INGLÉS 5

INSTITUTO TECNOLÓGICO SUPERIOR “JUAN MONTALVO” CARRERA DE AGROECOLOGÍA

QUINTO SEMESTRE

MATERIA: ENGLISH V

ELABORADO POR: Lic. Maholy Katherine Morocho M.

PERÍODO: Abril – Septiembre 2016

TABLE OF CONTENTS Introduction ............................................................................................... 3

UNIT 1 GERUNDS AND INVINITIVES ......................................................... 4 Gerunds .....................................................................................................7 infinitives ..................................................................................................19

UNIT 2 RELATIVE CLAUSES ...................................................................... 25 Replacement of subject ............................................................................. 30 Replacement of possessive ........................................................................ 33 Replacement of object ................................................................................ 36 Replacement of location and time ................................................................39

UNIT 3 ADVERB CLAUSES....................................................................... 41 Clause of purpose .......................................................................................44 Clause of result .......................................................................................... 47

UNIT 4 ENGLISH IDIOMS .......................................................................... 50 English idioms ...........................................................................................52

Annex ....................................................................................................... 62 Bibliography .................................................................................................... 65

ENGLISH IMPORTANCE INTRODUTION Communicate with people English is the most commonly used language among foreign language speakers. Throughout the world, when people from different nationalities want to communicate, they commonly use English language. That is why we like to call it “the language of communication”. Moreover, speaking English will enable you to contact people from all over the world and to travel more easily.

Push your career forward All over the world, speaking English immediately opens up opportunities. Being able to communicate with foreign clients and business partners will provide you a more challenging position in your career.

You will also have the option to apply for jobs requiring English like for instance a Manager position. So get your dream job, start learning English!

Get access to knowledge English is also internationally recognized as the language of science. Most of the knowledge related to computer or health by example is in English. Being able to use English in your researches – especially on the Web - will give you unlimited access to knowledge!

Enjoy art like never before English lets you feel the culture of the world like no other language. Learning it will offer you the opportunity to do wonderful things.

English is the language of the Film industry and learning it means you will no longer have to rely on subtitles or dubbed versions. You will also be able to read books written by English-speaking authors in their original version. Last but not least, music is much better if you can understand the meaning. We are sure that you will be satisfied to enjoy English-language music more!

Moreover, English is an easy language to learn and to use. It is based on an alphabet and, compared to Chinese, it can be learned fairly quickly. So, learning another language isn't just about communication or professional purposes, it will also give you advantages you had never imagined. Learning English can change your life for the better!

DESCRIPTION OF THIS UNIT This unit aims to study Gerunds, Infinitives and Related Structures. Thus, the intention of this unit is that students learn the difference between a gerund and an infinitive since their usage is very similar in some cases. It is pretended that students are aware of the different existent forms of gerunds as well as their function and their placement within a sentence.

On the other hand, it will be studied the topic on infinitives and their use with certain expressions, nouns and adjectives. In the same way, it will be given some verbs commonly followed by infinitives.

In this unit you will learn the following topics:    

Functions and Forms of Gerunds Common Expressions with To Functions and forms of infinitives.

Verbs followed by Gerunds and Infinitives.

Statement of the problem: Spanish speakers often have problems with the use of gerunds and infinitives because they do not have the same forms in Spanish. Frequently, they get confuse since in their mother tongue they express in a different way what means a gerund in English.

Expected results: The expected results for this unit are:  Students distinguish well the difference between gerunds and infinitives.  Students know in what circumstances they have to apply a gerund or an infinitive.  Students are able to recognize the verbs and expressions followed by gerunds and infinitives.

Setting the Context

Do you know of any other leaders who have done work like Carter who have done a “second job� after their time in office?

INTRODUCTION TO GERUNDS AND INFINITIVES

To use gerunds or to use infinitives, that is the question! Learning how to use gerunds and infinitives is one of the most challenging aspects of learning English.

1. A gerund is a noun made from a verb by adding "-ing." The gerund form of the verb "read" is "reading." You can use a gerund as the subject, the complement, or the object of a sentence.

Examples:   

Reading helps you learn English. subject of sentence Her favorite hobby is reading. complement of sentence I enjoy reading. object of sentence

Gerunds can be made negative by adding "not."

Examples:  

He enjoys not working.

The best thing for your health is not smoking.

2. Infinitives are the "to" form of the verb. The infinitive form of "learn" is "to learn." You can also use an infinitive as the subject, the complement, or the object of a sentence.

Examples:   

To learn is important. subject of sentence The most important thing is to learn. complement of sentence He wants to learn. object of sentence

Infinitives can be made negative by adding "not."

Examples:  

I decided not to go.

The most important thing is not to give up.

