manual mod 7 ing - intra.etpsico.ptintra.etpsico.pt/manuais/3aut/27.pdf · formation of adverbs...

Inglês 3.ºano

Módulo 7

Os Jovens e o Consumo

24 horas

ÍNDICE

Page

Planificação 2

Introduction 4

Text: You might be a shopaholic 5

Mind that attitude 6

Text: Fashion Addiction Getting out of Hand? 8

Formation of Adverbs from adjectives 11

Adverbs 12

Subordinate/Adverbial Clauses of Time and Cause 14

Text: A Nation’s Eating Habits 15

Quantifiers 16

Comparative and Superlatives (Revision) 17

Marketing 20

Reading Comprehension 22

Consumer Rights 27

Text: The Portuguese “Livro de Reclamações” 28

The Gerund “-ing form” 29

Campaign 40

Irregular Verbs list 41

Conclusion/References 44

1

Planificação Modular

Competências/Objetivos:

Alargar conhecimentos sobre diversos tipos de consumo, estratégias de marketing, direitos e deveres dos consumidores;

Potenciar tomadas de posição críticas e reflexivas;

Relacionar informação de várias fontes, sintetizando-a de modo claro e coerente;

Descrever características de alguns tipos de texto;

Compreender estratégias utilizadas no discurso publicitário (linguagem apelativa através do recurso a jogos verbais, metáforas, adjetivação…);

Distinguir diversos tipos de consumo;

Escrever textos simples e coesos (texto publicitário, logotipo, questionário…);

Descrever e comparar hábitos de consumo dos jovens em diversos contextos socioculturais;

Avaliar criticamente o papel do consumo, publicidade e marketing no quotidiano;

Alargar conhecimentos sobre a gestão equilibrada dos recursos naturais.

Compreender textos simples e variados no âmbito da temática a ser abordada;

Utilizar uma gama de vocabulário relativo ao consumismo (defesa, direitos e deveres do consumidor);

Desenvolver a capacidade de refletir sobre o processo de aprendizagem, mobilizando mecanismos de regulação;

Desenvolver hábitos de estudo autónomo.

Conteúdos (breve descrição):

Lexicais: Textos vários relativos à temática a abordar (Logotipo, slogan, texto publicitário, página de Internet, artigo de jornal, inquérito/ sondagem, questionário, carta de reclamação…).

Gramaticais: Formação de nomes por derivação e composição, comparativos e superlativos irregulares/ intensificação, uso de determinantes indefinidos/ quantifiers, advérbios e locuções adverbiais, gerúndio, frase composta por subordinação: adverbial (final, temporal)…

Tarefas / Atividades:

Exposição teórica/ prática;

Produção de pequenos trabalhos escritos;

Redação de enunciados diversos para aperfeiçoamento da competência escrita;

Apresentação oral dos trabalhos.

Diálogo vertical e horizontal;

Trabalho individual e de pares;

Audição de enunciados variados (textos, notícias…);

Exercícios de produção/ repetição oral;

Leitura e compreensão de textos;

Visualização de documentos autênticos;

Pesquisa e tratamento da informação;

Resolução de fichas de trabalho (diferentes tipologias);

Exploração de imagens;

Projeção de apresentações eletrónicas e de vídeos

Trabalho de apoio/acompanhamento aos alunos com necessidades de intervenção específicas;

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Recursos:

Textos de apoio;

Fichas de trabalho

Dicionários e gramáticas;

Suporte audiovisual;

Documentos autênticos;

Computador e Internet.

Manual do módulo;

Bibliografia existente na biblioteca;

Avaliação:

Critérios:

Aquisição, compreensão e aplicação de conhecimentos;

Progressão na aprendizagem;

Participação no trabalho;

Espírito de iniciativa;

Capacidade de pesquisa e seleção de informação;

Criatividade e autonomia;

Comportamento, empenho; valores, atitudes, pontualidade e assiduidade;

Teste de avaliação sumativa e/ou trabalho escrito e sua defesa oral.

Instrumentos:

Observação direta;

Trabalho individual, em pares ou em grupo;

Leitura e Produção de textos;

Fichas de trabalho;

Fichas de avaliação;

Caderno diário;

Interação Oral

3

Introduction

Now that you already know what you are expected to do and how you are going to do it,

let’s start our journey!

Follow now your teacher’s instructions and you’ll notice how important it is to know

several languages and, of course, different cultures.

From now on, since you have a handbook where you’ll be able to find a fine set of

very important and interesting materials, all you have to do is to follow your teacher’s

instructions and have an attentive look at the sheets we included here and do the

exercises as well as the formative activities you’ll find in your workbook so that you

could feel prepared to conclude successfully the module no. 7.

Have a very nice work!

4

In Ensino Profissional, Nível 3, Inglês, Porto Editora


5

Read the text that follows and do the exercises.

MIND THAT ATTITUDE

1. Discuss the following:

In your view, do teenagers make decisions about their appearance based on their own desires?

Or do they just follow teen fashion? Or do they intend to shock the adult world?

Read the text. STANDING OUT & FITTING IN (AME)

An essay about tattoos and other trends…

Walking the halls around here, I feel I am in the

pages of a National Geographic rather than in a

nationally recognized high school. Every day I encounter

new levels and greater numbers of freakish behavior.

