\ Unit 1 — Types and Modes of Communication Difference between Academic and Functional English ‘Academic language and functional language are two different types of communication used in different contexts. Here are some differences between academic and functional : Le, language: oe i iy Academic Languag our Engst Academic Language is: 1. used in academic contexts, such as in schools, universities, and research papers. 2. involves complex vocabulary, grammar, and sentence structures. 3. focuses on conveying information and ideas in a precise and formal manner, 4. often requires knowledge of subject-specific terminology. S 5. emphasizes critical thinking, analysis, and evaluation, Functional Language is: 1, used in real-life situations, such as in workplaces, social settings, and everyday conversations. involves simpler vocabulary, grammar, and sentence structures. 9? oa focuses on conveying information and ideas in a clear and concise manner, does not require knowledge of subject-specific terminology. yen emphasizes practical communication skills, such as giving directions, making requests, and expressing opinions. Overall, academic language is used in formal settings to convey complex ideas and information, while functional language is used in everyday situations to communicate practical information and ideas. Some examples of Academic Languagfi | Disciptine-specific vocabulary: Terminology that is specific to a particular field of " " iter science. study, such as "photosynthesis" in biology or "algorithm" in computer Fach ae inctuation, syntax, and flietorical Formal language skills: Vocabulary, grammar, punt ome conventions that are used in formal writing and speaking. 3. Technical language: Language that is used to describe technical concepts, such as “quantum mechanics" in physics oF “database management” in computer science Complex sentence structures: Sentences that are longer and more complex than those used in everyday language, often with multiple clauses and sub-clauses, Academic writing conventions: Conventions, such as citing sources, using an academic tone, and adhering to specific formating styles. | ayplicak ion “Overall, academic Ianguage is characterized by its precision, formality, and complexity. It is used to convey complex ideas and information in acadernic contexts Tips for Effective Communication: oriter Sclecting appropriate words and structures as the situation demands is crucial for effective communication. Here are some tips on how to do this: 1: Know Your Audience: Tailor your language to your audience's level of understanding and familiarity with the topic. Use technical jargon sparingly and explain complex terms when necessary, ee me wo ae vt > Conslder the Context: The context of your communication plays & significant role im word choice and structure. Are you writing a formal lete, chatting with 2 oe Fiend, giving a presentation, or participating in a job interview? Adjust your . language accordingly cal 3 Use Active Voice: Whenever possible, use active veive instead of passive voice ing. For example, Project" is clearer than "The project was completed by the team." 4 Eliminate Redundancy: Avoid using unnecessary wor rds or repeating the same Active voice is more direct and engagi “The team completed the information. Be concise and to the Point. For instance, "I will meet you at 2 pm.” 's better than "I will meet you at2 p.m, on the clock: 5. Vary Sentence Length: Mix Short and long sentences to create rhythm and einain the reader's imerest, Short sentences can emphasize important points, while longer ones can provide elaboration6. Punctuation and Pauses: Use punctuation marks, such as commas, semicolons, and colons etc. effectively to control the flow of your writing or speech, Pauses can add emphasis and help with comprehension. 7. Avoid Non-Words: Non-words, like fillers (e.g., “um,” "uh") and excessive use of slang, can make message less clear Practice reducing their use by pausing instead. 8 Proofread and Edit: After drafting your communication, take the time to proofread and edit. Look for grammar and spelling errors, awkward phrasing, and areas _where word choice could be improved. . Use Visual Aids: In presentations or written reports, consider incorporating visual % y, tids,e.g. charts, graphs, and images to supplement your words and make complex 6 information more accessible. 10. Practice Active Listening: In spoken communication, actively listen to others and respond appropriately. This will help you choose words and structures that align with the ongoing conversation. 11. Be Mindful of Tone: Consider the emotional tone of your message. Adjust your ‘words and structures to convey empathy, authority, enthusiasm, or any other tone that suits the situation, rude worl 12. Seek Feedback: When possible, seck feedback from others on your communication. They can provide valuable insights into whether your word choices and structures are effective. Remember! Effective communication is a skill that can be developed and refined over time. Continuously practicing and adapting to different situations will help you become an adept communicator. L oa! ys fr wt Lion oF i Difference between “Intrapérsonal, Interpersonal, _and__Group Communication: Overall, intrapersonal communication is communication with oneself, interpersonal communication is communication between two or more people, and group communication is communication among three or more people. They are all communication. Here are some differences between them: Intrapersonal Communication: 1. Communication that takes place within a person's own mind with his/her own thoughts, feelings, and ideas2. Only one person is involved in intrapersonal communication, , 5 i an nature. 3. Intrapersonal communication is continuous due to human nature. Interpersonal Cemmuntcation: 1. Communication that occurs between two or more persons. 2. Interpersonal communication is regular due to social needs. 3, Interpersonal communication is supported by verbal and non-verbal media, Nhe Coramapht Group Communication: mM meek ia 1. Communication that occurs between three or more people in a group setting. 2. Itinvolves the exchange of information and ideas among group members. 