3. Both gerunds and infinitives can be used as the subject or the complement of a sentence.

However, as subjects or complements, gerunds usually sound more like normal, spoken English, whereas infinitives sound more abstract. In the following sentences, gerunds sound more natural and would be more common in everyday English. Infinitives emphasize the possibility or potential for something and sound more philosophical. If this sounds confusing, just remember that 90% of the time, you will use a gerund as the subject or complement of a sentence.

Examples:

   

Learning is important. normal subject To learn is important. abstract subject - less common The most important thing is learning. normal complement The most important thing is to learn. abstract complement - less common

4. As the object of a sentence, it is more difficult to choose between a gerund or an infinitive. In such situations, gerunds and infinitives are not normally interchangeable. Usually, the main verb in the sentence determines whether you use a gerund or an infinitive.

Examples:  

He enjoys swimming. "Enjoy" requires a gerund.

He wants to swim. "Want" requires an infinitive.

5. Some verbs are followed by gerunds as objects.

Examples:  

She suggested going to a movie.

Mary keeps talking about her problems.

6. Some verbs are followed by infinitives.

Examples:  

She wants to go to a movie.

Mary needs to talk about her problems.

GERUNDS Gerunds have the same form as present participles: simple form + -ing.

Like verbs, gerunds have affirmative and negative forms and active and passive forms.

GERUNDS FOLLOWING PREPOSITIONS Because gerunds act like nouns, they can also follow prepositions.

COMMON EXPRESSIONS WITH PREPOSITIONS THAT ARE OFTEN FOLLOWED BY GERUNDS

a) Choose the correct option whether it is gerund or infinitive and complete the following sentences: 1. Dan enjoys science fiction.

To read Reading

2. Cheryl suggested Seeing To see 3.

I miss

a movie after work.

_ in the travel industry. Maybe I can get my old job back.

Working To work 4. Where did you learn Speaking To speak

_ Spanish? Was it in Spain or in Latin America?

5. Do you mind Helping To help

_ me translate this letter?

6. He asked Talking To talk

to the store manager.

7. You've never mentioned there?

To live Living

_ in Japan before. How long did you live

8. If he keeps To come coming

o work late, he's going to get fired!

9. Debbie plans Studying To study

_ abroad next year.

VERBS FOLLOWED BY EITHER GERUNDS OR INFINITIVES

Note that would like and would love are followed by infinitives.

In fact, the following is a list of verbs followed by infinitives: Verbs Followed by an Infinitive Example: She agreed to speak before the game. agree consent have offer aim continue hesitate ought appear dare hope plan arrange decide hurry prefer ask deserve intend prepare attempt detest leap proceed be able dislike leave promise beg expect like propose begin fail long refuse care forget love remember choose get mean say condescend happen neglect

shoot start stop strive swear threaten try use wait want wish

PARALLEL STRUCTURE WITH GERUNDS AND INFINITIVES Parallelism involves using the same grammatical forms in a series of words in a sentence.

Parallelism concerns the balance of a sentence, or the similarity of words, phrases, or clauses in a list or series. Sound complicated? It’s not, really.

Examples: The following sentences have parallelism of words:  

Bethany enjoys baking cakes, cookies, and brownies.

She doesn’t like washing dishes, ironing clothes, or mopping the floor.

This sentence does not have parallelism 

Bethany enjoys baking cakes, cookies, and to make brownies.

See the difference? The parallel sentences contain a list of gerunds. The incorrect sentence sounds awkward because it contains a mixture of two verbal nouns (gerunds) and an infinitive phrase.

This sentence contains an unparallel mixture of a gerund and a noun: sustantivo: 

She doesn’t like washing clothes or housework.

But this sentence contains two gerunds: Pero esta oración contiene dos gerundios: 

She doesn’t like washing clothes or doing housework.

Ultimately, for a sentence to have parallelism, it must have only gerunds, only infinitives, only nouns, etc., but not mixtures of infinitives with gerunds or other combinations.

COMMON EXPRESSIONS WITH “TO” THAT ARE OFTEN FOLLOWED BY GERUNDS

The expressions given above are idiomatic expressions in which the word “to” is a preposition. Do not get confuse with the “to” used for infinitives.

Error Analysis a) Many of the following sentences have errors in use of parallel structures. Find and correct the errors.

Examples:

Jack loves to bicycle and playing tennis.

Incorrect: Jack loves to bicycle and (to) play tennis.

OR Jack loves bicycling and playing tennis.

Jack likes to ski and surf.

Correct as is.

