01 booklet vocabulary grammar ls0910

8/2/2019 01 Booklet Vocabulary Grammar LS0910

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SCHOOL OF ENGINEERING COMPUTER ENGINEERING DEPARTMENT

LABORATRIO | PROJECTO 2

MDULODECOMPETNCIASLINGUSTICASSEBENTA_VOCABULRIO_GRAMTICA_EXERCCIOS

2009 | 2010

Ana Margarida Barata (ABT) 2009


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ISEP-DEI | LAPR 2 Language Skil ls Module | GVP

Grammar and Vocabulary Practice Ana Barata 2009/20101

CONTENTS

1_Verbs

_The 40 Most Essential Verbs

_Practice_ Revising Verbs

_Common Verbs used at University Level2_Nouns

_Common Nouns and Noun Phrases used at University Level

_Practice_ Enlarging Vocabulary

3_Conjunctions and Adverbs: Linking Ideas

_Practice

4_Wordbuilding

_ Practice

5_Passive Voice

_Practice

6_Modals

_Practice

7_Relative Pronouns and Relative Clauses

_Practice

8_Prepositions

_Time Prepositions and Expressions

_Place Prepositions

_Practice

9_Adjectives+Prepositions

10_Verbs+Prepositions

_Prepositional verbs

_Phrasal verbs

_Practice

11_Making Comparisons

_Practice

Bibliography

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1_VERBS

_The 40 Most Essential Verbs

Verb-inf. Past, Past Participle (Translation) Verb-inf. Past, Past Participle (Translation)

affect

allow

appear

apply

(a)rise (from)

assume

cause

change

consider

constitute

contain

determine

develop

emerge

find

follow

form

include

increase

indicate

-ed, -ed (afectar)

found, found (encontrar)

investigate

involve

lack

leave

matter

obtain

occur

produce

prove

provide

reach

reduce

reflect

relate

remain

represent

require

result (in)

seem

tend

In: Eli Hinkel, Teaching Academic Esl Writing: Practical Techniques In Vocabulary And Grammar, (London: Lawrence Erlbaum Associates,

Publishers, 2004), p. 193.

_Practice_ Revising Verbs

1. In the empty columns above write the past, past participle (in English) and translation into Portuguese of the

verbs in the list.

2. To enlarge your vocabulary, create semantic domains of verbs, i.e., make a list of verbs with similar meaning as

shown in the example below. Complete the given list and enlarge it with verbs that appear in the texts you will

deal with.

Abandon give up leave

accelerate

access

accompany

accomplish

appear

choose

continue

conclude

discover

discuss

finish

investigate

leave

maintain

reject

remove

review

search (for)

start


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_Common Verbs used at University Level

abandon

accelerate

access

accompany

accomplish

accumulate

achieve

acquire

adhere

adjust

administer

advocate

affiliate

affirm

agitate

aid

align

allegeallude

alter

analyze

appeal

append

appraise

appreciate

approach

arouse

ascribe

assemble

assert

assess

assign

assimilate

assume

assure

attach

attain

avail

benefit

bore

breed

cancel

capturecater

cease

challenge

circulate

clarify

coincide

collide

commit

communicate

compel

compensate

complement

complicate

comply

compound

comprehend

comprise

compute

conceive

concentrate

conclude

condense

conduct

confer

confineconflict

conform

confront

conserve

consist

console

constitute

construct

construe

consult

consume

contact

contaminate

contemplate

contend

contract

contradict

contrast

contribute

convene

converge

converse

convert

cooperate

coordinatecorrelate

correspond

create

debate

declare

decline

dedicate

defect

defer

define

deflect

degenerate

degrade

deliberate

demonstrate

denote

deny

depress

deprive

derive

design

detect

deviate

devise

devotedictate

diffuse

digest

discern

dispense

disperse

displace

dispose

dispute

dissipate

dissolve

distinct

distort

distribute

diverge

dominate

edit

elaborate

elevate

elicit

eliminate

emancipate

embody

embrace

emergeemphasize

enable

enhance

enlighten

enrich

ensure

enumerate

equate

err

establish

estimate

evaluate

evaporate

evoke

evolve

exclude

execute

exert

exemplify

exhaust

expand

expel

explain

exploit

exportexpose

extract

facilitate

factor

fare

feature

fluctuate

focus

forgo

formulate

found

frustrate

fuel

fulfill

function

fund

fuse

generate

grant

guarantee

harbor

identify

ignore

illuminate

illustrateimpact

implement

imply

import

impose

impress

incorporate

indicate

induce

infer

inhibit

injure

insist

inspect

institute

instruct

integrate

interact

interlock

interpret

interrelate

intersect

interview

intervene

invadeinvest

investigate

invoke

involve

irrigate

isolate

issue

justify

label

launch

lecture

legislate

liberate

locate

maintain

manifest

manipulation

migrate

notify

notate

oblige

obtain

occupy

occur

orientateoscillate

overlap

participate

perpetrate

persist

incline

pervade

plead

plot

postulate

precede

precipitate

predict

presume

prevail

proceed

process

proclaim

procedure

prohibit

project

propagate

prosper

protest

provokepublish

purport

pursue

quote

react

rebel

recur

refer

reform

refute

reign

reinforce

reject

release

rely

remove

render

repress

reproduce

repudiate

require

research

respond

restore

restrictretain

retard

reveal

reverberate

reverse

revise

revive

revoltrevolverotateroutesaturatescheduleschemescoreseekselectshiftshrinksignifysketchspecifyspeculatestarvestatestimulatestress

strengthenstructuresubdividesubsidesubsidizesubtlesufficesumsuperimposesupplementsuppresssurveysuspendsustain

switchsumtapeteamtiretoleratetracetransacttransfertransformtransmittransportundergounderlieunderlineundertakeutilizeuttervaryverifyviolatewithdrawx-ray