3. Group communication is characterized by collaboration, negotiation, and decisior- making. te ee 4. Group communication can take place in person or virtually. AT ne muy met %Unit 2: Rules for Structure of Sentences What is a Syntax? The word “syntax” comes from the Ancient Greek for “coordination” “ordering together.” |n spoken and writen language, syntax refers to the set of rules that determines the arrangement of words in a sentence. Along with diction, it is one of the key ways writers convey meanings in a text. Funhemore, syntax refers to the set of rules that govern the arrangement of words and phrases in a Sentence, clause, or phrase. It covers topics, such as word order, grammar rules, and the correct placement of direct and indirect objects, In English, there are specific orders in which to place words depending on the kinds of words used, such as indirect objects or prepositional phrases. Syatax is the ‘driving force” behind the structure pf our sentences, and certain words tend to go in certain places to be best understood by others who speak a given language Essential Rules of Syntax in the English Languag The rules of syntax can be quite complex and vary greaily by language (as well as by time Period and place). Depending on the language you are speaking or writing in, these rules might be very restrictive or quite flexible, When it comes to English syntax, there are following four bascline rules to keep in mind. 1. A complete sentence requires a subject and a verb and expresses a complete thought, This is also called an independent clause. A sentence without a subject and a verb is considered a fragment, 2 Separate ideas generally require separate sentences. A sentence containing multiple independent clauses that are improperly joined is considered a run-on sentence 3. English word order follows the subject-verb-object sequence. (It is usually the same in French and Spanish.)bb express a complete 4. A dependent clause contains a subject and a verb—but it does not exp " thought, These rules are some of the basics for constructing simple sentences correctly. However, there are many more rules of syntax that can be studied for more complex Sentence structure, Sentence Types in the English Language The English language is extraordinarily flexible when it comes to building sentences. At the same time, all sentences in English fall into the following four distinct types. 1. Simple Sentences. Simple sentences consist of a single, independent clause. For example: “The gitl hit the ball.” Compound Sentences, Compound sentences consis of two or more independent clauses dul) oy anc joined by a coordinating conjunction. The coordinating conjunctions are “but,” “or,” and “so.” For example: “The girl hit the ball, and the ball flew out of the park.” 2. Complea Sentences. Complex sentences consist of an independent clause and one or more dependent clauses joined by a subordinating conjunction. Some subordinating conjunctions are “although,” “because,” “so,” “that,” and “until.” For example, “When the girl hit the ball, the fans cheered.” 3. Compound-complex Sentences. Compound-complex sentences consist of multiple independent clauses as well as atleast ope dependent clause. For example, hit the ball, the fans cheered, and the ball flew out of the park.” bo Writing Connected Sentences: “When the girl ‘We join sentences in many different ways, We use ‘and’, “but Connectors to join two shorter sentences and make to Team how to join ects parts of a ‘two types of conjunctions a © Coordinating Conjunctions© Subordinating Conjunctions Coordinating Conjunctions: Coordinating conjunctions join single words, or they may join groups of words, but they always join similar elements, for example: subject +subject verb phrase +verb phrase sentence +sentence The following are some common coordinating conjunctions: and but or yet for nor 0 ‘Among the coordinating conjunctions, the most common are and, but, and or. Let us explore the uses of these three conjunctions further. Activity: Fill in the blanks with a conjunction that fits best in the sentence: 1 Lambungry pT don't want to eat. Do you want pizza, burger? 3. I took my bag went out. 4 Come. get 5, Heate___he was hungry. Subordinating conjunctions are used to join dependent clauses to independent clauses. These are also sometimes referred to as subordinators or subordinate conjunctions. These may also introduce adverb clauses. Subordinating conjunctions are essential parts of complex sentences and include at least two clauses, with one of the clauses being main (independent) and the other being subordinate (dependent). ‘A subordinate conjunction performs two functions within a sentence. First, it illustrates the importance of the independent clause. Second, it provides a transition between two ideas in the same sentence. The transition always indicates a place, time, or cause and effectrelationship. For example: We looked in the metal canister, where Ginger often hides her candy Examples of Subordinating Conjunctions: | © As Sherri blew out the candles atop her birthday cake, she caught her hair on fire. © Sara begins to sneeze whenever she opens the window to get a breath of fresh air. © When the doorbell rang, my dog, Skeeter barked loudly. ‘Choose the best answer to complete each sentence. the basement flooded, we spent all day cleaning up. aAfter b. Although c. Before Even if 2. 1 don’t want to go to the movies hate the smell of popcorn. 2 Although b. Because ¢. Whenever d. So that 3.I paid Larry, garden design work is top-notch. aWhenever b.Whose c.After aur 4 spring arrives, we have to be prepared for more snow. aBecause — b.Until ©. Although Now that ____ the alarm goes off, I hit the snooze button, #4 As soon as b.Because — Before d. Now that 10‘Types of Sentences according to Function: Declarative Sentences: This is just your run-of:the-rnll statement. “The cat is on the ‘mat,” he said with absolutely no dramatic flair. his is where things get interrogative, inquisitive or downright 2. Interrogative Sentence nosy. “Is the cat on the mat?” you might ask with a note of intrigue. 3. Imperative Sentences: Here, we go into command mode. “Put the cat on the mat,” you ‘might demand, asserting your authority. 