1. When bicycles were first invented, most people were too poor to buy or maintaining a bicycle.

2. In the early years, owning and to maintain a bicycle was expensive.

3. By the late 1800s, bicycles were cheaper and people everywhere began buying and riding them.

4. After the invention of the automobile, bicycle riding decreased and driving increased. _ 5. Bicycle riding became very popular in the U.S. again in the 1970s because to ride a bicycle was a way of saving gasoline.

b) Complete the following by using the appropriate preposition and including the gerund form of the verbs in parenthesis.

at

for

in

of

to

Example: Jimmy Carter and his wife Rosalynn are famous

for doing

(do) humanitarian work.

1. Throughout their lives, the Carters have been committed _(work) for social justice.

2. In addition, _ _ _ _ (promote) peace and human rights, the Carters developed the Jimmy Carter Work Project.

3. The Jimmy Carter Work Project is involved for Humanity to construct affordable housing.

_

(help) Habitat

4. Each year, Mr. and Mrs. Carter look forward week of their time to the Jimmy Carter Work Project.

(donate) a

5. The carters never get tired (build) homes and _ _(raise) awareness of the need for affordable housing.

6. The Work Project is interested locations each year.

_

7. It´s good

(attract) volunteers from around the world.

8. Grateful

_

(do) projects in different

people everywhere have thanked to the Carters _ _(help) to provide them with safe, affordable housing.

Setting the Context

Read the following passage

Discuss the questions.

Do you know anyone like Justin? Do you know someone who has managed to fulfill a dream despite a handicap?

INFINITIVES Here is a difference between gerunds and infinitives: Whereas: Gerunds are formed with ING: walking, talking, thinking, listening Los Gerundios están formados con ING Infinitives are formed with TO: Los infinitivos están formados con TO

to walk, to talk, to think, to listen

An infinitive may exist with or without the word "to".

For example, following modal verbs (can, may, must, ... ) On the other hand, the infinitive is “to” + simple form Por otra parte, el infinitivo se forma con “to” + la forma simple.

Infinitives with the word "to" can function as either the SUBJECT or the OBJECT of a verb.

So that, we have here some functions of infinitives.

INFINITIVES AS THE SUBJECT OF THE SENTENCE To read a good book is my favorite form of relaxation.

To win means everything to him.

To speak a foreign language well requires practice.

INFINITIVES AS THE OBJECT OF THE VERB Most people like to win.

I don't want to go.

We don't need to fight like this.

Like verbs, infinitives have affirmative and negative forms and active and passive forms.

Infinitives can also have subjects and objects.

IMPORTANT REMINDER Recognize an infinitive when you see one (Reconozca un infinitivo cuando vea uno) To sneeze, to smash, to cry, to shriek, to jump, to dunk, to read, to eat, to slurp—all of these are infinitives. An infinitive will almost always begin with “to” followed by the simple form of the verb, like this: to + verb = infinitive Estornudar, destruir, llorar, gritar, saltar, remojar, leer, comer, sorber – todos estos son infinitivos. Un infinitivo casi siempre empieza con “to” seguido de la forma simple del verbo, como esto:

to + verbo = infinitivo´ Important Note: Because an infinitive is not a verb, you cannot add s, es, ed, or ing to the end.

Ever!

Nota Importante: Debido a que un infinitivo no es un verbo, usted no puede añadir s, es, ed, o ing al final ¡Nunca!

a. The following song has many infinitives. So that, pay attention to them and fill in the blanks with the infinitives as you hear the song. Use the verbs in parenthesis to complete the lyrics.

"The Impossible Dream" From MAN OF LA MANCHA (1972) (dream) the impossible dream (fight) the unbeatable foe (bear) with unbearable sorrow (run) where the brave dare not go (right) the unrightable wrong (love) pure and chaste from afar (try) when your arms are too weary (reach) the unreachable star This is my quest (follow) that star No matter how hopeless No matter how far (fight) for the right without question or pause (be willing to) march into Hell For a heavenly cause And I know if I'll only be true To this glorious quest That my heart will lie peaceful and calm When I'm laid to my rest And the world will be better for this That one man, scorned and covered with scars

Still strove with his last ounce of courage (reach) the unreachable star b. Make complete sentences from the following. Begin your sentences with It´s important.

Use the example as a model.

Example:

exercise all his muscles.

It´s important for Justin to exercise all his muscles.

1. get daily exercise

2. do physical therapy.

3. spend time with friends.

4. practice biking.

5. be patient

6. study hard

DESCRIPTION OF THIS UNIT This unit aims to study the Adjective Clauses. Thus, the intention of this unit is that students learn how and where to apply this kind of adjectives within a clause. It will be studied the different types of adjective clauses such as the ones that are used to replace subjects, possessives, places and objects. The word that plays the role of replacing is called: relative pronoun. In consequence, it is really important that students know how to replace with the appropriate relative pronoun.

