Unit 13: Adjectives and Adverbs

• The different functions of adjectives and adverbs• Adjectives are used to modify nouns, pronouns, • There is a large tree in front of the church.• The students are nervous.• In the first sentence, the adjective large is used t

o modify the tree, and in the second sentence, the adjective nervous is used to modify the students.

• Adverbs are used to modify verbs, adjectives and adverbs themselves.

• The children are playing happily in the playground.

• It has been extremely cold recently.

• The taxi driver is driving very quickly on the freeway.

• In the first sentence,

• the adverb happily is used to modify the verb playing.

• In the second example,

• the adverb extremely is used to modify the adjective cold.

• In the third sentence, the adverb very is used to modify the adverb quickly.

Forming of Adverbs• a) Most adverbs are formed by simply adding ly to the a

djectives. • Examples: warm→warmly correct→correctly , • b) When adjectives end in ic, the syllable al is usually ad

ded before the ly ending. Examples: dramatic dramatically• c) When adjectives ends in y preceded by a consonant,• the y is changed to i and ly is added.• Example: busy→busily happy→happily • d) Adjectives end in le preceded by a consonant, change

the final e into ly. • Examples: favorable→favorably simple→simply

A- Adjectives

• The most common of the so-called a- adjectives are afraid, alike, alive, alone, ashamed, asleep, awake, aware. These adjectives will primarily show up as predicate adjectives (i.e., they come after a linking verb).

• The children were ashamed. • The professor remained aloof. • He was so tired that he soon fell asleep.

Adverbs which do not use the ending ly

adjective Adverb adjective adverb

fast fast early early

hard hard straight straight

far far near near

late late high high

low low long long

Adverbs are closely related, but have different meanings

hard Study hard or you will be failed.

hardly It hardly rains in winter in southern Taiwan.

late His wife looked at him angrily because he came back late again.

lately I haven’t seen you lately. How have you been?

near The thief held his breath when the police walked near.

nearly I have nearly finished reading the novel.

high The audience threw their hats high in the air.

highly I highly recommend this brand of shampoo.

Unit 14: Linking Verb

• A linking verb is a verb that links the subject of the sentence to information about that subject.

• Linking verbs must be followed by a complement in order to make the sentence complete.Both of my parents are English teachers.Joe is smart; he always does well on tests.

Linking Verbs are listed in the following chart:

be become feel grow

look remain smell seem

sound appear taste stay

Linking Verbs Or Action Verbs

• When a verb is followed by a direct object, it is an action verb.

• When it is followed by a predicate adjective or noun, it is a linking verb.

• Linking: • Your answers did not appear to be • correct.• Action: • The superstar appeared on the show and • talked about his new movie.

How can we tell when verbs are action verbs or linking verbs?

• If we can substitute the “be” verb for the verb and the sentence is still logical, the verb is a linking verb.

If the sentence makes no sense after being replaced by the “be” verb, it is an action verb.

• The people’s mood turned angry.• In this sentence, “turned” can be replaced by “w

as”; therefore, “turned” is a linking verb. “The” adjective “angry” is used to modify the linking verb “turned”.

• The students turned the pages quickly. • In this sentence, “turned” can not be replaced by

“was”; therefore, “turned” is an action verb. The adverb “quickly” is used to modify the action verb “turned”.

• Linking verbs: Verbs should be modified by adverbs. But the linking verbs have to be modified by predicate adjectives.

• The soup smells strange but tastes good.

• The music sounds great.

Unit15: Adjective with -ing or ed form

• A verb with an-ing form is called present participle. It conveys an active meaning and modifies things. A verb with an –ed form is called past participle. It conveys a passive meaning and modifies people.

• Example: Math always confuses me. ( a verb).• I am always confused at math. ( a past participl

e)• Math is a confusing subject for me. (a present pa

rticiple)

Unit 16: Adjectives with Prepositions

• be afraid of: • My mother-in-law is afraid of taking an airplane. • angry with: • Don’t be angry with me for not having finished homework.• annoyed with: • His mother was annoyed with him for being so rude to his teacher.• busy with: • Sue is busy with her project.• cruel to: • The old man is cruel to animals.• famous for:• Chinese are famous for their hardworking and diligent.• fond of: • John is fond of children. He enjoys teaching in an elementary school.

• full of: • The living room is full of guests.• interested in: • Mr. Smith is interested in collecting stamps.• keen on: • He is keen on chess. He has learned to play the chess since he was

four.• pleased with: • We are pleased with our new house. • proud of: • I am proud of being a member of the class.• be used to: • Anne is used to studying in the early morning.

• sick of: • I am sick of doing the laundry every day. • accused of: • The shopkeeper accused him of stealing his money.• anxious about: • The police are anxious about her safety.• content with: • I am content with my life. • disappointed at: • We are disappointed at the results.• excited about: • She is excited about wining the first prize. • familiar with: • Joan is getting familiar with the new job.• jealous of: • The employees are jealous of his success.