Abnormality has become the norm. It’s in to be out.

Baggy pants. Now I’ve been trying to figure this one

out for a few years. Why on earth do people buy pants

12 sizes too big? At first I suspected it was a ploy by

Jenny Craig to show the benefits of quick weight loss,

but after taking Biology, I thought perhaps it was a

result of paranoid guys worried about the effects of

tight clothing on their sperm count. However, this didn’t

explain why girls started wearing them too. Maybe they

are the clown-school rejects who just couldn’t cut it in the circus. A circus, however, is exactly what

school is becoming.

Grunge. The word says it all. Today, body odor is cool. A classmate recently confessed to me

that he has worn the same pair of sweats everyday this year without washing them once. He

explained to me that this was his unique way of expressing himself. I wondered if the fungi

gathering on his pants leg were feeling the same sense of liberation as him, but his “expression” was

making me queasy, so I left the subject alone. However, it is impossible to escape the grunge trend.

Last week, I accompanied some of my friends shopping for blue jeans. But they didn’t go for the

usual ones. They went to Urban Outfitters to look through the new shipment of “used jeans”. These

were torn, faded, and different colors as a result of feeble attempts to patch them up. Just what my

friends were looking for.

I watched, perplexed, as they quickly picked out their favorites. One pair a friend bought turned

out to still have gum stuck on the bottom, so that was a sort of a bonus I guess.


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Nasty pants aren’t the only trend going on lately. Body piercing is

also on the rise. It’s cool to turn your face into Swiss cheese. Are you mad

at your parents Jam a stud in your tongue. Is your creativity being

smothered by your teachers? Stick a safety pin up your nose. Desperately

desiring to confirm your individuality? Pierce your belly button.

How about tattoos? Here’s another way an oppressed person can vent

his or her frustrations with society. Have a complete stranger stick a

needle into you and dye your skin all different kinds of colours. One of my

friends recently got her own tattoo on her stomach. When I inquired why she got it, she replied, “I

want to be different”. Well, I hate to be the one to break the bad news, but she’s not.

This school is turning into a Time Life nature video, and I’m the endangered species.

Everyone is trying so hard to be different, that they all come out the same. Look at the “different”

students in the hall. They’ll have the huge pants, several decorations to show off their uniqueness,

especially nose/chin/eyelid/lip rings, and of course, the standard black shirts advocating some

sort of Satanic worship. Gee, if only I could be as rebellious as they are.

But I resist the temptation. I’m not slipping into this cliché of normalcy. I’m a rebel. I’ve decided

to keep my hair all one color. I refuse to desecrate my body with creative designs. I will only wear

pants that fit, and I don’t plan on putting any more holes in my body than nature intended. You

can call me weird, you can call me crazy, but whatever you do, don’t call me normal.

Comprehension

1. Scan the text and find this information.

a) Things the author compares his school with. b)

Reason why people have freakish behaviour.

c) The characteristics of the “used jeans” which shocked the author. d) The

description of making a tattoo.

2. Answer these questions.

a) Which trends does the author mention besides tattoos?

b) Why does the author compare a face with a Swiss cheese?

c) In your opinion what makes the author consider himself as an endangered species?

d) Comment on the following: “You can call me weird, you can call me crazy, but

whatever you do, don’t call me normal.”

e) Do you think the author has a point or not?


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Vocabulary Activity 1. Find seven words related to fashion and trends. Look for words beginning with C, F(2x), G, T(2x) and S.

C A F E R T Y U I N O P F K

L U T A T T O O S A G A C J

A I M G R U N G E O D M E H

S J P B W H H J A A Q W L G

S A J K F A S H I O N J Y F

I K N K A L J C V B H O T D

C D B F Z S D N E R T E S S

2. Now fill in the blanks with the words found.

a) Models work in . b) Nowadays there are so many that each one can have his

own way of dressing.

c) Someone’s attitudes and usual ways of behaving.

is all their general

d) She dresses in a remains in fashion year after year.

way so she

e)

are very popular among teenagers.

According to them, making pictures or designs on the skin is fantastic. f) These teens have a look. They insist on wearing the same

clothes day after day, even if they are completely dirty. g) A is a style, which gains and loses its popularity quickly.


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9



10


• Adverbs normally describe verbs, adjectives, other adverbs or whole sentences.

Ex: She walks slowly. ( How does she walk? Slowly. )

They say HOW (adverbs of manner - carefully), WHERE (adverbs of place – here), WHEN

(adverbs of time - yesterday), HOW MUCH/TO WHAT EXTENT (adverbs of degree – extremely)

or HOW OFTEN ( adverbs of frequency – usually something happens. There are also sentence

adverbs (probably, surely, etc) and relative adverbs (where, why, when).

FORMATION OF ADVERBS FROM ADJECTIVES

Adverbs are formed from adjectives + -ly Ex: careful – carefully , serious - seriously

Adjectives ending in consonant +-y - ily Ex: cosy- cosily , happy – happily , angry - angrily

Adjectives ending in –ic add –ally Ex: drastic – drastically , frantic – frantically

Adjectives ending in –le drop – le and add –

ly

Ex: horrible – horribly, terrible –terribly

Adjectives ending in –e add –ly Ex: scarce-scarcely but whole – wholly, true –

truly


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Adjectives ending in –ly (elderly, fatherly,

friendly, lively, lonely, lovely, motherly, silly,

ugly, etc) form their adverbs with in a(n)

….way/manner.