In this unit you will learn the following topics:    

Replacement of Subjects Replacement of Possessives Replacement of Objects Replacement of Locations / Places

Statement of the problem: Since the fact of expressing in an appropriate and polite way must part of our daily life, it is imperative for students to know how to replace a word (subject, object, place, etc) not to redound within the same phrase. On the other hand, it is necessary that students of a higher level have a good writing, especially when the topic demands a formal level. For all these aspects mentioned before it is necessary the use of adjective clauses. The students will be able to communicate in a better way, which is a latent problem in the majority of the young population.

Expected results: The expected results for this unit are:  Students familiarize well with adjective clauses and relative pronouns.  .  Students identify the appropriate relative pronoun to replace in the clause.  Students are able to compose a piece of writing with a formal tone using adjective clauses.

_

Setting the Context

Prereading Questions Every Culture has ceremonies to mark important moments in life. Share your ideas en opinions by answering these questions about the pictures.

What event does the picture show? What do you know about these events?

INTRODUCTION TO ADJECTIVE CLAUSES Here is a brief explanation of adjective clauses and relative pronouns.

An adjective clause is used to describe a noun: The car, which was red, belonged to Young-Hee. A relative pronoun is usually used to introduce an adjective clause: Young-Hee, who is a Korean student, lives in Victoria.

The main relative pronouns are: Pronoun Use

Example

Who

used for humans in subject position

Hans, who is an architect, lives in Berlin.

Whom

used for humans in object position

Mary, whom Hans knows well, is an interior decorator.

Which

used for things and animals in subject object position

or

Mary has a dog which follows her everywhere.

That

used for humans, animals and things, in subject or object position (but see below)

Mary is decorating a house that Hans designed.

There are two main kinds of adjective clause: 1. Non-defining clauses Non-defining clauses give extra information about the noun, but they are not essential: The desk in the corner, which is covered in books, is mine.

Explanation: We don't need this information in order to understand the sentence. “The desk in the corner is mine” is a good sentence on its own — we still know which desk is referred to. Note that non-defining clauses are usually separated by commas, and “that” is not usually used in this kind of context.

2. Defining clauses Defining clauses give essential information about the noun: The package that arrived this morning is on the desk.

Explanation: We need this information in order to understand the sentence. Without the relative clause, we don't know which package is being referred to. Note that “that” is often used in defining relative clauses, and they are not separated by commas.

Replacement of Subjects with That, Which or Who We use relative clauses to give additional information about something without starting another sentence. By combining sentences with a relative clause, your text becomes more fluent and you can avoid repeating certain words.

Relative Pronouns Relative Pronoun

Use

Example

Subject or object pronoun for people

I told you about the woman who lives next door.

WHICH

Subject or object pronoun for animals and things

Do you see the cat which is lying on the roof?

THAT

Subject or object pronoun for people, animals and things in defining relative clauses (who or which are also possible)

I don’t like the table that stands in the kitchen.

WHO

That, which, and who are used in adjective clauses to replace subjects. In many cases, “that” may be used instead of which or who.

Clauses with That, Which, or Who: Replacement of Subjects Structures

Who / That

Which / That

Explanations Examples To form adjective clauses from simple The bride is only20. She got married sentences, “who” may replace yesterday. subjects that refer to people.

The bride who (that) got married yesterday is only 20.

To form adjective clauses from simple There was a formal ceremony. It took sentences, “which” may replace about an hour. subjects that refer to things or ideas.

There was a formal ceremony which (that) took about an hour.

a. Use the cues to form sentences about a typical wedding in the U.S. Be sure to include an adjective clause with who or that in each sentence. Also, add all necessary articles and change the form of the verb when it is appropriate.

Example:

groom / be married The ‘groom is the man who (that) is going to be married.

1. bride / be married 2. bridesmaids / attend bride 3. best man/ assist groom 4. wedding planner / design wedding and reception 5. flower girl / give flowers to bride 6. minister / perform marriage ceremony 7. ushers / seat guests 8. caterer / prepare and serve food.

b. Now, taking the information given above, write a short paragraph about a typical wedding in our country Ecuador. Use Adjective Clauses in the composition.

A wedding is a ceremony that is considered as extremely important in our country which is very religious by tradition.

c. Circle the correct words (relative pronouns): 1. There´s Jim- he´s a boy which / who had a party last weekend.

2. Last night, there was a dog which / who was making a lot of noise.

3. Don´t go to that dentist! He´s the one which / who never smiles!

4. II prefer the teachers which / who don´t give us too much homework!

d. Complete the following sentences with an appropriate relative pronoun: 1. Michael Jackson was the artist 2. The bride is the person _

_ carries the flowers.

3. The veil is a piece of cloth 4.

_ often covers the bride´s face.

The reception is the party

follows the wedding.

5. The document 6. The girl 7. That painter is the one

_ won a lot of prizes.

the President signed is confidential. is over there seems lost. _

painted the famous work “On the line”

Replacement of Possessives: Whose Whose may also be used to form adjective clauses.

