gerund and infinitive

gerunds and infinitives的区别和用法摘要：1.概述：介绍gerunds和infinitives的定义及区别2.词性：分析gerunds和infinitives的词性3.用法：详述gerunds和infinitives在句子中的用法4.动词不定式的语法功能：说明动词不定式作主语、宾语、表语等不同成分的用法5.动名词的语法功能：阐述动名词作主语、宾语、表语等不同成分的用法6.动名词和动词不定式的区别：对比两者的差异7.实战举例：给出含有gerunds和infinitives的例句，分析其用法和意义8.总结：回顾gerunds和infinitives的区别和用法，给出学习建议正文：在日常生活中，英语学习中，gerunds和infinitives是两种常见的动词形式，它们在句子中有各自独特的用法。

了解它们的区别和用法，有助于我们更加熟练地运用这两种动词形式，提高英语表达能力。

首先，我们来了解一下gerunds和infinitives的定义及区别。

Gerunds 是动词的-ing形式，如talk → talking，而infinitives是动词的原形，如talk → to talk。

从形式上看，gerunds和infinitives的区别在于动词后是否跟-ing 或to。

接下来，我们分析一下gerunds和infinitives的词性。

Gerunds和infinitives都可以看作是动词的一种形式，但它们的词性有所不同。

Gerunds具有名词性质，可以作为主语、宾语、表语等成分出现在句子中；而infinitives则具有动词性质，可以作为谓语动词使用。

在句子中，gerunds和infinitives的用法也有所不同。

Gerunds可以作为名词使用，例如：1.Talking to him is a waste of time.（和他谈话是浪费时间。

）2.Swimming in the pool is fun.（在游泳池游泳很有趣。

七年级上册英语语法知识点总结The grammar knowledge in the seventh grade English textbook mainly includes the following aspects:1. Parts of speech: Nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.2. Sentence structure: Basic sentence structure (subject + verb + object), types of sentences (simple, compound, complex), and word order.3. Tenses: Present simple, present continuous, present perfect, past simple, past continuous, and future simple.4. Articles: Definite article "the" and indefinite articles "a/an".5. Subject-verb agreement: Matching singular and plural subjects with the correct verb form.6. Modals: Can, could, may, might, must, shall, should, will, and would.7. Relative clauses: Use of "who", "whom", "whose", "which", and "that" to introduce relative clauses.8. Reported speech: Changing direct speech into indirect speech with appropriate tense and pronoun changes.9. Passive voice: Forming the passive voice with "be" + past participle.10. Conditionals: Using "if" to express different types of conditions (zero, first, second, and third conditionals).11. Quantifiers: Use of "some", "any", "few", "a few", "little", "a little", "many", "much", "a lot of", and "lots of" to quantify nouns.12. Comparative and superlative forms: Comparing adjectives and adverbs using -er/more and -est/most.13. Reported questions: Changing direct questions into indirect questions.14. Gerunds and infinitives: Using verbs as nouns with the gerund form (-ing) or the infinitive form (to + base verb).These are the essential grammar points covered in the seventh grade English curriculum. By understanding and practicing these points, students can build a solid foundation for their English language skills.。

