Department of English Language and Literature Remedial Class Program
Department of English Language and Literature Remedial Class Program
Department of English Language and Literature Remedial Class Program
FEB, 2023
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INTRODUCTION
This course is intended to enable students to integrate basic skills at macro and micro levels
with varied and interesting topics and higher level contents. The remedial education helps
students to provide knowledge and skills necessary to succeed in university. There are
different tasks students should be able to practice. The tasks are generally aimed at
encouraging students to learn by doing things in English and by reflecting on the activities
they do in each unit.
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COURSE CONTENTS
Unit One: Hobbies and Crafts
1.1. Listening Skills - My favourite free -time activity - Listening for details
1.2. Grammar
1.3. Reading Comprehension
1.4. Speaking -What I like doing in my free time? -Classroom survey -Agreeing and Disagreeing
1.5. Writing -Descriptive writing -Keeping a diary
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UNIT ONE: HOBBIES AND CRAFTS
1. How much free time do you have? Take into account the time you spend at school;
doing homework; household and family duties; and sleeping.
2. What kind of things do you do in your free time? Make a list of different activities, such
as listening to music; playing football; playing a musical instrument; sewing; chess.
3. Put the activities in your list into the following categories:
● Sport (for example, football), Hobbies (for example, chess), Crafts (for example,
pottery)
4. Which of these activities are individual activities and which are group activities?
5. What hobbies would you encourage fellow students to enjoy?
6. Are there any hobbies that you would discourage?
7. Is there any reason why boys and girls should not be actively interested in the same
hobbies?
Listen to your teacher reading some short texts in which each of the teenagers describes
their hobby. Decide if the statements about them are True or False.
A: Demissie
1 Demissie has no free time. 4 You must not sow seeds in your opponent’s store.
2 Mancala is a popular game in his village. 5 The winner loses all his seeds to his opponent.
3 Demissie has a special board to play mancala.
B: Zebida
1 Zebida reads comics, magazines and newspapers. 4 She only reads things once.
2 She doesn’t spend much time on her hobby. 5 She likes all kinds of stories.
3 Her mother is pleased that reading is her hobby.
C: Fanose
1 She also helps on the farm by doing the milking. 4 Her hobby is becoming a business.
2 She only makes cakes now.
3 Cooking is an expensive hobby because she has to buy lots of things.
D: Ibrahim
1 Ibrahim has been in the computer club for a short time.
2 He is leader of the club.
3 At the club they spend their time on the Internet and playing computer games.
4 Mr Kiatu knows quite a lot about computers.
5 The computer club is free.
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Complete the following chart about the speakers’ hobbies:
1.2. GRAMMAR
1.2.1. Simple present tense - Active and passive forms
A sentence is presented in simple present tense when it is used to describe an action that's
happening at present and does not indicate when the action is expected to end. Simple
present tense is used when:
Structure:
Active: Verb "+s/es/ies" form
Passive: is/am/are + v3
In Negative Sentences, the pattern for simple present is- Subject + do/does + not + V1 ......
For example: 1. I do not learn my lesson. 3. You do not go to school.
2. They do not play hockey. 4. We do not read our books.
In Interrogative Sentences, the Pattern for simple present is - Do/Does + subject + V1 ... ? OR
Wh-Question Word + do/does + subject + V1 ......?
For example: 1. Does he read a book? 5. When does he go to school?
2. Do I give you a pen? 6. How many pencils do they want?
3. Does your mother love you? 7. Who comes to your house daily?
4. Why does she come here?
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Exercise: Change the verbs in bracket into appropriate form of simple present and
complete the sentences.
1. John usually.................up at 4 o’clock in the morning. (get)
2. They often.................to the movies. (go)
3. The sun.................in the west. (set)
4. Every mother.................her children affectionately. (love)
5. Hilina.................games regularly in the morning. (play)
6. He.................milk before going to bed. (take)
7. Those who.........always succeed. (try)
8. Birds usually.................nests in the trees. (make)
Structure:
Active: Subject + be (is, am, are) + Verb+ -ing + Object"
Passive: is/am/are + being + v3
In negative Sentences, the Pattern for present continuous is – Subject + is/am/are + not + V1
+ (ing).....
For example: 1.I am not reading a book. 3. Ram is not playing in the field.
2.She is not playing with her doll.
Exercise: Change the verbs in bracket into appropriate form of present continuous
and complete the sentences.
1. My father wears T-shirt daily, but he........a white suit today. (wear)
2. She..........in her bed now. (sleep)
3. The sun..........behind the clouds now. (hide)
4. Suresh..........a lot these days. (earn)
5. The Education Minister..........this place next week. (visit)
6. She..........clothes at this time. (wash)
7. My younger brothers..........a factory these days. (run)
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1.2.3. Present perfect tense -Active and passive forms
The Present Perfect Tense explains the incident that has happened in the past and that
continues until the present time.
Structure:
Active: has/have + v3
Passive: has/have + been + v3
Exercise: Put the verbs into the correct form of Present Perfect.
1. I .......................... (not work) today.
2. We .......................... (buy) a new lamp.
3. We .......................... (not plan) our holiday yet.
4. Where .......................... you ......................(be) today?
5. He .......................... (write) five letters.
6. She .......................... (not see) him for a long time.
7. .......................... you .......................... (be) at school?
Structure:
Active: will/shall + v1
Passive: will/shall + be + v3
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In negative Sentences, the pattern is – Subject + will/shall + not + V1 .......
For example: 1- I shall not go to school tomorrow.
2- The boys will not sleep in the day.
For example:
I play tennis once a week. (Present simple)
I played tennis last Wednesday. (Past simple)
I have played tennis since I was a child. (Present Perfect)
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1.2.6. Asking questions
1.2.6.1. Wh- questions
'Wh-' questions ask for specific information and start with a WH- word: What / Which /
When / Where / Whereabouts / Why / Whose / How. The most common question structure
is: Question word + Auxiliary Verb + Object or Main Verb.
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Here are some more examples of subject questions:
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Negative 'Yes/No' questions are used:
To show surprise: Didn't you hear the bell? I rang it four times!
