c) The police discovered the dead person buried in the garden d) One thing you can say about Ann, she has certainly got intelligence. e) They have a new house right in the centre of the countryside. f) Italian is actually Mary's native language g) Before I dived in the water, I took a deep mouthful of air h) After dinner, Jack had a pain from eating too much i) Shirley had a strange expression on her face j) David managed to grow a lot of hair on his face 3) Complete each sentence with a word from the box. Use each word once only. Cheek, knees, neck, throat, waist, chin, lips, nose, thumb, wrist a) After speaking for two hours, the lecturer had a sore ............. b) Terry was on his hands and............. , looking for the fallen coin. c) Paul gave his aunt an affectionate kiss on the............. d) There was such a terrible smell that I had to hold my ............. e) Stan is deaf, but he can understand people by reading their .............
Some any no In general we use some in positive sentence and any in negative sentences and questions. There are some letters for you. there aren’t any letters for you. Are there any letters for me? He has got some money. He hasn’t got any money. Has he got any money? We use some In question that are offers or requests. Would you like some more tea. In questions when we expect the answer yes. Have you got some paper to give me We use any
Having finished the test, he left the room. To get a seat, you'd better come early. After the test but before lunch, I went jogging. The sun radiating intense heat, we sought shelter in the cafe. c. Common introductory words that should be followed by a comma include yes, however, well. Well, perhaps he meant no harm. Yes, the package should arrive tomorrow morning. However, you may not be satisfied with the results. 3. Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause. Here are some clues to help you decide whether the sentence element is essential: · If you leave out the clause, phrase, or word, does the sentence still make sense? · Does the clause, phrase, or word interrupt the flow of words in the original sentence?
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 ........................
SYNTACTIC STYLISTIC DEVICES SYNTACTIC STYLISTIC DEVICES are based on a peculiar place of the word or phrase in the utterance (text, sentence, etc).This special place creates emphasis irrespective of the lexical meaning of the words used. Categories: syntactic stylistic devises based on: SDD: based on ABSENCE OF LOGICALLY REQUIRED ELEMENTS OF SPEECH ELLIPSIS ELLIPSIS or ELLIPTICAL SENTENCES means leaving out one or both principle members of the sentence that is the subject or predicate. NT: Where is the man I'm going to marry? - Out in the garden. (no subject) What is he doing out there? - Annoying father. Here, in the dialogue, ellipsis creates the colloquial tone of the utterance. It also renders realistically the way the characters speak. The elliptical sentences convoy/render carelessness, familiarity, harshness. It makes the utterance tens and emotional or helps to stress most important elements. NT: I went to Oxford, as one goes to
original; types: context ("opened roundabout way to (individual); syntactical (aN+of+aN), people ("Shakespeare chap") simple (based on a single phrase, sentence, string; window & heart") name objects ("one's image) sustained (developed). semantically classified: better half" = wife) 2. ALLUSION 2. METONYMY metaphorical ("soft smile") 2. PUN
Conditional Sentence Type 1 It is possible and also very likely that the condition will be fulfilled. Form: if + Simple Present, will-Future Example: If I find her address, I'll send her an invitation. Conditional Sentence Type 2 It is possible but very unlikely, that the condition will be fulfilled. Form: if + Simple Past, Conditional I (= would + Infinitive) Example: If I found her address, I would send her an invitation. Conditional Sentence Type 3 It is impossible that the condition will be fulfilled because it refers to the past. Form: if + Past Perfect, Conditional II (= would + have + Past Participle) Example: If I had found her address, I would have sent her an invitation. · You've posted my letters, haven't you? · You won't forget to check my emails, will you? · You're sad that I'm going, aren't you? · You aren't going to cry when I leave, are you?
