A finite verbs is a verb that is inflected for tense according to the rules and categories of the languages in which it occurs. Finite verbs can form independent clauses, which can stand by their own as complete sentences.
Every grammatically correct sentence or clouse must contain a finite verb; sentence fragments not containing finite verb are described as phrases.
Some interjections can play the same role. Even in English, a sentence like thanks for you help! Has an interjection where it could have a subject and a fibite verb form compare I appreciate your help!
A verb is a world that expression an occurrence, act, or made, of being, finite verbs, sometimes called main verbs, are limited by time (see tense), person, and number.
Verb forms that are not finite include the infinite
Participles (e.g, the broken window..!, The wheezing gentleman…”)
Gerunds and gerundives
English has three kinds of verbals : participles, which function as adjectives, which have noun-like, adjective –like, and adverb-like functions each of these is also used in various common constructs; for example, the past participle is used in farming the perfect aspect (to have done).
Other kinds of verbals, such as gerunds and gerundives, exist in other languages.
Example :
The Finite verbs are the under lived work
THE CROWN AND THE FOX
One day a crow finds a tasty piece of cheese she picks it up, flaps her wings, and flies to a high branch of a tree to eat it. (…)
Source : International Story
Sabtu, 27 Februari 2010
SURPRISES & DISBELIEFS
To express surprise!
- What a surprise!
- (Well), that’s very surprising!
- Really?
- What
- Are you serious? You must be joking!
- You’re kidding!
- Fancy that!
- I must say … surprises me
- I find that hard to believe
Example of expressing surprise
A : I can’t believe it!
B : That’s true
When you got a surprising fact, you can say:
- Do you know what
- Believe it or not
- You may not believe it, but
- Can you believe this?
You can respond to the surprising fact using these expression :
- Really?
- Are you joking?
- Oh?
- Where? Show me
- What a surprise!
- (Well), that’s very surprising!
- Really?
- What
- Are you serious? You must be joking!
- You’re kidding!
- Fancy that!
- I must say … surprises me
- I find that hard to believe
Example of expressing surprise
A : I can’t believe it!
B : That’s true
When you got a surprising fact, you can say:
- Do you know what
- Believe it or not
- You may not believe it, but
- Can you believe this?
You can respond to the surprising fact using these expression :
- Really?
- Are you joking?
- Oh?
- Where? Show me
Passive Voice
Passive voice is a grammatical voice in which the subject receives the subject receives the action of a transitive verb, and passive refers more generally to verb using this construction and the passages in which they are used.
When rewriting active sentences in passive voices note the following:
- The object of the active sentence becomes the subject of the passive sentence
- The finite form of the verb is changed (to be + pas participate)
- The subject of the active sentence becomes the object of the passive sentence (or is dropped)
AgentØ
In a passive clause, we usually we a phrase beginning with by if we want to mention the agent-the person or thing that does the action, or that causes what happens
Example :
My Mother makes sandwich every morning
Subject + V1+ S/es + O + C(adv. Of time)
Sandwich is made by my mother every morning
Subject + to be + V3 agent C(adv. Of time)
Present Continuous :
S + to be + being + V3 (past participle)
Present Perfect :
S + has/have + been + V3 (past participle)
Present Continuous :
Active : A young boy is catching a butterfly
Passive : A butter fly is being caught by a young boy
When rewriting active sentences in passive voices note the following:
- The object of the active sentence becomes the subject of the passive sentence
- The finite form of the verb is changed (to be + pas participate)
- The subject of the active sentence becomes the object of the passive sentence (or is dropped)
AgentØ
In a passive clause, we usually we a phrase beginning with by if we want to mention the agent-the person or thing that does the action, or that causes what happens
Example :
My Mother makes sandwich every morning
Subject + V1+ S/es + O + C(adv. Of time)
Sandwich is made by my mother every morning
Subject + to be + V3 agent C(adv. Of time)
Present Continuous :
S + to be + being + V3 (past participle)
Present Perfect :
S + has/have + been + V3 (past participle)
Present Continuous :
Active : A young boy is catching a butterfly
Passive : A butter fly is being caught by a young boy
Noun Phrase
A noun phrase is other a single noun or any group of words containing noun or a pronoun that function together as a noun or pronoun, as the subject or object of adverb.