初中英语语法基础知识大全100题Grammar is the foundation of language, and a strong grasp of grammar principles is essential for effective communication in English. For middle school students, establishing a solid understanding of English grammar basics is crucial as they continue to develop their language skills. This essay will explore 100 essential grammar fundamentals that every middle school student should master.1. Parts of Speech: Nouns, Verbs, Adjectives, Adverbs, Pronouns, Prepositions, Conjunctions, and Interjections.2. Singular and Plural Nouns: Regular and irregular plural forms.3. Possessive Nouns: Forming possessive case with apostrophes.4. Proper Nouns and Common Nouns: Capitalization rules.5. Subject-Verb Agreement: Ensuring verbs agree with their subjects in number and person.6. Verb Tenses: Present, past, future, and their progressive and perfect forms.7. Irregular Verbs: Common verbs with unique past tense and past participle forms.8. Active Voice and Passive Voice: Recognizing and using both constructions.9. Transitive and Intransitive Verbs: Verbs that require objects and those that do not.10. Linking Verbs: Verbs that connect the subject to a subject complement.11. Auxiliary Verbs (Helping Verbs): Verbs that assist the main verb, such as "be," "have," and "do."12. Modal Auxiliaries: Verbs that express possibility, obligation, permission, and other modalities.13. Gerunds and Infinitives: Verbal forms that function as nouns, adjectives, or adverbs.14. Adjective Types: Descriptive, possessive, demonstrative, interrogative, and articles.15. Degrees of Comparison: Positive, comparative, and superlative forms of adjectives.16. Adverb Types: Manner, time, place, frequency, degree, and sentence adverbs.17. Comparative and Superlative Adverbs: Forming adverb comparisons.18. Personal Pronouns: Subject, object, possessive, and reflexive forms.19. Indefinite Pronouns: Words like "someone," "anyone," "nothing," and "all."20. Relative Pronouns: "Who," "whom," "whose," "which," and "that."21. Interrogative Pronouns: "Who," "what," "where," "when," "why," and "how."22. Preposition Types: Prepositions of time, place, direction, and relationship.23. Prepositional Phrases: Identifying and using prepositional phrases correctly.24. Coordinating Conjunctions: "And," "but," "or," "nor," "for," "so," and "yet."25. Subordinating Conjunctions: "Because," "since," "when," "while," "if," and "unless."26. Correlative Conjunctions: Paired conjunctions like "both...and," "either...or," and "neither...nor."27. Interjections: Expressing emotion or emphasis, such as "Ouch!" and "Wow!"28. Sentence Types: Declarative, interrogative, imperative, and exclamatory sentences.29. Simple Sentences: One independent clause with a subject and a verb.30. Compound Sentences: Two or more independent clauses joined by a coordinator.31. Complex Sentences: An independent clause and one or more dependent clauses.32. Compound-Complex Sentences: Combining compound and complex sentence structures.33. Phrases: Noun phrases, verb phrases, adjective phrases, andadverb phrases.34. Clauses: Independent clauses and dependent clauses.35. Dangling and Misplaced Modifiers: Recognizing and correcting these common errors.36. Parallel Structure: Maintaining consistency in the grammatical form of related elements.37. Sentence Fragments: Identifying and correcting incomplete sentences.38. Run-On Sentences: Recognizing and fixing two or more independent clauses joined incorrectly.39. Subject-Verb Inversion: Inverting the subject and verb in certain sentence structures.40. Negation: Forming negative statements using "not," "no," and other negating words.41. Contractions: Combining words to form shortened forms, such as "can't" and "won't."42. Capitalization Rules: When to capitalize proper nouns, titles, and the beginning of sentences.43. Punctuation: Using periods, commas, semicolons, colons, apostrophes, and quotation marks correctly.44. Appositives: Noun phrases that rename or describe another noun.45. Participial Phrases: Verb phrases that function as adjectives or adverbs.46. Gerund Phrases: Noun phrases beginning with a gerund.47. Infinitive Phrases: Verb phrases beginning with an infinitive.48. Restrictive and Nonrestrictive Clauses: Defining and nondefining relative clauses.49. Conditional Sentences: "If-then" statements expressing hypothetical situations.50. Passive Voice Transformation: Changing active voice sentences to passive voice.51. Direct and Indirect Speech: Reporting statements, questions, and commands.52. Pronoun-Antecedent Agreement: Ensuring