# embeddings_queue

created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 74624407-586c-4536-8565-083b6e36434b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "writer uses the.\nHe stopped the craft and a crewman brought the stowaway inside.\nThe means that it should be clear to the reader which one, the one we are talking\nabout.\nThe difference between a/an and the is like the difference between someone!\nsomething and a personal pronoun.\nPolice are questioning a man/someone about the incident. The man/He was\narrested when he arrived at Southsea.\nA man/someone is indefinite; the man/he is definite.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0cef8e3a-6e5e-4ee7-81a0-09f33a3babba
encoding: FLOAT32
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 a/an describing something, e.g. It was a very dangerous thing to do,\u2022 161.\nb We sometimes see a special use of the at the beginning of a story. This is the first sentence\nof a short story by Ruth Rendell.\nA murderer had lived in the house, the estate agent told Norman.\nThis puts the reader in the middle of the action, as if we already know what house.\n2 The context is important in the choice of a/an or the. Take this example from\nHovercraft Stowaway in (1)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 43f7c4ee-ec33-4577-b1ad-46b524153858
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Hovercraft Stowaway in (1).\nThe captain was tipped off by radio.\na one-day event\na union/uniform/university\na European country\na holiday\na U-turn an MI5 agent\nan hour\nan error\nan umbrella\nan only child\nNOTE\na With some words we can either pronounce h or not, e.g. a hotel or an hotel\nAlso: a/an historic moment, a/an horrific accident. Leaving out is a little formal\nand old-fashioned,\nb In slow or emphatic speech we can use a an and the\nAnd now, ladies and gentlemen, a special item in our show."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 486615e2-31d2-4811-b866-892eaa83ccd7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "When the is stressed, it can mean 'the only', 'the most important'.\nAintree is the place to be on Grand National Day.\nRonald Reagan, \u2022 170(2) Note a.For the We use the here even though this is the first mention of the captain. Because we\nare talking about a hovercraft, it is clear that the captain means the captain of the\nhovercraft. We use the for something unique in the context - there is only one\ncaptain.\nA car stopped and the driver got out.\nYou'll see a shop with paintings in the window."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0e62243a-48dd-45a2-b527-c62e24cd9490
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You'll see a shop with paintings in the window.\nWe know which window - the window of the shop just mentioned.\nNow look at these examples.\nA hovercraft crossing the English Channel was halted in rough seas.\nThe Prime Minister is to make a statement.\nThe sun was shining. We were at home in the garden.\nI'm just going to the post office.\nCould I speak to the manager? (spoken in a restaurant).\nI can't find the volume control. (spoken while looking at a stereo)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e976035e-d798-4b93-bf5f-53b3e268199f
encoding: FLOAT32
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 only one English Channel, one Prime Minister of a country, one sun in the\nsky, one garden of our house and one post office in our neighbourhood. So in each\nexample it is clear which we mean.\nWe often use the when a phrase or clause comes after the noun and defines which\none is meant.\nOurs is the house on the corner.\nI'd like to get hold of the idiot who left this broken glass here.\nBut if the phrase or clause does not give enough information to show which one,\nwe use a/an."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4121f7f7-69f6-4bd6-9dc9-db920ee9f8ce
encoding: FLOAT32
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/an.\nHe lives in a house overlooking the park.\nWe cannot use the if there are other houses overlooking the park.\nWe often use the when an of-phrase follows the noun.\nWe came to the edge of a lake.\nThe roof of a house was blown off in the storm.\nSteve heard the sound of an aircraft overhead.\nNOTE\nBut we can use a/an before a phrase of quantity with of.\nWould you like a piece of toast?\nWe normally use the in noun phrases with superlative adjectives and with only,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c12564e1-f325-4601-b08d-215218c207cf
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "next, last, same, right and wrong.\nThe Sears Tower is the tallest building in the world.\nYou're the only friend I've got.\nI think you went the wrong way at the lights.\nNOTE\na An only child is a child without brothers or sisters.\nb For next and last in phrases of time, e.g. next week, \u2022 169(8).\nWe use the in a rather general sense with some institutions, means of transport\nand communication, and with some jobs.\nThis decade has seen a revival in the cinema."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0801abe2-9e62-4ee0-8c72-3cb3e8df2cb2
encoding: FLOAT32
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 decade has seen a revival in the cinema.\nI go to work on the train. Your cheque is in the post.\nKate has to go to the dentist tomorrow.\nHere the cinema does not mean a specific cinema but the cinema as an institution.\nThe train means the train as a means of transport.\n160 The basic use of the articlesPAGE 201 19 THE ARTICLES: A/AN AND THE PAGE 202\nAlso the countryside, the doctor, the establishment, the media, the (news)paper, the\npolice, the press, the seaside, the working class(es).\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a618e5d3-cb42-4677-bf87-fff9c265d9a1
encoding: FLOAT32
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\nTelevision and radio as institutions do not take an article.\nDonna has got a job in television/in radio.\nBut compare watch television/see it on television and listen to the radio/hear it on the radio.\nWhen we talk about the physical things, we use the articles in the normal way.\nThere was a television/a radio on the shelf.\nHarry turned on the radio/the television.\n6 A/an can mean either a specific one or any one.\nI'm looking for a pen. It's a blue one. (a specific pen)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 14075ea8-f373-4303-801b-1f556a69eae4
encoding: FLOAT32
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 looking for a pen. Have you got one? (any pen)\nA hovercraft was halted in rough seas yesterday. (a specific hovercraft)\nThe quickest way is to take a hovercraft. (any one)\n7 Here is an overview of the basic uses of the articles.\na/an the\nNot mentioned before Mentioned before\nDo you want to see a video? Do you want to see the video?\n(We don't say which video.) (= the video we are talking about)\nUnique in context\nAre you enjoying the play?\n(spoken in a theatre)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cf710e19-c1a2-47d2-a472-658e4fe74bc9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Are you enjoying the play?\n(spoken in a theatre)\nNot unique Phrase or clause defines which\nWe watched a film about wildlife. I watched the film you videoed.\n(There are other films about wildlife.) (You videoed one film.)\n161 Alan to describe and classify\n1 A singular noun phrase which describes something has a/an, even though it is\nclear which one is meant.\nThis is a big house, isn't it? Last Saturday was a lovely day.\nYou are an idiot, you know. It's a long way to Newcastle."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4f85e940-0a71-4b2d-8844-a4b022a2c4c5
encoding: FLOAT32
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 We also use a/an to classify, to say what something is.\nWhat kind of bird is that? ~ A blackbird, isn't it?\nThe Sears Tower is a building in Chicago.\nThis includes a person's job, nationality or belief.\nMy sister is a doctor. NOT My sister is doctor.\nThe author of the report is a Scot.\nI thought you were a socialist.\nMr Liam O'Donnell, a Catholic, was injured in the incident.\nNOTE\nWe can also use an adjective of nationality (e.g. American, Scottish) as complement."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 62ddc9c2-75e0-40cb-879a-aa04054e2667
encoding: FLOAT32
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 author of the report is an American/is American.\nMy grandfather was a Scot/was Scottish. NOT He was Scot.\nFor nationality words, \u2022 288. 162 The article in generalizations\nThis paragraph contains some generalizations about animals.\nANIMAL NOSES\nAs with other parts of its equipment, an animal evolves the kind of nose it needs.\nThe hippo has grown its ears and eyes on the top of its head, and its nostrils on top"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2451a0ea-f629-4380-9896-62f79bbb13ba
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "of its nose, for lying in water. Camels and seals can close their noses; they do it in\nthe same way but for different reasons. The camel closes its nose against the\nblowing sand of the desert, and the seal against the water in which it spends most\nof its time.\n(from F. E. Newing and R. Bowood Animals And How They Live)\nFor generalizations we can use a plural or an uncountable noun on its own, or a\nsingular noun with a/an or the.\nCamels can close their noses.\nA camel can close its nose."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7925556e-8ac8-4c46-9db1-64d6cde19bca
encoding: FLOAT32
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 camel can close its nose.\nThe camel can close its nose.\nThese statements are about all camels, camels in general, not a specific camel or\ngroup of camels. We do not use the camels for a generalization.\n1 Plural/uncountable noun on its own\nBlackbirds have a lovely song. Airports are horrible places.\nPeople expect good service. Time costs money.\nThis is the most common way of making a generalization.\n2 Alan + singular noun\nA blackbird has a lovely song."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cb8883c6-444c-48a2-aa30-326455a8e150
encoding: FLOAT32
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 blackbird has a lovely song.\nA computer will only do what it's told to do.\nAn oar is a thing you row a boat with.\nHere a blackbird means any blackbird, any example of a blackbird. We also\nnormally use a/an when explaining the meaning of a word such as an oar.\n3 The + singular noun\nThe blackbird has a lovely song.\nWhat will the new tax mean for the small businessman?\nNobody knows who invented the wheel.\nCan you play the piano?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 096dc565-b221-4ff8-896b-14dd62a03b3a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Can you play the piano?\nHere the blackbird means a typical, normal blackbird, one which stands for\nblackbirds in general.\nWe also use the with some groups of people described in economic terms (the\nsmall businessman, the taxpayer, the customer), with inventions (the wheel, the\nword processor) and with musical instruments.\nNOTE\nSports and games are uncountable, so we use the noun on its own: play tennis, play chess.\nCompare play the piano and play the guitar. For American usage, \u2022 304(3)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ca3709ab-1150-4405-aafb-e33fed1f775a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "162 The article in generalizationsPAGE 203 19 THE ARTICLES: A/AN AND THE PAGE 204\n4 The+ adjective\nWe can use the before some adjectives of nationality and before some other\nadjectives to make generalizations.\nThe French love eating in restaurants. \u2022 288(3)\nWhat is the World Bank doing to help the poor? \u2022 204\n163 Alan or one?\n1 Alan and one both refer to one thing, but one puts more emphasis on the number.\nThe stereo has a tape deck. (You can record on it.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3f7b44cb-bcdf-4698-866c-c7e458646c57
encoding: FLOAT32
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 stereo has one tape deck. (You can't use two tapes.)\n2 We use one for one of a larger number. It often contrasts with other.\nOne shop was open, but the others were closed.\nOne expert says one thing, and another says something different.\nWe use one in the of-pattern.\nOne of the shops was open.\n3 We use one in adverb phrases with morning, day, time etc.\nOne morning something very strange happened.\nOne day my genius will be recognized."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 09fdd7c1-1ba5-4962-9c81-b4f90d427d8f
encoding: FLOAT32
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 day my genius will be recognized.\n4 We use a/an in some expressions of quantity, e.g. a few, a little, a lot of, a number\nof, \u2022 177. And we can sometimes use a instead of one in a number, e.g. a hundred,\n\u2022 191(1) Note b.\n164 Alan, some and a noun on its own\n1 We use a/an only with a singular noun. Some + plural or uncountable noun is\nequivalent to a/an + singular noun.\nSingular: There's a rat under the floorboards.\nPlural: There are some rats under the floorboards."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d9bdb5d4-7a2f-4494-829e-0e4401366d8e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Uncountable: There's some milk in the fridge.\nsome rats = a number of rats; some milk = an amount of milk\nBut we can sometimes use a plural or uncountable noun on its own.\nThere are rats under the floorboards.\nThere's milk in the fridge.\nLeaving out some makes little difference to the meaning, but rats expresses a type\nof animal rather than a number of rats.\n2 To classify or describe something, \u2022 161, or to make a generalisation, \u2022 162, we"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2cb202ed-a049-41dd-9d62-f9d1aff25398
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "use a/an+ singular noun or a plural or uncountable noun on its own.\nSingular: That's a rat, not a mouse. A rat will eat anything.\nPlural: Those are rats, not mice. Rats will eat anything.\nUncountable: Is this milk or cream? Milk is good for you. 166 Overview: a/an, some and the\n165 Sugar or the sugar?\n1 We use an uncountable or plural noun on its own for a generalization and we use\nthe when the meaning is more specific.\nSugar is bad for your teeth. Children don't like long walks."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f55ad9b9-7024-46e1-93c1-c14be6303c1a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Pass the sugar, please. Can you look after the children for us ?\nWithout oil, our industry would come to a halt.\nThe oil I got on my trousers won't wash out.\nHere sugar means all sugar, sugar in general, and the sugar means the sugar on the\ntable where we are sitting.\nWe often use abstract nouns on their own: life, happiness, love, progress, justice.\nLife just isn't fair.\nBut a phrase or clause after the noun often defines, for example, what life we are\ntalking about, so we use the."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 17a37086-c7e2-4dce-b3f7-86afac37bd36
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "talking about, so we use the.\nThe life of a Victorian factory worker wasn't easy.\n2 Compare these two patterns with an abstract noun.\nI'm not an expert on Chinese history.\nI'm not an expert on the history of China.\nThe meaning is the same. Other examples: European architecture/the architecture\nof Europe, American literature/the literature of America. Also: town planning/the\nplanning of towns, Mozart's music/the music of Mozart."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 31db0a90-c849-40db-85b9-f5fe91090759
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 A phrase with of usually takes the, but with other phrases and clauses we can use a\nnoun without an article.\nLife in those days wasn't easy.\nSilk from Japan was used to make the wedding dress.\nLife in those days is still a general idea; silk from Japan means a type of material\nrather than a specific piece of material.\n166 Overview: a/an, some and the\nNot specific: I need a stamp for this letter.\nI need (some) stamps for these letters.\nI need (some) paper to write letters."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2f07d3ee-d92b-4e72-b4d1-9bebb9a8c999
encoding: FLOAT32
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 (some) paper to write letters.\nSpecific but There's a stamp in the drawer.\nindefinite, not There are (some) stamps in the drawer.\nmentioned before: There's (some) paper in the drawer.\nSpecific and definite, The stamp (I showed you) is valuable.\nwe know which: The stamps (I showed you) are valuable.\nThe paper (you're using) is too thin.\nDescribing or This is a nice stamp/a Canadian stamp.\nclassifying: These are nice stamps/Canadian stamps.\nThis is nice paper/wrapping paper."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b6a1c969-8f2c-494e-ad1b-dd92cf7828b8
encoding: FLOAT32
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 is nice paper/wrapping paper.\nGeneralizations: A stamp often tells a story.\nThis book is a history of the postage stamp.\nThis book is a history of postage stamps.\nHow is paper made ?\nPAGE 205 19 THE ARTICLES: A/AN AND THE\n67 A singular noun on its own\nWe cannot normally use a singular noun on its own, but there are some\nexceptions.\n1 Before some nouns for institutions. \u2022 168\nHow are you getting on at college?\n2 In some phrases of time. \u2022 169\nThe concert is on Thursday."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1da0817b-e5ec-442c-a8ab-a66497ef7782
encoding: FLOAT32
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 concert is on Thursday.\n3 In some fixed expressions where the noun is repeated or there is a contrast\nbetween the two nouns.\nI lie awake night after night.\nThe whole thing has been a fiasco from start to finish.\n4 In a phrase with by expressing means of transport. \u2022 228(5b)\nIt's quicker by plane.\n5 As complement or after as, when the noun expresses a unique role.\nElizabeth was crowned Queen.\nAs (the) chairman, I have to keep order.\nNOTE\nWe use a/an when the role is not unique."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cc114a70-5724-4dae-99a5-02f5ebb381ac
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nWe use a/an when the role is not unique.\nAs a member of this club, I have a right to come in.\n6 With a noun in apposition, especially in newspaper style.\nHousewife Judy Adams is this week's competition winner.\n7 In many idiomatic phrases, especially after a preposition or verb.\nin fact for example give way\nBut others can have an article.\nin a hurry on the whole take a seat\n8 Names of people have no article, \u2022 170, and most place names have no\narticle, \u2022 171."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 11493b79-3dd8-4d83-a834-c00ecc6f8463
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "article, \u2022 171.\n9 We can sometimes leave out an article to avoid repeating it. \u2022 13(3)\nPut the knife and fork on the tray.\n10 We can leave out articles in some special styles such as written instructions. \u2022 45\nInsert plug in hole in side panel.\n168 Articles with school, prison etc\nWe use some nouns without the when we are talking about the normal purpose of\nan institution rather than about a specific building.\nSchool starts at nine o'clock.\nThe school is in the centre of the village."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bf15b40e-e486-4f42-a64e-58a74b2de078
encoding: FLOAT32
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 school is in the centre of the village.\nThe guilty men were sent to prison.\nVegetables are delivered to the prison twice a week.\nHere school means 'school activities', but the school means 'the school building'. 2 There are a number of other nouns which are without the in similar contexts.\nI'm usually in bed by eleven.\nThe bed felt very uncomfortable.\nIn bed means 'sleeping/resting', but the bed means a specific bed.\n3 We use an article if there is a word or phrase modifying the noun."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 02dd169d-6285-4302-a925-c4177945d636
encoding: FLOAT32
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 guilty men were sen to a high-security prison.\nMark is doing a course at the new college.\nNOTE\nWhen the noun is part of a name, there is usually no article. \u2022 171\nThe guilty men were sent to Parkhurst Prison.\n4 Here are some notes on the most common nouns of this type.\nbed in bed, go to bed (to sleep); get out of bed, sit on the bed, make the bed\nchurch in/at church, go to church (to a service)\nclass do work in class or for homework\ncourt appear in court; But explain to the court"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5ad22489-290d-41a0-b7e1-664a8a0a7e5c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "court appear in court; But explain to the court\nhome at home; But in the house; go/come home\nhospital in hospital (as a patient) (USA: in the hospital); taken to hospital (as\na patient); But at the hospital,\nmarket take animals to market; But at/in the market; put a house on the\nmarket (= offer it for sale)\nprison in prison, go to prison (as a prisoner); released from prison; Also in\njail etc\nschool in/at school, go to school (as a pupil)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a1b91b49-5cde-40a4-9caa-79a471532078
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "school in/at school, go to school (as a pupil)\nsea at sea (= sailing), go to sea (as a sailor); But on the sea, near/by the\nsea, at the seaside\ntown in town, go to town, leave town (one's home town or a town visited\nregularly); But in the town centre\nuniversity (studying) at university, go to university (to study); But at/to the\nuniversity is also possible and is normal in the USA. Also at college etc\nwork go to work, leave work, at work (= working/at the workplace); But go"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: abdcaa7a-6524-415e-9054-c0e7b40e58ab
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "to the office/the factory\nNOTE\nWe do not leave out the before other singular nouns for buildings and places, e.g. the station,\nthe shop, the cinema, the theatre, the library, the pub, the city, the village.\n169 Articles in phrases of time\nIn a phrase of time we often use a singular noun without an article.\nin winter on Monday\nBut the noun takes a/an or the if there is an adjective before the noun or if there is\na phrase or clause after it.\na very cold winter\nthe Monday before the holiday"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1f0f9a8d-b77f-489d-a290-5a01b7783c53
encoding: FLOAT32
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 very cold winter\nthe Monday before the holiday\nthe winter when we had all that snow\nPAGE 207 169 Articles in phrases of time 19 THE ARTICLES: A/AN AND THE\n1 Years\nThe party was formed in 1981. in the year 1981\nThe war lasted from 1812 to 1815.\n2 Seasons\nIf winter comes, can spring be\nfar behind?\nWe always go on holiday in\n(the) summer.\nthe winter of 1947\na marvellous summer\n3 Months\nJune is a good month to go away.\nThe event will be in March.\nThat was the June we got married."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f47b3ab6-b32a-4d70-a33c-994211970e13
encoding: FLOAT32
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 was the June we got married.\n4 Special times of the year\nI hate Christmas.\nAmericans eat turkey at\nThanksgiving.\n5 Days of the week\nWednesday is my busy day.\nOur visitors are coming on\nSaturday.\nIt was a Christmas I'll never forget.\nRosie saw her husband again the Easter\nafter their divorce.\nI posted the letter on the Wednesday\nof that week.\nThis happened on a Saturday in July.\nI'll see you at the weekend.\n6 Parts of the day and night\nThey reached camp at sunset.\nWe'll be home before dark."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 97f66299-983b-44f0-9884-3557fbc56f6c
encoding: FLOAT32
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'll be home before dark.\nAt midday it was very hot.\nat night, by day/night\nIt was a marvellous sunset.\nI can't see in the dark.\nin/during the day/the night/the\nmorning/the afternoon/the evening\nNOTE\nIn phrases of time we normally use these nouns on their own; daybreak, dawn, sunrise;\nmidday, noon; dusk, twilight, sunset; nightfall, dark; midnight. But we use a/an or the for the\nphysical aspect, e.g. in the dark.\n7 Meals\nBreakfast is at eight o'clock.\nI had a sandwich for lunch.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4780445c-87f1-4365-8b13-93eb2998e4fa
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I had a sandwich for lunch.\nNOTE\nWe cannot use meal on its own.\nThe meal was served at half past seven.\nThe breakfast we had at the hotel\nwasn't very nice.\nBruce and Wendy enjoyed a delicious\nlunch at Mario's. 170 Names of people\n8 Phrases with last and next\nThese flats were built last year. The flats had been built the previous\nyear.\nWe're having a party next They were having a party the following\nSaturday. Saturday.\nNOTE\nWe can use the with next day."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fea57cc7-f67b-4f95-9b0a-7c961b18c1bb
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nWe can use the with next day.\n(The) next day, the young man called again.\nBut we use the next week/month/year mostly to talk about the past.\nSeen from the present: tomorrow next week next year\nSeen from the past: (the) next day the next/following week the next/following year\n170 Names of people\nA person's name does not normally have the in front of it.\nI saw Peter yesterday.\nMrs Parsons just phoned.\nWe can address or refer to a person as e.g. Peter or Mr Johnson, or we can refer to"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f8a4dc1e-06c7-4c39-958c-63b1a8c52001
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "him as Peter Johnson. The use of the first name is informal and friendly.\nWe use Mr for a man, Mrs for a married woman and Miss\nfor an unmarried woman. Some people use Ms or ) for a woman,\nwhether married or not. We cannot normally use these titles without a following\nnoun. NOT Good morning, mister.\nA title is part of a name and has no article.\nDoctor Fry Aunt Mary Lord Olivier\nNOTE\na Some titles can also be ordinary nouns. Compare I saw Doctor Fry and I saw the doctor."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1eafd6bc-d8a6-43cd-992a-a2702901861b
encoding: FLOAT32
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 A title + of-phrase takes the, e.g. the Prince of Wales.\nc We use the to refer to a family, e.g. the Johnson family/the Johnsons.\n2 But sometimes we can use a name with an article.\nThere's a Laura who works in our office. (= a person called Laura)\nA Mrs Wilson called to see you. (= someone called Mrs Wilson)\nThe Laura I know has dark hair. (= the person called Laura)\nThe gallery has some Picassos. (=some pictures by Picasso)\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 431f480c-ecca-4a4b-869a-b4bbce94bf10
encoding: FLOAT32
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 Stressed the before the name of a person can mean 'the famous person'.\nI know a Joan Collins, but she isn't the Joan Collins.\nb We can sometimes use other determiners.\nI didn't mean that Peter, I meant the other one.\nour Laura (= the Laura in our family) 19 THE ARTICLES: A/AN AND THE PAGE 210\n171 Place names and the\n1 Most place names are without the: Texas, Calcutta. Some names take the,\nespecially compound names, but some do not: the Black Sea but Lake Superior."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c319b695-636d-477a-a8e0-458218901435
encoding: FLOAT32
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 things affect whether a place name has the or not. They are the kind of place it\nis (e.g. a lake or a sea), and the grammatical pattern of the name. We often use the\nin these patterns.\nof-phrase: the Isle of Wight, the Palace of Congresses\nAdjective: the Royal Opera House, the International School\nPlural: the West Indies\nBut we do not use the before a possessive.\nPossessive: Cleopatra's Needle\nThere are exceptions to these patterns, and the use of the is a matter of idiom as"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 43789621-4fca-4d0d-9b15-46f9aa95fc7b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "much as grammatical rule.\nNOTE\na Look at these uses of a/an and the before a name which normally has no article.\nThere's a Plymouth in the USA. (= a place called Plymouth)\nThe Plymouth of today is very different from the Plymouth I once knew.\nAmsterdam is the Venice of the North. (= the place like Venice)\nb Even when a name has the (on the Isle of Wight) the article can still be left out in some\ncontexts such as on signs and labels. On a map the island is marked Isle of Wight."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c7590e99-0981-448d-beeb-5947bd1b0670
encoding: FLOAT32
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 Here are some details about different kinds of place names.\na Continents, islands, countries, states and counties\nMost are without the.\na trip to Europe on Bermuda a holiday in France through Texas\nin Hampshire New South Wales\nExceptions are names ending with words like republic or kingdom.\nthe Dominican Republic the UK\nPlural names also have the.\nthe Netherlands the Bahamas the USA\nNOTE\nOther exceptions are the Gambia and the Ukraine.\nb Regions"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2ef74cdc-d771-4817-a442-4730afeb4e6a
encoding: FLOAT32
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 Regions\nWhen the name of a country or continent (America) is modified by another word\n(Central), we do not use the.\nCentral America to North Wales South-East Asia in New England\nMost other regions have the.\nthe South the Mid-West the Baltic the Midlands the Riviera\nc Mountains and hills\nMost are without the.\nclimbing (Mount) Kilimanjaro up (Mount) Everest\nBut hill ranges and mountain ranges have the.\nin the Cotswolds across the Alps\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4dd8f08b-0681-46ef-8d52-e091e52dc682
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "in the Cotswolds across the Alps\nNOTE\nTwo exceptions are the Matterhorn and the Eiger. d Lakes, rivers, canals and seas\nLakes are without the.\nbeside Lake Ontario\nRivers, canals and seas have the.\non the (River) Aire the Missouri (river) building the Panama Canal\nthe Black Sea in the Pacific (Ocean)\ne Cities, towns, suburbs and villages\nMost are without the.\nin Sydney Kingswood, a suburb of Bristol at Nether Stowey\nNOTE Exceptions are The Hague and The Bronx.\nf Roads, streets and parks"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 617b8e12-a0d0-442e-b0e7-464b964d98a6
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "f Roads, streets and parks\nMost are without the.\noff Station Road in Baker Street on Madison Avenue\nalong Broadway in Regent's Park around Kew Gardens\nBut some road names with adjectives have the.\nthe High Street the Great West Road\nNOTE\na We use the in this pattern.\nthe Birmingham road (= the road to Birmingham)\nWe also use the with some main roads in cities.\nthe Edgware Road\nb We use the with by-passes and motorways.\nthe York by-pass the M6 (motorway)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 887af27c-2875-400a-aa7c-7a8cad84857e
encoding: FLOAT32
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 York by-pass the M6 (motorway)\nc Other exceptions are the Mall and the Strand.\ng Bridges\nMost bridges are without the.\nover Brooklyn Bridge Westminster Bridge\nBut there are many exceptions.\nthe Humber Bridge (=the bridge over the River Humber)\nh Transport facilities; religious, educational and official buildings; palaces and\nhouses\nMost are without the.\nto Paddington (Station) at Gatwick (Airport) St Paul's (Cathedral)\nat King Edward's (School) from Aston (University) Norwich Museum"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d5ad4186-f8b2-4c95-a841-f302573c6e3a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Leeds Town Hall behind Buckingham Palace to Hanover House\nExceptions are names with of-phrases or with an adjective or noun modifier.\nthe Chapel of Our Lady the American School the Open University\nthe Science Museum\nPAGE 211 171 Place names and the 19 THE ARTICLES: A/AN AND THE\nTheatres, cinemas, hotels, galleries and centres\nMost have the.\nat the Apollo (Theatre) the Odeon (Cinema) to the Empire (Hotel)\nin the Tate (Gallery) near the Arndale Centre the Chrysler Building"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 97fbb798-c487-4a99-98fd-3a91b0c1a081
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Possessive forms are an exception.\nHer Majesty's Theatre at Bertram's Hotel\nNOTE\nIn the US names with center are without the.\nnear Rockefeller Center\nShops and restaurants\nMost are without the.\nnext to W.H. Smiths shopping at Harrods just outside Boots\neating at Matilda's (Restaurant)\nExceptions are those without the name of a person.\nthe Kitchen Shop at the Bombay Restaurant\nNOTE\nMost pub names have the.\nat the Red Lion (Inn)\n172 Ten pounds an hour etc"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0517093e-e95e-4363-a8b2-6c9ed3518276
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "at the Red Lion (Inn)\n172 Ten pounds an hour etc\n1 We can use a/an in expressions of price, speed etc.\nPotatoes are twenty pence a pound.\nThe speed limit on motorways is seventy miles an hour.\nRoger shaves twice a day.\nNOTE Per is more formal, e.g. seventy miles per hour.\n2 In phrases with to we normally use the, although a/an is also possible.\nThe car does sixty miles to the gallon/to a gallon.\nThe scale of the map is three miles to the inch/to an inch."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 91123011-515d-410d-9c82-750129ae47f4
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "3 We can use by the to say how something is measured.\nBoats can be hired by the day.\nCarpets are sold by the square metre.\nPAGE 212 PAGE 213\n20Possessives and demonstratives\n173 Summary\nPossessives \u2022174\nThere are possessive determiners (my, your etc) and possessive pronouns (mine,\nyours etc).\nIt's my book. The book is mine.\nThese words express a relation, often the fact that something belongs to someone.\nDemonstratives \u2022 175"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1ce3c9ba-7699-4bec-833c-ebf6f4dbc720
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Demonstratives \u2022 175\nThis, that, these and those are demonstrative determiners and pronouns.\nThis programme is interesting. This is interesting.\nWe use demonstratives to refer to something in the situation, to 'point' to\nsomething. This and these mean something near the speaker. That and those mean\nsomething further away.\n174 Possessives\nARRANGING A MEETING\nEmma: What about Friday?\nLuke: I'll just look in my diary.\nEmma: Have you got your diary, Sandy?\nSandy: I think so."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a0032d94-7571-4c70-a6b4-6275a88b7e49
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Sandy: I think so.\nGavin: I haven't got mine with me.\nLuke: I can't come on Friday. We're giving a party for one of our neighbours. It's\nher birthday.\n1 Basic use\nWe use Possessives to express a relation, often the fact that someone has\nsomething or that something belongs to someone. My diary is the diary that\nbelongs to me. Compare the possessive form of a noun. \u2022 146\nLuke's diary our neighbour's birthday\n2 Determiners and pronouns"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8e2b1470-6c33-43a6-bfe1-73549d79054c
encoding: FLOAT32
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 Determiners and pronouns\na Possessive determiners (sometimes called 'possessive adjectives') come before a\nnoun.\nmy diary our neighbour her birthday\nNOT the diary of me and NOT the my diary\nNOTE\nA possessive determiner can come after all, both or half, or after a quantifier + of. \u2022 178(lb, lc)\nall my money some of your friends a lot of his time one of our neighbours 20 POSSESSIVES AND DEMONSTRATIVES PAGE\nb We leave out the noun if it is clear from the context what we mean. When we do"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1fa602a6-72a6-4d72-bc87-413c6f26091e
encoding: FLOAT32
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, we use a pronoun. We say mine instead of my diary.\nI'll just look in my diary. ~ I haven't got mine with me.\nNOT I haven't got my. and NOT I haven't got the mine.\nThat isn't Harriet's coat. Hers is blue.\nWhose is this pen? ~ Yours, isn't it?\nA possessive pronoun is often a complement.\nIs this diary yours? NOT IS this diary to you?\nNOTE\na We can use the possessive form of a noun on its own.\nThat isn't my diary - it's Luke's."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2175a30c-96e8-468b-b734-0f9abc687562
encoding: FLOAT32
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 isn't my diary - it's Luke's.\nBut we do not use an apostrophe with a possessive pronoun. NOT your's\nb We can use yours at the end of a letter, e.g. Yours sincerely/faithfully.\n3 Form\nDeterminers Pronouns\nSingular Plural Singular Plural\nFirst person my pen our house mine ours\nSecond person your number your coats yours yours\nThird person his father their attitude his theirs\nher decision hers\nits colour\nNOTE\na His is male; her is female; and their is plural."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8bf2174b-5b04-43d8-89bb-7067e8881480
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Luke's father his father; Emma's father her father;\nLuke and Emma's father their father\nFor the use of he/his, she/her and it/its for males, females and things, \u2022 184 (3b).\nb His can be either a determiner or a pronoun.\nHas Rory got his ticket?\nI've got my ticket. Has Rory got his?\nc Its is a determiner but not a pronoun.\nThe lion sometimes eats its young. Does the tiger (eat its young), I wonder?\nNOT Does the tiger eats its?\nd Its is possessive, but it's is a short form of it is or it has."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5652e9b7-0e2e-4796-99b6-813a0c140244