In exclamations: Doesn't that dress look nice! (= That dress looks very nice)
When we expect the listener to agree with us: Haven't we met somewhere before? (=
I think we have)
PLEASE NOTE!
After 'Let's....' the question tag is 'Shall we?' Eg. Let's go out for a meal, shall we?
After the imperative the question tag is 'Will you?' Eg. Open the door for me, will
you?
A positive question tag can follow a positive statement when expressing interest or
surprise. Eg. Oh, You think he'll win, do you?
Nosipho sat on the back step and watched as Phindile instructed her brother.“ Now in karate, a man
needs no weapons except his own body,” he began.“Ya! Kick him! I want to learn how to kick
people!” shouted Mondli. “Oh no, my friend, that is not the way of a karataka,” smiled Phindile.“A
what?” “That’s what a student of karate is called,” he explained. “A karataka is a man of peace. But
he is so well trained and has so much power in his body that whenever he needs it, he can explode
with strength and can overcome anybody, even someone three times his own size.” “Explode with
strength! I want to be a … what you said,” breathed Mondli, his eyes shining. “Well, I can show you
how to begin. But after that you should have proper instruction from the Dan at the Youth Club,”
said Phindile. “All karatakas must learn thirty different fighting exercises. They are called kata. Like
this!”
He crossed his arms in front of his chest, swung round on his left leg and kicked his right leg as high
as his head, giving a loud shout as he did so. “Haiaa! Without stopping, he brought his right hand up
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to his chest with the palm flat and held his arm up in a threatening pose. “Haiaa! This is called The
Cat,” he said. “This shouting is called kaia,” he explained. “The noise is not made by your throat but
comes from your stomach. It helps you push the strength out from your body. Of course, it frightens
your opponent too.”
Mondli held his body stiff and copied Phindile. Soon he was leaping and shouting “Haiaa!” all over
the yard. “And so who is this?” Temba came up behind her from the kitchen. “Where did you find
this big monkey? And what are these tricks he is doing?” Nosipho shrank away from her cousin. “His
name is Phindile and he’s in my class,” she answered unwillingly. “He’s teaching Mondli how to do
karate.” “Karate, eh?”
She could see that he was impressed. He went back to the kitchen, but she knew that he was still
standing there, watching from the window. After a time, Phindile stopped and said, “OK, my man,
that’s enough for now. You must practise and I’ll teach you some more next time. If you keep on
long enough, one day you’ll be able to chop a brick in half with the side of your hand.” Temba
stepped out and greeted him casually. “That’s not bad, bra. Where did you learn those tricks?”
“Karate is not tricks. It’s self-defence. I’m learning it at the Youth Club.” “It could be useful though in
a fight. You could kill a man like that.”
Nosipho could almost see Temba’s brain working as he smiled thoughtfully at Phindile. “Hey, no,
karate is not for killing! It’s a way to defend yourself if you run into a bad situation.” “Hmm,” said
Temba. “I think I must learn this stuff too. How about a few lessons, bra?” “Sorry,” said Phindile
briefly. “I don’t have the time. I have work to do. But you can learn it at the Youth Club at the
Community Centre.” Nosipho walked with Phindile to the gate. “Is Temba your brother?” he asked.
“Oh no, he’s my cousin. He’s supposed to go and live with his father, but we haven’t heard a word
from him. And he doesn’t send any money for Temba’s food. It’s hard for my mother, but he won’t
listen to her.” “Take care with him,” warned Phindile darkly. “I’ve seen him with his friends. They are
not good news. And don’t let Mondli hang around with Temba, he will pick up bad habits.” “He
already has,” she sighed. “He thinks it’s smart to do no work and act tough.” “I’ll take him down to
the Youth Club with me and get him interested,” said Phindile. “Ask your mother if I can do that.
There’s a lot going on there to keep him busy and off the street.” “I’ve lived here all my life and I
never knew there was a Youth Club,” she said. “My mother would be very pleased if you could get
Mondli away from those boys he goes around with.”
Answer the questions below and write the answers in your exercise book.
1. Why did Mondli want to learn karate?
2. How did Phindile react to Mondli’s reasons for wanting to learn karate?
3. Why is shouting important when you do karate?
4. How did Nosipho know that Temba was interested in what Phindile was doing?
5. Why did Phindile warn Nosipho about Temba?
6. What influence has Temba had on Mondli already?
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Now say if you agree or disagree with the following statements and the reasons why.
1 Karate is useful in self-defence.
2 Karate would be useful in a fight.
3 Karatakas must be well trained.
4 Temba is smart.
5 Temba is a bad influence on Mondli.
The following words have been taken from the text. Choose the correct definitions for
each one.
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1 On which day did Moges play football?
2 When does Moges go to the mosque?
3 What was the date when Moges went to the football match?
4 Where did Moges go last Monday?
5 Did Moges help his father on 20th August?
Look at Moges’s diary again and create your own diary for last week. Write the day of the
week and the date on the left side of the page. Write what you did each day on the right
side.
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UNIT TWO: MORAL EDUCATION AND PERSONAL RESPONSIBILITY
Structure:
Active: v2
Passive: was/were + v3
Examples:
He passed away in 1999.
We went for the movie yesterday.
Three years ago, I studied at the Canada University.
The book was sold.
Exercise: Put the sentences into Past Tense. The first is done for you as an example.
1. She wins the prize. She won the prize.
2. They eat food. They ............................. food.
3. She goes home. She .......................... home.
4. We do shopping. We ............................ shopping.
5. She runs to school. She .......................... to school.
6. I work hard. I .......................................... hard.
7. We buy a new car. We ........................... a new car.
Examples:
I was playing football at this time yesterday.
They were swimming in the tank.
The room was being cleaned.
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In negative Sentences, the pattern is– Subject + was/were + not + V (ing) .......
Examples: 1- They were not going home. 3- I was not going to school.
2- Ram was not jumping over the wall. 4- He was not buying a cow.
Structure:
Active: had + v3
Passive: had + been + v3
Examples:
I had never seen such a beautiful before.
She understood the movie only because she had read the book.
