• Adverbs of Manner • Adverbs of Manner tell us the manner or way in which something happens. They answer the question "how?". Adverbs of Manner mainly modify verbs. • He speaks slowly. (How does he speak?) • They helped us cheerfully. (How did they help us?) • James Bond drives his cars fast. (How does James Bond drive his cars?) • Adverbs of Place • Adverbs of Place tell us the place where something happens. They answer the question "where?". Adverbs of Place mainly modifyverbs. • Please sit here. (Where should I sit?) • They looked everywhere. (Where did they look?) • Two cars were parked outside. (Where were two cars parked?) • Adverbs of Time • Adverbs of Time tell us something about the time that something happens. Adverbs of Time mainly modify verbs. • They can answer the question "when?": • He came yesterday. (When did he come?) • I want it now. (When do I want it?)
"I see myself" or "She sees herself" Relative pronouns: A relative pronoun "relates" a subordinate clause to the rest of the sentence. It may be found in adjective and noun clauses. A relative pronoun is found only in sentences with more than one clause. In modern English there are five relative pronouns: that, which, who, whom, and whose. He who laughs last laughs best. (Adjective clause) I cannot believe that he said it. (Noun clause) 6. Adjectives and adverbs, word forming: Adverbs formed from adjectives ending -ly: 1.) omadussõna lõpul olev -y, mille ees on konsonant, muutub i-ks: · easy / easily · funny / funnily 2.) -ll lõpulistel sõnadel langeb üks l välja: · Full / fully · Dull / dully 3.) -le lõpulistel omadussõnadel jääb -e ära: · Possile / possibly · Able / ably · Simple / simply
Nouns are commonly thought of as "naming" words, and specifically as the names of "people, places, or things". Nouns also denote abstract and intangible concepts such as birth, happiness, evolution, technology, management, imagination, revenge, politics, hope, cookery, sport... Determiners are followed by the noun. Determiners are the, a or an. The determiner the is known as the definite article and a is indefinite article. Verbs have traditionally been defined as „action“ words or „doing“ words. Travels, sings, walked, cooked... Adjectives typically describe an attribute of a noun. Cold, large, violent, beautiful... Adverbs are used to modify a verb, and adjective, or another adverb. Slowly, quickly, softly, suddenly, gradually... Prepositions typically come before a noun. Across, after, at, before, by, during, from, into, in... Conjunctions are used to express a connection between words. And, but, or... Formulaic expressions are ...
Adverbs and Adverbial Phrases Table of Contents Adverbs and Adverbial Phrases ........................................................... 2 Types of Adverbs ..................................................................................... 2 Position of Adverbs.................................................................................. 4 Yet, still, already ....................................................................................... 6 Adverbs and Adverbial Phrases An adverb describes a verb, an adjective, another adverb or a whole sentence. Adverbs can be divided according to the information that they give. Types of Adverbs 1. Some adverbs tell us how somebody does something or how something happens
Degrees of Comparison Table of Contents Degrees of Comparison ......................................................... 2 Formation of comparatives and superlatives from adjectives and adverbs:......................................................................... 2 Adjectives ................................................................. 2 Adverbs .................................................................... 4 Types of comparisons ........................................................... 4 Degrees of Comparison Degrees of Comparison are used to compare things (living beings, actions, phenomena, etc). We use the comparative degree to compare two things: She’s shorter than me. John works harder than Jim. After a comparative we use than. We use the superlative degree to compare more than two things:
grammatical shape of the word, the meaning of the word stays the same. For example: consider, considered, considers. Open class words (content words) → These are the word classes that take in new words, for example by adding affixes to them or borrowing words from other languages. In English these words are most commonly nouns, verbs (not auxiliaries), adjectives and adverbs. Closed class words (function words) → These are words that do not take in any new words. In English the word classes are prepositions, pronouns, determiners and conjunctions. Syntax is the study of how sentences are formed in a language. For example what is the word order ( in English it’s usually subject, verb object) or how words relate to
what does it show the picture of a palace by who made it A book by Mark Twain off leaving a public transport get off the train vehicle Adverbs Types of adverbs 1) Adverbs of manner 2) Adverbs of degree 3) Adverbs of 4) Adverbs of time 5) Adverbs of place quickly very frequency now here kindly rather often today nowhere sometimes Adjective Adverb Mandy is a careful girl. Mandy drives carefully.
