ODA SBS G-10 Study Guide to English Textbook Units 1 & 2 PDF

ODASPECI ALBOARDI NGSCHOOLS ASTUDYGUI DETOUNI T1AND2OF GRADE10ENGLI SHSTUDENTTEXTBOOK BY ENDALENI GUSSI E OCTOBER, 2021 BI SHOFTU, ETHI OPI A I NTRODUCTI ON:HOW TOUSETHI...

ODASPECI ALBOARDI NGSCHOOLS ASTUDYGUI DETOUNI T1AND2OF GRADE10ENGLI SHSTUDENTTEXTBOOK BY ENDALENI GUSSI E OCTOBER, 2021 BI SHOFTU, ETHI OPI A I NTRODUCTI ON:HOW TOUSETHI SGUI DE Thisst udyguideisai medt oassi styouwit hmajorlanguagef ocussections foundint hef ir sttwouni tsofG- 10text book.I nor dert omakeabet teruseofthe mat er ial, Fir stgot hrought hel essonobj ecti vessetatt hebeginningofeachuni tandt he keygrammat i caalpoi nts.Thenr eadtheshor texplanat ionsandexampl esineach l anguagef ocussect ions.Asy our ead,tr yt oremembert heobjecti vessetandsee i fy ouareattaini ngt hem.Af tery ouhav ecompl etedasection,gotoyourtext book andf i ndt hesect i onwi t hthesamet opic/theme.Readaddi ti onalexpl anations thereandcompl etet heexer cises.Ifpossi ble,doitwithy ourfri end.Final l y,try revi ewquest ionsincludedatt heendofeachuni t. APdff ormatofr efer encebookisal soatt achedforf urt herreadi ngont hekey gr ammati cal poi ntsi ncludedi nuni t1and2ofyourt ext book: I nter mdedi ateEngl ishGr ammarI nUse byRay mondMur phy UNI TONE SPORTSANDFI TNESS Gener alobj ect ivesoft heuni t:Att heendoft hisuni tyouwi l lbeabl eto: · Li stasmanyspor tandf it nessact ivi ti esaspossi ble. · Tal kaboutt hesespor tandf it nesst ypes.  · Di scusst her ulesf ordi ff erentspor tgames. · Tal kabouty ourf avor it espor tsandEt hiopi anat hlet es. · Connectpi ecesofi nfor mat ionusi ngr elat ivepr onouns · Shar estori esoffamil i arat hlet es,Expr essdev elopment sov eraper iodof ti mesinceaspeci fi cti meinthepast · Useadv erbsoff requencyt otal kaboutr epet it ionofact ions/ event s · Tel lyourper sonal arr angement s/pl ansusi ngdi ff erentl anguagest ruct ures. · Compar epeopl eandt hingsusi ngst ruct uresofcompar ison · Complet e dif fer entt asks r elat ed t othe t opi c oft he uni tand maj or l anguagethemes KeyGr ammat ical Poi nts: · Pr esentper fect · Adv erbsoft imeand f requency · Rel ati vePr onouns · Modal ofadv icesuggest ion/ recommendat ion/ ,obl i gat ionandnecessi ty · Auxi l iar yver bsf ori ntent ions, plansandpr edi cti on Sect ionI :Pr e-r eadi ng Br ainst ormi ngact ivi ti es Li stspor tsandf it nessact ivi ti es Whatar eyouf avor it espor tsandl eisur eti meact ivi ti es? Whoi syouf avor it e/r olemodel athl ete?Why ? Whyar espor tsandl eisur eact ivi ti esper for med?Howi mpor tantar ethey ? LANGUAGEFOCUS1:RELATI VEPRONOUNS Who, whom, whose, whi ch, thatandwhose 1.MEANI NGANDUSE As thei rname indi cat es,rel ati ve pr onouns r elat ethe topi c/subj ectofour sent ence,thenounant ecedenttoit sdescri pti on.Thedescri pti onthatbegi ns wit har el ati vepr onouni scall edRELATIVECLAUSE. Basedont hef unct ionoft hedescr ipt ion, rel ati vecl ausescanbeoft wot ypes: 1.Relat ivecl ausest hatar eusedt omakecl earwhi chper sonort hingwear e tal ki ngabout. · Thei nfor mat ioni sessent ial /ver yimpor tant. 2.Relat ivecl ausest hatar eusedt ogi vemor einf ormat ionaboutaper son,t hing orsi tuati on. · Thei nfor mat ionorext ranonessent ial. Theessentiali nfor mati oni ntr oducesDef ini ngRel ati veClause( DRC) , whereasthe nonessent ialinf ormat ioni ntr oducesNon-Def ini ngRelati veClause( NDRC).All rel ati vepronounscanbeusedi nbothDRCandNDRCwi ththeexcepti onofTHAT! THATi snotusedinNDRC. Astotheusepunct uat ionmar k,acommaort wocommascanbeusedi nthe caseofNDRC. 