NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING
KEVIN ANGULO
ENGLISH SUMMAR
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING UNIT 4 CELEBRATIONS
LESSON A BIRTHDAYS MONTHS Month
Short Form
Days
1
January
Jan.
31
2
February
Feb.
28/29
3
March
Mar.
31
4
April
Apr.
30
5
May
May
31
6
June
Jun.
30
7
July
Jul.
31
8
August
Aug.
31
9
September
Sep.
30
10
October
Oct.
31
11
November
Nov.
30
12
December
Dec.
31
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING Numbers Ordinal Numbers from 1 through 1,000,000 1 st first 11 th eleventh 21 st twenty-first 31 2 nd second 12 th twelfth 22 nd twenty-second 40 3 rd third 13 th thirteenth 23 rd twenty-third 50 4 th fourth 14 th fourteenth 24 th twenty-fourth 60 5 th fifth 15 th fifteenth 25 th twenty-fifth 70 6 th sixth 16 th sixteenth 26 th twenty-sixth 80 7 th seventh 17 th seventeenth 27 th twenty-seventh 90 8 th eighth 18 th eighteenth 28 th twenty-eighth 100 9 th ninth 19 th nineteenth 29 th twenty-ninth 1,000 10 th tenth 20 th twentieth 30 th thirtieth 1,000,000
st th th th th th th th th th
thirty-first fortieth fiftieth sixtieth seventieth eightieth ninetieth one hundredth one thousandth one millionth
Form Spelling of Ordinal Numbers Just add th to the cardinal number:
four - fourth eleven - eleventh
Exceptions:
one - first two - second three - third five - fifth eight - eighth nine - ninth twelve - twelfth
In compound ordinal numbers, note that only the last figure is written as an ordinal number:
421st = four hundred and twenty-first 5,111th = five thousand, one hundred and eleventh
Figures When expressed as figures, the last two letters of the written word are added to the ordinal number:
first = 1st second = 2nd third = 3rd fourth = 4th twenty-sixth = 26th
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING
hundred and first = 101st
LESSON B SPECIAL DAYS
Going to Going to is not a tense. It is a special expression to talk about the future. Structure of Going to
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING The structure is: subject + be + going + infinitive The verb be is conjugated (past, present or future). subject
be
+
I
am
+
I'm
-
He
is
-
It
?
Are
(not)
going
infinitive
going
to buy
a new car.
going
to go
swimming.
going
to take
the exam.
isn't
going
to rain.
you
going
to paint
not
the house?
Use of Going to Going to - intention We use going to when we have the intention to do something before we speak. We have already made a decision before speaking. Look at these examples:
Jo has won the lottery. He says he's going to buy a Porsche. We're not going to paint our bedroom tomorrow. When are you going to go on holiday?
In these examples, we had an intention or plan before speaking. The decision was made before speaking. Going to - prediction We often use going to to make a prediction about the future. Our prediction is based on present evidence. We are saying what we think will happen. Here are some examples:
The sky is very black. It's going to snow. It's 8.30! You're going to miss the train! I crashed the company car. My boss isn't going to be very happy!
In these examples, the present situation (black sky, the time, damaged car) gives us a good idea of what is going to happen.
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING LESSON C FESTIVAL AND THINGS
Using Vague Expressions Construction Formula
Form
There are about 600 people working in Use 'about' + a numbered expression. this company. There are approximately 600 people Use 'approximately' + a numbered expression. working in this company. There are a large number of students Use 'a large number of' + a noun. interested in taking his course. Management predicts up growth for the coming year.
to
50%
Use 'up to' + a noun.
It's kind of a bottle opener which can Use 'kind of' + a noun. also be used to peel vegetables. It's the type of place you can go to Use 'type of' + a noun. Use 'or so' at the end of a relax for a week or so. sentence to express the meaning 'approximately'. They're the sort of people that like Use 'sort of' + a noun. going bowling on Saturday evenings. It's difficult to say, but I'd guess that Use the phrase + 'It's difficult to say, but I'd guess' it's used for cleaning house. an independent clause.
