or active participle\nSome patterns with a verb + object + infinitive/active participle have a passive\nequivalent.\n1 Infinitive\na Active: Police advise drivers to use an alternative route.\nPassive: Drivers are advised to use an alternative route.\nWe can use this passive pattern with verbs like tell, ask, persuade, warn, advise,\n\u2022 122(2a); and verbs like force, allow, \u2022 122(2b).\nNOTE\nWe can also use a finite clause after the passive verb."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8507e4c4-cc2d-48cb-be8f-b8a79e4a0530
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Drivers are advised that an alternative route should be used.\nb Active: The terrorists made the hostages lie down.\nPassive: The hostages were made to lie down.\nIn the passive pattern we always use a to-infinitive (to lie) even if in the active there\nis a bare infinitive (lie). This happens after make and after verbs of perception such\nas see.\nNOTE\nWe do not often use let in the passive. We use be allowed to instead.\nThe hostages were allowed to talk to each other.\n2 Active participle"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a06e7fb0-ce0a-41c9-9643-ef82c3f6767c
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "2 Active participle\nActive: The detective saw the woman putting the jewellery in her bag.\nPassive: The woman was seen putting the jewellery in her bag.\nActive: The officials kept us waiting for half an hour.\nPassive: We were kept waiting for half an hour.\nIn this pattern we can use verbs of perception (see) and catch, find, keep, leave,\nlose, spend, and waste.\nPAGE 139 13 THE PASSIVE\n3 Overview\nWith a participle With an infinitive\nActive Someone saw him running away. Someone saw him run away."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0e472b29-ce43-454e-ad1d-9e60caf3e1ef
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Passive He was seen running away. He was seen to run away.\n111 Patterns with have and get\n1 The active: have/get + object + infinitive\nThis pattern means 'cause someone to do something'. Have takes a bare infinitive\nand get a to-infinitive.\nI had the garage service my car.\nI got the garage to service my car.\nThis active pattern with have is more common in the USA than in Britain, where it\nis rather formal. Get is informal.\n2 The passive: have/get + object + passive participle"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 55f0b6fb-4e74-47ef-a5fb-b80cea40886d
encoding: FLOAT32
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 pattern means 'cause something to be done'.\nI had my car serviced.\nI got my car serviced.\nThis means that I arranged for someone, for example a garage, to service my car; I\ndid not service it myself. We use this pattern mainly to talk about professional\nservices to a customer.\nYou should have/get the job done professionally.\nI had/got the machine repaired only last week.\nWe're having/getting a new kitchen fitted.\nWhere did you have/get your hair cut?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0f1cf881-273f-4a27-b578-eb5ce4bd9b93
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Where did you have/get your hair cut?\nBoth have and get are ordinary verbs which can be continuous (are having/are\ngetting) and which take the auxiliary do (did... have/get...?) Get is more informal\nthan have.\nNOTE\na Compare these two patterns with had.\nhad something done: We had a burglar alarm fitted (by a security company) some\ntime ago.\nPast perfect: We had fitted a burglar alarm (ourselves) some time before that."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 891afe8f-19b4-4f9b-b5db-395462a42923
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b We can use get informally meaning 'cause oneself to do something' or 'get on with a job'.\nI must get my homework done. We finally got everything packed into suitcases.\nHere it is the subject (1, we) who must do the homework and who packed the suitcases.\n3 Have meaning 'experience'\nWe can use the same pattern with have meaning 'experience something', often\nsomething unpleasant. The subject is the person to whom something happens.\nWe had a window broken in the storm."}


created_at: 2026-04-08 05:29:35
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We had a window broken in the storm.\nMy sister has had some money stolen.\nPAGE 140 PAGE 141 112 The passive to-infinitive and gerund\n112 The passive to-infinitive and gerund\n1 Forms\nActive Passive\nTo-infinitive to play to be played\nPerfect to-infinitive to have played to have been played\nGerund playing being played\nPerfect gerund having played having been played\nThe passive forms end with a passive participle (played).\nNOTE\nPassive forms can sometimes have get instead of be. \u2022 107"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f3a2d274-26c0-413a-bad9-1a921ffc0eb6
encoding: FLOAT32
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 expect to get invited to the wedding. Let's not risk getting caught in a traffic jam.\n2 Patterns\nThe passive to-infinitive and gerund can come in the same patterns as the active\nforms, for example after some verbs or adjectives.\na To-infinitive\nI expect to be invited to the wedding. It's awful to be criticized in public.\nI'd like this rubbish to be cleared away as soon as possible.\nNOTE\nAfter decide and agree we use a finite clause with should. \u2022 242(2)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 23aceaad-1869-4861-a96b-5ecc34cc26c9
encoding: FLOAT32
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 decided that the rubbish should be cleared away.\nAfter arrange we can use a to-infinitive pattern with for.\nWe arranged for the rubbish to be cleared away.\nb Perfect to-infinitive\nI'd like this rubbish to have been cleared away when I get back.\nc Gerund\nBeing searched by customs officers is unpleasant.\nLet's not risk being caught in a traffic jam. I was afraid of being laughed at.\nThe government tried to stop the book being published.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1e1fd810-47b8-4f97-b4ba-55722489c774
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nAfter suggest, propose, recommend and advise we use a finite clause with should. \u2022 242(2)\nThe Minister proposed that the book should be banned.\nd Perfect gerund\nI'm annoyed at having been made a fool of.\n3 Use of the passive forms\nCompare the subjects in the active and passive clauses.\nActive: I'd like someone to clear away this rubbish.\nPassive: I'd like this rubbish to be cleared away.\nIn the active, the subject of the clause is someone, the agent. In the passive it is this"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ec4e70c9-6790-4feb-89fa-fba14b6051d3
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "rubbish, the thing the action is directed at. 13 THE PASSIVE PAGE 142\nWhen the main clause and the infinitive or gerund clause have the same subject,\nthen we do not repeat the subject.\nI expect to be invited to the wedding.\n(= I expect that I shall be invited to the wedding.)\nThe understood subject of to be invited is I.\n113 Active forms with a passive meaning\n1 Gerund\nThe active gerund after need, want (= need), require and deserve has a passive\nmeaning."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 180fb818-3072-4035-965c-309573afa9ab
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "meaning.\nThese windows need painting. The cupboard wants tidying out.\nWe cannot use the passive gerund here.\n2 To-infinitive\na We sometimes use an active to-infinitive to talk about jobs we have to do.\nWe've got these windows to paint.\nI had some homework to do.\nWhen the subject of the sentence is the agent, the person who has to do the job,\nthen we use the active infinitive, not the passive.\nIf the subject of the sentence is not the agent, then we use the passive infinitive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 14cfd78b-aace-4a9a-8251-7485d340beeb
encoding: FLOAT32
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 windows have to be painted.\nThe homework was to be done by the next day.\nAfter the subject there, we can use either an active or a passive infinitive.\nThere are a lot of windows to paint/to be painted.\nThere was some homework to do/to be done.\nNOTE\nWe do not normally use the passive infinitive for leisure activities.\nThere are lots of exciting things to do here.\nb After an adjective phrase, the infinitive is usually active.\nThis machine isn't safe to use.\nThe piano is too heavy to move."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a7b9a763-a74f-4f1c-a445-370b3a25ac5a
encoding: FLOAT32
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 piano is too heavy to move.\nThat box isn't strong enough to sit on.\nIf we use a phrase with by and the agent, then the infinitive is passive.\nThe piano is too heavy to be moved by one person.\n(= The piano is too heavy for one person to move.)\nNOTE\nCompare ready and due.\nThe meal was ready to serve/to be served at eight.\nThe meal was due to be served at eight.\n3 Main verbs\nThere are a few verbs that we can use in the active form with a passive meaning."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 82668253-547e-4f5f-aa51-1ee69176dbe3
encoding: FLOAT32
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 singer's latest record is selling like hot cakes.\nThis sentence doesn't read quite right.\nThis sweater has washed OK. PAGE 143 114 Overview: active and passive verb forms\n114 Overview: active and passive verb forms\nActive Passive\n1 Tenses and aspects \u2022 105\nPresent simple\nThey play the match.\nPresent continuous\nThey are playing the match.\nPresent perfect\nThey have played the match.\nPast simple\nThey played the match.\nPast continuous\nThey were playing the match.\nPast perfect"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fa5e32a8-af31-4cc3-865f-ce42a2524fa1
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "They were playing the match.\nPast perfect\nThey had played the match.\nFuture\nThey will play the match.\nThey are going to play the match.\n2 Modal verbs \u2022 106\nModal + infinitive\nThey should play it.\nThey ought to play it.\nModal + perfect infinitive\nThey should have played it.\nThey ought to have played it.\n3 To-infinitive and gerund \u2022 112\nTo-infinitive\nI wanted them to play the match.\nPerfect to-infinitive\nThey expect to have played the\nmatch by then.\nGerund\nThey left without playing the\nmatch."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0c283835-dca3-428d-8766-da31cb236c11
encoding: FLOAT32
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\nThey left without playing the\nmatch.\nPerfect gerund\nThey left without having played\nthe match.\nThe match is played.\nThe match is being played.\nThe match has been played.\nThe match was played.\nThe match was being played.\nThe match had been played.\nThe match will be played.\nThe match is going to be played.\nIt should be played.\nIt ought to be played.\nIt should have been played.\nIt ought to have been played.\nI wanted the match to be played.\nThey expect the match to have been\nplayed by then."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3aa94814-fa66-4a92-91a4-cd009cb53457
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "played by then.\nThey left without the match being\nplayed.\nThey left without the match\nhaving been played. 14The infinitive\n115 Summary\nInfinitive forms \u2022 116\nAn infinitive can be a bare infinitive (e.g. play) or a to-infinitive (e.g. to play). There\nare also perfect and continuous forms.\nInfinitive clauses \u2022 117\nWe can put an object or adverbial after the infinitive.\nI want to play some records now.\nThe to-infinitive as subject and complement \u2022118\nTo break your promise would be wrong."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 32c33191-962c-4bee-8038-5da1b8a44468
encoding: FLOAT32
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 break your promise would be wrong.\nIt would be wrong to break your promise.\nThe object of the game is to score the most points.\nThe to-infinitive expressing purpose and result \u2022119\nI came here to get some information.\nWe got home to find visitors on the doorstep.\nVerb + to-infinitive \u2022 120\nI hope to see you again soon.\nTo-infinitive or gerund after a verb \u2022 121\nI wanted to play./I enjoyed playing.\nVerb + object + to-infinitive \u2022 122\nMy parents have invited us to visit them."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 926ac90e-c71c-4e47-8fcf-54531c7e62a3
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "My parents have invited us to visit them.\nAdjective + to-infinitive \u2022 123\nIt's nice to see you.\nNoun phrase + to-infinitive \u2022 124\nI haven't got anything to wear.\nQuestion word + to-infinitive \u2022 125\nI didn't know what to do.\nPAGE 144 116 Infinitive forms\nFor and of with a to-infinitive \u2022 126\nIt's usual for guests to bring flowers.\nIt was kind of you to help.\nPatterns with the bare infinitive \u2022 127\nYou could walk round the earth in a year.\nI'd better put this cream in the fridge."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 23337243-672e-4462-8dd1-e3220467b2f9
encoding: FLOAT32
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 better put this cream in the fridge.\nThe ride made me feel sick.\n116 Infinitive forms\n1 Bare infinitive To-infinitive\nSimple play to play\nPerfect have played to have played\nContinuous be playing to be playing\nPerfect + continuous have been playing to have been playing\nFor the passive, e.g. to be played, \u2022 112.\n2 A simple infinitive is the base form of a verb, with or without to.\nBare infinitive: I'd rather sit at the back.\nTo-infinitive: I'd prefer to sit at the back."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 06a22eb5-3090-4382-b9f5-045050f16c2c
encoding: FLOAT32
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: I'd prefer to sit at the back.\nThere is no difference in meaning here between sit and to sit. Which we use\ndepends on the grammatical pattern.\n3 Here are some examples with perfect and continuous forms.\nIt's a pity I missed that programme. I'd like to have seen it.\nYou'd better have finished by tomorrow.\nThe weather seems to be getting worse.\nI'd rather be lying on the beach than stuck in a traffic jam.\nThe man appeared to have been drinking.\nWe cannot use a past form."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 03493219-98a4-4d06-903b-f86d852fdf01
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We cannot use a past form.\nNOT I'd like to saw it.\n4 A simple infinitive refers to the same time as in the main clause.\nI'm pleased to meet you.\n(The pleasure and the meeting are both in the present.)\nYou were lucky to win.\n(The luck and the victory are both in the past.)\nWe use a perfect infinitive for something before the time in the main clause.\nI'd like to have seen that programme yesterday.\n(The desire is in the present, but the programme is in the past.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f49fd076-5a06-4f60-aed0-8be8ff319487
encoding: FLOAT32
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 a continuous infinitive for something happening over a period.\nYou're lucky to be winning.\n(You're winning at the moment.)\nPAGE 145 14 THE INFINITIVE\n5 In the negative, not comes before the infinitive.\nI'd rather not sit at the front.\nI'd prefer not to sit at the front.\nNOTE\nIt can make a difference whether the main verb or the infinitive is negative.\nI told you not to go. (= I told you to stay.)\nI didn't tell you to go. (= I didn't say 'Go'.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5fcd993d-e53e-47af-bbd2-2aedf95b0a76
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I didn't tell you to go. (= I didn't say 'Go'.)\n6 To can stand for an infinitive clause. \u202239(1)\nI have to go out, but I don't want to.\nWe can sometimes leave out to so that we do not repeat it.\nIt's better to do it now than (to) leave it to the last minute.\nWhen to-infinitives are linked by and, we do not usually repeat to.\nI'm going to go out and have a good time.\n117 Infinitive clauses\n1 An infinitive clause can be just an infinitive on its own, or there can be an object\nor adverbial."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bda6d9fd-a5f8-403f-b14d-6673b190aa42
encoding: FLOAT32
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 adverbial.\nA ride on a London bus is the best way to see the city.\nWe need to act quickly.\nAn adverbial usually comes after the infinitive, and an object always comes after it.\nNOT the best way the city to see\nNOTE\nAn adverb can sometimes go before the infinitive. Compare the position of suddenly in\nthese clauses.\nI didn't expect you to change your mind suddenly.\nI didn't expect you suddenly to change your mind.\nIt can also sometimes go between to and the verb."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0dc7ce2c-242e-4414-b56d-1217ec931490
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "It can also sometimes go between to and the verb.\nI didn't expect you to suddenly change your mind.\nThis is called a 'split infinitive' because the infinitive to change is split by the word suddenly.\nSplit infinitives are common usage, although some people regard them as incorrect. In\ngeneral, it is safer to avoid them if you can, especially in writing. But sometimes we need to\nsplit the infinitive to show that the adverb modifies it.\nWo one claims to really understand what is happening."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8683580a-e9c7-4a89-9077-64a380ae00c0
encoding: FLOAT32
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 planning to secretly test a new and more powerful weapon.\nThis makes it clear that we mean a real understanding (not a real claim), and that the test is\nsecret (not just the plan).\n2 A preposition comes in its normal place, usually after a verb or adjective.\nYour meals are all you have to pay for.\nThere's nothing to get excited about.\nI need a vase to put these flowers in.\nNOTE\nIn more formal English we can begin the clause with a preposition and relative pronoun."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 80812a8c-86e0-43ab-8651-3d97b0d84cfe
encoding: FLOAT32
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 formal: I need some information to base the article on.\nMore formal: I need some information on which to base the article.\nPAGE 146 PAGE 147 119 The to-infinitive: purpose and result\n118 The to-infinitive as subject and complement\n1 We can sometimes use a to-infinitive clause as subject.\nTo defrost this fridge takes ages.\nTo turn down the invitation seems rude.\nNot to take a holiday now and then is a great mistake."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bd910558-86d8-4eee-aace-3e4c2df35bdc
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "But this pattern is not very usual. More often we use if as an 'empty subject'\nreferring forward to the infinitive clause. \u2022 50(5)\nIt takes ages to defrost this fridge.\nWould it seem rude to turn down the invitation?\nIt's a great mistake not to take a holiday now and then.\nBut we often use a gerund clause as subject. \u2022 131(1)\nDefrosting this fridge takes ages.\n2 A to-infinitive clause can be a complement after be.\nMelanie's ambition is to go to Australia.\nThe important thing is not to panic."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e7d6675c-7704-4cb5-b98f-64150b83802d
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The important thing is not to panic.\nThe idea was to surprise everybody.\nNOTE For be to, e.g. Everyone is to attend, \u2022 76.\n119 The to-infinitive expressing purpose and\nresult\n1 A to-infinitive clause can express purpose.\nLaura has gone to town to do some shopping.\nI'm writing to enquire about activity holidays.\nTo get a good seat, you need to arrive early.\nFor other ways of expressing purpose, \u2022 252.\nNOTE\na In informal British English we use the forms go and/come and rather than go to/come to."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1fe28bab-6eb7-421c-bd3f-65c1d07536af
