Advanced English Grammar · 2019. 7. 15. · Grammar. Competency of this level is that students are able to use the following sentence structure patterns containing grammatical forms

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Advanced English Grammar

Compiled and Prepared by

Sarif Syamsu Rizal

English Literature Study Program Faculty of Humanities Universitas Dian Nuswantoro

Semarang

i

Advanced English Grammar

Compiled and Prepared by

Sarif Syamsu Rizal

English Literature Study Program Faculty of Humanities Universitas Dian Nuswantoro

Semarang

ii

PREFACE

This book is organised as student handout learning materials of Intermediate English

Grammar. Competency of this level is that students are able to use the following

sentence structure patterns containing grammatical forms covered in this term such

as English Active and Passive Voices, Conditional Sentences, Subjunctives,

Reported Speech, Gerunds, Participles, and Infinitive.

Using this handout, the students are guided to understand English Grammar through

structural discussion and related quizzes.

The compiler realizes that the handout is far from being perfect so that constructive

suggestions are welcome.

Semarang, 5 September 2013

The Compiler

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LIST OF CONTENTS

Unit I

Unit II

Unit III

Unit IV

Unit V

Unit VI

Unit VII

PREFACE..............................................................................................

LIST OF CONTENTS............................................................................

English Active and Passive Voice…………...........................................

English Conditionals…………………..……............................................

English Subjunctives…….......................................................................

English Reported Speech......................................................................

English Gerunds………………………………………..............................

English Participles……..........................................................................

English Infinitives……………………………………………………………

REFERENCES

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Lesson Plan Unit I

Term : 3rd

Subject : English Active and Passive Voice

Topic: English Active and Passive Voice in lesson.

Goals:

• Realizing English active and passive in sentence.

• Know way to use the voices in the right situation.

• Choose the verbs in applying English active or passive voice.

Objectives:

At the end of the lesson, the students should be able to:

• Differentiate English active and passive voices;

• Identify voices of the verb in each sentence;

• Rewrite the sentence changing the voice from active to passive one;

• Appreciate the lesson by showing active participation of the students towards the lesson.

Materials:

• Internet Access: any resources based on the topic.

• Basic definitions of active and passive voice.

• Teaching Active and Passive Voice.

• Active and Passive Voice websites, or another explanation of English active and passive voice.

Introduction: • Introduce about active and passive voice in English verb.

• Indicate kinds of voices in English verb.

Development:

• Choose more formal language; students can adopt a more objective style which can result in a reliance on English active and passive voice constructions, a style that is more awkward than it is formal.

• Inviting students to discover the relationship between the actor (or subject) and the action (or predicate) in English active and passive voice. It can provide students with more details on how the constructions work, better enabling students to choose the best language for their writing situation.

Practice:

• Give the lesson and ask student to indicate English active and passive vice.

• Ask student to translate in the different situation with two voices.

• Do multi choices exercise .

Accommodations:

• Once students have identified he verbs from the page(s) they're exploring, divide students into small groups to explore their findings.

• Ask students to share their findings and use the collected information to draw conclusions about when they choose English active voice and passive voice.

• After teacher is satisfied that students have had enough time to explore their findings, gather as a group and ask students to share their conclusions.

• Ask students to support their conclusions with specific details from the lesson.

Checking for Understanding:

• Once the lesson is complete, ask students to explore the pieces that they are writing, checking for English active and passive voice.

• Ask them to revise as necessary, based on whether the verbs are appropriate for the particular sentence. Students may work during their in-class writing time or complete the revisions as homework.

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1.1 English Active Voice and Passive Voice

There are 2 voices or forms for verbs:

1. the Active Voice

2. the Passive Voice

In the active voice, the object receives the action of the verb:

Active

subject verb object

>>>

Cats eat fish

In the passive voice, the subject receives the action of the verb:

Passive

subject Verb object

<<<

Fish are eaten by cats

The object of the active verb becomes the subject of the passive verb:

subject verb object

Active Everybody drinks Water.

Passive Water is drunk by everybody.

The active voice is the "normal" voice. This is the voice that we use most of the time. You are

probably already familiar with the active voice. The passive voice is less usual. In the next lesson we

look at.

1.2 Passive Voice

The passive voice is less usual than the active voice. The active voice is the "normal" voice. This is

the voice that we use most of the time. You are probably already familiar with the active voice.

1.2.1 Construction of the Passive Voice

The structure of the passive voice is very simple:

Subject + auxiliary verb (be) + main verb (past participle)

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The main verb is always in its past participle form:

base past past participle

Regular work worked Worked

Irregular sing sang Sung

Look at these examples:

Subject auxiliary verb

(to be) main verb

(past participle)

Water Is drunk by everyone.

100 people Are employed by this company.

I Am paid in euro.

We Are not paid in dollars.

Are They paid in yen?

1.2.2 Use of the Passive Voice

We use the passive when:

• we want to make the active object more important

• we do not know the active subject

subject Verb Object

give importance to active object (Kennedy)

President Kennedy

was killed by Lee Harvey Oswald.

active subject unknown My wallet has been stolen.

?

Note that we always use by to introduce the passive object (Fish are eaten by cats).

Look at this sentence:

• He was killed with a gun.

Normally we use by to introduce the passive object. But the gun is not the active subject. The gun

did not kill him. He was killed by somebody with a gun. In the active voice, it would be: Somebody

killed him with a gun. The gun is the instrument. Somebody is the "agent" or "doer".

1.2.3 Conjugation for the Passive Voice

We can form the passive in any tense. In fact, conjugation of verbs in the passive tense is

rather easy, as the main verb is always in past participle form and the auxiliary verb is always

be. To form the required tense, we conjugate the auxiliary verb. So, for example:

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• present simple: It is made

• present continuous: It is being made

• present perfect: It has been made

Here are some examples with most of the possible tenses:

Infinitive to be washed

Simple

present It is washed.

past It was washed.

future It will be washed.

conditional It would be washed.

continuous

present It is being washed.

past It was being washed.

future It will be being washed.

conditional It would be being washed.

perfect simple

present It has been washed.

past It had been washed.

future It will have been washed.

conditional It would have been washed.

perfect continuous

present It has been being washed.

past It had been being washed.

future It will have been being washed.

conditional It would have been being washed.

1.3 Practices on English Active and Passive Voice

1.3.1 Direction: Type the correct form of the passive verbs below.

1. The news article surprises me.

I…by the news article

2. The story fascinates Kim.

Kim…by the story.

3. Mary helps me often.

I …often …by Mary.

4. Jenny opened the letter.

The letter …by Jenny

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5. The teacher asked me.

I …by the teacher.

6. I manage the store.

The store …by me.

7. The client ordered a package.

A package …by the client.

8. My sister bought these shirts.

These shirts …by my sister.

9. The professor's class bored us.

We …by the professor's class.

10. I wrote these answers.

These answers …by me.

II. 1.3.2. Direction: Decide whether the sentences are written in Active or Passive. The verb forms are

printed in bold.

III.

1) They often listen to music. -

2) She is reading the newspaper now. -

3) These cars are produced in Japan. -

4) Alan teaches Geography. -

5) German is spoken in Austria. -

6) Lots of houses were destroyed by the earthquake in 1906. -

7) Henry Ford invented the assembly line. -

8) The bus driver was hurt yesterday. -

9) You should open your workbooks. -

10) Houses have been built. -

1.3.3. Direction: Decide whether the sentences are written in Active or Passive.

1) Boys like to play soccer. -

2) This room has been painted blue. -

3) Cricket is played in Australia. -

4) I am given a book. -

5) We have lost our keys. -

6) You might see dolphins here. -

7) The report must be completed by next Friday. -

8) They were singing a song in the lesson yesterday. -

9) A letter was written to her some days ago. -

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10) The black bike is being repaired at the moment.

1.3.4. Direction: Rewrite the sentences using Passive voice.

1) Julia rescued three cats..

2) The students handed in the reports..

3) Maria crashed into the blue car..

4) Alex learned the poem..

5) Steven has forgotten the book..

6) The mechanic has not repaired the DVD recorder..

7) They play handball..

8) Sue puts the rucksack on the floor..

9) The girls had lost the match..

10) The teacher is not going to open the window.

1.3.5. Direction: Rewrite the given sentences in Passive voice. Sometimes there are two possible answers (two

objects in the active sentence).

1) They don't speak English in this shop..

2) Kevin asked Dennis a question..

3) Somebody built the house last year..

4) She gives him a box..

5) Max will look after him..

6) The waiter brought Fred a big steak..

7) Somebody broke into our bungalow last Friday..

8) The teacher told us a joke..

9) They will meet Doris at the station..

