Level: 3rd year – Literary Streams Revision Teacher: Miss.

Hassani
‫ملخص مادة اللغة اإلنجليزية للشعب األدبية‬
A/ Grammar
1. Past habit / past obligation / past ability

Affirmative Negative Interrogative

Didn’t + have to +
Past Obligation Had to + stem Did + subject + have to ?
stem
Was / were able to+ Was / were unable to Was / were + S + able to
Past Ability
stem + stem + stem?
Past habit used to + stem Didn’t use to + stem Did + S +use to + stem

2. Expressing Concession
• To express concession, we use the following connectors.

Although, though, even though, despite the fact that, in spite of the fact that + S + Verb

Inspite of, despite + noun phrase / verb+ing form

• We use connector + main clause +, + unexpected result

• Or : unexpected result + connector + main clause

Example: Despite the rare rain, the Sumerians developed agriculture.
Or : The Sumerians developed agriculture despite the rare rain.

Sentence 1+ ; however, / ;nonetheless, / ;nevertheless, + sentence 2

Ancient civilizations had different regional and climatic conditions; however, they all developed in
similar ways.

3. Expressing Time
• To talk about two actions that happened in the past but not at the same time, we use:
1. After + first action (past perfect) + , + second action (past simple)
2. Before + second action (past simple)+ , + first action ( past perfect)
3. As soon as / until + past perfect + , + past
simple

Action 1 Action 2

In the past
Action 01: in past perfect Past perfect = had + past participle

Action 02: in past simple Past Simple: regular v + ed

Irregular verb (the list)

4. Expressing Quantity

COUNTABLE NOUN UNCOUNTABLE NOUN

- Ancient Greeks worshipped many - Ancient Greek had so much
Gods influence on other civilizations.
BIG
QUANTITY
Ancient Greeks worshipped a lot of Gods
Ancient Greek had a lot of influence on other civilizations
SMALL Only few ancient languages still exist - Sumerians had so little interest
QUANTITY now. in trading.

COUNTABLE NOUN UNCOUNTABLE NOUN

Quantifier
Many / much more + plural noun + more + noun + than
(1) SUPEROIRITY
than
Few / little fewer + plural noun + less + noun + than
(2) INFERIORITY
than
Many / much as many + plural noun as much + noun + as
+ as
(3) EQUALITY
Few / little as few + plural noun + as less + noun + as
as

5. Expressing Condition
Conditional Type 01: if / providing that / provided that / as long as / but only if / only if
Future simple + providing that + present simple

Providing that + present simple + , + future simple

Examples: Providing that you revise well, you will get good marks
You will get good marks providing that you revise well.
6. Expressing Advice
► Advice:
• Should / ought to / had better / had better not + stem
• If I were you, I would + verb (stem)
People should stop buying counterfeit products
If I were you, I would not buy counterfeit products.
► Late advice
• It’s high time / it’s about time + subject + verb (past simple)
It’s high time the government fought corruption
7. Expressing Wishes
a) Past Wish: past perfect
I wish I had revised my lessons
b) Present Wish: past simple
I wish I were rich
c) Future Wish: would + stem / could + stem
I wish I could develop my speaking skills
 8. Expressing Cause / Effect
a) Cause:
➢ Because / since / as
Ex: Parents have to control their children’s use of the Internet because (as / since)
there are some dangerous sites.
➢ Because of / due to/ owing to
Ex: Because of some dangerous sites, parents have to control their children’s use of
the Internet
b) Result:
➢ ;as a result, / ;as a consequence, / ;consequently, / ;therefore, / ,thus, / so,
Ex: There are some dangerous sites, thus, parents have to control their children’s use of
the Internet
➢ So + adj + that
Corruption is so devastating that it can destroy societies
➢ such + noun / noun phrase + that
Corruption is such a devastating practice that it can destroy societies.
9. Passive / active voice
Active form: Sara writes a letter
S V O
Passive form: a letter is written by Sara
S V ( to be + past participle) Agent

Tenses Subject verb object

Active John writes a letter
Present simple
passive A letter is written by John
Active John wrote a letter
Past simple
passive A letter was written by John
Present Active John is writting a letter
continous Passive A letter is being written by John
Active John was writting a letter
Past continous
Passive A letter was being written by John
Active John has written a letter
Present perfect
Passive A letter has been written by John
Active John had written a letter
Past perfect
Passive A letter had been written by John
Active John will write a letter
Future simple
Passive A letter will be written by John
Active John can write a letter
Modals
Passive A letter can be written by John

