COMMUNICATIVE GRAMMAR III

I BIMESTRE
ESCUELA: Inglés

NOMBRES: Lic. Paúl González T.

FECHA: ABRIL – AGOSTO 2009

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 PAST PERFECT
 By the end of the evening, it had won
four Oscars.

 … (more than any foreign language film

had ever gotten)

 Before this, Lee had made big, successful

English language movies …

 By 9:00 A.M., I hadn’t even gotten up!

 Use the past perfect to show that
something happened before a specific
time in the past.

 We often use the past perfect and the

past perfect progressive with By(a
certain time)
By 2000, I had left my hometown.
By the time I graduated, I had been
working in a restaurant.
 PAST PERFECT PROGRESSIVE

 For six years, his wife had been

working as a researcher, …

 … he had been writing scripts …

 Use the past perfect progressive to
talk about an action that was in
progress before a specific time in the
past. The progressive emphasizes the
continuing activity, not the end result.
 FUTURE PROGRESSIVE (unit 5)

 Her son will be waking up soon

 Use the future progressive to talk

about actions that will be in progress at
a specific time in the future.
 FUTURE PERFECT (unit 6)

 A typical college freshman will have

gotten eight credit card offers by the
end of the first semester.

 Everything you bought on that card will

have cost twice as much as the actual
price.
 Use the future perfect to talk about a
future action that will already be
completed by a certain time in the
future.

 We often use already and yet with the

future perfect to emphasize which
event will happen first.
 By the time I graduate, I will have
already gotten a job.
 FUTURE PERFECT PROGRESSIVE

 …By the end of tonight’s Money Talks,

we’ll have been traveling for a month,
…
 … I’ll have been paying interest for
nine months on pizzas I ate last
September!
 Use the future perfect progressive to
talk about an action that will be in
progress at a certain time in the future.
The action may start sometime in the
future or it may have already started.
NEGATIVE YES/NO QUESTIONS AND
TAG QUESTIONS

 Use negative yes/no questions and tag

questions to:
 Check information you believe to be
true.
 Comment on a situation.
 TAG QUESTIONS

 That’s not in Seoul, is it?

 You’re not from Rio, are you?
 It gets awfully hot here in the summer,
doesn’t it?
 You could tell right away by my accent,
couldn’t you?
 TAG QUESTIONS: statement + tag

 The statement expresses an

assumption. The tag means Right? Or
Isn’t that true?
 If the statement verb is affirmative, the
tag verb is negative.
 If the statement verb is negative, the
tag verb is affirmative.
 Use the same auxiliary that is in the
statement.

 If the statement does not use be or an

auxiliary verb, use an appropriate form
of do in the tag.

 In the tag, only use pronouns.

 NEGATIVE YES/NO QUESTIONS

 Don’t you miss your family …?

 Hey, didn’t you buy anything?
 Haven’t we met before?
 Aren’t I right?

 We almost always use contractions in

negative questions.
 ADDITIONS USING SO, TOO,
NEITHER, NOT EITHER, and BUT

 We use additions to avoid repeating

information.

 Additions express similarity or contrast.

 SO AND BUT

 Paul is a firefighter, and so is Gerald.

(Paul is a firefighter. Gerald is a
firefighter- SIMILARITY)

 Andrea stayed in Germany, but Barbara

didn’t.
(Andrea stayed in Germany. Barbara
didn’t stay in Germany- CONTRAST)
 TOO

Paul likes hunting … Gerald does too.

Paul is a firefighter, and Gerald is too.
Paul can play chess, and Gerald can too.

 Additions always use a form of be, an

auxiliary verb, or a modal.
 NOT EITHER AND NEITHER

 Clearly, heredity doesn’t completely

govern our lives. Our environment
doesn’t either.

 Mark has never been married, and

neither has Gerald.
 Use neither or not either if the
addition follows a negative statement.

 So, too, neither, or not either

express similarity.

 But is used in additions of contrast.

EXPRESSING AGREEMENT USING SO,
TOO, NEITHER and NOT EITHER
 A: I like spicy food.
 B: So do I. (or I do too).
 Informal: Me too.

 A: I don’t like spicy food.

 B: Neither do I. (or I don’t either).
 Informal: Me neither.
 GERUNDS

 Dining on fast food has become a way

of life…
 But apart from the speed of ordering
and getting served, …customers talk
about…
 …fast-food restaurants may prevent
families from spending quality time
together…
 A gerund can be used as a noun.