2.CLASSI FYI NGRELATI VEPRONOUNS Rel ati vepr onounscanbecl assi fi edi ntot wogr oupsbasedont hei rfunct ion: A.Per sonal :Subj ectandObj ectcases WHOandTHAT-bothsubj ectandobjectt oref ertopeople-TheseRPsar e equi val entt oper sonal pronounssuchSHE,HE,THEY,I ,andYOU. WHICH and THAT-bothsubj ectand obj ectt oref ert othi ngs-These pr onounsare equi val entt oITandTHEY. WHOM-Alway sobjectcasetoref ertopeopl e-Ther efor e,WHOM isthe objectfor m of' who'.Thi smeansy oucanuseeit herwhoorwhom asobj ectof theverb. Asyoumayhav eal readyunder stoodarel ati vepronouncanbeei therpl uralor si ngul arbasedont henumberofthesubj ecti tref ersto: Thet imewhi ch/ thati s... Thest udent swho/ thatar e.. Thegov ernmentwhoseci ti zensar esuf fer ing... B.Possessi ve · Whose-t oref ert opeopl e · Whoseandofwhi cht oref ert othi ngs Al lreal ti vepr onounscanbeusedassubj ect sorobj ect soft hev erbi nther elat ive cl ause. Exampl es: a) Thewomanwho/ thatsi tsnextt oyoui sournewmanager. b)Theschoolwhich/ thathaswonthepr izeforquali tyeducati oni sour s.( =Iti s ourschool which/ thathaswonthepri zef orquali tyeducat ion). I nthesesent encest her elat ivecl ausesar erespect ivel y: 1)who/ thatsi tsnextt oyou, and 2)whi ch/ thathaswont hepr izef orqual i tyeducat ion. Theirnounantecedents( topi c/subj ectsoftheverbare'Thewoman'and' The school '.Ther elat ivepronounsli nk/r elat ethesegr oupsofwords. Cany our ewri tethef oll owi ngsent encesAandBi ntoasi ngl esent enceusi nga rel ati vepr onoun? A.Ast udenthol dsabooki nhi shands. B.Thi sst udenti sexcept ional l yint ell i gent. A+B=? Thest udentwhohol dsbooki nhi shandsi sexcept ional l yint ell i gent. WHOSEandOFWHI CH Areusedwhenwet al kaboutwhatbel ongst othet het opi c/subj ect( =whatour subj ecthas/ possesses). Exampl es: Themanhasabl uecar. Themandoesnotseem t ofi ne. Thesameideacanbeexpr essedusi ngr elat ivepr onounsasdemonst rat edi nthe fol l owingsent ences. a)Themanwho/ thathasabl uecardoesseem t obef ine.OR, b)Themanwhosecari sbl uedoesnotseem t obef ine. Theref ore,i fyouhaveNoun1+blankspace+Noun2,andNoun2belongst oN1, thecorr ectrel ati vepr onount hatshoul dbeusedi ntheblankspacei s... Ans: Whoseorofwhi ch! Whi chr elat ivepr onounscanbeusedi nthef oll owi ngsent ences?  a)Thecount ry_ ___ _peopl ewor khar dwi l lnev erbesubduedt oext ernal f orces. b)Thef ami l y__ ___ _propert yhasbeendamagedwi l lrecei vecompensat ion f rom t he gover nment. c)Thecompany...pr oduct ioncapaci tyf all sunder5%i saboutt obesol d. 3.FURTHERPONTSONDEFI NINGANDNON-DEFI NINGRELATI VECLAUSES 1.Def ini ngr elat ivecl auses DRCsexact lyi denti fyorrest ri ctthesubjectwearetal kingaboutf rom f rom other si mil arandconfusi ngalt ernat ives.Ther efore, thedoubt'Whi chone?' won'tr ise! Exampl e: I fyourf ri endsay stoy ou: Thel adywho/ whom/ thaty ousawy est erdayi souraccount ant. I tisunli kelythatyoucanquesti onwhichladyheistal kingabout.Sheisal ready defi ned.Your f riendassumesthat !Shei stheoney ousaw y est erday.The probl em onlyri seswheny ousawtwoladi esyester day! Howdoy outal kaboutoneofy ourEngl i sht eacher sift her ear etwoormor ein yourschool ? Addi ti onal exampl es: a)Thehousewhich/ thatwasbui l tdur ingt heI tal i anoccupat ionmustbe r epl eni shed bef orei tgoesdown. b)Thecust omer swho/t hattradewi thusonr egul arbasi sshoul drecei ve ext rabonusof ser vice. Notethati fweomi tt herel ati vecl ausei nDRCsther ewouldadif fer entmeani ng orevenconfusi on.Thatmeanswecan'tomi tsuchcl auses.Becaref uli fyou wanttodoso. 