10. Direct / Indirect Speech

If the reporting verb is in the present, we don’t change the tense of the direct sentence.
If the reporting verb is in the past, the tense of the direct sentence changes.
a) Statement: s + reporting verb + that (optional) + subject + verb (reported) …
b) Wh- questions: s + reporting verb + wh- word + subject + verb…
c) Yes/No Qs: s + reporting verb + if / whether + subject + verb …
d) Order/request: s + reporting verb + to + verb (stem) …
 The tense in quoted (direct) speech The tense in reported (indirect) speech
- Simple Present - Simple past [(regular v+ed)(irregular v changes)]
- Present continuous[is/are+v(ing) - Past continuous
- Present perfect [has/have+v(past participle)] - Past perfect
- Past Simple - Past perfect [had + v (past participle)]
- Past continuous [was/were+v(ing)] - Past Perfect continuous [had+been+v(ing)]
- Past perfect - Past perfect
- Simple future [will + v (infinitive)] - Conditional [would + v (infinitive)]
- Future perfect [will + have + v (past participle)] - Conditional perfect [would + have + v (past participle)]

Features Direct speech Indirect (reported) speech.

Demonstratives Here/ This /These There/ That/ Those
Now Then
Today That day
Tonight That night
Time expressions Yesterday The day before/ the previous day
Tomorrow The following day/ the day after
Hour-day-month-week-year /ago Hour-day-month-week-year/ before
Next ……. The following …/The …. after
Last ……. The previous … / …. before
Modals Shall/will/Can/May/ Must Should/would/Could/Might/Had to
Might/ (has/have to)/ should Might /had to / Should

Direct Indirect
Speech Speech
I He / She
We We / They
My My / His / Her
Our Our / Their
Me Me / Him / Her
Us Us / Them

11. Modals / semi modals / degrees of certainty

Must ➔ strong obligation
Must not ➔ prohibition
Have to ➔ necessity
Had better
Should ➔ advice
Ought to

Could
➔ remote possibility (15 %)
Might

May ➔ possibility (50 %)

Can

It is probably that
➔ probability (80 %)
It will probably

S + will certainly + stem / will + stem ➔ certainty (100%)

 12. If conditional Types:

Type Conditional clause Result Clause Function

Future possibility /
1 Present simple Future Simple (will + stem)
prediction
Unreal situation in the
2 Past simple would + stem
present (imagination)
Past perfect (had + past would + have + past Unreal situation in the
3
participle) participle past (imagination)

Examples:➔ If you study well, you will succeed (type 1)

➔ If I had money, I would start my own business (type 2 / I don’t have money, I just
imagine the opposite of the current situation)
➔If I had studied well, I would have succeeded in my BAC. ( type 3 / I didn’t study well in
the past / I imagine the opposite )
13. Unless
Unless: if … not (conditional type 1)
Examples: If you don’t stop smoking, the risk of lung cancer will increase.
1
Unless you stop smoking, the risk of lung cancer will increase.
not not

If authorities pass stringent laws, we will fight nepotism 2

Unless authorities pass stringent laws, we will not fight nepotism
not not

If you practice sport, you will not suffer from cardiovascular diseases. 3
Unless you practice sport, you will suffer from cardiovascular diseases.
14. Expressing Similarities & Differences
Differences Similarities
Unlike, whereas, while, but, yet, however, contrary to, Like, as, similar to, both….and, neither....nor,
in contrast to, different from, dissimilar… and, also, too, same, alike …
A) Expressing similarity
The Americans give a great importance to education.
The British give a great importance to education
- Like / as the Americans, the British give a great importance to education.
- Similar to the Americans, the British give a great importance to education
- The Americans and the British give a great importance to education
- Both the Americans and the British give a great importance to education
B) Expressing difference
State school is supported financially by the government
Private school is not supported financially by the government
- Unlike state school, private school is not supported financially by the government
- Contrary to / in contrast to / compared with state schools, Private schools are not supported
financially by the government.
- State school is different from private school, the former is supported financially by the government and
the other is not.
 - State school is supported financially by the government whereas / while / but / ;however, Private
school is not supported financially by the government
15. Comparative & Superlative
a) Comparative
a. Comparative of superiority
• Short adjective + er + than (longer than, bigger than..)
E.g., The secondary school is larger than the primary school.
• More + long adjective / adverb +than (more attractive, more distant …)
E.g., The subjects in secondary school are more difficult than the ones in primary school.
b. Comparative of equality
• As + adjective + as (positive form) (as big as, as remote as, as important as….)
E.g., classes in primary school are as crowded as in secondary school.
• Not + as + Adjective + as (negative form) (not as small as, not as expensive as….)
E.g., learning languages is not as difficult as learning scientific subjects.
c. Comparative of inferiority
• Short adjective + er + than (smaller than, shorter than…)
E.g., pupils in secondary school are younger than pupils in secondary school.
• Less + long adjective + than (less intense than, less beautiful than ….)
E.g., private education is less accepted in U.K than in U.S.A