Whose means: CUYO in Spanish.

As we know the word whose denotes possession. It is to say, a thing or idea that belongs to someone or something (in some cases).

Como sabemos la palabra “cuyo” denota posesión. Es decir, una cosa o idea que pertenece a alguien o algo (en algunos casos).

Clauses with Whose: Replacement of Possessives Explanations Whose does not act as the subject of a clause.

Instead, whose replaces a possessive noun or adjective that modifies the subject of the clause.

Cuyo/a no actúa como el sujeto de una cláusula.

Mas bien, cuyo/a reemplaza a un sustantivo o adjetivo posesivo que modifica el sujeto de la cláusula.

Examples I have heard of a couple. Their wedding took place on the beach!

I I have heard of a couple whose wedding took place on the beach!

More examples: The person whose goals have been accomplished feels satisfied.

La persona cuyas metas se han realizado se siente satisfecha.

The plant whose branches are always flowered is called jasmine.

La planta cuyas ramas están siempre floridas es llamada jazmín.

ERROR ANALYSIS

a) Each of the following sentences has an error in the use of adjective clauses. Find and correct the error.

Example:

He´s the minister that he will perform the wedding.

He´s the minister who will perform the wedding.

1. Where is the minister which talked to me yesterday?

2. The minister is in the office who married us.

3. The ring who is on her hand is beautiful!

4. The man whose in the car is the groom.

5. Marriage is an institution it is popular in all cultures. _ 6. We attended a wedding very long.

7. The woman that her dress was blue was “the maid of honor”.

8. The man that he wore a dark suit was “the best man”

_

_

_

REPLACEMENT OF OBJECTS: THAT AND WHICH That and which may replace objects of verbs to form adjective clauses.

Clauses with That and Which: Replacement of Objects Structures Two Simple Sentences

Explanations

Which refers to things or ideas.

Complex sentences with That or Which That may refer to things, ideas or people.

Examples It was the teenage years.

We had the most trouble with them.

It was the teenage years that we had the most trouble with.

Which (El / la cual) se refiere a cosas o ideas.

Complex Sentences with No relative pronoun

There is now an airport in Rio de That (que) se refiere a cosas, Janeiro which is very crowded. ideas o personas.

Both that and which can also It was the teenage years we had be omitted in restrictive the most trouble with. clauses.

Restrictive Clauses: A restrictive clause is one that is necessary to identify the word it modifies. A restrictive clause is not offset with commas.

Examples: I went to Reading with the man who lives next door. (identifies the man) restrictive clause (no commas) With a restrictive clause, the relative pronoun (usually who or which) can be replaced with "that" or even omitted completely.

Examples: The window which you cracked is over 300 years old. (identifies the window) restrictive clause (no commas)

The window that you cracked is over 300 years old.

(There is never a comma before "that" when it is used in this way.)

The window you cracked is over 300 years old.

Combine the two sentences to make one, using an adjective clause.

For example: "I met Mary in the hall. She is a tour guide."

"I met Mary, who is a tour guide, in the hall."

1. The man was sick. He looked very pale.

2. He was sitting in the emergency room. It was very crowded.

3. A nurse was nearby. He called to her.

1. The nurse called a doctor. He came quickly.

5.

The doctor asked him to lie down. He looked very worried.

6. The nurse gave the man an injection. It made him go to sleep. _______________________

REPLACEMENT OF LOCATION AND TIME: WHERE AND WHEN Clauses with Where and When In addition to adjective clauses that begin with "normal" relative pronouns (who, who[m], that, which, whose), there are also adjective clauses that begin with where and when.

Adjective clauses beginning with where add information about a place, while adjective clauses beginning with when add information about a time.

Examples:

Replacement of Location : Where Examples The building is on Central Lena works in the building. ---> The building where is on Central Avenue.

Explanations Avenue. The sentence with where has an adjective clause: where Lena works. In the clause, where is used in the same way as a relative Lena works pronoun. The clause modifies the building.

The city is about 200 miles north of here.

Joe's family lives in the city. --->

The sentence with where has an adjective clause: where Joe's family lives. In the clause, where is used in the same way as a relative pronoun. The clauses modifies the city

The city where Joe's family lives is about 200 miles north of here.*

They live in a building. There are many apartments in the building. --->

In this sentence, the adjective clause is where there are many apartments.

The clause modifies a building.

They live in a building where there are many apartments.*

Replacement of Time : When Examples I'll always remember We met on the day. ---> I'll always when we met.*

remember

the

day.

the

day

Explanations In the sentence above, the adjective clause is when we met. The clause modifies the day

Autumn is the season. The of many trees change color the season. --->

leaves during

In the sentence above, the adjective clause is when the leaves of many trees change color. The clause modifies the season.

