Unit.

1
Business
❖ Using a chart to organize notes about main ideas
❖ Listening for main ideas
❖ Understanding meaning from context
❖ Gerunds and infinitives
❖ Syllable stress
❖ Summarizing
❖ Checking for understanding
Note taking Skill Using a chart to organize notes
about main idea
Charts are a useful way to organize your notes on a
presentation. Using a chart to list main ideas can help you
understand how a presentation is organized and can help
you identify the speaker’s most important points.
Listening Skill Listening for main ideas
When listening to a presentation, it is difficult to remember every
piece of information you hear. Instead of trying to remember every
detail, it is more important to identify the speaker’s main ideas.

A speaker often states the main ideas as part of the introduction.

Here are some signal phrases used to introduce main ideas.
▪ Today we’ll focus on….
▪ This morning we’ll consider…
▪ Today I’m going to talk about…
▪ Main ideas are often repeated or rephrased during a presentation,
especially at the end.
Clues:
Are pieces of information or evidence that lead us toward the solution of a
problem.
Using Context Clues to Find the Meaning of
Unfamiliar words:
Definition,
Exemplification
Context Clues: Are hints about a word or phrase that help readers
understand its meaning.
Types of Context Clues

Definition Example Synonym Antonym Inference

 Let’s talk about
Definition Example Synonym

Definition Clues: The meaning of the unfamiliar word is directly given in

the sentence itself.
e.g.
The ancient Chinese used the abacus, device with movable beads that can
be used as a calculator.
e.g.
Fossils, or the remains of long dead people, animals, or plants, are buried
under the layers of rock and soil.
Exemplification or Example Clues:
This type of context clue uses examples to help the reader infer the
meaning of the unfamiliar word.
 Signal words
Such as like Including
For instance For example Types/ kinds
e.g.
Celestial bodies, including the sun, moon, and stars, have
fascinated man through the centuries.
e.g.
Most condiments, such as pepper, mustard and ketchup, are used
to improve the flavor of food.
Synonym Clues:
The sentence uses a similar word to help explain the meaning of the
vocabulary word.
e.g.
Ali felt ecstatic, or very happy, when she went to the zoo.
 Gerund
Def: Verb + ing functioning in the same ways as a noun does is called
gerund.
e.g.
I enjoy playing cricket.
Playing cricket is fun.
Cases of Gerund
1. Subjective Case/Nominative case: In this case, a gerund is used
before the verb at the beginning of the sentence in order to
function as the subject of the verb in a sentence.
Note: In this case, gerund or v- ing is normally used for advice.
e.g.
Learning vocabulary can improve you speaking.
2. Objective/accusative case: In this case, the v- ing is used after gerund verb to
function as the object of the verb in a sentence.
e.g.
Ali advised studying hard.
Our father forbad swimming here.
List of verbs followed by Gerund
No Verb Sentence

1 Admit He admitted stealing he money.

2 advise She advised waiting until tomorrow.

3 Anticipate I anticipated having a good time on vacation.

4 Appreciate I appreciated hearing from them.

5 avoid He avoided answering question.

6 Begin It began raining.

7 complete I finally completed writing my term paper.

No verb sentence
8 consider I will consider going with you.
9 continue He continued speaking.
10 delay He delayed leaving for school.
11 Deny He denied committing the crime.
12 Discuss They discussed opening a new business.
13 Dislike I dislike driving long distances.
14 Enjoy We enjoyed visiting them.
15 forget I’ll never forget visiting Khost.

16 imagine I imagined getting a scholarship, and I did it.

17 Postpone Let’s postpone leaving until tomorrow.

18 prefer Zahid prefers walking to the park.

