Grammar

Eslah English Language and Computer Learning Academy
Interchange Two 4th Edition Grammar
Unit 1: A TIME TO REMEMBER

Simple past tense
It shows an action which started and ended at the particular time in the past.
Structure: subject + past form of verb + object
Structure of to be: subject + was/were + complement
EX: he went to school. You were in the class.
Negative Structure: subject + did + not + verb + object.
Negative Str. to be: subject + was/were + complement.
EX: He did not go to school. You were not in class.
Interrogative structure: Did + subject + verb + object?
Interrogative Str. to be: was/were + subject + complement
EX: Did he go to school? Were you in the class?
USED TO
It refers to something that you regularly did in the past but don’t do anymore.
Or, it shows past habits that we don’t have now.
Structure: subject + used to + verb.
EX: I used to play football every day.
Negative structure: Subject + didn’t + use to + verb.
EX I didn’t use to play cricket.
Interrogative structure: Did + subject + use to + verb?
EX: Did you use to play tennis?
USED TO VS. USE TO

The pronunciation of used to and use to are the same.
EX: He used to eat meant, but didn’t use to eat vegetables.
Unit 2 : Caught in the rash

COUNT NOUNS VS NUN-COUNT NOUNS
COUNT NOUNS: they are nouns that plural forms because they can be counted.
EX: there are 5 chairs.
NUN COUNT NOUNS: they are nouns that can’t have plural forms because they can’t
be counted easily.
EX: There is much water.
ADVERBS OF QUANTITY
They are adverbs which show quantities or amounts.
EX: There are too many cars in the city.
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TOO MANY: used whit count nouns and means more than enough.
EX: There are too many students.
TOO MUCH: used whit uncountable nouns means more than enough.
EX: There is too much water.
FEWER: used whit count nouns and is the comparative form of a few which
means not enough.
EX: I wish to have fewer problems in future.
LESS: used whit uncountable nouns and is the comparative form of little which
means not enough.
EX: You need to drink less water.
ENOUGH: Is shows adequate and sufficient amount a quality.
EX: there is enough water for us, but not enough pots.
INDIRECT QUESTIONS
They are formal and polite questions used whit talking to a person we do not
know very well, or in the professional situation.
Rules for WH- Question

1. Use phrases such as:
• Do you know…
• could you tell me…
• I was wondering if…
2. Change the question in to a statement.

EX: where is Ahmad? (Direct question)
Do you know where Ahmad is? (Indirect question)\
Pronunciation 3 SYLLABLE STRESS

1. Most too syllable nouns have stress on the first syllables.
(Bookstore, Cupboard, Table)
2. Most two syllable verbs have stress on the second syllable. (Consume
present)
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Unit 3: TIME FOR CHANGE

ENOUGH
It means as many or as much as need.
Note: 1- As an adverb, it comes after an adjective to modify the adjective.

EX: He is intelligent enough to get first position.
2- As an adjective, it comes before a noun to modify the noun.

EX: He has enough book to read.
Note: After we use enough, infinitive may also be used.
TOO + ADJECTIVE
It means more or less than necessary.
EX: He is too lazy to pass.
She is too intelligent to fail.
AS + ADJECTIVE + AS
It is used to compare the quality of two parts of a sentence.
EX: She is as beautiful as you think.
AS MUCH/MANY + NOUN + AS
It is used to compare quantities of two parts of a sentence.
EX: We have studied as much grammar as they have studied.
WISH + PASS TENSE

It is used to express unreal wishes about the present.
EX: I wish I could go. (I cant go)
Pronunciation 3 UNPRONOUNCED
VOWELS
The vowel used immediately after a stressed syllable is usually not pronounced.
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EX: ‘different
Unit 4: I HAVE NEVER HEARD ABOUT THAT

