english 6 by Gabriela Muñoz

INSTITUTO TECNOLÓGICO SUPERIOR ‘‘JUAN MONTALVO’’

English Level VI

Lcda. Katherine Morocho M. TEACHER

Loja- Ecuador 2016

Instituto Tecnológico Superior ‘’Juan Montalvo’’

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

UNIT 1 ENGLISH IDIOMS……...…………………………………………………… 4 English idioms …………….………………………………..………………….…….. 6

UNIT 2 VERBS ……………………………………………………………………… 16 Action verbs ………………………..…………………………………………………18 Non-action verbs………………………….…………………………………..……….25

UIT 3 POSSESIVE ……………………………………….……………………….…30 Apostrophe ……………………………………………………………………………32

UNIT 4 linking words…………….………………………………………………….39 Linking words………………………………………………………………………….41

Annex …………………………………………………………………………………..50 Bibliography ……………………………………………………………….………. 53

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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 Englishlanguage 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!

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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.

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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 Level VI

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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! English Level VI

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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? ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________________________

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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? ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________________________

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? ___________________________________________________________________________ ___________________________________________________________________________ _______________________________________________________________________

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10.

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

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.

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? ___________________________________________________________________________ ___________________________________________________________________________ ________________

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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 verbs within a clause. It will be studied the different types of verbs clauses such as action and non-action verbs. The word that plays the role of show the action of the subject In consequence, it is really important that students know how identify the types of verbs and use in the correct way.

In this unit you will learn the following topics:  Action verbs  Non-action verbs

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 action verbs in the sentences.  Students identify the appropriate non-action verbs in the sentences.  Students are able to compose a piece of writing with a formal tone using different types of verbs c.

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Setting the Context

Prereading Questions: People every day do different activities where they can move they body and achieve the goals. What do they do? What do you know about these events?

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ACTION VERBS Action verbs are verbs that specifically describe what the subject of the sentence is doing. These types of verbs carry a great deal of information in a sentence and can convey emotion and a sense of purpose that extends beyond the literal meanings of the words. A sentence like "The band appeared on the scene" sounds much more less impressive than the sentence "The band erupted onto the scene." The power of the action verb lies in the meaning and intention that they contain and how they bring direction and force to the sentence. Understanding the types of action verbs will make students better writers and communicators.

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Types of Action Verbs Regular Verbs The following list of tenses shows the different verb forms for regular verbs: Base - To discover            

Present - I discover something new every day. Present progressive - I am discovering myself. Present perfect - I have discovered a new way. Present perfect progressive - I have been discovering new music. Past - I discovered that already. Past progressive - I was discovering something this morning. Past perfect - I had discovered that I was lost. Past perfect progressive - I had been discovering an interesting place. Future - I will discover that when I get there. Future progressive - I am discovering that tomorrow. Future perfect - I will have discovered that by the time I get home. Future perfect progressive - I will have been discovering that for week by the time you arrive.

Rules for Past Tense of Regular Verbs The general rule for past tense is that you add –ed to the base of the verb. However, the past tense verb form becomes more complicated depending on what letter the base of the verb ends with. The following rules apply to most cases of regular verbs. When the base form of the verb ends with:     

-e: This is the simplest situation: just add a –d. For example, devise becomes devised. -y: When the base form ends in –y, simply change the –y to –ied. For example, fortify becomes fortified. -c: If the base of the verb ends in –c add –ked. For example, panic becomes panicked. -p, -g, or -m: When a verb ends in -p, -g, or -m, the consonant is typically doubled. For example, ram becomes rammed, flip becomes flipped, and rig becomes rigged. For verbs that end in a consonant and the final syllable is stressed, the ending consonant is typically doubled. For example, plan becomes planned. Irregular Verbs Irregular verbs don't conform to the above spelling rules and therefore must be learned individually. The following is an example of the different verb forms for an irregular verb: Base - To drink

    

Present - I drink when I am thirsty. Present progressive - I am drinking orange juice. Present perfect - She has drunk the new cocktail. Present perfect progressive - I have been drinking plenty of water. Past - I drank my share of water. English Level VI

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      

Past progressive - I was drinking coffee when you called. Past perfect - I had drunk all the tea in the pitcher. Past perfect progressive - The team had been drinking Gatorade before we got here. Future - I will drink hot cider tonight. Future progressive - I am going to drink homemade wine. Future perfect - He will have drunk everything in sight by morning. Future perfect progressive - I will be drinking sweet tea when we get to Carolina

Student Tip! Revising writing to include verbs that are lively and express action is a fantastic way for students to improve their prose. Consider what the actions are in a sentence and choose the most expressive, powerful verbs to convey those actions.

