Binder1.pdf

1. G R A M M A R F O R I E LT S A r t i c l e s U S I N G A A N D A N

2. EXPLANATION • The use of ARTICLES (a, an, the and the zero article) is one of the most difficult areas of grammar. • IELTS candidates who only make a small number of mistakes with ARTICLES when they speak and write often get a high grade for GRAMMATICAL RANGE AND ACCURACY. • When you write or speak English, you have to make decisions about ARTICLES in nearly every sentence. • We can use a/an with singular countable nouns. Knowing exactly when to use a/an is important.

3. WHEN TO USE A/AN When we want to refer to one thing (a singular countable noun) for the first time: • Pollution is a serious problem. • It would be good to buy a new table and a wardrobe. • I come from a really small town which you’ve probably never heard of. • A scientist working in a laboratory in Italy has discovered a cure for a major tropical disease. • A misunderstanding between a Mexican soldier and an Argentinian tourist nearly caused a war, or at least a major diplomatic incident.

4. WHEN TO USE A/AN When we want to refer to one thing (singular countable noun), but it doesn’t matter which one: • You should bring a bottle of water and a sandwich. • I thought I heard a mouse but it could have been a bird. • I’m going to buy a new computer with a large screen. • I’d love to live in a huge house with a garden, an attic and a cellar. • If you ever need a friend, give me a call. • This is the first line of a joke: an Englishman, an Irishman and a Welshman walked into a restaurant.

5. WHEN TO USE A/AN When there are many things but we only want to refer to one of these things: • The issue of individuals throwing litter in our streets is a serious problem. However, there are many other serious problems which we need to deal with at the same time. • Biology is undoubtedly a fascinating course, just like physics, chemistry, engineering and further mathematics. • A single person planting a single tree will not solve the planet’s problems. However, as a symbolic act it may carry weight.

6. WHEN TO USE A/AN In some phrases which describe quantity: • A large proportion/percentage of youngsters who were surveyed said that they wanted a job as aTV personality, footballer or pop-star. • A significant number of deaths are caused by poor air quality. • A lot of part-time employees would like a full-time contract. • A large/significant amount of money has been spent on advertising • A huge/enormous amount of energy could be saved if people remembered to turn off the lights. • A great deal of animosity is felt towards anyone who attacks or abuses a police officer.

7. WHEN TO USE A/AN • A great many older people feel discriminated against. • A few workers are happy with their salaries. • A small/tiny/negligible amount of time is lost each day when employees cannot get internet access. • There is an insignificant amount of danger.The activity is virtually risk-free. • A small/tiny/negligible number of employees have decided to go on strike. • The table suggests that an insignificant number of Spanish tourists visited the region in 2002.

8. WHEN TO USE A/AN When there is only one example of a noun, or if it is completely clear which noun we mean, we usually use the. However, when we want to describe a particular example of a unique thing, we often use a/an: • I love waking up to a clear blue sky and a bright sun. (There are other types of sky, such as a dark sky.There are other types of sun, such as a low sun) • Nobody wants future generations to have to deal with a climate which is entirely unpredictable. (There are other types of climate, such as a stable climate)

9. WHEN TO USE A/AN • A future with driverless cars and many more automated processes seems very likely (There are other types of future, such as a simpler future) • Having an internet which children can safely use should be a priority. (There are other types of internet, such as a dangerous internet) • A government which does not obey the law is a dangerous thing. (There are other kinds of government, such as a law-abiding government, a popular government and a competent government)

10. WHEN TO USE A AND WHEN TO USE AN We use a before words starting with a sound made with tongue and/or lips We use an before words starting with an open sound a university course an umbrella a US official an EU official a year an MP a one-year course an open door a willingness to work an orchestra a historian an hour a hotel an FBI agent a hectic day an SOS call

11. WHEN TO USE A AND WHEN TO USE AN The key difference is not the first letter of the following word. It is the first sound of the following word: • Going to an open-day before actually applying to a university can be extremely useful. • A European survey funded by an EU department has discovered that foreigners often visualise British people carrying an umbrella. • It would be an honour to meet an MP, particularly an honest one. • During a one-week holiday we only had an hour of sunshine. • Members of an orchestra need to show a willingness to work hard.

12. PREPARE for IELTS: Grammar Exercises Look at the following sentences. Decide if it is correct to use a or an in each case: 1. Going to a/an open-day before actually applying to a/an university can be a/an useful experience. 2. A/An European survey, funded by a/an EU department, has discovered that foreigners often visualise British people carrying a/an umbrella. 3. It would be a/an honour to meet a/an MP, particularly a/an honest one. 4. During a/an one-week holiday we only had a/an hour of sunshine. 5. A/An FBI agent has sent a/an SOS message. ANSWERS 1. Going to an open-day before actually applying to a university can be a useful experience. 2. A European survey, funded by an EU department, has discovered that foreigners often visualise British people carrying an umbrella. 3. It would be an honour to meet an MP, particularly an honest one. 4. During a one-week holiday we only had an hour of sunshine. 5. An FBI agent has sent an SOS message.

13. G R A M M A R F O R I E LT S A r t i c l e s U S I N G T H E ( P A R T 1 )

14. EXPLANATION • The use of ARTICLES (a, an, the and the zero article) is one of the most difficult areas of grammar. • IELTS candidates who only make a small number of mistakes with ARTICLES when they speak and write often get a high grade for GRAMMATICAL RANGE AND ACCURACY. • When you write or speak English, you have to make decisions about ARTICLES in nearly every sentence. • We often use the when the reader/listener knows exactly which noun we are writing/speaking about.

15. WHEN TO USE THE We can use the when the reader knows which thing we are writing/speaking about. Often this is because we are not writing/speaking about this thing for the first time: • Experts have suggested a new law.The law would stop people drinking alcohol in public places. (The reader knows which law we are writing about.We are writing about the new law) • A new theory which explains human aggression has been developed. The theory has some supporters but a lot of critics. (The reader knows which theory we are writing about.We are writing about the new theory which explains human aggression)

16. WHEN TO USE THE We can use the when the reader knows which thing we are writing/speaking about. Often this is because we are not writing/speaking about this thing for the first time: • Teachers often use new approaches to help their students learn. However, the results of these strategies can be mixed. (The reader knows that we are writing about the results of the new approaches) • I am furious that my bus didn’t come this morning. I was seriously inconvenienced because of the delay. (The reader knows that we are writing about the delay caused by the bus not coming) •

17. WHEN TO USE THE We can use the when the reader knows which thing we are writing/speaking about. Often this is because we are not writing/speaking about this thing for the first time: • Several undergraduates at Oxford University have recently been accused of submitting work to their tutors which they had not actually written themselves.The students concerned may well be expelled from the university. (We are clearly writing about Oxford University and the students who have been accused of cheating) • The arguments previously discussed shed some light on this controversy. (The reader knows which arguments we are writing about.We are writing about the arguments previously discussed)

18. WHEN TO USE THE We can use the when the reader knows which thing we are writing/speaking about. Often this is because the context makes it clear which noun we are referring to: • I don’t know why you couldn’t find the shopping. I left it behind the door in the kitchen. (This is obviously the shopping left behind the door and the kitchen in the house where we live) • Our flat is easy to find.Turn left out of the station and walk along the main road until you reach the football stadium. Cross at the traffic lights and the flat is on the corner, right in front of you. (There is only one possibility in each case)

19. WHEN TO USE THE We can use the when the reader knows which thing we are writing/speaking about.This is often because the thing is defined by a relative clause: • The children who live in poverty should be helped. • We need to be aware of the dangers (which are) connected with spending too much time online. • I’d like to ask you about the presentation which you prepared. • The books which are not bought are often pulped. • The engineers who constructed the building should be praised. • I’m sorry I drank the beer (which) you’d left in the fridge.

20. WHEN TO USE THE We can use the when the reader knows which thing we are writing/speaking about.This is often because the thing is defined by extra information: • The right to freedom of speech is of fundamental importance. • The opportunity to work for a company like that only presents itself once in a lifetime. • The fall in demand for single-use plastics has been remarkable. • I’m afraid I’m going to have to move because of the increase in how much rent I’m having to pay. • The chart under discussion refers to sales of fresh fruit. • The statistics in question indicates that economic growth is low.

