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KEVIN ANGULO FOURTH SEMESTER “B” ENGLISH SUMMAR

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UNIT 4

CELEBRATIONS

LESSON A

BIRTHDAYS

MONTHS

Month Short Form Days

1 January Jan. 31

2 February Feb. 28/29

3 March Mar. 31

4 April Apr. 30

5 May May 31

6 June Jun. 30

7 July Jul. 31

8 August Aug. 31

9 September Sep. 30

10 October Oct. 31

11 November Nov. 30

12 December Dec. 31

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Numbers

Ordinal Numbers from 1 through 1,000,000

1 st first 11 th eleventh 21 st twenty-first 31 st thirty-first

2 nd second 12 th twelfth 22 nd twenty-second 40 th fortieth

3 rd third 13 th thirteenth 23 rd twenty-third 50 th fiftieth

4 th fourth 14 th fourteenth 24 th twenty-fourth 60 th sixtieth

5 th fifth 15 th fifteenth 25 th twenty-fifth 70 th seventieth

6 th sixth 16 th sixteenth 26 th twenty-sixth 80 th eightieth

7 th seventh 17 th seventeenth 27 th twenty-seventh 90 th ninetieth

8 th eighth 18 th eighteenth 28 th twenty-eighth 100 th one hundredth

9 th ninth 19 th nineteenth 29 th twenty-ninth 1,000 th one thousandth

10 th tenth 20 th twentieth 30 th thirtieth 1,000,000 th one millionth

Form

Spelling of Ordinal Numbers

Just add th to the cardinal number:

four - fourth

eleven - eleventh

Exceptions:

one - first

two - second

three - third

five - fifth

eight - eighth

nine - ninth

twelve - twelfth

In compound ordinal numbers, note that

only the last figure is written as an ordinal number:

421st = four hundred and twenty-first

5,111th = five thousand, one hundred and eleventh

Figures

When expressed as figures, the last two letters of the written word are added to the

ordinal number:

first = 1st

second = 2nd

third = 3rd

fourth = 4th

twenty-sixth = 26th

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hundred and first = 101st

LESSON B

SPECIAL DAYS

Going to

Going to is not a tense. It is a special expression to talk about the future.

Structure of Going to

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The structure is:

subject + be + going + infinitive

The verb be is conjugated (past, present or future).

subject be (not) going infinitive

+ I am going to buy a new car.

+ I'm going to go swimming.

- He is not going to take the exam.

- It isn't going to rain.

? Are you going to paint the house?

Use of Going to

Going to - intention

We use going to when we have the intention to do something before we speak. We have

already made a decision before speaking. Look at these examples:

Jo has won the lottery. He says he's going to buy a Porsche.

We're not going to paint our bedroom tomorrow.

When are you going to go on holiday?

In these examples, we had an intention or plan before speaking. The decision was made

before speaking.

Going to - prediction

We often use going to to make a prediction about the future. Our prediction is based on

present evidence. We are saying what we think will happen. Here are some examples:

The sky is very black. It's going to snow.

It's 8.30! You're going to miss the train!

I crashed the company car. My boss isn't going to be very happy!

In these examples, the present situation (black sky, the time, damaged car) gives us a

good idea of what is going to happen.

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LESSON C

FESTIVAL AND THINGS

Using Vague Expressions

Construction

Formula Form

There are about 600 people working in

this company. Use 'about' + a numbered expression.

There are approximately 600 people

working in this company. Use 'approximately' + a numbered expression.

There are a large number of students

interested in taking his course. Use 'a large number of' + a noun.

Management predicts up to 50%

growth for the coming year. Use 'up to' + a noun.

It's kind of a bottle opener which can

also be used to peel vegetables. Use 'kind of' + a noun.

It's the type of place you can go to

relax for a week or so.

Use 'type of' + a noun. Use 'or so' at the end of a

sentence to express the meaning 'approximately'.

They're the sort of people that like

going bowling on Saturday evenings. Use 'sort of' + a noun.

It's difficult to say, but I'd guess that

it's used for cleaning house.

Use the phrase + 'It's difficult to say, but I'd guess'

an independent clause.

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LESSON D

TRADITIONS

TIME TO CELEBRATE A BIRTHDAY

It is good to be thankful for what you have in life and what you have accomplished. But open your eyes to the larger picture. If we are to appreciate the fruits of life, we must first

appreciate the tree that bears the fruit: birth itself.

