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fly
(verb)
The
baby cried
(noun) (verb)
Verbs that are followed by an object are called transitive verbs. Common transitive verbs: build, cut, find,
like, make, need, send, use, want.
The student
uses
a microscope
(noun)
(verbs)
(noun)
The professor
(noun)
needed
(verb)
The Scientist
Bone
Sphere
Thermometer
Liquid
Cylinder
about
before
Despite
Of
to
above
behind
Down
Off
toward(s)
across
below
During
On
under
after
beneath
For
Out
until
against
beside
From
Over
up
along
besides
In
Since
upon
Among
between
Into
Through
with
around
beyond
Like
Throughout
within
at
by
Near
Till
without
PREPOSITIONAL PHRASES
An important element of English sentences is the prepositional phrase. It consists of a preposition (PREP)
and its object (O). The object of a preposition is a noun or pronoun.
The student studies in
the library.
S
V PREP
O of PREP
In most English sentences, place comes before time.
We went to the
laboratory in the afternoon.
Sometimes a prepositional phrase comes at the beginning of a sentence.
In the afternoon, we went to the laboratory.
ADJECTIVES
Adjectives describe nouns. In grammar, we say that adjectives modify nouns. The word modify means change
a little. Adjectives give a little different meaning to a noun: intelligent student, lazy student, good student.
Examples of adjectives: young, old, rich, poor, beautiful, brown, French, modern.
Andy measured the length of young sprouts.
ADVERBS
Adverbs modify verbs. Often they answer the question How?.
How does he walk? Answer: quickly.
Adverbs are often formed by adding ly to an adjective.
Adjective: quick
Adverb: quickly
Adverbs are also used to modify adjectives, i.e., to give information about adjectives.
I am extremely happy.
Adverbs are also used to express time of frequency. Examples: tomorrow, today, yesterday, soon, never,
usually, always, yet.
Ann will come tomorrow.
Some adverbs may occur in the middle of a sentence. Midsentence adverbs have usual position;
they:
(1) come in front of simple present and simple past verbs (except be).
Ann always comes on time.
(2) follow be (simple present and simple past).
Ann is always on time.
(3) come between a helping verb and a main verb.
Ann has always come on time.
In question, a midsentence adverb comes directly after the subject.
Does she always come on time?
After the linking verb feel, either good or well may be used. However, well usually refers specifically to
health, whereas good can refer to ones physical and/or emotions condition.
I feel good
I feel well
THE VERB BE
A sentence with be as the main verb has three basic patterns:
1. be + noun
John is a student.
2. be + an adjective
John is intelligent
3. be + a prepositional phrase
John was at the library.
Beis also used as an auxiliary verb in progressive verb tenses and in the passive.
Mary is writing a letter.
is = auxiliary; writing = main verb.
TENSE FORMS OF BE
Singular
Plural
Simple present
I am
You are
He, she, it is
We, you, they are
Simple past
I was
You were
He, she, it was
We, you, they were
Present Perfect
I have been
You have been
He, she, it has been
We, you, they have been
LINKING VERBS
Other verbs like be that may be followed immediately by an adjective are called linking verbs. An adjective
following a linking verb describes the subject of a sentence.
Common verbs that may be followed by an adjective: feel, look, smell, sound, taste, appear, seem, become
(and get, turn, grow when they mean become).
COMPARE:
1. The man looks angry. an adjective (angry) follows look. The adjective describes the subject (the
man). Look has the meaning of appear.
2. The man looked at me angrily. An adverb (angrily) follows look at. The adverb describes the action
of the verb. Look at has the meaning of regard, watch.
PERSONAL PRONOUNS
A pronoun is used in place of a noun. It refers to a noun. The noun it refers to is called the antecedent.
I read the book. It was good. (The pronoun it refers to the antecedent noun book.)
Mary said, I drink tea. (The pronoun I refers to the speaker, whose name is Mary.)