Autumn is the season when the leaves of many trees change color.* Thanksgiving is a holiday. Families like to gather together on the holiday. --->

This time the adjective clause is when families like to gather together. The clause modifies a holiday.

Thanksgiving is a holiday when families like to gather together.*

Special Notes: Do not use prepositions before either where or when in an adjective clause: Examples: 

The building in where Lena works is on Central Avenue. (Wrong) We have these two options instead: The building where Lena works is on Central Avenue.

The building in which Lena works is on Central Avenue.



I´ll always remember the day on when we met. (Wrong) We have these two options instead: I´ll always remember the day when we met.

I´ll always remember the day on which we met.

a) Imagine that you are 90 years old. Complete the following sentences with adjective clauses. Use where or when.

Example:

December is a time when all of our family gets together.

1. The doctor´s office is a place

2. I went to a school

_

3. Summer is the season 4. The barn was the place

_

5. 5:00 am is the time 6. Ninety is an age 7. I live in a community

_ _

_

DESCRIPTION OF THIS UNIT

This unit aims to study Clauses of Comparison, Contrast, Purpose and Result. So that, this unit will explain some words or transitions (connection) words as they are called in academic writings through which we can link clauses and phrases for they to have full coherence in a formal narration.

It will be studied some ways in which we can compare or contrast two different things, or to show purpose and result from something.

In this unit you will learn the following topics:  Clauses of Purpose  Clauses of Result

Statement of the problem: Sometimes it results a little complicated for students to express themselves through writing, since they are not very accustomed to write compositions and worse formal compositions. In consequence, they are not familiarized with words that connect once phrase to other, one idea to other and so on. Students generally are not accustomed to think of words that are formal and provide coherence in a text.

Expected results: The expected results for this unit are:  Students distinguish well concerning the usage of the different transition words.  Students know how to perform a good writing making use of transition words.  Students are able to apply and construct their own compositions using the different clauses of comparison, contrast, purpose or result.

Setting the Context

Previewing the Passage Discuss the following questions Who was Dr. Alois Alzheimer? Which disease did he identify?

What do you know about the disease?

Don you know anyone who suffers from AD? What are some of its obvious effects for that person?

ADVERB CLAUSES AND PHRASES OF PURPOSE Clauses with so that and in order that and phrases with in order to show the intention or purpose of something.   

Clauses with so that and in order that do not begin sentences.

Commas as normally used with either.

Commas are used with in order to when it begins a sentence.

Adverb Clauses of Purpose The Adverb Clause of Purpose may indicate the purpose which the verb may address.

Example: • We have to eat so that we may live.

Here the Adverb-Clause ‘so that we can live’ is the purpose for which we eat.

That means the verb ‘eat’ is addressing the purpose.

A. Combine the sentences by using so that or in order that. You will need to omit some words from the second sentence and add a modal auxiliary.

Example:

Dr. Alzheimer conducted an autopsy. He wanted to understand and unusual mental illness.

Dr. Alzheimer conducted an autopsy so that he could understand an unusual mental illness.

1.

Both university and drug company researchers are studying AD. They want to understand the disease.

2.

Tests are being developed. We want to diagnose AD easily.

3.

Drugs are being tested. These drugs may slow down the development of the disease.

4.

Researchers are working on a vaccine. They want to eliminate the disease.

5.

Mice were used in experiments. Researchers wanted to see how effective he vaccine was.

Setting the Context

Read the following passage

When you concoisuly decide to remember something, are you always succesful? What do you do in order to remember something new, such as an adress or phone number? Give an example of something you forgot recently.

ADVERBS CLAUSES OF RESULT Clauses with so or such‌that may be used with adjectives, adverbs or nouns to show the result or effect of a situation. In informal English, that is sometimes omitted.

Adverb Clauses of Result Adverb Clauses of Result are introduced by the subordinating conjunction ‘that’.

In few sentences, the conjunctions ‘so’ or ‘such’ may be added.

Examples: • He is such a good man that all respect him.

• A fire raged so strong that London was burnt down.

• The Romans built in such a way that the walls are still standing.

• He spoke in such a low voice that few could hear him.

• So terrible a disease broke out that only few people survived.

• Heavy rain fell that the rivers were soon in flood.

• I was so weak that I could not speak.

• It is so small that no one could see that.

In all these sentences, you could find the result of the first part of the sentence has been presented in the second part of the sentence.

A. Complete each sentence by using so, such, or such a(n) and add an ending.

Example:

I was

so

It was

such a

1. The weather was

2. They sang

3. It was

4. The article was

_ cold that I couldn´t sleep. cold day that I couldn´t get my car started.

beautiful

wonderfully

loud noise

interesting

DESCRIPTION OF THIS UNIT This unit aims to study the English idioms. Thus, the intention of this unit is that students learn how and where to apply this kind of common phrases. It will be studied the different phrases according to the situation.