Present simple: Key words: always, sometimes, usually, ? do I/you/we they speak English? rearly, seldom, often, every does He/she/it speak English? Millal kasutatakse? igapäevase, harjumispärase, teatud aja järel korduva + I/you/we/they speak engish tegevuse väljendamiseks He/she/it speaks english? Example sentence: The President of The -do not(don't) speak English. USA lives in The White House. Carol does not (doesn't) speak english. usually brushes her teeth twice a day. Present continuous: ? Am I speaking English? Key words: now at the moment, look! Are you/we/they speaknig English? Listen! Is he/she/it speaking English? Millal kasutatakse? Hetkel toimuva, aga mõnikord ka pikema ajutise tegevuse
Objections and some replies 79 Inferentialism 83 Summary 84 Questions 85 Further reading 85 7 Psychological theories: Grice's program 86 Overview 86 Grice's basic idea 86 Speaker-meaning 88 Sentence meaning 92 Summary 96 Questions 96 Further reading 97 8 Verificationism 98 Overview 98 The theory and its motivation 98 Some objections 100 Contents vii
Test 13 1. Complete the sentence Choose from here : a lovely tune, tongue twister, sneezes, put on the light, plague, nursery rhyme, recit poems, sunshine, mysterious, dream. 1.Last night i had a strange dream about travelling to Mars 2.My sister´s favourite nursery rhyme was Twinkle, Twinkle, Litter Star. 3.In our literature classes we often learn and recite poems. 4.What do you say when someone sneezes? Bless you! 5.Don´t you think it´s dark here? Could you put on the light, please? 6
.......................................................... 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. These are called Adverbs of Manner. Please speak quietly. Tom drove carefully along the narrow road. 2. Some adverbs tell us where. These are called Adverbs of Place: She put the book on the table. 3. Some adverbs tell us when. These are called Adverbs of Time. We met them at five o´clock. 4
reasons. An essay should begin with an introduction in which some background information is given about the problem that is going to be discussed. The angle from which the problem is going to be looked upon in the essay is also stated. In longer essays these are in different paragraphs, in shorter ones they can be in one paragraph. The body of the essay usually consists of several paragraphs, the number of which depends on the length of the essay. Each paragraph should begin with a topic sentence. The following sentences should enlarge on the theme, give examples, etc. If it is an essay discussing the advantages and disadvantages of something, the advantages should be grouped together and so should be the disadvantages. One paragraph should only talk about one thing, aspect, etc. If a new thought begins, a new paragraph should be started, too. In essays that express the writer's opinion mainly, one paragraph (usually the last
· use only white paper (not yellow, blue, or pink) · the title page: on the top should be : Tallinn Pedagogical University, the second line: Department of English. In the middle: write your title without quotation marks, and below in the middle write Term Paper. Then a little below write: by Xzzz Xzzzz, and below of that write: Supervisor: Lect. Zxxx Zxxxx. Below in the end write: Tallinn 200X. · title should be not a sentence use only phrases · chapters should have titles (not a sentence but a phrase). After title page comes page 2 and Table of Contents (in the top middle) here you indicate the division of your paper (Introduction, Chapter 1 (with title), etc.). · NB! People who have literary topic should write a Preface (short, normally 1 page long ) and only then comes Table of Contents and there mention your Preface (e.g. Preface, Introduction, Chapter 1 (with title), etc.).
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 used to express greetings, farewells, thanks, or apologies. Bye, excuse me, thanks... Existential there often comes at the start of a sentence. There is a fly in my soup. Phrase is larger than individual word, but smaller than sentence.