Exercise: Fill in the blanks with Past Indefinite or Past Perfect Tense :
1. After they ..........................(see) the Tower they .......................... (go) to Delhi.
2. He .......................... (ask) me which animals I .......................... (hunt) in Africa.
3. After Columbus ....................... (discover) America he ...................... (return) to Spain.
4. Before they .......................... (move) to Udaipur they ....................... (sell) everything.
5. After he .......................... (work) very hard he .......................... (fall) ill.
6. She .......................... (open) the box after she .......................... (find) the key.
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2.2.4. Conditional sentences
2.2.4.1. Type I: Likely/ Probable condition
This CONDITIONAL sentence is a structure used for talking about possibilities in the present
or in the future. The first conditional is used to talk about things which are possible in the
present or the future -- things which may happen.
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3. It's quite simple really. When it's cold, water __________________ (freeze).
4. If he decides to accept that job, he __________________ (regret) it for the rest of his
life.
5. If he hadn't been driving so fast, he ___________________ (hit) the motorcyclist.
6. If he __________________ (be) more careful, he would have spotted the mistake.
7. If she goes on passing her exams, ___________________ (be) qualified to practise as a
lawyer.
8. If I pay you twice as much, will you _____________________ (able) to finish by Tuesday?
9. If only I'd invested in that company, I _____________________ (become)a millionaire by
now.
‘Shall’
Shall is a form of will, used mostly in the first person. Its use, however, is decreasing, and in
any case in spoken English it would be contracted to "-ll" and be indistinguishable from will.
The only time you do need to use it is in questions, when:
Making offers
Shall I fetch you another glass of wine?
Making suggestions
Shall we go to the cinema tonight?
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‘May and Might’
May & might sometimes have virtually the same meaning; they are used to talk about
possibilities in the past, present or future. May & might are used, then, for:
They can also sometimes be used for talking about permission, but usually only in formal
situations. Instead of saying May I open a window? we would say Is it all right/OK if I open a
window? or Can I open a window? for example. You might, however, see: Students may not
borrow equipment without written permission
‘Would’
As the past of will, for example in indirect speech
The next meeting will be in a month's time becomes
He said the next meeting would be in a month's time.
If I ruled the world, every day would be the first day of Spring.
It would have been better if you'd word processed your assignment.
After 'wish', to show regret or irritation over someone (or something's) refusal or
insistence on doing something (present or future)
I wish you wouldn't keep interrupting me.
I wish it would snow.
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Asking permission
Can I ask you a question?
Could I ask you a personal question? (more formal, polite or indirect)
General possibility
You can drive when you're 17. (present)
Women couldn't vote until just after the First World War.
Choice and opportunities
If you want help with your writing, you can come to classes, or you can get some 1:1 help.
We could go to Stratford tomorrow, but the forecast's not brilliant. (less definite)
Future probability
Could (NOT can) is sometimes used in the same way as might or may, often indicating
something less definite.
When I leave university I might travel around a bit, I might do an MA or I suppose I could
even get a job.
Present possibility
I think you could be right you know. (NOT can)
That can't be the right answer, it just doesn't make sense.
Past possibility
If I'd known the lecture had been cancelled, I could have stayed in bed longer.
‘Must’
Necessity and obligation
Must is often used to indicate 'personal' obligation; what you think you yourself or other
people/things must do. If the obligation comes from outside (eg a rule or law), then have to
is often (but not always) preferred:
I really must get some exercise.
People must try to be more tolerant of each other.
‘Should’
Giving advice
I think you should go for the Alfa rather than the Audi.
You shouldn't be drinking if you're on antibiotics.
You shouldn't have ordered that chocolate dessert - you're not going to finish it.
Obligation: weak form of must
The university should provide more sports facilities.
The equipment should be inspected regularly.
‘Ought to’
Ought to usually has the same meaning as should, particularly in affirmative statements in
the present:
You should/ought to get your hair cut.
Exercise: Re-write the following sentences using modals so that they have the same
meaning.
1. I suggest that you get a good lawyer!
You should get a lawyer.
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2. A university degree isn’t necessary for that job.
You ___________________________________________
3. Perhaps my father will pick you up.
My father _______________________________________
4. Eating is forbidden in class!
You ___________________________________________
5. Look at his dirty clothes! I’m sure he is a poor person.
He ____________________________________________
Exercise: Choose the correct answer for the following questions.
1. My son ___ be home by now. Where can he be?
a. Have to b. would c. should d. could
2. I think your thumb is broken. You ___ go to the emergency room.
a. Might b. could c. ought to d. can
3. If you are interested in losing weight, you ______ 3. try this new diet.
a. Could b. mustn’t c. don’t have to d. had to
4. John’s fallen down the stairs! I ________ call an ambulance!
a. Will b. might c. may d. ought to
5. You _______ come too early. We won’t leave until 9 o’clock.
a. has to b. must c. needn’t d. can’t
6. Children ________ be accompanied by an adult at the zoo.
a. Ought to b. must c. would d. mustn’t
7. You _________ talk during tests. It’s forbidden!
a. don’t have to b. mustn’t c. couldn’t d. ought to
8. I can feel the heat. We _________ 8. be near the fire.
a. can b. would c. must d. have to
9. They ________ hear him because he was whispering.
a. wouldn’t b. mustn’t c. shouldn’t d. couldn’t
10. You’ve never heard of Britney Spears? You ________ be serious!
a. Must b. had to c. can’t d. shouldn’t
2.3. Speaking
2.3.1. Using so and neither
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2.3.2. Apologizing
Groups Phrases
a. Honestly, it’s fine.
b. I’m so sorry.
1. Apologising ……………………………… c. It was my fault and I’m sorry.
d. sorry, I didn’t mean to ….
e. I apologize for …..
f. I am sorry but …..
g. I am sorry for the misunderstanding…
h. I seem to have made a mistake. I am sorry..
a. That’s all right.
2. Accepting an apology ………………… b. Don’t worry about it.
c. That’s OK.
d. I’m really sorry.
e. I want to apologize.
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Lemma: That’s all (4)………………………………. I shouldn’t have been running.
John: Still, it was my (5)……………………………… and I’m sorry.