For example, ‘they’ , ‘books’, and ‘the books’, are noun phrases, but ‘book’ is just a noun, as you can see in these sentences (in which the noun phrases are all in bold)
> Structure of Noun Phrases:
> A beautiful old painting on the wall
When you use a noun in front of another noun, you never put adjectives between them, you put adjectives in front of the first noun.
Example : We just spoke with a young American boy
Noun phrase can be in form of gerund (base + ing) or gerund and other nouns compounding.
Example 1:
Dea : Do you like books?
Rika : Yes, I like them.
Dea : Do you like books over there?
Tomo : Yes, they are nice.
Dea : Do you like the book I brought yesterday?
Tomo : Yes, I like it. (Note: ‘It’ refers to ‘the book’, not ‘book’)
A noun phrase is other a single noun or any group of words containing noun or a pronoun that function together as a noun or pronoun, as the subject or object of adverb.
For example, ‘they’ , ‘books’, and ‘the books’, are noun phrases, but ‘book’ is just a noun, as you can see in these sentences (in which the noun phrases are all in bold)
> Structure of Noun Phrases:
> A beautiful old painting on the wall
When you use a noun in front of another noun, you never put adjectives between them, you put adjectives in front of the first noun.
Example : We just spoke with a young American boy
Noun phrase can be in form of gerund (base + ing) or gerund and other nouns compounding.
Example 1:
Dea : Do you like books?
Rika : Yes, I like them.
Dea : Do you like books over there?
Tomo : Yes, they are nice.
Dea : Do you like the book I brought yesterday?
Tomo : Yes, I like it. (Note: ‘It’ refers to ‘the book’, not ‘book’)
invitation
To invite someone
* I would like you to …
* We would be pleased if you could …
* Would you like to …?
* Shall we …?
* How about …?
To accept an invitation
* Thank you. Yes, I would like to …
* Yes, I would. Thanks.
* That would be very nice. Thank you.
* All right!
* O.K.!
To refuse/decline an invitation
* I would love to, but …
* That’s nice/great. Unfortunately/However …
* That’s very kind of you, but …
* Sorry, that wouldn’t be possible. Thanks anyway.
* I would like you to …
* We would be pleased if you could …
* Would you like to …?
* Shall we …?
* How about …?
To accept an invitation
* Thank you. Yes, I would like to …
* Yes, I would. Thanks.
* That would be very nice. Thank you.
* All right!
* O.K.!
To refuse/decline an invitation
* I would love to, but …
* That’s nice/great. Unfortunately/However …
* That’s very kind of you, but …
* Sorry, that wouldn’t be possible. Thanks anyway.
Asking if someone remembers or not
Formal expressions:
Ø I wonder if you remember.....
Ø You remember...., don’t you?
Ø You haven’t forgotten...., have you?
Ø Don’t you remember.....?
Ø Do you happen to remember it now?
Ways to respond:
Ø Let me think, yes, I remember.
Ø I remember especially the scenery.
Ø I’ll never forget that
Ø I’ll always remember.
Ø I can remember it clearly.
Informal expressions:
Ø Remember the old house we used to live in?
Ø Remember that?
Ø I’m sorry I don’t remember.
Ways to respond:
Ø Hold on. Yes, got it!
Ø I know.....
Ø It’s coming back to me now.
Respond if you forget:
Ø Sorry, I’ve completely forgotten.
Ø I’m affraid I forget.
Ø I really can’t remember.
Ø I’m afraid I have no memory of him
Ø Errr, let me think. No, it’s gone.
Ø Sorry, it slipped off my mind.
Example..
It was Sunday morning, wati got dressed and had breakfast quickly. She was ready to leave for school. Her mother was a little puzzled.
Mother : Hey...hey.... are you going to school?
Wati : Yes, Mom. I overslept. I’m in a hurry
Mother : You remember Sunday, don’t you?
Wati : Oh, my goodnes. I thought it’s a school day !
Ø I wonder if you remember.....
Ø You remember...., don’t you?
Ø You haven’t forgotten...., have you?
Ø Don’t you remember.....?
Ø Do you happen to remember it now?
Ways to respond:
Ø Let me think, yes, I remember.