19 Recall I don’t recall meeting him before.

20 Regret I regret telling him my secret.

21 Risk She risks losing all of the money.

22 Remember I can remember meeting him when I was a child.

3. Gerund as the object of preposition/complement of preposition case:
In this case, a gerund is used after the preposition in order to function as the object of
that preposition.
Note: Common preposition followed by gerunds.
Be excited about doing it Keep someone
Be worried Prevent someone from doing it
Prohibit someone
Stop someone

Count on doing it Believe

Insist Participate in doing it
succeed
Complain Blame someone
Dream Forgive someone
Talk about/ of doing Have an excuse for doing it
Think Have a reason
apologize Be responsible
Think someone

Be accustomed Approve
In addition to doing it Be accused of doing it
be committed Be afraid
Be devoted Be capable
Look forward Be guilty
Object to doing it Instead
Be opposed Take advantage
Be used Take care
 Infinitive
Def: To + the base form of the verb “which function as a
noun is called infinitive or which has the force of noun is
called infinitive.
Cases of infinitive
[Link] or nominative case: In this case, an infinitive is
used before the verb at the beginning of the sentence in order to
function as the subject of the verb in a sentence.
e.g.
To eat a lot of candy is harmful for teeth.
To run in the morning is good exercise.
[Link]/ accusative case of infinitive: In this case, an infinitive is used after the
infinitive verb in order to function as the object of the verb in a sentence.
Structure: subject + infinitive verb + infinitive (to+ verb)
e.g.
They decided to go to Kabul.
She refused to marry him.
Note: Infinitive verbs are listed here
Verb Sentence
Advise She advised me to wait until tomorrow.
Allow She allowed me to use her car.
Ask I asked Ali to help us
Beg They begged us to come
Cause Her laziness caused her to fail
Challenge She challenged me to race her to the corner
convince I couldn’t convince him to accept our help.
3. Subjective complement or infinitive as the complement of Be: In
this case, infinitive is used to complete the meaning of subject.
e.g.
Her wish is to become a doctor.
What they want is to eat a lot.
 Word Stress
 Stress can change the meaning of a word.
 Incorrect stress can make your speech difficult to understand.
Example:
Elephant /,el-ɪ-'fænt/
stress
/'el-ɪ-fƏnt/

Word Stress: Is the emphasis placed on a syllable.

Syllable: A syllable is a unity of sound in a word that usually contains a vowel
sound.
Example: cat /kæt/
stress
1 syllable and 1 vowel sound
Picture
Sylllable
1 2
/'pɪk-ʧƏ/
stress
2 syllables and 2 vowel sounds
 We do not stress every syllable.
 We do not stress consonants.
Unless they sound like a vowel the letter Y when it sounds like /i˸/ or /ɪ/
HOW DO WE KNOW WHEN AND HOW TO STRESS EACH SYLLABLE?
3 Ways to stress syllable
1. Primary Stress: - the loudest/strongest syllable in a word.
2. Secondary Stress: - syllables which aren’t completely unstressed, but
aren’t as loud/strong as the primary stress.
3. Weak or Unstressed:
Primary Stress: Is the emphasis placed on certain syllables in a word
that makes them more prominent than the other syllable.
 primary stress phonemic symbol is an apostrophe.(‘)
Example: Banana /bƏ-'nƋ˸-nƏ/
1 2 3 syllables
weak primary weak
stress

Secondary Stress: occurs in longer words and is indicated by a

comma.
Example:
Academic /,æ-Ə-'dem-ɪk/
Organization /,Ɔ:-gƏn-Ƌɪ-'zeɪ-ʃƏƋ/
1 2 3 4 5
secondary weak weak primary weak
stress stress
Weak Stress: Is where there is no stress at all on the syllable.

The vowel will often take the sound of the schwa/Ə/ instead of the full vowel sound.

How do you know How each syllable is stressed?

There are nine stress rules.
1. Two syllable Nouns have the main stress on the First syllable.
pic-ture
/'pɪk-ʧƏ/
mirr-or
/'mɪr-Ə/
bott-le
/'Ƅɒt-Əl/
Rule 2
Two syllable Adjectives have the main stress on the First syllable.
Prett-y
/'prɪt-¡/
Per-fect
/’pƷː-fekt/
Comm-on
/’kɒm-ən/