2.Nondef ini ngr elat ivecl auses Theset ypeofclausear eusedaddit ionalinfor mation.Thei nf ormati oncanbe omittedifneeded.Therewi l lbenoconf usionorchangei nmeani ngfrom t he ori ginalone.Thenoun/topicwetal kaboutisal r eadydefinedpossibl ybecauseit i st heonlyoruniqueonej ustbyit snameormer eexist ence.Thisisusual l ythe casewi t huniqueobject sandf amouspeopleandt hi ngs. HowmanysunsandmoonsdowehaveonEart h?Bot hareuniquebodi es.Whi ch cl ause, DRCorNDRCisusedt otal kaboutt hem?NDRC,r ight ? Exampl es: a)Mr.Taddese, whoi sourschool dir ect or,i sasuppor ti veper son. b)Ato Endal e,ourEngl i sh t eacher ,madea mot ivat ionalspeech on school openi ngceremony. c)Der art uTul l u,whoi sawor ldcl assat hlet ecomesf rom Bokoj i ,Ar si. d)Isawourpr imemi nist er, whoi saNobel Laur eat e. Asy ouseei nsentencesa-d,t hethepeopleorthi ngswet al kaboutarealready known/ f amous/ uniqueone.Therefor e,noneedofdefi ning/rest ri cti ngwhot hey are.Thei nformati oni ntherel ati veclauseissi mplyaddit ionalonethatcanbe omittedwi t houtcausinganymeaningproblem. Alsonotethatt herel ati vecl ausecanappeari nthemi ddl eofsent enceasi na- c orattheendasinsent encedabove. N. B.' That 'cannotbeusedi ntheabov esent ences.Why ? Di scusst hedif fer enceofmeani ngi npai rsofsent encesgi venbel ow.Ar ethey gr ammati cal l ycorrect ?Comment. 1.A.Mymot her ,whohadnev erbeent oschool ,passedaway4y ear sago. B.Mymot herwhohadnev erbeent oschool passedaway4y ear sago. 2.A.Myonl ysi ster ,whowor ksi nabi gcompany ,ear nsagr osssal aryof 20, 000EBr. B.Myonl ysi sterwhowor ksi nabi gcompanyear nsagr osssal aryof 20, 000EBr. 3.A.Mybr other ,whoal way sli kest owi thme, isnowl eav ingf orGer many. B.Mybr otherwho al way sli kest o wi th me i snow l eav ing f or Ger many. LANGUAGEFOCUS2:MAKI NGCOMPARI SON LANGUAGEFOCUS3: EXPRESSI NGFUTUREPLANS, INTENTI ONSANDPREDI CTI ONS LANGUAGEFOCUS4:PRESENTPERFECT 1.MEANI NGANDSTRUCTURE Somet hinghappenedinthepastandy oudon' tknowwheni texact lyhappened. Howdoy out ellsomeoneasanews? Ifthe t i me atwhich the ev entoccurred was def ini tel yknown i tcoul d be expressedbyadv erbi alsoftimesuchasl astti me,y ester day ,aminut eago, before/aft eranot herevent ,1990' s,et c., A.Hewongol dmedali ncr oss- count ryBEFOREhescor edanot herv ict ory i n Ol ympi cs. B.Theytookl ongdi stancer unni ngast hei rbesti nter nat ionalat hlet ic debuti n1990' s. C.ONCEUPONATI ME, ther eli vedav enomouswi tch. Asyouseeintheseexamples,someadv er bialsoft ime(1990' s,onceuponati me andbefor e)ar eusedt oindi catedefini tepastev ent s.Andallthetensesare si mplepast.Noneofthesesentencesarebeingtol dasnews! NEWSiswhathappenedv eryr ecent lyorwhathasasi gni fi cantef fectonort othe pr esentmoment. Ther efore,oneofanumberofsi tuat ionsi nwhichwehav etousethePRESENT PERFECTi swhenwewanttotel lnewsevent houghweknowi thappenedi nthe i ndefi nit epast. Theref oret hePRESENTPERFECTconnectsthePASTwi t hthePRESENT.Iti s pri maril yPAST.Ofcourse y ou can t ake i tasboth pastand pr esent.Iti s PRESENTandPERFECT( =COMPLETE) Exampl eincont ext : Mr.A: Iwantt oseey ourf ri end. Mr.B: Iam sor ryhei snoti nthet own.Hehasl eft. Mr.A: Whenhashel eft /Whendi dhel eav e? Mr.B: Idon' tknow. TheassumptionofMr.Aisthattheper sonhewantst oknowisaroundbutMr.B whoknowst hathef r iendlef tthetownperhapsmanyday sago,eventhoughhe