10) Michael has not sent me a text message..

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Lesson Plan Unit II

Term : 3rd

Subject : English Conditionals

Topic: English Conditionals in lesson

Goals:

• Realizing English conditionals in sentence.

• Know way to use the conditionals in the right situation.

• Choose the best verb in applying the conditionals.

Objectives:


• Differentiate among three types of conditional sentences;

• Identify conditional structure in each sentence;

• Rewrite the sentence changing one type of conditional structure to another;


Materials:


• Basic definitions of conditional sentences.

• Teaching conditional sentences.

• Conditional sentence Websites or another explanation of English conditional sentence.

Introduction: • Introduce about conditional sentence in English.

• Indicate three kinds of conditional sentences in English.

Development:

• Choose more formal language; students can adopt a more objective style which can result in a reliance on conditional sentence constructions.

• Inviting students to discover the relationship between the factual meaning and the predicate contraction in conditionals can provide other students with more details on how the constructions work, better enabling students to choose the best language for their writing situation.

Practice:

• Give the lesson and ask student to indicate conditional sentences.

• Ask student to translate in the different situation with three types of conditional sentences.

• Do multi choices exercise.

Accommodations:

• Once students have identified verbs from the page(s) they're exploring, divide students into small groups to explore their findings.

• Ask students to share their findings and use the collected information to draw conclusions about when another student chooses and uses the types of conditional sentences.




• Once the lesson is complete, ask students to explore the pieces that they are writing, checking for conditional structure.


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2.1 English Conditionals

There are several structures in English that are called conditionals.

"Condition" means "situation or circumstance". If a particular condition is true, then a particular result

happens.

• If y = 10 then 2y = 20

• If y = 3 then 2y = 6

There are three basic conditionals that we use very often. There are some more conditionals that

we do not use so often. In this lesson, we will look at the three basic conditionals and then at the so-

called zero conditional:

People sometimes call conditionals "IF" structures or sentences, because there is usually (but not

always) the word "if" in a conditional sentence.

2.1.1 Structure of Conditional Sentences

The structure of most conditionals is very simple. There are two basic possibilities. Of course,

we add many words and can use various tenses, but the basic structure is usually like this:

IF condition result

IF y = 10 2y = 20

or like this:

result IF condition

2y = 20 IF y = 10

2.1.1.1 First Conditional: real possibility

We are talking about the future. We are thinking about a particular condition or

situation in the future, and the result of this condition. There is a real possibility that

this condition will happen. For example, it is morning. You are at home. You plan to

play tennis this afternoon.

But there are some clouds in the sky. Imagine that it rains. What will you do?

IF Condition result

present simple WILL + base verb

If it rains I will stay at home.

Notice that we are thinking about a future condition. It is not raining yet. But the sky is

cloudy and you think that it could rain. We use the present simple tense to talk about

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the possible future condition. We use WILL + base verb to talk about the possible

future result. The important thing about the first conditional is that there is a real

possibility that the condition will happen. Here are some more examples (do you

remember the two basic structures: IF condition result / result IF condition?):

IF Condition Result

present simple WILL + base verb

If I see Mary I will tell her.

If Tara is free tomorrow he will invite her.

If they do not pass their exam their teacher will be sad.

If it rains tomorrow will you stay at home?

If it rains tomorrow what will you do?

Result IF Condition

WILL + base verb present simple

I will tell Mary if I see her.

He will invite Tara if she is free tomorrow.

Their teacher will be sad if they do not pass their exam.

Will you stay at home if it rains tomorrow?

What will you do if it rains tomorrow?

Sometimes, we use shall, can, or may instead of will, for example: If you are good

today, you can watch TV tonight.

2.1.1.2 Second Conditional: unreal possibility or dream

The second conditional is like the first conditional. We are still thinking about the

future. We are thinking about a particular condition in the future, and the result of this

condition. But there is not a real possibility that this condition will happen. For

example, you do not have a lottery ticket. Is it possible to win? No! No lottery ticket,

no win! But maybe you will buy a lottery ticket in the future. So you can think about

winning in the future, like a dream. It's not very real, but it's still possible.

IF condition Result

past simple WOULD + base verb

If I won the lottery I would buy a car.

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Notice that we are thinking about a future condition. We use the past simple tense to

talk about the future condition. We use WOULD + base verb to talk about the future

result. The important thing about the second conditional is that there is an unreal

possibility that the condition will happen.

Here are some more examples:

IF Condition Result

past simple WOULD + base verb

If I married Mary I would be happy.

If Ram became rich She would marry him.

If it snowed next July Would you be surprised?

If it snowed next July What would you do?

Result IF Condition

WOULD + base verb past simple

I would be happy if I married Mary.

She would marry Ram if he became rich.

Would you be surprised if it snowed next July?

What would you do if it snowed next July?

Sometimes, we use should, could or might instead of would, for example: If I won a

million dollars, I could stop working.

2.1.1.3 Third Conditional: no possibility

The first conditional and second conditionals talk about the future. With the third

conditional we talk about the past. We talk about a condition in the past that did not

happen. That is why there is no possibility for this condition. The third conditional is

also like a dream, but with no possibility of the dream coming true.

Last week you bought a lottery ticket. But you did not win.

Condition Result

Past Perfect WOULD HAVE + Past Participle

If I had won the lottery I would have bought a car.

Notice that we are thinking about an impossible past condition. You did not win the

lottery. So the condition was not true, and that particular condition can never be true

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because it is finished. We use the past perfect tense to talk about the impossible past

condition. We use WOULD HAVE + past participle to talk about the impossible past

result. The important thing about the third conditional is that both the condition and

result are impossible now.


IF Condition Result

past perfect WOULD HAVE + past participle

If I had seen Mary I would have told her.

If Tara had been free yesterday I would have invited her.

If they had not passed their exam their teacher would have been sad.

If it had rained yesterday would you have stayed at home?

If it had rained yesterday What would you have done?

Result IF condition

WOULD HAVE + past participle past perfect

I would have told Mary if I had seen her.

I would have invited Tara if she had been free yesterday.

Their teacher would have been sad if they had not passed their exam.

Would you have stayed at home if it had rained yesterday?

What would you have done if it had rained yesterday?

Sometimes, we use should have, could have, might have instead of would have,

for example: If you had bought a lottery ticket, you might have won.

2.1.1.4 Zero Conditional: certainty

We use the so-called zero conditional when the result of the condition is always

true, like a scientific fact.

Take some ice. Put it in a saucepan. Heat the saucepan. What happens? The ice

melts (it becomes water). You would be surprised if it did not.

IF Condition Result

present simple present simple

If you heat ice it melts.

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Notice that we are thinking about a result that is always true for this condition. The

result of the condition is an absolute certainty. We are not thinking about the future

or the past, or even the present. We are thinking about a simple fact. We use the

present simple tense to talk about the condition. We also use the present simple

tense to talk about the result. The important thing about the zero conditional is that

the condition always has the same result.


IF Condition Result


If I miss the 8 o'clock bus I am late for work.

If I am late for work my boss gets angry.

If people don't eat they get hungry.

If you heat ice does it melt?

Result IF Condition


I am late for work if I miss the 8 o'clock bus.

My boss gets angry if I am late for work.

People get hungry if they don't eat.

Does ice melt if you heat it?

We can also use when instead of if, for example: When I get up late I miss my bus.

2.1.1.5 Conditionals: Summary

Here is a little chart to help you to visualize the basic English conditionals. Do not

take the 50% and 10% figures too literally. They are just to help you.

probability conditional example time

100%

zero conditional If you heat ice, it melts. any time

50%

first conditional If it rains, I will stay at home. Future

10%

second conditional If I won the lottery, I would buy a car. present

0% third conditional If I had won the lottery, I would have bought a car.

past

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2.3 Practices on English Conditionals

2.3.1 Direction: Compose the conditional sentences of the following situations.

Situation:

Kathy wants to go to the movies but he doesn’t have any money.

Conditional Sentence:

If Kathy had some money, she would go to the movies.

1) Joe is sleepy and would like to take a nap, but he can’t because he’s in an important

meeting.

2) Chuck isn’t stupid, but he failed his exam. Why? – He didn’t study for it.

3) Jane wanted to go to Jim’s party but she wasn’t able to because she had to work. (=Jane

didn’t go to Jim’s party because she had to work)

4) I’ll try to give your message to Ted, but I’m not sure whether I’ll see him or not.

5) I want to work outside today, but that won’t be possible because it’s raining. (=I don’t work

outside today because it is raining)

6) Rex had to miss work yesterday. Why? – His wife and children were all sick with flu.

7) I finished my work, but only because you helped me.

