DOHHIHHAID IAS IO SHAN} bh SHED ED AD ED DAD ED ED BD A SISPSHISBTS SoD DEMOCRATIC REPUBLIC OF THE CONGO MINISTRY OF HIGHER EDUCATION INSTITUT SUPERIEUR D’ARCHITECTURE ET D'URBANISME «1.$.A.U » KINSHASA/GOMBE PREPARATORY SECTION DESIGNED FOR THE PREPARATORY LEVEL STUDENTS By Senior Lecturer EMBONGO KASOL Jeampy || ACADEMIC YEAR: 2019-2020 _ SSRLPHSSSS BPO Se 5 AD EDD SS Ob BD 2CONTENTS... 9. INTRODUCTION. OBJECTIVES OF THE COURSE..... LES u LESSON THREE: LESSON FOUR: TELLING AGE LESSON FIVE: DAYS OF THE WEEK .. LESSON SIX: MONTHS OF THE YEAR LESSON SEVEN: TALKING ABOUT THE TIME ABREVIATION LESSON EIGHT: FIGURES LESSON NINE: CALCULATIONS LESSON TEN: ARTICLES... LESSON ELEVEN: PREPOSITIONS. LESSON TWELVE: CONJUNCTIONS LESSON THIRTEEN : PRONOUNS LESSON FOURTEEN: ADVERBS... LESSON FIFTEEN: CONJUGATION IRREGULAR VERBS DIALOGS CONCLUSION .... BIBLIOGRAPHY... ‘ON ONE: GREETINGS AND FAREWELLS ON TWO: TELLING NAMES (Full name and eenly).. ELLING ADDRESS AND REPLY REPLY. Annan RH 26I PREFACE This present handout has been designed to help students who are in the preparatory level to improve their English knowledge In fact, as English is the most spoken language in the world and also used in the most of the best different books, novels and interesting Scientific documents, we have duties and tasks to equip them increasing their abilities and skills by some grammar lessons in order to communicate sither locally or abroad. A part from the introduction and conclusion, the whole material is divided into fifteen lessons. Each one has its particularity and Contributes to the scientific increasing of the learner. A list of dialogs to be done is included to grant students some words and expressions to use during conversation. OBJECTIVES OF THE COURSE At the end of training, students of the Preparatory level will be. capable of understanding and mastering the basic Notions of grammar ; capable of reading any scientific text; Capable of taking notes rapidly - Capable of listening and Speaking English fluently.2 LESSON ONE: GREETINGS AND FAREWELLS GREETINGS FORMAL GREETINGS Good morning! Good afternaon! Good evening! Hello! How are you? INFORMAL GREETINGS Hit How is it? How goes it? Haw are you going? How are you keeping? How are you doing? How are you feeling? How are you getting on? How is the life? POSITIVE ANSWERS AND REPLY I'm fine. And you? I'm very well. How about you? I'm alright. What about yourself? I'm healthy. I'm quite well. I'm sickless. I'm OK. Not so bad. Everything goes right. Splendid. Excellent. Great, terrific, wonderful, fantastic.3 MIDDLE ANSWERS I'm so-so I'm a little bit fine I'm up and down I'm well NEGATIVE ANSWERS (human organism) I'm sick/ ill/ unwell I've got a bit of temperature I've got a back-ache I've got a belly-ache I’ve got a stomach-ache I've got a headache I've got a toothache I've got a sore throat I've got an eye-ache I'm under the weather Not so good Worse and worse Too bad EXPRESSIONS OF FAREWELLS See you! See you soon! See you next time! See you later! See you tonight! See you tomorrow! See you next week! See you next month! See you next year! See you the day after tomorrow! Be seeing you! So long! Good-bye!ACQUAINTANCES AND REPLY How do you do! How do you do! (Reply) It is very nice to meet you. Nice to meet you, too. (Reply) (I'm) very delighted to meet you. (I'm) very happy to meet you (I'm) very glad to meet you. (I'm) very good to meet you. (I'm) very pleased to meet you. (I'm) very satisfied to meet you. THANK YOU EXPRESSIONS AND REPLY Thank you. Thanks Thank you very much. Thanks a million. Thanks a great deal. Thanks even so much. Thanks a lot. | appreciate it. I'm very grateful. You're welcome. Not at all. Think nothing of it. Don’t mention it. No problem/ no matter. Take it easy. Forget it. Don't worry about it. Anytime. My pleasure. Never mind.5 LESSON TWO: TELLING NAMES (Full name and reply) What's your name? What's your last name? / family name/ surname? What's your first name? / given name? What's your middle name? What's your nick name? > My name is > I'm going by the name of > im... LESSON THREE: TELLING ADDRESS AND REPLY Where