Ex: in a silly manner, in a friendly way, etc.



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1. Rewrite the sentences and put the adverbs in correctly.

1. We were in London. (last week) →

2. He walks his dog. (rarely) →

3. She waited. (patiently) →

4. My father goes fishing. (always) →

5. Your bedroom is. (upstairs) →

6. We don't go skiing. (in summer) →

7. Cats can hear. (well) →

8. I saw him. (there) →

9. The girl speaks English. (fluently) →

10. I have seen that film. (never) / (before) →

2. Find the adjective in the first sentence, underline it and fill the gap with the adverb.

1. Joanne is happy. She smiles_____________ .

2. The boy is loud. He shouts____________ .

3. Her English is fluent. She speaks English____________ .

4. Our mum was angry. She spoke to us ______________.

5. My neighbour is a careless driver. He drives____________ .

6. The painter is awful. He paints________________ .

7. Jim is a wonderful piano player. He plays the piano___________ .

8. This girl is very quiet. She often sneaks out______________ of the house.

9. She is a good dancer. She dances really_______________ .

10. This exercise is simple. You have to______________ put one word in each space.


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In Ensino Profissional,

Nível 3, Inglês, Porto


14

Editora

Writing Time:

Nowadays we have to be careful about our eating habits, as our health depends on it.

In pairs, students will check what each one ate the day before and will give advice about what really

are healthy eating habits.

Then, l e t ’ s r e a d the text “A Nation’s Eating Habits” and do the comprehension exercises

that follow the text.



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Grammar Time

Quantifiers

Follow your teacher’s instructions and do the exercises..

• We must use A FEW with countable nouns and A LITTLE with uncountable nouns. They both

have positive meaning. A FEW means “some”, “a small number”. A LITTLE means “some”, “a

small amount of”. Ex: He needed a little peace so he went to a quiet island for a few days.



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THE

COMPARISON OF IRREGULAR ADJECTIVES

Take a look at this:

…the songs are better…

…the most dramatic concerts…

These adjectives aren´t in the positive degree form. Which one is the comparative and which is the superlative?

The songs are better-

The most dramatic concerts-


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1. Can you remember the comparative?

a) We use- for short adjectives (one/two syllables) + .

e.g. Ann works harder than most of her friends. It makes her happier.

b) We use

.

for many two syllable adjectives and longer adjectives +

e.g. Her illness was more serious than we first thought.

2. And what about the superlative?

a) We use- to form the superlative of short adjectives (one syllable).

e.g. Yesterday was the hottest day of the year.

b) We use to form the superlative for longer words.

e.g. That was the most boring film I’ve ever seen.

3. Complete the sentences using the correct forms.

a) Teresa Salgueiro is one of the (famous) singers of fado. b)

Madredeus are a (well-known) group.

c) Fado is probably older people.

(appreciated) than rock music among the

d) Why was Amália Rodrigues considered one of the (popular) singers of

fado all over the world?

4. Fill in the chart below with the degrees of some irregular adjectives.

POSITIVE COMPARATIVE SUPERLATIVE

Better

The worst

Less

Many/much

Further/farther

The oldest/the eldest

5. Complete the sentences using the words given.

Least bad little best good farthest much

a) When a band plays well, people say they are musicians.

b) I had the chance to go to Madredeus concert when I expected it. c)

“Who is the one in the band?”

“ I don’t know. It’s difficult to tell because all the members are excellent.”

d) The country Madredeus have gone to is Norway.

e) Young people generally give too attention to Fado.


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Now let´s learn something about Marketing.

1. Defining Marketing

1.1. Definition

a) Here is a definition of marketing. Complete it by inserting the following verbs in the gaps.

design develop identify influence modify persuade

Marketers have to or anticipate a consumer need;

a product or service that meets that need better than an

competing products or services; target consumers to try the

product or service; and, in the long term, it to satisfy changes in

consumer needs or market conditions. Marketers can

particular

features, attractive packaging, and effective advertising, that will consumers’ wants. Marketing thus begins long before the product or service is put on the market; it combines market research, new product development, distribution, advertising, promotion, product improvement, and so on.

b) Here is a second definition of marketing (as opposed to selling):

There will always, one can assume, be a need for some selling. But the aim of marketing is to make

selling superfluous. The aim of marketing is to know and understand the customer so well that the

product or service fits him and sells itself. Ideally, marketing should result in a customer who is ready to

buy.

(Peter Drucker: Management: Tasks, Responsibilities, Practices)


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c) What do you think of this definition? Can selling really become superfluous, even if the customer is ready to buy? Or is there one important aspect of business that this definition overlooks?

1.2. Vocabulary

a) Match up the words or expressions on the left with the definitions on the right.

1 distribution channel A all the companies or individuals involved in

moving a particular good or service from the

producer to the consumer

2 to launch a product B an idea for a new product, which is tested with

target consumers before the actual product is

developed

3 market opportunities C attributes or characteristics of a product: quality,

price, reliability, etc.