SUBJECT PRONOUNS
OBJECT PRONOUNS
POSESIVE PRONOUNS
POSESIVE ADJECTIVES
SINGULAR
PLURAL
We
You
You
He, she, it
They
Me
Us
You
You
Her, him, it
Them
mine
Ours
Your
Yours
Hers, his
Theirs
My name
Our names
Your name
Your names
Their names
Possessive nouns require apostrophes; e.g., That book is Marys. Possessive pronouns do NOT
take apostrophes.
That book is hers, and those books are theirs.
CONTRACTIONS
IN SPEAKING: In everyday spoken English, certain forms of be and auxiliary verbs are usually contracted with
pronouns, nouns and question words.
IN WRITING:
(1) In written English, contractions with pronouns are common in informal writing, but not generally
acceptable in formal writing.
(2) Contractions with nouns and question words are, for the most part, rarely used in writing. A few of
these contractions may be found in quoted dialogue in stories or in very informal writing, such as a
chatty letter to a good friend, but most of them are rarely if ever writing.
Im reading a book
with pronouns
Wheres Sally?
with question word
The studentsve finished the test. with noun
QUESTIONS
FORMS OF YES/NO AND INFORMATION QUESTIONS:
A yes/no question: a question that may be answered by yes or no.
Does she live in Semarang? Answer: Yes, she does. OR No, she doesnt.
An information question: a question that asks for information by using a question word.
Where does she live? Answer: In Semarang.
If the verb is in the simple present, use does (with he, she, it) or do (with I, you, we, they) in the question. If
the verb is simple past, use did. Notice: The main verb in the question is in its simple form; there is no final
s or ed.
She lives there.
Does she live there? OR Where does she live?
They lived there.
Did they live there? OR Where did they live?
If the verb has an auxiliary (a helping verb: do, does, did, have, can, will, etc), the same auxiliary is used in
the question. There is no change in the form of the main verb.
They have lived there. Have they lived there? OR Where have they lived?
If the verb has more than one auxiliary, only the first auxiliary precedes the subject.
He will be living there. Where will he be living? OR Will he be living there?
If the question word is the subject, do not change the verb. Do not use does, do or did.
John lives there.
Who lives there?
Be in the simple present (am, is, are) and simple past (were, was) precedes the subject when be is in the
main verb.
They are there.
Are they there? OR Where are they?
QUESTION WORDS
QUESTION WORDS
WHEN
QUESTION
When did you arrive?
ANSWER
Yesterday
WHERE
Where is she?
At home
WHY
HOW
Carefully
Ten dollars
WHO
WHOM
WHOSE
WHAT
WHICH
Fifteen
Twelve
Ten below zero
In ten minutes
50 km/h
Two years
Every week
50 km
Fins
Its mine
I can
Ann and Tom
I saw Tio
My relatives
The secretary
His rudeness.
Everything.
I need a pencil.
A book.
His vacation.
That one.
Peru and Chile.
This class.
NEGATIVE QUESTIONS
In a yes/no question in which the verb is negative, usually a contraction (e.g., does + not = doesnt) is used.
Doesnt she live in the dormitory?
Does she not live in the dormitory? (very formal, usually not used in everyday
speech)
Negative questions are used to indicate the speakers idea (i.e., what s/he believes is or is not true) or
attitude (e.g., surprise, shock, annoyance, anger).
Bob returns to his dorm room after his nine oclock class. Dick, his roommate, is
there. Bob is surprised. Bob says: what are you doing here? Arent you supposed to
be in class now?
Bob believes that Dick is supposed to be in class now. Expected answer: Yes.
The teacher is talking to Jim about a test he failed. The teacher is surprised that Jim
failed the test because he usually does very well. The teacher says: What
happened? Didnt you study?
The teacher believes that Jim did not study. Expected answer: No.
TAG QUESTIONS
A tag question is a question added at the end of a sentence. Speakers use tag question chiefly to make
sure their information is correct or to seek agreement.
Jack can come, cant he?