21. WHEN TO USE THE We can use the when the reader knows which thing we are writing/speaking about.This is often because the thing is defined by adding of + noun. Noun + of + noun is a common structure: • The popularity of online gaming worries some psychologists. • The loss of a pet can be a traumatic experience. • There has been a sharp rise in the price of coffee. • Analysts claim that the level of inflation is dangerously high. • The behaviour of children is certainly worth studying. • The temperature of the material is checked constantly. • The success of this approach will depend on various factors.

22. WHEN TO USE THE We can use the when the reader knows which thing we are writing/speaking about.This is often because the thing is defined by adding of + noun. Noun + of + noun is a common structure: • The feeling of satisfaction you get from passing your driving test is amazing. • Governments faced with the threat of terrorism often put extra security measures in place. Clauses with –ing forms can also define the noun: • The likelihood of prisoners re-offending is incredibly high. • The policy of allowing sixteen-year-olds to leave school is flawed. • The thought of having to get up so early worries me.

23. WHEN TO USE THE We can use the when the reader knows which thing we are writing/speaking about.This sometimes happens even when the noun is not specifically identified: • Many people who get married think about the wedding itself, the beautiful dress, the ceremony, the photographs, and the party.They may not consider what might come later: the arguments, the disagreements, the quarrels and the rows. • Some people are put off from applying to university.The lengthy application process, the interview and the difficult questions make them look at other alternatives.

25. EXPLANATION • The use of ARTICLES (a, an, the and the zero article) is one of the most difficult areas of grammar. • IELTS candidates who only make a small number of mistakes with ARTICLES when they speak and write often get a high grade for GRAMMATICAL RANGE AND ACCURACY. • When you write or speak English, you have to make decisions about ARTICLES in nearly every sentence. • There are several important situations when we usually use the.

26. WHEN TO USE THE We can use the when we make general statements using singular countable nouns: • The computer has fundamentally changed the way we interact with our fellow-humans (This sentence is about the general idea of computers, and not about any actual, real, individual computers) • The motorcar was first developed in the late nineteenth century.At that time, nobody could have imagined what an impact it would have on our way of life (This refers to the idea/concept of motorcars) • Some say that the smartphone is the greatest invention since the wheel (This sentence is about the general concept of smartphones and wheels. It does not refer to specific, actual, real smartphones or wheels)

27. WHEN TO USE THE We can use the when there is only one possible noun: • It has been estimated that the sun is approximately nine billion years old. (There are many suns in the universe, but we are obviously writing about the sun in our solar system, and there is only one sun in our solar system) • The climate has already begun to change, though not necessarily in ways which scientists predicted. (There may be climates on other planets, but this sentence clearly refers to the climate on our planet. There is only one climate on our planet)

28. WHEN TO USE THE We can use the when there is only one possible noun: • Figures show that many jobs were created in the banking industry between 1990 and 2004. (There is only one banking industry.You could argue that each country has its own banking industry but here we are writing about the global banking industry or the national banking industry in a particular country) • Unless we take greater care of the environment, future generations will struggle to survive. (There may be environments on other planets, but it is clear that this sentence refers to the environment on our planet.There is only one environment on our planet) • The human race faces enormous challenges. (There is only one human race)

29. WHEN TO USE THE We can use the when there is only one possible noun: • There is no point worrying about what happened in the past and little benefit from being frightened about what might happen in the future.All we can do is to try to be happy in the present. (There is only one past, one present and one future) • When humans look at the sky, they often wonder if there are other life-forms out there, living light-years away. (It is obvious that this sentence refers to the sky on our planet.There is only one sky) • The internet has changed how we live and how we interact with others (There is only one internet)

30. WHEN TO USE A/AN However, when we want to describe a particular example of a unique noun/thing, we often use a/an: • I love waking up to a clear blue sky and a bright sun. (There are other types of sky, such as a dark sky.There are other types of sun, such as a low sun) • Nobody wants future generations to have to deal with a climate which is entirely unpredictable. (There are other types of climate, such as a stable climate) • A future with driverless cars and many more automated processes seems very likely. (There are other types of future, such as a simpler future)

31. WHEN TO USE THE We usually use the with superlatives • The easiest way to reduce unemployment is for the government to employ more workers. • The most important feature of this graph is that overall consumption of foreign holidays rose sharply. • The most popular soap-stars, sports-stars and singers can command enormous salaries these days. • The longest-running soap opera in Britain has been on the radio for more than sixty years. • I’m afraid that ‘s the silliest suggestion I’ve ever heard.

32. WHEN TO USE THE We usually use the with superlatives • One of the biggest changes was that far fewer school-leavers applied for work in the manufacturing sector. • The second most valuable commodity referred to in the graph is coffee. • By far the most effective strategy is to refuse to take any notice of what the child is doing. When there is a possessive, we do not use the: • The building is in Kazakhstan’s biggest city. • This is our most pressing challenge.

33. WHEN TO USE THE We usually use the with adjectives such as first; second; third; last; final; next; previous etc.: • The first important argument relates to physical health. • The second reason why people commit crimes is slightly less obvious. • The final point worth making is that play develops a child’s imagination. • In the previous paragraph it was suggested that the benefits to physical health are enormous. It should also be noted that mental health can be positively affected. • During the next phase of the process, water is pumped through the chamber.

35. EXPLANATION • The use of ARTICLES (a, an, the and the zero article) is one of the most difficult areas of grammar. • IELTS candidates who only make a small number of mistakes with ARTICLES when they speak and write often get a high grade for GRAMMATICAL RANGE AND ACCURACY. • When you write or speak English, you have to make decisions about ARTICLES in nearly every sentence. • There are specific occasion when using the is vital in the IELTSWritingTest.

36. WHEN TO USE THE In some important IELTS WritingTask 1 (academic) expressions: • At the beginning of the period, only about a third of respondents reported being in full-time education. • At/Towards/Near the end of the period, the vast majority of households still possessed a video-recorder. • In the middle of the period, the amount of food which was exported was relatively high. • Over/During the thirty years referred to in the data/chart/table, a clear upward trend in technology sales can be identified.

37. WHEN TO USE THE In some important IELTS WritingTask 2 expressions: • the economy; the environment; the internet; the media • the distant/recent past; the present; the foreseeable future • the cost of living; the standard of living; the quality of life • the tourist/banking sector; the steel/car industry • the planet; the world; the globe • the developed/industrialised world; the developing world;TheThird World;TheWest;The East • the government; the authorities; the powers-that-be

38. WHEN TO USE THE: EXAMPLES In some important IELTS WritingTask 2 expressions: • The government seems to focus its efforts on the economy and apparently neglects the environment almost entirely. Some in the media have criticised this focus on the cost of living and the standard of living, which seems to have been accompanied by a willingness to ignoreThe Greenhouse Effect. • The freedom of the press should be guaranteed across the whole world / entire planet / globe. • The death penalty remains a controversial issue.

39. WHEN TO USE THE: EXAMPLES In some important IELTS WritingTask 2 expressions: • The internet is having a huge impact.The entire human race seems to have been affected by it. • In every corner of the globe - in the developing world and the developed world alike – the quality of life is improving. • In the recent past, child labour was widespread. Hopefully, in the foreseeable future it will be entirely eradicated. • Young graduates now find it incredibly difficult to get work in the financial/banking sector. Many are forced to consider jobs in the tourism industry instead.

41. EXPLANATION • The use of ARTICLES (a, an, the and the zero article) is one of the most difficult areas of grammar. • IELTS candidates who only make a small number of mistakes with ARTICLES when they speak and write often get a high grade for GRAMMATICAL RANGE AND ACCURACY • When you write or speak English, you have to make decisions about ARTICLES in nearly every sentence. • We use the in lots of phrases connected with geography.

42. WHEN TO USE THE We use the to refer to mountain ranges, oceans etc.: • Mountain ranges:The Andes;The Himalayas • Oceans:The Indian Ocean;The Pacific;The Atlantic • Rivers:The Danube;TheYangtze • Deserts:The Sahara;The Kalahari • EXAMPLE: Climate change is affecting every aspect of our planet: temperatures in mountain ranges such asThe Himalayas are rising and the level of salinity in parts ofThe Atlantic has gone up astonishingly quickly.