SIMPLE PAST VS PRESENT PERFECT TENSE
The simple past tense is used for completed events at the definite time in the
past
EX: where did you go to last year?
The present perfect tense is used for events within a time period up the present.
EX: where have you bought your coat?
SEQUENCE ADVERBS
They are connecting words that show the order of steps In the process or
events in a story.
EX: first I turned on my computer. Then I open ms word. Next I found the vocabulary files.
After that I made the vocabulary. Finally, I printed it.
3 PRONOUNCIATION
CONSONANT CLUSTRE
A group of two or more consonant sounds that come before, After or between
vowels.
EX: stop, post, astonish.
Unit 5: GOING PLACES

SIMPLE FUTURE TENSE (BE GOING TO VS. WILL)
We may express future actions or states by:
1. Subject + is/am/are + verb-ing + object. (I am going to speak English)
2. Subject + will + verb + object. (I will speak English)
BE GOING TO VS. WILL

1. We use going to talk about the planned activity for future.
2. We use “will” when we decide to do something at the time of speaking.
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3. We use “going to” for prediction in the near future. The speaker is sure
because there are signs about it.
4. We use “will” for prediction in the remote future.
EX: we are going to go to Kabul next week. We will go to Kabul.
MODALS FOR NECESSIRY AND SUGGESTION

1- For following modals auxiliary verbs are used to describe necessity.
• must (you must come tomorrow)
• need to (you need to work hard)
• have to (She has to study for his exam.)
2- The following modal auxiliary verbs are used to give suggestions.
• had better (you ‘d better teach your students.)
• ought to (we ought to speak English in class.)
• should (you should stay here.)
LINKED SOUNDS WHIT /W/ AND /Y/

When a words ends whit a rounded vowel and is followed by another vowel,
the resulting sounds should be /y/. EX: carry it
Unit 6: OK NO PROBLEM
TWO PART VERBS
They are verbs which are made up a verb and a particle, which changes the
meaning of the verb.
EX: turn down the radio please.
Note: the object noun of a two part verb may come after or before the second
part of the verb, but the object pronoun comes only before the second part of
the verb.
EX: pick up your things. Or, turn it down, please.
Pick them up. Not, pick up them.
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MAKING REQUESTS
It is a polite to use please to make a request. It (please) can go at the beginning
or the end of a sentence.
EX: please turn down the music. Or, turn it down, please.
WILL FOR RESPONDING REQUESTS

You can use the modal (will) to respond to a request.
EX: OK. I’ll turn it down.
REQUESTS WHIT MODALS

Use modals in very polite and formal requests. In addition, tone of voice is also
important.
Structure: could/would/can + you + base form of verb?
Example: could you come to our house tonight please.
Structure: would mind + gerund?

Example: would you mind telling me what happened?
3 PRONUNCIATION
STRESS IN TWO-PART VERBS

In two pat words, both parts receive equal stress.
EX: pick it up.
Unit 7: WHAT IS THIS FOR?

PURPOSE WHIT INFINITIVES AND GERUNDS
A. To describe the purpose of something, use ‘for + gerund’.
EX: pen us for writing.
Penis used for writing.
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B. To describe the purpose of someone. Use infinitive.

EX: I use pen to write.
People use pen to write.
IMPERATIVES AND INFINITIVES FOR GIVING

SUGGESTION
Use an imperative tense + an infinitive to give suggestion.
EX: Be sure to your homework before 8 o’clock.
Remember not come to late.
3 PRONUNCIATION
SYLLABLE STRESS RULES

1. 3- syllable words, ending whit-ic, -tion, or –ssion, have stress on the
second syllables.
EX: geographic, temptation, revision, permission.
2. 3- syllable words, ending whit er and ly, have stress on the first syllable.
EX: manager, orderly
Unit 8: LETS CELEBRATE

CLAUSE
It is a group of words that has a subject and a predicate, and it usually acts as a
part of a sentence.
EX: He knows who you are.
TYPES OF CLAUSES
there are two types of clauses:
1. INDEPENDENT (MAIN) CALUSE: It can stand alone as a sentence.