do you live? Where do you dwell in? | live in Lemba township, on Mole street, N°57 | dwell in Ngaba commune, on Kaziama Avenue, at 20. LESSON FOUR: TELLING AGE AND REPLY How old are you? I'm thirty years old (reply) How old is your wife? She is twenty years old. How old is your husband? He is twenty-four years old. Are you ten years old? No, | am eighty years old. How old was daddy? He was fifty.PATTERN PRACTICE My brother is nearly eight. Our father was almost twelve. The principal must be over forty-five. My youngest sister will soon be about twenty. My fiancé is under thirty-six. LESSON FIVE: DAYS OF THE WEEK The seven days of the week are : Monday Tuesday Wednesday Thursday Friday Saturday Sunday Note: in a week, there are odd days and even days. PRACTICE Today, yesterday, tomorrow If today is Wednesday, then tomorrow will be Thursday, and yesterday was Tuesday. We can also say : the day after tomorrow will be Friday; the day before yesterday was Monday;OT EXERCISE Answer these questions: @) What day is if today? b) What day will it be tomorrow? c) What day will it be the day after tomorrow? d) What day was it yesterday? e) What day was it the day before yesterday? f) If the day before yesterday was Tuesday, what day will it be the day after tomorrow? LESSON SIX: MONTHS OF THE YEAR The twelve months of the year are: January; February; March; April; May: June; July; August; September; October, November, December. Note: the initial of the month must be written in capital letters. e.g. Friday, December 15", 2010READING THE DATE The year: We do not usually read the year 1971 as “one thousand, nine hundred and seventy-one’, instead of nineteen seventy-one, reading the number as two separate pairs of figures-nineteen and seventy-one. Similarly we say: King William Pepple of Bonny was born in eighteen seventeen (1817) Freetown was founded in seventeen eighty-seven (1787) Ghana became an independent State in nineteen fifty-seven (1957), and a republic in nineteen sixty (1960). LESSON SEVEN: TALKING ABOUT THE TIME QUESTIONS: What's the time? What time do you make it? What time is it? What time do you have? ANSWERS First (O'clock It's 12 noon (midday/ midnight) It's two O'clock It's ten shap Second (half it's half past midnight It's half past twelve (in the afternoon) Third (quarter) . It's (@) quarter past three or at (a) quarter to three._ SD 9 It’s (a) quarter past eleven or at (a) quarter to eleven. Eourth (minutes’ I's twenty-three minutes past four. (It's 4.23) It's twenty to five. (It's 4.40) Note: They can also use AFTER instead of PAST and OF instead of To. e.g One after eight (8h01') Fifty-nine after eight (8h59’) Eight one (8h01’) One minute to nine (8h59') Fifth (a.m and p.m) a.m : ante-meridian Itis7.10am itis 5.20am At4am p.m : post-meridian > Itis 3.10 p.m » Itis 10.10 p.m > Itis 2.15 p.m > At7 p.m ABREVIATION 7.15 10.11 12.03 IDIOMATICAL EXPRESSIONS OF THE TIME At five o'clock About eleven o'clockAbout midnight About ten o'clock It's ten past six o'clock At exactly four o'clock On the stroke of three From nine o'clock onwards Shortly before seven Shortly after seven It's late He's late My watch is six minutes slow My watch is six minutes fast One day/ morning/ evening This evening, tonight Tomorrow morning Yesterday evening Monday morning 'm going (on) Monday morning The next day A week on Monday (Monday week) A fortnight on Monday Next week This (coming) week Last week Come on Monday Come one afternoon Every other Monday Every Monday | spent the whole Sunday doing the cleaning. In the early afternoon/ evening Mi-june I've a meeting late morning In the sixties, in the 60s In the early/ late sixties In the seventeenth centuryIn the 17% LESSON EIGHT: FIGURES 1. NUMBERS a. Cardinal numbers One(1), two(2), three(3), four(4), five(5), six(6), seven(7), eighta) nine(9), ten(10), eleven(11), twelve(12), thirteen(13), fourteen(14), fifteen(15), sixteen(16), seventeen(17), eighteen(18), nineteen(19), twenty(20), twenty-one(21), a/one hundred(100), a/one hundred and one(101), a/one thousand(1,000), a/one thousand three hundred and forty-five(1,345), one/a