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 Possessives with parts of the body\nWe normally use a possessive with people's heads, arms, legs etc, and their\nclothes, even if it is clear whose we mean.\nWhat's the matter? ~ I've hurt my back, NOT I've hurt the back.\nBoth climbers broke their legs.\nBrian just stood there with his hands in his pockets.\nNOTE\nWe can use the in this pattern where we have just mentioned the person.\nVerb Person Prepositional phrase\nThe stone hit the policeman on the/his shoulder.\nSomeone pushed me in the back."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c1768ae3-dc64-4e01-875c-19b0389b62a9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Someone pushed me in the back.\nNigel took Jemima by the arm.\nCompare this sentence.\nNigel looked at Jemima and put his hand on her arm. 174 Possessives\n5 A friend of mine\na My friend refers to a definite person, the person I am friends with. To talk about a\nperson I am friends with, we say one of my friends or a friend of mine.\nDefinite Indefinite\nSingular my friend one of my friends/a friend of mine\nPlural my friends some of my friends/some friends of mine"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ae1aa88c-0a5d-46dc-b3ee-d13353343f56
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Here are some examples of the indefinite pattern.\nThe twins are visiting an uncle of theirs.\nNOT a their uncle and NOT an uncle of them\nDon't listen to what Graham is saying. It's just a silly idea of his.\nDidn't you borrow some cassettes of mine?\nb We can also use the possessive form of names and other nouns.\nI'm reading a novel of Steinbeck's.\nNOT a novel of Steinbeck and NOT a Steinbeck's novel\nWe met a cousin of Nicola's.\nIt's just a silly idea of my brother's.\n6 Own"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 91571b0e-5806-4cb3-8381-0496f8d8a4d2
encoding: FLOAT32
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 just a silly idea of my brother's.\n6 Own\na A possessive determiner + own means an exclusive relation.\nI'd love to have my own flat.\nStudents are expected to contribute their own ideas.\nMy own means 'belonging to me and not to anyone else.'\nWe can use a phrase like my own without a noun.\nThe ideas should be your own. (= your own ideas)\nNOTE\nOwn can mean that the action is exclusive to the subject.\nYou'll have to make your own bed. No one else is going to make it for you."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 417e7b56-29e6-420a-a3f8-4be09db784d1
encoding: FLOAT32
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 There is also a pattern with of.\nI'd love a flat of my own. NOT an own flat\nNOTE\nCompare the two patterns.\na dog of our own (= a dog belonging only to us)\na dog of ours (= one of our dogs) \u2022 (5)\nc On your own and by yourself mean 'alone'.\nI don't want to walk home on my own/by myself.\n7 Idioms\nThere are also some idiomatic expressions with Possessives.\nI'll do my best. (= I'll do as well as I can.)\nWe took our leave. (= We said goodbye.)\nIt was your fault we got lost. (= You are to blame.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 800fe3a3-33c7-4b2f-bc8f-dcb2a49a9f15
encoding: FLOAT32
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 changed my mind. (= I've changed the decision I made.) 20 POSSESSIVES AND DEMONSTRATIVES PAGE 216\n175 Demonstratives\nCHOOSING A GIFT\nDebbie: I just want to look at these jugs. I'm going to buy my mother one for her\nbirthday.\nFelicity: Those glass ones are nice.\nDebbie: Yes, this one looks the sort of thing she'd like. It's a bit expensive, though.\nFelicity: What about this?\nDebbie: I don't like that so much.\n1 Basic use"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 29a7c821-95b2-4038-8cdf-3c7c8be17a49
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Debbie: I don't like that so much.\n1 Basic use\nWe use demonstratives to 'point' to something in the situation. This and these refer\nto something near the speaker. That and those refer to something further away.\nThis and that are singular. These and those are plural.\n2 Forms\nSingular\nPlural\nDeterminers Pronouns\nthis carpet\nthat colour\nthese flowers\nthose hills\nthis\nthat\nthese\nthose\nNOTE An uncountable noun takes this/that, e.g. this money, that music.\n3 Determiners and pronouns"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e7d906d7-d39d-4d64-9402-b54402a957ac
encoding: FLOAT32
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 Determiners and pronouns\nThis, that, these and those can be determiners or pronouns. As determiners\n(sometimes called 'demonstrative adjectives'), they come before a noun. We can\nleave out the noun if the meaning is clear without it.\nDeterminer: What about this jug?\nPronoun: What about this? 175 Demonstratives\nNOTE\na A demonstrative can come after all, both or half or after a quantifier + of \u2022 178(lb, lc)\nBoth those (cameras) are broken. I've read most of this (book)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7ef812c4-a166-4c3d-a1a0-6bc36e81a9d2
encoding: FLOAT32
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 After a demonstrative, we can use one or ones instead of a singular or plural noun.\nWhat about this (one)? What about these (ones)?\nIf there is an adjective, we cannot normally leave out one(s), e.g. those big ones. \u2022 188\n4 Details about use\na The basic meaning of this/these is 'the thing(s) near the speaker', and of that/those\n'the thing(s) further away', both in space and time.\nNear: this book (here) this time (now)\nFar: that book (there) that time (then)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 972b8c9e-6978-40eb-b76e-9431ca9b5714
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Far: that book (there) that time (then)\nb When we are in a place or situation or at an event, we use this, not that, to\nrefer to it.\nThis town has absolutely no night life.\nHow long is this weather going to last?\nThis is a great party.\nThis town is the town where we are.\nNOTE\nWhen we mention something a second time, we use it or they, not a demonstrative.\nThis is a great party, isn't it? I hope you're enjoying it.\nThese shoes are wet. I left them out in the rain."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5ee67c5a-3673-45df-a1b0-5fac4430e84b
encoding: FLOAT32
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 shoes are wet. I left them out in the rain.\nFor these words in indirect speech, \u2022 267(2) Note.\nc We can use a demonstrative before words for people.\nthat waiter (over there) these people (in here)\nWe can also use this and that on their own when we identify someone.\nMother, this is my friend Duncan. ~ Hello, Duncan.\nThat was Carol at the door. ~ Oh? What did she want?\nOn the phone we use this when we identify ourselves and that when we ask who\nthe other person is."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0671e562-e253-4e76-b498-b8e9da2a215b
encoding: FLOAT32
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 other person is.\nThis is Steve. Is that you, Shirley?\nNOTE For American usage, \u2022 304(5).\nd This/these can mean 'now, near in time' and that/those 'then, further away in time'.\nMy mother is staying with us this week.\nYes, I remember the festival. My mother was staying with us that week.\nThe only thing people do these days is watch TV.\nIt was different when I was young. We didn't have TV in those days.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0c88275a-b52b-4236-a7a5-3f99404bd07c
encoding: FLOAT32
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 use that/those with something known but not present in the\nsituation.\nThose people next door are away on holiday.\nThat dress Tanya was wearing yesterday looked really smart.\nb In informal English this (instead of a/an) can introduce the topic of a story or joke.\nThis girl came up to me in a pub and...\nHere this girl means 'the girl I'm telling you about now.'\nPAGE 217 20 POSSESSIVES AND DEMONSTRATIVES PAGE 218"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 27a1ad5b-4d7f-4fa1-8a24-32d3b937dd52
encoding: FLOAT32
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 We can use this or that to refer to something mentioned before.\nI simply haven't got the money. This is/That's the problem.\nHere this/that means 'the fact that I haven't got the money.' That is more usual.\nHere are two examples from real conversations.\nThe rooms are so big. That's why it's cold.\nWell, if you haven't got television, you can't watch it. ~ That's true.\nBut when we refer forward to what we are going to say, we use this.\nWhat I'd like to say is this. The government has..."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bc7df0c8-0a54-4e20-ad0f-bcbc57f8f2eb
encoding: FLOAT32
metadata:
{"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 use that/those to replace a noun phrase with the and so avoid repeating\nthe noun.\nThe temperature of a snake is the same as that of the surrounding air.\n(that= the temperature)\nThose (people) who ordered lunch should go to the dining-room.\nThis can happen only when there is a phrase or clause after that/those, e.g. of the\nsurrounding air. That is rather formal in this pattern. 21Quantifiers\n6 Summary\nA quantifier is a word like many, a lot of, both, all, enough."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cc797e61-3244-4c33-9529-2e296d836252
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Large and small quantities \u2022 177\nSome quantifiers express a large or small quantity.\nLarge: The burglars did a lot of damage.\nSmall: The burglars took a few things.\nWhole and part quantities: all, most, both etc \u2022 178\nSome quantifiers express the whole or a part of a quantity.\nWhole: All crime should be reported.\nPart: Most crime remains unsolved.\nSome, any and no \u2022 179\nSome has two different meanings.\nThe burglars took some money. (= an amount of money)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5153f2bc-3c4d-40d8-a78f-a14414b8db55
encoding: FLOAT32
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 (of the) money was recovered. (= a part of the money)\nWe use any mainly in negatives and questions.\nThey didn't leave any fingerprints.\nHave they done any damage?\nBut any can also mean 'it doesn't matter which'.\nI'm free all week. Come any day you like.\nOther quantifiers \u2022 180\nOthers are enough, plenty of, another and some more.\nQuantifiers without a noun \u2022181\nWe can use a quantifier without a noun.\nSome burglars get caught, but most get away.\n(most= most burglars)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d52ba88f-523c-4f7a-abf3-d192dde781da
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(most= most burglars)\nOVERVIEW: quantifiers \u2022 182\nNOTE\nFor numbers, \u2022 191.\nFor quantifiers expressing a comparison, e.g. more, most, fewer, less, \u2022 220.\nPAGE 219 21 QUANTIFIERS PAGE 220\n177 Large and small quantities\n1 A lot of/lots of, many and much\na These express a large quantity. We use a lot of and lots of with plural and\nuncountable nouns. But many goes only before plural nouns and much before\nuncountable nouns.\nPlural: A lot of people/Lots of people work in London."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5e6e493c-ff58-447d-ab11-9b1a0419158c
encoding: FLOAT32
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 aren't many trains on a Sunday.\nUncountable: You'll have a lot of fun/lots of fun at our Holiday Centre.\nThere isn't much traffic on a Sunday.\nb As a general rule, we use a lot of/lots of in positive statements and many or much\nin negatives and questions. But, \u2022 (1c).\nPositive: There are a lot of tourists here.\nNegative: There aren't many tourists here.\nQuestion: Are there many tourists here?\nHow many tourists come here?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 96a5f488-2e3d-4495-9cee-aef129bcada4
encoding: FLOAT32
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 many tourists come here?\nWe also use many or much (but not a lot of) after very, so, too, as and how.\nVery many crimes go unreported.\nThere were so many people we couldn't get in.\nThere's too much concrete here and not enough grass.\nHow much support is there for the idea?\nNOTE\na Lots of is more informal than a lot of.\nb We can use quite and rather before a lot of but not before many or much.\nThere are quite a lot of tourists here.\nc A great many is rather formal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 437d17ed-1c2a-4b00-828d-8730b9e442e4
encoding: FLOAT32
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 A great many is rather formal.\nA great many crimes go unreported.\nc A lot of is rather more informal than much/many. In informal English we can use a\nlot of in negatives and questions as well as in positive statements.\nThere aren't a lot of tourists/many tourists here.\nIs there a lot of support/much support for the idea?\nAnd in more formal English we can use many and much in positive statements as\nwell as in negatives and questions.\nMany tourists come here year after year."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c66d3749-f04f-4068-ab86-9e11943e6516
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Many tourists come here year after year.\n2 (A) few, (a) little and a bit of\na A few and a little mean a small quantity. We use them mainly in positive\nstatements. A few goes only before plural nouns and a little before uncountable\nnouns.\nPlural: Yes, there are a few night clubs in the city.\nUncountable: I've still got a little money/a bit of money, fortunately.\nA bit of means the same as a little, but a bit of is more informal.\nNOTE\na We can use quite before a few and a bit of."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1c2df75a-fae6-4bed-86e5-65bfa408e485
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a We can use quite before a few and a bit of.\nThere are quite a few night clubs in the city.\nThis means a fairly large quantity, similar to quite a lot of night clubs. b Only gives the phrase a negative meaning.\nThere are only a few night clubs in the city.\nThis means a smaller quantity than we might expect.\nc Little can also be an adjective, e.g. I know a little/a small night club.\nb We can also use few and little without a. The meaning is negative. Compare\nthese sentences."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f9bfa6cf-1010-41f1-898e-83ad771cf2bb
encoding: FLOAT32
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 sentences.\nIs this a holiday place? ~ Yes, there are a few tourists here.\n(a few tourists = some tourists, a small number)\nIs this a holiday place? ~ No, there are few tourists/not many tourists here.\nIt was three in the morning, but there was a little traffic.\n(a little traffic - some traffic, a small amount)\nIt was three in the morning, so there was little traffic/not much traffic.\nIn informal speech not many/not much is more usual than few/little.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4f9f5e02-02ce-4922-8485-7c65b56c5fa2
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na We can use very before few/little.\nThere are very few tourists/hardly any tourists here.\nb We can use a subject with not many/not much.\nNot many tourists come here.\n3 Special patterns with many and few\na Many and few can come after the, these/those or a possessive.\nThe few hotels in the area are always full.\nCan you eat up these few peas?\nTim introduced us to one of his many girl-friends.\nb Look at this pattern with many a.\nMany a ship has come to grief off the coast here."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e21a70c0-816e-4639-8f5f-f325f32be7ee
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Many a ship has come to grief off the coast here.\nI've driven along this road many a time.\nThis is rather literary. In informal speech many times or lots of times would be\nmore usual.\nc Many or few can be a complement.\nThe disadvantages of the scheme are many.\nThis is rather literary. Many before the noun is more normal.\nThe scheme has many disadvantages/a lot of disadvantages.\n4 Other expressions for large/small quantities\na Large quantities\nA large number of people couldn't get tickets."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1ebc8b54-5f60-4e97-9b26-875bda21db7d
encoding: FLOAT32
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 large number of people couldn't get tickets.\nA dishwasher uses a great deal of electricity.\nIt uses a large/huge/tremendous amount of electricity.\nNumerous difficulties were put in my way.\nWe've got masses of time/heaps of time/loads of time. (informal)\nb Small quantities\nSeveral people/A handful of people got left behind.\nA computer uses only a small/tiny amount of electricity.\nPAGE 221 177 Large and small quantities 21 QUANTIFIERS PAGE 222\n178 Whole and part quantities: all, most, both etc"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3b37d5db-b5a3-49ad-a237-30356772fc55
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "PACKAGE STEREO SYSTEMS\nPackage systems are generally advertised on the strength of their features; a\nseparates system may not have many of these. You may find some of them useful,\nbut others are gimmicks...\nMost package systems have two cassette decks. Both decks play tapes, but only one\ncan record. All the systems we tested can copy a tape from one deck to the other in\nabout half the normal playing time.\n(from the magazine Which?.)\n1 Patterns\na Quantifier + noun"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9f115941-06b0-4a54-9b03-dea711409174
encoding: FLOAT32
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 Patterns\na Quantifier + noun\nevery system both decks most music\nNOTE\nThese are the possible combinations.\nSingular Plural Uncountable\nall: all systems all music\nmost: most systems most music\nboth: both systems\neither: either system\nneither: neither system\nevery: every system\neach: each system\nsome: (some system) some systems some music\nany: any system any systems any music\nno: no system no systems no music\nFor some, any and no, \u2022 179.\nFor some + singular noun, \u2022 179(5}."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a4f4df4c-e13e-46e3-8a8b-e830c007775e
encoding: FLOAT32
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 some + singular noun, \u2022 179(5}.\nb Quantifier + determiner + noun\nall the systems both these decks half my tapes\nWe can use all, both and half\nc Quantifier + of+ determiner + noun\nall of the systems both of these decks most of my tapes\nWe can use many quantifiers: all, both, most, half none, both, either, neither,\neach, any, some, many, much, more and one, two, three etc. But exceptions are\nevery and no.\nd Quantifier + of+ pronoun\nall of them both of these"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fabdd2ec-0cf2-4f38-a1b4-97990055f1de
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "all of them both of these\nWe can use the same words as in Pattern c.\ne Quantifier + one\neach one either one\nWe can use either, neither, every, each and any. The of-pattern can come after one.\neach one of the systems either one of them PAGE 223 178 Whole and part quantities\nf Quantifier without a noun \u2022 181\nMost have two decks.\nWe can use all quantifiers except every and no.\ng Object pronoun + quantifier\nI've heard it all before. We tested them both.\nWe can use all and both in this pattern."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 60f5e4ec-e1c3-4f1d-92ac-7e4626f423e5
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We can use all and both in this pattern.\nh Quantifier in mid position\nWe all agreed. They were both tested.\nWe can use all, both and each in mid position, like an adverb.\n2 All, most, half and none\na We can use all/most + noun to make a generalization.\nAll rabbits love green food.\nMost package systems have two cassette decks.\nMost pollution could be avoided.\nThese are about rabbits, package systems and pollution in general.\nCompare these sentences."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 877021dc-08f4-4b43-bdb8-206de49ed1ad
encoding: FLOAT32
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 these sentences.\nMost people want a quiet life. Most of the people here are strangers to me.\n(people = people in general) (the people = a specific group of people)\nNOTE\na For Rabbits love green food, \u2022 162.\nb As well as most, we can also use majority of and more than ha/f\nThe majority of package systems have two cassette decks.\nMore than half the pollution in the world could, be avoided.\nThe opposite is minority of or less than half.\nA minority of systems have only one deck."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 283ca65c-d561-4cee-990c-d8132fc082c5
encoding: FLOAT32
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 minority of systems have only one deck.\nb When we are talking about something more specific, we use all/most/half/none + of\n+ determiner + noun.\nAll (of) our rabbits died from some disease.\nMost of the pubs around here serve food. NOT the most of the pubs\nCopying takes half (of) the normal playing time.\nNone of these jackets fit me any more.\nWe can leave out of after all and half. But when there is a pronoun, we always use of.\nWe had some rabbits, but all of them died."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 69cd9a87-ec70-4eb9-aa43-27ca63ef90eb
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We had some rabbits, but all of them died.\nI read the book, but I couldn't understand half of it.\nNOTE\na We can use half a/an to express quantity.\nWe waited half an hour. I could only eat half a slice of toast.\nb We can use a number after all, e.g. all fifty systems.\nc We can use all after an object pronoun.\nThe rabbits died. We lost them all/all of them.\nIt can also come in mid position or after the subject.\nThe systems can all copy a tape from one deck to the other.\nThe rabbits all died."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: edf6e97f-c98d-46ba-9830-6f9a621b7bdf
encoding: FLOAT32
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 rabbits all died.\nWho went to the disco? ~ We all did. 21 QUANTIFIERS\nWe cannot use most in this position, but we can use the adverb mostly.\nPackage systems mostly/usually have two cassette decks.\nd None has a negative meaning. We use it with the of-pattern.\nNone of the rabbits survived. They all died.\nNOT All of the rabbits didn't-survive.\nBut not all means 'less than all'.\nNot all the rabbits died. Some of them survived.\nNOTE For no and none, \u2022 181(2).\n3 Whole"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f9b6d511-ed6e-4650-b518-71cfc922bfe1
encoding: FLOAT32
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 For no and none, \u2022 181(2).\n3 Whole\nWe can use whole as an adjective before a singular noun.\nDid you copy the whole tape/all the tape? NOT the all tape\nThis whole idea is crazy. NOT this all idea\nYou didn't eat a whole chicken!\nNOTE\na Compare these sentences.\nWe spent all day/the whole day (from morning till evening) on the beach.\nWe spent every day (of the week) on the beach.\nb We can also use whole as a noun.\nDid you copy the whole of the tape?\n4 Both, either and neither"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fc6cb3e6-a5df-49e8-9792-ea4970f30457
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 Both, either and neither\na We use these words for two things.\nThe police set up barriers at both ends of the street.\nIf you're ambidextrous, you can write with either hand.\nboth = the one and the other\neither = the one or the other\nneither = not the one or the other\nb Compare both/neither and all/none.\nPositive Negative\nTwo Both prisoners Neither of the prisoners\nescaped. escaped.\nThree All the prisoners None of the prisoners\nor more escaped. escaped."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5fd4fe68-ee87-48c3-ac5f-6720f369b30b
encoding: FLOAT32
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 more escaped. escaped.\nc Patterns with both are the same as patterns with all. \u2022 (2)\nBoth decks/Both the decks/Both of the decks play tapes.\nThey both play tapes.\nTwo prisoners got away, but police caught them both/both of them.\nBut NOT the both decks\nd We use either and neither before a noun or in the of-pattern.\nYou can use either deck/either of the decks.\nNeither of our cars is/are very economical to run.\nNeither car is very economical to run."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1a3f2a10-dbda-4a53-9a6c-9f3e2a23e1b1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Neither car is very economical to run.\nPAGE 224 e In positions other than the subject, neither is more emphatic and rather more\nformal than not either.\nI don't like either of those pictures.\nI like neither of those pictures.\nf Either or both cannot come before a negative.\nNeither of those pictures are any good.\nNOT Either/Both of those pictures aren't any good.\n5 Every and each\na We use these words before a singular noun to talk about all the members of a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 45adbdf0-308f-4369-baeb-131f072bd50f
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "group. A subject with every or each takes a singular verb.\nThere were flags flying from every/each building.\nMike grew more nervous with every/each minute that passed.\nEvery/Each ticket has a number.\nIn many contexts either word is possible, but there is a difference in meaning.\nEvery building means 'all the buildings' and implies a large number. Each building\nmeans all the buildings seen as separate and individual, as if we are passing them\none by one.\nb Here are some more examples."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 24a73e21-d565-457b-9074-84b3d8b417ff
encoding: FLOAT32
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 by one.\nb Here are some more examples.\nEvery shop was open. (= all the shops)\nWe went into each shop in turn.\nEvery child is conditioned by its environment. (= all children)\nEach child was given a medal with his or her name engraved on it.\nEvery usually suggests a larger number than each. Each can refer to two or more\nthings but every to three or more.\nThe owner's name was painted on each side/on both sides of the van.\nMissiles were being thrown from every direction/from all directions."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eea380ef-8d17-4cb8-913e-8d3d3aaad418
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na We can use almost or nearly with every but not with each.\nThere were flags flying from almost every building.\nb Every single means 'every one without exception'.\nEvery single child was given a medal.\nc We can use their meaning 'his or her'. \u2022 184(5)\nEach child had their own medal.\nc We often use every with things happening at regular intervals. Each is less usual.\nSandra does aerobics every Thursday/each Thursday.\nThe meetings are every four weeks."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6bad85d4-e2a2-45f1-bfda-b59403330fdc
encoding: FLOAT32
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 meetings are every four weeks.\nWe visit my mother every other weekend. (= every second weekend)\nd We can use each (but not every) in these patterns.\nEach of the students has a personal tutor.\nEach has a personal tutor.\nBefore the visitors left, we gave them each a souvenir.\nThey each received a souvenir.\nEach as an adverb can come after a noun.\nThe tickets are \u00a35 each.\nPAGE 225 178 Whole and part quantities 21 QUANTIFIERS PAGE 226\ne We cannot use a negative verb after every/each."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 251f73bd-1c2d-4b6c-ae07-42932243911c
encoding: FLOAT32
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 We cannot use a negative verb after every/each.\nNone of the doors were locked. NOT Every/Each door wasn't locked.\nBut not every means 'less than all'.\nNot every door was locked. Some of them were open.\n6 Part\nPart can be an ordinary noun with a determiner.\nThis next part of the film is exciting.\nBut we can also use part of as a quantifier without an article.\n(A) part of the film was shot in Iceland.\n(A) part of our ceiling fell down.\nWe normally use part of only before a singular noun."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4f1fe38b-d249-4521-acf7-9547ec47e38e
encoding: FLOAT32
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 of the students NOT part of the students\nNOTE\nFor a majority we use most.\nI was out most of the day. NOT the most part of the day\n7 A lot of, many, much, a few and a little\nThese words express large or small quantities, \u2022 177. But when many, much, a few\nand a little express part of a quantity, we use of.\nMany of these features are just gimmicks.\nMuch of my time is spent answering enquiries.\nA few of the photos didn't come out properly.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dee48708-e6db-4b1d-abd0-149d9e2513dc
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na We sometimes use a lot of, much of and a little of with a singular noun.\nI didn't see much of the game.\nb Compare a lot of for a large quantity and a large part.\nShe always wears a new dress. She must have a lot of clothes. (= a large number)\nA lot of these clothes here can be thrown out. (= a large part)\n179 Some, any and no\n1 Some/any expressing a quantity\nb Some expresses a positive quantity. Some nails = a number of nails. But any does"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4952bec5-07ed-4517-b566-eb94f42d0837
encoding: FLOAT32
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 have this positive meaning. We use any mainly in negatives and questions.\nPositive: I've got some wood.\nNegative: 1 haven't got any wood.\nQuestion: Have you got any/some wood?\nAny means that the quantity may be zero.\nNOTE\na In a negative sentence we can sometimes use any+ singular noun.\nPass me the hammer. ~ I can't see any hammer/a hammer.\nb For a special use of any, \u2022 (4).\nHere some is usually pronounced or For , \u2022 (3)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 141a75fa-363d-49c2-bf81-47681b04bea1
encoding: FLOAT32
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 some is usually pronounced or For , \u2022 (3).\na Some + plural or uncountable noun is equivalent to a/an + singular noun. \u2022164\nYou'll need a hammer, some nails and some wood. c In negative sentences we almost always use any and not some. This includes\nsentences with negative words like never and hardly.\nI can't find any nails. I never have any spare time.\nWe've won hardly any games this season.\nI'd like to get this settled without any hassle."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bf7b1c38-e675-4e8e-a80e-2b9eb36a63bf
encoding: FLOAT32
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 like to get this settled without any hassle.\nd Any is more usual in questions, and it leaves the answer open.\nHave you got any nails? ~ Yes./No./I don't know.\nDid you catch any fish? ~ Yes, a few./No, not many.\nBut we use some to give the question a more positive tone, especially when making\nan offer or request. It suggests that we expect the answer yes.\nDid you catch some fish? (I expect you caught some fish.)\nWould you like some cornflakes? (Have some cornflakes.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4eb6fbee-9f4c-43da-a744-6761688c5da0
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Could you lend me some money? (Please lend me some money.)\ne In an if-clause we can choose between some and any. Some is more positive.\nIf you need some/any help, do let me know.\nWe can use any in a main clause to express a condition.\nAny problems will be dealt with by our agent.\n(= If there are any problems, they will be dealt with by our agent.)\nf We choose between compounds with some or any in the same way.\nThere was someone in the phone box.\nThere isn't anywhere to leave your coat."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0d2a0c82-aec8-4ca8-b1cd-8876e2752ff6
encoding: FLOAT32
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 isn't anywhere to leave your coat.\nHave you got anything/something suitable to wear?\nCould you do something for me?\n2 No\na No is a negative word. We can use it with both countable and uncountable nouns.\nThere is no alternative.\nThere are no rivers in Saudi Arabia.\nThe driver had no time to stop.\nThere is no alternative is more emphatic than There isn't any alternative.\nb We can use no with the subject but we cannot use any.\nNo warning was given./A warning was not given."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d59fb573-c166-4bfa-90b4-e71b78ec2bc0
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "No warning was given./A warning was not given.\nNOT Any warning was not given.\nc We cannot use the quantifier no without a noun. For none, \u2022 181 (3).\n3 Some expressing part of a quantity\nWe can use some to mean 'some but not all'.\nSome fish can change their sex.\nSome trains have a restaurant car.\nSome of the fish in the tank were a beautiful blue colour.\nSome of the canals in Venice have traffic lights.\nPAGE 227 179 Some, any and no NOTE\nCompare the use of all and some."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e113c842-605c-4afb-90bd-cb81ab206186
encoding: FLOAT32
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 the use of all and some.\nGeneral: All fish can swim. Some fish can change their sex.\nSpecific: All of these fish are mine. Some of these fish are blue.\n4 A special use of any\na We sometimes use any to mean 'it doesn't matter which'.\nYou can choose any colour you like.\nPlay any music. I don't mind what you play.\nThe delegation will be here at any minute.\nEveryone knows the town hall. Any passer-by will be able to direct you."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 08631f90-203c-4160-a4fc-2bcfded7ce67
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Any refers to one part of the whole. All passers-by know where the town hall is, so\nyou only need to ask one of them. But it doesn't matter which one - you can ask\nany of them. They are all equally good.\nb Compare either and any.\nTwo: There are two colours. You can have either of them.\n(= one of the two)\nThree or There are several colours. You can have any of them.\nmore: (= one of the several)\nc We can use compounds of any in the same way.\nThe door isn't locked. Anyone can just walk in."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 55dff007-f559-4ebb-a17e-95dbf4f2f5b5
encoding: FLOAT32
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 door isn't locked. Anyone can just walk in.\nWhat do you want for lunch?~ Oh, anything. I don't mind.\n5 Special uses of some\na Some + singular noun can mean an indefinite person or thing.\nSome idiot dropped a milk bottle.\nThe flight was delayed for some reason (or other).\nSome idiot means 'an unknown idiot'. It is not important who the idiot is.\nb Some day/time means an indefinite time in the future.\nI'll be famous some day/one day.\nYou must come and see me some time.\n21 QUANTIFIERS PAGE 228"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1ec736c7-8447-4837-85a2-f6ca48d846c2
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "21 QUANTIFIERS PAGE 228\nCompare the two meanings of some.\nSome people enjoy quiz shows. = some but not all\nThere were some people in the garden. = some but not very many\nc Some can express strong feeling about something.\nThat was some parade (, wasn't it?).\nHere some is pronounced It means that the parade was special, perhaps a\nlarge and impressive one.\nNOTE\nWe can use any with the opposite meaning.\nThis isn't just any parade. It's a rather special one.\nd Some before a number means 'about'."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0b4482d8-3ff1-46eb-95ba-8b5dd5922098
encoding: FLOAT32
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 Some before a number means 'about'.\nSome twenty people attended the meeting. 180 Other quantifiers\n1 Enough and plenty of\na We can use enough before a plural or an uncountable noun.\nThere aren't enough people to play that game.\nHave we enough time for a quick coffee?\nWe can also use the of-pattern.\nI've written enough of this essay for today.\nNOTE For enough as an adverb, \u2022 212(1b).\nb Plenty of means 'more than enough'.\nThere'll be plenty of people to lend a hand."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0822fb14-805d-4424-b5dc-17b3fcf009f0
encoding: FLOAT32
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'll be plenty of people to lend a hand.\nYes, we've got plenty of time.\nNOTE\nWe use plenty of to talk about something which is a good thing. For 'more than enough' in a\nbad sense we use too many/too much.\nThe store was very crowded. There were too many people to look round properly.\n2 Another and some more\na These express an extra quantity. We use another with a singular noun and some\nmore with a plural or an uncountable noun.\nSingular: Have another sausage. ~ No, thanks. I've had enough."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 22c79991-0f30-48e5-a29f-f2a221d9b656
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Plural: Have some more beans. ~ Thank you.\nUncountable: Have some more cheese. ~ Yes, I will. Thank you.\nb Another can mean either 'an extra one' or 'a different one'.\nWe really need another car. One isn't enough for us. (= an extra one)\nI'm going to sell this car and get another one. (= a different one)\nNOTE We always write another as one word.\nc In some contexts we use any rather than some. \u2022 179(1)\nThere aren't any more sausages, I'm afraid."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 65c36e09-5162-46c6-a8f6-c22dba40de9c
encoding: FLOAT32
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 aren't any more sausages, I'm afraid.\nBefore more we can also use a lot, lots, many, much, a few, a little and a bit.\nI shall need a few more lessons before I can ski properly.\nSince the revolution there has been a lot more food in the shops.\nCan't you put a little more effort into it?\nNOTE\nWe can sometimes use more on its own instead of some more.\nWho'd like more sausages?\n3 Other\na Other is an adjective meaning 'different'.\nYou 're supposed to go out through the other door."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ae175e2b-4e7c-4875-b180-5e7837f7e81b
encoding: FLOAT32