• qualified for: • You are certainly qualified for the position. • satisfied with: • Joe’s parents are satisfied with his performance. • tired of: • I am tired of doing the same job every day.• worried about: • We are worried about Father’s health.

Unit 17: Comparative & Superlative

• When we talk about two things, we can make a comparison between them. We can see if they are the same or different. We use comparative adjectives to describe the differences. When we compare more than two things, we often use the superlative forms.

The forming of comparative and superlative:

• Most comparative form of adjectives is formed with the ending er and superlative form is formed with the ending of est+ the

• fast faster the faster

• quick quicker the quickest

• When an adjective ends in a silent e, -r is added for the comparative form and –st+ the is add for superlative form.

• wide wider the widest

• close closer the closest

• When an adjective ends in y preceded by a consonant, the y is changed to i before the ending -er is added to form the comparative and –est + the is added for the superlative form.

• busy busier the busiest

• happy happier the happiest

• When an adjective ends in a single consonant except for w, x or y, following a single stressed vowel, the final consonant is doubled before the ending er or est is added. For example:

• fat fatter the fattest

• thin thinner the thinnest

Some adjectives have irregular comparative forms. Their comparative forms are as follows

adjective Comparative superlative

many more most

much more most

good better best

well better best

bad worse worst

ill worse worst

little less least

late late, latter latest

far farther, further farthest, furthest

Unit 18: Gerunds

• Gerunds are the –ing form of verbs used as a noun. Sometime they are used as subjects and sometimes used as objects.

• Having good study habits is important for students.• My son practices playing piano every day.• In the first sentence, having good study habits is a gerun

d and used as a subject. As a subject, the gerund is always singular and has to be followed by the third-person-singular form of the verb.

• In the second sentence, playing is used as the object of the verb practice.

Words that have to be followed by gerunds:

admit avoid can’t help celebrate

delay deny discuss dislike

enjoy explain feel like finish

imagine keep mind miss

postpone practice prohibit quit

recommend regret report resist

• The Prepositions are followed by the gerund:

My father gave up smoking two years ago.

• Ben is thinking of studying abroad after graduation.

• My parents are used to going mountain climbing on Saturday.

• We are looking forward to serving you again.

go is followed by the gerund

• go fishing

• go camping

• go snorkeling

• go shopping

• go canoeing

• go hiking

• We also use ing after the following words: • see, hear, watch, notice, observe, smell, listen to,

find, feel, look at,• I saw John crossing the road. • I saw John cross the road.• I heard someone playing the piano in the classro

om.• I heard someone play the piano in the classroom.• The police found a homeless lying on the sidewa

lk.• The police found a homeless lay on the sidewalk.

Unit 19: Infinitive

• An infinitive is a verbal consisting of the word to plus a verb and functioning as a noun, adjective, or adverb. The infinitive may function as a subject, direct object, subject complement, adjective, or adverb in a sentence.

• Everyone wants to go to the party. (object) • His ambition is to fly an airplane. (subject compl

ement) • We must study to learn. (adverb)

• In the negative sentence, the negative word “not” precedes the infinitive.

• My parents tell me not to swim in the rivers.

• The teacher told us not to cheat on tests.

Verbs that take infinitive objects without pronoun:

afford decide learn plan

agree expect mean prepare

ask fail need pretend

attempt hope offer refuse

choose intend plan want

Verbs that take infinitive objects with pronouns:

advise force permit tell

allow help persuade want

ask hire promise warn

choose invite remind expect

encourage need require teach

• Carol called her husband and reminded him to buy some eggs on his way home.Their teacher advised them to study harder.I invite you to come to my grandmother anniversary.

Verbs can be followed either by an infinitive or a gerund with the same meaning

love like hate continue

begin hate can’t stand continue

Verbs can be followed by either an infinitive or a gerund with different meaning

forget:

forget +ing: forget something that happened in the past

I forgot mailing the letter.

I mailed the letter but afterwards I didn’t remember.

forget:

forget + to: forget to do a duty or something

I forgot to mail the letter.

I planned to mail the letter but I didn’t

• stop:• stop + ing: stopping doing something• The doctor asked Mr. Green to stop smoking. (Not to sm

oke anymore)• stop + to: stopping doing one thing to do another thing• Those workers must stop to take a rest. (Stop work in or

der to take a rest)• regret+ing: regret something that happened in the past• I regretted telling her the truth. She decided to break up

with me.• regret+ed: to inform someone of a piece of bad news• I regret to tell you that your father died in that serious car

accident.

Unit 20: Causative Verbs

• Causative verbs show that somebody/something is indirectly responsible for an action.

• The subject doesn't perform the action itself, but causes someone/something else to do it instead.

• Causative verbs include have, let, make, and get• Have: have + person + verb word

* have + thing + participle• I had my toilet fixed this morning.• I had a plumber fix the toilet this morning.• Get: get + person + to + verb word

get + thing + participle• Mrs. Green got the kids to mow the lawn.• Mrs. Green got the lawn mowed.