Fred cant come, can he?
AFFIRMATIVE SENTENCE + NEGATIVE TAG
Mary is here,
You like tes,
They have left,
have they?
The tag pronoun for this/that = it. The tag pronoun for these/those = they.
This/That is your book, isnt it?
These/Those are yours, arent they?
In sentences with there + be, there is used in the tag.
There is a meeting tonight, isnt there?
Personal pronouns are used to refer to indefinite pronouns. They is usually used in a tag to refer to
everyone, everybody, someone, somebody, no one, nobody.
Everything is okay, isnt it?
Everyone took the test, didnt they?
Sentences with negative words take affirmative tags.
Nothing is wrong, is it?
Nobody called on the phone, did they?
Youvenever been there, have you?
Am I not? is formal English. Arent I? is common in spoken English.
I am supposed to be here, am I not?
I am supposed to be here, arent I?
NEGATIVES
USING NOT AND OTHER NEGATIVE WORDS
Not expresses a negative idea.
AFFIRMATIVE The earth is round. NEGATIVE The earth is not flat.
Not immediately follows an auxiliary verb or be. (Note: If there is more than one auxiliary, not comes
immediately after the first auxiliary; I will not be going there).
Do or does is used with not to make a simple present verb (except be) negative.
Did is used with not to make a simple past verb (except be) negative.
AUX + NOT + MAIN VERB
I will not go there
I was not there
I have not gone there
I do not go there
I am not going there
He does not go there
ARTICLES
BASIC ARTICLE USAGE
1. USING A or : GENERIC NOUNS
A speaker uses generic nouns to make generalizations. A generic noun represents a whole
class of things; it is not a specific, real, concrete thing but rather a symbol of a whole group.
No article () is used to make generalizations with plural count nouns and uncountable
nouns.
A banana is yellow. SINGULAR COUNT NOUN
Banana are yellow. PLURAL COUNT NOUN
Fruit is good for you. NONCOUNT NOUN
Usually a/an is used with a singular generic count noun.
A window is made of glass. A doctor heals sick people. Parents must give a child love. A
box has six sides. An apple can be red, green, or yellow.
2. USING A or SOME: INDEFINITE NOUNS
Some is often used with indefinite plural count nouns and indefinite uncountable nouns. In addition to
some, a speaker might use two, a few, several, a lot of, etc., with plural non-count nouns, or a little, a
lot of, etc., with non-plural count nouns.
I ate a banana.
SINGULAR COUNT NOUN
I ate some banana. PLURAL COUNT NOUN
I ate some fruit.
NONCOUNT NOUN
3. USING THE: DEFINITE NOUNS
A noun is definite when both the speaker and the listener are thinking about the same specific thing.
The is used with both singular and plural count nouns and with uncountable nouns.
Thank you for the banana. SINGULAR COUNT NOUN. The speaker uses the
because the listener knows which banana the speaker is talking about, i.e., that
particular banana which the listener gave to the speaker.
Thank you for the bananas. PLURAL COUNT NOUN
Thank you for the fruit. NONCOUNT NOUN
The is sometimes used with a singular generic count noun (not a plural generic count noun, not a
generic uncountable noun). Generic the is commonly used with, in particular:
1. Species of animals: The whale is the largest mammal on earth. The elephant is the largest land
mammal.
2. Inventions: Who invented the telephone? the wheel? the refrigerator? the airplane?
The computerwill play an increasingly large role in all of our lives.
3. Musical instrument: Id like to learn to play the piano. Do you play the guitar.
incorrect
I drove a car.
correct
I drove the car.
correct
I drove that car.
correct
I drove his car.
correct
EXAMPLES
SIMPLE PRESENT
It snows in Alaska.
XXXXXXXXXXXXX
SIMPLE PAST
It snowed yesterday.
I watched television last
night.
SIMPLE FUTURE
MEANING
In general, the simple
present expresses events
or situations that exist
always, usually,
habitually; they exist now,
have existed in the past,
and probably will exist in
the future.