amateurish / amazing / amusing / atmospheric / attractive / awful / boring / brilliant / clichéd / disappointing / entertaining / exciting / extraordinary / fascinating / funny / heavy-handed / hopeless / humourless / informative / interesting / moving / original / predictable / sentimental / sophisticated / spectacular / spine-chilling / stunning / stylish / successful / superb / unimaginative / unusual. Exercise 4 In reviews, adverbs are often used to make adjectives more or less extreme. They can be grouped in the following way: 1 adverbs like very to add extra emphasis. adverbs like absolutely, completely, entirely, totally, which mean in every way. adverbs that collocate with particular adjectives, e.g.: utterly ridiculous / delightful / enchanting highly successful / improbable hugely successful / expensive
Word Order Table of Contents Types of Sentences ..................................................................................2 Parts of the Sentence ..............................................................................2 Word Order in Affirmative Sentences ...................................................3 Position of Adverbs of Frequency .........................................................5 Word Order in Negative Sentences......................................................6 Word Order in General Questions.........................................................7 Word Order in Special Questions ..........................................................8 Word Order in Subject Questions ..........................................................9 Types of Sentences
Future Simple We use will + infinitive To predict events, for example to say what we think will happen in the future, using the verbs think, believe etc, the expressions be sure, be afraid etc, and the adverbs probably, possibly, perhaps, certainly etc. Flora will win on Saturday. I don’t think the test will be very difficult. Ask her again. Perhaps she’ll change her mind. To make an offer and a request (ask somebody to do something). Wait, i’ll carry the bag for you. Will you hold the dooropen for me, please? To make a decision at the moment of speaking and make a promise. It’s cool in here. I’ll shut the window.
They are relatively few (eg: slight in a slight effort, feeble in a feeble joke). Restrictive adjectives: restrict the reference of the noun exclusively, particularly or chiefly. Examples, within noun phases, include: a certain person his chief excuse the principal objection the exact answer the same student the sole argument the only occasion the specific point a particular child the very man Adjectives related to adverbs: Some noninherent adjectives that are only attributive can be related to adverbs, even though they are not intensifying or restrictive. They include: my former friend `formerly my friend' an old friend `a friend of old' past students `students in the past' a possible friend `possibly a friend' the present king `the king at present' an occasional visitor `occasionally a visitor' Some adjectives require implications additional to the adverbial:
Grammar English Future simpleWe use future simple: a) in predictions about the future usually with the verbs think, believe, expect, etc.., the expressions be sure, be afraid, etc.., and the adverbs probably, perhaps, certainly.., b) for on-the-spot decisions c) for promisses, threats, warnings, requests, hopes and offers. d) for actions/ events/ situations which will definitely happen on the future and which we cannot control.Be going to We use be going to: a) for plans, intentions or ambitions we have for the future. b) for actions we have already decided to do in the near future . C) in predictions when there is evidence that something will happen in the near future.Future continious.
DEFINITE ARTICLE (THE) THE IS USED BEFORE: · nouns which are unique (the moon) · names of: o cinemas (the Opera) o hoteles (the Hilton) o theaters (the Palladium) o museums (the Louvre), o newspapers/magazines (the European but: Newseek) o ships (the Titanic), o galleries (the Tate Gallery) o rivers (the Thames) o seas (the Black Sea) o groups of islands/states (the USA) o mountain ranges (the Alps) o deserts (the Negev Desert) o oceans o canals o names or nouns with ''of'' (the Queen of Spain) · musical intruments (the piano) · dances (the samba) · names of families (the Browns) · nationalities ending in sh, -ch or ese (the Welsh). Othe plural nationalities are used with or without ''the'' (the Australians or Australians) · titles (the King, the Profess...