LIST OF ACTION VERBS

March

Walk

Run

Crawl

Drag

Skip

Dive

Pick up

Push

Hit

Lean

Hold

Jump

Stretch

Sit

Carry Slap / hit

Leap

Lift

Squat

Tiptoe

Hop

Put down

Bend

Punch

Pull

Throw

Catch

Kick

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Action verbs exercise using pictures

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Questions and Answers 1. What is the action verb in this sentence? The mermaid swam away. B.Swam C.Away D.The 2. What is the action Verb in this sentence? Jerry hit a home run. A.Jerry B.Hit C.Run D.Home 3. What is the action verb in this sentence? She pushed the yellow button. A.Button B.Yellow C.Pushed D.She 4. What is the action verb in this sentence? The wind blew the leaves. A.Blew B.Leaves C.Wind D.The 5. What is the action verb in this sentence? Our school won. A.Our B.School C.Won

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Setting the Context

LOOK AT THE PICTURE AND ANSWER:

  

What do you thinks she is doing? What does she think? Is she moving?

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NON-ACTION VERBS Some verbs cannot be used in the progressive tenses. They are called non-action verbs. Non-action verbs indicate state, sense, desire, possession, or opinion. The most common nonaction verbs are: be* look* like have* think*

seem sound* want own believe

appear* smell* prefer possess consider*

taste* love*

feel*

(existence) (senses) (desire) (possession) (opinion)

Note the usage in the following sentences: Mr. Tactful is seeming like a nice guy. Mr. Tactful seems like a nice guy. This salad is tasting delicious. This salad tastes delicious. I am liking banana cream pie. I like banana cream pie.

(Wrong) (Correct) (Wrong) (Correct) (Wrong) (Correct)

Some verbs have both action and non-action meanings. They are indicated by an asterisk* in the table above. The situation determines whether the action or non-action form of the verb is used. Those flowers look beautiful.

(Non-action)

Flora is looking out the window.

(Action)

I think that's a great idea.

(Non-action)

I am thinking about my upcoming speech.

(Action)

We have a brand new car.

(Non-action)

We are having a party this weekend.

(Action)

Craig is a real estate agent.

(Non-action)

Billy is being naughty today.

(Action)

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COMPLETE THE EXERCISES. 1.- I ......... I want to go to Europe in the summer. (a) have (b) think (c) thinks (d) seem

2.- I ......... a new car. My old car is ugly. (a) think (b) seem (c) want (d) appear

3.- I ......... you are a really nice person. (a) think (b) want (c) have (d) seem

4.- I ......... red wine, but my friend likes white wine.

(a) feels (b) prefer (c) wants (d) seem

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3.- MATCH THE CORRECT ANSWER. 1.

I have a pencil.

A. Action verb B. Non-action verb 2.

What is the dog _____ (smell)?

A. Smelling B. Is smelling C. Smell D. Smells 3.

I can't find my pencil. I've looked for it every where and I still can't find it.

A. Action verb B. Non-action verb 4.

Which sentence is correct?

A. He is seem to be improving. B. He is seeming to be improving. C. He seems to be improving. D. He seem to be improving. 5.

Yuck! The soup tastes terrible.

A. Action verb B. Non-action verb 6.

Which question is correct?

A. Are you have a good time? B. Have you a good time? C. Are you having a good time? D. Do you having a good time?

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DESCRIPTION OF THIS UNIT

This unit aims to study possession, this unit will explain about the possessive with apostrophe writings through which we can link clauses and phrases for they to have full coherence in a formal narration. It will be studied some rules how to use the possessive with apostrophe. In this unit you will learn the following topics:  Possessive  Apostrophe possessive

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 possessive.  Students know how to perform a good writing making use apostrophe.  Students are able to apply and construct their own compositions using the different rule of possessive.

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Setting the Context

Previewing the Passage 1. 2. 3. 4.

What do you think about the picture? What do you think they are? Are they engagement? Describe your relationship.