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2_NOUNS

_Common Nouns and Noun Phrases used at University Level

abstract

access

acid

adjectiveadult

aesthetic

affect

affluence

aggression

aid

algorithm

ally

alternative

ambiguity

analogy

anomaly

anthropology

apparatus

appeal

appendix

approach

area

aristocrat

arithmetic

aspect

aspiration

assent

asset

astronomyatmosphere

atom

attitude

attribute

auspices

awe

axis

battery

benefit

bomb

bore

breed

bubble

bulk

bureaucracy

calendar

capture

carbon

career

catalog

category

cell

challenge

chapter

chemicalcircuit

circumstance

classic

client

clinic

cluster

code

coefficientcollapse

column

comment

commodity

commune

competence

complement

complex

component

compound

compulsion

concentrate

concept

conduct

configuration

conflict

confront

congress

conjunction

consent

console

constant

construct

contact

contextcontingent

continent

contract

contrast

controversy

convert

creditor

crisis

criterion

critic

crystal

culture

currency

cycle

cylinder

data

debate

decade

decimal

decline

deflect

democracy

denominator

design

detrimentdiagram

diameter

digest

dimension

discourse

doctrine

domestic

draindrug

duration

dynamic

economy

electron

element

embrace

emotion

energy

entity

environment

episode

equilibrium

equipment

equivalent

ethics

exhaust

expert

exponent

export

extract

faction

factor

fallacy

farefeature

finance

fluid

focus

fossil

fraction

fragment

fraud

friction

frontier

fuel

function

fundamental

fund

geography

geometry

germ

goal

grant

graph

gravity

guarantee

harbor

heredity

hierarchyhypothesis

image

impact

implement

import

impulse

incentive

incidentincline

income

index

individual

inflation

innovation

instance

instinct

integer

intellect

interlude

interval

interview

intimacy

issue

item

job

journal

label

laboratory

labor

launch

layer

lecture

leisurelens

locomotion

logic

luxury

magic

magnitude

major

margin

material

mathematics

matrix

maximum

medium

metabolism

method

microscope

minimum

momentum

morphology

motive

muscle

negative

nerve

network

normnotion

null

objective

option

orbit

outcome

overlap

parenthesisperiod

perspective

phase

phenomena

philosophy

plot

pole

policy

pollution

portion

positive

postulate

potential

premise

preposition

prestige

principle

priority

process

program

project

propensity

proportion

proprietor

protestprudence

psychology

quote

radical

radius

range

ratio

rebel

rectangle

reform

region

reign

release

relevance

research

reservoir

resident

residue

resource

reverse

rhythm

rigor

role

route

sanctionsatellite

schedule

scheme

score

section

segment

sequence

seriesshift

sibling

site

skeleton

sketch

sociology

source

species

spectrum

sphere

statistic

status

stereotype

stress

structure

style

sum

summary

supplement

surplus

survey

switch

symbol

symptom

synthetictangent

tape

task

team

technique

technology

telescope

tense

terminology

territory

theft

theorem

theory

tissue

tone

topic

trace

tradition

traffic

trait

transition

treaty

trend

triangle

usagevelocity

version

vertical

vocabulary

voltvolumewirex-ray


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_Practice_ Enlarging Vocabulary

3. Similarly to what was suggested in the verbs section, create semantic domains of nouns and noun phrases, i.e.,

make a list of words/expressions with similar meaning as shown in the example. Complete the given list and

enlarge it with nouns and noun phrases that appear in the texts you will deal with. Do not forget that context is

essential to understand the meaning of a word!

affect feeling, emotion, sentimental

competence

fragment

sphere (1)

(2)

accomplishment

people

course

challenge

discovery

discussion

investigation

revision

development

opportunity

mistake

strategy

problem -

subject -

objective -

4. Read the following excerpt from a students term paper on the technological advancement in the 1990s. Improve

the paragraph by varying the vocabulary used (verbs and nouns). Use synonyms from the list below to substitute

the underlined words that are repeated.

As a development of science and technology, the research fields of human beings are changing

into more variety. Medical technology is also changing, and computers are changing everything.

Most of the projects cannot be completed by a person who just knows one field. These projects

require a researcher who knows many disciplines. This produces a contemporary scientific

research approach that is also changing. With the development of microelectronics, much

progress has been achieved in electrical engineering. The research are of electrical engineering has

increased much more. On the other hand, people change to care about themselves more and

more. There has been much development in medical fields in recent years. Research has given us

a lot of information that is always changing.

create / evolve / be familiar with / grow / strengthen / expand / develop / rise / be informed / be an expert / enhance / spread /broaden / transform / modify / have experience in / work in / improve / improvement / evolution / increase

5. Organize a list of synonyms in the board that follows with the vocabulary included in box above.

6. Improve the following sentence: This produces a contemporary scientific research approach that is alsochanging. Replace (or omit) the underlined words by more adequate ones.


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7. Improve the paragraph by varying the vocabulary used (nouns and noun phrases). Find similar

words/expressions to substitute the underlined words that are repeated.

The people with higher level education definitely have a better future than the people who have

less. Mostly, people also choose higher education because of its status. People would rather have an

average status than a low status. The reason is that the society views these people as underachievers

in the community In the 21st century, one of the reasons that people will try to get higher

education is to have better status. The other reason is to earn more money. With status and money,people can afford to have a higher standard of living.

______________ with higher level education definitely have a better future than the

___________ who have less. Mostly, ___________ also choose ___________________ because

of its status. ___________ would rather have an average status than a low status. The

___________ is that the society views these ___________ as underachievers in the community

In the 21st century, one of the ___________ that ___________ will try to get

_____________________ is to have better status. The other ___________ is to earn more

money. With status and money, ___________ can afford to have a higher standard of living.

3_CONJUNCTIONS AND ADVERBS: LINKING IDEAS

_Noun substitutionA synonym, a more general term or a personal pronoun can be used to refer back to a previously mentionednoun, sentence or fact.

E.g.:A highly automated method was presented . The approachwas to use.

Large-Eddy Simulation has developed . Itis gaining

_Addition

When you want simply to add a point or idea to reinforce or support what you have already said, you can usethese conjunctions, adverbs and phrases:

also, again, furthermore, moreover, too, in additionequally, likewise, similarly, correspondingly

E.g.:

In addition, the investigations of the present study provided guidelines

Again, if there are no net forces on internal boundaries, it is possible to make constant terms in We. A, B and Ccancel for these phases

Similarly, from the unit displacement in direction 2 and 3, we can get the corresponding forces.

_Sequencing: referring backwards or forwards

Time relationships may be signalled by various phrases and words, such as adjectives, adverbs and verbs ornoun phrases. These can also be used to show the logical relationship between ideas or to connect what you aresaying with something you said previously. Words and phrases include:

so far, earlier, previous(ly), before that, until now, already, formerlyat present, presently, meanwhile, at this pointfirst of all, to begin with, to start withsecondly, then, nextfinally, eventually, afterwards, later, above all, last but not least

E.g.:

Finally, conclusions are drawn

Above all, however, models of this type are not

We encounter firstthe problem of expressing the equations at the current or the relaxed configurations

In the followingI will assume that elastic strains are negligible


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_Reformulation

This is where you want to express an idea in a different way, either to reinforce its importance or to makesomething clearer. Sometimes you want to suggest an alternative to what you said before. Phrases that can beused include:

to put it simply, better, rather, that is to sayin other words, alternatively, again

E.g.:In other words, regularly antisymmetric profiles with more than two layers behave essentially as a profile of equalthickness composed of an infinite number of layers, or alternatively, a homogenous profile.

_InferenceThis indicates a deduction from what you implied in the previous sentence. You can use phrases like:

otherwise, or else, that being so, in that case

E.g.: It is necessary to heat the mixture to 85 or elsethe desired results will not be achieved.

_HighlightingYou can emphasize or pick out particular words, points or ideas by using the following phrases:

namely, particularly, specifically

especially, notably, mainly, mostly, chiefly

E.g.: More specifically, the authors are interested in the propagation of fractures through bonded layered media.

_Cause and effectWords and phrases for expressing cause and effect are necessary for linking the different parts of a text. Theyare used to establish a logical connection between facts. This connecting function may be expressed byconjunctions, adjectives, adverbs, verbs and/or nouns.

The most common phrases for introducing cause are:due to, owing to, because of, resulting frombe caused by, spark off, give rise to, provoke, generate, bring about, stem from, arise out of,

originate from, result from, enable

the cause of, reason for, purpose of, with the aim ofsince, for, because

Effect may be expressed by:hence, thus, consequently, as a consequence, as a result, therefore, that is why, eventually, so,

finallyresult in, lead to, producethe result of, the consequence of

E.g.:

Owing toa shortage in food supply, large amounts of wheat had to be imported.

The accident was caused bythe icy conditions and not by any technical defects.

This is done so thatthey are compatible in the statistical mean with expressions for the axis values of

We thereforepropose a methodological approach on the basis of ISO 14040 Life Cycle Assessment.The result ofthese calculations will be a balance sheet of mass and energy flows in tabular form.

_Introducing a resultPhrases for expressing result include:

as a result, with the result that, so that, thus, therefore, consequently, as a consequence, hence,thereby, for this reason, because of this

E.g.:

the fluid can cause additional spring forces as a result ofcompression and inertial forces

Thus, a priori tests alone do not provide conclusive evaluation of a SGS model.

