She walked slowly. (Here the adverb slowly shows the manner in which she walks.)

He works hard.

Alice sobbed inconsolably.

John shouted loudly.

We can modify the noun (subject) by using attributes like adjectives or articles.

The boy cried loudly.

The little girl sat on the bench.

James is coming tomorrow.

The sun has already risen.

The terrible storm has at last subsided.

A gentle breeze was blowing across the meadow.

Notes

In this lesson the word adverb is generally used both for one-word adverbs (e.g. tomorrow, here, then, quickly, pleasantly) and for longer adverb phrases (e.g. in the morning, on the bench, in the corner, once every six weeks etc.)

The adverb doesn’t necessarily have to go after the verb.

Adverbs of manner (e.g. quickly, sweetly, hastily, angrily, carefully) usually go at the end of the sentence.

She drove carefully.

He spoke angrily.

Adverbs of time (e.g. tomorrow, yesterday, last week) can go either at the beginning or at the end of the clause.

John is arriving tomorrow.

Tomorrow John is arriving.

Adverbs of certainty and indefinite frequency usually go in mid-position. That means the adverb goes after the auxiliary verbs and before other verbs.

She will probably come. (NOT She will come probably.)

Phrasal verbs made with adverb particles are separable. That means the particle can be separated from the verb and put after the object. The particle is thus put after the object, when the object is a personal pronoun or when it is comparatively short.

Subject + verb + object + adverb particle

He put his coat on.

They called the visitor in.

He threw the bag away.

His grandmother brought him up.

You must send them back.

When the object is long or when it has to be made prominent, the particle goes before the object.

Subject + verb + participle + object

The chief guest gave away the prizes.

He put on an air of innocence.

We must not throw away anything useful.

The poor widow had to bring up all the four children.

He brushed aside all the plans I had carefully formulated.

Notes

The same word can be used both as a particle and as a preposition. Examples are: on, off, in, up, down, to, from etc. There are several exceptions to this. The following are only used as particles and never as prepositions – away, back, out, backward, forward, upward, downward.

He built a house. (Here the object is a noun.)

I love him. (Here the object is a pronoun.)

We should help the needy. (Here the object is an adjective used as a noun.)

She tried to escape. (Here the object is a to-infinitive.)

She loves dancing. (Here the object is a gerund.)

The object may also have attributes like the subject.

The attribute of an object can be an article, an adjective, a possessive adjective, a noun in the possessive case, an emphatic pronoun, a participle, an adjective phrase or a to-infinitive.

He shot the tiger. (Here the attribute of the object is the article the.)

I saw a snake. (Here the attribute of the object is the article a.)

I looked at the boy’s face. (Here the attribute is a noun in the possessive case.)

We accepted their offer. (Here the attribute is a possessive adjective.)

She married James, my cousin. (Here the attribute is a noun in apposition.)

I met the manager himself. (Here the attribute is an emphatic pronoun.)

I heard him shouting. (Here the attribute is a participle.)

I saw a man bent with age. (Here the attribute is an adjective phrase.)

I have much work to do. (Here the attribute is a to-infinitive.)

Study the following sentences.

Children play football.

The children play football. (Here the article the is used to modify the subject children.)

Our children play football. (Here the possessive adjective our is used to modify the subject children.)

Peter’s children play football. (Here Peter’s, a noun in the possessive case, is used to modify the subject children.)

Active children play football. (Here the adjective active is used to modify the subject children.)

Other types of words like participles and adjective phrases can also be used to modify the subject.

The verb may consist of one word or several words. Verbs in the simple present and simple past tense consist of just one word.

The dog barks. (verb – barks)

The dog barked. (Verb – barked)

Verbs in the continuous and perfect tenses consist of two words.

The dog is barking. (Verb – is barking)

The dog has barked. (Verb – has barked)

Verbs in the perfect continuous tenses consist of three words.

The dog has been barking. (Verb – has been barking)

Object

If the verb in the predicate is a transitive verb, it must have an object to complete its meaning. Consider the sentence, ‘I bought a pen.’ The words ‘I bought’ by themselves do not make complete sense. But ‘I bought a pen’ expresses a complete thought. Here ‘a pen’ is the object of the verb ‘bought’.

She is getting more and more young. OR She is getting younger and younger.

The ascent is getting more and more steep. OR The ascent is getting steeper and steeper.

Things are getting more and more tough. OR Things are getting tougher and tougher.

When we say that one description is more suitable or accurate than another, we use more; comparatives with –er are not possible.

He is more lazy than stupid. (NOT He is lazier than stupid.)

She is more pretty than sweet. (NOT She is prettier than sweet.)

In a formal style, most can be used with adjectives to mean ‘very’.

That is most kind of you. (NOT That is the kindest of you.)

The adjectives real, right, wrong and like always take more and most.