the moment. 3. fixed arrangements in the near future Past Simple + II / -ed 1. actoins which happened or finished at a definite time in the past Yesterday, last I went to the gym -?did+I 2. actions which happened repeatedly in the past but don't happen night/week/year/month, wtc, a yesterday. anymore. In this case we can use adverbs of frequency month/two years/three years ago, in 1964, etc. Past Was/were+I-ing 1. actions which was in progress at a stated time in the past. We don't While, when, as I was doing my
Inglise keele ajavormid Tense Affirmative Negative Interrogative Adverbs Present Simple I do not + I 1) Do you go to school? every day (week, month, (Lihtolevik: Ma käin he, she, it } I-s he, she, it } does not + I 2) When does he go to year) koolis.) ex: I go to school. school? always often She goes to school
Past Simple (lihtminevik) -ed / II pv. Kasutus: Ago, yesterday, last. ?/- Did Tegevus: 1. Toimus minevikus ja on lõppenud. ,,I met him yesterday" 2. Used To, mineviku harjumused. ,,I used to play tennis." Past Continius (kestev minevik) was/were + ing Kasutus: When, while, as Tegevus: 1. ajutised sündmused. 2. 2 või enam tegevust ,,While i was reading, he was garding." 3. minevikus katkestatud tegevus ,,I was having a shower, when the phone rang." 4. konktreetne kellaaeg minevikus ,, I was watching TV yesterday at 5!" Present Perfect (täisminevik,olevikuaeg) have/has + III pv. Kasutus: Never, ever, already, yet, before, since, for. Tegevus: 1. tegevused alg. Minevik -> now ,,I have been a teacher for 5 years." 2. mineviku situatsiooni resultaat olevikus ,,I...
show that something is planned and will be done in the near future. Ex. I am meeting Katie in the evening. We are not going anywhere tomorrow. 5.Trends This tense is also used for expressing tendencies or trends. Ex. Our country is getting richer. The Universe is expanding. 6.Irritation or Anger And the last use of this tense is to express irritation or anger over somebody or something in the present with adverbs such as: always, continually or contantly. Ex. She is continually complaining about everything! John is always asking stupid questions! Form To form a sentence in the Present Continuous, you have to: *know the proper conjugation of the auxiliary verb. Person Singular Plural First I am We are Second You are You are Third He/she/it is They are *add the "ing" suffix to the verb. Ex. Try + ing = trying
.. We have all experienced ... You may remember ... As I'm sure we'd all agree ... Everyday language Using slang and everyday expressions can make an impact on the audience and add drama: Where's the caring side of employment gone? I'll tell you where. It's hiding behind a damned set of targets and objectives that's where it is! You need to know your audience very well to use this kind of language. Emphasising and minimising Emphasising Strong adverbs intensify adjectives: We've had an extremely good year. This kind of negligence is absolutely unacceptable. Adverbs can be total, very strong, or moderate. TOTAL absolutely (fantastic) completely (awful) entirely (depressing) totally (unacceptable) VERY STRONG extremely (good) very (bad) highly (dangerous) MODERATE fairly (safe) reasonably (expensive) quite (cheap) Minimizing Look at the way the following expressions of degree and uncertainty modify, or minimize, the message:
Present tenses : 1) Present simple regular actions and routines especially with frequency(kordumine ) adverbs(määrsõna) N: Do you go to school by car every day ? I don't often watch TV. 2)Present continuousbe + verb + ing. Actions happening now N; Look! It's snowing. I'm meeting Jane tonight. You're always losing things. 3)keep + ingto describe habitual actions which may be irritating. N: my uncle keeps making silly jokes. Present perfect: 1) Present perfect simple: have/has + past participle. N: I've been here for ten minutes .The phone has rung ten times today. Look at this cheque,'I've won first prize. They have made a new star wars film. I've just got home. How long have you been here ? Have you ever been to Paris? It's the best book I've ever read. It's the first time I have ever been abroad. 2)Present perfect continious : have/has + been + ing. N:I'v...