................................................... 4 When to use the Passive ..................................................................... 5 Verbs with two objects ........................................................................ 5 The Passive with ’by/with’ .................................................................. 6 Talking about what other people say ................................................ 6 The Passive Voice The subject is the starting point of the sentence, the thing we are talking about. The new information about the subject comes at the end of the sentence. When the subject is the person or thing doing the action, then we use an active verb: Bell invented the telephone. When the subject is not doing the action, but something is happening or being done to it, or the action is directed at it, then we use a passive verb. The telephone was invented by Bell. NB
Introduction Paragraph What is an introduction paragraph? The introduction paragraph is the first paragraph of your essay. What does it do? It introduces the main idea of your essay. A good opening paragraph captures the interest of your reader and tells why your topic is important. How do I write one? 1. Write the thesis statement. The main idea of the essay is stated in a single sentence called the thesis statement. You must limit your entire essay to the topic you have introduced in your thesis statement. 2. Provide some background information about your topic. You can use interesting facts, quotations, or definitions of important terms you will use later in the essay. Example: Hockey has been a part of life in Canada for over 120 years. It has evolved into an extremely popular sport watched and played by millions of Canadians. The game has gone
spoken to them already, this week, today He/She/It has visted them/spkoken to Millal kasutatakse? Tegevus, mis sai them alguse minevikus ja kestab olevikus või lõppes lähiminevikus ja väljendab _ I/You/We/They haven't visited them kogemust them/ spoken to them Example Sentence: He has fixed the He/She/It hasn't visited them/ spoken to light. She has broken the vase. He has them been side since Saturday. ? Have You/We/They visited them/ spoken to them? Has He/She/It visited them/ spoken to them? Past simple: + I/You/He/She/We/They visted friend Key words: yesterday, ago, last week, in last weekend 2012 I/You/He/She/We/They spoke English Millal kasutatakse: minevikus lõpetatud
omadussõna + eessõna proud of, good at, married to adverb particle Some verbs are followed by adverb particles. Examples are: put on, take off, give away, bring up, call in. Sometimes the particle is detached from the verb and put after the object. •He took his boots off. •They called the doctor in. apposition a grammatical construction in which two usually adjacent nouns having the same referent stand in the same syntactical relation to the rest of a sentence (as the poet and Burns in “a biography of the poet Burns”) back-reference In grammatical analysis, the term reference is often used to state a relationship of identity which exists between grammatical units, e.g. a pronoun 'refers' to a noun or noun phrase. When the reference is to an earlier part of the discourse, it may be called a 'back-reference' (or anaphora); collective noun Collective noun is the name we give to a group of nouns to refer to them as one entity. A crew of sailors.
1. Grammatical negation results in words becoming negatively charged (e.g. "Science has not got a soul. Cannot help itself." science here becomes negative). 2. The neighbourhood or closeness of words bearing adherent negative connotation. 3. Vulgar words in the context lend their negative charge normally to the following word. 4. The same do certain intensifiers, such as: merely, only, too, too much, horribly, perfectly, so, etc. 5. Repetition of a word in a sentence makes the negative charge stronger. 6. Graphic presentation the inverted commas, quotation marks (e.g. "This `sweet' lady has killed five husbands."). 7. Uncommon use of punctuation. 8. Exclamatory and interrogatory sentences (e.g. "Women and votes!). 9. The writer may indicate the quality of the character's voice (e.g. "Society," she said blackly (shows speaker's negative attitude). "Society" becomes negatively because of "blackly"). Positive adherent connotation 1
· Be aware of the deadline date (i.e.: received vs. postmark) 1 ORGANIZE YOUR THOUGHTS.... Answer the following: 1. Who are you? 2. Why are you who you are? 3. What are you doing? 4. What have you done? 5. Where are you now? 6. Where are you going? 7. How are you going to get there? 8. Why do you need a scholarship? 9. How will it make a difference? ESSAY OUTLINE: 1. Introductory sentence a. State your name b. State the name of the scholarship for which you are applying 2. Educational Objectives and Career Goals a. Identify your major b. Why did you choose this major? c. What will you do with a degree in this field? d. What career path have you chosen? Example: I have always enjoyed working with computers and I love to write. I'm pursuing a career in technological writing; this will allow me to pursue
together always! g) I'm sorry I missed your birthday party. I really wish I come / came / had come / would come. h) I like my new boss but I wish she gave / would give / could give me some more responsibility. i) Having a lovely time in Brighton. I wish you are / were / had been here. j) This car was a complete waste of money. If only I didn't buy /hadn't bought it. 2.- 3.- 4.- Choose the most suitable verb form in each sentence. a) A cheque is all right, but I'd rather you pay / paid me cash. b) Imagine you live / lived in New York. How would you feel? c) If only I have / had / would have a screwdriver with me. d) If you want to catch the last train, it's time you leave / left. e) I'd rather you don't / didn't tell anyone about our conversation. f) I've got a terrible headache. If only I didn't drink / hadn't drunk that wine.