EX: He is a teacher. He is a teacher who loves his all students.
2. DEPENDENT (SUBORDENATE) CLAUSE: It can never stand alone if

There is not a part of sentence.
EX: what you mean (no sense)
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KINDS OF DEPENDENT CLAUSES

There are three kinds:
1. (Adjective (relative) clause 2. Adverb clause 3. Noun clause
RELATIVES CLAUSE
It is an adjective clause that modifies a noun, pronoun or another clause.
EX: He lives in a city that has the best job opportunities.
RELATIVE CLAUSES OF TIME

It is a relative clause that is formed whit when, which refers to the noun
phrase (the time) that comes before it.
EX: Friday is the day when we go on a picnics.

He come when I called him.
ADVERBIAL CLAUSES OF TIME

It is an adverb clause which modifies the time of an action or state.
EX: The gifts should be ready before the guests leave.
Note: If you use the adverbial clause before the main clause, use a comma
after it.
EX: before the guests leave, the gifts should be ready.
RHYTHM
Rhythm is a musicality of English the Ups and downs and the connected speech
and the linking of words, which together, change how we say sentence.
Remember, speaking whit correct rhythm (musicality) is essential to being

understood when you are speaking!
Rhythm comes from combination of the two types of stress in American

English.
1) Syllable stress in words (as discussed above)

2) Word stress in sentences.
Page |8
Unit 9: TIMES HAVE CHANGED

TIME CONTRASTS
All verb tenses are related one of the following there main tenses somehow:
a. Past (a few years ago, in the part, in the 19th century, in the 1960s)
b. Present (these days, nowadays, today, this year)
c. Future (soon, in 20 years, in the future, in the next hundred years, in a
year)
CONDITIONAL SENTENCES
They are sentences which show a condition and its result.
EX: If you study hard, you will get first position . (the first clause is condition, and the
second one is the result of that condition.)
HOW TO FORM CONDITIONAL SENTENCES?

To form conditional sentences, you need to:
• use a conditional (If clause) and a result clause (main clause).
• separate the two clauses by a comma if the first one is condition.

EX: If I teach you, you will learn.
You will learn if I teach you.
TYPE1. REAL PRESENT CONDITIONAL

It expresses a possible and true condition whit a possible result.
Structure: If + simple present tense, simple future tense.

EX: If you come, I will go. (It is possible that you come and I will go as a result.)
3 PRONUNCIATION
INTONATION WHIT STATEMENTS WHIT TIME PHRASES
Intonation of time phrases is always rising while intonation in statements is

falling.
Page |9
EX: Ten years ago, I started teaching.
Unit 10: I HATE WORKING ON WEEKENDS

GERUND
It is verb + _ing that function as a noun.
EX: He likes traveling.
USED OF GERUNDS
They can be used as:
• Subjects (Reading is easier then memorizing)
• Objects ( I love reading.)
• Complements ( my favorite activity is speaking)
SHORT RESPONSES OF A GREEMENT/DISAGREEMENT

1 AGREEMENT
So + helping verb + subject: It is agreement whit positive statements.
EX: He is a teacher. So am I.
Neither + + helping verb + subject: It is agreement whit negative statements.
EX: She doesn’t play tennis. Neither do I.
2 DISAGREEMENT:
1. WHIT POSITIVE STATEMENTS:
• Oh, I don’t.
• Realy? I like it.
• Gee, I’m not
2. Whit negative statements:
• Well, I do.
• I am!
• Oh, I don’t mind.
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CLAUSES WHIT BECAUSE

They are adverb clauses which show cause or reason.
Structure 1: Effect clause + because + cause or reason clause.
Structure 2: Because + cause or reason clause +, + effect clause.
Structure 3: I teach English because it is my hobby.
Because English is my favorite subject, I teach it.
3 PRONUNCIATION
UNRLEASED AND RELEASED /T/ AND /D/
These two sounds are paired together because they take the same mouth
position. Tt is un voiced, meaning, only air passes through the mouth. And Dd
is voiced, meaning you make a noise with the vocal cords.
They are not released at the end of a word that is followed by a consonant
sound. If followed by a vowel, they are released.
EX: I am good in English. (released)
I am not a good teacher. (unreleased)
Unit 11: IT IS REALY WORTH SEEING

