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English 4
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Grammar Handout
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Profesoras: Brbara Fernndez y Mara Beln Martinez

Phrasal Verbs and other multi-word verbs

Phrasal verbs are part of a large group of verbs called "multi-word verbs". Phrasal verbs and other multi-word verbs are
an important part of the English language. Multi-word verbs, including phrasal verbs, are very common, especially in
spoken English. A multi-word verb is a verb like "pick up", "turn on" or "get on with". For convenience, many people
refer to all multi-word verbs as phrasal verbs. These verbs consist of a basic verb + another word or words. The other
word(s) can be prepositions and/or adverbs. The two or three words that make up multi-word verbs form a short
"phrase" - which is why these verbs are often all called "phrasal verbs".
The important thing to remember is that a multi-word verb is still a verb. "Get" is a verb. "Get up", is also a verb, a
different verb. "Get" and "get up" are two different verbs. They do not have the same meaning. So you should treat each
multi-word verb as a separate verb, and learn it like any other verb. Look at these examples. You can see that there are
three types of multi-word verb:
single-word verb

look

direct your eyes in a certain

direction

You must look before you leap.

multi-word
verbs

phrasal verb

look up

search for and find

information in a reference
book

You can look up my number in the

telephone directory.

prepositional verb

look after

take care of

Who is looking after the baby?

phrasalprepositional verb

look
forward to

anticipate with pleasure

I look forward to meeting you.

The future
English does not have a verb form specifically used to express future tense. We have to choose from a variety of
forms (using 'will'/'shall', 'going to',the present continuous, the present simple, etc.) to talk about future events. The
future expressed with the modal auxiliaries will and shall + the base form of the verb is known as the future simple
tense or 'will' future. Keep in mind, however, that 'will' doesn't always serve to indicate the future. We can use 'will'to
talk about events happening at the present. (For example: This car won't start.)

Structure

Examples

The future simple tense is

composed of two parts: will/shall +
base verb.Will and shall are often
contracted to 'll.

1. I will finish my report later today.

2. The sun will rise at 6:03 am.
3. I'll go to the market tomorrow.
4. There will be another
conference next month.
Affirmative form
5. I'll come to see you on Sunday.
6. We'll be back on Friday
I
+ shall / will + work
afternoon.
we
7. Tom will visit his parents next
week.
you
8. They will paint the fence blue.
he/she/it
+ will + work
9. I will return in two hours.
they
10. He will finish his homework in
twenty minutes.
1. I shall/will write her tomorrow.
11. Jane will turn 18 this year.
2. We shall/will go shopping together 12. The wedding will take place on
during the holidays.
May 8th. The ceremony will
begin at 4pm, followed by a meal
Note: 'Will' is used with all
and a big party.
persons.'Shall' can be used instead
of 'will' withI/we. In modern
Note: In certain situations we
English, particularly in American
use 'will' to emphasize:
English, 'shall' with a future
reference is rarely used.
13. You will drink your milk!

SHALL + NOT
/SHAN'T/
WORK

to say that something will happen in

the future. Adverbs of time that will
indicate such tense may
include, tomorrow, today, later
today, in five minutes, in two hours, on
Monday, on Saturday afternoon, next
week/month, this year, etc.
! Note that when we talk about prior
plans,strong intentions or fixed
arrangements we do not normally
use 'will':
I am going to meet him this afternoon.
('to be' + 'going to' + main form of the
verb)
I'm going to buy a new car this year.
('to be' + 'going to' + main form of the
verb)
I am going to a party tommorrow night.
(the present continuous)
Tina is getting married next month. (the
present continuous)

14. I will find a job.

! Note: 'Will' is used instead of 'going

to' when a formal style is required,
particularly in the written language

1. I'll close the window.

2. I'll have a cup of tea, please.
3. - The phone is ringing.
- I'll answer it.

to express spontaneous decision /

to volunteer to do something (the
action is decided at the moment of

Negative form
I
we
+

We use the Future Simple Tense:

I
you
WILL + NOT
he/she/it
/WON'T/
we
+ WORK
they
I won't answer that question.
They won't accept this offer.
Interrogative form
To form interrogative sentences we
usewill with all persons:
WILL

4. - Oops, I dropped my pencil.

- I'll pick it up.

1. I think it will rain.

2. The weather tomorrow will
be sunny and warm.
3. I think David Brown will be the
next mayor of our city.
4. Everything will be fine.
5. You are going to be a famous
artist some day.
6. I think you are going to marry a
wrong person.

I
WORK?
we

you
WILL he/she/it WORK?
they
Will you open the window, please?
Will you do it for me?