First Conditional: A real possibility in the future A First Conditional sentence is for future actions dependent on the result of another future action or event, where there is a reasonable possibility of the conditions for the action being satisfied. Formation: if + present simple, + will For example: If she gets good grades, she will go to university. We are talking about the future, but we use a present tense for the condition and will for the result. In this case, the person is sure about going to university. We can use other modal verbs
outside this context connotation is not present. AC may be positive or negative--any part of speech may acquire this connotation, the exact shade of meaning depending on the context. Negative adherent connotation: · (Grammatical negation (science has no soul)) · The proximity of words carrying inherent negative connotations (vulgar and working-class) · The context of the sentence of the words that have a strong vulgar colouring (your bloody principles) · The use of certain intensifiers (too, too much, horribly, perfectly, so, only) (too clean, too new) · We may have a repetition of a word in a sentence (always preaching, preaching, quietly, quietly) · Graphical presentation: in the inverted commas (this "sweet" lady is a killer); uncommon use of punctuation.
Writing a personal letter 1. Kirja paremasse ülanurka kirjuta koht, kus kiri on kirjutatud. See ei pea olema täielik aadress, kui just pole vaja kirja saatjale uut Aadressi teatada. Piisab linnast/ alevikust/ maast: London/ Wales/ Tartu/ Estonia. 2. Selle alla kirjuta kuupäev, kas numbriteha või kuu nimetust lühendades: 10/02, 10 Feb. Soovi korral võid ka lisada nädalapäeva ja/või aastaarvu: Tuesday 10 Feb 2007 / Tuesday 10/02/04 Punkte ega komasid pole kuupäeva kirjutamisel vaja. 3. Kiri algab kirjalehe vaakust äärest avafraasiga (opening phrase) Dear (Piret), millele võib järgneda koma. Kui kiri ise algab taandreaga avafraasile järgnevalt realt. Kirja avalauses (opening sentence) ja sissejuhatavas lõigus avaldada tänu saadud kirja/ postkaardi eest. 4. Kiri, nagu iga muugi kirjutis, peaks olema jagatud lõikudesse. Uut teemat alusta taandrealt uue lõiguga...
Reported Speech (in other words Indirect Speech) If we report what another person has said, we usually do not use the speaker's exact words (direct speech), but reported (indirect) speech. Therefore, you need to learn how to transform direct speech into reported speech. We use reported speech when we are saying what other people say, think or believe. - Example: If this verb is in the present tense (says), it's easy. We just put 'she says' and then the sentence. When we are reporting things in the present, future or present perfect we don't change the tense. : direct speech: "I like ice cream" reported speech: She says she likes ice cream - But, if the reporting verb is in the past tense (said), then usually we change the tenses in the reported speech: direct speech: "I like ice cream" reported speech: She said she liked ice cream. ......... · When there are Changing tenses: present changes to past:::: am/is --- was are -- were
Examples of definitions: Noun is the name of a person, place or a thing. (I love this place). A verb expresses an action, process or a state. (I love this place). An adjective describes a noun. (This place is lovely). 2) Distribution test → Takes the context in which the word occurs in, into consideration. Also the whereabouts of the word in a sentence For example: Kim is an engine driver. → Engine could mean either happy or a mechanical object. Kim seems engine 3) A formal test → With nouns we can test if it contains morphemes which makes word a noun. For example: Noun can have a plural ending s Noun can have a possessive form. Boys’
d) This person might steal food from a supermarket e) This person kills someone on purpose f) This person takes people and demands money for their return. g) This person makes illegal copies of paintings, documents, etc. h) This person damages other people's property i) This person might steal your wallet in a crowd j) This person steals from houses k) This person gets money from others by threatening to tell secrets. 1) This person causes trouble at football matches Task 3. Complete each sentence (a-j) with a suitable ending (1-10). Use each ending once. a) I decided to buy a burglar alarm after someone broke 5 1 in by a salesman who cheated them out of their money. b) When Alan was stopped outside the supermarket he ended 2 away by stealing a car parked nearby. c) As it was Sheila's first offence she was let 3 up at the police station, charged with shoplifting.