At one particular time in
the past, this happened. It
began and ended in the
past.
EXAMPLES
He is sleeping right now.
MEANING
He went to sleep at 10.00
tonight. It is now 11.00
and he is still asleep. His
sleep began in the past, is
in progress at the present
time, and probably will
continue.
PAST PROGRESSIVE
He will go to sleep at
10.00 tomorrow night. We
will arrive at 11.00. The
action of sleeping will
begin before we arrive
and it will be in progress
at a particular time in the
future. Probably his sleep
will continue.
FUTURE PROGRESSIVE
X1
X1 = eat
X1 = eat
MEANING
X2
X2 = now
PAST PERFECT
X1
EXAMPLES
X2
X2 = arrive
FUTURE PERFECT
X1 X 2
X1 = eat
X2 = arrive
X1
EXAMPLES
I havebeen studying for
two hours.
X2
MEANING
Event in progress:
studying. When? Before
now, up to now.
How long? For two hours.
X1 - X2 = 2 hours
PAST PERFECT PROGRESSIVE
X1
X2
Event in progress:
studying. When? Before
another event in the past.
How long? For two hours.
X1 - X2 = 2 hours
FUTURE PERFECT
X1 X 2
Event in progress:
studying. When? Before
another event in the
future.
How long? For two hours.
X1 - X2 = 2 hours
PASSIVE VOICE
PASSIVE VOICE FOR ALL TENSES RULES
The places of subject and object in sentence are inter-changed in passive voice.
Third form of verb (past participle) will be used only (as main verb) in passive voice.
Auxiliary verbs for each tense are given below in the table.
Passive voice:
A song is sung by him.
Passive voice:
A letter is being written by me.
A letter is not being written by me.
Is a letter being written by me?
Passive voice:
Her work has been finished by her.
Passive voice:
I killed a snake
Passive voice:
Active voice:
Passive voice:
assignment.
them.
Passive voice:
Active voice:
Passive voice:
PASSIVE VOICE FOR PRESENT/FUTURE MODALS CAN, MAY, MIGHT, SHOULD, MUST, OUGHT
TO
Passive voice for Present/Future Modals
CAN, MAY, MIGHT, SHOULD, MUST, OUGHT TO
Auxiliary verb in passive voice: be
Active voice: CAN
students.
you.
CONDITIONAL SENTENCES
SUMMARY OF BASIC VERB FORM USAGE IN CONDITIONAL SENTENCES
MEANING OF THE
IF CLAUSE
True in the
present/future
Simple present
Simple Present
If I have enough
time, I write to my
parents every week.
If I have enough
time tomorrow, I
will write to my
parents
Untrue in the
Simple past
to my parents. (In
truth, I do not have
enough time, so I
will not write to
them.)
present/future
Past perfect
us.
(present)
f. TRUE: He is not a good student. He did not study for the test yesterday.
CONDITIONAL: If he were a good student, he would have studied for the test.
(present)
(past)
Note: Frequently the time in the if clause and the time in the result clause are
different: one clause may be in the present and the other in the past.
OMITTING IF
a. Were I you, I wouldnt do that.
b. Had I known about it, I would have told
you.
IMPLIED CONDITIONS
d. I would have gone with you, but I had to
study. (Implied condition: if I hadnt had
to study).
READING SKILLS
Mathematics and Natural Sciences Faculty of Unnes
USING DICTIONARY
OWNING TWO GOOD DICTIONARIES
1. A paper back dictionary you can carry with you
2. A desk-sized, hardcover edition which should be kept in the room where you study
FINDING WORDS IN THE DICTIONARY
1. Using Guide Words to Find a Word more Quickly: the pair of words at the top of each dictionary page. The
first guide Word tells what the first word is on the page. The second guide word tells what the last word
is on the page. All of the words on the page fall alphabetically between the two guide words
2. Finding a Word You cant spell:
a. Hint 1: If you are not sure about the vowels in a word, you will simply have to experiment. Vowels
often sound the same. So try an i in place of an a, an i in place of an e, and so on.
b. There are groups of letters or letter combinations that often sound alike. If your word isnt spelled with
one of the letters in a pair or group, it might be spelled with another in the same pair or group. See p.