43. WHEN TO USE THE We use the in expressions with north, south, east and west: • I live in the south of Russia. • The north of the country is more industrialised than the south. • People who live in the east of Canada have often never been to the west of the country. • It is sometimes said that those living inTheWest have very little understanding of life in other parts of the world.Although it is probably a generalisation, there is some truth in that statement.

44. WHEN TO USE THE We sometimes use the with names of countries and organisations: • Countries with plural names:The Netherlands;The United States • Countries which are formed by groups of islands:The Maldives;The Seychelles;The Bahamas;The Philippines • Countries with longer names:The Kingdom of Saudi Arabia;The People’s Republic of China;The Czech Republic;The United Kingdom;The United States of America;The United Arab Emirates • Organisations (including ones with acronyms said as letters):The UN;The UNHCR;The EU;The WHO;The IMF;The World Bank;The Red Cross/Crescent; UNESCO; NAFTA

45. WHEN TO USE THE: EXAMPLES We sometimes use the with names of countries and organisations: • The United States is clearly a dominant world power. However,The People’s Republic of China and other trading groups likeThe European Union are likely to challenge its supremacy. • Low-lying island groups such asThe Maldives,The Bahamas andThe Seychelles are particularly vulnerable to the effects of rising sea- levels. • There is a great deal of international respect for organisations such asThe Red Crescent, but significantly less forThe IMF and evenThe UN.

46. WHEN TO USE THE We use the in quite a lot of other phrases connected with geography: • The statistics indicate that although levels of poverty are higher in the southern hemisphere than in the northern hemisphere, this gap is closing rapidly. • Very few larger animals can survive in the desert. • Most humans would find it impossible to live in the jungle. • If we continue to cut down the rainforest, many animal species will become extinct because their natural habitats will disappear. • It is predicted that summertime ice will completely disappear from The Arctic within a generation, and that ice shelves will break away fromThe Antarctic with increasing regularity.

47. WHEN TO USE THE We use the in quite a lot of other phrases connected with geography: • The sun is obviously much further away fromThe Earth than the moon is. • It is sometimes believed that those living in ancient times must have gazed up at the sun, the moon and the stars, trying to understand their meaning. In actual fact, there is plenty of evidence that our ancestors had a deep understanding of how the universe worked. • Animals living atThe South Pole andThe North Pole are likely to be affected by climate change far sooner than those whose natural habitats are close toThe equator.

49. EXPLANATION • The use of ARTICLES (a, an, the and the zero article) is one of the most difficult areas of grammar. • IELTS candidates who only make a small number of mistakes with ARTICLES when they speak and write often get a high grade for GRAMMATICAL RANGE AND ACCURACY • When you write or speak English, you have to make decisions about ARTICLES in nearly every sentence. • We often use the when we want to describe groups.

50. WHEN TO USE THE We often use the in expressions which describe a group of people: • The young are often treated with great suspicion by the police. • The general public is thoroughly fed up with the current political system. • The British andThe French have had a long and complex relationship over the centuries. • Those serving in the armed forces should be well paid. • Volunteers work in the fire service and for the coastguard. • The authorities need to take steps immediately. • The government is often unpopular.

51. WHEN TO USE THE We often use the in expressions with adjectives used as nouns: • the rich; the wealthy; the well-off; the affluent ( = those in society with lots of money) • the privileged ( = those in society who have the best opportunities) • the poor; the impoverished ( = those in society without money) • the destitute; the dispossessed ( = those in society who have nothing)

52. WHEN TO USE THE We often use the in expressions with adjectives used as nouns: • the underprivileged; the disadvantaged ( = those in society who have fewest chances and opportunities) • the unemployed ( = those who do not have a job) • the homeless ( = those who do not have a home) • the hungry ( = those who do not have enough food) • the weak; the vulnerable ( = those in society who are not strong)

53. WHEN TO USE THE We often use the in expressions with adjectives used as nouns: • the elderly ( = those in society who are old) • the disabled ( = people in society who do not have a physical, mental or emotional ability which others have) • the healthy • the (chronically/terminally) sick • the happy • the young

54. WHEN TO USE THE: EXAMPLES • The affluent are generally extremely unwilling to pay higher taxes so that the living standards of the destitute and the dispossessed can be raised. • It infuriates me that the privileged sit on their luxury yachts sipping champagne without a care in the world. • I am of the opinion that the principal role of government is to feed the hungry, house the homeless, offer work to the unemployed and care for the sick in society. • Most of us have almost no idea what life is like for the underprivileged in society.

55. WHEN TO USE THE We can use the when we define a group after phrases like all of, most of, many of, some of, few of, a few of, several of, a couple of, none of: • Few students struggle with exam nerves. • Few of the students studying at my university found the exam nearly impossible. • Almost all drivers have had an accident at some time or other. • Almost all of the drivers who responded to the survey claimed never to have had an accident.

56. WHEN TO USE THE We can use the when we define a group after phrases like all of, most of, many of, some of, few of, a few of, several of, a couple of, none of: • Most doctors have spent seven or eight years studying medicine. • Most of the doctors in Cuba are extremely well-qualified. • A significant proportion of NewYorkers admitted that they did not always feel safe in the city. • A significant proportion of the NewYorkers who were surveyed admitted that they sometimes felt unsafe in the city.

57. WHEN TO USE THE We can use the when we define a group after phrases like all of, most of, many of, some of, few of, a few of, several of, a couple of, none of: • Some countries are beginning to experience extreme weather, which could be the result of global warming. • Some of the countries in Latin America have suffered recently from flooding and landslides. • A few mistakes can be tolerated. • A few of the mistakes made by IELTS candidates are really unnecessary.

58. WHEN TO USE THE We can use the when we define a group after phrases like all of, most of, many of, some of, few of, a few of, several of, a couple of, none of: • Hardly any people still live in the countryside. • Hardly any of the people who I studied at school with still live in the countryside. • No trains have been running, due to the excessively cold weather. • None of the trains which were scheduled to leave the station have actually departed.

59. G R A M M A R F O R I E LT S A r t i c l e s T H E Z E R O A R T I C L E

60. EXPLANATION • The use of ARTICLES (a, an, the and the zero article) is one of the most difficult areas of grammar. • IELTS candidates who only make a small number of mistakes with ARTICLES when they speak and write often get a high grade for GRAMMATICAL RANGE AND ACCURACY • When you write or speak English, you have to make decisions about ARTICLES in nearly every sentence. • Sometimes we do not use an ARTICLE with a NOUN. This is calledTHE ZERO ARTICLE.

61. WHEN TO USE NO ARTICLE We can use the when we make general statements using singular countable nouns. However, when we want to refer to a general concept or idea and the noun is plural or uncountable, we do not usually include an article: • Libraries should be built in every town (Libraries is a plural countable noun.This sentence is about libraries in general) • Motorists should have to take driving tests every year (Motorists and driving tests are plural countable nouns.This sentence is about motorists in general, and not a specific group of motorists. It also refers to the general idea of driving tests, and not to specific driving tests)

62. WHEN TO USE NO ARTICLE • Music and dance should be an important part of a child’s education. (Music and dance are uncountable nouns.We are referring to the general idea and not to a specific piece of music or a specific dance) • Although it is said that chocolate can damage your health, some studies have shown that it can actually have a positive effect. (Chocolate is an uncountable noun.We are referring to the general idea of chocolate and not to a specific, actual or real piece of chocolate) • Doctors, nurses and teachers should be paid higher salaries. (We are writing about doctors, nurses and teachers in general.We are not writing about specific examples)

63. WHEN TO USE NO ARTICLE • Ships have been replaced by planes to transport freight from one part of the world to another. (We refer to ships, planes and freight in general) • These days, information is central to our development. (We are not referring to a particular piece of information) • Intolerance and racist and sexist attitudes need to be challenged. (We are writing about the general ideas of intolerance and racist and sexist attitudes.We are not writing about specific examples)