4 market research D dividing a market into distinct groups of buyers

who have different requirements or buying

habits

5 market segmentation E places where goods are sold to the public –

shops, stores, kiosks, market stalls, etc.

6 packaging F possibilities of filling unsatisfied needs in sectors in

which a company can profitably produce

goods or services

7 points of sale G someone who contacts existing and potential

customers, and tries to persuade them to buy

goods or services.

8 product concept H collecting, analysing and reporting data relevant to a

specific marketing situation (such as a

proposed new product)

9 product features I to introduce a new product into the market

10 sales representative J wrappers and containers in which products are

sold


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1.1. Reading Comprehension

a) Read the following text carefully and decide which paragraphs are about these subjects:

.......... – company-to-company marketing

.......... – identifying market opportunities

.......... – the marketing mix

.......... – the selling and marketing concepts

.......... – the importance of market research

Most management and marketing writers now distinguish between selling and marketing.

The ‘selling concept’ assumes that resisting consumers have to be persuaded by vigorous hard-selling

techniques to buy non-essential goods or services. Products are sold rather than bought. The

‘marketing concept’, on the contrary, assumes that the producer’s task is to find wants and fill them.

In other words, you don’t sell what you make; you make what will be bought. As well as satisfying

existing needs, marketers can also anticipate and create new ones. The markets for the Walkman,

video recorders, videogame consoles, CD players, personal computers, the internet, mobile phones,

mountain bikes, snowboards, and genetic engineering, to choose some recent examples, were largely

created rather than identified.

Marketers are consequently always looking for market opportunities – profitable possibilities

of filling unsatisfied needs or creating new ones in areas in which the company is likely to enjoy a

differential advantage, due to its distinctive competencies (the things it does particularly well).

Market opportunities are generally isolated by market segmentation. Once a target market has been

identified, a company has to decide what goods or service to offer. This means that much of the work

of marketing has been done before the final product or service comes into existence. It also means

that the marketing concept has to be understood throughout the company, e.g. in the production

department of a manufacturing company as much as in the marketing department itself. The

company must also take account of the existence of competitors, who always have to be identified,

monitored and defeated in the search for loyal customers.

Rather than risk launching a product or service solely on the basis of intuition or guesswork,

most companies undertake market research (GB) or marketing research (US). They collect and

analyze information about the size of a potential market, about consumers’ reactions to particular

product or service features, and so on. Sales representatives, who also talk to customers, are

another important source of information.

Once the basis offer, e.g. a product concept, has been established, the company has to think

about the marketing mix, i.e. all the various elements of a marketing programme, their integration,

and the amount of effort that a company can expend on them in order to influence the target market.

The best-known classification of these elements is the ‘Four Ps’: product, place, promotion and price.

Aspects to be considered in marketing products include quality, features (standard and optional), style,

brand name, size, packaging, services and guarantee. Place in a marketing mix includes such factors as

distribution channels, locations of points of sale, transport, inventory size, etc. Promotion groups

together advertising, publicity, sales promotion, and personal selling, while price includes the basic

list price discounts, the length of the payment period possible credit terms, and so on. It is the job of a

product manager or a brand manager to look for ways to increase sales by changing the marketing

mix.


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It must be remembered that quite apart from consumer markets (in which people buy

products for direct consumption) there exists an enormous producer or industrial or business market,

consisting of all the individuals and organizations that acquire goods and services that are used in

the production of other goods, or in the supply of services to others. Few consumers realize that the

producer market is actually larger than the consumer market, since it contains all the raw

materials, manufactured parts and components that go into consumer goods, plus capital equipment

such as buildings and machines, supplies such as energy and pens and paper, and services ranging

from cleaning to management consulting, all of which have to be marketed. There is consequently

more industrial than consumer marketing, even though ordinary consumers are seldom exposed to it.

2. Market Research

a) What is market research?

b) Why do companies do it?

c) What issues are important in choosing the sample of people for the study?

3. Marketing Mix

The marketing department creates a marketing mix for each product/service. This mix is often analysed using ‘the 4 Ps’.

a) On your exercise book, divide the words and phrases in the box into four groups: Product, Price, Place, Promotion.

advertising agent after-sales service brochures/catalog

delivery

customer

benefits

design discounts distribution

channel

launch

media packaging quality range retail outlet

special offer sponsorship trade fairs value for money

4. Buyers, Sellers and the Market

4.1. Customers and Clients

Company Products/Services Customer/Client base Autocomp products: car components customer base: car companies

Best Travel services: package holidays customer base: general public

Digby and Charles professional services: architecture

client base or clientele: companies, government organisations and the

public

Digitco products: cheap computers customer base: general public


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People who buy ‘everyday’ services such as train travel or telephone services are called customers. You can also talk about the users or end-users of a product or service, who may not be the people who actually buy it. For example, when a company buys computers for its staff to use, the staff are the end-users.

People who buy products or services for their own use are consumers, especially when

considered as members of large groups of people buying things in advanced economies.

4.2. Buyers and Sellers

A person or organisation that buys something is a buyer or purchaser. These words also describe someone in a company who is responsible for buying goods that the company uses or sells. These people are also buying managers or purchasing managers.

A person or organisation that sells something is a seller. In some contexts, for example selling

property, they are referred to as the vendor. People selling things in the street are street vendors.

a) Find expressions in 4.1. and 4.2. opposite with the following expressions.