Swimming is good exercise. (Subject)

She likes swimming every day. (Direct

object of the verb like)

She is crazy about swimming in the

ocean. (Object of preposition).
 Many verbs are followed by gerunds.

She enjoyed swimming with the team.

They considered reducing fats in the food.

I keep searching for an answer.

 Many adjectives (and prepositions) are
followed by gerunds.

 Gerald is interested in joining the team.

 Gerald is excited about joining the
team.
 I don’t approve of eating fast food.
 I’m tired of eating pork.
 You can use a possessive before the
gerund.

 I didn’t like his ordering fries.

 I dislike Julio’s eating fast foods.

NEGATIVE FORM: not + gerund

I considered not cycling up the mountain.
 INFINITIVES

 …it’s easy to see that fast-food

restaurants … aren’t going away.

 It’s a high price to pay for convenience.

…people don’t want to waste time.
 Some verbs can be followed by the
infinitive.

My brother needs to read this book.

She refuses to eat fast food.

I chose not no give up meat.

 Many verbs that are followed by an
infinitive may take a noun or pronoun
between them.

I urged him to order fries.

She convinced Bob to join the team.

My classmates expected me to say

something smart.
 The infinitive can often follow an
adjective.

We are ready to start the course.

Bob was surprised to read the number

of calories.
 The infinitive can also follow certain
nouns.

 It’s time to eat.

 Paul made a decision to quit smoking.

 It’s a high price to pay.

 MAKE, HAVE, LET, HELP and GET

 But how do trainers … make them

“dance”?
 … a trainer lets an animal act freely.
 …parks wanted to have dolphins do
tricks.
 Gary Priest … helped the keepers
train the elephants…
 But how do trainers get a nine-ton
whale to do acrobatic tricks
 LET (let + object + verb)

 This construction means "to allow

someone to do something.“

John let me drive his new car.

Will your parents let you go to the

party?
 MAKE (make + object + verb)
Make
 This construction means "to force
someone to do something."
FORM
[make + person + verb]
USE
This construction means "to force someone to do something."
My teacher made Examples: me apologize for what
I hadMysaid.
teacher made me apologize for what I had said.
Did somebody make you wear that ugly
Did somebody make you wear that ugly hat?
She made her children do their homework.
hat?
She made her children do their
homework.
 HAVE (have + person + verb)
 This construction means "to give
someone the responsibility to do
something."

Dr. Smith had his nurse take the

patient's temperature.
Please have your secretary fax me the
information.
I had the mechanic check the brakes.
 GET (get + person + to + verb)
 This construction usually means "to
convince to do something" or "to trick
someone into doing something."
Susie got her son to take the medicine
even though it tasted terrible.
How can parents get their children to
read more?
The government TV commercials are
trying to get people to stop smoking.
 HELP (help + base form)
(help + infinitive)

Help + base form of the verb is more

common.

He helped me understand the problem.

He helped me to understand the
problem.
 PHRASAL VERBS

 A phrasal verb (two-word verb) has

two parts:
come back
 come – main verb
 back – particle

Particles often change the meaning of the

main verb.
 TRANSITIVE PHRASAL VERBS

 He had set it up on a busy street.

 The desperate owner tore down the

old entrance and put up a new one.
 Transitive – take objects.

He picked out a nice suit.

pick out – phrasal verb

a nice suit - object
 Most transitive phrasal verbs are
separable. This means that noun
objects can go:

Turn off the TV.

(after the particle)

Turn the TV off.

off
(between the verb and the particle)
 If the direct object is a pronoun, it
must go between the verb and the
article.

 Turn it off.

 Turn it down.

 Pick me up at 7 P.M.
 INTRANSITIVE PHRASAL VERBS

 But customers rarely came back.

 His action paid off.

 Feng shui has caught on with

homeowners and architects
everywhere.
 Some phrasal verbs are
intransitive. They do not take an
object. They are always
inseparable.
 INSEPARABLE TRANSITIVE

 … write down the date and time of the

call.
(This direc object is too long to go before
the particle.)

… get off the phone.

 Some transitive phrasal verbs are
inseparable. This means that both
noun and pronoun objects always go
after the particle. You cannot separate
the verb from its particle.

We should stick with the plan.

We should stick with it.