encoding: FLOAT32
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 go and fetch a hammer. Come and have a look at this.\nAmericans say I'll go fetch a hammer.\nb After going or coming we use a to-infinitive.\nMark is coining to look at the photos.\n2 We can sometimes use a to-infinitive clause to express result, although this use is\nrather literary.\nLaura came home to find her house on fire.\nHe grew up to be a handsome young man.\nThe to-infinitive can express the idea of 'bad news' following 'good news'. We\noften use only before the infinitive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9e1f6351-1d57-4d0a-a503-0ccd0b621603
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "often use only before the infinitive.\nI found my keys only to lose them again.\nCharles arrived for the concert (only) to find it had been cancelled.\n3 An infinitive clause can also express a comment on the sentence.\nTo be frank, you didn't make a very good impression.\nI'm a bit tired of sightseeing, to tell you the truth. 14 THE INFINITIVE\n120 Verb + to-infinitive\n1 We can use a to-infinitive after some verbs.\nI plan to visit India next year.\nPeople are refusing to pay the new tax."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 96ba108d-561b-4fc2-9736-44b98f9d9da9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "People are refusing to pay the new tax.\nWe hope to be moving into our new flat soon.\nWe expect to have completed the work by the summer.\nFor a list of these verbs and of verbs taking a gerund, \u2022 121.\nNOTE\nThe to-infinitive clause is the object of the main verb. Compare these sentences.\nI wanted to play.\nI wanted a game.\nBut some verbs take a preposition before a noun.\nWe decided to play tennis.\nWe decided on a game of tennis."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 884b99ff-8f3e-45a7-b9c8-a8773beff681
encoding: FLOAT32
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 decided on a game of tennis.\n2 We can use seem, appear, happen, tend, come, grow, turn out and prove with a\nto-infinitive.\nThe plane seemed to be losing height. (It was apparently losing height.)\nWe happened to meet in the street. (We met by chance in the street.)\nThe debate turned out to be very interesting.\nHere the to-infinitive clause is not the object, because seem, appear etc are not\ntransitive verbs. They say something about the truth of the statement, or the"}


created_at: 2026-04-08 05:29:35
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id: f3894104-d40c-46d8-acae-c650223a8dd4
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "manner or time of the action. With some of these verbs we can use the empty\nsubject it. \u2022 50(5c)\nIt seemed (that) the plane was losing height.\nThe object of the to-infinitive can be subject of a passive sentence.\nActive: Someone seems to have stolen the computer.\nPassive: The computer seems to have been stolen.\n3 Sometimes we can use a finite clause instead of the infinitive clause.\nWe decided to play tennis.\nWe decided (that) we would play tennis.\nBut with some verbs this is not possible."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ecd4d325-b7e7-4636-a3e4-23683cb832c6
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "But with some verbs this is not possible.\nNOT People are refusing that they pay the new tax.\nFor verb + finite clause, \u2022 262(1).\n121 To-infinitive or gerund after a verb\n1 Verbs taking only one form\nSome verbs take a to-infinitive, and others take a gerund.\nTo-infinitive: I decided to take a taxi.\nGerund: I suggested taking a taxi. 121 To-infinitive or gerund after a verb\n+ to-infinitive\nafford \u2022 Note a expect ought \u2022 93\nagree \u2022 Note b fail plan\naim get (= succeed) prepare"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 93e975a0-4e01-4f4d-a982-3d50fe60eeeb
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "aim get (= succeed) prepare\nappear \u2022 120(2) grow \u2022 120(2) pretend\narrange guarantee promise\nask happen \u2022 120(2) prove \u2022 120(2)\nattempt hasten refuse\nbe \u2022 76 have \u2022 92 seek\nbe dying \u2022 Note c help \u2022 Note e seem \u2022 120(2)\nbeg hesitate swear\ncan't wait hope tend \u2022 120(2)\ncare (= want) \u2022 Note d learn threaten\nchoose long train\nclaim manage turn out \u2022 120(2)\ncome \u2022 120(2) neglect undertake\ndare \u2022 101 offer used \u2022 100(2)\ndecide omit wish\ndemand\n+ gerund\nadmit escape permit \u2022 Note f"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 328c0f8f-2f78-40b3-adb9-c996fa13675b
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "demand\n+ gerund\nadmit escape permit \u2022 Note f\nadvise \u2022 Note f excuse postpone\nallow \u2022 Note f face practise\nanticipate fancy (= want) put off\nappreciate finish quit\navoid give up recommend \u2022 Note f\ncan't help imagine resent\nconfess involve resist\nconsider justify resume\ndelay keep (on) risk\ndeny leave off save\ndetest mention stand \u2022 Note a\ndislike mind \u2022 Note d suggest\nenjoy miss tolerate\nNOTE\na Afford (= have enough money/time) and stand (= tolerate) go after can/could or be able to."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 229e06a9-a15b-40b3-b072-404169d29f4b
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "They are often in a negative sentence or a question.\nDo you think we'll be able to afford to go to India?\nI can't stand sitting around doing nothing.\nb We can use agree with a to-infinitive but not accept.\nBrian agreed to pay half the cost. NOT Brian accepted to pay half.\nc We use be dying (= want very much) only in the continuous.\nI'm dying to have a swim./I'm dying for a swim.\nd Care and mind are normally in a negative sentence or a question."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 61ba111a-3b6f-46e1-bf3c-0166eeab9f03
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Would you care to come along with us? Do you mind carrying this bag for me?\ne After help we can leave out to.\nWe all helped (to) put up the tent.\nf When advise, recommend, allow or permit has another object, it takes a to-infinitive.\nI advised taking a taxi. They don't allow sunbathing here.\nI advised the girls to take a taxi. They don't allow people to sunbathe here.\nPAGE 149 14 THE INFINITIVE PAGE 150\n2 Verbs taking either form"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fad77856-b667-4eab-b6da-1a9c2686b498
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "2 Verbs taking either form\nSome verbs can take either a to-infinitive or a gerund with almost no difference in\nmeaning.\nI hate to leave/hate leaving everything to the last minute.\nWhen the President appeared, the crowd began to cheer/began cheering.\nWe intend to take/intend taking immediate action.\nThese verbs are begin, bother, can't bear, cease, commence, continue, hate, intend,\nlike, love, prefer, propose, start.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cd91028f-d6e7-416e-be77-ec129aa3d2b2
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "like, love, prefer, propose, start.\nNOTE\na With verbs of liking and hating, sometimes the gerund gives a sense of the action really\nhappening, while the infinitive often points to a possible action.\nI hate doing the same thing all the time. It gets really boring sometimes.\nI'd hate to do the same thing all the time. I'm lucky my job is so interesting.\nLike, love and hate usually take a gerund, but would like, would love and would hate\nnormally take a to-infinitive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 27f3fc86-3b4f-4a9d-8044-0bb55787538b
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "normally take a to-infinitive.\nI love swimming. I swim nearly every day.\nI'd love to go for a swim. It's such a lovely day.\nb Like takes a to-infinitive when it means that something is a good idea, rather than a\npleasure.\nI like to keep all these papers in order.\nCompare these two sentences.\nI didn't like to complain. (= I didn't complain because it wasn't a good idea.)\nI didn't like complaining. (= I complained, but I didn't enjoy it.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dd21324c-2f68-43d0-9c48-c98e7c7e95c6
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "c When the main verb has a continuous form, we normally avoid using another ing-form\nafter it.\nThe spectators were already beginning to arrive. NOT beginning arriving\nd After start, begin and continue, a state verb usually has the to-infinitive form.\nI soon began to understand what the problems were.\ne Commence and cease are formal. For stop, \u2022 (3e).\nf Bother is normally in a negative sentence or question.\nDon't bother to wash/bother washing up.\n3 Either form but different meanings"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cd88fdb5-ccaf-49c6-83c0-2b1aa5cbdc43
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 Either form but different meanings\nThe to-infinitive and gerund have different meanings after remember, forget;\nregret; dread; try; stop; mean; go on; need, want, require and deserve.\na We use remember and forget with a to-infinitive to talk about necessary actions\nand whether we do them or not\nDid you remember to turn off the electricity?\nYou forgot to sign the cheque. ~ Oh, sorry.\nWe use a gerund to talk about memories of the past."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d91c4d07-2eef-409f-93aa-6c9c30329167
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'll never forget breaking down in the middle of Glasgow. It was awful.\nI don't know. I can't remember turning it off.\nNOTE\nWe can use a finite clause instead of a gerund clause.\nI'll never forget (the time) when we broke down.\nI can't remember if/whether I turned it off.\nb We use regret + to-infinitive for a present action, especially when giving bad news.\nWe use a gerund to express regret about the past.\nWe regret to inform you that your application has been unsuccessful."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 33a796cf-4154-4222-9d6c-4a5909a2b8db
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I regret wasting/regret having wasted so much time last year.\nCompare patterns with sorry. \u2022 132(5b) Note h PAGE 151 122 Verb + object + to-infinitive\nc We use dread + to-infinitive mainly in the expression I dread to think/imagine...\nWe use a gerund for something that causes fear.\nI dread to think what might happen to you all alone in a big city.\nI always dreaded being kissed by my aunts.\nd Try + to-infinitive means 'attempt to do' and try + gerund means 'do something"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3c7cc63e-f11e-41fc-8c40-ffe2f4505aea
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "which might solve the problem'.\nI'm trying to light a fire, but this wood won't burn. ~\nWhy don't you try pouring some petrol on it?\nNOTE\nIn informal English we can use try and instead of try to.\nLet's try and move the cupboard away from the wall.\ne After stop we often use the to-infinitive of purpose. But stop + gerund means to end\nan action.\nAt the next services he stopped to buy a newspaper.\nYou'd better stop dreaming and get on with some work."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2aa970fa-b76e-4601-aa15-91c9274ebb66
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "f Mean + to-infinitive has the sense of 'intend'. But mean + gerund expresses result,\nwhat is involved in something.\nI'm sorry. I didn't mean to step on your foot.\nI have to be at the airport by nine. It means getting up early.\ng Go on + to-infinitive means to do something different, to do the next thing. Go on +\ning-form means to continue doing something.\nAfter receiving the award, the actor went on to thank all the people who had\nhelped him in his career."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 70e06718-e897-43e4-9fe4-d0232a5bb230
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "helped him in his career.\nThe band went on playing even after everyone had left.\nh We usually use need, want and deserve with a to-infinitive.\nWe need to leave at eight. Tony wants to borrow your typewriter.\nA gerund after these verbs has a passive meaning. \u2022 113(1)\nThe typewriter needs/wants cleaning.\n122 Verb + object + to-infinitive\n1 Some verbs can take an object and a to-infinitive.\nI expected Dave to meet me at the airport.\nYour landlady wants you to post these letters."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ac1953e4-c1c0-442d-8fe8-7ba61ec827e5
encoding: FLOAT32
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 landlady wants you to post these letters.\nWe asked the teacher not to give us any homework.\nHere Dave is the object of the verb expected. It also functions as the subject of to\nmeet. Compare these sentences.\nI expected Dave to meet me.\nI expected (that) Dave would meet me.\nNOTE\na Compare the infinitive without a subject.\nI expected to see Dave. (= I expected (that) I would see Dave.)\nb We can often use a passive infinitive.\nI expected to be met. (= I expected (that) I would be met.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 554f010c-6241-48fa-b31b-6668ef93e85d
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "c Sometimes the main clause in this pattern can be passive.\nDave was expected to meet me.\nd For the pattern with for, e.g. I waited for Dave to ring, \u2022 126. 14 THE INFINITIVE PAGE 152\n2 We can use the following verbs with an object and a to-infinitive.\na Verbs meaning 'order' or 'request'\nThe doctor told Celia to stay in bed.\nWe persuaded our neighbours to turn the music down.\nHere Celia is the indirect object, and the infinitive clause is the direct object. We"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6a78d3c9-5f78-42fe-86c0-9f1b4b883e42
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "can use advise, ask, beg, command, encourage, instruct, invite, order, persuade,\nrecommend, remind, request, tell, urge, warn.\nNOTE\na A finite clause is possible, but it is sometimes a little formal.\nWe persuaded our neighbours that they should turn the music down.\nb We cannot use suggest in this pattern.\nNOT We suggested our neighbours to turn the music down.\nWe use a finite clause instead.\nWe suggested (to our neighbours) that they might turn the music down.\nc The main clause can be passive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 95170ea9-63c1-4f8a-9e04-9a8bd504a9d3
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "c The main clause can be passive.\nOur neighbours were persuaded to turn the music down.\nb Verbs meaning 'cause' or 'help'\nThe crisis has forced the government to act.\nThis portable phone enables me to keep in touch with the office.\nWe can use allow, authorize, cause, compel, drive, enable, forbid, force, get, help,\nintend, lead, mean, oblige, permit, require, teach, train.\nNOTE\na We can use a finite clause after require and intend, but it is a little formal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b4ca479f-06e8-4914-b99a-367e446ba587
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We never intended that the information should be made public.\nA finite clause after allow, permit or forbid is not very usual.\nNOT The university allows that students change their subject.\nb We can use there as the subject of the infinitive clause. It is rather formal.\nThe regulations permit there to be no more than two hundred people in the hall.\nc The main clause can be passive.\nThe government has been forced to act.\nBut cause and get cannot be passive before an infinitive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5b317bfc-79bc-4e6a-8408-0275f2c3f93b
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "d For get in this pattern, e.g. I got Mike to lend me his electric drill, \u2022 111(1).\ne After help we can leave out to.\nI'm helping my friend (to) find aflat.\nc Verbs meaning 'say' or 'think'\nThe judges announced the result to be a draw.\nThe police believed the Mafia to have committed the crime.\nThis pattern can be rather formal. We can use announce, assume, believe, consider,\ndeclare, discover, estimate, expect, feel, find, imagine, judge, know, presume, report,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 96029850-00bf-41dc-9c3a-e433495b2729
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "reveal, show, suppose, understand.\nNOTE\na All these verbs can have a finite clause after them.\nThe police believed (that) the Mafia had committed the crime.\nb We often use the infinitive to be in this pattern. We can sometimes leave out to be,\nespecially after declare, believe, consider and find.\nThe country declared itself (to be) independent.\nc We can use consider but not regard.\nWe consider ourselves (to be) a separate nation.\nWe regard ourselves as a separate nation."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c263cd90-f784-479d-92d5-776de9cbaba8
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We regard ourselves as a separate nation.\nd We can use there as the subject of the infinitive clause.\nWe understood there to be money available.\ne The passive pattern is more common than the active. \u2022 109\nThe Mafia were believed to have committed the crime.\nWe can use say and think in the passive pattern but not in the active. PAGE 153 123 Adjective + to-infinitive\nd Verbs of wanting and liking\nI want everyone to enjoy themselves.\nI'd like you to hold the door open for me."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 50860ce1-ab22-4821-8c56-3cf8e6c57acb
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'd like you to hold the door open for me.\nWe can use want, wish, (would) like, (would) love, (would) prefer, (would) hate and\ncan't bear.\nNOTE\na With most of these verbs we cannot use a finite clause.\nNOT I want that everyone enjoys themselves.\nb We can use there as the subject of the infinitive clause. This is rather formal.\nWe'd prefer there to be an adult in charge.\nc After like, love, prefer and hate we can use it when/if + clause."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ca0d1505-16e2-4295-b703-eaf6a92aedd0
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "7 hate it when you ignore me. My aunt would love it if we took her out for a drive.\nd The main clause cannot be passive.\nNOT Everyone is wanted to enjoy themselves.\nBut the infinitive can be passive.\nI'd like the door to be held open.\n123 Adjective + to-infinitive\n1 The pattern It was easy to write the letter\nA common pattern is it + linking verb + adjective + to-infinitive clause.\nIt was marvellous to visit the Grand Canyon.\nIt is difficult to solve the problem."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f1ed07cb-dad6-4f34-bc26-854dee993347
encoding: FLOAT32
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 is difficult to solve the problem.\nIt is rare to see a horse and cart nowadays.\nIt felt very strange to be watched by so many people.\nFor the use of it as empty subject, \u2022 50(5).\nHere are some examples of adjectives in this pattern.\n'Good'/'Bad': marvellous, terrific, wonderful, perfect, great, good, nice, pleasant,\nlovely; terrible, awful, dreadful, horrible\nAdjectives in ing: interesting, exciting, depressing, confusing, embarrassing, amusing"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bf2b130e-c81c-4a52-af02-677bc43b07b6
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Difficulty, danger and expense: easy, difficult, hard, convenient, possible,\nimpossible; safe, dangerous; cheap, expensive\nNecessity: necessary, vital, essential, important, advisable, better/best\nFrequency: usual, normal, common; rare\nComment: strange, odd, incredible; natural, understandable\nPersonal qualities: good, nice, kind, helpful; mean, generous; clever, intelligent,\nsensible, right; silly, stupid, foolish; careless; wrong; polite, rude\n2 The pattern The letter was easy to write"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4c5406ef-f0e2-458e-a858-524e53a20202