8) It’s possible for you to do this quiz because you have a computer and modem.

9) It wasn’t possible to find this quiz on the WWW in 1994. It didn’t exist at that time.

10) The team didn’t win the game because they didn’t play better.

2.3.2 Direction: Fill in the blanks using words in parentheses into condition sentences.

1) If the weather is nice tomorrow, she (walk) will walk along the river to school.

2) Nobody here speaks English. Too bad Gloria isn't here. If she (be) were with us, she

(can) could act (would be able to act) as our interpreter.

3) If you were to help me move tomorrow, I (treat) would treat you to a dinner and a movie.

4) If I were in Tahiti right now, I (snorkel) would snorkel along a beautiful reef. I wouldn't be

stuck here in this office with mountains of paperwork.

5) If Jerry hadn't stopped to pick up that quarter, he (cross) would have crossed the street

when the bus ran the red light. He might have been killed!

6) Tina's train arrived ahead of schedule. If I hadn't decided to go to the train station early,

she (wait) would have waited there for more than twenty minutes before I arrived.

7) If I (pass) had passed the test, I (get) would have got(ten) an "A" in the class. Instead, I

got a "C." I really should have studied more.

8) If I (be) were rich, I (buy) would buy that new Mercedes we saw yesterday. Unfortunately,

I can't even afford a used car.

9) We (go) would go skiing this weekend, but there's no snow. Oh, well! We will just have to

find something else to do instead.

10) If Heather spoke Chinese, she (translate) would translate the email for you yesterday.

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2.3.3 Direction: Put the verbs in brackets into the Conditional sentence - type I.

1) If I (to study), I (to pass) the exams.

2) If the sun (to shine), we (to walk) to the town.

3) If he (to have) a temperature, he (to see) the doctor.

4) If my friends (to come), I (to be) very happy.

5) If she (to earn) a lot of money, she (to fly) to New York.

6) If we (to travel) to London, we (to visit) the museums.

7) If you (to wear) sandals in the mountains, you (to slip) on the rocks.

8) If Rita (to forget) her homework, the teacher (to give) her a low mark.

9) If they (to go) to the disco, they (to listen) to loud music.

10) If you (to wait) a minute, I (to ask) my parents.

2.3.4. Direction: Put the verbs in brackets into the Conditional sentence - type II.

1) If I (to come) home earlier, I (to prepare) dinner.

2) If we (to live) in Rome, Francesco (to visit) us.

3) If Tim and Tom (to be) older, they (to play) in our hockey team.

4) If he (to be) my friend, I (to invite) him to my birthday party.

5) If Susan (to study) harder, she (to be) better at school.

6) If they (to have) enough money, they (to buy) a new car.

7) If you (to do) a paper round, you (to earn) a little extra money.

8) If Michael (to get) more pocket money, he (to ask) Doris out for dinner.

9) If we (to hurry), we (to catch) the bus.

10) If it (to rain), Nina (to take) an umbrella with her.

2.3.5. Direction: Put in the verbs in brackets and form Conditional sentences type I or type II. Mind the

underlined verb forms.

1) If you come with me, I (to do) the shopping with you.

2) Walter (to help) his mother in the garden if she reads him a story this evening.

3) If it (to rain), I will stay at home.

4) Our teacher will be happy if we (to learn) the poem by heart.

5) If they had enough money, they (to buy) a new car.

6) We (to pass) the exam if we studied harder.

7) If Pat (to repair) his bike, he could go on a bicycle tour with us.

8) She would get 100 pounds if she (to sell) this old shelf.

9) If I was/were you, I (to invite) Jack to the party.

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10) If the weather (to be) fine, the children can walk to school.

2.3.6. Direction: Put in the correct phrases and form a conditional sentence (type I, II, III). Watch the

underlined verbs.

1) If we meet at 9:30, we (to have) plenty of time.

2) Lisa would find the milk if she (to look) in the fridge.

3) The zookeeper would have punished her with a fine if she (to feed) the animals.

4) If you spoke louder, your classmates (to understand) you.

5) Dan (to arrive) safe if he drove slowly.

6) You (to have) no trouble at school if you had done your homework.

7) If you (to swim) in this lake, you'll shiver from cold.

8) The door will unlock if you (to press) the green button.

9) If Mel (to ask) her teacher, he'd have answered her questions.

10) I (to call) the office if I was/were you.

2.3.7. Direction: Put the verbs in brackets into the gaps. Form a Conditional sentence - type I. Only use the

will-future in the main clauses. Mind the negations in the sentences.

1) If it (to rain), the children (not/to go) for a walk.

2) If she (not/to read) the novel, she (not/to pass) the literature test.

3) If I (not/to argue) with my father, he (to lend) me his motorbike.

4) If we (to take) the bus, we (not/to arrive) in time.

5) If Dick (not/to buy) the book, his friends (to be) angry with him.

6) If Tom (not/to tidy up) his room, Victoria (not/to help) him with the

muffins.

7) If the boys (not/to play) football, the girls (not/to come) to the football

pitch.

8) If you (to eat) too much junk food, you (not/to lose) weight.

9) If I (not/to make) breakfast tomorrow morning, my girlfriend (not/to love)

me anymore.

10) If they (not/to hurry), they (not/to catch) the train.

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Put the verbs in brackets into the gaps. Form a Conditional sentence - type II. Mind the negations in the

sentences.

1) If Oliver (to find) money, he (not/to keep) it.

2) If they (not/to wear) pullovers in the mountains, it (to be) too cold during

the night.

3) If Tony (to know) her phone number, he (not/to give) it to Frank.

4) If we (not/to visit) this museum, you (not/to write) a good report.

5) If it (not/to be) so late, we (to play) a game of chess.

6) If Jeff (not/to like) Jessica, he (not/to buy) her an ice-cream.

7) If I (to be) you, I (not/to go) to Eric's party.

8) If you (to drop) this bottle, it (not/to break).

9) If she (not/to bully) her classmates, she (to have) more friends.

10) If he (not/to print) the document, I (not/to correct) it.

2.3.8. Direction: Put in the verbs in brackets and form Conditional sentences - type I or type

II. Mind the negations.

1) If Tracy had a mobile phone, she (to phone) all her friends.

2) I (to be) very angry with Nick if he forgets my CD again.

3) If the boys (to win) this match, their coach will invite them to a barbecue.

4) If you don't read these articles, you (not/to know) the facts about Africa.

5) You would get very wet if you (to walk) in this rain.

6) The engine (not/to start) if Ben connected these two cables.

7) If he has time, he (to buy) her some sweets.

8) Maria (to play) in the school orchestra if she practiced the trumpet more

often.

9) We won't fetch something to drink if Jim (not/to bring) some sandwiches.

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10) If he (to carry) the rucksack, I'd pull the suitcase.

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Lesson Plan Unit III

Term : 3rd

Subject : English Subjunctives

Topic: English Subjunctives in lesson

Goals:

• Realizing the English Subjunctives in sentence.

• Know way to use these English Subjunctives in the right situation.

• Choose the best verb in applying English Subjunctives.

Objectives:


• Differentiate among types of subjunctive sentences;

• Identify the subjunctives structure in each sentence;

• Rewrite the sentence changing one type of subjunctives structure to another;


Materials:


• Basic definitions of subjunctive sentences.

• Teaching the subjunctive sentences.

• Subjunctive Websites or another explanation of English subjunctive sentence.

Introduction: • Introduce about subjunctive sentence in English.

• Indicate kinds of subjunctive sentences in English.

Development:

• Choose more formal language; students can adopt a more objective style which can result in a reliance on subjunctive sentence constructions.

• Inviting students to discover the relationship between the factual meaning and the predicate contraction in subjunctives can provide other students with more details on how the constructions work, better enabling students to choose the best language for their writing situation

Practice:

• Give the lesson and ask student to indicate subjunctive sentences.

• Ask student to translate in the different situation with types of subjunctive sentences.

• Do multi choices exercise

Accommodations:


• Ask students to share their findings and use the collected information to draw conclusions about when another student chooses and uses types of subjunctive sentences.




• Once the lesson is complete, ask students to explore the pieces that they are writing, checking for subjunctive sentences.

• Ask them to revise as necessary, based on whether the verbs are appropriate for the particular sentence. Students may work during their in-class writing time or complete the revisions as homework

19

3.1 English Subjunctives

The subjunctive is a special, relatively rare verb form in English.

3.1.1 Construction of the Subjunctive

The structure of the subjunctive is extremely simple. For all verbs except the past tense of to

be, the subjunctive is the same as the bare infinitive (infinitive without "to"):

to be everything else, same as bare infinitive

Past present past and present

I were you were he, she, it were we were you were they were

I be you be he, she, it be we be you be they be

I work you work he, she, it work we work you work they work

The subjunctive does not change according to person (I, you, he etc).