_Contrasting ideas

Useful phrases include the following:although, despite, in spite ofbut, however, nevertheless, nonetheless, yeton the contrary, by comparison, by contrast, in contrast to, on the one handon the other handinstead, alternatively, conversely, whereas


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f) ..youworkonyourwebsitedesign,rememberthathavingareallyappealingbusinessofferisthe

mostimportantsuccessfactor.

2.1. Now complete this:

The6connectorsinthepreviousexerciseareusedtoexpress

a)purpose b)contrast c)conditionalrelations

3. Find words in these extracts which mean the same as afterand if.

a) Youmaycancelthisagreementwithin7days,providedthatnoclaimhasbeenmadeandtheservicehasnotbeenused

duringthecurrentpolicyperiod.

b) Onexpiryof90days,youwillnotbeentitledtoarefund.

c) Intheeventthattheproductsfailtomeettherequiredstandard,pleasereturntotheaddressindicatedbelow.

4_WORD BUILDING

_Adjectives and adverbs

Form of adverbs

Most adverbs can be formed by adding ly, -y, -ally, orilly, depending on the spelling of the adjective or nounon which they are based:

expensive/ expensively full/ fullydramatic/ dramatically day/ daily

Adjectives vs adverbsAdjectives describe nouns. Adverbs describe verbs.

E.g.:

adjective: Weve had adramaticincrease in our orders. (Gives information about the noun increase.)

adverb: Our orders have increaseddramatically. (Gives more information about the verb have increased)

Adverbs + adjectivesAdverbs can also describe adjectives, past participles, and other adverbs:

adverb + adjective: She isextremelyintelligent.adverb + past participle Sheswellpaid.adverb + adverb: She does her jobabsolutelybrilliantly.

Verbs and adjectivesSome verbs are qualified by adjectives rather than adverbs. Most of these are verbs of appearance or verbs of thesenses (not usually used in technical writing):

appear be become feel getlook seem smell taste sound

E.g.:

Youlook exhausted. Why dont you take the day off?Hesounded very angryon the phone.

Goodand wellGoodis an adjective.Wellis an irregular adverb.

E.g.: Mr Hajimoto is agoodprogrammer. (adjective+noun)Mr Hajimotodevelopscomputer softwarewell. (verb+adverb)


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_Practice


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5_PASSIVE VOICE USE AND FORM

USE:

The passive structure is not a tense of the verb but a very common verb form; it has several uses and it isspecially found in formal, scientific, technical and academic English.

It can have a wide range of time references, either past, present, future or conditional. The most used passivetenses are present simple and continuous, past simple and continuous, present perfect simple, past perfect

simple, will future, and future perfect. There are also presentand past passive infinitives. The uses of the passive forms in English do not necessarily correspond to the uses in other languages. Some

languages may use passive forms where English uses active forms and vice versa.

Your written work will certainly be improved if you adopt this so-called impersonal style whenever appropriate, sopay attention to the following example and to the passive structure presented below.

Example:

The a dv anta ge s of c om pute rs as an a id in lang uag e learning can be demonstratedby a very simple e xperime nt in

the c ontext of a sc hool. Last yea r c om pute rs were usedby a group of c hildren in the ir Eng lish lea rning c lasses in a

village s primary sc hoo l. the ve rbs in bold/italic are in the passive.

FORM: Verb to bein the appropriate verb tense + Past Participleof the main verb in the sentence.

Examples:

Active: They play computer games everyday. (Present Simple)Passive: Computer games areplayed(by them) everyday. (Present Simple)

Active: Last month people held a manifestation against the rise in taxes. (Past Simple)Passive: Last month a manifestation against the rise in taxes was held. (Past Simple)

Active: Someone has brought that computer to be fixed. (Present Perfect)Passive: That computer has beenbroughtto be fixed. (Present Perfect)

Active: Someone is leaving a computer to be fixed next door. (Present Continuous)Passive: A computer is beingleftto be fixed next door. (Present Continuous)

Verbs with two objects can be made passive in two ways (idiomatic passive) it depends on thesubject you want to emphasize.

Examples: James was givena present. A present was givento James.

Common verbs of this type: bring, give, lend, pass, pay, promise, sell, show, send, tell

_Practice

1. Fill in the gaps in these sentences with the appropriate passive form of the verbs in brackets.

a) The Analytical Engine, which ________________________________ (to design) by Babbage in the 19th,

__________________________ (can / to visit) in the Science Museum in London.

b) If science had been more developed in the 19th

century, Babbages inventions

________________________________ (to build).

c) The first digital computer _______________________ (to develop) in the University of Pennsylvania and it

_______________________ (to call) ENIAC.

d) Due to researches in war time, enormous advances ___________________________ (to make) in computer

technology.

e) During that period machines like the Mark I, and later the EDVAC, the UNIVAC and the Z3

______________________________ (to devise).

f) Before the development of Internet, the ARPANET ________________________ (to test) by the US Defense

Department.


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g) The changes that are taking place in our present society _________________________ (can / to ignore /

negative).

h) Many families __________________________ (already / to interview) for the survey on the impact of

computers in human beings life, but many others ____________________________ (still / to ask) to

participate.

2. The sentences below are in the active voice. Turn them into the passive.

a) Sometimes, science fiction writers give the wrong impression about technology.b) The audience applauded the professor at the end of the lecture.

c) The binary code can represent any number greater than zero.

d) Computers have already simulated events like landings on the moon.

e) Around the 1970s IBM released the first personal computer.

f) In a few years time, probably computers will control the world even more than they control today.

3. Rewrite these sentences beginning with the underlined words.

a) Thieves robbed a woman. __________________________________________________________

b) They offered Nancy a salary increase. ___________________________________________________

c) We need to correct the mistakes. _____________________________________________________

d) Someone reported the experiment had been a success. ___________________________________

e) They are testing a new drug. ________________________________________________________

4. Active or Passive? Choose the correct verb forms in this news report about a storm.

Millions of pounds worth of damage has caused/has been caused by a storm which swept/was swept across

the north of England last night. The River Ribble burst/was burst its banks after a heavy rain. Many people

rescued/were rescued from the floods by fire-fighters, who received/were received hundreds of calls for help.

Wind speeds reached/were reached ninety miles an hour in some places. Roads blocked/were blocked by

fallen trees, and electricity lines brought/were brought down, leaving thousands of homes without electricity.

Everything possible is doing/is being done to get thing back to normal, a spokesman said/was said.

5. Read the story and write the missing words. Use one word only in each gap.

During periods of terrorist activity by the IRA, people in Britain are always (1)_________________ warned to look

out for bombs. Any bag or parcel without an owner (2)_____________________ seen as a risk to the public.

Some time ago a cardboard box was found at the entrance to Bristol Zoo one day. It was noticed

(3)___________________ a visitor and reported to the director. Clearly, if it was a bomb and it went off, people

might (4)_____________________ killed. Thus army bomb experts (5)_________________ called in, and the

box was safely blown up in a controlled explosion. Soon afterwards (6)______________________ was reported

that the box had (7)_________________ left there by a boy wanting to find a new home for his pet rat. He wastired of the rat, he explained, but he was unwilling to have it put to sleep (8)____________ a vet, so he left it in a

box outside the zoo. The director of the zoo (9)____________ thought (10)___________ be unenthusiastic about

looking after peoples unwanted pets.