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "2 The pattern The letter was easy to write\nHere we understand the letter as the object of to write.\nThe Grand Canyon was marvellous to visit.\nThe problem is difficult to solve.\nWould gas be any cheaper to cook with ?\nIn this pattern we can use some adjectives meaning 'good' or 'bad' and adjectives\nof difficulty, danger and expense. For examples of these adjectives, \u2022 (1).\nThere is no object after the to-infinitive in this pattern.\nNOT The problem is difficult to solve it.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ce7ef8d6-5442-454b-8050-4e20a394fe13
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOT The problem is difficult to solve it.\nNOTE\nWe can use impossible in this pattern, but we cannot use possible.\nThe problem is impossible to solve. 14 THE INFINITIVE\n3 The pattern It was an easy letter to write\nThe adjective can come before a noun.\nIt was a marvellous experience to visit the Grand Canyon.\nIt's a difficult problem to solve.\nIt's a rare thing to see a horse and cart nowadays.\n4 Patterns with too and enough\nIn adjective + to-infinitive patterns we often use too or enough."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d859f944-2cc2-4c88-aef4-22c50c3e98f8
encoding: FLOAT32
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's too difficult to work the figures out in your head.\nThe coffee was too hot to drink.\nThis rucksack isn't big enough to get everything in.\nNOTE\nCompare very, too and enough in the adjective + noun pattern (Pattern 3).\nIt's a very difficult problem to solve.\nIt's too difficult a problem to solve in your head.\nIt's a difficult enough problem to keep a whole team of scientists busy.\n5 The pattern I was happy to write the letter\nHere the subject of the main clause is a person."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 691714bd-5a94-4021-bed4-e0c815fb13d0
encoding: FLOAT32
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 the subject of the main clause is a person.\nWe were sorry to hear your bad news. (= We were sorry when we heard.)\nI'm quite prepared to help.\nYou were clever to find that out.\nYou were lucky to win the game.\nHere are some examples of adjectives in this pattern.\nFeelings: happy, glad, pleased, delighted; amused; proud; grateful; surprised;\ninterested; sad, sorry; angry, annoyed; ashamed; horrified\nWilling/Unwilling: willing, eager, anxious, keen, impatient, determined, ready,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1b041972-2725-4376-ac78-23b202551e5a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "prepared; unwilling, reluctant; afraid\nSome adjectives expressing personal qualities: mean, clever, sensible, right, silly\nThe adjectives lucky and fortunate\nNOTE\na After some of these adjectives we can use a preposition + gerund: happy about writing the\nletter. \u2022 132(4)\nb Compare these patterns with an adjective expressing a personal quality.\nPattern 1: It was mean (of you) not to leave a tip.\nPattern 5: You were mean not to leave a tip.\nc We can use quick and slow to express manner."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 50133bf9-c969-473c-830b-49857716252d
encoding: FLOAT32
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 We can use quick and slow to express manner.\nThe government has been quick to act. (= The government has acted quickly.)\n6 The pattern It is likely to happen\nIn this pattern we can use likely, sure and certain.\nThe peace talks are likely to last several weeks.\nThe party is sure to be a great success.\nPAGE 154 PAGE 155 124 Noun phrase + to-infinitive\n124 Noun phrase + to-infinitive\n1 The pattern the need to write\na We can use a to-infinitive clause after some verbs and adjectives."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6e4ffab2-1a96-486c-af8d-4294956e291e
encoding: FLOAT32
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 to write a letter. We are determined to succeed.\nWe can also use an infinitive after a related noun.\nIs there really any need to write a letter?\nWe shall never lose our determination to succeed.\nOur decision to oppose the scheme was the right one.\nEveryone laughed at Jerry's attempt to impress the girls.\nSome nouns in this pattern are:\nability decision intention proposal\nagreement demand need refusal\nambition desire offer reluctance\nanxiety determination plan request"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 183ba8c0-aba2-44d0-8534-c6eed4d2b741
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "anxiety determination plan request\narrangement eagerness preparations willingness\nattempt failure promise wish\nchoice\nb Some other nouns with similar meanings can take a to-infinitive, e.g. chance,\neffort, opportunity, scheme, time.\nThere will be an opportunity to inspect the plans.\nc But some nouns take a preposition + ing-form, not an infinitive. \u2022 132(7)\nThere's no hope of getting there in time.\n2 The pattern letters to write"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c957cab9-717c-4851-b17e-5dda33d8c770
encoding: FLOAT32
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 pattern letters to write\nIn this pattern the to-infinitive expresses necessity or possibility.\nI've got some letters to write. (= letters that I have to write)\nTake something to read on the train. (= something that you can read)\nThe doctor had a number of patients to see.\nThe to-infinitive clause here is shorter and neater than the finite clause with have\nto or can.\nNOTE\na For letters to be written, \u2022 113(2).\nb Compare these sentences."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e2076532-c751-47e8-917e-5cb5265a555b
encoding: FLOAT32
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 Compare these sentences.\nI have some work to do. (= I have/There is some work that I need to do.)\nI have to do some work. (= I must do/I need to do some work.)\nOther patterns with a noun phrase + to-infinitive\nFor the pattern with it, e.g. It's a good idea to wear safety glasses, \u2022118.\nFor patterns with for and of, e.g. It's best for people to make their own arrangements, \u2022 126.\nFor the first person to leave, \u2022 277. 14 THE INFINITIVE\n125 Question word + to-infinitive"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8cb320b2-a12e-478e-bf32-b7ee01b7ccc1
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "125 Question word + to-infinitive\n1 We can use a question word or phrase before a to-infinitive.\nI just don't know what to say.\nAlice wasn't sure how much to tip the porter.\nHave you any idea how to open this packet?\nNo one told us where to meet.\nThis pattern expresses an indirect question about what the best action is. What to\nsay means 'what I should say'.\nNOTE\na We cannot use why in this pattern,\nb We can use whether but not if."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1b4ab76b-a34e-4dd1-a7a9-6a89eeac298c
encoding: FLOAT32
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 We can use whether but not if.\nI was wondering whether to ring you. We'll have to decide whether to go (or not).\nc After what, which, whose, how many and how much we can use a noun.\nI didn't know what size to buy. The driver wasn't sure which way to go.\n2 Here are some verbs that we can use before the question word:\nadvise someone discover know tell someone\nask (someone) discuss learn think\nchoose explain remember understand\nconsider find out show someone wonder"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 17b06816-f7a1-4251-acbd-aa80262b24bb
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "consider find out show someone wonder\ndecide forget teach someone workout\nWe can also use have an idea, make up your mind and the adjectives clear, obvious\nand sure.\nWe can also use this pattern after a preposition.\nI was worried about what to wear.\nThere's the problem of how much luggage to take.\nNOTE\nTo report instructions about how something should be done, we use tell/show someone how\nto or teach someone (how) to.\nMaureen told me how to turn on the heating. I didn't know how to do it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 182fcdbd-a610-4b16-abcc-c7930f34c91d
encoding: FLOAT32
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 an indirect order.\nMaureen told me to turn on the heating. She felt cold.\n126 For and of with a to-infinitive\n1 The pattern I'll wait for you to finish\nI'll wait for you to finish your breakfast.\nWe've arranged for a photographer to take some photos.\nWe can use apply for, arrange for, ask for, call for (= demand), long for, prepare for,\nwait for.\n2 The pattern It's important for you to finish\nIt's important for you to finish the course and get a qualification."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 208b65aa-6cf2-41a9-b162-7610ac8d644f
encoding: FLOAT32
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 be difficult for young people to buy their own home.\nI'm anxious for the matter to be settled.\nPAGE 156 We can use many adjectives in this pattern, for example:\nanxious eager marvellous silly\nawful easy necessary stupid\nbetter/best essential nice terrible\ncheap expensive ready willing\nconvenient important reluctant wonderful\ndangerous keen safe wrong\ndifficult\n3 Patterns with too and enough\nBefore the for pattern, we can use too or enough with a quantifier, adjective or\nadverb."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5e2791ea-6fc7-4063-9f0b-670cd22c7f02
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "adverb.\nThere's too much work for you to finish today.\nThe kitchen is too small for the whole family to eat in.\nThe light wasn't shining brightly enough for anyone to notice it.\n4 The pattern It's a good idea for you to finish\nIt's a good idea for you to finish the course and get a qualification.\nIt's a nuisance for tourists to have to get visas.\nWe can use some nouns, e.g. advantage, demand, disadvantage, disaster, idea,\nmistake, nuisance, plan.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4426c9a9-177e-4085-b6cd-74880b1c2a88
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "mistake, nuisance, plan.\nNOTE\nWe can also use some nouns related to the verbs and adjectives in Patterns 1 and 2.\nI've made arrangements for someone to take photos.\nHe couldn't hide his anxiety for the matter to be settled.\n5 The pattern It's nice of you to finish\nIt's nice of you to finish the job for me.\nIt was rude of your friend not to shake hands.\nIt was clever of Tina to find that out.\nWe can use adjectives expressing personal qualities, e.g. brave, careless, clever,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fddab3f1-39ea-4f29-83dd-cd0e44af86b4
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "foolish, generous, good, helpful, honest, intelligent, kind, mean, nice, polite, rude,\nsensible, silly, stupid, wrong.\nNOTE\nCompare these sentences.\nIt was nice of Tom to take the dog for a walk.\n(Nice expressing a personal quality: it was a kind action by Tom.)\nIt was nice for Tom to take the dog for a walk.\n(It was a pleasant experience for Tom.)\n6 For expressing purpose\nThere are telephones for drivers to call for help if they break down."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b2d68c15-9453-4ede-b791-e6ede04e9518
encoding: FLOAT32
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 plants to grow properly, you have to water them regularly.\n126 For and of with a to-infinitivePAGE 157 14 THE INFINITIVE\n127 Patterns with the bare infinitive\n1 After a modal verb\nNothing can go wrong. They must be having a party next door.\nYou should be more careful. You could have made the tea.\nBut note ought to, have to, be able to, be allowed to and be going to.\nYou ought to be more careful. You have to put some money in."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fa283882-b1e0-4433-99cc-86eea71ee75e
encoding: FLOAT32
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 was able to get home OK. We aren't allowed to walk on the grass.\n2 After had better, would rather/would sooner and\nrather than\nWe'd better not be late.\nI didn't enjoy it. I'd rather have stayed at home.\nThey decided to accept the offer rather than go/going to court.\n3 Verb + object + bare infinitive\na Make, let and have can take an object + bare infinitive.\nThe official made me fill in a form.\nThe headmaster let the pupils go home early.\nI'll have the porter bring up your luggage. \u2022 111(1)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b25e1497-a337-40e7-a22d-e21009f9d422
encoding: FLOAT32
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\nForce, allow and get take a to-infinitive.\nThe official forced me to fill in a form.\nThe headmaster allowed the pupils to go home early.\nI'll get the porter to bring up your luggage.\nb A verb of perception can take an object + bare infinitive.\nSomeone saw the men leave the building.\nI thought I heard someone knock on the door.\nFor more details, \u2022 140(1b).\nc When the pattern with the bare infinitive is made passive, we always use a\nto-infinitive. \u2022 110(1b)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 962b6cc6-c395-48e3-925d-53ce145699d0
encoding: FLOAT32
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. \u2022 110(1b)\nThe men were seen to leave the building at half past six.\n4 Other patterns\na After except and but (= except) we normally use a bare infinitive.\nAs for the housework, I do everything except cook.\nYou've done nothing but grumble all day.\nb We sometimes put an infinitive after be when we are explaining what kind of\naction we mean.\nThe only thing I can do is (to) apologize.\nWhat the police did was (to) charge into the crowd.\nc For Why worry?, \u2022 26(5).\nPAGE 158 15The gerund"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 277fcf9f-1c3d-4571-abd5-a493e2f2aedd
encoding: FLOAT32
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 For Why worry?, \u2022 26(5).\nPAGE 158 15The gerund\n128 Summary\nGerund forms \u2022 129\nA gerund is an ing-form, e.g. walking.\nWalking is good for you.\nGerund clauses \u2022 130\nWe can put an object or adverbial after the gerund.\nI like having friends round for coffee.\nThe gerund can also have a subject.\nI don't mind you/your having friends round.\nSome patterns with the gerund \u2022131\nFinding the money wasn't easy.\nIt wasn't easy finding the money.\nThe difficult part was finding the money."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c15017ac-d785-4be8-9e5b-236649bbfd4c
encoding: FLOAT32
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 difficult part was finding the money.\nWe practised catching the ball.\nI don't like people bossing me around.\nPreposition + gerund \u2022 132\nI apologized for being late.\nAre you interested in buying this car?\nI ran all the way home without stopping.\nDeterminer + gerund \u2022 133\nThe dancing went on late into the night.\n129 Gerund forms\n1 Active Passive\nSimple playing being played\nPerfect having played having been played\nFor examples of the passive, \u2022 112.\nPAGE 159 15 THE GERUND PAGE 160"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fe9f0365-7c27-48cb-a427-de0d8bd104e0
encoding: FLOAT32
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 159 15 THE GERUND PAGE 160\n2 A simple gerund is the ing-form of a verb, e.g. meeting, dancing, jogging.\nIt was nice meeting you.\nDancing is not allowed.\nNOTE\na There are some spelling rules for the ing-form.\nLeaving out e: lose losing \u2022 292(1)\nDoubling of some consonants: stop stopping \u2022 293\nb An ing-form can be a gerund or an active participle, depending on how we use it in a\nsentence.\nGerund: Jogging is good for you.\nParticiple: We watched the students jogging round the campus."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2c913801-55f4-4981-9b6e-447a004f393e
encoding: FLOAT32
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 in some contexts it may be difficult to say whether an ing-form is a gerund or\nparticiple, and it is not always important to know the difference. Remember that using the\nform correctly is more important than naming it.\n3 We use a perfect gerund for something before the time of the main clause.\nSarah remembered having visited the place before.\n(The visit was before the memory.)\nBut we do not need to use the perfect if it is clear from the context that the time\nwas earlier."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 67fa73d7-381c-4365-95d8-00a767e0e51d
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "was earlier.\nSarah remembered visiting the place before.\n4 In the negative, not comes before the gerund.\nIt's difficult not smoking for a whole day.\nI can't help not being amused by these silly jokes.\n130 Gerund clauses\n1 A gerund clause can be just a gerund on its own, or there can be an object or\nadverbial after it.\nNo one likes washing the car.\nGoing on holiday always makes me feel uneasy.\nNOTE\na For letter-writing, sky-diving, \u2022 283(3)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d7faa84e-9931-4403-b0bc-60533ce170d0
encoding: FLOAT32
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 letter-writing, sky-diving, \u2022 283(3).\nb An adverb can sometimes come before the gerund rather than after it.\nWe didn't want to risk completely spoiling the evening.\n2 A subject can come before the gerund.\nWe rely on our neighbours watering the plants while we're away.\nI dislike people asking me personal questions.\nThe subject can be possessive, especially when it is a personal pronoun or a name.\nIt's a bit inconvenient you/your coming in late.\nDo you mind me/my sitting here?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8c0bbb4e-4e94-44fc-88fd-8a81741cbb9c
encoding: FLOAT32
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 mind me/my sitting here?\nI'm fed up with Sarah/Sarah's laughing at my accent.\nThe possessive is more formal, and it is less usual in everyday speech.\nBut we are more likely to use a possessive at the beginning of a sentence.\nYour coming in late is a bit inconvenient.\nSarah's laughing at my accent is getting on my nerves. 131 Some patterns with the gerund\n1 Gerund clause as subject\nDigging is hard work. But choosing the colour won't be easy.\nKeeping a copy of your letters is a good idea."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 27f14874-8f7f-4927-b6ff-90bc867a4766
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Keeping a copy of your letters is a good idea.\nI think walking in the country is a lovely way to spend a day.\nIn subject position, the gerund is much more usual than the to-infinitive. To\nchoose the colour... is possible but rather formal.\nWe can also use the empty subject Preferring forward to the gerund clause. \u2022 50(5)\nIt won't be easy choosing the right colour.\nBut the to-infinitive is more usual after it.\nIt won't be easy to choose the right colour."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "It won't be easy to choose the right colour.\nIt's a good idea to keep a copy of your letters.\nThe gerund is more usual as subject, but the to-infinitive is more usual after it.\nHeating a big house is expensive. It's expensive to heat a big house.\n131 Some patterns with the gerundPAGE 161\n2 Patterns with it, there and have\na Here are some patterns with it and a gerund.\nIt's no good arguing. I've made up my mind.\nIt might be worth taking the guided tour."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 05eb16cd-11c7-4b3d-b0ae-88099c0d3c4c
encoding: FLOAT32
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 might be worth taking the guided tour.\nIt wouldn't be much use trying to stick the pieces together again.\nIt was quite an experience going camping.\nIt's a nuisance being without electricity.\nIt's great fun skiing down a mountain.\nNOTE\na After use, experience, nuisance and fun we can also use a to-infinitive.\nb There are also these patterns with worth.\nIt might be worth it to take the guided tour. The guided tour might be worth taking.\nb We can use there with problem/difficulty and a gerund."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3e4e34b5-0b0a-49a4-9597-32e2481e05d3