pronouns agree with their antecedents.53. Pronoun Case: Subjective, objective, and possessive pronoun forms.54. Reflexive and Intensive Pronouns: Using "self" and "selves" pronouns correctly.55. Demonstrative Pronouns: "This," "that," "these," and "those."56. Indefinite Pronouns: "Everyone," "someone," "anything," and "nothing."57. Relative Pronouns: "Who," "whom," "whose," "which," and "that."58. Interrogative Pronouns: "Who," "what," "which," "whose," and "whom."59. Preposition Placement: Appropriate positioning of prepositions in sentences.60. Conjunction Usage: Selecting the right coordinating or subordinating conjunction.61. Adverb Placement: Properly positioning adverbs within asentence.62. Adjective Order: Following the correct order when using multiple adjectives.63. Verb Tense Consistency: Maintaining consistent verb tense throughout a passage.64. Subjunctive Mood: Using "were" instead of "was" in certain hypothetical statements.65. Gerund vs. Infinitive: Choosing between gerund and infinitive verb forms.66. Active vs. Passive Voice: Determining the appropriate voice for a given sentence.67. Subject-Verb Agreement with Collective Nouns: Singular or plural verb form.68. Compound Subject Agreement: Ensuring correct verb agreement with compound subjects.69. Dangling Modifiers: Correcting sentence structures with unclear modifications.70. Misplaced Modifiers: Placing modifiers in the appropriate position in a sentence.71. Parallel Structure in Lists: Maintaining grammatical consistency ina series of items.72. Comma Usage: Properly using commas in a variety of sentence structures.73. Semicolon Usage: Correctly applying semicolons to join independent clauses.74. Colon Usage: Appropriately using colons to introduce lists or explanations.75. Apostrophe Usage: Proper placement of apostrophes in possessive forms and contractions.76. Quotation Mark Usage: Correctly incorporating quotations and dialogue.77. Capitalization Rules: Applying capitalization guidelines for proper nouns, titles, and more.78. Abbreviation and Acronym Usage: Correctly using abbreviated forms and acronyms.79. Numbers and Numerals: Deciding when to spell out numbers versus using numerals.80. Commonly Confused Words: Distinguishing between homophones and similar-sounding words.81. Idioms and Idiomatic Expressions: Understanding and using common English idioms.82. Preposition Combinations: Mastering the appropriate prepositions to use in various contexts.83. Relative Clause Placement: Ensuring relative clauses are positioned correctly.84. Noun Clause Structure: Constructing noun clauses as subjects, objects, and complements.85. Adverb Clause Structure: Forming adverb clauses to provide additional information.86. Adjective Clause Structure: Creating adjective clauses to modifynouns and pronouns.87. Conditional Clause Structure: Constructing "if-then" statements and other conditional sentences.88. Passive Voice Transformation: Converting active voice sentences to passive voice.89. Direct and Indirect Speech: Accurately reporting statements, questions, and commands.90. Pronoun-Antecedent Agreement: Ensuring pronouns agree with their antecedents in number and gender.91. Pronoun Case: Properly using subjective, objective, and possessive pronoun forms.92. Reflexive and Intensive Pronouns: Identifying and applying the correct "self" pronouns.93. Demonstrative Pronouns: Appropriately using "this," "that," "these," and "those."94. Indefinite Pronouns: Recognizing and using universal, existential, and negative pronouns.95. Relative Pronouns: Selecting the right relative pronoun ("who," "whom," "whose," "which," "that").96. Interrogative Pronouns: Employing "who," "what," "which," "whose," and "whom" correctly.97. Preposition Placement: Ensuring prepositions are positioned properly in sentences.98. Conjunction Usage: Choosing the appropriate coordinating or subordinating conjunction.99. Adverb Placement: Determining the correct placement of adverbs within a sentence.100. Adjective Order: Arranging multiple adjectives in the proper sequence.Mastering these 100 essential grammar fundamentals will provide middle school students with a strong foundation in English language skills. By understanding the rules and conventions governing parts of speech, sentence structures, punctuation, and more, students can improve their written and oral communication, as well as their reading comprehension. Continuous practice and reinforcement of these grammar principles will equip middle school students for success in their academic and professional pursuits.。