3.1.2 Use of the Subjunctive

We use subjunctives mainly when talking about events that are not certain to happen. For

example, we use the subjunctive when talking about events that somebody:

• wants to happen

• hopes will happen

• imagines happening

Look at these examples:

• The President requests that you be present at the meeting.

• It is vital that you be present at the meeting.

• If you were at the meeting, the President would be happy.

The subjunctive is typically used after two structures:

• the verbs: ask, command, demand, insist, propose, recommend, request, suggest +

that

• the expressions: it is desirable, essential, important, necessary, vital + that

Here are some examples with the subjunctive:

• The manager insists that the car park be locked at night.

• The board of directors recommended that he join the company.

• It is essential that we vote as soon as possible.

• It was necessary that every student submit his essay by the weekend.

Notice that in these structures the subjunctive is always the same. It does not matter whether

the sentence is past or present. Look at these examples:

• Present: The President requests that they stop the occupation.

20

• Past: The President requested that they stop the occupation.

• Present: It is essential that she be present.

• Past: It was essential that she be present.

The use of the subjunctive as above is more common in American English than in British

English, where should + infinitive is often used:

• The manager insists that the car park should be locked at night.

• It was essential that we should vote as soon as possible.

We usually use the subjunctive were instead of "was" after if (and other words with similar

meaning). Look at these sentences:

• If I were you, I would ask her.

• Suppose she were here. What would you say?

3.1.3 Why do we say "I were", "he were"?

We sometimes hear things like "if I were you, I would go" or "if he were here, he would

tell you". Normally, the past tense of the verb "to be" is: I was, he was. But the if I were

you structure does not use the past simple tense of the verb "to be". It uses the past

subjunctive of the verb "to be". In the following examples, you can see that we often use

the subjunctive form were instead of "was" after:

• if

• as if

• wish

• suppose

Formal

(The were form is correct at all times.)

Informal

(The was form is possible in informal, familiar conversation.)

If I were younger, I would go. If I was younger, I would go.

If he weren't so mean, he would buy one for me.

If he wasn't so mean, he would buy one for me.

I wish I weren't so slow! I wish I wasn't so slow!

I wish it were longer. I wish it was longer.

It's not as if I were ugly. It's not as if I was ugly.

She acts as if she were Queen. She acts as if she was Queen.

If I were you, I should tell her. Note: We do not normally say "if I was you", even in familiar conversation.

21

Some fixed expressions use the subjunctive. Here are some examples:

• Long live the King!

• God bless America!

• Heaven forbid!

• Be that as it may, he still wants to see her.

• Come what may, I will never forget you.

• We are all citizens of the world, as it were.

Note to remember the structures of Subjunctive:

1. Conditional Sentence Type 1, 2, and 3.

2. S1+wish+ S2+V2/Had +PP.

3. S1+verb+as if/ as though+S1+V2/Had+PP.

4. S1+special verb; insist, recommend etc+that+S2+Base Form of verb.

5. It+is/was+Special Adjective; important, essential etc+that+S+Base Form of Verb.

6. S1+would rather+that+S2+V2/Had+PP.

Additional Info:

Subjunctive; wish, propose, if only, special adjective, special verb, would rather that.

He would rather that his wife didn’t work. (=His wife works)

I would rather that I hadn’t met Anita last night. (=I met Anita last night)

3.3 Practices on English Subjunctives

3.3.1. Direction: What is the meaning (fact/ real situation/explanation) of the following subjunctive

mood!

1. Tom suggested that his friends stay over for the night.

2. Sam proposed that Tom telephone his accountant.

3. The manager insists that everyone put his requests in writing.

4. The professor recommends that every student submit his research paper before the end of

the week.

5. It is vital that you be truthful about what happened

6. It was crucial that we make it successful.

7. It is important that everyone follow the rules.

8. It is necessary that everyone be calm in times of danger.

9. It was imperative that you get home before dark last night.

10. It was essential that the prime minister address those issues.

11. If she had studied harder, she would have passed the test.

12. If we had played a little better, we could have won the game.

3.3.2. Direction: Fill in the blank using subjunctive structure.

1. It is essential that she (be/is) at the meeting.

22

2. If I (was/were) you I would call her tonight.

3. It is necessary that every student (wear/wears) a uniform.

4. I hope that he (finish/finishes) his homework on time.

5. The doctors recommended that she (take/takes) a holiday.

6. The boss asks that you (are/be) early for your first day of work.

7. If you (were/be) feeling better we would go.

8. It is important that we (call/called) home as soon as we arrive.

9. The landlord requested that John (move/moved) out of the apartment.

10. We want the windows (be/to be) washed before Friday.

3.3.3 Direction: Fill in the blanks below with the correct form of the verb in parentheses.

Negative, passive and continuous subjunctive forms are possible.

1. It's important that she (remember) _____to take her medicine twice a day.

2. I suggest that Frank (read) _____the directions carefully before assembling the bicycle. He

doesn't want the wheels to fall off while he

is riding down a hill.

3. Mrs. Finkelstein demanded that the heater (repair) _____immediately. Her apartment was

freezing.

4. It's vital that the United States (focus) _____on improving its public education system. What

we do now will affect our country for

generations to come.

5. The monk insisted that the tourists (enter) _____the temple until they had removed their

shoes.

6. I am not going to sit here and let her insult me. I demand that she immediately (apologize)

_____for what she just said.

7. Judy asked that we (attend) _____her graduation ceremony next week.

8. Was it really necessary that (sit) I_____there watching you the entire time you were

rehearsing for the play? It was really

boring watching you repeat the scenes over and over again.

9. It is important to remember that Janine (think) _____very differently from you. She may not

agree to the changes you have made in

the organization of the company.

10. It's a little difficult to find the restaurant. I propose that we all (drive) _____together so that

nobody gets lost along the way.

11. The woman insisted that the lost child (take) _____to store's information desk so his parents

could be paged.

12. The nutritionist recommended that Sally (reduce) _____her daily fat intake.

13. The environmental leader felt it was extremely important that the people of the city

(allow)_____to voice their concerns over the

new hotel being built on the bay.

23

14. She told me that the government (regulate) _____the airline industry. I don't know if that is

true.

15. The sign at the pool recommended that you (swim) _____after eating a large meal.

16. It is necessary that a life guard (monitor) _____the summing pool while the children are taking

their swimming lessons.

17. The sun is scorching today. I suggest you (put) _____on sun block immediately before you

get a sun burn.

18. John insists that Sarah (invite) _____to the wedding; otherwise he will not attend.

19. I think it's an interesting fact that she (come) _____from Estonia.

20. It is imperative that the world (work) _____towards a solution to global warming before the

weather patterns of the world are disrupted irreparably.

24

Lesson Plan Unit IV

Term : 3rd

Subject : English Reported Speech

Topic: English Reported Speech in lesson.

Goals:

• Realizing reported speech in sentence.

• Know way to use these speeches in the right situation.

• Choose the best verb applying reported speech.

Objectives:


• Differentiate among types of reported speech;

• Identify the reported speech in each sentence;

• Rewrite the sentence using reported speech;


Materials:


• Basic definitions of reported speech.

• Teaching the reported speech.

• Reported speech Websites or another explanation of English reported speech.

Introduction: • Introduce about reported speech in English.

• Indicate reported speech in English.

Development:

• Choose more formal language; students can adopt a more objective style which can result in a reliance on reported speech constructions.

• Inviting students to discover the relationship between the factual meaning and the predicate contraction in reported speech can provide other students with more details on how the constructions work, better enabling students to choose the best language for their writing situation.

Practice:

• Give the lesson and ask student to indicate reported speech.

• Ask student to translate in the different situation with types of reported speech.

• Do multi choices exercise.

Accommodations:


• Ask students to share their findings and use the collected information to draw conclusions about when another student chooses and uses types of reported speech.




• Once the lesson is complete, ask students to explore the pieces that they are writing, checking for reported speech.


25

4.1 English Reported Speech

4.1.1 Usage of Reporting Verbs

If you want to tell someone what another person said, you can use the form called Reported

Speech, or Indirect Speech.

Example:

Amy: I study English.

Eugene (to you): What did she say?

You: She said that she studied English.

Reported/Indirect Speech begins with a CLAUSE that includes a REPORTING VERB.

Examples of CLAUSES with REPORTING VERBS in them:

Roger said ... Roger said that ...

Paula replied ... Paula replied that ...

Iris advised me ...

Grandpa promised him ...

List of some commonly used REPORTING VERBS:

These VERBS may be followed by the word 'that' (you decide!).