Lemma: I’m sorry (6)………………………………. It was both of us. Honestly, it’s
(7)…………………………. Don’t worry (8)……………………………… it.
Exercise: Put the words and phrases in correct order to make sentences.
1. so I am sorry !
2. all . right That’s
3. my I’m sorry was It . fault and
4. I’m . too sorry
5. about . worry Don’t it
6. fine it’s . Honestly,
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2.5. Writing -Warnings
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Put your answers in complete sentences.
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UNIT THREE: EDUCATION
3.1. Listening Skills - The Education System in Ethiopia - Listening for details
3.2. Grammar
3.2.1. Degrees of Comparison: Positive, comparative and superlative forms
Adjectives are of three degrees. (1) Positive (2) Comparative (3) Superlative Comparison can
be made using the three forms of the adjective. Adjective is a word and it qualifies a noun. It
gives more information about the noun.
For example:
The lion is a strong animal.
Rita is a beautiful girl.
David is a rich man.
1. Positive Degree:
a. An adjective used without any comparison is said to be in the positive degree.
b. It is used when no comparison is made.
c. When we compare positive degree, we take
“As…………..As”(or) “So……………As”
Example: 1. Romay is a clever boy. 2.Romay is as clever as kaleb.
2. Comparative Degree:
a. The comparison between two persons or two things is called “comparative degree”.
b. We make comparative degree by adding “-er” to the positive degrees of adjectives using
than immediately after the comparative adjectives.
Example: Roman is cleverer than Senait.
c. We can identify the comparative degree in “-er” at most.
d. In long adjectives don’t add “-er” but use “more” before the adjectives.
e. The comparative degree of an adjectives denotes a higher degree of the quality than
positive degree and is used when two things are compared.
3. Superlative Degree:
a. An adjective used to compare more than “two persons or things”.
b. It expresses the highest or the least degree of quality that exist in a person or thing.
c. The is used in superlative degree, we also add “-est” to the positive degree.
d. Superlative degree identified by “-est” at most.
e. For long adjectives don’t add “-est”, but use “most” before the adjectives.
f. In the situation of prepositions “of” or “among” will come often.
Example: Solomon is the tallest of all boys in the class.
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Most adjectives form the comparative by adding “-er” and the superlative by adding “-est”
to positive degree.
Positive Comparative Superlative
Tall Taller Tallest
Small Smaller Smallest
Clever Cleverer Cleverest
Long Longer Longest
Young Younger Youngest
Great Greater Greatest
Deep Deeper Deepest
Thick Thicker Thickest
Bold Bolder Boldest
High Higher Highest
For long adjectives, we add “more” for the comparative degree instead of “-er” and “most”
for the superlative degree for instead of “-est”.
Positive Comparative Superlative
Beautiful More beautiful Most beautiful
Difficult More difficult Most difficult
Famous More famous Most famous
Popular More popular Most popular
Useful More useful Most useful
Brilliant More brilliant Most brilliant
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3.2.2. Relative clauses
There are two types of relative clauses: Defining relative clauses and Non-defining relative
clauses.
More Examples:
The man who robbed you has been arrested.
Everyone who/that knew him liked him.
The man whom I saw told me to come back today.
The man who I saw told me to come back today.
The man that I saw told me to come back today.
The man I saw told me to come back today.
People whose rents have been raised can appeal.
This is the picture which/that caused such a sensation.
The ladder on which I was standing began to slip.
The ladder which/that I was standing on began to slip.
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Non-Defining Relative Pronouns
Examples: My neighbour, who is very pessimistic, says there will be no apples this year.
Peter, whom everyone suspected, turned out to be innocent.
This is George, whose class you will be taking.
The block, which cost 5 million to build, has been empty for years.
Exercise: Write sentences to describe people in box A using the information in box B.
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3.2.3. Adverbs -Frequency, Manner, Time, Degree
Type of
Adverb Description Examples
slowly, beautifully,
Manner Describes how an action is performed brilliantly
Adverb of Time
An adverb of time tells us when an action happened. Examples: yesterday, now, today,
tonight, soon.
Adverb of Frequency
An adverb of frequency tells us how often an action happens. Examples: always, often,
never, rarely, sometimes.
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Adverb of Frequency Example
Adverb of Place
An adverb of place tells us where an action happened. Several adverbs of place can also
serve as prepositions and must be followed by a noun when used as a preposition.
Examples: here, there, everywhere, inside, outside.
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Adverb of Manner
An adverb of manner tells us how something was done or describe the way in which an
action is performed. They often end in -ly, but not always. Examples: happily, loudly, quickly,
carefully, beautifully.
Adverb of Degree
An adverb of degree tells us the level or extent of something. Examples: very, completely,
almost, quite, extremely.
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EXERCISE: Read the sentences. Circle the adverb in each sentence. Write the type of
adverb it is on the first blank line and the question it answers on the second blank line.
The first one has been done for you.
1. I work out daily.
Adverb of: frequency
How often do you work out?
2. Exercising is extremely helpful to my physical and mental health.
Adverb of:_______________________
________________________________
3. Even when I’m running quickly, I feel relaxed.
Adverb of:_______________________
________________________________
4. Last year, I wasn’t working out at all.
Adverb of:_______________________
________________________________
5. Going anywhere was a challenge because I was out of breath.
Adverb of:_______________________
________________________________
6. I decided to start exercising slowly by walking.
Adverb of:_______________________
________________________________
EXERCISE: In the following sentences underline the adverbs and state their kind.
1. The girl sang sweetly. ______________________
2. What is he doing outside? ______________________
3. He practices cricket every day. ______________________
4. I look forward to hearing from you soon. _________________
5. The old woman was walking slowly. ______________________
6. The kittens are playing there. ______________________
7. Children usually rush about. ______________________
8. The girls danced gracefully. ______________________
9. She has travelled everywhere. ______________________
- ashamed, proud, aware, (in)capable, conscious, fond , full, , jealous, envious, suspicious,
short, tired OF sb/sth.
Example: I´m ashamed of what I did.
I´m short of money. Can you lend me some?
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I´m tired of waiting.
She was jealous of his secretary.