Infinitives, Gerunds & ParticiplesInfinitivesForm-The infinitive is the form of the verb NOT changed for person, number or tense. It is usually introduced with to.-The negative is formed by putting not before the infinitive.Bare infinitivesForm - The infinitive is used without to after certain verbs.GerundsForm-The gerund is a verb ending in - ing. It acts as a noun. -The negative is formed by adding not before the gerund.Verb + to-infinitive or –ing?Usage2. Either the to-infinitive or gerund can be used after certain verbs with no difference in3. Verbs taking to-infinitives or gerunds have a change in meaning.Note1.I saw Ken swim. It spent him an hour. (I saw the whole action from beginning to end.)I saw Ken swimming. ( I saw part of the action. I didn’t wait until he had finished.)2.The teacher doesn’t allow us to eat in class. (object + to-infinitive)We are not allowed to eat in class. (passive form + to-infinitive)The teacher doesn’t allow eating in class. (verb + gerund)ParticiplesSentence Transformation1a. Driving fast is dangerous.b. It is dangerous to drive fast.2a. I prefer driving to flying.b.I prefer to drive rather (than) fly.3a. They made him admit his guilt.b. He was made to admit his guilt.4a. They let him enter the building.b.They allowed him to enter the building.5a. She was too inexperienced to get the job.b.She wasn’t experienced enough to get the job.6a. We were interested in the lecture.b.The lecture was interesting to us.7a. Could you clean up the room?b.Do/Would you mind cleaning up the room?c.Would you be so kind as to clean up the room?8a. It was difficult for him to do the crossword.b.He had difficulty (in) doing the crossword.c.He found it difficult to do the crossword.d.He could hardly do the crossword.9a. It took her an hour to prepare the meal.b.She took an hour to prepare the meal.c.Preparing the meal took her an hour.d.She spent an hour preparing the meal.Find out the bare infinitive (B), the infinitive (I), the gerund (G), the present participle (Pr.p), or the past participle (P.p.) in each sentence. Underline and identify them.e.g. My mother let me go to the party. ( B )1. Penny wants to learn Japanese. ( )2. Do you enjoy going to the beach in the summer? ( )3. The doctor is saving the injured baby. ( )4. My aunt went shopping with me yesterday. ( )5. I am really frightened by you! ( )6. Would you go with me? ( )7. The talk was boring. ( )8. You should listen to me! ( )9. He is too young to understand the situation. ( )10. The finished product is a piece of artwork! ( )Exercise BChoose the correct option in each sentence.e.g. My boss expects me to work overtime. (work, to work, working, worked)1. I must ____________ more to keep fit. (exercise, to exercise, exercising, exercised)2. I remember ____________ Sue last Sunday. (visit, to visit, visiting, visited)3. The salesman seemed _____________ impatient. (get, to get, getting, got)4. I really miss ____________ in the countryside. (live, to live, living, lived)5. She was ____________ by the exhibition.