In this unit you will learn the following topics:  English Idioms

Statement of the problem: Since the fact of expressing in an appropriate and polite way must part of our daily life, it is imperative for students to know how to replace a word (subject, object, place, etc) not to redound within the same phrase. On the other hand, it is necessary that students of a higher level have a good speaking, especially when the topic demands a formal level. For all these aspects mentioned before it is necessary the use the English idioms. The students will be able to communicate in a better way, which is a latent problem in the majority of the young population.

Expected results: The expected results for this unit are:  Students familiarize well with the English idioms.  Students identify the appropriate the different phrases in a specific situation.  Students are able to compose a piece of writing with a formal tone English idioms.

_

SETTING CONTEXT

READ THE DIALOGUE Mary: I'd really like to go see a film this evening. Would you like to come?

Tom: Sure, but let's not go see the Titanic. I hate blockbuster films.

Mary: I know what you mean. Why don't we go see Major League Blues? I've heard it will make you bust your sides laughing.

Tom: Sounds good to me. What's it about?

Mary: Well, it's about the a team that's hit the bottom of the barrel and has to hit the road for all of its 175 games. Tom: I don't get it .

Mary: Well, the team loses its playing field because of construction contracts and the owner has to throw in the kitchen sink when he tries to sell it to another owner.

Tom: Seems like a strange idea for a movie to me...

Mary: The new owner decides he's going to make a killing by turning the team into the worst baseball team in history. He's a real fox (clever person) and thinks that if the team stinks, the media will give it great coverage and he will be able to turn a nice profit by paying the bad players little and making all the money on off the wall advertising.

Tom: Yeah, that would make sense in this day and age. Anyway, when shall we meet tonight?

Mary: Oh, how about 7.30 before the flick Tom: Great, see you then.

Mary: Bye.

ENGLISH IDIOMS

Idiom: an expression whose meaning is not predictable from the usual meanings of its constituent elements, or from the general grammatical rules of a language.

En español los llamamos MODISMOS. Son expresiones o frases hechas de acuerdo a cada lengua y cultura. Son expresiones fijas cuyo significado no puede deducirse de las palabras que lo conforman. Se trata de una costumbre lingüística que permite resumir una idea en pocas palabras y es entendible para personas que hablan la misma lengua.

No se deben confundir con refranes, pues los refranes tienen la intención de educar o de dar lecciones y además suelen expresarse con rima.

Estos modismos, o en inglés “idioms” no se traducen palabra por palabra del inglés al español o del español al inglés. Sin embargo, si existen sus equivalentes en ambos idiomas.

Ejemplos de modismos en español son:      

Cortar por lo sano Los trapos sucios se lavan en casa Dormirse en los laureles Hacerse de la vista gorda Poner los puntos sobre las íes.

Ser un cero a la izquierda, etc., etc.

En esta ocasión analizaremos algunos modismos ingleses. Intente buscar su equivalente en nuestro idioma español. Lea la explicación que se encuentra bajo el gráfico. ¡Será divertido!

Research and explain in English the meaning of the following idioms. Read the context carefully.

1.

When the politician was caught stealing from the taxpayers, everyone thought he would receive a severe punishment, but all he got was a slap on the wrist.

What is the meaning of this idiom?

_

2.

We thought that our neighbor’s, the Jones family, were rich beyond our wildest dreams, but it turns out that we’re all in the same boat.

What is the meaning of this idiom?

3.

If Kim thinks that I’m going to let her copy my math homework, she’s barking up the wrong tree.

What is the meaning of this idiom?

4.

If Kim thinks that I’m going to let her copy my math homework, she’s barking up the wrong tree.

What is the meaning of this idiom?

5.

The Vikings thought that they would easily beat the other team, but when it was tied with a minute left in the fourth quarter, they knew that this game was really coming down to the wire.

What is the meaning of this idiom?

6.

I thought Janet would be a good worker, but it turns out that she can’t cut the mustard.

What is the meaning of this idiom? __

7.

Tom wanted to get down to brass tacks, but the lawyer kept chatting about the weather.

What is the meaning of this idiom? _

8.

The lawyer knew that beating around the bush would get Tom all worked up.

What is the meaning of this idiom?

9.

After playing for three straight quarters, the quarterback was running out of steam.

What is the meaning of this idiom?

10.

Don’t get so worked up, buddy. She’s only pulling your leg.

What is the meaning of this idiom?

11.

Jane decided that she would go out on a limb and ask Byron to the Spring Fling dance.

What is the meaning of this idiom?

_

12.