 SEPARABLE TRANSITIVE

 You hesitate to pick it up.

 “Junk mail” fills up our mailboxes (and

later our trash cans when we throw it
out).
 A small group of transitive phrasal
verbs must be separated.

You need to call Gerald back.

(NOT You need to call back Gerald)

Keep your coat on.

(NOT Keep on your coat)
 Some transitive phrasal verbs are used
in combination with certain
prepositions.

 The combination phrasal verb +

preposition (three-word verb) is
usually inseparable.

 This scientist came up with a new

idea.
 INTRANSITIVE (INSEPARABLE)

 You just got back from a long, hard

day at the office.

 “I’m hanging up now.”

 Phrasal verbs are more common in

informal writing than their one-word
synonyms.
 ADJECTIVE CLAUSES AFTER THE
MAIN CLAUSE
 For some, a friend can be a person who
chats with you on the Internet.
 …friendship is a relationship that
emphasizes sharing your innermost
feelings…
 We may not be able to select … the
people that ride the bus with us…
 ADJECTIVE CLAUSES INSIDE THE
MAIN CLAUSE

 For French friends, who enjoy arguing

about intellectual issues,
disagreement is “the breath of life.”

 …for Germans, whose friendships are

based on mutuality of feeling, deep
disagreement on any subject that
matters to both is … a tragedy.
 ADJECTIVE CLAUSES AFTER THE
MAIN CLAUSE
 It was a place where life was lived
intensely.
 …she feels no connection to the English
name of anything that she feels is
important.
 …he only has the Chinese that he had
learned as a child.
 ADJECTIVE CLAUSES INSIDE THE
MAIN CLAUSE
 …her friendship with Marek, whose
apartment she visited almost daily,
deepened…

 … many of the problems that he

describes are… connected to the
language.
ADJECTIVE CLAUSES WITH SUBJECT
RELATIVE PRONOUNS

 Use adjective clauses to identify or

give additional information about
nouns (people, places, or things).

 Adjective clauses can also identify or

describe indefinite pronouns such as
one, someone, somebody,
something, another, and other(s).
 In most cases the adjective clause
directly follows the noun (or pronoun) it
is identifying or describing.

 Sentences with adjective clauses can be

seen as a combination of two
sentences.

 Adjective clauses begin with relative

pronouns.
 Relative pronouns that can be the
subject of the verb clause are who,
that, which, and whose.

who or that – people

I have a friend who lives in Mexico

which or that – places or things

Ibarra is a city which attracts a lot of
tourists.
that is less formal than who and which
and more frequently used in
conversation.

 Use whose + noun to show

possession or relationship.

She is the neighbor whose house is for

sale
 IDENTIFYING ADJECTIVE CLAUSES

 Use an identifying adjective clause

(sometimes called restrictive) to identify
which member of a group the sentence
talks about.
 Do not use commas with this kind of
adjective clause.
My friend who lives in Chicago visits me
often.
 NONIDENTIFYING ADJECTIVE
CLAUSES

 Use an nonidentifying adjective clause

(sometimes called nonrestrictive) to
give additional information about the
noun it refers to.
 The information is not necessary to
identify the noun.
 Use a comma before and after the
adjective clause.
My best friend, who lives in Chicago,
visits me often.

 Do not use that to introduce

nonidentifying adjective clauses.

 Use who (people) and which (places

and things).
 Without commas the same sentence
has a very different meaning.
My sister, who lives in Seattle, came to
visit this year.
(The adjective clause gives additional
information, but it isn’t needed to
identify the sister)
My sister who lives in Seattle came to
visit this year.
(I have several sisters. This one lives in
Seattle)
 ADJECTIVE CLAUSES WITH
OBJECTIVE RELATIVE PRONOUNS OR
WHEN AND WHERE
 Relative pronouns can also be the
object of an adjective clause.

 The object relative pronoun comes at

the beginning of the adjective clause.

I love the books which he writes.

 Relative pronouns that can be the
object of the adjective clause are
who(m), that, which, and whose.

I read a book (that) she wrote.

 Use whose to show possession or

relationship.

That’s the author whose book I read.

 When and where can also be used to
begin adjective clauses.

 Where refers to a place.

This is the place where I work.

It was a place where life was lived

intensely.
 When or that refers to a time.

 I can’t forget the moment when you

saw the snakes.

 I remember the day that I met her.

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