He is more like his father than his mother. (NOT He is liker his father than his mother.)

I don’t think that this answer is more right than that answer.

Panic attacks may seem more real than the real thing.

Can you put this book on that table? (Here the book is lying in a position close to the speaker but the table isn’t.)

Do you like these ear-rings?

Is this your pen?

Can you help me tie this knot?

We use that and those to talk about people and things which are more distant from the speaker. That and those are also used to talk about people and things which are not present.

Can you put this chair in that corner over there?

That was an interesting story you told us yesterday.

Is that your car parked over there?

This and these can also refer to situations which are going on.

I like this song.

Listen to this message. (NOT Listen to that message.)

That and those can refer to experiences which have just finished.

Who said that?

That is used in expressions like that’s it and that’s that.

Okay. That’s it. I’m leaving now.

Well, that’s that. Another day’s work finished.

On the telephone

On the telephone, British people use this to identify themselves, and that to ask about the hearer’s identity.

Hello. This is Jane. Is that Ruth?

Americans may also use this to ask about the hearer’s identity.

Hello. This is Alice. Who is this?

‘What do you think of my hair color?’ ‘Frankly, my dear, it is a disaster.’ (NOT What are you thinking of my hair color?)

I don’t think that we will win the election. (NOT I am not thinking that we will win the election.)

When think means ‘plan’ or ‘consider’, progressive forms are used.

What are you thinking about? (NOT What do you think about?)

After think, we use an –ing form, not an infinitive.

I am thinking of writing a novel. (NOT I am thinking to write a novel.)

In a very formal style, think can be followed by an object + (to be) + complement.

I thought her interesting.

We thought it intriguing.

We thought him an idiot.

To be is sometimes used before the complement.

We thought him to be a fool.

In a less formal style, we use that-clauses after think.

I thought that she was interesting.

We thought that it was intriguing.

We thought that he was an idiot.

We do not usually use think to introduce indirect questions.

I was wondering if you could lend me a pound. (NOT I was thinking if you could lend me a pound.)

1. The peasant told the youth that the weather was stormy and the way was long.

2. They asked me whether I would like to go with them.

3. He asked me whether I really thought that he could be so foolish.

4. He asked me whether I should teach him how to drive.

5. The old inhabitants of the village said that they had never known anyone cross the mountains in snow so deep.

6. My father told me that he would give me a watch on my birthday.

7. Alexander begged his royal father to let him ride on the horse.

Answers

1. The peasant said to the youth, ‘The weather is stormy and the way is long.’

2. They said to me, ‘Would you like to come with us?’

3. He said to me, ‘Do you really think that I can be so foolish?’

4. He said to me, ‘Should I teach you how to drive?’

5. The old inhabitants of the village said, ‘We have never known anyone cross the mountains in snow so deep.’

6. My father said to me, ‘I will give you a watch on your birthday.’

7. Alexander said to his royal father, ‘Dad, please let me ride on the horse.’

1. The doctor examined the report with great care.

2. His behavior was very rude.

3. All of a sudden Hamlet appeared on the scene.

4. It was not the intention of the accused to injure the victim.

5. The boy acted with courage and patience.

6. They lived together in peace.

7. The slaves were beaten without mercy.

8. If her love had been sincere, he would not have forgotten her.

9. Plants grow in abundance in the garden.

10. He applied himself to his work with such sincerity that he soon won the admiration of all.

Answers

1. The doctor examined the report carefully.

2. He behaved very rudely.

3. Suddenly Hamlet appeared on the scene.

4. The accused did not intentionally injure the victim.

5. The boy acted courageously and patiently.

6. They lived together peacefully.

7. The slaves were mercilessly beaten.

8. If she had loved him sincerely, he would not have forgotten her.

9. Plants grow abundantly in the garden.

10. He sincerely applied himself to his work that he soon won the admiration of all.

1. The student who chose the best books for his study found his reward.

2. What he knew he could not explain.

3. No one dreamt of doing what he had done.

4. They guarded the roads so that he might not escape.

5. He told me what had happened.

6. The oxen bellowed so loudly that the herdsman soon found out where they were grazing.

7. Whatever the boy had done, he did not deserve so heavy a punishment.

8. He ran so fast that he was soon gasping for breath.

9. It was clear that he was a lunatic.

10. He promised that no one would be punished.

Answers

1. The student who chooses the best books for his study finds his reward.

2. What he knows he cannot explain.

3. No one dreams of doing what he has done.

4. They guard the roads so that he may not escape.

5. He tells me what has happened.

6. The oxen bellow so loudly that the herdsman soon finds out where they are grazing.

7. Whatever the boy has done, he does not deserve so heavy a punishment.

8. He runs so fast that he is soon gasping for breath.

9. It is clear that he is a lunatic.

10. He promises that no one will be punished.