Example 1: Roger said he wanted to eat dinner.

Example 2: Roger said that he wanted to eat dinner.

• agree

• concede

• joke

• reply

• report

• respond

• retort

• say

• scream

• shout

• yell

List of some commonly used REPORTING VERBS that can be followed by an OBJECT

PRONOUN:

26

These VERBS are be followed by an INFINITIVE.

Example 1: Roger warned me to give him dinner.

Example 2: Roger reminded his wife to make dinner for him.

• advise

• allow

• encourage

• order

• promise

• remind

• tell

• warn

4.1.2 Usage of Reporting Verbs in the Simple Past Tense

If the REPORTING VERB is in the SIMPLE PAST TENSE, the verb in the original quotation

will be changed to a past form also. Also, notice that reported speech does not use any

quotation marks.

Example for each tense:

Direct Quotation Reported Speech

Amy said, "I study English." She said that she studied English.

Amy said, "I am studying English." She said that she was studying English.

Amy said, "I have studied English." She said that she had studied English.

Amy said, "I studied English." She said that she had studied English.

Amy said, "I had studied English." She said that she had studied English.

Amy said, "I am going to study

English."

She said that she was going to study

English.

Example for each modal:


Amy said, "I may study English." She said that she might study English.

Amy said, "I must study English." She said that she had to study English.

Amy said, "I have to study English." She said that she had to study English.

Amy said, "I can study English." She said that she could study English.

Amy said, "I might study English." She said that she might study English. *

Amy said, "I should study English." She said that she should study English.*

Amy said, "I ought to study English." She said that she ought to study English.*

27

*NOTE: This modal does not change to a past form.

4.1.3 Usage of Reporting Verbs in the Simple Present, Present Perfect and Future

Tenses

If the REPORTING VERB is in the SIMPLE PRESENT, PRESENT PERFECT or FUTURE

tense, the verb in the original quotation does not change.

Examples:


Amy says, "I study English." She says that she studies English.

Amy has said, "I study English." She has said that she studies English.

Amy will say, "I study English." She will say that she studies English.

Amy is going to say, "I study English." She is going to say that she studies English.

4.1.4 Usage of Reporting Verbs in the Imperative Tense

If the quotation is in the IMPERATIVE tense, the verb in the original quotation changes to an

INFINITIVE.

Examples:


Amy said, "Study English." She said to study English.

Amy said to me, "Study English." She said to me to study English.*

She told me to study English.*

Amy said to Derek, "Study English." She said to him to study English.*

She told him to study English.*

*NOTE: If you use an OBJECT PRONOUN in the REPORTED CLAUSE, you

must change the VERB 'say' to 'say to' or 'tell'.

4.2 Practices on English Reported Speech

1. https://www.perfect-english-grammar.com/reported-speech-

exercises.html

2. https://www.englisch-hilfen.de/en/exercises_list/reported.htm

3. https://www.ego4u.com/en/cram-up/grammar/reported-

speech/exercises?10

4. https://www.myenglishpages.com/site_php_files/grammar-exercise-

reported-speech.php

https://www.perfect-english-grammar.com/reported-speech-exercises.html

https://www.perfect-english-grammar.com/reported-speech-exercises.html

https://www.englisch-hilfen.de/en/exercises_list/reported.htm

https://www.ego4u.com/en/cram-up/grammar/reported-speech/exercises?10

https://www.ego4u.com/en/cram-up/grammar/reported-speech/exercises?10

https://www.myenglishpages.com/site_php_files/grammar-exercise-reported-speech.php

https://www.myenglishpages.com/site_php_files/grammar-exercise-reported-speech.php

28

Lesson Plan Unit V

Term : 3rd

Subject : English Gerunds

Topic: English Gerunds in lesson

Goals:

• Realizing English gerunds in sentence.

• Know way to use the gerunds in the right situation.

• Choose the best verb applying gerund.

Objectives:


• Differentiate kinds of gerunds;

• Identify the gerund structure in each sentence;

• Rewrite the sentence changing gerund structure to another;


Materials:


• Basic definitions of gerund.

• Teaching the gerund.

• Gerund Websites or another explanation of English gerunds.

Introduction: • Introduce about gerunds in English.

• Indicate kinds of gerunds in English.

Development:

• Choose more formal language; students can adopt a more objective style which can result in a reliance on gerunds constructions.

• Inviting students to discover the relationship between the factual meaning and the predicate contraction in gerunds can provide other students with more details on how the constructions work, better enabling students to choose the best language for their writing situation

Practice:

• Give the lesson and ask student to indicate gerunds.

• Ask student to translate in the different situation with types of gerunds.


Accommodations:


• Ask students to share their findings and use the collected information to draw conclusions about when another student chooses and uses gerunds in sentences.




• Once the lesson is complete, ask students to explore the pieces that they are writing, checking for gerunds.


29

5.1 English Gerunds

In the unit 5, 6, and 7, the three types of verbal are discussed: gerunds, participles, and infinitives.

Gerunds and participles are also compared and contrasted in a separate section of this handout

because they can both end in -ing but have different functions in a sentence.

Finally, since they can both function as nouns in a sentence despite their different forms, gerunds

and infinitives are compared and contrasted in the last section below.

Throughout this document, occasional example sentences with wording that might be considered

non-standard, ambiguous, or at least peculiar in formal writing are marked with an asterisk (*).

A gerund is a verbal that ends in -ing and functions as a noun. The term verbal indicates that a

gerund, like the other two kinds of verbals, is based on a verb and therefore expresses action or a

state of being. However, since a gerund functions as a noun, it occupies some positions in a

sentence that a noun ordinarily would, for example: subject, direct object, subject complement, and

object of preposition.

1. Gerund as subject:

a. Travelling might satisfy your desire for new experiences.

b. The study abroad program might satisfy your desire for new experiences.

2. Gerund as direct object:

a. They do not appreciate my singing.

b. They do not appreciate my assistance.

3. Gerund as subject complement:

a. My cat's favourite activity is sleeping.

b. My cat's favourite food is salmon.

4. Gerund as object of preposition:

a. The police arrested him for speeding.

b. The police arrested him for criminal activity.

A Gerund Phrase is a group of words consisting of a gerund and the modifier(s) and/or

(pro)noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or

complement(s) of the action or state expressed in the gerund, such as:

Finding a needle in a haystack would be easier than

what we're trying to do.

The gerund phrase functions as the

subject of the sentence.

Finding (gerund)

a needle (direct object of action expressed

in gerund)

in a haystack (prepositional phrase as

adverb)

I hope that you appreciate my offering you this The gerund phrase functions as the

http://owl.english.purdue.edu/handouts/grammar/#gerunds

http://owl.english.purdue.edu/handouts/grammar/#participles

http://owl.english.purdue.edu/handouts/grammar/#infinitives

http://owl.english.purdue.edu/handouts/grammar/#ger-part

http://owl.english.purdue.edu/handouts/grammar/#ger-inf

http://owl.english.purdue.edu/handouts/grammar/#ger-inf

30

opportunity. direct object of the verb appreciate.

my (possessive pronoun adjective form,

modifying the gerund)

offering (gerund)

you (indirect object of action expressed in

gerund)

this opportunity (direct object of action

expressed in gerund)

Newt's favourite tactic has been lying to his

constituents.


subject complement.

lying to (gerund)

his constituents (direct object of action

expressed in gerund)

You might get in trouble for faking an illness to avoid

work.


object of the preposition for.

faking (gerund)

an illness (direct object of action expressed

in gerund)

to avoid work (infinitive phrase as adverb)

Being the boss made Jeff feel uneasy.


subject of the sentence.

Being (gerund)

the boss (subject complement for Jeff, via

state of being expressed in gerund)

4.2 Punctuation with Gerunds

A gerund virtually never requires any punctuation with it.

Points to remember:

1. A gerund is a verbal ending in -ing that is used as a noun.

2. A gerund phrase consists of a gerund plus modifier(s), object(s), and/or complement(s).

3. Gerunds and gerund phrases virtually never require punctuation.

4.3 Exercise on Gerunds:

Underline the gerunds or gerund phrases in the following sentences and label how they

function in the sentence (subject, direct object, subject complement, object of preposition).