BE WORTH + GERUND
It is used to talk about what is good to do.
EX: She was worth hiring. (It was good to hire her.)
VOICE
Voice: Shows that form of the verb whether the subject does something or
something is done to the subject.
EX: She speaks English in the class. (active voice)
English is spoken in the class. (passive voice)

She is a teacher. (no voice)
. Voice is divided into two kinds
P a g e | 11
1: Active voice: is that form a verb which the subject does something.
EX: He writes a letter.
2: Passive voice is that form a verb which something is done to the subject.
EX: A letter is written by him.
Note: the structure of passive voice is usually be + past participle.
EX: I could be seen there.
How to change Active voice to passive voice ?
1: The direct objects becomes the subject.
Active voice Ex: He writes a letter.
Passive voice Ex: A letter is written by him.
2: The verb becomes be+3rd form of a verb.
3: The original Subjects becomes a by phrase at the end of a sentence.
Why we use passive voice?
1: when the subject is unknown.
Active voice ex: Unknown people stole the bank.
Passive voice ex: The bank was stolen..
2: when the object of a sentence is important than the subject of it.
Active voice ex: A Student broke the chair
Passive voice ex: the chair was broken.
P a g e | 12
3: To change the style of a sentence in writing and talking.

Active voice ex: police are controlling crimes
Passive voice ex: Crimes are being controlled by police.
4: In some formal cases such as scientific books, newspaper and etc.
Passive voice ex: Printed by: Sherzai press
Passive voice ex: Prepared: By Nasar Ahmad (Qurishi)
5: For more politeness in case of offer, request and etc.
Passive voice ex: Respected mayor! New roads should be built for tracks.
Passive voice ex: Mr. Governor! The opium Cultivation must be Banned
through all region.
To be in passive voice
• Is, am, are replace the base form of verb after subject When be replaces and
the base form of verb after a modal.
• Was and were replace the second form of verb.
• Been replaced the third form of verb.
• Being replace the _ing form of verb.
EX: He spoke English.
English was spoken by him.
Transitive verb is important in passive voice

1: Transitive 2: Intransitive verbs
1: Transitive verbs: Are those verbs which need an object in sentences.

Ex: He writes a letter.
2: Intransitive verbs: Are those verbs which don’t need an object in a
sentence
Ex: He is sleeping now
P a g e | 13
Note: The easy way to find transitive verb is to put words (What/Who) after
main verb.
Ex of transitive verb: The drivers stopped the car.
Ex of intransitive verb: He is sleeping now.
Some common transitive and intransitive verbs

Verbs which are always transitive:
Afford. Allow, Blame, bring, contain, deny, enjoy, examine, excuse, Fetch, Fix, get, greet,
have, hit, inform, interest, let, like, love, make, mean, omit, remind, prefer, owe, name,
prove put, question, rent, rob, select, wrap
Verbs which are always intransitive:

Faint, hesitate, lie,(lied), lie,(lay/lam), occur, pause, rain(it), remain,
sleep, sneeze,
Verbs which are transitive/intransitive: Answer, ask, begin, borrow, choose,
climb, dance, eat, enter, fail, grow, help, hurry, jump know, leave, marry, meet, obey, pull,
read, see, sell, touch, wash, win, write, and etc…
3 PRONUNCIATION
THE LETTER O
It has several sounds in English such as:
Not = /nat/ No = /nₔΩ/ Do = /du:/ love = /l ۸۷/
Unit 12: WHAT HAPPENED?

