ملخص الدرس / الثالثة ثانوي/اللغة الإنجليزية/UNIT 1/Ethics in Business

Asking and answering questions about quantity using countable nouns.

Question: How many people are there in the restaurant?

Possible answers:

There are a lot of lots of people in the restaurant. There are many people in the restaurant. +++++++++++++

There are a few people in the restaurant. +++++ 

There are some people in the restaurant. +++++ 

 There are few people in the restaurant. ++++

There aren't many people in the restaurant.  ++++ 

There aren't any people in the restaurant.→0

10 There are no people in the restaurant.→0

some = a few

Asking and answering questions about quantity using uncountable nouns.

Question: How much money have you got in your pocket?

Possible answers:

I have a lot of a great deal of money in my pocket. ++++++++

I have got much money in my pocket.

I have got some money in my pocket.

I have got a little money in my pocket.+++++  

I have got little money in my pocket..+++++                                                      some = a little

I haven't got much money in my pocket.++++

I haven't got any money in my pocket. ++++  

I have got no money in my pocket.

 Note:

 We use many (countable nouns) and much (uncountable nouns) in questions about quantity

In spoken English, we usually use a lot of/lots of (with countable and uncountable nouns) in positive sentences, but in written English we often use many countable nouns).

We often use much in negative sentences (not in positive ones).

Little and few (without a) are negative. They mean not much, not enough. The speaker is not happy about it.

A little and a few are positive. They mean some, quite enough. The speaker is happy about it.

enough - too much - too many:

enough - too much - too many 

When we want to say that we have a sufficient quantity of somthing, i.e. as much, as needed or as many ,as needed we use enough. E.g. There's enough (= as much food as needed) food for everybody.

E.g.There are enough (= as many as needed) books for everybody.

When we want to say that we have an excessive quantity of something, we use too much or too many.

E.g. You put too much sugar in your tea.

You have made too many mistakes.

Comparative and superlative forms of quantifiers:

Examples: The comparatives and the superlatives of many and much.

I haven't got many books. I mean, I haven't got as many books as my sister.

My sister has got more books than 1, but most of her books are old.

I haven't got much money. I haven't got as much money as Saïd. Saïd has more (money) than I, but our friend Smaïl has the most money. He has a part-time job.

Note:

More and the most are respectively the comparative and superlative forms of many with countable nouns.

Note:

More and the most are also respectively the comparative and superlative forms of much with uncountable nouns.

Examples: The comparatives and the superlatives of little and few.

There is little rain this year. Yes, but there was even less rain last year: 

Our school has few boy students. It has 70 boys in a total of 800 students. 

Our school has even fewer boy students. It has only 50 boys in a total of 870 students.

My friend's school has the fewest boy students. You know, it has only 20 in a total of 850.

Note:

The comparative form of little is less, not littler.

We can also use adjectives like a smaller + quantity/amount to replace less.

Eng. There is a smaller quantity of water in this well than in that one over there.

The superlative forms of little is the least, but we can also use the smallest + quantity.

E.g. Kader has the smallest amount of money in his pocket.

When we describe the purpose of something, we use one of the following tructures:

It's used for + verb + ing :

E.g. It's used for cutting wood.

It's used to + verb in the infinitive:

E.g. It's used to cut wood.

or simply It's for + verb + ing:

E.g. It's for cutting wood.

The question What is it (used) for? asks about the purpose of something, i.e. what we use something for. E.g.

A: What's this machine (used) for?

B. It's (used) for cutting wood.

Note:

We use only the preposition for when asking questions about the purpose of objects.

Make sure you don't confuse it is used to do something /it is used for doing something with the semi-modal used to. The former express purpose whereas the latter indicates a constant and frequent practice in the past.

E.g. I used to dance when I was a child. (But now I no longer do it.)

Finally, make sure you don't confuse it is used to do something with used to (doing) something, which means accustomed to.