Rule 3
Two syllable verbs have the main stress on the Second syllable.
Pro-vide
/prə-'vƋɪd/
Be-lieve de-cide
/bɪ-'l¡ːv/ /dɪ-'sƋɪd/
Very often, The change of stress can change the word class.
Noun verb
ex-port to ex- port
/'ək-spɔːt/ /ək-'spɔːt/
Im-port to im-port
/'ɪm-pɔːt/ / ɪm-'pɔːt/
Con-tract to con-tract
/'kɒn-trækt/ /kən-'trækt/
Ob-ject to ob-ject
/'ɒb-dƷekt/ /əb-'dƷekt/
Stress can change the class and the Meaning of a word too.
Rule 4
Words ending in-ic these words have the main stress on the syllable before the
ic ending.
Mu-scic
/mjuː-zɪk/
He-ro-ic
/hɪ-'rəƱ-ɪk/
Rule 5
Words ending in –sion and tion these words have the main stress on the syllable
before the sion and tion endings.
In-va-sion
/ɪn-'veɪ-Ʒən/
Po-llu-tion
/pə-'luː-ʃən/
Rule 6
Words ending in –cy,ty, phy and gy these words have the main stress on the
antepenultimate syllable.
De-moc-ra-cy
/dɪ-'mɒk-rə-s¡/
Vis-i-bil-i-ty
/,vɪz-ə-'bɪl-ə-t¡/
Pho-tog-ra-phy
/fə-'tɒg-rə-f¡/
Psy-chol-o-gy
/saɪ-'kɒl-ə-dƷ¡/
Rule 7
Words ending in – al. These words have the main stress on the antepenultimate
syllable.
Phys-i-cal
/'fɪz-ɪ-kəl/
Crit-i-cal
/'krɪt-ɪ-kəl/

Rule 8
For compound nouns the stress is on the first part.
Book-case
/'bʊk-keɪs/
Green-house
/'gr¡ːn-haʊs/
Rule 9
For compound adjectives the main stress is on the
second part.
Old-fash-ioned
/,əʊld-’fæʃ-ənd/
Well-known
/,wel-'nəʊn/
 Checking For Understanding
What is checking for understanding(CFU)?
CFU is the teacher continually verifying that students are learning what is
being taught while it is being taught.
Why it is important to use CFU?
▪ Allows you to make instructional decisions during the lesson.
▪ Monitor student progress in real time so as not to wait until formal
assessments in order to revise lessons.
▪ To ensure that students are not practicing and reinforcing mistakes.
 CFU Strategies
▪ Teach, then ask a question
▪ Students need to think of the answer and hold it mentally
▪ Teacher needs to call on students randomly
▪ If answer is correct, teacher repeats the answer for all to hear clearly
▪ If answer is incomplete, teacher repeats and elaborates
▪ If answer is wrong, teacher states the correct answer
How do you know if somebody gets your meaning?
Sometimes you can tell by their body language or the expression on their
face.
➢ For example,
➢ People might look confused if they don’t understand you.
➢ Or they might nod in agreement or smile.
Also,
They could respond with expression you are expecting from them.
➢ For example, excitement, sadness, disgust, encouragement, etc.
I won the lottery! My dog died.
That’s great! That’s too bad.
However, body language is not always obvious or easy to understand.
There are a number of phrases you can use to see if people understand
you or not.
Let’s check them out.
➢ Do you know what I mean?
➢ Know what I mean? (shorter)
This is often used when you want to see if someone understand and can
relate to your experience.
2. Are you following me?
This is often used when are explaining something that takes a long time.
You might break or pause the explanation and ask this
3. Are you with me( so far)?
4. Do you understand? Or simply: Understand?
Be careful with this one. It can sound a bit insulting (like “you might be
too stupid to understand this.”)
➢ To avoid being rude, try to be sympathetic and don’t “talk down” to the
other person. And use it mainly when you use see someone is having a
hard time understanding you.
5. Have you got it? Or simply: Got it?
This one is more informal and a good one to use for quick checks.
6. Do you have any questions? Or: Any questions?
Good, all-around way to check for understanding. Can be used in formal
or informal situations. (long form for major presentations)
7. Okay?
This is a very quick way of making sure the person understands.
➢ It is often used as a final check before someone starts something.