million (1,000,000), a/one billion (1,000,000,000), a/one trillion (1,000,000,000,000). b. Ordinal numbers First (1°) Second (2") Third (3°) Fourth (4°) Fifth (5") Sixth (6") Seventh (7") Eighth (8) Ninth (9") Tenth (10") Eleventh (11%) Twelfth (12°) Thirteenth (13°) Fourteenth (14") Fifteenth (15") Sixteenth (16") Seventeenth (17") Eighteenth (18")Nineteenth (19") Twentieth (20") Twenty-first (21") Thirtieth (30%) Fourtieth (40%) Fiftieth (50") Sintieth (60") Seventieth (70") Eightieth (80") {one} hundredth (100%) Two hundredth (200) One thousandth (1,000th) One thousand three hundred and forty-fifth {1,345 th) Onva millionth (4,000,000 th) Onefa billionth (4,000,000,000,000 th) 2. FRACTIONS, DECIMALS AND EXPONENTS a) Fractions Y sthree ifites 4 sfour eighths YY : three quarters Vy: alonelone second ! one over two st five and three rinths X salone quarter K salone fifthb) Decimals 20,9 : 20.9 (twenty point nine) 3,2 O28 5,3 5.3 10,223 210.223 06 06 c) Exponents 74: seven to the fourth power 32: three to the second power 5°; five cubic or five to the third power 10°; ten to the fifth power LESSON NINE: CALCULATIONS A. ADDITION G) plus © equals! is eg 43+32=? 43. three plus two equals five. 32 Four plus three is seven. Then forty-three plus thirty-two 75 is seventy-five B. SUBSTRACTION SUBS TRAV minus/ take away/ remove ©) remains/ rests! is/ leaves e.g 42-12=? 42 Two minus two rests zero. Four minus one rests three 12 Then forty-two take away twelve remains thirty. 30C. DIVISION ©) divided by © equals/ is &.g 8:2 = 4 — eight divided by two equals four/ eight into two goes four 99:3=7 99 ka Nine divided by three equals three. Three by three equals -9_33 nine. | underline nine minus nine equals zero. Zero og divided by three impossible. | get down nine. Nine divided = by three equals three. Three by three equals nine. Nine minus nine rests zero. Then ninety-nine divided by three equals thirty-three. D. MULTIPLICATION ® multiplied by! by/ times ©) equais/ makes! is e@g 1x1 = one once equals one 1x2 = one twice equals two 1x3 = one three times equals three eg 43 Seven times three equals twenty-one. | write one i keep two. xf Seven times four equals twenty-eight plus two equals thirty 301 Then forty-three times seven equals three hundred and one. LESSON TEN: ARTICLES INDEFINITE ARTICLE 1. We use the indefinitive article before a singular, countable noun. It is used when we are talking about something in general or when it is mentioned for the first time. e.g. | saw a man outside the bank selling watches. A pet can be a good companion for the elderly. It is also used for jobs: e.g. My aunt is a doctor. He is an architect.DEFINITE ARTICLE The definite article the is used in the following ways ; a. when something has been referred to before or is knowledge : EN e.g. | wouldn't buy a watch from the man standing outside the bank b. when there is only one of something : €.g. The Earth, the Sydney Opera Hause c. with rivers, seas, oceans, mountains, regions, national groups and countries which are groups of States : e.g. The United States, the Nertherlands, the Atlantic, the Himalayas, the Irish d. with buildings : e.g. He’s in the office at the moment. e. with species : e.g. the cat, the polar bear f. with superlatives : e.g. The biggest tower in the world. The greatest sportsperson The most important question g. with musical instruments : e.g. | play the piano very well. h. When talking specifically about something: e.g. The life of an airline pilot is hard. 3. (Omission) of article a. with most streets (except for the High Street), countries, single mountains, towns, cities (except for the Hague), lakes. e.g. Australia, Mont Blanc, Tokyo b. when talking about sports e.g. | play football well. c. when a noun is used generally : e.g. Life is hard. d. with illnesses; ; e.g. She's off school with chickenpox16 4, Expressions e.g. You go to prison if you have been found guilty of a crime. You go to hospital if you are sick. You go to the prison or to the hospital to visit someone there orto work. Other expressions which don't take an article include : to go to bed, to have