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 other people find these packets difficult to open, too?\n180 Other quantifiersPAGE 229 21 QUANTIFIERS PAGE 230\nWe can use other/others without a noun to refer to things or people.\nYou take one bag and I'll take the other (one).\nThey ate half the sandwiches. The others/The rest were thrown away.\nSome pubs serve food, but others don't.\nI came on ahead. The others will be here soon. (= the other people)\nNOTE\nThe other day/week means 'recently, not long ago'.\nI saw Miranda the other day."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0c064694-b1c6-42af-9265-458f76575e13
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I saw Miranda the other day.\nb We use another before a number + noun, even when the number is more than one.\nWe were enjoying ourselves so much we decided to stay on for another three days/\nfor three more days.\nHere we are talking about an extra period, an extra number of days.\nWe can use other (= different) after a number.\nThere are two other rooms/two more rooms/another two rooms upstairs.\n181 Quantifiers without a noun\n1 We can use a quantifier without a noun, like a pronoun."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0c7aa708-b3c5-42e8-ae15-83cd39a2e438
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "DEPARTMENT STORES IN LONDON\nThere are several large stores in London where you can buy practically anything;\nothers are more specialized but still offer a wide choice of goods. Most have coffee\nshops and restaurants serving good, reasonably priced lunches and teas; many\nalso have hairdressing salons.\n(from R. Nicholson The London Guide)\nIt is clear from the context that most means 'most department stores' and many\nmeans 'many department stores'. Here are some more quantifiers that we might"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a4ea876b-0647-49bb-9643-b07d15834205
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "use in this context.\nSome sell food. A few are outside the West End.\nTwo have car parks. None stay open all night.\nWe can also use the of-pattern.\nMany of them also have hairdressing salons.\nNOTE\na After some quantifiers we can use one instead of a noun. \u2022 189\nI tried three doors, and each (one) was locked.\nb All as a pronoun is possible but a little unusual.\nAll open on Saturday.\nWe normally use a different pattern.\nAll of them open on Saturday. They all open on Saturday."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6f19b397-6efa-4db5-ab01-8834c72d9117
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "But we sometimes use all+ clause meaning 'everything' or 'the only thing'.\nI've told you all I know. All you need is love.\nAll can also mean 'everyone', although this use is old-fashioned and often formal.\nAll (those) in favour raise your hands. All were prepared to risk their lives.\nc We can use another without a noun or with one.\nThe first bus was full, but another (one) soon arrived.\nWe can do the same with the adjective other.\nI'll take one suitcase, and you take the other (one)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bb685c91-fd16-4cf5-ba79-130189432b23
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "But when we leave out a plural noun, we use others or ones with an s.\nThese letters are yours, and the others are mine/the other ones are mine.\nSome stores sell anything. Others are more specialized. PAGE 231 182 Overview: quantifiers\nWe can use each without a noun but not every.\nEach can choose its own half day.\nNOT Every can cheese-its own half day.\nWe cannot use no without a noun. We use none instead.\nThere are several routes up the mountain. None (of them) are easy."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 89ca177e-4de8-43ac-bd3d-fff746e42951
encoding: FLOAT32
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 a lot, plenty etc. When the quantifier is without a noun, we do not\nuse of.\nA lot serve lunches.\nIf you want to climb a mountain, there are plenty to choose from.\nThe area has millions of visitors, a large number arriving by car.\nOf must have a noun or pronoun after it.\nA lot (of them/of the stores) serve lunches.\n182 Overview: quantifiers\nThis overview shows some ways of expressing different quantities. The examples"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2e3dd168-a2ac-4a1a-9d25-cfb88643626b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "show which kinds of noun are possible in the different patterns: singular (letter),\nplural (letters), or uncountable (money).\nLarge/small quantity Whole/part quantity \u2022 178\nTotal all letters/money (in general)\nall (of) the letter (s) / money\nthe whole letter\nevery leach letter \u2022 178(5)\neach of these letters\nOf two \u2022 178(4)\nboth (your) letters\nboth of your letters\neither letter\neither of the letters\nMajority most letters/money (in general)\n\u2022 178(2) most of my letter (s) / money"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f11d6cc9-460a-44f4-8128-fec5b0d24ba5
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "\u2022 178(2) most of my letter (s) / money\nLarge a lot of letters/money a lot of the letter (s) / money\n\u2022 177(1) many letters many of his letters\na large number of letters much of this letter/money\nmuch money \u2022178(7)\na large amount of money\na great deal of money\nNeutral some letters/money some (of the) letter (s) / money\n\u2022 179(3)\u2022 179(1)\na number of letters part of that letter/money \u2022 178(6)\nan amount of money Half \u2022 178(2) half (of) the letter(s)/money"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c51de142-691a-4f3e-86df-2c4fa4e66962
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Small several letters several of those letters\n(positive) a few letters a few of the letters\n\u2022 177(2a) a small number of letters\na little money a little of his letter/our money\na bit of money a bit of that letter/money\na small amount of money\nSmall few letters few of our letters\n(negative) not many letters not many of these letters\n\u2022 177(2b) little money little of the letter/money\nnot much money not much of that letter/money\nhardly any letters/money hardly any of the letter(s)/money"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f532df4d-e77b-4989-91df-3534c3350e50
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Zero no letter(s)/money none of the letters/money \u2022 178(2)\n\u2022 179(2) no part of this letter/money\nOf two \u2022 178(4)\nneither letter\nneither of the letters\n21 QUANTIFIERS PAGE 232 22Pronouns\n183 Summary\nPersonal pronouns \u2022 184\nWe use personal pronouns for the speaker (I) and the person spoken to (you). We\nuse he, she, it and they to refer to other people and things when it is clear from the\ncontext what we mean.\nJudy isn't coming with us. She isn't very well."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ec88d33a-f57e-4cc9-892b-a365bcb87958
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Judy isn't coming with us. She isn't very well.\nPersonal pronouns have both a subject and an object form.\nI'm coming. Wait for me.\nSpecial uses of you, one, we and they \u2022 185\nWe can use you, one, we and they to refer to people in general.\nYou can't buy much for a pound.\nThey're putting up the prices.\nReflexive pronouns, emphatic pronouns and each other \u2022 186\nReflexive pronouns refer to the subject of the sentence.\nHelen looked at herself in the mirror."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 376039e1-0231-434c-8dec-3ac168832551
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Helen looked at herself in the mirror.\nEmphatic pronouns lay emphasis on a noun phrase.\nHelen did the wallpapering herself.\nWe use each other when the action goes in both directions.\nHelen and Tim write each other long, passionate letters.\nOVERVIEW: personal pronouns, Possessives and reflexives \u2022 187\nPronouns are related to possessive forms: I/me - my - mine - myself.\nOne and ones \u2022 188\nWe can use one(s) to replace a noun.\nI'll have a cola. A large one."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b71d25d6-a7f0-4f97-a9c2-d3a584ea34d0
encoding: FLOAT32
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 have a cola. A large one.\nWe can use one to replace a noun phrase with a/an.\n1 need a pound coin. Have you got one?\nEveryone, something etc \u2022 189\nThere are the compound pronouns everyone, something etc.\nEveryone came to the party.\nNOTE\nFor question words (who, what etc) used as pronouns, \u2022 27.\nFor possessive pronouns (mine, yours etc), \u2022 174.\nFor demonstrative pronouns (this, that, these, those), \u2022 175.\nFor quantifiers used as pronouns (some, many, a few etc), \u2022 181."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d17b0b2b-170a-4a1f-9b6c-f7079ebb852b
encoding: FLOAT32
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 relative pronouns (who, whom, which, that), \u2022 271. 22 PRONOUNS PAGE 234\n184 Personal pronouns\nIn this real conversation, Avril, Lucy and Sarah are talking about Lucy's brother.\nWHAT DOES MATTHEW LOOK LIKE?\nAvril: If we said to you now, 'What does Matthew look like?' you probably\nwouldn't be able to give as good a description as we could.\nLucy: Oh yes, I could.\nAvril: All right then. What does he look like?\nLucy: No, you describe him to me and I'll tell you if you're right."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cb7d1d17-ae27-490e-8115-144a234c74a9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Avril: Well, he's quite tall, over six foot. And he's thin.\nLucy: Well, yes, I suppose so.\nAvril: Well, in proportion with his height, and he's got fairly short black hair,...\nLucy: Not very short.\nAvril: Well, perhaps it's grown since I saw him.\nLucy: It's short as opposed to long.\nAvril: I couldn't tell you what colour his eyes were.\n(from M. Underwood Have you heard?)\n1 Introduction\na 'Personal pronouns' do not always refer to people. 'Personal' means first person"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c61a680b-703e-408f-80bf-42787024cb71
encoding: FLOAT32
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 speaker), second person (the person spoken to) and third person (another\nperson or thing). These are the forms.\nSingular Plural\nSubject Object Subject Object\nFirst person I me we us\nSecond person you you you you\nThird person he him they them\nshe her\nit it\nNOTE\na The pronoun I is always a capital letter,\nb You is the only second-person form.\nYou're quite right, Avril. You're late, all of you.\nc For weak forms of pronouns, \u2022 55(1b).\nWe use the subject form when the pronoun is the subject."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d7599e10-36ae-4240-bb69-cb7f08c93b5e
encoding: FLOAT32
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 couldn't tell you. Well, he's quite tall.\nWe use the object form when the pronoun is not the subject.\nYou describe him to me.\nWe also use the object form when the pronoun is on its own. Compare:\nWho invited Matthew? ~ I did. Who invited Matthew? ~ Me.\nNOTE\nWe sometimes use a subject pronoun as complement.\nThe young man looked rather like Matthew, but it wasn't him/he.\nWho's that? ~ It's me./It is I.\nSarah knows all about it. It was her/she who told me."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 03e36ccf-9d7a-42c8-8fa7-e0d696b498d3
encoding: FLOAT32
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 subject pronoun in this position is old-fashioned and often formal. The object pronoun\nis normal, especially in informal speech. For pronouns after as and than, \u2022 221(5). c We can use and or or with a pronoun, especially with I and you.\nMatthew and I are good friends.\nWould you and your sisters like to come with us?\nSarah didn't know whether to ring you or me.\nWe normally put I/me last, NOT I and Matthew are good friends.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 61971370-e289-4be6-8268-688c98a1b433
encoding: FLOAT32
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\nIn a phrase with and or or, an object pronoun is sometimes used in subject position.\nMatthew and me are good friends. You or him can have a turn now.\nThis happens only in informal English and is seen by many people as wrong. Some people\nincorrectly use I even when the phrase is not the subject.\nIt's a present from Matthew and I.\nd We cannot normally leave out a pronoun.\nWell, he's quite tall, NOT Well, is quite tall.\nYou describe him to me. NOT You describe to me."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7abd49a9-bc2e-435b-9bea-f3ac400b4f3b
encoding: FLOAT32
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 describe him to me. NOT You describe to me.\nBut we can leave out some subject pronouns in informal speech. \u2022 42\ne We do not normally use a pronoun together with a noun.\nMatthew is quite tall, NOT Matthew he's quite tall.\nNOTE\na A pronoun comes after the noun in this pattern with as for.\nAs for Matthew, he's quite tall.\nIn informal speech, we can leave out as for.\nMatthew, he's quite tall.\nThose new people, I saw them yesterday."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dcce7001-683f-4551-9ec9-0123bf3a9ecf
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Those new people, I saw them yesterday.\nHere we mention the topic (Matthew, those new people) and then use a pronoun to\nrefer to it.\nb In informal speech we can use this pattern.\nHe's quite tall, Matthew.\nIt was late, the five o'clock train.\nI saw them yesterday, those new people.\nc We sometimes use a noun phrase after a pronoun to make clear who or what the pronoun\nrefers to.\nMatthew was waiting for David. He, Matthew, felt worried./He (Matthew) felt worried."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3c61095c-3379-4829-a69b-71ef577232cf
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "A We can sometimes use a phrase after a pronoun to modify it.\nWe left-handed people should stick together.\nYou alone must decide. Look at her over there.\n2 We\nA plural pronoun refers to more than one person or thing. We means the speaker\nand one or more other people. We can include or exclude the person spoken to.\nWe're late. ~ Yes, we'd better hurry. (we = you and I)\nWe're late. ~ You'd better hurry then. (we = someone else and I)\n3 Third-person pronouns"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 595f5cf8-1083-48bb-b646-24ef62a445d0
encoding: FLOAT32
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 Third-person pronouns\na We use a third-person pronoun instead of a full noun phrase when it is clear what\nwe mean. In the conversation at the beginning of 184, Matthew is mentioned only\nonce. After that the speakers refer to him by pronouns because they know who\nthey are talking about.\nWhat does he look like? You describe him. Well, he's quite tall.\nBut we cannot use a pronoun when it is not clear who it refers to. Look at the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 48335282-0553-4b48-983e-fc92b298122c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "paragraph on the next page about the Roman generals Caesar and Pompey.\nPAGE 235 184 Personal pronouns 22 PRONOUNS PAGE 236\nThere was a great war between Caesar and the Senate; the armies of the Senate\nwere commanded by another Roman general, Pompey, who had once been\nfriendly with Caesar. Pompey was beaten in battle, fled to the kingdom of Egypt,\nand was murdered. Caesar became master of Rome and the whole of the Roman\nEmpire in 46 BC.\n(from T. Cairns The Romans and their Empire)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3b3971f9-e36e-412c-9d2f-153d761ee7a9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(from T. Cairns The Romans and their Empire)\nHere Caesar and Pompey have to be repeated. For example He was beaten in battle\nwould not make it clear who was beaten.\nNOTE\nA pronoun usually goes after the full noun phrase, but it can come first.\nWhen she got home, Claire rang to thank us.\nb He/him, she/her and it are singular. He means a male person, she means a female\nperson and it means something not human such as a thing, an action or an idea."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 33ca7c5a-3338-4c4a-98ec-6fa545d842ad
encoding: FLOAT32
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 like Steve. He's great fun. I like Helen. She's great fun.\nI like that game. It's great fun.\nWe also use it when talking about someone's identity. It means 'the unknown\nperson'.\nThere's someone at the door. It's probably the milkman.\nCompare these sentences.\nDon't you remember Celia? She was a great friend of mine.\nDon't you remember who gave you that vase? It was Celia.\nNOTE\na We can use he or she for an animal if we know the animal's sex and we feel sympathy or"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4ba407d9-6edd-4116-9a01-0cadb7bbd01b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "interest. Compare these sentences.\nHe's a lovely little dog. It's a really vicious dog.\nb We can use she/her for a country when we see it as having human qualities.\nThe country's oil has given it/her economic independence.\nc We sometimes use it for a human baby of unknown sex.\nLook at that baby. It's been sick.\nd We do not normally stress it, but we can stress this/that.\nGood heavens! Half past ten! Is that the right time?\nc They/them is plural and can refer to both people and things."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bc7e916a-7ecd-4e3b-a101-560b012271b7
encoding: FLOAT32
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 like your cousins. They're great fun. I like these pictures. They're super.\n4 Overview: uses of it\nUse Example\nTo refer to something I've lost my wallet. I can't find it anywhere.\nnon-human, e.g. a thing, Look at this water. It's a funny colour\na substance, an action, Going on all those long walks was hard work. ~\na feeling, an idea or It was exhausting.\na statement Love is a funny thing, isn't it?\nEveryone knows we cheated. It was obvious."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ca3614c3-44e9-47e7-92b9-9666fc23eda0
encoding: FLOAT32
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 knows we cheated. It was obvious.\nIdentifying a person Who's this photo of? Is it your sister?\nAs empty subject \u2022 50(5) It's raining.\nIt's strange that your dream came true.\nTo give emphasis \u2022 51 (3) It was Matthew who told me. 185 Special uses of you, one, we and they\n5 They for someone of unknown sex\nThere is a problem in English when we want to talk about a single person whose\nsex is not known. Here are three possible ways."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f66f4cbf-641b-4f14-887f-33cb58241f13
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "sex is not known. Here are three possible ways.\n1 When the millionth visitor arrives, he will be given a free ticket. His photo will be\ntaken by a press photographer.\n2 When the millionth visitor arrives, he or she will be given a free ticket. His or her\nphoto will be taken by a press photographer.\n3 When the millionth visitor arrives, they will be given a free ticket. Their photo\nwill be taken by a press photographer."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: df97d33d-f55d-43fa-ba84-cdbc7e0ed6fa
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "will be taken by a press photographer.\nThe use of he in sentence (1) is seen by many people as sexist and is less common\nthan it used to be. But (2) is awkward and we often avoid it, especially in speech.\nIn (3) they is used with a singular meaning. Some people see this as incorrect,\nbut it is neater than (2), and it is quite common, especially in informal English.\nNOTE\na The problem disappears if we can use a plural noun. Compare these two sentences."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 27d144c4-62e7-4ec2-b2f7-046444532329
encoding: FLOAT32
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 student is expected to arrange his or her own accommodation.\nStudents are expected to arrange their own accommodation.\nb Sometimes we write he/she instead of he or she.\nHe/she will be presented with a video camera.\n185 Special uses of you, one, we and they\n1 You\nThis real conversation contains two examples of the pronoun you meaning 'people\nin general'.\nDRESSING FOR DINNER\nMary: Well, what sort of clothes do women wear these days to sort of have dinner\nin a hotel on holiday?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 64637aad-6eb3-4b0b-bd85-078ac1cf3bb7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "in a hotel on holiday?\nCelia: I think you can wear anything these days.\nFelix: Long skirt and top, that's what my wife always wears.\nMary: What do you mean 'top'?\nFelix: Well, depending on how warm it is, you can either have a thin blouse or a\nblouse over a jumper.\n(from M. Underwood Have you heard?)\nCompare the two meanings of you.\nWhat do you mean? (you = Felix, the person spoken to)\nYou can wear anything these days. (you = women in general)\n2 One and you"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9f9ef55a-cc54-4c5e-98a7-7a51aba4dae9
encoding: FLOAT32
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 One and you\na We can also use one to mean 'any person, people in general', including the\nspeaker. One is a third-person pronoun.\nOne/You can't ignore the problem.\nOne doesn't/You don't like to complain.\nPAGE 237 22 PRONOUNS PAGE 23\nThis use of you is rather informal. One is more formal. It is less common than the\nequivalent pronoun in some other languages, and it cannot refer to groups which\ndo not include the speaker.\nNOT One is going to knock this building down. \u2022 (4)\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fd54450c-10b4-46b1-957b-60809ec78a36
encoding: FLOAT32
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\nIn Britain one is typical of upper-class speech, especially one instead of I.\nI hope/One hopes things will improve.\nb One can be the object.\nIce-cream is full of calories. It makes one hotter, not cooler.\nIt also has a possessive form one's and a reflexive/emphatic form oneself.\nOne should look after one's health.\nOne should look after oneself.\nNOTE For American usage, \u2022 304(6).\n3 We\nWe can also mean 'people in general', 'all of us', especially when we talk about"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4be110c8-9c4e-414d-9bb7-fa05c33118ac
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "shared knowledge and behaviour.\nWe know that nuclear power has its dangers.\nWe use language to communicate.\n4 They\nWe can use they to mean 'other people in general' and especially the relevant\nauthorities.\nThey're going to knock this building down.\nThey ought to ban those car phones.\nThey always show old films on television on holiday weekends.\nWe can also use they to talk about general beliefs.\nThey say/People say you can get good bargains in the market."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b9a69669-1d6c-43d6-b878-df70820df082
encoding: FLOAT32
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 say/Experts say the earth is getting warmer.\n186 Reflexive pronouns, emphatic pronouns and\neach other\n1 Form\nWe form reflexive/emphatic pronouns with self or selves.\nSingular Plural\nFirst person myself ourselves\nSecond person yourself yourselves\nThird person himself/herself/itself themselves\noneself \u2022185(2b) 2 Reflexive pronouns\na We use a reflexive pronoun as object or complement when it refers to the same\nthing as the subject.\nI fell over and hurt myself."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d95c94d6-fe14-442e-871f-7a0dd44ffe56
encoding: FLOAT32
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 fell over and hurt myself.\nVan Gogh painted himself lots of times.\nWe suddenly found ourselves in the middle of a hostile crowd.\nThe company's directors have given themselves a big pay rise.\nMarion didn't look herself/her usual self.\nWe use me, him etc only if it means something different from the subject.\nVan Gogh painted himself. (a picture of Van Gogh)\nVan Gogh painted him. (a picture of someone else)\nNOTE\na We can also use a reflexive pronoun in a sub clause."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: deb5a19a-2353-4eb7-ae7d-e656795bd635
encoding: FLOAT32
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 saw the woman fall and hurt herself.\nGiving themselves a pay rise wasn't very diplomatic of the directors.\nb Myself is sometimes an alternative to me.\nYou should get in touch either with Peter or myself.\nb After a preposition we sometimes use me, you etc and sometimes myself, yourself\netc. We use me, you etc after a preposition of place when it is clear that the\npronoun must refer to the subject.\nI didn't have my driving licence with me.\nMy mother likes all the family around her."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c95f12fd-171a-42f8-ad8d-2be0f76e9120
encoding: FLOAT32
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 mother likes all the family around her.\nSometimes we use a reflexive to make the meaning clear.\nI bought these chocolates for myself. (not for someone else)\nVincent has a very high opinion of himself. (not of someone else)\nWe also use myself etc rather than me etc after a prepositional verb, e.g. believe in.\nIf you're going to succeed in life, you must believe in yourself.\nWe're old enough to look after ourselves.\nNOTE By yourse/f means 'alone'. \u2022 174(6c)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 89a5ebaa-4783-4597-9518-30af135cea6d
encoding: FLOAT32
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 By yourse/f means 'alone'. \u2022 174(6c)\nc There are some idiomatic uses of a verb + reflexive pronoun.\nI hope you enjoy yourself. (= have a good time)\nDid the children behave themselves? (= behave well)\nCan we just help ourselves? (= take e.g. food)\nd Some verbs taking a reflexive pronoun in other languages do not do so in English.\nWe'll have to get up early. Won't you sit down?\nI feel so helpless. He can't remember what happened."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9514b30c-8ba8-4be1-8bf7-d92bc527dd65
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Such verbs are afford, approach, complain, concentrate, feel + adjective, get up,\nhurry (up), lie down, relax, remember, rest, sit down, stand up, wake up, wonder,\nworry.\ne These verbs do not usually take a reflexive pronoun: wash, bath, shave, (un)dress\nand change (your clothes).\nTom dressed quickly and went down to breakfast.\nNOTE\na We can use a reflexive pronoun when the action is difficult.\nThe old man was unable to dress himself."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c4558431-4f2b-46a6-9dcf-36a55c71a0e1
encoding: FLOAT32
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 old man was unable to dress himself.\nMy back was very painful, but I managed to get myself dressed.\nPAGE 239 186 Reflexive pronouns etc 22 PRONOUNS PAGE 240\nb Dry in this context takes a reflexive.\nTom dried himself on a large yellow bath towel.\nc We often use get washed, get shaved, get (un)dressed and get changed.\nTom got dressed quickly and went down to breakfast.\nd For have a wash/bath/shave, \u2022 87.\n3 Emphatic pronouns"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bd32422f-110d-4d11-aa2c-04b4d40ac830
encoding: FLOAT32
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 Emphatic pronouns\na We use an emphatic pronoun to emphasize a noun phrase. Self/selves is stressed.\nWalt Disney himself was the voice of Mickey Mouse.\n(= Walt Disney, not someone else)\nThe town itself is very ordinary, but it is set in lovely countryside.\n(= the town, not its surroundings)\nb The pronoun can also mean 'without help'. In this meaning, it usually comes in\nend position.\nWe built the garage ourselves.\nDid you do all this electrical wiring yourself?\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ecb7d61e-a3eb-4b7d-b69f-eb90d93504e0
encoding: FLOAT32
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\nMyself sometimes means 'as for me', 'as far as I am concerned'.\nI don't agree with it, myself.\n4 Each other/one another\na These are sometimes called 'reciprocal pronouns.' They refer to an action going in\none direction and also back in the opposite direction.\nThe students help each other/one another with their homework.\nThe two drivers blamed each other/one another for the accident.\nEngland and Portugal have never been at war with each other/one another.\nThere is a possessive form."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 70645bb3-3b66-4ad5-9897-cc2cfc90aadf
encoding: FLOAT32
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 a possessive form.\nTracy and Sarah are the same size. They often wear each other's/one another's\nclothes.\nb Compare the reflexive pronoun and each other.\nThey've hurt themselves. They've hurt each other.\nc There is also a pattern each... the other.\nEach driver blamed the other. Each girl wears the other's clothes.\nNOTE\nCompare one ...the other, which means an action in one direction only.\nAn airline once employed two psychiatrists to watch the passengers and arrest anyone whose"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 82dbdb9c-88be-4b27-a4b5-b57fa0b2b423
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "nervous behaviour suggested they might be a hi-jacker. On their first flight one of the\npsychiatrists arrested the other. 188 One and ones\n187 Overview: personal pronouns, Possessives and\nreflexives\nPersonal pronouns \u2022 184 Possessives \u2022 174 Reflexive/emphatic\npronouns \u2022 186\nSubject Object Determiners Pronouns\nSINGULAR\nFirst person I me my mine myself\nSecond person you you your yours yourself\nThird person he him his his himself\nshe her her hers herself\nit it its itself\nPLURAL"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 32536dc1-93ef-43e0-bcc1-bcdd2c70640d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "she her her hers herself\nit it its itself\nPLURAL\nFirst person we us our ours ourselves\nSecond person you you your yours yourselves\nThird person they them their theirs themselves\n188 One and ones\n1 We sometimes use one or ones instead of a noun. Here are some examples from\nreal conversations.\nI felt I could afford a bigger car, and the one I'd got was on its last legs, really.\n(the one = the car)\nNow I will think everywhere I go on an aeroplane 'Is this one going to come"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 20f5ef21-4083-4ad6-a77e-543a7e8cae8e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "down?' (this one = this aeroplane)\nAnd what other stamps do you like besides Polish ones? ~ English ones. We've got\na lot of those. (English ones = English stamps)\nOne is singular and ones is plural. We use one/ones to avoid repeating a noun when\nit is clear from the context what we mean.\nNOTE\nWe cannot use one/ones instead of an uncountable noun, but we can leave out the noun.\nThis is plain paper. I wanted lined.\n2 Sometimes we can either use one/ones or leave it out. But sometimes we have to"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6ff186d5-3b8d-4f8a-89c2-e8baf2c187bc
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "use it if we leave out the noun.\na Patterns where we can leave out one/ones\nAfter a demonstrative\nThese pictures are nice. I like this (one).\nAfter each, any, another, either and neither.\nThe building had six windows. Each (one) had been broken.\nAfter which\nThere are lots of seats still available. Which (ones) would you like?\nAfter a superlative\nThese stamps are the nicest (ones).\nPAGE 241 22 PRONOUNS PAGE 242\nb Patterns where we have to use one/ones\nAfter an adjective (But \u2022 Note)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a42da46e-2732-4928-986e-15b8a9716077
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "After an adjective (But \u2022 Note)\nAn orange juice. A large one, please.\nI didn't buy a calculator. They only had expensive ones.\nAfter the\nThis television is better than the one we had before.\nAfter every\nThe building had lots of windows. Every one had been broken.\nNOTE\nWe can sometimes leave out one/ones when we use two adjectives.\nWe've got French books and German (ones).\nAre these the old prices or the new (ones)?\nWe can also leave out one/ones after an adjective of colour."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 10f161b7-17c9-4665-9402-8c70f8f06702
encoding: FLOAT32
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 toothbrush is the blue (one).\n3 We cannot use one after a. We leave out a.\nWhenever you need a phone box, you can never find one. (= a phone box)\nI don't know anything about weddings. I haven't been to one lately. (= a wedding)\n4 Compare one/some and it/they.\nI haven't got a rucksack. I'll have to buy one. (= a rucksack)\nI haven't got any boots. I'll have to buy some. (= some boots)\nI've got a rucksack. You can borrow it. (= the rucksack)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1640aad4-767e-4927-a3cf-b887777fbfa5
encoding: FLOAT32
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 boots, but they might not fit you. (= the boots)\nOne and some are indefinite (like a). It and they are definite (like the).\n5 Here is an overview of the uses of one and ones.\nUse/Meaning Example\nThe number 1 Just wait one moment.\nWith of Would you like one of these cakes?\n\u2022 188(2) Replacing a noun A whisky, please. A large one.\nTwo coffees, please. Small ones.\n\u2022 188(3) Replacing a/an + noun I've just baked these cakes. Would you\nlike one?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2bef37e7-8513-4bd5-8328-bd9697235447
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "like one?\n\u2022 185(2) 'Any person' One shouldn't criticize.\n189 Everyone, something etc\n1 Every, some, any and no form compound pronouns ending in one/body and thing\n(sometimes called 'indefinite pronouns') and compound adverbs ending in where.\na everyone/everybody - all (the) people\nEveryone has heard of Elton John,\nsomeone/somebody - a person\nSomeone broke a window,\nno one/nobody = no people"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7a2317be-f5c3-42f3-b176-f6b871e448b7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Someone broke a window,\nno one/nobody = no people\nThe bar's empty. There's nobody in there. One and body have the same meaning in compound pronouns. We use everyone\nand everybody in the same way.\nNOTE\na Every one as two words can refer to things as well as people.\nThe comedian told several jokes. Everyone laughed loudly. (stress on every)\nThe comedian told several jokes. Every one I had heard before. (stress on one)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e89633c0-045d-4e86-a977-de9ffddbb247
encoding: FLOAT32
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 All and none do not normally mean 'everyone' and 'nobody'. But we can say all of/none of\nthe people.\nc Compare someone and one.\nSomeone knows what happened. (= one person)\nOne knows what happened. (= people in general)\nd We write no one as two words.\nb We use thing for things, actions, ideas etc.\nTake everything out of the drawer. (= all the things)\nThere's something funny going on. (= an action)\nI've heard nothing about all this. (= no information)\nPAGE 243 189 Everyone, something etc"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c6dd6483-41c1-40c7-9f6c-54d3e8b4bae7
encoding: FLOAT32
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 243 189 Everyone, something etc\nNOTE Nothing is pronounced\nc everywhere = (in) all (the) places\nI've been looking everywhere for you.\nsomewhere = (in) a place\nHave you found somewhere to sit?\nnowhere = (in) no places\nThere's nowhere to leave your coat.\nNOTE For American someplace etc, \u2022 305 (3).\n2 The difference between someone/something and anyone/anything is like the\ndifference between some and any. \u2022 179\nThere's someone in the waiting-room.\nI can't see anyone in the waiting-room."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 983992fc-a4d7-4f4f-a732-502c61acaa76
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I can't see anyone in the waiting-room.\nPark somewhere along here. Anywhere will do.\n3 Pronouns in one/body have a possessive form.\nI need everyone's name and address.\nSomebody's car is blocking the road.\n4 We can use an adjective or a phrase or clause after everyone etc.\nWe need someone strong to help move the piano, NOT -strong someone\nHave you got anything cheaper? NOT anything of cheaper\nNobody in our group is interested in sightseeing.\nI've told you everything I know."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f68ef4f4-2d7a-4ba4-9b45-7c630a1dcc75
encoding: FLOAT32
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 told you everything I know.\nWe can also use else after everyone etc.\nIs there anything else you want? (= any other thing)\nLet's go somewhere else. (= to another place)\nNOTE\na A phrase with one/body + else can be possessive.\nBut everyone else's parents let them stay out late.\nb We cannot use than after else.\nHow about someone other than me washing up? 22 PRONOUNS PAGE\n5 Everyone, something etc take a singular verb. \u2022 153(3)\nEverything was in a mess."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 886010d8-0822-4ada-8827-28ad58e28f71
encoding: FLOAT32
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 was in a mess.\nAfter everyone we normally use they/them/their, even though the verb is singular.\nEveryone was asked what they thought.\nEverybody was doing their best to help.\nThis can also happen with other words in one/body. \u2022 184(5)\nSomeone has left their coat here. ~ I think it's Paul's.\nNOTE\nSomeone and something usually have a singular meaning.\nSomeone was injured in the accident. (= one person)\nSome people were injured in the accident. (= more than one person)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 286e8748-529a-4b68-8203-3c1a9d9a0fa8
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Something was stolen. (= one thing)\nSome things were stolen. (= more than one thing) 23Numbers and measurements\n190 Summary\nCardinal numbers \u2022191\none, two, three etc\nOrdinal numbers \u2022 192\nfirst, second, third etc\nFractions, decimals and percentages \u2022 193\nthree quarters point seven five seventy-five per cent\nNumber of times \u2022 194\nonce, twice, three times etc\nTimes and dates \u2022 195\nWe use numbers when giving the time and the date.\ntwenty past six October 17th\nSome other measurements \u2022 196"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 62cd7996-3a6f-426c-b1f2-3d606e369fbc