Martin Luther King’s speech ‘’I have a dream’’ was very successful, but it wasn’t only because it had a powerful message. The way it was written and how he presented it played a huge role in its effectiveness. Martin Luther King used a wide variety of rhetorical and literary devices in his speech. Rhetorical devices are used to persuade and evoke emotions in the audience. The use of metaphors can already be seen in the following sentence: ‘’One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination’’. The metaphorical use of the words ‘’chains’’ and ‘’manacles’’ in that statement help the audience to visualize the impact of discrimination and segregation. The black community being bound my the chains of discrimination prevented them from being able to rise up. Chains
X The makers have agreed to replace the equipment free of charge. Y The new equipment will not be installed for at least six months. However, grammatically but, although and however are quite different. Look at the sentences which are produced when they are used. 1 The makers have agreed to replace the equipment free of charge, but the new equipment will not be in for at least three months. X, but Y. but is placed between two main ideas in one sentence. 2 Although the makers have agreed to replace the equipment free of charge, the new equipment will not be installed for at least three months. Although X, Y. or Y, although X. Although is placed at the beginning of a support idea. There must be a main idea (Y) in the same sentence. 3 The makers have agreed to replace the system free of charge. However, the new equipment will not be installed for at least three months. X. However, Y. The two ideas are placed in separate sentences.
.............................. ............................................................................. .................................................................... ........................................................................ ............................................................................. ............................................ Farewell Signature Name Tips Always proofread your letter after writing it, check for sentence structure, grammar, spelling mistakes... Proofread your letter again (and again) after you have revised it. Keep the recipient in mind, and write in a way that he/she can easily understand the letter. Don't use abbreviated dates, i.e. use November 19, 2004, and not 11/19/04 Be respectful when you write, even if you are writing a letter of complaint. Formal letter Greeting if you know the name of the receiver: Dear Mr./Mrs./Ms + first and second name
Synecdoche Indented line Antonomasia Graphon Phrasing Irony Common Lit. Voc. Syntagm Epithet: Special Lit. Voc. Monotonous rhythm Syntactic Terms Jerky rhythm Phrase Barbarisms / Alternating rhythm Sentence foreign w. Rambling rhythm Metaphorical Archaic w. Grading rhythm Transferred Poetic diction Oxymoron Neologisms Functional styles / registers Hyperbole STYLE AND STYLISTICS FGI 1081 Stylistics (I. Ladusseva) 2
e) We heard a piece by Mozart performed by a German band/group/orchestra. f) Her second book was very popular and became a best buy/seller/volume. g) I like the painting but I can't stand its ugly border/frame/square. h) Robert's new book will be broadcast/published/typed in August. i) I liked the acting, and the costumes/dressing/outfits were good too. j) The best act/place/scene in the film is when Jack meets Kate. Task 2. Complete each sentence with a word from the box. Use each word once only. Announcer composre critic editor playwright author conductor director novelist sculptor a) The orchestra would not be so successful with a different .... conductor... b) I want a book on art, but I don't know the name of the …… c) We must see the new film by that Italian …… d) The…… said that the sports programme is on after the news. e) Harry writes for the theatre, but he is not only a ……
IF Real events Structure: Additional clause Present Indefinite Main clause Future Indefinite If I have a lot of money, I will buy a car , Almost unreal events *In additional and main clauses usually use Subjunctive I and II *When you translate into Russian these sentences, you should use conjunction * This type of unreal conditional sentence use, when speaker wants to underline small probability of condition realization Almost unreal events Structure: Additional clause Past Simple Main clause would/should/could/might + V1 If it were possible, I would do it , Absolutely unreal events In additional and main clauses usually use Subjunctive I and II. When you translate these sentences into Russian, you should use // . . This type of conditional sentence use, when speaker
Tone languages Somali, Mandarin Stress-timed languages syllables may last different amounts of time, but stressed syllables appear at a roughly constant rate. Non-stressed syllables are shortened to accomodate this. Syllable-timed languages every syllable is perceived as taking up roughly the same amount of time. Syllables are given approximately equal stress. When words are combined into sentences (or phrases), only one of the syllables receives a primary stress in that sentence (or phrase) and all the other syllables have a secondary stress. There are words in English that may be pronounced in two different ways in weak forms, in strong forms. Function words (auxiliary verbs, prepositions, conjunctions and certain pronouns) have weak forms. Strong forms replace the weak forms at the end of the sentence, being contrasted with another word, there is a co-ordinated use of prepositions, emphasis. Problems in phonemic analysis. Essay.