6. Write a second sentence having the same meaning as the first one. Use the word in brackets.

a) We have to test these products. (be)

b) They pay doctors a lot of money. (are)

c) I hope they interview me for the job. (to)

d) We will analyse the characteristics of a specific paradigm. (be)

e) Someone was using the laboratory late at night. (being)

f) Everyone agreed that the plan should go ahead. (it)

g) They say writing is essential in your degree. (be)


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6_MODALS

_Characteristics: Modal auxiliaries do not change their form they do not have the third person present simple s and do not form

tenses.

Modal auxiliaries are always followed by a verb infinitive (without to).

The meaning of modal auxiliaries depends on the context they are used. Read the explanations that follow

attentively:

MEANING/FUNCTION MODAL AUXILIARY USE:EXAMPLES

Ability can / cant / cannot (Present)

could / couldnt (Past)

be able to (used instead of can toform other tenses)

Sofia canspeakFrench and English fluently.Can you lifta 19 monitor alone, Alice? Of course I can!

Jane could already swimvery well when she was 9.Paul couldntplaythe guitar when he was 6.

Will you be able to teach Joan how to play that game? (Future)

Jim had neverbeen able to dance so well before! (Past Perfect)

Permission

(asking for, giving and

refusing permission)

can / cant

could

may

allowed / not allowed to (usedinstead of can to form other tenses)

Can I leaveearlier, please? (Neutral)You cant go outtonight. End of discussion!, his father pointed.

Could I leaveearlier? (Polite) - No, you cant.

May I leaveearlier? (Very Polite) Yes, you may.

You wont be allowed to gocamping in summer if you fail. (Future)

Possibility oruncertainty

may / might (Present)

could (uncertainty, especially whenused with

be) (Present)

might have/ may have/ could have+ past participle (Past)

Joan might goto Sweden next year. (It is possible)I may/might havesome news for you next week. (Perhaps I will; itis uncertain)

He couldbestuck in the traffic (Perhaps he is.)

Maria might/ may/ could have takenthe bus. (Its possible,perhaps she did.)

Impossibility orcertainty

must / cant (Present)

must have / cant have + pastparticiple (Past)

President Bush cant win the next election. (Its impossible.)He mustbeat an important meeting. (Im sure he is.)She cantbein Greece! I saw her today! (Im sure she isnt.)

Charles canthave boughta new car. He is completely broken! (Imsure he didnt.)

Obligation must / have to

mustnt (describes something that isforbidden)

dont have to (describes an

unnecessary action)

had to / didnt have to (used toexpress the past)

1. When explaining that something is necessary:I mustfinishthis information sheet before 8 p.m.. = I have tofinishthis information sheet before 8 p.m..

2. When describing official rulesorany rulefrom an externalauthority: If the traffic lights are red, you have tostop.

3. Emphasis to show that an action is very important: You mustbehere by 8.00, or the bus will leave without you.

You mustnt smokein a gas station.

You dont have toturn onthe central heating. Its automatic.

When I was in kindergarten we had towearuniform.Joseph didnt have todoany homework yesterday.


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Advice andopinion

should / shouldnt (Present)

ought to / ought not to (Present)

had better(non-modal) (Present)

should have / shouldnt have +past participle (Past)= ought to have / ought not to have+ past participle (more formal)

Advice: (I think) youshould talkto your teacher about it.Opinion: I think the police shouldnt besoft with criminals.Expectation: They should arriveat 10 a.m..

The same use as should / shouldnt (more formal):The police ought not to besoft with criminals.

In my opinion youd betterstayat home and rest. You look tired.

Wed better notforget to turn off the computer!

Used in the past, they often describe a criticism:

You should have worked harder!You shouldnt have eaten so much yesterday!

Asking, acceptingand refusing

can / will / would Can you helpJoan? Sorry, I cant/ Of course I can. (neutral)

Will you waita few minutes? (formal)

Would you waita moment, please? (formal)

Asking for

information

can / could / would Can you tellme the time were having exam? (neutral)

Couldyou tellme? (more polite)

Wouldyou mind tellingme? (most polite)

Making an offer todo something

shall Shall I carrythis suitcase for you?

Offers andpreferences

would

would rather(+ verb infinitive)

would prefer(+ gerund / noun)

Offering: Would you likea soft drink?Asking preferences: Do you preferwesterns or sci-fi films?

Id ratherwatcha western today.

Id preferwatchinga western.Id prefertea, please.

Promises will / will not = wont Ill be backin a few minutes.

I wont doanything silly, dont worry!

Requests can / could / would Can you turn onthe lights, please? (neutral)

Could you turn onthe lights, please? (more polite)

Would you mind helpingme? (most polite)

Suggestions shall / could Shallwe goto the cinema tonight?Wecouldgoto the cinema.

Other expressions used with this meaning:How aboutgoingto the theatre?Letsgoto the caf.Why dont wevisitJoan next weekend?

_Practice

1. Choose the correct option in brackets o complete the sentences.a) Thechemistwasopen,soluckilyI___________________buysomeaspirin.(can/cant/didcan/wasableto)b) Susanhastoworkveryhard.I___________________doherjob,Imsure.(cant/couldnt/dont/shouldnt)c) Wehadapartylastnight._____________________spendallmorningclearingupthemess.(Imusthave/Ivebeento/

Ivehadto/Ivemust)d) Therewasnooneelseattheboxoffice.I_________________________inaqueue.(didntneedtowait/mustntwait/

neednthavewaited/needntwait)e) _____________________Icarrythatforyou?~Oh,thankyou.(Do/Shall/Will/Would)


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2. Must / Have to / Need to

2.1. Complete the rule below:

Intheirpositiveform,must,haveto,andneedtohaveasimilarmeaning.Weusethemtosaysomethingisnecessaryorobligatory.Butintheirnegativeform,themeaningsareverydifferent.

Tosaysomethingiswrongorprohibited,weuse..

To

say

something

is

not

necessary,

we

use

or

.

3. Complete these sentences with dont have toor mustnt.

a) Itseasytomakeageocacheandyou______________spendalotofmoney.

b) You____________________leaveyourgeocacheinadangerousplace.

c) You____________________putthingslikeknives,drugs,alcohol,orfireworksinthecontainer.

d) Ifyoufindacache,you__________________leaveamessageonthewebsite,butitsniceifyoudo.

e) You__________________breaktheserules:takesomething,andwriteinthelogbook.

f) Somepeoplewritejokesandstoriesinthelogbooks.Itsnice,butyou___________________

g) Leavethecachewhereyoufindit.You______________________moveacachetoanewlocation.

h) You____________________leavefoodingeocaches,becauseanimalswillsmellitanddestroythecontainer.

i) You_____________________

be

very

rich

to

buy

aGPS.

They

start

at

about

$100.

j) You_____________________speakEnglishtoplaygeocatching.Itsplayedallovertheworld.

3. Put in couldor was/were able to. Sometimes either is possible. Use a negative if necessary.a) Suddenlythelightswentout.We__________________seeathing.

b) Thecomputerwaswrong,butluckilyEmma___________________putitrightagain.

c) Therewasabigpartylastnight.You_______________________hearthemusichalfamileaway.

d) Ilearnttoreadmusicasachild.I_______________________readitwhenIwasfive.

e) Thetrainwasfull.I________________________findaseatanywhere.

4. Read about each situation and then make a request. Use the word in brackets in the correct form.a) Itiscoldintherestaurant.Askthewaitertoshutthewindow.(could)b) Youarebuyingapen.Asktheassistantforareceipt.(can)

c) Youwanttoknowthetime.Asksomeoneinthestreet.(could)

d) Youarecarryingatray.Asksomeonetoclearaspaceonthetable.(would)

5. Complete the dialogues withmight have, couldnt have, must have beena) Mathew:Imsurethecomputerdidntmakeamistake.Thatsimpossible.

