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This document outlines different non-verbal forms in English including gerunds (ing forms) and infinitives. It discusses their uses after prepositions, as subjects, and after certain verbs. Infinitives can be used with or without "to" and have different meanings depending on whether they follow an ing form or infinitive. Finally, it notes that negatives are formed by placing "not" before the verb, whether an ing form or infinitive.
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This document discusses the uses of non-verbal forms in English, specifically ing forms and infinitive forms. It outlines several uses for each:
Ing forms can be used after prepositions, as the subject of a sentence, and after some verbs. Infinitives can be used with "to" after adjectives, to express purpose, and after some verbs. Infinitives can also be used without "to" after modal verbs and expressions like "had better." Some verbs like "love" and "remember" can be followed by either an ing form or infinitive with a change in meaning. Negation is formed by placing "not" before the verb when making the object of the sentence negative.
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This document discusses the differences between using gerunds and infinitives in English grammar. Gerunds are verb forms ending in "-ing" that can be used as subjects or objects. They commonly follow verbs expressing likes/dislikes and prepositions. Infinitives use "to" before the verb and are used to express purpose or after adjectives and cognitive verbs. Both gerunds and infinitives can follow verbs like start, stop, and finish. Examples are provided to illustrate their proper uses.
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This document discusses the use of gerunds and infinitives after verbs and expressions in English. It provides examples of when to use gerunds or infinitives after certain verbs like "like" verbs, "finish", and "start". It also discusses any differences in meaning between using a gerund or infinitive, such as with the verbs "try", "remember", and "need". Gerunds are generally used after prepositions and expressions involving "to", while infinitives are used after adjectives, other verbs/nouns, and questions words. Both gerunds and infinitives can be used after some verbs.
INFINITIVE VS GERUND.ppt
Power Point Presentatation about Gerunds and Infinitives so you can make a contrast to teach in class
E10 unit 2-Language focus
This document provides a lesson on pronunciation, specifically the sounds /ʌ/ and /a:/. It includes examples of words containing each sound and sentences for students to practice identifying the sounds. It also discusses the use of gerunds and infinitives, providing rules and examples to distinguish between using an "-ing" form or "to+verb" construction. Exercises are included for students to practice filling in blanks with the correct verb form. The document aims to help students improve their pronunciation and understanding of grammar structures in English.
Infinitives & gerunds bach
This document provides information on gerunds and infinitives in English. It discusses how gerunds are used like nouns and after prepositions. Infinitives are used to express purpose or reason. Certain verbs are followed by gerunds or infinitives with or without changes in meaning. The differences between "remember/forget/regret" and "see/hear/feel" depending on gerund or infinitive are also explained. The uses of "used to", "would", "be used to" and "get used to" are covered.
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Modal verbs bachillerato
1. Modal verbs do not take suffixes like -s, -ing, or -ed and are followed by the bare infinitive without "to."
2. They come before the subject in questions and are followed by "not" in negations.
3. Modal verbs do not have tense and cannot be conjugated like regular verbs. They are followed by the perfect bare infinitive to refer to a completed action or state in the past.
Future tenses uses 1
This document discusses different ways to talk about the future in English:
The future simple tense is used for general predictions, opinions, spontaneous decisions, and scheduled future events. The future with "be going to" expresses plans and intentions that have already been decided on as well as predictions based on evidence. The present continuous can refer to future arrangements that have already been made, similar to its use in the present tense.
Exam revision
The document contains sentences with blanks that need to be filled in with verbs. It discusses writing an essay, visiting parents, traveling to Paris, a soccer player not scoring a goal, cars flying in the future, helping someone by contacting John, having an online meeting, taking a shower before bed, not beginning a party until Maria arrives, and returning a book after reading it.
Listening sports
She was the first woman to complete a backflip at a Stubai Glacier ski resort in Austria. Before attempting tricks, snowboarders think through the jump to prepare. She used her skills and bravery to catapult herself to the top of snowboard competitions, being named Austria's sportswoman of the year multiple times. In another video, a snowboarder announced he would demonstrate tricks, implying an imminent planned action. He has won several medals so far in his career.