'Shall' is also used as an

imperative in formal or legal written
statements:
1. The Chairman shall be present at
the Company's general meetings.
2. The accused shall be present
during the trial.

to predict future events (for

example, to say what we think or
believe will happen), we use
both 'will' and 'going to'
! But note that we use 'going
to' (not 'will') to make predictions
about events when there is aconcrete
evidence:
Look at those dark clouds in the sky.
It is going to rain soon.

1. I'll be there at 7 p.m., I promise.

2. I'll tell your parents what you did.

to make promises or threats

1. Will you please help me to do my

homework?
2. That suitcase is too heavy. Ill
help you.

to request help or to offer help

Note: We use shall to make offers,

1. I'll probably get there by my car.
ask for advices or suggestions, etc.
2. You must read this book. I'm sure
(mainly in British English)
you'll like it.
3. I expect Tom will pass his exam.
1. Shall I close the door?
2. Shall we go to picnic tomorrow?
3. Shall I study English?

speaking)

with words and expressions such

as:probably, possibly, perhaps, (I'm)
sure, (I) expect

1. If it begins to rain,
I'll certainly nead an umbrella.
2. She will tell him when he calls.

to talk about consequences (with if,

when, provided, unless, as, as soon as,
as long as, etc.)

1. I'll be in Athens tomorrow.

2. I'll be at a conference next week.

when the main verb is be even if we

talk about planned events

More examples:
1. Will you go shopping?
2. I will not permit that kind of
behaviour.
3. Will our theacher come with us?
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IT
It is said that/is said to/(be) supposed to
It is said that, He is said to, and sometimes (be) supposed to have the meaning "people say..." and they are often used
in news reports.
i.e. An old lady in my town died last week, and people say that she gave a lot of money to charity.
It is said that

He is said to

(be) supposed to

It is said that she gave a lot of

money to charity.

She is said to have given a lot of money to

charity.

She is supposed to have given a

lot of money to charity.

Some other verbs are also used

in this construction:

thought, believed, considered, reported,

known, expected, alleged, understood

But (be) supposed to also has a few other meanings. It can also mean something that is planned, arranged, or expected.
i.e. I have to go home now because I'm supposed to make dinner for my little sister.
not supposed to is used for things that are not allowed or not advisable.
i.e. You're not supposed to go outside with your hair wet.

Rewrite each of the following sentences using it is said that, is said to, (be) supposed to or not supposed to. Sometimes
there is more than one correct answer.
1. According to news reports, the robber stole three million euros.
2. John isn't allowed to have a party while his parents are away.
3. The plan is for us to meet at the library.
4. According to the weather forecast, it will rain tomorrow.
5. People say that New Zealand is very scenic.
6. You're not allowed to do your laundry on Sundays in this building.
7. Everyone says a tornado will hit tomorrow.
8. People say there will be cutbacks next year.
9. That author is believed to be very famous.
10. We had planned to meet at 11 o'clock.

PASSIVE OF REPORTING VERBS

Sometimes when you are reporting what people say or believe, you dont know, or you dont want to say, who exactly
the `people are. So you use an impersonal construction:
People believe that thousands of birds died.
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The same idea can be expressed by using the passive in two different ways:
a) subject + passive of reporting verb + `to infinitive
Hundreds of thousands of birds are believed to have died.
b) It + passive of reporting verb + that + clause
It is believed that hundreds of thousands of birds died.
Some other reporting verbs that can be used in this way are:
calculate, claim, consider, discover, estimate, expect, feel, hope, know, prove, report, say, show, think, understand, etc.
With present reference, the passive is followed by the present infinitive:
People think that Johnson is in Cardiff.
Johnson is thought to be in Cardiff.
With past reference, the passive is followed by the past infinitive:
People believe that Johnson left Cardiff last month.
Johnson is believed to have left Cardiff last month.
Present and past continuous infinitives are also used:

They think that the forger is living in Florence.

The forger is thought to be living in Florence.
People know that the suspect has been dealing with drugs.
The suspect is known to have been dealing with drugs.

Passive infinitives can also appear:

People believe that the portrait was painted by Vermeer.

The portrait is believed to have been painted by Vermeer.
They think that the staff are given a bonus whenever they have to work overtime.
The staff are thought to be given a bonus whenever they have to work overtime.

The reporting verb can also be past:

People considered the government had spent too much.
The government was considered to have paid too much.