FUTURE FORMS Future Simple (will +I) a) in predictions about the future usually with the verbs think, believe, expect, etc., the expressions be sure be afraid, etc., and the adverbs probably perhaps, certainly, etc I'm afraid we won't be on time for the meeting. b) for on-the-spot decisions. c) for promises (usually with the verbs promise, swear, guarantee, etc.), threats, warnings, requests, hopes (usually with the verb hope) and offers. d) for actions/events/situations which will definitely happen in the future and which we cannot
1. Multiple negations ,,I didn't do nothing." 2. Ain't negative of ,,have" or ,,be" 3. ,,Never" used to refer to a single occasion in the past ,,I never done it" (I didn't do it) 4. Extension of 3rd person ending ,,s" to 1st and 2nd person forms ,,I/You wants" (used by the working class) 5. Regularisation of ,,be" ,,Me/You/They was" 6. Regularisation of some irregular verbs draw/drawed/have drawed; go/went/have went 7. Optional ,,-ly" ending on adverbs ,,He writes real quick." 8. Unmarked plurality on amounts of measurement after numerals 10 pound, 20 year 9. Different forms of the relative pronoun ,,The man what lives there."/ ,,The man as lives there." 10. Regularisation of reflexive pronouns myself; herself; hisself; theirselves 11. Distinction between main and auxiliary verb ,,do" ,,You done it, did you?" 2) The spread of English. The Inner / Outer / Expanding Circle THE SPREAD OF ENGLISH
Did you know that the sentence was first divided into subject and verb by Plato, the famed philosopher from ancient Greece? That was about 2,400 years ago! Ever since then, students all over the world have found it worthwhile to study the structure of words and sentences. Why? Because skill in speaking and writing is the hallmark of all educated people. Lesson by lesson, this book provides basic instruction in the eight parts of speech--nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections--as well as the standard patterns of English sentences. All students of English, be they native speakers or those who are studying English as a second language, will profit from the fundamental introduction and review of grammar provided by SADDLEBACK'S BASIC ENGLISH GRAMMAR 1 and 2. Helpful marginal notes throughout the books have been provided to reinforce existing skills and call attention to common problem areas.
Longer Actions in Progress: when we are in the middle of doing something time-consuming (i.e. something that takes time to complete Future (Personal) Arrangements and Plans: to show that something is planned and will be done in the near future. Tendencies and Trends: for expressing tendencies or trends. Irritation or Anger: to express irritation or anger over somebody or something in the present with adverbs such as: always, continually or contantly. Declarative Sentences: Subject IS/ARE Verb+ING e.g. he, she, a dog, etc. + + e.g. walking, going, taking, etc. Questions: IS/ARE Subject Verb+ING + e.g. he, she, a dog, etc. + e.g. walking, going, taking, etc. Negative Sentences:
To ride To fly To carry, bring To lead To drive To swim, sail To run Unprefixed Verbs of M otion , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , TO GO PAST PRESENT FUTURE PAST PRESENT FUTURE , as in the model. Use adverbs of time. Model: . . . 1. . 2. . 3. . 4. ? 5. ? 6. . The Past Tense of the Verb The verb in the past tense (, , , ) denotes movement in one direction. : , . . . . . Use the verbs , , , , , in the required form. 1. _______ . . ________ 2. . ________ , ________ . 3. - ________? - _______ , . - ________ () .
ACTIVE TENSES Active form You use an active verb when you want to say that the subject of a sentence does something. · [Thing doing action] + [verb] + · +[thing receiving action] · Examples The professor (subject doing action) teaches (verb) · the students (object receiving action). · Mary (subject doing action) · washes (verb) · the dishes ( object receiving action). The tenses of the verb 1.Present (olevik) 2.Past (minevik) 3.Future (tulevik) 4.Future in the past (kaudne tulevik) Iga aeg võib esineda neljas eri rühmas 1.IndefiniteTenses (üldajad) 2.Continious Tenses (kestvad ajad) 3.Perfect Tenses (perfekti ajad) 4.Perfect Continious Tenses (perfekti kestvad ajad) Indefinite Tenses (üldajad) used to describe actions but do not state whether the action is completed or on- going märgivad tegevuse sooritamise fakti Peter visits us every day. Peter visited ...