SIMPEL PAST TANSE VS PAST CONTINUOUS TENSE
Simple past tense emphasizes completion while past continuous tense
emphasizes that the activity was in progress at a certain time.
Example: while he was playing football, electricity went off.
When both tenses are used in same sentence, the past continuous started
earlier and was in progress when the other action happened.
PRESENT PERFECT CONTINUOUS TENSE
P a g e | 14
It shows:
• An activity that has recently or just stopped. (you ‘re out of breath.
Have you been running?)
• An activity that began in the past and it still continuing. (We have been
. Studying interchange 2 for 3 mounts.)
Structure: subject + has/have + been + verb + complement.
Note: Its helping verbs are has and have.
3 PRONUNCIATION
CONTRASTIVE STRESS IN RESPONSES
A contrastive stress is the one used will stressing the deference between a
statements. Question, or comment and the reaction to them.
Example:
A: I saw Ahmad at school.
B: No, I think you saw me at school.
A: were you doing your homework.
B: No, I was studying English.
Unit 13: GOOD BOOK, TERRIBLE MOVIE!

PARTICIPLES AS ADJECTIVES
They are the forms of verbs which can act as adjective.
EX: Her beauty charmed everyone. She is a charming girl.
PRESENT PARTICIPLES: it is the _ing form of verb which can act as an

adjective.
EX: The movie bored us. It was a boring movie.
PAST PARTICIPLES: It is the 3rd form of verb which can act as an adjective.
EX: The movie bored us. We were bored at the end.
RELATIVE CLAUSES
P a g e | 15
They are clauses which modify a part of an other clause used before them.
They are introduced by relative pronouns (Who, That, Which). The relative
pronouns replace the subject or object of relative clause because it is what they
modify, But are used between the two clauses.
Example: I bought a car That you will like.
WHO is used for people. WHICH is used for things. THAT is used for
both people and things.
3 PRONUNCIATION
EMPHATIC STRESS
It is a stress used to emphasize and express strong opinions.
EX: He was amazing!
Unit 14: SO THAT’S WHAT IT MEAN!

MODALS AND ADVERBS
To show we are not sure, we use:
• Modals of possibility (might, may, could ) EX: He may come on time
• Adverbs (maybe, perhaps, possibly, probably)
To show that we are sure, We use:
• Modal (must) EX: He must be playing
• Adverb (definitely) EX: He is definitely playing football.
Structure 1: might/ may/ could/ probably/ possibly + main verb
Structure 2: maybe/ perhaps + subject EX: perhaps he is playing football.
PERMISSION , OBLIGATION, AND PROHIBITION

We use:
• (can/ be allowed to + verb) for permission.
• (Have to / have got to + verb ) for obligation.
P a g e | 16
• (can’t / be not allowed to + verb ) for prohibition.

EX:
You can come here tomorrow. You are allowed to come here tomorrow.
You have to come here tomorrow . You have got to come here tomorrow .
You can’t come here tomorrow. You are not allowed to come here tomorrow.
1. PRONUNCIATION
PITCH
It is the highness or lowness of a sound.
We can show certainly in three ways - by saying something higher,longer, and

louder.
1. We can raise our voice and say the main syllables at a higher pitch and
end whit a falling pitch.
2. We can make the stressed syllable last longer.
3. We can say the main syllables of each word more loudly.
Note: We express doubt or uncertainty in two ways:
1. We do not release the start of the word quickly, i.e., lengthening the sound
of the first syllable.
2. We raise the pitch of the last syllable, as if asking a question.
EX: A: Do you think her gesture means ‘’go away’’? B: Definitely. B: probably
Unit 15 : WHAT WHOULD YOU DO?

TYPE 2. UNREAL CONDITIONAL SENTENCES (PRESENT
UNREAL)
It expresses an unreal and imaginary condition whit unreal result in the
present.
Structure 1: If + simple past tense, subject + would + verb + object.
Example: If you studied hard, you would get first position. (you don’t study hard and you
don’t get first position.)
ANTONYM
They are the words that have the opposite meaning of other words.
P a g e | 17
EX: Bad is the antonym of good.
PAST MODALS
To give opinions or suggestions about actions in the past, use ‘would have or
should have + past participle .
Example: A: I missed the bus today morning.
B: you should come out earlier. (suggestion)
B: you would have had breakfast late. (opinion)
3 PRONUNCIATION
REDUCTION OF HAVE
In past modals, the word have is reduced to /av/.
EX: What would you have done If you were me?
Unit 16: what is your excuse?