lunch, dinner, breakfast, to go on holiday, to go to work, in October to hold office, etc. LESSON ELVEN: PREPOSITIONS Prepositions in both French and English can have many different meanings, which present considerable difficulties for the translation. Some prepositions are listed below. AT e.g | am waiting for you at the third stop. | left home at three o'clock. The train stopped at Matete. In e.g lamin the classroom. He lives in china. They are dwelling in France. To e.g | go to the theatre. { go to Berlin. I go to church. By e.g | go by bike. | recognized him by his clothing. This T-shirt is made by hand.ON e.g We are going on horseback. Are you going on foot? | put the mobile phone on the table. On the page15. WITH e.g A house with five rooms. A man with blond hair. | receive you with open arms. OF e.g A shout of triumph. Give me a cup of coffee. To die of hunger. SINCE e.g Since Monday. | am here since a long time. FROM e.g From now! | will be there from five o'clock. from afternoon till night. BEFORE e.g He comes to visit you before you leave. l.reach to school before everybody. OUT OF e.g | am out of danger. BETWEEN e.g Between France and Greece. He is sitting between two girls.AMONG e.g He prefers to stay among his enemis. DURING e.g | wear coat during sprinter. People will spend much money during the elections. FOR €.g This pen is for me. TILL €.g | am at Ngaba township till night. Be there till the teacher will come. IN FRONT OF e.g The principal is in front of the college. The teacher is standing up in front of the door. BESIDE e.g —A house beside the lake. — | feel very underdressed beside you. WITHOUT €g He won't go without me. Without saying something. Without hope. DESPITE @.9 ~ Despite what she says. ~I did it despite myself.SOME WORDS AND MASONRY EXPRESSIONS wv Door : binged, revolving, or sliding, barrier which closes an entrance. > Ceiling: plastered upper surface of a room concealing the rafters or floor-boards above. Cornice : the crouving overhang of an entablature. Gutter : small open water-course; through under eaves to carry away rainwater. > Slab: flat piece of stone; large, heavy piece, church. > Septic tank: outdoor tank in which sewage is broken down by bacteria. > Cesspool: tank of brick or concrete, usu. underground, for collecting sewage. Balcong : small balustrade plat form projecting from an upper floor of a bulding Water tightness : so close-fitting that no water can get in or out. ® Slope : inclined direction, line or surface. Plaster. miniature of lime, sand, and water used to coat walls or celings Parch roof: roafed approach to a doorway. Party wall : a common of two pices of property. Land: dry solid part of earth’s surface. Floor: horizontal surface forming bottom of room, passage or building. Masonry: stone work and the craft of one stone wall building including the preparation and fixing of the stones. Window : opening in wall, roof to admit light and air, usu filled by glass panes in a movable frame. Column : pillar, tall shaft or support, Beam (wood): long horizontal piece of timber, steel, light alloy or . concrete Used in building to carry great weight. » Fanlight: sash or windaw over a door. v v v v vv yvv v wv Wall: upright structure, usu of uniform thicknes, forming part of a room or building Partition wall: interior wall dividing two rooms. Gable: triangle piece of wall enclosed by end of ridged roof. Reinforced concrete: a concrete strengthtened by iron or steel bars embedded in it. Bar: long piece of rigid material often used is a banier or as a fastening, slab. Window Sill: horizontal legde under a window. Doorway: an opening closed by a door. Rafter: piece of timber supporting a roof. Roof : covering over top of a building, a house, a shelter. Room: walled-off area within a house or other buiding Storeroom: room in which articles are stored Dining-room: room in which dininer and other meals are eaten. Sitting-room: living room; reception room. Lounge : recline lazily, loll/ best bar in a public house. Kitchen: place where food is cooked. Corrider: long passage into which many doors open. Water-closet or toilet bavatory flushed by cistern (tank). Shower: brief fall of rain, hail or snow. Yard: enclosed area, usually paved, adjoining a building Sentry box: small doorless hut to shelter a sentry. Joint: It is the junction of two or more bricks or stones. If the joint is parallel to the bed of bricks or stones in a course then it is termed as bed joint. The joint which are perpendicular to the bed joints are termed as vertical joints or side joints or simply joints.