Ø I remember especially the scenery.
Ø I’ll never forget that
Ø I’ll always remember.
Ø I can remember it clearly.
Informal expressions:
Ø Remember the old house we used to live in?
Ø Remember that?
Ø I’m sorry I don’t remember.
Ways to respond:
Ø Hold on. Yes, got it!
Ø I know.....
Ø It’s coming back to me now.
Respond if you forget:
Ø Sorry, I’ve completely forgotten.
Ø I’m affraid I forget.
Ø I really can’t remember.
Ø I’m afraid I have no memory of him
Ø Errr, let me think. No, it’s gone.
Ø Sorry, it slipped off my mind.
Example..
It was Sunday morning, wati got dressed and had breakfast quickly. She was ready to leave for school. Her mother was a little puzzled.
Mother : Hey...hey.... are you going to school?
Wati : Yes, Mom. I overslept. I’m in a hurry
Mother : You remember Sunday, don’t you?
Wati : Oh, my goodnes. I thought it’s a school day !
Descriptive text
The aim of descriptive text: to describe the characteristics of particular person, thing, or place.
Text Structure:
▪ Identification Þ identifies thing, person, place, phenomenon to be described.
▪ Description Þ gives the information of particular thing, person, or place being discussed or describes parts, qualities, or characteristics.
Grammatical Features:
▪ Who? What?
▪ Using Linking verb and Simple Present Tense
▪ Epithet: adjective or adjective phrase
▪ Attributive (the)
▪ Use of attributive and identifying process
▪ Focus on specific participants
▪ Frequent use of epithets and classifier in nominal groups
Text Structure:
▪ Identification Þ identifies thing, person, place, phenomenon to be described.
▪ Description Þ gives the information of particular thing, person, or place being discussed or describes parts, qualities, or characteristics.
Grammatical Features:
▪ Who? What?
▪ Using Linking verb and Simple Present Tense
▪ Epithet: adjective or adjective phrase
▪ Attributive (the)
▪ Use of attributive and identifying process
▪ Focus on specific participants
▪ Frequent use of epithets and classifier in nominal groups
NEWS ITEM
News Item: is factual text which informs the readers about events of the day which are considered newsworthy or important.
Social function of news item is: to inform readers, listeners or viewers about events of the day which are considered newsworthy or important.
Generic structure:
v Newsworthy Event(s): recounts the events in summary form
v Background Event(s): elaborate what happened, to WHOM, in WHAT circumstances.
v Sources: comments by participants in, witnesses to and authorities’ expert on the event.
Significant Grammar Features:
± Short, telegraphic information about story captured in headline
± Generally using Simple Past Tense
± Use of Material Processes to retell the event
± Using Action Verbs, e.g.: were, run, go, kill, etc.
± Using Saying Verbs, e.g.: say, tell
± Focus on Circumstances
± Use of projecting Verbal Processes in Sources stages
There are some rules that can help to make newspaper headlines more comprehensible.
1. The passive voice is used without the appropriate form of “be”.
Example: Town ‘Contaminated’
Complete Sentence: Town is contaminated.
1. It is unusual to find complex forms, generally the simple present form is used
Example: Fire Destroys over 2,511 acres of Forest in 2003-2004
Complete Sentence: Fire has destroyed over 2,511 acres of forest in 2003-2004.
1. The present progressive tense is used, usually to describe something that is changing or developing, but the auxiliary verb is usually left out.
Example: World Heading for Energy Crisis
Complete Sentence: The world is heading for an energy crisis.
1. To refer to the future, headlines often use the infinitive.
Example: Queen to Visit Samoa.
Complete Sentence: The Queen is going to visit Samoa.
1. Headlines are not always complete sentences.
Example: More earthquakes in Japan.
Complete Sentence: More earthquakes happened in Japan.
A Korean Force of Nature
Newsworthy event
In just three years, Korean pop star Rain Has built a huge domestic following of (mostly) female fans with a string of chart-topping singles, and now he’s ready to branch out overseas.