64. WHEN TO USE NO ARTICLE • I believe that men and women should receive equal pay. (This sentence is not about a specific group of men and women) • People who work in factories often receive low wages. (This sentence is about people, factories and low wages in general) • Plastic bottles can usually be recycled but consumers often just throw them away. (This sentence is about plastic bottles and consumers in general) • Newspapers and magazines are far less popular than they used to be. (This sentence is about newspapers and magazines in general) • Alcoholic drinks are often sold at sporting occasions. (This sentence is about alcoholic drinks and sporting occasions in general)

65. WHEN TO USE NO ARTICLE If you use the with this type of noun, your reader will think that you are referring to a specific/particular group or thing: • I believe that the women and the men should receive equal pay ( = the women and the men we have already spoken about; the women and the men who work in this company etc. ) • The computers definitely need replacing ( = the computers which we are already talking about; the computers in the office which we are talking about; the computers in the office where we are sitting) • The information was completely inaccurate. ( = the information they gave me; the information we have been talking about)

66. WHEN TO USE NO ARTICLE In some important expressions with prepositions, such as: • at home; at work; at school; at university • in bed; in hospital; in prison • by bus; by car; by train; by plane • at night; at midnight; at midday • at Christmas; in September • in pain; in trouble; in danger; in debt; in peril; at risk

67. WHEN TO USE NO ARTICLE: EXAMPLES • Many undergraduates studying at university still live at home, largely for financial reasons. • In some cases, employees reported feeling more stress while travelling to their office by bus or by train than when they were actually at work. • Recuperating patients in hospital are often encouraged not to stay in bed all day.They are, in extreme cases, asked to get up at night, even when they complain that they are in pain. • Students who fail to attend university classes are clearly at risk of being expelled from their course. Even if this drastic step is not taken, they are in danger of failing their exams.

68. WHEN TO USE NO ARTICLE With abstract nouns: • Teachers require a wide range of qualities such as patience, tolerance, understanding and empathy. • It is estimated that anxiety affects a far larger proportion of teenagers than it did at any point in the past. • Many of us are uncomfortable with silence.We generally prefer noise. • I have to admit to treating this suggestion with a mixture of cynicism and scepticism.

69. WHEN TO USE NO ARTICLE With abstract nouns: • Happiness is extremely difficult to define or explain. • One of the biggest problems facing the elderly is loneliness. • The only thing we should fear is fear itself. • Time is our greatest enemy. • Wisdom is one of the greatest virtues a person can have.

70. WHEN TO USE NO ARTICLE However, we can use the with abstract nouns if we define them or make it clear that we are referring to a particular example of an abstract noun: • The happiness I felt when I got my exam results is almost indescribable. • We need to take steps to reduce the loneliness which elderly people often feel. • I was incredibly impressed by him as a teacher.The patience he showed when dealing with demanding children was extraordinary.

71. PREPARE for IELTS: Grammar Exercises Look at the following sentences. Decide if each gap should be filled by a, an, the or nothing (-): 1. At ______ beginning of ______ period under discussion, ______ number of people living in ______ south of ______ country was significantly higher than ______ number of residents living in ______ north. 2. During ______ twenty-year period in question, ______ pizzas were ______ most popular takeaway food. ______ hamburgers were slightly less popular then ______ pizzas and ______ kebabs were ______ least popular type of food in this category. 3. Probably ______ most important reason why ______ people decide to emigrate relates to ______ economic factors. ______ factor which often has ______ biggest influence is ______ unemployment. ______ poor quality housing also forces many individuals to consider emigration. 4. Many parts of ______ world have been affected by changes in ______ environment. For instance, ______ amount of rain which falls in ______ Himalayas has changed, ______ Nile has flooded more frequently and ______ number of storms in ______ Atlantic has gone up. Thanks to ______ Greenhouse Effect, ______ global temperatures are rising. As ______ result of damage to ______ ozone layer, ______ sun is having ______ major effect on ______ climate. 5. ______ economy of ______ United Kingdom has been struggling for some years. Although ______ increasing number of ______ British people work in ______ banking, ______ finance, ______ tourism and ______ education, ______ percentage working in ______ areas like ______ manufacturing has fallen sharply. 6. ______ terrorism is ______ very serious issue for many governments. ______ large proportion of ______ population fears being killed or injured by ______ bomb. This is partly because ______ websites and ______ newspapers publish ______ stories about ______ possibility of ______ terrorist attack. ANSWERS 1. At the beginning of the period under discussion, the number of people living in the south of the country was significantly higher than the number of residents living in the north. 2. During the twenty-year period in question, - pizzas were the most popular takeaway food. - Hamburgers were slightly less popular then - pizzas and - kebabs were the least popular type of food in this category. 3. Probably the most important reason why - people decide to emigrate relates to - economic factors. The factor which often has the biggest influence is - unemployment. - Poor quality housing also forces many individuals to consider emigration. 4. Many parts of the world have been affected by changes in the environment. For instance, the amount of rain which falls in The Himalayas has changed, The Nile has flooded more frequently and the number of storms in The Atlantic has gone up. Thanks to the Greenhouse Effect, - global temperatures are rising. As a result of damage to the ozone layer, the sun is having a major effect on the climate.

72. 5. The economy of The United Kingdom has been struggling for some years. Although an increasing number of - British people work in - banking, - finance, - tourism and - education, the percentage working in - areas like - manufacturing has fallen sharply. 6. - Terrorism is a very serious issue for many governments. A large proportion of the population fears being killed or injured by a bomb. This is partly because - websites and - newspapers publish - stories about the possibility of a terrorist attack.

73. PREPARE for IELTS: Grammar Exercises Look at the following sentences. Decide if each gap should be filled by a, an, the or nothing (-): 1. There is ______ large and widening gap between ______ rich and ______ poor. It seems totally unfair that ______ wealthy sip champagne on luxury yachts and drive ______ fast cars while ______ dispossessed struggle to make ends meet. 2. When ______ children are at ______ school, they often behave completely differently to when they are at ______ home. Parents often find ______ difference quite hard to understand. 3. ______ scientists have developed ______ new theory about ______ causes of cancer. ______ new approach focusses on ______ genetic factors far more than on ______ environmental factors. However, ______ researchers involved have emphasised that ______ unhealthy adults are at ______ risk of developing cancer and should start to have ______ healthier lifestyle. 4. Quite ______ lot of ______ children choose to apply for ______ place at ______ university. ______ few students decide to take ______ vocational qualification. ______ small number of eighteen-year-olds prefer to look for ______ job. 5. ______ most important qualities which ______ teacher needs include ______ patience, ______ tolerance and ______ understanding. 6. Anyone who uses ______ internet regularly will see ______ lot of ______ news and ______ great deal of ______ information. Those who spend ______ large amount of their time online will also come across ______ significant amount of ______ advice. Some of ______ advice will be good but, unfortunately, ______ lot of it will probably be useless. ANSWERS 1. There is a large and widening gap between the rich and the poor. It seems totally unfair that the wealthy sip champagne on luxury yachts and drive - fast cars while the dispossessed struggle to make ends meet. 2. When - children are at - school, they often behave completely differently to when they are at - home. Parents often find the difference quite hard to understand. 3. - Scientists have developed a new theory about the causes of cancer. The new approach focusses on - genetic factors far more than on - environmental factors. However, the researchers involved have emphasised that - unhealthy adults are at - risk of developing cancer and should start to have a healthier lifestyle. 4. Quite a lot of - children choose to apply for a place at - university. A few students decide to take a vocational qualification. A small number of eighteen-year-olds prefer to look for a job. 5. The most important qualities which a teacher needs include - patience, - tolerance and - understanding. 6. Anyone who uses the internet regularly will see a lot of - news and a great deal of - information. Those who spend a large amount of their time online will also come

74. across a significant amount of - advice. Some of the advice will be good but, unfortunately, a lot of it will probably be useless.

75. G R A M M A R F O R I E LT S D e m o n s t r a t i v e s , p o s s e s s i v e s , i n c l u s i v e s T H I S , T H A T, T H E S E A N D T H O S E

76. EXPLANATION • There are many words which we can put in front of a noun to give information about it.These include DEMONSTRATIVES, POSSESSIVES and INCLUSIVES such as this/that/these/those, my/your/his/her, some/any, each/every, all/most/many/much/some/several, none/no, both/neither/either, few/a few/little/a little. • These words are extremely common. If you use them correctly, you can significantly improve the accuracy of your speaking and writing in the IELTSTest. • You will meet these words a lot in the IELTS Reading and ListeningTests.