How to make a mind map

Mind mapping is a simple technique for drawing information in diagrams, instead of writing it in sentences. The
diagrams always take the same basic format of a tree, with a single starting point in the middle that branches out, and
divides again and again. The tree is made up of words or short sentences connected by lines. The lines that connect the
words are part of the meaning.
Tips for summarizing a lesson or lecture
1. Start by entering the subject matter of the lesson in the middle of the map with a central idea.
2. Create the main branches from this subject, each labeled with a key topic or theme that was covered in the lesson.
Remember to use single keywords
3. Next draw connecting branches to the main branches and label these with sub-topics. If you have any of your own
ideas during this exercise, add them to your Mind Map.
4. Add images to help make the Mind Map more visually memorable for revision.
5. While it is necessary to be brief in order to create an effective Mind Map, you may wish to include more
comprehensive notes at this early stage of study. After you have studied this information, you will only need the
keywords of your Mind Map to bring it back to memory.
6. Mind Mapping is also an effective way to help you plan essays and project work, prepare for exams, brainstorm,
create and make a presentation, for supporting group study, for revision and much more....
How to convert Text to Mind Map
1 Read through the text
2 Extract keywords for main branches
3 Expand key points to create sub-branches
4 Add your own ideas
5 Add illustrations if necessary
6 Review mind map and revisit text to check coverage
7 Contemplate, consolidate, retain & if applicable memorize
8 Store your mind map for revisiting

Pronunciation

Match transcriptions and words

should

world

haev

photo

dfklt

under

people

ju:

never

gen

that

wt

area

w:ld

difficult

company

eri

also

bat

course

sakldi

between

foto

problem

k:s

which

another

kmpni

about

pi:pl

again

nd

you

:lso

psychology

prblm

their

btwi:n

however

nev

_________

meni

_________

s:vs

_________

_________

sm

_________

tald

_________

ples

_________

_________

pnt

_________

sstm

_________

prvad

_________

gru:p

_________

l:d

_________

nmb

_________

denrl

_________

:lwez

_________

hed
8

_________

nekst

_________

nf men

_________

kwk

_________

kwestn

_________

lokl

_________

pa

_________

djr

_________

tend

_________

:lo

_________

mu:v

_________

hu:

_________

bk

_________

gzmpl

_________

dvelpmnt

_________

sol

_________

nnl

_________

rat

_________

w:t

_________

p sent

_________

jet

_________

bo

_________

ntl

_________

evri

_________

kntrol

_________

mp:tnt

_________

bli:v

Giving an oral presentation

PREPARING YOUR ORAL PRESENTATION
First of all, think ...
Think about what you want to achieve:
do you want to inform your audience, inspire them to think about your topic, or convince them of a particular
point of view?
Think about your audience:
what background knowledge do they have about your topic? Do they have any particular interests? How are you
going to involve them in your presentation?
Then ...
Brainstorm your topic and write a rough outline.
Research your topic. Dont get carried awayremember you have a limited time for your presentation.
Organise your material and write a draftthink about the length of time you have to talk.
Summarise your draft into points to write on overheads and/or cards.
Plan and prepare your visual aids.
Rehearse your presentation and get its length right. Ask a friend to listen and time you.
ORGANISING THE CONTENT
Introduction (may be written last)
Capture your listeners attention: Begin with a question, a funny story, a startling comment, or anything that will
make them think.
State your purpose; for example:
Im going to talk about...
This morning I want to explain
Present an outline of your talk; for example:
I will concentrate on the following points: First of allThen
This will lead to And finally
The Body
Present your main points one by one in logical order.
Pause at the end of each point (give people time to take notes, or time to think about what you are saying).
Make it absolutely clear when you move to another point. For example:
The next point is that ...
OK, now I am going to talk about ...
Right. Now I'd like to explain ...
Of course, we must not forget that ...
However, it's important to realise that...
Use clear examples to illustrate your points.
Use visual aids to make your presentation more interesting.
The Conclusion
It is very important to leave your audience with a clear summary of everything you have covered.
It is also important not to let the talk just fizzle out. Make it obvious that you have reached the end of the
presentation.
Summarise the main points again, using phrases like:
To sum up...
So, in conclusion...
OK, to recap the main points
Restate the purpose of your talk, and say that you have achieved your aim:
I think you can now see that...
My intention was ..., and it should now be clear that ...
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Thank the audience, and invite questions:

Thank you. Are there any questions?
DELIVERING YOUR PRESENTATION
Talk to your audience, don't read to them!
A presentation is not the same as an essay.
If you read out your presentation as if it were an essay, your audience will probably understand very little and will lose
concentration quickly.
So use notes, cue cards or overheads as prompts, and speak to the audience. Include everyone by looking at them and
maintaining eye-contact (but don't stare or glare at people).
Watch your language!
Keep it simple. The aim is to communicate, not to show off your vocabulary.
Emphasise the key pointsand make sure people realise which are the key points. Repeat them using different
phrasing.
Check the pronunciation of difficult, unusual, or foreign words beforehand.
Use your voice to communicate clearly
Speak loudly enough for everyone in the room to hear you.
This may feel uncomfortably loud at first, but if people can't hear you, they won't listen.
Speak slowly and clearly.
Dont rush! Speaking fast doesnt make you seem smarter, it will only make it harder for other people to
understand you.
Key words are important. Speak them out slowly and loudly.
Vary your voice quality. If you always use the same volume and pitch (for example, all loud, or all soft, or in a
monotone) your audience will switch off.
When you begin a new point, use a higher pitch and volume.
Slow down for key points.
Use pausesdon't be afraid of short periods of silence. (They give you a chance to gather your thoughts, and
your audience a chance to think.)
Use your body to communicate, too!
Stand straight and comfortably. Do not slouch or shuffle about.
Hold your head up. Look around and make eye-contact with people in the audience. Do not just address the
lecturer! Do not stare at a point on the carpet or the wall. If you don't include the audience, they won't listen to
you.
When you are talking to your friends, you naturally use your hands, your facial expression, and your body to add
to your communication. Do it in your presentation as well. It will make things far more interesting for the
audience.
Don't turn your back on the audience!
Interact with the audience
Be aware of how your audience is reacting.
Are they interested or bored? If they look confused, ask them why.
Stop if necessary and explain a point again.
Check if the audience is still with you.
Does that make sense?
Is that clear?
Be open to questions.
Be ready to get the discussion going after your presentation. Just in case nobody has anything to say, have some
provocative questions or points for discussion ready to ask the group.
USING VISUAL AIDS
It is very helpful to use visual aids in your presentation, as it helps people to understand. People learn visually as well as
orally. Particularly if your accent is different from your audience's accent, it can be very helpful to let them see your
keywords.
Overheads
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Overheads are the easiest and most reliable form of visual aids. You can use them as a prompt for your talk, so that you
may not need cards. [But don't read word-for-word from your overheads!]
Be careful to:
Use bold typeface, and a minimum of size 16 font [Check that your overheads are readable by placing them
beside you on the floor and looking down at them. Can you read them?]
Use no more than seven or eight main points on an overhead [Overheads that have too many words on them
are no use at all]
Give your audience time to take notes from your overhead
Make sure your audience can see the overhead screen [Where are you standing? Is it directly in front of the
screen?]
Using colour, pictures and graphs can make your overheads more interesting [But don't overcrowd your
overheads with too much detail]
PowerPoint
You can use PowerPoint software to produce very professional overheads, or to make a computer-based
presentation. If you would like to learn more about it, you can ask the Computer Centre Service Desk for more
information.
Remember that PowerPoint may look great, but if the technology goes wrong you may be very embarrassed. It's
a good idea to print out a handout, or have some overheads as a backup just in case.
Sometimes students are tempted to spend more time on producing PowerPoint graphics than on the actual talk.
Rememberif your talk is poor, no amount of fancy graphics will save it!
Handouts
Handouts are a great idea. Think about whether you want to distribute them before or after your presentation. It is a
good idea to include your references on a handout, so that people can follow up on them later. You could also include
some follow-up questions for discussion.
Using the whiteboard (or blackboard)
If possible, put your information on the whiteboard/blackboard before the talk begins, otherwise you will have to turn
your back on the audience and break your eye contact with them, which is never a good idea. Writing on a board is also
time-consuming. Use alternative visual aids wherever possible.
If you really must use a whiteboard, come prepared with the right pens (use pens clearly marked 'Whiteboard Marker'
don't use anything else) and write in large neat writing, so that people can read it.
Checking out the facilities
Whenever possible, check the facilities of the room where you are going to deliver your talk. Does the overhead
processor work? How does it turn on and off? Where is the plug for the computer? Is there a whiteboard, or is it a
blackboard? If a blackboard, is chalk provided?
DEALING WITH NERVOUSNESS
The first few times you make a presentation, you will be nervous. That's quite a good thinga bit of adrenalin often
helps you to perform well.
However, to make sure that your nervousness does not become a problem, here are some things to consider:
Smile! Your audience will react warmly to you if you smile and at least look relaxed.
Treat your audience like friends.
Confess that you are nervous! Your audience will be very sympatheticthey know how you are feeling.
Breathe deeply. It will calm you down and help to control the slight shaking that you might get in your hands and
your voice.
Be well-prepared. Practice giving your talk (you can ask one of the Academic Skills lecturers to listen to your
presentation)
Be organised. If you are well organised, your task will be easier. If your overheads are out of order, or your notes
are disorganised, you may get flustered.
Slow down! When people are nervous, they tend to get confused easily. So your mind may start to race, and you
may feel panicky. Make use of pauses: force yourself to stop at the end of a sentence, take a breath, and think
before you continue.
12

Remember: The way you perform is the way your audience will feel. Giving an oral presentation is a
performanceyou have to be like an actor. If you act the part of someone enjoying themselves and feeling
confident, you will not only communicate these positive feelings to the audience, you will feel much better, too.
Accomplished public speakers feel nervous before and even during a talk. The skill comes in not communicating
your nervousness, and in not letting it take over from the presentation. Over time, you will feel less nervous, and
well able to control your nervousness.

13