> Frog: it is an indentation or depression on the top face of a brick made with the object of forming a key for the mortars. This reduces the weight of the brick also. > Plinth: it is the horizontal course of stone or brick provided at the base of the wall above ground level. It indicates the height of the ground level above the natural ground level. It protects the building from dampness. > Plinth Course: It is the top most course of the plinth masonry. > String Course:It is a horizontal projecting course of masonry projecting out of the face of the wall for shedding rain water off the face. It imparts an aesthetic appearance to the structure and is generally provided at every floor level. > Sill: it is a horizontal member of stone, concrete or wood, employed for the purpose of shedding off rain water from the face of wall immediately below the window opening. It gives support to the vertical members cf a wooden window frame. > Lintel: it is a hofizontal member of stone, brick, wood, iron or RCC used to support the masonry or load above an opening. > Jambs: these are the vertical sides of an opening for doors and windows. These nay be plain or splayed or may be provided with recesses to receive the frames of doors and windows. » Cornice: It is a projecting ornamental course near the top of a > ae ne the junction of a walll and ceiling. It is the extension of one or more course of stone or brick » arte S28 pa wa ate distbute the losa es placed under the end of a beam to over a greater area.> Masonry Bar: This section is dedicated to the do-it-yourselfers. It includes information on tools and equipment needed to get started, the basics of building concrete block walls, garden walls, patio pavers (sidewalks and patios), how to use mortar and grouting techniques. Also included in this section are the different sizes, shapes, types and kinds of masonry materials, and where you can go to purchase these materials. We'll also link you to other sites that might provide even greater information in helping you with your project! » Tools, Equipment and Materials: You've heard it said many times, having the right tools makes any job easier. Before you start, there are some basic tools and equipment you'll need. These tools may change depending on the type of job, but generally, the following tools are required when building a masonry wall: * Trowel: There are different kinds and sizes of trowels. The blade should be made of forged steel to last longer. Handles are generally made of plastic or wood, Blades vary from 9 to 12 inches in length and 4 to 7 inches in width. The larger trowels are used for spreading mortar. A variety of smaller trowels are used repairing old mortar joints and scraping off excess mortar. A trowel that you feel comfortable with can be used to do all of the above; however, you will need a separate tool to finish the mortar joints. S\.__ PHILADELPHIA ee, “Yes oeraia LONDON “resi The two most popular trowels are called the Philadelphia trowel and the London trowel. > Levels: Next to the trowel, the level is the second most important tool to have when building a wall. A good level is lightweight and absolutely straight. The better levels are called spirit levels because they contain alcohol in the vials instead of oil. Alcohol is more accurate.vy The purpose of the level is to keep the work you are doing plumb (even up and down, or vertically) and even straight across, oF horizontally. A good level usually has 6 vials, two in the center, and two at each end. The bubble must line up between the twe red or plack lines in order to be straight or level. If you lay more than one block at a time, you might want