77. USING THIS We can use this as a determiner. It goes before a singular or uncountable noun. It lets us refer back to an earlier noun, clause, idea etc.: • The mixture is placed in a metal box.This container is slowly heated. • Many protesters are genuinely scared about climate change.This issue will affect us all in the end. • Public sector workers have seen pay freezes and even pay cuts recently.This situation has led to protests, high levels of worker dissatisfaction, a reduction in productivity and low morale.This, in turn, has provoked the government into making some state-sector employees redundant.

78. USING THIS We can use this to replace a noun, noun phrase, clause, idea etc.: • Public sector workers have seen pay freezes and even pay cuts recently.This situation has led to protests, high levels of worker dissatisfaction, a reduction in productivity and low morale.This, in turn, has provoked the government into making some state-sector employees redundant. • The mental health of teenagers is often ignored.This will have very serious consequences when these adolescents grow up. • Records suggest that the temperature of our planet has already gone up quite considerably. Because of this, scientists are urging politicians to take action.

79. USING THIS We can use this with phrase like all of; most of; much of; a great deal of; a significant amount of; some of; hardly any of; none of: • Literally tonnes of plastic is thrown away each day. (Practically/Almost/Nearly/Virtually) all of this/it could be recycled. • We get a lot of our information from the internet.A significant amount of this/it is either incorrect or misleading. • British people eat a large amount of fish. Some of this/it is caught locally, but a great deal is imported. • I gave the organisation a lot of advice about the merger. Hardly/Barely/Scarcely any of this/it has been taken.

80. USING THIS Using this allows us to start a sentence with old/repeated information and then add new information.This is a strong feature of well- connected writing: • Many zoos remain open.This (fact; situation) annoys animal rights campaigners. • More boys than girls study physics.This (fact; situation) obviously worries educators. • The cost of housing has risen.This (fact; situation) has led, in turn, to an increase in the number of homeless people.This is an intolerable situation.

81. USING THAT We can use that as a determiner. It goes before a singular or uncountable noun. It lets us refer back to an earlier noun, clause, idea etc.We usually use it to refer to something distant ( = in the past/future; in a distant place; distant because it is unlikely or untrue): • Landing humans on Mars would be almost impossible. Even building the spaceship to take astronauts to that planet is probably beyond our capabilities. ( = in a distant place) • Unless we take action, our planet could be uninhabitable within a century.That prospect is a terrifying one. ( = unlikely; currently untrue)

82. USING THAT • If you eat fatty foods and fail to take regular exercise, you are putting yourself at risk. Unfortunately, despite a huge amount of information and advice in the media, some unhealthy individuals still fail to grasp that concept. ( = unlikely; currently untrue; not believed; conditional) • In the past, women were not allowed to enrol on certain university courses.Thankfully, that state of affairs no longer exists. ( = in the distant past) • Humans and machines are likely to become increasingly similar over the coming decades. It may become impossible to differentiate between them. If that situation arises, it will have serious implications. ( = in the future; currently untrue)

83. USING THAT We can use that to replace a noun or noun phrase. It lets us refer back to an earlier noun, clause, idea etc.We usually use it to refer to something hypothetical or unreal: • Some educators advocate allowing children to learn whatever they want.That would certainly be a revolutionary change. • Sending motorists to prison for speeding offences might cut the number of deaths on our roads. However, I do not think that is the way forward. • Some people want to re-introduce capital punishment for murder. I do not believe that would actually make violent crime less likely.

84. USING THAT We can use that + preposition to refer back to an earlier noun phrase with a preposition: • The standard of living of those in developed countries is on the rise. That of citizens of developing countries does not always show the same improvement. • The health of older people is generally quite good. However, that of the younger generation is considerably poorer. • The price of coffee has risen whilst that of tea has remained relatively constant. • Whilst the number of illegal immigrants has fallen, that of legal migrants has almost doubled. • Air quality in the city is poor, whereas that in villages is better.

85. USING THAT Using that allows us to start a sentence with old/repeated information and then add new information.This is a strong feature of well- connected writing: • Allowing people to continue working after they reach the age of retirement might mean that young people would struggle to get a job.That would probably outrage them. • Some have supported the idea of turning parks and public gardens into much-needed housing.That might please those struggling to find a decent home, but would annoy others who already live or work in the city.

86. USING THESE We can use these as a determiner. It goes before a plural noun. It lets us refer back to an earlier noun, clause, idea etc.: • Many members of the public are genuinely worried about the state of the economy.These individuals are calling on the government to do something. • In many major cities, it is easy to spot homeless individuals.These people surely deserve to be treated better. • Overcrowding and a lack of decent amenities make life in the city stressful for many.These problems should be addressed by the authorities.

87. USING THESE We can sometimes use these to replace a plural noun. It lets us refer back to an earlier noun or noun phrase: • Scientists have recently discovered a number of planets outside our solar system with similar conditions to those on Earth.These/They will be investigated further, as it is conceivable that life may have developed there. • Sports like football and basketball have a significant number of rules. These/They have changed very little over the years. • The methods used to decide which applicant should be given a job are old-fashioned.These/They should be changed.

88. USING THESE We can use these with all of; most of; many of; some of; several of; a few of; few of; not many of; both of; neither of; none of (either as a determiner or to replace a noun): • Teachers use many strategies. (Nearly/Almost/Practically/Virtually) all of these (approaches) work in some situations, but not in others. • Governments have many policies aimed at cutting unemployment. Most of these (strategies) are related to increasing demand in the economy. • There are several arguments in favour of decriminalising certain drugs.This essay will consider some of these (ideas).

89. USING THESE • We currently rely heavily on coal and oil. Neither of these (forms of energy) is/are sustainable in the long term. • The figures show that many universities decided to stop teaching foreign languages during the 1990s.The table indicates that a few of these institutions reversed this decision in the following decade. • The death penalty is legal inThe USA and China. Both of these countries have made it clear that they do not intend to stop using this form of punishment. • Some people take drugs in order to be accepted by their peers. Others do it to forget their problems or because they know their families will disapprove. None of these reasons seems/seem sensible.

90. USING THOSE We can use those to refer back to plural nouns: • Temperatures in summer tend to be extremely high.Those in winter are obviously considerably lower. • Houses constructed from stone are more expensive than those made of brick. • Universities which offer a supportive environment are far more popular than those which do not. • Children encouraged to use their creativity and imagination generally seem quite happy.Those who are just expected to follow rules and obey adults are more likely to become depressed.

91. USING THOSE We can use those to refer to groups of people.We can use this word with or without a noun: • The authorities in many countries have brought in legislation which curtails the rights of citizens.Those (individuals) who protest or demonstrate about such draconian laws often find themselves thrown in prison. • Those (residents) living near nuclear power plants fear an accident or an explosion. • Those (soldiers and civilians) who were killed in the war should be remembered at annual ceremonies.

92. USING THOSE We can use those to refer to groups of people.We can use those with several grammatical forms: • Those who believe in something often live longer (relative clause) • Those seeking promotion need to impress their managers. (present participle clause) • Those found guilty of serious crimes should be imprisoned. (past participle clause) • Those with serious mental health issues should be given all the support they need. In the long-run, this approach is both humane and cost-effective. (prepositional phrase/clause) • Those willing to work hard are admirable. (adjective phrase/clause)

93. G R A M M A R F O R I E LT S D e m o n s t r a t i v e s , p o s s e s s i v e s , i n c l u s i v e s P O S S E S S I V E F O R M S

94. EXPLANATION • There are many words which we can put in front of a noun to give information about it.These include DEMONSTRATIVES, POSSESSIVES and INCLUSIVES such as this/that/these/those, my/your/his/her, some/any, each/every, all/most/many/much/some/several, none/no, both/neither/either, few/a few/little/a little. • These words can be used to describe possession. • We can use other structures to describe possession. • If you know how to describe possession, your writing and speaking will be stronger.This will certainly help in the IELTS Test.