Background events
Rain picked up MTV Asia prizes this year, played his first solo concert in Japan in July and has lined up sold-out gigs in Hong Kong and Tokyo. But the engine of Korean pop-culture dominance in Asia is the soap opera, which is why Rain is forecast for TV this fall. The decidedly boyish singer will play a macho K-1 fighter who falls for his brother’s lover in a series tentatively titled A Loved to Kill. Though the show is set to air first in Korea this October, the astounding popularity of Korean TV dramas around the region means that the pop star could soon become a familiar face throughout Asia.
But why stop there? Rain’s managers believe he could be the first Korean star to break into the U.S. market. Park Jin Young, the pop impresario who discovered and trained Rain, is a talented dancer and songwriter who has worked with U.S. artists like Mase and Will Smith. Since setting up camp in Los Angeles last year, Park has been shopping his protégé around to U.S. production companies. Rain almost managed to score a track on rapper Lil’ Kim’s latest album–but the plan fell apart after Kim was convicted of perjury and had to start serving a jail term, according to Jimmy Jeong, an executive at Rain’s management company.
Sources
Just a minor setback, says Jeong: “We’re targeting the global market. Rain’s too big for Asia.”
Social function of news item is: to inform readers, listeners or viewers about events of the day which are considered newsworthy or important.
Generic structure:
v Newsworthy Event(s): recounts the events in summary form
v Background Event(s): elaborate what happened, to WHOM, in WHAT circumstances.
v Sources: comments by participants in, witnesses to and authorities’ expert on the event.
Significant Grammar Features:
± Short, telegraphic information about story captured in headline
± Generally using Simple Past Tense
± Use of Material Processes to retell the event
± Using Action Verbs, e.g.: were, run, go, kill, etc.
± Using Saying Verbs, e.g.: say, tell
± Focus on Circumstances
± Use of projecting Verbal Processes in Sources stages
There are some rules that can help to make newspaper headlines more comprehensible.
1. The passive voice is used without the appropriate form of “be”.
Example: Town ‘Contaminated’
Complete Sentence: Town is contaminated.
1. It is unusual to find complex forms, generally the simple present form is used
Example: Fire Destroys over 2,511 acres of Forest in 2003-2004
Complete Sentence: Fire has destroyed over 2,511 acres of forest in 2003-2004.
1. The present progressive tense is used, usually to describe something that is changing or developing, but the auxiliary verb is usually left out.
Example: World Heading for Energy Crisis
Complete Sentence: The world is heading for an energy crisis.
1. To refer to the future, headlines often use the infinitive.
Example: Queen to Visit Samoa.
Complete Sentence: The Queen is going to visit Samoa.
1. Headlines are not always complete sentences.
Example: More earthquakes in Japan.
Complete Sentence: More earthquakes happened in Japan.
A Korean Force of Nature
Newsworthy event
In just three years, Korean pop star Rain Has built a huge domestic following of (mostly) female fans with a string of chart-topping singles, and now he’s ready to branch out overseas.
Background events
Rain picked up MTV Asia prizes this year, played his first solo concert in Japan in July and has lined up sold-out gigs in Hong Kong and Tokyo. But the engine of Korean pop-culture dominance in Asia is the soap opera, which is why Rain is forecast for TV this fall. The decidedly boyish singer will play a macho K-1 fighter who falls for his brother’s lover in a series tentatively titled A Loved to Kill. Though the show is set to air first in Korea this October, the astounding popularity of Korean TV dramas around the region means that the pop star could soon become a familiar face throughout Asia.
But why stop there? Rain’s managers believe he could be the first Korean star to break into the U.S. market. Park Jin Young, the pop impresario who discovered and trained Rain, is a talented dancer and songwriter who has worked with U.S. artists like Mase and Will Smith. Since setting up camp in Los Angeles last year, Park has been shopping his protégé around to U.S. production companies. Rain almost managed to score a track on rapper Lil’ Kim’s latest album–but the plan fell apart after Kim was convicted of perjury and had to start serving a jail term, according to Jimmy Jeong, an executive at Rain’s management company.
Sources
Just a minor setback, says Jeong: “We’re targeting the global market. Rain’s too big for Asia.”