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING LESSON D TRADITIONS TIME TO CELEBRATE A BIRTHDAY It is good to be thankful for what you have in life and what you have accomplished. But open your eyes to the larger picture. If we are to appreciate the fruits of life, we must first appreciate the tree that bears the fruit: birth itself. Birth is your beginning. It is a window to the chance of a lifetime, the chance to fulfill your unique mission. So a birthday is a momentous occasion, to be commemorated just as a nation commemorates its birth or as an organization celebrates its founding. Still, it is much more than an occasion to receive gifts. It is a chance to remember the day that a major event occurred, to celebrate and give thanks and to reflect upon how well we are fulfilling our calling. Because time itself is like a spiral, something special happens on your birthday each year: The same energy that G-d invested in you at birth is present once again. It is our duty to be receptive to that force. How do we do so? By committing to a life guided by G-d's will, and by using the abilities and resources we were born with to perfect ourselves and society, and to make the world a good and sacred home for G-d. A birthday is a time to celebrate birth itself, the joy of life. It is also an occasion to rethink your life: How great is the disparity between what I have accomplished and what I can accomplish? Am I spending my time properly or am I involved in things that distract me from my higher calling? How can I strengthen the thread that connects my outer life and my inner life? A birthday can also teach us the concept of rebirth. To recall our birth is to recall a new beginning. No matter how things went yesterday, or last year, we always have the capacity to try again. Your birthday is a refresher, a chance for regeneration--not just materially, but spiritually. On your birthday, gather with family and friends and study something meaningful together. There is no better way to celebrate a birthday than to commit a special act of goodness. It is easy enough to say you are thankful; it is far better to show it by doing a kind deed, something that you did not do yesterday. Not because someone is forcing you. Not because someone suggests it. But simply because your inner goodness, your soul, wants to express its thanks for being born and alive. Such an act of kindness gives G-d great pleasure, because He sees that the child in whom He invested, the particular child he wanted to be born on a particular day, is living up to its potential. And nothing, of course, gives a parent greater joy. This is the true experience of birth, the true beginning of a life of meaning
KEVIN ANGULO
FOURTH SEMESTER “B�
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING UNIT 5 GROWING UP
LESSON A CHILDHOOD Childhood is the age span ranging from birth to adolescence.[1] According to Piaget's theory of cognitive development, childhood consists of two stages: preoperational stage and concrete operational stage. In developmental psychology, childhood is divided up into the developmental stages of toddlerhood (learning to walk), early childhood (play age), middle childhood (school age), and adolescence (puberty through post-puberty). Various childhood factors could affect a person's attitude formation. [1]
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING
LESSON B FAVORITE CLASSES
A determiner is a word, phrase or affix that occurs together with a noun or noun phrase and serves to express the reference of that noun or noun phrase in the context. That is, a determiner may indicate whether the noun is referring to a definite or indefinite element of a class, to a closer or more distant element, to an element belonging to a specified an atica thing, to a particular number or quantity, etc. Common kinds of determiners include definite and indefinite articles (like the English the and a[n]), demonstratives (like this and that), possessive determiners (like my and their), and quantifiers (like many, few and several).
Most determiners have been traditionally classed along with adjectives, and this still occurs: for example, demonstrative and possessive determiners are sometimes described as demonstrative adjectives and possessive adjectives respectively. However, modern theorists of grammar prefer to distinguish determiners as a separate word class from adjectives, which are simple modifiers of nouns, expressing attributes of the thing referred to. This distinction applies particularly in languages like English which use definite and indefinite articles, frequently as a necessary component of noun phrases – the determiners may then be taken to be a class of words which includes the articles as well as other words that function in the place of articles. (The composition of this class may an atica the particular language’s rules of syntax; for example, in English the possessives my, your etc. Are used without articles and so can be regarded as determiners, whereas their Italian equivalents mio etc. Are used together with articles and so may be better classed as adjectives.) an ati languages can be said to have a lexically distinct class of determiners. In some languages, the role of certain determiners can be played by affixes (prefixes or suffixes) attached to a noun, or by other types of inflection. For example, definite articles are represented by suffixes in Romanian, Bulgarian and Macedonian (the Swedish bok “book”, when definite, becomes boken “the book”, while the Romanian caiet “notebook” similarly becomes caietul “the notebook”). Some languages such as Finnish have possessive affixes, which play the role of possessive determiners like my and his.