1. someone who buys food in a supermarket

2. all the people who buy food from a particular supermarket chain, from the point of view of the

chain

3. someone who buys the services of a private detective agency

4. all the people who buy the services of a private detective agency, seen as a group

5. someone who sells goods or services

6. someone selling a house

7. someone buying a house

8. someone who sells hamburgers to tourists outside the tower of London

9. someone whose job is buying tyres for a car company

10. someone who uses a computer, even if they have not bought it themselves, but their

company has


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forces pressures

the way a market economy makes sellers produce what people want, at prices they are willing to pay

place producers and buyers in particular market economy, and the way they behave

prices prices that people are willing to pay, rather than ones fixed by a government

reforms changes a government makes to an economy, so that it becomes more like a market economy

4.3. The Market

The market, the free market and market economy describe an economic system where prices,

jobs, wages, etc. are not controlled by the government, but depend on what people want to buy and how much they are willing to pay.

4.3.1. Word combinations with ‘market’

market

Note: Marketplace is written as a single word.

a) Complete the TV reporter’s commentary with expressions from 4.3. opposite.

In China, all economic activity used to be controlled by the state. Prices were fixed by the

government, not by buyers and sellers in the market . But in the last 20 years

there has been a series of market that have allowed people to go into business and

start their own companies. Market are determined by what buyers are willing to

pay, rather than by the state. There are still state-owned companies that lose a lot of money.

Until recently, they have been protected from market

, but market will eventually mean that they close down. Of course,

the market has its losers: those without work, and victims of crime, which used to

be very rare.


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5. Markets and Competitors

5.1. Companies and Markets

You can talk about the people or organisations who buy particular goods or services as the market for them, as in the ‘car market’, ‘the market for financial services’, etc. Buyers and sellers of particular goods or services in a place, or those that might buy them, form a market.

a) Use the correct form of the words in brackets to complete the sentences.

1. European films do not export well. European movies barely (abandon/corner/penetrate) the US market.

2. In the 1970s, Kodak (corner / enter / leave) the instant photography market, until then (abandon / dominate / penetrate) by Polaroid. 3. The Hunt brothers tried to fix silver prices and to

(corner / enter /

leave) the silver market, competitors.

(enter / drive out / monopolise) all

4. In the 1940s, MGM (abandon / get out of / monopolise) the market of film musicals. But by the late 1950s, Warner Bros had also started buying film rights to musicals.

Market Research (Key-answers)

a) Market research consists of obtaining information about a market, including who is buying

a product, how much they are buying, why they are buying it, and what else they might buy.

b) The companies do it:

- to find information about consumer needs and preferences, consumer behaviour and

buying patterns;

- to find information about market trends, gaps in the market, the activity of competitors;

- to test a range of possible advertising campaigns before a final decision is taken;

- to focus efforts across the company;

- to minimize risk and maximize returns generally.

c) The issues that are important in choosing the sample of people for the study are:

- size of sample;

- checking for factors such as age, sex, educational background, occupation, etc;

- proportion of users and non-users in the sample: generally making sure that the sample

is “statistically reliable” (i.e. it should give similar results to those produced if everyone in the

target group was asked).


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CONSUMER RIGHTS :

• Satisfaction of basic needs

• Safety

• Be informed

• Choose

• Be heard

• Redress (to correct something that is unfair or wrong)

• Consumer education

• Healthy environment


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Read the following text and do the exercises following your teacher’s instructions.



28

Grammar Time

Now it’s time to study the gerund. Read the following information on page 44 and the information

that follows about the differences between using the infinitive or the –ing form.

'- ING' FORM

• GERUND OR INFINITIVE?

The two groups of verbs below can be followed either by the gerund or by the infinitive. Usually this

has no effect on the meaning, but with some verbs there is a clear difference in meaning. Verbs

marked * can also be followed by a that-clause.

Example: to prefer

I prefer to live in an apartment.

I prefer living in an apartment.

A. Verbs where there is little or no difference in meaning:

allow

attemp

t begin

bother

cease

continue

deserve

fear*

hate*

intend*

like

love

neglect

omit

permit

prefer*

recommend*

start

Notes:

1. Allow is used in these two patterns:

a. Allow + object + to-infinitive:

Her parents allowed her to go to the party.

b. Allow + gerund:

Her parents don't allow smoking in the house. 2. Deserve + gerund is not very common, but is mainly used with passive constructions or where

there is a passive meaning:

a. Your proposals deserve being considered in detail.

b. These ideas deserve discussing. (= to be discussed).


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3. The verbs hate, love, like, prefer are usually followed by a gerund when the meaning is

general, and by a to-infinitive when they refer to a particular time or situation. You

must always use the to-infinitive with the expressions 'would love to', 'would hate to', etc.

Compare:

I hate to tell you, but Uncle Jim is coming this weekend. I

hate looking after elderly relatives!

I love dancing.

I would love to dance with you.

B. Verbs where there is a clear difference in meaning:

Verbs marked with an asterisk* can also be followed by a that-clause.

come

forget

* go

on

mean*

regret*

remember

*

stop

try

COME:

Come + gerund is like other verbs of movement followed by the gerund, and

means that the subject is doing something as they move:

Ex: She came running across the field.