4. Exclamatory Sentences: This is where sentences get emotional. “What a beautiful cat on the mat!” you would exclaim, filled with admiration, nu1 Unit 3: Punctuation and Vocabulary ; Different T o' lings: cepted spellings, such as more than one acc > Variant spellings: Some words have “acknowledgement” and “acknowledgement” > Altemate spellings: The Alterate Spztling, Finder identifies highly probable character 1 spellings ofa given word. substitutions to construct new pla > Regional spelings: Some words have different spellings indifferent regions, such as “color (American) and "eolour" (British) > Spelling variations: Spelling variations, also known as alternate spellings of words, are an issue for both teachers and studenis while learning to spell. => .Homophones’"Some words sound the same but ate spelt differently and have different ‘meanings, such as "theit” and "there". > Commonly misspelled words: Some words are commonly misspelled, such as "misspell" itself, Its important to learn about different ypes of spellings to avoid confusion and to have a clear idea abput the spelling variations. Punctuation ; Fee H a Punctuation Types: Punctuation marks are symbols used in writing to clarify the meanings behind our writing, separate sentences and their parts, and make writing clear.r boy 3. Exclamation Mark (!): Used to indicate strong emotion or emiphas. 4-Comma (,): Used to separate items in a list, separate clauses in a scntence, or set off introductory phrases. 5. Colon (:): Used to introduce a list, explanation, or quotation. 6. Semicolon (;): Used to separate two independent clauses that are closely related. 7. Hyphen (-): Used to foin words together, such as in a’compound word. 8. Dash (-): Used to indicate a range of numbers or dates. 9. Parentheses ( ): Used to set off additional information or an aside. 10. Square brackets [ ]: Used to indicate editorial comments or to clarify a quotation. tea set of items or to group related information 1. Curly brackets { }: Used to 12. Apostrophe (): Used to indicate possession or to indicate the omission of letters in a contraction, 13. Quotation marks (*"): Used to indicate direct speech orto indicate the ttle ofa work 14, Ellipsis (..): Used to indicate the omission of words or a pause in speech, 15. Slash (/): Used to indicate a choice between two options orto indicate a line break. ivity: Team Work Punctuation Relay Race: Divide the participants into (2-3) teams. Prepare a set of sentences ‘with missing punctuation marks (such as commas, semicolons, quotation marks, etc.). Each team will have a designated runner who will go to a punctuation station, read the sentence aloud, and correctly punctuate it before returning to their team. The next runner then repeats the process. The first team to complete all the sentences with accurate punctuation marks wins. a3ss jon marks, exclamation many ‘Activity: Put in eapial deers, fat ales (ase a” underline), and parenthery, in italy, 2: several counties patted in te aii" athe engineer so we bAVE TS double check every calculation 3. There's no room for error, cri the Supreme Court had ruled against civil rights, 4, Judge Carswell ater to be nominated for 5. In last week's New Yorker, one of my favorite magazines, Lenjoyed reading Leland’s antici How Not to Go Camping. 6. Jim said, Shall I be home by ten 7. There was only one thing to do study till dawn 8, Montaigne wrote the following A wise man never loses anything if he has himself, 9. The following are the primary colors red, blue, and yellow. 10. Arriving on the 8 10 plane were Liz Brooks, my old roommate her husband and Tim, thet son, 11. When the teacher commented that her spelling was Ly ¢ a ‘my family are poor spellers. Why not me? a) 12, He used the phrase you know so often th mn't know. Phrase you ka ‘n that I finally said No, I don't . no 415. Whoever thought said Helen that Jack would be elected class, president? 16, In baseball, a show boat is a man who shows off. 17, The minister quoted Isaiah 5 21 in last Sunday's sermon. 18. There was a very interesting article entitled The New Rage for Folk Singing in last Sunday's New York Times newspaper. 19, Whoever is elected secretary of the club Ashley, or Chandra, or Aisha must be prepared to do a great deal of work, said Jumita, the previous secretary. 20, Darwin's On the Origin of Species 1859 caused a great controversy when it appeared. Vocabulary Meaning of Words ‘The Oxford Dictionary records an average of 28 separate meanings for each of the 500 most- used words in the English language. For example, consider the word fast that can have the following meanings: . # A person is fast when he or she can run quickly © Her shes also fast ifrestrained and can't ran at all ‘© Colors are fast when they do not run. © Oneis fast ithe or she moves in suspect company. © This isnot quite the same thing as playing fast and loose. © racetrack i fast when itis in good running condition © A friend i fast when he or she is loyal © Avwatch is fast when itis ahead of time. ® Tobe fast asleep is to be deep in slumber. 15© Tobe fast by is to be near. # To fast is also to refrain from eatin. © A fast may bea ship's mooring line. «Photographic film is fast when itis sensitive 10 light. ive to antiseptics © Bacteria are fast when they are insensitive to antseP ivity: Group Work i f the word Yast* «+ Askestudents ther opinion about the varied meanings and usage 0! Yo + Discuss the challenge that this presents to being able 0 clearly communicate with others, ‘Ask participants how this communication chalienge can best be met + Ask each group to pick a different word and provide multiple definitions for the word from ‘a dictionary. Guessing the Meaning of Word: Many learners of English get worried or confused when they come across a difficult word. They want their teacher to translate or explain every word they do not know, or they look up for meaning of every unknown word in a dictionary. A. dictionary i a great tool! But if you rly too much on & dictionary then you would not be able to become an efficient and fast reader. You need to infer or guess the meat of words through the context or situation in which iis placed 28 The meaning of many unknown words can by e inferred or Suessed from the context oF perspective of the passage. Is very important to leam nee . -_ unknown words when you read, Suess the meaning of sehen ene YOU Feding i you may be so worried about the meshing of ing slow and difficult and : livid feneral meaning ofthe paragraph or the passage th cots at you may miss he 'at You are read; Let us do some exercises