............. TV but I seldom listen to ............. radio. 6........... youngest girl has just started going to ........ school and ........... oldest girl is at ........ university 7............. Pacific ocean is .......... largest ocean in the world 8.Estonia joined ............. European Union in ................ 2004. 9.Jenny's birthday is on ............ 21st of ............. May. 10. .............. Portugal is situated ............ western Estonia 6.Comparison of adjectives and adverbs 1. Los Angeles is............................................................. than Chicago. (LARGE) 2. Disneyland is............................................................ than any other amusement park. (INTERESTING) 3. The weather in Hollywood is............................................... than in New York or New Jersey. (GOOD) 4. But New York is ....................................................................city of the United States. (LARGE) 5. He worked.........................
am/is/are working · 4) Present Simple start(s) Future Forms · 5) Future Continuous will be working · 6) Future Perfect will have worked · 7) Future Perfect Continuous will have been working Future Simple · We do our morning exercises and think, "I think we will have a nice day " · Prediction (ennustused kõhutunde põhjal) · verbs think, believe, guess, expect, hope etc · expressions be sure, be afraid etc · adverbs probably, perhaps, certainly Future Simple · You see your little brother carrying a very heavy suitcase and you think, "I will help him carry the suitcase." · on-the-spot decision (hetkeotsused) Future Simple "Will you help me if I forget my moves?" "Don't worry! I will take care of everything." · requests, promises (palved, lubadused) Future Simple "Don't move yourself! I will hurt you if you do."
Or they can be generally in progress but not actually happening at the moment: I'm learning to drive. The Present Continuous is also used for · Temporary or repeated actions This use emphasises a temporary or repeated habitual action. My car has broken down, so I am walking to work these days. Are you enjoying your stay here? · Complaints about bad habits You are always complaining about my cooking! Other possible adverbs are: constantly, continually, forever Describing change and development Things are getting worse! More and more people are giving up smoking. · Future arrangements We use the present continuous for what someone has arranged to do in the future. I'm meeting Harriet at six o'clock. Sarah is going to Paris next week. 6 State verbs and event (action or dynamic) verbs
INGLISE KEELE KORDAMINE TIME CLAUSES Present Simple · Permanent states, facts (Tom works..) · Repeated and habitual actions, routines (She usually goes..) · Laws of nature and general truths (The sun sets in the west) · Timetables and programmes · Sporting commentaries, rewiews (Beckham wins the ball, crosses and Owen scores) · Feelings and emotions (I love Tallinn..) TIME EXPRESSIONS USED WITH PRESENT SIMPLE: usually, often, always, every day/week etc, in the morning/evening etc, at night/the weekend, on Fridays etc. Present Continuous · Actions taking place at or arount the moment of speaking (The kids are watching TV..) · Fixed arrangements in the near future (I'm going to the dentist tomorrow) · Currently changing ang developing situations (The number of burgularies is increasing) · Wi...
Each syllable is distinctively and clealry pronounced (timing the flow of the language). Stress-timed rhythm rhythm is based on stressed syllables of words. Unstressed syllables tend to be compressed and can almost disappear (In English, vowels are reduced to schwa). The words that carry the stressed syllables responsible for sentence rhythm are usually content words, function words are usually unstressed. Content words nouns, main verbs, adjectives, adverbs Function words prepositions, articles, determines, pronouns, auxiliary verbs. Assimilation the change of one sound into another sound because of the influence of neighbouring sounds. Primarily consonants are affected by it and it is typical of rapid and casual speech. Types of assimilation: · Regressive assimilation the word-final morpheme is affected by the initial one of the following word (assimilation in place of articulation). E.g. light blue, that thing
Present perfect you have walked. You have been walking. I have run. I have been running. Past Perfect You had walked. You had been walking. I had run. I had been running. Future Perfect You will have walked You will have been walking. I will have run. I will have been running. The Simple Present Tense Expresses a habit or often repeated action. Adverbs of frequency such as, often, seldom, sometimes, never, etc. are used with this tense. She goes to work everyday. They always eat lunch together. On your handout, write one sentence that reflects SIMPLE PRESENT: something you do often, sometimes, never, seldom The Simple Present Tense This tense also expresses general truths or facts that are timeless. Snow falls in the December in Minnesota.