(fascinate, to fascinate, fascinating, fascinated)6. If you don’t stop ___________, you’ll kill yourself. (diet, to diet, dieting , dieted)7. The boy ____________ a red T-shirt is my neighbour. (wear, to wear, wearing, worn)8. The cup ____________ with orange juice is yours. (fill, to fill, filling, filled)9. She is incapable of _____________ good decisions. (make, to make, making, made)10. I can’t wait ____________ her again. (see, to see, seeing, seen)Exercise CFill in the blanks with the correct form of verbs given.e.g. I was afraid of hurting his feelings. (hurt)1. After dinner, she continued ____________ her homework until late at night. (do)2. Tom stopped ____________ up his washing on the way home. (pick)3. Tell me your plan. I’m interested ____________ about it. (hear)4. The ____________ drama has won several awards. (amaze)5. Most of Hong Kong people don’t like _____________ meat. (freeze)6. I think you should give up __________ because you have a very poor voice. (sing)7. He isn’t strong enough ____________ in the basketball team. (be)8. ____________ is good exercise. (walk)9. It is getting dark. We had better ____________ now. (go)10. It is very cold. I would rather ____________ at home. (stay)There is one mistake in each sentence. Underline the mistakes and correct them.‘X’: extra word; ‘^’: missing word; ____: wrong worde.g. The girl is too young enough( X ) to look after herself. ( X )The girl is ( ^ too) young to look after herself. ( ^ )The girl is too young looking (to look) after herself. ( __ )1. I dislike to argue. ( __ )2. You ought finish the project now. ( ^ )3. I suggested to take a walk in the garden. ( __ )4. The teacher made Rose to do homework again. ( X )5. Paul did not object to join the party. ( __ )6. The broken chair needs be repaired. ( ^ )7. It is no use to asking Mike for help. He is selfish. ( X )8. You are not old enough join the club. ( ^ )9. They didn’t see her to come in. ( X )10. Depressing after losing all his money in gambling, George decided to start a new life. ( __ )Exercise ERewrite the following sentences using the words given, without changing the meaning.e.g. We were shocked by the news. (shocking)The news was shocking to us.1. Dad didn’t allow Jimmy to drive his car. (let)_________________________________________________________________________ 2. Would you be so kind as to move over a little? (mind)_________________________________________________________________________ 3. We found the horror film terrifying. (terrified)_________________________________________________________________________ 4. It was difficult for her to cope with city life. (difficulty)_________________________________________________________________________ 5. He wasn’t tall enough to be a policeman. (short)_________________________________________________________________________ 6. Mom advised us to catch the early train. (suggested)_________________________________________________________________________ 7. We should not make friends with triad members. (avoid)_________________________________________________________________________ 8. It is my pleasure to meet you. (meeting)_________________________________________________________________________ 9. They ordered him to clean the bathroom. (made)_________________________________________________________________________ 10. It took me several days to do the task. (spent)_________________________________________________________________________Suggested AnswersExercise E1. Dad didn’t let Jimmy drive his car.2. Would you mind moving over a little?3. We were terrified by the horror film.4. She had difficulty coping with city life.5. He was too short to be a policeman.6. Mom suggested us catching the early train.7. We should avoid making friends with triad members.8. Meeting you is my pleasure.9. They made him clean the bathroom.10. I spent several days doing the task.。