doesn' tknowt heexactti me,tel lsMr.Basnews: Hehasl eft '. I fheknewt heexactti meori fassumest hiscan' tbeunexpect edf orMr.B, Mr.A woul drespondsaying:  Hel eftt hedaybef orey est erday.OR Hel eftmanyday s/al ongago. Gener all ythesi tuat ionsi nwhi chweuset hePRESENTPERFECTi ncl ude: 1.Whenwhatwetal kaboutpastev ent s/acti onsthatarest il lnews(r ecent i nfor mat i on) tootherpeopl eandt heti met heyhappenedi snot sur elyknownornoti mport ant. 2.Whenweexpr esswhathappenedv eryr ecent ly( justbef oret hemoment oft alk). 3.Whent hepastev ent/act ionwet al kabouthashasasi gni fi cantef fect onorr elat iont o thepresentev ent/act ion. 4.Whenwet alkaboutev ents/act ionst hathavebeengoi ngon/cont inuing foral ong f rom a defi nit e orindef ini te pastt othe pr esentorj ust compl eted CanyoumatchPRESENTPERFECTuses1- 4gi venabov etoexampl esent ences A-Dbel ow? A.Athl eteKeneni saBekel ehasbr okenwor ldr ecor dinhal fmar athon. Hav eyouhear d i t? B.Can' tyouseet hef lood?I thasr ained. C.Hehasbeenwi thussi ncey est erday. D.Ms.A:Wher eisAy ant u?Wher ehasshegone?Shehasbeenher ever y r ecent ly. Mr.B: Shehasj ustl eft.Shewon' tbef arf rom her e. Key :1A, 2D, 3B, 4C 1.St ruct ure: Act ivev oice: Has/ Hav e+v erb3 Passi vev oice: Has/ Hav e+been+v erb3 2. Adv erbi alsoft imeusedwi thpr esentper fect Themostimport antadv erbi alsoft imet hatar ecommonl yusedwi tht hepr esent per fecti ncl ude: · FORandSI NCE-f orcont inui tyofev ent /act ionf rom pastt othepr esent  Si ncerefer stoadefi nit et i merefer encesi nthepastsuchas-y est erday , l astcent ury ,thi s mor ni ng,(i n)1990, etc. , · complt edacti onverbs/ clausessuchas-shecame,t heywonmedal ,you enr oll edint heschool, OR · pastevent ssuchas-t heopeningoftheschool ,thebegi nni ngoft henew era, thedeathoft hePM,herchi ldhoodet c., Fori susedt ostat ehowl onganev entoract ionhasbeeni npr ogr essf rom t he past.Iti saboutdurat ion. The expressi ons whi ch f oll ow forinclude:three mi nut es/ one year / many cent uri es/a couple ofni ghts/ a decade/a whi le/a shor tperi od ofti me/a moment... Exampl es: Year shav epassed. JUST,RECENTLYandLATELY-f oract ions/ event sthathappened/complet eda shortti meago.Justnor mall ycomesbtweentheauxi li aryandt hemainv er b. Latel yandr ecent lyar eusual l ycomeatt heendofthesentencej ustaftert heverb. Exampl es: Hehasj i stl eft. Shehasmadef li ghtr ecent ly/ lat ely. EVERandYET-foracti ons/ ev ent sext endi ngfr om thepastorexpect edtohappen ti llpresenti nnegati vestatementsandquest ions.Yetisusedatt heendof sentence Exampl es: Haveyouev erbeent oAmer ica?( =Doy ouhav eexper ienceofAmer ica ev enonce? ) Hav en' ttheyar ri vedy et?No, theyhav en' tar ri vedy et. Addi ti onal poi ntsonAdv erbsoft ime Thi smor ning/t hisy ear /thi ssemest er, LANGUAGEFOCUS5:ADVERBS I ntr oduct ion Adver bspr imari l yaddmeani ngt over bs.Theymayal somodi fyadj ect ivesor evenotheradver bs. Exampl es: A.Shei samazi ngl ybeaut if ul Adv erb+adj ect ive B.Shedancedbeaut if ull y. Ver b+adv erb C.Shedi dherj obsowel l. Adv erb+adv erb I nt heabov esent ences,AMAZINGLYandSO ar eadv erbsofdegr ee,wher eas BEAUTI FULLYi sanadverbofmanner. Adver bsgener all yst atethedegree/ lev el/ int ensi ty,manner ,fr equency ,ti meand pl aceofcer tai nqual i tyoract ion. 1.ADVERBSOFTI ME Adv erbsoft imet ell ust het imewhensomet hinghappens. Quest ion: If Isayt heper sonwho, thenIwi l lsay : Thepl ace_ ___ __ Thet ime_ ___ ___ Ther eason_ ___ _ Adverbsoftimeincludesomeoftheti meadv er bial swediscussedunderpr esent pefect.Pleaserevi se.Mostadver bsoftimeusuall ycomeattheendofsentences eventhoughf ew other scangoi nthemiddl eofsenteces.Adverbsofti mear e fr equentl yusedatt hebeginni ngi nspeechforemphasi s. Exampl es: Ionl ysawhi m ay earago. Hei sst il ldoi nghi spr oject.Hehasn' tfi nishedhi spr ojecty et. Tomor row, wear egoi ngt ohav easpeci alcl asssessi on. Questi on:Pl easethedi ff erencebetweenthefol lowi ngpairsofquest ion.Mi nd youhavetocomeupwit hclearunder standi ngwhentheschool begi ns! 1.A.Ihav ebeent oAddi s.  B.Ihav egonet oAddi s 2.A.Ihav ecutmyhai r. B.Ihav emyhai rcut. 2.ADVERBSOFFREQUENCY Adv erbsoff requencyanswert hequest ion: Howof ten? Theyst atetherepet it ion/osci ll ati onofcert ainacti on/eventperuni ttime.Thi s meanstheyt ell ustheinter valatwhichagi venevent /acti onrepeat s(i tself ). Adverbsoffr equencyi ncl udeof ten,usuall y,ev eryday ,oncei nasecondandso on.Theint erv alcanbefi xed/ def ini teorrandom/indef init e. Adverbsoffrequencythatthatexpr essfi xedi nterv alatwhi chanact ion/ event repeat sitsel farecal l edADVERBSOFDEFI NI TEFREQUENCY.Thoseadverbs whichdonotexact l ystatet hi sint erv alarecal ledADVERBS OFI NDEFINI TE FREQUENCY. 2. 1ADVERBSOFDEFI NITEFREQUENCY Adverbsdefi nit efrequencyareusuall yphr asesint roducedbydet er miner ssuch asPER/ ONCE/EVERY+auni toftime( year,cent ury,second,dayandsoon). Otheradver bsofdefini tefr equencyi nclude: Year ly,monthl y,dai ly ,annual l y,semi annual l y,quar ter lyandbi annual l y,on Sunday s, ev er ymor ni ng Q.Wher edoy out hinkadver bsofdef ini tef requencygoi nasent ence? Adverbsofdef ini tefrequencyusual lygoatt heendofsent ences,af tert hemai n act ion/ev enexpressedinourverb. Exampl esent ences: a)Fami neoccur swhen( ever )/ev eryt imewarbr eaksouti nthi scount ry. b)If oll owonl i newebi narev erySundayni ght. c)Ear th' smagnet icpol esf li psov eronceev ery25mi l li ony ear s. d)Ir evi semyl essonsev erydaydur ingt heni ght s. e)Hepay susar egul arv isi tonSunday s(=ev erySunday ). f )Theypayt hei rtaxesannual l y. Notet hatwemayuset heseadverbsatt hebegi nni ngofsent encesf ort hesake ofemphasi s/f ocus/ str engtheni ng. 2. 2ADVERBSOFI NDEFI NITEFREQUENCY Mostadv erbsofi ndef ini tear eregul ari nfor mat ion.Theyi ncl ude: Always(=allthetimeorev eryti me) ,f requent ly,usual ly ,ever ynow andthen, againandagain, r egularl y,r epeatedl y,( quit e)often, somet imes, ever ,sel dom, rar ely, hardl y(ever ),scar cely( ever )andnev er. Adverbs ofi ndefini tef requencyare usual l yused t otal k abouthabi t s and repeat edacti onsandhencethepresentsi mpleandpastsi mpletenses.Theycan beusedinall tenses. Q.Cany ouguesswhereinsent encetheset ypesofadv erbsgo?Wr it esome exampl esofyourownbefor eyoureadt heexampl esgi venbel ow. Adv erbsofi ndef ini tef requencyoccupyt hreemai nposi ti onsi nsent ences: 1.Bef oresi ngl emai nact ionv erbs 2.Af termai nver b't obe' 3.Bet weenauxi l iar yandmai ninmul ti plev erbpat ter ns. Exampl es: a)Shei sal way sbusy. b)Hehasal way slov edher. c)Weof tengot hroughhar dti mes. However,adverbsofi ndefi nit efr equencywithnegat ivemeani ngsuchasnever , sel dom,r ar ely,hardl y( ever )andscarcel y(ev er)canbeusedatthebegi nni ngof sent encesfort hesakeofemphasis. Insuchasscenar i o,thesent encewouldnormall yhaveaninv ersi onfor m which seemsani nter rogati vesentenceev ent houghthesent enceissti llasimple stat ement.Ther eforeaperi