- I. Ladusseva "A Guide to Punctuation" EXAMINATION TOPICS: 1. Style, stylistics, a survey of stylistic studies 2. Inherent connotations. Phonesthemes Use lecture notes 3. Adherent connotations 4. Stylistic morphology: articles, nouns, pronouns, adjectives, verbs, adverbs, number * 5. Expressiveness on the level of word-building 6. Phonetic expressive means Study independen tly 7. Phonetic SD ("Rhythm And Style") 8. Lexical SD* 9. Syntactic SD* Use lecture notes 10. Graphical means and devices 11
My cousin has more records than anyone. No tengo tanto dinero como ustedes. I don't have as much money as you. To form comparatives, just add más or menos before the adjective or adverb. To form the superlative, place the definite article before the comparative. Note that de is used to express in after a superlative. más alta taller la más alta the tallest Rosa es la niña más alta de la clase. Rosa is the tallest girl in the class. 51. Irregular Forms Some adjectives and adverbs have irregular comparative and superlative forms. The most common are: Adjective/Adverb Comparative Superlative good bueno better mejor the best el mejor bad malo worse peor the worst el peor great grande greater mayor the greatest el mayor
· Verbs--hope, wish, and want (clever people everywhere. I wish to goodness we had a few fools left) · Repeated words (German art, G science and G culture) · Character's voice may be specified (hatred, she said with he voice trembling with pleasure) · Words with inherent connotation may change it in context, that is, pos may become negative and vice versa 4. Stylistic morphology: articles, nouns, pronouns, adjectives, verbs, adverbs, numerals Articles: · Article with proper names adds a colloquial touch (The Hardys, a Miss Smith) · The indefinite article (a) with a family name creates an evaluative meaning (a Caruso) · A+names of common, undistinguished names suggests contempt (a Malone, a Smith) · A may convey the meaning of belonging to a famous or aristocratic family (a Tudor) · In enumeration adj. require just one article, yet this article may be used with each
Collective noun is the name we give to a group of nouns to refer to them as one entity. A crew of sailors. A flock of birds. A range of mountains. conjunction any member of a small class of words distinguished in manylanguages by their function as connecto rs between words, phrases,clauses, or sentences, as and, because, but, however. content words Content words are words that have meaning. They can be compared to grammatical words, which are structural. Nouns, main verbs, adjectives and adverbs are usually content words. Auxiliary verbs, pronouns, articles, and prepositions are usually grammatical words. Example ‘We flew over the mountains at dawn'. countable nouns Countable nouns are easy to recognize. They are things that we can count. For example: "pen". We can count pens. We can have one, two, three or more pens. Here are some more countable nouns: •dog, cat, animal, man, person •bottle, box, litre •coin, note, dollar •cup, plate, fork
These cases reflect ungrammatical, uneducated, original, or excited state of mind. Archaic verbal forms may be used to create the historical background or make the narrative more elevated. On the other hand they may suggest the colloquial speech, because these forms are preserved in dialects (e.g. ending st (you live you livest (second person Singular). ADVERBS: are expressive when used as intensifiers (e.g. terribly smart, horribly polite, awfully pleased, etc.). Such adverbs give a colloquial touch and their expressiveness depends on 2 incompatible clashing notions put together (oxymoron case). Also degrees of comparison may be involved (e.g. better weller). NUMERALS: on the whole numerals are not expressive but become emphatic when used in exaggeration or hyperbole or when used independently standing for a person (metonymy) (e.g. "You are a beautiful 20."). 5. EXPRESSIVENESS ON THE LEVEL OF WORD BUILDING (WB)
Predicative funct.: The film was very strange. adverb phrase adverbifraas, A phrase with an adverb functioning as the head. The lecturer spoke very clearly. määrsõnafraas Adverb phrases can modify verbs, adjectives, other adverbs and whole clauses. noun phrase nimisõnafraas, Has a noun or pronoun as its head. NPs can act as the My father (S) used to play the piano substantiivfraas subject (S), object (O) or predicative complement (C) (O). of a clause. You are a good friend (C).