that will help you te, = arn to The following is a n Buess w 8 HS NeWSPAPET EPO. This report ‘ord meanings through context. thal you might not know. Read it carey "INS @ number of yy 0 and Seif you o = ds printed in italics Ress the meaning of these words 16from the context Bangkok. Jan, 24 A police spokesman told reporters that an unidentified man had knifed six foreigners in the back here yesterday. The victims were’ only slighdy injured. Extra uniformed and Plain clothed police have been deployed in various residential arcas and tourstespots to track down the man Eyewitnesses said that the assailant was in his early 20s, had fair skin and shorthair and wore slasses. One of the victims said he did not see his asssilant but felt a sharp knife thrust into is left side" hailed a taxi and went to the hospital’, he said Activity: In the newspaper report, you must have noticed how the noun ‘a knife’ can also be used as a verb. Now here are some more sentences, in each sentence there is one word written in bold. These words or verbs are derived from very frequently used nouns. Guess their meaning, 1 The nurse wheeled the patient into the operating room. 2 Children like these pills because they are coated with sugar, 3 It's very stuffy in here. I think we should air the room. Word Formation: Word formation refers to the process of creating new words in which new words can be formed, including 4 language. There are various ways in 8) Prefixes: Adding a prefix to the beginning of a word to change its meaning, such as *un<" in unhappy" 5) Suffixes: Adding a suffix to the end of a word to change its meaning, such as "ness" in “happiness” ©) Compounding: Combining two o: more words to create @ new word, such as "toothbresh” or “blackboard” Conversion: Changing the par of speech of word without adding any affixes, such as using “text” as a verb ("Tl text you later"), ©) Buck-formation: Creating a new word by removing a supposed affix from an existing word, such as "televise" from "television" 1) Blending: Combining parts of two or more w Yords to create a new word, such as "brunch" from yreakfast" and "lunch", v7the fet ler of etch word in 8 Tae, Such ay fiom the nd Space Administration”. ortening an existing word such as "exam" from 8) Acronyms: Creating a new word "NASA" for "National Aeronauti hy ‘Clipping: Creating a new word by sh “examination”. 1 {) Reduplication: Creating a new word by repeating * “ehoo-choo" or "flip-flop". part of an existing word, such as Word formation san important asec of vocabulary development and can help learners expand their Imowledge of a language. Activity: Pair/Group work | 1. More than ane processes were involved in the production of the forms underlined in these ‘sentences. Can you identify the processes involved in each case? (0) Are you still using that old car phone? (b) Can you FedEx the books to me today? () Police have reported an increase in carjackings in recent months. (a) Welcome, everyone, to karaokenight at Cathy's Bar and Grill! (e} Jeeves, could you tell the maid to be sure to hoover the bedroom carpet? (9 Would you prefer a decaf? 2. There are 2 lot of new words in English from ‘IT’ (an acronym for “information technology”) to the widespread use of the word ‘internet’ (a blend of * international” and “network”). Using a dictionary, if necessary, : ; tty to describe the word-formation Processes involved in the creation ofthe underlined words in these sent ences. (3) There are some teenage netizens who rarely leave their roo ms. (2) How much RAM do you have? (8) Zean’t get some of the students to keyboard moy re carefull (4) Your friend Jason is such a techie! ae (5) Doesn't every new computer have gw vebcam now? (6) You should bookmark that site, 18(7) We're paying (00 much attention to bloggers (8) Subscribers have unlimited downloads. Idiomatic Expressions: Idiomatic expressions are phrases or expre: jons that have a figurative, non-literal meaning attached to them. They are a type of informal language that has a meaning different from the meaning of the words in the expression. Idioms are a sub-type of phrase, which means that the meaning of an idiom is not the regular sum of the meanings of its component parts. These are often categorized as formulaic language, and their figurative meaning is different from the literal meaning. 1. Idioms occur frequently in all languages, and in English alone, there are an estimated twenty five million idiomatic expressions. 2. These are often used to showease a culture's history, values, and social norms. 3. Some common examples of idiomatic expressions include, "hold your tongue," which means to not talk, and "kick the bucket," which means to die. 4. Idioms usually do not translate well, and can confuse those unfamiliar with them, 5. Students of a new language must leam its idiomatic expressions as they are an important part of informal language. 6. It is important to note that idiomatic expressions need to be used in a very specific way, and changing the words can alter their meaning, What to do? Firstly, you need to know that idioms and phrases are everywhere in English: anything that doesn’t have a literal meaning is an idiom. Let's look at some idiom examples: © [find his excuses hard to swallow, he’s lying. * The police have been digging around in his accounts looking for evidence of fraud. © He's a really bright spark, so I think he'll do well at school, These sentences all contain i ioms because you cannot swallow words or dig in a bank account in any literal or physical way ~ and how can a ‘spark’ do well at school? You will also notice that a literal translation into most languages will not make sense. 