ADJECTIVES + TO
- nice, kind, good, generous, mean, (im)polite, rude, (un)pleasant, (un)friendly, cruel TO
someone
Example: They have always been nice to me.
She is always rude to Ann.
- addicted, allergic, attentive, grateful, immune, indifferent, liable (likely to suffer from) TO
something
Example: He has become addicted to drugs very early.
ADJECTIVES + WITH
- delighted, pleased, satisfied, disappointed, bored, fed up, connected, happy, obsessed,
preoccupied, crowded WITH someone/something
Example: I was disappointed with the gift.
ADJECTIVES + ABOUT
- excited, worried, upset, sorry, anxious, certain, right, wrong ABOUT something
Example: I´m sorry about the noise last night.
I was right about the results.
ADJECTIVES + AT
- good, bad, excellent, brilliant, hopeless AT something
Example: I´m hopeless at repairing things.
ADJECTIVES + AT/BY
- surprised, shocked, amazed, astonished AT/BY something
Example: Everybody was shocked at/by the news.
ADJECTIVES + FOR
- famous, sorry, late, ready, responsible FOR something
Example: I´m sorry for shouting at you.
She is responsible for everything.
ADJECTIVES + IN
- interested, experienced IN something
Example: Are you interested in art?
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Exercise: Put in the correct preposition.
1. England is famous ________ its rainy weather.
2. I'm very proud ________ my daughter. She worked very hard.
3. He isn't really interested ________ getting married.
4. Luke is very pleased ________ his exam results.
5. Unfortunately, I'm very bad ________ music.
6. I've been married ________ my husband for 10 years.
7. She's very excited ________ the party.
8. Julie is very different ________ her sister.
9. My niece is afraid ________ dogs.
10. A ball gown is similar ________ an evening dress.
11. What is your town famous ________?
12. It's great you got that job! You should be proud ________ yourself.
13. I'm very excited ________ buying a new computer.
14. That bike is similar ________ yours.
15. She is interested ________ jazz.
16. Are you pleased ________ your new house?
17. Lucy is extremely good ________ languages.
18. Who is James married ________?
19. English cheese is very different ________ French cheese.
20. He isn't afraid ________ anything.
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3.2.5. Reported Speech
There are two ways of relating what a person has said: direct and indirect. In direct speech
we repeat the original speaker’s exact words: He said, “I have lost my umbrella.” In indirect
speech, we give the exact meaning of a remark or a speech, without necessarily using the
speaker’s exact words: He said (that) he had lost his umbrella.
She said, “he’s my son”. She said that he was her son.
“I’m ill”, she said. She said that she was ill.
“I saw her the day before yesterday”, he said. He said he’d seen her two days before.
“I’ll do it tomorrow”, he promised. He promised that he would do it the next day.
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QUESTIONS IN INDIRECT SPEECH
He said, “Where is she going?” He asked where she was going.
COMMANDS, REQUESTS, ADVICE IN INDIRECT SPEECH
He said, “Lie down, Tom”. He told Tom to lie down.
EXCLAMATIONS IN INDIRECT SPEECH
Exclamations usually become statements in indirect speech. The exclamation mark
disappears. Exclamations beginning What (a) ... or How ... can be reported by: - exclaim/say
that:
He said, “What a dreadful idea!” or “How dreadful!”
He exclaimed that it was a dreadful idea/was dreadful.
Some more examples:
He said, “Thank you!” He thanked me.
He said, “Good luck!” He wished me luck.
He said, “Happy Christmas!” He wished me a happy Christmas.
He said, “Congratulations!” He congratulated me.
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3.3. READING: Two Ethiopian Children
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Exercise: Make a list of similarities and differences between the two stories.
Similarities:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Differences:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Exercise: following the above format, write a letter to your friend telling your
experiences in study practices.
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UNIT FOUR: WATER
4.1. LISTENING SKILLS - The Water Cycle - Listening for details -Extracting main ideas
4.2. READING COMPREHENSION - The Tale of a Tap
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4.3. SPEAKING
Expressing regrets (Wish)
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More on expressing regrets
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4.4. GRAMMAR
4.2.1. Like and as
‘Like’ and ‘as’ can be used as prepositions or conjunctions to compare and connect things.
To talk about similarities, we use ‘like’. To talk about a role or purpose, we use ‘as’.
‘Like’ has many meanings. Here we will focus on its use as a preposition or conjunction. We
can use like as a preposition meaning ‘similar too’ - (like + noun/pronoun)
• She looks like her mother.
• When it snows it feels like Christmas.
• This tea tastes like cinnamon.
We can sometimes use like as a conjunction. It can take the place of ‘as’ in an informal way.
- (like + clause)
• Nobody can play the piano like she can. (Inf.)
• Nobody can play the piano as she can. (F.)
We can only use ‘like’ with the following verbs: seem, taste, feel, look, smell and sound.
• These biscuits taste like raspberry jam.
• That woman looks like a famous actress.
We can use as (conjunction) to discuss an event that is happening while another event is in
progress.
• I arrived to the party just as my friend was leaving.
• I sat down in my chair as the class began.
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4.2.2. Quantifiers
Some and Any are used before plural nouns and uncountable nouns to talk about an
indefinite quantity:
EXAMPLE: Some letters any letters
Some money any money
Some is used in affirmative sentences.
EXAMPLE: - There are some letters for you.
- I’ve got some money.
Some is used in questions when we want to encourage people to say ‘yes’; for example in
requests and offers.
EXAMPLE: - Can you let me have some paper?
- Would you like some more tea?
- Have you got some paper I could have, Please?
Any is used in negative and question form.
EXAMPLE: - Are there any new stories in your store.
- Is there any tea in the cupboard?
- I don’t have any new stories for you.
- There isn’t any tea in the cupboard.
Any is used after words with negative meaning such as without, never, seldom, rarely,
hardly.
EXAMPLE: - I found a taxi without any trouble.
- You never do any homework.
- There are hardly any eggs left.
We use much and many mostly in question and negative. Much is used with uncountable
nouns, and many is used with countable plural nouns.
EXAMPLE: - Is there much rice left?
- We haven’t got much rice left.
- Has he got many books?