encoding: FLOAT32
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 other measurements \u2022 196\nWe also use numbers to express an amount of money, length, weight etc.\n191 Cardinal numbers\n1 one 11 eleven\n2 two 12 twelve\n3 three 13 thirteen\n4 four 14 fourteen\n5 five 15 fifteen\n6 six 16 sixteen\n7 seven 17 seventeen\n8 eight 18 eighteen\n9 nine 19 nineteen\n10 ten 20 twenty\n1 23 NUMBERS AND MEASUREMENTS PAGE 246\n21 twenty-one 100 a/one hundred\n22 twenty-two 102 a/one hundred and two\n30 thirty 164 a/one hundred and sixty-four\n40 forty 596 five hundred and ninety-six"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0a7796a0-bce2-4d5d-9817-bf8000c1aad6
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "40 forty 596 five hundred and ninety-six\n50 fifty 7,830 seven thousand eight hundred and thirty\n60 sixty 1,000,000 a/one million\n70 seventy 1,000,000,000 a/one billion\n80 eighty\n90 ninety\nNOTE\na Be careful with these spellings: fifteen, eighteen, forty, fifty, eighty.\nb We can use a or one before hundred, thousand, million etc.\nThere's a hundred/one hundred metres to go!\nI've told you a thousand times not to do that.\nUnemployment stands at one million four hundred thousand."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 187a5bb5-0e8e-43cc-9b5f-7766a2f84424
encoding: FLOAT32
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 is informal. One is usual in longer numbers. We cannot leave out a or one.\nNOT I've told you thousand times.\nc Hundred, thousand, million etc are singular except in the of-pattern. \u2022 (3)\nd We use and between hundred and the rest of the number (but not usually in\nthe USA, \u2022 304(7)).\ne We put a hyphen in twenty-one, sixty-five etc, but not before hundred, thousand or million.\nf We can write a thousand as 1,000 or 1 000 or 1000 but not 1.000."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9ab14552-eb0b-4475-831c-0f1f2d3791ac
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "g For the numbers 1100, 1200 etc up to 1900, we sometimes say eleven hundred, twelve\nhundred etc.\nThe hostage spent over fourteen hundred days in captivity.\nh In British English one billion can sometimes mean 1,000,000,000,000.\ni We sometimes use alone dozen for 12.\nhalf a dozen eggs (= 6 eggs)\nAnd in informal English we can use a couple for two.\nWe'll have to wait a couple of minutes.\n2 Here are some examples of numbers in written English.\nfree for 10 days 450 million trees the last 2 years"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2e934be1-9091-4c5b-9462-69bfa4890112
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "in 24 other towns and cities 35,000 free air miles to be won\naged 2 to 11 inclusive an apartment for 6 see page 10\nSometimes numbers are written in words, especially small numbers.\none of four super prizes two bedrooms (one double and one single)\n3 To express a large but indefinite number we can use dozens of, hundreds of,\nthousands of and millions of.\nThere were hundreds of people in the square, NOT eight hundreds of...\nA drop of water consists of millions of atoms.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 25040f52-0290-4f39-a324-5594452000d5
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nWe can use a definite number with the of-pattern for part of a quantity.\nOne of these letters is for you. Four of the passengers were injured.\n4 We can use words and phrases like these to give an approximate number.\nabout two years around a thousand pounds approximately four miles\nHere are some other ways of modifying a number.\nmore than 100 destinations over 5 metres long\nless than ten miles below 10,000 feet children under 3"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 839858e9-9ef5-4668-8a84-a8295a22b229
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "only \u00a314.99 at least 3 weeks sleeps up to 6 people 1st first 8th eighth\n2nd second 9th ninth\n3rd third 12th twelfth\n4th fourth 13th thirteenth\n5th fifth 20th twentieth\n5 We also use numbers to identify someone or something, for example on a credit\ncard, passport or ticket. We read each figure separately.\nExpress Card 4929 806 317 445\n'four nine two nine, eight oh six, three one seven, double four five'\nCall us on 0568 92786\n'oh five six eight, nine two seven eight six'\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 62dfbdd7-a40f-4bf0-b32b-f32db25217ec
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nWe say 'oh' for the figure 0 in these numbers. When we talk about this figure, we use nought.\nYou've missed out a nought here.\nBut in the USA (and sometimes in Britain) we say 'zero' for 0.\n192 Ordinal numbers\n1 We form most ordinals by adding th to the cardinal number, e.g. ten tenth.\nTwenty, thirty etc have ordinals twentieth, thirtieth etc. First, second and third are\nirregular.\n21st twenty-first\n22nd twenty-second\n54th fifty-fourth\n100th hundredth\n347th three hundred and forty-seventh"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 078b45d4-e633-428f-a99f-7924960363d0
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "347th three hundred and forty-seventh\nNOTE Be careful with these spellings: fifth, eighth, ninth, twelfth and twentieth etc.\n2 Here are some examples.\nher 65th birthday on the 83rd floor\nThe third and fourth adult passengers in your car can travel free.\nNOTE\na We also use ordinal numbers in fractions, \u2022 193(1), and dates, \u2022 195(2).\nb George V is spoken 'George the fifth'.\nc An ordinal number usually comes before a cardinal. \u2022 143(3h)\nThe first four runners were well ahead of the others."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 29e33505-1543-4245-9c35-ab8d92c20833
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "193 Fractions, decimals and percentages\n1 Fractions\na In fractions we use half, quarter or an ordinal number.\n\u00bd a/one half 1\u00bd one and a half\n2/3 two thirds 21/3 two and a third\n\u00bc a/one quarter 63/4 six and three quarters\n4/5 four fifths 15/16 fifteen sixteenths/fifteen over sixteen\nb With numbers less than one, we use of before a noun phrase.\nTwo thirds of the field was under water.\nWe get a quarter of the profits.\nFor half, \u2022 178 (2b)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4a1852bb-9f5f-4ba8-8a4c-dfc94d07d078
encoding: FLOAT32
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 half, \u2022 178 (2b).\nPAGE 247 193 Fractions, decimals and percentages 23 NUMBERS AND MEASUREMENTS\nc With numbers above one, we can use a plural noun.\nWe waited one and a half hours.\nI'd like six and three quarter metres, please.\nNOTE\na With one and a half/quarter etc + noun, there is an alternative pattern.\none and a half hours/an hour and a half\none and a quarter pages/a page and a quarter\nb The word directly before the noun is singular. Compare these phrases.\nthree quarters of a metre"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4abbde7b-cc63-40e5-a9d4-7a2e89e8fe91
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "three quarters of a metre\nsix and three quarter metres\n2 Decimals\nWe use a decimal point (not a comma). After the point we say each figure\nseparately.\n0.2 '(nought) point two'\n7.45 'seven point four five'\n15.086 'fifteen point oh/nought eight six'\nNOTE Americans say 'zero' instead of nought' or 'oh'.\n3 Percentages\n194 Number of times\n1 We can say once, twice, three times, four times etc to say how many times\nsomething happens.\nI've done the exercise once. Isn't that enough?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8481db19-6a6d-4a7b-9a18-1d02d6c806b3
encoding: FLOAT32
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 done the exercise once. Isn't that enough?\nWe usually go out about twice a week.\nYou've told me that same story three times now.\nNOTE\nOnce can mean 'at a time in the past'.\nWe lived in a bungalow once.\n2 We can use twice, three times etc to express degree, to say how many times greater\nsomething is.\nI earn double/twice what I used to/twice as much as I used to.\nYou're looking ten times better than you did yesterday.\nPAGE 248\nSave 10%! ('ten per cent'"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 08b8974b-fc04-46c3-b1cb-678cbf4cd1b1
encoding: FLOAT32
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 248\nSave 10%! ('ten per cent'\nan annual return of 14.85% ('fourteen point eight five per cent')\n18 per cent of the total PAGE 249 195 Times and dates\n195 Times and dates\n1 The time of day\n4.00 four (o'clock)\n8.05 five (minutes) past eight eight oh five\n2.10 ten (minutes) past two two ten\n5.12 twelve minutes past five five twelve\n11.15 (a) quarter past eleven eleven fifteen\n9.30 half past nine nine thirty\n1.35 twenty-five (minutes) to two one thirty-five"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 10d6e58e-0a5e-4df0-b9f4-220473206282
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "1.35 twenty-five (minutes) to two one thirty-five\n10.45 (a) quarter to eleven ten forty-five\n7.52 eight minutes to eight seven fifty-two\nNOTE\na We use o'clock only on the hour. We can leave it out in informal English.\nI usually get home at about six.\nWe do not use o'clock with am/pm or after the figures 00.\nfour o'clock/4 o'clock\nNOT four o'clock pm and NOT 4.00 o'clock\nb In most contexts we can use either way of saying the time. We usually prefer a phrase like"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4ac82c05-dc90-4ed5-af61-babf8ded59cb
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "half past five in everyday contexts and five thirty for a timetable.\nI got home about half past five/about five thirty.\nThe train leaves at five thirty/at half past five.\nc We can use am /ei'em/ meaning 'in the morning' and pm /pi:'em/ meaning 'in the\nafternoon or evening'.\nThe match starts at 3.00 pm.\nTwelve o'clock in the day is midday or noon. Twelve o'clock at night is midnight.\nd We sometimes use the 24-hour clock in timetables.\nThe next train is the 15.30. ('fifteen thirty')"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8b176463-8aac-4766-be98-89106f50d2e8
encoding: FLOAT32
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 next train is the 15.30. ('fifteen thirty')\nFor times on the hour we sometimes say hundred hours.\n23.00 'twenty-three (hundred) hours'\ne We usually leave out minutes after 5, 10, 20 and 25, but we must use it after other numbers.\nseventeen minutes past/to six NOT seventeen past/to six\nf In informal speech we can leave out the hour if it is known.\nIt's nearly twenty past (four), already.\nUsing half for half past is also informal.\nWhat time is it? ~ Half nine."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1fb53161-691e-49f0-bc39-1007ce1569c8
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "What time is it? ~ Half nine.\ng Americans also use after and of, e.g. ten past/after two, a quarter to/of eleven.\n2 Dates\na When we write the date, we can use either a cardinal number such as 15 or an\nordinal number such as 15th.\n15 August August 15 15th August August 15th\n3 May May 3 3rd May May 3rd\nIn speech ordinal numbers are usual.\n'the fifteenth of August' August the fifteenth'\n' the third of May' 'May the third'\nThe date can also be spoken like this, especially in the USA."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9583e4d5-8f45-4ea9-aeb9-ba310353d46c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "'August fifteenth'\nNOTE\na 'August fifteen' is also possible.\nb 5/3/93 means 5th March 1993 in Britain and 3rd May 1993 in the USA. 23 NUMBERS AND MEASUREMENTS PAGE 250\nb We say the year like this.\n1995 'nineteen ninety-five' 1763 'seventeen sixty-three'\n347 'three forty-seven' 1500 'fifteen hundred'\n1801 'eighteen oh one' 2000 '(the year) two thousand'\nNOTE Other expressions are the 1980s ('the nineteen eighties'), and a man in his fifties.\n196 Some other measurements\n1 Money"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4f787dd3-fb85-408e-949f-d97879d41ad6
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "196 Some other measurements\n1 Money\n30p 'thirty pence' 20c 'twenty cents'\n'thirty p' /pi:/ $10 'ten dollars'\n\u00a31.00 'a/one pound' $12.50 'twelve (dollars) fifty'\n\u00a32.50 'two pound(s) fifty'\n'two fifty'\na Fora hundred pounds we write \u00a3100. NOT a \u00a3100\nb We can talk about a fifty-pence coin or a fifty, a twenty-pound note or a twenty.\nHave you got a ten pound note? Can I have the money in tens, please?\n2 Length\n6ft 2ins/6'2\" 'six feet/foot two\ninches'\n100 yards 'a hundred yards'"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 053dff2c-a6ed-40bb-ac22-9eb1b4f76e01
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "inches'\n100 yards 'a hundred yards'\n20 miles 'twenty miles'\n190cm 'a hundred and ninety\ncentimetres'\n100m 'a hundred metres'\n30km 'thirty kilometres'\n3 Weight\n\u00bdlb 'half a pound'\n2lbs 'two pounds'\n4 Liquid measure\n1 pint 'a pint'\n6 gallons 'six gallons'\n250g 'two hundred and fifty grams'\n1kg 'a kilo/kilogram'\n\u00bd litre 'half a litre'\n30 litres 'thirty litres'\n5 Temperature\n60\u00b0F 'sixty degrees (Fahrenheit)'\nNOTE\nWe use zero for freezing point.\nThe temperature will fall below zero."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ab380bf3-b00b-45f0-a9d8-d293ea239803
encoding: FLOAT32
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 temperature will fall below zero.\n15\u00b0C 'fifteen degrees (Celsius)' 24\nAdjectives\n197 Summary\nIntroduction to adjectives \u2022 198\nAdjectives are words like short, old, cheap, happy, nice, electric. Most adjectives\nexpress quality; they tell us what something is like.\nAn adjective always has the same form, except for comparison (shorter, shortest).\nThe position of adjectives \u2022 199\nAn adjective can come before a noun.\na cheap shirt\nIt can also be a complement after be.\nThis shirt is cheap."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1d350cab-17ca-441d-af7d-46ec361c3736
encoding: FLOAT32
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 shirt is cheap.\nAdjectives used in one position only \u2022 200\nA few adjectives can go in one position but not in the other.\nSome adjectives have different meanings in different positions.\nat a certain time (= specific) Are you certain? (= sure)\nAdjectives after nouns and pronouns \u2022 201\nSometimes an adjective can go after a noun or pronoun.\nshoppers eager for bargains\nThe order of adjectives \u2022202\nThere is usually a fixed order of adjectives before a noun.\na nice old house"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1c85f2e0-89d7-45f0-ac8a-2d9f3090d94a
encoding: FLOAT32
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 nice old house\nAmusing and amused, interesting and interested \u2022 203\nAdjectives in ing express the effect something has on us.\nThe delay was annoying.\nAdjectives in ed express how we feel.\nThe passengers were annoyed.\nThe + adjective \u2022 204\nWe can use the + adjective for a social group.\nThere's no work for the unemployed.\nNOTE\nThere can be a phrase or clause after some adjectives.\nAdjective + prepositional phrase: I'm afraid of heights. \u2022 236"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1238c494-9f5b-4b42-833e-366f6d1a170e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Adjective + to-infinitive: It's nice to have a bit of a rest. \u2022 123\nAdjective + clause: The passengers were annoyed that no information was given. \u2022 262(6)\nPAGE 251 24 ADJECTIVES PAGE 252\n198 Introduction to adjectives\n1 Use\nPARADISE APARTMENTS\nAn excellent choice for an independent summer holiday, these large apartments\nare along an inland waterway in a quiet residential area. The friendly resort of\nGulftown with its beautiful white sandy beach is only a short walk away."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5ba7defc-b8a7-4237-be66-ef61581a9ae9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Restaurant and gift shop nearby.\nAn adjective modifies a noun. The adjectives here express physical and other\nqualities (large, quiet, friendly) and the writer's opinion or attitude (excellent,\nbeautiful). The adjective residential classifies the area, tells us what type of\narea it is.\nAdjectives can also express other meanings such as origin (an American writer),\nplace (an inland waterway), frequency (a weekly newspaper), degree (a complete"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7e083f33-c36c-4391-a4e2-4bf877ed7b40
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "failure), necessity (an essential safeguard) and degrees of certainty (the probable\nresult).\nNOTE\na We use adjectives of quality to answer the question What... like?\nWhat's the area like? ~ Oh, it's very quiet.\nAdjectives of type answer the question What kind of...?\nWhat kind of area is it? ~ Mainly residential.\nb A modifier can also be a noun, e.g. a summer holiday, a gift shop. \u2022 147\n2 Form\na An adjective always has the same form. There are no endings for number or\ngender."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8cb88d48-7b48-4f87-9522-ab192690cb50
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "gender.\nan old man an old woman old people\nBut some adjectives take comparative and superlative endings. \u2022 218\nMy wife is older than I am. This is the oldest building in the town.\nb Most adjectives have no special form to show that they are adjectives. But there are\nsome endings used to form adjectives from other words. \u2022 285(5)\ncareful planning a salty taste global warming artistic merit\n199 The position of adjectives\n1 An adjective phrase can have one or more adjectives."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 637f8fc8-d4a4-4718-9b9d-04adb36f807e
encoding: FLOAT32
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 large stadium a large, empty stadium\nFor details about the order of adjectives, \u2022 202.\nAn adverb of degree can come before an adjective. \u2022 212\na very large stadium an almost empty stadium\na very large, almost empty stadium\nNOTE\na The adverb enough follows the adjective.\nWill the stadium be large enough?\nb We can put a phrase of measurement before some adjectives."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 046f0b1a-0c0d-4be5-9ee9-bbeb6b244c19
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The man is about forty years old and six feet tall. 2 An adjective can go before a noun or as complement after a linking verb such as\nbe, seem, get. These positions are called 'attributive' and 'predicative'.\nAttributive: It is a large stadium. (before a noun)\nPredicative: The stadium is large. (as complement)\n3 These adjectives are in attributive position.\nCanterbury is a lovely city. I bought a black and white sweater.\nA noisy party kept us awake. It's a difficult problem."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e8da0f53-29db-4bd2-aab3-de648a6453e3
encoding: FLOAT32
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 For the pattern so lovely a city, \u2022 212(4).\n4 These adjectives are in predicative position.\nCanterbury is lovely. The sweater was black and white.\nThe party seemed very noisy. Things are getting so difficult.\nNOTE\na An adjective can also be an object complement. \u2022 11(1)\nWhy must you make things difficult? A noisy party kept us awake.\nb We can use an adjective in an exclamation with how. \u2022 20(l)\nHow lovely the view is! How cold your hands are!"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2b2eaba9-90fe-49be-9842-8f756a764376
encoding: FLOAT32
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 lovely the view is! How cold your hands are!\nAn adjective can also be a one-word reply, e.g. Oh, good./Lovely.\nc For The party seemed noisy and The door banged noisily, \u2022 209(1b).\n5 In these patterns we leave out words before a predicative adjective.\na I've got a friend keen on fishing. \u2022 201\n(= ... a friend who is keen on fishing.)\nb Could you let me know as soon as possible?\n(= ... as soon as it is possible.)\nI don't want to spend any more money than necessary."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 14e1c637-9895-44cb-8cfe-4cfd653b52b0
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Chris went to bed later than usual.\nWe can do this with a few adjectives after as or than.\nc Pick the fruit when ripe.\n(= ... when it is ripe.)\nWork the putty in your hands until soft.\nIf possible, I should like some time to think it over.\nAlthough confident of victory, we knew it would not be easy.\nThis pattern with a conjunction is found mainly in written English and especially\nin instructions how to do something."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 02a1b74b-03cc-4852-bc25-c8c4428487f5
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "in instructions how to do something.\n6 In rather formal or literary English an adjective can go before or after a noun\nphrase, separated from it by a comma.\nUncertain, the woman hesitated and looked round.\nThe weather, bright and sunny, drove us out of doors.\n199 The position of adjectivesPAGE 253 24 ADJECTIVES PAGE 254\n200 Adjectives used in one position only\nMost adjectives can be either in attributive position (nice weather) or in"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7e2dea2f-a6b3-4400-aa38-0fced835f9ee
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "predicative position (The weather is nice). But a few go in one position but not in\nthe other.\n1 Attributive only\nThat was the main reason, NOT That reason was main.\nThe story is utter nonsense.\ninner ring road\nThese adjectives are attributive but not predicative: chief, elder (= older),\neldest (= oldest), eventual, former (= earlier), indoor, inner, main,\nmere (a mere child = only a child), only, outdoor, outer, principal (= main),\nsheer (= complete), sole (= only), upper, utter (= complete)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 07edfbab-73c8-44ba-82d0-e0fd00ac74e7
encoding: FLOAT32
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 Little is mostly attributive.\na little/small cottage The cottage is small.\nb Same cannot be predicative except with the.\nYes, I had the same experience./Yes, my experience was the same.\nc A noun as modifier can only be attributive.\na tennis club a water pipe afternoon tea\nBut nouns saying what something is made of can go in either position.\nIt's a metal pipe./The pipe is metal.\n2 Predicative only\nThe children were soon asleep. NOT the asleep children"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 912a6b8f-375a-4fcb-a9fb-6bcc684f32ab
encoding: FLOAT32
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 manager seemed pleased with the sales figures.\nOne person was ill and couldn't come.\nThese adjectives are predicative but not attributive.\nSome words with the prefix a: asleep, awake, alive, afraid, ashamed, alone, alike\nSome words expressing feelings: pleased, glad, content, upset\nSome words to do with health: well, fine, ill, unwell\nNOTE\na Many of these adjectives can be attributive if they are modified by an adverb.\nthe wide awake children\nan extremely pleased customer"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d252fd37-0ec7-40d2-9729-94da3c1637e9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "an extremely pleased customer\nb There is sometimes a word that we can use attributively instead of one with the prefix a.\na sleeping child NOT an asleep child\na living person NOT an alive person\nthe frightened animal NOT the afraid animal\nThere are also other words expressing feelings which we can use attributively.\na satisfied/contented customer NOT a pleased customer\nc Pleased, glad and upset can be attributive when not referring directly to people."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7b76dd8b-63e6-4dd3-a637-c4d6b141a16f
encoding: FLOAT32
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 pleased expression the glad news an upset stomach\nd For more details about well, ill etc in Britain and the USA, \u2022 305(1). 3 Different meanings in different positions\nEither position\nAttributive only Attributive Predicative\na real hero real wood The wood is real.\n(degree) (= not false)\na perfect idiot a perfect day The day was perfect.\n(degree) (= excellent)\nYou poor thing! a poor result The result was poor.\n(sympathy) (= not good)\npoor people The people are poor.\n(= having little money)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a64a06ee-0f50-49fc-a9c4-7e8b52be5bec
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(= having little money)\nPredicative only\na certain address I'm certain.\n(= specific) (= sure)\nthe present situation I was present.\n(= now) (= here/there)\na late bus The bus was late.\n(= near the end of the day) (= not on time)\nthe late president\n(= dead)\n4 A beautiful dancer\nIn phrases like a beautiful dancer, an interesting writer, a heavy smoker, a frequent\nvisitor, an old friend, the adjective usually modifies the action not the person.\nAttributive Predicative"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a1546875-a151-40b8-90c9-5f80509d85ad
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Attributive Predicative\nShe's a beautiful dancer. The dancer is beautiful.\n(= Her dancing is beautiful.) (= The dancer is a beautiful person.)\nHe was a frequent visitor.\n(= His visits were frequent.)\n201 Adjectives after nouns and pronouns\n1 Some adjectives can have a prepositional phrase after them.\nPeople were anxious for news. The field was full of sheep.\nThe adjective + prepositional phrase cannot go before the noun, but it can go\ndirectly after it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 51a3c0bb-34d8-4142-9118-7b2f9106f642
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "directly after it.\nPeople anxious for news kept ringing the emergency number.\nWe walked across a field full of sheep.\n2 Sometimes the position of the adjective depends on the meaning.\nThe amount of money involved is quite small. (= relevant)\nIt's a rather involved story. (= complicated)\nThe person concerned is at lunch, I'm afraid. (= relevant)\nA number of concerned people have joined the protest. (= worried)\nPAGE 255 201 Adjectives after nouns and pronouns 24 ADJECTIVES PAGE 256"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3e8d69d7-2178-4f18-a173-5dbd90b914c7
encoding: FLOAT32
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 were ten members of staff present. (= there)\nOur present problems are much worse. (= now)\nJudy seems a responsible person. (= sensible)\nThe person responsible will be punished. (= who did it).\nNOTE\na Available can come before or after a noun.\nThe only available tickets/ The only tickets available were very expensive.\nb Possible can come after the noun when there is a superlative adjective.\nWe took the shortest possible route/the shortest route possible."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 20b750ea-bfaf-44bf-8dff-d4232872bbb4
encoding: FLOAT32
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 The adjective follows the noun in a few titles and idiomatic phrases.\nthe Director General a Sergeant Major the Princess Royal the sum total\n3 Adjectives come after a compound with every, some, any and no.\nLet's find somewhere quiet. You mustn't do anything silly.\n202 The order of adjectives\n1 Attributive adjectives\na When two or more adjectives come before a noun, there is usually a fairly\nfixed order.\nbeautiful golden sands a nice new blue coat"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4b2567b0-523b-45a5-9b04-fa4910111e32
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "beautiful golden sands a nice new blue coat\nThe order depends mainly on the meaning. Look at these groups of adjectives and\nother modifiers.\nOpinion: nice, wonderful, excellent, lovely, terrible, awful, etc\nSize: large, small, long, short, tall, etc\nQuality: clear, busy, famous, important, quiet, etc\nAge: old, new\nShape: round, square, fat, thin, wide, narrow, etc\nColour: red, white, blue, green, etc\nParticiple forms: covered, furnished, broken, running, missing, etc"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3604fcae-db62-4304-815e-7fecacef7ff1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Origin: British, Italian, American, etc\nMaterial: brick, paper, plastic, wooden, etc\nType: human, chemical, domestic, electronic, money (problems), etc\nPurpose: alarm (clock), tennis (court), walking (boots), etc\nWords from these groups usually come in this order:\nopinion + size + quality + age + shape + colour + participle forms + origin +\nmaterial + type + purpose\nan old cardboard box (age + material)\na German industrial company (origin + type)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4f5b727c-2358-4d07-b2f9-47b3643c4d60
encoding: FLOAT32
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 German industrial company (origin + type)\ntwo small round green discs (size + shape + colour)\na large informative street plan (size + quality + type)\na hard wooden seat (quality + material)\na new improved formula (age + participle form)\nincreasing financial difficulties (participle form + type)\ntwo excellent public tennis courts (opinion + type + purpose)\nNOTE\na These rules are not absolute. The order can sometimes be different. We sometimes prefer\nto put a short adjective before a long one."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2f1b14c8-0661-4694-8da5-eb9392b6dbc1
encoding: FLOAT32
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 put a short adjective before a long one.\na big horrible building PAGE 257 202 The order of adjectives\nb Old and young referring to people often come next to the noun.\na dignified old lady a pale young man\nHere old and young are unstressed,\nc Words for material are mostly nouns (brick), but some are adjectives (wooden).\nWords for type can be adjectives (chemical) or nouns (money problems). Words for\npurpose are nouns (alarm clock) or gerunds (walking boots)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9661b430-366d-4b42-968a-97daea0d9218
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b In general, the adjective closest to the noun has the closest link in meaning with\nthe noun and expresses what is most permanent about it. For example, in the\nphrase two excellent public tennis courts, the word tennis is closely linked to courts,\nwhereas excellent is not linked so closely. The fact that the courts are for tennis is\npermanent, but their excellence is a matter of opinion.\nc When two adjectives have similar meanings, the shorter one often comes first."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 22eb8dc1-a122-4e5f-99cd-5846331f3aa7
encoding: FLOAT32
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 bright, cheerful smile a soft, comfortable chair\nSometimes two different orders are both possible.\na peaceful, happy place/a happy, peaceful place\n2 And and but with attributive adjectives\na We can sometimes put and between two adjectives.\na soft, comfortable chair la soft and comfortable chair\nBut we do not normally use and between adjectives with different kinds of\nmeanings.\nbeautiful golden sands (opinion, colour)\nb We use and when the adjectives refer to different parts of something."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5a6e9b66-aa05-4b70-b815-e15b9e807ebb
encoding: FLOAT32
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 black and white sweater (partly black and partly white)\nWe use but when the adjectives refer to two qualities in contrast.\na cheap but effective solution\n3 Predicative adjectives\na The order of predicative adjectives is less fixed than the order before a noun.\nExcept sometimes in a literary style, we use and before the last adjective.\nThe chair was soft and comfortable.\nAdjectives expressing an opinion often come last.\nThe city is old and beautiful.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7ba19240-a531-4d6d-9ccf-6e94b96e1f0b
encoding: FLOAT32
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 city is old and beautiful.\nNOTE\nWe can use nice and lovely in this pattern with and.\nThe room was nice and warm. (= nicely warm)\nb We can use but when two qualities are in contrast.\nThe solution is cheap but effective. 24 ADJECTIVES PAGE 258\n203 Amusing and amused, interesting and\ninterested\nCompare the adjectives in ing and ed.\nThe show made us laugh. It was very amusing.\nThe audience laughed. They were very amused.\nI talked to a very interesting man."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e0e75e66-b953-484a-89f8-23dbcae1f3c3
encoding: FLOAT32
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 talked to a very interesting man.\nI was interested in what he was telling me.\nI find these diagrams confusing.\nI'm confused by these diagrams.\nThis weather is depressing, isn't it?\nDon't you feel depressed when it rains?\nAdjectives in ing express what something is like, the effect it has on us. For\nexample, a show can be amusing, interesting or boring. Adjectives in ed express\nhow we feel about something. For example, the audience can feel amused,\ninterested or bored."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a8418280-4a88-48a1-bfd5-07c8148ac7d7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "interested or bored.\nSome pairs of adjectives like this are:\nalarming/alarmed exciting/excited\namusing/amused fascinating/fascinated\nannoying/annoyed puzzling/puzzled\nconfusing/confused relaxing/relaxed\ndepressing/depressed surprisingly/surprised\ndisappointing/disappointed tiring/tired\nNOTE These words have the same form as active and passive participles. \u2022 137\n204 The + adjective\n1 Social groups\na We can use the + adjective to refer to some groups of people in society."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1861d10f-1979-41b2-8087-a0f4d506f5eb
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "In the England of 1900 little was done to help the poor. (= poor people)\nWho looks after the old and the sick? (= old people and sick people)\nThe poor means 'poor people in general'. It cannot refer to just one person or to a\nsmall group. Here it means 'poor people in England in 1900'. The poor is more\nimpersonal than poor people.\nThe + adjective takes a plural verb.\nThe old are greatly respected.\nb Here are some examples of adjectives used in this way."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5fe37313-9efc-43c0-aad9-f07be1d66053
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Social/Economic: the rich, the poor, the strong, the weak, the hungry,\nthe (under)privileged, the disadvantaged, the unemployed, the homeless\nPhysical/Health: the blind, the deaf, the sick, the disabled, the handicapped,\nthe living, the dead\nAge: the young, the middle-aged, the elderly, the old 204 The + adjective\nThe adjective can be modified by an adverb.\nthe very rich the severely disabled\nSome adjectives normally take an adverb.\nthe more/less fortunate the mentally ill\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d81c9691-a5b8-41f7-8ac0-164b74592919
encoding: FLOAT32
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 more/less fortunate the mentally ill\nNOTE\na In a few contexts, the + adjective can mean a specific group rather than people in general.\nThe injured were taken to hospital.\nb A few adjectives can come after a/an to mean a specific person.\nNow a superstar, she was an unknown only two years ago.\nc There are a few adjectives that we can use as nouns, such as colour words. They take s in\nthe plural.\na black (= a black person) the Greens (= supporters of the green movement)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bebc26fd-4174-45c7-8b3b-6503cac2c92c
encoding: FLOAT32
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 For the French, \u2022288.\n2 Abstract qualities\na We can use some adjectives after the to refer to things in general which have an\nabstract quality.\nThere are a lot of books on the supernatural.\nThe human race has a great thirst for the unknown.\nThe supernatural means 'supernatural happenings in general'. Other examples:\nthe mysterious, the unexplained, the absurd, the ordinary, the old, the new.\nThe noun phrase takes a singular verb.\nThe new drives out the old."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0ef9f123-8837-430a-a010-de846e590ebf
encoding: FLOAT32
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 drives out the old.\nb A few adjectives can have a more specific meaning.\nThe unexpected happened. (= something that was unexpected)\nHave you heard the latest? (= the latest news)\nAlso: fear the worst, hope for the best, in the dark\nc We use the+ adjective + thing to talk about a particular quality or aspect of a\nsituation. This usage is rather informal.\nIt was an amusing sight, but the annoying thing (about it) was that I didn't have\nmy camera with me.\nWe cannot leave out thing here."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 30fb3c47-1379-4e56-b84b-c842b08398f5
encoding: FLOAT32
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 cannot leave out thing here.\nPAGE 259 PAGE 260\n25Adverbials\n205 Summary\nIntroduction to adverbials \u2022 206\nAn adverbial can be an adverb phrase, prepositional phrase or noun phrase.\nLuckily the money was on my desk when I arrived this morning.\nAdverb forms \u2022 207\nMany adverbs end in ly: quietly, finally, certainly. There are some pairs of adverbs\nlike hard and hardly with different meanings.\nThe position of adverbials \u2022 208\nSome adverbials come next to the word or phrase they modify."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ccde8424-a699-4d52-ab19-07a2cb60d6a2
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "those people over there really nice\nSome adverbials modify a verb or a whole clause. They come in front, mid or end\nposition.\nFront Mid End\nToday the train actually left on time.\nTypes of adverbial\nAdverbs of manner \u2022 209\nslowly, with a smile (how?)\nPlace and time \u2022 210\nhere, at the post office (where?)\nyesterday, next week (when?)\nages, for three weeks (how long?)\nAdverbs of frequency \u2022 211\noften, every week (how often?)\nAdverbs of degree \u2022 212\nvery, a bit (how?)\nFocus and viewpoint \u2022 213"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 62fa2e41-b016-4c89-9777-45979a2479ba