The Infinitive and GerundInfinitive - gerund grammar exercises and rules are available for free on English grammar - verb forms ().Bare infinitive (without to)We usually use infinitives with to in the English language.I want to go. I told him to come.The infinitive without to (bare infinitive) is used as follows.1. After modal verbs - can, may, must, needn't, dare ...I can bring it. He may take it. You must buy it. We needn't open it. He dared not tell me.The verbs dare and need can also be followed by the infinitive with to. In such sentences we use do to make questions and negatives.I dared not call you. x I didn't dare to call you. These two sentences have the same meaning, only the form is different.You needn't listen to him. (You don't have to listen to him.) x You don't need to listen to him. (There is no need to listen.) These two sentences are different in the form and meaning, too.2. After the verbs of senses - feel, hear, see, watch.We saw you swim. I heard her sing.It is more common, however, to use -ing form in English after the verbs of senses.We saw you swimming. I heard her singing.But: In the passive voice the infinitive with to must be used after these verbs.She was seen to cry.3. After some more expressions - let, make, would rather, had better, help.Don't let him go. She made me drive. I'd rather finish it. You'd better start. I helped them carry it.The verb help can also be followed by the infinitiv with to.I helped them to carry it.But the passive voice is followed by the infinitive with to.I was made to drive. He was let to go.Infinitiv or gerund?In English some verbs are followed by infinitive (They agreed to come), other verbs are followed by gerund (Did you enjoy flying?) and there are also verbs followed by infinitive and gerund (She began to work - She began working).1. The verbs followed by infinitive only.agree decide hope order promiseallow demand instruct permit refuseappear encourage invite persuade remindarrange fail learn plan seemask forbid manage prepare swearchoose force offer pretend warnHe decided to study at university. We hoped to find it. Did he seem to like it? They allowed me to smoke.I ordered my son to send it.2. The expressions followed by infinitive.be about make up one's mind turn outdo one's best set outHe was about to start. I did my best to learn it. I haven't made up my mind to start yet. It turned out to be your car. We set out to cut the tree.3. The verbs followed by gerund only.admit enjoy forgive mind riskconsider escape imagine miss suggestdelay excuse insist practise understanddislike finish keep preventShe admitted telling him. Did you escape writing the test? I don't want to risk coming late.Excuse, forgive and prevent are used with three different forms.Excuse my being late. Excuse me being late. Excuse me for being late.4. The expressions followed by gerund.be against can't help look forward tobe interested in care for it's no use/goodcan't stand give up it's worthI can't stand waiting for hours. I can't help laughing. Don't give up studying this chapter. It's no use working so late. Is the film worth seeing?5. The verbs followed by infinitives and gerunds.A. With the same meaning.begin can't bear allow recommend it requiresstart intend permit it needs it wantscontinue adviseDid you continue driving/to drive? He can't bear smoking/to smoke.If the verbs advise, allow, permit, recommend are used with the indirect object, they are followed by infinitive. If not, gerund must be used.They didn't allow us to eat there. They didn't allow eating there.She recommended John to read this book. She recommended reading this book.After the expressions it needs/requires/wants gerund is more common than infinitive.The car needs washing/to be washed. The flower wants watering/to be watered.B. The verbs that have a different meaning with infinitive or gerund.RememberI remember watching the match. It was fantastic. We use gerund to talk about earlier actions.I remembered to watch the match.And so I sat down and switched on the TV. The infinitive is used to talk about following actions.TryI tried calling him because I needed to test my new mobile phone. I made an experiment with my mobile.I tried to call him because I needed to meet him. I made an attempt to get in touch with him.Love/like/hate/preferIn the conditional tense these verbs are used with the infinitive.I'd like to drive. I'd love to drive. I'd hate to drive. I'd prefer to drive.In other tenses they are used with infinitives or gerunds, but both forms have a slightly different meaning.I like driving. I love driving. I hate driving. I prefer driving.I like to drive. I love to drive. I hate to drive. I prefer to drive.Compare:I like going to the cinema. (I enjoy it.)I like to go to the dentist twice a year. (I don't enjoy it, but I go there, because it is good for my health.)I hate ironing. (It is my least favourite activity. I never enjoy it.)I hate to iron on Sundays. (I don't mind ironing, but not on Sundays.)Go onAfter dinner he went on showing us his photos.The gerund is used when we want to say that a previous activity continues.He gave us a lecture on the Greek history. And then he went on to show us his photos from Greece. The infinitiv is used when we want to describe an activity that follows a previous action and is somehow connected to it.StopI stopped smoking. This means that I do not smoke anymore.I stopped to smoke. I made a pause to have a cigarette.MeanI didn't mean to hurt you. I say that I didn't do it on purpose.We can go to Spain. But it means spending more money. In this sentence we describe the consequences. Be afraidShe was afraid of getting married. Any marriage is something that frightens her.She was afraid to marry Bill. She doesn't mind getting married, but the marriage with Bill frightens her.I'm sorryI'm sorry for telling you. I apologize for a previuous action.I'm sorry to tell you that your flight will be delayed. I apologize for something that will happen.The infinitive with this expression can also mean sorrow.I'm sorry to hear that your wife is ill.NoteThere are a lot of verbs and expressions that are used with gerunds and infinitives. In this chapter we only tried to mention the most frequently used verbs.。