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "There won't be any problem parking.\nc There is also a pattern with have (= experience) and a gerund.\nYou won't have any problem parking.\nWe had great fun skiing down the mountain.\n3 Gerund clause as complement after he\nJeremy's hobby is inventing computer games.\nWhat I suffer from is not being able to sleep.\n4 Verb + gerund\na We can use a gerund after some verbs.\nSomeone suggested going for a walk. Do you mind waiting a moment?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 231b0d7d-189b-4e85-8b12-b75f756a4ac2
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I can't help feeling depressed sometimes. Imagine never having been abroad.\nFor a list of verbs taking the gerund or to-infinitive, \u2022121. b Sometimes we can use a finite clause. \u2022 262(1)\nSomeone suggested (that) we might go out for a walk.\nBut with some verbs this is not possible.\nNOT I've finished that I tidy my room.\n5 Verb + object + gerund\nI hate people laughing at me.\nThe arrangements involve you/your giving everyone a lift. \u2022 130(2)\nHow can they justify lives being put at risk?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ff2f641d-5396-43cc-9409-a14f9f799f42
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "How can they justify lives being put at risk?\nWe can use an object + gerund after these verbs:\navoid (not) forget love prefer risk\ncan't help hate mean prevent save\ndislike imagine mention remember stop\ndread involve mind resent tolerate\nenjoy justify miss resist understand\nexcuse like\nNOTE\nFor an object + infinitive after some verbs of wanting and liking, \u2022 122(2d).\nI hate people to laugh at me.\n132 Preposition + gerund\n1 Introduction"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 670dc7db-f50a-410f-8d52-2bb9468e2f97
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "132 Preposition + gerund\n1 Introduction\na A gerund often comes after a verb + preposition, an adjective + preposition or a\nnoun + preposition. We do not use a to-infinitive in these patterns.\nWe believe in giving people the freedom to choose.\nMy husband isn't very good at cooking.\nIt's just a matter of filling in a form.\nb We can also use a gerund after than, as and like expressing comparison.\nA holiday is nicer than sitting at a desk.\nWalking isn't as good for you as swimming."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 44df8a97-7a38-459f-9bcb-1051b5dac94d
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Walking isn't as good for you as swimming.\nWe can also use a gerund after as well as, instead of without etc. \u2022 (8)\n2 The pattern I succeeded in finding out\nJake is thinking of selling his motor-bike.\nSue insists on reading the letter.\nLet's get on with addressing the envelopes.\nWe can use a gerund after these prepositional verbs:\nadmit to benefit from get on with rely on\n(dis)agree with care for insist on resort to\naim at confess to object to succeed in\napologize for count on pay for think of"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 13e581fc-a73c-4d9e-9d09-bdbfc93e278f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "apologize for count on pay for think of\n(dis)approve of depend on put up with vote for\nbelieve in feel like\nPAGE 16215 THE GERUND PAGE 163 132 Preposition + gerund\nWe can also use verbs with about e.g. talk about, think about, worry about.\nPeople were complaining about having to walk so far.\nWith most of the verbs in this pattern, the gerund can have a subject.\nSue insists on everyone reading the letter.\n3 The pattern They prevented me from speaking"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5f1b8f9a-65fb-497c-810e-3a03e390e167
encoding: FLOAT32
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 pattern They prevented me from speaking\nA gerund can also follow a verb + object + preposition.\nI'd like to congratulate you on breaking the world record.\nThe article accuses the government of concealing important information.\nWe can use:\naccuse ...of\nblame... for\ncharge... with\ncongratulate ...on\ndeter... from forgive... for stop... from\ndiscourage... from prevent... from strike ...as\nexcuse... for punish... for thank... for\nexcuse... from remind ...of use... for"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a5c5bf79-aa5e-4fdb-a60f-0818870922e2
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "excuse... from remind ...of use... for\na We can also use verbs with about, e.g. tell, inform, warn.\nI warned you about leaving your money around.\nb In the passive, the preposition comes directly after the verb.\nThe government is accused of concealing important information.\n4 The pattern She's keen on riding\nA gerund can follow an adjective + preposition.\nI'm nervous of saying the wrong thing.\nWhat's wrong with borrowing a little money?\nWe can use:\nafraid of\namazed at\nangry about/at"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cd75449d-005b-465d-a0fc-46b6df486ab7
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can use:\nafraid of\namazed at\nangry about/at\nannoyed about/at\nanxious about\nashamed of\naware of\nbad at\nbored with\ncapable of\ncontent with\ndependent on\ndifferent from/to\nexited about/at\nfamous for\nfed up with\nfond of\ngood at\ngrateful for\nguilty of\nhappy about/with\ninterested in\nkeen on\nnervous of\npleased about/with\nready for\nresponsible for\nsatisfied with\nsorry about/for\nsuccessful in\nsurprised at\nused to \u2022 100(2c)\nworried about\nwrong with\n5 For joining and to join"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 459a08d9-5e70-428b-ba23-5e9022bef7f9
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "wrong with\n5 For joining and to join\na After some verbs and adjectives we can use either a preposition + gerund or a\nto-infinitive, with no difference in meaning.\nThe people voted for joining/voted to join the European Community.\nWe can use these expressions:\naim at doing/to do\namazed at finding/to find\nangry at finding/to find\nannoyed at finding/to find\ncontent with being/to be\ngrateful for having/to have\npay for having/to have\nready for taking/to take\nsatisfied with being/to be"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cebace70-8183-4207-b7ac-429610db376a
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "satisfied with being/to be\nthankful for having/to have\nsurprised at finding/to find\nvote for doing/to do 15 THE GERUND PAGE 164\nb But sometimes the to-infinitive has a different meaning from the preposition +\ngerund. Details are in the notes below.\nNOTE\na Agree with means to think that something is right, but agree to means to make a decision.\nI don't agree with cutting down trees. I think it's wrong.\nWe all agreed to meet the next day."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5b6c84f1-84a2-433d-90ff-3110b5244ed3
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We all agreed to meet the next day.\nb We use tell... about and remind... of to report statements and thoughts.\nI told you about losing my credit card, didn't I?\nThis reminds me of climbing Ben Nevis years ago.\nBut tell/remind someone to do something reports an order or reminder.\nI told you to keep that card safe.\nWhy didn't you remind me to bring a compass?\nc Keen on/interested in usually means a general interest, but keen to/interested to means a\nwish to do a particular thing."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e5bd4e17-2eee-42af-8283-253aa45ea5d6
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "wish to do a particular thing.\nSimon is keen on cycling/interested in cycling. He does quite a lot of it.\nSimon is keen to go on the trip. He's never cycled in Scandinavia before.\nSimon was interested to hear about your cycle tour.\nd Happy about and pleased about express pleasure. We can also use a to-infinitive.\nSam was pleased about winning/pleased to win a prize.\nHappy to and pleased to are also often used in polite statements."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d7bf24b3-6612-46bd-bd77-b5e2bad57f5c
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm pleased to meet you. We shall be pleased to accept your offer.\ne Afraid to can only express unwillingness caused by fear. Afraid of can have the same\nmeaning, or it can express fear about what might happen.\nMany old people are afraid to cross/afraid of crossing the road in case they have an\naccident.\nMany old people are afraid of having an accident when they cross the road.\nNOT afraid to have an accident\nf Anxious to means 'wanting to', but anxious about means 'worried about'."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3cf6048b-131a-4efe-9288-2e92814484b2
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm anxious to get this business settled quickly.\nRodney was anxious about making a mistake.\ng Ashamed of expresses shame about something. Ashamed to expresses unwillingness\ncaused by shame.\nI do feel rather ashamed of having told Lucy a lie.\nI don't think Rex can afford to pay us back, but I expect he's ashamed to admit it.\nh Sorry about/for or sorry to have done expresses an apology for an earlier action. Sorry with a\nsimple to-infinitive expresses an apology for a present action."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1ee474b8-340a-4838-989d-207e20015781
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I'm sorry for causing/sorry to have caused all that trouble yesterday.\nSorry to disturb you, but can I have a word?\nWe also use sorry with a simple to-infinitive to express regret about what we say or hear.\nI'm sorry to have to say this, but your work is far from satisfactory.\nI was sorry to hear your bad news.\n6 To do or to doing?\nTo can be part of a to-infinitive, or it can be a preposition.\nI hope to see you soon. (hope + to-infinitive)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d334964d-ba88-4a79-b3e3-db37efa1d753
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I hope to see you soon. (hope + to-infinitive)\nI look forward to seeing you soon. (look forward to + gerund)\nWe can also put a noun phrase after the preposition to.\nI look forward to next weekend.\nWe can use a gerund (but not an infinitive) with the verbs admit to, confess to, face\nup to, look forward to, object to, prefer ...to, resort to, take to; the adjectives\naccustomed to, close to, opposed to, resigned to, used to; and the preposition in\naddition to."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5cac0530-0ac0-4ec2-b929-aa0d8054f44b
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "addition to.\nNOTE For used to do and used to doing, \u2022 100(2c). 132 Preposition + gerund\n7 The pattern my success in finding out\nSome verbs and adjectives can take a preposition + gerund, e.g. succeed in doing,\ngrateful for having. We can also use a preposition + gerund after a related noun.\nI noticed Jeffs success in getting the price reduced.\nWe expressed our gratitude for having had the opportunity.\nSome other nouns can also take a preposition + gerund."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5ce2de55-f115-4d7c-83fc-0d1fbc1049e7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "How would you like the idea of living in a caravan?\nThere's a small advantage in moving first.\nWe can use these expressions:\nadvantage of/in excitement about/at possibility of\naim of/in expense of/in problem of/in\namazement at par of prospect of\nanger about/at gratitude for purpose of/in\nannoyance about/at idea of question about/of\nanxiety about insistence on reason for\napology for interest in satisfaction with\nawareness of job of success in\nbelief in matter of surprise at"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4a5b2051-7e40-4cf2-b6fd-0eaf6b3b0345
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "belief in matter of surprise at\nboredom with objection to task of\ndanger of/in pleasure of/in work of\ndifficulty (in) point of/in worry about\neffect of\n8 The pattern before leaving\na Please switch off the lights before leaving.\nInstead of landing at Heathrow, we had to go to Manchester.\nThe picture was hung upside down without anyone noticing it.\nShe succeeded in business by being completely single-minded.\nHow about coming round this evening?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 203bbc4b-08cb-4a1d-9fec-186911db688a
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "How about coming round this evening?\nI still feel tired in spite of having slept eight hours.\nDespite your reminding me, I forgot.\nWe can use a gerund after these prepositions:\nafter besides in on account of\nagainst by in addition to since\nas a result of by means of in favour of through\nas well as despite in spite of what about\nbecause of for instead of with\nbefore how about on without\nNOTE\na A similar pattern is conjunction + participle. \u2022 139(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 24541766-9b5f-4728-a9b5-e927e17a527f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Although having slept eight hours, I still feel tired.\nb On and in have special meanings in this pattern.\nOn turning the corner, I saw a most unexpected sight.\n(= As soon as I had turned the corner,...)\nIn building a new motorway, they attracted new industry to the area.\n(= As a result of building a new motorway,...)\nc We cannot use a passive participle.\nThe new drug was put on the market after being approved by the government.\nNOT after approved and NOT after been approved"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 16236d19-b934-4130-b06c-e906b728a976
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOT after approved and NOT after been approved\nPAGE 165 15 THE GERUND\nb We cannot use a finite clause or a to-infinitive after a preposition.\nNOT instead of we landed and NOT instead of to land\nNOTE\na For in spite of/despite the fact that, \u2022 246(4).\nb We can use a to-infinitive instead of for to express purpose. \u2022 252(3)\nThese pages are for making/are to make notes on.\n133 Determiner + gerund\n1 The pattern the driving"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bcb8289f-b6d0-4993-965c-6ec9e23f5724
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "133 Determiner + gerund\n1 The pattern the driving\nWe can use a gerund after the, this, that, some, no, a lot of, a little, a bit of and\nmuch.\nNancy likes her new job, but the driving makes her tired.\nThis constant arguing gets on my nerves.\nI'd like to find time for some fishing at the weekend.\nNo parking. (= Parking is not allowed.)\nI've got a bit of shopping to do.\nThe + gerund is specific rather than general.\nThe driving makes her tired. (= the driving she does in her job)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 082d2a3e-9f76-4e3e-9355-822c79dec3f2
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Driving makes her tired. (= all driving, driving in general)\nNOTE\na We can use an adjective before a gerund.\nMy boss was fined for dangerous driving.\nb A gerund is usually an uncountable noun, but we can sometimes use a/an or add a plural s.\nI could hear a scratching under the floorboards.\nThe hostages suffered several beatings.\nc A gerund means an action.\nCrossing the road here is dangerous. Building is a skilled job."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c6603ecb-c8f1-420a-9ade-3a44a8115df1
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "But there are also some nouns ending in ing which mean physical objects. These nouns\ncan be plural.\nWe had to wait at the crossing. The square is surrounded by tall buildings.\nd For a driving lesson, \u2022 283(2).\ne For do the shopping and go shopping, \u2022 138(2).\n2 The pattern the driving of heavy lorries\na A gerund clause can have an object.\nAn important part of our work is keeping records.\nPlaying ball games is not allowed.\nWhen we use a determiner + gerund, the object has of before it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 012ef891-2b8b-46b7-b8b8-d3d73db33dc5
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "An important part of our work is the keeping of records.\nThe playing of ball games is prohibited.\nThis pattern with of can be rather formal and is typical of an official, written style.\nNOTE\nSometimes a noun phrase after of is the understood subject.\nI was disturbed by the ringing of the telephone. (The telephone was ringing.)\nb Instead of a gerund, we often use other abstract nouns in this pattern. \u2022 149(3)\nthe management of small businesses the education of young children"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Here management and education are more usual than managing and educating.\nPAGE 166 PAGE 167\n16Participles\n134 Summary\nParticiple forms \u2022 135\nA participle can be an ing-form like playing (active participle), or a form like\nplayed, written (past or passive participle).\nParticiple clauses \u2022 136\nWe can put an object or adverbial after the participle.\nKate fell asleep watching television last night.\nA participle can also have a subject.\nI waited, my heart beating fast.\nParticiple + noun \u2022 137"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Participle + noun \u2022 137\nflashing lights recorded music\nVerb + participle \u2022 138\nWell, I mustn't stand chatting here all day.\nParticiple clauses of time, reason etc \u2022 139\nI went wrong adding up these figures.\nHaving no money, we couldn't get in.\nVerb + object + participle \u2022 140\nI saw you talking to the professor.\nNOTE\nFor participles in finite verb phrases, \u2022 60.\nhave + past participle: My watch has stopped.\nbe + active participle: The train was stopping."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 31af16fc-33c5-4d7e-9cf8-1f71f8979c36
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "be + active participle: The train was stopping.\nbe + passive participle: We were stopped by a policeman.\nFor There was a bag lying/left on the table, \u2022 50(3).\nFor The bag lying/left on the table is Sadie's, \u2022 276.\n135 Participle forms\n1 Active Passive\nplaying Simple played\nContinuous being played\nPerfect having played having been played\nPast played 16 PARTICIPLES\n2 An active participle is the ing-form of a verb, e.g. laughing, waiting.\nI heard you laughing. We sat there waiting patiently."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "This form is the same as a gerund. \u2022 129(2)\n3 A passive or past participle is a form such as covered, annoyed, broken, left.\nAlthough covered by insurance, Tom was annoyed about the accident.\nI stepped on some broken glass.\nThere were two parcels left on the doorstep.\nA regular form ends in ed. For irregular forms, \u2022 300.\n4 A passive participle can be simple or continuous.\nSimple: They wanted the snow cleared away.\nContinuous: We saw the snow being cleared away."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6b7fab74-30af-4720-a7fc-abed71085a08
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Continuous: We saw the snow being cleared away.\n5 A participle can also be perfect.\nHaving waited an hour, the crowd were getting impatient.\nHaving been delayed for an hour, the concert started at nine o'clock.\n6 In the negative, not comes before the participle.\nHe hesitated, not knowing what to do.\nNot having been informed, we were completely in the dark.\n136 Participle clauses\n1 A participle clause can be just a participle on its own.\nEveryone just stood there talking."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ad592986-bbb2-458d-8eac-d78b5db7f95d
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Everyone just stood there talking.\nThere can be an object or adverbial.\nWe saw a policeman chasing someone.\nCut above the right eye, the boxer was unable to continue.\nAn adverbial usually comes after the participle, and an object always comes after it.\nNOT We saw a policeman someone chasing.\nNOTE For adverb + participle + noun, e.g. rapidly rising inflation, \u2022 137(2).\n2 A participle can sometimes have a subject.\nThe lights having gone out, we couldn't see a thing."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: daa9f981-396a-4530-b6f3-c8379e33fca7