95. USING POSSESSIVE ADJECTIVES Possessive forms: my; your/one’s; his/her/its; our; their; your • It is my fervently-held view that public transport should be free for everyone. • If you do not stand up for your rights, you cannot expect anyone else to. • A father must take his responsibilities seriously. His behaviour and attitudes are likely to have a major influence on his son or daughter. • A child will usually look up to both of her or his / its parents. • The burglar left their fingerprints on the window. • It is unfair to expect one’s children to be perfect.

96. USING POSSESSIVE ADJECTIVES • When a company spends a huge amount of money on an advertising campaign, it usually hopes to see its profits rise. • We have a responsibility and a duty to defend our commonly-held values against those who would like to destroy them. • Some argue that their salaries should be much higher because they do dangerous jobs, or do work which requires them to accept a huge amount of responsibility. • You have all/both been given the chance to study at university.You should be grateful for your opportunity. • Private donors sometimes give large sums of money to the university.Their generosity allows it to increase its range of courses.

97. USING POSSESSIVE ADJECTIVES We can use the adjective own for emphasis: • A young child needs to start making some of his or her own decisions. • These days, those with gardens or small plots of land grow their own vegetables. • You should make your own choices and accept the consequences of your actions. • One is entitled to defend oneself in order to fully protect one’s own interests. • I did it on my own ( = without any help form others) • I would hate to live on my own ( = alone; separate from others)

98. POSSESSIVES ALTERNATIVES We can sometimes use of + possessive pronoun to indicate possession. The noun we use it with usually follows the; this; that; these; those: • You’ll never guess what has happened! That child of mine has been accepted into Harvard University! • She’s/He’s a fantastic player.That goal of hers/his was unbelievable! • Although these problems of yours are serious, I’m sure we can solve them. • Unless we start to care for this world of ours, we are likely to regret it later. • The managers of the company have no heart.That decision of theirs to close down three factories was ruthless and uncaring.

99. POSSESSIVES ALTERNATIVES We can use apostrophes to indicate possession: • It seems that society’s/humanity’s problems are insurmountable. • An employer’s responsibilities are not restricted to offering staff a reasonable salary. • Undergraduates’ poor exam techniques often cause them to get disappointing grades.Their tutors’ responses are not always sympathetic. • Universities’ roles have changed over the years. • Although men’s football is still more popular than the women’s game in terms of viewers, the gap is definitely closing. • I strongly believe that children’s clothes should not be taxed. • People’s beliefs are hard to change.

100. POSSESSIVES ALTERNATIVES To indicate possession (that something belongs to something/somebody) we can use noun + of + noun: • If the price of food continues to rise, those on lower incomes will soon struggle to make ends meet. • The figures indicate that the level of unemployment is expected to increase, and the cost of raw materials is set to remain constant. • The rights of all citizens need to be upheld by the courts. • Surprisingly, the memories of older people tend to be better in some respects than those of younger adults. • The popularity of fast-food has gone up markedly.

101. G R A M M A R F O R I E LT S D e m o n s t r a t i v e s , p o s s e s s i v e s , i n c l u s i v e s H O W T O U S E S O M E

103. USING SOME We use some to mean a certain number/amount.We can use some with plural and uncountable nouns, often in affirmative sentences: • Some experts now claim that drinking red wine can reduce the possibility of a stroke or heart attack for some individuals in some cases. • There are some understandable reasons why young, impressionable athletes might take performance-enhancing steroids. • Some people believe that the world was created by God.This version of history is taught in some schools. However, it is disputed by many. • I am writing to ask for some information about the upcoming event.

104. USING SOME We can use some to replace plural and uncountable nouns: • If I had a lot of money, I would give you some. • In my experience, you never get any luck when you really need some. • Most of the food produced by supermarkets is sold to consumers. However, some is never sold and some is bought but never eaten. • I used to have loads of money but I gave some away to charities. • If you have any chocolate left, please could I have some?

105. USING SOME Some can be used to refer to people.We quite often use some…others…: • Some believe that our environment has the greatest impact on our development, whilst others claim that genetic factors are key. • Some live long lives, whereas others die young. • Some seem to thrive when they work in groups, whereas others obviously benefit more from working alone. This structure can be used with nouns which are not people: • Unfortunately, many businesses go bankrupt. Some simply run out of money, whilst others decide to close for various different reasons.

106. USING SOME We can use some in offers and requests: • I wonder if you would be able to give me some advice. • Could you help me with some of the English I need for the presentation? • I would be grateful if you could send me some details/information about the forthcoming conference. • Would you like me to give you some help? • Shall I bring some food for the party? If you would like, I could make some pizza.

107. WORDS CONNECTED TO SOME We can use several words based on some: • It is likely that somewhere in our galaxy, microbial life forms exist. • In my view, somebody/someone from the scientific community should try to persuade international organisations to spend more money on research into tropical diseases. • Something clearly needs to be done about congestion in our major cities. • Somehow, we must find a way of using the sun’s energy more effectively. • It is somewhat surprising that we still do not have a way of successfully treating malaria.

108. G R A M M A R F O R I E LT S D e m o n s t r a t i v e s , p o s s e s s i v e s , i n c l u s i v e s H O W T O U S E A N Y

109. EXPLANATION • There are many words which we can put in front of a noun to give information about it.These include DEMONSTRATIVES, POSSESSIVES and INCLUSIVES such as this/that/these/those, my/your/his/her, some/any, each/every, all/most/many/much/some/several, none/no, both/neither/either, few/a few/little/a little. • These words are extremely common. If you use them correctly, you can significantly improve the accuracy of your speaking and writing. in the IELTSTest. • You will meet these words a lot in the IELTS Reading and ListeningTests.

110. USING ANY We can use any to mean a certain number/amount.We can use any with plural and uncountable nouns.We often use any in questions and in negative sentences: • There aren’t any reasons why we should stay. ( =There are no reasons why we should stay) • We haven’t had any problems so far. • I hope that there won’t be any delays and that you will arrive safely and on time. • It’s Sarah’s birthday next week. Do you have any ideas what she would like? • Unfortunately, we haven’t really got any money/time/energy at the moment so wouldn’t be able to come and visit you.

111. USING ANY We can use any to replace plural and uncountable nouns: • Even if I had a lot of money, I probably wouldn’t give any to charity. • I’m afraid that even though I asked all my colleagues for help and advice, I didn’t get any. • You said in your text that you were going whale-watching. I’d love to see some whales. Have you ever actually seen any? • I will ask my colleagues about the horse-riding trip. If any want to come, we will contact you and book places for them. • The government has announced that it will not allow refugees into the country, and has warned that if any are found, they will be repatriated.

112. USING ANY We often use any with negative adverbs: • There are hardly/barely/scarcely any scientists who would argue that Darwin’sTheory of Evolution is completely wrong. • I have to say that there are seldom/rarely any decent films on at our local cinema so I wouldn’t recommend it. • Getting a well-paid job is difficult.There are hardly ever / practically never any good positions advertised online.

113. USING ANY We often use any with negative verbs: • We need to prevent any further delays to the project. • I have discussed the matter with her and she denies any involvement in the incident. • The police are often accused of failing to take any action against those accused of crimes of domestic violence. We often use any with other negative language: • Because of economic sanctions, it was difficult/impossible to buy any electronic goods. • I hope and expect to be able to get there without any difficulties/problems/inconvenience.

114. USING ANY We often use any with if/whether: • If there are any polar bears alive by the year 2050, I will be astonished. • If there is any help I can give you, let me know. • I wonder whether there is any point texting her. She never reads her messages. • Some sceptics doubt whether there is any genuine evidence to support the claim that human beings are causing climate change.

115. USING ANY We can use any with singular nouns to mean practically/almost every; no particular one: • Any attempt to clone human beings would be heavily criticised by most of the scientific community. • Any solution to the dreadful problem of child labour would be welcomed. • Any motorist would be able to tell you that roads are becoming more congested. • To be honest, I’m short of cash and desperate for work.Any job would do at the moment.

