Gerunds and infinitives grammar unit #8
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This document discusses the use of gerunds and infinitives in English grammar. It provides examples of verbs that can be followed by gerunds or infinitives, as well as verbs that require a specific construction. Some verbs can take either a gerund or infinitive, while others like "would like" and "would love" are always followed by infinitives. Prepositions are also discussed, with examples showing they are followed by gerunds. Overall, the document outlines rules for using gerunds and infinitives correctly after different types of verbs.
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Gerunds and infinitives grammar unit #8
This document discusses the differences between gerunds and infinitives in English grammar. It provides examples of verbs that can be followed by gerunds or infinitives, as well as some verbs that can be followed by either. Some key points are that gerunds are verb forms ending in "-ing" and infinitives are "to" plus the base verb form. Certain verbs like "like" and "would love" are always followed by infinitives, while prepositions are always followed by gerunds. The document aims to clarify the proper uses of gerunds and infinitives.
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This document discusses the differences between gerunds and infinitives in English grammar. It provides examples of verbs that can be followed by gerunds or infinitives, as well as some verbs that can be followed by either. Some key points are that gerunds are verb forms ending in "-ing" and infinitives are "to" plus the base verb form. Certain verbs like "like" and "would love" are always followed by infinitives, while prepositions are always followed by gerunds. The document aims to clarify the proper uses of gerunds and infinitives.
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A paragraph is a group of unified and coherent sentences that develop a given topic through patterns of organization such as process, cause-effect, or classification. Effective paragraphs include a title to hook the reader, an introduction to present the main idea, and a conclusion to summarize key points. Sample paragraphs are provided to demonstrate structure and components.
Writing1.pdf
The document discusses the basics of writing an academic paragraph. It defines a paragraph as a group of unified and coherent sentences that develop a given topic. A paragraph can be organized using different patterns such as process, cause-effect, or classification. The document also outlines the three levels of information in a paragraph - the title, introduction, and conclusion. It provides guidance on writing effective titles, introductions, and conclusions for a paragraph.
The Future.pdf
This document discusses two common ways to express future time in English - using "be going to" and using "will". It provides examples of how each is used to indicate intentions, predictions based on evidence, plans, offers and promises, and requests. Key differences are that "be going to" implies some planning while "will" can be more spontaneous, and "will" is used for offers, promises and requests while "be going to" is not.
Simple Past Tense.pdf
This document provides information on simple past tense verbs in English. It discusses the forms of affirmative and negative statements as well as yes/no and information questions in the simple past tense. It also covers the pronunciation of regular past tense verbs ending in "-ed" and gives examples of the simple past tense being used to talk about completed actions or states in the past, whether recently or long ago.
Simple Past Tense.pdf
The document discusses the simple past tense in English. It provides the forms for affirmative and negative statements, yes/no questions, and information questions in the simple past. It then describes the uses of the simple past tense, including actions or states completed in the past that can be recent or distant. Finally, it discusses the pronunciation of regular past tense verbs ending in "-ed".
Good reader
The document discusses the importance of background knowledge in reading comprehension. It explains that reading is an interactive process between the text and the reader's prior knowledge and experiences. According to schema theory, comprehension involves the reader's knowledge of the world. Different types of background knowledge are discussed, including content knowledge, formal knowledge of genres/styles, and linguistic knowledge. The role of background knowledge is illustrated through questions about a short passage, showing how answers depend on one's background assumptions.
Composition #2 first draft
This document provides instructions for writing a six to eight sentence paragraph with a title, topic sentence, three supporting ideas, details, and concluding sentence. Students are asked to choose between writing about the importance of a balanced diet or changes in Costa Rican eating habits in recent years. The instructions guide students through brainstorming, writing a topic sentence, drafting the paragraph, and adding a title. Students have time limits for each step and are told to upload their finished paragraph.
Composition #2 first draft
This document provides instructions for writing a 6-8 sentence paragraph with a specific format. Students are to choose between two topic prompts, brainstorm for 5 minutes, then write a topic sentence. They have 10 minutes to write the first draft and can use an outline. Students then write a title in 5 minutes. The formatted paragraph should be uploaded within the time limit to the online assignment portal. It must include an original title, topic sentence, 3 supporting details with examples/explanations, and concluding sentence.
Composition #2 first draft
This document provides instructions for writing a 6-8 sentence paragraph with a specific format. Students are to choose between two topic prompts, brainstorm for 5 minutes, then write a topic sentence. They have 10 minutes to write the first draft and can use an outline. Students then have 5 minutes to title their paragraph before uploading their work. The paragraph should include an original title, topic sentence, 3 supporting details with examples or explanations, and concluding sentence.
Comparatives and superlative adjectives
This document discusses comparatives and superlatives. It explains that comparatives compare two items using -er, while superlatives compare more than two items using -est. It provides rules for forming regular comparatives and superlatives based on an adjective's syllables. Examples are given to demonstrate their use in sentences. Guidelines are also presented for irregular forms and words to use with different adjective types.