1. Swimming keeps me in shape.

2. Swimming in your pool is always fun.

3. Telling your father was a mistake.

31

4. The college recommends sending applications early.

5. He won the game by scoring during the overtime period.

6. Her most important achievement was winning the national championship.

7. Going to work today took all my energy.

8. Fighting for a losing cause made them depressed.

4.4 Online Exercise on Gerunds:

1. https://www.ego4u.com/en/cram-up/grammar/infinitive-gerund/exercises?21

2. https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-

57520.php

3. http://www.focus.olsztyn.pl/en-exercises-gerund.html

https://www.ego4u.com/en/cram-up/grammar/infinitive-gerund/exercises?21

https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php

https://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-57520.php

http://www.focus.olsztyn.pl/en-exercises-gerund.html

32

Lesson Plan Unit VI

Term : 3rd

Subject : English Participles

Topic: English Participles in lesson

Goals:

• Realizing English participles in sentence.

• Know way to use these participles in the right situation.

• Choose the best verb: active or passive voice

Objectives:


• Differentiate among kinds of participles;

• Identify the participles structure in each sentence;

• Rewrite the sentence using kind of participles to another;


Materials:


• Basic definitions of participles.

• Teaching the participles.

• Participles Websites or another explanation of English conditional sentence.

Introduction: • Introduce about participles in English.

• Indicate kind of participles in English.

Development:

• Choose more formal language; students can adopt a more objective style which can result in a reliance on participles constructions.

• Inviting students to discover the relationship between the factual meaning and the predicate contraction in participles can provide other students with more details on how the constructions work, better enabling students to choose the best language for their writing situation

Practice:

• Give the lesson and ask student to indicate participles.

• Ask student to translate in the different situation with kind of participles.


Accommodations:


• Ask students to share their findings and use the collected information to draw conclusions about when another student chooses and uses participles.




• Once the lesson is complete, ask students to explore the pieces that they are writing, checking for participles participles.


33

6.1 English Participles

A participle is a verbal that is used as an adjective and most often ends in -ing or -ed. The term verbal

indicates that a participle, like the other two kinds of verbals, is based on a verb and therefore

expresses action or a state of being. However, since they function as adjectives, participles modify

nouns or pronouns. There are two types of participles: present participles and past participles.

Present participles end in -ing. Past participles end in -ed, -en, -d, -t, or -n, as in the words asked,

eaten, saved, dealt, and seen.

• The crying baby had a wet diaper.

• Shaken, he walked away from the wrecked car.

• The burning log fell off the fire.

• Smiling, she hugged the panting dog.

A participial phrase is a group of words consisting of a participle and the modifier(s) and/or (pro)

noun(s) or noun phrase(s) that function as the direct object(s), indirect object(s), or complement(s) of

the action or state expressed in the participle, such as:

Removing his coat, Jack rushed to the river.

The participial phrase functions as an

adjective modifying Jack.

Removing (participle)

his coat (direct object of action expressed in

participle)

Delores noticed her cousin walking along the

shoreline.


adjective modifying cousin.

walking (participle)

along the shoreline (prepositional phrase as

adverb)

Children introduced to music early develop strong

intellectual skills.


adjective modifying children.

introduced (to) (participle)

music (direct object of action expressed in

participle)

early (adverb)

Having been a gymnast, Lynn knew the importance of

exercise.


adjective modifying Lynn.

Having been (participle)

a gymnast (subject complement for Lynn,

via state of being expressed in participle)

34

Placement: In order to prevent confusion, a participial phrase must be placed as close to the

noun it modifies as possible, and the noun must be clearly stated.

• Carrying a heavy pile of books, his foot caught on a step. *

• Carrying a heavy pile of books, he caught his foot on a step.

In the first sentence there is no clear indication of who or what is performing the action

expressed in the participle carrying. Certainly foot can't be logically understood to function in

this way. This situation is an example of a dangling modifier error since the modifier (the

participial phrase) is not modifying any specific noun in the sentence and is thus left "dangling."

Since a person must be doing the carrying for the sentence to make sense, a noun or pronoun

that refers to a person must be in the place immediately after the participial phrase, as in the

second sentence.

Punctuation: When a participial phrase begins a sentence, a comma should be placed after

the phrase.

• Arriving at the store, I found that it was closed.

• Washing and polishing the car, Frank developed sore muscles.

If the participle or participial phrase comes in the middle of a sentence, it should be set off with

commas only if the information is not essential to the meaning of the sentence.

• Sid, watching an old movie, drifted in and out of sleep.

• The church, destroyed by a fire, was never rebuilt.

Note that if the participial phrase is essential to the meaning of the sentence, no commas

should be used:

• The student earning the highest grade point average will receive a special award.

• The guy wearing the chicken costume is my cousin.

If a participial phrase comes at the end of a sentence, a comma usually precedes the phrase if

it modifies an earlier word in the sentence but not if the phrase directly follows the word it

modifies.

• The local residents often saw Ken wandering through the streets.

(The phrase modifies Ken, not residents.)

• Tom nervously watched the woman, alarmed by her silence.

(The phrase modifies Tom, not woman.)

Points to remember:

1. A participle is a verbal ending in -ing (present) or -ed, -en, -d, -t, or -n (past) that functions

as an adjective, modifying a noun or pronoun.

2. A participial phrase consists of a participle plus modifier(s), object(s), and/or

complement(s).

3. Participles and participial phrases must be placed as close to the nouns or pronouns they

modify as possible, and those nouns or pronouns must be clearly stated.

4. A participial phrase is set off with commas when it: a) comes at the beginning of a

sentence, b) interrupts a sentence as a nonessential element, or c) comes at the end of a

sentence and is separated from the word it modifies.

http://owl.english.purdue.edu/handouts/grammar/g_dangmod.html

35

6.2 Exercise on Participles:

I. Underline the participial phrase(s) in each of the following sentences, and draw a line to the

noun or pronoun modified.

1. Getting up at five, we got an early start.

2. Facing college standards, the students realized that they hadn't worked hard enough in high

school.

3. Statistics reported by the National Education Association revealed that seventy percent of

American colleges offer remedial English classes emphasizing composition.

4. The overloaded car gathered speed slowly.

5. Gathering my courage, I asked for a temporary loan.

II. Rewrite the following sentences in using participles.

1. The (drink) boy is holding his toys.

2. The girl (stand) over there looks pale.

3. The letter (type) by her will be sent to Jack.

4. When the teacher entered the classroom, he found the student (do) the exercise.

5. The (break) car has to be repaired soon.

III. Combine the following sentences in using participles.

1. I saw John. He was reading a novel.

2. We watched the snake. It was eating an insect.

3. I become ill after it. I had eaten the fish.

4. He looked at the door. It was painted by someone.

5. Because she is sick. She should stay in bed.

Comprehend the form and meaning.

1. The guest … in the hall is John.

a. wait

b. waits

c. waited

d. waiting

e. is waiting

2. They watched the soldier … down the street.

a. marched

b. marching

c. to march

d. be marching

e. are marching

3. When I mentioned her name, I noticed …

36

a. him smiling

b. him smiled

c. her to smile

d. her smiling

e. him to smile

4. Which one is present participle?

a. I hate cycling

b. Swimming is a good hobby.

c. A barking dog never bites.

d. He objects to waiting for us.

5. The thief … by the police yesterday has stolen my brother’s motorcycle.

a. who caught

b. whom is caught

c. caught

d. was caught

e. he was caught

6. … my grandfather has to wear glasses.

a. Being old

b. Is old

c. He is old

d. old

e. older

7. I knew that he was poor, I offered to pay his fare. Combine these sentences!

a. Being known I offered to pay his fare, he was poor.

b. Knowing that he was poor I offered to pay his fare.

c. Offering to pay his fare, I knew he was poor.

d. Being poor, I offered to pay his fare.

e. Paying his fare I knew he was poor.

8. He met me when he was going down town”

a. To be going down town he met me.

b. To go down town he met me.

c. He met me to be going down town.

d. He met to go down town.

e. Going down town, he met me.

9. “Having finished her work, the maid went home. The underlined words mean …

a. Although she had finished her work

b. After she had finished her work

c. She was finishing her work

d. If she had finished her work

e. She had to finish her work

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10. Students … to attend a student Conference in the United State should be able to speak English

fluently.

a. choose

b. were choose

c. chosen

d. they choose

e. have been choose

11. The girl wearing a yellow ribbon is Jane. The underlined words mean …

a. The girl who had better wear a yellow ribbon

b. The who had worn a yellow ribbon

c. The girl would like to wear a yellow ribbon

d. The girl is wearing a yellow ribbon

e. The girl who is wearing a yellow ribbon

12. The window … by Eddy has not been repaired yet.

a. broke

b. breaking

c. be broken

d. broken

e. was broken

13. One of the persons presenting a paper at the seminar yesterday was Mr. Collin, means: One of

the persons … at the seminar yesterday was Mr. Collin.

a. who is presenting a paper

b. he was presenting a paper

c. who would present a paper

d. who presented a paper

e. he that presented a paper

14. Having learned me lesson well, …

a. the teacher praised me

b. I praised the teacher

c. I was praised by teacher

d. the teacher was praised by me

e. the teacher was praising me

15. “Having covered the typewriter, she turned the light off,” means …

a. While turning off the light, she covered the typewriter.

b. She turned the light off when she covered the typewriter.

c. She covered the typewriter; then she turned the light off.

d. She turned the light off as she was covering the typewriter.

e. Since she had turned the light off, she covered the typewriter.