to get a level that is at least 36" long. Some levels are available up to 48", although mostly used by professional masons. Since most block is 16" long, you'll want a fevel between 18” and 24" Mason’s Line: In order to have an easier time laying a straight wall, a mason's line is recommended. It is recommended that you use a nylon or Dacron line, stretched between two corners (and anchored at the comers) of the wall you are building. By laying the line, you won't have to depend on your level as often, speeding up the job. A mason's line will let you build walls without bulges or hollows. A mason's line is placed very close to the block you are laying, but with enough room to still permit you to swipe off the excess mortar without disturbing the line. Steel Square: When laying your wall, you'll want to make sure your corners are at a 90 degree angle, assuming you're building a square or rectangle wall. A large steel square, usually 24” long, should be used for marking off corners when lying out the job and for checking corners as the wall is being built. If you are building a room, garage, etc., you'll also want to use a 12" square for checking window and door openings. If these openings are not square, the windows and door may not fit.LESSON TWELVE: CONJUNCTIONS Conjunctions are words or expressions which |ink word: phrases or clauses. They fall into two categories ns, subordinating. Seordinating ang A. COORDINATING CONJUNCTIONS COORDINATING CONJUNC TIONS: Definition These link two similar words or groups of words. (e.g. nouns, pronouns, adjectives, adverbs, prepositions, phrases or clauses). The principal coordinating conjunctions (or adverbs used as conjunctions) are : BUT e.g He's ill but he won't go to bed. AND e.g —My father and mother are out. —He could read and write. OR e.g —Do you want beef or ham? — We could go to the zoo or we could go to the beach. THEREFORE e.g —I think, therefore | am. — You are his friend and therefore mine. THEN e.g —We'll have soup first (and) then some fish. ~ On the left the church, then a few old houses.BECAUSE —| eat because I’m hungry. ; ; * — Because he dashed off a sonnet, he thinks himself a poet. HOWEVER e.g — If, however, you don’t agree. : — However hard she tried, she couldn't do it. — However much | try, you cry. YET e.g — Yet more. ~ As Yet nothing has been done. — Yet greater advantages. ELSE @.g — Come tomorrow or else it will be too late. — No one else could do it. Rey jon Some coordinating conjunctions are repeated: either ... or e.g Take either one or the other. neither ... or e.g The old man had neither friends nor money. B. SUBORDINATING CONJUNCTIONS These join a subordinate clause to another clause, usually a main clause. The principal subordinating conjunctions are: As Since Because (Just) as So that As... asMore ... than Before Until if Provided that When As long as After Unless Although As soon as In order to For fear that LESSON THIRTHEEN : PRONOUNS 4. PERSONAL PRONOUNS Suject (A) Object (B) ! me He—_——————— him She ———_——__——— her tt ———_______—_ it \W6 You —_—__—___————- you They ——————_——- them List A, pronouns come in the first part of the sentence, before the verb- group. List B, pronouns come after the verb-group, or after a preposition €.g | saw her this morning. They met him on Monday. Mr Morris left it on the table. My sister sent you a letter. Rete them money this evening. © told us about the accident this afternoon2. REFLEXIVE PRONOUNS Singular Plural Myself ourselves Yourself yourselves Himself themselves Herself Itself/ oneself e.g. - | am not myself today. - She has burnt herself. - We gave ourselves a little treat. Why are you talking to yourselves Only they themselves know whether it is the right thing to do. For the work to be done properly, one has to do it oneself. The prime minister wanted to speak to him herself. 