Negative prefixes
This document discusses negative prefixes in adjectives. It notes that negative prefixes modify the word they precede but not the grammatical category. So an adjective remains an adjective. It then lists common negative prefixes like "dis", "il", "im", "in", "ir", and "un" and provides examples of negative adjectives formed with each prefix. It cautions that not all words beginning with these prefixes are negative adjectives, providing examples like "insist", "discuss", "important", and "illuminate" which are verbs or non-negative adjectives.
Ing uses
The document discusses uses of the "-ing" form in English grammar. It notes that "-ing" is not always part of a continuous verb tense, as it can also be used as the subject of a sentence or after prepositions and verbs like "like" and "dislike". Some examples are provided such as "I am tired of playing chess" and "We enjoy going to the movies". The document also clarifies that just because a verb ends in "-ing", it does not necessarily mean it is part of a continuous verb tense in English.
Future tenses structure + uses
The document summarizes the structure and uses of the future continuous and future perfect tenses in English grammar. For the future continuous, it describes the affirmative, negative, and question forms using "will be + verb+ing" and gives examples of its uses to refer to actions happening at a certain time in the future or to ask about future plans. For the future perfect, it outlines the affirmative, negative, and question structures which use "will have + past participle" and provides examples of its use to refer to actions completed before other future actions.
Time clause
Este documento describe las oraciones subordinadas de tiempo en inglés. Estas oraciones introducen una situación temporal y dependen de una oración principal. Pueden usarse conjunciones como "when", "after", "as soon as", "until", "while" seguidas del presente o presente perfecto. También se pueden usar oraciones subordinadas de tiempo en oraciones compuestas para expresar cuándo ocurre una acción.
The future tenses
The document discusses three ways to express future tense in English: the future simple using "will"; the future with "be going to"; and the present continuous for future meaning. It provides the structures and examples for making affirmative, negative, and wh- questions using these three future tense forms. Key aspects covered include using "will" plus the infinitive, "be going to" plus the infinitive, and the present participle with a future meaning reference.
Past tenses
This document provides information on various English verb tenses used to talk about the past:
- The Past Simple is used to talk about completed past actions and past habits. It takes the "-ed" verb form or irregular forms.
- The Past Continuous describes actions that were in progress at a specific time in the past or actions happening simultaneously. It uses "was/were + -ing" verb form.
- The Past Perfect Simple is used to talk about actions completed before other past actions or times. It uses "had + past participle" verb form.
- The Past Perfect Continuous emphasizes the duration of a past action before another past action, often using expressions like "for" or "since". It uses
Show and tell modified rubric
This rubric outlines criteria for evaluating student presentations ("Show and Tell") in a class. It will count for 10-15% of the final grade. Students will be assessed on the length of their presentation, the quality of their visual presentation using PowerPoint or similar tool, their grammar and vocabulary usage, and their public speaking skills. Higher scores are given for presentations that are longer than 3 minutes, use 3-4 slides with images and captions, demonstrate complex sentences and vocabulary without mistakes, and involve clear pronunciation with minimal notes. Lower scores reflect very short presentations, lack of images or proper formatting, many grammar errors, and heavy reliance on reading notes.
Workbook reading unit 1
This document contains the answers to exercises in a reading workbook for Unit 1. Exercise 1 contains one answer, Exercise 2 contains 6 answers, Exercise 3 contains 4 answers, and Exercise 4 contains 5 short answers to reading comprehension questions. The answers assess comprehension of a reading passage about different perspectives on what contributes to happiness and lifestyle preferences.
Workbook unit 1 solutions b
This document contains exercises from a Spanish workbook for 1st year high school students. Exercise 6 contains 5 sentences with verbs in different tenses. Exercise 7 contains 6 sentences with time expressions. Exercise 8 contains 9 sentences using present perfect and other verb tenses. Exercise 9 contains 9 sentences using the present simple and continuous tenses. The document provides examples of verb conjugations and tenses for students to practice.
Workbook unit 1 solutions
This document contains exercises from a Spanish workbook for 1st year high school students. The vocabulary section provides sample sentences about breakfast, teachers, and weather. The grammar section includes exercises practicing present continuous tense, question forms, and affirmative and negative statements using common verbs like watch, leave, spend, teach, get up, visit, celebrate, come, and run. Students are asked to identify the correct verb forms and respond to simple questions about daily routines and current activities.