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "very, a bit (how?)\nFocus and viewpoint \u2022 213\nonly, especially\nmedically, from a political point of view\nTruth adverbs \u2022 214\nprobably, on the whole Comment adverbs \u2022 215\nluckily, to our amusement\nLinking adverbs \u2022 216\nalso, on the other hand\nNOTE\nFor phrasal verbs, e.g. Switch the light off, \u2022 230.\nFor means, e.g. I cut it with a knife, \u2022 228(5).\nFor function/role, e.g. I use this room as my office, \u2022 228(6).\nFor where, when, why and how in questions, \u2022 27, and as relative adverbs, \u2022 279."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4c775f0a-8a13-4b0b-81e4-deff1ae54e51
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "206 Introduction to adverbials\nIn this real conversation Liz is telling a friend how she and Tony were stopped by\nthe police.\nSTOPPED BY THE POLICE\nLiz: It was at about eleven o'clock at night, and at that sort of time the police\nare always looking for people who've been drinking. And I can remember very\nwell that we were in a hurry to get home because Catherine was with a\nbabysitter, but she wasn't at home, she was in someone else's house, and we"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e5e854ef-c119-496d-b2a9-76c7a1198e44
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "wanted to get back before they were ready to go to bed. Do you remember?\nTony: We'd been to the cinema.\nLiz: Mhm. And I can remember...\nTony: Hadn't had a drink for days.\nLiz: No. I can remember distinctly that you were going very very slowly as you\nsaw the police car in front of you, and then you said in a very impatient\nfashion, 'Oh, they're doing this on purpose. They're going very slowly. I will\novertake them.' You overtook them, and sure enough they thought that that"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 29474e79-d220-4288-a37a-07ffb9601522
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "was worth stopping you for. So they did.\nTony: So they got out, and they inspected the car thoroughly in a very officious\nmanner.\n(from M. Underwood and P. Barr Listeners)\n1 An adverbial can have these forms.\nAdverb phrase: You were going very slowly.\nWe wanted to get back.\nPrepositional phrase: Catherine wasn't at home.\nYou saw the police car in front of you.\nNoun phrase: We wanted to get home.\nIt happened last week.\n2 Sometimes an adverbial is necessary to complete a sentence."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cea4b0a1-ce6f-445a-baab-d0024c535daf
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Catherine was with a babysitter. We'd been to the cinema.\nBut very often the adverbial is an extra element.\nI can remember very well. You saw the police car in front of you.\nFor details, \u2022 12.\nPutting in an extra adverbial adds something to the meaning. For example, it can\ntell us how, when or where something happened.\nPAGE 261 206 Introduction to adverbials 3 An adverbial can modify different parts of the sentence.\nThe car in front of us was a police car.\nYou were getting really impatient."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4d29b732-7ebb-43f5-a58e-11b491d1b1ce
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You were getting really impatient.\nThey were going very slowly.\nThey inspected the car thoroughly.\nThen you decided to overtake.\nHere the adverbials add information about the noun car, the adjective impatient,\nthe adverb slowly, the action inspected the car and the clause you decided.\n207 Adverb forms\n1 Some adverbs are unrelated to other words, e.g. always, soon, very, perhaps.\nBut many adverbs are formed from an adjective + ly, e.g. quick quickly,\ncertain certainly.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a41576d7-cf50-45a3-a7b1-909013f1d730
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "certain certainly.\nNOTE\nThere are some spelling rules for adverbs in ly.\nY changing to i: easy easily \u2022 294\nAdjectives ending in consonant + le: probable probably \u2022 292(5)\nAdjectives ending in ic: magic magically \u2022 292(5)\n2 We cannot add ly to an adjective which already ends in ly. Instead we can either\nuse a prepositional phrase with manner/way/fashion, or we can use another\nadverb.\nWe received a friendly greeting. They greeted us in a friendly manner.\nNOT friendlily"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5cd11986-a10a-4fed-9dc1-db6ce5a904ee
encoding: FLOAT32
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 friendlily\nThat isn't very likely. That probably won't happen.\nSome adjectives in ly are friendly, lively, lovely, silly, ugly, cowardly, lonely, costly,\nlikely.\nNOTE\nSome adjectives ending in ed have no adverb form.\nThe woman stared in astonishment, NOT astonishedly\nBut those ending in ted can take an ly ending.\nThe crowd shouted excitedly.\n3 Some adverbs have the same form as adjectives.\nAdjective Adverb\nLouise caught the fast train. The train was going quite fast."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c298a654-9a74-4115-b7c2-91127b6eb81e
encoding: FLOAT32
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 have a long wait. We didn't have to wait long.\nI had an early night. I went to bed early.\nOther adverbs like this are walk straight, sit still and bend low. For hard, hardly,\nlate, lately etc, \u2022 (5).\n4 Sometimes the adverb can be with or without ly. It is more informal to leave out ly.\nYou can buy cassettes cheap/cheaply in the market.\nDo you have to talk so loud/loudly?\nGet there as quick/quickly as you can.\nGo slow/slowly here."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4fd2a22d-d99e-49f5-a836-0b1ee341e40b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Go slow/slowly here.\nCheap(ly), loud(ly), quick(ly) and slow(ly) are the most common. Others are\ndirect(ly), tight(ly) and fair(ly). For American usage, \u2022 305(2).\n25 ADVERBIALS PAGE 262 NOTE\na We use the form without ly only in common expressions, e.g. talk so loud, go slow,\nfly direct, play fair. We use ly with longer or less common expressions.\nDo you have to rustle that newspaper so loudly? We need to take action quickly."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 13a4fc82-5448-4e31-9db4-fba07bd25916
encoding: FLOAT32
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 Right and wrong are adverbs of manner, but rightly and wrongly express a comment.\nI'll try to do it right this time.\nHelen decided rightly to call the police.\nc First and last are both adjectives and adverbs.\nKaren took first place/came first in the race.\nFirstly and lastly are linking adverbs.\nFirst/Firstly, I'd like to thank you all for coming.\n5 There are some pairs such as hard and hardly which have different meanings.\nYou've all worked hard. I've got hardly any money."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8e162632-1700-45cf-9c0b-f2234e88798e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "(hardly any = almost no)\nThere's a bank quite near. We've nearly finished. (= almost)\nI often stay up late. I've been unwell lately. (= recently)\nThe plane flew high above The theory is highly controversial. (= very)\nthe clouds.\nSubmarines can go very deep. Mike feels very deeply about this.\nAirline staff travel free. The prisoners can move around freely.\n(= without paying) (= uncontrolled)\nThis ear hurts the most. We mostly stay in. (= usually)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9a509fad-a2ba-49e8-a207-2f4a5c5049de
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "6 Hourly, daily etc are formed from hour, day, week, month and year. They are both\nadjectives and adverbs.\nIt's a monthly magazine. It comes out monthly.\n7 Good is an adjective, and well is its adverb.\nRoger is a good singer, isn't he?\nRoger sings well, doesn't he? NOT He sings good.\nBut well is also an adjective meaning 'in good health'.\nI was ill, but I'm well/I'm all right now.\nHow are you? ~ Very well,IFine, thank you."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 48acad46-afc7-4217-a5ad-4d798d4989ee
encoding: FLOAT32
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 are you? ~ Very well,IFine, thank you.\nNOTE We use well in expressions such as well organized, well deserved and well known.\n208 The position of adverbials\nThe position of an adverbial depends on what it modifies. It can modify a word or\nphrase or a whole clause. Its position also depends on what type of adverbial it is\nand whether it is a single word or a phrase.\n1 Modifying a noun, adjective or adverb\na An adverbial which modifies a noun usually goes after it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5af4cb23-c9de-4932-b226-ca3f9fdb39b2
encoding: FLOAT32
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 shop on the corner is closed.\nWho's the girl with short hair?\nThose people outside are getting wet.\nFor more examples, \u2022 148.\nb An adverb which modifies an adjective or adverb usually goes before it. \u2022 212\nThat's very kind of you. We heard the signal fairly clearly.\nPAGE 263 208 The position of adverbials 25 ADVERBIALS\n2 Front position, mid position and end position\nWhen an adverbial modifies a verb or a whole clause, there are three main places\nwe can put it.\nFront: Really, I can't say."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c749a98a-9e72-4569-bb89-6c321c2b933e
encoding: FLOAT32
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 put it.\nFront: Really, I can't say.\nMid: I can't really say.\nEnd: I can't say, really.\nSometimes we can also put an adverbial after the subject. \u2022 (4) Note c\nI really can't say.\n3 Front position\nSure enough, the police car stopped us.\nJust hold on a moment.\nIn the end our efforts will surely meet with success.\nFront position is at the beginning of a clause. Most types of adverbial can go here.\nWe often put an adverbial in front position when it relates to what has gone before."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 17d407ee-8423-4b1a-8d28-fda051b7b980
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You were getting impatient. And then you decided to overtake.\nFor an example text, \u2022 49(1).\nNOTE\nA prepositional phrase can sometimes be the subject.\nAlong that path is the quickest way. After lunch is usually a quiet time.\nFor there + be, \u2022 50.\n4 Mid position\nThe police are always looking for people at this time.\nThis stereo is definitely faulty.\nI usually enjoy maths lessons.\nMid position is after an auxiliary verb, after the ordinary verb be on its own, or\nbefore a simple-tense verb."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d60b7f8b-6cf7-43a8-ad85-3c34ccb369f1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "before a simple-tense verb.\n(Auxiliary)\nSubject (be on its own) Adverb (Verb)\nIt doesn't\nWe 've\nThe news will\nYou were\nYou\nI\noften rain in the Sahara.\njust booked our tickets.\nsoon be out of date.\nprobably right.\nprobably made the right decision.\nalways get the worst jobs.\nMost types of short adverbial can go here, especially adverbs of frequency (often),\nbut not phrases.\nNOT I every time get the worst jobs.\na In a question there is inversion of subject and auxiliary."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4251fcc4-270a-42d6-94d2-bdb92f5d7f62
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Have you just booked your tickets? Why do I always get the worst jobs?\nb If there are two auxiliaries, then mid position is usually after the first one.\nWe've just been queuing for tickets. The shops will soon be closing.\nBut adverbs of manner and some adverbs of degree go after the second auxiliary.\nWe've been patiently queuing for tickets. You could have completely spoilt everything.\nPAGE 264 c We sometimes put an adverb after the subject and before the verb phrase. This happens"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3f112d99-bce6-4aa4-ad12-a97caf1821f3
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "especially with a negative (probably doesn't) or when there is stress (really 'are).\nIt probably doesn't matter very much.\nYou really are serious, aren't you?\nAn adverb also goes before have to, used to and ought to.\nI never have to wait long for a bus.\nSometimes the position can affect the meaning. Compare these sentences.\nThey deliberately didn't leave the heating on. (They left it off on purpose.)\nThey didn't deliberately leave the heating on. (They left it on by mistake.)\n5 End position"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1f58d7e8-f86f-41be-86b3-14b6fbd31ae7
encoding: FLOAT32
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 End position\na I hadn't had a drink for days.\nThe police were driving very slowly.\nThey're doing this on purpose.\nMost types of adverbial can come here, especially prepositional phrases.\nb If there is an object, then the adverbial usually goes after it.\nI wrapped the parcel carefully, NOT I wrapped carefully the parcel.\nWe'll finish the job next week, NOT We'll finish next week the job.\nBut a short adverbial can go before a long object.\nI wrapped carefully all the glasses and ornaments."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 82367127-b2ff-4bc3-990d-7068c78230a2
encoding: FLOAT32
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 adverb of manner can also go in mid position.\nI carefully wrapped all the glasses and ornaments.\nc We often put an adverbial in end position when it is new and important\ninformation.\nThere was a police car in front of us. It was going very slowly.\nNOTE\nWhen there are two clauses, the position of the adverb can affect the meaning.\nThey agreed immediately that the goods would be replaced. (an immediate agreement)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fbc2ecf7-db4d-454b-a921-b4bc8cd70596
encoding: FLOAT32
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 agreed that the goods would be replaced immediately. (an immediate replacement)\n6 Order in end position\na Sometimes there is more than one adverbial in end position. Usually a shorter\nadverbial goes before a longer one.\nSam waited impatiently outside the post office.\nWe sat indoors most of the afternoon.\nThey inspected the car thoroughly in a very officious manner.\nb When there is a close link in meaning between a verb and adverbial, then the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d476b7b6-35cb-47ab-a664-3bd3b5572ad8
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "adverbial goes directly after the verb. For example, we usually put an adverbial of\nplace next to go, come etc.\nI go to work by bus. Charles came home late.\nc Phrases of time and place can often go in either order.\nThere was an accident last night on the by-pass.\nThere was an accident on the by-pass last night.\nNOTE\nA smaller place usually comes before a larger one.\nThey live in a bungalow near Coventry.\nPAGE 265 208 The position of adverbials 25 ADVERBIALS PAGE 266"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 10d827c0-9630-47ff-bd4c-51f6875fcc9e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Manner, time and place usually come before frequency.\nI can find my way around quite easily, usually.\nSarah gets up early occasionally.\nIn more careful English, the adverb of frequency would come in mid position.\nI can usually find my way around quite easily.\nWhen a truth, comment or linking adverb comes in end position, it is usually last, a\nkind of afterthought.\nPhil's had to stay late at work, perhaps.\nSomeone handed the money in at the police station, incredibly."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4993457a-c4bc-41ff-99a6-4caeb7704ce4
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Wendy is a member. She doesn't go to the club very often, however.\n209 Adverbs of manner\n1 Adjectives and adverbs\na Look at these examples.\nAdjective Adverb\nKevin had a quick snack. He ate quickly.\nKate is fluent in Russian. She speaks Russian fluently.\nThink of a sensible reply. Try to reply sensibly.\nAn adjective modifies a noun (snack). An adverb of manner modifies a verb (ate).\nMost adverbs of manner are formed from an adjective + ly. For adverbs without ly,\n\u2022 207(3-4)."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d84497cf-ce2c-4ae1-a154-709d2f5f827e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "\u2022 207(3-4).\nb Compare the different types of verb.\nLinking verb + adjective Action verb + adverb\nThe inspector was polite. She listened politely. NOT She listened polite.\nLinking verbs are be, seem, become, look, feel etc, \u2022 9. Some verbs can be either\nlinking verbs or action verbs.\nLinking verb + adjective Action verb + adverb\nThe speaker looked nervous. He looked nervously round the room.\nThe milk smelled funny. Dave smelled the milk suspiciously."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d2584009-07a9-4b46-9a10-63737e0301ad
encoding: FLOAT32
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 atmosphere grew tense. The plants grew rapidly.\n2 Prepositional phrases\nWe can often use a prepositional phrase to express manner.\nHandle carefully/with care. They were doing it deliberately/on purpose.\nThey inspected the car officiously/in an officious manner.\nNOTE\nWe can often use an adjective or adverb in the prepositional phrase.\nIt must be handled with great care.\nThey inspected the car in an extremely officious manner. 210 Place and time\n3 Position"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 374f8a5d-4622-4622-a8ce-c3d909369cd2
encoding: FLOAT32
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 Position\na We put an adverbial of manner mainly in end position, \u2022 208(5). These are real\nexamples from stories.\n'I didn't know whether to tell you or not,' she said anxiously.\nThe sun still shone brightly on the quiet street.\nWe continued our labours in silence.\nNOTE\nAn adverb of manner can also modify an adjective.\nThe team were quietly confident. The dog lay peacefully asleep.\nb The adverbial can sometimes come in front position for emphasis. \u2022 49(1c)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e504e327-583d-4d1d-ba86-faa006b7aee5
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Without another word, he walked slowly away up the strip.\n210 Place and time\n1 Position\na Adverbials of place and time often go in end position.\nThe match will be played at Villa Park.\nThe President made the comment to reporters yesterday.\nA Norwegian ferry was being repaired last night after running aground in the\nThames.\nThe office is closed for two weeks.\nFor more than one adverbial in end position, \u2022 208(6).\nb They can also go in front position."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8af4246a-b12f-4f69-9907-7c78038ff839
encoding: FLOAT32
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 They can also go in front position.\nI've got two meetings tomorrow. And on Thursday I have to go to London.\nFor details and an example text, \u202249(1).\nc Some short adverbials of time can go in mid position.\nI've just seen Debbie. We'll soon be home.\nThese include now, then, just (= a short time ago), recently, soon, at once,\nimmediately, finally, since, already, still and no longer.\nd An adverbial of place or time can modify a noun.\nThe radiator in the hall is leaking."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0aba4b2f-3764-48d3-b31e-0cf8736d36fa
encoding: FLOAT32
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 radiator in the hall is leaking.\nExports last year broke all records.\n2 Yet, still and already\na We use yet for something that is expected.\nHave you replied to the letter yet? ~ No, not yet.\nI got up late. I haven't had breakfast yet.\nYet comes at the end of a question or negative statement.\nNOTE\nWe can use yet in mid position, but it is a little formal.\nWe have not yet reached a decision on the matter.\nPAGE 267 25 ADVERBIALS PAGE 268"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 95c8e451-a94a-43f3-a500-83def0b6e7e2
encoding: FLOAT32
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 267 25 ADVERBIALS PAGE 268\nb We use still for something going on longer than expected. In positive statements\nand questions it goes in mid position.\nI got up late. I'm still having breakfast.\nDoes Carl still ride that old motor-bike he had at college?\nIn negative statements still comes after the subject.\nThe child still hasn't learnt to read.\nThis is more emphatic than The child hasn't learnt to read yet.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: de2f685e-db2a-4dc7-aa78-e3632e13a4cc
encoding: FLOAT32
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\nStill can go after a negative auxiliary when we express surprise. Compare these sentences.\nI still don't feel well. (= I still feel ill.)\nYou don't still feel sick, do you? (= I am surprised that you still feel sick.)\nc We use already for something happening sooner than expected. We use it mainly\nin mid position in positive statements and questions.\nI got up early. I've already had breakfast.\nHave you already replied to the letter? ~ Yes, I have. ~ That was quick. It only\ncame yesterday."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fd56df6e-3ed0-4514-9a4a-890e4ed4ce46
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "came yesterday.\nAlready in end position has more emphasis.\nGood heavens! It's lunch time already.\nHave you typed the whole report already?\nNOTE\nAlready can go after the subject and before a stressed auxiliary.\nI already 'have typed the report, I tell you.\n3 No longer, any more and any longer\na We use no longer for something coming to an end. It goes in mid position.\nMrs Hicks no longer works at the town hall.\nNo longer is a little formal. In informal speech we use any more. It goes in end"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1604086f-a553-4417-a1bb-4783f62c3b1f
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "position in a negative sentence.\nBarbara doesn't work at the town hall any more.\nb We often use any longer in a negative sentence for something that is about to end.\nI'm not going to wait any longer.\n4 Long and far\na We normally use the adverbs long and far only in questions and negative\nstatements.\nHave you been waiting long? It isn't far from here to the motorway.\nIn positive statements we use a long time/way.\nI had to wait a long time/ wait ages. It's a long way to Vladivostok."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2faa72fd-4747-4d33-a841-494e96224420
encoding: FLOAT32
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 But we use long and far after too, so and as, and with enough.\nThe speech went on too long.\nI'm annoyed because I've had to wait so long/such a long time.\nLet's go back now. We've walked far enough.\nNOTE\nWe can also use the comparative and superlative forms in positive statements.\nThe journey takes longer in the rush hour. You threw the ball furthest. 211 Adverbs of frequency\n5 After\nWe do not often use after on its own as an adverb."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d191089d-6931-4b7a-8f25-e6d3ded2898a
encoding: FLOAT32
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 all went to the cinema and then afterwards to a pizza restaurant.\nThe talk lasted half an hour. Then/After that there was a discussion.\nBut we can say the day/week after.\nI sent the form off, and I got a reply the week after/a week later.\n211 Adverbs of frequency\n1 An adverb of frequency usually goes in mid position.\nThe bus doesn't usually stop here. I can never open these packets.\nIt's always cold up here. I often get up in the night."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a6f6147f-3a68-43a2-a4f9-56ade0400d7d
encoding: FLOAT32
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 adverbs of frequency are always; normally, generally, usually; often,\nfrequently; sometimes, occasionally; seldom, rarely; never.\nNOTE\na The adverb can sometimes go after the subject and before a negative auxiliary. Compare\nthese sentences.\nI don't often have breakfast. (= I seldom have breakfast.)\nI often don't have breakfast. (= I often go without breakfast.)\nSometimes goes before a negative auxiliary.\nYou sometimes can't get a table here."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 02dd0eac-6a02-4d35-b690-bb0ec7c6a386
encoding: FLOAT32
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 sometimes can't get a table here.\nb Seldom and rarely are a little formal. In informal speech we use not often.\nI don't often play cards.\nc Never is a negative word. \u2022 17(4)\nI've never felt so embarrassed in my life. Will you never learn?\nWe use ever mainly in questions.\nHave you ever done any ballroom dancing? ~ No, never.\nBut we can also use ever with negative words.\nI haven't ever felt so embarrassed.\nYou hardly ever buy me flowers.\nEver can add emphasis to the negative."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4f148802-a4ce-4a3b-834f-deb11066e499
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Ever can add emphasis to the negative.\nNo one ever said that to me before.\nNothing ever happens in this place.\nI never ever want to see that awful man again.\nWe can also use ever in conditions and comparisons.\nIf you ever feel like a chat, just drop in.\nJames swam faster than he'd ever done before.\nIf ever can go before the subject.\nIf ever you feel like a chat, just drop in.\nWe do not normally use ever in positive statements.\nI always have lots to do. NOT I ever have lots to do."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ed372562-7021-4856-9b30-2eac2f850fbe
encoding: FLOAT32
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 Normally, generally, usually, frequently, sometimes and occasionally also go in\nfront or end position.\nNormally I tip taxi-drivers. My sister comes to see me sometimes.\nOften, seldom and rarely can go in end position, especially with e.g. very or quite.\nDoctors get called out at night quite often.\nA lot (= often) goes in end position.\nWe go out a lot at weekends.\nNOTE\na Always, never and often in front position are emphatic.\nAlways the ghost appeared at the same time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3ffc2e6e-7e12-4392-9423-91811580bcbd
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Always the ghost appeared at the same time.\nWe can use always and never in instructions.\nNever try to adjust the machine while it is switched on.\nb For never, seldom and rarely with inversion, \u2022 17(6c).\nPAGE 269 25 ADVERBIALS\n3 We can also use a phrase with every, most or some to express frequency.\nThese phrases can go in front or end position.\nEvery summer we all go sailing together.\nThe dog has to have a walk every day.\nThe postman calls most days."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f92bea42-b174-455c-80cb-01644e65a3d6
encoding: FLOAT32
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 postman calls most days.\nSome evenings we don't have the television on at all.\nWe can also use once, twice, three times etc.\nThe committee meets once a month.\nTwo tablets to be taken three times a day.\nPaul has been married several times.\nNOTE\nCompare often and several times.\nWe've often been skiing. (= many times over a long period)\nWe've been skiing several times. (= perhaps four or five times)\n4 The adverbs daily (= every day), weekly etc go in end position."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bbe8e9ca-a571-43ff-824e-dfa0a259e7a9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Are you paid weekly or monthly?\n212 Adverbs of degree\n1 Modifying an adjective or adverb\na We can use an adverb of degree before some adjectives and adverbs.\n+ Adjective: It's very cold. I'm so tired.\nYou're absolutely right. These are rather expensive.\nWe're a bit busy today. It wasn't at all interesting.\n+ Adverb: I come here quite often. I saw her fairly recently.\nWe hardly ever go out. He agreed somewhat reluctantly.\nHere are some common adverbs of degree."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 31bab0e3-4384-4fbb-9fdc-b08d72fba68b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Here are some common adverbs of degree.\nFull degree: completely, totally, absolutely, entirely, quite\nLarge degree: very, extremely, really, awfully, terribly\nMedium degree: rather, fairly, quite, pretty, somewhat\nSmall degree: a little, a bit, slightly\nNegative: hardly, scarcely \u2022 17(4), at all\nOthers: so, as; too; more, most, less, least \u2022 220\nWe can also use a fraction or percentage.\nThe bottle is only half full.\nThe forecast was eighty per cent accurate.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7af72299-ca16-4722-b8cd-c99afea1ebea
encoding: FLOAT32
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 forecast was eighty per cent accurate.\nNOTE\na We use completely, totally, absolutely etc with words expressing a full or large degree.\nThis tin opener is completely useless. (useless = absolutely no use)\nWe are absolutely delighted at the news. (delighted = very pleased)\nWe do not normally use very or extremely with these words.\nIt's very unsatisfactory. NOT It's very useless.\nWe were extremely pleased. NOT We were extremely delighted:"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e8681422-ab36-4fcc-b93f-33948844663a
encoding: FLOAT32
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 words that do not normally take very or extremely are: amazed, amazing, appalled,\nappalling, awful, complete, delighted, dreadful, essential, false, fascinated, horrible, ideal,\nimpossible, incredible, magnificent, marvellous, perfect, terrible, terrific, useless.\nb After a phrase with very we can put indeed for extra emphasis.\nIt's very cold indeed today.\nPAGE 270 PAGE 271 212 Adverbs of degree\nc We often use very with a negative.\nThese photos aren't very good."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 45032674-08a2-42a7-a483-419bc1e4f2fa
encoding: FLOAT32
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 photos aren't very good.\nThis is more usual than These photos aren't good or These photos are bad.\nd Instead of really we can use real in informal speech, especially in American English.\nIt's real cold today.\ne Pretty and a bit are informal.\nf Somewhat, a little, a bit and slightly have an unfavourable sense.\nThe carriage was somewhat crowded.\nI felt a bit sick.\nBut we can use them with comparatives in a favourable sense.\nI felt a bit better/somewhat more cheerful."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e9b7d214-e23d-45d4-8c3e-4be1f845150c
encoding: FLOAT32
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 felt a bit better/somewhat more cheerful.\ng At all can also go in end position.\nIt wasn't interesting at all.\nFor phrases used to emphasize a negative, \u2022 17(6b).\nh In informal English we can use that instead of so in a negative sentence.\nNo, they don't own an aeroplane. They aren't that rich.\ni We can use much, far or rather to modify too.\nThis coat is much too big for me.\nj For twice/three times as expensive, \u2022 194(2).\nb Enough comes after the adjective or adverb it modifies."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e1364de6-2a4b-428b-8b43-f07247b2f502
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Are you warm enough?\nSteve didn't react quickly enough.\nCompare too and enough.\nIt's too small (for me)./It isn't big enough (for me).\nNOTE\nCompare enough as adverb and as quantifier.\nI'm not rich enough./I haven't enough money.\n2 Modifying a comparative adjective or adverb\nThis new sofa is much nicer than the old one. NOT very nicer\nCome on. Try a bit harder.\nThe alternative route was no quicker.\nBefore a comparative we can use (very) much, a lot; rather, somewhat; a little, a bit,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c526f24d-bfe7-4a6a-9705-ad9ae31ebca3
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "slightly; three times etc.\n3 Modifying a superlative\nIt was just about the nicest holiday I could have imagined.\nWe offer easily the best value / by far the best value.\nNOTE\nThe adverb can sometimes come after the phrase with a superlative.\nWe offer the best value by far.\n4 So/such, quite and too\nWe can use most adverbs of degree with an attributive adjective.\nthat very tall girl my fairly low score a rather nice restaurant\nBut after a/an we do not normally use so or quite."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 09db50fb-d440-499d-acce-1dfd9b8662e1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "She's such a tall girl. NOT a so tall girl\nIt's quite an old book. (a quite old book is less usual) 25 ADVERBIALS PAGE 272\nToo or as and the adjective go before a/an.\nYou've cut too short a piece, NOT a too short piece\nI know just as quick a way. NOT a just as quick way\nWe can use so in the same way, although the pattern with such is more usual.\nI don't like to criticize so famous an artist.\nI don't like to criticize such a famous artist.\nNOTE\na We can use rather in both patterns."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 07339c5e-144a-413a-abee-55fefab48bc9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\na We can use rather in both patterns.\nWe had a rather long wait/rather a long wait.\nb We can use such and rather + a/an + noun without an adjective.\nThat man is such an idiot. It's rather a pity you won't be here.\nWe can also use a bit of.\nSorry. The flat's in a bit of a mess.\nQuite in this pattern means something large or special.\nWe had quite a wait. That was quite a party.\nThe meaning is the same as That was some party. \u2022 179(5c)\n5 Quite and rather\na Stress"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c27a1509-0a14-4153-8eba-18316c19af01
encoding: FLOAT32
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 Quite and rather\na Stress\nIn these examples with quite, the adjective is stressed.\nIt's quite 'warm today. (It's warmer than expected.)\nYour friends are quite 'rich. (They've got a lot of money.)\nIf we stress quite, we limit the force of the adjective.\nIt's 'quite warm. (but not as warm as expected)\nThings went 'quite well. (but not as well as I'd hoped)\nNOTE We do not stress rather.\nb Quite warm/rather cold\nWhen we make a favourable comment, we usually prefer quite to rather. Quite is"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2867ebf9-2a3c-485e-97a6-7840dc840d1b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "unstressed.\nIt's quite pleasant here. It was quite a good party.\nIn unfavourable comments, we usually prefer rather, but quite is possible.\nIt's rather/quite depressing here. It was rather/quite a dull party.\nIt was rather/quite inconvenient having to change trains twice.\nRather in a favourable comment often means 'to a surprising or unusual degree'.\nI expected the party to he dull, but it was actually rather good.\nThe test paper was rather easy. (It isn't usually so easy.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8b1683e4-9ee7-44b1-bfd3-301f39755865
encoding: FLOAT32
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 Two meanings of quite\nQuite + adjective can express a medium degree or a full degree, depending on the\nkind of adjective.\nMedium degree: 'fairly' Full degree: 'completely'\nThe task is quite difficult. The task is quite impossible.\nThe film was quite good. The film was quite brilliant.\nI feel quite tired. I feel quite exhausted. With adjectives like difficult, we can use different degrees: fairly difficult, a bit"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d39e7630-4da0-4438-a917-654b452cae54
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "difficult, very difficult, more difficult etc. Adjectives like impossible and brilliant\nalready mean a full or large degree. An impossible task is completely out of the\nquestion; a brilliant film is very good.\nQuite means 'completely' before these adjectives:\nabsurd brilliant disgusting fascinated perfect\nalone certain dreadful fascinating ridiculous\namazed dead empty horrible right\namazing delicious extraordinary impossible sure\nappalled determined exhausted incredible true"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d614cc8e-1719-4480-9ca9-c7f41669700d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "appalled determined exhausted incredible true\nappalling different exhausting magnificent useless\nawful disgusted false marvellous wrong\nNOTE\na We can sometimes use fairly etc with some of the adjectives listed above, especially in\ninformal speech.\nThe task is fairly impossible. I feel pretty exhausted.\nBut quite impossible/exhausted etc always means 'completely'.\nb Not quite means 'not completely'.\nWhat you said is not quite true. (= almost true)\nc Quite + like/enjoy/want = fairly."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1a84058d-9e86-49e9-a849-de26baf55881
encoding: FLOAT32
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 Quite + like/enjoy/want = fairly.\nI quite enjoyed the film. It was quite good.\nQuite + agree/understand = completely.\nI quite agree. You're quite right.\n6 Modifying a preposition\nSome adverbs of degree can modify a preposition.\nThe offices are right in the centre of town.\nI'm not very up to date, I'm afraid.\nFor more examples, \u2022 224(3).\n7 Modifying a verb\na We can use an adverb of degree to modify a verb.\nI'm really enjoying myself.\nWe were rather hoping to have a look round."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bfd3df20-f253-4e8b-8040-09f69683de48
encoding: FLOAT32
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 were rather hoping to have a look round.\nThe doorman absolutely refused to let us in.\nThe suitcase was so heavy I could hardly lift it.\nIn mid position we can use absolutely, completely, totally; just, really; almost,\nnearly; hardly, scarcely; quite, rather.\nAbsolutely, completely, totally and rather can also go in end position.\nI completely forgot the time./I forgot the time completely.\nNOTE\nThe adverb goes before a stressed auxiliary \u2022 208(4) Note c, and also sometimes before a"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a01d831f-74f0-48d8-bc03-7c9711c580dc