Emma:No,ofcourse___________________________________________.

b) Mark:Icantseetheletterherenow.Soclearlysomeonepostedit.

Alan:Yes,____________________________________________________.

c) Natasha:ItspossibleEmmadidnthearthealarm.

Rachel:Well,Isuppose_________________________________________.

d) Sarah:Henrydroveat100milesanhour.Dontyouthinkthatsdangerous?

Mark:Yes,Ido._________________________________________________.

e) Daniel:IjustdontbelievethatAndrewhasfailedtheexam.

Vicky:Andrew?Impossible!_______________________________________.


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6. Read this extract from an agreement between an internet service provider and customers. Find phraseswith the verb bewhich mean the same as mustor must not.

All new customers are required to submit a signed copy of the applicable

Server and Domain Registration Agreements.

Accounts still outstanding on the last day of the month are subjected to

immediate termination.

You are prohibited from sending unsolicited bulk mail messages (junk mail or

spam).

Virtual Servers which use CPU processing capacity on the Physical Server in

excess of the designed processing capacity will be subject to immediate

deactivation.

7. Rewrite each of these sentences using one of the following modal forms:

should (not), must (not), need to, need not, have to, do not have to.

a) The company rules do not allow you to take money out of the country.

b) The company does not expect you to sign until you have legal advice.

c) The insurer does not recommend that you lend your car to another driver.

d) The company requires you to sign by the end of the month.

e) The insurer strongly advises that you let them know if you change job.

f) The company prohibits you from holding a non-European account.

7_RELATIVE PRONOUNS AND RELATIVE CLAUSES

o A geek is a computer expert whois extremely intelligent and devoted to his profession.

o The computer (which/that) you bought has got a large hard disk capacity!o Bill Gates, whois the main responsible for the development of Microsofts products, is one of the richest men

in the world.

o Internet, whichis an extraordinary source of information, is used by almost everyone around the world.

Relative Pronouns: WHO (subject) WHOM (object; obligatory after a preposition) WHICH refers only to things

THAT refers to things and people WHOSE (possession) refers to both things and people

Defining Relative Clause

It is essential to the meaning of the sentence; it defines the subject.

It is not between commas.E.g.: The girl who was sitting next to you in the English class is very nice.

Contact Clause: The relative pronoun may be omitted if it is not the subject of the relative clause:

E.g.: They didnt have the computer program I wanted.

When the preposition is entirely independent from the verb, it always precedes the relative:

E.g.: The speaker asked a questiontowhich I didnt know the answer.

The relative pronoun thatcan only be used in defining relative clauses instead of who, whom, which. A preposition can never be placed before the relative that:

Defining relative clauses occur both in spoken and in written English.


19/34


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5. Rewrite the following sentences using a relative pronoun. Use commas appropriately and make contactclauses whenever possible.

a) Internetisusedinalmosteveryschoolnowadays.Itisanextraordinarysourceofinformation.

b) TheinstructionsarekeptintheROMsection.Theycannotbechangedorerased.

c) Floppydisksareveryusefultotransferacopyofafiletoanothercomputer.Theyarestoragedevices.

d) The

RAM

capacity

is

very

important

in

a

computer.

It

can

be

improved

by

adding

extra

chips.

e) TheengineeristeachingAlgorithmicLanguageandProgramming.Itoldyouabouthim.

f) ComputerScienceengineershavetoworkhard.Theywanttobesuccessful.

g) Imwaitingforthebus.Itislate.

h) Laurapaintedapicture.Itisbeingshowninanexhibition.

i) AuntJoanisabitdeaf.Shedidnthearthephone.

j) Illseeyounearthepostoffice.Wemeettheretheotherday.

8_PREPOSITIONS

_Time prepositions and expressions

In Years

Months

Seasons

Centuries

in2005

inNovember

inthe autumn

inthe 21st Century

Parts of the day inthe morning

inthe afternoon

inthe evening

OnDays onThursday onmy birthday

At Times

Night

at4.00

atnight

atmidday atmidnight

During Periods of time I didnt feel nervous duringthe performance.

Calendarreferences

We say:

We write:

Dates

the seventeenth of September or September the seventeenth

7 September 7th September September 7th

are written DAY/MONTH/YEAR in British English: 07/09/2005

Day references If TODAY is 29th October: tomorrow (30th October)

the day after tomorrow (31st October)

yesterday (28th October)

the day before yesterday (27th October)

Periods of theday

this morning

yesterday morning

tomorrow morning

this afternoon

yesterday afternoon

tomorrow afternoon

tonight

last night

tomorrow night

For Forrefers to a period of time:e.g.: I have lived here for two years. She studied German for three years.

Sincerefers to a point at the beginning of a period of time:


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Since

Ago

e.g.: I have lived here since 2003. She has been waiting since 3.30.

Agorefers to a point in the past:e.g.: We arrived four hours ago. I knew that ages ago!

Once

One day

Oncerefers to a state in the past:e.g.: Once Jim owneda motorbike. (He doesnt own it anymore.)

One daycan refer to PAST or FUTURE:

e.g.: One day Kathy was walkingin the garden when she met Brian.One day you wi llbesuccessful computer science engineers!

Now

Nowadays

Nowrefers to an exact moment, or a general state:e.g.: You have to finish now!

John used to study civil engineering but now hes studying computer science.

Nowadaysis used when we generalize about the present:e.g.: Nowadaysalmost all types of jobs are dependent on computers.

Then

Afterwards

After

Later

Thenrefers in the past to the following momente.g.: We had a pizza in a nice restaurant, and thenwe went to the cinema.

Afterwardscan be used in the same as thenis used:e.g.: We had a pizza in a nice restaurant, and afterwardswe went to the cinema.

When afteris used there is an object (1) or a gerund (2):e.g.: (1) Afterdinner we went to the cinema. Afterthat we went home.

(2) Afterhaving dinner went to the cinema. Afterthat we went home.

Latermeans at a later time:

e.g.: Mr. Smith isnt here at the moment. Can you come back later?

Until

By

Untilrefers to the latest point in a period of time:e.g.: She waited for Alex until 6.00, and then she left.

Ill be hereunti l the end of December.

Bymeans at a time before:e.g.: John studied the whole afternoon, so by 7.00he was exhausted.

(not exactly at 7.00, but not later than that time.)

At last

In the end

At the end

We use at lastwhen we are pleased that a long wait has ended:e.g.: At lastJane arrived!

In the enddescribes the final result:e.g.: I studied a lot for maths but in the endI failed.

At the enddescribes a point at the end of something:e.g.: At the endof the semester well have exams.

On time

In time

On timemeans at the hour which was arranged:e.g.: The conference started exactly on time.

In Timemeans with enough time to do something:e.g.: We arrived in timetohave a cup of coffee before the conference started.


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_Place prepositions

in

inside

out

inand inside

Ingenerally describes things contained by something else.

e.g.: There are some cupsinthat cupboard.We use insideto emphasize the idea of containing.

e.g.: Luckily there was nobodyinsidethe blazing house.

Compare:Kate is in. (she's at home)Kate is out. (she's not at home)Kate is inside. (in the house, not outside in the garden)

There are many expressions with in. This is a selection.a country My parents arein Canadaat the moment.a city My sister livesin Madrid.street Jack livesin Garden Avenue.road She was walkingin the road, not on the pavement.mirror Tony could see his facein the mirror.hole lcrack There was ahole inmy shoe.hand Ellen had a bunch of flowersin one hand.armchair She satin an armchair.

country Paul and Mary livein the country, not in the city.hospital Sally is ill, and isin hospital.prison Keith stole some money and ended upin prison.

on onOngenerally describes a thing on the surface of another thing.