- He hasn’t got many books.
Note: We often use much and many in affirmative sentences after too, as, so and very.
EXAMPLE: - Take as much milk as you want.
- I’ve got so many jobs to do today.
- We enjoy the party very much.
- We’ve got too much milk.
In affirmative sentences, we normally use a lot (of), lots (of) and plenty (of), not much and
many. We use a lot (of), lots (of) and plenty (of) with both uncountable nouns and plural
nouns.
EXAMPLE: - We’ve got a lot of milk. (Not: We’ve got much milk.)
- He’s got a lot of / plenty of books. (Not normally: He’s got many books.)
Little and few without a are more negative ideas. Little means “not much” or “almost no”.
Few means “not many” or “almost no”.
EXAMPLES: There is little work to do.
The exam is difficult, and few students passed it. (almost no student)
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We use a little to express positive ideas with uncountable nouns. It means “a small amount,
but some”.
EXAMPLES: There is still a little work to do.
I have a little sugar in the jar.
We use a few to express positive ideas with plural nouns. It means “a small number, but
some”.
EXAMPLE: A few students passed the entrance exam.
There are a few people in the meeting hall.
Examples of Articles:
I want a cheeseburger. (It could be any cheeseburger.)
I could use an apple. (It could be any apple.)
I need the notes that I wrote in class! (The speaker is talking about specific notes.)
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Using Indefinite Articles
When you want to speak generally about a singular noun, use a or an before it. In each of
the following examples, there is not one specific kind of bird, rock, or apple that the speaker
is thinking of, so the article a or an is placed before the italicized noun.
To decide between when to use a and when to use an, think about the initial sound of the
noun that follows the article. Use a when the noun begins with a consonant sound (a map);
use an when the noun begins with a vowel sound (an otter). Consider the following
examples.
I would love to have a pet bird. (It doesn’t matter what kind of bird.)
I feel like grabbing a rock and throwing it into the ocean. (It could be any rock.)
You look like you could use an apple. (It could be any apple.)
SUBORDINATING CONJUNCTIONS
Subordinating conjunctions break sentences into word clusters called dependent (or
subordinate) clauses. Dependent clauses cannot stand alone and must be connected to an
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independent clause to make a complex sentence. Subordinating conjunctions connect the
dependent clause to the independent clause. The following are Common Subordinating
conjunctions.
COORDINATING CONJUNCTIONS
Coordinating conjunctions are single words that connect similar parts of a sentence, such as
adjectives, nouns, and clauses. The acronym FANBOYS is often used to refer to coordinating
conjunctions. For, And, Nor, But, Or, Yet, So
EXAMPLES:
Martha does not want an orange nor a banana.
John could not find her notes, so she could not study for her test.
Her dress was blue and purple.
CORRELATIVE CONJUNCTIONS
Correlative conjunctions connect similar parts of a sentence, such as adjectives, nouns, and
clauses. However, unlike coordinating conjunctions, correlative conjunctions are
combinations of coordinating conjunctions, not only a single word. They always come in
pairs and link grammatically equivalent items.
EXAMPLES:
Both the teacher and the students attended the meeting.
Nardos wants to go to either Debre Berhan University or Addis Ababa University.
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1. ______ he is a busy, he spends time with his family.
2. She is ______ intelligent ______ hard working.
3. Rahel will play today ______ he gets a chance.
4. You can't succeed ______ you work hard.
5. We must reach there _______ anyone else.
6. Sam is ______ a fool _____ a stupid.
7. I fell asleep _______ I was watching TV.
8. He is ______ intelligent ______ hard working.
9. Samuel was eating food ______ the postman arrived.
10. I was very angry, ______ I didn't argue.
11. She was unhappy, ______ she was rich.
12. I like him very much ______ he is my best friend.
13. I can't believe you ______ you speak the truth.
14. Lemma is _____ tall _____ Sweaty.
15. We don't know ______ Suma failed in the examination.
16. Suresh is clever _______ proud.
17. I can't attend the meeting ______ I am suffering from fever.
18. This is the village ______ I lived in my childhood.
19. Nardos is _____ kind ______ humble.
20. You better keep quiet _______ you will be sent outside.
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UNIT FIVE: FAMILY LIFE
5.1. LISTENING SKILLS - A Father’s Voice - Listening for details - Note Taking –
Vocabulary in context
5.2. GRAMMAR
5.2.1. Talking about the future; Going to (future form)
USE
We use going to when we talk about our plans for future.
I am going to visit my parents tomorrow.
We also use going to when we want to make prediction based on an evidence we can see
now.
Look at the clouds. It is going to rain.
STRUCTURE:
Affirmative: (pro) noun + am, is, are + going to + verb
o It is going to rain.
Negative: (pro) noun + am, is, are + not + going to + verb
o It isn't going to rain.
Question: Am, is, are + (pro) noun + going to + verb
o Is it going to rain?
Short answers.
o Yes, it is. Or, No, it isn't.
The structure of using going to in future tense is: subject + form of “to be” (am/is/are) +
going to + base of a verb. I am going to travel to Ireland for vacation next month. He is going
to feel sad if you don't invite him to the party. They are going to go to his parents' house.
We're going to go to Paris = “We're going to go to Paris.” You can also use will to talk about
definite plans that will happen in the future. “Next year we will stay at home rather than go
on holiday.”
Future plans
Use ‘going to’ to talk about your plans for the future — things you have decided to do:
What are you going to do on Saturday? (= What are you planning to do on Saturday?)
You can use “I’m going to go to…” — or simplify it to “I’m going to…”.
I’m going to do these exercises
Degrees of probability
1. EASY
Probability
You can also use will to talk about probability. It’s often used with the phrases “I’ll
definitely…, “I’m sure I’ll…”, “I’ll probably…”, “I think I’ll…”, “Maybe I’ll…”:
I’ll probably go to the cinema tomorrow night.
2. MEDIUM
Remember
Use “going to” to talk about future plans.
I’m going to have a party to celebrate my fortieth birthday.
Use the present continuous to talk about future arrangements.
I’m having a big party, so I should book the restaurant and send out invitations soon.