d) I don't go to that supermarket because it's a bit priced/pricey. e) You cannot return goods without the original recipe/receipt. f) Supasoft Soaps are for sale/on sale here. g) A carrier bag is free with each buyer/purchase over £10. h) If you pay cash, we can give you a 10 per cent cutting/discount. i) How much did you pay/spend for your new shoes? j) This is a good shoe shop, but the costs/prices are very high. Task 2. Rewrite each sentence so that it includes the word given in capitals. a) I can't manage to see what the price is. Let's ask MAKE inside. I can't make out what the price is. Let's ask inside. b) Is this coat the right size? Can I check? TRY c) Two masked men robbed the supermarket HELD yesterday. d) You need a new coat. Your old one is too small. GROWN e) I've been shopping all morning. I feel exhausted. WORN
We can report people's words by using direct speech or direct speech reported speech. speech `I'm tired!', Helen said. Helen said (that) she was tired. The main verb of the sentence is usually past ( Tom said that... / I told her that...) and the rest of the sentence is usually past too. Sequence of tenses if the verb in the main sentence is in the past tense the other verbs are usually in one of the past tense too. Present Simple Past Simple I'm a teacher. He said (that) he was a teacher Present Progressive Past Progressive I'm having lunch with my He said (that) he was having parents. lunch with his parents. Past Simple Past Perfect He said (that) he had bought a
What would happen then if state benefits were cut completely? If this also makes Britain more attractive for overseas visitors, so well and good. You'd only use capital punishment if you were absolutely sure that you'd convicted the right person. It'd be O.K. if they recognised the quality of the songs their grandmother had taught them and went on to sing them to their own grandchildren. 8.2 Questions based on conditions with sentence adverbials " then" and "so" We punish murderers and rapists on Earth, so why shouldn't the same people rot in hell? but if you want to go to a nicer locality, you can spend all day getting there. Then how do you go about making your own arrangements? Other people are part of the environment and they have a right to react to wrong-doing to protect society. Then why shouldn't God send evil people to hell?
c) After leaving school, Ann studied/trained as a teacher. d) Peter decided not to go in/enter for the examination. e) My sister learned/taught me how to draw. f) I can't come to the cinema. I have to read/study for a test. g) In history we had to learn a lot of dates by hand/heart. h) I hope your work will improve by the end of course/term. i) Martin failed/missed his maths exam and had to sit it again. j) If you have any questions, raise/rise your hand. Task 2. Complete each sentence with a word from the box. Use each word once only. cheat copy memorise pay revise concentrate divide pass punish underline a) Our teachers used to punish us by making us stay behind after school. b) If you…….twenty-seven by nine, the answer is three. c) Try to……. the most important rules. d) It is difficult to …….attention in a noisy classroom. e) Pauline tried her best to …….the end of year examinations.