od,notaquesti onmarkususedattheendofthese sentences. Exampl es: a)Har dlydoessheunder standadv ancedal gebr a. b)Nev erhassuchapai nful thi nghappenedi nthehi stor yoft henat ion. c)Rar elydi dtheyt ryt oimpr ovet hei racademi cper for mance. LANGUAGEFOCUS6:ASKI NGFORANDGI VINGADVI CE A.KEYGRAMMARPOI NTS Adv ice=uncount abl enoun Adv ise=t ransi ti vev erb Thenoun' adv ice' isr elat edt o'r ecommendat ion' ,'consul tat ion' or' suggest ion'. Recommendationandsuggest ionarebothcountnouns.Theseal ternati vewords aremoreformalthanadvi ceandt her eforeusedinspecifi ccontexts.Whatare thei rver b,adj ecti veandfor ms? Because'adv ice'cannotbecount edasone,t wo,et c.,y oucan' tsay' anorone advi ce'! Youcanmodi fyi tusi ngcountnoununi tssuchas' api ece, abi t,aki ndorasor t'. Exampl e: Letmegi vey ouapi eceofadv ice.Ori npl ural sense, Letmegi vey oupi ecesofadv ice. Quest ion:I sthe foll owing sent ence gr ammat ical l ycor rectand appr opr iat e? Di scusswit hyourf riend. Any /someadv ice/ suggest ion/ recommenat ionmayhel p'. Whatdoy out hinkaboutsuggest ionandr ecommendat ion? What ist he agent action indi cator f orm of advi ce? What i sits cor respondi ngaction r eci pient ?( Ans:advi sorandadvi see!Ri ght?Canyou nameotherwordst hatendi n'- er/-or' and' -ee' ?? Ver bs t hat coll ocat ed wi th adv ice/ suggest ion/ recommendat ion i ncl ude: gi ve/pr ovide/ off er Ver bpat ter n: Advi se+obj ect+f ull inf ini ti ve Recommend + obj ect + f ull i nfi nit ive Suggest+obj ect+bar einf ini ti ve Suggest /recommend+ger und Exampl es: Iadv ise/ recommendYOUnotTOSTAYl atei nyourbed. IsuggestYOUnotSTAYl atei nyourbed. Isuggest /recommendWAKI NGUPear ly. Note:Thewordswri tt enincapsaretheobj ectandappr opr iat ever bpat ter nsf or eachwordsofadvi ce/r ecommendati on. B.SI TUATI ONSFORADVI CE Whatsit uati onsarer equir edt oaskf orandgi veadv i ce?Well.Theyincl ude probl ems,i ssues,t roubles,di ff icult ies,sickness/ ailment ,fi asco/ fai l ure,wor ri es andsoon.Advi cecanbegi veni nt hefollowingcontext : 1.whensomeoneshar eshispr obl emswi thuswi thoutr equest ingabout whatsheorhe shoul ddo,or 2.whensomeonedi rect lyr equest suswhatsheorheshoul ddo. Dial ogue/conversat ioncont extadvi ceusuall yassumessomeki ndofcloseor expertrel ationbetweenpeopleinv olved.Wemayseekadv i cefrom parent s, fr iends,experts orprof essi onal s such as teacher s,l awy ers,psychol ogist s, physici ans,andsoon. Whenweaskpeopl eforadvi ce,theymayrespondordecl inebasedont hei r per sonal sit uat ion, proxi mit y,wi ll ingnesst ohel p,exper ti sel evel, etc. , C.KEYTOTACKLI NGQUESTI ONS Note:Whendeal i ngwithadvicer elat edconver sati onquesti onyouhavet ofi rst i dentif ytherel ati onshipbetweent hepeopl einvol ved.Youhavet oalsor emember t hatpolit enessisthekey! How doweexpr esspol it eness?Don' tbeorappearrudewhenaski ngforand gi vi ngadvi ceaswel lasr espondi ngtor espondi ngtopeopl ewhogi veyouadvi ce. EXPRESSI ONSANDPHRASESUSED 1.EXPRESSI ONSTOASKFORADVI CE Howdoyouaskforadvi ce?Whatexpressi onsdoy our emember ?Whatki ndof gr ammat ical l ystr uctur esareof tenused? Expr essi onswhendi rect lyaski ngf or/ seeki ngadv ice: · Whatdoy ouadv iseme? · Whati syour( wor dof )adv ice/ recommendat ion? · Whatshal l /shoul dIdonow? · Whatdoy out hinkIshoul ddo? · Whatwoul dyoudoi fyouwei nmyshoe?  · Theexpr essi on' i nmyshoes' means' i nmypl ace'. · Doy ouhav eanyadv icef orme? · Ineedy ouradv ice. · Pl ease, tel lmewhatt odo. Tomakey ourequestmor epol it eyoucanusemodalverbswould/ coul dinpl ace of'do'and' what' whi chseem moreofaski ngt hanrequest ing.Youcanal soadd theint erjecti on'please'. Exampl e: Woul d/Coul dyoupl easet ell mewhatIshoul ddo? N. B:I fy ouhavecl oseorfamil ialt yperel ati onshipyoucanuse'can'i npl aceof ' woul d/coul d'andt henadd'pl ease'.Donotuse'coul d/woul d'+' pl ease'. Exampl es: I fyouasky ourf ri end: Cany oupl easegi vemeapi eceofadv iceonhowt odeal wit hmywor ri es? Thei nt erj ecti on'please' intheabov esentenceisaddedj usttomakey ourequest stronger.Asy oumayhav enoti cedintheaboveli stedexpr essi ons,ourrequest doesn'tnotal way sneedtobeinint err ogati veforms.Wecanuseimperati vesand statementsaswel l. 2.EXPRESSI ONSFORGI VINGADVI CE Howdower espondt orequest sforadv ice?Li stsomeexpr essi onsy ouknow. Someoft hecommonex pressi onsandphr asesusedi ncl ude: · I fIwer eyou/ IfIwer einy ourpl ace/ shoes, Iwoul d.... · It hinky oushoul d/hadbet ter /oughtt o... · Hav eyou( ever )tr ieddoi ng... ? · Myadv ice/ suggest ion( fory ou)i syoumayneedt o... · Whydon' tyout ryt his/ studywi thy ourcl assmat es? · Ist rongl yadv ise/ recommendy out oref rai nfr om usi ngdr ugs... · Youmayneedt oconsul t/ seey ourdoct or. · Whati f...  · Youcan... · Howabout …[Opt ional :Myadv icewoul dbe…] [ Opt ional :Hav eyout houghtof …] 3.DECLI NINGTOGI VEADVI CE Someti mespeoplemaydeclinetoprovi deuswi t hwhatt heyt hinkri ghtduet o di ff erentr easonsIment ionedint heintr oduct ionpart.Pl easerev ise. Thefoll owingar eexampl esofexpr essi onsandphr asest hatmaybeusedi n suchcontext. · I ' dbehappyi fIcoul d(hel pyou) ,butIcan' tsay. · Iam af rai d,Iam notexper ttodot hat. · Iam sor ry, Iam i ntr oubl etoo.. · Sor ryIcan' t... · May be you need t o consul t someone wi th exper ti se/ prof essi onal experi ence? 4.REJECTI NGADVI CE I nsomer areoccasi onpeopl emayr ejecttheadvicewegi v et hem.Thi sisact uall y rude.Thebasicassumpti onisthatthereisofcour setheclosenessbet weenthe peopleinvol vedincommunicat ionandt headvicegivenissil lyorunat tai nabl e. Her ear esomepossi bleway stodot his! · Oh, iti sbet tersai dthandone ( =Iti seasi ert oadv iset hant odot heact ual thi ng). · Thanky ouf ory ouradv ice, butIdon' tthi nkt hatcanr eal l ywor kout. · Howdoy out hinkIcanhandl esuchdi ff icul t/ sil l ythi ng? · Ar eyouser ious/ kiddi ng?Howcomey ousayt hat... · Sur e,someoneel semaydot his, butIam sor ryIcan' t. · It hanky ouf ort headv icebut... TASK: Creat eani magi narydi ffi cultsi tuati onortakey ourownr ealcasewit hyourf ri end, andthenpr act iceexchangingy ourr olesusi ngtheexpr essionsl ist edinthi s l essonsect ionory ouown. LANGUAGEFOCUS7:MODALVERBS 1.OBLI GATI ONANDSTRONGADVI CE 1. 1MUST I t' samust.... MUSTandMUSTNOTar eusedi nfor mal rul esandr egul ati onsandi nwar nings. They expr ess st rong obl i gation, formal wr i tt en announcements, the opini on/suggest i onoft hespeakerandar eassoci at edand toremindoursel ves todosomet hingwehav ecommi tt edt oorbel i evein. Foradviceyoumayal t ernati velyusethephr ases: I (strongly)suggest/ recommendr eading... Theyr ecommendmet ocomet oyou Sci ent i sts suggest that students dev el op keen i nter est i n science educati on. St udyt hef oll owi ngexampl esi ncont ext. A.Youmustsi gnthet i meat t endancer egularl yandt i mely.