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "If there is no subject, then it is understood to be the same as in the main clause.\nThe men sat round the table playing cards.\n(The men were playing cards.)\nNOTE\nThe understood subject is usually the same as in the main clause.\nWalking across the field, we saw a plane fly past.\n(= As we were walking..., we saw...)\nWe cannot use a main clause without we, the understood subject of the participle.\nNOT Walking across the field, a plane flew past."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 638ff38a-238b-4645-b83a-b05f6c06cdca
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOT Walking across the field, a plane flew past.\nThis suggests that the plane was walking across the field, which is nonsense.\nNow look at this example.\nSitting at a table, the band played for them.\nThis might lead to a misunderstanding because it suggests that the band was sitting at a table.\nThe following sentence is correct.\nSitting at a table, they listened to the band.\n(= As they were sitting..., they listened...)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 596fa4dd-ef8a-47d6-b778-ef01dc8f9880
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(= As they were sitting..., they listened...)\nPAGE 168 Here the understood subject of the participle is the same as the subject of the main clause.\nBut sometimes the subjects can be different when there is no danger of misunderstanding.\nKnowing how little time she had, this new delay infuriated her.\n(= Because she knew..., she was infuriated ...)\nWhen adjusting the machine, the electricity supply should be disconnected.\n(= When you adjust..., you should disconnect...)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6b8415dc-6e47-4338-b785-50cd46c7bac2
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(= When you adjust..., you should disconnect...)\nHere the understood subject of the participle can also be understood as the subject of the\nmain clause.\nThe subjects do not need to be the same when we use following (= after), considering (= in\nview of) and regarding (= about).\nFollowing the lecture, we were able to ask questions.\nConsidering the awful weather, our Open Day was a great success.\nNo action has been taken regarding your complaint."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 70e66d76-26e4-4b31-9742-aa3be9f210f7
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The subjects can also be different with strictly speaking, having said that and talking of. \u2022 139(7)\n137 Participle + noun\n1 We can use an active or passive participle before a noun.\nActive: Boiling water turns to steam. (= water which is boiling)\nThe team was welcomed by cheering crowds.\nPassive: I had a reserved seat. (= a seat which had been reserved)\nThe experiment must be done under controlled conditions.\nThe terrorists used a stolen car."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The terrorists used a stolen car.\nThis pattern is often neater than using a finite clause such as When water boils, it\nturns to steam, or The terrorists used a car they had stolen. The participle modifies\nthe noun, like an adjective. Compare hot water, enthusiastic crowds, a special seat.\nBut we cannot always use the pattern. For example, we can say a barking dog but\nNOT an eating dog.\n137 Participle + nounPAGE 169\nNOTE\na Be+ passive participle can express either a state or an action. \u2022 105(4)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "State: The terrorists' car was stolen. It wasn't theirs.\nAction: The car was stolen two days before the incident.\nb For adjectives in ing and ed, e.g. amusing and amused, \u2022 203.\n2 Sometimes we put an adverb before the participle.\nfanatically cheering crowds properly trained staff\nWe can also form compounds with adverbs or nouns.\na fast-growing economy a wood-burning stove handwritten notes\nundercooked meat a nuclear-powered submarine\nBut we cannot use longer phrases.\nNOT written in pencil notes"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 782c9cb6-228a-4cbb-86a2-5c1f14973ece
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOT written in pencil notes\nNOT at the top of their voices cheering crowds\nBut for notes written in pencil, \u2022 276.\nNOTE\nSome participles can have a negative prefix.\nan unsmiling face a disconnected telephone\n3 We can use a few past participles in this pattern.\nthe escaped prisoner a retired teacher fallen rocks\nNOTE\na Compare the passive and past participles.\nPassive: the injured prisoner (The prisoner has been injured.)\nPast: the escaped prisoner (The prisoner has escaped.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bdc6ec5b-ad97-43ad-9806-e92ed6866924
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b For special participle forms, e.g. a sunken ship, \u2022 301. 16 PARTICIPLES\n4 We can sometimes add ed to a noun to form a similar kind of modifier.\na walled city (= a city with a wall)\nThis happens mostly with compounds.\na dark-haired man (= a man with dark hair)\na short-sleeved shirt (= a shirt with short sleeves)\n138 Verb + participle\n1 The pattern We stood watching\nWe can use a participle after stand, sit, lie, go and run.\nThe whole family stood waving in the road."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The whole family stood waving in the road.\nKaren sat at the table reading a newspaper.\nThe girl lay trapped under the wreckage for three days.\nPeople ran screaming for help.\nThe two actions, for example the standing and the waving, happen at the\nsame time.\nNOTE\nWe also use busy + active participle.\nAngela was busy doing the accounts.\n2 Go shopping and do the shopping\na We use go/come + active participle to talk about some activities away from the\nhome, especially leisure activities."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e54d216c-a169-4910-8d0e-b4a837017bbc
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "home, especially leisure activities.\nI'd love to go swimming. We went riding yesterday.\nCome cycling with us. Mac goes jogging every morning.\nb We use do the + gerund for some kinds of work, especially housework.\nI usually do the washing at the weekend.\nSomeone comes in to do the cleaning for us.\nHave you done the ironing yet?\nNOTE\nGo shopping usually means leisure shopping, for example for clothes. Do the shopping usually\nmeans buying food."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4718fdca-82b9-4883-a01c-af9c295ac772
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "means buying food.\nc We can use do some..., do a lot of/a bit of... etc for both leisure and work.\nI once did some surfing in California.\nJeff does a lot of cooking, doesn't he?\nI don't do much fishing these days.\nI'm afraid we've got a lot of tidying up to do.\nWe can also use do + gerund.\nI can't do sewing. I always make a mess of it.\nWe did trampolining once a week at school last year. 139 Participle clauses of time, reason etc\n1 Time"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 921d0cd8-f714-4621-93f2-c2a03f7e104a
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "1 Time\na A clause with an active participle (e.g. playing, serving) means an action at the\nsame time as the action of the main clause.\nMike hurt his hand playing badminton.\nWe were rushing about serving tea to everyone.\nNOTE For conjunction + participle, e.g. Mike hurt his hand while playing badminton, \u2022 (3).\nb The participle clause can come first, but this is rather literary.\nComing up the steps, I fell over.\nNOTE\nBut a gerund clause as subject of a sentence is not literary."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a33e072c-c4dd-4776-890d-5977f797ec49
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Coming up the steps tired the old woman out.\nc We can also use a participle clause when two short, connected actions are close in\ntime, even if they do not happen at exactly the same time.\nTaking a note from her purse, she slammed it down on the counter.\nOpening the file, the detective took out a newspaper cutting.\nThis pattern is rather literary. It is more neutral to use two main clauses.\nShe took a note from her purse and slammed it down on the counter.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fdab36a0-1084-475d-a9a0-2b46fa088f9c
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nWe mention the actions in the order they happen. The participle usually comes in the first\nclause, but it can sometimes come in the second.\nShe took a note from her purse, slamming it down on the counter.\nThey complained about the room, the wife pointing out that they were promised\na sea view.\nd We can also use a perfect participle for an action which comes before another\nconnected one.\nHaving filled his glass/Filling his glass, Max took a long drink."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a89ee05b-eaa2-4c77-8ce3-02ddcc67835f
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "But when the first action is not short, we must use the perfect.\nHaving dug a hole in the road, the men just disappeared.\nNOT Digging a hole in the road, the men just disappeared.\nThe clause with the perfect participle can come after the main clause.\nThey left the restaurant, having spent two hours over lunch.\ne In the passive we can use a simple, continuous or perfect participle.\nThe old woman walked slowly to the lift, assisted by the porter."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9fc8391f-2ed2-410d-ad70-c68f67369516
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I don't want to stay out here being bitten by insects.\nA hole having been dug, the men just disappeared.\n139 Participle clauses of time, reason etcPAGE 171 16 PARTICIPLES PAGE 172\n2 Comparison of patterns\na After he had left the building, the man hailed a taxi.\nb After leaving the building,...\nc After having left the building,...\nd Having left the building,...\ne Leaving the building,...\nSentence (a) is the most neutral in style and the most usual of these patterns in"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 51f22f0c-e898-4524-9f74-0ddd6a9772c7
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "everyday speech. (b) is also fairly usual, although a little more formal. (c) is less\nusual because after and having both repeat the idea of one action following the\nother. (d) and (e) are rather literary. (e) means that the two actions were very close\nin time.\n3 Conjunction + participle\nWe can use an active or passive participle after when, whenever, while, once, until,\nif and although.\nYou should wear gloves when using an electric saw."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2ddf6283-c9d9-41c0-b54b-f9af85e42229
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Once opened, the contents should be consumed within three days.\nAlthough expecting the news, I was greatly shocked by it.\nThis pattern is a little more formal than a finite clause such as when you use an\nelectric saw. It is common in instructions.\nNOTE\na We can also use a passive participle after as, e.g. as seen on TV.\nb A similar pattern is preposition + gerund. \u2022 132(8)\n4 Reason\na A participle clause can express reason.\nCrowds were waiting at the airport, hoping to see Madonna arrive."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e55c4aa7-be4a-438f-8430-adf068f4424a
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{"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 were hoping to see her arrive.)\nNot feeling very well, James decided to lie down.\nHaving lost my passport, I have to apply for a new one.\nThe restaurant having closed, there was nowhere to eat.\nBeing rather busy, I completely forgot the time.\nThe participle clause can be rather literary. For other ways of expressing\nreason, \u2022251.\nb In the passive we can use a simple, continuous or perfect participle.\nHe died at thirty, struck down by a rare disease."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cd973e28-e891-4de3-8a05-eb3b68ce9414
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "He died at thirty, struck down by a rare disease.\nIn summer the ducks have it easy, always being fed by tourists.\nHaving been renovated at great expense, the building looks magnificent.\nc We can use with before a participle clause with a subject.\nWith prices going up so fast, we can't afford luxuries.\nIt was a large room, with bookshelves covering most of the walls. PAGE 173 140 Verb + object + participle\n5 Result\nAn active participle after the main clause can express result."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8780b69e-cd78-4fee-8efe-66424d5853fd
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "They pumped waste into the river, killing all the fish.\nThe film star made a dramatic entrance, attracting everyone's attention.\n6 Conditions\nA participle clause can express a condition.\nAll being well, we should be home about six.\n(= If all is well,...)\nWe plan to eat outside, weather permitting.\nTaken daily, vitamin pills can improve your health.\n7 Idioms\nWe can use a participle clause in some idiomatic phrases which comment on a\nstatement or relate it to a previous one."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f86375df-c5a8-407a-8f20-1f0c23598b49
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "statement or relate it to a previous one.\nStrictly speaking, you can't come in here unless you're a club member.\nThings don't look too good. But having said that, there are still grounds for\noptimism.\nI'm going on a computer course next week. ~ Talking of computers, ours broke\ndown yesterday.\n140 Verb + object + participle\nl The pattern I saw you doing it\na I saw two men cutting down a tree.\nWe heard you arguing with your brother.\nCan you smell something burning?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Can you smell something burning?\nWe can use an object + active participle after these verbs of perception: see, watch,\nnotice, observe; hear, listen to; feel; smell.\nb A verb of perception can also take an object + bare infinitive.\nI saw two men cut down a tree.\nWe didn't notice anyone leave the building.\nA bare infinitive means the complete action, but the participle means action for a\nperiod of time, whether or not we see the whole action.\nI saw them cut the tree down. It didn't take long."}


created_at: 2026-04-08 05:29:35
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(= I saw them. They cut it down.)\nI saw them cutting the tree down as I went past.\n(= I saw them. They were cutting it down.)\nBut when we talk about a short action, we can use either pattern.\nBernard watched the horse jump/jumping the fence.\nWe didn't notice anyone leave/leaving the building.\nNOTE\nWe can use these passive forms.\nWe saw the lions fed. We saw the lions being fed. 2 The pattern I kept you waiting\nThe trainer had the players running round the field."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We soon got the machine working again.\nDoctor Jones is rather slow. He often keeps his patients waiting.\nThe driver left us standing at the side of the road.\nThey caught a student cheating in the exam.\nWe can use an object + active participle after have, get, start, keep, leave, find and\ncatch. The participle here means action for a period of time.\nNOTE\na We can also use a passive participle.\nWe had/got the machine repaired. \u2022 111 (2)\nPolice found a body buried in the garden."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Police found a body buried in the garden.\nb After have, get and leave we can use an infinitive for an action seen as a whole.\nThe trainer had the players run/got the players to run round the field. \u2022 111(1)\nThe driver left us to find our own way home.\nc We can also use have in the sense of 'have something happening to you'.\nRory suddenly realized he had two dogs following him.\nI won't have people treating this house like a hotel.\n3 The pattern I spent some time waiting"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 The pattern I spent some time waiting\nI've spent half an hour looking for that letter.\nThe company wasted millions of pounds investing in out-of-date technology.\nWe can also use a participle after spend, waste or lose and an expression of time or\nmoney.\n4 The pattern You were seen doing it \u2022 110(2)\nThe men were seen cutting down a tree.\nWe were left standing at the side of the road.\n5 The pattern I want it done\nPamela wanted the carpet (to be) cleaned."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c4a23a01-42e5-4c33-a9ee-7d3e473e2bf4
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Pamela wanted the carpet (to be) cleaned.\nI'd like this drawing (to be) photocopied, please.\nWe prefer the lights (to be) turned down.\nWe can use an object + passive participle (or passive to-infinitive) after want, need,\n(would) like, (would) love, (would) prefer and (would) hate.\n16 PARTICIPLES PAGE 174 PAGE 175\n17Nouns and noun phrases\n141 Summary\nNouns \u2022 142\nNouns are words like cup, democracy, game, driver, Chicago. They do not have"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d7bb2b29-31c2-4466-bdf8-ac92b35ceb89
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "special endings to show that they are nouns, or to show that they are subject or\nobject.\nNoun phrases \u2022 143\nA noun combines with other words in a noun phrase.\nthe cup our democracy an exciting game\nDeterminers, quantifiers and modifiers come in a fixed order before the noun.\nmy three brothers both the clocks a blue van\nCountable and uncountable nouns \u2022 144\nCountable nouns can be singular or plural.\nhouse(s) telephone(s) problem(s)\nUncountable nouns are neither singular nor plural."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "music happiness butter\nWe cannot use an uncountable noun with a/an. NOT a butter\nBut we can say a pound of butter.\nSome nouns can be either countable or uncountable, depending on the context.\npeel an onion/a pizza with onion\nThe plural of nouns \u2022 145\nWe use the plural for more than one, and for a negative or unknown quantity.\nI've been here three weeks. Have you got any cassettes?\nThe possessive form \u2022 146\nThe possessive form of a noun expresses possession and other relations."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 67ccace4-7627-43ee-85f3-306c2877e805
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Pat's house the twins' parents the company's future\nWe can sometimes use the pattern the parents of the twins.\nTwo nouns together \u2022 147\nWe often use one noun before another.\ndepartment store alarm system boat-train businessman\nThe first noun tells us what kind of store, system, train or man. Phrases after a noun \u2022 148\nThere can be a phrase after a noun.\nthe man in the brown suit\ninformation about the course\nthat sign there\nNominalization \u2022149"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 601810fb-72a3-44aa-b713-c8af5f8b7eec
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "that sign there\nNominalization \u2022149\nSome noun phrases are equivalent to clauses. The start of the race means that the\nrace starts.\n142 Nouns\nAN EXPENSIVE TRAP\nWorried that ground staff were stealing miniature bottles of whisky from a\nPan-Am aircraft, security guards set a trap. In the summer of 1978 they wired\nup a cuckoo clock inside the drinks cabinet so arranged that it would stop\nwhenever the door was opened. This, they said, would reveal the exact time of the\ntheft."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 52232d3f-a7a3-4c1b-91a7-61fa597da1b9
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "theft.\nThey omitted, however, to tell the plane's crew, with the result that a stewardess,\nMiss Susan Becker, assumed it was a bomb. She alerted the pilot of the Boeing\n727 who made an emergency landing at Berlin where eighty passengers left in a\nhurry through fire exits.\nA Pan-Am spokesman said afterwards that the miniature bottles of whisky on\nthe plane cost 17 pence each. The cost of the emergency landing was \u00a36,500.\n(from Stephen Pile The Book of Heroic Failures)\n1 The meaning of nouns"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "1 The meaning of nouns\nNouns have many different kinds of meanings. Concrete nouns refer to physical\nthings: aircraft, clock, door, whisky. Abstract nouns refer to ideas and qualities:\ntime, result, security. Nouns can also refer to actions and events: theft, landing; and\nto roles: pilot, spokesman. A noun can also be a name: Berlin.\n2 The form of nouns\na Many nouns have no special form to show that they are nouns. But there are a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 11a5d7f2-1fe4-4f66-ac56-b0105d17beff