Modal in the past form
Modal in the past form
Present
Past
Can
Could
Will
Would
Shall
Should
May
Might
1. Could + Verb base
- To offer suggestions or possibilities
Example
Doraemon : Oh no! left my short’s
Nobita : Don’t wori, Dora you could borrow my shorts
- To indicate that the ability existed in the past but doesn’t exist now
Example
Ruther : Ton, can you climb the aple trees
Tony : Well … I could climb apple tree when I was so young. But I thing I’m to heavy to climb it
- To Express polite requests
Example :
Could I borrow your pencil (please)?Ø
Could you lend me your jacket now?Ø
Could you please close the doorØ
Could you pass the saltØ
2. Would + Verb base
- For an action that was repeated regularly in the past
Example
When I was a child, I would visit my grandparents every weekend
- Insert rather into the pattern and use this expressions to express preferences
Example
Angga : Ehich country would you rather visit?
Maria : I Would rather visit Tara than somelia
- To express polite requests
Example :
Budi : Would you mind cycling with me, Nada?
Nada : No, not at all. It would be nice
3. Should + Verb base
- To give definite advice (advisability)
Example :
Derby : You should paint your door, Romeo. It looks terrible
Romeo : Yes, I know I should
4. Might + Verb base
- To tell possibilities
Exmple :
David : Where is Deddy?
Copperfield : He might be in the studio with Kalina
- To express polite requests
Example :
Tian : Might I borrow your coat?
Chris : I’m afraid not. It has been brought by Danny for week sand I don’t know when he‘ll return it
Modal auxiliary verbs give more information about the function of the main verb that follows it. Although having a great variety of communicative functions, these functions can all be related to a scale ranging from possibility (can) to necessity (must). Within this scale there are two functional divisions: one concerned with possibility and necessity in terms of freedom to act (including ability, permission and duty), and the other (shall not included) concerns itself with the theoretical possibility of propositions being true or not true, including likelihood and certainty: must = absolute (often moral) obligation, order, requirement, necessity; can/could = physical or mental ability; may/might = permission, option, choice; will = intention in 1st person, volition in 2nd and 3rd persons; and shall/should = in 1st person objective though not moral obligation, no choice, as in: One day I shall die: we all shall die one day; in 2nd and third persons shall implies an incumbent obligation, destiny (It shall come to pass) or a command, decree, necessity imposed by the speaker, as in: A meeting shall take place on the last Friday of every month or a promise, namely that the speaker is stating his obligation to another party that an action or event take place, as in: You shall go to the ball, Cinderella. However, if a speaker states: I will let you go to the ball, Cinderella, in stating his intention, he is, in this instance, also making a promise.
Present
Past
Can
Could
Will
Would
Shall
Should
May
Might
1. Could + Verb base
- To offer suggestions or possibilities
Example
Doraemon : Oh no! left my short’s
Nobita : Don’t wori, Dora you could borrow my shorts
- To indicate that the ability existed in the past but doesn’t exist now
Example
Ruther : Ton, can you climb the aple trees
Tony : Well … I could climb apple tree when I was so young. But I thing I’m to heavy to climb it
- To Express polite requests
Example :
Could I borrow your pencil (please)?Ø
Could you lend me your jacket now?Ø
Could you please close the doorØ
Could you pass the saltØ
2. Would + Verb base
- For an action that was repeated regularly in the past
Example
When I was a child, I would visit my grandparents every weekend
- Insert rather into the pattern and use this expressions to express preferences
Example
Angga : Ehich country would you rather visit?
Maria : I Would rather visit Tara than somelia
- To express polite requests
Example :
Budi : Would you mind cycling with me, Nada?
Nada : No, not at all. It would be nice
3. Should + Verb base
- To give definite advice (advisability)
Example :
Derby : You should paint your door, Romeo. It looks terrible
Romeo : Yes, I know I should
4. Might + Verb base
- To tell possibilities
Exmple :
David : Where is Deddy?
Copperfield : He might be in the studio with Kalina
- To express polite requests
Example :
Tian : Might I borrow your coat?