Come + to-infinitive means that something happens or develops, perhaps

outside the subject's control:

Ex: At first I thought he was crazy, but I've come to appreciate his sense of humour.

How did you come to be outside the wrong house? This

word has come to mean something quite different.

FORGET, REGRET AND REMEMBER:

When these verbs are followed by a gerund, the gerund refers to an action that

happened earlier:

Ex: I remember locking the door (= I remember now, I locked the door earlier)

He regretted speaking so rudely. (= he regretted at some time in the past, he

had spoken rudely at some earlier time in the past.)


30

Forget is frequently used with 'never' in the simple future form:

Ex: I'll never forget meeting the Queen.

When these verbs are followed by a to-infinitive, the infinitive refers to an action

happening at the same time, or later:

Ex: I remembered to lock the door (= I thought about it, then I did it.)

Don't forget to buy some eggs! (= Please think about it and then do it.)

We regret to announce the late arrival of the 12.45 from Paddington. (=

We feel sorry before we tell you this bad news.)

GO ON:

Go on + gerund means to continue with an action:

Ex: He went on speaking for two hours.

I can't go on working like this - I'm exhausted.

Go on + to-infinitive means to do the next action, which is often the next stage in

a process:

Ex: After introducing her proposal, she went on to explain the benefits for the company.

John Smith worked in local government for five years, then went on to

become a Member of Parliament.

MEAN:

Mean + gerund expresses what the result of an action will be, or what will be

necessary:

Ex: If you take that job in London it will mean travelling for two hours every day.

We could take the ferry to France, but that will mean spending a night in a

hotel. Mean + to-infinitive expresses an intention or a plan:

Ex: Did you mean to dial this number?

I mean to finish this job by the end of the week!

Sorry - I didn't mean to hurt you.

STOP:

Stop + gerund means to finish an action in progress:

Ex: I stopped working for them because the wages were so low.

Stop tickling me!


31

Stop + to-infinitive means to interrupt an activity in order to do something

else, so the infinitive is used to express a purpose:

Ex: I stopped to have lunch. (= I was working, or travelling, and I interrupted what I was doing in order to eat.)

TRY:

It's difficult to concentrate on what you are doing if you have to stop to answer the phone every five minutes.

Try + gerund means to experiment with an action that might be a solution to

your problem.

Ex: If you have problems sleeping, you could try doing some yoga before you go to bed, or you could try drinking some warm milk.

'I can't get in touch with Carl.' 'Have you tried e-mailing him?'

Try + to-infinitive means to make an effort to do something. It may be

something very difficult or even impossible:

Ex: The surgeons tried to save his life but he died on the operating table.

We'll try to phone at 6 o'clock, but it might be hard to find a public telephone.

Elephants and mice have to try to live together in harmony.

.

VERBS FOLLOWED BY THE GERUND

The gerund is used after certain verbs.

Example: miss: I miss living in England.

The most important of these verbs are shown below. Those marked * can also be followed by a that-clause

Example:

VERB GERUND

She admitted... breaking the window

THAT-CLAUSE

She admitted... that she had broken the window.


32

acknowledge,*

admit,*

anticipate,* appreciate,*

avoid,

celebrate,

consider, contemplate,

defer,

delay,

deny,*

detest,

dislike,

dread,

enjoy,

entail,

escape,

excuse,

fancy (=imagine)*,

finish,

forgive,

imagine,*

involve,

keep,

loathe,

mean,(=have as result)* mention,*

mind,

miss,

pardon,

postpone,

prevent,

propose,*

recall,*

recollect,*

remember,

report,*

resent,

resist,

risk, save (=prevent the wasted effort) stop,

suggest,*

understand,*

Notes:

Appreciate is followed by a possessive adjective and the gerund when the gerund does not refer to

the subject.

Compare :

I appreciate having some time off work. (I'm having the time...)

I appreciate your giving me some time off work. (You're giving me the time...)

Excuse, forgive, pardon can be followed by an object and the gerund or for + object and the gerund

(both common in spoken English), or a possessive adjective + gerund (more formal and less likely to

be said):

Excuse me interrupting.

Excuse me for interrupting.


33

Excuse my interrupting.

Suggest can be used in a number of ways, but BE CAREFUL. It is important not to confuse these

patterns:

suggest/suggested (+ possessive adjective) + gerund:

He suggests going to Glastonbury

He suggested going to Glastonbury

He suggested/suggests my going to Glastonbury

suggest/suggested + that-clause (where both that and should may be

omitted):

He suggests that I should go to Glastonbury

He suggested that I should go to Glastonbury

He suggested/suggests I should go to Glastonbury

He suggested/suggests I go to Glastonbury

He suggested I went to Glastonbury.

suggest/suggested + question word + infinitive:

He suggested where to go.

Propose is followed by the gerund when it means 'suggest':

John proposed going to the debate

but by the infinitive when it means 'intend':

The Government proposes bringing in new laws..

Stop can be followed by a gerund or infinitive, but there is a change of meaning;

Dread is followed by the infinitive when used with 'think', in the expression 'I dread to

think': I dread to think what she'll do next.

Prevent is followed EITHER by a possessive adjective + gerund:

You can't prevent my leaving.