19tant, than the more These kinds of idioms are far mote common, and therefore far more impo! sHe’s kicked the bucket’ luck!), and without them student (died), ‘She’s hitting the books? colorful expressions, such as, cae es (studying), or ‘Break a leg!” (Good | = saying things like: ‘* don’t believe his excuses. «The police have been investigating his accounts to find evidence of fraud. + Heis avery intelligent student, so I think he'll sueceed at university Activity: Group/ Pair Competition: Split the class into groups or pairs and ask them to find the meaning and usage of the following. ‘© Hehas put his criminal past behind him ~ He's on the straight and narrow now! «It is a difficult system to get used to, so let me just walk you through the first few steps. + Wernced to come up with a road map to go forward wit these negotiations. + Being selected for the national team was the first major milestone in my career. ‘+ So you want to invest in his business? I wouldn't go down that road if I were you! | feel lke I'm ata crossroads in my career and I'm not sure which way to turn, + Ihave tied to follow in Dad's footsteps and to do the right things, + I suppose I've gone down quite a winding career path easy way! ~ I've never done things the * Holmes had bd 7 jolmes had crossed paths with Moriarty several times bef it 7 fore and it had never gone © [know I said you should read a bit mor but Wa Pe eect “rand Peace? Don’t run before you Flease note that we use the Imperlal system, yaeh rather thy refer to distances in idiom the modern metric system, to 20© Weare just inching forward with this project at a snail's pace © [think I can get good mileage out of this idea Notice the way that prepositions are used to imply movement or direction in life: He envied his grandchildren having their whole lives in front of them. ‘+ Lalways try and put failures behind me and get on with my life. Also, if we are traveling along a road or pathway, we might expect to find obstacles to our progress and have to handle them in some way: + We need to tread carefully here because ethnic tensions in the area can be a minefield, + I don’t know yet what we'll do if they reject our offer ~ but we'll cross that bridge when we come to it. And please note that idioms involving roads can refer to other things: © The information superhighway has changed the way we think about the world. 21Unit 4: The Concept of Time and Tense « that help us convey when an action or In English grammar, time and tense are related concepts that help y ntal to understanding the sequence of events in a sentence, event occurred. They are fundamer Here is a brief explanation of each: be catey Time: Time refers to the point in time when an action or event occurs. It can gorized into three main categories Past: Actions or events that have already happened before the present moment. Present: Actions or events that are happening right now or are generally true, Future: Actions or events that will happen after the present moment. Tense: Tense is a grammatical concept that indicates the timing of an action or event in relation to the present moment. English has three primary tenses: Past Tense: It is used to describe actions or events that have already happened before the present moment. Common past tense examples include "| walked," "she ate,” and "they played.” Present Tense: It is used to describe actions or events that are happening right now or are generally true, Common present tense examples include "I walk," “she eats," and "they play." Future Tense: It is use to describe actions or events that will happen after the present moment, Common future tense examples include "I will valk,” “she will ea," and "they will "a ey wil play." Additionally, English has several auxiliary verbs (also known as helping verb: erbs to create different tenses and aspects, such as *have," "had," "hag ‘ ) that are used L" "has," “will,” "shall." "can" "could," "may," and "might." ," "shall," “can, It is important to note that English also uses dierent verb formg : and constructi variations in time and tense, including the present continuous te; structions to convey ns © ("Tam walking”), the Past 22continuous tense ("I was walking."), the present perfect tense ("I have walked."), and many others. These variations help provide more specific information about the timing and duration of actions and events. Understanding time and tense is essential for constructing grammatically correct sentences and communicating effectively the sequence of events in English. 1. Present Indefinite Tense: ‘The "Present Indefinite Tense" (also known as the "Simple Present Tense") is used to describe actions or events that are generally true, habitual, ongoing, or part of a routine in the present. It's one of the basic tenses in English and is used extensively in everyday communication. Usage: 1, Talking about facts or general truths: "The Earth revolves around the Sun." 2, Expressing habits or routines: "I wake up at 7 AM every day." 3, Discussing scheduled events: "The train departs at 2 PM." 4. Making statements about one’s likes, dislikes, and preferences: "I love cream. chocolate ice 5. Reporting in newspaper headlines and commentaries: “Scientists discover a new species.” Here's how it is formed and some examples of its usage: Examples Aifirmative Positive Formation: Subject + Base Form of ‘Ver’ (for most subjects) Subject + Verb + "sles" (for third person singular) Negative Formation: Subject + (dofdoes) + not + Base Form of Verb TaterrogativelQuestion Formation: (Do/Does) + Subject + Base Form of Verb? Tvork ata company. To not work ata company. Dol work at a company? ‘She teaches English, “They play soccer. ‘She does not teach English. They do not play soccer, Does she teach English? Do they play soccer? 23Complete the sentences by putting in the correct verbs. Use the present simple, You have to decide if the verb is positive or negative. 1. My friend is finding life in Paris a bit difficult. He...» (speak) French 2, Most students live quite close to the college, so they. (walk) there. 3. My sports kit is really muddy. This shirt ..- (need) a good wash. dulive got four cats and two dogs. [soreness (love) animals. 5, No breakfast for Mark, thanks. He. (cat) breakfast. 6.What's the matter? You s.n(look) very happy- 7.Don't try to ring the bell. It (work). (like) talking to them, 8.1 hate telephone answering machines. | just, 9. Matthew is good at badminton. He ... _ (win) every game 10. We always travel by bus. We .. (own) a car Class Activity/Writing Assignment: 1. Choose a specific individual (real or fictional) as your subject of study. This person could be yourself, a family member, a friend, a celebrity, ora character from a book or movie. 