116. WORDS CONNECTED TO ANY We can use several words based on any: • Although many older people are quite adventurous, some do not want to go anywhere, preferring the quiet life at home. • I do not believe that anything can be done to prevent the outbreak of wars and conflicts - as a species we are aggressive and violent. • If anybody/anyone could find a cure for cancer, they would probably become incredibly famous. • That’s interesting.Anyhow, we’re really here to discuss your role in the company (an informal word which is used to change the subject of conversation)

117. G R A M M A R F O R I E LT S D e m o n s t r a t i v e s , p o s s e s s i v e s , i n c l u s i v e s H O W T O U S E E A C H A N D E V E R Y ( A N D – E V E R )

119. USING EACH AND EVERY We use each with singular nouns to refer to a number of people/things individually: • Each player in a football team needs to support his or her team- mates. • Each (and every) citizen has both a right and a duty to vote in elections. We use every with singular nouns to emphasize the group: • Every (single) person I know believes that the freedoms of speech and association are fundamental. We use every with some adverbs: • Almost/Virtually/Practically/Nearly every driver in the world has broken the speed limit at one time or another.

120. WORDS CONNECTED TO EVERY We can use several words based on every: • Pharmaceutical companies claim that everything possible is done to ensure that the drugs they produce are safe and do not have unwanted side-effects. • If everyone/everybody in the world resolved to do one good deed each day, life would be noticeably better for all. • Everywhere you go, you are likely to meet interesting people with thought-provoking ideas and an entirely different perspective on life.

121. WORDS CONNECTED TO EVER We can use wherever; whenever; whoever; whatever; whichever; however to mean there are several or many possibilities and it doesn’t matter which possibility you choose because they are all very similar: • Wherever you look, you will find people who are less fortunate than you. • Whenever a terrorist attack takes place, extra security measures are introduced. • Whoever developed artificial blood plasma should be congratulated for saving millions of lives. • Whatever you bring and whatever time you arrive, it will be great to see you.

122. WORDS CONNECTED TO EVER We can use wherever; whenever; whoever; whatever; whichever; however to mean there are several or many possibilities and it doesn’t matter which possibility you choose because they are all very similar: • Consumers tend to buy products from whichever retailer has the best price. • However difficult the challenge and whatever obstacles they face, the most successful people know how to prosper. • However much money you make, and however many expensive cars you own, you will not be happy unless you have good friends.

123. PREPARE for IELTS: Grammar Exercises Complete the following sentences with one of the following words: whatever; wherever; whenever; whoever; whichever; however 1. ______ university you decide to apply for, it is important that you actually visit the campus before agreeing to spend three or four years of your life there. 2. I will complete this project, ______ long it takes and ______ difficult it is. 3. You can wear ______ you want at work on a Friday. The manager has decided that this might improve productivity. 4. ______ I return home, it always feels great. 5. ______ I work, I always try to have a good relationship with my colleagues. 6. ______ you talk to, it pays to be polite and respectful. ANSWERS 1. Whichever university you decide to apply for, it is important that you actually visit the campus before agreeing to spend three or four years of your life there. 2. I will complete this project, however long it takes and however difficult it is. 3. You can wear whatever you want at work on a Friday. The manager has decided that this might improve productivity. 4. Whenever I return home, it always feels great. 5. Wherever I work, I always try to have a good relationship with my colleagues. 6. Whoever you talk to, it pays to be polite and respectful.

124. G R A M M A R F O R I E LT S D e m o n s t r a t i v e s , p o s s e s s i v e s , i n c l u s i v e s H O W T O U S E A L L , M O S T, M A N Y , M U C H , S O M E A N D S E V E R A L

125. EXPLANATION • There are many words which we can put in front of a noun to give information about it.These include all, most, many, much some, several. • When using these words, it is important to know: 1.Are they used with COUNTABLE NOUNS and/or UNCOUNTABLE NOUNS? 2. Can they be used with of to refer to defined groups? 3. Can they be used with of + OBJECT PRONOUNS? 4. Can they be used with of + POSSESSIVE ADJECTIVES? 5. Can they be used alone to refer to people?

126. ALL, MOST, MANY, MUCH, SOME, SEVERAL We can use all with plural nouns and with uncountable nouns: • All soldiers need support and counselling if they witness shocking and terrible scenes. • All of the soldiers who fought inThe Great War returned home with terrible psychological scars. • I have sent you all of the information in the book. • Nearly all of my classmates graduated with honours. • All of them struggle. • Some soldiers manage to acclimatise themselves to civilian life after fighting a war. However, nearly all have emotional scars. • Not all are easily convinced by advertisements.

127. ALL, MOST, MANY, MUCH, SOME, SEVERAL We can use most with plural nouns and with uncountable nouns: • Most older people enjoy spending time with their grandchildren. • Most of the older people I know seem to have incredibly active lifestyles. • Most of the information we received is irrelevant. • Most of the students with the highest grades went to university. • Most of my holiday was spent in bed with food poisoning. • Most of them appeared to enjoy themselves. • Although some feel that online betting should not be regulated, most believe that governments should pass laws to protect vulnerable gamblers.

128. ALL, MOST, MANY, MUCH, SOME, SEVERAL We can use many with plural nouns: • Many problems can be solved easily if we are willing to compromise. • Many of the huge multi-national companies which make massive profits actually exploit workers around the world. • Although some employees get a great sense of personal satisfaction from their work, many of them / my friends feel under-valued and not appreciated by their employers. • Some school-leavers apply to institutions of higher education. However, many believe that going to university is actually a waste of time. Not many believe this type of study represents good value for money.

129. ALL, MOST, MANY, MUCH, SOME, SEVERAL We can use much with uncountable nouns: • There is much debate and discussion surrounding the issue of censorship in the media. • Much of the pollution which affected the region has been cleared. • Much of my childhood was spent in Australia. • Some of the anger has died down, but much of it remains. • Much of what is understood about children’s reactions and responses to violent imagery is based on experimental findings from the 1960s. • Not much is understood about how the universe is continuously expanding.

130. ALL, MOST, MANY, MUCH, SOME, SEVERAL We usually use some with plural nouns and uncountable nouns: • Some children struggle to concentrate in class. • Some of the children in my school always handed in their homework on time. • Some of the bad weather which we have recently experienced may be a direct result of climate change. • Some of my opinions are rather controversial. • Many endangered species are being protected but it is also true that some of them are being exploited. • Some believe that the use of corporal punishment is justified because it allows teachers and parents to control children. Others challenge this assertion.

131. ALL, MOST, MANY, MUCH, SOME, SEVERAL We can use several with plural nouns: • Several experts have claimed that investing in space exploration is a waste of money. • Several of the people I know live in high-rise apartment blocks. • Several of my friends have been to Japan and had a wonderful time. • The majority of respondents agreed with the view that the courses were relevant. However, several of them expressed reservations. • Most students completed the test successfully but the figures indicate that several actually failed.

132. G R A M M A R F O R I E LT S D e m o n s t r a t i v e s , p o s s e s s i v e s , i n c l u s i v e s H O W T O U S E F E W , A F E W , L I T T L E A N D A L I T T L E

134. USING FEW AND LITTLE We can use few with plural countable nouns. It means not many; not enough: • (Very) few countries are more beautiful that Chile. • (Very) few of the people who go to lectures actually take notes on what is being said. • (Very) few of my classmates have managed to get well-paid jobs since leaving university. • Few of us are millionaires. • Most adults would probably be willing to fight for their country at a time of war. Few would refuse. • Few have the skills necessary to be a fighter-pilot.

135. USING FEW AND LITTLE We can use a few with plural countable nouns. It means not many; a small number; possibly enough: • A few diseases have been entirely eradicated by scientists. • A few of the holiday-makers questioned indicated that they would not want to go to Nigeria on vacation. However, the majority of those asked appeared to be quite keen on the idea. • A few of my work colleagues are planning a party tomorrow. • Most countries participate inThe Olympics. Just a few of them refuse to send teams. • Most teachers are hard-working and committed. However, a few are lazy and incompetent.

136. USING FEW AND LITTLE There are quite a few useful phrases connected with few: • Only a few / Just a few /Very few (astronauts) have walked on the surface of the moon though quite a few have obviously wanted to. • We should make the most of the few / what few opportunities we have to witness a solar eclipse. • India is one of the few nations to have launched a rocket recently. • The ISS orbits our planet no fewer than sixteen times a day. • If fewer satellites were launched, there would be fewer collisions. • Figures suggest that the year with the fewest hurricanes was 1945. • The figures suggest that as the nineteenth century progressed, fewer and fewer children died before reaching their fifth birthday.