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ARE YOU JEALOUS OF YOUR PARTNER'S PAST? l romances begin with a desire from both parties to start afresh. ‘It’s a great part of the passionate stage at the start of a relationship, during which the lovers, who feel like they’re the only ones in the world to love so intently, want to start again with a clean slate,’ explains psychiatrist and relationship counsellor Jacques-Antoine Malarewicz. But as time passes and the outside world starts to intrude, this feeling starts to wane. What happens if you come out of that phase and find that jealousy has survived intact? That you remain excessively interested in your partner’s past, and read things into insignificant anecdotes. What lies behind this anxiety? There’s a degree of irrationality about this, says Susannah Abse, director of the Tavistock Centre for Couple Relationships. ‘When I see it, it alerts me to look for other difficulties there might be in the relationship.’ Here is what your jealous feelings may be trying to tell you.

POSSESSIVE ´´APOSTROPHE´´ It’s time to talk about being possessive. Sometimes possessiveness is good, sometimes it’s bad. However you look at it, if you’re speaking English, then you will need an apostrophe to show who owns what. The apostrophe (‘) is one of the most used and misused English punctuation marks. No one is ever quite sure where to put it. You can use it when things are left out (contractions), but it’s the possessiveness that causes the most trouble. The apostrophe is all about making a statement of ownership. You belong to me. This belongs to that. In grammar speak, the apostrophe shows the possessive of nouns.

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There are four ways to use the apostrophe to show ownership or belonging.

1. Add apostrophe s to the end of a singular noun that does not end in s: the manager’s room

2. Add apostrophe s to the end of a singular noun, even if it ends in s (this practice may vary in some places): Doris’s scarf

3. Add apostrophe s to the end of a plural noun that doesn’t end in s the children’s bag

4. If the plural noun ends in s, just add the apostrophe my friends’ car

Notice that possessive pronouns like yours, his, hers, ours, its and theirs are not followed by the apostrophe.

Finally, if you want to play around with it, Wikipedia has a list of four phrases illustrating how the apostrophe can literally change the meaning of sentences.

1. 2. 3. 4.

my sister’s friend’s investments (I have one sister and she has one friend.) my sisters’ friends’ investments (I have many sisters and they have many friends.) my sisters’ friend’s investments (I have many sisters and they have one friend.) my sister’s friends’ investments (I have one sister and she has many friends.)

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A TIP FOR THE POSSESSIVE APOSTROPHE

Apostrophes need not be learning catastrophes

What is the difference between

The boy's books are on the table, and The boys' books are on the table ? The position of the apostrophe in a noun (to indicate possession of something) often causes problems for ESL/EFL learners. Yet the rules are simple. In fact, learners only need to decide whether the possessive noun (the possessor, which, by the way, can also be a name) is singular or plural and whether or not it ends in -s in its written form.

The following rules apply:

If the possessive noun is singular, always add an apostrophe + s. If the possessive noun does not end in -s (in its written form), always add an apostrophe + s. If the possessive noun is plural and ends in -s (and this is a characteristic feature of the large majority of plural nouns), just add an apostrophe. This is why you say James's books, the children's books, and even the boss's books. This is also why you don't know whether something belongs to one or several boys until you see the sentence in writing.

To simplify things further, all you really have to remember is Rule 3. If Rule 3 does not apply, always add an apostrophe + s.

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Apostrophes Quiz 1

A) For each of the following, choose the correct sentence. 1. A) B) C)

Her husbands wallet was full of curious items. Her husband’s wallet was full of curious items. Her husbands’ wallet was full of curious items.

A) B) C)

I went to the editor-in-chief house for dinner last night. I went to the editor-in-chief’s house for dinner last night. I went to the editor-in-chiefs’ house for dinner last night.

A) B) C) D)

You may not enter Mr. Harris’s office without his permission. You may not enter Mr. Harris office without his permission. You may not enter Mr. Harrises office without his permission. You may not enter Mr. Harrises’ office without his permission.

A) B) C)

What are your childrens names? What are your children’s names? What are your childrens’ names?

A) B) C)

The women’s dresses are on the second floor. The womans’ dresses are on the second floor. The womens’ dresses are on the second floor.

A) B)

It’s a shame that had to happen. Its a shame that had to happen.

A) B) C)

It’s a dog wagging it’s tail. It’s a dog wagging its tail. Its a dog wagging its tail.

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USE OF APOSTROPHE An apostrophe is like a raised comma. We place it above the line of writing. The boy's book is on the shelf.