E.g. I'm used to cutting wood. (= I'm accustomed to cutting wood.)

Verbs in English can be divided into two main categories:

Action verbs: (also called dynamic verbs) describe events which happen in a limited period of time, and have a definite beginning and end. Action verbs have both simple and progressive forms.

E.g.:

I always listen to music. (simple present tense)

I am listening to a record. (present progressive tense)

Stative verbs:

hhh (also called inconclusive/state verbs) describe states which continue over a period of time and need not have a well-defined beginning and Wond. Stative verbs cannot usually have a progressive form (or continuous form).

I am knowing English Is incorrect because know describes a continuing state. Therefore, the correct formulation is 'I know English'.

Stative verbs:

 (also called inconclusive/state verbs) describe states which continue over a period of time and need not have a well-defined beginning and Wond.

Sative verbs cannot usually have a progressive form (or continuous form).

I am knowing English Is incorrect because know describes a continuing state. Therefore, the correct formulation is 'I know English'.

Stative verbs fall into five main groups:

Verbs referring to feelings: like, love, hate, detest, etc.

Verbs referring to thinking/believing: think, understand, remember, know.etc Verbs referring to perception: see, hear, smell, touch , taste, etc.

Verbs referring to wants: want, prefer, etc.

Verbs referring to being/having: seem, own, belong, appear, possess, etc.

Stative verbs:

Stative verbs fall into five main groups:

Verbs referring to feelings: like, love, hate, detest, etc.

Verbs referring to thinking/believing: think, understand, remember, know.etc - Verbs referring to perception: see, hear, smell, touch , taste, etc.

Verbs referring to wants: want, prefer, etc. 

Verbs referring to being/having: seem, own, belong, appear, possess, etc.

Note:

Some of the verbs above can be in the progressive when describing an action or a process.

E.g. I see (= understand) what you mean. (Not I am seeing ....)

But you can say, 'I am seeing (= meeting) the headmaster tomorrow.

Verbs of perception are often preceded by the auxiliary can.

E.g. On a clear day, we can see Algiers from here.

we use adjective + less+than with all adjectives.

Asandwiche is less expensive than a meal in restaurant. 

Short adjectives may have other adjectives as their opposites.

Wool is less light than stone  stone is heavier than wool.

To compare two things, two animals ,two people etc.,we use the following comparative forms:

Adjective+er +than 

More+adjective +than

We use adjective +er+than in following cases:

Adjective of one syllabale:

The Nile is longer than the thames .

it is hotter in the sahara desert than in the Gobie desert.

Adjectives ending whith: y- w or le.

My satchel is heavier than yours .

This street is narrower than that one over there.your teacher is more gentle than mine= your teacher gentler than mine . 

in adjectives with one syllable ending with a consonant +vowel +a consonant e.g(hot or big). we double the consonant (hotter ,bigger).

we add the er to adjectives ending with w and y, even if they have more than one syllable.

We transform y into i in adjectives ending in -y.

we can use either more+adjective or adjective +er with adjectives ending with le.

Good and Bad have the following irregular comparative forms of superiority.

good better 

bad worse

we use more +adjective +than with adjectives which have more than two sullables .

Ameal in a restaurant is more expensive than a sandwich . 

Sequencers are words that organize and improveand establish clarity in our writing and speaking. They organize the ideas into sections and give them an order. They allow us to understand a sequence of events.

Eg: first, next, then, afterthat, and finally

Give instructions

Describe a process

Tell stories.

Beginning your story:

First of all

To start off with

Initially

To begin with

Continuing the story:

Then

After that

Next

As soon as / When + full clause,

...but then

Immediately

Interruptions and Adding New Elements to the Story:

Suddenly

Unexpectedly

Ending the Story:

Finally

In the end

Eventually

Events Occurring at the Same Time:

While

As

While / As + subject + verb + dependent clause or independent clause + while / as + subject + verb.

During