Don't leave your bag on the floor.

Expressions with on.transport There were few passengers on the plane l bus l train.chair She sat on a chair.television What's on television l the radio this evening?wall Let's hang this picture on that wall.

injuries Tim cut his foot on a piece of glass.left/right There's a cinema on the left.side There are small houses on this side of the street.pavement She was walking in the road, not on the pavement.

at

in

to

Atand inare used to describe a person's position.

Atdescribes position at a point or place.

Indescribes position in a place which has walls (like a building). lt is also used with cities and towns,

etc.

The difference between atand inis clear in these examples:We met at the airport. (the place in general)We met in the airport building. (inside the building)I'llsee you at the cinema. (the place in general)

I'llsee you in the cinema. (inside the building) Atand inare used with arrive.

e.g.: We arrived in Prague. (the city) We arrived at Prague Airport. (the place

Tois used with verbs of motion.

e.g.: Last night we went to the cinema.Expressions with

atand to At

There's a cafat the end ofthe street.Do you sitat the frontorat the backof the class?John isn't at school. He's at home.Mr King wasn'tat workyesterday.

ToCould youtakethis lettertothe post office?

Isenta parceltomy sister.


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above

over

below

under

aboveandover

abovemeans higher than.e.g.: You can see the top of the towerabovethe trees.

overmeans higher than, but in the same position.e.g.: The alien spaceship hoveredoverthe building.

It also means across or covering.

e.g.: There was a plastic sheetoverthe hole in the roof.There is a footbridgeoverthe motorway.

belowandunder

belowmeans lower than.e.g.: From the mountain, I could see the lakebelow.

undermeans lower than, but in the same position.e.g.: I keep my suitcaseundermy bed.

next to

near

by

beside

next toandnear

Next tomeans exactly at the side ofe.g.: Maria sits next to Paula.

Nearmeans close to.e.g.: Tom's house is near the sports centre.

besideandby

Besidemeans the same as next toe.g.: Maria satbesidePaula in the class.

Bymeans the same as neare.g.: There was a tablebythe window.

He was standing bythe door when his sister arrived.

opposite Oppositemeans exactly on the other side of a space:e.g.: There is a caf oppositeISEP.

Practice1. Putintheprepositions.Sometimesmorethanoneansweriscorrect.


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2. Completetheconversation.Choosethecorrectpreposition.a) Vicky: I felt really afraid when I was walking home from/off the club. All the time I could hear someone

behind/infrontofme,butIdidntdareturnround.Rachel:Iexpectyouwereimaginingit.

Vicky:No Iwasnt! Isawhimafter Idcome inacross/throughthegate.Hewaswearinga longblackcoatthatcamedownwellbelow/underhisknees.

b) Daniel: You knowAdam,dont you?Hes very strange.Hewalked right along/pastme yesterday as Iwas coming

among/downthestairs,buthedidntsayhello.

Matthew:Theotherdayhewassittingbeside/oppositemeatlunch,soIcouldnthelplookingathim.Isaidhello,but

hedidntsayaword.

3. Lookattheplanandexplainwherethingsare.

a) Thebankis_______________thegiftshop.

b) Thetravelagencyis___________________thesportsshopandtheartgallery.

c) Thesportsshopis_________________thebank.

d) Therestaurantis________________theartgallery.

e) Thegift

shop

is

_______________

the

bank

and

the

restaurant.

f) Theartgalleryis_________________thetravelagency.

4. Completeeachsentencewiththeappropriatepreposition(ofplace).a) Rachelwaslying__________thegrassreadingabook.

b) Itsmyholidaynextweek.Imgoing____________Spain.

c) Therewasabigcrowd________________theshopwaitingforittoopen.

d) Themanisanidiot.Hepushedme_______________theswimmingpool.

e) Iwent____________thechemistsjustnow,butIdidntnoticeifitwasopen.

f) Davidhurthimselfwhenhefell___________hisbike.

g) Theresacaf

________________

top

of

the

mountain.

You

can

have

acoffee

there

before

you

go

down.

h) Thesheepgotout_______________aholeinthefence.

i) Pompeiiisquite______________Sorrento.Itsonlyashorttrainride.

j) Theressuchacrowd.Youwontfindyourfriend___________________allthesepeople.


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5. Putintheprepositionin,on,orat(place)a) Wespentthewholeholiday____________thebeach.

b) Ireadaboutthepopfestival____________amagazine.

c) Melaniewasholdingasmallbird___________herhands.

d) Illmeetyou___________theairport.

e) Londonis__________theThames.

f) Thepassengershadtostand_____________aqueue.

g) Myparentsflatis__________thetwentyfirstfloor.

h) Iwasstanding__________thecounterinthebakersshop,waitingtobeserved.

i) Therewerentmanybooks___________theshelves.

j) Thewomensittingnexttomeleftthetrain____________Coimbra.

6. Completethedialoguewithin,on,atornothing.Ifyoudonotneedaprepositionputa()inthegap.(time)Mark: Im sorry Iwasoutwhen you called____________ yesterdayafternoon,Alice. Look, Im free________ the

fifteenthofMarch.Canwemeetthen?

Alice:Imprettybusy____________nextweek,Imafraid.Icantseeyou__________Friday.

Mark:Idliketohaveameeting____________thismonthifpossible.Illbeverybusy________April.

Alice: Im going away___________ Easter, so how about theweek after? Shallwemeet_________ the twenty

seventh?ThatsaWednesday.

Mark:Ivegotanappointment_________themorningbutnothing___________theafternoon.Letsmeet________

Wednesdayafternoon________halfpasttwo.

7. Putinfor,sinceorago.a) How longhaveyoubeen learningEnglish?~Well Istudied it__________ fiveyearsatschool,and Ivebeenhaving

eveningclasses____________lastsummer.

b) Mytelephonewasbroken___________amonth.Butitisworkingnow.Itwasfixedthreedays________.

c) Areyou

staying

here

___________

three

months?

~Thats

right.

Ive

been

here

___________

the

end

of

April.

Im

going

toLondon____________aweekbeforeIgohome.

d) Thisfilmlooksfamiliar.Didntweseeitatthecinemaabouttwoyears___________?

8. Completethesentenceswithintimeorontime.a) Iftheplaneislate,wewontgettoParis__________________forourconnectingflight.

b) Wewereupveryearly,____________________toseethesunrise.

c) Howcanthebusespossiblyrun_______________withallthesetrafficjams?

d) Thepostgoesatfive.Imhoppingtogetthisletterwritten__________________.

e) Thecoachwillbehereat12:13ifits___________________.

9. PutinbyoruntiltocompleteRachelsconversationwithherteacher.Ms.Lewis:Youllneed tohandyourproject in____________ theendof theweek. Id like tohave it_________Friday,

ideally.

Rachel:Well,Imgoingonathreedaystudytriptomorrow.Illbeaway_____________Thursday.Theprojectwillprobably

takeme_____________themiddleofnextweek.Icantfinishit_____________theendofthisweek.

Ms.Lewis:Well,letmehaveit___________Wednesdayofnextweek,then.

10. Completewithduringorwhile.a) Didyoutakenotes________________thelecture?

b) Shallwehaveacoffee_______________werewaiting?

c) Trynot

to

make

any

noise

______________

the

bay

is

asleep.

d) Thefirealarmrang_______________yesterdaysmeeting.

e) Trevortriedtofixtheshelves________________Laurawasoutshopping.