137. USING FEW AND LITTLE We can use little with uncountable nouns. It means not much; not enough: • Little evidence is available to support the notion that life may exist on other planets. • Little of the composer’s earlier work survives. • Little of my time at university was wasted. • Little (information) is known about the early universe. • Little has changed over the years. ( = not much)

138. USING FEW AND LITTLE We can use a little with uncountable nouns. It means not much; a small amount; possibly enough: • A little kindness can go a long way. • A little of the information which we found proved useful. • Only/Just a little of my time is spent in the office. • A little is now known about the earliest human societies. It is hoped that, as time goes by, we will be able to expand our knowledge further and gain an even deeper understanding. (not much, but a significant amount)

139. USING FEW AND LITTLE There are quite a lot of useful phrases connected with little: • We should make the most of the little time we have left to save the environment. • What little is understood aboutThe Big Bang largely comes from computer simulations and our detection of background cosmic radiation. • The number of immigrants rose a little (bit) in 1998. • To be honest with you, I’m feeling a little (bit) tired.

140. USING FEW AND LITTLE There are quite a lot of useful phrases connected with little: • There is less chance of success than there was a year ago. • The table indicates that the least interest was in science. • The price is less important than you might think. • This is probably the least important aspect of the debate. • Less and less money is invested in mental health. (reducing continuously) • Little by little, living standards are rising (always changing, but changing slowly)

141. G R A M M A R F O R I E LT S D e m o n s t r a t i v e s , p o s s e s s i v e s , i n c l u s i v e s H O W T O U S E N O N E A N D N O

142. EXPLANATION • There are many words which we can put in front of a noun to give information about it.These include DEMONSTRATIVES, POSSESSIVES and INCLUSIVES such as this/that/these/those, my/your/his/her, some/any, each/every, all/most/many/much/some/several, none/no, both/neither/either, few/a few/little/a little. • These words are extremely common. If you use them correctly, you can significantly improve the accuracy of your speaking and writing. in the IELTSTest. • You will meet these words a lot in the IELTS Reading and ListeningTests.

143. WORDS CONNECTED WITH NONE/NO We usually use none/no with plural nouns and uncountable nouns: • No workers actually want a pay freeze or a drop in salary. • No time can be lost.Action must be taken immediately. • None of the workers employed as manual labourers to build stadiums for the upcoming football tournament was paid properly. • None of the water which is collected needs to be processed. • Although we invited about a dozen colleagues to the party, none of them / my workmates came. • We invited dozens to the meeting but none came. • All the food was eaten. None was wasted.

144. SUBJECT-VERB AGREEMENT WITH NONE When we use none as a pronoun, the verb can be singular or plural. It depends on the noun which none replaces: • All the food was eaten. None (no food) was wasted. • I asked my friends for help but none (no help) was forthcoming. • I spend ages waiting for opportunities but none (no opportunities) come. • Many people can be quite narrow-minded, especially if they haven’t had the opportunity to spend time abroad. Many of my friends believe that our country is the greatest in the world, but none (of my friends) have travelled widely.

145. SUBJECT-VERB AGREEMENT WITH NONE We can use none of as a determiner. It is often better to use a singular verb with it in formal English, even with plural nouns: • None of this is relevant. • Unfortunately, none of the paperwork has been kept. • None of the arguments makes sense. ( = not one of them) • None of the students comes by bus. ( = not one of them) In informal English, or when the meaning is not any of, you can use none of with a plural verb with a plural noun: • None of my friends live round here. • None of those points seem relevant. • None of the museums allow schoolchildren to enter free of charge.

146. WORDS CONNECTED WITH NO We can use several words based on no: • There is no reason why the disabled should not lead fulfilling and rewarding lives. • There is no point expecting multi-national conglomerates to start acting ethically; they have to be forced to change. • Nothing can be done to change our past actions. • Nowhere is poverty more evident/obvious than in the shanty towns and favelas which surround some of the world’s most prosperous cities. • Nobody/No-one can deny the fact that China is becoming increasingly powerful economically.

147. WORDS CONNECTED WITH NO We can use several phrases based on no: • No matter how old you are, it is still possible to learn. • No amount of training can really prepare soldiers for war. • Sadly for some, Britain is no longer one of the world’s dominant powers. • No sooner had the rain ended than the sun came out. • On no account should you touch that spider. • Under no circumstances should capital punishment be used. • Our company’s success is due, in no small measure, to our marketing strategy.

148. PREPARE for IELTS: Grammar Exercises Look at the sentences below. Choose the best determiner to fill each gap: 1. The issue of obesity is one of the most serious difficulties which confronts us. This/These problem could cost governments hundreds of thousands of dollars and could lead to an eventual reduction in life expectancy. 2. The issues of food waste and obesity are clearly connected to the way we live. Both/Neither of these problems reflect our unhealthy attitude towards what we eat. 3. Most/All of the food we throw away ends up in landfill sites. Around ten percent of it is sent to farms and fed to cattle and a further five percent is turned into fuel. 4. Those/These who work in food manufacturing sometimes do not worry about food waste. They realise that if consumers throw food items away, they will have to buy more. That/Those situation is obviously good for the profits of food producers. 5. Those/These shoppers who purchase more food than they actually need are often criticised by both/neither environmentalists and politicians. 6. Supermarket customers load up their shopping trolleys every/all week. They often take home far more than they actually need when they do their weekly shop. ANSWERS 1. The issue of obesity is one of the most serious difficulties which confronts us. This problem could cost governments hundreds of thousands of dollars and could lead to an eventual reduction in life expectancy. 2. The issues of food waste and obesity are clearly connected to the way we live. Both of these problems reflect our unhealthy attitude towards what we eat. 3. Most of the food we throw away ends up in landfill sites. Around ten percent of it is sent to farms and fed to cattle and a further five percent is turned into fuel. 4. Those who work in food manufacturing sometimes do not worry about food waste. They realise that if consumers throw food items away, they will have to buy more. That situation is obviously good for the profits of food producers. 5. Those shoppers who purchase more food than they actually need are often criticised by both environmentalists and politicians. 6. Supermarket customers load up their shopping trolleys every week. They often take home far more than they actually need when they do their weekly shop.

149. PREPARE for IELTS: Grammar Exercises Look at the sentences below. Choose the best determiner to fill each gap: 1. Every/All day, from the moment they open their doors to the time when they close the check-outs and switch off their cash registers, supermarkets are full of shoppers. 2. The managing directors of two of the country’s leading food producing companies were invited to discuss the issue of food waste with a group of politicians and academics. Unfortunately, none/neither of them attended the meeting. 3. Two well-known celebrity chefs have appeared on television recently urging householders to cut back on food spending. Unfortunately, all/both of these professional chefs own restaurants which regularly throw away vast amounts of unwanted food. 4. Environmental campaigners have written to the bosses of the country’s one hundred largest companies, asking them to make a public commitment to reducing food waste. Sadly, none/neither of the managers have replied. 5. The government has tried to highlight the issue of food waste with an awareness- raising campaign and the threat that householders who throw away large quantities of food will be fined. Some/Neither of these strategies have been particularly effective. 6. Most/Some individuals, when asked, agree that wasting food when there is poverty and starvation in the world is actually criminal. However, there is a small minority of people who do not see it as a problem. ANSWERS 1. All day, from the moment they open their doors to the time when they close the check-outs and switch off their cash registers, supermarkets are full of shoppers. 2. The managing directors of two of the country’s leading food producing companies were invited to discuss the issue of food waste with a group of politicians and academics. Unfortunately, neither of them attended the meeting. 3. Two well-known celebrity chefs have appeared on television recently urging householders to cut back on food spending. Unfortunately, both of these professional chefs own restaurants which regularly throw away vast amounts of unwanted food. 4. Environmental campaigners have written to the bosses of the country’s one hundred largest companies, asking them to make a public commitment to reducing food waste. Sadly, none of the managers have replied. 5. The government has tried to highlight the issue of food waste with an awareness- raising campaign and the threat that householders who throw away large quantities of food will be fined. Neither of these strategies have been particularly effective. 6. Most individuals, when asked, agree that wasting food when there is poverty and starvation in the world is actually criminal. However, there is a small minority of people who do not see it as a problem.

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