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "negative auxiliary.\nI just don't know what to do. The driver almost didn't see the red light.\nb We often use an adverb of degree before a passive participle.\nThe car was badly damaged in the accident.\nOur schedule was completely disrupted by the changes.\nPAGE 273 212 Adverbs of degree 25 ADVERBIALS PAGE 274\nc Some adverbs go in end position when they modify a verb.\nDuring the speech my attention wandered a lot.\nThis tooth aches terribly."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9bf34e73-5d2e-4473-af05-01da1b15a3d7
encoding: FLOAT32
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 tooth aches terribly.\nThese are a lot, very much; a bit, a little, slightly; somewhat; terribly, awfully; more,\n(the) most.\nd We can use much or very much in a negative sentence or question, but we cannot\nuse much on its own in a positive statement.\nNegative: I don't like this sweater much/very much.\nPositive: I like this sweater very much. NOT I like this sweater much.\n8 Modifying a quantifier\nWe can use these patterns.\na very/so/too + many/much/few/little\nThere were so many people there."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9eb37112-ddff-4f87-aabd-adca9de1185c
encoding: FLOAT32
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 were so many people there.\nb such/rather/quite + a lot (of)\nThere were such a lot of people there.\nWe've had rather a lot of complaints.\nc quite + a few/a bit (of)\nWe've had quite a few complaints.\nd almost/nearly + all/every\nAlmost all the pudding had been eaten.\ne hardly any\nThere was hardly any pudding left.\nf a lot/much/a bit/a little/any/no + more/less\nWould you like a bit more pudding?\nNOTE\nWe can use much, far or rather to modify too.\nYou've put far too much salt in."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 53a7b58b-e9fa-48f1-a1f2-3069b14914be
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You've put far too much salt in.\n213 Focus and viewpoint\n1 Focus adverbials\nWe sometimes use an adverb to focus on a particular word or phrase.\nEmily works every day, even on Sundays.\nI don't like alcohol, especially beer.\nNOTE\nCompare even and also.\nEveryone laughed, even the teacher.\n(Everyone includes the teacher.)\nWe've invited the whole class, and also the teacher.\n(The whole class does not include the teacher.) 214 Truth adverbs\n2 Only and even"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 29feb2aa-8f8d-4e69-8d3d-2d2bc60b6d06
encoding: FLOAT32
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 Only and even\na In rather formal or careful English we put only and even before the word or phrase\nwe want to focus on.\nI knew only one of the other guests.\nAlan always wears shorts. He wears them even in winter.\nBut in informal English only and even can be in mid position.\nI only knew one of the other guests.\nAlan even wears shorts in winter.\nWe stress the word we want to focus on, e.g. one, winter.\nNOTE\na Only can be an adjective.\nSaturday is the only day I can go shopping."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e7ab4d2b-1f2e-418b-95d5-a8a66526179f
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Saturday is the only day I can go shopping.\nb We can use the adverb just (= only).\nI knew just one of the other guests.\nb When we focus on the subject, we put only and even before it.\nOnly you would do a silly thing like that. (No one else would.)\nEven the experts don't know the answer.\nNOTE For Only then did I realize, \u2022 17(6c).\nc In official written English, e.g. on notices, only comes after the word or phrase it\nfocusses on.\nWaiting limited to 30 minutes only\n3 Viewpoint adverbials"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c2f499dc-eb33-49a0-8b6d-32919675beec
encoding: FLOAT32
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 Viewpoint adverbials\nThese express the idea that we are looking at a situation from a particular aspect or\npoint of view.\nFinancially, things are a bit difficult at the moment.\nCan you manage transport-wise, or do you need a lift?\nThe building is magnificent from an architectural point of view, but it's\nhell to work in.\nAs far as insurance is concerned, we can fix that up for you.\nNOTE\nA viewpoint adverb can also modify an adjective."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ab2f812a-2e48-4f91-b158-c6ba632962eb
encoding: FLOAT32
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 viewpoint adverb can also modify an adjective.\nThe scheme is economically beneficial but environmentally disastrous.\n214 Truth adverbs\n1 A truth adverb expresses what the speaker knows about the truth of a statement:\nhow likely it is to be true, or to what degree it is true.\nPerhaps/Maybe Mandy has missed the bus.\nYou've certainly/undoubtedly made a good start.\nI agree with you basically. Service isn't included, presumably.\nClearly the matter is urgent. The boxer allegedly took drugs."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 61c8dce0-bd51-42fe-86eb-cc84ce077197
encoding: FLOAT32
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 275 Most of these adverbs can go in front, mid or end position. Certainly, definitely and\nprobably usually go in mid position. But in a negative sentence we put a truth\nadverb after the subject rather than after the auxiliary.\nYou certainly haven't wasted any time.\nService presumably isn't included.\nNOTE For Mandy might have missed the bus, \u2022 97.\n2 We can also use a prepositional phrase.\nThe whole thing is ridiculous in my opinion.\nOf course I'll pay you back."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 02a5f0fe-d7d4-40f0-85eb-dcbc40b19a36
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Of course I'll pay you back.\nWe get on quite well together on the whole.\n3 We can also use a clause with I.\nI think the whole thing is ridiculous.\nSomeone's fused the lights, I expect.\nI'm sure you've made a mistake.\n215 Comment adverbs\n1 We use this kind of adverb to make a comment on what we are saying\nLuckily no one was killed. (= It was lucky that no one was killed.)\nThe newspaper wasn't interested in the story, surprisingly.\nI'm afraid/Unfortunately we didn't win anything."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3fdb1a21-b24c-4a05-8f60-f17540ea1395
encoding: FLOAT32
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 afraid/Unfortunately we didn't win anything.\n2 We can also use an adverb to comment on someone's behaviour.\nDick wisely didn't interfere. (= It was wise of Dick not to interfere.)\nCompare the adverbs of comment and manner.\nI stupidly left the car unlocked. (= It was stupid of me.)\nThe man stared stupidly. (= in a stupid manner)\n3 We can use a phrase with to for someone's feelings about something.\nTo my surprise, the newspaper wasn't interested in the story."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: be1d3006-3147-46de-ad34-131baa3c813a
encoding: FLOAT32
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 Phil's delight, his plan proved successful.\n4 We can comment on why we are saying something.\nHonestly,/To be honest, I think you're making the wrong decision.\n216 Linking adverbs\nA linking adverb relates to the previous clause or sentence. It most often goes in\nfront position, but it can go in mid or end position. Here are some real examples.\nBut the baby does not just grow bigger and heavier. Its shape and body\nproportions also change as it grows up."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eb383919-1143-4e89-825b-608647ba16dc
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "proportions also change as it grows up.\nWhen Beethoven was fourteen, he was forced to give lessons to support his\nparents. However, he still found time to take a few violin lessons, and he went on\ncomposing.\nIf you pay the bill in full within 25 days you won't be charged interest. Otherwise\nyou are charged interest on any balance outstanding.\n25 ADVERBIALS PAGE 276 216 linking adverbs\nSome other linking adverbs are as well, too, in addition, furthermore, \u2022 244;"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b2ac56f4-cd40-4146-9832-09aa01f2aed9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "nevertheless, on the other hand, \u2022 246; therefore, consequently, as a result, \u2022 247;\nlikewise; instead. They have similar meanings to conjunctions such as and, but, so\nand if.\n2 Here are some other ways of relating one clause or sentence to another.\nOrdering: There are two reasons. Firstly, I'm not interested, and\nsecondly, I haven't got the time.\nIn conclusion, I'd like to say a few words about future\nprospects.\nThe matter is under consideration. In other words,\nthey're thinking about it."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d5de0bfc-f2f4-4fa5-a668-092a59d4d35d
encoding: FLOAT32
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're thinking about it.\nI'll see you tomorrow then. Or rather on Monday.\nWe've got lots of things we could sell. There's the car,\nfor example.\nI think I'll have the sausages. ~ Talking of sausages,\ndid you know there's a barbecue on Saturday?\nI had a lovely lunch. ~ Good. By the way, where did\nyou put that file?\nI think I'd better be going. It's past midnight, after all.\nI don't know whether we did the right thing. Anyway,\nit doesn't matter now."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 47be5067-50d4-4d32-95b8-de88d8b38e24
encoding: FLOAT32
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 doesn't matter now.\nThe government sold the telephone service to private\ninvestors. Gas and electricity were privatized in the\nsame way.\nSumming up:\nRephrasing:\nCorrecting:\nGiving examples:\nPicking up a topic:\nChanging the subject:\nSupporting a statement:\nDismissing something:\nComparing:\nPAGE 277 PAGE 278\n26\nComparison\n217 Summary\nThe comparative and superlative of adjectives \u2022 218\nAdjectives can have a comparative form (newer, more modern), and a superlative"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 18dbeb21-7f99-4e72-9c67-7289f95d1897
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "form (newest, most modern). Short adjectives take er/est, and long ones take\nmore/most.\nThe comparative and superlative of adverbs \u2022 219\nAdverbs can have a comparative form (faster, more rapidly) and a superlative\nform (fastest, most rapidly).\nMore, most, less, least, fewer and fewest \u2022 220\nWe can use more, most, less etc to compare quantities.\nThere's more traffic on a weekday.\nPatterns expressing a comparison \u2022221\nWe use these patterns to make comparisons."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1af8e75d-4c8c-4c84-8613-72637118ec90
encoding: FLOAT32
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 these patterns to make comparisons.\nThe new system is more complicated than the old one.\n. Nothing is ever as simple as it seems.\nGreenland is the largest island in the world.\nIt was the most embarrassing thing that ever happened to me.\nSpecial patterns with the comparative \u2022 222\nAnd we can use these special patterns.\nThe people in the queue were getting more and more impatient.\nThe longer people have to wait, the more impatient they get.\n218 The comparative and superlative of adjectives"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 85b4de68-d3d6-49ea-ad69-96ee80c48cac
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "218 The comparative and superlative of adjectives\nGOLD AND COPPER\nGold is much softer than copper, so it is easier to hammer into shape. It is not very\nstrong. A gold knife might look very fine but would not have been much use for\nskinning a bear, so from early times gold became the metal for ornaments. Copper\nis much harder; it would have been much more difficult for early man to shape,\nbut the finished article was more durable.\n(from L. Aitchison The Story of Metals) MIDTOWN MANHATTAN"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 372b0555-de22-4f4b-a48e-e454f02cea77
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Midtown Manhattan, which ranges roughly from 34th to 59th Streets and river to\nriver, is a center of superlatives. The biggest buildings, best restaurants, most art\ngalleries, brightest lights, greatest concentration of big business, largest complex\nof theaters and concert houses, best bargain basements, most exclusive couture\nhouses, and the most specialized services are all here.\n(from Fodor's Budget Travel in America)\n1 Use\nWe use these forms to compare the same quality of different things."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e610b6f7-6497-46ef-883a-10cda34ab7d1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Gold is softer than copper.\nCopper is more durable.\nNew York is the biggest city in the USA.\nThe most exclusive fashion stores are here.\nWe can compare, for example, the softness of gold and copper, or the size of New\nYork compared to other cities.\nNOTE\na For patterns such as softer than copper, the biggest in the USA, \u2022221.\nb The traditional rule is that we use a comparative (softer, more durable) for two items, and"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 99b1a0f3-279c-4d9a-88eb-f58eb54ad6f1
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "we use the superlative (biggest, most exclusive) for more than two. But in informal English\nwe often use the superlative to refer to one of only two items.\nWhich of these two photos is better/best?\n2 Form\na These are the regular forms.\nComparative Superlative\nShort adjective soft softer softest\nLong adjective exclusive more exclusive most exclusive\nShort adjectives take er/est, and long adjectives take more/most. For rules about\nwhich adjectives count as short and which as long, \u2022 (4).\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8a265779-1ccb-459b-89a6-c8883ec93f4b
encoding: FLOAT32
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 There are some spelling rules for er/est.\nNo doubling of e: fine finer \u2022 292(2)\nDoubling of some consonants: hot hottest \u2022 293\nY changing to i: heavy heavier \u2022 294\nb For less soft, least exclusive, \u2022 221(2).\nc In rather formal English most can mean 'very'. Compare the most and a most.\nSuperlative: It's the most exclusive store in New York.\nDegree: It's a most exclusive store. (= very exclusive)\nd When we compare two qualities, we use more, not er.\nI was more sad than angry."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f72911a1-fd1f-408b-943b-a1cc9551b0a1
encoding: FLOAT32
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 more sad than angry.\nHere are two other ways of saying the same thing.\nI was not so much angry as sad.\nI was sad rather than angry.\nPAGE 279 218 Comparative and superlative of adjectives b There are a few irregular forms.\nComparative Superlative\ngood better best\nbad worse worst\nfar farther/further farthest/furthest\nThe best restaurants are in Manhattan.\nThe weather is getting worse.\nNOTE\na The adjectives well (= in good health) and ill take these irregular forms."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 01700e9b-7971-4a54-b5dc-42f4b4ad736c
encoding: FLOAT32
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 feel a lot better now. She looks worse today.\nb For farther/further and elder/eldest, \u2022 (5).\n3 Position\nA comparative or superlative adjective can come in the same position as other\nadjectives.\nAttributive: a softer metal the most specialized services\nPredicative: Gold is softer. Which building is tallest?\nWe usually put the before a superlative adjective.\nJupiter is the biggest planet.\nJupiter is (the) biggest.\n4 Long and short adjectives"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e75aba76-d992-4bd7-b8c5-85180ea3ee50
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 Long and short adjectives\nIn general, short adjectives take er/est while long ones take more/most. One-\nsyllable adjectives count as short and three-syllable adjectives count as long. Most\ntwo-syllable adjectives count as long but not all of them.\na One-syllable adjectives (e.g. soft, tall)\nThese take er/est (softer, softest). Exceptions are adjectives in ed (e.g. pleased,\nbored) and the adjectives real, right and wrong.\nThe film made the story seem more real."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3a4def2b-eee9-4383-beb5-0fdd68e69806
encoding: FLOAT32
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 film made the story seem more real.\nSome one-syllable adjectives of abstract meaning take either er/est or more/most,\ne.g. clear, free, keen, safe, sure, true, wise.\nI wish I felt surer/more sure about what I'm doing.\nb Two-syllable adjectives (e.g. useful, happy)\nThe following take more/most (more useful, most useful).\nEnding in ful: careful, helpful, hopeful, peaceful, useful, etc\nEnding in less: helpless, useless, etc\nEnding in ing: boring, pleasing, tiring, willing, etc"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d1025d81-3a6a-488a-b347-5bf2432f9a9c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Ending in ed: amused, annoyed, ashamed, confused, surprised, etc\nSome others: afraid, cautious, certain, correct, eager, exact, famous, foolish,\nformal, frequent, mature, modern, normal, recent\nThe following take either er/est or more/most: able, common, cruel, feeble, gentle,\nhandsome, narrow, pleasant, polite, simple, sincere, stupid, tired.\nPAGE 28026 COMPARISON Two-syllable adjectives ending in y usually take er/est(happier, happiest), although"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cfcdc919-27e9-47a1-93c3-81bc5f1e5f66
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "more/most is possible. Some examples: dirty, easy, empty, funny, happy, heavy,\nhungry, lovely, lucky, pretty, silly, thirsty, tidy.\nNOTE\nHappy etc can still take er/est, even with a negative prefix: unhappier, untidiest.\nAlso: unpleasantest/most unpleasant.\nc Latest and last\nLatest means 'furthest ahead in time' or 'newest'.\nWhat's the latest time we can leave and still catch the train?\nThis jacket is the latest fashion.\nLast means 'before' or 'final'.\nI had my hair cut last week."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dacf5300-6b6d-462d-9241-86aa0fb4d61d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I had my hair cut last week.\nThis is the last time I lend anyone my car.\nd Nearest and next\nNearest means the shortest distance away. Next refers to one of a sequence of\nthings coming one after the other.\nWhere is the nearest phone box? (= closest, least far)\nWe have to get out at the next stop. (= the stop after this)\nPAGE 281 218 Comparative and superlative of adjectives\nc Adjectives of three or more syllables (e.g. difficult, magnificent)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4fd7f010-46cf-4d93-bb51-e96bd18edd25
encoding: FLOAT32
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 always take more/most (more difficult, most difficult).\nd Overview\nAlways er/est: Most of one-syllable, e.g. small\nUsually er/est: Two syllables ending in y, e.g. lucky\nEither er/est Some of one syllable, e.g. clear, true\nor more/most: Some of two syllables, e.g. narrow, common\nAlways more/most: One syllable ending in ed, e.g. pleased\nMost of two syllables, e.g. careful, boring\nThree or more syllables, e.g. expensive, magnificent\n5 Some special forms"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 80c3f5fe-88a3-4d66-97c1-3b75d646d2d8
encoding: FLOAT32
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 Some special forms\na Farther/further and farthest/furthest\nThese words express distance. We use them as adjectives and adverbs.\nThe farthest/furthest moon is 13 million kilometres from Saturn.\nI can't walk any farther/further.\nFurther (but not farther) can express quantity.\nLet's hope there are no further problems. (= no more problems)\nb Older/elder and oldest/eldest\nWe use elder and eldest mainly to talk about ages in a family. They go before\nthe noun.\nHave you got an older/elder brother?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 42898289-810c-45bf-8ae2-03d06f2dae3b
encoding: FLOAT32
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 noun.\nHave you got an older/elder brother?\nThe oldest/eldest daughter married a pop singer. 26 COMPARISON PAGE 282\n219 The comparative and superlative of adverbs\n1 Some adverbs have the same form as adjectives, \u2022 207(3-5). They take er/est.\nYou'll have to work harder if you want to pass the exam.\nLet's see who can shoot the straightest.\nTim got to work a few minutes earlier than usual.\nNOTE\nSoon also takes er/est.\nIf we all help, we'll get the job finished sooner."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 63a81907-8a8c-4a5b-aa3d-c35e4544cdf7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "2 There are a few irregular forms.\nComparative Superlative\nwell better best\nbadly worse worst\nfar farther/further farthest/furthest\nI find these pills work best.\nMy tooth was aching worse than ever.\nNOTE For comparison with far, \u2022 218(5a).\n3 Other adverbs take more/most. This includes almost all adverbs in ly.\nYou'll have to draw the graph more accurately than that.\nThe first speaker presented his case the most convincingly.\nI wish we could meet more often.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0e5a6c37-fd78-45db-979b-904c65cfe7e0
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "I wish we could meet more often.\nNOTE\nSome adverbs can be with or without ly. \u2022 207(4)\nI got the bike fairly cheap/cheaply.\nSuch adverbs have two different comparative and superlative forms.\nYou could get one cheaper/more cheaply secondhand.\n220 More, most, less, least, fewer and fewest\nWe can use these words to compare quantities.\nPlural Uncountable\nmore (= a larger number)\nYou've got more cassettes than me.\nmost (= the largest number)\nYou've got the most cassettes of\nanyone I know."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e0326b28-c22d-4dd2-b002-5d41cc04ec18
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "You've got the most cassettes of\nanyone I know.\nfewer (= a smaller number) \u2022 Note\nI buy fewer cassettes these days.\nfewest (= the smallest number) \u2022 Note\nYou've got the fewest cassettes of\nanyone I know.\nmore (= a larger amount)\nThey play more music at weekends.\nmost (= the largest amount)\nThis station plays the most music.\nless (= a smaller amount)\nThere's less music on the radio at\nweekends.\nleast (= the smallest amount)\nThis station plays the least music. 221 Patterns expressing a comparison"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4e0aa09b-325f-4d3a-9769-2cde9bd52641
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "NOTE\nThe rule is that we use fewer/fewest with a plural noun.\nThere are fewer cars on the road in winter.\nBut less/least with a plural noun is common, especially in informal speech.\nThere are less cars on the road in winter.\nIt is safer for the learner to avoid this usage.\n221 Patterns expressing a comparison\nMOTELS IN THE USA\nMany motels are every bit as elegant, comfortable, and well-equipped as the most\nmodern hotels. Many have bars, fine restaurants and coffee shops for casual meals"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b44dc9dd-bc2b-4e53-93b4-83f91987b107
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "and breakfast. If the motel does not have a restaurant, there are always\nrestaurants nearby. Most rooms are furnished with television. Even less expensive\nmotels often have a swimming pool. The price for rooms in motels is usually\nslightly less than for hotels.\n(from USA Travel Information)\n1 More, as and less\nWe can say that something is greater than, equal to or less than something else.\nMost hotels are more comfortable than motels.\nSome motels are as comfortable as hotels."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e94495b0-62eb-49f4-bdc6-3360d409a3cf
encoding: FLOAT32
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 motels are as comfortable as hotels.\nSome motels are less comfortable than a modern hotel.\nNOTE\nWe can make comparisons with same, like, similar and different.\nMotels are the same as hotels. Motels are like hotels.\nMotels are similar to hotels. Motels are not very different from hotels.\nThe following words can also express a comparison.\nParis is my favourite city. (= I like it best.)\nWood is superior to/preferable to plastic as a material. (= better)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 250982b7-649e-462a-9292-9a99b1336001
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The car's speed exceeded ninety miles an hour. (= was more than)\n2 Less and least\na Less and least are the opposites of more and most.\nMotels are usually less expensive than hotels.\nA motel will cost you less.\nThe subway is the least expensive way to get around New York.\nWe go out less often these days.\nNOTE\nWe use less with both long and short adjectives.\nIt's cheaper/less expensive. It's more expensive/less cheap."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ba545b5a-dd14-4560-bfed-2541acab437d
encoding: FLOAT32
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 Whether we say, for example, warmer or less cold depends on our point of view.\nIt was cold in the house, but it was less cold than outside.\nWe choose less cold here because we are talking about how cold the house was, not\nhow warm it was. We can express the same thing using a negative sentence with as.\nIt was cold, but it wasn't as cold as outside.\nIn informal English this pattern is more usual. Less + adjective can be a little\nformal.\nPAGE 283 26 COMPARISON PAGE 284\n3 As and so"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 500d9ede-4484-4ff8-b1bc-40aa998afce0
encoding: FLOAT32
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 283 26 COMPARISON PAGE 284\n3 As and so\na We use a positive statement with as to say that things are equal.\nMany motels are as comfortable as hotels.\nMy sister is as tall as me.\nNOTE\na We can use as in idiomatic phrases.\nas hard as iron (= very hard) as light as a feather (= very light)\nb Note this use with numbers and measurements.\nThe temperature is often as high as 40 degrees.\n(= The temperature is often 40 degrees, which is very high.)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e9701607-120c-4ce0-8c11-205dc6abd52b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b In a negative statement we can use either as or so.\n. Some motels are not as comfortable/not so comfortable as a good hotel.\nThe place isn't as crowded/isn't so crowded in winter.\nI don't drink as much/so much coffee as you do.\nNot as/so comfortable means 'less comfortable'.\nc In attributive position, as + adjective goes before a/an.\nThis isn't as comfortable a hotel as the last one we stayed in.\nSuch replaces so in a phrase with a/an."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 390353fd-ef5b-43f7-9251-5cd0f1666b67
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Such replaces so in a phrase with a/an.\nThis isn't such a comfortable hotel as the last one we stayed in.\nd We use as (not so) with the second item in the comparison. After as we can use a\nphrase or clause.\nCopper isn't as valuable as gold.\nI came as quickly as I could.\nNo one scored as many points as Laura did.\n4 Than\nAfter a comparative we can use than with a phrase or clause.\nGold is softer than copper, NOT Gold-is softer as copper.\nGoing out alone is more difficult for women than for men."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ed6e53b3-78d9-49ca-a39c-5fc59a59b776
encoding: FLOAT32
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 motel was less expensive than I had expected.\nFlying is a lot quicker than going by train.\nThere were more people in town than usual.\n5 Pronouns after as and than\nA pronoun directly after as or than has the object form unless there is a verb after it.\nI'm not as tall as him/as tall as he is.\nThe other teams played better than us/better than we did.\nNOTE I'm not as tall as he is formal and old-fashioned.\n6 Comparisons without as or than"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 25459b74-907e-4429-a240-8c5934f7395f
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "6 Comparisons without as or than\nWe can leave out as/than + phrase or clause if the meaning is clear without it.\nI liked the last hotel we stayed in. This one isn't so comfortable.\nGold isn't very suitable for making tools. Copper is much harder.\nIt's more difficult to find your way in the dark. 222 Special patterns with the comparative\n7 Patterns with the superlative\nAfter a superlative we often use a phrase of time or place, an of-phrase or\na relative clause."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e0e52eb7-e40e-4bfe-aa0c-b479b11173d9
encoding: FLOAT32
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 relative clause.\nIt's going to be the most exciting pop festival ever.\nWhich is the tallest building in the world?\nTitan is the largest satellite of all.\nIt's the most marvellous painting I've ever seen.\nPeter is the least aggressive person I know.\nNOTE\na An of-phrase can come in front position for emphasis.\nOf all Saturn's moons, Titan is the largest.\nb We sometimes use a pattern with one of/some of.\nThis building is one of the tallest in the world.\n8 Much bigger etc"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 385e1766-2086-4e23-8686-acd6e43ae67c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "8 Much bigger etc\nWe can use an adverb of degree in patterns expressing a comparison.\nGold is much softer than copper. \u2022 212(2)\nThis is by far the best method. \u2022 212(3)\nMany motels are every bit as/just as elegant as the most modern hotels.\nI'll need a lot more paper. \u2022 212(8f)\n222 Special patterns with the comparative\n1 We use this pattern with and to express a continuing increase.\nThe plant grew taller and taller.\nThe roads are getting more and more crowded."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d449dc23-ce9c-4851-aa4f-fb3575328611
encoding: FLOAT32
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 roads are getting more and more crowded.\nThere's more and more traffic all the time.\nThe problem is becoming worse and worse.\n2 We use this pattern with the and a comparative to say that a change in one thing\ngoes with a change in another.\nThe longer the journey (is), the more expensive the ticket (is).\nThe further you travel, the more you pay.\nThe older you get, the more difficult it becomes to find a job.\nPAGE 285 PAGE 286\n27Prepositions\n223 Summary\nIntroduction to prepositions \u2022 224"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ea12a34c-c476-4223-99a1-4f5a797fa424
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "223 Summary\nIntroduction to prepositions \u2022 224\nA preposition is a word like in, to, for, out of.\nPrepositions of place \u2022 225\nin the office under my chair across the road\nPrepositions of place: more details \u2022 226\nPrepositions of time \u2022 227\nat six o'clock before dark for three weeks\nPrepositions: other meanings \u2022 228\na present for my sister a man with a beard\nIdiomatic phrases with prepositions \u2022 229\nThere are many idiomatic phrases.\nfor sale in a hurry by mistake\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ae1968c9-729f-4d2e-b71c-1e1e6e8b4715
encoding: FLOAT32
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 sale in a hurry by mistake\nNOTE\nThere are also many idioms where a preposition comes after a verb, adjective or noun. \u2022 230\nwait for a bus afraid of the dark an interest in music\nFor prepositions in American English, \u2022 306.\n224 Introduction to prepositions\n1 A preposition usually comes before a noun phrase.\ninto the building at two o'clock without a coat\nSome prepositions can also come before an adverb.\nuntil tomorrow through there at once\nWe can also use some prepositions before a gerund."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c642ef5c-2edf-42e6-8eab-6482a3d3d0d6
encoding: FLOAT32
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're thinking of moving house.\nNOT We're thinking of to move house. PAGE 287 224 Introduction to prepositions\nWe cannot use a preposition before a that-clause.\nWe're hoping for a win./We're hoping (that) we'll win.\nNOT We're hoping for that we'll win.\nBut we can use a preposition before a wh-clause.\nI'd better make a list of what we need.\nNOTE For the difference between the preposition to and the to-infinitive, \u2022 132(6).\n2 The preposition and its object form a prepositional phrase."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6e7c983c-976b-4db6-a2f9-57c9db2d863c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Preposition + Noun phrase\nPrepositional phrase: towards the setting sun\nbehind you\nThe prepositional phrase functions as an adverbial.\nThey walked towards the setting sun.\nOn Saturday there's going to be a disco. '\nIt sometimes comes after a noun.\nThe disco on Saturday has been cancelled.\n3 We can modify a preposition.\nalmost at the end right in front of me halfway up the hill\nall over the floor just off the motorway directly after your lesson\n4 In some clauses a preposition goes at the end."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 820349e9-bef2-4b36-886a-75333ddea593
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 In some clauses a preposition goes at the end.\nWh-question: Who did you go to the party with? \u2022 25(3)\nInfinitive clause: I've got a tape for you to listen to. \u2022 117(2)\nPassive: War reporters sometimes get shot at. \u2022 105(3)\nRelative clause: That's the article I told you about. \u2022 273 (4)\n5 Some prepositions can also be adverbs.\nPreposition: I waited for Max outside the bank.\nWe haven't seen Julia since last summer.\nThere was no lift. We had to walk up the stairs."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 54a082df-d605-43b1-8079-5c5cdbc8e2ad
encoding: FLOAT32
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 no lift. We had to walk up the stairs.\nAdverb: Max went into the bank and I waited outside.\nWe saw Julia last summer, but we haven't seen her since.\nThere was no lift. We had to walk up.\nA verb + adverb like walk up, get in is a phrasal verb. \u2022 231\n6 Some prepositions of time can also be conjunctions. \u2022 250(1)\nPreposition: We must be ready before their arrival.\nConjunction: We must be ready before they arrive. 27 PREPOSITIONS\n225 Prepositions of place\n1 Basic meanings"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8d76f211-d0bd-42d4-8df5-2e04f4b32922
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "225 Prepositions of place\n1 Basic meanings\nThere are some people\nin/inside the cafe.\nThe man is waiting\noutside the cafe.\nThere's a television\non the table. There's\na photo on top of the\ntelevision. There's\na dog under(neath)\nthe table.\nThere's a picture overt\nabove the door. There's\na small table under/\nbelow the window.\nShe's going up the\nsteps, and he's\nThe road goes through\na tunnel. The car is\ncoming down the steps. going in/into the\ntunnel. The lorry is\ncoming out of the tunnel."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4b07b85c-7af9-42ff-96fc-2751a8ae929a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "tunnel. The lorry is\ncoming out of the tunnel.\nShe's taking the food off\nthe trolley and putting\nit on/onto the shelves.\nThe bus is at the bus\nstop. It's going\nfrom the city centre\nto the university.\nThe lorry is travelling\naway from York and\ntowards Hull.\nThe man is sitting next\nto/by/beside the woman.\nTheir table is close to/\nnear the door. 225 Prepositions of place\nThe bus is in front\nof the car. The lorry\nis behind the car.\nThe car is between\nthe bus and the lorry.\nThe woman is walking"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f2adb1ee-b421-46d3-ab9d-da6b1f265d61
encoding: FLOAT32
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 bus and the lorry.\nThe woman is walking\nalong the pavement\npast the supermarket.\nThe man is on the\npavement opposite the\nbank. The bank is across\nthe road.\nThe President is\nstanding among his\nbodyguards. They are\nall round/around him.\nThere's a hill beyond\nthe church.\n(=on the other side of)\nThe man is leaning\nagainst the wall.\na We use of only with on top of, out of and in front of. NOT inside of NOT off of and NOT behind of,\nalthough outside of is possible,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: ef3bc325-3c0f-4a5b-8466-2fcf90b8c777
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "although outside of is possible,\nb Two other prepositions of place are throughout and within. They are a little formal.\nThe epidemic spread throughout the country/all over the country. (= to all parts of)\nDelivery is free within a ten-mile radius. (= inside)\nc Beneath is rather literary.\nFrom the balloon we could see the town far below/beneath us.\nd Around and about mean 'in different directions' or 'in different places'.\nWe're going to drive around/about the country visiting different places."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d13cd24e-0dbe-4ac9-b988-c11ec471e48c
encoding: FLOAT32
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 were piles of old magazines lying around/about the flat. 27 PREPOSITIONS PAGE 290\n2 Position and movement\na Most prepositions of place say where something is or where it is going.\nPosition: There was a barrier across the road.\nMovement: The boy ran across the road.\nb At usually expresses position, and to expresses movement.\nPosition: We were at the caf\u00e9.\nMovement: We went to the caf\u00e9.\nc As a general rule, in and on express position, and into and onto express movement."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 4f6430d7-75be-4aef-8318-58b81411ce84
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Position: We were sitting in the caf\u00e9. She stood on the balcony.\nMovement: We went into the caf\u00e9. She walked onto the balcony.\nNOTE\nWe sometimes use in and on for movement, especially in informal English.\nWe went in the caf\u00e9.\nBut sometimes the choice of preposition depends on the meaning.\nWe walked on the beach (for half an hour).\nWe walked (from the car park) onto the beach.\nAfter lay, place, put and sit we do not usually use into or onto."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 060b2869-d5d4-4e5c-bc96-731d5efb6ef8
encoding: FLOAT32