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING X-bar theory contends that every noun has a corresponding determiner (or specifier). In a case where a noun does not have an explicit determiner (as in physics uses mathematics), X-bar theory hypothesizes the presence of a zero article, or zero determiner. Noun phrases that contain only a noun and do not have a determiner present are known as bare noun phrases “bare NPs”.[1] Examples of bare NPs are: chair, students, bridge, etc. Some modern an atical approaches regard determiners (rather an nouns) as the head of their phrase, and thus refer to such phrases as determiner phrases rather an noun phrases. For more detail on theoretical approaches to the status of determiners, see Noun phrase: Noun phrases with and without determiners. Universal Grammar is the theory that all humans are born equipped with grammar, and all languages share certain properties. There are arguments that determiners are not a part of Universal Grammar, and is instead an emergent syntactic category. This has been shown through the studies of some languages’ histories, including Dutch. LESSON C WELL ACTUALLY CONVERSATION STRATEGY
USE OF I MEAN A friend was noting that his daughter would occasionally start sentences with the phrase "I mean, " simply for emphasis, not for clarification: Friend: How was the Miley Cyrus concert? Friend's daughter: I mean, it was the best concert ever! I have typically seen "I mean" used to join two statements - for example, as a correction: This juice is orange. Well, I mean, more of a yellowish-orange. or for clarifying emphasis: This juice is orange. I mean, it's the most neon orange you've ever seen!
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING However, his daughter's usage seems to combine the two parts of the "emphasis" example, creating a single independent statement that begins with "I mean": I mean, this juice is the most neon orange you've ever seen! Considering that teen girls are leading language change, has "I mean" just been co-opted as an interjection? LESSON D TEENAGERS The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see early and precocious puberty).[4][7][8] Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence. [7][8][9][10] A thorough understanding of adolescence in society depends on information from various perspectives, most importantly from the areas of psychology, biology, history, sociology, education, and anthropology. Within all of these perspectives, adolescence is viewed as a transitional period between childhood and adulthood, whose cultural purpose is the preparation of children for adult roles.[11] It is a period of multiple transitions involving education, training, employment and unemployment, as well as transitions from one living circumstance to another.[12] The end of adolescence and the beginning of adulthood varies by country and by function, and furthermore even within a single nation state or culture there can be different ages at which an individual is considered (chronologically and legally) mature enough for society to entrust them with certain privileges and responsibilities. Such milestones include driving a vehicle, having legal sexual relations, serving in the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, finishing certain levels of education, and marriage. Adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians and less supervision as compared to preadolescence. In popular culture, adolescent characteristics are attributed to physical changes and what is called raging hormones. There is little evidence that this is the case, however. In studying adolescent development,[16] adolescence can be defined biologically, as the physical transition marked by the onset of puberty and the termination of physical growth; cognitively, as changes in the ability to think abstractly and multi-dimensionally; or socially, as a period of preparation for adult roles. Major pubertal and biological changes include changes to the sex organs, height, weight, and muscle mass, as well as major changes in brain structure and organization. Cognitive advances encompass both increases in knowledge and in the ability to think abstractly and to reason more effectively. The study of adolescent development often involves interdisciplinary collaborations. For example, researchers in neuroscience or bio-behavioral health might focus on pubertal changes in brain structure and its effects on cognition or social relations. Sociologists interested in adolescence might focus on the acquisition of social roles (e.g., worker or romantic partner) and how this varies across cultures or social
KEVIN ANGULO
FOURTH SEMESTER “B�
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING conditions.[17] Developmental psychologists might focus on changes in relations with parents and peers as a function of school structure and pubertal status
UNIT 6 AROUND TOWN
LESSON A OUT SHOPPING A retailer or shop is a business that presents a selection of goods or services and offers to sell them to customers for money or other goods. Shopping is an activity in which a customer browses the available goods or services presented by one or more retailers with
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING the intent to purchase a suitable selection of them. In some contexts it may be considered a leisure activity as well as an economic one.