Birth is your beginning. It is a window to the chance of a lifetime, the chance to fulfill

your unique mission. So a birthday is a momentous occasion, to be commemorated just as a nation commemorates its birth or as an organization celebrates its founding. Still, it

is much more than an occasion to receive gifts. It is a chance to remember the day that a

major event occurred, to celebrate and give thanks and to reflect upon how well we are

fulfilling our calling.

Because time itself is like a spiral, something special happens on your birthday each year:

The same energy that G-d invested in you at birth is present once again. It is our duty to

be receptive to that force. How do we do so? By committing to a life guided by G-d's will,

and by using the abilities and resources we were born with to perfect ourselves and

society, and to make the world a good and sacred home for G-d.

A birthday is a time to celebrate birth itself, the joy of life. It is also an occasion to rethink

your life: How great is the disparity between what I have accomplished and what I can

accomplish? Am I spending my time properly or am I involved in things that distract me

from my higher calling? How can I strengthen the thread that connects my outer life and my inner life?

A birthday can also teach us the concept of rebirth. To recall our birth is to recall a new

beginning. No matter how things went yesterday, or last year, we always have the capacity to try again. Your birthday is a refresher, a chance for regeneration--not just materially,

but spiritually.

On your birthday, gather with family and friends and study something meaningful

together.

There is no better way to celebrate a birthday than to commit a special act of goodness. It

is easy enough to say you are thankful; it is far better to show it by doing a kind deed,

something that you did not do yesterday. Not because someone is forcing you. Not

because someone suggests it. But simply because your inner goodness, your soul, wants to express its thanks for being born and alive.

Such an act of kindness gives G-d great pleasure, because He sees that the child in whom

He invested, the particular child he wanted to be born on a particular day, is living up to its potential. And nothing, of course, gives a parent greater joy. This is the true experience

of birth, the true beginning of a life of meaning

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UNIT 5

GROWING UP

LESSON A

CHILDHOOD

Childhood is the age span ranging from birth to adolescence.[1] According to Piaget's theory of cognitive development, childhood consists of two stages: preoperational stage

and concrete operational stage. In developmental psychology, childhood is divided up into the developmental stages of toddlerhood (learning to walk), early childhood (play age),

middle childhood (school age), and adolescence (puberty through post-puberty). Various

childhood factors could affect a person's attitude formation.[1]

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LESSON B

FAVORITE CLASSES

A determiner is a word, phrase or affix that occurs together with a noun or noun phrase

and serves to express the reference of that noun or noun phrase in the context. That is, a determiner may indicate whether the noun is referring to a definite or indefinite element

of a class, to a closer or more distant element, to an element belonging to a specified

an atica thing, to a particular number or quantity, etc. Common kinds of determiners include definite and indefinite articles (like the English the and a[n]), demonstratives (like

this and that), possessive determiners (like my and their), and quantifiers (like many, few

and several).

Most determiners have been traditionally classed along with adjectives, and this still

occurs: for example, demonstrative and possessive determiners are sometimes described as demonstrative adjectives and possessive adjectives respectively. However, modern

theorists of grammar prefer to distinguish determiners as a separate word class from adjectives, which are simple modifiers of nouns, expressing attributes of the thing

referred to. This distinction applies particularly in languages like English which use

definite and indefinite articles, frequently as a necessary component of noun phrases –

the determiners may then be taken to be a class of words which includes the articles as

well as other words that function in the place of articles. (The composition of this class

may an atica the particular language’s rules of syntax; for example, in English the possessives my, your etc. Are used without articles and so can be regarded as

determiners, whereas their Italian equivalents mio etc. Are used together with articles and

so may be better classed as adjectives.) an ati languages can be said to have a lexically

distinct class of determiners.

In some languages, the role of certain determiners can be played by affixes (prefixes or

suffixes) attached to a noun, or by other types of inflection. For example, definite articles are represented by suffixes in Romanian, Bulgarian and Macedonian (the Swedish bok

“book”, when definite, becomes boken “the book”, while the Romanian caiet “notebook”

similarly becomes caietul “the notebook”). Some languages such as Finnish have

possessive affixes, which play the role of possessive determiners like my and his.

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X-bar theory contends that every noun has a corresponding determiner (or specifier). In a case where a noun does not have an explicit determiner (as in physics uses mathematics),

X-bar theory hypothesizes the presence of a zero article, or zero determiner. Noun phrases that contain only a noun and do not have a determiner present are known as bare noun

phrases “bare NPs”.[1] Examples of bare NPs are: chair, students, bridge, etc. Some

modern an atical approaches regard determiners (rather an nouns) as the head of

their phrase, and thus refer to such phrases as determiner phrases rather an noun

phrases. For more detail on theoretical approaches to the status of determiners, see Noun phrase: Noun phrases with and without determiners.