Chris : I’m afraid not. It has been brought by Danny for week sand I don’t know when he‘ll return it
Modal auxiliary verbs give more information about the function of the main verb that follows it. Although having a great variety of communicative functions, these functions can all be related to a scale ranging from possibility (can) to necessity (must). Within this scale there are two functional divisions: one concerned with possibility and necessity in terms of freedom to act (including ability, permission and duty), and the other (shall not included) concerns itself with the theoretical possibility of propositions being true or not true, including likelihood and certainty: must = absolute (often moral) obligation, order, requirement, necessity; can/could = physical or mental ability; may/might = permission, option, choice; will = intention in 1st person, volition in 2nd and 3rd persons; and shall/should = in 1st person objective though not moral obligation, no choice, as in: One day I shall die: we all shall die one day; in 2nd and third persons shall implies an incumbent obligation, destiny (It shall come to pass) or a command, decree, necessity imposed by the speaker, as in: A meeting shall take place on the last Friday of every month or a promise, namely that the speaker is stating his obligation to another party that an action or event take place, as in: You shall go to the ball, Cinderella. However, if a speaker states: I will let you go to the ball, Cinderella, in stating his intention, he is, in this instance, also making a promise.
Narrative text
Narrative text is a text which contains about story (fiction/non fiction/tales/folktales/ fables/myths/epic) and in its plot consists of climax of the story (complication) then followed by the resolution.
Generic Structures: Orientation - Complication - Evaluation (optional) - Resolution
Orientation: it is about WHO, WHEN, and WHERE the story happened.
Evaluation: is optional; it is usually used to make the story more interesting.
Complication: it is about the conflict or the big problem of the story. Complication is the part of the story in which there is a conflict among the characters of the story (it is possible to make more than one conflict in a complication), and it is the climax of the story (the big problem in the story). A story can have more than one complication.
Resolution: it is the solution of the problem. It can be a happy or sad ending. In Resolution, the solution or the way out of the conflict/ the big problem must be written.
Coda: it is the change of one of the character or two, or the meaning of the story that can be caught as a moral value of life.
Example : The story of Cinderella, Snow White, Snow Maiden, The Little Pear Girl, The Ugly Duckling, etc.
Generic Structures: Orientation - Complication - Evaluation (optional) - Resolution
Orientation: it is about WHO, WHEN, and WHERE the story happened.
Evaluation: is optional; it is usually used to make the story more interesting.
Complication: it is about the conflict or the big problem of the story. Complication is the part of the story in which there is a conflict among the characters of the story (it is possible to make more than one conflict in a complication), and it is the climax of the story (the big problem in the story). A story can have more than one complication.
Resolution: it is the solution of the problem. It can be a happy or sad ending. In Resolution, the solution or the way out of the conflict/ the big problem must be written.
Coda: it is the change of one of the character or two, or the meaning of the story that can be caught as a moral value of life.
Example : The story of Cinderella, Snow White, Snow Maiden, The Little Pear Girl, The Ugly Duckling, etc.
Selasa, 23 Februari 2010
direct and indirect speech
direct and indirect speech
When using indirect or reported speech, the form changes. Usually indirect speech is introduced by the verb said, as in I said, Bill said, or they said. Using the verb say in this tense, indicates that something was said in the past. In these cases, the main verb in the reported sentence is put in the past. If the main verb is already in a past tense, then the tense changes to another past tense; it can almost be seen as moving even further into the past.
► Direct Speech
~ Simple Present Tense “I always go to school”
~ Present Continous “I’m doing my homework”
~ Simple Past / Present Perfect “ I didn’t do my test well” / “I have sent an e-mail”
~ Modals “I’ll see you at the party” / “ You must be carefully”
► Indirect Speech
~ Simple Past Tense “She said that she always went to school”.
~ Past Continous “She said that she was doing her homework”.
~ Past Perfect “She said that she had not done her test well” / “She said that she had sent an e-mail”.
~ Modals “She said that she would see me at the party” / ‘She said that I had to be carefully”.
Direct Speech → Refers to reproducing another person’s exact words. We use avotation marks.
Indirect Speech → Refers to reproducing the idea of another person’s words not all the exact words are used verb form and pronoun may change. We do not used avotation marks.
When using indirect or reported speech, the form changes. Usually indirect speech is introduced by the verb said, as in I said, Bill said, or they said. Using the verb say in this tense, indicates that something was said in the past. In these cases, the main verb in the reported sentence is put in the past. If the main verb is already in a past tense, then the tense changes to another past tense; it can almost be seen as moving even further into the past.