The shopping experience can range from delightful to terrible, based on a variety of factors including how the customer is treated, convenience, the type of goods being purchased, and mood.[1] The shopping experience can also be influenced by other shoppers. For example, research from a field experiment found that male and female shoppers who were accidentally touched from behind by other shoppers left a store earlier than people who had not been touched and evaluated brands more negatively, resulting in the Accidental Interpersonal Touch effect.[2] According to a 2000 report, in the U.S. state of New York, women purchase 80% of all consumer goods and influence 80% of health-care decisions
Location expressions All reference objects have a unique associated cluster id, the object's location. When a reference object is created by a thread, its location will be the same as the locus of control when the new expression was executed. A reference object is near to a thread if its current location is the same as the thread's locus of control, otherwise it is far. There are several built-in expressions for location:
KEVIN ANGULO
FOURTH SEMESTER “B�
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING Expression
Type
Description
here
INT
The cluster id of the locus of control of the thread.
where(expression) INT
The location of the argument. If the argument is void or an immutable type, it returns 'here'.
near(expression)
BOOL true if the argument is on the same cluster as the executing thread. If the argument is void or an immutable type, it returns false.
far(expression)
BOOL true if the argument is not on the same cluster as the executing thread. If the argument is void or an immutable type, it returns false.
clusters
INT
Number of clusters. Although a constant, may not be available at compile time.
clusters!
INT
Iterator which returns all cluster ids in order, 0 through clusters-1.
LESSON B GETTING AROUND
OFFERS ANF REQUESTS WITH CAN AND COULD can Como puede verse, el verbo can solo tiene dos formas, una para el presente y otra para el pasado; para los tiempos de los que can carece puede usarse el verbo to be able (ser capaz, poder), que tiene conjugación completa:
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING - They won't be able to play - No podrán jugar - I haven't been able to sell it - No he podido venderlo Cannot se escribe en una sola palabra. Usos mas importantes de can 1. Poder hacer algo: - I can't open this bottle - No puedo abrir esta botella. - This car can reach 220kmh. – Este coche puede llegar a 220km por hora. 2. Saber hacer algo: - I can swim – Sé nadar. - I can’t speak French – No sé hablar Francés. - Can you dance Tango? – ¿Sabes bailar Tango? Can significa saber solo en el sentido de tener habilidad para hacer algo que se ha aprendido; en el sentido de tener conocimiento de algo se emplea el verbo to know: - We know you’re a vegetarian. – Sabemos que eres vegetariano. El verbo to know también se puede emplear para expresar la habilidad de hacer algo, construyéndose entonces con how to: - He knows how to dance = He can dance - Sabe bailar. - Para expresar habilidad en el futuro se emplea to be able to: - I’ll never be able to buy a new car if I don’t save money. / Nunca podré comprar un nuevo coche si no ahorro dinero. 3. Peticiones: - Can you buy me a drink? - ¿Puedes comprarme una bebida? - Can I ask you something? - ¿Puedo preguntarte algo? 4. Con los verbos de percepción como to feel (sentir) to see (ver). to hear (oír), etc., se suele usar can + infinitivo sin to: - I can feel you close to me, but I can’t see you. / Puedo sentirte cerca de mi, pero no puedo verte. Otros usos de can 1. Poder en el sentido de permiso en oraciones interrogativas y negativas, y en el de prohibición, en las negativas: - Can I take one? – ¿Puedo coger uno? - Yes, you can take one. – Si, puedes coger uno. - No, you can’t have a biscuit before lunch. / No, no puedes comerte una galleta antes de comer. 2. Poder de posibilidad:
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING - I don’t think the car can be repaired. / No creo que el coche se pueda arreglar. - Can vodka be frozen? – ¿Se puede congelar el vodka? 3. Deducción negativa: She can’t be eighteen yet. / Ella no puede tener dieciocho años todavía.
Nota: Para deducciones afirmativas se emplea must. - She must be eighteen already / Ella debe tener ya dieciocho años 4. Capacidad natural, o modo de ser de una cosa o persona: They can be very funny. – Ellos pueden ser muy divertidos. Valencia can get very hot in August / Valencia puede llegar a ser muy calurosa en agosto. could Como pasado de can, could se traduce al español por pretérito indefinido o pretérito imperfecto. - She couldn’t phone you. / No te pudo llamar. - He could play the piano. / Sabía tocar el piano. Pero could, frecuentemente, expresa aspectos que nada tienen que ver con el tiempo pasado, así que debe traducirse entonces al español por condicional o por pretérito imperfecto de subjuntivo, según los casos. - Could you pass the salt, please? / ¿Podrías pasar la sal por favor? - I’d marry her tomorrow, if I could. / Me casaría con ella mañana si pudiera. Usos mas importantes de could 1. Poder hacer algo: I tried, but I couldn’t open this bottle / Intenté pero no pude abrir esta botella. 2. Saber hacer algo: I could speak German when I lived in Germany. / Sabía hablar alemán cuando vivía en Alemania.