2, Observe and document his/her daily routine over the course of a day. Pay close attention to the actions he/she performs regularly, the habits he/she have, and the activities he/she engages in on a typical day. 3. Write a well-structured essay (approximately 500 words) that uses the Present Indefinite Tense to describe the subject's daily routine. Include the following clements in your essay: a) Introduction of the subject: Provide a brief introduction of the person you are observing and why you chose him/her for this assignment. ') Overview of the daily routine: Describe the subjects typical day from morning to night. Use the Present Indefinite Tense to convey their actions and activities. 24¢) Habits and preferences: Highlight any habits, preferences, or activities thatthe subjest regularly engages in, Explain why these routines are significant to him/her 4) Use of adverbs of frequency: Incorporate adverbs of frequency (e-8. always, usually sometimes, rarely) to add depth to your descriptions of the subject's routine 2. Present Continuous Tenst The "Present Continuous Tense," also known as the "Present Progressive Tense,” used to ngoing in the jesctibe actions or events that are happening at the moment of speaking oF present It is commonly used in everyday conversation to tlk about what's happening the moment of what will happen in the near future. Usage: V._ Describing actions happening right now: "I am talking to you." Reporting temporary actions or situations: "She is working on a project this week.” Expressing future plans or arrangements: "| am meeting Sarah tomorrow." v Expressing imitation or annoyance with "always" or "constantly": "He is lways interrupting me." Here's how it is formed and some examples of its usage: [ ‘Examples a ‘AifirmativePosive Negative | —inverrogaiverQuesion | Subject + (anvis/are) + Base | Subject + (am novis novare not) + | (Amvis/Are) ~ ‘Subject ~ Base Form [Tam ending book | Toot vending book [Aa Treading sO | See watching TV Shes pr waicing TV. [Tsshe warching TV7 1 | hye pana eer ae war [Rie pane eT Activity: What can you say in these situations? Add a sentence with the present continuous, 2s> A friend rings you up in the middle of 'Neighbours', your favourite soap opera. Is it important? I'm watching ‘Neighbours’. 1A friend is at your flat and suggests going out, but you can see the rain outside. I don't want to go out now. Look,. 2 A friend rings you up at_—swork.- Somy, can't. talk TOW. 3 You want to get off the bus, but the man next to you is sitting on your coat. Excuse me, . 4A friend wants to talk to you, but you have just started to write an important letter. Can I talk to you later? .... 5 You have been ill, but you're better now than you were. I'm OK now... Class Activity/Writing Assignment 1+ Describe your immediate surroundings. What are the people around you doing? What are you doing? days?" How do you answer? (This one, in particular, perfect continuous, below.) 3. Present Perfect Tense: ctlveneley wogrenssl The "Present Perfect Tense” is best if combined with the Present 'Sused to indicate actions or events that have a connection to the resent, imal Present, often because they happened at an unspecified time in the Past or because their Televance continues into the Present. It is often used to discuss life experiences, “ccomplishments, changes over time, and other situations where a link to the present important, 7Usage: Actions or experiet in an unspecified past: "I have been to Japan.” (We don't specify when.) V Results of past actions that are relevant (o the present: "She has studied French for five years." (She knows French now.) V_Bmmphasizing the continuity of an action up to the present: "He has worked here since 2015." (He still works here.) Here's how itis formed and some examples of its usage: ——— 7 AifrmativerPositive] Negative [Tnterrogative/Question | sujet + ave) + | sujet +duveovtasnon «Past | ae) Sab Pas | Past Pantciple Participle Paniciple? | She tes watched TV. | Shebas not watched TV. THs se watched TV? “They have played soccer. | They have not played soccer. ~| Have they played soccer? Activit ‘Trevor and Laura are decorating their house, Put in the verbs. Use the present perfect. Laura: How is the painting going? (P) Have you finished? (you / finish) Trevor: No, I haven't. Painting the ceiling is really difficult, you know. (1) .. (L/ not } do) very much, And it looks just the same as before, This mew paint Q).. (not / make) any difference. Laura: (3).. (you / not / put) enough on. (1 / hurt) my back. It feels bad. Trevor: (4) - 27(you ‘ou mean (5)e.--++++ I do it. Where (6) Laura: Oh, you and your back. Y have) enough of decorating. Well, I'll (you / put) the brush? (it / disappear). Trevor; 1 don't know. (7) (8)... vecessees (I/ look) for it, but | can't find it. .. (you / do) Laura: You're hopeless, aren't you? How much (9) in here? Nothing! (10) sessunea(]/ paint) two doors. Trevor: (I])...---+++ (1 / clean) all this old paint around the window. It looks much better now, doesn't it? Laura: (12).cccscssessssssssssessesssriissssessesanses (We / make) some progress, | suppose. Now, where (13) (that brush /go)?_—Oh, (14)... ... (you / leave) iton the ladder, look. Class Activity/Writing Assignment: Topic: "Reflecting on Personal Achievements" Instructions: Write an essay on your own personal achievements and experiences using the present perfect tense. Discuss at Icast three significant accomplishments or milestones in your life that have shaped who you are today. Consider how these experiences have influenced your values, goals, and outlook on life. Use the present perfect tense to convey the connection between your past experiences and your present self. Reflect on the lessons you' you've learned from these achievements and how they have prepared you for future end endeavours, This writing assignment will not only help you practice using th, e effectively but also encourage introspection and self-awareness as you accomplishments and their ongoing impact. Present perfect tense Teflect on your life's ‘The Present Perfect Continuous Tense:‘The "Present Perfect Continuous Te {also known as the "Present Perfect Progressive Tense) is used to emphasize the dura tion of an action that started in the past and continues into the present or was recently completed. The Present Perfect Continuous Tense is particularly useful when you want to highlight the continuous nature of an action o its relevance to the present moment Usage: Emphasizing duration: ‘This tense is used to emphasize the length of time an action has been ongoing or to show that it was recently completed. For example: "I have been reading this book for hours." "She has been cooking dinner all evening,” V Actions started in the past that continue inlo the present; Use the present perfect continuous to describe actions that started at some point in the past and are still happening or have just ended. For example: "I have been living in this city for five years." "They have been renovating their house for the past month.” Expressing iritation or annovance: In informal specch, this tense can be used to express annoyance or irritation about an action that has been ongoing. For example: "He's been talking on the phone for hours, and I can't concentrate." VW Asking about recent activities; To inquire about someone's recent activites, you can use questions in the present perfect continuous tease, For example: "What have you been doing?" "Have they been working on the project?" Here's how it's formed and some examples of its usage: Examples ‘AifiemailveiPostive Negative TnterrogativerQuestion Subject +(havehas)+ | Subject + (have novus ns) + been + | (aves) + Subject + been + Base been + Base Form of Verb ase Form of Verb + "ing FormotVeb+"ing"? | Thave Teen sulying Tor | Thave wot been studying fortwo Rous, Have been salyng fr two hours? two hours Te Tas bose woking w [She has nor boon working wt the [Has he been working at the the company since last | company sineo lst yout ccompaay sine last year? 2a 7 [year [They have been playing Gave thay been playing seer all | jot been playing soccer all soccer all afternoon, afternoon, ‘afternoon? | What could you say in these situations? Write sentences with the present perfect continuous and a phrase with for. Use these verbs: play, read, swim, talk, travel, work > A video is on. It began two hours ago, and it hasnt finished yet. The video has been playing for two hours. | Matthew went into the water an hour ago. He doesn't want to come out yet. 2 Your friends started their journey around the world three months ago. They've gone about halfway now. 3 Mark got to the office early this morning. Ten hours later he's still there. 4 Melanie rang Rita forty minutes ago, and they're still on the phone, 5 Trevor has got an interesting book. He started it quite a long time ago. Ask him how long. Class Activity/Writing Assignment: 30Topic: "Reflecting on Personal Growth Through Continuous Effort” Instructions: Write an essay or reflection on a personal cndcavour or project that you have been continuously working on over an extended period of time. Use the present perfect continuous tense to describe the ongoing nature of your efforts and how they have contributed to your personal growth and development. Reflect on the challenges you've faced, the progress you've made, and the lessons you've leamed throughout this journey. Discuss how this continuous effort has shaped your skills, character, or perspective, and consider its relevance to your future goals, The Past Indefinite Tens« The "Past Indefinite Tense," also known as the "Simple Past Tense,” is used to describe actions or events that occurred at a specific point in the past and are now complete, It is commonly used when telling stories or reporting past events. Usage: V > Actions or events that occurred at a specific time in the past: "Lmet him last week.” Completed actions or events: "She finished her book," V Past habits or routines: "He always took a walk in the evening." V Past facts or general truths: "The Titanic sank in 1912." Here's how it is formed and some examples of its usage: fj a Examples ‘Aifirmative/Positive Negative T__ tnterrogativerQuestion Subject + Verb (past tense | Subject + Did + Not + Base Form of Verb | Did + Subject + Base Form of form) + Object + Object Verb + Object? Tvished Pars lastsummer. | Tdid now didn’) visit Paris last summer. | Did I visit Pars last summer? The watched @ movie last | She did not(didn't) watch a movie last | Did she watch a movie last night? right. ight | They played soceer | They did now(didat) play _soceer | Did they play soccer yesterday? | yesterday yesterday. an(une) Activity: ple forms of the verbs. Complete the newspaper story about a fire, Put in the past sim lay morning, They Fllis Street, Old Port yesterd in their seventies, Two people () died (die) in a fire in (be) Herbert and Molly Paynter, 2 couple " (Dn The fire (2)... eat (start) at 3.20 am. ‘A neighbour, Mr Aziz, B)..-- escssse (9e@) the flames and (4) se (call) (try) to get into the house and rescue _ (be) too great. The fire brigade (7) .. (fight) the fire and the fire brigade. He also (5)... his neighbours, but the heat (6). (arrive) in five minutes, Twenty fire-fighters (8) .....-» (bring) it under control, Two firefighters finally (9)... (10)... (enter) the. ~—- burning sbuilding but ay. (find) the couple dead. Class Activity/Writing Assignment: Topic: "Memorable Childhood Experience" Instructions: Write an essay describing a memorable childhood experience that had a significant impact on your life. Use the past indefinite tense (simplc past) to narrate the events and emotions of that particular day or period. Share details about where and when it happened who was involved, and how the experience influenced you. Reflect on what you learned | this experience and how it shaped your character or perspective, The Past Continuous Tens: The "Past Continuous Tense,” also known as the "Past Progressive Ten: i se," is actions or events that were ongoing or in progress at a specific point in th used to describe in by using the past tense of the verb "to be" (was/were) as an aurili the past. It is formed xiliary verb, base form of the main verb with "-ing” added to it , followed by the 32Usage: W Actions sin progress at a specific time in the past: Use the past continuous tense to describe actions or events that were ongoing at a particular moment in the past. For example: "I was reading @ book when the phone rang." "They were having dianer when the power ‘went out.” Parallel actions in the past: Use it to describe two or more actions that were happening, simultaneously in the past. For example: "While | was studying, he was playing the guitar.” Background actions in a narrative: When telling a story or recounting events in the past, ‘you can use the past continuous tense to set the scene or describe background actions. For example: "It was a beautiful day, and the birds were singing.” Here's how itis formed and some examples of its usage: Example “Affirmative Positive Subject + (wan/were) + Base Form of Verb + "ing" ‘She was Singing @ song. Twas watching TV at that time. Negative Subject (ums novwasn'ewere nov weren't) + Base Form of Verb + *~ ing’ T was not (wasnt) watching TV at that time, Taterrogative’Question (Wasi Were) + Subject + Base Form | of Verb + "ing"? Was she singing a song? ‘Was t waiching TV at that time? They were playing soccer in the park, “They were woi(werent) playing soccer | inthe park. Were they playing soccer in rk? Fe | Activitve What can you say in these situation that an action lasted a long time. s? Add a sentence with the past continuous to say > You had to work yesterday. The work went on all day. / was working all day. 1 You had (0 make phone calls ‘The calls went on all evening. 