We use an apostrophe for two purposes: 1. to show belonging or possession. eg. the book belongs to the boy - The boy's book 2. to fill in for missing letters.(contractions) eg. I am - I'm Activity One: Fill in the blanks using words with an apostrophe. The example shows you how: The leaves belong to the tree. The tree's leaves were falling off. 1. The ball belonged to the children. The ____________ball was lost in the garden. 2. The pen belongs to the teacher. The ____________pen is lying on the floor. 3. The flower belonged to Emily. ________ flower was beautiful. 4. Tim had a house. ________ house was spacious. 5. Father had a hobby. __________ hobby was painting. Activity Two: Choose the right spelling for the contractions. Remember the apostrophe takes the place of the missing letter or letters. 1. I (did not) _____________have a pencil yesterday. 2. (You are)_______________ my best friend. English Level VI

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3. (He would) ___________ often come to my garden. 4. (She is)______________ the most intelligent girl in her class. 5. We (can not) ____________ miss our English lesson. 6.(I had) __________________ not bought a house yet. 7. (We have) _______________ to meet her tomorrow. 8. (I will) _______________give her a gift on her birthday. 9. You (will not) __________________tell her our secret. 10. I (would not)_______________make such a mistake.

B) WRITE THE CORRECT POSSESSION C)

1. Sarah is _______________aunt. (Emily) 2. These are our _______________cats. (friends) 3. Let's meet at _______________ for lunch. (Giovanni) 4. Where is the _______________ shower? (ladies) 5. This is our _______________car. (boss) 6. My _______________ dad is my uncle. (cousin) 7. Did you read_______________ newspaper? (yesterday) 8. _______________ and _______________bags are black. (Jack – Joe) 9. Our grandparents live in an old _______________home. (people) 10. That sandwich would not be to _______________ taste. (everyone)

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DESCRIPTION OF THIS UNIT This unit aims to study the linking words. Thus, the intention of this unit is that students learn how join sentences in order to create a paragraph and where to apply this kind of common words. It will be studied the different words according to the situation. In this unit you will learn the following topics:  Linking words

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 use the words (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 linking words. 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 words for a specific situation.  Students are able to compose a piece of writing with a formal and informal tone English idioms.

English Level VI

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SETTING CONTEXT

THE DOLPHINS

Dolphins are marine mammals that are related to whales and porpoises. A marine mammal is one that lives in the water. Dolphins are found all over the world’s oceans as well as in rivers and marshes. Dolphins are carnivores (meat-eaters) and feed on fish, squid and other marine life They often swim together in groups called “pods.” They are thought to have powerful eyesight and hearing, but do not have a sense of smell. Dolphins come in different sizes. Some are smaller than the average person, but others, such as the Orca, can be 30 feet long, or more than five times as long as the average person. Dolphins are thought to be very intelligent and communicate with each other using clicks and whistles. All dolphins are powerful swimmers. Have you ever seen a dolphin? Groups of dolphins can often be seen bobbing in and out of waves close to the shoreline

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LINKING WORDS

Linking & Connecting Words It is essential to understand how Linking Words, as a part of speech, can be used to combine ideas in writing - and thus ensure that ideas within sentences and paragraphs are elegantly connected for the benefit of the reader. This will help to improve your writing (e.g. essay, comment, summary (scientific) review, (research) paper, letter, abstract, report, thesis, etc.). It is also fundamental to be aware of the sometimes subtle meaning of these "small" words within the English language.

Linking words and phrases Although some of these words have already been mentioned as sentence connectors, they can also be used to develop coherence within a paragraph, that is linking one idea / argument to another. Print off this page to keep as a reference of useful linking words and phrases.

Sequence 

      

First / firstly, second / secondly, third / thirdly etc Next, last, finally In addition, moreover Further / furthermore Another Also In conclusion To summarise

English Level VI

Result   

    

So As a result As a consequence (of) Therefore Thus Consequently Hence Due to

Emphasis          

Undoubtedly Indeed Obviously Generally Admittedly In fact Particularly / in particular Especially Clearly Importantly

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Addition

 

   

And In addition / additionally / an additional Furthermore Also Too As well as

Reason

    

            

However Nevertheless Nonetheless Still Although / even though Though But Yet Despite / in spite of In contrast (to) / in comparison While Whereas On the other hand On the contrary

English Level VI

     

Contrast 

For Because Since As Because of

Example

For example For instance That is (ie) Such as Including Namely

Comparison           

Similarly Likewise Also Like Just as Just like Similar to Same as Compare compare(d) to / with Not only...but also

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Examples of linking words within one sentence: Linking Words

Example of use

As long as provided (that) providing

You can take my car as long as/provided (that)/providing you don't damage it. (I will lend you my car on condition that you don't damage it.)