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11. WritethemissingwordsinPollyspostcard.Useonlyonewordineachgap.Sometimesmorethanoneansweriscorrect.Thisisourfirstrealholiday___________ages,andImenjoyingittremendously.Ilovebeing___________anisland.We

arrivedherealmostaweek___________,andIcantbelievethetimeisgoingsofast.Wefinallycompletedthejourney

here_____________Fridayevening_____________about11oclock.Thejourneywasnttoobad,butwehadtowaitages

______________airportforourflight.

Ourapartmenthereisfine.Its_____________thetopfloor.Thebeachisntfarawaywecanwalkthere__________five

minutes.Theonlyproblemisthatwehavetoget___________abusymainroad,whichcanbedifficult.

Wedontdomuch________________theday,butwegoouteveryevening.Lastnightsdiscowentonverylateandtoday

weslept_______________eleven.

9_ADJECTIVES + PREPOSITIONS

_Study these groups of ADJECTIVESAND PREPOSITIONS. Sometimes other preposit ions are possible.

nice/ kind/ good/ generous/ mean/ stupid/ silly/ intelligent/ clever/ sensible/ (im)polite/ rude/ (un)reasonable OFsomeone(to dosomething):E.g.: Thank you. It was very nice / kind of youto help me dealing with this program.

BUT: (to be) nice/ kind/ good/ generous/ mean/ stupid/ silly/ intelligent/ clever/ sensible/ (im)polite/ rude/ (un)reasonable TOsomeone:E.g.: My boss has always been very nice / kind to me.

angry/ annoyed/ furious ABOUT somethingWITH someone FOR doing something

E.g.: Im really annoyed about my Internet server! Its running too slowly.Im furious with you, John, for not keeping up with the timetable! I hope youll hurry up; otherwise Ill look for another webdesigner.

delighted/ pleased/ satisfied/ disappointed WITH something

E.g.: They are delighted with the incredible tasks their computer is able to accomplish.

surprised/shocked/ amazed/ astonished AT/ BY somethingE.g.: My teacher was really surprised at my research work about the History of Computers.

excited/ worried/ upset ABOUT somethingE.g.: Some people are worried about what might happen if technological development surpasses human control.

afraid/ frightened/ terrified/ scared OF someone/somethingE.g.: People neednt be frightened of technological improvements, but some are.

proud/ ashamed/ jealous/ envious/ suspicious OF someone/somethingE.g.: Im very proud of my son! He has just become an engineer in Computer Science.

aware/ conscious OF somethingE.g.: Are you conscious of what a hacker can do?

good/ bad/ excellent/ brilliant/ hopeless AT (doing) something

E.g.: A good professional in computing must be brilliant at solving any kind of problems in that area.

impressed BY/ WITH someone/somethingE.g.: Im really impressed with/by the Internet world!

famous/ responsible FOR somethingE.g.: A hacker was responsible for breaking the codes in our company system and for the loss of thousands of important files.


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different FROM someone/ somethingE.g.: An HP-DeskJet 840C printer is very different from an HP Office Jet R45 printer.

similarTO something

E.g.: This monitor is very similar to the one I had before, but it offers a much sharper image.

interested IN somethingE.g.: Im interested in knowing more about the new Microsoft products.

capable/ incapable OF somethingE.g.: JavaScript is capable of making pages jump, move, and respond to a site visitors input.

full/ short OF somethingE.g.: Hes short of money, so he wont be able to renew his software.

tired OF somethingE.g.: Im tired of waiting for you to work out the problem in that disk drive; Ill look for another technician.

keen ON somethingE.g.: Young people are keenon picking up all kind of music in Internet sites.

crowded WITH (people)E.g.: The conference room was crowded with experts in computing.

10_VERBS + PREPOSITIONS

Prepositional Verbs

Verbs + Prepositions Examples: To accuse of He was accused of cheating on the exam.

To advertise for That student wants to advertise for selling his old computer.

To aim at The new educational measures aim at improving the learning/teaching system.

To apologise for(+ing) James apologized for having been rude to his classmate.

To apply for At the end of their degree, students will apply for a job.

To approve of She didnt approve of him working till midnight.

To blame for Sometimes students blame the system for their bad results.

To beg for

The baby is begging for his parents attention. To believe in Adults usually dont believe in fairy tales.

To belong to That book belongs to Joana, not to Miguel.

To borrow from Miguel has borrowed this book from Joana. She lent it to him two weeks ago.

To care for It is very important to care for the environment.

To congratulate on The professor congratulated his students on their results.

To complain about / of He is always complaining about having long classes.

To concentrate on You should concentrate a little more on your work.

To consist of(be made of)

To consist in(be based on)

Bolognaise sauce consists of minced beef, onion, tomatoes, garlic and seasoning.

The beauty of Porto consists in the life by the Douro river and in the downtown.

To convince about He was trying to convince me about the importance of having another digital camera but Ididnt buy it.


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To crash into / against John crashed into his neighbours garage last night. He made quite a damaged!

To depend on Every working machine depends on a power supply to keep on working.

To dream of / about James dreams of having a new and more powerful laptop. He dreamt about it last night.

To fight for There still are many people around the world that have to fight for their freedom.

To happen to Jane happened to have been present when the car crash occurred.

To hear about / of I heard about the launching of Garcia Marquezs new book. I heard of it last on the news.

To hinder from He is hindering his iPod from his younger brother.

To insist on They insisted on offering me a new cellular phone.

To listen to He is listening to music, so he cant hear the phone ringing.

To live on He will live on the memory people have of him..

To look at I love looking at the stars.

To object to I dont object to the adoption of a new book, but I prefer this one.

To pay for He is paying for the mistakes he made in the past.

To refer to You have to refer to Babbages work when writing about the History of computers.

To rely on

To search for

To separate from

To speak to

To spend on

To talk to

To think of / about

To wait for

To write to

Not always can you rely on technology.

He is searching for information on network typologies.

Some people separate their private life completely from their professional activities.

She doesnt speak to Michael about politics.

She spent a lot of money on books.

Im talking to you, please, listen to what Im saying.

John was thinking about his last summer holidays in Japan. He is thinking of travelling to

India for the next holidays.

They have been waiting for their teacher since 2 p.m..

Paul is writing to his mother asking for a new mobile phone.

Phrasal Verbs Meaning:

To account for To justify

To ask for When you make a request

To back up To save; to make a copy of a file or computer program / To agree with what someone is saying

To be done for To be broken, damaged

To be up / over To end

To break off To interrupt

To bring about To lead to something, to cause something to happen

To bring in To introduce

To carry out To conclude, to accomplish something

To come across To meet or to find unexpectedly

To get over To recover from an illness or problem

To go on To continue

To go up To rise, to ascend

To lay off To fire someone

To make out To understand an idea after considering some evidences

To take on To accept something

To switch off To disconnect

To switch on To connect

To take to To dedicate to doing something


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ISEP

Gram

To To To To_Pr

-DEI | LAPR 2

ar and Vocabula

turn on

turn off

work out

write out

actice

1. Under

2. One-w

3. Word

y Practice

(a l

(th

To

Wri

tanding P

rd verb a

rder with

ight or the heat

radio, the TV,

plan, organize

te in full

rasal Ver

d Phrasal

hrasal ve

ing)

the computer /

s.

verbs.

rbs.