The most important piece of information to support this aim is the fact that AMC have broken their contractual obligations. By reversing the order in which the two problems are described, the secretary ensures that this piece of information receives the maximum amount of emphasis, or focus, and thus leads logically into the recommendation. We will be looking again at the idea of linguistic focus in Unit 6. 3 Grammar, Spelling and Sentence Construction As well as reorganizing the information in the report the secretary also made a number of changes to the language which the writer had used. You probably noticed that Text 1 contained a number of grammatical and spelling mistakes. If not, look for them now before continuing with this Discussion section. Grammar `AMC's works have gone down' AMC's work has really gone down.
Roald Dahl "The Landlady" Worksheet 3 21. The landlady says: "They're all on the third floor, both of them together." This contradicts another sentence; which one? ............................................................................................ 22. Find out about the landlady's hobby: Landlady's hobby is to make stuffed animals. 23. What happened to the other guests and what is going to happen to Billy? The other guests are stuffed. Billy is going to be also stuffed like all the animals and guests (Billy drinks tea, what contains poison, and he will die). 24. Read the story again and look at the disturbing details and explain in what way they announce and explain what will take place Disturbing elements How to explain them ...
Don't do that again! ask + infinitive imperatives as requests He asked me to give him some money. Please give me some money. When verbs don't follow the rules The verb tenses do not always follow the rules shown above. For example, if the reporting verb is in the present tense, there is no change in the reported sentence. Also, a sentence in direct speech in a present or future tense can remain the same if what is said is still true or relevant. For example: You've invited someone for dinner at your house, and the phone rings. It's them! They say: I'm sorry, but I think I'm going to be a bit late. There's a lot of traffic. After you finish speaking on the phone, you say to someone else: That was Juan. He said he thinks he's going to be late because there's a lot of traffic. Another example: A friend says to you: María's ill
Possesive pronouns Reciprocal pronouns Pronoun case Personal pronouns Personal pronouns represent specific people or things. We use them depending on: number person gender Case Singular: subject- I, you, he, she, it ; object-me, you, him, her, it. Plural: subject-we, you, they ; object-us, you, them. Examples: 1) Do you like coffee? (subject) 2) John loves you. (object) Reflexive pronouns We use a reflexive pronoun when we want to refer back to the subject of the sentence or clause. Reflexive pronouns end in "-self" (singular) or "- selves" (plural). singular : myself, yourself, himself, herself, itself plural : ourselves, yourselves, themselves Examples: 1) I saw myself in the mirror. 2) They cannot look after themselves. Demonstrative pronouns A demonstrative pronoun represents a thing or things: near in distance or time (this, these) far in distance or time (that, those) Examples: 1) Look at that! 2) These are bigger than those.
e) Everyone agrees that the environment/nature must be protected. f) There has been another increase/rising in the level of crime. g) There are few jobs here and many people are away from work/unemployed. h) The train was in a/an accident/collision with a bus on a level crossing. i) The driver of the bus admitted that he had done/made an error. j) No ships are sailing today because of the high/storm winds. 2 Complete each sentence with a word from the box. Use each word once only. disaster emergency hooliganism living disease injuries rubbish earthquake floods invasion slums a) Food has been sent to areas in Africa suffering from …........................... b) Many people live in overcrowded…........................... on the edge of the city. c) The cost of…........................... has risen steadily this year.