16. … his explanation, the teacher asked the students questions.

a. Finished

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b. He finished

c. To be finished

d. That he had finished

e. Having finished

17. … his paper, he gave it to the teacher.

a. Being finished

b. To finish

c. Having been finished

d. To have finished

e. Having finished

18. I saw the boat … from a distance.

a. to sink

b. sinking

c. to be sunk

d. when sinking

e. sank

19. When we came home last night, we saw a man … to get on our roof.

a. he tries

b. tried

c. to be trying

d. to try

e. trying

20. Having won the first prize in the international drawing contest, he got a scholarship to study

painting a broad. The underlined words means …

a. Whereas he won the first prize

b. Although he had won the first prize

c. Whenever he had won the first prize

d. After he had won the first prize

e. He was winning the first prize

21. … by the sudden noise, the baby woke up and cried.

a. Startled

b. In startling

c. It is startling

d. To be startled

e. Startling

22. On my way home, I saw a dog … a boy.

a. beating

b. being beaten

c. it was beaten

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d. be beaten

e. beat

23. … the student prepared a report.

a. Finished his survey

b. He finished his survey

c. Having finished his survey

d. He had finished his survey

e. He has finished his survey

24. The first schooldays is a frightening experience for many children. The underlined phrase means:

an experience … many children.

a. that frightens

b. it is frightening

c. who frightens

d. it frightens

e. which will frightens

25. Two of the … prisoners were caught by the police.

a. escape

b. was escaped

c. having escaped

d. was escaped

e. escaped

26. Being an outstanding student in our school, he has been offered to study in Australia. The

underlined words mean … of our school.

a. If he is an outstanding student

b. Although he is an outstanding student

c. When he is an outstanding student

d. As he is an outstanding student

e. Before he is an outstanding student

27. … near a beautiful beach, the town soon became a popular tourist resort.

a. Situation

b. It is situated

c. Situating

d. Situates

e. Situated

28. “What have people recently found in Wonosobo?” “…”

a. They hid a treasure

b. Hiding treasure

c. A treasure, hiding

d. The treasure was hidden

e. A hidden treasure

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29. Talking excitedly to each other, they forgot to finish the exercises. The underlined words mean …,

they forgot t finish the exercises.

a. Although they talked excitedly

b. In order that they could talk excitedly

c. Because they were talking excitedly

d. When they had talked excitedly

e. If they talked excitedly

30. The … child ran to his mother when he heard the thunder.

a. frightened

b. frighten

c. frightens

d. frightening

e. being frightened

31. Sometimes life must be very unpleasant for people … near airport.

a. live

b. be living

c. living

d. they lived

e. they are living

32. The young man … by this Institute are all university graduates.

a. employ

b. employed

c. to employ

d. employing

e. be employer

33. “What are you arguing about?” “The … tax that citizens have to pay.”

a. being increased

b. increase

c. to increase

d. increased

e. increases

34. A few days after the interview, I received a letter … me a job.

a. has offered

b. offered

c. being offered

d. offering

e. it was offering

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35. Two of my friends … in the school fight last weekend have arrested by the police.

a. they were involved

b. involved

c. to be involved

d. involving

e. were involved

36. Trying hard to win to beauty contest, Jean neglected all her school assignments. They underlined

words mean to win the beauty contest.

a. If she tried

b. Although she tried

c. Before she tried

d. Since she tried

e. After she tried

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Lesson Plan Unit VII

Term : 3rd

Subject : English Infinitives

Topic: English Infinitives in lesson

Goals:

• Realizing English infinitives in sentence.

• Know way to use these English Infinitives in the right situation.

• Choose the best verb applying English infinitives.

Objectives:


• Differentiate among kind of English Infinitives;

• Identify the English Infinitives in each sentence;

• Rewrite the sentence using kind of English Infinitives to another;


Materials:


• Basic definitions of English infinitives.

• Teaching the English infinitives.

• English Infinitives websites or another explanation of English Infinitives.

Introduction: • Introduce about infinitives in English.

• Indicate three kinds of infinitives in English.

Development:

• Choose more formal language; students can adopt a more objective style which can result in a reliance on English Infinitives constructions.

• Inviting students to discover the relationship between the factual meaning and the predicate contraction in English Infinitives can provide other students with more details on how the constructions work, better enabling students to choose the best language for their writing situation

Practice:

• Give the lesson and ask student to indicate English Infinitives.

• Ask student to translate in the different situation with three types of English Infinitives.


Accommodations:


• Ask students to share their findings and use the collected information to draw conclusions about when another student chooses and uses kinds of English Infinitives.




• Once the lesson is complete, ask students to explore the pieces that they are writing, checking for English infinitives.


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7.1 English Infinitives

An infinitive is a verbal consisting of the word to plus a verb (in its simplest "stem" form) and

functioning as a noun, adjective, or adverb. The term verbal indicates that an infinitive, like the other

two kinds of verbals, is based on a verb and therefore expresses action or a state of being. However,

the infinitive may function as a subject, direct object, subject complement, adjective, or adverb in a

sentence. Although an infinitive is easy to locate because of the to + verb form, deciding what function

it has in a sentence can sometimes be confusing.

• To wait seemed foolish when decisive action was required. (subject)

• Everyone wanted to go. (direct object)

• His ambition is to fly. (subject complement)

• He lacked the strength to resist. (adjective)

• We must study to learn. (adverb)

Be sure not to confuse an infinitive--a verbal consisting of to plus a verb--with a prepositional phrase

beginning with to, which consists of to plus a noun or pronoun and any modifiers.

Infinitives: to fly, to draw, to become, to enter, to stand, to catch, to belong

Prepositional Phrases: to him, to the committee, to my house, to the mountains, to

us, to this address

An Infinitive Phrase is a group of words consisting of an infinitive and the modifier(s) and/or (pro)

noun(s) or noun phrase(s) that function as the actor(s), direct object(s), indirect object(s), or

complement(s) of the action or state expressed in the infinitive, such as:

We intended to leave early.

The infinitive phrase functions as the

direct object of the verb intended.

to leave (infinitive)

early (adverb)

I have a paper to write before class.

The infinitive phrase functions as an

adjective modifying paper.

to write (infinitive)

before class (prepositional phrase as

adverb)

Phil agreed to give me a ride.


direct object of the verb agreed.

to give (infinitive)

me (indirect object of action expressed in

infinitive)

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a ride (direct object of action expressed in

infinitive)

They asked me to bring some food.


direct object of the verb asked.

me (actor or "subject" of infinitive phrase)

to bring (infinitive)

some food (direct object of action expressed

in infinitive)

Everyone wanted Carol to be the captain of the team.


direct object of the verb wanted.

Carol (actor or "subject" of infinitive phrase)

to be (infinitive)

the captain (subject complement for Carol,

via state of being expressed in infinitive)

of the team (prepositional phrase as

adjective)

Actors: In these last two examples the actor of the infinitive phrase could be roughly characterized

as the "subject" of the action or state expressed in the infinitive. It is somewhat misleading to use

the word subject, however, since an infinitive phrase is not a full clause with a subject and a finite

verb. Also notice that when it is a pronoun, the actor appears in the objective case (me, not I, in the

fourth example). Certain verbs, when they take an infinitive direct object, require an actor for the

infinitive phrase; others can't have an actor. Still other verbs can go either way, as the charts below

illustrate.

Verbs that take infinitive objects without actors:

agree Begin Continue decide

fail Hesitate Hope intend

learn Neglect Offer plan

prefer Pretend Promise refuse

remember Start Try

Examples:

Most students plan to study.

We began to learn.

They offered to pay.

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They neglected to pay.

She promised to return.

In all of these examples no actor can come between the italicized main (finite) verb and the

infinitive direct-object phrase.

Verbs that take infinitive objects with actors:

advise Allow Convince Remind

encourage Force Hire Teach

instruct Invite Permit Tell

implore Incite Appoint Order

Examples:

He reminded me to buy milk.

Their fathers advise them to study.

She forced the defendant to admit the truth.

You've convinced the director of the program to change her position.

I invite you to consider the evidence.

In all of these examples an actor is required after the italicized main (finite) verb and before the

infinitive direct-object phrase.