► Direct Speech
~ Simple Present Tense “I always go to school”
~ Present Continous “I’m doing my homework”
~ Simple Past / Present Perfect “ I didn’t do my test well” / “I have sent an e-mail”
~ Modals “I’ll see you at the party” / “ You must be carefully”
► Indirect Speech
~ Simple Past Tense “She said that she always went to school”.
~ Past Continous “She said that she was doing her homework”.
~ Past Perfect “She said that she had not done her test well” / “She said that she had sent an e-mail”.
~ Modals “She said that she would see me at the party” / ‘She said that I had to be carefully”.
Direct Speech → Refers to reproducing another person’s exact words. We use avotation marks.
Indirect Speech → Refers to reproducing the idea of another person’s words not all the exact words are used verb form and pronoun may change. We do not used avotation marks.
Preposition "in, on, and at"
Preposition "in, on, and at"
We use:
• at for a PRECISE TIME
• in for MONTHS, YEARS, CENTURIES and LONG PERIODS
• on for DAYS and DATES
At In on
PRECISE TIME MONTHS, YEARS, CENTURIES and LONG PERIODS DAYS and DATES
at 3 o'clock in May on Sunday
at 10.30am in summer on Tuesdays
at noon in the summer on 6 March
at dinnertime in 1998 on 25 Dec. 2010
at bedtime in the 1999s on Christmas Day
at sunrise in the next century on Independence Day
at sunset in the Ice Age on my birthday
at the moment in the past/future on New Year's Eve
Look at these examples:
• I have a meeting at 8am.
• The shop closes at midnight.
• Jane went home at lunchtime.
• In England, it often snows in June.
• Do you think we will go to mars in the future?
• There should be a lot of progress in the next century.
• Do you work on Mondays?
• Her birthday is on 20 November.
• Where will you be on New Year's Day?
Notice the use of the preposition of time at in the following standard expressions:
Expression Example
at night The stars shine at night.
at the weekend I don't usually work at the weekend.
at Christmas/Easter I stay with my family at Christmas.
at the same time We finished the test at the same time.
at present He's not home at present. Try later.
Notice the use of the prepositions of time in and on in these common expressions:
In On
in the morning on Tuesday morning
in the mornings on Saturday mornings
in the afternoon(s) on Sunday afternoons
in the evening(s) on Monday evening
When we say last, next, every, this we do not also use at, in, on.
• I went to London last June. (not in last June)
• He's coming back next Tuesday. (not on next Tuesday)
• I go home every Easter. (not at every Easter)
• We'll call you this evening. (not in this evening)
We use:
• at for a PRECISE TIME
• in for MONTHS, YEARS, CENTURIES and LONG PERIODS
• on for DAYS and DATES
At In on
PRECISE TIME MONTHS, YEARS, CENTURIES and LONG PERIODS DAYS and DATES
at 3 o'clock in May on Sunday
at 10.30am in summer on Tuesdays
at noon in the summer on 6 March
at dinnertime in 1998 on 25 Dec. 2010
at bedtime in the 1999s on Christmas Day
at sunrise in the next century on Independence Day
at sunset in the Ice Age on my birthday
at the moment in the past/future on New Year's Eve
Look at these examples:
• I have a meeting at 8am.
• The shop closes at midnight.
• Jane went home at lunchtime.
• In England, it often snows in June.
• Do you think we will go to mars in the future?
• There should be a lot of progress in the next century.
• Do you work on Mondays?
• Her birthday is on 20 November.
• Where will you be on New Year's Day?
Notice the use of the preposition of time at in the following standard expressions:
Expression Example
at night The stars shine at night.
at the weekend I don't usually work at the weekend.
at Christmas/Easter I stay with my family at Christmas.
at the same time We finished the test at the same time.
at present He's not home at present. Try later.
Notice the use of the prepositions of time in and on in these common expressions:
In On
in the morning on Tuesday morning
in the mornings on Saturday mornings
in the afternoon(s) on Sunday afternoons
in the evening(s) on Monday evening
When we say last, next, every, this we do not also use at, in, on.
• I went to London last June. (not in last June)
• He's coming back next Tuesday. (not on next Tuesday)
• I go home every Easter. (not at every Easter)
• We'll call you this evening. (not in this evening)
asking for information
asking for information
There are a number of formulas used when asking for information in English. Here are some of the most common:
• Could you tell me...?