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”Use “will” for spontaneous decisions and to show probability.
“I think I’ll have a party at my local Italian restaurant.”
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When they get here, we will be celebrating graduation from university.
Simple future tense, also known as the future tense with will, is one of the ways to talk
about future events in the English language.
We will travel to Argentina next month. Will travel is the verb travel put in the simple
future tense.
Will + Infinitive – Simple Future in English Grammar
Note: In spoken and informal written English, we can use contractions in simple future -
short forms of pronouns or verbs with the word not. Here's how to create them:
Long Form; will and will not
Contraction: 'll and 'll / won't
Example; they'll and they'll not / they won't
Usage
Rule 2: We can use the simple future tense with will to express a spontaneous decision.
Example
Let's go, I will show you the best viewing point in the city. Here, simple future tense
with will is used to express a spontaneous decision to go somewhere.
Rule 3: We can use the simple future tense with will to express an opinion, hope,
uncertainty, or assumption regarding the future.
You won't finish this essay in one day.
The simple future tense with will is used to express an assumption.
Rule 4: We can use the simple future tense with will to express a promise.
I will finish this essay till tomorrow morning.
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The simple future tense with will is used to express a promise.
Rule 5: We can use the simple future tense with will to express an offer or request.
Will you help me with cooking?
The simple future tense with will is used to express a request.
We use the simple future tense with will to form the first conditional.
If it rains tomorrow, we will cancel our picnic.
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Example: What is Biruk going to do on Sunday morning?
He’s going to visit her grandmother.
1. ----------------------------------------------------------------------------------------------------------
2. ----------------------------------------------------------------------------------------------------------
3. ----------------------------------------------------------------------------------------------------------
4. ----------------------------------------------------------------------------------------------------------
5. ----------------------------------------------------------------------------------------------------------
5.2.2. Sentence Types and Functions
Choosing what types of sentences to use in an essay can be challenging for several reasons.
The writer must consider the following questions: Are my ideas simple or complex? Do my
ideas require shorter statements or longer explanations? How do I express my ideas clearly?
What Is a Sentence?
A sentence is a complete set of words that conveys meaning. A sentence is composed of one
or more clauses. A clause contains a subject and verb. A sentence can communicate
A statement (I am studying.)
A command (Go away.)
An exclamation (I’m so excited!)
A question (What time is it?)
Sentences are divided into four categories: simple sentences, compound sentences,
complex sentences, and compound-complex sentences.
Simple Sentences
A simple sentence contains one independent clause.
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Johnny rode his bike to school.
Who is your best friend?
She ate her lunch, took a walk, and went back to work.
Compound Sentences
A compound sentence contains two independent clauses. A coordinating conjunction (for,
and, nor, but, or, yet, so) often links the two independent clauses and is preceded by a
comma.
She wanted to go on vacation, so she saved up her money.
I like apples, but my sister loves bananas.
Tim loves to read, and he also loves to hike.
Complex Sentences
A complex sentence contains one independent clause and one or more dependent clauses.
A complex sentence will include at least one subordinating conjunction.
She went to class even though she was sick.
As John was arriving to work, he realized he forgot his lunch.
While I enjoy classical music, I prefer rock and roll because I play the drums.
Compound-Complex Sentences
A compound-complex sentence combines complex sentence and compound sentence
forms. A compound-complex sentence contains one or more independent clauses and one
or more dependent clauses.
Although she felt guilty for missing her friend’s birthday, she took her out to dinner
the next day, and they had a great time.
I try to eat healthy food, but because fast food is so convenient, I cannot maintain a
healthy diet.
If he got the job, he would have to commute 50 miles to work, so he decided the job
was not worth it.
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To give concise directions
Please consider my application for the internship.
Turn to Table 1 in the appendix. To ask a question
What is the true meaning of the poem?
What will this study mean to medical research in a decade?
EXERCISE 1
Identify the sentence type. Circle any coordinating or subordinating conjunctions.
Underline independent clauses once and dependent clauses twice. Then, explain what
function the sentence is performing.
1. Harry Potter was rejected from many publishers before J.K. Rowling found success.
Sentence type: _____________________________________________________________
Function: __________________________________________________________________
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2. Even though the patients showed various symptoms, the clinical study found that lack of
sleep contributes to the inability to focus, irritability, and poorer health.
Sentence type: ____________________________________________________________
Function: __________________________________________________________________
3. More and more students are relying on online databases to find sources.
Sentence type: _____________________________________________________________
Function: ___________________________________________________________________
4. The business analysts proposed higher numbers for next quarter, and they expect to
exceed those numbers the following quarter.
Sentence type: ______________________________________________________________
Function: ___________________________________________________________________
5. Homeless teens face intense obstacles, but when it comes to schooling, they do have the
chance to receive an education if they enroll in a special program.
Sentence type: ______________________________________________________________
Function:___________________________________________________________________
EXERCISE 2
Practice composing your own sentences given the information provided. Consider
what sentence type will be best to express the information.
1. You are telling the reader about three important qualities of a character in a book.
Sentence:
_____________________________________________________________________
2. You are showing both sides of an argument.
Sentence:
_____________________________________________________________________
3. You are wondering about the types of resources available to students at SJSU.
Sentence:
_____________________________________________________________________
4. You are describing a sequence of events.
Sentence:
_____________________________________________________________________
5. You are providing extensive detail about a particular event.
Sentence:
_____________________________________________________________________
There are verbs followed by a gerund or infinitive with a change in meaning. Consider the
following examples.
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forget
I forgot to meet him.
(I didn’t meet him because I forgot to do it.)
I forgot meeting him.
(I don’t have the memory of meeting him before.)
go on
He went on to learn English and French.
(He ended one period of time before this.)
He went on learning English and French.
(He continued learning the languages.)
quit
She quit to work here.
(She quit another job in order to work here.)
She quit working here.
(She quit her job here. She doesn’t work here anymore.)
regret
I regret promising to help you.
(I’m sorry that I made the promise.)
I regret to tell you that we can’t hire you.
(I’m telling you now, and I’m sorry.)
remember
She remembered to visit her grandmother.
(She didn’t forget to visit.)