11 (Reff. 4).
LEARNING FROM A DICTIONARY ENTRY
There are six common parts of dictionary word entries:
1. Spelling and syllables
2. Pronunciation Symbols and Accent Marks
3. Parts of speech
4. Irregular spellings
5. Definitions
6. Synonyms
Ad. 5: DEFINITIONS
Words often have more than one meaning. When they do, their definitions may be numbered in the
dictionary. You can tell which definition of a word fits a given sentence by the meaning of the sentence.
Ad. 6: SYNONYMS
A synonym is a word whose meaning is similar to that of another word. For example, two synonyms for the
word fast are quick and speedy.
VOCABULARY IN CONTEXT
THE CONTEXT
The words surrounding the unfamiliar word which provides clues to each words meaning.
Using context clues to understand new words will help you in a few important ways:
1. It will save you time when reading
2. It will improve your understanding of what you read because you will know more of the words
3. It will expand your vocabulary
TYPES OF CONTEXT CLUES
There are four common types of context clues:
1. Examples
2. Synonyms
3. Antonyms
4. General Sense of the Sentence or passage
Ad. 1: EXAMPLES
Examples of an unknown word may reveal the words meaning.
Examples may be introduced with such signal words as for example, for instance, including and such as.
Example:
In our house, hangers have various functions. For instance, in addition to holding clothing, they scratch
backs and hold up plants in the garden.
Definition of functions:
a. shapes b. problems
c. uses
Ad. 2: SYNONYMS
Synonyms are words that mean the same, or almost the same, as the unknown word. The synonyms are
often set off by commas, dashes, or parentheses. Also, they may be introduced by the words OR and THAT
IS. A synonym may also appear anywhere in a sentence as a restatement of the meaning of the unknown
word.
Example:
With the temperature so cold this winter, the supply of natural gas for heating could be depleted, or used
up, by spring.
Ad. 3: ANTONYMS
Antonyms are words and phrases that mean the opposite of a word are also useful context clues.
Antonyms are often signaled by words and phrases such as however, but, yet, on the other hand and in
contrast.
Example:
Some teachers are too lenient they have no rules in class and no real goals. Id rather have a strict
teacher who took class seriously.
Definition of lenient:
a. hard
b. easygoing
c. busy
MAIN IDEAS
The most helpful reading skill is the ability to find an author's main idea.
UNDERSTANDING THE MAIN IDEA
The main idea is the central point of a passage a general idea
It appears in a sentence called the topic sentence. The rest of the paragraph consists of specific details in
the form of examples, reasons, facts, and other supporting evidence that support and explain the main
idea.
Under the main idea fits all the other material of the paragraph.
READING:
As a rule, most of my dreams at night are pleasant ones. Recently, though, I had a really bad dream. I was in an
alley dressed in light summer clothing. Coming out of the darkness at the end of the alley were hundreds of
large gray rats. They razor-sharp teeth glistened with saliva, and their eyes glowed red with a cold fury. I
turned to run away, but attacking in the other direction were a dozen pit bulls. And these particular pit bulls
were foaming at the mouth; they all had rabies. Just my luck, I muttered, and did my best to wake up as
quickly as possible.
TOPICS
The topic is the subject that a selection (e.g a paragraph) is about. It is a general term that can usually be
expressed in a few words.
Recognizing the topic of a selection can help you find the main idea.
READING:
Getting rid of garbage is an enormous problem in the United States. We must deal with over a billion pounds
of garbage every day. That number is equal to about six to seven pounds of solid waste per person. A large
amount of garbage is burned, but that creates air pollution. Ravines and swampy areas have been used for
dumping garbage, but such locations near cities are fast being used up.