b) Superlative
 The + Short adjective + est ( the closest , the longest…)
E.g., our teacher of sport is the funniest teacher in the school.
 The most + long adjective ( the most distant, the most destructive…)
E.g., education is the most important subject in Britain.
Irregular comparatives & superlatives of adjectives:
Adjectives Comparative Form Superlative Form
good better than the best
bad worse than the worst
far farther / further than the farthest/ the furthest
old older / elder than the oldest / the eldest

B/ Morphology
1. Prefixes: “dis, de, il, im, in, ir, mis, un” are prefixes used at the beginning of the word to form the
opposite (=/=)
• Dis: disagree, distrust
• il + l: illogical
• im + b / m/ p: immoral
• in + c / b /d / s: indirect, instable
• ir + r: irresponsible
• un + c / f / l : uncomfortable
• de + verb: deform
• mis (no rule): misuse – mislead
Other prefixes: well- / self- / en- e.g., well-developed / self-confidence / endanger
2. Suffixe

Verb suffixes Noun suffixes Adjective suffixes

ate – en – ify /fy – ise/ize ment – ness – ance/ence – ism – able/ible – al – ful – less – ic/ical
tion/sion/ion – ship – ity/ty – – ous – ive – y/ly – ed – ing - ish
er/or – ist – al – acy – ing –hood.. - an/ian – ese …
 C/ Pronunciation
a) Stress in two-syllable words:
• Nouns / adjectives / adverbs: stress falls on the 1st syllable
E.g., teacher, actor, table, happy, sunny, under, always, never
• Verbs: stress falls in the 2nd syllable
E.g., correct, present, prepare
b) Stress in words ending in: ics, ic, ion, ian, tion, sion, cian, ive, ial
Stress falls on the penultimate syllable (the second from the end)
E.g., supportive, expansion

c) Stress in words ending in: phy - gy - my-cy- ty - ical – ence - ment– ist –ize– ate
Stress falls on the anti-penultimate syllable (the third from the end)
E.g., democracy – government – sensitize

d) Words with suffixes: ee, eer, ese are stressed on the suffix itself
E.g., employee, engineer, Japanese

Silent letters
* B is not pronounced when following M at the end of a word. e.g., climb
* D is not pronounced in some words: sandwich
* E is not pronounced at the end of words and usually makes the vowel long. E.g., hope
* G is not often not pronounced when followed by an N. e.g., Champagne
* GH is not pronounced before T and at the end of many words. E.g., Thought
* H is not pronounced when following W. E.g., What
* H is not pronounced at the beginning of many words. Use the article "an" with unvoiced H. e.g., Hour
* K is not pronounced when followed by N at the beginning of a word. Knife
* L is often not pronounced before L, D, F, M, K. Calm half salmon talk balk would should
* P is not pronounced at the beginning of many "psych" and "pneu". Psychiatrist / pneumonia
* S is not pronounced before L in the following words: Island / isle
* T is not pronounced in these common words: Castle / Christmas / fasten / listen / often / whistle / thistle
* U is not pronounced before after G and before a vowel. guess guidance guitar guest
* W is not pronounced at the beginning of a word followed by an R. Wrap / write / wrong
* W is not pronounced with these three pronouns: Who whose whom
1) Pronunciation of final “s”
/S/ /Z/ /IZ/
/f/, /k/, /t/, /p/, /θ/ /b/ , /d/ , /l/, /m/ ,/n/ ,/r/ , /v/, /s/: s, ss, c, x (misses, mixes, spices, uses)
(months) /ð/ (breathes) + any vowel /z/: used
sound /dƷ / (pages) , /Ʒ/ j
/∫/ (wishes), /t∫/ ( matches),

2) Pronunciation of final “ed”

/t/ /d/ /Id/
/f/, /k/, /s/, /p/, /θ/, /∫/, /t∫/ /b/, /g/ , /v/ , /z/, /dj/ , /m/ , /n/ , /t/ , /d/
/r/ , /l/ , /ð/