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "number of endings used to form nouns from other words: movement, intention,\ndifference, kindness, security, landing. \u2022 285(2)\nb Most nouns do not have gender. There are only a few word pairs such as steward/\nstewardess. \u2022 285(3e)\nc Nouns do not have endings to show that they are subject or object. The only\nendings are for the plural (bottles, \u2022 145) and the possessive (the plane's\ncrew, \u2022146).\n17 NOUNS AND NOUN PHRASES PAGE 176 143 Noun phrases\n143 Noun phrases\n1 A noun phrase can be one word."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "143 Noun phrases\n1 A noun phrase can be one word.\nWhisky is expensive. (uncountable noun)\nPlanes take off from here. (plural noun)\nThey landed at Berlin. (name)\nShe alerted the pilot. (pronoun)\nIt can also be more than one word.\nSomeone was stealing the whisky.\nA lot of planes take off from here.\nSecurity guards set a trap.\n2 In a noun phrase there can be determiners, quantifiers and modifiers, as well as a\nnoun.\na Determiners\nThese come before the noun.\na bomb the result this idea my bag"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a bomb the result this idea my bag\nThe determiners are the articles (a, the), demonstratives (this, that, these, those)\nand Possessives (e.g. my, your).\nb Quantifiers\nThese also come before the noun.\na lot of money two people every photo half the passengers\nQuantifiers are a lot of, many, much, a few, every, each, all, most, both, half, some,\nany, no etc. \u2022 176\nc Modifiers\nA noun can be modified by an adjective or by another noun.\nAdjective: small bottles the exact time"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e4397c2e-c612-4dd1-bc8e-9fe2621b37ce
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Adjective: small bottles the exact time\nNoun: glass bottles an emergency landing\nA prepositional phrase or adverb phrase can come after the noun and modify it.\nthe summer of 1978 the people inside \u2022 148\nd Overview\nThis is the basic structure of a noun phrase.\nQuantifier Determiner Adjective Noun Noun Other\n(+ of) modifier modifier modifiers\na bomb\na hot meal for two\nthe door\nall these bottles here\na lot of empty bottles\na lot of her friends\nenough exits\nsome nice soup dishes"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "enough exits\nsome nice soup dishes\neach of the heavy glass doors of the building\nPAGE 177 3 Here are some more details about the structure of a noun phrase.\na A quantifier can be more than one word.\na lot of money two hundred and fifty passengers\nb We sometimes use both a quantifier and a determiner.\nall that whisky both the doors\nWe can do this with all, both and half.\nWe can also use a determiner after a quantifier + of.\neach of the doors a lot of my time one of these magazines"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "For more about quantifiers and determiners together, \u2022 178(f b, 1c).\nc Sometimes a quantifier comes after a determiner. We can use many, few or a\nnumber after the, these, those or a possessive.\nthe many rooms of the house those few people left the three brothers\nNOTE\nWe cannot use a lot of or a few in this pattern.\nNOT the a lot of rooms of the house\nd A possessive form (e.g. Susan's, the man's) functions as a determiner.\na lot of Susan's friends (Compare: a lot of her friends)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the man's seat all the passengers' meals\ne There can be more than one adjective or noun modifier.\na lovely hot meal china soup dishes\nFor the order of adjectives, \u2022 202.\nf The modifier can be a gerund or participle.\nGerund: some cooking oil a flying lesson \u2022 283(2)\nParticiple: a ticking clock some stolen bottles of whisky \u2022137\ng After a noun we can use a clause as a modifier.\na plan to catch a thief\na clock hidden inside the drinks cabinet\nthe stewardess who was serving drinks"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the stewardess who was serving drinks\nh Next, last and first, second, third etc come after a determiner, not before it.\nyour next job most of the second week this third anniversary\nBut they usually go before one, two, three etc.\nmy next two jobs the first six weeks\nNOTE\na Compare these examples.\nThe first three prizes were \u00a350, \u00a325 and \u00a310.\nThere were three first prizes, one for each age group.\nb For another two jobs and two more jobs, \u2022 180(3b)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "i We can use an adverb before a quantifier or an adjective.\nAdverb + quantifier \u2022212(8)\nalmost all the time quite a lot of money very many bottles\nAdverb + adjective \u2022212(1)\na very expensive trap some really nice soup dishes\n17 NOUNS AND NOUN PHRASES PAGE 178 4 A noun phrase can be a subject, an object, a complement or an adverbial.\nIt can also be the object of a preposition.\nSubject:\nObject:\nComplement:\nAdverbial:\nPrepositional object:\nSecurity guards set a trap."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Prepositional object:\nSecurity guards set a trap.\nThe stewardess alerted the pilot.\nThe cost of a bottle was 17 pence.\nThat day something unusual happened.\nThe passengers left in a hurry through fire exits.\n144 Countable and uncountable nouns\n1 Introduction\na Countable nouns can be singular or plural: book(s), hotel(s), boat(s), day(s), job(s),\nmile(s), piece(s), pwblem(s), dream(s). Uncountable nouns are neither singular"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "nor plural: water, sugar, salt, money, music, electricity, happiness, excitement.\nWe use countable nouns for separate, individual things such as books and hotels,\nthings we can count. We use uncountable nouns for things that do not naturally\ndivide into separate units, such as water and sugar, things we cannot count.\nb Many countable nouns are concrete: table(s), car(s), shoe(s). But some are abstract:\nsituation(s), idea(s). Many uncountable nouns are abstract: beauty, love,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "psychology. But some are concrete: butter, plastic.\nMany nouns can be either countable or uncountable. \u2022 (5)\nc An uncountable noun takes a singular verb, and we use this/that and it.\nThis milk is off. I'll pour it down the sink.\n2 Words that go with countable/uncountable nouns\nSome words go with both countable and uncountable nouns: the boat or the\nwater. But some words go with only one kind of noun: a boat but NOT a water,\nmuch water but how many boats.\nhow\nCountable Uncountable"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "how\nCountable Uncountable\nSingular Plural\nthe the boat the boats the water\na/an a boat\nsome (some boat) some boats some water\nNoun on its own boats water\nno no boat no boats no water\nthis/that this boat this water\nthese/those these boats\nPossessives our boat our boats our water\nNumbers one boat two boats\na lot of a lot of boats a lot of water\nmany/few many boats\nmuch/little much water\nall all the boat all (the) boats all (the) water\neach/every every boat"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "each/every every boat\nPAGE 179 144 Countable and uncountable nouns 17 NOUNS AND NOUN PHRASES PAGE 180\nNOTE\na For some with a singular noun, e.g. some boat, \u2022 179(5).\nb We use number of with a plural noun and amount of with an uncountable noun.\na large number of boats a large amount of water\n3 The of-pattern expressing quantity\na Look at these phrases.\na glass of water two pounds of flour a piece of wood\nNOT a glass water\nThe pattern is countable noun + of+ uncountable noun."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b Here are some more examples of this pattern.\nContainers: a cup of coffee, a glass of milk, a bottle of wine,\na box of rubbish, a packet of sugar, a tin of pears,\najar of jam, a tube of toothpaste, a sack of flour\nMeasurements: three metres of curtain material, a kilo of flour,\ntwenty litres of petrol, a pint of lager,\ntwo spoonfuls of sugar\n'Piece': a piece of cheese/chocolate/plastic/cotton\na slice/piece of bread/cake/meat\na sheet/piece of paper, a bar of soap/chocolate"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a sheet/piece of paper, a bar of soap/chocolate\na stick/piece of chalk, a loaf of bread\na drop of water/ink/oil etc, a grain of sand/rice\na lump of coal/sugar etc\nNOTE\na In informal English we can use bit(s) of, meaning 'small piece(s) of, e.g. some bits of cheese.\nA bit of can also mean 'a small amount of. \u2022 177(2)\nb We can say a chocolate bar (= a bar of chocolate) and a sugar lump, but these are\nexceptions. For a wine glass, \u2022 147(6).\na piece/slice\nof bread\na loaf\n(of bread)\na piece"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a piece/slice\nof bread\na loaf\n(of bread)\na piece\nof chocolate\na bar\nof chocolate\nc We can also use container/measurement + of+ plural noun.\na box of matches a pound of tomatoes\nThis can be more convenient than saying six tomatoes.\nSome expressions go only with plural nouns, not uncountable nouns.\na crowd of people a series of programmes a bunch of flowers\nd We can use piece(s) of, bit(s) of and item(s) of with some uncountable nouns. \u2022 (4a)\nWe can also use these expressions."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can also use these expressions.\na period/moment of calm a degree of doubt a sum/an amount of money PAGE 181 144 Countable and uncountable nouns\ne Kind, sort, type and make go with either a countable or an uncountable noun.\nwhat kind of sugar this make of computer\n4 Countable or uncountable noun?\na It is not always obvious from the meaning whether a noun is countable or\nuncountable. For example, information, news and furniture are uncountable."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9c43b8ad-15fe-46d8-8272-f7abe9f645d2
encoding: FLOAT32
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 some information for you. NOT an information\nThere was no news of the missing hiker NOT There were no news.\nThey had very little furniture, NOT very few furnitures\nBut we can use piece(s) of, bit(s) of and item(s) of with many such nouns.\nI've got a piece of information for you.\nThey had very few items of furniture.\nb Here are some uncountable nouns which may be countable in other languages.\naccommodation\nadvice\napplause\nbaggage\nbehaviour\nbread\ncamping\ncash\nclothing\ncountryside"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9e53d4fc-c892-427d-9553-2311065ae43b
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "behaviour\nbread\ncamping\ncash\nclothing\ncountryside\ncrockery\ncutlery\ndamage\n(\u2022 Note a)\neducation\n(\u2022 Note b)\nNOTE\na Damages means 'money paid in compensation'.\nHe received damages for his injuries.\nb Knowledge and education can be singular when the meaning is less general.\nI had a good education. A knowledge of Spanish is essential.\nc A help means 'helpful'.\nThanks. You've been a great help.\nd Work can be countable: a work of art, the works of Shakespeare. Works can mean 'factory':"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b9ed0572-165c-4c62-8233-0aa8dff2bb18
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a steel works. \u2022 154(3)\ne We cannot use clothes in the singular or with a number. We can say some clothes but\nNOT four clothes. We can say four garments or four items of clothing.\nEnglish (the language)\nequipment\nevidence\nfruit\nfun\nfurniture\ngossip\nharm\nhealth\nhelp (\u2022 Note c)\nhomework\nhousework\nhousing\njewellery\nknowledge\n(\u2022Note b)\nland\nlaughter\nleisure\nlightning\nlitter\nluck\nluggage\nmachinery\nmoney\nnews\npay (= wages)\npermission\npollution\nprogress\nproof\nrain\nresearch\nrice\nrubbish\nscenery"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cf2f3256-6d08-4265-b66a-78de2e64f88f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "progress\nproof\nrain\nresearch\nrice\nrubbish\nscenery\nshopping\nsightseeing\nstuff\nthunder\ntoast\ntraffic\ntransport\ntravel\nviolence\nweather\nwork\n(\u2022 Note d)\nThe following nouns are countable. Their meanings are related to the uncountable\nnouns above. For example, suitcase is countable, but luggage is uncountable.\nbag(s)\ncamp(s)\nclothes (\u2022 Note e)\nclue(s)\ncoin(s)\nfact(s)\nhobby/hobbies\nhouse(s)\njewel(s)\njob(s)\njourney(s)\nlaugh(s)\nloaf/loaves\nmachine(s)\nrumour(s)\nshop(s)\nshower(s)\nsight(s)\nstorm(s)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 988ba000-6ef8-4193-abfb-2ccad3cb28c1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "rumour(s)\nshop(s)\nshower(s)\nsight(s)\nstorm(s)\nsuggestion(s)\npermit(s) suitcase(s)\nthing(s)\nvegetable(s)\nvehicle(s) 17 NOUNS AND NOUN PHRASES\n5 Nouns that can be either countable or uncountable\na Some concrete nouns are countable when they refer to something separate and\nindividual, but uncountable when they refer to a type of material or substance.\nCountable Uncountable\nThey had a nice carpet in the living-room. We bought ten square metres of carpet."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 83a39ce9-1544-4969-9c06-3395c882daba
encoding: FLOAT32
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 protestors threw stones at the police. The statue is made of stone.\nb Animals, vegetables and fruit are uncountable when we cut or divide them.\nCountable Uncountable\nbuy a (whole) chicken put some chicken in the sandwiches\npeel some potatoes eat some potato\npick three tomatoes a pizza with tomato\nc These nouns can be countable or uncountable with different meanings.\nCountable Uncountable\na glass/some glasses of water some glass for the window\nmy glasses (= spectacles \u2022 155)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ec817dff-03ba-46c6-8266-cf2d2e253446
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "my glasses (= spectacles \u2022 155)\na daily paper (= newspaper) some writing paper\nmy papers (= documents)\nan ice (= ice-cream) ice on the road\nan iron (for ironing clothes) iron (a metal)\na tin of beans tin (a metal)\na bedside light (= lamp) the speed of light\na hair/hairs on your collar comb your hair\na girl in a red dress wearing even ing dress\nI've been here lots of times. I haven't got much time.\n(= occasions)\nan interesting experience experience in the job"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5da98860-8fd6-4b58-832e-65916401ab70
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "an interesting experience experience in the job\n(= an event) (= length of time doing it)\na small business (= company) do business (- buying and selling)\na property (= building) some property (= what someone owns)\nThe USA is a democracy. the idea of democracy\nd The countable noun often refers to a specific example, and the uncountable noun\noften refers to an action or idea in general.\nCountable Uncountable\na drawing/painting (= a picture) good at drawing/painting"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 21bb8dce-1e17-4ed3-b467-1fb69d0d4cf4
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I heard a noise. constant traffic noise\nan interesting conversation the art of conversation\na short war the horrors of war\nTennis is a sport. There's always sport on television.\nHe led a good life. Life isn't fair. PAGE 183 145 The plural of nouns\ne Nouns which describe feelings are usually uncountable, e.g. fear, hope. But some\ncan be countable, especially for feelings about something specific.\na fear of dogs hopes for the future\ndoubts about the wisdom of the decision"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 60c4e854-b65b-422e-81ef-814511b3d55e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "doubts about the wisdom of the decision\nan intense dislike of quiz shows\nPity, shame, wonder, relief, pleasure and delight are singular as complement.\nIt seemed a pity to break up the party.\nThanks very much. ~ It's a pleasure.\nf When ordering food or drink or talking about portions, we can use countable\nnouns.\nI'll have a lager. (= a glass of lager)\nThree coffees, please. (= three cups of coffee)\nTwo sugars. (= two spoonfuls of sugar)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6e6bdff5-ea36-44f0-addb-4bff5a04ddbc
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Two sugars. (= two spoonfuls of sugar)\nSome nouns can be countable with the meaning 'kind(s) of...'\nThese lagers are all the same. (= kinds of lager)\nThere are lots of different grasses. (= kinds of grass)\n'You can get a meal here.'\n145 The plural of nouns\n'You can buy different kinds of food here.'\n1 Form\na A countable noun (door, plane, stewardess) has both a singular and a plural form.\nTo form the plural we add s (doors, planes) or es (stewardesses).\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5d8e74d4-5505-49a5-9fb4-734f31c6f4b0
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na There are some spelling rules for noun plurals.\nAdding es after a sibilant sound: dish dishes \u2022 290(1)\nY changing to ie: baby babies \u2022 294\nb For pronunciation of the s/es ending, \u2022 290(3).\nb Some nouns have an irregular plural, e.g. man men. \u2022 295\nc To form the plural of a compound noun or of two nouns together, we add s/es to\nthe end.\nweekends bedrooms motor-bikes glass dishes\nWe also add s/es to the end of a noun formed from a verb + adverb.\nbreakdowns walk-outs check-ups"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 773ac691-44c5-4941-9516-cf01af32a862
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "breakdowns walk-outs check-ups\nWhen a prepositional phrase comes after the noun, we add s/es to the noun.\nDoctors of Philosophy mothers-in-law\nAnd when an adverb follows a noun in er, we add s/es to the noun.\npassers-by runners-up 17 NOUNS AND NOUN PHRASES\nIn expressions with man/woman + noun, both parts change to the plural.\nwomen jockeys (= jockeys who are women)\nd After a year or an abbreviation, the plural ending can be apostrophe + s.\nthe 1950s/the 1950's most MPs/most MP's\n2 Use"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b70da247-612b-43dc-8b43-5931c7a69b25
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the 1950s/the 1950's most MPs/most MP's\n2 Use\na We use the singular to talk about one thing.\nThe door was closed. We waited for an hour.\nThere was only one passenger. I've lost my job.\nb We use the plural for more than one.\nThe doors were all closed. We waited for one and a quarter hours.\nThere were hundreds of passengers. I've got one or two jobs to do.\nNOTE Some nouns are always plural, e.g. clothes, goods. \u2022 154(1)\nc For a negative or unknown quantity, we normally use the plural."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 03f17f4a-85fe-409e-9edd-80621f0279bc
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "There were no passengers on the bus.\nHave you read any good books lately?\nNOTE\nWe can use the singular after no meaning 'not a single one'.\nNo passenger(s) came to the driver's help when he was attacked.\n146 The possessive form\n1 Form\nTo form the possessive we add an apostrophe + s to a singular noun; we add an\napostrophe to a plural noun ending in s; and we add an apostrophe + s to a plural\nnot ending in s.\nSingular + 's my friend's name\ns-plural + ' my friends' names"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ae2beef5-a8d0-4822-bd11-cfbded703862