OR by an object + from + gerund:

You can't prevent me from leaving.

Examples:

• Normally, a mouse wouldn't contemplate marrying an elephant. • Most mice dread meeting elephants. • We can't risk getting wet - we haven't got any dry clothes. • If you take that job it will mean getting home late every night. • I can't imagine living in that big house. • If you buy some petrol now, it will save you stopping on the way to London. • She couldn't resist eating the plum she found in the fridge. • They decided to postpone painting the house until the weather improved.


34



35

THE GERUND

This looks exactly the same as a present participle, and for this reason it is now common to call both

forms 'the -ing form'. However it is useful to understand the difference between the two. The gerund

always has the same function as a noun (although it looks like a verb), so it can be used:

a. as the subject of the sentence:

• Eating people is wrong.

• Hunting elephants is dangerous.

• Flying makes me nervous.

b. as the complement of the verb 'to be':

• One of his duties is attending meetings.

• The hardest thing about learning English is understanding the gerund.

• One of life's pleasures is having breakfast in bed.

c. after prepositions. The gerund must be used when a verb comes after a preposition:

• Can you sneeze without opening your mouth? • She is good at painting. • They're keen on windsurfing. • She avoided him by walking on the opposite side of the road. • We arrived in Madrid after driving all night. • My father decided against postponing his trip to Hungar.

d. after a number of 'phrasal verbs' which are composed of a verb + preposition/adverb

Example:

to look forward to, to give up, to be for/against, to take to, to put off, to keep on:

I look forward to hearing from you soon. (at the end of a letter)

When are you going to give up smoking?

She always puts off going to the dentist.

He kept on asking for money. NOTE: There are some phrasal verbs and other expressions that include the word 'to' as a

preposition, not as part of a to-infinitive: - to look forward to, to take to, to be accustomed to, to be

used to. It is important to recognise that 'to' is a preposition in these cases, as it must be followed by a

gerund:


36

• We are looking forward to seeing you.

• I am used to waiting for buses.

• She didn't really take to studying English.

It is possible to check whether 'to’ is a preposition or part of a to-infinitive: if you can put a noun or

the pronoun 'it' after it, then it is a preposition and must be followed by a gerund:

• I am accustomed to it (the cold).

• I am accustomed to being cold.

e. in compound nouns

Example:

• a driving lesson, a swimming pool, bird-watching, train-spotting

It is clear that the meaning is that of a noun, not of a continuous verb.

Example:

• the pool is not swimming, it is a pool for swimming in.

f. after the expressions:

can't help, can't stand, it's no use/good, and the adjective worth:

• The elephant couldn't help falling in love with the mouse.

• I can't stand being stuck in traffic jams.

• It's no use/good trying to escape.

• It might be worth phoning the station to check the time of the train.

'- ING' FORM

THE PRESENT PARTICIPLE

The present participle of most verbs has the form base+ing and is used in the following ways:

a. as part of the continuous form of a verb

Example: I am working, He was singing, They have been walking.

b. after verbs of movement/position in the pattern: verb + present participle

Example:


37

• She went shopping

• He lay looking up at the clouds

• She came running towards me

This construction is particularly useful with the verb 'to go', as in these common expressions:

to go shopping to go ski-ing to go fishing to go surfing

Example:

• My boss spends two hours a day travelling to work.

• Don't waste time playing computer games!

• They've spent the whole day shopping. f. with the verbs catch and find, in the pattern: verb + object + present participle

With catch, the participle always refers to an action which causes annoyance or anger:

• If I catch you stealing my apples again, there'll be trouble!

• Don't let him catch you reading his letters.

This is not the case with find, which is unemotional:

• We found some money lying on the ground.

• They found their mother sitting in the garden.

g. to replace a sentence or part of a sentence:

When two actions occur at the same time, and are done by the same person or thing, we can use a

present participle to describe one of them:

• They went out into the snow. They laughed as they went. They went laughing out into the

snow. • He whistled to himself. He walked down the road. Whistling to himself, he walked down

the road.

When one action follows very quickly after another done by the same person or thing, we can

express the first action with a present participle:

• He put on his coat and left the house. Putting on his coat, he left the house. • She dropped the gun and put her hands in the air. Dropping the gun, she put her hands

in the air.

The present participle can be used instead of a phrase starting as, since, because, and it explains

the cause or reason for an action:


38

• Feeling hungry, he went into the kitchen and opened the fridge. (= because he felt hungry...)

• Being poor, he didn't spend much on clothes. • Knowing that his mother was coming, he cleaned the flat.