Comparatives and superlative adjectives
This document discusses comparatives and superlatives. It explains that comparatives compare two items using -er, while superlatives compare multiple items using -est. It provides rules for forming regular comparatives and superlatives based on the number of syllables in the adjective. Examples are given to demonstrate the use of comparatives with than or without than, and superlatives usually use the. Watchouts are also listed, such as not using both -er and more in a comparative.
Indirect questions
Indirect questions are used to soften direct questions and make them more polite. They involve changing the word order of the embedded question compared to a simple question. For example, "Where has Tom gone?" would become "Do you know where Tom has gone?". Yes/no questions in an indirect form use "if" or "whether" instead of auxiliary verbs. Indirect questions are used when the speaker wants a softer tone, such as asking for information politely.
Unit 12: Conditional 1
This document discusses the structure and use of conditional type 1 sentences in English. Conditional type 1 sentences are used to talk about the possible consequences of present or future actions using the structure "if + present tense, future with will". Some examples are given such as "If the customer doesn’t demand action, you’ll have to suggest a solution" and "If we ask the customers for feedback, we can find out what they want." Conditional type 1 sentences are also used to explain terms and conditions using language like "If you are not fully satisfied with this product, we will refund your money."
Typographical clues and punctuation marks
The document discusses various typographical clues and punctuation marks that are used in writing. It explains that typography is used to visually organize information and hierarchy ideas in a way that makes relationships obvious. Specific typographical clues mentioned include headings, fonts, symbols, and punctuation marks. Various punctuation marks such as dashes, parentheses, brackets, colons, quotation marks, ellipses, and italics are then defined and examples of their uses are provided. The document concludes that typographical signs can be used for statement, exemplification, clarification and other purposes.
Good reader
The document discusses the relationship between reading ability and enjoyment. It states that becoming a better reader requires having more exposure to language through different contexts and active vocabulary building. It also discusses schema theory and the role of background knowledge in reading comprehension. According to schema theory, comprehension is an interactive process between the text and a reader's world knowledge and experiences. The more background knowledge a reader has that is relevant to a text, the easier it will be to understand.
Grammar unit 9 read_and_writ
The document discusses the passive voice in English. The passive voice focuses on the recipient of the action rather than the doer. It is formed by using some form of "to be" plus the past participle of the main verb. For the present perfect passive, "have/has been" is used, while for the past perfect passive "had been" is used. The passive voice is useful when the doer is unknown, a general group is doing the action, or the focus should be on the recipient rather than the doer. Examples are provided to illustrate active and passive voice constructions.
Simple present
This document provides information about the simple present tense in English. It discusses the forms of the verb "to be" in statements, questions, and contractions. It also covers the simple present tense with other verbs like work, chat in affirmative and negative statements and questions. Finally, it reviews question words like who, what, when, where, why, how, how much/many and provides examples of their use in questions with the simple present tense.
Reported speech
This document discusses reported speech, including its uses, tense changes, pronoun changes, and common verbs used. When reporting speech, the tense often needs to change. For example, "I am living in London" would become "She said that she was living in London." Pronouns also change to reflect the new context. Common verbs used in reported speech include "argue," "claim," "describe," "prove," and "report." When using "say" and "tell" in reported statements, "say" cannot use an object pronoun while "tell" requires an object pronoun.
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- 1. Gerunds and Infinitives Grammar Unit #8 / L&S
- 2. Gerunds (verb + -ing) There are some verbs that can be followed by gerunds. Read this short list: • I enjoy working in my garden. • He finished studying at midnight. • It stopped raining a few minutes ago. • Pedro quit smoking. • My sister avoids eating junk food. • Would you mind turning off the TV? • Keep working! Don`t stop! (Also: Keep on working! Don`t stop!) • I consider NOT going to the meeting.
- 3. Infinitives (to + base form) There are some verbs that can be followed by infinitives. Read this short list: • I promise to study harder from now on. • I decided to buy a new dictionary. • She wanted to study Italian. • My friend forgot to bring a pencil. • I plan to travel abroad next year. • I forgot to print out my essay. • My father tries to build a tree house.
- 4. Infinitive or Gerund There are some verbs that can be followed by either gerunds or infinitives. Read this list: • It began to rain. / It began raining. • I hate watching soap operas. / I hate to watch soap operas. • I like to go to the movies. / I like going to the movies. • I continue to read this chapter. / I continue reading this chapter. • I love to study languages. / I love studying languages.
- 5. Note: Would like and Would love are followed by infinitives. •I would like to go to a movie tonight. •I’d love to play a game of chess right now.
- 6. Prepositions are followed by gerunds Read these examples: • Kate insisted ON coming with us. • We are excited ABOUT going home earlier. • She apologized FOR being late. • She is very good AT drawing. • I am worried ABOUT failing this course.
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