Universal Grammar is the theory that all humans are born equipped with grammar, and

all languages share certain properties. There are arguments that determiners are not a

part of Universal Grammar, and is instead an emergent syntactic category. This has been shown through the studies of some languages’ histories, including Dutch.

LESSON C

WELL ACTUALLY

CONVERSATION STRATEGY

USE OF I MEAN

A friend was noting that his daughter would occasionally start sentences with the phrase "I mean, " simply for emphasis, not for clarification:

Friend: How was the Miley Cyrus concert?

Friend's daughter: I mean, it was the best concert ever!

I have typically seen "I mean" used to join two statements - for example, as a correction:

This juice is orange. Well, I mean, more of a yellowish-orange.

or for clarifying emphasis:

This juice is orange. I mean, it's the most neon orange you've ever seen!

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However, his daughter's usage seems to combine the two parts of the "emphasis"

example, creating a single independent statement that begins with "I mean":

I mean, this juice is the most neon orange you've ever seen!

Considering that teen girls are leading language change, has "I mean" just been co-opted as an interjection?

LESSON D

TEENAGERS

The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For

example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a

normative shift of it occurring in preadolescence, particularly in females (see early and

precocious puberty).[4][7][8] Physical growth, as distinct from puberty (particularly in

males), and cognitive development generally seen in adolescence, can also extend into the

early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.[7][8][9][10]

A thorough understanding of adolescence in society depends on information from various

perspectives, most importantly from the areas of psychology, biology, history, sociology,

education, and anthropology. Within all of these perspectives, adolescence is viewed as a transitional period between childhood and adulthood, whose cultural purpose is the

preparation of children for adult roles.[11] It is a period of multiple transitions involving

education, training, employment and unemployment, as well as transitions from one

living circumstance to another.[12]

The end of adolescence and the beginning of adulthood varies by country and by function,

and furthermore even within a single nation state or culture there can be different ages at

which an individual is considered (chronologically and legally) mature enough for society

to entrust them with certain privileges and responsibilities. Such milestones include

driving a vehicle, having legal sexual relations, serving in the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, finishing certain levels of

education, and marriage. Adolescence is usually accompanied by an increased

independence allowed by the parents or legal guardians and less supervision as compared

to preadolescence.

In popular culture, adolescent characteristics are attributed to physical changes and

what is called raging hormones. There is little evidence that this is the case, however. In

studying adolescent development,[16] adolescence can be defined biologically, as the

physical transition marked by the onset of puberty and the termination of physical

growth; cognitively, as changes in the ability to think abstractly and multi-dimensionally; or socially, as a period of preparation for adult roles. Major pubertal and biological

changes include changes to the sex organs, height, weight, and muscle mass, as well as

major changes in brain structure and organization. Cognitive advances encompass both

increases in knowledge and in the ability to think abstractly and to reason more

effectively. The study of adolescent development often involves interdisciplinary

collaborations. For example, researchers in neuroscience or bio-behavioral health might focus on pubertal changes in brain structure and its effects on cognition or social

relations. Sociologists interested in adolescence might focus on the acquisition of social

roles (e.g., worker or romantic partner) and how this varies across cultures or social

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conditions.[17] Developmental psychologists might focus on changes in relations with

parents and peers as a function of school structure and pubertal status

UNIT 6

AROUND TOWN

LESSON A

OUT SHOPPING

A retailer or shop is a business that presents a selection of goods or services and offers to

sell them to customers for money or other goods. Shopping is an activity in which a

customer browses the available goods or services presented by one or more retailers with

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the intent to purchase a suitable selection of them. In some contexts it may be considered

a leisure activity as well as an economic one.

The shopping experience can range from delightful to terrible, based on a variety of

factors including how the customer is treated, convenience, the type of goods being

purchased, and mood.[1]

The shopping experience can also be influenced by other shoppers. For example, research

from a field experiment found that male and female shoppers who were accidentally

touched from behind by other shoppers left a store earlier than people who had not been

touched and evaluated brands more negatively, resulting in the Accidental Interpersonal Touch effect.[2]

According to a 2000 report, in the U.S. state of New York, women purchase 80% of all

consumer goods and influence 80% of health-care decisions

Location expressions

All reference objects have a unique associated cluster id, the object's location. When a

reference object is created by a thread, its location will be the same as the locus of control when the new expression was executed. A reference object is near to a thread if its

current location is the same as the thread's locus of control, otherwise it is far.