She remembered visiting her grandmother.
(She had memories of this time.)
stop
I stopped to call you.
(I interrupted another action in order to call you.)
I stopped calling you.
(I stopped this activity. Maybe we had a fight.)
try
I tried to open the window.
(I attempted this action but didn’t succeed.)
I tried opening the window.
(This was one option I sampled. Maybe the room was hot.)
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The following table shows the distribution of some verbs followed by gerund or infinitive.
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EXERCISE 1: Fill in the correct form of the verb in bracket.
1. I can’t imagine __________________ at home. (work)
2. We have decided against __________________ a new car. (buy)
3. She seems __________________ her new job. (like)
4. The students hope __________________ the exam. (pass)
5. He won’t go by plane. He is afraid of __________________ . (fly)
6. I am lazy. I don’t feel like __________________ any work. (do)
7. Remember ________________ the letter. Otherwise they won’t get it by Saturday. (post)
8. Have you ever learned how __________________ such a plane? (fly)
9. They were too lazy __________________ out with us. (go)
10. I always enjoy ______________to my grandfather. He always tells me great stories.(talk)
11. I’m very interested in __________________ French. (learn)
12. My pen friend is coming next Friday. I’m really looking forward _________her.(meet)
13. Don’t you mind __________________ away from your family for such a long time? (be)
14. The children promised __________________ back by nine. (be)
15. I wanted to go alone but Joe insisted on __________________ with me. (come)
16. Tom offered __________________ me home. (bring)
17. Why not __________________ a weekend in Scotland? (spend)
18. I’m sorry I can’t come to your party but thank you for __________________ me. (invite)
19. Our neighbours apologized for __________________ such noise. (make)
20. Paris is always worth __________________ to. (travel)
21. I’m sure I gave him back the money. I remember _____________ it back to him.(give)
22. She eventually managed __________________ her bike. (repair)
23. Would you like __________________ a cup of coffee? (drink)
24. There’s no point in __________ the matter. He has already made his decision.(discuss)
25. I prefer __________________ to skiing. (snowboard)
26. Do you mind __________________ Anita to the doctor? (bring)
27. It is difficult __________________ him. (understand)
28. We had difficulties __________________ your house. (find)
29. They decided __________________ Tennis in the afternoon. (play)
30. We expect him __________________ us on Sunday. (join)
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5.3 . READING COMPREHENSION - My Family - A Childhood Memory
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5.4. SPEAKING - Expressing Opinion
Agreeing and Disagreeing - A Happy Family Life
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5.5. WRITING - Memories - A Formal Letter
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UNIT SIX: UNITED NATIONS
6.1. LISTENING SKILLS - A Lecture on the UN - Listening for details
6.2. SPEAKING – Pronunciation-contractions
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6.3. READING COMPREHENSION - The United Nations Convention on the
Rights of the Child
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69
70
71
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Vocabulary - adjectives to describe leaders
6.4. Grammar
6.4.1. Expressing Purpose -with to, so as to, in order to, for, so that
TO
We use "to" to say why we do something. 'to + verb'
EXAMPLE: I'm going there to see my sister.
We left early to catch the 6.30 train.
FOR (for + ing or for + object)
We use "for" to talk about a purpose or a reason for sth:
EXAMPLE: I’m going for some breakfast. I’m really hungry.
I wear these old trousers for painting.
The red button is for turning the machine off.
IN ORDER TO
We use "in order to" with an infinitive form of a verb to express the purpose of something.
EXAMPLE: John trained every day in order to improve his performance.
He came home early in order to see the kids before they went to bed.
To form the negative, we prefer “in order not to” rather than “not to”.
EXAMPLE: In order not to oversleep, I set the alarm for seven o’clock.
SO AS TO
We also use "so as to" with an infinitive form of a verb to express the purpose of something.
"So as to" is more formal than in order to.
EXAMPLE: I always keep fruit in the fridge so as to keep flies off it.
He did not switch on the light so as not to disturb her.
SO THAT/IN ORDER THAT
We use "so that" and "in order that" to talk about purpose. We often use them with modal
verbs (can, would, will, etc.). "So that" is far more common than "in order that", and "in
order that" is more formal.
EXAMPLE: I’ll go by car so that I can take more luggage.
Regular checks are required in order that safety standards are maintained.
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IN ORDER FOR
We use in order for before a noun or pronoun. It means to make it possible for someone or
something to be or do something.
EXAMPLE: In order for us to win, we’ll all have to try a little harder.
These job cuts are necessary in order for the company to remain competitive.
6.4.2. Expressing Probability and Certainty -Can - could, may -might, must
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MAY, MIGHT, and COULD in the Negative
MIGHT NOT and COULD NOT may be contracted, but this is never done with MAY NOT.
MIGHT NOT and MAY NOT mean that it is possible that something is not the case, while
COULD NOT means that something is impossible. Consider the following examples.
EXERCISE:
Fill in the gaps with the correct modal of possibility and certainty, using the verb in
brackets. Sometimes, you may have to use the continuous, and some gaps permit
more than one solution.
1. A: Where's Nardos? I haven't seen her all day.
B: She might be (BE) in the music room. She may be practising (PRACTISE) for the
concert tomorrow.
A: No, she can't be (BE) – we'd hear her, wouldn't we?
B: Well, so she must be (BE) at the conservatory already.
A: Yeah, I guess.
2. I'm not sure, but it __________________ (RAIN) later on.
3. What are you saying? You __________________ (BE) serious about that!
4. It __________________ (BE) wonderful to be gliding down to earth on a parachute.
5. Dave __________________ (WORK) as a taxi driver – he can't drive.
6. Dan just __________________ (WIN) the match – he's really good at chess.
7. Jenny __________________ (BE) in the office – I can't reach her at home.
8. A: What are you doing tonight?
B: I'm not sure, but I __________________ (GO) to the cinema with Jim.
9. How can you work with that noise? If I were you, I ___________ (CONCENTRATE) like this!
10. We'll have to get more glasses for the party – we __________________ (HAVE) enough.
11. We __________________ (GO) to Egypt in summer, but we're not sure yet.
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6.5. WRITING - Writing a report
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