3. RELATIVE PRONOUNS Definition Relative pronouns are words which introduce a relative clause. Who, that, what, which, whose, whom, where, when ... e.g. | bought the book which you recommended. Note: which is the relative pronoun, “which you recommended” is the relative clause and “the book” is the antecedent (i.e. the noun the relative pronoun refers to). e.g - Do you know the man who lives here? - | Have lost the lighter which/that he gave me last time: - It's a pastime that | love. That's the house where | was born. What happened is none of your business. Here are the things which I need. My friend, whose father had an accident. This is Jackson, whose brother you already know.4, POSSISSIVE PRONOUNS Here are possessive pronouns: Mine Yours His singular Hers Its Yours Ours plural Theirs @.g { Whatis its name? (street) What is her name? (woman) What is his name? (man) e.g - Our dog's hurt his/its paw. - The lion is hunting its prey. - They've bought their tickets/ they've bought theirs. | like dogs, but I’m afraid of yours. He's an old friend of mine. That mother of hers is driving me mad. ! quite like your hat, but ! prefer mine. Which car shall we take? mine or yours. What are your teachers like? Ours are nice. | brought my passport, but Marlene forgot hers. | have kept my motor bike but Paul has sold his. Ask your parents, I've already spoken to mine. Their flat is very similar to ours. like dogs, but I'm afraid of yours. Whose scart is this? It’s mine. 's this book yours? No, it’s hers. Whose is this? yours or HisLESSON FOURTEEN: ADVERBS Adverbs are normally used with a verb to express - How When Where With how Much intensity To what extent A. ADVERBS OF MANNER These are usually formed by adding-by to the adjective. (an action is done) Adjectives Adverbs Soft —-_____- softly Frank ———_____—_——- frankly Final ——————————— finally Absolute ——--—— absolutely Desperate ——————— desperately true ——_—_—_—_——_——- truly Simple —————-——_ simply New —_—————_—— newly Mad ——_—-——__—- madly Common——————__——commonly Precise —__________ precisely Deep ———_———— deeply Enormous ——-————— enormously Blind —__-————— blindly Careful carefully Obvious Obviously Brillian —__—— Brilliantly Good ——_—————— well Brief —_____—_—__—_—briefly Kind ———____—_—_ kindly Bad —_______—_ badly Better ———_—_——__— betterB. ADVERBS OF TIME These are not usually formed from adjectives, Here are the commonest ones: Then - at last, finally After - yesterday Today - sometimes At once - seldom Soon - often First - late Already - early Tomorrow - always Still, again - immediately Not yet - before e€.g - It's Christmas already. - Have you tried before? - He's still eating. - She hasn't arrived yet. C. ADVERBS OF PLACE Here are the commonest ones : Somewhere else Here There Far away On top, above Underneath Below Inside Outside In front, already Behind Everywhereeg - Don't stay outside. - My name is written onit. - What's inside? - Go in front ! D. ADVERBS OF INTENSITY AND QUANTITY These may be used with a verb, an adject Here are the commonest ones: tive or anott Hardly Enough, quite As much/ many A lot/ much/ many How Less More Nearly/ almost Little Only so So much/ many Very Too/ too much/ many A little e.g - You have had enough to drink. - We laughed a lot. - I'm feeling a little better. She talks too much. It's not warm enough. How funny! It’s so tiring. He's very shy. Too quickly.Zi LESSON FIFTEEN: CONJUGATION SIMPLE PRESENT TENSE This is used to talk about : permanent situations e.g. Most people access the Internet for information habitual situations e.g. | check my emails twice a day. in time clauses e.g. Once you finish your work, give me a ring. We usually play tennis until it gest dark. PRESENT CONTINUOUS TENSE This is used to talk about temporary situations e.g. I'm living at home until | find my own flat developing situations e.g. Traffic is becoming heavier and havier. events happening now e.g. Sit still while I’m talking to you! events in the near future e.g. John's leaving for Japon next week. PRESENT PERFECT TENSE This is used to talk about events or a period of time which : started in the past but are still true or are still contiming e.g. We've lived here for eight years. nt. happened in the past but have an effect in the prese | have to do &g. They've cancelled tonight's concert sO we'll Something else, "ve heard from Peter again.PRESENT PERFECT