There are several built-in expressions for location:

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Expression Type Description

here INT The cluster id of the locus of control of the thread.

where(expression) INT The location of the argument. If the argument is void or an

immutable type, it returns 'here'.

near(expression) BOOL true if the argument is on the same cluster as the executing

thread. If the argument is void or an immutable type, it returns

false.

far(expression) BOOL true if the argument is not on the same cluster as the executing

thread. If the argument is void or an immutable type, it returns

false.

clusters INT Number of clusters. Although a constant, may not be available

at compile time.

clusters! INT Iterator which returns all cluster ids in order, 0 through

clusters-1.

LESSON B

GETTING AROUND

OFFERS ANF REQUESTS WITH CAN AND COULD

can

Como puede verse, el verbo can solo tiene dos formas, una para el presente y otra para el pasado; para los tiempos de los que can carece puede usarse el verbo to be able (ser capaz, poder), que tiene conjugación completa:

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- They won't be able to play - No podrán jugar

- I haven't been able to sell it - No he podido venderlo

Cannot se escribe en una sola palabra.

Usos mas importantes de can

1. Poder hacer algo:

- I can't open this bottle - No puedo abrir esta botella. - This car can reach 220kmh. – Este coche puede llegar a 220km por hora.

2. Saber hacer algo:

- I can swim – Sé nadar. - I can’t speak French – No sé hablar Francés. - Can you dance Tango? – ¿Sabes bailar Tango?

Can significa saber solo en el sentido de tener habilidad para hacer algo que se ha

aprendido; en el sentido de tener conocimiento de algo se emplea el verbo to know:

- We know you’re a vegetarian. – Sabemos que eres vegetariano.

El verbo to know también se puede emplear para expresar la habilidad de hacer algo,

construyéndose entonces con how to:

- He knows how to dance = He can dance - Sabe bailar.

- Para expresar habilidad en el futuro se emplea to be able to: - I’ll never be able to buy a new car if I don’t save money. / Nunca podré comprar un nuevo coche si no ahorro dinero.

3. Peticiones:

- Can you buy me a drink? - ¿Puedes comprarme una bebida?

- Can I ask you something? - ¿Puedo preguntarte algo?

4. Con los verbos de percepción como to feel (sentir) to see (ver). to hear (oír), etc.,

se suele usar can + infinitivo sin to:

- I can feel you close to me, but I can’t see you. / Puedo sentirte cerca de mi, pero no puedo verte.

Otros usos de can

1. Poder en el sentido de permiso en oraciones interrogativas y negativas, y en el de prohibición, en las negativas:

- Can I take one? – ¿Puedo coger uno?

- Yes, you can take one. – Si, puedes coger uno. - No, you can’t have a biscuit before lunch. / No, no puedes comerte una galleta antes de comer.

2. Poder de posibilidad:

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- I don’t think the car can be repaired. / No creo que el coche se pueda arreglar.

- Can vodka be frozen? – ¿Se puede congelar el vodka?

3. Deducción negativa:

She can’t be eighteen yet. / Ella no puede tener dieciocho años todavía.

Nota:

Para deducciones afirmativas se emplea must.

- She must be eighteen already / Ella debe tener ya dieciocho años

4. Capacidad natural, o modo de ser de una cosa o persona:

They can be very funny. – Ellos pueden ser muy divertidos.

Valencia can get very hot in August / Valencia puede llegar a ser muy calurosa en agosto.

could

Como pasado de can, could se traduce al español por pretérito indefinido o pretérito

imperfecto.

- She couldn’t phone you. / No te pudo llamar. - He could play the piano. / Sabía tocar el piano.

Pero could, frecuentemente, expresa aspectos que nada tienen que ver con el tiempo pasado, así que debe traducirse entonces al español por condicional o por pretérito

imperfecto de subjuntivo, según los casos.

- Could you pass the salt, please? / ¿Podrías pasar la sal por favor?

- I’d marry her tomorrow, if I could. / Me casaría con ella mañana si pudiera.

Usos mas importantes de could

1. Poder hacer algo:

I tried, but I couldn’t open this bottle / Intenté pero no pude abrir esta botella.

2. Saber hacer algo:

I could speak German when I lived in Germany. / Sabía hablar alemán cuando vivía en Alemania.