The topic of the paragraph:
a. The worlds garbage problem
b. Getting rid of garbage in the US
c. US dumping grounds
TOPIC SENTENCES
The topic sentence is the sentence that expresses the main idea of the paragraph.
Once you have found the topic, you should ask yourself the question: What is the authors main point
about the topic?
To become skilled at finding main ideas, it can be helpful to distinguish between a passages topic, main
idea and supporting details.
The topic will be the subject the items are about.
The main idea will be the author's main point about the topic.
The supporting details will be specific ideas that help explain the main idea.
Note that in longer selections made up of many paragraphs, such as articles or text book chapters, there is
an overall main idea called the central point.
CONCLUSION
In order to recognize the main idea of a passage as expressed in its topic sentence, there are two activities can
be done:
1. recognizing general-specific relationships
2. distinguishing the topic of a paragraph from subjects that are too broad or too narrow
SUPPORTING DETAILS
Supporting details (SD) are reasons, examples, steps, or other kinds of factual evidence that explain main
ideas.
SD usually help to contrast them with details that do not support that main ideas.
SD develop a main idea (tell us more about the main idea) by proving it with reasons, by illustrating it orby
explaining it.
To decide whether a sentence does or does not support a main idea, ask the following questions:
Does this sentence give details that make the main idea clear? If the sentence clarifies the main idea, it is
a supporting detail.
Does it introduce a totally new point? If the sentence introduces a new point, it does not support the
main idea.
Example:
There are several steps to previewing a textbook chapter
a. First of all, note carefully the title-it tells you the topic of the entire chapter.
Mathematics and Natural Sciences Faculty of Unnes
b. Then read the first and last paragraphs, which often summarize the main ideas of the chapter.
c. Previewing, however, is not the way to read fiction.
In order to clearly understand the main idea in a selection, you need to carefully read the supporting details.
If you read attentively, you are not likely to misinterpret what the author is saying. Your understanding will
also be strengthened by noting the relationship of the main idea and its supporting details.
There are two levels of supporting details: major and minor
Major supporting details: the separate, primary points that support the main idea
Minor supporting details: provide more information about the major details. They clarify the major details by
illustrating them.
Two helpful ways to find major details:
1. Find an opening phrase: several kinds of, a few causes, two advantages, several characteristics, among the
results, four steps, three factors, etc.
2. Find addition words, such as first, second, next, first of all, in addition, finally, moreover, another, also, last
of all, etc.
TRANSITIONS
Transitions are words and phrases that show the connections between ideas.
A transition bridges the gap from one idea to the other. It carries the reader across from one thought to
another.
Two helpful points to keep in mind about transitions:
1. Certain words within a group mean very much about the same thing. Authors often use different
transitions simply for the sake of variety.
For example: also and moreover both mean in addition.
2. In some cases, the same word can serve as two different types of transitions, depending on how it is
used.
For example:
The word first may be an addition word, as in the following sentence:
My brother has some strange kitchen habits. First, he loves to cook with the radio on full blast. Moreover,
There are a number of ways in which transitions connect ideas and show relationships. The major types of
transitions:
1. Words that show addition
2. Words that show time
3. Words that show contrast
4. Words that show comparison
5. Words that show illustration
6. Words that show cause and effect
Meaning
In addition
In addition
In addition
In addition
However
However
However
However
As a result
As a result
As a result
As a result
PATTERNS OF ORGANIZATION
To help readers understand their main ideas, authors try to present supporting details in a clearly organized
way. Details might be arranged in any of several common patterns. Sometimes authors may build a paragraph
or longer passage entirely on one pattern; more often, the patterns are mixed. By recognizing the patterns,
you will be better able to make sense of what you read.
Five basic patterns of organizations:
1. Time order
Mathematics and Natural Sciences Faculty of Unnes
2.
3.
4.
5.