6 Jake said, "I bought a lovely souvenir for my English friend." Jake said he had bought a lovely souvenir for his English friend. 7 Alex said he always watched The Simpsons before he went to school. Alex said he always watched The Simpsons before he went to school. 8 Felicity said to the teacher, "I don´t want to be late for school." Felicity told the teached he didn´t want to be late for school. 4 Read the fairy tale by Oscar Wilde. Find the right opening sentence for each paragraph. Write the letter of the sentence next to the number. There is one sentence that you don´t need. A He saw the most wonderful sight. B "How I would like to see him!" said the Giant. C Every afternoon, as they were coming from school, the children played in the giant´s garden. D So, he went downstairs, opened the fron tdoor quite softly and went out into
different words Points to consider * you may include more · First decide whether you agree or disagree viewpoints, and therefore more with the subject of the topic and make a list paragraphs in the main body of your points and reasons. · Write well-developed paragraphs consisting of more than one sentence. · Begin each paragraph with a topic sentence which summarises what the paragraph is about. · Linking words should be used throughout your composition. Useful Language To express opinion: I believe, In my opinion, I think, In my view, I strongly believe, The way I see it, It seems to me (that) To list points: In the first place, first of all, to start with, Firstly, to begin with To add more points: what is more, another major reason, also, furthermore,
BE vastav aeg+ Verbi III pv Tegevuse sooritaja näitamiseks kasutatakse eessõna by. Kui aktiivlause aluseks on asesõna (I, you, he, we, you, they, somebody...), siis jäetakse by- fraas ära. Aktiivlause muutmine passiivlauseks: 1. Leiame sihitise ja muudame ta aluseks. 2. Määrame öeldise ajavormi ja asendame ta passiivi vastava ajaga 3. Leiame aluse ja muudame ta eessõna by abil sihitiseks. Example: Jane baked a cake.-active sentence A cake was baked by Jane.-passive sentence Exampple: My bike was stolen. Tence Subject Verb Object Simple Present Active: Rita writes a letter Passiv: A Letter is written by Rita Simple Past Active: Rita wrote a letter Passiv: a letter was written by Rita
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. Water boils at 100 degrees Celsius. The Present Continuous This tense is used to describe an action that is occurring right now (at this moment, today, this year, etc.). The action has begun and is still in progress. It
a) I'm afraid the children have been very badly-behaved today. b) I felt a bit frightened when I went into the dark room. c) Jean was very unhappy when her kitten was run over. d) This film we saw last night was rather boring. e) This is a really interesting book. You must read it. f) I'm so happy that Helen has got the job she wanted. g) Sometimes when I hear the news I feel very miserable. h) Sorry I gave you the wrong tickets. I got a bit mixed up. 3. Complete each sentence with a word or phrase from the box. Use each word or phrase once only. blush grin shake your head scream cry nod your head wave yawn a) When you feel embarrassed you might e) When you feel upset you might b) When you feel tired or bored you might f) When you want to show disagreement you might c) When you want to show agreement you might g) When you are scared or in pain you might
d) Please help/serve/wait yourself to salads from the salad bar. e) Waiter, can I see the catalogue/directory/menu, please? f) This fish is not what I called/commanded/ordered. g) This dish/plate/serving is a speciality of our restaurant. h) Have you tried the crude/raw/undercooked fish at the new Japanese restaurant? i) Paul never eats meat, he's a vegetable/vegetarian/vegetation. j) Have you decided what to have for your main course/food/helping? Task 2. Complete each sentence (a-j) with a suitable ending (1-10). Use each ending once. a) Dinner's nearly ready. Can you lay ...6… 1. up if you dry and put the dishes away. b) There's some meat in the fridge. Just warm 2. it up in the microwave oven for a few minutes. c) Keep an eye on the milk or it might boil 3. coffee you made for me this morning. d) Jack likes his steak rare but I prefer mine well 4. meal at the pub opposite the supermarket.
Paragraph 1 Reason for writing, name of the available position (+add the source, if available) I am writing to apply for the post advertised in... I am writing in response to your advertisement in... Paragraph 2, 3 What are you doing now, previous experience Qualifications (also personality traits, if necessary) NB! Relevant information I have graduated from... (with honors) My degree is in... I attended a.... course Final paragraph + closing sentence Closing remarks: thank the person for considering your application, ask the person to consider you for the job, mention the possibility of further communication. I have enclosed my CV... I am enclosing my curriculum vitae together with two references, I would be happy to provide any further information, if you wish me to attend an interview, I am available at any time, Thank you for considering my application. NB! I look forward to hearing from you. Sign-of
annaabi.ee 
Sisene Facebook'ga
Sisene Google'ga
Sisene LinkedIn'ga
