Documente Academic
Documente Profesional
Documente Cultură
Topics Discussed:
Shopaholics (Listening page 49)
Complaints (Addtl reading page 63)
Role of money (Discussion page 59, TED Talk: How money can buy happiness)
Technology (TED Talk: The funny unintended consequences of technology,
Additional Ideas on page 76)
Vocabulary:
UNIT 3
Return/exchange Cheapskate
UNIT 4
Grammar Points:
- Adverbs
- Viewpoint Adverbs
- Focus Adverbs
- Frequency Adverbs
- Linking Verbs
- Adj/Adverbs and Nouns with Enough
- Adverbs- Positive, Comparative, Superlative
- Comparisons
- Equal Comparisons
- Unequal Comparisons
- Multiple Number Comparisons
- Double Comparisons
- *Comma*
Adverbs
● Used to describe adjectives, other adverbs, and verbs except linking verbs
○ Verbs: My cat waits impatiently for his food.
○ Adjectives: This book is more interesting than the last one.
○ Adverbs: He did his work extremely well.
4 Types
● Adverbs of Manner
○ Describe HOW something happened
○ Generally used with other action verbs
○ Often added by adding -ly to the adjective
○ Appear after verb or its object, or at the beginning of sentence.
■ Ex. Gracefully, Elena danced ballet.
■ Ex. The boy laughed loudly.
■ Ex. badly, happily, sadly, slowly, quickly, and others that include well,
hard, fast
● Adverbs of Degree
○ Describe the degree/intensity something happened
○ Answers “To what degree?” or “How much?”
○ Can be used with verbs, adjectives, or other adverbs
○ Appear before main verb/adjective/adverb they modify (except enough)
■ Ex. Are you warm enough?
■ Ex. She was entirely wrong in her judgement.
■ Ex. He drove very quickly.
■ Ex. almost, much, nearly, quite, really, so, too, very
● Adverbs of Place
○ Describe where something happened
○ Answers “Where?”
○ Used with verbs
○ Appear after main verb or object
■ Ex. I’ll meet you there after class.
■ Ex. Victor put the book away.
■ Ex. above, below, here, outside, over there, there, under, upstairs
● Adverbs of Time
○ Describe when something happened
○ Used with verbs
○ Answers “When?” or “How long/How often?”
○ Appear at the end of the sentence (except still)
■ Ex. They are still learning the basics.
■ Ex. The package arrived yesterday.
■ Ex. last week, a few months ago, afterwards, already, always,
immediately, last month, now, soon, then, and yesterday
Viewpoint Adverbs
● Add information about the speaker’s opinion of events.
● They do not usually give information about how. INSTEAD, the modify the whole
sentence.
● Viewpoint adverbs modify the ENTIRE sentence rather than just certain elements within
it.
● Common viewpoint adverbs:
Seriously, personally, unluckily, undoubtedly, theoretically, unbelievably, confidentially,
truthfully, technically, definitely
● Viewpoint adverbs can go anywhere within the sentence (exception: Maybe and perhaps
have to go at the beginning)
○ When at the end, a comma must precede them.
○ If the viewpoint adverb is in the middle, you should follow these rules:
1. It should go before the main verb (neg. too)
She unbelievably answered every question correctly.
The girl truthfully told her mother what had happened.
2. It should go between an modal verb and the main verb
You should definitely tell him the truth.
3. It should go after the verb ‘’to be’’
He is definitely the craziest president the U.S. has ever had.
This is seriously the worst thing.
Focus Adverbs
- Place the focus, or emphasis, on specific words
- Generally go before the word(s) they are modifying
- Position in sentence STRONGLY affects their meaning
- COMMON ONES:
- Only, just, really, simply, merely, almost, even
- In spoken english, their meaning is made clear by stress or intonation
- I ONLY asked Kim where she was going. (That’s all I did.)
- I ONLY asked KIM where she was going. (Kim is the only person I asked.)
- I ONLY asked Kim WHERE she was going. (I didn’t ask her for other
information.)
- EXAMPLES:
- Even Shelley complained about them.
- (Focus on Shelley= she was not supposed to complain)
- I almost told June about the surprise party.
- (Focus on told=I was about to, but I changed my mind.
- I told almost everybody about the surprise party.
- (Focus on everybody= I told many people)
Frequency Adverbs
- Express how often something happens
- COMMON ONES:
- Always, usually, often, sometimes, seldom, rarely, hardly (ever), never
- Placement
- If using main verb:
- Go before main verb.
- If an auxiliary verb is present
- Goes after first auxiliary verb
- If using “to be”
- Goes after be
- Sometimes can go at the beginning of a sentence
- EXAMPLES:
- I always know when Frank comes home because his car is so loud.
- Wes has often been caught speeding.
- As a child, Carl was seldom told how smart he was.
- I have never been so embarrassed.
Linking Verbs
- Belong to a special category of verbs that connect (or “link”) the subject with the subject
complement
- They are NOT action verbs, and therefore, may not be modified by an adverb, only BY
ADJECTIVES
- COMMON ONES:
- Seem, taste, stay, appear, become, remain, sound, feel, look, be
- EXAMPLES:
- The owner of the dog felt bad about the incident.
- I am happy that you decided to go.
- The coffee smells good.
- Feel, look, smell, and taste can ALSO be action verbs.
- When they are, they CAN be modified by an action verbs
- To determine if it is an action verb, check to see if the verb has a direct object
- EXAMPLES:
- I tasted the snails cautiously before I ordered more.
- The nurse felt Albert’s ankle carefully before he decided to take the x-ray.
Comparisons
- When making comparisons, be sure that like entities are being compared
- If comparing possessives, use the possessive form
- Examples
- His grades aren’t as good as his brother’s.
- For other subjects, make sure other subjects are of the same class
- Singular subjects: use THAT OF to avoid repetition
- The motor of a Japanese car is more reliable than that of an American
car.
- Using that of instead of repeating “the motor of”
- Plural subjects: use THOSE OF to avoid repetition
- The students of Blair University presented more interesting topics than
those of the University of Hopkins.
- Using those of instead of “the students of”
Equal Comparisons
- Shows that two entities are exactly the same (or, in the case of negative, are not)
- Use as to show the equality of the comparison
- Placement:
- Subject + verb + as + adj/adv + as + noun/subject pronoun
- EXAMPLES:
- Tony is as worried about the situation as I.
- Natalie drives as well as I do.
- Tony can run as fast as his brother.
- That book isn’t as difficult to read as yours.
- To compare nouns, use as much/little or as many/few
- EXAMPLES:
- I have as much information as he does.
- Tracy’s apartment has as little furniture as yours.
- With a negative verb, it is possible to use so + adj/adv + as
- EXAMPLES:
- Hank isn’t as tall as Mark.
- Nicole isn’t so impatient as her father.
Unequal Comparisons
- Shows that two entities are comparable to a greater or lesser degree
- Use comparative structure
- Placement:
- Subject + verb + comparative adj/adv + than + noun
- EXAMPLES:
- My jokes are funnier than yours.
- Karen is taller than you, but shorter than I.
- The shoes that are on sale are more expensive than the pair in your
hand.
- To intensify, add much or far before the comparative form.
- subject + verb + far/much + comparative adj/adv + than + noun
- Jessie’s car is much more expensive than James’s.
- Your necklace is much prettier than Lucy’s.
- To use nouns in an unequal comparison, use as more/fewer/less
- There are fewer students in our school than in yours.
- Sally has less homework tonight than last night.
- We need more examples than the ones in the book.
Double Comparisons