Verbs that use either pattern:

ask Expect (would) like want

Examples:

I asked to see the records.

I asked him to show me the records.

Trent expected his group to win.

Trent expected to win.

Brenda likes to drive fast.

Brenda likes her friend to drive fast.

In all of these examples the italicized main verb can take an infinitive object with or without an

actor.

Punctuation: If the infinitive is used as an adverb and is the beginning phrase in a sentence, it

should be set off with a comma; otherwise, no punctuation is needed for an infinitive phrase.

• To buy a basket of flowers, John had to spend his last dollar.

• To improve your writing, you must consider your purpose and audience.

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Points to remember:

1. An infinitive is a verbal consisting of the word to plus a verb; it may be used as a noun,

adjective, or adverb.

2. An infinitive phrase consists of an infinitive plus modifier(s), object(s), complement(s),

and/or actor(s).

3. An infinitive phrase requires a comma only if it is used as an adverb at the beginning of a

sentence.

Spilt infinitives:

Split infinitive occur when additional words are included between to and the verb in an

infinitive. Many readers find a single adverb splitting the infinitive to be acceptable, but this

practice should be avoided in formal writing.

Examples:

I like to on a nice day walk in the woods. * (unacceptable)

On a nice day, I like to walk in the woods. (revised)

I needed to quickly gather my personal possessions. (acceptable in informal contexts)

I needed to gather my personal possessions quickly. (revised for formal contexts)

7.2 Comparing Gerunds and Participles

Look at the following pair of sentences. In the first, the use of a gerund (functioning as a

noun) allows the meaning to be expressed more precisely than in the second. In the first

sentence the interrupting it, a specific behaviour, is precisely indicated as the cause of the

speaker's irritation. In the second the cause of the irritation is identified less precisely as Bill,

who just happens to have been interrupting. (In the second sentence, interrupting is actually a

participle, not a gerund, since it functions as an adjective modifying Bill.)

I was irritated by Bill's constant interrupting.

I was irritated by Bill, constantly interrupting.

The same pattern is shown in these other example pairs below: in the first of each pair, a

gerund (noun-function) is used; in the second, a participle (adjective-function). Notice the

subtle change in meaning between the two sentences in each pair.

Examples:

The guitarist's finger-picking was extraordinary. (The technique was extraordinary.)

The guitarist, finger-picking, was extraordinary. (The person was extraordinary,

demonstrating the technique.)

He was not impressed with their competing. (The competing did not impress him.)

He was not impressed with them competing. (They did not impress him as they

competed.)

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Grandpa enjoyed his grandchildren's running and laughing.

Grandpa enjoyed his grandchildren, running and laughing.* (Ambiguous: who is running

and laughing?)

7.3 Comparing Gerunds and Infinitives

The difference in the form of gerunds and infinitives is quite clear just from comparing the

following lists:

Gerunds: swimming, hoping, telling, eating, dreaming

Infinitives: to swim, to hope, to tell, to eat, to dream

Their functions, however, overlap. Gerunds always function as nouns, but infinitives often also

serve as nouns. Deciding which to use can be confusing in many situations, especially for

people whose first language is not English.

Confusion between gerunds and infinitives occurs primarily in cases in which one or the other

functions as the direct object in a sentence. In English some verbs take gerunds as verbal

direct objects exclusively while other verbs take only infinitives and still others can take either.

Many such verbs are listed below, organized according to which kind of verbal direct object

they take.

Verbs that take only infinitives as verbal direct objects

Agree decide expect hesitate

Learn need promise neglect

Hope want plan attempt

Propose intend pretend

Examples:

I hope to go on a vacation soon.

(not: I hope going on a vacation soon.*)

He promised to go on a diet.

(not: He promised going on a diet. *)

They agreed to sign the treaty.

(not: They agreed signing the treaty.*)

Because she was nervous, she hesitated to speak.

(not: Because she was nervous, she hesitated speaking.*)

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They will attempt to resuscitate the victim

(not: They will attempt resuscitating the victim.*)

Verbs that take only gerunds as verbal direct objects

Deny Risk delay consider

can't help Keep give up be fond of

Finish Quit put off practice

Postpone Tolerate

suggest stop (quit)

Regret enjoy keep (on) dislike

Admit avoid recall mind

Miss detest appreciate recommend

get/be through get/be tired of get/be

accustomed to get/be used to

Examples:

They always avoid drinking before driving.

(not: They always avoid to drink before driving.*)

I recall asking her that question.

(not: I recall to ask her that question.*)

She put off buying a new jacket.

(not: She put off to buy a new jacket.*)

Mr. Allen enjoys cooking.

(not: Mr. Allen enjoys to cook.*)

Charles keeps calling her.

(not: Charles keeps to call her.*)

Verbs that take gerunds or infinitives as verbal direct objects

start begin continue hate

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prefer like love try

remember

Examples:

She has continued to work at the store.

She has continued working at the store.

They like to go to the movies.

They like going to the movies.

Brent started to walk home.

Brent started walking home.

7.4 Forget and remember

These two verbs change meaning depending on whether a gerund or infinitive is used as the

object.

Examples:

Jack forgets to take out the cat. (He regularly forgets.)

Jack forgets taking out the cat. (He did it, but he doesn't remember now.)

Jack forgot to take out the cat. (He never did it.)

Jack forgot taking out the cat. (He did it, but he didn't remember sometime later.)

Jack remembers to take out the cat. (He regularly remembers.)

Jack remembers taking out the cat. (He did it, and he remembers now.)

Jack remembered to take out the cat. (He did it.)

Jack remembered taking out the cat. (He did it, and he remembered sometime later.)

In the second of each pair of example sentences above, the past progressive gerund form

having taken can be used in place of taking to avoid any possible confusion.

Sense verbs that take an object plus a gerund or a simple verb

Certain sense verbs take an object followed by either a gerund or a simple verb (infinitive

form minus the word to). With many of the verbs that follow the object, the use of the gerund

indicates continuous action while the use of the simple verb indicates a one-time action. Still,

sometimes the simple verb can indicate continuous action if one-time action wouldn't make

sense in the context.

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feel hear notice watch

see smell observe

Examples:

We watched him playing basketball. (continuous action)

We watched him play basketball. (continuous action)

I felt my heart pumping vigorously. (continuous action)

I felt my heart pump vigorously. (continuous action)

She saw them jumping on the bed. (continuous action)

She saw them jump on the bed. (one-time action)

Tom heard the victim shouting for help. (continuous action)

Tom heard the victim shout for help. (one-time action)

The detective noticed the suspect biting his nails. (continuous action)

The detective noticed the suspect bite his nails. (one-time action)

We could smell the pie baking in the kitchen. (continuous action)

We could smell the pie bake in the kitchen. (continuous action)

Sometimes the simple-verb version might seem unconventional, so it's safer in most cases to

use the gerund version.

7.5 Exercise on Infinitives:

Underline the infinitive phrase and label the way it is used in the sentence, adding any

punctuation as needed.

1. I want to go.

2. I want you to go home.

3. We want to see the play.

4. To see a shooting star is good luck.

5. To fight against those odds would be ridiculous.

Now underline the infinitive phrase and label how it is used in the sentence.

6. To design a new building for them would be challenging.

7. I want him to be my bodyguard.

8. Jim is expected to program computers at his new job.

9. They will try to build a new stadium in ten years.

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10. To distil a quart of moonshine takes two hours.

11. The president wants to use nuclear energy for peaceful purposes.

12. She has the money to buy it.

13. We demonstrated to attract attention to our agenda.

14. I do not like to give poor grades.

15. The dogs were taught to stand, to sit, and to bark on command.

16. To be great is to be true to yourself and to the highest principles of honour.

17. To see is to believe.

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References

Allen, W Stannard. 1987. Living English Structure. London: Longman Group Ltd.

Dixson, Robert J. 1986. Everyday English.USA: Regents Publishing Company Inc.

Frank, Marcella. 1972. Modern English: A Practical Reference Guide. New Jersey: Prentice Hall Inc.

Murphy, Raymond. 1985. English Grammar in Use. New York: Cambridge University Press.

Martinet, Thomson AJ. 1986. A Practical English Grammar. Hongkong: Oxford University Press.

Schrampher, Azar Betty. 1989. Understanding and Using English Grammar. New Jersey: Prentice

Hall.

Websites:

//owl.english.purdue.edu

//english-grammar-revolution.com

//myenglishpages.com

//englishch-hilfen.de

//englishclub.com

//learnenglishfeelgoof.com

Documents

Advanced English Grammar · 2019. 7. 15. · Grammar. Competency of this level is that students are able to use the following sentence structure patterns containing grammatical forms