• Make : make + person + verb word make + thing + verb word

• I make this CD player work.• I can make your son work part time on weeken

ds. • Let: let + person + verb word

let + thing + verb word• You should let the students take a break.• Would you let me use your car?• Help: help + person + verb• Tom has to help his father grow the corn on th

e farm.

Unit 22: Passive Voice

• The passive voice is used when focusing on the person or thing affected by an action and is formed: Passive Subject + To Be + Past participle. The passive voice is especially used in scientific report, where the actor is not really important but the process or principle being described is of ultimate importance.

The formation of passive voice

Active Voice Passive Voice

I write a letter every week. A letter is written every week.

I am writing a letter now. A letter is being written.

I wrote a letter yesterday. A letter was written yesterday.

I will write a letter tomorrow. A letter will be written tomorrow.

I have written a letter for two hours.

A letter has been written for two hours.

I should write a letter to Charlotte.

A letter should be written to Charlotte.

Unit 23: Indirect Speech

• Direct speech states the exact words that a speaker used. When we write a direct speech, put quotation marks before and after the speech we are quoting.

(A) The simple present becomes the simple past

Direct Speech Indirect Speech

“The bread is for you,” She said.

She said the bread was for me.

She told me that the bread was

for me.

“ I like your new haircut,” She told me.

She said she liked my new haircut. She told me she liked my new haircut.

“ I only buy shoes on sale,” Nancy said.

She said she only bought shoes

on sales.She said she only bought

shoes on sales.

“A storm is coming” May said. May said a storm was coming.

(B) The simple past becomes the past perfect

Direct Speech Indirect Speech

“I found your key,” my husband said.

My husband said he had found my

key.

“ I bought a new blouse,” She said. She said she had bought a new blouse

“ I was late this morning” He said. He said he had been late this morning.

(C) We do not change the tense when talking about a general trut

h

(C) We do not change the tense when talk

ing about a general truth Direct Speech Indirect Speech

Ann: I swim every day. Ann says she swims every day.

Mr. Smith: Water freezes at O°C.

Mr. Smith told his students that water freezes at O°C.

Modals change in indirect speech

May said “ The wind will be strong.”

May said the wind would be strong.

They said “ You can stay with us,”

They told us we could stay

with them.

“ You must leave,” he told me.

He told us that we had to leave.

Unit 24: Indirect Questions

• Indirect questions are polite, longer forms of normal questions.Where is the post office? (Direct question)Could you tell me where the post office is, please? (Indirect question)What did you do last night? (Direct question)I would like to know what you did last night. (Indirect question)

• Indirect questions are formed of two parts: a polite expression, and a question which has no subject/verb inversion like a normal question. For example:

• Do you know what she does?

• Here the polite expression is "Do you know...", and the question part is "...what she does

• The Verb “do” is not used in indirect questions, and question marks are not used, either.

• When does the next bus arrive? • Do you know when the next bus arrives?• What time does the bank open? • Could you tell me when the bank opens? • Where did you go shopping? • Tell me where you went shopping?

• When reporting questions, it is especially important to pay attention to sentence order. When reporting yes/ no questions connect the reported question using “if”.

• Do you like Japanese food?• I am wondering if you like Japanese food?• Did you go to the concert?• Please tell me if you went to the concert.• Some common polite expressions are listed as following:

I wonder , I can't remember , Could you tell me Would you mind telling me, Would it be possible for you to, Is there any chance you could,I'd like to know if, I can't remember

Unit 25: Conditional Sentence

First conditional are used to talk about the future.

“If” Clause Main Clause

If it rains tomorrow, The game will be cancelled.

If you ask me, I will help you.

If I get a promotion, I will buy you a diamond ring.

• The “if” part of first conditional is used to talk about things that may happen in the future, we should use present simple, and the tense in the main clause is the future tense.

• “if” clause always comes first in a first conditional sentence. And we put a comma (,) when the “if” clause comes first. Comma isn’t needed when the “if” clause comes second.

Second Conditional

• In second conditional, the tense in the 'if' clause is the simple past, and would\wouldn’t +verb is used in the main clause :

In these sentences, the time is now or any time, and the situation is unreal. They are not based on fact, and they refer to an unlikely or hypothetical condition and its probable result.

“If” Clause Main Clause

If it rained, you would get wet.

If you got up early,

you wouldn’t be late for class.

If I were you, I would give up smoking.

Third Conditional

• Third conditional are used to talk about things that did or didn’t happen in the past. The tense in the 'if' clause is the past perfect, and would\ wouldn’t have + past participle is used in the main clause.

“If” Clause Main Clause

If the Titanic hadn’t hit an iceberg,

it wouldn’t have sunk.

If I had known your address,

I would have visited you yesterday.

If I had had enough money,

I would have bought that villa.