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "s-plural + ' my friends' names\nOther plurals + 's the children's names\nFor pronunciation, \u2022 290(4).\na After a singular noun ending in s, we normally add 's: the boss's office, Chris's address. But\nafter a surname ending in s, we can add just an apostrophe: Perkins' room/Perkins's room,\nYeats' poetry/Yeats's poetry. We can pronounce Perkins' or\nb If there is a short phrase after the noun, then the possessive ending comes after the phrase."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 58d78231-3cd3-4904-8def-1e3b009e5faf
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the people next door's cat/the cat belonging to the people next door\nc We can leave out the noun after the possessive if the meaning is clear without it.\nThat umbrella is my friend's.\nd Pronouns ending in one/body and the pronouns one, each other and one another can be\npossessive.\nI found someone's coat here. They visit each other's rooms.\ne We can add an apostrophe + s to a phrase with and.\nI've just been to Peter and Zoe's flat.\nThis is much more usual than Peter's and Zoe's flat."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f8061d52-1fcd-4445-bf39-19b0b3296c6f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "f We can sometimes use two possessive forms together.\nAnita is my cousin - my mother's brother's daughter. PAGE 185 146 The possessive form\n2 Use\nWe use the possessive form to express a relation, often the fact that someone has\nsomething or that something belongs to someone.\nJulia's coat Emma's idea my brother's friend the workers' jobs\nThe possessive usually has a definite meaning. Julia's coat means ' the coat that\nbelongs to Julia'. But we do not say the with a singular name."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 642edd24-3cdb-4e17-b220-b96f4e577903
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOT the Julia's coat\nFor a coat of Julia's, \u2022 174(5).\n3 Possessive form or of?\na There is a pattern with of which has the same meaning as the possessive.\nmy friend's name/the name of my friend\nSometimes we can use either form. But often only one form is possible.\nyour father's car NOT the car of your father\nthe beginning of the term NOT the term's beginning\nIn general we are more likely to use the possessive form with people rather than"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2292bcbe-48f8-43eb-bfdc-cd3f5bf47df4
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "things and to talk about possession rather than about other relations.\nb We normally use the possessive with people and animals.\nmy friend's sister the dog's bone the Atkinsons' garden\nBut we use the of-pattern with people when there is a long phrase or a clause.\nIt's the house of a wealthy businessman from Saudi Arabia.\nIn the hall hung the coats of all the people attending the reception.\nSometimes both patterns are possible.\nthe Duchess of Glastonbury's jewellery"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b2418e41-724e-4137-8fa4-a8ac06b7ea33
encoding: FLOAT32
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 Duchess of Glastonbury's jewellery\nthe jewellery of the Duchess of Glastonbury\nNOTE\nThe of-pattern is sometimes possible for relations between people.\nthe young man's mother/the mother of the young man\nc We normally use the of-pattern with things.\nthe start of the match the bottom of the bottle\nthe day of the carnival the end of the film\nd We can use both patterns with nouns that do not refer directly to people but"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 12407d53-d55f-46fc-96c4-2f84d6c66d0f
encoding: FLOAT32
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 human activity or organization, for example nouns referring to places,\ncompanies or newspapers.\nScotland's rivers the rivers of Scotland\nthe company's head office the head office of the company\nthe magazine's political views the political views of the magazine\n4 Some other uses of the possessive\na There's a children's playground here.\nYou can use the customers' car park.\nThe possessive form can express purpose. A children's playground is a playground"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4aca412a-e95f-47b3-9cfd-30910142bfba
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "for children. Other examples: a girls' school, the men's toilet, a boy's jacket. 17 NOUNS AND NOUN PHRASES PAGE 186\nb We found a bird's nest.\nIt was a man's voice that I heard.\nHere man's modifies voice, like an adjective. It tells us what kind of voice. Compare\na male voice.\nc The girl's reply surprised us.\nRoger's actions were later criticized.\nThis pattern is related to The girl replied. For more examples, \u2022 149(1).\nNOTE The of-pattern is sometimes possible: the actions of Roger."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5f1107fd-31ff-472f-944d-31cb017dadbd
encoding: FLOAT32
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 The hostages' release came unexpectedly.\nSusan's promotion is well deserved.\nThis pattern is related to They released the hostages.\nNOTE\nThe of-pattern is possible here: the release of the hostages. And we always use the of-pattern\nwith things rather than people.\nthe release of the information. NOT the information's release\ne That man's stupidity is unbelievable.\nThe player's fitness is in question.\nThis pattern is related to That man is stupid. We use it mainly with humans."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 53c513d9-b475-4637-a8dd-e949cd102b51
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE The of-pattern is also possible: the stupidity of that man.\n5 The pattern yesterday's newspaper\nThe possessive can express time when.\nHave you seen yesterday's newspaper?\nNext month's figures are expected to show an improvement.\nIt can also express length of time.\nWe've booked a three weeks' holiday.\nThere's going to be about an hour's delay.\nNOTE\na Sunday's newspaper is a newspaper on one specific Sunday, e.g. last Sunday. A Sunday"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 886af6f5-b608-4ef1-8478-4873fff654c8
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "newspaper is a type of newspaper, one that appears on Sundays.\nb We can also use the following patterns to express length of time.\na holiday of three weeks a delay of one hour\na three-week holiday a one-hour delay\n6 At Alec's, to the butcher's etc\nWe can use the possessive without a following noun when we talk about\nsomeone's home or shop.\nWe're all meeting at Dave's (house/flat).\nThere's a policeman outside the McPhersons' (house/flat).\nIs there a baker's (shop) near here?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d66569d9-b7d7-4a27-9c6f-c6a3999c3295
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Is there a baker's (shop) near here?\nI was sitting in the waiting-room at the dentist's.\nWe can also use company names.\nI'm just going to Tesco's to get some bread.\nWe ate at Maxime's (Restaurant).\nThere's a Barclay's (Bank) on the university campus.\nNOTE Many companies leave out the apostrophe from their name: Barclays (Bank). PAGE 187 147 Two nouns together\n147 Two nouns together\n1 We often use one noun before another.\na tennis club money problems a microwave oven"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 83cb2f82-c9aa-432f-88d1-53344e6b46be
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a tennis club money problems a microwave oven\nThe first noun modifies the second, tells us something about it, what kind it is or\nwhat it is for.\na tennis club = a club for playing tennis\nvitamin pills = pills containing vitamins\na train journey = a journey by train\na phone bill = a bill for using the phone\nNOTE\nWhen two nouns are regularly used together, they often form a compound noun; \u2022 283. But\nit is often difficult to tell the difference between two separate nouns and one compound"}


created_at: 2026-04-08 05:29:35
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id: e0a6ac2d-521d-4af4-b57b-565cb79d5e48
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "noun, and the difference is not important for the learner of English.\n2 Sometimes there is a hyphen (e.g. waste-bin), and sometimes the two nouns are\nwritten as one (e.g. armchair). There are no exact rules about whether we join the\nwords or not. \u2022 56(5c)\n3 The stress is more often on the first noun.\n'tennis club ma'chine-gun 'car park 'fire alarm\nBut sometimes the main stress comes on the second noun.\ncardboard 'box microwave 'oven town 'hall"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cc0f9533-2a08-46ac-b813-e3edd4582377
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "cardboard 'box microwave 'oven town 'hall\nThere are no exact rules about stress, but for more details, \u2022 (5).\n4 The first noun is not normally plural.\nThe Sock Shop a picture gallery an eye test a book case\nNOTE\nSome exceptions are a sports shop, careers information, customs regulations, a clothes rack,\na goods train, systems management, an arms dealer. For American English, \u2022 304(2).\n5 Here are some examples of the different kinds of noun + noun pattern."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e0a95b05-4d00-47ec-ac8f-5b06a8be9271
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a a coffee table (= a table for coffee) a car park security cameras\na cricket ball an oil can (= a can for holding oil) \u2022 (6)\nNOTE\na The stress is on the first noun: a 'coffee table.\nb We can use a gerund, e.g. a sewing-machine (= a machine for sewing). \u2022 283(2)\nb a war film (= a film about war) a crime story pay talks\na gardening book a computer magazine\nNOTE The stress is on the first noun: a 'war film.\nc a chess player (= someone who plays chess) a lorry driver music lovers"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5b5a2995-82c7-4cf9-b357-94fc11de9edd
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a concrete mixer (= a machine that mixes concrete) a potato peeler\na food blender a sweet shop (= a shop that sells sweets) a biscuit factory\nsteel production (= the production of steel) life insurance car theft\nNOTE\nThe stress is usually on the first noun: a 'chess player. Compare these two phrases.\nNoun + noun: an 'English teacher (= someone who teaches English)\nAdjective + noun: an English 'teacher (= a teacher who is English) 17 NOUNS AND NOUN PHRASES"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 47e47bac-c3ca-4069-9cd7-19cce5d51a1a
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "d a summer holiday (= a holiday in summer) the morning rush\na future date breakfast television\na country cottage (= a cottage in the country) a motorway bridge\nSwindon station a hospital doctor a world recession\nNOTE\nIn these examples we usually stress the second noun: a summer 'holiday. But there are many\nexceptions, e.g. 'evening classes, a 'Glasgow woman.\ne a plastic bag (= a bag made of plastic) a paper cup\na brick wall a glass vase a tin can"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3eb44ea3-3173-4628-823e-a6bff01511a1
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a brick wall a glass vase a tin can\nNOTE The main stress is on the second noun: a plastic 'bag.\nthe oven door (= the door of the oven)\nfactory chimneys the river bank\nthe town centre\nNOTE\na The main stress is usually on the second noun: the town 'centre.\nb With top, bottom, side, back and end we normally use the of-pattern.\nthe bottom of the valley the end of the motorway NOT the motorway end\nBut we can say roadside, hillside, hilltop and cliff top."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 34d24fad-0467-4b08-8905-f47a3036b143
encoding: FLOAT32
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 stood by the roadside/ the side of the road.\n6 A milk bottle is a bottle for holding milk. Milk refers to the purpose of the bottle. A\nbottle of milk is a bottle full of milk. Milk refers to the contents of the bottle.\na milk bottle\nPurpose:\nContents:\na bottle of milk\na wine glass\na glass of wine\na jam jar\na jar of jam\na bookshelf\na shelf of books\n7 There are more complex patterns with nouns.\na We can use more than two nouns.\nEastbourne town centre a plastic shopping-bag"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 544804b8-764a-40d8-9d70-bd26545fc7c1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Eastbourne town centre a plastic shopping-bag\na life insurance policy security video cameras\nSomerset County Cricket Club summer activity holiday courses\nWe can build up phrases like this.\nan air accident (= an accident in the air)\nan investigation team (= a team for investigating something)\nan air accident investigation team\n(= a team for investigating accidents in the air)\nPAGE 188 148 Phrases after a noun\nb We can use adjectives in these complex noun patterns."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 27958f5e-65e4-4cf8-896a-b32fd5364bda
encoding: FLOAT32
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 comprehensive road atlas a handy plastic shopping-bag\na 'Sunuser' solar heating system British Channel Island Ferries\nNOTE\nWe can also sometimes use a phrase with a preposition.\nstate-of-the-art technology a sensational end-of-season sale\n148 Phrases after a noun\n1 We can use a clause or phrase after a noun to modify it.\nClause: the fact that I got there first \u2022 262 (7)\nsome of those people who called \u2022 272\na lot of time to spare \u2022 124\nPhrase: all these boxes here\nevery day of the week"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f37430fb-54b7-46ee-8831-e124df96df70
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "every day of the week\na hot meal for two\n2 The phrase after the noun can be a prepositional phrase, an adverb phrase, an\nadjective phrase or a noun phrase.\nPrepositional phrase: When will I meet the girl of my dreams?\nAdverb phrase: We don't talk to the people upstairs.\nAdjective phrase: The police found parcels full of cocaine.\nNoun phrase: The weather that day was awful.\nThe phrase modifies the noun, tells us more about it.\nThe prepositional phrase is the most common."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2033b620-eae6-436c-8dbe-eb68ff8d5696
encoding: FLOAT32
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 prepositional phrase is the most common.\nThe period just after lunch is always quiet.\nI'd love an apartment on Fifth Avenue.\nA man with very fair hair was waiting in reception.\nThe idea of space travel has always fascinated me.\nWhat are the prospects for a peaceful solution?\nFor noun + preposition, e.g. prospects for, \u2022 237.\nNOTE\nWe can use a pattern with of with the names of places or months. It is rather formal.\nWelcome to the city of Coventry."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 08ff827a-6155-4c2b-adee-466f8faf5c28
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Welcome to the city of Coventry.\nHere is the long-range weather forecast for the month of June.\n3 We can sometimes use two or more phrases together after a noun. Here are some\nexamples from British newspapers.\nPassengers on some services from King's Cross, Euston and Paddington will\nneed a boarding pass.\nViolence erupted at the mass funeral of African National Congress victims of last\nweek's massacre at Ciskei.\nChris Eubank recorded his fourth successful defence of the WBO super-"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 14212731-d602-4d19-95a0-2f5cb34cac0e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "middleweight championship at Glasgow on Saturday with a unanimous\npoints win over America's Tony Thornton.\nWe can also use a mixture of phrases and clauses.\nThe baffling case of a teenage girl who vanished exactly twenty years ago has\nbeen re-opened by police.\nPAGE 189 17 NOUNS AND NOUN PHRASES PAGE 190\n149 Nominalization\n1 Some noun phrases are equivalent to clauses.\nClause Noun phrase\nThe residents protested. the residents' protests"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7fcf7871-f08b-4ad9-8560-6a24b4239fa8
encoding: FLOAT32
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 residents protested. the residents' protests\nSomeone published the document. the publication of the document\nThe landscape is beautiful. the beauty of the landscape\nExpressing an idea in a noun phrase rather than a clause is called 'nominalization'.\nHere are two examples in sentences.\nThe residents' protests were ignored.\nThe government opposed the publication of the document.\nIn written English, this is often preferred to The residents protested, but they were"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 85358d2d-c268-4f72-a66b-587bf8ecbc5d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "ignored. For an example text, \u2022 53(2).\nNOTE\nFor the subject of the clause we use either the possessive form or the of-pattern.\nClause Noun phrase\nThe visitor departed. the visitor's departure/the departure of the visitor\nThe scheme succeeded. the scheme's success/the success of the scheme\nThe telephone rang. the ringing of the telephone\n2 An adverb in a clause is equivalent to an adjective in a noun phrase.\nAdverb in clause Adjective in noun phrase"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 65b3c86d-c497-4546-8256-06026eb64fc4
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Adverb in clause Adjective in noun phrase\nThe residents protested angrily. The residents' angry protests were ignored.\nThe landscape is amazingly Discover the amazing beauty of the landscape.\nbeautiful.\n3 Look at these examples.\nVerb + object Noun + preposition + object\nThey published the document. the publication of the document\nSomeone attacked the President. an attack on the President\nThey've changed the law. a change in the law\nHe answered the question. his answer to the question"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7cca855d-ec53-42dd-8add-488fb3a6ae8b
encoding: FLOAT32
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 most common preposition here is of. For noun + preposition, \u2022 237. PAGE 191\n18Agreement\n150 Summary\nSingular and plural verbs \u2022 151\nSubject-verb agreement means choosing the correct singular or plural verb after\nthe subject.\nThe shop opens at nine. The shops open at nine.\nPoints to note about number and agreement\nSingular and plural subjects \u2022 152\nPhil and Janice have invited us round.\nTwo hours is a long time to wait.\nOne of, a number of, every, there etc \u2022 153"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4450ad9c-9b1e-4465-b60c-391012b16ff1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "One of, a number of, every, there etc \u2022 153\nA number of problems have arisen.\nEvery cloud has a silver lining.\nNouns with a plural form \u2022 154\nPhysics is my favourite subject.\nPair nouns \u2022 155\nThese shorts are nice.\nGroup nouns \u2022 156\nThe company is/are building a new factory.\nNumber in the subject and object \u2022 157\nWe all wrote down our names.\nNOTE\nFor The dead are not forgotten, \u2022 204.\nFor The French have a word for it, \u2022 288(1d).\n151 Singular and plural verbs"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9348d14c-a97a-4cc3-a5a5-799770657ac8
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "151 Singular and plural verbs\n1 In the third person there is sometimes agreement between the subject and the first\n(or only) word of a finite verb phrase.\nThe house is empty. The houses are empty.\nHere we use is with a singular subject and are with a plural.\nAn uncountable noun takes a singular verb.\nThe grass is getting long. 18 AGREEMENT PAGE 192\nWith a present-tense verb there is agreement.\nThe window is broken. The windows are broken.\nThe office has a phone. The offices have phones."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9a8b777f-afdf-43ee-970a-b3a565f0a400
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The office has a phone. The offices have phones.\nThe garden looks nice. The gardens look nice.\n152 Singular and plural subjects\nIt is usually easy to decide if a subject is singular or plural, but there are some\npoints to note.\n1 TWO or more phrases linked by and take a plural verb.\nJamie and Emma go sailing at weekends.\nBoth the kitchen and the dining-room face due west.\nWheat and maize are exported.\nBut when the two together express something that we see as a single thing, then"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f9e8335d-e841-4a9b-acae-3a6b71696cbe