What is reporting speech?
Reporting speech: the groups of words (in direct speech) which is
outside inverted commas is called reporting speech
Ex: They told me, “We are teachers.” (They told me) is reporting speech
What is reported speech?
Reported Speech: the groups of words (in direct speech) which is inside
inverted comma is called reported speech
Ex: He said to me. “I am a nice man.”
(I am a nice man) is reported speech.
Speech
It is the act of narrating or reporting one person’s speech or words to another
person.
P a g e | 18
Ex: Ahmad said, “I can’t come there”
We can report a person’s words to another person in two ways.

1: Direct Speech: narrating or reporting a person’s words to another person
exactly the way they were said without changes is called Direct Speech.
Ex: Ahmad: I promise that I will win the contest.
Ahmad said, “I promise that I will win the contest.” (Direct Speech)
2: Indirect Speech: narrating or reporting a person’s word with some

necessary changes is called Indirect or reported speech.
Ex: Ahmad promised that he would win the contest. (Indirect speech)
How to form a direct speech?

Rules
1: Use two clauses (Reporting and Reported clause).
Ex: Ah said, “I am hungry today.” (Reporting clause)
Ex: Ah said, “I am hungry today.” (Reported clause)

2: Reporting clause should contain reporter’s words.
3: Reported clause should contain speaker’s words that we narrate or report.
4: Both clauses should began with capital letters.
Ex: Ah said, “I am hungry today.”

5: A comma is needed to be put after reporting verb.
,
Ex: Ah said “I am hungry today.”
6: Reported clause should be used in a quotation marks or double inverted
commas (“”)

7: The final period (.), exclamation mark (!) or a question mark (?) should be used before
the closing quotation mark.
P a g e | 19
Ex: Ah said, “I am hungry today.” !?

How to change direct speech to indirect Speech?
Rules
1: Remove the comma and quotation marks.
Ex: Ah said that he was hungry that today.
2: Use a subordinating connection (that) between the two clauses.
Ex: She said, “We are watching movie.”
Ex: She said that they were watching movie.
3: Change the capital letter of reported clause to a small letter.
4: Pronouns are changed where necessary (not third person).
5: The tenses go often one step backward or verbs tenses are changed.
6: Adverbs of time and place and other essential words are changed
where necessary.
P a g e | 20
Some typical Pronouns changes in indirect speech are:

I…………………..he/she. me/you
We……………………they/us
Mine……………………. his/hers. Ours
Him/her/mine……………….his/her
Them/our………………………… their
Thiers/myself………………............himself/herself
Changing of Tenses
Note: If the reporting verb is in the past, the tense of indirect speech
changes as following:
1: Simple present tense Simple past tense
Direct Ex: She said to me,” I learn English at sherzai institute.”
Indirect Ex: She said to me I learned English at sherzai institute.
2: Present continuous tense Past continuous tense
Direct Ex: He said to her, ‘that you are learning English.”
Indirect Ex: He said to her, ‘that she was learning English.
3: Present perfect tense Past perfect tense
Direct Ex: I said to him, “he has written a letter.”
Indirect Ex: I said to him he had written a letter.
4: Present perfect continuous tense Past perfect continuous tense
Direct Ex: They said to us, “that they have been teaching for 5 years.”
Indirect Ex: They said to us that they had been teaching for 5 years
5: Simple past tense Past perfect tense
Direct Ex: She said to me, “I taught the students.”
P a g e | 21
Indirect Ex: She said to me that she had taught the students.
6: Past continuous tense Past perfect continuous tense
Direct Ex: He said to us, “I was reciting the Holly Quran.”
Indirect Ex: He said to us that he had been reciting the Holly Quran.
7: Past perfect tense will not be changed
8: Past perfect continuous tense will not be changed
Note:
We don’t mention the words (that, if, whether) or (tell, ask, say) in indirect speech
Imperative sentences instead of these words we use Request, Command, Suggestions
and Advice.
9: Future tense are not changing. Only will to would and shall to
should.
Models are changing in indirect speech as following:
1:Will to would
2:Shall to should
3: May to might
4:Must to had to
5:can to could
6:have to to had to
PRONIOUNS IN REPORTED SPEECH
1. First person pronouns (I we me us my our mine ours yourself ourselves)
change accorting to reporting subject.
2. Second person pronouns (you, your, yours, yourself, yourselves)change
according to reporting object.
3. Third person pronouns (He she it) usually do not change.
EX: Ahmad said,”I love my country.”
Ahmad said that he loved his country.
P a g e | 22
Ex: Ahmad said, “ he is crazy,”
Ahmad said that he was crazy.
REQUESTS IN REPORTED SPEECH