• Do you know...?
• Do you happen to know...?
• I'd like to know...
• Could you find out...?
• I'm interested in...
• I'm looking for..
These two forms are used for asking for information on the telephone:
• I'm calling to find out...
• I'm calling about...
There are a number of formulas used when asking for information in English. Here are some of the most common:
• Could you tell me...?
• Do you know...?
• Do you happen to know...?
• I'd like to know...
• Could you find out...?
• I'm interested in...
• I'm looking for..
These two forms are used for asking for information on the telephone:
• I'm calling to find out...
• I'm calling about...
introcdutury it
introcdutury it
When the subjective is an infinitive phrase
We begin a sentence with it when the real subject is an infinitive phrase. So instead of saying, ‘To accept your advice is difficult’, we say, ‘It is difficult to accept your advice’.
Structure: It + verb + subject complement + infinitive phrase (real subject)
When the subject is a gerund phrase
When the real subject is a phrase that includes a gerund, it is used as a provisional subject to begin the sentence. So instead of saying ‘Your trying to fool us is no good’, we say, ‘It is no good your trying to fool us.’
It won’t be any good complaining to the manager. (Complaining to the manager won’t be any good.)
It is silly throwing away this opportunity. (Throwing away this opportunity is silly.)
Will it be any good my talking to him about it? (Will my talking to him about it be any good?)
It is no fun having so many children to look after. (Having so many children to look after is no fun.)
Note that it is possible to change the gerund into an infinitive.
It won’t be any good for me to complain to the manager.
It is silly (for you) to throw away this opportunity.
Will it be any good for me to talk to him about it?
Many of these sentences can also be re-written as exclamatory sentences.
How silly of you to throw away this opportunity!
When the subjective is an infinitive phrase
We begin a sentence with it when the real subject is an infinitive phrase. So instead of saying, ‘To accept your advice is difficult’, we say, ‘It is difficult to accept your advice’.
Structure: It + verb + subject complement + infinitive phrase (real subject)
When the subject is a gerund phrase
When the real subject is a phrase that includes a gerund, it is used as a provisional subject to begin the sentence. So instead of saying ‘Your trying to fool us is no good’, we say, ‘It is no good your trying to fool us.’
It won’t be any good complaining to the manager. (Complaining to the manager won’t be any good.)
It is silly throwing away this opportunity. (Throwing away this opportunity is silly.)
Will it be any good my talking to him about it? (Will my talking to him about it be any good?)
It is no fun having so many children to look after. (Having so many children to look after is no fun.)
Note that it is possible to change the gerund into an infinitive.
It won’t be any good for me to complain to the manager.
It is silly (for you) to throw away this opportunity.
Will it be any good for me to talk to him about it?
Many of these sentences can also be re-written as exclamatory sentences.
How silly of you to throw away this opportunity!
offering
offering
Definition
The making available of a new securities issue to the public through an underwriting. also called public offering.
Offering help to someone
There are a number of formulas used when offering help in English. Here are some of the most common:
vocabs around the house
vocabs around the house
Other Rooms
| Attic | People store things in the attic. |
| Ballroom | A room in stately homes where rich people dance and concerts are held. |
| Box Room | A small room used for storage. |
| Cellar | Underneath the house. |
| Cloakroom | A small room where people put their coats. |
| Conservatory | A greenhouse attached to a house for the display of plants. |
| Dining Room | A room where people eat. |
| Drawing Room | A room in stately homes where rich people entertain. |
| Games Room | A room in large houses where games are played. |
| Hall | The entrance passage to a house. |
| Larder | A small room used for the storage of food. |
| Library | A room where books are kept. |
| Lounge | Another name for living room. |
| Music Room | A room where people play music. |
| Office | A room where people work. |
| Pantry | A small room used to store kitchen and dining items. |
| Parlour | Old fashioned word for living room. |
| Sitting Room | Another name for living room. |
| Spare Room/
| A room where guests sleep. |
| Toilet | A room where people go to the toilet (often known as WC) |
| Utility Room | A room where appliances such as washing machines are used. |
Things you may find around the house
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