( Command) B.Requestsmustbemadeatl eastadaybef oredepartur e(formalrule) C.Youmust n'tsteal.It' sv er yi mmor alact ( str ongnegat iv eobl i gation, suggesti onoft he speaker ) D.Wemustwi thstandt heseper sonalchal lengest oprovesuccessful(to remind ourselvestodosomet hi ng,personalcommi t ment ) Usef ulAssumpti ons: Whati sbeingsai d(Ur gent ?ver ynecessar y?) Whoissayi ngtowhom?Abossandempl oy ee? PROHI BITI ON/RESTRICTION Youarenotall owedt o.... Iti sstri ctl yfor biddento... Visi tor smustnotl eaveanyusedf oodl eftov eri nthecamp. DEDUCTION/CERTAINITY MUSTisusedtoassertwhatweinferorconcl udetobet hemostl ogi cal or rat ional i nterpr etati onofasit uati onorevent. Evi dence-concl usionreasoningpr ocess! Aswedonothav eal lthef act s,i tisl esscer tai nthanwi l l. When deduct ion i s mer ely based on y ourper sonalbel i efs( because y ou under standpeopl eandsi tuat ionet c.).Orf orgr ant edf act s,useWI LLi nst eadof MUST! Thenegat ivef orm ofMUSTher eisCAN' T-Pr esentNegat ivededuct ion A:Hewal kedacr osst heSahar adeser t! B:Youmustbej oki ng!Shecan'thaveat en- yearol dchi l d!She' sonl y t went y-f ive her self! PastDeduct ion-Thi nkaboutbot hnegat iveandposi ti vev ersi ons! 1. 2.HAVETO HAVETOexpr essesageneralobl igat i onbasedonal aworr ule,orbasedont he aut hor i tyofanotherper son. Str ongerthanMUSTbecausei ti schi efl yusedwit hext er nalauthorit y/thesubj ect i sobjective. Chil drenhavetogot oschoolunt ilthey'r esixt een(I t' sthelaw, chil d' sright) DON' THAVETOexpressest heabsenceofobli gat ion. Youdon' thav etogotoAmer i cajustt olear nEngli sh.Youcanl ear nonl i ne. Somet imeswecanuseei therHAVETOorHAVEGOTTO.ButweuseHAVETO wit hfr equencyadverbssuchasalway s, never ,normal ly,r arel y,somet imes, etc. Iof tenhavetoworkattheweekendtogetev eryt hingdone. WiththepastsimpleHAD TO isusedespeci al l yinquest ionsandnegat ive sent ences. Whendidyouhavetogivei tback? Wedidn' thavetowaitt oolongforananswer 3.SHOULD/OUGHTTO/HADBETTER Wecanof tenuseeit herSHOULDorOUGHTTO total kaboutobl i gat ionsand recommendat i ons,al thoughSHOULDismuchmor ecommon.Theydescr ibea sortofobli gati onwherey ouhav eachoi ce. Therefor e,i tissoft erthanMUST! Exampl es: It hi nky ou shoul d wearyourgl asseswheneveryou feell i ker eadi ng outdoor. Ihaven' theardfrom herf orages.Doy outhi nkIshoul dgiv eheracall? Idon'tt hinkparent sshould/oughttogivethei rchi ldr enbigsum ofmoney. WecanuseHADBETTERi nsteadofSHOULD/OUGHTTO,especial l yinspoken Engl ish,t osaythatwethinkitisagoodideat odosomet hi ng.Wepref eri tifwe wanttoexpr esspart icul arurgencyandindemandsandt hreats. Ifyoudon'tfeeloky oudbetteraskhi mt ogoinstead(goodideatodo somethi ng) There' ssomeonemov ingaboutdownstair s.Wedbet tercal lthepoli ce, qui ckl y. ( urgency) Thenegativefor mi sHADBETTERNOT.I nquesti onformst hesubj ectcomes aft erHAD. Hedbetternotbelateagainorhe' llbei ntroubl e. Hadn'twebettergetataxi? SHOULDexpresseswhatmayr easonablybeexpect edt ohappen.Expectat ion meansbeli evi ngt hatthi ngsareorwi l lbeaswewantt hem tobe.Thisuseof SHOULDcarri esthemeani ngof"ifeveryt hinggoesaccor dingtot hepl an,then somet hingshoul dhappen" ;t her eforeitdoesn'tsuggestnegativeorunpl easant i deas. Youhavewor kedhar d.Youshouldpasst heexam. I fthefl i ghtwasont i me,heshouldhav earr ivedinBokojiearl y. 2.POSSI BILI TYANDSPECULATI ON MAY expresses t he possi bil i tyt hatsomet hing wi l lhappen ori s al ready happeni nginthepr esent. WemaygotoWanchit hisyear.Wehav en' tdeci dedyet. A-"Wher e'sy ourbrot her,son?"B-"Idon' tknow.Hemaybehav inga shower ". MIGHT,l i kemay,expr essespossibi li ty,buti smoretentat iveandsl