Although/even though

Although/even though he is rich, he lives in a small house. (In spite of the fact that he is rich, he lives in a small house.)

Even if

He is poor and has no house, but even if he had money, he wouldn't buy a house. (Supposing he had the money, he still wouldn't buy a house.)

In case

Take an umbrella in case it rains. (It might rain, so it's a good idea to take an umbrella.)

In spite of / despite

In spite of/despite the rain, she walked to the station. in spite of/despite being blind, he walked to the station. (without being affected by the rain or by being blind.)

So that

She arrived early so that she could help her colleagues. (She arrived early for the purpose of helping her colleagues.)

Whatever

You can count on me whatever you decide to do. (No matter what your decision is, you can count on me.)

Whereas

Tom is rich, whereas Jack is poor. (Tom is rich; in contrast Jack is poor.)

Whenever

I will lend you my car whenever you need it. (No matter when you need my car, I will lend it to you.)

Wherever

My thoughts will be with you wherever you go. (No matter where you go, my thoughts will be with you.)

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Examples of linking words that connect two separate sentences or two clauses: ♦Note : If linking words start a sentence, they are followed by a comma. When they are used to connect two clauses, a semi-colon is used at the end of the first clause, and a comma is often used after the linking word(s).

Linking Words

Example of use

As a result Consequently Therefore

Prices were reduced by 20%. As a result, sales increased. The company is expanding. Consequently, there are jobs on offer. A hurricane has been announced. Therefore, air traffic will be disrupted.

Besides Furthermore In addition Moreover

The trip is too expensive. Besides, I don't really like hot weather. Computers are cheaper nowadays; furthermore, they are lighter. You haven't paid the rent yet. In addition, you owe me money. The report is badly presented. Moreover, it contains inaccuracies.

For instance For example

There are several problems to consider; for instance/for example, there is a lack of public transport.

Conversely On the contrary On the other hand

Northern European countries had a great summer. On the contrary/conversely, southern Europe had poor weather. Laptops are convenient; on the other hand, they can be expensive

However Nevertheless Nonetheless

The hotel was open. However, nobody came to the reception desk. He had severe injuries; nevertheless, he completely recovered. The weather was bitterly cold. He went hiking nonetheless.

In the same way Likewise Similarly By the same token

Alex enjoys telling jokes; in the same way/similarly/likewise, his son adores funny stories. Teenagers should be more respectful; by the same token, parents should be more understanding.

To summarise/sum up Briefly To conclude In conclusion

I've covered the main events of the year. To sum up/briefly, our team is now one of the best in the world. To conclude, I want to wish you all a very happy holiday season.

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A) Choose the best words for the gaps in the sentences below. 1.

Promise me that you will phone me _____you get to the airport. a) b) c) d) e) f) g) h) i) j)

"I'll take some money with me just _______I see something I want to buy." a) b) c) d) e) f) g) h) i) j)

While Unless Until So that In spite of In case Before Because As soon as Although

I set the alarm for 6.30 in the morning _____I wouldn't miss the train. a) b) c) d) e) f) g) h) i) j)

While Unless Until So that In spite of In case Before Because As soon as Although

Jen promised to look after Harriet's cat _____she was on holiday. a) b) c) d) e) f) g) h) i) j)

While Unless Until So that In spite of In case Before Because As soon as Although

We waited at the platform ____ the train had disappeared into the distance. a)

While

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b) c) d) e) f) g) h) i) j) 6.

You mustn't forget to lock the door ______leaving the house in the morning. a) b) c) d) e) f) g) h) i) j)

While Unless Until So that In spite of In case Before Because As soon as Although

_________you stop eating so much chocolate you won't be able to fit into your bikini! a) b) c) d) e) f) g) h) i) j)

While Unless Until So that In spite of In case Before Because As soon as Although

He was so tired ______ he had stayed up late to watch the football match. a) b) c) d) e) f) g) h) i) j)

Unless Until So that In spite of In case Before Because As soon as Although

While Unless Until So that In spite of In case Before Because As soon as Although

He didn't come home until past midnight ____ he had promised that he would be in by 9pm. a) b) c) d) e) f) g) h) i) j)

While Unless Until So that In spite of In case Before Because As soon as Although

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10.