Nota: Al igual que can, could significa saber sólo en el sentido de tener habilidad para hacer algo; en el sentido de tener conocimiento de algo se emplea to know: I knew she had been with another man / Sabía que había estado con otro hombre. 3. Peticiones corteses:
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING Could you do me a favor? / ¿Podrías hacerme un favor?
Nota: Como en español, could resulta más cortés que can (podrías es más cortés que puedes) 4. Estilo indirecto, equivalente a can en el directo: "I can see you next Thursday", she said. / "Puedo verte el jueves que viene", dijo ella. (estilo directo) She said that she could see me next Thursday. / Dijo ella que podría verme el jueves que viene. (estilo indirecto) 5. Permiso (más informal que 'may'): Could I make a phone call? – ¿Podría hacer una llamada? 6. Posibilidad He could be out at this time of the afternoon. / El podría estar fuera a esta hora de la tarde. LESSON C EXCUSE ME?
ECHO QUESTIONS Definition: A type of direct question that repeats part or all of something which someone else has just said. An echo question is one type of echo utterance. Examples and Observations:
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING
Telemachus: We're waiting for Odysseus to come home. Antinuous: You're waiting for who to do what? (Albert Ramsdell Gurney, The Comeback, 1993)
Mary: What do you want? George Bailey: What do I want? Why, I'm just here to get warm, that's all! (It's a Wonderful Life, 1946)
"I used to play checkers with her all the time." "You used to play what with her all the time?" "Checkers." (Holden Caulfield and Stradlater in The Catcher in the Rye by J.D. Salinger, 1951)
Intonation With Echo Questions "We use echo questions either because we did not fully hear or understand what was said, or because its content is too surprising to be believed. For example: (It cost £5,000.) HOW much did it cost? (His son's an osteopath.) His son's a WHAT? Echo questions are usually spoken with a rising intonation, and with a strong emphasis on the wh-word (what, who, how and so on)." (Geoffrey Leech, A Glossary of Grammar Terms. Edinburgh Univ. Press, 2006)
Movement Operations With Echo Questions "[C]onsider the following dialogue: (4) SPEAKER A: He had said someone would do something SPEAKER B: He had said who would do what? In (4), speaker B largely echoes what speaker A says, except for replacing someone by who and something by what. For obvious reasons, the type of question produced by speaker B in (4) is called an echo question. However, speaker B could alternatively have replied with a non-echo question like that below: (5) Who had he said would do what? If we compare the echo question He had said who would do what? in (4) with the corresponding non-echo question Who had he said would do what? in (5), we find that (5) involves two movement operations which are not found in (4). One is an auxiliary inversion operation by which the past-tense auxiliary had is moved in front of its subject he. . . . The other is a wh-movement operation by which the wh-
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING word who is moved to the front of the overall sentence, and positioned in front of had." (Andrew Radford, English Syntax: An Introduction. Cambridge Univ. Press, 2004)
Questioning a Question "A speaker may question a question, by repeating it with a rising intonation. Note that we use normal question structures with inverted word order, not indirect question structures, in this case. 'Where are you going?' 'Where am I going? Home.' . . . 'What does he want?' 'What does he want? Money as usual.' . . . 'Are you tired?' 'Am I tired? Of course not. . . .' 'Do squirrels eat insects?' 'Do squirrels eat insects? I'm not sure.'"
LESSON D EXPLORING THE CITY CHINATOWN
UNIT 7 GOING AWAY
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING LESSON A GETTING READY
INFINITIVES FOR REASONS
to + infinitive We use the to-infinitive: • to express purpose (to answer "Why...?"): He bought some flowers to give to his wife. He locked the door to keep everyone out. We sometimes say in order to or in order not to: We set off early in order to avoid the traffic. They spoke quietly in order not to wake the children … or we can say so as to or so as not to: We set off early so as to avoid the traffic. They spoke quietly so as not to wake the children. • after certain verbs (see verbs followed by infinitive), particularly verbs of thinking and feeling: choose, decide, expect, forget, hate, hope, intend, learn, like, love, mean, plan, prefer, remember, want, would like, would love … and verbs of saying: agree, promise, refuse They decided to start a business together. Remember to turn the lights out.