28

the lights)

Languag

A

e Skills Module

a Barata 2009/

| GVP

010


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11_ MAKING COMPARISONS

FormThe regular comparative and superlative forms of descriptive words (adjectives and adverbs) areshown below:

1. Words of one syllable add the ending er(in the comparative) and est(in the superlative).

Examples:

Absolute Comparative Superlative

Adjectives newoldbig

newerolderbigger

newestoldestbiggest

Adverbs soonlate

soonerlater

soonestlatest

2. Words with three or more syllables are preceded by moreand most.

Examples:


Adjectives interesting

convenientbeautiful

more interesting

more convenientmore beautiful

most interesting

most convenientmost beautiful

Adverbs easilycarefully

more easilymore carefully

most easilymore carefully

3. Adjectives with two syllables may be like 1 or 2 above in that they will add the ending er (in the

comparative) and est(in the superlative) if they end in y or ly, -ow, -leand er.

Examples:


-y

-ly

-ow

-er

tinyspeedy

earlyfriendly

shallownarrow

clever

tinierspeedier

earlierfriendlier

shallowernarrower

cleverer

tiniestspeediest

earliestfriendliest

shallowestnarrowest

cleverest

4. Most of the remaining two-syllable adjectives take more (in the comparative) and most (in thesuperlative) in front of them.

Examples:


careful

carelessboringawfulcomplex

more careful

more carelessmore boringmore awfulmore complex

most careful

most carelessmost boringmost awfulmost complex

5. Some common two-syllable adjectives can have either type of formation.

Examples:


common

gentle

quiet

commoner/more common

gentler/more gentle

quieter/more quiet

commonest/most common

gentlest/most gentle

quietest/most quiet

6. Two-syllable adverbs ending in lytake moreand most.


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Examples:


carefulcarelessboringawfulcomplex

more carefulmore carelessmore boringmore awfulmore complex

most carefulmost carelessmost boringmost awfulmost complex

7. A small number of adjectives and adverbs have an irregular comparative and superlativeform.Examples:


Adjectives badfargoodmany

worsefurther/ fartherbettermore

worstfurthest/ farthestbestmost

Adverbs badlyfarlittlemuchwell

worsefurther/ fartherlessmorebetter

worstfurthest/ farthestleastmostbest

Use in sentences

Comparisons may show equivalence, non-equivalence, the highest degree of something, and parallelincrease.

1. Equivalence: the following words/constructions are used to show that things or people are similar insome way.

as asas many asas much asthe same as

similar tothe same

are similarequal tois likesimilar/ ly

equal/ lycompared to/ with

eacheitherallboth and

alike

Examples:

1. Here, the term processor is equivalent tothe central processing unit.

2. Laptops are aspowerfulasmicrocomputers.

3. Some companies have as manycomputers asemployees.

4. Some companies use bothdisks andconventional filing systems for storing data.

2. Non-equivalence: the following words/constructions are used to compare or contrast things or peoplethat are separate from each other.

not as as

-er thanmore thanfewer thanless than

greater than

not as many asnot as much asnot equal to

unequal / ly

unlikenot the same asnot all

Examples:

1. Learning to use a computer is notasdifficultaslearning to program.

2. A fax board costs less thana fax machine.

3. Unlikefactory-sealed software, pirated versions may contain viruses.

4. You can save money with a network because you will need fewerprinters.

3. The highest degree: the following words/constructions are used to compare one member of a group

with the whole group (superlative).

the -est the most the least


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Examples:1. This is the most popularpackage on the market today.2. BASIC is the least difficultprogramming language to learn.3. The bestprograms are those adapted specifically to your own needs.

4. Parallel increase: the following words/constructions are used to show parallel increase (twocomparatives).

the -er, the more the more , the -er thet -er, the less

Examples:1. The more memoryyour computer has, the more datait can store.2. The biggeryour computer system, the less timeyou spend waiting.3. The moretraining you give to your employees, the betterthey will perform.

_Practice

1. Complete the following passage with adjectives from the list below.

Oneadvantageofcomputersisthattheycandocalculationsveryquickly,theyarevery_______________comparedto

peoplewhoarecomparativelyslow.Becausecomputersaremachines,theyare_______________,theydontmake

mistakes,and

also,

they

dont

mind

working

for

_______________

hours

on

_______________

jobs.

The

first

computers

cost

alotofmoney;theywere_______________,andtheywerevery_______________too;sometimestheyoccupiedawhole

room.

Adjectives:

fast __________________________

intelligent__________________________

expensive__________________________

unreliable__________________________

large__________________________

difficult__________________________

boring__________________________

full__________________________

long__________________________

good__________________________

2. Look at the list of adjectives above once more. Write the opposite of the adjectives inside the board.

Degrees of Adjectives:

3. Complete the following sentences using the comparative or superlative forms of the adjectives in brackets.

a) A32bitprocessoris_____________________a16bitprocessor.(fast)

b) Acolourmonitoris_____________________amonochromemonitor.(expensive)

c) Paulboughtthe_________________computerinthemarket!(good)

d) Moderncomputersare____________________thefirstmainframecomputers.(reliable)

e) CharlesBabbagesAnalyticalEnginewasthe_______________computereverbuiltbutitneverreallyworked!(large)

f) Laser

printers

are

___________________

daisywheel

printers.

(quiet)

g) JimisgoingtobuyaToshiba.Itisntthe__________________modelbutitisagoodPC.(recent)

h) Thatwasthe_________________filmIveeverseen.(funny)

i) Theweatherisgetting_________________.(bad)

j) Itwas____________thanusualintowntoday.(busy)

k) Itwasthe___________________speechIveeverheard.(boring)

4. Complete the second sentence in each item so that it has a similar meaning to the first. Use the words inbrackets and make the necessary changes in the sentences.

a) Thistrainismoreconvenientthanalltheothers.(most)

Thistrainis____________________________________________________________________________.

b) Thelivingroomisntasbigasthekitchen.(bigger)

Thekitchen____________________________________________________________________________.


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c) Imnotasfitasyou.(am)

Youre________________________________________________________________________________.

d) Thetableandthedeskarethesamesize.(big)

Thetable_______________________________________________________________________thedesk.

e) Pricesjustgethigherallthetime.(and)

Prices_________________________________________________________________________________.

f) Thedressischeaperthantheskirt.(expensive)

Theskirt_______________________________________________________________________thedress.

g) Thiscrosswordistheeasiest.(difficult)

Thiscrossword___________________________________________________________________________.

h) Theirexcitementwasincreasingallthetime.(excited)

Theyweregetting________________________________________________________________________.

i) Iveneverreadamoreromanticstory.(most)

Itsthe_____________________________________________________________________________read.


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ISEP-DEI | LAPR 2 Language Skil ls Module | GVPBIBLIOGRAPHY

EASTWOOD, John (1992). Oxford Practice Grammar. Oxford University Press.

HEWINGS, Martin (1999). Advanced Grammar in Use. Cambridge University Press.

Hinkel, Eli (2004). Teaching Academic Esl Writing: Practical Techniques In Vocabulary And Grammar.

London: Lawrence Erlbaum Associates, Publishers.HUGHES, Rebecca (2005). Exploring Grammar in Writing. Cambridge: CUP.

MILLS, Gordon H. & John A. Walker (1986). Technical Writing. New York: CBS college Publishing.

ROGERS, John (2003). Market Leader (Practice File). Edinburgh: Longman.

SVOBODOVA, Zuzana et al. (2000). Writing in English: A Practical Handbook for Scientific and Technical Writers A

Pilot Project. European Commission: Leonardo da Vinci Programme.

VINCE, Michael (1998). Intermediate Language Practice. Macmillan Heinemann.

VINCE, Michael (2003). Advanced Language Practice. Macmillan Heinemann.

01 booklet vocabulary grammar ls0910

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