CONTINUOUS. TENSE This is used to emphasise the duration of a recent or ongoing event: e.g. Lars has been talking about his own experience-does anyone share his view? I've been learning English for six years. PAST SIMPLE TENSE This is used to talk about events in the past which : occurred at a particular time. e.g. The Titanic sank in 1912. | drove back from London last night. This indicates a completed action in the past with a fixed time phrase. happened regularly e.g. Matthew spent most weekends at tennis tournaments she burst into tears every time she heard his name. Note that would and used to are also used to talk about the past in this way. USED TO Used to expresses habitual actions in the past. It is followed by the infinitive and is used for actions which no longer happen. It is used also for permanent situations as well as habitual actions, e.g. | used to have tricycle when | was five years old. John used to have long hair before be joined the army. The negative is didn’t use to, @.g. | didn’ i g. | didn’t use to go abroad for my holidays before | won the lottery.Would is used for past habitual actions which were repeated infinitive without to. Woulg Woule takes an e.g. | would get up for work at seven, then get the bus at Seven-thin y. PAST CONTINUOUS TENSE This is used to talk about events in the past which : had a longer duration than another action eg. | was cutting up vegetables in the kitchen when | heard it on the six o'clock news. were temporary e.g. Norwich were losing two-nil, with only five minutes to go. It is also used to set the scene in a story : e.g. The sun was shining when the old man set off from the cottage PAST PERFECT TENSE This ig used to talk about events which happened earlier than something else. e.g, Ken sat in the dark miserably and thought about he had said to his girlfriend. Once | had finished my examen, | started clubbing again. Note that the past A perfect needs it i ortant to show atime difference to be used when it is imp: Pp, AST PERFECT CONTINUOUS TENSE This j his is used to emphasise the dur; ®9:1'd been working ation of a past event: for th it was time to move on. sens Company for twelve years andFUTURE TENSES There are many ways of talking ab Sometimes, more than one tense '!s possib| meaning out the future in English le, with no change of The future simple tense shall/will can be used for : > future plans , e.g. I'll give you a ring sometime. > definitive future events . e.g. Our representative will meet you at the airport. > predictions based on general beliefs ; e.g. Mass space space travel will soon become possible. > offers or promises relating to the future e.g. I'll prepare some salads for the party. I'll do my homework after this episode of the Simpsons. The “going to” future can be used for : > future plans, particularly if they are likely to happen soon. e.g. I'm going to clear out the kitchen cupboards at the weekend. intentions e.g. James says he’s going to work harder. » predictions based on facts or events in the present e.g. It's going to snow tonight. The present continuous tense can be used for: » imminent future events e.g. ['m having a meeting with charlotte at two o'clock. > definitive future arrangements €.g. Johnny's starting schoo! next September.The present simple can be used for : > events based on a timetable or known date. e.g. The plane leaves at 09:45. > future intentions e.g. NASA plans to send futher rockets to Mars. > definitive planned events eg. The new pool is due to open in April. The future perfect simple is used to refer to events that have not yet happened but will definitely do so at given time. This tense also conveys the idea of completion at some point in the future. e.g. This time next year I'll have finished my course. Space tourism will have become a reality by 2013. The future continuous tense is used to indicate certainly, when we are thinking already to a certain point in the future: e.g, Tom will be sharing an office with Fran. The future perfect continuous tense is used to indicate duration: e.g. At the end of June, Henry will have been working here for sixteen years.