We can use both -ing forms and infinitives as subjects (but -ing forms are Smoking is bad for you.We can use infinitives to say why we do things.I got up early to catch the 7.15 train.After some verbs we use -ing forms. Some of these verbs are: keep(on), flnish, stop, give up, go, can't help, suggest, p ractlse, enjoy, love, like, mind,dislike, hateDo you mind sharing a room? Alex has gone swimming. I can't help feeling unhappy.After prepositions we use -ing forms, not infinitives.You can't live without eating. (NOT …without to ent.)I usually watch TV before going to bed. (NOT …before to go to bed.)Exercise 3 Complete the sentences with -Ing forms.► We enjoy playing tennis in the morning- (play)1 Has Ann finished _________________________________ h er photos? (take)2 JohiVs given up sweets, (eat)3 'Where's Helen?* “She's gone _________________________________ ' (shop)4 I have to practice ______________________________ s o I can pass my test, (drive)Exercise 1 Correct (V) or not( X)?► I want see you x want to► Can I help you? J1 It's necessary to get a visa...2 I hope to not have probleins at university...3 I went to Mexico for learning Spanish...4 His parents wanted him to be a doctor...5 You can get there faster by take the train...6 I'm too tired for working now …7 I stopped to smoke last year …8 She kee ps tele phoning me …9 We decided going by bus …10 I'm glad seeing you …11 The lesson was easy to understand...12 We had nowhere to sleep …Exercise 2 Complete the sentences.► Swimming is slower than running IS more dangerous than_ is faster than _________________ costs more than _____________ is easier than ______________ IS harder than ______________ IS more interesting than 2. 3. 4 5. 6 (running; swimming)(reading; skiing)___ (flying; going by train)(washing; eating)______ (speaking; writing)_______ (listening; understanding)(shaving; shopping)5Alec suggested _____________________________ at the supermarket, (stop)Exercise 4 Add -ing forms of the verbs in the box.1Pm tired of the same old stories; doesn" John realize he's boring us?2Which British Prime Minister was famous for ___________________________________________ big cigars? 3Pm thinking of to Greece next summer - have you ever been there?4Ericas interested in ________________________ f ootball on television, but not in playing it.5Don't worry about __________________________ t he dishes - Pll wash them in the morning.Exercise 5 What are you good or bad at? Write two or more sentences about yourself.ProductionComplete the text with the Jug form or to-infinitive of the verbs in brackets.The first explorers to cross AustraliaJohn Stuart decided a (cross) to cross Australia from south to north in 1859. He wanted b (win)__________________________ a prize offered by the South Australian government. This meant c (travel)_______________________________________ acrossmountains and desert for 3.000 kilometers. He and his three com panions kept d (ride)____________________________________ for eight months before reaching the centre of the continent. What had they expected e(find)____________________ ? So far they had only succeeded in f (discover) a huge desert. On this exp edition Stuart failed g (reach)_________________________ the coast, and turned back ill and short of food. He triedh (complete)_________________________ the journey the next year, but failed again. Finally in1861 he managed i (arrive)__________________________ at the northern coast, near the modern city of Darwun. Ever since he has been famous for j (cross)____________________________ the continent, though sadly hedied soon after his return to Adelaide.Activity:Spe aking pe rsonally►Write sentences which are true for you, using these verbs, and gerunds, eg I'm going to keep trying until I pass the FCE exam. keep ・ involve, start, stop, suggest, imagine, regret, miss, practise, consider, (not) mindCompare your sentences with your partner. Ask about anything that surprises or interests you.2►Work in small groups and listen to these prompts. Each member of the group should repeat the Exercise 6 Complete the sentences on the right.2、 ! It's no use・ He \ ask Dave? won't be able to do anything.3 I don't really want to go out Welk stay at home! There's no pointtonight.if YOU don't want to.4Shall I phone Liz now? No, it's no goodnow. She won't be at home. 5Are you going to com plain aboutNo, it's not worth . that happened?Nobody will do anything about it. 6 Do you ever read news pap ers? No. I think it's a waste•Shall we get a taxi home?No, it isn't far. It's not worth getting a taxi. 7 you want to keep these oldclothes?’ ,let's throw them away. They're notprompt and flnish the sentence truthfully. Make a note of the most interesting things you learn about your colleagues, e.g. PavePs thinking of going to China next yean。