33lasted for half an hour. 2 You had to wait in the rain. The wa * Class Activity/Writing Assignment: Topie: "A Missed Birthday Party” Instructions: Write a narrative essay recounting the scene of a Birthday Party where you entered late. Use the past continuous tense to vividly describe the sequence of events, the atmosphere, and your emotions as they unfolded. Pay attention to the details and provide a clear sense of the setting, characters, and actions involved. 1. The Past Perfect Tens: ‘The "Past Perfect Tense” is used to describe actions or events that were completed before a specific point in the past. It is formed by using the auxiliary verb “had” followed by the past participle form of the main verb. It is a useful tense for storytelling and for discussing past events and their relationships in time. Usage V Actions completed before a specific point in the past: Use the past perfect tense to indicate that one action or event was completed before another action or event in the past. 34‘The past perfect tense helps establish the chronological order of events. For example: "I had finished my work before the meeting started.” "She had already caten breakfast when Larrived." W Narrative past: When telling a story or recounting events, the past perfect tense is often uused to describe actions or events that occurred earlier in the narrative. For example: "When he arrived at the party, everyone had already left.” mneapinos Hypothetical or unreal past situations: In conditional sentences and expressions of regret, the past perfect tense can be used to talk about hypothetical or unreal situations in the past. For example: "If I had known, I would have come earlier." "I wish I had studied more for the exam." Here's how it's formed and some examples of its usage: ( Examples ‘Alfirmative Positive Negative Tnverrogaiive/Question Subject + had +PastPartiiple | Subject + had not (hadnt) + Past | Had + Subject + Past Partciple? Participle Thad finshed my work before |T had not(hadait) finished my work | Had I finished my work before the the meeting started. before the meeting state. meeting stated? He had watched the movie. He had not (hadn't) watched the movie. | Had he watched the movie? ‘She had read the book before the | She had not(hadn') read the book | Vlad she read the book before the discussion. before the discussion. discussion? Activity: Add a sentence with the past perfect using the notes. > Claire looked very suntanned when I saw her last week. She'd just been on holiday, (just / be on holiday) 1 We rushed to the station, but we were too late. .. (the train /just / go) 35,umbrella, but that id sv (UNE rain spy "lot me in (Forget / my ticket) .» (steal /it/ a week before) 7 5 I was really pleased to see Rachel again, : C yesterday. (not see / her | fix ages) 6 Luckily the flat didn't look too bad when my parents called in sss Gust / clean /it) é 7 The boss invited me to lunch yesterday, but I had to refuse the invitation. .» (already / eat / my sandwiches) Class Activity/Writing Assignment: Topic: "A Life-Changing Decision” Instructions: Write an essay or narrative that describes a significant decision you made in th past and the events leading up to it. Use the past perfect tense to convey the sequence of evens and to highlight the actions or circumstances that influenced your decision. Reflect on the consequences of your decision and how it shaped your life. The Past Perfect Continuo 36The “Past Perfect Continuous Tense" is used to describe actions or events that were ongoing over a period of time in the past, leading up to another point in the past, especially when you want to emphasize the duration or provide context for other events. It is formed by using the auxiliary verb "had" followed by "been," and then the base form of the main verb with "-ing" added to it. Usage: W Actions in progress before a specific point in the past: The past perfect continuous tense is used to describe actions that were ongoing over a period of time leading up to a particular point or event in the past. For example: "I had been studying for hours before I took a break." "She had been working at the company for five years when she got promoted." Emphasizing the duration of an action; This tense emphasizes the duration or continuity of an action in the past. It shows that an action had been going on for some time before something else happened. For example: "They had been playing soccer all afternoon before it started raining." Setting the scene in a narrative: The past perfect continuous tense can be used to set the scene when telling a story or recounting events. It helps create a background context for the main events. For example: "The sun was setting, and the children had been playing in the park for hours.” Here's how it's formed and some examples of its usage: Examples | Attinmative Positive Negative Interrogative/Question Subject+ had + been +Base | Subject +had not (hadn't) + been+ Had + Subject + been + Base Form of Form of Verb +"-ing" Base Form of Verb +"-ing” Verb + "ing"? Thad been watching TV all day. Thad not (hadn't) been watching TV all day. Had I been watching TV all day? Thad been studying for hours before I took a break. T had not (hadn't) been studying for hours before I took a break. Fiad T been studying for hours before | took a break? “They had been cleaning the house when the guests arrived. Had they not (hadn't) been cleaning the house when the guests arrived? Hed they been cleaning the house | when the guests arrived? ae