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING Some verbs are followed by a direct object and the infinitive(see verbs followed by infinitive): advise, ask, encourage, invite, order, persuade, remind, tell, warn, expect, intend, would prefer, want, would like She reminded me to turn the lights out. He encouraged his friends to vote for him. • after certain adjectives. Sometimes the to-infinitive gives a reason for the adjective:
disappointed glad sad happy anxious pleased surprised proud unhappy
We were happy to come to the end of our journey = We were happy because we had come to the end of our journey John was surprised to see me = He was surprised because he saw me Other adjectives with the to-infinitive are:
able unable due eager keen likely unlikely ready prepared unwilling willing
Unfortunately I was unable to work for over a week. I am really tired. I’m ready to go to bed. We often use the to-infinitive with these adjectives after it to give opinions:
difficult easy possible impossible hard right
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING
wrong kind nice clever silly foolish
It’s easy to play the piano, but it’s very difficult to play well. He spoke so quickly it was impossible to understand him. We use the preposition for to show who these adjectives refer to:
difficult easy possible impossible hard
It was difficult for us to hear what she was saying. It is easy for you to criticise other people. We use the preposition of with other adjectives: It’s kind of you to help. It would be silly of him to spend all his money. • As a postmodifier (see noun phrases) after abstract nouns like:
ability desire need wish attempt failure opportunity chance intention
I have no desire to be rich. They gave him an opportunity to escape. She was annoyed by her failure to answer the question correctly. • We often use a to-infinitive as a postmodifier after an indefinite pronoun (See indefinite pronouns): When I am travelling I always take something to read. I was all alone. I had no one to talk to. There is hardly anything to do in most of these small towns LESSON B THINGS TO REMEMBER
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING
Advice & Suggestions The communicative acts of offering advice and making suggestions occur when the speaker wishes to express his or her opinion regarding what the hearer should or should not do in a certain situation. This can refer to emotional actions or feelings (e.g., trying to make the other person cheer up) as well as physical actions (e.g., taking a seat, having a cup of coffee). In some languages, advice and suggestions can be sensitive communicative acts because the hearer may not always want to take the advice or listen to the suggestion. In some languages (e.g., some varieties of English), it is not appropriate to give advice or make suggestions if they are not solicited. Take, for example, the situation below: A friend of yours is in a grocery store with a child he is babysitting. The child is acting up and making lots of noise. It is very annoying to the other shoppers and a lady stops your friend to give him advice on what to do. LESSON C THATS A GREAT IDEA CONVERSATION STRATEGY
KEVIN ANGULO
FOURTH SEMESTER “B”
NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING SCHOOL OF CIVIL ENGINEERING I GUESS Examples
Guess that's what they got. Whether this was out of love or out of a desire to be rid of me I can only make an educated guess. But beyond that is anyone's guess, although Devonshire did let slip that injury doubt Brian Connor would be considered, if fit. Whether it's a protest against the cup or the club is anyones guess. Where the Rainbow Six series goes from here is anybody's guess. Guess who made 'em up? Guess password is qwerty. I'll hazard a guess that the answer is no. What the future holds for the Crown Princess and her family is anybody's guess. Where these stories come from is anyone's guess. Guess that just shows how much they are enjoying being there... sigh. Guess, itâs probably in the top five or ten. We derived a similar figures from analysis of pedestrian collisions ( here ). " A bit of a wild guess. Guess what my top telly show is? Guess the mods will delete this thread and ban me tomorrow, after the April Fool amnesty expires. But he won the chocolate ( with a score of 1 - a lucky guess, but hey, who cares? Guessing which route William Gibson's gone down. Once you've opened the image you can make an informed guess about what that profile should be. Guess whose music they play... Forever Coltrane hope to record a CD at the end of May. Guess where she moved to there were plenty of forks.
LESSON D INTERESTING PLACES SOMEWHERE DIFFERENT
HOTELS OF THESE 3 I RECOMMEND THE ICE HOTEL END
KEVIN ANGULO
FOURTH SEMESTER “B”