Jimbo was too tired to finish the assignment, so he decided to hit the hay.

What is the meaning of this idiom?

13.

Alan was excited when he found out that he would have his own front row parking spot at the university, but that was just the icing on the cake.

What is the meaning of this idiom?

14.

Ever since Amy’s uncle bought the farm, she’s been faced with the difficult decision of dividing the inheritance amongst the family.

What is the meaning of this idiom?

LIST OF COMMON IRREGULAR VERBS Infinitive (Base Form) be become begin bring buy choose come do drink drive eat fall feel find fly forget get give go have hear keep know leave lend Let Loose Make Meet Pay Put Read Run Say See Sell

Simple Past was / were Became Began Brought Bought Chose Came Did Drank Drove Ate Fell Felt Found Flew Forgot Got Gave Went Had Heard Kept Knew Left Lent Let Lost Made Met Paid Put

Past Participle

been become begun brought bought chosen come done drunk driven eaten fallen felt found flown forgotten got (gotten in USA) given gone had heard kept known left lent let lost made met paid put read (pronounced read (pronounced /red/) /red/) Ran run Said said Saw seen Sold sold

Spanish Meaning ser / estar hacerse / ponerse comenzar / empezar traer comprar escoger / elegir venir hacer beber conducir comer caer sentir encontrar / hallar volar olvidar conseguir dar ir tener oĂ­r guardar saber / conocer dejar / salir / abandonar prestar permitir / dejar perder hacer / fabricar conocer / reunirse pagar poner / colocar leer correr decir ver vender

Send Sing Sit Sleep Speak Stand Swim Take Teach Tell Think Understand Wear Write

Sent Sang Sat Slept Spoke Stood Swam Took Taught Told Thought Understood Wore Wrote

sent sung sat slept spoken stood swum taken taught told thought understood worn written

enviar cantar sentarse dormir hablar mantenerse (de pie) nadar tomar / coger enseñar decir / contar pensar entender vestir / ponerse escribir

PRONUNCIATION OF REGULAR PAST FORMS with /d /

with /t /

with /id/

studied

worked

invited

stayed

watched

visited

GENERAL REFERENCES: BOOKS: 1.

Hanreddy, J., & Whalley, E. (2007) Mosaic 2 – Listening /Speaking (Silver Edition).

McGraw-Hill Companies. Singapore.

2.

Kirn, E., & Hartmann, P. (2007). Interactions 1 – Reading (Silver Edition). McGraw-Hill Companies. Singapore

3.

Richards, J., Hull, J., & Proctor, S. (2002). New Interchange . Student´s Book. United Kingdom: Cambridge University Press

4.

Smith, C., Bermejo, M., & Chang, E. (1979). Collins – Diccionario Español – Inglés / English – Spanish. Barcelona- España: Ediciones Grijalbo

5.

Summers, D. (2005). Longman – Dictionary of Contemporary English. England: Pearson Education Limited

6.

Tanka, J., & Baker, L. (2007). Interactions 2 – Listening and Speaking (Silver Edition).

McGraw-Hill Companies. Singapore

7.

Werner, P., & Nelson, J. (2007). Interactions 2 – Grammar (Silver Edition). McGraw-Hill Companies. Singapore

WEB SITES: 1.

Retrieved from http://www.thefreedictionary.com

2.

Retrieved from http://www.wikipedia.org

3.

Retrieved from http://www.ego4u.com

4.

Retrieved from http://www.grammar-monster.com

5.

Retrieved from http://web2.uvcs.uvic.ca

6.

Retrieved from http://www.eslcafe.com

7.

Retrieved from http://www.chompchomp.com

8.

Retrieved from http://www.engvid.com

9.

Retrieved from http://www.englishbaby.com

10. Retrieved from http://www.antimoon.com 11. Retrieved from http://www.youtube.com 12. Retrieved from http://www.grammaring.com 13. Retrieved from http://www.ompersonal.com 14. Retrieved from http://www.allposters.com.ar 15. Retrieved from http://my.opera.com 16. Retrieved from http://www.curso-ingles.com/ 17. Retrieved from http://www.lyriczz.com/lyrics 18. Retrieved from http://spanish.about.com 19. Retrieved from http://www.usingenglish.com 20. Retrieved from http://www.englishpage.com 21. Retrieved from http://www.perfect-english-grammar.com 22. Retrieved from http://www.lyrics007.com 23. Retrieved from http://www.schmoozd.com 24. Retrieved from http://dictionary.reference.com 25. Retrieved from http://www.englishpage.com 26. Retrieved from http://esl.about.com

27. Retrieved from http://www.hablamejoringles.com 28. Retrieved from http://grammar.ccc.commnet.edu 29. Retrieved from http://www.reelclassics.com 30. Retrieved from http://homeworktips.about.com