34. Put enough after, not before, adjectives. This soup isn't hot enough. (NOT This soup isn't enough hot.) She's old enough to walk to school by herself. 35. Don't use a structure with that ... after want or would like. My parents want me to go to university. (NOT My parents want that I go to university.) I'd like everybody to leave. (NOT I'd like that everybody leaves.) 36. After link verbs like be, seem, feel, look, smell, sound, taste, we use adjectives, not adverbs. I feel happy today. (NOT I feel happily today.) This soup tastes strange. (NOT This soup tastes strangely.) 37. Use than after comparatives. My mother is three years older than my father. (NOT My mother is three years older that/as my father.) Petrol is more expensive than diesel. 38. In questions, put the subject immediately after the auxiliary verb. Where are the President and his family staying? (NOT Where are staying the President and his family?) Have all the guests arrived
USE 2 Facts or Generalizations · He does not need help now. · He has his passport in his hand. · Do you have your passport with you? ADVERB PLACEMENT Examples: The examples below show the placement for grammar adverbs such as: always, only, never, ever, · Cats like milk. still, just, etc. · Birds do not like milk. · Do pigs like milk? Examples: · California is in America. · California is not in the United Kingdom. · You only speak English. · Windows are made of glass. · Do you only speak English?
Common colloquial vocabulary Familiar words that occur everyday more intimate talk and as a rule not used in literary speech. To hurt-to kick around, clever-smart, friend-buddy, pal, die-go west. Interjections. E.g. Jee! Goshh! Neutral words used metaphorically - Half-baked (silly), juicy (good), lamb (dear) Diminutive forms fatty (fat), sweety, piggy, Marge Special forms of address old thing! Sweet heart! Honey! Colloquial abbreviation op (operation), sis, sec Intensifiers or adverbs result is trite oxymoron (very often) e.g. horribly smart, terribly sweet. Words with a wide range of application 1. thing- may stand for anything 2.stuff 3. job Ph. Verbs make out (understand), give in (surrender). Nouns converted from ph v e.g. break through, getaway. Time fillers you see! I mean.. eaaa..you know.. Special colloquial vocabulary Slang colourful words and expressions belonging to low colloquial speech. Coined and used by people to show
The ending er and ist, when added to long adjectives, also violates the norm and has different formations: to suggest excitement, humour, education. e.g It is getting curioser and curioser. She was the beautifullest woman. For the sake of humor or advertising, -er and est are added to such adjectives as bad (baddest, worse), good (goodes), many (maniest, manier) etc. Sometimes, double forms of comparison are used, e.g She was getting worser and worser. 5 Adverbs They are expressive when used as intensifiers, e.g horribly smart, terribly polite, awfully pleased, frightfully charming, to love fearfully (awfully). They give a colloquial touch. They are expressive because here we find two incompatible/contrasted words put together. We call such construction oxymoron. Also, degrees of comparison may be violated, e.g weller instead of better. 6 Numerals On the whole, not expressive but become emphatic when used in exxageration (I've been
.. as Write sentences using this information and as ... as .. e.g. Blue eyes are as beautiful as brown eyes. Green eyes aren't as common as blue or brown eyes. 1 brown eyes/sensitive to light/blue eyes 2 in hot countries blue eyes/common/brown eyes 3 small eyes/attractive/large eyes 4 women's eyebrows/thick/men's 5 eye make-up/old/history 6 our ears/important/our eyes 1. Comparison of Adjectives and Adverbs (1) 1-silbiliste omadus- ja määrsõnade keskvõrre moodustatakse lõpu er ja ülivõrre lõpu est lisamise teel. cheap cheaper the cheapest safe safer the safest Ühe täis- ja kaashäälikuga (v.a. w) lõppevate sõnade puhul muutub kaashäälik kahekordseks. big bigger the biggest sad sadder the saddest (2) Kaashääliku ja y-tähega lõppevate 2-silbiliste omadus- ja määrsõnade puhul