Nota:

Al igual que can, could significa saber sólo en el sentido de tener habilidad para

hacer algo; en el sentido de tener conocimiento de algo se emplea to know:

I knew she had been with another man / Sabía que había estado con otro hombre.

3. Peticiones corteses:

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Could you do me a favor? / ¿Podrías hacerme un favor?

Nota:

Como en español, could resulta más cortés que can

(podrías es más cortés que puedes)

4. Estilo indirecto, equivalente a can en el directo:

"I can see you next Thursday", she said. / "Puedo verte el jueves que viene", dijo ella.

(estilo directo)

She said that she could see me next Thursday. / Dijo ella que podría verme el jueves

que viene.

(estilo indirecto)

5. Permiso (más informal que 'may'):

Could I make a phone call? – ¿Podría hacer una llamada?

6. Posibilidad He could be out at this time of the afternoon. / El podría estar fuera a esta hora de la tarde.

LESSON C

EXCUSE ME?

ECHO QUESTIONS

Definition:

A type of direct question that repeats part or all of something which someone else has just

said.

An echo question is one type of echo utterance.

Examples and Observations:

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Telemachus: We're waiting for Odysseus to come home. Antinuous: You're waiting for who to do what?

(Albert Ramsdell Gurney, The Comeback, 1993)

Mary: What do you want?

George Bailey: What do I want? Why, I'm just here to get warm, that's all!

(It's a Wonderful Life, 1946)

"I used to play checkers with her all the time."

"You used to play what with her all the time?"

"Checkers." (Holden Caulfield and Stradlater in The Catcher in the Rye by J.D. Salinger, 1951)

Intonation With Echo Questions "We use echo questions either because we did not fully hear or understand what

was said, or because its content is too surprising to be believed. For example:

(It cost £5,000.) HOW much did it cost? (His son's an osteopath.) His son's a WHAT?

Echo questions are usually spoken with a rising intonation, and with a strong emphasis on the wh-word (what, who, how and so on)."

(Geoffrey Leech, A Glossary of Grammar Terms. Edinburgh Univ. Press, 2006)

Movement Operations With Echo Questions

"[C]onsider the following dialogue:

(4)

SPEAKER A: He had said someone would do something

SPEAKER B: He had said who would do what?

In (4), speaker B largely echoes what speaker A says, except for replacing someone

by who and something by what. For obvious reasons, the type of question

produced by speaker B in (4) is called an echo question. However, speaker B could alternatively have replied with a non-echo question like that below:

(5) Who had he said would do what?

If we compare the echo question He had said who would do what? in (4) with the

corresponding non-echo question Who had he said would do what? in (5), we find

that (5) involves two movement operations which are not found in (4). One is an auxiliary inversion operation by which the past-tense auxiliary had is moved in

front of its subject he. . . . The other is a wh-movement operation by which the wh-

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word who is moved to the front of the overall sentence, and positioned in front of

had."

(Andrew Radford, English Syntax: An Introduction. Cambridge Univ. Press, 2004)

Questioning a Question

"A speaker may question a question, by repeating it with a rising intonation. Note

that we use normal question structures with inverted word order, not indirect question structures, in this case.

'Where are you going?' 'Where am I going? Home.' . . .

'What does he want?' 'What does he want? Money as usual.' . . .

'Are you tired?' 'Am I tired? Of course not. . . .'

'Do squirrels eat insects?' 'Do squirrels eat insects? I'm not sure.'"

LESSON D

EXPLORING THE CITY

CHINATOWN

UNIT 7

GOING AWAY

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LESSON A

GETTING READY

INFINITIVES FOR REASONS

to + infinitive

We use the to-infinitive:

• to express purpose (to answer "Why...?"):

He bought some flowers to give to his wife.

He locked the door to keep everyone out.

We sometimes say in order to or in order not to:

We set off early in order to avoid the traffic.

They spoke quietly in order not to wake the children

… or we can say so as to or so as not to:

We set off early so as to avoid the traffic. They spoke quietly so as not to wake the children.

• after certain verbs (see verbs followed by infinitive), particularly verbs of thinking and

feeling:

choose, decide, expect, forget, hate, hope, intend, learn, like,

love, mean, plan, prefer, remember, want, would like, would love

… and verbs of saying:

agree, promise, refuse

They decided to start a business together. Remember to turn the lights out.