39



40

Irregular Verbs

Infinitive

Past Simple

Past Participle

Infinitive

Past Simple

Past Participle

arise

awak

e be

bear

beat

become

begin

bend

bet

bid

bind

bite

bleed

blow

break

breed

bring

broadcast

build

burn

burst

buy

cast

catch

choose

cleave

cling

arose

awok

e

was

/were

bore

beat

becam

e

began

bent

bet

/betted

bid /

boun

d bit

bled

blew

broke

bred

brought

broadcas

t built

burnt

burst

bough

t cast

arisen

awoke

n been

borne

/born

beaten

become

begun

bent

bet

/betted

bid /

bound

bitten

bled

blown

broken

bred

brough

t

broadcast(ed)

built

burnt

burst

bough

t cast

caught

chose

make

mean

meet

pay

plead

put

read

rend

rid

ride

ring

rise

run

saw

say

see

seek

sell

send

set

shake

shear

shed

shine

shoe

shoot

shrink

shut

made

mean

t met

paid

pleaded

/pled put

read

rent

rid

rod

e

rang

rose

ran

sawed

said

saw

sough

t sold

sent

set

shook

sheared

/shore shed

shon

e

shod

made

mean

t met

paid

pleaded

/pled put

read

rent

rid

ridden

rung

risen

run

sawn

said

seen

sough

t sold

sent

set

shaken

shorn

/sheared

shed

shone

shod

shot

shrun


41

crow

cut

deal

dig

do

draw

drea

m

drink

drive

dwell

eat

fall

feed

feel

fight

find

flee

fling

fly

forbid

forget

forgive

freeze

get

give

go

grind

grow

crew

/crowed cut

deal

t

dug

did

dre

w

dreamt

/dreamed

drank

drove

dwelt

/dwelled ate

fell

fed

felt

fought

found

fled

flung

flew

forbad

e

forgot

forgav

e froze

got

gave

crowe

d cut

dealt

dug

done

drawn

dreamt

/dreamed

drunk

driven

dwelt

/dwelled

eaten

falle

n fed

felt

fough

t

found

fled

flung

flown

forbidde

n

forgotte

n

forgiven

frozen

got

sit slay

sleep

slide

smell

speak

speed

spell

spend

spill

spin

spit

split

spoil

spread

spring

stand

steal

stick

sting

stink

stride

strike

string

strive

swear

sweep

swell

swim

swing

sat

slew

slep

t slid

smelt

/smelled

spoke

sped

/speeded

spelt /spelled

spent

spilt

/spilled

spun

/span spat

/spit split

spoilt

/spoiled

spread

sprang

stood

stole

stuck

stung

stank

/stunk

strode

struck

strung

sat

slain

slep

t slid

smelt

/smelled

spoken

sped

/speeded

spelt /spelled

spent

spilt

/spilled

spun

spat

/spit

split

spoilt

/spoiled

spread

sprung

stood

stolen

stuck

stung

stunk

stridde

n

struck


42

hit

hold

hurt

keep

kneel

knit

know

lay

lead

lean

leap

learn

leave

lend

let

lie

light

lose

hit

held

hurt

kept

knelt

/kneeled knit

/knitted knew

laid

led

leant /leaned

leapt /leaped

learnt

/learned left

lent

let

lay

lit

/lighted

lost

hit

held

hurt

kept

knelt

/kneeled knit

/knitted

known

laid

led

leant /leaned

leapt /leaped

learnt

/learned left

lent

let

lain

lit /lighted

lost

tear

tell

think

throw

thrust

tread

wake

wear

weave

weep

win

wind

wring

write

tore

told

thought

threw

thrust

trod

woke

wore

wove

wept

won

wound

wrung

wrote

torn

told

thought

thrown

thrust

trodden

woken /

worn

woven

wept

won

wound

wrung

written


43

As you already know, besides the information we gave you and that you could find in your book,

grammars and dictionaries, you can always get some more if you have a look at the references

below:

BARROS, Virgínia e Fernando Pinto (2003). Screen 1. Porto: Porto Editora.

BASTOW, Tania e Ceri Jones (1994). Talking in Pairs. Oxford: Oxford University Press. BOTELHO, Teresa e Conceição Mendes da Silva (2004). Zoom 10º Ano. Lisboa: Texto Editora

COLLIE, Joanne (1996). Double Take, Listening and Speaking. Oxford: Oxford University Press.

EVANS, Virginia(1995), Round-Up – English Grammar Practice, Longman..

McCARTHY, Michael e Felicity O’Dell (1994). English Vocabulary in Use. Cambridge: Cambridge University Press.

MINISTÉRIO D A EDUCAÇÃO (2004/2005). Programa – C o m p o n e n t e d e F o r m a ç ã o Sociocultural – Disciplina de Inglês. Direcção-Geral de Formação Vocacional.

NOGUEIRA, Elsa Conde et al (2003). Outlook 10º Ano. Lisboa: Texto Editora.

NOGUEIRA, Elsa Conde et al (2003). Outlook 10º Ano (Workbook). Lisboa: Texto Editora.

PIRES, Ana Márcia e Ana Sousa Guedes (2008). Ensino Profissional, Nível 3, Inglês. Porto. Porto Editora.

- http://teams.lacoe.edu/documentation/projects/projects.html

- http://rong-chang.com/esp.htm

- http://www.esp-world.info/index.html

- http://stolaf.edu/network/iecc

- http://www.travelfinders.com

- www.better-english.com

- www.edufind.com

- www.eduplace.com/projects/

http://teams.lacoe.edu/documentation/projects/projects.html

http://rong-chang.com/esp.htm

http://www.esp-world.info/index.html

http://stolaf.edu/network/iecc

http://www.travelfinders.com/

http://www.better-english.com/

http://www.edufind.com/

http://www.eduplace.com/projects/

manual mod 7 ing - intra.etpsico.ptintra.etpsico.pt/manuais/3aut/27.pdf · formation of adverbs...

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