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "we use a singular verb.\nBread and butter was all we had.\n2 When two phrases are linked by or, the verb usually agrees with the nearest.\nEither Thursday or Friday is OK.\nEither my sister or the neighbours are looking after the dog.\n3 A phrase of measurement takes a singular verb.\nTen miles is too far to walk. Thirty pounds seems a reasonable price.\nHere we are talking about the amount as a whole - a distance of ten miles, a sum of\nthirty pounds, not the individual miles or pounds."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7df8fecb-f67c-4539-9546-691dfa1421a0
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Titles and names also take a singular verb when they refer to one thing.\n'Star Wars' was a very successful film.\nThe Rose and Crown is that old pub by the river.\n4 A phrase with as well as or with does not make the subject plural.\nGeorge, together with some of his friends, is buying a race-horse.\nA phrase with and in brackets does not normally make the subject plural.\nThe kitchen (and of course the dining-room) faces due west."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6706bd9d-474f-4560-a1ab-05e2b8d44033
encoding: FLOAT32
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 agreement with be, \u2022 84(2), have, \u2022 85(2), and a present-simple verb\n(look). A third-person singular subject takes a verb form in s.\nNOTE\na A modal verb always has the same form.\nThe window(s) might be broken.\nb For the subjunctive, \u2022 242.\nWe recommend that the pupil receive a special award.\n3 With a past-tense verb there is agreement only with be.\nThe window was broken. The windows were broken.\nWith other verbs, there is only one past form."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 957f43f9-2036-4732-92cf-8a1881035349
encoding: FLOAT32
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 other verbs, there is only one past form.\nThe office(s) had lots of phones. The garden(s) looked nice.\nNOTE\nFor the subjunctive were, \u2022 242(3).\nIf the story were true, what would it matter? After not only... but also, the verb agrees with the nearest phrase.\nNot only George but also his friends are buying the horse.\nNOTE\nA phrase in apposition does not make the subject plural.\nGeorge, my neighbour, often goes to the races."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 09cf61ae-0430-4889-a677-77b9b1049fa7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "George, my neighbour, often goes to the races.\n5 If a phrase comes after the noun, the verb agrees with the first noun.\nThe house between the two bungalows is empty.\n6 A phrase or clause as subject takes a singular verb.\nThrough the trees is the quickest way.\nOpening my presents was exciting.\n7 Even if the subject comes after the verb, the verb agrees with the subject.\nA great attraction are the antique shops in the old part of the town."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b82a2eae-28c1-4144-8627-2368ae344b4c
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Here a great attraction is the complement. It describes the subject, the antique\nshops.\n153 One of, a number of, every, there etcPAGE 193\n153 One of, a number of, every, there etc\n1 After a subject with one of, we use a singular verb.\nOne of these letters is for you.\n2 When a plural noun follows number of, majority of or a lot of, we normally use a\nplural verb.\nA large number of letters were received.\nThe majority of people have complained.\nA lot of people have complained."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 907ea1db-f917-482c-bfed-9ddee64e336e
encoding: FLOAT32
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 lot of people have complained.\nHere a number of etc expresses a quantity.\nNOTE\na When number means 'figure', it agrees with the verb.\nThe number of letters we receive is increasing.\nb Amount agrees with the verb.\nA large amount of money was collected. Large amounts of money were collected.\nc After a fraction, the verb agrees with the following noun, e.g. potato, plants.\nThree quarters (of a potato) is water.\nAlmost half (the plants) were killed."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ac52a8c7-104b-4067-90aa-1866dc183432
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Almost half (the plants) were killed.\n3 We use a singular verb after a subject with every and each and compounds with\nevery, some, any and no.\nEvery pupil has to take a test.\nEach day was the same as the one before.\nEveryone has to take a test.\nSomeone was waiting at the door.\nNothing ever happens in this place.\nBut all and some with a plural noun take a plural verb.\nAll the pupils have to take a test.\nSome people were waiting at the door.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b15b5729-4b23-4a03-81c8-9fa4379ad272
encoding: FLOAT32
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 people were waiting at the door.\nNOTE\nWhen each follows a plural subject, the verb is plural.\nThe pupils each have to take a test. 18 AGREEMENT PAGE 194\nWe use a singular verb after who or what.\nWho knows the answer? ~ We all do.\nWhat's happened? ~ Several things.\nAfter what/which + noun, the verb agrees with the noun.\nWhat/Which day is convenient? What/Which days are convenient?\nNOTE\nA verb after which is singular or plural depending on how many we are talking about."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 63e24b99-56fb-42d5-aca9-a157a20c8048
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Which (of these sweaters) goes best with my trousers?~ This one, I think.\nWhich (of these shoes) go best with my trousers? ~ These, I think.\nAfter none of/neither of/either of/any of+ plural noun phrase, we can use either a\nsingular or plural verb.\nNone (of the pupils) has/have failed the test.\nI don't know if either (of these batteries) is/are any good.\nThe plural verb is more informal.\nNOTE\nAfter no, we can use either the singular or the plural."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eafa957f-eaea-4243-a596-a64e18efd8e2
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "No pupil has failed/No pupils have failed the test.\nAfter there, the verb agrees with its complement.\nThere was an accident. There were some accidents.\nNOTE\nIn informal English we sometimes use there's before a plural.\nThere's some friends of yours outside.\n154 Nouns with a plural form\n1 Plural noun - plural verb\na Some nouns are always plural.\nThe goods were found to be defective. NOT a good\nMy belongings have been destroyed in a fire. NOT my belonging"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e0028efc-8336-4508-b575-2dcc3090f7f8
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Nouns always plural are belongings, clothes, congratulations, earnings, goods,\nodds (= probability), outskirts, particulars (= details), premises (= building),\nremains, riches, surroundings, thanks, troops (= soldiers), tropics.\nNOTE For pair nouns, e.g. glasses, trousers, \u2022 155.\nb Compare these nouns.\nPlural only\nhurt my arm(s) and leg(s) arms (= weapons)\nan old custom go through customs\nmanner (= way) manners (= polite behaviour)\nthe content of the message the contents of the box"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a37f1971-5bd1-4a22-909c-0671f10ea7d3
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a saving of \u00a35 all my savings\ndo some damage to the car pay damages\nfeel pain(s) in my back take pains (= care) PAGE 195 155 Pair nouns\n2 Plural form - singular verb\nThe news isn't very good, I'm afraid.\nGymnastics looks difficult, and it is.\nNouns like this are news; some words for subjects of study: mathematics, statistics,\nphysics, politics, economics; some sports: athletics, gymnastics, bowls; some games:\nbilliards, darts, dominoes, draughts; and some illnesses: measles, mumps, shingles."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 961c90c9-d15f-4d9f-b6a9-20d5bf0b24d5
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nSome of these nouns can have normal singular and plural forms when they mean physical\nthings.\nTom laid a domino on the table.\nThese statistics are rather complicated. (= these figures)\nPolitics takes a plural verb when it means someone's views.\nHis politics are very left-wing. (= his political opinions)\n3 Nouns with the same singular and plural form\nA chemical works causes a lot of pollution.\nChemical works cause a lot of pollution."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3d07b1bc-1a49-4072-9373-a7e07a00561f
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Chemical works cause a lot of pollution.\nWorks can mean 'a factory' or 'factories'. When it is plural we use a plural verb.\nNouns like this are barracks, crossroads, headquarters, means, series, species, works.\nNOTE\nWorks, headquarters and barracks can sometimes be plural when they refer to one building or\none group of buildings.\nThese chemical works here cause a lot of pollution.\n155 Pair nouns\n1 We use a pair noun for something made of two identical parts.\nglasses/spectacles"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bf95e81b-ca8f-422f-ae06-9d9aca0a87f8
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "glasses/spectacles\n2 A pair noun is plural in form and takes a plural verb.\nThese trousers need cleaning. Your new glasses are very nice.\nI'm looking for some scissors. Those tights are cheap.\nWe cannot use a or numbers, NOT a trouser and NOT two trousers\nNOTE\nSome pair nouns can be singular before another noun: a trouser leg, a pyjama jacket.\nBut: my glasses case.\n3 We can use pair(s) of.\nThis pair of trousers needs cleaning.\nHow have three pairs of scissors managed to disappear?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 267682ad-6579-4363-bb34-3e87d0e58080
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "trousers scissors 18 AGREEMENT PAGE 196\nSome pair nouns are: binoculars, glasses, jeans, pants, pincers, pliers, pyjamas,\nscales (for weighing), scissors, shorts, spectacles, tights, trousers, tweezers.\nNOTE\na Three of these nouns can be singular with a different meaning: a glass of water,\na spectacle (= a wonderful sight), a scale of five kilometres to the centimetre.\nb Most words for clothes above the waist are not pair nouns, e.g. shirt, pullover, suit, coat."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 543ffbc4-13f5-4e13-88cb-171ab06915ab
encoding: FLOAT32
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 We can also use pair(s) of with socks, shoes, boots, trainers etc. These nouns can be\nsingular: a shoe.\n156 Group nouns\n1 Group nouns (sometimes called 'collective nouns') refer to a group of people,\ne.g. family, team, crowd. After a singular group noun, the verb can often be either\nsingular or plural.\nThe crowd was/were in a cheerful mood.\nThere is little difference in meaning. The choice depends on whether we see the\ncrowd as a whole or as a number of individuals.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 21cdbaf9-c065-4412-b2bf-38bd08b5d645
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na In the USA a group noun usually takes a singular verb. \u2022 304(1)\nb A group noun can be plural.\nThe two teams know each other well.\nc A phrase with of can follow the noun, e.g. a crowd of people, a team of no-hopers.\n2 With a singular verb we use it, its and which/that. With a plural verb we use they,\ntheir and who/that.\nThe government wants to improve its image.\nThe government want to improve their image.\nThe crowd which has gathered here is in a cheerful mood."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c4c9b3a0-e4ce-4bf6-80ae-a38acc4c7631
encoding: FLOAT32
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 crowd who have gathered here are in a cheerful mood.\n3 We use the singular to talk about the whole group. For example, we might refer to\nthe group's size or make-up, or how it compares with others.\nThe class consists of twelve girls and fourteen boys.\nThe union is the biggest in the country.\nThe plural is more likely when we talk about people's thoughts or feelings.\nThe class don't/doesn't understand what the teacher is saying.\nThe union are/is delighted with their/its pay rise."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0656b987-14e0-403c-a61c-d73fa28d7a89
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 Some group nouns are:\narmy company group population\nassociation council jury press\naudience crew majority public\nboard crowd management school\nchoir enemy military society (= club)\nclass family minority staff\nclub firm navy team\ncollege gang orchestra union\ncommittee government (political) party university\ncommunity\nNOTE Military, press and public do not have a plural form. NOT the publics 5 The names of institutions, companies and teams are also group nouns,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5ae8f9cd-2691-43d3-9141-d79c6298154f
encoding: FLOAT32
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. Parliament, the United Nations, The Post Office, the BBC, Selfridge's, Rank\nXerox, Manchester United, England (= the England team).\nSafeway sells/sell organic vegetables.\nBrazil is/are expected to win.\nNOTE\nThe United States usually takes a singular verb.\nThe United States has reacted angrily.\n6 These nouns have a plural meaning and take a plural verb: police, people,\nlivestock (= farm animals), cattle (= cows), poultry (= hens).\nThe police are questioning a man."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 27777d7e-522d-497d-9970-723497f72045
encoding: FLOAT32
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 are questioning a man.\nSome cattle have got out into the road.\nNOTE\na For details about people, \u2022 296(1) Note b.\nb When poultry means meat, it is uncountable.\nPoultry has gone up in price.\n157 Number in the subject and object\nThere is sometimes a problem about number with an object. Compare these\nsentences.\nThe schools have a careers adviser.\n(A number of schools share the same adviser.)\nThe schools have careers advisers.\n(Each school has one or more advisers.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f9846af6-96d9-4ce1-9f9a-6933dc07b289
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(Each school has one or more advisers.)\nWhen a number of people each have one thing, then the object is usually plural.\nWe put on our coats. They all nodded their heads in agreement.\nBut we use the singular after a subject with each or every.\nEach town has its own mayor.\n157 Number in the subject and objectPAGE 197 19The articles: a/an and the\n158 Summary\nACCIDENTS CAN HAPPEN\nThe Royal Society for the Prevention of Accidents held an exhibition at Harrogate,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9198aa5f-89bb-4a04-97bf-0481bb1b5a36
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "in the north of England. Some shelves were put up to display the exhibits. During\nthe exhibition, the shelves fell down, injuring a visitor.\nWe use a/an only with a singular noun, but we can use the with any noun. We also\nuse some as a plural equivalent of a/an.\nSome shelves were put up.\nWe can also sometimes use a noun on its own without an article.\nAccidents can happen.\nThe form of the articles \u2022 159\nWe use a before a consonant sound and an before a vowel sound.\na visitor an exhibition"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 11d4ce3b-2462-44bf-80ef-464e0c8a8b56
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a visitor an exhibition\nThe basic use of the articles \u2022 160\nA/an is the indefinite article, and the is the definite article. We use the when it is\nclear which one we mean. This can happen in three different ways. Firstly, by\nrepetition: we say an exhibition when we first mention it, but the exhibition when\nit is mentioned again, when it means 'the exhibition just mentioned'. Secondly,\nwhen there is only one: the captain. And thirdly, because a phrase or clause after"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 84681140-e1d5-4b0d-a8be-db631d8ffc12
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the noun makes clear which one is meant: the woman sitting behind us.\nA/an to describe and classify \u2022161\nWe use a/an to describe and classify.\nThis is a nice place. 'The Economist' is a magazine.\nThe article in generalizations \u2022162\nArticles can also have a general meaning.\nThe bicycle is a cheap means of transport.\nThere is lots to interest a visitor.\nA plural or uncountable noun on its own can also have a general meaning.\nAccidents can happen.\nA/an or one? \u2022 163"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 134f9163-7257-421d-9945-96be6807a791
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Accidents can happen.\nA/an or one? \u2022 163\nWe can use either a/an or one with a singular noun. One puts more emphasis on\nthe number. A/an, some and a noun on its own \u2022 164\nWe use a/an only with a singular noun. With plural or uncountable nouns we use\nsome or the noun on its own.\nSingular: A shelf was put up.\nPlural: (Some) shelves were put up.\nUncountable: (Some) furniture was brought in.\nSugar or the sugar? \u2022 165\nWith an uncountable or plural noun we often have a choice between, for example,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cad47e88-fd6b-4a7c-80b5-1fae9c580771
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "music (general) and the music (specific).\nMusic usually helps me relax. The music was far too loud.\nOVERVIEW: a/an, some and the \u2022 166\nA singular noun on its own \u2022 167\nWe use a singular noun on its own only in some special patterns.\nArticles with school, prison etc \u2022 168\nI hope to go to university.\nArticles in phrases of time \u2022 169\nYou should get the letter on Thursday.\nNames of people \u2022 170\nNames of people normally have no article.\nPlace names and the \u2022 171"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 766ad730-134b-4aa2-ae10-03c4325b4a81
encoding: FLOAT32
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Place names and the \u2022 171\nSome place names have the. We say Kennedy Airport but the Classic Cinema.\nTen pounds an hour etc \u2022 172\nThere is a special use of a/an in phrases of price, speed etc.\nA nursing home costs \u00a3400 a week.\n159 The form of the articles\na + consonant sound an + vowel sound\n159 The form of the articlesPAGE 199\n1 Before a consonant sound the articles are a and the . Before a vowel sound\nthey are an and the\na shelf\na visitor\na big exhibition an interesting display\nan exhibition"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b4522f98-f2fd-409b-926b-f0c77dae1a06
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "an exhibition\nan accident\nthe the\nthe accidentthe shelf 19 THE ARTICLES: A/AN AND THE\nIt is the pronunciation of the next word which matters, not the spelling. Note\nespecially words beginning with o, u or h, or abbreviations.\n160 The basic use of the articles\n1 HOVERCRAFT STOWAWAY\nA hovercraft flying at 40 mph was halted in rough seas when a stowaway was\ndiscovered - on the outside. He was seen hiding behind a liferaft to avoid paying"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8edad2d2-4d9d-421c-b115-61bb3b299eb5
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{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "the \u00a35 fare from Ryde, Isle of Wight to Southsea. The captain was tipped off by\nradio. He stopped the craft and a crewman brought the stowaway inside.\nA Hovertravel spokesman said: 'It was a very dangerous thing to do. The ride\ncan be bumpy and it would be easy to fall off.'\n(from The Mail on Sunday)\nWhen the report first mentions a thing, the noun has a/an, e.g. a hovercraft and a\nstowaway in the first sentence. When the same thing is mentioned again, the\nwriter uses the."}