List of Items
Comparisons and/or Contrast
Cause and Effect
Definition and Example
TIME ORDER
Time order can be divided into two types: a series of events or stages and a series of steps (directions).
1. Stages in a process are organized in the order in which they happen according to time order. (See p.
170)
2. Directions use time order to explain a series of steps towards a specific goal. (See p. 172)
LIST OF ITEMS
A list of items refers to a series of details, such as reasons or examples that support a point. The items
have no time order, so they are listed in the order the author prefers.
For example, the topic sentence of there are four initial stages in the life of a newborn baby kangaroo, called a
joey.
This sentence strongly suggests that the paragraph will go on to list those four stages. Even before reading the
paragraph, you can expect that it will be organized according to time order (a series of steps).
INFERENCES
Making inferences or drawing conclusions isdiscovering the ideas that are not stated directly.
An inference is a reasonable guess or logical conclusion that we make based on the evidence presented.
Example:
See the passage about an authors bad dream and p. 200.
READING:
As a rule, most of my dreams at night are pleasant ones. Recently, though, I had a really bad dream. I was in an
alley dressed in light summer clothing. Coming out of the darkness at the end of the alley were hundreds of
large gray rats. Their razor-sharp teeth glistened with saliva, and their eyes glowed red with a cold fury. I
turned to run away, but attacking in the other direction were a dozen pit bulls. And these particular pit bulls
were foaming at the mouth; they all had rabies. Just my luck, I muttered, and did my best to wake up as
quickly as possible.
Which one of the following inferences is most soundly supported by the evidence in the passage?
1. This was the worst dream the author ever had.
2. The author did not sleep the rest of the night.
3. The author hates animals.
4. The author had a dramatic dream.
In our everyday reading, we make logical leaps from the information given directly on the page to ideas that
are not stated directly. To draw such inferences, we use all the clues provided:
by the writer,
by our own experience, and
by logic.
STARTING
Good morning/afternoon/evening, ladies and gentlemen.
Shall we begin.
Lets get started then.
There are three/several/a number of points Id like to make.
I would like to begin by .
INTRODUCTION OF TOPIC
I intend to talk about X
I would like to tell you what I have learned about X
My paper is concerned with X
The seminar paper that I am presenting is on X
My topic is X
METHOD OF PRESENTATION
I intend to divide this talk into parts: A, B, C and D
The way I am going to present my paper is by grouping A and B together and then giving
several examples.
I propose to present my paper in several stages: firstly, a review of A, then an attack on B, and
finally an analysis of C.
CONCLUDING / SUMMARIZING
Finally,
In conclusion,
So, as you can see, my research is about these areas .
The final point I wish to make is .
To sum up then, .
Briefly, the main points that have been made are .
INVITING QUESTIONS
Ill be happy to answer any questions now.
If you have any questions, Ill try my best to answer them.
Please feel free to ask me any questions.
Do you have any questions or comments?
GIVING AN OPINION
I believe/think/feel that .
In my opinion/view .
AGREEING
I agree entirely/completely.
I think we are in agreement on that.
AGREEING PARTIALLY
I would intend to agree with you on that.
I agree with you on the whole, but
DISAGREEING TACTFULLY
I agree up to a point, but
To a certain extent I agree with you, but .
DISAGREEING
Im sorry, but I really cant agree with you on that.
With all due respect, I must disagree.
INTERRUPTING
If I may just interrupt you for a moment, Id like to .
I dont want to interrupt, but .
CORRECTING MISUNDERSTANDINGS
Im afraid there seems to have been a slight misunderstanding.
Perhaps I should make that clearer by saying .
PERSUADING
Have you taken into account.?
Wouldnt you agree that ?
EMPHASIZING
I particularly want to emphasize/stress/highlight the fact that
We mustnt underestimate/underrate the importance of .
OFFERRING A COMPROMISE
We are prepared to , on condition that .
We would be willing to .., provided that .
Mathematics Vocabulary
Physics Vocabulary
Biology Vocabulary
Chemistry Vocabulary