1.1 Working life1 What does this quotation mean to you?`Life is what happens to you while you're busy making other plans.'john Lennon, English singer& song writer (1940-19830)2 Discuss these questions.1 How many jobs do you expect to have in your life ? 1-3 4-7 8or more2 Would you prefer to be self-employed or an employee? Why ?3 in fifteen years’ time, do you expect to work more or less than now ?4 at what age do you expect to stop working ? 55 65 753Underline tire best word to complete each sentence.1 At the moment, people generally retire/resign at 652 I joined/applied for the company when I was 25 and have worked thereever since3 What's the best way to pay/reward our employees for good performance?4 About 700 staff were laid off/dismissed when the company lost the contract tosupply Toyota5 We have educated/trained our staff in the use of laser equipment.6 I'm going to leave/change the company at the end of the year.7 E and C Consultants recruits/employs from the top business schools.8 Companies need to offer parents of young children more flexible/overtime hours-9 they used only to offer permanent posts, but now most new contracts aretemporary/part-time ones.10 I have one day off/ holiday a week to attend a course at college.4 Make sentences with the words you didnt use in Exercise 3.5 Make nouns from thefollowing verbs.Attitude to work6 Do you think that people starting work now have a different attitude to work than their parents did? if so, in what ways?7 Look at the newspaper article and read the title. What does the title suggest to you?Read the article arid check if you were r fight.Young workers Want it all, nowOh, and they’ll need to take next Friday off ,tooTETROIT一Kurt Jennings, hoping to start a career in radio sales, thought he was prepared to answer any question during his recent interview. Then theradio executive opened the interview with, `So, we call you guys the Entitlement Generation". You imagine you're entitled to everything.' There is an impression that the current generation of young workers has high expectations for salary, responsibility and job flexibility, but little appetite for hard work and little sense of loyalty to a company`A lot of twenty-somethings have a hard time making the transition to work typically Kids who've had success early in life and who've become used to getting instant gratification,' says Dr. Levi Cohen, a peadiatrics professor.He says that coddling parents and colleges often fail to prepare students for the realities of adulthood and working life.Many employers, from corporate executives to restaurateurs, agree.`It seems they expect to hove in then first week everything that the veteran has worked 20 or 30 years to earn,' says Mike Amor, the owner of a Salt LakeCity chain of restaurants.Kurt had this reply 'for his interviewee at the radio station: `Maybe we were spoiled by your Generation. But "entitled" is too strong a word,' he said. `Do we think we're deserving if we're doing to go out there and break our backs for you'?Yes..'He ended up getting the-job.But some experts say that' having highexpectations, and tellin}} your boss what they are, isn't necessarily a bad thing.`It's true they're not all rushing to bury themselves in a cubicle a}记follow orders for the next 40 years, but why on earth should they?' asks .leaf Bartlctt, a University of Carolina psychologist8 Do you think the younger generation is spoiled and expects too much? .or do you think the older generation sacrificed their lives (and fun in their lives) for work?9 What do the following phrases from the text mean?1 little appetite for hard work2 twenty-somethings3 instant gratification4 coddling parents and colleges5 we were spoiled by your generation6 break our backs for you7 bury themselves in a cubicleGerund and infinitive1 Which of the verbs or phrases in the box take the gerund (-ing) and which ones take to infinitive (to do)?Be good at plan/intend /aim be worth fail be reluctanthave trouble/difficulty hope/expect manage succeed indecide think about/consider enjoy avoid involve havebe used to/accustomed to be willing/prepared2 Which of the following pairs of phrases is the odd one out grammatically? Why?1 be good at一be bad at2 be willing一be reluctant3 succeed in一fail4 enjoy一dislike3 Complete these sentences.0 when I retire, I plan to do some voluntary work for charity1 When I retire, I plan…2 I think I'm quite good at…3 Before attending a job interview, it's worth…4 My job involves…5 When speaking English, I often have difficulty…6 At work I feel satisfied if I manage…7 For my summer holiday this year, I am considering…8 If I was offered more money, I would be willing…9 The hardest thing abo ut starting a new job is getting used to…10 I get annoyed with colleagues if they fail…4 Choose five of the phrasesworking life.in exercise 1 and make sentences about your own working lifeThe future of human resources5 You will hear five human resources (HR) manages0s talking shout the key issues in human resources facing companies today.·The first time you listen, indicate which employee group in the workforce they are talking about.·The second time you listen indicate what actions they propose to take to deal with each issue.TASK ONE一EMPLOYEE GROUPA older employees (50-GO)B new recruitsC traineesD senior managementE young highly qualified employeesF womenG retired employeesH disabled workersA efforts to retain good employeesB the introduction of more flexible workingarrangementsC linlting salaries more closely to resultsD more focus on job training for employeesE encouraging people back from retirementF more support for working parentsG developing a more positive attitudetowards older workersH reducing staff costs6 You've heard the priorities of HR managers. What are your priorities for your working life? Consider the following:.flexible hours·working environment.pay。