Present simple tenses
This document provides information on the uses of different tenses in English, including the present simple, present continuous, present perfect simple, and present perfect continuous tenses. It explains that the present simple is used for schedules, habits, general truths, feelings and emotions. The present continuous expresses future arrangements, current actions, and temporary situations. The present perfect simple is used for repeated past actions, life experiences, unfinished time periods, and completed actions relevant to the present. The present perfect continuous expresses long actions with obvious results and actions that began in the past and continue to the present.
Maya angelou still i rise
This document provides information about the poet Maya Angelou and instructions for a scavenger hunt activity analyzing her poem "Still I Rise." It introduces similes and metaphors, then asks students to find examples of repetition, rhyme, similes, and a metaphor in the poem to analyze its literary devices.
The passive solution
This document contains examples of changing sentences from active to passive voice. It provides the original active sentences and their transformed passive counterparts. It also gives examples of changing future tense sentences using will, be going to, and future perfect constructions into the passive voice. The document demonstrates how to manipulate sentences between active and passive forms.
Active passive
The document discusses active and passive voice structures. It provides examples of changing sentences from active to passive voice in the present simple, present perfect, and future tenses. The main changes involve making the subject the recipient of the action and placing the agent of the action after "by". Examples are given for both affirmative and negative sentences. Additional sentences are provided to be changed from active to passive voice.
Modals final explanation
1. Modals are auxiliary verbs that are placed before the main verb in the infinitive form without "to", and they express modality such as prohibition, lack of necessity, ability, requests, obligation, advice, and possibility.
2. Modals cannot be conjugated for tense or person and do not have non-personal forms. Common modals include can, could, may, might, must, shall, should, would, and have to.
3. When expressing a modal verb in a different tense, a different modal form is sometimes used, such as "can" for present ability and "could" for past ability.
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Ing and ed
- 1. USES OF NON VERBAL FORMS A. ING FORMS 1. After prepositions. Eg: He is good at painting. 2. As the Subject of the sentence. Eg: Saying anything to him is a waste of time or It’s a waste of time saying anything to him (reverse it) 3. After some verbs. Eg: I miss playing with my sister (see 22.1 pg 178 Coursebook) B. INFINITIVE FORMS b.1 Infinitive with To 1. After adjectives. It’s difficult to learn to play the violin. 2. To express “purpose”. We are doing it to earn some money ( “para” in Spanish). 3. After some verbs. I want to study Arabic at University. ( see 22.3 and 22.4 pg 178) 4. After some Verb+Object structures. I want him to help you ( see 22.4 from your Coursebook) b.2 Infinitive without to 1. Some verbs they go with infinitive without to (let, make, hear, help, see). I’ll let you do it if you want to help me. 2. After modal verbs. You must leave now. 3. After would rather/ had better (Más vale que. Used for present and future). You’d better do it now. C. INFINITIVE AND -ING WITH A CHANGE IN MEANING. 1. Love, prefer, like, hate, can’t bear, can’t stand. a. I love to write by hand (specific at a certain moment) / b. I love writing by hand (general situation) 2. Remember, forget, regret, try (see pg 178 Coursebook /section 22.7.2) Remember/forget: Remember/forget + ing action that happened before the action of forgetting:” “I forgot calling Peter this morning” Remember/forget + infinitive refers to an action after the moment of remembering/forgetting: “I forgot to bring the book to class” Regret + ing. “I regret not going to the party last night” (past reference) Reget + infinitive (to be sorry about). “I regret to tell you this” Stop + ing. “I stopped smoking when I was 20” (stop doing something) Stop + infinitive. “I stopped to have an ice cream at Mc Donalds” (stop one thing to do another one). Try + ing “Try paying attention to the teacher, it might help you” (do an experiment) Try + infinitive: “Try to exercise in the afternoon” (make an effort) D. NEGATIVE: Use NOT before the verb: a. I hate not going (with ing verb) / He told me not to go ( with infinitive verb) ( when you are making the Object of the sentence negative).