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Some verbs are followed by a direct object and the infinitive(see verbs followed by

infinitive):

advise, ask, encourage, invite, order, persuade, remind, tell, warn,

expect, intend, would prefer, want, would like

She reminded me to turn the lights out.

He encouraged his friends to vote for him.

• after certain adjectives.

Sometimes the to-infinitive gives a reason for the adjective:

disappointed

glad

sad

happy

anxious

pleased

surprised

proud

unhappy

We were happy to come to the end of our journey = We were happy because we had come to the end of our journey

John was surprised to see me

= He was surprised because he saw me

Other adjectives with the to-infinitive are:

able

unable

due

eager

keen

likely

unlikely

ready

prepared

unwilling

willing

Unfortunately I was unable to work for over a week.

I am really tired. I’m ready to go to bed.

We often use the to-infinitive with these adjectives after it to give opinions:

difficult

easy

possible

impossible

hard

right

NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING

SCHOOL OF CIVIL ENGINEERING

KEVIN ANGULO FOURTH SEMESTER “B”

wrong

kind

nice

clever

silly

foolish

It’s easy to play the piano, but it’s very difficult to play well. He spoke so quickly it was impossible to understand him.

We use the preposition for to show who these adjectives refer to:

difficult

easy

possible

impossible

hard

It was difficult for us to hear what she was saying.

It is easy for you to criticise other people.

We use the preposition of with other adjectives:

It’s kind of you to help.

It would be silly of him to spend all his money.

• As a postmodifier (see noun phrases) after abstract nouns like:

ability

desire

need

wish

attempt

failure

opportunity

chance

intention

I have no desire to be rich.

They gave him an opportunity to escape. She was annoyed by her failure to answer the question correctly.

• We often use a to-infinitive as a postmodifier after an indefinite pronoun (See indefinite

pronouns):

When I am travelling I always take something to read.

I was all alone. I had no one to talk to.

There is hardly anything to do in most of these small towns

LESSON B

THINGS TO REMEMBER

NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING

SCHOOL OF CIVIL ENGINEERING

KEVIN ANGULO FOURTH SEMESTER “B”

Advice & Suggestions

The communicative acts of offering advice and making suggestions

occur when the speaker wishes to express his or her opinion regarding what the hearer should or should not do in a certain

situation. This can refer to emotional actions or feelings (e.g.,

trying to make the other person cheer up) as well as physical

actions (e.g., taking a seat, having a cup of coffee).

In some languages, advice and suggestions can be sensitive

communicative acts because the hearer may not always want to

take the advice or listen to the suggestion. In some languages (e.g.,

some varieties of English), it is not appropriate to give advice or

make suggestions if they are not solicited.

Take, for example, the situation below:

A friend of yours is in a grocery store with a child he is babysitting. The child is acting up and making lots of noise. It is

very annoying to the other shoppers and a lady stops your friend to

give him advice on what to do.

LESSON C

THATS A GREAT IDEA

CONVERSATION STRATEGY

NATIONAL UNIVERSITY CHIMBORAZO FACULTY OF ENGINEERING

SCHOOL OF CIVIL ENGINEERING

KEVIN ANGULO FOURTH SEMESTER “B”

I GUESS

Examples

Guess that's what they got.

Whether this was out of love or out of a desire to be rid of me I can only make an

educated guess.

But beyond that is anyone's guess, although Devonshire did let slip that injury doubt Brian Connor would be considered, if fit.

Whether it's a protest against the cup or the club is anyones guess.

Where the Rainbow Six series goes from here is anybody's guess.

Guess who made 'em up?

Guess password is qwerty.

I'll hazard a guess that the answer is no.

What the future holds for the Crown Princess and her family is anybody's guess.

Where these stories come from is anyone's guess.

Guess that just shows how much they are enjoying being there... sigh.

Guess, itâs probably in the top five or ten.

We derived a similar figures from analysis of pedestrian collisions ( here ). " A bit of a wild guess.

Guess what my top telly show is?

Guess the mods will delete this thread and ban me tomorrow, after the April Fool amnesty expires.

But he won the chocolate ( with a score of 1 - a lucky guess, but hey, who cares?

Guessing which route William Gibson's gone down.

Once you've opened the image you can make an informed guess about what that profile should be.

Guess whose music they play... Forever Coltrane hope to record a CD at the end of May.

Guess where she moved to there were plenty of forks.

LESSON D

INTERESTING PLACES

SOMEWHERE DIFFERENT

HOTELS OF THESE 3 I RECOMMEND THE ICE HOTEL

END