and a synonym for the word on your lists. This method will help you identify words with prefixes and synonyms on the TOEFL. Suffixes The final word part is the suffix. A suffix is added to the end of a word. Similar to a prefix, a suffix adds meaning to the root word. However, the meaning is often grammatical, telling us the tense or the function of the word; seldom does it change the actual meaning of the word in the way that prefixes do. Suffixes are attached to verbs, nouns, adverbs, and adjectives. There are not many suffixes on this part of the TOEFL, and you may already know many of them from your grammar study. Nevertheless, you should become familiar with all the English suffixes in the list here. ADJECTIVE SUFFIXES Suffix Meaning Example able capable of affordable ant tendency to dominant alive tendency to innovative ent tendency to persistent etic relating to sympathetic
definition for a language. But no actual Davidsonian truth definition could deliver such T-sentences (Stich 1976; Blackburn 1984). For such a theory to yield T-sentences--or anything else--as theorems, it must be formulated in a fairly formal and regimented language, something logic-like. (Look again at the truth definition for Oafish.) Moreover, once the theorist gets around to natural-language constructions that do not occur in standard symbolic logics, such as adverbs, belief operators, and the like, the right-hand sides of T-sentences involving those may contain some radically unfamiliar notation. A recent version of Davidson's own (1967b) theory of action sentences gener- ates such T-sentences as: "Jones buttered the toast at midnight" is true iff (e)(BUTTERING(e) & PROTAG(Jones, e) & VICTIM(the toast, e) & OCCURRED-AT(e, midnight)). 120 Theories of meaning The right-hand side here is to be read much as follows: "There occurred
answers) 1 9 R e a do u t t h e l i s to f p r o m p t sC h o o s et w o S sa n d m o d e l : . Qurcklyrevisethe adverbsof frequency. t h e d i a l o g u e S s w o r k i n p a i r sa n d a c t o u t s r m r l a r Elicitthe adverbs from Ss (always,sometimes, neverfelc). dialogues. CheckSs'answers, then choosesomepairsto iVrrte: - Heis late for work.Heworks/afe._ on the a c to u t t h e i rd i a l o g u ei sn f r o n to f t h e c l a s s ooard. Suggested AnswerKey
answers) 1 9 R e a do u t t h e l i s to f p r o m p t sC h o o s et w o S sa n d m o d e l : . Qurcklyrevisethe adverbsof frequency. t h e d i a l o g u e S s w o r k i n p a i r sa n d a c t o u t s r m r l a r Elicitthe adverbs from Ss (always,sometimes, neverfelc). dialogues. CheckSs'answers, then choosesomepairsto iVrrte: - Heis late for work.Heworks/afe._ on the a c to u t t h e i rd i a l o g u ei sn f r o n to f t h e c l a s s ooard. Suggested AnswerKey
answers) 1 9 R e a do u t t h e l i s to f p r o m p t sC h o o s et w o S sa n d m o d e l : . Qurcklyrevisethe adverbsof frequency. t h e d i a l o g u e S s w o r k i n p a i r sa n d a c t o u t s r m r l a r Elicitthe adverbs from Ss (always,sometimes, neverfelc). dialogues. CheckSs'answers, then choosesomepairsto iVrrte: - Heis late for work.Heworks/afe._ on the a c to u t t h e i rd i a l o g u ei sn f r o n to f t h e c l a s s ooard. Suggested AnswerKey
answers) 1 9 R e a do u t t h e l i s to f p r o m p t sC h o o s et w o S sa n d m o d e l : . Qurcklyrevisethe adverbsof frequency. t h e d i a l o g u e S s w o r k i n p a i r sa n d a c t o u t s r m r l a r Elicitthe adverbs from Ss (always,sometimes, neverfelc). dialogues. CheckSs'answers, then choosesomepairsto iVrrte: - Heis late for work.Heworks/afe._ on the a c to u t t h e i rd i a l o g u ei sn f r o n to f t h e c l a s s ooard. Suggested AnswerKey
N. A. Vavilov ASPECTS OF BRITISH HISTORY Н. А. Вавилов КРАТКАЯ ИСТОРИЯ ВЕЛИКОБРИТАНИИ Учебное пособие на английском языке Москва Институт международного права и экономики имени А. С. Грибоедова 2008 2 УТВЕРЖДЕНО кафедрой лингвистики и переводоведения Вавилов Н.А. Краткая история Великобритании: Учебное пособие на английском языке. – 2-е изд., пересмотр. и испр. – М.: ИМПЭ им. А.С. Грибоедова, 2008. – 88 с. Пособие содержит краткий очерк важнейших событий в истории Великобритании – от первых документально засвидетельствованных вторжений на остров (кельтов, римлян и англосаксов) до создания и распада Британск...
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