He decided to buy a new car____ having lost his job the previous month. a) b) c) d) e) f) g) h) i) j)

While Unless Until So that In spite of In case Before Because As soon as Although

B) Complete the sentence with: and, but, so, or. a. David was cold, ________ he closed the window. b. Martin wanted to see the film, __________he fell asleep half way through. c. To get to town, you can take the bus __________you can walk. d. Joanne loves playing basketball ___________ she plays really well. C) Choose the correct answer: a ________ it was raining, I took an umbrella o although o as o but o so b __________ I like dancing, I don`t want to go to the disco tonight. o although o as o but o so c I like him ________ I won`t go out with him. o although o as o but o so d. She needed some help with maths _______ she took some private lessons. o although o as o but o so

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D) Make one sentence from the two below, using the word(s) in brackets. Example : It was raining. We played golf. (even though) => Even though it was raining, we played golf.

She wasn't very rich. She gave money to the beggar. (although) ________________________________________________________________________

He left early. He wanted to arrive on time. (so that) ______________________________________________________________________

You can go out tonight. You must tell us where you are going. (provided)

_______________________________________________________________________

I don't earn a big salary. But if I did, I wouldn't buy a car. (even if)

________________________________________________________________________

Take a sandwich. There might be no restaurant. (in case)

_______________________________________________________________________

There was a lot of noise. He managed to sleep. (despite)

_______________________________________________________________________

Sue likes Opera. Joe prefers jazz. (They have different tastes.) (whereas)

________________________________________________________________________

The weather was bad. They enjoyed the trip. (even though)

________________________________________________________________________

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English Level VI

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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 English Level VI

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 read (pronounced /red/)

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 /red/)

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 oír guardar saber / conocer dejar / salir / abandonar prestar permitir / dejar perder hacer / fabricar conocer / reunirse pagar poner / colocar leer

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run say see sell send sing sit sleep speak stand swim take teach tell think understand wear write

ran said saw sold sent sang sat slept spoke stood swam took taught told thought understood wore wrote

run said seen sold sent sung sat slept spoken stood swum taken taught told thought understood worn written

correr decir ver vender 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

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GENERAL REFERENCES: BOOKS: Hanreddy, J., & Whalley, E. (2007) Mosaic 2 – Listening /Speaking (Silver Edition). McGraw-Hill Companies. Singapore. Kirn, E., & Hartmann, P. (2007). Interactions 1 – Reading (Silver Edition). McGraw-Hill Companies. Singapore Richards, J., Hull, J., & Proctor, S. (2002). New Interchange . Student´s Book. United Kingdom: Cambridge University Press Smith, C., Bermejo, M., & Chang, E. (1979). Collins – Diccionario Español – Inglés / English – Spanish. Barcelona- España: Ediciones Grijalbo Summers, D. (2005). Longman – Dictionary of Contemporary English. England: Pearson Education Limited Tanka, J., & Baker, L. (2007). Interactions 2 – Listening and Speaking (Silver Edition). McGraw-Hill Companies. Singapore Werner, P., & Nelson, J. (2007). Interactions 2 – Grammar (Silver Edition). McGraw-Hill Companies. Singapore WEB SITES: Retrieved from http://www.thefreedictionary.com Retrieved from http://www.wikipedia.org Retrieved from http://www.ego4u.com Retrieved from http://www.grammar-monster.com Retrieved from http://web2.uvcs.uvic.ca Retrieved from http://www.eslcafe.com Retrieved from http://www.chompchomp.com Retrieved from http://www.engvid.com Retrieved from http://www.englishbaby.com

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Retrieved from http://www.antimoon.com

Retrieved from http://www.youtube.com Retrieved from http://www.grammaring.com Retrieved from http://www.ompersonal.com Retrieved from http://www.allposters.com.ar Retrieved from http://my.opera.com Retrieved from http://www.curso-ingles.com/ Retrieved from http://www.lyriczz.com/lyrics Retrieved from http://spanish.about.com Retrieved from http://www.usingenglish.com Retrieved from http://www.englishpage.com Retrieved from http://www.perfect-english-grammar.com Retrieved from http://www.lyrics007.com Retrieved from http://www.schmoozd.com Retrieved from http://dictionary.reference.com Retrieved from http://www.englishpage.com Retrieved from http://esl.about.com Retrieved from http://www.hablamejoringles.com Retrieved from http://grammar.ccc.commnet.edu Retrieved from http://www.reelclassics.com Retrieved from http://homeworktips.about.com

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