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 laid the body on a blanket. Tom sat down in the armchair.\n3 Other meanings\na Some prepositions of place can also express time. \u2022 227\nLots of people work from nine o'clock to five.\nb Prepositions of place can also have more abstract meanings.\nI'm really into modern jazz. (= interested in)\nIan comes from Scotland. (= He's Scottish./He lives in Scotland.)\nThe show was above/beyond criticism. (= too good to be criticized)\nWe are working towards a United States of Europe. (= working to create)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9082b0b9-fe6f-4f1f-bd13-35e404f1f310
encoding: FLOAT32
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 party is right behind its leader. (= supporting)\nCity are among the most successful teams in the country. (= one of)\nFor idioms, e.g. look into the matter, \u2022 233.\n226 Prepositions of place: more details\n1 At, on and in\nShe's at her desk. It's on the desk. They're in the drawer. a At is one-dimensional. We use it when we see something as a point in space.\nThe car was waiting at the lights.\nThere's someone at the door.\nWe also use at+ event.\nWe met at Daphne's party, didn't we?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9829e03c-55f7-440b-8301-0d7ae3026348
encoding: FLOAT32
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 met at Daphne's party, didn't we?\nWe use at+ building when we are talking about the normal purpose of the\nbuilding.\nThe Browns are at the theatre. (= watching a play)\nI bought these dishes at the supermarket.\nNicola is fifteen. She's still at school.\nWe also use at for a person's house or flat.\nI had a cup of coffee at Angela's (house/flat).\nb On is two-dimensional. We use it for a surface.\nDon't leave your glass on the floor.\nThere were lots of pictures on the walls."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cb10a375-8c7a-4757-9b89-7d612077b886
encoding: FLOAT32
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 were lots of pictures on the walls.\nWe also use on for a line.\nParis is on the Seine.\nThe house is right on the main road, so it's a bit noisy.\nNOTE\nWe also use on in this special sense.\nI haven't got any money on/ with me at the moment.\nc In is three-dimensional. We use it when we see something as all around.\nI had five pounds in my pocket.\nWho's that man in the green sweater?\nThere was a man sitting in the waiting room.\nCompare in and at with buildings."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2356786c-76ad-4df7-925e-78d9d987892a
encoding: FLOAT32
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 in and at with buildings.\nIt was cold in the library. (= inside the building)\nWe were at the library. (= choosing a book)\nNOTE\nCompare these expressions with corner.\nThere were shelves over the fireplace and a bookcase in the corner.\nThere's a newsagent's at/on the corner. You turn left there.\nd In general we use in for a country or town and at for a smaller place.\nWe finally arrived in Birmingham/at Land's End.\nBut we can use at with a town if we see it as a point on a journey."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: be819fd4-026f-4575-be99-74912be1692a
encoding: FLOAT32
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 have to change trains at Birmingham.\nAnd we can use in for a smaller place if we see it as three-dimensional.\nI've lived in the village all my life.\n226 Prepositions of place: more detailsPAGE 291 27 PREPOSITIONS\ne Look at these phrases.\nat 52 Grove Road\nat your house\nat the station\nat home/work/school\nat the seaside\nat the back/end of\na queue\nPAGE 292\non 42nd Street (USA)\non the third floor\non the platform\non the page\non the screen\non the island\non the beach/coast\non the right/left"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dd5d4fbb-4906-43df-bb83-3eda74cd4d8c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "on the beach/coast\non the right/left\non the back of an\nenvelope\nin Spain/Bristol\nin Grove Road\nin the lesson\nin a book/newspaper\nin the photo/picture\nin the country\nin the middle\nin the back/front of\na car\nin a queue/line/row\n2 Above, over, below and under\na Above and over have similar meanings.\nThere was a clock above/over the entrance.\nWe do not normally use above to mean horizontal movement.\nThe plane flew low over the houses.\nAnd we do not use above for an area or surface."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 576e59ab-ba9c-4fa7-8402-07796dfad9ee
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "And we do not use above for an area or surface.\nThick black smoke hangs over the town.\nSomeone had spread a sheet over the body.\nNOTE\na We prefer over before a number.\nThere are well over fifty thousand people in the stadium.\nBut we use above with a measurement that we think of as vertical, such as temperature.\nTemperatures will rise above freezing.\nb In this example over has a special meaning.\nThe two leaders discussed world affairs over lunch. (= while having lunch)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d2bc94cf-3092-4344-9ed2-a7b220ada32a
encoding: FLOAT32
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 also use over for movement to the other side, or position on the other side\nof aline.\nThe horse jumped over the wall. Was the ball over the goal-line?\nSomehow we had to get over/across the river.\nc Below is the opposite of above; under is the opposite of over.\nWe met at the entrance, below/under the clock.\nWe do not normally use below for a horizontal movement or for an area or surface.\nMike crawled under the bed in an attempt to hide.\nThe town lies under a thick black cloud of smoke."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9ad0837c-d75a-4ee8-89a8-f3236c1d2294
encoding: FLOAT32
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 town lies under a thick black cloud of smoke.\nCompare below/under with above/over. \u2022 (2a) Note a\nTemperatures will fall below freezing.\nThere are well under ten thousand people in the stadium. PAGE 293 226 Prepositions of place: more details\n3 Top and bottom\nOn top of is a preposition.\nThere's a monument on top of the hill.\nWe can also use top and bottom as nouns in phrases like these.\nThere's a monument at the top of the hill.\nThe ship sank to the bottom of the sea."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 430cf871-ed47-472a-914a-c21bd77d2dc5
encoding: FLOAT32
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 ship sank to the bottom of the sea.\n4 Through, across and along\nthrough the gate across the road along the path\na Through is three-dimensional. You go through a tunnel, a doorway, a crowd of\npeople, and so on.\nThe water flows through the pipe. I looked through the telescope.\nb Across is two-dimensional. You go from one side to the other across a surface such\nas a lawn or a playground, or a line such as a river or a frontier.\nYou can get across the Channel by ferry."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: df74fa0a-e1c2-436a-a5e1-353d1a8fdd19
encoding: FLOAT32
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 get across the Channel by ferry.\nSometimes we can use either through or across, depending on whether we see\nsomething as having three or two dimensions.\nWe walked through/across the field.\nc We use along when we follow a line. You go along a path, a road, a passage, a route,\nand so on. Compare these sentences.\nWe cruised along the canal for a few miles.\nWe walked across the canal by a footbridge.\n5 To, towards and up to\nWe use to for a destination and towards for a direction."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9c59f033-5cc0-4a51-8d70-d048fee9c243
encoding: FLOAT32
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're going to Doncaster. My aunt lives there.\nWe're going towards Doncaster now. We must have taken a wrong turning.\nGo/come/walk + up to usually expresses movement to a person.\nA man came up to me in the street and asked me for money.\nNOTE\nAs far as means going a certain distance.\nWe usually try to get as far as Doncaster before we stop for coffee. 27 PREPOSITIONS\n6 Near, close and by\na Near, near to and close to mean 'not far from'.\nMotherwell is near Glasgow, NOT by Glasgow"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 41c82db2-6611-4668-bb31-6240dca913b8
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Motherwell is near Glasgow, NOT by Glasgow\nWe live near (to) the hospital/ close to the hospital.\nNOTE\nNear (to) and close to have comparative and superlative forms.\nYou live nearer (to) the hospital than we do.\nI was sitting closest to the door.\nb Near and dose can be adverbs.\nThe animals were very tame. They came quite near/close.\nNearby means 'not far away'.\nThere's a post office near here/nearby.\nThe preposition by means 'at the side of' or 'very near'."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3dc6ffd2-545d-4202-b44c-4a9c58851af1
encoding: FLOAT32
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 live (right) by the hospital. Come and sit by me.\nd Next to means 'directly at the side of'.\nWe live next to the fish and chip shop.\nAt dinner I sat next to/beside Mrs Armstrong.\n7 In front of, before, behind, after and opposite\na When we talk about where something is, we prefer in front of and behind to before\nand after.\nThere's a statue in front of the museum, NOT before the museum\nThe police held their riot shields in front of them."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7b6a8b1a-4613-4cd4-a63f-02754581b790
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The car behind us ran into the back of us. NOT the car after us\nb Before usually means 'earlier in time', and after means 'later in time'. But we also\nuse before and after to talk about what order things come in.\nJ comes before K. K comes after J.\nWe also use after to talk about someone following or chasing.\nThe thief ran across the road with a policemen after him.\nc Opposite means 'on the other side from'. Compare in front of and opposite."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b6614187-7c28-47d3-bbb3-740f28f65456
encoding: FLOAT32
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 were standing in front of the theatre waiting to go in.\nPeople were standing opposite the theatre waiting to cross the road.\nGerald was standing in front of me in the queue.\nGerald was sitting opposite me at lunch.\nPAGE 294 227 Prepositions of time\n8 Between and among\na We use between with a small number of items that we see as separate and\nindividual.\nThe ball went between the player's legs.\nTom lives somewhere in that area between the hospital, the university and\nthe by-pass."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 364faa37-5864-450b-bb66-ba568e7052cf
encoding: FLOAT32
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 by-pass.\nFor expressions such as a link between, \u2022 237(2c).\nb Among suggests a larger number.\nI was hoping to spot Marcia among the crowd.\n227 Prepositions of time\n1 At, on and in\nWe use these prepositions in phrases saying when.\nSee you at one o'clock. They arrived on Friday. We met in 1985.\na We use at with a particular time such as a clock time or meal time.\nat half past five at breakfast (time) at that time at the moment\nWe also use at with holiday periods of two or three days."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 990fbb86-fdfd-40b2-9ec8-e028b579b5c7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "at Christmas at Thanksgiving at the weekend\nNOTE\na USA: on the weekend\nb We use at with someone's age.\nA sporting career can be over at thirty.\nb We use on with a single day.\non Tuesday on 7th August on that day on Easter Sunday\nNOTE\nOn can also mean 'immediately after'.\nOn his arrival, the President held a press conference.\nc We use in with longer periods.\nin the next few days in the summer holidays in spring\nin July in 1992 in the 19th century\nWe also use in with a part of the day."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 792cb96f-52d3-4edf-a511-799fafc5b268
encoding: FLOAT32
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 also use in with a part of the day.\nin the afternoon in the mornings\nBut we use on if we say which day.\non Tuesday afternoon on Friday mornings on the evening of the 12th\nNOTE\nAn exception is at night. Compare these sentences.\nI heard a noise in the night. (= in the middle of the night)\nThe windows are shut at night. (= when it is night) 27 PREPOSITIONS\n2 Expressions of time without a preposition\na We do not normally use at, on or in in phrases of time with last, this, next, every,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5aeb22dc-fac1-4f32-b628-6c629ac19acf
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "later, yesterday and tomorrow.\nI received the letter last Tuesday. NOT on last Tuesday\nWe've been really busy this week. NOT in this week\nYou can take the exam again next year. NOT in the next year\nThe same thing happens every time. NOT at every time\nA week later I got a reply. NOT in a week later\nI'll see you tomorrow morning. NOT in tomorrow morning\nNOTE\na We can use other prepositions.\nAfter this week I shall need a holiday.\nb In informal English we can sometimes leave out on before a day."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 292b1232-3b44-45dc-af32-5a7953a56185
encoding: FLOAT32
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 see you Monday.\nc We do not use a preposition with these days (= nowadays).\nIt's all done by computers these days.\nA For the with last and next, \u2022 169(8).\nb Sometimes we can use the preposition or leave it out.\nSomething else a bit unusual happened (on) that day.\nI'd been ill (in) the previous week.\nThey agreed to meet (on) the following Sunday.\n3 In + length of time\nWe can use in to say how long something takes.\nColumbus crossed the Atlantic in seventy days."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3efc6457-7752-47a6-acb8-815a7ef4109d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Columbus crossed the Atlantic in seventy days.\nSurely you can change a wheel in fifteen minutes.\nWe can also use in for a time in the future measured from the present.\nElla takes her exam in three weeks/in three weeks' time.\nNOTE\na Compare these sentences.\nYou can walk there in half an hour. (= you need half an hour)\nI'm going out in half an hour. (= half an hour from now)\nb We can also use within or inside to say how long.\nI'll be back within/inside an hour. (= in an hour or less)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eeb12a16-86d4-4a57-804f-c2aca10e2b90
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "4 During and over\na We use during with an event (e.g. the festival) or a period which is a definite time\n(e.g. that week). It means the whole period.\nNobody does any work during the festival/during that week.\nWe cannot use during + length of time.\nThe festival went on for a week. NOT It went on during a week.\nNOTE\nWhen something happens for the whole period, we can use throughout or all through.\nThe population grew rapidly during/throughout the 19th century."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c7813326-238a-4948-b66d-9bd0921352f5
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Jeremy kept staring at Naomi during/all through lunch.\nb We can also use during when something happens one or more times in the period.\nThe letter arrived during the festival.\nI suddenly felt ill during the show.\nI have to make several trips abroad during the next few weeks.\nPAGE 296 c During is a preposition; while is a conjunction.\nSomeone told me the news during the tea break.\nSomeone told me the news when/while we were having a cup of tea.\nd We can also use over for a whole period of time."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1181b9f8-9b7d-4cf2-9962-e5da93d8833f
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Over the next few days, Simon and Kay saw a lot of each other.\nOver a period of two months there were a hundred sightings of UFOs.\nNOTE\nThe adverb over means 'finished'.\nThis programme will soon be over.\n5 For and since\na We use for with a period of time to say how long something continues.\nRachel plays computer games for hours on end. NOT during hours \u2022 (4)\nI once stayed at that hotel for a week.\nI just want to sit down for five minutes.\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 172fd4d4-1c0a-4858-9440-d768355b294a
encoding: FLOAT32
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 just want to sit down for five minutes.\nNOTE\nWe do not normally use for before a phrase with all or whole.\nIt rained all day/the whole day.\nb We often use for and since with the perfect to say how long something has\ncontinued or when it started.\nGiles has worked here for ten years now.\nWe haven't been to the theatre for months.\nWe've been waiting for twenty minutes.\nThe Parkers have lived here since 1985.\nI haven't seen you since September.\nWe've been waiting since twelve o'clock."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b0104277-86cc-4fd9-a305-e2f9e243ac0d
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "We've been waiting since twelve o'clock.\nWe use for + length of time and since + time when.\nfor two years for a week for two days for a few minutes\nsince 1990 since last week since Monday since half past two\nNOTE\na We can sometimes leave out for in informal English.\nWe've been waiting here twenty minutes.\nb We use during for a period which is a definite time. \u2022 (4)\nDuring the last ten years Giles has been promoted at least three times.\nc Compare these sentences."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e17322f2-4fee-4098-839e-191c03ce9fac
encoding: FLOAT32
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 Compare these sentences.\nI've been here (for) ten minutes. I'll stay (for) ten minutes.\nI've been here since twenty to four. I'll wait until four o'clock. \u2022 (6)\nI arrived ten minutes ago. I'm leaving in ten minutes.\nc We use the adverb ago for a past action at a time measured from the present.\nAgo comes after the length of time.\nGiles joined the company ten years ago. (= ten years before now)\nWe last went to the theatre months ago."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9d12ffc0-3b53-41c7-b6f3-801adb542a00
encoding: FLOAT32
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 last went to the theatre months ago.\nd We use the adverb before for a past action measured from the more recent past.\nGiles left the company last year. He'd started work there ten years before.\n(= ten years before last year)\n227 Prepositions of timePAGE 297 27 PREPOSITIONS\n6 Till/until and by\na We use till/until to say when something finishes.\nJim will be working in Germany till/until next April.\nWe sat in the pub till/until closing-time.\nNOTE\na Till is more informal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 01ba5823-c37b-473e-8667-fdec5f832e50
encoding: FLOAT32
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 Till is more informal.\nb For from now to next April, \u2022 (7b). But NOT He'll be working there to next April.\nc We can use up to in a positive sentence.\nHe'll be working there up to next April.\nd Till/until does not express place.\nWe walked to the bridge/as far as the bridge. NOT till/until the bridge\nBut it can be a conjunction.\nWe walked on till/until we got to the bridge.\nb We can use not... till/until when something is later than expected.\nSue didn't get up till/until half past ten."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 87996dfe-88c8-49d4-90a0-f9650d932286
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Sue didn't get up till/until half past ten.\nc By means 'not later than'.\nI'm always up by eight o'clock. (= at eight or earlier)\nCan you pay me back by Friday? (= on Friday or earlier)\nThey should have replied to my letter by now.\nCompare before.\nCan you pay me back before Friday? (= earlier than Friday)\nNOTE For by the time as a conjunction, \u2022 250(1).\n7 From and between\na We use from for the time when something starts.\nTickets will be on sale from next Wednesday."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d0fb0ab2-96a6-4125-abc6-87ad0191569f
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Tickets will be on sale from next Wednesday.\nFrom seven in the morning there's constant traffic noise.\nNOTE\nCompare since with the perfect.\nTickets have been on sale since last Wednesday.\nb After the phrase with from we can use to or till/until for the time when\nsomething finishes.\nThe cricket season lasts from April to September.\nThe road will be closed from Friday evening till/until Monday morning.\nNOTE Americans can use through, e.g. from Friday through Monday. \u2022 306(3)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 20c405f8-100e-464b-b094-824973ccb28d
encoding: FLOAT32
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 between for a period after one time and before another.\nNot many people work between Christmas and New Year's Day. 228 Prepositions: other meanings\n228 Prepositions: other meanings\n1 Prepositions can have meanings other than place or time.\nWe were talking about the weather.\nAccording to the BBC, the strike is over. (= The BBC says ...)\nMost people are against these changes. (= opposing)\nWe can have this pizza for tea. As for lunch, I'll get a sandwich."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: db209954-15d7-47bb-bc4d-adc45382ac9a
encoding: FLOAT32
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 reading a book by Iris Murdoch.\nYou need a pullover, so I'm knitting one for you.\nYou'd do anything for the sake of peace and quiet. (= in order to have)\nAre you for the plan/in favour of the plan ? (= supporting)\nMrs Peterson is in charge of the department. (= head of the department)\nCan I use a pencil instead of a pen?\nI went to a lecture on Einstein.\nOn behalf of everyone here, I'd like to say thank you.\nThis car does at least fifty miles to the gallon."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8aeafaf4-e502-4b37-81aa-1af7a5621897
encoding: FLOAT32
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 car does at least fifty miles to the gallon.\nIt's up to you to make your own decision.\n2 With has these meanings.\nI went to the party with a friend. (= We were together.)\nPete is the man with long hair. (= He has long hair.)\nI'll cut the wood with my electric saw. \u2022 (5)\nThey set to work with enthusiasm. (= enthusiastically)\nWith people watching, I felt embarrassed. (= Because people were watching...)\nWithout is the opposite of with.\nWho's the man without any shoes on?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 264988b4-9bd2-4c2d-bdcb-4c6bf9295f79
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Who's the man without any shoes on?\nThey set to work, but without enthusiasm.\nNOTE\nWe can leave out any after without.\nWho's the man without shoes on?\nBut we do not normally leave out a/an after with or without. NOT I went with friend.\n3 Of has a number of different meanings.\nthe handle of the door \u2022 146(3) a tin of soup \u2022 144(3)\nsome of my friends \u2022 178(1c) our first sight of land \u2022 149(3)\nWe can also use of in the following pattern."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 92e37d1f-709b-4392-9156-1b49cbede513
encoding: FLOAT32
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 of in the following pattern.\nShe's an actress of great ability. (= She has great ability.)\nThese souvenirs are of no value.\nHe was a man of medium build.\n4 Some prepositions have the same meaning as a conjunction.\nWe decided against a picnic in view of the weather.\n(= because the weather was bad)\nSuch prepositions are as well as, in addition to, besides, \u2022 244(3); in spite of,\ndespite, \u2022 246(4); as a result of, in consequence of, \u2022 247(2); because of, due to, in"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2a0efe93-8342-4bb5-9211-52341f78b4c3
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "view of, on account of, \u2022 251(3).\nPAGE 299 27 PREPOSITIONS PAGE 300\n5 We use with and by to express means.\na We use with to talk about an instrument, a thing we use to carry out an action.\nThe thieves broke the door down with a hammer.\nJust stir this with a wooden spoon, could you?\nBy is more abstract. It refers to the means in general rather than to a specific thing.\nI paid by credit card. The motor is powered by electricity.\nThey broke the door down by force.\nWe use by before a gerund."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 849d1e89-cb28-49de-a351-ddb52597a763
encoding: FLOAT32
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 by before a gerund.\nThey got in by breaking down the door.\nNOTE\na Some passive sentences have by + agent.\nThe door was broken down by two men/with a hammer.\nb We say write in pen/in pencil.\nb We also use by + noun for means of transport. We do not use the.\nI prefer to travel by train.\nNOT travel by the train and NOT travel with the train\nWe can say e.g. by bike, by car/road, by taxi, by bus/coach, by train/tube/rail, by\nboat/ship/ferry/hovercraft, by sea, by plane/air."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8e14abb2-25d6-4bf1-8eea-5e0c7d1c6244
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "boat/ship/ferry/hovercraft, by sea, by plane/air.\nWe do not use by to mean a specific bike, car etc.\nI'll go on my bike. NOT ill go by my bike.\nWe can say on my bike, in the/my car, in a taxi, on the bus/train/boat/plane etc.\nOn foot means 'walking'.\nI prefer to go on foot/ to walk. NOT go by foot\nNOTE\nLook at these examples expressing movement.\nThe passengers got into/out of the car/taxi.\nNancy got on/off her bike/the bus/the train.\nWe went on board the ship."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 33ae198a-7a4a-4cc8-bf16-531269cbcd5a
encoding: FLOAT32
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 went on board the ship.\nc We can also use by for means of communication, e.g. by letter/post, by phone, by\ntelegram/telex/fax.\nI spoke to Andy by phone/on the phone. I sent the information by post.\nNOTE Andy isn't on the phone. = Andy hasn't got a phone.\n6 We use as to express a role or function.\nMaria has come along as our guide. (She is our guide.)\nI'm having to use the sofa as my bed. (It is my bed.)\nWe can sometimes leave out the after as. \u2022 167(5)\nWe use like to express a comparison."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2e5e92b5-5c10-4a70-9d8d-c73fa0bc56c4
encoding: FLOAT32
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 like to express a comparison.\nShe slapped his face. The noise was like a pistol shot.\nI think Louise looks a bit like Marilyn Monroe.\nCompare as and like.\nHe speaks as an expert. He is after all a professor.\nHe talks like an expert, but really he knows nothing.\nNOTE\na Like can also come in front position.\nLike everyone else, I have to pay my taxes.\nb Unlike is the opposite of like."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 02b424f5-6f57-4a59-9ad3-f2fd2777b8cd
encoding: FLOAT32
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 Unlike is the opposite of like.\nIt's unlike Fiona to be late. She's usually very punctual. 7 We use except (for), apart from and but to talk about an exception.\nEveryone was there except (for)/apart from Nigel, who was ill.\nI hate fish. I can eat anything except/but fish.\n229 Idiomatic phrases with prepositions\n1 There are very many idiomatic phrases beginning with a preposition. Most of them\nare without a/an or the. Here are some examples.\nAll the money paid by investors is now at risk."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3678e210-23f9-400a-9bdb-de40d6518b84
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "All the money paid by investors is now at risk.\nMark always drives at top speed.\nI dialled the wrong number by mistake.\nI'd like to buy this picture if it's for sale.\nTry to see it from my point of view.\nYou have to pay half the cost of the holiday in advance.\nI can't stop. I'm in a hurry.\nI drive about ten thousand miles a year, on average.\nDid you go there on holiday or on business?\nMr Jones is on leave this week. He'll be in the office next Monday."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 25aef147-77e2-4500-8aea-b72ce3511efc
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "There are so many different computers on the market.\nI saw it on television.\nI heard it on the radio.\nI'm afraid the machine is out of order.\n2 These pairs are different in meaning.\na In time (for/to) means 'early enough'; but on time means 'punctually'.\nWe arrived at the hotel in time for dinner/to have dinner.\nThe train left on time at 11.23.\nNOTE\nWe arrived in good time for dinner. (= with plenty of time to spare)\nWe arrived just in time for dinner. (= with not much time to spare)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 76efbbb7-2338-44e9-b52b-731316b2ff03
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "b In the end means 'finally'; but at the end (of) means 'when it finishes'.\nThere were many arguments, but in the end/at last we reached agreement.\nNo one wanted to go home at the end of the holiday.\nNOTE\nCompare in the beginning and at the beginning.\nIn the beginning/At first the company struggled to survive, but now it is extremely\nsuccessful.\nThe students return to Oxford at the beginning of the academic year.\nc In the way means 'blocking the way'; but on the way means 'on a journey'."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3a4de785-ba9d-4a28-a7ee-c7058f4270f3
encoding: FLOAT32
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 couldn't get the car out. Someone had parked right in the way.\nIt's a long journey. We'd better stop for a meal on the way.\n229 Idiomatic phrases with prepositionsPAGE 301 28Phrasal verbs and patterns with\nprepositions\n230 Summary\nVerbs with adverbs and prepositions \u2022 231\nA verb can combine with an adverb or preposition.\nVerb + adverb (phrasal verb): We sat down.\nVerb + preposition (prepositional verb): We looked at the menu."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0f27b1ea-5083-49b7-92f4-340c8602efa4
encoding: FLOAT32
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 prepositional verb always has an object (the menu). A phrasal verb sometimes\nhas an object. The adverb can go either before or after the object.\nWe put away the dishes.\nWe put the dishes away.\nPhrasal verb meanings \u2022 232\nThere are many phrasal verbs with an idiomatic meaning.\nHow did this come about? (= happen)\nNigel made up the whole story. (= invented)\nPrepositional verbs \u2022 233\nThere are also many prepositional verbs.\nThis umbrella belongs to one of the guests.\nWe were waiting for a bus."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1bdbb404-ed04-4165-9dc4-e4b8af48a99d
encoding: FLOAT32
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 were waiting for a bus.\nVerb + object + preposition \u2022 234\nThey charge \u00a3200 for a room.\nVerb + adverb + preposition \u2022 235\nThe gang got away with a large amount of jewellery.\nAdjective + preposition \u2022 236\nI'm grateful for your help.\nNoun + preposition \u2022 237\nWe didn't get an answer to our question. 231 Verbs with adverbs and prepositions\n1 Verb + adverb\nA verb + adverb is called a 'phrasal verb'.\nCome in and sit down.\nI threw away my old briefcase."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 50d1cd29-bcdd-4f41-bad1-5e679a5f75c0
encoding: FLOAT32
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 threw away my old briefcase.\nThese adverbs are sometimes called 'particles'. They combine with verbs to form\nphrasal verbs, e.g. call in, walk on, fall over, go under, climb up, fall down, watch\nout, set off, hurry back, run away, squeeze through, fly past, pass by, turn round,\nget about.\n2 Verb + preposition\nA verb + preposition is called a 'prepositional verb'.\nI was looking at the photo.\nWe didn't go into all the details."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: dc037028-cd60-40c7-ba57-276f71585261
encoding: FLOAT32
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 go into all the details.\nPrepositions combine with verbs to form prepositional verbs, e.g. believe in, look\ninto, insist on, hint at, see to, come from, look after, cope with, consist of, hope for,\nfeel like.\nThe preposition always has an object: believe in God, look into the matter, insist\non absolute silence. For more details about prepositional verbs, \u2022 (4).\nNOTE\nSometimes an adverbial can come between the verb and preposition."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a2cf3e59-737d-48a8-870b-914ee2e8c80d
encoding: FLOAT32
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 looking carefully at the photo./I was looking at the photo carefully.\n3 Word order with phrasal verbs\na Some phrasal verbs are intransitive, but others have an object.\nIntransitive: Suddenly all the lights went out.\nTransitive: Someone turned out the lights.\nb When a phrasal verb has an object, the adverb can usually go either before or after\nthe object.\nI threw away my old briefcase. We woke up the neighbours.\nI threw my old briefcase away. We woke the neighbours up."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 5f3c7fec-aae2-49ea-89a6-1fa2453b03ff
encoding: FLOAT32
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 word order depends on what is the point of interest. Is it the object (the neighbours), or is\nit the action of the phrasal verb (woke up)?.\nWe must have disturbed everyone in the street. We certainly woke up the neighbours.\nThere were lights coming on everywhere. We woke people up.\nBut in many contexts either order is possible.\nBut when the object is a pronoun, the adverb goes after it.\nMy old briefcase was falling to pieces. I threw it away."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6e8113d3-30df-44a6-a605-0018d990ed76
encoding: FLOAT32
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 neighbours weren't very pleased. We woke them up.\nNeil borrowed some money from Maureen and never paid her back.\nPAGE 303 231 Verbs with adverbs and prepositions 28 PHRASAL VERBS AND PATTERNS WITH PREPOSITIONS PAGE 304\nd When the object is a long phrase, the adverb goes before it.\nI threw away that rather battered old briefcase.\nWe woke up just about everyone in the street.\nNeil never paid back all that money he borrowed."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: d0386b5c-5c65-4035-af71-32be1f40a0f7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Neil never paid back all that money he borrowed.\ne The adverb usually goes before other adverbials (e.g. nervously, on time).\nRoger stood up nervously. The plane took off on time.\n4 Phrasal verb or prepositional verb?\na The adverb can go before or after the object, but the preposition goes before its\nobject. Compare the adverb away and the preposition for.\nPhrasal verb: Lisa gave away her computer.\nLisa gave her computer away.\nPrepositional verb: Lisa paid for the meal."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 913168f5-81e8-4046-824f-069abd58fa14
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Prepositional verb: Lisa paid for the meal.\nNOT Lisa paid the meal for.\nA pronoun goes before the adverb but after the preposition.\nLisa gave it away.\nLisa paid for it.\nNOTE\na The preposition comes at the end in some patterns. \u2022 224(4)\nWhat did Lisa pay for?\nb Some phrasal verbs can have as their object a gerund clause, a wh-clause or a that-clause.\nI've given up drinking alcohol. I read through what I had written.\nTom found out (that) the story was untrue."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 04b2d4d1-11c9-43a9-80a5-b6066a29b6dd
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Tom found out (that) the story was untrue.\nSome prepositional verbs can have as their object a gerund clause or a wh-clause.\nDon't you believe in paying your taxes? \u2022 132(2)\nThe answer you get depends on who you ask. \u2022 262(5)\nb Some words are always adverbs, e.g. away, back, out.\nSome words are always prepositions, e.g. at, for, from, into, of, with.\nSome words can be either an adverb or a preposition, e.g. about, along, down, in,\noff, on, over, round, through, up."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e3fe864a-755b-4c12-98b4-fdfe58811bc7
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "off, on, over, round, through, up.\nc With phrasal verbs, the stress usually falls on the adverb, especially when it comes\nat the end of a clause.\nLisa gave her computer a'way. What time did you get 'up?\nWith prepositional verbs, the stress usually falls on the verb.\nLisa 'paid for the meal. It de'pends on the weather.\n5 The passive\nMany phrasal and prepositional verbs can be passive.\nPhrasal: The rest of the food was thrown away.\nThe alarm has been switched off."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e425f87f-c22e-4d39-95b4-422015ec2cae
encoding: FLOAT32
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 alarm has been switched off.\nPrepositional: The children are being looked after by a neighbour.\nThe matter has been dealt with.\nWe usually stress the adverb (thrown a'way) but not the preposition ('looked after). 232 Phrasal verb meanings\n6 Adverb in front position\nWe can sometimes put an adverb in front position, especially one that expresses\nmovement. This gives the adverb extra emphasis.\nThe bell rang, and out ran the children.\nFive minutes later along came another bus."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 592a3d50-1226-464d-b7c2-8152a7b18768
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Five minutes later along came another bus.\nThere is usually inversion of subject and verb (ran the children). But when the\nsubject is a pronoun, there is no inversion.\nThe bell rang and out they ran.\nNOTE\nWe cannot normally use this pattern with a preposition.\nNOT into the details we went:\n7 Other words formed from phrasal verbs\nWe can use a verb + adverb as a noun.\nSue was at the airport an hour before take-off.\nWe offer a complete breakdown service.\nWe usually stress the verb: 'take-off."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6ddd7871-d530-4024-b192-411c077c4a39
encoding: FLOAT32