1. Use ask/request/tell + object in reporting clause instead of reporting
verb.
2. Remove all the extra words that make the request formal.
3. Use the main verb of request as an infinitive after reporting object.
Example: Ahmad said, “could you come on time, please?”
Ahmad requested me to come on time.
3 PRONUNCIATION
REDUCTION OF HAD/WOULD
They are both reduced to pronoun +’d and sound the same.
EX: He had come. He would come. = He‘d come.
The End
P a g e | 23

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Eslah English Language and Computer Learning Academy

Interchange Two 4th Edition Grammar

Unit 1: A TIME TO REMEMBER

USED TO VS. USE TO

Unit 2 : Caught in the rash

Rules for WH- Question

• could you tell me…

• I was wondering if…

2. Change the question in to a statement.

Do you know where Ahmad is? (Indirect question)\

Pronunciation 3 SYLLABLE STRESS

(Bookstore, Cupboard, Table)

Unit 3: TIME FOR CHANGE

Note: 1- As an adverb, it comes after an adjective to modify the adjective.

2- As an adjective, it comes before a noun to modify the noun.

Note: After we use enough, infinitive may also be used.

She is too intelligent to fail.

EX: She is as beautiful as you think.

WISH + PASS TENSE

Unit 4: I HAVE NEVER HEARD ABOUT THAT

Unit 5: GOING PLACES

BE GOING TO VS. WILL

MODALS FOR NECESSIRY AND SUGGESTION

• must (you must come tomorrow)

• need to (you need to work hard)

• have to (She has to study for his exam.)

2- The following modal auxiliary verbs are used to give suggestions.

• had better (you ‘d better teach your students.)

• ought to (we ought to speak English in class.)

• should (you should stay here.)

LINKED SOUNDS WHIT /W/ AND /Y/

EX: turn down the radio please.

Pick them up. Not, pick up them.

WILL FOR RESPONDING REQUESTS

REQUESTS WHIT MODALS

Structure: could/would/can + you + base form of verb?

Example: could you come to our house tonight please.

Structure: would mind + gerund?

STRESS IN TWO-PART VERBS

EX: pick it up.

Unit 7: WHAT IS THIS FOR?

Penis used for writing.

B. To describe the purpose of someone. Use infinitive.

People use pen to write.

IMPERATIVES AND INFINITIVES FOR GIVING

SYLLABLE STRESS RULES

Unit 8: LETS CELEBRATE

EX: He knows who you are.

1. INDEPENDENT (MAIN) CALUSE: It can stand alone as a sentence.

2. DEPENDENT (SUBORDENATE) CLAUSE: It can never stand alone if

KINDS OF DEPENDENT CLAUSES

1. (Adjective (relative) clause 2. Adverb clause 3. Noun clause

RELATIVE CLAUSES OF TIME

EX: Friday is the day when we go on a picnics.

ADVERBIAL CLAUSES OF TIME

Remember, speaking whit correct rhythm (musicality) is essential to being

Rhythm comes from combination of the two types of stress in American

1) Syllable stress in words (as discussed above)

Unit 9: TIMES HAVE CHANGED

HOW TO FORM CONDITIONAL SENTENCES?

• use a conditional (If clause) and a result clause (main clause).

• separate the two clauses by a comma if the first one is condition.

You will learn if I teach you.