Revision A
Tenses
| Tense | Form | Keywords |
| The present simple |
With singular subjects and the pronouns(He/ She/It), we add an -s or -es to the verb With plural subjects and the pronouns (I, We, You, They), the verb is in the base form |
always / usually / often / seldom / occasionally / weekly / daily / sometimes/normally/frequently/ from time to time/ generally/ every + time/ (once a week, a month, a year ,...) |
| The present continuous | am/is/are + verb + ing |
Now /right now/ nowadays / these days / today / at this time / at this stage / at this period / at this moment/ currently. Be quiet!, Listen!, Look!, watch out! |
| The Present Perfect |
Singular: has+past participle Plural: have +past participle |
since, for, lately, recently, yet, so far, ever, up to the present, never, already, just, at last, in recent times, till now, up to now, before |
| The Present Perfect Continuous |
Singular: has been + verb+ing Plural: have been + verb+ing |
since, for, how long, all(day, night, ...) |
| The Simple Past |
Verb 2 Regular verbs: we add -ed to the base form (visit-visited) Irregular verbs: verb 2 (go-went) |
Last (year, month, week, Summer, night….etc.), the previous (week, month, ...) ago, yesterday, in the past, once, in (a date in the past 1998, 2000, etc.), before (a week, a month....) |
| The Past Continuous |
Subject (Plural nouns, We, You, they) + were + Verb+ -ing …….. Subject (Singular nouns, I, He, she, it)+ was+ Verb + -ing ……… |
while / when / as / At this time last week, this time last year ….etc. / at 5 o’clock yesterday morning, at 8 o’clock this morning from 6 o’clock to 8 o’clock yesterday evening ..................... |
| The Past Perfect | had + past participle | after, before, when, by the time, by 1990,2000,.... |
| The Future with will | will+base form | perhaps, maybe, probably, I think, I hope |
| The Future with going to | be going to + base form | tomorrow, next (week, month, year, ...), in 2050,... |
Cleft sentences
- Cleft sentences are used to help us focus on a particular part of the sentence and to emphasise what we want to say by introducing it.
- Cleft means divided. In a cleft sentence, the information is divided in two. It is called ‘cleft’ sentence because there are two parts to the sentence.
- We use cleft sentences in order to emphasize certain pieces of information.
- We join the most important piece of information to a relative clause, often with
who, where, which or that.
We can start cleft sentences with the following phrases, among others:
The thing that …
The person who …
The time when …
The place where …
The way in which ...
When we begin a cleft sentence with It, the relative clause usually begins with that.
- Taha Hussein is especially famous for his work in literature.
It is for his work in literature that Taha Hussein is especially famous.
Example:
- The head teacher took our class to the museum on Thursday.
The head teacher was the person who took our class to the museum on Thursday.
The person who took our class to the museum on Thursday was the head teacher.
The place where the head teacher took us on Thursday was the museum.
The day when the head teacher took us to the museum was Thursday.
It was the head teacher that took us to the museum on Thursday.
It was on Thursday that the head teacher took us to the museum.
It was to the museum that the head teacher took us on Thursday.
Relative clauses
Relative clauses give us information about the person or the thing mentioned.
Defining relative clauses:
Defining relative clauses give us essential information.
We usually use a relative pronoun to start a defining relative clause: who, which, that, when, where or whose.
The relative pronoun in some defining relative clauses can be omitted.
The man who is wearing a leather jacket is very rich.(ü)
The man wearing a leather jacket is very rich. (ü)
Non-defining relative clauses:
Non-defining relative clauses give more detail/ (extra/additional) information about what is being talked about.
Non-defining relative clauses are enclosed between two commas unless completing the sentence.
In non-defining relative clauses, the relative pronoun is never omitted.
The architect of the tower was Ahmad Ben Baso, who began work in 1184 CE. (ü)
The architect of the tower was Ahmad Ben Baso, began work in 1184 CE.(x)
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Derivations
| Noun suffixes | tion | sion | ment | ance | ence | ism | ity | ure | er | or | ist | ice | cy | ness | ship | hood | dom | age | ian |
| Adjective suffixes | ic | al | ive | able | ish | ous | ful | less | ed | ing | ry | ent | ant |
| Verb suffixes | en | ate | ize | ise | ify |
| Adverb suffix | ly |
1. Noun
Nouns come :
1. After a /an / the /some / any
2. After prepositions (of, on, for, from, with, without, up, down, in, at, between, among, through, during, out, into, about, by, under, over, against)
3. After possessive pronouns his, her, my, its, our, your, their ( ‘s / s’ )
4. After the words ( this, that, these, those, little, a little, few, a few, some, many, much, most, other, another, any, enough, no, all, avoid, less, need, lack
5. After adjectives
6. At the beginning of the sentence as a subject.
2. Adjective
Adjectives come:
1. Before nouns
3. After verb to Be (am, is, are, was, were, be,..)
3. After intensifiers when they are preceded with be: (very, so, as, quite, too, really, a bit, rather, absolutely)
4. After some words (seem, look, appear, feel, get, become, find, found, smell, taste, sound, more, less).
3. Verbs
Verbs come :
1. After the subject
2. After (to)
3. After Modals(will, would, shall, should, can, could, may, might, must, have to, has to, had to, ought to)
4. After (had better, would rather)
5. After don't doesn't, didn't
6. After the verbs ‘( let, make, help +object+v-inf)
4. Adverbs .
Adverbs come :
1. At the beginning of the sentence, before the comma.
2. To describe the verb.
| Note: The order of the words if they come together is: |
Adverb - Adjective - Noun
They showed extremely positive attitudes.
be used to / used to
|
used to |
be used to |
|
We use 'used to' to describe past habits or past states that have now changed. Used to is followed by an infinitive. |
We use 'be used to' to describe things that are familiar or customary. Be used to is followed by (noun, pronoun, or verb in the –ing form)
|
|
When I was a child, I used to go to school on foot. My father didn't use to work on Fridays. Did you use to like cartoon films when you were young? |
|
Form:
be used to + (noun, pronoun, or verb in the –ing form)
I am used to speaking English.
He is used to speaking English.
They are used to speaking English.
She was used to speaking English.
We were used to speaking English.
used to + base form
I used to take music lessons when I was a child.
My father used to drive a bus.