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 usually stress the verb: 'take-off.\nWe can also use a passive participle + adverb before a noun.\nSam attacked the wasp with a rolled-up newspaper.\nNOTE\nSome nouns have the adverb before the verb.\nan outbreak of rioting the amused onlookers\nWe stress the adverb: 'outbreak.\n232 Phrasal verb meanings\n1 Introduction\na Some phrasal verbs are easy to understand if you know the meaning of each word.\nYou'll have to turn round here and go back.\nJeremy stopped and put down both the suitcases."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c638e666-bb62-46ec-9957-1456205d1943
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Jeremy stopped and put down both the suitcases.\nThese verbs express movement.\nBut often the phrasal verb has an idiomatic meaning.\nI've given up smoking. (= stopped)\nThe idea has caught on in a big way. (= become popular)\nNOTE\nSometimes the adverb adds very little to the meaning.\nDavid rang me (up) yesterday.\nb Sometimes there is a one-word verb with the same meaning as the phrasal verb.\nThe phrasal verb is usually more informal.\nScientists are trying to find out/discover the reason why."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a19fc1c2-ae1f-434a-9c2a-383796a9f83e
encoding: FLOAT32
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 must fix up/arrange a meeting.\nThe problem won't just go away/disappear.\nThe accident held up/delayed traffic for an hour.\nYou have failed to keep up/maintain your monthly payments.\nYou've left out/omitted two names from the guest list.\nThey've put off/postponed the match until next week.\nA new company has been set up/established.\nPAGE 305 28 PHRASAL VERBS AND PATTERNS WITH PREPOSITIONS PAGE 306\nc Some verbs can take a number of different adverbs.\nThe child took two steps and fell down."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7d430f87-acfc-4f62-aa35-aedc47e42556
encoding: FLOAT32
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 child took two steps and fell down.\nEnthusiasm for the project has fallen off. (= become less)\nKevin and Diana have fallen out. (= quarrelled)\nI'm afraid the deal fell through. (= didn't happen)\nAnd the most common adverbs go with many different verbs.\nThe cat got up a tree and couldn't climb down.\nI can't bend down in these trousers.\nA pedestrian was knocked down by a car.\nInterest rates may come down soon.\nd A phrasal verb can have more than one meaning, often a concrete and an abstract"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a834980b-b83d-46c1-81db-f5af0e3eff0e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "meaning.\nWe've been to the supermarket. Gavin is bringing in the groceries.\nThe government are bringing in a new law. (= introducing)\n2 Some common adverbs\nHere are some adverbs used in phrasal verbs.\nback = in return\nring/phone you back later, invite someone back, get your money back\ndown = to the ground\nknocked down/pulled down the old hospital, burn down, cut down a tree, break\ndown a door\ndown = on paper\nwrite down the number, copy down, note down, take down\ndown = becoming less"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2fb894d9-2c26-4f95-9620-dcb4967251ed
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "down = becoming less\nturn down the volume, slow down, afire dying down, let down the tyres\ndown = stopping completely\na car that broke down, a factory closing down\noff = away, departing/removing\nstart off/set off on a journey, clear off, a plane taking off, see someone off, sell\ngoods off cheaply, strip off wallpaper\noff = away from work\nknocking off at five (informal), take a day off\noff = disconnected\nput off/turn off/switch off the heating, cut off our water, ring off\noff = succeeding"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f6439b5c-510e-45b5-a966-54e454b02aea
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "off = succeeding\nthe plan didn't come off, managed to pull it off\non = wearing\ntrying a coat on, had a sweater on, put my shoes on\non = connected\nput/turned/switched the cooker on\non = continuing\ngo on/carry on a bit longer, work on late, hang on/hold on (= wait), keep on\ndoing something\nout= away, disappearing\nrub out these pencil marks, cross out, wipe out, put out afire, turn out the light,\nblow out a candle, iron out the creases out= completely, to an end"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6513ed31-2d24-4e00-9f45-47a225d25b01
encoding: FLOAT32
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 pen has run out, it turned out all right in the end, clean out a cupboard, fill\nout a form, work out/think out/find out the answer, write out in full, wear out\nthe motor, sort out the confusion\nout= unconscious\nthe boxer was knocked out, I passed out/blacked out.\nout= to different people\ngave out/handed out copies of the worksheet, shared out the food between them\nout= aloud\nread out the rules for everyone to hear, shout out, cry out, speak out (= express\nan opinion publicly)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7c046c6c-9132-42dc-8e05-21a29a7f7812
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "an opinion publicly)\nout= clearly seen\ncan't make out the words, stand out in a crowd, pick out the best, point out a\nmistake\nover= from start to finish\nread over/check over what I've written, think over/talk over a problem, go over\nthe details, get over an illness\nup = growing, increasing\nblowing up balloons, pump up a tyre, turn up the volume, step up production,\nbring up children\nup = completely\nlock up before leaving, eat/drink it up, clear up/tidy up the mess, use up all the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 412add15-2ecf-4496-9606-f88cb3a9b12e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "sugar, pack up my things, sum up (= summarize), cut up into little pieces\n3 More phrasal verbs\nA car drew up/pulled up beside us.\nWe manage to get by on very little money.\nWhat time did you get up?\nYou'd better look out/watch out or you'll be in trouble.\nLook up the word in a dictionary.\nWe can put you up in our spare bedroom.\nThe cat was run over by a bus.\nWe're too busy to take on more work.\nThe company has taken over a number of small firms.\nWhy not take up a new hobby?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: f1472dad-6eb3-47bd-8fd4-6490ebae37e9
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Why not take up a new hobby?\nNo one washed up after the meal.\n4 Be + adverb\nWe can use an adverb with be.\nWe'll be away on holiday next week. (= not at home)\nWill you be in tomorrow? (= at home)\nLong skirts are in at the moment. (= in fashion)\nThe match is off because of the weather. (= not taking place)\nIs there anything on at the theatre? (= showing, happening)\nI rang but you were out. (= not at home)\nThe party's over. It's time to go. (= finished)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 578e9107-d4d2-4318-ba0a-5031499a72a7
encoding: FLOAT32
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 party's over. It's time to go. (= finished)\nWhat's up? (= What's the matter?/What's happening?)\nPAGE 307 232 Phrasal verb meanings 28 PHRASAL VERBS AND PATTERNS WITH PREPOSITIONS PAGE 308\n233 Prepositional verbs\n1 A prepositional verb is a verb + preposition, e.g. ask for, depend on. \u2022 231 (2)\nWhich preposition goes after the verb is mainly a matter of idiom. Some verbs can\ntake a number of different prepositions.\nCome and look at the view.\nWe spent an hour looking round the shops."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 91d0e463-be37-40e9-b1ee-654484118115
encoding: FLOAT32
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 spent an hour looking round the shops.\nCan you help me look for my cheque book?\nI had to stay at home to look after the dog.\nThe police are looking into the incident.\nPeople look on this neighbourhood as the least desirable in town.\nNOTE\na A few prepositional verbs have the same meaning as a one-word verb.\nI asked for/requested a room facing south.\nWe got to/reached the airport just in time.\nHow did you come by/obtain these documents?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 7b72f1a1-7297-46b5-b7df-457a7f331614
encoding: FLOAT32
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 did you come by/obtain these documents?\nb Some verbs can take either a direct object or a preposition, depending on the meaning.\nI paid the taxi-driver/the bill.\nI paid for the taxi.\nThe committee approved the plans. (= accepted, allowed)\nI don't approve of laziness. (= think it right)\n2 There are many prepositional verbs. Here are some examples.\nThe man admitted to/confessed to the crime.\nIt all amounts to/comes to quite a lot of money.\nWe apologize for the delay."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 89bb0b9f-c90e-4060-a5b8-b7759232a186
encoding: FLOAT32
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 apologize for the delay.\nTina has applied for dozens of jobs.\nWe arrived at/in Ipswich ten minutes late.\nThat's no way to behave to/towards your friends.\nI don't believe in eating meat.\nWho does this bag belong to?\nWe should benefit from the tax changes.\nI came across the article in a magazine.\nThe car collided with a van.\nI want to concentrate on my maths.\nThe flat consists of four rooms.\nWe managed to cope with all of these difficulties.\nThe car crashed into a wall."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: aa319cc8-a1ec-4b6b-9ed5-849c8555dcc0
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The car crashed into a wall.\nI'll have to deal with/see about the arrangements.\nWe decided on a caravan holiday.\nThe price depends on when you travel.\nCan you dispose of the rubbish?\nWe have to do without/go without luxuries.\nYou didn't fall for that trick, did you?\nI don't feel like doing any work.\nBrown doesn't go with grey.\nHas anything like that ever happened to you?\nWe're hoping for an improvement in the weather.\nShe insisted on playing her tape."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 48041585-9715-4f2d-813b-96e540d90b05
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "She insisted on playing her tape.\nWhy do other people always interfere in/with my affairs?\nSomeone was knocking at/on the door.\nI was listening to the weather forecast. You just can't live on \u00a380 a week.\nI objected to being kept waiting.\nAn idea has just occurred to me.\nHe hates parting with his money.\nSeventy countries participated in the Games.\nThe man pointed at/to a sign.\nI ran into/bumped into Alex yesterday. (= met by chance)\nWhat does this number refer to?\nPlease refrain from smoking."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 0919be98-30a9-4647-9419-a50d7fc22036
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Please refrain from smoking.\nThe professor is researching into tropical diseases.\nYou can't rely on/count on the bus being on time.\nIf all else fails, people will resort to violence.\nI'm revising for/preparing for my exam.\nI'll have to see to/attend to the arrangements.\nWe had to send for the doctor.\nWhat does BBC stand for?\nLet's stick to our original plan.\nSimon succeeded in starting the car.\nTim suffers from back-ache.\nThe girl takes after her mother. (= is like)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a04cd675-39fd-4986-91b3-cd9a1576766b
encoding: FLOAT32
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 girl takes after her mother. (= is like)\nYou'll have to wait for the results.\nYou couldn't wish for anything nicer.\nFor prepositional verb + gerund, e.g. insisted on playing, \u2022 132(2).\nNOTE\nSometimes the choice of preposition depends on the meaning.\na Yes, you're right. I quite agree with you.\nWe all agreed to/with the suggestion.\nb The doctor is going to call on Mrs Phillips to see how she is.\nTony is giving me a lift. He's going to call for me at ten."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2d170f27-0297-4f71-bdef-74d728747d8a
encoding: FLOAT32
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 United Nations has called for a cease-fire. (= demanded)\nc I don't care about the exam. It isn't important.\nBen doesn't care for modern art. (= like)\nSomeone has to care for the sick. (= look after)\nd I'm sure Helen can deal with the situation. (= handle)\nThe company deals in commercial properties. (= buys and sells)\ne People are dying of hunger.\nI was dying for/ longing for a coffee. (= want very much)\nf Poor management resulted in huge losses."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b0281124-6af3-433f-a9c5-5e8748bd9734
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "f Poor management resulted in huge losses.\nThe huge losses resulted from poor management.\n3 We can use about, of and to with some verbs expressing speech or thought.\na About can come after many verbs.\nWe were talking about house prices. They complained about the noise.\nSomeone was enquiring about reservations.\nNOTE\na Compare ask about, ask for and ask after.\nWe asked about cheap tickets. ('Please tell us ...')\nWe asked for cheap tickets. ('Please give us ...')"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1bbe633a-92f0-4b2f-ad5f-fe950061941e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Sarah asked after you. (= asked how you are)\nb We can also use on with comment and report.\nThe company refused to comment on/ about the article.\nc Discuss takes a direct object.\nWe were discussing house prices. ...\nPAGE 309 233 Prepositional verbs b We can sometimes use of meaning about, but this is rather formal.\nThe Prime Minister spoke of / about prospects for industry.\nOf can have a different meaning from about.\nI was thinking about that problem. (= turning it over in my mind)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 15a2675c-52fd-4026-92d8-39690f5db0e9
encoding: FLOAT32
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 couldn't think of the man's name. (= it wouldn't come into my mind)\nWe're thinking of/about taking a holiday. (= deciding)\nWhat did you think of the hotel? (= your opinion)\nI heard about your recent success. Congratulations.\nI've never heard of Woolavington. Where is it?\nLast night I dreamt about something that happened years ago.\nI wouldn't dream of criticizing you. (= it wouldn't enter my mind)\nNOTE I've heard from Max means that Max has written to me or phoned me."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 251350e1-50dd-4ca3-98e7-d8fc94676e34
encoding: FLOAT32
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 use to before a person.\nWe were talking to our friends. They complained to the neighbours.\nNOTE\na Ring and phone take an object. We do not use to.\nI had to phone my boss.\nb We say laugh at, smile at and argue with.\nThe children laughed at the clown. Are you arguing with me?\nc Shout at suggests anger.\nThe farmer shouted at us angrily.\nBruce shouted to his friends across the street.\n4 We do not normally use a preposition after these verbs: accompany, answer,"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a2b406ae-564f-4dcd-aace-341c1b751172
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "approach, control, demand, desire, discuss, enter, expect, influence, lack, marry,\nobey, reach, remember, request, resemble, seek, suit.\nElizabeth Taylor entered the room. NOT She entered into the room.\nThe rebels control the city. NOT They control over the city.\nNOTE\na But a noun takes a preposition.\nher entry into the room their control over the city\nb Compare leave (= depart) and leave for (a destination).\nThe train leaves Exeter at ten fifteen. (= goes from Exeter)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 8d9ee34a-4361-4286-8d5e-6d184d463e39
encoding: FLOAT32
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 train leaves for Exeter at ten fifteen. (= departs on its journey to Exeter)\nFor has the same meaning in this example.\nThe walkers were heading for/making for the coast.\nc Compare search and search for.\nThe police searched the whole house. They were searching for/ looking for drugs.\n234 Verb + object + preposition\nVerb Object Preposition\nSome companies spend a lot of money on advertising.\nThey've invited us to the wedding.\nDo you regard this building as a masterpiece?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 720b22dd-08cf-4f8e-a3b5-8e355bbbc751
encoding: FLOAT32
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 regard this building as a masterpiece?\nIn the passive, the preposition comes directly after the verb.\nA lot of money is spent on advertising.\nWe've been invited to the wedding.\n28 PHRASAL VERBS AND PATTERNS WITH PREPOSITIONS PAGE 310 234 Verb + object + preposition\n2 Here are some more examples.\nPeople admire the man for his courage.\nJulie aimed/pointed the gun at the target.\nThe man was arrested/punished/fined for hitting a policeman.\nColin asked the waiter for a clean knife."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c174c252-116b-4116-a3dc-c67bb7b6a909
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Colin asked the waiter for a clean knife.\nThey blamed me for forgetting the tickets.\nYou can borrow an umbrella from someone.\nThe man was charged with/accused of robbery.\nCompare hotel prices here to/with prices in London.\nWe congratulated Jane on passing her driving test.\nThe article criticized the government for doing nothing.\nHeavy fines deter/discourage motorists from speeding.\nThe guides divided/split our party into three groups.\nCan't we do something about the problem?"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: fcfa40be-3db6-4401-ac34-a3b72d8f374a
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Can't we do something about the problem?\nCan I exchange francs for pesetas?\nYou can insure your luggage against theft.\nWe should invest money in new industries.\nI've learnt something from the experience.\nEveryone praised the child for her prompt action.\nMost people prefer the new system to the old.\nI remember this place as a little fishing village.\nThey've replaced the old red phone boxes with new ones.\nYour action saved us from bankruptcy.\nTom had to share a bedroom with Andy."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b0e33557-29ab-4245-8b39-a8a80b6c6eae
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Tom had to share a bedroom with Andy.\nWe must stop/prevent the dog from getting out into the road.\nThe proposal struck me as a good idea.\nDid you thank Michelle for the lift?\nI took/mistook that woman for an assistant.\nYou have to translate the article into English.\nThey turned the old cinema into a night club.\nFor this pattern with a gerund, e.g. thank her for helping, \u2022 132(3).\nNOTE\nCompare excuse for and excuse from.\nExcuse/Forgive me for interrupting."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 97f1071b-7367-4377-9b4b-d5c37173d3ca
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Excuse/Forgive me for interrupting.\nThe soldier was ill and therefore excused from duty.\n3 Compare these pairs of sentences.\nI blame the government for our problems.\nI blame our problems on the government.\nThe manager presented Harry with a watch.\nThe manager presented a watch to Harry.\nThe school provided the visitors with tea.\nThe school provided tea for the visitors.\nThe men robbed the club of \u00a3500.\nThe men stole \u00a3500 from the club.\nNOTE\nSupply means the same as provide."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 621666b2-e40d-4bbf-be8e-7ce208e2079a
encoding: FLOAT32
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\nSupply means the same as provide.\nThe school supplied the visitors with tea.\nThe company supplies a first-class after-sales service to/for customers.\nPAGE 311 4 Sometimes the verb + object + preposition has an idiomatic meaning.\nYou'd better take care of your passport. (= look after)\nYou have to give way to traffic on the main road. (= allow to pass)\nThe speaker took no notice of the interruption. (= ignored)\n5 We can use about, of and to after some verbs expressing speech and thought."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a14cb6d1-bde1-486b-a1bc-533bf17508bb
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "a We can use about after tell and ask.\nHas anyone told you about the new timetable?\nI asked Dave about his plans.\nAfter inform, and warn we can use about or of.\nThe management will inform the staff about/of the proposed changes.\nI should warn you about/of the difficulties you may face.\nNOTE\na We can also use against after warn.\nThe pupils were warned against taking drugs.\nb Compare remind about and remind of.\nTracy reminded me about the meeting. (= told me not to forget)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 809c5d3c-8671-4267-87f2-8ef4e069dd9b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Tracy reminds me of her elder sister. (= is like, makes me think of)\nb After write, explain and describe we use to before a person.\nLots of people write letters to the Queen.\nI explained our problem to the official.\nNOTE\nCompare throw to and throw at.\nWayne threw the ball to Gary, who caught it.\nRachel was so angry with Tom that she threw a plate at him.\n235 Verb + adverb + preposition\n1 A verb can have both an adverb and a preposition after it. This is sometimes called"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 603ecb1e-069d-4d3e-8305-72ecfcd8f729
encoding: FLOAT32
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 'phrasal-prepositional verb'.\nVerb Adverb Preposition\nLucy fell down on the ice.\nThe room looked out over farmland.\nThe astronomer gazed up at the stars\nIt's windy. Hold on to your hat.\nSometimes the meaning is idiomatic. Here are some examples.\nI might call/drop in on Paul. (= pay a short visit)\nMartin left half an hour ago. I'll never catch up with him now.\nWe were making good progress until we came up against the bureaucracy.\nA scientist has come up with an interesting new invention."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 67720daa-96e6-4857-85ae-11792c60a90b
encoding: FLOAT32
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 trying to cut down on sugar. (= reduce)\nThe Old Greater London Council was done away with. (= abolished)\nYou've got to face up to the situation. (= not avoid)\nI've got no job and no savings to fall back on. (= use if necessary)\nI've got back-ache. I don't feel up to physical work.\nI don't mind. I'll fit in with what you want to do.\n28 PHRASAL VERBS AND PATTERNS WITH PREPOSITIONS PAGE 312 236 Adjective + preposition\nThe gang got away with several valuable works of art."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 97e7d04c-7bf7-425e-95ca-c662f60dc6d0
encoding: FLOAT32
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 get on with the tea. (= do a job)\nDo you get on with your flat-mate? (= Are you good friends?)\nI'll get round to fixing that door one day. (= find time for a job)\n/ suppose we'll go along with the proposal. (= accept)\nYou can't go back on what you promised. (= do something different)\nMike has gone down with flu. (= suffering from)\nBen has decided to go in for teaching.\nJust go/carry on with your work. (= continue)\nYou drive so fast I'll never keep up with you."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bc855feb-0958-4337-a23f-b8c73555232b
encoding: FLOAT32
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 drive so fast I'll never keep up with you.\nYou've got quite a reputation to live up to. (= behave as expected)\nAre you looking forward to your holiday?\nSlow down. Look/Watch out for children crossing.\nWe need heroes to look up to. (= respect)\nI got up late, and I've spent all day trying to make up for lost time.\nThe man owned up to a number of burglaries. (= admitted)\nWhy should we have to put up with this noise? (= tolerate)\nThe car's run out of petrol."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 74be2651-5274-4cd3-a119-73b6fc2adb24
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "The car's run out of petrol.\nI'm going to send off/away for my free map. (= write to ask for)\nStand up to the dictator! Stand up for your rights!\n3 There is also a pattern with an object between the verb and adverb.\nVerb Object Adverb Preposition\nWe won't let anyone else in on the secret.\nDiana has taken us up on our invitation.\n236 Adjective + preposition\n1 Some adjectives can take a preposition.\nI'm fond of a good book. You'll be late for work."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3eacd280-3334-42c2-bd61-c268142e7127
encoding: FLOAT32
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 fond of a good book. You'll be late for work.\nPhil is good at quizzes. The place was crowded with tourists.\n2 Many of these adjectives express feelings.\nafraid of/frightened of/scared of/terrified of the dark\nashamed of myself confident of victory\ncrazy about/enthusiastic about aeroplanes curious about the affair\neager for news excited at/about the prospect\nfed up with/bored with housework impressed with/by the performance"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e4c1fb5a-52dd-48f4-8c7f-e87ea28f2f9e
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "interested in ballet jealous of/envious of rich people keen on fishing\nnervous of heights proud of her achievements\nsatisfied with/content with my score tired of walking\nworried about/upset about this setback\nWe can use at or by with alarmed, amazed, astonished, confused, shocked, and\nsurprised.\nWe were very surprised at/by the news.\nFor the pattern with a gerund, e.g. tired of walking, \u2022 132(4).\nFor nice of you and nice for you, \u2022 126(5).\nPAGE 313 NOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: e721b5aa-899c-4b4d-a10d-30cac3ee0d89
encoding: FLOAT32
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 313 NOTE\nSometimes the choice of preposition depends on the meaning.\na We can be happy/pleased/delighted with something close to us, something that is ours.\nAbout and at are more general.\nWe're pleased with our new flat.\nWe're pleased at/about the election result.\nb After furious, angry and annoyed we use at or about for what has made us angry\nand with for the person we are directing our anger towards.\nPolly was annoyed at/about the mix-up over her ticket."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: a776fb6f-eb05-45c7-9f0c-5ecdd4f8d9d8
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "She was annoyed with the travel agent.\nc Sorry for means sympathy for someone.\nI'm sorry about the delay. I'm nearly ready.\nI felt sorry for Daniel. He had a miserable time.\nd Anxious for means 'wanting'.\nI'm anxious about my health.\nI'm anxious for the results of the tests.\ne Concerned takes about, for or with.\nWe're very concerned about the missing girl. (= worried about)\nWe're concerned for her safety. (= wanting)\nAlison's research is concerned with social trends. (= about, involved in)"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 6353e119-0fea-4d60-bbb7-67c24d88775f
encoding: FLOAT32
metadata:
{"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 are grateful to a person for an action.\nI'm very grateful to you for all your help.\n3 We use good at etc to talk about ability.\nLee is good at skating. (= He can skate well.)\nYou're brilliant at maths. I'm hopeless at languages.\nWe use good for to say that something makes you healthy.\nPhysical exercise is good for you. Over-eating is bad for you.\nTo say how we behave towards another person we use good to, rude to etc.\nYou've been very good to/kind to me. You've helped me a lot."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 434eb1cb-eb11-43fd-988e-af5919971a6a
encoding: FLOAT32
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 waiter was barely polite to us.\n4 Here are some more examples of adjective + preposition.\nabsent from work available to members/available for hire\ncapable of better things clear to/obvious to all the spectators\nconscious of/aware of what you're doing dependent on public money\ndifferent to/from our normal routine a town famous for its history\nfit for a marathon a bucket full of water guilty of murder\nharmful to the environment involved in various activities"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: cd7f8f13-b774-4d51-b1a6-4c7afbd8fbdf
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "kind to animals a door made of steel married to/engaged to a postman\nopposed to the plan popular with young people present at the meeting\nready for/prepared for the journey related to a friend of ours\nresponsible for our safety safe from attack the same as always\nI'm serious about what I said short of time similar to my last job\nsuccessful in my search food suitable for freezing\nsuperior/inferior to other products sure of/certain of the facts\na style typical of/characteristic of the period"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 2a60d319-c135-4db2-8184-ab6ffe5bd8d6
encoding: FLOAT32
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 style typical of/characteristic of the period\nused to/accustomed to late nights Welcome to Wales.\nnothing wrong with me\n28 PHRASAL VERBS AND PATTERNS WITH PREPOSITIONS PAGE 314 PAGE 315 237 Noun + preposition\n237 Noun + preposition\nNOTE\na Sometimes we use the same preposition as with a related verb or adjective.\nVerb/Adjective + preposition Noun + preposition\nHe objected to the idea. his objection to the idea\nIt protects you from the cold. protection from the cold"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 68c1f641-ff90-4659-806c-1705b27b659a
encoding: FLOAT32
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 interested in art. an interest in art\nWe were angry at what happened. our anger at what happened\nSometimes the verb takes a direct object but the noun takes a preposition.\nVerb Noun + preposition\nI answered the question. my answer to the question\nThey demanded more money. their demand for more money\nb Some nouns can take different prepositions.\na discussion of/about/on politics today\nSometimes the choice of preposition depends on the meaning."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: edff30b3-c78f-4f70-b9cd-8374a435aa77
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "his apology for being late his apology to the teacher\n2 Here are some more examples of noun + preposition.\na Advantage\nEngland had the advantage of playing at home.\nThere's usually an advantage in playing at home.\nb Chance, possibility\nthe chance/opportunity of a quick profit no possibility of an agreement\nc Connection, difference etc\na link/connection with another murder\na link/connection between the two murders\nJill's relationship with Hugo\nthe relationship between them"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 15157fd5-6d5b-40fc-9e89-af58a1700cec
encoding: FLOAT32
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 relationship between them\nthe contrast with the other side of town\nthe contrast between the two areas\nthe difference between American football and soccer\nan alternative to conventional medicine\na substitute for wood\nd Effect, influence\nThe new law has had some effect on people's behaviour.\nThe Beatles had a great influence on/over their generation.\ne Increase etc\nan increase/a rise in crime an increase la rise of ten per cent"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: eeb59a9a-72ce-4515-98be-cb674d8a4fc2
encoding: FLOAT32
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 reduction/decrease in sales a reduction/decrease of four per cent\na delay in approving the plan a delay of two months\n1 Some nouns can take a particular preposition.\na tax on tobacco time for lunch the price of bread\nno pleasure in shopping feel pity for the victims\nan example of what I mean room for lots of luggage f Method, answer etc\na way/method of improving your memory the question of finance\nthe answer/solution/key to the problem a scheme for combating crime"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 3662a510-0708-4587-944d-6c0116ae807b
encoding: FLOAT32
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 cause of/reason for the accident\ng Need, wish etc\nThese nouns take for: appetite, application, demand, desire, need, preference,\nrequest, taste, wish.\na need for low-cost housing a desire for peace and quiet\nNOTE\nHope takes of or for.\nThere's no chance/hope of getting there in time.\nOur hopes of/for a good profit were disappointed.\nh Opinion, belief etc\nyour opinion of the film his attitude to/towards his colleagues\na belief in conservative values an attack on the scheme"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b747d8dc-d5b5-4205-a274-1b63b54f4a04
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "no regard/respect for our institutions sympathy for the losers\npeople's reaction to the news\ni Report, complaint etc\na report on/about agriculture a comment on/about the situation\nan interview with the President about the military action\na complaint about the noise\nj Student, ability etc\na student of law great ability in/at music\na knowledge of the rules research into waste-recycling\nher skill at handling people an expert on/at/in work methods\nsome experience of/in selling\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: bcc88474-f51a-4ef5-a8ff-1de98f0e882f
encoding: FLOAT32
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 experience of/in selling\nNOTE\nCompare success in, success at and make a success of.\nWe had some success in our attempts to raise money.\nI never had any success at games.\nAlan made a success of the taxi business.\nk Trouble etc\nhaving trouble with the computer What's the matter with it?\nsome damage to my car a difficulty over/with the arrangements\na lack of money\nPAGE 31628 PHRASAL VERBS AND PATTERNS WITH PREPOSITIONS 29Sentences with more than one\nclause\n238 Summary\nTypes of clause \u2022 239"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 936dd4f9-159b-4550-a439-48a6c65d081b
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "clause\n238 Summary\nTypes of clause \u2022 239\nA sentence has one or more main clauses. A main clause has a finite verb. We use\nand, or, but and so to join main clauses.\nIt was late, and I was tired.\nWe use because, when, if, that etc in a sub clause.\nI was tired because I'd been working.\nIt was late when I got home.\nA sub clause can be non-finite.\nI was too tired to do anything else.\nI was tired after working all day.\nClause combinations \u2022 240"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 90cb119f-a206-4023-8d37-78ef8333d969
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "Clause combinations \u2022 240\nA sentence can consist of a number of main clauses and sub clauses.\nTenses in sub clauses \u2022 241\nWe often use the same tense in the main clause and sub clause.\nThey found an interpreter who spoke all three languages.\nAfter expressions such as wish, we use the past simple or past perfect for\nsomething unreal.\nI wish the climate here was warmer.\nNatalie looked as if she'd seen a ghost.\nThe subjunctive \u2022 242\nWe can use the subjunctive in a few formal contexts."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 9b5bbf6d-d776-4b51-a833-dd5566d21a5e
encoding: FLOAT32
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 requested that the ban be lifted.\nWe'd rather there were a doctor present.\n239 Types of clause\nATTEMPTED SUICIDE\nA New York painter decided to end it all by throwing himself off the Empire State\nBuilding. He took the lift up to the 86th floor, found a convenient window and\njumped. A gust of wind caught him as he fell and blew him into the studios of\nNBC television on the 83rd floor. There was a live show going out, so the"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: b58983ff-ffca-45c0-8e89-8f235e61620f
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "interviewer decided to ask the would-be suicide a few questions. He admitted that\nhe'd changed his mind as soon as he'd jumped.\n(from J. Reid It Can't Be True!) 29 SENTENCES WITH MORE THAN ONE CLAUSE PAGE 318\n1 Main clauses\na We can use and to join two main clauses.\nThe man went up to the 86th floor and he jumped.\nHis paintings weren't selling, and he had money problems.\nTwo main clauses linked together are 'co-ordinate clauses'."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 04ec5170-41d5-456b-bb0b-abd3c6145704
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "When the subject is the same in both clauses, we can leave it out of the second one.\nThe man went up to the 86th floor and (he) jumped.\nA gust of wind caught him and (it) blew him back into the building.\nNOTE\na For ways of punctuating two main clauses,\u2022 56(2).\nb As well as the subject, we can leave out the auxiliary to avoid repeating it.\nI've peeled the potatoes and (I've) washed them.\nHe was taken to hospital and (he was) examined."}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: 1fc51b9b-e965-4c0f-9a0d-8315804db38c
encoding: FLOAT32
metadata:
{"company_id": "2", "course_id": "927", "lesson_id": "1207", "content_id": "1765", "file_name": "oxford guide to english grammar_v1.pdf", "chroma:document": "He was taken to hospital and (he was) examined.\nc We can join more than two clauses. Usually and comes only before the last one.\nHe took the lift up, found a convenient window and jumped.\nb We can also use or, but and so in co-ordinate clauses.\nWe can take a taxi or (we can) wait for a bus. \u2022 245\nHe jumped off the 86th floor but (he) survived. \u2022 246\nThere was a show going out, so they asked him some questions. \u2022 247\nNOTE"}


created_at: 2026-04-08 05:29:35
topic: persistent://default/default/dee56c3c-7959-41bf-8874-992339d36293
id: c737112e-01cb-40d8-9492-e50ff2f3eee8
encoding: FLOAT32
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\nIn informal English and can also mean 'but' or 'so' depending on the context.\nHe jumped off and survived. (= but)\nThe doctors found nothing wrong with him and sent him home. (= so)\nc The two clauses can be separate sentences.\nThe man went up to the 86th floor. And he jumped.\nHe jumped. But then something amazing happened.\nd And, or and but can also join phrases or words.\nThe painter and the interviewer had a chat. \u2022 13\nThe man was shaken but unhurt. \u2022 202(2,3)\n2 Sub clauses"}


